Journaling The Reading to Writing Connection Workshop 3

Journaling The Reading to Writing Connection Workshop #3 1 9/16/2020 Temple CTE Reading Project D. Garnes, FRA

What is journaling? n n 2 Journaling is a reading comprehension strategy integrating structured writing activities that are used to monitor learner understanding of reading passages. Readers collect data, reread, and analyze the findings in order to discover what they mean or how they can be used. Journaling can take many forms. 9/16/2020 Temple CTE Reading Project D. Garnes, FRA

What are some forms of journaling? Journaling can take many forms, such as: ü note taking ü memos ü learning logs ü paragraph summary ü prediction, discussion or reflection writings 3 9/16/2020 Temple CTE Reading Project D. Garnes, FRA

Why Read and Write, what’s the connection? Writing can be used to facilitate learning when students: n Have a clearly defined purpose to write. n Use writing as a means for building knowledge. n Think critically: predict, question, summarize. 4 9/16/2020 Temple CTE Reading Project D. Garnes, FRA

Why Read and Write, what’s the connection? Writing can be used to facilitate learning when students: § Make connections between text knowledge and personal knowledge. § Apply their observations through writing. § Use career-related vocabulary to explain a process. 5 9/16/2020 Temple CTE Reading Project D. Garnes, FRA

Why journal in the content areas? n n n 6 Writing is the most disciplined form of thinking. ( Murray, 1984) Journaling is not a separate activity, but integral to the thinking process. Journaling activities allow for the processing and retaining of key ideas. 9/16/2020 Temple CTE Reading Project D. Garnes, FRA

Why journal in the content areas? By journaling, learners can: 1. Transform printed text into their own language. 2. Construct meaning with new information. 3. Explore, revise, and think on paper. 7 9/16/2020 Temple CTE Reading Project D. Garnes, FRA

How will journaling increase comprehension? Journaling increases learner comprehension by assisting in the: n Learning of new content n Interpretation of new content n Use of schemata to construct new knowledge n Refinement of prior knowledge 8 9/16/2020 Temple CTE Reading Project D. Garnes, FRA

What advantages do journaling activities offer ? Journaling gives students structured activities to: § Summarize ideas § Organize processes and sequences § Explore ideas from the text § Draw conclusions and reactions § Self – evaluate their learning § Revise and think on paper § Keep a record of their thinking § 9 9/16/2020 Temple CTE Reading Project D. Garnes, FRA

What advantages do journaling activities offer ? Journaling gives students structured activities to: n Discover vocabulary and develop meaning n Question, connect and apply their observations through writing n Gather evidence to structure a process, procedure or argument n Achieve a deeper understanding of text content n Share their ideas with others in peer and group discussions 10 9/16/2020 Temple CTE Reading Project D. Garnes, FRA

What framework can be used when implementing journaling activities? n n n 11 Before reading journaling During reading journaling After reading journaling 9/16/2020 Temple CTE Reading Project D. Garnes, FRA

Before Reading Journaling Activities include: n n 12 Directed Reading/Thinking Activity (DR/TA) Prediction journal 9/16/2020 Temple CTE Reading Project D. Garnes, FRA

Directed Reading/Thinking Activity (DR/TA) Is similar to K-W-L strategy, this journaling activity encourages active reading through activation of: 1. Prior knowledge 2. Predicting 3. Checking the accuracy of predictions 13 9/16/2020 Temple CTE Reading Project D. Garnes, FRA

Directed Reading/Thinking Activity (DR/TA) Procedures 1. Students preview the passage. 2. Students complete first three sections of the DR/TA form. Teacher then discusses student responses to clarify any misconceptions 3. Students formulate a prediction of what they will read, this sets a purpose for the reading 14 9/16/2020 Temple CTE Reading Project D. Garnes, FRA

