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K-12 Library LESSON PLAN SOURCESCompiled 8 19 12

http://digital-literacy.syr.edu/projects/view/83K 12:  http://www.ilile.org/instructionalRes/LP/plans/Library-information%20literacy.html#gradek-2  CHECK left side for other helpful linkshttp://www.ilile.org/instructionalRes/checklists/libraryguidelines.html

Standard 1: http://www.iccsd.k12.ia.us/library/Curriculum/Objectives.htmStandard 2 http://www.iccsd.k12.ia.us/library/Curriculum/Objectives2.htm Standard 3http://www.iccsd.k12.ia.us/library/Curriculum/Objectives3.htm 

Lessons http://www.iccsd.k12.ia.us/library/Curriculum/Lesso

 

 

 .*VIRGINIA**  Sites :*

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Linking Libraries & Academic Achievement

*2010: unofficial Virginia curriculum* :  similiar to NC document

http://www.doe.virginia.gov/instruction/library/link_libraries_acad-achievemt/index.shtml

http://www.doe.virginia.gov/VDOE/Technology/OET/llaa/overview.html

- The Virginia Department of Education has developed the Linking Librariesand Academic Achievement Project that matches Virginia 's Core Standards ofLearning (including Virginia's Computer Technology Standards) with the (NINE INFORMATION POWER ) National Information Literacy Standards. Thisdocument also references the Virginia Technology Plan. The goal of thisinitiative is to provide guidance to school library media specialists in thedevelopment of best practices for teaching and learning. The resourcedocuments identify skills that students need in order to be successful inmeeting the Virginia Standards of Learning. It also provides strategies andactivities that integrate technology into the curriculum and fosters thedevelopment of literacy skills that will enable students to becomediscriminating and efficient users of information.

  - Project Overview<http://www.pen.k12.va.us/VDOE/Technology/OET/llaa/overview.html>  - InstructionalMaterials<http://www.doe.virginia.gov/VDOE/Technology/OET/llaa/materials.html>-This site includes navigational charts by grade level and core subject  areas. The navigational charts show the SOL links to information retrieval  skills, library media strategies, sample activities, and resources.  - Scope and Sequence<http://www.pen.k12.va.us/VDOE/Technology/OET/llaa/crossreferencechart.xls>-This site is in the Excel format and can be sorted by grade level,subject  area, SOL, NILS, and C/T Standards.  - IntegrationTracker<http://www.pen.k12.va.us/VDOE/Technology/OET/llaa/tracker.html>-This document allows librarians to keep a log of cross-curricular  instruction. Data can be gathered by teacher name, SOL taught, and methods  used.alist

http://www.wcps.k12.va.us/asr/LibraryCurriculum2003.htm

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Hanover County library media specialists have created *lesson plans tocomplement the National Information Literacy Standards and the VirginiaStandards of Learning*. The lesson plans are in PDF and Word formats.

http://hcps2.hanover.k12.va.us/instruction/media/LessonPlanBook.htm    great! has lesson plan and needed worksheets/documents.

The library media specialists of Hanover County have created a curriculumguide for teaching the National Literacy Standards in conjunction with theVirginia Standards of Learning. The guide is divided by grade levels,National Literacy Standards strands from Information Power, and literacyskills teaching objectives. Hanover County librarians have alsodeveloped a checklistof information literacyobjectives<

http://hcps2.hanover.k12.va.us/instruction/media/Combinedchecklist.pdf

>for  each grade level. :-->

http://hcps2.hanover.k12.va.us/instruction/media/Combinedchecklist.pdf

###GREAT (below)

http://hcps2.hanover.k12.va.us/instruction/media/LessonPlanBook.htm  great! has  K-8  lesson plan and needed worksheets/documents.

http://hcps2.hanover.k12.va.us/instruction/media/LessonPlanBook.htm    great! has  K-8  lesson plan and needed worksheets/documents.

http://hcps2.hanover.k12.va.us/instruction/media/librarycurriculum.pdf

2nd gr ( probably found in above)http://hcps2.hanover.k12.va.us/instruction/media/Second%20combined%20062003..pdf1st gr  ( probably found in above)http://hcps2.hanover.k12.va.us/instruction/media/First%20combined%20062003.pdf

