Write to Learn Reflection

In class last week, I presented a mini-lesson on the Nonstop Write procedure as an example of "writing to learn." The process was used as an introduction to a reading task and a way to prime student's linguistic and content knowledge. It also served to create a purpose for students in their reading.

At first, students were shown a picture from Jouanah: A Hmong Cinderella, adapted by J.R. Coburn and T.C. Lee and illustrated by A.S. O'Brien.

On their handout, students were given a row of boxes with questions that asked What do I see?, What do I hear?, What do I smell?, etc. Upon viewing the pictures, students would write down their sensory notes in the boxes, either what they perceived from the picture or what a character in the picture would sense. After they had finished, students would share some of their ideas, and I would write them on the board. Then, using their sensory notes, students would write a prediction of what happens in the story, non-stop for five minutes. While reading, students would be able to check their comprehension of the story against what they had originally predicted.


Overall, I thought the lesson went very well, but like many others, I thought the time was too limited. I felt very rushed, and I neglected to model what I was asking of the students, something that I would definitely do in a language classroom. After explaining the sensory note boxes, I would say, "For instance, I see three women, one is young and the other two look older," and then write those comments in the What do I see? box. Then I would say, "If I was this girl, I would feel sad, because the older woman is yelling at me," and write those notes in the What do I feel? box. This is important for all students, but especially language learners, because they often need scaffolding for vocabulary and grammatical structures.

In the end, however, I thought the other students in class learned more about what English Learners might need in their class, even if they would not use the exact format I presented. It is important with all students for the teacher to brainstorm or otherwise scaffold this procedure before expecting students to write continuously for five minutes. With practice, however, this can be a great tool for students to get down their ideas without concern for spelling, punctuation, or grammar rules.