Sorry this is so long. I posted a hit a couple of days ago but I didn't
seen the other part (sent in 3 parts). So here is the hit again in one
email.
I will use many of these ideas in my library. Thank you to everyone who
responded.
Connect the center to content and skills. For example,
I have a lms friend who does this for all her classes. One idea is to try
and make some discovery centers. She has a box with different rocks and
those packing peanuts along with a book on rock identification. Students
find a rock and then try to identify it using the books provided and
answering some questions etc.
I have used centers with the kinds of writing authors use by making pockets
holding examples of persuasive, explanatory etc and students then select a
sample and record the type on an answer sheet with why they selected the
type.
You could make centers for abc order and guide words to the 3rd letter etc.
Use display boards and Velcro to make them interactive. You could put a self
check on the back of the display or have students come to the desk to find
the ans sheet. Another idea is to do centers with your card catalog. Make
search questions for the kids to follow and once they identify the item and
its call letters/numbers have them look for the book on the shelf. When I
have done this within a class period it is successful and the students enjoy
the challenges.
You could collaborate with their teachers and find out what they're
studying, then use this for topics of centers. Ideas for centers are:
puzzles (real puzzles, crossword, word search, etc.)
art projects
games (jeopardy, etc based on topics)
create a song, rap, poem, etc on topic
group reads picture book about topic and do short answer and question
have group choose parts and read short play on topic
I agree that checkout is really important for this group. Particularly if
this is the only time they come to the library. You could split your time
between book talks and checkout...or OPAC instruction and checkout. The
fourth graders are the same group you taught last year as third graders...so
it might be easier to start with them. Just pick up where you left off and
keep going.
I do whole class activities with my fourth and fifth graders (25-30 per
class). I know that's not what you're looking for...but they LOVE using the
World Almanac for Kids and all of the reference books. Activities with
these books could be turned into centers. Centers are just short activities
that students can complete and check independently. Each center is
different. All of the instructions, materials, etc. are at the center for
each child. After a certain length of time, students can rotate centers
(have a plan for switching or it will be chaos) and complete a different
center. If you have eye spy books, put them at a center. Kids love them
and will appreciate the break if the other centers are more scholarly. ;)
You can make anything into a center. Creating them is a lot of work, but
they can be used over and over again. Lamented manila folders work well for
the instructions. And, big manila envelopes can help you keep everything
organized. There are lots of elementary ed books about using centers. If
you can find some of them, they will help you a lot!
I usually make everything into some sort of game and let the kids compete
against each other. They like anything that seems like BINGO or Jeopardy.
Sometimes I do biographies with them. I do the state award books with them
(most of them are picture books and can be read and a few shared in a class
period). I don't usually read to them because I see them irregularly. So,
when I do read to them, I use picture books. For a lot of them it's a real
treat because they don't read picture books on their own any more...and
there are a lot of great ones out there. I can read 4 or 5 short ones and
then play a battle of the books type game. I teach OPAC and DDC in 3rd
grade, but I use scavenger hunt games to review both for 4th and 5th
graders.
Fifth graders can be a tough group. I think it takes time to get used to
them...they aren't eager like the little ones. Good luck. :)
Centers are small group or individual learning activities that students can
cycle through. Perhaps they switch activities every week, perhaps every
10-20 minutes. They usually benefit from working at the center more than
once. My library has 8 tables for students to work at. They are all
clustered together so they are somewhat separate from the shelves. You
might have half the class at the centers while half are browsing for books,
or you might count book selection as a "center" to rotate through. I don't
exactly have centers, but I do have self-selected quiet activities students
should do once they have selected a book or if they aren't checking out a
book that day. Here are some small group/table activities I use in my
library with students in grades 4 and 5:
Sustained silent reading could be one "center". For younger students, I
have big books available that they can read with a friend. If their
behavior is good, I let them sprawl out all over the library. Classes that
need more structure must sit at assigned seats, but it might make the
activity more attractive if their center was a beanbag chair or a window
seat.
Put cut-up letters that form a library or book-related word in an envelope.
The students then un-jumble the letters to figure out the word. The list of
possible words is on my word wall. Some students go through several words
in a sitting.
Do you have computer catalogs the students can access? I also have a
mini-scavenger hunt that small teams of students can do on the catalog. I
only have five computers and classes of around 24 kids, so if they work in
groups of two or three, everyone can have a chance on the computer every
other week.
Lots of cut-and-paste newspaper activities might lend themselves to a
center. One of my favorites is to find a small news article. It must be
news, not opinion or an advertisement. It must fit on a sheet of paper.
