writing in science made simple: engaging strategies for student success, part ii during-learning...

Writing in Science Made Simple: Engaging Strategies for Student

Success, Part IIDuring-learning & Assessment

Florida Association of Science Teachers Conference

Kathleen Kopp

Teacher on Special Assignment, Citrus County Schools

Author and Presenter: Maupin House Publishing

koppk@citrus.k12.fl.us

http://www.citrus.k12.fl.us/fre/kopp/ContentAreaWriting.htm

Today’s ObjectivesReview of CCSS ELA writing standards as they

apply to science

Fantastic, easy-to-implement writing activities to help students learn concepts and skills

Fun, creative, and motivating writing strategies to:Review conceptsRespond to learningUse as formative assessment measuresDemonstrate mastery of essential topics

Resources for Science TeachersAll these strategies and more in Everyday

Content-Area Writing and Strategies for Writing in the Science Classroom (Maupin House Publishing, Inc.)

Brainstorming:Think about all the ways people write in the

field of science.List as many ways as you can to tell how

people write in science.You have one minute.

Literacy in ScienceCore Content Standards

Literacy in Social Studies Core Content Standards

Writing Strategies to Develop Concepts

Frayer modelGraphic organizers from http://freeology.com/graphicorgs/

Comprehension skills: main idea/details, compare/contrast, sequencing, cause/effect, etc.

Comprehension connections

Notes and notebooksFoldablesClass charts (sticky notes)Learning logs/learning journals

During Learning: Frayer Model

During Learning: Frayer Model

During Learning: Frayer Model

Main Idea and Details Graphic Organizer

Tree Diagram (main idea/details) Graphic Organizer

Compare/contrast Graphic Organizer

Triple Venn

8 Events Sequencing Chart

“Chain of Events” Graphic Organizer

Cause-effect Graphic Organizer

Note Taker Graphic Organizer

“Open Mind” Making Connections Graphic Organizer

Thinking Stems:•I wonder…•This makes me think about…•This reminds me of…•This relates to…•I imagine•I predict… •I remember when…

Taking Notes

• Is not the same as copying from the board• Include facts, information, data collection,

vocabulary, summaries, or personal reflections• May be taken in the form of a suitable graphic

organizer

Mini-notebooks: Foldables

Mini-notebooks: Foldables

Learning Logs & Learning Journals• Should reflect student learning, not teacher

instruction• Can include narratives, ideas, thoughts,

illustrations, or labeled pictures/models• May be directed by a thought-provoking question

(“Is dirt the same thing as soil?” or “Is it possible to defy gravity?” or “Would you rather design a roller coaster or a bridge, and why?”)

• May prompt students by simply asking, “What did you learn today?”

Reflective Journal: Thinking Stems

Notebook: Notes and Reflections

After Learning: Review Strategies

Give one, get oneAcrostics

After Learning: Give One, Get OneFold paper twice vertically and horizontally (nine

squares)Write three facts about a topic in any three squares.See six friends (maybe more). You “give” them one

of your facts, and in exchange, you “get” one of theirs.

No facts can repeat on the page.Use this as a concept or topic review.

MathScienceSocial StudiesLanguage Arts

What It Looks LikeTopic: Sound Energy

Sound energy travels through longitudinal waves

Sound needs a medium through which to travel.

Sound travels outward in all directions from its source.

Review Strategy: Concept Map AcrosticUse 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.

MathScienceSocial StudiesLanguage Arts

Review Strategy: Acrostic

Assessing Student Learning

Formative Assessment StrategiesSummative Assessment Strategies

Assess Prior Learning: Group ChartsA great way to

encourage verbal thinking and collaboration

A great way for teachers to identify student misconceptions of science ideas before learning begins

Assess Prior Learning with Sticky Notes

Summative Assessments with Collaborative Projects

Authentic Assessment Resources for Science TeachersLots of great authentic writing project ideas

in the Learning through Writing Series (Maupin House Publishing, Inc.)

Award-winning Series!

Where’s the writing?

Summative Assessments with Independent Projects

Learning Projects“Animals”If this animal opened a restaurant, what would it be

like? Develop a menu of appetizers, main dishes, and desserts. Illustrate and describe the setting for the restaurant, and explain where other animals of this kind can go to experience a GREAT meal.

“Rocks”Create a rock collection to display in a museum.

Use a shoebox as your display cabinet. Include a summary of each rock. Include the type of rock, the name of the rock, and where it may be found. Also include distinguishing characteristics. Include at least one of each type of rock in your display.

“Machines”Create a model of a device that makes life easier.

Write a How-to manual to accompany your device. Include three or more examples of force and motion, and at least five vocabulary terms from this unit.

Summative Assessments: Student StoriesMad LibsRAFTSAnecdotesArticlesBiographiesBook jacketsBook reviewsDiariesFolktalesGhost storiesInterviewsLegends

LettersMysteriesPlaysPostcardsProposalsReviewsScience fictionSpeechSummariesTall talesTraveloguesTributes

Write Now!Writing allows students to internalize their learning.Writing about reading helps students build needed

vocabulary.Writing about reading 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.

Teachers can find out students’ misconceptions about science topics before embarking on a new unit of study.

Writing can be used to assess student learning of any subject matter, but should include clear, measurable expectations. (And, students should know these expectations ahead of time.)

Thank you for spending time with me!

Kathleen Koppkoppk@citrus.k12.fl.us

Award-winning Series!

http://www.maupinhouse.com/