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Quality Libraries • Quality classroom libraries are not simply collections of children’s trade books located at the back corner of the room. There are certain characteristics and designs features that strongly influence whether or not classroom libraries may be used to their full potential to improve children’s reading performance.
The Benefits of A Classroom Library Recent studies on literacy confirm what educators have known for years: the more contact children have with books, the better readers they become. Teachers can promote better reading performance by reading to children daily and by having them interact with books through a classroom library. Susan B. Neuman 2006
The Benefits (cont.) • For virtually all children, the amount of time spent reading in classrooms consistently accelerates their growth in reading skills. (Cunningham & Stanovich 1999) • One study found that the highest achievers in 5th grade classrooms were likely to read over 200 times as many minutes per day (21 minutes) as the lowest achiever. • The studies show evidence that the amount of reading is a major factor in growth in literacy. Unfortunately, however, socioeconomic factors can lead to tremendous disparities in access to books at home. Classroom libraries can help develop literacy.
In one study, classroom libraries increased reading time by 60%. (Neuman 1999)
Classroom library Studies also showed: • That literacy-related activities more than doubled, from an average of 4 interactions per hour to 8.5 interactions per hour. • Letter knowledge, phonemic awareness, concepts of print and writing, and narrative competence rose 20% more than the control group after a year.
Fountas and Pinnell For children to progress and grow as readers, they need to spend the bulk of their independent reading time reading at their independent level. When we currently benchmark our students, we are finding the instructional level. This is the level that is used in guided reading where they need the support of a teacher. Keep in mind if a child’s instructional level is P, a level higher and a level lower may also be the Good Fit for them.
Independent Reading Level • According to Fountas & Pinnell (2008) • The Independent level is one that the student can read fluently with 98% - 100% accuracy and excellent or satisfactory comprehension. • We usually find this level one lower than the Instructional Level.
Fountas & Pinnell • One of the benefits of using Fountas & Pinnell is that teachers can see the wide aray of student levels in their classroom. • We must make sure our libraries offer all the levels of our students. Often it is very difficult to locate enough reading material for students reading at below grade level and still be of high interest to them.
1. Teach the children how to pick a Good Fit book and review this lesson often. • 2. Conference with children during independent reading time and discuss the books they are reading. • 3. For those children that the task is too difficult, a levelled basket books may help him ( these books don’t have to be labeled with a level) . • Tony Stead suggest that in grade 1 we would find the most levelled books here than other grades. Grade two a few less and so on.
Beyond Leveled Books Karen Szymusiak, Franki Sibberson, @2008 ( this book is on the bibliography list for all grades K to 6) • “When Matching Books to Readers: Using Leveled Books in Guided Reading, K-3 (Fountas & Pinnell) was published we couldn’t wait to get our hands on it. This important tool for teachers helped us understand the text features that supported our readers at various levels of reading development. • But along the way, this well-intentioned knowledge base gradually became a way to measure a reader’s progress. Levels became more important than the features of books that could support or challenge a reader. Instead of a useful part of the information Fountas and Pinnell had so clearly identified for teachers, the levels became invisible badges that students wore to enter a not so-invisible race.
The goal had changed from recognizing books that support readers to moving up the levels to claim some sense of accomplishment. Children, parents, and some teachers began to focus on moving to higher levels instead of paying attention to what readers were doing and how particular books supported them . • We never intended for children to use levels to choose books. Some students were limited to choosing books from certain baskets, and instead of the world of books being expanded for them, their choices suddenly became limited. • CHOICE IS ESSENTIAL TO LEARNING . .. F & P • Levelled books is one tool for teachers to use as they plan reading experiences for their students.
Many and Varied Books Make Classroom Libraries Most Effective
Quality classroom libraries are not simply collections of children’s trade books at the back corner of the room. There are certain characteristics and design features that strongly influence whether or not classroom libraries may be used to their full potential to improve children’s reading performance.
A Large Supply of Books • In order to attract and hold children’s interests, classroom libraries must be stocked with many good books. According the American Library Assoc. , classroom libraries should have about 300 titles, single and multiple copies, as part of their permanent collection with supplements from a well-stocked school library.
Fountas & Pinnell estimate that teachers should expect first-graders to read about 100 – 125 books during the school year, and older children, who are likely to read longer books, 50 – 75 books for the year.
Type of Books To Include • Take a survey of what your students are interested in and what books they like to read. • Research the bibliography lists for your grade. • Include aboriginal content .
Types of Books • Traditional Books – familiar stories that are found in very culture. • Fantasy – Stories that contain characters who may have superhuman powers. • Realistic Fiction – Stories that could be true • Historical Fiction – Stories set in the past
Biographies and autobiographies – Books about live of everyday people or famous people. • Informational / Nonfiction – Books that provide realistic, accurate and authentic information. • First Nations Content – the list of these books is growing daily. • A variety of genres
To spark children’s interest and enthusiasm about reading, books must catch children’s attention, captivate their imaginations, and make them want to return to their pages again and again. • Only high quality books will achieve these goals (Neuman, 1999). Rather than some old tattered books from garage sales, books need to look physically attractive, with fresh covers and interesting, bright illustrations. Brand new books should be added to replenish the classroom library on a regular basis.
In conclusion. . . • Classroom libraries are a literacy necessity; they are integral to successful teaching and learning and become a top priority if our students are to become thriving, engaged readers. (Routman, 2003)
