LM_NET: Library Media Networking

Previous by DateNext by Date Date Index
Previous by ThreadNext by Thread Thread Index
LM_NET Archive

>>Okay... here goes!
>>   These are the responses (minus the names) I have received.  Thank you
>>much for those who have reponded.  Sounds like some really neat projects!!
>>I will pass these on to my other fifth grade teachers and see what we can
>>come up with.
>>   Also, just to clarify some points...I am a fifth grade teacher
>>(I do have a certification for the library but wanted to teach before I
>>into the library so I would be familiar with each position).  My district
>>does not have a library curriculum which I am again realizing how much
>>curriculum is worth!!  I will be pushing for my district to write one!!
>>Thanks again for your responses -- I have enjoyed reading them!
>>Original post:
>>        I am looking for lessons that you do with your fifth grade
>>The fifth grade teachers are having to come up with lessons to keep our
>>weekly Library lesson slot.  I am a recent library endorsement person with
>>full time fifth grade teaching position now, hoping to have a library
>>position in the future!  We have had some basic lessons on Athena search,
>>Internet searching, bibliographies, outlining, note taking, touching the
>>genres.  I was just wondering if I could pick some of your brains to help
>>with more lessons to keep our kids in the library throughout the rest of
>>     Thanks for your time.
>>Responses I have received:
>>What does your curriculum say you should be teaching?  (Wendy's comment :
>>district does not have a library curriculum)
>>Try this site. Click on elementary curriculum and see if there's anything
>>there that can help you.
>>There are so many things that one can do with a fifth
>>grade class.  Part of our core in the Granite School
>>District is the "Big Six".  You may want to search
>>LM_Net for specifics because that is a very important
>>part of what we do...It is a research model in
>>addition to an outline for problem solving.  I also order Kid's
>>almanacs every year, plus work on the Dewey Decimal
>>System.  There is a publication entitled "Media
>>Activities monthly".  They have some good ideas,too.
>>I have two schools and that means that each school
>>only gets half as many lessons.  That is my problem--trying
>>to decide what to teach when there is so much that I
>>could teach.....
>>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
>>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 5
>>   - correlate the skills closely with the classroom curriculum.
>>   - continue to introduce and reinforce parts of the book.
>>   - introduce the Newbery Award collection
>>- reinforce knowledge of how to locate and access information sources
>>- introduce , review and reinforce individual research skills
>>- develop information-seeking strategies
>>- evaluate and select information from a variety of sources
>>- communicate the results of research and inquiry in an appropriate
>>- evaluate the information product and process
>>- continue to introduce students to a variety of fiction types
>>A  Orientation (2weeks)
>>1.Areas of LMC
>>2.Rules and requirements
>>B  Parts of the book (2weeks)
>>1. Review and reinforce learned parts of the book.
>>2. To introduce preface, verso page, forward, etc.
>>C. Newbery Award Collection (3weeks)
>>1.Read clues to the books
>>2.Complete worksheet
>>3.Complete crossword puzzle
>>4. 1 written book report per quarter
>>D. On-line catalog (3weeks)
>>1. Review screen information:   author, title, subject, and key word
>>2. Practice
>>D. Location of materials  (3weeks)
>>1.Fiction and nonfiction
>>2.Review and reinforce Dewey Decimal Classification System
>>E. Access sources of information (9weeks)
>>1.  Reinforce information seeking strategies (State project)
>>a.  Review encyclopedias (print and nonprint)
>>b.  Introduce almanacs (video and worksheet)
>>c. Introduce atlases (laserdisc and  worksheets)
>>2.  Hyperstudio and scanner
>>F. Literature appreciation (16weeks)
>>1. Historical fiction
>>2. Science fiction
>>3. Fantasy
>>4. Modern realistic
>>5. Poetry
>>a. main idea and supporting ideas
>>I have a class set of almanacs and you can do many
>>good lessons using them.
>>Your lessons so far sound good, but you don't want to neglect the
>>literature side of the library.  For instance, our fifth graders read
>>the Stars and The Cay as part of their core reading.  While they're doing
>>that, I do a unit on World War II in the library.  Each week I read a
>>picture book or two related to WWII:  Rose Blanche, Let the Celebrations
>>Begin, The Little Ships, Baseball Saved Us, Sadako, etc.  I tie in the
>>of the war and use a large map of the world.  (Who was on which side,
>>the fighting occured, how the war began.)  This enhances the novel
>>leads to lots of fascinating discussions, and gives the students a chance
>>hear and see some great picture books they might miss.  This could easily
>>done with
>>other eras in history or with science units.
