I also have students keep a reading response journal for text they read. They 
are able to choose from a list of topics as you have descibed, or any ideas of 
their own that they have about the book. I found that reading students work and 
modeling good responses does really help them so they are not just giving a 
retelling or copying small details that they remember. I usually use Friday's 
as a conference and share day, where I can conference with students one on one 
about their journals, or they can share an entry with the class. Making the 
students responsible for their journals by having them conference and share 
usually will produce better entries. 
  Alison 

Barbara Punchak <[EMAIL PROTECTED]> wrote:
  I, too, require a "reading response journal" from my students. What I do is
type a list of "topics" students could write about. (i.e. theme, character
traits, T-S, T, W connections, predictions, surprising twists, etc.) Then I
fold the sheet and tape the list on the front cover of their reading
journals. I emphasize that they are not to retell the story, teach how to
respond, model it often, and read other students' wonderful entries. Yet, I
still have many who simply "retell" the %$#@& book! *aarrgghh*
Barbara

-----Original Message-----
From: [EMAIL PROTECTED]
[mailto:[EMAIL PROTECTED] On Behalf Of Horne, Jane
I like the idea of writing a reflection once a week-due on Monday. Do you
discuss the novel in groups or whole class? I also give them the starter
sentences to help them get started. I am trying to get them to go back into
the text to find supprt to back their ideas. 
Jane



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