{"id":2015,"date":"2019-03-10T17:33:20","date_gmt":"2019-03-10T22:33:20","guid":{"rendered":"https:\/\/itslitteaching.com\/?p=2015"},"modified":"2023-09-30T12:02:41","modified_gmt":"2023-09-30T16:02:41","slug":"independent-reading-with-high-school-students","status":"publish","type":"post","link":"https:\/\/itslitteaching.com\/independent-reading-with-high-school-students\/","title":{"rendered":"One Day of Independent Reading with High School Students"},"content":{"rendered":"\n

Today was the first day I did independent reading with my high school students. <\/h2>\n\n\n\n

I think a lot of secondary teachers figure that independent reading isn’t necessary for with high school students, is too “baby-ish<\/g>”, or is a waste of time among a jam-packed curriculum. This blog post isn’t to explain my rationale for independent reading with high school students. Rather, I want to share what it looks like in my<\/g> classroom. <\/p>\n\n\n\n

At the end of today, I realized just how different my class looked compared to the first time I tried independent reading. I wish <\/em>that three years ago when I started, I could have seen what it looked like today.  <\/p>\n\n\n\n

It was hard for me to picture success when I first started. My first time was a struggle of giggling, disruptive students and kids who just couldn’t figure out how to pick a book and actually engage with it. I had twelve books in my room. I was barely reading myself.<\/strong><\/p>\n\n\n\n

Now, my room is silent, my students read right away, and I’m reading on average a book a week myself.<\/strong> I have over four hundred novels in my room. Before we even begin our first independent reading session, many students have a long list of books they’d like to read. <\/p>\n\n\n\n

So, in case you too are embarking on the journey of using independent reading with high school students, I wanted to share a snapshot–just one day of independent reading–with you. I have done my best to record as accurately as my memory allows: every disturbance, disruption, and success. <\/p>\n\n\n\n

\"One<\/figure>\n\n\n\n

My Process for Independent Reading with High School students<\/h2>\n\n\n\n

We read once a week for thirty minutes<\/strong>. I think a smaller chunk of time every day may be considered “best practice”, but right now, this is what I have. When I started, once a week seemed like a doable practice; every day sounded impossible. <\/p>\n\n\n\n

(I am in a book study right now for 180 Days<\/em> and may adjust my independent reading strategies to align with Kittle and Gallagher’s practices.)<\/p>\n\n\n\n

Students can read anything they want.<\/strong> I steer them toward novels (and graphic novels), but also let them know that if they want to bring in magazines or newspapers, they may. Sometimes I let them read on their phones if <\/em>we negotiate ground rules ahead of time and if <\/em>they use a legitimate app–not Wattpad.<\/p>\n\n\n\n

Prior to today, I had explained the expectations and routines several times. My sophomores had done a book tasting in the library and my seniors had had a visit from the librarian and her cart of books. <\/strong>All of my classes filled out reading inventories and I have had one-on-one conversations with each student about his or her reading preferences. <\/p>\n\n\n

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\"Product<\/a>
These are the exit tickets I use weekly with my students during independent reading. They’re quick and give me a really good idea of how my students are progressing in their novels.<\/figcaption><\/figure>\n<\/div>\n\n\n

Students have blank worksheets for titles and authors of book titles they may want to read.<\/strong> Before each independent reading session, I book talk two novels. I try to focus on books that I have several copies of in my room.<\/p>\n\n\n\n

After each session, I give students an independent reading exit ticket.<\/strong> These are quick and purposefully easy. In the beginning, I felt like I needed a way to keep students accountable. However, I did not want reading to feel like more work or grade the joy out of it.
<\/p>\n\n\n\n

These exit tickets are often practicing a reading strategy. One asks students to reflect on a prediction they made. One asks if they like their book. Another has students sketch an important scene, etc.<\/p>\n\n\n\n

Block One<\/h2>\n\n\n\n

This class is small and I expected full compliance. They had all been great, save one, when allowed to look through the library book cart for check out. <\/p>\n\n\n\n

I always start by going over the expectations. Every. Single. Time.<\/strong> Even my seniors will hear these expectations every week for the entire semester.<\/p>\n\n\n\n

\"One<\/figure>\n\n\n\n

My expectations are short, and the first time I made sure to explain my rationale. <\/h3>\n\n\n\n
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  1. You are reading. No napping, missing work, texting etc.<\/li>\n\n\n\n
  2. No cell phones. I do let students use their phones for music while reading if they want. However, I require that they have a playlist (you can’t touch the phone once the timer starts, so make sure your music is good to go) the volume must be LOW, and the phone should be upside down on the table so incoming notification messages aren’t distracting.<\/li>\n\n\n\n
  3. We are silent. I explain the importance of silence and being able to focus for many readers. This includes tapping and kicking desks.<\/li>\n<\/ol>\n\n\n\n

    I asked if there were questions. There were none. <\/p>\n\n\n\n

    I moved onto my recommendations. I reminded students about their “to be read” lists.<\/strong> <\/p>\n\n\n\n

    My first book talks are always titles that I think are great for reluctant readers. <\/strong>They’re harder to capture. So today I talked about Black and White<\/a><\/em> by Paul Volponi<\/a>. I also talk about Tears of a Tiger<\/em> by Sharon Draper. <\/g>Briefl<\/g>y, I<\/span><\/font> overview the story and explain why I like it.<\/p>\n\n\n\n

    I keep a slideshow of my book recommendations with quick book facts and pictures of the covers. <\/strong>For each book, I also have a slide with an exciting quote or excerpt, so students can get a feel for the novel. I add to it as I finish books that I enjoy and want to share with students. <\/p>\n\n\n\n

    In this class, no one took me up on my recommendations, but all but one had a book in front of them. I told students they could grab their books while I set up the timer.<\/p>\n\n\n\n

    Meanwhile, I reminded the student without a book of the class expectations. I knew from our previous chats that dystopian literature was his favorite. I placed a couple of titles that fit the bill in front of him. Then, I pretended to check in on the other students.<\/p>\n\n\n\n

    When I turned around, the student had begrudgingly picked up one of my selections and opened it. Satisfied, I started the timer. <\/strong><\/p>\n\n\n\n

    Reading went without a hitch first block. I read myself, looking up every few minutes or so to make sure students were on task. About halfway through I gave students “Power Paws”–our PBIS tickets\/rewards–and went back to my book.<\/p>\n\n\n\n