Transcript Writing Across the Curriculum - PCS K

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)
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Five Categories
of Non-Fiction Writing
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
CCSS Style Notes
A ___________ is like ____________________ (connection)
It __________________________________________ (fact)
I think__________________________________________
(interpretation)
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…
Ran Charts- READING AND ANALYZING NON-FICTION
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
How to Use Rounding
Math Journaling
T Chart Method
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
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
Learning How to Make Books
From Authorities
ALL GRADES Writing
Units Grade K-5 pdf
NF Unit K/1
http://literacyandlaughter.blogspot.
com/2012/04/non-fiction-writingunit.html
Question/
Answer Texts
Habits are at first
cobwebs, then cables.
~Spanish Proverb
Nonfiction Writing
Templates
abc all about me book.doc
How-To Books
Good writers learn about How-To books.
All About Books
Good writers learn about All About books.
Good writers understand the structure of All About
books.
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 about reports
http://timmonstimes.blogspot.com/2007/12/allabout.html
How Could These Be Used
In Content Writing?
Sight Word poems
Sight Word poems
http://www.trcabc.com/wp-content/uploads/myveryownpoetry.pdf
http://warehouse.tecknoquest.com/samples/ENTr/csd804097ebs.pdf
Sight Word Games
http://k-5resourcepage.wikispaces.com/file/view/sight+word+games.pdf
http://www.scholasticdeale
r.com/prodimages/sample/
955438.pdf
How To/Procedural Writing
Types of NF writing Posters
http://www.teachingideas.co.uk/english/files/
nonfictionposters.pdf
Additional Ideas
How to paper.doc
How to Study for a ________ Test
How to Solve a ______ Problem
How to Make the King Angry
How to Read A Word You Don’t Know
My favorite part was when Frances looked
out the window. She saw the man and the
monkey outside the window.
Opinion and
Informational Writing
Foldables Author
Study Eric Carle
http://kindergartencce.wikispac
es.com/K-Author+Eric+Carle
Basic Foldable
Directions
http://curriculumspot.wikispace
s.com/file/view/foldinst.pdf
Great Joy
My favorite part is when Frances said
behold. This is at the end of the story.
http://hkidshighlights.blogspot.com/2007/12/our-greatjoy.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
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
Enter Fact 4 Here
Enter Fact 3 Here
Enter Fact 2 Here
Enter Fact 1 Here
This is used as a preposition describing the
position of an object as in “She walked to the
park.”
To change the direction of text in a text box, select the text box,
then go to Format  Text Direction. This template is designed so
that the text/graphics are on the outside of the pyramid.
This is used in place of the word also. Ex: I am going to ride the roller-coaster, too.
Cut all the way across this line.
This is used to show the quantity or order of
something. Example: He ate two
hamburgers.
When inserting clip art and other graphics, it may be necessary to “ungroup” the objects then “regroup” them
to be able to free rotate the graphic as needed.
To get rid of a border around a text box, double-click on the text box border to open the
properties. Under the Colors & Lines tab, select “No Line.”
John F.
Kennedy
John F.
Kennedy
1917-1963
1917-1963
Image and citation
Most Significant
Contribution:
Another quote
Image and citation
Most Significant
Contribution:
Another quote
John F.
Kennedy
John F.
Kennedy
1917-1963
1917-1963
Image and citation
Image and citation
Most Significant
Contribution:
Another quote
Most Significant
Contribution:
Another quote
Hello from the Catskills
Enjoying my new home in
Brian,
The Catskills
Sorry I had to leave so suddenly without telling you exactly
where I was going. I am on the remains of Great Grandpa’s old
place here in the Catskills. I am living off the land, eating nuts,
wild berries, and fish that I catch in the river. You would be
surprised how good I am at fishing now.
I live in the inside of a hollowed tree trunk- it’s not that big, but
it keeps me warm and dry and protects me from the wild. I also
have a pet falcon that keeps me safe and warns me of danger.
I go into town once every two or three months to the library to
learn how to live off the land better. It was rough at first, but
I’ve adapted well. Come see me some time- but only if you
promise not to make me return home. I like it here.
Sam
From:
Sam
Grandpa’s Farm
Catskill Mountains
To:
Brian Smith
123 Main Street
Arlington, TX 76013
Place your
stamp here
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
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.
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
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