When introducing my reading area each year, I model what reading
looks like for non-readers. When reading we can look at the
pictures and make up a story, we can look for words we know, we
can look for letters we know. Students that know how to read also
know how to use books, those that don't know how to read
sometimes sometimes don't. I would also make sure there is a
variety of materials available including non-fiction. My students
also love the seek-n-find books.

On 11/07/09, Karen M. wrote:
> It may not be that they do not want to be there so much as
> they may not understand what it is that they are supposed to
> do there.
>
> I would cover up all of your books except for 1 basket of
> books that are extremely high interest AND easy to read/fun
> to look at.
>
> I would ask the children what THEY think they are supposed to
> do there. If they say "Look at books", have 2 children come
> up to show everyone else, what that looks like. Write down
> all of their responses: read books, look at books, listen to
> someone else read a book out loud, look at the pictures in a
> book. Write down all of their responses, and have the
> children model for everyone what it's supposed to look like.
> I would post the behaviors and review them often. As
> children begin to exhibit more correct behaviors, then
> gradually add more books.
>
>
>
>
> On 11/07/09, Sue wrote:
>> One of my weekly centers is our classroom Library, which I
>> have tried to make visually appealing, comfortable, and
>> baskets of books by subject.
>> There are 3-4 students at a time, chairs for all. Problem:
>> The majority do not sit and read/look at books. They throw
>> pillows (took those out),play around and are generally
>> disruptive. Centers are 20-30 minutes.
>>
>> I assign a parent volunteer when available but this is not
>> often. Any advise?? It is my favorite part of our
>> classroom so am disappointed they do not seem to want to be
>> there!

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