Writing Routines

You can alter existing routines to make them your own.  What makes a routine is doing it over and over again. For example, I changed claim/support/question to Claim/support/elaboration so that the students can learn to develop their thoughts on any writing piece assigned.

  • Think/Puzzle/Explore  This information helps the boys to distinguish between what they know (think) and what they want to learn (Puzzle) which guides their research (Explore). What they learned after research is presented in using Google Presentation, Prezi, etc.
  • Think, Pair, Share this can be used for any activity.  I often use it after reflection writing (for time management:  They all want to share and to be heard, so I have them to pair up and share with a partner or two) then we have open discussion about something that is meaningful to them and maybe what new perspective they have.
  • What makes you say that (evidence-based reasoning) where they have to justify their response. This can be used in open discussion or when analyzing a sentence, paragraph, or writing.  It really helps them to learn how to elaborate to develop their thoughts.
  • Question Starts  I used this to promote inquiry and to look at a topic or skill differently.  It can be used at any time before, during or near the end of a discussion. “What if….., What if we knew…., what are the reasons…., suppose that…., what is the purpose of…., what would change if…, why…, how would it be different if…
  • Headlines My students have a digital writing portfolio where they collect all of their writing such essay, creative, reflection, thinking routines, freelance, and foreign language.  They are required to have a headline for each piece of writing that captures the essence of it (the main idea).
  • Color Symbol Image I have used this after research about a topic to answer a guiding question for project based learning. They choose a color, symbol, and image that best represents what they learned.
  • Claim Support Question:  I have made my own which is claim, support, elaboration, conclusion
  • Here now/There then Used project based learning guiding question:  “What can I learn about the past civil rights struggles to help resolve current issues that still exist today?  They focused on this question in which they answered through research.  It allowed them to gain understanding of civil rights (interest based) women, children, ethnicity, disability
  • Language of thinking helps the students to explicitly identify what their thinking involves and what action they will take as a result. Some examples may include the following:  justify, explore, claim, dissect, assess, judge, weigh