Writing in the Disciplines Alternate Route to Certification Program November 6, 2015 1
A simulation Please respond in writing to the hypothetical interview question I will share with you. 2
The Thinking, Writing, Learning Connection Writing is the most disciplined form of thinking. It allows us to be precise, to stand back and examine what we have thought, to see what our words really mean, to see if they stand up to our own critical eye, make sense, (and) will be understood by someone else Donald Graves (from Beyond the Blueprint: Literacy in Grades 4 12 and Across the Content Areas,11) Connecticut State Department of Education, 2007 Write a brief explanation of what you think is the most significant part of this quotation for your teaching. Share with a colleague. 3
Workshop Objectives Participants will Discuss the importance of incorporating writing into all disciplines. Analyze the differences among writing to learn, learning to write, and writing to demonstrate knowledge strategies. Assess the relevance of a variety of writing strategies for use in specific subjects. Select effective writing strategies to implement in a disciplinebased lesson to support CCSS expectations. Examine time saving techniques for grading writing tasks. Explore ways to develop a rubric for scoring subject area writing (if time permits). 4
Key Uses of Content Area Writing Acquiring and organizing information Reflecting upon learning Reacting to/expressing opinions about learning Clarifying concepts or expressing confusion about new learning Analyzing and synthesizing information Expressing knowledge and learning in student language Demonstrating knowledge Star the top three uses for your subject an share. Use specific examples. 5
Three Types of Content Writing Writing to learn often informal, ungraded Learning to write based on specific writing skills relevant to content and unit/lesson objectives Writing to demonstrate knowledge formal assessments with specific grading criteria and multiple check points and drafts Write three to five sentences explaining the difference among these three types of writing for parents of students in your classes. 6
Learning to Write: College and Career Readiness Anchor Standards for Writing (CCCSS) Text Types and Purposes Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. Write narratives to develop real or imagined experiences or events using effective techniques, well chosen details and well structured event sequences. Underline key terms or phrases that students will need to use in many academic subjects (academic vocabulary). Work with a colleague to brainstorm ideas for using o a portion of one standard for a lesson in your subject. Share. 7
College and Career Anchor Standards Continued Production and Distribution of Writing Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose and audience. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. Use technology, including the internet, to produce and publish writing and to interact and collaborate with others. How would you define coherence? What are some ways students could use the internet to collaborate with others and use the results in a writing task in your classroom? 8
College and Career Anchor Standards Continued Research to Build and Present Knowledge Conduct short as well as sustained research projects based on focused questions, demonstrating understanding of the subject under investigation. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism. Draw evidence from literary or informational texts to support analysis, reflection and research. Range of Writing Write routinely over extended time frames( time for research, reflection, and revision) and shorter time frames (a single sitting or two) for a range of tasks, audiences, and purposes. Underline a phrase in each standard that is relevant for a lesson in your subject. 9
Including Learning to Write Skills in your Lessons The Six (+ One) Traits of Writing: 1. Ideas 2. Organization 3. Voice 4. Word choice 5. Sentence fluency 6. Conventions And Form using technology NWREL (NWREL.org/assessment) Suggestion: www.smekinseducatio.com/seeing the traits Gallery Walk for Six Traits 10
Sample Descriptors for the Six Traits Ideas: Focused, manageable topic Relevant, accurate, significant details Insightful, creative, original points Organization: Engaging introduction; conclusion that brings closure or resolution Effective transitions Logical, effective sequencing Voice: Language that establishes a strong connection with the audience Content and organization reflects purpose of the writing Writer s commitment to the topic is evident 11
Sample Descriptors for the Six Traits Continued Word Choice: Words are effective and appropriate to topic Language is precise Lively verbs and specific nouns are employed Sentence Fluency: Sentences vary in length and structure Sentence beginnings are varied and purposeful Sentences flow and are constructed correctly Conventions: Grammar, usage, mechanics NWREL(NWREL.org/assessment) 12
Ideas for Incorporating Learning to Write Skills Models: Give students samples of effective topic statements, introductions, conclusions from past papers and projects. Have students find examples of effective sentence variety in their text or in readings they are doing for their assignment. Use the Smart Board or overhead projector to show samples of the focus skill from student papers (with names removed). If you are using a rubric for the assignment, have students highlight examples of the descriptors on sample papers. 13
