By Dr. Sarah Valter
Almost two years ago, another mom from my children’s school posted a simple question on Facebook: “Thinking about starting a book club. Anyone interested?”
It took approximately two seconds for me to reply with a (likely overeager) “ME!” And I wasn’t alone. By the next day, almost a dozen of us moms–most of us merely acquaintances who gave a polite nod to each other at school parties and social events–were on board. And thus, a book club was born. Since then, our little group has bonded over books about amazing women in historical fiction, unreliable narrators in suspense novels, and too-good-to-be-true love stories.
Why were we all so drawn to be in a book club together?
It wasn’t because we needed a push to read; each of us is a bookworm with a strong reading identity.
It wasn’t because we wanted to write about a book; we each have our own style of recording and reflecting on our reading.
And it wasn’t because we needed an excuse to gather; we all have friendships and social lives both in and out of this group.
It was because a book club was a space for us to grow together through our shared experiences with books. We could explore characters and relationships and the truths that run through our real lives and are reflected in the books we share.
As a former fourth- and fifth-grade teacher, then instructional coach, and now a literacy coordinator, I’ve been watching students navigate their way through book clubs for years. It’s often messy and unpredictable. It rarely goes well the first time (or even the second or the third). Some students struggle to keep up, while others have a difficult time not reading ahead for spoilers.
As I’ve seen an increase over the past few years in resources that teach reading skills through shorter excerpts of books, it’s affirmed my belief that it’s more important than ever for kids to have the opportunity to meet, discuss, and learn in book clubs. Like adults, kids thrive on the connections that are built through books.
It’s also critically important that we set students up for success. With limited time, a significant amount of material and standards to teach, and kids with a broad spectrum of needs, it’s essential to set students up with the skills and conditions for successful book clubs. To do that, we need to be clear and intentional in several areas:
- Focus on what kids need to practice. Our days are filled with opportunities for students to refine their comprehension skills, write about reading, decode multisyllabic words, and learn new vocabulary. These are all certainly things kids can do–in small doses–in book clubs, but what is the true purpose of book clubs? When we set kids up to read and discuss a text, we are extending an invitation for them to construct knowledge in the most social of ways. We want them to come to the table with one idea about a character or plot twist and walk away with a deeper understanding or a shift in their thinking. Book clubs are the place for kids to practice talking about books in ways that push their thinking and engage them in healthy and respectful discourse with peers. All other skills should be secondary to this focus.
- Teach conversational skills. We don’t expect kids to be natural writers or readers. Similarly, though we know they know how to talk and usually have plenty to say, they often haven’t ever been taught how to have the type of conversation that takes place at the level of a book club. They have to know how to share ideas, support them with evidence from the text, listen to one another, take turns, clarify their thinking, and be willing to shift their ideas and be open to new ones. All of these are skills we can teach through modeling, coaching, and using guided practice during whole group read alouds so that kids are ready to engage in thoughtful conversations during book clubs. These skills do take practice; we also need to remind ourselves to have realistic expectations and to slowly build them over time.
- Keep it moving. Novels aren’t meant to take two months to read. Often, we slow down the pace of a book in the hopes that all students can “keep up,” but what actually happens is that we neglect to build a sense of excitement and urgency around the novel. While being mindful of the diverse needs of kids in our classrooms and the limited amount of in-class reading time we can provide, we need to set up a schedule of discussions that moves kids in and out of novels within the span of a few weeks.
- Consider alternatives to clubs centered around one book. In Breathing New Life into Book Clubs (2019), Sonja Cherry-Paul and Dana Johansen lay out several types of book clubs that differ from the norm, pushing teachers to think about grouping kids by genre, author, historical event, identity, goal, or even podcast. Not only have these ideas pushed me to think about grouping kids differently, but they emphasize the ways in which book clubs encourage readers to make connections that are centered around much more than events in one book.
- Seek opportunities for choice. Many times book clubs are established based on student reading abilities, the number of copies of a book that are available, or a system of voting. While the parameters of clubs are always up to teacher discretion, it is definitely worth it to loosen the reins and be very open to student ideas and choices. Giving kids the opportunity to practice selecting a book and a group will once more position them with the power to drive their own reading decisions.
- Make it authentic. I have seen and–I will admit–even created many book club “packets” over the years. Why? My decisions were rooted in the need for grades and accountability. However, if anyone were to tell me that I couldn’t attend my adult book club without 3 questions and a summary written down, I would quickly abandon the idea of being part of the group. To stay true to the spirit of a book club, the work (and play) should be focused around talk and sharing ideas. When students have to complete paperwork as an admission ticket to even be part of the club, something natural and authentic is lost. Instead, try having students jot down a few ideas for things they might talk about before they meet, then follow up with a few ideas or new thinking when their conversation has ended. This will allow them to capture their ideas (and share some of their thinking with you) in a way that is not just another task.
Book clubs are, at their very core, a chance for us to hook kids on the social power of books. They bring reading to life in a new way and show our youngest reader that not all readers think and feel the same way about a book. In a time where programs are continually forcing classroom instruction to focus on short excerpts of text and conversational skills are often lost through a screen, what could be more important than allowing kids to connect through a rich conversation about a good book?
References and Recommended Reads:
Cherry-Paul, S. & Johansen, D. (2019) Breathing new life into book clubs: A practical guide for teachers. Portsmouth, NH: Heinemann.
Kugler, S. (2023). Better book clubs: Deepening comprehension and elevating conversation. Portsmouth, NH: Stenhouse Publishers.
Sarah Valter is the district Literacy Coordinator for Lindbergh Schools in St. Louis, MO. In her two decades in education, Sarah has taught in the primary and intermediate grades, mentored new teachers, coached at the building and district levels, and led professional development in literacy. She is also an adjunct instructor at St. Louis University, working with undergraduate and graduate students. Sarah is a wife and mother, spending most evenings driving from practice to practice and weekends cheering in audiences or on the sidelines. You can follow Sarah on X at @LitCoachValter.She believes strongly that all children and adults should not only have the skills to read and write, but also the motivation to live as lifelong readers and writers.
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