To use reading logs or not to use reading logs? That is the question!
Our middle school English Language Arts program has a commitment to lifelong reading habits, which means that we expect students to have a book going at home at all times throughout the year. We are also committed to holding kids accountable for that reading, because we know that our reluctant readers need some kind of accountability system to keep them going. What that accountability system looks like varies from grade to grade, and even from classroom to classroom.
Over the years, we 8th grade teachers have tried many things, but we've always started the year with paper reading logs that track daily reading statistics, and a weekly reading response. Based on the Teacher's College Reading and Writing Project's (TCRWP) recommendation, reading logs that track title, author, time of day, number of minutes, and number of pages read each day can become a data source for students to reflect on themselves as readers. Am I only reading at night and falling asleep with my book? Is that the best time to do active reading? Do I read in 5 or 10 minute bursts, when I'm in the car or waiting for the bus? Do I wait until the weekend and read for long stretches of time but don't read during the school week? Am I reading at a good pace, or am I slow (is my book too hard?) or fast (is my book too easy?)? How do I want to improve as a reader?
We only ask for the daily log to be completed for a limited time-- usually during the first couple months of school. During those first months, students do some analysis to look at their reading habits and evaluate how well they are meeting their goals. Later, we back off and ask students to track number of minutes and number of pages read each week, which they report along with their weekly reading response.
Here's the thing: Kids HATE reading logs! The good readers hate them because they just want to immerse themselves in their reading and not bother with tracking their minutes and pages. The struggling readers hate them because it's tedious and it shows that they aren't actually doing the reading they are supposed to. Mostly, it just seems like busywork without purpose.
This led my colleague and me to really re-think reading logs this year. Something needed to change. Either we make the value of reading logs clearer to students (as TCRWP explains, just like athletes keep stats to find what's working and what needs improvement, so can readers use these stats to become better readers), or we find another way to hold students accountable for their reading.
That thinking led us to this question: What do adult readers do when they want to have an active reading life? As active adult readers, here is what we do:
- We keep track of the books we read on a social media site (I use Goodreads). I post up a book when I start it, and then review it when I finish it.
- We talk about the books we read with others. I have been a member of an adult book club for almost 20 years. Knowing that I have to discuss a particular book on a particular day (and have something to say about it) holds me accountable to reading and thinking about that book.
- We get suggestions for our next reads from friends, through social media (like Goodreads) or from Amazon.com ("Customers who bought this item also bought..."), or by exploring more books by the same author.
Here is what we don't do: Keep a daily reading log, even a weekly reading log, of minutes and pages. We log the books we are reading as we change books. We are held accountable because we have people in our lives that follow our reading and talk to us about our books.
Yes, but... middle school students do need a little more accountability structure than I do as an adult reader with well established lifelong reading habits. Our compromise:
- Students need to read at least 100 minutes (about 100 pages) each week. They will need to track this somehow on their own. They can decide when those minutes happen, although I will recommend that it's not all one chunk of reading on the weekend (there is value to smaller but more frequent practice).
- They need to think about their reading, and show that thinking in a weekly reading response. I am afraid that waiting until the book is finished will result in very little writing about reading for reluctant readers. Writing weekly will keep them accountable for reporting their reading minutes/pages, and having to say something about what they read means they have to have read something. I will give them in-class time to complete this for the first month.
- Writing about reading is a pointless task unless you use it as a way to communicate your thinking to others. We are going to have kids get into small Reading Clubs (3-4 students) who will hold short book discussions on Thursdays. We'll ask them to write their response first, and then discuss their books with others.
- Their written responses will be on Google docs, which they will share with members of their group (and me), so they can go back and see what they each read if they need a next book suggestion. We used to use Shelfari, which was a super easy and attractive platform, but they have merged with Goodreads and are not in use anymore. Goodreads is not very student friendly, and Google docs is familiar and easy for the kids because we use it all the time.
We are launching this next week. I hope the social aspect of Reading Clubs makes their home reading feel more fun and purposeful (and hold them accountable for doing their reading). I was reluctant to give up class time at first (so much to do! so little time!), but if I value the home reading program (which I do), then I should devote class time to it. We can ease off of weekly Reading Club time, and turn it into monthly Reading Club as habits get established.
What do you do to hold kids accountable for reading at home? How do you track what and how much kids are reading? Do you use reading logs?
