1. Writing Across the Curriculum Wayne School District May 19, 2010

2. Why Writing: 2-Column Notes Using the 2-column notes form, take 2 minutes and reflect on the strengths and weaknesses you see in your students’ writing. In the bottom section, list the types of writing (formal and informal) that currently happen in your classroom. You will be sharing your reponses with your table group.

3. Charting Responses Share your responses with those at your table. Combine your ideas on the chart paper. Tally and star the most common strengths, weaknesses, and writing tasks. You will have 5 minutes to complete this task.

4. Sharing Results Each group will share their findings –Introduce yourself –Share your group’s findings –Note similarities/differences –You will have 3 minutes

5. Why Writing? “Today, more and more educators have come to understand that writing is central to academic success.” -Because Writing Matters pg. 5

6. Why Writing? “Reading, writing, and discussion--these three--are the foundation for a well- equipped mind; the key to equity, access, and economic opportunity. They will mightily promote achievement gains even as they help to make school a “thoughtful place” --a more relevant, interesting, and therefore educational place for our children to spend their precious school years.” --Results Now Schmoker pg. 72

7. Why Writing? “Writing today is not a frill for the few, but an essential skill for the many.” --National Commission on Writing in America’s Schools and Colleges

8. What do Students Say? “The main purpose of writing in school is to tell the teacher what the teacher already knows, not to explore a topic or idea.” “A second main purpose of school writing is to provide diversionary busywork (or “time filler”) so that the class is occupied.”

9. What do Students Say? “A third main purpose of school writing is to serve as a management threat to students or as actual punishment for misbehavior.” “Information about required length is essential in school writing in order for you to pad appropriately or to minimize the possibility of doing extra work.”

10. What is “Writing”? Four Writing Domains –Informative/Functional Texts –Literary/Poetic Texts –Argumentative/Persuasive Texts –Expressive/Writing-to-Learn Texts Examine the Four Writing Domains –Highlight the type of writing that would support learning in your content area

11. Informative/Functional Texts Purpose: to convey information or to explain ideas, facts, or processes

12. Literary/Poetic Texts

13. Argumentative/Persuasive Texts

14. Expressive/Writing-to-Learn

15. Why Me? Isn’t this the English teacher’s responsibility? Why would a content teacher want to embed more writing in their curriculum?

16. Developmental Stages of Writing Examine the K-12 Language Arts Core scope and sequence for writing. What writing skills are students learning and practicing in the grade you teach? What products of writing are recommended? How have the skills taught in earlier grades prepared students to be ready to learn?

17. Why Me? Examine the various core documents Select one (it doesn’t necessarily need to be the content or grade level you teach--you choose) Work either alone or with a partner. Highlight or underline the ILOs or standards that require writing or that could be supported with writing.

18. Why Me? Now look at the lavender content writing ideas. Brainstorm types of writing activities students might do to learn this standard or ILO. Save your ideas. We will share them later. You have 3 minutes.

20. SNOWBALL On a blank piece of paper, write your name, what you teach, and a writing skill that you will be integrating in your classroom. Using your own creativity or some of the ideas from Bill Strong, describe two writing activities students could do to build content knowledge and increase writing skills. CHALLENGE: Make it fun and educational! Crumple and toss to someone at a nearby table.