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Classroom Library


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Implementing classroom libraries. By Brenda Corchis. June 2009

Implementing classroom libraries. By Brenda Corchis. June 2009

Published in: Education

  • like the way you organized the library in the claaroom.. i am planning to apply it in my school. thank you
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  • I think it means junior kindergarten and senior kindergarten....maybe a Canadian school system?
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  • 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.
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  • 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    • outdated non-fiction that may include misinformation due to new research and technol0gical advances
    • outdated fiction – media series that students have no connection to (i.e. Olsen Twins)
    • outdated fiction – consider the copyright dates (with the exception of some classics – not everything is a CLASSIC!)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)
  • 6. Grade 4/5 Library
  • 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 .
  • 9. Grade 1/2 Library
  • 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?
  • 18. Alternative Text Forms…
  • 19. Grade 2/3 classroom library
  • 20. Primary Classrooms
  • 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.
  • 23. Grade 1/2 reorganization!
  • 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