Writing to Learn PowerPoint (Without Graphics)
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Transcript of Writing to Learn PowerPoint (Without Graphics)
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.
