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Thanks to everyone who responded, I got some great ideas. Below is the hit for everyone who asked for it. Katie Farrington Media Specialist, Grades 2-3 Hess Educational Complex Mays Landing, NJ kmfarrington@gmail.com Could you make centers for each of the Dewey groups? put books in each center from that Dewey class. create questions /activities about & surrounding the books? rotate every _____ minutes so each group will have gotten to each center? If space is a problem and you can not create centers in your library, use the tables where students sit. ___________________________________________________________________________________________________________________ I'm not sure where I got this idea from (probably LM_Net) but I have my 3rd graders do posters for the library for each major class. We start by individually going through the thinkquest, "Dewey and the Alien." http://library.thinkquest.org/5002/Alien/alien.htm Then I divide them into small groups. They first browse "their" section to see what kinds of books there are. Then I have magazines and old publishing catalogs to cut up and use. They also can write and draw on them. After the posters are done, they give a short presentation explaining how their poster represents that class. I hang the posters in the library under a title of "Do we know Dewey? Yes, we do!" As a review, whenever we play Jeopardy, there is always a Dewey category. __________________________________________________________________________________________________________________ I like to concentrate on showing students some of the neat books from each section and either read aloud a short one or do a short book talk on several from each section....for example, 000s have Loch Ness, UFOs, Big Foot, etc. Then I explain why these books are grouped here and show them how the OPAC will point them to the exact number where they can find them. I don't really think the kids need to memorize the numbers, just know how to search and that books are grouped by subject. ___________________________________________________________________________________________________________________ Take some index cards and write the call numbers of a book in the section you want them to go to and have them practice finding non-fiction books using Dewey in a "scavenger hunt." Send them in pairs or individuals. This does involve re-shelving on your part at the end of the lesson! Consider using the idea of neighborhoods for the different Dewey major subject headings. "Poetry lives in the 811 neighborhood." You get the idea. Think of the usual non-fiction topics 3rd graders frequent (dinosaurs, animals, pets, drawing, comics, space, military, etc.) and tell them the "address" for those neighborhoods. ___________________________________________________________________________________________________________________ Why don't you try breaking the kids up into groups and having them look in each section and try to come up with categories for the dewey area? This way they would be involved with their learning and they could teach the others. You could fill in what they miss. I am really trying to move away from direct instruction and have the kids more involved as much as possible. It helps them make better connections and they are really motivated. ___________________________________________________________________________________________________________________ I have a lesson I love for Dewey. I divide the students into small groups and each group is assigned a "hundreds" section of the DDS. They go to the shelves and look at the titles and figure out what the BIG IDEA subjects are based on the titles. (e.g. tornadoes, storms, hurricanes = weather) The students then present their section to the rest of the class in the form of a "commercial". I even use my digital camera and record them. That way I can show the younger students as an introduction to Dewey and they can watch themselves and their friends to reinforce what they've learned. Then we play a game to see how much they remember. I don't worry so much that they know what can be found at 636.6 as that they remember that Dewey groups books by subject and can be located by following the correct number. ___________________________________________________________________________________________________________________ I can't rememer all the websites right now and I am not in a location where I can easily get to them but I know I did a search for Dewey websites that have some fun games for the students. I put it on the Smart Board and the kids take turns answering the questions. The kids love it, are having fun, and actually learning something. The kids hated doing worksheets but the minute something is on the Smart Board it is fun. I have even scanned worksheets into smart notebook. The kids love it. What was boring before is not fun. ____________________________________________________________________________________________________________________ I'm doing an activiy on genre with 7th graders this week that you could possibly modify..... There will be 5 paper sacks given to each group- a book inside each one from historical fiction, science fiction, realistic fiction, fairy tale, myths, etc...... Each bag will have a number