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I employed this strategy while doing a reading of Federalists and Anti-Federalists. It was hit or miss as far as who enjoyed doing this. It appeared that my higher level learners were not interested in doing this, and complained about it. Many said that they would rather highlight and write side notes.   All others appeared to like it and felt that it helped them remember the concepts.  As I monitored the students, I was impressed with their ideas that they used to help them remember the beliefs of each group.

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did this strategy as well.  We did it twice.  First time we modeled and completed the sketches as a class.  We then had students answer questions from the reading  and found mixed results.  Their answers did not come from the text.  The second time students did this independently and seemed to do better.....but, we aren't sure if it was the topic of the reading or level.    The independent reading was comparing identical and fraternal twins - which seventh graders find interesting.  The first reading was about DNA, traits, genes and chromosomes.

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My kids were taught 6.13 "Show, Don't Tell: Using Senses to Describe Places" and 6.14 "Show, Don't Tell: Emotion" from the Serrvallo writing strategy book. Though these strategies were directly applicable to our writing unit, which just concluded, many students struggled to apply them to improve their own writing. I don't blame the strategies - I think they presented clear concepts and examples. The problem, in my opinion, was that our students rarely get the opportunity to create the kind of writing asked of them in the unit (heavy on sensory description), and the concept of making edits and revisions to their writing is foreign. We don't give this opportunity enough. Many had trouble building upon their first drafts in significant ways.

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This strategy goes along well with our new Read Draw Write math problem solving strategy being implemented this year. This strategy is implemented along with the RDW strategy when appropriate in various problems. It definitely helps the students understand the problems better when they use it, but many students are not using the strategy independently and still need prompting to remember to use it.

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Like Erin said, this goes along very well with the Read,Draw, Write strategy.  We were able to make the connection that they are seeing this strategy used in other content areas.  Some students use this strategy naturally, some are resistant to it, while other with a little prompting will use it.  Overall, it is another helpful strategy to help students to set up multi-step word problems.

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We used this with a secondary source about Federalism. The students were highly engaged, drew some great pictures and overall I was very excited about the strategy. When they took the unit MC assessment only 65% were able to answer the question about Federalism and it was a basic vocabulary style question.

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For the last unit (AOC-Constitution) I use many readings from www.icivics.org. They are full of bold titles and all types of images so was perfect for this strategy. We also talked about how the 2 strategies we used are tied together.

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grade ELA (Coz)
Students study characters in context all year long. Understanding the character and his/her circumstances is essential to understanding a story. Students really had to employ this strategy while reading "Thank You M'am" by Langston Hughes.

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The story revolves around a young man who tries to mug a woman so he can get $10 to buy a pair of blue suede shoes. The story takes place in the late 1950,s. But for a few minor details it could have happened last week. So kids need to look for clues in the story to figure out the time period, then figure out how the time period impacts the action and meaning.

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I used this strategy for a recent research assignment. It worked very well for that type of writing.Since students only had to write a paragraph response, I used four boxes to help students organize their work. The first box was for a claim/thesis statement, the second box was for the first piece of evidence, the third box was for the second piece of evidence, and the fourth box was for a concluding sentence. I also gave students a video to watch about transitions and how to use them. Between each box on the organizer students were reminded to use transitions between ideas, then given suggestions for each case. All told, the lesson and tool worked well!!

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For the same assignment, I focused on using transitions to move students through an organized, complete piece of writing. The trend I noticed was that the students who ignored the transitional tools turned in less complete work. And it certainly did not flow well.

YES, we should all help them move from one thought to another smoothly. Transitions can act as prompts to help them include the correct kind of information.

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We modeled this strategy in science using an assessment question that we saw students losing credit on for not fully explaining their understanding.  After modeling with success, we re-visited this strategy for students to work indpendently, taking a piece of writing from class, looking back at it, and of course expanding on it to include the missing details and  grow the thinking.  Students were receptive and showed growth the second time around.  I would recommend this to others, as it is a very easy strategy to include in any curriculum and it is easy to teach students how to use the strategy to enhance their writing.

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We modeled this strategy in science using an assessment question that we saw students losing credit on for not fully explaining their understanding.  After modeling with success, we re-visited this strategy for students to work indpendently, taking a piece of writing from class, looking back at it, and of course expanding on it to include the missing details and  grow the thinking.  Students were receptive and showed growth the second time around.  I would recommend this to others, as it is a very easy strategy to include in any curriculum and it is easy to teach students how to use the strategy to enhance their writing.

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Students were given instructions on how

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Students did a nice job on moving chunk to chunk. Students used transitions words for compare, contrast, showing time, & giving examples. They even came up with their own.

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When students used this strategy their writing was better and had more details.

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When students used this strategy their writing was better and had more details.

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I would recommend using this strategy - it is quick and easy to use - and improves student writing.