Transcript Writing Across the Curriculum

What Content Writing Is Not:
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An add-on to the school’s curriculum
Accomplished by assigning a paper in every class
Designed to add more work for you
Busy work
Journal response/free writes that never receive
feedback
• An effort by reading/writing to have others do
their work for them
• Always a report.
What Content Writing is…
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Evidence of learning and thinking
Communicating
Practicing a process
Real life application
Complex
Modeled
Rooted deeply in meaningful content
Frequent and Routine
Many different formats and lengths
Fletcher’s Core Beliefs
About Writing
Writers Need:
– Time
– To separate
composing from
editing
– Response
– Responsibility
Conditions for Real
Writing:
– Personal Choice
– Social interactions
– Time/Space to do
quality writing
– Pay-off
(purpose/feedback)
Five Categories
of Non-Fiction Writing
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Recount Writing
Report Writing
Explanatory Writing
Procedural Writing
Persuasive Writing
Types of writing List pdf
List of Genre examples pdf
Explanations of Types of writing
99 Types of Writing pdf
Text Types & Purposes
3 Standards- Text Types:
1. Argument
2. Informative/Explanatory
3. Narrative
Production & Distribution of Writing
3 Standards:
4. Produce Clear and Coherent Writing-organization and form
5. Quality writing using the writing process-planning,
revising, editing
6. Publish and Produce &Collaborate through Technology
Research to Build & Present Knowledge
3 Standards:
7. Short and Sustained Research Projects
8. Gather, categorize, and evaluate information from Multiple
Sources-take notes and paraphrase
9. Text Evidence to support Analysis, Reflection and
Research=compare 2 books, compare 2
settings/characters/problems, etc OR explain how author
supports his/her points/argument.
Range of Writing
10. Writing Routinely for both
extended and shorter time
frames
Good Writing Begins With Good Conversation!
1. Begins with teacher directed first
•Push students elaborate-to notice
•Encourage complete sentences and the use of
academic/content vocabulary
•Predictions about content/vocabulary
2. Teacher directed between students
•Model read-then think and talk using Index card
•Key vocabulary predictions and evaluations
3. Small group conversations without teacher
•Use Index card, chart paper-silent talk, sentence frame cards
•Key vocabulary predictions and evaluations
•Organize key concepts/vocabulary to create thoughts
4. Later, inner conversation with self
•Notes, drawings, journals, graphic organizers
5. Lastly, the conversation ends up on paper!
Power Writes!
What is it?
 5 min of writing for every segment of the day
• Brief, intense, focused bursts of writing in every
subject area including small group instruction
• Various forms (letters, descriptions, lists, poems,
responses to reading, summaries, directions, etc.)
Why?
 To remember, to think, to understand
• Increases retention and understanding
• Supports academic vocabulary
Guided Reading/Reading Response/ Graphic Organizers
http://teacher.depaul.edu/
CCSS Toolkit-formative assessment/question stems/content writing/etc
http://teacher.depaul.edu/Documents/CommonCoreToolkit_000.pdf
CCSS Style Notes
A ___________ is like ____________________ (connection)
It __________________________________________ (fact)
I think__________________________________________
(interpretation)
**Try it out!
Ex:
I think…
I wonder…
I feel…
A heron’s beak is like a fork.
It stabs food.
I think it must be cool to always have a fork ready!
Understandings
I noticed…
Interpretation
Why? How? I think…
Connections
This is like…
Winter is like
Weather is like
Multiplying is like
Common core is like
Counting is like
Writing is like
Presidents are like
RAN Strategy
(Reading Analyzing Nonfiction)
Printables:
http://www.wsd1.org/Wellington/Documents/DLC/R.A.N%20Writing%20Frames.pdf
READING AND ANALYZING NON-FICTION (RAN) CHARTS: RAN Chart.pdf
RAN CHART LABELS.pdf
http://ela-ccss.pds-hrd.wikispaces.net/file/view/RAN+for+Kdg+Animals+SM.pdf Ran charts
Two Word Summary
After Reading
What? Help students synthesize information/learning-used with
fiction or informational text.
How?
