Here’s Why We Should Stop Leveling Classroom Libraries

This post was originally shared in an email newsletter on September 13, 2022. If you would like to receive the next TLA Newsletter, you can sign up here.

If you’ve worked as an elementary teacher or reading specialist, I’m sure you’ll agree that setting up a classroom library is a time-consuming process. I spent a lot of time leveling classroom libraries in the past, following the recommendations at the time for supporting students’ literacy development. But what I’ve learned is that leveling libraries is actually the wrong strategy, and today I want to share with you some of the reasons why.

The levels can be inconsistent.

To start with, there are multiple leveling tools in use including Lexile, DRA, and Guided Reading Levels. As you’ve probably discovered, these systems don’t always match up precisely—a book could be labeled for different grade levels depending on which leveling method you use. In addition, you may have noticed that a student’s background knowledge can really impact their reading fluency. I’ve seen a student with extensive knowledge of animals easily read a Level N book about mammals, but struggle with a Level N book about explorers.

Students end up being labeled, and lose motivation.

Even when we start with the best intentions of labeling books to help children choose the “right” books for them, kids begin to identify themselves with those levels. Have you ever heard a student say to a friend, “Oh, I can't read those books because I'm just a Level J"? If a student feels like they aren’t moving up levels as quickly as their peers, disappointment and resignation can set in. That’s the last thing we want to happen when we’re encouraging students to read!

Teaching at a student’s current level doesn’t improve learning.

For students who can already decode words, there’s no real benefit to reading only the books at their current level. In fact, as Dr. Timothy Shanahan notes, “Leveled reading emphasizes students’ current limitations, rather than increasing their possibilities, especially for the least advantaged of our students.” Exposing students to complex texts (with scaffolds, as needed) can actually improve their reading more than using instructional level texts. By offering students more challenging books, and supporting them in understanding text features, we can do more to support their achievement.

Have you said goodbye to the leveled classroom library? We’d love to hear about your experience!

The remainder of this newsletter discussed the upcoming Literacy Masterminds? info session on Thursday, September 15th at 12pm EST. To register, click here.