Chapter 7 and 14

Question 1

Writing to learn reseach

Answer 1

Writing and learning have not been researched.
Writing to learn is an educational practice in which teachers assign students writing with the intention of helping them to understand subject matter

Question 2

Reflective writing

Answer 2

The first approach, which we call reflective writing to learn, learning Logs KwL. Shorter writing was more effective than longer

Question 3

Second writing non

Answer 3

The second approach to writing to learn, which we call writing to learn in informational genres, involves students in writing nonfiction

Question 4

Examples of writing prompts

Answer 4

What did you learn from this activity? How did you learn it?
What have you learned about __________ that you did not already know? For me, the most important ideas in today’s lesson were . . . What was the most difficult part of this reading/ activity? What I want to learn next is . . .
Something that I still find confusing is . . . What do you think is the importance of [this topic]? In math: Did you use any learning/ problem-solving strategies? What made you use them? In math: I missed question # ____

Question 5

Metacognitive

Answer 5

Metaognitive Prompts? “What don’t I understand yet?”

Question 6

Three types of text

Answer 6

The Common Core State Standards initiative identifies three main types of texts that students should learn to write, two of which are the focus of this section: “arguments” and “informative/ explanatory texts”

Question 7

Pieces of an Argumentative essay

Answer 7

several pieces of evidence; elaboration of evidence (describing the evidence or telling why it supports the claim); presentation of both sides of an issue (counterclaims); evidence for the counterclaim; rebuttal of the counterclaim; and a conclusion (Klein & Samuels, 2010).

Question 8

Explanation

Answer 8

An explanation is a kind of text that makes an idea understandable to a reader

Question 9

Disciplines

Answer 9

WRITING TO LEARN IN THE DISCIPLINES

Question 10

Heuristic

Answer 10

The Science Writing Heuristic (SWH) incorporates practical laboratory work with peer group reading, discussion, and writing. It is particularly effective for low-achieving students, who benefit from integrating writing with talk

Question 11

SWH methods

Answer 11

1. Exploration of preinstruction understanding through individual or group concept mapping.
2. Prelaboratory activities, including informal writing, making observations, brainstorming, and posing questions.
3. Participation in laboratory activity.
4. Negotiation phase I— writing personal meanings for laboratory activity (e.g., writing journals).
5. Negotiation phase II— sharing and comparing data interpretations in small groups (e.g., making a group chart).

Question 12

Spelling

Answer 12

Spelling and handwriting, once staples of general education, now occupy an ever-smaller portion of the elementary school curriculum .

Question 13

Settings

Answer 13

There will continue to be many settings in which fluid, legible handwriting and correct, automatic
spellings are essential; and there is evidence that these fundamental processes make important contributions to overall reading and writing ability. But these skills are not casually attained.

Question 14

Spelling week

Answer 14

Spelling words for the week. Provides little information for the words

Question 15

Vocabulary

Answer 15

Interestingly, this vocabulary approach to spelling is an unconscious re-creation of a method commonly used in 19th-century U.S. schoolhouses—

Question 16

Generalization

Answer 16

Generalization Due to the widespread belief that our spelling system is too complex and disorderly to teach, a memorization approach to spelling has often been dominant in U.S. education— and as we have seen (above) persists for some teachers today.

Question 17

Spelling Systemative

Answer 17

Since English spelling is largely systematic, many spelling basals began to offer lists of words that were organized to highlight patterns within the system.

Question 18

Ability construct

Answer 18

In the array of skills a writer must use effectively, one of the most important is the ability to construct sentences.

Question 19

Combination

Answer 19

Only one approach to teaching sentence construction skills has received the sustained attention of researchers.

Question 20

Formulating

Answer 20

first, writers need instruction in formulating a concept of what a written sentence is and the syntactical options that are possible when producing a sentence.

Question 21

Second Oh my got this is one sentence

Answer 21

Second, once the sentence formation and reformation process becomes more familiar through sustained, systematic practice, the overall cognitive strain a writer experiences while writing is reduced, allowing attention to shift to other writing tasks such as awareness of audience needs, what constitutes good writing, or how to navigate writing processes.

Question 22

Style

Answer 22

Style in writing is literally a writer’s way with words (Nemans, 1995).

Question 23

Thomas

Answer 23

Mrs. Thomas Examples 1. Sentence Combining 2nd Grade

2. !0th grade Sentence fragments

Question 24

Syntax

Answer 24

As the research suggests , sentence combining is an effective technique to increase students’ ability to manipulate syntax.