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Toolbox
Kempsville Middle School
Need help incorporating these strategies into your
classes? No problem! Contact your literacy coach
Vocabulary
K3C
Word Burst
Frayer Model
Vocabulary Acquisition
Model
Concept Ladder
Reading
KWL
Learning Logs
Anticipation Guide
RAFT
Probable Passages
Cubing
Probable Passages-Math
Literature Circles
About/Point (Quickwrite
Literature Circles Roles
for Summary)
Say Something
INSERT (bookmark I)
(bookmark II)
Concept Ladder
Example
About/Point
MABE: an Explanation
of the Strategy
SOAPS
MABE Notebook
MABE Sentences
MABE Cards
Developing ThinkAlouds for Context
Clues
Academic
Conversations
Writing
SQ3R
Literature Circles
Art Charts
Text Structures: How
Text is Organized
Text Structures: Signal
Words
Text Structure Graphic
Organizers for
chronology
compare & contrast
concept definition
description map
episode
generalization
multiple causes and
effect
cause and multiple
effects
Flat Cube
Art
Business and
Information
Technology
FACS (Teen Living)
Health and PE
Mathematics
Music
Science
Social Studies
Tech. Ed.
World Languages
Socratic Seminars
Philosophical
Chairs
Kaplans Icons for
Depth and
Complexity
Know
Kind of
Know
Clueless
Notes
Word Burst
synonym
definition
sentence
antonym
synonym
definition
sentence
antonym
Frayer Model
Definition in Your
Own Words
Facts and
Characteristics
TERM
Examples
Nonexamples
Roots and
Affixes
Target Word
Related Words
Sentence
Concept Ladder
From Words, Words, Words by Janet Allen
Additional Concept
Ladder Ideas
Concept:
Also called?
Looks like?
Effects of?
Roots of?
Related to?
Caused by?
Seen in?
Connected to?
Examples of?
Eliminated by?
Also called:
Effects of:
Related to:
Caused by:
Seen in:
Connected to:
Eliminated by:
Caused by:
- poor choices
- doing incorrect things
- the actions of others
Seen in:
- faces
- bullies taunting others
- body language
- abuse
- the actions of self
- relationships
- work environment
Connected to:
Eliminated by:
- doing the right thing
- confidence
- kindness
-respectful behavior
MABE
A MABE is a vocabulary strategy developed by Sharon Gray (VBCPS) which takes the student beyond literal denotation
to a metacognitive level of understanding. This is accomplished by linking the word and its literal meaning to a personal
association and justification of that association. B. Enzmann (VBCPS) modified MAB and turned it into MABE by
adding a concrete example. He has found it successful in geometry to use a visual or graphic to extend meaning.
This acronym stands for
M = means
A = is associated with
B = because
E = example
Initially, MABE format is best taught by providing students with a worksheet or in a notebook. Students may elect to use
index cards or notebook paper to create their own notes after becoming comfortable with MABEs format and purpose.
The teacher must model MABE extensively. At first students may only be able to fill in the word blank and what the
word means. Stress must be placed on using the connotation of the word as it is represented in context.
MABEs should NEVER be given in large blocks for independent work. These are high level thinking frameworks that
should be valued by reserving them for important ideas. Independent completion will take time and maturity. MABEs
work well on key vocabulary needed to understand the course. Instructors should always test vocabulary words to be sure
these words are not too abstract for this format.
PROCEDURE:
Enter the word in the first blank and write in the definition of the word after MEANS or IS. Students should be
encouraged to try to write MABEs in sentence form:
An operation is a rule (or body of rules) for processing one or more objects
The class may have to wait to take the MABE to the next level. Further information, research, lecture, etc. may be needed
before students make an association and can justify it. A completed MABE for the term, operation, would look like this:
An operation is (means) a rule (or body of rules) for processing one or more objects and is
associated with addition because you can add numbers from bottom to top-or top to bottom-and
still get the same answer.
Operation is a term that makes a good MABE. All of the information needed could be found in the textbook immediately.
Other terms may need longer. Complete MABEs during the teachable moment.
A completed MABE would look like this
Example
An operation is (means) a rule (or body of rules) for
processing one or more objects and is associated with
addition because you can add numbers from bottom to
top-or top to bottom-and still get the same answer.
