1. The Reading to Writing Connection Workshop #3
Journaling
The Reading to Writing Connection
Workshop #3
2/19/2019
Temple CTE Reading Project D. Garnes, FRA

2. What is journaling?
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.
2/19/2019
Temple CTE Reading Project D. Garnes, FRA

3. What are some forms of journaling?
Journaling can take many forms, such as:
note taking
memos
learning logs
paragraph summary
prediction, discussion or reflection writings
2/19/2019
Temple CTE Reading Project D. Garnes, FRA

4. Why Read and Write, what’s the connection?
Writing can be used to facilitate learning when students:
Have a clearly defined purpose to write.
Use writing as a means for building knowledge.
Think critically: predict, question, summarize.
2/19/2019
Temple CTE Reading Project D. Garnes, FRA

5. 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.
2/19/2019
Temple CTE Reading Project D. Garnes, FRA

6. Why journal in the content areas?
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.
2/19/2019
Temple CTE Reading Project D. Garnes, FRA

7. 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.
2/19/2019
Temple CTE Reading Project D. Garnes, FRA

8. How will journaling increase comprehension?
Journaling increases learner comprehension by assisting in the:
Learning of new content
Interpretation of new content
Use of schemata to construct new knowledge
Refinement of prior knowledge
2/19/2019
Temple CTE Reading Project D. Garnes, FRA

9. 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
2/19/2019
Temple CTE Reading Project D. Garnes, FRA

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

11. What framework can be used when implementing journaling activities?
Before reading journaling
During reading journaling
After reading journaling
2/19/2019
Temple CTE Reading Project D. Garnes, FRA

12. Before Reading Journaling Activities include:
Directed Reading/Thinking Activity (DR/TA)
Prediction journal
2/19/2019
Temple CTE Reading Project D. Garnes, FRA

13. Directed Reading/Thinking Activity (DR/TA)
Is similar to K-W-L strategy, this journaling activity encourages active reading through activation of:
Prior knowledge
Predicting
Checking the accuracy of predictions
2/19/2019
Temple CTE Reading Project D. Garnes, FRA

14. 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
2/19/2019
Temple CTE Reading Project D. Garnes, FRA

15. 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.
2/19/2019
Temple CTE Reading Project D. Garnes, FRA

16. The DR/TA Activity Form
Directed Reading/Thinking Activity
1. What I know I know:
2. What I think I know:
3. What I think I’ll learn:
4. What I know I learned:
2/19/2019
Temple CTE Reading Project D. Garnes, FRA

17. DR/TA Summary Discussions
A purposeful discussion of the summary should:
Examine and review key ideas.
Focus on process and sequence, if a procedure is explained.
Deepen student understanding of the subject.
2/19/2019
Temple CTE Reading Project D. Garnes, FRA

18. Prediction Journal
The prediction journal is used as a before reading written response activity.
2/19/2019
Temple CTE Reading Project D. Garnes, FRA

19. Prediction Journal
The prediction journal is designed to ask five key questions whereby students:
engage prior knowledge,
make predictions,
identify major concepts to be learned,
clarify student purpose for reading
Identify reading strategies used during the reading assignment
2/19/2019
Temple CTE Reading Project D. Garnes, FRA

20. Sample Prediction Journal
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?
2/19/2019
Temple CTE Reading Project D. Garnes, FRA

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

22. Writing To Learn Strategy
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
2/19/2019
Temple CTE Reading Project D. Garnes, FRA

23. 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.
2/19/2019
Temple CTE Reading Project D. Garnes, FRA

24. Writing To Learn Strategy
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.
2/19/2019
Temple CTE Reading Project D. Garnes, FRA

25. Writing to Learn Journal (sample form)
Name____
Class____ Date_____
Concept: ____________________
Assignment:__________________
Response:___________________
____________________________
2/19/2019
Temple CTE Reading Project D. Garnes, FRA

26. 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.
2/19/2019
Temple CTE Reading Project D. Garnes, FRA

27. 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.
2/19/2019
Temple CTE Reading Project D. Garnes, FRA

28. The Process Log
Ten process logs prompts ( writing assignment statements) are included in the guide manual, refer to Handout 28-1.
2/19/2019
Temple CTE Reading Project D. Garnes, FRA

29. 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.
2/19/2019
Temple CTE Reading Project D. Garnes, FRA

30. The Discussion Journal
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.
2/19/2019
Temple CTE Reading Project D. Garnes, FRA

31. Discussion Journal What are you predicting the main idea to be?
While reading the passage, stop, reflect on your progress, and respond to the following questions:
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.
2/19/2019
Temple CTE Reading Project D. Garnes, FRA

32. After Reading Journaling
Three sample activities for journaling after the reading passage is completed include:
1. RAFT
2. Learning Log
3. Reflection Journal
2/19/2019
Temple CTE Reading Project D. Garnes, FRA

33. RAFT Strategy RAFT means: Role Audience Format Topic
2/19/2019
Temple CTE Reading Project D. Garnes, FRA

34. Using RAFT the learner considers:
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
2/19/2019
Temple CTE Reading Project D. Garnes, FRA

35. Using RAFT
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
2/19/2019
Temple CTE Reading Project D. Garnes, FRA

36. 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
2/19/2019
Temple CTE Reading Project D. Garnes, FRA

37. Using Learning Logs: Procedures
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.
2/19/2019
Temple CTE Reading Project D. Garnes, FRA

38. Using Learning Logs 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.
2/19/2019
Temple CTE Reading Project D. Garnes, FRA

39. Reflection Journals
After the reading passage is completed the teacher may choose to use a reflection journal writing activity.
2/19/2019
Temple CTE Reading Project D. Garnes, FRA

40. Why use a reflection journal?
The reflection journal activity reflects upon
1. Main idea
2. Prediction/outcome comparison
3. Summarization
4. Real World connections
2/19/2019
Temple CTE Reading Project D. Garnes, FRA

41. A Sample Reflection Journal
Reflect and respond to the following:
What was the main idea of the passage?
How did the main idea compare to your before reading prediction?
Summarize three ideas from the passage you have read.
What have you learned form this reading that will help you in your career field training?
2/19/2019
Temple CTE Reading Project D. Garnes, FRA

42. 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.
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Temple CTE Reading Project D. Garnes, FRA

43. Journaling
Improving reading comprehension with the Reading to Writing Connection.
2/19/2019
Temple CTE Reading Project D. Garnes, FRA

44. Credits:
Billmeyer, Rachel & Barton, Mary Lee. ( 1998) Teaching Reading in the Content Areas: If Not Me, Then Who?, McREL, 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.
2/19/2019
Temple CTE Reading Project D. Garnes, FRA