Classroom Library

 

Classroom Library

The purpose of the classroom library is to provide students with a variety of print and genre to practice their reading skills and strategies.  Students read books on their independent reading level.  With mini lessons you can teach students to choose books that are at their own level.  (Goldie Locks Rule)  Your students will gain even more from this center when the library is organized in a variety of ways.  Point out fiction, non-fiction, poetry, mystery, biography, tall tales and other genres of books.  Group authors together so students can start to gain some background knowledge.  SCHEMA is developed when they draw out the similarities and differences between these types of books.  Instead of spending money on materials for learning centers, spend money on books from a variety of genres, authors, etc to go in your library.

While in the Classroom Library Center children should browse books and read.  They may share favorite books or special parts of books with each other.  It doesn’t have to be completely silent but it needs to be calm.  It’s a spot where children read and talk about books.  Students should be engaged in the following types of activities:

  •          Read, write and talk about authors.  Reading information from an “author study” created by the class. 

  •          Use “How to Choose a Book” strategies to help them select books that are just right for their independent reading.

  •          Read familiar books or books read in class.

  •          Share favorite parts of books with partners.

  •          Read books and magazines to stuffed animals.

  •          Write a response to a book.

  •          Write a book review of a classroom library book.

  •          Write a note to a friend about a classroom library book.

  •          Write personal connections or questions.

  •          Record the name of a book read in individual reading logs.

  •          Put materials back where they belong when finished.

 

Introducing the Classroom Library as a Center:

            Gather students in or near the library and discuss what you might do in the library.  Tell them your expectations, “At the classroom library, I expect you to be reading books and magazines.  Choose your book quickly; be sure to spend most of your time reading while here.  You might want to read to a stuffed animal.  When you’re finished reading, you might write a response.  I should see you reading or writing the whole time you are in this area.  If I see you not reading or writing, you’ll have to leave and sit by me.  This time is for you to practice reading and writing so use your time well.” 

            Role-play and model correct procedures in using the library.  Have the students practice and then discuss what worked and what didn’t work.  Practice some more.  You can’t use this as an independent work center unless they are able to do it independently.

 Explain - Model - Practice - Reflect

 

In the classroom library the teacher should model:

  • How to choose a book

  • How to talk about a book

  • How to put a book away

  • How to write in a reading log

  • How to write a book response or review

  • How to recommend books

  • How to turn the pages of the book
  • How to solve problems that arise

 Problems that may occur:  (address them by reteaching procedures)

  • The library gets messy

  • Noise level too loud

  • Trouble choosing books

  • Kids playing around

  • Not enough books

  • Damaged books

 

A good idea is to create a classroom chart of what the library looks like and sounds like.  Involve the students in making the chart. 

Another great idea I’ve come across is the “I Can” Chart that is a list of the things they can do at this center.  Make a chart with the students.

Text Box: I Can: ü Read a “just right” book ü Read a book we’ve read in class ü Tell my partner about a book I like ü Write a book review about a book I just read ü Write a response to a book I just read

 

 

 

 

Differentiating:

            By keeping a variety of reading materials in your classroom you are able to provide for differentiation naturally.  You just need to be sure that students are reading at their independent level.  When introducing centers stress the importance of choosing books that are on their reading level.  Practice choosing books and spend time assessing if they can do this.  Have lots of books and at all reading levels.

Keeping it Interesting:

            Change up the library by doing author studies with your students.  They want to read books you recommend.  Have a recommended book section.  Post their responses to books and their independent work.  Be creative, our students are easily excited.  Use it to your advantage.

Assess:

            Remember time spent in centers is practice time.  You should not grade everything that your students practice.  However, children do need to be held accountable for what they’re doing in the library.  Be sure they are using their time wisely and that they are truly reading and writing.  To assess you can periodically observe students (some or all), you can check their reading logs, allow them time to share after using centers.  (It’s five minutes devoted to making our children better speakers.)  If you’re using favorite book charts or recommended book slips, make sure they are all participating.  Have them periodically turn in a written response to a book

 

 

 

    

 

Email Me!