Writing to Learn in Science
In this culminating activity, educators are challenged to apply their learning through 4 weeks by incorporating writing-to-learn instructional techniques to enhance students' understanding of content areas. Through collective reading and writing activities, students are encouraged to explore ideas, clarify meaning, and build knowledge based on their beliefs and interactions with the text. The assignment comprises three parts. In Part 1, educators develop three journal activities for a chosen secondary grade level and content area, aligning them with relevant ELA and content area standards. Part 2 involves identifying 3-5 text-based resources related to the chosen concept, ensuring cultural sensitivity and accuracy. In Part 3, educators reflect on sharing content area literacy strategies, discussing applicable strategies, their role as educators, and effective methods to disseminate knowledge and strategies to colleagues.
In Part 1, students are required to develop three journal activities for a chosen secondary grade level (6-12) and content area. These activities should align with ELA and content area standards and incorporate 5-10 vocabulary words. Students should provide clear directions for each activity and explain how they plan to integrate information and communication technologies (ICT) to enhance reading and writing experiences.
In Part 2, students must identify three to five text-based resources related to the chosen concept from Part 1. These resources can include picture books, fiction novels, nonfiction trade books, poems/song lyrics, environmental print, online articles, or interactive websites. At least one resource should represent a culturally sensitive and accurate multicultural perspective. Students should provide a brief description of each resource and explain its connection to the journal writing activities.
In Part 3, students are asked to reflect on how they will share the content area literacy strategies learned in the course. They should discuss the most applicable strategies for their students and explain why these strategies are effective in enhancing comprehension and learning. Students should also define their role as educators in teaching content area literacy and propose effective methods to pass on their knowledge and strategies to their content area colleagues.
By completing this assignment, students will demonstrate their ability to integrate writing-to-learn techniques, select appropriate text-based resources, and reflect on their role in promoting content area literacy.
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Corey HarrisEducation
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