Edc617 All


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Edc617 All

  1. 1. Writing in the Content Areas Kyle Abbot, Abbye Cornfield, Traci DePasquale, and Ali Eaton
  2. 2. Why does writing matter? <ul><li>Allows teachers to see how well a student understands the information </li></ul><ul><li>Many jobs require employees to write </li></ul><ul><li>While it is not explicitly tested for AYP, skills are still necessary to obtain AYP </li></ul>
  3. 3. Who are the main researchers? <ul><li>James Britton and Janet Emig </li></ul><ul><li>In the 1970s, they studied the benefits of reading, writing, and thinking together. </li></ul>
  4. 4. What did they find? <ul><li>Writing is tied to reading, speaking, and thinking. </li></ul><ul><li>Writing is learned holistically </li></ul><ul><li>Writing is a process </li></ul><ul><li>Writing is communication </li></ul>
  5. 5. Why else should content areas write? <ul><li>Gives students the chance to hone their ability to “explore, develop, analyze and synthesize information to appropriately express and communicate their knowledge and understanding of a topic.” </li></ul><ul><li>(www.principalspartnership.com) </li></ul>
  6. 6. Why else should content areas write? <ul><li>The more students practice “good” writing skills, the more they are able to take what they know, apply higher order thinking skills and understand what they know. </li></ul><ul><li>(www.principalspartnership.com) </li></ul>
  7. 7. What does this look like? <ul><li>Using the skills that YOU , as a content teacher, have about your own writing discipline to teach your students. </li></ul><ul><li>Choosing a writing assignment that makes sense for your discipline </li></ul><ul><li>Demonstrating the skills in one content area can be utilized in several areas </li></ul>
  8. 8. Any helpful ideas? <ul><li>Ask students to use higher order thinking in assignments </li></ul><ul><li>Give opportunities for students to write outside of school </li></ul><ul><li>Talk to your grade-level language arts teacher </li></ul><ul><li>Supply models of good writing and not so good writing </li></ul>
  9. 9. Resources! <ul><li>http://wac.colostate.edu/books/selves_societies/ </li></ul><ul><li>www.principalspartnership.com </li></ul><ul><li>www.visualthesaurus.com </li></ul><ul><li>Writing in the Content Areas by Harvey Daniels </li></ul>
  10. 10. Integrating Writing into Mathematics
  11. 11. Math and Writing Standards for 8 th Grade <ul><li>2.2.8 (Math) Computation and Estimation </li></ul><ul><ul><li>A. Complete calculation by applying order of operation. </li></ul></ul><ul><ul><li>B. Add, subtract, multiply and divide different kinds and forms of rational numbers including integers, decimal fractions, percents and proper and improper fractions. </li></ul></ul><ul><li>2.3.8. (Math) Measurement and Estimation </li></ul><ul><ul><li>A. Develop formulas and procedures for determining measurements. </li></ul></ul><ul><li>2.8.8. (Math) Algebra and Functions </li></ul><ul><ul><li>A. Apply simple algebraic patterns to basic number theory and to spatial relations </li></ul></ul><ul><li>1.5.8 (Writing) Quality of Writing </li></ul><ul><ul><li>A. Write with a sharp, distinct focus. </li></ul></ul><ul><ul><li>F. Edit writing using the conventions of language. </li></ul></ul>
  12. 12. Calculating the Area of a Rectangle <ul><li>How to find the area of a rectangle: </li></ul><ul><li>The area of a rectangle can be found by multiplying the base (length)times the height (width). </li></ul><ul><li>If a rectangle has a base of length 6 inches and a height of 4 inches, its area is 6*4=24 square inches </li></ul>Height: 4 inches Base: 6 inches
  13. 13. Calculating the Area of a Rectangle <ul><li>If a rectangle has a base of length 6 inches and a height of 4 inches, its area is 6*4=24 square inches </li></ul><ul><li>“ I multiplied 6 by 4 and my answer came out to 24. I then added the appropriate labels to the numbers.” </li></ul><ul><li>Is there a way we can make these sentences better? </li></ul>
  14. 14. You Try It <ul><li>Find the area of a rectangle. The length is 8 inches and the width is 5 inches. </li></ul><ul><li>After you find your answer, write down in sentence form exactly how to solved the problem. </li></ul>
  15. 15. Using Writing in Math <ul><li>Sentence structure </li></ul><ul><li>Transition words </li></ul><ul><li>Periods </li></ul>
  16. 16. Y=mx+b <ul><li>800 = 2x + 400 </li></ul><ul><li>First, I subtracted 400 from both sides. 800- 400= 400. So now the problems reads, 2x=400. Next, I had to get the X alone on the left side. To do that, I had to dived by 2. The problem now reads x= 400 </li></ul><ul><li> 2 </li></ul><ul><li>Finally, I solved the problem which equals 200. </li></ul>
  17. 17. You Try it <ul><li>Solve the problem 900= 3x+ 600. </li></ul><ul><li>Please show your work and write the steps you took to solve the problem. </li></ul>
  18. 18. Positives <ul><li>Written output is a great way to assess student knowledge. </li></ul><ul><li>Writing is the essential skill students need as they enter adult life. </li></ul><ul><li>Helping students learn to express themselves with confidence in all subject areas can contribute to improvements in behavior and self-esteem. </li></ul><ul><li>Students who write clearly, think clearly. And students who think clearly have a better chance of navigating their way through the obstacles of adolescence. </li></ul><ul><li>Writing is power. </li></ul><ul><li>Writing Across the Curriculum, Steve Peha </li></ul><ul><ul><li>http://www.ttms.org/PDFs/06%20Writing%20Across%20the%20Curriculum%20v001%20(Full).pdf </li></ul></ul>
  19. 19. Negatives <ul><li>Not primary content area for teacher </li></ul><ul><li>If focusing on writing, it takes away from the actual material from the content area being taught </li></ul>
  20. 20. Using Writing in Math <ul><li>4-point response contains an effective solution . It shows complete understanding of the concept or task and thoroughly addresses the points relevant to the solution. It contains logical reasoning and valid conclusions , communicates effectively and clearly through writing and/or diagrams , and includes adequate and correct computations and/or set up when required. It may go beyond the requirements of the item. </li></ul><ul><li>3-point response contains minor flaws . Although it indicates an understanding of the concept or item, communicates adequately through writing and/or diagrams, and generally reaches reasonable conclusions , it contains minor flaws in reasoning and/or computation, or neglects to address some aspect of the item. </li></ul>
  21. 21. Rubric (Cont.) <ul><li>2-point response indicates gaps in understanding and/or execution . It contains some combination of the following flaws: an incomplete understanding of the concept or item, failure to address some points relevant to the solution, faulty reasoning, weak conclusions, unclear communication in writing and/or diagrams, or a poor understanding of relevant mathematical procedures or concepts. </li></ul><ul><li>1-point response indicates some effort beyond restating the item or copying given data. It contains some combination of the following flaws : little understanding of the concept or item, failure to address most aspects of the item or solution, major flaws in reasoning that led to invalid conclusions , a definite lack of understanding of relevant mathematical procedures or concepts, or it omits a significant part of the item and solution or response. </li></ul><ul><li>0 is assigned if the response shows no understanding of the item or if the student fails to respond to the item. </li></ul>