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Part III: Thanks you to the many who either commiserated with my situation, or offered suggestions and websites for activities. I was overwhelmed with the response. I have ommitted the names from the replies, as I did not ask for permission to post. Fifth graders are an interesting bunch, aren't they. Unless you have some skill that you are required to cover, why don't you do what I do with my middle schoolers. I show lots of videos. I either show something related to what they are studying in English or Social Studies, or I show videos of classic literature they may or may not ever read themselves. I do some Twilight Zones with 7th grade when they read a Rod Serling story. I also show Red Badge of Courage to 8th grade when they are studying the Civil War. Sixth grade I show Where the Red Fern Grows, 4th grade The Secret Garden. My fifth grade schedule has changed this year, and I hope to show them Shiloh. With 30 minute periods once a week, it takes a long time to get through one, but they seem to be interested for the most part. I give detentions if they don't pay attention. I remind them that it's my time, not their time. Good luck. 1. I have used literature such as comparing Three Little Pigs with Three Javelinas or True Story of Big Bad Wolf - and had students make a Venn diagram - compare and contrast. 2. Story Tree - worksheet with outline of a tree..centered in the tree - top line: Main character 2nd line: Two words that describe main character 3rd line: 3 words that describe where the story takes place (setting) 4th line: 4 words telling what the main character wanted in the story 5th line: 5 words that tell what happened that stopped the main character from getting what he or she wanted in the story. 3. I've used keywords in a story and made "word searches" - they are crazy about them - www.discoveryschool.com (puzzlemaker) 4. Use a common fairytale like Little Red Hen - after reading the story, focus on one character, like the dog, and on overhead or group activity or chart paper, write a story in defense of the dog's actions. Try to convince the hen that the dog deserves a slice of bread. This can be fun. 5. Z Was Zapped - as a response to the story, the class generates a list of describing words about their class beginning with each letter of the alphabet - on chart paper for display. Maybe start with Z and go backwards - can be long though. I copied these from a course I took earlier - they do work though. Let me know if you get any good ones - I'm always scratching my head, too. My problem is that they also check out books during the 30 minute period – my time is short. I have found that making color transparencies from well illustrated books that interest kids this age allows me to read aloud to them and keep their attention. There are some wonderful picture books of greek myths that are well illustrated. Also some cool biographies. Last year I had a group of fourth graders that were a handful. In the spring I had them work on a research project about the presidents. They really enjoyed the project and they learned a lot too! I began the unit by reading aloud _So You Want to be President_, which they loved. Then I introduced the project and had them pick partners. One of the stipulations was if they were not productive they would work alone to produce their own poster. The kids randomly picked their president from a can just to be fair. My clerk set up file folders (1/president) with pictures of the president in it. She also photocopied the presidential seal in different sizes for the kids to use. I'm attaching the sheets I used. Feel free to modify them if you choose to do this project. Good luck with the rest of the year! Empathy abounds. I have 26 third graders that are about the same, only smaller. ;-) If you have the opportunity to group them three to a computer, here are a couple of things. The Cyberchase logic puzzles might occupy them for awhile. http://pbskids.org/cyberchase/games/logic/logic.html and "other math related games are found here": http://pbskids.org/cyberchase/games.html How about some type of scavenger hunt (Found in lots of media help books...at public library for card catalogs, etc.) for specific authors, titles, pages: how many in a specific book.Have them work in groups and one at a time while the others search for the books you have for the answers in the books. For example: how many pages in the book "Memory Boy" or who is the publisher of the book MB or what is the PP: place of Publication of that book....Just grab some titles of books that you have -20 or so and have the kids work in groups: First one done/all correct: stickers, bookmarks CANDY, etc.... Or do a Jeopardy type game for answers in their index of their social studies book they bring to class....whatever... I was having the same problem with my 5th and 6th grade classes. Now what I do is get iwth the teacher at the beginning of the quarter and explain the lessons I will be teaching in the library class and then any work we do in the library will be assigned