How can we teachers hook teens on books? Take advice from two English teachers, and make these tips your own.
You have a class, full of students.
Plus, you have access to books. Your school’s media center might be amazing or perhaps you have cultivated a beautiful classroom library. As a language arts teacher, you want (maybe crave?) a group of devoted readers. You’re willing to put in the time.
This process should be easy! Match up books to students, students read, and we all love literature.
Maybe. In our experiences, students need a push and purposeful engagement to get books off the shelves and into their hands. We want teens who are engaged and choosing books.
You’ll get there, we promise. Getting books into students’ hands, getting them reading, and keeping them reading can become a natural part of your ELA classroom. Normally, though, students don’t fall into new books or reading habits. Don’t get discouraged or quit trying!
We have found a few activities encourages reading and reflection. Through combined decades of teaching, we understand your goals and sympathize with struggles.
Below are six ways to to hook teens on books.
Genre Splash
If it’s not practical, it’s not worth mentioning! That’s my mentality when it comes to pretty much everything teaching related. One of the most practical ways to hook teens on books is to give them a little tasting of what’s out there as often as possible. Here’s how I eased into this concept with my busy high school curriculum. In order to make independent reading a priority, I carved out time for students to read any book they wanted during the first ten minutes of each class.
But, prior to selecting a book for the month, I invited our school librarian in for part of a class period to book talk novels that fell within a specific genre. Each month, I featured a new genre, covering nine by the end of the year! While students had heard of these genres before (I mean, they are high schoolers after all!), they hadn’t necessarily heard of the specific books my librarian drooled over. She brought the book, held it in front of us, read us the back, told us everything she loved about it without spoiling the ending, and then told students it would be waiting for them in the library. Nine times out of ten, the books our librarian book talked within that month’s genre flew off the shelves that very day. Most of the time, the hardest part of hooking teens on books is getting them started.
Book Spine Poetry
A wall of books can intimidate students, especially if they are unfamiliar with surveying a book to read for fun. At one time, I had students create book spine poetry. They took pictures, they had fun, and I printed their poems for displays.
But—the books did not stay with the students. Random book spine activities were not enough to interest students in the books for meaningful reading.
I created five different versions of book spine poetry that requires students engage with the books. My favorite is the “tone” version. I randomly hand out tone cards (amused, excited, sad, confused), and students must then make a poem that aligns with their tone. Since the assignment is narrowed to a particular target, students can’t slap books together to make a poem. Rather, they sort through more books to develop an appropriate poem.
Think ‘n Chat
Another practical strategy I enjoy using to hook teens on books is allowing them to share what they are reading with their peers. At the end of the month of book club, we pause, share some snacks, and celebrate what we’ve read. It’s super simple. I print off these discussion cards, and students pull one at a time, reading the question and discussing the answer with their peers. If you don’t want to spend one day a month holding these discussion circles, you can also incorporate think ‘n chat book questions right after independent reading time, during literacy centers, or as exit activities. Students often end up choosing their next book based off of what their peers share during these discussions! And it makes sense. When I think about the books I have most enjoyed, they are often the books my friends have plopped in my lap and said, “You HAVE to read this!”
Student Recommendations
Give students the chance to recommend books. Not only do students have the pulse on young adult literature, but they also enjoy having ownership in the process.
The half-sheets do not intimidate students with lots of space for writing, so distribute them with confidence.
As students color and write, you can rotate and add additional suggestions, but leave students in the driver’s seat. The interactions will build a powerful classroom community.
Overall, the best part about these recommendation sheets is that they work.
I have used these in several ways. Consider these options for use:
Host an activity day (maybe for #FridayReadingFun). The day before, ask students to come with their one book suggestion. Then they’ll complete the form in class the next day and share it after finishing.
Create a collaborate experience. Have students write ONE book on the book spine. Then, have another student add a suggestion to the second book spine. Ta-da: discussions about books!
Make a long-term activity. Another option is to hang unfinished coloring sheets so that students can add throughout the year. As students complete the recommendation forms, you can share the suggestions with the class, casually.
Finally, encourage students to take their recommendations to the next step. Have them create images for social media of their books. Style them, add fun hints, and let creativity soar.
You’ll hook teens on books in no time.
Reading Ladder
Finally, my students enjoy seeing progress when it comes to learning. I really detest reading logs because they are disruptive and communicate a lack of trust, but having a way for students to record their own reading journey is rewarding and motivating for many. With things like book spines, reading ladders, and virtual bookshelves, students can reflect on what they have read – both the volume and the variety of texts they are choosing – and set goals moving forward. Plus, these creative alternatives to the reading log are all convenient conversation pieces for me as the teacher as I meet with my readers.
When tracking the books students read, they will begin to get a broader of picture of themselves as readers. For example, they might notice they are often choosing books that are “easy” reads for them, or they may realize their “fantasy” shelf is full, but they haven’t tried any historical fiction or realistic fiction. These observations can either serve as fuel for readers to set goals and try new things or as confirmation of what they are enjoying at the time!
Artfully Expressing (Coloring!)
A paper or a test needn’t be the only way students show their understanding. An artful expressing is not quite as serious as a graphic organizer or a one-pager, and you can use them at any point in the reading.
First, students can color these sheets, doodle on them, use them for notes—anything. They can be a relaxing or centering activity for students who enjoy coloring.
Second, you can use these coloring sheets for reflecting on books. The characterization one (below), for example, allows for students to express their understanding:
- What words describe this character?
- What actions lead you to this understanding of the character?
- What images can you add that represent the character?
- What colors symbolize this character? Why?
Students will see what they have learned from the book and feel a sense of accomplishment. Plus, I use these right before reading conferences. They give students a starting point for their discussions.
These six ways will hook teens on books. A little bit of nudging and a lot of fun will increase classroom engagement with reading.
