YOU WANT ME TO WRITE
WHAT!?!
EVERYDAY WRITING FOR THE
EVERYDAY TEACHER
Presenter: Jennifer Nehl for TIE
Session Objective:
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We will focus on strategies that cause students to
think reflectively and analytically as they deepen
their understanding of content materials and express
themselves through writing.
The strategies selected are ones that both teachers
and students can bring into their daily routines.
Although some of the strategies can be building
blocks for long-term projects, many of them stand
alone as ways for students to access prior knowledge
or reflect on their learning.
Wait! So, Now I Have to Teach Writing, Too?
Still need convincing? Steve Peha, president of Teaching That Makes Sense, Inc.,
lists the following reasons why writing must appear in all content areas:
1. Written output is a great way to assess student knowledge.
• Writing is a simple, efficient, cost-effective way for students to show their knowledge
of a topic or lesson.
• Writing is also the simplest way for teachers to get a glimpse of student thinking
and processing.
2. Writing is the essential skill students need as they enter adult life.
• When students are taught to write well, they are better able to sort through the
complicated ideas and concepts that they will need to master as they mature.
• Writing is a tool that helps students make sense of their education and their lives.
3. Helping students learn to confidently express
themselves in all content areas can contribute
to improved behavior and self-esteem.
• When teenagers are unable to express
themselves, they risk losing a sense of wellbeing.
Writing provides an outlet for self-expression.
4. Students who write clearly, think clearly.
• Students who think clearly are better able to
navigate through the obstacles of adolescence.
5. Writing is power.
• Peha explains that writing is a powerful tool that
allows students to “control their lives, shape their
futures, and define their dreams.”
How many golf balls has Tiger Woods hit?
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4-14 repetitions to learn
something new
Students with disabilities need 250350 repetitions over the years
Student MUST practice, teachers
must be consistent!
How do we write in the content area?
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Current Events.
Book Reports.
Lab Reports.
Word Problems.
Summary of the day in Kindergarten.
Notes for Social Studies in Fourth grade.
Ect. Ect. Ect.
Brainstorming: Graphic Organizers
The Whatnhow
Brainstorming: Graphic Organizers
What
(What you know)
How
(How you know
about it)
Brainstorming: Graphic Organizers
Flora and Fauna of
South Dakota
Brainstorming: Graphic Organizers
What
(What you know)
How
(How you know
about it)
Brainstorming: Graphic Organizers
Turn to your elbow partner
and discuss one way you can
implement this strategy into
your classroom this week.
Writing Expository Summaries
1.
2.
3.
4.
A summary is a shortened, condensed version.
The purpose of a summary is to share the main
ideas.
Summaries keep the same tone as the original
piece and do not contain opinion.
Summaries do not require a formal conclusion,
however, pieces which contain summaries are
more pleasing to a reader and will score (on an
average) higher on standardized tests.
Gang
Movies
Cause Problems
Gangs
Stay
Away
Gang
Songs
Gangs are just a bunch of people with
nothing better to do. Gangs cause problems.
I would not join a gang. Well, maybe if I was
with my friends but probably not. My mom is
against gangs. The movies are filled with
gangs and there are a lot of songs about
gangs. Stay away from gangs they are bad
for you.
Gang
Movies
Cause Problems
Gangs
Stay
Away
Gang
Songs
What’s missing?
ORGANIZATION
How do we get
started?!?!?!?!?!?!?
Writing an Effective
Topic/Thesis Sentence
Write a topic sentence using the three-part topic
sentence method (the burrito fold).
Identify the item
Select a verb
Finish your thought
3.5
Writing an Effective
Topic/Thesis Sentence
Write a topic sentence using the three-part topic
sentence method (the burrito fold).
Identify the item
Chapter 2 of The
Adventures of Tom
Sawyer by Mark
Twain
Select a verb
describes
Finish your thought
how Tom got others
to do his work.
3.5
Chapter two of The Adventures of Tom
Sawyer by Mark Twain describes how
Tom got others to do his work for him.
Verb Reference List for Summaries
Acknowledges Evaluates
Defends
Asserts
Classifies
Features
Adds
Depicts
Identifies
Entertains
Confirms
Names
Considers
Offers
Judges
Contrasts
Praises
Demonstrates Provides
Recommends
Endorses
Asks
Entices
Suggests
3.6
“Things Trap”

Weak:
As I read about Ben Franklin, I learned two things.

Better:
As I read about Ben Franklin, I learned that his life was
filled with challenges.
2.38
Better Word Choices
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Actions
Benefits
Features
Reasons
Improvements
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Ideas
Items
Choices
Qualities
Thoughts
2.38
Writing an Effective
Topic/Thesis Sentence
Now your turn!!!
