Classroom Library
- 1. CLASSROOM LIBRARIES VITAL SUPPORT FOR COMPREHENSIVE LITERACY
- 2. Why do we need them? support curricular expectations (literacy/ cross-curricular) important component of comprehensive literacy (reading to -with- by ) ready access to relevant materials in which students control some aspects of the selection process m ove toward a more standardized, equitable collection in every classroom
- 3. What should be included? wide range of genres/topics related to your curriculum non-fiction should be heavily weighted range of text formats (magazines, maps, brochures, media text) technology support (websites, Premier Suites, etc.) SK, 1, 1/2 levelled library as well as genre/topic library w ide range of reading levels to respond to the readers in your room – REMEMBER THIS IS FOR THE PURPOSE OF INDEPENDENT READING!
- 4. What should go… materials that have yellowed, torn covers in disrepair outdated non-fiction that may include misinformation due to new research and technol0gical advances outdated fiction – media series that students have no connection to (i.e. Olsen Twins) outdated fiction – consider the copyright dates (with the exception of some classics – not everything is a CLASSIC!)
- 5. Where should it be located? given a prominent and inviting location located where 4-5 students could easily browse for books at one time near a reading location in the room (carpet, etc.) materials should be in a collection in one space (not all over the classroom)
- 7. How should it be organized? genres and topics should be separated as the collection warrants text formats can also be grouped together (i.e. magazines) JK/SK,1,1/2 classrooms need levelled libraries as well as genre/topic libraries
- 8. The question of easy, medium, hard… Just as our thinking has evolved in many areas of comprehensive literacy – easy, medium, hard has evolved into: levelled library for JK/SK & 1/2 range of difficulty within each bin –so that students can find just right materials using their just right book selection skills We need to teach this through mini lessons and conferencing because independence is our ultimate goal .
- 10. Book Organization typically, bins have been the easiest solution so that a genre/topic/series can be separated materials should be face out for easy browsing non-fiction and fiction should be grouped in the same area creative solutions
- 11. Possible Organizational Categories Non-fiction at a range of reading levels science related to your curriculum (i.e. space, environmental issues, natural disasters, matter and material, etc.) social studies connected to your curriculum (i.e. community helpers, mapping, pioneers, Aboriginal studies etc.) math related books – engaging new materials fact and record books – interactive materials current event related materials (newspaper and magazines)
- 12. Identifying Genre and Topic
- 13. Possible Organizational Categories – A few popular JK/SK choices JK/SK Libraries - Fiction – Consider the text level – needs to be as accessible as possible Animal fiction Alphabet Books Colours Favourite Authors Family and Friends Series (Clifford, Mercer Mayer) All About Me Heartwarming Stories School Days Bears Wordless Picture Books
- 14. Possible Organizational Categories – A few popular primary choices Family and Friends Science Fiction Popular Series (Clifford) Fantasy Favourite Authors My World (neighbourhood) Humorous Fiction Sports Stories Jokes and Riddles Animal Fiction Poetry Wordless Picture Books Mystery/Scary Stories Adventure Graphic Text Fairy Tales, Fables, Legends
- 15. Possible Organizational Categories – A few popular junior choices Friendship Science Fiction Popular series Fantasy Favourite authors Realistic Fiction Humorous fiction Sports Stories Jokes and Riddles Animal Fiction Poetry Fairy Tales, Fables, Legends Mystery/ scary stories Adventure Graphic text Life Lessons
- 16. Intermediate Libraries consider who is using the library as you set it up – involve them in the process ownership for book selection means you know you have readers interested in the books teacher will have a good handle on the non-fiction – curriculum related materials that should be included
- 17. Possible Organizational Categories – A few popular intermediate choices Friendship Science Fiction Popular Series Fantasy Favourite Authors Realistic Fiction Humorous Fiction Sports Stories Historical Fiction Sports Stories (fictional or blended) Jokes and Riddles Animal Fiction Poetry Fairy tales, Fables, Legends Mystery/ Scary Stories Adventure Graphic Text Life Lessons /What’s the Big Idea? **RANGE OF READING LEVELS IN ALL CATEGORIES**
- 19. Grade 2/3 classroom library
- 21. Junior Classroom – Student Created Solution
- 22. Rethinking Categories… Bins were previously all labeled ‘Animal Books’ – delineating genre and categories teaches genre and makes book selection easier.
- 24. Next Step… Still left to do… Add labels, number or code the books, add organizational chart, sign out system
- 25. Before…
- 26. After …
- 27. Student Access – Finding Books students need to be aware of the organizational system p ost a chart with genres and bin numbers, consider a duotang with an organized inventory (intermediate)… bins need to be appropriately labelled with the genre or topic, etc. books should be numbered or coded to correspond with the bin so that anyone can easily reshelve books to stay organized
- 28. Tracking Student Reading develop a system for the students to be able to track what they have signed out from the classroom library some options include sign out logs or pocket cards where students sign the book keep it simple so that students are spending more time reading teacher puts in controls (i.e. monitors pocket chart when kids are switching, signs off on logs, etc.)
- 29. Responding To Reading DEAR is DEAD! We are at a new and exciting stage of responding to student selected independent reading students need opportunities to demonstrate their understanding oral discussions conferencing connected component of comprehensive literacy – expectations should dovetail (i.e. if we are studying space in science – ask students to research 3 interesting facts in any area connected to the topic that they can then share in partner/group discussions) book talks, reviews (consider alternative formats including technology) connect reading to real world applications – CONNECT – CONNECT – CONNECT
- 30. Growing Your Collection gap analysis – move away from the same old, same old consider more and new technology applications personal collection and may be willing to part with one or two (adds up) corporate donations
- 31. Professional Reading to support you along the way… Good Choice! Supporting Independent Reading and Response K-6 by Tony Stead Ministry Documents – Junior Reading
- 32. A closing thought… “ The man who does not read has no advantage over the man who cannot read. “ Mark Twain “ If we want children to become truly engaged readers, we must set aside time every day for them to independently select, read and respond.” Tony Stead