stuart gaston-nash & helen carr jazzing up the journal ways to foster a love of reading through...

Stuart Gaston-Nash & Helen Carr

Jazzing up the JournalJazzing up the Journal

Ways to foster a love of reading Ways to foster a love of reading through the use of a Reading through the use of a Reading

JournalJournal


AgendaAgenda

What are Reading Journals?What are Reading Journals?Why keep Reading Journals?Why keep Reading Journals?How to keep Reading JournalsHow to keep Reading JournalsHow can Reading Journals be How can Reading Journals be

put to effective use in the put to effective use in the classroom?classroom?

What resources are available to What resources are available to assist in using Reading assist in using Reading Journals?Journals?


What are Reading Journals?What are Reading Journals?

A Reading Journal provides A Reading Journal provides children with an opportunity to children with an opportunity to reflect upon and respond to text, reflect upon and respond to text, also offering opportunities to also offering opportunities to develop a written response to develop a written response to text;text;

A Reading Journal provides A Reading Journal provides teachers with useful information teachers with useful information about children’s thinking about children’s thinking processes and comprehension as processes and comprehension as they interact with text.they interact with text.



In Reading Journals, children respond to In Reading Journals, children respond to their reading using an important form of their reading using an important form of writing – writing to learn.writing – writing to learn.

When they write to learn, children attempt When they write to learn, children attempt to make personal sense of their reading to make personal sense of their reading experience as well as build connections experience as well as build connections between what they already know and the between what they already know and the new ideas they encounter.new ideas they encounter.

This type of writing helps children to This type of writing helps children to construct their own knowledge, develop construct their own knowledge, develop their thinking and reflect on their learning.their thinking and reflect on their learning.

It is part of the process by which It is part of the process by which understanding can be communicated to understanding can be communicated to others in a range of written and oral others in a range of written and oral genres. genres.



Reading Journals can range from being Reading Journals can range from being informal, in which children express their own informal, in which children express their own personal responses, to structured learning personal responses, to structured learning logs in which children record thoughts and logs in which children record thoughts and comments through review type formats.comments through review type formats.

Whichever approach is adopted, using Whichever approach is adopted, using Reading Journals is useful in that they:Reading Journals is useful in that they:– Encourage children to think and articulate their Encourage children to think and articulate their

thoughts;thoughts;– Make their learning personal;Make their learning personal;– Support self-exploration and self-discovery;Support self-exploration and self-discovery;– Focus children’s attention on values, attitudes and Focus children’s attention on values, attitudes and

ethical issues;ethical issues;– Support the key learning processes of negotiation, Support the key learning processes of negotiation,

collaboration and reflection; collaboration and reflection; – Improve children’s writingImprove children’s writing



The The First Steps Reading Resource Book First Steps Reading Resource Book helpfully lists a range of suggestions as to helpfully lists a range of suggestions as to what reading journals are generally considered what reading journals are generally considered to be.to be.

A journal could include:A journal could include:– A set of personal goals for readingA set of personal goals for reading– A list of texts read with commencement dates, this is A list of texts read with commencement dates, this is

usually kept separated from other entriesusually kept separated from other entries– Thoughts or feelings, recorded in response to readingThoughts or feelings, recorded in response to reading– Drawings of settings, characters or eventsDrawings of settings, characters or events– Phrases or words that have excited or puzzled the Phrases or words that have excited or puzzled the

readerreader– PredictionsPredictions– Suggested changes readers would have made if they Suggested changes readers would have made if they

had been the authorhad been the author– Comments on characters, illustrations, diagrams, Comments on characters, illustrations, diagrams,

layout or language used.layout or language used.


Why keep Reading Journals?Why keep Reading Journals?

Reading Journals are most valuable in that they Reading Journals are most valuable in that they require children to express in writing their own require children to express in writing their own personal interests and insights into reading and personal interests and insights into reading and build on the skills they already intuitively build on the skills they already intuitively possess: the ability to observe, to listen, to take possess: the ability to observe, to listen, to take notes, to reflect on their notes, and to ask notes, to reflect on their notes, and to ask questions that are borne out of a sense of questions that are borne out of a sense of genuine curiosity.genuine curiosity.

Furthermore, giving children space and Furthermore, giving children space and encouragement to record their personal encouragement to record their personal thoughts and reactions to their reading can also thoughts and reactions to their reading can also allow them the opportunity to locate their own allow them the opportunity to locate their own specific points of engagement with the text – specific points of engagement with the text – even, or especially, if they initially react to the even, or especially, if they initially react to the text negatively.text negatively.


