Expository Writing in Science

1. Expository Writing in Science Adrienne Somera August 11, 2011

2. Frayer Chart Expository Writing

3. Why do we have our students write in science?

4. Writing, by its nature, forces students to articulate ideas and reasoning, it can help them deepen, develop, and revise their thinking about the subject material.

5. Students who write about ideas, problems, evidence, and questions gain a sense of ownership over the material that they do not develop from merely reading or listening to lectures

6. When institutions provided students with extensive, intellectually challenging writing activities, the students engaged in more deep learning activities such as analysis, synthesis, integration of ideas from various sources, and grappled more with course ideas both in and out of the classroom

7. Writing to demonstrate learning Writing to learn

8. What kind of writing is expected of our students?

9. Reflection

10. Intentionality

11. Inquiry Cycle

12. Engage Explore, notice, wonder, speculate, activate prior knowledge, share ideas What kinds of student writing could be present at this stage?

13. Engage Observations Organizer

14. Engage Circle Map

15. Plan for opportunities to do this kind of writing Brainstorm * quick write * observations organizer * circle map * Frayer chart

16. Break

17. Vocabulary Supports

18. Glossary Cognitive Content Dictionary

19. Add a cognitive content dictionary to your notebook

20. Word Walls Gene Dominant Cross

21. Well,” said Owl, “the customary procedure in such cases is as follows...”“What does CrustimonyProseedcakemean?” said Pooh. “For I am a Bear of Very Little Brain, and long words bother me.“It means The Thing To Do.”“As long as it means that, I don’t mind,” said Pooh humbly.

22. Plan and design Investigations Discuss investigations implement investigations record data What kinds of student writing could be present at this stage?

23. Plan and design Investigations Flow map

24. Plan and design Investigations

25. Plan and design Investigations Planning Template

26. Question…

27. Plan for opportunities to do this kind of writing Flow map * Design template*Planning template

28. Diagrams

29. How can visuals help with writing?

30. Sketch your leaf

31. Draw Conclusions Sense Making Drawing Conclusions What kinds of student writing could be present at this stage?

32. Draw Conclusions Claims Evidence Claims and evidence organizer

34. Draw Conclusions • Using your claims and evidence chart, write a paragraph making a claim about the rock formation.

35. Reflection

36. What does a productive question look like? • Make goals of the experience clear to students • Guide student work • Provide a focus for student actions • Provide a focus for reasoning, talking and writing

37. Not productive Productive

38. reflection

39. Communicate Present * Write to a broader audience What kinds of student writing could be present at this stage?

40. The role of good questions in writing…

41. Communicate • Box and T

42. Compare and contrast

43. Communicate Transitions

44. Transitions game • Read through your section of the trade books on astronomy • Write down facts or ideas about stars and galaxies on sticky notes- 1 fact per sticky • Put all stickles from the group onto the table- using the transition cards see if you can build sentences that connect your facts and ideas.

45. Plan for opportunities to do this kind of writing Box and T* Compare and Contrast* Venn Diagram*Claims and Evidence*

46. Discourse Think about the kinds of talking I had you engage in today. How did the act of talking impact your writing?

47. Don’t underestimate the power of TALK… • Talk serves as rehearsal for writing • Talk and writing help students clarify and deepen their understanding of content • Talk provides students with opportunities to share models and strategies for making writing clear

48. Reflect

49. Assessment

50. Scoring vs assessing