Teaching Instructions

Left Side of the Notebook Paraphrase or clarify items Enter a drawing, photo, sketch, or magazine picture that illustrates the concept, ideas, or facts Pose questions about the information Form and express an opinion Predict outcomes or next steps Create a metaphor that captures the essence of the information/issue Formulate and record a contradictory perspective Write a reflection on the information or experience Find a quote that connects to the concept; record it and explain your rationale Make connections between the information/text and your own life, another text, and/or the world Create a mind map that captures the main topic and key concepts and supportive detail Create an acronym that will help you to remember the information covered Make connections to the content/processes of other courses

Right Side of the Notebook Notes on a: mini-lesson lecture lab reading film/video/documentary small group or large group discussion collaborative group process a copied excerpt of a text

Interactive activies

Reading Strategies Scaffolding Students' Interactions with Texts

Interactive Notebook

Reading Outcomes Video Resource Link to Other Reading Strategies Tools for Reading, Writing, & Thinking ELA Home Page Search the ELA Web Pages:		Use this Strategy: Before Reading During Reading After Reading		Targeted Reading Skills: · Condense or summarize ideas from one or more texts · Distinguish between relevant and irrelevant information · Compare/contrast information from one or more texts · Make text-to-text, text-to-self, and/or text-to-world connections
		What is it? The interactive notebook began as a strategy in Addison Wesley’s program, History Alive!  Since then, many teachers and students have expanded and added to the repertoire of ideas and ways to use this strategy.  Generally, the way it works is that each student has a spiral notebook that he/she uses for recording information for the class; each pair of pages is designated for different purposes.  The right side of the notebook is used to record notes on a mini-lesson, lecture, reading, class discussion, etc.  The left side of the notebook is used solely for the purpose of the student’s individual interaction with the information on the right page.   This interaction is not directed by the teacher in any way other than a list of possible options for the various methods from which a student may want to choose.  Below is a partial list of some of those options, but I’m sure you and your students will add to this list when you use this strategy. Left Side of the Notebook Paraphrase or clarify items Enter a drawing, photo, sketch, or magazine picture that illustrates the concept, ideas, or facts Pose questions about the information Form and express an opinion Predict outcomes or next steps Create a metaphor that captures the essence of the information/issue Formulate and record a contradictory perspective Write a reflection on the information or experience Find a quote that connects to the concept; record it and explain your rationale Make connections between the information/text and your own life, another text, and/or the world Create a mind map that captures the main topic and key concepts and supportive detail Create an acronym that will help you to remember the information covered Make connections to the content/processes of other courses Right Side of the Notebook Notes on a: mini-lesson lecture lab reading film/video/documentary small group or large group discussion collaborative group process a copied excerpt of a text    . How could I use, adapt or differentiate it? ·         If you have used interactive notebooks before, you probably already have several options to add to the lists; if you haven’t used them before, I’m sure you and your students will be adding to the lists almost immediately. ·         These interactions can be done at the end of class as a closure activity or as a great way to engage kids in a homework assignment that is individualized and practical. ·         As students become more comfortable with this type of processing, it may be a useful tool to help each of them examine and reflect on their metacognitive skills in relation to processing information.  This reflection may even become a part of their final reflection for portfolio assessment.