writing to learn…

Writing to Learn…

Nicole Ciuca Southern Nevada Writing ProjectJune 28, 2012

3rd grade teacher – Public School 4th grade teacher – Private School – The Alexander Dawson School at Rainbow Mountain Teacher of reading, writing, word study, math, social studies, and technology

My Background

1 Brain, 2 Brains, Share Brains 1 Brain – Write and reflect in your journal for a 2-3 Minutes 2 Brains – Share with 1 colleague

for 3-4 minutes Share Brains – Whole group share

Sharing Protocol

Please respond to the following question…

What does “Learning to Write” mean

to you?

Journal Time

The writing process 6 traits Writing genres

Possibilities

Please respond to the following quote…

“Writing is not, nor should be, the concern of English teachers alone.”– Shadiow, 1981

Agree or Disagree

Please answer the following questions…

What subjects do you teach?

What other school subjects can you name?

Journal Time

Reading Writing Math Social Studies Science Foreign Language Art Music Drama Physical Education/Health Technology

Possibilities

Please respond to the following question…

What does “Writing to Learn” mean to

you?

Journal Time

?Possibilities

How can teachers, including myself, effectively

implement engaging and meaningful writing

instruction within content area subjects?

The Dilemma

Content area teachers should not OR don’t have to teach students writing.

Elementary teachers do not see themselves as content area teachers. “I teach Biology not English.”

Possible Assumptions

Content area teachers have so much

to cover, there is no way to fit writing into the schedule.

There will be more work to assess and grade.

The relationship to curriculum and Common Core Standards.

Concerns

Who? Teachers of all grade levels and subject areas

What? CONTENT AREA WRITINGWhen? During “core” subject

teaching time (social studies, science, etc.)

Why? Endless possibilities and benefits

Does This Apply To Me?

YES…

Writing-to-Learn

Possible Solution?

Writing-to-learn activities are short, informal writing tasks

that help students think through key concepts or ideas presented in a content area.

Writing to Learn

Short Spontaneous Exploratory Personal Informal Unfinished, unedited, ungraded Can grow into a formal piece

Writing to Learn

Langer and Applebee – 1987 Content area writing can assist learning in 3 ways, students will: gain relevant knowledge and experience in preparing for new activities consolidate and review what has

been learned reformulate and extend ideas andexperiences

Research Supports

Substantial Planned Conventional Audience-centered Drafted Edited Published Assessable

Public Writing - Formal

Writing-to-learn allows students to: identify thinking processes and

write to support their thoughts

write to show they understand content concepts

reflect on their own learning

Support Not Replace

Pre-learning During learning Post-learning

WTL - 3 Ways

GETTING READY TO LEARN Gain relevant knowledge and experience in preparing for new activities

Looping

Let’s Try It! Pre-Learning

Looping Example – Ancient WorldMummies are people that are not alive anymore. People in

ancient cultures made mummies out of people out of

respect. They would take out the organs, dry the body, and wrap it up.

Mummies are people that are not alive anymore, they are dead. People in ancient cultures would treat the bodies for a long time which is how they get mummified. They would make the people into mummies out of respect. They would take out the different organs of the body like the stomach, lungs, and heart. I think they would take them out through the nose. One they did that, they would let the body sit to dry it out, then they would wrap it up in pieces of cloth, almost like toilet paper to keep it safe and protected.

Let’s Try It! Pre-Learning

WRITING TO LEARN Consolidate and review what has been learned

Double Journal Entry

Let’s Try It!During Learning

Double Journal EntryExample – Ancient World

Let’s Try It!During Learning

Key Ideas ResponsesPage 7 – Archaeologists found 105 mummies within the tomb.

The ancient practice of mummification was very well used during ancient Egyptian times.

Page 9 – Some of the coffins have pictures of gods and goddesses on them.

The ancient Egyptians must have respected the gods and goddesses to put them on the coffins.

DEMONSTRATE LEARNING Reformulate and extend ideas and Experiences

Word LimitersPrécis Writing

Let’s Try It!Post- Learning

Word Limiters Example – Ancient World

Archaeologists have found hundreds of mummified bodies, preserved people who have died in ancient

Cairo, Egypt.

Let’s Try It!Post- Learning

Please respond to the following question…

How can you integrate Writing-to-learn within the content areas in your classroom?

Next Steps – Journal Time

Content Standard 4.0 - Students read expository and persuasive texts to comprehend, interpret, and evaluate for specific purposes.

Content Standard 5.0 - Students write a variety of texts using the writing process.

Content Standard 6.0 - Students write avariety of texts that inform, persuade, describe, evaluate, entertain, or tell a story and that are appropriate to audience and purpose.

Standards

Johnson, J., Holcombe, M., Simms, G. & Wilson, D. (1993). Writing to learn in a content area. The Clearing House, 66 (3), 155- 158.

Daniels, H., Zemelman, S. & Steineke, N. (2007). Content area writing. Portsmouth, NH: Heinemann.

References

Writing to Learn

Learn Think Write

!!Food for Thought!!