>>    You can also use the library to launch book reports.  I start with a
>>picture book which represents the genre required.  For instance, Fly Away
>>Home for realistic fiction, Riptide for animal stories, A Picture Book of
>>Jackie Robinson for biography.  We use the picture book to generate a
>>of what that genre entails.  Then I do a booktalk of books on the
>>reading levels and help them choose books.
>>As a librarian, I prefer to integrate skills with classroom units.  Why
>>teach skills out of context only for the kids to forget them because they
>>haven't applied them?
>>I do a big reference source unit.  For several weeks I show videos or
>>filmstrips about different kinds of reference sources (eg. almanac,
>>atlas,etc)  Then I divide the class into 8 teams and play a game called
>>"Super Search".  Each week each team gets a set of 20 reference questions
>>answer from a particular source.  Some that I use are Webster's
>>Dictionary, World Almanac, a CD ROM encyclopedia, atlas, quotation book,
>>etc.  They get points for each correct answer.  They only get each set
>>and only get the one class period to get as many correct from that source
>>they can.  At the end of 8 weeks I give a prize to the winning team.  As
>>they are working each week, I circulate and help them learn how to use
>>source.  It really helps them learn how to use indexes, key words, and
>>general search techniques.
>>I am working on a lengthy reference unit with 5th grade, which will take
>>them across three projects that the classroom teachers have assigned.  One
>>of my favorites is comparing online encyclopedias with print
>>We printed pictures from the online, looked up by browsing and typing in
>>exactly what we wanted, and compared its ease of use/lack of it with our
>>print versions.  We made a comparison chart, citing how online isn't
>>accessible, printing vs. copying, correct spelling vs. browsing, getting
>>correct volume, number of available volumes in print and online ("all
>>volumes, all the time"), etc.  Then we had an encyclopedia relay, where
>>table teams looked up words I gave them, competing online against print.
>>had two rounds, so each team got to use each resource.  Examples of topics
>>called out are: cheese, Yemen, Abraham Lincoln, radio, telescope,
>>Maryland,...  We kept score, but I gave prizes based not on winning but on
>>demeanor.  New vocabulary word for them:  demeanor = attitude + beahvior
>>They had fun, and learned a lot about correct spelling, slow Internet
>>and getting the correct volume in the print version.
>>hi last year i did a lesson on friendship it was from school library media
>>     they had to find three books on the theme friendship and write
>>to them to share. they chose or were given a classmates name and had to
>>adjectives that began with each letter that described the classmate, used
>>thesaurus. they interviewed an adult, a younger child and a classmate (or
>>another fifth grader) on what is a friend? how do you make friends?  are
>>friends important? and we discussed the reasons for the different age
>>answers.  you can ask a second grade teacher to let your class interview
>>second grade. students found pictures from magazines that illustrated
>>friendship and made a
>>class collage and hung up book summaries, classmates adjective posters.
>>kids enjoyed this. i also had students read a fable, and identify the
>>in it. then find facts about the real animal and compare them (also from
>>periodical from above) i extended that lesson to have students review
>>resources and evaluate how easy or difficult it was to get information out
>>of them. got them to use the index and table of contents to browse to see
>>there was information in the book.
>>     i also have pictures of native american groups and i have the
>>answer questions using only the picture- what did they wear?  what did
>>eat? where did they live?  then i have them find answers using text
>>materials and compare what they got from the picture.
>>    we used the kids almanac and the kids generated questions for other
>>to answer, and then we had a class bowl with the questions.  we had a mock
>>bowl game first to evaluate what a good question was.
>>     i also have had the students work in groups with each group
>>a system of the body, and reporting back to the class what they find,
>>visuals and speaking.
>>I worked up a web quest on Chris Van Allsburg using Filamentality that
>>be great for 5th graders. Author studies can be expanded and enriched
>>the net for all sorts of lessons.
>>     I am also working up lessons where the students learn how to use our
>>upgraded OPACS to search for books on their chosen topics and then go on
>>Internet to use the Public Library System's online catalog to see if the
>>local public library has books they might need that we don't have.
