Literacy Journal - Classroom Libraries

Classroom Libraries

I have found it fortunate that none of the Lake Washington classrooms that I have been in are devoid of a class library. Most are well organized, well stocked, and some feature sections devoted to popular authors, and book series. Except for kindergarten, and some first grades, their is some leveling going on. In my primary placement a color coding system is in place. Great pain is taken in my current classroom for children to read “just right” books, and they are continually reminded about what constitutes a just right book. I would agree with Routman, that all to often when we query a child about their “just right” book, the first words out of their mouths is they only missed so and so words on these 2 or 3 pages, with little concern for if the book is something to their liking. I purposely asked this very question, and some would say “well, it’s OK”, with little more enthusiasm. Routman makes the point that first and foremost for new readers is that children need to to read books they enjoy reading. As important also is that they perhaps read easier books so that they gain that confidence, and begin to see themselves as readers. Gradually, the introduction of more difficult or challenging books can be made. I use to be concerned to over kids reading popular books to appear “in”, when clearly the book might be beyond their capacity, but again Routman says that the harm of this once in awhile is not such a big deal if the end result is kids are reading.

My gifted class most days includes about 30 to 40 minutes of silent reading, with soft classical music playing in the background. There are two big bean bag chairs on the floor and the kids rotate to use them daily. Again, another key in the development of readers, and especially for those that struggle. We use this time to sit with 2 or 3 students to listen, and coach them, as well as to see if their books are “just right”.

I liked how classroom libraries should be developed with the input of the students. Many students enjoy the same types of books, or authors. I could easily see classroom literature circles being developed that are totally student driven. Book talk, whats ‘hot” talks, and discussions can develop and promote interest for students who might otherwise just pick up the closest book to read with little interest actually in the book.