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all 4 content areas.  VIRGINIA SOLs

http://www.spsk12.net/departments/STAR/index.htm

Lesson Plans for Elementary Students  Lessons by Loudoun Librarians forLoudoun Librarianshttp://cmsweb1.loudoun.k12.va.us/5093055133359/blank/browse.asp?a=383&BMDRN=2000&BCOB=0&c=64794

2nd/5th gr Standards for the 21st-Century Learners benchmark

2nd:http://catalog.henrico.k12.va.us/documents/2ndbenchmark.doc

5th :http://catalog.henrico.k12.va.us/documents/5thbenchmark.doc

Library Media Center Curriculum

http://www.wcps.k12.va.us/asr/LibraryCurriculum2003.-------------------------------------------------------------------------------------------------------*OTHER  : *Houston ISD <http://www.houstonisd.org/> Library Services

http://www.hisdlibraryservices.org/Scope_and_Sequence/scope_and_sequence.htm

Information Skills Instructionhttp://www.sldirectory.com/libsf/resf/libplans.html

check upper left hand corner for search routes

lesson plans with AASL's *Standards for the 21st Century Learner *

http://www.informationliteracy.org/

http://www.avondale.k12.az.us/webpages/tmolina/librarians.cfm?subpage=11898

http://www.rce.k12tn.net/lmc/curriculum.htm

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http://www.kn.pacbell.com/wired/21stcent/gradelevel.html

I think kids are not getting the traditional literature they need.  And, howdo we talk about a "Cinderella" story, if people don't know who Cinderellawas?  So, I do two things to combat this lack.  I have PreK that I read asmall book (about 20) of nursery rhymes to every week when they come to thelibrary.  By the end of the year, most of the kids are reciting many of themwith me.  In kindergarten, I go a step further, and we spend two weekslearning a specific nursery rhyme.  At the end of the second time, I havethe kids recite it with a partner, and then we review the ones we've alreadylearned.

The other thing I do lasts from right after Christmas until spring break.  Ido a fairy tale unit with PREK through 4th grade.  Each week I share one ortwo fairy/folk tales with the groups.  On some, I just read them, on othersI do some extenders.  I do simple ones with the PreK, K, 1, and make themmore involved the older the kids are.

One thing I do NOT do, is paper work/crafts, etc. with the kids.  I onlyhave 30 minutes a week, and I am not crafty.  I don't think my job is to bethe art teacher.  I know we read about people doing worksheets and crafts,but I don't do either.  The extenders I do are all verbal or physical.

I also do some information retrieval skills where I do use worksheets.  Infourth grade I teach how to use guide words in a dictionary.  In third gradeI teach how to use an index, and in fifth grade I teach how to use an atlas,and read a map.

Digital literacy, citing sources

Author/illustrator studies--you can read aloud from one and discuss elementsand then give each partnership or small group other books by theauthor/illustrator and have them describe the elements to see if there areany commonalities. We watch interview clips online if available too, and ofcourse, if there is a Reading Rainbow episode clip--they love it! I even cutout from a big sheet of paper "puzzle pieces" where students can write wordsthat describe that author/illustrator's style and then we put the piecestogether and display it in the library.  Students often check theauthor/illustrator books out more after we've done these activities.  Italso helps me during reader's advisory because I can ask them if they did or

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didn't enjoy the style of that author/illustrator.

Writing--poetry & graphic organizers--you can read aloud a story or pass outa poem to read with students, then ask students to respond by writing on asimilar topic or style or use a graphic organizer to respond.  Forexample, after reading Patricia Pollacco's book about her red-headed olderbrother, I asked students to map out their family members and use adjectives(positive or negative) to describe them.  They especially loved drawingpictures of their family members too!

Holidays--these are good opportunities to read non-fiction books abouttopics/places that link to holidays, we read some Reader's Theater scriptsthat explain the origins of holidays, we watch video clips from NationalGeographic or the Travel Channel's websites about holidays around the world,like, Mexico's Day of the Dead celebrations.  I always try to have thelessons end with the students working on or making something to take awaywith them--a crossword, a word find, picture postcard, bookmark, small craftthat goes along with the theme--or I collect them and use them fordisplays.  Sometimes I even have students sample food that goes with theholiday.

