This blog is a personal journey about my attempts to create a blog that might be useful in an elementary library setting, complete with links for students, teachers, and parents.

Monday, March 17, 2008

Rocket Readers Reading Link Challenge Winners!


Congratulations to the Rocket Readers for winning the first challenge on March 10! It was a very close match between the Rocket Readers and the Tower of Books. Both teams were tie after the end of the three regulation rounds, and stayed neck and neck until the final question in the tie-breaking round! It was very exciting! Congratulations to both The Tower of Books and The Reading Monkeys for a game well played. Keep on reading!

The second challenge, where the Rocket Readers will take on teams from the district, will take place on April 17, at 1 pm, at the Clearbrook Library. Go team!

Top 10 Most Popular Books in Our Library




While most of the books in the library are circulated regularly, (did you know that about 150 books are checked out of the library every day?!), there are certainly favorites.

Here is a list of the Top 10 Most Popular Books in Our Library (in no particular order):

1. Guinness Book of World Records 2008 (and 2007, 2006, etc)

2. Calvin & Hobbes (all of them)

3. Geronimo Stilton series

4. Hockey books

5. Jewel Fairies, Weather Fairies series

6. Our Canadian Girls series

7. Junie B. Jones series

8. Bone series

9. Animal books

10. Magic Tree House series

How do I find a book in the library? Using the Library Catalog


The easiest and most self-sufficient (this means "all by yourself") way to find a book in the library is to do a search on the computers.

Searching the Library Catalog

The Library Catalog can be searched in several ways.

1. Select the TITLE option if you know the title.

2. Use the AUTHOR option if you are looking for books by a particular author. *Remember: last name, then first -- Munsch, Robert, or Meadows, Daisy.

3. Try the SUBJECT option if you are searching for books on a particular topic *Remember: general term first, then more specific. For example, pirates, Blackbeard or Bears, grizzlies.

4. The KEYWORD search does just that: keyword search of Title, Author, and Subject.

Understanding a Library Catalog Book Record

The book record lets you know if you want the book and know its copy location (where it is located in the library, i.e. call number) and status (whether it is in or out, when it is due back).

If the book is in, write the call number of the book on a slip of paper found in the baskets by the computer. Go to the location of that call number (remember what the call numbers mean? Refer to the chart on the wall by the computer!), and hopefully you'll find what you are looking for!

If you can't seem to locate your book, be sure to ask a teacher or the librarian for help. After all, that's what we're here for!

What is a Call Number?


Simply, a call number is a book's "address" listed on it's spine. It tells the librarian where to put it on the shelf, and the reader where to find it in the library! It is important to know the different abbreviations, so you'll know where to look for the book in the library. Remember, the first part of the call number is the location, the second part is the first three letters of the author's last name. For example: E ("E" means Everyone books)
Mun ("Mun" is short for Munsch, the author)

Get it?

Here are the definitions for the Call Numbers:

E- Everyone (picture books)

FIC- Fiction (chapter books)

000-999- Non-fiction (information books)

Ref- Reference (Encyclopedias, dictionaries, can't be taken out of the library)

Mag
- Magazines

Bag
- Books in a bag with cassettes

Pro
- Professional resources (teachers only)

Vid
- Video (teachers only)

DVD
- DVD (teachers only)

Sunday, March 16, 2008

Comic Books and Graphic Novels




Graphic novels are extremely popular with both children and adults, and it is the one genre that is always requested for in the library.

Graphic novels are defined as stand-alone stories in comic form, but published as a book. One author of graphic novels, Will Eisner, defines graphic novels as a "comic book with (a) high quality storyline and artwork".
Graphic novels are extremely popular with both children and adults, and it the most requested genre in the library.
Graphic novels have made some parents and teachers nervous, as they can be seen as poor reading material, or not really "reading".
However, there are many benefits to having appropriate (visual and literal) graphic novels in the library.
First of all, graphic novels are the "bait" for drawing reluctant readers, particularly boys, into coming into the library and actually reading.
Secondly, there is evidence that readers of graphic novels master the art of "inferring"quicker than non-graphic readers, as comic books demand inferences between every frame.
Thirdly, there are now graphic novels that feature developmentally appropriate information for the pre-K–6 crowd. That means graphic novels are now addressing important personal and social issues like the power of imagination, being true to one’s self, the benefits of teamwork, and how to cope with divorce and bullying.

Teachers and librarians are also beginning to realize that these books are perfect for young readers who are making the transition from picture books to text-only titles. And with graphic novels’ hypnotic power to pull kids into a story, they’re also perfect for promoting recreational or free voluntary reading—one of the most effective ways to increase literacy and create lifelong readers.

Here is a list of approriate graphic novels available in our library:

1. Calvin & Hobbes (about 10 different ones)
2. Tintin (at least 10 different ones)
3. Asterix (at least 10 different ones)
4. Bone- all of the ones in the series
5. Baby Mouse, Volumes 1, 2 & 3
6. To Dance: A Ballerina's Graphic Novel
7. Beauty and the Beast
8. The Shocking World of Electricity with Max Axiom (and 5 other titles in this series)
9. Nancy Drew

Which comics will attract a new generation of young readers? Here are 25 outstanding new graphic novels that are guaranteed to do just that. These titles will be a welcome addition to any library collection.

1. Amelia Rules, Volume 4: When the Past Is a Present. Gownley, Jimmy. Renaissance. 2008. $11.99. ISBN 978-0-9712169-9-0.
Gr 3-5—“Amelia Rules” is a funny, witty series about one girl’s journey through childhood as she deals with her parents’ divorce—which ultimately means moving to a new town, starting a new school, and, yes, making new friends. In the latest episode, 11-year-old Amelia’s adventures continue as she goes on her first “date” and deals with a friend whose dad is being sent to war. The first three volumes of the series (The Whole World’s Crazy, What Makes You Happy, and Superheroes) are also highly recommended.

