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Hi everyone,

I can NOT believe how wonderful this list is!  I feel such a weight  
lifted off of my shoulders because so many were willing to share  
their hard work and ideas.   Some even sent me Word docs with  
complete lessons and worksheets.  Truly an amazing group!

I've excluded names because a few wanted me to and it looks like this  
is commonly done.  Being new - I hope that's ok?

Thank you all so much again!  I'm so glad to have this listserv.


Here are the responses:

     With K's, I first spend a lot of time with procedures and book  
care in September and first day of school books. Then I focus on the  
Holidays each month and try to match my read-aloud to their  
curriculum, like apples, pumpkins, corn, I also do author studies,  
like Ezra Jack Keats and Leo Lionni for K's & 1st, which take several  
weeks.  We talk about what illustrators do and I show them the  
techniques used. Each author study culminates with a video about the  
author or one of his books.  Finally, the students get to be the  
illustrator and do a craft or picture using the illustrator's  
technique.  They love it and both these author's are perfect for winter.

    With 1st, I still go over procedures and book care. I add the  
proper use of shelfmarkers. We do parts of a book and get into  
location, how to find a fiction book by the author, ABC order of  
picture books. That goes on for rest of year.

    I introduce fiction and non-fiction concepts-(Judy Freeman has  
some great lessons in Books Kids will Sit Still For) Now they can  
select non-fiction, intro location of non-fiction, lightly touch on  
Dewey, numbers on the spine in order . . .

I throw in an author study or two, Robert Munsch or Kevin Henkes are  
good, or Tomie dePaola. (just find out what the classroom teachers do  
so you don't duplicate!) I usually have a related coloring sheet or  
some type of worksheet once they select their books, I do a craft  
maybe monthly if it ties in.

For my K groups I read a story, do book sign out, then have a picture  
to color (or draw a flower, cookie - whatever relates to the story).  
Occasionally I give them 'free time' - they may draw, choose a  
picture from my 'extra' box, read quietly, or work on a puzzle. We  
also spend a few minutes talking about how books like to "come home  
to the library" or other related book care / book parts, favorite  
characters (story), other books they have read or heard, types of  
stories they would like to hear.

Grade 1 & 2 students practice lining up in author order (by first  
name of each student), locate information on books (like title,  
author, illustrator & call letters), name parts of the book. Plus do  
things like word searches, color story pictures, make crafts to  
decorate the library (trace poinsettia leaves/petals on colored  
construction paper & glue together).

A primary teacher once told me that the younger the students were -  
the shorter their attention span was; thus they needed 'shorter'  
activities to enable them to stay on-task!  Mostly the younger ones  
seem to learn better by having hands-on activities. Plus they're too  
occupied to get into mischief. If they finish coloring the picture  
too quickly I have them turn the page over and draw something on the  
other side.

There are numerous web sites with free printables that can be printed  
& copied for students to color (plus lots of ideas for activities).

Check the skills (outcomes) they should be learning.

There are a number of links to "Information Skills Curriculum" (some  
have lesson plans included) at:

Virginia standards, & sample lessons plans are available at http:// - the links you  
want are on the right hand side under the picture.

Michigan also has many links to standards (for different states) at

Click on "Library Standards" or "K-6 lessons"

there is a link to a pdf file on library standards

Washington State Standards for Library Media Programs 

includes links to other state standards, goals etc

You can also find a bunch of links to Information Skills Instruction  

Ontario's curriculum is posted at 

Information Literacy (K-12)for BC is posted at http://

Some of our K & 1 classes are very wiggly this year.

I have started to stockpile extra stories, so that I end up

reading to them longer, and minimizing the time after

they have picked out their stories. Because they pick

'em out faster (more randomly...) than the older kids,

and are less likely to actually read them afterward.

If there is time to burn after choosing books, they

tend to get goofy, and go up in volume, which doesn't

work with the computer lab adjacent.

One of my favorites, a do NOT miss with Kinders

(and you could share it with older kids who have

missed it) is Voyage to the Bunny Planet, by Rosemary

Wells. It's a three volume set, about what to do on

those inevitable days when everything goes wrong.

