by Megan | Mar 30, 2026 | AAC, aided language input, aided language stimulation, blog, books, emergent literacy, modeling, tips, training
If you’ve been wanting to start engaging in shared reading with an AAC user but aren’t sure where to begin, you are not alone.
For many parents, teachers, therapists, and support staff, shared reading can sound both wonderful and overwhelming. You may wonder:
- What book do I choose?
- What words do I model?
- How long do I read?
- What do I do if the child is not looking at the book?
- How will I know if I am “doing it right?”
All of those questions are valid.
The good news is that shared reading does not need to be complicated to be meaningful. You do not need a perfect lesson plan, a fancy setup, or a huge amount of time to get started. You just need to start.
If you missed my first post about shared reading, I shared more about what shared reading is and why it matters for AAC users. This post is the next step: how to begin in a way that feels realistic, supportive, and doable.
Start with one book, not a whole library
When people are just getting started with shared reading, it’s easy to overcomplicate choosing what book to read, but, it doesn’t have to be.
You do not need a huge stack of books. You do not need the perfect themed unit. You do not need to spend hours searching for just the right title.
Start with one book.
There are so many books out there that could be perfect for shared reading but you just need to chose one and start. I encourage you to pick a book that you like.
Yep, I said you.
Why? Because if you like it, you will be more animated when you read it, and you will be excited to share it with someone else. The learner you read with will feel your excitement and joy around reading this book, and what better feelings to build a connection around than excitement and joy!
If choosing a book you like still leaves you with too many options or you are still unsure if that is enough. You could also choose a book with one or more of these qualities:
- predictable or repeated lines
- engaging pictures
- simple, meaningful language
- a topic the child may enjoy
- opportunities for reaction, anticipation, or participation
Books with repetition can be especially helpful because they lower the load for everyone involved. The adult starts to feel more comfortable. The child starts to recognize the language and rhythm. The reading experience becomes more familiar and less demanding.
Starting with one book also gives you permission to slow down. Instead of rushing to do more, you can focus on making one shared reading experience feel more connected and accessible.
Choose 3 to 5 words to model
Another thing that can make shared reading feel intimidating is the pressure to model all the words.
Just like in any other routine, where you don’t have to model every word you say, you do not need to model every word in the book either.
In fact, it is usually much more helpful to choose just a few words to focus on. That might mean a few core words, a few fringe words connected to the story, or a combination of both.
For example, you might choose words like:
Or, depending on the book, you might add story-specific words if they are meaningful and/or motivating to the learner.
The goal is not to model every possible word. The goal is to make language feel visible, repeated, and connected to the experience.
When you narrow your focus to a few words, it becomes easier to model naturally and more often. That helps shared reading feel more manageable for the adult and more accessible for the AAC user.
Keep the environment supportive, not perfect
You do not need a picture-perfect reading corner to begin shared reading. What matters more is creating a supportive environment, and that can look very different depending on what you are reading, who you are reading with, where you are reading, etc. Remember the connection is the most important part, not the location.
That said, the environment still matters. When thinking about various locations for shared reading, keep these ideas in mind:
- Make sure the child is physically comfortable
- Think about positioning and access
- Reduce unnecessary sensory overwhelm
- Allow movement
- Adjust your pace to meet the learner where they are – some might need a slower pace, while some might do best when reading is fast and repetitive.
- Keep demands low and connection high
For some children, shared reading may happen best while sitting close together with the book open between you. For others, it may happen while they move around the room, bounce, pace, lie on the floor, or come in and out of the interaction.
Regardless of what it looks like, shared reading is still occurring.
Sometimes we get overwhelmed and don’t get started because we aim for an idealized reading setup instead of a supportive one. But shared reading can still be meaningful even when it looks flexible, messy, or different from what you expected.
It might not look how you expected at first
Shared reading may not look the way you imagined, especially at first.
The learner may not sit still.
They may not look at the book the whole time.
They may flip pages quickly.
They may only stay for one or two pages.
They may move away and come back.
They may laugh, vocalize, stim, protest, or seem interested in one small part of the experience and want to repeat it over and over again.
That does not mean you are failing.
Remember that we are looking for connection and connection looks different to everyone. Shared reading can look like the list above whether you are brand new to it or have been doing it for a long time.
