INTEGRATING WRITING INTO INSTRUCTION: WRITING TO LEARN

WRITING TO LEARN Strategies to use today.

LEARNING TO WRITE VS. WRITING TO LEARN Learning to Write Product writing Occurs every few weeks Goes through the whole writing process Writing to Learn Daily writing Reflective and expressive Students record, reflect and grapple with text Goal is to write more deeply

BALANCE Learning to Write Writing to Learn

WHY FOCUS ON WRITING TO LEARN? Activates students’ background knowledge Increases student engagement Especially when used in conjunction with talking/sharing activities Writing develops initiative/creativity In reading, everything is provided for the student. In writing, the learner must supply everything. CCSS and Georgia Milestones require it “-inclusion of a writing component (in response to text) at every grade level and course within the ELA assessment…”

WHEN WRITING TO LEARN… Model, model, model Look at content only The focus when writing to learn is not on grammar, spelling, etc. Writing should be interactive and engaging

CCSS SHIFTS IN ELA STANDARDS Incorporate informational text where possible. The goal is for students to make claims and justify their claims with evidence from the text.

CCSS TEXT TYPES In all three types of writing, students must read critically with increasing text complexity.

OPINION WRITING (K-5) Student writing will contain elements of formal argumentation Not just a claim and/or opinion Writing should illustrate an explanation that justifies claims/opinions made Using textual evidence

WRITING STANDARDS: KINDERGARTEN

WRITING STANDARDS: 1 ST GRADE

WRITING STANDARDS: 2 ND GRADE

WRITING STANDARDS: 3 RD GRADE

WRITING STANDARDS: 4 TH GRADE

WRITING STANDARDS: 5 TH GRADE

“READ LIKE A DETECTIVE WRITE LIKE A REPORTER.” –DAVID COLEMAN

GOAL: GET STUDENTS WRITING EVERYDAY… …IN ALL CONTENT AREAS.

WRITING TO LEARN STRATEGIES Entrance/Exit Slips Quick Write Think-Pair-Share-Write Four-Square Writing Brief Constructed Response ACE S’MORE OREO Sentence frames/starters

ENTRANCE/EXIT SLIPS Entrance Slip Student’s response to a question, claim, fact, opinion, or belief a teacher poses related to the upcoming instruction. Exit Slip Student’s response to a question, claim, fact, opinion, or belief a teacher poses related to the content/concepts taught that day. Guide-Instruction-FREEBIE hump-day-strategy-blog/ sensation.blogspot.com/2013/06/exit-slips.html

QUICK WRITE Nonstop writing on a topic (1-4 minutes) The writer is not to pause, think or revise The writer must write as fast as possible and keep the ideas flowing onto paper Provide a sentence frame or starter instructional-strategies.html

THINK-PAIR-SHARE-WRITE Prompt or question Provide sentence frame Think Pair and share ideas Write

FOUR-SQUARE WRITING Student reads a piece of text Divides a piece of paper into 4 sections States a claim from the text Provides textual evidence justifying their claim Claim Evidence 1 Evidence 2Evidence 3 ak0.pinimg.com/originals/c9/39/a3/c939a30d2ff9afeea59b e50.jpg

FINDING THE BECAUSE…

BRIEF CONSTRUCTED RESPONSE Teacher provides topic sentence and sentence frame Student generate one detail sentence to support topic sentence Cite evidence from text Example: Prompt on author’s view point. Sentence Frame- The author thinks Lewis and Clark were _________________________. One reason is they ______________________________________________________________.

“EXPANDING” BRIEF CONSTRUCTED RESPONSE Teacher provides topic sentence and sentence frame Student generate two detail sentences to support topic sentence Cite evidence from text Example: Prompt on author’s view point. Sentence Frame- The author thinks Lewis and Clark were _________________________. One reason is they ______________________________________________________________. Another reason is _____________________________________________________.

HOW TO WRITE A BRIEF CONSTRUCTED RESPONSE Read prompt and/or question Brainstorm and plan response (Brief Constructed Response Organizer) Write question in own words Analyze text features Underline topic sentence Highlight details or key words I do- Teacher models a sample We do- Teacher scaffolds with sentence frame(s). You do- Students answer prompt/question on their own using provided sentence frame.

BRIEF CONSTRUCTED RESPONSE ORGANIZER What do you think?Why do you think it?

BRIEF CONSTRUCTED RESPONSES: ACE eractive-Writing-Notebooks-Free-Bonus-Lesson- Citing-Text-Evidence

S’MORE INFORMATION PLEASE

OREO OPINION

OPINION SENTENCE STARTERS I prefer… I think… I feel… I know… I believe… In my opinion… The best thing about… Everyone should…

OPINION: BUILDING AN ARGUMENT nt-Writing-Common-Core-Grades writing-scaffolds.html

SENTENCE FRAMES/STARTERS Students should respond to all questions in complete sentences. Carry over into writing

VIDEOS AND EXTRA RESOURCES… Videos- (Text Talk) (Sentence Frames) (Writing) Resources- (Informational text)

THANK YOU Jamie Dwyer Professional Development Consultant Advanced Collaborative Solutions (661)