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Education
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 Microsoft Word - Completed Reading.rtf
about literature for children. It is published by The Horn Book, Incorporated, 11 Beacon Street, Suite 1000, Boston MA 02108 (http://www.hbook.com/). The Journal of Adolescent and Adult Literacy Published by the International Reading Association. Language Arts (elementary) P...
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about literature for children. It is published by The Horn Book, Incorporated, 11 Beacon Street, Suite 1000, Boston MA 02108 (http://www.hbook.com/). The Journal of Adolescent and Adult Literacy Published by the International Reading Association. Language Arts (elementary) Published by the National Council of Teachers of English. MultiCultural Review The journal features reviews of new print and non-print resources on multicultural topics, and articles that explore current issues. Its address
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http://doe.sd.gov/contentstandards/languagearts/reading/07/Completed%20Reading.pdf#page=94
doe.sd.gov/contentstandards/languagearts/reading/07/Completed%20Reading.p...
about literature for children. It is published by The Horn Book, Incorporated, 11 Beacon Street, Suite 1000, Boston MA 02108 (http://www.hbook.com/). The <span class="highlight">Journal</span> <span class="highlight">of</span> Adolescent and Adult Literacy Published by the <span class="highlight">International</span> Reading Association. Language Arts (elementary) Published by the National Council <span class="highlight">of</span> Teachers <span class="highlight">of</span> English. MultiCultural Review The <span class="highlight">journal</span> features reviews <span class="highlight">of</span> new print and non-print resources on multicultural topics, and articles that explore current issues. Its address
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http://doe.sd.gov/contentstandards/languagearts/reading/07/Completed%20Reading.pdf#page=95
doe.sd.gov/contentstandards/languagearts/reading/07/Completed%20Reading.p...
95 Phi Delta Kappan Reading Research Quarterly Published by <span class="highlight">International</span> Reading Association The Reading Teacher (elementary) Published by the <span class="highlight">International</span> Reading Association. School Library <span class="highlight">Journal</span> Both the print and the online versions review professional reading, books for children and young adults, audiovisual materials, and <span class="highlight">computer</span> software. The address for the print version is P.O. Box 16388, North Hollywood, CA 91615-6388. The online version is at http://www.slj.com. Voices
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http://doe.sd.gov/contentstandards/languagearts/reading/07/Completed%20Reading.pdf#page=112
doe.sd.gov/contentstandards/languagearts/reading/07/Completed%20Reading.p...
correctly. Example Product List: Products that can be used to demonstrate application <span class="highlight">of</span> Thinking Skills Framework Advertisement Annotated bibliography Art gallery Biography Blueprint Board game Book cover Bulletin board Card game Chart Collage Collection with illustration Collection with narrative Comic strip <span class="highlight">Computer</span> program Crossword puzzle Debate Detailed illustration Diary Diorama Display Drama Dramatic monologue Editorial Essay Experiment Experiment log Fable Fact file Fairy
Language Arts Booklet
or demands. Because no single reading strategy, study technique, or writing process is best for all students, it is inappropriate to teach a single way of approaching all language tasks. Instead, we must help every student to acquire a range of strategies and to learn how to choose an...
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or demands. Because no single reading strategy, study technique, or writing process is best for all students, it is inappropriate to teach a single way of approaching all language tasks. Instead, we must help every student to acquire a range of strategies and to learn how to choose and apply those that best fit his or her needs and the literacy situation at hand. Technological resources: An informational resource using newer technologies such as computer software, computer networks, databases, CD-ROMs
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http://165.248.2.55/HCPS/L2/hcps6.nsf/d6824640c790e0d38a2569c40008cd78/259c19360bac98128a2569c80082de66/$FILE/Language%20Arts%20Content%20Stds.pdf#page=28
165.248.2.55/HCPS/L2/hcps6.nsf/d6824640c790e0d38a2569c40008cd78/259c19360...
or demands. Because no single reading strategy, study technique, or writing process is best for all students, it is inappropriate to teach a single way <span class="highlight">of</span> approaching all language tasks. Instead, we must help every student to acquire a range <span class="highlight">of</span> strategies and to learn how to choose and apply those that best fit his or her needs and the literacy situation at hand. Technological resources: An informational resource using newer technologies such as <span class="highlight">computer</span> software, <span class="highlight">computer</span> <span class="highlight">networks</span>, databases, CD-ROMs
English Language Arts Content Standards - Curriculum Frameworks (CA Dept of Education)
coherence within and among paragraphs through effective transitions, parallel structures, and similar writing techniques. 1.3 Support theses or conclusions with analogies, paraphrases, quotations, opinions from authorities, comparisons, and similar devices. Research and Technology 1.4 Plan and condu...