1. READ or listen to information/story/poem/drama
2. Write 2 words about the text/video/audio
3. Turn to partner and read their words and explain their
selections
4. Write a sentence (2-3 if a longer piece of text) and
underline the two words selected in the writing.
5. Share writing with a partner.
What: Think-INK-Pair-Share
• Similar to Think-Pair-Share but with added writing step.
• Increases individual accountability and learning.
How
• Jot down ideas before turning to a partner to discuss
• Walk and see who understands the concept (formative assessment).
• Share responses with partner and small/whole group
Probable Passages/Word Splash
How
•Using a word bank (new/familiar words) students write
predictive sentences. After instruction, they evaluate and revise
these sentences.
Power Writes
Activity:
 Students write for 60 seconds about a topic, or write using as many
____ (adverbs, adjectives, sensory imagery etc.)
 Circle all of the __ and set a goal before they write again
 After another 60 seconds-see if they met or beat their goal
 Evaluate-did they meet the goal? Fall short? How?
Example:
 Teach about onomatopoeia/alliteration/even numbers/habitats.
Students write as many examples of onomatopoeia or___ as they can
in one minute.
 After 1st round, students count examples of onomatopoeia or_____
 Set a goal for the next round.
 Evaluate-did they meet the goal? Fall short? How?
 Add to list from group/class
NOW YOU try!
Sketch to Stretch
After Reading
What? Children quickly draw what they know and then turn
to someone close to them and show and tell about their
understanding of a text.
How?
1. Students read a thought providing story or passage
2. Students draw (quick sketch) to show understanding of
text
3. Students talk about their drawing with a partner
Students write text to accompany their sketch.
(Labels, sentences, summary, etc.)
Or Notes with Pictures pdf
Writing Across Curriculum w/ Rafts below
WAC SS
WAC Science
WAC Math
Journal Response Ideas
Many Graphic
Organizers
Reading Graphic
Organizers
Awesome NF
Graphic
Organizers pdf
More Organizers
How to Use Rounding
Math Journaling
T Chart Method
“Smear Campaign”
• Pretend 2 concepts are opposing each other in an election
•Create text, brochures, ads, slogans, comics to show opposing ideas
Examples:
Addition vs. Subtraction
Vowels vs. Consonants
Adjectives vs. Nouns
Fiction vs. Nonfiction
Force vs. Motion
Indians vs. Colonists
Resource http://writingfix.com/PDFs/Comparison_Contrast/Smear_Campaign.pdf
Diamante Poems (Compare/Contrast)
Diamante Biography
Diamond Poem Form
rain forest
damp, dark
raining, dripping, steaming
monkey, jaguar, frog, anaconda
climbing, stalking, slinking
furry scaled
endangered
Noun
Adjective Adjective
Participle participle participle
Noun noun noun noun
Participle participle participle
Adjective Adjective
Noun
Templates
for Many
Writing Types
Evaluating Weather Proverbs - Myth or Science?
http://lstalessons.wikispaces.com/Evaluating+Weather++Proverbs%2C+Tornadoes+and+the+Weatherman
.
I AM POEMS
After reading…(ie. Write the poem as if they are Ruby from The Story of Ruby
Bridges) or they could take the role of a person or object from a crosscurricular subject (ie. Write the poem as if they are a Gas after studying the
States of Matter).
I am
I see
I hear
I need
I feel
I fear
I cry
I believe
I dream
I am
I AM POEM
(name)
(what do you see around you)
(sounds you hear)
(something you need)
(how do you feel inside)
(something that you fear)
(something that makes you sad)
(something that you believe in )
(something you dream about)
(repeat first line)
Writing Letters
More Ideas
Students write letters to others, including elected officials, family
members, friends, people who made a difference. Ex: Letter to Dr. Martin
Luther King about the progress we have made on racism since his death.
Business Letter Form Online Letter Generator
Take a Stand
Students discuss their opinions about a controversial topic-Ex:“what
caused the dinosaurs to become extinct- an asteroid, or a volcano?”
“What If” Scenarios
Students respond to prompts in which information is changed from what
they know, and they predict outcomes. Ex: students may be asked to
respond to the question, “What would be different if honeybees
disappeared?”
