The Letters Are Lost by Lisa Campbell Ernst



Week June 6 - 10
Kindergarten - Otto the Book Bear , Otto Visits the Orange County Library
1st and 2nd - Grade

Book Blasts

Flashback Four: The Lincoln Project



BT Elementary Book Trailers


May Extra Media

Kindergarten - Fox by Kate Banks, NG Scout "Staying Cool" (May 2016)

1st Grade - Blueberries for Sal by Robert McCloskey , Blueberry Muffin (video), recipe
2nd Grade - "And the Dish Ran Away with the Spoon" - Maker activity: straw gliders

Week May 31 - June 3

1st - library books due 6/3 Alistair in Outer Space
2nd - library books due 6/3 Stella Louella's Runaway Book
3rd


Week of May 23 -27

K -"Baa, Baa, Black Sheep" Mother Goose Nursery Rhymes
1st - Book Preview and Evaluation (The Miniature World of Marvin and James)
2nd - Dictionary Skills (guide words)
3rd
4th and 5th - World Almanac Trivia Game



Week of May 16 -20

K -"Little Miss Muffet" Mother Goose Nursery Rhymes
1st - Fiction/Nonfiction Spike the Mixed-up Monster by Susan Hood (E HOO) & Axolot (World Book Kids)
2nd - Dictionary Skills (guide words)
3rd
4th and 5th - World Almanac Trivia Game

Week of May 9 - 13

K -Not a Box (E POR) by Antoinette Portis
1st - Book Preview and Evaluation (The Miniature World of Marvin and James)
2nd - Dictionary Skills (guide words)
3rd
4th and 5th - World Almanac Trivia Game


Week of May 2 -6


K -Not a Box (E POR) by Antoinette Portis

1st - "The Case of the Hungry Stranger" by Crosby Bonsall


2nd - Dictionary Skills Putting Words in Alphabetical Order

April Extra Media

Kindergarten - Gregory the Terrible Eater ,Healthy Eating: Eating the Alphabet (8+ mins): Make a Balanced Plate (interactive);

DW the Picky Eater (7+ mins);Make a balanced plate for DW: Gregory the Terrible Eater
1st Grade - BES nominated books: Peanut Butter and Cupcake (E BOR) and Julia's House of Amazing Creatures (E HAT) or
Beverly Clearyslideshow (then and now
2nd Grade - Reseach assignment

Week of May 2 -6

K -Not a Box (E POR) by Antoinette Portis
1st - "The Case of the Hungry Stranger" by Crosby Bonsall
2nd - Dictionary Skills

onomatopoeia


rhyming



2nd - Using a Dictionary

3rd - Retelling a Story: How the Tiger Got His Stripes
4th - Using an almanac
5th - Using an almanac

Week of April 11- 15
K - "Plants on My Plate" (2nd article) : plant parts/worksheet
1st - BES
2nd - Research assignment
3rd - Retelling a Story: How the Tiger Got His Stripes
4th - Using an almanac
5th - Using an almanac

Week of April 4-8
K - "Plants on My Plate" (2nd article) : plant parts/worksheet
1st and 2nd - "Casey at the Bat" (poem) 4 mins; Joy in Mudville by Bob Raczka (E RAC) BES nominated book; Intro: "Casey at the Bat" 1:35 min; Casey at the Ball (cartoon 6+ minutes)
3rd - Retelling a Story: How the Tiger Got His Stripes
4th - Using an almanac
5th - Using an almanac


March Extra Media

Kindergarten - Animals in Motion: Diary of a Wombat (worksheet), Jimmy the Joey

1st Grade - Jimmy the Joey (goods/services) Black-eyed Susan nominated book
2nd Grade - Jimmy the Joey (goods/services) Black-eyed Susan nominated book
Jimmy at the Hospital
San Diego Zoo koala cam

Week of March 21 - 25
K - Modes of Transportation: We're Going on a Trip by Christine Loomis (E LOO) and Road Trip by Roger Eschbacher
1st - Brush of the Gods by Lenore Look (E LOO) BES nominated book
2nd - Brush of the Gods by Lenore Look (E LOO) BES nominated book

Week of March 14 - 18
K - **Grandpa's Teeth** by Rod Clement (E CLE) and What if You Had Animal Teeth by Sandra Markle
1st - Lost and Found by Adam Gustavson (E HAR) BES nominated book
2nd - Lost and Found by Adam Gustavson (E HAR) BES nominated book


Week of March 7 - 11
K - The Tooth Fairy Wars by Kate Coombs (E COO)
1st - The Tooth Fairy Wars by Kate Coombs (E COO) BES nominated book
2nd - The Tooth Fairy Wars by Kate Coombs (E COO) BES nominated book
3rd - review biography call numbers and decoding a PAC record
4th - Atlas skills, label map of Asia
5th - Note Taking (rubric) Biography of Dr. Seuss




What's the Call Number (Quia)

February Extra Media

Kindergaretn - Motion (push - pull)
NG Young Explorers - "Animals in Motion" May 2010
The Itsy Bitsy Spider

The Tortoise and the Hare - Janet Stephens 398.2 STE


1st Grade -Light (living - nonliving sources)
NG Young Explorers - "Living Lights" May 2011
The House in the Night by Susan Marie Swanson


2nd Grade - The Black-eyed Susan Award
Nominated Picture Books

Feb 22 - 26
Spotlight:
K - Teeth / Super 3 - Mrs. Wilson Wants Your Teeth (E MCG)
1 Blackeyed Susan - Carnivores by Aaron Reynolds (E REY)
2 Blackeyed Susan - Carnivores by Aaron Reynolds (E REY)
3 Chris Van Allsburg - Teaching Books
Chris Van Allsburg on Drawing and Writing
4 Maps 101
Adventure Island
Show you can read a map
Countries of Asia
5 Note -taking: Maryland 400

Toth - Read this and take notes

21f76

Vandermer -Read this and take notes

16b5d


Feb 15 - 19
Spotlight:
K
1 Blackeyed Susan - What's Your Favorite Animal? by E Carle and Friends (E WHA)
2 Blackeyed Susan - What's Your Favorite Animal? by E Carle and Friends (E WHA)
3 Author search (Van Allsburg) locate an Everybody and a Fiction book
Chris Van Allsburg - Teaching Books
Chris Van Allsburg on Drawing and Writing
Biography video
Two Bad Ants
4 Maps 101
5 Note -taking: Presidents



Feb 9 -12
Spotlight: Christopher Paul Curtis
K
1 Black-eyed Susan Award: Intro/ call number activity
2 Black-eyed Susan Award: Intro call number activity
3 Call Numbers for Biographies/Autobiographies
Noisy Paint Box (bio of V Kandinsky)-MackinVia
Book Trailer
4 World Atlas - using an index
Geography Trivia questions
5 The Seven Hats of the Presidency - examples
Roles of the Presidency - video 1 video 2
The 7 Hats of the Presidency
President's Day AV2 394.61 HAM




Feb 1 - 4
K Super 3 and Curious George Flies a Kite (part 2 - start at 2:05 minutes)
1 Get a Clue - Fiction and Everybody Call Numbers Game (Quia)
2 Super 3 Process - Souper Chicken by Mary Jane and Herm Auch (E AUC)
3
4 Maps - Physical and Political Maps
Atlas - using the TOC and index
Geography Trivia
5 Roles of the Presidency - video 1 video 2
The 7 Hats of the Presidency
President's Day AV2 394.61 HAM

Interviewing Thomas Jefferson

Tour of the Lincoln Library



January Extra Media

Kindergarten - Characters and setting
Making a Friend by Alison McGhee, illustrated by Marc Rosenthal, listen to story, make snowman and draw setting
(80 - blue half sheets, large circles, small circles, title/author strips)

One Snowy Night by Nick Butterworth

1st Grade - Patterns in the Night Sky (nonfiction) and Patterns in Stories (fiction)
National Geographic Young Explorer - "The Night Sky" (May 2009 issue)
Shower of Stars - Between the Lions video
Constellations/Big Dipper PBS Dinosaur Train video

Big Dipper worksheet - add stars and draw lines to show Big Dipper
How to Catch a Star by Oliver Jeffers (How to Catch a Star - a stop motion video)
Sequence pictures of story on back of Big Dipper worksheet
2nd Grade -
Moon Craters PBS video
Using a book's TOC and index (TrueFlix's The Moon)First Walk on the Moon - NASA video
Tumblebooks - Eight Days Gone
Friendly letter - imaginary space travel
Roving on the Moon - Design Squad video
Nature Cat/Astronuts


Jan19 - 22Kindergarten - Curious George Flies a Kite : Super 3
1st - Get a Clue: Everybody Call Numbers / **Nate the Great** by Marjorie Weinman Sharmat
2nd-3rd - (lab) Biography Bonanza - citing sources
4th - (lab)
5th - (lab) Big 6 : Making Ribs, iinteractive puzzle


Jan 11 -15
Kindergarten - Curious About the Super 3/ " Curious George and the Bunny"1st and 2nd -
ALA YMA : Caldecott / Newbery3rd -

3rd - Biography Bonanza - Big 6
review: 921's, TrueFlix, WorldBook Kids, Pebble Go, Sirs

4th & 5th Newbery worksheet and winners


Jan 4 - 8Kindergarten - Curious About the Super 3/ "Curious George Goes Fishing" from Curious George Flies a Kite by H. A. Rey
Identify the 3 stages (Plan, Do, Review) in the story1st and 2nd - Mock Caldecott criteria - Waiting by Kevin Henkes
3rd Locating a Fiction book by call number
5th & 5th - Newbery Award
Introduction - video
Book Trailers 1
Book Trailers 2










1st Grade - Super 3 Process
2nd Grade - Super 3 Process / Souperchicken by Mary Jane and Herm AuchIdentify the 3 stages (Plan, Do, Review) in the first half of the story
































May 18th, Monday

9:15-9:30 Oversee the morning announcements
Kindergarten-Robertson 9:30-10:30
How Things are Made
Materials: VHS "Bread is for Eating"

setup: put pencil/crayon baskets and worksheets on tables

Students come in and sit on the carpet in the instructional area.

