UA+Needs

-small collection of varied levels; non-fiction -labeled boxes with titles and levels -start of a picture book collection to use to teach reading and writing strategies -start of leveled lists of titles and # of copies -primary users are strong users || -shelves, tubs, baggies -labeling system -uniform checkout system -teach teachers how to use and why to use -displays for leveling || -make it appealing so that it is used -organized, leveled -check out system (simple) -displays of leveling system -teacher resources -list of what is available || -offer multiple books for guided reading -offer sections on content areas || -one room to house all K-5 books - used all of the time -large space, lots of shelves -large numbers of books to work with -teachers are on board for new organization || -lighting -to have all books leveled and labeled and put on lists -need more intermediate guided reading books -more big books -new boxes/bags -labels -need multiple books on content level (science, math, etc.) -better organization -color coding -check-out system -all materials in the bookroom not related to the bookroom need removed -desk/shelf/computer area for teachers -materials for room, stamps, stickers -weeding out old, not needed materials -professional development on how to use the bookroom || -organizing and labeling all materials we have -making room for new material -check in/check out system -label with both DRA and F/P system || -place where teachers can find materials to match books to readers and specific reading needs/concepts || -K-2 bookroom that is leveled, organized and is being used effectively -large 3-5 collection of materials which are leveled and somewhat organized -we have "buy in" from a large number of teachers who see this as a priority and are willing to make it work || -space -shelves -storage containers -an organizational system -labeling system -catalog/checkout system -database/list of books/resources -plan for weeding out -professional development; teaching teachers how to use the bookroom and how to run guided reading groups || -a K-5 bookroom instead of 2 separate bookrooms || -to address additional content areas and materials to match || -resources available for teachers -can continue to build on these and expand sets that are requested by staff -new space to organize || -no one accesses these resources -not well organized -lack of awareness and knowledge -PD and training for materials -reader's theatre -additional books for content areas -online access to what is available || -easy to access -one new location with ample space -organized -use a system that we all agree to -resources and a plan to help educate staff on what is available and how to best use this resource || -well organized -parent organized reshelving by volunteers -well used || -big books -shelving and storage -different genres and purposes -math, social studies, science and other content areas -intermediate books labeled with levels -primary check out system that is computerized -audio books and portable CD players -text gradient sign || -consistent leveling -better shelving, lighting, equipment -computerized check-out system ||
 * **School** || **Purpose of Bookroom** || **Strengths** || **Needs** || **Goals** ||
 * Greensview || resource room for teachers to find reading materials || -wide variety of levels
 * Windermere || -offer K-5 leveled books to all teachers
 * Tremont || -houses sets of leveled books for guided reading instruction
 * Barrington || -to offer book sets for classroom use
 * Wickiffe || -to provide teachers with texts to support literacy || -lots of books added yearly