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Below is a shortened version and revised of original query and the addition to that query: Thanks to all who responded. I serve a K-5 school. Lately, I have had a plethora of 2nd grade students selecting books that are way above their interest level and maturity level. Do you label books that are more appropriate for the upper grades? If so, how do you label them? This goes against everything I believe in, but this year I have had little or no help and I am not always able to have that conversation with each and every child before they check out their books. I have always believed that kids are good self-selectors. My second post: My concern is books like Bridge to Teribithia, and Yankee Girl-Rodman. Both of these books have themes I most 2nd or 3rd graders (at least at my school) would not understand. Both are somewhat controversial in that parents might choose to explain death or integration to their own children. So how do you monitor these? Overall, most respondents have some sort of system to identify mature themes. Most of these schools seem to be of the K-88th variety. I have decided to leave my collection as is for now. My goal is to repeat lessons from earlier in the year about how to select a good book, the 5 finger rule, and I am creating a list of early chapter books that I know these students will like. I will share this list with my teachers. This is an issue that seems to have struck a chord with many of you. There are 40 responses. I will send the hit in three e-mails Thank you all, Ruie Responses: These are in no particular order. Thank you to all for your suggestions. I have decided to not label anything, which was my inclination from the beginning. I am making a concerted effort to “advertise” chapter books that most teachers and I find more suitable for my first and second grade readers. 1. I don't label the books. Every child thinks he/she is a mature reader. Some are, some aren't. If you allow for totally open selection, then I think you have to let the kids decide. You can "steer" them via interesting displays, author studies and book talks. If I catch a "poor selection" I will question the student at the desk, but this is not usually very successful. Get parents involved. At Open House or via handout, encourage parents to share library books with their kids. Ask why they chose them, what was the appeal? I occasionally will get a request from teachers to have students select a particular kind of book: independent reading, weather, poetry, etc. I always tell the teacher to tell the students before they come. I will reinforce the request. 2. I am library media specialist in a K-6 school and came upon a similar problem, for my 6th graders were interested in more mature books than we had in the collection, and once the younger kids saw them they felt they could read them. The content wasn't appropriate for the 2-3rd graders that were checking out these "big books" (they felt the thicker the books were the better reader they were!), so I bought some "Young Adult" stickers from Highsmith and have been working on affixing them to books I deem appropriate. I have a permission slip form if younger children are interested; they must get parental approval (signature on slip) before I'll check the book out to them. It's worked out very well; if the younger ones are truly interested in the book, they'll follow through with the permission slip. I understand what you mean about the AR fascination--we currently just switched to the Renaissance program for AR--and even the teachers are driving me crazy with finding books on certain levels!& 3. You didn't ask if it was ethical to label these books. Certainly it is not ethical. Have you seen the ALA statement on labeling? If I may put it in a First Amendment context, you recall that it is a violation of the First Amendment to pre-censor speech. It's what is called prior restraint — prohibiting someone from saying something because of the message of what he is saying, when that message is not inherently dangerous ("dangerous" is like shouting "fire" in a crowded theatre, to quote the seminal Supreme Court ruling on the topic). By putting labels on the books, you might prevent students who would enjoy the books, and whose parents would not object, from reading those books, just because of the presence of the labels. So it is content-based restriction. 4. If you WANT 2nd graders to checkout books "above" them, then label with a sticker that says "this is for someone older". You will have kids flocking to check out those books that "the older kids can check out". I'll never forget the reconsideration story that happened in a local high school. A book was being challenged and a committee was gathered to discuss the book and its merits. The committee consisted of a teacher, a librarian, a parent, school board member and a student. One of the adults suggested -- "let's create a section for mature readers only in this high school library". The STUDENT says, "sure, if you want a line around the block of students wanting to check out from that section". The student understood much better than the adults that kids will always want to read what adults say they can't read. So, if you tell the kids that you can't go to these books, they will automatically go to those books .I tell my 2nd grade (that check out 2 books for 1 week) that 1 book needs to be one they can read and the other can be anything else. I believe that every reader goes through a stage of checking out "the biggest book in the library". Most mature out of that stage fairly quickly. Some continue on that path for quite awhile. I feel that if they are leaving with 1 book I know they will enjoy that the next time they may possibly look for other books just like it. I also reinforce often the idea of opening the book before checking it out. I tell them not to judge the book by the cover. 