Double-Entry Journal
What is a double-entry journal?
A double-entry journal is a comprehension strategy that students can apply to any text. In preparation to write in double-entry journals, students must fold a paper in half or draw a line down the middle of the page. As students read, they record phrases or words that stand out to them in the left-hand column. After finishing reading, students write their reaction to the words or phrases in the left column. This strategy allows students to reflect on their reading and make connections while actively involved in the material (AdLit, 2015). There are many benefits to double-entry journals. First, students are actively engaged in their reading and metacognitive of their reactions to the material. Reflecting and reviewing what has been read allows students to explore their thoughts and make connections to the reading (Miller & Veatch, 2011). It also allows students to make the connection between reading and writing by getting the chance to respond to the phrases in the text. Below is an example of a double entry journal: |
The video above shows a teacher working with a student. The story they are using for their double entry journal meets the student's interests and is a similar story to Little Red Riding Hood. First, they do pre-reading activities of finding the setting on the map and discussing the similar story. In the video, the student is asked to find three different quotes from the text. After reading, the student provides a reaction to the text. This video is a great example of how to use the double entry journal one-on-one with a student.
The video below teaches viewers how to complete a double entry journal and also provides an example of how to use the strategy in a classroom. This version of the double entry journal has readers write a summary in the right hand column and questions and comments in the left (similar to Cornell Notes). |
How can I use this strategy in a middle school?
This strategy can be used in a middle school in any content area because it is flexible to the class needs. It can be used with any text, novels, videos, or recordings with the phrases always written on the left and the reaction on the right. One way this can be used in a middle school is with independent reading of choice texts as a method for the teacher to monitor student comprehension and types of texts students choose. The students will record their reactions on a page and it can either be private or used for informal assessments. The teacher can monitor levels and books that students are reading while ensuring they are actively engaged in their text using this strategy. Another way this can be used in a middle school is with literature groups. The literature groups can use this as a discussion prompt to encourage discussion between the members on their reactions and feelings about the text. The teacher can collect the double-entry journals if they feel students may need additional support or instruction. How can double entry journals be differentiated to meet student needs? Double entry journals can be differentiated to meet student needs. The journals can require full sentences or phrases, depending on what the teacher feels necessary. If a student has fine motor difficulty, they can audio record their thoughts or be paired with a partner to discuss their thoughts and reactions. Writing Component & Standard
The writing component in this strategy includes writing the phrases and reactions of the student. This will be different for every student and the content is not important. It is important that students feel they can express themselves without worrying about spelling or being "right" or "wrong". CCSS.ELA-LITERACY.WHST.6-8.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. |