I’ve written a lot about the value of scaffolded writing frames for students – English Language Learners and those who are proficient in English – to use when they are responding to prompts. As my colleague Lara Hoekstra says, “As long as we’re clear that these are some ways to write, not THE ways to write, they can be helpful.”
Some of the teachers at our school met today, and shared the different writing frames we use. They’ve given me permission to share them here, and I’m also including links to previous posts where I’ve shared different related ideas (you can lot of other resources at The Best Posts On Writing Instruction). Please share your own in the comments section:
The Text-Evidence Strategy That Changed My Classroom is from Scholastic and is also about RACE.
I’ve previously shared an example of how I scaffolded an ABC writing prompt (Answer the question, Back it up with a quotation, make a Comment & Connection). Based on the conversation we had today, I made some minor, but important changes. I have a picture of the revised version here, and you can download both the old and new versions here (the new version is the second one in the file).
This next one is from my talented colleague Nichole Scrivner – the well-known PEE frame is simple and effective:
Here’s a short excerpt from “They Say, I Say” (see a link earlier in this post) that Lara Hoekstra gives to students so they can use it as the “Back it Up With A Quotation” part of the ABC writing frame (or as the “Q” in the “PQC” – Make a Point, use a Quotation to back it up, and make a Comment):
Nicole Simsonsen shared a strategy called T-BEAR:
T- Topic Sentence
B- Brief Explanation/Bridge to Examples
You can find lots of examples and graphic organizers illustrating T-BEAR online. Here’s an image of one she uses:
You can download the next three examples here.
Jen Adkins shared her own version of an ABC response:
Jen also adapted an excellent strategy from our colleague Chris Coey to help students develop an “analytical paragraph.” Also note the strategic way they have students highlight different parts of their paragraph to help them self-analyze if they are placing a higher priority on the “commentary and context”:
Mary Osteen shared a sheet her students use to provide peer feedback. However, she gives it to them as they are writing, so it functions as a writing frame scaffold, too:
As you can see, I’m pretty luck to be able to work with such talented and generous educators!