Ever discover a book that you think is a perfect choice for a student or group, and realize you are unable to give a proper book introduction? Perhaps you are unfamiliar with the topic and lack sufficient knowledge about the subject or content.

In the early days of Reading Recovery, we had limited book choices. Many of our texts came from Australia or New Zealand. Much of our book collection in the early 90s was fictional texts, with a small number of non-fiction books. As more appropriate non-fiction texts became available, our book introductions needed to shift. In the U.S., we were thrilled to add the Ready to Read series and PM Readers to our collections. Unless we increased background knowledge about the book’s content, we were giving surface-level introductions, which limited student access.  We knew little about the animals, settings, activities, vocabulary, and language structures in books that were created for a different population, from another part of the globe. What we failed to realize in our excitement was the need to do some research about the content in the new books we were introducing, if we were to provide students with an entry point into a different type of text.  This is still true today, as we become more skilled at introducing a variety of texts with different demands in a Reading Recovery or classroom setting.

Fictional texts are narratives featuring invented characters, animals, and events.  This type of text tends to have friendly language that flows well and is easy to anticipate, with adequate picture support.

“A typical fiction narrative consists of an opening, the presentation of a problem, a series of events, a climax in which the problem is solved, followed by “falling action” in which loose ends are tied up” (Fountas, I.C., & Pinnell, G.S., 2017, p. 282).

Non-fiction texts are based on real people, places, and events.  The format of the text is different than fictional text, and the language structures tend to be more technical.  There is a greater demand for vocabulary knowledge as well.

“Non-narrative text structures include expository, persuasive, and procedural. With expository texts, information is typically organized into categories.  When you read an informational text, you may notice headings and subheadings” (Fountas, I.C., & Pinnell, G.S., 2017, p. 282).

Fortunately for beginning readers, fiction and non-fiction are presented in a narrative non-fiction format, which means the story contains facts and is easier for students to read. Crafting a narrative nonfiction or non-fiction book introduction differs from a narrative text.

Marie Clay instructs us to take the time to read the new book and take inventory as to what is accessible to the individual student while examining book format, content, language structures, and visual information. Clay states, “Using the new book, she will introduce something novel to his primed processing system” (Clay, M.M., 2016, p. 113). The new book, by design, is selected to push the boundaries of the student’s learning without unsettling it.

As the teacher, if you select a text for a particular student who is interested in birds, but does not fully understand the content or vocabulary in the new book, then your introduction and support during the first read will be limited and shallow. For example, if a student is interested in birds, but has limited knowledge about birds that live in New Zealand, then the text is likely to be a challenge or too hard. If the subject matter is foreign to us as educators, it will be the same for our students.

The more a student knows about the book, the better he can access the text, which propels readability, improves comprehension, and fosters fluent reading.

“The teaching goal is to settle these new things into the integrated networks of knowledge that this child already controls.  The teacher aims to have the child read the book fluently.  The outcome should be that the reader is keen to move on to the next exciting exposure to new things” (Clay, M.M., 2016, p. 114).

If we neglect to write an introduction that prepares the student for success and improved literacy processing on the first reading of the new book, we have not done our due diligence.

“Reading Recovery students are entitled to inclusive introductions in order to proficiently read nonfiction materials. It is our responsibility to carefully plan book introductions designed to activate prior knowledge and incorporate some of the content and structures that may be difficult for our students to access on their first read. (Anderson, N., & Eure, N., 2007, p. 64).

The more you know about a topic, the more comfortable you feel reading the text, talking about the subject matter, and writing about it.

Reshaping Book Introductions

In this next section, I wrote surface-level book introductions, provided facts about select animals, and then wrote a more comprehensive book introduction to compare the differences. The introductions I crafted are generic examples.  They are not tailored to a particular student.  I caution you not to use these introductions in your lessons without revising them to meet the needs of your individual students.

Think about the two types of book introductions. How can doing a little extra research about a topic make all the difference in supporting a student’s overall understanding of the new book?

Surface Level Introduction

“Lizard Loses His Tail” by Beverley Randell

This is a story about a bird named Kingfisher who wants to have a lizard for lunch. 

Facts about Kingfishers in New Zealand

Kingfishers are particularly active in the early morning. They need to eat regularly and wake up hungry. They are up bright and early in search of food. In open country, insects such as cicadas, beetles, stick insects and weta are caught, along with spiders and small vertebrates, including lizards, mice, and small birds.

