This page by: Katelyn Connolly Petteruti

What is an Exit Slip and/or an Admit Slip?

"At the end of class, students write on note cards or slips of paper stating one important idea they learned , a question they have, a prediction about what will come next, or a thought about a character, event, or other element in the reading. Alternatively, have students turn in such a response at the start of the next class- or provide three minuttes for them to jot one when they arrive. Without grading these in detail, skim through then to observe what kids do and don't get, what they've noticed in their reading, and what ideas may need to be clarified or reinforced." Subjects Matter: Every Teacher's Guide to Content-Area Reading// By Daniels and Zemelman

Why use an Exit Slip and/or an Admit Slip?

"Kids in middle schools and high schools rush from one class to the next. In all but a few innovative programs, the day splinters into 45- or 55- minute pieces, followed by sports and after school activities, plus the socializing that matters more than anything else for teenagers. This activity helps connect one day's learning to the next, and last night's reading to this morning's discussion, across everything in between. It helps kids focus as they enter the classrooms, or solidifies learning just before they leave. And it provides a snapshot of where the kids are so we and they aren't taken by surprise at test time some days later." Subjects Matter: Every Teacher's Guide to Content-Area Reading// By Daniels and Zemelman

How to use an Exit Slip and/or an Admit Slip:

  1. Administering this strategy is pretty simple. For 2-3 minutes at the end of class (or start of the next one), students jot responses to their reading on note cards. Base directions on what you want to learn about their thinking. Keep it simple - "One thing I learned and one question I have." for example. If you've taught particular thinking strategies - connecting, summarizing, inferencing - you can ask students to use them.
  2. Don't let the cards become a grading burden or you'll just tire of assigning them. Instead, glance then over for a quick view of how students are doing and whether you can move on or need to further explain a concept. Don't worry about spelling and grammar - these aren't senior theses, but just quick notes to you. If you absolutely need to give credit, use a quick check mark on the cards and in your grade book.
  3. After you've studied the deck and picked out a few typical/unique/incendiary cards, use them (without identifying the authors) to spark class discussion about various views of the reading.
Subjects Matter: Every Teacher's Guide to Content-Area Reading// By Daniels and Zemelman


After reading the 14th Amendment, name one right that you know freedmen received from the amendment and write one question about a right granted that you don't understand or a question about whether or not the amendment granted a particular right. These will be used to inform class discussion the following day.