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I DIDN'T DO MY HOMEWORK BECAUSE...

by Davide Calì ; illustrated by Benjamin Chaud ‧ RELEASE DATE: March 4, 2014

Ultimately, “list” books wear thin, and this is no exception. It will likely be passed around, but repeated readings are not...

Who doesn’t want to learn new excuses for unfinished assignments?

That’s just what this title offers—26 outlandish solutions to that “What to say?” dilemma. When a boy is questioned by his teacher about the missing homework, he thinks fast. The ideas fire in rapid succession, from being attacked by Vikings and hiding escaped convicts in his bedroom to giving his pencils to Robin Hood and sacrificing workbooks to heat his home. Chaud’s ink-and-watercolor scenes vary from single- to double-page spreads, with simpler compositions than in The Bear’s Song (2013), although there are some crowd scenes, as when the “famous director asked to use my bedroom to shoot his new movie.” Cowboys, Indians on horseback and glamorous women make themselves at home, surrounded by the railroad track and film crew. Shades of red and green dominate the palette, lending a sense of uniformity to an otherwise diverse range of settings and characters. The combination of the boy’s formal attire—a dark suit and bright red tie—and his long, unruly hair casts uncertainty as to his veracity, until the teacher pulls out the book from behind her back to reveal the same one in readers’ hands; the game is up.

Pub Date: March 4, 2014

ISBN: 978-1-4521-2551-0

Page Count: 44

Publisher: Chronicle Books

Review Posted Online: Jan. 28, 2014

Kirkus Reviews Issue: Feb. 15, 2014

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by Davide Calì ; illustrated by Benjamin Chaud

by Davide Calì ; illustrated by Emanuele Benetti ; translated by Angus Yuen-Killick

by Davide Calì ; illustrated by Claudia Palmarucci

TALES FOR VERY PICKY EATERS

by Josh Schneider & illustrated by Josh Schneider ‧ RELEASE DATE: May 1, 2011

Broccoli: No way is James going to eat broccoli. “It’s disgusting,” says James. Well then, James, says his father, let’s consider the alternatives: some wormy dirt, perhaps, some stinky socks, some pre-chewed gum? James reconsiders the broccoli, but—milk? “Blech,” says James. Right, says his father, who needs strong bones? You’ll be great at hide-and-seek, though not so great at baseball and kickball and even tickling the dog’s belly. James takes a mouthful. So it goes through lumpy oatmeal, mushroom lasagna and slimy eggs, with James’ father parrying his son’s every picky thrust. And it is fun, because the father’s retorts are so outlandish: the lasagna-making troll in the basement who will be sent back to the rat circus, there to endure the rodent’s vicious bites; the uneaten oatmeal that will grow and grow and probably devour the dog that the boy won’t be able to tickle any longer since his bones are so rubbery. Schneider’s watercolors catch the mood of gentle ribbing, the looks of bewilderment and surrender and the deadpanned malarkey. It all makes James’ father’s last urging—“I was just going to say that you might like them if you tried them”—wholly fresh and unexpected advice. (Early reader. 5-9)

Pub Date: May 1, 2011

ISBN: 978-0-547-14956-1

Page Count: 48

Publisher: Clarion Books

Review Posted Online: April 4, 2011

Kirkus Reviews Issue: April 1, 2011

More by Josh Schneider

by Josh Schneider ; illustrated by Josh Schneider

I WISH YOU MORE

by Amy Krouse Rosenthal ; illustrated by Tom Lichtenheld ‧ RELEASE DATE: April 1, 2015

Although the love comes shining through, the text often confuses in straining for patterned simplicity.

A collection of parental wishes for a child.

It starts out simply enough: two children run pell-mell across an open field, one holding a high-flying kite with the line “I wish you more ups than downs.” But on subsequent pages, some of the analogous concepts are confusing or ambiguous. The line “I wish you more tippy-toes than deep” accompanies a picture of a boy happily swimming in a pool. His feet are visible, but it's not clear whether he's floating in the deep end or standing in the shallow. Then there's a picture of a boy on a beach, his pockets bulging with driftwood and colorful shells, looking frustrated that his pockets won't hold the rest of his beachcombing treasures, which lie tantalizingly before him on the sand. The line reads: “I wish you more treasures than pockets.” Most children will feel the better wish would be that he had just the right amount of pockets for his treasures. Some of the wordplay, such as “more can than knot” and “more pause than fast-forward,” will tickle older readers with their accompanying, comical illustrations. The beautifully simple pictures are a sweet, kid- and parent-appealing blend of comic-strip style and fine art; the cast of children depicted is commendably multiethnic.