Directed Reading/Thinking Activity (DR/TA) Procedures 4. Students read the text confirming or rejecting the predictions they have recorded. 5. Students conclude the activity by writing a summary in section 4 of the DR/TA form. This summary helps to reinforce understanding and build knowledge. 6. Discuss the summaries with the class. 15 9/16/2020 Temple CTE Reading Project D. Garnes, FRA

The DR/TA Activity Form Directed Reading/Thinking Activity 1. What I know: 2. What I think I know: 3. What I think I’ll learn: 4. What I know I learned: 16 9/16/2020 Temple CTE Reading Project D. Garnes, FRA

DR/TA Summary Discussions A purposeful discussion of the summary should: 1. Examine and review key ideas. 2. Focus on process and sequence, if a procedure is explained. 3. Deepen student understanding of the subject. 17 9/16/2020 Temple CTE Reading Project D. Garnes, FRA

Prediction Journal The prediction journal is used as a before reading written response activity. 18 9/16/2020 Temple CTE Reading Project D. Garnes, FRA

Prediction Journal The prediction journal is designed to ask five key questions whereby students: 1. engage prior knowledge, 2. make predictions, 3. identify major concepts to be learned, 4. clarify student purpose for reading 5. Identify reading strategies used during the reading assignment 19 9/16/2020 Temple CTE Reading Project D. Garnes, FRA

Sample Prediction Journal 1. 2. 3. 4. 5. 20 What are some things you already know about the passage? What are some predictions about the passage? What concepts are you trying to understand by reading this passage? What do you hope to learn by reading this passage? What reading strategies might you use as you read the passage to help you understand? 9/16/2020 Temple CTE Reading Project D. Garnes, FRA

During Reading Journaling Activities include n n n 21 Writing to Learn Process Logs Discussion Journals 9/16/2020 Temple CTE Reading Project D. Garnes, FRA

Writing To Learn Strategy n n n 22 Can be incorporated across the curriculum Helps students personalize learning Encourages high-level thinking skills Assists in helping students construct meaning from the text Writing activities are brief 9/16/2020 Temple CTE Reading Project D. Garnes, FRA

Writing To Learn Strategy Steps 1. Select the concept you want students to explore. 2. Assign the Writing to learn activity any time during the class. 3. Give students three to five minutes think time to consider a response 4. Have students write five minutes on the topic. 23 9/16/2020 Temple CTE Reading Project D. Garnes, FRA

Writing To Learn Strategy n n n 24 Writing to learn discussion can be centered on the written response Writing to learn helps students reflect on information under discussion. Writing to learn helps students construct summaries. 9/16/2020 Temple CTE Reading Project D. Garnes, FRA

Writing to Learn Journal (sample form) Name____ Class____ Date_____ Concept: __________ Assignment: _________ Response: ____________________________ ______________ 25 9/16/2020 Temple CTE Reading Project D. Garnes, FRA

Writing To Learn Journal After students have written the writing to learn journal, the teacher should: 1. Conduct a purposeful class discussion. 2. Allow for peer reading of their written response. 3. Clarify any misconceptions on content. 4. Keep the written activity sheet as part of the student’s reading/writing record. 26 9/16/2020 Temple CTE Reading Project D. Garnes, FRA

The Process Log Asks the learner to explain new information or process written in their own words. A sample process log assignment may be: Explain safety procedures to follow when conducting a process. 27 9/16/2020 Temple CTE Reading Project D. Garnes, FRA

The Process Log Ten process logs prompts ( writing assignment statements) are included in the guide manual, refer to Handout 28 -1. 28 9/16/2020 Temple CTE Reading Project D. Garnes, FRA

The Process Log In some cases, students could develop their own prompts and respond to them. Sample prompt: Write about one problem in yesterday’s assignment that was hard for you. 29 9/16/2020 Temple CTE Reading Project D. Garnes, FRA

The Discussion Journal n 30 Discussion journals are written response journals composed while the learner is engaged in the reading process. The journaling activity monitors a learner’s reading comprehension and can identify troublesome passages needing clarification. 9/16/2020 Temple CTE Reading Project D. Garnes, FRA