2. Amulet, Book One: the StoneKeeper. Kibuishi, Kazu Scholastic Graphix. 2008. $21.99. ISBN 978-0-439-84680-6.
Gr 4-6—After the death of their father, siblings Emily and Navin and their mom move into a mysterious old house that’s been in the family for generations. When their mother is kidnapped by a strange being who appears in the basement, the kids set off to rescue her, with some unexpected help from a few out-of-this-world friends of their deceased great-grandfather.

3. Babymouse, Volume 8: Puppy Love. Holm, Jennifer and Matthew Holm. Random. 2007. $5.99. ISBN 978-0-375-83990-0.
Gr 1-3—Babymouse is a smart, spirited, and creative young rodent who spends most of her time daydreaming about a glamorous life filled with excitement and adventure. This time, Babymouse finally gets the pet of her dreams! Kids will also enjoy the series’ first seven volumes: Our Hero, Queen of the World!, Beach Babe, Rock Star, Heartbreaker, Camp Babymouse, and Skater Girl.

4. Benny and Penny in Just Pretend. Hayes, Geoffrey. Toon. 2008. $12.95. ISBN 978-0-9799238-0-7.
K-Gr 2—Benny’s pesky little sister, Penny, is always tagging along, bugging him to play with her, and demanding hugs. What a pain! But when Penny unexpectedly disappears during a game of hide-and-seek, Benny realizes how much he misses having her around.

5. Courageous Princess. Espinoza, Rod. Dark Horse. 2007. $14.95. ISBN 978-1-59307-719-8.
Gr 4-6—With her clumsy ways and clever thoughts, young Princess Mablerose isn’t your classic storybook princess—and neither is her tale. As Mablerose proves, sometimes a princess needs to take matters into her own hands—and rescue herself.

6. Dinosaurs Across America. Yeh, Phil. NBM. 2007. $12.95. ISBN 978-1-56163-509-2.
Gr 3-5—In this full-color, nonfiction comic, a group of time-traveling dinosaurs visit our nation’s 50 states. As they stop in each state, they learn about its capital and a thing or two about the region’s history.

7. King Arthur and the Knights of the Round Table. Hall, M. C. and C. E. Richards. Stone Arch. 2006. $17.95. ISBN 978-1-59889-218-5.
Gr 4-6—This simplified adaptation of the Arthurian legend begins with the birth of King Arthur and swiftly moves along as he frees the sword from the stone, is tutored by Merlin, befriends Lancelot, marries Guinevere, seeks the Holy Grail, and battles Mordred. Other recommended classics in Stone Arch’s “Graphic Revolve” series include 20,000 Leagues Under the Sea, The Adventures of Tom Sawyer, and Dracula.

8. Flight Explorer, Volume 1. Kibuishi, Kazu, editor. Villard. 2008. $10. ISBN 978-0-345-50313-8.
Gr 4-6—This anthology of engaging short stories features many out-of-this-world settings and sidekicks, as well as one lovable monster, a hybrid cat girl, and a young space explorer. Here’s a collection that has something to offer every young fantasy reader.

9. Jellaby, Volume 1. Soo, Kean. Hyperion. 2008. $9.99. ISBN 978-1-4231-0303-5.
Gr 3-6—When 10-year-old Portia Bennett investigates the strange sounds coming from behind her house, she discovers more than she’s bargained for: a sweet, silent monster whose heart is as big as his head. This endearing tale about starting over and unexpected allies is sure to be a huge hit with young readers.

10. Korgi, Book 1. Slade, Christian. Top Shelf. 2007. $10. ISBN 978-1-891830-90-7.
Gr 3-6—This beautifully sketched, wordless picture book about a young girl, her magical dog, and an ogreish monster and his minions sports a few unexpected twists and turns—and a very apropos ending. (Hint: the creature gets his due.) Watch for the second volume, due out in August.

11.Lions, Tigers and Bears, Volume 1: Fear and Pride. Bullock, Mike and Jack Lawrence. Image. 2006. $12.99. ISBN 978-1-58240-657-2.
Gr 4-6—Before Joey leaves town, his grandma has a surprise gift for him: a set of four stuffed animals, called the “Night Pride,” guaranteed to help Joey adjust to his new life. What follows is a classic adventure story in which the stuffed companions spring to life, helping Joey battle the fearsome “Beasties.”

12. Magic Pickle Graphic Novel. Morse, Scott. Scholastic Graphix. 2008. $9.99. ISBN 978-0-439-87995-8.
Gr 3-5—Magic Pickle and his young partner, Jo Jo Wigman, must combat the “villainous vegetables”—a gang that includes Phantom Carrot, Romaine Gladiator, the scorching Chili Chili Bang Bang, and other veggies too nutritious to mention.

13. Mail Order Ninja, Volume 2. Owen, Erich and Joshua Elder. TokyoPop. 2006. $5.99. ISBN 978-1-59816-729-0.
Gr 4-6—In this series’ debut, Timmy McAllister was a bully magnet. But that all changed when he ordered his own personal ninja. Unfortunately, in volume two, Timmy’s luck has run out—his ninja has been defeated and his nemesis, Felicity, reigns once again. This time, the young boy must fight the evil elementary school hierarchy on his own.

14. Owly, Volume 4: A Time to Be Brave. Runton, Andy. Top Shelf. $10. 2007. ISBN 978-1-891830-89-1.
Gr 2-6—Owly is a lonely little brown owl who’s always on the lookout for new friends. This time around, Owly and his pals meet a visitor who’s not at all what he appears to be. Although the “Owly” series is entirely wordless, its characters’ facial expressions and the stories’ symbols make it easy for kids to understand each tale. Volumes 1–3 (The Way Home & The Bittersweet Summer, Just a Little Bit Blue, and Flying Lessons) are also highly recommended.

15. Polo: The Runaway Book. Faller, Regis. Roaring Brook. 2007. $16.95. ISBN 978-1-59643-189-8.
PreS-Gr 2—In this wordless picture book/graphic novel for the youngest readers, Polo sets off on a journey after his book is swiped by a smiley-faced alien. If your kids are ready for another round of Polo, track down The Adventures of Polo.

