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Craver, E. (n.d.). Interactive notebooks.

Wist, C. C. (n.d.). Putting It All Together; Understanding the Research Behind Interactive Notebooks. Retrieved September 29, 2016, from http://tccl.rit.albany.edu/knilt/images/d/d0/Interactive_Notebooks_Research

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Scissors
Glue
Notebooks
Pencils
Crayons
Tons and Tons of online ideas and printable
Interactive Notebooks by Carson Dellosa Education

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"Using interactive notebooks can take as much or as little time as you like.  Students will initially take longer to create pages but will get faster as they become familiar with the process of creating pages.  You may choose to only create a notebook page as a class at the beginning of each unit, or you may choose to create a new page for each topic.  You can decide what works best for your students and schedule."

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"Using interactive notebooks can take as much or as little time as you like.  Students will initially take longer to create pages but will get faster as they become familiar with the process of creating pages.  You may choose to only create a notebook page as a class at the beginning of each unit, or you may choose to create a new page for each topic.  You can decide what works best for your students and schedule."

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(Carson Dellosa Education, 2015)

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-Primary:  Have a classroom notebook.  One that you create with each lesson to have available to students when needed
-Intermediate:  Use for all subjects.  Don't just limit the use of interactive notebooks to reading
Middle Schoo/High School: Use these for specific literature pieces, math chapters, or high level skills

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Students create an interactive inferring notebook as a resource to use while inferring how characters feel. The interactive inferring notebook contains synonyms for feelings and emotions.

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What does a Literacy Interactive notebook look like?

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What does a Literacy Interactive notebook look like?

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What do they look like in terms of literacy?

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What do they look like in terms of literacy?

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-Shared notebook between student and teacher
-A place for students to organize notes to support their understanding of literacy.
-A place where students can show evidence of their thinking during guided and independent practice.
-an assessment tool

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"Daily journal-type recording of student-written class notes from reading, lecture, and discussions, and the reflective and metacognitive responses students make to their own note taking"
(Carter, Hernandez, & Richison, 2009)