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The Write to Read - Book Cover Look Inside

The Write to Read

Response Journals That Increase Comprehension
By: Lesley Roessing

Foreword by Alan Lawrence Sitomer

Use reader response strategies to achieve Common Core goals in reading and in writing!

Reader response strategies help students build understanding of complex literary and informational text, and provide supporting evidence in their writing—all goals of the Common Core. Roessing presents a unique, step-by-step approach for using reader response to inspire thoughtful reading and skillful writing in Grades 5–12. Included are:

  • Examples for a wide range of genres, including fiction, nonfiction, and poetry
  • 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

Full description


The Write to Read - Book Cover Look Inside
Product Details
  • Grade Level: 5-12
  • ISBN: 9781412974264
  • Published By: Corwin
  • Year: 2009
  • Page Count: 200
  • Publication date: December 13, 2012
Price: $39.95
Volume Discounts applied in Shopping Cart

Review Copies

Review copies may be requested by individuals planning to purchase 10 or more copies for a team or considering a book for adoption in a higher ed course. To request a review copy, contact sales@corwin.com.

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Description

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.


Key features

  • Offers a year-long scaffolding format with a focus upon response journaling
  • Presents techniques and models teachers can use for before-reading response, during-reading response, and after-reading response and includes assessment guidelines
  • Answers the three questions most asked by literacy teachers:
    • How do I know if my students are actually reading and comprehending what they read?
    • How can I assess workshop reading both for teaching and for a grade and defend grades to parents and administrators?
    • How can I get students to read more deeply?
  • Teachers of different grade levels and content areas can modify the given strategies and models to use in their own classrooms
  • Contains presentation of lesson(s), teacher demonstration models, student examples, and reproducible forms
  • Concludes each chapter with ideas for adaptations for differentiated instruction
  • Provides an appendix of 22 reproducible models and forms
Author(s)

Author(s)

Lesley Roessing photo

Lesley Roessing
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.
Table of Contents

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

Reviews

Reviews

Quote by Annemarie Jay, Assistant Professor, Widener University, Author, A Guide to Literacy Coaching: "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."
"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
Author, A Guide to Literacy Coaching
Quote by Dolores Hennessy, Reading Specialist, New Milford Public Schools, CT: "This is such an easy answer: a curriculum that builds to strong reader response. This is a gem."
"This is such an easy answer: a curriculum that builds to strong reader response. This is a gem."
Dolores Hennessy, Reading Specialist
New Milford Public Schools, CT
Quote by Barbara A. Marinak, Assistant Professor, Penn State Harrisburg: "A comprehensive, well-reasoned text devoted to reader response at middle elementary and secondary levels. Such authenticity is appealing to the field."
"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
Penn State Harrisburg
Quote by Dixie D. Massey, Senior Lecturer, University of Washington: "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."
"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
University of Washington
Quote by Lettie K. Albright, Associate Professor of Literacy, Texas Woman's University: "The author provides very engaging and helpful examples throughout the book. One can really 'see' how these ideas work."
"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
Texas Woman's University

    Other Titles in: Teaching Methods & Learning Styles | Literacy, K-12

    Price: $39.95
    Volume Discounts applied in Shopping Cart

    Review Copies

    Review copies may be requested by individuals planning to purchase 10 or more copies for a team or considering a book for adoption in a higher ed course. To request a review copy, contact sales@corwin.com.