notebook check assignment

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Teaching organization with notebook checks.

In addition to conveying our subject matter, I think it is critical that teachers help students learn good study skills, such as note-taking and test-taking strategies and organization skills.  One thing I have noticed about organization over my years as a teacher is that a really organized student can usually do fairly well, even if she has deficiencies in other areas, such as reading comprehension, writing, and higher order cognition, whereas a highly intelligent student with poor organization skills almost always has trouble in school and earns grades far below his ability.  I have found notebook checks to be an effective way to teach organization skills.

Notebook checks can be conducted in a variety of ways.  My high school English teacher used to collect our notebooks each time we had a test and check them while we took our tests.  I’ve done this before, too, but it isn’t the most efficient way to check notebooks, as it puts all of the work on the teacher.  Using this method, a teacher might think of five random things he or she expects to find in the notebook, such as a certain term defined, a handout given out on a certain date, a homework assignment, a journal, etc.  One of the reasons I am no longer a fan of this method is I don’t think it really teaches the students organization.  It’s hard to justify marking points off if you can’t find something in the notebook when later the student can find it — what you’re really teaching is that they should follow your idea of organization, not something that works for them.  I contend that if they can find it in their notebooks, then their organization system must work just fine, even if it looks crazy to you and me.

When I was student teaching, my supervising teacher also gave notebook checks, but I think she gave them too much weight (two test grades), and she looked for the wrong things.  Her classes all began with a warm-up.  Two days a week, the warm-up was a grammar exercise and the other three days were journals.  She collected two grammar warm-ups and three journals at random on each notebook check.  What I don’t like about this is that I feel it doesn’t teach organization at all.  A student in her class would not need to hold onto handouts, assignments, or notes because all she was interested in was the warm-ups!

I learned a much better method for creating notebook checks from a colleague of my supervising teacher.  As a requirement for my student teaching experience, I had to observe another teacher in my [future] department/area of concentration.  On the day I observed this teacher’s class, he was giving a notebook check, and I was much more impressed by his method for assessing organization.  This method requires a measure of organization on the part of the teacher,  but I think it is more effective at teaching students organization as well.  Basically, what the teacher does is ask questions about items that should be in the notebook.  The student is allowed to search through his or her notebook for the answers.  If the student doesn’t have them, too bad — students quickly learn they must keep everything.

Notebook checks should not be too long, as students will take time flipping through their notebooks for the answers.  Mine are ten questions.  Missing several questions will hurt a student, and that’s the idea — students quickly learn that their notebook check grades will be better if they are organized!  Students should not be able to to guess the answers to notebook check questions.  It is possible the students might remember the answers without looking them up in the notebook, especially if they study regularly, but I think the questions on a notebook check should be specific so that students need to look up the information.  It’s also important for students to write the date on everything — warm-ups, notes, handouts, etc.

My students do warm-up exercises (journals or grammar exercises) when they come to class, which keeps students busy while I take roll and pass out papers at the beginning of class.  However, they will see little need in doing warm-ups if there is no pay-off in terms of grades, so on each notebook check, I select two warm-ups at random and ask students about them.  Aside from that, I ask them questions about terms in their notes, homework answers, quizzes, essays, or anything else that might be in their notebooks.

Sample notebook check questions might look something like this:

• Locate your journal for March 16.  What was your opinion? [Say, for example, the journal asked whether it was better to have loved and lost than never to have loved at all.]
• Locate your homework assignment for April 4, p. 671, ex. B.  What was the answer to number 3?
• Find your test on pronoun reference.  Check one of the questions you missed and explain why you got it wrong [make sure you’ve gone over the test! If there were any 100’s on that test, you might avoid questions like this].
• Locate your quiz from March 30.  What was the answer to number eight?
• Locate your notes for April 11.  Who wrote Lyrical Ballads ?
• Locate the Power Point Presentation on American Realism, Regionalism and Naturalism.  What is verisimilitude?

Of course, you would go on in this vein until you have ten questions about items students should be able to locate in their notebooks.  My SMARTBoard (interactive white board) really helps me in terms of questions about students’ notes.  I can go back to every date on which students took notes and see what I wrote down on the SMARTBoard, so I can say without a doubt that it should be in a student’s notes.

At first, you will have absent students complain that they were not present on the date when such and such was assigned or whatever.  Just tell them they are responsible for making up all the work they miss and mark them wrong if they leave it blank.  Over time, you will begin to hear your students ask their peers things like “What was our warm-up yesterday?” and “Can I borrow your notes from yesterday?”  And that is the idea!  It’s a good idea not to ask about items that were handed out the day before a notebook check, simply because if a student is absent on that day, he or she doesn’t have adequate time to make up the work prior to the notebook check.

I like this method more than rifling through the students’ notebooks because the students have to locate the information, which means they have to have it organized in a way that facilitates locating it, and second, it’s a snap to grade.  Just like any quiz or test, you make up a key and check the answers against it.  Sometimes answers may vary and still be correct, and in those cases, simply note what you’re looking for.  For example, in question one above, students may either agree or disagree, but they should have some opinion on the question.

