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We have been focusing on areas of improvement in our students' writing skills for a long time, but recently the 8th grade team at KIPP Academy Middle School has observed difficulties with both literary and nonfictional content reading as well. Logic suggests that if a person does not truly understand a book or a topic, he or she would have trouble producing quality written work in response to that topic; however, if a person can grasp a deep understanding of what he or she is writing about, the quality of that writing could improve. This is what we would like to research. If we provide the students with an interdisciplinary tool for engaging with textual and audible information, will that help them improve the quality of written work? The thinking routine is called “S.P.E.A.K. Back to the Text”—a thinking routine where students read a portion of a text and go through these steps to deepen comprehension.

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