Dear Families,

This term in 8th grade English, students will be required to read one book on
their own, and create a short presentation about the book that they will present to their
classmates. We have a full library of books available for students to choose from. In
addition, we will be reading one novel, several short stories, and articles together as a
class.

Given these reading requirements, I wanted to write an explanation of my criteria

for choosing the books in the library, and the curriculum. It is extremely important to me
that my students develop a love and appreciation for reading, and that begins with great
books.

Criteria Considered when Selecting Classroom Library and Curriculum Books:

Diversity

First and foremost, it is extremely important to me that all of my students will be

able to find a book where they can see themselves reflected in the pages. In the article
Mirrors, Windows, and Sliding Glass Doors, author Rudine Sims Bishop writes “When
children cannot find themselves reflected in the books they read…they learn a powerful
lesson about how they are devalued in the society of which they are a part.” It is part of
my responsibility as an educator to make sure that students have mirrors. Therefore, my
classroom will contain novels that features characters and storylines featuring different
races, ethnicities, religions, sexual orientations, family dynamics, and disabilities to
name a few.

Reading Level Variety

Students enter middle school with a wide variety of reading levels that range from
mid-elementary to high school, or even college. I want all of my students to be able to
pick up a book that will meet them where they’re at, or even give them a challenge to
help expand their reading level. As I select books for the library, I want to make sure
that there are a variety of reading levels so everyone feels like they have something
they can read. When I choose novels for the curriculum, I typically choose at-grade level
materials that are generally accessible to the entire class.

Genre Variety

As students read novels, they begin to establish a preference for what they like to
read. It could be a genre preference (historical fiction, science fiction, dystopian, horror,
realistic, mystery, nonfiction), a writing style (poetry, myths, graphic novels, chapter
books), a common theme, or a favorite author or series. “Child and adult readers alike
often choose a book based on its similarities to books in the same genre they have read
before” (Hintz and Tribunella, 2019, p. 510). Our classroom library is organized by
genre, and I strive to make sure the library has a genre and style for every reader. As I
plan out the curriculum, I intentionally choose a variety of genres to read as class so
everyone is exposed to new things they may not have picked on their own, but could
end up loving!

Award Winning Books with Literary Merit

There is nothing worse than picking up a book, and realizing halfway through that
it isn’t your cup of tea. Especially for already reluctant readers, pushing through a
mediocre book can turn them off from reading even more. Therefore, I strive to fill my
library with as many award winning books, and middle school favorites, as possible.
This is even more important when I select curriculum novels. When we devote a month
to reading one book, it is so important that it has literary merit, diversity, a compelling
plot, and a theme that students can personally connect with.

Criteria Not Considered When Selecting Classroom Library and Curriculum

Books:

Language

In the real world, language isn’t always G-rated. Sometimes there’s swearing, or
name calling. While I certainly don’t condone swearing or name calling - sometimes it
happens. I want the books in our library to reflect real life, therefore - sometimes, this
type of language will happen in books too.

For example, we will be reading the novel Roll of Thunder, Hear My Cry by
Mildred D. Taylor as part of our curriculum. The book tells the story of the Logans, an
African American family living in segregated Mississippi during the Great Depression.
Five or six times, in this historical setting, the n-word is used. This word is offensive, but
if it were omitted, students wouldn’t learn how truly horrible African Americans were
treated. “Other objections to the removal of the offensive word center on the notion that
by removing it, the editor pretends that it was never there, glossing over or ignoring the
historical truth” (Hintz and Tribunella, 2019, p. 474). When language reflects life,
historically or modernly, it allows the learner to connect and learn more deeply.

If the Material is “PG”

 All students mature at their own time. Within our library, there will absolutely be
books with a “PG” rating. However, some students have already had many life
experiences that have required them to mature much faster, and as middle school
progresses this list only continues to grow. Therefore, I allow books in my library that
meet a “PG-13” criteria. There may be some swearing. There may be mentions of sex,
but no descriptions of it (no romance novels). There may be mentions of violence, but
no graphic details. “R” rated books, with graphic descriptions of mature content, will not
be included in the library or curriculum. However, middle school students are beginning
to grow-up, and their books need to grow up with them.

Closing Thoughts:

Middle school is a time of tremendous change. Young adolescents are leaving

their childhoods behind, and beginning to embark on their journey as young adults.
Their bodies, and minds, are undergoing many changes, and they are beginning to
better understand the complex challenges the world faces. Especially in the internet era
of social media and YouTube, “...most children are already immersed in the conflict and
difficulties of the adult world” (Hintz and Tribunella, 2019, p. 481). It is not our job to
shelter students from all the problems of the world, but rather to help them understand
and face them. Reading books featuring characters going through similar changes or
struggles is an excellent way to help students see they are not alone, and navigate this
time period.

I will be monitoring students reading selections as they check-out books. If I feel

a student has checked out a book that they may not be emotionally or academically
ready for, I will be sure to have a conversation with them and you. My top priority is to
ensure that students read and have access to diverse, accessible, award winning
literature from multiple genres that they can relate to, or that will build empathy for
others.

Thank you for your support, and for all you do at home to foster a love for
reading.

Mrs. Heather Llerena