Hi Valerie (and LM_NETTERS),
Valerie posted: I was wondering if anyone can point me to where I can find
worksheets, puzzles,
activities, etc. about book care for first-graders? I am having trouble
creating
one, and can't find one on-line. Any suggestions would be appreciated.
I have been working with elementary-aged students for over 20 years and have
never ever thought of worksheets for teaching book care! Unless some sort of
paperwork is required by your district or state confirming the kids have
received this training, I would recommend you dump the idea of creating this
sort of "busy work" and find other ways of communicating book care. There
are some great ideas in the LM_NET archives - ideas like using a "book baby"
to discuss book care, or dressing up like a "book doctor" etc. There are
also posters and bookmarks available from library supply companies. Make it
fun for the kids and they are more likely to remember. After all, there's no
point to "knowing" it if you don't practice it! - that's the whole point of
book care instruction, isn't it?
I think the most important thing is to communicate that BOOKS ARE WONDERFUL
and meant to be enjoyed, but they are NOT TOYS (not for tossing, putting on
our heads, dropping, etc.), and, a library is a collection of books that we
"own" IN COMMON - that is, they belong to ALL of us! I remind our students
that TAYPAYERS like their parents have paid for these books (it's so
interesting to see the expressions on their faces when I explain how that
works!) so that we may enjoy them, and keep them nice for those who come
after us - our little brothers and sisters, cousins, and all the other kids
who will follow them - perhaps even some of our own children if we do a good
job! (We have a school with some children whose parents did attend our
school!) I ask them which would they prefer to checkout and read - an old,
junky book that's been mistreated, or one that looks clean and fresh like
new? If we treat them well, they will stay nice!
In the fall, (and as necessary) I work with our kindergartners and remind
first graders that at our school, we hold books with our LEFT hand and turn
the pages with the RIGHT hand (this also ensures they are reading in the
right direction!), from the top corner (using "pinchy" fingers) so that OUR
BOOKS don't get worn or torn at the bottom (near the spine) and have to be
taped. We don't "mash" pages turning them with our palms - we MASH POTATOES
- LAUGHS! (at home in the kitchen! - sometimes I bring a big aluminum bowl
filled with cotton balls and a potato masher to demonstrate - they love
it!). Do we color or write in OUR library books? NO! We color in coloring
books or on scratch paper. We treat books just like babies - babies are
PRECIOUS and so are books!
We keep OUR library books away from pets, younger children, scissors,
pencils, pens or markers, anything sticky or wet (I have samples of hurt
books to show them what happens when a puppy gets a new book, or when a
water bottle in a backpack leaks, etc.). With 2nd graders, I add: We use a
bookmark to mark our place (not pencils, paperclips, not dog-earing the
page). We do not leave OUR library books on the floor - someone might slip
on them or tear the pages with their shoe (which did happen with one of our
books - I had to repair several pages of pictures). Exception - in case of
emergency, like a fire drill - then we place books on floor next to the wall
and walk carefully. (After they check out, our little ones sit along the
wall to wait for their classmates as we do not have seating near the
checkout area). The same policy for their classroom - no library books on
the floor! (In your lap please!).
Of course, accidents do happen, but if we use our books carefully, they're
much likelier to stay nice. I have trained the students to show me any
problems they find BEFORE they leave the library - we repair pages, etc.
then if possible, or they choose a new book and the old one goes to the
"Book Hospital" to get better. I have shared with teachers that if a book
has been repaired or damage noted (might not be repairable), I indicate that
(I have a stamp that says "Damage Noted" which I use with red ink) either
inside the front cover flyleaf, or on the page itself, date it and initial
it, so the child who has the book now is not held responsible for it. I
remind the children that the computer "remembers" who had the book before,
so if they find damage, I can check the records and talk to the prior
borrower about the damage. In our library we have magazines with "hidden
pictures" etc. - we talk about not cutting or writing on "OUR" magazines -
and my teachers came up with a great idea - use a transparency sheet with
dry erase pens to find the hidden objects, then just clean off the
transparency. My teachers are happy to loan the kids these items for the
classroom use. I suggest that at home they ask for pennies, or dried beans
(etc.) to "mark" the pictures temporarily.
To keep books in good condition on the shelves, our 2nd - 6th graders use
shelf markers and are taught to replace books CAREFULLY without pushing
books back. Kinders and first graders make their selections from books I
have placed on a table for them. This keeps the books from being shoved in
and out of the shelves and really, the kids prefer to see the covers of the
books anyway to make their selections. It also gives them some parameters
and helps them to focus and make selections relatively quickly. I start with
the A & B author picture books and gradually work through the entire
shelving area several times during the school year. This way all the books
get seen by the children eventually and they are exposed to the covers of
many books - seeing lots of different styles of art, colors, and various
ethnic groups portrayed. Since very few of my kinders can read, they really
don't get much from seeing just the spines on the shelves anyway. Since I
have started this at my site, our books show much less (unnecessary) wear
and tear. Also, any books that remain unselected on the table after a week
or so are registered in my brain as books that might be weeding candidates,
especially if we have duplicate copies and they are slow movers.
Because "rules" can tend towards the negative, I try to keep the emphasis on
keeping "OUR books" nice. Many children in my school come from lower-income
or recently-arrived (immigrant) families. While some of these families have
great regard for books, many do not, or simply do not have many or any books
in their homes for children - so they do not know how to care for or about
books. Students need instruction and gentle reminders - not busy work! I
hope you have found some helpful ideas - there are more in the LM_NET
archives.
Joanne Ladewig (A.K.A. "Library Lady")
Library Media Tech
Lawrence Elementary, GGUSD
Garden Grove, California
shatz@verizon.net
Never be afraid to try something new. Remember, amateurs built the ark.
Professionals built the Titanic.
Comments are my own and may not represent the views of GGUSD
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