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Mrs. Chapin’s Classroom Edit display name

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In order to have an effective reading curriculum a classroom must be equipped with good books, and LOTS OF THEM! Kindergartners DEVOUR books at a lightning speed and they need access to high-quality literature that is developmentally appropriate for their growing minds. In this project I am requesting two types of books: emergent storybooks and guided-reading leveled books. A balanced literacy program uses both types of books with great frequency. The emergent books are stories read and re-read again and again. This is based on the work of Elizabeth Sulzby, a renowned researcher. To support emergent readers (students who are not yet conventionally reading), we read aloud a few stories again and again. The kids get to know the stories really well, and soon they begin to talk about the pictures and even tell the story to go with the pages. Some children will even point to the words and "read." All of this fosters a love of reading along with an emerging understanding of how reading works. Multiple copies of these books are necessary so these books are available to "read" during their independent reading time. The guided reading leveled books will be used later in the school year as students begin to read conventionally and need books that are appropriate for their reading level. Each student requires about 10 to 12 new books a WEEK!! That is A LOT of books. It is also crucial to provide variety of texts within each level. Research shows that readers who experience only one kind of book may develop a narrow range of strategies for processing text. Instead, we want young readers to use their skills in a flexible way for many different purposes. My ultimate goal is help children fall in love with books and become lifelong readers!

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In order to have an effective reading curriculum a classroom must be equipped with good books, and LOTS OF THEM! Kindergartners DEVOUR books at a lightning speed and they need access to high-quality literature that is developmentally appropriate for their growing minds. In this project I am requesting two types of books: emergent storybooks and guided-reading leveled books. A balanced literacy program uses both types of books with great frequency. The emergent books are stories read and re-read again and again. This is based on the work of Elizabeth Sulzby, a renowned researcher. To support emergent readers (students who are not yet conventionally reading), we read aloud a few stories again and again. The kids get to know the stories really well, and soon they begin to talk about the pictures and even tell the story to go with the pages. Some children will even point to the words and "read." All of this fosters a love of reading along with an emerging understanding of how reading works. Multiple copies of these books are necessary so these books are available to "read" during their independent reading time. The guided reading leveled books will be used later in the school year as students begin to read conventionally and need books that are appropriate for their reading level. Each student requires about 10 to 12 new books a WEEK!! That is A LOT of books. It is also crucial to provide variety of texts within each level. Research shows that readers who experience only one kind of book may develop a narrow range of strategies for processing text. Instead, we want young readers to use their skills in a flexible way for many different purposes. My ultimate goal is help children fall in love with books and become lifelong readers!

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