Ideas for promoting independent reading
These are some of the things schools are doing in Gloucestershire (in no
particular order).
Reading Journal
Using a structured reading journal, as part of a transition project. It is started
in primary school, then when the students reach Year 7 they can flip it over
and start the Year 7 side of the journal. (See the new KS3 English website for
an example.)
Reviewing new books
 Giving a new book to Y6 students on induction day and asking them to
give oral/ written reviews at the beginning of Y7.
 The librarian invites students to review new books in the library, using
a simple review which is then displayed in the library with a colour copy
of the book jacket.
Staff preferences
The life
 Displays of photos of staff (all subject areas) with
and times
their favourite books (fiction, non-fiction, poetry)
of…
and a speech bubble giving their reasons why.
Make sure the display is in a prominent place, e.g.
by the queue for the dining hall.
 Inviting staff to come and talk about their favourite book at the start of
a lesson, perhaps as part of a book week event.
Poet Laureate
One librarian advertises each year for a (pupil) poet laureate who then writes
poems to commemorate key events throughout the year.
Carnegie Shadowing
The shadowing scheme invites children and young people to read the
shortlisted books, assess them by the same criteria used by the librarian
judges, and share their views with other reading groups. (The Kate
Greenaway medal is awarded for picture books, and may provide suitable
books for struggling readers and/ or to promote visual literacy. This can be
run concurrently with the Carnegie shadowing.)
http://www.carnegiegreenaway.org.uk/shadow/shad/shadow.asp
Olympic Reading
Ideal for 2004, or, linked to London’s bid to host the 2012 Olympics!
Setting up a series of reading challenges for students related to
Olympic events (e.g. 100 metres = reading xx short stories) and
giving medals (gold, silver, bronze) for particular achievements. Similarly set
gold, silver and bronze challenges – leading to an award or certificate
Reading Passport
On induction day, Y6 students are asked to complete a reading ‘personality’
questionnaire. Y7s are then issued with a reading passport which has
suggested books to read and pages to keep track of their reading.
Group reading
Encouraging independent reading in English lessons through the use of book
boxes and/ or group reading schemes (like NATE group reading).
Reading clubs
Reading clubs/ groups for different age groups. Space is allocated in the
library for their recommendations.
Visiting authors
Often included as part of a book week or special event. Some of the authors
who have visited Gloucestershire schools include Jamila Gavin, Jan Mark,
Tim Bowler, Alan Gibbons, Celia Rees and Janni Howker. Publishers, e.g.
Heinemann, may subsidise the cost of the workshop/visit.
English Lesson time
Time devoted to reading in lessons, perhaps as part of a library lesson; the
occasional use of the first 10 minutes of a lesson; a termly mini independent
and group reading unit of work; or a regular guided reading slot.
The Internet
 Some publishers have further activities online to
encourage further reading exploration.
 Encouraging students to access and post reviews on
specific websites.
Tutor time
One timetabled reading session per week, with everyone reading, including
the form tutor. Money is provided for mini class libraries.
Paired reading
Either the school’s own programme or Reading Challenge.
Librarian involvement
 Make sure that your librarian is on board with your initiatives, perhaps
launching a new scheme in assembly time.
 Some librarians have a reward system for book reviews – both written
and oral – whilst others reward students who take out the most books.
 If you are using extracts of books in class, make sure your librarian can
supply copies of the books to those students who want to find out
more.
 Some librarians publish the most popular books borrowed throughout a
month or term.
Choosing Books
Be ready with suggestions for books to read, e.g. suggesting books to ‘piggyback’ a class reader – such as books by the same author or on a similar
theme. One department has supplied The Rough guide to Books for
Teenagers to every member of the department so that they are never at a
loss for a recommendation.
Monitoring
Make this as fun and palatable as you can. Avoid opting for the same old
book review. Some schools use book marks to record reading, or grids which
require a quick and easy grading system. Ask them to pick out one particular
part (favourite, worst, most striking, etc) or make a list of words to sum up the
book/character/ending etc. Give time to talk about books – with staff as well
as with students.
Treasure Hunt
One school provides a simple grid to students on which they are challenged to
find their top ten books – across the curriculum – before anyone else.
Other special events include:
Book weeks, readathons, polls of favourite books, dressing up as book
characters on World Book Day, book fairs, using books gained from
commission at book fairs for prizes during the year, etc.
Tip: Watch out for parents who work for publishers and can
obtain special deals on books! This can be a real bonus when trying to
replenish library resources, English resources and tutorial (reading)
resources. Their support can be acknowledged in the books bought.