Pub Date: April 1, 2015

ISBN: 978-1-4521-2699-9

Page Count: 40

Review Posted Online: Feb. 15, 2015

Kirkus Reviews Issue: March 1, 2015

More by Amy Krouse Rosenthal

by Amy Krouse Rosenthal & Christy Webster ; illustrated by Brigette Barrager & Chiara Fiorentino

by Tom Lichtenheld & Amy Krouse Rosenthal ; illustrated by Tom Lichtenheld

by Amy Krouse Rosenthal ; illustrated by Mike Yamada

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Teaching with Jennifer Findley

Upper Elementary Teaching Blog

Back to School Read Alouds for Upper Elementary {FREE Printables}

I am a huge fan of using read alouds to teach skills and strategies. And I also love using specific read alouds at the beginning of the school year to build community and set expectations. In this post, I want to share six of my favorite back to school read alouds (with free printables and digital activities) for upper elementary grades.

This post includes affiliate links if you wish to purchase the read alouds mentioned in this post.

Each kindness.

This book is perfect for the upper grades because it is not too cutesy or youngish looking, which books with this theme sometimes are. I like to use this book to highlight the importance of being kind.

One activity that we do with this book is to look at an important quote from the book and discuss the meaning as it relates to our lives. You can write this quote on an anchor chart or marker board and have the students write their thoughts on a post-note. You could also use the printable/digital slide included in the free download at the end of the post.

I also like students to make a list of a few ways they can show kindness at home, at school, and in public places. I like to have them share their ideas and add other students’ ideas to their lists. Free printable and digital slide for this activity is included in the free download as well.

More Than Anything Else

Before we read the book, I ask students to write down what they want at this moment, more than anything else. You will have some students write thoughtful responses, but many will write video games or gaming systems.

Next, read the book and discover that the main character wanted to read more than anything else. It leads to a powerful discussion about how fortunate we are to have access to education. It also sets the tone for the year that learning and reading is important in life and should not be taken for granted.

I have included a free teacher guide printable and digital slide to help guide your discussion as you read the book in the free downloads included in this post.

The Important Book

These poems each follow a predictable pattern, making it easy for the students to replicate. I like to have my students brainstorm, draft, and then publish their poems with illustrations. These make a great hallway display. They are also great to have out for a Back-to-School Open House night to show parents.

It’s Back to School We Go!: First Day Stories from Around The World

I like to read a few of these stories and then discuss similarities and differences. I also like to use this book as a springboard for students to write about their own back to school day, including any family or community traditions. This is a common writing prompt to give after the first day of school, but I have found that using this book usually gets much more detailed (and interesting) writing from the students.

Decibella and Her Six-Inch Voice

You can use this book to make a voice level chart that you and your students can refer to as needed. Students can also complete a chart while you read the book to them. Free printable and digital chart included in the free download.

I Didn’t Do My Homework Because…

I also like to use this book to introduce my homework expectations. After going over the expectations, my students write the main points on a printable (included in the free printables on this post) to keep in their homework folder. I know I could give my students a typed copy of my expectations, but I find they remember and pay attention better when we discuss them and write them together.

Download the Free Printables for the Back to School Read Alouds Here

Click here or on the image below to download the printables that go with each book mentioned in this post.

Want More Back to School Activities and Resources?

If you are interested in more back-to-school activities for grades 4-5, check out these resources from my TpT store.

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Back to School Activities to Teach Procedures and Rules w/ Digital Activities

Back-to-School Reading Comprehension with Digital Versions

4th Grade Back to School Math Centers with Digital Activities

5th Grade Back to School Math Centers with Digital Activities

Other back to school activities, freebies, and blog posts.

Click on the links below to check out more activities and resources that are perfect for back to school.

Free Back-to-School Reflection Activity

Free First Day of School Morning Work Printables

Free Reading Interest Survey Activity

Free Reading Centers and Games for Launching Reading Centers

Free Math Centers Starter Packs

First 20 Days of Reading Instruction – Printable Pacing Guide with Notes

Share the Knowledge!

Reader interactions, 20 comments.

August 8, 2016 at 9:02 am

Wonderful ideas! I love reading to me students and they love it too! Thank you so much for the handouts!

August 12, 2016 at 10:13 pm

You are so welcome!

August 8, 2016 at 11:33 am

I always read Mr. Peabody’s Apples (I have a version written by Madonna) it’s an old story. It’s about spreading rumors and that what you see isn’t always the full story. It discusses how spreading rumors hurts people and after mean things are spread you can never really take back what you’ve done even by saying sorry.

I love that for 5th graders! I just added that to my wish list. Thanks for the recommendation!

August 10, 2016 at 4:16 pm

The Honest-to-Goodness Truth, by Patricia McKissack, is one of my favorites. I find that many of my 5th graders don’t filter their thoughts before they become words and end up hurting the feelings of or angering their classmates. This great book opens the door for discussion about considering the feelings of others before blurting out those thoughts that pop into their heads. And, when they do blurt out words that are received as unkind or hurtful, we have common ground to fall back on as we have discussion to re-establish the safe climate of our classroom.

August 12, 2016 at 10:14 pm

I am definitely checking that out! Thanks so much for the recommendation!

