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READ 6430/Summer 2011

In-service Plan and Implementation Assignment

This assignment involved planning and implementing an in-service opportunity

for a group of elementary school teachers. In order to determine their greatest in-

service needs, I developed and administered a literacy interest survey for those

particular teachers. They indicated their level of interest in learning about each of the

following literacy topics: reading conferences, creating/organizing an exceptional

classroom library, hands-on phonics and phonemic awareness activities, continuing

students’ literacy learning during the summer break, comprehension strategy

instruction, shared writing activities, developmental spelling stages, word study, and

interactive reading. The survey included a place for respondents to note additional

literacy areas of interest and to indicate their strengths in teaching literacy. The majority

of teachers indicated a great deal of interest in all nine literacy topics, while the

remaining teachers had some or a great deal of interest in the topics. Not everyone

commented on other areas of literacy instruction they wanted to learn more about. Of

those that did respond, they were interested in learning more about integrating literacy

throughout the curriculum. Based on the survey results, I decided to develop an in-

service workshop on creating an exceptional classroom library, which was an area that

every teacher had a great deal of interest.

Workshop Description

Before beginning the workshop, I thanked the teachers for their time and

explained that, as a result of their responses on the survey, I planned a workshop on

creating an exceptional classroom library. Everyone was asked to describe their vision

of an exceptional classroom library. As I recorded their responses on the board, I let

them know that we would revisit this list at the end of the presentation. Next, I read

aloud Miss Brooks Loves Books! (and I don’t !) by Barbara Bottner. I discussed how

beneficial it is for students to have books available that interest them and emphasized

that this is an important component of an exceptional classroom. Several teachers

shared their responses to the story and ways in which they try to include appealing

books in their classroom libraries. I implemented a PowerPoint presentation that I

created based on my review of current literacy research in the area of classroom

libraries. It was noted that Reading Essentials by Regie Routman served as an

important resource when designing the presentation. The PowerPoint presentation

addressed the following topics: What Research Says About Well-Designed Classroom

Libraries, What Exceptional Classroom Libraries Include, Organization of the

Exceptional Classroom Library, Daily Book Sign-out Tips, Creating an Attractive and

Comfy Reading Area, Attractively Display Books, and Ideas for Promoting Reading for

all Levels of Learners. The beginning of the presentation described the many significant

benefits for students in classrooms with well-designed classroom libraries. The

following quote was included to emphasize the difference between an exceptional

classroom library and a collection of books in a classroom. “…just having books

available in a classroom library is not enough. A classroom library must be well

designed to entice children to read when given the opportunity of selecting from a

variety of classroom activities” (Fractor et al., 1993). During the presentation, teachers

were encouraged to share their thoughts and ideas. Several informal discussions

unfolded as teachers made connections to the illustrations and text. For instance, while

viewing a slide about nonfiction text, a second grade teacher commented that her

classroom library did not include a lot of nonfiction text. Many teachers indicated that

they liked the “Students’ Top Ten Book List” idea and would use this idea in their

classrooms to promote reading.

After the PowerPoint presentation, I demonstrated how to chart students’

responses regarding their interests in order to begin building an exceptional classroom

library. I asked teachers who their favorite authors and books were, what they liked to

do when not in school and then recorded their responses on chart paper. As a group,

we discussed how learning about our students’ interests and favorite authors and books

could help ensure that our classroom libraries included books that appealed to our

students.

I provided a hand-out that highlighted the information from the PowerPoint

presentation. I asked the teachers to compare their descriptions of exceptional

classroom libraries from the beginning of the workshop with the information from the

presentation. Many of the teachers noted that they had not considered attractively

displaying their books and including books in students’ home languages and cultures as

described in the PowerPoint presentation.

At the conclusion of the workshop, I provided each teacher a Workshop

Evaluation form to complete and return to me. It was evident from their evaluation

responses that the workshop had been a successful experience for them. The returned

evaluation forms indicated that the teachers’ knowledge and understanding about

creating an exceptional classroom library had increased. They believed the hand-out

would be a valuable resource in their teaching and they appreciated the practical

suggestions and creative ideas for organizing an exceptional classroom library. Some

of the following comments were made by the attendees: “I enjoyed attending this

excellent, very well presented, and informative workshop on creating classroom

libraries.” “Her creative resources presented a very appealing and conducive reading

environment where children would just love books and reading.” There were no

suggestions for improving the workshop.

