REPORT & REFERENCE MANUAL - KVS

KENDRIYA VIDYALAYA SANGATHAN, ZIET :: MYSORE REPORT & REFERENCE MANUAL
“ ”
03 Day Workshop on “Class Library Management”
for Primary Teachers

Course & Venue Director

. .
Sh Ranvir Singh (
Deputy Commissioner & Director
/Venue
. . , ,
KVS Zonal Institute of Education & Training, Chandigarh
03 Day Workshop on Class Library Management for Primary Teachers - KVS ZIET Chandigarh
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/Course Coordinator
Mr. Sunil Saini, Librarian, ZIET Chandigarh
/Resource Persons
KV Tuglakabad Shift – II
, ,
. . . –/ ZIET Faculty
, - () Ms M Rajeshwari , Training Associate (Maths)
. , - () Mr. Sanjay Chauhan, Training Associate (English)
. - () Mrs. Sunita Gusain,Training Associate (Hindi)
. , - ( ) Mr. S.P. Singh, Training Associate (Biology)
, - () Mrs. Renuka Chawla, Training Associate (Commerce)
- () Mr. Sanjeev Kumar, Training Associate (Primary)
/ Supported By
Mr. Sanjeev Kumar, Steno Grade I
. , Mrs. Meena Lamba, Assistant Section Officer
. ,
Mrs. Anu, Senior Secretariat Assistant
,
Mr. Ramesh , Junior Secretariat Assistant
/Sub Staff
. Mr. Madan Singh
. Mr. Prithvi Singh
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/ OUR PATRONS
, , Sh. Santosh Kumar Mall, IASCommissioner
, () Sh. U N Khaware, Additional Commissioner (Academics)
. , () Dr. Shachi Kant, Joint Commissioner (Personnel)
. . , () Dr. V. Vijayalakshmi, Joint Commissioner (Administration)
. . , (/) Dr. E. Prabhakar, Joint Commissioner (Training/Finance)
FOREWORD
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Workshops/ In-service courses are a regular feature of the KVS training system and
every teacher has to undergo this at some point in their career. It provides a great
opportunity for the teachers to get together with their colleagues posted in different
KV’s in different parts of the country and learn new things as well as share their
knowledge and experiences. It is a platform to celebrate their success and also
ponder over projects which might have failed but provided a learning experience and
opened a new way.
The workshop for Primary Teachers held from 12-14 Sep 2019 has been designed
keeping this in mind to make it the ideal platform for learning, connecting, sharing
and cultivating support systems in their fraternity. The workshop design has also
taken into account the importance of Class Library as tool in teaching learning
process. Accordingly, experts have been engaged to enlighten the trainees through
lectures and hands-on practice. It has been the attempt of ZIET Chandigarh to make
this workshop an enriching experience for the trainees and enable them to continue
their journey of life–long learners so as to give their best to the KV they are in.
In our endeavour to empower the teachers further, the various lectures and tools
introduced, have been documented in the form of articles so that the teachers can
refer to these notes at all times. The articles have been contributed by our Experts
as well as the Course Coordinator and the Resource Persons. For this contribution I
would like to thank the Course Coordinator and the Resource Persons as without
their hard work and devotion this compilation would not have been possible.
I am sure the Teachers will find this very useful.
/Ranvir Singh
/Deputy Commissioner& Director
... ... /KVS ZIET Chandigarh
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CONTENTS
IMPRESSIONS FROM PARTICIPANTS ........................................................................................................ 39-40
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LIST OF PARTICIPANTS
Title of the Workshop: 03 Workshop on Class Library Management for Primary Teachers Sl. No.
