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2. Decorate the box. This can be done so the box Literacy mystery boxes are an excellent tool
leads the viewer to guess the theme of the story, to make reading more meaningful as students re
or, to heighten the mystery, the box decorations can spond to literature. Effective teachers know stu
be generic enough to give no clues. dents need variety in their learning, and teachers
work diligently to find those activities they can use
3. Place the objects you have collected into the to increase student involvement in learning from
box. The box items are usually mentioned in thetext. Tompkins (2003) emphasized that "students
story, but they may also be items that allude to theare more highly motivated when they have oppor
story's context or mood. Toy stores, discount tunities for authentic self-expression as part of lit
stores, hobby stores, and craft shops are some of eracy activities" (p. 251). Literacy mystery boxes
the best places to find artifacts. If you share your have the power to motivate and encourage students
ideas with family, friends, and colleagues you will to engage actively in reading.
be surprised at the small items they will bring in to
help you stock your literacy mystery boxes. You Pearman teaches reading at Southwest
can even use pictures that students cut out of magMissouri State University (901S. National,
azines or newspapers. See Sidebar for examples. Springfield, MO 65804, USA). E-mail
CathyPearman@smsu.edu. Camp and Hurst
4. Decide the order in which you will remove the
teach at the same university.
objects and what, if anything, you will say about
each one. Depending on the purpose of your mys References
tery box, you may want to remove the most generField, S.L. (2003). Using children's literature and the
Universals of Culture to teach about Mexico. The Social
alized item first and progress to the most
Studies, 94(2), 123-127.
descriptive item so that you do not give the storyKibbey, K. (2002). Thinking "outside the box" or book re
away too quickly. You may decide on a different ports on the sguare. Retrieved September 29, 2003,
presentation order if your purpose is to describe a from http://www.lee.k12.fl.us/dun/curriculum/qd/02kel
ley.htm
character's personality or relay plot episodes.
Lapp, D., Flood, J., Ranck-Buhr, W., Van Dyke, J., & Spacek,
Think it through and plan ahead. S. (1997). "Do you really just want us to talk about this
book?": A closer look at book clubs as an instructional
5. Present your mystery box. You can let it sit tool. In J.R. Paratore & R.L. McCormack (Eds.), Peer talk
in the classroom: Learning from research (pp. 6-23).
on your desk all day to heighten interest or pull it
Newark, DE: International Reading Association.
out as a surprise when you are ready for the activi Laverick, C. (2002). B-D-A strategy: Reinventing the wheel
ty. If students are creating the boxes, you may want can be a good thing. Journal of Adolescent & Adult
a display area in the classroom where students are Literacy, 46,144-147.
allowed to look but not touch. Spangenberg-Urbschat, K., & Pritchard, R. (Eds.). (1994).
Kids come in all languages: Reading instruction for ESL
students. Newark, DE: International Reading Association.
Tomecek, S. (2000). Evaluate science skills. Instructor,
I1W), 46.
Literacy mystery box examples Tompkins, G.E. (2003). Literacy for the 21st century. Upper
Charlotte's Web-E.B. White 0//V/a-lan Falconer Saddle River, NJ: Pearson Education.
Plastic spider Pig family Van Allsburg, C. (1981). Jumanji. Boston: Houghton Mifflin.
Plastic pig Toothbrush Villaume, S.K., & Brabham, E.G. (2002). Comprehension in
Plastic rat or mouse Beach ball struction: Beyond strategies. The Reading Teacher, 55,
Spider web Artist brush 672-675.
Blue ribbon Doll clothes
Sand /-\
The Very Hungry Caterpillar Teachin
Eric Carle Ho/es-Louis Sachar script a
Stuffed caterpillar Lake picture Readinq
Green leaf Bus
Cocoon Shovel Barksda
Apple Sand USA. E-m
Lollipop Tennis shoe www.rea
Gavel focus on
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