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...
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