on the outside and they will classify each book (all in agreement from their table, of course) while using a table we did this week from a powerpoint on fiction genre. They will share their results with the large group. ___________________________________________________________________________________________________________________ I agree that teaching Dewey can be boring. Although I haven't tried this yet, I did read a suggestion for teaching Dewey that I'd like to try. You'll need magazines, posters, glue, scissors, etc. Divide class into groups with each group being responsible for their dewey section. They are to create poster collages showing what type of books are located in their section. Example: Students responsible for 200 Religion can cut out various religious artifacts, churches, mosques, crosses, pope, etc. and glue on the poster. The bonus to this is you have student work to display in your library after they are finished. ____________________________________________________________________________________________________________________ I've played stump the librarian with the students. I get them to tell me a subject and I tell them what the dewey number is. They have caught me only a couple of times. After the students have given me the subject and I the dewey number, I have them go to the shelf to check the answer. The students love trying to catch me with the wrong answer. ____________________________________________________________________________________________________________________ I have a box full of "stuff" related to the Dewey sections. For instance, I have a little stuffed dog for the 600 pet section, a stuffed Loch Ness Monster for the 100's, a little football for the 700's, a big rock for the 500's, a little Italian phrase book for the 400's, etc. I toss them to the students and ask them to put the object in front of the correct Dewey poster. I have some from Demco I put across my marker board. Even my 5th graders like this activity!! Good luck with your lesson. P.S. - I'll also purchased a Melvil Dewey puppet from mimi's motifs on the internet. He is adorable and helps the kids learn the Dewey sections. ____________________________________________________________________________________________________________________ Here's something I've done...after a brief overview, or the 2nd week if I'm just introducing the Dewey Decimal stuff, I have little slips of paper with each hundreds area "000-099", "100-199", etc. and have each kid pick one from a basket, then we all go to where the books are and stand next to our selected numbered area. ...Spend some time studying the books in that area, get an idea of what sorts of things are there. Then each child creates a small (half an index card size) illustration to represent that area of Dewey. Illustration is glued to a poster that I've prepared & labeled (i.e., 500-599, Science & Nature) for each hundreds area in advance. The posters then hang from the ceiling near the books to help all the kids in the school. Some years we put the posters together with rings to make a book for all to refer to. During the first weeks of school I also have the older kids make small illustrations that identify the areas and tape them to the edges of the book shelves to help the younger kids find things. I've bought bookmarks from Highsmith that are pretty basic and simple listing each area by hundred with a short identifying phrase for each area. These are helpful too. I've tried the power point approach and the Caveman story approach and both seem to just lull the kids to sleep!!! I think it's something that has to be addressed and introduced to the kids, but not necessarily drilled into them at the elementary level. I'm always looking for new ideas, so I hope you hear from some creative people. ___________________________________________________________________________________________________________________ As much hands-on as you can. The more I talk to them and explain things, the more kids I lose. I have collected a pile of objects and ask the kids to put them in one of the ten categories (posters I made with kid translations of the subjects in each). It has taken several years to find good objects. Tag sales in the summer get a lot of them. I'll give you a list when I get to school if you want. Maybe having them go to the selves and figure out what is in each division. I give a bag of books (nonfic) with as many different subjects as possible (collected from damaged, too old or donations that I can't use) each bag has at least 10 books in it and I ask each team to create two different ways to put them on a shelf, assuming that each book stands for 5-10 books on the same topic. I start this whole unit with my mind reading performance. I ask a child to pick out a book from a crate of them in the front. I make a big thing of getting in tune with each volunteer (looking into their eyes, so I can align with the brainwaves) and of keeping my eyes closed while they pick a book. When they have a book I ask them the color of the front, the first letter of the author's name, how many words on the spince and oh by the way, what is on the spine label... Then I tell them what the book is about. If some wise guy says I've memorized all the books in the box, I ask him to go to the shelves of the Number section (I refuse to call it "Nonfiction" for a whole bunch of reasons). ___________________________________________________________________________________________________________________ I don't know how good of a lesson it would be for an observation b/c it can get pretty chaotic, but as a DDS review (particularly w/ 3rd grade), a lot of our librarians play Dewey Basketball... 