Discussion Journal While reading the passage, stop, reflect on your progress, and respond to the following questions: 1. 2. 3. 4. 31 What are you predicting the main idea to be? What are some ideas from the passage that you have read about? What major concepts are you trying to understand by reading this passage? Explain the reading strategies most helpful up to this pint of the reading. 9/16/2020 Temple CTE Reading Project D. Garnes, FRA

After Reading Journaling Three sample activities for journaling after the reading passage is completed include: 1. RAFT 2. Learning Log 3. Reflection Journal 32 9/16/2020 Temple CTE Reading Project D. Garnes, FRA

RAFT Strategy RAFT means: § § 33 Role Audience Format Topic 9/16/2020 Temple CTE Reading Project D. Garnes, FRA

Using RAFT the learner considers: n n 34 The ROLE of the writer The AUDIENCE who will be reading the writing The FORMAT showing how the writing will be presented-a letter, memo, report The Topic—who or what is the subject 9/16/2020 Temple CTE Reading Project D. Garnes, FRA

Using RAFT n n 35 RAFT enhances understanding of information text in nontraditional format. Students are placed in writing situations. Students process information. Refer to RAFT examples: Handout 35 -2 9/16/2020 Temple CTE Reading Project D. Garnes, FRA

What are Learning Logs? One of the most effective methods of writing to learn is for students to keep a learning log of reading activities. Learning logs foster: 1. Reflection 2. Focus on content 3. Avoid students’ personal, private feelings 36 9/16/2020 Temple CTE Reading Project D. Garnes, FRA

Using Learning Logs: Procedures 1. 2. 3. 4. 37 Teacher selects process or content to explore. Assign the topic and give the students 3 to 5 minutes think time. Have students write for five minutes on the learning log topic Discuss the learning log at a later date. 9/16/2020 Temple CTE Reading Project D. Garnes, FRA

Using Learning Logs 1. 2. 3. 4. 38 An ongoing record of learning Reread the learning log at a later date and reflect on how ideas have changed. Explain how fix-up reading strategies have helped your comprehension Refer to Handout 37 -1 for ten learning log prompts you may use. 9/16/2020 Temple CTE Reading Project D. Garnes, FRA

Reflection Journals After the reading passage is completed the teacher may choose to use a reflection journal writing activity. 39 9/16/2020 Temple CTE Reading Project D. Garnes, FRA

Why use a reflection journal? The reflection journal activity reflects upon 1. Main idea 2. Prediction/outcome comparison 3. Summarization 4. Real World connections 40 9/16/2020 Temple CTE Reading Project D. Garnes, FRA

A Sample Reflection Journal Reflect and respond to the following: 1. What was the main idea of the passage? 2. How did the main idea compare to your before reading prediction? 3. Summarize three ideas from the passage you have read. 4. What have you learned form this reading that will help you in your career field training? 41 9/16/2020 Temple CTE Reading Project D. Garnes, FRA

Troubleshooting Journaling Activities Refer to Handout 42 -1 for ten writing tips for students and teachers to use when implementing journaling activities with reading assignments. 42 9/16/2020 Temple CTE Reading Project D. Garnes, FRA

Journaling Improving reading comprehension with the Reading to Writing Connection. 43 9/16/2020 Temple CTE Reading Project D. Garnes, FRA

Credits: n n 44 Billmeyer, Rachel & Barton, Mary Lee. ( 1998) Teaching Reading in the Content Areas: If Not Me, Then Who? , Mc. REL, Aurora, CO. Pennsylvania Literacy Framework ( 2002), Pennsylvania Department of Education, Harrisburg, PA Robb, Laura. (2003) Teaching Reading in Social Studies, Science, and Math, Scholastic: NY, NY Stephens, Elaine & Brown, Jean. (2000) A Handbook of Content Literacy Strategies: 75 Practical Reading and Writing Ideas, Christopher-Gordon Publishers: Norwood, MA. 9/16/2020 Temple CTE Reading Project D. Garnes, FRA