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Write to Learn

The Core Six

Gayla LaBreck

on 9 March 2017

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Transcript of Write to Learn

Planning Considerations
Improving student thinking, deepen their comprehension of content and help teachers conduct formative assessment...
Provisional writing, or brief, daily writing that supports learning.
Readable writing, which requires students to clarify and organize their thinking to develop on-demand essays or responses.
Polished writing, which engages students in the full writing and revision process.
Write to Learn in a Nutshell
1. Writing develops higher-order
2. Writing in different text types.
3. Range of writing.
Three Reasons for Using
Write to Learn to Address
the Common Core
The Research
Writing regularly about the texts students read in the content areas significantly influences comprehension
Writing is the skill most directly related to improved scores in ALL content areas
Writing brings engagement, interest and fun
Being able to write well is an essential skill for college and career readiness
What are the three types
of writing?
1. Provisional Writing
When do we use provisional writing?

2. Readable Writing
When do we use readable writing?

3. Polished Writing
When do we use polished writing?
byGayla LaBreck
Write to Learn
Increase writing to make our students college ready
Turn writing into a daily habit
Increases students ability to self-assess and collaborate
"Writing to Learn Means Learning to Think,"
~ Syrene Forsman
Generally, writing-to-learn activities are short, impromptu or otherwise informal writing tasks that help students think through key concepts or ideas presented in a course. Often, these writing tasks are limited to less than five minutes of class time or are assigned as brief, out-of-class assignments.
How do literacy strategies fit into the Write to Learn?
What is your purpose? What standards will you address?
What kind of writing will you use to increase comprehension?
How can you best phrase your writing prompt to elicit responses that will be useful in achieving your purpose?
What will the final responses look and sound like?
Will you need a rubric or checklist to helpyour students understand your expectations?
Consider: What strategies have we used in this course over the last few weeks?
Full transcript