Getting Your School Library Organized

How is your library labeled for optimal access for your students?  I've chosen the traditional sections in the library (Fiction, Nonfiction, Everybody and Biography) and to help students locate each section easier, I've color-coded the library.  I use this system in library skills lessons and giving directions to locate what they need faster and easier...

Student: "Mrs. Zipp, where can I find books about snakes?"
Me:  "Look for the orange, Nonfiction 500 sign to get started.  They should be near the 590's"

Much of my day is very busy and this color coding really has helped out.  When I do location lessons, I always use the color coding to help.  One of my favorites was with first grade. They had to create a map of the library with a map key.  The colors really came in handy!

Here is link to get the signs I've created.  They can also be used for many other decorating applications. They print out 4"x 6".  Enjoy!  Library Shelf Signs

Fact and Fiction in 1st Grade

I have this fabulous set of books that have both fact and fiction about animals.  They make great beginning readers and come in a range of reading levels.

In first grade, we are learning to take notes from both books and online resources.  The purpose of this lesson was to practice taking notes without copying and recognize when writing is a fact or when it is fiction.  We read one of the books together, I demonstrating the note taking and they provided the fiction statements.

Then it was their turn.  They were first to read the book and look online at our database for more facts.  They then shut the book and exited off the database. They took notes and wrote their own fiction statements.  Here are a few samples from my first grade visitors.

Searching for Pair-It Books

This week in 3rd grade we are using the online catalog to find books that relate by subject.  We are looking for a pair of books, one fiction and one nonfiction.  I used this graphic organizer to help them pair up the books and see how the books relate.

I demonstrated 3 approaches to finding Pair-It books:
     1.  Start with a known fiction book first.  They found that specific title first, dug deeper into the the title details and discovered subjects related to that book.  They then searched for a nonfiction book with the subject they were interested in.
     2.  Start with a known nonfiction book.  They then followed the same steps as above, but looking for a fiction book to match the subject.
     3.  Third they searched for a subject they were interested in and found a nonfiction and fiction book that related to the same subject.

This library skills lesson gave them time to explore the online catalog and find books they could compare.

Words Matter!

4th and 5th grade are the target audience for this word study lesson.  The objective was to encourage students right before their standardized writing test to use more exciting words.  We also were able to compare and evaluate different thesauruses.

1.  I started with sharing apples.  "When going giving me a shopping list, you can't just ask for apples." I gave each student three different apples slices; Granny Smith, Red Delicious and Fuji.  After snacking we discussed how they all taste a bit different.  At my local grocery store (HEB) they have an awesome sign, like a number line, that shows the range of the tastes of apples from sweet to tart.  On the line it shows where the different types of apples fall.  So after the tasting, we talk about how you can't just ask for an apple, you must be specific.

2.  Next, I head to my dry erase board where there is a display of the word line and the word "good" with many synonyms of good.  Using my voice to suggest meaning I give examples of using good in a sentence, but with different meaning.  "I had a good weekend." I make sure one sounds like it was a fantastic weekend and one that was not so great.  We talk about how when talking we can kinda change our voice to give meaning, but what about in writing?  When we write we can't hear the voice, so we have to be pickier about word choice.  That's were synonyms come in.

3.  They all get out a thesaurus and look up the word "good".  We look at different features; list of words, definitions, word used in sentence, etc.  We look for the words on my chart and look for clues as to the meaning.  Looking up acceptable, for example, will show you that it means to meet minimal standards.  We place this word on the weaker, or not-so-good side of the word line.  We look up marvelous and find it is very good, excellent.  We move that word to the better, or stronger side of the word line.  

4. After looking up a few words together, we get out the online version of a thesaurus.  I like to use the Dictionary App or www.dictionary.com.  We try several more words together, finding how the different features of the online version make it much faster to find words and clues to their meaning.

5.  Next, the groups get their own set of cards and word line to justify where the words should be on the word line.  There are many great discussions going on at this point.

 

6.  As groups start finishing, I stop all and show them how to use www.wordle.net.  They take each word on the word line and assign a number starting at the weaker end with 1.  They then type each word into Wordle how ever many times indicated.  The result is an amazing display showing the strength of that word.  

7.  At the end, I take the lesson back to the apples.  "Words matter.  You can't just ask for an apple.  When you are writing you can't just say good.  Be more specific, let the reader truly understand the message you are writing."

You can find the printouts for this lesson here.

