When bringing your class to the Library/Pentium/MAC Labs there are certain procedures and guidelines you need to follow. To reserve your time you must fill out the "Marina High School Library Facility Request Form" like the one to the right. Do Not Write Your Name in the Reservation Binders! We will do it for you. These forms are available at the circulation desk in the library. The following guidelines apply:

Guidelines For Reserving The Library/Pentium/MAC Lab

• Sign-ups will be limited to one month at a time.
  
• All teachers will be limited to no more than 3 consecutive days per month for the next month's space allocation.
  
• Your copy of the completed form will be returned to you by the Library, approved or disapproved, as quickly as possible after the 20th of the month for the next month's space allocation.
  
• If there are duplicate time requests the Library will notify those staff members so that they can work out the conflict. Both will be responsible for notifying the Library of the final arrangement.
  
• After the beginning of the month, all unassigned times in the Library and Computer Labs may be requested by individual teachers on a first come, first served bases.
  
• Please notify the Library immediately if there are any changes in your reservation so someone else can take your spot.
  
• Please do not send your students to the Library/Labs if you are going to be absent on the day you are scheduled to use the facilities.
  
• Any questions, please call x 4437 or x 4428.

Any student coming to the library during class time must have the pink library pass. They will not be allowed in the library without this item. Passes are distributed at the beginning of each year to all teachers. If you run out of passes, please call Mr. Swick, x 4437 and we will provide you with more.

Each library pass has room for 5 students' names. Please do not send more than 5 students at a time unless you have made special arrangements with the library. Students must have an assignment to come to the library. Do not send students just to get them out of your class; those students are to be sent to supervision.

SSR (Sustained Silent Reading) is an easy and effective way to increase proficiency and interest in reading. It consists of a regular routine of silent reading, two to five times a week, in which the entire class (including the teacher) participates.

Goals
The goals of SSR are to increase interest in reading for pleasure and to improve reading and related skills. It will also provide students with an opportunity to discover what kinds of materials they enjoy reading. Because it provides a safe, non-threatening environment, this activity is ideal for second language students (who may read in either language.).

Strategies Into-
Explain SSR several days in advance of implementation. The two basic rules are simple: everyone reads and school books are not permitted. Some students may need help selecting a book, so a trip to the library might be in order. Reading materials may be limited to content area. Also, teachers should feel free to exclude such items as magazines and newspapers (the former can be too tempting to share and the latter can be very noisy).

Through-
Reading takes place at the same time everyday. Absolute silence is maintained and no other activities are permitted (including taking roll and grading papers). Students must bring their books to class each day. a silent, non-disruptive method of timing is ideal. Teachers and students should feel free to share what they are reading, before or after SSR, but not during.

Beyond-
Reading time may be increased gradually as days go by, from a minimum of about five minutes to a maximum of twenty-five. Teachers need not hold students accountable beyond the act of reading although additional elements like reflective journals and class discussion can be added without much difficulty. Such additions should not be so intrusive or cumbersome as to take away from the pleasure of reading.

Results
Again, the focus of SSR is twofold. First, by spending time reading materials of their own choosing, students will gradually gain interest in reading for pleasure. Even if this does not occur right away, the simple act of reading regularly will increase skills in the areas of comprehension, vocabulary, and composition. By modeling positive attitudes toward reading, teachers can make a lasting impression

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