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Slice of Life 31: Appreciating the Quiet


The hallways emptied once the last bell rang; the school is quiet. As I sit here writing my last slice for this year’s March SOL Challenge, I appreciate this quiet emptiness. I don’t think I really notice just how noisy my days usually are until times like this—the still and waning hours of a school day, as I sit at my desk and think.

My eye wanders over to my classroom library. I think about the books I need to pull from the shelves, books I want to feature or booktalk in the upcoming weeks (I make a mental note to pull next year’s PA Young Readers Choice titles out). We just finished our first Read-a-Thon of the year, and it was such a success that my students have already been asking for another. We have a few shared texts in the upcoming weeks—Purple Hibicus, Persepolis, The Kite Runner (my favorite!)—but if there’s a way I can squeeze another Read-a-Thon in, I’ll do it. 

And I’ll do it because there are few things as powerful as seeing kids grow as independent readers. Now, I know that my students develop their analytical skills when we read our shared texts. But without opportunities for choice, and without the space and time to read what they choose, I’m not sure how far students will grow as independent readers—readers who will pick up a book even when they don’t have to.


Draft of my own reading tree

I’m reminded of something that Kylene Beers said at the Notice and Note workshop I attended last December. She urged us to find ways to give students regular opportunities to read independently—to choose books that spoke to them, to give students the time and space to discover who they are as readers. We have a growing number of aliterate readers, Beers pointed out—students who can read but choose not to.

If all his books choices are made for him, how do students like him know who they are as readers?

In the beginning of the school year, I ask my students to draw their “reading trees”—each branch of the tree is dedicated to a genre and each leaf, a title. Drawing out our reading trees gives students a visual representation of what their reading lives look like. I’ll never forget one student this year who asked if one of his genre branches could simply be labeled “school books.” I told him he could draw his tree in whatever way was meaningful to him. When he was finished, his tree look like a lopsided little bush—filled with books he “had to read for school” on one lone heavy branch and sparse everywhere else. If all his books choices are made for him, how do students like him know who they are as readers? Do we just hope that one of the required texts appeals to him? Or can we find opportunities for him to find his own books? How can we support our students in discovering their reading lives?

IMG_3878When I glance to the front of the room, I smile at our Read-a-Thon tally—together, my 71 ninth grade students have read 203 books in the last three weeks (including spring break). Had I not made the time and space for reading during class that those would have been 203 books that may have gone unread. Earlier today, I went through their Read-a-Thon self-evaluations and noticed how many students exceeded their own page goals.


And of course, comments like the ones below assured me that our time spent reading was time well spent:

IMG_3893 IMG_3889 IMG_3896

As I browsed the other reflections, I noticed how many students were thankful for the time to read and to discover new books. Furthermore, every time I have done a Read-a-Thon, students highlight the benefits of reading not just for pleasure but also—and perhaps more importantly—as a positive way to relieve stress.

Although I have always loved to read, I never really thought about reading explicitly as a stress-relieving activity. But of course it is. During one of our Read-a-Thon days, a student commented, “I like how quiet the room is. It’s just nice to read this way.” I’ve been thinking a lot about his comment—about the underappreciated value of quietness. Between the demands of their school work, activities, and their cell phones, students are pulled in many competing directions. I’m not sure how much quiet time they experience.

As I sit here finishing up this last slice, I find myself surrounded by that same quietness. I can hear the soft pad-pad-pad of fingers on the keyboard and the gentle hum of a fan somewhere in the ceiling. I feel a sense of peace.

I think my students felt that, too. We could all use a little extra peace in our lives.

slice of life

This post is part of the “Slice of Life” series, organized by the teachers at Two Writing Teachers, whose goal is to give teachers a place to write and reflect. This March, more than 300 teachers have committed to daily writing. If you’d like to read more “slices” (from other teachers and even some students), visit


  1. Tricia, yes, that magical moment of quiet at the end of the day…ahhhh! I was just working on a self-selected reading reflection with my colleagues today, and then I stumbled across your entry for today. I love that your last slice of this challenge is a meta reflection: your students reflected on their reading. The reading tree idea is wonderful. I will try that in the future. And the image of the lopsided reading tree with a giant branch of teacher-assigned texts is powerful. No wonder kids are aliterate by the time they reach us in high school. At my school my grade level team devotes the first 20 minutes of class each day to self-selected reading. I dream of ALL grade levels and departments devoting a part of class time to reading every single day!
    Thank you for your eloquent and informative slices. I’ve been a bit of a lurker on your blog, mostly because I came to it late in the month, but I’ve enjoyed reading about your teaching and parenting tremendously.

    Liked by 1 person

    • Thank you so much for the nice comment! I’m glad you were able to find something useful in what I wrote. That’s wonderful that you can spend 20 minutes of class every day to independent reading – are you on block schedule? I would love for students to be able to read daily. When we don’t do Read-a-Thon, we devote every Monday, but I never feel it’s enough.


      • Hi Tricia, yes, we are on block schedule, and yes, that helps so much with the 20 minutes each day. If I had to go back to teaching in a non-block schedule, I would still devote daily in class time to reading. Knowing what I know now, I’d cut out a whole class text if necessary to make room for self-selected reading. Have you read Penny Kittle’s Book Love? Sooo good.

        Liked by 1 person

        • Yes, I read that a few years ago and it completely changed the way I approach teaching. Readicide, In the Middle, Whole Novels, all so good. We have 43-min class periods. So hard to fit everything in. I am able to get many of my students to a 50% required, 50% ind. rdg ratio but I would love to get even better.

          Here’s my post from last year where I have some of my Penny Kittle stuff.


  2. rosecappelli

    A wonderful final reflection, Tricia. Thanks for sharing your students’ reflections. They are wonderful. I’m glad you were part of this challenge and that you shared some of your teaching and personal life.

    Liked by 1 person

  3. Heather Peska

    This is great – thanks for sharing – I really enjoy your posts! Do you happen to have the rest of the “grading rubric” for your choice reading – I’ve been looking for something similar!


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