Surviving a Book Fair

Note zombie poster above my office doorway!

Today is the last day of my library media center's book fair!  On Monday one of our volunteers was putting up the posters that were for sale and see which one ended up posted above my office door!  Coincidence or prophetic?  That's pretty much what you feel like after 5 days of helping students spend their money.  Most have no concept of how much things cost (ever with all the prices on each item) or even more baffling...sales tax.

Easy Fiction Activity with 1st Grade

Last week I started teaching 1st grade students about the arrangement of our easy fiction section.  Or as I like to remind them, not all of the E Fiction books are easy, but they are short. After brief overview of how the books are arranged, pointing out the guide letters on the shelves, etc. I give out laminated book jackets that I have attached oversized spine labels.  I love these laminated book jackets...but I think I will devote a whole other blog to the many ways I use them.

1st grade students who have alphabetized themselves by their author's last name.

Alphabetical Order

I then hand out the laminated book jackets, have everyone put their finger on the "E" of their call number and then move their finger down to the author's name (or the 3 letters of the author's last name).  If I don't do this they all say their author's last name begins with an "e".  I then ask if anyone's author's name begins with an "a" and have that student come up in line.  We proceed until we make it all the way through the alphabet. I have included at least 2 authors whose last name begin with the same letter.  "Oh my...what do we do when we have 2 words that begin with the same letter?"  There is always at least one student who answers that we go to the second letter.

Proceed to the Shelves

I have them stay in ABC order and follow the leader (me).  I show each student how to use the guide letters to find the shelf where their author's book would be found. This is the first step in helping them become independent library users who can find books they want to read on their own!

Bring in Nature & Spark Curiosity

I bring natural objects into the library media center frequently and put them on the circulation desk.  I usually place a book next to the object that gives information about it.   These displays spark lots of questions, comments, observations, and conversations.  Sometimes I post a series of questions using the International Baccalaureate concept questions (form, function, causation, responsibility, etc).  Often I have a couple of magnifying lens out for the students to use.

Science Standards

Having these displays help students toward meeting the Georgia Performance Standards in Science, for instance in the Characteristics of Science, Habits of Mind for all the grade levels (K-5) with some variation states: " Students will be aware of the importance of curiosity, honesty, openness, and skepticism in science and will exhibit these traits in their own efforts to understand how the world works.  Raise questions about the world around them and be willing to seek answers to some of the questions by making careful observations and measurements and trying to figure things out. Students will use tools and instruments for observing, measuring, and manipulating objects in scientific activities. Use ordinary hand tools and instruments to construct, measure, and look at objects."

Cricket frogs?

Cricket Frog?

A couple of weeks ago we were inundated with very small frogs (about 3/4 inches).  I collected a few from my yard and put them in a jar.  I tried to key them using a field guide and I think they might be cricket frogs, but they are so darned small!  I placed a book about frogs next to the jar along with magnifying lens.

This morning I gathered some mushrooms and brought them in.  I placed World Book Discovery Encyclopedia behind the mushrooms.  I got a new idea and included the Spanish edition of the encyclopedia, too.  Hongo is the Spanish word for mushroom!

Naturalistic Learners

In one of my graduate classes we are reading about different learning styles and I realized this practice that I have been doing for years is appealing to our students who are naturalistic learners.  It also freaks out others (and that's okay)! 

Supporting ELA CCGPS in the Library

I want to show the video, Don't Let the Pigeon Touch the Books next week to let the students know how to take care of the books (http://www.youtube.com/watch?v=oW25mqJjEF4).  Since many won't have read the book, Don't Let the Pigeon Drive the Bus, I wanted to read it this week.  I also want to be able to show that what I do in the library media center supports the CCGPS in ELA.  I looked at the lesson plans for first grade and they have been working on the essential question, "How do we identify the most important information in a story?".  They have been using the 5Ws & H (who, what, when, where, why and how).  So today after reading Mo Willem's book we answered the 5Ws & H as a group.  Then I told them we were going to take an Accelerated Reader quiz on the book together, so I projected in on the large screen and we went through it.  Many first grade students have not yet taken a quiz, so I took this opportunity to model it for them.  And besides, it's a really funny book...to first grade students!

Supporting CCGPS: ELACC1RL3-Describe characters, setting, and major events in a story, using key details. ELACC1SL2-Ask and answer questions about key details in a text read aloud or
information presented orally or through other media.

Screencast-O-Matic

I made a screen capture video using Screencast-O-Matic to create an instruction tool for school staff.  We have a new way to submit technology work orders via the school system website and I remembered doing a screen capture video in a graduate class at Valdosta State University.  I thought that a video would be a better way to show staff how to do this task than reading printed instructions (which I also created...4 pages of screen capture with call outs, etc.)

It was fun and very easy to do (and it's free).  The software creates a video in MPEG4 format, which requires QuickTime Player, so I also converted it into WMV format.  I emailed both formats to staff so they would be able to play the video.  I was pretty sure that most of our computers had Windows Media Player installed, but wasn't sure how many had QuickTime installed.