Name of Teacher (In English)
Name of KV Name of the Region
1 Ms PREETI SAINI K V 1 RCF Hussainpur CHANDIGARH
2 Mrs. ANITA DEVI . 4 No.4, Bathinda Cantt CHANDIGARH
3 MRS MINAKSHI 47 Sec.47, Chandigarh Ist Shift CHANDIGARH
4 MRS SEEMA SAINI Khanpur CHANDIGARH
5 SH DONY GOYAL Abohar CHANDIGARH
6 SANDEEP KUMAR KV SURANUSSI CHANDIGARH
7 SH. KULDEEP 4 KV4 PATHANKOT CHANDIGARH
8 SH GURSHARAN SINGH Baddowal Cantt CHANDIGARH
9 MRS SWITI RISHIKESH DEHRADUN
10 SH KULDEEP SINGH ITBP S-1 DDN DEHRADUN
11 MS SANJU OFD DDN DEHRADUN
12 MS PRIYA NEGI ONGC DDN DEHRADUN
13 MRS MEENAKSHI SHARMA Uppercamp DDN DEHRADUN
14 MRS RACHNA PANDEY Haldwani S-1 DEHRADUN
15 SH RAJEEV KUMAR BHEl Haridwar DEHRADUN
16 MS SANA RAHMAT Lansdown DEHRADUN
17 SH VIRENDER KUMAR No 3 Ambala GURUGRAM
18 MRS NISHA 2 No2 Chandimandir GURUGRAM
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19 SH SUNIL KUMAR No-1 AFS Gurugram (II) GURUGRAM
20 SH PINTU Hisar Cantt GURUGRAM
21 MS ANNU Bangana GURUGRAM
22 MRS ASHIMA SHARMA Dharamshaala Cantt GURUGRAM
23 SH HITESH MEHTA Recklong Peo GURUGRAM
24 MRS SURENDRA KUMARI Sandhole GURUGRAM
25 MsMEENAKSHI Chhawala BSF DELHI
26 Mr. SHAKRI ALI Janakpuri (2nd Shift) DELHI
27 Mr. SANDEEP KUMAR Masjid Moth (2nd Shift) DELHI
28 Ms.ROSHNI RANA -2 R. K. Puram Sec -2 (1st Shift)
DELHI
29 Mr.MANOJ KHURANA -8 Rohini Sec -8 (1st Shift) DELHI
30 Ms. SWATI Sainik Vihar (1st Shift) DELHI
31
Ms. GARIMA PRIYADARSHNI Tughlakabad (1st Shift)
DELHI
32 Ms. SONIYA SAINI Vikaspuri (1st Shift) DELHI
33 MS SWATI MISHRA Kishtwar JAMMU
34 MS PRITI SHIVALI Nagrota JAMMU
35 MRS PREETI RANI Samba JAMMU
36 MRS MEERA MAHAJAN Sanjuwan JAMMU
37 MS MONIKA 1 Akhnoor No-1 JAMMU
38 MS ALISHA BATAAN 1 Udhampur No-1 JAMMU
39 MS DEEPA SINGH 2 Jammu No-2 JAMMU
40 MS SWATI CHAUHAN Hiranagar JAMMU
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TIMETABLE
Day Date 9.00-9.30 9.30-11.00 Hrs 15
Min 11.15-1.00 Hrs
16.00 TO 17.30
T ea
B re
ak
Class Library Set Up as Per Library policy (Sh Sunil Saini )
L un
T ea
B re
ak
Assignment Work (Prepare List of Books for Primary Student) (RP & Coordinator), Distribution of Reading Handouts
2
13.09.2019
Prayer /
Report, &
Recapitulate
Class Library Activities: Involve, Innovate and Ignite the Reading (Sh Uma Shankar, Librarian, KV Bhanu)
Collection Development and Learning Out comes (Sh Sunil Saini )
Assignment Work (Prepare List of Books & Class Library Activities for Primary Student) (RP & Coordinator)
Assignment Work (Prepare List of Books & Class Library Activities for Primary Student) (RP & Coordinator)
3
14.09.2019
Rrecapitulate
Proper Use of Class Library Period and Record Maintenance (Sh VB Pathak, RP)
IT Application in Class Library (Sh Gurumukh Singh, IT Expert )
& Submission of Assignment
How to Motivate children to use Class Library (Ms Neeza Singh, Librarian,
Central State Library,Chd)
Valedictory Function
9 | P a g e 0 3 D a y w o r k s h o p o n C l a s s L i b r a r y M a n a g e m e n t f o r P R T
DAILY REPORTS
(12.09.2019) -
“ ” , , 15 "Class Library Set Up as Per Library
Policy" - Colour
Code , "Inculcate Reading Habit among children"
Close Reading Model 6 23 Reading day D.E.A.R
,
- (13.09.2019)
9 , , ... ,
, ... . , / , )( , , , , Class Library Activities: Involve Innovate and Ignite , / , , , )Collection Development and Learning Outcomes ( | | )Assignment Work ( | , ,
... . ,

– (14.09.2019)
6:00 7:00 9 , , ... ,
13 2019
) ( 15 ) , ( 1:00 2:00
) , , ( “
) ”How to Motivate children
to use Class Library (

REPORT

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2. 12.09.2019 14.09.2019
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8. 1- 2- 3-
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8. – 8.1 -
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10. 1. , , , 2. , , ,
S. No. AREAS DETAILS
PARTICIPANTS
Dy. Commissioner and Director ZIET Chandigarh
6. COORDINATOR Sh Sunil Kumar, Librarian, ZIET Chandigarh
7. RESOURCE PERSONS Sh Vidya Bhushan Pathak, Librarian, KV Tuglakabad,
Shift-II, Delhi Region
8. AIM AND OBJECTIVES 1. Define Role of Class Library in Teaching –Learning Process.
2. Develop reading habit among Primary class students.
3. Importance of Book Selection process to develop good Class Library.
9. TOPICS COVERED 1. Class Library Management as per KVS Library Policy 2. Develop reading habit among Primary class
students. 3. Class Library Activities: Involve, Innovate and ignite
the reading. 4. Collection Development and Learning Outcomes 5. Proper use of Class Library period and record
maintenance. 6. Summer Reading. 7. How to motivate children to use Class Library. 8. Assignment Work-
8.1. Prepare list of Books as per need and age group
8.2. Prepare list of activities as per age group to Promote reading habit among
students.
