Lit. Strategy #12

Double-Entry Journals - Cora Jaeger

Grade Level

  • Grades 3-5
  • Grades 6-8

Instructional Focus

  • Comprehension
  • Writing
  • Content areas

What is a Double-Entry Journal?

  • Consists of a reading log with pages divided into two columns
  • Each column is devoted to different information
  • Left column - from the text
  • Right column - from the student
  • Reflection may relate to prior knowledge, be a question, a prediction, or a connection to elsewhere in the text
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When to use it!

  • They're a break from regular reading logs
  • Make sure your students are "getting it"
  • Multi-purpose
  • "Predictions"/"What Really Happened"
  • "Notes"/"Reflections"
  • "Cause"/"Effect"
  • Right column is gold for students and teachers

Why use it?

Double-Entry journals can be used with fiction, non fiction, or even content area books. They function as a strategy to help students learn to structure their thinking about the text they are reading. Student retrieval of quotes from the text serves as an excellent indicator to teachers. If the quotes are not relevant to key points in the story the teacher can aid and redirect. Similarly, the reflection shows students' understanding and reasoning. This can show teachers if the students are coming to the right or wrong conclusions.
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Connections to Common Core State Standards

RL.3.6 – Distinguish their own point of view from that of the narrator or those of the characters.

RI.3.3 – Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.

RL.6.1 – Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

RST.6-8.1 – Cite specific textual evidence to support analysis of science and technical texts