Classroom Librariesinformation for staff

Cairnlea Park P.S.Compiled by Margaret Connelly

Literacy Coach

What is a classroom library?Why have one?

• A classroom library is a dedicated space within the classroom that inspires and motivates children to read.

• A classroom library contains an inviting display of reading materials.

• It includes a variety of genres and literary forms.

• It reflects the interests and backgrounds of the students.

• Students have been involved in the selection and arrangement of the reading materials.

• It includes prompts that support children with their reading and allow for sharing responses to text.

• Children read more when they have access to books; classroom libraries provide the easiest access to books on a daily basis.

• Students who learn to read early and who continue to enjoy books generally come from homes with literacy rich environments, these environments can be replicated in the classroom.

• The contribution that classroom libraries make to students’ recreational reading is significant.

• Literature rich classrooms heighten the probability of students becoming life long readers.

• The most effective reading programs are generally supported by large classroom libraries.

• The better the libraries, the better the achievement as measured by standardised tests.

“the average higher-achieving students read three times as much each week as their lower-achieving classmates, not including out-of-school reading.”

Allington, Richard 2006Variation in amount of independent reading.

Anderson, R., Wilson, P. & Fielding, L reading Research Quarterly, Vol 3. 1988 “Growth in reading and how children spend their time outside of school”

Percentile Rank

Minutes/Day

Words/Year

98th 67.3 4, 733,000

90th 33.4 2,375,000

70th 16.9 1,168,000

50th 9.2 601,000

30th 4.3 251,000

10th 1.0 51,000

2nd 0.0 ---

Independent Reading• Reading for regular sustained

periods of time, throughout the day, everyday

• At least 90 minutes per day is recommended

• Reading text with 95% accuracy with understanding of what has been read

• Children select their own reading materials but are encouraged to explore a variety of options

• Children read to meet their individual needs and interests and to improve their literacy skills

• Consistent practise across the school

• Include in reading block time• Teachers work with students to

monitor their reading• Allowing time to get ‘lost’ in a

book• Quiet, but not always silent• The library will support and

encourage independent reading and literacy development

Setting UpBefore selecting books to go into the classroom library:• Have a discussion with your students about how to select books that are right for them•Discuss the rules for using the classroom library•Discuss how they will keep a record of what they have read

Be sure that the book you are reading is one that you enjoy and understand.

Get as many books as you might need for the whole session (to avoid students walking around the room).

Once you have selected your place to read, stay there.

Read quietly – this is not really a sharing time (set aside time for sharing – in pairs or small groups, at the end)

Maintain a reading record (from grade 2 up).

Just Right Books•Easy reading is critical in becoming a successful reader – familiar word patterns, storylines, characters, etc. Help to develop a love of reading•Reading lots of ‘easy’ books is important for building confidence and fluency as well as for focusing on meaning but is not enough for continued growth •A ‘just right’ book will stretch the student, but just a little, so that they have the opportunity to apply the strategies being taught in the classroom as well as becoming familiar with new words, genres and writing styles•Reading ‘hard’ books is fine if the child is very interested in the topic but should be a sometimes activity rather than an all the time activity. A steady diet of ‘hard’ books is counterproductive and actually makes reading skills worse over time.•If a child really wants to persist with a ‘hard’ book they should enlist some help from a better reader who can read aloud to them and discuss the content with them•A book that is ‘hard’ now might be ‘just right’ in a few months time•A ‘just right’ book is one that the student can confidently read and understand with minimal assistance.

Just Right BooksJUST RIGHT BOOK FOR GRADE P-2 I like it I can read most of it I understand it (I can tell someone what it’s about)

JUST RIGHT BOOK FOR GRADE 2-6It’s interesting

•The title is appealing•I like reading about the topic•I like this sort of book (genre)•I know and like the author

I am comfortable reading it•The print is the right size•I like the illustrations•Some places are smooth and some are choppy

I can read it•I understand the plot and can predict•I can tell others what it is about•There are only a few words on each page that I don’t know

Just Right Books• Use the five finger test to find a

‘just right’ book – the child selects a book, every time they come to a word that they do not know they hold up one finger, if they get to 5 fingers on a page then the book is too hard for them and they should make another selection.

• NOTE: some expert suggest that this should be a three finger test; use your knowledge of your students to decide what will work best in your grade.

Just Right BooksFactors to consider in selecting Just Right Books

•Understanding the text•Enjoyment•Interest•Adequate background knowledge•Writing style•Genre•Supportive illustrations or visuals•Vocabulary•Book format and size•Authors•Series

The Physical Space

The classroom library should be a

comfortable, attractive and inviting space. That

inspires children to read.

Store books in clearly labelled tubsChildren should be able to

see the front covers of books

Create a space that is organised

Tubs make it easy to find what you are looking for. Tubs can be taken to tables and used as learning centres when you want students to work on a particular genre, author study or comprehension strategy.

The Physical Space

Beanbags, cushions and chairs add interest. You do not need to buy new things for your room – have a clean out at home, ask friends and relatives, encourage the children to contribute. Old pillows are ideal as the covers can be removed for washing.

The Physical Space• Make good use of what is already

in your room. Everyone is using the wire racks but have a think about how these could be organised in a more effective manner.

It is a bit hard to see but 4A have used labels on the side of the wire rack to help them keep similar topics together. This makes it easy for students to find what they are looking for quickly.

The Books

The Books

The BooksHelp the children to become aware of

multi-literacies and the demands of different

types of text.Provide access to

books with different text structures so that children get

independent practice problem-solving the

way text is presented.

Displays• As skills and procedures are

taught, display charts in the reading areas that reinforce the message.

Good readers record their thinkingResponding to the text• Top 10 books poster• Chart or message board so that

students can recommend books to each other

• An author or genre feature, you could use sticky dots to show student responses; green for great, yellow for ok, red for yuck.

• A wish list, use sticky notes so that they can be removed when the wish is fulfilled.

Write book reports• Illustration/words I can read• I liked this book because...• Orientation/complication/resolution• Comparison between two books about

the same subject• Responses that match the focus

comprehension strategy• An author study

Making it work for youGive children a focus for their independent reading time.When you are reading today:

Making it work for you• Use the time to conference with

the children about what they are reading (small group or individual).

• Get the kids to conference with each other.

• Get the children to record what they are reading and to reflect on their reading habits and preferences.

• Use conferencing and your own observations to inform you about your grade’s interests and needs.

• Have books in the library that support what you are teaching.

References • The suggestions and ideas in this presentation have come from a variety of sources. A lot of

discussion about classroom libraries has occurred at Regional meetings, particularly on coaching training days. Staff across the region have been very generous in sharing what they know and what is happening in their schools.

• I have observed classroom libraries in action in Wembly P.S. and Elsternwick P.S. Observing other classroom is always valuable and I encourage you to take a walk around our school to see what others have already done.

• Papers and presentations from; Faye Bolton & Dianne Snowball• Allen, J Independent Reading and Reading Environment• Footscray Nth P.S. Independent Reading PPT• Fountas & Pinnell (2001) Guiding Readers & Writers, Heinmann• Routman, R. (2002) Reading Essentials, Heinmann

chapter 5 Organise an Outstanding Classroom Library• chapter 6 Plan for and Monitor Independent Reading• Seger, W. Setting Up a Classroom Library