10. GUEST SPEAKERS 1. Sh Umashankar, Librarian, KV Bhanu, Gurugram Region
2. Ms Neeza Singh, Librarian, Central State Library, Chandigarh
OBJECTIVE OF THE WORSHOP
“CLASS LIBRARY MANAGEMENT”
BY- SUNIL SAINI
LIBRARIAN, ZIET , CHD
Objective of this workshop is to know that how to develop/ maintain Class Library as a tool
in teaching –learning process.
National Knowledge Commission 2005 gives the definition of Library is “A Library is not a
building stacked with books- “It is a Repository and source of information and ideas, a place
for learning and enquiry and for the generations of thought, and the creation of new
Knowledge”.
What is Class Library?
The first function of a Classroom library is to support reading and writing instruction in
school and out. To this end, outfit your classroom library with books and other media
materials to support student learning in the entire daily curriculum subjects.
Class Library is an important tool of teaching –learning process.
Why Class Library ?
not only builds our brains, but also exercises our intelligence.
It supports children's daily independent reading of self-selected books that meet their
personal, recreational reading interests.
Consider the facts
Reading is a “very rich, complex, and cognitive act” (2003) that offers an immense
opportunity to exercise our intelligence- Anne Cunningham, renowned cognitive
psychologist at the University of California, Berkeley
“Omnivorous reading in childhood and adolescence correlates positively with ultimate
adult success”-- (Simonton, 1988, p. 111).
Benefits of Class Library
Independent Reading and Curricular Extensions
Reading can make you more empathetic
Vocabulary Expansion
Improve Imagination
Brain development
Mental Stimulation
Sunil Saini, Librarian
ZIET Chandigarh
Classroom Library has a large variety of books. As teachers we understand that children need
a variety of books for reading practice and to spark or broaden their interests.
Key Factor for Collection Development-
Library collection development is the process of building the library materials to meet the
information needs of the users (a service population) in a timely and economical manner
using information resources locally held, as well as from other organizations. There are three
basic reasons for including book of variety.
Can spark interest in new concepts.
Helps activate children’s background knowledge.
Helps children make connections to the book Types of Books in Class Library—
A rich variety of genres is included in your classroom library so children are exposed to:
realistic fiction, historical fiction, fantasy and science fiction, biography and autobiography,
stories, classics, myths and legends, picture books, reference, poetry, comic books and
graphic novels, and more.
Picture story books, Traditional literature, like nursery rhymes and fairy tales, Fables and
folktales, Informational text, Realistic literature, Early reader books, Wordless books
Big books
Participation books
Cookbooks and craft books
Categories of Books-
There’s no doubt that a great classroom library has a large variety of books. As teachers and
homeschooling parents, we understand that children need a variety of books for reading
practice and to spark or broaden their interests. There are many types of books (no, not
necessarily genres) that every classroom library should have to be well stocked.
Animals
achievement. Students who have access to an extensive, exemplary classroom library read
more, read more widely for a variety of purposes, demonstrate more positive attitudes toward
reading, and score higher on standardized tests of reading achievement. In this way, students
are more likely to achieve the goals of college and career readiness.
Successful skill-building classroom libraries do the following: Support literacy instruction.
Help students learn about books.
Provide a central location for classroom resources.
Provide opportunities for independent reading and curricular extensions.
Serve as a place for students to talk about and interact with books.
As per KVS Library Policy student and book ratio should be 1: 5. Without engagement,
you’ve got nothing,” - Jennifer Serravallo (literacy consultant and author). Fill your
classroom library with books that students want to read and authentic literature that aligns
with their interests and needs. High quality text + variety of types of books = Excellent C L.
But remember that A Level is a Teacher’s Tool, Not a Child’s Label. Children have the
liberty to access both type of books. This access and choice increases their engagement in the
reading process. A high-quality classroom library will include variety of genres and themes
across reading levels.
Libraries should include-
Classroom library with culturally inclusive and culturally supportive material helps
students to make connections, get hooked as readers and learn more about themselves
and the world.
A Focus on Literacy--Classroom library includes appropriate authentic literature to support
student’s diverse interests, levels and needs, and using your classroom library to support best
literacy practices, you ensure that students will develop key lifelong literacy skills—and a
passion for reading
LEARNING OUTCOMES -Learning outcomes are statements that describe the knowledge
or skills students should acquire by the end of a particular assignment, class, course, or
program, and help students understand why that knowledge and those skills will be useful to
them. Following outcomes are there which can be got by proper use of Class Libraries.