Learning to Write Ideas continued Activities: Provide short sentences for students to practice sentence combining. Ask students to cross out to be verbs and replace them with stronger, more precise verbs. Ask students to use highlighters and/or tracing paper to analyze vocabulary or punctuation for accuracy, effectiveness, and variety. Pair students to code their papers for details that are essential and need extra elaboration, supportive, and non essential could be eliminated. Pair students to work on revision of short text for practice on a specific skill. 14
Writing to Learn: Ideas for Connecting to Your Subject Suggestions for all subjects: Use post it notes and symbols to identify assumptions, bias, contradictions; then write an explanation or reaction Identify the key ideas in a complex text and explain why they are most important Paraphrase a short text and compare result with a partner s writing; collaborate Suggestion for FCS: Explain why you would substitute a particular ingredient in a recipe for one listed. Suggestions for ELA:Compare arguments from two different sources and explain why one is more convincing; analyze the structure or organization of a short nonfiction text and explain how it effects the impact of the piece; compare key points in a non fiction and fictional version of the same even. Suggestion for Tech Ed: Explain why one particular source lacks credibility or is particularly credible. 15
Ideas Continued Math Justify thinking; argue for or against; defend answers; construct a different way to think about a topic Science Relay information accurately (scientifically) and clearly; develop an argument supporting a claim based on scientific evidence; paraphrase the directions for a process; interpret the key ideas in a video and explain how they will be used in a laboratory experiment; analyze ways in which assumptions and facts are interwoven in a scientific essay World Languages begin with a focus ( communication, culture, comparisons, connections, communities) determine a claim (cause/ effect Our choices for daily activities are restricted by weather; value The quality of life in France is superior to that in other European countries; solution If more Americans were fluent in Spanish, their career prospects would improve) compile a vocabulary list in the target language; engage in small group discussion, write a response to the claim in the target language using identified vocabulary Work with a partner to develop an task for a lesson in your subject; then share with another pair and try their idea 16
General Writing to Learn Ideas Summarize or comment on reading, films, experiments, illustrations, charts, graphs, ideas shared by teachers, peers. Interpret a statement from class lesson or text. Write about connections/comparisons between ideas in the lesson and other experiences. Develop an opinion on a topic by describing, interpreting it, and then evaluating it. Describe the thought process to solve problems or draw conclusions. Use the specific terminology (domain specific vocabulary) of a subject to express ideas. Decide how one bullet that you would use in your subject supports a specific anchor standard and share your thought with a colleague. 17
General Writing to Learn Ideas Continued Free write at the start of class on ideas or terms related to the objective of the day. Write on index cards in response to a prompt. Use journals, learning logs, double entry notebooks to track progress during assignments. Write admit and exit slips to monitor and reflect on learning. Generate lists. Think on paper/ use parallel writing. Create plans. (http//wac.colostate.edu/intro/pop5.ctm) 18
Specific Writing to Learn Activities Metaphors/similes students use comparisons to illustrate their understanding of a concept, event, style, etc. They might create a metaphor for a time period, musical or artistic style, chemical reaction, etc. Interruptions students write reactions, questions, key points at various points in the lesson when the teacher stops unexpectedly. Texting students write brief statements of the main idea(s) in a lesson using text format and economical language. Hidden Treasure: Highlight one sentence in a journal. 19
Specific Writing to Learn Activities Continued Bumper stickers students write new learning or surprising concepts in a bumper sticker type statement. Pen pals Students exchange letters or e mails within and between classes Letter to a friend who has been absent: Students explain the key points of lesson and homework to a friend who hasn t been in class. Written conversations students free write in response to a prompt, share ideas with a partner, and then develop one, collaborative response. Self assessments students periodically respond to prompts about their learning process and progress during a major project (http//www.dpi.state.nc.us/curriculum/languagearts/secondary/writing) What idea do you think you will use frequently in your subject? Which one do you believe is least useful to you? 20
Discipline based Writing to Learn Activities Music: Reflect upon progress made during practice sessions (or lack thereof). Art: Tell a painting s story. Physical education: Describe for a novice the procedure for the successful execution of a process in a specific sport. Math: Explain why a particular math trick does or does not work in a specific problem. Social studies: Predict how a current issue will change or develop in the coming days or weeks. Family and consumer science: Analyze the nutritional value of a particular ingredient in a recipe. 21
