BOOKMATCH - Literacy Connects

BOOKMATCH: Scaffolding Book Selection for Independent Reading
Author(s): Jessica Ann Wutz and Linda Wedwick
Reviewed work(s):
Source: The Reading Teacher, Vol. 59, No. 1 (Sep., 2005), pp. 16-32
Published by: International Reading Association
Stable URL: http://www.jstor.org/stable/20204315 .
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JESSICA
ANN WUTZ
LINDA WEDWICK
BOOKMATCH:
selection
for
Background
choose appropriate
students
elementary
the minilessons
While browsing
in my
week
for the upcoming
planned
primary
sat on my couch
I (Wutz)
classroom,
of a football
game on the television
Somehow
up on five
my mind
picked
with
sounds
nearby.
words from
the announcer
of a professional
football
regarding
team: Don't
became
tails, suddenly
Through
basic
those
and everything
clear to me.
it en
literacy
cussing,
reading, writing,
my students have become
readers, have
demonstrated
the progress
mistake ac
in hearing
And
tivity for accomplishment.
five words, BOOKMATCH,
increased
like dis
experiences
and listening,
viewing,
as
aware of themselves
reading
abilities,
and have
an overall
of "just
understanding
from
in an environment
different
very
right" books
the usual activity-filled
classroom.
elementary
and
confer
of
basic
support
Amazingly,
important, because of its simplici
ring and, more
the independent
has assisted
BOOKMATCH
ty,
because
reading progress made by each of my
is an acronym.
BOOKMATCH
students.
Each
readers.
that assist independent
can be a scaffold for in
support questions
BOOKMATCH
book
dependent
tool that guides
selection
as well
in reading
and to spend time engaged
a book is "just
From my perspective,
right" when a student has thought about various cri
about its ap
teria for selection and made decisions
From a literacy process perspective,
can be defined as a text that sup
also
"just right"
a
student's
ports
particular purpose for reading.
I approach teaching from a social constructivist
propriateness.
embracing
perspective,
Proximal Development
as an assessment
?
2005
Zone
Lev Vygotsky's
in
Bodrova
discussed
(as
of
&
put, the students inmy class
skills and strategies that they
learn on their own" with the help and scaf
1996). Simply
Leong,
room can "learn new
cannot
of a teacher or peer (Robb, 2004, p. 5).
folding
I approached
this study asking
With
this in mind,
is BOOKMATCH?
If
two questions: How effective
students
use BOOKMATCH
titude about
In order
tions
criteria,
their at
does
reading improve?
independent
to acquire data relevant to my
ques
research
classroom
about BOOKMATCH,
This study with BOOKMATCH
necessary.
took on the dynamics of action research, defined by
Arhar, Holly, and Kasten
(2001) as "an orientation
a re
to research, a form of professional
practice,
search process,
and, for teachers, a reflective way
of teaching" (p. 15). I was involved in the research
reflected on and improved
process and continually
about the research process
my teaching. Reflection
and teaching were
instruction.
Jg
their own
those books.
was
letter
stands for a specific criterion for students to think
read
about when choosing books for independent
in
In
criteria
these
addition,
1).
ing (see Figure
clude
as a reading
is structured
literacy block
on independent
with an emphasis
read
workshop
main
The
for
purpose
reading is
ing.
independent
to allow students to self-select
just-right books on
My
them with others.
books and discuss
reading
independent
criteria help
These book-selection
book
Scaffolding
International Reading Association
intertwined
(pp. 16-32) doi:10.1598/RT.59.1.3
throughout
the year.
A
review
of literature
three widely
used
With
the Goldilocks
showed
that there are
student
book-selection
trends.
Rule, students can ask them
selves if the book is too easy, too hard, or just right
(Taberski, 2000). Students also can hold up fingers
or
every time they come across difficult words
track up to
they don't understand,
keeping
the Five Finger Rule
five, when
(Baker,
using
for book selection
2002). Another popular method
words
is leveled
books
(Fountas & Pinnell,
1996).
FIGURE1
BOOKMATCH classroom
poster
Book length
/ Is this a good length for me?
/ Is it too little, just right, or too much?
/ Do Ifeel like committing to this book?
Ordinary language
/ Turn to any page and read aloud.
/ Does it sound natural?
/ Does it flow? Does itmake sense?
An underlying goal of BOOKMATCH was to
for choosing books and add to
that take much more of the student
into consideration.
And so I began the school year
take these methods
them criteria
by asking myself
BOOKMATCH
pendent
this question:
scaffold book
In what ways does
for inde
selection
Knowledge prior to book
/ Read the title, view the cover page, or read
the summary on the back of the book.
/ What do Ialready know about this topic,
author, or illustrator?
reading?
Gettinq started with independent
reading
(2001) stated, "Children need at least
a day to read books they can read,
minutes
thirty
of
their
choosing"
(p. 43). For inde
preferably
to
be
successful,
however, certain
pendent reading
Calkins
needed to be put in place before giving
procedures
to 6-, 7-, and 8
such freedom and independence
The following
year-olds.
procedures
guided this
yearlong research.
1.Conduct a whole-group brainstorming session
Record responses to the question: What criteria do
you use to choose a book?
2. Administer B00KMATCH survey
Individually, students indicate how often the BOOK
MATCH criteria are used.
3. Administer independent reading attitude survey
Individually, students share their independent read
ing behaviors.
