Engaging Middle School Students with Reading

Looking for inspiration? It is a pleasure to welcome back Michelle Davies, librarian at The Hutchins School, with new ideas and strategies to engage middle school students in reading for pleasure. 

Middle school can be a tricky time. Students are growing, changing, and often navigating a whirlwind of emotions and interests. During all that, how do we get them excited about reading?  It’s not only possible it can be fun! Here’s how we work to engage middle schoolers in reading for pleasure.

Structured Wide Reading Sessions 

We have found success in engagement follows a clear, engaging routine to maximise student interest and reading exploration. Typically, our program is structured as follows:

An interactive activity that connects students with books and sparks curiosity. Such as “Mystery Book” 

This fun guessing activity gets students listening closely and thinking critically. Five book covers are displayed on a digital screen, all from the same genre, each numbered one through five. The librarian holds up a physical copy of one of the books but keeps the cover hidden. Then, they read a chapter or short excerpt aloud. As students listen, they try to match the chapter to one of the covers. When the reading ends, each student writes down the number of the book they think it came from. Once all guesses are in, the librarian reveals the correct book. Students who guessed correctly go into a draw to win a sticker for their laptop or water bottle.

It’s simple, engaging, and a great way to introduce new books while building listening and inferencing skills whilst wrapped in a little mystery and fun. 

Or a character exploration exercise such as “Whose Shoes are these?”

This begins with a read-aloud of a carefully chosen book excerpt, one that introduces a character both physically and emotionally. After a brief discussion, students talk about how the character looks, feels, and what the text reveals about them.

Next, in pairs, students are each given a picture of a different pair of shoes, glittery boots, hiking boots, colourful sneakers. From their shoes, they create a character: Who might wear them? Physical appearance How do they feel? Where are they going? Students then share their characters and imagined settings with the group. It’s a fun, creative way to connect physical detail to emotional depth and bring characters to life.

Next, New and recommended books are promoted to keep the reading options fresh and exciting. This could be a book talk, a promotion of new titles, focus on a particular genre, or student-led recommendations. The goal is to introduce books that align with students’ interests and encourage them to pick up something new.

After that, students move into silent independent reading time. This quiet reading period allows them to dive into their chosen books, practice fluency, and build reading stamina. Providing this dedicated time in the schedule shows students that reading is a valued and enjoyable activity.

Finally, students log their reading progress on Beanstack, a digital platform that uses gamification to boost engagement and reward effort with badges and challenges. Readers can check their progress on the challenges and strive for the next award, building a sense of momentum and motivation. We also run a leaderboard competition between classes, where the class with the most reading logs at the end of the term wins a pizza lunch. It’s great to see the excitement build as students track their class’s standing and encourage each other to keep reading. The platform also gives us valuable insights into reading habits, preferences, and progress.

Insights and Observations 

We have found that middle schoolers still love being read aloud to, especially when it’s an engaging story with a dramatic narrator. 

They enjoy stories that reflect their own experiences. Books that feature relatable characters, real-life issues, and strong emotional journeys enabling them to see themselves and the world more clearly.

Choice is powerful. When students are allowed to choose their own books, they’re far more likely to read. We create opportunities for student-led book selection and encourage them to explore different genres until they find what clicks. 

There’s nothing more rewarding than creating space for choice, connection, and celebration, and witnessing the impact as students walk through the door with books in hand.

Michelle Davies

Librarian  (Middle/Senior School)

The Hutchins School

Editor’s note: Take the time to search for 'teaching strategies' on the blog (top left search box) for a range of literature inspired ideas from Michelle and other contributors.

Celebrating Tasmania Reads: A Week of Storytelling, Connection, and Joy

The last week has seen many Tasmanians reading here, there and everywhere as active participants in Tasmania Reads week. Read on for a snapshot of reading experiences of students at The Hutchins School.

Tasmania Reads is a highlight of our school year—a time to come together as a community and celebrate the joy of reading. Throughout the week, students and staff immersed themselves in a variety of activities, with a special focus on the incredible talent of Tasmanian authors and illustrators.

From guest readers popping into classrooms to special events with storytellers and authors, the school was buzzing with literary excitement! Some of the standout moments included:

📖 A special visit from debut author Sashee Johnson, who shared her beautiful book Time for a Walk with students.

🎤 Tasmanian Aboriginal storytelling with NITA Education staff, offering rich cultural stories and perspectives.

📚 A student trip to Hobart Bookshop, where young readers selected exciting new books for our library.

🚶‍♂️ Story Walk sessions with a neighbouring school, bringing stories to life beyond the classroom.

