Reading assessment is challenging; words correct per minute and comprehension questions give us information only about students’ reading skills. But what about motivation, engagement, and self-efficacy? How might students’ book boxes, which contain titles they choose to read independently, reveal affective insights about their reading lives?
You can get quantitative when examining students' book boxes. For example, what percentage of fiction and nonfiction, and how might that information be helpful? Or, what percentage of books come from the classroom library, and what does that information say about this resource?
Don't forget poetry! I had some kids hoard my anthologies. We decided to make copies of favorites, put them in a poetry folder for their re-reading pleasure, and limited it to one anthology per person so that we'd have enough to go around. They particularly loved these with their fellow poets in class when we'd do buddy reading with their book bins. Copies of lyrics too! Sometimes this told me a LOT about kids who were hesitant to pick out other books. I would find ways to share with them other short sing-song-type texts, rhyming books, pattern books, or Sharon Creech Love That Dog.
What I can learn from a student's book box is opportunities for future reading instruction. For example, if a student has a gazillion books in the box, do they need help in structuring their reading life a little bit more, so they can focus on one title at a time?
(Personal note: My son was one of those kids with too many books. Certainly I would start with noticing his strengths, and then find an opportunity to discuss organizational strategies.)
For some children, controlled choice can be helpful. They can also organize their stack with their NOW and NEXT (if needed we can create a photograph of the NEXT (think shelfie).
Book boxes are often a reminder that we can't rely on reading levels as the sole marker as a reader. When we create a classroom that nurtures reading as a way of life then they will help us to see who they are as a reader. I think that we resist letting go of reading levels out of fear and maybe even mistrust (ourselves and children). We set the stage and we have to open the door and invite them to help us learn who they are as readers and that comes from book choice that is untethered by our long time hyperfixation on levels
Good point about reading levels, Mary. Would you say that in many circumstances, levels might actually inhibit our ability to effectively respond to readers' strengths and needs?
I do believe that if updated OFTEN (think weekly, bi-weekly, monthly at minimum) adding in some instructional level texts to their bins that we think they will love based on their other text interests, can work wonders at enhancing their reading skills. If I didn't monitor their levels privately, I would not have been able to give them this push that helped my students' reading soar. This takes dedication and time as a teacher, and if they can't commit to monitoring levels often (real text running records and 1:1 conversations) and taking time to pull books for book bins, then perhaps, just maybe, I suppose, the levels should go. (Mary was spot on with fear!)
I think that they definitely can and often do Matt. We forget that reading levels are SOLELY for us to choose books for guided reading. I love what you said about motivation, engagement and self-efficacy above. When we blur the lines of choice and add levels to the mix I do believe that they can put blinders on to those things. We make this even worse when we assign kids to a bin that publicly labels then. It's worth emphasizing that Nell Duke reminds us that high interest can actually transcend our so called reading level. Every thing can give us insight to readers; strengths and needs and that includes watching them move toward books that excite entice and invite them to the reading process. Motivation maximizes engagement which puts kids on the path to self-efficacy. At some point we have to trust kids when we have created an invitational environment.
Helpful reminder about levels and guided reading, Mary. The three terms I referenced ( motivation, engagement and self-efficacy ) came from a book I was reading today, Making Teacher Evaluation Work: A Guide for Literacy Teachers and Leaders.
This got me thinking about book love and reading joy, and my hopes that this spills over into students' home lives. I know for some, it naturally does: their parents allow them to choose their own books at the library, pick out a bedtime story, buy books at the bookstore, etc. For other families, we give guidance about ways they can incorporate reading into their homes. I'm wondering what resources help in your district with getting books into homes. But what I really got to thinking about was that we sometimes give away book bags with these books, but do we ever give them book shelves, or maybe more effective: book boxes/baskets/bins? I haven't. You?
Sorry I could not join in this chat live, but I LOVE talking about book boxes, so couldn't resist adding some this morning!
Glad you could comment Jamie, no worries on time. In my previous district, we did secure a grant and invited families to build book shelves. It is true that we can make assumptions based on our own upbringings. Doing home visits and bringing books with you before the start of the school year is another idea.
You can get quantitative when examining students' book boxes. For example, what percentage of fiction and nonfiction, and how might that information be helpful? Or, what percentage of books come from the classroom library, and what does that information say about this resource?
