You’re Reading That Again?

When Students Reach for the Same Book

Do you see some students reaching for the same book or genre over and over? Ask yourself: Is it a favourite or is it a safe choice for a reluctant reader? Whatever the reason, you can still delve into a familiar book to support their reading and expand thinking during a 1:1 reading conference.

To read the full article, members please log in here. To subscribe please click here.

Think back to your own childhood. What was your favourite kids’ book? Depending on your ‘vintage,’ level, answers will vary. As a little girl, I remember loving the classics, such as fairy tales by the Brothers Grimm, The Five Chinese Brothers (scary for some, however, I loved it as a kid!) but mainly, Enid Blyton’s, The Magic Faraway Tree. I estimate that I must have read Blyton’s, The Land of Goodies chapter at least 100 times. I dreamed about tasting the doorknocker on the edible cottage — and what about those ‘Pop Biscuits?’ They sounded delicious! Blyton’s The Land of Topsy- Turvy was also a favourite. I used to try and walk on my hands but could only do a cartwheel!

Eric Carle’s beautiful narrative, Papa, Please get the Moon For Me! is another recent favourite of mine. I only just stumbled on it as an adult! My list will keep growing and is a work in progress!

Same Old, Same Old…

A child chooses their ‘favourite book’ once again during Independent Reading but there are so many titles on the bookshelf they could choose instead. Consider if it’s because they are reading it to you. Could they be hesitant to read a more difficult and unfamiliar book? Offer to read the new book to them instead, while steering them towards other titles. If that fails, try delving deeper into the child’s favourite story. Remember to keep it fun. It’s not meant to be a test but rather a rich conversation where kids’ ideas, vocabulary and oral language are developed.

Your Own Tattered Copy

If you have an old, personal copy with your own childish autograph, it would make it personal and meaningful because kids love hearing about their teachers when they were little. They will love listening to how old you were when read it all those years ago. Abe Books is a great site if you wish to chase up good used, out of print copy or new editions of a favourite book.

 Talk to students about where you read it or who read it for you. Describe the scene when you were a child. Liken it to a time- travel experience in movies: where you were, how old you were, what you liked and what it reminded you of. Read the book to them and ask what they think. It’s okay if their opinion differs. That’s what sharing is all about. It’s all about the intimacy of sharing and connecting ideas.

Remember Harry the Dirty Dog? I look back and smile because now my family has its own, ‘Harry the Dirty Dog,’ but his name is Wally! We can connect stories and characters to real life examples to develop comprehension in our students. ‘Do you know anyone at school who has a little white dog? Does Annabelle’s dog have spots? Is he often dirty or is he clean? How do you think he gets so dirty? Does he like baths or does he try to run away from Annabelle?’

Delving Deeper Into a Favourite Book -while supporting students with prompts

Ask:

I wonder who wrote this book? Do you know the author’s name? Discuss. (Find their name on the cover and say it if your child can’t read it. Look for a note about the author that might be inside the dustjacket of the book.) To support comprehension and vocabulary development, investigate whether there is an audiobook edition available (free from the local library.) Kids love audiobooks.

Do you know if they’ve written any other titles? Google the author together and discuss findings. This may lead to borrowing other titles from a library or include the list of titles in a class blog for parents to access to support reading at home.

What do you think about the characters? Do you have a favourite character? Why?

Do the characters remind you of anyone you know? How? Share your own comparison. ‘The Grandpa in the story reminded me of my own Grandfather because he used to work on his old car when I was eight! He let me ride in the car with him when he finished it…’

Is there a main character? What makes you think that?
Encourage discussion about whether the characters are people, animals, fantasy creatures, etc.

Why do you think (say the author’s name) wrote this book?
There really are no right answers, just rich language and expression of your child’s opinions and being heard.

Is the book illustrated by the author or is it someone else? How do you know?
Discuss how the author’s name is usually first and the illustrator is second on the cover but if there’s just one name, they’re probably talented and have done both the writing and the art.

Does this book remind you of any other books or characters? E.g. Andy Roid is a young boy just like Zac Powers.

Is there anything you’d change about the story or the illustrations? Why?

Can you think of a different ending? What else could happen instead? As an adult, you could also offer an alternative ending.

If (say the author’s name) was coming to dinner at your house, what would you talk about?

Open-ended questions like this last one is ideal for setting the scene, allowing children think divergently. (They might surprise you or themselves!) If they can’t answer this type of question, that’s okay. You can, incidentally, model your thinking by sharing your opinion. For example, ‘If Enid Blyton came to dinner tomorrow night, I’d ask if she had a huge tree in her backyard, just like the Faraway Tree, or, if she visited a tall forest with her parents and imagined the tree and curious people living inside the tree. I remember wondering about this when I was a kid.’

This might prompt children to expand on a question they would like to ask their favourite author. (You know your students best and how much time to spend on this type of question.) If you aren’t already facilitating peer discussion in a whole class group by ‘Turning and Talking’ try it. This engaging approach enables students to speak at once, synthesise and share ideas with their friends.

Now that you have unpacked favourite stories and dug deeper into the layers, your students will have begun to consider the author’s intent — which is higher order thinking. It will prepare them to think about authors and ask bigger questions. Enjoy the next story-time and individual reading conference.

Related Posts

Getting Teachers Engaged

Getting Teachers Engaged

Interested In Becoming An Online Executive Function Coach?

Interested In Becoming An Online Executive Function Coach?

Circle Time

Circle Time

HyFlex Learning

HyFlex Learning

Susan Spelic


Susan has 30 years of experience as a Literacy Interventionist and EAL teaching. She writes innovative titles to support classroom and home reading and spelling pro-grammes. She is a teacher, author, graduate mentor and professional speaker.
For more information, please contact her at: read@thereadingmountain.orgSusan has 30 years of experience as a Literacy Interventionist and EAL teaching. She writes innovative titles to support classroom and home reading and spelling pro-grammes. She is a teacher, author, graduate mentor and professional speaker.
For more information, please contact her at: read@thereadingmountain.org