How to keep Reading JournalsHow to keep Reading Journals

Reading Journals can be kept by Reading Journals can be kept by children in a variety of ways but the children in a variety of ways but the following suggestions are the most following suggestions are the most frequently used.frequently used.

The suggestions are directed toward The suggestions are directed toward reading fiction texts, but you can reading fiction texts, but you can apply them to other kinds of text.apply them to other kinds of text.

For each text read, the notes made by For each text read, the notes made by the children in their journals may the children in their journals may include all or some of the following include all or some of the following suggestions, depending on the amount suggestions, depending on the amount and type of reading involved and also and type of reading involved and also the child making those notes!the child making those notes!



Personal thoughts and reactionsPersonal thoughts and reactions– Aim to be open about reactions to the Aim to be open about reactions to the

text, rather than limiting responses to ‘I text, rather than limiting responses to ‘I liked (or hated)’ type of statements;liked (or hated)’ type of statements;

– Be reflective, thinking about why you may Be reflective, thinking about why you may be responding the way you are;be responding the way you are;

– Allow yourself room to change your mind Allow yourself room to change your mind – maybe list initial thoughts on the left of – maybe list initial thoughts on the left of a page, allowing for later reflections, a page, allowing for later reflections, additions, comments or questions on the additions, comments or questions on the right!right!



Comments and Questions on plot, Comments and Questions on plot, narrative structure, point of view, narrative structure, point of view, characters, or settingcharacters, or setting– Use these and similar questions to guide Use these and similar questions to guide

children’s responses as they read:-children’s responses as they read:-• Plot: What is the main dilemma? How are other Plot: What is the main dilemma? How are other

dilemmas related? What causes the dilemmas?dilemmas related? What causes the dilemmas?• Narrative Structure: How does the story move Narrative Structure: How does the story move

on? Does the story move chronologically?on? Does the story move chronologically?• Point of view: Who tells the story? Why do you Point of view: Who tells the story? Why do you

think the author has chosen this point of view?think the author has chosen this point of view?• Characterisation: How are the characters Characterisation: How are the characters

portrayed?portrayed?• Setting: Where does the action take place? Setting: Where does the action take place?



Observations on contextObservations on context– Recording observations and questions about the Recording observations and questions about the

locations or the historical period depicted in the locations or the historical period depicted in the text can be useful for encouraging cross-curricular text can be useful for encouraging cross-curricular linkslinks

– Children simply take notes on what they ‘observe’ Children simply take notes on what they ‘observe’ with regards to:-with regards to:-

• Gender rolesGender roles• Family relationshipsFamily relationships• Social classSocial class• Cultural backgroundCultural background• Interior & Exterior space (architecture, countryside, Interior & Exterior space (architecture, countryside,

etc.)etc.)– They may then choose to conduct further research They may then choose to conduct further research

to discover more about the context of their to discover more about the context of their observations!observations!


How can Reading Journals be put to How can Reading Journals be put to effective use in the classroom?effective use in the classroom?

The key to using reading journals in the The key to using reading journals in the classroom is getting children to use them as classroom is getting children to use them as a tool to help them engage with their a tool to help them engage with their reading and their response to that reading.reading and their response to that reading.

Engagement with the text is paramount!Engagement with the text is paramount! Similarly, any reading related tasks should Similarly, any reading related tasks should

be achievable and stimulating.be achievable and stimulating. For example, “Draw and label your For example, “Draw and label your

impression of the first character you meet” impression of the first character you meet” is better than “Describe the main characters is better than “Describe the main characters with reference to appearance, personality with reference to appearance, personality and relationships with other characters.and relationships with other characters.

Why? Why?



Because:Because:– The first is quick and doesn’t detract from the The first is quick and doesn’t detract from the

reading!reading!– The first is not writing!The first is not writing!– The first sets up the important questions – how the The first sets up the important questions – how the

author builds and shapes our view of the author builds and shapes our view of the characters. Later on, simply challenge the child to characters. Later on, simply challenge the child to adapt the drawing to reflect new information.adapt the drawing to reflect new information.

– The second requires writing – and daunting writing The second requires writing – and daunting writing at that for such an early stage in a book.at that for such an early stage in a book.

– The second kills any chance of the child engaging The second kills any chance of the child engaging with the text and overcoming any prejudice about with the text and overcoming any prejudice about reading and texts!reading and texts!

