To implement FVR, I first had to establish an equitable and accessible learning environment. I set clear expectations from day one about what reading time would look like. Expectations included: no talking, no leaving the room, no technology, no sleeping. We started class with a warmup and immediately following moved into reading time. Students read for 10 minutes and completed their logs at the same time. I found that this worked well because students were reading at different paces, and having the reading log present made them more engaged for the full time. We practiced these guidelines until it became a normal routine. By doing this, I conveyed the importance of reading to aide comprehension. When students understand the meaning behind what they are doing, it can be very powerful and influencing in their behavior and motivation. 

I implemented FVR by creating a supply of texts in Spanish within my classroom. I had to be mindful of my students' background when selecting texts. I pulled from a variety of sources and also included a variety of genres and perspectives. I included fiction, historical texts, and nonfiction, along with different topics that were relevant to my students (sports, current music, etc). Students were allowed to select their own text from the reading bin. Giving students choice in what they read was empowering and increased motivation. I had different levels of text difficulty to accommodate the various levels of students, especially those who are English language learners (ELL). Occasionally, we did some cooperative learning strategies, where students would discuss what they had read within groups following guided discussion questions. All of these methods benefited my students because I had both ELL students and also those with a wide range of abilities. The choice of text related to the main theme of my study which was allowing students to read what they wanted and were interested in.