Facts about Lizards in New Zealand

Predators of lizards – rats, mice, moreporks, cats, magpies, mynahs, starlings, and kingfishers.

Many lizards can self-amputate or “drop” their tails, also known as tail autotomy. This is a natural self-defense mechanism that occurs when a lizard is grabbed by a predator or senses a threat. Lizards have a remarkable ability to spontaneously grow new cartilage in response to a skeletal injury.

Comprehensive Introduction

In this book, a bird named Kingfisher, who lives in tall trees, looks for lizards to eat.  What the Kingfisher does not know is that lizards can lose their tails when birds swoop down to catch them. Let’s find out what Kingfisher ends up having to eat at the end.

Surface Level Introduction

“Old Tuatara” by Joy Cowley

This is a story about an Old Tuatara that has many animals visit him while he is asleep.

Facts about Tuatara in New Zealand

Tuatara are a rare reptile found only in New Zealand. They are the last survivors of an order of reptiles that thrived in the age of the dinosaurs. Tuataras can live for over 100 years.

While they bask in the sun during the day, adult tuataras are primarily active at night, when their food (insects, lizards, birds, and eggs) is most abundant.

Comprehensive Introduction

In this book, a lizard named Old Tuatara relaxes in the sun to warm his body.  All the animals that come to visit him think he is asleep.   Old Tuatara is not asleep.  He is waiting to catch his favorite insect.  Let’s find out what Old Tuatara had for lunch.

Surface Level Introduction

“The Waving Sheep” by Beverley Randell

Jessica and Daniel went out onto the farm to look for mushrooms.  Instead, they found a sheep on his back.  Let’s see if they can help the sheep.

Facts about Sheep in New Zealand

Sheep farming has played a crucial role in New Zealand’s history and economy, with sheep once outnumbering people significantly.

When sheep fall on their backs in New Zealand, they are considered “cast” and may struggle to get up, potentially leading to distress and death if not assisted. This is often due to a heavy, wet fleece, especially during winter, or being pregnant.

Comprehensive Introduction

Jessica and Daniel live on a farm, with cows and sheep.  While out looking for some mushrooms, Daniel notices a sheep on his back waving his legs back and forth.  The sheep cannot get up on his own since his wool is heavy and wet from the rain.  Let’s see who helps Jessica and Daniel get the sheep back on his feet.

Surface Level Introduction

“Joey” by Beverley Randell

In this book Mother Kangaroo and her baby are in danger of getting eaten by some dogs.

Facts about Kangaroos in Australia

Kangaroos are adapted to a variety of habitats, from open plains to forests and woodlands.

Female kangaroos have a pouch where they carry their young, called joeys.

Kangaroos use their strong tails for balance while jumping.

Comprehensive Introduction

Mother kangaroos carry their babies in their front pouch.  A baby kangaroo is called a Joey and that is what Mother Kangaroo names her baby-Joey.  When danger comes, the baby usually stays inside the pouch.  In this story, when a pack of dogs are near, Mother Kangaroo pushes the baby out of her pouch to hide him in the tall grass from the dogs.  Let’s find out if Mother Kangaroo’s trick works and if Joey is safe.

Closing Thoughts

With technology and search engines at our fingertips, it does not take long to do a little investigation about a new topic.  This wise investment of time enhances your knowledge base, enriches conversation with students, and spills over into engaging writing opportunities. It may even expand the use of different genres with the students you teach.

“Building children’s deep and wide knowledge does not happen by accident.  Teachers must deliberately and intentionally create literacy-learning opportunities focused on expanding children’s content knowledge” (Gibson, S.A., & Moss, B., 2016, p. 65).

I encourage you to work with a colleague or within your professional learning community in crafting book introductions using narrative non-fiction and non-fiction texts based on the profile of a particular student or group.  Examine running records to discover if well-crafted book introductions have a direct correlation to students’ literacy processing, fluency, and comprehension.  Furthermore, survey writing samples to see if there has been a shift in genre or style.

As Dr. Seuss says it best:

“The more that you read, the more things you will know.  The more that you learn, the more places you’ll go.

“You will find magic wherever you look.  Sit back and relax, all you need is a book.”