📖 Tamas from Roaming Trees captivated students with his oral storytelling performances.

🏆 Lunchtime competitions like Match the Teacher to Their Favourite Book, Guess the Shredded Book, House Trivia, and Blackout Poetry kept the literary fun going.

🌿 Buddy reading sessions in the bush, where students enjoyed stories surrounded by nature.

📚 Staff Book Club, which first launched during Tasmania Reads 2023, continues to thrive as a twice-a-term tradition.

While these activities made for a fantastic week, the heart of Tasmania Reads is, of course, the simple joy of reading itself. And what better way to celebrate than by sharing what our community is currently enjoying?

Scroll down to peek at the books captivating our students and staff right now…

Anna Davidson

Twitter - @davisonteach
Junior School Teacher Librarian, avid reader (mad for Middle Grade Fiction), dog lover, yogi, nature lover, tea drinker

The Bookmarked Life: Saving a Place for Reading

The final post for 2024 is a thought-provoking piece from regular contributor, Lyndon Riggall, highlights the importance of regular sustained reading. Lyndon provides a compelling impetuous to set some goals for personal reading practices and to encourage the youngsters in our lives to build healthy and sustained reading habits.

 

In a recent article that has been doing the rounds online, titled simply The Elite College Students Who Can’t Read Books, Rose Horowitch (2024) outlines an ongoing crisis in higher education: even in top-tier university English Departments, students are arriving not only unprepared for a standard reading load of a book a week, but also sometimes having never read a full-length novel from cover-to-cover at all. She notes: “In 1976, about 40 percent of high-school seniors said they had read at least six books for fun in the previous year, compared with 11.5 percent who hadn’t read any. By 2022, those percentages had flipped.” Horowitch points to an EdWeek Research Center Survey by Stephen Sawchuk (2024) of third-to-eighth-grade educators in which only 17 percent said that they “primarily teach whole texts.” The knock-on effect of this is that students reach a point where even a short novel can feel like an insurmountable hurdle in a world of rapid-fire information dispensed in bright, bite-sized chunks. When I was a primary school student, my Grade 6 teacher called the first half an hour or so after lunch “SQUIRT”: “Sustained, Quiet, Uninterrupted, Individual Reading Time.” What a privilege that feels like in 2024… perhaps even an impossibility.

 

As the Department for Education, Children and Young People here in Tasmania continues its focus on literacy and reading across the school years, I had the fortune to attend a recent full-day workshop with reading expert Emina McLean, who discussed the science of reading with an eye to the specific strategies that are most effective in developing this skill. At the heart of her work is the skill of fluency: being able to read a text out loud, clearly, accurately and with expression. There is certainly no denying that the complex processes of unpacking words, tone and meaning are neither easy nor simple, but if we can achieve them—and even sustain them—then certainty of our reading level follows. It starts early, and, if we are successful, that journey that never ends, and whole texts are a large part of it.

Earlier this week I saw a TikTok video making fun of the typical middle-school literary canon of books and their absurd titles like Biffs, Barfs and my Big Brother’s Farts, The Too-Cool-For-School Ultimate Guide to Pranks or Don’t Read This Unless You Want to be Scared! While I have concerns about what it means for the state of publishing that there are so many books that are easily marketable, in general I’m a supporter of the idea that almost all reading is good reading. Ideas, certainly, can be dangerous, but I’ve never been particularly afraid of heavily franchised books like those connected to the films of Disney or videogames like Minecraft. As we grow up, all stories qualify as lessons in the power of writing for good and evil. And if what we read makes us laugh, or makes us afraid, or makes us blush, why should there be any shame in enjoying a narrative for what it is?

It is unfathomable to me that we might live in a world where an English Major at any university cannot read a novel. Reading, in my experience, is the gateway to all of the ideas of the world, but the progress of Tasmania’s dreams of literacy will never be possible without a focus on the skill of sustained focus. Listening recently on Radio National to an interview with American psychologist Jonathan Haidt, I was struck by his overwhelming enthusiasm for the government’s recent announcement of a social media ban for young people under the age of sixteen. I have had my concerns about the ban (primarily due to its potential to push the online behaviour of children away from their family’s notice and into private spaces on the fringes), but it seems hard to argue that social media isn’t dangerous when most of the adults that I’ve spoken to feel that their own ability to focus has been significantly diminished—at least in some part—by it. 

Whenever I look at the “Screen Time” section of my iPhone, I find myself baffled by the fact that I can so easily use my device for three hours a day or more while barely noticing. An hour reading some fiction before bed in comparison to an hour spent scrolling social media can make me feel like an entirely different person in the morning, and I have to remind myself of this regularly, yet I was born before the era of the smartphone. How can we possibly imagine what life could be like with less addiction to technology if we have never seen it?

