Random Summer Reading Thoughts

Took the kids to Barnes and Noble yesterday afternoon to make some "Summer Reading" purchases. They have their lists from the schools they'll be starting in the fall (Godhelpme, middle and high) and want to get the required reading out of the way to free up thinking space for their REAL summer reading.

Austin's heading into English II Honors (whatever that means) and has to annotate his readings. He is at that point where I have spent much time - the place where you think it is offensive, at best, to write in a book. And I'll admit, although I have no problems marking up my professional reading, especially printed copies of articles, I still don't like to capture my thinking in my novels. Maybe that comes from having borrowed so many, or maybe it's some other hang-up about letting the feelings and thoughts enter and exit without needing or wanting to capture them. Don't know... Either way, Austin picked one from the required list and one sequel to a book he'd read earlier this year, and will pick the third sometime after making his way through these two.

Kori's list was actually at the house, so we pulled it up in the i(diot)Phone. She's such a fiction girl, so the SC Junior Book Award Nominees list was plenty for her to make her choices. Conveniently, the good folks at the BN had a table set up with stacks of them. She asked for the one that was missing that she most wanted (Anything but Typical) and sent the workerguy scurrying into the back for it. We picked up a few others and I slipped over to the table for the Children's Book Award Nominees, which was the designated list most of my friends from this year would be using to guide their choices. I snatched up four or five for my classroom and for the beginnings of my own summer list.

See, for the past three years, I have only read a very few novels, what with all the reading of M.Ed. things, and my Summer Reading will be stacks and stacks of books from my classroom library. Sure, there are plenty of grown-up books that I might enjoy here and there, but I need, need, NEED to know more books for helping matchmake them with my fifth grade friends. I have to find more books that compel me to keep reading so I can help my friends meet a book that will push them beyond the required chapter or pages or minutes. I need to find out which ones from the required list will be good ones for me to suggest when I run into my friends in the grocery store and harass them lovingly about what they've been reading. I need to read, and so very often, the truest books are the ones not written for adults.

So, I've read two so far this summer break, and I am remembering how hard it is to try to read a book through a kid's eyes. It's hard to remember that kids don't always read a book cover-to-cover in one or two blocks of reading time. They might hit a chapter or two, then wait a day, then read some more, then wait, so they might not notice that the author seems to be rushing through the story - they've had hours or days to exist with the parts they've read, so when they pick it up, they're ready to move forward. It's hard to remember that my younger friends might get stuck on a part that doesn't make sense, maybe because of some word choice the author made, or because they don't understand a reference, or because the stupid publishers keep splitting the words up in arbitrary places... I don't have that problem as much when I am reading their books, so it's hard to remember how much thinking that can take. It's so hard, in fact, that I found myself wondering why I would even try to be a kid-reader. Duh! In order to make the most of a book, I need to read it through my eyes. Of course! I find myself thinking critically about the complexity of the novels, of how I want the author to develop the characters more, or how I wish they wouldn't leave out such big blocks of time, or blah blah blah, and that makes me realize that some kids will be doing the same thing, even if some are not. I need to be aware of what I am thinking when I am reading and not always second guessing what a kid might be thinking. They want to know what I think of a book when I recommend one to them, not what I think they will think. They want to know what a book made me feel, not what emotions I think it might evoke in them. They want to know what my relationship was with the author. They want to know why I think they would like it, which means that I know THEM, not just the book. THAT is what I need to remember as I read this stack I've started.

Once I got that straight in my head, I opened myself to a realization: what I am learning about myself as a reader is that I bring my relationships with others to every book I read, and that is what makes books great. All that text-to-text and text-to-self and text-to-world connecting and the labeling thereof is one thing (and Austin has to label the connections he makes in his annotations - UGH) but I think we might be ignoring or missing out on one important connection we make when we read: Text-to-others. (And yes, I am making this up as I go, so please, friends, tell me if I stole this from someone else in my subconscious readerbrain.)

Take the book I just finished this morning: Heart of a Shepherd by Rosanne Parry. I found that I wasn't so much imagining how I would feel if I were the main character (Brother) or how he was feeling or thinking. Instead, I realized I was thinking of friends I have who might read this and what they might be feeling as they read it. I thought of a young Catholic friend I taught this year who would understand all the references to the Mass and to serving as an acolyte, and how that would draw him closer to Brother. I thought of my grownup friend from California and how I had never heard of Basque before I met her and how she would connect to those references. I imagined the life my pre-school nephew might lead, being the son of a Lt.Colonel, knowing that his dad might have led some neighbors into battle and sent them home in pieces, and how that might make him feel if he read this when he was older. I couldn't think about how I connected to this text without thinking about how others might. I had all of those people with me in my bed this morning as I read the final chapter and wept and wept. If I had allowed myself to read this book analytically, or critically, or from a how-would-I-teach-this-book lens, I would not have. Because I invited my relationships into the book, I could feel the story, know the characters, and imagine the life Brother was leading.

I guess what I am thinking here is that I need to help my readers find books that connect to them, to their experiences, to their schema, but maybe I need to spend some extra time helping them build relationships with each other so they can take each other home with them over the summer and over their lives. If they know about more than just themselves, if they know their friends and their friends' stories, if they can imagine that theirs is not the only point-of-reference, then they can grow in their own understanding of books by taking those friends' lives into account when they are reading.

So, as I start my next book this evening, know that one or more of you, dear readers, might be curled up beside me as I invite you in for my experience with the new text. Looking greatly forward to seeing who shows up in my head!