1+2+5=8
or 5 + 2 + 1 = 8
MABE Notebook
Page
Number of
Source:
__________
means
Example
because
Page
Number of
Source:
__________
means
Example
because
MABE Sentences
______________________________ MEANS ________________________________________________________
_______________________________________is ASSOCIATED with __________________________________________
__________________________________________________________ BECAUSE ________________________________
____________________________________________________________________________________________________
EXAMPLE __________________________________________________________________________________________
____________________________________________________________________________________________________
______________________________ MEANS ________________________________________________________
_______________________________________is ASSOCIATED with __________________________________________
__________________________________________________________ BECAUSE ________________________________
____________________________________________________________________________________________________
EXAMPLE __________________________________________________________________________________________
____________________________________________________________________________________________________
______________________________ MEANS ________________________________________________________
_______________________________________is ASSOCIATED with __________________________________________
__________________________________________________________ BECAUSE ________________________________
____________________________________________________________________________________________________
EXAMPLE __________________________________________________________________________________________
____________________________________________________________________________________________________
______________________________ MEANS ________________________________________________________
_______________________________________is ASSOCIATED with __________________________________________
__________________________________________________________ BECAUSE ________________________________
____________________________________________________________________________________________________
EXAMPLE __________________________________________________________________________________________
____________________________________________________________________________________________________
MABE Cards
___________________
MEANS
______________________ ___________________
MEANS
______________________
______________________________________________________ ________________________________________________________
_______________AND
IS
ASSOCIATED
WITH _____________AND
___________________________________________________
______________________________________
IS
ASSOCIATED
WITH
___________________________________________________
BECAUSE ______________________________________
BECAUSE
______________________________________________________ ________________________________________________________
______________________________________________________ ________________________________________________________
____________________________________________.
___________________
MEANS
________________________________________.
______________________ ___________________
MEANS
______________________
______________________________________________________ ________________________________________________________
_______________AND
IS
ASSOCIATED
WITH _____________AND
___________________________________________________
______________________________________
IS
ASSOCIATED
WITH
___________________________________________________
BECAUSE ______________________________________
BECAUSE
______________________________________________________ ________________________________________________________
______________________________________________________ ________________________________________________________
____________________________________________.
________________________________________.
11
Sara had an ominous feeling when she woke up, but the feeling was less threatening when she saw
she was in her own room.
Carly is fond of trite, worn-out expressions in her writing. Her favorite is "You can lead a horse to
water, but you can't make him drink."
Anticipation Guide
Description
This type of guide calls for prediction strategies by students. The guide will capitalize on previous
knowledge as well as help to build background for content area reading. It is useful for students
to have some background and experience with the concepts.
Procedure
The following steps will aid the teacher in producing an Anticipation Guide.
Select and read the content passage carefully to identify major concepts that should be featured.
1. Decide which concepts will challenge or support students' beliefs.
2. Write three to five statements based on these key concepts. Draw on students' general
knowledge to create stimulating and thought provoking statements.
3. Display the Anticipation Guide on a flipchart, electronic slideshow, chalkboard, or individual
copy for student reference.
4. Use the Anticipation Guide to conduct class discussion prior to reading or following the
reading. Students must respond with more than a "yes" or "no" answer. They must reason from
past experiences and explain decisions. The whole class can discuss answers as a group, or
individuals can answer first and then discuss in groups. Prior discussion usually promotes
motivation, anticipation, and a connection point for the assigned reading. Follow-up
discussion provides reflection and closure for the reading and impels the reader to substantiate
claims based on the reading.
Adapted from Dr. Judy Richardson, VCU - R. Reigel and T. Lenhart, VBCPS, PAHS
Agree
Disagree
Yes
No
(A)
(B)
K-W-L + Summary
Description
K-W-L + Summary is a graphic organizer which directs thinking, reading, and writing on a
particular topic. The letter K represents the statement: This is what I think I Know about this
subject. The letter W represents the statement: This is what I Want to know about this subject.
The letter L represents the statement: This is what I have Learned about this subject. The plus
summary extends this organizer into a writing activity that spans prewriting, writing, editing, and
publishing in that each student produces a summary of the information learned on the topic as a
reflection activity. (KWL is the work of Paris, Lipson, and Wixson, 1983.)
