ORIGINAL REQUEST: ( Thanks to ALL who sent me ideas.)
I am looking for new ways to introduce library media center and computer
technology terms and vocabulary----1. non-technology strategies and
techniques ( making games, etc / hands-on) and 2. websites and technology
utilization. I prefer non-technology strategies as I am sure there are lots
of websites plus the jeopardy powerpoint which I am not really wanting. I
have used words/definitions, crossword puzzles and word finds. I want to
make the lessons more interesting. My media center is not arranged
comfortably so I am looking for strategies/techniques where I don't use the
internet/ LCD projectors and the like. Also, lessons that might not involve
the 2 ways just mentioned. Targeted grades: 3-5.
Thank you,
Robert Joyce
School Librarian/Library Media Specialist
Virginia
robert@gcronline.com
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Replies :
1.
I play Bingo with library terms. At first I give the word and the
definition. Next I give the definition and one student raises his/her hand
to tell the whole class the word. THe final game is played silently. Each
child must know the definition in order to win. I give used paperback books
as prizes. the kids love it.
2.
To prepare: Write the word "start" and several vocabulary words on index
cards. Let's say you are using these words: start, almanac, atlas,
dictionary, thesaurus, and encyclopedia. On the back of the card that says
"start", write the definition of one of the other words, say, "almanac." On
the back of the card that says "almanac," write the definition of one of the
other words, say, "atlas." Then on the back of the "atlas" card, write the
definition of another word, say, "dictionary." Keep going like this so that
each card has the definition of a different one of your vocabulary words.
On the last card, write the word "stop" instead of a definition.
To play: Hand out cards to students. The one who has the "start" card
stands up and reads the definition on the back. The student with the word
that matches that definition stands up, says the word (almanac), and reads
the definition on the back of her/his card. And so on until you get to the
card that has "stop" on the back. The kids all have to listen to the
definitions and think about whether their card matches that definition.
3.
http://www.cybersmartcurriculum.org/lesson_plans/#23
http://www.cybersmartcurriculum.org/lesson_plans/#45
and look in guilford county schools there are several there
4.
A. a word wall full of media and tech terms. The more often they see the
words the more apt they are to learn their meanings.
B. This may not be the type of thing you are looking for, but we have a
word wall with all the library terms. It is helpful both for vocabulary
and for those students still working on alphabet skills.
5.
playing bingo? It's kind of fun for the
younger end of your range. I give the definition, and kids have to
find the word. I got the idea from someone on LM_NET (of course!)
and I used this web site to make the cards.
http://www.teach-nology.com/web_tools/materials/bingo/
As the cards were generated by the computer, I copied and pasted them
into Word, and printed them on card stock. You can use any words you
want, from general to specific. I've been thinking about making some
with Dewey categories as a review.
I use buttons as markers, since I have lots of them, but you could
use beans, or just about anything.
6.
Upstart publicatons, (Highsmith), they have a
great game called "Library Lingo" that is just around $27.00. It's like
Bingo and my kids love it. It teaches basic library terms in a fun way,
although it's not totally up to date on technology, unfortunately, but it's
a start! I did it as a review this spring with grades 4 & 5 when we were
getting ready for SOL's and I might introduce it at the beginning of the
year again as a refresher.
7.
Upstart publicatons, (Highsmith), they have a
great game called "Library Lingo" that is just around $27.00. It's like
Bingo and my kids love it. It teaches basic library terms in a fun way,
although it's not totally up to date on technology, unfortunately, but it's
a start! I did it as a review this spring with grades 4 & 5 when we were
getting ready for SOL's and I might introduce it at the beginning of the
year again as a refresher.
8.
made games like bingo and concentration to teach these types of things
before. you could also make some large laminated labels for kids to draw
from a pile and have them attach the label to the correct item or have one
set of kids draw terms and another draw definitions and have them "find" one
another then report back to the class their match. Good luck. I admire you
elementary media coordinators/ school library media specialists.
9.
I've been thinking about using 5-7 areas of the library (tables and
counters) with various reference works and giving the students questions,
then letting them try the different sources. I was thinking atlas,
dictionary, encyclopedia, computer databases, etc. - trying to tailor the
questions to student ability levels. It's still just the germ of an idea,
but I think it could be very versatile.
