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ALAB PAGBASA SA PUSONG CITY SCI
A Brigada Pagbasa Project
I.
READING PROGRAM SUMMARY INFORMATION
Program Title: ALAB PAGBASA SA PUSONG CITY SCI: A BRIGADA PAGBASA PROJECT
Type of Reading Program: Recreational Reading Program (English and Filipino Stream)
Target Clientele: Junior High School & Senior High School Students, Teachers, and Parents
Core Reading Curriculum Focus: Vocabulary Development, Reading Comprehension,
Fluency, Grammar and Sentence Structure
Proponent/Bionote:
JAY M. MARAVILLA - A graduate of Bachelor in Secondary Education Major in
English at University of St. La Salle-Bacolod, Sir Jay M. Maravilla is currently a
teacher at Puerto Princesa City National Science High School since 2017. Prior to
DepEd, for 16 years, he was a teacher at Leonides S. Virata Memorial School, a La
Salle Supervised School in Rio Tuba, Bataraza, Palawan where he served as
Assistant Principal for Academics and as an Edukasyon sa Pagpapakatao and
English Subject Coordinator. He teaches 21st Century Literature of the Philippines
and the World, Creative Writing, and Creative Nonfiction in Senior High School. in
2020-2022, he served as module writer and content validator for the different
Supplementary Learning Materials/modules being done for the Schools Division
Office of Puerto Princesa City, DepEd MIMAROPA Region and DepEd Central Office
for the Bureau of Learning Delivery. He took MAED Literature (Complete Aacdemic
Requireements) at Philippine Normal University (PNU) and currently pursuing MA in
Reading Education also at PNU.
II.
RATIONALE
Under DepEd Memorandum No. 173, s. 2019 titled “HAMON: BAWAT BATA
BUMABASA (3B’S INITIATIVE)”, the schools are directed to strengthen the Every
Child A Reader Program (ECARP) with the following aims:
1. Equip learners with rading skills to make them proficient and independent
Readers in their grade level;
2. Capacitate teachers to become effective reading teachers; and
3. Nurture a culture of reading in schools, communities, and various levels of
Governance in DepEd-central office, regional offices, and schools division
offices.
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BRIGADA ESKWELA, also known as the National Schools Maintenance Week, has
adopted The BRIGADA PAGBASA. It is an after-school reading program that
envisions bringing together education partners and experts to help all learners read
and become functionally literature. This will also serve as a platform to synergize
efforts and resources to address education-related challenges especially on literacy
and numeracy. It will also create opportunities for all stakeholders to contribute
possible solutions to the current gaps in the country’s education system, especially in
equipping learners with 21st Century Skills. (DepEd Memo no. 48, s. 2021)
Puerto Princesa City National Science High School (PPCNSHS) is an institution of
high standard and acknowledge to have students who are of calibre when it comes
to reading fluency and comprehension. Also, the school has a pool of competent
teachers who are able to teach well their respective fields.
With these in considerations in mind, a reading program that targets the primary and
initial challenges of reading may not be anymore suitable for the students of this
institution. However, the creation of a recreational reading program to further the
passion to read and continuously support the reading habits of the students may be
at best for a project.
According to D.W. Pfau (1967), It remains a constant concern to educators that
children and young adult emerging from reading programs of today’s schools are not
reading as much or as significantly as they could in view of their educational
backgrounds. Charlotte Huck has captured this concern in her observation, “We have
developed an illiterate groups of literates” (1962, p. 307).
Nikita Thadani (2022) stated three important benefits of Recreational Reading:
1. Recreational Reading relieves stress
2. It is good for the brain and cognitive development
3. Reading can help one be more emphatic.
Recreational Reading can be defined as reading or listening to any text for which
the reader has a choice in selection and the selection is for enjoyment (Moyer, 2007;
Hughes- Hassel & Rodge, 2007; Ross, 2000; McKool, 2007). Terms that have been
used interchangeable with recreational reading include voluntary reading, spare time
reading, leisure
reading, independent reading, reading outside of school, selfselected reading, and hobby related reading.