– The second reinforces the “we read, then we write The second reinforces the “we read, then we write about it” experience rather than “we read, then about it” experience rather than “we read, then respond to it.”respond to it.”



The “We read, then we write about it” The “We read, then we write about it” experience. experience.

Writing is fine for jotting down ideas, Writing is fine for jotting down ideas, thoughts and reflections but should thoughts and reflections but should generally be kept to a minimum.generally be kept to a minimum.

““What do you think could be the star sign of What do you think could be the star sign of the main characters?” will focus reluctant the main characters?” will focus reluctant readers on characterisation much better readers on characterisation much better than a formal extended writing task.than a formal extended writing task.

Once the child stops fearing the reading Once the child stops fearing the reading journal, then extended, pupil prompted, journal, then extended, pupil prompted, reflective writing is often the outcome – reflective writing is often the outcome – “we read, then respond to it.”“we read, then respond to it.”



The following are some suggested activities:-The following are some suggested activities:- Book Bites:Book Bites:

– Ongoing throughout the reading of the book, the Ongoing throughout the reading of the book, the child draws the front cover (frequently what drew child draws the front cover (frequently what drew them to it in the first place!) also making short ‘bite-them to it in the first place!) also making short ‘bite-size’ responses on how they feel the cover relates to size’ responses on how they feel the cover relates to the book and how they might change the cover to the book and how they might change the cover to better reflect the story.better reflect the story.

Directed Freewrites:Directed Freewrites:– Prior to class discussion on a particular passage, Prior to class discussion on a particular passage,

character, scene or question, allow time for a character, scene or question, allow time for a freewrite – this if often a good way to stimulate freewrite – this if often a good way to stimulate discussion, giving children practice in writing short discussion, giving children practice in writing short analyses and reflections on their reading to which analyses and reflections on their reading to which they can refer back. This could even be good they can refer back. This could even be good preparation for a hot-seating activity.preparation for a hot-seating activity.



Journal Swap:Journal Swap:– As an alternative to class discussion, this gets As an alternative to class discussion, this gets

all children participating and gives them all children participating and gives them practice in sharing their writing and their practice in sharing their writing and their responses to reading, on a relatively informal responses to reading, on a relatively informal basis, with their peers. Starting once again with basis, with their peers. Starting once again with their own freewrite in response to a passage, their own freewrite in response to a passage, character, scene, etc. on the left side of the character, scene, etc. on the left side of the page, the children swap journals and then page, the children swap journals and then respond to his/her peer’s freewrite. respond to his/her peer’s freewrite.

– There are many variations to this. For example, There are many variations to this. For example, children might be asked to pose a question children might be asked to pose a question which when passed on, receives a partner’s which when passed on, receives a partner’s written engagement to the reading. Children written engagement to the reading. Children may swap several times in order to have many may swap several times in order to have many different voices participating in their journals.different voices participating in their journals.



I notice, I wonder statements:I notice, I wonder statements:– These two phrases can be used to prompt These two phrases can be used to prompt

children in articulating their unique interests, children in articulating their unique interests, questions and speculations about their questions and speculations about their reading.reading.

– Children might be asked to write two Children might be asked to write two sentences in their journal at various points in sentences in their journal at various points in reading a text: the first beginning with “I reading a text: the first beginning with “I notice,” the second with “I wonder.” notice,” the second with “I wonder.”

– This can also work well in combination with This can also work well in combination with the journal swap wherein peers can respond the journal swap wherein peers can respond with their own speculations. “I noticed this with their own speculations. “I noticed this too, but I wondered if…” Or “I didn’t notice too, but I wondered if…” Or “I didn’t notice that, but I did notice this related thing, Like that, but I did notice this related thing, Like you, I wonder if…”you, I wonder if…”



Individual/Affective Responses:Individual/Affective Responses:– Children, like all readers, will have their immediate Children, like all readers, will have their immediate

personal and emotional responses to a text and personal and emotional responses to a text and these can often provide them with valuable these can often provide them with valuable insights if they can later apply them critically.insights if they can later apply them critically.

– On the left side, record their immediate response, On the left side, record their immediate response, being as specific as they can (that is they cannot being as specific as they can (that is they cannot say, “ I hated this”). Encourage them to describe say, “ I hated this”). Encourage them to describe their reaction as vividly as possible (ie. “This novel their reaction as vividly as possible (ie. “This novel made me feel really uncomfortable, like I was made me feel really uncomfortable, like I was wondering around a place where I didn’t want to wondering around a place where I didn’t want to be.”)be.”)

