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WAC Activities for Grades 6-12
Quick Writes
These are short pieces of writing designed to focus students’ thinking. Teachers can use quick writes to:
- assess prior knowledge before instruction in order to set the stage for new information. Read these “Entrance Slips” anonymously before instruction to set the stage for new ideas. (create a list of keywords, a list of questions, 3 things I know/don’t know)
- give students time to write briefly on the day’s topic before contributing to class discussions.
- pause in the middle of instruction to check for understanding, or to make connections and predictions. (paraphrase, ask a question)
- summarize main points, form opinions, or reflect on what was
learned after instruction. (“Exit Slip” 3-Things I Learned, 2- Things I Wonder About, 1- Thing I Could Teach Someone Else)
- Evaluation tips:
- First, model “incomplete”, “adequate”, and “excellent” responses (check minus, check, check plus). Look for content, quantity, appropriateness, elaboration, etc.
- Assess as complete/incomplete, correct/incorrect, or trade for peer
review.
- Evaluate content only, never for grammar.
Journals or Learning Logs
Journals and logs give students an informal place to explore and interact with class content. Students can:
- summarize newly acquired knowledge.
- write vocabulary terms in your own words.
- define what was most interesting or confusing.
- create a list of questions or possible topics for future research.
- explain math or science problems or terms in writing.
- make connections (between new information and prior knowledge, experiences, or opinions).
- write your own study or test questions (trade for peer response).
- Evaluation tips:
- Define grading requirements. Well-kept journals could be a boost to the final grade or could be given a test grade status.
- Choose only one part to grade at a time.
- Use notebooks or loose leaf binders to hold work.
- Respond to entries; highlight insights; comment in margins.
- Write to content-focused prompts for homework.
- Take notes during lectures.
- Double-Entry Explorations
- These are more involved journal entries, in which the paper is divided into two columns. On opposing sides of the column students can:
- list math problems, theories, science experiments, vocabulary words, student or teacher generated questions, drawings, copied or summarized passages from text, etc.
- explain importance, draw connections, make applications to real life, solve problems, create a running list of questions, re-write in their own words, etc
- Journal Evaluation Tips:
- Define grading requirements. Well-kept journals could be a boost to final grade or could be a given test grade status.
- Evaluate content only, never for grammar.
- Collect a different half or third of your students’ journals at a time.
- Consider using a loose-leaf binder to more easily collect writing.
- Ask students to highlight favorite entries before turning in journals.
- Occasionally respond with your own writing or comments. Use different color highlights for most thoughtful entries, ideas for possible exploration, or needs more attention.
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