These below are geared toward the upper elementary students:Using wikis to add to classroom learning topics--I start by showing/allowingstudents to explore wikis on various topics. Then I introduce them to howwikis can add to their classroom community of learning by setting up a wikiwith their teachers on a big topic they are studying.  Students then aretaught about online etiquette and decorum and are then guided in findingcontent to add to the pages in the class wiki.

Book trailers--showing good/bad ones, have the students critique them basedon content, style, persuasive power, etc.  Then challenge the students inpairs or alone to make one for a book the library has.  We used WindowsMovie Maker and iMovie to make them.  We then had red carpet premiereparties where students showed the class what they made.  The trailers werethen uploaded to our school library's YouTube channel and linked to thelibrary website.

Mini-Inquiry projects--I usually have the National Geographic Photo of theDay up on the SMARTBoard and discuss with the class what they think is goingon in the photo and why they think it was chosen as the Photo of the Day.After reading the caption the students then write what they want to knowmore about the photo (this is after I have modeled with the class what kinds

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of wonderings they can ask).  Then I ask them how they can go about findingthe answers to their questions using the resources in the library.  We takeone or two questions and together as a class we find the answer--either inbooks in the library or on the web.  By the end of the year students arereleased to find their own answers and once they do they write what theyfound out on the picture on the SMARTBoard. This is geared toward the upperelementary students.

Look at your state course of study or your state may be using the CoreCurriculum and look at Am Assoc of School Libraries STANDARDS FOR THE 21STCENTURY LEARNER.  Collaborate with your teachers and find out what thingsthey will be teaching--such as *Famous People* and prepare an extention ofthat topic for students to do in library.

1. Use encyclopedia to locate birth and death dates and some facts

2. Internet (identify url and bookmark)* xpeditions* for maps to show whereperson was born

3. Locate a picture of person

4.  Remember to have students write where they locate information—

At our school K-2 students have a story time.  Since reading is such abig push at that age I try to avoid a "lesson" on each story. They getenough of that in the classroom.  I introduce authors and showstudents where they can find more books by their favorites. Emphasisis on the literature and finding what they like to read.  I placedlarge letters above the shelves in the Easy section.  When I read aCurious George book we talk about H.A. Rey and what letter to look forto find more books about Curious George.  With kindergarten I spend alot of time on book care. At the end of the period students check outbooks. If we have time after that I read a book that they choose froma cart of pre-selected books or we look at the books that they checkedout.

Games that teach library skills are good and can be used over and overagain.  Simple book searches are good for 3rd grade and up andstudents generally enjoy them.

Create lots of cards with book titles on them (50 is not too many) for

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the students to find.  Laminate them so they can be used over again. Ihave two sets.  One set has the title and call number of the book.Another has only the title.  I start my students with the title andcall number set.  They go to the shelf and find the book but do notremove it from it's place. I travel around the library and give them apopsicle stick for each book they find.  This can be a little noisyunless they understand that the quietest students will be servedfirst.  I don't give prizes or rewards for the most found butencourage each student to improve on their previous score. The secondset of cards with only titles requires the student to look up the bookcall number, then find the book.  (This requires that several studentshave access to the OPAC at the same time.)

Once students can find books, they enjoy shelving them.  This can behelpful for you too.  Give students a cart of books to be shelved.  Istart with books from only one sections such as fiction.  Later theymay be jumble up. Each student takes a book and finds it's place.Then they raise their hand for me to come and check it.  If they arenot right we work together to figure out where it goes.  Again I givethem a popsicle stick for each book correctly shelved.

This is a fun site for students if you have enough computers.http://users.ece.utexas.edu/~valmstrum/s2s/utopia/library4/src/library4.htmlI only have enough computers for about half of a class so I oftendivide my class in half and the other half spends part of the time inbook check out and silent reading (I have an aide the supervisesthem).  We switch around half way through the class time.

