6-12+Writing+Dec.+19

December 19 Agenda:
toc 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
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 || 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 ||
 * ** Writing without composing ** || ** Writing to learn/ interact **
 * with learning ** || ** Writing to demonstrate learning ** ||
 * lists
 * __Some examples:__

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

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

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

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

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

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 []

Conga Line and Inside/Outside Circle

During inside-outside circle [|1] , 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. [] [] []