One other benefit of this particular method of assessment is that it can help lighten the paper load for teachers.  I do not, for instance, collect homework (grammar assignments, for the most part, in my class).  Instead, I go over homework in class and ask students to correct their answers and use the assignments to study for tests.  Will some students skip the homework?  Of course, didn’t you?  However, an effective way to combat this problem is to simply ask students you suspect didn’t do the work to contribute their answers when you go over it in class.  Grading homework makes me crazy, so I decided I just wasn’t going to do it.  However, I still want to make sure students are doing it at some point, so I ask them about it on notebook checks.

As the year progresses, students will ask me if such and such is going to be on the notebook check.  When they ask that, I make a mental note to put it on the next one, as they are usually asking because they don’t feel like doing the particular assignment.  The randomness of your questions should keep them on their toes without making you responsible for looking at every single thing they do in their notebooks.   Over time, as students become more organized, they actually come to like notebook checks as they are a good way for students who are organized to bring up their grades.  To make it worth their while, I do make notebook checks a major grade, but I wouldn’t do them more than once a month.  Overall, their grades on quizzes and tests should rise, too, as they have well organized materials for study.

[tags]assessment, note-taking skills, notebook checks, education, study skills[/tags]

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15 thoughts on “teaching organization with notebook checks”.

Absolutely brilliant! Thanks for sharing. I have done checks similar to the first two methods mentioned and they don't work. So I always end up giving up at this point. I had the kids start the notebooks this year-page numbering and keeping everything, but the checking got out hand so I kinda threw in the towel. Your idea is great and I am giving it a try next year. Thanks again!

I love this idea. I have started thinking about what I would like to change for next year and having my students (11th graders) keep a notebook was one of them. I haven't required them for a few years, but I have noticed that the students throw a lot of papers away, papers that they will need for future tests. I recently decided to go back to notebooks and made a rubric for a notebook check each grading period. Do you have the students keep everything in chronological order or do they have separate categories, like tests, homework, notes, etc?

Great idea! I have my honors kids and AP students keep binders with tabs. These kids are very organized. Why shouldn't I do this with my other students? I have been thinking about having the students keep binders next year. I like the idea of warm-ups and journal entries. Next year my school is going to 82 minute classes (block) and I am thinking this will help with the time element all of us will need to get used to. Do you have a certain way students should keep the notebooks? Do you give them divider tabs? Or, is the organization up to them? Thank you for sharing! Would a notebook check be done during a warm up? How long does this take to ask each kid 10 questions that they have to then look for??

Every year I strive to have my students keep organized notebooks, but I am not that organized. I have the teacher desk piled high with papers : )One year we had a Social Studies teacher who had the kids use a spiral notebook for notes. She kept an exact copy so the kids could check what was supposed to be on each page. The pages were numbered and handouts were stapled or glued onto the appropriate page. This may have been a bit too organized, especially for middle schoolers, but I was envious of her organiziation : )

Kim and Carol, I don't tell them how to organize it. They have to figure that system out. Some of them have tabs and keep different items in different places. Basically, the only thing I tell them they should do is date everything so they can find it for the notebook check. Whatever system they use is up to them. I've tried to force my system on kids before, and it didn't work for everyone, I'd get frustrated, and we'd all give up.

As for how long it takes, it takes a little longer than you'd think. They have to sift through the material and write it down. Usually it takes anywhere from 10 or 15 minutes for an organized student up to 20 or 25 for a student that has to hunt for a few things. We have a shortened period on Fridays (40 minutes), plus that's the only day of the week I meet with all of my classes, so I often choose to schedule them for Fridays. You do have to carve out a good chunk of time, but I would definitely plan for them to have something to do afterward. Perhaps a story that they need to read?

Karen, my desk is really, really bad. The way I am able to do this is that I have all the notes I have given saved on my computer because I have a SMARTBoard. I don't think I could do this otherwise. Also, I get their warm-ups out of books, and I date them with pencil so I know when I assigned them. I have heard of teachers who assigned a different student each day to be the note-taker and contribute a photocopy of his or her notes for a notebook kept in the teacher's room just for absent students, but now that I have the SMARTBoard, I haven't found a need for that.

I have a Mimio which makes my regular whiteboard like a SMARTBoard. I need to use it more regularly, though. I love how it saves everything I do on the board! I need to get more acquainted with it, too.

This sounds like a wonderful system–thanks so much for sharing it. Organization (mine) has always gotten in the way of my keeping up with notebook checks in my classes, but I will be receiving a SMARTBoard next year (and I'm so excited!), which I think will enable me to keep up with notebooks better.

Kelly, I learned that the best way to save notes for student use is to export them as pdf's. You won't be able to edit those notes, later, however, so you might want to save them first as SMART notebook files and then export them as pdf's. I upload all the SMARTBoard notes to my classroom blog: http://class.huffenglish.com/ . Students can download them, but the bonus is I can too; if I am working from home and don't have access to my files, it's been handy. I truly don't know how I taught without a SMARTBoard. I absolutely love them.

