1. Coaching Writing in the Science Classroom
Paideia
Paideia Conference
Charlotte, NC
October 3, 2014
Kristin Knight Burrus
Chattanooga School for the Arts and Sciences
7th Grade Science teacher, NBCT

2. What kind of writing do you ask your students to do in science
What kind of writing do you ask your students to do in science? What helps them be successful?
Socrative Poll

3. Goals for today Scaffolding student writing with graphic organizers.
Matching writing tasks with texts.
Informational
Narrative
Argumentative
Creating prompts for writing assignments.
Assessment strategies

4. Pre-Seminar Writing Graphic Organizers
Reading Symbols and Highlighting - Always give students a reason for highlighting. (agree/disagree, POV, claim/counterclaim, imagery, ideas, etc.)
Summarizing -MVP / Bulls Eye
Visualizing & Connecting – Two Column Notes
FQR (Three columns – Facts – Questions – Response)
Anticipation Guides
Cause/Effect (fishbone)
Compare/Contrast (Venn)

5. Graphic Organizers to get students ready to read science texts.
Reading Symbols
P - Prediction
T-S – text to self connection
T-T – text to text connection
T-W – text to world connection
? – a question I have about the text
QA – question answered
* - important detail
V – visual image here
I – inference
S – synthesizing/generalizing statement or theme
 Use these symbols when highlighting text.
Say Something
 Teacher breaks a piece of text into four sections.
At the end of each section, the students complete one of the following:
Make a prediction.
Ask a question.
Make a comment.
Make a connection.
This can be done with partners and shared/discussed with group.

8. Paideia Seminars – the fun part!

9. Planning Steps to Post-Seminar Writing
Brainstorming
Structuring the composition (graphic organizers)
Step 2
Writing the 1st Draft
Step 3
Revising
Peer Review
Editing
Step 4
Publishing the final copy
Planning Steps to Post-Seminar Writing

10. Common Core State Standards
Science and Technical Writing Standards
Argumentative
Write arguments focused on discipline-specific content.
Informational/Expository
Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.

11. Argumentative Essay proposes an answer to the question Claim
Reasoning connects evidence to the claim
Evidence
Credible Sources provide
Argumentative Essay

12. Argumentation Graphic Organizers

13. Brainstorming for Arguments

15. Argument Organizers

16. Informational / Expository Graphic Organizers
Read, Write, Think Essay Map
Informational / Expository Graphic Organizers

17. Innovation Seminar

18. Innovation Post-Seminar Writing Student Work

19. Small Group Planning Read the text and plan (if available).
What kind of writing supports this text?
Narrative, Informational, or Argumentative
Create a prompt that fits the type of writing you want students to do.
Use the “LDC Template Task Collection” to create prompts.
What type of graphic organizers support this prompt?
Break into 5 Groups:
Death of a Pine
Human Skeleton
Newton’s Laws of Motion
Sex, Drugs, Disasters, and the Extinction of the Dinosaurs
The Wonderful Mistake

20. Share Group Ideas

21. Prompts for Science Texts
HS Biology:
“Trash” Seminar
After observing maps, pictures and objects from the TN River , write a report that examines the cause(s) of pollution and its effect on riparian ecosystems. Support your discussion with evidence from the seminar and additional classroom resources.

22. Prompts for Science Texts
Middle / High School Science:
“Experiments and Observations on Air” by Joseph Priestley
After reading and discussing “Experiments and Observations on Air,” write an entry in Priestley's Journal as if he is in 2014 that describes the relationship between photosynthesis and cellular respiration. Support your discussion with at least two quotes from the text.

23. Prompts for Science Texts
Middle / High School:
Bicycle Seminar
After observing the bicycle and reading the text, Pedaling Through the Parts, write an Edmodo blog for our science class, in which you compare the systems of the bicycle with analogous systems of the body in both form and function. Include three systems of the body and support your ideas with evidence from the text and your science book.
(We really will post these for your science class to see!)

24. Assessing Writing Writing checklist - argumentative essay Category
Criteria
A: Exemplary 5 B:
Solid
4.5
C: Competent 4
D / F: Insufficient
≤ 3.5
Claim or Thesis
Claim is clearly worded and well defined.
Acknowledge and distinguish the claim from alternate or opposing claims
Argument Support and Evidence
Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using at least three credible sources. Use quotes from the text as evidence.
Content
Sentences and paragraphs contain original and interesting ideas with appropriate support
Works are cited correctly.
Organization
The introduction, body, and conclusion are organized and presented in such a clear and creative way that the reader moves easily through the text.
Provide a concluding statement or section that follows from and supports the argument presented.
Mechanics and
Conventions
Very few errors exist in spelling, punctuation, capitalization, and usage.
Word Choice and
Sentence Fluency
Use words, phrases, and clauses to create cohesion and clarify the relationships among claims, counterclaims, reasons, and evidence.
Voice and
Presentation
Establish and maintain a formal style/voice
Easy to read handwriting OR Double spaced typing with well-defined margins.
Use 12 pt. Times New Roman font and double space.
Total Score
A = 20
B = 18
C = 16
D = 14
F ≤ 13

25. On-line, Interactive, Argumentative Essay Rubric
Rcampus.com

26. General Writing Rubric
Post Content  40 % Writings, artwork, and presentations
Mechanics and Conventions  3 pts
Excellent
Post-Writing assignment is complete and effectively demonstrates the student’s growth and thorough understanding of language conventions and mechanics 
Good
Post-Writing assignment is complete and effectively demonstrates a proficient level of understanding of language conventions and mechanics 
Developing
Post-Writing assignment is complete and demonstrates an average level of understanding of language conventions and mechanics 
Needs Improvement
Post-Writing assignment is incomplete 
Poor
missing 
Ideas  3 pts
Post-Writing assignment is complete and effectively demonstrates the student’s growth and thorough understanding of the big ideas—making connections to the seminar and real-life applications. Student followed guidelines for post. 
Post-Writing assignment is complete and effectively demonstrates a proficient level of understanding of the big ideas—making connections to the seminar. Student followed guidelines for post. 
Post-Writing assignment is complete and demonstrates an average level of understanding of the big ideas. Student did not follow all guidelines for writing post. 

27. Sources
"English Language Arts Standards » Writing.” Science and Technical Subjects. Common Core State Standards Initiative, Web. 27 Sept < "Project Write MSU." Graphic Organizers. Wikispaces, 15 June Web. 28 Sept < organizers.pdf>. "Essay Map." Essay Map. ReadWriteThink.org, Web. 28 Sept Appendix C: LDC Template Task Collection. Paideia Course Manual. National Paideia Center, Print.