Book Boxes in Middle School

What do book boxes look like in middle school? This is a big question with many answers!

It is important to note that not all middle school teachers choose to use book boxes with their students. Typically, by middle school, students are reading lengthier chapter books and do not need many books to read during a single 20–40-minute reading block. And, depending on the reader, it can be nice to have options or variety. Knowing your students and what works best for them can help you decide whether you wish to provide them with book boxes.

If you are in a self-contained classroom, have an ample classroom library, and have space for book boxes, you may want the traditional book box set. In this case students have one or two chapter books, a few picture books or nonfiction books that correlate with the science or social studies curriculum, and a magazine or graphic novel. You would organize and manage book boxes in your room much like teachers in grades K–5 do.

If you are self-contained and do not have either a large classroom library or space for book boxes, you may decide to have students keep a chapter book and their writing notebook in their desk or designated space; when it is time to engage in independent reading or writing, they simply get the materials they need and choose a place to work.

If you are departmentalized and have multiple sections of students, you have the same options as self-contained teachers, although often space can be more of an issue. In this case you may have each book box assigned to two students (each from different sections) and have a divider in the book box. Books on one side belong to one student, and books on the other side belong to the other student. This works in upper-grade classrooms because students do not need as many books in their book box. If you choose this option, you will want to communicate expectations about what it looks like, feels like, and sounds like to share a book box with a peer.

Departmentalized classrooms also have the option of having students come to the room with the book they are currently reading, a second book (if they are close to finishing the first), and their writing notebook. In this case students would not have a book box. Same as above, you will want to communicate expectations about what it should look like, sound like, and feel like to bring these items each day. In addition, you may find it helps to have one or two tubs of nonfiction books for students to choose from if they finish their book and do not have a backup.

As you can see, there is no right or wrong way to use book boxes in upper grades. What is important is that students have choice in what they are reading, read books that are a good fit, and are clear about what is expected of them while reading.

View the related articles below for more ideas and information on book boxes and middle school.