The purpose of this blog post is to explain how important it is for children learning to read to own a box or bag filled with just-right books to practice reading independently for at least one hour throughout the day to develop reading skills successfully.
Confession: I avoided independent reading time for years.
Yep, you read that right. I mean, it’s tough. It’s hard to teach five-year-olds to focus on a book they don’t have the ability to read yet and for any period of time.
More now more than ever, since children are glued to their devices at home for hours on end. How can someone convince them to give the same attention to an 8-page decodable book?
My secret? Consistency. During the first five weeks of school—since the first day of school—students need to be taught what to look for in a book. Yes, it’s not just the letters until they understand it’s what they need to get better at reading.
Start by teaching them to read the pictures. Not just saying one word for every picture on each page, but creating stories, speaking aloud in complete sentences, and adding details, like color and size. Then, move on to identifying the letters you are learning. In the case of a bilingual class, where they learn to read in Spanish first, they start by finding the letter “O” on the page. Then the rest of the vowels and the consonants.
Once you start teaching syllables and high-frequency words, they can look for those too. And we must be very explicit when we teach this.
As for how long they need to read. Well, the goal is to have three sections of 20 minutes each, but we start small. Baby steps. We start with two sessions of 3 minutes—yes, you read that right. Then the next day it’s 5 minutes, then 7 minutes. You start independently, then with a partner. You keep it up until you get to your goal by the sixth week of school.
Trust me, it’s possible, I’ve done it many, many times.
But in all of this, what exactly are the students reading?
Every Student Needs a Place to Keep a Variety of Books
Students need to read as much as they can, and for that, they need to read books. I have talked about the need to own a classroom library. But if you have 22 Kindergarteners in the class, you can’t have them all standing up and visiting the classroom library every 5 minutes.
Instead, you provide a bag or a box where students can keep their books. Then, you set up a routing where each student gets a chance to visit your classroom library and shop for books.
In my classroom, this happens every Friday. They return the books they borrowed the week before, and they pick new ones.
I like to have plastic book boxes, but I know they can be expensive. I personally own a set of rainbow-colored book boxes—they brighten up my classroom. But they can be any color… and they can even be gallon Ziploc bags while you find the perfect, affordable box.
About the Book Boxes: More Books Isn’t Always Better
I learned pretty early in the game that giving students too many book choices did not mean more reading. So now, I know not to let students fill their book bins with as many books as they could fit. Why? Well, because they get overwhelmed. Instead of diving into stories, many students just shuffled through their bins, unable to decide where to start, or using the books like building blocks, building houses and hats. I quickly learned that too many options can actually discourage reading, especially for young learners.
- Recommended number of books for a Kindergarten book bin: 7-12
- Too many books? They lead to decision fatigue.
Reading Level: The Real Game Changer
It didn’t take long to realize that the reading level of the books mattered far more than the color of the bins or the number of choices. One day, a kindergartener proudly pulled out a copy of Harry Potter during independent reading time. She was excited, but quickly became frustrated. The book was simply too hard. This “Harry Potter in Kindergarten” moment was a wake-up call. I needed to make sure every child had access to books at their independent reading level—not just books that looked exciting or popular.
Every student should have the freedom to read what they want, and yet, they can’t read whatever they want. Children need to practice reading books independently that are at their independent level.
Using assessments like the DRA (Developmental Reading Assessment) and its Spanish version, the EDL (Evaluación del desarrollo de la lectura) helped me match students with books that were just right for them. If the level was too low, they got bored. Too high, and they gave up. Finding that sweet spot made all the difference in their reading growth and confidence.
That’s why it’s crucial to comprehend these reading assessments. You need to understand what is being measured and why it’s important. Never skip a section. Remember, students need to master the level of accuracy, fluency, and comprehension every time. That is the true measure of an accurate reading level.
I suggest organizing your classroom library by reading level if you teach kindergarten. Remember, students in Kindergarten will grow 4 to 10 levels, while a student in First Grade is expected to grow 5 levels… and only 3 levels in Second Grade. In Kindergarten, students can move from level to level more easily if you have your books sorted by reading level.
This is essential: if the books are too challenging, students become frustrated and may give up. If they’re too simple, students become bored and fail to progress. I’ve seen both scenarios, and they taught me that careful placement is key to keeping students motivated and moving forward.
I use DRA/EDL data to find the sweet spot, and I check in regularly to adjust as students progress (every 6 weeks in Kindergarten)
Publicly Posting Reading Levels
I believe in transparency, so I post each student’s independent reading level in my classroom. I don’t use their names; instead, I use their numbers. You can read about how I number students in my class to help with organization and privacy in this post.
Displaying the reading levels helps students know exactly where they are and what they need to work on next. I use numbers instead of names. The benefit is that students can self-monitor and set goals.
Collaborative Goal Setting and Student Ownership
One of the unexpected wins from this system is how invested students become in their own progress. We set goals together, and students track their movement up the reading ladder. When they see their level go up, even by a single step, the sense of accomplishment is real. I celebrate these wins with them, making assessment a positive ritual rather than a stressful event.