Explain that today they will learn how bread is made. Play first part of the video, stopping after the book is read.

Show students the worksheet. Talk about each picture and which comes first, second, and so on. Tell them to color the pictures and then number them in order. They can write their names on the back.

Send students to tables (4 to a table) in alphabetical order by first names (" everyone whose first name starts with A go to the round table near me").

As students begin to finish with their coloring they are to come to the carpet and to watch the rest of the video.

If there is extra time read The Little Red Hen.


1st Grade - Rohrbaugh 10:30-11:30
Habitats
Materials: VHS "Is This a House for Hermit Crab?"
Students come in and sit in the instructional area.
Explain that today they will be learning about habitats. Ask students to explain what the word "habitat" means.
Play the entire video. Then show and explain the worksheet.
After the video send students to the tables to complete the worksheet.
If there is extra time you have students discuss their favorite animals.

K- Adams 12:45-1:15
Fiction / Nonfiction
Materials: Chester's Back (fiction) and Baby Cats (nonfiction)
Ask students to explain the difference between fiction and nonfiction. Show them the books and ask which is fiction (how do they know?) and which is nonfiction (how do they know?)
Read Chester's Back then ask what does Chester do that real cats don't do.
Hand out the cards for book check out. If there are still 4-5 students not checking out begin reading Baby Cats.
Nonfiction books teach us facts. What facts are in Baby Cats?
At 1:12 line the students up and take to PE.

2nd grade - Kent 1:45 - 2:15
Book Trivia
Explain to students today you are going to ask questions based on books some of them have read.
If they want to answer the should quietly raise their hands.
Read questions and call on students.
At 2:05 let students do book checkout but continue to play with students who are no checking out.
At 2:13 take to PE.







May 11-15

k
1 Booktrailers

2
3
4 Dewey Decimal Quiz - Socrative
5 US Census data compare Maryland and another state

Stop light game





May 6, 2015 - Wednesday

Please oversee the morning announcements from 9:23-9:28

10-10:30 am 5 Vandermer pickup at PE
The Amendments to the Constitution
setup: pencils at each seat (in white container on my desk)
Students take their seats in the computer lab.
Handout worksheets from previous week (in blue cloth basket on my desk)
Students will login and go to the IES home page, then to the 5th grade page. This is a familiar routine to them.
There they will watch video The Amendments , which has questions interspersed throughout, and write the answers on their worksheet.
They answered the 1st 4 questions last week.
From 10:30-10:45 take students to the window area and read from the book The Great Dewey Hunt (in blue basket).
let a few students at a time go to book checkout.

11:15-11:30 4Friedman-Scott
The Dewey Decimal System
no setup needed
Sit students in window area.
Read from the book The Great Dewey Hunt (in blue basket).
Let a few students at a time go to book checkout.
11:30-112 take students to computer lab.
They will log in, open IES home page and go to the 4th grade page.
There they will individually watch a video on how nonfiction books are organized
then play games to build their knowledge and skills. The video and links are on the 4th grade page.
At 11:58 stop them and take them to PE.

12 -12:45 4Miceli
The Dewey Decimal System
similar to 4FS but you will be in the lab all 45 minutes
students will spend entire time watching video and playing games
Once their library cards are brought to you let a few at a time go
to book checkout.

2:15 - 2:45 2Hughes pick up from PE
Insects
setup: put the vhs video "Backyard Bugs" (AV 595.7) in the VCR.
With students make a list on the board of insects they might find in their backyard.
Show video.
At 2:35 begin letting students do book checkout.

2:45 -3:45 2 Melillo
Insects
setup: pull the book Beetle McGrady Eats Bugs in Everybody section E MCD. It should be available but if not pull a Ladybug Girl book E Som
start the class the same as above but this class is longer and does not do book checkout.
After the video read the book to the students.






Super 3: Intro 1




May 4 - 8
K
1st
2nd Ladybugs Ladybug and Friend

extra Media - Super 3 : DO
4th
5th
Students will watch video and answer questions The Amendments

Thursday, April 30th
Please do the morning announcements. I have left the script on my desk.

11 - 11:45am 3 Cleckner (pick up at PE)
Dewey Decimal System and nonfiction books.
setup: pencil baskets on tables and one worksheet at each seat
Students will come in and sit on the carpet in the instructional area.
Students should already know that if a book has numbers on the spine (in the call number) the book is nonfiction. All books (nonfiction and fiction and everybody) also have the first three letters of the author's last name in the call number on the spine.
Last week we talked about the Dewey Decimal System having 10 categories (000-900). Each number stands for a category. Review this information.
Explain the worksheet. Send students to tables in alphabetical order by last name and putting 2 boys and 2 girls at each table. Have them complete the worksheet and return to the carpet.
Read the book The Great Dewey Hunt by Toni Buzzeo
Stop reading at 11:35 to let all students do book checkout.
Their teacher will pick them up.

1:45 - 2:15 2 Pletnikova
Bugs - fiction stories
no setup needed
Students have started their study of insects. Read 2 books to them: The Perfect Pet and Ladybug Girl.
Stop reading at 2:05 to let all students do book checkout.
At 2:13 take them to PE

2:45 - 3:15 1 Sears
mysteries
no setup needed
Read the book Nate the Great.
Stop at 3:05 and let the students checkout books.
At 3:05 take the students to PE and pick up 1 Kalinock from PE.

3:15 - 3:45 1 Kalinock
same as Sears above



27Apr - 1May
K- Harold and the Purple Crayon
1st - Seeds
Sunflower House by Eve Bunting and Sunflower by Miela Ford
2nd -
3rd -
4th -
5th - 1. The Amendments
2. The Amendments



22Apr Earth Day


5th grade The Constitutional Convention (1)
Declaration of Independence
Liberty Bell
4th grade
recycle
recycle- questions
3rd grade
Introduction to the Dewey Decimal System
Learn how to use Dewey Decimal numbers to find nonfiction books.
Nonfiction: Using Dewey Decimal numbers to find nonfiction books


Sub Plans: Monday, 4/20/15

Kindergarten-Robertson 9:30-10:30
Eggs - fiction and nonfiction
Materials: book An Egg is Quiet, egg shapes to color and draw on, DVD with the story The Mysterious Tadpole,computer connected to projector

setup: put pencil/crayon baskets on tables and an 4 egg sheets on each table

Students come in and sit on the carpet in the instructional area.

Call on a few students to explain fiction and nonfiction.

Students will listen to you read An Egg is Quiet. After the reading ask if the book is fiction or nonfiction. Have them support their answer.

Play the video of the story by clicking on the title: An Egg is Quiet

Show students an egg paper and explain that they will color the egg and on the back draw a picture of watch is inside the egg. They are to pick an animal mentioned in the book. They will also put their names on their paper and take them when they leave Media today.

Send students to tables (4 to a table) in alphabetical order by first names (" everyone whose first name starts with A go to the round table near me").

As students begin to finish with their coloring and drawing they are to come to the carpet and to watch "The Mysterious Tadpole."

If there is extra time watch another video.


1st Grade - Rohrbaugh 10:30-11:30
Materials: book Helen's Big World, computer connected to projector
Students come in and sit in the instructional area.
Explain that today they will hear another book nominated for the Blackeyed Susan Award. It is a true fact book. What do we call true fact books? (nonfiction) This book is about a real person's life and it is called a biography.
Read Helen's Big World. When Helen learns to sign show the sign chart in the back of the book. When she learns braille explain that IES green restroom signs have braille underneath the words.
Once you finish the story let students stand and stretch for a minute.
Then have them watch the animated video of Helen's Life. (they probably won't have time to see it all).
American Hero Classics: Helen Keller

K- Adams 12:45-1:15
Not a Box - imagination
Materials: the book Not a Box and a cardboard box (on shelf in instructional area).
Remind students that last week we read the book The Nowhere Box. Today we will have another story about a box.
Read the book, asking students to make predictions as you read. (Often I just call on 3 students each time I ask for predictions in order to have time to finish the story).
Once you finish the story you can hand out the cards for book checkout (Karen will give them to you). For those not checking out show the video of the book.
Not a Box Not a Box (2)
If there is time explain that the author has also written a book called Not a Stick. Show the video
Not a Stick
At 1:12 line the students up and take to PE.

2nd grade - Kent 1:45 - 2:15
Reading to Another
Materials (box of books under small desk in instructional area)
setup: lay the books in the box out on the table between the green poles
Students come in and sit on the carpet in the instructional area.
Explain to students that next Monday they will read one on one to a kindergarten class. They can read the pictures and words. Remind the students that a picture walk is just looking at the pictures in the books and talking about them.
Today they are going to practice reading together and to each other.
Explain that the Media teacher pulled several fun books that were nominated for the Blackeyed Susan Award a few years ago.
  • You will call on a boy and a girl to be partners.
  • They will select one book from the table.
  • Finding a spot to sit they may do a picture walk of the book, read the book together, and take turns reading the book to each other.
  • Once every group has selected a book if some groups finish they make choose another book to read.
  • Stop students at 2:05 and do book checkout ( the books on the table are not available to be checked out).
  • At 2:12 line students up and take them to PE.
Thanks!