August 12, 2016 at 3:39 pm

I cannot thank you enough for sharing books that work in a fifth grade classroom, along with fabulous activities! Moving from third to fifth is a bit scary for me, but this certainly makes it easier! When I was in third, I loved reading Jeremiah Learns to Read. This book is also about someone (an older man in his 60s) that learns how to read, since he never learned as a child. Although he cannot read, he can do many other things well. It is an amazing book and the kids always love it.

August 12, 2016 at 10:15 pm

You are so welcome! I moved from 3rd to 5th after my first year so I definitely understand being scared! I love the sound of that book and added it to my wish list! Thanks so much for the recommendation!

July 8, 2019 at 8:38 am

After 30 yrs in teaching, I will be teaching 4th grade for the first time having spent my career in PK-3. I quickly become your biggest fan and can’t wait to use your resources in my classroom this year. I plan on using Fish in a Tree by Lynda Mullaly Hunt as my back-to-school read aloud and first novel study. I want my students to know they can be free to be themselves in my classroom –abd how to make the impossible possible.

September 20, 2016 at 5:09 pm

This is awesome. Thank you for sharing!

July 15, 2017 at 5:45 pm

I’m creating a round up post for my blog and I’d love to use this post in it. I’d include a link back to it. Is that OK?

August 6, 2017 at 9:43 am

Jennifer, I love these ideas! Thanks so much for sharing. I was curious as to what are your homework expectations? What do you give for homework especially now with the push for ‘no homework’ floating around? I do not punish those who do not do their h/w and do not give a grade, however I do reward those that do it w/a lunch and movie on Fridays for those that completed all of their h/w for the week. I also use an economy system in my classroom and ‘pay’ students for doing their h/w and give bonuses as well. Then, I hold an auction twice a year and they spend their money on items donated by parents.

July 21, 2018 at 10:12 pm

Awesome Back to School read aloud choices. Thank you so much. Going back to 5th gr in a few wks after being a Reading Interventionist for 3 yrs. This is very helpful

July 8, 2019 at 8:39 am

July 31, 2018 at 10:12 am

Where can I find the printables that go along with the stories? I can’t seem to locate a link to them. Thanks.

September 21, 2019 at 7:38 pm

I’m looking for the printables that go with Enemy Pie and Each Kindness. They were mentioned in a facebook post and now I am struggling to find them. Please help!

August 2, 2020 at 3:15 pm

Love this! I always use these at the beginning of the school year in the classroom. However, we are starting the year with distance learning. Would you happen to have digital copies of these?

August 21, 2020 at 12:21 am

A book I always read is “A Very Ugly Bug” by Liz Pichon. https://www.scholastic.com/teachers/books/the-very-ugly-bug-by-liz-pichon/

It is about a bug who wants to be beautiful like all her other bug friends, so she makes herself a disguise to look like her friends. However, this draws the attention of a bird who wants to eat her. Something strange happens and she learns that she has to be herself to be the bug she was meant to be. I love the theme of self-acceptance. My students always think it is too little kiddish when I first pull it out, but as I read it, they fall in love and laugh along the entire time. I really enjoy the discussions around this book every year. I read it to my personal kids (ranging from 9th grade to KDG) the night BEFORE school starts and talk about how they are loved by us and that we love them because they are unique and we don’t want anyone at school to convince them to change to fit in.

August 29, 2020 at 8:08 pm

Thank you! I was struggling to find books for my 4th graders. These will work wonderfully 🙂

June 11, 2022 at 10:56 am

I absolutely love your recommendations for books that tie in with our 4th and 5th grade Language Arts. I was starting to make a spreadsheet that has the books aligned to the topics. I wanted to ask if you already have something that you could share?

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I’m Jennifer Findley: a teacher, mother, and avid reader. I believe that with the right resources, mindset, and strategies, all students can achieve at high levels and learn to love learning. My goal is to provide resources and strategies to inspire you and help make this belief a reality for your students.

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January 8, 2014 by Travis Jonker

Review: I Didn’t Do My Homework Because… by Davide Cali

January 8, 2014 by Travis Jonker   Leave a Comment

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I Didn’t Do My Homework Because… By Davide Cali Illustrated by Benjamin Chaud

Chronicle books.

ISBN: 9781452125510 $12.99 Grades 1-3 In Stores March 4, 2014

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Find it at: Schuler Books | Your Library

Kids will go to great lengths to avoid homework. I Didn’t Do My Homework Because… is a little book that celebrates this near-universal truth. Scores of young readers will relate. They will also laugh.

“So why didn’t you do your homework?” I didn’t do my homework because…

Thus begins the tall tale telling as a boy tries convince his teacher that his missing homework is not his fault. Each turn of the page reveals a new absurd scenario, from runaway reptiles to viking invasions. But the teacher has the last word – she’s read the same book and knows all the excuses. Busted.

