My Exit Ticket Process
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Students self-assess their ability to answer the question before
the lesson begins.
Students are reminded to think about the question as they
learn.
Teacher scans students’ answers to determine if any re-teaching
needs to happen
Before learning about a topic, students read a posted question
about the topic out loud.
Students are given five (or so) minutes to write a thoughtful
answer to the question once the learning has happened.
Students learn about the topic from the teacher and provided
resources.
What pushed your
thinking?
What new ideas do you
have now?
What did you really like
about the lesson today?
What gave you pause in
your thinking today?
Exit Slip
Name:_____________________________________________ Date:__________
What pushed your
thinking?
What new ideas do you
have now?
What did you really like
about the lesson today?
What gave you pause in
your thinking today?
Writing-to-Demonstrate
Strategy: Structured Writing Guide
When writing-to-demonstrate, students show what they have learned by synthesizing
information and explaining or applying their understanding of concepts and ideas.
A structured writing guide provides structure for students as they convey their learning in an
organized manner. The writing guide includes step-by-step formatting for each paragraph as
well as suggested sentence starters. This structure supports students as they learn to write
about what they are learning (Kenney, et. al., 2005).
What does it do?
• Supports students in writing an informative short essay
• Provides a structure with hints for what to write
How to implement:
• Determine the structure
• Provide modeling and examples of expectations
• Practice each part with students
• Show student work and work with students to ‘grade’ these samples
 Use peer editing for improvement strategies. (This also supports student learning of the
concept.)
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Example: MathSAMPLE STRUCTURED WRITING GUIDE
Paragraph One: Problem Statement
Write answers to these questions:
• What is the problem about?
• What am I supposed to find?
Paragraph Two: Work Write-Up
Explain step-by-step and in detail everything you did to arrive at each of your answers. Think of
this as a recipe for someone to follow. Complete the following sentences:
• First I ...
• Then I....
• Next I.... • After that I....
• Finally I...
Paragraph Three: Answer
Prove that your answer is correct by referring to the math that you did. Do NOT write that you
checked it on the calculator, you did it twice, or that your friend told you it looked OK.
Complete the following sentences:
• My answer is...
• My answer makes sense because...
Any Content Area
Silent Argument: Select a partner at your table. You will argue a topic by voicing opposite
points of view. Swap journals/papers after each statement and respond to your partner’s
statement. NO talking and NO offensive language. Time limit: 10 minutes
Open-Ended Response: Craft questions that cause students to re-enter a text to not only
answer but to justify with evidence.
Other activities that support writing-to-demonstrate
 Summaries of reading or of an activity
 Explanation of a process or content
 Research paper which primarily present information
 Lab reports that summarize activities from an assigned experiment
 Test essays
 Thoughtful graphic organizers used for assessment purposes
Writing in the Content Area by Harvey Daniels
Double Entry Journal/T Chart
Name:______________________________________ Date:__________________
With a partner choose your column headings and discuss and then create a
double entry journal about professional development.
Column 1:
Column 2: