Ugh! Never start a project at 4am you can totally blow! I was trying
to juggle two hits and somehow may have mixed them up. This is the
correct hit, I hope! Certainly, it is my last attempt at it!
Again, my apologies!
I read books that related to units when I can find out about them.
Otherwise, I read "seasonal" or holiday books, or Caldecotts
when we
study those, or anything related to what I'm teaching. I usually
read
picture books because of the available time, but I try to do one
Newbery.
I have approx. 40 minutes, with about 10 or so for book
selection &
check out at the end, approx. 10 min. for reading & discussion,
approx.
10 min. for lesson.
Lessons can deal with fiction & non-fiction arrangement,
biography, book
care (beginning of school year), award winners, alphabetizing,
using
computer catalog. For last week & this week, I give 3rd graders
a sheet
of paper with one of the Dewey "100s." They each have to find a
book in
that area & write the call number, author, & title (this has
been
preceded by lessons relating to the various numbered areas).
I have each class for 60 minutes once a week. During that time I also
have
book exchange. I follow my curriculum. The only books I read at
the ones
for the state book award program. There are picture books and I
read them
so the classes can be included in the voting. I usually allow 20
minutes at
the end of class for book exchange. It usually takes 5-10
minutes to get
everyone in, books returned, shelved and everyone seated and
ready to begin.
that leaves between 25-30 minutes for a lesson, really not a lot
of time
when you think of it that way. Good luck.
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 3
Objectives:
- have students demonstrate mastery of the terms, concepts, and
skills
introduced, reviewed, and reinforced in kindergarten through
second grade.
- continue to introduce parts of the book
- introduce and teach on-line catalog skills
- introduce and teach encyclopedia skills
- introduce different types of fiction to further develop
students¹ interest
areas.
- review magazines
A. Orientation (2weeks)
1. Library manners and procedures
2. LMC map
B. Location and selection of materials (1week)
1. Fiction
2. Nonfiction
3. Accelerated Reader books
C. Terms and concepts (4weeks)
1. Author, title, illustrator, illustrations,
publisher--reviewed
2. Place of publication, copyright, copyright date--introduced
3. Spine, cover, pages, dust jacket--reviewed
4. Dedication page, title page, copyright page--introduced
5. Alphabetizing--reviewed
D. Book concepts (16weeks)
1. Table of contents
2. Title page
3. Index: especially key words and guide words
4. Glossary
E. On-line catalog skills introduced (6weeks)
1. Booting up
2. Information decoding
3. Searching techniques--author, title, subject, key word
4. Practice locating books in LMC
F. Arrangement of fiction and nonfiction (2weeks)
G. Research(3weeks)
1. Encyclopedia--print
a. Locating proper volume: single and split letter
b. Locating key words
c. Locating information
2. Magazines (2weeks)
a. Locating information
b. Magazine search
H Literature appreciation (20weeks)
1. Caldecott books (1 written report 3rd qt.)
2. Poetry
3. Animal stories
4. Fantasy
5. Realistic
6. Mystery and detective
Third grade:
I see the classes every week in half groups (13 kids) for 45
minutes. The teachers meet with all the specialists at the
beginning of the
school year, in January, and informally throughout the year.
They tell me
what their soc. stu. and lit units will be and we discuss how I
might
integrate the library visits. These lessons account for about
half of the
meetings I have with the kids. The rest of the time I do my own
stuff.
Occasionally I read to them. Usually I choose a picture book
because
they are shorter and have pictures. I choose something that
relates to the
curriculum in some way. Sometimes I read longer books - the
length of
Freckle Juice or Boy of a Thousand Faces. I read folklore. This
year we
read several Cinderellas, the kids also read their own, and we
discussed the
characteristics, what makes a story a Cinderella. I read
Halloween stories,
and other Holiday books on occasion.
I have the kids do a lot of searching in the collection in Third
grade. They have many experiences using the computer. They
compare fiction
and information. They sort books by subject and compare call
numbers. They
have to search for fiction in a series, discuss, put the books
on display.
They find books that show various aspects of Egyptian life. then
we create a
museum in the library and they walk around and look at all the
pictures from
the books. They do worksheets using the computers with a partner
or alone
(we have 6-7 computers for them in lib)
I teach them about using the Animal Encyclopedias (they have a
major project
researching a South African animal)We use the World Books but I don't
focus on the Index in Third. We have a lesson on magazines, another on
children's almanac. They read poetry books and share poems for
several
lessons. We have a lesson on finding/sharing/discussing
Caldecott books. We
read books by the author that will visit each year.
Ideally if I read I allow 15-20 min for story and 10-15 minutes
for
checking out. If there's an activity also, I break it down to 15
minutes for
each segment.
I have 50 minute time slots with our 3rd graders every 6 days.
I let them spend about 20-25 minutes with books selection and
checkout.
The rest of the time we use for lessons. I don't read to them as
often as
I'd like. I feel it's important during 3rd grade that they 1)
learn to
"taste and try on" books to find one they like and can read
(critical book
selection?) 2) Become proficient using the computer catalog to
search for
books by subject, title and author and then 3) use call number
information
to find books on the shelves 4) become proficient using an index
(we do
practice with the World Almanac for Kids) 5) Desktop publishing
introduction -- Basic word processing/editing skills--- this is
our
culminating activity after they work in pairs to find info.
about a
taxidermied species that we have in our library. Then they
publish a
"critter card" telling basic facts about that animal.
Those are my emphases in 3rd grade library curriculum.
If I could, I'd sneak in more on Internet searching, newspapers,
and
magazines (articles vs. advertisements)
This was my first year as a library media specialist, but I taught 3rd
grade for 9
years. First, I have to say that my situation may be very different than
yours because of the Virginia Standards of Learning Tests.
Anyway, I do read stories to them, but for the most part, they are tied
to the
standards they need to know--for example, folktales and Aesop's fables
(because they study ancient Greece). I try to cover as many of the
English and Research standards as seem appropriate for the library. For
example, we used encyclopedias, dictionaries, thesauruses, and atlases
for different assignments. We did a research project on the Olympics.
Those are just some of the topics.
I just finished reading the March 2002 School Library Media Activities
Monthly.
There was a scope and sequence for k-12 information science article in
that
issue.
After several yrs. of committees trying to update our scope and sequence
we
took a totally different approach to our new curriculum document. It
reflects the search process and overall information literacy
skills. We
identified two Enduring Understandings we work toward:
1. The efficient and effective use of information is essential
for
understanding and communicating ideas. 2. Lifelong learning is
built
on a foundation of information literacy. We then developed 7
learner
outcomes: 1) Students will be able to demonstrate an
appreciation of
literature and reading. 2. Students will be able to locate
information
to meet an identified need. 3. Students will be able to collect
information relevant to identified need. 4. Students will be
able to
organize and manage information found in print, non-print and
computer/online formats. 5. Students will be able to interpret
information to generate new understandings and knowledge. 6.
Students
will be able to communicate findings by producing materials in as
appropriate format. and 7. Students will be able to demonstrate
responsible attitudes toward the use of information. Each of
these have
specific indicators but not a list of isolated skills to be
mastered.
For ex. indicators for 1 appreciation of lit include
recognition of how
lit. reflects, examines and influences the human experience, recognize
reading as pleasurable and recognize importance of being a
lifelong
learner. Under 2 locate info. the indicators include recognize
arrangement
and content of fiction, non-fiction, non-print and
computer/online (each
a separate indicator) and define/refine info. need including
formulation of
compelling questions. Under 3 collect info the indicators include
reference to
generating appropriate search terminology, evaluating
advantages/disadvantages of formats (print, computer etc.) distinguish
between relevant and extraneous info, and note taking
processes. Under 4
organize and manage we focus on generating and interpreting
info. in
different display formats (graph, database, spreadsheet, text
and
graphical) and use of specific strategies for organizing
data/info
(a,b,c order, chronological, compare/contrast, cause and effect
etc.) Under 5
interpreting we focus on analyzing quality of data, information
and
sources and applying specific critical thinking and problem
solving
strategies (recognizing patterns, drawing conclusions, making
inferences
and constructing personal connections) Under 6 communicating
the
indicators are create materials in various formats to support
written,
oral and multimedia presentations and apply best practices
related to
content and layout of presentations. Indicators for 7
responsible
attitudes we focus on ethical issues of citing sources and
copyright and
also identify promotion of intellectual freedom.
The same basic processes need to be followed by primary
students as well
as upper grade and secondary students. The sophistication of
resources
used and responses accepted will vary greatly, but the process
does not.
We are in the process of adopting this as a K-12 curriculum for
library
media programs. The title is Information Literacy: A shared
responsibility. Another reason for going this route rather than
a scope
and sequence of specific isolated skills is that it
communicates to
classroom teachers and facilitates collaboration. When ever we
tried to
identify a specific grade level for a specific skill we ran in
to
difficulty because there is such a wide variation in student
background
and ability. Some felt strongly it should be later or earlier.
This
approach provides flexibility for moving students from where
they are to
the next step ahead in terms of mastering the process and
becoming
information literate. Just sharing a different way of looking
at the problem.
I have taught third grade library classes at two different independent
schools (eleven
years' worth). The periods were 40 minutes long in the first school, 30
minutes in my current school. I usually spent the last 10 minutes for
the kids to check out. Right after the activity and before checkout, I
took 5 minutes to go over
who still had books out. In my previous school, the first part of each
class was
spent doing a book talk for an age appropriate book (I did do some
reading
aloud - but more "selling"/book talking a book or genre for them to
read). I
also required them to individually read one biography (each person
different)
I let them choose from a group previously chosen by me - and report on
it (5
min. during the course of the year). They could dress up as the
character or
whatever they wanted to SELL the book and make it interesting to the
class. I
also had Authors' games/Trivial Pursuit type games (can be bought in
catalogs or educational stores; they like these)/ a poetry unit (read
some
poems/talked about authors, different types of poems; they wrote and
illustrated their own)/ a quality video based on a book once every
month/couple months scavenger hunts/and they also had to give a short
report on a nonfiction book of their own choosing. Most of these were in
my
other school.
I have so many other things going on in this first year of my
new job
(collection needs weeding, books need repair, curriculum for 6-8 has
been
written, and automation will happen hopefully next year (I helped
automate
last library), so I haven't done much new with the third grade.
We are on a flex schedule so I rarely read to them. I generally follow
an old 3rd
grade NY library curriculum. They get location skills, dictionary,
thesaurus,
and almanac skills. We so some simple research project planned by the
classroom teacher and myself, booktalk for book reports. This year we
added
test taking skills for our low functioning students. (VA gives a major
state
standardized test to 3rd graders)
Some teachers still l want me to do some reading and I'll mix picture
books
and chapters.
Timing varies, 30min-1hr once a week or more. It depends on what we are
doing.
Regarding reading stories relevant to social studies and/or
library units, I do
this with first grade. Have the teachers give you a list of the units
and when
they are doing them, a major hurdle. Select fiction and nonfiction books
that
coincide with their studies. Ask the students questions about what is
going on
during SS and relate your reading to that. Mix in the other books you
want to
read. If you have to do lessons in the same class period (hard in 30
min),
make it short, one concept stuff. You could alternate a story period
with a
lesson period; story the month of Sept. and skills during Oct.
I read chapters 1,2, and the one about Joe from Sideways stories from
wayside school. I read Chapter 1 from Mrs. Piggle-Wiggle. I read several
chapters from a Pee Wee Scout book. I read one of the easier
"Choose your own adventure" books, choosing which way to go by
show of
hands. I do these books because I figure thirds are just starting to
read
chapter books, and need to know what some series are that they might be
able to read. I have the kids 30 minutes once a week, so I try to read
things
that are self-contained. That way, if a child doesn't want to read the
rest of the
book, he can have closure with the story.
I read Rikki-Tikki-Tavi by Pinkney (I think). I read an
occasional new picture
book if it seem right for third grade. I do some fairy tale videos to
add to the
ones I read/show to K, 1, and 2nd. I also do a big unit on how to use an
index.
I feel a big part of my job is to teach kids information retrieval, and
using an
index is one part of that.
I booktalk genres & Dewey sections (ex: the 500s) & read
folktales
related to social studies units (weather, each continent...)
Timing -- 35 min. 20 min. lesson, 15 min. checkout (often 25 min.
lesson, 5
min + "overtime" checkout!
I teach my 3rd graders for 45 minutes once a week we spend about 15
minutes
checking out books and about 30 on a different topic that I choose. I
have
done snowflakes, quilts, etc. Of course we learn the basics of the
library the
first few weeks. Dewey numbers etc. I love doing units with the kids and
sometimes the art teacher and I coordinate and they have an hour class
and about 15-20 minutes of it is an art lesson on the subject I am
teaching.
I teach how to find things in the library within the Dewey Decimal
System for the first
half of the year and then I do a Caldecott Unit.
I introduce reference material, both written and on-line. Booktalks,
book shares, etc.
Leya Booth, Librarian
Valley Beth Shalom Day School
Sheila Sporn Library
Encino, CA
lboot1@lausd.k12.ca.us
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