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- 1. Writing for Learning Project STELLAR Mary Harwood April 17, 2018
- 2. Short Writing, Oftenadapted from a presentation by Anita Archer
- 3. Tonight: Learn ways to improve students’ argumentative thinking and writing through the use of shorter written pieces across the curriculum. Learn how increasing student writing in every subject, every day supports and increases learning. Learn some teaching and writing strategies that will support the learning in all content areas.
- 4. CCSS instructional shifts in ELA and Literacy Literacy instruction in all content areas Increased use of academic vocabulary Using text-based answers and evidence from text Increased writing from sources, using research and argument (orally and in writing)
- 5. Questions What types of writing are you already using in your classes? Into which parts of your content area does writing naturally fit?
- 6. (More) Questions... What do you like about what you are already doing? What challenges or concerns do you have with including writing in your classes?
- 7. Short Writing, Often – Why? Develops writing skills Keeps writing skills sharp Embedded formative assessment Increases ability to communicate in domain Introducescritical attributes of mode Illustrate critical attributes of the mode Practice types of writing with short writing before long version (Example: writing paragraph arguments before essays)
- 8. Thoughts on the benefits of short writing, often Dan St. Louis, principal University Park- Campus School, Worcester, MA
- 9. Response to Comprehension Questions Summaries Compare and Contrast Explanations Opinions/Arguments Exit Tickets What does short writing look like?
- 10. Scaffolding Students’ Writing Students’ writing can be supported using: Writing Strategies Writing Frames Think Sheets
- 11. Ways to teach short writing Option #1 Model the procedure. Guide students in writing a product. Have students use the procedure. Carefully monitor and provide feedback. Option #2 Show students an example of finished product. Tell students how to proceed. Have students use the procedure. Carefully monitor and provide feedback.
- 12. Respond to Comprehension Questions Strategy – Short Answer or Constructed Response 1. Read the item. 2. Turn the question into part of the answer and write it down. 3. Think of the answer or locate the answer in the article. 4. Complete your answer.
- 13. Respond to Comprehension Questions Strategy – Short Answer or Constructed Response R: Restate the question A: Answer the question C: Cite evidence E: Explain your evidence
- 14. Examples Science (Question) What is the major difference between producers and consumers? (Written Answer) The major difference between producers and consumers is that producers make their own food and consumers must eat plants and other animals for food. Social Studies (Question) What does this painting tell you about Westward Expansion? (Written Answer) This painting tells us about Westward Expansion because it illustrates how different people viewed the settlement of the west ...
- 15. Summaries: Strategy for Paragraph Writing Strategy for Paragraph Writing List Cross-out Connect Number (Write)
- 16. List – Make a list of important ideas Penguins’ birth ● Male takes care of egg ● Female lays egg ● Female leaves ● Female spends winter at sea ● The water is very cold ● Male puts egg on his feet under belly ● Male stays on egg for two months ● Male doesn’t eat ● Egg hatches ● Male must care for baby
- 17. Penguins’ birth ● Male takes care of egg ● Female lays egg ● Female leaves ● Female spends winter at sea ● The water is very cold ● Male puts egg on his feet under belly ● Male stays on egg for two months ● Male doesn’t eat ● Egg hatches ● Male must care for baby Cross-out - Cross out any unnecessary or weak ideas Connect - Connect ideas that could go in one sentence
- 18. Penguins’ birth ● Male takes care of egg ● Female lays egg ● Female leaves ● Female spends winter at sea ● The water is very cold ● Male puts egg on his feet under belly ● Male stays on egg for two months ● Male doesn’t eat ● Egg hatches ● Male must care for baby Cross-out - Cross out any unnecessary or weak ideas Connect - Connect ideas that could go in one sentence
- 19. Number - Number the ideas in the order that they will appear in the paragraph Penquins’ birth ● Male takes care of egg ● Female lays egg ● Female leaves ● Female spends winter at sea ● The water is very cold ● Male puts egg on his feet under belly ● Male stays on egg for two months ● Male doesn’t eat ● Egg hatches ● Male must care for baby 3 1 2 4 5 6
- 20. Write a summary The birth process of penguins is fascinating and quite different from that of other animals. The female penguin lays an egg. Soon after laying the egg, the female penguin leaves and spends the winter in the sea. Meanwhile the male must take care of the egg. For two months, he places the egg on his feet under his belly. During this time, the male penguin does not eat. Even after the baby penguin hatches, the male penguin continues to take care of the infant penguin.
- 21. Scaffold: Thinking Frames Person Who was she/he? Why is famous? What were her/his accomplishments? When did she/he live? Where did she/he live? What did she/he believe? Were there any unusual or interesting things about her/him?
- 22. Thinking Frames: Person Who was she/he? Ben Franklin Why is famous? Famous inventor, scientist, author, printer, politician What were her/his accomplishments? Inventor: Franklin stove, bifocals Scientist: Verified that lightening was electricity Author: Poor Richard’s almanac Politician: Helped write Declaration of Independence, Ambassador to France, signed Constitution When did she/he live? 1706-1790 Where did she/he live? Born in Boston Spent most of his life in Philadelphia Spent time in Great BRitain and France What did she/he believe? Believed United States should be independent. Worked for independence. Were there any unusual or interesting things about her/him? Was accomplished in many domains.