I also do a couple of research web quests.http://www.usd327.org/EES/EESlib/Kids%20Pages/kidspage.htm  The statebook mark web quest was put together for 4th graders.  The country webquest I used with 5th graders. (I have not used it for a few years sothere may be bad links.) They both take a lot of time.  I spendseveral months teaching the use of appropriate resources before westart the projects.

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I have just retired but one of the most fun things we ever did was sign upfor the bookmark project on International School Librarian website.http://www.iasl-online.org/

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You get matched with a school elsewhere in the world. Exchange info with theother librarian and then make and exchange bookmarks.  I used it as anextended Social studies/research lesson and it covered at least a month. Ifyou go to my blog and look backwards until you get to October (in at leastthe last 3 years) you will see some of our activities. We were matched withNigeria, Hong Kong (2 times), India (2 times) and Canada (3 times)  You maynot want to have your whole school participate, just certain grades.

Authors, genre, reading strategies

K we do two read alouds every week. We sing and march BEFORE we sit. "Ifyour happy and you know it" Let them get their sillies out BEFORE sitting.We finish the song with a verse of "if you're happy and you know it whispershhhhh" and then if you're happy and you know it read a book. and we openand close our hands like a book. It transitions them to story time nicely.Alway give them time to share at the end on a specific question about yourstory or stop in the middle to ask them to predict what comesnext.....Compare and contrast previous weeks stories. I also have anactivity sheet to go with the theme of the read aloud for them to work onafter book check out. You need more set up with the younger kids, a readingarea, a rug or carpet squares, coloring or activity sheets, crayons.Assigned seats or numbers work well. CONSISTANCE and REPITITON work wonderswith the K'sWe discuss library usage, book care, library manners, etc.

We cover through repetion each week. The cover, the title page (informationfound on the page) the verso page (the book's birthdate)

non fiction: Table of contents, index, glossary, etc..

1st grade: reinforece everything from K.

I do an author study of Jan Brett with my first graders. I see them once aweek for 40 minutes. We concentrate on one of her books each week for 2months. Look at all of the elements, compare and contrast. We also studyfairy tales. I do this for about 8 weeks and finish with a few fracturedfairy tales that combine elements of the books we have covered.

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2nd grade we spend 10 weeks on each section of the Dewey Decimal system. Icover a book or two or three from each section and we discuss what eachsection has in common. The difference between E, F and non-fiction. Wefinish off the year with OPAC searching. I model it for WEEKS using asmartboard or a computer with LCD. Finally, they move to the computers ontheir own. Searching for F, non fiction and E books. The last few weeks ofschool are spent on a treasure hunt in teams. Looking up the titles listedon a sheet, filling in the call number authors name and then transferringthe skill to actually finding the books on a shelf. I do this in teams oftwo or three.

3rd grade we do reference books. I start with the phone book and key wordsearching. Students look up a PIZZA place and a VIDEO or TOY story andcomplete a work sheet I designed. It is easy to then transition them tokeyword searching in a dictionary and then an encyclopedia. We also compareand contrast on line vs print reference materials. This takes two markingperiods.

4th and 5th grade we cover the acceptable use policy (4 to 5 classes orweeks).

Plagerisim.Databases, closed search engines.

Cybersmart has some great resources.

http://cybersmartcurriculum.org/

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1st Grade- I do author studies.  Laura Numeroff - circle stories If You Givea ...There Was an Old Lady storiesThey love Black Lagoon stories

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They learn about fiction and nonfiction.Jan Brett - We have hat week in honor of her book.

5th grade - We concentrate on information literacy.  I have mini researchprojects during the year.  They also have a poetry recitation project forme.  We are going to work on literacy in general this year, trying to avoidAccelerated Reader books as much as possible.  I just read Guys Read bySciezacka (spelling) and loved it.  I read the humor version.  There areothers.

4th grade - I love Toni Buzzeo books.  Our Librarian won't Tell Us Anythingleads to a research project.  I do a lot of the reference section with thisgrade.  We tried making our own digital almanac this year b/c we didn't havethe money to do a yearbook.  It didn't work the way I intended, but I'll tryagain.

Kinders - not my favorite.  I do a lot of Froggy books.  I also read themCordoroy.  They love the lift a flap books; I use a document camera on a bigscreen tv.  I also read the Marion books, about learning about book care.