Apr 20 -24
K - Read It is Not a Box by A Portis. Explain the worksheet.
Students will
  • in the PLAN box students will write a sentence about what the imagine the box to be: It is a car.
  • in the Do box students will give the rabbit and box then draw around the box to make it match their "it is " sentence
  • in the Review box students will check off their answers
  • once students start to finish they may do book checkout or watch these videos (make it full screen) Not a Box Not a Box (2)
    Not a Box (NEA)
    Not a Stick
2nd Blackeyed Susan Award - books nominated this year and in years past




Apr 13 - 17
K - Read The Nowhere Box by Sam Zupardi, discuss then show the video
The Nowhere Box
Talk about how our imaginations can mentally take us anywhere and let us do anything.
Another author Not a Box Not a Box (2) Not a Stick Not a Box (NEA)
Antoinette Portis Froodle Kindergarten Diary
Not a Chair Kindergarten stories


Apr 7 - 10

K - Fiction books: Read Hop! Hop! Hop! (We Give Books) Student will copy title and draw illustration from the story.


1st and 2nd - Continue reading Black-eyed Susan nominees. Students will give the book a score. Some classes will be ready to vote.
Extra Media -Blackeyed Susan nominee: Helen's Big Words: The Life of Helen Keller by Doreen Rappaport
Helen Keller biography American Hero Classics: Helen Keller
video 1 video 2
3rd - Folktales How the Tiger Got His Stripes.

4th -

5th -


=
March 23 - 27
K - Fiction books: Read Hop! Hop! Hop! (We Give Books) Student will copy title and draw illustration from the story.
1st -
2nd - Continue reading Black-eyed Susan nominees. Students will give the book a score.
3rd -
4th -
5th - Introduction to Ben Franklin
  • student will watch a biography about Ben Franklin on TumbleBooks(8mins)


March 16 - 20
K

1st and 2nd
Blackeyed Susan nominee: Helen's Big Words: The Life of Helen Keller by Doreen Rappaport
video 1 video 2
Stu
3rd

4th

5th



==

March 9 - 13

  • Please be available to the 2 morning announcers. They know the routine and do a go job with the morning announcements that begin when the bell rings.
  • During free time please check with Karen to see how you can help. We usually need help shelving books.
K (instructional area)
Real or Make - Believe / Fiction or Nonfiction
setup: put on all tables - "Is it True or Make-Believe?" worksheets and pencils ; put 3 books on the ledge at the board: Chester by M Watts, Cats by S. Simon and Cats by Gail Gibbons.
  • After seating the students in the instructional area on the carpet ask "What is the difference between real and make believe?"
  • As you hold up picture cards asj students to show whether they think the picture represents something real (nonfiction -thumbs up) or make believe (fiction - thumps down). Make believe pictures: dancing ladybug, dancing cow, alien creature Real pictures: tiger, house, moon
  • Explain that some books give us true facts about real people, places, and things (nonfiction) and some books tell us a make believe story (fiction).
  • Tell students that one of the 3 books on the board is make believe and ask them to say which one and how they know. (Chester - cats can't hold crayons and color)
  • Point out that just because a book has a drawing on the cover instead of a photograph it may still be a true fact, nonfiction book (Cats by Gail Gibbons).
  • Explain the directions on the worksheet: circle the fiction books
  • Send students to tables (2 girls/2 boys)
  • When they finish they should come to the carpet and wait to get their library card for book checkout.
  • If there is time read Chester to the students not checking out.
  • Take to PE at 1:13.

1st grade and 2nd grade (instructional area)
setup: pencils on table, take folder of students' Blackeyed Susan papers to the instructional area
Students have been listening to books nominated for the Maryland Black-eyed Susan Award. After listening to a book they give the book a score and write one or two words to describe it.
  • Read The Magic Bojabi Tree
  • As you call out students' names on the papers send them to tables (2 boys/ 2 girls) to complete their score sheet
  • Once finished students return to the carpet and wait for their cards to do book checkout.

2nd grade Extra Media 1 hour (instructional area)
setup: pencils on tables, take class folder with you, put Creepy Carrots in DVD player
Today you will read two books that have been nominated for the Blackeyed Susan Award. After each story the students will score the story on their Blackeyed Susan worksheets.
The two books are: Lion and Rabbit and Stuck
If you still have time you can show last year's Blackeyed Susan winner Creepy Carrots

3rd grade (computer lab)
setup: put a pencil and worksheet at each computer
"Travel the World with the IES PAC" - students will go to IES Pac and follow the instructions on the worksheet to answer the questions.
Once they finish they can check out books or go to TumbleBooks.
(students are familiar with the IES Home page and IES PAC)

4th grade (computer lab)
and
5th grade (computer lab)
Students know to go to their assigned seats in the lab, log in, go to the Media Home page and then the 4th (or 5th) grade tab for their lessons. They will see the links below.
setup: put a pencil and worksheet at each computer.

The Iditarod Race













Extra Media
Max' Words by Kate Banks
Max's Words.doc
Max's Words.doc
Max's Words.doc



Max's Words Storm.docx
Max's Words Storm.docx
Max's Words Storm.docx






Mar 2 - 6
READ ACROSS AMERICA, Dr. Seuss' Birthday celebration week
K-1
Oh, the Places You'll Go! (animation)by Dr. Seuss
Oh, the Places You'll Go! (read aloud)
Students will draw a picture of where they would go in their imaginations through reading.
oh the places you'll go writing paper.pdf
oh the places you'll go writing paper.pdf
oh the places you'll go writing paper.pdf


==

2
Spike, the Mixed Up Monster! by Susan Hood

3 IES PAC - Finding Folktales

K
Extended Media

Happy Birthday Dr. Seuss!

Listen to : Horton Hears a Who

Computer Activity: Random House

Table work - activities sheets


1st - 2nd
Extended Media- What if You Had Animal Teeth?
What If You Had Animal Teeth.pdf
What If You Had Animal Teeth.pdf
What If You Had Animal Teeth.pdf

Estimating Teeth - lesson plan
What do animals eat?


Feb 23 - 27
K
Smelly Books: Real and Make Believe : Picture Sort
After page walks students will compate the books Chester by Melanie Watt and Cats by Seymour Simon. Which has true facts? Which is a make-believe story? How do you know? Students will then go to tables and sort pictures into Real and Make-Believe categories.
Extended Media - Super 3: "Curious George Goes Fishing" and "Curious George and the Bunny" Students will listen to two stories and identify the Super 3 steps after each one (worksheet)

=

1st

Black-eyed Susan Picture Book Nominees 2014-15 Stuck

Students will listen to the beginning of Stuck then take 10 minutes to draw/write how they would get the items in the tree down.
At the end of the story students will rate this book on their BES list of titles.
Extended Media - Max's Castle by Kate Banks
Students will listen to the story Max's Castle and at intervals help identify ways one word (ie: moat) is tranformed into another word/s (ie: boat).
Following the story students will go to tables to create a list of words by only using the letters in "castastrophe". After 5 minutes stop students and introduce the Franklin Spellers. Explain how they can be a useful tool by telling students if what they have written is a word and by using the ? with other letters they can get a list of words.

=

2nd

Black-eyed Susan Picture Book Nominees 2014-15:

WritingStuck.pdf
WritingStuck.pdf
WritingStuck.pdf

Students will listen to the beginning of Stuck then take 10 minutes to draw/write how they would get the items in the tree down.
At the end of the story students will rate this book on their BES list of titles.
Extended Media - Comparing Animals using World Book Kids
Students will use Nooks to go to World Book Kids. They will select "World of Animals" and then "compare animals" After selecting and comparing two animals they will write down two observations based on their data.

=

3rd
Each student will create a paper doll representing a child from another country in the world. This is based on research using Culturegrams.

=

4th
Students will continue to work as a table team to find data in a variety of resources: dictionary, encyclopedia, atlas, almanac.
===
5th 7 Hat Challenge: Master the Roles of the President (lesson)
7 Hat Challenge (online activity)
setup: copies of President Roles worksheet and pencils at each table
Students are seated a the tables and review the worksheet.
Explain the lesson and demonstrate the activity. After the activity the

For the first 10 mniutes
Students will use the Nooks to access the Challenge questions. After reading each question
students may discuss with table mates.
Then students will put papers and Nooks under their chairs and take the quiz matching job titles with descriptions.
Next students will select one of the 4 60 second President videos to watch and to use in completing their Which Hat? worksheet.



==

==

Black-eyed Susan Picture Book Nominees 2014-15

Lion vs. Rabbit ( lions

Feb 2 - 6

3rd
The World is a Circle

Back to School pictures

Jan 12 - 16, 2015

K
ABCs of Organization
ABC order: Read Click, Clack, Quakity-Quack by Doreen Cronin
Hands On ABC activity materials
extension: Click, Clack Moo
1
The Moon and Stars
Extra Media :
Do the activity below on the computer

Explore the Night Sky read and complete the worksheet

Do the activity below on the Nooks

Stars Above Us listen to the story

Students will draw the Big Dipper on their worksheet and glue on stars.