When shared reading is new, or when a child has not been given access to reading in a way that truly meets their needs, it can take time for the experience to feel familiar and safe.
Instead of asking, “Does this look ‘right’?” it may be more helpful to ask:
- Were there any moments of connection?
- Did the child have access to the book and language to share about the book?
- Was the experience supportive rather than demanding?
- Is this something we would want to return to again?
Those are much more useful questions for reflection than whether the reading looked neat or traditional.
Focus on connection, not performance
Shared reading is not:
- A test.
- About getting through every page.
- Asking a bunch of comprehension questions.
- Getting the child to point, label, or answer on command.
Shared reading is:
- Connection.
- Being with the child in the book.
- Noticing what they notice.
- Modeling language in a meaningful context.
- Making literacy feel inviting instead of demanding.
When the goal shifts from performance to connection, shared reading becomes more accessible for everyone involved.
It also becomes easier to recognize participation in all its forms: a smile, a glance, a repeated button press, a page turn, a laugh, a request to read the same book tomorrow.
Those moments matter.
Repeat, repeat, repeat
If you take one thing from this post, let it be this: you do not need a new book every time.
Re-reading the same book is not boring. It is supportive.
Repetition helps:
- build familiarity
- lower pressure
- strengthen understanding
- create anticipation
- provide more opportunities for AAC modeling
- support participation
When a child already knows the rhythm of a book, they do not have to spend as much energy figuring out what is happening. That frees up space for connection, language, and engagement.
The adult benefits too. When you know the book well, it becomes easier to choose words to model, pace yourself, and feel more confident in the interaction.
If you want to make shared reading feel more doable, repetition is one of the best tools you have.
A simple way to start
If you are still feeling unsure, here is a simple framework to keep in mind:
One book.
A few words.
A supportive setup.
No pressure.
Repeat.
That is enough to begin.
Focus on consistency, not complexity.
You can start small and still make it meaningful
Sometimes people wait to start shared reading because they think they need more time, more training, more materials, or a better setup before they begin.
But often, what makes the biggest difference is not doing more. It is starting smaller.
- Read one book.
- Model a few words.
- Let the child move.
- Adjust your pace.
- Read it again.
That is a meaningful beginning.
And when that beginning is grounded in connection, access, and flexibility, it can grow into something really powerful over time.
Final thoughts
If you have been unsure how to start shared reading with AAC users, remember this:
- Starting small is enough.
- One book, a few modeled words, and repeated opportunities are a strong place to begin.
- Shared reading should feel inviting, not performative.
- Repetition builds confidence, familiarity, and access.
You do not need to do it perfectly. You just need to begin.
If you want a more supported roadmap for getting started, my e-book walks through shared reading with AAC users in a practical, affirming way and can help you feel more confident about what to do, what to model, and how to make the experience more accessible and meaningful.
by Megan | Mar 23, 2026 | AAC, aided language input, aided language stimulation, blog, books, emergent literacy, modeling, tips, training
When people think about reading with a child, they often picture sitting close, looking at the pages together, listening quietly, answering questions, and making it through the whole book from beginning to end.
But for many AAC users, reading together may not look like that at all.
It may look like glancing at a page and then looking away. It may look like listening while jumping on the trampoline or running around the room. It may look like smiling at a favorite line, reaching toward a picture, vocalizing during a repeated phrase, activating a word on an augmentative and alternative communication (AAC) device, turning a page, repeatedly opening and closing the book, flipping quickly through the pages, or only reading one or two pages.
And all of that is still reading together; it all still counts.
All of these examples are just some of the reasons why I love talking about shared reading, and why it matters so much.
For AAC users, shared reading is about so much more than “reading the story.” It is an opportunity for connection, communication, language modeling, literacy learning, and participation in an experience that should belong to every child.
What is shared reading?
Shared reading is exactly what it sounds like: reading a book together in a way that invites connection, interaction, and participation.
It is not about asking a bunch of questions to quiz them on what they know, getting through every page, expecting one type of response, or any response at all. Instead, shared reading is a back-and-forth experience where the adult and child engage with the book together through pictures, words, AAC modeling, gestures, reactions, repeated lines, page turns, facial expressions, comments, and shared attention and enjoyment.