16. Sardine in Outer Space, Volume 4. Sfar, Joann and Emmanuel Guibert. First Second. 2007. $13.95. ISBN 978-1-59643-129-4.
Gr 4-6—Join Captain Yellow Shoulder, Sardine, and cousin Little Louis aboard their pirate spaceship, the Huckleberry, as they set out to right the wrongs of the galaxy. In volume four, the swashbuckling threesome takes on the evil duo of Supermuscleman and his assistant, the mad scientist Doc Krok, as well as some other unsavory dudes. Be sure to check out the first three volumes.

17. The Shocking World of Electricity with Max Axiom, Super Scientist. O’Donnell, Liam. Capstone. 2007. $18.95. ISBN 978-0-7368-6835-8.
Gr 4-6—After Max Axiom walks across his carpet, the super scientist has a genuinely shocking experience when he touches a metal doorknob. He uses the incident as a springboard to explain the omnipresent nature of electricity, including how it works and how we harness it. Other titles in the “Graphic Science” series tackle slightly less shocking topics, such as magnetism, the ecosystem, global warming, food chains, and more.

18. Silly Lilly and the Four Seasons. Rosenstiehl, Agnès. Toon. 2008. $12.95. ISBN 978-0-9799238-1-4.
PreS-Gr 1—Spunky Lilly dances, skips, and jumps through the pages of this charming book as she explores each season’s distinct pleasures, which include springtime in a park, a beach in summer, apple picking in the fall, and snow in wintertime. With its simple text and illustrations, this comic is perfect for new readers.

19. Sticky Burr: Adventures in Burrwood Forest. Lechner, John. Candlewick. 2007. $15.99. ISBN 978-0-7636-3054-6.
Gr 3-5—In this silly, clever comic, young Sticky Burr’s quick thinking saves his fellow seed pods from a pack of wild dogs, turning him into a local hero.

20. Tiger Moth: Insect Ninja. Reynolds, Aaron and Erik Lervold. Stone Arch. 2006. $15.95. ISBN 978-1-59889-057-0.
Gr 1-3—Tiger Moth is a stealth fourth-grade ninja who uses his advanced martial arts skills to battle evil in the bug world. He’s assisted by his apprentice, Kung Pow the Pill Bug. Other entertaining titles in this series include The Fortune Cookies of Weevil, The Dung Beetle Bandits, The Dragon Kite Contest, Kung Pow Chicken, and The Pest Show On Earth.

21. To Dance: A Ballerina’s Graphic Novel. Siegel, Siena Cherson and Mark Siegel. S & S. 2006. $9.99. ISBN 978-1-4169-2687-0.
Gr 4-6—In this autobiography, writer Siena Cherson Siegel takes readers along on her quest to become a ballet dancer, starting at age six, when she began taking lessons in Puerto Rico, through an injury that ended her professional dance career at age 18.

22. UFOs: The Roswell Incident. DeMolay, Jack. Rosen. 2006. $10.35. ISBN 978-1-4042-2156-7.
Gr 3-5—Did an alien spaceship crash in Roswell, NM, in 1947? Was our government involved in a cover-up of the incident? What really went on? UFOs attempts to answer these intriguing questions. Rosen’s “Jr. Graphic Mysteries” series also delves into other mysteries, including the lost city of Atlantis, the Bermuda Triangle, Bigfoot, the ghosts of Amityville, and the Loch Ness monster.
23. Warriors, Volume 2: Warrior’s Refuge. Hunter, Erin, Dan Jolley, and James Barry. TokyoPop. 2007. $6.99. ISBN 978-0-06-125231-0.
Gr 4-6—“Warriors” (based on a popular teen fantasy series) is about four clans of cats who’ve managed to escape domestication and now must fight to stay alive in the wilderness—while obeying the laws laid down by their feline ancestors. Warrior’s Return, the conclusion of this manga trilogy, will be out next month.

24. The Wind in the Willows. Grahame, Kenneth. Adapted by Michel Plessix. Papercutz. 2008. $13.95. ISBN 978-1-59707-096-6.
Gr 4-6—This sweet adaptation of the familiar story of three friends—Mole, Rat, and Toad—is the first comic in a new series from Papercutz called “Classics Illustrated Deluxe.” Future volumes will feature adaptations of Grimm’s Fairy Tales, The Invisible Man, and Great Expectations.

25. The World of Quest, Volume 1. Kruse, Jason T. Yen Press. 2007. $9.99. ISBN 978-0-7595-2402-6.
Gr 4-6—In the land of Odyssia, young Prince Nestor is the only one who knows the whereabouts of a magical dagger. But in order to find it, he’s forced to enlist the help of Quest, a reluctant hero who’s not too keen on being the ungrateful prince’s bodyguard. What follows is a tumultuous battle of wits, as the two learn to live with one another—while saving themselves from the evil forces that lurk around every corner.

Reference:
www.schoolibraryjournal.com/article/CA6536654.html
Gear, Adrienne, Reading Power, Pembroke Publishers, 2006.
(Michele Gorman is teen services manager at the Public Library of Charlotte & Mecklenburg County in Charlotte, NC. Her latest book is Getting Graphic! Comics for Kids (Linworth, 2008).






Who's Dewey?


Who: Melvil Dewey is considered to be one of the greatest librarians of all time.
Why: Why is he famous, you ask? He is the man who came up with the Dewey Decimal System, a system we use to classify books by grouping them in 10 categories.
What: Weren't you listening? The Dewey Decimal Classification System!
How: How does this help you? By referring to the 10 categories, you can find books (non-fiction) quickly and easily simply because you'll know WHERE to look! Isn't that exciting?