- 23. Ben Franklin, a well-known American living from 1706 to 1790, gained fame as an inventor, scientist, author, printer, and politician. As an inventor, he developed a range of items including the Franklin stove, bifocals, and swim fins. His experiments verified that lightning was simply a form of electricity. As an author, he was best known for his annual Poor Richard’s Almanac that supplied advice to readers on numerous subjects. As a politician, Franklin helped write the Declaration of Independence, signed the Constitution, and served as an ambassador to France. While Franklin’s accomplishments spanned many domains, his life spanned three countries: the US, Great Britain, and France.
- 24. Science Think Sheet Theories/Concepts/Ideas What is it called? What is the big idea? Who uses it? Who does it? Why is it important? Who first thought of it? When was it first thought of? Are there other related theories/concepts?
- 25. Summary - Informational Text Chapter: __________ Topic: _______________ In this section of the chapter, a number of critical points were made about… First, the authors pointed out that … This was important because … Next, the authors mentioned that … Furthermore, they indicated … This was critical because … Finally, the authors suggested that …
- 26. Summary: Informative Text – Example • Chapter: Drifting Continents • Topic: Wegener's Theory In this section of the chapter, a number of critical points were made about Alfred Wegener's theory of continental drift. First, the authors pointed out that Wegener believed that all the continents were once joined together in a single landmass that drifted apart forming the continents of today. This was important because it explained why the outline of the continents as they are today fit together. Next, the authors mentioned that Wegener argued that there were many pieces of evidence supporting his theory of continental drift. Furthermore, they indicated that Wegener used evidence of similar landforms and fossils on different continents to prove his theory. This was critical because other scientists could validate this evidence. Finally, the authors suggested that despite this evidence, other scientists did not accept Wegener's theory because he could not explain the force that pushes and pulls the continent.
- 27. Summary - Video Although I already knew that ... I learned some new facts from the video titled ... I learned ... I also discovered that ... Another fact I learned was ... However, the most important/interesting thing I became aware of was ...
- 28. You try it! There are a number of reasons why writing frames are beneficial to students. The most important reason is … Another reason is … A further reason is … So you can see why …
- 29. Compare and Contrast … and … are similar in a number of ways First, they both … Another critical similarity is … An equally important similarity is … Finally, they … The differences between … and … are also obvious. The most important difference is … In addition, they are … Finally, … differs from … in two major ways …
- 31. Opinion/Argument Though not everybody would agree, I want to argue that … I have several reasons for arguing this point of view. My first reason is … Another reason is … Furthermore … Therefore, although some would argue that … I have shown that …
- 32. Argument Though not everybody would agree, I want to argue that Andrew Jackson was not the president of the common man though he was the first president not born to a rich family. I have several reasons for arguing this point of view. My first reason is that Jackson’s policies called for the removal of Native Americans from their homelands in order to allow white settlers to take over native territories. A further reason is that while Jackson expanded suffrage to white men who did not have property, voting rights were not expanded to women. Furthermore, Jackson was a plantation owner with at least 150 slaves. Therefore, although some people would argue that President Jackson was the president for the common man because of his impoverished roots, I have shown that Jackson was not the president for Native Americans, women or African Americans.
- 33. Argument: The other side of the issue There is a lot of discussion about … People who agree with this idea claim that … A further/Another point they make is … However, there are also strong arguments against this point of view. People with the opposing view believe that … They say/claim that … After examining the different points of view and the evidence for them, I think … because …
- 34. Opinion In my opinion … There are different ideas about … One reason I think … One important reason … Another reason … Though some people think/believe … Others might argue that … However, I think … In addition … Along with … Therefore … For these reasons … This is why … As you can see …
- 35. Analysis of Graphic The title of this graphic is ... The type of graphic is .... Its purpose is to ... One critical observation that I made was ... This is important because ... I reached a number of conclusions through my analysis of this graphic. First, ... Second, ... Finally, ...
- 36. The purpose of this graphic is to ...One critical observation that I made was ... This is important because ... I reached a number of conclusions through my analysis of this graphic. First, ...
- 37. Analysis of a Graphic The title of this graphic is “Pluto vs. Earth”. The type of graphic is a chart. Its purpose is to show the differences between Pluto and the Earth. One critical observation that I made was that their surfaces are different.Pluto is mostly covered by frozen nitrogen and rock. However, the Earth’s surface is mostly covered in water and land. This is important because the Earth’s surface supports plant and animal life. This is not the same on Pluto. I reached a number of conclusions through my analysis of this graphic. First, the Earth is much larger than Pluto as indicated by their diameters (Earth - 8,000 miles vs Pluto - 1,400 miles). Second, Pluto is a greater distance from the Sun than the Earth is from the Sun. Finally, the length of a day on Pluto is MUCH longer than a day on Earth. On Pluto, a day is about 154 hours long. On the Earth, a day is 24 hours long.
