Before moving into separate notebooks this year, I would always keep my reading notes in my daily journal. I set a goal this year to read 60 books, and in doing so, I want to be more purposeful about the learning that goes along with reading those books. As a former middle school English teacher, I tend to stick to middle-grade books even for my personal reading. There is something about this age group and the style of writing that will always speak to my teacher's heart. This blog post is not just about documenting the books I read but about creating a meaningful space to explore the power of stories. I wanted to provide a place where you can see the notebook, the overall process, and maybe grab some inspiration for your reading journal along the way.

Any teacher of literacy is going to come across this type of debate of reading levels and Lexile in their classroom and throughout their school buildings. To get right to the point: Should we, as teachers, be paying attention to the levels of reading that our students are at in terms of ability and demonstrated skill level? The answer is complicated. As a middle school teacher for over a decade, my students would enter the sixth grade at a variety of levels of reading ability and skill. This was due to a variety of factors, including tracking of students in elementary schools. The debate among educators is vast regarding reading levels and Lexile, whether or not your building has a particular strategic reading program or not. Here are some of the opinions about reading levels so you can get the gist of what everyone is talking about:

Students should be able to read any book they want. They shouldn’t be restricted to choosing books within their “range.”

Students should be limited to choosing books within their “range” because they can practice their demonstrated skillset. They can expand their selection with practice and skill acquisition. 

Students shouldn’t be told their reading levels or Lexile. 

Students should know their reading level. They are included in the process of helping them catch up. 

Teachers need to scaffold instruction with a variety of reading materials to reach students on their levels. 

Teachers need to expose their students to grade-level material to expose them to content at their grade level. 

Classroom libraries should not have publicly displayed Lexile or reading levels on books. Students should be able to choose their books. 

Classroom libraries need to be organized with a reading level in mind. Students should know what level of book they are holding in their hands to see if they can access the material. 

Programs like accelerated reader that give comprehension assessments are able to accurately show student knowledge. 

Canned programs are not able to demonstrate student understanding because it is simply measuring the student’s ability to take a test. 

There are even more viewpoints listed than the ones above. Everyone seems to have the right answer, while this post will contain my own personal opinions, it also serves as a starting point. This post is an invitation to conversation and reflection on the current practices in your classroom. As a curriculum consultant, I often will label materials with the Lexile or reading level information because it provides a means of information. Each teacher has their own opinion regarding Lexile or reading levels. In order to fully engage the conversation, educators need to understand what Lexile and reading levels are, how strategic reading classes are typically run, resources for reading level differentiation, and recommendations for selecting reading materials for your classroom. 

This fall I am facilitating a training on using diverse texts across the curriculum to help teach comprehension and raise engagement. While preparing for my training, I spent some time looking into activities that use diverse texts regardless of the assigned content area. The text Strategies That Work, 3rd edition: Teaching Comprehension for Engagement, Understanding, and Building Knowledge, Grades K-8 by Stephanie Harvey and Anne Goudvis is a great place to start because we all teach comprehension (we want our students to understand what we are talking about) and we all want engagement (attention and participation in the lesson). This lesson sequence uses a reading strategy that involves making lists into short, informal articles (LIST+ARTICLE=LISTACLE). I personally LOVE listacles and use them in blogging all of the time. However, I have not had my students make these short articles as a way to assess their summarization and synthesis skills. The text set I chose to go along with this activity focuses on biographies and narrative nonfiction. I wanted to include this type of text set because biographies connect to ALL content areas, and students can easily search out aspects of a person’s life or accomplishments as they learn the task. I have been busy reflecting on the areas in my classroom and instruction that need attention in regards to diverse texts and representation, and I definitely have some areas that will get my attention first when I enter my classroom for the fall.

Whether you call these types of groups book clubs or literature circles, the idea of building a reading community in a classroom stems from the shared experience of reading. I love trying to weave in book clubs. After reading 180 DAYS: Two Teachers and the Quest to Engage and Empower Adolescents by Kelly Gallagher and Penny Kittle last summer, I became inspired to weave these types of book clubs into my teaching more and more throughout the year. It was after I saw them present at the Michigan Reading Association Conference in March that I knew I had to change up how I implement book clubs in my classroom this year.