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Review of the book in The Council Chronicle, September, 2019

Check out this wonderful review of the book in The Council Chronicle, September, 2019
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The Reader Response Notebook Overview

The Reader Response Notebook By Ted Kesler             The reader response notebook (RRN) is a ubiquitous tool in schools. In at least grades 2 through 8, teachers rely on this notebook as evidence of students’ reading. In my extensive visits to schools around the country, I noticed a common application for this notebook: students write summaries of the books they read, or respond to a teacher prompt, such as “Describe the main character” or “Tell what new information you learned from this text,” and always “Be sure to provide text evidence.” Ultimately, response after response by students are expository paragraphs or essays that are often solely directed to and read by the teacher for evaluation. Responses soon become monotonous, devoid of voice and intention. Here is an example from one of my 3 rd grader students in my early years of classroom teaching: The student met all the criteria for this response. She started with a topic sentence: a life lesson for the story, Uncle
TAKE THE CHALLENGE: Be the first to write a positive review of The Reader Response Notebook with comments on Amazon, then contact me and I'll send you a free copy.
What's New about The Reader Response Notebook?  Building on strong thinking about reading response work, I emphasize three other elements that contribute to a new vision for reading response notebooks. First, I encourage “designing on the page” that welcomes a wide array of writing and drawing resources. Second, I expand what counts as a text, including popular culture media. Third, I emphasize the sociocultural context of classroom literacy practices that supports students’ generative responses in their RRNs. Most of all, in the chapters of this book, I’ll show the application of these three elements using a systemic approach that guides students towards agency, autonomy, and accountability.  I emphasize an "introspective journey," rather than an "retrospective account" (Hancock, 1993). In a typical notebook response, children respond to what they already read, often in the form of a summary or in response to a teacher-provided prompt, so they produce
HOORAY! The book is out. You can purchase it online here (click on the picture!): Here's the Table of Contents: Here's the focus of the chapters: The book follows the trajectory of the reading response notebook work as it unfolds across an academic year. The first chapters describe explicit teaching of RRN strategies that we want all students to know and use. Later chapters will demonstrate how students develop agency for the strategies we teach and generate their own, then through ongoing sharing sessions, they develop autonomy. In Chapter 1, “A New Vision of the Reading Response Notebook,” I define the new vision of the reader response notebook that is the focus of this book, and how it differs significantly from the more standard uses of the RRN in schools. I explain some of the theories that this vision is based on. I also present an expanded vision of what counts as a text in school, including popular culture texts. In Chapter 2, “Getting Started,” I exp


Welcome to the Reader Response Notebook Blog! This blog is intended to be a community of learners. As you explore ideas in the reader response notebook with your students, I welcome contributions.