The Write to Read
Purchase
Description
Use reader response strategies to achieve Common Core goals in reading and in writing!
Response journals—brief, personal writing in response to reading—can significantly improve reading comprehension. What's more, when scaffolded over the year, reader response strategies promote engagement, build understanding of complex literary and informational text, and even help students provide supporting evidence in their writing—all goals of the Common Core. For educators eager to use reader response strategies, veteran teacher Lesley Roessing presents a unique, step-by-step approach that inspires thoughtful reading and skillful writing in Grades 5–12.
Based on research and her own classroom experience, Roessing's innovative writing exercises encourage students to read more deeply, develop questions, and participate actively in class. Beginning with simple response tasks and moving toward more complex assignments, the book provides a scaffolded curriculum for the full academic year. Developed for language arts and content area teachers, as well as literacy specialists, this resource includes:
- Examples of response journals for a wide range of genres, including fiction, nonfiction, poetry, and students' personal reading
- Strategies for using reader response to guide classroom discussions, group work, book clubs, and journal writing at home
- Adaptations for students with diverse abilities
- Numerous classroom-ready templates and samples of student work
Discover a well-structured writing curriculum that promotes confident learning and the joy of reading.
Contents
List of Figures
List of Figures
List of Photographs
List of Photographs
Foreword
Foreword
Preface
Preface
Acknowledgments
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 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
References
Credits
Credits
Index
Index
Description
Use reader response strategies to achieve Common Core goals in reading and in writing!
Response journals—brief, personal writing in response to reading—can significantly improve reading comprehension. What's more, when scaffolded over the year, reader response strategies promote engagement, build understanding of complex literary and informational text, and even help students provide supporting evidence in their writing—all goals of the Common Core. For educators eager to use reader response strategies, veteran teacher Lesley Roessing presents a unique, step-by-step approach that inspires thoughtful reading and skillful writing in Grades 5–12.
Based on research and her own classroom experience, Roessing's innovative writing exercises encourage students to read more deeply, develop questions, and participate actively in class. Beginning with simple response tasks and moving toward more complex assignments, the book provides a scaffolded curriculum for the full academic year. Developed for language arts and content area teachers, as well as literacy specialists, this resource includes:
- Examples of response journals for a wide range of genres, including fiction, nonfiction, poetry, and students' personal reading
- Strategies for using reader response to guide classroom discussions, group work, book clubs, and journal writing at home
- Adaptations for students with diverse abilities
- Numerous classroom-ready templates and samples of student work
Discover a well-structured writing curriculum that promotes confident learning and the joy of reading.
Contents
List of Figures
List of Figures
List of Photographs
List of Photographs
Foreword
Foreword
Preface
Preface
Acknowledgments
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 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
References
Credits
Credits
Index
Index
Reviews
July 2009 | 200 pages | Corwin
| Format | Published Date | ISBN | Price |
|---|---|---|---|
| Paperback | 01/01/2025 | 9781412974264 | $40.95 |
| Lifetime | 01/01/2025 | 9781452273730 | $37.00 |
Use reader response strategies to achieve Common Core goals in reading and in writing!
Response journals—brief, personal writing in response to reading—can significantly improve reading comprehension. What's more, when scaffolded over the year, reader response strategies promote engagement, build understanding of complex literary and informational text, and even help students provide supporting evidence in their writing—all goals of the Common Core. For educators eager to use reader response strategies, veteran teacher Lesley Roessing presents a unique, step-by-step approach that inspires thoughtful reading and skillful writing in Grades 5–12.
Based on research and her own classroom experience, Roessing's innovative writing exercises encourage students to read more deeply, develop questions, and participate actively in class. Beginning with simple response tasks and moving toward more complex assignments, the book provides a scaffolded curriculum for the full academic year. Developed for language arts and content area teachers, as well as literacy specialists, this resource includes:
- Examples of response journals for a wide range of genres, including fiction, nonfiction, poetry, and students' personal reading
- Strategies for using reader response to guide classroom discussions, group work, book clubs, and journal writing at home
- Adaptations for students with diverse abilities
- Numerous classroom-ready templates and samples of student work
Discover a well-structured writing curriculum that promotes confident learning and the joy of reading.
Table Of Contents:
- 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