Wow. WOW. Thanks a zillion for this, really. It makes so much sense! My students have asked me both about notebook checks and open-notes tests, and this hits both of them – generous, but strict too!

This is sheer genius. That's how I'm handling my notebooks next year. Thank you so much!

(I came here from the Carnival, by the way.)

Thanks, Dana and Ruth. Tell me how it goes when you try it.

Please tell me what SMARTBoard? Is it a program? How do you use it?

Carol, a SMARTBoard is an interactive white board. It is hooked up to a computer and the user can interface with it much like you can with touch screen monitors on a computer so that the user can access any program on the computer from the SMARTBoard and also can write notes on the board using special markers. They're really cool: <a href=" http://www2.smarttech.com/st/en-US/Products/SMART+Boards/default.htm ” target=”_blank”> http://www2.smarttech.com/st/en-US/Products/SMART+Boards/default.htm

I love your method! This really puts the responsibility on the student, not just for acquiring the contents of the notebook, but for being able to use the notebook, too. What students may not know is such a well organized notebook may be a reference they will use far in the future…the handouts from my high school senior Honors English class (1984-85 school year) helped me decode what was going on when my husband and I watched Pacino's "Looking for Richard"! Granted, this is may seem a bit compulsive, but I knew I was going to be an English major and I kept everything.

Which ancient is it whose book is bascially the class notes someone took?? Plato??

I had a SmartBoard, but the screen was too small and I didnt like turning my back on my students. I now use a tablet PC and the Smart technology (our district has a license). I can do everything I did with the SmartBoard, but the HUGE screen makes it much better.

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How to Assess a Student Notebook

Taking organized and structured notes helps students remember the information they have learned in the classroom. That's where notebooks come in handy. Therefore, assessing your students' notebooks is essential but daunting. You can use rubrics for notebook correction to make this task easy and efficient.

Rubrics for Notebook Correction

The notebook checking schedule must be communicated to students at the beginning of the term and reminded at least a week before so that students with incomplete notebooks can take prompt action. The ultimate goal of checking a notebook is to evaluate students' understanding, not criticize them for missing work.

Students must have a complete notebook with work of all chapters or activities in it. An incomplete notebook either represents a student's unmotivated behavior towards studies or a gap in understanding concepts. Either issue can be resolved once identified with the help of notebook evaluation.

Organization

Students must ensure that the work they've done in their notebooks is organized and in proper order. Often students have blank pages in between chapters for no reason or one chapter's diagram in another chapter. Students must avoid making these errors and ensure their work is according to the sequence of the classroom lessons to help them during their learning for tests and quizzes. An unorganized and unstructured notebook will make it hard for students themselves to navigate through chapters.

Neat work is another factor that, if ignored, can give students a hard time understanding their own work and hinder their learning. Neat work consists of clear penmanship, proper margins and headers, elaborative diagrams (if applicable), and completely clean pages. Having ink marks on the spare pages or doodles on the side of the margins makes the work messy, making retrieval of information tough for students.

Table of Contents

A properly maintained table of contents makes navigation through a notebook easier for teachers and students. Instead of flipping page after page for a piece of information, students can refer to the table of contents and find the chapter in which their required information is noted. A table of contents also helps when revising for a test as it aids students in retrieving information just by the name of topics instead of going through the entire notebook repeatedly.

Content Accuracy

Since notebook corrections' sole objective is to identify how well students have understood and learned the lessons, it's incredibly important to check the content thoroughly. If there are some errors in a student's work, they must be addressed immediately, and students must also receive feedback for future reference. Inaccurate content will hinder the student's process of learning.

Closing Thoughts

Using rubrics for notebook correction is a genius way to efficiently and effortlessly assess a student's notebooks. The holistic feedback rubrics aid students in being aware of their mistakes and recognizing their best practices for quality work in the future. Notebook correction also allows you to clearly understand where your student is facing trouble and how you can resolve these issues for them.

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An easy check sheet for grading interactive notebooks

How I use this check sheet to grade our interactive notebooks:

4 comments:.

Thank you for sharing this! I am looking for ways to streamline the grading. Can you please clarify what you choose for the check? For example, if I had 15 things in my notebook, I would choose 10 of them to check? Do you expect all 15 things to be in the notebook? Thanks for clarifying!

Thank you for asking this. If there had, for example, been 15 assignments since the last check, I would just choose 10 random assignments (I usually chose the ones I felt were most important) since the last check and only put those on the current check sheet. I would hope that all 15 would be in there, but I would only officially check the 10. My students could use their notebooks on tests and quizzes, so it benefited them to have everything, but kids are kids:) The check sheet would then be glued into the notebook after the 10 assignments, which helped me with a starting point for the next notebook check. This way I wasn't flipping through the whole notebook for each check. I hope this makes sense! Please let me know if I can clarify or answer any more questions. Streamlining grading to make room for planning and teaching is always a good thing! :)

I am very inspired after reading your post that mentioned you were working on IEPs and the meetings that go along with them! I began as a SPED teacher for three years and then couldn't turn down the opportunity to teach Precalc, which required me to go to general education. This next school year, I am returning to SPED to teach Geometry (got your word wall to get me started). I am so excited that you are also a special education teacher. Look at all the amazing things you have done and not only helping your students, but you are out here helping us and our students too! Thank you so much.

