CLASSROOM CLASSROOM LIBRARIESLIBRARIES

VITAL SUPPORT FOR VITAL SUPPORT FOR COMPREHENSIVECOMPREHENSIVE

LITERACYLITERACY

Why do we need them?Why do we need them?

support curricular expectations (literacy/ support curricular expectations (literacy/ cross-curricular) cross-curricular)

important component of comprehensive important component of comprehensive literacy (reading literacy (reading toto-with--with-byby))

ready access to relevant materials in which ready access to relevant materials in which students control some aspects of the students control some aspects of the selection processselection process

mmove toward a more standardized, equitable ove toward a more standardized, equitable collection in every classroomcollection in every classroom

What should be What should be included?included?

wide range of genres/topics related to your curriculumwide range of genres/topics related to your curriculum

non-fiction should be heavily weighted non-fiction should be heavily weighted

range of text formats (magazines, maps, brochures, range of text formats (magazines, maps, brochures, media text)media text)

technology support (websites, Premier Suites, etc.)technology support (websites, Premier Suites, etc.)

SK, 1, 1/2 levelled library as well as genre/topic SK, 1, 1/2 levelled library as well as genre/topic librarylibrary

wwide range of reading levels to respond to the readers ide range of reading levels to respond to the readers in your room – REMEMBER THIS IS FOR THE PURPOSE in your room – REMEMBER THIS IS FOR THE PURPOSE OF INDEPENDENT READING!OF INDEPENDENT READING!

What should go…What should go…

materials that have yellowed, torn covers in materials that have yellowed, torn covers in disrepairdisrepair

outdated non-fiction that may include outdated non-fiction that may include misinformation due to new research and misinformation due to new research and technol0gical advances technol0gical advances

outdated fiction – media series that students outdated fiction – media series that students have no connection to (i.e. Olsen Twins)have no connection to (i.e. Olsen Twins)

outdated fiction – consider the copyright dates outdated fiction – consider the copyright dates (with the exception of some classics – not (with the exception of some classics – not everything is a CLASSIC!)everything is a CLASSIC!)

Where should it be Where should it be located?located?

given a prominent and inviting locationgiven a prominent and inviting location

located where 4-5 students could easily located where 4-5 students could easily browse for books at one time browse for books at one time

near a reading location in the room (carpet, near a reading location in the room (carpet, etc.)etc.)

materials should be in a collection in one materials should be in a collection in one space (not all over the classroom) space (not all over the classroom)

Grade 4/5 Library

How should it be How should it be organized?organized?

genres and topics should be separated as genres and topics should be separated as the collection warrantsthe collection warrants

text formats can also be grouped together text formats can also be grouped together (i.e. magazines)(i.e. magazines)

JK/SK,1,1/2 classrooms need levelled JK/SK,1,1/2 classrooms need levelled libraries as well as genre/topic librarieslibraries as well as genre/topic libraries

The question of easy, The question of easy, medium, hard…medium, hard…

Just as our thinking has evolved in many Just as our thinking has evolved in many areas ofareas ofcomprehensive literacy – easy, medium, hard comprehensive literacy – easy, medium, hard has evolved into:has evolved into:• levelled library for JK/SK & 1/2 levelled library for JK/SK & 1/2 • range of difficulty within each bin –so that range of difficulty within each bin –so that

students can find just right materials using students can find just right materials using their just right book selection skills their just right book selection skills

We need to teach this through mini lessons We need to teach this through mini lessons and conferencing because and conferencing because independence is independence is

our ultimate goalour ultimate goal..

Grade 1/2 Library

Book OrganizationBook Organization

typically, bins have been the easiest typically, bins have been the easiest solution so that a genre/topic/series can be solution so that a genre/topic/series can be separated separated

materials should be face out for easy materials should be face out for easy browsing browsing

non-fiction and fiction should be grouped in non-fiction and fiction should be grouped in the same area the same area

creative solutionscreative solutions

Possible Organizational Possible Organizational CategoriesCategories

Non-fiction at a range of reading levelsNon-fiction at a range of reading levels

•science related to your curriculum (i.e. space, science related to your curriculum (i.e. space, environmental issues, natural disasters, matter environmental issues, natural disasters, matter and material, etc.)and material, etc.)

