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My writing instruction has not been focused enough on how to write. I have relied too much upon students learning to write by writing. In my wishful scenario, I would write lessons that have students look at smaller details, such as sentence structure (Graham, et al., 2013). My students would learn to consider the audience when selecting words during writing and would learn strategies for revision that they would apply throughout the writing process (Graham, et al., 2013).

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Bozeman. (2013). Practice 7 - Engaging in Argument from Evidence. Retrieved April 14, 2016, from https://www.youtube.com/watch?v=9RJeVY0-WrA

Bozeman. (2013). Practice 8 - Obtaining, Evaluating and Communicating Information. Retrieved April 14, 2016, from https://www.youtube.com/watch?v=yYxlrkGvicc

Electronic Lab Notebook Introduction Video - The KineMatik ELN. (2013) Retrieved April 14, 2016, from https://www.youtube.com/watch?v=iJ59I9uOdI0

Graham, S., MacArthur, C. A., & Fitzgerald, J. (2013). Best practices in writing instruction. New York, NY: The Guilford Press.

Hicks, T. (2013). Crafting digital writing: Composing texts across media and genres. Portsmouth, NH: Heinemann.

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With the digital lab notebooks, differentiation will be more seamless. Students will have immediate access to translation tools and Google images to support English Language Learners in their writing. By using Google Docs for writing, I will be able to check in on students more often during the writing process, allowing me to give more timely feedback. This will enable me to support the writers who have had too many negative writing experiences (Graham, et al., 2013). I can use technology to give support and positive reinforcement. The use of digital lab notebooks will also support students with physical disabilities who struggle with hand-written communication skills (Graham, et al., 2013). It will be a more supportive environment if all students are using technology rather than singling out a few with modifications and assistive technology. In my wishful scenario, student writing will be collected and assessed using digital portfolio, allowing the focus on writing to be showing growth and sharing writing as a way to communicate with others. In my wishful setting, I would customize my internet resources to direct students to particular resources automatically, rather than student selecting from a huge list of resources.

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I currently rely most upon written feedback on student writing to provide differentiation. This allows me to ask students the questions they need to prompt them to growth in their need areas. By responding to student writing individually, I can be sure that each student is receiving the appropriate feedback. This is a time consuming practice and I cannot be sure students will fully understand what I write or follow through with making changes based on my comments. I am also able to use student computers and my websites to provide a range of reading and writing resources to be made available to students based on ability levels.

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Modern writers use a wide range of technologies to communicate. Using technology, students can learn to select the best modality for communication for their particular message and intended audience. This means students need to practice working with videos, audio recording, selecting photographic images, and using words in a variety of formats (Hicks, 2013). Students would examine mentor texts in the content area, watch masterful communicators give presentations using media in a powerful way, and experiment with creating their own unique combinations of technology tools to communicate (Hicks, 2013). Social media would be used in the context of learning so that students can learn the potential power of being connected to a worldwide learning community (Hicks, 2013).

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Having already established an environment that us supportive and safe, I will be able to take the next step in collaborative writing, using Google Docs (Hicks, 2013). Students will learn how to give to feedback and receive feedback from peers (Graham, et al., 2013). By opening up the communication, students will receive more feedback more often than just from the teacher. Also, but the experience of reading the writing of others, students can learn more about what works and what doesn't work in their own writing. By giving feedback, it forces one to be a critical reader, and this skills translates to ones own writing as well (Graham, et at., 2013).

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In my perfect scenario, students would get to use technology that works well together to create digital lab notebooks. Since the purpose of writing is to communicate, having a paper lab notebook limits the amount of communication one can do (Graham, et al., 2013). But also, using technology should enhance a task, not make it more cumbersome, so having programs that integrate and work well together would make the use of lab notebooks a natural choice, just like they are in industry.

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Electronic Lab Notebook Introduction Video - The KineMatik ELN

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Video summary of the benefits of Electronic Lab Notebooks and the unique benefits of the KineMatik Electronic Lab Notebook. Length 2 1/2 minutes

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Our district has transitioned to the NGSS, so we are working on vertical alignment for all our standards, including writing in science. Additionally, a cross-curricular committee has constructed a research standard and rubric that will be used in all subject areas to teach and assess informational writing. Consistency in the standards communicated to students will help students see that writing is essential in all subject areas and many career fields, not just something they do in English class.

