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Building and Organizing The Classroom Library Center.

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Presentation on theme: "Building and Organizing The Classroom Library Center."— Presentation transcript:

1 Building and Organizing The Classroom Library Center

2 2 Is a place where students practice making connections to text in order to build understanding.Is a place where students practice making connections to text in order to build understanding. Students should visit the Library Center or Classroom Library in order to practice reading at their independent level Students should visit the Library Center or Classroom Library in order to practice reading at their independent level Students should understand their purpose for visiting the Classroom Library Students should understand their purpose for visiting the Classroom Library Students should respond to the text in some manner Students should respond to the text in some manner

3 3 What Does Independent Mean? Independent LevelIndependent Level The student can read without help with near 100% accuracyThe student can read without help with near 100% accuracy After reading, the student can answer questions about the passage with 90% accuracyAfter reading, the student can answer questions about the passage with 90% accuracy This level should be used for free-time reading and independent class workThis level should be used for free-time reading and independent class work

4 4 Stages of Reading Development Adapted from Fountas & Pinnell, 996 EmergentEarlyEarly FluentFluent  Developing concepts of print that include reading left to right; sweeping to next line; pointing to front/back of book; points to first/last page  Points to words without one-to-one matching  Uses emergent strategies inconsistently  Inconsistent self-monitoring of reading  Reads easy/patterned text fluently with picture support  Practices skills acquired on easy materials  Searches for and uses cues more independently  Self-monitors and corrects when prompted and on their own  Less reliant on finger pointing  Lacks stamina needed for chapter books  Uses cues flexibly and effectively  Integrates use of cues/strategies  Self-monitors  Reads smoothly and at appropriate speeds  Is able to scan ahead/predict  Transfers

5 5 The “Best” Books to Support Developing Literacy … Contain natural and literary language patterns with some predictability but not a singsong repetitionContain natural and literary language patterns with some predictability but not a singsong repetition Include increasing number of high frequency wordsInclude increasing number of high frequency words Embody some literary meritEmbody some literary merit Are interesting and engaging for childrenAre interesting and engaging for children Integrate opportunities to notice and use spelling patterns within a quality textIntegrate opportunities to notice and use spelling patterns within a quality text

6 6 What Kind of Books Should You Have? Fiction and NonfictionFiction and Nonfiction Broad range of reading levelsBroad range of reading levels At grade 2, Introduce easy chapter booksAt grade 2, Introduce easy chapter books Age appropriate children’s magazines and newsprint.Age appropriate children’s magazines and newsprint.

7 7 Leveling Collections and Reading Systems Grade Level Equivalents (Basal Levels)Grade Level Equivalents (Basal Levels) “Decodable” Texts“Decodable” Texts “Predictable” Texts“Predictable” Texts Reading RecoveryReading Recovery Rhyming TextsRhyming Texts Stages of Reading DevelopmentStages of Reading Development Fountas & Pinell (F&P)Fountas & Pinell (F&P)

8 8 Reading Recovery Characteristics of Text Adapted from Marie Clay, 1993 Level 1-4 consistent placement of print repetition of 1-2 sentence patterns oral language structures familiar objects and actions illustrations provide high support Levels 5-8 repetition of 2-3 sentence patterns opening, closing sentence vary, or varied simple sentence structures many familiar objects and actions illustrations provide moderate-high support

9 9 Reading Recovery Characteristics of Text Levels elaborated episodes and events extended descriptions link to familiar stories and literary language unusual, challenging vocabulary illustrations provide low support Levels 9-12 repetition of 3 or more sentence patterns or varied sentence patterns blend of oral and written language structures or fantastic happenings in framework of familiar experiences illustrations provide moderate support Levels varied sentence patterns or repeated patterns in culminating form oral structures appear in dialogue literary language and specialized vocabulary for some topics illustrations provide low-moderate support

10 10 Fountas & Pinnell (F&P) Levels Levels A and B Very easy Have a single focus Simple storyline Direct correspondence between text and pictures Word-by-word matching Format is consistent (print appears in the same place) Level C simple storylines Longer than level B 2-5 lines of text per page Picture support high Direct correspondence between text and pictures Print appears on both left and right side of page High frequency words used more often Full range of punctuation Patterns and repetition are used More variation in language patterns Sentences are longer, but grammar is simple and easy to control

11 11 Level D More complex, but still very easy Concepts are within children’s experience Illustrations are supportive, but more attention to text is required 2-6 lines of text per page (more words than the previous levels) Sentences are longer that level C Full range of punctuation Vocabulary contains more inflectional endings (ing, ed, s) Fountas & Pinnell (F&P) Levels Level E  Text gradually increasing  3-8 lines of text per page  Text placement varies  Storyline is more complex  Repeated language patterns are used  Concepts require more interpretation (less familiar to children)  Illustrations strongly support stories  Problem solving is needed to figure out new words  Full variety of punctuation is evident