Here is a screen shot of my video screencast.
Note the cursor is hightlighted with a yellow circle, so you can easily track the movement.

I'm thinking of other tasks, procedures or instruction that would lend itself to using this technology.  I could see teachers using it to instruct students on how to things.  They could copy them onto the computers in their classrooms.

 I also figured out how to change a screen capture into a jpeg, since this blog only lets you insert video or images.  You use the Prnt Scrn key and open Accessories>Paint and then paste the screen capture there and save as jpeg.

Cicada

While feeding the chickens today I noticed a cicada on the door of the chicken coop.  I usually see the shed of the insect on the trunks of pine trees, so it was a pleasant surprise to see the actual insect.

Also, here are 3 of my chickens!  They are getting bigger, but are still not full size.  We're probably still 2 more months before there are eggs.

Chickens Make It to the Coop!

We have been building a coop for our 5 young chickens and we finally were able to move them into it on Sunday!  They had been living in a plywood box in our garage for about 2 weeks so we were all happy to make the big move.  We placed them in the night roost portion of the coop first and locked them in there for awhile so they became familiar with that new environment.  Then we opened the door into the run.  Cautiously they looked out but weren't too anxious to go out into that big scary space.  I went into the coop and placed food all along the ramp and they eventually made their way out.  After a couple of hours they all made it all the way down the ramp and then made themselves at home.

My Chickens

I named my blog, "Karen's World" and the address is "georgiabooksandmore.blogspot.com" so here is a blog about something not book related...chickens!  I decided about 6 months ago I would like to have chickens in my backyard so I could have fresh eggs.  I finally got some on May 7th from my son as a Mother's Day present.  Only problem was that we don't have the coop built yet, so they lived for a week and a half in a large plastic tub.  This was sufficient until my son and husband said they intended all along to have more than 3 chickens.  So my son built a larger brooder to accommodate 2 more chickens which we bought on May 16th.

First chicks I received as Mother's Day gift on May 7th.

Here are the original 3 plus 2 more purchased May 16th.  See how much the original 3 have grown!

I asked at our second purchase at the feed store exactly what kind of chickens I had.  The red one is a New Hampshire Red (named Rosie), the pale yellow ones are Buff Orpingtons (I originally named the 1st Buff Henny Penny) and the black one is a Black Sex Link (named Nugget by my son).  The other 2 Buffs I haven'

t named.  For one thing I can't tell them apart.  We are spending Memorial Day weekend building the permanent coop.  I'll post a photo when it's completed.

National Library Week Activity

I know it's a little late, but school is officially out and I might have time to catch up on some blogging!  I repeated my activity from last year called "Guess Who's Reading!".  I photographed volunteer staff with one of their favorite books, with only the top of their head and hands showing, adding the "Guess Who's Reading!" at the top.  I laminated them and posted them around the school with a small number in the corner

Here is the original photo (of me) to which I add the "Guess Who's Reading!".  I hold a contest and if the students guess a certain number of staff correctly, their name is entered into a drawing for a prize.  I then post the names later.  It's been a fun activity, with the students getting really excited and going around with clipboards and discussing who is behind the books.  We celebrate NLW a week later than ALA, as we are testing during the official ALA week.  So it comes at good time when the students could use a fun activity!

 

I got the idea from a blog I follow called "Library Displays" and changed it up a little.

Books-My Window to the World

I just finished a new display for National Library Week which we will be celebrating April 22-26 (due to testing during the official NLW time).  I also didn't feel that the ALA theme "Communities Matter @ Your Library" was a great visual for our bookmark contest, etc.  So with some help from my Library Media Center Committee we came up with the theme "Books-My Window to the World".  My display features a window frame hanging in front (it's made of styrofoam, covered with wood-grained cardboard donated by a parent who worked with a Hallmark store).  I think it turned out great!

2nd Grade Used Reference Sources to Gather Information

     I wanted students to get practice using the main types of references sources they need to know how to use, so I read the book Clever Tom and the Leprechaun by Linda Shute as a jumping off point. I picked it in part because it was the week of St. Patrick's Day and in part because I knew there would be plenty of unfamiliar words.

     While I read I had the 2nd grade students identify words they were not familiar with by raising their hands and a volunteer (or the teacher) wrote down the words on slips of paper.  Students then used dictionaries (both print and digital) to look up the unfamiliar words and wrote the definitions. ELACC1RI4: Ask and answer questions to help determine or clarify the meaning of words and phrases in a text.  They started out by looking up their word in the print dictionary, but I knew they wouldn't find some of the words (ie. thunderation, hoodwink, etc.).  If they were unsuccessful in finding the word in the print dictionary they then transitioned to a computer where I had pulled up an online dictionary.  This exposed them to digital versions of print resources.

     Other students used an atlas to locate Ireland on a map. First they had to use the index to locate the correct page with the map.  I had paper on the table with directions and they recorded one fact they learned about Ireland by looking at the map (ie. Ireland is an island, The capital of Ireland is Dublin, etc.). ELACC1RI5: Know and use various text features (e.g., headings, tables of content, glossaries, electronic menus, icons) to locate key facts or information in a text. 

