Module 3
A grade two student comes into the library, on his own, to choose books. He is usually an enthusiastic science book fan (insects, tigers, sharks). He looks sad and defeated and says: “My Mom says that from now on I have to have take out chapter books to help my reading and they have to be a 2.4”
Note: Chapter book levelled at 2.4. The level indicates the readability of the text by grade; a student reading on grade standards could read the book independently. For example, a student who is in the fourth month of the second grade will be matched to a book with a reading level of 2.4.
According to SD73's, A Framework for School Library Programs in the 21st Century (2007), the role of the teacher-librarian is to create programs that develop a love of literature and reading, and to teach students to become independent, information literate, life-long learners. Too often I see students walk away sadly because they will pick an information book that they find interesting only to have to put it back on the shelf because it is an information book. My role as the previous teacher-librarian was to ensure that all students received books that suited their reading level and interest. Thus, all students were taught the I-Pick strategy:
I never really focused on the lexile measure grade equivalent because I wanted students to borrow books that suited their needs; they were taught explicit instruction on how to locate age-appropriate books. I only used the lexile measure when teachers wanted to know the reading levels of particular chapters books for whole-class reading or literature circle preparation. It was agreed upon that our intermediate book room be organized according to the lexile. This did not work well for me as some content was not appropriate for certain age groups.
I have had discussions with parents regarding books that their child has borrowed from the school library. I demonstrate my initial teaching instruction regarding how to locate "good fit" books. Especially with boys, I strongly encourage non-fiction reading. I feel that by promoting what children initially want to read (e.g. non-fiction), their reading will eventually branch out to other genres. What I encourage is choice. This allows students to become empowered and encourages them to read more. If book choice is taken away, students will become less motivated to read. One of the reasons [why] readers enjoy reading is that books can answer our questions and help us explore our experiences (Miller, 2014).
My goal is to cultivate a love for reading. No matter the print format, I will NEVER take away a book from a child. If teacher-librarians focus solely on lexile measures, this could possibly hinder children from learning how to properly chose a "good fit" or book of interest. Given free choice, readers select reading material according to their interests, preferences, background knowledge, purposes for reading, and personal motivation (Miller, 2014).
- I - I chose a book
- P - Purpose: Why do I want to read it?
- I - Interest: Does the book interest me?
- C - Comprehension: Am I understanding what I am reading?
- K - Know: Do I know most of the words?
I never really focused on the lexile measure grade equivalent because I wanted students to borrow books that suited their needs; they were taught explicit instruction on how to locate age-appropriate books. I only used the lexile measure when teachers wanted to know the reading levels of particular chapters books for whole-class reading or literature circle preparation. It was agreed upon that our intermediate book room be organized according to the lexile. This did not work well for me as some content was not appropriate for certain age groups.
I have had discussions with parents regarding books that their child has borrowed from the school library. I demonstrate my initial teaching instruction regarding how to locate "good fit" books. Especially with boys, I strongly encourage non-fiction reading. I feel that by promoting what children initially want to read (e.g. non-fiction), their reading will eventually branch out to other genres. What I encourage is choice. This allows students to become empowered and encourages them to read more. If book choice is taken away, students will become less motivated to read. One of the reasons [why] readers enjoy reading is that books can answer our questions and help us explore our experiences (Miller, 2014).
My goal is to cultivate a love for reading. No matter the print format, I will NEVER take away a book from a child. If teacher-librarians focus solely on lexile measures, this could possibly hinder children from learning how to properly chose a "good fit" or book of interest. Given free choice, readers select reading material according to their interests, preferences, background knowledge, purposes for reading, and personal motivation (Miller, 2014).
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References
Krashen, Stephen D. (2004). The Power of Reading. Westport Connecticut: Libraries Unlimited.
Miller, Donalyn & Susan Kelley. (2014). Reading in the Wild: The Book Whisperer's Keys to Cultivating Lifelong Reading Habits. San Francisco: Jossey-Bass.
School District #73 (2007). A Framework for School Library Programs in the 21st Century. Retrieved from http://hgec.sd73.bc.ca/sites/hgec.sd73.bc.ca/files/WebPDF.pdf_
Krashen, Stephen D. (2004). The Power of Reading. Westport Connecticut: Libraries Unlimited.
Miller, Donalyn & Susan Kelley. (2014). Reading in the Wild: The Book Whisperer's Keys to Cultivating Lifelong Reading Habits. San Francisco: Jossey-Bass.
School District #73 (2007). A Framework for School Library Programs in the 21st Century. Retrieved from http://hgec.sd73.bc.ca/sites/hgec.sd73.bc.ca/files/WebPDF.pdf_