The document discusses strategies for promoting passionate readers in the classroom. It argues that traditional independent reading programs are too structured and don't replicate authentic reading experiences. Instead, it recommends allowing students to self-select texts that interest them, providing brief lessons on genres to build reading confidence, and creating natural social structures for reading like having students read together in comfortable spaces. It also suggests using creative assessments like analyzing Taylor Swift music videos that make reading feel relevant to students' lives. The goal is to help students develop lifelong reading habits by making independent reading a genuine experience that they will want to continue outside of class.

1. Submitted to Educational Leadership on 25 October 2016
October 2016
Bringing Reading Back: Classroom Structures that Promote Passionate Readers
Meaghan Savoy
Inviting students back to authentic reading experiences.
In a culture of screentime and tech­heavy activities, reluctant readers are turning away from books in favor of smartphones
and video games. Explicit genre lessons, social classroom structures, and authentic learning experiences can reinforce
habits of lifelong reading while igniting student passion for literature.
How is this different?
In an effort in improve comprehension scores, expose students to a variety of texts, and increase reading volume, cluttered
literature curriculums have invaded language arts classrooms in the last decade. However, there is much to be said about
simply letting students read. Let them read what they want, when they want, how they want.
Leaving room for student preference.
With best intentions, independent reading programs have been given so much structure that they seldom resemble real,
authentic, practical independent reading practices of adults in the real world. September is “mystery” month. You must read
twenty minutes each night totalling in 1800 minutes each trimester. Finish your library book before checking out a new one.
Find three new vocabulary words each week as you read and rewrite them in your own sentences. Does any real, adult
reader complete these tasks on the plane en route to a conference? At their sister’s house for book club? On the beach
over the 4th of July? In Professional Learning Communities with peers? Absolutely not, and students aren’t falling for it
either. Independent reading should follow the same standards educators use to create performance tasks. It should replicate
a real structure that seamlessly moves in and out of the classroom.
First, students should be supported in their interests . For educators (and parents) it may be difficult as students
occasionally reach for repetitive topics, controversial content, difficult language, or immature subject matters. However, in
allowing students to self­select, they will choose to read more and read more often. Seventh grade boys who stayed up to
watch the Walking Dead premier with their older siblings are no longer impressed with what may have been deemed “7th
grade boy literature” by the school librarian. Rather, they may need something more graphic, mature, or violent, such as the
14+ novel The Absolutely True Diary of a Part­Time Indian by Sherman Alexie. What better place to learn about boyhood,

2. poverty, inequality, and relationships than in a book in school? Certainly, this young adult novel is a better platform from
which to learn than if they were too come to understand such content through reality television or through the school bus
rumor mill. While there is immense value in exposing students to every genre, it is pertinent that educators encourage
interests, highlight gifts, and foster passions, even if that means their students don’t have time to read “folktales” this year.
In addition, educators should avoid telling students to keep reading books they don’t enjoy. I have a stack of books I’ve
been “working on” since 2007, and if someone told me I couldn’t read anything else until those were finished, I may not read
again until 2020.
Second, students need skills and tools to feel confident when they are reading independently. Before setting them
loose on a new novel, it is important that students have confidence in their success as a reader. Often, a little bit of explicit
instruction can go a long way. Mini lessons (2­5 minutes at the start of class) on contextualizing new vocabulary, genre
patterns, character types, and plot trends sprinkled into independent reading curriculums can give students the edge of
confidence they need to make reading feel familiar and exciting. Furthermore, struggling readers or students with learning
differences need access to resources such as Learning Ally or Kurzweil to even the playing field, allowing them the same
independence as their peers. While much of independent reading can be relaxed and student­driven, teachers have an
obligation to set students up for inquiry, questioning, recognition, and discovery, literacy skills that will only heighten student
appreciation for literature. Ultimately, this realization about and appreciation for literature is be the crux that brings students
back to books for the sake of pleasure.
Third, students should read in structures that are natural and exciting. There are some situations where perhaps
students may enjoy reading for ten minutes at their desk in an anthology after recess each day. However, twelve­year­olds
are much more likely to find solace and amusement when allowed to take their shoes off and team up with their friends
before diving into a new book. There, they can cheer Melody on through her tribulations in Out of My Mind, root for August
in Wonder with heartfelt concern as a group, or finish the last riveting chapters of Walk Two Moons together while passing
around a tissue box. Or perhaps instead, students race to their favorite corner with a pillow after they are matched with a
short story compilation they can read truly on their own, and that book just so happens to feel like it was written especially
for them. Then, they can angrily persevere through Hidden Like Anne Frank , curiously pursue Am I Blue?, or be shushed by
classmates as they cackle while reading Athletic Shorts . Those moments are real, genuine, and time well­spent on
literature. Curating an atmosphere that is comfortable and customized can be challenging in the classroom, but it is an
essential aspect of showing students what real, lifelong reading habits really look like.

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Fourth, students need meaningful assessments that support what they read independently. As teachers plan
formative and summative assessment based on independent reading, these plans should be social, creative, relevant and
diverse. In the summer of 2015 I watched Mary Ehrenworth teach symbolism, setting, characterization, and theme all
through a Taylor Swift music video. What a powerful tool for teaching teenagers! Why would anyone want to teach
symbolism using any other platform? These are the types of mini lessons and structures that make reading feel applicable,
useful, and relevant to student's today. Other examples of this innovative mindset have produced lessons such as Tabletop
Twitter, literary character speed dating, and book club podcasts, which simultaneously assess literacy, deepen student
understanding, and hone in on 21st century learner skills.
When it comes to creating readers, it is okay to put down the “exit tickets,” take a break from textbooks, go easy on the
seating charts, and skimp on the technology. At the end of the day, we want planes, break rooms, bedrooms, beaches, and
classrooms full of readers, and it may just be easier than we think to get there.
Subject track : Curriculum and Teaching
Grade levels: Middle School and Secondary School
Professional Roles: Teachers and Administrators