Building an Effective Resource or Book Room
Schools have a centrally located and shared resource room or book room that allows teachers the opportunity to access a rich diverse collection of fiction and nonfiction texts for literacy instruction. The book room may primarily consists of leveled texts organized by Fountas and Pinnell text level gradient A-Z. Teachers use the data results from interval and continuous running records to select leveled text for guided reading instruction.
Texts in the book or resource room can also be organized by instructional contexts such as Interactive Read-Aloud, Shared Reading, Book Clubs, and for Mini-lessons allowing teachers to select text appropriate for planning instruction in whole group, small group, and individual practice based on the needs of their students. The Ten Characteristics of Text in the Literacy Continuum are important to consider when selecting texts for any kind of reading instruction.
Students who read, thrive and succeed; students who don’t read, fall behind. A classroom comprising of an extensive range of high quality literature, both fiction and nonfiction—coupled with reader text match, data-driven guided reading instruction, and a leveled book room—are a school’s best opportunity to meet the challenges of the English Language Arts/Literacy Florida Standards aim to achieve the following:
- Implement data-driven reading instruction.
- Build stronger reading and analytical skills around complex text.
- Integrate literacy across content-area curriculum.
- Build knowledge through content-rich informational text.