1. Routman (2003), Ch. 5: Organize an Outstanding Classroom Library

Organizing my books helped me to take inventory of what I already had, and what I needed.  Using the recommendations by CDEP for implementing a conducive learning environment with the text helped me to see my class in a more logical light.  In the Math Interest Area, I have all kinds of counting books.  At the same time I am lacking in shape books, too.  While I am writing this entry, I just thought of how I also need to include books about colors in the Math Interest Area as well, since it is assessed under math. 

A preschool classroom takes a little more than just organizing books.  I also had to take the time to organize the toys.  While straightening the plastic and stuffed animals, these needed to really be in my Science Interest Area.  What really would help, Is to place all my animal books with those props as well.  Students would be able to make kinesthetic and visual connections to the reading. 

Today, I introduced a student to the Science Interest Area to assist him with the letter “D.”  Using books on Dinosaurs helped to create purpose.  We used the plastic models of dinosaurs to match with the ones in the book.  While looking at the informative text, I explained to him that these books can help answer our questions.  We looked in the book until we found a match to the stuffed Triceratops.  We counted the horns, “Three!”  I mentioned how the prefix “Tri” means three.  I could go on and on with the teachable moments.  This time with him helped explain why I spent three hours working in the classroom Saturday.  

Reading specifically from "Include Lots of Nonfiction" from page seventy helped me to feel comfortable about placing informative text in the class room for my preschool students.  Even if the children are not able to read, the realistic pictures will introduce the students to real and make believe.