2nd - This grade so depends upon maturity.  I do start chapter books withthem.

My standard course of study is in revision.  It is changing to informationtechnology from information skills.  I have added computers in my room so Iam working with them on powerpoint.  I am also playing with podcasting.

3rd grade - I love to teach dictionary skills.

http://www.rce.k12tn.net/lmc/curriculum.htm

Lesson Plan site from a Georgia school system  

Media Lesson ResourcesSee the wonderful resources created by Liberty County Media Specialists! http://www.liberty.k12.ga.us/MediaPage/Media%20Resources/Media%20Lesson/index.htm

 http://isail.wikidot.com/curriculum-samples

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CORRELATION AND CURRICULUM and Library Lessons Supporthttp://library.springbranchisd.com/sbisd_library/librarians/leadership_collaboration_technology/teks/teks_taks_correlation.htm   http://www..hisdlibraryservices.org/Standards_2005.htm Similiar to Hanover Co VA:

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http://www.hisdlibraryservices.org/Scope_and_Sequence/scope_and_sequence.htm  Scope and Sequence by Grade Level - includes standards and lesson plans with resources  

Scope and Sequence by Grade LevelPre K KINDERGARTEN  

GRADE 1 GRADE 5 GRADE 9GRADE 2 GRADE 6 GRADE 10GRADE 3 GRADE 7 GRADE 11GRADE 4 GRADE 8 GRADE 12

http://www.avondale.k12.az.us/webpages/tmolina/librarians.cfm?subpage=6580

SHARE :  a great site---lesson plan format with California State Standards outline

 http://www.lessonopoly.org/?gclid=CJuv8ZDR8qoCFYJx4AodP1_zPQ

AASL Standards for the 21st-Century Learner. http://aasl.jesandco.org/

http://julknott.blogspot.com/

Fairfax VA Public Schools' Librarians http://fcpslibrary.wikispaces.com/

Hanover County (VA) School Media Center. Follow thelink to the curriculum guide.   2005

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   Hanover County library media specialists have created lesson plans to complement the National Information Literacy Standards and the Virginia Standards of Learning. The lesson plans are in PDF and Word formats.  http://hcps2.hanover.k12.va.us/instruction/media/LessonPlanBook.htm The library media specialists of Hanover County have created a curriculum guide for teaching the National Literacy Standards in conjunction with the Virginia Standards of Learning. The guide is divided by grade levels, National Literacy Standards strands from Information Power, and literacy skills teaching objectives. Hanover County librarians have also developed a checklist of information literacy objectives for each grade level. http://hcps2.hanover.k12.va.us/instruction/media/librarycurriculum.pdfhttp://www.doe.virginia.gov/VDOE/Technology/OET/llaa/overview.htmlLinking Libraries & Academic Achievement - The Virginia Department of Education has developed the Linking Libraries and Academic Achievement Project that matches Virginia 's Core Standards of Learning (including Virginia's Computer Technology Standards) with the National Information Literacy Standards. This document also references the Virginia Technology Plan. The goal of this initiative is to provide guidance to school library media specialists in the development of best practices for teaching and learning. The resource documents identify skills that students need in order to be successful in meeting the Virginia Standards of Learning. It also provides strategies and activities that integrate technology into the curriculum and fosters the development of literacy skills that will enable students to become discriminating and efficient users of information.

Project Overview Instructional Materials - This site includes navigational charts by grade level and core

subject areas. The navigational charts show the SOL links to information retrieval skills, library media strategies, sample activities, and resources.

Scope and Sequence - This site is in the Excel format and can be sorted by grade level, subject area, SOL, NILS, and C/T Standards.

Integration Tracker - This document allows librarians to keep a log of cross-curricular instruction. Data can be gathered by teacher name, SOL taught, and methods used.alist

How do I start developing lesson plans for next year?I feel unsure where to start. Any suggestions would beappreciated.

