Read Pages 364 & 365 about using journal assessments that suport differentiation -- would you find this approach helpful in driving your instruction? Do you find the forms (pages 367-370) for evaluating these responses something you could use in your classroom?
When you get a chance read Pages 378-382 -- it's filled with great ideas for using journals in the differentiated classroom.
Look at the 3 different lessons -- one for dougle-entry responses, one for graphic organizers, and one for note-making techniques. Which one would you be most likely to use in your classroom?
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Week 3 -- Journal Writing due 1/31/10
ReplyDeleteUsing journal assessments can certainly be informative. In fourth grade, I tend not to use journaling at this point in the year. The students are really still learning my expectations. Later in the year, I move away from my teacher-made packets for reading comprehension and start to use journals more. I understand Robb’s point about not correcting work in the journal, but I mark it up. I do use the responses to assess students’ needs and I could use it more at this point in the year. I liked the form named Content and Conventions. I could see it easily being used. I think that the skills in the Note-Making form are a bit too complicated for fourth grade.
I like the double-entry responses (the T-chart). The React to and Question the Facts form is very useful and flexible. The quote sheet is great and I will use it in class. I do use graphic organizers like a character map in class. In regard to note-making, I like the technique but I am not sure if the typical fourth grader is ready or responsible enough to use it. My high reading group could manage some of it. I like the connecting to other texts and hitching ideas to headings. That is a nice way to organize information!
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ReplyDeleteI would find this approach helpful in driving instruction. I can use my observations to guide mini lessons during the beginning of reader’s workshop. I also think the forms will be helpful because they are quick and easy to fill out. I can quickly evaluate my student’s response and provide positive feedback. I like the content of the rubric and how it is clearly written. I agree with Robb regarding marking up a student’s work. I read through the journal and conference with the student while I mark up a little, I don’t cover it up with corrections all over it. I think it’s important for my students to understand that their reader’s journals are used for responding to reading and the conventions of writing will be covered at during writer’s workshop. I agree with you Patti- the note-making checklist is a little confusing. I may retype it to address a fifth grader’s needs.
I would use the lesson on the double-entry response. I think the double journal allows students more flexibility to respond to issues within a text. I can also monitor a student’s active reading strategies by reviewing their journal entry. This strategy also helps students interact with text and increase their understanding. A journal entry will hold a student accountable for what they read. I also like the Questions/ Note Answers form. I think the last two questions may be difficult, but the first three regarding the protagonist, antagonist and climax are good for my reading groups.
~Ally :)
Week 3:
ReplyDeleteI would find this approach helpful in driving instruction because using journal assessment will help me focus on student’s specific needs. Then, I will be able to work with them to develop in areas where they are showing weakness. This allows the student to feel more confident in other areas of writing. The forms for evaluating student responses were well developed, but had vocabulary which might be to difficult for lower level students. I will use these ideas to create a more appropriate form for my students needs.
Double entry journal is something I have already used and feel it is a positive learning experience. Students work independently and have a deeper understanding as they pull apart the text. This approach reaches all levels of learners. Students work at there own pace and teachers can get immediate feedback to a students understanding.
Laurie
I really haven't used journals in my classes. I have always wanted to but hadn't found a way to make the time they spend writing meaningful in my instruction. Many of my students not only struggle in reading but also in writing, so it can be laborious for them and my time with them is so limited. I love the way she uses them. It definitely would inform my instruction. I like her idea of responding to them on a post-it. It is such an unobtrusive way to give feedback and also models and strengthens active reading strategies. They’d see post-its in use. She also has a good point about transforming note taking into note making, that these entries have a greater purpose in helping them.
ReplyDeleteI think I would use the double-entry response for my more independent readers. But most of my students are not there yet. Maybe it’s a control issue for me but I would feel comfortable giving them the questions for them to respond. It’s something I would like to try more.
My curriculum is totally student driven. I have always used students’ writing to see what needs to be taught or retaught. I totally agree with not marking up their journals. I have found that if they know their work will be marked up, they will be more careful about how they write instead of what they write. Content and mechanics of writing require different skill sets so I focus on them separately. If I recently focused on a particular grammatical concept and then I ask them to write, I will look to see that it is used correctly. When I am focusing on content, I take note of mechanical errors but don’t bring it to the attention of my students because it is more important that the concept was understood and executed correctly. Focusing on too many things at once can be confusing. I like the idea of post-its- positive feedback is a good way to get students comfortable with writing and inspire them to write more.
ReplyDeleteSome of the forms for student journals would be helpful for my program. I like the Writing Content and Conventions form. Some of the others are too wordy. Using all of those forms each student might be helpful, but it is a lot of paper for a teacher to sift though and I’m not sure if I would use them.