Hussain and Munshi (2011) conclude that for students “who spend little time reading
for pleasure or for school assignments, steps should be taken to promote their interest
in reading” (p.99). This study implicates teachers as having a role through guidance
and resources in helping students create reading preferences.
Moffitt and Wartell (1992) demonstrate the popularity of recreational reading
compared to other recreation options for adolescents. To gather data, the researchers
designed and administered a survey that identified what they label as “leisure readers
and nonreaders” (p.4) and how they define these. The survey was administered to
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414 students in five high schools in central Illinois. The results of the survey indicate
that in this particular study there were more females who read leisurely than male
readers, academically successful students were more likely to be leisure readers,
children of parents with both low or high socioeconomic status were more likely to be
leisure readers than those of middle socioeconomic status, and children of parents
with higher educations were more likely to be leisure readers. Female students who
identified themselves as “liking to leisure read” (p.12) ranked “reading” as their
preferred activity compared to males who ranked it fourth. The researchers present
their belief that leisure reading is a popular activity among adolescents and suggest
that future research explore information that explains what may influence students to
read in their leisure time.
Better understanding of recreational reading’s link to academic achievement is
important to this study’s quest to better understanding of what recreational reading is
and its role in an elementary classroom. This group of studies examines the
correlation between recreational reading and academic achievement. Galik (1999)
examines the recreational reading habits of college students in order to determine any
correlation between recreational reading and academic achievement as measured by
Cumulative Grade point Average (GPA). Galik created a survey completed by 151
college students enrolled in an English composition course at a private university in
central Texas. The results indicate that there appears to be “an insignificant” (p.484)
relationship between pleasure reading and cumulative grade point average
throughout the semester. There was, however, a significant correlation between
reading for pleasure during vacations and cumulative GPA. An implication from this
study is that “students who spend more time reading have, in general, superior
academic skills and these skills help them achieve academic success” (p.488). The
results of this study begin to demonstrate the correlation between recreational reading
and academic success. While Galik (1999) explores recreational reading and its link
to academic achievement among college students, four years earlier Arthur (1995)
explored the impact of recreational reading on the reading achievement of elementary
students.
Participants were 55 students in grades 4, 5, and 6. Five students who identified
reading as a hobby and five students who did not choose reading as a hobby were
chosen at random to have their reading achievement scores compared. The results
of the study indicate that the students in grade 4 who read recreationally had “higher
reading achievement scores than students who have not identified recreational
reading as a hobby” (p.10). Arthur suggests a reason students choose not to read
recreationally may be that students have “limited opportunities to practice reading
skills with self-selected reading materials” (p.11). If reading recreationally has such a
positive impact on reading achievement, it appears important for students to be
encouraged to read recreationally.
According to the researchers Collins Block and Mangieri (2002), this study highlights
“the lack of attention that recreational reading is receiving in schools today” (p. 579).
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The researchers suggest that due to the positive impact of recreational reading on a
student’s achievement, educators should “reconsider”(p.925) the amount of time they
spend promoting it in their classrooms.
The researchers Fractor, Woodruff, Martinez and Teale (1993) suggest, based on
their findings, that “teachers should start constructing libraries by including books and
open-faced displays of books; these are the two most important features to
incorporate” (p.482). This Fractor, Woodruff, Martinez and Teale study suggests that
classroom libraries have a direct impact on a student’s recreational reading habits.
In addition to a teacher’s role in promoting recreational reading, a parent’s role may
also have an impact. Senchal (2006) examines the impact of the “home literacy
model” (p. 61) in which “storybook exposure and parent teaching about literacy are
distinct type of activities” (p.61). The results indicate students,
on average, read four times a week at bedtime and five times a week at other times,
and tended to have “good reading comprehension skills” (p. 79). According to the
results, the home literacy model does have a positive impact on frequency of students
reading for pleasure. The results of this study indicate that parents do have role in
promoting students’ recreational reading.
