Reading Journals
Reading journals can be used in different ways. They provide
pupils with an opportunity to respond to a variety of texts.
They also provide teachers with information about pupils’
thinking and comprehension skills as they engage with text.
Journals can provide space for reflection and evaluation as well
as speculation and exploration of ideas.
There are many formats for reading journals. Much will depend
on the age and ability of the children, personal preference and
how reading is organised. It could be a book or folder but
might also be kept as an audio diary or on a computer.
Children can use a journal for fiction or non-fiction texts and
there are a number of response objectives in the NLS that
support and guide this aspect of reading (see Appendix 1)
Jottings, notes,
charts,
sketches, lists,
ideas, etc.
Mind maps,
diagrams, story
maps, grids, etc.
Diary entries,
letters, poems,
story extracts, etc.
What could be
in a journal?
Reviews, summaries,
character analysis,
comparisons,
predictions etc.
Drawings of characters,
illustrations, story
boards, etc.
Glossaries, vocabulary
investigations, puzzling
word and phrases, etc.
Transformations
where text has been
changed into a
different format.
A journal could also include a set
of personal goals or targets or a
list of texts that have been
read.
Different types of journal
It is important to be clear about how the journal is to be used
and its purpose. The teacher could model how to use a journal
during shared and guided reading.
With younger children or less confident writers, the journal
could be a whole class book where the teacher takes
responsibility for the writing process and children can
concentrate on articulating ideas and responses.
In some classes each guided group could have its own
collaborative journal. This is useful when children are being
introduced to journals or have not yet developed confidence to
maintain individual journals.
Journals and guided reading
Using reading journals for guided sessions is an excellent way
of developing the ability to reflect and evaluate texts.
Journals can underpin the sessions, driving the discussion and
responses that a text can generate. When teachers follow the
five-part structure of a guided session, journal activities can
be used in the introduction and can fulfil returning to the text
and response activities. The response activity can be done
during the guided session but is also effective if, after group
discussion, pupils are expected to complete a task
independently. This gives time for reflection. It also allows
pupils to engage with the text independently of the teacher.
When groups come together again there is a wealth of
opportunity for discussion based on the work in individual
journals. It is vital that the journal does not become a series
of recorded exercises but is seen as a catalyst for exploration
and enjoyment of texts
An Approach to Reading Journals
Shared Work
Teacher models responses to text – shared journal
Guided Work
Journals completed in guided session – teacher support
Guided Work
Journals used as interim task and follow up discussion
Independent Work
Journals used to prepare for and record independent reading
The importance of
Journal work will be most successful when children have had
opportunities to talk about their reading. This is a fundamental
aspect of any reading session. Pupils need to hear differing
opinions, articulate responses, justify ideas, change their minds
in light of what others say and generate questions around a
text.
Teachers can develop talk in a number of ways.
 Offer your own responses and speculate aloud
 Encourage children to share their responses, even if they differ from
yours
 Show that you are really interested in their views
 Avoid inquisitions – let discussion flow
 Challenge children to justify their opinions by reference to text
 Make connections between reading and writing – talk about how texts
are constructed
 Use specialist terminology to provide a language for talking about
literature
 Use questions and statements that are genuinely exploratory in tone
- What makes you think that?
- What do you think?
- How do you feel about…?
- Can you explain why?
- Do you agree with…’s opinion?
- Do you like the bit where…?
- I wonder if…
- Is there anything that puzzles you?
-
I’m not sure what I think about … I wonder what the writer
intended.
This bit reminds me of…
I would hate to have that happen to me – would you?
Are there any patterns that you notice?
I like the way the writer has…
I wonder why the writer has decided to…
(From Module 5, Shared and Guided Reading and Writing at Key Stage 2)
What can I write in my journal?
These activities cover a range of text types and can be
adapted for pupils of different ages.
 Character descriptions/portrait galleries/character
comparisons
 Explanations of settings/ story maps/ setting illustrations
 Book reviews/ book covers/ letter exchange about books
(possible e-mail)
 Cartoon strips
 Lists of words and phrases used to create atmosphere/
suspense, etc.
 A newspaper report linked to events in a narrative context
 Prediction of several possible outcomes
 ‘Between the lines’ – explore fictional events not directly
reported in the text
 A diary extract written by a character
 Advice to a character
 A glossary of technical vocabulary specific to a topic
 An annotated diagram using factual information
 A list of facts learned from a non-fiction book
 Story graphs which depict character or plot development
 A summary limited to a certain number of words
 Notes made by picking out key points
 Evaluation of the layout of a non-fiction text/ comparison
of two texts about same topic
 ‘Dear author’
 A letter expressing a point of view
 An invitation to a character
 Rewriting an extract from the point of view of a different
character
 An advert using key features that have been investigated
and identified
These are just a few of the many ideas that can be explored
using journals.
Appendix 1
Response Objectives
There are many response objectives in the NLS framework that can
underpin the development of reading journals. This list is just a sample.
Y1
 To describe story settings and incidents and relate them to own
experiences.
 To choose and read familiar books with concentration and attention,
discuss preferences and give reasons.
 To discuss reasons for, or causes of, incidents in stories.
 To compare and contrast preferences and common themes in stories
and poems.
Y2
 To identify and discuss reasons for events in stories, linked to plot.
 To discuss familiar story themes and link to own experiences, e.g.
getting lost, illness.
 To discuss and compare story themes.
 To identify and describe characters, expressing own views and using
words and phrases from texts.
 To read, respond imaginatively, recommend and collect examples of
humorous stories, extracts, poems, etc.
Y3
 To express views about a story or poem, identifying specific words or
phrases to support viewpoint.
 To identify and discuss main and recurring characters, evaluate their
behaviour and justify views.
 To discuss merits and limitations of instructional texts, including IT
and other media texts, compare these with others, to give an overall
evaluation where appropriate.
 To be aware of authors and to discuss preferences and reasons for
these.
Y4
 To investigate how settings and characters are built up from small
details, and how the reader responds to them.
 To appraise a non-fiction book for its contents and usefulness by
scanning, e.g. headings, contents, etc.
 To write critically about an issue or dilemma raised in a story,
explaining the problem, alternative courses of action and evaluating
the writer’s solution.
Y5
 To discuss enduring appeal of established authors and discuss ‘classic’
texts.
 To evaluate texts critically by comparing how different sources treat
the same information.
 To identify the point of view from which a story is told and how this
affects the reader’s response.
Y6
 To contribute constructively to shared discussion about literature,
responding to and building on the views of others.
 To analyse how messages moods, feelings and attitudes are conveyed
in poetry.
 To review a range of non-fiction text types and their characteristics,
discussing when a writer might choose to write in a given style or
form.