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Kayla Clonts/Family and Consumer Science

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Kayla Clonts/Family and Consumer Science

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1. RAFT helps students understand their writing. It helps them understand the role, audience, format, and topic for each piece of writing. (Fisher & Frey, 2012)
2. Read-Write-Pair-Share is a strategy that I will take away and use with my students.
3. Low-Stakes writing, motivates students to generate ideas quickly with timed writing exercises. It helps students write in every subject. (Minero, 2016)

This module has increased my knowledge on reading and writing in my content area by helping me understand how to break down reading and writing. This will allow the students to be able to understand the content area better in Family and Consumer Sciences. The new information that I have learned in the RAFT method and the low-stakes writing. These new ideas are important to me because it will allow my students to understand the assignments better and will allow for greater success in my classroom. They are important to my future students because Family and Consumer Science classes are very important for a students life outside of school, so it will help them focus on the important things.

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"Students must be taught to write and then be expected to write for a variety of purposes to a variety of audiences, including in mathematics, science, and social studies." (Fisher & Frey, 2015) This quote is important for educators to understand because in every subject, students need to learn how to read and write. This allows for better comprehension from the students.

"Students become more invested in their learning when the answers come from themselves and their peers, rather than their teacher." (Minero, 2016) This is the absolute truth. When students are more invested they want to learn what they are being taught. I feel like low-stakes writing would be beneficial for students, so that they are able to understand their content area, including family and consumer science classes.

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Integrating Writing in Family and Consumer Science Article

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Integrating Writing in Family and Consumer Science Article

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This is an article on the perception of integration of reading skill instruction which will allow for successful writing.  This article is to help teachers understand the overall need for reading in their classrooms for Family and Consumer Sciences. This article shares how important it is for students to have the understand of literacy and reading skills in order succeed in school. This will allow for successful lifelong careers, which is what Family and Consumer Science teachers do. We set the stage for real life for students.  (Polkinghorne & Arnett-Harwick, 2014)

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This video illustrates writing on demand which fully integrates reading and writing. This exercise is only 15 minutes a day for three days a week. There will be a significant growth in knowledge from students in writing and speaking over a 9-12 week period.

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In Family and Consumer Science, opportunities are always presented to the students. Students will need to learn how to read and write recipes for their food classes. Students will need to learn how to read and write for their child development classes and their financial classes. The methods that has stuck out to me in this module will be beneficial for my students learning of new material. I am excited to take these ideas with me that I have learned. The low-stakes writing, read-think-pair-share, and RAFT writings will help my Family and Consumer Classes expand for the learning of my students.

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Fisher, D., & Frey, N. (2012). Writing, Not Just in English Class. Principal Leadership. Retrieved April 21, 2022, from file:///C:/Users/clont/Downloads/Writing%20(1).pdf.

Fisher, D., & Frey, N. (2015, February 23). A Range of Writing Across the Content Areas. Reading Rockets. Retrieved April 21, 2022, from https://www.readingrockets.org/article/range-writing-across-content-areas

George Lucas Educational Foundation. (2016). Low-Stakes Writing and Critical Thinking. Edutopia. Retrieved April 21, 2022, from https://www.edutopia.org/practice/low-stakes-writing-writing-learn-not-learning-write.

Polkinghorne, F., & Arnett-Harwick, S. E. (2014). FAMILY AND CONSUMER SCIENCES TEACHER EDUCATORS’ PERCEPTION OF INTEGRATION OF READING SKILL INSTRUCTION . Online Journal for Workforce Education and Development, VII(1). Retrieved April 21, 2022, from https://opensiuc.lib.siu.edu/cgi/viewcontent.cgi?referer=&httpsredir=1&article=1134&context=ojwed.