5. I am the k-12 librarian in a rural school w/ 600 plus students. The elementary and hs library are right next to each other, divided by a wall of glass w/doors. No aid. We use Mandarin circ system and I do "label" the books on the system. I can flag a book on Mandarin so a message shows up when it is scanned. I use:"Must be in 7th grade or above to check out this title.” Mature Readers Only-9th grade and older" Of course, this only works if the book is actually checked out, no accounting for theft! Also, because of the configuration of the library, I MUST have a sub who can run the circ system. Also, if a student really wants to read a book that is flagged, I tell them to bring me a written note from their parents. Then I will let them check out the book. I would rather "censor" (OUCH) than raise a ruckus with a very Baptist community! 6. We have a 5-finger rule. If a 2nd grader comes up to me with a chapter book I have him/her read the first page out loud to me or another student. If they miss between 3-5 words they are told the book is too hard for them at this point. They seem to accept that once they realize they cannot read the words. 7. I'd like to know what you learn from this query. I am at a 1 - 3 school and I can control that problem somewhat with my selection policy. You might label your books with interest level . My experience has been that whatever you do, sooner or later it will become a problem . I have quite a few who are checking out a book, just because it looks impressive. Over the years I have backed off in giving my input, because it doesn't seem to help and sometimes I am wrong. Forgive me if I sound disgruntled - AR is a 2 edged sword 8. I am in a K-12 school and I have this problem on the upper grades - my 6th graders want to read very mature books that would be intended for juniors and seniors. Because I maintain a database of my considerations and order from that I have recommended grade levels for each book that I buy. When the books come in I just print a label to put on the pockets (we use date due cards still) that has review source, price, and rec. grade levels. When a student checks out a book that is WAY over his or her head we caution them. I, too, don't believe in restricting access to books and I would have a hard time on the elementary level where there is such a wide discrepancy in student maturity. I feel that by calling attention to rec. grade level, many students will rethink a choice. I or whoever is working the desk say that there may be things that you or your parents are uncomfortable with and leave it at that. Most times that's enough for the kids. 9. I don't label my books but I do have a different sections based on reading level. For instance, all picture books are in the E (Everybody) section. Easy Chapter books are books that are great for 2nd and 3rd graders. I have them marked with a call number EC, last name, first name. These have an orange sticker on the very top and are located in their own section next to the easy books. These books are then followed by Juvenile books and Juvenile nonfiction. With my second and third graders, the teachers and I really steer them towards the easy chapter books. I tell them that they can check out any books from this section but if they want to check out a book from the juvenile section, they need to visit with me or their teacher first. The reason we started this was because we had a bunch of second graders start to check out "thick" books or Goosebumps books simply because they saw someone else do it. They had no real intention of reading the book. By having them check with us first, we can do a spot check to make sure the book is appropriate and would be a good reading match for the student. I don't label my books but I do have a different sections based on reading level. For instance, all picture books are in the E (Everybody) section. Easy Chapter books are books that are great for 2nd and 3rd graders. I have them marked with a call number EC, last name, first name. These have an orange sticker on the very top and are located in their own section next to the easy books. These books are then followed by Juvenile books and Juvenile nonfiction. With my second and third graders, the teachers and I really steer them towards the easy chapter books. I tell them that they can check out any books from this section but if they want to check out a book from the juvenile section, they need to visit with me or their teacher first. The reason we started this was because we had a bunch of second graders start to check out "thick" books or Goosebumps books simply because they saw someone else do it. They had no real intention of reading the book. By having them check with us first, we can do a spot check to make sure the book is appropriate and would be a good reading match for the student. Ruie Chehak, Library Media Specialist Sallie Jones Elementary School 1230 Narranja Street Punta Gorda, FL 33950 Ruie_Chehak@ccps.k12.fl.us 941-575-5440 "Be who you are and say what you feel, because those who mind don't matter and those who matter don't mind." ~ Dr. Seuss <BR><BR><BR>**************************************<BR> AOL now offers free email to everyone. Find out more about what's free from AOL at http://www.aol.com. -------------------------------------------------------------------- Please note: All LM_NET postings are protected by copyright law. 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