to a subject in the classroom for a grade. Such as we are doing almanacs right now with the 5th graders and a grade will be put in the teachers grade books for Social Studies and Science. It has helped me get the students serious about what I teach them and the teachers know exactly what I am doing with their students. I have very similar problems with my 5th grade, but fortunately, I do give a library grade, which helps. So far they've gotten really excited about: R.L. Stine - he has a great website called thenightmareroom.com; has a great online story you can print out and read aloud to them; it also has lesson plans to help them write their own stories. You could do a contest with a book, gift certificate, or big candy bar as a prize. (Mine love candy!) J.R.R. Tolkien - show the animated "Hobbit" or "LOTR" J.K. Rowling - I found an online play you could have the students present; there are also many puzzles and trivia contests available Schwarz - "Scary Stories to tell in the Dark" series--they love to listen to these! I also spend some time telling them where and how I got my degree, other libraries I've worked in, etc. This helps them to see that I"m not just an "aide", but a professional. I also do a collection development lesson, where they're given $100.00 imaginary dollars to spend on any books or videos they want to purchase for the library. Then I give them all the restrictions: must buy this item for a teacher, principal has requested this, certain percentage must be AR books, must buy something for each grade level, etc. It really helps them to see that our job isn't as easy as they think! I teach Dewey by giving them a stack of uncatalogued books, a printout of the 100 Dewey divisions, and then have them try to assign a Dewey number to each book. They think they know ALL about Dewey until they have to actually assign a number. You said you only have 5 computers so this may not be what you're looking for BUT if you can put some of the students on the computers, have them look at the virtual field trips at Field Trips Site. There are some trips on Fierce Creatures, Endangered Species, Sharks, (might keep the rowdy ones occupied). http://www.field-trips.org/trips.htm -------------------------------- do you do things like book talks, reader's theater, or just plain reading picture books to them? You don't always have to present "information" skills. That might help to keep their attention even if you only do that part of the period. I have found that the kids are never too old to be read to. There must have been something in the water supply in 1991-1992(?) as our fifth graders this year are also challenging. They have been that way since third grade!!! I am also on a fixed schedule. Classes are 35 minutes, but I only have half a class at a time. My library is the size of a classroom and 30 kids just wouldn't fit. As for lessons, I used the almanac as you did and am now starting on the encyclopedia. I have three books that I use for worksheet/direct instruction -- LiBeary 4-6 (I hope to replace it next year), Hooked on Library Skills, and another one specifically for fifth grade who's name escapes me right now. I am at home and cannot "see" the name. I also will make up my own encyclopedia scavenger hunt questions. In addition, the kids like the Dewey hunt I do. I write a call number on on index card and then either in pairs or singles they have to match a book to it. The student or students who find the most books in a ten minute period receive a small prize. Whatever is very structured with a definite "end" seems to help with the behavior and control. A couple of years ago I purchased an AverKey computer to TV converter. I sit my kids on the floor in front of the TV and we get on the internet and watch Peregrine falcons and go on virtual field trips, etc. I taught them to use the OPAC this way. I don't use it every time we have library, but it does seem to hold their attention for 15 minutes or so which is about all the time I have for a lesson. With the little ones, I have played games on the Arthur website, looked at the falcons, learned about capybaras (for Hooway for Wodney Wat) and armadillos (Armadillo Rodeo). If you don't have one already, I highly recommend it! How about setting up centers that use encyclopedias. The kids have a set of ten questions (they could work as a team) and then go to 10 different encyc. stations two of which could be at the computer with your on-line one. I've had the kids look at maps, and find all the states that begin with the letter A...go to Antarctica and which countries own what part, etc. You could tie the ten serach questions into the social studies curriculum at that grade level. One of the best things I ever did was purchase a class set of clipboards so that when we have projects like this, they can carry and write on their paper successfully. Hope this helps. I find the kids stay on task and it reinforces both book and computer skills. I have 5 good internet computers too which I use for teaching - like you I find that 5th graders are much more attentive if