Analyzing Prompts

Young students need a way to help them focus on their reading and writing tasks. Analyzing Prompts gives students a step-by-step process to help them break down tasks and directions. Once students learn how to independently read and respond to writing prompts, they will be able to apply this skill to the reading of different types of prompts like word problems and short answer exam questions.

Where is this in the Reading Process: Step 1

Explicitly Teach: Explain. Connect. Model. Practice.

Cycle of Independence: I do. We do. They do. You do.

Origin: The marking process as explained here was developed by LiteracyTA. The questions that drive the markings were developed by Dr. Ann Johns, Professor Emeritus San Diego State University.

Need a prompt? Try our Writing Prompt Builder!

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Analyzing Prompts Step-By-Step Process

Plan your lesson Plan your lesson

Learning
Pathway
Planning Journal

Teach the skill Teach the skill

Instructions
Student Activity
Interactive Lesson

Differentiate and support learning Differentiate and support learning

Reading Rubrics

Assess and track growth Assess and track growth

Rubric
Goal
Tracker
Teacher Reflection

Literacy Standards In Action

We've mapped our literacy lessons and reading, speaking, and writing skills to state standards, Common Core, and NGSS. The standards are "the what" to teach. Our lessons are "the how" to meet the expectations defined by the standards. Click on the links below to view our quick reference table that maps standards to literacy lessons.

W1
Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
W2
Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
W3
Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
W4
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
W9
Draw evidence from literary or informational texts to support analysis, reflection, and research.
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