This book resembles nothing as much as a sort of a picture book in miniature. But the subject matter, page count (44), and humor are definitely more likely to hit home with a slightly-older-than-the-typical-picture-book crowd. So where to shelve it? I’m leaning toward the fiction section, where I see it getting some reluctant reader attention.

It’s a tweener of a book that has charm to spare. Once readers pick it up, it’s unlikely they’ll put it down until it’s finished. Especially if there’s homework to be done.

Review copy from the publisher

Read an excerpt online

Filed under: Reviews

About Travis Jonker

Travis Jonker is an elementary school librarian in Michigan. He writes reviews (and the occasional article or two) for School Library Journal and is a member of the 2014 Caldecott committee. You can email Travis at [email protected], or follow him on Twitter: @100scopenotes.

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I Didn't Do My Homework Because... by Davide Cali with illustrations by Benjamin Chaud- Book Review

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I Didn't Do My Homework Because…

Description.

How many excuses are there for not doing homework? Let us count the ways: Giant lizards invaded the neighborhood. Elves hid all the pencils. And then there was that problem with carnivorous plants.... The excuses go on and on, each more absurd than the next and escalating to hilarious heights. Featuring detail-rich illustrations by Benjamin Chaud, this book is guaranteed to amuse kids and their parents, not to mention anyone who has experienced a slacker student moment—and isn't that everyone?

• Davide Cali - Author
• Benjamin Chaud - Author

Kindle Book

• Release date: March 4, 2014
• ISBN: 9781452135717
• File size: 13657 KB
• File size: 127381 KB

Kindle Book EPUB ebook PDF ebook

Juvenile Fiction Picture Book Fiction Humor (Fiction)

Lexile® Measure: 640 Text Difficulty: 2-3

Publisher: Chronicle Books LLC

Kindle Book Release date: March 4, 2014

EPUB ebook ISBN: 9781452135717 File size: 13657 KB Release date: March 4, 2014

PDF ebook ISBN: 9781452135717 File size: 127381 KB Release date: March 4, 2014

• Formats Kindle Book EPUB ebook PDF ebook
• Languages English
• Levels Lexile® Measure: 640 Text Difficulty: 2-3

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I Didn't Do My Homework Because... Hardcover – Picture Book, March 4, 2014

• Reading age 6 - 9 years
• Part of series I Didn't Do My Homework Because...
• Print length 44 pages
• Language English
• Grade level 1 - 4
• Dimensions 6.25 x 0.45 x 8.25 inches
• Publisher Chronicle Books
• Publication date March 4, 2014
• ISBN-10 1452125511
• ISBN-13 978-1452125510
• See all details

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• Publisher ‏ : ‎ Chronicle Books; Illustrated edition (March 4, 2014)
• Language ‏ : ‎ English
• Hardcover ‏ : ‎ 44 pages
• ISBN-10 ‏ : ‎ 1452125511
• ISBN-13 ‏ : ‎ 978-1452125510
• Reading age ‏ : ‎ 6 - 9 years
• Grade level ‏ : ‎ 1 - 4
• Item Weight ‏ : ‎ 2.31 pounds
• Dimensions ‏ : ‎ 6.25 x 0.45 x 8.25 inches
• #3,400 in Children's Beginner Readers
• #5,396 in Children's Humor

About the author

Davide calì.

Discover more of the author’s books, see similar authors, read author blogs and more

Customer reviews

• 5 star 4 star 3 star 2 star 1 star 5 star 78% 12% 7% 2% 1% 78%
• 5 star 4 star 3 star 2 star 1 star 4 star 78% 12% 7% 2% 1% 12%
• 5 star 4 star 3 star 2 star 1 star 3 star 78% 12% 7% 2% 1% 7%
• 5 star 4 star 3 star 2 star 1 star 2 star 78% 12% 7% 2% 1% 2%
• 5 star 4 star 3 star 2 star 1 star 1 star 78% 12% 7% 2% 1% 1%

Customer Reviews, including Product Star Ratings help customers to learn more about the product and decide whether it is the right product for them.

To calculate the overall star rating and percentage breakdown by star, we don’t use a simple average. Instead, our system considers things like how recent a review is and if the reviewer bought the item on Amazon. It also analyzed reviews to verify trustworthiness.

Customers say

Customers find the illustrations great and entertaining. They also appreciate the creative set of homework excuses that keeps kids and their parents entertained. Readers also mention the plot is funny and has a clever ending.

AI-generated from the text of customer reviews

Customers find the illustrations in the book cute and funny.

"This is a great picture book for getting students to see how some excuses for not doing homework is absolutely ridiculous...." Read more

"...the reasons were in "I Didn't Do My Homework," I loved the illustrations (which sponsored a lively conversation on each page), and I loved..." Read more

"This is a book with a hilarious homework excuse and great illustration on each page . It is not a story." Read more

"It's great book with funny pictures , for kids and adults" Read more

Customers find the book entertaining and innovative.

