Choosing a "Just Right" book

The Goldilocks Theory:

TOO EASY Some children love reading the same books over and over again. They may enjoy the story or they feel confident reading it. This can help them practice fluency and expression. These books should be encouraged, but students must also read books that are JUST RIGHT, especially in school and during Reader’s Workshop. Imagine coasting downhill on a bike. Might be lots of fun, but not getting any read exercise or practice to be a stronger cyclist.

TOO HARD – There are more than a few difficult words on each page. The reader is confused with most of the story. Reading is very choppy and doesn’t sound like talking. This is like riding your bike up big hills all the time. You have to put so much effort and work into it that it isn’t fun, you’re tired and worn-out by the end. You wouldn’t learn much about cycling because you’re just trying to get to the top in one piece and not fall down.

·When children really want to read these books, I encourage them to wait until later in the year since the book will still be in the classroom. We will also have a morning “interest reading time” when children can explore books from higher levels.

JUST RIGHT – Although statistics vary in different programs, children should be able to read about 98% of the words correctly in the book and understand what they are reading. They sound mostly fluent and be able to retell the story and answer the majority of questions. Often when parents tell us that their children can read at higher levels than we have assigned them it is because their fluency or deeper comprehension scores are not as high as we think they could/should be.

Remember that there are 3 things we consider when helping students find "Independent" or Just Right Books - Decoding the words, Expression and Fluency, and Comprehension (both literal and inferential).

Many students can READ THE WORDS of Harry Potter, but we want to make sure they really understand the WORLD of it with deep enough comprehension before handing them books of that level.

Check out these slides of the IPICK strategy in use!

The PICK System

I choose a book

(children have control over what they are reading during this independent reading time from an appropriate selection within certain areas)

P purpose

Why am I reading today? To learn about something?For enjoyment? (Fiction vs. Non-Fiction)

I interest –

What topics am I interested in? (certain animals, book series, characters, hobbies, genres?)

C comprehend –

Can I understand what I am reading? Could I retell the story or information to someone?

K know –

Do I KNOW most of the words on the page?

Mrs. Piccirillo will often recommend books to children based on the above ideas. They can choose to try the books or put them back. Later in the year, students will begin to recommend books to each other. Children are always encouraged to have a book on hand in their backpacks if there is a long wait on the bus, but otherwise they will not need to bring books to school (unless there is a special event). Our classroom has more than enough Just Right Books for everyone. Mrs. Piccirillo also keeps three times as many books at her house that can be borrowed as well if needed.

When they want easier books, we encourage students to borrow books from their public library and reread old favorites at home, especially to little brothers and sisters. When they want to read books that are too challenging for them right now they can listen on tape or read with mom and dad at bedtime so they can have that discussion needed with those books about more advanced concepts or vocabulary.

Need some Recommendations for your child's Independent Reading Level?

Here is an ongoing list of series books enjoyed by 2nd graders at each approximate level. You can put some on hold at the library to try out.

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