>>Have you had them draw a floor plan of the library, labeling where the
>>different kinds of resources are? Make it a "balloon view" (I tell the
>>that we're floating over the top of the library and a giant has just
>>the roof off). My kids also like games like "Hollywood Squares". I have
>>composed a list of about 50 basic library questions (what is
>>fiction/nonfiction?, what is the name of the person who writes a book,
>>is an illustrator- I'll send you the list if you want- give me your fax #)
>>In the game, I have 3 kids sit on a table, put three more kids in chairs
>>front of the table, and three on the floor. Then I have an "X" person and
>>"O" person who have to either agree or disagree with the answer that the
>>person in the square gives. Three in a row wins, then everyone who has
>>answered a question has to choose someone from the audience to replace
>>   Play until you want to stop. I also have a pocket chart that I have
>>with diecuts of books with point values on the back. I again use the list
>>questions, select 2 teams, ask a question of one person, if they answer
>>correctly they get to select a book, and the points are added to their
>>team's score. You could also go to www.puzzlemaker.com and make a word
>>with library terms. If you have any almanacs, have them look through them
>>and using cooperative table groups (1 leader, 1 writer, 2 searchers, 1
>>person to guide the work and keep them on track), have each group make 5
>>good questions that you look at and then add to your list of questions and
>>have them use all of the indexes to find the correct answers. They also
>>to do Readers Theater. There is a web site that I can't find right now- I
>>have it at school-that allows you to download all levels of plays to have
>>the kids practice and then perform. How about pantomimes of Dewey subjects
>>and then they learn where they are. You assign the group (like the 700s)
>>then they have to go find 3 different subjects there and teach their
>>classmates (with costumes and props if they want) without words, what they
>>found. My kids are hams!
>>IMHO what 5th graders should be doing in the library is research,
>>research, research.  Even if other teachers are not collaborating with the
>>librarian, 5th grade should be.  At least in our state the 5th grade
>>curriculum is ripe with research possibilities.  I love the American
>>part and would spend the whole year on history projects but the kids and
>>teachers aren't so fond.  We do a big famous people thing in our school at
>>5th grade so kids need to learn to use reference books and do good
>>searches.  (They take on that role for a performance)  We also have a
>>science project in the spring that pretty much covers library time for 2
>>months.  Get something going with the teachers!  Just my opinion.
>>Here's something I just finished with my 5th graders. We started with a
>>story about Baba Yaga (we had done Fables, Cinderella comparisons,
>>multicultural tales, and "fractured" or parodies on Fairy tales in other
>>years. I began the year with the story of Babouska Baba Yaga by Patricia
>>Polaccio. First I explained what a "Baba Yaga" was, characteristics, etc.
>>discussed the story...and the common characteristics. Next week, I read
>>another story...This was entitled Baba Yaga. (I went to the public library
>>and found about 12 of them. Some do not have the name Baba Yaga in them).
>>discussed and compared this.
>>     I had a worksheet.....it gave them a choice of about 6 settings. They
>>needed to name a main character (a Baba Yaga type), a hero or heroine,
>>magical gifts, and the problem. This was their worksheet. We did this tog.
>>as a class story. The following week, we began our own orig. stories. We
>>stopped at the magical gifts. I told them that they could use two gifts.
>>only criteria, was no violence--like that of video games, movies, TV,
>>altho Baba Yaga
>>can have some "unethical" ideas (ie. eater of children). Some students
>>able to start their story. Others needed time to think. We worked on it
>>following week. Many wanted to take it home to do it. I allowed this bec.
>>their enthusiasm. The stories were handed in and I am in the process of
>>correcting them. They will either retype them at home or in school, and
>>they will be made into a book---one for the library and some for their
>>classrooms. This was a lengthy assignment.
>>     I am not sure if you wanted anything pertaining to lit., but after a
>>while, they are sick of the usual library skill stuff. I try to do an
>>intense lit unit for each grade level.
>>Greetings!  I am a full-time media specialist and
>>     part-time freelance writer.  I am also the author of
>>     "100 Library Lifesavers: A Survival Guide for School
>>     Library Media Specialists" published by Libraries
>>     Unlimited (www.lu.com).  I highly recommend this book
>>     for upper elementary lessons, incentive ideas, reading
>>     plans, and organizational strategies.  It's perfect
>>     for new librarians!  I hope this information helps!
>>     Have a great day and good luck to you as you enter
>>     this wonderful, challenging profession.
>>Hi there:  Okay, here goes...
>>     Newspaper facts; split into partners answer questions about the
>>newspaper, pass a paperout to each group and ask general questions about
>>different sections of the newspaper.
>>     Atlas Skills:  Tell the students that they are going on a vacation in
>>Italy, and they are taking a bicycle trip.  Have them list 8 countries
>>could visit on their bikes, without crossing a body of water.  The first
>>challenge is to find the map in the Atlas that shows the different
>>that neighbor Italy.  They also have to tell me what direction the
>>are from Italy, i.e.  NW or NE.
