Seventh-Grade Students Inspire Second Graders with Original Novels
A unique collaboration between a seventh-grade teacher and a second-grade teacher has led to a heartwarming initiative that fosters a love of reading among students of different ages. Caroline Regan, a teacher at Rio Norte Junior High School, guided her students in writing original novels, which were then shared with Katherine Solomon’s second-grade class at Emblem Academy. This project culminated in the donation of 85 books to Solomon’s class, where her students engaged in writing book reviews.
Regan’s approach to teaching narrative writing was inspired by her mother, Janet Squires, a published children’s author. Squires has authored several books, including the popular “The Gingerbread Cowboy,” which received widespread acclaim and distribution, particularly in Arizona. Reflecting on her journey, Squires stated, “I started writing as a photojournalist… but at the same time, I was working as a library media specialist… I spent all my time with children’s books. I thought I’d try it and see what I could come up with.”
Regan, who has dedicated 18 years to teaching, decided to incorporate her mother’s literary influence into her curriculum. “Part of the curriculum for seventh grade English is that students need to learn how to write a narrative,” Regan explained. “I thought, ‘How fun would it be if they wrote children’s stories?’” The project required her students to develop characters, plots, and themes, resulting in novels that included illustrations crafted by the students themselves.
The process was demanding yet rewarding. Regan noted, “It’s a challenging project, but everyone got so excited. It takes months, but they’re in control of the whole storyline.” With a total of 158 students participating, many chose to collaborate, showcasing teamwork and creativity. Regan expressed pride in her students’ accomplishments, stating they were eager to receive feedback on their work after the winter break.
The excitement was palpable when the books reached Solomon’s class. Her students reacted with enthusiasm that Solomon described as “jumping up and down.” She had built anticipation for the arrival of the books, and her students’ joy was evident. “It was almost better than Santa,” she remarked, highlighting the significance of the moment.
Solomon’s class of 28 students not only completed book reviews but also found inspiration to create their own stories. “My kids had an opportunity to earn free recess, and instead, they were begging me to work on their book reviews,” Solomon said. Her students rated the books, discussed their favorite parts, and explored the themes of the stories, marking a significant shift in their engagement with literature.
Lauren Do, a 12-year-old student from Regan’s class, expressed her enthusiasm for the project. “It was such an exciting, creativity-fueled process. It felt so nostalgic revisiting the nature of children’s books, only this time, we were the ones crafting the memories,” she shared.
This initiative not only enhances the students’ writing skills but also fosters a sense of community and mentorship between the older and younger students. By bridging the gap between grades, Regan and Solomon are nurturing a culture of creativity, empathy, and a shared passion for reading.