     Another group of students used  World Book Kids (an online encyclopedia) to read the article on leprechauns and write a fact or two about them. ELACC1W8: With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.

     Each student presented their new knowledge to the class. I wrote up this activity and posted in on the bulletin board in the hall with photos of one of the classes.  I always include the Common Core Standards that are being covered as some people don't think library media specialists do any teaching!

Plants & Animals & Unexpected Lesson: Quiet in the Garden

Several weeks ago I was reading a book to the first grade classes, Quiet in the Garden by Aliki.  At that time the students were studying what is a plant, what is an animal, the relationship between the two groups, etc.  After I chose the title I realized it was about what each animal ate, so after we read the book the students helped me create a list of all of the animals mentioned in the book.  This was good recall practice for them.  I listed the animals on a white board and then they helped me list what each animal ate.  We then went back and noted whether that food was a plant or an animal.

It just came to me as I saw "plant" and "animal" listed over and over. I  realized I had the opportunity to introduce some new concepts and vocabulary words: herbivore, carnivore and omnivore.

                                                 

Note Taking Instruction & "Frog in a Box"

The 4th grade classes were studying animal adaptations at the time that I wanted to work on their note-taking skills.  I had previous used an activity at the zoo at Chehaw Park called "Frog in a Box" developed in 2008 for American Zoos & Aquariums recognition of the Year of the Frog.  The activity consists of having a volunteer become a frog. Various things are put on the volunteer representing adaptations which  turns them into a "frog" (swimming flippers representing webbed feet, ear muffs for the large tympanum-ear drum).  I instructed the students to take notes on a graphic organizer I designed which included spaces for 4 adaptations and how they helped the frog survive.  As I "dressed" the student volunteer with adaptations the other students took notes. I also wrote each adaptation on a white board as we added them.

I think the students enjoyed this activity and we accomplished two things at once.  They learned about the adaptations of frogs and how to take notes from an oral presentation.

Comparing Two Texts

One of the 2nd grade's CCGPS ELA skills is to compare two similar texts.  I read two fiction picture books: The Very Hungry Caterpillar by Eric Carle and Waiting for Wings by Lois Ehlert.  Both books are about the life cycle of a butterfly, which is what the 2nd grade students are studying in their IB/PYP unit of inquiry, "How We Express Ourselves: Enjoying Nature."  After reading the 2 books the students created a Venn diagram comparing and contrasting the two books.

Creating a Glossary with First Grades

First grade classes create a glossary in CCGPS ELA:
ELACC1RI5: Know and use various text features (e.g., headings, table of content, glossaries, electronic menus, icons) to locate key facts or information in a text.

I chose a non-fiction title that did not have a glossary, but had a lot of interesting words.  The title from the National Geographic series, What Did One Elephant Say to Another?: A Book About Communication, by Becky Baines worked well as would A Den is a Bed for a Bear: A Book About Hibernation .

I read the book and gave each student a strip of paper with a word from the book printed on it. I had a strip with a different word for each student, so part of the challenge of this activity is finding a book with enough words that 1st grade students will know and be able to write about!   Each student wrote a definition on the strip of paper.  I took one class's words and arranged them in alphabetical order on a bulletin board in the hallway with an explanation of the activity.  I took the other classes' words and glued them onto a large sheet of paper (in alphabetical order of course) and delivered them to the class.  If I would have had more time, we could have put them in alphabetical order in the library media center.  I think I will do that next year.

Collaborating with 2nd Grade on Cat Research

     This school year I have focused on collaborating with teachers as they implement the new CCGPS ELA. Students are required to do a lot of writing and there is a focus on informational texts and research...a perfect opportunity to use our (library media specialists) skills in those areas.  The 2nd grade students had to conduct research on a cat in order to do a writing so I offered to create a graphic organizer.

      I also collected books on different species of cats and located articles in World Book Kids (we have a subscription to it online).  I scheduled time to go to each 2nd grade class with the resources and assist the students with the research.  I modeled note-taking and reading to answer the questions (on the graphic organizer) by using a book about bears.  The students were grouped by species of cat and I stayed to help them.  It went very well and the students then used their notes on the graphic organizer to write their paper.

CC2W7: Participate in shared research and writing projects (e.g., read a number of books on a single subject to produce a report, record science observations). 

Spread the Word

Evidence of library media skill activities that take place!

     After hearing a presentation this June at the GLMA Summer Institute I realized how important it was to document what I do and then spread the word.  I went to another presentation at RESA this fall and Janelle McClure emphasized that point again.  That is one reason I write this blog.  I was trying to figure out a way to let teachers know what I do during the library media time (besides check out books).  The teachers know (mostly) what I do with their students, but are not aware of what I do on other grade levels.  I needed to change the bulletin boards outside the library media center so I decided to put evidence of student work in the hallway.  Students like to see their work as well, so it was a win-win.  Imagine my surprise when our head of school (principal) stopped in the hall, looked at the bulletin board and said she was making note of it for part of my evaluation.  That wasn't the whole reason I did it, but hey... if you won't blow your horn, who will?