Notebooks

Writing About Reading:

Setting Up the Readers' Notebook:

• Check out Readers' Notebook from F&P.... different parts of the notebook are interesting.

Readers' Notebooks:

• Check out F&P's notebook.  The different sections are interesting.
• Notebook Connections by Aimee Buckner - book discussion notes.

Writer's Notebooks:

• Students will collect moments and experiment with writing craft.  
• A place writers develop skill, fluency, and stamina.  
• A place to recognize and measure writing volume.
• Is the place where we are changing as a writer (3).
• A place to write to learn:
• Provisional Writing - notes, brief, supports learning, holds onto ideas
• Readable - on demand, clarify and brings clarity to thinking, is organized and seeks to organize
• Polished - writing process

Science Notebooks:  Use of science notebooks by every student, in every school, every day improves achievement in reading, writing, and science for all students.- Amaral, Garrison, and Klentschy, 2002  OR "notebooks are a central place where lnguage, data, and experience work together to form meaning for the student."

• Where is the reading work?  A lot of evidence points to the fact students do not read to understand; they read to do a task.  We must break them of this habit.
• Reading to understand takes a lot of time.

• Science Notebooks - website (http://www.sciencenotebooks.org/)
• Science Notebooks - explanation and text 
• Teacher Book to Purchase?  Science Writing - Notebooks - professional text, Interactive Science Notebooks - professional text, Inquiry Writing - Chapter 1 Writing
• Articles from NSTA - Science Notebooks
• Website to consider
• Why use journals?
• create personal responses to experiences, clarify ideas, and construct knowledge,
• build a personal connection or rapport between the student and teacher,
• provide evidence at conferences of what students are learning,
• allow expression of ideas through written and visual or graphic representations,
• allow written response to investigating, observing, and hypothesizing from lab experiments and class discussions,
• provide opportunity for student to explore questions and answers treated to science topics not studied in class,
• help students learn time-management skills, 
• *Valle Imperial Project Science discovered that Students were more success in science when the science notebook was used in the classroom in as knowledge-transforming writing format.
• Entry Ideas:  
• Survey Questions:  How do you feel when you come to science class?  What kind of grades do you usually get in science?  What do you hope to learn in science this year?
• Write in your own words what we are learning.
• Today I learned that...
• In lab or class this week, I thought... was interesting because...
• What we did today in science reminds me of...
• I previously thought..., but now I think....
• I would like to explore.... because....
• I really understood....
• I'm trying to find the answer to...
• When I visited..., I observed....
• While watching..., I noticed that ....
• In other subjects we talked about ...., which related to science because...
• I'm wondering about...
• I'm confused by...
• When we ask questions, we gain access to the text.  Questions hold us accountable to the text.
• Use science terms and vocabulary.
• Record observations and make predictions from lab work.
• I observed...
• I noticed...
• It reminded me of...
• This is so because...
• I'm curious about...
• It surprised me that...
• I wonder what would happen if...
• Write your own questions and explore ways to find answers - 
  When we ask questions, we gain access to the text.  Questions hold us accountable to the text.
• Use different ways to express your learning - drawing, poetry
• Use your curiosity to think of questions about the world around you.
• Connect your science learning to your everyday life.
• Compare and Contrast:
• The ... and the ... are the same because they both....
• In addition, they both ....
• They are different because the ..., but the .... does not.
• Also, the ...., whereas the ....
• I learned....  I'm curious about....
• Refutable Text - 
• State the misconception you are trying to refute
• Include evidence from a lab experiment, research that you have done, topics from class discussions, and examples to convince your audience to abandon this misconception
• Organize your paper properly and include an introduction with a topic sentence, supporting paragraphs, and a conclusion
• Use vocabulary we have learned
• Correct grammar, punctuation, and spelling errors before writing your final draft
• Types of Writing in Science:
• Description report
• Diagram/Photo/Schematic
• Graph
• Fiction Report (fictional details are mixed with facts)
• Persuasion Report
• references - annotated bibliography
• Peer review
• Student self-evaluation/checklist