Procedure
1. PREPARATION: Before Reading or Exploring the Topic
a. To activate background knowledge, the students brainstorm ideas and discuss what
they know about the topic.
b. After brainstorming and discussing, students note on their individual graphic
organizers what they think they know about the topic in the K column.
c. Students categorize information they have generated and anticipate categories of
information they may find in the reading. By creating a sense of expectation at the
outset, K-W-L enhances student awareness of content and how it may be structured.
The categories also enable them to anticipate and relate information from other texts
that may help future research.
d. Students generate questions they want answered as they read. These are recorded in
the W column on their individual graphic organizers. Questions may come from
discussion of K column information or from anything students anticipate being
covered in the reading.
2. ASSISTANCE: During Reading or While Exploring the Topic
a. The reading selection or topic may need to be divided into manageable segments of a
few paragraphs at a time.
b. Students can stop at predetermined intervals and record responses in the appropriate
column on their individual graphic organizers.
3. REFLECTION: After Reading or Exploring the Topic
a. Students discuss what they have learned while reading. Questions developed before
and during reading should be reviewed to determine how they were resolved.
b. If some questions have not been answered, students can be encouraged to seek further
information by reading additional materials.
c. Students write a summary of the reading or topic using the K-W-L + Summary
graphic organizer as a reference. This exercise can be used with a single reading OR
as a preparation activity to introduce a unit (K), an assistance activity to record and
order information (W), and a reflection activity to summarize the entire unit (L plus
summary).
K-W-L Plus: A Strategy for Comprehension and Summarization. Carr and Ogle, Reading Journal, April 1987.
K-W-L Chart
What I Know
What I Learned
16
17
Review the words given by the teacher and place key words in
the appropriate box.
Math Terms
Formulas/Symbols
Things I Understand
Directions
Questions I Have
Things I Understand
Formulas/Symbols
Directions
Questions I Have
18
SAY SOMETHING
Often times, students have trouble focusing on what they are reading. To help students break this habit, Say Something
helps students attend to their reading. This strategy interrupts a students reading of a text, giving the student a chance
to think about what is being read. Students get into groups of two or three and take turns reading aloud. As they read,
they occasionally pause to "say something" about what was read. They make a prediction, ask a question, clarify
confusion, comment on whats happening next, or connect whats in the text to something they know. The reading
partners offer a response to what was said; then a different student continues the reading until the next time they pause
to say something. Teachers can use the chart below as a wholestudents can simply choose a category for response
or they can cut the chart into cards where the kids have to draw one and respond using the bullet stems.
SAY SOMETHING
Make a Prediction
I predict that
I bet that
I think that
Since this happened (detail) then I bet the
next things thats going to happen is
Reading this part makes me think that this
(detail) is about to happen
I wonder if
Make a Connection
This reminds me of
This part is like
This is similar to
The differences are
I never
I also
This character makes me think of
This setting reminds me of
I learned that
I understand that
This character (name) is like (name)
because
Clarify Something
Oh, I get it
Now I understand
This makes sense now
No, I think it means
I agree with you. This means
At first I thought (detail), but now I
think
This part is really saying
Ask a Question
Why
Who is
Why did
Do you think that
I dont get this part
Whats this part about
How is this (detail) like this (detail)
What would happen if
What does this section (detail) mean
Beers, Kylene. When Kids Cant Read: What Teachers Can Do (2002).
19
INSERT
Description
INSERT is an acronym that stands for Interactive Notating System for Effective Reading and
Thinking. INSERT is a strategy that students can use during Guided Reading. It is a study aid
employing a set of symbols which helps the student monitor comprehension of text.
During reading, the student is constantly making decisions about his/her reactions to the text:
I knew that
I dont understand that
I dont agree with that
I must remember that, etc.
These reactions are noted (lightly in pencil) in the margin of the text using a set of symbols. Marks
can easily be erased periodically after completing study and evaluation of the chapter, unit or
semesters work. If this marking cannot be permitted, a strip of paper can be folded over at the top
of the page so that each end lies down the inside margin of the two pages. Marks can be placed on
this strip which can be left in the book until that unit of study is completed.
When introducing this strategy to students, the number of symbols used should be limited to three
or four.
