I teach in a very rural, farming community with a large migrant student population. I teach 6 classes of approximately 32-34 students each, ages 14-17 years old, in 9th and 10th grade looped English classes. I am able to form meaningful relationships with my 190 students over a 2-year period and create a seamless transition each year. Relevant characteristics of the class include its diversity. 76% of students are Caucasian, 22% Latino, 3% Nooksack First Nations Tribe, 1% African-American, and 45% are on free or reduced lunch. Many of the students come from single parent homes, and some from families where alcoholism and drug use is problematic. Over 60% of the parents in our school have not received a high school diploma; therefore, motivation can be a factor and home situations can cause disruption to some students' lives. To increase engagement, I use a reading and writing curriculum that is based on choice. In any one class there are many IEP students, ELL students, struggling readers and writers, and a few working toward an honors endorsement. My class is structured as a Reading and Writing workshop class (modeled after the Teacher’s College Reading and Writing Project with which I studied at Columbia University), which enables me to differentiate for individual student needs. The workshop structure of mini-lessons with partner practice, whole group discussions, read aloud, and independent work at a student’s reading and writing level creates access to the concepts for all students. I firmly believe that all students’ needs are being met to the best of my ability. I also believe that the variety and diversity in my classroom is seen as a positive element, as students are given the opportunity to learn from students of diverse perspectives and social and cultural backgrounds. Although student achievement is rising, my classroom is held back due to lack of reading resources that would aid in their literacy development. Every day my students read books of choice as I confer individually with students to assess their progress and to make plans for reading improvement. Every day I also assist students in making appropriate choices for their independent reading material. When I am able to match students to books that are at my fingertips in my classroom I see success in their reading achievement. A large classroom library would also increase engagement and literacy skills in all of my classrooms and prepare my students for college. Research has recently been published that indicates the most effective way for students to increase their reading skills is by reading every day and reading books of choice. Newly published studies show that students engage in reading and increase their levels of comprehension when they enter what is called a "reading zone". When students enter this reading zone, they are comfortable, engaged and get lost in their books. I want to create this environment for my freshman and sophomore students in my classroom with a diverse collection of reading materials for my diverse classroom of students. Your help will increase reading achievement for our students and future students for years to come. These books will ensure that my students are developing a love of reading to become life long readers, prepare high school students for college and to become literate citizens of our world. These particular books will also provide my students with a variety of novels for our thematic unit on Peoples and Cultures.