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Many of my low-income students do not have books at home.  They are intimidated by reading a novel.  We like to present all kinds of books: graphic novels, short stories, poetry, picture books, articles, etc.

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Last year in AP Lang, I asked students to choose a memoir from a short list. They read independently and discussed with groups. After, they were required to build an item that structurally mirrored the stylistic choices of the author. For another project, students researched and selected several texts to construct a synthesis essay prompt and 4 related lessons on a topic/question of their interest. We then gave these argument modules to the 10th graders to complete, and AP Lang students graded them.

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Last year in AP Lang, I asked students to choose a memoir from a short list. They read independently and discussed with groups. After, they were required to build an item that structurally mirrored the stylistic choices of the author. For another project, students researched and selected several texts to construct a synthesis essay prompt and 4 related lessons on a topic/question of their interest. We then gave these argument modules to the 10th graders to complete, and AP Lang students graded them.

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Allow student groups to determine how much they should be reading by weekly check-ins, specific to their own personal schedules.

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Put all books out (like we did yesterday) and have students read the first 3-5 pages of each book at the different stations before they make a final decision on which book to read. This prevents them from choosing a book that may not actually interest them or may not be a suitable reading level for them.

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Choose poems and short stories that accompany the class text.  Gives opportunities to present and strengthen connections with themes, conflicts etc

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Choose poems and short stories that accompany the class text.  Gives opportunities to present and strengthen connections with themes, conflicts etc

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Gave students the subjects of the articles they would read and the type of questions they would answer for the old RQA/the common task where they read non-fiction and write an argument in response to the text. Then they chose based on the type of articles and the books that would go along with them.

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Provide selections related to current events (five different choices/class) and students choose based on topic they are most interested in learning more about.

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While in the unit on growing up and discovering identity students chose between Catcher, Joy Luck, and Bless Me Ultima, and used these texts as a means to discuss why they are or are not in the canon so that even if they disliked their initial choice, they could turn that into an argumentative essay about its literary merit.

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Students selected their choice of a core sci-fi text and were placed into groups based on their selection. Groups self-paced in terms of how much they wanted to read, and used guided discussion questions and role assignments during the week, all self-selection. At the end of the week, students presented the cumulative discussion points to the class.

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Throughout the year with choosing excerpts, and culminating with lit circles in the sci-fi/fantasy unit (Q4), the focus has been on approaching student choice in that way. Have difficulty seeing an even less structured approach with more student choice.

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Provide a list of books with links to goodreads (or something similar). Allow kids to make their own choices (closely monitor lower skilled readers), provide them a few days to "date" the book and if they don't like it (or it's too hard) they can make another choice. Students have deadlines for assignments and must create their own reading schedule in order to meet these deadlines in a timely fashion.

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Tons of choice with content and product - lots of short stories, excerpts, etc; and lots of variety in learning product choice. 

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Tons of choice with content and product - lots of short stories, excerpts, etc; and lots of variety in learning product choice. 

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Struggle most with providing choice with pacing/process.

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Non-Fiction Choice to accompany a group text

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Non-Fiction Choice to accompany a group text

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After reading selections as a whole class, students choose a short story or short memoir from a list (4-6) and write the analysis on that text.

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A few times a year we have lit circles. Students can choose from up to 5 books and I give them their first choice if it is available in the book room.

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Students bring in articles for close reading using the SOAPSTONE strategy. Students must bring in a hard copy of an article that meets a specific purpose for that week(inform/entertain/persuade) to bring more contemporary no

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Last year, students had to choose 5 books (any type) to read. They then completed a choice project about the book in order to illustrate understanding (analysis, letter to author or character, voice mimicry, etc.)

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Each student had the option to select from several texts from Science Fiction/Fantasy authors. Students were able to preview books before choosing their text for their lit circle group.
They also knew who their group members would be, prior to reading.
Each student was also given a bookmark that provided the chapters/pg. numbers for each week's discussion.
By giving them a choice, my students remained engaged and provided excellent thoughts, ideas, and reactions in their groups.