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LM Netters, Thursday evening I asked two questions (do you let kids in grades 3-5 checkout books during their first scheduled LMC visit and what are the three most important things you teach each of those grades). I have had more than twenty responses--with some very good insight. Many concluded by adding "hope this helps!" Be assured, you experience and advice DOES help! Thanks for the time you took to respond. Many asked for a HIT...so, here it is (without names, sorry--it was getting really long) in three parts--to comply with length restrictions! Thanks, again. Kathy Hutton, LMS Harrison Elementary, Disputanta, Virginia khutton@pgs.k12.va.us **** I have all the classes in during the first week and ahalf of school. With the older students (gr 4-6), I outline the school reading program and do a quick review of the library hours and rules. I always let everyone sign out books right away. I do restrict the grade ones to one book. *** I've been in a 1-5 school for the last three years. I do allow all classes to circulate books on their first library day. With 1st grade, I spend our first session on library rules/orientation and our second class on book care. It may seem odd to let the kids take books before doing the book care lesson but they're really anxious to begin taking books home and I haven't yet had any damaged books during the first few weeks of school. With grades 2-5, I do a brief review of rules and book care during the first class. We have a very structured curriculum in our district. Basically, this is what we need to cover: Grade 3 Awareness: locating nonfiction books; card catalog including parts of a catalog card and types of cards; locating info in a general encyclopedia; locating info using an atlas or globe Mastery: Locating fiction books; Recognizing parts of a book; locating info in a dictionary and thesaurus; becoming acquainted with literature including picture books and tall tales Grade 4 Awareness: Card catalog (cross references and key words); Parts of a book- index; using a world almanac Mastery: Locating nonfiction books; card catalog; becoming acquainted with literature including myths, legends, Newbery books, etc.; identify characateristics of non-books; locating info in dictionary and thesaurus; locating info in encyclopedias Grade 5 Awareness: Card catalog (subject searches - general to specific) Mastery: Locating nonfiction books; card catalog including medium identification; using reference books such as the atlas, almanac, etc. Hope this is helpful. I borrowed lots of professional books from the public library collection and from our state dept. of library services collection. They were a big help in developing some initial lessons. *** I'm a K-5 ms who has done time in middle school. My middle school experience has convinced me that we MUST teach our elementary kids how to access and use information sources. If I taught nothing else, I would make sure that they had those skills when they left elementary school. In the middle school, the kids visit the media center only when the teacher brings them in for a specific reason, usually a project. More often than not, that leaves the ms with the formidable task of teaching information skills on the fly and in a limited amount of time - those teachers only have time for their subject area and are not interested in the "big picture." So, information skills are at the top of my priority list for my elementary students. I see that as my duty to preparing them for lifelong learning. I like the BIG 6 framework. *** For grades 3 -5, beginning research skills are very important. With third grade - dictionary, atlas, encyclopedia indexes, beginning computer or card catalog searching skills, simple notetaking and summarizing and listing sources, also literature skills like genre, story elements, types of poetry and folklore. By fourth grade - thesaurus, almanac, and special encyclopedias, continue with literature skills and searching skills, go more in depth with research - notes, outlining or webbing, bibliographies. We add Newbery award books at this level and get into author studies. By fifth grade, walk them through the entire research project with a topic they enjoy or choose themselves. Include print and electronic searching and sources. Teach a fairly adult bibliography format. Teach key word searching for search engines and computer catalog. Also how to use presentation software like PowerPoint, Hyperstudio. *** classroom management is your single greatest challenge--invest the time in the beginning of the yr with your kids-it will pay off *** I can't imagine taking three weeks to discuss rules of the library and how to take care of books. We cover those items in the first 15 minutes and then spend the next 15 picking out our books for that week. The first week they come to the library. We even use shelve markers so the books get back where they belong. I usually tell them, okay who can list the library rules? We then get a bunch of interesting suggestions, narrow it down the to ones that we think are really important. Discuss how many books they get this year and when the due dates are on them and then get to checkout. Many of them have been starved for books for summer and are champing at the bit to find a book. The most important thing to teach the kids is how to use an index. Once they learn the secrets of what the format of an index is telling you and how to read the clues they will become more successful searchers. We talk about hints for faster scanning and how to be as quick as the adults are. The next probably is how to use the keyword search on the computer catalog for effective searches in the library. Then I think teaching to read for key idea and take effective notes would be the last thing. Along with organization techniques for putting together a report. I'm in a K-5 building and was prior to that a K-12 librarian with another district for 9 years. When the students came up through the system and didn't have the skills to function in the library then I wasn't doing something right. One of the most important thing I tell them even at the elementary library is that many times they come zooming in from the classroom on a mission from the teacher to find out something and if I'm with another class, I can't stop and help them. They have to beable to locate information on their own. They seem to understand that, especially when they see other students coming and going and I don't stop and answer questions. *** =-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-==-= To quit LM_NET (or set NOMAIL or DIGEST), Send an email message 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 * NOTE: Please allow time for confirmation from Listserv. For LM_NET Help & Archives see: http://ericir.syr.edu/lm_net/ =-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=--=-=-=