Math

Interestingly, the greatest impact of our instructional routines on student perform­ance is in math. We receive emails frequently from teachers we have trained. “I’m amazed! My stu­dents have started using the vocabulary of math in class discussions.” …

“I am so surprised at how much my students’ quiz and test scores have improved since they started writing to learn math.”

“Our pass rate on state competency test in math exceeded 90percent for the first time.”

“The achievement gaps for ethnic groups and special-needs students are quickly disappearing.”

Our current action research report on UNDER­STAND­INGS bears this out. Math stu­dents who write in their journals a minimum of three times a week experience sig­nificant growth on tests of knowledge about math.

Two critical-thinking journal strategies stand out in these positive reports from teach­ers of math: 1) Quad Cluster and 2) Analogy. When there is a target answer in a quad cluster, teachers iden­t­­i­fy it for students.  For example, in the cluster

quotient, product, divisor, sum

students write 2-3 sentences explaining how “divisor” is the different term. Then in 2-3 more sentences, they explain how the other three terms are alike. Likewise, teach­­ers provide all parts of an analogy such as

prime : 1, 5, 11 :: composite : 4, 8, 14

In 4-5 sentences, students explain how the first two parts (prime : 1, 5, 11) and the second two parts (composite :: 4, 8, 14) relate to one another in similar ways.

In both of these journal strategies, students show mastery of key terms from two or more core standards.

Whether your students use writing in learning math on hard cop­ies of UNDER­STAND­­­INGS or online (Fall 2014) at www.mysatori.com, they engage intently in writing-based learn­ing from the first day.

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Science

In the study of science from earth science to chemistry to human anatomy, students ben­efit significantly from both the Writing to Win UNDERSTANDINGS and STRUC­TURES instructional routines.…

UNDERSTANDINGS: Science students who write what they are learning in their journals a minimum of three times a week experience significant growth on tests of knowledge about science.

STRUCTURES: When science students write extended reports of new know­ledge based on assigned and found reading texts, they analyze and reflect on the information more deeply and retain it longer. In our client schools, teach­ers of sci­ence prompt their students to complete a Writing Cycle in each se­mester of study. The four writing pieces of a Writing Cycle, then, become a paper trail of stu­dents’ in-depth journey through the science curriculum for that semes­ter.

In both the short writing of UNDERSTANDINGS and the extended writing of STRUC­TURES, students give evidence of strong engagement in analyzing and respond­ing to stan­dards of science.

Whether your students use writing to learn science on hard cop­ies or online (Fall 2014) at www.mysatori.com, they en­gage intently in writing-based learn­ing from the first day.

 

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Social Studies

In the study of social studies from civics to geography to history, students benefit significantly from both the Writing to Win UNDERSTANDINGS and STRUCTURES instructional routines.…

UNDERSTANDINGS: Social studies students who write what they are learning in their journals a minimum of three times a week experience significant growth on tests of knowledge about social studies.

STRUCTURES: When social studies students write extended reports of new know­ledge based on assigned and found reading texts, they analyze and re­flect on the information more deeply and retain it longer. In our client schools, teach­ers of social studies prompt their students to complete a Writ­ing Cycle in each semester of study. The four writing pieces of a Writing Cycle, then, be­come a paper trail of stu­dents’ in-depth journey through the social studies curriculum for that semester.

In both the short writing of UNDERSTANDINGS and the extended writing of STRUC­TURES, students give evidence of strong engagement in analyzing and responding to social studies standards.

Whether your students use writing to learn social studies on hard cop­ies or online (Fall 2014) at www.mysatori.com, they en­gage in writing-based learn­ing from the first day.

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English Language Arts

In the study of the English language arts, students benefit significantly from all three Writing to Win instructional routines: UNDERSTANDINGS, STRUCTURES and PAT­TERNS.…

UNDERSTANDINGS: ELA students who write what they are learning in their journals a minimum of three times a week experience significant growth on tests of knowledge. For example, if the student journals focus exclusively on knowledge about literature, student performance on tests of literature significantly increases. This applies to the study of language skills, vocabulary and writing, too.

STRUCTURES: When ELA students write extended reports of new know­ledge based on assigned and found reading texts, they analyze and reflect on the information more deeply and retain it longer. In our client schools, ELA teachers prompt their students to complete a Writing Cycle each nine-weeks. Each Writing Cycle focuses on one genre of writing: argument (opinion), in­form­a­tive/ex­plan­a­tory or narrative genres. The four writing pieces of a Writing Cycle, then, become a paper trail of stu­dents’ in-depth journey through the ELA curriculum each nine weeks.

PATTERNS: ELA language students, using the PATTERNS rou­tine, benefit from it two-fold. 1) The study of key terms of language skills helps them learn the vocabulary of English grammar and usage. They, therefore, significantly improve their performance on tests of English language skills. 2) The oral, written and kinesthetic practice of more mature sentence patterns using sentence-combining puzzles transfers immediately to their writ­ten expression in all subject areas.