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coherence within and among paragraphs through effective transitions, parallel structures, and similar writing techniques. 1.3 Support theses or conclusions with analogies, paraphrases, quotations, opinions from authorities, comparisons, and similar devices. Research and Technology 1.4 Plan and conduct multiple-step information searches by using computer networks and modems. 1.5 Achieve an effective balance between researched information and original ideas. Evaluation and Revision 1.6 Revise writing for
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http://www.cde.ca.gov/be/st/ss/documents/elacontentstnds.pdf#page=59
www.cde.ca.gov/be/st/ss/documents/elacontentstnds.pdf#page=59
coherence within and among paragraphs through effective transitions, parallel structures, and similar writing techniques. 1.3 Support theses or conclusions with analogies, paraphrases, quotations, opinions from authorities, comparisons, and similar devices. Research and Technology 1.4 Plan and conduct multiple-step information searches by using <span class="highlight">computer</span> <span class="highlight">networks</span> and modems. 1.5 Achieve an effective balance between researched information and original ideas. Evaluation and Revision 1.6 Revise writing for
STANDARDS.05
ALASKA CONTENT STANDARDS 31 A student who meets the content standard should: 1) use a computer to enter and retrieve information; 2) use technological tools for learning, communications, and productivity; 3) use local and worldwide networks; 4) manage and maintain technology tools; and...
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ALASKA CONTENT STANDARDS 31 A student who meets the content standard should: 1) use a computer to enter and retrieve information; 2) use technological tools for learning, communications, and productivity; 3) use local and worldwide networks; 4) manage and maintain technology tools; and 5) diagnose and solve common technology problems. A student who meets the content standard should: 1) identify and locate information sources using technology; 2) choose sources of information from a variety of media
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http://www.eed.state.ak.us/standards/pdf/standards.pdf#page=32
www.eed.state.ak.us/standards/pdf/standards.pdf#page=32
ALASKA CONTENT STANDARDS 31 A student who meets the content standard should: 1) use a <span class="highlight">computer</span> to enter and retrieve information; 2) use technological tools for learning, communications, and productivity; 3) use local and worldwide <span class="highlight">networks</span>; 4) manage and maintain technology tools; and 5) diagnose and solve common technology problems. A student who meets the content standard should: 1) identify and locate information sources using technology; 2) choose sources <span class="highlight">of</span> information from a variety <span class="highlight">of</span> media
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assistance) from a variety of sources (e.g., print and non-print texts, artifacts, people, libraries, databases, computer networks). Competency Goal 4 The learner will apply strategies and skills to create oral, written, and visual texts. 4.01 Read aloud grade-appropriate text w...
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assistance) from a variety of sources (e.g., print and non-print texts, artifacts, people, libraries, databases, computer networks). Competency Goal 4 The learner will apply strategies and skills to create oral, written, and visual texts. 4.01 Read aloud grade-appropriate text with fluency, comprehension, and expression. 4.02 Use oral and written language to: • present information in a sequenced, logical manner. • discuss. • sustain conversation on a topic. • share information and ideas. • recount or narrate. 42
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http://www.dpi.state.nc.us/docs/curriculum/languagearts/scos/2004/elacurriculumall.pdf#page=43
www.dpi.state.nc.us/docs/curriculum/languagearts/scos/2004/elacurriculuma...
strategies and skills to create oral, written, and visual texts. 4.01 Use new vocabulary in own speech and writing. 4.02 Use words that name and words that tell action in a variety <span class="highlight">of</span> simple texts (e.g., oral retelling, written stories, lists, <span class="highlight">journal</span> entries <span class="highlight">of</span> personal experiences). 4.03 Use words that describe color, size, and location in a variety <span class="highlight">of</span> texts: e.g., oral retelling, written stories, lists, <span class="highlight">journal</span> entries <span class="highlight">of</span> personal experiences. 4.04 Maintain conversation and discussions: • attending to oral
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http://www.dpi.state.nc.us/docs/curriculum/languagearts/scos/2004/elacurriculumall.pdf#page=65
www.dpi.state.nc.us/docs/curriculum/languagearts/scos/2004/elacurriculuma...
