I share new titles with my students every day in the form of book talks. Often, at least a couple of my students will put those titles on their next reads lists, and on great days a student will grab one of these titles and immediately begin reading it. However, there are still reluctant readers who aren’t yet sure what they love to read, and are nervous about taking risks with long or traditional books.
In the never-ending quest to find fun and high-interest titles for my reluctant middle school readers, I’m always on the lookout for something different yet relevant for them. Today I book talked three nontraditional titles, and they were well-received by my two groups of seventh graders.
The first one is The Mysteries of Harris Burdick. It’s a beautiful book of black and white illustrations that are whimsical and fantastic. It inspires imagination and internal story telling. I’m sure it will be fantastic for inspiring quick-writes and other longer narrative writing, and today, a couple of my students enjoyed it during silent reading time.
I book talked Postcards From Camp next. It’s a heartwarming story told through correspondence between a boy who goes to summer camp, and his father, who is always encouraging. It was a huge hit in both of today’s middle school classes.
I’m fairly certain it is the first epistolary story many of my seventh grade students have read, so I’m happy to introduce this new form to them. It’s accessible and fun, as it has removable ghost stories and lists, and the story is told primarily through these postcards between father and son.
Here there be Dragons is the last title I shared with my middle school students today. It’s a collection of stories and verse, and it has beautiful illustrations sprinkled throughout. It’s the kind of book that doesn’t have to be read in its entirety, so students can feel a sense of enjoyment and accomplishment even when they read only a couple of the sections out of the book.
As far as I can tell, getting students to feel comfortable and confident with books in their hands is the first step in developing strong and healthy reading lives in our students. It’s okay with me if they start with small, or fun, or non traditional titles and work their way to other genres and authors.
Yes, it’s all about the books. But it’s also all about the students. After all, we don’t teach books, we teach kids. I think it’s important for teachers to meet students where they are instead of insisting that they reach up to intimidating expectations. After enjoying some non traditional titles, students will build confidence and enthusiasm they need for trying out new titles. And I think that’s the whole point.
How do you reach your dormant readers? I’d love to hear other strategies!
Julie has been teaching secondary language arts for twenty years, spending the first fifteen in rural Central Oregon, and the last four in Amman, Jordan. She’s thrilled to report that she and her family have moved across the world to Managua, Nicaragua this year, where a new adventure has begun.
Follow her on twitter @SwinehartJulie