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This fall, my third grader and I and some friends from the neighborhood started a mother/daughter book club. There are so many benefits for the kids, who are reading, analyzing books, socializing, interacting with adults outside the family, and learning to voice their opinions. It’s also been a fun social opportunity for the moms, and a chance to get to know the other girls in the group better. And we’ve read some great books! Here are a few tips for those interested in starting a kid book club.
- Forming the group
First, think about the number of group members. Too many can get quickly out of hand and can silence the quieter kids, while too few can make it difficult to get a conversation going, particularly when it’s likely there will always be someone who can’t make the meeting because of a conflict. Our group has nine parent/kid sets, and I don’t think I’d go much larger than that. Somewhere between five and ten is probably a good number.
To find group members, think about your child’s friends from school, your own friends and their kids, your neighbors, your place of worship, your kid’s summer camp or sports team, and even your family, if it’s big enough.
- Logistics
Next, decide where and how often to meet. You may want to have a first, organizing meeting with your group to talk this through. The families in our group take turns hosting. The host parent and child provide snacks and lead the discussion. We meet every four to six weeks during the school year, on a weekend late afternoon. Each meeting lasts an hour, with the first thirty minutes for eating, chatting, allowing for late arrivals, and maybe a craft or activity. Then we begin the discussion.
- Choosing the books
This part is hard, but also really fun. First, consider whether to focus on a particular type of book, such as nonfiction or Newbery winners or science fiction. Then, think about the age and interests of the kids in your group. Teachers and librarians can be great sources of book ideas, as can websites and blogs like this one.
The trick with choosing is to encourage the kids to select books that interest them, but not to let them get over their heads in terms of what they’ll enjoy and be able to finish. My advice would be for the parents to narrow the selections to a group that are all acceptable, then let the kids vote. It’s probably best to err on the side of easier rather than harder, particularly at the beginning when everyone is getting the hang of group discussion.
It can be good to pick a few books at once to avoid spending too much club time on the picking, so more kids can get their favorites chosen, and so people can read ahead. Don’t pick too many at a time, though. You need to allow for the kids’ changing interests and maturity, which happens so fast at this age!
- Encouraging participation
As a formerly shy girl, I know that it’s important to make it easy for the quieter kids to speak. One idea is to give the kids a notebook to use to write down their thoughts as they read. You can send questions ahead of time and let them write answers in the notebook, so that they feel prepared when the discussion starts. It’s also nice to have a question at the beginning of the meeting that each child answers. For instance, they can give the book a thumbs up or down, or rate it on a scale of 1-5. Once you start talking, it’s easier to continue. It’s also good to encourage raising hands to speak.
Recognize that it may take a while for the kids to feel comfortable talking. If most of the meeting seems to be the parents talking, remember that you’re modeling for the kids, and they’ll be able to do it themselves soon.
- Have fun!
Keep discussion on the book, but don’t forget that it should be fun, too. Try to keep the mood light. We usually have snacks that match the food or theme of the book (above are the mermaid snacks we had to go along with The Tail of Emily Windsnap). We’ve decorated bookmarks and eaten cookies shaped like books. Consider costumes. Kids can write letters to authors, and many authors have book extras on their websites, which can make for fun activities. Be creative and enjoy your new club!
If you have other ideas for kid book clubs or can recommend books that your club has particularly liked, please share them in the comments!
Katharine Manning is a writer and mom of three. She reviews middle grade books at www.kidbooklist.com. You can follow her on twitter @SuperKate.
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The Mixed Up Files is thrilled to welcome Jennifer Jacobson to the blog today!
Jennifer Richard Jacobson is a writer, teacher, educational consultant, and speaker. She writes in many genres, from children’s fiction to adult nonfiction. Among her books for younger readers are the Andy Shane early chapter books, illustrated by Abby Carter, the middle grade novels Small as an Elephant and Paper Things, and the young adult novels Stained and The Complete History of Why I Hate Her. Her book: No More “I’m Done!”: Fostering Independence in the Primary Grades has proved to be a writer’s workshop resource for teachers of all grades.
And now for our interview. Great to have you, Jennifer!
Mixed Up Files: Addressing homelessness, especially homelessness of young people, is a pretty tough subject. When did you first realize you wanted to write a story like Paper Things?
Jennifer Jacobson: Thank you so much for this opportunity to reflect on my work! When beginning a book, I never begin with an issue or even a theme. Instead, I begin with characters. I first imagined a girl who creates families from catalog cutouts (just as I did as a girl). As I was imagining her life, I was hearing a lot about kids who age out of foster care without the support they need to make it in the adult world. I decided to give Ari an older brother — one who comes of age, decides to leave this guardian’s home, and takes his little sister with him.
MUF: Paper Things isn’t your first book dealing with difficult subjects, and you write for older readers, too. Do you approach the writing of your work for Middle Grade readers differently, especially when dealing with sensitive subject matter?
J. J.: Both my middle grades, Small as an Elephant and Paper Things, are written in first person. This means, of course, that the stories are told from the perspective of a preteen. Jack doesn’t attach a label to his mom. He describes his mom’s mental illness as her “spinning times.” Although Ari has been couch surfing for weeks, it isn’t until the end of her experience that she realizes she’s counted amongst the homeless. It’s not only a gentler approach, but also a more authentic approach.
MUF: Your work is so broad-ranging, from easy chapters to Middle Grade and Young Adult fiction to resources for classroom teachers. Do you have a favorite age group to write for?
J. J.: I do believe middle grade is my sweet spot, but I hate the thought of limiting myself to one genre. I’m deep in the process of writing a new middle grade and yet I recently woke in the middle of the night with a picture book idea.
MUF: Our school library has some books from the Andy Shane series in it. While this is an early chapters series, the characters grow and change just the same. What are the differences between writing a series where you revisit characters in each book, and writing a single story in which the characters must be fully realized by the end?
J. J.: In the Andy Shane series, Andy and Dolores do grow in that they accept each other’s differences (one is reticent the other overbearing), but it’s a lesson that’s learned over and over again. In a middle grade novel, the protagonist faces a challenge that changes his or her worldview. In Small as an Elephant, Jack learns that he’s not alone, that he’s part of a community. In Paper Things, Ari comes to take the reins, to make her own choices for her future.
MUF: In doing the research for this interview, it was great finding out something about your road to writing, and how it was your students who helped you become a better writer. What’s your advice for others of any age who want to make writing a part of their lives?
J. J.: I do believe that learning to write is a process similar to learning to play a sport or a musical instrument. All require frequent practice, immediate feedback, models to learn from, a willingness to take risks . . . and yes, acceptance of occasional failure.
MUF: Before we go, can you recommend any of your own favorite reads for our Middle Grade readers?
J. J.: My current favorites: The Meaning of Maggie by Megan Jean Sovern, Anna was Here by Jane Kurtz and Revolution by Deborah Wiles.
Again, thank you for these wonderful questions! I’m honored to be interviewed for The Mixed Up Files!
MUF: Thanks to you, Jennifer, for taking the time to share your insight with our readers.
