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Sorry to take so long in posting this HIT-we've all been sick around here. Anyway, here's a beginning compilation of info on "essential middle school library lessons". As long as this HIT is, believe it or not there were a few I couldn't include due to length!!! Thanks to everyone who sent in information! When I get my grid completed I'll send it out so that all this info is put together into one document. Sonja What I'm noticing at both the middle schools is that teachers need to begin teaching research skills and they're starting at square one, especially when trying to teach note taking skills such reading a text for the main idea, the difference between copying and paraphrasing, etc. Spelling is also a big complaint from the teachers. Each lesson, more or less, has a lesson plan with state standards from each subject. I try to collaborate enough so that my lesson correlates to what is going on in the classroom. Unfortunately, I only have each class once a week for a thirty minute period and that has to include check out. What about Big 6 research skills and also how to do smart searching online? Students need to be exposed to this early on so they will be intelligent, well-informed researchers. I am attaching a link to a PP lesson/activity that we often use with 9th graders that has been quite successful and you are welcomed to use it and customize to your needs - you'll find it at the bottom of the page under Library PowerPoint lessons. We have the activity sheets if you need them; just email us. Good luck - it could be awesome to have a class like that if it's done right! > Take the 90 days and do units of study. Some examples might be: > > State Award Book > Newbery Winners > Caldecott Winners > Dewey Decimal System/Non-fiction > Research > genre studies This is the Library Skills Curriculum that I teach to the 6th grades. I've included a description of each unit and the activities used. Since there is no text for this, I teach utilizing my own overhead transparencies, handouts and booklets. I have 9 weeks of two-forty minute classes for each sixth grade class. Notebook: Students are asked to keep a notebook of all graded papers that are returned during the quarter. At the end of the quarter, the librarian will check their notebooks to see if they have kept their worksheets, quizzes and test. A grade is given for their notebook. 1. On-line Card Catalog (one-class) Instruction about how to use the computerized card catalog on the five student computers. 2. Indexing Skills for Print (four-five classes) a. Identifying "keywords" within a reference question. Five of the most common type of reference questions. Worksheet: A list of varied questions; identify the keyword of the number of answers expected to be found. b. Physical format of an index: Subject heading (bold type, all capitals), Subheadings, Hanging Indentions, Page/Vol. numbers c. Additional features used in different indexes, which provide the reader with supplemental information: Abbreviations for graphics, Phonetic spellings, Locations of geographic places, Birth and Death years, Definitions. Worksheet: Using a pre-made sheet (Sampler Sheet) with samples from five different indexes, identify on a worksheet examples of each of the five features as well as the subject heading each is under d. Volume/Paging Numbering Schemes used by different publishers: Worksheet: After viewing and discussing the different examples from encyclopedias and books the students will rewrite examples in English words. e. Cross References: The purpose of Cross References (see and see also) and the physical layout of each. Look at examples found in a booklet provided. Worksheet: Write two new examples of each type of Cross Reference found in the booklet provided. f. Test: Most of the test involves answering questions using the information from the Sampler Sheet. There is a section for identifying the parts of an index (Guide words, Subject and Subheadings, Hanging indentions, Volume and Page numbers.) 3. Reader's Guide and On-line indexes to periodicals (five classes) a. What is a periodical index and why do readers need them for report writing? A video tape is show. Quiz: 5 questions derived from the lesson and the video tape. b. Booklet: "How to use a Reader's Guide Index". Describes the format of the Readers' Guide and the entries within it. Worksheet: Using a xeroxed page from a Readers Guide Index, students identify the parts of the Reader Guide (subject headings, subheadings, cross references, citations/entries, date of magazine and title of magazine) c. Practice locating citations/entries on a pre-selected subject, and identifying the useful information in each entry. Worksheet with space for identifying five different articles from a Reader Guide booklet. ID: title of magazine, title of article, date of magazine, page numbers of article, and if the article has a bibliography, map portrait or illustrations. d. MiddleSearch Plus. This is a monthly CD subscription to a periodical index (similar to Readers' Guide). Using a LCD panel and the computer, instruction is given on how to use the software. e. Microfiche and Microfiche Reader. Periodical Microfiche is examined and a demonstration is given, explaining how the microfiche readers and printers work. 4. Bibliography Creation (four-five lessons) a. Discussing the purpose of a bibliography. Listing twenty different types of media that can have citations placed in a bibliography. Visually looking at examples of different bibliographies. Discussing the rules involving "the", "a" and "an" when alphabetizing citations in a bibliography. Worksheet: Alphabetizing 