1. Writing is like a leaky faucet because…

2. Comprehension is like training for a marathon because…

3. Learning is like the comic pages because…

4. Assessment is like a well-balanced meal because…

Participants will… Develop an understanding of Write to

Learn and the supporting research. Implement Write to Learn strategies

across content areas in alignment with the Iowa Core.

Use data from student writing to inform instruction.

Using your T-chart and textbook as a guide, work with a partner to fill out “The Important Thing” handout.

Common Themes:

Strategy Purpose: To synthesize

information and identify main ideas

To effectively summarize

To demonstrate understanding

Moves: When introducing strategy, read

portions of The Important Book by Margaret Wise Brown

Model an example and complete template together before assigning as partner or individual work

Share new content    Provide students with “The Most

Important Thing” template

Moves: Ask them to revisit content and identify

main ideas Students complete template Writing may be shared aloud or just with

the teacher The completed template can be the

beginnings of a formal/published piece of writing

Classroom Application

What do you notice about how the Moodle is set up?

What part(s) of this Moodle do you see yourself needing to use often?

What looks confusing to you?

STOP! I don't get this, I need it cleared up right away.

Slow down: I'm not sure about this, but I can wait to see how it develops.

Go: I really understand this.

Request a State Library Cardhttp://www.statelibraryofiowa.org

Strategy Purpose:

Students periodically reflect on their current thinking about a key concept or topic

Develop a prompt that closely aligns to unit goals

Ask students to respond at strategic times throughout unit

Moves: Students write their current thinking

about a key concept or topic Record the date and draw a line below

what they wrote Continue to document to their

thinking at strategically planned times throughout the unit

Classroom Application

“Tell me everything you know

about _______.”

Use of Time Academic Language Accuracy of Information

Track student/classroom growth

Adjust instruction

Complete initial data collection with students

Begin Work on Topic 1, Week 1

STOP! I don't get this, I need it cleared up right away.

Slow down: I'm not sure about this, but I can wait to see how it develops.

Go: I really understand this.