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Students work collaboratively to communicate in science, sharing ideas using words, numbers, and images. Creating a community of learners who work together toward a common goal of communicating with each other about science builds the purpose of writing into the environment. This combination of collaboration and authentic writing increases motivation.

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Be Sure To Click On This Document Below To Open It

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This is How We Communicate Scientific Knowledge

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This is How We Communicate Scientific Knowledge

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No, I Teach Writing. We Don't Do Science Without Writing.

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No, I Teach Writing. We Don't Do Science Without Writing.

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You're a Science Teacher, Not a Writing Teacher!

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You're a Science Teacher, Not a Writing Teacher!

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Scientists Produce Written Reports and Posters as Part of their Work; Students Must Too

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Scientists Produce Written Reports and Posters as Part of their Work; Students Must Too

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from Bozeman Science Video

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The Scientific Process Relies Upon Written Communication to Transmit Data and Ideas

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The Scientific Process Relies Upon Written Communication to Transmit Data and Ideas

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from Bozeman Science Video

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Bozeman Science explanation of NGSS Practice 8

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Bozeman Science explanation of NGSS Practice 8

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Scientists spend more than 50% of their work time reading and writing texts!

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Practice 8 - Obtaining, Evaluating and Communicating Information

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Bozeman Science explanation of NGSS Practice 7

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Bozeman Science explanation of NGSS Practice 7

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Practice 7 - Engaging in Argument from Evidence

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Practice 7 Engaging in Argument from Evidence

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Practice 7 Engaging in Argument from Evidence

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The study of science and engineering should produce a sense of the process of argument necessary for advancing and defending a new idea or an explanation of a phenomenon and the norms for conducting such arguments. In that spirit, students should argue for the explanations they construct, defend their interpretations of the associated data, and advocate for the designs they propose. (NRC Framework, 2012, p. 73)

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																Practice 8 Obtaining, Evaluating, and Communicating Information 									

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																Practice 8 Obtaining, Evaluating, and Communicating Information 									

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Any education in science and engineering needs to develop students’ ability to read and produce domain-specific text. As such, every science or engineering lesson is in part a language lesson, particularly reading and producing the genres of texts that are intrinsic to science and engineering. (NRC Framework, 2012, p. 76)

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Part Four: Address how the CCSS has/might impact your writing instruction (or other standards that impact your teaching of writing). 

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Part Four: Address how the CCSS has/might impact your writing instruction (or other standards that impact your teaching of writing). 

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In science my school district is using the Next Gen Science Standard. There are Practices within the NGSS that address writing. For example, practice 7 is about using evidence to make an argument. In science fields, this is generally done as a form of writing, either in a paper or as a poster. The technical writing involves learning the format, rules and language for creating this special type of writing. In practice 8 students communicate about scientific topics in a less specific way, but learn how to read and analyze text in order to assimilate information and critique the validity of someone's argument. The ability to read and write in science is essential in the scientific process. This is how information is transmitted, shared and built upon.

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Part Three: Discuss the role of differentiation in writing instruction by addressing the following questions:  How do you currently provide differentiation in your writing instruction? How would you provide differentiation in your“desired” writing instruction?

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Part Three: Discuss the role of differentiation in writing instruction by addressing the following questions:  How do you currently provide differentiation in your writing instruction? How would you provide differentiation in your“desired” writing instruction?

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Part Two: Based on the readings, discussions, and class activities describe what you would change about your current writing instructions. This should be a “wishful” scenario. Think big—pretend that you have no restrictions on resources- what would writing instruction look like in your classroom if you could dream BIG!

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Part Two: Based on the readings, discussions, and class activities describe what you would change about your current writing instructions. This should be a “wishful” scenario. Think big—pretend that you have no restrictions on resources- what would writing instruction look like in your classroom if you could dream BIG!

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Describe your current writing instruction in the classroom/school/district

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Describe your current writing instruction in the classroom/school/district