JournalingJournalingThe Writing ConnectionThe Writing Connection

Cynthia S. Cruz, Reading Dean and Interim Bilingual/ESL Director

1. Writing IS thinking.2. We learn to write by writing.3. We not only learn to write, but write

to learn.4. We use formal writing for: Learning

to Write5. We use informal writing for: Writing

to Learn

Best Practices for Teaching Writing

**Journaling, note-taking and learning logs are forms of informal writing.

Journaling is a strategy integrating structured writing

activities that are used to monitor learner understanding of reading selections/specific

content/specific skills.

What is journaling?

COMMUNICATION

In order to communicate their thinking to others, students naturally reflect on their learning and organize and consolidate their thinking about the specific content

Writing creates a record of our thinking that we can analyze and reflect upon

A student often knows more than he or she can explain verbally, writing helps the student to uncover more of what is known and to express it

Why is journaling important?

How will journaling increase understanding?

Journaling increases learner understanding by

assisting in the:learning of new contentinterpretation of new contentuse of schemata to construct new knowledge

refinement of prior knowledge

Journaling can be used to facilitate learning in all content areas when students:

have a clearly defined purpose to write

construct meaning with new information-transform printed text into their “own language”

use writing as a means for building knowledge and a way to self-evaluate their learning/observations

think critically: draw conclusions, predict, question, justify, summarize

make personal connectionsuse academic vocabulary to explain their learning

When setting up journals some suggest—

composition booksloose leaf notebooksfile foldersdifferent forms of paper to turn in

ALL SAY WRITE IN THE JOURNAL EVERYDAY AND DEVELOP A SYSTEM FOR DISTRIBUTION AND COLLECTION

How do we set up journals and use them?

What framework can be used when implementing journaling?

Journaling at the beginning of every class

Journaling before, during, or after reading

Journaling before, during, or after teaching a concept/skill

Journaling at the end of every class*A teacher should always model the process of journaling first. Practice composing several journal entries together and then have students work on their own. Use a timer to help keep students writing/focused.

What are some methods to record information?

Prediction journalsResponse journalsDialogue journalsDouble-entry journals Cornell notes Learning logs Reflective journals

Before Reading/Teaching Conceptstress…establishing and clarifying a purpose for readingactivating prior knowledge and making connectionspreviewing the text structure and new vocabularygenerating a key question – developing a plan for readingmaking predictions about what will be learnedexamining major concepts to be learned,identifying reading strategies used during the reading assignment

Prediction Journals

Prediction Journal1. What are some things you already know about the passage/concept?

2. What are some predictions about the passage/concept?

3. What are some concepts you are trying to understand?

4. What do you hope to learn?

5. What strategies might you use as you read the passage/tackle the task at hand to help you understand?

Sample Prediction Journal

The prediction journal is designed to ask five key questions -

During Reading/Teaching Concept

designed to foster:interaction with the text/conceptre-reading of difficult text – review of the conceptsummarizingreflecting on information that was recently read or introduced

Response JournalsDialogue Journals

Double-entry JournalsCornell Notes

Encourage students to: think elaborate their thoughts make connections (text to text/text to

self/ text to world) synthesize their ideas and

understandings at a critical juncture in the reading process/lesson

develop questions for clarification to ask of themselves, the text, classmates, or teacher

explain what they have learned

Response Journals

Response journals may include: notes new ideas sketches and drawings concepts, views, and opinions words – new/unknown reflections about the lesson –

strategies I used questions/answers stories, poems, lists, and any other

writings quotes, sayings, and expressions

Dear Mrs. D.,I am writing to you about a true story, called Paddle to the Amazon by Don Starkell and Charles Wilkins. It is about a man and his two sons paddling all the way to the Amazon in only a canoe. Because they wrote the book they obviously survived the journey. Right now, in the book, they are just approaching the Gulf of Mexico. They were from Winnipeg and started in Winnipeg. While they were traveling across the USA they encountered many generous people who shared all that they had with them. But they ran into some not too nice people who mugged them and stole their supplies. They have taken the Red River to the Mississippi and are entering the high seas of the Gulf of Mexico.

I predict that they will encounter even more tough times on their journey when they entered big water, the ocean, which at times can be unpredictable and dangerous. I also think that their boat will not hold up and they will have to go through the trouble of getting a new one.

The only way that I can connect with this story is that my dad an I sometimes go on long hikes, canoe trips things like that. I sometimes do not enjoy them but I know that it can be really rewarding in the end if you conquer something that you did not think you could. You can achieve victory if you set your mind to it and if you work hard.

When I compare the characters to classmates I would compare the father Don to Jayne because they are both born leaders. I would compare Dana (one of the sons) to Matt M. Because they both share a love for music and have a lot to offer. As for Jeff, I would compare him to Liam because they are both shy but once you get to know them they become very interesting.

