I receive the digest and often have material of interest and do not
reply. However, the above subject got my attention. I have been to
Japan several times and have created a Scavenger Hunt (somewhat like a
web quest) for my students. The link is
http://www.calloway.kyschools.us/Schools/Southwest1/Southwest/SW%20Frame
.html
Then go to SW Faculty, my page Catherine Bright, LMS and on the bottom
of my page is a PDF of Japan Scavenger Hunt. I haven't used it this
year, so no promise on the links, but I have several Japanese links
available and that japan-web for kids is really super, but not easy to
navigate. cb
"At the moment that we persuade a child, any child, to cross that
threshold, that magic threshold into a library, we change their lives
forever, for the better." Barack Obama
Catherine Bright
Library Media Specialist
School Technology Coordinator
Southwest Elementary School
3426 Wiswell Road
Murray, KY 42071
PHONE: 270-762-7345
FAX: 270-762-7350
NEW EMAIL: catherine.bright@calloway.kyschools.us
-----Original Message-----
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[mailto:LM_NET@LISTSERV.SYR.EDU] On Behalf Of LM_NET automatic digest
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Sent: Thursday, March 26, 2009 2:00 AM
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Subject: LM_NET Digest - 25 Mar 2009 to 26 Mar 2009 (#2009-514)
There are 6 messages totalling 430 lines in this issue.
Topics of the day:
1. ELEM: in support of databases
2. Vent: Hours Cut - and to all on thin ice (most of us)
3. Target: Book about root words, prefixes, suffixes
4. Target: Japan Websites 3rd grade
5. Wikis and nervous principal
6. Richie's Picks: REMEMBER LITTLE ROCK
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Date: Wed, 25 Mar 2009 18:55:15 -0700
From: Tina Sherlock <st-sherlock@SHAW.CA>
Subject: ELEM: in support of databases
Hello all,
I'm preparing to make a presentation to the elementary principals in my
=
district in an effort to convince them to purchase a district-wide =
database bundle. It's a screaming deal- $1/student/year and includes an
=
extensive EBSCO collection, World Book's Complete Reference Suite, and =
Encyclopedia of BC's entire database. The elementary principals are =
hesitant to "OK" this deal since they are unable to see how it would =
benefit elementary students (we're on a "school-based budgeting" model =
around here; however, we need full buy-in from the district to get the =
deal). There are plenty of resources available for younger students, =
including Primary Search, Middle Search Plus, World Book Kids and =
Novelist (K-8).=20
Besides proving that the resources are worthy, I am wondering if anyone
=
knows of any research in support of database use in an elementary =
setting?=20
Any comments, suggestions, redirection, or testimonials would be very =
helpful! I need to have this together for Monday the 30th.
Thanks in advance,
Tina Sherlock
Teacher Librarian
Mamquam Elementary School
Squamish, BC Canada
Sea to Sky School District No.48
tsherlock@sd48.bc.ca
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------------------------------
Date: Wed, 25 Mar 2009 22:09:57 -0400
From: Robert <rajoyce59@VERIZON.NET>
Subject: Re: Vent: Hours Cut - and to all on thin ice (most of us)
Well said ! especially the studies/ testimonies reference and last
comment. I really don't believe flexible scheduling (elem) matters one
bit. Oh, we hear it does---success stories galore. I am interested in
knowing how many elementary SLMS with flexible scheduling are on thin
ice
to lose their jobs or have already been informed of it. If there is one
then
there "IT" is !
Robert Joyce
rajoyce59@verizon.net
Virginia---Pittsylvania Co--Elementary
----- Original Message -----
From: "Melissa Techman" <mtechman@K12ALBEMARLE.ORG>
To: <LM_NET@LISTSERV.SYR.EDU>
Sent: Wednesday, March 25, 2009 8:14 PM
Subject: Re: Vent: Hours Cut - and to all on thin ice (most of us)
>I found out 3 weeks ago I will have a job next year at my school. I
really
> think that when it comes to advocating for schools:
> ALA hasn't succeeded.
> WE alone can't do it.
> Studies and testimony can't do it.
> So what works?
> Besides doing your best and supporting learning and making sure you
are
> visible in that capacity?
> Parents and taxpayers - network them, befriend them, include them,
> organize
> them - and plan ahead because many of us will need them.
