December 19 Agenda:

11:30: Types of Writing for Content areas
12:15- 1:30 Rotate Writing Centers
1:30- 2:15 Cooperative Structures for content area writing
2:15- 3:15 Team application
3:15 Gallary Walk: share and respond


Types of Writing for Content Areas

Writing without composing
Writing to learn/ interact
with learning
Writing to demonstrate learning
lists
note-taking
brainstorming
Cloze/ Fill-in-the-blank
Outlining
Journals
Logs
Quickwrites
Rough Drafts
Short answers
content notebooks
response guides
lab notebooks
social communication/ personal metacognition
Essays
Reports & reviews
Research papers
Written projects
Formal letters
Newspaper writing
Expository, narrative, or creative writing
Some examples:
Rally Robin
CenterPiece Brainstorm
cornell notes/ graphic organizers with text
Thinking Maps/ flow map
Exit ticket
Some examples:
Edmodo, Kidblog
Backchannels
personal reflections
CenterPiece Brainstorm
Placemat consensus
Double entry journey
blogs- record labs, short responses, etc.
Rally Coach
Send-a-Problem
comment on blog posts
Fan & Pick
Some examples:
RAFT
I was there Interview
Letter to author, charactor, company, etc.
News article
Blog post & comments

Google Doc for notes- use or save a copy for yourself

Resources and forms:

Writing Strategies Grades 3-12
Bringing Writing into grades 4-12 Content Areas

Jim Burke's Essential Guide: Content Area Writing
Writing Across the Curriculum Guide: full version
West Virginia Strategy Bank: Writing Across the Curriculum
Writing in Specific Content Areas
Higher Order Questions stems (to start discussion & writing)
Pinterest board: Higher Order Thinking & Questioning
Templates from a teacher- summaries and comprehension strategies

Strategies:

RAFT

RAFT examples for Math, SS, Science, LA + links
Middle School Example and template: Greece ISD NY
Content area RAFT examples

EXIT Tickets

Tickets in/ out the door examples

Lists

Brainstorms

Summaries

Writing a strong 20 word summary
Magnet summaries
Magnet summary description
Google book- magnet summaries & other interactive strategies
GIST summary
GIST summary in any content area
GIST summaries for adolescent writers

Quickwrites
Quickwrites resources
Quickwrites Steps

Cooperative Learning Structures with writing

Think Ink Pair Share

Think Ink Pair Share description & template
http://www.stemresources.com/static/tools/Assessments/ThinkInkPairShare/index.html

Centerpiece Brainstorm

PDF of word choice practice with CenterPiece Brainstorm structures

Fan & Pick

Rally Robin


Centerpiece Brainstorm
Today's Topics
1- writing without composing
2-writing to interact with learning
3-writing to show learning
4- cooperative structures to get engagement/ writing
5-questions & answers

Find Someone Who

Traveling Quiz & Show- see youtube vid

Rally Coach

Three Step Interview

(Adjust for writing- have students summarize their partner's responses or create a summary of the whole team's decision)
Purpose: To engage students in conversation for the purpose of analyzing and synthesizing new information.
Description: The Three Step Interview is a cooperative structure that helps students personalize their learning and listen to and appreciate the ideas and thinking of others. Active listening and paraphrasing by the interviewer develops understanding and empathy for the thinking of the interviewee.
Procedure:
1. Students work in pairs. One is the interviewer, the other is the interviewee. The interviewer listens actively to the comments and thoughts of the interviewee, paraphrasing key points and significant details.
2. Student pairs reverse roles, repeating the interview process.
3. Each pair then joins another pair to form groups of four. Students introduce their pair partner and share what the partner had to say about the topic at hand
http://www.learnnc.org/lp/pages/4773

Conga Line and Inside/Outside Circle

During inside-outside circle1, students either sit or stand facing each other in two concentric circles. Students respond to teacher questions or note-card prompted questions and then rotate to the next partner. In the end of this type of structure, students will have both been teachers and learners of new information. This structure also facilitates peer tutoring and checking for different levels of knowledge acquisition.
http://eworkshop.on.ca/edu/pdf/Mod36_coop_inside-outside.pdf
http://oame.on.ca/lmstips/files/TIPSForTeachers/13InsideOutsideCircle.pdf
http://www.carla.umn.edu/articulation/polia/pdf_files/insideoutsidecircles.pdf