Reading Stations

What Are Reading Stations?

Reading stations, a variation of literacy centers, are a dynamic and flexible way to read short texts during class time. This strategy promotes engagement, deepens comprehension, and fosters a sense of agency among students. Reading stations enable students to engage with texts in a manner that suits their learning needs and preferences—whether through silent reading, listening, or reading aloud in groups. 

Facing History does not recommend “popcorn”-style reading or cold-calling on students to read. Many students can become distracted by counting paragraphs or reading ahead to prepare in case they are called on. For others, reading aloud in front of the whole class can cause anxiety and may compromise their sense of belonging. Reading stations provide a more supportive and less intimidating setting, helping build confidence in students who might be reluctant to volunteer to read aloud in class.

Teachers may find this strategy particularly effective in classrooms where students benefit from different types of learning interventions. Whether integrating technology through audiobooks or facilitating a guided reading circle, reading stations offer a versatile framework that enhances literacy exploration and comprehension in supportive, small-group settings.

How to Use Reading Stations

Step 1: Prepare for Reading Stations Before Class

• Determine the Text: Reading stations work well for short texts like a short story, informational text, a book chapter, or part of a longer text. Depending on the age of your students and how much practice they’ve had with this strategy, we recommend that you allocate 20–35 minutes: 10–20 minutes for reading and 10–15 minutes for small group discussion. You can prepare discussion questions in advance, students can generate their own questions, or you can provide a handout like Facing History’s Compelling Questions for Literary Analysis and assign questions or invite students to choose.
• Choose Your Reading Station Activities: Below you will find seven ideas for reading stations that you can select from based on your students’ needs and interests and the text formats available to you. We recommend that you choose four station types and have students work in groups of 3–4. It’s common for multiple small groups to engage in the same reading activity. For example, in a class of 24 students, a teacher might set up two Solo Silent Reading Stations, one Teacher-Led Read-Aloud Station, two Reading Circle Stations, and one Multilingual Reading Station.
  • Solo Silent Reading Station: Students read the text silently to themselves and then discuss the corresponding questions with their peers.
  • Teacher-Led Read-Aloud Station: You read the text out loud to a group of students and then facilitate a discussion with the group. 
  • Reading Circle Station: Small groups of 3-4 students read the text out loud together and then engage in a discussion of the corresponding questions.
  • Paired Reading Station: Pairs read the text out loud to one another and then discuss the questions. This format is beneficial for students who want to practice reading out loud but may be more self-conscious or distractible in a group of 3 or 4. Pairs could have the option to form groups of four to discuss the questions.
  • Audiobook Listening Station: A small group listens to the audiobook version of the text and then discusses the questions together. You may be able to borrow the audio version from your local library, rent it through Sora, or use department funds to purchase a copy.
  • Multilingual Reading Station: A small group reads the text in a language different from the language of instruction and then discusses the questions together. 
  • Flex Text Reading Station: A small group reads a version of the text that has been adjusted for complexity and then discusses the questions. We recommend this station for informational texts available at different Lexile levels or for literary texts that have multiple versions, such as a Young Readers Edition. We do not recommend it for poetry or singular editions of literary texts where modifications could alter the author’s intended meaning or craft.  
• Assign Groups or Allow Students Choice: You can assign students to stations or give them the agency to choose the one that feels right for them for a particular text. Think about text complexity, as well as students’ prior knowledge and interests. Depending on the size of your classroom, some students or groups may need to work quietly in the hallway or library if these spaces are available at your school.

Step 2: Conduct the Reading Stations

• If this is your students’ first experience with Reading Stations, start by explaining how they work. Consider modeling one or two of the stations with a small group of student volunteers at the front of the classroom. After the demonstration, assign students to stations or allow them to choose. To minimize distractions, try to separate the groups as much as possible within the physical constraints of your classroom. It’s important to remember that implementing a new strategy like Reading Stations can be a bit chaotic the first few times. As this strategy becomes a regular part of your literary routine, students will gain more independence and need less guidance in forming groups and staying focused.
• Once students are in their groups, let them know how they should divide their time between reading and the discussion questions. Consider including a journal reflection between reading and discussion so students have a chance to process what they’ve read before discussing it with their peers. 
• After the allotted time, facilitate a class discussion so students have a chance to talk about some of the questions as a whole group and so you can help clear up any comprehension challenges.

Step 3: Reflect with an Exit Ticket

• Choose from the following prompts for an exit ticket reflection that you collect:
  • What reading station were you assigned to today? Did you find this reading approach helpful? Why or why not? 
  • What reading station did you choose today? Why did you choose this station? 
  • How well did your station group use your reading and discussion time? 
  • What station do you think you’d like to choose or be assigned to next time? Why? 
  • Did your reading station group encounter any conflicts or challenges? If so, how did you work through them?