The paperwork gets SO overwhelming, but the kids in Special Education are the absolute best. I love working with kids who need extra help and extra convincing! I'm so impressed you teach Precalc! I have a Precalc gap in my own education that I hope to fill in someday with a refresher course (refresher from high school, that is. It's been a while!). Thank you for your kind words and taking the time to leave a comment. Are you in the Visual Math Facebook group? There are lots of super helpful teachers in there who start great conversations about ways to reach kids. I hope you have had a great year and that you have the most relaxing summer!

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iRubric: Notebook Check rubric

Grade Interactive Notebooks in 10 Minutes (or less!)

Interactive Notebook Grading Solution I’ve got a time-saving tip to avoid stacks and stacks of notebooks that need grading and feedback.

I’ve posted a lot about the 10 minute Output students do at the end of a lesson.  While students are working independently to show their knowledge, I walk around to check for understanding.  I look at what students have been writing, ask questions, and clear up misunderstandings.

When I need to grab a grade, I can just have my list of student names, walk around and assign a grade for that day or a previous day’s assignment.  I don’t grade notebooks very often.  Most of it is practice and I try not to assess practice.  In order to meet the lovely grading quota, it happens sometimes.  🙂

Why I Like It – I can provide immediate verbal feedback. – Students have their notebooks open to the page I need. – I can grade quickly while students are working. – I don’t have stacks of notebooks to go through after school. – I can provide feedback more often because it’s not such a detestable task.

Happy grading!

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9 thoughts on “grade interactive notebooks in 10 minutes (or less)”.

I love the smaller font on your blog! I find it so much easier to read than a lot of other blogs! I am gong to follow you.

So smart, as always! I always love reading about your notebook management 🙂 🙂

Great idea!! Thanks for sharing your tip!

I’m a big fan of “over the shoulder grading” to keep things manageable. Great tip!

I do something similar, I stamp each students ‘output’ with a different rubber stamp each time. They don’t get a stamp unless it is finished and correct, that way I can give them instant feedback as well. When I want to enter a notebook check grade, I just count the stamps and give them points for each one they have. Its fast and easy! Its also kind of funny how they get excited about which stamp it will be, and they actually get sad if I don’t stamp an assignment!

After 21 years of using a science notebook, I have found an easy way to grade notebooks. I have my 8th graders do a peer review check (easy to use checklist for completeness and neatness) and then I do a 1-2 min final check (look for accuracy and check their parent signature, etc). I no longer have to take notebooks home or stay after school to grade (used to do this my first 5 years of teaching)….what was I thinking?!?! 🙂

Yes! Whatever you do, just don’t haul all those notebooks home! 🙂

How do you collect the grades after?

I just make a note on a class list.

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Interactive Notebooks: An Easy Way to Engage and Assess Students

I love interactive notebooks. If you are familiar with my materials, you know I include them regularly in reading, grammar, and math. Interactive notebooks are an easy way to engage and assess students. 

And I’m not the only one who loves them. When I was in the classroom, interactive notebooks were one of my students’ favorite parts of our routine.

But I know a lot of teachers get turned off by the idea of all that cutting, gluing, and coloring. So today I’m going to share 6 good reasons to include interactive notebooks in your lessons and give you some tips to make them easy to use.

Interactive notebooks help kids understand the material

Interactive notebooks are a combination of traditional notes and hands-on activities. They require students to interact with, manipulate, and think about new skills as they complete each activity. These notebooks are an active learning strategy that requires kids to think deeply about new concepts. This leads to a deeper understanding.

Kids have fun making interactive notebooks

Interactive notebooks make practicing skills a lot more engaging than a boring old worksheet. Students love the opportunity to cut, fold, spin, glue, and move around different pieces of the notebook. 

My students used to call them “scrapbooks”. They were highly engaged in the learning process because they were having fun. They also were invested in the assignment because they knew that they were adding pages to a notebook that they would have for the entire year. Each assignment was part of a bigger goal and they wanted to do a good job. Interactive notebooks are a valuable investment of time and energy.

Interactive notebooks make a great resource

As students add activities to their interactive notebooks, they are creating a great reference source for themselves. If they want to refresh their memory on the associative property or on different multiplication strategies, they can flip back through their notebooks and review those pages. My students referred to their notebooks regularly throughout the year and tended to go to their notebooks rather than posters on the wall for information.

Interactive notebooks are also a great study tool for test prep.

They are great for kinesthetic learners

Interactive notebooks are also great for your kinesthetic learners. The practice of physically manipulating the paper to complete the activities solidifies learning for some kids.

And all students, regardless of preferred learning style, benefit from practicing fine motor skills. It’s not possible to get that kind of sensory experience using a laptop or an iPad.

