expository writing in science
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Expository Writing in Science. Adrienne Somera August 11, 2011. Frayer Chart. Expository Writing. Why do we have our students write in science?. - PowerPoint PPT PresentationTRANSCRIPT
Expository Writing in Science
Adrienne SomeraAugust 11, 2011
Frayer Chart
Expository Writing
Why do we have our students write in science?
Writing, by its nature, forces students to articulate ideas and reasoning, it can help them deepen, develop, and revise their thinking about the subject material.
Students who write about ideas, problems, evidence, and questions gain a sense of ownership over the material that they do not develop from merely reading or listening to lectures
When institutions provided students with extensive, intellectually challenging writing activities, the students engaged in more deep learning activities such as analysis, synthesis, integration of ideas from various sources, and grappled more with course ideas both in and out of the classroom
Writing to demonstrate learning
Writing to learn
What kind of writing is expected of our students?
Reflection
Intentionality
Inquiry Cycle
Explore, notice, wonder, speculate, activate prior knowledge, share ideas Engage
What kinds of student writing could be present at this stage?
Observations Organizer
Engage OBSERVATIONS ORGANIZER Writing Frame
Think of properties you can see such as size, shape, color, lines, texture, pattern, behavior…
I observed
Think of the other senses of smell, sound, touch, and perhaps taste!
I noticed
Connect it with something that you already know.
It reminds me of
Add more detail as needed.
This is so because
Be curious and ask questions you could investigate.
I am curious about It surprised me that I wonder what would happen if
Circle Map
Engage
Plan for opportunities to do this kind of writing
Brainstorm * quick write * observations organizer * circle map * Frayer chart
• Break
Vocabulary Supports
Glossary
Cognitive Content Dictionary
Add a cognitive content dictionary to your notebook
Word Prediction Meaning Sketch
Word Walls
GeneDominant
Cross
Well,” said Owl, “the customary procedure in such cases is as follows...”“What does Crustimony Proseedcake mean?” said Pooh. “For I am a Bear of Very Little Brain, and long words bother me.“It means The Thing To Do.”“As long as it means that, I don’t mind,” said Pooh humbly.
Discuss investigations implement investigations record data
Plan and design Investigations
What kinds of student writing could be
present at this stage?
Flow map
Plan and design Investigations
Plan and design
Investigations
Planning Template
Plan and design Investigations
Planning Step General Plan Operational Steps
What should be changed?
What should be kept the same?
How will differences be observed or measured?
Adapted from Michael Klentschy “Using Science Notebooks in Elementary Classrooms”
Planning Step General Plan Operational Steps
What should be changed?
What should be kept the same?
How will differences be observed or measured?
Adapted from Michael Klentschy “Using Science Notebooks in Elementary Classrooms”
Question…
Plan for opportunities to do this kind of writing
Flow map * Design template*Planning template
Diagrams
How can visuals help with writing?
Sketch your leaf
Sense Making Drawing Conclusions
What kinds of student writing could be
present at this stage?
Draw Conclusions
Claims Evidence
Draw Conclusions
Claims and evidence organizer
• Using your claims and evidence chart, write a paragraph making a claim about the rock formation.
Draw Conclusions
Reflection
What does a productive question look like?
• Make goals of the experience clear to students• Guide student work• Provide a focus for student actions• Provide a focus for reasoning, talking and
writing
Not productiveProductive
reflection
Present * Write to a broader audienceCommunicate
What kinds of student writing could be
present at this stage?
The role of good questions in writing…
• Box and T
Communicate
Compare and contrast
COMPARE AND CONTRAST Writing Frame
Start with how things are the same or similar.
The __________________ and the ____________ are the same because they both:
Add more details as needed.
In addition, they both:
Explain how they are different. You can compare the same property or characteristic in the same sentence. Use “and”, “but”, or “whereas” to set up the contrast.
They are different because the _____________: but the ____________________:
Add more detail as needed.
Also, the _______________: whereas the ________________:
Transitions
Communicate
Transitions game
• Read through your section of the trade books on astronomy
• Write down facts or ideas about stars and galaxies on sticky notes- 1 fact per sticky
• Put all stickles from the group onto the table- using the transition cards see if you can build sentences that connect your facts and ideas.
Plan for opportunities to do this kind of writing
Box and T* Compare and Contrast* Venn Diagram*Claims and Evidence*
DiscourseThink about the kinds of talking I had you
engage in today.
How did the act of talking impact your writing?
Don’t underestimate the power of TALK…
• Talk serves as rehearsal for writing• Talk and writing help students clarify
and deepen their understanding of content
• Talk provides students with opportunities to share models and strategies for making writing clear
Reflect
Assessment
Scoring vs assessing
Making expectations clear to students
Strong and weak examples
Frayer Chart
Next Steps
