HIT:Elem:Curriculum#2

[Tracey Donaldson <LadyLibrar@AOL.COM>]

Hi!
    Here's the second part of my HIT......I hope it's helped everyone who
asked me to share.....I'm more than sure it has!  Thanks again to everyon=
e!!

Tracey Donaldson
new LMS in Sept.....
Genesee Valley Schools
Angelica, NY
LadyLibrar@aol.com
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Kindergarten - Children practice good listening skills.  They begin selec=
ting
books from Everybody Street.  Later, appropriate nonfiction books are
available to them to select as a second book.  They learn to turn pages f=
rom
top to bottom, alphabetical sequence, appropriate care of books, classify=
ing
real vs. not real, and retelling the story.  Attention is given to librar=
y
vocabulary like: author, title, spine, illustrator, alphabetical and
sequencing a story.  Children enjoy listening to Caldecott Award  and oth=
er
notable award winning books.

First Grade - These students learn about the blue dot I Can Read type boo=
ks
and advance to the yellow dot nonfiction.  Children learn the arrangement=
 of
books on Everybody Street shelves.  They learn the parts of a book, title
page, copyright date, table of contents, and alphabetize to the 1st lette=
r.
 Students are exposed to the different illustration media used in Everybo=
dy
Street books.  Literary appreciation is extended through story hour and t=
he
reinforcement of Caldecott award books.  Basic selection techniques are
introduced.  Students may check out two books.  One book at their own rea=
ding
level and the other, just for their enjoyment. =20
=20
Second Grade - Students continue responsible library behavior. Students a=
re
introduced to easy chapter books and the location of biographies, fairy t=
ales
and other types of books and periodicals. They identify fiction vs.
nonfiction, review previous library terminology and add terms: publisher,
title page, and glossary to their vocabulary. During the second semester,
students will use the electronic card catalog on the library computers to
locate books by author.   They will compare and contrast stories and loca=
te
information in an encyclopedia, and alphabetize to the second letter.
Criteria for selection of a good book is developed.   Second graders may
check out 3 books - 2 books on their reading level and one just for enjoy=
ment
=20

Third Grade - We begin with the selection of quality literature and stude=
nts
progress to yellow dot fiction.  We continue to recognize award winning
literature with the Laura Ingalls Wilder award, and Caldecott awards.
 Special attention is given to literature that is from the regions of
geographical study, and locating book found through electronic searches. =
The
Dewey Decimal system is introduced, and in addition to parts of a book, t=
he
index is used and different sources of information are developed along wi=
th
the introduction of primary sources.  The thesaurus, and atlas are added =
to
their research vocabulary along with reinforcement of the encyclopedia an=
d
dictionary.  Research on cdroms are introduced, alphabetizing to the thir=
d
letter, and Spring sees the review for their ITBS skills. =20

Fourth Grade - Students continue locating books utilizing the Dewey Decim=
al
System. They are introduced to voting for the William Allen White Award a=
nd
different genres of quality literature are reinforced.  The use of cdroms=
 is
developed along with bibliographic format.  Selection of appropriate
materials for research is stressed and reinforced.  Analysis of authors p=
oint
of view and purpose is developed along with continued development of
primary/secondary sources.=20

Fifth Grade -   Students study characteristics of quality literature.  Th=
ey
compare and contrast character and plots.  Elements of a hero are stresse=
d
and criteria for selecting their American hero are reviewed.  They contin=
ue
to develop skills for selecting the appropriate source with emphasis give=
n to
primary/ secondary sources, atlases, biographic dictionary, Bartlett=92s
Quotation and the almanac.  Good elements of note taking and bibliographi=
c
formatted is reviewed, with added emphasis on electronic citation.  As
always, award winning literature is stressed coupled with the classics, a=
nd
criteria for selection of  recreational reading material. =20

Sixth Grade - Students continue to develop their awareness of multi-resou=
rces
resources within a library.  Stress is placed on developing good recreati=
onal
reading criteria using selections from the William Allen White, Newbery a=
nd
other award winning lists. The Reader=92s Guide, and National Geographic =
Index
are introduced and again primary/secondary resources are emphasized.
 Criteria for evaluating a website is introduced and emphasis is placed o=
n
conjecture statements for research.  Students will continually demonstrat=
e
the selection of research information.=20

Students in Kindergarten through second grade begin choosing two book, wi=
th
many opportunities to earn extra books.  Grades three through six may cho=
ose
as many books as their grade plus one.  All students should select a
good-for-them-fiction book first.

On the morning of library day, all students place their books on the book=
cart
or in the book box.  Books are checked in and ready by library time.
 Students may recheck a book they have not finished reading, although boo=
ks
requiring no reading can not be renewed.  Students may recheck a book tha=
t
they have not finished reading once.  Overdues are noted and the child is
reminded kindly to bring the book back and select a new book.  Classes wo=
rk
for 100% overdue free.  Class rewards are earned for no overdues.  Please
help your child remember what day is library day, but do not rescue them =
by
bringing the books to school.
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