- 38. Exit Ticket Name: Directions: Complete ___ of these statements. 1. Today I learned … 2. I was surprised by … 3. The most useful thing I will take from this lesson is ... 4. One thing I am not sure about is … 5. The main thing I want to find out more about is … 6. After this session, I feel… 7. I might have gotten more from this lesson if …
- 39. Resource The Writing Revolution: A Guide to Advancing Thinking through Writing in all Subjects and Grades by Judith C. Hochman and Natalie Wexler https://www.thewritingrevolution.org/
Editor's Notes
- I know Peggy promised you ways to incorporate argument/opinion into content areas. We’re also going to look at other types of writing that can support our work with argument - and a few other strategies thrown in just because! Short writing is more than just writing longer pieces seldom It supports student learning of content Reinforces writing skills students will use for longer pieces Supports the use of academic language and academic vocabulary Supports student thinking Can be used to prepare them for studying, to rehearse writing styles before writing longer pieces and to prepare for class discussions or debates
- Chat: Extend the conversation, participate, use to pose questions, post resources, share about how you use this in your own practice. Scientists: observe, describe, note, lab reports, journal articles. Scientific thinking: peer review and hypotheses This is a new way of thinking about the type of writing we ask of our students. Another tool for content area writing. Different content areas have different demands for writing. We need to give kids varied experiences writing as scientists. More writing often has a positive impact on test scores.
- Chat: Extend the conversation, participate, use to pose questions, post resources, share about how you use this in your own practice. Another expectation: more writing, more often. This doesn’t mean longer writing. More writing often has a positive impact on test scores.
- (Share responses in the Chat window)
- Everything worth studying (or thinking about) is worth writing about. Your students should be writing in every subject. However, different domains require different types of writing, so your students will need to know how to write for specific content areas. One teacher shared that students
- Here are some of the short writing styles we’ll talk about tonight
- Think sheets are graphic organizers for content that can be generalized by common themes
- Using models of strong and weak work is a powerful strategy for learning
- In chat: Why do we want students to write answers to questions: to deepen understanding to rehearse information to retrieve information Be sure that students answer the question with a complete sentence. This is really essential for teaching academic language and for supporting ELL. This also creates complete notes students can use for studying with later. Scaffold: Have students write the stem of the question before answering the question. For students who struggle with this, underline the parts of the question that will be used in the stem. Option: add an explanation to the answer, the “proof” to an argument.
- Mnemonics like RACE can help students remember a strategy Constructed response is a form of “mini” argument. It gives students practice with the basics of argument and is a highly-tested skill on SBAC.
- What’s missing from these answers that would make it a constructed response? Needs more: cite evidence or proof from text.
- Summary: Students may think they are just writing “some” of it Summaries: Why? Answer in chat Same structure as an informational paragraph or an argument paragraph Summaries require students to: Think, retrieve, rehearse the content, write it
- Note taking skill
- Notetaking skill Crossing out teaches them to revise BEFORE they write
- Sentence combining is a powerful skill for student writing.
- Which sentence would you start with?
- Summary is the same paragraph structure that is used to write an informational paragraph or an argument. Summaries can be used for studying, to prepare for a discussion or debate.
- The point of a graphic organizer or thinking frame is not to “fill out a worksheet.” These tools aren’t effective unless we have students DO SOMETHING with them. Here are some ideas for using them well. This is another tool for: Think, Retrieve, Rehearse, Write Schema Theory: The idea that brain loves (looks for) patterns, this gives students a schema (pattern of thinking) for a person. Think Sheets helps students to generalize about big topics.
- Helps students to generalize: in this case about how we think about people
- Science example: Scientist, Human body systems, Elements of the Periodic Table
- Science examples: Scientist, Human body systems, Elements of the Periodic Table There are think sheets for : narratives, historical documents, speeches, groups/organizations/institutions
- LOL Don’t Students copy & complete, copy and complete until they finish. Paragraph frames teach: Structure of academic writing vs. Conversation Help them get started Structures their thinking Teaches academic vocabulary End product is quality Allows for differentiation and scaffolding Don’t forget to tell them the ellipses are for adding information. Don’t copy them down when writing!
- Oregon Field Guide: Vaux Swifts
- Always start by looking at how two things are similar Write a paragraph of same and a paragraph of different These scaffolds support student learning, but as soon as they don’t need them anymore … release them! They say/I say
- This frame combines with schema to support learning and retrieval of information.
- Tip: In middle school – start the year writing arguments because it interesting and MS kids love to argue! Start with short arguments and before moving on to essays. This would be a good way to review argument in high school. For elementary, short arguments would be best unless a student is ready for more.
- structured thinking> structured Writing > academic language These arguments could be written and brought to a discussion
- Look to They Say/ I Say for many more frames for student response
- Trains students to be observant and not to overlook graphics
- Make a statement about this graphic in the chat box. Use the sentence starters to talk about this graphic: I reached a number of conclusions through my analysis of this graphic. First, .... Research shows that analysis of a graphic often inspired students to learn more about a topic This might be a good example of an entry task. USA Today has lots of examples of graphics.
- What do you want students to be able to write about? What they learn? Read? Observe?