The Ten Dewey Groups

000 Generalities
100 Philosophy and Psychology
200 Religion
300 Social Sciences
400 Language
500 Natural Science (and mathematics)
600 Applied Science (and Technology)
700 Fine Arts and Recreation
800 Literature
900 Geography and History

Websites:

Dewey Decimal System Home Page
Dewpoint (CyberDewey)
"Do We" Really Know Dewey?
Introduction to the Dewey Decimal Classification
Let's Do Dewey!
Library Bureau
Mr. Dui's Topic Finder
The Library Bureau: Melvil Dewey


Reference:

http://www.booktalking.net/books/dewey/

Parent Internet Safety for Children


I have heard that the the Internet can be described like a city, such as Vancouver. Parents would not drop their children off and let them fend for themselves. While there are many sights and sounds to enjoy, there are also many dangers. Instead, children need guidance and supervision to get around the city. When children go to Vancouver, there is a responsible adult with them to keep them safe.
To this end, I wanted to take some time and talk about internet safety. I have also posted some excellent links here to help you. There is one site, Netsmartz.org, that is designed for children to learn about internet safety through music videos and other activities. I encourage you to take the time to go to that site with your child. We are at a point where we cannot just keep kids away from the internet, as it is interwoven in our lives. Many children are more even technologically knowledgable than their parents. Therefore, rather than avoiding internet use, we need to educate children (and their parents) about some basic guidelines. Keep that city image in your mind as you evaluate your child's access to the Internet. Would you allow your child to walk alone down the streets of any city with their name, phone number, address and daily schedule stuck as a label to their jacket? Yet that is what we sometimes do without thinking, by allowing our child unrestricted, unmonitored access to the internet. As we teach children about being safe with strangers, being home alone and with matches, we need to give them instruction on Internet safety.
Here are some reminders about internet safety:
1. Computers should be a public area in the home, not in bedrooms. This way you are able to observe all that is happening on the screen.
2. When commenting on a blog, do not use your last name at all. Enter your comments as 'anonymous'.
3. Learn how to check 'history' on Internet Explorer or the alternative on whatever web browser you are using. This will list all the sites that the browser has been to for the past X number of days (you can reset the number of days, I forget what the default is.)
4. Beware of Internet Messenger (MSN) and/or Yahoo Chat or other instant messenging programs.
5. Look for how to set parental controls on your computer and web browser. Talk to your local computer expert if you don't know how to do that.
6. Make sure you sit down and talk about what your child is not allowed to post - basically, they should never give away their full name, daily schedule, phone number or location. They should never meet someone they met on-line without your knowledge and presence.

Here are some links to help you, specifically with blogging:
blogsafety.com
kidshealth.org
familyinternet.com
netsmartz.org

How Do I Know When a Book is Too Hard for Me? (5 Finger Test)


5 Finger Test

Need help deciding if a book is too hard, too easy, or just right for you? Try the 5 Finger Test (also known as the Goldilocks' Method). It's easy-all you need is your book and your hand!
Sometimes it is difficult to know if a book is going to be too easy or too hard by just looking at it. The Five Finger test is one way to "test" a book before you spend too much time with it and get frustrated.

1. First choose the book you think you would like to read.

2. Find a page of text somewhere in the middle of the book. Find a page with lots of text (words) and few or no pictures.

3. Begin to read the page. It is best to read the page aloud or in a whisper if possible while doing the test so you can hear the places where you have difficulty.

4. Each time you come to a word you don't know, hold one finger up.

5. If you have all five fingers up before you get to the end of the page, wave the book "good-by." It is probably too difficult for you right now. Try it again later in the year.If you need help finding a book, ask your teacher or librarian.

6. If you have no fingers up when you finish the page, then the book may be an easy read for you. Use the Goldilocks' method as you read to see if the book is too easy.

7. If you have less than five fingers but more than one or two fingers up when you finish reading the page, the book may be just what you need to grow as a reader. Use the Goldilocks' method as you read to see if the book is a "just right" book. Enjoy!









Great Books, Good Movies? 10 Top Picks


Where do many movies get their scripts? From great books, of course! However, since movies are only about two hours long, they cannot go into the details that most book plots do. I have rarely (if ever) seen a movie that was better than the original story in the book, but a few have gotten close.

This is a fun activity to do with friends. There is only ONE rule. FIRST, read the book, THEN see the movie. Afterwards, go out and compare the two over a slurpee or something yummy. Here are my top 10 picks. Some are current releases, others "classics".

1. Eragon (Christopher Paolini) When Eragon finds a polished blue stone in the forest, he thinks it is the lucky discovery of a poor farm boy; perhaps it will buy his family meat for the winter. But when the stone brings a dragon hatchling, Eragon realizes he has stumbled upon a legacy nearly as old as the Empire itself. Overnight his simple life is shattered, and he is thrust into a perilous new world of destiny, magic, and power. With only an ancient sword and the advice of an old storyteller for guidance, Eragon and the fledgling dragon must navigate the dangerous terrain and dark enemies of an Empire ruled by a king whose evil knows no bounds. Can Eragon take up the mantle of the legendary Dragon Riders? The fate of the Empire may rest in his hands. . . .

2. Harry Potter and the Philosopher's Stone (J.K. Rowling) Rescued from the outrageous neglect of his aunt and uncle, a ten year old with a great destiny proves his worth while attending Hogwarts School for Wizards and Witches.

3. Shrek (William Stieg)Horribly hideous Shrek leaves home and terrifies everyone he encounters in his searchfor his equally ugly bride.

4. Charlotte's Web (E.B.White) Wilbur, the pig, is desolate when he discovers that he is to be the farmer's Christmas dinner until his spider friend, Charlotte, decides to help him.

5. The Polar Express (Chris Van Allsburg) A magical train ride on Christmas Eve takes a boy to the North Pole to receive a special gift from Santa Claus.

6. Bridge to Terabithia (Katherine Paterson) The life of a ten year old boy in rural Virginia expands when he becomes friends with a newcomer who subsequently meets an untimely death trying to reach their hideaway, Terabithia, in a storm.

7. Lord of the Rings (J.R. Tolkien) In a small village in the Shire a young Hobbit named Frodo has been entrusted with an ancient Ring. Now he must embark on an Epic quest to the Cracks of Doom in order to destroy it.

8. Shiloh (Phyllis Reynols Naylor) When he finds a lost beagle in the hills behind his West Virginia home, Marty tries to hide it from his family and the dog's owner, a mean-spirited man known to hunt deer out of season and to mistreat his dogs.

9. Cinderella (Various) A mistreated kitchen maid, with the help of her fairy godmother, attends the palace ball on the condition that she leave before midnight.