More to follow...
Week 3 - I agree with the idea of not correcting journal entries although I do find myself correctly writing 1 or 2 words at the bottom of the entry that the child misspelled. I do keep a list on my status of the class sheet for future lessons either whole class or in small groups. I use my own version (an abbreviated version) of the form.
ReplyDeleteI model note-taking with non-fiction text. We do it together as a class so eventually the children will feel confident enough to do it on their own. After we take the notes, I do have the children write a paragraph encorporating some of the important facts. I also like the double entry response. I use it for inferences ~ what they think on one side and the proof opposite it.
Patty, that's a nice way to move into journals -- gradually. As for note-making -- 5th graders require a lot of modeling and lessons in this area -- so I'm sure many 4th graders would find it challenging. Thanks for sharing.
ReplyDeleteAlly, I like your approach of conferencing and explaining to students why some marks are being made in the journal -- feedback is so important. I like Robb's use of the language for kids -- protagonist,antagonist -- it's gread for kids to learn the language. Thanks for sharing.
Laurie, I'm glad the forms would be helpful. It's interesting that so many of Robb's journaling lessons involve double entry journals. It is a powerful format for having kids proof what they are saying. Thanks for sharing.
Lisa, it's a good idea to respond for the content of their writing and not confuse it with the mechanics. I try to do that with all of their writing. I'm glad you found some of the forms helpful. Thanks for sharing.
ReplyDeleteMarsha -- I like that use of the double journal -- what they think and prove it on the other side. Your approach to note taking is gradual -- which I, too, find works best. Thanks for sharing.
Week 3 – Journal Writing
ReplyDeleteI do not use journals in my program, but I do examine my students’ short and extended responses for content and writing conventions. Since I have the luxury of only working in small groups, when my students share their writing, I am able to provide immediate feedback; did they answer the questions using relevant information. Here is where I focus on their use of specific story details to prove a point from a question presented. I give students a large post-it where they can make changes or add information. Afterwards, I take note of broad areas of weakness in writing conventions and address it in our next session. I liked the forms for evaluating the responses and will create my own using some of the language presented.
I liked the lessons for graphic organizers. I agree that the point of using them is to offer students a visual method of organizing information. I always use a think aloud and model how to fill in a particular graphic organizer. It is important for students to understand that that they do not have to adhere to the exact structure of an organizer, but to think about a way to organize information. If they have a plan in mind, they will know what to focus on when reading. I have used character maps when we talk about personality traits.
The lessons for note-making are too difficult for my students, but I do agree that students need practice again and again. I practice note-taking lessons with my groups. I tell my students to pay attention to particular structures, patterns and repetitions when listening to a story. This can help them figure out what is important to jot down. When reading non-fiction text we take notes as a group, looking at headings, bold-faced words, pictures and captions.
I agree that the double-entry (t-chart) journal has endless possibilities. I think it is so important to model and provide sample journal entries. The “Form a Hypothesis and Prove It!” form can be used when working on inferring particular character traits. I like that the student creates a statement that takes a position and proves it by describing actions, feelings or words of a character.
I would be most likely to use the note-making lesson. This is a skill set that can help students throughout school and beyond. I like the form that provides questions for the students to answer. When this skill is new, students need to be directed a bit, know what to listen for and what might be important. As they progress through this skill, they should be given less information until they are doing it independently. I also like the idea of practicing note taking in pairs. Collaborating with peers is a powerful tool.
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ReplyDeleteI really like that Robb uses post-its to comment in student journals AND that her comments are constructive. She gives solid, thoughtful responses and explains why the journal entry was "a good job" or what needs to be explored further. I do not currently use journals in my class, but if I were to use them, I like the rubric. It is easy to score and the student can certainly see why s/he achieved an A or a D.
more to follow....
Journal Assessments That Support Differentiated Instruction: I believe I would find certain aspects of this approach to journal assessment helpful in driving my instruction. I like that the emphasis is placed upon ideas rather than writing conventions. As Robb points out, students whose entries are corrected for writing conventions may become discouraged from writing at all. In terms of the forms provided, I think that I could use the rubric on page 368. It provides clear guidelines for students. In terms of working with 3rd and 4th grade classes, the other forms seem (based on my experience, anyway) a bit advanced, probably more easily used with older students.
ReplyDeleteJournaling Lessons: Of the three lessons provided, I would be most likely to use the lessons for graphic organizers. I already use these tools frequently in my reading instruction, so I know that it can be very valuable in terms of helping students to organize their thoughts and subsequently produce strong responses to reading comprehension questions. I agree that it is of great importance to model the use of each type of graphic organizer, complete some with the class’s help, allow partners to try them out, then only after this succession of relinquished teacher responsibility allow students to try them out independently.
