Reading & Writing Across the

Curriculum
Eisenhower High School
February 28, 2012
 Agenda
I. Introduction: Assessment of Prior Knowledge Using Strategies
1. KWL
2. Think, Pair, Share
II. Strategies & Applications
1. Before, During and After Strategies
1. Quick Write
2. Think Aloud
3. Visualizing and Recording Mental Images
4. I.N.S.E.R.T. Method
5. Think Along Time, Pair, Share
6. One Sentence Summary
2. Word Sort
3. Sentence Frames, Paragraph Frames
4. Anticipation Guides
5. RAFT (differentiation)
III. Conclusion
1. Before, During and After Strategies
2. KWL and Think, Pair, Share (Complete Chart)
3. Where do we go from here?
4. Commit to Try in Classroom
IV. Next PD Session Topic: Using Cues and Questions to Enhance Higher Order
Thinking-Tuesday, March 13th 3:30-5:00pm
I. Assessment of Prior
Knowledge Using
Strategies

Deb Sidener
 K-W-L
KWL is a reading strategy formed from
its letters:
•KWL is intended to be an exercise for a study group or class
that can guide students in reading and understanding a text.
•It can be adapted for individual work, but discussions definitely
help.
•It is composed of only three stages; a graphic organizer
consists of three columns with the three letters:
 K stands for Know.
Think first about, then list, what you know about the topic
before reading!
This advanced organizer provides you with a background to the
new material, building a scaffold to support it.
Think of it as a pre-reading inventory.
• Brainstorm!
Before looking at the text, think of keywords, terms, or
phrases about the topic, either in your class or a study
group.
• Record these in the K column of your chart until you cannot
think of more.
• Engage your group in a discussion about what you wrote in
the K column.
• Organize the entries into general categories.
 W stands for Will or Want.
The second stage is to list a series of questions of what you
want to know more of the subject, based upon what you listed
in K.
• Preview the text’s table of contents, headings, pictures,
charts etc.
Discuss what you want to learn
• List some thoughts on what you want, or expect to learn,
generally or specifically.
Think in terms of what you will learn, or what do you want
to learn about this.
• Turn all sentences into questions before writing them down.
They will help you focus your attention during reading.
• List the questions by importance.
 L stands for Learned.
The final stage is to answer your questions,
as well as to list what new information you have
learned. This can be done while reading or after you
have finished.
• List what you learn as you read, either by section,
or after the whole work, whichever is comfortable
for you.
• Check it against the W column, what you wanted to
learn.
• Create symbols to indicate main ideas, surprising
ideas, questionable ideas, and those you don’t
understand!
 Expand this strategy beyond K-W-L:
Add an H -- how you can learn more.

• Pose new questions about the topic.

