Classroom Library


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Implementing classroom libraries. By Brenda Corchis. June 2009

Published in: Education
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  • 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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Classroom Library

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outdated non-fiction that may include misinformation due to new research and technol0gical advances 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outdated fiction – media series that students have no connection to (i.e. Olsen Twins) 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outdated fiction – consider the copyright dates (with the exception of some classics – not everything is a CLASSIC!)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