{"product_id":"talking-through-reading-and-writing-9781475850901","title":"Talking through Reading and Writing","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003eIn this book you will read many examples of rich literacy conversations between a teacher and his 8th grade students that never would have occurred face to face in the classroom. These conversations take place online when 8th graders write to their teacher about the books they're interested in reading and choosing to read independently. Students write about what happens when they read or don't read, how they feel about reading, how they're connecting with characters and ideas, why they don't have enough time to read, and what their reading goals are. And their teacher writes back to them. Every week. After each conversation you will read some meta-talk that shines a light on what the conversation has taught us about this language learner and how this datais informing our beliefs and practices. Embedded within the chapters are suggested resources (articles, book recommendations, links, websites, blogs, etc.) you can follow should you want to read more in that chapter. What these stud\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003e\u003c\/p\u003e\u003cp\u003eThank you for enriching my curriculum and reopening my eyes to the importance and power of journaling with students. Digital journals open up an entirely new avenue of literacy- 21st Century communication practices. The RCJ opens up a space to teach many literacy skills and to discuss other topics of interest in your students’ lives.\u003c\/p\u003e\u003cp\u003eThe Reading Conversation Journal, as laid out in this book, allows teachers to connect with students 1:1 in the areas of social-emotional learning, accountability for independent reading, and the art of thinking deeply and writing about reading. The RCJs grow readers for a lifetime.\u003c\/p\u003e -- Alison Anderson, middle Scshool reading and literacy specialist, Oswego Middle School\u003cbr\u003e\u003cp\u003eThe rich online conversations between this teacher and his eighth graders are authentic examples of literary talk. I want to join them, as I would in a book club meeting! The authors’ reflections highlight the metacognitive aspects of both student reading and teacher decision-making. Teachers at all levels could share examples from this book with their students as they establish their own system of journaling about books and the reading process. Using this model could lead students to hone their ability to verbalize responses to literature with confidence; and to be aware of their questions, needs, and literary loves.\u003c\/p\u003e -- Sharon Kane, professor of literacy; former middle school reading teacher, State University of New York, Oswego\u003cbr\u003e\u003cp\u003eIn this book you reveal with examples and insight the teacher decision-making process that contributes to the success of the reading conversation journals. You convey that the teacher is as engaged in exploration as much as the student, and what unfolds is a co-creation that is learning for both. It may be time consuming, but it is interesting to teach in this way—really forging meaningful connections with students around life and literature (broadly conceived).\u003c\/p\u003e -- Barbara Beyerbach, professor, department of curriculum \u0026amp; instruction; former classroom teacher, State University of New York, Oswego\u003cbr\u003e\u003cp\u003eWhile visiting Dan Rose's classroom, I was impressed with the strategies he uses to create a vibrant reading culture; they are clearly having a profound effect. Students’ reading journals afford them a dedicated space to reflect upon and record their reading journey. Dan’s regular comments and suggestions in journals, as well as introducing lessons with ‘Book Talks’, has cultivated an environment where spirited conversations about reading are firmly embedded in classroom life.