•social studies connected to your curriculum (i.e. social studies connected to your curriculum (i.e. community helpers, mapping, pioneers, Aboriginal community helpers, mapping, pioneers, Aboriginal studies etc.)studies etc.)

•math related books – engaging new materials math related books – engaging new materials

•fact and record books – interactive materialsfact and record books – interactive materials

•current event related materials (newspaper and current event related materials (newspaper and magazines)magazines)

Identifying Genre and Topic

Possible Organizational Possible Organizational Categories – Categories –

A few popular JK/SK choicesA few popular JK/SK choices

JK/SK Libraries - Fiction – Consider the text level JK/SK Libraries - Fiction – Consider the text level – needs to be as accessible as possible– needs to be as accessible as possible

Animal fictionAnimal fiction Alphabet BooksAlphabet Books

ColoursColours Favourite Authors Favourite Authors

Family and FriendsFamily and Friends Series (Clifford, Series (Clifford, Mercer Mayer)Mercer Mayer)

All About MeAll About Me Heartwarming StoriesHeartwarming Stories

School DaysSchool Days BearsBears

Wordless Picture BooksWordless Picture Books

Possible Organizational Possible Organizational Categories – Categories –

A A fewfew popular primary choices popular primary choices

Family and FriendsFamily and Friends Science FictionScience Fiction

Popular Series (Clifford)Popular Series (Clifford) FantasyFantasy

Favourite AuthorsFavourite Authors My World My World (neighbourhood)(neighbourhood)

Humorous FictionHumorous Fiction Sports Stories Sports Stories

Jokes and RiddlesJokes and Riddles Animal FictionAnimal Fiction

PoetryPoetry Wordless Picture Wordless Picture BooksBooks

Mystery/Scary StoriesMystery/Scary Stories AdventureAdventure

Graphic TextGraphic Text Fairy Tales, Fairy Tales, Fables, LegendsFables, Legends

Possible Organizational Possible Organizational Categories – Categories –

A A fewfew popular junior choices popular junior choices

FriendshipFriendship Science FictionScience Fiction

Popular series Popular series FantasyFantasy

Favourite authorsFavourite authors Realistic FictionRealistic Fiction

Humorous fictionHumorous fiction Sports StoriesSports Stories

Jokes and RiddlesJokes and Riddles Animal FictionAnimal Fiction

PoetryPoetry Fairy Tales, Fairy Tales, Fables, LegendsFables, Legends

Mystery/ scary storiesMystery/ scary stories AdventureAdventure

Graphic textGraphic text Life Lessons Life Lessons

Intermediate LibrariesIntermediate Libraries

consider who is using the library as you set consider who is using the library as you set it up – involve them in the processit up – involve them in the process

ownership for book selection means you ownership for book selection means you know you have readers interested in the know you have readers interested in the booksbooks

teacher will have a good handle on the non-teacher will have a good handle on the non-fiction – curriculum related materials that fiction – curriculum related materials that should be includedshould be included

Possible Organizational Possible Organizational Categories – Categories –

A A fewfew popular intermediate popular intermediate choiceschoices

FriendshipFriendship Science FictionScience Fiction Popular Series Popular Series FantasyFantasy Favourite AuthorsFavourite Authors Realistic FictionRealistic Fiction Humorous FictionHumorous Fiction Sports Stories Sports Stories Historical FictionHistorical Fiction Sports Stories (fictional or Sports Stories (fictional or

blended) blended) Jokes and RiddlesJokes and Riddles Animal FictionAnimal Fiction PoetryPoetry Fairy tales, Fables, LegendsFairy tales, Fables, Legends Mystery/ Scary StoriesMystery/ Scary Stories AdventureAdventure Graphic TextGraphic Text Life Lessons /What’s the Life Lessons /What’s the

Big Idea?Big Idea?