• How can I learn more or answer questions not
answered in my worksheet.
• Sources might include organizations, experts,
tutors, websites, librarians, etc.
 Think, Pair, Share
What is Think, Pair, Share?
Think-Pair-Share is a strategy designed to provide
students with "food for thought" on a given topics
enabling them to formulate individual ideas and share
these ideas with another student. It is a learning
strategy developed by Lyman and associates to
encourage student classroom participation. Rather
than using a basic recitation method in which a teacher
poses a question and one student offers a response,
Think-Pair-Share encourages a high degree of pupil
response and can help keep students on task.
 Think, Pair, Share
What is its purpose?
• Providing "think time" increases quality of student responses.
• Students become actively involved in thinking about the concepts
presented in the lesson.
• Research tells us that we need time to mentally "chew over" new ideas in
order to store them in memory. When teachers present too much
information all at once, much of that information is lost. If we give
students time to "think-pair-share" throughout the lesson, more of the
critical information is retained.
• When students talk over new ideas, they are forced to make sense of
those new ideas in terms of their prior knowledge. Their
misunderstandings about the topic are often revealed (and resolved)
during this discussion stage.
• Students are more willing to participate since they don't feel the peer
pressure involved in responding in front of the whole class.
• Think-Pair-Share is easy to use on the spur of the moment.
• Easy to use in large classes.
 Think, Pair, Share
How can I do it?
• With students seated in teams of 4, have them number them from 1 to 4.
• Announce a discussion topic or problem to solve. (Example: Which room
in our school is larger, the cafeteria or the gymnasium? How could we find
out the answer?)
• Give students at least 10 seconds of think time to THINK of their own
answer. (Research shows that the quality of student responses goes up
significantly when you allow "think time.")
• Using student numbers, announce discussion partners. (Example: For this
discussion, Student #1 and #2 will be partners. At the same time, Student
#3 and #4 will talk over their ideas.)
• Ask students to PAIR with their partner to discuss the topic or solution.
• Finally, randomly call on a few students to SHARE their ideas with the
class.
 Think, Pair, Share
Teachers may also ask students to write or
diagram their responses while doing the Think-
Pair-Share activity. Think, Pair, Share helps
students develop conceptual understanding of a
topic, develop the ability to filter information
and draw conclusions, and develop the ability to
consider other points of view.
 Think, Pair, Share
Uses for think, pair, share
Note check, Vocabulary review, Quiz review,
Reading check, Concept review, Lecture check,
Outline, Discussion questions, Partner reading,
Topic development, Agree/Disagree,
Brainstorming, Simulations, Current events
opinion, Conceding to the opposition,
Summarize, Developing an opinion
 Agenda
I. Introduction: Assessment of Prior Knowledge Using Strategies
1. KWL
2. Think, Pair, Share
II. Strategies & Applications
1. Before, During and After Strategies
1. Quick Write
2. Think Aloud
3. Visualizing and Recording Mental Images
4. I.N.S.E.R.T. Method
5. Think Along Time, Pair, Share
6. One Sentence Summary
2. Word Sort
3. Sentence Frames, Paragraph Frames
4. Anticipation Guides
5. RAFT (differentiation)
III. Conclusion
1. Before, During and After Strategies
2. KWL and Think, Pair, Share (Complete Chart)
3. Where do we go from here?
4. Commit to Try in Classroom
IV. Next PD Session Topic: Using Cues and Questions to Enhance Higher Order
Thinking-Tuesday, March 13th 3:30-5:00pm
1. Before, During and After
Reading Strategies

Diana Roth
Deb Sidener
 Reading and Writing Across the Curriculum
• BEFORE-READING activities should emphasize methods of merging reader,
text,BEFORE-READING
and content--enabling students to set appropriate
activities should reading purposes,
emphasize
recall related prior knowledge, preview and predict what the text will be
methods
about, and selectof merging
reading methodsreader, text,
to suit their and
purposes content--
and the text.
AFTER-READING
Included activities
in these considerations may beshould teach
readers' decisions students
to expand their
enabling
background
DURING-READING students
knowledge torelated
through set appropriate
activities discussion,
should reading
exploration
enable of key
to review
concepts, theirreading.
or related understanding of text, relate new
purposes,
students to recall related
monitor their prior knowledge,
comprehension through
•
ideas to their background knowledge, revisit the
preview
DURING-READING
acomprehension
variety of and predictand
activities
strategies shouldwhat
enable the text will
students
experience to be
monitor
and about,
their
acquire
text to clarify anda variety
through extend meanings,
of strategies make and acquire
and experience
andfix-up
diverse
diverse select
fix-up reading
strategies
strategies methods
to improve their
to to suit
understanding
improve theirtheir
where necessary.
responsible interpretations and criticisms of ideas
•
purposes
understanding and the
where text. Included
necessary. in these
from the
AFTER-READING text, revise
activities their
should teachthinking, apply
students to review the
their
considerations
understanding may
of text, relate newbe readers'
ideas decisions
to their background to
knowledge,
information
revisit to other
the text to clarify texts
and extend and disciplines,
meanings, make responsible and
expand their
interpretations background
and criticisms of ideas fromknowledge
the text, revisethrough
their thinking,
remember
apply crucial
the information learnings
to other for future
texts and disciplines, and application.
remember crucial
related
learnings discussion,
for future application.exploration of key concepts,
or related reading.
 Strategies Placement
Before Reading During Reading After Reading
Mental Images Mental Images Mental Images