I really like the idea of the double entry journal (Tchart) and I can see myself using it in my classes. It would be a good way to demonstrate main idea (written on the left) and details to support (written on the right). You could also list details, then come up with the main idea. It's true that there are so many ways to use the T-chart! I use Graphic organizers a lot for reading and writing lessons. It's especially helpful to the students who are visual learners. I like the idea of how it can be used as a study guide as well......
ReplyDelete~Gigi
I use science journals in my class as a way of students writing their "thoughts" to the big idea topics we discuss in class. I do not collect them as assessment tools because collecting 55 journals regularly is not feasible. Instead, we often use them for think, pair, shares where students write their answers and share them with the group and then the class. Students are allowed to add to their journal entries at any time through the discussion. This is a great way for me to understand common student misconceptions. As a class we add a "class notes" section on the bottom of the journal where students write the correct answer to hopefully clear up these misconceptions. I have not used them in Language Arts yet because as Claire said, I think sometimes it can be very labor intensive during short class periods. I too like Robb's idea of turning note-taking into note-making. I think journals are a great way to do that. Because of these ideas, I think the double entry journal would work great, and I kind of use it in my class. It is not in the form of a t-chart, but I do find this to be a helpful study guide for students of varying ability levels.
ReplyDeleteEdwina, it sounds like you gain a lot of information by using journals. It's a great idea to look for student's errors in conventions through journals -- I usually wait for writing pieces -- which can take longer. Thanks for sharing.
ReplyDeleteLaura, I agree about the value graphic organizers have -- students can eventually respond to thei reading using only the format in their notebooks (once they gain enough experience with the particular graphic). For example, last year 5th grade exhausted the double entry format -- students were using it without an actual graphic. Thanks for sharing.
Gigi, it is a great response format for students. It is especially effective in having them show proof for they are saying or thinking. It can so easily be modified for any grade level too. Thanks for sharing.
Lauren, it's a great idea to use the journals in the content areas. You're right about being able to see where their understanding falls short. Once they get the hang of using journals, they can probably transfer to any subject easily. Thanks for sharing.
I really haven't used journals in my language arts special class. I find that since my students have difficulty in reading and writing and I only have one hour a day I have not found a meaningful way to incorporate journal writing. I like her approach and see how journal writing can provide me with information to guide my instruction. I like the forms and think they would make the process easier. They are quick and simple and could help quickly evaluate student's work. I would like to try the lesson on double-entry responses. I like the idea of students having to back up their responses to text with proof. It makes them stop and think about the process and aids in comprehension of material being read. It is also a great way to monitor if students are actively using reading strategies and using them correctly.
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ReplyDeleteAt the start of each year, I have the children design a writer’s notebook, which I do not write in at all! I am a true believers that when a child’s writing is marked up, it often stifles their flexibility to take further risks. Therefore, I tend to have the children write reactions in their Language Arts notebooks or on a separate sheet of paper. This year, I have changed many of the ways that I have used in the past. I have a grouping of children who need their written work monitored for both comprehension and grammar skills. The thought of letting them “flex their muscles” seems way tooooooo much for this dynamic. Therefore, it is apparent that I am in the same playing field as Robb. On my own recording sheets, I take jotted notes of each child’s strength and weaknesses and record miscues too. To help monitor the students involvement with the text, I like to do simple writes and read them orally as a whole or individually. When I have the students respond to the tet, it also holds them more accountable for reading more thoroughly and accurately.
I feel note-taking skills are very important, especially when the children get into the higher grades. Therefore, I use an array of outlining techniques with the children. I will show how to do a flow charts and color code. I use bullets and key concepts and venn diagrams to make comparisons with like concepts. I allow the children the opportunity to give it a go on their own and then we pull together to organize the main points together as a group. I feel this helps allow them the chance to try it independently and also provides an extra opportunity to reinforce the subject matter. As a follow-up, I have the children incorporate these key ideas into a cohesive paragraph reinforcing the foundations of indenting and topic sentence, and supporting details.
The double entry has been my tool for years. I use it in many ways. It is awesome to pull out facts on one side and inferences on the other side. I can be used to dove-tail two selections and make comparisons with in the texts. I am constantly using it for change in characters (beginning, middle, and ending traits on the left side and the right side has specific details and support from the text to justify the thinking.)
Week Three:
ReplyDeleteI think students would benefit from these journal assessments as well as the teachers since the assessments would pave the way for future lessons which may be individual, small group or whole class. I like the idea of using sticky notes and a feedback form instead of scribbling red marks upon the students’ journals. The sticky notes are positive and encouraging. The feedback form is a nice way for the teacher to gather journal observations in a concise manner. In this way, teachers can easily determine which students or groups need further reinforcement in either content or writing conventions.