3. If you wish to have students look for certain types of information in a text, you can use other
symbols to vary the use of the strategy. For example:
C = cause
E = effect
W = important vocabulary word
F = fact
O = opinion
Adapted from Vaughn, Joseph L. and Thomas H. Estes. Reading and Reasoning Beyond the Primary Grades. Boston: Allyn &
Bacon, 1988. (136-141)
20
INSERT
!
surprised, wow, oh my
goodness
INSERT
!
surprised, wow, oh my
goodness
INSERT
!
surprised, wow, oh my
goodness
personal connection or
connects to something else
you have read
personal connection or
connects to something else
you have read
personal connection or
connects to something else
you have read
[ ]
[ ]
[ ]
If an idea
= I agree
X = I disagree
+ = Thats new
?? = I dont get it
= Important
___ = new word/key term
If an idea
= I agree
X = I disagree
+ = Thats new
?? = I dont get it
= Important
___ = new word/key term
If an idea
= I agree
X = I disagree
+ = Thats new
?? = I dont get it
= Important
___ = new word/key term
If an idea
= I agree
X = I disagree
+ = Thats new
?? = I dont get it
= Important
___ = new word/key term
22
Technique
SQ3R
Procedure
Values
Survey
Question
Read
Recite
Review
Table taken from Reading to Learn in the Content Areas, Judy S. Richardson and Raymond F. Morgan, 1997
23
Literature Circles
Reading Skills
24
Your job is to develop a list of questions that your group might want to discuss about
this part of the book. Dont worry about the small details: your task is to help people
talk over the big ideas in the reading and share their reactions. Usually the best
discussion questions come from your own thoughts, feelings, and concerns as you read,
which you can list below, during or after your reading. Try to think of fat questions
that promote interesting discussion. You may want to use the words why, how, or if to
start off your questions
Artful Artist
Your job is to draw some kind of picture related to the reading. It can be a sketch,
cartoon, diagram, flow chart, or stick-figure scene. You can draw a picture of
something thats discussed specifically in your book, or something that the reading
reminded you of, or a picture that conveys any idea or feeling you got from the reading.
Any kind of drawing or graphic is okay as long as it shows time and effort; you can
even label things with words if that helps. Make your drawing on the other side of this
sheet or on a separate sheet
Presentation Plan: When the Discussion Director invites your participation, you may
show your picture without comment to the others in the group. One
at a time, they get to speculate what your picture means, to connect
the drawing to their own ideas about the reading. After everyone
has had a say, you get the last word: tell them what your picture
means, where it came from, or what it represents to you.
Literary Luminary
Your job is to locate a few special sections of the text that your group would like to
hear read aloud. The idea is to help people remember some interesting, powerful,
funny, puzzling, or important sections of the text. Under plan for reading, mention
what the passage is about and how it should be shared. You can read passages aloud
yourself, ask someone else to read them, or have people read them silently and then
discuss.
Cool Connector
Your job is to find connections between the book your group is reading and the world
outside. This means connecting the reading to your own life, to happenings at school
or in the community, to similar events at other times and places, or to other people or
problems that you are reminded of. You might also see connections between this book
and other writings on the same topic or by the same author. There are no right answers
here whatever the reading connects you with is worth sharing.
Word Wizard
Your job is to be on the lookout for a few especially important words- new, interesting,
strange, important, puzzling, or unfamiliar words- words that members of the group
need to notice and understand. Mark some of these key words while you are reading,
and then later jot down their definitions, either from the text or from a dictionary or
other source. In the group, help members find and discuss these words.
Idea Investigator
The investigator digs up some background information on any topic related to the book.
This is not a formal research report, however. The idea is to find bits of information
that help the group better understand the character, setting, plot, and theme of the book.
The investigator probes into something that really interests him/her.
Super Summarizer
Your job is to prepare a brief summary of the assigned reading. The group discussion
should begin with the presentation of the summary that includes the key points and main
highlights.
Travel Tracer
When you are reading a book in which characters move around often and the scene
changes frequently, it is important for everyone in your group to know where things are
happening and how the setting may have changed. Your job is to track carefully where
the action takes place during todays reading. Describe each setting in detail, either in
words or with an action map or diagram you can show to your group. You may use the
back of this sheet or another sheet. Be sure to give the page locations where the scene
is described.
26
Comparison and Contrast: Organizes information about two or more topics according to their similarities
and differences. Good questions to ask
1. What items are being compared? What is it about them that is being compared; what general characteristics of
the items form the basis of the comparison?
2. What characteristics do they have in common; how are these items alike? In what way(s) are these items
different?
