Classroom libraries set kids up for success, making avid readers early

Feb 7

Shipwrecks are a big deal to some kids. For one kindergarten boy at Sam Adams Elementary School in Cassopolis, the sinking of the Titanic is utterly fascinating. Another kindergarten boy at Justus Gage Elementary School in Dowagiac is riveted by the sinking of the Edmund Fitzgerald. They’re hungry to learn everything they can about these wrecks, and with the help of the United Way-funded Reading Now Network classroom libraries project in Cass County, both boys are getting their hands on books about them—and preparing to succeed in later grades and beyond as a result.

“Because he’s so interested in this topic and he’s enjoyed books about it, it’s helped him to open up to other books, and a love of reading is taking hold,” says Corey Sheets, the kindergartener’s teacher at Sam Adams.

For these young shipwreck aficionados, there aren’t a lot of books at their reading level about their beloved topic. No matter, says Kristin Ausra, the other kindergartener’s teacher at Justus Gage. There’s more than one way to learn how to read a book—through pictures, identifying sight words, and memorization from being read to—and that’s perfectly okay, she says. In fact, it should be encouraged, because it gets kids aiming high and reading—as best they’re able—beyond their level. It pushes them, through sheer enjoyment, to advance their reading skills.

For these and all kids, reading success starts early. It’s essential that kids in kindergarten to third grade are offered a plethora of options to satisfy their myriad interests—and that means well-stocked libraries in the classrooms.

“It’s an equity issue, to have tons of choices,” Kristin says. “Students love options and deciding for themselves, rather than what a teacher says they have to do. This independence gives them so much control over what they are learning.”

Joining forces

The Reading Now Network classroom libraries project is a collective impact initiative funded by United Way of Southwest Michigan. Reading Now Network is a collective effort of school superintendents, school boards, and school districts throughout West Michigan that works to improve early literacy and student achievement across all grade levels.

Through this project, United Way of Southwest Michigan partnered with Lewis Cass Intermediate School District in Cass County, granting funds over three years to provide the resources needed to ensure access to well-stocked classroom libraries for students in kindergarten through third grade in Marcellus Community Schools, Edwardsburg Public Schools, Dowagiac Union Schools, and Cassopolis Public Schools. More than 80 classrooms and nearly 2,000 students are benefiting.

Classroom libraries are different than—and just as important as—main school libraries. Classroom libraries are accessible to kids all day. If a book they’ve chosen isn’t what they expected, they can change it out right away instead of waiting until the next library time. Also, classroom libraries are set up by themes and grouped by genres, in engaging ways that are integrated into their classroom environment, so the books are organized to be conducive to constant interaction with younger kids.

“Classroom libraries are key to promoting literacy and increasing student motivation, engagement, and achievement,” says Karen Thornburg, instructional specialist and early literacy coach for Lewis Cass Intermediate School District. “Creating a purposeful and effective classroom library exposes students to various genres, authors, topics, and levels of high-quality text rich in language and vocabulary. In turn, immersion in text deepens students’ knowledge of the world around them and builds capacity of literacy.”

“Books turn students into problem-solvers, analytical readers, and productive citizens,” Karen says. “With the right tools and scaffolding put into place, we set students up for success and create strong literate beings in Cass County—or wherever our kiddos land. We are shaping our future one book at a time with our classroom libraries initiative.”

The classroom libraries project is in its second year of implementation, and a second round of book ordering and delivery is underway. Kindergarten through third-grade classroom libraries grew by about 300 texts each during the first year, adding genres spanning five grade levels of text within each classroom. “You should always have books that are a range of levels, above and below. Kids never all fall at their grade level,” explains Corey.

“Sometimes kids get pigeonholed that ‘they’re not that type of reader yet’ and they struggle to get to the next level. But when they have choices, they get to own their reading experience and use what they already know to advance to learning new things,” says Kristin.

Book bonanza

Now, with upwards of 800 books total per classroom, the libraries are becoming “like Barnes & Noble,” Kristin says. “We want the books to look nice and new so the kids will think they’re cool and interesting.”

“If they haven’t been in a preschool program, they haven’t seen these many books before,” she says. “They learn to respect books and use them. They learn what it means to be a reader.”

There was a major focus on adding nonfiction and informational genres last year. This year, there’s been more emphasis on adding books that teach social and emotional skills. For example, the teachers are ordering books on mindfulness, kindness, tolerance and acceptance, that everyone makes mistakes, habits of happy kids.

“The reality is that schools—teachers—are addressing not only academic needs but increasingly also social and emotional needs,” Kristin says. “We’re seeing kids who are struggling with empathy. We’re looking for books that help teach how to be a good human being.”

Books that reflect diversity will also be a priority because it’s important for kids to identify with the people they see in their books. “Not all of my students are Caucasian girls with blond hair and blue eyes. The characters should look like different children to keep all kids engaged in the reading,” Kristin says. “I’m also passionate about books that show women in math and science roles so girls will be able to picture themselves doing those things.”

Call to action

Books should be considered ongoing consumables, not infrequent capital investments, and without this project, teachers would be stocking their own classroom libraries out of their own pockets, according to Lauren Sheeley, assistant principal and response-to-intervention coordinator at Sam Adams. So Lewis Cass ISD is exploring options to keep the program ongoing.

Corey says, “This helps me to be a better teacher because I don’t have to spend my own money and worry about what books are in my library. This allows me to focus on my lessons and having fun with my kids.” He urges, ”You should never have books that are more than five years old. By the time this project ends, we’ll soon need new books again.”

Kristin agrees: “The most-loved books get worn out really quickly when you have little hands on them all day. So we have to replenish our libraries all the time.”

Lauren says their students are thriving because they have new relevant books that are encouraging them to learn what’s up and coming in the world as well as to grow their fluency and comprehension. “Everything changes quickly nowadays and the future will be very different for these kids, so we need to stay on top of that and be up-to-date to prepare them,” she says. “We want to help them achieve their dreams and we need the right books to do that.”

Learn more about what United Way of Southwest Michigan is doing in EDUCATION at uwsm.org/education.