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Content area writing


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ENG 315 Project

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Content area writing

  1. 1. Content-Area WritingBy: Harvey Daniels, Steven Zemelman and Nancy Steineke<br />AbbieDeBack<br /> Megan Jansizewski<br />And<br />Jillian Lukens <br />
  2. 2. Chapters Cover. . . <br />Chapter 1- Writing in Content Areas<br />Chapter 2- Writing to Learn <br />Chapter 3- Quick Writes: Easy Writing-to-learn Strategies <br />Chapter 4- Going Deeper with Writing to Learn<br />Chapter 5- Public Writing<br />Chapter 6- Supporting Public<br />Chapter 7- Shorter Public Writing Projects<br />Chapter 8- Running a Writing Workshop<br />Chapter 9- More Ambitious Public Writing Projects<br />Chapter 10- Writing for Tests and Assessments<br />
  3. 3. Writing Break<br />Exit Slip<br />Admit Slip<br />Brainstorming<br />Drawing and Illustrating<br />Clustering<br />Mapping <br />Chapter 3<br />
  4. 4. Writing Break<br />Self-explanatory <br />Let students think <br />Recall 10-30% of reading, hearing and seeing<br />20 minute writing breaks<br />Moves the sticking rate from 70 to 90 range. <br />Writing Break<br />
  5. 5. Exit Slip<br />Save 1 to 5 minutes at the end of class<br />Ask for response to the days lesson on a notecard<br />Examples<br />After group discussion, ask what they thought was the best question they discussed<br />Admit Slip<br />Bring a short piece of writing to class<br />Note card<br />Reading log <br />Admission ticket<br />Reflect on last class assignment<br />Can use it to start the class<br />Exit Slip & Admit Slip<br />
  6. 6. Drawing and Illustrating<br />Quick drawings, sketches, diagrams to illustrate ideas, events, experiences, etc.<br />Visually oriented sort complex ideas <br />Digest a concept<br />Re-creation or re-teaching <br />Brainstorming<br />Coming up with lots of ideas with a short amount of time <br />Inventory of what they know or think, even if it’s not correct<br />Used at beginning to start or middle for a break<br />Brainstorming, Drawing and Illustrating<br />
  7. 7. Clustering<br />Process or words and phrases spilled onto a page<br />Self-organizing<br />Allows students to uncover possibilities they may not have thought of using traditional methods<br />Mapping<br />Arrange groups of ideas visually and show relationship among them<br />Simple maps <br />Venn diagrams<br />Flowcharts<br />Concept wheels<br />Represent thoughts that involve<br />Multiple, simultaneous associations rather then linear steps <br />Clustering & Mapping<br />
  8. 8. Written conversation<br />Write-Around<br />Carousel Brainstorming<br />Double-Entry Journal <br />Nonstop Write<br />Reflective Write<br />KWL<br />Teacher-Student Correspondence <br />Chapter 4 <br />
  9. 9. Written Conversation <br />Passing Notes<br />Use it in a classroom by<br />Having students write notes to each other about a book they are reading.<br />Read history in class and have pairs discuss it<br />Write–Around <br />3-5 students write notes to each other<br />Rich, complex topic assigned by teacher<br />Use<br />McCarthy Era - Watched a film and wrote notes to each other about it. <br />Written conversation & Write-Around<br />
  10. 10. Carousel Brainstorming<br />Instead of single response – students can simultaneously share ideas and respond in writing to 3 or 4 prompts.<br />Use for new topic <br />Double Entry Journal<br />Examples<br />Pros and cons lists<br />Plus and minus<br />Woman using tools to compare two guys she’s dating. <br />Carousel Brainstorming & Double Entry Journal<br />
  11. 11. Nonstop-Write<br />Timed writing <br />3-5 minutes<br />Respond to prompt<br />What were you reactions to a film?<br />Describe the process<br />Reflective Write<br />Awareness of ourselves <br />End of task<br />Pause and think about how and what they learned<br />Nonstop-Write and Reflective Write<br />
  12. 12. KWL<br />Know, Want to know and Learned<br />Best if students have prior knowledge<br />Examples<br />Global warming, waves, Shakespeare<br />Teacher-Student Correspondence<br />Writing back and fourth with students<br />At least a couple times a year<br />Spend about15 minutes of time each time you do it <br />KWL and Teacher-Student Correspondence <br />
  13. 13. Running a Writing Workshop<br /><ul><li>Why it is Worth It
  14. 14. Parts
  15. 15. Teacher-Student Conferences </li></ul>Chapter 8 <br />
  16. 16. Why It is Worth It<br />Justify it?<br />Depth – vital part of your job<br />Balance – Between content area teaching and writing<br />Develop writing – Long range plan<br />Time – Yes, but worth every minute<br />Running a Writing Workshop<br />
  17. 17. Parts <br />Building engagement <br />Choice<br />Individual goal setting<br />Students working independently in the classroom<br />Brief focused teaching<br />Modeling<br />Teacher-student conferences and observation<br />Conference records<br />Writing folders<br />Sharing results <br />Running a Writing Workshop<br />
  18. 18. Teacher-Student Conferences <br />Time, Focus and Data <br />Time<br />Teach one aspect, no full drafts<br />Focus<br />Ask what they need help with<br />Teach students how to review own work and goals<br />Data<br />Sticking notes to jot topics and notes<br />Have students keep records of skills <br />Running a Writing Workshop<br />