4. Introduce BOOKMATCH
Teacher models and demonstrates
questions on BOOKMATCHposter.
Teacher models
Organization
/ How is the book structured?
/ Am Icomfortable with the print size and
number of words on a page?
/ Are chapters short or long?
and demonstrates
Manageable text
/ Begin reading the book.
/ Are the words in the book easy, just right,
or hard?
/ Do Iunderstand what I read?
Appeal to genre
/ What is the genre?
/ Have Iread this genre before?
/ Do I likeor expect to like this genre?
Topic appropriateness
/ Am Icomfortable with the topic of this
book?
/ Do I feel like Iam ready to read about this
topic?
Connection
/ Can I relate to this book?
/ Does this book remind me of anything or
anyone?
High interest
/ Am I interested in the topic of this book?
/ Am I interested in the author/illustrator?
/ Do others recommend this book?
all criteria and
abandoning a
book.
Teacher explains bookmarks and student comment
forms.
6. Re-administer all surveys
7. Continue using BOOKMATCH
5. Confer with students about BOOKMATCH
Use the BOOKMATCHstudent forms to guide one
Teachers and students continue to use and model
on-one
BOOKMATCHthrough the end of the school year.
conversations.
BOOKMATCH:
Scaffolding
book selection
for
independent
reading
17
I started with my class of 22 six-, seven-,
I didn't know much about their
and eight-year-olds,
When
of choosing
books and how they
prior knowledge
knew that a book was just right. I held a brain
storming session as a whole group about the main
used by my
criteria currently
students when
choos
ing books for independent reading (see Figure 2).
were
Pre-BOOKMATCH
to
responses
surprising
some
as many
of them already
indicated
me,
awareness
a book. However, when
about choosing
I heard the response, "If you can read the title, you
can probably
that
read the book," it was obvious
at the individ
work was needed, especially
session was incredi
ual level. This brainstorming
more
bly revealing.
I realized, however, that whole-group
only letme inside the minds of those
brainstorming
who chose to participate.
I also
there was
believe
option to the BOOKMATCH
or not a criterion
whether
stand." These
items will
surveys
After
by the
looking over the list generated
I created a BOOKMATCH
class as a whole,
survey
crite
to determine
how many of the whole-group
use
while
ria individual students actually
selecting
a book (see Figure 3). To measure
students' atti
another
survey by examining
ex
isting surveys (Johns & Lenski, 2001), pulling
together questions or statements that were most rel
evant to independent
and constructing
reading,
some additional
and statements
(see
questions
that the surveys held validity
Figure 4). I believed
them confidently. There were two
and administered
the BOOKMATCH
behind
survey. The
purposes
criteria
first was to find out which book-selection
students.
currently being used by individual
as to
second reason was to gather information
why theymight be abandoning books they had cho
as I adminis
a few challenges
tered the BOOKMATCH
survey. One problem was
in terms
that I felt the need to restate each question
common
to 6- through 8- year-olds.
first I read the question as written on
For example,
the form, then I asked
it another way.
Do I look at the length of the book?
or
The Reading
the answer may
"I don't under
for future
be reevaluated
the year. These questions were
data toward the research
to provide
generated
more
question. By assess
from the start, I was
of efficacy as litera
students
ing my
authentically
able to support their "feelings
cy learners" (Lenski & Nierstheimer,
Teacher
Vol. 59, No. 1
that students
2004,
p. 26).
thought about a
books for inde
only
criteria when
choosing
reading. They looked at the cover of the
pendent
the book to look at the amount of
book, opened
on the pages, and then made
texts or illustrations
their decision. Only 8 of the 22 students said that
they always finish a book that they select. I think it
is important to note here that I do encourage
aban
a book, especially
are gone. However,
doning
interest
if understanding
and
one BOOKMATCH
that if enough
suggests
hypothesis
criteria
are con
sidered, the book chosen will be just right for that
and this should
limit the amount of
individual,
amount of engage
abandonment
the
by increasing
ment between
the reader and the text (Rosenblatt,
Smith, and Smith (1997)
1991). Morrow,
Pressley,
can in
shared the belief that reading achievement
crease with an increase of engaged reading.
Student
from
responses
MATCH
the
"reasons
survey regarding
not finish a book" are shown
5). After
reflecting
initial
BOOK
why
Imight
form (see
in graph
upon those student sur
to change reading work
I decided
vey responses,
shop time. Student responses
they might not
such as "Time" or "Word difficulty,"
finish
led me
a book,
to change
to why
our schedule
to ensure
that we
all had more
to students
time to read. I explained
we
more
would
talk
about the reading strate
that
gies we use and help
could attack difficult
pendently.
Do Ithink about how long the book is?
18
that
"Yes"
The independent
reading attitude survey gath
ered information
regarding each student's attitude
at the beginning
toward reading independently
of
Figure
sen by themselves.
I experienced
that were more
to answer
Results of theBOOKMATCH survey given in
Learningmore through student
The
I realize now
is used.
BOOKMATCH studies.
few main
were
to add another
survey regarding
many of my students were forced
or "No" even on questions where
or even
have been "Sometimes"
the fall showed
tudes, I developed
a need
ter
September
readers.