Responses:

While the question was a two-parter, the bulk of theresponses focused on lesson planning. I have condensedthe responses as follows:

--Get into the library during the summer to get to

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know the collection.--Meet with teachers to see what their curriculumplans are for the year (Lang Arts, Science and SocialStudies) and to find out what their specific needsare. Try to integrate what you are doing in thelibrary with what is being taught in the classroom asmuch as possible.--Use the curriculum as a guide, but make decisionsbased on what the kids now know and what you want themto learn.--Start out the year with lessons on libraryorientation, procedures and book care.--Plan the year using a long range plan (using aspreadsheet or other organizational device, with

grades across the top in columns and the months alongthe side in rows) which can be modified as the yearprogresses.--Plan lessons in units or on themes. Units caninclude author studies, library location skills, using

--Many schools do mostly literature awareness ingrades K-3, with a gradual introduction of skills ingrade 3, to mostly skills in grades 4-5.

Websites for lesson plans:

http://hcps2.hanover.k12.va.us/instruction/media/(click on the red book)

http://mte.anacortes.k12.wa.us/library/lesson.htm

(one librarian’s year-long plan)

http://oakland.dpsk12.org/stories/storyReader$54(another year-long plan)

http://www.learnnc.org/learnnc/lessonp.nsf/homepage?openform(lessons under the heading information skills)

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http://www.libraries.phila.k12.pa.us/lion/lessons.html(a compendium of library lesson sources)

LESSON PLAN FORMAT  Lesson title: Time:  min. / Days: Content Area:  Grade: 

Science  objectives from state Language Arts objectives from state Marzano Strategies  Materials Resources Procedure   ( Day 1, Day 2, etc) Attached Files    http://teacher.neisd.net/library/public/lessonplan/  Content Areas /  each lesson includes needed worksheets. handouts, powerpoints---at bottom of each lesson  ---->   Attached Files From :     North East Independent School  San Antonio, Texas    District. 

AASL Standards for the 21st Century Learner are matched to the lessons !

Preschool storytime :<http://www.powell.k12.ky.us/olc/class.aspx?id=10584&s=1037>

K :  http://www.powell.k12.ky.us/olc/page.aspx?id=9892&s=10371: http://www.powell.k12.ky.us/olc/page.aspx?id=9894&s=10372: http://www.powell.k12.ky.us/olc/page.aspx?id=9895&s=10373: http://www.powell.k12.ky.us/olc/page.aspx?id=9897&s=10374  http://www.powell.k12.ky.us/olc/page.aspx?id=9898&s=10375: http://www.powell.k12.ky.us/olc/page.aspx?id=9923&s=1037

### great site with actual plans !   http://www.hisdlibraryservices.org/Scope_and_Sequence/scope_and_sequence.htm

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9th grade library curriculum link

This is the link to the Library curriculum for Ohio schools - Hope this will help you.

http://www.ode.state.oh.us/GD/Templates/Pages/ODE/ODEDetail.aspx?page=3&TopicRelationID=1703&ContentID=13952&Content=111487

- Take a look at this page from NYC:http://schools.nyc.gov/Academics/LibraryServices/StandardsandCurriculum/default.htmit is the curriculum and assessments that NYC created which sounds like it might be helpful

- This is the link to the Library curriculum  for Ohio schools - Hope this will  help you.http://www.ode.state.oh.us/GD/Templates/Pages/ODE/ODEDetail.aspx?page=3&TopicRelationID=1703&ContentID=13952&Content=111487

-   New York City Information Fluency available at http://schools.nyc.gov/Academics/LibraryServices/StandardsandCurriculum/default.htmIowa City Community School District available at http://www.iowa-city.k12.ia.us/library/Curriculum.htmSt. Michael-Albertville, Minnesota available at http://www.stma.k12.mn.us/curriculum/content_area/information_literacy.phpBaltimore County, Maryland available at http://www.bcps.org/offices/lis/elmc/index.html

- Here is another one that just arrived in my inbox: UNESCO Media and Information Literacy Curriculum. It’s quite a hefty document, but the modules at the end are great.

- This is the link to the Library curriculum for Ohio schools - Hope thiswill help you.http://www.ode.state.oh.us/GD/Templates/Pages/ODE/ODEDetail.aspx?page=3&TopicRelationID=1703&ContentID=13952&Content=111487