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Use reader response strategies to help students build understanding of complex literary and informational text, and provide supporting evidence in their writing―all goals of the Common Core.
- Sales Rank: #948744 in Books
- Brand: Corwin
- Published on: 2009-07-30
- Original language: English
- Number of items: 1
- Dimensions: 11.02" h x .43" w x 8.50" l, 1.25 pounds
- Binding: Paperback
- 200 pages
- Examples of response journals for a wide range of genres, including fiction, nonfiction,
- Strategies for using reader response to guide classroom discussions, group work, book clubs,
- Adaptations for students with diverse abilities
- Numerous classroom-ready templates and samples of student workDiscover a well-structured writing curriculum
- Title - The Write To Read
Review
"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 2009-03-03)
"This is such an easy answer: a curriculum that builds to strong reader response. This is a gem." (Dolores Hennessy, Reading Specialist 2009-03-03)
"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 2009-03-03)
"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 2009-03-03)
"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 2009-03-03)
About the Author
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.
She has 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 2012 she published No More "Us" and "Them": Classroom Lessons & Activities to Promote Peer Respect and in 2013 a icture and song book to teach comma rules, Comma Quest: The Rules They Followed; The Sentences They Saved. 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.She now serves as Director of the Coastal Savannah Writing Project at Armstrong Atlantic State University in Savannah where she works with teachers of all disciplines and grade levels.
Most helpful customer reviews
3 of 3 people found the following review helpful.
Great Book
By Paulina G. Tawil
Lesley Roessing does a fabulous job explaining how a reader response program will benefit both the teacher and students. This approach allows the readers to make meaning from what they read by interacting with their text and it allows the teachers to discern how and if their students are making meaning from the content. One of the most effective aspects of this book is the vast amount of student examples that Roessing includes from her students. She shares her years of experience and her success and then gives you the tools to implement this approach. The program is suggested for grades 5-12, but it can easily be adapted to lower levels. This is a must read for any teacher that would like to inspire their students to Write and to love to read.
1 of 1 people found the following review helpful.
The Write to Read - Outstanding!
By Heidi Lamb
The Write to Read has become indispensable in my class room! Roessing provides the blueprints to lead your students to become more engaged readers, and thoughtful writers. Well worth the price and the time invested. As a teacher, I look for resources that I can use NOW with my students. Roessing provides the strategies, insights from her experiences with her own students, and resources you can copy directly from this book to use with your students right away. I have followed Roessing's recommendations to create Response Journals with my 5th graders, and the results have been impressive. We have done away with the typical and ineffective reading log. Students are reading and writing nightly, and sharing their reading with me. I highly recommend this book for all teachers and home-schoolers. The strategies are easily modified for all grade levels. The Write to Read is one of the best resources I have found for genuinely engaging students in the wonders of reading.
1 of 1 people found the following review helpful.
My first grade students can do this!
By Deirdre Ward
Several years ago I read the Write to Read and thought...my first graders can do this! I began by adding the Reading Response Journal as a weekly "must do". Roessing (2009) emphasized the importance of choice and that became clear to me when one of my students asked if they could choose the book they responded to in their Reading Response Journal. The students were motivated to choose a book just right for them to apply "The Three Rs". With this student enthusiasm, I became comfortable relinquishing control and encouraging a variety of interactive and poetic responses. Roessing is a teacher for teachers. This book is one you will refer to when lesson planning to create lessons incorporating writing and reading equally, as encouraged in the Common Core State Standards.
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