I promised I’d post updates about how the independent reading experiment is going. My students have been selecting their own books, whatever they want to read, and completing a weekly reading log that essentially consists of the following:
- Did you read for two hours this week? (If no, explain.)
- How many pages did you read this week?
- What is your current reading goal?
- Did you meet your reading goal?
- What book are you currently reading?
- What page are you currently on?
- Did you finish any books this week (if yes, there is an additional update form to complete)?
- Is there anything you want to tell me/ask me in regards to your reading this week?
As long as students read for two hours, I am not too fussed that they are meeting the goals. The goals are more for them than for me—the goal helps them figure out how much to read. Many of my students are still experimenting here, and by and large, I think they are being honest. They are telling me if they didn’t meet their goals and why and often the issue is that they overestimated how much they could read in two hours and need to “recalibrate” their reading speed.
Once they finish a book, they complete a form that allows them to share a quick review (basically a thumbs up, thumbs down, or thumbs in the middle) and also allows me to spot check how many books they’re reading. Reading a big stack is not the goal. Reading period is the goal. Still, here are some stats.
I have 25 students across two sections of American Studies in Literature. One of my students left at the end of the semester, and she had read one book, so perhaps it would be fairer to count 26 students. One student has read six books since early December. Good for her! By and large, the students are enjoying the books (lots of thumbs up ratings). My students have read a total of 39 books. Of the 26 students, 22 have completed at least one book, nine have read two or more books, and three have read three or more books.
In the space where I allow students to share a comment or question about reading, one student has been recommending the completed Sherlock Holmes to me (though he also says I have probably read it already, and he is right—I have). If you haven’t seen one of those collections, they are pretty fat books, and he’s been hauling it to school each day to read. I like it that the students are not afraid of big books or hard books. One of my ELL students is reading One Hundred Years of Solitude. Another student who was somewhat withdrawn has begun to come out of her shell a bit. She’s read two books. Independent reading has been a way for her to explore her passion for basketball in an academic setting.
I have been mixing up my book talks with a selection of YA fiction, adult fiction, and nonfiction. Books that are popular in my class (in that more than one student has read or expressed an interest in reading them): Miss Peregrine’s Home for Peculiar Children by Ransom Riggs, Into the Wild by Jon Krakauer, and Crossover by Kwame Alexander.
Understanding that reading conferences have value, I have opted not to really do any during our reading time. I do check in with students and help them find books and ask them about the books, but not during that ten minutes. During that time, I’ve been reading with them. I think they actually like that.
This week, my Sherlock Holmes fan wrote in his reading log:
This is not about my reading. This is going to be about what you read and share with us. The form we filled out a few weeks back I forgot to mention a few things. I appreciate what you do in class every day. When you share books and papers with us and read them out loud I can feel that you really do care. I also admire you for sharing these pieces with us because I see they are special to you. You get very excited reading the work and this make me focus and want to learn more about it. Its teachers like you that make coming to school more enjoyable so thank you for all your hard work.
It does not get better than that. So far, I’m calling the independent reading a win, and the only thing I am unhappy about is how long it took me to figure out how to do it in my classes.