Students have a very hard time with this one. They learn to find where the
article is continued, to recognize where it starts. They have some
difficulty understanding what is news and what is other stuff in the
newspaper. Then they write three informational questions. The questions
should be answered in the article. Another challenge! They write the answers
on the back. Then they trade their article with another student's. This is
an activity that they can definitely do several times before they get really
good at it!
Once we get into internet research, a within-a-website scavenger hunt is
also a possibility.
You could have a stump-the-chumps table with almanacs and atlases and
dictionaries. Students write questions for other students to answer. The
other students must be able to use indexes or tables of contents to figure
out the answers. Keep good questions in a basket in the middle of the table
to serve as examples and also to make sure they don't run out of questions.
I Spy books are hugely popular at our school. I keep the ones that fall
apart and laminate any double-page spreads that I can salvage. Some kids
peruse these endlessly. I bet that's a great activity for ELL students.
It's not exactly a center, but it's one of my self-selected quiet activities
that are very appealing to our less motivated students.
I have wondered about centers for my 1 - 3 school library. It is a lot of
work but sounds beneficial. You could do short assignments, or games ( Dewey
match, alpha. order, dictionary or research work). There is no end to what
you could do, and there are lots of resources, easily adapted to this
situation. Like you, I think the most important thing is learning how to
check-out an appropriate book.
My students have just come to accept sitting on the rug. I did buy one of
the big, colorful ones with Dewey Decimal system on it and that has helped.
I can tell that some think it is beneath them and I imagine older students
might really have that attitude. (too bad, as far as I am concerned).
I would look at the skills you wish the students to learn - e.g. OPAC,
skimming, literature, reading widely, book care. Then design activities
around the particular concepts you have chosen. E.g. If you are focusing on
finding authors in the OPAC, I have found kids tend to look up the authors'
first names, rather than the last names. So make a file folder activity
centre that includes a crossword (use Puzzlemaker or similar) that requires
the children to find the authors' surnames in the OPAC and then the first
names are in the crossword; maybe include a card matching activity that does
the same - linking first and last names; etc, etc. Make the activities
simple, but fun. Make sure any activities you create can be used again.
E.g. a crossword puzzle can have new words included, so once the children
know what to do, they don't have to continually ask for direction.
I have used a listening post and a video presentation of stories as a
centre, with the students watching/listening and then responding as their
activity. That worked well and made activity creation a lot easier. Also
try and make activities open-ended and self correcting, because I have found
that if the kids know you don't check, they don't bother to make an effort.
BTW, always ask the class teacher to help out, especially with group design.
Keep records of what groups work at which activities, etc.
If you have six centres, replace or change on every two weeks or so.
I think the center format could fall into place once you've determined the
curriculum goals you plan to address. Could you meet with the 5th grade
teachers to discuss how you might help them meet their curriculum needs?
Information Literacy can be infused into virtually any subject!
Here are some links that you might find helpful. Best of luck!
http://www.sldirectory.com/libsf/resf/libplans.html#top
http://www.big6.com/index.php
http://www.eduscapes.com/sessions/travel/36webquests.htm
http://www.ala.org/ala/acrl/acrlpubs/crlnews/backissues2000/julyaugust3/childrensliterature.htm
http://www.ala.org/aaslhomeTemplate.cfm?Section=aasl
The administration to me does not have any concept of an elem school
library. What do they mean when they ask you to set up an "elem Center" ?
You have an MLS and you know how to run a library. Based on your student
population it sounds as if your collection should contain materials that
would serve each population. If you can do this I would suggest that you
remind/ask admin to provide you with the print and non-print materials you
need. Also if each population the admin wants you to serve has special
clubs or an active parent association ask them to lean on administration to
help you get the materials you need.
In the past I've used "Library Skills: Learning Centers for the Primary
Grades" by Ruth Snoddon. Published by The Center for Applied Research in
Education.
I do centers in between units. Usually I only do centers with 1-3 gr. I set
up different areas of the library with things/activities either related to
the unit we just finished, or the one we are about to embark upon. For
example, with an author/illustrator unit, I had one center with all of his
books, at the coloring/art center the students could make chalk drawings
like the illustrator. I might also add a listening center with his books on
tape. I also have an Arthur Goes to the Library game I usually set up, along
with a puzzle center. The students here know how much I love "outdoorsy"
things, so I have a rather large collection of butterflies, caterpillars,
hornets nests, etc., which also can become a center along with various
nonfiction books related to the stuff in that center. I also usually have a
"special book" center which contains a variety of beautiful pop-up books not
normally available for student check out. Basically, my philosophy is that
I try to think of things kids are interested in, relate them somehow to the
library and then do whatever I want!
