Lesson adapted from Richards, Tanya. “A House is a House for Me”. Modesto City Schools Library Lesson Plan.
KINDERGARTEN LIBRARY LESSON 9 DATE _____________
National Literacy Standard
Accesses information efficiently and effectively.
Develops and uses successful strategies for locating information.
Uses information accurately and creatively
Integrates new information into one's own knowledge.
Produces and communicates information and ideas in appropriate formats
Appreciates literature and other creative expressions of information.
Derives meaning from information presented creatively in a variety of formats.
Participates effectively in groups to pursue and generate information.
Shares knowledge and information with others.
Collaborates with others, both in person and through technologies, to identify information problems and to seek their solutions.
Wallingford Public Schools Standard
Identify appropriate print resources, with assistance
Lesson Objective
The students will be able to listen attentively and respond to a story.
Students will be able to state in their own words how fiction picture books are arranged on the library shelves.
Students will be able to find the easy fiction shelf that is labeled with the letter that is the same as the first letter in their last name.
Students will be able to line up in alphabetical order.
Title
Easy Fiction Shelf Order – Book Hunt
Resources and Materials
We’re Going on a Book Hunt by Pat Miller
large paper “envelopes” – one for each student
tape
Vocabulary
hunt
Introduction
Tell students they are going on a hunt in the library today
Activity
Read We’re Going on a Book Hunt by Pat Miller
Remind the students that the fiction books are arranged on the shelves according to the first three letters of the author's last names. Explain that all of Pat Miller’s books are located on the 'M' shelf and the first three letters of her last name are 'M-i-l'. Remind them that if they learned that if books were not in some type of order, it would be very difficult to find a particular book when they wanted it.
Give each student a paper envelope. Ask them to write the first three letters of their last name on the envelope.
Direct the students to locate the easy fiction shelf that is labeled with the same letter as the first letter in their last name. Explain that if the students were authors, that is where their books would be found. Have the students tape the envelope to the shelf. Do this activity with a few students at a time. When everyone has placed their envelope on the correct shelf, have all of the students stand by the shelf where his or her envelope is.
Together, arrange the envelopes in alphabetical order on the board. If more than one name begins with the same letter, explain how to alphabetize using the second and third letter in the name.
As a closing activity, have them line up in alphabetical order according to their last name.
The teacher will observe the students locating the shelf, and taping the envelope to the shelf that is labeled with the first letter of their last name.
The teacher will observe the students lining up in alphabetical order according to the first three letters of their last name.
Literature Connection
(We’re Going on a Book Hunt)
Comments
Lesson adapted from Tidd, Cynthia. “Easy Fiction Shelf Order.” Information Literacy.org.
Remind students that all books belong in a special place so that we can find them. A misshelved book is a lost book. It is our job to help keep the books in the right place.
Activity
Demonstrate use of shelf marker. Teach students the shelf marker song, and have several students come up to at a time to demonstrate as the entire group sings the song.
You may only walk around the library with a shelf marker.
Shelf markers are only used for bookshelves.
Many children do not have shelves at home and have to learn to use two hands when sliding the book on the shelf. Consider practicing using shelf markers in the area of the library you can watch best the first week. Then add a row of library shelves each week if classes are trying to be careful. Always keep books from all areas in a book browser and students may choose from there also.
Shelf Marker Song
After discussing the importance of shelf markers and how to use them, sing The Shelf Marker Song. Sing to the tune of The Hokey Pokey.
You put your shelf marker in. (Put right hand and arm forward.)
You pull a book right out. (Pull right hand and arm back.)
You look through the pages, to see what it's about. (Touch sides of hands together like and open book. Left hand closes on top of right hand and then back open like you are turning the pages of the book.)
You do the bookey lookey, And you see if it's just right. (Continue to hold hands like an open book.)
That's what it's all about! (Slap hand on thighs twice, clap hand twice, open hand on the word about.)
You do the bookey lookey, (Hold hands in the air and shake them like the hand motion in the Hokey Pokey.)
You do the bookey lookey. (Repeat, shaking hand in the air.)
You do the bookey lookey. (Repeat, shaking hand in the air.)
That's what it's all about! (Slap thighs twice, clap twice, open hand on the word about.)
Closure/ Evaluation
Ask students why shelf markers are used (to mark their place, every book in the media center has its own place, etc.)
