CLASSROOM LIBRARIES Sandi Novak. IMPORTANCE Students are likely to spend more time reading when they are in classrooms with adequate classroom libraries.
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<ul><li> Slide 1 </li> <li> CLASSROOM LIBRARIES Sandi Novak </li> <li> Slide 2 </li> <li> IMPORTANCE Students are likely to spend more time reading when they are in classrooms with adequate classroom libraries Allington & Cunningham, 2007; Krashen, 1998 2 </li> <li> Slide 3 </li> <li> RESEARCH Large school and classroom libraries and access were strong predictors of high scoring countries High income areas have 4,000 times High income areas have 4,000 times the number of books available to them Rich literacy environments Rich literacy environments and a teachers use of instructional strategies and materials that go beyond the basics of teaching reading can compensate for less than ideal home environments CONCLUSION: CONCLUSION: Because more and more students today do not have access to books at home, it is paramount to level the playing field by providing books in classrooms 3 </li> <li> Slide 4 </li> <li> BASALS 4 basal reading series No basal reading series contains enough reading material to develop high levels of reading proficiency in children Allington 2006 </li> <li> Slide 5 </li> <li> WHERE TO BEGIN INVENTORY Size of library Variety of genre Range of reading titles Current titles added regularly 5 </li> <li> Slide 6 </li> <li> NUMBER OF BOOKS MATTERS Guthrie (2000) many trade books in classrooms predicted gains on statewide reading, writing, and science tests Krashen (2004) having more books in the classroom leads to more voluntary reading and higher achievement 6 </li> <li> Slide 7 </li> <li> DIVERSE GENRES Range of nonfiction text with a variety of informational text and text structures Contains an assortment of magazines, electronic texts, newspapers, graphic novels and other text formats Balance of nonfiction/fiction Range of reading levels & complexity 7 </li> <li> Slide 8 </li> <li> TEACHER SURVEY Understanding & Use 97% have good or expert understanding of having students read self-selected books o 77% have students read DAILY using self-selected books 88% have students select books from a wide, diverse collection of books at least 2 times per week o 41% have a minimum of 300 books o 59% have a range of reading levels & complexity o 40% have a balance of fiction & nonfiction o 11% contains assortment of magazines, graphic novels 8 </li> <li> Slide 9 </li> <li> CLASSROOM LIBRARY ACTIVITY Classroom Library Checklist (work with partner) o Complete Classroom Library Survey during the scheduled time for your table Individual Student Needs addressed (Work individually) o Choose a name of a fourth grade student from table o Read students IR history and Lexile Level o Find 1-3 books and bring them back to your table 9 </li> <li> Slide 10 </li> <li> DATA ACTIVITY o What is the status of your schools classroom library collection? o What areas may you need to address? o What is your first priority? o What additional information do you need? 10 Review the data and think about the schools needs </li> <li> Slide 11 </li> <li> E QUALITY E QUALITY means everyone has access to a rich, diverse collection of books in the classroom library. 11 E QUITY E QUITY means everyone has access to just right books contained within a rich, diverse collection of books in the classroom library. Sandi Novak. February 2014. </li> <li> Slide 12 </li> <li> JUST RIGHT FLUID JUST RIGHT Could a book thats easy to read be just right for a child working on fluency? above a childs level be just right if he has extensive background and/or is highly motivated to read it? be just right for a child working on comprehension if the words are easy to read, but the content is challenging? thats easy to read be just right for the child who needs to build background knowledge on a specific topic? 12 </li> <li> Slide 13 </li> <li> NEXT STEPS How will this information be used at your school? How can Scholastic help address the needs within your school? 13 </li> <li> Slide 14 </li> <li> 14 </li> </ul>
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