Modeling How to Select a Just-right Book

Another blog from Bill on building independence in the choosing of books is here.

Bring the Students into the Class Library

When I first model selecting a just-right book, I gather my students on the carpet in our class library. Next to me is the poster "How to Chose a Just-right Book." I tell the students that I am going to select a book that looks interesting and read the first few pages to see if, “I sound smooth, can read all or most of the words, and, most importantly, to make sure I understand what I am reading.”

Select Three Books While Thinking Aloud About Why They Spark an Interest

As the students watch intensely (I’ve told them that it needs to be extra quiet so I can really concentrate), I select three books from different book baskets in our class library. Each time I select a book I do a little thinking aloud; for example, after picking up a Nate the Great book, I think aloud: “Hmm this looks interesting because I like stories with mystery, and on the cover it has a picture of someone who looks like a detective.”

Model the Self-monitoring Process

Once I’m finished selecting the three books, I sit down and think aloud, “Well now it’s time to make sure these are just-right books. I’m going to use my poster to help me check if these are books that I should check out.” I read the first two pages aloud of a selected book, then share my thinking with the class by asking myself, “Could I read all or most of the words? Yes. Did I sound smooth while reading? Yes. Now the last question: Did I understand what I read? Well, yes, so far this is a story about…. (I give a brief synopsis of what I’ve read so far). Since I answered ‘yes’ to all three questions I know this is a just-right book for me.”

Let the Students Judge If a Book Is Just Right

Now that I’ve modeled for them how to self-monitor if a book is just right, I want them to get a bit more involved. This time, before I read aloud the first few pages of my book, I ask my students to be the judge as to whether this book is just right. Thumbs up if it is just right and thumbs down if is not. I go on to read aloud the selected book with accuracy and fluency and then ask the children to either put their thumbs up or down. Hopefully they will all have their thumbs up, but if not I will know who to confer with at a later time. Then I follow up on their assessment by asking them to share with the class why they thought this was a just right-book for me.

When I read aloud the final book (again only the first few pages) I ensure it seems as if it is a book that is too challenging. I read it in a stagnant manner, mispronouncing words and pausing at inappropriate times. When I ask the children if this is a just right-book for me, some may be reluctant to put their thumbs down, but most do. “Why is this book not just-right for me?” I ask. I’ve had plenty of students point out to me in the past that, “If you can’t read the words, it’s not going to make sense and you won’t know what’s going on.”

At the conclusion of the lesson I again reiterate that we have to make sure we are only picking out just-right books, because reading just right-books will help us to become better readers.

William Goldsmith has been working for Orange County Public Schools for the last 10 years and has been teaching in OCPS for the last five years. He has taught 5th and 4th grade and is currently teaching 2nd grade at Apopka Elementary. At Apopka William is the facilitator for the Reading Council, which works towards enhancing uniform comprehension strategies across all grade levels (K–5). He also works closely with English Language Learners in numerous capacities, to help them make gains in their academic skills. William has used Making Meaning for the last 4 years as key component in his literacy block. In the last 2 years he has also begun using Being a Writer.

When William isn’t working late at school, he enjoys playing tennis, snapping photos, reading (of course), and spending time with his friends and family.