You want me to write what!?! Everyday writing for the everyday teacher

1. You want me to write what!?!Everyday writing for the everyday teacher Presenter: Jennifer Nehl for TIE

2. We will focus on strategies that cause students to think reflectively and analytically as they deepen their understanding of content materials and express themselves through writing. The strategies selected are ones that both teachers and students can bring into their daily routines. Although some of the strategies can be building blocks for long-term projects, many of them stand alone as ways for students to access prior knowledge or reflect on their learning. Session Objective:

3. Still need convincing? Steve Peha, president of Teaching That Makes Sense, Inc., lists the following reasons why writing must appear in all content areas: 1. Written output is a great way to assess student knowledge. • Writing is a simple, efficient, cost-effective way for students to show their knowledge of a topic or lesson. • Writing is also the simplest way for teachers to get a glimpse of student thinking and processing. 2. Writing is the essential skill students need as they enter adult life. • When students are taught to write well, they are better able to sort through the complicated ideas and concepts that they will need to master as they mature. • Writing is a tool that helps students make sense of their education and their lives. Wait! So, Now I Have to Teach Writing, Too?

4. 3. Helping students learn to confidently express themselves in all content areas can contribute to improved behavior and self-esteem. • When teenagers are unable to express themselves, they risk losing a sense of well-being. Writing provides an outlet for self-expression.

5. 4. Students who write clearly, think clearly. • Students who think clearly are better able to navigate through the obstacles of adolescence. 5. Writing is power. • Peha explains that writing is a powerful tool that allows students to “control their lives, shape their futures, and define their dreams.”

6. How many golf balls has Tiger Woods hit? • 4-14 repetitions to learn something new • Students with disabilities need 250-350 repetitions over the years • Student MUST practice, teachers must be consistent!

7. How do we write in the content area? • Current Events. • Book Reports. • Lab Reports. • Word Problems. • Summary of the day in Kindergarten. • Notes for Social Studies in Fourth grade. • Ect. Ect. Ect.

8. Brainstorming: Graphic Organizers The Whatnhow

9. WhatHow (What you know) (How you know about it) Brainstorming: Graphic Organizers

10. Flora and Fauna of South Dakota Brainstorming: Graphic Organizers

11. WhatHow (What you know) (How you know about it) Brainstorming: Graphic Organizers

12. Turn to your elbow partner and discuss one way you can implement this strategy into your classroom this week. Brainstorming: Graphic Organizers

13. Writing Expository Summaries • A summary is a shortened, condensed version. • The purpose of a summary is to share the main ideas. • Summaries keep the same tone as the original piece and do not contain opinion. • Summaries do not require a formal conclusion, however, pieces which contain summaries are more pleasing to a reader and will score (on an average) higher on standardized tests.

14. Mom Yikes! Gang Movies Bunch of People Cause Problems Gangs Bad Gang Songs What if my friends joined? Stay Away I wouldn’t join

15. Gangs are just a bunch of people with nothing better to do. Gangs cause problems. I would not join a gang. Well, maybe if I was with my friends but probably not. My mom is against gangs. The movies are filled with gangs and there are a lot of songs about gangs. Stay away from gangs they are bad for you.

16. Mom Yikes! Gang Movies Bunch of People Cause Problems Gangs Bad Gang Songs What if my friends joined? Stay Away I wouldn’t join

17. What’s missing? ORGANIZATION

18. How do we get started?!?!?!?!?!?!?

19. Writing an Effective Topic/Thesis Sentence Write a topic sentence using the three-part topic sentence method (the burrito fold). Identify the item Select a verb Finish your thought 3.5

20. Writing an Effective Topic/Thesis Sentence Write a topic sentence using the three-part topic sentence method (the burrito fold). Identify the item Select a verb Finish your thought Chapter 2 of The Adventures of Tom Sawyer by Mark Twain describes how Tom got others to do his work. 3.5

21. Chapter two of The Adventures of Tom Sawyer by MarkTwain describes how Tom got others to do his work for him.

22. Verb Reference List for Summaries 3.6

23. “Things Trap” • Weak: As I read about Ben Franklin, I learned two things. • Better: As I read about Ben Franklin, I learned that his life was filled with challenges. 2.38

