The attachments did not work so here is a lists.
For my kindergarten classes, I lay books out on the
> tables, and I start with one section like fairy tales
> and let them take books from the shelves there. I
> stand there and supervise, and they use paint sticks
> to mark where they have taken a book from in case they
> don't want it and decide to put it back. After a week
> I pick another section (like dinosaur books) and
> slowly we cover the whole library. This helps them
> learn location, but they may also take from the books
> laid out on the tables. It's chaos at first, but they
> learn.
> ++++++++++++++++++++
> How about having them chose a book that is a specific color...today we
> chose only books with
> a blue cover, or red, or....you get the idea. You could make a big crayon
> box display with
> large paper crayons in it, and have the person of the week (if your
> school/class does that) pick the color for the book that week. or how
about
> chosing a book from just the bottom shelf ( really hard on your knees
when
> you have to put them all back!) or from the top shelf. etc.
>
> I have also taken book covers and glued them on to tag board and cut them
up
> into square puzzle pieces. I store them in those pencil zipper pouches
that
> go in binders. When kids come in you could have selected books with
puzzles
> in the box for them to do quietly.
> ++++++++++++++++++++++++++++
> I preselect for my first graders at beginning of the year. Luckily I
> have two book "trucks" that have only 2 shelves and the shelves are
> angled down so that books won't easily fall off. For a week or two, we
> discuss care of books etc. I explain that selecting from the shelves is
> something only "big kids" can do as they must learn how to replace books
> etc. I create shelf markers for 1st graders from heavy
> construction/tagboard/poster paper. I let each child decorate his/her
> shelf marker (the name is on marker).
> Then we practice selecting from the carts and using shelf markers. For
> a few weeks we select from the carts. Then we move to the shelves and I
> let them select from an area about 6 ft. long. If they are leaving
> shelves a mess, we look, talk about it etc. Finally we graduate to the
> entire E section, and from there to the entire library. I make a big
> deal out of each step in the process and it is a "great day" when they
> can go anywhere in the library.
> This is tedious, but it works for me.
> ++++++++++++++++++++++++++++++++++++++++
> As a lesson on "How to read a non-fiction book" I used all the Nature's
> Children books that we had. Simple "new true" style books on animals. We
> talked about 1) you don't have to start at the beginning 2) read captions
> and headings and 3) use the index. Anyway, it really turned them onto
> these non-fiction animal books....
> +++++++++++++++++++++++++++++++++++++++
> I am the media specialist in a primary building. We have 8 kindergarten
> classes, 10 first grades, 7 second graders. and three third graders. All
> the students have been picking from the shelves since the third week of
> school. To limit the kindergarteners choice a little, I have a little
> spinner that the "Student of the Week" gets to spin. On the spaces of
the
> spinner are such things as "Buddy Books" (same book for two students)
> books from the top shelves, books >from the bottom shelves, books with
> people on the cover, books with animals on the cover, colors (if this is
> spun -- a color wheel spinner is spun to choose what color book they need
> to look for.), easy fiction books, or information books. We also use
> paint sticks to mark the books when they are taken off the shelves to
look
> at. When the child is sure he wants the book, he can remove the stick.
> Our first graders get a lesson on finding a book that is "just right"
> for them. I explain to them that they want to find a book that isn't too
> easy -- like riding a bicycle downhill or a book that is too difficult --
> which is like riding a bicycle uphill. A "just right" book is one that
is
> like riding a bicyle on level ground. The children must read for me or
> the teacher or the library assistant. If the book is just right, we give
> them a special bookmark to present to the check-out person. The children
> are then allowed to choose a second book of whatever they want. I use EZ
> book stickers to mark Level one books so that students that need very
easy
> books can find them easily.
Lessons at this level we usually do as games. One the kids enjoy is to
"Be a Book" and get themselves in shelf order. We give them each a "Call
Number" card with their last name letters on it, and have them "organize
themselves" like books. The first time you do it, it's chaos, but after a
couple of repetitions, they get the idea and find it to be a lot of fun, to
"sit on the shelf" like orderly books! It reinforces the idea that books
have an order, and gives them good practice in alphabetizing.
XXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXX
My K-1's love the story apron-we use it while I read the book, then do a
re-telling without the book. I also have them use their powers of
observation-I'll remove a part of the story and they have to tell what was
left out. Sometimes we'll read the book, then use the velcro attachments to
make up a completely different story with the same characters.