3.5
Stork Service Makes New Kind of Delivery
No More Babies: We've got Tacos
Written by: Princess Poole
After centuries of delivering babies Stork Inc. has decided to call it
quits. "We just can't stay in the baby business any longer," says
spokesbird Sam Stork, "Hopefully the new product will be more
profitable."
Sam is convinced there are two reasons for the decline in the use of
stork delivery. Firstly, he believes many families are simply having
fewer children because of the exponential increase in the price of
insurance and education. Second many families are refusing to use
stork services because of cable TV. Sam maintains watching actual
hospital deliveries, screened every week day morning, has influenced
parents to drop the stork story and just let the kid watch it on TV.
Sam hopes the new service to will be successful, he and his mate, Sally,
are incubating three new eggs. "Yeah, I think the taco thing will work
out great, everybody loves tacos. Since they get cold easy we'll just
wrap them up in the baby blankets."
Writing an Effective
Topic/Thesis Sentence
Write a topic sentence using the three-part topic
sentence method (the burrito fold).
Identify the item
Select a verb
Finish your thought
3.5
Writing an Effective
Topic/Thesis Sentence
Write a topic sentence using the three-part topic
sentence method (the burrito fold).
Identify the item
Stork Service Makes
Select a verb
describes
Finish your thought
how a long time family business
New Kind of Delivery
must make adjustments with the
by Princess Poole
changing times.
3.5
Turn to your elbow partner
and discuss one way you can
implement this strategy into
your classroom this week.
Reasons Outline
Topic= Today was a great day in Kindergarten
Counted by 5
Smokey the Bear
counted up to 100
used beans
from Forest Service
learned how to put
out fires
got our picture taken
2.15
Differentiation Idea Example
Same assignment:
 Give students with disabilities a frame outline asking
for 1 yellow and 2 red
 Give students who need a challenge 3 yellow and 7
red
 To begin, tell students how many yellow and red you
want. Or you could have a minimum number. Later,
they may decide.
TOPIC : Today was a great day in Kindergarten.
REASON/DETAIL/FACT: First, we learned to count by fives.
REASON/DETAIL/FACT: Next, we got to meet Smokey the Bear!
2.8
Reasons Outline and T-Chart
Topic = Today was a great day in Kindergarten
Counted by 5
counted up to 100
used beans
Smokey the Bear
from Forest Service
learned how to put
out fires
got our picture taken
2.15
TOPIC : Today was a great day in Kindergarten.
REASON/DETAIL/FACT: First, we learned to count by fives.
EXPLAIN, EVIDENCE: We counted to 100 and got to use beans.
ELABORATION:
REASON/DETAIL/FACT: Next, we got to meet Smokey the Bear!
EXPLAIN, EVIDENCE: Smokey is from the Forest Service.
ELABORATION:
EXPLAIN, EVIDENCE: We learned how to put out fires and got
ELABORATION:
our picture taken with him.
CONCLUSION: RESTATE TOPIC/THESIS: We learned some
2.8
valuable lessons today.
Details Outline – Current Events
Topic= Evening Before Iowa Caucuses
Obama favored
Huckabee leads
over Romney
Third of likely
caucus-goers could
change mind
Clinton, second and
Edwards last
Romney and Huckabee
have traded places in the
lead on the GOP side.
Three way race
between Clinton, Obama
and Edwards
2.15
Writing an Effective
Topic/Thesis Sentence
Write a topic sentence using the three-part topic
sentence method (the burrito fold).
Identify the item
The Evening
Before the Iowa
Caucus, by AP
Select a verb
Finish your thought
demonstrates
the unpredictability of
America’s election
season.
3.5
TOPIC: The Evening Before the Iowa Caucus, by AP demonstrates
the unpredictability America’s election season.
REASON/DETAIL/FACT:
EXPLAIN, EVIDENCE:
ELABORATION:
REASON/DETAIL/FACT
EXPLAIN, EVIDENCE:
ELABORATION:
EXPLAIN, EVIDENCE:
ELABORATION:
CONCLUSION: RESTATE TOPIC/THESIS:
2.8
Differentiation Idea Example
Same assignment:
 Give students with disabilities a frame outline asking
for 1 yellow and 2 red
 Give students who need a challenge 3 yellow and 7
red
 To begin, tell students how many yellow and red you
want. Or you could have a minimum number. Later,
they may decide.
Facts Outline – Lab Report
Topic= Smell and Taste
taste of an apple
chew slow
concentrate
strong vanilla smell
impact
near nose
taste changed
strange
thought differently
2.15
Learning About Smell and Taste
As we completed the lab with our apples and
vanilla extract, we made several observations.