10. The Lion, The Witch, and The Wardrobe (C.S.Lewis) Four English schoolchildren find their way through the back of a wardrobe into the magic land of Narnia and assist its ruler, the golden lion Aslan, to triumph over the White Witch, who has cursed the land with eternal winter.

10 Reading Strategies for Teachers


Strategy #1 Sequence
Goal of Strategy: Sequence is a strategy used for retelling the story.
Source: Filipenko, Margot, Literacy, Libraries and Learning, Markham, Ont.: Pembroke Publishers, 2005. Description: By using a story map, this strategy helps students develop a sense of the story as they retell the order of events from the text through pictures, words, or phrases. Because it limits the amount of space for writing, it is also useful for summarizing key points. Most often, the story can be introduced, shared, and sequenced in one sitting. Sequencing can be done with fiction and non-fiction.
I call this activity a “story map”, as students “map” out the main events of the story in sequential order.
Target age: Grades 1-6
Preparation: Begin by preparing a frame with 3 spaces (3 rectangles side by side) for primary students, adding 2 more for upper elementary students on letter-sized paper, with the title of the book and author on the top of the page. (I often include a curve that rises in the center to indicate rising action, climax, and falling action for intermediate students).
Implementation: Introduce the strategy by telling the students that every story has a beginning, middle and end, and that they will be illustrating the text structure after the story is read. Model for them how it will be done by reading a simple story (like Clifford) and after discussing the beginning, middle and end of the story, show them a sample you have already completed. Read the story (any fiction title will work) planned for this activity. Again, discuss with the students beginning, middle and end. Primary students (as well as ESL or those with learning challenges) can illustrate the three main parts to the story, and, if they are able, (or with teacher assistance), write underneath a sentence that explains the picture. Older students can add the rising and falling action, if their papers have the 5 frames, again through illustrations and writing. This strategy can be done with picture books, chapters in a novel, or even a whole novel, especially when getting students to think about key points and summarizing.
Extension: Have students make a comic strip of the story. For younger students it could be just the three frames with beginning, middle, and end. For older students it could be five frames, adding the rise and fall of action. Talk about main characters, setting, problem and solution as elements to a story, and have students incorporate these elements into their story maps or comic strips.

Strategy #2 Compare and Contrast
Goal of Strategy: This strategy uses T-tables to sort and categorize information from the story. By physically handling the words and phrases form the text, students can make sense of the information in a visual, systematic way.
Source: Walker, Christine, and Shaw, Sarah, Teaching Reading Strategies in the School Library, Westport, Conn.: Libraries Unlimited, 2004. Lee, Elizabeth A., Literacy, Libraries and Learning, Markham, Ont.: Pembroke Publishers, 2005.Description: Using graphic organizers, such as T-tables and Venn Diagrams to show similarities and differences in text structure. T-tables can be used in a variety of ways, from comparing similarities and differences, matching, yes/no, fact/opinion, and so on. T-tables can be used with both fiction and non-fiction. This strategy can be used during library story time and takes minimal preparation.
Target Age: Grades K-6Preparation: Create a T-table on poster board, with the title and author of the book at the top. Create a word/phrase sheet from the story and cut up the various words. (Walker & Shaw use the book Leaving Home by Collard). For example, since the story is about animals and how they move, (there are your two categories), the words would include all the animals and the different types of movements, such as hawk, fly, rabbit, hop, etc. For non-readers, pictures from the text may work better.
Implementation: Explain to the students what the T-table is for, as it gives the students a reason for reading (Walker, p.95). Read the story. After the story is done, read the words/ phrases aloud and ask volunteers to put it where it belongs on the T-table using sticky-tac. If you would like to do a matching game, put half the words on one side of the T-table, and have students come up and find the matching word/picture, and tack it on the T-table.
Extension: I have also used Venn diagrams when comparing fairytales. (Or for any other comparisons you would like to use in a story.) Before the story, run off copies of a Venn diagram, with the story titles and authors listed on the top. Tell the students that they will be comparing two stories, listening and looking for things that are the same and different. Read the stories. Have the students volunteer similarities and differences, then have the students complete the Venn diagram, independently or in partners. I usually ask for about 5 of each. Those who have difficulty writing can illustrate instead. As closure, have the students share which story they preferred and why.

Strategy #3 Connecting
Goal of Strategy: This strategy promotes reading comprehension by getting students to think while they read. More specifically, it gets students to think about feelings, characters, and places in relation to their own lives.
Source: Gear, Adrienne, Reading Power, Markham, Ont, Pembroke Publishers, 2006. Description: This strategy was developed by Adrienne Gear and is fully explained in her book Reading Power. Gear explains how when the reader connects to the text, and relates it to his or her life, the story makes more sense.Target Age: PreK-Grade 6
Preparation: This strategy can be introduced in a single library block, or done collaboratively with the classroom teacher over several library blocks. The preparation time is minimal and each time a new book is introduced and enjoyed with the students. Pick one of the books from Gear’s reading list, appropriate for the age level you wish to focus on. Implementation: This is the example given by Gear :Lesson 1 - Begin by telling the students that each one of them has a story to tell about their own lives. Most people keep their stories in their heads, and when they read a story something from the story can trigger a memory. In this way, they are “connecting” the story with their own life. Read story. (Adrienne Gear gives many suggestions, such as Rondo in C by Paul Fleischman). Ask the students why the characters, even though they all listened to the same music, they all heard something different? Discuss different reasons for this.
Lesson 2- Find a book that has strong connections for you. Model read-aloud/think-aloud, by stopping whenever there are connections. “This reminds me of…” Mark with a sticky note. Gear suggests making sure to cover text, pictures, characters and feelings (p.37).
Lesson 3- Read aloud new book from selected titles. Each student must come up with a “connection” and mark the spot with a sticky note. Continue to model your own connections. Share together.
Lesson 4- Make a large chart and break down the connections into 4 categories: part of the story, a picture, a character, or a feeling. Repeat Lesson 3, but give back the sticky notes and have the students place them on the chart where the connections happened. Model with your sticky note.
Lesson 5- Repeat lesson 4, but have students try to make connections in a different place on the chart. Introduce the difference between “Quick Connections” (“I have one of those skateboards’) and “Deep Thinking Connections” (I was afraid to fall off my skateboard and worried that everyone would laugh at me”).
Lesson 6- Students pick their own books from the selected titles. Using sticky notes, they mark the places where they make connections to the text. (Gear suggests limiting sticky notes to 3 for Grade 1, maybe 6 for Grade 5). Younger students can mark with a “C’ and their names, older students can write the connection. Share. Then trade books with a partner and, using different coloured sticky notes, mark, and share.
Extensions: Gear explains how this reading strategy can be expanded into a writing activity. Students choose one of their connections and write about it, comparing a piece of text to their own life. In the story… This reminds me of… Model on chart paper.
Older students, for independent practice, can find their own connect book, write about it and the connections, and present it to the class.

