writing to learn in all content areas north carolina reading association presentation tryphina...
TRANSCRIPT
Writing to Learn in All Content Areas
North Carolina Reading Association PresentationTryphina Robinson
March 2015
Session Objectives• Distinguish Learning to Write & Writing to Learn• Identify content-area strategies• Identify versatile strategies• Participate in strategies
Learning to Write vs Writing to Learn
• Handwriting• Sentence Structure • Writing Process• Text Types & Their
Characteristics• Graded Assessments
• Promotes Metacognition• Increases Retention of
Information• Ungraded Formative
Assessments• Integrated in All Content
Areas
Learning to Write Writing to Learn
MathematicsCharacterized by • Word Problems• Step-by-Step Directions• Expository Texts
• Strategy Checklist• Self-Evaluation• Double or Triple Journal Entry• Concept Definition Map• Frayer Model
ScienceCharacterized by• Expository Texts• Step-by-Step Directions• Text Features• Compare/ Contrast• Cause & Effect
• Graphic Organizers• Semantic Feature Analysis• Metaphorical Thinking• Interactive Notebooks
Social StudiesCharacterized by• Expository Texts• Biographies• Timelines• Text Features• Primary & Secondary Documents
• List-Group-Label• Reading Response Journal• Graphic Organizers
Daily Journals/ Quick Writes/ Learning Logs
• Self-Evaluation• “I Can” Statements• Essential Questions• Posing Questions• Making Connections • Cornell Notes• Stop & Jot• Alphabet Boxes
Admit/ Exit SlipsAdmit Slips- Set Tone Exit Slips- Provide Closure
Possible Elements • Summary• Connection• Explanation• Definitions• Examples & Nonexamples
Probable Passages/ Word Bank WritingSteps for this Strategy• Post Vocabulary/ Key
Terms• Discuss Definitions• Generate Paragraphs • Review Passages
after Lesson
RAFTComponents• Role• Audience• Format• Topic
• Encourages• Multiple perspectives• Creativity
Foldables• 3-D interactive graphic organizers• Encourages creativity• Great alternative to worksheets• Increases active engagement• Differing formats for differing purposes
Poetry• Acrostics• Haiku• Rap• Bio-Poem• Cinquain• Diamante
Closing Activity• Select one content area and a concept you
teach in that area
• In 5 minutes, create an example of one Writing to Learn strategy that was new to you
• Share your example with someone at your table
Wrap-UpBenefits of Writing to LearnForm deeper connections with texts & conceptsFocuses on content, not conventionsMonitors metacognitionEnhances writing skillsIntegrates writing across all content areas
Questions or Comments?
Resourceshttp://www.grhsgeography.com/strategies.html
http://www.michigan.gov/documents/mde/Science_WAC_2_3_264454_7.pdf
http://www.michigan.gov/documents/mde/Writing_to_Learn_Mathematics_306722_7.pdf
http://michigan.gov/documents/mde/SSWAC_225020_7.pdf