Double and Triple Entry Journals
Educators can use double and triple entry journals to drive students' thinking processes. They
are tools that can help scaffold learning to empower students as they become metacognitive
learners. These resources are excellent tools to supplement guided / independent reading.
The attached examples have been taken from the following sources:
 When Kids Can’t Read by Kylene Beers
 Reader’s Handbook from Great Source
 Lucy Calkins
 Advanced Placement Workshop
 Strategic Literacy Initiative
Double Entry Journals
Page
 Notes from the Text - Notes from my Mind
2
 Theme - What in the Text Supports the Theme
3
 Summary Notes
4
 Problem – Solution
5
 Quote - My Thoughts
6
 Critical Reading Chart
7
 Inference Chart
8
 What Do I Know – How do I Know It
9
Triple Entry Journals
 Interpretation Chart
10
 Paraphrase Chart
11
 Question/Prediction/ or Clarification Chart
12
 Evaluating Author’s Purpose
13
 Argument Chart
14
 What I Thought I Know – What I Know Now – How I Know It
15
 My Prior Knowledge – What I Saw in the Text – My Revised Schema
16
 What I Know About this Section
17
 Tracking My Understanding of New Concepts
18
 It Says- - I Say – And So
19
Double Entry Journal
Notes From The Text
(What’s in the Book)
Notes From My Mind
(My Response)
1
Double Entry Journal
Theme
(Provided by Teacher)
What In The Text
Supports The Theme
2
Double Entry Journal
Summary Notes
Page #
Most Important Information
Key Facts or Names
Key Terms or Ideas
3
Double Entry Journal
Problem
Solution
4
Double Entry Journal
Character Quote from Novel
My Thoughts
5
Double Entry Journal
Critical Reading Chart
Question
Is the main idea or viewpoint clear?
My Thoughts
What evidence is presented?
Are the sources authoritative and reliable?
Is the evidence convincing?
Is there another side of the story?
6
Double Entry Journal
Inference Chart
Text
What I Conclude
7
Double Entry Journal
What Do I Know
How Do I Know It
8
Which
Text
Triple Entry Journal
Interpretation Chart
Immediate Reaction
(After Reading Text)
9
Reaction After Reflection
(After Class Discussion)
Lines
Triple Entry Journal
Paraphrase Chart
My Paraphrase
10
My Thoughts
Page #
Triple Entry Journal
Quote from the Text
Question/Prediction/ or Clarification
11
Author’s Purpose
Triple Entry Journal
Evaluating Author’s Purpose
Questions to Ask
Explain
Have you learned something helpful as
a result of the reading?
Entertain
Did you enjoy the selection?
Did it make you laugh or cry?
Would you recommend it to a friend?
Persuade
Have you changed your mind as a
result of the reading?
Enlighten
Did the reading help you think about a
topic or idea in a new way?
12
My Thoughts
Viewpoint
Triple Entry Journal
Argument Chart
Support
13
Opposing Viewpoint
What I Thought I Knew…
Triple Entry Journal
Metacognitive Chart
What I Now Know
14
How I Know It
My Prior Knowledge
Triple Entry Journal
Metacognitive Chart
I Saw in the Text
15
My Revised Schema
What I Know About This Section of the
Text
(Summary or Explanation)
Triple Entry Journal
Metacognitive Chart
The Text
(With My Notes, Highlights, and
Conversation)
16
How I Figured Out What I Know
(Strategies I Used)
Tracking My Understanding of New Concepts
Key Concept
My Understanding Before
Doing the Reading
New Ideas and Examples
from the Reading
(Evidence from the Text)
17
My Revised
Understanding from the
Reading
How Did I Arrive at this
New Understanding?
Question
(Read the Question)
It Says
(Find information from the text
that will help you answer the
question.)
I Say
(Think about what you know
about that information.)
18
And So
(Combine what the text says
with what you know to come up
with the answer.)