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Ugh! Never start a project at 4am you can totally blow! I was trying to juggle two hits and somehow may have mixed them up. This is the correct hit, I hope! Certainly, it is my last attempt at it! Again, my apologies! I read books that related to units when I can find out about them. Otherwise, I read "seasonal" or holiday books, or Caldecotts when we study those, or anything related to what I'm teaching. I usually read picture books because of the available time, but I try to do one Newbery. I have approx. 40 minutes, with about 10 or so for book selection & check out at the end, approx. 10 min. for reading & discussion, approx. 10 min. for lesson. Lessons can deal with fiction & non-fiction arrangement, biography, book care (beginning of school year), award winners, alphabetizing, using computer catalog. For last week & this week, I give 3rd graders a sheet of paper with one of the Dewey "100s." They each have to find a book in that area & write the call number, author, & title (this has been preceded by lessons relating to the various numbered areas). I have each class for 60 minutes once a week. During that time I also have book exchange. I follow my curriculum. The only books I read at the ones for the state book award program. There are picture books and I read them so the classes can be included in the voting. I usually allow 20 minutes at the end of class for book exchange. It usually takes 5-10 minutes to get everyone in, books returned, shelved and everyone seated and ready to begin. that leaves between 25-30 minutes for a lesson, really not a lot of time when you think of it that way. Good luck. Library Media Services is an integral part of the educational program and exists to further the goals and objectives of the school district. The goals of the media program are to --provide intellectual and physical access for learners to materials in all formats for a diverse population whose needs are changing rapidly and to assist learners to --grow in their ability to find, generate, evaluate and apply information that helps them function effectively as individuals and as members of society, --develop and strengthen skills in reading, observing, listening, evaluating and communicating ideas, --become life-long learners. Grade 3 Objectives: - have students demonstrate mastery of the terms, concepts, and skills introduced, reviewed, and reinforced in kindergarten through second grade. - continue to introduce parts of the book - introduce and teach on-line catalog skills - introduce and teach encyclopedia skills - introduce different types of fiction to further develop students¹ interest areas. - review magazines A. Orientation (2weeks) 1. Library manners and procedures 2. LMC map B. Location and selection of materials (1week) 1. Fiction 2. Nonfiction 3. Accelerated Reader books C. Terms and concepts (4weeks) 1. Author, title, illustrator, illustrations, publisher--reviewed 2. Place of publication, copyright, copyright date--introduced 3. Spine, cover, pages, dust jacket--reviewed 4. Dedication page, title page, copyright page--introduced 5. Alphabetizing--reviewed D. Book concepts (16weeks) 1. Table of contents 2. Title page 3. Index: especially key words and guide words 4. Glossary E. On-line catalog skills introduced (6weeks) 1. Booting up 2. Information decoding 3. Searching techniques--author, title, subject, key word 4. Practice locating books in LMC F. Arrangement of fiction and nonfiction (2weeks) G. Research(3weeks) 1. Encyclopedia--print a. Locating proper volume: single and split letter b. Locating key words c. Locating information 2. Magazines (2weeks) a. Locating information b. Magazine search H Literature appreciation (20weeks) 1. Caldecott books (1 written report 3rd qt.) 2. Poetry 3. Animal stories 4. Fantasy 5. Realistic 6. Mystery and detective Third grade: I see the classes every week in half groups (13 kids) for 45 minutes. The teachers meet with all the specialists at the beginning of the school year, in January, and informally throughout the year. They tell me what their soc. stu. and lit units will be and we discuss how I might integrate the library visits. These lessons account for about half of the meetings I have with the kids. The rest of the time I do my own stuff. Occasionally I read to them. Usually I choose a picture book because they are shorter and have pictures. I choose something that relates to the curriculum in some way. Sometimes I read longer books - the length of Freckle Juice or Boy of a Thousand Faces. I read folklore. This year we read several Cinderellas, the kids also read their own, and we discussed the characteristics, what makes a story a Cinderella. I read Halloween stories, and other Holiday books on occasion. I have the kids do a lot of searching in the collection in Third grade. They have many experiences using the computer. They compare fiction and information. They sort books by subject and compare call numbers. They have to search for fiction in a series, discuss, put the books on display. They find books that show various aspects of Egyptian life. then we create a museum in the library and they walk around and look at all the pictures from the books. They do worksheets using the computers with a partner or alone (we have 6-7 computers for them in lib) I teach them about using the Animal Encyclopedias (they have a major project researching a South African animal)We use the World Books but I don't focus on the Index in Third. We have a lesson on magazines, another on children's almanac. They read poetry books and share poems for several lessons. We have a lesson on finding/sharing/discussing Caldecott books. We read books by the author that will visit each year. Ideally if I read I allow 15-20 min for story and 10-15 minutes for checking out. If there's an activity also, I break it down to 15 minutes for each segment. I have 50 minute time slots with our 3rd graders every 6 days. I let them spend about 20-25 minutes with books selection and checkout. The rest of the time we use for lessons. I don't read to them as often as I'd like. I feel it's important during 3rd grade that they 1) learn to "taste and try on" books to find one they like and can read (critical book selection?) 