engaging writing strategies to support student learning in the content areas
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Engaging Writing Strategies to Support Student Learning in the Content Areas. Christian Educator’s Convention 2011 Conference: “Passing the Baton ”. Kathleen Kopp Teacher on Special Assignment, Citrus County Schools Author and Presenter: Maupin House Publishing [email protected] - PowerPoint PPT PresentationTRANSCRIPT
Engaging Writing Engaging Writing Strategies to Support Strategies to Support
Student Learning in the Student Learning in the Content AreasContent Areas
Christian Educator’s Convention 2011 Conference:“Passing the Baton”
Kathleen KoppTeacher on Special Assignment, Citrus County Schools
Author and Presenter: Maupin House [email protected]
http://www.citrus.k12.fl.us/fre/kopp/ContentAreaWriting.htm
Today’s ObjectivesToday’s Objectives
Review of CCSS ELA writing standards as they apply to science and social studies
Fabulous vocabulary writing strategies to engage students’ thinking
Quick and easy before- during- and after-learning strategies that require students to think about and respond to learning through writing
Comparisons Comparisons
Complete this thought:
Writing in the content areas is like
__________________________ because
______________________________________________________
______________________________.
Word Bank:
a foot race running sprinting
a dependable team mate a baton hurdles
CCSS: The Bottom LineCCSS: The Bottom Line
Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
http://www.corestandards.org/
Writing to Support Learning: ResourcesWriting to Support Learning: Resources
All the strategies and more presented today may be found in Everyday Content-Area Writing and Strategies for Writing in the Science (or Social Studies) Classroom (Maupin House Publishing, Inc.)
Try Everyday Content-Area Writing a la carte!
Order only the chapters you want!
Writing Strategies to Develop Writing Strategies to Develop Vocabulary SkillsVocabulary Skills
BEFORE/DURING LEARNINGMine, Ours, TheirsFrayer modelGraphic organizers from
http://freeology.com/graphicorgs/
AFTER LEARNINGStudent-generated cloze (story,
paragraph, or sentence)
Mine, Ours, TheirsMine, Ours, Theirs
PROCLAMATIONTo prevent any more fighting with American Indians, Britain made a
proclamation. The Proclamation of 1763 said that colonists could not settle west of the Appalachian Mountains.
My Definition My Neighbor’s Definition Glossary Definition
How these definitions compare ______________________________________________________________________________________________________________________________________
OBFUSCATIONThe senator’s continuous, disorganized, and irrelevant prattle left his
fellow elected leaders in a state of obfuscation.
My Definition My Neighbor’s Definition Glossary Definition
How these definitions compare ______________________________________________________________________________________________________________________________________
Total confusion or opaqueness so as to be difficult to perceive or understand
Before Reading: Mine, Ours, TheirsBefore Reading: Mine, Ours, Theirs
Frayer ModelFrayer Model
TESOL Conference
?!?!?!?!?!?!?!
Wise old owl
My dad
Total confusion or opaqueness so as to be difficult to perceive or understand
ConfusionLostIn a fogIgnorant
Before and During Learning Vocabulary Strategies: Graphic Organizers
http://freeology.com/graphicorgs/
Vocabulary Cards Graphic OrganizerVocabulary Cards Graphic Organizer
Vocabulary Word Cluster Graphic OrganizerVocabulary Word Cluster Graphic Organizer
Vocabulary Sketch Graphic OrganizerVocabulary Sketch Graphic Organizer
““Cognitive Dictionary” Graphic OrganizerCognitive Dictionary” Graphic Organizer
After Reading: After Reading: Student-generated ClozeStudent-generated Cloze
Have students write sentences, paragraphs, or stories using all their vocabulary words.
Collect the students’ work.Select the best sentences, paragraph, or
story.Type them using a word processing program.Insert blank lines (_____________) for each
vocabulary term.Provide copies of the cloze student activity
sheet and terms.Have students complete this activity to
assess their understanding of the vocabulary presented in the lesson.
Choose one word. Choose one word. Write a sentence.Write a sentence.Insert a blank line for your word.Insert a blank line for your word.
Adamant Dank Descend Emit
Intrusion Obfuscation Pent upThrong
Writing Strategies to Develop Writing Strategies to Develop Concepts and SkillsConcepts and Skills
BEFORE LEARNINGPMI (Plusses, Minuses, and Interesting)
DURING LEARNINGFrayer ModelGraphic Organizers from
http://freeology.com/graphicorgs/ ◦ Comprehension skills: main idea/details,
compare/contrast, sequencing, cause/effect, etc.◦ Comprehension connections
Sticky Notes on Anchor Charts
AFTER LEARNINGConcept Map Acrostic
PMIPMI
YES ___ “Pluto should be readmitted as a planet.” NO ___
PLUSSES MINUSES INTERESTING
Frayer ModelFrayer Model
Frayer ModelFrayer Model
Main Idea Main Idea and and Details Details Graphic Graphic OrganizerOrganizer
Tree Tree Diagram Diagram (main idea (main idea and and details) details) Graphic Graphic OrganizerOrganizer
Compare/contrast Graphic Compare/contrast Graphic OrganizerOrganizer
Triple Triple VennVenn
8 Events Sequencing Chart8 Events Sequencing Chart
““Chain of Chain of Events” Events” Graphic Graphic OrganizerOrganizer
Cause-Cause-effect effect Graphic Graphic OrganizOrganizerer
Note Note Taker Taker Graphic Graphic OrganizerOrganizer
““Open Mind” Open Mind” Making Making Connections Connections Graphic Graphic OrganizerOrganizerThinking Stems:•I wonder…•This makes me think about…•This reminds me of…•This relates to…•I imagine•I predict… •I remember when…
During Learning Strategy
Sticky Notes and Anchor Charts
After Learning: Concept Map After Learning: Concept Map AcrosticAcrostic
Use chart paper. Make enough charts so that no more than six students are in a group.
Write one essential term or concept vertically on each paper.
Give each group a marker. Each student, in turn, writes one sentence related to the
concept using the letter of the concept as the first word of his sentence.
Every student writes a sentence. Encourage collaboration. Students can use notes, text, or other resources to write
their facts. Use this as a concept or topic review.
◦ Math◦ Science◦ Social Studies◦ Language Arts
Concept Concept Map Map AcrosticAcrostic
CCSS: The Bottom LineCCSS: The Bottom Line
Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
3-2-1 SummaryList three integrated writing ideasWrite two benefits to using writing in the
content areasPlan one idea you will use MONDAY!
Write Now!Write Now!
Writing allows students to internalize their learning.
Writing about content helps students build needed vocabulary.
Writing about content allows students to organize the content they are learning.
Writing strategies can be done before, during, and after learning.
Writing is a great formative assessment strategy.