Moon Stories

How to Catch a Star by Oliver Jeffers


2


Extra Media -

The video Make Way for Ducklings by Robert McCloskey

National Geographic lesson

Google Lit Trip based on the book.


3

Introduction to Chris Van Allsburgh: students search the PAC for books by Chris Van Allsburg and watch the videoTwo Bad Ants or The Polar Express

4
Noodle Tools introduction: students create accounts, a project, and a bibliography from Tilly Smith research

5

Noodle Tools introduction: students create accounts, a project, and a citation from Time Capsule article

Jan 5 - 9, 2015

K
warm up - Flipchart "Weather Sorting"

Stormy Sky - National Geographic Young Explorer Sep, 2012

Here Comes a Hurricane worksheet from the Teachers Guide for Kindergarten
1
The Moon and Stars

World Book Kidst The Moon


Moon Stories


How to Catch a Star by Oliver Jeffers


2
Extra Media

Maps

Do the actiivtiy below on the Nooks

United States jigsaw puzzle

Do the activities below on the computer

Uncle Sam's Farm : Cardinal Directions

Over the Edge: Cardinal Directions

Adventure Island

Lesson
Maps and storys: Make Way for Ducklings

The video Make Way for Ducklings by Robert McCloskey

National Geographic lesson

Google Lit Trip based on the book.


3

Introduction to Chris Van Allsburgh: students search the PAC for books by Chris Van Allsburg and watch the videoTwo Bad Ants or The Polar Express

4
Noodle Tools introduction: students create accounts, a project, and a bibliography from Tilly Smith research

5

Noodle Tools introduction: students create accounts, a project, and a citation from Time Capsule article




Shelving Nonfiction books


Shelving Everybody (Easy), Fiction, and Nonfiction books



Friday Oct. 31st,2014 Halloween

Morning Duty 9:15-9:25 Please help over see Anika and Peter who will do the morning announcements

9:30-10:05 5th Grade Toth (Computer Lab)

Bats! Students will watch a video about bats and complete a worksheet.

Setup: Put a pencil and worksheet at each computer.

Once students log in to their assigned computer in the lab have them
  • oDrag the IESLMC icon on their desktop to the Firefox icon on the bottom dock
  • o Click on the red box with 5th in it (just under the page heading)
  • o Students will first guess which statements are true and which are false.
  • o They will watch the video and as they do or after they are to mark the last column
The answers to the questions are in the first 15:15 minutes of the video.
Once students finish let them quietly check out books.
Those not checking out may go to TumbleBooks on the IES Media home page.
Stop all students at 10am.
Have them log out and stand behind their chairs.
Have a student collect the papers but leave pencils for 4th grade at 10:40
The teacher will pick u[p the students.

10:40 – 11:15 4th Grade Lochte (Computer Lab)
Bats!
Setup and procedures the same as 5th grade but the students click on 4th on the IESLMC page.

Going Batty!

Please work on the papers in my red "to do" folder if you have any free time.
The parade is from 2pm – 3pm.

3:05 – 3:40 1st Grade Hardy (Media Center)
Creepy Carrots
Setup: pencils, scissors, glue sticks on tables, lay out 2 “faces” sheets at each table
This is a continuation from last week when students listened to the story creepy carrots.
Show them my model of a creepy carrot (it is in the mug).
Point out where I wrote the feeling/emotion word and how they are to glue the carrot the full length of the craft stick.
Today they will

  • o finish drawing a face, coloring and cutting out their carrots
  • o IMPORTANT: they must write their name on to top backside of the carrot once it is cut out
  • o writing the feeling/emotion word at the bottom of the carrot (see my model)
  • o gluing the carrot to a craft stick (advise them to put the glue on the stick, not the paper
  • o when they finish with their carrots they are to check off on their worksheet what they did
  • o they will complete the review section of the worksheet.
As they finish let them do book checkout.
Collect the carrots and worksheets so I can grade them.



Thursday, 16 Oct.


fyis: Please oversee Peter and Anika our morning announcers. They know what to do.
There is no book checkout due the book fair.
If any student in one of these classes brings money to shop at the Book Fair please let them do it the last 5 minutes of class.

11:00 - 11:45 3 Cleckner (pickup from PE)

Topic: Dewey Decimal System
setup: DVD in player, pencil baskets and worksheets on tables, 6 copies of Dewey Decimal Reader's Theater
  • Students come in and sit on the carpet.
  • Choose 5 students to read the Dewey Decimal Reader's Theater script. ( 1 students reads odd numbers, 1 student reads even numbers, 3 students read "All" part)
  • Show 23 minute DVD on using Dewey Decimal System.
  • Send students to tables to do worksheets. (No more than 2 girls per table and no more than 2 boys, then assign anyone needing a seat).
  • Once they finish worksheet have them return to carpet and read a subtopic (ex: ghosts) then have the students guess the Dewey number category.
  • If there is still time talk to them about Melvil Dewey.

Between 11:45 - and 1:45
Grade 3rd grade papers, lunch, help Karen as needed, shelve books

1:45 - 2:15 2 Pletnikova (take to PE at the end of class)
Topic: Putting call numbers in alphabetical order
setup: put a green and white sheet at each seat, write 4 call number examples on the board
Students come in and sit on the carpet.
Explain today's topic.
Point out the students will first need to look at the first of the 3 letters below the E. Call 4 students up to the board to circle the first of the 3 letters below the E
E E E E
S O T D A L K I N KET
Ask students to put the call numbers in order: DAL KET KIN SOT
Today they will cut and glue white call numbers onto the green paper.
Assign students to a table.
If there is extra time they can sit on the carpet and ask a student to write the Everybody call number for the following authors: Seuss ( E SEU), Mark Brown author of the Arthur books (E BRO), Crockett Johnson author of Harold and the Purple Crayon (E JOH), Kevin Henkes author of OWEN (E HEN), Doreen Cronin author of CLICK, CLACK, MOO (E CRO).
Take to PE.

2:45 -3:15 1 Sears (take to PE)'
Topic: Bats
Students sit on the floor.
Show the video "Stellaluna"
Take to PE

3:15 - 3:45 1 Kalinock (pick up from PE)
same as Sears





Library Rules
IES Library Media Center Rules Jeopardy





















Kindergarten

Extra Media - Dec 2013

K
Comparing the inside features of Fiction and Nonfiction books
Books: Geese by Megan Borgert-Spaniol
Petunia by Roger Duvoisin
setup: pencil/crayon baskets and worksheets on the tables, computer connected to projector, the two books
  • Show students the books and explain that one is Fiction and one Nonfiction.
  • Ask students to identify which is which and what do they see that makes them think that?
  • Explain that fiction and nonfiction books look very different on the inside.
  • Today they will learn about a few features that are often in nonfiction books but not fiction books.
  • Look through the first 5 pages of Petunia turning the pages slowly. Point out the title page and how the story begins soon after.
  • Look throug the book Geese pointing out the title page, the Contents page (also called the Table of Contents) in the front, and the glossary and index in the back.
  • Show students the worksheet, send them to the tables and do the worksheet together as you hold up each book.
  • Afterwards read Petunia.

1st
Choosing the Right Book
  • Read Goldilocks and the Three Bears
  • Explain that now you will read another version: Goldie Socks and the Three Bears
  • Show the iPick video clip
  • Give students time to practice finding a Just Write book in the Everybody Section to read now

2nd
Literature and Map Making
And the Dish Ran Away with the Spoon by Janet Stevens


1st Week of December 2013
K
Parts of a Book
Book: Beatrice Doesn't Want To by Laura Numeroff, illustrated by Lynn Munsinger
setup: pencil/crayon baskets and worksheets on the table
Explain that today we are going to learn the parts of a book.
Parts of a book.ppt
Parts of a book.ppt
Parts of a book.ppt
Show powerpoint and discuss the slides.
Write one word at a time on the board and call a student up to point out that part of the book
  • front cover, title, author, illustrator, spine, pages, text, illustrations, call number, back cover
Go over the Parts of a Book worksheet with the students then send them to the tables to do the sheet.
As they finish let those who can do book checkout do so.
Have the other sit on the floor have them name the parts of books that you hold up and point to.

1st Bunny Money

2nd Maps


5th grade Evaluating Web Site
Review the fact that books, newspapers, and magazines have editors who read the them before they are published to ensure information is accurate, complete, and current.
How can we know whether a web site has accurate information and can be trusted?
Watch this video on identifying web sites that can be trusted.
Next students will complete a worksheet while the class views and assesses the Pacific Tree Octopus web stie

Review web site basics.

Lessons for Mon., 11/13


1st grade Extra Media (9:30-10:30/10:45-11:45)
Leo Lionni and colors
setup: pencil/crayon baskets and worksheets on tables, the books Frederick and A Color Of His Own
Part One
1. Read the story Frederick by Leo Lionni integrating discussion questions as appropriate
u What did the mice do to prepare for winter? Why?
u What about Frederick, what did he do to get ready for winter?
u Why did Frederick think it was important to gather things like sunrays, colors, and words?
u What if you were a mouse who was working hard to gather food and you saw Frederick just sitting. How would you feel and why?
u How did the other mice respond to Fredrick when he gave them his “supplies”?
u Let's say you are in this cold winter weather and you are cold and hungry. If Frederick talked to you about colors would that help you? Why do you think that?
2. Students will go to tables and do worksheet coloring the color words with matching crayon. i.e.: the word green will be colored with a green crayon
3. As students finish have them return to the carpet to watch the story Frederick.
Part Two
3. After 10 minutes have students return to the carpet to watch to A Color Of His Own.
4. Explain that on the back of their worksheet are two chameleons which they are to color exactly alike just like in the story.
If there is time play these video clips of Leo Lionni.

