In the first two installments of this blog series, we discussed why particularly chosen books matter and how the TCRWP Classroom Librarieswere selected. In this final part of the series, we will explore additional, innovative ways that the team focused on driving reading engagement.
One such way is through the tools and resources that accompany the libraries. A vast collection of brightly colored, attractive book bin labels and book level labels lure kids to bins with irresistible topics. Additionally, student sticky-note pads help promote close, active reading. Students can identify “Must-Reads” and “Watch Out!” sections for others by leaving these helpful sticky notes in the book. Watch the video below to check out these amazing resources:
Last week in the first installment of this three-part series we discussed the inspiration behind the Teachers College Reading and Writing Project Classroom Libraries and began exploring the vision that guided the curators, a team made up of TCRWP staff, literacy coaches, renowned librarians, mentor teachers, and children’s literature experts such as Anita Silvey. This week we dive deeper into the fascinating story of the curation process.
The setting: Thorndike Hall, an enormous sub-basement at Teachers College, Columbia University. Hunkered down in their makeshift headquarters, TCRWP staff members sorted through boxes upon boxes of books recommended by over eight hundred educators and librarians from around the world. Over the course of a year, they meticulously reviewed tens of thousands of books using multiple selection criteria and consulted with dozens of the world’s leading experts in literacy and children’s literature. Lucy gives her first-hand perspective of the collaborative process here:
Lucy Calkins recently sat down to discuss the Teachers College Reading and Writing Project’s groundbreaking Classroom Libraries for grades K-8. Throughout this three-blog series, Lucy answers your most frequently asked questions about the TCRWP Classroom Libraries. In the following video Lucy talks about "What Inspired the TCRWP Classroom Libraries project?" where she asserts that she and her TCRWP colleagues began the project with the conviction that, “the particular book matters.” In other words, children are drawn to read more when they are enjoying the particular book they’re reading.
Short class periods. Moving from room to room. Limited space. Adolescent emotions. These are just a few of the challenges middle school students (and teachers) face. To be sure, teaching writing in middle school takes special planning, creativity, and patience. But it can be done, and it can be done well, even with its challenges.
Albert Einstein once said, “Intellectual growth should commence at birth and should cease only at death.” In no profession is this commitment to lifelong learning more important and more apparent than in teaching. Teachers know we are never finished learning. We spend our time not in the classroom studying, observing, discussing, and collaborating in order to become the best teachers we can be.
Provisioning a classroom library optimally for a group of students is work that is never completely finished. A great classroom library is dynamic. It must constantly evolve to keep up with students’ needs, interests, and progress as readers.