2) Become proficient using the computer catalog to search for books by subject, title and author and then 3) use call number information to find books on the shelves 4) become proficient using an index (we do practice with the World Almanac for Kids) 5) Desktop publishing introduction -- Basic word processing/editing skills--- this is our culminating activity after they work in pairs to find info. about a taxidermied species that we have in our library. Then they publish a "critter card" telling basic facts about that animal. Those are my emphases in 3rd grade library curriculum. If I could, I'd sneak in more on Internet searching, newspapers, and magazines (articles vs. advertisements) This was my first year as a library media specialist, but I taught 3rd grade for 9 years. First, I have to say that my situation may be very different than yours because of the Virginia Standards of Learning Tests. Anyway, I do read stories to them, but for the most part, they are tied to the standards they need to know--for example, folktales and Aesop's fables (because they study ancient Greece). I try to cover as many of the English and Research standards as seem appropriate for the library. For example, we used encyclopedias, dictionaries, thesauruses, and atlases for different assignments. We did a research project on the Olympics. Those are just some of the topics. I just finished reading the March 2002 School Library Media Activities Monthly. There was a scope and sequence for k-12 information science article in that issue. After several yrs. of committees trying to update our scope and sequence we took a totally different approach to our new curriculum document. It reflects the search process and overall information literacy skills. We identified two Enduring Understandings we work toward: 1. The efficient and effective use of information is essential for understanding and communicating ideas. 2. Lifelong learning is built on a foundation of information literacy. We then developed 7 learner outcomes: 1) Students will be able to demonstrate an appreciation of literature and reading. 2. Students will be able to locate information to meet an identified need. 3. Students will be able to collect information relevant to identified need. 4. Students will be able to organize and manage information found in print, non-print and computer/online formats. 5. Students will be able to interpret information to generate new understandings and knowledge. 6. Students will be able to communicate findings by producing materials in as appropriate format. and 7. Students will be able to demonstrate responsible attitudes toward the use of information. Each of these have specific indicators but not a list of isolated skills to be mastered. For ex. indicators for 1 appreciation of lit include recognition of how lit. reflects, examines and influences the human experience, recognize reading as pleasurable and recognize importance of being a lifelong learner. Under 2 locate info. the indicators include recognize arrangement and content of fiction, non-fiction, non-print and computer/online (each a separate indicator) and define/refine info. need including formulation of compelling questions. Under 3 collect info the indicators include reference to generating appropriate search terminology, evaluating advantages/disadvantages of formats (print, computer etc.) distinguish between relevant and extraneous info, and note taking processes. Under 4 organize and manage we focus on generating and interpreting info. in different display formats (graph, database, spreadsheet, text and graphical) and use of specific strategies for organizing data/info (a,b,c order, chronological, compare/contrast, cause and effect etc.) Under 5 interpreting we focus on analyzing quality of data, information and sources and applying specific critical thinking and problem solving strategies (recognizing patterns, drawing conclusions, making inferences and constructing personal connections) Under 6 communicating the indicators are create materials in various formats to support written, oral and multimedia presentations and apply best practices related to content and layout of presentations. Indicators for 7 responsible attitudes we focus on ethical issues of citing sources and copyright and also identify promotion of intellectual freedom. The same basic processes need to be followed by primary students as well as upper grade and secondary students. The sophistication of resources used and responses accepted will vary greatly, but the process does not. We are in the process of adopting this as a K-12 curriculum for library media programs. The title is Information Literacy: A shared responsibility. Another reason for going this route rather than a scope and sequence of specific isolated skills is that it communicates to classroom teachers and facilitates collaboration. When ever we tried to identify a specific grade level for a specific skill we ran in to difficulty because there is such a wide variation in student background and ability. Some felt