The Booknook

ORGANIZATION (@ DES)Early Emergent

KINDER

A-D

Upper Emergent

First grade

E-J

Early Fluency

Second Grade

K-N

Fluency

Third Grade

O-Q

Proficiency

Fourth Grade

R-T

Beyond

Fifth and beyond

U-Z

Publishers• Wright Group (kits with

lesson plans, big-books)• Pacific Learning (lesson

plan binder)• Sundance• Newbridge• Scholastic (with lesson plan

card, for read aloud)• Zaner-bloser (by theme:

transportation, food, etc.)• Schoolwide Inc. (read aloud)

Other Features/Special Publications

• Fast Track (multiple genres)

• Kids Discover Reading (non-fiction features)

• Scholastic Read Alouds (by skill, concept)

• Big Books (phonemic focus)

• Emergent Readers for Kinder

• Books at all levels-balance

What’s else is available??• Different genres from different publishers, no

program (non-fiction, plays, science/ss)• Big-books• Read Aloud tubs (Folklore, memoirs, chracter,

theme, non-fiction)• Chapterbook sets• Easy read biographies *NEW!• More k-2 leveled readers from scholastic• McCoigs tubs by theme: American symbols,

biographies, fractured fairy-tales, folk-tales

Why?• By doing running records using leveled books,

you can determine each child’s instructional reading level within that same leveling system. Thereby, differentiate that child’s reading instruction.

• “Kids need books they can read”• High success reading is absolutely critical to

reading development and positive stances toward reading.

• Almost half of our average achieving elementary students were found to be reading materials too difficult.

From Schmoker in Focus• Intensive amounts of reading and writing are the soul of

instruction.• Learning of the most complex kind is acquired through

old-fashion, simple activities like meaningful reading and writing.

• Wide abundant reading is the surest route out of poverty.• Broad wide reading is the heart of language arts.• We make regrettable use of time. Many if not most of the

current language arts standards are not literacy standards at all, they are psuedo-standards that divert precious time.

What is the Purpose?

• 6 copy sets for small group “guided reading” instruction

• Leveled self-selected reading resources• Resources at all levels to accommodate students’

abilities-develop/accelerate reading ability• Provide supplemental material for other text forms

(non-fiction, fiction, poetry, expository, etc..)• Resources for read-aloud, discussion, story

frames.

Checking out/ Professional Courtesies

• Each book-bag has been bar-coded

• Check out with Kim• No more than three-

five days please• Facilitate care by the

students • Keep sets in tact

Note: Tie-ins to Story Frames and Focus

• Reading, writing and discussion by Schmoker with Story Frames from Read Aloud resources found in library and book room.

• Examine strands A-D in your book and think about how they could be used along with these resources.