HIT: ELEM: Part II - What do you teach Grades 3-5?

[Kathy Hutton <khutton@pgs.k12.va.us>]

LM Netters,
        Here is PART II of the HIT--responses to the two questions I
asked on Thursday evening (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).   Many concluded by
adding "hope this helps!"  Be assured, your experience and advice DOES
help!  Thanks for the time you took to respond.
 ****
        I am a K-5 library media specialist and I permit all students except
kindergartners to check-out on their first visit.  I do an orientation
on
the first visit, although last year, I tried videotaping my orientation
and
asking teachers to show the videotape in their classrooms before the
first
class visit so that I could start right out with booktalks, stories and
skills.  I'm not sure how successful that was, so I haven't decided what
I'll do this year.  I want the students to get books in their hands as
ASAP.  Hope that helps.  I try to make all the skills a continuum, so
that
we begin basic location in the "Everybody" (picture book) section of the
library with kindergartners and continue location skills all the way
through.  I do some very basic research skills with 2nd graders whose
teachers request it, and  a little more with encyclopedias in 3rd
grade.  I
also really try to emphasize the non-fiction categories (Dewey) to 3rd
graders, their location in our library, and the fact that they can go
into
any library using the Dewey system and find like books in the same
numbers.
My 4th grade teachers have not been using the library as collaboratively
as
I would like them to...I would like to do more with research skills.
With
both 4th and 5th grade we do genre studies and I'm going to be working
on
research skills with 5th grade.  I want to give more instruction and
practice using the on-line catalog (or whatever you call it!) to all
grade
levels.  The librarians in my district have been working on a k-8 scope
and
sequence that will be hopefully taught collaboratively with classroom
teacher and librarian.  That will be more specific, though it follows
basically what I have mentioned above.  I also include literature
appreciation.  I'm planning to begin using the Big 6 research skills
model
- beginning very young.  I hope that helps.
***
        With the 3, 4, and 5th grades I review the rules and always let them
check out the first
week. I think they would bite off my head if I didn't and so would their
teachers. Teachers
do a lot of SSR (sustained slient reading) at my school, so the students
need books to
read. Our curriculum is so full, that if I don't establish checkout time
during the first class,
we may never get to it. I also challenge each student to read 100 books
each year, and
that starts on the first day of school.
        The Big 6 is probably the most important skill I teach in these grades.
Each grade,
Including 2nd, has two or three major research projects during the
school year. I use the
Big 6 approach for these projects. Under this umbrella I have mini
lessons on notetaking,
skimming information, finding and evaluating references (print,
nonprint, internet),
presenting information visual, how to use a library and what will you
find inside it, etc. I
introduce it in 2nd and each year thereafter it gets a little more
involved.
        I also try to read aloud to all grades and develop booktalk
"philosophies" - what makes a
good book, what are the differences between genre, what could you say
about this book to
make others read it, etc. Students also do booktalks for other classes.
In other words, I try
to develop a love for reading and sharing what you have read with
others.
***
         I am in a K-5 school.  I allow kids to take out books from the very
beginning class, partly because that is a major part of my job, and
partly because they need them for reading time in class.  I do limit
grades K-2 to one book per week; uppper grades to 2 books.  Kids have to
return books to take a new one out (except for some really good
reason).
        My first class is rules of the library.  Actually let me say tht my
classes are 30 minutes long and include 20- minute class with me then 10
or so minutes of book exchange.  Anyway I go over rules of the library,
usually things like walk, be responisble, listen etc etc.  Then the take
bhooks out.  I do care of books during the next class or so.  If I feel
energeteic I sometimes go into the primary grades an do an extra class
int their room about taking care of books.
        I also try to read something to the kids, a short book or part of a
book.  For little kids I love Kimmel's I took my frog to the library.
For uppper grades I often read Superfudge, the part where Peter is
starting a new school and Fudge goes up on the the Kdg shelves.
***
        The school I work in is a K-5. The first week is a review of rules for
everyone. All students check out books on the second visit.
        As far as what to teach, the emphasis starts to switch in 3rd grade
from
literature apprec. to research skills.  Sort of a gradual thing. The 5th
grades still get literature appreciation, however by then it is more
information accessing, bibliography, how to approach a report, etc.
        Hope this helps. I am a candidate for the School Media Specialist
job in
the school where  I have subbed for the past 6 years. This is how the
program is set up there.
***
I have been a media specialist in a PreK-5 school for 12 years.  The
only
grades that do not check out books until their teachers and I agree they
are ready are
PreK and K.  The other grades start checking out as soon as they have
had their
orientation (on the same day if the classroom teacher wants them to).  I
have about
the same aount of luck getting books back from K as I do from 5th
graders.
        The three more important things that I try to teach throughtout the
year to upper grade students and their teachers are:
        1.Where to get information      (what is a better source than another for
certain topics or questions).  Once they have a source,
        2. What to get from the source (trying to break them from their
seemingly permanent habit of  copying word for word).  Once they've done
that,
        3.How to use the information (computer presentations like Power Point,
are fun and
work well with many subjects and age groups, plus, teachers are
enthusiastic about
not having to grade a presentation in paper form).
        I have tried throughout the years (some years more successfully than
others) to plan (formally or informally) with the teachers so the
information
skills mentioned above are fun and enjoyable to learn.
        I hope you have a clerk (I don't now), so that if your faculty is
willing and
able because of the schedules,  to plan with you, you can without
interrupting the
services of the media center.
***
Here's my plan:
Week 1 - Rules and Tour and explanation of Library Permission Slip (!)
and
making sure my class lists are correct so the computer patrons can be
added
in.
Week 2 - (which will be actually 2+3 since we will start splitting) Book
Care - I get out my box of broken books and talk about accidents.
Week 4 ???
I don't do lots of ahead of time planning because I have found that I
usually change my mind anyway.
But Like you said, a list of things I should absolutely cover would be
nice.

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