5 Ways to Hold Students Accountable for Independent Reading

In a previous blog post, we discussed the importance of establishing a daily independent reading routine for your students. For teachers who have 45—to 50-minute class periods, 10 minutes is often all they can devote to independent reading. As a result, this time must be held sacred and mostly non-negotiable. Setting goals and developing accountability are crucial elements in this routine. Let’s discuss five ways to hold students accountable for their independent or “Sacred Reading Time,” and why this is vital for building a strong reading culture in your classroom.

Goal of Independent Reading

While the goal is to foster a love of reading, it’s equally important to ensure students are using their reading time effectively. As with most teaching ideas, the way we hold students accountable needs to be balanced with other important parts of instruction. 

While the students are reading independently, it’s a great opportunity for you to model good reading behavior as well. Set your timer, grab your own book, and sit down in the middle of the room among your students and start reading.

Purpose of Accountability

Accountability during independent reading time serves several purposes. It ensures that students are genuinely engaging with their books, provides you with insight into their reading preferences and comprehension levels, and fosters a classroom culture where reading is taken seriously. However, it’s crucial to strike a balance between accountability and enjoyment. We want students to see reading as a pleasurable activity and not just another task to complete. Accountability doesn’t mean using punitive measures; rather, it involves encouraging students to reflect on and share their reading experiences. Here are some effective strategies to maintain a balance between trust and accountability.

1. Reading Conferences

In addition to modeling good reading behavior, you can also use this time to have a few reading conferences. Make sure you have a quick interaction with each student on your classroom list, but don’t overthink it – these are brief, one-on-one meetings where you can discuss the book each student is reading, his/her thoughts on it, and any challenges they might be facing. Ask open-ended questions such as:

• What is your book about so far?
• Who is your favorite character and why?
• Have you encountered any interesting or surprising moments in your book?

2. Reading Response Assignments

Having students answer literary or reading response questions is a great way to build capacity for answering short constructed response questions on their state assessments. Give them a list of questions and have them pick a question or two they can answer, depending on where they are in their texts. I used to do this weekly/biweekly for my students in grades 6-8. They selected their own reading material and then selected which questions they felt they could answer, depending on where they were in their reading. This gives them choice, which they love, as well as an opportunity to build skills to be used throughout the year. This is also an excellent way to build short constructed response (SCR) capacity. 

3. Reading Journals

Have students keep a journal to jot down their thoughts, questions, and reflections about their book. This doesn’t have to be a daily task, but regular entries can help students process what they’re reading and prepare for reading conferences.

Reviewing these journals periodically gives you insight into their reading habits and understanding. You can set prompts like:

• Summarize the chapter you read today.
• Describe a problem the main character is facing.
• Predict what will happen next and explain why you think so.

4. Book Talks and Presentations

Organize regular book talks where students present a brief summary and their thoughts about their book. This not only holds them accountable but also promotes a community of readers. You can also use this time to recommend books to each other, fostering a collaborative and enthusiastic reading environment.

5. Setting Personal Reading Goals

Encourage students to set personal reading goals. These goals can be related to the number of books they want to read, trying out different genres, or reading a certain number of pages each week. Have regular check-ins to discuss their progress and adjust goals as needed. This helps students take ownership of their reading and stay motivated.

Final Thoughts

Holding students accountable for their independent reading time is crucial to developing their skills and fostering a love for reading. By implementing strategies like reading conferences, literary response assignments, journals, book talks,  and setting personal reading goals, you can create a structured yet engaging environment that values and promotes reading.

In my next blog, I will share more about the role of choice in student reading and how to curate a classroom library that excites and inspires your students.

Conclusion

Visit our Reading Language Arts (RLA) website for more information, to subscribe to our newsletter, or for current training opportunities. We create powerful learning experiences for teachers that are active, learner-centered, and responsive to student needs.

For specific help with Secondary RLA contact, Kelley Weigand at kelley.weigand@esc13.txed.net.