Category Archives: Literacy Strategies from the Field

Quick write (In the Field)

To see my previous post on the quick write literacy strategy you can visit it here.

My experience with quick write… I really enjoy how versatile this literacy strategy is. Because it is intended to gauge a students understanding of a topic, and it helps them in making connections, it can ideally be used in any class. For myself, I used it in a health class that was covering the cycle of abuse. This can be a very heavy topic and it gives the teacher a tool to help gauge student understanding on a complex topic.

A lesson plan that I created using a quick write can be accessed here.

Hot Seat Activity (In the Field)

If you want to know what a Hot Seat activity is or how it works feel free to check out my previous post here.

My experience with Hot Seat… this is a strategy that I would be happy to use in my classroom. The students are given the opportunity to get up and out of their desks and learn through play. More often than not they remember and extract more meaning from the experience. I think that it can also be integrated into all areas of learning. I personally have never used it in the English classroom, I prepared this activity for Science and it could easily be brought in for social studies, math, art, and health.

Here is a lesson plan where I integrated the Hot Seat Activity into a science classroom.


Rubrics are… an assessment tool. It’s given to the student at the beginning of a project to outline the teacher’s expectations and how they will be assessed.

How it works…

  1. The teacher creates a project outline and determines how it is to be assessed
  2. The teacher creates a rubric with criteria that match what is supposed to be assessed
  3. The rubric is given to the students at the beginning of the project
  4. Students complete their assignment
  5. Students present their assignment
  6. The teacher grades the student based on their ability to match the criteria

My experience with Rubrics… I like using rubrics in the classroom because the students know what they have to do to achieve the grade that they like. If they want to get a 2 they know what is necessary and if they want a 4 they know what they have to do. There is no way to argue that they were graded unfairly because it is clearly outlined.

Here is one of my lessons where I used a rubric for an assessment tool.

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KWL Charts

KWL charts are… a great way to assess what your students know, want to know, and what they have learned. I often use this tool to follow my students through the pre-diagnostic assessment phase all the way through to summative assessment.

How to use it…

  1. have the blank chart up on the board
  2. have the topic clearly outlined
  3. First, have the students fill out what they know (K). They can do this individually or as a class.
  4. Then have the students fill out what they want to know or questions they may have (W)
  5. The teacher will conduct a lesson (or a few) on that topic
  6. The students will then fill out what they have learned (L)
  7. and additional thing students can do is fill out what they still want to know by adding in some things that they are still curious about on the topic (S)

My Experience in the field… I found that my students really enjoyed when I used the KWL chart because not only was it a good way to organize their thoughts and prior knowledge, but I made sure to always attempt to answer the questions that the students had no matter how crazy. I was also able to focus the content that I covered based on the information that the students had an interest in.

One of my lessons utilizing a KWL is available here.

Examples of KWL charts…

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