3. What conclusion does the author reach about the degree of similarity or difference between the items?
Concept/Definition: Organizes information about a word or phrase that represents a generalized idea of a
class of persons, places, things, and events. Text organized in this way defines a concept by presenting its
characteristics or attributes, and sometimes examples of each. Good questions to ask
1. What concept is being defined?
2. What are its attributes or characteristics? How does it work, or what does it do?
3. What examples are given for each of the attributes or characteristics?
Description: Organizes facts that depict specific persons, places, things, and events. These characteristics
do not need to be given in any particular order. Good questions to ask
1.
2.
3.
4.
Episode: Organizes a large body of information about a specific eventthe time and place, specific people,
duration, sequence of incidents that occur, and the events particular cause and effect. Good questions to
ask
1.
2.
3.
4.
5.
6.
Generalization/Principle: Organizes information into general statements with supporting examples. Good
questions to ask
1. What generalization is the author making or what principle is being explained?
2. What facts, examples, statistics, and expert opinions are given that support the generalization or that explain
the principle?
3. Are these details written in a logical order? Why or why not? (Provide examples.)
4. Are there enough facts, examples, statistics, and expert opinion included to clearly support or explain the
generalization/principle? Explain why or why not.
Cause-Effect: Organizes information into a series of steps leading to a specific product; or organizes
information in a causal sequence that leads to a specific outcome. Good questions to ask
1. What process or subject is being explained?
2. What are the specific steps in the process, or what specific causal events occur?
3. What is the product or end result of the process; or what is the outcome of the causal events?
27
after
finally
initially
now
then
afterward
first
later
on (date)
third
as soon as
following
meanwhile
preceding
today
before
for (duration)
next
second
until
during
immediately
not long after
soon
when
as well as
compared with
however
in the same manner
similar to
yet
as opposed to
different from
instead of
likewise
similarly
both
eitheror
in common
on the other hand
still
generally
that is
in other words
thus
is characterized by
typically
across
behind
down
near
outside
under
along
below
in back of
next to
over
appears to be
beside
in front of
on top of
such as
as it is often called
consequently
led to
this led to
as a result of
first
shortly thereafter
when
althoughnevertheless
conclusively
furthermore
in fact
never
therefore
accordingly
consequently
for this reason
in order to
next
thus
as a result of
effects of
how to
is caused by
so that
whenthen
always
first
generally
it could be argued that
not onlybut also
third
because of
for instance
however
moreover
often
truly
begins with
first
ifthen
may be due to
therefore
29
Concept/Definition
Example
Characteristic
Concept or Topic
Characteristic
Example
Example
Characteristic
Example
Example
Example
31
Description Map
FACT
FACT
TOPIC
FACT
FACT
Episode
Place
Duration
events
Time
Episode
Cause
Effect
person
person
person
33
Generalization/Principle
Generalization/Principle
Example
Example
Example
34
Effect
Multiple Causes
35
36
Art Chart
ART CHART
Directions: As you read each paragraph, think about the information youre reading,
and draw what comes to mind. Dont worry about how great or bad of an artist you
are; just doodle and absorb the information. Happy Drawing!
Paragraph
1.
2.
3.
4.
continued on the
next page
37
continued from
the previous page
5.
6.
7.
8.
9.
38
Learning Logs
Learning Logs are a simple and straightforward way to help students integrate content,
process, and personal feelings. They are especially powerful for developing
metacognitive processing skills. Learning Logs are an effective method for supporting
students capacity to learn from writing rather than writing what they have learned.
The most common application of Learning Logs is to have students make entries in their
logs during the last five minutes of class. Short frequent bursts of writing are more
productive over time than are infrequent, longer assignments. You can join in the writing
process to reflect on your teaching, note thoughts about your students, preserve anecdotes
about their interaction with that days material and their developing capacities.
To stimulate student thinking, question stems can be written on the board, or kept on a
page at the back of their log books. The following types of stems are useful starting point
for the learning log process.
Another option is to write four or five key words on the board based on the days lesson.
Ask students to free write about the words for several minutes.
You can collect the logs from time-to-time, read through them and share written
comments with their students. This helps build stronger relationships with students and
provides an excellent way to informally assess how well the class is doing.
You can use these prompts to get started with learning logs.
39
When I think of
, I think about
Some things I already know/think I know about
If I were in
, I might see/hear
Based on
, I predict that
40
RAFT
What is it?