> If you can show up with a big petition or 200 parents at a school
board
> meeting, you may get results.
> Just because WE value ourselves doesn't mean that administrators will
> support us in this economy. Oh and also, read what Doug Johnson says
on
> this
> and every subject....
> IMHO (tep),
> Melissa
>
>
> --
> Melissa Techman, MLS
> Teacher/Librarian & Curriculum
> Technology Integration Partner
> Broadus Wood Elem. School
> 185 Buck Mtn. Rd.
> Earlysville, VA 22936
> 434-973-3865
> mtechman@k12albemarle.org
> Twitter: @mtechman
>
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------------------------------
Date: Wed, 25 Mar 2009 19:27:51 -0700
From: Victoria Hall <vshall3@YAHOO.COM>
Subject: Target: Book about root words, prefixes, suffixes
I am=A0hoping to find a book about root words, prefixes, and suffixes
kind =
of along the lines of the Brian Cleary books or is there a picture book
tha=
t emphasizes=A0words with prefixes and suffixes? =A0I want to read one
to b=
egin a lesson on teaching root words. Please email me directly with
suggest=
ions.
=A0
Thank you for your help!
Vicki Hall
Elementary Librarian
Springfield Public Schools
vshall3@yahoo.com
=A0=0A=0A=0A
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------------------------------
Date: Wed, 25 Mar 2009 22:40:58 -0400
From: Andrea Koch <kochandrea@MSN.COM>
Subject: Target: Japan Websites 3rd grade
Dear Colleagues=2C
Our 3rd grade has just begun a new unit on Japan. I am struggling to
find =
good websites for them for appropriate information. I have one that is
gre=
at: http://web-japan.org/kidsweb/explore/index.html
Others I have found aren't appropriate or I can't identify the author as
cr=
edible.
Thanks for any ideas!
Andrea Michele Koch
French Road Elementary School
Rochester=2C NY
kochandrea@msn.com
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Date: Wed, 25 Mar 2009 23:17:30 -0400
From: Janice Kowalski-Kelly <jkowalski-kelly@CLEVEHILL.ORG>
Subject: Wikis and nervous principal
Hi,
I am teaching my 5th graders how to create wikis & use them for their
State projects. I have set up rules for use, i.e. positive comments
only,
no personal information, no bad language, etc. Thus far they have been
using them extensively to comment on each others' pages, small chit
chat,
a few "i know who likes you" comments. I invited my principal to take a
look and he's read several comments on some pages that he wasn't happy
with (I don't know which comments) and he's not happy that they are
are using this for social networking and not for collaborating on school
related content. They have just been introduced to this concept
(although
I'm sure most know about FaceBook etc.). I expect them to get down to
business when they begin their research.
I'm a little nervous about this whole thing myself. I monitor the pages
(I
have 110 5th grade students) and delete when necessary and leave
comments
to guide them. The wiki has recharged their interest in doing their
State
projects and I hope this whole idea goes as smoothly as possible. I
would
appreciate any feedback from those who have been in this situation.
Thanks,
Janice Kowalski-Kelly, Library Media Specialist
Cleveland Hill Elementary School
jkowalski-kelly@clevehill.org
"Wherever you are, be there totally."
Eckhart Tolles, The Power of Now
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------------------------------
Date: Thu, 26 Mar 2009 02:00:52 EDT
From: Richie Partington <BudNotBuddy@AOL.COM>
Subject: Richie's Picks: REMEMBER LITTLE ROCK
Richie's Picks: REMEMBER LITTLE ROCK by Paul Robert Walker, National
Geographic, January 2009, 64p., ISBN: 978-1-4263-0402-6
"When asked what the white students thought of her, [Minnijean] gave an
interesting and thoughtful reply: 'They are anxious to find out what we
are like.
They are torn between their parents and their own minds. They just
don't
know what to do.'"
"On Thursday, October 3, a group of white students -- organized by the
Mothers League -- staged a walkout to protest the presence of the black
students
in their school. Although approximately 150 left, about half circled
back and
reentered the school when they realized that fewer students walked out
than
expected. The rest crossed Park Street to a vacant lot at the corner
of 16th
Street.
