Comprehension Strategies
Double-Entry JournalsDescription: Double-Entry Journal strategy designed to assist students in supporting and stating opinions using textual evidence as well as understanding the content they are reading. Double-Entry is a two-column journal. Left column is reserved for pieces of information for the text that the students want to better understand or expand upon. The right column is reserved for the student to relate to or analyze the information written in the left column.
Purpose: The purpose of this strategy is to provide students a way to be personally involved in the content they read. The students become active participants as they write and reflect on their thoughts and understanding of the text being presented. Procedure: 1. Introduce the desired text passage to the students. 2. Distribute a blank Double-Entry Journal sheet to the students or have them create one in their notebooks. 3. Have students read the passage and make journal entries along the way. • Students should write a phrase or sentence from the text that they want to better understand or expand upon, along with the page number. • Students should use the right column to analyze or relate to the phrase or sentence they wrote in the left column. 4. Hold a discussion for students to share their findings and responses to the text with the class. Classroom Integration: • Use as a T-Chart to compare and contract science topics • Use when difficult social studies/reading topics are presented in which students may have numerous questions. - For example: Slavery • For book talks or guided reading lessons Variations: Instead of having students write the information on the sheet or in their notebook, they could discuss their finding and response. Also, Double-Entry Journals could be used as a form of a study guide if the teacher provides the information. Provide students with simple questions instead of them coming up with their own so that they can search the text for clarification. Work as a group to create a double entry journals rather than having individuals create their own. ("Double-Entry Journals," 2007) ("Double Entry Journals," 2000) Double-Entry Journal ResourcesClassroom Strategies: Double-Entry Journals
• This source provides the reasoning behind the strategy along with the steps in how Double-Entry Journals are implemented into a classroom setting. ("Double-Entry Journals," 2007) Double-Entry Journals • This source provides a description of the strategy as well as a graphic organizer and many examples of this strategy put into use. ("Double-Entry Journal," n.d.) How Writing Ties into the StrategyStandard: CCSS.ELA-Literacy.W.7.1.b
• Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. How Writing is Tied into the Strategy: The Double-Entry Journal strategy is a process that has students develop an understanding of the assigned reading. This strategy ties in writing as it can manipulate the use of graphic organizers and have students write about their thinking as they read. While reading the assigned text, student use the graphic organizers to take notes of information in the text that want to better understand or expand upon. The graphic organizers allow students to be active participants in their learning as they write textual evidence they have found to support their noted opinions and analyze the reading material. The graphic organizers are used for students to demonstrate their knowledge and comprehension of the text. (Common Core State Standards, 2010, p. 42) |
Videos of Double-Entry Journals (Ahappyteacher, 2012)
Video: This video is an on-line lesson that shares a working example of a double entry journal strategy. The teacher reads a book to the students and models the stop and think model along with the entry writing to go along with the book. Instruction: This video is provides a working example of the Double Entry Journal comprehension strategy and provides a teaching model for future implementation into the classroom. Throughout the video, there are writing examples provided follow to help build a higher understanding of the process for using this instructional model. Student Engagement: This video helps students understand the process for completing a double journal entry. The specific writing examples engage the student by providing specific entry examples that can be used as a reference guide when working on the classroom assignment. Assessment: The teacher could assess student knowledge and understanding after presenting the video. The assessment could include questions about the purpose behind this teaching strategy and the steps followed for implementation. (Fanelli, 2013)
Video: This video provides a step-by-step description of the Double Journal Entry Comprehension Strategy accompanied by an example for each step. This video discusses the rationale and benefits behind the use of this strategy. Instruction: This video provides a resource for teachers as they work to gain an understanding of how to use the double journal entry strategy in the classroom. It is a very useful strategy to build comprehension and to increase classroom discussions and participation. Student Engagement: This video could help students understand the steps when using the Double Journal Entry process to teach comprehension. It engages the students in learning about the text by providing them with an opportunity to share their thinking while gaining meaning from the text. Assessment: The teacher could assess student knowledge and understanding after presenting the video. The assessment could include questions about the rationale and benefits of using this strategy in the classroom. |