Are We Reading Enough in Class? Simple Ways to Add More Reading Today!

Are we reading enough in our classes to truly support language acquisition? Research says reading is the most effective way for students to grow in proficiency and cultural competence. But, how can we add more reading without feeling overwhelmed by extra work? 

In Episode 84 with Dr. Stephen Krasen, he talked about the power of reading, and I’ve been thinking about this ever since and asking myself if I am reading enough in my classes.

In episode 123 of Growing with Proficiency The Podcast, we share five practical and easy-to-implement strategies to make reading a central part of your class. From daily short readings to Silent Sustained Reading (SSR), you’ll discover actionable ways to help your students engage with comprehensible input and boost their language skills. Listen above or here for all of the details, but I’ll highlight these strategies in this post.

Daily Short Readings

Reading is the is one of the most effective, if it’s not the most effective way, for our students to acquire a language. I’ve been thinking about how we can add more of it in our classes. The first activity I discuss in episode 123 is our daily short readings. You can create short texts based on class discussions or events, keeping the focus on reading. Use “Do Now” activities to expose students to quick, engaging, and comprehensible texts daily. Ideas for this include recaps, cultural facts, and student interviews. More examples include texts about upcoming tests or class events, with activities like illustrating, writing connections, or answering questions.

Co-Created Texts

Turn classroom discussions into reading opportunities by summarizing them as texts, then engaging students in activities like choral reading. For this activity, the text is read aloud, modeled for fluency, and students engage in partner or group activities. An example I shared in this episode is one of a Thanksgiving discussion where students expressed what they are thankful for, leading to a co-written text. This method reinforces oral discussions and provides additional practice.

Read-Aloud Fridays

In episode 123, I share my experience with reading aloud, inspired by a session at a recent conference. I admit, though, that I am only doing this in a few of my classes. Listen here to find out why. To keep it a low-pressure, enjoyable experience, I call it “Read Aloud Fridays”, and we read for only 6-7 minutes.  

Create a cozy, engaging atmosphere for students to listen to you read aloud. I even bring an inexpensive bag of cookies for the class. I also set clear expectations to ensure students focus on listening and review them each time. It’s a low-pressure way to model fluent reading and connect with your class. Reading aloud has become a favorite part of the week for my students, modeling fluent reading and creating class connection.

Re-Reading Familiar Texts

Use those last few minutes of class effectively by having students revisit texts they’ve already read. This strategy allows students to revisit and reinforce their understanding of previously read texts. This also reinforces vocabulary and comprehension without requiring extra prep. Small steps like these can make a significant difference in overall reading practice.

Silent Sustained Reading (SSR)

This is a powerful strategy I’ve been using for years, and a future episode will be all about SSR. Silent, sustained reading involves setting aside regular periods for students to read independently, building a library of comprehensible and compelling books. You can build lifelong readers by dedicating time to independent reading. Next week, you will learn how to start small and build a classroom library your students will love.