"...My students went absolutely bananas for it! It's such a fun read-aloud , and they were roaring with laughter at each page/excuse...." Read more

"...I loved how entertaining and innovative the reasons were in "I Didn't Do My Homework," I loved the illustrations..." Read more

"Such a fun book ..." Read more

" Fun for the whole family !..." Read more

Customers find the homework excuse book very creative and entertaining. They also appreciate the innovative reasons.

"We love all of these books! Very creative set of excuses that keeps kids and their parents laughing." Read more

"This is a book with a hilarious homework excuse and great illustration on each page. It is not a story." Read more

Customers find the plot funny and clever.

"...The end is so fun- I won't spoil it, but trust that it's funny!..." Read more

"...(which sponsored a lively conversation on each page), and I loved the ending !..." Read more

"Funny. Clever ending !" Read more

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I Didn't Do My Homework Because...

Buy from other retailers, what's this book about.

How many excuses are there for not doing homework? Let us count the ways: Giant lizards invaded the neighborhood. Elves hid all the pencils. And then there was that problem with carnivorous plants…. The excuses go on and on, each more absurd than the next and escalating to hilarious heights. Featuring detail-rich illustrations by Benjamin Chaud, this book is guaranteed to amuse kids and their parents, not to mention anyone who has experienced a slacker student moment—and isn’t that everyone?

What Kind of Book is .css-1msjh1x{font-style:italic;} I Didn't Do My Homework Because...

Book lists that include this book.

The Creatives Behind the Book

Davide Cali has published more than 40 books, including When an Elephant Falls in Love, A Funny Thing Happened on the Way to School …, and I Didn’t Do My Homework Because …, which has been translated into 21 languages. He lives in France and Italy.

Benjamin Chaud is the author and illustrator of New York Times Notable Book The Bear’s Song, The Bear’s Sea Escape, and The Bear’s Surprise. He is also the illustrator of A Funny Thing Hap- pened on the Way to School …, The Truth About My Unbelievable School …, and I Didn’t Do My Homework Because …, for which there are 21 foreign editions to date. He lives in the South of France.

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9781452125510

Davide Cali

Chronicle Books LLC

04 March 2014

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What to do when students won’t do reading homework

We all know the struggle of spending hours prepping a creative, engaging lesson for your favorite novel, only to get to class to find out half of your students didn’t even read the assigned chapter for homework. I remember the first time this happened, when I was a fresh new teach on a mission to change the world, one student and page at a time. How could I do this if my students wouldn’t even read the books that would should them new perspectives, teach them life lessons, and empower them to make a difference in this crazy world? I remember feeling crushed; my students had let me down, and it felt personal, like it was my fault.

Flash forward four years: THIS STILL HAPPENS. While this realization still creates a pit of dread in my stomach, I’ve learned a bit about how I can combat this perpetual problem that challenges so many English teachers. It’s a problem that I wish more people acknowledged, so that’s why I am writing this: to open the dialogue in the hope that we can come together to develop even more practical strategies.

But first, let me preface this post with a few disclaimers:

• I do not have a magical secret solution that will result in 100% of kids completing their reading homework. I do have some practical strategies to help you maximize your instructional time when you know students aren’t reading, and I have a few ideas on how to get more students reading.
• I have learned to be realistic, especially as a secondary educator who teaches regular (on grade level) English.  Therefore, I have accepted that some kids, no matter what you do, will just not read outside of class. It’s important to accept that, and it’s not an indication of failure on your part.
• By accepting this, I am not giving up. In fact, I am doing the opposite: I am embracing the challenge and adapting my instruction to reach even more students, especially those reluctant, struggling readers who need my help the most.

If you’re ready for some no-nonsense tips from a fellow teacher who gets it, read on! What follows is a mixture of advice on how to cope with the problem of kids not reading, and how to get a few more kids to read. If you’ve found a strategy that gets 1o0 percent of your students to do the reading homework, then congratulations, you’re a SUPERHUMAN, and this blog post is not for you. But if you’re a teacher who realizes that perfection is not possible, and you’re looking for a few ways to plan lessons that will increase your impact, even when kids aren’t reading, then you’re in the right place.

BE FLEXIBLE

If you realize the majority of students haven’t read and you know that your existing lesson will likely flop because most of them will be clueless, what do you do? You’re probably conflicted because you don’t want your lesson to fail, but you don’t want your plans to be at the mercy of the non-readers.  You don’t want to send the message that it’s okay for students to skip out on their reading homework, and you don’t want the kids who are consistently reading to suffer. But sometimes you may have to adjust your plans in order to maximize the impact of your instructional time. It is possible to do this while still reinforcing the importance of consistent reading, but you may have to get creative with your approach.

