Note and Note Again and Again Notice and Note Again and Again

* This is Role 3 in a series on how to utilise the signposts from Kylene Beers and Robert Probst'sObserve and Note to inspire pupil writing. Hither are parts ane and 2.

In Notice and Note, Beers and Probst make this important observation:

As you recall about each of these signposts, you'll see that they appear non only in texts but also in our lives. When your significant other mentionsonce again and over againthat the garbage needs to go out, there'south a subtext to that message—and it has to do with ascension acrimony! When the friend who always checks on yous suddenly begins to ignore you, then thecontrast with what expect, thecontradictionof an established pattern, makes you wonder what is wrong. If you're at present a parent, you lot can wait back on those long talks with your own parents non every bit "another boring lecture" but as your parent'southward attempt to spare you some pain, to impartwords of someone wiser. When a friend asks y'all what your teen thought of the party that weekend, you suddenly realize—aha—that your teen's sad face up over the weekend tells you she hadn't been invited. (74)

As Beers and Probst point out, the reason that the signposts are and so ubiquitous in the texts we read is considering they are ubiquitous in our lives. Afterward all, fine art imitates life.

And then how do we get students to see this?

As I started thinking nearly a model for how to utilize the signposts equally invitations for writing, I went back to what I know is an essential element in the workshop model—quickwrites. Regular, preferably daily, opportunities to explore ideas in their author's notebooks, quickwrites build fluency and confidence. These "writing territories," as Nancie Atwell calls them, also serve every bit an important resource for students, equally they later describe upon these initial notes and wondering to write longer pieces.So if I want my students to write personal pieces of writing that explore how the signposts use to their ain lives, I need to become students thinking and writing virtually those personal connections in their notebooks. Below are a few of the quickwrite prompts I've come up with for each signpost, any of which could be broken down and expanded upon into multiple quickwrites.

SIGNPOST	QUICKWRITE PROMPT
Words of the Wiser	Make a list of all the people in your life yous consider wise or knowledgeable. Then choose one and explicate how this person is wise. Requite students a list of "wise words" from literature or other sources (i.e. proverbs) – choose one and reflect on the extent to which it is truthful. What "saying" or piece of advice practise you lot most often get from your parents? Another family member? When I need advice near ______, I turn to ______, because ______. Accept students read these "10 Comforting Words from Dumbledore," cull one or more to write about.
Retention Moment	What was your favorite memory from this by summertime? From two summers ago? Four summers? Etc. List the almost important people in your life. Adjacent to each person, write downwards a specific moment you shared together. When I was ______, I remember feeling / thinking / seeing ______. (Repeat) Read the picture bookRoxaboxenby Alice McLerran, then inquire students to reflect on what moments in their ain babyhood it makes them think about. Some other neat read loud is the picture bookThe Relatives Cameby Cynthia Rylant to get students thinking about family memories.
Aha Moment	Make a list of something you learned when you were ______ years old. Repeat for other ages. Draw a large lightbulb in your notebook. Fill it with important things yous've learned in your life and then far. I used to call back _____, but now I realize ______. What helped me realize this was ______. Read students
Contrast & Contradiction	Think of a time you were watching a moving-picture show or tv, or reading a book, and describe a moment you were shocked by some twist in the plot or decision by a grapheme. What was so surprising? Same as above, but instead, call up of a time when a friend or family unit member surprised you by their actions. Draw a full-body self-portrait. Draw a line downwardly the middle. Consider how someone or some group views you versus how you view yourself. On one side, list words that y'all recollect others would use to draw y'all. On the other side, list words y'all would apply to describe yourself.
Tough Question	Brainstorm a list of "big questions" about life. For case, how do nosotros bargain with grief? How practise we know when nosotros fall in love? Etc. Describe a time when y'all wondered about one of these "big questions." Brand a listing of difficult decisions y'all've had to make in your life.
Again and Once more	List some of the activities y'all've done since you were a child (i.due east. sports, clubs, music, reading). Cull an action in your life and describe why it's important to y'all / why you've stuck with it (repeat). List some traditions you accept with family or friends. Describe why a particular tradition is and then of import to you / worth keeping (repeat).

It's easy to run across how whatever one of these quickwrite prompts could exist serve as the discipline for a writing piece. On the other hand, each of these prompts can also serve simply as a first, an entryway, into some larger or more than circuitous thought. At this point, I retrieve I would like to get out the actual focus of the longer piece of writing up to each student. It volition all depend, on some degree, on what they are able to unearth in the prewriting they do in their notebooks, and hopefully, these quickwrite prompts will serve every bit an important part of that process.

I typically start each class period either with a quickwrite or a booktalk (in a 43-minute menstruation, it's tough to detect time to do both each day, though sometimes I am aggressive 🙂 ). My thinking is that I will rotate through the quickwrites for each signpost so that students have "something down" in their notebooks for each. Then, when we begin our writing workshop session, they will have some notes on each of the signposts and can choose from a wider terrain of ideas.

Of course, one time students take an idea of what they want to write, they'll need some boosted mentor texts to study. That's where I'll head in my side by side post… until and then, let me know if you accept any ideas in the comments below.

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Source: https://triciaebarvia.org/2015/08/01/notice-note-then-write-quickwrites/

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