A reader's response journal is a tool for students to write about their independent reading experiences in a letter format, including summaries, reactions, and connections to the text. The journal promotes independent reading and writing, providing structure and organization through color-coded sections. An important aspect of the process is the feedback from teachers, which aids in improving students' writing skills and helps foster communication between students and educators.

1. By: Eduhawk

2. What is a Reader’s Response Journal? Reader’s Response journal is a notebook in which a student writes about a book he or she is reading independently to a teacher, friend or parents in a specified format. In the journal the reader writes a summarization along with reactions and questions they may have about the book.

3. Why Do It? Encourages independent reading. Connects reading and writing to expand meaning. Supports the teaching of letter writing throughout the year.

4. Reader’s Response Style Letter Format Introduce parts of a friendly letter. Date Salutation Body Closing

5. Example of A Friendly Letter October 2, 2006 Dear Class, Last night I read the story, Tomas and the Library Lady by Pat Mora. This book is about a boy named Tomas who lives in Texas in the winter months and then has to travel to Iowa in the summer months. You see, Tomas’s parents are farm workers and have to go where work is available. Tomas always gets stories told by his grandfather. One day Tomas decides to go into the library. The lady helps him discover how much he likes reading. He even reads stories to his family and becomes a storyteller like his grandfather. My family is similar to Tomas’ because we also travel in the summer to another state. My husband Gary leads a crew of workers to pick tomatoes for farmers over in South Carolina and Virginia. My father lives with us and he loves to tell us stories of when he was a young boy growing up. I am a lot like Tomas because I enjoy reading and in the summer I get to read all types of books. I even go to the public libraries whenever I am in another state, especially when my husband is working. I love spending time at the local bookstore to buy books to read for my children. My children all read over the summer, I like them to read at least one chapter book. Reading takes you to many places that you may never get to visit. Sincerely, Mrs. Nunez Date Salutation Closing Body

6. Color Coding Why I use it? It gives the writing organization and guides the student what to write about next in their letter. I love color and as a visual learner, I like using colors to distinguish parts and sections. Its fun using different colors to write. What I Use: Black: Includes Date, Salutation and Closing of Letter along with author signature. Red: 1 st Paragraph - introduction Green: 2 nd paragraph - Summarization or Target Blue: 3 rd paragraph - Connections

7. Step 1: Date and Salutation Coded in Black October 6, 2006 Dear Class, Salutations can vary.

8. Example of Salutations These are most often used for classroom purposes. Dear Mom and Dad, Dear Mr. or/and Mrs., Dear ________(name of friend), To Whom It May Concern:

9. Step: 2 Introduction Sentence Coded in Red October 6, 2006 Dear Class, Last night I read the story, Tomas and the Library Lady by Pat Mora. Starting Sentences can vary

10. Introduction Paragraph All introduction sentences must include. Title of Book – In caps and underlined Author Here are some examples of beginning sentences I have been reading….. Today I read……. Yesterday I read, During literacy block I read,

11. Step 3: Summarization/Target Suggestion Coded in Green October 2, 2006 Dear Class, Last night I read the story, Tomas and the Library Lady by Pat Mora. This book is about a boy named Tomas who lives in Texas in the winter months and then has to travel to Iowa in the summer months. You see, Tomas’ parents are farm workers and have to go where work is available. Tomas always gets stories told by his grandfather. One day Tomas decides to go into the library. The lady helps him discover how much he likes reading. He even reads stories to his family and becomes a storyteller like his grandfather. Target: summarization

12. Targets Story Elements Main Idea and Details Questioning Inferring Visualization Text Features Compare/Contrast

13. Sample Sentence Starters I wonder what this means I really don’t understand this part I really like/dislike this idea because I thinks this setting is important because I think the relationship between _______ and _______ is interesting because The character I most admire is ________ because If I were (character name) at this point, I would This part is very realistic/unrealistic because I like/dislike (name of character) because

14. Step 4: Connections – 3 rd paragraph Coded in Blue October 2, 2006 Dear Class, Last night I read the story, Tomas and the Library Lady by Pat Mora. This book is about a boy named Tomas who lives in Texas in the winter months and then has to travel to Iowa in the summer months. You see, Tomas’s parents are farm workers and have to go where work is available. Tomas always gets stories told by his grandfather. One day Tomas decides to go into the library. The lady helps him discover how much he likes reading. He even reads stories to his family and becomes a storyteller like his grandfather. T-S My family is similar to Tomas’ because we also travel in the summer to another state. My husband Gary leads a crew of workers to pick tomatoes for farmers over in South Carolina and Virginia. My father lives with us and he loves to tell us stories of when he was a young boy growing up. I am a lot like Tomas because I enjoy reading and in the summer I get to read all types of books. I even go to the public libraries whenever I am in another state, especially when my husband is working. I love spending time at the local bookstore to buy books to read for my children. My children all read over the summer, I like them to read at least one chapter book. Reading takes you to many places that you may never get to visit. Connection? Text to Self

15. Types of Connections Text to Self (T-S) - reader makes a connection between the text and their own experiences in life. Ex. This story reminds me of whenever my family goes to a different state to work. Text to Text (T-T) – reader makes a connection to the content, genre, author, illustrator, plot, structure, theme, language, character, or other piece of literature to the text. Ex. The character in Tomas and the Library Lady and in Amelia’s Road because both of their parents travel to look for work. Text to World (T-W) – reader makes connections between the text and bigger issues, events or concerns of society and the world at large. Ex. I saw a program on news about the life of the farm worker and how they often have to travel out of state to follow the crops.

