A few to consider before embarking on that process:
1. What system are you planning to use. To stay consistent may be a
problem, F&P doesn't cover the entire spectrum of elem collections. AR
changed their process recently, Frye may not always be available, etc.
2. What if teachers start restricting by level? Handy, and has been an
issue in AR discussions on this list.
3. I've not recently taught reading per se, but aren't there
significantly different skills involved in reading a chapterbook
compared to expository text, poetry, and narrative non-fiction?
4. What happens if there is a significant change in your school, i.e.
large population growth. Might become too busy to continue or keep up
the project.
I wonder if it would be more effective use of time and energy to work
with kids and teachers on 'how to choose a good book', or 'is it a good
book for me' (weren't those mnemonics a recent thread) and using the
5-finger test. Those would be real world skills the kids can use when
they move up or when at the public library. And kids would notice that
adults use a similar process (though maybe not quite so consciously as
to hold up their fingers and count down).
Robert Eiffert,Media Specialist
Pacific Middle School
Evergreen SD, Vancouver Washington
beiffert@attbi.com
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