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III.
OBJECTIVES
a. GENERAL
The program aims to improve the reading fluency, vocabulary development, and
reading comprehension of the Junior High School and Senior High School
Students while establishing a Recreational Reading culture of the school.
b. SPECIFIC
Program
Factors
Physical
Factors
•
•
•
•
•
•
Teacher
Factors
•
•
•
Student
Factors
Parent
Factors
•
•
•
•
•
•
Incorporate teaching vocabulary development, fluency and
reading comprehension strategies to supplement Recreational
Reading.
Read daily for an appropriate time length.
Schedule Recreational Reading at the same time daily.
Establish classroom libraries with a wide variety of reading
materials.
Introduce the materials through book walks to increase
student’s interests in reading.
Develop a system where students can easily select
appropriately leveled materials.
Know the independent reading level of each student.
Help children make appropriate book selection by taking a
supportive role.
Demonstrate interests in and enjoyment of reading by
commenting upon, and discussing books.
Set goals by predicting the number of pages to be read.
React to readings through non-threatening follow-up activities.
Engage in discussion about texts
Provide necessary reading materials.
Supervise Home-Reading activities.
Monitor reading achievements of the students.
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IV.
BRIEF PROGRAM DESCRIPTION
ALAB PAGBASA SA PUSONG CITY SCI PROJECT is divided into Four Phases:
Phase 1
Phase 2
Phase 3
Phase 4
LIBRONG ALAY PARA SA BATANG CITY SCI
Book Drive Campaign
CLASSROOM LIBRARY BUILDING
REACREATIONAL READING ACTIVITIES IMPLEMENTATION
• S.T.A.R (Students and Teachers All Reading)
• S.Q.U.I.R.T (Silent Quiet Uninterrupted Independent Reading
Time)
• LEMON Reads (Learning, Engagement, and Mastery through
Online Reads)
• The Reading Family
• City Sci BOOK CLUB
• November National Reading Month Celebration
MONITORING AND EVALUATION
• Reading logs
• Classroom Library Monitoring Tool
• Phil IRI
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V.
PROGRAM CONTENT
LIBRONG ALAY PARA SA BATANG CITY SCI
Book Drive Campaign
CLASSROOM LIBRARY BUILDING
REACREATIONAL READING ACTIVITIES IMPLEMENTATION
• S.T.A.R (Students and Teachers All Reading)
• S.Q.U.I.R.T (Silent Quiet Uninterrupted Independent Reading
Time)
• LEMON Reads (Learning, Engagement, and Mastery through
Online Reads)
• The Reading Family
• City Sci BOOK CLUB
• November National Reading Month Celebration
MONITORING AND EVALUATION
• Reading logs
• Classroom Library Monitoring Tool
• Phil IRI
VI.
MECHANICS AND IMPLEMENTATIONS
A. S.T.A.R (Students and Teachers All Reading)
Guidelines:
• All students will be required to read one STAR book per nine week grading
period.
• You will be given time in class to read your STAR book; therefore, there will be
no reason that you cannot finish your book in the allotted time frame.
• You will be required to write a book review after each STAR book you read. I
will collect your review and place it in a binder by my desk. All students will be
permitted to look through the binder because it could possibly assist you when
you are looking for a new DEAR book to read. I will distribute a handout at a
later time that outlines the requirements for your STAR book review.
• You will receive bonus points for reading more than one STAR book in your
allotted time frame and writing an extra STAR book review. Remember that
your bonus points can improve your grade by three percentage points – so
read, read, read!
• I must approve all STAR books. Make sure your book is school appropriate!
• You may choose to change your STAR book at any time. If you begin reading
a book and decide that you do not like it, you are not stuck with that book.
• You may bring a book from home or sign a book out from the library if you
cannot find a book to use from home. Be sure that the book you choose is one
that you ENJOY! Remember, you are going to have to read it often, so it better
be a book that you like to read. You are not permitted to read magazines,
newspapers, or any novels or stories that we will be reading in current or future
class lessons.
