Madame Pince and the School Library

For libraries and librarians just west of Hogwarts

Orientation/Reintroduction to the Media Center, Week 1

September1

Grade/Class/Subject:

Media Skills, 1-3 grade

Unit/Theme:

Introduction to the library

Language Objectives:

Students will use library terms appropriately.

Key Vocabulary:

  • Library
  • Media Center
  • Librarian
  • Media Secretary
  • Mrs. Harrison
  • Mrs. Wszola

Supplemental Materials:

Scaffolding:

  • Modeling
  • Guided Practice

Group Options:

  • Whole class (1st – 3rd)

Integration of Processes:

  • Reading
  • Speaking
  • Listening

Application:

  • Meaningful
  • Linked to objectives
  • Promotes engagement

Assessment:

  • Group
  • Oral

Lesson Sequence:

  • Pull up to 9 chairs and place them around the perimeter of the class meeting area.
    • When class enters, direct them to sit on the carpet. After everyone is seated on the floor, choose one student who has entered following the directions (usually to enter quickly and quickly choose a seat next to someone who is a good choice for them) and ask if they would like to sit on a chair.
    • Tell students that the chairs are for students who are “caught” following directions, it’s like the game of tag; that if a student asks for a chair, the teacher has to say no.
  • Introduce the three rules for media class and explain the reasons for each:
    • Sit “criss cross” or “like a pretzel”
    • Keep your hands and feet to yourself
    • Raise your hand and wait to be called on if you want to talk
  • Write the vocabulary words (above) on the board and review their meanings.  Introduce the new words and ask students what the words mean.   Correct any misunderstandings.  Explore connects that students make.
  • Show the cover of each book and review elements of the cover (title, author, etc.).  Point out the connect between the title and the illustration.  What can they predict about the story using these elements?
  • Read the books.  Review predictions afterwards and gauge accuracies.
  • Line up students in alphabetical order.

Preview for Next Week:

Discuss what the difference between buying and borrowing books.  Why is it important to take of things that are borrowed?

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Borrowing Books From The Media Center

September4

Mrs. Harrison’s Blog (What students see)

Title of the Lesson/Activity:         

Library media center orientation

Grade Level:

1st, 2nd and 3rd grades

Overview:                                         

Students in first grade will be introduced to the media center organization, staff, rules and procedures.  Students in 2nd and 3rd Grade will review procedures from last year.         

Central Question/ Problem:         

How can I find books that I will like to read?

Learning Objectives:                     

Students will identify patterns in the location of materials, procedures for browsing in the media center and checking books out. 

Assessment Tools:

Students will find books to check out for their use and return books that they don’t want to borrow to their appropriate place on the shelves by using sticks.

Key Concepts:                                                         

DPS Content Interpretation: Students who are becoming information literate locate the Fiction and Nonfiction collections and know how materials are arranged on shelves.

Evidence/ Sources:                                    

  • Media center
  • Circulation computer with Destiny software
  • Shelf markers (a.k.a. “Sticks”)
  • Class lists with student barcode numbers in place of library cards
  • Bookmarks
  • Picture book, “Never Let a Ghost Borrow Your Library Book”

Duration:                                                                               

45 minute class review to be conducted weekly until the majority of students are browsing and checking out books independently.

Key Vocabulary:

  • Library
  • Librarian
  • Media Center
  • Media Specialist
  • Media Secretary

Instructional Sequence:                            

Transition:

  • Write the key vocabulary words on the board and introduce or review them with students.
  • Explore connections students make to the words.
  • Show the cover of the picture books to be read.
  • Discussion: What does “book care” mean (from the subtitle of the book)?

Anticipatory Set:

  • Explain that students will begin checking out books from the media center soon and that Mrs. Malyn, the media secretary, is scheduling their classes.
  • 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.
  • 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 “Never Let a Ghost Borrow Your Library Book.”  How can the title and cover 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.
  • Demonstrate how to use the shelf markers when browsing for books.  Pass out 5 and tell students to give their shelf marker to another student when they have chosen their book(s) for check out.

Closure/Summary:

  • Pass out a book mark to each student and stress the similarities between a bookmark and a shelfmarker.  How are they similar and different?
  • 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.

Anticipated student conceptions or challenges to understanding:            

Explain the anticipated challenges students might face in accomplishing these objectives and tips to overcome them

Curriculum Links:

AASL Content Standard #1: A student who has been educated in library media information skills accesses information efficiently and effectively.

Common Core State Standards:

1.1.1 Follow an inquiry-based process in seeking knowledge in curricular subjects and make the real world connection for using this process in own life.

Bibliography:

Casale, Karen, and Cecilia Rebora. Never let a ghost borrow your library book: book care guidelines from the Library Secret Service. Madison, WI: UpstartBooks, 2012. Print.

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