
Caleb is now 5, and is halfway through his second year of kindergarten.
Starting earlier in this calendar year (when he was 4.5), I began reading easy chapter books aloud with him, which marked a real turning point in our reading relationship. Gone (almost) are the days where I read and reread and reread the same picture books over and over! We’re now entering into stories of kids and adults and adventures and thickened plots and tough decisions.
We read through the Mercy Watson series, Ricky Ricotta, The Magic Treehouse, Nate the Great. In all honesty I first started with Harry Potter because I had no idea how or where to start, and I got a beautiful illustrated version of the Philosopher’s Stone. Caleb stayed the course with me, despite much of it being clearly above his head. While there is some benefit in listening to books that are too difficult being read by a parent—familiarity with certain names or language like Hogwarts or the concept of Harry going to a magic school that will make a re-reading at maybe age 7 or 8 much richer—particularly if there are illustrations and someone is willing to pause at certain points to have a chat, I wouldn’t start with that again, certainly not at 4.5.
So I spent some time getting recommendations from librarians and book stores and browsing shelves, along with searching up lists online. I found it a bit difficult because many lists for kindergarteners were geared towards really great picture books, and many chapter books were meant for kids who were able to read chapter books on their own, so a bit too advanced in vocabulary or theme. We bumped along.
Over time, we began reading more complex books, like The BFG or Charlie and the Chocolate Factory. We recently finished My Side of the Mountain, which Caleb very much enjoyed. There was a lot of language there that was new to him, and I’m sure a lot of the nuances of the descriptions of Sam’s manufacturing of his tools or some of the nature vocabulary were also quite complex, however, Caleb really got into the idea of Sam’s running away from the city and being an intrepid and resourceful and independent boy, living in the woods in his tree hut.
Following that we took went into a different direction with Ramona—naughty, belligerent, wild child, entering into kindergarten—which was also fun. Caleb, not being particularly naughty himself, still enjoyed listening to how and why Ramona got into trouble, and was both a bit aghast and delighted at Ramona’s chutzpah.
What really spurred on this blog post, though, is that we’ve now started Abel’s Island, a book about a “civilized” mouse (who wears clothes and reads books) who gets picked up by a flood and stranded out on an island, and who then has to survive in the wilderness in an effort to either get rescued or rescue himself. I picked it up off the shelf at the library, never having heard of it before—it’s won a Newbery Honor, it has a good balance of illustrations to text, and it seemed like a good length for us.
Diving into it, though, I realized it had quite a lot of new language for a 5 year old—words like inhabitant, prolonged, primitive, beacons, equinoctial rains, branches proliferated—and yet, I couldn’t believe that I was willing to get into it, and, even more incredible, Caleb’s receptiveness to listening. Just a few months ago, I would never have attempted this, but through My Side of the Mountain, Caleb already had a lot of familiarity with the concept and words of living out in the woods: the changing of the seasons and the need to prepare for winter, foraging for food, and Abel’s different and various efforts to make it back across a river. Also, Caleb’s ability and focus in understanding more complex sentence structures and oral comprehension has also increased. He has really gotten into this story as well, especially with Abel’s efforts at crossing the river. He should build a bridge! Like with his grass ropes! And he should get some sticks!
I wonder a lot about this process of reading aloud to him. How often do we stop to discuss things versus allowing the flow of a book to carry him along, even if there are some gaps in understanding? How will we manage when Naomi, now 2.5, is old enough to start easier chapter books—will we go back and re-read Ramona? Or will we voyage on at Caleb’s level?
I recently heard from someone that they prefer to let their children guide and pick the books they’d like read aloud to them, because they want their bedtime reading time to be a time when their kids are fully absorbed in the stories and are thus growing into children who love reading. The two parents divide and conquer at bedtime so each child can pick their own book.
I mean, of course (of course!) I want both Caleb and Naomi to grow up to love reading. I wonder about my iron rule. Caleb occasionally gets to pick a Captain Underpants book that we’ll get through at bedtime, but otherwise, we read his Spider-Man books or his science books during the day or at breakfast, and he waits to see what the next book is at bedtime. I also want to read to the two of them together, to have these stories woven into their childhood. Even if perhaps Caleb and Naomi wouldn’t naturally be as interested in the same stories, maybe they will benefit from hearing them together, one influenced by the other’s enthusiasm. Or—would it be the opposite: one ruining the other’s enjoyment??
In the balance between allowing kids to choose their own books and exposing them to good literature, I worry I fall too heavily on the desire to expose them to the good stuff. The Good Stuff. I certainly wouldn’t want to make Caleb suffer through anything he really didn’t like, although we haven’t had to abandon anything (yet) because of either parent or child’s belligerence—whether it’s because Caleb is a kid who’s willing to give anything a go, or because we’ve had good luck (and good assistance) in finding the right books so far. Not all of these books will change his life, but maybe a few of them will.
To be honest, I don’t really want to read Geronimo Stilton at bedtime because I feel like once he masters independent reading, he will read those on his own, with their silly, cheesy jokes. Haha! Look, I’ve already summed up 35 of the Geronimo Stilton adventures. I want to walk through some of these richer, more meaningful journeys, with him, where we can discuss challenging passages, or debate what characters should do next. Will Abel get off this island, mama?? Who knows! There isn’t enough time! We still have to get through The Wizard of Oz, and the Jungle Book, and Robinson Crusoe, and Little Women, and Little House on the Prairie, and Treasure Island, and, and, and.
Books that he might not choose to or be able to get through totally on his own.
I think to myself, wouldn’t it be such a gift, to send him off into the world as an adult, with so many stories in his head and in his heart. And then I think, but of course, what 5 year old doesn’t need Captain Underpants every once in a while.
That’s all to say, it’s of course a balance, and I’m always teetering the wrong way. I continue to ruminate and tweak and throw the spaghetti at the wall. I’m probably over complicating things, but I also want to be intentional about these years I have with the two of them. I want them to love reading, and to grow up being readers. I want them to know what’s out there, to help them discover Neverland, whose faded pastel cover could never compete with a glossy foil Batman, to give them the language, and new ideas, and bigger dreams.