>>     I read Story of Ruby Bridges as a read aloud.
>>     A Cage It, Wear It, Eat It, Plant It Activity.  I give them a list of
>>words, and they must look them up in the dictionary with their partner and
>>then decide which category it fits in, Cage it, Wear it, Eat it or Plant
>>   I do this with 6th grade also, just more difficult words.  **don't
>>to make sure the words are in the dictionaries you're using!
>>     I read Pink and Say by Patricia Polacco aloud.  I get choked up each
>>year!  :)
>>Read to them.  Right now I am reading Owls in the Family by Farley Mowat.
>>They really like to be read to, and it is good for them to listen.
>>I have the students learn the basic idea of the dewey decimal system and
>>then make either a poster or an overhead for that section.  I have hung up
>>the posters in their appropriate spot.  I tell them, and I do believe,
>>they are teaching the younger students understand the arrangement of
>>non-fiction materials.
>>     I also do lessons learning about and exploring various reference
>>We study, in addition to a review of the encyclopedia, atlases, thesauri,
>>and almanacs.
>>I have my 5th graders for 45 minutes, once a week. We have just finished
>>a unit of Cinderella variants. We list the components of the basic
>>well-known Cinderella story (ie. glass slipper) together on the board -
>>corresponds to a small worksheet I have made up that they will use  when
>>they read stories on their own. I check out as many Cinderella variants as
>>can get my hands on from the public library and other libraries in out
>>district, as well as our own copies. They read and work independently
>>contrasting and comparing versions. One class has just completed their own
>>version. One boy cast me in his story as "Bookerella"-it's a hoot! I also
>>read a spoonerism version that I found in a Judy Freeman book called "Hi,
>>Librario". It is absolutely hilarious - we do it as a choral reading.
>>Anyway, that's it in a nutshell.
>>     In the winter months we do a WWII unit. They research an important
>>event, or person from WWII. Some make artifacts from their research,
>>do posters, papers, collages. One option also is that they become a WWII
>>personage. Then we have WWII museum day and the kids dress up as their
>>person,  having memorized a short speech about themselves, to perform.
>>have a button which can be activated - ala wax museum type presentation.
>>was a HUGE success with kids, parents, and teachers. On that day all of
>>projects are on display in the library. A very neat time.
>>     Get the booklet "Explore the Library". It's put out by Scholastic.
>>look for books that integrate subjects with literature. They're out there
>>I do a short unit on fables. It is really language arts and not library
>>related, but it introduces another genre and we get to read "Squids Will
>>Squids" by Jon Sciesczka (sp?). Then the kids write and illustrate their
>>I believe it is time to start utilizing those lessons you have
>>     taught the 5th graders into actual research projects in relation
>>     to their classroom curriculum.  This should keep you busy for
>>     the remainder of the year.
>>Integrate your basic research lessons into a research project based
>>on a classroom unit in science or social studies.  Walk the kids through
>>entire process and create a neat  final product/assessment which could be
>>technology oriented.  Example - our fifth grades study American History
>>explorers to Reconstruction.  In the fall, we do a very thorough research
>>project on the lives of the colonists/history of the colonies.  Project
>>includes locating resources, notetaking, summarizing, checking facts,
>>bibliography.  Then each student creates a PrintShop trifold brochure
>>"advertising" his/her colony to encourage new settlers to come.  In the
>>winter, we do a Revolutionary War battles/people project.  In early
>>we play an Oregon Trail simulation game (not on computers) and research
>>pioneer life.  In late spring, we'll be developing a Civil War project.
>>science, we do inventors, simple machines in fall and energy sources in
>>spring.  This year, we may also do a biome project.
>>                                   \\\\\|/////
>>                                   (  o   o  )
>>                                   Wendy Morris
>>                                 Fifth Grade Teacher
>>                               tlbreezy2@hotmail.com
>>                                   oooO  (    )
>>                                  (    )  )  /
>>                                   \  (   (_/
>>                                    \_)
>>Get Your Private, Free E-mail from MSN Hotmail at http://www.hotmail.com.
>>Share information about yourself, create your own public profile at

Get Your Private, Free E-mail from MSN Hotmail at http://www.hotmail.com.

Share information about yourself, create your own public profile at

All postings to LM_NET are protected under copyright law.
To quit LM_NET (or set-reset NOMAIL or DIGEST), send email to:
listserv@listserv.syr.edu   In the message write EITHER:
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.html
 See also EL-Announce for announcements from library media vendors:

LM_NET Archive Home