CCSS.ELA-LITERACY.CCRA.R.6

Assess how point of view or purpose shapes the content and style of a text.

Strategy: Exit Slip (Bridges)

Detailed Description: Exit slips encourage students to answer a critical thinking question and to reflect on what they have learned. They also provide teachers feedback on how well students have understood a lesson. These can be used to guide the next lesson and tell teachers what they need to revisit and what the students have completely grasped.

Practical Application: At the end of a lesson about the author’s background and purpose for writing The Kite Runner, high school students complete an exit slip that addresses one thing that they learned in the lesson as well as one question that they have concerning the lesson.

TRAP: This strategy was published in Improving Adolescent Literacy  by Douglas Fisher and Nancy Frey in 2011. It was written to give teachers and teacher candidates the tools they need to help all students work toward mastery of literacy and comprehension of content area texts. It explains how exit slips can be used in a variety of ways including individually, in pairs or groups, verbally, in writing, etc.

Fisher, D. and Frey, N. (2011). Improving Adolescent Literacy. Boston, MA: Pearson.

Strategy:  Question and Answer Relationship (Freeman)

Detailed Description:Using questions to gain a deeper understanding of the book. Teachers ask students questions that relate to their reading and the students answer the teacher. Then, after some time, the students will ask the questions.

Practical Application: The teacher can ask a question or a series of questions that pertain to the reading that was done. The student’s response, whether orally or through writing, will show the teacher how well they know the information. Critical thinking questions can be used to check for a deeper understanding of a text.

TRAP: This strategy is relevant because it allows teachers to see if their students are understanding a text. New teachers can read this article and see why current teachers use this strategy. The article is written for new teachers with the purpose of understanding why this strategy is so frequently used in the classroom. 
(n.d.) Retrieved March 1, 2015, from http://www.sde.ct.gov/sce/lib/sde/pdf/curriculum/section7.pdf