Rationale:
This strategy is extremely helpful across the content area for a variety of reasons. First, using a quick write can help students activate prior knowledge before beginning a lesson or unit which helps students begin to engage in the content. Students may also refer back to their quick write to connect previous learning and present learning.This may be previous learning in another class, or previous learning in another chapter or unit.Also, this strategy is helpful to teachers as a quick assessment of student knowledge. Using a quick write will help the teacher adjust instruction to fit the needs of the students. Courses in which it could be implemented:
This strategy can be implemented across all the content areas, and may be useful for more than just pre-reading, but also during-reading and after-reading. Diverse learners:
This strategy is good for students who are linguistic learners, who learn the best through using language. It could be adapted to include visual learners if they are permitted to draw pictures to tap into their background knowledge. Also, this strategy would be great for ELLs if they are allowed to use their native language, draw pictures, or are given sufficient about of time to write in their second language. Procedure: Click for Worksheet 1.The teacher gives a question or statement related to the content for students to respond to through writing. 2.Students are given usually about 5-7 minutes to respond, without worrying about punctuation or spelling. 3.After the given amount of time, students share their writing with a partner or with the whole class. Potential Issues: One potential issue that may result when using this strategy is that some students may have no background knowledge for the question or statement presented to the teacher, whereas some students may have lots. This will leave some students disengaged and possibly distracting others.A potential solution is to have them work with a partner, or allow them to draw if they are not comfortable with writing. References
Knipper, K., & Duggan, T. (2006, February 1). Writing to Learn across the Curriculum: Tools for Comprehension in Content Area Classes. Reading Teacher, 59(5), 462-470. (ERIC Document Reproduction Service No. EJ738030) Retrieved April 26, 2009, from ERIC database.
Quick Write
Rationale:This strategy is extremely helpful across the content area for a variety of reasons. First, using a quick write can help students activate prior knowledge before beginning a lesson or unit which helps students begin to engage in the content. Students may also refer back to their quick write to connect previous learning and present learning. This may be previous learning in another class, or previous learning in another chapter or unit. Also, this strategy is helpful to teachers as a quick assessment of student knowledge. Using a quick write will help the teacher adjust instruction to fit the needs of the students.
Courses in which it could be implemented:
This strategy can be implemented across all the content areas, and may be useful for more than just pre-reading, but also during-reading and after-reading.
Diverse learners:
This strategy is good for students who are linguistic learners, who learn the best through using language. It could be adapted to include visual learners if they are permitted to draw pictures to tap into their background knowledge. Also, this strategy would be great for ELLs if they are allowed to use their native language, draw pictures, or are given sufficient about of time to write in their second language.
Procedure: Click for Worksheet
1. The teacher gives a question or statement related to the content for students to respond to through writing.
2. Students are given usually about 5-7 minutes to respond, without worrying about punctuation or spelling.
3. After the given amount of time, students share their writing with a partner or with the whole class.
Potential Issues:
One potential issue that may result when using this strategy is that some students may have no background knowledge for the question or statement presented to the teacher, whereas some students may have lots. This will leave some students disengaged and possibly distracting others. A potential solution is to have them work with a partner, or allow them to draw if they are not comfortable with writing.
References