16 citations, by circling the first letter in the citation used for alphabetizing, then placing a number in front of the citation for ordering. b. Layout of three major types of citations (book, magazine, encyclopedia). Also discuss Internet site citation. Emphasizing order and punctuation. Also an example of an Internet citation will be discussed. Worksheet: Given information about a resource, the student will create a bibliographic citation for each major type. Three students are selected to write their examples on an overhead transparency, and the class discusses the accuracy of the citations. c. Finer points of creating citations: A bibliographic "cheat sheet" is given to each student. Examples of the five most popular citations are given (book, magazine, encyclopedia, microfiche, and Internet). I will explain what the decisions are to be considered when writing citations, when the resource deviates from the simple citation format. Worksheet: True/False; statements about the nature of bibliographies and the "finer points" discussed. d. Practice worksheet: Using the "cheat sheet" and four xeroxed pages from two books, a magazine article and an encyclopedia article, students will create a bibliographic citation for each. 5. Internet site evaluation (one-two lessons) If time allows I try to fit in a two lesson unit on evaluation criteria when selecting authoritative, internet sites. Discussing includes the URL address format, types of domain sites, and the criteria for evaluating (who, what, where, why, how, when). Printed booklets of web pages are distributed to students for them. Each site-booklet will generate discussing about how the criteria is applied to that particular site. 6. Something About the Author (one lesson) Something About the Author is a one hundred and nine volumed encyclopedia used to find report information about children's authors and illustrators. After presenting the types of information found in each article, students complete a worksheet. Each will select one living person from the volume they have, and answer a series of questions about that author or illustrator. Collaboration, Collaboration, Collaboration is the mantra in our school system and I would suspect many schools. I rarely do stand alone library lessons for many reasons but mostly because I believe kids remember more of what you teach when it relates to academic or curricular expectations and also time is a huge factor; why not kill two birds with one stone? Selfishly, I also find the lessons are more meaningful and fun for me to teach as I learn something new about the curriculum areas. Teachers are very willing to have you work with them when they see the value. Just my two cents! I see all reading classes every 2 weeks. I have a library lesson almost every time these classes come in. Students return/check out books, take AR test or do anything required by the teacher, then I teach a lesson--usually for about 20 minutes. This is just my second year of teaching the entire school--but my 7th year at this school. I send teachers the lesson plan ahead of time since I do the majority of the planning and the lesson, BUT I will also do lessons teachers request. I am teaching DDC; catalog; subscription databases; plagiarism; reference books such as almanac, atlas, thesaurus; things like that. I have had teachers ask me to assist them with point of view, figures of speech, and other such things where I can pull appropriate books to reinforce these skills. I plan to have some internet safety lessons this year too--just not there yet. have a fully flexible schedule. Teachers usually just come to the library for research projects. At that time, I usually only have about 20 min to do a quick lesson or review related to the research process. I have been able to invite my 6th and 7th grade reading teachers to come in more frequently for book check out. On those days I do either a book talking session or a lesson on using the library. It is hard to teach research out of context and I don't think it would stick if I did. I may have to start doing some research skills lessons and try to incorporate the topics they are studying in history or science classes. We're in the same boat with the time devoted not just to TAKS but to all of the additional 6 weeks tests and benchmark tests and now our teachers have more and more paperwork to complete on failing students. I'm glad I moved into the library 5 years ago! I have tried and tried to incorporate all the skills I feel need to be taught before my students enter middle school. However, I became very frustrated. Right now, this is what happens realistically. Week 1 Introduce author of the month/ Encourage Reading Incentive (example AR, Texas Blue Bonnet Books etc) Week 2 Library Skill Week 3 Read Aloud reinforcing reading strategies Week 4 Story Telling, Readers Theater. Note. I keep flash cards and quick games that can be played if I need a time filler. I have to do actual library lessons everyday for every class. I have six classes a day (one each of K-5) and they come to the library weekly in 45minute blocks. There is no time for individual library use OR for teachers to sign up to use the library. Everything centers around AR and students finding and reading books on their levels I meant to tell you that I do very few collaborative lessons - usually because I hear a teacher talking about something they are working on or they'll tell me when they bring them in they need to "...". So, my plans are postponed for another day. Also, our county has a library curriculum that we are to go by. Every time a class visits the library, I must teach them some library skill (and it should be high