Try Geo-Safari Globe Jr. or a magnetic U.S puzzle map, puzzles, puppet
theater, listening center, reading center, (We are doing a camping theme
this
year) tent, book and stuffed animal or puppet.
In no particular order:
* I always have activities for dictionary, atlas, and encyclopedia (in a
rush, I make a table that relates to a topic; "Explorers" for the fourth
graders, for example). Usually, there's a nonfiction station: for October
I'll use bats, spiders, and probably pumpkins.
* I choose a few AR books (sometimes around a theme, usually not) that
can be read in 15-20 minutes; that group takes tests and records the titles
and scores (not that important to me, but it keeps them honest).
* There's usually a writing center; I found something called "Story
Sparkers" (pictures on the front, questions on the back) that I use there.
At times, I put wordless books there and let the students write the story.
* I have used World Almanac for Kids at a station, and sometimes there
are activities online (math practice or some language arts skill or a quiz)
that I'll assign a group to work on.
* Listening center is a favorite.
Sometimes each class rotates through all the centers before I change
them---most often, not. If there's a reason I have less than a full class,
or if I have latecomers, this works in a way that whole-group does not. This
allows them to talk, help each other, and also get used to being in a
library and being responsible for doing your work (not goofing off because
"someone else" will answer all the questions).
It lets me pull a small group for instruction with me (on the OPAC, for
example), and it eliminates the mad rush at the end of class at the desk---I
circulate among the groups and give each one in turn a "break" to get up and
choose their books. More often than not, they rush to return to their
groups to complete the assignment. Discipline is SO much easier this way.
Set up isn't difficult---I have clear acrylic sign holders with the
directions, and I've attached plastic sheet holder pockets to hold the
copies for each group (think sheet protectors with adhesive strips instead
of holes). Just add a pencil cup, and each group is ready to work as soon as
they walk in.
I just started doing centers. I have 6 tables of approx 4 students each. I
took 6 book pockets mounted them on a board. In each pocket I wrote a
center. Each pocket is number. The kids from table 1 go to center 1; kids
from table 2 go to center 2. That prevents too many kids at one center. The
centers I have are:
Computer (I have computer games like Magic School Bus)
Puzzles
Math (pattern blocks, geoboards, etc)
Magazines
Reference (a basket of Guinness book of World Records, Scholastic world
records, I Spy, Optical Illusions)
A basket of word searches, low-level skill sheets for the K-1, and pages
copied from a book called the Uncoloring book
I do centers in my library with K-2 as a special treat.
I have computer center, puppet center, lego center, felt story board center
and chalk stories
I used to have listening centers with books and audio tapes, puzzle centers
with book connections, activity centers with coloring sheets, dot to dots,
mazes, etc also with book tie-ins. All of the centers were very popular with
the students.
Good luck with your centers! Some ideas I have seen implemented
successfully include a listening center ( you could get a book on tape with
multiple headphones), word puzzles relating to a particular book or topic,
creating a new cover for a book, and more.
This book might give you some ideas-even reading the description of the
book!
http://www.greenwood.com/catalog/LU5070.aspx
I don't have centers each day, but do them as more of a treat. I have
learned that if the kids have access to computers they all want "free time"
and they all want to be on a computer. I almost always have a prescribed
website--they can have free time at home. Other centers that I have used or
considered: listening centers, I Spy and related book center, word searches,
manipulatives from Mindware like puzzles, brain games and tesselations, and
a drawing center with drawing books. Many that age would rather sit and
read or spend a class time browsing the shelves.
With my younger kids, I do periodic author centers. We will become familiar
with authors such as Steig and Ehlert, for example, then on the last day of
that unit, rotate through centers. I have centers that feature a coloring
page, a creative drawing page, a quick craft or manipulative relating to
that author. They like to be able to finish a project rather than take home
a couple to complete.
Do you have access to technology in your library? A computer lab, perhaps?
I taught reference skills to 4th and 5th graders. For instance, I explained
how to use an almanac Then using the CPS made up a jeopardy game, broke
them up into teams, and had them answer questions using an almanac to find
the answers. They had to take turns on their teams actually searching the
almanac, using the CPS responder, etc.
No technology? We also played dictionary and thesaurus scrabble. It was
scrabble but they had a sheet to record each word they used and if it was
dictionary scrabble they found the definition of the word, guide word, etc.
and if it was thesaurus they found the appropriate information.
