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Exit slips are written student responses to questions teachers pose at the end of a class or lesson. These quick, informal assessments enable teachers to quickly assess students' understanding of the material.

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Probably good for Narratives.

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KWHLAQ! No, I'm not kidding!
K- What we do think we know about this subject?  Some students may think they know something at the beginning of the unit, only to find out that it is in fact a misconception as they delve in deeper.  It's ok to think something and then later on to revise what they are thinking.

W - What do we need to find out?  Students need to think about what they need to find out in order to address the provocation, solve the problem or to answer questions they may have.

H - How will we find out the answers to our questions?  Students need to think about what resources are available to help them find the answers.

L - What are we learning and what have we learned?  We can ask this question every day as students find out new information.

A - What action will we take?  This is another way of asking how students are applying what they have learned.  Action is one of the 5 essential elements of the PYP and it is an expectation of the PYP that inquiry will lead to responsible action initiated by students as a result of the learning process.

Q - What new questions do we have?  At the end of a unit of inquiry there should be time to reflect on whether we have successfully addressed our initial questions and whether we have come with with other questions.  Actually, if the unit is successful I believe there should be more questions - we should not be "done" with learning.

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Whip around is a simple closure activity by which teachers can objectively analyze the quantity and quality of the students’ comprehension of the lesson. Though it does not allow for individual assessment, the whip around technique is a great way to identify the presence of gaps in understanding. It serves as an indicator i.e. whether to proceed or to re-teach the topic and is also used to generate ideas, thoughts and solutions in the class.

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Three level guideThe three level guide supports the development of literal, inferential and applied comprehension (Morris & Stewart-Dore, 1984). 

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Three level guideThe three level guide supports the development of literal, inferential and applied comprehension (Morris & Stewart-Dore, 1984). 

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Students read a series of statements targeted at each level of comprehension to determine their relevance to the text: •Level 1 statements focus on literal comprehension and require the reader to find the information directly in the text. •Level 2 statements focus on the author’s intended meaning and require the reader to interpret and draw inferences from the text.
•Level 3 statements challenge the reader to read beyond the text and to consider the underlying issues and their implications.

In developing a series of statements for a text:
•First write applied statements (Level 3) to reflect the main ideas and concepts which form the focus of the text and the task. •Next, write literal statements (Level 1) to support the reader to locate relevant information in the text.
•Finally, write interpretive statements (Level 2) to guide the students to interpret the author’s ideas.

Students read the statements and identify which ones are relevant to the text. They then discuss their responses with other members of the group to reach a consensus, providing evidence from the text to support their ideas.

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A student writes about a story on paper, then passes it to another who responds to what they said. Each subsequent respondent "talks" to/about all those before.

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Three level guideThe three level guide supports the development of literal, inferential and applied comprehension (Morris & Stewart-Dore, 1984).   Students read a series of statements targeted at each level of comprehension to determine their relevance to the text: •Level 1 statements focus on literal comprehension and require the reader to find the information directly in the text.  •Level 2 statements focus on the author’s intended meaning and require the reader to interpret and draw inferences from the text. •Level 3 statements challenge the reader to read beyond the text and to consider the underlying issues and their implications.  In developing a series of statements for a text: •First write applied statements (Level 3) to reflect the main ideas and concepts which form the focus of the text and the task.   •Next, write literal statements (Level 1) to support the reader to locate relevant information in the text.  •Finally, write interpretive statements (Level 2) to guide the students to interpret the author’s ideas. 

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Three level guideThe three level guide supports the development of literal, inferential and applied comprehension (Morris & Stewart-Dore, 1984).   Students read a series of statements targeted at each level of comprehension to determine their relevance to the text: •Level 1 statements focus on literal comprehension and require the reader to find the information directly in the text.  •Level 2 statements focus on the author’s intended meaning and require the reader to interpret and draw inferences from the text. •Level 3 statements challenge the reader to read beyond the text and to consider the underlying issues and their implications.  In developing a series of statements for a text: •First write applied statements (Level 3) to reflect the main ideas and concepts which form the focus of the text and the task.   •Next, write literal statements (Level 1) to support the reader to locate relevant information in the text.  •Finally, write interpretive statements (Level 2) to guide the students to interpret the author’s ideas. 

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Frame Routine

Frame routine is a classroom strategy that employs using a graphic organizer to assist students in organizing topics, main ideas, and key details of what they have just read. This technique helps students summarize what they have learned from the text they have just read.

How to Use the Strategy

1. Select the topic. The topic is usually the title of what you just read.

2. Determine the main idea. Students then record the key ideas of the topic.

3. Discuss the details. Students write essential details in the appropriate boxes.

4. Develop the main or big idea of the text. Students write a brief summary of the conclusion that they have drawn.

5. Review the information on the frame. Once the information is clearly stated and organized on the frame, the teacher evaluates it and plans follow-up activities to extend students learning.

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EXIT SLIPS
Exit slips are written student responses to questions teachers pose at the end of a class or lesson. These quick, informal assessments enable teachers to quickly assess students' understanding of the material.

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•After reading, ask students to write down a set number of pieces of information that they now know about the topic, e.g. five or six sentences.
•Write each sentence on one strip of paper or cardboard. When they have finished, students work in small groups to share their sentences.
•Students take turns reading what they have written. If more than one student has written a similar sentence, they must decide which one to keep.
•Once all of the sentences have been read and selected, the group organises the sentences in categories, or in a logical sequence. The group may then add other sentences to fill in any missing gaps.

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Four to five chairs are arranged in an inner circle. This is the fishbowl. The remaining chairs are arranged in concentric circles outside the fishbowl. A few participants are selected to fill the fishbowl, while the rest of the group sit on the chairs outside the fishbowl. In an open fishbowl, one chair is left empty. In a closed fishbowl, all chairs are filled. The moderator introduces the topic and the participants start discussing the topic. The audience outside the fishbowl listen in on the discussion.
In an open fishbowl, any member of the audience can, at any time, occupy the empty chair and join the fishbowl. When this happens, an existing member of the fishbowl must voluntarily leave the fishbowl and free a chair. The discussion continues with participants frequently entering and leaving the fishbowl. Depending on how large your audience is you can have many audience members spend some time in the fishbowl and take part in the discussion. When time runs out, the fishbowl is closed and the moderator summarizes the discussion.
An immediate variation of this is to have only two chairs in the central group. When someone in the audience wants to join the two-way conversation, they come forward and tap the shoulder of the person they want to replace, at some point when they are not talking. The tapped speaker must then return to the outer circles, being replaced by the new speaker, who carries on the conversation in their place.
In a closed fishbowl, the initial participants speak for some time. When time runs out, they leave the fishbowl and a new group from the audience enters the fishbowl. This continues until many audience members have spent some time in the fishbowl. Once the final group has concluded, the moderator closes the fishbowl and summarizes the discussion.
https://en.wikipedia.org/wiki/Fishbowl_(conversation)

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I do this one all the time- for summarising fiction texts. After reading, we need to answer who the story was about, what did they want to do, But- what prevented them from achieving this and So- how did they overcome or what was the outcome. We put it in a table (using I do, we do, you do) and read it like a sentence. For example: Grandpa wanted to take the children to the park but it started raining so he took them to the cinema instead. I find it great to cut out the 'fluff'