For AAC users, shared reading can be a powerful way to support both communication and literacy in a meaningful, accessible way.
My favorite part is that shared reading does not have to be rigid to be effective; in fact, it’s better if it’s not. It can be playful. It can be sensory-filled. It can be brief. It can be repeated. It can be adapted to meet the child where they are. It can look different from one child to the next.
That flexibility is part of what makes it so powerful.
Shared reading is more than story time
Shared reading is not a passive activity—something nice to do if there is time, or something mostly meant for entertainment.
Shared reading offers so much more than that.
It’s an opportunity to build language through meaningful language modeling.
It’s an opportunity to expose children to books, print, ideas, and vocabulary.
It’s an opportunity to create predictable routines around literacy.
It’s an opportunity to connect with another person around something enjoyable.
It’s an opportunity for a child to participate in literacy before they can read conventionally.
These are important opportunities for any child, but for AAC users, they are especially vital.
Shared reading creates access to language-rich, literacy-rich experiences right now, not later. It does not ask children to prove they are “ready” before they get invited in.
Shared reading is a literacy experience
Sometimes there is an unspoken belief that literacy instruction begins only after a child can attend for longer periods, identify letters, answer comprehension questions, or use AAC in a more conventional way.
But literacy does not begin only once a child “looks” ready.
Shared reading is a perfect way to introduce and build literacy from the very beginning.
When AAC users are included in shared reading experiences, they are being exposed to:
- books and print
- vocabulary and concepts
- story structure
- repeated language patterns
- connections between spoken language, AAC, pictures, and meaning
They are also learning something deeper: that books are for them too – and that message matters.
Shared reading helps lay the foundation for later reading and writing, but it continues to be valuable as learners continue to build their literacy skills. It gives children access to ideas, language, and literacy experiences before, during, and after conventional reading skills are in place.
Shared reading is also a communication experience
Another reason I love shared reading is that books are an incredibly natural place for AAC modeling.
During shared reading, we can model:
- core words like “look, turn, more, again, go, stop, like”
- fringe vocabulary connected to the story
- comments and reactions
- feelings
- actions
- opinions
- protests
And because favorite books are often read again and again, that language gets repeated in a meaningful context.
That repetition is powerful. It strengthens connections between the reader, the child, and the language being modeled. It also lowers pressure and builds familiarity. It gives learners more opportunities to see, hear, and experience language without needing to perform on cue.
Shared reading gives us another opportunity to use AAC in natural contexts and routines —not just for requesting, or answering questions, but noticing, commenting, enjoying, wondering, and most importantly, connecting.
Participation does not need to look one specific way
When thinking about what shared reading looks like, many of us may need to keep widening our lens.
Too often, shared reading is treated as successful only if a child:
- sits still
- looks at the book the whole time
- answers comprehension questions
- points to the “right” picture
- stays until the very end
But meaningful participation can look very different.
For AAC users, participation might mean:
- leaning in during a favorite part
- anticipating a repeated line
- smiling, laughing, or vocalizing
- turning the page, whether it is “time” to or not
- pressing a familiar word on AAC, even if it doesn’t seem relevant at the time
- choosing the same book again tomorrow
- protesting a part they do not like
- moving in and out of the interaction and/or area while still staying connected
These moments matter. They signal engagement and interest.
They are no less meaningful because they do not fit a narrow or traditional picture of what reading together is “supposed” to look like. In fact, when we recognize these moments as real participation, we make more room for authentic engagement and less room for compliance-based expectations.
Shared reading can support regulation and connection
Those moments are worth noticing.Shared reading is not only about literacy and language skills. It can also be a social and regulating experience.
There is something powerful about sitting with another person, sharing a familiar book, hearing a repeated phrase, anticipating what comes next, and being invited into the experience without pressure.
For many children, that rhythm and predictability can feel grounding.
This is why sensory supports matter. Positioning matters. Pacing matters. Emotional safety matters. Physical comfort matters.
Sometimes the most meaningful part of shared reading is not a correct answer or a measurable response. Sometimes it is that a child stays close a little longer. They relax into the routine. They re-engage after stepping away for a moment. They reach for the book again later. They smile at a favorite page.