Interactive Notebooks Make Assessment Easy

Speaking of assessment, a quick flip through an interactive notebook is all you need to see if your students understand the material. You can easily assess whether the entire class needs a reteach or whether certain students would benefit from a review of the material. You can use them to make decisions about moving students from one group to another or to decide on intervention and enrichment opportunities.

They make differentiation a breeze

Interactive notebooks make it easy to differentiate. If you have a student who needs a little more support, you can allow them to use their notebook when completing assignments or even taking tests.

Tips for Making Interactive Notebooks Easy to Use

Start small.

When I was in the classroom, I used interactive notebooks in a number of subjects. If you use my resources, you know that they are part of my grammar, math, and reading routines.  But if you are new to using interactive notebooks don’t try and introduce them all at once.

Start small. Try using these notebooks in just one subject first. If it goes well, you can always add another subject a few weeks later. 

And don’t think you have to do interactive notebooks every day. They are just one learning strategy to add to your toolbox. Once a week per subject is plenty.

Model, model, model

Like everything in the classroom, you will need to spend time teaching your students how to use interactive notebooks. I strongly recommend making a sample book to show your students. If you don’t have time to make the whole notebook, at least do a few activities so you can flip through and show students what the finished book will look like. This will help them picture what they are supposed to be doing and motivate them to do their best work.

Model how to cut, how to keep track of pieces, and how much glue to use. You will need to teach them what you expect for every part of the process.

Teach students how to cut

If you teach a lower grade, you may need to teach the mechanics of cutting. Like showing your students how to hold the scissors and the paper. But even if you teach upper elementary, you should teach them a strategy for cutting. I know it sounds silly, but it saves so much time.

I show my students how to cut around the edges of the paper. Then cut our columns or rows first, and then individual pieces. This goes against kids’ natural tendency to cut out each piece individually and is a huge time saver.

If cutting still takes too long, try racing your students. Give them a head start and then challenge them to beat you, while still cutting “neatly”. They do need to be able to read all of the pieces when they are finished cutting.

You can also use a paper cutter to cut off the edges and to make any straight cuts. Just be sure to keep like pieces together. If you have a parent volunteer, ask them to take care of trimming edges for you. And if you have a child who really struggles, your parent volunteer, or even a quick-cutting student, could help make the cuts for them.

Use envelopes to keep pieces together

I staple an envelope to the back of students’ notebooks. When they cut out their pieces, they write their number on the back of each piece (just in case) and put it directly into the envelope.

Try a glue sponge

Can I be honest? I hate glue sticks. There I said it. I hate them. The caps are always falling off. Some of the brands aren’t very sticky. Kids have no idea how much to use. The glue only works to adhere paper to paper, and that isn’t even a done deal. Kids waste a lot of time looking for a glue stick with enough glue in it or trying to find the cap that scurried across the floor.

I used glue sponges instead. All you need is a food storage container with a lid, a kitchen sponge, and a bottle of white glue. Simply pour the glue over the sponge, cover it, and let sit overnight. When kept tightly covered, four sponges can last you all year. 

It’s so much easier than glue sticks.

Use interactive notebooks after you’ve taught a skill

Before you use interactive notebooks, you should teach a whole group lesson to introduce the skill. In math, you should also give students the opportunity to practice on their own. 

Interactive notebooks should be a practice activity that you use after you’ve already introduced a skill to your students. This saves time because by the time they get to the interactive notebook activity, they have a general understanding of the skill they are practicing. The notebook activity is a great way to assess their level of understanding.

Try interactive notebooks in small groups

I like to use interactive notebooks in small groups. I trained my students to start cutting immediately when they saw their Interactive Notebooks on the table. This gave them a head start while I helped other centers get going.

When I got to the table, most of the cutting was done. If not, they could finish up while I did a quick review of the lesson. Then they were ready to start working on their notebooks. The great thing about using Interactive notebooks in small groups is that it is easy to assess what students know. 

Print on colored paper

This trick makes it easy to organize materials. You could select a different color for each subject. Or different colors for each topic within a subject. For instance, your addition pages could be green, your subtraction blue, and your fractions orange.

Printing on colored paper also takes away the desire to color. These interactive notebooks are learning tools. Not art projects. We all know kids love to color. But these notebooks are not the place for coloring (unless it makes sense for the activity).

Pick the right activities

Make sure that the activities you choose have easy cuts. You don’t need any intricate pictures.

But even more importantly, make sure that the activities you pick are rigorous, standards-based activities that give kids practice of important skills. Interactive notebooks are not busy work. Nor are they a cutesy assignment. 

Yes, kids do enjoy them. But they still need to be purposeful activities that reinforce essential skills.

Ready-to-Use Easy Interactive Notebooks

If I’ve convinced you that interactive notebooks are worth a try, you’ll definitely want to check out my resources. I have stand-alone notebooks for math and my grammar and reading bundles include them. They all feature simple cuts, easy-to-manage activities, and rigorous practice of standards-based skills.

Math notebooks

I have a full year of interactive notebooks for second, third, and fourth grade. And I have a growing bundle for fifth grade. When you buy the growing bundle now, you’ll get immediate access to all of the notebooks currently in the store and you will get access to new interactive notebooks as they are added at no additional cost.