Mental Stimulation
Brain development
Improve Imagination
Memory Improvement
Better Writing Skills
Reading can make you more empathetic (understand and share the feelings)
Endless entertainment
Conclusion: - Successful reading programs provide students with daily time to read self-
selected books that meet their personal reading interests. Increases Vocabulary: By reading a
variety of texts, students' vocabulary increases, it improves reading comprehension and
language arts skills. By providing access to a rich classroom library, teachers promote greater
amounts of reading, increased reading frequency, and more diverse reading experiences
among their students, thus helping them to attain greater levels of reading achievement. So
the Class Library can play a important role in teaching learning process.
References:-
Class Room Library: A tool in teaching –Learning Process
Sunil Saini, Librarian
Introduction: - Research shows that classroom libraries help students attain reading
achievement. Scholastic's Classroom Libraries Work: Research and Results provide concrete
examples that will help you build an effective skill-building library for your students.
Classroom libraries are integral to successful teaching and learning. Extensive research has
shown that students who have immediate and ongoing access to engaging books in their
classrooms exhibit higher reading achievement, better comprehension and an increased
vocabulary. When students are provided with well-designed classroom libraries, they interact
more with books, spend more time reading and exhibit more positive attitudes toward
reading. Effective teachers of reading know that comprehension is enhanced by reflection and
social interaction. Therefore, they provide their students with multiple opportunities to
respond to their reading and interact with their peers through a variety of activities such as
book clubs and discussions. Increased vocabulary knowledge helps students understand what
they read, and reading comprehension is enhanced when students understand the meaning of
words. Thus there is a reciprocal benefit to independent reading of trade books — vocabulary
growth and reading comprehension.
Effective teachers know the reading levels of their students and reading levels of the trade
books in their classroom, so that they can match their students to texts that can be read with
success, thus assisting their students to grow as readers.
1. Functions: - Some important functions are for Class Library
1.1 Supporting Literacy Instruction
The first function of a classroom library is to support reading and writing instruction — in
school and out. To this end, outfit your classroom library with books and other media
materials to support student learning in the entire daily curriculum subjects. Include materials
related to science, health, mathematics, history, economics, geography, music, art, drama,
dance, languages, grammar, spelling, literature, computers, and other topics. Build an
adequate collection of fiction and nonfiction materials at enough different levels to
accommodate the many interests and abilities of students designing to check out books for
take-home reading.
1.2 Helping Students Learn About Books
Next, an effective classroom library provides a place for teachers to teach and children to
learn about books and book selection. Here children can experience a variety of book genres
and other reading materials in a smaller and more controlled environment than in the school
or public library. You can also use the classroom library to teach students how to take care of
books. The classroom library is also a great place to teach students effective strategies for
selecting relevant, interesting, and appropriate reading materials. A good classroom library
helps students locate books easily and gives them room to get comfortable.
1.3 Providing a Central Location for Classroom Resources
You can also use your classroom library as an organized central storage location for
classroom instructional resources. Here is additional space for organizing science equipment,
audio players, DVDs, computers, games, magazines, and other materials that support
learning. In this respect, the classroom library is the mirror of the organization.
1.4 Providing Opportunities for Independent Reading and Curricular
Extensions
The important function of a classroom library is as a resource and location for independent
reading, personal exploration, project research, and individual assessment. Every good
comprehensive reading program provides students daily time to read independently. The
classroom library is typically the resource that supports children's daily independent reading
of self-selected books that meet their personal, recreational reading interests. The classroom
library also provides students with readily accessible print materials, expository books,
computer technology, and media for conducting research or completing curricular extension
projects. Further, an in-class library offers a setting for students to quietly read aloud and
discuss a book with a peer or the teacher. This provides an ideal opportunity for you to
conduct an informal assessment of each student's reading, which will help you to plan
individualized instruction.
1.5 Serving as a Place for Students to Talk About and Interact With Books
The effective classroom library also functions as a gathering spot where students and teachers
can express their lives as readers. Think of it as a place that makes books exciting, that sells
reading. It should be a place students can't wait to get to. Here they can talk about their
reactions to books, write a critical review and share it with peers, or draw a poster to advertise
a favourite book.
2. The Skill-Building Library
These are the key points from Children learning to read need access to meaningful and
personally interesting books.
Effective teachers of reading incorporate diverse trade books into their reading
curriculum, introducing their students to the wide range of genres, authors, and topics.
While the best predictor of reading success is the amount of time spent reading,
reading achievement is also influenced by the frequency, amount, and diversity of
reading activities.
By providing access to a rich classroom library, teachers promote greater amounts of
reading, increased reading frequency, and more diverse reading experiences among
their students, thus helping them to attain greater levels of reading achievement.
3. The Role and Importance of the Classroom Library
A classroom library serves as the backbone of the classroom’s daily learning activities. An
effectively designed classroom library:
3.1-Creates a Reading Environment: Making time and space for a classroom library
creates a reading environment. Children will be encouraged to read more if they have daily
access to meaningful and personally interesting books.