assistance) from a variety <span class="highlight">of</span> sources (e.g., print and non-print texts, artifacts, people, libraries, databases, <span class="highlight">computer</span> <span class="highlight">networks</span>). Competency Goal 4 The learner will apply strategies and skills to create oral, written, and visual texts. 4.01 Read aloud grade-appropriate text with fluency, comprehension, and expression. 4.02 Use oral and written language to: • present information in a sequenced, logical manner. • discuss. • sustain conversation on a topic. • share information and ideas. • recount or narrate. 42
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http://www.dpi.state.nc.us/docs/curriculum/languagearts/scos/2004/elacurriculumall.pdf#page=71
www.dpi.state.nc.us/docs/curriculum/languagearts/scos/2004/elacurriculuma...
expand understanding <span class="highlight">of</span> text including graphs, charts, and/or maps. 3.06 Conduct research for assigned projects or self-selected projects (with assistance) from a variety <span class="highlight">of</span> sources through the use <span class="highlight">of</span> technological and informal tools (e.g., print and non-print texts, artifacts, people, libraries, databases, <span class="highlight">computer</span> <span class="highlight">networks</span>). Competency Goal 4 The learner will apply strategies and skills to create oral, written, and visual texts. 4.01 Read aloud grade-appropriate text with fluency, comprehension, and expression
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http://www.dpi.state.nc.us/docs/curriculum/languagearts/scos/2004/elacurriculumall.pdf#page=77
www.dpi.state.nc.us/docs/curriculum/languagearts/scos/2004/elacurriculuma...
informed judgments about television, radio, video/film productions, other electronic mediums and/or print formats. 3.05 Integrate main idea and supporting details from multiple sources to expand understanding <span class="highlight">of</span> texts. 3.06 Conduct research (with assistance) from a variety <span class="highlight">of</span> sources for assigned or self-selected projects (e.g., print and non-print texts, artifacts, people, libraries, databases, <span class="highlight">computer</span> <span class="highlight">networks</span>). 3.07 Make informed judgments about: • bias. • propaganda. • stereotyping. • media techniques
VT_04_Math GLEs_pf.indd
References (continued) Mid-continental Educational Laboratory (McREL). K–12 Language Arts Standards. Mid-continent Research for Education and Learning, 2000. Mid-continental Educational Laboratory (McREL). Early Literacy Standards: PreK–K. Mid-continent Research for Education and Learnin...
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References (continued) Mid-continental Educational Laboratory (McREL). K–12 Language Arts Standards. Mid-continent Research for Education and Learning, 2000. Mid-continental Educational Laboratory (McREL). Early Literacy Standards: PreK–K. Mid-continent Research for Education and Learning, 2000. NAEP. Writing Framework and Specifi cations for the 1998 National Assessment of Educational Progress, 1999. National Council of Teachers of English and International Reading Association. National Council of
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http://education.vermont.gov/new/pdfdoc/pubs/grade_expectations/math_reading_writing.pdf#page=141
education.vermont.gov/new/pdfdoc/pubs/grade_expectations/math_reading_wri...
References (continued) Mid-continental Educational Laboratory (McREL). K–12 Language Arts Standards. Mid-continent Research for Education and Learning, 2000. Mid-continental Educational Laboratory (McREL). Early Literacy Standards: PreK–K. Mid-continent Research for Education and Learning, 2000. NAEP. Writing Framework and Specifi cations for the 1998 National Assessment <span class="highlight">of</span> Educational Progress, 1999. National Council <span class="highlight">of</span> Teachers <span class="highlight">of</span> English and <span class="highlight">International</span> Reading Association. National Council <span class="highlight">of</span>
K-12 Reading
New Hampshire Curriculum Framework Written and Oral Communication June, 2006 Writing and Oral Communication 3-5 Page 33 of 73 Habit of Writing: Writing Extensively (HW:2) W:HW:2: Demonstrates the habit of writing extensively by… Grade 3 Grade 4 Grade 5 W:HW:3:2.1: Writing...
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New Hampshire Curriculum Framework Written and Oral Communication June, 2006 Writing and Oral Communication 3-5 Page 33 of 73 Habit of Writing: Writing Extensively (HW:2) W:HW:2: Demonstrates the habit of writing extensively by… Grade 3 Grade 4 Grade 5 W:HW:3:2.1: Writing with frequency, including in- school, out-of-school, and during the summer (Local) W:HW:3:2.2: Sharing thoughts, observations, or impressions (Local) W:HW:3:2.3: Generating topics for writing (Local) EXAMPLES: Journal
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http://www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFrameworks/documents/K-12FrameworkWrittenandOralCommunication_001.pdf#page=33
www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFramew...