Shared reading is a place to presume potential
One of the reasons I care so deeply about shared reading for AAC users is that it reflects something bigger: the belief that all children deserve access to rich literacy experiences.
Not later.
Not once they prove themselves.
Not once they meet a specific goal.
Now.
When we offer shared reading opportunities in thoughtful, accessible, supportive ways, we are sending a powerful message:
You belong here.
Books are for you.
Language is for you.
Literacy is for you.
That is the kind of message all children should receive over and over again.
You do not have to do this perfectly
If shared reading feels intimidating, I want to say this clearly: you do not have to do it perfectly for it to matter.
You do not need the perfect book.
You do not need the perfect setup.
You do not need a child to attend in one specific way.
You do not need to ask all the right questions.
You just need a starting point, a willingness to connect, and the belief that this experience is worthwhile.
Start with one book.
Read it again.
Model a few words.
Slow down.
Notice what the child notices.
Let the experience belong to both of you.
That is enough to begin.
Final thoughts
Shared reading matters for AAC users because it is not just story time; it’s so much more.
It is access.
It is connection.
It is communication.
It is literacy.
It is belonging.
And every child deserves that.
If shared reading with AAC users is something you want to feel more confident about, I created my e-book “Shared Reading with AAC Users: A Neurodiversity Affirming Guide” to help. Inside, I share practical, neurodiversity-affirming ways to make shared reading more accessible, meaningful, and enjoyable so you can feel empowered to start reading with your AAC users right away.
by Megan | Feb 3, 2024 | blog, books, emergent literacy, Sensory extension activities, tips
Sometimes, when you are stuck thinking of something you can do in therapy, to highlight literacy, or simply in play, you may think you have to come up with something new but read on to find out why you don’t and why repeating the same things can be beneficial for all learners.
Repeating things we’ve done before and maybe making them a little different is called “repetition with variety” and it’s a very important, research-backed technique that helps learners of all ages learn, understand, and retain new information, concepts, etc. A really simple way to think about it is: that repetition with variety is doing the same thing while also making it different. Sound confusing? Let me explain…
My favorite way to explain and use repetition with variety is with a book. It’s as simple as:
📚 read an engaging book
📚 engage in an extension activity related to the book
and then in the next session:
📚re-read the book
📚engage in a different extension activity related to the book
Here’s another example:
- Read “If You Give a Mouse a Cookie”
- After reading, learners can share their favorite type of cookie through a predictable chart with the stem: “My favorite cookie is _____.”
- Next session you re-read the book.
- After re-reading, learners can review the chart and then graph the different types of cookies to see which one is most liked.
- Additional extension activities could be:
- Sequencing the story
- Tasting cookies
- Making cookies
- Creating your own “if/then” scenarios to add to the book or write your own
- So many more!
As you can see, you can repeat the cycle – using repetition with variety – as many times as you want. Through repeating the reading of the book you are helping build literacy confidence in the learners and I promise they aren’t bored reading the same book. In fact, as readers become more familiar with the text through the repeated readings they may start to join in on reading the story with you!
Any questions about repetition with variety? Drop them in the comments on this post.
Until next time – happy reading!
~ Megan
by Megan | Mar 7, 2021 | blog, book recommendations, book tracker, books
I’ve always been an avid reader and love becoming lost in the pages of a book. In 2020, I decided that it would be fun to keep track of the books that I read, and as it always seems to happen, the minute I decided to do that, I happened upon something that would help me So, armed with a love of reading and a fun way to track it, I got to it! Here are the books I read in 2020, a short little blurb about each one and a link if you want to pick up the book for yourself :
Book #1: Grace Not Perfection by Emily Ley
I still stand by my thoughts of not making resolutions but – I love this tracker and am going to use it to motivate me to be more intentional in making time for reading in 2020!
Book #2: Fall Down 7 Times Get up 8 by Naoki Higashida
Real talk: I had high hopes and was really excited to read this book, however, after starting to read it I was informed that the author (a young man with ASD) is suspected to have used Facilitated Communication (FC) or the Rapid Prompting Method (RPM) to write the book.
Since there is no evidence and/or research to back up the use of FC and RPM, I was obviously disappointed in learning this information. I lost my faith in that the content of the book was directly from the author, however the information shared within the book is good information for all of us working with individuals with ASD.
