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Mitchell Pinda

Week Twelve
Due on Weebly and BB November 12*

Chapter Nine: Writing Across the Curriculum

Before Reading Chapter 9:

Respond to the following quote from the textbook: “Sometimes reading and
writing are taught in classrooms as if they bear little relationship to each other.
The result has often been to sever the powerful bonds for meaning-making that
exist between reading and writing.” Discuss writing assignments that, from your
own experiences, enhanced meaning-making.

 Some of the writing assignments that from my owned experienced have

enhanced meaning making were the ones that I could add my own spin on
and that I had my own creative twist on to. I will admit as a student I didn’t
find writing useful when we had writing our thoughts time or had to write
about a certain thing thought to myself this is dumb I want to just verbally
say everything. It was not until I got the realization that I can write what I
want to write and put my spin on almost every and all assignments that I
have countered/

While Reading
Each previous week I have provided you with a graphic organizer to take notes on
the weekly reading. This week I want you to create your own graphic organizer or
reader response sheet to complete for the first part of this chapter (pages 239-
262, about Writing to Learn). Insert it below:

Title Description
Academic journals Have the students describe and
keep track of what they are doing
this strategy could also work
alongside of an ISN
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Unsent Letters This allows students to step into

what they are learning and step
into history.
BioPoems I found this really intriguing
students get to make real life
connections which I always
really like.

For Monday in class:

Today we will be jigsawing an article on the integration of reading and writing in
the content area classroom. I have created an interactive reading guide to go
along with the activity. You can access both documents below:

Reading and Writing Alignment


Reading Guide for Reading and Writing Alignment


Before Reading

1. Based upon what you have learned and read so far, how might
different content teachers align reading and writing

They will look at the needs of their students and make them analyze
based off of their needs.

2. Examine the headings), sub-headings, pictures, captions,

bold-faced words, charts, sidebars, and charts.
Heading are always the first things that students are going to look
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3. Make predictions:

I think the article will help students see how different subject areas
and students have different writing styles and how a teacher can
accommodate those.

4. Use the following focus questions to guide your reading of the


a. Who is this article about?

This article is about middle school teachers.

b. What did the authors do to improve adolescent literacy

skills in science and social studies?
They added in guides and other activaties and help to assist the

c. When did the intervention occur (timeline for instruction)

This occurs in the middle school time period

d. Why did the author implement this intervention?

To improve students writing in history and science and to inspire
young minds into learning.

e. How was the intervention implemented?

It wasn’t an overnight thing. They had to build up to it.
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For Wednesday:
Before Class
Read: Fisher, D., & Frey, N. (2013). Writing in the Disciplines: Even When You Are Not a Writing

From the Fisher & Frey article, review two or three writing to learn strategies for
your content area that were not presented in the Vacca chapter. Briefly describe
the strategies in the space below. Be prepared to share in class. Discuss why
you selected these particular strategies and how they will support students’
understanding of your content.

Writing to learn strategy 1: Keep it simple sister, (KISS) What this strategy
basically is taking what you have learned and converting it into its most basic
form. The text explains it as How would you explain what you’ve been learning to
a younger brother or sister? Remember that he or she is two years younger than
you, so keep it simple and to the point.

Writing to learn strategy 2: Crystal Ball What this strategy is giving the students
the time to “Look in a “crystal ball” to see what is going to happen next in an
event to determine cause and effect.

In-class Wednesday: Include your notes from the two mini-

teaches here:
Notes from the mini teachers

Tara’s and Libby’s can be a used during all different

moments in history unsent letters are a great way for
students to really feel how history really happened meaning
the emotion and other feeling that come with it.
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Mirina and Aubrey’s is really good strategy that I could see if

we use different books that are more field books rather than
text books we could analyze those with that rather than a
traditional textbook.

After Reading:
You will complete “after reading” in next week’s guided reading prompt.