Vicky McLain's Blog Post 5: Routman Ch. 5 "Organize an Outstanding Classroom Library"

Fittingly, I chose to blog about my gleanings from Routman's chapter regarding the organized and outstanding classroom library since it is that time of year at the McLain house that all of our nooks and crannies get a heaping dose of cleaning out and reorganizing. It would benefit my class if this intensity carried over to room 5-3. I feel like an organized house runs smoother.  No doubt this is true for the classroom as well. 

At the onset of chapter 5, I felt relatively satisfied with the library in my classroom (as it was in August) since it measures up to a lot of Routman's criteria for an organized and outstanding library. First of all, the library exists. This hasn't always been the case.  Books in baskets don't really constitute a library.  Although it isn't the focal point of the room, it is a cozy and inviting area where my students can select books that are organized according to a variety of genres and interests. There are several other comfortable reading areas in our room as well.  I use lamps in my room not just for the ambiance but I feel that running the florescent lights all day isn't beneficial for me or my class.  Students provide feedback on books they read through discussions (book talks) or by filling out a simple form that goes on the bulletin board above our library.  I estimate that I have over 200 books and thanks to our wonderful PTO that number is growing.  Students can see the front of the books since they are sitting in baskets with the covers facing them.  The books are not organized according to levels but levels are written on the inside cover. At the beginning of the year, we had a few mini lessons on using the library, choosing "just right" books, and how to care for the books.  

However, according to Routman's suggestions, there are some things that could be improved.  First of all my students didn't help me design or organize the library as this was done over the summer. Second, the checking in and out process that I had formulated in the beginning quickly grew inefficient.  I had students write their name and book title on a sticky note and I was keeping them in a book.  I was sticky noted to death!  On one hand that shows they were using the library but on the other had it was a hot mess!  I plan on letting them devise a new checking in and out method.  Third, the classroom library isn't their first choice when it comes to where they want to get their books. Most prefer the school library. I find this to be true of other students in the school as well.  Maybe it is just the change of scenery or the plethora of choices but there is just something about going to the library that makes the event of selecting a book more meaningful and momentous!  Fourth, it is time to let go of some books that are "ancient".  I like Routman's idea of asking parents to donate books in honor of their child (pg. 68).  The Scholastic book club worked well for me last year but I haven't had one order this year.  Lastly, I'd like to add some "light reading" to the library (pg. 65).  Maybe I could order some Time for Kids and comic books!

Routman quoted John Guthrie who wrote an article called "Preparing Students for High-Stakes Test Taking in Reading".  He said, "reading comprehension test scores are more influenced by student's amount of engaged reading than any other single factor."  This isn't the first time I've heard/read this. Although the test results are not the driving force of why we do what we do, I sure hope that the test scores for our students reflects the engaged reading that I know is taking place at RES!