As students become engaged in analyzing increasingly more complex informational text, they will need to not only reflect on what they read, but keep careful notes on what they understood from the content of the text.
How can this be achieved in the class? Incorporate reflective journal writing into every subject area on a daily basis and give students credit for maintaining them.
If it is a math class at any level, having students towards the end of the class write in their own language what they learned about in that lesson and include key notes along with examples on the mathematical concepts covered in class. Such an instructional tool would fully support students in better preparing for tests or assignments since students would have easy access to their not only their notes, but also sample equations along with explanations as to how the answers were arrived at. This technique takes them through the thinking process and that could boost self-confidence in doing future assignments based on those notes.
If it is a literature class, students could use their reflective journals for many activities. For example, they could track of characters in a novel as those characters. This would mean that they would respond to events in the novel as they would expect the character might respond. Teachers could also pose a host of "what if" scenarios where students would write about their interpretations of the outcomes of those scenarios. If teachers are looking for student buy-in, this is a must have tool.
The same approach could be used in science, social studies, and geography classes. Approach the journal activities as ways to fully engage all students (especially the strugglers). Weave in creative activities (new level of Bloom's Taxonomy) in every class and have students keep notes on all that is considered important in classroom lessons.
Below are two sources which offer more ideas on how to integrate journal writing into class.
REFLECTIVE JOURNAL WRITING IN THE CLASSROOM
HOW TO BUILD THE USE OF ACADEMIC LANGUAGE IN THE CLASSROOM
Denise
ELL TEACHER PROS
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Showing posts with label journal writing. Show all posts
Showing posts with label journal writing. Show all posts
Sunday, February 24, 2013
Tuesday, October 16, 2012
Stop Writer's Block For ELLs and Others With Low Stress Creative Writing Activities!
Writing is the one skills which prevents many English language learners from being reclassified (changing status from English language learner to Fluent English Proficient). Since these same students are now in regular mainstream classes with class sizes ranging from 25-35, they may be quietly struggling even though teachers are trying their best to address their needs in class along with all the others.
Well, one way to provide regular, low-stress access to the writing process is through fun writing activities done on a regular basis. I had my students write every day for 10 minutes on a host of crazy topics--some related to the lesson while others not. In the process, they were not to use dictionaries, but to just write. In the beginning, it was like pulling teeth, but as time went on, they went from producing one small paragraph to two pages! The work they generated was also tapped by me to include in grammar lessons. After all, when editing one's own work, retention of the grammar rules is far easier to accomplish than working solely with a grammar text. I also had students keep track of their glaring errors in their binders along with the correct forms. This was a section that they were required to review in editing formal essays. They also kept a spelling section in their binders of words they frequently misspelled. In this section, they would write the misspelled word with the correct spelling right next to it. These were some of the activities I used the journals for and I am sure that every teacher reading this blog probably has even more uses:)
So, how does a teacher start the process of regular writing? Here are some websites with possibilities:
JOURNAL JAR
The topics are actually fun. There is literally something for everyone. How could it be used in class? Maybe the teacher would have one student "shake it" at the start of the period. Whatever topic appeared, everyone would write on it in her/his writing journal books for 5-10 minutes. ELLs could initially be paired up to produce a partner paragraph until such point that they felt confident enough to write on their own. I gave points based on much writing they produced. I did not grade the work (if I had, that would have raised the stress levels). I then used random passages (typed to hide author's identity) to address the various elements of the revision process with my document camera.
OUTTA RAY'S HEAD WRITING
This site is packed with awesome writing themes and activities--power points, journals, writing checklists, hilarious grammar exercises, and much more. Basically, there is a writing topic for every content are.
CREATIVE WRITING PROMPTS
More activities here which are equally engaging. This might be more for high school students though there are a few prompts which middle school students could handle with some support.
EAST SIDE UNION SCHOOL DISTRICT (blogged on this earlier--just wanted to include it for new visitors to this site) For those of you who are new to this blog, you will be impressed with this one. Though it is geared to preparing students to pass the California High School Exit Exam, any teacher could use them in class. What I liked especially was that there are over 280 prompts!
I would also suggest that you have the students use composition books. They are half the size of binder paper and therefore less intimidating for students to write. Typically, these books are only about $1.00 (link below).
Good luck with changing attitudes about writing:)
Denise
ELL TEACHER PROS
Well, one way to provide regular, low-stress access to the writing process is through fun writing activities done on a regular basis. I had my students write every day for 10 minutes on a host of crazy topics--some related to the lesson while others not. In the process, they were not to use dictionaries, but to just write. In the beginning, it was like pulling teeth, but as time went on, they went from producing one small paragraph to two pages! The work they generated was also tapped by me to include in grammar lessons. After all, when editing one's own work, retention of the grammar rules is far easier to accomplish than working solely with a grammar text. I also had students keep track of their glaring errors in their binders along with the correct forms. This was a section that they were required to review in editing formal essays. They also kept a spelling section in their binders of words they frequently misspelled. In this section, they would write the misspelled word with the correct spelling right next to it. These were some of the activities I used the journals for and I am sure that every teacher reading this blog probably has even more uses:)
So, how does a teacher start the process of regular writing? Here are some websites with possibilities:
JOURNAL JAR
The topics are actually fun. There is literally something for everyone. How could it be used in class? Maybe the teacher would have one student "shake it" at the start of the period. Whatever topic appeared, everyone would write on it in her/his writing journal books for 5-10 minutes. ELLs could initially be paired up to produce a partner paragraph until such point that they felt confident enough to write on their own. I gave points based on much writing they produced. I did not grade the work (if I had, that would have raised the stress levels). I then used random passages (typed to hide author's identity) to address the various elements of the revision process with my document camera.
