Writing Power Point
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Writing Power Point






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Writing Power Point Writing Power Point Presentation Transcript

    • Writing Across the Content Areas
    • What does it mean?
    • Why do we want content area teachers to teach writing in their classrooms?
    • Instructional Implications
  • Writing Across the Content Areas This involves implementing writing processes within all subject areas including social studies, math, science, and language arts.
  • Why do we want content area teachers to teach writing? Isn’t this the responsibility of language arts teachers?
    • Writing across the content areas helps students become active learners and thinkers.
    • With the implementation of the “NEW” 4 th grade writing test, content area teachers are REQUIRED to teach writing in their classes.
  • How will this affect your teaching practices??
    • Instructional Implications
    • Here are some “real world” ways that teachers have implemented writing across content areas…
  • Writing and Digital Learning Environments
    • Can video games and digital activities make students better writers?
    • Although we use technology everyday in schools, much of students writing with a computer occurs with a word processor…
  • How B O R I N G!
  • How many of you have ever played a video game?
  • FUN!
    • What makes video games fun?
    • Why do you play them?
    • Why do kids like video games?
    • 35% of most video game players are under the age of 18 (Entertainment Software Association, 2007).
    • Digital Learning Games:
    • www.starfall.com
    • Oregon Trail
    • Math Facts
    • PBS Kids
    • Math Playground
  • Goals of Anytown Multi-User Virtual Environment
    • Reduce the time that teachers spent answering administrative questions
    • Increase students voluntary writing
    • Increase writing achievement as measured by standard assessments.
    • 44 students, 2 classes, 4 th grade
    • Authentic Environment
    • “ Modeling Reality Characteristic: Putting the learner in a space that is not too different from their own experience.
    • Students used a digital learning environment to help them with their writing.
    • Students role: Newspaper Reporter
    • Teachers role: Newspaper Editor
    • Students used chat, email, and “telegrams” to communicate with one another.
    • Students received “tips” and additional information by clicking on icons/pictures.
    • Sometimes, students had to earn their responses.
  • Four Types of Tasks
    • Writing Quests: Descriptive/persusive writing
    • Mystery: Ability to narrate experiences, provide evidence of solution
    • Creative Writing: Generate poems and short stories in response to writing
    • Reflection Quests: How well students defended their responses.
  • Results
    • Students engaged more in narrative structures and free choice writing.
    • The class that used technology completed 26 voluntary writing activities, compared to the class who did not use the program that completed 0 voluntary writing activities.
    • After day 4, teachers spent a significantly less amount of time answering administrative questions, and in turn had more time to spend teaching their students.
  • What can you do in your classroom?
    • What if you don’t have access to digital technology?
    • Think about what makes video games fun?
    • Teachers: Build in external motivators within your content area writing instruction so that students will develop intrinsic motivation.
  • Read All About it!
    • A Classroom Newspaper Integrates the Curriculum
    • WHO? First grade classroom
    • WHAT? Teacher implemented the idea of building a class newspaper around the curriculum.
    • Focus: Science and Social Studies Themes
    • Children documented their work in small notebooks.
    • Students rotate jobs every week, so they are exposed to all jobs within a newspaper.
    • On Friday’s the students completed their articles for the newspaper and prepared for their classroom publication.
    • Picture of Paper
  • Benefits of implementing a newspaper in your classroom
    • Children are highly motivated to use literacy and math skills in content areas, and they are learning to write in all content areas.
    • Working on communication and literacy in a fun and meaningful way.
    • Children’s reading and writing improved and they became more aware of their learning.
  • Notebook Writing in 3 fifth grade science classrooms
    • Hands-on instruction/learning by doing combined with writing about it.
    • Two critical factors in student writing/notebook entries included:
    • 1.) Nature of science instruction
    • 2.) Teachers role in facilitating notebook use
    • -How does the teacher organize writing?
    • What kinds of opportunities are available for students to write?
    • Attention/feedback given to students writing
    • Notebook writing went beyond general descriptions.
    • Included a statement of purpose
    • Written record of investigations
    • Procedures, strategies, explanations of what they did and the results they achieved.
  • How were the notebooks used during science instruction?
    • In the beginning of the unit, teachers told students about the purposes of writing in their notebooks and gave them time to write down their ideas.
    • Students shared what they had written which served two purposes:
    • 1.) Reinforce the purpose of notebook writing.
    • 2.) Teachers could monitor what students wrote .
    • When students couldn’t find an answer during their experiment, or didn’t know what to do, the teacher would refer them back to their notebooks.
    • Example:
    • Student: “How do I get this piece to work”?
    • Teacher: “Why don’t you go back and check in your notebook. I am sure you wrote something down that will help you with your question”.
  • Results
    • The notebooks were great tools for recording observations, hypothesis, and processes.
    • Students were highly influenced by their teachers in terms of what they would write.
    • Teachers didn’t provide a lot of feedback to students regarding the quality/substance of the students work.
    • Example: Feedback included checkmarks or questions like “Where are your labels?”
  • What can you do for optimal learning?
    • Think about how we can integrate science and writing.
    • Take an active role in integrating writing and science.
    • Provide MEANINGFUL feedback….remember why video games are so popular…feedback and incentives!
  • Connecting Mathematics and Writing Workshop: It’s Kinda Like Ice Skating +
    • “ There was a lot to think about and I got frustrated and struggled and then I played with my numbers. Then, I got to hang of it. It was kinda like going ice skating. Hard at first but fun at the end”.
    • Purpose: Build a bridge between writing and mathematics.
    • Teacher implemented math notebooks to help her students improve in their ability to write about math.
    • Students were able to write detailed responses during science and social studies. However, during math they were unable to apply literacy skills.
    • During math, her talented, wonderful third grade writers tended to freeze up or fall apart.
  • Teacher’s Implementation:
    • Developed a journal for students to use during math.
    • Mini-Workshop on illustrations to support understanding.
    • Journal Example
  • Educational Benefits
    • Writing in math journals extended the students thinking about the strategies they used to problem solve in math.
    • Students improved in math and writing.