High Volume Reading

In order to be successful readers, students need to read widely and frequently.

In September, we quickly engage students with reading for sustained periods of time, with energy and purpose – reading, as some say, as if their minds are on fire!  As students begin, we also work intentionally to deepen their repertoire of reading strategies and establish patterns of independent reading, reading logs, individual conferences, read-aloud time, and other structures.  From the start, we work to enhance students’ emotional and intellectual responses to books.  At the same time, we work steadily to enhance their volume and independence. 

High volume reading is one of many essential reading goals.  We know that as students approach graduation and prepare for high school, it is critically important that they feel at home with a wide variety of genres, authors, literary styles and vocabularies. When students are able to sustain silent reading for thirty minutes on a regular basis, they will be well prepared for the serious texts, assignments, and other challenges that come their way in high school.  High volume reading is an important achievement.

With this in mind, Mustard Seed School expects students in grades six, seven, and eight to independently read a book every week, in addition to the book that is read in class.    Each week, students write a written response (in their reader’s notebooks) that reflects their comprehension.  In addition, each Friday, students meet with advisors in order to discuss the book that has just been read.

When students read independently, half of the books they read are selected from a given unit list and the other half is self-selected and teacher-approved.  In the first five-week unit of study for reading, for example, three books are chosen from the unit list and the other three are determined by student choice.  (Self-selected books may come from home or school.)

Accomplishing the task of reading one book per week is most certainly an ambitious project.  Naturally, teachers and advisors work together with students to help students choose and plan their reading successfully.  By the end of the year, students have read at least 30 books that represent a wide variety of genres, authors, vocabulary, ideas, and literary styles – in addition to the shared texts that are covered during the school day in class.  This is an accomplishment that deserves honor, and honor is given when students’ reading portfolios are shared at their academic exhibitions in the spring.