Reading Licenses

When I first began teaching elementary school, the only “independent” books kids had were the books they checked out of the library. And maybe a borrowed read-aloud left of the chalk (!) ledge. Can you imagine how boring that must have been?

newbasketsMorphing to Reading Workshops and Daily Five gave our students opportunities to self-select books for reading independently. And of course, that was a lot more engaging for students. Kids being kids though, were they always doing the right thing at self-selection time?

We teach kids explicitly how to find “just right” books that are neither frustrating nor so easy that kids don’t grow as readers. In my classroom, students received a readers’ license to help them remember where their proximal reading level was. (For information on how my classroom library was leveled, see The Leveled Library Project above.)

The license included a digitized photo of the student created on one of the first days of school, the student’s name, and a color code sticker as a reminder of what just-right-level should be the current target. Students were encouraged to choose 1 book from a level down and 1 book from a level up (the challenge) as well as 2 just-right books. I usually printed all this on a 4×6 plain index card or some heavy card stock paper.

At conferencing time, the student arrived with book box and license and we’d always spend a minute or two making sure selections were a match. New color code stickers were added throughout the year as the student progressed; we’d talk about a goal or next step to work on, record that idea in the student’s reading notebook and move on.

Did I have students who tried to fake their way into a level because a friend was there? Some did from time to time. But I also had students who wanted to prove that they could read more challenging books. How I loved when a student was so bent on proving that higher challenging level was really “just right” that the student doubled down on effort to move forward!

A “license” to read… just another way to track whether book choices match independent reading levels.

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