Several young adolescents when asked in an informal interview, “Why do so many middle-school students dislike reading?” said they didn’t like reading because the books they had to read for school were boring, didn’t have anything to do with their lives, or lacked characters that looked or sounded like them.

Their comments made me realize how important it is for me to continue emphasizing reading to students. Partly because I am an avid reader myself, my 5th grade classroom was always full of books of all sorts. With titles like: Magic Tree House, What Jamie Saw, and What Would Joey Do? our class library was an eclectic assortment of books to read for leisure or for units of study.

Often, my students wanted to read about kids who were in situations similar to theirs, situations that often were unpleasant. Our students were coming from many different family situations, some okay, some very unhappy. When you get a mix of students together you’re able to have rich conversations about what’s happening in the classroom/school.

Books can give students the opportunity to express how they feel about racism, sexism, homelessness, and lack of freedom, stereotypes, bullying, and a list of other social problems they encounter. Where else can they have a “safe” forum in which to share their questions and ideas? Chapter books can provide a way for students to learn how to express and assert themselves in a positive way, as they engage in rich discussions.

What about the test?!
Why do we sometimes feel uncomfortable reading some of the books that will help spark these important discussions? I believe one reason is that we are worried about how parents will react when they find out from their children what we’ve been discussing in class. Parents may want to know How is this related to the curriculum? Will this get students ready for the test?

When parents, teachers, and administrators ask us these questions, we need to be ready to present our reasons. How can we get students ready for everyday life if we pretend that everything is fair and perfect when we know it is not? How can we encourage our students to be good, compassionate thinkers if we don’t allow them to share their experiences or talk about the experiences of the characters they read about in their books?

Relevance, please
Some books introduce “sticky” subjects. They may create uneasiness in people who don’t know quite how to respond to the issues they raise -- issues our students face or will likely face at some point in their lives. If you ask them what they like to read, many of them will answer something like: I like to read books about people my age who are living in the times we live in now. They like to read about things that are relevant to them. Sometimes they like to read about how characters that are in terrible shape emotionally, economically, or physically, somehow get themselves together with the help of friends or family.

Handbook for Boys
For instance, in Handbook for Boys by Walter Dean Myers, Jimmy is faced with serving time in a juvenile center for assaulting a classmate, until Duke steps in and takes him on as a mentee. Now Jimmy has to go to Duke’s barbershop every day after school to perform his community service. While he works at the barbershop sweeping the floor and performing other small jobs, Jimmy not only learns about the hard lessons of life, but he also learns from Duke and other older men in the barbershop what it means to be a responsible adult.

There are many scenes in the story that can be discussed with a class. I used it for a read-aloud with my 5th graders, and we had a great discussion on what it means to take responsibility for your actions, how to respond to peer pressure, when to stand up for what you believe, and even more sensitive topics. The students wanted me to read from the book whenever we had extra time in our schedule.

Ways to Read
There are many types of reading methods, but I focused especially on three: Solo Reading, Literature Circles, and Whole Class Read-alouds. Along with the description of each type below, there are some guiding questions listed that help students identify certain themes in the books as well as spark them to reflect on what they have read.

Solo Reading
In Solo Reading, the student is reading a book independently, either during Quiet Reading Time or at home. In this type of reading, it is important to check in with students as they progress in their books. In the past, I’ve asked students to respond in written form to a few open-ended questions as a way for them to reflect on what they’ve read -- questions like What about this book is pulling you in? or If you want to abandon it, why?

As a way to show their understanding of the books they have read, students can share summaries of the stories they’ve read with a partner, or they can “sell” their book -- convince others that they should read it because of the interesting characters, plot, or theme. Students can also write a book review and submit it to one of several websites that offer readers a chance to contribute their thoughts about books.

Literature Circles
In Literature Circles, groups of students read the same book. In many Lit Circles, roles are assigned to members of the group such as Facilitator, Timekeeper, Reporter, and so on. The group decides how much to read each day, and when they meet, they answer open-ended questions or discuss their favorite passages.

Groups can hold character studies and discuss qualities of characters in the book. They can talk about why the character acted the way he or she did, as well as share what they might have done in the situation.

This kind of reading and discussion teaches students that in a reading club, you have a responsibility to do your share of the work, because the other members are depending on you to be ready when the group meets. Lit Circles also allow students to hear others’ perspectives on books, and to share their own. They learn to have empathy for one another when they hear how others have responded to what they’ve read, and they can find similarities and differences compared to their own understanding.

Whole Class Read-Alouds
Finally, a whole class may “read” a book by listening while it is read aloud. This requires a strong reader who can give some dramatic emphasis to the story, which usually means the teacher does the reading. Oral reading allows all the students to hear the same story at the same time, and to share ideas about a book that is familiar to all, in whole-group discussions.

We had deep discussions in response to my reading The Jacket by Andrew Clements to my students. It’s a story about one Philip Morelli, who is on his way to drop off his lunch money when he spots another kid wearing what he believes to be his brother’s jacket. Philip accuses the boy of stealing the jacket, and their scuffle lands them both in the principal’s office. Later, Philip learns that the jacket was a gift to Daniel, the boy he accused of stealing it.

Philip reflects on his actions, and wonders if he assumed Daniel stole the jacket because Daniel is Black. In the story, we are able to get both characters’ points of view on the situation, but it is with Philip that we take the journey as he questions his own assumptions.

