Classroom Library

img_4288As I was helping Harper locate a graphic novel to add to his book box, I kept fishing books out of boxes where they did not belong. Geronimo Stilton in a nonfiction box reserved for books on energy? What was the problem? Didn’t we spread the books all over the classroom and look at them and think about what genre they were and decide which books belonged where together?

No. We didn’t. Not really.

That was the plan, and the books were certainly in a mess everywhere. But I have several children with some pretty difficult to manage behaviors so our work dissolved into chaos and most children missed the point. The days started to get away from me and I made different decisions than intended. And so, with the help of only a few students, the library was put together. And I learned some tough lessons. Here’s my thinking for next year:

1.) Put some of the library together before the kids arrive. I realized I was feeling rushed since, without the library put together, we couldn’t work on choosing good books for ourselves. I hurried through the organization and the kids didn’t have time to think through their choices or try things out and then change their minds. So, I’ll pull out some basic categories and have those bins already set up. Animal books, graphic novels, poetry, biography – we can pretty much rely on these groups so it won’t stifle student thinking. And besides, they can always refine those categories – ocean animals, sport biographies. Before we tackle the library, we’ll think about how to choose a good book, what we need to work on as readers, and then what we want and need for the work.

2.) We’ll learn about different genres before we put books out. When they came up with the category “animal books” they lumped in books on the life cycle of frogs with books from the Humphrey series about a mischievous hamster. We had to back track and talk about the difference that I thought we had settled already. Quick reviews aren’t quite enough on the hot and humid first days back at school.

One half of the room is now settled as the nonfiction side, with Science, Math, and Social Studies books grouped together in their own areas. Next year, we can spend some time talking about each area of the room and what sorts of books would fit there, before we start putting books away.

3.) I’ll keep the boxes of unshelved books out of the classroom and bring in only one at a time. The mess of too many unorganized things in the room was a jarring beginning, and combined with troubling behaviors created an atmosphere of unsettledness that has been hard to overcome.

Monday will be our 12th day of school and we’ll go in with a library  sorted into categories the students created – for the most part. I’ve created a Library Scavenger Hunt to start off a conversation about how we find and return library books that I hope will be a useful review of the organization.

It’s a work in progress.


distracted reading

The Boston Globe offered a brief article this Sunday on our changing reading brains. As we adapt to the skimming of online reading – reading the first few sentences, scrolling down in search of keywords and interesting phrases, clicking on to new links – many of us find that we can no longer sit and read through a novel or scholarly journal. My husband has already been monitoring this decline in his own reading habits, forcing himself to sit with a novel for half-hour stretches to try to re-train his brain.

Researchers are now looking into what this adaptation will mean for critical reading necessary to process information at school and work. “There is concern that young children’s affinity and often mastery of their parents’ devices could stunt the development of deep reading skills.” And I’m thinking, if my husband – life-long lover of good books, university trained in how to read them – can begin to lose his ability to read deeply, what does this mean for my second graders? After all, the students I teach are already on the “watch list” of those who may need extra support to develop strong academic skills. They are predominantly from low-income families, more than half of them are English language learners, hardly any of their parents have more than a high school education (and some, not even that), and several are transients who move from school to school each year. They are already disadvantaged readers.

As a school, we address these issues as best we can. We support families in finding stable housing, we connect them with services to balance out the lack of income, and we structure our curriculum to fill in the language and literacy gaps traditionally connected with these social and economic groups. But, we have done little, or nothing, to address this new threat to literacy. Quite the opposite, in fact. In an effort to provide students with more reading material outside of school, we help set families up with online reading material.

Certainly, keeping students off the internet is not the answer. What we need is to adjust our reading instruction to the reality of reading in 2014 and beyond.

But I don’t know how to do that yet. In fact, while writing this rather short post, I stopped once to check email, another time to refill my coffee cup, and then clicked on to a teacher bog recommended by a colleague that had nothing to do with the topic at hand. Who am I to instruct students on how to read through distractions?

All I can do right now is begin to look closely at how my students tackle a reading project. During Independent Reading (20 minutes of our day) do they stick to a book or continually sift through their bag? Is their Response to Reading reflective of critical thought about the book or distracted rambling? Do they know enough about books and what they like to make a good choice in the classroom library? And, when they have some online reading time, how many clicks away from the text do they make?

Once I get a better feel for my students’ reading habits . . . well, I don’t know yet what I’ll do. But I know I’d like to be a part of this conversation. I know that the ability to read critically is key to learning, a key they’ll need to hold on to through school and their careers.


Reading a book of her own creation – a good sign


Stuffed “Reading Buddies” help keep us focused.