Journals of the Double-Entry Variety

Beers discusses the value of using double-entry journal as a way of constructing meaning for struggling readers. She states that they are a "powerful way to take notes and respond at the same time" (p. 127).  She doesn't discuss them in much detail but describes it as a strategy "in helping dependent readers understand how to construct meaning during reading" (p. 127). Having used this strategy as a student, I agree with Beer's inclusion of this strategy in her chapter on constructing meaning. In my experience, double-entry journals have functioned as a non-threatening way to respond to the text, functioning similarly to a directed free-write, but less daunting, in that the length is still somewhat short.

This strategy can manifest itself in different forms, particularly lending itself to a very student-centered way of response. To begin with, this strategy could be used in the English classroom through scaffolding throughout the year. It could begin with students selecting quotes from the text that they found confusing, and explaining what they may not have understood about the text. This would allow the teacher to see what sort of struggles the students are facing with their reading. The teacher could then build upon this skill and ask students to focus on specific areas of the text, whether it be areas of description, dialogue, symbolism, etc. and build upon the students understanding of these aspects of the text.

Another variation that could be used once students are familiar with the structure could be incorporating double-entry journals into read-alouds. The teacher could read aloud and have pre-selected passages that she wants the students to respond to. While reading aloud, the teacher could stop after reading the passage and ask students to respond. This could be done on a worksheet prepared by the teacher containing the quotes on one side of the page.

Students could also be challenged to respond to quotes in only one word. Once the word was selected students could share their words and see if any words were common among the group. This could provide an opportunity to group students based on the words chosen and have them work together in a group to further explain their responses and hear other students' perspectives.