When readers and writers of all ages are supported socially, emotionally, and academically in their reading and writing processes, they acquire a sense of agency over text, and suddenly they begin to see reading in a different light. They begin to value reading more as a life skill, one that can change the way they act and think, and maybe even change the way they live. The Online Reading Conversation Journal offers teachers a practical teaching tool for creating engaged, independent readers who can make these connections.
When readers and writers of all ages are supported socially, emotionally, and academically in their reading and writing processes, they acquire a sense of agency over text, and suddenly they begin to see reading in a different light. They begin to value reading more as a life skill, one that can change the way they act and think, and maybe even change the way they live. The Online Reading Conversation Journal offers teachers a practical teaching tool for creating engaged, independent readers who can make these connections.
Daniel Rose has been a member of the LULU community for over fifteen years, during which time he has self-published over fourteen books. All are available on his author spotlight page
Inhaltsangabe
Foreword by Sharon Kane Preface- How We Got Started or The Birthing of the RCJ Acknowledgements Introduction Part One: What Online Reading Conversation Journals Are and What They Can Do for Readers, Writers, and Teachers (20 pages) Chapter 1- The Benefits of Digital Journaling Chapter 2- Using a Workshop Model for Reading and Writing Chapter 3- (The Importance of) Our Core Beliefs Chapter 4- Meet Amelia Final Thoughts Part Two: Motivation, Confidence, and Trust: How Online Reading Conversation Journals Enhance the Teacher-Student Relationship Chapter 5- Meet Kaylee Chapter 6- Nurturing the Relationship Chapter 7- Playing with Language Chapter 8- On Reading Summaries and Retellings Chapter 9- Questions that Move Readers Forward Final Thoughts Part Three: How Online Reading Conversation Journals Promote "Universe as Text" Chapter 10- Expanding our Definition of Text Chapter 11- Tapping into Students' Interests Chapter 12- Mining Student Data: Meet Jamal, Maddie, and Natalie Chapter 13- The Universe of Digital Media: Youtube, TV, Movies Chapter 14- The Video Game Universe: Meet Ricky and Sebastian Chapter 15- The Universe of Poetry and Song: Meet Owen Chapter 16- The Universe of Art: Meet Jacinta Final Thoughts Part Four: How Online Reading Conversation Journals Grow Reading Engagement and Self-Awareness Chapter 17- The Importance of Reading Engagement: Meet Lydia Chapter 18- Mindful Teaching, Mindful Reading Chapter 19- Teaching the Whole Reader Chapter 20- Weekly Check and Connect Chapter 21- The RCJ: A Critical Look Chapter 22- Conversations as Ongoing Assessment: Continuous Monitoring and Adjusting Final Thoughts Part Five: A Dozen Questions Teachers Ask about Using the RCJ as an Integral Part of their Comprehensive Reading and Writing Program Overview Question 1:Should the reading conversation journals be graded? If so, how? What does your record-keeping look like? Question 2: What instruction does the teacher offer before students write in their journals on Fridays? Question 3: Are students assigned independent reading for homework? Question 4: How long does it take to read and respond each week? Question 5: How can teachers develop a more diverse classroom library? Question 6: What if I don't have enough computers in my classroom? Question 7: How does this method work for our struggling readers and writers? Question 8: How do online reading conversation journals align with ELA standards and expectations in our field? Next Generation ELA Standards Newly Revised NCTE Position Statement on Independent Reading (2019) Joint statement on leisure reading Lifelong Practices of Readers Lifelong Practices of Writers Question 9: How is the online reading conversation journal evidence-based? Question 10: What are the outcomes of your three-year practice? Question 11: How do your teaching philosophies shape your literacy practices? Question 12: Why isn't this scenario happening in most middle school classrooms? Final Thoughts References About the Authors
Foreword by Sharon Kane Preface- How We Got Started or The Birthing of the RCJ Acknowledgements Introduction Part One: What Online Reading Conversation Journals Are and What They Can Do for Readers, Writers, and Teachers (20 pages) Chapter 1- The Benefits of Digital Journaling Chapter 2- Using a Workshop Model for Reading and Writing Chapter 3- (The Importance of) Our Core Beliefs Chapter 4- Meet Amelia Final Thoughts Part Two: Motivation, Confidence, and Trust: How Online Reading Conversation Journals Enhance the Teacher-Student Relationship Chapter 5- Meet Kaylee Chapter 6- Nurturing the Relationship Chapter 7- Playing with Language Chapter 8- On Reading Summaries and Retellings Chapter 9- Questions that Move Readers Forward Final Thoughts Part Three: How Online Reading Conversation Journals Promote "Universe as Text" Chapter 10- Expanding our Definition of Text Chapter 11- Tapping into Students' Interests Chapter 12- Mining Student Data: Meet Jamal, Maddie, and Natalie Chapter 13- The Universe of Digital Media: Youtube, TV, Movies Chapter 14- The Video Game Universe: Meet Ricky and Sebastian Chapter 15- The Universe of Poetry and Song: Meet Owen Chapter 16- The Universe of Art: Meet Jacinta Final Thoughts Part Four: How Online Reading Conversation Journals Grow Reading Engagement and Self-Awareness Chapter 17- The Importance of Reading Engagement: Meet Lydia Chapter 18- Mindful Teaching, Mindful Reading Chapter 19- Teaching the Whole Reader Chapter 20- Weekly Check and Connect Chapter 21- The RCJ: A Critical Look Chapter 22- Conversations as Ongoing Assessment: Continuous Monitoring and Adjusting Final Thoughts Part Five: A Dozen Questions Teachers Ask about Using the RCJ as an Integral Part of their Comprehensive Reading and Writing Program Overview Question 1:Should the reading conversation journals be graded? If so, how? What does your record-keeping look like? Question 2: What instruction does the teacher offer before students write in their journals on Fridays? Question 3: Are students assigned independent reading for homework? Question 4: How long does it take to read and respond each week? Question 5: How can teachers develop a more diverse classroom library? Question 6: What if I don't have enough computers in my classroom? Question 7: How does this method work for our struggling readers and writers? Question 8: How do online reading conversation journals align with ELA standards and expectations in our field? Next Generation ELA Standards Newly Revised NCTE Position Statement on Independent Reading (2019) Joint statement on leisure reading Lifelong Practices of Readers Lifelong Practices of Writers Question 9: How is the online reading conversation journal evidence-based? Question 10: What are the outcomes of your three-year practice? Question 11: How do your teaching philosophies shape your literacy practices? Question 12: Why isn't this scenario happening in most middle school classrooms? Final Thoughts References About the Authors
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