A blog post dedicated to sharing how World Language teachers can get started facilitating FVR / SSR independent reading in their classrooms.
Welcome to this long-overdue blog post about how I plan and prepare for Free Voluntary Reading (FVR) and Sustained Silent Reading (SSR) in my Spanish classroom. I’ll admit, this year I’ve been a bit inconsistent with incorporating FVR/SSR into our routine. While I usually aim to establish a strong reading habit by the second quarter of the first semester, things didn’t quite go as planned. That said, my students have still been doing plenty of reading—just not as much independent reading with dedicated readers as I would have liked. In this post, I’ll share my strategies for introducing FVR to students, organizing a successful book tasting, and setting clear expectations for learners. Ready to dive in? Let’s get started!
FVR/SSR Book Tasting 101
It’s important to know that I have a library of about 130 books in my Spanish classroom. I have sourced these books through grants, department money, and my own funds. I also have a subscription to Adam Geidd’s Confidence Readers and they are by far the best addition to my Spanish classroom library. These books can be printed as foldable books or in large format. I prefer to do the large format. Confidence Readers do exactly what their title says, they build reading confidence! On top of being affordable, each title includes post-reading activities for learners to complete and a variety of other supplemental resources. If you need low-prep and low-cost readers, Adam’s Confidence Reader library is a must have!
My library offers a diverse range of titles, suitable for various levels. Some are ideal for beginners, while others may be too challenging for even advanced Spanish 1 students. To guide learners towards appropriate books, I conduct “book tastings.”
During these sessions, students explore a selection of books and complete a short form to express their preferences. This helps them find titles they’ll enjoy reading. I use the form linked here to facilitate my book tastings!
There are many ways to organize a book tasting. I’ve experimented with different approaches in the past and have chosen a specific method for this year. Below is a breakdown of the different approaches I have tried.
Group Atmosphere for Independent Reading
To foster a love of independent reading, consider transforming your classroom into a “café” environment (if you have the energy). Here are some things to consider!
Consider Decor: Use colorful plastic tablecloths, allowing students to bring in small snacks and drinks to have while sampling their books.
Consider Grouping: Place students in flexible learning groups based on their reading levels, providing each group with a selection of age-appropriate books.
Consider Ambiance: Enhance the café experience with calming background music, such as café music or nature sounds.
Low-prep independent sampling (what I did this year)
My students do not thrive in a group setting at all so we are in rows this year until further notice. I also decided to release control and allow students to sample any of the books available to them and did not control the titles they could pick from. I organized the books by theme (animals, realistic fiction, history, etc.) and briefly went over some popular book choices from the past years. I shared with them that the Confidence Readers were a great choice if reading in Spanish made them nervous and they wanted something a little easier to start out with. I was pleased to see that kids were grabbing a variety of books from my library and explored a variety of genres and authors.
It also warmed my soul to see my students choosing to read some of the comics I helped write over the last two years! You can learn more about those here!
During the book tasting, I allow learners to move at their own pace and sample a minimum of 6 books (I print out my form and copy it 1-2 sided.) Once students are done rating their books, I ask them to fill out a Google form with their top 3 book choices, their name, and class period.
Then, book sorting begins!
One of the most rewarding aspects of my role is carefully matching students with books they’ll truly enjoy. Since I have limited copies of each title, I ask students to provide their top three choices. This allows for flexibility in book assignments, ensuring that most students receive one of their preferred selections.
This process also serves as an opportunity for me to assess my understanding of each student’s reading level and interests. I want reading in Spanish to be an engaging and enjoyable experience, not a dreaded chore.
Therefore, I prioritize matching students with books that align with their passions. For example, a student who loves baseball will be given high priority for a baseball-themed book if it’s available. Similarly, a student with a strong interest in video games or comics will receive careful consideration for those genres
Upon completing their initial book, students have the freedom to select their future reads from the library. I encourage them to explore different genres and suggest titles similar to or contrasting with their first book. I do keep track of who is reading which book to make sure that no one accidently picks a book that someone else has (they may just be absent that day!!)
For students struggling to make a selection, I offer personalized recommendations. Additionally, I facilitate peer-to-peer book recommendations within the classroom, allowing students to benefit from their classmates’ insights and diverse reading experiences.
Setting clear expectations with learners about proper behavior during FVR/SSR is critical for success. My non-negotiables are as follows:
Read the entire time the timer is set (times vary depending on the day)
No talking to others around you.
Cell phones and headphones are a big fat no-no.
I encourage you to set your expectations and hold to them with little wiggle room. Reading is so valuable to their language development and the time spent in a book that they have interest in is critical.
A question I hear and see often is “how do you hold learners accountable during FVR/SSR?” There are many different ways you can hold learners accountable. Research tells us that writing about reading encourages comprehension and understanding of the material. This is true for any subject! My preference is to ask learners to write the GIST of what they read each day. You can learn a little more about GIST statements here! I also ask them to write summaries that are about 4 sentences long. You can see some of their summaries below. I am so proud of their work!
Some other accountability options include having learners keep an FVR/SSR journal! This resource includes several options for your learners to keep track of their books, accountability trackers, and one-page comprehension/reflection activities for learners to do. This journal works great when you have a substitute and you want learners to do something extra with their FVR/SSR book. This is also a great way to include some extra credit opportunities at the end of a grading period.
I hope this information helps you feel confident with starting your FVR/SSR journey in your World Language classes. If you have questions or would like to chat about how you can get started with this in you class, email me at hayleeziegler@gmail.com !