24. Actions Benefits Features Reasons Improvements Ideas Items Choices Qualities Thoughts Better Word Choices 2.38

25. Writing an Effective Topic/Thesis Sentence Now your turn!!! 3.5

26. Stork Service Makes New Kind of Delivery No More Babies: We've got Tacos Written by: Princess Poole After centuries of delivering babies Stork Inc. has decided to call it quits. "We just can't stay in the baby business any longer," says spokesbird Sam Stork, "Hopefully the new product will be more profitable." Sam is convinced there are two reasons for the decline in the use of stork delivery. Firstly, he believes many families are simply having fewer children because of the exponential increase in the price of insurance and education. Second many families are refusing to use stork services because of cable TV. Sam maintains watching actual hospital deliveries, screened every week day morning, has influenced parents to drop the stork story and just let the kid watch it on TV.Sam hopes the new service to will be successful, he and his mate, Sally, are incubating three new eggs. "Yeah, I think the taco thing will work out great, everybody loves tacos. Since they get cold easy we'll just wrap them up in the baby blankets."

27. Writing an Effective Topic/Thesis Sentence Write a topic sentence using the three-part topic sentence method (the burrito fold). Identify the item Select a verb Finish your thought 3.5

28. Writing an Effective Topic/Thesis Sentence Write a topic sentence using the three-part topic sentence method (the burrito fold). Identify the item Select a verb Finish your thought Stork Service Makes describes how a long time family business New Kind of Delivery must make adjustments with the by Princess Poole changing times. 3.5

29. Turn to your elbow partner and discuss one way you can implement this strategy into your classroom this week.

30. Counted by 5 Smokey the Bear counted up to 100 used beans from Forest Service learned how to put out fires got our picture taken Reasons Outline Topic= Today was a great day in Kindergarten 2.15

31. Differentiation Idea Example Same assignment: • Give students with disabilities a frame outline asking for 1 yellow and 2 red • Give students who need a challenge 3 yellow and 7 red • To begin, tell students how many yellow and red you want. Or you could have a minimum number. Later, they may decide.

32. TOPIC : Today was a great day in Kindergarten. REASON/DETAIL/FACT: First, we learned to count by fives. REASON/DETAIL/FACT: Next, we got to meet Smokey the Bear! 2.8

33. Counted by 5 Smokey the Bear counted up to 100 used beans from Forest Service learned how to put out fires got our picture taken Reasons Outline and T-Chart Topic = Today was a great day in Kindergarten 2.15

34. TOPIC : Today was a great day in Kindergarten. REASON/DETAIL/FACT: First, we learned to count by fives. EXPLAIN, EVIDENCE: We counted to 100 and got to use beans. ELABORATION: REASON/DETAIL/FACT: Next, we got to meet Smokey the Bear! EXPLAIN, EVIDENCE: Smokey is from the Forest Service. ELABORATION: EXPLAIN, EVIDENCE: We learned how to put out fires and got ELABORATION:our picture taken with him. CONCLUSION: RESTATE TOPIC/THESIS: We learned some valuable lessons today. 2.8

35. Obama favored Huckabee leads over Romney Third of likely caucus-goers could change mind Clinton, second and Edwards last Romney and Huckabee have traded places in the lead on the GOP side. Three way race between Clinton, Obama and Edwards Details Outline – Current Events Topic= Evening Before Iowa Caucuses 2.15

36. Writing an Effective Topic/Thesis Sentence Write a topic sentence using the three-part topic sentence method (the burrito fold). Identify the item Select a verb Finish your thought The Evening demonstrates the unpredictability of Before the Iowa America’s election Caucus, by AP season. 3.5

37. TOPIC: The Evening Before the Iowa Caucus, by APdemonstrates the unpredictability America’s election season. REASON/DETAIL/FACT: EXPLAIN, EVIDENCE: ELABORATION: REASON/DETAIL/FACT EXPLAIN, EVIDENCE: ELABORATION: EXPLAIN, EVIDENCE: ELABORATION: CONCLUSION: RESTATE TOPIC/THESIS: 2.8

38. Differentiation Idea Example Same assignment: • Give students with disabilities a frame outline asking for 1 yellow and 2 red • Give students who need a challenge 3 yellow and 7 red • To begin, tell students how many yellow and red you want. Or you could have a minimum number. Later, they may decide.

