The other day, I read Joe McGee’s powerful blog post about being the kind of hero who doesn’t need a cape: the kind of understated hero who reads books aloud to kids. I recommend reading the post in its entirety, but in one part of it, Joe describes reading to one of his three sons: “I sit at the bedside of my middle-schooler and read him a couple of pages of the Percy Jackson books he’s devouring. No, he doesn’t need me to read them to him (he tears through the books), but he just likes the experience of hearing my voice; of sharing a few minutes with me.”
As a middle school English teacher, I read aloud to my students, too, even though, like Joe’s middle-school-aged son, they can certainly read on their own. Reading to a classroom full of students is different than a quiet, pre-bedtime, father-son moment, obviously, but my students and I also enjoy the experience Joe describes: of sharing some time together in which we are all immersed in the same story. They know that I won’t give them reading quizzes or make them write essays about the books I read aloud, and it takes a long time for us to make it through a read-aloud novel, since I only read a little bit (between five and fifteen minutes) at a time. As a result, our read-aloud time allows us to savor a story in a way that most of us don’t have time to do when we are reading on our own.
In addition to the fact that my students enjoy read alouds (there is often cheering when I announce that we’re starting or finishing class with a read aloud, which makes me feel at least a tiny bit heroic), it’s useful for many of my students to hear how an experienced reader reads a text. I make sure to emphasize important words, I speak differently for different characters, and I pause to re-read a sentence if I don’t get the inflection quite right: all things that students can do inside their heads when they’re reading silently for better comprehension and more enjoyment. Reading aloud lets us appreciate the way a well-told story sounds, which can help students develop an ear for voice, that elusive but important trait that distinguishes wonderful writing.
But reading aloud does include some challenges. Sometimes it feels like one more thing to balance when I’m already trying to fit in a whole lot. The fact that it takes a long time to get through a read-aloud book also brings up two tricky issues: we’re not going to move on to another one for a while, which can be a bummer if a student isn’t into a book we’re reading aloud, and sometimes students get impatient and want to know what happens (which I can understand), so they get a copy of the book and finish it on their own. That can mean that they’re less engaged while we’re reading as a class, or that they give away plot developments to their classmates. I’ve been feeling discouraged by these challenges lately, but Joe’s blog post reminded me to stop and think about the tangible and intangible benefits of reading aloud.
When I choose read alouds, I do my best to think of books that will appeal to a range of students. Occasionally I offer different options and let students vote, but I’m not sure if this is a good idea or not, because students whose first choice book doesn’t get chosen tend to take a little while to warm up to the class choice. Verse novels can be great for reading aloud, because they tend to include fewer words than prose novels and we can get through them more quickly. Books that have a mystery element and invite students to make lots of predictions also work well (although then if students can’t resist finishing the book on their own, they can’t participate in some of the conversations), and funny books are often a hit. Here are some of the books I’ve used, specifically with 6th and 7th grade classes.
Rules, by Cynthia Lord: This was the first read aloud I ever used. Looking back, I’m surprised I chose it because only girls tend to check it out from the classroom library, but the class loved it and it led to great conversations, so that’s a point in favor of good books just being good books, not “girl books” or “boy books.”
Magic Marks the Spot by Caroline Carlson: At first I thought this delightful and humorous pirate adventure novel might feel too young for my sixth grade students (even though I, as an adult, adored it), but we’re reading it aloud now. It turns out, once again, that good books are good books, so I didn’t need to worry. Also, I let students take turns reading the fun letters, articles, signs, and excerpts that appear at the beginning or end of chapters, and they seem to love that.
What are some books you like to read aloud? I’d love to get suggestions from teachers, librarians, or parents about other books that work especially well.