Reflection Thought Prompts in The Juice
Additional Questions to Spark Deeper Thinking or Dialogue
Have you noticed that all the articles in The Daily Juice now contain an open-ended question? Previously, only one article in The Juice had a thought prompt aligned to one of the SEL CASEL standards at the top of the article. Now, in addition to an SEL thought prompt with one of the articles, the remaining articles contain a reflection thought prompt question to provide students with an opportunity to think more deeply about the text.
Ideas for Using Thought Prompts with Your Students
Looking for some ideas for using the reflection thought prompt questions to get your students writing or talking after reading the articles in The Juice ? Explore some of the strategies below:
Use the questions from the articles in The Juice to engage students in short speed dating discussions. Organize your classroom into rows and have students face opposite another student. Pose the first question and have students discuss with their partner. After 1-2 minutes, have one row of students rotate so they are facing a new partner. Pose the next question and continue the process.
Have students form small groups and distribute poster or anchor chart paper. Have students write the question from one of the articles on the poster chart. Have students link supporting details to each other and expand on each other’s thoughts. After, encourage students to circulate through the classroom to silently read and write responses to each other’s comments and questions.
Distribute a piece of paper to each student after reading an article in The Juice. Have students respond to the question linked in the article on the piece of paper in a short paragraph. After giving students 5-10 minutes to write, have students crumple the paper and throw it up in the classroom. Students will then collect a new piece of paper and open it. Have students go back to their seats or form a circle and read the response they collected with the class.
After students read the articles in The Juice, divide your classroom into 5 groups and have each group focus on one article in The Juice. After reading the article, have students respond to the thought or reflection question on an anchor chart. Have students present their chart on a wall in the classroom. Have the other students walk around looking at each group’s poster and responding with their own thoughts.
After reading one of the articles together as a class or having students read in small groups or partners, pose the thought or reflection prompt to the class and have students share with a partner. After, ask students to share responses with the larger group.
Prior to reading the article in The Juice, help students activate prior knowledge by responding to the thought question on a piece of paper. After giving students a few minutes to write, have them share in small groups, with a partner or volunteer to share with the whole class.