Beyond Just Books: How to Build a Library that Builds Readers
To build a classroom library that truly supports evidence-based literacy, we need to understand the different purposes of various texts. The goal isn't just to have books available, but to ensure every student has access to two types of books: those they can read on their own, and those that build their knowledge and vocabulary when read aloud to them. Both are essential for creating a strong foundation for reading.
Regardless of your role—whether you’re a teacher, reading specialist, or even a parent—if you're helping a student learn to read, you need two distinct collections of books. Separating these into two different libraries helps students understand the purpose of each book.
1. The Decodable Text Library
A decodable text library is a collection of books that students read independently to practice specific foundational skills (like phonics, morphology, and spelling rules). These books are intentionally aligned with a phonics scope and sequence, ensuring students can sound out nearly every word. Their purpose is to help students apply the foundational reading skills they're learning, building both confidence and fluency.
How to use: These are perfect for independent reading or small-group instruction where students can put their new decoding knowledge to the test.
What to look for: Make sure the books are developmentally appropriate. Resources like The Reading League’s decodable list are a great place to start.
2. The Read-Aloud Library
A read-aloud library is where you'll place books that you read to your students. These books are chosen for their rich vocabulary, complex language, and engaging stories that may not be decodable for early readers. Their purpose is to build background knowledge, expand vocabulary, and foster a love for reading.
How to use: Use these for read-alouds. This exposes students to rich language and ideas, nurturing their comprehension skills and a deeper understanding of stories and the world.
Putting It Into Practice:
Want to see what a decodable library looks like in a real classroom?
In my next blog post, I'll take you on a tour of a teacher's beautifully organized decodable library.
References
Reading Rockets. Retrieved 9/24/23 from https://www.readingrockets.org/classroom/choosing-and-using-classroom-texts/types-
texts-and-how-use-them
RIDE’s Decodable Text Project. Retrieved 12/8/2021 from: https://www.ride.ri.gov/Portals/0/Uploads/Documents/Instruction-and- Assessment- World-Class-Standards/Literacy/Decodable%20Text%20Project%20PowerPoint.pdf
Shanahan, T. (2019). Which Texts for Teaching Reading: Decodable, Predictable, or Controlled Vocabulary? Retrieved 12/8/2021 from https://www.readingrockets.org/blogs/shanahan-literacy/which-texts-teaching-reading-decodable- predictable-or-controlled-vocabulary
Somers-Arthur, J. What is “Authentic Text”? And why should I use it in my classroom. Retreived 12/13/2021 from https://www.fldoe.org/core/fileparse.php/7581/urlt/AuthenticText.pdf
Schwartz, S. (2020). “Decodable” Books: Boring, Useful, or Both? Retrieved 12/13/2021 from https://www.edweek.org/teaching-learning/decodable-books-boring-useful-or-both/2020/0
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