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

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DOCUMENT RESUME ED 305 075 IR 052 687 AUTHOR Estes, Bettie, Ed. TITLE Stacks of Ideas. Activities for the Library Media Center and Classroom, K-8. INSTITUTION Oklahoma State Dept. of Education, Oklahoma City. PUB DATE 88 NOTE 352p.; For Stacks of Ideas 7-12. see IR 052 688. PUB TYPE Guides - Classroom Use - Guides (For Teachers) (052) EDRS PRICE MF01/PC15 Plus Postage. DESCRIPTORS *Cooperative Planning; *Course Integrated Library Instruction; Curriculum Guides; Elementary Education; *Elementary School Teachers; Information Needs; Learning Resources Centers; *Library Skills; *Media Specialists; School Lioraries; Teaching Methods; *Units of Study ABSTRACT Designed to encourage cooperative program planning between the library media specialist and the classroom teacher, this guide consists of 26 teaching units in all elementary (K-8) curriculum areas. At least one teaching unit with learner outcomes and related information skills is 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 for other grade levels or to different methods of instruction, and that they can be integrated into an existing school curriculum. Also provided are other units that emphasize pure enjoyment and pleasure in reading. Supplementary materials for use with the units are appended. A 23-item bibliography of sources of information on authors of materials for elementary school children is also provided. (CGD) * Reproductions supplied by EDRS are the best that can be made * * from the original document. * 1°117k Nes U & DEPARTMENT OPEDUCATION 011101 of Educational Rmiserch and Improvement O EDUCATIONAL RESOURCES INFORMATION LIN CENTER ( E RIC/ O41 This document has been reproducorl as received from the person originating e or °Mani:abort I rdN O Minor changes have been rproduChon Quality made to ,mprovo Pounts of view Or Opinionsmeted on the ClOak merit do not necessarily reprsnt OERI position or policy ("vat 3 44 "PERMISSION TO REPRODUCE THIS MATERIAL HAS BEEN GRANTED BY J. Craddock TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC" _Al 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 John M. Folks, State Superintendent of Public Instruction 6,000 copies have been prepared and distrib- uted at a cost of $17,270.03. Date 3-2-88. Copies have beer deposited with the Publications Clearing- house of the Oklahoma Department of Libraries. 88-005509 4 ii o FOREWORD The primary function of the school library media specialist is to teach how to find anduse information.It is recognized that the best way to teach these skills and have students retain them is within the scope of the classroom curriculum. Stacks of Ideas consists of units in all elementary curriculumareas designed to encourage cooperative program planning between the library media specialist and the classroom teacher. It is hoped that this guide will strengthen and improve education through effective utilization of library media and educational technology programs. 7/2 John M. Folks State Superintendent p ,. in ACKNOWLEDGMENTS This edition of Stacks of Ideas K-8 was compiled and edited by Bettie Estes withthe leadership, assistance, and support of many individuals. LEADERSHIP Library Resources Section Oklahoma State Department of Education Barbara Spriestersbach, Administrator John McGrath, Assistant Administrator Betty Riley, Coordinator Bettie Estes, Coordinator Linda Chapman, Coordinator Kathleen Curran, Secretary Cindy Hawkins, Secretary ASSISTANCE Clarice Roads Linda Cowen, Norman Public Schools Paula Krivanek, Word Processing Nita West, Cover Design Kathleen Curran, Proofing Jo Garrett, Proofing CONTRIBUTIONS Special thanks to the many school library media specialists and classroom teachers who were willing to contribute their successful teaching practices, ideas, and materials, and also to take time to fieldtest many of the units SUPPORT Curriculum Section Oklahoma State Department of Education Mary Reid, Administrator TABLF 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 Cleve' 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 i-i 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 7 INTRODUCTION The greatest challenge facing educators today is to make educati-m relevant to students' needs both for today and for the futureIt is important that we meet this challenge by teaching students to "think" and to locate informationIntegration of research and information skills into regular classroom units of instruction is now recognized as the most effective methou 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 levelThese units can be adapted to other grade levels as wellOther units related to pure enjoyment and pleasure in reading have also been includedInformation skills are provided in all content areas rather than being taught in isolation It is our hope that this guide will be adapted to your own methods of instruction and integrated into your existing school curriculum ix 8 ORIENTATION Emphasis Grade Level: K-1 GOAL: The student will be able to locate the library media center in the se'ol, and 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 who 2 Become familiar with the library work at school. media center staff 3.Distinguish between flction 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 introduced 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 cird 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 plcture book, title, spine 24 Locate biographies. 16 Locate picture books, 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 books are 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, reviewir g location of various materials and books appropriate to group involved 2 Introduce/review circulation system using transparency or large tag board borrower's cards. Student samples are included Terms borrower's card, book pocket, date due slip 3 Share with kindergarten students a book about a visit to the library Suggested source. Quiet' There's a Canary in the Library by Don Freeman 4.Draw a floor plan of the library 5 Review library procedures with first graders by sharing a filmstrip about what is an appropriate response to a series of problems or situationsSuggested source What Do You Do Dear? by Sesyle Joslin available from Weston Woods I) 10 2 Afterwards ask questions like aWhat do you do, dear, when you check out a book? b What do you do, dear, when you need a bookmark? c What do you do, dear, when you aren't through reading a book and it is due? 6.Share with second and third grade students a filmstrip or v'deocassette on appropriate library behavior Suggested source: School Library Adventure of the Lollipop Dragon, SVE, 1986. 7.Share Virginia Poulet's Blue Bug Goes to the Library with young students to make them aware of the different kinds of media to be found in a library 8Timed Orientation Game. Write questions and numbers or cards, for example a Where is the circulation desk? b.Where do you return books? c Where are the magazines? Give students a number, pull questions out of the bowl.
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