3.2-Supports Reading Instruction: Classroom libraries provide a collection of reading
materials at different reading levels. Books ranging from easy to challenging are included to
meet the varied abilities of students. Teachers can match the reading levels of their students
with the levels of the books in their classroom library. Books are read with success, thus
allowing students to grow as readers.
3.3-Enriches the Curriculum: Having a wide range of non-textbooks in the classroom
encourages teachers to incorporate diverse fiction and nonfiction books into their teaching.
Teachers can also introduce students to a wide range of book genres, authors, and topics.
3.4-Reinforces Language Acquisition: Classroom libraries provide a vast resource for
diverse activities that reinforce language acquisition. While the best predictor of reading
success is the amount of time spent reading, reading achievement is also influenced by the
frequency, amount, and diversity of reading activities.
3.5-Encourages Independent Reading: Having books readily available in the classroom
supports independent reading, personal exploration, project research, and individual
assessment. Successful reading programs provide students with daily time to read self-
selected books that meet their personal reading interests.
3.6- Increases Vocabulary: By reading a variety of texts, students’ vocabulary increases,
which improves reading comprehension and language arts skills.
3.7- Allows Students to Interact with Books: A classroom library functions as a gathering
place for students to meet and talk about their reactions to books with peers and teachers.
These exchanges encourage comprehension and critical thinking.
4. Conclusions:- All students must be able to access, use, and evaluate information in order
to meet the needs and challenges of the twenty-first century. These abilities are a necessary
precursor to a sound education and healthy democracy. Reading in all its dimensions—
informational, purposeful, and recreational—promotes students’ overall academic success and
well-being. Furthermore, when students possess the skills necessary to access, select, use, and
effectively evaluate their reading materials, their ability to become engaged members of their
communities and productive citizens is enhanced. A large body of research demonstrates that
equitable access to books promotes reading achievement and motivation .Classroom
libraries—physical or virtual—play a key role in providing access to books and promoting
literacy; they have the potential to increase student motivation, engagement, and achievement
and help students become critical thinkers, analytical readers, and informed citizens.
For these reasons, student access to classroom libraries that
1) Offer a wide range of materials to appeal to and support the needs of students with
different interests and abilities;
2) Provide access to multiple resources that reflect diverse perspectives and social identities;
and
3) Open up opportunities for students, teachers, and school librarians to collaborate on the
selections available for student choice and reading.
Administrators, teachers, students, parents, and community leaders are all essential in
promoting, building, and maintaining classroom libraries, but teachers play an especially
critical role. They are uniquely qualified to select books that supplement and complement
curricula and address the needs, interests, and concerns of their students.
Reference:-
1. Allington, 2002, 2009; Krashen, 2011; Nystrand, 2006; Wu & Samuels, 2004.
The Importance of Reading Habit in Young Generation
V B Pathak
KV Tuglakabad II Shift
They say it for a reason that books are your best friends. While growing up the best habit you
can inculcate is reading because you become what you read. The books that you read play a
very important role in your up-bringing as they are your guide for the journey of life. Here are
a few personality attributes which are highly influenced by regular reading habit.
Improves Communication:-
Books are the best way to get acquainted with extra-ordinary words in the English language.
Reading books will help you learn new words and demonstrate different ways in which you
can use them in your daily expression. This will ultimately improve your personal
vocabulary. Also to understand the grammar of any language, reading stories and articles of
that particular language will increase your depth of understanding about it.
Better Ability to Comprehend:-
Kids who develop the habit of reading at an early age are good at comprehending situations
and develop a better sense of understanding than those who do not read. They are capable of
understanding serious situations and analyze the cause and effect scenario maturely. To
develop reading abilities early on, try reading aloud and take baby steps towards
improvement. Don’t be too hard on yourself, take pleasure in reading.
Imparts Knowledge:-
There is no denying in the fact that reading imparts knowledge in a person. Gaining
knowledge makes you feel confident about the subject and invokes your interest deeper into
the topics. For cognitive development, school curriculums also include various interesting
topics so that students are keen about the subject from young age.
Aids Sleeping:-
Reading before bedtime helps fight insomnia better than indulgence in the electronic devices
which works totally opposite. Books aid your sleep naturally and involve your brain into
knowledgeable things before sleeping. Psychologically it is recommended that people should
think about healthy thoughts before going to bed. A good book read before bed time can work
wonders for the peace of mind.
Escape From Real World:-
Books give a person the unstoppable freedom to explore the world of fiction. The writers as
well as the readers are free to take up topics of their choice and throw open the gates of the
fictitious world in their mind. Some works of fiction roll over books after books but never
lose the grip of the readers on the series. It is because creative minds are powerhouses of
exciting amusements and we can only agree more if we had read some of those amazing
creations.
Builds Personality:-
This point demonstrates the phrase ‘you become what you read’ perfectly. A good book can
unfold you into a better person. It can enhance your emotional development, social
involvement, cultural awareness and industrial intelligence. Books are the means by which
you discover your own hidden self and with the help of the very same tool you can evaluate
your personal development from time to time.