Discipline based Writing to Learn Activities Continued Technology Education: Write an e mail to your project manager detailing the reasons for delays in your project time line. World language: Write a brief dialogue using three key vocabulary words correctly. Science: Write a paragraph about a surprising finding or a confusion that was cleared up during today s lab work English: Choose the most important sentence from assigned reading and explain why you chose it. Work with a colleague who will teach your subject and devise a way to use one of these ideas in a lesson on a topic you will be teaching. You may use the idea for your subject as the basis for a more detailed assignment, and you may revise the idea for your subject or revise an idea from another subject for your use. Your idea must involve writing. Write an exciting idea on the white board. 22
Providing Feedback for Writing to Learn Tasks Periodically respond to one entry from a journal (content only). Ask students to select their best entry from a given period. Use check marks for acceptable, and plus and minus marks for either outstanding or less than expected responses. Highlight unusual or important points in responses and ask students to read them at the start of class. Assign students to specific groups by color. Decide to collect all responses from a specific group on certain days 23
Providing Feedback Continued Outstanding responses can boost participation grade by points. Code the text with highlighters one color for good idea, another for possible paper topic, another check with me or a classmate for clarification of this concept or use smile/frown stamps. While students are doing warm up activities, walk through the class, skim WTL task, and put check marks in your record book. Provide time for students to discuss their WTL task and turn in an index card to you with a synthesis of their best idea or with questions they have about the topic. Post chart paper around the room and have students write the statement that contains their best or most interesting comment. Bracket a section of the writing and provide feedback on a focus area. Require students to revise and check in with you. Select one feedback idea for use in your lesson. Why did you choose it? (http.//wac.colostate.edu/intro/pop4d.cfm) 24
Some Types of Writing to Demonstrate Knowledge Assignments Essays Research papers Field studies Letters to real world audiences Creative writing Project proposals Laboratory reports with parallel reflections Portfolios with reflections showing growth and progress through a unit Picture books for younger students Unit review packets for use in study sessions 25
Ideas for Writing to Demonstrate Knowledge in Specific Subjects Math: Compose a series of word problems based on a unit topic and using real world situations. Science: Write a laboratory report with parallel notes that reflect on insights and implementation of concepts learned in class. English: Write new chapter for a novel keeping true to the character traits of the main characters. Art: Write an essay supporting a personal reaction to a particular artist by evaluating several examples of his/her work after describing and interpreting them. Physical science: Write a reaction paper supporting a position on a current issue in sports. 26
Ideas Continued World languages: Write a series of paragraphs about a particular aspect of culture demonstrating correct use of a specific verb tense. Family and Consumer Science: After baking and sampling various cookie recipes, write tempting descriptions for each one and create a booklet including the descriptions, recipes, and illustrations. Social studies: Write a position paper supporting an opinion on Can it happen again? for a particular event in history. Music: Attend a or listen to a performance and write a paper evaluating the specific aspects. Technology education: Create a brochure using charts, graphs, illustrations as well as effective descriptions 27
From Writing to Learn to Demonstrating Knowledge Use an idea from the previous slide or one of your own. Work with a colleague to decide how to use the idea for a more extensive project that involves writing to demonstrate knowledge. How will you break the concept down into smaller teaching parts (chunking)? How will you use these smaller parts to help you decide how to grade students? (rubrics) 28
Developing a Rubric for Hidden Treasure Students have been asked to choose one key sentence from their journals and expand upon this idea using specific examples. (model using a think aloud) Students are ready to revise the draft to submit a final copy for evaluation. The following are examples of statements that would support an exemplary response: Voice: The text begins with a perceptive and focused statement of the topic. The statement reveals the writer s commitment to the topic, and word choice throughout the text is consistent with this commitment. (20) Ideas: Two or three substantial ideas elaborate on the topic statement. The ideas exhibit a substantive grasp of the topic. (35) Content: Accurate facts are carefully woven into the text to support each statement. (35) Conventions: The text includes effective sentence variety. (10) Write statements for acceptable levels next. 29
Information Concepts Process Reasoning Charts and graphs Illustrations Presentation Synthesis of sources Elaboration Selected six trait focus Subject Area Rubrics Suggested Categories Decide on a subject area task (slides #26 28). Select three of the categories above and write a descriptor for the exemplary level on this task. 30
Closure Reread the interview response you wrote at the start of the presentation. Revise it to reflect what you have learned abut content area writing. 31