1. Choosing Just Right Books Seacoast Reading Solutions “Kids must be reading texts they can and want to read if they are to successfully read, think and get something meaningful from the text.” Stephanie Harvey and Ann Goudvis, page 70, Strategies That Work (2007)

2. Imagine Kids Excited About Reading!

3. Independent Reading Initial Questions Most classrooms have independent reading times but are kids choosing “just right” books and making meaning? Are kids choosing “just right” books in their recreational reading?

4. Why is it important that children choose “just right” books? Students who can choose appropriate texts will be less likely to abandon books (although they also can learn that all good readers occasionally abandon books.) Students will be more engaged reading – especially during independent reading time. Students who are reading at their independent levels and engaging with texts will ENJOY reading more.

5. How Do Children Learn to Choose Just Right Books? The five-finger rule The Goldilocks method (for more information on this and a series of lesson to teach it see http://www.readwritethink.org/classroom- resources/lesson-plans/choosing-right-book-strategies- 916.html http://www.readwritethink.org/classroom- resources/lesson-plans/choosing-right-book-strategies- 916.html BOOKMATCH (J. Wutz and L. Wedwick, 2005) CLICKS (Linda Giordano, 2011) Are they research based methods? What are the factors children consider when choosing books?

6. What does the research say? Couldn’t find research on the five-finger rule or Goldilocks method. Donavan, et al (2000) found in a study of two first-grade classrooms that lower ability children chose books above their reading level 77% of the time and average children 61% of the time. Melissa Parks, a fourth grade teacher who conducted a teacher research study with her students, found that using self-assessment, reading logs and parent involvement that her higher ability readers were more accurate in their self assessments and her lowest readers were most inaccurate.

7. Children need direct instruction in how to choose “just right” books! Children should be reading books during independent reading that they can read and comprehend on their own with 98% accuracy.

8. From Debbie Miller in Reading With Meaning “I’ve learned there is more to book selection than readability. If we mean it when we say that we want children to become lifelong readers, if we mean it when we say we want children to actively engage in text for a variety of purposes and for increasingly long periods of time, we can’t teach them to make book selections on readability alone. (p. 40)

9. So now what? Introducing…BOOKMATCH AND CLICKS BOOKMATCH -- Jessica Ann Wutz and Linda Wedwick (2000) introduced to six to eight year olds CLICKS -- Linda Giordano (2011) introduced CLICKS to second graders CLICKS is a simplified version of BOOKMATCH

10. BOOKMATCH – the research procedure Conduct a whole group brainstorming session to find out how children choose books Administered a BOOKMATCH survey Administered a reading attitude survey Introduced BOOKMATCH where the teacher models and demonstrates the criteria. Teacher models and demonstrates abandoning a book. Teacher confers with students about BOOKMATCH Teacher and students continue to revisit BOOKMATCH and teacher re-administered survey.

11. What do the acronyms mean? BOOKMATCH B – Book Length O – Ordinary language O – Organization K – Knowledge prior to book M – Manageable text A – Appeal to genre T – Topic Appropriateness C – Connection H – High Interest CLICKS C - Connections to anyone or anything L -Length of page or book I - Interest in topic C- Count five unknown words K- Knowledge of topic, author, illustrator S - Sense and understanding

12. Why use BOOKMATCH or CLICKS? Both use mini lessons to teach the acronyms using read alouds and modeling. The Goldilocks method, five finger rule and leveled books don’t take student interest into account when choosing books. Both use the gradual release of responsibility with children practicing and conferencing with children.

13. A mini lesson on book length Teachers and students browse a book and look at the number of pages. The teacher modeling thinks aloud about if she/he can commit to the book. The class discusses what the word commitment means. Children were encouraged to think about book length when choosing their books for independent reading. At the end of silent reading time students gather to talk about how they used book length in making their choices.

14. Findings for BOOKMATCH The researches found that they had to clarify with students the term “finished” because students often neglected to check off that they had finished a book on their reading logs because they didn’t understand that readers return to their book the next reading session and continue where they had left off. Students were confused about how to fill out the reading logs.

15. “One thing is clear regarding BOOKMATCH in the future. I will continue to use it because my research reveals that it does provide support when students select books for independent reading. BOOKMATCH is a book selection tool for deciding if a book is just right, it promotes self-awareness as a literacy learner, and it provides daily ongoing discussion about texts.” (p. 32 The Reading Teacher Vol. 59. no. 1 September 2005)

16. The authors of BOOKMATCH question: How and if the five-finger rule fits with BOOKMATCH? Should teacher read alouds be added to the criteria for choosing a book? Should there be different criteria for different age levels and should purpose be included? Should running records be used to strengthen the effectiveness?

