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Reporter's Log

This support material is incorporated into critical challenges at grades 3, 4, 5, 7, 8, 10 and 11, however, it can be adapted for use at all grade levels.

The Reporter's Log charts invite students to use the 5Ws as a structure to gather information on a specific topic or theme. The following documents can be adapted and re-saved for your needs.

Assessing the Reporter's Log Word
An assessment rubric is available for these charts.

What I See and Think Word
This chart helps students describe what they observe and reflect on these observations by offering personal impressions or by posing questions raised by the observations. For instance, students might be given a picture of an event and asked to assume the role of a reporter in describing the event, based on clues in the picture. The criteria for the descriptive part of the reporter's log might include observations that are specific and based on the clues; the criteria for the reflective part might include that the reflections raise relevant and interesting ideas. To use this chart, students:

  • record descriptions or facts about the picture or topic
  • offer reflections on each of the 5W questions; e.g., for a why question, students might speculate on why the people undertook the activity and whether they enjoy it.

This form can easily be adapted for note taking, with the left column used to record facts (i.e., key words or phrases written in their own words) and the right column used for reflective thoughts and questions; e.g., what ifs, concerns, personal connections, insights.

Investigating the Event Word
This chart helps student look for answers to specific questions related to an event. It may also be adapted for use with an artifact or picture, or used as a research or prewriting organizer for writing a news article. To use this chart, students:

  • record responses for each question.


Adapted from Critical Challenges Across the Curriculum series. Permission granted by The Critical Thinking Consortium for use by Alberta teachers.

Last updated: July 1, 2014 | (Revision History)
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