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• You will be required to bring your STAR book on a daily basis, as I will allot time
in class for you to read. If you forget your STAR book, you will still be required
to read during STAR reading time, and I will supply a book for you.
• If you finish reading your STAR book, you must write your review, which I will
give you time to do in class. Then, you will be required to begin reading another
STAR book. This is not an optional activity! You will have to read during STAR
time, or I will supply a book for you to read. If you do not participate, you will
lose all of your participation points.
• STAR time is for reading your STAR book, not sleeping, writing or trying to make
up missed homework!
B. LEMON Reads (Learning, Engagement, and Mastery through Online Reads)
Type of Reading Program: Online Reading Enhancement Program
Target Clientele: Grade 7 to Grade 10 High School Students
Core Reading Curriculum Focus: Vocabulary Development, Reading
Comprehension,Fluency, Grammar and Sentence Structure
Program Design: Online Reading Literacy Program
II.
RATIONALE
Reading in the 21st century is faced with many challenges. One is the inadequacy of appropriate
printed reading materials for different levels of students especially in the public schools in the
country. Most school libraries are not fully equipped with the necessary materials which are also
not readily available even in some bookstores. With this, 'LEMON Reads' serves as a timely
solution. Since most of the population have a gadget and an access to the internet through free
public wi-fi, there is an increasing need to shift from print to screen brought by technological
advancement and learning interest of students, who are also labeled as digital natives. With these,
we, as English teachers aim to develop an online reading program using interactive online websites
with a wider collection of books and other materials which would give more opportunities for reading
among students. We also aim to encourage the students to use digital tools for learning because
it is where the future of education is taking us. Technology is an essential and unstoppable medium
in any discipline. By using it in LEMON Reads, we ascertain that our students' level of competency
may one day be at par with the rest of the world.
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Figure 1: LEMON READS Framework
III.
OBJECTIVES
General:
Utilize online websites and digital tools to help the learners develop the desired skills
in reading.
Specific:
1. Entice and encourage students to read and continue reading through interactive web sites.
2. Deliver assistance through online means (pedagogical models, personal messaging, video
sharing, etc.)
3.Involve students in reading by using digital tools for learning. (Videos, surveys, etc.)
IV- BRIEF PROGRAM DESCRIPTION:
LEMON Reads (Learning, Engagement, and Mastery through Online Reads) is a Reading Literacy
Program through online tools/sites ( Facebook, Bookbuilder, Goodreads) designed to aid high
school students in developing their skills in reading and provide them relevant reading materials
and meaningful activities. Believing that the 21st century learners belong to the so called digital
natives and that reading proficiency is vital to learners’ achievement, there is really a great need to
think of measures on how to improve and to enhance this skill. The program will be done for one
whole quarter and is intended to be in a class program.
V.
PROGRAM CONTENT
Title of the
Text
1. Long
Walk to
Forever by
Kurt
Vonnegut,
Jr.
2. Sonnet
18 by
William
Shakespear
e
3. Oliver
Twist by
Charles
Dickens
(except)
Brief Description
Target Skill/s
Link/Source
It is a story of two friends who discovered their love for each other
at an unexpected time
Vocabulary
Spelling
Comprehension
Fluency
Writing
http://bookbuil
der.cast.org/vie
w.php?op=view
&book=115411
&page=2
Sonnet 18 speaks of one's love and how incomparable her beauty
is to a lovely day in summer.
Vocabulary
Spelling
Comprehension
Fluency
Writing
Vocabulary
Spelling
Comprehension
Fluency
Writing
https://www.yo
utube.com/watc
h?v=qUV7kE4A8
hc
Oliver Twist, published in 1837, is one of Charles Dickens’ most
famous works. It tells the tale of an orphan boy, Oliver Twist, who
grows up in poverty in England. In this passage from Chapter II,
Oliver is 9 years old and living in a government workhouse. The
officials of the workhouse choose to feed the residents very little.
http://www.goo
dreads.com/boo
k/show/18254.