Kindergarten (1st Monday of month, 11:45-12:45)
Fiction or Nonfiction? Corduroy by Don Freeman
setup: pencil/crayon baskets and book review worksheets on tables, the book Corduroy by Don Freeman, a nonfiction book about bears, the video of A Pocket for Corduroy in the VCR
Part One
1. Show students both books and ask which one would they read to learn true facts about bears. "What do we call books that teach us true facts about animals, people, places, and things?" - nonfiction "Which book is about an imaginary toy bear? How do you know? (he is wearing overalls) What do we call imaginary stories?" - fiction
2. Read the story of Corduroy. As you read stop and ask students to compare Corduroy's behavior with that of a real bear.
3. Show students the Book Review worksheet. They are to circle either Fiction or Nonfiction for this book. The face with 3 eyes stands for fiction and the face with 2 eyes stands for nonfiction.
4. Write the word Corduroy in big letters on the board. Students will write this title on their paper. They will also complete the sentence "This book is about a ." On the board in big letters draw a word box and in it put the words "toy" "bear" "a".
5. Send students to tables to do the worksheet. After completing the sentence ask them to draw a picture of Corduroy on their paper near the title.
6. As students complete the drawing have them move to the floor to watch the story A Pocket for Corduroy.

2nd Allen ( 1:15 - 1:45, pick up at PE)
Compare and Contrast story elements in Pickles to Pittsburgh to Cloudy With a Chance of Meatballs
setup - Books Pickles to Pittsburgh and Cloudy With a Chance of Meatballs
Ask two or three students to tell what happened in the book Cloudy With a Chance of Meatballs while you hold up the book and turn the pages.
Explain that today's story is by the same author, Judi Barrett. Read Pickles to Pittsburgh.__ book review
Show students to worksheet and review how a Venn Diagram is used. Explain that next week they are going to compare the two books. Suggest they think of the characters, setting and events.
Handout library cards to those who can checkout books. Do a verbal comparison of the two books with those students not checking out.
The teacher will pick up students.

2nd Extra Media 3:00 - 3:45
Organizing Books using Call Numbers
setup: pencil/crayon baskets and worksheets on the tables, glues sticks on tables, a few fiction books
Hold up the fiction books and call up 2 or 3 students to point out the call number and read it out loud
Review Call Numbers with this presentation.
2CallNbrOrder.pdf
2CallNbrOrder.pdf
2CallNbrOrder.pdf

More about Call Numbers. Library Order
Which sets of books is in alphabetical order? Write the question number and correct letter on your paper (ex: 12 B)

Show students the "book spines". They will fill in the call numbers and glue them in "shelf order".
ABC order practice (1st letter)












Lessons for Wed. 10/30/13

4th DiMartino 9:45-10:30

Note Taking

setup: computer connected to projector

Students will soon begin researching natural disasters.

Today they will watch a short video on note taking and participate in a note taking activity.

First show the demo on Fact Fragment Frenzy.
After watching the demo go to Find Fact Fragments and click on Hummingbird.
Read through the first sentence and then call on two students to write "notes" based on the 1st sentence. One student can write to the right of the article and one can write below. Compare the two styles of note taking and discuss it with the class based on points in demo.
Next do the same thing with 2 new students for each of the remaining sentences.
10:20 stop for book checkout. Students not doing book checkout will watch a few Forces of Nature video clips.
10:30 take to PE

3rd Rochlin 10:30-11:15
setup: computer connected to projector
Transition words
Students will watch the Tumblebook story The Lima Bean Monster.
Next they will write the steps that Sammy took to create the Lima Bean Monster.
Have students complete the graphic organizer for this story.
Those that finish early can draw a picture from the story on the back.
Once everyone is almost finished read The Monster Who Ate My Peas
if there is still time.
At 11:05 let students do book checkout
11:15 Take to PE



Kindergarten Extra Media Roberston 11:30-12:30
Corduroy by Don Freeman
setup: video in VCR, papers and pencil and crayon baskets on tables.
Introduce students to the character of Corduroy by reading the first chapter in the book.
After reading ask the students if Corduroy is this story a make believe story- fiction or a true fact story-nonfiction.
Have them give reasons for their answer.
Show them the paper and explain that they are to circle whether the story is fiction or nonfiction. Point out the 3 eyes on the fiction face.
Write the name Corduroy on the board so they can copy the title.
Underneath write This book was about a toy bear.
Those who finish the writing before others can draw a picture from the story on the back.
Once nearly all are finished show the video.
The teacher will pick them up at 12:30.


1st Kalinock 3:15-3:45
Seasons
setup: computer connected to projector
Students will first watch a short video that explains why we have different seasons.
Next they will watch the story Our Seasons by Grace Lin
After the video give out silps for book checkout.













Lessons for the Week of 9/16-20

Kindergarten Extra Media (Wed 11:45-12:45) - K Maurer
Teacher will bring students to Media Center and pick them up.
Setup: Put pencil/crayons racks on table and a lion coloring sheet at each seat.
Resources: Library Lion (Book), copies of Lion coloring sheets
Process
  • Students come in and one by one are directed to a square on the carpet.
  • Ask where are you? In a school library. Explain the difference between school libraries and public libraries.
  • Ask what rules we have in a library.
  • Show Library Lion book cover and ask students to predict what will happen in the story.
  • Read story.
  • Show students the cover of Library Lion and ask what color the lion is.
  • Students will go to seats, write their names on their papers, and color their lion the same color as the lion in the story, that is no pink or rainbow colored lions.
  • One by one call 4 students in alphabetical order to each table to work.
  • Once several have finished call them to the carpet and show At the Library. Discuss afterwards.
  • If you still have time read Beverly Billingsly Borrows a Book .
  • Students may take their papers with them.

Kindergarten - Tues 1:45-2:15 / K Maurer Thur 1:45-2:45 Brooks
First Book checkout
setup: Put video Spot Goes to School in TV
resources: shelf markers
Process:
Students enter in line and orderly are seated on a carpet square.
We have been discussing the use of shelf markers during book checkout.
Today they will check out for the first time.
  • Demonstrate how to use a shelf marker.
  • Have students watch the video until they are called to do book checkout.
  • Give out 6 or 7 library cards to students, at a time, and have them find a book in the Everybody section.
  • Remind students that they can take a book that is standing up on the shelf.
  • Once they checkout they are to return to the carpet to watch the video.



1st Grade Extra Media Monday 9:30-10:30 / 1 Hardy 10:30-11:30 / 1 Rohrbaugh
Franklin's Class Trip (sequencing a story)
setup: pencils/crayon baskets on the tables, a sequencing worksheet at each seat
resources: laptop connected to projector to show Franklin's class trip and Franklin Goes to School, both found on TumbleBooks.
Process:
  • Students come and sit on carpet
  • Ask what is a museum? Has everyone ever been to one? What did you see?
  • Before the story introduce vocabulary words: sequence, medieval, arrowhead, archeologist, muttered
  • Play the story of Franklin's Class Trip on TumbleBooks
  • Discuss favorite parts of story
  • Explain to students you they will take a seat at a table, you will play the story again and stop after each event on the sequence list so they can mark what number event it is in the story
  • after students finish the will come sit on the floor and play Franklin Goes to School
  • If there is time left over they may color the picture of Franklin on their papers


1st Grade Tues. 2:45-3:15 / 1 Sears Wed. 3:15-3:45 / 1 Kalinock Thurs. 2:45-3:15 / 1 Brady
Setup: Pencil/crayon baskets on the tables
Resources: Digging Up Dinosaurs (book), student worksheets from last week
(Last week Kalinock's and Brady's classes identified fiction stories / make believe stories and heard the story of Danny and the Dinosaur)
Process:
  • Students come in and sit on carpet.
  • Explain that this week we will talk about books that tell us true facts - nonfiction books.
  • Show the cover of Digging up Dinosaurs and ask if they think it is fiction/an imaginary story or nonfiction/true facts. Why?
  • Start reading the book after page 10 ask if these sound like true facts? They are. This is a nonfiction book.
  • Show/explain to students the Fiction/Nonfiction worksheet. They are to identify the 2 nonfiction books and write the word "nonfiction" under those squares. Read the chooses to them.
  • Send students to tables in alpha order to complete worksheet. When they are finished have them put the paper under the rack and come sit on the carpet.
  • Give them their cards (Karen will give them to you) and let them check out books.
  • Read the rest of the book to the students not checking out.


2nd Grade Sept. - Extra Media: Meet the Author Robert Munsch /
Mon 3-3:45 2Hughes Tue 9:30-10:30 2 Melillo
setup: pencils/crayon racks on tables, a worksheet at each seat, put video of The Boy in The Drawer in TV
resources: books Pigs and The Boy in the Drawer
Process - Students will come and take a seat on a carpet square.
  • Tell them today we will enjoy two stories by the author Robert Munsch and look a the parts of these stories like characters, setting, etc.
  • Review the meaning of “plot”—the problem and solution in a story.Explain that other story elements such as setting and characters also help us to understand the plot. Show and review the Story Elements poster but explain that the setting is when and where a story takes place.
  • "I will read Pigs by Robert Munsch and I want you to think about the characters, setting, problem, and solution in the story. -
  • Read the story
  • Show students the worksheet. Go through each section and ask students for the answers. Write them on the board.
  • Now the students will watch the story The Boy in the Drawer and then complete a worksheet identifying the story parts. Erase board while students are watching the video. Write on the board THE BOY IN THE DRAWER.
  • After video send students to tables in groups of 4 and in alphabetical order. Some may need individual help with.
  • Once students finish they can come sit on the carpet and you can show the story Murmel, Murmel, Murmel if there is time.

