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Shared Journal Explanation

Shared Journal Explanation

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Published by mlkimbrell

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Published by: mlkimbrell on Sep 12, 2012
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Shared JournalA curriculum designed byJanet B. TaylorWith assistance byDebbie Blackmon, N. Amanda Branscombe, Denise Dark,Rosalind Fuller, Jan Gunnels, Lilli Land, Sandy Little, Rhonda Peacock,Misty Sanders, Brenda Sharman, JoAnn Terrell, and Barbara ThompsonShared Journal: The ProcessThe shared journal (Branscombe and Taylor, 1988) uses interactive talk withinthe context of the classroom as an incentive and a vehicle for drawing an event fromexperience and reconstructing it into modes of discourse and for developing perspectivetaking. Through the process, children learn to reflect not only on their own experiences,but also on those of their classmates. This is accomplished in the following way.1.Signing in on the sharing board. Each day children come to school withexperiencesthey want to share with their teacher. Through discussion of the event, theteachersuggests that the child's classmates may like to know about this event andinvites the child to put his/her name on the sharing board. Sometimes the eventis not appropriate for sharing and the teacher empathizes with the child, butdoes not suggest putting his/her name on the sharing board. The number signingthe board should be limited to three children a day. The teacher or childrenshould monitor the sharing board so that over time all children have hadopportunities to share.
 
 2.*Sharing with your classmates. During sharing time these two or three childrentell about their experiences. These events may relate to happenings in theclassroom, such as a visit from a local doctor; they may be specific to oneindividual classmate, such asthe losing of a tooth; or they may be family experiences, such as a grandmotherhaving a heart attack.3.*Questioning to learn more about the story. After each child has shared, thechildren are free to ask any questions they might need to have answered aboutthe event that wasshared. Their purpose is to get as much information as needed to make a goodstory in their journal. Teacher judgment determines how long the questioningshould continue.4.*Titling the story to remember its plot. After all questions have beenaddressed, the child decides on a short title that will help us remember what thestory was about. For example, a child might title her story about how she cut herfinger, “Getting cut.” Theywrite the title on the board using their invented spellings or getting help foranother classmate.5.Negotiating which story to record. After all of the stories for the day have beensharedand titled, children exchange points of view about which event to record in the journal. They argue, negotiate, and collaboratively select the topic to berecorded in the journalfor that day. Sometimes they have to vote to decide.* These three events are repeated for every child whose name is on the sharingboardfor that day.
 
 6.Recording the event in the journal. Children get their journals and find a placeto record the shared event in their journals. They use the forms ofrepresentation that they know,such as drawing, invented spelling, or conventional writing. This varies dependingon theirage and ability.7.Reading the record to classmates and the teacher. Once children havecompleted their writing, they are encouraged to “read” their record to theteacher and at least four classmates, or to have them “read” it for themselves.The teacher guides the development of writing through this interaction.8.Journal celebration. At least once a week the teacher celebrates children’s workin their journals. The teacher carefully selects aspect of individual growth anddevelopment for celebration.9.Sharing the journal with the parents. At each month’s end, the children taketheir journals home to share with their parents. Journals are to be returned withintwo weeks. Parents are encouraged to ask questions about the classmate’sstories and to enjoy reading the journal with the child.10.Using the journals as reference materials, After their return, the journals areplaced in the classroom library for use in a variety of problem solving situations,such as determiningthe number of days from the time a tooth is lost until the appearance of a newtooth, determining how many children shared stories about a bike accident, ortrying to remember when Mary’s baby brother was born. Children love to look atthe other children’s journals to see how their classmates recorded their story.Shared Journal: The Product

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