The toughest part of sharing Bunny Planet is finding

the set full-size, because it is out of print in that format.

Post a want on and wait until

it comes up (it will be worth the wait). Meanwhile,

go to the bookstore and read it tiny (it's available in

the small book size).

I like to let kids know about this one early on, just to

help them think (before they need to) about how to

make the tough times easier to deal with. I also let

the kids know that those particular volumes are always

in the library, in case they need them.

The other book I introduce to all of them (to help think

about siblings, and friends) is Do You Know What I'll Do?

by Charlotte Zolotow. Look for the original (now out of

print also), with Garth Williams illustrations. It's magic,

(simple but elegant magic), because so much love for

another person is communicated, so simply. When I

tracked this book down, I shared it with every class at

my school, all the way up to 5th grades. Parents with

more than one child get teary eyed listening to this

one too (so do I).

recently transferred from physical education to library, so I can  
understand your frustration.  Some things I used:  Mr. Wiggles by  
Paula Craig,  The Shelf Elf by Jackie Mims Hopkins (comes with  
activity book).  These are books about book care.  I also do a letter  
of the week collaborating with the kindergarten teachers.  I bring  
objects hidden in a box that begin with that letter.  Take turns  
having students pull them out and talk about what letter it begins  
with, then I read stories that begin with that letter.

Back when I worked with K-1s, I did a lot of reading, found they knew

very few nursery rhymes, did a unit, included coloring a small picture

of favorite rhyme, then made buttons from the pictures.

Also, alphabet games to help them understand how books are shelved in E

or F.

Type simple words or own name in OPAC to see what came up.

Read a fiction (like Millions of Cats) then a simple nonfiction book

about cats or cat care.

Storytelling - Tell Stone Soup, any fairy or folk tale, etc. with

clear, simple props - a kettle with stones - each child can end up

retelling and putting stone in pot.

Be doctor book care - pick up a kid's doctor kit at toy store, find

some damaged books, and do a routine.  They'll love it!

I always had such fun with this group.

I have first, seconds and thirds for 40 minutes.

I find it is easy to do author studies. For example, gather all your  
Arthur books. Fire up the website. Maybe print one or two of the  
coloring activities out and make enough copies for your students.

When the class arrives, ask them if they know who Marc Brown is. Tell  
them he is the author of Arthur. Show them each of the books. Read  
Arthur's Nose - the first one. The story is about an aardvark who  
doesn't like his nose. Being an aardvark was an important part of the  
story. Later on Marc changed the shape of Arthur's face, so he would  
look more loveable.

Maybe read another Arthur story. We love Arthur's Underwear  
(underwear is very funny) and Arthur's Baby. You can stop and ask  
what do you think will happen next, or what would you do if this  
happened to you. At the end of the book you can ask comprehension  
questions, or sequencing questions.

If you have internet access in your teaching area, show off the  
website. Maybe do one of the games together.

Send the kids to get their library books. As they finish (or if you  
have kids who can't get a book) point out the coloring sheets. Done!

I do a similar lesson with Frog and Toad, Jan Brett, Mo Willems, Don  
Freeman, Kevin Henkes, Tomie DePaola, Eric Carle.....

As the years progress and you have collected more and more things for  
these authors it becomes easier and easier. And it's amazing how the  
kids remember what you have shown them.

You can do a similar lesson with Holidays. This is what I just did -  
read a story about Why We Celebrate Thanksgiving. Then read a fun  
one, like Twas the Night Before Thanksgiving. Then watch a short  
video - I have Arthur's Thanksgiving. Get library books, color a  
turkey - done!

Or pick a theme, like Snow, or Goldilocks and the Three Bears.

