Independent literacy work is a valuable opportunity for students to practice reading and writing skills, yet many elementary classrooms struggle with maintaining student focus and productivity during this time. This paper presents three evidence-based strategies--scaffolding supports, structured choice, and student-driven accountability--that were implemented in a diverse, Title I second-grade classroom to address this challenge. Scaffolding tools, such as graphic organizers and modeled examples, provided students with the structure needed to begin tasks confidently and stay engaged. Structured choice offered a limited selection of purposeful activities, fostering motivation and ownership while ensuring alignment with learning goals. Accountability tools, including self-assessment logs and checklists, empowered students to track their own progress and develop self-regulation skills. The results of implementing these strategies included higher task completion rates, improved quality of student work, and increased stamina, particularly among multilingual learners. This paper offers practical, replicable approaches for educators seeking to transform independent literacy work from a time of distraction into a period of meaningful learning and growth.