Core SixWrite to Learn
In a Nutshell Tool for writing and learning in all
content areas
Improves students’ thinking, deepens comprehension of content, provides formative assessment needed to improve student writing
Three Reasons for Using Write to Learn to address CCSS Writing develops higher-order thinking
Writing in different text types (arguments, informative/explanatory texts, narratives)
Range of writing
Three Types of Writing Provisional writing- brief, daily writing
that supports learning
Readable writing- clarify and organize thinking to develop essays or responses
Polished writing- engagement in full writing and revision process
Provisional Writing Used to capture interest, draw out prior
knowledge, review and check understanding, provoke thinking, spur reflection
Spelling and grammar rarely assessed
Examples: Quick-writes Learning logs 4-2-1 Free Write (p. 54)
Readable Writing Intended for audience (teacher uses to assess students’
responses) Requires students to clarify their thoughts and develop an
organizational structure for their ideas
Sample prompts (pgs. 55-56) Argumentative Informative/explanatory Narrative Comparison Analysis (textual) Analysis/mathematical Descriptive
Readable Writing
Building Writing Prewriting tool that provides scaffolding Students pair up to revise and generate
new ideas
Graphic Organizer 3 x 3 Writing Frame
Polished Writing Writing folders
House the students’ ongoing work (records and artifacts of the writing process)
Pockets pg. 61
Writer’s Club Organize students into writer’s clubs with 3-5
members Encourage students to listen carefully and provide
feedback that is specific, improvement-oriented, and about the work, not the student
Writer’s Club Discussion Questions (p.64)
Rules of the Writer’s Club1. Everyone reads.2. Writers choose one or more questions
for listeners to respond to.3. Listeners give additional feedback by
choosing other questions to answer.4. Writers listen to responses without
becoming defensive.5. Writers use what they learn to revise
and improve their work.
Post-writing Reflection Ask students to answer:
What? What did you learn during this process?
So what? What did you learn about yourself, the content, or the writing process?
Now what? How can you use or apply what you have learned?