- Pique interest through book recommendations!
- Make your walls talk about JRBs!
- Even older students need modeling!
- Confer to diagnose mismatched texts and redirect reluctant, wayward, or lackadaisical readers!
- Choose texts purposefully
- Examine covers, read blurbs, and think about your reading passions as you peruse
- Analyze your reading stats by tracking genres, authors, and topics you read to identify patterns and holes
- Talk about a book you love without spoilers!
- Compare the pros, cons, ins, and outs of a good read to hook other readers (e.g. If you like_____, you might like_____ because______)
Despite your modeling, anchor charts, and creative book-sharing strategies, some students may persist in making less than ideal book choices. Confer with students who appear to be fake reading, word calling, off-task, or disengaged to determine whether JRB selection may be an area of need. Through your conferring, research the appropriateness of book selection by the student and the application of the student’s JRB strategies. Decide on a strategy that might improve text selection for the student, and provide explicit modeling. Offer clear guidance on how to apply this new learning. For example, say to the student, “Now, I want you to try this strategy at the classroom library by______. I’ll check back with you tomorrow to see what text(s) you’ve selected using this strategy.” Remind the student to reference the other helpful structures you’ve established around the room like anchor charts, book recommendation repositories, and treasured corners of your class library. Experiment with creative solutions for JRB such as these Gardner Middle School “banned book” boxes where you might tempt readers with enticing titles like Maus: A Survivor’s Tale, a graphic novel about the Holocaust or The Giver.