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 you thought about what you saw, heard, observed, (What did you read that was connected to what you What did you notice?) noticed) observed, noticed, thought? Provide evidence/quotes Be specific These can be questions from the text/s that confirm and or dispute your ideas). 1. Students used English and Spanish 1. I’m glad that they are using dictionaries. They 1. Page # 31 ‘ Modeling how to stay with a text’ dictionaries to find the meaning of need to use them as much as possible. Once they “Lack of background knowledge, difficult vocabulary, difficult words. They need lots of support know the meaning of the words, they can ……all interfere with my comprehension. using the dictionaries, making understand the text better and make connections Knowing……. as well as being able to read and connections and asking questions.. or ask questions. paraphrase, helps me negotiate these difficulties.”
2. P # 52 First it determines the speed of their 2. Oh man! We’ll never finish this book! 2. Well, he is right. This will slow them down but reading. If readers…read slowly to catch We are reading so slow. also help them understand what they are reading. impotant information.” P # 68 “It takes time to That will make the reading interesting. But I teach kids how to share their thinking about don’t want them to loose interest from reading. the piece of text, and it can be frustrating at 3. Talking with their peers and discussing first.” P # 68-69 “They are….students struggle with them, working in the group is really to write anything at first, and…..so weak.” P # helping them. (They had one reader, one 3. This is how they should be doing. I monitored 69 “ My students also sturuugle at first,…. recorder and one test maker in the group. them and rotated among them and helped them Kids need lot of time to practice, …Sometime Each one did a different job and they with the needed feedback. models come from the work of their rotated the job every day. Reader read, classmates.” test maker thought about the question and 3. P # 90 “I was tempted to …..benefits of small a recorder wrote it down.) group instruction and discussion.” “There is art of discussion,……timely feedback.” P # 96 :While student swere working in a small group…trouble spots.”
Reflective Questions: 1. 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.
2. 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. 3. 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.