[NOTE: This is an expansion of a review I recently wrote on Goodreads.]
Despite being a fourth grade teacher and a deeply devoted bibliophile, up until a few days ago, I had only read a grand total of two books by Roald Dahl: The Enormous Crocodile and The Vicar of Nibbleswicke. (The first is a story that has long been a favourite and I hope to eventually track down a copy for my home library. I honestly don’t even know how I ended up reading the second, but it has always stayed with me as a fascinating tale of someone doing something bizarre without even realising it is happening.) I personally own a very respectable collection of Roald Dahl stories, but I have not read any of them. In fact, I don’t actually own either of the two that I have actually read!
So, at the start of the school year, I decided it was time I read more Dahl and I realised I really only had one choice: Matilda.
This is one of those stories that seemingly everyone knows, either because they’ve read the book, had it read to them, or they have seen the movie. (I myself have seen the movie at least a dozen times.) But reading it is most definitely a different experience. The relationships between Matilda and her parents and between Matilda and Miss Honey is much more important than the movie makes them.
This was a great read and a wonderful way to start the year with a magical story to engage my students (and myself!) in reading! It is always interesting to see how students respond when I read aloud exactly what is written. (Yes, Roald Dahl has a character refer to a child with a mild profanity and when I read it out loud, my class was shocked! But there were also smiles and looks of sharing a secret that we now had: their teacher was willing to read books that weren’t full of bland language that nobody in real life uses. I credit my blogging friend Katherine Sokolowski for teaching me this trick.)
There were plenty of “teachable moments” in Matilda, also, such as using rich descriptive language, different kinds of sentences, and focusing on small moments throughout writing. But there was also the opportunity to teach my students to do something that Mr. Dahl doesn’t do: use a variety of dialogue tags. In Matilda, nearly every character except Miss Trunchbull simply “says” things. She said this. She said that. He said that thing. He said something else. There are very few emotions in the dialogue. So I challenged my students to find better ways of describing how a character was speaking than just saying “said.”
But more than those, reading aloud is a way for us to enjoy a story together and strengthen our community. We work together, we play together, and we read together. I’ll be pulling out my Roald Dahl collection in my classroom so students can go deeper into his world of magic and mystery. And who knows? Maybe I’ll read some of them, too!