I often stopped at the end of a passage and asked students what they were thinking as I read to them. It was a good way to start a discussion on what it means to hold a stereotype of others, as well as to talk about honesty, prejudice, and point of view. We also shared our experiences of prejudices held against us and the ones we had against others.

That time with my students was one of the most eye-opening experiences I had ever had as a teacher. We gain much by giving our students a chance to think and share about their lives and how the world affects them.

Practicing good thinking
If we want young adolescents to become processors of information and critical thinkers, we need to give them experiences that will allow them to practice their reflective skills. We can do that by surrounding them with books that will engage them, improve their reading skills, and help them start thinking and dialoguing about the tough questions the books raise. When we get students to question what they read and to share their ideas with others, we have started them on the road to being thoughtful, lifelong readers.

Kandace Logan taught 5th graders in St. Paul. She is a consultant for Origins, and a nationally certified presenter of the Responsive Classroom.

FAVORITE BOOKS FOR YOUNG ADOLESCENTS
(Books are listed by area of interest)

Young adults’ concerns and relationships with each other
Bronx Masquerade-- Nikki Grimes
Emako Blue-- Brenda Woods
The House You Pass On the Way-- Jacqueline Woodson
Hoot-- Carl Hiaason
I Hadn’t Meant to Tell You This-- Jacqueline Woodson
The Jacket-- Andrew Clements
Miracle’s Boys-- Jacqueline Woodson
Just Ask Iris-- Lucy Frank
Money Hungry-- Sharon Flake
Mud City-- Deborah Ellis
No Laughter Here-- Rita Williams-Garcia
Sahara Special-- Esme Raji Codell
Silent to the Bone-- E.L. Klongisburg
The Skin I’m In-- Sharon Flake
Speak-- Laurie Halse Anderson
Spellbound-- Janel McDonald
Stargirl-- Jerry Spinelli
Tangerine-- Edward Bloor
Tangled Threads: A Hmong Girl’s Story-- Pegi Deitz Shea
Waiting for June-- Joyce Sweeney


Young adults and life changes/issues
Because of Winn Dixie-- Kate DiCamillo
A Sunburned Prayer-- Marc Talbert
The Beast-- Walter Dean Myers
Chill Wind-- Janet McDonald
Disappearing Act-- Sid Fleishman
Don’t Hurt Laurie-- Willo Davis Roberts
Esparanza Rising-- Pam Munoz Ryan
The First Part Last-- Angela Johnson
Handbook for Boys-- Walter Dean Myers
Hush-- Jacqueline Woodson
I Hadn’t Meant to Tell You This-- Jacqueline Woodson
I Smell Like Ham-- Betty Hicks
Just Ask Iris-- Lucy Frank
The Jacket-- Andrew Clements
Locomotion-- Jacqueline Woodson (9 and up)
Miracle’s Boys-- Jacqueline Woodson
Money Hungry-- Sharon Flake
Mud City-- Deborah Ellis
No Laughter Here-- Rita Williams-Garcia
Parvana’s Journey-- Deborah Ellis
Pictures of Hollis Woods-- Patricia Reilly Griff
The Red Rose Box-- Brenda Woods
Sahara Special-- Esme Raji Codell
Silent to the Bone-- E.L. Klongisburg
The Skin I’m In-- Sharon Flake
Speak-- Laurie Halse Anderson
Spellbound-- Janel McDonald
Stargirl-- Jerry Spinelli
Tangerine-- Edward Bloor
Tangled Threads: A Hmong Girl’s Story-- Pegi Deitz Shea
Twists and Turns-- Janet McDonald
Waiting for June-- Joyce Sweeney
Walk Softly, Rachel-- Kate Banks

Young adults in conflict with adults
After-- Francine Prose
Dead Girls Don’t Write Letters-- Gail Giles
The Dream Bearer-- Walter Dean Myers
Locomotion-- Jacqueline Woodson
I Smell Like Ham-- Betty Hicks
No Laughter Here-- Rita Williams-Garcia
Sahara Special-- Esme Raji Codell
Silent to the Bone-- E.L. Klongisburg
The Skin I’m In-- Sharon Flake
Speak-- Laurie Halse Anderson
Tangerine-- Edward Bloor
Tangled Threads: A Hmong Girl’s Story-- Pegi Deitz Shea

Young adults making tough decisions
The Color of My Words-- Lynn Joseph
The Face on the Milk Carton-- Caroline B. Cooney
Hush-- Jacqueline Woodson
Hoot-- Carl Hiaason
Just Ask Iris-- Lucy Frank
I Hadn’t Meant to Tell You This-- Jacqueline Woodson
The Jacket-- Andrew Clements
Locomotion-- Jacqueline Woodson (9 and up)
Miracle’s Boys-- Jacqueline Woodson
Mud City-- Deborah Ellis
No Laughter Here-- Rita Williams-Garcia
Parvana’s Journey-- Deborah Ellis
Pictures of Hollis Woods-- Patricia Reilly Griff
The Red Rose Box-- Brenda Woods
Silent to the Bone-- E.L. Klongisburg
The Skin I’m In-- Sharon Flake
Speak-- Laurie Halse Anderson
Spellbound-- Janel McDonald
Stargirl-- Jerry Spinelli
Tangerine-- Edward Bloor
Tangled Threads: A Hmong Girl’s Story-- Pegi Deitz Shea
Twists and Turns-- Janet McDonald
Waiting for June-- Joyce Sweeney
Walk Softly, Rachel-- Kate Banks

This article first appeared in Origins: A Newsletter for Educators, Spring 2005