1. CLOSE READING VOCABULARY INFORMAL WRITING Content Area Literacy

2. Close Reading Give students purpose for reading Allow students to read and engage with appropriate and engaging text Read, Write and Discuss what you are reading

3. Be Strategic Use Routines Keep Word Use Authentic Cue Word Use Encourage academic laguage Vocabulary

4. VOCABULARY  What is your experience with vocabulary instruction?  WHY teach it explicitly?? › According to the National Reading Panel (2000), explicit instruction of vocabulary is highly effective. › To develop vocabulary intentionally, students should be explicitly taught both specific words and word-learning strategies. › Seeing vocabulary in rich contexts provided by authentic texts, rather than in isolated vocabulary drills, produces robust vocabulary learning › (National Reading Panel, 2000).

5. Marzano’s 5 Step Vocabulary Strategy Present students with a brief explanation of the new term or phrase. Present students with a nonlinguistic representation of the new term or phrase. Ask the students to generate their own explanations or descriptions of the new term or phrase. Ask the students to create their own nonlinguistic representation of the term or phrase. Periodically ask students to review the accuracy of their explanations or terms.

6. Frayer Model

8. Vocabulary: Group Work  In Groups of THREE  Choose two subject area/content words  PRACTICE Frayer and Marzano  Be ready to share an answer to this question:

9. Vocabulary Ideas Individual student word logs Whole class word log Use that word wall Focused word wall on specific topic or theme (utilize bulletin boards) Combine reading, writing, word learning Highlight Words: Stop and talk

10. Write to Learn Strategies for Content-Area Learning

11. Writing to Learn Writing can be the connector between reading and comprehension Writing to learn vs. writing to communicate “Writing need not take the form of a five-paragraph essay or 10-page research paper to be effective” (Gammill, 2006)

12. Expository Text Students’ knowledge of topic affects writing quality and influences how well they can organize their written responses Students WILL value writing practices in the content areas based on:  1) the presence of authentic audience or purpose  2) the relationship between teacher and student  3) interest in topic and  4) their self-efficacy in writing

13. What & Why Are We Learning This? Informal writing typically involves short, quick, daily activities that give students opportunities to process what they have learned in writing Informal writing helps students summarize, synthesize, evaluate & extend learning

14. Support a content objective Are short, quick, and daily assignments Exist so as to give students an opportunity to process the content they have learned in writing Build comprehension of content they have learned Summarize, synthesize, and extend learning Informal Writing Activities…Formal Writing Assignments… Driven by a writing objective Require modeling and opportunities for practice at every step of the writing process (Pre-Writing, Drafting, Revising/ Rewriting, Editing, and Publishing) Require “publishing” a final polished piece for a particular audience Informal vs. Formal Writing

15. Think-Write-Pair-Share This informal writing activity allows students to think about a problem or situation and discuss their ideas. Example: Why is it important to know several forms to write the equation for a line? How is each form different? Think silently about the prompt Write silently about the prompt for 2 minutes Share your thoughts and your writing with a partner for 2 minutes You can use this with prompts about content, as well as with student responses to questions and graphic organizers, etc

16. One-Minute Papers Fun, lined paper Limited space of the paper forces students to focus Lowers levels of writing anxiety Summarize, question, reiterate, support or counter a thesis or argument, or to apply new information to new circumstances Helps students to digest, apply, and challenge their thinking, and achieve enough confidence to contribute fruitfully to class discussions

17. R.A.F.T. Role: a glacier Audience: congress Format: email Topic: global warming Useful for synthesis Great for knowledge-based objectives

18. Magnet Summaries Students are given one word or phrase and then list as many applicable words around it as possible Is best used to summarize a large concept/ unit Students are given one word or phrase and then list as many applicable words around it as possible Is best used to summarize a large concept/ unit

19. Magnet Summary: Examples Star Medium-Sized Yellow Average SUN Temperature Thermonuclear 5 Billion Fusion Summary: Our sun is a medium sized star. It is yellow in color and its temperature is average. It shines by thermonuclear fusion and has been shining for about 5 billion years Migrate Exploration Compass CULTURAL CONTACTS Travel Political Situations Ice Age Trade Summary: Cultural contacts came as a result of travel and trade. Inventions, like the compass, made travel to and trade with new places easier which, in turn, led to migration when bad weather, like the Ice Age, or harsh political situations threatened

20. Cooperative Sailing Write your team name on the sail boat 10 minutes to complete the task in groups Bring your work up front for checking Goal: move your sailboat across the lake Group members may work on different tasks, but only one person is the runner and tasks must be brought up in order

21. Cooperative Sailing! In groups of 5, You have 45 minutes to complete the following: 1)Create a magnet summary for 2)Fill out a RAFT 3)Write a constructed response (AKA short answer question) and the answer related to any writing genre. 4)Create an advertisement 5)Written Conversations- create a list of XXX