Oliver_Twist
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4.The Last
Time I Saw
Mother by
Arlene J.
Chai
Anoften lyrical and always tough-minded debut. Provides rare
insight into the three cultures--Spanish, Chinese, and Filipino--that
coexist in the Philippines.
Vocabulary
Spelling
Comprehension
Fluency
Writing
https://www.go
odreads.com/bo
ok/show/37588
3.The_Last_Tim
e_I_Saw_Mothe
r
5. May
Day Eve
and Other
Stories
"May Day Eve" is a short story written by Filipino National Artist
Nick Joaquin. It became one of Joaquin's “signature stories” that
became a classic in Philippine literature in English. It utilized the
theme of "magic realism" long before the genre was made a trend
in Latin American novels. Published in 1947, it is a story originally
intended for adult readers, but has later become a required and
important reading material for Filipino students.
Vocabulary
Spelling
Comprehension
Fluency
Writing
https://www.go
odreads.com/bo
ok/show/13480
861-may-dayeve-and-otherstories
6. The
Young
Head of
the Family
“The Young Head of the Family” is a fairytale originating from
China, typographically set into an accordion-style book. Making
use of typography alone, the story relied on the expressive nature
of the medium in order to tell the tale.
7. My
Father
Goes to
Court by
Carlos
Bulosan
The young narrator begins by describing his large family. Though
they are poor they are full of mischief and laughter. The children
are all strong and healthy even though they often go hungry. In
contrast, their rich neighbor’s children are thin and sickly
although they are given plenty of good food, which their
impoverished neighbors enjoy smelling over the fence.
Consequently, the rich man brings a charge against the narrator’s
family for stealing the spirit of his family’s food. The absurd case
goes to court, and the
narrator’s
Stories say that a witch known as MinggayAwok (awok, meaning
witch in Visayan language) resides nearby the creek separating
the barrios of Libas and Sinit-an. Her strange appearance, solitary
life and rare visits in the barrios feared the people. She has
always been blamed whenever strange things happen.
Vocabulary
Spelling
Comprehension
Fluency
Writing
Vocabulary
Spelling
Comprehension
Fluency
Writing
https://www.st
oriestogrowby.o
rg/story/younghead-of-thefamily/
http://gabrielsli
brary.blogspot.c
om/2010/04/m
y
-father-goes-tocourt-carlosbulusan.html?m
=1
Vocabulary
Spelling
Comprehension
Fluency
Writing
Vocabulary
Spelling
Comprehension
Fluency
Writing
http://www.sea
site.niu.edu/tag
alog/Literature/
Short%20Storie
s
/The%20witch.h
tm
http://www.old
andsold.com/ar
t
icles10/wisdom5.shtml
Vocabulary
Spelling
Comprehension
Fluency
Writing
http://malacana
ng.gov.ph/7552
5-we-filipinosare-milddrinkers-by-
8. The
Witch by
EdilbertoT
i empo
9. Savitri’s
Love (The
Mahabhar
a ta Epic)
10. We
Filipinos
are Mild
Drinkers
by
The land of India houses a number of legends and stories. These
stories form a great part of the Indian mythology. One such
beautiful story is of Savitri. The story has been recited in the
famous Indian epic Mahabharata. The story boasts about love
and determination of a young woman Savitri and her husband
Satyavan.
In the short story "We Filipinos are Mild Drinkers," a peasant
farmer struggles to provide hospitality sufficient to an American
soldier's standards. Because the American soldier is in the
Philippines with his troop to keep the Filipinos safe from the
Japanese during World War II, the farmer wants to return the
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Alejandro
Roces
favor.
alejandro-rroces/
VI.
MECHANICS AND IMPLEMENTATION (Preparation, Implementation, Assessment
and Evaluation)
Who are qualified to join LEMON Reads?
A person is qualified to join LEMON Reads if he/she:
has a Facebook account.
is a student in high school (either Junior or Senior).
How do I join the LEMON Reads program?