2005
All
teach one another
words
of this would
when
so that we
inde
reading
us
to
bet
become
help
FIGURE2
Whole-group brainstorming of criteria
Pre-BOOKMATCH
jjljiBfej ?PATafeo* 4he rYW*/?e
????? ??fr'"^>'l:'_]2_^??^_??i
Post-BOOKMATCH
BOOKMATCH:
Scaffolding
book selection
for independent
reading
19
/
FIGURE3
BOOKMATCH
survey
Do I look at the length of the book?
Yes
No
Yes
No
Do I look at how much Ialready know about the topic?
Do I look at how difficult the words and concepts are?
n
Yes
Do I look at the genre?
No
Yes
iz?
No
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
D
Do I look at how appropriate the topic is for my age or maturity?
Do I look at how Ican relate to the book?
Do I look at how interested Iam in the topic/subject,
author, illustrator, etc.?
Do I look at how the book is organized (layout/format)?
Do I look at the style of writing (natural language that flows)?
How often do Ifinish the book Iselect?
How often do Ichoose a book because
Iam familiar with the author?
Always
Usually
5
4
Always
Usually
5
4
Sometimes
3
2
Sometimes
3
Rarely
Rarely
2
Never
1
Never
1
What are some reasons why Imight not finish a book Istart reading?
V_._
The
independent
reading
attitude
I found
cluded
survey in
these to be
questions.
open-ended
most beneficial
(see Figure 6). For example, on the
initial survey, Beth and John (all student names are
did not define
pseudonyms)
to number
when responding
themselves
as readers
10 in the second
sec
likes to
like the person who
tion: "Are you more
like to read! Why
read or the person who doesn't
like
with students
do you think so?" Conferring
Beth and John became a high priority.
In conferences
which
20
they were
self-confidence.
books
building
with
The Reading
students,
books
and which
did not. With
able to describe
led to just-right
teacher scaffold
as readers as
ing, these students gained confidence
was
more
success.
I
they experienced
pleased with
the amount of responding
and explaining
that all
my students offered by the end of the year. I believe
read
it is important to note that on the independent
after
attitude
BOOKMATCH
survey responses
ing
(see Figure 6), both Beth and John defined them
I focused
on
Vol. 59, No. 1
the
as
selves
readers.
Taking another look at the BOOKMATCH
and on
currently selecting
I praised often. Using
Teacher
Iwas
language of BOOKMATCH,
to Beth and John which decisions
survey
September
responses
2005
(see Figure
5), one can see the
FIGURE4
Independent
reading attitude
survey
You read each statement silently as Iread them aloud. After each statement, circle the word that best describes your
reading behaviors.
1.1 enjoy free reading time at school.
2.1 feel that books are boring.
Always
Sometimes
Never
Always
Sometimes
Never
3.1 like to recommend good books to my friends.
4.1 read if the teacher assigns it as homework.
Always
Sometimes
Never
Always
Sometimes
Never
5.1 think reading is hard.
Always
Sometimes
Never
6.1 like to read when Ihave spare time.
Always
Sometimes
Never
Always
Sometimes
Never
Always
Sometimes
Never
9.1 like to read when I'mnot at school.
Always
Sometimes
Never
10.1 try to find books by my favorite authors.
11. I'd rather watch TV than read a book.
Always
Sometimes
Never
Always
Sometimes
Never
Always
Sometimes
Never
Always
Sometimes
Never
Always
Sometimes
Never
7. If Istart reading a book, Ifinish the book.
8. It takes me a long time to read a book.
12.1 only like certain types of books.
13.1 think Iam a good reader.
14.1 learn new things from free reading.
Please respond to the following inwriting.
1.What do you think is the easiest thing about reading when you are alone?
2. What do you think is the hardest thing about reading when you are alone?
3. What do you like about reading alone?
4. What do you dislike about reading alone?
5. Describe your favorite place to read and why you like to read there.
6. Who do you know who likes to read?.
7. How do you know this person likes to read?
8. Who do you know who doesn't like to read?.
9. How do you know this person doesn't like to read?
10. Are you more like the person who likes to read or the person who doesn't like to read?
Why do you think so?
BOOKMATCH:
Scaffolding
book selection
for
independent
reading
21
FIGURE5
Graph of open-ended
responses
from independent
reading attitude
survey
What are some reasons why Imight not finish a book?
10
Pre-BOOKMATCH
Post-BOOKMATCH
to "What are some
increased number of responses
reasons
a book?"
not
I
finish
why
might
the post-BOOKMATCH
with the pre
Comparing
BOOKMATCH
student responses, one could con
that post-BOOKMATCH
the students were
rea
to
with
the
define
language
equipped
multiple
sons for why they might not finish a book.
clude
ModelingBOOKMATCH
I created a
of the fall semester,
to my
color BOOKMATCH
poster. I mentioned
class that I used most of the students' ideas to cre
In the middle
ate questions
that we could learn to ask ourselves
when choosing books for independent reading. The
BOOKMATCH
criteria were determined
before
the school
From
gan. Very
I modeled
from
went
year started.
be
there, student use of BOOKMATCH
as
a
I
read book aloud,
slowly, day by day,
letters
using certain sections or main
the BOOKMATCH
something
poster. Demonstrations
committing
like this:
When Ichose this book to read aloud to you this morn
ing, Ionly knew that the topic would be of interest to
you. The topic of this book happens to be friends.
22
The Reading
Teacher
Vol. 59, No. 1
(Student responses and smiles toward their latest best
friends confirm that they do like the topic.) But I'mgo
ing to think aloud for you as Ithink about the letter B
inBOOKMATCH,or "Book length." And so Iask myself
(as Iplace my finger under the words of the following
question on the poster), "Is this a good length forme?"