This story was written in first person and it was suitable because it was easier to follow the events and it made good sense because Don's journal was written in first person as if he were telling the story.

This book has been really long and if the author took out a bit here and there it would keep the reader's attention and they would want to keep reading it and not stop. Compared to deathwatch this book was slower in starting off because all they said was that they were getting anxious and worried.

Sample Response Journal

Dialogue Journals (Buddy Journals)

The student writes an entry on a topic. The teacher comments on the student’s entry, expands the topic and/or asks questions. The purpose is not to correct what the student wrote but to expand on it and model attributes of writing such as letter formation and conventional spelling.The student then answers the questions and offers additional comments before adding new thoughts.The entries may be one or two sentences long or longer, depending on the level of the student.The student is encouraged to use invented spelling as needed.

Sample Dialogue Journal

1st grade student after reading “Clifford the Big Red Dog”

Student’s writing:I hve a dog.Hz nam is Skardy Hair.He ets meet.

Teacher’s response:I like the name Scaredy Hair. How did you pick his

name? I have a dog too. Her name is Pixie. Pixie likes meat too. What do you like to do with Scaredy Hair? I like to go for walks with Pixie.

Double-entry Journals Using a Two Column/T-note format, the double-entry journal allows students to

record dual entries that are conceptually related

The Double-entry Journal: A Myriad of Options

On the left: The Source On the Right: The Response

Notes from the text Summaries/Comments/Images

Observations Interpretations

Facts Questions, Quick Reponses

Key Words or Phrases Observations/Questions/Definitions

Concepts & Ideas Explanations/Questions

Author’s Predictions (based upon a text portion, excerpt)

Reflections

Facts, details, statements My Predictions/Questions

Double-entry journals have a heading on each of the columns to reflect their purpose. Possible headings might be:

What is it?/What does it mean? What I learned from the demonstration./How

the demonstration helped my understanding. Words I need to know./Definitions of words I

need to know. Ding: I get it!/Dong: I don’t get it! What I thought before reading./What I think

after reading. Ways to solve the problem./How the problem

is solved. Problem(s) I encountered./How I solved the

problem(s).

Sample Double – entry Journals

A two column note-taking system Record – during the lesson, use the note-taking

column to record information using short sentences Questions – formulate questions in the cue column

(questions help clarify meaning, reveal relationships, establish continuity and strengthen memory)

Recite – cover the note-taking column and try to answer the questions – say the answers aloud in your own words

Reflect – reflect on the material by asking yourself other critical questions

Summarize – write a brief summary Review – spend at least a few minutes every week

reviewing all your previous notes

Cornell Notes

Cornell

Notes

Sample Cornell Notes

After Reading/Teaching Concept

Learning LogReflection Journals

designed to:help identify and analyze strategies used to make meaning of the text/conceptmake connections between and with the text/conceptparaphrase ideas and understandings

One of the most effective methods of writing to learn is for students to keep a learning log.

Learning Logs:

1. provide ongoing records of what students have learned

2. allow reflection and reactions to class activities (problems, questions, concerns, etc…)

3. focus on content

Learning Logs

**Writing in learning logs takes 3 to 5 minutes “think time” and 5 minutes writing time (allow time to discuss the learning log at a later date and reflect on the ideas) This strategy is simple to implement but must be used on a regular basis to be effective.

Sample Learning Logs

After the reading passage/lesson is completed the teacher may choose to use a reflection journal.

The reflection journal tends to be simple in format – basically it is the writer’s reflection of the passage/topic/concept. This type of writing can help you gain a deeper understanding of the content.

What happened? How do I feel about it? What did I learn?

Reflection Journals

Sample Reflective Journal

What are some other methods to record information?

Observation journals – students conduct an investigation on a particular topic and collect and record their findings/explain their mathematical reasoning, etc… – drawings/charts should be included

Process journals –students explain new information or processes in their own words

Metacognitive journals – students write what I learned, and how I learned it

Synthesis journals – students write what I did, what I learned and how I can use it

Point of View journals – students write from an assigned point of view (Science - a student might assume the role of the scientist who discovered a vaccine, a person infected with the disease, etc…)

Personal journals – the best thing about this is that there aren’t any rules - you don’t have to be concerned about spelling, format or content – You can let your thoughts run wild!

No matter what method of informal writing you choose

it should take place in ALL content areas DAILY!!!

Always model the writing first. Be specific about the writing requirements (what you expect).

Journal entries differ from essays and reports. Journal entries can be short and explanatory. The main purpose is to reflect on the content one has learned.

Provide periodic feedback (try not to grade every journal entry – if any).

Periodically allow students to share their writing with each other or with the entire class (let them know before hand).

Periodically share your own writing. Keep the writing routine and structure consistent. Periodically allow students choice in the writing.

Things to remember:

“I hear and I forget;

I see and I remember;

I write and I understand.”

--Chinese Proverb

Have a GREAT School Year!!

and

Have FUN doing your job!!