Don't forget poetry! I had some kids hoard my anthologies. We decided to make copies of favorites, put them in a poetry folder for their re-reading pleasure, and limited it to one anthology per person so that we'd have enough to go around. They particularly loved these with their fellow poets in class when we'd do buddy reading with their book bins. Copies of lyrics too! Sometimes this told me a LOT about kids who were hesitant to pick out other books. I would find ways to share with them other short sing-song-type texts, rhyming books, pattern books, or Sharon Creech Love That Dog.
Thanks Jamie for the reminder about the benefits of poetry in a book box, along with other forms of text.
What I can learn from a student's book box is opportunities for future reading instruction. For example, if a student has a gazillion books in the box, do they need help in structuring their reading life a little bit more, so they can focus on one title at a time?
What other examples do you see?
(Personal note: My son was one of those kids with too many books. Certainly I would start with noticing his strengths, and then find an opportunity to discuss organizational strategies.)
For some children, controlled choice can be helpful. They can also organize their stack with their NOW and NEXT (if needed we can create a photograph of the NEXT (think shelfie).
"NOW and NEXT" - love it! I will remember that when visiting classrooms.
Well, that's a wrap. Thanks Mary for stopping by. If you have suggestions for future questions for these discussions, please share. -Matt
My pleasure Matt. I really enjoyed chatting!
The pleasure was mine, Mary.
Book boxes are often a reminder that we can't rely on reading levels as the sole marker as a reader. When we create a classroom that nurtures reading as a way of life then they will help us to see who they are as a reader. I think that we resist letting go of reading levels out of fear and maybe even mistrust (ourselves and children). We set the stage and we have to open the door and invite them to help us learn who they are as readers and that comes from book choice that is untethered by our long time hyperfixation on levels
Good point about reading levels, Mary. Would you say that in many circumstances, levels might actually inhibit our ability to effectively respond to readers' strengths and needs?
I do believe that if updated OFTEN (think weekly, bi-weekly, monthly at minimum) adding in some instructional level texts to their bins that we think they will love based on their other text interests, can work wonders at enhancing their reading skills. If I didn't monitor their levels privately, I would not have been able to give them this push that helped my students' reading soar. This takes dedication and time as a teacher, and if they can't commit to monitoring levels often (real text running records and 1:1 conversations) and taking time to pull books for book bins, then perhaps, just maybe, I suppose, the levels should go. (Mary was spot on with fear!)
I think that they definitely can and often do Matt. We forget that reading levels are SOLELY for us to choose books for guided reading. I love what you said about motivation, engagement and self-efficacy above. When we blur the lines of choice and add levels to the mix I do believe that they can put blinders on to those things. We make this even worse when we assign kids to a bin that publicly labels then. It's worth emphasizing that Nell Duke reminds us that high interest can actually transcend our so called reading level. Every thing can give us insight to readers; strengths and needs and that includes watching them move toward books that excite entice and invite them to the reading process. Motivation maximizes engagement which puts kids on the path to self-efficacy. At some point we have to trust kids when we have created an invitational environment.
Helpful reminder about levels and guided reading, Mary. The three terms I referenced ( motivation, engagement and self-efficacy ) came from a book I was reading today, Making Teacher Evaluation Work: A Guide for Literacy Teachers and Leaders.
That sounds wonderful!
https://www.heinemann.com/products/e08879.aspx
This got me thinking about book love and reading joy, and my hopes that this spills over into students' home lives. I know for some, it naturally does: their parents allow them to choose their own books at the library, pick out a bedtime story, buy books at the bookstore, etc. For other families, we give guidance about ways they can incorporate reading into their homes. I'm wondering what resources help in your district with getting books into homes. But what I really got to thinking about was that we sometimes give away book bags with these books, but do we ever give them book shelves, or maybe more effective: book boxes/baskets/bins? I haven't. You?
Sorry I could not join in this chat live, but I LOVE talking about book boxes, so couldn't resist adding some this morning!
Glad you could comment Jamie, no worries on time. In my previous district, we did secure a grant and invited families to build book shelves. It is true that we can make assumptions based on our own upbringings. Doing home visits and bringing books with you before the start of the school year is another idea.