For example, during our Gatsby unit, my students were supposed to read the last half of Chapter 7 for reading homework. I had split this lengthy and momentous chapter in two sections, to ease the reading load, thinking this would help the kids. All was well in three of my four classes, but in one of them, I had a whopping TWO students–out of 18–read. I found this out by simply asking them as they filed in my room; luckily, the kids were honest and they just told me, because they knew they had let me down. I was soooooooooo excited to discuss the Plaza Hotel showdown between Gatsby and Tom and Myrtle’s tragic death, and they knew they had killed my vibe. I made it clear to my students that I was disappointed and this was unacceptable. But I also knew that carrying on with my lesson as planned would be ineffective. My lesson plan was to take a reading check, discuss the chapter, complete an engaging  Gatsby vs. Tom: Who is winning? Activity while we watched the movie clip, and answer a few analysis questions as an exit ticket. I knew that all of my kiddos would fail the reading check. I knew that the 2 kids who read would be raising their hands to discuss, and maybe a few others would jump in, trying to guess at answers just to make me happy. The discussion would flop, and I also refused to reward my students with the movie scene when they hadn’t completed the reading in the first place.

Thinking on my feet, I “struck a deal” with my students. I explained the situation and calmly communicated my frustration, emphasizing that I could not plan engaging, interactive lessons if they weren’t doing their part and reading. I gave them 15 minutes to finish the chapter, and then we proceeded with the reading check and lesson. This allowed for a much better discussion, and although my students had some extra work to finish for homework, I ended class much more confident. They read, discussed, and learned… all of them. It wasn’t ideal, but it was better than going through the motions with 16 kids lost and only two truly learning.

Another option involves having the students who didn’t read make up the reading homework while you lead a mini-lesson, discussion, or other activity with the group of students who read. Yes, this requires the ancient art of being in two places at the same time, but as teachers, we are used to bopping back and forth between groups of students.

My main advice is simply to consider your options. Think about the greatest number of students you can reach. How can you best serve them while still upholding high expectations? I think of it this way: I can control what happens in the mere 42 minutes that I have with my students each day. What happens at home is beyond my control, so I have to maximize the impact I can make. That means being flexible and adapting to each group of students that come through my door each class period. If you’re looking for editable, adaptable activities for any novel, you can check out my print AND digital “Novel Study for Any Novel” HERE or my “Engaging Activities for Any Text” bundle HERE.

PLAN LESSONS THAT AREN’T COMPLETELY DEPENDENT ON THE READING 

This is as close as I can get to a real solution to this never-ending challenge. It may sound counter-intuitive, but trust me, it will actually force your non-readers to learn more and it prevent the panic that sets in when you realize your completely text-dependent lesson will fail miserably. It took me about two years to genuinely accept that some kids will not read a single page at home, but once I did, I adjusted my approach. While it can be irritating when kids don’t read, it’s still my job teach all of my students while they are in my class. I refuse to let my non-readers sit in class with nothing to do because that’s precisely what they want to do. They did nothing for homework, and they want to do nothing in class. Not happening! I will at least force them to work and learn while they are within the four walls of my classroom. 

To do this, I incorporate a lot of excerpts and close read activities that can be done even if a student hasn’t done the assigned reading.  I often pull in excerpts in the form of learning stations. I’ll search for important excerpts that students can analyze even without having read the rest of the chapter, and then I’ll pair these with questions. I’ve done this with characterization, word choice, symbolism, and more. In my  The Great Gatsby Chapter 4 Learning Stations , students analyze small snippets of the conversation between Nick and Gatsby in which Gatsby explains his background. At each station, students analyze Nick’s belief in Gatsby on a scale of 1-10, 1 being “Liar, Liar, pants on fire” and 10 being “Complete trust.” I also have  The Great Gatsby Chapter 5 Symbolism Stations where each station contains excerpts about a different symbol in the novel. Once again, even students who haven’t read the chapter can closely read, dissect the excerpts, and make meaning by discussing the word choice and symbols with their peers. 

I also incorporate a lot of collaboration and small-group work, because whole group discussions can easily flop when many of your students haven’t read. If you’re only calling on the handful of kiddos who have read, that’s not productive. Neither is calling on students who can’t even recall basic plot points because they haven’t read. When you utilize learning stations and grouping strategies, students are more engaged and are exposed to more material. Sometimes I facilitate “discussion stations,” with different topics/questions that students rotate through. You can read about why I  love learning stations here,  how I  design learning stations here, and how I facilitate learning stations here.  If you’d like to check out my collection of print and digital learning stations, you can find them HERE.

STRUCTURE TIME TO READ ALOUD IN CLASS

Structuring in time to read aloud in class is the only way you can guarantee that students read. I wish I had more time to do this, but with my short class periods, time is limited. Sometimes it’s only a few important pages here and there. I do like to find  time to read aloud the first chapter, if possible. This gives students a foundation for the novel, and it allows me to model my thinking and pause for discussion. If you do it right, reading the first chapter can spark interest in reluctant readers who otherwise wouldn’t have picked up the book. It can also offer some confidence to struggling readers who otherwise might not have gotten through the first chapter when reading independently.  If all else fails and your kids don’t read a single chapter for homework, you can rest assured that they were exposed to one chapter. They can’t technically say, “I didn’t read ANY of that” book, and their “I don’t read” streak is broken. Mwahaha! 

