Originally developed for the week of September 10, 2012
NOTE: This lesson plan is a SIOP adaptation of a program detailed in Rob Reid’s book, “What’s Black and White and Reid All Over?” which details great ideas for young children. This particular lesson plan features ideas from chapter four, “Now I Know My ABCs.” See the book for scripts to present the material.
- K-3/Harrison/Media Skills
- Introduction to the library
Common Core State Standards:
- 1.1.2 Use prior and background knowledge as context for new learning. CC.K.L.4 Vocabulary Acquisition and Use: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content.
- AASL Standard 1: Learners use skills, resources and tools to inquire, think critically and gain knowledge.
- Media Center
- Media Specialist
- Media Secretary
- Bad Kitty (Book & CD) New York: Macmillan Young Listeners, 2011. Print and CD
- What’s Black and White and Reid All Over?: Something Hilarious Happened at the Library
Chicago: American Library Association, 2012. Print.
- The Dog From Arf! Arf! To Zzzzzz New York: HarperCollinsPublishers, 2004. Print.
- Manners with a Library Book Minneapolis, MN: Picture Window Books, 2009. Print.
- A Isn’t for Fox: An Isn’t Alphabet Chelsea, Mich.: Sleeping Bear Press, 2007. Print.
- Complete Library Skills, Grades K – 2 Greensboro, NC: Instructional Fair, 2004. Print. (Copies of page 17)
- Links to background
- Links to past learning
- Strategies incorporated
- Guided practice
- Whole class
Integration of Processes:
- Linked to objectives
- Promotes engagement
- Write the key vocabulary words on the board and introduce or review them with students.
- Explore connections students make to the words.
- Show the covers of the picture books to be read (list above except for Reid’s book). Tell students these are alphabet picture books.
- Discussion: What connections can students make between the alphabet and the library media center?
- Explain that students will begin checking out books from the media center soon and that Mrs. Kurth is scheduling their classes.
- Use the District’s Core Values to help explain check out and book care responsibilities
- Review/explain rules for borrowing books: Students in 2-5 grade can borrow two books each week, as long as they bring their old books back (1st graders get one book). Tell kindergarten classes we will begin checking out books after Winter Break.
- Review/explain elements of book care (water damage, food damage, using a bookmark, keeping books in safe place they’ll remember – brainstorm ideas of good places at home and in their class)
- Review/explain fine policy: no charge for late books, but there is a charge to repair or replace books which needs to be paid before new books can be borrowed
- Review/explain “browsing” concept (check out time is limited-how to pick a good book based on cover clues and book location in media center)
Instruction/Check for Understanding:
- Read “Bad Kitty.” The version above includes a CD with versions read by the author and Vanessa Williams. Review the author’s version for ideas on how he introduces listeners to elements on the cover of the book and the title page. How can these elements help students when browsing to determine if they might like to read the book?
- Before reading, introduce/review elements of print (title, author, etc.) Point out connections between the title and the cover illustrations. What can students predict about the story they will hear by using the title and the illustration as clues.
- Read the book. Review predictions afterwards.
- Read “A Isn’t For Fox,” following the same procedures as above.
- Review the directions for the worksheet
- Pass out copies of the worksheet and direct students to sit at the tables.
If there’s time:
- If there’s time, read the other books using the same elements of print to predict the stories.
- In the last 5 minutes of class, introduce students to the “ABC Line Up Game.”
- Students line up to leave the library in alphabetical order by their names, like books on the shelves. And, like books on the shelves, they make no noise.
- To communicate, students can use gestures. Strikes are given for each time a student speaks.
- The class with the fewest number of strikes when lining up wins for the week’s game.
Preview for Next Week:
- Tell students we will continue talking about checking out books from the library and the alphabet next week.