“Every day of your life for the rest of your life,” I answered with a smile. “But,” I was quick to add, “you probably won’t. I won’t either and that’s okay. It’s a goal to shoot for. We’ll help each other.”
"Even on Christmas?" he asked.
"Even on on Christmas."
Getting kids to read can be tough- especially in today’s culture of pixels and plastic. I wrote a post last week about What I Hate About Reading. I was hating on the educational practice of using reading logs to hold students accountable for reading. I called them a hackneyed accountability gimmick.
So I thought I’d list some better ways to hold students accountable for reading sans the logs.
1. Sell them on it
Talk to your students about the awesomeness of reading. Students are going to read for different reasons. Use that to your advantage.I read for an escape as a kid. It was a way to remove myself from reality and take a trip somewhere else. I loved to slip inside a book and completely lose myself in another world.
Some students will want to read so they can devour new information on topics they love. Others might read for the sheer entertainment of it. It’s a way to relax and unwind from a busy day.
Tell your students about the myriad benefits of reading. Sell it hard and sell it often.
2. Give them time to read
I know, I know. Time. It’s the one thing we always need more of. I know; you don’t have time to let kids read. You have material to cover. But to what end? I’d argue you don’t have time to not read in class.Teach your lessons. Keep them focused and succinct. Then let the kids go and actually read. What’s the number one thing that should be happening in a reading classroom? Students reading! Try for every day. It builds the reading habit.
Let them pick out their own books and practice those skills you’re teaching them with their own selections. Autonomy is a wonderful motivator.
3. Talk to them about reading
If you want your students to really dig in to this whole reading thing, you gotta talk it up. Big time.I love talking about books to my classes. I share books that I’m reading. I share celebrations as well as struggles I’m having. Most students love hearing about what books I read when I was younger.
I get a huge smile every time I hear, “You mean they had this book when YOU were a kid??” Sometimes I’ll tell them, “Yes. But the book was chiseled on to stone tablets.” Or I say I had to read it off a papyrus scroll. The kids just stare. I laugh.
4. Let them talk to each other about reading
One of my favorite morning activities is to let students talk to each other about what they read the day before. The students get with a partner and talk about the story or content, questions, thoughts, predictions, and so on. Then they listen to their partner. It’s quick and authentic. Win-win.I encourage my students to give short informal book talks to the whole class as well. They discuss their lit circle books during their group meeting. Students post book recommendations on Edmodo. Some write blog posts, and others will make book trailers.
5. Realize that you can’t
So I guess my big fat secret to holding kids accountable for reading is realizing that you can’t. Not really anyway. Teachers can’t make students read. I think kids need to know that. It’s what gives them the power and responsibility.I know encouraging, equipping, expecting, and even requiring students to read can open up their future for greater things. I just don’t see how a required log would necessarily help much.
photo credit: Ninha Morandini via photopin cc






Many times, the love of something is caught, not taught. Love your enthusiasm!
ReplyDeleteThank you for reading. I very much agree!
DeleteYou make me want to read! And you make me want to teach my kids about the joys, importance, wonders, benefits, mysteries of reading, like, tomorrow. There are some really great points in this post. Specifically your big, fat secret. You're right. We CAN'T make kids read. We can't make them WANT to read. Yet some do. So how do they do it? I think you've outlined some great places to start.
ReplyDeleteThanks for your kind words, Mindi. Most people don't like to be told what to do, especially when they can see it's pointless busy work. Kids are no exception. Thanks for reading.
DeleteLove this post. And I so agree. It is a sell - a sell that through the talking, the book promotion, the excitement we share about new books - that we do everyday. If you talk about it and often, the reading community grows. I firmly believe this. And the time we devote to time to read in our classrooms speaks to how much we value it. All of that is noticed. A teacher I know just removed all of the novels from her room. "They weren't reading them," she noted. "Did you talk about them? Did you share your favourites? Have you read them?" I asked. "Well, no . . . " So . . . . All in what we model. Thank goodness the contagion factor is big when it happens - let's hope that all of our students get a number of teachers that make book love contagious!
ReplyDeleteRight on, Carrie! We get what we model. It comes from us first. Thanks for reading.
DeleteThanks for this insight, Justin! I want to go in this direction with my third grade classroom this year. My hangup is in the technical details of assessment and grading. How do I quantify my students' reading progress/performance in reading with a percentage of points? Up to now, I used monthly genre-themed book reports (done at home with help from parents) and reading logs to give my students that 87% versus that 84%. As I do away with tedious reading logs, how do I then report to parents and my school on how kids are doing--while still using the percentage-based grading system my school has adopted? I'm at a loss!
ReplyDeletehttp://mrsengle.blogspot.com
I'd add "Let them know that it's okay if they don't love every single text they select or that you select for them."
ReplyDeleteWhen I recommend books to students I always tell them that it's perfectly okay if they read a bit and it doesn't grab their interest. I tell them that it won't hurt my feelings in the slightest, but that I'd like them to come back and give me a second shot at helping them pick something out. En I get them to tell me what stopped the book from being a two thumbs up kinda text... And that leads us to having a great discussion..
These same steps & suggestions work for the 9-12 crowd, too. I would add that to model silent reading and active reading. On some days, I used a book, other days I used my Kindle. I would also share something that I liked (a phrase, description, etc) and would ask them to share.
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