Reading+Notes+Module+3_1

"**With a deep knowledge of the wide variety of authentic reading materials available in the school library media center and beyond, the library media specialist has a key role in supporting print and online reading comprehension strategy instruction in collaboration with classroom teachers and reading specialists." Read-alouds and choral reading are effective strategies for teaching reading in the SLMC. "Library media specialists co-design, co-implement, and co-evaluate interdisciplinary lessons and units of instruction that result in increased student learning." While the classroom teacher incorporates state standards for student achievement, the SLMS incorporates standards for the 21st-Century learner along with state library standards. "Library media centers provide students, staff, and families with open, non-restricted access to a varied high quality collection of reading materials in multiple formats that reflect academic needs and personal interests." The LMC should be a place where the community at large can get the information and resources needed. "Library media specialists practice responsive collection development and support print-rich environments that reflect the curriculum and the diverse learning needs of the school community." The SLMS acquires materials that will be utilized for learning purposes. "Library media specialists take a leadership role in organizing and promoting literacy projects and events that engage learners and motivate them to become lifelong readers." The SLMS sponsors reading clubs and other reading events inside and outside the school day to encourage literacy. "Classroom teachers, reading specialists, and library media specialists select materials, promote the curricular and independent use of resources, including traditional and alternative materials, and plan learning experiences that offer whole classes, small groups, and individual learners an interdisciplinary approach to literacy learning." The SLMS creates opportunities for students to engage in learning involving the use of a variety of library resources. "Library media specialists partner with classroom teachers, specialists and other literacy colleagues to make decisions about reading initiatives and reading comprehension instruction, and to develop all learners’ curiosity in, and intellectual access to, appropriate resources in all formats and media." The SLMS collaborates with teachers to create opportunities for literacy and literacy instruction. "When learners follow an inquiry process they assess and use reading comprehension strategies." Inquiry encourages literacy skills. "Opportunities for planned and spontaneous library use best serve learners as they identify, analyze, and synthesize ideas and information by using a wide range of materials in a variety of formats and media." The SLMC should provide materials to students for learning as needed. "Along with classroom and reading specialist colleagues, library media specialists provide and participate in continual professional development in reading that reflects current research in the area of reading instruction and promotion." The SLMS should stay involved and receive training in literacy instruction.
 * "ALA |." //ALA | Home - American Library Association//. Web. 24 Oct. 2009. .

Free Voluntary Reading Encourages reading chosen by student. Students should be allowed to read whatever they want to read, whenever they want to read it. This leads to the acquisition of skills. The SLMC must provide access to reading materials for students in a wide variety of formats. "l Avoid extrinsic rewards for reading! " The reward for reading should come from the reading itself.
 * //What Every SLMS Should Know about Research in Reading//. American Association of School Librarians, 2009. //American Association of School Librarians//. Web. 25 Oct. 2009. .**

Direct Instruction Students need explicit instruction for learning how to read and comprehend. "Collaborate with classroom teachers to integrate reading strategies with classroom instruction." The SLMS needs to work with teachers to help students develop reading skills through explicit instruction and practice. "They help students activate prior knowledge, apply what they know to new situations, analyze, evaluate, and synthesize (create)." Students use reading skills to make sense of what they are learning.

Reading-Spelling "The most effective way to build spelling confidence is reading. This is supported by studies showing that each time readers read a passage containing words they cannot spell, they make a small amount of progress in acquiring the correct spelling." After repeatedly seeing a word, students may make the connection between what the word is and how it is spelled when reading.

Reading-Writing "Inquiry projects involve writing, as well as reading, in the various stages of the inquiry as well as in the final learning outcomes." Students must be able to read the information they find during the inquiry process. They must also be able to respond in writing to the information.

ELLs and Reading "Include reading materials in your library collection in the language(s) of ELL students." Students who are learning English must have access to materials that promote the learning of the English language while maintaining their home language.

Gender and Reading Know your students and provide reading materials that will appeal specifically to each gender, in addition to materials that will appeal to all.

"Helping youth become capable readers is the goal of every school. Improving students' reading achievement and improving teachers' reading instruction are critical concerns of all school principals. If we are to position ourselves at the center of our schools' literacy programs, then we must become leaders in reading instruction." Every time students or classes come into the library, it is a chance for the SLMS to conduct some type of reading instruction. "If we want our library programs to function as the hub of learning in our schools, then helping classroom teachers teach reading comprehension strategies and helping principals reach school goals for reading achievement must be at the center of our work." Helping students find a website for a report they are doing in science class is not enough. We must also help students decide if the information is appropriate and what the information means. "We can differentiate instruction and students' products more effectively when two or more educators monitor, adjust, and assess the students' learning and work as well as evaluate the lessons themselves." It is the students best interest for librarians and classroom teachers to collaborate for the purposes of instruction and student learning/achievement.
 * Moreillen, Judi. 2008. "position yourself at the center: coteaching reading comprehension strategies." //Teacher Librarian// 35, no. 5: 27-34. //Education Research Complete//, EBSCO//host// (accessed October 25, 2009).**