3rd Week - Judi and Ron Barrett Author Study / Mon 1:15-1:45 2Allen Tue 1:15-1:45 2 Plenikova Thus 12:45-1:15 2Hughes
setup: pencils/crayon racks on tables, worksheets on tables
resources: book The Marshmallow Incident
background: Last week I read the 1st half of the book, up to the yellow sticky note. Students were sent to their tables to fill in the title, author, and setting. ( Allen's class did not start their papers).
Process:
  • Have the 2-3 students tell you what happened in the first half of the story, The Marshmallow Incident.
  • Finish reading the story
  • Call student names on worksheets and send them to tables to fill in 3 events, the problem and the solution.
  • As they finish you can give them their library card to checkout. 5 minutes before the end of the class stop all students who need to do book checkout.



3rd Grade in the instructional area
Wed 10:30-11:30 / 3 Rochlin Thurs 10:30-11:30 Gillette Fri 10:30 - 11:30 Cleckner

Be Your Own Library Media Specialist
setup: pencils/crayons on tables, worksheet on tables, a laptop connected to the projector
background: students have been learning out to use the library catalog to checkout books
Process:
  • students come in and sit on a carpet square
  • go through our new book checkout procedure for 3rd, 4th, and 5th - you will give them their library card, they will select their books (in 10 min), put their card in their top book and then stack their books on the table to be checked out
  • those students not doing book check out will watch the video (in 2nd grade materials) The Boy in The Drawer
  • At 10:45 call all students to the instructional area
  • On the board make 3 columns: Author Title Subject
  • Explain that when searching for books on the computer students may search 3 ways
  • Ask students to give you examples to put under each column
  • Show them the worksheet. On each blank line they will write author, title, or subject
  • Send students to table in alphabetical to do the work sheet
  • If they finish and you have extra time read Pigs (in 2nd grade materials)



4th grade Wed 9:45-10:30 4DiMartino Thurs 10:15-11:00 4 Miceli Fri 10:15 - 11:00 4Sagi

Text Features
setup: pencil/crayon racks on tables, worksheets, a state book at every seat
resources: text features posters, text feature cards in zip lock bags - one for each table
Process:
  • students come and sit on a carpet square
  • go through our new book checkout procedure for 3rd, 4th, and 5th - you will give them their library card, they will select their books (in 10 min), put their card in their top book and then stack their books on the table to be checked out
  • those students not doing book check out will watch the video (in 2nd grade materials) The Boy in The Drawer
  • After 10 minutes recall all students to the carpet and introduce todays topic "text features"
  • Ask what are text features, have students give you examples and make a list on the board
  • Review any text feature on the worksheet that are not mentioned
  • Show the worksheet and explain that they will each work with a State book (Karen will show you the gray cart that these books are on)
  • They are to write down the paper number where they find the text feature and also at the bottom of the page they will write the title of their book.
  • When the finish their worksheet they are to sit quietly looking at their book.
  • If enough students finish early and there is time give a zip lock bag of text feature cards to each group of 5 students and have them find a spot on the floor to spread them out and match the text feature to the definition

=



5th grade Tue 11:15-12:00 / 5Bartel 12-12:45 / 5Toth Thurs 12-12:45 5Vandermer===
Text Features - same as 4th grade lesson






























Lessons for 4/12/2013 Friday


9:30-10:15 3rd Grade Lochte (in the computer lab)
AASL 21st Century 1.14: Evaluate information found in selected appropriate sources to answer questions.
CCS - CC.7 R.I. 1:Key Ideas and Details
setup: place a pencil and Chris Van Allsburg worksheet at each computer (worksheets are either on my desk or near phone in my ofc)
book checkout: Have students come into lab. Ask one of the girls to log in to my computer and the others may take their assigned seats, log in, and open the Media home page (if they do not have it on their desktop it is in my handout folder). If they are checking out a book they may use their computer (not one of the computers in the Media Center) to search for a book. Those not checking out a book have 10 minutes to go on to Tumblebook and choose a book or activity. By 9:40 call all students back into the lab for the lesson.
Instruction: Turn on the projector by tapping red lite button twice. With the exception of the student sitting at my computer have others sit on the floor facing the whiteboard. Explain that today they will use IESPAC to find books written by/about Chris Van Allsburg. Have student at computer demonstrate these steps...
  1. on the Media Home page click on IESPAC, click ignore if a message window opens
  2. in the search box type Van Allsburg (ask how many titles are found, answer - 18/ what is the title of the 3rd book? ans: Jumanji, what is the call number of this book? ans: E VAN, the year it was published? ans:1981; point out the book icon next to the year - this indicates it i a book, an eye icon indicates a video, how many copies does IES own? ans: 3 but only 1 is available)
  3. have student click on the title of the book to show students how to get to the summary and learn what the book is about
  4. click on "back to results" (just below the green bar on the top right) to get back to the list (tap the green projector light twice to turn it off)
Explain that today students will use IESPAC to do both sides of the worksheet. Explain that they have to read the summaries to do the matching activity on the back. Any students finishing early may go to Tumblebook. At 10:10 have students stop, log out, stand behind their chairs. Have one student collect the papers but leave the pencils for the next class. At 10:15 take class to PE.

10:15-11:00 4th Grade Sagi (in the computer lab)
Insect Poetry
AASL 21st century: 2.1.6: Use the writing process, media, and visual literacy, and tecnology skills to create products that express new understandings.
CCS - CC. 6. W. 6: Production and Distribution of Writing
There will be 1 aide coming with this class with Sarah. She has already done her poem. Talk with the aide about Sarah and another student handing out the papers. During class Sarah can go to Tumblebook or do another poem.
book checkout: Have students come into lab. Ask one of the girls to log in to my computer and the others may take their assigned seats, log in, and open the Media home page (if they do not have it on their desktop it is in my handout folder). If they are checking out a book they may use their computer (not one of the computers in the Media Center) to search for a book. Those not checking out a book have 10 minutes to go on to Tumblebook and choose a book or activity. By 10:25 call all students back into the lab for the lesson.
Instruction: Turn on the projector by tapping red lite button twice. With the exception of the student sitting at my computer have others sit on the floor facing the whiteboard. Explain that today they will continue their insects poems based on their research. Some have written their poems and others need to write their's on the back of their research paper before they use the computer. I want a written poem from everyone. The lines in the poem should be short and refer to the appearance or behavior of their insect. It does not have to rhyme. Once the poem is written they will follow these steps
  1. open the Ford-Gillard handout folder, 4th grade poetry, and click on the "concrete poetry" button
  2. click start, they can draw an outline shape of their insect
  3. once the shape is drawn they can add their poem to the picture by typing a word or two at a time and then dragging it to the picture.
  4. when they finish but no later than 10:50 have students click on "add words" and then "print"
  5. at this point they can type the title of the poem which should be the name of their insect and their name
  6. no student should run to the printer to get their work, you can assign a student or get them yourself
Any students finishing early may go to Tumblebook. At 10:55 have students stop, log out, stand behind their chairs. Have one student collect the papers and pencils. At 11:00 take class to PE.

11:00-12:45 During any free time please check the 3rd grade papers. Karen or Barbara can pull out papers from Gillette's class (in the cabinet drawer) to show you how I do it.

12:45-1:15 Kindergarten Maurer (in computer lab)
Blackeyed Susan Nominated Books
AASL 21st Century: 4.1.1 Read, view, and listen for pleasure and personal growth.
CCS - CC. 2. R.L. 10: Range of Reading and Level of Text Complexity
Have students come in an sit on the floor. Call roll. Today you will read 2 stories to them.
Read the stories Max' s Castle and Hampire. If they have heard Max's Castle read Hampire and Dectective Blue. You may only have time for one story.
Karen will give you the cards of students who can check out a book. Let them do this at the end of the 1st story. At 1:13 line them up and take to PE.

1:15-3:15 help Karen and Barbara as needed

3:15-3:45 2nd grade Pletnikova pick up from PE
AASL 21st Century: 4.1.1 Read, view, and listen for pleasure and personal growth.
CCS - CC. 2. R.L. 10: Range of Reading and Level of Text Complexity
setup: in the instructional area lay out the student's Blackeyed Susan sheets, pencils and crayons should already be on the tables
Have students come in an sit on the floor for a story.
Tell them you will be reading another Black-eyed Susan nominted book "Argus".
At the end of the story have students mark their sheets and do book checkout.










Lessons for 4/09/2013 Tuesday morning

Kindergarten - Robertson 9:30-10:30
set up: put pencil baskets and worksheets, alphabet sheets on the tables; put video in TV
Read Max's Castle taking time to show on the board how letters in words are rearranged to make new words: pirates - rat pies, spear-pears.
After reading the story explain the worksheet to the students and send them to their tables to work on the sheet.
Students will probably finish the sheet and you may have more class time. In that case show some of the video "Soup Stories".