I agree with Robb’s thoughts on correcting a student’s journal. I never write in their journals. I only correct work that comes out of their journals. I use post-it notes to give feedback. On each post-it note I try to write one positive comment and one skill to work on. However, the post-it notes are not ideal because they fall out of their journals. I love the feedback form on page 367 and think I could incorporate it nicely into my journal assessments.
ReplyDeleteI would most likely use the double-entry lesson plan. I like how students have to form a hypothesis and use details to support their claim. I also like this lesson because it teaches students how to organize their information, which will transition well into essay writing.
I agree with the idea of NOT correcting children's work in their journals. This again brings up the 2 pholosophies of creative vs practical writing. Their journal writing is for creativity and comprehension. So I discuss their ideas and comments. It is still important to make note of each child's errors in grammar, vocabulary, etc. It is for this reason that I keep a notebook with an entry page for each child. On the left side of the page, I make comments regarding content. On the right side, I record grammatical mistakes, vocabulary and other errors. From this, I decide if I need a whole class, small group, or individual lessons.
ReplyDeleteI have always used a simple graphic organizer. As we prepare for the NYS ELA, it is necessary to show/model for the children how to use one. Plenty of practice is important.
The same is true with note-taking. I usually use the social studies lessons for this. We read the selection together and then I model how to take notes. As the year progresses, I allow the children to take their own notes but then we go over them together. This year, I tried something new. We all took notes. Then I assigned a topic to each child. Using his/her notes, he/she had to make a portion of a group project and an oral presentation. It showed the children how useful note-taking can be. They did not have to reread the text if it was done properly.
The double entry is a great tool for recording facts/inferences or comparing/contrasting information.
Michelle, the double entry journals are great for having students support what they are saying. They're easy to implement too. Thanks for sharing.
ReplyDeleteKim, it's a nice idea to have the students design their own journals. It's great you spend time teaching them note taking -- it takes them a long time to become proficient in that area. Thanks for sharing.
Colleen, I agree with you about not writing in their journals for correction -- although I think making comments on it mihgt not be bad. Thanks for sharing.
Karen I love your idea of having the students use notes to create a project. Gets them working together as well. Thanks for sharing.
I also have two different philosophies about correcting and marking up student writing. In my students' Wriiters Notebooks we write our thoughts, out wishes, our frustrations, our experience, hopes, and observations. I like the students to feel free in thier Writers Notebooks. I do not mark them up, but I will collect them from time to time and I do respond to something or the the way they are working in thier books. I try to keep my responses positive and encouraging.
ReplyDeleteHowever, in thier Literature Response Journals, I feel the need to mark up their writing either for content or mechanics or both. They need to learn how to stick to the topic, answer the questions fully, remain focused and use details to support what they are saying (evidence from the text.) I find they have a great deal of difficulty with specificity and I too believe that this is an essential understanding for them. As a former sixth grade teacher, I know, firsthand, that many of the students still did not understand the concept of specific details as opposed to vague responses, and I find myself really trying to help my fourth graders clearly grasp this and do it in their writing so they will have a good foundation when they leave me. I find that students need the direct feedback on their work in order to grow. It is very teacher time intensive!
I love double entry journals and I use graphic organizers a lot to help students with thier thinking.
I do a lot of modeling in my work with children. One of the response techniques that I did right at the beginning of the year was a double entry journal based on character traits and specific evidence. It was extremely effective and the kids enjoyed it.
I like the think-pair-share technique and I must admit I have forgotten and not used it in a long time. Thank you for reminding me of it. I intend to incorporate this in my group lessons and hopefully this will also allow my students to think more fully and begin to respond more openly, and less structure by me. I also look forward to using many of the charts and organizers in the reading material.
I thought all of Robb’s lessons were interesting. Most of the lessons seemed to encourage the students to revisit the text which helps to deepen understandings. “Quips, Quotes, and Connections” looks like a great lesson. The students are required to find a fascinating quote and then to make a personal connection to it. My daughter had to do something similar for homework tonight and I was amazed at how deeply she was able to connect to a quote from The Giver to a very specific example of determination in her own life which was rich in detail. “Organize Information and Think” is a graphic organizer which helps students to summarize the most important ideas and details in a textbook or informational text. This is a really important skill which is not easy for all students since they have to be in tune to the most important details in the text. The note-making technique which I use often when studying nonfiction is the K-W-L graphic organizer. I know it has been around forever, but I love how it taps into students’ prior knowledge, encourages students to pose questions and then invites students to reflect about what they have learned about a topic.
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