If you are planning on keeping a summer reading journal while reading for use on your summer reading test in the fall, please utilize these guidelines as a helpful reminder as to the expectations for these journals. Happy journaling!
from Reading Response Logs by Mary Kooy/JanWells, Pembroke Publishers Ltd., Markham, Ontario, Canada L3R 3K9 1996
A reading journal is an effective way to keep a record of your reading responses – positive or negative, sure or unsure. It offers a chance to respond personally, to ask questions, wonder, predict, or reflect on the characters, events, literary elements, or language of a text. As you read take time to record your observations. You may do this as ideas strike you or after you have read a small portion of the text, for example ten pages. Write often and record as many of your observations as possible. Do not summarize. Instead, record your textual observations. Some of the first nine week essays will reflect your responses, so take time and care when writing in your journal.
If you are having trouble beginning an entry, try some of these “starters.” I was impressed by…I noticed that…I wonder about…Some questions I have are…I don’t understand…I now understand why/how/what…Something I notice/appreciate/don’t appreciate/wonder about is…I predict…An interesting word/sentence/thought is…This reminds me of…I never thought…I was surprised by…
Please keep in mind that these logs are not meant to be a personal diary. They are meant to be read by others and should relate only to the assigned material.
Generally, three stages of student work are exhibited in these journals. Honors and AP students should strive for Stage III.
Stage I: A literal surface encounter with the text. The work of students at this level will have some or many of the following characteristics.
Stage II: Evidence and understanding and appreciation of text. The work of students at this level will have some or many of the following characteristics.
Stage III: Synthesis and evaluation of the text. The work of students at this level will have some or many of these characteristics.
from Reading Response Logs by Mary Kooy/JanWells, Pembroke Publishers Ltd., Markham, Ontario, Canada L3R 3K9 1996
A reading journal is an effective way to keep a record of your reading responses – positive or negative, sure or unsure. It offers a chance to respond personally, to ask questions, wonder, predict, or reflect on the characters, events, literary elements, or language of a text. As you read take time to record your observations. You may do this as ideas strike you or after you have read a small portion of the text, for example ten pages. Write often and record as many of your observations as possible. Do not summarize. Instead, record your textual observations. Some of the first nine week essays will reflect your responses, so take time and care when writing in your journal.
If you are having trouble beginning an entry, try some of these “starters.” I was impressed by…I noticed that…I wonder about…Some questions I have are…I don’t understand…I now understand why/how/what…Something I notice/appreciate/don’t appreciate/wonder about is…I predict…An interesting word/sentence/thought is…This reminds me of…I never thought…I was surprised by…
Please keep in mind that these logs are not meant to be a personal diary. They are meant to be read by others and should relate only to the assigned material.
Generally, three stages of student work are exhibited in these journals. Honors and AP students should strive for Stage III.
Stage I: A literal surface encounter with the text. The work of students at this level will have some or many of the following characteristics.
- lacks a critical interest in the narrative
- primarily summarizes the selection
- unsupported by evidence from the text or experience
- predictions are unrealistic or improbable
- fails to ask questions or hypothesize
- uses stereotypical responses
- uses images drawn from movies or television
- entries are too short
- confusion about the text and the story
- off-topic responses
Stage II: Evidence and understanding and appreciation of text. The work of students at this level will have some or many of the following characteristics.
- does not summarize, but rather reflects upon the narrative
- personal connections between text and student’s own experiences are made
- predictions are plausible given the scenario (but may change after further reading)
- demonstrates an ability to understand characters’ motivations
- quotes from text for support
- ability to hypothesize and predict
- evidence that students are engaged in the text
Stage III: Synthesis and evaluation of the text. The work of students at this level will have some or many of these characteristics.
- a strong interest in the material as evidenced through an awareness of levels of meaning judgments are textually and experientially based
- predictions are thoughtful and keenly observed
- character analysis is consistent with the material presented
- show an understanding of character motivation
- comparisons and connections are found between text and other literary and artistic works
- recognizes the author’s writing choices and reasons for those choices
- recognizes the energy and deliberateness of the writing process
- awareness that their own personal beliefs may differ from those expressed in the text
- demonstrates an awareness of point of view
© 2018-2023 Upper Cape Tech English Department | Last updated June 8, 2023.