Point of View - Interactive Notebook Pages and Projects
What is a Reading Response Notebook?
Response Notebooks requires your students to write about their understanding of reading concept and strategies., what they felt while discussing, reading or listening to a story.
What is its purpose?
Reading Response Notebook records student feelings, responses, and reactions to reading texts. This strategy encourages students to think deeply about the materials they read and to relate this information to their prior knowledge and experiences. This interaction between reader and text extends the reading experience into the "real life" application of information.
Reading Response Notebook allows students to reflect on and raise questions about a text. This notebook will be especially valuable for promoting opinion making, value judgments, and critical thinking.
How Can You Use it in Your Classroom?
Explain the functions of the response notebook to students. Stress that the notebook is personal—a place to express ideas, feelings, questions, and opinions. Point out that there are no "right answers" in response notebooks capture high-quality student-text interaction.
Provide a model notebook for students. Make sure that this model includes observations, questions, critical judgments, opinions, and feelings. Explain that while all of these are appropriate, students should be able to distinguish opinion from observation and critical judgment from feelings.
Provide essential question sheets with prompting questions that will help structure student responses. Encourage students to record as many observations as they can.
From time to time, organize the class into small groups and allow students to share their notebook responses with their peers. Stress again the functions of the i-Notebook and the fact that there are no "right" or "wrong" answers. Answers may vary.
Assessment and Evaluation Considerations
The student notebook may be viewed as a piece of ongoing assessment. Notebook entries can be evaluated when teachers read students' notebook when students share as a whole class, when students have literature circles, or when students have individual conferences with the teacher. Teachers may take notes on "post-it" notes or labels as they listen or confer with students. They may keep records of reading and writing strategies students have incorporated into their silent reading.
As part of self-evaluation, students may choose a piece of personal writing response from their reading response notebook they would like to include in their portfolio and explain what it shows they can do well or might do better. Students may look back through their notebook and, with teacher assistance, evaluate which reading strategies have been most helpful for them as they read and set specific goals for their reading and comprehension.
The following plot topics/activities are included in this packet:
Point of View Essential Questions
Point of View Studies Interactive Pages
Point of View Comprehension Notes
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