Savior in Boredom:-
When the long days of summer become difficult to pass by, even with all that the social sites
have to offer, books work like magic. You only need to be patient at the beginning. The rest
will just be a time travel in a far space on another land! Long journeys or boring waiting
rooms can turn into wonderful fairy lands or a serious crime scene with turning pages.
Depends on where your book is heading, right?
Peaceful Treat for Mind:-
During the stressful days of busy schedules it becomes very difficult to keep yourself in
sanity forget about peace. However reading a small chapter from an encouraging book or an
interesting story soothes your mind and helps you calm down. So the next time you are
stressed, just sit with a hot cup of coffee and a nice decent book. The rest will work as a
therapy.
Readers are Leaders:-
It is general observation that all great leaders are regular reader. Reading keeps a person
updated about the current affairs. More importantly, you learn from the experiences of other
people and as a result, you multiply your expertise on the subject at hand. Reading is also the
best way to spend time with smart people from present or past. A person who possesses all
these skills only through reading will encourage others to do the same and gradually leave a
reflection of his own on the crowd.
Conclusion:-
There are many perks of good reading habits. It keeps your mind active, strong and healthy.
Reading is important for your overall personal growth and development. Besides, you never
feel bored or lonely if you develop good reading habits.Rreading is the most effective
investment that you make in yourself as it helps you grow into an inspiring, creative and
intelligent person. So always keep reading irrespective of any resistive habits that keep you
away from books because the person who doesn’t read when he can is no different from the
person who can’t read at all…
Reference :-
UMA SHANKER
Objectives:
To discuss the strategies with Primary Teachers who are class library in charges in all
the KVs for Involving proactively in to innovating basic but contemporary
methods of igniting their students to make reading a personal & lifelong character of
young minds.
Methodology:
Discuss the KVS Library Policy 2012 point by point from 4.16 to 4.17.
Understand objective of each point incorporated in the policy.
Ask the current status of each point in their/ participants class library.
Take feedback on difficulties faced on implementing a point in their class library.
Solve the difficulties with live examples of practices followed by master librarians or
other Class Library In charges.
Expose the participants to new trends and techniques of doing it with ease and
effectiveness.
Outcome:
Correct Understanding of Policy and objectives to be achieved by the Class Library In
charges.
class library.
Empowering Young minds to be good readers and Library users for rest of life.
Strengthening the back to basic and other programmes of KVS.
Guideline for School Library and Procedure Manual
4.16 Class Libraries
For Primary classes (1 to V), class libraries should be set up.
* These libraries will be under the charge of class teachers.
* The class teacher will issue books from the main library, which will be in
accordance with the standard and interest of the age group of the children of the
class concerned.
* A Class Library Book Issue Register should be maintained in the library.
* Required number (number of books = Total number of students+ 10 (books for
displaying on the class library book shelf) of colour coded books shall be issued
from the main library.
and kept in the class.
* The teacher will issue books to the children during class library periods.
* After these books have been read by the students, another set of books would be
issued from the main library.
* The Primary teacher would maintain a register to record the details of the
issue/return of books to the students so that he/she can track the circulation of
books and students’ reading behaviour.
* Books may be issued to students of Class IV and V with proper instructions
about its care and
* The selection of books for the class libraries shall be done by a committee
comprising of H.M, librarian, two primary teachers and two students who will
be nominated by the H.M.
* The class teacher will ensure that every pupil in the class maintains a note book
in which the name of the book read, its author and a brief account of the content
is recorded.
* Out of the two library periods allotted, one period shall be used exclusively for
reading children’s magazines.
* For this, multiple copies of magazines shall be procured from the main library.
The class teacher may conduct activities such as
story telling,
read aloud,
book talks/discussions,
competitions (book review writing, reading, story telling, news reading, book
jacket/bookmark/poster designing, developing a story, etc),
assembly programmes ( book reviews, stage conversations based on book
themes, dramatizations, puppets),
exhibitions/displays,
scrap books, etc
Tour to the main library shall be conducted for primary students to make them
aware of library, books and reading.
The librarian should support the class teachers proactively to set up class
libraries and organize related activities/events.
A “Reading Corner” shall be set up in the Primary block where a newspaper and
multiple copies of children’s magazines can be kept for open/anytime reading.
This will be under the charge of Head Master/Mistress.
“Hanging Libraries” shall be developed for class I-III,
where children’s magazines and donated books (voluntarily donated by students,
teachers and parents) are clipped and hanged on a thread in the class room.
4.17 Junior Library
An attractively designed and child friendly junior library shall be setup in the primary
section of the Vidyalaya. This will be an open space for primary children to spend their
free time apart from the regular library periods.
