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?
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?
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
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!
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?
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?
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
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!