Writing+for+All+Content+Area+teachers

**Grades 7-12 Teachers CC-C Area Schools Professional Development** **August 31, 2010 12:30-3:00** **__Topic Focus__** To activate prior knowledge, put **a word that represents an item, concept, or idea on the white board**. Direct students to write something on the board in the space around the topic--what ever it is they know (or think they know) about the topic. No 'pass' or 'IDK' allowed. Allow use of different color markers to enhance the visual aspect of the writing, as well as to speed up the process by having more than one person write at a time. This activity can be done at any time during a lesson, but works well at the start of the class period since students are on their way in and moving about anyway. You may choose to then __discuss the information recorded__, or to __have students write a synthesis of the information__ presented on the board. Either way, you are forcing them to think about the topic more specifically. You might choose to direct their writing--for example, ask if there are any misconceptions listed, or if they agree/disagree with the notes listed--or simply ask them to record their understanding of the topic based on both prior knowledge and listed information. Next, have students circle the main idea, and then underline proof/support. (If you have highlighters available, and can allow the time, use them instead--using different colors for main idea and support works well.) This not only helps you quickly see what they deem as the main idea and support, but forces the student to continually be aware of the need for both. __Why do we need strategies?__ [|Because Writing Matters] discusses reasons for and strategies to improve student writing district-wide. Pages 90-91 emphasize implications for administration, including the need for a plan. District-wide writing plans have lead not only to improved scores on standardized tests, but also increased abilities of students to think critically. [|NCTE's Writing Now] is a policy brief produced by NCTE. It is broken down into the following categories: Writing in a Changing World and Key Terms
 * Technological advances have changed the nature and type of our writing, to the point where the word "grammar" is being re-defined: functional grammar, tradional grammar (more than one way of 'talking' in writing is acceptable)

Common Myths About School-Based Writing
 * Common assumptions about teaching writing are incorrect/invalid
 * one-time high-stakes assessment not good
 * <span style="font-family: 'Times New Roman',Times,serif;">grammar in isolation doesn't work
 * <span style="font-family: 'Times New Roman',Times,serif;">new media is changing the way our students talk/write

<span style="display: block; font-family: 'times new roman',times,serif;">Understanding Writing Now: Overview and Writing is...Holistic
 * <span style="display: block; font-family: 'times new roman',times,serif;"><span style="font-family: 'Times New Roman',Times,serif;">writing is an ongoing process
 * <span style="font-family: 'Times New Roman',Times,serif;">grammar/punctuation are parts of a whole

<span style="display: block; font-family: 'times new roman',times,serif;">Writing is...Authentic
 * <span style="display: block; font-family: 'times new roman',times,serif;"><span style="font-family: 'Times New Roman',Times,serif;">lots of pracitce in different situations make better writing
 * <span style="font-family: 'Times New Roman',Times,serif;">peers/self evaluation
 * <span style="font-family: 'Times New Roman',Times,serif;">quality feedback vs. single-error markings
 * <span style="font-family: 'Times New Roman',Times,serif;">skills refined through practice

<span style="display: block; font-family: 'times new roman',times,serif;">Writing is...Varied
 * <span style="display: block; font-family: 'times new roman',times,serif;">a wide variety of writing across the content area allows learners to mature in their writing, and transfer knowledge across mulitple disciplines

<span style="display: block; font-family: 'times new roman',times,serif;">Research-Based Recommendations for Effective Writing Instruction and Assessment
 * <span style="display: block; font-family: 'times new roman',times,serif;"><span style="font-family: 'Times New Roman',Times,serif;">students need to write extensively
 * <span style="font-family: 'Times New Roman',Times,serif;">a minimum of 5-page essays in high school
 * <span style="font-family: 'Times New Roman',Times,serif;">interpret and analyze in a variety of genre
 * <span style="font-family: 'Times New Roman',Times,serif;">writing does not have to be a huge paper; little bits of writing to promote thinking is great

<span style="display: block; font-family: 'times new roman',times,serif;">If you are interested in further reading on writing in the content areas, please read either of the following: [|Writing Next]a report to the Carnegie Corporation of New York with __Effective Strategies to Improve Writing in Middle and High School__ and [|__MDE's Writing Across the Curriculum Document.__] <span style="display: block; font-family: 'times new roman',times,serif;">__Two uses of technology in the classroom__ for writing responses: __[|quick survey]__, __[|moodle]__. <span style="display: block; font-family: 'times new roman',times,serif;">Quick Write <span style="display: block; font-family: 'times new roman',times,serif;">Can be used at the beginning, in the middle, or at the end of a class period. Used to help students focus learning, it can be a powerful reinforcement tool, a discussion stimulator, or an assessment for understanding. <span style="display: block; font-family: 'times new roman',times,serif;">At the beginning of class,, ask students to write as quickly as possible anything they remember about the concept/lesson from the previous day. This not only helps students be aware of what was presented, but also helps them shift the focus from a previous class (or hallway encounter) to the current one. After students write, ask a few to share what they wrote. Here, it is very important to not force anyone to share, but also to insist that if they do share, they read what they wrote rather than to summarize it. By doing this, you are showing the importance of good writing rather than just the importance of having a good memory. <span style="display: block; font-family: 'times new roman',times,serif;">In the middle of class,, pause to ask students to write down what they understand, what they have a question about/what isn't clear, and how it connects to what they already know. By doing this you have forced students to stop/remember/clarify/question/connect and are able to quickly assess if learning is taking place as well as what needs to be further explained. <span style="display: block; font-family: 'times new roman',times,serif;">At the __end of class__, students can be asked to summarize/connect learning, as well as to synthesize ideas from the day or from previous lessons. They can also be asked to explain how this information affects them, what they will do with the information in the future, and what more they want/feel they need to know. <span style="display: block; font-family: 'times new roman',times,serif;">These writings can be made in a notebook for students to look back at, or on a scrap of paper that is turned in for a Credit/NoCredit score in the grade book. Both work. <span style="display: block; font-family: 'times new roman',times,serif;">__USA Today Snapshots__ <span style="display: block; font-family: 'times new roman',times,serif;">This is a strategy that can be as short (oral) or as long (written as a final draft) as you want it to be. Follow guidlelines weekly, and students read and analyze graphs easily. You can cut graphs from newspapers, or you can project [|USA Today Snapshots] on your screen for a quick, little preparation activity. <span style="display: block; font-family: 'times new roman',times,serif;">In closing, students need us--teachers--so let's celebrate us, and all that we do for them in [|Teacher Teacher]. <span style="display: block; font-family: 'times new roman',times,serif;">History/ELA may dismiss to meet with Dana Newkirk for information on [|DBQ]. <span style="display: block; font-family: 'times new roman',times,serif;">Others, create and share plans for implementing writing in their classrooms within the first marking period.