Presentation on theme: "What Content Writing Is Not: An add-on to the school’s curriculum Accomplished by assigning a paper in every class Designed to add more work for you Busy."— Presentation transcript:
What Content Writing Is Not: An add-on to the school’s curriculum Accomplished by assigning a paper in every class Designed to add more work for you Busy work Journal response/free writes that never receive feedback An effort by reading/writing to have others do their work for them Always a report.
What Content Writing is… 1.Evidence of learning and thinking 2.Communicating 3.Practicing a process 4.Real life application 5.Complex 6.Modeled 7.Rooted deeply in meaningful content 8.Frequent and Routine 9.Many different formats and lengths
Fletcher’s Core Beliefs About Writing Writers Need: –Time –To separate composing from editing –Response –Responsibility Conditions for Real Writing: –Personal Choice –Social interactions –Time/Space to do quality writing –Pay-off (purpose/feedback)
Five Categories of Non-Fiction Writing Recount Writing Report Writing Explanatory Writing Procedural Writing Persuasive Writing 99 Types of Writing 99 Types of Writing pdf Types of writing ListTypes of writing List pdf List of Genre examplesList of Genre examples pdf ExplanationsExplanations of Types of writing
Production & Distribution of Writing Research to Build & Present Knowledge Range of Writing 3 Standards- Text Types: 1. Argument 2. Informative/Explanatory 3. Narrative 3 Standards: 7. Short and Sustained Research Projects 8. Gather, categorize, and evaluate information from Multiple Sources-take notes and paraphrase 9. Text Evidence to support Analysis, Reflection and Research=compare 2 books, compare 2 settings/characters/problems, etc OR explain how author supports his/her points/argument. 10. Writing Routinely for both extended and shorter time frames 3 Standards: 4. Produce Clear and Coherent Writing-organization and form 5. Quality writing using the writing process-planning, revising, editing 6. Publish and Produce &Collaborate through Technology
Good Writing Begins With Good Conversation! 1. Begins with teacher directed first Push students elaborate-to notice Encourage complete sentences and the use of academic/content vocabulary Predictions about content/vocabulary 2. Teacher directed between students Model read-then think and talk using Index card Key vocabulary predictions and evaluations 3. Small group conversations without teacher Use Index card, chart paper-silent talk, sentence frame cards Key vocabulary predictions and evaluations Organize key concepts/vocabulary to create thoughts 4. Later, inner conversation with self Notes, drawings, journals, graphic organizers 5. Lastly, the conversation ends up on paper!
Power Writes! What is it? 5 min of writing for every segment of the day Brief, intense, focused bursts of writing in every subject area including small group instruction Various forms (letters, descriptions, lists, poems, responses to reading, summaries, directions, etc.) Why? To remember, to think, to understand Increases retention and understanding Supports academic vocabulary Guided Reading/Reading Response/ Graphic Organizers http://teacher.depaul.edu/ CCSS Toolkit-formative assessment/question stems/content writing/etc http://teacher.depaul.edu/Documents/CommonCoreToolkit_000.pdf
CCSS Style Notes A ___________ is like ____________________ (connection) It __________________________________________ (fact) I think__________________________________________ **Try it out! (interpretation) Ex: A heron’s beak is like a fork. It stabs food. I think it must be cool to always have a fork ready! Understandings I noticed… Interpretation Why? How? I think… Connections This is like… I think… I wonder… I feel…
Winter is like Weather is like Multiplying is like Common core is like Counting is like Writing is like Presidents are like
RAN Strategy ( Reading Analyzing Nonfiction) Printables: http://www.wsd1.org/Wellington/Documents/DLC/R.A.N%20Writing%20Frames.pdf http://www.wsd1.org/Wellington/Documents/DLC/R.A.N%20Writing%20Frames.pdf READING AND ANALYZING NON-FICTION (RAN) CHARTS: RAN Chart.pdf RAN Chart.pdf RAN CHART LABELS.pdf http://ela-ccss.pds-hrd.wikispaces.net/file/view/RAN+for+Kdg+Animals+SM.pdfhttp://ela-ccss.pds-hrd.wikispaces.net/file/view/RAN+for+Kdg+Animals+SM.pdf Ran charts
Two Word Summary After Reading What? Help students synthesize information/learning-used with fiction or informational text. How? 1.READ or listen to information/story/poem/drama 2.Write 2 words about the text/video/audio 3.Turn to partner and read their words and explain their selections 4.Write a sentence (2-3 if a longer piece of text) and underline the two words selected in the writing. 5.Share writing with a partner.