Write a Play
Students write about content in play form.
Sample Blank Script
Remember MLK JR?
Write a 1 page report.
What students doCopy!
Informational Writing
Using Mentor Texts
4th Grade
http://www.albany.k12.or.us/departments/ins
truction/documents/writing_elementary/Anch
or%20Papers/Writing_Binder_Grade_4_Sectio
n_4.pdf
5th Grade
http://www.pps.k12.or.us/files/curriculum/G5
_Informational_Article_1-12-10_to_post.pdf
Lesson Lists F/NF all grades
http://www.lausd.net/Corona_EL/Mentor_Text.html
All About Penguins pdf
How To Make
Braids pdf
All About
Kayaking pdf
CCSS Writing
Samples K-5
Link
Reports and More...
Click on Docstoc for
downloadable template
http://aplacecalledkindergarten.blogspot.com/2011/04/nonfiction
-writing-try-its.html
Nonfiction conventions chart.doc Download
ALL GRADES Writing Units Grade K-5 pdf
All about reports
http://timmonstimes.blogspot.com/2007/12/allabout.html
Persuade
People to..
Be a Firefighter
Save a Bear
Use Arrays to Solve
Problems
Recycle
OREO Template
•http://blog.wsd.net/ebonnemort/files/2012/04/PersuasiveWriting-Oreo-and-4square-.pdf
Persuasive Words/Phrases
•http://www.teachingideas.co.uk/english/files/persuasivewordsp
hrases.pdf
Sample Lessons with 4 Square
http://jc-schools.net/writeaway/canned-lesson.ppt
http://www.greenville.k12.sc.us/taylorse/About/Writing%20for%20E
veryone.pdf
Additional Suggestions…
A.Writing Prompts - Discovery has excellent resources/writing
prompts. Students can respond to images and videos about content
material. UseTruetube – for thinking and debating controversial topics.
B. Blogging - Blog about their learning and ideas about content .
Wordpress, Blogger
C. Ebooks - Create online books and share them with you online. Lulu
Mixbook
Storybird
D. Wikis - Students to design and collaborate on wikis and discussions
about content material. Wikispaces and Wetpaint and EduBlog
E. Desktop Publishing - create brochures, newsletters,
presentations – letterpop on content material.
F. Found Poetry – Pull words/phrases to make poems example
More examples Directions
99 Types of Non-Fiction Writing.doc
Using Technology
Make Writing Meaningful
Storybird - www.storybird.com -create a page turning book with illustrations and
text that is available online.
Story Jumper - www.storyjumper.com - create page turning, illustrated books,
using various backgrounds, characters, props and images. (Up to 16 pages) Free to
see online. Pay for hard copy!
Voki - www.voki.com – Create a talking avatar-select from a variety of avatars or
make your own and then record narration by either typing text, speaking in a
microphone or calling it in on a phone.
Blabberize http://www.blabberize.com/ Upload a picture an create a simple
animation of the mouth moving to the sound of the voice. Example Biography
Glogster - www.glogster.com - Import image, audio, video, or link from YouTube,
URL, etc. Tools also for recording audio/video. Create "glogs" or posters with media,
text tools, frames for media, layer media.
ZooBurst -digital storytelling tool that lets anyone easily create his or her own 3D
pop-up books. Example
John F.
Kennedy
John F.
Kennedy
John F.
Kennedy
John F.
Kennedy
1917-1963
1917-1963
1917-1963
1917-1963
Image from Library of Congress
Image from Library of Congress
Image from Library of Congress
Image from Library of Congress
•Irish descent
•Irish descent
•Irish descent
•Irish descent
•Graduated from
Harvard
•Graduated from
Harvard
•Graduated from
Harvard
•Graduated from
Harvard
•Served in Navy
•Served in Navy
•Served in Navy
•Served in Navy
•Cuban Missile Crisis
•Cuban Missile Crisis
•Cuban Missile Crisis
•Cuban Missile Crisis
•Assassinated in
Dallas
•Assassinated in
Dallas
•Assassinated in
Dallas
•Assassinated in
Dallas
"Ask not what your
country can do for
you--ask what you
can do for your
country.“ JFK
"Ask not what your
country can do for
you--ask what you
can do for your
country.“ JFK
"Ask not what your
country can do for
you--ask what you
can do for your
country.“ JFK
"Ask not what your
country can do for
you--ask what you
can do for your
country.“ JFK
Photo Story
What is it?