Regardless of who wrote the book and whose ideas are shared, the main idea, treating everyone with respect, grace and acceptance no matter our differences, is something that we should ALL keep in the forefront of our minds!
Book #3: Everything is Figureo
utable by Marie Forleo
This book is chock full of such great information, I’m already planning to re-read it to make sure I can absorb it all!
If you are a dreamer, an over-thinker, a procrastinator, a go-getter, etc this book is a must read – basically, it’s for everyone!
Marie shares too many amazing quotes for self-talk and mantras for me to list, but the one that encompasses them all, and the one that I am continually telling myself is “Everything is Figureoutable” – really everything!
Book #4: Atomic Habits by James Clear
I highly recommend this book to anyone that wants to make changes in their lives for the better – changes that will turn into habits that will stay with you for life and help make you a better version of you.
The tips provided within the book are easy to implement gradually and functionally incorporate into your life as you work to create new habits. My favorite parts of the book are the emphasis that is placed upon the ability to use these strategies in all aspects of your life as well as the importance of self-reflection and re-evaluation as you progress to continue your self-improvement.
Book #5: Becoming by Michelle Obama
I don’t read a lot of biographies but, I really enjoyed this one! Loved learning about her past, who she was before she was the First Lady of the United States, how she approached her ever changing roles as a woman, mom, advocate and so much more, as well as what she is looking forward to in her new stage in life, outside of politics.
I’m not one that pays much attention to politics at all and this book was less about politics and more about how Michelle Obama changed and evolved throughout her life. Demonstrating to the readers that change is ok and often needed to become the person that you are meant to be and that can make the most difference in this world.
While reading, and after as well, this book has me thinking and reflecting about who I was, who I am, and who I want to become. 
Book #6: Present Over Perfect by Shauna Niequist
When I saw the title of this book I knew I needed to read it! Thanks to Spring Break and the incredible content within, I was able to read this book in one day!
My word for 2020 is “intention” and I am actively trying to increase the intentionality in all actions and aspects of my life. This book gave me so much to reflect upon and help me grow in the areas that I often struggle with – overthinking, worrying and perfectionism. Filling my head and heart with positivity, love for others and self-love is something that I can never have too much of!
Book #7: The Fault In Our Stars by John Green
Sometimes you just need to read a fiction book from 8 years ago.
I have been on a roll with reading books for professional and self growth but felt the need to change it up a little. This book was a good reminder to live your life to the fullest everyday.
Book #8: Practically 
Speaking by Gloria Soto & Carole Zangari
Started reading this book in January with the peeps in the AAC and ASD SLP Book club – here on Facebook.
Finished it up today and will be posting key points from it in the group throughout this week. We will also start voting on what book we should read next.
Want to see what we’ve been shafting about throughout this book and help choose what we read next? Hop over to the group through this link: https://www.facebook.com/groups/443174499698800/?ref=share
See you there!
Book #10 & #11 in 2020: Books 1 & 2 of The Last 13 Series by James Phelan
Picked up a new series of books to keep my boys occupied with something other than screens and thought I’d read along with them.
There are 13 books in the series and they count down from 13 to 1. Two books in and I’m hooked – they are really good!
Books 12-22 in 2020: Books 3-13 in The Last 13 Series by James Phelan
These books are the reason I’ve not been posting as regularly the last week or so. I’ve been obsessed with finishing this series.
I bought the series for my boys and decided to read along with them. Haven’t been this into a young adult series since Harry Potter and Hunger Games!
Book #23 in 2020: Let Me Hear Your Voice by Catherine Maurice
This is an older book – published in 1993 – but the title drew me in when I saw it at my favorite local used bookstore.
A lot of new developments have happened in the world of autism since this book was published, however I LOVE the common themes that were reiterated throughout the book.
All kids with autism are individuals and therefore therapy, life, interactions, etc should be adjusted to best meet their individual needs. The author and mom of the kids in the book, was very adamant that all kids need a variety of therapy – and I loved that they showcased how SLPs and ABA therapists can work together toward a common goal – helping the kiddo be the best they can be!