– Once again, swap journals, read the reaction and Once again, swap journals, read the reaction and then write their own response, considering what then write their own response, considering what specifically from the text may have evoked such a specifically from the text may have evoked such a response (“I noticed that the first thing the response (“I noticed that the first thing the narrator does is shout rudely at his parents and run narrator does is shout rudely at his parents and run away. I wonder if this is why you felt away. I wonder if this is why you felt uncomfortable.”)uncomfortable.”)


What resources are available to assist What resources are available to assist in using Reading Journals?in using Reading Journals?

Each child, each class, each school will have its Each child, each class, each school will have its own approach to Reading Journals.own approach to Reading Journals.

There are many resources available, those There are many resources available, those produced by educational suppliers, those made produced by educational suppliers, those made by other teachers and practitioners and those by other teachers and practitioners and those you create yourself.you create yourself.

The key is finding the resource that works within The key is finding the resource that works within your school, works for your class and engages your school, works for your class and engages each individual child with their reading.each individual child with their reading.

It is fairly certain therefore that the more It is fairly certain therefore that the more resources you have available, the greater chance resources you have available, the greater chance you will have of helping every child to succeed in you will have of helping every child to succeed in engaging with their reading through their engaging with their reading through their journal.journal.



First of all, some suggested prompts to help a First of all, some suggested prompts to help a child articulate their responses to fiction:child articulate their responses to fiction:– In what you read today, did the setting or any of the In what you read today, did the setting or any of the

characters remind you of people or characters in characters remind you of people or characters in your own life? Were any of the situations or events your own life? Were any of the situations or events similar to your own life? How were they alike and similar to your own life? How were they alike and how were they different?how were they different?

– Does this story or its characters remind you of Does this story or its characters remind you of another story you have read? Does it remind you of another story you have read? Does it remind you of a film you’ve seen? How are they alike and how are a film you’ve seen? How are they alike and how are they different?they different?

– If you could change the setting in this story to If you could change the setting in this story to another, what setting would you choose? Would you another, what setting would you choose? Would you change just the time period? Or would you change change just the time period? Or would you change the place, the season, the actual environment – the place, the season, the actual environment – maybe from poverty to riches? Why would you make maybe from poverty to riches? Why would you make those changes?those changes?



– If you could change the life or lives of the characters in If you could change the life or lives of the characters in the book you are reading to make their lives more like the book you are reading to make their lives more like those of any other character, whose lives would you those of any other character, whose lives would you change? How would you change their lives? Why did change? How would you change their lives? Why did you choose to change the life of that person or those you choose to change the life of that person or those people?people?

– If you were to put this story into your own life, in the If you were to put this story into your own life, in the area where you live, around the people and friends that area where you live, around the people and friends that you know, how would the story have to change? How you know, how would the story have to change? How would the people change? Would the setting have to would the people change? Would the setting have to change? Why would these changes have to take place?change? Why would these changes have to take place?

– Sometimes we are pulled towards one or two Sometimes we are pulled towards one or two characters in the story. We identify with them or feel characters in the story. We identify with them or feel sympathy for them. With which characters do you sympathy for them. With which characters do you identify in the book, and why do you believe you identify in the book, and why do you believe you identify with them?identify with them?



– Sometimes when we read, certain words or phrases or Sometimes when we read, certain words or phrases or images stand out. Maybe they are words or phrases images stand out. Maybe they are words or phrases that make an impression because of their sound, or that make an impression because of their sound, or maybe the meaning or image they make strikes us? maybe the meaning or image they make strikes us? Sometimes we find words or expressions we just do Sometimes we find words or expressions we just do not understand. Share those that you have come not understand. Share those that you have come across and describe why you listed them.across and describe why you listed them.

– Now that you are this far into the story, what do you Now that you are this far into the story, what do you look forward to learning next? What conflicts or look forward to learning next? What conflicts or problems do you think the characters will face? What problems do you think the characters will face? What qualities of your character (honest, loyal, cruel, qualities of your character (honest, loyal, cruel, dishonest, angry, vengeful) will affect how the dishonest, angry, vengeful) will affect how the character handles the problems and conflicts s/he character handles the problems and conflicts s/he encounters?encounters?

– If you could ask any character a question, what would If you could ask any character a question, what would you ask? If you could ask the author a question, what you ask? If you could ask the author a question, what might that be? Explain why you chose these might that be? Explain why you chose these questions.questions.



– In what you read today, what surprised you? Explain In what you read today, what surprised you? Explain how this will affect the story or how it changed your how this will affect the story or how it changed your thinking about the story.thinking about the story.