12 12 Level F Texts are longer that level E Print is smaller 2-8 lines of text per page Pictures continue to support, but text carries the meaning Variety of high frequency words are expanded Storylines include more events Chronological Some characters are fully developed Distinct beginning, middle, and end Dialogue has greater variety Punctuation supports phrasing and meaning More opportunities for word analysis Fountas & Pinnell (F&P) Levels Level G and H More challenging ideas and vocabulary Literary language, structures, and concepts integrated with natural language Range of content extend children’s experiences New vocabulary is introduced More episodic events support reading Level H similar to G, but language and vocabulary more complex Longer stories More literary Less repetition of episodic structure

13 13 Level I Variety of texts (including informational texts) Story structure more complex Episodes more elaborate Themes are varied Illustrations provide low support Readers asked to understand different view points Texts are longer Specialized, challenging vocabulary is evident Characters are memorable Could be compared to other texts previously read Fountas & Pinnell (F&P) Levels Level J Beginning of 2 nd grade Advanced 1 st graders can read Texts allow children to practice reading strategies on a greater variety of texts Stories are longer and more complex Variety of texts-nonfiction, folktales, realistic stories, etc. Chapter books are introduced (30-60 pages) Familiar vocabulary Shorter sentences Longer attention span needed Characters developed through dialogue (speaking)

14 14 Levels K Variety of texts Chapter-like books Pictures on every other page Text on pages varies Print is laid out with clear spaces between words and lines Stories have multiple episodes related to a single plot Students can read some traditional fairytales as independent readers Reading is silent mostly Discussion of books can be done Fountas & Pinnell (F&P) Levels Levels L Texts are longer chapter books with few illustrations Less picture support Characters are involved in plots More sophisticated language structures Detail and descriptions involve challenging vocabulary Text size is smaller, word spacing is narrower Requires higher level conceptual work to understand the subtleties of plot and characters Longer period of time to complete books Mostly silent reading, but read alouds emphasizes interest or to make a point

15 15 Fountas & Pinnell (F&P) Levels Levels M Texts are long Full pages of text Smaller print with narrow spacing Variety of texts, but all contain complex language structures and sophisticated vocabulary Highly detailed and descriptive text More Abstract concepts and themes Text requires more background knowledge Many characters are involved in more complex plots Character development is important feature Levels N, O, P, Q, R, and S Titles at each level identify 3 rd grade and some 4 th grade texts Chapter books with 100 pages or more Complex and sophisticated themes Non-fiction titles are shorter and present social issues Memorable characters Demand on reader to use a variety of strategies to understand plot and theme Vocabulary is complex going beyond children’s own experiences Level P chapter books explore preadolescent and early adolescent problems Longer descriptive narratives Texts are read on literal and figurative levels

16 16 Leveling Activity Materials: different colored dotsMaterials: different colored dots Objective: Participants will level a given set of books following these guidelines:Objective: Participants will level a given set of books following these guidelines: Difficulty of text (vocabulary, sentence length)Difficulty of text (vocabulary, sentence length) Picture supportPicture support Text lengthText length Concept or theme the text deals withConcept or theme the text deals with Color code according to A.L.L. or DIBELSColor code according to A.L.L. or DIBELS

17 17 Examples of Leveled Books

18 18 Organization of the Classroom Library Inviting to the studentsInviting to the students Books arranged alphabetically, genre, reading levelBooks arranged alphabetically, genre, reading level Have rules for handling the booksHave rules for handling the books Check-out systemCheck-out system

19 19 Independent Reading Activities Sign-in when entering the LibrarySign-in when entering the Library Check-out Binder for borrowing booksCheck-out Binder for borrowing books Reading LogReading Log Reading Response JournalsReading Response Journals Student Recommendations “Must Reads”Student Recommendations “Must Reads” OtherOther

20 20 Word Center Fluency Center Comprehension Center Library Center Technology Center

21 Examples of Classroom Libraries

22 22 Examples of Classroom Libraries

23 23 Examples of Classroom Libraries

24 24 Should be leveled or organized in some wayShould be leveled or organized in some way Labeled for easy identificationLabeled for easy identification Routinely changed (every 2 weeks)Routinely changed (every 2 weeks) Easily accessibleEasily accessible Inviting, appealing, comfortableInviting, appealing, comfortable

25 25 References Fountas, Irene &Pinell, Gay Su Guided Reading: Good First Teaching for All Children. Portsmouth, NH: Heinemann.Fountas, Irene &Pinell, Gay Su Guided Reading: Good First Teaching for All Children. Portsmouth, NH: Heinemann. Fountas, Irene & Pinell, Gay Su Guiding Readers and Writers Grades 3-6. Portsmouth, NH: Heinemann.Fountas, Irene & Pinell, Gay Su Guiding Readers and Writers Grades 3-6. Portsmouth, NH: Heinemann. Tyner, Beverly. June Small-Group Reading Instruction: A Differentiated Teaching Model for Beginning and Struggling Readers. Hamilton County Schools. Chattanooga, Tennessee, USA.Tyner, Beverly. June Small-Group Reading Instruction: A Differentiated Teaching Model for Beginning and Struggling Readers. Hamilton County Schools. Chattanooga, Tennessee, USA.


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