The first few weeks of school are a great time to set the tone for the rest of the year. I find this is an excellent time to work with students to establish our classroom culture through reading aloud books that focus on my vision for the class. I have taught 1st-5th grade and have always started the year this way with great success. Now you might be thinking, “Um, Ruth, we’ve already been in school for over a month,” and yes, that’s true. But it’s never too late for a good book, especially if the stress of the start of the new school year left classroom culture building a bit neglected.
Here’s a non-exhaustive list of the books I read in the first week of class and how I use them to establish our classroom culture. I read them in sittings as they are grouped so students can make connections between the books and identify the overall theme of that particular set of books. Again, you might be thinking, “Ruth, there are nineteen books on this list. Surely you don’t read them ALL in the first week?” but indeed I do, dear reader! I find it to be a nice way to ease into the school year by having so many read alouds and it also establishes literacy as something central to our classroom.
If reading this whole list overwhelms you, I encourage you to skim the headings and just read the section you feel would be best for your current classroom situation.
General Welcome
Our Class Is A Family by Shannon Olsen
All Are Welcome by Suzanne Kaufman
When students enter the classroom, I greet them at the door, give them a name tag, and have them head straight to the carpet. Once they are settled I introduce myself and read them these books. I tell them that we are a diverse group of learners and that I am thrilled to be working with them this year. I ask them to share ways they can make all feel welcome and how we will act like a family this year. We discuss what it means to be a classroom family and what that means about how we treat one another.
Belonging
Exclamation Mark by Amy Krouse Rosenthal and Tom Lichtenheld
It’s OK To Be Different by Sharon Purtill
I Like Myself by Karen Beaumont
I want every student to have the confidence to be themselves. I capitalize on every opportunity to highlight diversity in the classroom while ensuring there is a consistent undertone of belonging and acceptance. I ask students to reflect on a time they didn’t feel they belonged and how that impacted their emotions and experience. I then ask them to think about when they did feel they belonged and what that experience was like. We brainstorm ideas on a circle map for how to make everyone in the class and the school feel like they belong here. I follow this up with an All About Me pennant that is displayed in the classroom all year. I take a photo of each student on the first day, print them out in color, and glue them to the pennant before I display them. It’s great décor and students and families love to look at these. There are many free versions of pennants on TpT.
Restorative Practices
I Love You Because You’re You by Liza Baker
This one might raise a few eyebrows because it’s written from the perspective of a mother to her child. However, I want to establish right away that I am a caring adult to these children and that I will truly love and care for them regardless of their actions. This sets the tone for restorative practices in the classroom. When I establish from the very beginning that I want what’s best for students, they know that my reactions and expectations are all rooted in that love.
Class Norms
Lacy Walker, Nonstop Talker by Christina Jones
My Mouth Is A Volcano by Julia Cook
Interrupting Chicken by David Ezra Stein
Now here’s where the rubber really meets the road. Before I read these books I cheekily ask students to think of why I might be reading these to them. I’ll pause periodically and look at them with a meaningful glance to emphasize certain points. This never fails to make them giggle and acknowledge that yes, they’ve been guilty of monopolizing the conversation or “erupting” before. After these read alouds. I ask them to consider all the books we have read so far and what they want our class to look like, sound like, and feel like. I frame these through the lens of our PBIS key words. From this brainstorm, we create a class compact that everyone signs and that is posted at the front of the classroom. If a student violates a norm, I point to the poster, restate the norm, and redirect them to expected behavior. This is so much more powerful than what I used to do which was essentially tell kids not to interrupt. By referring to the norms they created, I am being consistent and also building their capacity for productive classroom interactions.
Responsibility
Fill A Bucket by Carol McCloud and Katherine Martin
What If Everybody Did That? By Ellen Javernick
Say Something! By Peter Hamilton Reynolds
Every morning, my students and I repeat affirmations with one another. One of them is “I am powerful” and “I can change the world.” I use these books to establish the power of one. I want students to know that they matter, their voice is important, and that they have the power to change. I use the title phrases throughout the year saying, “You filled my bucket!” when students do an act of service, “What if everybody did that?” when students make a poor choice, and “Thank you for being brave and saying something” when a student advocates for themselves or others.
Addressing Anxieties
A Little Spot Of Anxiety by Diane Alber
Wilma Jean The Worry Machine by Julia Cook
Captain Snout And The Super Power Questions by Daniel G. Amen
This year is so full of uncertainties and our students feel the stress and anxiety of the world around them. Reading these books gives students specific skills to use in order to calm down and manage their worries. I remind students of these strategies before we take a test or when I announce I will be out and they will have a sub. These books reinforce all the vital work we are doing in our S.E.L. lessons every morning.
Growth Mindset
The OK Book Amy Krouse Rosenthal and Tom Lichtenheld
The Girl Who Never Made Mistakes by Mark Pett and Gary Rubinstein
Yes, I Can! By Nadya Mikulinsky
I Can Do Hard Things by Gabi Garcia
I’ve noticed that this year I have a group that is very failure averse. They are afraid to try because they might not be perfect. I noticed students relaxing after I read these books and being much more willing to attempt things. They also set up the phrase I use all year “You don’t have to be perfect, you just have to try” which is echoed in one of our daily affirmations of “I can do hard things.”
Wrap Up
And there you have it! The books I read to set the tone of my classroom and establish a culture of acceptance and perseverance. If you’re interested in doing this, I encourage you to start small. Pick a few of the books and introduce them to your class. As the years go on, you’ll build up a more and more robust reading list and you can then pick which you feel are best for your group of kids that year. Feel free to reach out with any questions and I would LOVE to hear if you’ve tried these books!
As I close, I invite you to join me in these affirmations.
I am doing the best I can.
I belong here.
I deserve rest.
It’s going to be a different year than ever before and YOU are exactly where you belong, changing the world one kid at a time.
Here for you,
Ruth Reinkymov
3rd Grade Teacher
Hawthorne IB World School
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