journal writing with students

Journal Writing with Students

Tonja L. Root, Ed.D.

Early Childhood & Reading Education

Valdosta State University

Valdosta, GA 31698-0092

troot@valdosta.edu

http://coefaculty.valdosta.edu/troot/read7140/journal_writing.htm

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Purposes for Journal Writing

Share experiencesExplore thinkingPersonalize learningDevelop interpretationsWonder and predictEngage the imagination

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Purposes for Journal WritingDevelop independent thinkersDevelop creative thinkersProcess for discovery &

clarification of ideasBuild trust, acceptance,

appreciation of different opinionsLearn that writing is thinking Expose them to others' thinking

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Types of Journals &Trade Books

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Personal Journals Students write about self-

selected topics of personal interest.

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Personal Journals Private: Sharing journals is

voluntary. orMonitored: Teacher checks to

ensure that entries have been made but does not read unless entries are marked, "Read me." or

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Personal Journals (cont.)

Shared Journals: Teacher reads all entries except those marked "private," & offers encouragement & suggestions.

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Trade Books: Personal Journals

Baer, E. (1990). This is the way we go to school: A book about children around the world. New York: Scholastic.

Cheltenham Elementary School kindergarteners. (1991). We are all alike…we are all different. New York: Scholastic.

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Trade Books: Personal Journals

dePaola, T. (1996). The baby sister. New York: Scholastic.

Fox, M. (1997). Whoever you are. New York: Scholastic.

Katz, K. (1999). The colors of us. New York: Henry Holt.

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Trade Books: Personal Journals

Krensky, S. (1998). Arthur and the lost diary. New York: Little, Brown and Company.

Moss, M. (1995). Amelia’s notebook. Berkeley: Tricycle.

Moss, M. (1996). Amelia writes again. Berkeley: Tricycle.

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Your Turn

As an example of a personal journal entry, write a few sentences that you could share with students.

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Home-School Connection JournalsStudents take turns taking home

a journal in which a family member may write something about the child &/or the family.

Student returns the journal to school the next day.

Teacher reads the entry to the class (if the student is unable to).

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Home-School Connection Journals (cont.)

Students take turns writing about school experiences, events, assignments, &/or programs.

Students take the journal home to share with family members.

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Home-School Connection Journals (cont.)

Family member(s) may respond in writing to the entry.

Students return journal to school next day for another student to take home.

Entries may be shared with the entire class.

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Home-School Connection Journals (cont.)Serves as an alternative or

supplement to a classroom newsletter.

Family members have an opportunity to view school from their child’s perspective & other children’s perspectives.

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Home-School Connection Journals (cont.)Family has an opportunity to

respond to whatever the child writes.

Suggestion: Have several circulating in the classroom simultaneously: Family could read an entry every week.

Entries do not need to be lengthy.

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Trade Books: Content of Home- School Connection Journals

Fox, M. (1997). Whoever you are. New York: Scholastic.

Pelegrini, N. (1991). Families are different. New York: Scholastic.

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Reading Journals

Students respond to stories and poems.

Entries may be shared with classmates.

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Double-entry Reading JournalsA type of reading log.Students write quotes from a

story in left column.They relate each quote to their

own life & other literature read in the right column.

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Dialogue Journals

Students write entries to share with teacher or classmate.

The receiver reads & responds.Entries are written like a

conversation.

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Professional Resource: Journaling

Bromley, K. (1993). Journaling: Engagements in reading, writing, and thinking. New York: Scholastic.

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Journal Writing: Summary

There are many types of journals.

Purpose & variety are the key to a balanced writing program involving journal writing.

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