Have a student use a shelf marker to reserve the space where you pull The Shelf Elf by Jackie Mims Hopkins to read to the group. Have another student replace the book and remove the shelf marker when you are finished reading.
Continue to reinforce proper shelf marker use during subsequent visits.
Literature Connection
The Shelf Elf by Jackie Mims Hopkins
Comments
Lesson adapted from Trotier, Rosemary. “Shelf Marker Song.” <http://www.pkwy.k12.mo.us/panda/minilessons/minielem/shelfmark.htm >
and “Using a Shelf Marker.” Elementary Library Routines. Wikispaces.com. <http://elementarylibraryroutines.wikispaces.com/Using+a+Shelf+Marker >
KINDERGARTEN LIBRARY LESSON 11 DATE _____________
National Literacy Standard
3.1.5 Connect learning to community issues.
3.1.6 Use information and technology ethically and responsibly.
Wallingford Public Schools Standard
Demonstrate proper use and care of print and digital resources
Lesson Objective
Students will learn how to care of books
Students will understand the rules of the library
Students will understand that accidents will happen, and that they need to make the librarian aware of book damage
Title
The Incredibly Fantastic Story by Carl Dellutri
Resources and Materials
The Incredibly Fantastic Story by Carl Dellutri (printed below)
Fabric book bag with a book in it (book not to be shown)
What Happened to Marion’s Book by Brook Berg
Vocabulary
incredible
fantastic
Introduction
Show the book bag and tell the students that in it is an incredibly fantastic story. Ask if they want to hear about it…
Activity
The Incredibly Fantastic Story by Carl Dellutri
I begin by telling the students that when I was a small boy just starting school, I was brought into the library for story time. The Librarian was a very nice lady who made the stories seem extra exciting when she read them... and you could tell that she loved books.
One day she began reading "the Incredibly Fantastic Story” It was amazing.. it had adventure, mystery, humor, Dragons, princes, princesses, Knights on valiant horses... AND the pictures were so beautiful; they almost jumped out of the page. It became my favorite book in the whole world! I checked the book out of the Library once every year, and my dad read it to me at night until I became old enough to read it by myself.
When I became a librarian, I wanted to share this book with my students.... But this library did not have a copy of the book. I searched and searched, but I couldn’t find any publisher that still made the book. Then one day while I was in Bellingham, I happened to go into a used book store, and I found one, almost brand new, copy of the book. I couldn't wait to tell my students.
After telling all the classes that I finally found a copy, everyone wanted to check it out, but I only had one copy so we drew names out of a box, and made a list..... students would have to wait their turn.
On the first week, Janet gets to check the book out, and to the disappointment of the entire class, she keeps forgetting to bring the book back each week. So I posted my first library rule
1. Only keep a book for one week: remember that others may want to read this book too... we need to be fair
When Janet finally remembers to bring the book back, Gary gets to check it out... he was so excited, that he wasn't careful with the pages and accidentally tore the first two pages in the book. He was very upset when he brought the book back to me, but I told him that accidents happen, I am glad he told me about it so I can put the book in the book hospital and with my special tape, I can repair it. I asked him to be more careful and he promised that from now on he would be very careful when turning the pages of a book. And he was... he never tore another page. So I added another rule to my list (At this point I show the kindergarten class an example of a ripped page that has been repaired)
2. Be very careful when turning pages
After I repaired the book, Linda checked it out. Linda loved to read in a big comfy chair in her living room. She would fix herself a snack, and snuggle down into the cushions and read for hours. On this particular day, Linda was eating a peanut butter and jelly sandwich. (I then show the class an example of a book whose pages were smeared with something by someone with dirty hands) Linda was very upset when she brought the book back the next library day because it had Jelly smears on some of the pages. I talked to her about how important it is to keep your hands clean when you read a library book. I told her it was an accident, and to be more careful, and not to worry. I was glad she told me about it. She promised that she would be more careful and she was.... from then on, her hands were always clean when she read a book. I added another rule to my list...
3. When you read, make sure your hands are clean
The story continues through each rule, and by the end of the story the book becomes so old looking, torn and tattered, that a parent accidentally recycles it... thinking it is trash.
6. Keep the book safe from pets, and little brothers and sisters
7. Do NOT bend the cover back
Every book in the library is a fantastic story, every book could be someone’s favorite... every book should be treated with care.
