Essential Question: How do I use interactive notebooks to
engage students and maximize learning in my classroom?
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What are Interactive Notebooks? Notebooks are a highly
individualized way for students to interact with: The
content/concepts being learning Themselves and their thinking The
teacher
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The Process Can be challenging Takes a bit of patience Requires
modeling, modeling, modeling Must consistently be reinforced
Learning curve for both the teacher and the students
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The Payoff Students are able to organize their work Uses
reading strategies within a content area, such as science, social
studies or math Helps students (& teachers) distinguish between
what they know and what needs more attention
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Why Interactive Notebooks? The format is engaging to multiple
learning styles: Visual, kinesthetic, linguistic, and more
Encourages application of writing strategies in variety of contexts
Facilitates higher order thinking and collaboration
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Benefits over time Notebooks become a portfolio on individual
learning and a record of each students growth. Teachers, students,
and parents can review a students progress in writing, recording,
thinking, and organization skills.
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How is the Notebook assessed? There are multiple assessment
options: Formatively Progress monitoring daily/weekly/spot check
Provide commentary about a concept or written response Summatively
using a rubric Individual assignments basis Selected sections
assessed for conventions
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No one Right way! Just like writing a storythere are any number
of procedures, techniques, components, and elements to use when
creating interactive notebooks with your students. They should be a
reflection of your classroom and style of teaching &
learning
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How Do I Get Started? At least one month in advance, identify a
subject and concept with which to begin As you plan your upcoming
unit of study, create a model interactive notebook your would like
your students to create. Identify necessary concepts, materials,
and procedures you are going to use.
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What Students Need The notebook-loose leaf paper in a three
pronged folder, spiral notebook, or composition book Pencils,
crayons, markers Glue stick or tape Scissors Paper, graphic
organizers, assessments, etc Grading expectations
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Notebook Components: Personalized Unit Title Page Table of
Contents Standards Unit EQs Vocabulary Activities Graphic
Organizers Foldables The list goes on Each students notebook should
be unique! They may have similar assignments, but they should LOOK
different! Say No! to cookie cutter notebooks!
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Lets Get Started!
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Basic Notebook Set Up Create Front & Back Cover Pockets
Personalized Title Page Number all the pages in the book Create a
Book Table of Contents Then separate Table of Contents for each
section
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Give students standards or Student Friendly Versions of the
standards Unpack these standards. Three samples: Nouns & Verbs
Pictures Visual Sentences GPS Standards
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Foldables Multi-Door Foldable Select vocabulary words from your
1 st 9 weeks GPS Fold Book
http://cicobb.typepad.com/es/reading-strategies-for- science.html
http://cicobb.typepad.com/es/reading-strategies-for- science.html 3
Tab Foldable Post-It Variation
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Multi-Tab Shutter Foldable
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Matchbook Foldables
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2 Tab Matchbook Foldable
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T-Chart Foldable
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Envelope Foldable
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Buzz Review Game
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Word Trails p. 43 Seldom do words stand alone, isolated from
and unrelated to other words. Introduce a new word then build
trails and connections from other words to the new word. There are
five main trials that connect words.
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Critical Incident Journal p. 91 Writing Strategies Prior to
beginning a science lesson (hands-on), explain that students should
look out for a critical incident throughout the course of the
lesson. Here are some questions to consider: What is the
significant event you would like to write about in your journal?
Why is this event important to you? What was your favorite or least
favorite part of the lesson today? Describe the event. What
happened? What did you learn from this experience? How does this
fit in with what you are learning in science class? For grades K-1
Invite students to draw and label their critical incidents and
display their drawings on the science board.
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Twitter Posts Can be used as a Ticket-Out-the-Door Summarize
what you learned in this session. What are the strategies or
information you are going to try? VOCABULARYKNO WLEDGEISMORE
COMPLICATEDT HANRECITINGK EYTERMSANDTH IERDEFINITION S.STUDENTSNE
EDOPPORTUNITI ESTOINTERACT WITHWORDS. Vocabulary knowledge is more
complicated than reciting key terms and their definitions. Students
need opportunities to interact with words.