BOOKMATCH is a tool to help readers choose just right books. . .  

Each letter of BOOKMATCH describes a criterion for self-selection of just right books: Book length, Ordinary language, Organization, Knowledge prior to the book, Manageable text, Appeal to genre, Topic appropriateness, Connection, and High interest. 

Using BOOKMATCH is a process of asking questions, interacting with a text, and making decisions about a book.  This tool allows primary-aged through middle school readers to place emphasis on their personal preferences. For students to find success with BOOKMATCH, it requires understanding these criteria and then taking the time to think about the book in hand and themselves as readers.  Inherent in BOOKMATCH is the understanding that no two readers are the same and that when matching students to books for independent reading time, different criteria for each individual reader needs to be taken into consideration.

Consider the following benefits of BOOKMATCH. . .

(1)   Students increase reading endurance and have time to be readers.  At the beginning of each school year, 15 minutes of independent reading seems like an eternity. However, with the implementation of BOOKMATCH, longer periods of independent reading time become possible. We work up to 45 minutes by mid-year and 60 continuous minutes by the end of April.  BOOKMATCH provides more quality, engaged time reading because the reading material is self-selected. When students have a book match, they are more likely to "stick with" their book.

(2)   Students use the independent reading time to practice self-selection and reading strategies.  The criteria of BOOKMATCH not only assist students during the selection process, but also provide a scaffold for monitoring during reading.  Independent readers will monitor their book choice by asking questions about what they read.  Do I continue to be engaged? Do I continue to understand?  Am I making connections?  Am I still interested? Their view may change as they interact with more of the text. 

(3)   Students develop effective habits of lifelong literacy learners and become independent thinkers about texts.  In the real world books are not leveled.  Readers are capable of learning strategies for matching themselves to books rather than relying on their teachers.  Successful matches build confidence.  When readers read books that interest them, they are more likely to view reading as an avenue for lifelong learning.

(4)   Students are motivated to read voluntarily.  Reading becomes a daily habit.  Once they define themselves as readers, rather than questioning why they are having reading, they begin to question why they are not. If students miss their reading time, they will want to know why. As confident readers, many of our first graders choose reading during open center time. Basically, students will choose reading over other activities.