Teach students to be selective and pick books that are right for them. Before students dive into a book, they should first look at the title and subject of the book and decide if it sounds interesting. Then students should read a page or two and determine if the words are too difficult. If a student is unsure of five or more words in the first page or two of a book, it is too difficult. When the words seem appropriate, students should next consider whether the text on these pages was easy to follow and able to hold their interest. If all of these things are in place, it is most likely a good choice.
As students are reading their books, they must understand the material. If a student reads a book with little comprehension, the goal of instruction has not been met. Have students stop after every page in a picture book or every chapter in a chapter book and think about the text. At this point, students should be able to write a few important details about what they have read. They can write these on sticky notes and attach them to the bottom of the page. If students cannot identify important information from the text, teach them to go back and reread before moving on in the book. This will keep them on track as they progress through the text.
When students finish a book, they should be able to retell the story or provide information from the text. Have students reflect on their learning by thinking about the importance of the book, how the book made them feel, if they learned anything new from the book, and if they would recommend the book to others. This reflection will help students determine whether their reading of the book was successful. Make sure students understand it is okay to dislike the book, but they should be able to provide reasoning to defend their position.
Once students have learned how to select reading materials, use comprehension strategies, and reflect on their reading, they are ready to put these skills to use in all areas. These skills will be necessary as students work during reading instruction, but they will also need them as they read textbooks in other subject areas. Giving students the tools to reflect on their own reading and learning will lead to greater academic success.