So last night I received a
question on Teachers Pay Teachers about my reading journal that I do on Fridays
with my fifth graders. I answered it, and I thought it was a great
opportunity to talk about it here. I have a freebie for you too, all the way at the bottom. So hear me out...
There's so little time in the
day to really relax, be creative, and slowly
learn how to be better at something. It's CCS madness where I teach, and we
are go, go, go all the time. I know they need a break, and frankly by
Friday, I do too! So my grade level partner and I had a pow wow (love
her) and Reading Journal Friday was born.
My students are assigned
independent reading as part of their homework in the 5th grade: 800 pages in
the first semester, 1200 in the second, and 1500 in the third semester.
It's hard keeping track of that (I use reading logs, reading responses
for hw, and parent volunteers for book chats. If anyone can chime in on
how you tackle this, PLEASE share...I'm always looking for ways to change it up
a bit). That boils down to about 100 pages a week for each student.
And I'm aware that they all do not reach that goal, but I want them to
try. Just read, people! It's a good thing! Anyways, I digress....
Friday morning comes and
that's when they get to relax and write in their journals. I turn on
Pandora Film Scores Channel (or something similar) and let them write for 20
minutes. They write about their independent reading for the week. I
structure it so they tell me a summary in the first paragraph of their letter,
and a reaction paragraph as the second. It's written in a form of a
letter (so this doubles as letter-writing instruction) to me. There's a specific rubric they follow so they know exactly what is expected.
Anecdote time:
I had a student last year who
HATED writing, I mean LOATHED it with all of his being! He had 0’s on all of his district
writing prompts because of his simple refusal to write. Not that he couldn’t, he just “didn’t
like it.” And this is a bright
boy, my friends! When I sprang it
on him that his new teacher in a new school was actually expecting him to write everysinglefridaymorning there was a lot
of resistance. However, by June,
it was ahhhmazing to see how far he had come. “Hey, when we gonna
listen to music and write?” was a common question each Friday morning as he
would walk into the classroom with his backpack wrapped around his forehead
(everysingleday, forehead wrap). I
was so excited that my most reluctant writer ever, in my history of teaching,
was actually asking me to write.
It’s the small things… So the moral of this story is that it is
classroom tested and the students love it--even the tough ones.
I also learned the hard way
that you have to model, model, model EACH week. When we first start this
activity at the end of September, they need a solid model of what I am looking
for. I respond to the current read aloud so all students are aware of the
book/characters, etc. I found that if I fail to model, their journals
suffer. I literally hand-write a
letter to them, modeling grammar, penmanship, etc and we have a conversation as
a class about the criteria for their letters to me.
Now, responding to each and
every child is the tricky part. In
my first year of teaching, I was completely overwhelmed to read 20+ journals on
a weekly basis. I vowed there had
to be a better way! So, my refined-but-definitely-not-perfect way is this: I
color code the journals with ribbon (usually 4-5 different colors, hot glued to
the back cover). Some days, I might collect the only one color to read.
That leaves 4-5 journals to respond to nightly, which is more manageable.
Sometimes, I might collect a couple colors, depending on what's going on or how
much time I have. Other options that I have tried are having the kids trade
journals and write a letter back to their peer or having a parent respond to
the journal for weekend homework. On
busy days where I want to check all the students’ journals, I might have them
write a list of some sort that is easier and quicker to check. This might give
you the opportunity to flip back in their journals and do a quick inventory of
how their writing is progressing. My goal is to write a letter back to each and every student
on a weekly basis. It doesn’t have to be something long and drawn out, but just
something that connects you to that child.
Second anecdote:
I had a select mute last
year. She would rarely talk to me or make eye contact with me, however, she was excellent at expressing herself through writing. I learned more about that little girl
through these journals than I would have if I spent a year on a deserted island with her. She just felt comfortable writing…she
didn’t have to share, her friends didn’t see, just me. To top it off, she had great ideas and thoughts, and deep down she was just another bubbly, girly, pink-loving 11 year old. And that’s something special.
So, here it is. It’s always up for free here. I just ask that you leave feedback. I'd love to hear how to improve upon this, or any ideas that you do in your classroom as part of a written response. I know this was a wordy post, and thanks if you made it all the way to the end!
Happy mid-hot July!
Kristin
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