Activity Description

Preparation:

     1.  Gather student materials
               a.  Each student will need 1 lined notebook and 1 pencil
     2.  Write a letter addressed to the students that describes how the reader’s notebook will be used throughout the year
               a.  You may wish to use the Teacher Letter Guide as an example
               b.  Glue a copy of the letter inside the front cover of each notebook
     3.  Create the reader’s notebook chart
              a.  You may wish to use the Reader’s Notebook Chart Guide as an example
     4.  On another piece of chart paper write the question “How do you choose something to read?”

Implementation:

Session 1:

1. Invite students to share how they choose something to read and record their ideas on the chart paper under the question “How do you choose something to read?”
2. Introduce the Reader’s Notebooks
   1. Explain how each week the students will be writing a letter about the book they are reading or have just finished in their reader’s notebooks
   2. Read aloud your letter and explain how it is glued inside each reader’s notebook
      • You may wish to discuss what is included in your letter
3. Present the Reader’s Notebook chart and discuss the topics that students may choose to write about
4. Model a letter and post it for student reference
   1. Emphasize the components of a formal letter
5. Have students complete their first letter in their Reader’s Notebooks
   1. Encourage students to refer to the ideas posted on the Reader’s Notebook chart to help them get started
   2. As students work independently refer to the proper format for writing a letter

Session 2:

1. Respond to each letter using the letter writing format
   1. You may wish to ask further questions or pose new questions related to the book of interest for students to consider
2. Each week provide students with time to write in their reader’s notebooks
3. Continue this activity on a regular basis throughout the year

Adaptations For

English Language Learners/ESL:

- Rephrase topics from each chart and point out 1 or 2 direct topics from which student can choose
- Scribe letter for student so that the students ideas are the focus
- Allow student to draw pictures before writing and have student orally tell about pictures

LD/Reading & Writing Difficulties:

- Allow letters to be written using a typing program or speech-to-text software program
- Scribe written paragraph for student so that the students ideas are the focus

Cultural Appropriateness & Diversity:

- Provide a variety of reading materials from which students write about

Differentiated Instruction:

- Provide a variety of topics as examples from which students can choose
- Allow students to select a topic of their choice to write about in their letters

Related References

Source:
Fountas, I.C. & Pinnell, G. S. (2001). Guiding Readers and Writers Grades 3-6: Teaching Comprehension, Genre and Content Literacy. Portsmouth, NH: Heinemann.

Evidence:
Taboada, A., Tonks, S. M., Wigfield, A. & Guthrie, J. T. (2009). Effects of motivational and cognitive variables on reading comprehension. Reading and Writing, 22, 85-106.