10.
one method of introducing searching online that is pretty effective. I
usually use this with 4 - 6 graders. When we talk about searching the
internet, I try to get them to focus on what they really need to know. To
introduce the lesson, I have the students grouped in fours (because that is
how many people fit at our library tables.) I hand each group a large index
card and ask them to work together for 3 minutes to come up with as many
terms as they can for the word WASHINGTON. I model for them by saying
George WASHINGTON, WASHINGTON state, George WASHINGTON University. Then I
have them work in groups for about 3 minutes. Usually each group comes up
with about 10 terms. Then I explain that if I am looking for information on
George Washington and just type in WASHINGTON into the search bar, that I
come up with a gazillion hits. Then we discuss how to narrow our searches to
find what we want. For this lesson, I usually ask what will come up if we
type in WASHINGTON and that is their group answers. Then we talk about if we
narrow it to George Washington, but then we will also get George Washington
University and George Washington Carver, etc. Then we talk if we search
George Washington President that we will also get the president of GWU and
the president of the George Washington Historical Society, etc. Then we
finally get it narrowed down by George Washington and the years of
presidency, which is somewhere around 1776 (I don't know off the top of my
head). This is a very discussion oriented lesson but it is very effective
and carries over to all search engines.
11.
I got 6-8 empty gallon paint cans from the paint store. I think they were $2
each. I thought they would donate them to the school, but they didn't. I
labeled each can with large letters - I CAN.
Then I prepared worksheets on the major skills - use an encyclopedia, use
the card catalog,
use the atlas, find books with the Dewey Decimal System, place things in
alphabetical order, etc.
I wrote at the top of each worksheet I CAN use an Encyclopedia
_____________________,
I CAN use an atlas_________, I CAN use the dictionary
_______________________, etc.
After I taught the lesson - verbally - the student completed the worksheet,
putting their names in the blank across the top of the page. I checked each
paper and if the score was 90 or better, I put a large check across the
paper. Then I cut off the strip at the top with the "I Can" line and their
name. THEY got to put the strip in the can. At the end of our lessons, I
took each can and drew a strip out for a free book.
I always liked to give books for prizes!!!!
These cans sat atop the fiction shelves for the duration of the lessons (6
weeks or so). They drew the attention of the other students and I was always
explaining that it was the work for the 4th and 5th graders.
12.
Bingo comes to mind. You could either call out the word (which wouldn't
do more than offer word recognitition) or you could call out the
definition and students would have to think of the term and find it on
their card. I have also done a cooperative learning activity adapted
from the "find someone who..." activity. I make cards for terms and
additional cards for definitions. Colorcode the term cards one color;
the definition cards another color. Then everyone gets one card. They
all stand up. When you say "go" they walk around trying to find the
person holding the card that goes with their card. You could time it
and see if their times improve with more practice.
13.
I found this idea in one of my professional books, and it has worked really
well.
1. Select up to 12 vocabulary words.
2. Print the words in a large font. Make as many copies as you would like so
that each team can have a copy. I like to have a set for every 2-3 people.
3. Choose a different color of construction paper for each team. Cut the
paper in half lengthwise and glue the vocabulary words to the paper.
4. Make an answer key with vocabulary words and definitions.
5. Laminate.
To teach and play the game:
1. Divide the class into teams of 2-3 students each.
2. Give each team a set of vocabulary words.
3. Tell students you are going to play a game with the words and they need
to really focus on the words and meanings as you go over them.
4. Go over each word. Have an example of the word if possible: periodical,
almanac, atlas, etc.
5. Have students find each word and hold it up as you go over it.
Now you're ready to play the game!
You need a white board with the colors of the teams listed.
1. You give the definition of a word.
2. Students hold up the vocabulary word that matches the definition.
3. The first several teams (maybe 3, 4, 5) to hold up the correct word get a
point.
4. Students may have the correct word, but not get a point if they are not
one of the first teams.
5. If a team has 2 words up - no point; if they change the word they hold
up, it doesn't count until they hold up one word; if a team is too noisy -
no point.
Students enjoy this game. When they see it set up, they get excited. Let me
know if you have any questions.
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