What: Think-INK-Pair-Share Similar to Think-Pair-Share but with added writing step. Increases individual accountability and learning. How Jot down ideas before turning to a partner to discuss Walk and see who understands the concept (formative assessment). Share responses with partner and small/whole group Probable Passages/Word Splash How Using a word bank (new/familiar words) students write predictive sentences. After instruction, they evaluate and revise these sentences.
Power Writes Activity: Students write for 60 seconds about a topic, or write using as many ____ (adverbs, adjectives, sensory imagery etc.) Circle all of the __ and set a goal before they write again After another 60 seconds-see if they met or beat their goal Evaluate-did they meet the goal? Fall short? How? Example: Teach about onomatopoeia/alliteration/even numbers/habitats. Students write as many examples of onomatopoeia or___ as they can in one minute.onomatopoeia/alliteration/even numbers/habitats. After 1 st round, students count examples of onomatopoeia or_____ Set a goal for the next round. Evaluate-did they meet the goal? Fall short? How? Add to list from group/class NOW YOU try!
Sketch to Stretch After Reading What? Children quickly draw what they know and then turn to someone close to them and show and tell about their understanding of a text. How? 1.Students read a thought providing story or passage 2.Students draw (quick sketch) to show understanding of text 3.Students talk about their drawing with a partner Students write text to accompany their sketch. (Labels, sentences, summary, etc.) Or Notes with Pictures pdf
Writing Across Curriculum w/ Rafts below Writing Across Curriculum w/ Rafts below WAC SS WAC Science WAC MathWAC SS WAC Science WAC Math
Many Graphic Organizers Reading Graphic Organizers More Organizers Awesome NF Graphic OrganizersAwesome NF Graphic Organizers pdf Journal Response Ideas
Resource http://writingfix.com/PDFs/Comparison_Contrast/Smear_Campaign.pdfhttp://writingfix.com/PDFs/Comparison_Contrast/Smear_Campaign.pdf “Smear Campaign” Pretend 2 concepts are opposing each other in an election Create text, brochures, ads, slogans, comics to show opposing ideas Examples: Addition vs. Subtraction Vowels vs. Consonants Adjectives vs. Nouns Fiction vs. Nonfiction Force vs. Motion Indians vs. Colonists
I AM POEMS After reading …(ie. Write the poem as if they are Ruby from The Story of Ruby Bridges) or they could take the role of a person or object from a cross- curricular subject (ie. Write the poem as if they are a Gas after studying the States of Matter). I AM POEM I am (name) I see (what do you see around you) I hear (sounds you hear) I need (something you need) I feel (how do you feel inside) I fear(something that you fear) I cry(something that makes you sad) I believe(something that you believe in ) I dream(something you dream about) I am (repeat first line)
More Ideas Writing Letters Students write letters to others, including elected officials, family members, friends, people who made a difference. Ex: Letter to Dr. Martin Luther King about the progress we have made on racism since his death. Business Letter FormBusiness Letter Form Online Letter GeneratorOnline Letter Generator Take a Stand Students discuss their opinions about a controversial topic-Ex:“what caused the dinosaurs to become extinct- an asteroid, or a volcano?” “What If” Scenarios Students respond to prompts in which information is changed from what they know, and they predict outcomes. Ex: students may be asked to respond to the question, “What would be different if honeybees disappeared?” Write a Play Students write about content in play form. Sample Blank ScriptSample Blank Script
Remember MLK JR? Write a 1 page report. What students do- Copy!
