You could hear the cliched pin drop in the room, even though we’re only a few weeks into independent reading. It’s one of my favorite moments in the classroom–heads tilted towards their choice books, eyes moving side to side across those beautiful words and sentences. It’s a moment that ultimately lasts until mid-October, where the shine begins to dull a little and students are either completing books faster than I can get them into their hands, or dropping books faster than I can keep up with (“What do you mean you want to drop Everything, Everything? You just started it yesterday!”).
In a perfect world–not always my 10th grade classroom at my regional vocation urban high school–students would be moving excitedly from one book to another, we would have brilliant classroom discussions about the various books we are reading, and there wouldn’t have to be accountability because everyone is completely engaged and on their way to becoming the bookworms they’re meant to be.
In reality, I’m putting out small fires here and there as the first term ends, trying to keep my head above water. Between helping a handful of students find a book because they either finished their first pick or were dropping their first pick and craving the need to circulate to eliminate any temptation of students, I needed something to hold students accountable (for my boss) but in addition, a way to formatively see where each student was in our inaugural journey into IR.
As I’m sure we all can agree, reading logs don’t work. Shana summed up what I’ve been thinking for some time now. All I can think of are my poor (now junior) students who had to endure a reading log entry every time they read with a sentence summary of what they read and a sentence reflection along with their starting page and ending page for those 10 minutes.
Every. Single. Time.
No wonder only my most studious students did it (fearing a bad grade, not because they wanted to or saw value in it). Not only that, but I dreaded grading them (or opening each one in Google Classroom and seeing them not filled out). A sea of zeros flooded my grade book.
Enter what I’ve been using: Status of the Class.
Status of the Class is truly inspired by both my reading of Nancie Atwell’s amazing book In The Middle (which all teachers should read at some point in their career) and Donalyn Miller’s presentation at Write Now 2016 in North Conway, NH. Both ladies have taught me the beauty of organization in the workshop classroom and the value of short check-ins among the longer conferences I make with my students as they work on their independent reading.
It’s my way to formatively assess where my students are and the progress they are making in their independent reading book. As students are reading the first 10 minutes of class, I circulate the room and peer over shoulders so I can write down what page they are on (and for some students, the title of their new book). While not a traditional conference, this works well on the days (and sometimes it feels like the many days) where I need to do a quick check-in so I can help the handful of students who are either dropping books or finished their book and don’t know where to go next.
I also like using status of the class to keep a running tab of how things are progressing to use when I email parents or during progress meeting for my special education students. It’s also a great resource to use when I conference with Juana, who has dropped three books this month alone–the data doesn’t lie. It also helps me to see that although Paul has finished three graphic novels in a row over the last 6 weeks, it might be time to challenge him outside the genre and try something new.
An added benefit to the status of the class is the competitive nature it brings out in my students. One of my EL students, Marco, asks me for his progress every time I do a Status of the Class. The look of pride on his face when does the math and sees that his reading rate is improving, little by little, is priceless. For Stephanie, she finds the check-in reassuring. On more than one occasion, after a Status of the Class, Stephanie whispers to me, “Miss, I read more pages this week than I did last week.” Stephanie is rereading Room, because last year when I had her as a 9th grader, she fake read it and only made it halfway. This year, she can’t put it down.
I still haven’t figured out a way to make it more student-led in my short 43 minute classes. When we are in the middle of an Independent Reading unit this spring, after our Massachusetts Comprehensive Assessment System test is over and the constant test prep pressure is off, I’m thinking of making the Status of the Class a digital resource, asking students to input via Google Form and holding students more accountable to tracking their titles and progress. By doing so, more students like Paul, Marco, and Stephanie can actively engage in their progress and see how far they truly come this year.
How do you track and hold students accountable in their reading progress? What advice or tips could you offer to teachers with shorter class periods?