New Hampshire Curriculum Framework Written and Oral Communication June, 2006 Writing and Oral Communication 3-5 Page 33 <span class="highlight">of</span> 73 Habit <span class="highlight">of</span> Writing: Writing Extensively (HW:2) W:HW:2: Demonstrates the habit <span class="highlight">of</span> writing extensively by… Grade 3 Grade 4 Grade 5 W:HW:3:2.1: Writing with frequency, including in- school, out-<span class="highlight">of</span>-school, and during the summer (Local) W:HW:3:2.2: Sharing thoughts, observations, or impressions (Local) W:HW:3:2.3: Generating topics for writing (Local) EXAMPLES: <span class="highlight">Journal</span>
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http://www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFrameworks/documents/K-12FrameworkWrittenandOralCommunication_001.pdf#page=49
www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFramew...
New Hampshire Curriculum Framework Written and Oral Communication June, 2006 Writing and Oral Communication 6-8 Page 49 <span class="highlight">of</span> 73 Habit <span class="highlight">of</span> Writing: Writing Extensively (HW:2) W:HW:2: Demonstrates the habit <span class="highlight">of</span> writing extensively by… Grade 6 Grade 7 Grade 8 W:HW:6:2.1: Writing with frequency, including in- school, out-<span class="highlight">of</span>-school, and during the summer (Local) W:HW:6:2.2: Sharing thoughts, observations, or impressions (Local) W:HW:6:2.3: Generating topics for writing (Local) EXAMPLES: <span class="highlight">Journal</span>
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http://www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFrameworks/documents/K-12FrameworkWrittenandOralCommunication_001.pdf#page=65
www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFramew...
New Hampshire Curriculum Framework Written and Oral Communication June, 2006 Writing and Oral Communication 9-12 Page 65 <span class="highlight">of</span> 73 Habit <span class="highlight">of</span> Writing: Writing Extensively (HW:2) W:HW:2: Demonstrates the habit <span class="highlight">of</span> writing extensively by… Grade 8 Grade 10 Grade 12 W:HW:8:2.1: Writing with frequency, including in- school, out-<span class="highlight">of</span>-school, and during the summer (Local) W:HW:8:2.2: Sharing thoughts, observations, or impressions (Local) W:HW:8:2.3: Generating topics for writing (Local) EXAMPLES: <span class="highlight">Journal</span>
DRAFT
50 of 75 ACADEMIC JOURNALING CONNECTED TO CONTENT AREA Double-Entry Journals Description: A Double-Entry Journal is a versatile adaptation of the response journal. Using a Two Column/T-note format, the double-entry journal allows students to record dual entries t...
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50 of 75 ACADEMIC JOURNALING CONNECTED TO CONTENT AREA Double-Entry Journals Description: A Double-Entry Journal is a versatile adaptation of the response journal. Using a Two Column/T-note format, the double-entry journal allows students to record dual entries that are conceptually related. Students are juxtaposing their thoughts, ideas, and feelings according to the prompts provided for making entries. Step-by-Step 1. Use double-entry journals the same as the response journals except for heading each
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http://www.state.tn.us/education/ci/english/doc/ENG_3081.pdf#page=50
www.state.tn.us/education/ci/english/doc/ENG_3081.pdf#page=50
meaning. These activities are intended to be brief and can be assigned at any point during the class period. Reading and Writing Together Unsent Letters Biopoem Admit Slips EXPLORATORY WRITING ESSAY WRITING <span class="highlight">JOURNAL</span> WRITING Response Journals Learning Logs RAFT Rubrics Exit Slips 47 <span class="highlight">of</span> s Dialogues Double-Entry Journals 75
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http://www.state.tn.us/education/ci/english/doc/ENG_3081.pdf#page=51
www.state.tn.us/education/ci/english/doc/ENG_3081.pdf#page=51
48 <span class="highlight">of</span> 75 ACADEMIC JOURNALING CONNECTED TO CONTENT AREA Response Journals Description: Response Journals create a permanent record <span class="highlight">of</span> what readers are feeling and thinking as they interact with literary or informational texts. It allows students to record their thoughts and emotional reactions about texts. Reading selections may be used as a springboard to inspire students’ feelings and thoughts about a topic. Most <span class="highlight">journal</span> activities require thinking but do not demand a finished product. Students learn
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http://www.state.tn.us/education/ci/english/doc/ENG_3081.pdf#page=53
www.state.tn.us/education/ci/english/doc/ENG_3081.pdf#page=53
50 <span class="highlight">of</span> 75 ACADEMIC JOURNALING CONNECTED TO CONTENT AREA Double-Entry Journals Description: A Double-Entry <span class="highlight">Journal</span> is a versatile adaptation <span class="highlight">of</span> the response <span class="highlight">journal</span>. Using a Two Column/T-note format, the double-entry <span class="highlight">journal</span> allows students to record dual entries that are conceptually related. Students are juxtaposing their thoughts, ideas, and feelings according to the prompts provided for making entries. Step-by-Step 1. Use double-entry journals the same as the response journals except for heading each
K-12
R.10.K.6 Respond to a wide variety of texts by contributing to a reading journal/log which demonstrates appropriate comprehension skills, including picture and written responses R.10.K.7 Select familiar books to read from a variety of sources, including classroom, home, and s...
