Reading Joy!
Building a Culture of Literacy

As schools work to evolve their literacy programs to focus on research-aligned literacy practices, leaders must also ensure they’re not losing sight of celebrating the joy of reading. In addition to the joy found when students unlock the code, make meaning of text, and feel successful as readers, schools are investing in initiatives that celebrate literacy in classrooms and beyond. By creating intentional processes that involve students, teachers, and families, schools are building literacy cultures that foster the joy and love of reading.

Celebrating Student Choice & Voice

Leflore Legacy Academy organizes a variety of innovative events that cultivate a love of literacy, motivate students to read, and support their literacy development. “Every morning, we have Books and Breakfast, where scholars can choose books they love to share with their classmates and broader community members, which fosters a love of reading and literacy through this targeted reading time,” shares Dr. Tamala Boyd Shaw, Executive Director and Head of School at Leflore Legacy Academy. In addition to the morning reading time, Leflore Legacy Academy dedicates the last fifteen minutes of the school day to their OSCAR initiative (Our School Cares About Reading). Students engage in read-alouds, multimedia, and writing activities about their choice reading and create publications, such as essays and short stories. “Our goal is to have an OSCAR day event each year where top readers from both programs are recognized,” explains Boyd Shaw.

At Nashville Classical Charter Schools (NCCS), teachers are building excitement for reading and fostering a culture of independent reading through student choice in what books they read. Starting in second grade, the NCCS team administers quarterly surveys to students to learn more about their reading interests and favorite genres. When students meet certain reading goals, they become part of a committee to refresh the library on a quarterly basis.

These surveys also help inform Book Clubs, another independent reading time structure that occurs outside of the core instructional block. Students vote on a text to read as a group and meet weekly to set goals around the amount of pages to read each week as well as share their questions and ideas about the text. This student-led process provides an additional opportunity to celebrate student voice through discussion as well as build community around the enjoyment of a shared text. Book Clubs often conclude with student presentations and book recommendations, which further builds interest in other new books shared by classmates.

Kansas City Girls Prep Academy hosts an annual Lit Fair for the entire school community. This past spring, the event was attended by the mayor, a local author, and owners of a Black-owned bookstore who provided every student a book paid for by a donor. “The Lit Fair, spearheaded by Jostna Dash, Assistant School Leader, was like a Scholastic Book Fair, but very targeted to our kids in regards to grade level and interests and the ability for the kids to see themselves in the authors. We also did a ‘drop everything and read’ activity for the last hour of the day. Truly every kid was reading, the school was silent,” explains Annie Krieg, Director of Curriculum and Instruction at Kansas City Girls Prep.

Emphasizing All Aspects of Literacy

In addition to initiatives that emphasize the joy of reading, schools across the CSGF portfolio are also emphasizing and celebrating other aspects of literacy, too. Sallie B. Howard School of Arts and Science hosted a “Vocabulary Parade” for the school community where students, staff members, and families design a costume, hat, or poster sharing a favorite vocabulary word and its meaning. Before the parade, students select a word, study its meaning, and reflect on why they chose the word, which is shared on a whole school bulletin board. This allows for collaboration across grade levels and a chance to build vocabulary learning while also celebrating the creativity of the school community.

Celebrating student writing is also an important aspect of building a strong literacy culture, and schools have found that the easiest way to start is in individual classrooms. Publishing parties and poetry cafes at the end of a writing unit allow students to share their work with classmates. In some elementary classes, teachers have a “mystery author” of the week where students are celebrated for their writing growth. The class reads an anonymous student writing sample and shares feedback (three stars and a wish) in small groups before the teacher reveals the mystery author. The student author stands up and their work and picture is celebrated and included on a bulletin board.

Families as Key Partners

In addition to frequent communication about students’ literacy progress through conferences, newsletters, and progress reports, schools are also holding literacy nights to further collaborate with families as key partners in students’ literacy journey. Literacy nights provide families with the experience of literacy instructional practices at that grade level, a chance to ask questions about the content, and learn more about strategies to support students’ reading goals at home. At Leflore Legacy Academy’s Literacy Night, each teacher facilitates a discussion about a component of literacy, such as vocabulary, fluency, or comprehension strategies, and students lead their families in related activities that they experience during the school day. These nights also offer opportunities for students to share and be celebrated for their work as well as build community across the school.

Next Steps for Fostering Reading Joy and a Culture of Literacy

Teachers, families, and community members can all support students’ literacy development by understanding how students learn to read and supporting and celebrating their progress along the way. For additional strategies on building a literacy culture, especially for older students, check out Chapter 7 of Love & Literacy: A Practical Guide to Finding Magic in Literature by Paul Bambrick-Santoyo and Stephen Chiger.

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