Exploring Tough Topics through Read Alouds
Have you ever had one of those moments when a kid brings up a tricky topic like sexuality and your heart stops beating for a second? An awkward silence falls on the class as you scramble to say something, say anything. Maybe you followed up with a classic “Why don’t you ask your parents?” or “We don’t talk about that in school” or “You’re too young to talk about that.
I confess, I am definitely guilty of this...
There are certain things that are tough to talk about in life. Topics like poverty or race or gender bring out strong feelings that can make us uncomfortable. It’s far too easy to sweep these conversations under the rug, and pretend they don’t exist.
But not talking about these issues, only creates a taboo.
The problems don’t go away. They just multiply in silence.
I believe that if we want our students to be critical thinkers and active citizens, we have to face these social issues head on. By diving deep into study and conversation around tough topics, we enable kids to lift the taboo and dismantle harmful prejudice in our communities. Purposeful learning and exploration equips our students with the tools to come together to be positive agents of change.
But how do we begin these conversations?!
One powerful way to start this work is through interactive read alouds.
Interactive read alouds are
Approachable
Empowering
Trigger authentic responses
Quick & flexible
Encourage student response *To learn more about the difference between a typical read aloud and an interactive read aloud, click here.
Step One: Identify the Topic & Theme
What do you want your students to walk away with?
These social issues are complex and have a variety of different aspects that can be explored. Pick which topic you want to study, then focus on a specific piece of it as a learning goal .
Example: Homelessness can look like many different things, and is a temporary part of someone's identity.
Think about which skills you want to highlight through these read alouds, and consider aligning this work to the current units being taught in the classroom. For example, a unit on persuasive writing and speeches can be aligned with read alouds on civil rights activists.
Step Two: Research
Prepare yourself. Read up on the topic and make sure you have an understanding of the various perspectives regarding this issue. Keep in in mind that the information available may be biased- try to read from people within and outside of the community in question. There are a number of ways to obtain information on these issues, including looking at news articles, curriculum guides, book lists, and state fact sheets.
Here are some helpful places to start the search:
-teachingtolerance.org
-bordercrossers.org
-socialjusticebooks.org
-NYC Public Libraries
-Individual State Fact Sheets (statistics)
Step Three: Pick a Variety of Texts
Including a variety of texts allows students to explore the issues through multiple lenses, giving them a more holistic understanding of the topic. Each type of text accomplishes a different purpose: narratives help students to empathize with the issue, information texts provide important factual background, and poems/songs bring a vivid, personal touch. Identify 1 or 2 narrative fiction/nonfiction texts as the main read alouds, and incorporate the other texts as lenses for the core texts.
Here are potential categories of texts to include:
-Narrative picture books or chapter books
-Narrative nonfiction
-Information texts
-Other texts: poems, blogs, songs, photo essays, video, etc.
Here's an example of a unit plan for a read aloud study on homelessness. I choose a mixture of fiction and nonfiction books, so that students are presented with stories to relate to, as well as factual info.
Step Four: Empower Student Voice
Be aware that these topics will probably stir up a mixed bag of responses from your students. Topics that have long been declared "taboo", may make students hesitate to jump in. On the other hand, the thrill of discussing something unusual will send some students into a flurry of questions and opinions you can't stop. Allow for all students to respond authentically by planning a variety of student interactions. Give students space throughout the read aloud to turn and talk to each other, and encourage use of silent response signals or all-calls.
Some ways for students to respond post-read aloud may include:
-Whole group discussion
-Silent discussion: respond on post it notes & do a gallery walk
-Small group talk: cluster students in small groups to discuss
-Written reflection (journaling)
-Sketch-to-Stretch: create a visual representation of the take away/theme
Step Five: Social Action
Exposing students to the conflicts that exist within social issues can cause them to feel hopeless and frustrated. Inspire and motivate them by demonstrating achievable ways to tackle these issues. Pick a small project that can be accomplished by the class as a closing activity, or for a stronger effect, choose something that your students can maintain throughout the year.
REMINDERS:
-Keep it kid friendly!
-Make sure that the action is inline with your theme's purpose
-Refrain from savior approaches or exhibitionism that are intended to make the kids feel good (serving in a soup kitchen)
EXAMPLES:
-Creating posters to educate other students within the school
-Collaborating with local organizations (gardens, food pantries, community centers, etc.) to collect supplies or help out
-Writing letters to city council members or government officials
-Constructing their own texts to rewrite the common narratives
-Teach other students by creating "museums" (gallery presentations)
