Triple Entry Journal



Triple Entry Journal

Dr. Kisha N. Daniels

NCCU

Name: _Kavita Shah (Kshah1) Date: 04-09-07_ Reading strategy: Double entry diary/journal

Text: ( Word Matters ( Interactive Writing Class: ( EDU 3150

( Do I Really Have to Teach Writing ( EDU 3400

( Teaching Strategies ( EDU 4010

| I observed….. |I thought….. |I read…… |

|(What did you see/observe? What did you hear? What did you |(What you thought about what you saw, heard, observed, noticed) |(What did you read that was connected to what you observed, noticed, |

|notice?) |These can be questions |thought? Provide evidence/quotes from the text/s that confirm and or |

|Be specific | |dispute your ideas). |

|Students used English and Spanish dictionaries to find the |I’m glad that they are using dictionaries. They need to use them as |1. Page # 31 ‘ Modeling how to stay with a text’ |

|meaning of difficult words. They need lots of support using the|much as possible. Once they know the meaning of the words, they can |“Lack of background knowledge, difficult vocabulary,……all interfere |

|dictionaries, making connections and asking questions.. |understand the text better and make connections or ask questions. |with my comprehension. Knowing……. as well as being able to read and |

| | |paraphrase, helps me negotiate these difficulties.” |

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|Oh man! We’ll never finish this book! We are reading so slow. |Well, he is right. This will slow them down but also help them |P # 52 First it determines the speed of their reading. If |

| |understand what they are reading. That will make the reading |readers…read slowly to catch impotant information.” P # 68 “It takes |

| |interesting. But I don’t want them to loose interest from reading. |time to teach kids how to share their thinking about the piece of |

|Talking with their peers and discussing with them, working in | |text, and it can be frustrating at first.” P # 68-69 “They |

|the group is really helping them. (They had one reader, one | |are….students struggle to write anything at first, and…..so weak.” P |

|recorder and one test maker in the group. Each one did a |This is how they should be doing. I monitored them and rotated among |# 69 “ My students also sturuugle at first,…. Kids need lot of time |

|different job and they rotated the job every day. Reader read, |them and helped them with the needed feedback. |to practice, …Sometime models come from the work of their |

|test maker thought about the question and a recorder wrote it | |classmates.” |

|down.) | |P # 90 “I was tempted to …..benefits of small group instruction and |

| | |discussion.” “There is art of discussion,……timely feedback.” P # 96 |

| | |:While student swere working in a small group…trouble spots.” |

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Reflective Questions:

How did this experience enhance my knowledge of a specific reading concept? Did it challenge or reinforce my prior understanding? Explain.

For ESL students, vocabulary plays an important role. To teach them how to use dictionary is very important strategy. In using double entry strategy, I ask them to find the meaning of the word first and then write the sentence using them and then make connections and ask questions. Scaffolding helped them to understand the text better. It slowed them down but it was an important learning process. This enhanced my understanding of the double entry diary strategy and it reinforced my prior understanding.

What similarities and differences are there between the perspective on the situation offered by our academic material, and the situation as it actually unfolded?

Only difference I noticed was the slower pace. For ESL students, I needed to model the strategy more often, and needed to remind them constantly that they needed to use this strategy and how to use it. And that echoes with what Mrs. Tovani says on p #31, 68. Students will struggle with anything new at first , they need lots of practice and eventually they get better at using it.

What did you learn? What would you do the same/differently?

The grouping was really helpful. I’ll surely use the group work again. Giving them constant feedback is very helpful. The fast finishers sometimes helped the slower students and that was a good example of peer teaching. They really tried making connections and asking questions. But they need lots of practice to get better and to do deeper thinking. I can show them more examples of connections to let them know that it enhances their understanding of the text. In real life, asking questions to learn something new is very important. By asking the questions while reading a new or difficult text is also valuable. I’ll try harder to help my students to see that connection between the real life and reading a text so that they can value the tools they are learning in the class.

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