Book clubs spur reading among first and second graders

Our public library used to offer storytimes for preschoolers and book clubs for kids in grades three and up—but nothing for those in between. So two years ago, I developed a program for those first and second graders who loved coming to the library but didn't have a reading club of their own.

Youngest Critics encourages a love of books and regular use of the library, while giving members a chance to meet other avid readers. It's modeled after our book clubs for older children, except our discussion times are shorter and we devote more time to activities and crafts. Because of our members' wide range of interests and reading levels, our club doesn't require that everyone read the same book. Some kids can read Lemony Snicket's A Series of Unfortunate Events, while others struggle with books for new readers, like the Henry and Mudge (S & S) series by Cynthia Rylant.

After much trial and error, I've developed a format that works well in our library. Members meet every other week throughout the school year for about an hour. A maximum of 20 children are allowed to sign up, but discussions are more successful with less than 10 participants, which is typically the number of students who attend. I begin each gathering by spending up to five minutes telling a short story. My favorite sources include Aesop fables or Stories to Solve (Greenwillow, 1991) by George Shannon. Listening to stories gives kids an opportunity to “imagine my words.” Afterward, I give the kids a chance to share their own tales, which can range from “Did you know I was bitten by a shark?” to “You're never going to believe what happened at school today!” This gives them a chance to enhance their own storytelling skills and entertain the group.

Then it's time for the kids to talk about what they are reading. Some don't bring in any books or say a single word, but that's OK. Those who do participate usually hold up a book for everyone to see and tell a little bit about it. I've discovered that a lot of kids need some guidance, so I'll kick-start discussions by asking about their favorite part of the book or a picture that they like. Most kids enjoy reading a passage from their book aloud. Depending on the children and how talkative they are, this part of the program can last anywhere from 10 minutes to an hour.

Once everyone who wishes to participate has had a chance to speak, I bring out a basket of books to promote my favorite titles or new additions to our collection such as Prehistoric Actual Size (Houghton, 2005) by Steve Jenkins and Hooray for Inventors (Candlewick, 2005) by Marcia Williams. Once I get to know the kids, I make sure my selections address their interests. When I'm done sharing the books, they're available for those who want to check them out.

About midway through the program, we have a snack. I try to choose foods that relate to the story that I'm about to read. For example, I served cheese and crackers before we read Candace Fleming's A Big Cheese for the White House (DK, 1999). While the kids are eating their snack, I bring the group back together by reading a story. I read anything that I think will interest our members: biographies, sophisticated picture books, nonfiction, or even the beginning pages of a chapter book.

I sometimes write out four or five open-ended questions such as, “What do you think it's like to be an ant?” after reading Phillip Hoose's Hey, Little Ant (Tricycle, 1998) or “What kinds of things are you afraid of?” after finishing a spooky tale. If time allows, I like to do an activity that fits in with the book, like showing the children how to make a slipknot after reading Robert Burleigh's The Secret of the Great Houdini (Atheneum, 2002) or making goop after reading Dr. Seuss's Bartholomew and the Oobleck (Random, 1949.)

One little boy told me that our club was so much fun that he couldn't wait until the next time we met. If you try a Youngest Critics club in your library, I'm sure you and the kids will agree.