Lesson adapted from Houghton, Caryl. “Put it back where it belongs.” The UNC School of Education

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  Accesses information efficiently and effectively.
  
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  Formulates questions based on information needs.
  
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  Evaluates information critically and competently.
  
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  Selects information appropriate to the problem or question at hand.
  
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  Participates effectively in groups to pursue and generate information.
  
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  Shares knowledge and information with others.
  

Recognize the library media center as a source of shared materials

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  SMART board
  

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  Several graphic images of both fictional and non-fictional topics in many mediums. Real pictures of non-fiction topics, cartoon pictures of non-fiction, silly drawings of fiction, realistic looking fictional situations (real dog with a birthday hat on).
  
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  Two big signs that say Fiction and Non-fiction
  
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  Some kind of a board or display (that is big enough to hold all of this when they are applied one by one) divided down the middle in half by tape or marker.
  

nonfiction

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  Using the SMART board, play the Tina’s World game on Game Goo: http://www.earobics.com/gamegoo/games/tina/tina.html allowing students to choose the answer and a treat for her dog Pepper.
  
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  ask them if a silly story would have serious pictures. Could a serious book have silly pictures? Could a real book have realistic pictures? Get them thinking in images and sighting examples from stories you have shared in the recent past.
  
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  place the fiction sign on the board and ask them some of the characteristics of fiction (make believe) books. You may tell students that fiction books are "fake'" when they are this young because the "f" in fiction matches the "f" in fake and the "nf" in non-fiction matches the "nf" in not fake.
  
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  tell the students that you have a pile of graphic images that you will share with them. As a group they will have to convince you if each image is fiction or non-fiction by what the image tells them, not in words, but in the details. Start easy. I have a black and white photo of a cat just sitting there and I ask them what they think, is it non-fiction. They say yes. I ask what they might learn if it were a book and the answers range from how to take care of the cat to how it grows to how it is a pet. Then I show them a picture of a cat that is definitely fiction. It is a drawing of a cat with a bib, a fork and a knife, sitting at a table that is covered with a table cloth. The cat is ready to cut into a big fish sitting on a plate. I really have fun with this image. They all say/yell fiction. I will ask someone to volunteer to tell me why and they invariably say "cats don't eat fish". I lay the image down and say "hmmm, I have lots of cats and they love fish!! Are you sure this is fiction?" They yell yes and I show the image again and they start to list the qualities one by one. I tell them they have to put it all together to come up with the real reason it is fiction and not non-fiction. Be sure to use humor, incongruence and really engage them so that you get all of their enthusiasm and energy flowing.
  

A mixture of fiction and nonfiction books, one for each student

Have an outline of a body on display

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  Ask what covers the person to keep their parts inside - skin. Compare the skin of a person to the COVER of a book.
  
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  Ask what part of the body lets us know who a person is - how we recognize them - their face. Compare the face to the TITLE PAGE of book.
  
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  Have students find their spine - show the SPINE of a book. Tell them that just like our spine holds us together and lets us bend and move, so does the spine of a book. Explain that books in the library have a spine label so that we know where they go.
  
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  Read Mr. Wiggle’s Library, emphasizing the parts of the book.
  
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  Hand a book to each student. Have them examine the spine label and turn and talk to a neighbor to compare them. Be sure they notice that some have letters and some have numbers. Tell them this helps organize the books in the library, and that we will talk more about that next time we meet.
  
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  Sitting together in a circle, sing the “Hokey Pokey” using their body parts and the parts of their book (singing slowly for the book part turns to give students time to locate and “put it in”).
  

Recognize parts of a book

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  Shelf sections clearly marked
  
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  Sample “envelopes” each with a different section of the library written on it like an address (fiction, nonfiction, easy, etc.) – one for each student
  
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  Dear Peter Rabbit by Alma Flor Ada
  

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  Read Dear Peter Rabbit by Alma Flor Ada.
  
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  Discuss letters, addresses and envelopes.
  
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  Give each student an “envelope”
  
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  Take a tour of the different sections pointing out the appropriate signs.
  
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  Have students stand in each section and tell what section they are in.
  
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  Have them check their envelope to see if their “address” matches that section sign.
  
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  Ask students to look at spine labels in each section – do they have numbers or letters?
  

Recognize parts of a book

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  Mail person outfit, mailbox
  
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  Book
  
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  Sample spine labels large enough to share with a class
  

spine

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  Make comparisons between the mailman and the librarian.
  
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  How does the mailman find your house? Mailbox, address, street signs.
  
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  Show the spine label of a book and describe that it shows the “mailbox” of a book. Discuss that mailboxes belong at the front of the house. Spine labels belong on the spine of the book and have to face toward the front of the shelf. Compare street signs to library signs.
  
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  Discuss that the mailman takes mail from house to house. Librarians help books get from kid to kid. We need mailboxes and spine labels to help us.
  

Recognize parts of a book

Students will recognize that each section is arranged in a specific way.

Books from different sections of the library – one for each student

call numbers

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  Read The Jolly Postman : Or Other People's Letters -- Janet Ahlberg.
  
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  Ask how the mailman knew where to deliver the letters.
  
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  Examine the envelopes.
  
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  Compare the envelopes to spine labels and call numbers.
  
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  Compare street signs to library shelf labels.
  
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  Examine the spine labels and determine whether the call number of the book has letters or numbers and letters.
  
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  Lead the class to the section and “deliver” a book to the right home.
  
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  Do this with each section and have students identify what type of books is in each area.
  

(ie: alphabetical by author).

2.2 Understands location of easy fiction and nonfiction.

2.5 Identifies the call numbers as it applies to the easy fiction

section (ie: alphabetize to the first letter)

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  Students will understand that easy fiction books are organized
  

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  Students will also learn the parts of an easy fiction call number.
  

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  A House Is A House for Me by Mary Ann Hoberman
  
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  ABC cards (one set for each group)
  
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  ABC dot-to-dot worksheet (From you’re your own resources or go
  

spine

we can find them in the library. Point to the spine label on the

spine of the book A House Is A House for Me. Identify the spine

of the book and ask students what the white sticker is called (a spine

label). Explain that the numbers or letters on the spine label are called the call number.

Write the address E on the board.

HOB

Tell them this is the address or call number for the book we just

this case, the easy section of the library.

“Hob” is the first three letters of the author’s last name, Mary Ann Hoberman. Continue to review this concept with different examples of easy call numbers.

Tell the students that books are kept in ABC order by the author’s last name.