5th grade - Toth 11:15-12n
setup: projector and laptop
Students have been taking the science MSA so today's lesson is focused on science but should be enjoyable.
Students are being encouraged to do a STEM project.
Have students come in and sit on the floor. Share with them information about the former Burleigh Manor students who now has her own business. She got her first patent at age 13 and now has a 2nd one.
Tell students that today's video focuses on science but Mrs. Frizzle makes it fun.
Show the video The Magic School Bus and the Rot Squad. It is in my Handout folder and on the desktop of my computer.
At 11:55am let students do book checkout then line them up to take to PE.

5th grade - Bartel 12:n-12:45 pick up students from PE
Repeat the lesson from above.





Lessons for 3/07/2013 Friday

times are if there is a normal schedule (times are MSA times)

3rd Lochte 9:30-10:15 take to PE
Dr. Seuss Biography
setup: pencils baskets on tables along with pink biography sheets and white worksheets, computer and projector.
Students will do book checkout first. Give them about 10 minutes to do this. For those not doing book checkout go to the trivia link below and have them answer questions.
Students come in and sit on floor. Since Dr. Seuss's birthday was on 3/2 today students will be learning about his life and answering questions.
Start by showing a powerpoint about Dr. Seuss
dr-seuss.ppt
dr-seuss.ppt
dr-seuss.ppt

Show them the worksheet and bio
DrSeuss_WBFBF.pdf
DrSeuss_WBFBF.pdf
DrSeuss_WBFBF.pdf
. They will find all the answers to the questions on the pink sheet.
Once students finish the worksheet they may come sit on the floor to play Seuss trivia game athttp://www.funtrivia.com/quizzes/for_children/kid_lit_authors_l_-_z/dr_seuss.html
or if students are too talkative show a few episodes from the PBS Dr. Seuss TV show at The Cat in the Hat Knows Alot about That


4th grade Sagi 10:15-11:30 - in computer lab
setup: put a yellow pencil and Seuss worksheet
Seussbio.docx
Seussbio.docx
Seussbio.docx
at each seat in the computer lab.
Students will do book checkout first
Students will log in and go to the Ford-Gillard folder. Inside is a Dr. Seuss folder. First they will read the biographyabout him and answer the questions. Afterwards they may go to either of the other links in the folder - trivia games or the PBS episodes site.

Kindergarten - Maurer 12:45-1:15 (you may not have this class)
setup: pencils and worksheets at table near two green poles
Green Eggs and Ham
Students will listen/watch the story with Barbara Moyer's Kindergarten class.
After half of Maurer students will do book checkout and the other half will do the worksheet, then switch.
Take to PE at 1:15.

2nd Pletnikova 3:15-3:45 pick up from PE
setup: pencils, crayons, IF I Ran the Zoo sheets
ZOO_MyZoo_2.pdf
ZOO_MyZoo_2.pdf
ZOO_MyZoo_2.pdf
on the tables
Read the beginning of the story but stop at or before the "little deer with huge horns". Send students to table to draw their own imaginary zoo creature and give it a name. As they work let about 10 students at a time do book checkout. Those that finish can sit on floor and listen to more of the story or share their "animals."









Lessons for 2/27/2013 Wednesday

3rd Gillette 9:45-10:30 take to PE
Chris Van Allsburg
setup: 921 VAN biography on Chris Van Allsburg, projector and laptop for slideshow, pencil baskets and worksheets at each table
Students come in and sit on the floor. Ask how many know Chris Van Allsburg, what do they know about him?
Explain that today they will learn about Chris Van Allsburg and then write 3 things that they learned, 2 things they want to learn more about, and 1 question that they have.
Show exit ticket
ExitTicket.pdf
ExitTicket.pdf
ExitTicket.pdf

Read biography and show slideshow
WhoisChrisVanAllsburg.ppt
WhoisChrisVanAllsburg.ppt
WhoisChrisVanAllsburg.ppt
. Survey which of his books students have read.
Have students go to table to complete exit ticket.
Afterwards they may do book checkout or come sit on the floor to listen to a story. Read either Two Bad Ants or The Stranger by Van Allsburg.

2nd grade 10:30-11:30
Women in Aviation and Bessie Coleman
setup: Talking about Bessie 921 COL, video Ruth Law Thrills a Nation AV 629.13 RUT, penicl baskets and worksheets on tables
Have student sit on floor. Today they will learn about early women aviators, especially one= Bessie Coleman.
They will write 3 things they learned about her. Show the exit ticket and explain.
Select parts of the book to read to give an overview of her life.
Explain that about half way through the video there is a segment on Bessie Coleman. Play video.
Stop at end of Bessie Coleman segment and have students complete worksheet.
Then they return to the floor to watch the rest of the video.
ExitTicket.pdf
ExitTicket.pdf
ExitTicket.pdf











Lessons for 2/26/2013 Tuesday


Kindergarten 9:30-10:30


Extra Media: Doctor De Soto and dentists


Setup: papers
tooth.pdf
tooth.pdf
tooth.pdf
and pencil baskets on tables, video in player

Students will watch the video of Doctor De Soto (under the TV or possibly back on shelf).


Have students come in and sit on carpet. Ask what they know about dentists and write their comments on the board.

Tell them that today's story is about a dentist. After the story they will draw picture of their favorite part of the story.

Play video and afterwards discuss the characters, setting and plot with students.

Send them to tables to draw their favorite scene from the story.

If there is time have the students share their drawings with the class.

Teacher will pick up class.

5th Toth 11:15-12 (take to PE) and Bartel 12-12:45 (pick up from PE)
Computer Lab
setup: pencils and Book Report sheets at each computer
TBLReport_primary.pdf
TBLReport_primary.pdf
TBLReport_primary.pdf

Last week students used TumbleBooks to read The Day-Glo Brothers and write a book report. This week they will go to TumbleBooks and choose a storybook about 10-15 minutes in length, listen to it and do a book report.

1st Brady 2:15-2:45 pick up from PE
If I Ran the Zoo by Dr. Seuss
Have students come in and sit on carpet.
Ask students what they know about Dr. Seuss. His birthday is March 2nd.
Share a few facts from his biography
AllAboutSeuss_BOYONFAIRFIELDSTREET_0.pdf
AllAboutSeuss_BOYONFAIRFIELDSTREET_0.pdf
AllAboutSeuss_BOYONFAIRFIELDSTREET_0.pdf

Read If I Ran the Zoo.
Students may then do book checkout or draw a "zoo animal"
ZOO_MyZoo_2.pdf
ZOO_MyZoo_2.pdf
ZOO_MyZoo_2.pdf
.

2nd Hughes 2:45-3:15 take to PE
Same as 1st grade.





Lessons for 2/19/2013 Tuesday


Kindergarten 9:30-10:30

Extra Media: Doctor De Soto and dentists

Setup: papers
tooth.pdf
tooth.pdf
tooth.pdf
and pencil baskets on tables, video in player
Students will watch the video of Doctor De Soto (under the TV or possibly back on shelf).

Have students come in and sit on carpet. Ask what they know about dentists and write their comments on the board.
Tell them that today's story is about a dentist. After the story they will draw picture of their favorite part of the story.
Play video and afterwards discuss the characters, setting and plot with students.
Send them to tables to draw their favorite scene from the story.
If there is time have the students share their drawings with the class.
Teacher will pick up class

5th Toth 11:15-12 (take to PE) and Bartel 12-12:45 (pick up from PE)
Set up in computer lab: put a pencil and book report sheet
TBLReport_primary.pdf
TBLReport_primary.pdf
TBLReport_primary.pdf
at each computer.
Before students enter lab explain that they will read the book The Day-Glo Brothers on Tumblebooks and then complete the worksheet.
The Tumblebooks link is on the Media Home page.
In the Tumblebooks search window they should type day-glo to find the book.
If there is time they can read/listen to other books on Tumblebooks.

1st Brady 2:15-2:45 pick up from PE
Have students come in and sit on carpet.
Ask students to tell you the characteristics of a realistic fiction book.
Tell the you will read a story today and they will need to decide if it is realistic fiction.
Read Imogene's Antlers by David Small (E SMA)
After student feedback let them do book checkout then line up.

2nd Hughes 2:45-3:15 take to PE
set up: papers and pencils on desks
Have student come and sit on the carpet.
Will listen to Imogene's Antlers, fill in book report and then do book checkout.





Lessons for 11/26-30 2012


Kindergarten
Extra Media: Comparing Fiction and Nonfiction
Students will listen to a nonfiction story on bears, Every Autumn Comes the Bear by Jim Anosky ( E A).
They will then listen to a fiction book on bears, Old Bear by Kevin Henkes.
  1. Ask students what is a fiction book and what is a nonfiction book.
  2. Show these 2 slideshows (1 and 2 ) to reinforce the difference between fiction and nonfiction.
  3. As you read the Arnosky book ask students to point out the information about bear behavior is true.
  4. As you read the Henkes (E Hen) book ask students to identify make believe bear behavior and appearance.
  5. If there is time have students color a bear template to make a bear puppet. They can use their puppet to retell the story at home.



Lessons for 11/15 and 16 2012

3rd grade (45 minutes)
Elements of a mystery
Last week students listened the story Grandpa's Teeth and learned what makes a story a mystery. Here is a linkto what they saw.

