Includes bibliographical references (p. 179) and index.
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.
(source: Nielsen Book Data)
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 5 to 12 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 learners needs and interests and for evaluating student progress. (source: Nielsen Book Data)