strongly it should be later or earlier. This approach provides flexibility for moving students from where they are to the next step ahead in terms of mastering the process and becoming information literate. Just sharing a different way of looking at the problem. I have taught third grade library classes at two different independent schools (eleven years' worth). The periods were 40 minutes long in the first school, 30 minutes in my current school. I usually spent the last 10 minutes for the kids to check out. Right after the activity and before checkout, I took 5 minutes to go over who still had books out. In my previous school, the first part of each class was spent doing a book talk for an age appropriate book (I did do some reading aloud - but more "selling"/book talking a book or genre for them to read). I also required them to individually read one biography (each person different) I let them choose from a group previously chosen by me - and report on it (5 min. during the course of the year). They could dress up as the character or whatever they wanted to SELL the book and make it interesting to the class. I also had Authors' games/Trivial Pursuit type games (can be bought in catalogs or educational stores; they like these)/ a poetry unit (read some poems/talked about authors, different types of poems; they wrote and illustrated their own)/ a quality video based on a book once every month/couple months scavenger hunts/and they also had to give a short report on a nonfiction book of their own choosing. Most of these were in my other school. I have so many other things going on in this first year of my new job (collection needs weeding, books need repair, curriculum for 6-8 has been written, and automation will happen hopefully next year (I helped automate last library), so I haven't done much new with the third grade. We are on a flex schedule so I rarely read to them. I generally follow an old 3rd grade NY library curriculum. They get location skills, dictionary, thesaurus, and almanac skills. We so some simple research project planned by the classroom teacher and myself, booktalk for book reports. This year we added test taking skills for our low functioning students. (VA gives a major state standardized test to 3rd graders) Some teachers still l want me to do some reading and I'll mix picture books and chapters. Timing varies, 30min-1hr once a week or more. It depends on what we are doing. Regarding reading stories relevant to social studies and/or library units, I do this with first grade. Have the teachers give you a list of the units and when they are doing them, a major hurdle. Select fiction and nonfiction books that coincide with their studies. Ask the students questions about what is going on during SS and relate your reading to that. Mix in the other books you want to read. If you have to do lessons in the same class period (hard in 30 min), make it short, one concept stuff. You could alternate a story period with a lesson period; story the month of Sept. and skills during Oct. I read chapters 1,2, and the one about Joe from Sideways stories from wayside school. I read Chapter 1 from Mrs. Piggle-Wiggle. I read several chapters from a Pee Wee Scout book. I read one of the easier "Choose your own adventure" books, choosing which way to go by show of hands. I do these books because I figure thirds are just starting to read chapter books, and need to know what some series are that they might be able to read. I have the kids 30 minutes once a week, so I try to read things that are self-contained. That way, if a child doesn't want to read the rest of the book, he can have closure with the story. I read Rikki-Tikki-Tavi by Pinkney (I think). I read an occasional new picture book if it seem right for third grade. I do some fairy tale videos to add to the ones I read/show to K, 1, and 2nd. I also do a big unit on how to use an index. I feel a big part of my job is to teach kids information retrieval, and using an index is one part of that. I booktalk genres & Dewey sections (ex: the 500s) & read folktales related to social studies units (weather, each continent...) Timing -- 35 min. 20 min. lesson, 15 min. checkout (often 25 min. lesson, 5 min + "overtime" checkout! I teach my 3rd graders for 45 minutes once a week we spend about 15 minutes checking out books and about 30 on a different topic that I choose. I have done snowflakes, quilts, etc. Of course we learn the basics of the library the first few weeks. Dewey numbers etc. I love doing units with the kids and sometimes the art teacher and I coordinate and they have an hour class and about 15-20 minutes of it is an art lesson on the subject I am teaching. I teach how to find things in the library within the Dewey Decimal System for the first half of the year and then I do a Caldecott Unit. I introduce reference material, both written and on-line. Booktalks, book shares, etc. Leya Booth, Librarian Valley Beth Shalom Day School Sheila Sporn Library Encino, CA lboot1@lausd.k12.ca.us =-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-==-= All postings to LM_NET are protected under copyright law. To quit LM_NET (or set-reset NOMAIL or DIGEST, etc.) send email to: listserv@listserv.syr.edu In the message write EITHER: 1) SIGNOFF LM_NET 2) SET LM_NET NOMAIL or 3) SET LM_NET DIGEST 4) SET LM_NET MAIL * Please allow for confirmation from Listserv. For LM_NET Help see: http://ericir.syr.edu/lm_net/ Archives: http://askeric.org/Virtual/Listserv_Archives/LM_NET.shtml See also EL-Announce for announcements from library media vendors: http://www.mindspring.com/~el-announce/ =-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=--=-=-=