As we head towards Christmas and the summer holidays, now seems like as good a time as any to think about how we spend those precious snatches of free time. The “Elite College Students Who Can’t Read Books” are the evolution of “The Children Who Don’t Read Books.” For all of our strategies, there is nothing to my mind that will be more effective to building fluency, understanding and knowledge than simply reading—as actively, widely and frequently as possible. 

 

Margaret Atwood once said that “a word after a word after a word is power.” What a gift to be able to harness that power, and what a tragedy when we can’t.

 

It’s a huge mission, but with a simple beginning: 

 

The first turn of a page…

 

 

Lyndon Riggall

Lyndon Riggall is a writer, teacher, and co-president of the Tamar Valley Writers Festival. He has written the picture books Becoming Ellie and Tamar the Thief, and is a 2024 Premier’s Reading Challenge Reading Champion. You can find out more about him at www.lyndonriggall.com or on social media @lyndonriggall. 

What are teenage boys reading for pleasure? Insights from a school library.

Hooking male teenagers into reading can be challenging, and one reason these teen readers from The Hutchins School have identified, is finding books that they can relate to and spark their interest. Read on for some insights and excellent suggestions.

In today’s world of digital distractions and packed schedules, reading for pleasure among teens is noticeably declining. It is well documented that the benefit of reading improves academic achievement, develops empathy and social skills, and supports mental well-being. Yet, these advantages are increasingly overshadowed by barriers that limit teens’ reading habits.

Teens themselves identify a variety of reasons for not reading:

• Time constraints: Busy schedules packed with homework, sports, and social activities leave little room for reading.
• Preference for other leisure activities: Many teens prefer digital entertainment over picking up a book.
• A lack of access to relatable books: Stories that reflect their experiences and interests can be hard to find.
• Difficulty maintaining focus: Fast-paced, screen-based entertainment makes sustained reading feel more challenging.

Adding to this, the publishing industry struggles with effectively reaching the teenage boy demographic. The decline in teens' reading for pleasure and the limited availability of books published for boys are interconnected challenges.

One key issue is the lack of clear categorisation in the market. Books for teens aged 12–14 are often placed in the YA category, which targets readers aged 12–18 but tends to feature more mature content better suited to older teens. 

Currently, YA literature is noticeably leaning toward a female readership, creating a gap in addressing the needs of boys in this age group. Publishing decisions have complicated this further by encouraging authors to age their protagonists up or down to fit into existing categories, leaving teen boys with fewer books that resonate with them.

What’s trending in our school library? A closer look at our students’ favourite reads

Rangers Apprentice – The Ruins of Gorlan by John Flanagan 

“I enjoy the Ranger's Apprentice series because it’s full of adventure! I've read all the books in the series, and now I’m going back to The Ruins of Gorlan. The main character Will starts off unsure of himself but becomes stronger and more courageous as the story goes on. I also really liked his friendship with Horace; they have each other’s backs through everything. Plus it's an exciting read with plenty of action and humour along the way.” – Jack, 13yrs

 

Cop and Robber by Tristian Bancks

“I was drawn to this book because Nash's dad is a criminal and his mum is a cop— wow! What an unusual family situation! Nash struggled between right and wrong, and I was interested to see the decisions he would make. The story was fast-paced and intense, with a few funny moments. I also really enjoyed that it was set in Australia.” – Stuart 13yrs

 

The Lorikeet Tree by Paul Jennings

“I chose this book because I like reading stories with an environmental message. It wasn’t what I expected but I enjoyed it. The story is about twins Emily and Alex, who receive heartbreaking news about their dad. The twins don’t really get on. As a way of coping, Alex retreats to the treehouse and keeps building. This is an emotional story that deals with relationships, feelings, and the environment.” –  Tim 14yrs.

 

Wonderscape by Jennifer Bell

“I liked that this book is set in a virtual world where the characters must solve puzzles and problems to progress through different realms. The characters—Arthur, Ren, and Cecily—are all very different, and they use their differences to work together as a team to overcome challenges. This fast-paced science fiction read is not only fun but also has an interesting plot that keeps you reading.” – George 13yrs.

Malamander by Thomas Taylor

“Malamander is set in the spooky town of Eerie-on-Sea, where Herbie and his friend Violet work together to solve the mystery of Violet’s missing parents and their connection to the legendary Malamander. The story is packed with mystery and adventure, featuring castaways, cameralunas, and even an evil author! I loved the creepy vibe of the town. The story moves fast, and there are plenty of funny moments too.” – Alex 13yrs.