The RAFT strategy (Santa, 1998) employs writing-to-learn activities to enhance understanding of
informational text. Instead of writing a traditional essay explaining a concept learned, students
demonstrate their understanding in a nontraditional format. This technique encourages creative thinking
and motivates students to reflect in unusual ways about concepts they have read. RAFT is an acronym
that stands for
Audience.
Format.
Topic.
Who will be reading this writing: the teacher, other students, a parent, people in the
community, an editor?
What is the best way to present this writing: in a letter, an article, a report, a poem?
Who or what is the subject of this writing: a famous scientist, a prehistoric cave
dweller, a reaction to a specific event?
The RAFT strategy forces students to process information, rather than merely write out answers to
questions. Students are more motivated to undertake the writing assignment because it addresses
various learning styles.
How could it be used in your instruction?
This writing-to-learn strategy engages students in explaining what they know about a topic and
elaborating on the topic in a fun way.
How to use it:
1. Think about concepts or processes that you want students to learn from reading a selected
passage. Consider how writing in a fun way may enhance students understanding of the topic.
Include fun topics to write about in learning logs.
2. Brainstorm possible roles students could assume in their writing.
3. Decide who the audience would be as well as the format for writing.
4. After students have finished reading, identify the role, audience, format, and topic (RAFT) for
the writing. Assign the same role for all students, or let them choose from several different
roles.
Back to table of contents
41
Cubing
Cubing is a student-centered, active teaching strategy that helps the learner examine content
material from a variety of perspectives. A physical cube is constructed and labeled on all sides with
question stems. (See example below.) During this activity, content area vocabulary and concepts are
discussed or used as writing prompts by tossing the cube to a student who must insert the word or
concept in the question stem and then answer the question posed by the cube. Or the teacher may
show the entire class each side of the cube and ask them to write whatever ideas come to mind. (A
comparison of pre-reading and post-discussion writing can help students become aware of how much
they have learned and of changes in their understanding.) It is recommended that discussion or initial
writing be limited to two to five minutes of response per side. At this point, the student IS NOT trying
to make an in depth comment on each question stem. S/he is making a quick comment based on
his/her perspective and knowledge of the area being questioned.
Cubing can be used as a preparation activity to activate previous knowledge or as a reflection
tool to help bring closure. Consequently, all sides of the cube should be used whenever possible. In
some cases, however, you may find that one or more sides of the cube must be omitted because it does
not "fit" the topic.
Cubing is also useful as a prewriting strategy to explore a chosen topic or narrow a topic for
writing. Writing generated through cubing should not be graded; it should be used as a tool for selfdiscovery. Papers completed after a unit of study can help to determine if there are areas of confusion
or if important ideas have been missed.
Procedure
1. The cube is made by covering a box with light colored paper (five inches tall by seven inches wide
by six inches deep works well). On each side of the cube clearly print in large letters one of the
question stems listed below. Or, cubes can be made by each student and used in pairs or groups (see
the following example template).
2. The questions stems may use other phrases to accommodate different content areas; however, these
are the most commonly used stems.
Describe It: Look at the subject and describe what you see: colors, shapes, sizes, memories
Associate It: Of what does it make you think? What comes into your mind? It can be similar
things, or you can think of different things, different times, places, or people. Just let your mind
go and see what associations you have for this subject.
Analyze It: Tell how it is made. (You don't have to know; you can make it up.)
Apply It: Tell what you can do with it. How can it be used?
Argue For or Against It: Go ahead and take a stand. Use any kind of reasons you to-want to
whether they be rational, silly, or anywhere in between.
Flat Cube
Describe It
Apply It
Compare It
Associate It
Analyze It
Argue for or
Against It
43
About/Point
This strategy asks the students to restate what the passage is ABOUT and to list the
details or POINTS that support the response. Students can create About/Point study
sheets similar to the following example.
The reading is ABOUT:
44
SOAPS
SUBJECT
OCCASION
AUDIENCE
PURPOSE
SPEAKER
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Discipline?
Students can
keep a log of personal reactions to the material being studied (expressive writing)
write your own description of a concept covered in the class each day (informative and
expressive writing)
write notes to the teacher asking questions about concepts, homework, class issues (teachers
can respond individually or in a class) (informative and expressive writing)
chart such things as sports statistics, analyze them, and write about them as a sports column,
news report, or a play-by-play analysis (informative writing)
read and write about famous authors, teachers, etc. in the discipline (informative writing)
interview and write about how adults use (your subject area) in their lives (informative
writing)
answer quantitative questions such as What method is better? or What product is better?