Reflection

The experience of developing and conducting an in-service opportunity for

teachers was new for me. Throughout the process, I found myself wanting to develop

an in-service that would reflect the participants’ needs and interests, as well as, one that

would provide practical and doable suggestions for classroom implementation.

Likewise, it was important for me to base the presentation on current research and input

from other successful programs.

Importantly, I believed that an interest survey would help to identify the teachers’

interest in an objective way. I was surprised by the high number of literacy topics in

which the teachers expressed a desire to pursue. After narrowing the in-service topic

to creating and organizing an exceptional classroom library, I began the process of

designing the workshop. I decided to develop a PowerPoint presentation and build in

time for the teachers to share their ideas. I found it most helpful when they shared

ideas that they had implemented in their classrooms. Their feedback at the conclusion

of the workshop affirmed that the presentation was beneficial to them and most seemed

very motivated to try some of the suggestions presented during the workshop in their

classrooms. I enjoyed this assignment, which provided me with an opportunity to

develop, conduct, and evaluate a professional development workshop for kindergarten,

first and second grade teachers. Through this experience, my understanding and

knowledge of conducting professional development opportunities for teachers was

further enhanced. Importantly, I realized the value in providing opportunities for

teachers to discuss and exchange ideas related to their interests, needs, and

profession. My confidence as a literacy leader was bolstered inasmuch as I was able to

provide a group of professionals with ideas that they embraced and indicated that they

would use in their individual classroom setting. Likewise, by sharing ideas with others, I

also affirmed my commitment to ensuring that my classroom has an exemplary reading

library.

My positive experience and the knowledge that I have gained as a result of the

In-service Plan and Implementation Assignment, has been instrumental in my growth as

a reading professional. It has broadened my understanding of exceptional classroom

libraries and the process involved in meeting in-service needs of colleagues. I look

forward to utilizing this information in my classroom and school.

Interest Survey of Literacy Topics

K-2nd grade teachers

As many of you know, I am working on my Master’s in Reading Education. One of my course

requirements is to conduct a survey and then plan an in-service workshop based on the responses

received from it. I appreciate your time in completing this survey. Please return this survey to Mrs.

Principal by June 2nd

Please circle the number to the rightthat best describes your level of interest in learning more about the

literacy topics listed below.

Areas of LiteracyScale of InterestUnsure Very Little Some

A Great

Reading Conferences With Students 1 2 3 4

Creating/Organizing an Exceptional Classroom Library 1 2 3 4

Hands-on Phonics and Phonemic Awareness Activities 1 2 3 4

Continuing Student’s Literacy Learning During the

Summer Break 1 2 3 4

Comprehension Strategy Instruction 1 2 3 4

Shared Writing Activities 1 2 3 4

Developmental Spelling Stages 1 2 3 4

Word Study 1 2 3 4

Interactive Reading 1 2 3 4

Please circle the grade level you teach: K 1rst 2nd____

Please answer the following two questions below:

1. What other areas of literacy instruction would you like to learn more about?

_____________________________________________________________

2. What are your strengths in teaching literacy?

_____________________________________________________________

_________________________________________________________________

Thanks again for your time.

Handout:

CREATING AN EXCEPTIONAL CLASSROOM LIBRARY

Exceptional library collections include:

o Mostly high quality literature (well-known children’s authors and illustrators hold

children’s attention)

o Variety of genre and literary forms (poetry, biographies, fairy tales, science fiction, etc.)