I tend to use a lot of props for this age. They remember the story even 3
years later if you have a typewriter for "Click Clack Moo" or make a
newspaper boat for Curious George to ride in when you read the book. Even a
stuffed pig when you read Poppleton will help them identify with the story
better and enjoy it more.
XXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXX
I am in a K-5 school. One of the things I do with my K students is
each, almost each anyway, class we learn a nursery rhyme. I am
amazed that kids don't learn these in nursery school or at home but
they don't. It 's also a nice quiet way to start the class. I like
to read them old favorite books they might have missed such as Strege
Nona or Harry the Dirty Dog.
My grade 1 I read animal stories to in the fall and I use the gimmick
of kind of hiding a clue to what animal I am going to read about. I
also find a good web site (often Enchantedlearning.com) and put the
page up with a picture of the real animal and real facts. I also
sometimes spend a month learning a short poem in the library, asking
for the teacher help in the classroom to go over it during the week.
XXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXX
My kindergarten teachers and I are are quickly working on a grant
request in order to purchase tape copies of the PBS show Between the
Lions. We can copy the episodes from the TV broadcasts but can only
keep them for educational use for 1 year.
Has anyone already written a grant for this purpose or has anyone viewed
a Between the Lions grant on the Web? We would appreciate any
assistance from this terrific group! (we would not copy your grant
without your permission; at this point we would use an already-existing
grant as a guideline for our writing)
XXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXX
I saw your posting on LM-NET and thought I would respond--especially since I
almost live in Hopewell! I am a librarian in Chesterfield County and we
have a database that might get you started. Good luck and have fun!
http://www.vste.org:591/ccpslibrarymedia/index.html
XXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXX
had kindergarteners for a week and a half now for 30 minutes each and =
> > have
> > tried using repetitive type books where the kids can respond: Shoes from
=
> >
> > Grandpa by Mem Fox has been the most successful. They were very funny =
> > when I
> > read The Librarian from the Black Lagoon and Miss Nelson is Missing. =
> > With one
> > group at the end of a long day that is 30 strong, made up of a lot of =
> > kids
> > who haven't yet turned 5, I'm also digging for ideas. If you get any =
> > others,
> > could you send them along? I'll do the same. Thanks. Beth
> >
> > Beth Thompson
> > Media Specialist
> > Eastern Elementary
> > Georgetown, KY 40324
> > t166ets@aol.com=20
> > He who has a garden and a library, wants for nothing- Cicero
> >
> > ---------------------------------
> >
> > Do they check out books?
> >
> > I have kindergarten twice a week for 30 minutes. I read aloud, they
> > check out - time is gone! I read "around the library". First week I read
> > two authors whose last names started with A, second week authors with a
> > B, third week...you get the drift. When I finish the alphabet I start on
> > the numbers. In 36 weeks (our school year) I can cover the alphabet and
> > the non-fiction. It gives them an overview of what's available. Story
> > takes 15-20 minutes, then they have 10-15 for check out.
> >
> > You could do author studies. I do authors in first grade - same author
> > for a mon
> >
> > Lots of books with arts and crafts are in teacher stores..
> >
> > If you copy something for them to color make sure you have your name on
> > it "Ms. Oakes read this story to me in library today" Good PR.
> >
> >
> >
> >
> > ------------------------------------------------------------------------
> > Kate Stirk, Media Specialist
> > stirkk@annunciationacademy.org
> > Annunciation Catholic Academy, Altamonte Springs, Florida, USA
> > ACA card catalog on-line at www.annunciationacademy.org
> > ----------------------------------------------------------
> > Janey,
> > Over the last couple of years I've found some themes that work well
> > with k's. They really don't have the attention span for 30 min. of
> > stories, especially at the beginning of the year. I start out with "I
> > Took
> > my Frog to the Library" and we talk about the library. After reading
> > it, I
> > have volunteers act out the story as we retell it. Then we make up some
> > new additions to the story (different animals-what would they do?)
> > I try to have some kind of movement or table activity (coloring, story
> > retelling through pictures, etc) Just bought a new book something about
> > 5
> > minute crafts (it's at school, don't remember the exact title-let me =
> > know
> > if you want it).
> > Other themes that work well with them are : colors (Brown bear,
> > brown bear, lots of others), Mother goose rhymes (had them make a
> > booklet
> > over several weeks illustrating the rhymes), seasons and holidays, book
> > care. Since our school is stressing reading, for the last 2 years I did
> > a
> > letter of the alphabet each week--kids brainstormed words beginning with
> > the letter, then I read a couple of books about things beginning with
> > the
> > letter, then they did a simple craft or table activity). Simple poems
> > that
> > are on charts and you can read to them, then have them read with you are
> > fun (then give them the poem to illustrate and take home to "read" to
> > their
> > family). I have a frog puppet who "helps" me read the books (turns the
> > pages)--seems so silly but the kids love him.