Another recurring theme that I was so happy was included was that parents know their kiddo(s) best and they should believe in themselves and surround themselves with people that empower them and build them and their families up!
I hope that I am one of those empowering voices for the families that I work with!
Book #24 in 2
020: Fierce, Free and Full of Fire by Jen Hatmaker
At the beginning of 2020 I chose a word for my year – Intention.
My thought process was that I needed (and wanted) to increase my focus and attention to the important things in my life. I was thinking about things outside of myself – my family, my work, my business, etc. – not really thinking about me – on the inside.
Then March came and I started to do a lot more self reflection and thinking about how I could be more intentional with myself. I was thinking about applying my word for 2020 differently.
Although authors like Jen Hatmaker may have been concerned with releasing a book during this time – I can tell you that this was the PERFECT time for me to read this book!
As a person who has (and still continues to) difficulty with accepting myself as I am and letting the world see the true me – this book set me free! I feel empowered & strong enough to let the world see me as I am and to be truthfully, honestly and wholly me!
If you are looking for a book to inspire & encourage you to be you – this is it! We are all meant to be just who we are. Each of us are Fierce, Free & Full of Fire in our own individual ways and when we realize the importance of that, nothing can stop us!
Book #25 in 2020: Get Out Of Your Head by Jennie Allen
Do you ever gets lost in your head? Thinking about everything and anything until you can’t figure out what is what?
I’ve definitely been there more often than not and so the title of this book definitely caught my attention. Throughout the book Jennie Allen guides readers through different ways to break out of this pattern and to start to change your mindset.
I had to read in bursts, taking time to process and reflect all the thoughts & ideas shared – thinking about how I can apply them to my life.
Two of my favorite takeaways are:
- We can observe our suffering (or thinking) without being overtaken by it.
- We don’t have to like our circumstances, but we can choose to look for the unexpected gifts they may bring.
Looking for a book to challenge your thoughts on mindset and how you are in charge and can take all your thoughts captive – I highly encourage you to pick this one up!
Book #26 of 2020: I Thought It Was Just Me by Brene Brown
This title sucked me in and when I saw it was by Brené Brown I knew it was a must read.
Another read that encourages us to live authentically as we are, vulnerability and all. If you’ve ever thought you were the “only one”’or that “it’s just me” I highly recommend this book. You are not alone, you are enough and wonderful just the way you are!
This final sentence sums it all up – “Change doesn’t require heroics. Change begins when we practice ordinary courage.”
Book #27 in 202
0: Me and White Supremacy by Layla F. Saad
This book challenged me in all the right ways. I will openly say that I typically avoid confrontation at all costs. Anything that makes me uncomfortable, stressed, seems like it might cause tension of any kind, I typically stay away from and don’t try to engage.
No longer – I will not be silent, I am actively anti-racist and I will stand with BIPOC.
We all should, can and need to do better. This is only the beginning for me – I will no longer avoid the hard conversations, the things that need to be said. I will speak up and out to denounce what I know is wrong and pronounce what is right!
Here, listening, learning and doing the internal work to continue on this anti-racist journey.
Books #28-30 in 2020: Polly and Buster Series by Sally Rippin
As a Harry Potter book lover the fact that the main character of these books is a witch caught my attention. However, as I began reading I realized that there was so much more within these books!
Buster and Polly have a unique friendship and connection. They are so close, in fact, that Buster’s appearance (color, size, etc) changes as his emotions change. Talk about a way to open up a discussion about feelings with young readers!
Although this series is geared towards readers ages 7-10, the topics covered throughout the trilogy are important for readers of all ages to learn and remember.
Throughout the series, readers learn and see in action:
- a main character with dyslexia
- increased social emotional awareness for self and others
- true friendship
- importance of standing up for yourself and friends
- believing in yourself
- fighting for what you believe in
- seeing the good in others and yourself
- that everyone is different and that’s fantastic
- everyone should be treated equally
- believing that you can do hard things
- what division over differences looks like and how to bring unity
- promoting justice, quality and understanding
Book #31 in 2020: Artemis Fowl by Eoin Colfer
Disney Plus made me do it! When I saw that they were making a movie off of the books, I knew I wanted to read the book first. To be honest, I wasn’t a raving fan but will read the remaining books in the series to see how the story line evolves and changes. Who knows? Maybe I’ll be a big fan by the end of the series?