How To Make BraidsHow To Make Braids pdf All About PenguinsAll About Penguins pdf All About KayakingAll About Kayaking pdf CCSS Writing Samples K-5 Samples K-5 Link
Reports and More... Click on Docstoc for downloadable template http://aplacecalledkindergarten.blogspot.com/2011/04/nonfiction -writing-try-its.html All about reports http://timmonstimes.blogspot.com/2007/12/all- about.html Nonfiction conventions chart.docNonfiction conventions chart.doc DownloadDownload ALL GRADES Writing Units Grade K-5ALL GRADES Writing Units Grade K-5 pdf
OREO Template http://blog.wsd.net/ebonnemort/files/2012/04/Persuasive- Writing-Oreo-and-4square-.pdf http://blog.wsd.net/ebonnemort/files/2012/04/Persuasive- Writing-Oreo-and-4square-.pdf Persuasive Words/Phrases http://www.teachingideas.co.uk/english/files/persuasivewordsp hrases.pdf http://www.teachingideas.co.uk/english/files/persuasivewordsp hrases.pdf Sample Lessons with 4 Square http://jc-schools.net/writeaway/canned-lesson.ppt http://www.greenville.k12.sc.us/taylorse/About/Writing%20for%20E veryone.pdf Persuade People to.. Be a Firefighter Save a Bear Use Arrays to Solve Problems Recycle
Additional Suggestions… A.Writing Prompts - Discovery has excellent resources/writing prompts. Students can respond to images and videos about content material. UseTruetube – for thinking and debating controversial topics. DiscoveryTruetube B. Blogging - B log about their learning and ideas about content. Wordpress, Blogger C. Ebooks - Create online books and share them with you online. Lulu Mixbook StorybirdLulu MixbookStorybird D. Wikis - S tudents to design and collaborate on wikis and discussions about content material. Wikispaces and Wetpaint and EduBlogWikispacesWetpaint EduBlog E. Desktop Publishing - create brochures, newsletters, presentations – letterpop on content material.letterpop F. Found Poetry – Pull words/phrases to make poems exampleexample More examplesMore examples DirectionsDirections 99 Types of Non-Fiction Writing.doc
Using Technology Make Writing Meaningful Storybird - www.storybird.com -create a page turning book with illustrations and text that is available online. Story Jumper - www.storyjumper.com - create page turning, illustrated books, using various backgrounds, characters, props and images. (Up to 16 pages) Free to see online. Pay for hard copy! Voki - www.voki.com – Create a talking avatar-select from a variety of avatars or make your own and then record narration by either typing text, speaking in a microphone or calling it in on a phone.www.storybird.com -www.storyjumper.comwww.voki.com Blabberize http://www.blabberize.com/ Upload a picture an create a simple animation of the mouth moving to the sound of the voice. Example Biographyhttp://www.blabberize.com/Example Glogster - www.glogster.com - Import image, audio, video, or link from YouTube, URL, etc. Tools also for recording audio/video. Create "glogs" or posters with media, text tools, frames for media, layer media.www.glogster.com ZooBurst -digital storytelling tool that lets anyone easily create his or her own 3D pop-up books. ExampleExample
John F. Kennedy 1917-1963 Irish descent Graduated from Harvard Served in Navy Cuban Missile Crisis Assassinated in Dallas "Ask not what your country can do for you--ask what you can do for your country.“ JFK Image from Library of Congress John F. Kennedy 1917-1963 Image from Library of Congress John F. Kennedy 1917-1963 Image from Library of Congress John F. Kennedy 1917-1963 Image from Library of Congress Irish descent Graduated from Harvard Served in Navy Cuban Missile Crisis Assassinated in Dallas "Ask not what your country can do for you--ask what you can do for your country.“ JFK Irish descent Graduated from Harvard Served in Navy Cuban Missile Crisis Assassinated in Dallas "Ask not what your country can do for you--ask what you can do for your country.“ JFK Irish descent Graduated from Harvard Served in Navy Cuban Missile Crisis Assassinated in Dallas "Ask not what your country can do for you--ask what you can do for your country.“ JFK