39. taste of an apple strong vanilla smell taste changed chew slow concentrate impact near nose strange thought differently Facts Outline – Lab Report Topic= Smell and Taste 2.15

40. Learning About Smell and Taste As we completed the lab with our apples and vanilla extract, we made several observations. First, we both agreed that we usually do not really stop to think about the taste of an apple. Chewing slowly made a difference. We also noticed that the vanilla smell was pretty strong but it did no impact the taste of the apples until we put it neat our noses. Finally, we were surprised by how much the taste of the apple changed. We thought that it would change a little bit, but we both felt like we were eating a very strange kind of fruit. We are not sure that vanilla apples would sell very well.

41. Turn to your elbow partner and discuss one way you can implement this strategy into your classroom this week.

42. Math – Using Framed Paragraphs The Perimeter of a Rectangle These steps make it easy to find the perimeter of rectangle. To begin, __________ _____________. I do this because ________ _________________. Next, ____________ ______________________________. This is an important step because _____________ _____________________________. Finally, __________________________________________________________________. The Perimeter of a Rectangle These steps make it easy to find the perimeter of rectangle. To begin, I measure the length and width of the rectangle. I do this because I need to know both the length and width to find the perimeter.Next, I multiply the length by 2 and the width by 2. This is an important step because to find the perimeter I need to find the total length of all 4 sides, which is the same as 2 lengths and 2 widths. Finally, I add the results together to find the total length of all four sides, which is the perimeter. The Surface Area of a Rectangle I realized that it would be easy to find the surface area of a rectangle if I just follow2ed these steps. To begin, ___________________. Next, ________ ________________________. After that_____ _____________________________________ __________________________. Finally, _____ _____________________________________ ___________________________. The Surface Area of a Rectangle I realized that it would be easy to find the surface area of a rectangle if I just follow2ed these steps. To begin, I measured the length of the rectangle. Next, I measured the width of the rectangle. After that, I multiplied the length by the width. Finally, I labeled my answer with the correct unit of measurement. Note: The paragraph on the left is longer because it includes explanations: “I do this because...” and “This is important…” In general, math students should include more, not less, explanation.

43. Beginning Middle End Narrative Outline Topic=Narrative • Setting • Time • Place • Meet Characters • Glimpse of problem • Learn more about problem • Conflict developed • Solve problem • Conflict resolution 2.15

44. What I thought you taught… Expectations: • Write the prompt at the top of your page. • Write a list of words you will need to write a complete and accurate entry of what you were taught. • As you write your entry, use each word and to explain and enhance your thoughts. • Let a peer read your entry. He/she will circle the world you have used form the list.

45. What I thought you taught… Expectations: Write a list of words you will need to write a complete and accurate entry of what you were taught. List of words: Expository, organization, communication, user-friendly, student achievement, teacher expectations, formative assessment, age appropriate, etc. Please list at least six (6) words. You may use some of these or some of your own.

46. What I thought you taught… Prompt: Describe how you will be able to implement writing into your content/classroom. You might write: What I thought you taught about writing in the content/ classroom was/is…

47. Turn to your elbow partner and discuss one way you can implement this strategy into your classroom this week.

48. How can I use this? • Science reports • Book reports • Current events • Summary paragraphs • Expository papers • Math word problems • Use your imagination!! • Whether you use SUTW, Writing in the Content Area, 6+1 Traits, Writing Across the Curriculum, it must be meaningful and user friendly to your and your staff!

49. Other resources… On my wiki I will have examples for: • Getting the story rolling… • Moving the story along… • Ending/wrapping up our story… • Full verb reference list • Story maps

50. Revise, Edit, and Proofread Improving Sentence Quality 6-19