Hi, my name is Matt. I’m a 7th grade Language Arts teacher, and my classes do not finish our whole class novels together. I can hear the collective groans of my colleagues across the country. To many Language Arts teachers, not finishing a novel with a class is down right blasphemous; it’s an act of treason against English teachers everywhere. However, if I’m going to prioritize independent reading in my classroom, I had to make a choice: I could read one book in its entirety with 80-something students, or I could have 80-something students reading 80-something books on their own. I went with the latter.
I didn’t just come up with this idea all willy-nilly on my own. Two years ago, I received a copy of The Book Whisperer by Donalyn Miller in a professional learning session at my school. Some of my colleagues held reservations about the effectiveness of Miller’s approach, and they questioned whether her successes could be replicated at a school like ours.
Allow me to provide some context to some of my coworkers’ concerns. I work at a rural Title I middle school in which over 90% of the students qualify for free and reduced lunch. Most of the students at my school have parents that did not go to or finish college. For a lot of these kids, reading is not an activity that occurs regularly throughout their households. I usually start the year with 5% to 10% of my students reading on grade level, with many of them reading several grade levels below where they should be. Near the beginning of every year, our school tells parents that their child should be reading for 20 to 30 minutes a night. However, how likely is that going to become a routine for a child that doesn’t have access to books at home and rarely sees an adult modeling reading for pleasure?
After reading Miller’s book, I decided that if my students were going to learn to love reading, if they were going to learn to navigate genres and if they were going to realize that they could in fact spend twenty to thirty minutes of their lives reading, I was going to have to provide them with a chance to do it in my classroom.
I had no idea how I was going to be able to tell if they were actually reading or not. I also wasn’t sure as to how I could assess them on what they had read, since I hadn’t read every book in my classroom library. I also wasn’t totally confident that they could sit still and focus on a book for nearly half an hour.
Despite all these unknowns, I went for it. Independent reading became a regular activity in the “Work Session” portion of my lesson plans. My first year of implementing this approach was not without its struggles and shortcomings. But by and large, the kids bought in. They finished entire books on their own, something that many of them had never done (we didn’t count whole class novels in that category since many times their previous teachers had read a great portion of the book aloud to the class). Students began to discover the kinds of genres they favored as well as the different writing styles that they preferred. A lot of kids came to the realization that they actually enjoyed reading, and they saw themselves as a part of a greater reading community.
In addition to all of the emotional successes that my students attained, they also realized substantial gains in both their lexile levels and end of year test scores. Since I began making independent reading a significant part of our daily routine, my reading and test scores gains have continued to be higher than both the county and state averages.
Teaching 12 and 13-year-old kids how to become independent readers is hard, if not exhausting, work, but it’s also invaluable. This blog will be a place where I hope to share with other educators the journey that my students and I have taken into the world of literary exploration.