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Stacks of Ideas. Activities for the Library Media Center and Classroom, K-8

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Stacks of Ideas. Activities for the Library Media Center and Classroom, K-8 DOCUMENT RESUME ED 318 480 IR 053 136 AUTHOR Estes, Bettie, Ed. TITLE Stacks of Ideas. Activities for the Library Media Center and Classroom, K-8. INSTITUTION Oklahoma State Dept. of Education, OkJahoma City. PUB DATE 89 NOTE 352p.; For the 1988 edition, see ED 3(5 075. PUB TYPE Guides - Non-Classroom Use (055) EDRS PRICE MF01/PC15 Plus Postage. DESCRIPTORS *Cooperative Planning; *Course Integrated Library Instruction; Curriculum Guises; Elementary Education; * Elementary School Teachers; Information Needs; Learning Resources Centers; *Library Skills; *Media Specialists; School Libraries; Teaching Methods; Units of Study ABSTRACT Tre 26 instructional units featured in this guide are designed to encourage cooperative planning between the library media specialist and classroom teachers in the development of programs that will teach students to locate information by integrating research skills into regular classroom units of instruction. At least one teaching unit with learner outcomes has been included in each content area, with an indication of the particular grade level at which that unit should be emphasized. It is noted that these units can be adapted to other grade levels or to different methods of instruction. Some units related to pure enjoyment and pleasure in reading are also included. Most of the units are applicable to more than one grade level with approximately half of them aimed at kindergarten through third grade and the rest at fourth through seventh grades. Information provided for individual units includes some or all of the following: suggested curriculum applications; a goal; the responsibilities of the teacher and the media specialist; learner outcomes; learning activities and suggestions; a list of resources needed, ircluding arts and crafts materials; a bibliz,graphy; and patterns and instructions for various projects. (SD) ********************A****************11********************************* * Reproductions supplied by EDRS are the best that can be made * from the original document. t *****************************************************A***************** U.S. DEPARTMENT OF ERUCATION Office of Educational Research and improvement EDUCATIONAL RESOURCES INFORMATION 111 CENTER (ERIC) lit This document has been reproduced as received from tne person or organization originating it O Minor changes have been made to improve reproduction Quality Points of view or opinions stated in this doci 0 merit dO riot necessarily represent official OERI position or policy OP m. Alaing 14:1, lb. 1116 p n.e1V.IL rs Se- - U "PERMISSION TO REPRODUCE THIS OM41 - MATERIAL HAS BEEN GRANTED BY DC J. Craddock i.. TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC)." Stacks Of Ideas Activities for the library media center and classroom ws:=- K-8 =et Oklahoma State Department of Education Gerald E. floeltzel State Superintendent of Public Instruction .11. Oklahoma City, Oklahoma 1989 3 This publication, printed by the Graphics Division of the Oklahoma State Department of Vocational and Technical Education, is issued by the Oklahoma State Department of Education, as authorized by Gerald E. Hoeltzel, State Superintendent of Public 1nstru,ion. 4,000 copies have been prepared and distributed at a cast of $12,008.86. October 1, 1989. Copies have been deposited with the Publications Clearinghouse "the Oklahoma Department of Libraries. 88-005509 i ii 4 FOREWORD The mission of the school library media program is to teach students the skills to become users of ideas and information. The most effective way to teach these skills is as an integral part of the instructional program when information skillscan be integrated in a developmental and sequential way with subject content. Stocks of Ideas consists of instructional units in all elementary curriculumareas. These units are designed to encourage cooperative program planning between the library media specialist and classroom teachers. It is hoped that this guide will strengthen and improvean educational program designed to prepare students for the twenty -first century. raid E. Hoeltzel State Superintendent ACKNOWLEDGMENTS This edition of Stacks of Ideas K-8 was compiled and edited by Bettie Estes with the leadership, assistance, and support of many individuals. LEADERSHIP Library Resources Section Oklahoma State Department of Education Barbara Spriestersbach, Director John McGrath, Assistant Director Betty Riley, Coordinator Bettie Estes-Rickner, Coordinator Carol Casey, Coordinator Kathleen Cu.