This worked MUCH better than just reading to them. I did also read to them
but not every week so when I did read to them they seemed to enjoy it more.
Also, when I was reading I was working on specific Genre'. We talked about
what elements that were found in say a tall tale and we'd write them on the
board.
Then I'd read the tall tale and afterwards they would have to pick a part of
the story that matched the element.
All of this was graded and they received a grade in my class. Perhaps it
could be part of their language arts grade.
I hope all of this helps. Be creative and try and make it fun. Best of
Luck!
Will your centers be used by the entire class at one time?
At my last school (Greens Farms Elementary in Westport - a K-5 school) we
created centers for "Passport to Media" which allowed 2 students from each
2-5 grade level to come to the LMC instead of going to recess. They had to
independently use centers during that time. My assistant really worked hard
on this, and we had quite a bit of parent support to make it work. Our 5th
grade recess time primarily was dedicated to the TV Club, where students
used the 10 iMACs in the LMC and video cameras to make movies. (We often had
up to 20 students at that time) Our passport was independent so we could
have a class circulating and a class in either a fixed K-1 class or a grade
2-5 flexibly scheduled curriculum related class. Either way, you might be
able to adapt some of these centers to your needs.
An Author Center (change the author each month) -- have writing and reading
activities related to the author
A Writing Center
A bookmaking center (There are many different kinds of small books which can
be made. Flip books, accordion books, alphabet books, diaries of imaginary
characters, etc.)
Microscope center: Set up a microscope (computer or regular) and have
activity sheets where observations can be recorded.
Game center: (Connect Four, chess, checkers, etc.)
Game Making Center: (Create a game to teach ________ solar system, human
body, exploration, Connecticut, etc.)
Art Museum Center (Clay or drawing.. Students create an object from any
book-- fiction or nonfiction, and cite the source -- the card goes next to
the created object/picture. This could be made into a website.)
Computer center (Use any software they already know which is available on
the computer.)
Magazine Center: (Find examples of the Golden Bricks. Have 5 colored paper
bricks based on Barbara Mariconda's work: A quote, a statistic, an amazing
fact, an anecdote or a descriptive segment. Build a wall of these bricks..
Refresh regularly)
Reading Incentive Center - Create a bookmark to promote a book you have
read, etc.
These are a few ideas, but there are also some "generic" Center Books
available where you can adapt classroom centers to the LMC. If you don't
have any extra help, centers can be difficult to maintain and monitor!
I don't know if this is the correct way to respond to you, but I thought I
would
try it. I teach in a rural, moderately poor district that is multicultural.
Although all ESL students attend a specific school, they are quickly
integrated
back into the general population so I understand your problem. Centers are
being
pushed heavily within the classes here, so the students adjust well when we
do
this type of activity. It takes a lot of planning, but as you build a
variety of
activities they can be adapted to the various skills you are trying to
introduce, expose and reinforce.
I read to older students very successfully, but I don not require them to
sit on
the story carpet. After 2nd grade they do not like it. I am a "moving
target"
while reading regardless of the number of pictures or sketches the book
might
have to enhance the story. At this level they must use their imagination so
novels that are short work well over several weeks or even longer.
I have some games that I purchased through Highsmith, Author Bingo, a Dewey
Game; and I have created simple computer author, title search games. I have
colored pencils and drawing paper which become another center. Specific
magazines with a set of questions, open ended to complete make a good
center. I
use Ranger Rick with younger students, the form they fill out request name
of
article, subject of article (animal), lists three fact new to you. Easy to
view
and know if the student read the article. Book selection is the activity
that
they do once the center of the day for them is complete. Once you have
created
5-6 centers with some activities (games) requiring students to work
together,
while other centers require individual work you must demonstrate what
outcomes
you expect from each activity and what the responsibility of each student
will
be in the learning process. These centers can run for many weeks, five
centers,
five weeks so that each student has a chance to participate in all
activities.
I hope this makes sense. You can also create centers that relate to the
creation
of a product with groups based on the intelligences. A PowerPoint product
with
original drawings, research, writing etc. each group is responsible for part
of
the project. I love working this way, especially when the teacher will
coordinate with me.
I hope this helps. if you have any questions, please feel free to email me.
I
teach 23 classes each week. Five classes are part of a writing course for 3
& 4
grade, that time used to be my second library class for those grades each
week.
Now I teach my curriculum and have book selection in one 40 minute time
slot.
Judy Cole, Librarian
MD Fox Elementary
Hartford, CT
jwcole@hotmail.com
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