Well, letme browse the book (I now turn through each
page of the book) and see what Ithink. Yes, Ican say
this is a good length for me. Idefinitely still feel com
fortable with the length of this book after browsing
through the pages. To make sure, I'mgoing to ask my
self the next question (again Ipoint to the words on the
poster and the next bulleted question under B for
"Book length"), "Is it too little, just right, or too much?"
Okay, this question really makes me think about
whether or not Iwant to read a book this length (again
Ibrowse the book). Iwould have to say, for me, right
now, this is just right. It is not too long, but long enough
that the book will take a while, and Iwill be able to think
as I read. For me, it is a just-right length. And finally, I
can ask myself (Ipoint to the words of a question on the
poster a final time) "Do Ifeel like committing to this
book?" (A student, Lisa, raises her hand and asks what
September
means.)
Such
a great
question,
Lisa...l
can
tell you are not only being a good listener, but you are
making sure you understand this part of BOOKMATCH
before you go off to find a book on your own.
(Discussion occurs with the whole group about the
word committing.) Ido feel likecommitting to this book
2005
FIGURE6
Student
responses
from an independent
reading attitude
survey
question
10. Are you more like the person who likes to read or the person who doesn't like to read?
Why do you think so?
Beth's response before BOOKMATCH:
Beth's response after BOOKMATCH:
bcCl
^
t
''?&?'*oi;k
^Wf?a?
John's response before BOOKMATCH:
X
?<>N
TlfJ
John's response after BOOKMATCH:
?
P,?XS?)L
Hfl
eoap
H^^
Ktr
and to doing my best to get through the book. Iwill now
read this book because Ithink these questions have
The Long, Long Letter by Elizabeth Spur (1996),
helped me to choose a book with a just-right length. I'm
on my way toward making a BOOKMATCH.
was
BOOKMATCH:
After
holding
an interactive
read-aloud
with
this very important demonstration
and minilesson
over. The students were
to
then challenged
Scaffolding
book selection
for
independent
reading
23
think about
"Book
books
length" when choosing
for independent
When
inde
reading.
was
were
time
students
over,
pendent reading
giv
en an opportunity
to sit in the "share chair" and tell
that morning
what went well
for them while
books
choosing
of this wrap-up
session was
day. The purpose
hear firsthand from the students how they used
that
to
Z?,
"Book length" of BOOKMATCH. The next day's
minilesson with BOOKMATCH would include
thinking aloud about book length and then adding
other
in the order on the
(not necessarily
were
the
introduced to
students
Eventually,
a just
that readers ask to choose
right book andmake a BOOKMATCH.
Iwould like to say that the reason the
Although
minilesson
sessions went so well was because of the
countless
hours
spent
developing
the BOOK
of BOOK
each modeling
and think
book-selection
behaviors,
MATCH,
was
obvious.
the
of
demonstration
alouds,
power
were
Students
shown questions,
understandings,
demonstration.
With
that they could apply to choosing
so that they develop a sense of
"texts for themselves
as independent
readers" (International
themselves
and connections
&
Association
Reading
Teachers
National
Council
of
think
1996, p. 28). When
as a teaching approach with
in the classroom,
routine, were used
they became
as needed
and were
in a variety of real situations,
of English,
exercised
alouds were
broken down with clear details and steps (Duffy,
Students
thought
it down
process, slowing
as readers and learners.
After
about their own thinking
in order tomake decisions
several weeks
of discussing
components
in the morning
focus, students
were given a BOOKMATCH
bookmark. This exact
a treasure to my stu
was
of
the
poster
duplicate
now
as
ask
themselves
could
dents
many
they
about the books they chose for independ
questions
of BOOKMATCH
ent reading. Because my procedures built up to this
the students were very familiar with the
moment,
questions on the bookmark or knew to ask a friend,
if needed.
After
all,
Szymusiak
and Sibberson
with
(2001) told us how, "purposeful conversations
and without us" (p. 77) can occur about books.
The terminology
became
natural to the stu
as
they
thought
about
"Book
length,"
"Knowledge
"Ordinary language," "Organization,"
to
to book,"
text," "Appeal
"Manageable
prior
24
MATCH"
that
the
students
shared
with
them.
very good was shaping our independent
Something
of our
time, as well as the environment
reading
classroom.
The Reading
Teacher
Vol. 59, No. 1
BOOKMATCH
remains an
instructional tool
students were
As
finalizing
ing
MATCH form, I must give credit to the act of
dents
to our
simply searched for just-right books. Visitors
to know more about "this BOOK
school wanted
criteria
poster).
all of the questions
2003).
and
"Connection,"
"Topic appropriateness,"
no
or
I
interest."
At
time
did
students
my
"High
think about the reading
levels of the books. We
genre,"
longer
off choosing just-right
and gradually
in reading,
engaged
a BOOKMATCH,
periods
began occurring.
of our classroom
ownership
about certain
their opinions
changes
which
the books
Students
now
books,
spend
other
shared
voiced
library. They
topics or text sets into
now
should be sorted. Minilessons
on explanations
and discussions
of what
in our
up a certain genre and which books
each
Reference
charts
genre.
library represented
were made
to help students remember
the many
focused
made
of
genre names and updated to include photocopies
covers
as
exam
book
examples of each genre. The
came from our own classroom
of
li
course,
ples,
brary (see Figure 7). The purpose
was to help foster independence
of these charts
in my
students
(Taylor& Pearson, 2002).
too small to hold the
Our reading area became
into which
the books were being
many containers
sorted, and so the room was rearranged in order to
to our classroom
have a second book area. Visitors
saw an area labeled Books
1 and another labeled
2. We now had a "strong classroom
library"
that supported
the act of students being "matched
with books they can read" (Routman, 2003, p. 80).
