Literacy Mystery Boxes

Author(s): Cathy J. Pearman, Deanne Camp and Beth Hurst

Source: The Reading Teacher, Vol. 57, No. 8 (May, 2004), pp. 766-768
Published by: International Literacy Association and Wiley
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uteracy mystery boxes

CATHY J. PEARMAN
DEANNE CAMP
BETH HURST

The suspense builds as each object is removed

The beauty of literacy mystery boxes is not the
from the box?first, a piece of vine, thenfinished
a product, but in the thinking processes in
volved in creating them. They help students become
tiny tree. Next comes a plastic rhinoceros,
more engaged in reading, thereby strengthening
followed by an elephant. A pair of dice is revealed,
their comprehension. Villaume and Brabham
and then a game board spinner. With each unveiling
the teacher asks the students if they can guess(2002)
what believed comprehension instruction "needs
to have
their next story will be about. Ideas are recorded onthe potential for changing resistant readers
into
the chalkboard as the teacher theatrically reaches eager readers and disenfranchised readers into
active
for another object. After all items are revealed and readers" (p. 673). As students make decisions
brainstorming is finished, the teacher reachesaboutinto
what they want to place in the box, they un
the box one more time and removes the book
knowingly review the story in detail and think about
what
Jumanji by Chris Van Allsburg (1981). The stuthey have read. Spontaneous discussions oc
cur?even
dents are excited about the new story, which in discussions led by students rather than
teachers.
creases their motivation. Their predictions are used Lapp, Flood, Ranck-Buhr, Van Dyke, and
to set a purpose for reading, which increases com (1997) found the following in their work
Spacek
prehension (Tompkins, 2003). with students in book clubs: "by discussing their
This teacher is using a literacy mysteryreadings
box to with others they enjoyed the book more
and A
introduce a new reading selection to the class. understood
lit the reading much better than if they
had
eracy mystery box contains items that are refer been asked only to respond to specific questions
about
enced in a book, story, or any piece of text. The the story" (p. 6). Literacy mystery boxes are
one way
items can be removed from the box to build antici to create a situation where students will
naturally talk about what they are reading.
pation, review stories, provide context, or infor
mally assess comprehension. The boxes can be
made by the teacher, a class, individual students,
or groups. The boxes can be used before Uses
readingbefore reading
to introduce a story as in the previous example,
Teachers can construct literacy mystery boxes
during reading to follow plot episodes as they arebefore reading to create interest in a new
to use
introduced in the story, or after reading book.
as a re These boxes will also serve as models for
sponse activity. Laverick (2002) found that pro who will then know how to create their
students,
own. The
viding students with an opportunity to respond to boxes add interest to book talks that in
text before, during, and after reading helped thembooks for literature circles or book clubs.
troduce
"focus on the text and become more active,Literacy
com mystery boxes are also beneficial in
prehending readers" (p. 147). the content areas such as science or social studies.

766 ? 2004 International Reading Association (pp. 766-768)

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 TEACHING r

ending. Students can use their mystery box as a

In science they can help students learn to use touch,
hearing, and smell to make observations rather prop
thanwhile they share the story with their class
relying solely on sight. Without seeing the objects
mates, or they can build suspense as they have their
in a sealed box, students make inferences based on
classmates try to guess what the book was about.
the physical properties of matter. The mystery
Used in this way, literacy mystery boxes can be
component "hooks" the students and makes thegreat
sci book commercials that entice students to read
ence lesson fun (Tomecek, 2000). In social stud
books their fellow classmates enjoyed.
ies, the teacher may use a literacy mystery box to Literacy mystery boxes are also creative ways
show items that indicate how various cultures meet
to do character profiles. Keep in mind that it of
their needs for food, clothing, and shelter. Once
ten poses an increased challenge to find objects
interest is created, students can select trade books
that depict a character's personality traits. If stu
to explore the cultures they found most interesting
dents are creating their own boxes, it may be ben
(Field, 2003). eficial to brainstorm items that reflect different
moods or traits before beginning the activity.
Teachers may need to allow more time to find
Uses during reading items to include in literacy mystery boxes on
After reading the first chapter of a book, stu character traits than they do for finding items that
dents can decorate the outside of their box on the depict events in a story.
basis of what they've read so far. As they continue Literacy mystery boxes are also effective in
reading, they can think of new items to add to the formal assessment tools for teachers to observe
box. They could add a new item for each chapter how children are responding to text. In addition,
read or add items as they think of them. Students teachers can monitor comprehension by judging
who will be working in groups may want to create whether student-selected items reflect the events of
a list during reading of items they would like to the story or the story characters. However, formal
have in the box. When the groups come together, ly assessing the boxes changes the focus from the
students discuss one another's list of items and col pleasure of enjoying books to the pressure of per
laboratively decide which items best represent the forming for a grade.
story and which items they can find easily.
Teachers who create literacy mystery boxes to
preview a story and build anticipation may choose
to put these boxes to use during reading by allow
Constructing literacy
ing English language learners to use the objects to mystery boxes
reinforce vocabulary and concepts. This use of ob Constructing literacy mystery boxes is simple,
jects supports the bridge between students' prior and the task can be done by the teacher or the stu
knowledge and their new language, thus increas dents themselves. The hardest part will be locating
ing comprehension (Spangenberg-Urbschat & objects that describe a book, character traits, or plot
Pritchard, 1994). In addition, seeing the physical episodes. Try developing a mystery box for a few
objects that represent the story serve as a reminder classroom favorites a year, and you will soon build
to students about the story's content.
a collection. An added bonus is that, because they
are boxes, they stack easily for storage.

Uses after reading 1. Choose a box with a lid. Cardboard shoebox

Literacy mystery boxes also can be used by
students as an alternative to book reports. Students
can decorate a box and include items that convey
the main points of the story or follow the unfold
ing of the story's plot. Items that were mentioned in
the twists and turns of the story's plot can be in
cluded as well as an item that depicts the story's
es with lids are the most frequently used type of
container. However, one classroom used cereal
boxes because it was easy for students to locate a
box (Kibbey, 2002). Baskets or plastic tubs also
work well. As long as the container holds enough
items to describe the story, has a lid, and can be
decorated, it will probably work.

TEACHING TIPS 767

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 TIPS TEACH|fs|0

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
V_)

768 The Reading Teacher Vol. 57, No. 8 May 2004

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