Why You Should Still Make Room for Independent Reading: A Balanced Approach

I started teaching secondary English right as Reading Workshop classrooms were skyrocketing in popularity. I was fresh out of college, a TFA corps member (lots of complicated feelings there…), working with 8th graders in an extremely low-ranked school in Houston, and incredibly idealistic. I watched other corps members at different schools implement the strategies, but they just didn’t work for my students. I tried, but no.

Later, in graduate school, I studied in both the Education and English departments and found a striking contrast. In the Education department, professors were teaching a completely Reading Workshop style approach for high school English. Meanwhile, in the English department, I was leading small groups of a required undergraduate English course and seeing the real beauty of group analysis of texts.

With these undergrad groups, I tried one of my favorite activities from my Reading Workshop education—having students complete and share a reading history. The results were striking. Almost every student reported that they LOVED reading as a child—they loved being read to, they loved stories, they were interested in books. But then in middle school, everything changed.

This is the moment so many of us recognize: middle school is when kids stop loving reading. Texts start to be assigned, there are no more library days, read alouds stop, and the focus shifts to analysis and what you can extract from a text.

Now, I love analysis. I think it can be fun and I enjoy the challenge of helping students appreciate it when they don’t think they do. But I’ve also clearly seen how losing all choice, especially in middle school and high school, leads to a decline in reading enjoyment. On the other hand, a fully Reading Workshop classroom doesn’t feel right either. In the age of AI, we need to be teaching strong interpersonal skills, deep analysis, group work, presentations, and other skills that make sure our students are ready for the future.

In the end, I’ve tried to be balanced—I always make time for independent reading because it truly is magic, but I don’t prioritize it over shared texts and group discussion.

How to Bring Independent Reading Into Your Classroom

Here are a few ways you can make independent reading unit work in a secondary ELA classroom:

• Start with a proposal project. Instead of just telling students to “pick a book,” give them structure. Have them research a few titles and submit a short proposal about what they want to read and why. This creates buy-in while ensuring that choices are appropriate.

• Do regular book tastings: You can share books you know are high interest with your students or, once you’ve got things going, you can have your students share books they love with other teachers. Bonus: ask popular teachers at your school to come in or just submit their recommendations–students love to hear what their favorite teachers are reading! More ideas here.

• Protect reading time: Decide on when you’re going to read as a class (maybe a little everyday or one full period per week) and protect it at all costs. Do not blow through it for other activities–this makes it seem like you don’t actually value it.

• Read with your students: Related to the above point–if you are doing other work while your students are reading, they’re not going to take it seriously. Read with them and share about what you’re reading. They take note of what you do.

• Pair reading with light accountability: Creative projects, short presentations, or book talks keep students engaged without turning independent reading into another heavy assignment. Here are five free Creative Project Ideas if you need!

• Build AI-proof elements: Discussions, live presentations, and creative projects ensure that students actually engage with their books instead of outsourcing the work.

How to Make Independent Reading Actually Work

Independent reading can either be the answer to your dreams or it can be absolutely chaotic… It’s really important to structure the time well, otherwise you’re going to end up with a headache. Your students need both choice and accountability to really get them involved and invested. It’s important to have structured activities for a high school English independent reading project.

I’ve compiled (and updated) the Independent Reading Unit that worked flawlessly in my classroom so that you can have the best chance at a unit that really works! With it, you have everything you need to connect independent reading to learning outcomes that matter.

Inside, you’ll find:

• A Book Proposal Project that builds investment from the start.

• Reading time routines that feel calm and sustainable (no last-minute scrambling).

• Creative project ideas that are both AI-proof and truly engaging.

• Flexible pacing guides so you can use it as a mini-unit, semester-long project, or recurring literacy routine.

I’ve used this unit with all grade levels and in many different contexts (summer reading, Spring final project, 12th grader grab and engagement, etc.). What I love about it is that helps students (and me) to remember that one of the goals of high school English is to create lifelong readers–it’s hard to stay a reader if you never read anything you like. It’s also great fun and students turn out some amazing creative projects.

Ready to Make Independent Reading Work for You?

You can grab my Independent Reading Mini Unit! It’s no-prep, editable, and adaptable to homeschool use (full homeschool unit coming soon).

If you want a taste before diving in, download my freebie 5 Creative Projects for Any Book—these can easily extend your independent reading program or enrich literature circles. 

You might also like:

• The Easiest Way to Teach Poetry This Year (That Students Will Actually Love) — which previews my popular Poetry Unbound Mini Unit.

• Teaching with Personality: How to Use Pop Culture, Music, and Gaming to Engage Students in High School English — for making reading time feel relevant and modern.

• 5 Budget-Friendly Dark Academia Classroom Ideas for High School English Teachers — for creating an atmosphere where students actually want to read.

Frequently Asked Questions About Independent Reading in High School

How often should students read independently?
It depends on your schedule, but even one full class period a week can make a huge difference. The key is consistency—if you protect reading time and show that it matters, students will take it seriously.

How do I hold students accountable without turning it into busywork?
Focus on live, low-stakes accountability—short book talks, quick check-ins, and creative projects. My Independent Reading Mini Unit includes adaptable projects that encourage genuine analysis without mountains of grading.

Can independent reading work in AP or honors classes?
Yes! In fact, upper-level students often crave a chance to choose their own texts. You can pair independent reading with advanced literary analysis or even a mini research or podcast project for added rigor.

How can I make sure students don’t use AI for their assignments?
Prioritize human-centered work: in-class reflections, peer discussions, and creative presentations. The activities in my Independent Reading Mini Unit are intentionally AI-proof—they rely on authentic student voice, not machine output.

Is this adaptable for homeschool or small-group settings?
Absolutely. Homeschool families and micro schools can use the same framework to support student choice while maintaining structure.