Both areas had plenty of space for walking
around,
Books
a variety of chairs in which
to sit comfortably,
and
a table. The change was positive and exciting for all
involved.
more
were
research procedures
Eventually,
added to the mix of things. The poster-size
BOOK
so well
intro
MATCH
form worked
that, before
ducing the individualBOOKMATCH student form
the local copy store and
(see Figure 8), I visited
a
for
created
laminated
form, perfect
poster-size
use with dry-erase
I used this poster
markers.
September
2005
FIGURE7
Genre chart with text examples
during whole-group
instruction
to record my
think
ing aloud about BOOKMATCH and why I chose
The individual BOOKMATCH student forms
were
a way
ing when
to document
their think
on their own during our
forms were kept in a reading
for students
books
choosing
time. These
workshop
folder, and I could view them as needed. Before us
ing the forms on their own, we had numerous dis
cussions on what itmeans
to explain your answer.
(I learnedquickly thatmany of theBOOKMATCH
can be answered
questions
simply "yes" or "no").
became my expla
My think-aloud demonstrations
nations. Robb's (2004) experiences with responsive
similar to my own. I was able to
teaching were
"make my thinking visible
as I started the scaffolding
to my
students," (p. 5)
confer
process. When
BOOKMATCH:
library
ring was not possible,
selection were shared
certain
read-alouds.
my
Recording
thinking
took
the form of a guided writing
process
session,
which provided a visual of my thought process.
from classroom
student
in written
thoughts
form.
about book
Using a learning model described by Routman
I added another twist to the original proce
(2003),
students from dependence
to inde
dures, moving
Because
sessions
my guided-writing
pendence.
more
students
become
when
helped
independent
out their forms, I gave students the opportu
to
start doing the morning
think-alouds
and
nity
demonstrations.
Demonstrations
to
the
teacher
by
filling
the students,
by students
Students
by students to the teacher, and now
to other students were
occurring.
led the morning
routine of minilessons
on BOOKMATCH
in their minds
pendent
by sharing what was
when
they chose a book
classroom vignette
reading. The following
a glimpse of the student-to-student
inter
provides
action that naturally
Scaffolding
going on
for inde
book selection
occurred
for
after Bill
independent
shared his
reading
25
FIGURE8
BOOKMATCH
student form
Student comments
Criteria for choosing books
Book length
/ Is this a good length for me?
/ Is it too little, just right, or too much?
/ Do Ifeel like committing to this book?
Ordinary language
/ Turn to any page and read aloud.
/ Does it sound natural?
/ Does it flow? Does itmake sense?
'EMM
Organization
/ How is the book structured?
/ Am Icomfortable with the print size and
number of words on a page?
/ Are chapters short or long?
Knowledge prior to book
/ Read the title, view the cover page, or read
the summary on the back of the book.
PW%%$\/ What do Ialready know about this topic,
author, or illustrator?
text
Manageable
/ Begin reading the book.
/ Are the words in the book easy, just right,
or hard?
/ Do Iunderstand what Iread?
Appeal to genre
/ What is the genre?
/ Have I read this genre before?
/ Do I like or expect to like this genre?
Topic appropriateness
/ Am Icomfortable with the topic of this
book?
/ Do Ifeel like Iam ready to read about this
topic?
Connection
/ Can Irelate to this book?
/ Does this book remind me of anything or
anyone?
High interest
/ Am I interested in the topic of this book?
/ Am I interested in the author/illustrator?
/ Do others recommend this book?
book, and he was wanting to read a more
challenging book, umm, then this was good
that he chose it as a book to do BOOK
MATCHwith. Umm, Ithink that went well.
BOOKMATCH form and his thinking with the
whole
class.
Dan:
26
Ithink what went well was, umm, since it
looked like itwas going to be a challenging
The Reading
Teacher
Vol. 59, No. 1
September
Unknown: Why do you likemummies?
2005
Because sometimes Ibelieve in aliens and
then it, I, it reminds me of monsters, and
that reminds me of Scooby Doo, and then it
Bill:
reminds
me
Mrs. Wutz: Explain why you asked that, Sally.
of mummies.
Shawn:
Do you watch, like,mummy shows?
Bill:
Sometimes. Sue?
Sue:
Umm...umm...umm...rm
share
gonna
some
thing that went well. You wrote about six of
the boxes, and it is hard to write in those
small boxes with markers, but you under
stood and you were able to still write all
that you wrote.
I liked how you explained "Why do you like
this book?"
Lex:
Jane:
Where did you get the book?
Bill:
Umm, fiction chapter books.
John:
Why do you likemummies,
you likemummies a lot?
Bill:
Because when Igo to my grandma's house
Iwatch Scooby Doo a lot.
No.
Alexa:
umm...why do
Sally:
Because, umm, Ihave the movie and Iwas
wondering if you read part of it, umm, I
was thinking the book might have some
similarities.
