Classroom Library Overview
What is essential about the classroom library?
Quality and Variety
The classroom library must contain texts on a variety of topics that match the diverse interests of the readers in the classroom as well as the units of study for the year. The library must also include a range of genres and authors that invites students to expand their reading diet. Be sure to include picture books, chapter books, novels, magazines, poetry, and informational text.
Full Instructional Range
The library must contain sufficient books within both the instructional and independent reading levels of all readers in the classroom. The instructional level is the text level at which a student can read fluently with 90–94% accuracy and adequate comprehension. The independent level is the text level at which a student can read fluently with 95–100% accuracy and strong comprehension.
Organization by Category
The classroom library should be an inviting place to select books. It should not be arranged as a leveled system through which to progress. In grades 3–5 classrooms, nearly all books should be organized by category. In K–2 classrooms, approximately two-thirds of the books should be organized in baskets by category and the remaining one-third organized by level. Sample categories are listed below.
● Author: Eric Carle, Ezra Jack Keats, Bill Peet, Avi, Matt Christopher, Mildred Taylor, etc.
● Genre: folk tales, mysteries, picture books, poetry, non-fiction, historical fiction, biography
Some Organization by Level (in K–2)
In general, approximately one third of the books in a primary classroom (K–2) should be organized in baskets according to readability level. In the early grades, students often need more scaffolding to select texts at appropriate levels. Leveling books helps students know which books will tend to be “just right.” It is important to continue to teach how to select a “just right” book until students demonstrate understanding.
Accessibility
The library should be attractively displayed and accessible to students. It should occupy a prominent position in the classroom, but be placed such that students will not disturb others while browsing for books.
Quality and Variety
The classroom library must contain texts on a variety of topics that match the diverse interests of the readers in the classroom as well as the units of study for the year. The library must also include a range of genres and authors that invites students to expand their reading diet. Be sure to include picture books, chapter books, novels, magazines, poetry, and informational text.
Full Instructional Range
The library must contain sufficient books within both the instructional and independent reading levels of all readers in the classroom. The instructional level is the text level at which a student can read fluently with 90–94% accuracy and adequate comprehension. The independent level is the text level at which a student can read fluently with 95–100% accuracy and strong comprehension.
Organization by Category
The classroom library should be an inviting place to select books. It should not be arranged as a leveled system through which to progress. In grades 3–5 classrooms, nearly all books should be organized by category. In K–2 classrooms, approximately two-thirds of the books should be organized in baskets by category and the remaining one-third organized by level. Sample categories are listed below.
● Author: Eric Carle, Ezra Jack Keats, Bill Peet, Avi, Matt Christopher, Mildred Taylor, etc.
● Genre: folk tales, mysteries, picture books, poetry, non-fiction, historical fiction, biography
- Classroom topic: social studies or science topics, etc.
- Series: Magic School Bus, Frog and Toad, Magic Tree House, Boxcar Children, etc.
- Subject: alphabet books, animals, friendship stories, survival, funny books, family, holidays, sports, etc.
- Other: big books, poetry collections, magazines and journals, books published by students, familiar reads, favorite read alouds, small copies of big books used for Shared Reading
Some Organization by Level (in K–2)
In general, approximately one third of the books in a primary classroom (K–2) should be organized in baskets according to readability level. In the early grades, students often need more scaffolding to select texts at appropriate levels. Leveling books helps students know which books will tend to be “just right.” It is important to continue to teach how to select a “just right” book until students demonstrate understanding.
Accessibility
The library should be attractively displayed and accessible to students. It should occupy a prominent position in the classroom, but be placed such that students will not disturb others while browsing for books.