1.) Space, furniture and fixtures:
i. Single room with proper ventilation, lighting and accessibility.
ii. Comfortable, casual and age appropriate wooden chairs with foam and/or leather
cushions.
iii. spherical tables with coloured tops around which 2/4 chairs can be placed
iv. Single cushioned chairs placed strategically at different corners of the library.
v. Soft carpets on which children can sit casually
vi. Aesthetically designed wall fixtures and signs
vii. Natural, potted plants placed at different locations
2) Resources:
i. Colour coded books issued from the main library shall be arranged class-wise in
open wooden shelves.
ii. Multiple copies of children’s magazines and newspapers for anytime reading
iii. Donated children’s fiction books for uncontrolled reading
iv. Soft toys, materials for mental games, drawing and painting
v. Audio and video equipment to develop language learning skills and screen
children’s films
3) Activities:
i. Books for class libraries shall be circulated through the Junior library
ii. Planning and coordination of class library activities
iii. Providing unhindered access to children’s books, magazines and newspapers.
Class Library Activities and associated outcomes:
Sl
no
reader and audience.
language.
Discussion and
Developing
Creativity and Innovation
etc.) Etc.
Based on activity
As per taste
Mass dissemination of info.
9 Tour to the main library For primary students to the
main Library
books and reading.
be set up in the Primary
block. / Resource Room. /
Environment for all-round
development in Reading
books & Newspapers.
developed for class I-III,
magazines and newspapers.
For Home reading
Character Building
Leisure pass.
Task completion
Supplementary reading …
The librarian should support/ guide the class teachers proactively to set up class libraries
and organize related activities/events.
SUGGESTED LIST OF BOOKS FOR CLASS LIBRARY PREPARED BY PARTICIPANTS
S.NO TITLE AUTHOR PUBLISHER PRICE AGE GROUP Class
1 BUSY ANTS PULAK BISWAS NBT 9 RS. 5 TO 6 1 &2
2 HOMES MANFRED BOFINGER NBT 7 RS. 5 TO 6 1 &2
3 THE STORY OF MANGO DEBASISH NBT 11 RS. 5 TO 7 1 &2
4 DOUG THE PUG
5 AKBAR BIRBAL STORIES ROSHAN JHA
BPI INDIA PVT LTD. 70 RS. 5 TO 8 1 &2
6 WHAT SHALL I MAKE NANDINI NAYAR TULIKA PUB. 75 RS 5 TO 6 1 &2
7 GRANDMA'S BAG OF STORIES SUDHA MURTI
PENGUIN BOOKS LTD.