Strategy #4 Cause and Effect
Goal of Strategy: This strategy explains that a “cause” is an event that makes something else happen, and an effect is an event that happens as a result, or effect, of something else that happened.Source: Gruver, Sara, Reading Skills, Mini Lessons, Westminster, CA, Teacher Created Materials, Inc., 2004.
Description: Teacher will read story and students will identify causes and effects within the story.
Target Age: This lesson can be done in one sitting from primary through the intermediate grades. This strategy can be done with fiction and non-fiction.
Preparation: Pre-read the story and make separate cause and effects phrases from the story on cards. For the “hook”, list the causes on poster board and have the corresponding effects on cards, and have them ready to distribute to the class.
Implementation: Begin by defining what “cause” and “effect” mean, and that you will be reading a story that follows the text structure of cause and effect. (You could use illustration cards for non-readers). Distribute cards to the class and see if they can find the match, and attach it with sticky tac. Read the story. (I read If You Give A Mouse A Cookie by Laura Numeroff). When done, let those who want to change their matching, do so. For fun, give the students an incomplete worksheet that they have to complete, one side titled “Cause”, the other “Effect”. List 2 or 3 causes and effects and have the students write their own matching answers. Share.
Extension: Show students some of Numeroff’s other books and do some predicting from the title, such as listing 10 cause and effects from the title. Then read. After reading, students can decide whose cause and effects they liked better!

Strategy # 5 Descriptive
Goal of Strategy: In this strategy ideas are connected by describing important facts, characteristics, or attributes about something in the text.
Source: Filipenko, Margot, Literacy, Libraries and Learning, Markham, Ont, Pembroke Publishers, 2005.
Description: This strategy works well with non-fiction, especially when introducing research. I use this strategy when doing research on animals.
Target Age: Grades 1- 5
Preparation: On a large chart or poster board, create a large rectangle with 4 frames, and label them, Appearance, Food, Habitat, and Lifecycle.
Implementation: Tell the students you’ll be reading about an animal and they need to listen for information on each of the four characteristics about the animal. (Show chart). Pick a book about one animal. Read aloud. Pause when information about the animal is given and write on the chart. (Older students can take turns writing the descriptions themselves). After the story is done, look at the chart and talk about how the information was collected.
Extensions: Collect a variety of non-fiction books on animals at a variety of reading levels. Have students choose an animal to “research” (or they can work in pairs). Give students a worksheet with the 4 main characteristics labeled on the top, have them try to find 3 or more descriptions of each characteristic and record them on the sheet. Non-readers can collect information from pictures, draw them on the chart, or a teacher or older student (maybe buddy?) can scribe. You could even add a lesson on bibliographies at this point, having students cite the book they are using for their research.
This strategy can be taken even further with older students. Once they have listed the characteristics, they write them into sentences, forming paragraphs, and then a report. Lessons on topic sentences could be taught here. These extensions probably need to be done in collaboration with a classroom teacher.

Strategy #6 Summarizing
Goal of the Strategy: To summarize information focusing on the main idea.
Description: Using an interesting text, have students choose the “most important information” or main ideas from paragraphs.
Audience: K-5 depending on the level of the book
Source: Doiran, Ray and Marlene Asselin. Literacy Libraries and Learning: Using Books and Online Resources to Promote Reading, Writing, and Research, Markham, Ontario: Pembroke Publishers Limited, 2005.
Preparation: Choose an interesting non-fiction text with fairly clear main ideas in paragraphs.
Implementing the Strategy: Read students a paragraph from the text. The teacher will then model how to give a summary. Then read other paragraphs and ask the students: “What is the most important idea in this paragraph?” or “What is the most important thing the author wants us to know?”. Have students pair and share what they think the main idea is, and then discuss it as a group. This can be difficult for students. Continue practicing this with more paragraphs.

Strategy #7 Questioning

Goal of the Strategy: To help students retain information by linking their background knowledge to the text to lead to deeper understanding of the text.
Description: Teaching students there are at least three different types of questions: literal, think and search, and personal response.
Audience: K-5
Sources: Jefferson, Tanya et al. Reading 44: A Core Reading Framework, Vancouver: School District No. 44, 1999.
Preparation: Choose a text that lends itself well to the three different types of questions.
Implementing the Strategy: Teacher tells students there are at least three types of questions. They are “right there” or literal, “think and search” or inferential, and “on my own” or personal response. Begin by reading a picture book to the students and model the three different types of questions. Students can sort the type of questions in one of the three categories. Next have all the students read the text and come up with “right there” questions. The class will need to find the answer to these questions right in the text. Next read another chunk of text together and have students come up with “think and search” questions. Repeat the procedure with “on my own questions”. On chart paper have the three types of questions listed. Notice the “right there” questions often begin with words like: What did. . .? Who did. . .? How many. . .? “Think and search” questions look like: How do you. . .? What happened to. . .? What happened before. . .? “On my own” questions may begin: Have you ever. . .? If you could. . . ? Do you agree. . .? How do you feel . . .?
Extensions: Use graphic organizer from page 110 of Reading 44 and have students record their questions in the three categories as they read text on their own.

