I must have missed the original post for this but would like to share what I
have decided to do.
Since the classes generally come in about four times a month, I created a
rotation of four "days", three for the younger classes. The students come in
and check out for the first 10-15 minutes then we meet as a group.
1st and 2nd Grade:
Read Day (I read them stories)
Activity Day (we do fun activities that teach them the library rules,
procedures, and card catalog)
Promo Day (we do a fun activities around a book(s)
3rd Grade:
Read Day (Sometimes I read to them but other times they silent read)
Activity Day (Library games that I have stolen from others or created)
Lesson Day (simply library lessons to improve their use)
Promo Day (Fun activities around books, booktalks, or anything that
promotes reading)
4th Grade is the same as third grade but I revolve everything around the
DDS. Fore example, one dewey number selected and an activitiy around them.
For example 100's we do a whole bunch of optical illusions. The kids love
it!
5th Grade:
Write Day (we do silly little creative writing exercises. It that time
frame don't expect masterpieces. They know I don't worry about spelling or
grammar because it is only a rough draft. My main emphasis is creativity!!!
Read Day (usually silent read or share from write week)
Lesson Day (library lessons)
Promo Day (booktalks and other reading promos)
6th Grade:
Resource Day (We learn about a particular resource that will be useful
in jr and hs)
Resource Activity Day (we do a fun activity around the the resource
learned the week before. Games, scavenger hunts, contests, etc)
Read Day (usually silent reading)
Promo Day
I have found that by using these days, I get to do a little of everything
and they like the routine-ness of it. At first I started it with just a few
of the classes but have decided this year that all will be doing the above.
Dawn VanLerberghe
Librarian
Baraga Area Schools
Baraga, MI 49908
dlvl_02@hotmail.com
>From: Julie Kessler <JKESSLER@WESTRD.ACSD.DCBOCES.ORG>
>Reply-To: jkessler@westrd.acsd.dcboces.org
>To: LM_NET@LISTSERV.SYR.EDU
>Subject: HIT: ELEM: Time Allocation (long)
>Date: Mon, 4 Oct 2004 11:29:00 -0400
>
>Dear LM_Netters,
>Thank you all for your wonderful suggestions about how to allocate
>time in a 40 min elementary period to accommodate all the things we
>are trying to cover. Here they are. Many many thanks to this
>generous group.
>
>I have 45 minute library classes. Students have a two week borrowing
>time so I decided that the first week of school would mark their
>"Book Selection" time, and the following week I do a "read a loud"
>and "Library Skills". The 45 minute time frame is usually much
>shorter if you factor in how long it takes classes to actually make
>it to the library and then clean up before they leave....so really,
>my classes probably are only about 35 minutes. And yes, book
>selection does take that long.....many students just like to
>browse.....some do fool around but you'll get that anywhere.
>Students usually pop into the library and ask if it's book
>exchange week or skills week....but not very often. Teachers are
>really good about it too. I usually send a transaction list to each
>teacher on Monday so student can check to see what books they need to
>return or they can come in and ask.
>
>I have my class time set up the same as yours & had the same trouble.
> So I went to Walmart & bought a kitchen timer. I set it to go off
>ten minutes before the end of the period. When the timer buzzes, we
>immediately stop what we are doing, pick up, find a library book,
>check it out & silently read it until the end of the period.
>Whatever we didn't finish working on, we finish the next time.
>
>I have tried every combination and finally determined that doing a
>book talk/story/lesson first is the best way to get it all in. Doing
>book selection first made it almost impossible to recapture their
>attention. I don't try to do both a story and a lesson. I plan units
>based on what's going on in the classroom curriculum and do either
>story/book talk/OR lesson. That way I don't feel so rushed and I can
>give the kids a few extra minutes for book selection, etc.
>
>I use 25 minutes for a library lesson. Some days this is a book talk
>or story other days it is a skills lesson. 15 minutes is left at the
>end for check out. I don't try and do all things on all days.
>
>Like you, we try to reserve the last 5-10minutes for book selection.
>Occasionally we run long, and then I usually ask the teacher involved
>to let the kids come in small groups or individually at another time.
> This seems to meet the need.