Reggie:
Do you actually know the whole thing and
what it is about?
Alexa:
No.
Dan:
Are you going to go back to the book when
you understand most of those words that,
that you didn't?
Alexa:
Yes.
Jane:
Umm, ifyou thought itwas a "No" for com
mitting, then it might have not been a
BOOKMATCH.
Mrs. Wutz:
I'mglad you noticed that, Jane.
clue to Alexa right away.
Lisa:
Itwas a
Next time you could put "No" and then put
why.
Mrs. Wutz: So it's almost a connection for you.
Yeah, 'cause Iknow why, 'cause there's,
like,a mummy in the show.
Bill:
are convincing.
Bill
examples
about himself as a reader and member
These
more
classroom
Alexa
shared
showed
of our
how
Jenny:
On "yes," because Iread the genre before,
where did you read it?
BOOKMATCH can be used after the selection of
Bill:
Here in the classroom. Sally?
a book
Sally:
Did you, did you ever find other books on
mummies?
in a text. As
Bill:
Umm, no, but Ido have a Scooby Doo book
at home, but it is not mummies.
These
students found out more
about Bill's
classroom
collected
themselves
with Alexa,
students
about matching
book.
discussion
Ithinkwhat happened was, was, Igot to the
point where Ididn't wanna read the book
anymore so I, like, set it aside.
Mrs. Wutz: Did you understand the book?
Alexa:
I handed
continued
engagement
of
the responsibility
students
took it happily and
over
the start of a good
thing had turned into something great!
Movingaheadwith BOOKMATCH:
Comprehension
As
books
room
Alexa:
as a tool to monitor
demonstrations,
my
I thought was
confidently. What
information
specific
to a just-right
community.
interests
but they also gathered in
through the conversation,
In an
formation about the process of self-selection.
other
literacy
Ya.
it stood, students were comfortable
selecting
from the large variety available in the class
library. Ongoing modeling
helped students
how to use BOOKMATCH
questions.
students became efficient at documenting
their
on
a
In a
forms
within
folder.
understanding
reading
as if influenced by the original
natural progression,
understand
The
Mrs. Wutz: Did you come across any hard words?
research procedures of BOOKMATCH,
and two more methods
tion changed,
Alexa:
duced.
Some.
Mrs. Wutz: Words maybe you could read, but you
didn't know what you were reading.
Together,
reading
logs and conferring
further
evidence
for
the effectiveness
of
provided
BOOKMATCH.
I included
Alexa:
Ya.
Sally:
Are you familiar with the movie of the
book?
BOOKMATCH:
my instruc
were intro
a way
Scaffolding
logs,
to reveal
of the BOOKMATCH
comprehension
Reading
for students
similar
book selection
for
to forms
used
independent
their
book.
by Hindley
reading
27
and Taberski
(1996)
Questions
logs were
that students
(2000), served that purpose.
could use with their reading
generated by the students and
eventually
chart (see Figure
into a reference
9).
Students used the reading log before, during, and
after the reading of the texts (see Figure
10).
on the reading
Student
responses
logs showed
If
whether or not the students constructed meaning.
turned
this
"No" to "Did I finish
re
were
literal.
often
book?"
Many
they
being
turned to the same book the following
day during
reading time. Imay need to rethink
independent
in the future.
that question
a way to monitor
I also developed
student un
students
answered
The
through individual conferences.
derstanding
made me cringe?I
thought of daily conferences
knew Iwould never be able tomeet with every stu
dent every day. Fortunately,
of modeling
ible amount
because
of the incred
and
beforehand
the
overall scaffolding provided by BOOKMATCH,
not everyone
needed
a daily
conference.
Time was
on my
side as students had built their in
to an all-time high
endurance
reading
dependent
distracted.
So
of 45 minutes
without
becoming
definitely
with
just how many
meet
would
students
BOOKMATCH,
record in 45 minutes? My
that out of the 22 students
comfortably,
even perform a running
goal was 4. That meant
I would
in my
classroom,
of them in a week
would
that
sheets
became
accustomed
it was
remind me when
this rotational
them help me
holding
be able
Student-generated
28
The Reading
Teacher
Vol. 59, No.
1
to meet
with
20
during independent reading time.
I placed
student
these meetings,
To manage
on colored
names
Students
to
and
visible
system
be accountable
I flipped
daily.
to their color and
their day. Making
to the students
let
and consistent
in
the conferences.
Szymusiak and Sibberson (2001) believed that
"Our reading reflects our favorite authors, our fa
The sharing comes
vorite genres, and our moods....
and a rela
from many
conversations
thoughtful
on
we
what
know
about
each other
built
tionship
FIGURE9
reference
I be able
discuss
chart of questions
September
2005
for reading
logs
FIGURE10
Student reading logsamples
iTifcla:
utUe,
^HoWa
|??fo<Tc+
IAuthor:
*?a
Author
|
this
I finish
'
IDid
book?
*t.'''flfr-
r
is
otethis
Di^^^inish
bookf^gj
i^
WUJ13
fo
p/,_(X
?x^--i?
Title:
Titl?:
leU
.C\l/f
Author:
Ji//l
Did
I finish
this
.r^li/>.^^n^
AntE
iS
fix*
book?
j
u
!/
1
book?,V3
?X S\lot<ce?
Comments
Comments:
this
I finilsh
Did
j/}/
t-ii?
