Reading Response Journals

Research has proven over and over again the importance of sustained silent reading. We have all seen the Read 20 Minutes a Day Chart; and some of us have handed them out to families each fall at Meet the Teacher Nights, Fall Parent/Teacher Conferences, and many other times of year. The reality is that very few students will read 20 minutes a night. They aren’t getting huge chunks of time to silently read. They aren’t getting huge chunks of time to imagine the settings and characters. They aren’t getting huge chunks of time to truly dive in and immerse themselves into a novel. So, what can we do?

Most of the educators I’ve talked to simply do not have 20 minutes of time to allocate toward silent reading. The schedule is so jammed-packed with required curriculum, we have very few minutes left to build unique learning opportunities. And even if we do find a few minutes a day to squeeze in an independent read, how can we make sure the students are held accountable for that time? What can we do to make sure we have “real readers” and not “fake readers” sitting at the desks?

I use Reading Response Journals.

Students will need the following:

• Composition Notebook (one per student)
• Pencil
• Novel

Teachers will need the following:

• Colored Pen (I use red)
• Date Stamp (optional but a fun way to make your response “official”)
• Stamp Pad
• A storage container for the journals (You can have students keep them in their desks…but that’s not a risk I’m willing to take.)

To keep my students accountable for their individual reading, I ask them to write to me about their text. Each response requires:

• Friendly Letter Format
• Date
• Greeting
• Thinking Code Response (at least 2)
• Closing
• Signature

After the first few days of reading response, I noticed that the students required a bit more modeling and support with what a reading response should look like. I modeled a reading response on the front board as I referenced the new anchor chart on the wall. I noticed a big improvement right away; and the students have been getting better and better each response.

Why Composition Notebooks?

As part of their school supplies, I ask students to bring in a composition notebook. They are just the right size for reading response and store beautifully. They are compact, and won’t tangle while in storage. (If you have ever tried to store a set of spiral notebooks the students take in and out of a bin throughout the year, you know what I’m talking about.)

What are Thinking Codes?

Thinking Codes are a system of codes written on sticky notes that students place in their novels as they read. These codes become a brainstorming for later on when they write about their novels. It helps students to know what to write about and helps to combat the, “I don’t know what to write” issue that some students run into when responding about text.

I use thinking codes with all kinds of texts and lessons. Students are expected to code text during regular classroom instruction as well as independent reading. During classroom instruction, students will code directly on the page within the text. For novels (and other text they cannot write on, they will use sticky notes). There is always a stack of Thinking Code Bookmarks ready and waiting when students need a new one.

Why Red Pen?

I use a Red Pen. This generation doesn’t seem as scarred by a red pen as previous ones. In truth, I use a red pen for a couple different reasons. The first is that my stamp pad (which I use to stamp the date) is in red ink. So, I want my writing to match the stamp color. Second, using red helps the students to see where I have responded. Although the majority of my responses are simply a continuation of the conversation, I sometimes (rarely) go back into the students’ responses and make notes or comment.

How Do I Keep Reading Response Organized?

To start, I post anchor charts that help my students understand the expectations. One chart is the actual schedule. My building runs a letter day schedule (A-F). Yours may use something different. Whatever the interval, plan out the days and assign one set of students per day. It’s important to keep the schedule “light” so that you only have a handful of responses to read and respond to each day.

I have another chart that explains the different between a Real Reader and a Fake Reader. At the start of the year, I go over each bullet point of the chart and discuss how it’s important to be a Real Reader. When I first heard about this strategy to get students to actually read, I scoffed at it. But, i gave it a shot and was surprised at the positive reaction and response. It did help the "fake" readers turn a corner to real reading.

Troubleshooting

It’s important that students are choosing their own novels for Reading Response. One great way to expose them to a lot of different genres and authors is to host a book tasting. Book Tastings are the best! I love to host them 2-3 times a year. The students have an opportunity to sample different books and they walk away with a pamphlet of ideas they can refer back to when they are choosing their next text. 

See how I run a Book Tasting by clicking here.

One trend I have noticed the past couple of years is the drastic increase in graphic novels. They are visually appealing and tell a story faster. With that said, they leave little work on the part of the student. Readers do not have to imagine the look of the characters or the settings. The comic book style dialogue also means that the sustained silent reading we are reaching for is “cheated”. That translates to students who can lose interest and give up when they encounter text that is denser and more challenging. 

If you have a student that has not selected a classic chapter book, I highly encourage you to highly encourage them to do so. This is the deal in my classroom: one graphic novel, then one chapter book, then one graphic novel, then one chapter book. We keep it balanced, yet fun. 

Have students choose a response and re-work it into a book talk. Reading responses offer a framework for students to build upon. If the students have been putting in the work and following the format of reading response, there won’t be much more to shifting the responses to a book talk. Try to designate a few minutes (maybe once a week) for students to book talk with one another about the novels they are reading.

To get the students truly invested in this process, you need to be as well. Respond back. Ask questions that challenge the student to thinker deeper about the text. You don’t need to know the novel to be able to respond in an engaging way. Some of the questions that are my “go to” if the student isn’t giving me much to work with:

• Who is your favorite character? Why?
• Which character reminds you of someone you know in real life? Why?
• What do you predict will happen with _____________?
• Why do you think _________ decided to___________?
• How does this book compare to (another book by the same author)?
• What has been your favorite part of the book so far?

One of the best!

Reading response journals are a unique way for students to engage with text they like. As a teacher, I love to read the responses. It gives me insight to what they like to read, the characters they are drawn to, and the authors/genre they prefer. Reading response journals also give me a chance to have a 1-to-1 conversation about books with individual students. Sometimes the student and I chat about the same book for a couple of weeks, other times, it’s a one and done. But, regardless of the length, the friendly letter format and constant read and respond make for some wonderful opportunities to connect.

Other Blog Posts You May Be Interested In:

How to Host a Book Tasting in an Elementary Classroom

Friendly Letter Writing in an Elementary Classroom: Friday Family Letters