Deconstructing Penguins, Parents, Kids, and the Bond of Reading by the Goldstones....

After listening to Sarah Mackenzie's Read Aloud Revival podcast with Lawrence Goldstone, I wanted to read his book, Deconstructing Penguins, Parents, Kids, and the Bond or Reading.  I'm thinking on starting a book club this fall with 5th and 6th graders so I'm gobbling up everything along the way to learn more.

Lawrence and Nancy Goldstone have been hosting parent/child book groups for years using great works of literature.  The title, Deconstructing Penguins, is based on their first book club discussion of Mr. Popper's Penguins by Richard and Florence Atwater.  The Goldstone's quickly admit that first meeting didn't start so well and they've learned a lot since then.  They have come to the conclusion that every fiction book is a mystery.  They encourage their book club attendees to become book detectives by examining things like theme, plot, character, setting, protagonist, antagonist, conflict, and resolution.

In each chapter, the Goldstones exhibit dialog from various book discussions showing how they get participants to uncover the mystery.  The point being to figure out the author's point in writing...

The highlight of almost any discussion is the discovery of what the author has implanted at the core of the book.  Peeling away each layer - character, setting, conflict - and finally seeing the truth is probably the most satisfying aspect of reading.  (Chapter 6)

Why is it important to understand the author's point?, you might ask...

In a world where younger and younger children are bombarded by slogans, come-ons, and sensory assaults, it is vital to learn  to evaluate the various messages that advertisers, media programmers, and even peers are promoting.  (Chapter 6)

The Goldstones assert that this discernment will carry over to other aspects of the child's life...

The most important thing that has come out of these discussion groups is that when a child learns that he or she need not simply run through a book and chalk it up as having been read, but rather should delve into what the book means, a great leap occurs.  The children make connections to other books or other fields, and develop a context within which to approach everything - from what they see on television to how to stand up to a bully on the school playground.  This leap has been reflected in their schoolwork.  More than once, parents have told us that their child's teacher has commented at school conferences on their son's or daughter's increased ability to read, understand, and participate in classroom discussions.   (Chapter 13)

I especially appreciated their final thoughts in the last chapter.  The first two ideas are very much in line with Charlotte Mason's promotion of living books...

1. What children read is important.

Here the Goldstones discuss the fact that kids develop their self-esteem from the same source as adults: taking on something that seems hard at first and then doing better at it than you every thought possible.  They assert that children know when an idea is being dumbed down, and no child develops genuine self-esteem from being praised for something he or she didn't work at.  We should not be praising just the fact that they are reading.  We should be sure they are ready worthy material. 

2. Kids enjoy depth. 

Kids are capable of a remarkable level of sophistication regardless of their reading level.  I couldn't agree more!!  I've always read aloud higher level books and found the children are certainly capable of digesting them.  I am utterly convinced that this practice also aids in better vocabulary, reasoning, and logic. 

In addition, the appendix lists possible books to use with grades 2-6, along with a brief synopsis and ideas for discussion. Overall, I found Deconstructing Penguins helpful.  Though I don't anticipate starting a parent/child book club, I'm intrigued by the idea.