Some years we have more books weeded and kids can have three it just varies. We pull books from the cart until everyone has at least two (which is why I always weed out around 200). Then, when everyone has one, I allow the last group to go first and get their second book and we reverse the order of the kids. You may take one book, and then you wait until everyone sits down. Oftentimes they are a graphic novel students love to take them apart and hang favorite illustrations on the walls of their bedroom. I tell them that I didn’t throw them away because sometimes they are someone’s favorite book. We also look at the books that have been “well loved” and are falling apart. Just because they don’t fit the needs of our classroom collection anymore doesn’t mean they won’t be wonderful for a home library. I share with the students that I need some kids willing to be the new owners for all of the books we spent the previous day weeding out of our classroom. I take notes on what the students suggest so I can make sure to implement their suggestions. This year’s class asked that I create a shelf just for advanced copy books for review. Another year the students suggested that I create some shelves where I have books organized by series and with the spines facing out instead of in baskets. Last year’s class asked me to sort nonfiction books differently-by author, series, and topic. I ask students to reflect on what worked for them in the layout of the library and what suggestions they have for improvement for next year. The next day at school our minilesson focuses on the classroom library. I pull more books until I have reached at least about 200 books. When my students are finished weeding on their own, and I have analyzed the stacks they have created, I do one pass through the library with those same guidelines in mind. If I agree, those join the others on the cart. Finally, I look at the stack of books they think are not age appropriate. If I notice that they are books that weren’t circulating last year either, I put them on the cart. Then I begin looking at the ones they don’t think have been checked out this year. If they are beyond repair, they go to a three-tiered cart I have against the wall in my room. The ones that are falling apart I examine to see if they can easily be repaired or are beyond repair. I begin examining the books as they bring them over. Finally, we need to look for books that are truly too young or too old for our classroom-that is the final stack. We also need to look for books that don’t seem to have been checked out. We need to look for books that are falling apart, which will go in one stack at the front of the classroom. I open up the discussion in reading class and explain to the students that I need their assistance. I typically weed my classroom library during the final weeks of the school year.
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