I get a lot of comments about this story from parents. I am surprised at how effective it is in teaching kids to take care of their books. AND they always tell me when they discover a problem. Over the years I have collected examples of damaged books. After I discuss each accident, I show the students an example of a book that was damaged in the same way.
Closure/ Evaluation
Children will certainly ask to see the incredibly fantastic story – tell them for each of them that story will be different – they’ll need to discover it for themselves…
To reinforce ABC order – randomly hand out the ABC cards from lesson 8 and have students line up to leave using their cards in ABC order (this will also distract them from wanting to see the hidden book!)
Literature Connection
What Happened to Marion’s Book by Brook Berg
Comments
Excerpted from http://dellutri.com/library/K/k3.htm (he has changed jobs and has taken down the page)
KINDERGARTEN LIBRARY LESSON 12 DATE _____________
National Literacy Standard
3.1.5 Connect learning to community issues.
3.1.6 Use information and technology ethically and responsibly.
Wallingford Public Schools Standard
Demonstrate proper use and care of print and digital resources
Lesson Objective
Students will review and demonstrate their knowledge of book care
Title
Mr. Wiggle’s Book
Resources and Materials
Mr. Wiggle’s Book by Carol Thompson
Vocabulary
Introduction
Ask students what they remember about Mr. Wiggle. Tell that that today we are going to read about Mr. Wiggle’s Book. Maybe it is his incredibly fantastic story?
Activity
After reading the Mr. Wiggle book, have students color an inchworm. Have them draw glasses like Mr. Wiggle wears.
Remind students of the book care rules we learned in the incredibly fantasy story. Next, have them copy one of the library rules onto their craft page if able, or assist as needed, and read the rule aloud.
Download an inchworm worksheet with lines for the sentence in our Media Gallery. Printing a sentence will be a difficult task for some Kindergarteners. For them, give them the sentence to paste onto their paper.
These make a wonderful classroom or hallway display.
Closure/ Evaluation
H
Projects with student’s rule statement serve as expressions of understanding
Literature Connection
(Mr. Wiggle’s Book)
Comments
Lesson adapted from Patsalides, Laurie. “Let's Go to the Library! A Lesson for Kindergarteners.” Bright Hub Education
7.2 The student who contributes positively to the learning community and to society is information literate and recognizes the importance of information in a democratic society by respecting the principle of equitable access of information.
Wallingford Public Schools Standard
Demonstrate proper use and care of print and digital resources
Lesson Objective
The students will practice book care, including taking a book home and returning it on their library day.
Title
Books Go Home
Resources and Materials
Stella Louella’s Runaway Book (Ernst)
Letter to parents to color
Vocabulary
overdue
return books
Introduction
Let the students know that they will be taking books home today, but first they must get the books ready.
Activity
Review that last week we learned how to care for books once they leave the library. This week we are going to put it into practice by taking the books home. Before we can do this, we need to talk about how and when to bring the books back, and let our parents know what we are doing. Share the book Stella Louella’s Runaway Book . Discuss why they had so much trouble finding the book, and what Stella could have done to prevent it.
Show students the letter they will be coloring and taking home. Tell them that after they check out their book, they will get the letter to color. Remind students that if they do not bring back the book, they cannot get another one.
Closure/ Evaluation
Have each student state when they will bring their book back as they leave the library and check to see if they have the letter for their parents.
Literature Connection
(Stella Louella’s Runaway Book)
Comments
Lesson plan adapted from Hanover County Public Schools, Virginia - Library Media Center, Library Plan Book < http://hcps2.hanover.k12.va.us/instruction/media/LessonPlanBook.htm
KINDERGARTEN LIBRARY LESSON 14 DATE _____________
National Literacy Standard
3.1.5 Connect learning to community issues.
3.1.6 Use information and technology ethically and responsibly.
Wallingford Public Schools Standard
Demonstrate proper use and care of print and digital resources
Check out and return books using established procedures
Lesson Objective
Students will review their knowledge of book care, library procedures and appropriate behavior
Ask students what they are afraid of. Ask them what they think a squirrel might be afraid of. Tell them you are going to read a book about a squirrel who is afraid of lots of things.
Activity
Read the book Scaredy Squirrel and discuss the things he was afraid of. Ask them what they think he might be afraid of in the library. Write their ideas on an easel pad or whiteboard.
