Books to read 6th grade level,gardening 101 martha stewart,book bestsellers 2012 - Reviews

19.03.2015 admin
How do you create a classroom library that is both organized and enticing to young readers? When I first started my classroom library, I did not have any preconceived categories that I wanted to use. Letting students help decide the categories can be a great way toengage them in the library, give ownership of the library to students, andlet kids know what is available.
So you can see in this picture the colored dots and numbers have been replaced by color-back labels with categories and clip-art. Previously, I've used four metal shelves that the school district provided (well, they only provided one for me. Will students return the books to the correct spot or will you make this a class job (like a class librarian)?
In Collins' book, she explains how, in the beginning of the year, she makes a BIG deal of a book in the floor. The big, white, mesh baskets I like (because it can hold several books, chapter or picture) came from the Dollar General.
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I was inspired by Donnalyn Miller, the author of The Book Whisperer, to beef up my library and get it organized.
I was googling "how to organize classroom library" and found your article, along with the embedded links - wow! I too have a very organized library, but I have a hard time getting the labels to stay on the containers. Now if only you had a school library and a teacher librarian, you could just involve students in selecting an ever changing class library from a well curated and diverse collection that could respond to their ever changing needs and interests AND cater for the wide range of reading abilities in your class!
There is no right or wrong way to organize your library and these ideas are simply how I choose to organize mine.
Many people sort by genres, topics, themes, AR (Accelerated Reader) levels, guided reading levels, and so on. Frank Serafini highly recommend this method in his book, The Reading Workshop: Creating Space for Readers (a great, easy read). Each label has a clip-art picture, the title of the book basket, and a note saying the book belongs to me. I'll treat this as an FAQ of classroom libraries, and add my comments below to each question below. But I collected the others whenever any teacher was discarding any of their shelves!) In the second-grade classroom, I wanted lower shelves to fit under the large bulletin board in my room. I had not done this in years past, but I recently read Growing Readers by Kathy Collins and she suggests having a part of the library leveled.
I wanted students to be able to say, "I love to read about animals!" and then have an entire basket devoted solely to animals on a variety of different reading levels.

This help separate the books from any books the students brought from their home collections.
I really want all kids to take ownership and responsibility for the classroom, but I also want kids to put the books back where they belong. I also like the smaller cube size boxes, series chapter books seem to fit perfectly in them. She provides tips on acquiring books and materials, organizing the shelves, creating labels, and making it cozy. To make it cozy I sometimes add posters from the mini-lessons we have had in class, a trunk covered in pillows, a bright rug, a lamp, and lots and lots of inviting books that are clearly organized. Students looked through the books for a few minutes, then we rotated book stacks to another table.
You can use this website to catalogue your books.I was curious and decided to check into it. However, I didn't think as far ahead as I should have and I do have some nonfiction books (fairy tales, poetry and jokes, etc) mixed in as well.
I wanted the younger kids to be able to maintain the organization of the library on their own, and thought the numbers and colors might be too much. Gregory's Favorites) is mounted on black construction paper to match the black color of the title.
My co-teacher was getting rid of a shelf that was very long, and I then had my Dad (he is the best) come in and make another shelf with very similar dimensions.
I have decided to level my collection of "Step Up" readers (short books, like the Hello Readers or Scholastic Readers). I also hoped if a mom found a stash under a student's bed, she would know where to return them! I think in the beginning of the year I will have a basket for books to be returned (an "I need a home" basket) and train kids on how to return the books.
I really talked it up and was pretty melodramatic about it, but kids were not able to get new books or return old ones. I labelled my books with matching stickers - I think though the most important part is training the students to put them back where they belong.
When they take a book out of the library, they place their paint stick in the spot where the book was. Then parents will be able to easily spot the book as one that needs to be returned to the classroom. I know when I go to the bookstore, the books that catch my eye most often are the ones whose covers are facing out.
Because I have more categories than baskets, there might be two or three baskets with blue dots, BUT they have different numbers on them. Since the titles of the baskets are all different colors, I mounted the basket label on matching construction paper, laminated it, and attached it to the bin.

Secondly, many of my mini-lessons that take place in the meeting area require students to brainstorm and the books give them places to "look" for ideas.Also, I once read somewhere that your room should not contain a library within a classroom, but a classroom within a library (I can't remember who said this, but it sounds very Lucy Calkins-ish). Since it is my meeting area, it needs to be large enough for all students to sit comfortably and be able to see the easel. I found leveling information at the subscription website Titlewave (my librarian signed me up pretty easily).
I try to place the classroom library in an area of the room which will create a comfortable nook, while still placing the easel so that students face away from the classroom door to minimize distractions.
Even with all this shelf space I still don't have enough room- I should have planned a little better!
I then wrote the level (in grade not Fountas and Pinnell or Accelerated Reader I wanted it to be as straightforward as possible) on the inside back corner on the bottom right.
How can I solve this problem?" I like this idea because it is basically a great think-aloud and model of what you should do if you find a book that is out of place.
For second graders a check-out system may not be necessary, since students will only keep books in their book bins and will not take them home. This also helped me realize when I had several books from one specific author or book series. There is really not too much of a method of the ordering, except that I tried to keep fiction together, separate from nonfiction.
Some of my book bins will go in the floor and some will go on the book cart that will be next to the library. When students walk into a book store there will not be a large sign that states, "Guided Reading Level O books here." Students have to be prepared to make good reading choices and know how to browse. I listed these on a white board and we decided if we could combine or separate any categories.
I know some people will disagree with me here, but I am not also a big fan of AR so I do not choose to sort by AR levels. Please return if found." I stopped writing my name on the cover because recently I was trying to eBay some upper grade "decommissioned books," and I realized having my name written all over the cover decreases the value. I am hoping this will help their eyes to focus a little bit more, even if it is subconscious! So now I have the smaller stamp on the inside and the label on the cover (which I can peel off if I decide to sell the book- or replace if a kid peels the label off). It worked, and I'm thinking about using the same system again with all of the new books I have bought over the summer.

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