Lesson: Keep a record of reading
Connection (3-5 mins): Readers you know that it is important to give each book you select from the library a good try using your reading stamina before abandoning a book. It is also important that we keep a record of what we are reading. This is helpful because we will start to see if we really love certain authors or types of books that we always abandon. Keeping a record of your reading helps you know yourself as a reader.
Teach (10-12 mins): Students should be seated on the carpet with a partner. They will be expected to turn and talk to this partner throughout the lesson. Readers, every time I go to the library or borrow a friend from a book, I write down the title and author. Later when I finish the book I go back and write comments. For example, I might write that I loved the characters in the book or that the plot moved really slowly so I wouldn’t choose this book again. This is how I get to know myself as a reader. I look through genres that I have really enjoyed in the past and tend to avoid shopping for a book that is similar to one I have not liked in the past.
Today, you will begin to keep a record of your own reading. Teacher places a reading log on the overhead. Let’s walk through the different columns in the reading log so that you can begin recording your reading. The two columns are simple, we just write the title and author of the book we selected from the library. The second column we should update each day when we read during workshop time. If we are still reading the same book we don’t need to re-write the title and author we can just write in the new date in the row. Each day we should record how many pages we read as well. I suggest you write the page that you start reading on and the page you finish reading. This helps in case you lose your page or your bookmark is misplaced because you can always look back at your reading log to see where you stopped reading.
The last column needs a little more explaining. TE stands for too easy, JR is just right, and TH is too hard. Remember we should be using the five finger rule when we select a book from the library. But sometimes we may get back to our seats and realize the book is too hard even if it passed the five-finger test. You should record if the book is too easy, just right, or too hard when you complete the book. This form must be filled out for you to abandon a book because it is too hard.
When you return to your seats you will begin reading independently. At the end of workshop time, stop and record your reading. The most exciting part of this reading log is that when you finish a book you can celebrate by writing a reflection. This is a place to write what you liked or disliked about the book. Remember this will help guide you as you shop for a new book from the classroom library. Off you go readers.
Active Engagement (15-20 mins): Students return to their seats. During workshop time they should read independently in their selected books from the library. Workshop time should stop early allowing students time to record their reading. This should be a daily routine for independent reading time. Teacher should conference with students or pull a guided reading group.
Exit Slip/Share (3-5 mins): Students may have time to share their reading. Students are really engaged when they can record their reading. Sharing what they read is a great way for students to recommend books to their friends and learn about themselves as readers.
Reflection: I use this lesson to establish routines for reading logs. Later in the unit, I teach procedures for turning in completed reading logs. It is the teacher’s decision if students are allowed to take their reading logs home or if they have separate logs for home. My reading log for home is much simpler and requires a parent signature. I like keeping them separate to ensure students don’t lose their logs or write reading they didn’t complete.