they can put fingers to the keyboard. I divide my kids in half - half the class gets books, the other half does a computer excercise and then they switch. I'm automated and kids check out their own books. I do "cheat sheets" - step by step directions for what ever I am trying to accomplish that the kids read (following directions is a requirement) so that they can work semi independently. I have them work in groups of two, so I can work with 10 at a time on the computers. I have EXACTLY the same problem. Just today the music teacher and I have decided to collaborate on a research project with students researching famous composers, musicians, etc. Perhaps if you collaborated with one of the "Specials" teachers (as we are called in my school) you could present lessons that do have more meaning, as well as the added "punch" of being for a grade. In my school the classroom teacher is so over burdened and has so little time available, it is easy to see how they are reluctant to jump into collaborative projects that THEY may not really have time to prepare for use. Maybe art, music, PE, computer teachers will be more receptive. Also, most of the teachers in my school will use assignments from library time as a grade - or at least they will allow me to use the threat of such to gain cooperation from students. I hope you will post a hit as I, too, need help with my 5th graders. (I taught 2nd and 3rd for 18 years, so I REALLY have a hard time working with the older kids.) My teachers do give me input on what they are doing in the classroom, but it is still a challenge--too many kids (26 or more) and only 4 computers. One activity I plan to do later this month is a scavenger hunt. I'll divide the kids into teams of two and will give them questions to answer using reference materials and books on the shelves (I'll have to make sure the books are rarely checked out so that they will be there!HA!)--For example, what is the title of the book that has the call # 636.24 GAN? Of course, a friend of mine gave me the idea but since I am a brand-new librarian I haven't had time to create the questions yet. Maybe the archives have some--I haven't checked yet. I don't want each team to have the exact same questions since they'd probably just copy each other. Another thing I do with them that they enjoy is to have them locate books needed by a teacher/team. For example, 2nd grade teachers wanted books on space. I printed out the list from our OPAC and cut it into strips--each person started with one title to locate. We discussed the type of book a 2nd grader might read or use for information, etc. Then they hunted for the books and gave them to me. They seem to like doing things like this--it doesn't seem like work, I guess. If they found the title, they'd get another strip with a new title to locate. Hope this helps and that you get tons of great ideas to share! The kids do like almanac lessons, the worksheets from WA for kids usually focus on stuff of some interest to those world-wise and educationally jaded fifth graders. Doing stuff like scavenger hunts or bingo with the almanacs work also. However, I would sit down with the 5th grade teachers and show/demonstrate that what you do in the library does/can help in their classroom. If you are in the 'planning time provider' loop, you might check with the other specialists and compare notes. You may need to enlist the principal's help in getting the message to the teachers that you are also a member of the faculty. If the teacher is amiable, try working with giving them graded worksheets to work into kids' social studies or lit grade. A low-level collaboration can help also. Send a weekly note to teacher (or grab in the hall) and find topics from the classroom. Work those into the almanac lesson. Kids will make the connection and the prior knowledge helps them focus on the learning. I do a couple different activities that may be of interest to you. Currently I am teaching encyclopedia skills. After some simple activity sheets we move on to an individual mini-research project. I created forms with information for students to look up. (Fourth grade students are working on states and fifth grade on space -- like individual planets, stars, sun, moon, comets, etc.) I have one set of enc. available at each table. They begin by looking up their topic in the index and then to the correct volume. One week they complete the worksheet and then the next week they create a book that we call a flip book. Each page contains a piece or two from the worksheet. They can be creative and artistic but they are still learning facts about their topic. Because I am choosing topics that the teachers are required to teach (or expose) the students I then grade the flip books and give them to the teachers. The teachers are happy and the students have fun. I'll attach a word document showing the worksheet. I also like to do on-line scavenger hunts having the kids practice using Catalog-Plus. I do this in partners because we only 6 computers. While one group is looking on the computer the other students are doing