> > Expect interruptions but enthusiasm, too. have fun!
> > ----------------------------
> > I am a media specialist in an early childhood center and in a K-5
> > school. The ECC is set up in learning centers. I usually do something
> > with the whole group (story time and/or music & movement activity) for
> > the first five or ten minutes, and then let the kids choose what they
> > want to do. Visit my website <http://www.milwaukee.k12.wi.us/68th> and
> > check out the media link.
> >
> > At the K-5 school, I handle the kindergarten altogether differently. I
> > don't even take the K3s and K4s. Everything is whole group. There are
> > no choices, because I'm not set up for that. I usually do something
> > with literature (read a book, show a short story on the VCR). Then, I
> > almost always have a craft project relating to the literature we shared
> > (i.e. a Corduroy hand puppet, a sticky tape ladybug...). The children
> > who finish early get to work on the computers or book browse. I do
> > allow the kindergartners to check out books, but we do that at a
> > separate time.
XXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXX
No book check out long class with antsy k's!!!!!! This worked really
> well:
> First we read Pig Pig grows up by David McPhail - boy do they love and
> relate to this they really sit in anticipation and laugh and love the
> story! Then make a circle and ask them each to tell you in turn what is
> something they used to do when they were a baby that they don't do now,
> or something they do now that they couldn't do when they were a baby.
> Give them some thinking time so they come up with original ideas before
> you start. Then after that really enlightening activity - move to your
> tables and have them draw what they want to be when they grow up! You'll
> be astounded! Great fun and a full 40 minutes!
XXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXX
1. Select a Caldecott (perhaps Officer Buckle and
> Gloria). Discuss (briefly) what a Caldecott Medal is,
> what it is awarded for, etc. I would then read the
> book. After reading the book, I was thinking of
> asking them a couple of questions. Then I would give
> them paper and crayons and have them illustrate a
> character or scene from the book.
>
> 2. Fiction/ non-fiction
> _Ask if they know the difference between the two.
> Talk about it a little.
> Take a fiction book about spring and read it to the
> class. Take a nf book and read a couple of passages.
> Then discuss the differences as they relate to the
> books.
XXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXX
Curious George, showing other George titles, talkng about where
> to find George books on the Easy shelves (author is HA Rey, Rey starts
with
> R, so go to the R shelf) and showing a clay-mation video of Curious
George.
> (I'll post the publisher when I post the hit)
>
> Last week we talked about order in the library. Organization is how we
find
> things, like in a bedroom. T-shirts are in one drawer, socks in another,
> underwear in another (always gets a chuckle from the littlies).Our easy
> books are organized in alphabetical order. Each kid gets an index card
with
> an alphabet letter on it, and we make a line, putting the letters in
order.
> We do the same with word cards, then our first names. Then we go to the
easy
> shelves. I show them where the A shelf is, and we point around the section
> to each letter, in order. I show them a book, point out the author, and
ask,
> which shelf did I get this from? (I make sure I pick a book that is on the
> correct shelf). Then I tell the students to pretend they are authors, and
> they must find the shelf where their book would be. I tell them to find
the
> shelf that has the letter that starts their last name. I ask each kid what
> is your last name, what letter does it start with, and are you in the
right
> place? We have a good time with this, and they like to come up afterwards
> and ask for the letter for their favorite books.
XXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXx
North Carolina has a great web site called LearnNC at
http://www.learnnc.org/.
It has a lot of very useful lesson plans on it by grade level. I would
recommend giving it a look. Go to For Teachers, then Instructional
Resources and then Lesson Plans and Web Quests.
=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-==-=-=-
All LM_NET postings are protected by copyright law.
To change your LM_NET status, e-mail to: listserv@listserv.syr.edu
In the message write EITHER: 1) SIGNOFF LM_NET 2) SET LM_NET NOMAIL
3) SET LM_NET MAIL 4) SET LM_NET DIGEST * Allow for confirmation.
LM_NET Help & Information: http://ericir.syr.edu/lm_net/
Archive: http://askeric.org/Virtual/Listserv_Archives/LM_NET.shtml
LM_NET Select/EL-Announce: http://www.cuenet.com/archive/el-announce/
LM_NET Supporters: http://ericir.syr.edu/lm_net/ven.html
=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=--=-=-=-=-
LM_NET
Mailing List Home