>
>I think you are trying to do too much at each library session. I have
>K-4 and I only try to do two of the three at any given session
>(except K). For 1-4 a skills lesson and then book selection OR a read-
>aloud and then book selection. I try to mix it up but sometimes I
>need several weeks for a skill to be completely covered. My kids know
>that if there is time left after book selection they sit and READ-
>what a concept in a library! For K I often do break it up into three--
>time on the story rug, book selection and then time on the story rug
>again. One of the story rug times is more of a lesson - but sometimes
>it's another story related to the first one, related to the
>curriculum or just for fun-often with some type of quiet
>action built in.
>
>This year I finally started using a timer to limit book selection
>times. It seems to be well received so far. I haven't had to stop a
>child form getting a book, but the timer tells them, GET ONE NOW.
>
>I moved book selection to the first thing and place a mental time
>limit on it. I used to do it at the end of the 45 minute class, but
>I always had the pokey ones and my next class would be waiting at the
>door. (I'm on a Fixed schedule - teacher prep, and I don't always
>have a parent volunteer to assist at check out. Also, I'm not
>automated.)
>
>I find this works much better for me - the students that have already
>chosen their books sit quietly at the tables and read as the rest are
>checking out. After the last one is checked out, I ask them to close
>their books (& their lips!) and then we move to the "Story Time
>Stairs" or do a lesson at the tables, depending on what I have
>planned for that class.
>
>Once or twice I had to cut book selection time for the habitual slow
>pokes - but offered to have them back at lunch time or my Library
>Maintenance period to make their selections. I know the ones that
>are consistently slow, and sometimes I'll join them at the shelves to
>engage them in some conversation of what they are interested in -
>then I make a few "suggestions". I find myself less "harried" this
>way.
>
>
>Perhaps alterate lesson weeks with book read-aloud/checkout weeks.
>When I had fixed scheduling, I would often do this. You did not
>mention how often the students visited, but mine was once a week.
>The kids would have 2-3 weeks of lessons and structured work--early
>finishers got books if time permitted.
>
>Then 1-2 weeks would be a "break" week of just book checkout and SSR.
> I essentially rotated the lessons by grade level-- for instance,
>when 6th grade would have full-period lessons, 7-8th would have
>checkout/SSR. This also maintained my sanity with 600 students per
>week and the other responsibilities in the library.
>
>
>When I did elem, I would have loved to have had 40 minutes for 3-5. I
>had 30. Just a booktalk and selection/checkout time OR research
>lesson and selection/checkout time. Trying to do 3 activities would
>seem to waste so much time in transitioning.
>
>We did 'line coming into library dropped off books, my assistant
>checked in and renewed while I did activity. Then checkout. Some kids
>would select from cart, some roamed or picked from booktalk if I did
>one that time.
>
>Depending on the group's needs (I have K-5) I allow 10 to 15 at the
>end of class for my students to select books from a 40 minute time
>period. I don't know how you fit a lesson and a book talk into the
>first part of the class, I could never do that. I do one or the
>other, you must be extrememly organized! I have taught my students to
>tell me if they just loved a book so I can share that information
>with other students that ask for my recommendations. I do encourage
>the students to ask me for ideas by telling them I have kids that
>tell me about books they love all the time. I guess that is how I get
>away with only doing one or two book talks a year. I just don't seem
>to need them.
>
>I do book selection at the end for just the reasons you stated.
>
>I also have 40 minute periods, but I either read or have the class
>work on research, not both, and then give them time to borrow books.
>Twenty minutes or less is adequate for borrowing especially if the
>borrowers can come at another time individually.
>
>I think you are being overly ambitious, but I give you credit for
>your efforts. I worked for 6 years in a K-5 setting before switching
>to 6-8. With the younger students, and a 40-minute period, I always
>gave the library lesson OR read-aloud OR book talk first, then tried
>to leave 15 minutes for book check. This required a lot a
>modifications and clock watching but worked very well for me.
>
>My classes are also 40 minutes. I alternate between literature and
>library skills activities for the first 15-20 minutes each week and
>leave the rest of the time for browsing and checking out and reading
>booksand magazines. It works well. I don't have time to do literature
>_and_ library skills both, so I do different things on different
>class visits.
>
>I have them get books first...I feel that is most important...
>Then I give them a time limit...count and sit them down...
>
>Its over and done with...they aren't squirmy about what they are
>wanting or needing to do...its done.
>
>
>
>Julia Kessler jkessler@westrd.acsd.dcboces.org
>Librarian
>West Road Intermediate School
>Pleasant Valley, NY 12569
>
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