Quick Write Think Aloud One Sentence Summary

KWL Think Along Quick Write

Word Sort I.N.S.E.R.T. KWL

Anticipation Guides Quick Write Word Sort

Think, Pair, Share KWL Writing Frames

Word Sort Anticipation Guides

Anticipation Guides Think, Pair, Share

Think, Pair, Share RAFT

RAFT
 Agenda
I. Introduction: Assessment of Prior Knowledge Using Strategies
1. KWL
2. Think, Pair, Share
II. Strategies & Applications
1. Before, During and After Strategies
1. Quick Write
2. Think Aloud
3. Visualizing and Recording Mental Images
4. I.N.S.E.R.T. Method
5. Think Along Time, Pair, Share
6. One Sentence Summary
2. Word Sort
3. Sentence Frames, Paragraph Frames
4. Anticipation Guides
5. RAFT (differentiation)
III. Conclusion
1. Before, During and After Strategies
2. KWL and Think, Pair, Share (Complete Chart)
3. Where do we go from here?
4. Commit to Try in Classroom
IV. Next PD Session Topic: Using Cues and Questions to Enhance Higher Order
Thinking-Tuesday, March 13th 3:30-5:00pm
2. Word Sort
Diana Roth
 Word Sort Reading Strategy

A word sort requires students to classify words

into categories based on their prior knowledge.
It can be done individually or in small groups.
The object is to sort the words into categories by
looking for shared features among their
meanings.
 Word Sort Reading Strategy
There are two kinds of sorts- open and closed.
In a closed sort, students know the categories in
advance. In an open sort, students have to
generate the categories themselves. The open
sort promotes divergent and inductive
reasoning.
 Word Sort Procedure
1) Select 10-25 words from the reading passage.
1) Select 10-25 words from the reading
2) As with all strategy instruction, teachers should model the procedure to
2) Asthat
passage
ensure with . allunderstand
students strategy why andinstruction,
how to use the strategy.
3) teachers
Give the students should
the words onmodel
the board,the
on an procedure
overhead to
3) Give the students the words on
transparency, or on cards. (Cards are quite effective because they may
the
ensure
board, that
on
be shifted around asstudents
an overhead
students understand
think about transparency,
the words and their whyor
relationships.)
and how to use the strategy.
on cards. (Cards are quite effective
4) Allow time for students to categorize the words. They may work
4) Allow time for students to categorize
because
individually or inthey may be shifted around as
small groups.
5) the words.
Students They
should create may
a chart of theirwork
sort. individually or
students
5) Students think shouldabout the
create words
a chart andof their
their
6) Have several students or groups share their categories with the whole
6)
in
sort.Have
small
relationships.)
class. They
several
groups.
should give their
students
rationale for the
or groups
categories they
share
chose.
8) If the word sort was done as a pre-
their categories with the whole class.
7) Students may predict the reading topic.
7) Students may predict the reading
reading activity, give students time to
8) They should
If the word sort was donegive their
as a pre-readingrationale for
activity, give studentsthe
time
topic.
revise their
to revise their categories
categories after they have after they have
read the passage.
categories they chose.
read the passage.
 Word Sort Reading Strategy
The word sort may be used either before or
after reading. Before reading, it serves to
activate prior knowledge; after reading, it
serves to clarify and extend understanding of
conceptual relationships.
 Agenda
I. Introduction: Assessment of Prior Knowledge Using Strategies
1. KWL
2. Think, Pair, Share
II. Strategies & Applications
1. Before, During and After Strategies
1. Quick Write
2. Think Aloud
3. Visualizing and Recording Mental Images
4. I.N.S.E.R.T. Method
5. Think Along Time, Pair, Share
6. One Sentence Summary
2. Word Sort
3. Sentence Frames, Paragraph Frames
4. Anticipation Guides
5. RAFT (differentiation)
III. Conclusion
1. Before, During and After Strategies
2. KWL and Think, Pair, Share (Complete Chart)
3. Where do we go from here?
4. Commit to Try in Classroom
IV. Next PD Session Topic: Using Cues and Questions to Enhance Higher Order
Thinking-Tuesday, March 13th 3:30-5:00pm
3. Sentence Frames,
Paragraph Frames
Mac Moore
Cornell Notes
 Agenda
I. Introduction: Assessment of Prior Knowledge Using Strategies
1. KWL
2. Think, Pair, Share
II. Strategies & Applications
1. Before, During and After Strategies
1. Quick Write
2. Think Aloud
3. Visualizing and Recording Mental Images
4. I.N.S.E.R.T. Method
5. Think Along Time, Pair, Share
6. One Sentence Summary
2. Word Sort
3. Sentence Frames, Paragraph Frames
4. Anticipation Guides
5. RAFT (differentiation)
III. Conclusion
1. Before, During and After Strategies
2. KWL and Think, Pair, Share (Complete Chart)
3. Where do we go from here?
4. Commit to Try in Classroom
IV. Next PD Session Topic: Using Cues and Questions to Enhance Higher Order
Thinking-Tuesday, March 13th 3:30-5:00pm
4. Anticipation
Guides
Mac Moore
 Agenda
I. Introduction: Assessment of Prior Knowledge Using Strategies
1. KWL
2. Think, Pair, Share
II. Strategies & Applications
1. Before, During and After Strategies
1. Quick Write
2. Think Aloud
3. Visualizing and Recording Mental Images
4. I.N.S.E.R.T. Method
5. Think Along Time, Pair, Share
6. One Sentence Summary
2. Word Sort
3. Sentence Frames, Paragraph Frames
4. Anticipation Guides
5. RAFT (differentiation)
III. Conclusion
1. Before, During and After Strategies
2. KWL and Think, Pair, Share (Complete Chart)
3. Where do we go from here?
4. Commit to Try in Classroom
IV. Next PD Session Topic: Using Cues and Questions to Enhance Higher Order
Thinking-Tuesday, March 13th 3:30-5:00pm
5. RAFT
Teresa Lance
 What is RAFT?

