Writing to Learn in All Content Areas

North Carolina Reading Association PresentationTryphina Robinson

March 2015

Session Objectives• Distinguish Learning to Write & Writing to Learn• Identify content-area strategies• Identify versatile strategies• Participate in strategies

Learning to Write vs Writing to Learn

• Handwriting• Sentence Structure • Writing Process• Text Types & Their

Characteristics• Graded Assessments

• Promotes Metacognition• Increases Retention of

Information• Ungraded Formative

Assessments• Integrated in All Content

Areas

Learning to Write Writing to Learn

MathematicsCharacterized by • Word Problems• Step-by-Step Directions• Expository Texts

• Strategy Checklist• Self-Evaluation• Double or Triple Journal Entry• Concept Definition Map• Frayer Model

ScienceCharacterized by• Expository Texts• Step-by-Step Directions• Text Features• Compare/ Contrast• Cause & Effect

• Graphic Organizers• Semantic Feature Analysis• Metaphorical Thinking• Interactive Notebooks

Social StudiesCharacterized by• Expository Texts• Biographies• Timelines• Text Features• Primary & Secondary Documents

• List-Group-Label• Reading Response Journal• Graphic Organizers

Daily Journals/ Quick Writes/ Learning Logs

• Self-Evaluation• “I Can” Statements• Essential Questions• Posing Questions• Making Connections • Cornell Notes• Stop & Jot• Alphabet Boxes

Admit/ Exit SlipsAdmit Slips- Set Tone Exit Slips- Provide Closure

Possible Elements • Summary• Connection• Explanation• Definitions• Examples & Nonexamples

Probable Passages/ Word Bank WritingSteps for this Strategy• Post Vocabulary/ Key

Terms• Discuss Definitions• Generate Paragraphs • Review Passages

after Lesson

RAFTComponents• Role• Audience• Format• Topic

• Encourages• Multiple perspectives• Creativity

Foldables• 3-D interactive graphic organizers• Encourages creativity• Great alternative to worksheets• Increases active engagement• Differing formats for differing purposes

Poetry• Acrostics• Haiku• Rap• Bio-Poem• Cinquain• Diamante

Closing Activity• Select one content area and a concept you

teach in that area

• In 5 minutes, create an example of one Writing to Learn strategy that was new to you

• Share your example with someone at your table

Wrap-UpBenefits of Writing to LearnForm deeper connections with texts & conceptsFocuses on content, not conventionsMonitors metacognitionEnhances writing skillsIntegrates writing across all content areas

Questions or Comments?

tryphinar@aol.com

Resourceshttp://www.grhsgeography.com/strategies.html

http://www.michigan.gov/documents/mde/Science_WAC_2_3_264454_7.pdf

http://www.michigan.gov/documents/mde/Writing_to_Learn_Mathematics_306722_7.pdf

http://michigan.gov/documents/mde/SSWAC_225020_7.pdf