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Second Grade Math Interactive Notebooks Bundle

Third Grade Math Interactive Notebooks Bundle

Fourth Grade Math Interactive Notebooks Bundle

Fifth Grade Math Interactive Notebook Bundle

Grammar notebooks.

My grammar bundles come with 32 weeks of lesson plans . Each week includes one interactive notebook activity for students to practice grammar skills. Grammar bundles are available for grades 2-5 .

Grammar Second Grade Activities – Year Long BUNDLE

Grammar Third Grade Activities: Year-Long BUNDLE

Grammar Fourth Grade Activities – Year Long BUNDLE

Grammar Fifth Grade Activities – Year Long BUNDLE

Reading notebooks.

My reading units also include interactive notebooks. Each unit has two different interactive notebook activities to use in small groups or reading centers. Reading units are available for grades 2 and 3.

Second Grade Reading Units with Center FULL YEAR Bundle

Third Grade Reading Units with Centers FULL YEAR Bundle

I know your students will love adding interactive notebooks into the routine. And I am pretty confident that you will too. Let me know if you have any questions about how to make interactive notebooks easy.

Have a Not So Wimpy day,

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November 17, 2021 at 1:55 pm

I’d live to see a picture of your glue sponges! Do you have one per student or table or …?

December 2, 2021 at 1:29 pm

Hi Emily, I’m sorry, I do not have a picture of my glue sponges. I found they were easily shareable among students and your classroom setup can determine how many you have.

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Do you struggle to find time to teach writing? Do you find it a challenge to deliver lessons that help all of your writers? Would you like to learn a simple and effective way to teach writing? The Not So Wimpy Writing Masterclass is an online professional development course for grades 2-5. In this course, you will go from feeling overwhelmed to feeling confident and excited about teaching writing.

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Tips for Grading Interactive Notebooks

05/15 By Vanessa

So, you use notebooks in your classroom but you aren’t sure how to grade them. Are you overwhelmed grading notebooks? Or just unclear how to assess? Reading how others grade notebooks can be helpful, so I’m here to reveal my secrets for grading notebooks (interactive notebooks BUT, the same principles can apply to any notebook, or even binders!) I hope this will help you save time, and I’m also here to tell you: you do not need to grade every. single. thing. in your students’ notebooks Really!

My tips for grading interactive notebooks are also applicable across disciplines (not just science!)

Before I give you the low down, it’s important to note that there are some things you can do to help set your kids up for success. In my classroom, it was as simple as using the first 5-8 minutes of class to update the table of contents while I took attendance and passed back papers.  Doing so gives the students time to complete their table of contents and to organize their notebooks.

The table of contents is up on the board every day (via projector), even if nothing had changed the day before (as some students may have been absent or had not finished). You can also use this time to incorporate bellringers, but no matter what, have an updated table of contents up there at the beginning of every class. 

Two Key Ideas in Grading Notebooks:

When : on test days, before the test. 

How : I would check 10 assignments. Yup. That’s it. Because time is important.

You may be asking, that easy? How? Let’s back up…

Student self-evals at the beginning of the year can do wonders

About a week before the test, we’d do a self-eval. I’d remind the kids when I check the notebook, and that it would be 10 random assignments worth 10 points each. So, as a “practice run”, I would write 10 random page/assignment numbers on the board and they would do a self evaluation to come up with their own grade. If needed, I’d provide this rubric to guide them:

A self-eval get students thinking about the shape of their notebook; and here’s a pro-tip: it’s really helpful to do this on a day you can stay after school if you can’t devote the time in class to do so. Kids get energized and motivated with these self-evals, and it makes you feel better about grading their interactive notebooks, too!

Is this the same as the teacher rubric? Yes and no….

For example, the self eval is actually a bit stricter than my own methods, which isn’t a bad thing. When I grade, I use a looser evaluation. For example,  I might only take 2 points off for incompletion out of 10,  instead of sticking to a strict 5 points like the student self-eval suggests. 

Easy Optional Rubric for Teacher Grading:

If you’d like a copy, you can download one  here.  Note about download: Text boxes are provided for your convenience: you can modify them with specific assignments, or if you prefer, delete them and hand write assignments after printing.  

Important to note: the assignments were random, and I would not tell my students what the assignments are ahead of time. The students were expected to have all assignments completed. As far as choosing assignments, there were some assignments that were more significant to me than others so I’d choose 10 assignments that were valuable. 

That’s it. 

But wait! If you’re thinking, what about neatness!? What about the table of contents!?

Let me quickly say, I taught high school. I gave students time in the beginning of class that I had mentioned? The table of contents? All that stuff was simply to help get them organized to set them up for success. One big rule I had was if I could not find their assignment, I could not give them credit for it. Not where it’s supposed to be? Zero credit. Don’t come to me the next day saying it was there. I’d write notes where it was supposed to be saying it’s missing or out of order to prevent that. 

But if that’s not your style, I’ve got you covered. 

For instance, in the beginning of the year, I’d do random neatness checks as quiz grades with some of my classes. This was to help train their executive functioning to be on top of their organization.