Strategy #8 Using Signal Words to Provide Clues to Text Structure
Goal of the Strategy: To teach students to identify signal words that help identify the text structure to build students understanding of non-fiction structure.
Description: Students learn to look for signal words to help them understand whether the structure of the text is sequential, descriptive, comparative, or cause and effect.
Audience: Grades 2-5
Source: Doiran, Ray and Marlene Asselin. Literacy Libraries and Learning: Using books and Online Resources to Promote Reading, Writing, and Research, Markham, Ontario: Pembroke Publishers Limited, 2005.
Preparation: Prepare a chart listing the common signal words in the four categories: sequence, description, comparison, and cause-effect (found on page 77 of our text).
Implementing the Strategy: Have the chart shown on page 77 of Literacy Libraries and Learning showing common signal words copied on a chart. Model the strategy by describing your morning and writing it on the board. Circle sequence signal words such as: before, first, finally, now, when, then, etc. Next, as a group, have students describe a field trip they went on and circle the signal words.
Extensions: Do the same activity with description, comparison, and case-effect signal words. During other reading times model through think-alouds how signal words are being used in your readings. For example, “The fire grew because” . . (stop reading at “because” and say “I think this is a cause and effect since I see the word ‘because’”). Cut a story or news article into four sections. Have students put back together and see how signal words help them.

Strategy #9 Judging a Book by It’s Cover

Goal of strategy: Understanding media and identifying conventions of a book cover.
Discussing what helps you choose a book you will like.
Description: Use book covers to discuss what the title and picture tell you.
Audience: Grades 1-3
Source: McKenzie, Jennette, Transparencies for Teacher Modeling, Australia: Thomson
Nelson. 2008.
Preparation: Use a colour photocopier to copy the covers of a variety of books (fiction and non-fiction) on transparencies. (Or you could just hold the books up).
Implementing the strategy: Tell students that many people use the cover of the book to decide what book they will choose. Put one of the transparencies of a book cover on the overhead. Ask students what they notice first about the cover. Point out that the title will tell them about the text inside. The title and picture may give information what the book is about as in Robert Munch’s Mud Puddle. It can also give hints of whether the book is fiction or non-fiction. Another thing we notice on the cover is the author’s name. Ask students if they would like to take this book out judging by the cover. Ask why or why not? Put other transparencies on the overhead and discuss. Give a few examples of great books that have unappealing covers and discuss the saying “you can’t judge a book by it’s cover” and what this phrase means in other situations.
Extensions: Have students make a cover for their favorite storybook. Or read a good story with an unappealing book jacket and have students recreate a “selling” book jacket.

Strategy #10 Book in a Bag (Building from Clues)
Goal of the Strategy: To peak students interest in a book and encourage reading. To have students give this alternative book talk. To have students predict.
Description: The teacher takes actual objects from a story in a bag. One by one pull the objects out and have the students discuss what the story may be about. Teacher tells parts of the story with out giving too much away using the objects.
Audience: Grades K-5 depending on the level of the book being promoted.
Source: Adapted from. Jefferson, Tanya et al. Reading 44: A Core Reading Framework. Vancouver: School District No. 44, 1999.
Preparation: Choose a book and collect several items that remind you of or relate to the book.
Implementing the Strategy: Take a book you know students will enjoy, such as Marty Chan’s Mystery of the Frozen Brain. Collect items such as a toque to represent the cold Alberta weather, a few groceries to represent the grocery store his parents owned and lived in, a model of a brain to represent the frozen brain he found in his freezer, etc. Ask students to use the items to predict what this book is about. Share parts of the book as they relate to the items you brought. Encourage students to read the book and find out.
Extensions: Have students choose one of their favorite books. Tell them to collect items in a bag that remind them of their story and have them book talk through “a book in a bag” the following week.

Bibliography
Doiran, Ray, and Asselin, Marlene, Literacy Libraries and Learning: Using books and
Online Resources to Promote Reading, Writing, and Research, Markham,
Ontario: Pembroke Publishers Limited, 2005.
Gear, Adrienne, Reading Power, Markham, Ont, Pembroke Publishers, 2006.
McKenzie, Jennette. Transparencies for Teacher Modeling, Australia: Thomson
Nelson. 2008.
Gruver, Sara, Reading Skills, Mini Lessons, Westminster, CA, Teacher Created Materials,
Inc., 2004.
Jefferson, Tanya et al. Reading 44: A Core reading Framework, Vancouver: School District No.
44, 1999.
Walker, Christine, and Shaw, Sarah, Teaching Reading Strategies in the School Library,
Westport, Conn.: Libraries Unlimited, 2004.

What defines "quality" literature?


Children learn so much by reading or having them read to from quality books. We want to encourage children of all ages to enrich their lives by reading.

What defines quality literature?

A " good" story has the following characteristics:

-appeals to a variety of readers, young and old
-strong story line, holds interest from beginning to end
-story has a beginning, middle (climax), and end, or some other clear structure (i.e. circle story)
-strong, believable characters (people we can identify with)
-believable setting (if we were in the same situation, we might be doing the same things)
-good vs. evil., with good winning, conflict resolved in a believeable, realistic way
-provides children with good models of writing
-engages the imagination, entertains
-teaches (readers learn new ideas, vocabulary, emotions)
-message of hope in the end

Newbery award books can be considered "good" literature because most have these characteristics and are an excellent place to start when looking for quality literature. The Newbery Medal is an award given to the author of the most distinguished contribution to American children's literature in the preceding year. The recipients must be citizens or residents of the United States (which means there is a great deal of "good" literature from other countries not recognized). Often two or three Honor Books are named in addition to the medal winner each year. The Caldecott Medal is a similar award, except that it is awarded to the most distinguished picture book for children in the U.S published in the preceding year. We have most of these titles in the library!

For a list of Newbery titles, check out the website at www.ala.org/alsc/nquick.cfm-61k
For a list of Caldecott titles, go to www.unk/acad/library/curric/index.php?id4504-41k

What makes a good information book?

