We had just returned from our monthly walking field trip to a local park, where we had found a fallen log and spent some time investigating and talking about what might live there. I was reminded of a book I had, A Log’s Life, and went over to our nonfiction book bins to look for it. The kids were waiting patiently on the rug, (as patiently as kindergarteners can wait), as I was looking furiously through the many nonfiction bins we have. I finally found the book – just after one of my kids said,
“We need to organize this library better! You can’t find anything in here! Why don’t we make it like the big library?”
Yes! She was right. The books that we had sorted in September as “learn about the world” or “stories” – were ready to be sorted again, with all the book knowledge that my kindergarteners had gained this year. I invited anyone who wanted to help with this project to gather on the rug during Explore time and we would organize the library better.
Several kids were interested and started working together, sorting the books into piles and having such wonderful conversations!
“We should keep all the dog books together. And all the monkey books in one place. And the snake books….wait, there’s a lot of books about animals. Maybe we can keep all the animal books together. But there’s a lot of books about dogs. I think dogs need to be on their own or there would be too many mixed in the animals. Then we couldn’t find dog books.”
“We have books about people…like farmers and nurses and Native Americans…Martin Luther King, Jr. and President Obama. We can make one place for books about people.”
“Here’s a book about colors. We read this book when we were making art and learning about colors. People use colors to do art, so it should go in the people place.”
I listened carefully and was amazed at how the kids negotiated the task, the organization and the labeling to make sure the library worked for them. Their conversations were so authentic and I loved listening to how they talked about where books belonged. They spent over two hours on this task and then proudly shared their accomplishment with the rest of the class.
It’s been one week and I’ve noticed how books are being returned to the correct bin and that this part of our classroom library has been revived – more kids are getting books from here and sharing new finds with each other. Ownership, pride, persistence, problem solving…these five and six year olds never cease to amaze.
it is now their library
was told my first year teaching
don’t do anything students can do
Such an inspiring post. I love learning how your little ones figure it out. It’s such a good reminder that we just have to trust them. Thnaks so much for sharing.
This just makes me reading heart so happy! Again, another real life example of letting the students collaborate and problem solve. And now they OWN this library! Such a celebration!
Oh sweet that they put the books back in the correct place… because THEY helped create the sections. I bet you get a lot more use out of that library now!
Anything kinders can do for two hours NEEDS to be done! Their conversation shows how determined they were to fix your “problem”. And they finished it all off with some amazing book labels.
Giving the students power to organize in your library is so wonderful. Often I have teachers ask me to come and go over their collections and help them weed or plan. I think their students would be a much better resource.