Join us for a summer series revisiting our top posts from this school year, and please “turn and talk” with us in the comments section each week!
Shana’s post from 2017 sources readers’ ideas for alternatives to reading logs. The ideas are here, and the document is still open for your additions.
Ahhh, Labor Day weekend–that first glorious three-day respite from back to school, or the last vestiges of freedom before it begins. Whatever this weekend is for you, I hope you’re using it to relax and recharge before we see bright, smiling faces (or sleepy ones) tomorrow.
I bet you’re using a book or two to help you enjoy this weekend–what are you reading? I’m reading little bits of Bill Bryson’s The Mother Tongue whenever I can squeeze it in (usually as I fall asleep). In longer chunks, I’m reading Scaachi Koul’s memoir, One Day We’ll All Be Dead and None of This Will Matter, which is a perfectly-sized series of essays for my busy days.
In quiet moments on long weekends like these, I wonder what our students are doing. Do their reading lives mirror mine? If the answer is no…what can I do to help them become readers?
And, more pressingly–is there something I’m doing that’s preventing them from becoming readers?
Reading homework, requirements, levels; book reports, assignments, due dates. None of these are what I’m tying to the books I’m reading this weekend.
But is that true for our students?
This article from School Library Journal talks about the work done by librarians to match a person to a book. They call it readers’ advisory. Then, they lament that so many classrooms discourage the important work of “talking with a child, observing body language for clues, and walking together through the stacks while offering suggestions” and rely on leveled bins, assigned texts, or assessment-bound reading units to get kids to read.
How much of what goes on in my classroom is readers’ advisory–and how much damages that work?
I’ve been thinking since last May about how we should stop grading independent reading. The best and brightest in our teacher hive give us their advice and wisdom in books, blogs, and articles, with quotes like this one from Donalyn Miller. Books, time, encouragement–these are themes we see repeated in what students need to blossom as independent readers. Nowhere do we see that we need to measure, assess, or grade them.
To be sure, our kids need our instruction and guidance to grow as real readers. Conferences, follow-up activities, book clubs, goal-setting, talk, and self-assessment are powerful tools to help move students forward. How can we prioritize those things instead of more measurable (and infinitely less revealing, rewarding, or authentic) methods like reading logs, records, and quizzes?
Well, we really want to know.
Please share with us: what are your alternatives to reading logs? How do you approach a gradebook that must be filled, and fill it with meaningful activities tied to reading?
In that Google Doc, we’ll work to compile a series of alternatives to reading logs, and share them here for everyone to benefit from. You can also leave a comment on this post, write on our Facebook page, or tweet to us. Together, we can create a repository of ideas and strategies for approaching independent reading in a way that’s authentic and helpful this school year.
Shana Karnes is mom to 1.5 spunky little girls and wife to a sleepy surgical resident. She teaches practicing and preservice English teachers at West Virginia University and is fueled by coffee, chocolate (this week), and a real obsession with all things reading and writing. Follow Shana on Twitter at @litreader.
I don’t see anything wrong with giving students credit (in the form of a grade) for writing a reflection on what they’ve been reading, especially if it’s a book they chose. When I take a class, I expect to have assignments. I could not think of a less painful assignment than writing about a book I chose to read.
Going totally gradeless is the obvious answer here, but I know most of us aren’t allowed to go full-gradeless. In my school, we’re standards-based. I give students a list of the standards I’m required to grade them on, and we periodically pause to think about how they’re doing on those, and they record their self-assessment. At the end of each term, they sit down with me and we look over what they gave themselves and discuss/enter the grades. Reflecting on independent reading is part of that, and they may use independent reading in their discussion of any standard they wish. As far as logs go, I have them keep a list of books they’ve read so they can remember (I wish I could do goodreads, but my kids are too young). This is nice because they can share what they’ve read more easily, and they’ve got a record for reflection (personal and grade-related).