Kinders Learn about Dental Health and Animals

To help promote dental health with Kindergarten, I choose to read Doctor De Soto by William Steig.  Of course I had to get more than just a read aloud in, so with this lesson I promoted award-winning books, an author and a bit of research and critical thinking.
This 30 minute lesson progressed as such...
1.  First a general look at the book, the award it won and a promotion of other books by the same author.
2.  Next, I read the book while we predicted along the way, talked about the big story problem and discussed what the different animals ate that were presented in the story.
3.  At the end of the book, I went back to the animals that were treated in the story and suggested that not all animals would be welcome, as indicated on Doctor De Soto's sign.  We discussed the differences between meat-eaters and plant-eaters.  I had previously introduced them to our online database (Worldbook Online) so again suggested we log on and see what other animals Doctor De Soto would be willing to treat.
4.  With pre-selected pictures of animals, we predicted with a raise of hands whether or not Doctor De Soto would treat the animal on the card.  They helped me navigate to the site and find the information on each animal.  They had to make inferences by the facts given about what the animal ate whether or not Doctor De Soto would treat the animal.  There were clues like "nibbled on grass" or "hunted for animals" that were great for inferring.
5.  I ended our search by asking them what would Doctor De Soto tell all his patients (and them) about taking care of their teeth so they wouldn't get a cavity like the fox in the story.  Of course, they knew the answer!

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A Little Reading & A Little Writing

Librarians can help the classroom teacher with standardized tests by making the content engaging and fun! This past week fourth grade has been making comparisons between expository text and poetry.  Next I describe my library lesson where I mixed in database research, reading expository text and writing a bit of free verse; and of course sharing.  My lessons are 45 minutes or less (including checkout time) and I wasn't sure I could pull this one off, but it was a hit with both teachers and students!  Here's what I did...

     1.  Using the book shown, I did a bit of poetry reading.  We looked at the form of free verse and rhyming poems; line length, word choice, cadence, main idea/theme, caps and punctuation.  I created a PowerPoint where I took pictures of the pages I was using so the students could see them poem.

     2.  I demonstrated using our online database; reading and taking short notes.  We subscribe to Worldbook Online, but others would work.  If you don't have access to one, I always like www.enchantedlearning.com.
     3.  After taking notes, I modeled (by thinking aloud) my thoughts of trying to figure out what I wanted my poem to focus on. I really tried to model looking at something that catches my attention and then using descriptive words to express simple facts.  (Yes, I know my poems in the below examples do not match the notes.  This is a picture of the 2nd poem I wrote for another example.)

     4.  Then it was their turn.  They dove right in.  I only gave them about 10 to 15 minutes of actual reading and taking notes.  It is important to think about finding a short/simple online resource so they can read quickly and easily.  In the Worldbook Online I had my students use the Kids version.  There is a great World of Animal feature that works well with this lesson. Download handout here.

Each student pair had a printout of this page.

     5.  Once the time was up for reading, I modeled writing another poem in a bit of a different format. Then I had them close their computers and start writing.  It was amazing to see how enthusiastic most were.

     6.  After some time, I had student partners start sharing their poems (on a volunteer basis).  I found they ALL wanted to share! Check out these student examples...

Looking at what they were able to create in a very short amount of time was more than I expected.  There were some that were just a list of facts or a short paragraph, but there were many that "got it".  I gave the poems to the teachers.  They plan to follow up with using them for revision.  Here are ways to follow up with this lesson...
       #Look at the fact filled or paragraph formed ones and use descriptive words or phrases to say the same thing.
       #Did they start lines correctly?
       #Where would we punctuate and why?
       #How does the poem say the same thing as the expository text?
       #Check out standardized tests and ask similar questions.
       #Can you see this becoming a literacy center in the classroom?
       #Take it further with an APP that you can "perform" the poem; like Show Me or Screen Chomp.

So many possibilities!

I will definitely use this lesson again!

1st Grade Presidential Research

As the librarian I often find my lessons have to be short; 30 minutes.  I try hard to connect what I teach with what is happening in the classroom.  This past week, after celebrating President's Day, the 1st grade teachers were reading biographies about presidents.  I took the opportunity during their library lesson to teach a bit of research skills and how to find biographies.

The lesson sequence went as follows...
     1.  Introduced lesson with connecting to President's Day and what they were reading in the classroom.
     2.  I read to them a short biography about Abraham Lincoln.  (There was a picture of the penny included in this book.)
     3.  After reading, I went back to the picture of the penny and told them when I read this book it made me think of how when I look at money there are faces of important men on each one.
     4.  I showed them a picture of money on a PowerPoint.  There were both the bills and on the second slide the coins.

     5.  We talked about how most people think all these men are past presidents. People assume that just because their faces are on money, they must be a past president.  I tell them two of these men were not a president.
     6.  I then step them through the process of how to locate a biography in a student encyclopedia set.  I took a picture of the actual page and had it on the PowerPoint as well.  We practiced scanning for the word president, then stopped and read the sentence we found it in.  We then added that person's name to the chart.  We did 3 of these people together.  I was sure to choose one of the men that was not a president, so they could see they had to scan the whole article.

     7.  At this point, I divided the class into two groups.  One group went with the teacher to show them the biography section and explain how to locate books in this section.  I provided the teacher with sentence strips of names of people I knew I had books on, a dry erase board and marker.  The second group sat with me on the floor using the student encyclopedias.  Each partnership got a card with one of the men's name on it.  We went over how to find the article using guide words and practiced scanning articles.  This was really hands on to where I could reach and help all students.

     8.  At the end we gathered back and shared what we found.  I encouraged them to go home and ask their parents if they knew which two men that have their faces appear on money were not presidents.