\u003c\/p\u003e -- Laura Barbour, teacher of English, Dunfermline High School, Walter Hines Page Scholar, Fife, Scotland (UK)\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003e\u003cp\u003eForeword by Sharon Kane\u003c\/p\u003e\u003cp\u003ePreface- How We Got Started or The Birthing of the RCJ\u003c\/p\u003e\u003cp\u003eAcknowledgements\u003c\/p\u003e\u003cp\u003eIntroduction\u003c\/p\u003e\u003cp\u003ePart One: What Online Reading Conversation Journals Are and What They Can Do for Readers, Writers, and Teachers (20 pages)\u003c\/p\u003e\u003cp\u003eChapter 1- The Benefits of Digital Journaling\u003c\/p\u003e\u003cp\u003eChapter 2- Using a Workshop Model for Reading and Writing\u003c\/p\u003e\u003cp\u003eChapter 3- (The Importance of) Our Core Beliefs\u003c\/p\u003e\u003cp\u003eChapter 4- Meet Amelia\u003c\/p\u003e\u003cp\u003eFinal Thoughts\u003c\/p\u003e\u003cp\u003ePart Two: Motivation, Confidence, and Trust: How Online Reading Conversation Journals Enhance the Teacher-Student Relationship\u003c\/p\u003e\u003cp\u003eChapter 5- Meet Kaylee\u003c\/p\u003e\u003cp\u003eChapter 6- Nurturing the Relationship\u003c\/p\u003e\u003cp\u003eChapter 7- Playing with Language\u003c\/p\u003e\u003cp\u003eChapter 8- On Reading Summaries and Retellings\u003c\/p\u003e\u003cp\u003eChapter 9- Questions that Move Readers Forward\u003c\/p\u003e\u003cp\u003eFinal Thoughts\u003c\/p\u003e\u003cp\u003ePart Three: How Online Reading Conversation Journals Promote “Universe as Text” \u003c\/p\u003e\u003cp\u003eChapter 10- Expanding our Definition of Text\u003c\/p\u003e\u003cp\u003eChapter 11- Tapping into Students’ Interests\u003c\/p\u003e\u003cp\u003eChapter 12- Mining Student Data: Meet Jamal, Maddie, and Natalie\u003c\/p\u003e\u003cp\u003eChapter 13- The Universe of Digital Media: Youtube, TV, Movies\u003c\/p\u003e\u003cp\u003eChapter 14- The Video Game Universe: Meet Ricky and Sebastian\u003c\/p\u003e\u003cp\u003eChapter 15- The Universe of Poetry and Song: Meet Owen \u003c\/p\u003e\u003cp\u003eChapter 16- The Universe of Art: Meet Jacinta\u003c\/p\u003e\u003cp\u003eFinal Thoughts \u003c\/p\u003e\u003cp\u003ePart Four: How Online Reading Conversation Journals Grow Reading Engagement and Self-Awareness\u003c\/p\u003e\u003cp\u003eChapter 17- The Importance of Reading Engagement: Meet Lydia\u003c\/p\u003e\u003cp\u003eChapter 18- Mindful Teaching, Mindful Reading\u003c\/p\u003e\u003cp\u003eChapter 19- Teaching the Whole Reader\u003c\/p\u003e\u003cp\u003eChapter 20- Weekly Check and Connect\u003c\/p\u003e\u003cp\u003eChapter 21- The RCJ: A Critical Look\u003c\/p\u003e\u003cp\u003eChapter 22- Conversations as Ongoing Assessment: Continuous Monitoring and Adjusting\u003c\/p\u003e\u003cp\u003eFinal Thoughts\u003c\/p\u003e\u003cp\u003ePart Five: A Dozen Questions Teachers Ask about Using the RCJ as an Integral Part of their Comprehensive Reading and Writing Program\u003c\/p\u003e\u003cp\u003eOverview\u003c\/p\u003e\u003cp\u003eQuestion 1:Should the reading conversation journals be graded? If so, how? What does your record-keeping look like?\u003c\/p\u003e\u003cp\u003eQuestion 2: What instruction does the teacher offer before students write in their journals on Fridays?\u003c\/p\u003e\u003cp\u003eQuestion 3: Are students assigned independent reading for homework?\u003c\/p\u003e\u003cp\u003eQuestion 4: How long does it take to read and respond each week?\u003c\/p\u003e\u003cp\u003eQuestion 5: How can teachers develop a more diverse classroom library?\u003c\/p\u003e\u003cp\u003eQuestion 6: What if I don’t have enough computers in my classroom?\u003c\/p\u003e\u003cp\u003eQuestion 7: How does this method work for our struggling readers and writers?\u003c\/p\u003e\u003cp\u003eQuestion 8: How do online reading conversation journals align with ELA standards and expectations in our field?\u003c\/p\u003e\u003cp\u003eNext Generation ELA Standards\u003c\/p\u003e\u003cp\u003eNewly Revised NCTE Position Statement on Independent Reading (2019)\u003c\/p\u003e\u003cp\u003eJoint statement on leisure reading\u003c\/p\u003e\u003cp\u003eLifelong Practices of Readers\u003c\/p\u003e\u003cp\u003eLifelong Practices of Writers\u003c\/p\u003e\u003cp\u003eQuestion 9: How is the online reading conversation journal evidence-based?\u003c\/p\u003e\u003cp\u003eQuestion 10: What are the outcomes of your three-year practice?\u003c\/p\u003e\u003cp\u003eQuestion 11: How do your teaching philosophies shape your literacy practices?\u003c\/p\u003e\u003cp\u003eQuestion 12: Why isn’t this scenario happening in most middle school classrooms?\u003c\/p\u003e\u003cp\u003eFinal Thoughts\u003c\/p\u003e\u003cp\u003eReferences\u003c\/p\u003e\u003cp\u003eAbout the Authors\u003c\/p\u003e","brand":"Rowman \u0026 Littlefield","offers":[{"title":"Default Title","offer_id":51040298107223,"sku":"9781475850901","price":49.5,"currency_code":"GBP","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781475850901.jpg?v=1750946296","url":"https:\/\/bookcurl.com\/products\/talking-through-reading-and-writing-9781475850901","provider":"Book Curl","version":"1.0","type":"link"}