-is interesting, makes the reader enthusiastic about the subject
-is attractive overall, makes you want to read it
-is well-organized
-has fact boxes, sidebars or other ways to organize the important information
-has a table of contents and an index that are useful and easy to use
-is designed in a way that looks attractive
-has illustrations that complement the text
-has captions that fit the illustrations
-has a variety of types of illustrations


Bibliography

http://www.redcedaraward.ca/

www.ala.org/alsc/nquick.cf-61k

Monday, March 3, 2008

Top Ten Library Links for Teachers


I. Here are some Internet sites that address the issue of learning with technology:
1.Tutorials that teach information literacy skills:
http://tilt.lib.utsystem.edu/into/issues.htm
2. Information portals that offer a wide variety of resources:
School Library Information Portal at http://www.www.cla.ca/slip/ and Awesome Library at http://www.awesomelibrary.org/
3. Education resource centres that work with teacher-librarian programs and have links to new literacies:
UBC's Language Education Resource Centre at http://www.lerc.educ.ubc.ca/LERC/
4. Interactive websites that offer curriculum guides and lesson plans at The Teacher's Corner Lesson Plans at http://theteacherscorner.net/resources/websites.htm

II. Webquests
Whitehorse Elementary school in the Yukon Territory offers many Web links, ideas for themes, and webquests. Check out the site at http://www.yes.net.yk.ca/schools/wes/webquest_collection.html
b. http://webquest.sdsu.edu/

III. Interactive Teaching Resources
1. Virtual Museums
a. Virtual Library Museum Pages has links to museums Web sites around the world http://icom.museum/vlmp/ or Virtual Museum of Canada http://www.virtualmuseum.ca/English/index_flash.html
2. On-Line Atlases
a. National Geographic: http://www.nationalgeographic.com/maps/
The Atlas of Canada: http://atlas.gc.ca/english/index/html

IV. On-Line Reference Tools
a. Factmonster: http://www.factmonster.com/index.html
b. Awesome Library: http://www.awesomelibrary.org/
c. Bartleby.com: http://bartleby.com/

V. Author Resources
Many authors have their own websites, but here are databases that provide information and resources on children's authors:
a. The Canadian Children's Book Centre: http://www.bookcentre.ca/
b. The reading Room: http://sldirectory.com/libsf/booksf/kidsbooks.html
c. Carol Hurst's Children Literature Site: http://www.arolhurst.com/index.html
d. Teaching Books: http://www.teachingbooks.net/

VI. OnLine Learning Environments
a. Interpersonal Sharing, e.g. electronic keypals: htpp://iecc.org or global classroom exchanges: htpp://www.epals.com/projects
b. Information Collection and Analysis, e.g. international challenge games: www.globalschoolhouse.org/project/gg/index.cfm ,multicultural calendar: http://www.kidlink.org/?KIDPROJ/MCC/, or virtual field trips: http://www.uen.org/utahlinks/tours
c. Problem Solving Activities, e.g. WebQuests, travel buddy projects: http://flatstanley.enoreo.on.ca/

VII. Fostering Children's Online Critical Literacy
a. Authenticating Online Information-Elementary
Sesame Street: http://www.sesamestreet.com/
Blue's Clues: www.nickjr.com/home/shows /blue/index.html
Surfing Safely on the Internet: http://www.siec.k12.in.us/~west/proj/surf/surfless.htm
The Internet Detective: http://soig.ac.uk/desire/internet-detective.html
Quality Information Checklist: http://www.quick.org.uk/menu.htm
Jim Kaoun's Five Criteria for Evaluating Web Pages: http://www.library.cornell.edu/onlinuris/ref/webcrit.html
b. Autheticating Online Information-Intermediate
http://www.media-awareness.ca/english/resources/educational/overheads/crime/policeman_psa.cfm
c. Web Site Spoofs: http://www.thehammer.ca/ (pokes fun of Canadian and international news)
http://www.dhmo.org/ (site selling the benefits of the chemical H2O)
http://www.lakelandschools.org/EDTECH/webdetechtor/SaveThePacificNorthwestTreeOctopus.htm d. "Reading" Advertising: http://www.adbusters.org/spoofads/

VIII. Research
a. Research Quest: Becoming Information Literate (model developed by BC Teacher-Librarian Association and adopted by Ministry of Education in 2001): http://gladstone.vsb.bc.ca/library/research1.htm

IX. Reading Strategies

X. Promoting Reading
a. Booktalks: http://nancykeane.com/booktalks
Read*Write*Think: http://www.readwritethink.org/
The Literacy Web: http://www.literacy.uconn.edu/

Current Happenings in the Library


Red Cedar Book Club: Grades 4 & 5 students are reading their way through 22 fiction and non-fiction titles by Canadian authors and by April will be choosing their favorite title in each category. The club meets every Tuesday at recess for book talks, games, snacks, and book exchanges. For book titles and more information, check out the website at http://www.redcedaraward.ca./

Reading Link Challenge: Three teams of 21 grade five students have been reading 6 different books and will be competing against each other in the first challenge on March 10 at 9:30 am in the library. Come on in and cheer these students on! The winning team of the first challenge represent the school and will compete against schools in the district in April. The team that wins this challenge will go on to the Grand Challenge where they compete against other districts in the Fraser Valley. The winning teams from this challenge participate in a global challenge via video-conference. It's intense and it's fun! For book titles and more details, check out the website at http://www.fvrl.bc.ca/comm_child_reading_link.asp

Scholastic Book Fair: Coming soon to our library in April!!!! The book fair will be combined with the school-wide theme week and the theme for this year is Recycling! To view some of the books that will be at the fair, click on the following link: http://www.scholastic.ca/bookfairs/, then click on the link "Great Books for Young Readers".

New Books: We ALWAYS have new books to read!!! Come in and check out the new book display!

Want to find a "good" book?
100 Best Books: http://www.teachersfirst.com/100books.htm
Newbery Winners: http://www.ala.org/ala.org/ala/alsc/awardsscholarships/literaryawds/newberymedal.newberymedal.htm
Information Book of the Year: http://www.bookcentre.ca/awards/award_ind/awards.php?
Caldecott Winners: http://www.ala.org/ala/alsc/awardsscholarships/literaryawds/caldecottmedal/caldecott.cfm
OR
Come to the library, let us know what genre you like, and we'll be sure to find a book that suits your reading desires!