?r.
tar
^-^..patria*
*htr?\^
Ccx?\t>J^
t?u/iK
^W* ^?j
**
Oo/rtA
as readers"
the op
(p. 76). Conferences
provided
for students to share and converse about
portunity
their reading.
book
For example, Jenny told me, "In this
I feel comfortable.
In other books it's kinda
choppy." We then discussed why that might be. She
went on to explain,
"I think I get how if you can
BOOKMATCH:
read,
aMagic
BOOKMATCH
Imean...if
**
^r^
Tree House
for
"-."'
book was
a
then
other
reading
29
you,
just-right
Magic Tree House books will be too, probably."
a
As a result of these meaningful
conversations,
was
not
built
relationship
only with Jenny but also
with other students. Figure 11 shares the questions
Scaffolding
book selection
for
independent
FIGURE11
Guided questions
for daily conferences
with various
student
responses
Interviewing and conferring with BOOKMATCH forms
How did you use BOOKMATCH to help you select the book you're currently reading or have just finished?
Ithought about the genre and the pictures inside. Ibrowsed it.
Inoticed that some words repeated.
I looked, picked, and then walked through the book...words and size, that is one of the questions, and itwas a
good length for me.
Isaw the handwriting and never really saw it like this before. Ireally like pizza, and the back cover reminded me
of when Iwas at my mom's friend's house.
Ithad just the right amount of words.
Ididn't use the form, but Ithought about the questions on the bookmark while Iwas looking.
Itdid make sense.
I read the title and was interested inwhat the animals would be on the front.
Since I like tornadoes and facts, Ithought hurricanes could be interesting to think about.
Iwanted to ask, "Does anyone recommend this?" and so Iasked Sally, who already read it.
Were the criteria you used successful?
Yes (Interestingly enough, no one responded no.)
How are you feeling toward reading at this time?
Kinda good. Reading can be hard when someone next to you reads aloud.
Really good, because at home we ordered Scooby Doo books and Iread those here, too.
Ifeel great about all these different books and book lengths...because, you know, I like these chapter books that
can get your mind started on different things.
Iwant to know more. I'mcurious. Itsays in this book that he doesn't want people making fun of his cousin, Marco.
Ithink he'll end up making a lot of friends.
Good because now I'mcovering words and breaking them up.
What will you look for in your next book?
Harder words because these words are kinda easy, but I like the book.
Iwill look for a chapter book.
To try and get a little more challenging book.
Just-right books...good for me.
Junie
B. Jones...wellf
she's
sort
of
like me.
Maybe Iwill look for a book that has...that makes me really want to read it.
Things Iknow.
Kinda a book likeCatwings, the same length.
Maybe I'll look in "Animals."
Is there anything else/any criterion you're using that is not on this form?
What Inoticed about the structure is that there is a page that shows the titles of other books.
Five-word
rule.
Idon't choose books if it doesn't seem like they have a beginning/middle/end.
No.
How long has it been since somebody read it aloud?
Set a goal: Look at previous forms and decide on goal for next book selection.
Start the chapter books already inmy book box before looking for more.
To again choose a book that is a little challenging.
Use BOOKMATCHand then come show you whether or not it helped me.
Find a chapter book that's just right for me.
Bigger books with more words.
I'lltry to finish this book before Isee you again, or even...l'll be on my next one.
V_s_J
30
The Reading
Teacher
Vol. 59, No. 1
September
2005
and shows
sessions
that guided my conference
became
some student responses. Daily conferences
the part of instruction that I treasured most.
FIGURE12
Pre- and post-independent
reading attitude
survey question
I think reading is hard.
scaffold
How does BOOKMATCH
book selection for independent
reading?
70%
60%
50%
and the data were
was an
that BOOKMATCH
to a close
the year came
it was clear
analyzed,
As
Post-BOOKMATCH
tool for the students. This arti
scaffolding
of students' growth with in
evidence
cle displays
as
seen in more
time spent
reading
dependent
for effec
of
terminology
reading, the development
effective
selection
tive book
success
of
30%
20%
-h!
10%
observable
2),
(see Figure
Pre-BOOKMATCH
40%
0%
students
books,
just-right
selecting
move
conversations
students,
among
meaningful
to independent
ment from dependent
learners, and
in themselves as
an increase in students' confidence
readers. Beth
me of how
and John reminded
between
is a relationship
propriate book selection.
attitude
reading
from BOOK
the teacher, I also benefited
as an instructional
tool. Iwas able to pro
MATCH
an independent
book-selection
duce
reading
the use of levels. BOOKMATCH
system without
a snapshot of every student's
selection
provided
a
students
vocal
the
not
view
of
and
process
just
share
in whole-class
discussion.
from
It also
students.
demanded
expectations
higher
BOOKMATCH
guided instruction as I immediate
to give students more time
schedule
ly changed my
It reinforced
they self-selected.
a
are
the idea that think-alouds
powerful way to see
into the minds of learners, and it provided a way for
to read the books
students
to gather
information
about
conferences,
During
their choices as I overlooked
MATCH
The
before
their use of BOOK
process.
and the
of
my classroom
description
stu
demonstrates
with BOOKMATCH
became
of metacognitive
benefit
Another
evident
and after attitude
12 shows
Figure
as
readers.
efficacy
ample,
assessed
as a selection
journey
dents' development
for book selection.