Photo Story What is it? http://splatypus.blogspot.com/2011/02/all-about-winter.html http://www.eaglepnt.k12.or.us/Files/Charles%20Lindbergh.wmv http://www.eaglepnt.k12.or.us/Files/Flat%20Stanley.wmv http://www.eaglepnt.k12.or.us/Files/Our%20Snow%20Day_1.wmv http://www.eaglepnt.k12.or.us/Files/What%20Bird%20is%20It.wmv http://www.booktrailersforreaders.com/Stellaluna http://www.booktrailersforreaders.com/Swindle http://www.schooltube.com/video/74f5e57dda2d4f43aa33/ http://www.schooltube.com/video/fb7d295c32c04771a40b/ http://schools.spsd.sk.ca/brightwater/?page_id=40 http://www.aliaradesign.com/wp-content/uploads/2010/04/Slavery.wmv a software for creating digital stories Uses pictures, music, voice, transitions, and effects to make stories come to life Tutorial: Photo Story Tutorial Photo Story Tutorial Microsoft Photo Story 3 – free to downloadMicrosoft Photo Story 3 More information http://schools.spsd.sk.ca/curriculum/techyteacher/category/photostory/ Examples:
What Do You Do with Writing Once You Get It? Respond: To give informal reactions to text. Assess: To see how a student’s, or a class’s, body of work lines up with program or institutional objectives. Evaluate: To compare work with some sort of marker, benchmark, or standard. Grade: To condense all data into one symbol.
Some Evaluation Options Credit/No credit Read and possibly share with class Accept/Revise Rubric (for 1 or more than one criteria/ 6 +1 Traits) Self /Peer Evaluate Group Evaluation Improvement—pull worst and best **Not every thing has to be graded—but… a little feedback= much improvement!
Modeling, Modeling Modeling Sharing and Publishing
Silent Gallery Walk Work with a GROUP/PARTNER/INDEPENDENTLY to: 1.Choose 4 writing activities/strategies 2.Write them in the center of a page 3.Around the activity/strategy list as many ways you can think of for using that strategy-plus, as many content areas as you can work it into 4.Label the content areas (Math, Science, Spelling, Reading, Grammar, Social Studies, etc) 5.Count them and put the number in a circle in the upper right corner!
Hot Seat Before the beginning of class, the teacher prepares 4-5 questions related to the topic of study and writes them on sticky notes. Place the sticky notes underneath student desks so they are hidden from view. At beginning of class, inform students that several of them are sitting in “Hot Seats” and will be asked to answer the questions. Have the students check their desks for the strategically placed sticky notes. Students who are in the “Hot Seats” take turns answering the questions.
Recount Writing Purpose: To retell past events; usually told in the order (sequence) in which they occurred Examples of Recount Writing: – A School Trip – A Science Experiment – A Current Event
Explanatory Writing Purpose: To explain how and why something happens or works; often combined with report or recount writing Examples of Explanatory Writing: – Describe how the cotton gin works. – Answer the question: What causes rust to develop? – Explain the key factors that caused WWII.
Procedural Writing Purpose: To instruct others how to carry out a process or procedure Examples of Procedural Writing: – How to get to my house – A favorite recipe – How to make a model – Rules for games – A science experiment – The steps in solving a Math problem
Persuasive Writing Purpose: To persuade others to a particular point of view, not necessarily one’s own Examples of Persuasive Writing: – Create advertising posters – Make up jingles – Write speeches for a debate – Write a book or movie review – Write a “Letter to the Editor” – Create a book or movie trailer video
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