(persuasive writing)
write comparison/contrast pieces with the help of Venn diagrams that highlight how
products, costs, etc. are different or how they are the same (informative writing)
select an artifact from the subject matter being studied and write an article from its point of
view or from the objects owner describing what life is or has been like (informative and
imaginative writing)
become a famous person in the discipline and recommend a certain action (such as an athlete
recommending a change in contract negotiations, etc.) (persuasive writing)
compose a letter to the editor on real issues in your discipline and send it to an appropriate
newspaper (persuasive writing)
read and write about a current or historical controversial issue in order to make it relevant to
todays students (persuasive and informative writing)
compose a tall tale or super-hero story based on real figures in your discipline (imaginative
and informative writing)
keep a log of front page headlines (from your discipline) to use as chapter titles for a best
seller (imaginative and informative writing)
keep a learning log or journal of their work and understanding (expressive writing)
write about where and why they made a mistake in problem solving (informative writing)
write notes to the teacher asking questions about concepts, homework, class issues (teachers
can respond individually or in class) (informative and expressive writing)
pose a theoretical question, such as, What would happen if there were no zero?, and ask
students to write about the ramifications
chart sports statistics, analyze them, and write about them as a sports column, news report, or
a play-by-play analysis (informative writing)
write numerical equations in a sentence or paragraph and trade with a partner to test the
correctness of their instructions (informative writing)
interview and write about how adults use mathematics in their lives (informative)
answer quantitative questions such as What method is better? or When is this method
better? (persuasive writing)
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47
keep a log of personal reactions to the material being studied (expressive writing)
write up experiments, keeping notes about procedures and writing reflections about the
process and results (technical writing)
become an animal and write about the animals existence (informative and imaginative
writing)
report what has been learned about the environment in a class newspaper (printed or recycled
paper, of course) filled with facts (informative and persuasive writing)
read and write about famous (or not so famous) scientists (informative writing)
interview and write about adults who use science in their lives (informative writing)
compose science fiction to project possible futuristic worlds based on todays research
(informative and imaginative writing)
write and send letters taking a stand on specific environmental issues (persuasive writing)
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Studies?
Students can
keep a log of personal reactions to the material being studied (expressive writing)
compose autobiographies of their own counterparts for a different historical timee.g., the
life of a middle-class teenager who lived in India 200 years ago (informative and imaginative
writing)
write comparison/contrast pieces with the help of Venn diagrams that highlight how things
today are both different and the same (informative writing)
select an artifact from the time being studied and write an article from its point of view or
from the objects owner describing what life is or has been like (informative and imaginative
writing)
write letters to historical figures, posing questions and exploring past events
compose a letter to the editor on real social issues and send it to an appropriate newspaper
(persuasive writing)
read and write about a current or historical controversial issue in order to make it relevant to
todays students (persuasive and informative writing)
compose a tall tale or super-hero story based on real political figures (imaginative and
informative writing)
keep a log of front page headlines to use as chapter titles for a best seller (imaginative and
informative writing)
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keep a sketchbook/journal about the artistic process and the material(s) being used
(expressive and informative writing)
keep a sketchbook/journal and explain the artistic process, keeping notes about the process
and writing reflections about the process and results (technical and informative writing)
write a critique about their artwork or that of another artist (informative and imaginative
writing)
become an artist and write an artists statement about their work of art (informative and
imaginative writing)
read and write about famous (or not so famous) artists (informative writing)
interview and write about artists who live in their community (informative writing)
become an art critic and write a review about a famous or not so famous work of art
(informative and technical writing)
explain the art criticism process and record their analysis and interpretation of a work of art
explain how the creative process in art is similar to the creative process in science
(informative writing)
write and send letters taking a stand on specific aesthetic/philosophical issues (persuasive
writing)
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How can I help students use writing to learn Family and Consumer
Science (FACS)?
