Whether you call quick writes your warmup, a focused writing prompt, writing into the day, or simply timed writing, a quick write has a range of possibilities that are just plain cool and useful in the English classroom. I adhere to the definition that Linda Reif uses in her book The Quickwrite Handbook: 100 Mentor Texts to Jumpstart Your Students' Thinking and Writing: “A quick write is a first draft response to a short piece of writing…” (3). Linda Reif uses other authors’ writing to spark ideas, but in my opinion, it can also be in the form of a question or another prompt to get students thinking. The three-minute quick write as a strategy is not new. It is a technique that published authors use, screenwriters, and classrooms young and old. This post is designed to help you revisit an old strategy and maybe weave in some new techniques to freshen it up a bit. If you are preparing the fall, it may be a perfect time to revisit your classroom weekly teaching routine.

The timing of three minutes is on purpose. It is just long enough to have a moment to think, but not enough time to really have a ton of delay that could cause disruptions in the classroom. I often will be able to put my response in my notebook and warn them just in time that they have a minute and a half left. The timing of this is “enough” time that it is not obtrusive to other activities in a day’s lesson plan. Think short and sweet, but just urgent enough that students will not have much time for hesitation in getting ideas down on paper.

The phrase that I have heard so many times in meetings and throughout professional developments is: “We have to stop going a mile wide and an inch deep.” I will often keep track of how many times I hear this in meetings on a sticky note. Not kidding. The alternative to this is of course that we need to be focusing on an inch-wide worth material while going a mile deep in the quest to find mastery. As this idiom relates to teaching, secondary English Language Arts teachers have the particular problem of being tasked with teaching both reading and writing in small blocks of class time. Here are some particular questions I often get on the blog, in my classroom, and the questions I ask myself on days when I am pulling my own hair out:

How do I fit it all in?

What gets left out if I can’t do it all?

How am I building readers AND writers?

Is reading more important than writing?

Does my curriculum guide provide that balance of reading and writing for me?

These are just a few questions that cause any ELA teacher to pause and reflect and perhaps think, “how is this job even possible.” My brain often looks like a tangled Pinterest feed with ideas about strategies and resources.  I don’t have any hard answers here. I just want to provide how I attempt to “fit it all” into my blocks of class time each day, week, and year. I have many things I love and will continue to do, and I have things that I try out all the time. This goes back to my non-negotiables because I have things that I will always continue to do because I can visually see learning taking place in front of me, and I have things I try to improve on all the time. My goal with this post is NOT to try to say what the correct strategies are for “fitting it all in,” but simply offer a way one teacher is doing it in the spirit of collaboration and sanity. 

I am not sure what I did before warm-ups. I think what I did before warm-ups when I was first starting out was make a warm-up activity that was catered to each and every lesson. As a new teacher, this was exhausting. After doing some research a couple of summers ago, I moved to canned warm-ups, and I have loved every minute of them. What I mean by canned warm-ups is that each day has a theme and each week uses a specific form. In other terms, there is a plan.