something fun at the table like a word search (either month-related or a library topic). Another thing that I do is an Easter Egg Hunt. I make this a competition between all fifth grade classes. The class with the best time and the most correct answers win. This is done in the spring after we have taught skills using Catalog Plus, encyclopedias, dictionaries, thesaurus, almanac and atlas. We put questions inside plastic eggs and hide them around the library. The students have to find the eggs, figure out what reference source to use, find the correct answer and then put it on the answer sheet. We generally have about 100 questions so kids can answer more than one question. They love racing against all the other 5th grade classes. Lots of fun (and loud)! I don't know if you have a classroom set of almanacs but the kids really enjoy looking at them (the children's version). Lots of pop culture. I let them look through them on the first day and find something they'd like to share with the class. They see all the neat stuff and want to keep looking through. I usually create my own activity sheets because I know what the kids enjoy. I can make them fun and educational. But sometimes you can find blackline masters that are ok. Hope this helps. I know that 5th grade can be a challenge. And without support from the teachers it can be tough. Hang in there and try to have fun! Boy, I could have written this letter. I feel for you and wish I could help, but I am in the same boat. If you get any time, I would love to know the responses you get to this thread. Good luck with your problem, again I wish I could help That age is difficult. I found when teaching a similar aged class at a church school that recruiting the ones with the most difficult behavior to be class assistants - helping you in some significant way - improved the behavior tremendously. For literature, Lord of the Rings is huge with that age group right now – I would investigate available teaching materials for Tolkien's works, especially the Hobbit, which is ideal for 5th graders, and can open up a whole world of compelling literature to them. Having 3 attention deficit children myself, I've found that getting them involved, as you stated, is the key. Works of drama would be another compelling way to draw them in - a couple of my students' favorite lessons were one where I took on the role of different historical figures and dramatically read "my" life stories, and a Hindi play in which each student had to read parts and use paper puppets. Another idea might be a library "scavenger hunt" - in which they had to utilize new research skills to get to different levels that provide small but compelling rewards (small hard candies, gel pens, or some such inducement). Once you channel that energy, you could have a really special class, so hang in there! I find myself in a similar situation -- as do many elem. librarians, I think. I'd love to see a hit on this.Here are some things that work for me: 1. Reading aloud doesn't get done as often in the classroom now. I find really wonderful, usually funny books to read aloud --or maybe just a chapter or two -- such as Squeaky Wheel by Robert Kimmel Smith (the chapt called Meet Phil Steinkraus is a winner) or Anastasia Krupnik, or a whole short book such as Leon's Story (very good for Black History month, too). 2. Lots of "gamey" type things -- On each table, a pile of books with similar Dewey numbers that they have to put in order. After they do this once and are checked by me, they move to the next table for another pile of books, and so on. I usually just do this twice, but if your periods are longer, you could do that. 3. Lots of "extra credit" things, such as "find this book" – call number and title, and if they find it they can take out an extra book. They love this, and so do I! I find that 5th graders, particularly in the second half of the year are getting hormonal, and are sometimes borderline rude, but that's just the nature of the beast. Good luck!!!! One way to deal with the behavior problems would be to use positive methods to reward those who are behaving.That might catch on with those who are misbehaving - if they have some motivation to follow the "few" rules which you must have and enforce. I would also suggest that you talk to the 5th grade teachers and collaborate at what ever level they will allow. Find one teacher to start with and plan some activities to support/extend what she is teaching in Language Arts or Social Studies. Those both lend themselves to library projects/skills. It takes time, but others will come on board when they see the success of this collaboration. It certainly helps if your administrator will carve some time and initiate/encourage the collaboration. The computer teacher and I do our lessons around what the kids are doing in their science classes. It seems to keep their interest much longer than doing a "library skill" and even tho we don't the projects could be graded and included in the science average. We did projects with the human body, the water cycle, microscopes, and an animal