From Our Classroom Strategy Library

Double-Entry Journal

Name

Topic

As you read the text, select a few phrases that you find meaningful or interesting. Write each phrase in the first column below, then write your reaction
(a comment, question, connection made, or analysis) each quote in the second column.

Page
From the text
in text
Ch 2 “My job is about teaching kids how to read and think about
text in meaningful ways that help them better understand the
Page people around them.”
number
doesn’t
display on
device
Ch 2 “I want you to reread what you wrote and pretend that Erin has
sneaked up behind you and read your connection. She then
asks you the very important question, ‘So what?”
Ch 2 “Only you can decide whether it is worth giving up some
content for the time it takes to design comprehension
instruction that means something to your students. If you don’t
value the thinking strategies, you won’t give up content. If
teaching kids to memorize what is in the textbook is most
important to you, then this type of work won’t be very
successful.”
Ch 2 “Good readers reread and return to text to build and extend
their knowledge of specific concepts, or to enhance their
enjoyment of texts they have enjoyed previously.”
My thoughts
This phrase was more of a response to the findings of Jo Anne. The
author made a meaningful connection about being an English Lit
teacher which creating students who are empathetic and aware of their
social surroundings.
The author used humor and instruction to make an effective
assignment. She used a humorous in-class reference and asked her
students to make a connection to the reading and why it matters,
making text even more meaningful and relevant.
The solution to getting through all the content requirements is spending
time during the semester to teaching students how to comprehend the
content.
As a future teacher, I want to make it clear that reading faster or being
the first to read the chapter doesn’t make you the smartest or the most
successful. Taking time and reading the material not only shows
meaningful preparation but it produces meaningful preparation.

All About Adolescent Literacy www.adlit.org

Resources for Parents and Educators of Kids Grades 4—12
 From Our Classroom Strategy Library
Ch 2 “Define a purpose and help students have a clear reason for
their reading and writing. Make sure they know how the
information they read and write will be used.”
All About Adolescent Literacy
Resources for Parents and Educators of Kids Grades 4—12
Double-Entry Journal
Content is always effectively taught when it is meaningful or seen as
useful to the students. Teaching students to apply this reasoning and
find why the text matters will hopefully make students more effective
inquirers.
www.adlit.org