Now I just have to decide if I watch the movie now or wait until I have read the other novels in the series…
Book #32 in 2020: Comprehensive L
iteracy for All by Karen Erickson and David Koppenhaver
When this book was released I knew I HAD to have it and read it! I ordered it immediately and it did not disappoint!!
If you are passionate about literacy for ALL, work with individuals with complex communication needs, and/or want to develop your ability to effectively teach literacy – you MUST pick up a copy of this book!
I savored every word, highlighted paragraphs and pages at a time, and know that it is a book that will easily become dog-eared and warn as I continue to re-read it over and over again!
Book #33 in 2020: Own Your Everyday by Jordan Lee Dooley
If I hadn’t already heard great things about this book I know that the title itself would have attracted me to it.
Who doesn’t want to live into their PURPOSE and few free enough to do so? I know I do and this book definitely help ensure that I am in the right mindset to do just that.
Best thing of all, Jordan writes like she’s your BFF and you are sitting on a couch in comfy clothes, no makeup, drinking coffee, wine, cider, tea, etc. Reading her tips and advice felt like a conversation and motivational chat which made it easy to read and know that I can apply to my everyday life.
Book #34 in 2020: How To Be An Antiracist by Imbram X. Kendi
A MUST read! So much to think about, reflect on and act on.
What I learned from this book will stick with me forever.
Book #35 in 2020: I’m Still Here: Black Dignity in a World Made for Whiteness by Autsin Channing Brown
Add this book to your list ASAP! So captivating, haunting and beautifully written, I couldn’t put it down & read it in one day.
The stories shared within broke my heart, opened my mind and are stories I will not forget.
Book #36 in 2020: A Tree Grows in Brooklyn by Betty Smith
It took me a little longer to read this one because of its length but it’s definitely worth the time to read it.
A story full of resilience, persistence and overcoming obstacles, as well as the importance of keeping a positive mindset no matter what life throws at you. It’s clear why it’s a classic and still rings true 77 years after its original publication!
Book #37 of 2020: The Ballad of Songbirds and Snakes by Suzanne Collins
I’m always a little leery of “prequel” books that are released after the “original” series. I’m not sure why, but I think that it’s because, especially if I loved the series, I’m afraid the “prequel” won’t hold up.
Thankfully, soon after I started reading – this prequel to the Hunger Games series did not disappoint! I was hooked from the beginning – learning about the past of Coriolanus Snow and how he became the ruler that he was in the Hunger Games series.
Although it was lengthy, I was engaged throughout and the twists and turns of the storyline kept me guessing and surprised until the very end!
Book #38 in 2020: The Culture Code by Clotaire Rapaille
My husband says I’m a marketer’s dream – so the subtitle of this book caught my eye! “An Ingenious Way To Understand Why People Around The Works Live And Buy As They Do”
Plus, I’ve always been interested in learning more about people, why we do what we do, how that varies from country to country and within cultures. This book opened my eyes – the observations and thoughts make total sense and definitely have me thinking!
It was written 14 years ago but the messaging still rings true today!
Book #39 in 2020: Internment by Samira Ahmed
My high school freshmen (twin boys) read this in their history class this year. They loved it and urged me to read it – both as they were reading it as well as when they were finished reading.
I was hooked from the moment I started reading. It’s a fiction book but – unfortunately, with how crazy the world has been lately, it could be non-fiction.
A riveting novel sharing the fight and determination of a young girl fighting against religious persecution and the nation joining together with her. Easily one of my top reads for 2020!
Books #40-42 in 2020: The Time Warp Trio series by Jon Scieszka
You know I can’t resis
t looking through bookshelves no matter where I see them right?
That’s how I found these books. While we were setting up for the winter book walk, I started browsing through the bookshelves in the teacher work room and found these books.
The titles drew me in as I’m also a fan of funny and punny titles for books. The books themselves are a fun way for young readers to learn a little about history while keeping them engaged and learning to love reading.
Whew – that was a lot of reading and I’m keeping it up in 2021 with the help of a new book tracker!
Want to join me in keeping track of the books you read in 2021? You can download my reading tracker here: 2021 Book Tracker
Happy Reading!
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