In the short writing of UNDERSTANDINGS, the extended writing of STRUC­TURES, and the sen­tence-combining practice of PATTERNS, students give evidence of strong engagement in analyzing and responding to standards of read­ing, writing, speaking-listening and language skills.

Whether your students use writing to learn ELA on hard cop­ies or online (Fall 2014) at www.mysatori.com, they en­gage in writing-based learn­ing from the first day.

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CTAE

In the study of career, technology and agricultural education, students benefit sig­nif­i­cantly from both the Writing to Win UNDERSTANDINGS and STRUCTURES in­struc­tional routines.…

UNDERSTANDINGS: CTAE students who write what they are learning in their journals a minimum of three times a week experience significant growth on tests of knowledge about those courses.

STRUCTURES: When CTAE students write extended reports of new know­ledge based on assigned and found reading texts, they analyze and reflect on the information more deeply and retain it longer. In our client schools, CTAE teachers prompt their students to complete a Writing Cycle in each semester of study. The four writing pieces of a Writing Cycle, then, become a paper trail of stu­dents’ in-depth journey through the CTAE curriculum for that semes­ter.

In both of the short writing of UNDERSTANDINGS and the extended writing of STRUC­TURES, students give evidence of strong engagement in analyzing and respond­ing to CTAE standards.

Whether your students use writing to learn CTAE standards on hard cop­ies or online (Fall 2014) at www.mysatori.com, they en­gage in writing-based learn­ing from the first day.

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The Fine Arts

An important complement to acquiring the skill and art of musical and artistic performance, writing increases students’ understanding of their art. The more students can explain about their art, the greater their confidence in performance.…

Therefore, students benefit sig­nif­i­cantly from both the Writing to Win UNDERSTANDINGS and STRUCTURES in­struc­tional routines.

UNDERSTANDINGS: When Fine Arts students record what they are learning in their journals a minimum of three times a week, they talk about their creative development more articulately and perform significantly better on tests of knowledge in their fine-arts courses.

STRUCTURES:  When Fine Arts students write extended reports of new know­ledge based on assigned and found reading texts, they analyze and reflect on the information more deeply and retain it longer. In W2Win schools, Fine Arts teachers prompt their students to complete a Writing Cycle in each semester of study. The four writing multi-paragraph pieces of a Writing Cycle, then, become a paper trail of stu­dents’ in-depth journey through the Fine Arts curriculum for that semes­ter.

In both short writing of UNDERSTANDINGS and extended writing of STRUCTURES, students give evidence of strong engagement in analyzing and respond­ing to standards for their fine-arts classes.

Whether your students write to master fine-arts standards on hard cop­ies or online (January 2015) at www.mysatori.com, they en­gage in writing-based learn­ing from the first day.

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Health and Physical Education

In health and physical education, frequent writing enhances students’ knowledge of good health and physical performance, especially in team sports. It follows, then, that students benefit significantly from both the Writing to Win UNDERSTANDINGS and STRUCTURES instructional routines.…

UNDERSTANDINGS: Insightful teachers find ways for health and physical education students to record what they are learning in their journals a minimum of three times a week. In physical edu­cation classes students often store they journals in covered bins and pull them out to record their version of instruction their teachers provide in strategies and techniques of team sports. In health classes students keep their journal writing in class notebooks or in journals stored in class.

STRUCTURES: When health and physical education students write extended reports of new know­ledge based on assigned and found reading texts, they analyze and reflect on the information more deeply and retain it longer. In W2Win schools, students complete a Writing Cycle in each semester of study. The four multi-paragraphs pieces of a Writing Cycle, then, become a paper trail of stu­dents’ in-depth journey throughout a semes­ter of health and physical education.

Whether your students write to master fine-arts standards on hard cop­ies or online (January 2015) at www.mysatori.com, they en­gage in writing-based learn­ing from the first day.

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Foreign Language Study

Foreign language classes offer the ideal curriculum for frequent writing as a way to learn. At first students write what they know and understand about the culture of their target language and their understanding of the initial lessons of the curriculum.…

Eventually, the short writing migrates to the target language with the multi-paragraph writing not far behind. It then follows that students benefit sig­nif­i­cantly from both the Writing to Win UNDERSTANDINGS and STRUCTURES in­struc­tional routines.

UNDERSTANDINGS: When students of any foreign language record what they are learning in their journals a minimum of three times a week, they perform learn substantial information about their target language and culture of its native speakers. They also score significantly better on tests of knowledge in their language courses.

STRUCTURES: When foreign language students write extended reports of new know­ledge based on assigned and found reading texts, they analyze and reflect on the information more deeply and retain it longer. In W2Win schools, foreign language teachers prompt their students to complete a Writing Cycle in each semester of study. The four multi-paragraph pieces of a Writing Cycle, then, become keepsake products of their person excursions through their study of the target language for that semes­ter.

Whether your students write to master foreign language standards on hard cop­ies or online (January 2015) at www.mysatori.com, they en­gage in writing-based learn­ing from the first day.

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