1.Simply join the Facebook study group LEMON Reads (Learning, Engagement and Mastery
through Online Reads) by going to the homepage and clicking the tab 'join'.
2.Wait for at least one day for the group administrator to approve your request.
How does the program work?
1.Check the recent lesson by viewing the pinned Facebook post, which contains clues or teasers,
hyperlinks, and directions on post-reading activities for the week's literary selection.
*Note: a new lesson is uploaded every Friday at 5 pm.
2.The 'Read me' hyperlink leads you to the UDL Bookbuilder site. This page contains the selection,
which includes various features to support reading comprehension.
3.After reading, review the pinned post and complete the 'Cast your vote and chat with us' and
'View, reply and create' post-reading tasks.
*Note: The 'View, reply and create' task may vary (other Facebook features may be utilized).
4.When the member has finished completing tasks, he/she has the option to view the 'Kindle your
interest' hyperlink, which will lead him/her to Goodreads. The link contains book recommendations
of the same theme as the selection in the lesson.
VII.
EXPECTED OUTPUT and Success Indicators
1.The LEMON Reads program aims to engage students' interests through the use of online tools
and the help of a reading teacher enacting as page administrator.
2.Students are expected to exhibit their understanding of the text through directly responding to
post-reading activities, and interacting with fellow members by replying in threads. With this, the
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program administrator may keep track of students' progress, and determine his/her improvement
in:
LEARNING
Vocabulary Development (Does he/she get to use new words correctly in his/her responses?)
Reading Comprehension (Are his/her responses or points relevant to the topic?) Fluency (Does
he/she express his /her thoughts effortlessly?)
Grammar and Sentence Structure (Does his/her comments observe rules in grammar?)
ENGAGEMENT
Reading Appreciation (Does he/she show excitement or interest in his/her reading experience?)
Quality of insight (Are his/her opinions based on logical assumptions? Is he/she able to justify
his/her points? Does his/her comments appear natural, not forced?)
MASTERY
School performance (Is he/she able to cascade his/her improvement in the classroom and in
personal interactions with others?)
The program administrator may send the student (parent, guardian, and/or classroom teacher) a
complete progress report after the program has been completed.
VIII.
WORKPLAN OF ACTIVITIES
ACTIVITIES
1.Members of the group are expected to have read the selection before Tuesday night. Interaction,
discussion and sharing of digital clips are done all throughout the week before a new selection is
uploaded on the page on Friday at 5 pm.
2.The program administrator may upload events in reading (book fair, book signing, book museum
and bookstore promos) on the page. The member may or may not join. If he/she chooses to
participate, the administrator is in no way responsible for the actions or occurrences concerning
the member.
3.By the end of the school year, members will receive certificates of recognition and participation
on the Annual Recognition Day.
PERSONS RESPONSIBLE
The designated English teachers from Junior High School will stand as program administrators.
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TIME FRAME OR DURATION
1.The program will run for one quarter only. Each quarter has ten lessons that will be uploaded on
Fridays at 5 pm.
2.Every quarter, a new batch of 50 members will take the reading program. The limited number of
participants is for close monitoring and is intended to prioritize students who are in need of
assistance in reading.
IX- BUDGETARY REQUIREMENTS
X. ORGANIZATIONAL AND MANAGEMENT STRUCTURE /PROGRAM FRAMEWORK
Teacher Program
Subject Area Head/
Program Administrator
Reading
Learners
Parents/Guardians
Figure 2: LEMON READS Organizational and Management Structure
Xl. MONITORING AND EVALUATION
1.The program administrator and teacher work hand in hand in the implementation and
administration of the program. On one hand, the school administrator may take part in the
assessment of the teacher's performance in handling the online program.
2.The teachers may respond to students' opinions on Facebook for one hour on Monday,
Wednesday, and Thursday. However, if the teacher wishes to extend hours, he/she may do so.
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3.The exchange of thoughts between the teacher and students may be done on the group's wall
or through private messaging if the concern is personal.
