• Share
  • Email
  • Embed
  • Like
  • Save
  • Private Content
Classroom Library

Classroom Library



Implementing classroom libraries. By Brenda Corchis. June 2009

Implementing classroom libraries. By Brenda Corchis. June 2009



Total Views
Views on SlideShare
Embed Views



2 Embeds 20

http://www.slideshare.net 17
https://jujo00obo2o234ungd3t8qjfcjrs3o6k-a-sites-opensocial.googleusercontent.com 3



Upload Details

Uploaded via as Microsoft PowerPoint

Usage Rights

© All Rights Reserved

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.


13 of 3 previous next Post a comment

  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
  • like the way you organized the library in the claaroom.. i am planning to apply it in my school. thank you
    Are you sure you want to
    Your message goes here
  • I think it means junior kindergarten and senior kindergarten....maybe a Canadian school system?
    Are you sure you want to
    Your message goes here
  • What does JK and SK mean? On slide 7. It seems to be refering to Kibdergarten, but I don't know what the J or the S means in front of the K.
    Are you sure you want to
    Your message goes here
Post Comment
Edit your comment

    Classroom Library Classroom Library Presentation Transcript

    • 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
    • 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!
    • 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      • outdated non-fiction that may include misinformation due to new research and technol0gical advances
      • outdated fiction – media series that students have no connection to (i.e. Olsen Twins)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!)
    • 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)
    • Grade 4/5 Library
    • 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
    • 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 .
    • Grade 1/2 Library
    • 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
    • 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)
    • Identifying Genre and Topic
    • 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
    • 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
    • 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
    • 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
    • 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?
    • Alternative Text Forms…
    • Grade 2/3 classroom library
    • Primary Classrooms
    • Junior Classroom – Student Created Solution
    • Rethinking Categories… Bins were previously all labeled ‘Animal Books’ – delineating genre and categories teaches genre and makes book selection easier.
    • Grade 1/2 reorganization!
    • Next Step… Still left to do… Add labels, number or code the books, add organizational chart, sign out system
    • Before…
    • After …
    • 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
    • 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.)
    • 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
    • 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
    • Professional Reading to support you along the way…
      • Good Choice! Supporting Independent Reading and Response K-6 by Tony Stead
      • Ministry Documents – Junior Reading
    • 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