My Classroom Library

     Few things are as exciting as assembling a classroom library in an English language arts classroom! A lover of books myself, I want to share the amazing experience of reading quality texts with my students. As reading volume correlates positively with vocabulary development and reading and writing achievement, the goal for me as an elementary ELA teacher is to offer a large classroom library with diverse texts and a healthy range of reading levels. We can no longer be assured that students take weekly visits to the public library or enjoy literacy-rich environments at home. Twenty minutes of independent reading per day. Fifty percent of the school day involved in reading and writing. These imperatives demand classroom libraries that are robust, accessible, and engaging.

     As I sift through stacks of books for my classroom library, I remember that my library should be organized and accessible for students. Making high-quality texts available to students is one of the primary considerations in building my library. This is accomplished through offering texts on grade level, above grade level, and below grade level. Libraries do not necessarily have to be arranged by reading level, but students should be taught how to find books that they can actually read. Further, I want my students to understand they are both welcome and encouraged to explore our books. The classroom library is always a shared space.

     In ELA, I am also not limited by content; I should offer books across a wide range of content areas, topics, genres, and formats. A good library will then have excellent picture books with powerful imagery and writing and superb illustrations. There will be chapter books, series books, graphic novels, novels in verse, and poetry anthologies. All seven genres will also be included especially non-fiction. Young students are often intrigued by topics such as weather, horses, space, etc. so texts must be available to nurture these preferences. Books will incorporate concepts and topics relevant to my students as well as diverse, multicultural characters and themes. But the unifying characteristic across all my books will be quality. The books that I make available in my classroom must represent the best authors, illustrators, and content from past and current publications.

     Although I am clearly starting with a collection of tried and true favorites, my students’ interests will direct new additions. I want to capitalize on what my students want to learn by offering them related texts. As an elementary ELA teacher, I also hope to connect every student with a transitional or chapter books series, recognizing the motivational power of series on student reading. The classroom library then is more than books in bins with crafty labels in bright colors. It is a dynamic space that grows and evolves with students’ needs and interests. It invites students to preview, experience, and read texts, and it empowers students with competence and choice in their reading. And most importantly, a good classroom library and daily independent reading make school-based reading positive and engaging.