Students can
observe a child for an hour, and write a reflection about what you observed
write a foreign foods report about the customs, social trends, food history, geography,
indigenous cuisine, etc. of a certain country, area, or culture
shadow a chef, child care worker, teacher, interior designer, seamstress, etc., and write a
reflection about what you learned during the shadowing experience
write an evaluation of a product you created during a lab (foods, design, child care, etc.).
create a marketing plan, advertising packet, press packet, etc. for a product
write a resume and cover letter for a career in the FACS field
write questions for guest speakers about their position, educational background, work-related
tasks, etc.
take on the persona of a food critic, and write a restaurant review for some type of periodical
or Internet site
interview someone in the FACS industry and write an article about what you learned in the
interview
Ed.?
Students can
write up projects, keeping notes about the procedures and writing reflections about the
process and results
write notes to the teacher asking questions about concepts (teachers can respond individually
or in a class
write how they will respond to a customer who is not pleased with the work they have
performed (choose something related to this class)
interview and write about how adults use woodworking skills in their lives
explain what type of credentials (license, courses, etc.) are needed to become qualified to
work in this field
write about a relative or someone they know who works in this trade or industry
write about the amount of money they would need to start their own business
keep a log of front page headlines to use as chapter titles for a best seller
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& PE?
Students can
create a magazine on a health topic that must include at least a feature article and an editorial
on the article
create a book jacket for a lifetime health book that will persuade potential readers to buy the
book
write a stretching routine for an activity or game as well as the benefits of each exercise
write about the similarities and differences between the striking patterns found in two
different sports skills
write an ad for a new exercise machine that connects to the improvement of all the healthrelated fitness components and how that connection will change an individuals body
composition
interview and write how family values and beliefs influence health practices and behaviors
conduct a survey on health-related apps and write about the benefits of their use
write how the Internet has affected mental and physical health
take on the persona of a famous doctor who has found a cure for a disease and convince a
pharmaceutical company to market the cure
survey what breakfast foods students are eating and write about which of those foods are
healthier
write about the vaccines that sixth graders are required to have to enter middle school and the
importance of those vaccines
research their familys medical history and develop a lifelong plan of action to combat the
risk factors
compose a letter to a student who struggles with conflict and give advice on conflict
resolution strategies
write about a concern students face in regard to substance abuse and send it to the school
counselor
write a mini-process paper explaining how their instrument (or voice) makes a sound
write mini-process paper explaining the proper posture on their instrument (voice)
write using this prompt: Youve been hired by the local newspaper as a music critic. Write
about a concert, or one of the many TV shows that feature musical performances, and
critique the musical acts.
write descriptive papers or word pictures as a reaction to listening to a new piece of music
o describe in words the mood created by music
o convey the mood and the emotions created by the music
write a description or script for a specific piece of classical music (substitute classical for
any other genre)
write an exchange of letters between two composers who represent different types of periods
or schools of music
study the theme song of a TV show or movie and write about how it fits the show or movie
keep a listening journal, writing about their daily experiences of listening to music
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Write about the most important things the ensemble needs to work on to improve for the next
performance.
Write about two specific things you will commit to work on to improve your next
performance. Yes, practice, but how, what will you practice, how will you figure out what
you do not yet understand?
Write about what the piece (selection, solo, melody, and rhythm) is about
1. Have students listen to a piece of music and then write a description of what they heard, the
instruments that were heard, the melody line, and what the music sounded like. This helps
students with their listening skills, which are important because they need to hear what the
group. Students need to be able to listen so they will come in with their own part at the right
time, at the right tempo, and with the right volume and intensity.
2.
3. Once these questions (or more) are answered, students will organize their sentences into
paragraphs in a logical sequence.
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Languages?
Students can
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Information Technology?
and
Students can
write a reflection on the need for keyboarding skills at the beginning of the course and at the
end of the course.
exchange letters with other keyboarding classes (or other classes in general, thinking crosscurricularly)
research a career of interest and write a reflection of what they learned or create a portfolio
for the career
develop questions for guest speakers about their position, educational background, workrelated tasks, etc.
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Sample
Prompt Frames
Sample
Response Frames
For example,
In the text it said that
One case showed that
An example from my life is
For instance,
According to
An illustration of this could be
On one occasion
In this situation
To demonstrate,
In fact,
Indeed,
such as
Have you ever?
In other words
I believe that
An analogy for this might be
It is important because.
Its similar to when
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continued from
the previous page
Paraphrase
Concept
Academic Conversations: Classroom Talk that Fosters Critical Thinking and Content Understandings (2011)
by Jeff Zwiers and Marie Crawford
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