 The RAFT technique (Santa, 1988) is a system

to help students understand their role as a
writer, the audience they will address, the
varied formats for writing, and the expected
content.
 A R.A.F.T. is
• An engaging strategy that encourages writing
across the curriculum
• A way to encourage students to:
– Assume a Role
– Consider their Audience, while
– Examining a Topic
– And writing in a particular Format (related to the
curriculum)
 Purpose
• Gives students a fresh way to think about approaching
their writing.
• It occupies a nice middle ground between standard, dry
essays and free-for-all creative writing. RAFTs combines
the best of both.
• It also can be the way to bring together students'
understanding of main ideas, organization, elaboration,
and coherence...in other words, the criteria by which
compositions are most commonly judged.
 R.A.F.T
• Role of the Writer –
– Who are you as the writer? Are you Sir John A.
Macdonald? A warrior? A homeless person? An
auto mechanic? The endangered snail darter?
 R.A.F.T
 Audience –
 To whom are you writing? Is your audience the
Canadian people? A friend? Your teacher? Readers
of a newspaper? A local bank?
 R.A.F.T
 Format –
 What form will the writing take? Is it a letter? A
classified ad? A speech? A poem?
 R.A.F.T
• Topic + strong Verb –
– What's the subject or the point of this piece? Is it
to persuade a goddess to spare your life? To plead
for a re-test? To call for stricter regulations on
logging?
 Sample RAFT
• Math
– Role-math professor
– Audience-a class of college students
– Form-10-minute speech with visual aids
– Topic-ratios
– Verb-defend your opinion
 Samples continued…
• Math
– Role-an accountant
– Audience-his/her boss
– Form-a brochure
– Topic-graphing
– Verb-announce a new and important idea
 Samples continued…
• Science
– Role-a veterinarian
– Audience-governor of your state
– Form-request for funding
– Topic-environmental issue
– Verb-predict one year of the future if things stay
the same
 Samples continued…
• Social studies
– Role-a disabled veteran
– Audience-a wealthy group with money to give
away
– Form-letter of support
– Topic-civil rights
– Verb-inspire your audience to act now
 Practice
• Role-car in a junk yard
• Audience-teen who destroyed the car
• Form-farewell letter
• Topic-take care of your car
Letter to teen who destroyed a car.
Letter to teen who destroyed a car.
Letter to teen who destroyed a car.
Dear sick and disgusting teen driver,
I have but a few days left before I crumble into
the pile of rust at the dump. Because of your
texting and driving, I am forced to lie in the
midst of this rubble. My last wish is that you
learn your lesson, lest you also disintegrate
into a pile of rubble. I hope you never treat
another car as you did me. “Parting is such
sweet sorrow” but this is definitely not true
for me and you. U HMU + I h8t u.
Letter to teen who destroyed a car.
Dear John,
On your 16th birthday, your father surprised you
with me. I was so happy to be with you