Optional Notebook Neatness Check if that’s Your Jam:

You can download the  neatness check rubric here.

Tips on Grading Digital Interactive Notebooks

If you use digital interactive notebooks in your classroom, you’re probably wondering how to grade them. The theme here is preventing teacher burnout. So how do you grade without wasting 56 hours each day? 😉 Simple: create a self-grading Google Form with 10-20 questions for each digital ISN.  There are different ways to do this. 

One way: make it an open notebook quiz that has everything to do with how the students were expected to interpret the information and not necessarily the text. For example, one question might be “on page/slide 14 of your notebook, you were asked to build a diagram. Which order were the objects in?” Or, “On the energy pyramid you built on slide 11, which organism was found at the third trophic level?” 

Another way is to simply have general questions as you would any other quiz to make sure the students are grasping the information that allows them to grow and learn as students. 

I hope this helps and gives you some ideas as to how you can grade notebooks in your classroom!

• Give students time at the beginning of the class to organize their notebooks and table of contents.  
• Grade on test days (students hand in notebooks before the test at the beginning of class).
• Choose 10 assignments to grade worth 10 points each
• Self evaluations before test were helpful (see rubric) 
• Neatness checks optional (see rubric)
• For digital interactive notebooks, use Google Forms as a quiz. 

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Notebooks and Assessment

What assessment strategies can you use with science notebooks? Below you'll find tips on using notebooks to inform instruction and gather evidence about student learning.

Introduction

We encourage you to use notebooks as a tool for assessment, but not to focus on grading the notebooks themselves. Students should feel free to use their notebooks in a way that's useful for them, and should not be concerned about being evaluated for things like prettiness or spelling. After all, the notebook is merely a tool to help students learn science.

• Gallery of Assessment Examples
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Formative Assessment

You can use student work in notebooks to inform your upcoming science instruction. Choose 5-7 notebooks (different each time) to scan after class. Ask yourself some or all of these questions:

• What did students understand? What were they able to explain clearly with their own words and pictures?
• What didn’t students understand? What misconceptions about science content appear in multiple students’ notebooks?
• What are students still curious about? Could that curiosity dictate what you investigate next? Can you use a question a student wrote in his/her notebook to drive the next lesson?
• What’s missing from student work? What instruction could help students to create more thorough and useful entries?

Self Assessment

It can be helpful to periodically ask students to evaluate their own work in the notebook. Some teachers do this before they offer feedback to students.

• Ask students to put a post-it note on one page they feel proud of and one page they think they could improve. Why are they proud? How could they improve?
• Ask students to look at one page in their notebook and imagine another scientist reading over their shoulder. What might that scientist want to know? What else could they include to make their entry more thorough or clear?

Peer Feedback

Giving and receiving peer feedback benefits all students. Receiving feedback from a peer can feel validating and illuminating. And, reviewing someone else’s work may inspire students to try something new in their own notebook. Here are a few ways to facilitate peer feedback:

• Set-up a Gallery Walk [link to other lesson] where notebooks are opened to the appropriate page and set on surfaces around the room. Students walk around with post-it notes and write “I value….” compliments or “Another scientist might wonder...” questions that they have in response to a notebook entry. Consider using different colored post-its for compliments and questions.
• Have students partner up and review each other’s notebooks. You can offer a series of assessment questions for them to use to give each other feedback. For instance, if they are reviewing a page where students mapped out their plan for their investigation, you could ask: “Can you tell what your partner will do first?” “Are there any steps which are unclear?” “What is your partner’s focus question?”

Teacher Feedback

Engaging in a conversation with students in their notebooks can help them improve the clarity of their entries. Some teachers find it helpful to distinguish between entries that are meant for the student alone, and entries that are intended to communicate to scientific colleagues. When giving feedback to these entries, consider using the same prompts as in the peer feedback section:

• “Another scientist might wonder…”

Notes from the Field

Here’s what Rachel has to say about giving feedback to her 5 th grade scientists:

I try to give feedback to the 5th graders three times each year, usually just before report card time. I tell them to put sticky notes on two pages they think they did a great job on and want feedback on. I choose two pages to give feedback on, one of the ones they chose, and usually a page different from what they chose, although sometimes I'll choose both of their designated pages.

I write a 3x3 sticky note back to them with a "plus" and a "delta". The "plus" is something they did great and the "delta" is something they can work to change. The "plus" always starts with "Great job..." and the "delta" usually includes "don't forget to...", "explain your thinking", "label your drawings", "use the word because". Sometimes I'll give an example of how to change something or ask a question. Sometimes I'll use an arrow to point directly to what I was talking about.

When students get their notebooks back, they can look at their feedback and then either a) keep it on that page or b) collect it on the last page of their notebook. I usually have several students share out something they want to try and work on.

While we are not big proponents of numerically evaluating science notebooks, we recognize that some teachers need to give grades and the notebook can be a good source of evidence of student effort and learning. TISS alumna Heather Wong developed these rubrics, which can be used for that purpose.

Learn how science notebooks can help your students plan and carry out hands-on investigations.