Right now I'm doing folktales around the world with 1st grade.  I'm  
starting with a world map where they have to color the country our  
story is from.  Then we read the book and do an activity related to  
the story.  That always fills up my 40 minutes.  Our activity is  
usually simple - coloring, word searches, etc.  The kids always love  
"The Five Chinese Brothers."  Some years I do a compare and contrast  
with other versions of the story - The Seven Chinese Brothers by Mahy  
and the Seven Chinese Sisters (can't remember the author)

Use as many language experiences as possible:  finger plays, poem  
recitation (8 lines max), participating storytelling and flannel  
boards.  I use folk tales a lot.  The Little Red Hen is fun for them  
because the choral part of "Not I, said the dog, cow, pig, duck, cat,  
etc" is a way to divide the group.  You can spend 5 min or more just  
practicing the lines and watching for your cue to say the line.   
These things are all important to get students listening, speaking  
and understanding the structure of story.  Look for stories that  
adapt themselves to group, choral response.

I use to search for ideas all the time.  I am doing  
Polar Express with my Kindergarten classes for the next 2 lessons.   
These classes will attend both lessons with their Book Buddy classes  
(3rd grade.)  Now, I only have them for 30 min, instead of 40, but we  
always use 10 min of our time together to look at, find and select  
books for them to check out.  I will share info about VanAllsburg the  
write and artist.  I will read the book while the students are seated  
in rows like riding the express train, and we will discuss wishes,  
dreams and asking Santa for gifts.

The second visit is about letter writing.  I searched vivisimo to  
find ideas for this lesson, and it was good.  I will share 2 books  
that I have on this theme, and then the 3rd grade students will help  
the Kindergarten students write a letter to Santa.  The classroom  
teachers have arranged for 3 adults in our building to answer the  
students letters a la Santa.  It will be a fun time.  Our last Friday  
together before Winter Break will be the fun of watching the movie in  
the library on the Big Screen TV!!

I do 2 or 3 units like this each quarter of the year.  In between I  
do storytime activiites, and we really spend a lot of time looking at  
the shelves learning how to find a good book.

Good Luck, and don't forget to explore the teachers' required  
objectives for your library lessons as well.

With the little ones, I usually do a picture book

story that somehow segues into a very brief library

lesson: care of books (Great website, but you have to

hunt for it, it keeps moving - Animals Should

Definitely Not Borrow Library Books)

At the beginning of the year, I do a lot of ABC books

- talking about the importance of the alphabet for the

library - ABC order on the shelf.

Mother Goose rhymes - kids don't know these.  This

leads to poetry.

I talk about the OPAC and model using it, but I do not

teach it until 2nd grade.

I break down the time:  10 min story, 10 lesson, 20

min book selection and check-out.

I also have curriculum teachers booking the library:

Reading - easy reader book selection

           computer lab:  Bembo's Zoo

           finding author info

Math - counting and number books

and all others - occasionally - for books related to

the unit being studies.  More often, the teacher just

asks me to pull them, but I am making some headway.

One of my favorite units with first grade is Cinderella.  I read  

stories from all over the world as well as some variants.  We compare  

contrast them.  If your collection is not big, there are many  
resources on

line.  This can take 4-6 weeks depending on the interest.

I do Beatrix Potter stories with K in the spring.  We discuss all the


Also, I try to read a fiction and a companion non-fiction.  So for first

grade this week I am doing a Jan Brett (who has an incredible website  

things to color) story, The Wild Reindeer and then I am reading parts  
of a

non-fiction book about reindeer.  We spend a lot of time trying to  

the difference.

When all else fails- read folklore!

You will love K and 1 because they love to hear any story!

You could do an author study or two... for the K's I like Eric Carle,  

Elhert, and Audrey Wood.  You can read their many books, show them their

websites or a video story and study the author for a few weeks.   
Later on

I do ducks in the spring and read several duck/spring books and make a

little project too.

With the 1's  for author study I like Mem Fox... she has a great deal of

stories... and I have an author video of her world and then we talk  

Australia and look at the strange and wonderful animals that live there.

I like to study Lynne Cherry with the 1st graders around April with her

books and Earth Day.

With the Olympics coming up in Feb you have a wonderful opportunity to

talk about the games and Italy.

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