4.Monitoring student responses can easily be determined for their account names are seen on the
page whenever they comment.
5.After the reading program, the teacher may evaluate student progress using a rubric provided
by the program administrator.
C. CLASSROOM LIBRARIES
Planning the classroom library always starts with considering how to access books
and how many to include. Most teacher candidates start collecting books for their classroom
libraries long before they finish their teacher preparation programs. However, it is not always
clear how many books they need or what kinds of books they should be seeking.
Fountas and Pinnell (2001) stress the importance of building a varied collection so
students can develop their reading skills as well as expand their worlds. Classroom libraries
should include a variety of texts of various formats, genres, and types, including texts that can be
applied to study in a range of content areas. Narrative and expository texts on a range of topics
should be plentiful, and environmental print should be included in order to appeal to a range of
interests and to expose students to different text formats and types of print. Availability of
selections for students reading at, above, or below grade level is critical, including many books
easy enough for students to “sail through” independently (Fountas & Pinnell, 2006, p.518).
SOME THINGS TO CONSIDER…
• Classroom library is clearly designated in the room
• There are many books included in the library
• A variety of genres are included (e.g., realistic fiction, historical fiction, poetry,
information, biography)
• Texts are labeled or grouped by genre
• Texts are labeled or grouped according to reading level
• Texts are labeled or grouped for various purposes (guided reading, read
aloud, etc.)
• Library includes both picture books and chapter books
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• The library includes books appropriate for children reading at, above, or below
grade level
• There is an organized check-out system for children
The message from a well-organized, labeled classroom library is that reading is a valued
part of the curriculum (Bickert, 1999). Regardless of the size of the classroom or condition of the
environment, decoration and organization can make all the difference. Brassell (2005) notes that
donated pillows, cutout decorations that are aesthetically pleasing and perhaps hanging from the
ceiling, and recycled throw rugs can make a warm, inviting place for students to gather to
SELF-ASSESMENT TOOL
PHYSICAL ENVIRONMENT
SOLID
NEEDS
WORK
Clearly designated library space in the room
Space for 3-4 students
Enough shelves or containers for my books
Comfortable space with soft items (rug, comfortable seating)
Display area for recently read aloud books
Display area for ‘teacher recommended’ books
Display area for ‘student recommended’ books
Easy access to books
Significant number of books displayed with covers forward
Journal, log or method for tracking text selection/providing feedback
feedback Chart or place for student comments, voting on or rating books,
etc.
Additional literacy “tools” (bookmarks, post-its, review clipboards, etc.)
CONTENT OF THE COLLECTION
An adequate number of books (at least 10 books per student)
Many high-quality books (appealing, quality content, good condition)
A range of text formats (big books, picture books, short chapter books,
chapter books) appropriate for my grade level
A good mix of narrative, expository, and environmental text
A variety of genres (realistic fiction, historical fiction, poetry, information,
biography, etc.)
Books appropriate for students reading at, above, or below grade level
Many texts with characters that are about the same age as my students
Many texts that are relevant to my students’ cultural backgrounds and
communities
Many texts that can be used to support content area instruction (math,
science, social studies)
Enough texts appropriate for read alouds, book talks, literature circle sets,
etc.
ORGANIZATION
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Clear system for organizing the books is in place
Texts are labeled or grouped by format, genre, level or topic
All shelves or containers are labeled with the system
Labels are developmentally appropriate (readable labels, clip art or colorcode with labels, etc.)
Students know the system of organization and are able to use it effectively
Students can find books at their “just right” level quickly and easily
MANAGEMENT
A plan for rotating books in and out of the library is in place
An organized book check-out system in place
The check-out system is working effectively
Students have most of the responsibilities to manage the check-out
system
The system allows me to monitor students’ selections (e.g., check out
binder, reading logs)
All aspects of the library allow children to be self-sufficient
I am able to schedule regular times for read alouds and book talks
My students have independent reading time regularly
I am able to provide regular opportunities for students to share what they
are reading independently
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