Taking notes in science doesn't mean just copying what's on the board.

Setting aside time for reflection allows your students to recognize their own learning.

Science Notebook Corner

Learn how notebooks can help your students think and act like scientists.

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Check your work with rubrics

Important:  This only applies to assignments graded with Google Assignments.

A rubric is an assessment tool that defines the grading or feedback criteria for an assignment. If an assignment has a rubric, you can see it in the assignment description. As you work, refer to the rubric to help improve your grade.

After your instructor grades and returns your work, you can review your rubric score. In scored rubrics, each level has points you can earn. Your instructor matches the level of your work to a level on the rubric. Review the rubric to see what category you did well in, and where you might improve.

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Need more help, try these next steps:.

Interactive Notebook Check Editable Assessment for Student Notebook Progress

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Get students organized!

This editable notebook check will help you assess and guide your students to organizational success!

Notebooks help students organize their assignments in a regular place and in a logical order that makes sense to them.  

Notebooks enable creativity and independent thinking.

Notebooks help students become creative thinkers and notetakers.

Notebooks help Students develop tools and strategies for success on their own.  

Notebooks reach of a variety of learning styles.

Notebooks enhance success for visual & non-visual learners.

Notebooks allow students to learn from their mistakes.

Notebooks are great study tools.

And they are fun!

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Review student work in Class Notebook

Review student work in one notebook.

Follow these steps if you're reviewing student assignments in a single Class Notebook:

Open OneNote 2013 or 2016.

Select the Class Notebook you’d like to review.

Select Class Notebook in the OneNote ribbon.

Select Review Student Work ,   then the section of student work you want to review. For example: Homework .

When the Review Student Work pane appears, select an assignment to view students who have submitted work. Assignments that students have edited are in bold. Student names are bolded when there are changes you haven’t seen yet.

Use the checkboxes to Sort students by last name or Expand all assignments.

Select a student to review their work. After you review a student’s assignment, their name will no longer appear in bold unless they return to edit the assignment later.

Close the Review Student Work sidebar when you’re done.

Review student work across notebooks

Follow these steps if you'd like to review assignments across multiple Class Notebooks at the same time. This is especially helpful for educators instructing multiple classes using the same content.

Select Review Student Work >  Cross Notebook Review .

When the Review Student Work pane appears, choose the Class Notebooks and notebook sections you'd like to review. For example: Assignments.

Select Review .

Assignments that students have edited are in bold. Use the dropdown icons to expand the list of students in each class. Students’ names are bolded when there are changes you haven’t seen yet. Use the checkboxes to Sort students by last name or Expand all assignments.

Open OneNote.

Choose a page and select Next .

To prevent students from editing a page you're reviewing, select Page Locking. Check the box next to a student's name to lock individually or check the  Select All box to lock for all. When you're ready, select Apply .

To unlock pages, return to the Review Student Work pane and select Page Locking again.

Close the Review Student Work pane when you’re done.

Follow these steps to review assignments across multiple Class Notebooks simultaneously. This is especially helpful for educators instructing multiple classes using the same content.

Select Class Notebook  and navigate to your Class Notebooks.

Choose a student's name from the list to review their work. Select First name or Last name to change the sorting of the list.

Close the Cross Notebook Review pane when you’re done.

Provide feedback on student work

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Notebook Check

Jul 23, 2014

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• noise level
• equivalency score
• global health response rubric
• writing assignment
• set up page

Presentation Transcript

NO SET UP PAGE 1. Get ready for notebook check that you will glue in on pg. 27 after we grade it2. Download this ppt from the website and go to the last slide to view the essay rubric:Anatomy: Lesson 64- Notebook Check PPT-2/5** Today when finishing the writing assignment, if you don’t want to do it on the ipad, write it on a separate paper and turn it in**

Notebook Check • BEHAVIORAL EXPECTATIONS: • Noise Level 1- Whispering • Facing Forward • Head Up • Elbow Partner ONLY • DIRECTIONS: • CB: Your Name • Fill in the rubric • Add all points out of 28 • Circle the equivalency score • Write the equivalency score at the TOP

Finish Writing Assignment • Go to google drive • Open student folder • Continue on your global health study response activity • Due at the end of class

Global Health Response Rubric • 4- No spelling or grammar errors. Clearly explains the relation between literacy, infectious diseases, and wealth between countries. Refers to all 5 diagrams. Writing is clear and articulate. Includes at least 2 paragraphs with 8 sentences each. • 3- Few spelling or grammar errors. Clearly explains the relation between literacy, infectious diseases, and wealth between countries. Refers to all 5 diagrams. Writing is professional and somewhat clear. Includes at least 2 paragraphs with 8 sentences each. • 2- Many spelling or grammar errors. The relation between literacy, infectious diseases, and wealth between countries is unclear. Refers to some of the diagrams. Writing is somewhat unclear. Includes at least 2 paragraphs with 8 sentences each. • 1- Many spelling or grammar errors. The relation between literacy, infectious diseases, and wealth between countries is unclear. Refers to none of the diagrams. Writing is unclear.

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