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R.10.K.6 Respond to a wide variety of texts by contributing to a reading journal/log which demonstrates appropriate comprehension skills, including picture and written responses R.10.K.7 Select familiar books to read from a variety of sources, including classroom, home, and school library R.10.1.8 Respond to a wide variety of texts by contributing to a reading journal which demonstrates appropriate comprehension skills, including picture and written
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http://arkansased.org/teachers/pdf/ela_K-8_2003.pdf#page=17
arkansased.org/teachers/pdf/ela_K-8_2003.pdf#page=17
Strand: Writing Standard 5: Purposes, Topics, Forms and Audiences Students shall demonstrate competency in writing for a variety <span class="highlight">of</span> purposes, topics and audiences employing a wide range <span class="highlight">of</span> forms. Writing: A Variety <span class="highlight">of</span> Purposes, Topics, Forms and Audiences K-4 English Language Arts Curriculum Framework Revised 2003 Arkansas Department <span class="highlight">of</span> Education Key: W.5.K.4= Writing. Standard 5. Kindergarten. 4 th Student Learning Expectation 14 THE GOAL FOR EACH STUDENT IS PROFICIENCY IN ALL REQUIREMENTS
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http://arkansased.org/teachers/pdf/ela_K-8_2003.pdf#page=32
arkansased.org/teachers/pdf/ela_K-8_2003.pdf#page=32
R.10.K.6 Respond to a wide variety <span class="highlight">of</span> texts by contributing to a reading <span class="highlight">journal</span>/log which demonstrates appropriate comprehension skills, including picture and written responses R.10.K.7 Select familiar books to read from a variety <span class="highlight">of</span> sources, including classroom, home, and school library R.10.1.8 Respond to a wide variety <span class="highlight">of</span> texts by contributing to a reading <span class="highlight">journal</span> which demonstrates appropriate comprehension skills, including picture and written
Microsoft Word - Content Area Reading Middle School.doc
49 ACADEMIC JOURNALING CONNECTED TO CONTENT AREA Double-Entry Journals Description: A Double-Entry Journal is a versatile adaptation of the response journal. Using a Two Column/T-note format, the double-entry journal allows students to record dual entries that are con...
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49 ACADEMIC JOURNALING CONNECTED TO CONTENT AREA Double-Entry Journals Description: A Double-Entry Journal is a versatile adaptation of the response journal. Using a Two Column/T-note format, the double-entry journal allows students to record dual entries that are conceptually related. Students are juxtaposing their thoughts, ideas, and feelings according to the prompts provided for making entries. Step-by-Step 1. Use double-entry journals the same as the response journals except for heading
47
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http://www.state.tn.us/education/ci/english/doc/READ_Gr_6-8_Content_Area.pdf#page=47
www.state.tn.us/education/ci/english/doc/READ_Gr_6-8_Content_Area.pdf#pag...
47 ACADEMIC JOURNALING Response Journals Description: Response Journals create a permanent record <span class="highlight">of</span> what readers are feeling and thinking as they interact with literary or informational texts. It allows students to record their thoughts and emotional reactions about texts. Reading selections may be used as a springboard to inspire students’ feelings and thoughts about a topic. Most <span class="highlight">journal</span> activities require thinking but do not demand a finished product. Students learn to write without fear
49
0
http://www.state.tn.us/education/ci/english/doc/READ_Gr_6-8_Content_Area.pdf#page=49
www.state.tn.us/education/ci/english/doc/READ_Gr_6-8_Content_Area.pdf#pag...
49 ACADEMIC JOURNALING CONNECTED TO CONTENT AREA Double-Entry Journals Description: A Double-Entry <span class="highlight">Journal</span> is a versatile adaptation <span class="highlight">of</span> the response <span class="highlight">journal</span>. Using a Two Column/T-note format, the double-entry <span class="highlight">journal</span> allows students to record dual entries that are conceptually related. Students are juxtaposing their thoughts, ideas, and feelings according to the prompts provided for making entries. Step-by-Step 1. Use double-entry journals the same as the response journals except for heading
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