– What do you wish to learn when you read the next What do you wish to learn when you read the next part? What do you hope will happen in the story or to part? What do you hope will happen in the story or to the characters? Why do you wish for that happen?the characters? Why do you wish for that happen?

– Are you puzzled or confused about anything in the Are you puzzled or confused about anything in the story? What is it that confuses you, and why is it story? What is it that confuses you, and why is it confusing?confusing?

– It is not unusual to wish that our live were more like It is not unusual to wish that our live were more like the lives of characters in stories. How would you the lives of characters in stories. How would you change your own real life to be more like the world of change your own real life to be more like the world of your story?your story?

– Why do you think the author wrote this story? Where Why do you think the author wrote this story? Where did s/he get the idea or the characters? What message did s/he get the idea or the characters? What message do you think that the author is trying to share?do you think that the author is trying to share?



Secondly, some suggested prompts to help a Secondly, some suggested prompts to help a child articulate their responses to non-fiction:child articulate their responses to non-fiction:– What did you learn from your reading that you did not What did you learn from your reading that you did not

know before? What surprised you? Explain why it know before? What surprised you? Explain why it surprised you.surprised you.

– From your reading, were any questions that you had From your reading, were any questions that you had answered by what you read? List the questions you had answered by what you read? List the questions you had and the answers you came up with from the reading. and the answers you came up with from the reading. Are you satisfied with what you learned, with these Are you satisfied with what you learned, with these answers?answers?

– Did you come across a problem in your reading that you Did you come across a problem in your reading that you had not considered before? What was the problem? had not considered before? What was the problem? Could you solve it? If so, how? If not, how could you?Could you solve it? If so, how? If not, how could you?

– Are any of the real life situations or people that you Are any of the real life situations or people that you read about similar to situations that you have read about similar to situations that you have experienced before in life? How were they similar or experienced before in life? How were they similar or different?different?



Next, a list of opening sentences that could be Next, a list of opening sentences that could be useful for a child in starting their journal response:useful for a child in starting their journal response:– I like/dislike this idea because…I like/dislike this idea because…– This character reminds me of someone I know This character reminds me of someone I know

because…because…– This character reminds me of myself because…This character reminds me of myself because…– This character is like [character name] in [title] This character is like [character name] in [title]

because…because…– I think the setting is important because…I think the setting is important because…– This scene reminds me of a similar scene in…This scene reminds me of a similar scene in…– I like/dislike this writing because…I like/dislike this writing because…– This section is particularly effective because…This section is particularly effective because…– The ideas here remind me of the ideas in [title] The ideas here remind me of the ideas in [title]

because…because…– This incident reminds me of a similar situation in my This incident reminds me of a similar situation in my

own life. It happened when…own life. It happened when…



Now for some independent reading activities Now for some independent reading activities that could lead to work in journals:that could lead to work in journals:– Make a list of the words used to describe 3 characters Make a list of the words used to describe 3 characters

eg. what they looked like, attitudes, personal qualities, eg. what they looked like, attitudes, personal qualities, etc.etc.

– What words would you use to describe two characters What words would you use to describe two characters in your story?in your story?

– What do you think a character would do or say to you if What do you think a character would do or say to you if s/he met you?s/he met you?

– Do you think this story could happen in real life? Why?Do you think this story could happen in real life? Why?– Write a letter to a character in this story telling him/her Write a letter to a character in this story telling him/her

what you think of the way s/he treats people.what you think of the way s/he treats people.– Whom do you not like in this story? Explain why.Whom do you not like in this story? Explain why.– Describe the person in this story that you feel most Describe the person in this story that you feel most

like? like?



– Make a list of six places mentioned in the story and Make a list of six places mentioned in the story and describe each one.describe each one.

– You are a TV reporter. What shots of places would you You are a TV reporter. What shots of places would you show? How would you describe each shot?show? How would you describe each shot?

– What do you think were the best words used to What do you think were the best words used to describe a place in this story? Explain why.describe a place in this story? Explain why.

– What place in the story seemed most real to you? Why?What place in the story seemed most real to you? Why?– What places in this story would you most like to live in What places in this story would you most like to live in

or visit?or visit?– Describe how two different places in the story make Describe how two different places in the story make

you feel?you feel?– Collect and organise information about the objects in Collect and organise information about the objects in

your story eg. who owns them, where you would find your story eg. who owns them, where you would find them.them.

– Write a recommendation of the book for a friend. What Write a recommendation of the book for a friend. What will you say to encourage them to read it?will you say to encourage them to read it?