READING CHECKS OR OTHER ASSESSMENTS FOR ACCOUNTABILITY

If kids know they get away without reading, they will. I believe that there should be some form of accountability to encourage students to read by the assigned deadlines, which are there for a reason. I like to utilize brief Google form reading checks to provide accountability and the data I need to inform my instruction. Who is reading? Who is not? Who is reading but struggling to comprehend? When a student fails a reading check, I check in to determine the issue and provide support and remediation. My school has a retake policy, so I do allow students to retake reading assessments. Sometimes I have a different version of the reading check, but other times, I will do a verbal reading check as I skim through the chapter and ask the student questions designed to assess understanding.

It’s important to note that chapter reading checks are not your only option. You can get creative with choice boards, projects, and other activities that assess understanding. A Socratic Seminar is another great option if you’re tired of giving reading checks every day reading homework is due.

SCAFFOLD AND SUPPLEMENT WITH FILM ANALYSIS

Film analysis can provide effective scaffolding for struggling students, but it also benefits students who aren’t reading. You don’t want to structure your unit so that students can coast on by knowing they can just watch the movie instead, but you can structure it so that the film is a supplement, rather than a substitute. The film is never the first item on my agenda; I show it only after students have analyzed the text in some way. So the film scaffolds, supplements, AND provides an incentive. Students have to “earn” it, but really it’s my secret plan to round out the learning experience, reach more students, and practice analysis in a more engaging and accessible format.

I know there is stigma to pressing play and showing the movie, but film clips offer an excellent visual opportunity to practice literary analysis standards. If you know how to frame it, and you emphasize to your students that you are teaching the same skills and standards, just through a different medium, then you will be able to justify your use of film to anyone who might walk in your room and challenge you (if that’s a fear).

To practice citing “strong and thorough textual evidence” ( CCSS.ELA-LITERACY.RL.11-12.1 ), students can cite details from the film. In addition to analyzing narration and dialogue, students can cite a wide range of visual and auditory details to support analysis. Give students cues: Pay attention to facial expressions, the tone of voice, the sound effects, the colors, the background music, how the scenes are cut, how symbolism is represented, etc. The list goes on. Students may need a lot of pausing and prompting the first few times you analyze film, but soon enough, they will become expert observers.

To “analyze the impact of the author’s choices” ( CCSS.ELA-LITERACY.RL.11-12.3 ), ask students questions about the director’s choices and the effect of those choices. You can extend this to analyze the differences between the film and the text. Instead of asking students to merely explain the differences, ask them to analyze why the director made a certain change. What was the effect? You can ask similar questions about structural choices in the film ( CCSS.ELA-LITERACY.RL.11-12.5 ), as sometimes films structure the plot differently, whether it’s through reordering the scenes or tweaking the ending.

Additionally, you can ask students to evaluate the changes they observe in the film. Is the film or text more effective? Why? As long as students are defending their answer and citing details, they are practicing the same skills. The trick, of course, is to make sure that your students’ skills transfer to the text. I think practicing the skills with film allows students to become much more comfortable with the elusive and intimidating concept of “literary analysis.” Really, you’re just training students to a) Be more observant and b) Be more inquisitive (to ask the question of “Why? Why did the author/director make this choice?”)

You can check out my film analysis resources for “The Crucible” HERE and The Great Gatsby HERE.

PROVIDE AS MANY RESOURCES AND AS MUCH SUPPORT AS POSSIBLE

Physical book? E-book? Audio recording? Check, check, check! I am fortunate that almost every book I teach is available online as an e-book and audio-book. Simply search on Google and YouTube, and you will (usually) be surprised with what you find. Some audio versions on YouTube aren’t perfect, but they’re better than nothing. If a sub-par audio version is the only way a student will read at home, my motto is “Whatever works!” Something…anything…is better than nothing. Some students are so busy with sports, jobs, and other extracurricular activities, and audio on the bus to an away game or in their car on the way to school in the morning might be their only option. I make a point to talk to  kids who I know are busy; I will ask them, “When are you going to read tonight? How are you going to make it work?” This question forces them to plan ahead and learn to manage their time–a skill that many students don’t automatically practice. Help your students make reading a habit, and give them suggestions on when/where/how they can fit their reading in.

If you don’t already do this, check in with students who don’t seem to be reading. Instead of getting frustrated and assuming the students are slacking off, start with, “Hey, it seems like you haven’t been able to keep up with the reading. What’s going on? How can I help?” Oftentimes, students will have a legitimate excuse–they are working from 4-10 pm, they are responsible for taking care of their younger siblings, etc. Some students will just be honest and tell you they’re lazy. It can be difficult for students to learn to manage their time. Instead of automatically getting frustrated, attempt to figure out the why, and then work with the student to make a plan. 

