1. Core Six
Write to Learn

2. In a Nutshell Tool for writing and learning in all content areas
Improves students’ thinking, deepens comprehension of content, provides formative assessment needed to improve student writing

3. Three Reasons for Using Write to Learn to address CCSS
Writing develops higher-order thinking
Writing in different text types (arguments, informative/explanatory texts, narratives)
Range of writing

4. Three Types of Writing
Provisional writing- brief, daily writing that supports learning
Readable writing- clarify and organize thinking to develop essays or responses
Polished writing- engagement in full writing and revision process

5. Provisional Writing
Used to capture interest, draw out prior knowledge, review and check understanding, provoke thinking, spur reflection
Spelling and grammar rarely assessed
Examples:
Quick-writes
Learning logs
4-2-1 Free Write (p. 54)

6. Readable Writing
Intended for audience (teacher uses to assess students’ responses)
Requires students to clarify their thoughts and develop an organizational structure for their ideas
Sample prompts (pgs )
Argumentative
Informative/explanatory
Narrative
Comparison
Analysis (textual)
Analysis/mathematical
Descriptive

7. Readable Writing Building Writing Graphic Organizer
Prewriting tool that provides scaffolding
Students pair up to revise and generate new ideas
Graphic Organizer
3 x 3 Writing Frame

8. Polished Writing Writing folders Writer’s Club
House the students’ ongoing work (records and artifacts of the writing process)
Pockets pg. 61
Writer’s Club
Organize students into writer’s clubs with 3-5 members
Encourage students to listen carefully and provide feedback that is specific, improvement-oriented, and about the work, not the student
Writer’s Club Discussion Questions (p.64)

9. Rules of the Writer’s Club
Everyone reads.
Writers choose one or more questions for listeners to respond to.
Listeners give additional feedback by choosing other questions to answer.
Writers listen to responses without becoming defensive.
Writers use what they learn to revise and improve their work.

10. Post-writing Reflection
Ask students to answer:
What? What did you learn during this process?
So what? What did you learn about yourself, the content, or the writing process?
Now what? How can you use or apply what you have learned?