slide show. -------------------------------- You probably already know how to play the game, but just in case: When you are viewing the show, just click on the dollar amount The answer comes up, students provide the question then click on the slide to see if they are correct Click on the back button on the bottom right corner of the slide to return to the main screen Any question you have already viewed should then be shown in red I also let students keep score because they are so competitive. You could redo the game and put whatever countries or topics you cover in your curriculum. #834. Battle of the Books Literature, level: Elementary Posted Wed Feb 3 11:51:21 PST 1999 by Nancy ([ mailto:tannerplus@aol.com ]tannerplus@aol.com). MI Materials Required: Lots of good books Activity Time: 4-6 weeks Concepts Taught: Literature appreciation When cabin fever sets in I divide my class into teams of 5 or 6 students and give each student a list of 100 books (this list I came up with has books of varying levels of difficulty but all are books I feel 5th graders should be exposed to). I challenge each team to read as many books on the list as possible. Not all team members must read each book, as you'll see in a minute. They read these books during silent reading time in class and for their 20 minutes per night that are required. As the weeks go by I let the teams meet for 10-15 minutes each week to discuss which books they've read and assign books for the upcoming week. After a few weeks (while enthusiasm is still high)we have a contest. I give a quote from a book (a quote I've selected beforehand that is meaningful) and the teams have to guess which book it came from. Any team that guesses correctly gets a point. We keep doing this, and after a set amount of time the team with the most points wins. Our principal gave $10 to each member of the winning team and a local pizza parlor gave a pizza party to the winning team. Also, an ice cream shop gave a gift certificate for 1 free ice cream cone to everyone who participated. The students were really enthusiastic about it. Even after the contest I found them choosing books from the list that they had heard about and hadn't had a chance to read. Here are a couple of ideas I use: Do you have an Ellison Die cut machine and a die for the United States? I'm talking about the big dies that cut out each of the states in geographic regions so that each state is seperate. I usaully have a huge box of all the state shapes. I use the book Puzzel Maps USA by Nancy Clouse, and then dump a hugh amount of cut out states on their table. They are responsible for creating a picture like in the book. Kids are so creative! I also use Robert Sabuda's website http://www.robertsabuda.com/. I then make pop-up cards with the kids. When you get to the website, choose the Explore pop-ups icon on the bottom, and then choose simple pop-ups you can make. It really is fun! Something I did a few years ago with 4th graders and will probably do again this year with 5th grade is have them make I Spy type books. I brought in a lot of "junkie" type stuff and had them work in groups arranging the things they selected and writing a riddle about it. I then took a digital pic of their arrangement and typed their riddle underneath. I assembled the printed pages in a booklet. They seemed to enjoy it - we'll see how the 5th graders do with it. We have some tough to teach kids too. Good luck! Your 5th grade sounds exactly like mine. I am ending the year with the students doing an I-SEARCH project. Students are choosing topics that they would like to learn more about. They each had to come up with 2 or 3 questions for their topic. Topics include skateboarding, polar bears, basketball players, robots. Their finished product is their own choice, cqn be a report, poster, comic strip, diorama. There are several sites on the web that discuss I-Search. My only requirement is that they follow our Big6 model and keep a weekly journal discussing their progress. This is my 3rd year doing this at the end of the school year. If you haven't seen Mysteries of Research (or Myteries of Research 2) by Sharron Cohen check it out. My kids love this as a wrap up for the year, and it takes two-3 weeks per mystery,. They have to work carefully, consult reference materials (dictionary. atlas, almanac, encyclopedia biographical dictionary). i never have time to do more than one, but they get harder as you go through the book, so you could do two or three very different ones. I always stress the process too, incorporating the Big 6. *********************************************** Wendy Lavenda-Carroll Library Media Specialist Ridgefield Park, NJ Grant Elementary School (T&Th) K-6 Lincoln Elementary School (M-W-F) K-6 wcarroll@rpps.net -------------------------------------------------------------------- Please note: All LM_NET postings are protected by copyright law. You can prevent most e-mail filters from deleting LM_NET postings by adding LM_NET@LISTSERV.SYR.EDU to your e-mail address book. 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