NOTE: This materials used in this week’s lesson plan were detailed in Rob Reid’s book, “What’s Black and White and Reid All Over?” ,chapter four, “Now I Know My ABCs.” See the book for scripts to present the material. The format for the lesson plan is a hybrid of SIOP and Madeline Hunter. The lesson plan itself is original.
Grade/Class/Subject:
K-3/Harrison/Media Skills
Unit/Theme:
Introduction to the library
Common Core State Standards:
CC.X.L.4 Vocabulary Acquisition and Use: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on [grade level] reading and content.
Standards (AASL):
AASL Standard 1: Learners use skills, resources and tools to inquire, think critically and gain knowledge.
Key Vocabulary:
New:
- Alphabet
- Borrow
- Shelf Marker
Review:
Supplementary Materials:
- Magnetic dry erase board with plastic letters to spell out the key vocabulary words and to give students a visual when playing the ABC Line-Up Grame
- Catalanotto, Peter. Matthew A.B.C.. New York: Aladdin Paperbacks, 20052002. Print.
- Kontis, Alethea, and Bob Kolar. Alpha oops!: the day Z went first. Cambridge, Mass.: Candlewick Press, 20122006. Print.
- Munsch, Robert N., and Michael Martchenko. Mortimer. Toronto: Annick Press, 1985. Print.
- Reid, Rob. What’s black and white and Reid all over?: something hilarious happened at the library. Chicago: American Library Association, 2012. Print.
- Rosen, Michael, and Arthur Robins. Little Rabbit Foo Foo. New York: Simon and Schuster Books for Young Readers, 1990. Print.
- Ulmer, Wendy K., and Laura Knorr. A isn’t for fox: an isn’t alphabet. Chelsea, Mich.: Sleeping Bear Press, 2007. Print.
Preparation:
- Adaptation of content
- Links to background
- Links to past learning
- Strategies incorporated
Scaffolding:
- Modeling
- Guided practice
- Independent practice
Group Options:
Integration of Processes:
- Reading
- Speaking
- Listening
Application:
- Hands-on
- Meaningful
- Linked to objectives
- Promotes engagement
Assessment:
Objective:
Students will learn to use the library media center independently.
Lesson Sequence
Transition:
Review the bulletin board with the results of the ABC Line Up Game. Review the words from last week, media center and library. Ask students to define the words. Introduce “alphabet,” “borrow” and “shelf marker.” Discuss the difference between borrowing and buying; shelf marker and book marker.
Anticipatory Set:
In what ways are the new words connected with the library media center?
Instruction/Check for Understanding:
Read “Matthew ABC.” Discuss how students could predict the sequence of the book by knowing the alphabet.
Explain that knowing the alphabet helps to predict where to find books in the library. Show students the spine labels of each book and have the group decide how to put the books in order on the shelf next to the teaching station.
Modeling:
Demonstrate the steps for using shelf markers to help keep books in alphabetical order on the shelves:
- Choose a stick and note the color and stickers
- Hold the stick with the colored end in your hand
- Place the stick next to the book you might like to read.
- Evaluate the book using the Daily 5 Good Fit book criteria
- If not taking the book, return it to the place marked by the stick and repeat steps above
- If checking out the book, take stick from shelf and return it to the container
- Take book to the circulation desk for check out.
Independent Practice:
Have students practice the procedures and narrate their steps.
If there’s time:
Read another book from the list above.
Closure/Summary:
As students why sticks are used (to mark their place, every book in the media center has its own place, etc.)
Preview for Next Week:
Tell students we will continue practicing the with shelf markers next week.
Dismissal:
Line up students following the rules of the “ABC Line Up” Game from last week.
