Talking through Reading and Writing

Daniel Rose has been teaching eight-graders to become more independent readers and writers for almost two decades. He lives in Oswego, NY, with his wife, Kelly, and three kids, Sebastian, Sydney, and Ellie. Christine Walsh is a visiting assistant professor at the State University of New York, Oswego, PDS (Professional Development School) liaison, and literacy coach/consultant. She lives in Baldwinsville, NY, with her husband, Brian, son, James, and golden retriever, Bailey.

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