Quick Writes

Description: Quick writes are short writing activities that stem from
prompts created by the instructor. The instructor provides a prompt for
the students, gives them a few moments to brainstorm some ideas, and
then the students write quietly by themselves for a given amount of
time. This can last anywhere from 1-2 minutes to 7-10minutes,
depending on the purpose and time constraints in the classroom. This
strategy helps develop writing fluency, critical thinking, and reflection

How does it help readers?

Reading
Reading
Making
Comprehension: In
Reflection: Writing
Connections: By
order
to
solidify
after reading gives
writing about what
comprehension
of
a
students
a
chance
Since quick writes are so versatile, they can be used
they virtually
read, students
text,
students
need
to
think
through
canteacher
make should
anytime in any content area. Before the lesson, the
to do something
what theyve read
connections
other
create
a writing topic forwith
students
write about. Then, whentothe
it after to
theyre
and create their own
concepts.
time
comes
in the lesson,
show reading.
the students in atexts
placeorthat
finished
thoughts
on the
When wea write,
we
everyone
caniseasily
see Quick
and read.
few key
writesYou
givecan even include
text. Reflection
a
have like
to think
students
time and
vocabulary
frames
that you would
to see
key part of words or sentence
critically
about
opportunity
to
sort
comprehension,
and
them
use in the
quick write. Give students a minute to think of a
topic, and thinking
whatto begin writing.
quick
give and thenthrough
their writes
response,
ask them
Allow as much
critically is a skill all
theyve read and
students a chance
time as you think necessary,
and
to share need
what to
they
respond
to then
it in aask them students
to focus solely on

How does it work?

Double-Entry Journals (DEJ)

Description: A double-entry journal is a note-taking technique used to
encourage critical thinking in students by asking them not only to take
notes on what they read or hear, but also to make connections and
apply that information to another area. They can be used for readings
both in and outside of class.

How does it help readers?

Reading
Comprehension:

Synthesizing: By

Making

Connections: What
taking notes and
A
distinguishes
DEJs
making
connections
student
Teacherswho
can either create
a standard
worksheet to
hand out to
from
traditional
while
reading,
takes
notes
while
students
before
reading,students
or students
can create their
own T-chart in
note-taking
have a
reading
will
their journals. The left-hand
column
is labeled as What
I read
and
techniques
is the
summary
of the
retain
and
the
right-hand
column istext.
labeled
I can
make to
reflective
second
After Connections
this, they
comprehend far
column.
Students
can thenWhile
practice
this/Applying
this knowledge.
students read,
they take
notes
can be asked to
by comprehension.
more
than
a of the chartsynthesizing
in
both
sides
to maximize
make textual
writing
a
short
student who
connections to
paragraph
reads without
themselves, other
synthesizing the
taking notes. It
texts, or the world
reading.
also helps
around them.

How does it work?

Word Sorts
Description: Word sorts can function as an anticipatory activity or
as a formative assessment to gather data on how students
conceptualize and understand various vocabulary terms. Word
sorts can be openmeaning students create their own categories
or closed, where categories are previously established and
students must manipulate the words to fit them.

How does it help readers?

Vocabulary
Introduction:

When introducing a
new units
vocabulary,
students can
demonstrate not
only their current
understanding of
the terms through
an open sort, but
also how well that
understanding
allows them to

Making
Connections: In
order to complete a
word sort, students
have to connect
various concepts, as
well as determine
what makes them
different. Through
this, students must
think critically about
vocabulary and
develop a deeper
understanding of it.

Good for all

readers:
Many reading
activities may seem to
target only specific
groups of readers, but
word sorts are
beneficial for all
readersfrom the
strongest readers in
the class to an English
langue learner. They
encourage creative
thinking and give
valuable information

How does it work?

To begin, students are given a baggie or envelope filled with
various vocabulary terms and asked to lay them out on their desks.
In an open sort, students can sort the terms however they like, or
what they think makes the most sense. In a closed sort, the
teacher has already created the categories into which the students
must sort the terms. Students can either do this activity
individually, in partners, or in small groups. There is also
opportunity to discuss how some students grouped their words
after the initial sort, and words can be sorted multiple times.

Frayer Model

Description: The Frayer Model is an instructional technique

specific to vocabulary and key concepts to help students
conceptualize and add context to new terms. Students may use
them to take notes on main concepts of a unit throughout the unit,
or as an anticipatory/reflection activity at the beginning and end of
a unit.

How does it help readers?

Word Knowledge:
The Frayer Model forces students
to go beyond a basic
understanding of a word and
leads them to a deeper
understanding of its meaning.
With such an understanding,
students wont just be
memorizing ittheyll be learning
it. Vocabulary is the greatest
predictor of academic success in
students, and by introducing
them to new vocabulary in ways
that allow them to truly learn it

Making Connections:
When students know the
definition of a word, they can
recite it to you. But when they
truly know it, they can make
connections to other words and
concepts, which the Frayer Model
encourages. Because students
must describe the word in four
different ways, including
synonyms and antonyms, they
must connect their learning to
other tops and vocabulary.

How does it work?