especially after I saw the smile on your face.
But then, just a week later, with McDonald
sacks in the backseat, you drove me too fast
on a wet, winding road. All of a sudden, you
hit a deer and I flew into the air and crashed
into a tree. Now I’m sitting in the junk yard
and waiting to be fixed.
 More Practice…
• Read the sketch and label the R.A.F.T.
– What? You need more gas? I just gave you your gas
allowance. You cannot continue to use your gas foolishly.
Gas doesn’t grow on trees, you know. Where does all your
gas go anyway? If you would drive the speed limit rather
than putting the pedal to the metal, you might not waste
so much fuel. And, another thing, get rid of those spoilers
on the back of your car. Why won’t you just ride that nice
bike you have sometimes?! Consider giving your car and
the environment a break every once in awhile. Go park
your car in the garage for two weeks; you’re grounded!
 website
• http://www.writingfix.com/WAC/Writing_Across_Curriculum_RAFTS_Math.htm
 Agenda
I. Introduction: Assessment of Prior Knowledge Using Strategies
1. KWL
2. Think, Pair, Share
II. Strategies & Applications
1. Before, During and After Strategies
1. Quick Write
2. Think Aloud
3. Visualizing and Recording Mental Images
4. I.N.S.E.R.T. Method
5. Think Along Time, Pair, Share
6. One Sentence Summary
2. Word Sort
3. Sentence Frames, Paragraph Frames
4. Anticipation Guides
5. RAFT (differentiation)
III. Conclusion
1. Before, During and After Strategies
2. KWL and Think, Pair, Share (Complete Chart)
3. Where do we go from here?
4. Commit to Try in Classroom
IV. Next PD Session Topic: Using Cues and Questions to Enhance Higher Order
Thinking-Tuesday, March 13th 3:30-5:00pm
V. Conclusion
Teresa Lance

Before, During and After Strategies

KWL and Think, Pair, Share (Complete Chart)
Where do we go from here?
Commit to Try in Classroom
IV. Using Cues and Questions to
Enhance Higher Order Thinking

March 13, 2012

3:30 PM – 5:00 PM
 Resources
Sources: Common Core Standards Initiative (2010)
National Council of Teachers of English (2011)
The Achievement Gap Initiative (2009)
Brockton High School in Massachusetts

http://michigan.gov/documents/mde/Writing_to_Learn_Mathematics_306722_7.pdf#page24

RAFTs Technique (Santa, 1988)

http://www.writingfix.com/WAC/Writing_Across_Curriculum_RAFTS_Math.htm
Think Aloud YouTube Video:
http://blog.guykawasaki.com/2005/12/the_102030_rule.html#axzz1m06MxvdX
 Resources
References for Word Sort

Baumann, J. & Kame'enui, E. (eds.). (2004). Vocabulary Instruction: Research to Practice. Guilford
Press: New York.

Bear, D., Invernizzi, M., Templeton, S., & Johnston, F. (2007). Words Their Way: Word Study for
Phonics, Vocabulary, and Spelling Instruction (4th Edition). Prentice Hall: New Jersey.

Douglas, E. (n.d.). Preparing English language learners for reading comprehension. Retrieved 2008,
January 21, from http://www.learnnc.org/lp/pages/ell-readcomp0708-1#1-3-

Jo Shay, Project CRISS Trainer

Questions or Comments

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