1. Ensuring “Figure-tip” Access to Books Funding Classroom Libraries: A necessity for engaging students in literacy

2. How do classroom libraries affect reading engagement? "Classroom libraries are a literacy necessity; they are integral to successful teaching and learning and must become a top priority if our students are to become thriving, engaged readers" (Routman, 2003, p. 64). Allington believes classroom libraries are “essential” to developing readers and writers. (Allington, 2001) “Providing interesting books for children is a powerful incentive for reading, perhaps the most powerful incentive possible.” (Young &Moss, 2006)

3. When a classroom library was introduced… Time spent reading increased 60%, compared to control group. (Neumann, 1999)

4. No longer a “plus”…Now an essential tool to deliver curriculum. A Curriculum Resource Supports content and use of best practice -self-selected reading -student-centered learning -integration of language arts -differentiation Not just important in lower grades By grade 5, only 25% of classrooms have classroom libraries (Allington & Cunningham, 2006)

5. Why should inequity exist for such a powerful component of literacy instruction?

6. What does an effective classroom library look like? Variety of genres and levels Topics that genuinely interest students Balance of boy-appeal and girl-appeal Cuturally-relevant texts Not just books--magazines, graphic novels, etc. Newly published books Shaped by student input 750+ books (Allington & Cunningham, 2006)

7. How can we decrease the inequity? A. $/classroom B.Carts/bins as an extension of school library C.Donations of gently-used books D. Combination

8. 5-year plan Year 1 –Step 1: Librarian or interested teacher attends “What’s New in Children’s Literature?” and returns to share about new titles –Step 2: $200/classroom; Teacher selects core titles for current classroom/grade-level –Step 3: Professional Development -In-service on organizing classroom library with student-input -In-service on teaching students to browse and self- select texts. –Establish procedures that are consistent throughout the district

9. 5-Year Plan Year 2 -Again, a representative attends a conference about new children’s literature and shares information with teachers -$200/classroom to continue to add to core classroom library; Teachers’ purchase books with student input. -Offer training on self-selecting and organizing classroom libraries to new staff

10. 5-Year Plan Year 3-5: Establish rotating library LMC director organizes totes (by topic, themes, popularity) for 4-week check-out, purchased through common-school funds Continue to grow classroom core libraries $100/classroom New sections $200/classroom

11. Outcome After 5 years, each classroom will have approximately 400 core books After 5 years, each classroom will have access to Teachers have more skills at promoting reading engagement Each class is better equipped to supply each student with a “home run book.” (Trelease, 2006)

12. References Allington, R. L., & Cunningham, P.M. (2006) Schools that work: Where all children read and write. New York: HarperCollins. Neuman, S. B. (1999). Books make a difference: A study of access to literacy. Reading Research Quarterly, 34, 286-311. Routman, R. (2003). Reading essentials: The specifics you need to teach reading well. Portsmouth, NH: Heinemann. Trelease, J. (2006). The Read-Aloud Handbook. (6 th Ed.) New York: Penguin. Young, T. & Moss, B. (2006). “Nonfiction in the Classroom Library: A Literacy Necessity.” Childhood Education. FindArticles.com. 5 Dec, 2009. http://findarticles.com/p/articles/ mi_qa3614/is_200607/ai_n17174722/http://findarticles.com/p/articles/