Rethinking Reading Logs

In another lively #educoach Twitter chat, we discussed the first chapter of Donalyn Miller’s book Reading in the Wild. This excellent resource provides educators with many ideas on how to raise readers for a lifetime, and not just for that next test or quiz.

A topic that came up near the end of the discussion was reading logs.

There were multiple responses. Most of them were not favorable toward this practice. I realize why educators use reading logs: We want students to become habitual readers. But why do we develop habits? A habit is a behavior that we repeat over and over because we experience something positive from it.

Reading logs do not develop lifelong readers. It is the act of reading itself – the entertainment to be had, the information gained, and the subsequent socialization we experience – that keeps us coming back for more.

So how can we rethink this assessment tool, so that the accountability we place on students to become more regular readers augments instead of detracts from the experience?

Reading Graffiti Boards

Our 4th and 5th grade teachers all attended a one day workshop with Donalyn Miller last fall. Reading graffiti boards is an idea suggested by her. The teacher puts up black butcher paper. He or she then models how to write favorite lines from their book they are reading on the board. Metallic markers make the writing pop out.

IMG_0078

During my regular walkthroughs, I enjoyed watching this graffiti board expand with student contributions. This tool for sharing led to students having more authentic peer conversations with each other about what they were reading. It also served well as a natural way to recommend titles.

Would this have occurred with reading logs?

Blog Instead of Log

My son hated filling out his reading log as a first grader this past school year. It was like pulling teeth, as they say. Because he liked technology (just like his dad:), we tried blogging about his reading instead.

We used KidBlog as our writing tool. Initially, it was still the same process of forcing him to respond to his reading. But once he started getting comments from family members, such as his grandmother, he became more motivated to share his reading life.

We hit pay dirt when one of his favorite authors, Johnathan Rand, posted a comment on his blog post about his book series Freddy Fernortner: Fearless First Grader. (I had emailed the author my son’s post about his books, in hopes of him responding.) After a discussion in the comments, including many questions from my son, I suggested hosting a Skype chat between the author and his classmates.

Before the Skype chat, the classroom teacher had the students suggest several questions for Mr. Rand. When they finally did connect with him, students had the opportunity to come up and speak with the author, each with a question in hand.

IMG_0137

After this experience, I was told that many of my son’s 1st grade classmates were much more motivated to read, especially the Freddy Fernortner chapter book series. This included one student who last semester was in Reading Recovery.

Would this have occurred with reading logs?

Create Book Trailers

In another one of our 4th grade classrooms, a teacher had discovered Educreations. This is a simple web-based screencasting tool that can be used on iPads and other mobile devices. Students in this classroom still had reading expectations, but they were to create a book trailer for a title they had recently read.

IMG_0079

Book trailers are visual and audio summaries of titles, with the purpose of convincing someone else to read that book. The students in this classroom regularly shared their creations with their peers by mirroring the content onto the whiteboard. I was told that one of the more challenging students in this classroom, who refused to do much of any other work, was highly motivated to create these book trailers.

Would this have occurred with reading logs?

I realize my repeated question is rhetorical. The reactions, products, and feelings toward reading that I listed would not have occurred with the outdated practice of paper-based reading logs. There needs to be an authentic audience for the responses students are asked to produce about their reading. This audience creates a more profound purpose for these types of assessments and accountability tasks.

What is your opinion on reading logs? In what ways have you augmented how students respond to their independent reading? How do you know it is working, in that your students are becoming lifelong readers? Please share in the comments.