OUTTA RAY'S HEAD WRITING
This site is packed with awesome writing themes and activities--power points, journals, writing checklists, hilarious grammar exercises, and much more. Basically, there is a writing topic for every content are.
CREATIVE WRITING PROMPTS
More activities here which are equally engaging. This might be more for high school students though there are a few prompts which middle school students could handle with some support.
EAST SIDE UNION SCHOOL DISTRICT (blogged on this earlier--just wanted to include it for new visitors to this site) For those of you who are new to this blog, you will be impressed with this one. Though it is geared to preparing students to pass the California High School Exit Exam, any teacher could use them in class. What I liked especially was that there are over 280 prompts!
I would also suggest that you have the students use composition books. They are half the size of binder paper and therefore less intimidating for students to write. Typically, these books are only about $1.00 (link below).
Good luck with changing attitudes about writing:)
Denise
ELL TEACHER PROS
Tuesday, May 29, 2012
Incredible PRIMARY SOURCE for World History!
Queen Elizabeth II has offered the world access to Queen Victoria's journals online. This collection covers the years 1832 to her death in 1901. Included with the journals are drawings, sketches, photos, and more. The queen kept writing until she passed away.
Queen Victoria was on the throne from 1837 to 1901 and was Empress of India from 1877. In total, her surviving volumes number over 43,000 pages. This unique record covers the day to day routines and insights of a monarch in her reign over the world's largest empire in the 19th century.
What areas are specifically addressed throughout those 68 years? Culture, empire and exploration, military, politics and society, royal family, science and technology, and sport are all covered in great detail within. Use the timeline to search out specific details for any of those 7 areas.
If you searching for a specific month, day, and year, use the time index. If your world history is studying the British empire, you could assign different dates to students to research (or if they are familiar with the index, let them select the time periods most important to them in doing their research--PRIMARY SOURCE material).
If you wish students to explore science and technology, have them use the timeline to guide them or get them started. On the timeline, they will click on the icon associated with the area they wish to explore. For example, if they want to research scientific advancements over her reign, they would click on the light bulb icon over any year where it is visible (each year or months within a year highlight a new invention).
If you teach art, take a look at the section on her illustrations. It could easily be woven into any art appreciation class. Students could focus on how her skills evolved over time.
This is an overall recap of the online resource:
QUEEN VICTORIA'S JOURNALS
This link provides the overview of the journals:
INFORMATION ABOUT THE JOURNALS
Here you will find an index to all the journal entries:
TIME INDEX TO SEARCH FOR SPECIFIC DATES
Finally, here is an index to all of her drawings:
QUEEN VICTORIA'S ILLUSTRATIONS
As schools move to COMMON CORE STANDARDS in the coming year, the need to be to identify and use primary resources will be the focus of all the non-elective classes. Here is a primary source that spans English language, world history, science, art, and mathematics. It is a gem!
Denise
ELL TEACHER PROS
Queen Victoria was on the throne from 1837 to 1901 and was Empress of India from 1877. In total, her surviving volumes number over 43,000 pages. This unique record covers the day to day routines and insights of a monarch in her reign over the world's largest empire in the 19th century.
What areas are specifically addressed throughout those 68 years? Culture, empire and exploration, military, politics and society, royal family, science and technology, and sport are all covered in great detail within. Use the timeline to search out specific details for any of those 7 areas.
If you searching for a specific month, day, and year, use the time index. If your world history is studying the British empire, you could assign different dates to students to research (or if they are familiar with the index, let them select the time periods most important to them in doing their research--PRIMARY SOURCE material).
If you wish students to explore science and technology, have them use the timeline to guide them or get them started. On the timeline, they will click on the icon associated with the area they wish to explore. For example, if they want to research scientific advancements over her reign, they would click on the light bulb icon over any year where it is visible (each year or months within a year highlight a new invention).
If you teach art, take a look at the section on her illustrations. It could easily be woven into any art appreciation class. Students could focus on how her skills evolved over time.
This is an overall recap of the online resource:
QUEEN VICTORIA'S JOURNALS
This link provides the overview of the journals:
INFORMATION ABOUT THE JOURNALS
Here you will find an index to all the journal entries:
TIME INDEX TO SEARCH FOR SPECIFIC DATES
Finally, here is an index to all of her drawings:
QUEEN VICTORIA'S ILLUSTRATIONS
As schools move to COMMON CORE STANDARDS in the coming year, the need to be to identify and use primary resources will be the focus of all the non-elective classes. Here is a primary source that spans English language, world history, science, art, and mathematics. It is a gem!
Denise
ELL TEACHER PROS
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