In this practical handbook, Lesley J. Roessing presents a unique step-by-step model of response journaling which demonstrates how teachers can plan and implement response journaling using concepts that can be applied to all content areas.The Write to Read: Reading Journals That Increase Comprehension teaches students in Grades 5u12 how to respond to reading material in a variety of ways, encourages students to read self-selected books, and helps them develop skills for deeper and more meaningful responses. The book contains a combination of theory, practice, practical advice, anecdotes, and teacher models, along with samples of student work. Readers will also find an array of tools for adapting the program to learnersAE needs and interests and for evaluating student progress.
Lesley Roessing has spent twenty years teaching eighth-grade language arts and humanities in suburban Philadelphia. Prior to discovering her interest in teaching middle school students, she taught high school English. Over the past six years, she published articles in NCTE's English Journal and Voices from the Middle; The Quarterly, a NWP publication; and NMSA's Middle School Journal and Middle Ground. In addition, Roessing has presented her articles and ideas widely in a variety of formats, from lecturing at annual conferences of teachers' associations to teaching workshops for local organizations and schools. In 2002, Roessing became a writing teacher-consultant and in 2004 a literature teacher-consultant for the Pennsylvania Writing & Literature Project, where she began her metamorphosis from a literature teacher into a reading teacher who opens adolescents' eyes to the wonder of literature and from a composition teacher to a writer who shares the gift of writing with her students, both for its own value and to enhance their reading experiences.
List of Figures List of Photographs Foreword Preface Acknowledgments About the Author 1. The Three Rs: Rationale for Reader Response Part I Before-Reading Response 2. The Pre-Reading Response How to Choose a Book The Anticipation Response Adaptations PART II During-Reading Response 3. Journaling: Setup for Success Reading Experiences in My Classroom The Reading Journal Teaching During-Reading Response Avoiding Retelling: Response Starters Independent Reading Response Abandonment Response Adaptations 4. Double-Entry Journaling and Sticky Notes Double-Entry Journaling Strategy Response Putting It All Together Going Deeper: Using Sticky Notes Adaptations 5. Poetic Response Found Poetry Narrative Poetry Poems in Two Voices I Am...Poetry The Advantages of Poetry 6. Interactive Response Note Passing Family Letters Letters to Friends Co-Reading Letters Talking About Texts Collaborative Response 7. Literature Circles and Book Clubs: Discussion Response Literature Circles as Training Book Clubs Book Club Response Adaptations 8. Individual Reading: Relinquishing Control and Giving Choice Reading Like a Writer: Writer's Craft Responses Choice Reading - Choice Response Multigenre Response Drawing as Response Reaching the Goal: Unique, Varied, Personal, Individual Response A Sample Journal for One Novel Adaptations The Case of Julio, ELL Student Part III After-Reading Response 9. Post-Reading Response Text Reformulations The Post-Reading Evaluative Responses Book Reviews and Book Talks Book Reviews Book Talks Literary Critiques Adaptations Part IV Content Area Response Adaptations 10. Responding Across the Curriculum Nonfiction Texts Text Features Marginal Notes Electronic Media - Web Site Response Content Area Reading Pre-Reading Response During-Reading Response Journaling Double-Entry Journals Poetic Response Note Passing After-Reading Response The Rationale Part V Response Evaluation 11. Teacher and Student Evaluation Formative Assessments Assessment of Independent Reading The Assessment Process Evaluative Assessments: Grading Assessment of Shared Reading Rationale "What's in It for Me?" Student Metacognition and Musings First Marking Period Self-Analysis After a Semester of Response End-of-Year Reflection 12. Coming to a Conclusion Resource A: Literary References Resource B: Forms and Examples 1. Independent Reading Requirements (Chapter 3) 2. Daily Reading Log (Chapter 3) 3. Literature Response Starters (Chapter 3) 4. Reading Interests/Books Pass Charts (Chapter 3) 5. Double-Entry Journal - Questioning (Chapter 4) 6. Question-Answer Chart (Chapter 4) 7. Strategies Used by Successful Readers (Chapter 4) 8. Double-Entry Journal - Making Connections (Chapter 4) 9. Double-Entry Journal - Literary Elements (Chapter 4) 10. Double-Entry Journal - Identifying Strategies Used (Chapter 4) 11. Sticky-Note Response Journal (Chapter 4) 12. Sticky-Note Question-Anwer-Response Journal (Chapter 4) 13. Book Club Meeting Agenda (Chapter 7) 14. Book Club Double-Entry Response Journal (Chapter 7) 15. Reading Strategies - Author's Craft Journal (Chapter 8) 16. Author's Craft Response Journal (Chapter 8) 17. News Article Formats (Chapter 9) 18. Content Area Double-Entry Response Journal (Chapter 10) References Credits Index
"A transactional approach to understanding literature will come alive for intermediate and middle school teachers and students who avail themselves of Roessing's advice and examples in this book. What a practical resource for teachers! Facilitating a balanced reading and writing program is at the heart of The Write to Read." -- Annemarie Jay, Assistant Professor, Widener University "This is such an easy answer: a curriculum that builds to strong reader response. This is a gem." -- Dolores Hennessy, Reading Specialist "A comprehensive, well-reasoned text devoted to reader response at middle elementary and secondary levels. Such authenticity is appealing to the field." -- Barbara A. Marinak, Assistant Professor "The major strengths of the book are the explicit instructions for set-up, multiple examples of student responses, examples of varieties of texts used for modeling, and materials for teacher use in appendices." -- Dixie D. Massey, Senior Lecturer "The author provides very engaging and helpful examples throughout the book. One can really 'see' how these ideas work." -- Lettie K. Albright, Associate Professor of Literacy
