Quick+Write

=Strategy Name: Quick Write =

Strategy Description:
Used as a pre-reading strategy, a quick write is a short written response to a prompt. The quick write can be used to activate background knowledge or connect ideas. The writing is informal with content stressed over conventions.

Course:
•8h grade Applied Communications— a 9 week writing class that all 8th graders take as part of their Fine/Applied Arts rotation. •1 classes of 29 students •Class includes English Language Learners.

Rationale:
**I choose this strategy for these students for several reasons:** •The writing is short and non-threatening to struggling writers. •The prompt gives the student guidance. •The strategy sets the stage for discussion—I can call on those who don’t normally participate (I often roam around during quick writes looking for a gem of an idea from quiet students). •The strategy helps to set a purpose for reading or writing. •The quick write serves as an assessment for where the students are at in regards to a particular topic.

Diverse Learners:
This strategy was nothing but positive for my students. The 1/2 sheet of paper made them very happy--students who normally complain about journal writing breathed a sigh of relief when they saw the 1/2 sheet. I did this strategy with a class of ELLs and they took advantage of hearing the discussions and ading to their quick writes as they got ideas. All learning styles seemed to benefit from this strategy--except kinesthetic. I figure it is such a short activity that even my fidgety kids survived.

Procedure:
•As they walk in, students pick up a ½ sheet of paper with the prompt and space to respond. •Students quietly work on this as a bell ringer—it is on the daily agenda for them to do this. •I read the prompt aloud and clarify any questions once everyone is in the room. •The prompt asked students to think about a belief they used to have as little children—tell how they came to have this belief, when did they stop believing, and why did they stop believing. •When most have finished, we have a discussion of these same prompts. •I collect the quick write after the discussion. •This begins our unit of writing to create a personal essay titled “This I Believe.”

Potential Issues:
•The activity went well. The topic is of high interest and to have the opportunity to think first and put something in writing gives a lot of students the confidence to participate. Long before the students begin to write their own essays, we read a lot of examples. The prompts gave a framework and purpose for these readings. The discussion that followed the writing helped students understand the writing topic and gave them ideas for possible topics. •Some students only responded to the first part of the prompt. I need to think of a way that all students address all the prompts. I might add a pair/share component before the whole class discussion to further promote talk.

References/Materials:

 * **Strategy from:** Stephens, E.C. & Brown, J.E. (2005). //A handbook of content literacy strategies: 125 practical reading and writing ideas.// Norwood, MA: Christopher-Gordon Publisher.


 * In binder: **
 * 1) Quickwrite/thinkpairshare ||