Thanks to everyone for the replies.
Original Post:
I am working on a writing project and I am looking for examples of how library
media specialists provide instruction and/or support for phonics, word study,
and/or vocabulary in their buildings. I'm also looking for examples of how LMS
are providing instruction and support for Fluency. I'll be happy to post a
HIT!
Responses:
I work with a group of fifth grade students (4 students) and a group of fourth
grade students (8 students) one for a total of 8 periods a week (four periods
per group). It is a part of our reading intervention programs. The program,
Read Naturally, builds fluency. You can find it on the internet if you need to
know more about the program.
I was apprehensive at participating in the reading program, but after almost
two years, I find that I really enjoy it. (I did take a couple of reading
classes toward my master's plus 60 that were helpful in getting more of an
overview about the reading processes.) The fifth day is covered by an
instructional assistant, but I direct the program, do the placement levels,
etc. I also take care of all of the equipment, train other teachers, etc. The
best part of this experience is the fact that I know some of the students on a
more personal level since I see them almost daily for Read Naturally and then
once a week in library class. The other great part of the program is that once
it is up and running each year (and it takes time to place students, teach them
how to use the materials correctly, etc.), there is no planning! I do so much
other planning that it is nice to work in a structured program a couple periods
a day.
=-=-=-=-
I check the teacher's lesson plans for sound of the week then I locate books
that have examples. We read the book, do a variety of activities that include
that sound. This past week with Kindergartners we created the letter Z by
cutting sevens out of a paper. We then sang Where is Mr. Z (from DLK.com) and
then read a book called Zomo. In the song Mr. Z zig zag zooms so I put that in
the story also. When going back to our seats or lining up at the door we got
there by zig zag zooming around the library.
One game that my first graders love is an elimination game. I pull words from
the story with the current vowel sound, or use Dolch sight words etc and write
them on post it notes. I then put the post its on the wall. Students stand in
front of a word they can read ( I check on occassion to be sure they can read
it) I randomly select a word. If a student is in front of that word they must
sit down.
My students are from very low economic homes and many of our students are
learning a second language; many times their lack of readiness for school is
apparent. I feel that it is my duty to work on reading skills with them. So
each grade level we might do phonics skills, vocabulary, and comprehension
skills while introducing reading for enjoyment.
=-=-=-=
Some things I do are Reader's Theater. We will be concentrating on that until
the end of the year. I have a selfish interest in this. It helps all students
with their fluency and the 4th grade students that get really good, can
participate in our daily news program which we broadcast throughout the school.
We also have just started a program called Reader's Toolkit. It gets students
to make connections, text to text, text to self and text to world. They also
create mental images and some other things that I can't remember at the
moment. I am at home now, and on vacation this week, so school is on the back
burner. If you want to know more, let me know and I will get you the
information.
=-=-=-=
For me, the absolute best way to encourage fluency in the LMC is through
Reader's Theater. Library Sparks features an RT script each month which is a
great source.
Also: Read! Perform! Learn! 10 Reader's Theater Projects for Literacy
Enhancement by Toni Buzzeo.
=-=-=-=-
I have put together a few websites for teachers & librarians who want to
reinforce phonics and reading skills (not to toot my own horn, but
hopefully you will find some useful resources):
Role of the Library:
http://158.64.118.6/wr/user/library/English/PhonicsLibrary/Library.htm
What is Phonics?
http://158.64.118.6/wr/user/library/English/PhonicsLibrary/index.htm
Resources:
http://158.64.118.6/wr/user/library/English/PhonicsLibrary/resources.htm
Phonics games for children:
http://158.64.118.6/wr/user/library/English/PhonicsLibrary/resources.htm
Reading Instruction links:
http://158.64.118.6/wr/user/library/English/Reading/teaching%20reading.htm
As far as reinforcing these skills in the library, I mostly try to keep in
touch with the specific skills that each teacher is teaching in the
classroom (letter sounds, blends, rhyming patterns, etc.) and then I try
to read stories and poetry that will reinforce the concepts that they are
learning in the class, but through a "whole language" approach (using
"real literature" instead of the instructional materials they use more in
the classroom). I also provide teachers with books and poems for their
classroom to reinforce those concepts. We also use United Streaming
videos, and there are some good phonics video clips that I use during
library time, and also you can search on Youtube.com for Sesame Street
videos that reinforce rhyming or letter sounds and show those.
=-=-=-=
I use poetry all the time. This is a focus on phonemes and rhyme schemes. I
have a poetry wall that I use with Kindergarten. We memorize poems and post
them on the wall. Always beginning a library time with one of our poems and/or
a new one.
I do lots of things with folklore. This provides rich vocabulary and
figurative language experiences within lessons.
I love doing things like my last rhyming words lesson with kindergarten. We
used Moses supposes his toes are roses. I introduced this along with other
poems. We did lots of fun repetition. Then, I finished the poem... But, Moses
supposes erroneously. Then, I asked them if they knew what erroneously means.
We discussed the context and I explained that words means that "Moses was
wrong."
I use big words all the time with all students. My students know that Ms. Hunt
loves words and looks for really strange words to use. It's kind of our little
joke.
I also strongly encourage read alouds. I am preparing a mini-teacher inservice
where I provide the books and ideas to get teachers reading and modeling in the
classroom. I only have about 1/4 of my faculty signed up, but some of them are
departmentalized Science or Math teachers, so I am encouraged.
_______________________________________________________________
Carl A. Harvey II - Library Media Specialist
North Elementary School - 440 N. 10th St. - Noblesville, IN 46060
317.773.0482 - FAX 317.776.6274 - carl_harvey@mail.nobl.k12.in.us
<www.nobl.k12.in.us/media/NorthMedia/index.htm>
AASL 2007 - The Future Begins @ your library! <www.ala.org/aasl/reno/>
ILF 2007 - Building Community @ your library! <www.ilfonline.org>
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