Kerri Lamb Tuesday, January 20, 2015. 1. Brain Energizer 2. Using Social Media to Engage Students with Writing 3. Why Students Should Write in EVERY Classroom.

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Presentation transcript:

Kerri Lamb Tuesday, January 20, 2015

1. Brain Energizer 2. Using Social Media to Engage Students with Writing 3. Why Students Should Write in EVERY Classroom 4. Types of Writing 5. Overcoming Challenges 6. Short Response Writing Across the Curriculum 7. Individual Planning explore resources and incorporate into units

Compose a tweet (no more than 140 characters) answering this question… Why should students write in EVERY class? Click here to post your tweet.here

 Twitter Summarize yesterday’s lab with a tweet.  Facebook Create a Facebook status for Abraham Lincoln after he issued the Emancipation Proclamation? Who would comment on this status?  Instagram Create an Instagram account for the protagonist of the novel. Who would comment on the photos? What would they say?  Pinterest Create three boards for Isaac Newton. Include at least three sample pins for each board.

A 2011 survey conducted by the National Commission on Writing for America's Families, Schools, and Colleges says…  People who cannot write and communicate clearly will not be hired, and if already working, are unlikely to last long enough to be considered for promotion.  Two-thirds of salaried employees in large American companies have some writing responsibility.  More than 40 percent of large corporations remediate salaried employees with writing deficiencies.

From the “Introduction” of the Common Core State Standards for English-Language Arts… “The Standards insist that instruction in reading, writing, speaking, listening, and language be a shared responsibility within the school.”

 CCSS.ELA-Literacy.CCRA.W.1 Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence. CCSS.ELA-Literacy.CCRA.W.1  CCSS.ELA-Literacy.CCRA.W.2 Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. CCSS.ELA-Literacy.CCRA.W.2  CCSS.ELA-Literacy.CCRA.W.3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details and well- structured event sequences. CCSS.ELA-Literacy.CCRA.W.3

CCSS.ELA-Literacy.CCRA.W.1 Argumentative Writing CCSS.ELA-Literacy.CCRA.W.2 Informative/Explanatory Writing CCSS.ELA-Literacy.CCRA.W.3 Narrative Writing

 An argument is a reasoned, logical way of demonstrating that the writer’s position, belief, or conclusion is valid.  What students must do… Make a claim and defend the claim with examples from the text Analyze evidence from primary and secondary sources

 Purposes… To increase readers’ knowledge of a subject To help readers better understand a procedure or process To provide readers with an enhanced comprehension of a concept  Students draw from what they already know and from primary and secondary sources.

 Conveys experiences, either real or imaginary  Purposes… To entertain To inform To describe To make a personal connection with the reader

“While all three types are important, the Standards put particular emphasis on students’ ability to write sound arguments on substantive topics and issues, as this ability is critical to college and career readiness.”

Grade To Persuade To Explain To Convey Experience 430%35% 8 30% 1240% 20% Distribution of Communicative Purposes by Grade in the 2011 NAEP (National Assessment of Educational Progress) Writing Framework

 Time Know what your focus is Short pieces are often more powerful than longer ones  Comfort level with teaching writing Providing opportunities for students to experience writing in different situations Conventions are not always the focus!  Grading Use a rubric—will help you focus on content  Others??

 YouTube video YouTube video  What are the main ideas presented in the video?

Writing in the Content Areas LiveBinder