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Daily Writing from
Self-Selected Reading
Designed by: Jeanna
Hoffman and Christi Jones
School: Satchel Ford Elementary School
Core Curriculum Objective:
Write daily about what is read from self-selected reading.
(2-WA-4)
Grade level:
Second
Subject:
Language Arts
Overview:
For a nine-week period, students will orally respond, using
prompts, to books read daily by the teacher during story time.
The teacher will model and provide feedback for these
prompts.
Beginning the second nine weeks and continuing for the
remainder of the year, students will write their responses daily,
using prompts, to books they choose and read during self-selected
reading.
Focus Question:
How can we write about what we read?
Time Frame:
25 minutes daily throughout the school year
Resources/ Materials:
* spiral chart
tablet with daily writing prompts
books for story time
Reader’s Response journal** (template for pages included)
pencil for each student
overhead projector
transparency of Reader’s Response
journal template
books for self-selected reading
container with slips of paper with students’ names on
them
http://www.funbrain.com/cgi-bin/wt.cgi
http://scrtec.org/track/tracks/f04856.html
http://scrtec.org/track/tracks/f02441.html
http://scrtec.org/track/tracks/f02608.html
*Use
the Reader’s Response journal template at the end of this lesson
for sample prompts. You
can also make up your own. Write
one prompt on each page in marker and large enough so the students
can see it.
**
You can copy several of each page and staple together with
construction paper for covers to create a booklet.
OR You can just use the templates one page per week and
keep them in individual folders to create student
portfolios.
6.
Culminating Assessment:
Students will keep a “Reading Response” journal to
record daily
responses to teacher prompts about what is read during
self-selected reading.
The teacher will assess these once a week using the
following rubric:
Reading Response Rubric
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Points:
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Criteria:
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| 0 |
None of the responses are *appropriate. |
| 1
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One out of five responses is *appropriate.
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| 2
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Two out of five responses are *appropriate. |
| 3
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Three out of five responses are *appropriate.
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| 4
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Four out of five responses are *appropriate.
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| 5
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All responses are appropriate.
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*An
appropriate response includes the following: on topic, adequately
addresses the prompt, clear in meaning and is logical, grammatical
errors do not detract from the meaning, handwriting does not
detract from the meaning.
7) Instructional Activity:
Step One: This
step will take place daily during the first nine weeks of school.
The writing prompt chart should be displayed in a place
where all students can see it during story time.
Before
reading a story to the students, display the writing prompt chart
and have someone read the question.
Tell the students to think about this as you are reading
the story. After
reading the story, let several students share their responses.
Discuss what makes a complete and appropriate response. Use the students’ responses to illustrate how to make them
better. Also make up
responses that are off topic to illustrate the point to the
students.
Repeat
this procedure daily during
story time using a different
book and writing prompt.
When all prompts have been used, begin again.
Explain to the students that it’s okay to use the same
questions over again for two reasons:
one is they have already practiced how to answer it, and,
two, is because they’ll be answering for a different book.
Continue this activity daily for the first nine weeks.
Step Two:
This step begins during the second nine weeks and will continue
for the remainder of the school year. Pass out the first page of
the Reading Response journal.
Inform the students that they will now write every day
about something they read during self-selected reading.
Tell the students they may choose one question to answer
per day and the page will last for a week.
Read over the prompts with the students.
Tell them to think about them as they are listening to a
story.
Read
a book for story time. Use
the overhead and transparency to model how to write an answer. The students can copy your answer or choose one of their own.
Let several students share their questions and responses.
Step Three:
(This
step should take place the very next day.)
Review the procedure for writing in the Reading Response
journal. Instruct
the students to select books for self-selected reading, look over
the 4 questions they have left in their Reading Response journal,
and begin reading.
Students will answer one of the questions.
To
allow students to share responses, use a container that has slips
of paper with everyone’s name on it.
Once or twice a week, pull out two or three names to share
one of their responses for the week.
Every Friday, let all students share, either as a class or
in groups, one of their responses for the week.
The teacher will assess the Reading Response journals once
a week using the rubric.
Extensions:
The
following web sites can be used as center activities:
Interactive
site that guides students through making fun stories http://www.funbrain.com/cgi-bin/wt.cgi
Interactive
writing site http://scrtec.org/track/tracks/f04856.html
Teaching
Ideas: Visit
the following web sites for more ideas on teaching writing: http://scrtec.org/track/tracks/f02608.html
http://scrtec.org/track/tracks/f02441.html
Reader’s Response
Journal
by__________________________________________
| What part of the book
did you like the most? Tell
why.
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| TITLE____________________________________________
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| What part of the book did you
dislike? Tell
why.
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| TITLE____________________________________________
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| If one of the characters in the
story were sitting next to you, what would you ask him/her?
|
| TITLE____________________________________________
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| Did the setting of the story remind
you of a place you have been or read about before? Explain.
|
| TITLE____________________________________________
|
| What was the problem in the story?
Tell how it got solved.
|
| TITLE____________________________________________
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Reader’s Response
Journal
by__________________________________________
| Have you ever felt like one of the
characters in the story?
Explain.
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| TITLE____________________________________________
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| Switch places with one of the
characters in the story.
How would you behave differently?
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| TITLE____________________________________________
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| If you had written the story, what
changes might you have made?
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| TITLE____________________________________________
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| Do any of the characters remind you
of someone you know? Explain.
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| TITLE____________________________________________
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| If you could rewrite the end of the
story, how would it be different?
|
| TITLE____________________________________________
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Reader’s Response
Journal
by__________________________________________
| Did the author write the story in a
way that made you want to keep reading?
Why or why not?
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| TITLE____________________________________________
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| Did the author give you clues in the
story to help you figure out what was going to happen?
Explain.
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| TITLE____________________________________________
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| Does this book remind you of another
book you’ve read? Tell
which one and how.
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| TITLE____________________________________________
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| Which illustration in the book is
your favorite? Tell
why.
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| TITLE____________________________________________
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| What advice would you give to a
character in the story to help him/her?
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| TITLE____________________________________________
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