Students are given a worksheet with a large square or rectangle

printed on. The Rectangle is divided into four quadrants with a
place for the term
the middle
of them.
Theteacher
quadrants
stand
Description:
Readinalouds
are times
for the
to read
a for:
Definition,
example,
non-example,
and
picture,
they can
selected
text
to the students,
so that
they
may although
receive the
be changed without
to fit students
needs ifthe
necessary.
Students
begin
information
going through
more difficult
taskcan
of doing
by filling
out to the
best of model
their ability,
and then
returning
to it
the
actualit reading.
Teachers
good fluency
skills,
and give
later
to add
or change
to the
what
theyorhad
in without
the beginning.
This can
students
a time
to enjoy
story
text,
the frustration
give
servecome
as a formative
assessment
or exit slip as well, to show
that may
with reading
for some readers.
teachers what holes they may still need to fill.

Read Alouds

How does it help readers?

Fluency:
In order to become a fluent
reader, students need to see
fluency in action. Readers can
see how a fluent reader
incorporates expression, volume,
pacing and phrasing, as well as
accuracy into their reading, which
can be extremely beneficial to
students. Its vital that teachers
practice reading a text aloud
before the read aloud, so that
modeling is effective.

Comprehension:
If a reader is struggling to
decipher the words on the page
before him/her, they do likely not
understand anything they are
successful in reading, either.
During a read aloud, students are
able to simply soak up the text,
and have a chance to find
meaning within it that they
otherwise would have missed if
being left to read it all on their
own. This raises their overall
confidence while working with the

How does it work?

During a read aloud, the teacher selects a text or passage from a

text and reads it out loud to the class. As stated above, it is
imperative that teachers models strong, fluent reading to truly help
students get something out of the activity. During this, the class
can either be instructed to take written notes, or be thinking about
a question posed prior to the reading. Afterwards, teachers should
give students time to think or jot down their thoughts before asking
them to share or discuss the reading.

Think-Write-Pair-Share
Description: This activity can be used throughout lessons, and is
an effective way to eliminate Initiate-Response-Evaluate (IRE)
questions from the classroom. By giving students time to think
about their responses and talk about them before sharing out to
the entire class, the fear associated with being called on in class is
removed, and all students must participate.

How does it help readers?

Writing to Learn:
TWPS gives student
the opportunity to
write about what their
thinking and learning
in a way that
promotes more
thinking. Teachers
may even want to
encourage more
writing after sharing
to allow students to
add to their thoughts
after hearing different
ideas from their peers.

Making
Connections:
By getting a chance
to talk with their
peers, students are
exposed to more
ways of thinking,
and are more likely
to make a new
connection than if
they were to only
work individually.

Comprehension:
Students learn by
working together,
and by sharing ideas
with a partner, they
are able to
understand the
content more
concretely than if
they were simply
asked to answer a
question out of the
blue.

How does it work?

At any time during a lesson, teachers can stop to ask the class a
question. They do not ask for an answer straightaway, but instead
turn to the students and ask them to think about their answer to
the question for a few moments. Then, once the teacher has given
the signal, they are asked to write it down. After this, the students
turn to a designated partner and share what they wrote down. The
students discuss for a few moments, and then share out to the
class when prompted. It can be used as formative assessment to
assess understanding.

Text-Tagging
Description: Text-tags are used mark up a text to show important
phrases, questions, or any other type of annotation that teachers
might want students to document while reading. It encourages
students to show their thinking during reading, so that after
reading they can leave with a more thorough understanding of
what they have read.

How does it help readers?

Comprehension: When
students use text tags, they are
forced to remain active and
engaged in their reading,
especially with informational
texts. Text tags ask students to
stay vigilant while reading, and
because of that, they
comprehend more of what they
read. When looking back on the
text later, students will be able to
see their thinking visible on the
page, and revisit that same
thinking they had the first time.

Making Connections:
Depending on what tags the
students use, they can be made
to make great connections while
reading. A star next to a sentence
could identify a place in the text
that reminded them of another
text, or perhaps even an event
going on in the world around
them. These connections are
invaluable towards
comprehension, as well as
moving past the stage of just
memorizing information and

How does it work?

Before the reading is handed out or assigned, teachers write a few

symbols on the board for all students to see. Its best to use only
three or so, so as to not overwhelm students and keep them
focused instead. Then, assign meaning to the symbols. Perhaps an
exclamation point signals an aha! moment in the reading, or a
star is something they found to be most important in the text. Ask
the students to then read the text using these symbols.

Sentence/Paragraph Frames

Description: Sentence/paragraph frames are starters provided for

students to use to begin their writing. They often frame the main
ideas of what teachers want students to write, and provide support
and scaffolding to students who may have trouble starting their
writing, or are not English language proficient.

How does it help readers?

Writing to Learn: WTL is
an extremely effective
instructional strategy, but for
some students it can be very
difficult to get their thoughts
onto paper. Sentence frames
still allow them to show and
explain their thinking, but
with the scaffolding and
support to make sure it is
syntactically correct and
organized in a way that
How does it

Builds Language
Proficiency: For students who
are not English language
proficient and struggle
particularly with academic
language (as most do) writing out
their thoughts can be a very
daunting task. Through sentence
frames, correct, clear English is
modeled for them at the
beginning of the paragraph, or
sentence, and they have a
jumping-off point that shows

work?

During a writing assignment, teachers can pass out a worksheet

with the paragraph frame on it. To be discreet and prevent
students from feeling singled-out, the actual text students are to
read or instructions for the activity can also be on the worksheet.
Each sentence has only a few starter words, and then blank lines
for the students to fill in themselves, with guiding words along the
way (such as because, also, or any conjunction) to further the
thought. Sentence frames can also come in the form of a running
list of sentence beginners or common phrases for students to keep