READING AND WRITING

ACROSS THE CONTENT AREAS

IT IS EVERYONE’S MORAL OBLIGATION TO TEACH READING AND WRITING.

September 27, 2011 Professional Development SWMS

Goal: Provide a variety of strategies for

immediate use in the classroom which:◦ Local 8 Goal: Expository Text Exploration+◦ Assist Teachers in Effectively and Efficiently

teaching students to learn: Ways of Reading Ways of considering language Ways of thinking critically about what they’ve read Academic Habits of Mind---Meta-cognate Please

HUMOR :>) (TECHNOLOGY)

META-COGNATE-PLEASE!

Proponents of writing across the curriculum are quick to clarify that writing to learn is not the same as learning to write; but as flip sides of a single coin, the two support one another. Anne Walker (1988) calls the two parts the "virtuous circle." When content area teachers incorporate writing in all areas of the curriculum--social studies, math, science, vocational education, business, foreign language, music, art, physical education, and language arts--students benefit in three ways: they have a resource for better understanding content; they practice a technique which aids retention; and they begin to write better. (Walker, 1988; Kurfiss, 1985) 

ERIC Identifier: ED327879  Publication Date: 1991-00-00  Author: Sorenson, Sharon  Source: ERIC Clearinghouse on Reading and Communication Skills Bloomington IN. 

"housed in the writing lab." evident in their school newspaper or literary

magazine English teacher asks students to write a paper

about art or the art teachers refer to literature

These examples lack the ingredients of writing across the curriculum. (Walker, 1988;

Self, 1989) 

WHAT KIND OF STAFF DEVELOPMENT HAS BEEN

SUCCESSFUL?

When teachers from all content areas incorporate

writing activities on a nearly daily basis in all classes, then writing-across-the-curriculum

techniques are in place.

And some resentment almost always arises over "doing the English teacher's job." (Walker, 1988) 

GOAL: Develop strategies Every Content Teacher Can Do (ECTCD) to ensure reading and writing everyday-every class.

MATERIALS: Reading Comprehension Strategy Reference

Guide / Check-List Expository Reading And Writing Course

Assignment Template ARTICLE 1: IF YOU PITCH IT, THEY WILL EAT, Sacramento

Bee, January 5, 2003, Shannon Brownlee

ARTICLE 2: IT’S PORTION DISTORTION THAT MAKES AMERICA FATThe New York Times, August 3, 2003, David Barboza

ACTIVITY #1

Standards & Evidenced- “Research Based”

Pre-Reading Activity:◦Quick Write:

“Write everything you know or want (need) to know about obesity in America?”

( 3 minutes-individual independent work minutes)

Think-Ink-Pair Share (TIPS) both “quick writes”

( 2.5 minutes for Person “A” and 2.5 minutes for person “B”)

2.3ELA “Writing Applications”Write brief reflective compositions: a. Explore the significance of personal experiences, events, conditions, concerns by using rhetorical strategies (e.g., narration, description,

exposition, persuasion).

Know- Need to KnowSample Strategy to Summarize Group Work or Engage Prior Knowledge

Know (about obesity in America)

Need To Know (about obesity in America)

READ! AND ASSIGN READING◦ INTERESTING READS

PRE-READING ACTIVITIES (STRATEGIES)

THINGS EVERY CONTENT TEACHER CAN DO(ECTCD)!

BEFOREREADING:“prereading”Goal:Readiness

ACTIVATE PRIOR KNOWLEDGE

•Questioning•Brainstorming•Posing Problems / Issues•Role Playing

•Know / Need-to-Know•Anticipation Guides•Conversation Stems•Collaborative Groups•Numbered Heads•Think-Ink-Pair-Share•Quick Writes

PREDICTCONTENT

•Surveying ideas•Demonstrating / experimenting•Posing questions

•Dialogue w/text•Pen-in-hand or annotation•Tea Party•Think-Ink-Pair-Share•Frayer Model

Activity #1b: Surveying the Text What do the titles “It’s Portion Distortion

that Makes America Fat” and “If You Pitch, They Will Eat It” tell you about the authors’ positions on:◦ Who is responsible for America’s growing weight

problems?◦ Purpose of these articles?

Pre-reading Surveying the Text Considering the locations of publication:◦What similarities do you expect the

articles to have?◦How reliable do you expect the articles to

be? And Why or Why not?

What is your department currently doing-as far as pre-reading, using writing?

What pre-reading activity or strategy could your department & grade level do with these two articles?

ACTIVITY #2-answer each-lists are ok.

Work in department groups- USE DEPARTMENT WORK SHEETSGLC 10/06/2011review data to ‘strategically’ determine what ECTCD to improve learning.Dept. Chair TURN–IN ONE COPY AT THE END of SGLC-CPT Thursday, October 6, 2011 {electronic copies available on Kaloostian’s PD Page on whitems.org . You may e-mail copies to gek1667@lausd.net}

Pre-Reading Activity: Making Predictions and Asking Questions Read the first three paragraphs and the last

paragraph of Brownlee “It’s Portion Distortion that Makes America Fat.” from the Sacramento Bee

◦ What is the point of the comparison between burgers, fries, and cigarettes?

◦ What arguments do you think she might make?Step into teacher mode>>>>>>>>>

1. Why is this strategy useful?2. Why is this different from what ‘readers’

typically do with an expository text?

Repeat activity w/”If You Pitch it They Will Eat It” Read the first three paragraphs and the last

paragraph of Barboza “If You Pitch It, They Will Eat It.” from The New York Times

◦ Who does Barboza think is responsible for America’s Weight Problem?

◦ What arguments do you think he might make?Step into teacher mode>>>>>>>>>

1.Why is this strategy of ‘repeating the activities with each article” useful?

2.How is this different from what ‘teachers’ typically do with an expository text?

During ReadingGoal:Understanding

Construct Meaning

•Providing a Purpose•Verifying predictions•Responding to a Study Guide

•Annotation Text –’pen-in-hand’•Anticipation Guides•Choral Reading

Monitor Under-

standing

•Questioning-talking about ideas•Note Taking & summarizing•Generating ‘student-based quizzes’

•Read Aloud /TIPS•Dialectic Journaling•Socratic Seminars / Philosophical Chairs•Conversation Stems•Give one-Get One•Inside-Outside Circles

Reading Strategies- ECTCD During Reading