5 Simple Strategies for Managing Independent Reading in the ELA Classroom
Are you someone who still hasn’t found an effective and realistic independent reading system? Or perhaps you’ve found something that kind of works, but you struggle to keep that system going all year long? If so, I totally get it!
It’s not easy, took me years of trial and error, and like most other classroom systems, it works best when you start early and strong (like your morning cup of Joe 😉, am I right?). After trying many complicated setups for independent reading, I’ve distilled my management system into 5 very simple components.
Before we dive in, though, I want to establish that without engagement and celebration of literature in your classroom, no system or amount of accountability strategies will get and keep your students reading. In order to cultivate readers, there needs to be a consistent effort on your part to maintain an environment that encourages reading. Fortunately, that doesn’t need to be difficult, either, and I have two posts about it here and here that I think you’ll find helpful!
Ok, now it’s time to talk simple systems so that you can grow readers all year long with minimal effort.
My first strategy is simple, but essential. You must make time for students to regularly read independently in class. In my experience, it is best to have students read every single day, even if it’s for only five minutes. Routine is key, and many teachers find success starting class with 5-10 minutes of silent reading. When it’s an everyday routine, it sends several important messages to students. First, it demonstrates that reading is valuable. When something occurs daily, it’s usually very important. Second, it establishes the idea that students must bring their book to class each day. There is nothing worse than students forgetting their book. (In fact, when students forget their book in my class, their only option is to read a Scholastic Scope magazine that I have in the room. I do not like them to waste time traveling to and from their locker.) Finally, and probably most importantly, providing reading time each day during class allows you to stay involved in your students’ reading lives. This is essential! (And I discuss it in more detail below.)
Create and maintain a robust classroom library. This strategy can definitely take time if you’re starting from scratch, but having even a few dozen books on your classroom shelves can make a tremendous difference in your ability to manage your students’ independent reading. It allows you to be more hands-on in helping your students select a book, and it makes book return and checking out a new title a breeze. If you haven’t already, click here to get a list of 12 titles that students will love (and more!) to jumpstart your library right now!
The next, but most significant and impactful component of my independent reading management system, is page-goal tracking. Rather than assigning my students a certain number of minutes they must read each week, I assign a page goal. This means that I require each student to read a certain number of pages each week (and it varies for each reader). While this is obviously linked to the amount of time students spend reading, I find it much more tangible and motivating for students, and they feel a sense of accomplishment when they reach their goal each week. My system for assigning and checking page goals for students is explained in more detail here, but essentially, I keep a spreadsheet of students’ book titles and the page they are on. Every week (on the same day each week), I do a quick roll call. Students sit at their desks with their book out and ready. Then, I simply go down my list of students, and when I say each students’ name, they respond by stating their book title or the word “same,” if the title is the same as the week before, and their page number. I then give them a new goal. So, if they tell me that they are on page 100, I might tell them that page 190 is their new goal. Typically, they will write this down on their bookmark or in their planner. The entire process takes only a few minutes and occurs only once per week, but it happens weekly without fail. Based on how close each student gets to their page goal, I award them between one and five points as a homework grade. I find that students are very honest about how much they’ve read because they have to share their page number aloud, and because they know that I check in with them about what’s happening in their books during reading conferences, so it becomes very clear if they haven't read as much as they said. Using this system was truly a lifesaver for me and my students because it encouraged them to maintain a healthy reading pace, provided me with a weekly update on what every single student was reading, and made me aware of students who weren’t progressing with their reading as much as I’d like. If you’d like to try this lifesaving system in your classroom, you can get it here!
Another important part of managing independent reading in your classroom is checking in with students about their reading as much as possible. Now, I know that time constraints are real. I’m in the classroom, too, and I’ll be the first to admit that reading conferences with my students don’t happen nearly as frequently as I’d like them to. But what I’ve found over the years is that something is better than nothing, and often a quick check-in does the job. Basically, students need to know that you’re involved in their reading lives. You need to demonstrate to them that you care, that you’re available to answer questions, and you’re excited about their reading experiences. Sometimes my “conferences” with students will be as simple as “Oh, did you get to the part where she drops out of school yet?” Or “Did you ever figure out why there’s a baby face on the cover of that book?” Seriously, sometimes that’s all it takes. But when you want to get serious about conferring and do a more in-depth assessment of the readers in your classroom, I have a few suggestions. First, it’s nice to have students do a little prep work so that your conversation is productive and doesn’t involve a blank stare and mumbling for five minutes straight. (We’ve all been there, right?) These reading conversation starters have truly changed the way I facilitate discussions about students’ books, especially when I’m not familiar with the title they’re reading. I also like to have a few resources on hand to help students who are hitting roadblocks in their reading. For readers who are struggling to maintain a healthy reading pace, I often provide a pacing bookmark. (Get a FREE one here.) For students who are struggling with some new vocabulary or multiple narrators in a book, I like to offer these bookmarks. I want students to enjoy reading and to feel successful, and I’ve found these tools immensely helpful!
My final strategy for managing independent reading is the simplest, but it can make a huge difference in getting your students reading! An important part of managing independent reading is matching students with a book they will love. It is incredibly valuable when a classmate can recommend a book to a student, plus it saves you time! These simple book flags allow students to leave a little review about a book they loved so that other students in search of a new title can see! I leave a stack of these flags on my shelf so students can fill them out on their own! Systems are saviors.
Which system is your favorite? If you love them all, grab this discounted Independent Reading Bundle! It has everything I use to make independent reading go smoothly all year long. And if you have any questions, shoot me an email at rileyreadsya@gmail.com. I would love to hear from you!
Happy reading systems!
♥ Kara & Riley
