Even your most reluctant writers will love using a class journal in your writing center.
Students love having a class journal! It is so much fun to pick up and read what their peers have written. They are motivated to write and write correctly when they know all of their friends will see it. They also know that it is something that will become a class keepsake. They always love to look back at what the students in the class before them had to say.
This journal was created for grades 1 and 2. (You can purchase the pre-k or kindergarten journal in my TPT store.) Each month the journal gets progressively more difficult and challenging for students. I still wanted to keep the tone light and engaging for students. You really want your students to look forward to writing in it. I limit my students to writing one journal entry per month. If not, you may end up with many entries from a small portion of your class. I included June/July for any of my friends that have a different schedule. You can create separate journals. However, I often put them all together in a folder with tabs.. Later it is binded into a large book (or 2 books if needed.)
This resource is part of my growing Interactive Writing Center on TPT, which you can view here:
Interactive Writing Center for the Year!
Once you have your center set up, you simply switch out the ready-made activities and sample on your bulletin board and it is easy to always have your station in tip-top shape! Most of the components would be switched, but I would leave the class journal up year-round as an option. Make sure to check out the video explanation and visit my blog to see pictures of this product in use in my classroom.
In this resource you will find the following:
Class Journal Cover
Signature Sheet to be signed by Every Student
Blank Journal Page for every month
Sample Journal Page in color - Perfect to display on a writing center bulletin board
You will be working on the following standards:
Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure.
Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.
Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure.
With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed.
With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.
Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section.
Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.
Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure.
With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.
Recall information from experiences or gather information from provided sources to answer a question.
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