First, we both agreed that we usually do not really
stop to think about the taste of an apple. Chewing
slowly made a difference. We also noticed that the
vanilla smell was pretty strong but it did no impact
the taste of the apples until we put it neat our
noses. Finally, we were surprised by how much the
taste of the apple changed. We thought that it
would change a little bit, but we both felt like we
were eating a very strange kind of fruit. We are
not sure that vanilla apples would sell very well.
Turn to your elbow partner
and discuss one way you can
implement this strategy into
your classroom this week.
Math – Using Framed Paragraphs
The Perimeter of a Rectangle
These steps make it easy to find the perimeter of
rectangle. To begin, __________ _____________. I
do this because ________ _________________. Next,
____________ ______________________________.
This is an important step because _____________
_____________________________. Finally,
____________________________________________
______________________.
The Perimeter of a Rectangle
These steps make it easy to find the perimeter of
rectangle. To begin, I measure the length and width
of the rectangle. I do this because I need to know
both the length and width to find the perimeter. Next,
I multiply the length by 2 and the width by 2. This is
an important step because to find the perimeter I need
to find the total length of all 4 sides, which is the
same as 2 lengths and 2 widths. Finally, I add the
results together to find the total length of all four
sides, which is the perimeter.
The Surface Area of a Rectangle
I realized that it would be easy to find the surface
area of a rectangle if I just follow2ed these steps. To
begin, ___________________. Next, ________
________________________. After that_____
_____________________________________
__________________________. Finally, _____
_____________________________________
___________________________.
The Surface Area of a Rectangle
I realized that it would be easy to find the surface
area of a rectangle if I just follow2ed these steps. To
begin, I measured the length of the rectangle. Next, I
measured the width of the rectangle. After that, I
multiplied the length by the width. Finally, I labeled
my answer with the correct unit of measurement.
Note: The paragraph on the left is longer because it
includes explanations: “I do this because...” and “This is
important…” In general, math students should include
more, not less, explanation.
Narrative Outline
Topic= Narrative
Beginning
Setting
•Time
•Place
Meet Characters
Glimpse of problem
Middle
Learn more about problem
Conflict developed
End
Solve problem
Conflict resolution
2.15
What I thought you taught…
Expectations:
1.
2.
3.
4.
Write the prompt at the top of your page.
Write a list of words you will need to write a
complete and accurate entry of what you were
taught.
As you write your entry, use each word and to
explain and enhance your thoughts.
Let a peer read your entry. He/she will circle the
world you have used form the list.
What I thought you taught…
Expectations:
Write a list of words you will need to write a complete
and accurate entry of what you were taught.
List of words:
Expository, organization, communication, userfriendly, student achievement, teacher
expectations, formative assessment, age
appropriate, etc. Please list at least six (6) words.
You may use some of these or some of your own.
What I thought you taught…
Prompt:
Describe how you will be able to implement
writing into your content/classroom.
You might write: What I thought you
taught about writing in the content/
classroom was/is…
Turn to your elbow partner
and discuss one way you can
implement this strategy into
your classroom this week.
How can I use this?
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Science reports
Book reports
Current events
Summary paragraphs
Expository papers
Math word problems
Use your imagination!!
Whether you use SUTW, Writing in the Content Area,
6+1 Traits, Writing Across the Curriculum, it must be
meaningful and user friendly to your and your staff!
Other resources…
On my wiki I will have examples for:
 Getting the story rolling…
 Moving the story along…
 Ending/wrapping up our story…
 Full verb reference list
 Story maps
Revise, Edit, and Proofread
Improving Sentence Quality
Who
How
Action
Where
My uncle
quickly
drove
to the
grocery
store
6-19
Revise, Edit, and Proofread
Improving Sentence Quality
When
Who
Yesterday two good
friends
Action
What
rode
their
bicycles
6-19
Elementary: Charlotte’s Web
WHO
ACTION
FINISH
Elementary: Charlotte’s Web
WHO
ACTION
FINISH
Charlotte
helps
Wilber
Templeton
eats
leftovers
Wilber
sleeps
in the straw
Elementary: Charlotte’s Web
WHO
ACTION
FINISH
Charlotte
helps
Wilber
a brilliant
spider,
enables, rescues,
befriends
comforts,
encourages
to have hope.
Templeton
eats
leftovers
a fat, greedy
rat
consumes, devours
at the fair.
Wilber
sleeps
in the straw
an innocent pig,
slumbers, snoozes
all day long.
Read a story or piece of text
Do together:
T=_________________________
Brainstorm the details in random order.
Create an outline with a title and color coded
items.
Write about the main ideas of narrative or
expository writing.
It is imperative to make
meaning though your
teaching and your
learning!! Can you use
what you have learned?
Contact Information
Jennifer Nehl
Education Specialist
jnehl@tie.net
(307) 290-0930
(605) 394-1876