Subject:  Collection Development

Question:  I recently began a career as school librarian in a new elementary school.  The administration asked that I draft a collection development policy.  I am already stressed from the preparations of readying the library for students.  Where do I start?
  - Stephanie, from Ohio

Answer:  What an exciting opportunity!  Assuming that you are starting from scratch, I recommend following a few steps outlined in Mona Kerby’s Collection Development for the School Library Media Program: A Beginner’s Guide (2006).

Begin by making a list of your top ten priorities, placing these items at the top of the list: meet the teachers, get the circulation system ready, move the carts out of your teaching area, and read the library media handbook.  If you do not have a handbook, Kerby suggests you borrow or purchase one from a neighboring district or library.  Use the handbook as a guide to set your path as you create the collection development policy.  Once you have a handbook, familiarize yourself with the policies approved by the school board, including procedures for selecting books, collection evaluation, circulation, ordering, receiving, and processing.

There is much work to be done, but the rewards of having a fresh collection development policy will be immense.  Good Luck!
 

Subject:  Locating a Title or Topic

Question:  Can you recommend Heinemann-Raintree titles I can use with 1st grade and kindergarten students?
  - Michael, from Arizona

Answer:  Our Acorn brand is perfect for kindergarten and 1st grade levels.  These leveled nonfiction books introduce science and social studies curriculum concepts.

During the development process, we work with literacy and content experts to provide interesting, accurate, and developmentally appropriate content.  The books have a predictable page design and positioning of text, so readers will always know what to expect.  The photographs are carefully matched with the text, helping readers identify and understand key concepts and vocabulary.  These books will be great read-alouds and work well to enhance students’ introductory nonfiction experiences.  Acorn books are great tools for instructing young readers in how to read and use informational texts.

Learn more about our Acorn brand by visiting this link: www.heinemannlibrary.com/products/brands.asp?id=Acorn
 

Subject:  Matching Books to Readers

Question:  I am working with a 7th grade class.  I want to learn more about their reading preferences so I can provide better instruction and service.  Unfortunately, I only see this group once a week for a short amount of time.  Could you help me come up with a solution?
  - Beth, from New York

Answer:  You would likely garner very rich feedback by conducting interviews with students, but it appears that in your situation, time is of the essence.  A short anonymous survey will allow you to quickly glean useful information about the class.

In Making the Match: The Right Book for the Right Reader at the Right Time (2003), Teri Lesesne details elements of a good survey.  Lesesne suggests that you begin the survey with basic questions about the students such as: age, gender, and grade-level.  You will want to learn how students assess their reading ability.  Ask students about their reading preferences, habits, and interests.  Ask students what types of books they like and dislike.  Consider adding a couple of questions about popular culture: movies, music, and television.  Once you develop a good survey, distribute to the class, review the results, and start "making the match."
 

Subject:  Promoting Nonfiction

Question:  My elementary school hosts a "reading night" once a month.  This month, I want to stage a presentation that will get students excited about nonfiction.  Do you have any suggestions?
  - Robert, from Florida

Answer:  Booktalking is a terrific way to get students excited about reading fiction and nonfiction.  Think of booktalking as an enticing preview.  Try booktalking around a theme.

For instance, you might booktalk Amazing Animals.  Gather 5-8 quality nonfiction titles about animals.  Know the books inside and out.  Consider the audience and pull enticing bits of information from each title.  Be prepared to show the cover and interior of the books.  Ask leading questions like, "Did you know that butterflies have scales?"  Move from title to title "booktalking" and tempting readers.  Booktalking is fun for everyone!
 

Subject:  Helping Struggling Readers

Question:  I teach 8th grade and the reading proficiency of my students vary.  Do you offer any products that will meet the needs of students reading on grade-level, as well as those students reading below grade-level?
  - Liz, from Tennessee

Answer:  Our Freestyle and Freestyle Express pairing will work well.  Freestyle books are written for grades 6-9+ and have a "magazine" feel.  For struggling readers, our Freestyle Express line contains the same content, appropriate for 6-9+, but includes text at a reading level of grade 3—essentially presenting a simplified version of the Freestyle content.

What is unique about the pairing of Freestyle and Freestyle Express is that the books cover identical topics.  For instance, we offer a Freestyle and Freestyle Express pairing on amphibians.  For students reading on level, we offer Freestyle’s Incredible Amphibians.  For struggling readers, we offer a Freestyle Express version of the book, also titled Incredible Amphibians.  The books will include the same images and similar layouts, making for a great differentiated reading solution.

Learn more about this unique offer by visiting this link: www.heinemannlibrary.com/products/brands.asp?id=Freestyle%20Express 
 

Subject:  Using Nonfiction with Students

Question:  I am using biographies with a group of 5th grade students.  As a culminating activity, I want to assign them something other than a standard book report.  Any ideas?
  - Diane, from California

Answer:  Creating a biography wall is an interesting alternative.  Use cardstock and cut large-size bookmarks.  Give the cardstock bookmarks to students.  Have each student list facts they learned from reading the biography.  You can have students list general information such as: two interesting facts, two things they learned, and two questions they have about the biographical figure.  Or, you can ask that students list specific information such as: birth date, education, major life events, accomplishments, or even a timeline.  Display the bookmarks for all to enjoy.

Question:  My students are 2nd graders and I am gradually introducing more and more nonfiction.  I have spent a lot of time on the basic components of nonfiction, but some students are still having difficulty using nonfiction books to find information.  I would like to provide students with something like a mnemonic.  Can you think of something I might use?
  - Barbara, from Texas

Answer:  Well, it is not a mnemonic, but I think you will find it a helpful suggestion.  In Pike and Mumper’s Making Nonfiction and Other Informational Texts Come Alive (2004), the authors describe a procedure for creating "Handy Tips" to boost student’s confidence in reading nonfiction books.

Use cardstock or construction paper to cut adult-size hand shapes.  Pike and Mumper suggest students trace their own hands, but I think larger cutouts work better.  Starting with the thumb, have students write one nonfiction tip on each finger of the cutout.

Here are a few examples: look at the bold print; read the captions; notice words in italics; use the charts; ask questions.  In the palm of the cutout, have students label their work.  You might use: "How to find important information," or "Handy Tips."  Allow students to keep the "Handy Tips" on their desks when reading and working with nonfiction.