Supporting Teen Boys’ Reading Journey

Teens need access to books that reflect their diverse interests and experiences. It is important that the publishing industry broadens its focus to offer a wider range of stories that resonate with all teens, ensuring that boys see themselves represented in the books they read. School libraries, supported by teacher-librarians and qualified library staff, play a key role in this process. By providing well-curated collections, offering personalised book recommendations, and creating welcoming spaces for exploration, libraries can foster an interest in reading among teen boys and help them find stories that they truly connect with.

Michelle Davies
The Hutchins School

Editor's note: A recent article in The Bookseller explores the challenges of publishing books for the teen book market. Can you add to this list of great books for our teen male readers? Some I have enjoyed targetting the mid teen market and that have both male and female lead characters are: Amie Kaufman's The Isles of the Gods #1 and Leanne Yong's Two Can Play that Game, Grace Notes by Karen Comer and The Q by Amy Tintera. Note the cover designs - how well do they 'speak' to potential male readers?

What are Children Reading in the Wild?

This week’s post presents students’ recommendations for some great reads for year 5 and 6 students. It is a treat to have a window into an effective school library program to support children in their book selections.

Our library staff work hard to expose children to a wide range of literature. We do this in several ways including displays (both digital and physical), book talks, ‘what are you reading’ posters and our Book Chat program, which runs for students in Years 3 to 5. 

We are strong advocates of students choosing their own reading material; however we also see our job as supporting children to expand their reading repertoire, moving beyond heavily marketed books to find reading gems that don’t receive as much publicity.

Read on to see just what our students in Years 5 and 6 are currently reading ‘in the wild’!

Rebel Skies by Ann Sei Lin

I just picked it up because I liked the cover. I was intrigued by the mystical bird, and I love fantasy.

Sisters by Raina Telgemeier

My mum brought Smile for me, and I loved it, so I’m reading the other books by the same author.  I love how they are funny and always have a happy ending.

Note – This series along with other graphic novels in the Family and Friendship genre are growing in popularity in our library.

Guinness World Records 2021

I love World Record Books because they show people doing funny and often, creative things.  They are very inspiring.

Note – I’m sure it’s the case in most libraries, but we have multiple copies of these books, and they are rarely found on the shelves.

The Elementals: Battle Born by Amie Kaufman

I’ve just finished the final book in the Elementals series. I love these books because they are fantasy and they have a real connection to the world; they show how we should be solving problems through talking, not fighting.

Note – The first book in this series, Ice Wolves, is a title in our Book Chat program and is an extremely popular read; many students who read the first book for Book Chat go on to read the rest of the series.

Ranger’s Apprentice: The Ruins of Gorlan by John Flanagan

My sister recommended this series to me, and I read the blurb in the bookshop.  I love adventure and mysterious characters.  I’ll definitely read more in the series!

Note – This is a favourite series of several of our students and is a recent addition to our Book Chat offerings.

The Fall by Tristan Bancks

The Fall is so suspenseful! It hooked me in right from the start and makes me want to keep on reading!  It feels like it’s a horror story, but not too scary.

Note – Tristan Bancks' books are incredibly popular in our library.  Students love the thrilling adventures!

Rising Water: The Story of the Thai Cave Rescue by Marc Aronson

I love the way Rising Water jumps straight into the action at the start of the book, and you never know what is going to happen.  It makes me want to keep reading!

Note – This is also part of our Book Chat selection.

Roar: The Battle for Roar by Jenny McLachlan

This is the third book in this series and it’s a great adventure story with lots of funny bits.

Tales from the Pitch: Saka by Harry Coninx

Soccer is my favourite thing to do, so this series is great! I love the way it gives a snapshot of the soccer star before they became professional.

Note – This series is hot property right now, so it is lucky there are 24 titles in the series! 

Book Chat

As well as allowing plenty of time for self-selected reading for pleasure, the Book Chat program exposes children to a wider range of quality literature.  Below are the current Book Chat selections for Term 3.

Anna Davidson

Twitter - @davidsonteach

Junior School Teacher Librarian, avid reader (mad for Middle Grade Fiction), dog lover, yogi, nature lover, tea drinker

Editors’ notes:
You can read more about Hutchins’ Book Chat program in a previous post by Anna: Book Chat – Supporting Reading for Pleasure and Book Discussion

If you are wondering about the terminology of “reading in the wild” seek out Donalyn Miller’s inspirational book Reading in the Wild: The Book Whisperer’s Keys to Cultivating Reading Habits  and her other books that support and encourage free reading. Three are held in the Libraries Tasmania collection.