– What use did people in the story make of things or What use did people in the story make of things or objects?objects?

– Make a book jacket for the story using pictures or Make a book jacket for the story using pictures or sketches of things in the story.sketches of things in the story.

– List the action words used to describe three important List the action words used to describe three important events in this story.events in this story.

– Put the events in this story into a flow diagram Put the events in this story into a flow diagram showing the order in which they happened.showing the order in which they happened.

– What three events in this story do you think are most What three events in this story do you think are most like real life? Why?like real life? Why?

– Write a letter to a character telling him what you think Write a letter to a character telling him what you think of his opinions.of his opinions.

– Who in this story makes you feel angry or jealous? Who in this story makes you feel angry or jealous? Why?Why?

– Plot a graph that represents how you felt about Plot a graph that represents how you felt about different sections of the story? How and why does the different sections of the story? How and why does the line change?line change?



– Write an imagined biography of one of the characters.Write an imagined biography of one of the characters.– Write an account of what you might have done if you Write an account of what you might have done if you

were in one of the character’s predicament.were in one of the character’s predicament.– Construct a stage and setting for a scene in the book.Construct a stage and setting for a scene in the book.– Write a diary that might have been kept by a main Write a diary that might have been kept by a main

character.character.– Organise interviews of people assigned to roles from Organise interviews of people assigned to roles from

the story.the story.– Role-play the author, defending the book against Role-play the author, defending the book against

critics on radio.critics on radio.– Give a sales pitch for the book to the class.Give a sales pitch for the book to the class.– Write a letter to the author telling him/her why you Write a letter to the author telling him/her why you

enjoyed the book.enjoyed the book.



– Write about a true-to-life incident similar to one in the story.Write about a true-to-life incident similar to one in the story.– Write as one of the characters many years after the incidents Write as one of the characters many years after the incidents

in the novel.in the novel.– Write an imagined dialogue between characters in two Write an imagined dialogue between characters in two

books.books.– Compare characters faced with similar problems in different Compare characters faced with similar problems in different

books.books.– Research fact from fiction in an historical novel.Research fact from fiction in an historical novel.– Discuss the effect of setting on the behaviour and attitudes Discuss the effect of setting on the behaviour and attitudes

of the character.of the character.– You are a psychologist offering advice to the main character. You are a psychologist offering advice to the main character.

Tell what the problem is and what advice you would give.Tell what the problem is and what advice you would give.– Create a greeting card that one character might send to Create a greeting card that one character might send to

another. Tell why it would be sent and the receiver’s another. Tell why it would be sent and the receiver’s reaction.reaction.



– Write an unsigned letter from the point of view of a Write an unsigned letter from the point of view of a character, and have the rest of the class work out which character, and have the rest of the class work out which character it is.character it is.

– Choose a scene from your book and rewrite it as if it took Choose a scene from your book and rewrite it as if it took place two hundred years in the past.place two hundred years in the past.

– You are a millionaire suffering from a fatal illness. You are You are a millionaire suffering from a fatal illness. You are trying to decide what to do with your money. Tell which trying to decide what to do with your money. Tell which character you would leave your money to and why.character you would leave your money to and why.

– Write a newspaper report of an incident as it might have Write a newspaper report of an incident as it might have appeared in a newspaper in the time and culture of the appeared in a newspaper in the time and culture of the novel.novel.

– You are a private detective assigned to follow the main You are a private detective assigned to follow the main character. Write a report on his or her activities over one character. Write a report on his or her activities over one period of time. Tell where s/he went, whom s/he saw, and period of time. Tell where s/he went, whom s/he saw, and what s/he did. Draw conclusions about the character’s what s/he did. Draw conclusions about the character’s motives, values and lifestyle.motives, values and lifestyle.


What resources are available to assist in What resources are available to assist in using Reading Journals?using Reading Journals?

There are of course There are of course many commercially many commercially produced resources produced resources available…available…

But teachers have But teachers have known that known that creativity should creativity should be at the centre of be at the centre of any classroom’s any classroom’s curriculum and curriculum and resources for a resources for a long time…long time…


The endThe end

Hopefully, if we have achieved Hopefully, if we have achieved our aims, we have provided our aims, we have provided you with lot of ways to use you with lot of ways to use Reading Journals in the Reading Journals in the classroom.classroom.

Thanks for listening!Thanks for listening!

stuart gaston-nash & helen carr jazzing up the journal ways to foster a love of reading through...

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