16. Connection sentence starters This character reminds me of me because This character reminds me of somebody I know because This character is like _______ in the book _______ because This situation reminds me of a similar situation in my own life. It happened when….

17. Step 4: Closing and author Color Coded: Black October 2, 2006 Dear Class, Last night I read the story, Tomas and the Library Lady by Pat Mora. This book is about a boy named Tomas who lives in Texas in the winter months and then has to travel to Iowa in the summer months. You see, Tomas’s parents are farm workers and have to go where work is available. Tomas always gets stories told by his grandfather. One day Tomas decides to go into the library. The lady helps him discover how much he likes reading. He even reads stories to his family and becomes a storyteller like his grandfather. My family is similar to Tomas’ because we also travel in the summer to another state. My husband Gary leads a crew of workers to pick tomatoes for farmers over in South Carolina and Virginia. My father lives with us and he loves to tell us stories of when he was a young boy growing up. I am a lot like Tomas because I enjoy reading and in the summer I get to read all types of books. I even go to the public libraries whenever I am in another state, especially when my husband is working. I love spending time at the local bookstore to buy books to read for my children. My children all read over the summer, I like them to read at least one chapter book. Reading takes you to many places that you may never get to visit. Sincerely, Mrs. Nunez Closing can vary

18. Closings Examples Love, Best Wishes, Truly yours, Your student, Your friend,

19. Scoring Reader’s Responses Criteria 4 3 2 1 0 Letter Writing Format Written in letter format with date, salutation, body and closing Written in letter format and missing either date, salutation or closing Written in letter format and missing two parts: either date, salutation or closing Written in letter format with body and missing three parts of letter: date, closing and salutation Did not write in letter format and has no parts of the letter Color Coded Letter parts For organization. Correctly used all colors in the letter response. Correctly used three colors in letter response. Correctly used two colors in the letter response. Correctly used one color in the letter response. Used no colors in the letter response. Red Section: Introduction Students wrote an introduction sentence including the Title in all caps and underlined and the author of book with correct convention marks. Student wrote an introduction sentence including title, but missing either all capitals or underlining of title and included author with proper conventions. Student wrote an introduction sentence including title with no author. With proper conventions. Student wrote an introduction sentence without title and author of book. No introduction written. Letter Green Section: Body book response Student wrote four to five (4–5) sentences and stayed on topic of choice. Student wrote three (3) sentences and stayed on topic of choice Student wrote two to three (2-3) sentences and topic loses some focus. Student wrote one to two sentences and topic is not focused. Student wrote one sentence and topic is not focused or wrote nothing. Letter Blue Section: Connection Conclusion Student wrote four to five (4-5) sentences and connection to book is evident and focused. Minimal convention errors. Student wrote three (3) sentences and connection to book is evident and focused. Minimal convention errors. Student wrote two – three (2-3) sentences but connection to book is evident but lacks focus. Some convention errors. Student wrote one to two (1-2) sentences but connection to book is not clear or focused. Many convention errors. No connection to book is evident and has many convention errors.

20. Feedback In a reader’s response journal feedback is a very important element to include along with your rubric scoring. Feedback in a journal could be in form of comments or a written letter back to the student after every entry or several entries. With immediate feedback, students will understand how to improve in the quality of their writing in organization, content and conventions. It helps the teacher know what the student is reading independently or loves to read and can offer suggestions to explore other genres or books of similar genres. Fosters communication between the teacher and student through writing.

21. Additional Resources on How To Implement Reader’s Responses Book: Guiding Readers and Writers: Teaching Comprehension, Genre, and Content Literacy (Grades 3-6) by Irene C. Fountas and Gay Su Pinnell *This includes the First 20 Days of Independent Reading in an easy to follow format. Reader Response *This website offers ideas on how to implement it and offers self-evaluation sheets for students with student samples. Reader’s Workshop *This website provides you with the background of what is reader’s workshop along with instructional strategies for all sections of a reader’s workshop. Most importantly on the types of connections. Alternative Rubric – After student mastery of initial Reader’s Response Rubric Post-Reading: Reader’s Response Journal – Recommendation for students who have a hard time starting to write and offers suggestions on how to put their thoughts together.

22. References Ekstrom, C., Reader’s Workshop, retrieved June 3, 2007 from http://independence.fhsd.k12.mo.us/cekstorm/reader’s_workshop.htm Fountas, I. and Pinnell, S., (2001) Guiding Readers and Writers (Grades 3 – 6), Teaching Comprehension, Genre and Content Literacy, Portsmouth, NH: Heinimann Heape, D., Reader Response, retrieved June 3, 2007 from www.columbus.k12.oh.us/pas/d_heape/reader_response.htm Smith, Deb, Reading Response Journal Lit Logs, retrieved June 3, 2007 from www.debfourblocks.com