In time, students will own their reading level and make the effort to continue growing as readers to move up on the graph. They become lifelong learners.
More about Translating Assessments into Book Choice and Motivation
After assessments, students fill their book boxes or bags with books at their level. I limit the number of books to avoid overwhelming them—usually no more than 5 at a time (this number can also vary depending on the number of books you own in that level and how many students you have on that level).
This way, they have a choice, but within a range that supports their growth. I also share reading levels with parents, so they can support reading at home. I only share with families their child’s reading level. Parents can sign up to receive take-home books they can use to help their children read. I then send a list of strategies per level that parents can use to support their readers.
Over time, students see that reading level isn’t a label—it’s a tool for finding the right books and celebrating progress.
In the end, a well-organized classroom library and a thoughtful library organization system make it possible for every child to practice reading every day—with books that fit just right.
What Other Books Can Go in a Student's Book Box
To keep things fresh, I rotate classroom library books every week. I like Fridays, but it can be any day. But I also have other sources of reading material.
I am an advocate of decodable books and passages. So much so that I have written over a hundred decodable books on many different topics.
You can browse my collection of printable books here.
I create and distribute printable books to my students that tie directly into our current science, math, and social studies units to my students. These custom titles allow me to bridge content areas and reinforce core vocabulary. For example, when we’re learning about Objects in the Sky in science, I’ll write a decodable book about that, filled with sight words and key concepts. Each student gets their own copy—one for one—so they can practice reading and revisit the material as needed.
I use my decodable Spanish alphabet books throughout the year to teach reading. These books move levels as we learn more syllables and high-frequency words. I also use them to teach the difference between a letter, syllable, word, and sentence. I use them to teach how to point to words and syllables. After we have our lesson, each student gets a book to practice during their independent time.
Some other books I’ve written help students review vocabulary in both English and Spanish in my bilingual classes, and they support literacy growth across subjects.
I have been reading these printable books online. You can find what I’ve uploaded so far on my YouTube channel here.
Now, remember, we shouldn’t overwhelm children with books. This is why every few weeks, I send the printed books home. There, they can use them to review, and parents can see the kind of books their children should be reading.
Printable books are especially effective because we study them at school. Plus, they’re accessible—every child gets a copy, no matter their reading level.
What are Reading Notebooks?
There is a final element in my classroom, the reading notebook. This is one of my favorite rituals in our classroom every year. Each student glues in poems and passages in their own composition notebook. Over time, these notebooks become a living record of their reading journey—a tangible artifact of progress.
Students love flipping through their notebooks, seeing how far they’ve come. They build pride and ownership in their learning.
Since I write these passages and poems, I know they are on the correct reading level.
After we read them during our shared reading time, I give each student a copy of the text to glue into their reading notebook. This is a book they will always have in their book box. As time passes, the difficulty in the passages grows, and students must be taught to skip the easy passages to practice reading to continue to grow.
I share with you the passages and poem we read each week during shared reading:
- Passages
- Poems
- Poetry Book on Amazon: The same poems in paperback form
One Hour a Day: The Power of Consistent Independent Reading
Research and experience both tell me: the most important thing in teaching children to read is giving them time to practice every single day.
In my classroom, I dedicate at least one hour daily to independent reading, split into shorter blocks throughout the day. This keeps energy high and allows students to approach reading with fresh eyes each time.
Whether at school or at home, this daily reading time is non-negotiable. It’s not just about quantity—it’s about building stamina and confidence, and making reading a habit, not a chore.
Building Routines: Shared Reading, Read-Alouds, Guided Reading, and Independent Practice
Our daily reading block is anchored by a mix of routines:
- Shared Reading: We tackle texts together, modeling strategies for decoding and comprehension.
- Read-Alouds: I read more complex stories aloud, helping students develop listening stamina and exposing them to richer vocabulary and ideas.
- Guided Reading: Small groups let me target specific skills, ensuring every child gets what they need.
- Independent Practice: This is where students apply what they’ve learned—choosing books at their level, practicing accuracy and fluency, and building confidence as they understand text.
These routines are the backbone of our Reading Language Arts. They give structure to our day and make sure every child knows what to expect and how to participate.
There’s something magical about watching a student take ownership of their personal book box. It’s more than just storage—it’s a signal that their reading journey matters. Students become more responsible, engaged, and excited to read. Personal book boxes foster independence and pride, and that’s a win for any classroom library.
A few Book Boxes Links:
- 4E’s Novelty 6 Durable Book and Binder Holder, Files Book Bins for Classroom, Plastic Vertical Storage Book Organizer Folder Office Classroom Organization Containers Supplies (Rainbow)
- Storex Large Book Bin, Interlocking Plastic Organizer for Home, Office and Classroom, Teal, 6-Pack (71120U06C)
- Storex Interlocking Book Bins, 5 1/3 W x 14 1/3 L x 7 H, 5 Color Set, Plastic (70105U06C)
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