**RANGE OF READING LEVELS IN ALL CATEGORIES****RANGE OF READING LEVELS IN ALL CATEGORIES**

Alternative Text Alternative Text Forms…Forms…

Grade 2/3 classroom Grade 2/3 classroom librarylibrary

Primary ClassroomsPrimary Classrooms

Junior Classroom – Junior Classroom – Student Created SolutionStudent Created Solution

Rethinking Rethinking Categories…Categories…

Bins were previously all labeled ‘Animal Books’ – delineating genre and categories teaches genre and makes book selection easier.

Grade 1/2 Grade 1/2 reorganization!reorganization!

Next Step…Next Step…

Still left to do…Add labels, number or code the books, add organizational chart, sign out system

Before…Before…

After …After …

Student Access – Finding Student Access – Finding BooksBooks

students need to be aware of the organizational students need to be aware of the organizational system system

ppost a chart with genres and bin numbers, ost a chart with genres and bin numbers, consider a duotang with an organized inventory consider a duotang with an organized inventory (intermediate)…(intermediate)…

bins need to be appropriately labelled with the bins need to be appropriately labelled with the genre or topic, etc.genre or topic, etc.

books should be numbered or coded to books should be numbered or coded to correspond with the bin so that anyone can correspond with the bin so that anyone can easily reshelve books to stay organizedeasily reshelve books to stay organized

Tracking Student ReadingTracking Student Reading

develop a system for the students to be able to develop a system for the students to be able to track what they have signed out from the track what they have signed out from the classroom libraryclassroom library

some options include sign out logs or pocket some options include sign out logs or pocket cards where students sign the bookcards where students sign the book

keep it simple so that students are spending keep it simple so that students are spending more time reading more time reading

teacher puts in controls (i.e. monitors pocket teacher puts in controls (i.e. monitors pocket chart when kids are switching, signs off on logs, chart when kids are switching, signs off on logs, etc.)etc.)

Responding To ReadingResponding To Reading

DEAR is DEAD! We are at a new and exciting stage of DEAR is DEAD! We are at a new and exciting stage of responding to student selected independent readingresponding to student selected independent reading

students need opportunities to demonstrate their students need opportunities to demonstrate their understanding understanding

oral discussionsoral discussions

conferencingconferencing

connected component of comprehensive literacy – connected component of comprehensive literacy – expectations should dovetail (i.e. if we are studying space expectations should dovetail (i.e. if we are studying space in science – ask students to research 3 interesting facts in in science – ask students to research 3 interesting facts in any area connected to the topic that they can then share in any area connected to the topic that they can then share in partner/group discussions)partner/group discussions)

book talks, reviews (consider alternative formats including book talks, reviews (consider alternative formats including technology)technology)

connect reading to real world applications – CONNECTconnect reading to real world applications – CONNECT – – CONNECT – CONNECTCONNECT – CONNECT

Growing Your CollectionGrowing Your Collection

gap analysis – move away from the same gap analysis – move away from the same old, same oldold, same old

consider more and new technology consider more and new technology applicationsapplications

personal collection and may be willing to personal collection and may be willing to part with one or two (adds up)part with one or two (adds up)

corporate donationscorporate donations

Professional Reading Professional Reading to support you along the to support you along the

way…way…

Good Choice! Good Choice! Supporting Independent Reading Supporting Independent Reading and Response K-6 by Tony Stead and Response K-6 by Tony Stead

Ministry Documents – Junior Ministry Documents – Junior Reading Reading

A closing thought…A closing thought…

“ “The man who does not read has no advantage The man who does not read has no advantage over the man who cannot read. “over the man who cannot read. “

Mark TwainMark Twain

““If we want children to become truly engaged If we want children to become truly engaged readers, we must set aside time every day for readers, we must set aside time every day for them to independently select, read and them to independently select, read and respond.”respond.”

Tony SteadTony Stead