Details and examples are one of those areas that students have struggled with when writing. Being able to cite details and examples is a skill that is valuable in reading, writing, thinking, and speaking. What are some of the things we might want to make sure students learn when we ask them to think about details and examples? We might want them to know what kinds of things are details: facts, quotes, statistics, firgurative language, the information in a visual, sensory details, and more. We also want students to know some of the things they can do with details: compare and contrast ideas, support a point of view, oppose a point of view, make a decision, describe a character, make inferences, make prediections, and more. As always, I’ve got a pdf copy for you – just print it out and share it with your students (and fellow educators).
I’ve included the PowerPoint with directions and a template that is ready to modify for your own use.
Click here to get the pdf. Don’t forget to run this on one sheet of paper for a one-pager (front and back) content card.
I’ve written basic directions and examples for using exit slips in your classroom.
Don’t let this idea slip away!
A quick-write is a literacy strategy that can be used in any content area. In this activity you give students a topic or let them choose one of their own and then give them five minutes or so to write quickly about the topic.
I’ve included brief directions for using Quick-Writes with your students and an example of how to have students fill in their writing logs.
This quick overview gives a couple of ideas for having students write about data from a line graph.
In this pdf, I’ve included examples of analysis questions for two different line graphs. Both of these are for the elementary level. For each set of questions, I’ve also included a large size of the graph that you can project and/or give students as they work to answer these questions.
Remember the Success Sequence: Draw, Talk, Write. Have the students use the visual and talk about the answers – preferably in a structured way as you call out the question. Then have students write about the graph.