1. class is divided into 3 teams 2. each student is given a very basic Dewey cheat sheet for reference 3. I stand next to the cart of unshelved books (b/c that is usually a good random cross-section) and ask each team member (in turn) what Dewey area the book is from. 4. If the student guesses correctly, his/her team gets one point 5. for a 2nd bonus point, he/she tries to shoot a nerf ball into a wastebasket set several feet away 6. every student gets one chance to guess and one chance to shoot I've also used it w/ 1st grade to identify fiction/non-fiction books. ____________________________________________________________________________________________________________________ Last year I had my third graders make posters for each 100 section of the DDC. They worked in partners and researched a section by looking at the books in the section and then created a collage by cutting out pictures from magazines and putting them on the poster. I also had them label the categories they included on the poster. I don't think that students need to memorize the DDC sections, but they should understand the concept of classification and how to find their favorite books. The kids really liked working on the project. I've been thinking of using clipart, instead of magazines. Sometimes it's hard to find just the right pictures in a magazine. ___________________________________________________________________________________________________________________ I have tried so many, many times to get both dewey and the alpha order of the picture book/fiction sections across. Many tries, no real success until this year, with a new trick. I printed out oversized call numbers, once section only, on cardstock. Each one is about 1.5-2" tall, and 8.5" wide, with large print. I have focused on one section at a time (first was picture books). I have a stack of these. As kids find the right place on the shelf and return to me, I take the one they just used and give them another. I let them go individually, or with friends if they are less sure/want company. Sure signs that this is a better lesson than those I've tried before are: 1) many kids come back over and over until they've run through the whole stack, 2) LOTS of kids enjoy doing this for fun, 3) I have learned some things about what's clear/not from their questions. For example, since my picture call #s tend to be of the form 'E PIL' or 'E POLACCO', I note that the perennially confused often look first at the E, and mentally have trouble moving from there! 'E' of course just means "go to the picture book section for starters". I also had to point out that 'E WIL' is a find for any WIL author (Willems, Williams, Wilhelm). I have pointed out to the kids that as I get new books, I am using the full name, and running it up the spine so that it's all readable. But standard practice (first three letters, since tag was put across the spine) will take a while to change! My paperbacks are in baskets at the start of each letter (they act as guideposts also), because they are all so floppy and thin. So the tags can be 'PB E PEET' or 'E PEET', for example. First is a paperback (in the P bin), 2nd is a hardcover on the shelf, not all that far beyond the P paperbacks bin. This works MUCH, MUCH better than anything else I've ever tried, and I've tried quite a bit! I also point out to the kids that it takes 4-5 cards to get the hang of it, and I ask them to stick with it at least that long. Then the lightbulb goes on, and they want to keep going. :) I will do the same with NF and FIC eventually, then get tricky and mix them all up to send the kids all over the library. :) The teachers have commented on this too, and enjoyed literally seeing the kids get the hang of it. Like so many other things with kids, having even a few who 'get it' and start double-timing it back for a new card generates interest with classmates, and then all of them get into it! ___________________________________________________________________________________________________________________ We make Dewey collage posters. Each group draws a Dewey category and has to make a collage of the kinds of thing you would find in the category. Then they had to present to the class as a whole. (also a great way to use up discarded magazines!) We play Dewey Tag. (this can get loud) I make signs with all of the Dewey categories and place them around the library. I hold up a book and start my 20 sec timer. The students have to quickly go to the sign for the section the book would go in. This is great for those that struggle with the Dewey because they can follow the group. Once the time is up I have someone in each group tell me why the book should be in the section they chose. We get into heated debates about dogs being animals or pets. We play Dewey matchup. I made multiple sets of Dewey matchup cards. Each set contains a card with 000-900 on it and a