LM_NET: Library Media Networking
>>Okay... here goes!
>> These are the responses (minus the names) I have received. Thank you
>>so
>>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
>>presently
>>(I do have a certification for the library but wanted to teach before I
>>went
>>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
>>that
>>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
>>classes.
>>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
>>a
>>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
>>me
>>with more lessons to keep our kids in the library throughout the rest of
>>the
>>year?
>> Thanks for your time.
>>
>>Responses I have received:
>>
>>What does your curriculum say you should be teaching? (Wendy's comment :
>>my
>>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.
>>http://members.home.net/sdinak/library/splash5a.htm
>>
>>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
>>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 5
>>
>>Objectives:
>> - 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
>>format
>>- 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
>>searches
>>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
>>Number
>>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
>>facts
>>of the war and use a large map of the world. (Who was on which side,
>>where
>>the fighting occured, how the war began.) This enhances the novel
>>studies,
>>leads to lots of fascinating discussions, and gives the students a chance
>>to
>>hear and see some great picture books they might miss. This could easily
>>be
>>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
>>chart
>>of what that genre entails. Then I do a booktalk of books on the
>>students'
>>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
>>to
>>answer from a particular source. Some that I use are Webster's
>>Biographical
>>Dictionary, World Almanac, a CD ROM encyclopedia, atlas, quotation book,
>>etc. They get points for each correct answer. They only get each set
>>once
>>and only get the one class period to get as many correct from that source
>>as
>>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
>>that
>>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
>>encyclopedias.
>>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
>>always
>>accessible, printing vs. copying, correct spelling vs. browsing, getting
>>the
>>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.
>>We
>>had two rounds, so each team got to use each resource. Examples of topics
>>I
>>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
>>days,
>>and getting the correct volume in the print version.
>>
>>hi last year i did a lesson on friendship it was from school library media
>>activities.
>> they had to find three books on the theme friendship and write
>>summaries
>>to them to share. they chose or were given a classmates name and had to
>>find
>>adjectives that began with each letter that described the classmate, used
>>a
>>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
>>groups
>>answers. you can ask a second grade teacher to let your class interview
>>the
>>second grade. students found pictures from magazines that illustrated
>>friendship and made a
>>class collage and hung up book summaries, classmates adjective posters.
>>the
>>kids enjoyed this. i also had students read a fable, and identify the
>>animal
>>in it. then find facts about the real animal and compare them (also from
>>the
>>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
>>if
>>there was information in the book.
>>
>> i also have pictures of native american groups and i have the
>>students
>>answer questions using only the picture- what did they wear? what did
>>they
>>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
>>kids
>>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
>>researching
>>a system of the body, and reporting back to the class what they find,
>>using
>>visuals and speaking.
>>
>>I worked up a web quest on Chris Van Allsburg using Filamentality that
>>would
>>be great for 5th graders. Author studies can be expanded and enriched
>>using
>>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
>>the
>>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
>>kids
>>that we're floating over the top of the library and a giant has just
>>lifted
>>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,
>>what
>>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
>>in
>>front of the table, and three on the floor. Then I have an "X" person and
>>an
>>"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
>>them.
>> Play until you want to stop. I also have a pocket chart that I have
>>filled
>>with diecuts of books with point values on the back. I again use the list
>>of
>>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
>>find
>>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
>>love
>>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)
>>and
>>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
>>history
>>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
>>internet
>>searches. (They take on that role for a performance) We also have a
>>major
>>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.
>>We
>>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).
>>We
>>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,
>>three
>>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.
>>The
>>only criteria, was no violence--like that of video games, movies, TV,
>>etc.,
>>altho Baba Yaga
>>can have some "unethical" ideas (ie. eater of children). Some students
>>were
>>able to start their story. Others needed time to think. We worked on it
>>the
>>following week. Many wanted to take it home to do it. I allowed this bec.
>>of
>>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
>>then
>>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
>>the
>>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
>>they
>>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
>>countries
>>that neighbor Italy. They also have to tell me what direction the
>>countries
>>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
>>it!
>> I do this with 6th grade also, just more difficult words. **don't
>>forget
>>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,
>>that
>>they are teaching the younger students understand the arrangement of
>>non-fiction materials.
>>
>> I also do lessons learning about and exploring various reference
>>books.
>>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
>>up
>>a unit of Cinderella variants. We list the components of the basic
>>well-known Cinderella story (ie. glass slipper) together on the board -
>>this
>>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
>>I
>>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,
>>Ho
>>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,
>>others
>>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.
>>They
>>have a button which can be activated - ala wax museum type presentation.
>>It
>>was a HUGE success with kids, parents, and teachers. On that day all of
>>the
>>projects are on display in the library. A very neat time.
>>
>> Get the booklet "Explore the Library". It's put out by Scholastic.
>>Also
>>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
>>Be
>>Squids" by Jon Sciesczka (sp?). Then the kids write and illustrate their
>>own
>>fables.
>>
>>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
>>the
>>entire process and create a neat final product/assessment which could be
>>technology oriented. Example - our fifth grades study American History
>>from
>>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
>>spring,
>>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.
>>In
>>science, we do inventors, simple machines in fall and energy sources in
>>the
>>spring. This year, we may also do a biome project.
>>
>>
>> \\\\\|/////
>> ( o o )
>>-----------------------------oOOo-----(_)-----oOOo------------------------------
>> Wendy Morris
>> Fifth Grade Teacher
>> tlbreezy2@hotmail.com
>>-----------------------------------------Oooo-----------------------------------
>> oooO ( )
>> ( ) ) /
>> \ ( (_/
>> \_)
>>
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