LEADERS IN LITERACY
CONFERENCE
LITERACY-BASED DISTRICT-WIDE
PROFESSIONAL DEVELOPMENT
Aiken County Public School District
January 15, 2016
LEADERS IN LITERACY
CONFERENCE
The WRITE Stuff:
No Matter What the
Content or Competency
Presented by:
Denise Broome
Brenda Johnson
Tomiko Smalls
LaToya Wiley
Outcomes
Participants will
• Identify the “Twin Pillars of Literacy”.
• Apply research based strategies to supplement instructional practices
by aiding struggling and non struggling writers.
Group Norms
• Be on time, mentally prepared to be in training
• Share the airtime
• Take charge of your learning
• Be respectful with use of technology
• Use the parking lot for questions or comments
Housekeeping
• Restrooms
• Sign-in
• Lunch is on site
Agenda
• Introduction
• Activator
• Research
• Strategies
• Practice
• Closing
Why Write Across the Curriculum?
Steve Peha states in Writing Across the
Curriculum, “With the proliferation of email, desktop publishing, and the
Internet, writing is now more important
than ever. Every student must be able to
write—in every subject.” (2003)
Reasons for Writing Across Curriculum
Writing
isWriting
the
essential
skill
students
Helping
students
learn
to
Students
who
write
is
think
Written
output
is power!
a clearly,
great
way
to
need
as
they
enter
adult
life.
express
themselves
with
clearly.
students
who think
assessAnd
student
knowledge.
clearly haveinaall
better
chance
of
confidence
subject
areas
navigating
theirtoway
through the
can
contribute
improvements
obstacles and
of adolescence.
in behavior
self-esteem.
Writing Across Curriculum Promotes
• Learning
• Student participation
• Allows for diversity of student voices
• Engages critical thinkers
• Promotes texts as resources and thinking tools
• Effective writing instruction
• Effective communication
Why Assign Writing in Content Courses?
Students will
• learn new concepts and information
• communicate information
• clarify thinking
• develop skills to for future academic and work opportunities
• leave your classroom better prepared
Reading & Writing Across Content:
Four-Part Instructional Framework
• Prepare
• First Dare
• Repair
• Share
Prepare
Reading Across the Curriculum
Writing Across the Curriculum
Getting ready to read an
assignment by:
• identifying a purpose for
reading
• examining the text’s
structure
• making a prediction
Prewriting Phase:
• getting ready to write
• brainstorming
• researching
• illustrating
• interviewing
First Dare
Reading Across the Curriculum
Writing Across the Curriculum
Reading new material for
understanding
Retrieve, survey, plan, and
forecast
First draft
Present ideas and opinions
about specific topics and/or
concepts
Repair
Reading Across the Curriculum
Writing Across the Curriculum
Revisit the text for
clarification-reviewing key
sections, steps, procedures,
or processes to boost
understanding.
Resist the urge to make
someone “go back and
reread”
Rewriting, revising, editing,
proofreading-fixing up your
writing for clearer communication
with your reader
Strive for improving the first
draft (not perfecting)
Share
Reading Across the Curriculum
Writing Across the Curriculum
Publish your thoughts
Offer your understanding
to others for their
consideration.
Publish your words for the target
audience.
TWEET ABOUT IT
Designed to help students learn to write organized and concise
summaries or understand word problems.
TWEET ABOUT IT
Title
______________________________________________________
Source _____________________________________________________
Read the procedures, steps, section of text, or article.
Write the important words, details, and/or steps.
Write a 20-word TWEET to explain the topic.
GAB FEST
Use casual talk about students' lives to generate writing.
• “As students enter the classroom, they are given concept.
• Create headlines about their thoughts, understandings,
predictions of the concept.
• Writers tell the “story” behind their headlines using details
about the concept.
• Give time limit to tell “story”.
• Students decide the important details and develop ability to
provide clarification.
COMIC STRIP
• Review the excerpt and discuss key concepts as a class
• Provide each student with strips of paper for each scene
• Instruct students to re-explain the key concepts in picture form
• After the pictures have been created, the students will then review
the pictures and add dialogue to support the concepts
• Students will then share their illustrations with their peers
PROVE IT OR LOSE IT
• Hand the students a set of statements related to their assignment
(some true, some untrue, and some partially true).
• Challenge the students to identify which statements are accurate
from the concept and deserve to be kept, and which statements are
not accurate and should therefor be rejected (prove it or lose it).
• A=Accurate (the reading told me so)
• B= Between accurate and inaccurate (could be, not sure, or can’t remember)
• C= Completely wrong (the reading definitely did not state this)
PROVE IT OR LOSE IT
• Before you collect the student’s “ABC’s” allow them to “look back”
and check their answers.
• If they can prove it, they will circle the marked “A” for accurate.
• If they can find some evidence that the statement is partially true,
circle the marked “B” for betweener.
• If no reference to the statement is found, circle the marked “C” for
completely wrong.
• Remember, students will be allowed to change their answers during
this time frame only.
• You can then choose to debrief whole class if time permits.
Put Strategies into Action
• Review the assigned strategy.
• Discuss ideas for putting the strategy into practice across content.
• Create an anchor chart for the strategy.
• Identify what you might find yourself doing implementing the strategy.
• Select a reporter to share your insight about the strategy.
• Post and share.
THE LAST WORD
• Write letter, post card, or post-it about something you do not
understand.
• Response must include topic
• Specific details/procedures on what caused the confusion
Contact Us
Denise Broome
dbroome@acpsd.net
Brenda Johnson
bsmith@acpsd.net
Tomiko Smalls
tsmalls@acpsd.net
LaToya Wiley
lwiley@acpsd.net
References
• Biltmore County Public Schools. (2012, July). Writing in the
Content Areas. Retrieved from The Write Place:
http://www.bcps.org/offices/lis/writing/secondary/content.html
• Ciccone, E. P. (2001). A Place for Talk in Writers' Workshop. The
Quarterly, 23 (4).
• Lemmon, D. (2004). Strategies for Teaching Across the Content
Areas. Retrieved from
http://www.uncw.edu/ed/ncteach/documents/ReadAcross.pdf
• Lewin, L. (2003). Paving the Way in Reading and Writing. Wiley &
Sons, 65-69.
References
• Murar, K. & Ware, E. (1998). Teacherless Talk: Impressions from
Electronic Literacy Conversations. The Quarterly, p. 20 (3).
• Peha, S. (2003). Writing Across the Curriculum. Retrieved from
Teaching That Makes Sense:
http://www.ttms.org/PDFs/06%20Writing%20Across%20the%20Curri
culum%20v001%20(Full).pdf
• Simmons, E. (2002). Visualizing Vocabulary. The Quarterly, p. 24 (3).