How An Action Research Project Turned A Classroom Of Children Into Independent Readers
Creating a class of independent readers isn’t about giving children books and time to read them. A little structure goes a long way, says Nikki Gamble
- by Teachwire
There’s nothing to read!’ Stanley has been in the book corner for 15 minutes, flicking aimlessly through the unappealing collection of worn, unloved books that are crammed on the shelf.
Class teacher, Alex, is in his second year of teaching, working in Year 5. He is taking part in an action research project with a focus on independent reading and I have been invited into school to observe the daily Drop Everything and Read (DEAR) session.
“We’ve ring-fenced 20 minutes a day in which children can select which books they want to read,” Alex explains.
“They can choose from books in the reading corner or books from home – it’s working for some of the class, but there are too many children like Stanley who seem to spend forever choosing books and not actually reading.”
Planning the way forward
Having taken time to review the existing provision, Alex and I come up with a list of actions:
- First, there needs to be a wider range of books in order to appeal to the varied interests and reading levels of the children.
- There should be attractive displays that will invite children to pick up books and read them. While there isn’t much space in Alex’s classroom, we reserve the top book shelf for a face-out display of a few selected books, together with some teaser recommendations.
- Space will be created where children can display their responses to the books they’ve read.
- Alex will provide more opportunities for peer-to-peer recommendations, including loosely structured book talk sessions. We decide this needs to be child-led and allow for spontaneous recommendation, rather than the ‘let’s all write a book review’ approach.
- A structured beginning and end will be introduced to the DEAR sessions, giving greater value and explicit purpose to the activity.
- Lastly, and importantly, there will be a weekly teacher-led discussion – independent reading doesn’t just mean leaving the children to get on with it.
Choosing a theme
We also decide to introduce a reading theme for a term, which will provide a focus for comparison and discussion and still allow children to read a range of books. As Alex will have read all the books we are selecting, he will be able to manage well-informed discussions – previously, he admits, he hadn’t really thought about the role he might have during independent reading time, other than reading his own book. Though children can choose books that fit with the theme, they’re still free to select other books from the class book shelf, or read books from home as usual, if they prefer.
The theme we choose for the first term is We Can be Heroes, which crosses genres and includes fiction, picturebook and non-fiction titles – giving it a much better chance of suiting different reading tastes and interests.
We have selected eight different books, but importantly there are three copies of each available (24 books in total): we want to encourage sharing, informal book talk and peer-to-peer recommendation and we anticipate this will help to generate the book buzz we are aiming for.
We have been careful to include one accessible and one challenging text to ensure everyone is able to participate.
The final list includes:
- David Long: Survivors
- Frank Cottrell Boyce: Astounding Broccoli Boy
- Kieran Larwood: Podkin One Ear
- Katherine Rundell: The Explorer
- Phil Earle: Superdad’s Day Off
- Mike Revell: Stormwalker
- Stewart Foster: Bubble Boy
- Suana Verelst: Razia’s Ray of Hope.
Introducing the books
Before the books are revealed, Alex discusses the qualities of a hero with the class, covering both real life and fictional examples – from superheroes to ordinary people who do extraordinary things. Pictures of some of the heroes the children mention are displayed in the book corner and they are invited to add to the display.
Working in pairs, pupils then complete a diamond 9 activity using a set of nine cards, each bearing a quality a hero might possess: imaginative, adventurous, selfless, ambitious, fearless, courageous, caring, patient, resilient.
Children are asked to arrange the cards in a diamond shape, placing them in order of importance. Having done this, they form groups of four to share ideas and justify their choices.
Only after the discussions have finished are the eight books introduced. This is done by typing up the blurbs on the back jackets, then placing these in separate envelopes. Volunteers are chosen to open the envelopes, read the blurb and then match it to one of the book covers, which are displayed at the front of the class.
Finally, all the books are placed in the book corner where children can choose them for independent reading. In the first DEAR session following the introduction, all 24 books are selected and a waiting list is displayed to which children can add their names.
Changing the culture
Throughout the term, Alex leads regular book talk sessions in which children are invited to pool their collective knowledge from the different books they’re reading.
They consider the difference between superheroes, heroes in classic literature and everyday heroes, using ‘double bubble’ graphic organisers to make comparisons. They find quotations from different books to support their ideas and these too are displayed in the book corner.
As the discussions progress, children start to think more broadly and more deeply, seeking out new books to fit with the heroic theme; Alex becomes excited by the new class dynamic.
He tells me about how the children talk informally about books in the playground, and in the morning as they come into class. A lot of book swapping is happening too.
Independent readers
At the end of term, I make another visit to observe DEAR. The atmosphere is transformed. “I think whole class discussion is one of the most important things,” Alex muses.
Choosing a theme, it seems, has had the desired effect and children are making more connections in their reading; it’s also helped create a community of readers while allowing for individual preferences.
Adding some structure to the format has lent support to less confident children and the displays have become more meaningful. Overall there’s a lot more child-led activity – it’s now less about creating beautiful installations and more about finding ways to support children’s independence. “So, what’s next,” I ask.
“Well. I’ve thought of another great theme…”
Nikki Gamble is CEO at Just Imagine: Centre for Excellence in Reading. She is author of Exploring Children’s Literature/em> and co-author of Guiding Readers: Layers of Meaning.