•a software for creating digital stories
•Uses pictures, music, voice,
transitions, and effects to make stories
come to life
Tutorial: Photo Story Tutorial
Microsoft Photo Story 3 – free to download
More information
http://schools.spsd.sk.ca/curriculum/techyteacher/category/photostory/
Examples:
http://splatypus.blogspot.com/2011/02/all-about-winter.html
http://www.eaglepnt.k12.or.us/Files/Charles%20Lindbergh.wmv
http://www.eaglepnt.k12.or.us/Files/Flat%20Stanley.wmv
http://www.eaglepnt.k12.or.us/Files/Our%20Snow%20Day_1.wmv
http://www.eaglepnt.k12.or.us/Files/What%20Bird%20is%20It.wmv
http://www.booktrailersforreaders.com/Stellaluna
http://www.booktrailersforreaders.com/Swindle
http://www.schooltube.com/video/74f5e57dda2d4f43aa33/
http://www.schooltube.com/video/fb7d295c32c04771a40b/
http://schools.spsd.sk.ca/brightwater/?page_id=40
http://www.aliaradesign.com/wp-content/uploads/2010/04/Slavery.wmv
What Do You Do with Writing
Once You Get It?
Respond: To give informal reactions to text.
Assess: To see how a student’s, or a class’s, body
of work lines up with program or institutional
objectives.
Evaluate: To compare work with some sort of
marker, benchmark, or standard.
Grade: To condense all data into one symbol.
Some Evaluation Options
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Credit/No credit
Read and possibly share with class
Accept/Revise
Rubric (for 1 or more than one criteria/ 6 +1 Traits)
Self /Peer Evaluate
Group Evaluation
Improvement—pull worst and best
**Not every thing has to be graded—but…
a little feedback= much improvement!
Modeling, Modeling Modeling
Sharing and Publishing
Work with a GROUP/PARTNER/INDEPENDENTLY to:
1. Choose 4 writing activities/strategies
2. Write them in the center of a page
3. Around the activity/strategy list as many ways
you can think of for using that strategy-plus, as
many content areas as you can work it into
4. Label the content areas (Math, Science, Spelling,
Reading, Grammar, Social Studies, etc)
5. Count them and put the number in a circle in the
upper right corner!
Silent Gallery Walk
Hot Seat
• Before the beginning of class, the teacher prepares
4-5 questions related to the topic of study and
writes them on sticky notes.
• Place the sticky notes underneath student desks so
they are hidden from view.
• At beginning of class, inform students that several of
them are sitting in “Hot Seats” and will be asked to
answer the questions.
• Have the students check their desks for the
strategically placed sticky notes.
• Students who are in the “Hot Seats” take turns
answering the questions.
Recount Writing
• Purpose: To retell past events; usually told in
the order (sequence) in which they occurred
• Examples of Recount Writing:
– A School Trip
– A Science Experiment
– A Current Event
Explanatory Writing
• Purpose: To explain how and why something
happens or works; often combined with
report or recount writing
• Examples of Explanatory Writing:
– Describe how the cotton gin works.
– Answer the question: What causes rust to
develop?
– Explain the key factors that caused WWII.
Procedural Writing
• Purpose: To instruct others how to carry out a
process or procedure
• Examples of Procedural Writing:
– How to get to my house
– A favorite recipe
– How to make a model
– Rules for games
– A science experiment
– The steps in solving a Math problem
Persuasive Writing
• Purpose: To persuade others to a particular
point of view, not necessarily one’s own
• Examples of Persuasive Writing:
– Create advertising posters
– Make up jingles
– Write speeches for a debate
– Write a book or movie review
– Write a “Letter to the Editor”
– Create a book or movie trailer video