o Books that reflect our diverse, multicultural society

o Some are pertinent to classroom topics of study and some have a broader appeal

o Multiple formats: magazines, newspapers, reference materials, comic books

o Class authored and student authored books

o Span a range of reading levels (makes accessible for all students, especially struggling

readers)

o Prominent showing of nonfiction -include different reading levels

o Current books (not dated, worn & tattered books)

o Your students’ favorite authors, books, series, and interests (student interest inventory)

o Books in children’s home language and culture (all children need to “see themselves” in

the collection)

o Cassette recorders and headphones

o Commercial books on tape

o Self or volunteer made book recordings

Organization of the classroom library:

o Books can be categorized by features such as: genre, theme, topic, author, content area,

or some combination

o Separate baskets, shelves, or tubs can be used for grouping books by various features

(plastic mesh baskets are inexpensive from dollar stores) unit/theme basket

o Attach labels with pictures and words on books and baskets (easier for younger students

to find and reshelf- labels can be found online)

http://hill.troy.k12.mi.us/staff/bnewingham/myweb3/basket_labels.htm

o Involve students in the selection of materials and organization of the classroom library

(gives them a sense of ownership and they will want to use it more and take care of it)

o Let children help name the classroom library (examples: “The Book Nook” or “Kids’

Corner Library”) & display this name in the library nook

o Establish rules through mini lessons on how class should take care of books and the

library (students could rotate the role of librarian weekly)

o Display newly acquired books in a special way

o Books must be accessible

Daily book sign-out:

o Create a sign-out board with a name or photo pocket for each student

o Attach an adhesive pocket on the inside back cover of each book. Place a card labeledwith the book’s title inside each pocket. (Older students or parent volunteers can help

with this task)

o Or – use a notebook allotting one page per student to record book check-out

information (can create extra work for teacher if students too young to help with this

process)

o Zip lock bags can help protect books that go home

o Write teacher’s name on front of book or use labels (more likely to get returned to you)

o At the beginning of the year, send home a letter explaining the check-out process of

classroom books

Creating an attractive and comfy reading nook:

o Make it distinguishable from other areas of the classroom (rugs, moveable bulletin

boards, book shelves)

o Provide comfortable seating for reading: rugs, carpet, chairs (rocking), beanbags,

animal pillows, inner tubes, etc.o Ensure large enough for at least several children to use at the same time

o Additional items you may want to include: posters, small lamp, plants, basket of stuffed

animals, puppets and flannel board (promotes reenactments of stories), string of lights,

or theme related items (inflatable whale hung from the ceiling or hot air balloons)

o Attractivel y display books so their covers are visible (“Sell” the books, influences

students to read more, Rain gutters- inexpensive way to do this)

Ideas for promoting reading are adaptable for all learners:

o Have a classroom teddy bear that goes home with a different student each night to hear

a story.

o Book talks (teacher briefly summarizes a story or reads an interesting section of a book

to create student interest)

o Featured book of the week or day (assign each student a different week or day to share a

book of his choosing with the class – book talk, retelling, show favorite illustrations or

another presentation format)--- children need opportunities to talk about bookso Students’ Top Ten Book List: display on bulletin board students’ favorite books (can let

students illustrate the book cover or make a copy of the original book cover)

o Books on Birthdays- invite birthday student to share a favorite classroom library book

and take a picture of student and book and post it on a birthday bulletin- board display .

o Create a display where students can record the books they have read. Example: students

write the book’s title, author, & genre on a die cut and add it to their ring.

Workshop Evaluation

1. The workshop increased my knowledge and understanding about creating exceptional

classroom libraries.

o Strongly Agree

o Agree

o Neutral

o Disagree

o Strongly Disagree

2. The handouts will be a valuable resource in my teaching.

o Strongly Agree

o Agree

o Neutral

o Disagree

o Strongly Disagree

3. What was most useful about this workshop?

4. Comments or suggestions for improving this workshop?

Thank you!

References

Bottner, B. (2010). Miss brooks loves books! (and I don't!). New York, NY: Random

House, Inc.

Fractor, J., Woodruff, M., Martinez, M., & Teale, W. (1993). Let’s not miss opportunities

to promote voluntary reading: Classroom libraries in the elementary school. The

Reading Teacher , 46(6 ), 476-484.

Routman, R. (2003). Reading essentials: The specifics you need to teach reading well ,

Portsmouth, NH: Heinemann.

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