Adding Underwear to our Writing

With conferences and state assessments approaching, I thought I’d pass along another tip related to improving students’ writing.
The following article, “Adding Underwear to Our Writing: Word Study in Writing Workshop,” was shared with me by a coaching colleague, and talks about the creation of word banks as a pre-writing strategy, in order to improve the quality of students’ writing, particularly content area and assessment writing.  Many students, particularly our struggling readers, have vocabularies that do not include words that are precise enough to express themselves clearly – and creating word banks is an adaptation that can help all students strengthen their writing.

Adding Underwear to Our Writing

The 3-2-1 Comprehension Strategy

I’m always on the lookout for great strategies that simply, yet effectively, help students maximize their interaction with text, increasing their comprehension and helping them form a basis for good conversations.

This week, in our meetings with reading coach Cathy Bailey, we were talking about ways to enhance comprehension by increasing student engagement with text.  During this conversation, a teacher mentioned using the 3-2-1 Strategy.  I’m attaching an article that explains this strategy.

The 3-2-1 Strategy can be used with a variety of texts, both fiction and nonfiction – it’s easy to learn and can help students to internalize the habits of strong comprehends.  The basic 3-2-1 strategy involves asking students to share, after reading.

3 – Key Details, or Discoveries, or Summary Points

2- Interesting Things You Noticed

1 – Question You Still Have

Students should work to keep track of these things, during or after their reading.  At the very least, they should know before reading that they’ll be expected to think these things through after reading, even if they’re not taking notes on a graphic organizer during reading.

3-2-1 Strategy