CLOSE READING VOCABULARY INFORMAL WRITING Content Area Literacy

CLOSE READINGVOCABULARY

INFORMAL WRITING

Content Area Literacy

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

Be Strategic

Use Routines

Keep Word Use Authentic

Cue Word Use

Encourage academic laguage

Vocabulary

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).

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.

Frayer Model

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:

Vocabulary Ideas

Individual student word logs Whole class word logUse that word wallFocused word wall on specific topic or

theme (utilize bulletin boards)Combine reading, writing, word learningHighlight Words: Stop and talk

Write to Learn

Strategies for Content-Area Learning

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)

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

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

• 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

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

One-Minute Papers

Fun, lined paper Limited space of the paper forces students to focus Lowers levels of writing anxietySummarize, 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

R.A.F.T.

Role: a glacier Audience: congressFormat: emailTopic: global warmingUseful for synthesisGreat for knowledge-based objectives

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

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

CULTURALCONTACTS

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

Cooperative Sailing

Write your team name on the sail boat10 minutes to complete the task in groupsBring your work up front for checkingGoal: move your sailboat across the lakeGroup members may work on

different tasks, but only one person is the runner and tasks must be brought up in order

Cooperative Sailing!

In groups of 5, You have 45 minutes to complete the following:

1) Create a magnet summary for2) Fill out a RAFT3) Write a constructed response (AKA short answer

question) and the answer related to any writing genre.

4) Create an advertisement5) Written Conversations- create a list of XXX