Presentation on theme: "Engaging Writing Strategies to Support Student Learning in the Content Areas Christian Educators Convention 2011 Conference: Passing the Baton Kathleen."— Presentation transcript:
Engaging Writing Strategies to Support Student Learning in the Content Areas Christian Educators Convention 2011 Conference: Passing the Baton Kathleen Kopp Teacher on Special Assignment, Citrus County Schools Author and Presenter: Maupin House Publishing email@example.com http://www.citrus.k12.fl.us/fre/kopp/ContentAreaWriting.ht m
Todays 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 Complete this thought: Writing in the content areas is like __________________________ because __________________________________________ __________________________________________. Word Bank: a foot racerunningsprinting a dependable team matea batonhurdles
CCSS: 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: 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 Vocabulary Skills BEFORE/DURING LEARNING Mine, Ours, Theirs Frayer model Graphic organizers from http://freeology.com/graphicorgs/ AFTER LEARNING Student-generated cloze (story, paragraph, or sentence)
Mine, Ours, Theirs PROCLAMATION To 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 DefinitionMy Neighbors DefinitionGlossary Definition How these definitions compare ____________________________ _____________________________________________________
OBFUSCATION The senators continuous, disorganized, and irrelevant prattle left his fellow elected leaders in a state of obfuscation. My DefinitionMy Neighbors DefinitionGlossary Definition How these definitions compare ____________________________ _____________________________________________________ Total confusion or opaqueness so as to be difficult to perceive or understand Before Reading: Mine, Ours, Theirs
Frayer Model DefinitionCharacteristics ExamplesNon-examples obfuscation TESOL Conference ?!?!?!?!?!?!?! Wise old owl My dad Total confusion or opaqueness so as to be difficult to perceive or understand Confusion Lost In a fog Ignorant
After Reading: Student-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. Write a sentence. Insert a blank line for your word. Adamant Dank Descend Emit Intrusion Obfuscation Pent up Throng
Writing Strategies to Develop Concepts and Skills BEFORE LEARNING PMI (Plusses, Minuses, and Interesting) DURING LEARNING Frayer Model Graphic 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 LEARNING Concept Map Acrostic
PMI YES ___ Pluto should be readmitted as a planet. NO ___ PLUSSESMINUSESINTERESTING
After Learning: Concept Map Acrostic 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
CCSS: 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 Summary List three integrated writing ideas Write two benefits to using writing in the content areas Plan one idea you will use MONDAY!
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.