K-12 Teaching and Learning From the UNC School of Education

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Learning outcomes

Students will:

  • use basic media center vocabulary.
  • students will be introduced to the organization of picture books in the library media center.
  • students will become aware of the importance of an organizational system.

Teacher planning

Time required for lesson

30 minutes

Materials/resources

  • The Berenstain Bears and the Messy Room by Stan and Jan Berenstain
  • Put it Back Where It Belongs mini-poster on display (in Classroom Manners from Frank Schaeffer Publications)
  • labeled containers/boxes
  • assorted items to add to boxes
  • various picture books with labeled call letters
  • call letter match-up cards (self-produced)

Technology resources

A word processing program is helpful for producing labels and for creating the call number match-up cards

Pre-activities

Students will have previously participated in story-sharing and circle-time sessions.

Activities

  1. The Library Media Coordinator reads aloud The Berenstain Bears and the Messy Room by Stan and Jan Berenstain.
  2. Students share appropriate comments during and after the story. Examples: Why did Mama Bear feel that Brother and Sister Bears room was too messy? Do you think that Brother and Sister were happy with their room this way? Why or why not? Tell some of the things the Bear Family did to clean up Brother and Sister’s room? Do you think they were able to find their things better now? Why or why not? Tell some of categories that the Bears used when they labeled their collections, etc.
  3. Media Coordinator displays several labeled storage/collection boxes and assorted items for students to organize. Use examples taken from the book, such as shells, toy cars, arts and crafts supplies.
  4. Media Coordinator explains that a library media center must be organized to be effective.
  5. He/she explains the the organization of the picture book collection (alphabetically by author’s last name).
  6. Review vocabulary (title, author, front cover)
  7. Library Media Coordinator shows the spine of the featured book and then teaches kids how to locate their own spine. She/he relates the similiar purposes of the book spine to a human spine.
  8. Library Media Coordinator helps children locate the 3 items of information usually found on a book spine: title, author’s last name, library call letters. Students recall the title and author of The Berenstain Bears and the Messy Room.
  9. Students are distributed call number match-up cards. Those who have a correct match (E/B) for the title stand.
  10. Librarian shows several other picture books, reads title and author name, and has students stand when their game card matches the call number.
  11. Students may be given a Put It Back Where It Belongs miniposter/coloring sheet (see resources).
  12. Students select library books.

Assessment

Media Coordinator will assess each student individually using a Media Skills checklist. The Checklist will include the following skills:

  • Students will identify and locate the following: title, author, front cover, spine, call letter, picture book collection.
  • Students will correctly match books with call letters using game format.
  • All students will be able to locate their own spine.

Supplemental information

None

Related websites

N/A

Comments

A follow-up lesson will have students begin to return books to the correct picture book shelf location using the call letters on the spine of their returned library books.

  • North Carolina Essential Standards
    • Information and Technology Skills (2010)
      • Kindergarten

        • K.SI.1 Classify useful sources of information. K.SI.1.1 Identify sources of information (e.g., print, non-print, electronic, people). K.SI.1.2 Identify the relevant sources of information for a given task.

North Carolina curriculum alignment

Information Skills (2000)

Kindergarten

  • Goal 1: The learner will EXPLORE sources and formats for reading, listening, and viewing purposes.
    • Objective 1.01: Participate in read-aloud, storytelling, booktalking, silent and voluntary reading experiences.
    • Objective 1.02: Demonstrate competence and self-motivation as a beginning reader.
    • Objective 1.03: Demonstrate appropriate care of resources.