on the critical thinking chart). I never do stand alone library lessons; the literacy skills are incorporated into the subject-area research for ELA, Social Studies, Careers, Health, Art..whatever. Skills KA & KB Skills Covered this Year Some Skills Yet to be Covered Following Directions Sequencing of a Story Book Care Beginning/Middle/End of Stories Finding Books in the Library - ABC Order Computer Vocabulary Call Numbers & Spine Labels Computer Use Book Selection Technology Book Fair - Needs vs. Wants Folk Tales, Nursery Rhymes Book Parts and Vocabulary Books in Rhyme and Wordless Books True vs. Imaginary Books Caldecott and other Award Winning Books Favorite Authors Holiday Stories Alphabet and Counting Books Computer Projector and Smart Board 1st Skills Covered this Year Some Skills Yet to be Covered Following Directions Favorite Authors Book Care - Holding Books Properly Sequencing of a Story Library Arrangement ABC order for Authors Call Numbers & Spine Labels Author Order 1st and 2nd Letter Book Selection - Checkout Procedures Finding Easy Chapter Books Finding Easy Readers Computer Vocabulary Book Fair - Needs vs. Wants Computer Projector and Smart Board Book Parts and Vocabulary Online Safety & Privacy Fiction vs. Non-fiction Books Simple Online Searching Folk Tales, Tall Tales, and Fractured Tales Locating advertisements on Internet sites Caldecott and other Award Winning Books Understanding a simple inquiry method Nursery Rhymes Holiday Stories Biographies Reading Biographies Card Catalog (Computerized) 2nd Skills Covered this Year Some Skills Yet to be Covered Following Directions Shelving Fiction Books-2nd & 3rd Letter Book Care Arrangement of Fiction Books Library Arrangement Creating Fiction Call Numbers Book Selection - Checkout Procedures 2nd/3rd Grade Chapter Book Selection Using Call Numbers to Find Books Computer Vocabulary Book Parts and Vocabulary Online Safety and Privacy Book Fair - Needs vs. Wants Evaluating Websites Fiction vs. Non-fiction Books Using Keywords for Online Searching Caldecott and other Award Winning Books Inquiry method for problem solving Folk Tales, Fairy Tales, and Fractured Tales Sequencing of Stories Visual Card Catalog (Computerized) Graphing Based on a Story Biographies Creating Biography Call Numbers Simple Online Searching Dictionary - Entries and Guide Words 3rd Skills Covered this Year Some Skills Yet to be Covered Book Care Dewey Decimal Classification Library Arrangement - Location of Materials Types of Fiction Books - Genre Book Parts Online Safety & Privacy Arrangement of Fiction Books Subject Category Searching Arrangement of Non-fiction Books Keyword Searching Card Catalog (Computerized) Evaluating Online Sources Book Fair - Needs vs. Wants Inquiry process for research Award Winning Books Reference Books Types of Reference Encyclopedia & Keywords Dictionary - All parts of Entry Index Skills Map Skills Using an Online Database to find Information Computer Vocabulary Creating Biography Call Numbers 4th Skills Covered this Year Some Skills Yet to be Covered Book Care Computer Vocabulary Library Arrangement - Location of Materials Choosing a Search Site Book Parts - Glossary and Index Keyword Searching Arrangement of Fiction & Biography Books Using Internet vs. Reference Books Arrangement of Non-fiction Books Evaluating Online Sources Card Catalog (Computerized) Dewey Decimal Classification Book Fair - Needs vs. Wants Types of Fiction Books - Genre Reference Books Inquiry process for research Types of Reference & Keywords Encyclopedia Practice Dictionary Practice Thesaurus Practice Atlas Skills Almanac Skills Using an Online Database to find Information 5th Skills Covered this Year Some Skills Yet to be Covered Library Arrangement - Location of Materials Online Encyclopedia Arrangement of Fiction, NF, & Biography Online Database - Junior Edition Book Parts Using Skim & Scan to locate information Card Catalog (Computerized) Distinguishing between different Genre Book Fair - Needs vs. Wants Dewey Decimal Classification Reference Books Using Graphic Organizers Dictionary Practice Thesaurus Practice Atlas Skills Almanac Skills Note-taking Skills Big 6 Inquiry process for research Plagiarism/Bibliographies Online Searching Keyword Searching 6th Skills Covered this Year Some Skills Yet to be Covered Library Arrangement - Location of Materials Problem Solving Process for Research Arrangement of Fiction, NF, & Biography Application of Library Skills Book Parts Research Paper & Presentation Card Catalog (Computerized) Distinguishing between different Genre Book Fair - Needs vs. Wants Junior High Preparation Dictionary & Thesaurus Practice Almanac & Atlas Skills Online Searching Keyword Searching Boolean & Wildcard Searching Online Encyclopedias & Dictionaries Evaluating Online Sources Online Database - Junior Edition Note-taking Skills Big 6 Inquiry process for research Check out the big6.com site. There may be some matrixes on that site. I know there are some in the Big6 workshop book. Don't have a grid, but here's what I think is absolutely essential How to use the OPAC, find the call number and then find the book on the shelf. Basic features of non-fiction books and how to use them. (copyright date, index, table of contents, etc.) **how to decide if a website is from a reliable source** (or a book for that matter). I'd say the most important lesson/skills relates to online searching strategies and appropriate citation! Also how to encourage kids to use databases instead of google... -------------------------------------------------------------------- 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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