BE ENTHUSIASTIC AND ENGAGING

Okay, I had to say it, even though it is common sense. A little enthusiasm will go a long way! It’s not a magical solution for your most stubborn readers, but it will definitely help you reach a few more kiddos. Enthusiasm is contagious, so your goal should be to infect as many students as possible. This kind of attitude, paired with a strong relationship with your students, does make a difference. If you have a strong enough relationship with your kids, some will feel guilty and want to make up missed reading. I’m not above using a healthy dose of pathos to guilt trip my students, because it’s not an act. My little teacher heart really does get sad when I realize they haven’t read. I always tell them that I’m not even mad, just sad, and we all know that disappointment from someone you respect is much worse than anger. I once had a student who felt so bad about missing the reading that he turned on the audio at 7 am on the way to school and profusely apologized the next day. Now that’s dedication!

Our funeral for The Great Gatsby!

While it won’t guarantee that all students will read, planning engaging learning experiences for your students will help you reach more of those reluctant or struggling readers who claim to despise reading. If you’re merely assigning and reviewing study guides, then students won’t be engaged or motivated to read more. If you are mixing up your instructional strategies and finding creative ways to reel your readers in, then you’ll slowly but surely cultivate a crowd of kiddos who think reading is cool. They’ll want to read so they can fully participate in the lessons. I could write a whole blog post (or book) on how to make novel units more engaging, so stay tuned for that, but here’s just one small example: If a character dies (hello, any and all literature), throw a funeral and have students write eulogies to analyze characterization and the purpose of the character’s death. It’s a simple as a few LED tea light candles from the Dollar Tree and “sad music” from YouTube. Your students will notice and appreciate your effort!

I hope these tips help you confront the problem that we all know is there: Some high school students just won’t read. If you carry on with your lessons and pretend that this problem isn’t there, you’re only going to lose more kids. If you address the issue, you will force the non-readers to be more involved and you will catch a few more reluctant readers along the way. Admitting that some students won’t read at home is not a surrender. Rather, it’s a call to arms to fight the good fight by acknowledging your obstacle and adapting your instruction accordingly. So keep on fighting, my fellow teachers in the trenches!

If you have any other ideas on how to cope with the non-readers, I would love to hear about them in the comments below!

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Love this post and can’t wait to use some of these strategies! Your lessons and insights are always so helpful. RIP our good pal Gatsby!

Great post! I normally read in class, so that I can stop and ask guided questions along the way. But I think it’s a lot easier to do that on a block schedule. I love all of your ideas! And I love that you cited standards!

I also use reading checks for my high school students with LD that I teach. Since some of them struggle with memory issues I permit them to write whatever they wish from the chapter on a sticky note and use it on the brief assessment. I usually create 5 questions. 4 literal and 1 more inferenced based, so if you read you can pass, but I can still stretch them as well.

Great advice! Tks

You’re welcome! 🙂

Amazing! So spot on. This is exactly how I feel and I’ve used some but not all of these strategies. You’re going to think I’m crazy but our student population has so many activities, trips, and other homework that I allow them to read the entire text independently and at their own pace. I only collect a few pages of notes but they mostly indicate if they read. But like you said, there’s always some way around the system! I appreciate this so much!

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50 Times Children’s Homework Was So Funny It Should’ve Gotten Extra Credit

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These written responses on homework are excellent examples. Some are sassy yet adorable . Others show wit and impeccable comedic timing with minimal effort, while a few display wisdom you don’t usually see from a young mind.

We’ve collected some of the best photos shared by parents for your comic relief today. Prepare to let out some chuckles and giggles while being reminded of the carefree days of being a kid. 

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A few items on this list show writings of intuitive children, which, according to entrepreneur and speaker Dr. Kuhmar Mehta , is a promising sign. It’s one of the indicators of a gifted child, which also includes keen observation and the tendency to ask questions. 

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“In school, they can be easily bored because they learn things faster than their peers,” Canella wrote, comparing it to an employee going through an eight-hour shift.

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Shelly Fourer

Hey there! I'm Shelly, a Visual Editor at Bored Panda. When I'm not working, you'll often find me immersed in creativity, whether it's creating animations, 3D and traditional art, writing, or making music.I've been drawing since I was little, and my passion for visual storytelling really took off after I finished a 2-year Film Academy. It ignited my existing spark for bringing stories to life through visuals. Since then, I've been diving deeper into art and tech, always exploring new ways to tell compelling stories.

My son was 4 years old and the teacher asked him: "what does your father love to do?" He answered: "to sleep and to go to the pub". Sometimes kids are too honest 😄

This reminds me of once when I was grading kids' papers (2nd grade math) and one kid very confidently had written 7-6=20. Someone else put that a dollar equal was 2 cents.

When I started school my teacher said to me "see you tomorrow!" And apparently I replied with "only if my dad let's me live" My dad (who used to pick me up) had a LOT of explaining to do

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