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School Librarian's Role in Reading Toolkit

School Librarian's Role in Reading Toolkit
Skip to main content ALA User Menu A Division of the American Library Association You are at: » AASL » Advocacy » Tools » Toolkits » School Librarian's Role in Reading Toolkit Share this page: Share on Facebook Share on Google+ Share on Pinterest Print School Librarian's Role in Reading Toolkit Excerpt from the School Librarian's Role in Reading Position Statement Reading is a foundational skill for 21st-century learners. Contents © 1996–2017 American Library Association

Related:  Supporting ReadingLesson Plan Resources

Position Statement on Labeling Books with Reading Levels Librarians use spine labels to organize and identify library resources by call number to help patrons locate general subject areas or specific fiction, non-fiction, reference, audiovisual, or other items. Viewpoint-neutral directional labeling in libraries increases students’ access to information and supports their First Amendment right to read. Best practice in school libraries includes books and other resources being shelved using a standard classification system that also enables students to find resources in other libraries, such as a public library, from which they may borrow materials. One of the realities some school librarians face in their jobs is pressure by administrators and classroom teachers to label and arrange library collections according to reading levels. Student browsing behaviors can be profoundly altered with the addition of external reading level labels. Non-standard shelving practices make it difficult for library staff and patrons to locate specific titles.

Impact: How-to Chapters It is important to take advantage of the flexibility of the Internet to provide educators with resources that were not available at the time of the book's publication or that were not included in the book. In addition to my experience teaching the lessons, school librarians from across the nation will be field testing the lessons. When they provide me with feedback, photographs, student work, and testimonials of their experiences, I will post it here. If you would like to field test a lesson and contribute to this site, please review the process on the Contribute page of this Web site.

Meeting Readers Where They Are: Mapping the intersection of research and practice Meeting Readers Where They Are: Mapping the intersection of research and practice The reading patterns and habits of young and old are changing as reading migrates from the printed page to the computer screen. Now, new forms of expression such as remixes and mash-ups are emerging from interactive digital environments. Strategies for online reading comprehension Imagine, if you will, that you are beside me as I peer over the shoulder of my twelve-year-old son. He’s using a web browser to search for an article on creating stop-motion movies, which is one of his hobbies. I barely have time to say, “That looks interesting,” before he has clicked on a hyperlink and is off on entirely different page. A video catches his eye and he ignores me completely as he hits the “play” button, only to discover the video is a commercial for an upcoming movie.

Guess My Lexile - The Book Whisperer What do Jeff Kinney's popular Diary of a Wimpy Kid and Ray Bradbury's classic Fahrenheit 451 have in common? What about Gossip Girl: A Novel, Cicely von Ziegesar's catty romance and The Great Gilly Hopkins, Katherine Paterson's 1979 Newbery Honor book? While clear distinctions exist between each book's literary merit, age appropriateness, and reader appeal, these titles possess one similarity--they sit within the same Lexile text complexity band Collaborative Strategies for Teaching Reading Comprehension Judi Moreillon The Web Supplements that support the lesson plans provided in Collaborative Strategies for Teaching Reading Comprehension are arranged here by chapter number. Chapter 1. Collaborative Teaching in the Age of Accountability Chapter 2. Maximizing Your Impact

10 Tips to Create Great Readers Great readers are made; they are not born (to paraphrase Vince Lombardi). After all, children don’t enter the world knowing how to decode words, make inferences, or cite evidence. They grow into great readers by learning great habits—accumulating a rich database of skills that add up to the ability to read fluently. Some children pick up those habits when adults read to them. Wolves: Comprehending informational texts Learning outcomes Students will: determine the function of wolves within the population of the ecosystem. assess a variety of ecosystems. use RUNNERS strategies to show comprehension of non-fiction text.