matching card that lists subjects (and has pictures) that you might find in the category. The students get into pairs or groups of 3 (depends on how many students I have) and play the game. This can also get a little crazy because when the students turn over 400s and have no clue what is in that section, the entire group/pair usually goes to the 400s to try to figure it out. The day I played this with my 2nd grade, my parent volunteer commented that she had never seen her son, Mr. Competitive, so involved in a library lesson. ___________________________________________________________________________________________________________________ cut pictures from many magazines and laminated them and put 25, but you could put any number, in plastic zip lock bags. I gave each bag to one pair ( my groups are usually 2 or 3 in a group ) the kids usually choose their own groups, unless I see a problem there. The objective is for the kids to give each picture the correct Dewey number or the number they think is best. Each picture has a number. So, for example, they would write: #25 cat - domestic animal 636 It's interesting because sometimes the kids think the picture is something other than what I thought it was. Now that won't happen with a cat, but ... It really doesn't matter, as long as their thinking is followed through with the correct Dewey #. Anyway, it's hands on and principals like that kind of thing. The members of the group can discuss their ideas with eachother and take turns being the one who writes etc. ___________________________________________________________________________________________________________________ Hi! I give Dewey lessons to kids in grades 3-5. We start school with an introductory lesson on how to find things in the library. Then I do lessons on fiction and non-fiction. I start with stories that are from someone's imagination and work on that first - getting to the term "fiction". Then I would spend some time on books that are based on fact, and get into the term "non-fiction". Hands on might include a basket with mixed books and sorting them into "stories from someone's imagination" and "stories based on facts".... Scholastic has a new product that has fiction and non-fiction pairings of books that would work for your grade level. I tell my kids that all the books in the library have a Dewey number, just the other day I was explaining that the fiction novels, even though they are located separately, have a Dewey number...854... I asked the kids what category that is...they got it! Literature! These were 5th graders, a bit different for you. As part of that lesson, I copied the Dewey Sheet from one of the workbooks I have. It also has titles on it. You read the titles and figure out its category. So Frogs and Toads would go into Science - 500. If I had some objects, I would think about what category they could go into. a jump rope --- sports a frog --- science, fairy tales a football --- sports a diorama of the solar system --- science a plant --- science a poem about fall ... poetry...literature, connect to science It's kind of the main idea - in the library. I have a list posted in the Library, what category for which 100... 000-099 - General 100-199 - Philosophy.... That way the kids can look up books in an interest area. My 3rd graders are great! One little boy goes right to the dinosaur section all by himself! Do you have an OPAC - the kids could also do a "finding game" - name two titles by author Seymour Simon, what are the call numbers and which Dewey category are they in? ... They all love getting on the computer! Searching the OPAC is something else they need to know how to do too! ***************************************************** Sometimes, I have a Library Squad to help me sort books. They look through to find the biographies, they look through to find the fiction (those are really easy for me to put away). Then we get out the cards. I put them on a table. 0 100 200 300 400 500 600 700 800 900 Then they sort them into the stacks. Further and further they go, to make it easier to put them away. Take one the hundreds and then sorts them into tens... 0 10 20 30 40 50 60 70 80 90 Then take the tens and sort then into ones, etc... ____________________________________________________________________________________________________________________ For a closure/review, you could play a game like Scavenger hunt. You could form teams and have one student from each team "run" to the shelf that has whatever book/topic you call out. So you could say "Football" and they would need to find the area and then the shelf first. We do this and they love it. -------------------------------------------------------------------- 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. To change your LM_NET status, e-mail to: listserv@listserv.syr.edu In the message write EITHER: 1) SIGNOFF LM_NET 2) SET LM_NET NOMAIL 3) SET LM_NET MAIL 4) SET LM_NET DIGEST * Allow for confirmation. * LM_NET Help & Information: http://www.eduref.org/lm_net/ * LM_NET Archive: http://www.eduref.org/lm_net/archive/ * EL-Announce with LM_NET Select: http://lm-net.info/ * LM_NET Supporters: http://www.eduref.org/lm_net/ven.html * LM_NET Wiki: http://lmnet.wikispaces.com/ --------------------------------------------------------------------