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Write to Read, The

  • Title:The Write to Read: Response Journals That Increase Comprehension
  • Author:Lesley Roessing
  • Publication Date:July 2009
  • Grade Level:5-12
  • ISBN:9781412974264
  • Publisher:Corwin Press

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.

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Author Bio

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.

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