MATCH
as
themselves
students
readers.
when
survey
changes
strategies
of BOOK
at the
looking
results. For ex
in students'
BOOKMATCH:
Sometimes
Never
there
and ap
As
who
Always
self
andthe future
BOOKMATCH
I had time to step back and
Occasionally,
in action. I found that it had
watch BOOKMATCH
become woven
throughout our day. Students who
as
their "share" item were using
books
brought
and explaining
BOOKMATCH
why
terminology
with peers.
they chose that book in conversations
a book
to partner-read
who wanted
Classmates
first go to the BOOKMATCH
poster and ask
criteria.
about different book-selection
themselves
our
writer's
afternoon
time,
workshop
During
was evident as we shared ideas for
BOOKMATCH
would
of the texts we were writing. Student
sum
now
included
chapters,
samples
tables of content, and even written recom
the structure
writing
maries,
mendations
items discussed
peers?all
minilessons.
morning
I looked back at my field notes
from
BOOKMATCH
in
and
By spring,
about BOOK
that I still had questions
realized
MATCH. These questions resulted from experiences
with my students during the independent
reading
block of time. As I reflect and rethink BOOK
MATCH
questions
for the future,
inmind: Where
I will
does
keep the following
the Five Finger Rule
fit inBOOKMATCH? Should I add to theBOOK
the student has read the
criteria whether
or student has read
a
or
teacher
whether
book before
a
I
section about the
as
a
add
read-aloud? Should
it
MATCH
Scaffolding
book selection
for
independent
reading
31
for reading
purpose
does the terminology
that particular book? Where
of "a series" fit? Do I need to
have separate and slightly different BOOKMATCH
criteria for different age levels? Should I change the
to add in an "I don't know"
survey
original
option?
Should I change the format of the reading log?
running records of students' ability to select
just-right books have strengthened the argument that
Would
BOOKMATCH is an effective tool?
the belief
in the effec
strengthen
I realize
that some
of BOOKMATCH,
to
instruments
I used. To
is
the
necessary
change
test the hypothesis
criteria were
that if sufficient
To further
tiveness
considered, the book chosen would be justright for
that individual
and would
limit abandon
probably
ment
I need to modify
and increase engagement,
the stu
the survey terminology.
On the surveys,
dents understood
"finish" tomean during one inde
students'
reading session. For example,
pendent
show
responses
specific
their misunderstanding
of
the word finish when telling why theymight not
finish
a book:
"Because
at school
it is time to clean
up." "Because I don't hav inuf tim." "Because read
they might be a chap
ing time is over." "Beacase
ter book." Students'
of the word
understanding
needs
finish
to be clarified.
One thing is clear regarding BOOKMATCH
and the future.
research
reveals
students
select
I will
BOOKMATCH
continue
to use
it because
my
support when
that it does provide
books
for independent
reading.
is a book selection
tool for decid
ing if a book
as a literacy
is just right, it promotes self-awareness
learner, and it provides daily ongoing
discussion
about texts. When browsing
through the
students' reading folders, it is evident that BOOK
with its docu
MATCH
supports comprehension
BOOKMATCH
works
mentation
of understanding.
well in a classroom
that has a wealth of books for all
readers, but I believe that results would be less pos
with a limited library. In this
itive in a classroom
naturally
study, BOOKMATCH
tion of independent
reading.
guided my
instruc
I turnback to Calkins (2001) and think about
"If we're not teaching
the future of BOOKMATCH.
into our children's
reading lives?if
independent
not drawing from and giving to those lives,
is affecting
how can we be certain our teaching
them at all?" (p. 8). This action research made me
we're
think about
my students
time. I now
32
that I would
like
the types of activities
to be doing during independent reading
of activities
think about the purposes
The Reading
Teacher
during independent
reading and what my students
as participants. BOOKMATCH
will accomplish
is a
means by which any teacher can teach into the read
ing lives of his or her students.
Vol. 59, No. 1
Wutz teaches at Thomas Metcalf Elementary
School, a laboratory school for Illinois State
University. She may be contacted at Campus
Box 7000, Normal, IL61790-7000, USA.
Wedwick is a faculty associate at the same
school.
References
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Bodrova, E., & Leong, DJ. (1996). Tools of the mind: The
Vygotskian approach to early childhood education.
Englewood Cliffs, NJ: Merrill.
Calkins, L. (2001). The art of teaching reading. New York:
Longman.
Duffy, G.G. (2003). Explaining reading: A resource for teach
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Fountas, I.C,& Pinnell, G.S. (1996). Guided reading: Good first
teaching for all children. Portsmouth, NH: Heinemann.
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Stenhouse.
International Reading Association & National Council of
Teachers of English. (1996). Standards for the English
language arts. Newark, DE; Urbana, IL:Authors.
Johns, J., & Lenski, S. (2001). Improving reading: Strategies
and resources. Dubuque, I?:Kendall/Hunt.
Lenski, S.D., & Nierstheimer, S.L. (2004). Becoming a
teacher of reading: A developmental approach. Upper
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L.M., Pressley,
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J.K.,
& Smith,
M.
(1997).
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Robb, L. (2004). Responsive teaching: Meeting every stu
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Rosenblatt, L. (1991). Literature-SOS! Language Arts, 68,
444-448.
Routman, R. (2003). Reading essentials: The specifics you
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Taberski, S. (2000). On solid ground: Strategies for teaching
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Taylor, B., & Pearson, D. (2002). Teaching reading: Effective
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September
2005