17. CLICKS Linda Giordano had used a combination of the Goldilocks method and the five-finger rule, but was frustrated because neither method seemed to click with her students. She wanted something more explicit. She piloted BOOKMATCH and found that it had merit and worked, but her second grade students struggled with all nine letters so she narrowed them down to six.

18. Using the analogy that a seat belt should be a good fit – not too loose or too tight she tells students that “we want to find books that click and are a good fit now. Challenging books are ones that you will grow into.” (Giordano, 2011, p. 613)

19. C-Connections Talk with students about how readers like to read books they can connect to in some way. Have students fill out an interest inventory.

20. Interest Inventories Interest inventories are a great way to find out what kind of books kids like to read and their attitudes about reading. Kids are more motivated to read when they are interested in the topic!

21. Some inventories from the web: http://www.ala.org/ala//mgrps/divs/yalsa/tee nreading/tipsenc/reading_interest_survey.pdf http://www.ala.org/ala//mgrps/divs/yalsa/tee nreading/tipsenc/reading_interest_survey.pdf http://www.scholastic.com/content/collateral _resources/pdf/s/SB1711%20Dec_3- 5_ReadingInterest_LO1.pdf http://www.scholastic.com/content/collateral _resources/pdf/s/SB1711%20Dec_3- 5_ReadingInterest_LO1.pdf http://www.abcteach.com/free/b/backtoscho ol_inter2.pdf http://www.abcteach.com/free/b/backtoscho ol_inter2.pdf And there are more out there if you Google Reading interest surveys!

22. L- Length of book or page Use a think aloud strategy whether a book clicks – is too long, too many hard words, too few pictures, etc. Sort student books into two stacks – read now, read later in the year. For example, in a first grade classroom chapter books and series may be to read later in the year.

23. I – Interest in Topic When modeling interest in topic use examples from manuals and medical journals and model how you would less likely to read them because of your limited background knowledge and interest. Have kids choose books and magazines based on the interest surveys they filled out in the first session.

24. C – Count Five Unknown Words 1.Model fluent reading. Model with a page or two of challenging text and then with a “just right” text the five finger rule. 2.Student practice using the rule with baskets of books at their desks.

25. K -Knowledge of Topic, Author or Illustrator Have baskets with a variety of levels, topics, fiction and non-fiction. Include favorite authors and illustrators. Students work in groups of three or 4. Groups decide how to sort their books. They attach sticky notes with T, A, or I. Groups discuss results when done and how topic, author or illustrator help choose books.

26. S – Sense and Understanding In this mini lesson stress the importance of understanding what they read and that reading must make sense. Link the previous lessons together. Have students “shop” for books. Circulate to assist students as needed. Some may need to try a different book. After reading independently have students share with a partner what the book was about and why they chose it.

27. Options if students want to read higher level texts. Read it as a read aloud Have students read with a buddy or with a small group – more competent readers could read the more difficult portions and all students can engage in conversation. Listen to this discussion also increases the comprehension of lower readers.

28. CLICKS Giordano revisits the CLICKS process throughout the year. Many children internalize it and only need periodic check ins. Others need help on a regular basis choosing “just right” books. Giordano tracks the books they choose and can tell from their comments that they are using CLICKS in the library and outside of the classroom.

29. Conclusions Children need direct instruction in choosing “just right” books. CLICKS and BOOKMATCH are two effective models. CLICKS may be easier for younger students. Children need modeling and to practice choosing books that they can read independently if they are going to understand what they read. Children should be taught to plan for future reading.

30. Bibliography Donovan, C. A., Smolkin, L. B., & Lomax, R. G. (Oct-Dec2000). BEYOND THE INDEPENDENT-LEVEL TEXT: CONSIDERING THE READER–TEXT MATCH IN FIRST GRADERS’ SELF-SELECTIONS DURING RECREATIONAL READING. Reading Psychology, 21(4), 309-333. Giordano, L. (2011). Making Sure Our Reading “CLICKS.” Reading Teacher, 64(8), 612-619. Harvey, S., & Goudvis, A. (2007). Strategies That Work: Teaching Comprehension for Understanding and Engagement (2nd ed.). Stenhouse Publishers. Miller, D. (2002). Reading with meaning: teaching comprehension in the primary grades. Portland Me.: Stenhouse Publishers. Parks, M. (n.d.). Choosing books that are just right. Retrieved October 29, 2011, from http://www.learnnc.org/lp/pages/658 Wutz, J. A., & Wedwick, L. (2005). BOOKMATCH: Scaffolding Book Selection for Independent Reading. Reading Teacher, 59(1), 16-32.

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