9 MY KNOWLEDGE BOOK SPACE
JEAN PAUL DOIGNON PEGASUS 60 RS. 5 TO 6 1 &2
10 JUMBO NURSERY RHYMES SHETH PUB. 95 RS. 5 TO 6 1 &2
11 MOIN AND THE MONSTER
ANUSHKA RAVISHANKAR DUCKBILL
SCHOLASTIC INDIA
132 RS. 5 TO 6 1 &2
13 SHIKSHAPRAD KAHANIYA MAPLE PRESS 76 RS. 5 TO 9 1 &2
14 FAKRUDEEN KA FRIDGE MEENU THOMAS TULIKA PUB.
103 RS. 5 TO 6 1 &2
15 WISDOM TALES MAPLE PRESS 85 RS. 5 TO 6 1 &2
16 THE BEST OF PANCHTANTRA STORIES RUNGEEN SINGH
YOUNG LEARNER PUB 56 RS. 6 TO 9 1 &2
17 NANHA SARAS OR BATHKE
BPI INDIA PVT LTD. 55 RS 6 TO 9 1 &2
18 MY FIRST BOARD -BOOK OF NUMBERS MANOJ PUB 70 RS. 6 TO 9 1 &2
19 BIRBAL THE WITTY
AMAR CHITRA KATHA PVT LTD. 70 RS. 6 TO 9 1 &2
20 THE TORTOISE AND HIS FRIENDS
LARGE PRINT READERS 55 RS 5 TO 6 1 &2
21 BRUNO LEARNS TO SHARE
SHREE BOOK CENTRE 60 5 TO 6 1 &2
22 BRUNO GETS LOST
23 BRUNO THE ARTIST
24 BHEEMA GADHA KIRAN KASTURIYA
PRATHAM BOOKS 30 5 TO 6 1 &2
25 PYALI MEIN KYA HAI POOJA VIJAY
26 STICK YOUR TONGUE OUT SHEELA PREUITT
27 CHALO KHELEN MEETHIL MOMAYA
28 GAPPU NAACH NAHIN SAKTA MENAKA RAMAN
29 FARIDA KI DAWAT
30 LITTLE RED RIDING HOOD LADY BIRD 95 5 TO 6 1 &2
31 THE MAGIC BOX RICHARD MORGAN TIGER BOOKS 225 5 TO 6 1 &2
32 DEAR ZOO ROD CAMPBELL LADY BIRD 307 5 TO 6 1 &2
33 CHANDA GINTI BHOOL GAYA SANJIV JAYASWAL NBT 60 5 TO 6 1 &2
34 THE TINY SEED ERIC CARLE BOARD BOOKS 230 5 TO 6 1 &2
35 WHERE IS BABY'S BELLY BUTTON? KAREN KATZ BORAD BOOK 192 5 TO 6 1 &2
36 PETER PAN
JAMES MATHEW BARRIE DREAMLAND 98 5 TO 6 1 &2
37 THE GINGER BREAD MAN JIN AYLESWORTH PEGASUS 60 5 TO 6 1 &2
38 SPACE MY KNOWLEDGE BOOK PEGASUS TEAM PEGASUS 60 5 TO 6 1 &2
39 Great Stories for Children
RUSKIN BOND Rupa Publications India 117 5 TO 6 1 &2
40 Brown Bear, Brown Bear, What Do You See?
Bill Martin, Jr. MACMILLAN 220 5 TO 6 1 &2
41 The Loyal Mongoose Jagdish Joshi BPI publishers 49
42 The Fox and the Grapes Aesop Picture window 92 Class
books 3 &4
Class 3 &4
Young learner publication 60
Class 3 &4
India book house 270
Class 3 &4
Class 3 &4
Class 3 &4
Class 3 &4
Class 3 &4
Prabhat Prakashan 461
Class 3 &4
Simon and Schuster 1327
Class 3 &4
Class 3 &4
Class 3 &4
Houghton Mifflin 91
Class 3 &4
59 The cap seller And monkey Vishnu Sharma BPI PUBLISHER 120
Class 3 &4
Hans Christian Andersen Penguine USA 275
Class 3 &4
RANDOM HOUSE 350
10- 12YRS V
PENGUIN RANDOM HOUSE 436
10- 12YRS V
65 VISHNU SHARMA E.C. AXUS 50 10- 12YRS V
66 TENALI RAMAN DREAMLAND 70 10- V
12YRS
LYNDA MULLAY HUNT
NEWYORK TIMES 339
10- 12YRS V
HOUGHTON MIFFLIN HARCOURT 250
BENJAMIN MOTTE 99
10- 12YRS V
NATIONAL GEOGRAPHIC KIDS 300
YOUNG LEARNER 100
10- 12YRS V
72 NATIONAL BOOK TRUST 25
10- 12YRS V
10- 12YRS V
RUPA PUBLICATION INDIA 117
PENGUIN BOOKS INDIA 199
DR.G.FRANCIS XAVIER
YOUNG LEARNER PUBLICATIONS 70
HACHETTE INDIA CHILDREN'S BOOK 70
10- 12YRS V
PRABHAT PULICATIONS 200
10- 12YRS V
SAPNA RANGASWAMY
MAITREYA BOOKS 200
10- 12YRS V
SUGGESTED LIST OF ACTIVITIES TO PROMOTE READING HABIT AMONG STUDENS IN
PRIMARY- PREPARED BY PARTICIPANTS
Name of Activities Methodology Expected Learning Outcomes
1 Story Telling &
Students And Attract Them To The
Read Out Poems Or Stories.
2 Books Talks Or Book
Discussion
About Book
Board
Activities. Students Get A Place For
Displaying Their Creative Talent.
Confidence.
The Matching "Lost"
Card That You've
Hidden Somewhere In
Recognition Of Words.
7 Reading Corner
Books And Material.
9
Pyramid.
A Particular Book.
Least 5 Difficult Words
That They Did Not
14
15
Partners. Communication Skills, Cooperation
18 My Favourite
19
20
26
Book Which They
The Titles Reading Skills
29 Share Your Story
33
34 Hanging Library
36
Quiz
38
39
Number) In A Story In
A Minute. Concentration, Increase Vocabulary
40
41
Didn't Like. Language, Imagination
44
45
His/Her Own Words
Increase In Vocabulary,Develops
Pronunciation
Improves Pronunciation And Reading
Skills
50
51 Role
Dramatise In Groups Builds Confidence,Able To Express
52
Library
53
Quiz
Creativity
Impressions from Participants:- , ,
,
03 day workshop is an initiative of KVS for its employees and it makes its employees
sharper smarter and brighter.
We are pleased with training and have learnt various information and communication tools
techniques.. We acquired knowledge about Class Lib management in a different way in the
new era.
Sharing of best practices among trainees has made us more sharp and technigent
(technically intelligent). We became aware of different activities to inculcate reading habit
among students. We all have become more aware about our duties in right direction in a
right way.
We feel glad about the workshop that we are satisfied more than enough and we are
assuring our coordinator and resource persons that we shall put a milestone in the teaching
learning process through Class Library.
Ultimately, we are grateful and thankful for enough to ZIET Director & Depty Commissoner
Sh Ranveer Singh who made the workshop on Class Library Managment.
We thank all the ZIET members who directly and indirectly made our training intelligent and
hospitality comfortable.
Sh Kuldeep Singh, KV ITBP Dehradun Dehradun Region

REPORT & REFERENCE MANUAL - KVS

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