-. an, Secretary Tony Poole, Secretary ASSISTANCE Clarice Roads Linda Cowen, Norman Public Schools Paula Krivanek, Word Processing Nita West, Cover Design Kathleen Curran, Proofing Jo Garrett, Proofing Linda Chapman, Marlow Public Schools Ob. CONTRIBUTIONS Special thanks to the many school library media specialists and classroom teachers who were willing to con'aibute their successful teaching practices, ideas, and materials, and also to take time tc fieldtest many of the units. SUPPORT Curriculum Section Oklahoma State Department of Education Mary Reid, Director Second Printing October 1989 TABLE OF CONTENTS GRADE TITLE PAGE K-3 Orientation 1 4-6 Orientation 5 3-6 Introduction/Review of the Card Catalog 23 K-4 Mouse Tales 29 K-1-2 Bears in Literature 49 1 Dinosaurs 65 1 Clever Counting 79 1-2 Focus on Roger Duvoison 103 1-3 I Wrote the Story--I Drew the Pictures 109 2-3-4 Frog Fact-Frog Fiction 121 3 Let It Snow, 139 3 Fairy Tales 151 3 Folktales 161 4 Pigfest 165 4-6 Science Fair Projects 179 5 Drugs 201 5 Biography 209 5 The Fabulous 50 225 5 Where in the World 231 5 Something About the Author 239 5-6 Literature Letters 243 6 Building the Great Wall 247 6 Sequoyah Children's Book Award Multi-Media Project 259 6 How Much Fact in Science Fiction 267 6 Fantasy Themes 279 7 Read Your Way Across the U.S.A. 291 APPENDIX 303 INTRODUCTION The greatest challenge facing educators today is to make education relevant to students' needs both for today and for the future.It is important that we meet this challenge by teaching students to "think" and to locate information. Integration of research and information skills into regular classroom units of instruction is now recognized as the most effective method for teaching these skills. This integration is achieved through cooperative planning and teaching between the teacher and the library media specialist. The acquisition of library and information skills should be planned sequentially across the curriculum by the total school staff, with skills being introduced at appropriate grade levels. In this guide, at least one teaching unit with learner outcomes has been included in each content area, with emphasis at a particular grade level.These units can be adapted to other grade levels as well. Other units related to pure enjoyment and pleasure in reading have also been included. Information skills are provided in all content areas rather than being taught in isolatiun. It is our hope that this guide will be adapted to your own methods of instruction and integrated into your existing school curriculum. ORIENTATI01; Emphasis Grade Level: K-3 GOAL: The student will be able to locate the library media center in the schoo: od materials within the center. He/she will demonstrate acceptable media center behavior and show responsibility for borrowing and returning materials. LEARNER OUTCOMES Content Area Information Skills The student will: The student will: 1. Locate specific places in the school 1. Know the location of the library setting. media center. 2.Identify the roles of the people ,vho 2.Become familiar with the library work at school. media center staff. 3.Distinguish between fiction and 3.Realize the library media center is a nonfiction. source of information. 4.Identify and locate areas, with the 4.Learn the rules of conduct expected. focus on making and reading maps. 5.Learn circulation routines for 5.Be irtroduced to the use of the borrowing and returning materials. glossary and encyclopedia. 6. Learn the following terms: end 6. Use parts of a book correctly. paper, author, illustrator, borrower's card. 7.Use the encyclopedias and other reference books. 7.Sign a borrower's card. 8.Borrow materials without assistance. 9.Distinguish the front from the back of a book. 10.Turn pages correctly. Information Skills (cont.) 11. Learn to remove a book properly 20. Locate and distinguish between from a shelf. fiction and nonfiction. 12. Understand the significance of the 21. Become familiar with the call number. arrangement of fiction books on the shelf. 13. Learn how to care for books. 22. Locate magazines, encyclopedias, 14. Use a bookmark. dictionaries, and a newspaper. 15. Understand the following terms: 23. Locate the pamphlet/vertical file. picture book, title, spine. 24. Locate biographies. 16. Locate picture ''noks, easy-reading books, nursery-rhyme books, fairy 25. Select materials for enjoyment. tales, and picture dictionaries. 26. Learn the following terms: table of 17. Learn the difference between contents, book pocket, date due slips, storybooks and true or information glossary and catalog. books and locate each type. 27. Construct a simple floor plan map of 18. Learn the meaning of "E" (easy) on the library media center. the spine label. 28. Be introduced to appropriate pieces 19. Learn that easy-reading booksare of audiovisual equipment and learn arranged alphabetically by the their location. author's last name. ACTIVITIES/SUGGESTIONS: 1.Tour the media center with the students, reviewing location ofvarious materials and books appropriate to
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