How to choose a book has been a big focus during our youngest students' time in the library this first semester. Not only is choosing your own books one of the most powerful motivators to read, no matter the age of the reader; being able to select one's own reading materials is also one of the habits charaterizing lifelong readers and we want to help our students develop these from an early age onwards. Further, it is an early exercise in thinking critically.
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We have already seen much growth in this area as students spend more and more time exploring the books, ask for books on specific topics to then explore the respective section in the library, and share more with each other and us the teachers/librarians why they have selected a particular book. Below are some snapshots from our check out time.

It's wonderful seeing our students' enthusiasm and passion. I love especially to hear their replies when asked why they have selected a particular book. Here are a few of today's comments:

"I like cats!"

"I have a big dog at home!"

"I like her red shoes!"

"Because it's teddies!"

"I like Biscuit [the dog]."

"Because she is dancing."

"I love snakes."

"I love Dr. Seuss."

Please continue encouraging your child to share why they have selected a specific book - and enjoy reading the books together!

It hasn't even been three months since our youngest students started visiting the library and yet it seems they are already little experts. Each week, they amaze us with their confidence in participating in all we do in the library, displaying many learner profile traits and attitudes - as you can see in the snapshots below:

Attentive listeners during our read-alouds (we have just begun reading books from the Hairy MacLary series by Lynley Dodd);

Knowledgeable communicators who share their ideas about the stories, making connections to other books and personal experiences; 

Thinkers as they explore and select books they want to check out; communicators as they share and talk about their book choices with classmates and teachers/librarians;

Patient and caring as they wait for their turn in the check out line;

Independent in finding their folders and packing their books after check out.

While we will continue to explore the work of another author and illustrator (Lynley Dodd) over the next couple of weeks, continuing to encourage students to make connections between stories and with personal experiences, we will look especially at the book selection process. We encourage you to engage your child in conversations about the books they bring home from the library, in particular, what made them chose a specific book.