Love to Read
Silent reading after lunch time was a regular practice, both for me as a student and when I became a teacher. Sometimes as much as 40 minutes of class time was spent in “silent” reading. Back in the 90s when I went to high school, silent reading was prime note passing time. I guess we were reading, it just wasn’t our books. However, the premise of having students read during the day is an important one. Richard Allington tells us that everyday children are to read for choice. Yet, 30-40 minutes a week for independent reading time is as many as 200 minutes a week. For the many students who do not use this time for actual independent reading, this time can be used differently.
In my book, Making Time for it All, one of our literacy stations outlined is Love to Read. Here, during the station rotation students have time to read independently. One of my key mistakes when doing this early in my career was not teaching the students how to use this time effectively, nor what habits and practices make an effective reader. Additionally, when the station was over, I had students put their books away and quickly move on to the next station, without giving them an opportunity to talk about what they had read. Over the years, as I refined my literacy program, I built lessons, with explicit skill instruction, to help this station have more impact on student learning.
Love to Read Lessons
• What Do Good Readers Do: Explicit teaching on the building blocks of reading habits and practices: strategies for choosing books, concepts of print, and building stamina and engagement.
• Reading Comprehension: Instruction on making meaning while you read; tied to Working with Text.
• When I Don’t Know a Word: Explicit and systematic instruction on decoding strategies for students encountering a word they don’t understand in Love toRead; tied to Working with Words.
• Talking About Books: Lessons on the importance of reflection and synthesizing the information we learn while we read and sharing it with others.
Mentor Texts to help launch Love to Read
Mentor Texts to Help Launch Love to Read
To help support these lessons and introduce them to my students, I often use mentor texts. There are so many wonderful books available, and talking about them often helps students warm up to talking about themselves as learners. One of my favorites for the primary years is How to Read a Story by Kate Messner. This book is a playful “how-to” guide that models reading practices in a fun and accessible way. It’s easy to read, engaging, and sets the stage for students to create their own classroom “how-to-read” guidelines. In the older grades, it also works beautifully as a mentor text for writing their own “how-to” books.
Another favorite is Peter Reynolds’ The Word Collector. In this story, Jerome collects words from the world around him, discovering the beauty in language. In your classroom, students can be inspired to become word collectors themselves. A simple activity is to have students gather interesting words, explore their meanings, and share them with classmates. Creating a bulletin board or designated space for these words adds to the richness of a literacy-focused classroom, where reading and writing are part of the everyday environment.
Miss Brooks Loves Books (and I Don’t) by Barbara Bottner is another fun read aloud connected to the Love to Read station. This story is a wonderful launch point to discussing with your students finding the right book, and showing students that everyone can find a book they love. This book also helps introduce how there are many different types of texts out there and can help introduce the variety in your classroom or school library.
Sharing with your students the reason (the point) to reading, often opens up a fantastic classroom discussion. In the age of cell phones and reels reminding our students about the power of a good book is important. The Fantastic Flying Books of Mr. Morris Lessmore by William Joyce, talks about the power of books and is a wonderful launch point for discussing with our students why we read.
Recipe for a great Love to Read as a Literacy Station
Books, Books, Books (and more!)
Fill your station with books and any other materials students might find interesting to read. I loved starting the morning by “selling” new books or texts to my students—sharing a quick pitch about why I thought they might enjoy them. If it has words on it and sparks curiosity, it belongs in Love to Read. Pamphlets, magazines, graphic novels, how-to instructions, menus, and lists can all have a home here.
A Comfy Spot to Read
Pillows, carpets, beanbag chairs, and cozy corners can all provide inviting spaces for reading. If you don’t have room for a dedicated corner, any spot will do! Give students freedom to find their own reading place, under desks, stretched out on the floor, or curled up on their stomachs.
Mini-Lessons to Build Skills
Teach students the “how” of independent reading so they can make the most of their time at Love to Read. Short lessons on building stamina, talking about books, and checking for understanding help set the tone and give students tools for success.
A Sharing Routine
Create opportunities for students to share what they’re reading; quick sharing, book commercials, or a class display of interesting words they have found. This builds community and helps students discover new books from one another.
Providing students with time to read for pleasure during the day is essential. It allows them to see the purpose behind learning to read, experience the joy of a good book, and discover new information. Celebrating reading, both individually and as a community, reinforces its importance and helps nurture a lifelong love of books.