"There they hung a straw-filled dummy of a black student from a big oak
tree...They danced around it, kicking it, punching it, stabbing it, and
setting
it on fire. As one boy stabbed the effigy with a penknife, a
photographer at
the scene asked another boy standing nearby what he was thinking. 'Oh,
if
that were only a real one!' he said.
"The boy who said it, Jim Eison, grew up to be a historian for two
Little
Rock museums. Forty years later, at a time when there were many public
apologies for the events at Central, he offered an unusual but honest
perspective:
'I was a product of my day and time, and I was acting from my early
upbringing...The sentiment was true.'"
REMEMBER LITTLE ROCK is a powerful story largely told through the
voices of
the black and white students who were at the center of the integration
of
Little Rock's Central High School in 1957. It is filled with photos of
the
characters and incidents that were, for several months, the epicenter
of the U.S.
Civil Rights Movement. Some photos are iconic images while many others
I
had never before seen.
As evidenced by the testimony of these students, there is much to be
learned
here about thinking for oneself and coming to understand the need to
develop
one's own moral compass.
In researching for the book, Paul Robert Walker learned that, "Day
after
day, the Nine faced insults, threats, and physical violence. They
endured
punching, shoving, and kicking. They had spitballs, rubber bands, and
paper clips
shot at them, their heels stepped on by white students walking behind
them,
ink sprayed on their clothes, knives flashed in their faces, and their
heads
and clothing shoved into toilets. Glue and tacks and glass were placed
on
their seats, and their gym showers were turned to scalding hot. Their
lockers
were broken into and their books were stolen or destroyed so often that
many
of them stopped carrying books to school. These were everyday events.
Some
days were worse than others."
And yet, the classroom could become a sanctuary from the ignorance and
violence. Ernest Green, the one high school senior in the group of
nine recalled,
'...Of all the things that have happened at Central, the most
significant
was the friendly attitude that students showed toward me the day of the
rioting.
"'The type of thing that was going on outside, people beaten, cursed,
the
mob hysterics and all of this going on outside...we inside the school
didn't
realize the problems that were occurring and continually students were
befriending us. I remember one case in particular in my physics class.
I was three
weeks behind in my assignments [by time the legal wrangling finally
permitted
he and the other eight to attend Central High], and a couple of fellows
offered to give me notes and to help me catch up the work that I had
missed. I
was amazed at this kind of attitude being shown toward the Negroes.'"
Reading the recollections of the participants, it is clear that lives
are
forever changed through one's being a witness to or participant in
social
change. REMEMBER LITTLE ROCK illustrates how it was that teenagers in
the midst
of creating and recreating their own personal identities stood at the
epicenter of this pivotal event in 20th century American history. It
is a book that
makes it so easy for today's readers to imagine being there, and to take
what they learn from those who were involved in the drama of Little
Rock and
transfer that knowledge to the 21st century social issues that their
own
generation faces.
"'I felt very special at that moment,' remembered Terrence Roberts. 'I
was
aware that something momentous was taking place that morning although
years
would pass before I would truly grasp the overall significance of what
had
happened. This was the first time since Reconstruction that federal
troops had
been ordered into the South to protect the rights of African Americans.
On
that morning, however, my primary thought was that maybe now I would
not be
killed for simply trying to go to school.'"
I love this sort of informational book! Sixty-four compelling pages --
half
of them photographs -- and readers can so easily cruise right through
it and
get so much out of it. Some readers will undoubtedly be interested in
going
on to read Melba Pattillo Beals' WARRIORS DON'T CRY.
Here in California, where American history is studied in the fifth,
eighth,
and eleventh grades, students of all three ages will be engaged and
enlightened by this outstanding, well-researched book about a group of
nine teens who,
in their day, changed the world.
Richie Partington, MLIS
Richie's Picks _http://richiespicks.com_ (http://richiespicks.com/)
Moderator, _http://groups.yahoo.com/group/middle_school_lit/_
(http://groups.yahoo.com/group/middle_school_lit/)
BudNotBuddy@aol.com
_http://www.myspace.com/richiespicks_
(http://www.myspace.com/richiespicks)
**************Great Deals on Dell 15" Laptops - Starting at $479
(http://pr.atwola.com/promoclk/100126575x1219799606x1201361003/aol?redir
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