Angela Speer’s Blog Post #2 Chapter 5; Organize an Outstanding Classroom Library by Routman

Angela Speer’s Blog Post #2 Chapter 5; Organize an Outstanding Classroom Library by Routman

          To open the chapter, Routman discusses how students do not know how to choose books on their levels (64). I have found this to be evident in my classroom especially at the beginning of year. I did a few (a lot) of mini lessons on choosing “Just right books.” I notice that now some of my students are able to open a book and read the first page, tell if it is too hard or easy and choose another one. However, I still have some struggling readers that will choose the books that they want even if they cannot read it. Once I conference with them, we are able to choose the correct book. My goal for them is be able to choose a book without help. I also understand where Routman is coming from as far as there is “too little time” to choose books (64). I find that my students will hold on the books they know they can read and will only switch a few or they end up having to hold on to them for a couple of weeks because we didn’t have enough time to switch. I also agree when the author discussed, we need people to advocate for our libraries! I would love to have an overabundance of books.

            Routman states, “ways to expand home reading materials include: home-school literacy book packs, reproducible books, book clubs, summer reading programs, library cards, suggested titles for parents to purchase"(64-65). I find it very difficult to allow my students to take books home from our classroom library. I purchased a lot and do not have a grand library; plus a lot of my students may not bring them back or may not read them at home. One aspect of our school is that the students stay until 5 o'clock or 6 o'clock every day. They do not want to go home and do any homework. I send home notes and meet with parents to read with their children each evening, but know that some do not especially those that only speak Spanish. Reproducible books could work, but I do not have a lot of spare time to create them. The time I do have, I must spend it with my son. Book clubs are a great idea and I was going to part of a second grade group this year, but found out that there was not enough time or money to fund the program. I know that they were encouraging and offering library cards at our recent Health Fair. I love this idea because some Hispanic families may not know of the local libraries or their services. I also find it difficult for parents to purchase things due to issues socioeconomically.

            On the other hand, “Light reading” as Routman says on page 65 discusses most of my type of reading during school due to my busy schedule and being a mommy. I find that Facebook is filled with information that may be important or just a relaxing, gives me a laugh, kind of feeling. I feel that light reading is great because my devotional touches my heart so deeply that I am able to relate to the issues in the devotion, I also relate to the people on Facebook because they are people being people and displaying their lives, which I would not always get to see otherwise. I also enjoy reading Romantic Christian books. The ones that may be realistic fiction, but are modeled after real people’s lives. I love to read things that I can relate to. I am all about "relating" to learning! I feel that I need the relationship even if it is fictional. My students seem to grow in reading when they are able to relate to the characters. I understand that some of my students relate to fictional characters that are totally fake. They are only children and those characters are easy to relate to because they are able to live vicariously through them.

           Next, Routman began to discuss classroom libraries. I do feel that my library is not hidden, and is inviting, but I may be impartial because I created it. I, however, do not have a variety of genres (Routman, 66). I have to spend a great deal of time at the local library when I am wanting to teach specific genres. I wish I had books that were always in there such as; fairy tales, folktales and fables in all reading levels. I also do not have an easy reading bin because I am fearful that students will not choose from that bin. The students have not said anything about the levels of books, but it may be because the books are not labeled with levels. Ideally all of my students will know their levels and be able to look in books and can identify if they can read the books or not as Routman discusses on page 69.

            I also love the idea of Routman’s “Top Ten Book List” on page 70. That would be a great beginning of the year activity, but feel that it may be took hard, developmentally. We could try this at the end of year. Maybe since other grades are also taking part in allowing students to choose what they read, students will be more knowledgeable about book titles and authors, but at the same time, the students are babies when they come to second grade and some did not pick up anything and read it over the summer.

            Routman explains that “even first graders can organize….the classroom library” (Routman,75-76). My students were able to choose where the book bins were to be placed on the book shelf, but a few did not agree so I had to intervene. I do like the questionnaire on page 76 to begin the year. On page 79, Routman discusses using book baskets or bins for each student. I love this idea and Melissa Wells (our LC) told me about ice bins. The students take ownership of their book bin (ice bin) and seem to be very proud of them.I feel that this allows the students to be on the road to becoming independent readers!