I recently asked my 7th grade students to share the titles of their favorite books of the school year so far. I asked them to do this in response to some posts I had recently seen on facebook and twitter asking for “must-have” titles for classroom libraries. I thought I would also ask my classes of eleventh-grade students the same question. I teach one class of AP Lang, and one regular eleventh-grade English class.
Here’s how they answered:
The Brief Wondrous Life of Oscar Wao has been passed around by a few students, and they have loved it. I have one copy of it in my classroom library, and it sat there for months until I book talked it. It hasn’t spent much time on the shelf since, and that’s because a couple of AP Lang students have passed it around between them. It’s become a “huggable favorite” of one of my students, and her smile is wide when she talks about it.
My AP Lang students have such a diverse list, and I love that. They are willing to talk to each other (a lot!) about what they are reading, why they like their books, and why they think others should read the same titles! It’s developing into a healthy reading community, and I’m getting great recommendations from some of them at this point.
I love how this list represents my class of diverse readers and learners.
When I was back home in Oregon over the winter break, a couple of people I have a great deal of respect for independently recommended Educated by Tara Westover. So when family came to visit us in February, I asked them to bring a copy down with them, and I wasn’t disappointed with this book.
I book talked it to my eleventh-graders as soon as I finished reading it, and it’s been in the hands of students ever since. In fact, as soon as I book talked it, it left the shelf; the book itself is provocative and fascinating, and coupled with my enthusiasm for it, my student couldn’t resist it.
My biggest take-away from these lists is that none of the favorite titles on the chart paper are titles that we read as a whole class. Every title comes from their own reading lists made from their own choices as independent readers. When students are allowed to have choice, that means they learn what they like, what they don’t like, and what they love. As readers, don’t we all have these types of preferences? And don’t we want to provide that opportunity to our young and emerging readers?
I’m happy with the answers my students provided for me and for each other. The lists are posted on our classroom walls, and the students can refer to these posters when they are trying to find their next books or add to their next reads lists. I can also readily see what my students are interested in, and what “like reads” I can add to my library, as well as check in about gaps that I can fill in for them as far as what’s available.
How do you decide what books to purchase for your classroom libraries? Or for book clubs? I’d love to hear about your ideas in the comments below.
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