----- Original Message -----
From: <jocollins@earthlink.net>
To: <jksunday@comcast.net>
Sent: Saturday, June 07, 2003 3:59 PM
Subject: 6th graders
Hi!
In the brief time period I have for this activity they don't really do a
scavenger hunt...it's more of a map activity.
I give each student a map of the library with numbers of various locations
on the map.
At each of those locations I have taped a 3x5 card with information written
in two colors.
They are instructed to visit each of the numbers on the map and write
EXACTLY what is written in RED on their sheet of numbered notebook paper.
(They number from 1-27)
They are instructed to READ what is written in GREEN. (On one of the cards
I've written "Mrs. Collins is the most wonderful library/media specialist
and if you are the first person to go to her and say "book" you will
receive a treat."
Most kids are in such a hurry to finish that they don't follow the READ
direction. When the person comes up to me for the treat...I have everyone
freeze and ask how many have #1 filled in. Usually quite a few hands go up
and I tell them if they had followed directions and read the green that
they might have gotten the treat! (In a more generous mood I may just give
everyone who comes up and follows directions a tootsie roll and tell them
to hide it until the end of the period. Then just before we check answers
I ask all the people with TR's to hold them up ... again emphasizing how
important it is to follow ALL the directions.)
As they finish their maps I hand out numbers starting with #1. In
instructions I tell them it is the first person finished with the most
correct answers. To remember they are to copy EXACTLY what is written in
RED.
Usually the person who wins the candy bar isn't in numbers 1-5 ... because
they didn't follow directions.
They are visiting: beginning of the fiction books, beginning of the
non-fiction books, newspapers, encyclopedias, story collection, science,
copier, patron catalogs, they get to go in workrooms that are normally
off-limits to students (this is their chance to cure their curiosity of
what's in there), the book return, the circulation desk, etc. Anything
that you want your kids to know how to find you make a card.
Your cards may vary with the grade levels ... more or less to write...
fewer locations, etc.
It's the first activity they do after orientation and they really enjoy
zipping around the room.
OH...it's also the first time I tell them how I give instructions for
library activities. There are times we're noisy and times we're quiet...
you'll know when those times are because I'll always tell you what's
expected. For this map activity I want each of you to know where different
things are located ... so you may not work together... in fact, the only
people you may talk with during this activity are the adults in the room.
(I have three: my aide, the teacher, and myself) When you've finished you
may sit at a table and talk with others who are finished who are seated at
your table as long as they are the only people who can hear you. They may
also read and check out books ... but the noise level one we really work on
at the beginning.
Most of the kids wander around the room and "bump" into the cards until
they get to the point that they only have a few left. Then they actually
have to "read their map" to find the ones they still need to find so it's
great for map reading practice too.
I also start the tables of students out in various areas of the room and
tell them they don't have to go in order (which the vast majority would
tend to do).
Hope this helps. If you have any questions feel free to email me.
Jo Anne Collins
Van Buren Middle School
Kettering OH
joanne.collins@kettering.k12.oh.us
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