LITERACY FOCUS: WRITING TO STRENGTHEN READING COMPREHENSION October ERPD, NIHS

September review  ALL curriculum guides (except PE) have writing standards.  ALL curriculum areas have texts students must know how to read: primary source documents, word problems, lab procedures, technical manuals, systems set-up and processes, novels, game rules and scoring, etc.  Writing strengthens students’ ability to understand/remember what is read (0.4 average effect size).  0.4 = the effect of one year’s worth of expected student growth

September review  Writing frames assist students in writing about content-knowledge while helping to prevent them from getting “stuck” in the process of writing.  Writing Frames are easy to differentiate and scaffold based on individual needs.

September review Writing Frame example for struggling students: “Closed” or “Fill-in-the- blank” Civics and Economics Ch. 20, pg. 539 The American ____ __________ ______ gives numerous ______ and ___________ to ___________ such as you, your teachers, your relatives, and your friends. You have the _____ __ _____ just about any __________ or ________ in which you are interested. You have the _____ to ___ the ________ and ______ that you like, and to ______, or pass on, others. As a ________, or _______ ___ ____ a _______ or _______, you also have _______________.

September review Writing Frame example for medium- support students Civics and Economics Ch. 20, pg. 539 The _______________________ system gives ___________ ________________________________________________ _ ________________________________________________. First, I have the right to ______________________________ ________________________________________________. Secondly, it allows me to ____________________________ ________________________________________________. However, I also have responsibilities as a _______________, or someone ______________________________________.

September review Writing Frame example for advanced students Civics and Economics Ch. 20, pg. 539 I. Rights of the A. B. II. Responsibilities as a A. B. C.

Hattie’s educational effects sizes Click here Click here to get to Hattie’s studied effects, their descriptions, and videoed explanations September review

October Focus: writing continued Click here Click here to read about  important points to remember to effectively utilize writing frames,  the pros and cons of frames,  and to see examples of frames for different content areas Article from Burden, Karen. “Literacy Light.” Fuquay-Varina High School. 21 Oct Oct <fvhs.wcpss.net/Current_forms_documents/Literacy%20Light/Literacy%20Light%207% 20FVHS.pdf>.

October Focus: writing continued Take-away: As a PLC, create a writing frame for an upcoming lesson. Submit a digital copy (this can be a picture,.pdf, word attachment, screen shot, etc.) to Natalie Williams by 10/23 (the same day as your literacy planning period training with Y. Karriker).

October Focus: writing continued While frames help guide students to produce a written “end-product,” many teachers also utilize writing as a way help students remember material covered in class, via Note-taking!

October Focus: writing continued Tried and true Familiar Quick Scientifically proven to have a positive effect on learning (average of 0.4 or higher) Graphic Organizers Handwritten v. typed

October Focus: writing continued  Formal and informal examples of Note-Taking  Formal note-taking requires teaching, modeling, and giving feedback, but it yields greater student gains if used intentionally, considering the purpose of the notes

October Focus: note-taking Two-column notes: science

October Focus: note-taking Two-column notes: SS

October Focus: note-taking Two-column notes: SS

October Focus: note-taking Two-column notes: math

October Focus: note-taking Two-column notes: English

October Focus: note-taking Cornell Notes

October Focus: note-taking Digital graphic organizers teachers can download = lots of variety for note- taking!  Holt Interactive Graphic Organizers Holt Interactive Graphic Organizers This link leads to a visual variety of graphic organizers, organized around the purpose of the note-taking and downloaded as.pdfs.  Thinkport Graphic Organizers Thinkport Graphic Organizers This link leads to graphic organizers that can be downloaded as.pdfs, html, or Word docs.  Lesson for explaining two-column notes Lesson for explaining two-column notes This link takes teachers to a lesson created for college professors to explain and model two-column notes to their own students.

NIHS year-long literacy focus Don’t forget this resource! It also has graphic organizers, as well as explanations for their use.

NIHS year-long literacy focus Next literacy training: Oct. 23  Your PLC should have committed to one literacy strategy (can be in Tools for Teaching Content Literacy or can be another strategy)  Using it 2-3 times per week, per teacher  Bring student examples with you at the next training  Y. Karriker will send out sign up for individual times of training 10/23