We want students to have DEAR (drop everything and read) time, but how do we hold them accountable for their reading, encourage new genres, get them interacting with books and with each other? This reading program is how. It includes:
-the log sheet that I photocopy and they fill out at each reading session. This is what the teacher grades approx 1x per month.
-the lists of topics and tasks that I pass out to each student so that discussion leaders can choose the daily discussion topic and task leaders can choose the culminating reading task (a structured CEE paragraph-- claim, evidence, example)
-the book mark that I reproduce for students and they use to create sentences each time they read, improving reading comprehension
-permission slip for the classroom library (plus movies and syllabus so that you can post syllabus online and just send home signature page)
-A "book dating" exercise that helps students find good books and that I use to help form early groups (make table of 4 people; stack similar or the same title in piles on each- about 12 in each pile; run the activity and at the end, use the board to make groups based on 1st or 2nd choice books). I do this before beginning the DEAR process at the beginning of the year.
-a paper bag book report presentation and rubric that could be used as a yearlong final
I do DEAR as a 40 minute block 1x per week, and I keep time "you have 2 mins to get into groups and select roles" etc, but you can time it however you want. The more frequent the DEAR, the more reading tasks you may need to add to fill up a whole year.
I create groups by author (Jerry Spinelli, for example), by title (Chew on This, for example) or by "mixed fiction" or "mixed non fiction," which gives lots of flexibility for students who are responsible enough to bring books from home, or if your classroom library is varied.
Students move groups when they have finished a book, and this process allows for that fluidity without issues. Just make sure there are at least 3 people in a group at all times.