Today students will watch a mystery story online and complete a
3schDetecReport.pdf
3schDetecReport.pdf

3schDetecReport.pdf

3schDetecReport.pdf


Detective Case Report.
setup: put a Detective Case Report and pencil at each seat in the computer lab.
Before taking the class into the lab tell them that today they will watch a mystery and identify the characters, setting, clues and other elements.
Students will log in on their computers in the lab. After students log in tell them to follow these steps:
  1. go to Ford-Gillard Handout folder
  2. in the 3rd grade folder under mysteries they will find the link of Tumblebooks and the story Private I. Guana
  3. they may pause the story to write information on their sheet
  4. when they finish they may: 1) search on the search for books to checkout and do book checkout or 2) watch/read any other Tumblebooks
At 10:10 stop the students, have them log out and stand behind their chairs. Lead the line out of the lab and to PE.


















10:15 - 11:00 3Rochlin

Introduction to the World Almanac for Kids 2014.

Show students the almanac and explain that today they will learn more about finding information in an almanac.

Show video. After video send students to tables (4 to a table) in alphabetical order by first names

(" everyone whose first name starts with A go to .......table"). They can look through the almanacs until you give them their library cards for book checkout.




12:00 - 12:45 4Lochte (pick up from PE)

World Almanac for Kids 2014

same as 5th grade

line up students at 12:42 and their teacher will pick them up



12:45-1:15 K Robertson

Fiction/Nonfiction

Materials: Chester's Back (fiction) and Baby Cats (nonfiction)

Ask students to explain the difference between fiction and nonfiction. Show them the books and ask which is fiction (how do they know?) and which is nonfiction (how do they know?)

Read Chester's Back then ask what does Chester do that real cats don't do.

Hand out the cards for book check out. If there are still 4-5 students not checking out begin reading Baby Cats.

Nonfiction books teach us facts. What facts are in Baby Cats?

At 1:12 line the students up and take to PE.



3:15 - 3:45 1 Hardy
Fiction/Nonfiction
setup: pencil baskets, glue, scissors and worksheets on tables
Materials: Chester's Back (fiction) and Baby Cats (nonfiction)
Use these two books to review with students the difference between fiction and nonfiction.
Show students the worksheet and explain the directions.
Send students to tables in alphabetical order by first name. As students work send them to do book checkout.






































Lessons for 11/15 and 16 2012

3rd grade (45 minutes)
Elements of a mystery
Last week students listened the story Grandpa's Teeth and learned what makes a story a mystery. Here is a link to what they saw.

Today students will watch a mystery story online and complete a
3schDetecReport.pdf
3schDetecReport.pdf
3schDetecReport.pdf
Detective Case Report.
setup: put a Detective Case Report and pencil at each seat in the computer lab.
Before taking the class into the lab tell them that today they will watch a mystery and identify the characters, setting, clues and other elements.
Students will log in on their computers in the lab. After students log in tell them to follow these steps:
  1. go to Ford-Gillard Handout folder
  2. in the 3rd grade folder under mysteries they will find the link of Tumblebooks and the story Private I. Guana
  3. they may pause the story to write information on their sheet
  4. when they finish they may: 1) search on the search for books to checkout and do book checkout or 2) watch/read any other Tumblebooks
At 10:10 stop the students, have them log out and stand behind their chairs. Lead the line out of the lab and to PE.


4th grade (45 minutes)
Today student will begin learning about natural disasters. They will watch a video and take notes.
setup: put note taking sheets and pencils at every seat
Before having students log in tell that today they will watch a video on natural disasters and take notes.
The video is in the Ford Gillard handout folder under 4th grade / natural disasters.
Have students login and get to work. As students work let about 8 at a time do book checkout.
Stop students at 10:55, have them log out, and stand behind their chairs. Lead them from the lab to PE.

Kindergarten (30 minutes)
Have students come in to the lab and sit on the floor facing the whiteboard. Today they will listen to a few stories. These are all books that we have in the Media Center.
Watch these 3 stories at Storyline Online: A Bad Case of Stripes, Harry the Dirty Dog, The Rainbow Fish
As students watch the videos let about 6 at a time do book checkout.
After 25 minutes line them up to take to PE

2nd grade (30 minutes)
Last week students learned that historical fiction is a story set in the past that combines some real events/people with made up events/people.
Today they will hear a historical fiction story about how Macy's Thanksgiving parade began.
Have students come in and sit on the floor in the instructional area.
Start by asking who has ever seen the parade on TV. Explain that today's story is part true/part make believe and takes place in the past so it is historical fiction. Read the story. After 20 minutes stop and let students who want to do book checkout do so.








Lessons for the week of 11/12-16 2012

2nd grade (30 minutes)
Historical Fiction
setup: put VHS in player, write on the board: What is fiction? What is history? What is historical fiction? (a story set in the past with some true facts and some made up elements such as characters and events)
Have students come in and sit on the floor. Get their ideas about the questions on the board. Tell them that they will watch story that is historical fiction. People do come to this country as immigrants (explain what that means) but some of the events in the story are made up.
Play the video on the TV. During the last 10 minutes of class let half the class do book checkout for 5 minutes and then let the other half go. Meanwhile keep playing the video.
Line up students after 28 minutes and take to PE.

1st grade (30minutes)
setup: pencils/crayons, worksheets
Read book on Thanksgiving for 20 minutes then have students go to table to do worksheet. When they finish they may do book checkout.

5th Grade (45 minutes)
setup: pencils/crayons, World Almanac for Kids 2012, and worksheets on tables
World Almanacs
Have students sit on the floor. Hold up the almanac and ask what type of information is in the almanac and how is it organized?
Point out the section on States and the index. Students will use these sections to do their assignments.
Send students to their tables to work on the worksheet.
As students work let 2 tables at a time do book checkout.
Stop students after 40 minutes. Have them clean their tables and line up and take to PE.
(The answer key is in the black folder. Please grade page 4 of the student worksheet).

2nd Grade Extra Media (1 hour)
setup: pencils/crayons and Broom Mates Postcard worksheets on tables
Story and introduction to writing postcards
Have students come in and sit on the floor.
Read Broom Mates to students.
Show students the worksheet and read the instructions.
Explain the 3 parts of the postcard: short message with greeting and closing, mailing address, and picture
As an example write this on the board:
Dear Sis,
I am having a wonderful time. I hope you miss me.
Last night I had ___ for dinner.
Your sister,
Gritch
Students should use the example for ideas, not to copy word for word.
Also write on the board this address
To Mag the Hag
13 Spider Lane
Wichita, Kansas
If there is time let students come to the front and share there postcards.




Lessons for the week of 10/22-29 2012

5th Grade

George Washington - Character

setup for the instructional area: pencils on the table, computer with projector
Last week students viewed So You Want to Be President by Judith St. George, listed the advantages (3) and disadvantages (3) of being president and the characteristics (5) of a good president. Today they learn about George Washington's childhood home (they visited Mount Vernon his adult home last week). Go to the National Park Service's site for George Washington Birthplace National Monument
Students come in and sit on the floor. Ask for comments about their trip to Mount Vernon and then introduce today's lesson.
View, read, discuss using questions at the end of the section
  1. page 26 - map of GW's birth place
  2. page 13 - Pope's Creek Plantation
  3. pages 17-
  4. 22 George Washington - short biography
Students now go to assigned seats and complete and exit ticket. The introductory sentence can be about George Washington's character or the difficulties he over came as a young person. In boxes I, 2, 3 they will give examples from the text. The summary can be one or two sentences.
In the remaining time students will work on a crossword puzzle (page 14) which is on the back of their worksheets from last week.

2nd grade
Bat facts
setup for instructional area: pencils/crayons/scissors and bat template on tables
Students have been doing research on bats. Today they will
  1. write their first name, grade and teacher code on the legs or feet of the bat
  2. select two facts from their research to write on the bat template
  3. color the bat template
  4. cut out the bat template

1st grade
Dinosaurs
setup for instructional area: pencils/crayons and worksheets on tables
Students have been studying fossils in their classroom. Today they will be learning about a child who visited a museum and saw "the dinosaurs."
Read My Visit to the Dinosaurs by Aliki
Students then go to their desk and do the color and count dinosaur worksheet









Sub Plans for 10/16/12

Kindergarten - extra Media
Leaf Man by Lois Ehlert or go to this ebook online Fall Leaves, Fall!
setup: pencils/crayons, scissors, and maple leaf poem sheet on the table
Students come in an sit on the floor. Ask if they have noticed what is happening to the leaves.
With the student's help write the colors of the leaves they have seen.
Read Leaf Man by Lois Ehlert
Show the students the sheet with the poem inside the maple leaf. Did they see this leaf in Leaf Man?
Explain that they will choose a crayon to color their leaf. Show them that crayons with jackets have the
color of the crayon written on the jacket. This the word they will write on the blank line in the poem.
They will color the leaf and then cut around the curved lines.
Have students share what color they chose.
or If in the lab have students login and go to the Crayola site to match and color a leaves online.
1st and 2nd grade classes are the same as on 10/15/12

Sub Plans for 10/15/12


5th grade
Every Vote Counts!
Students will begin learning about the campaign process with the lesson Let the Campaign Begin
You can either read the book(973 STG) or show the DVD (AV 973 SO)
Day One
Step 1: Introduction: Ask students what they know about elections and if they have had any personal experiences making decisions with a popular vote.
Step 2: Prepare a KWL chart on a bulletin board or chart paper (I use this so I can save it. The large paper is behind the gray cart where the pencil sharper is. If not there it is right inside the video room behind the black upside cart on your right just as you go in). Record what students Know and what they Want to learn about the presidential election. Remember to update the chart throughout the unit with information students have Learned. Save the chart so you may review it at the end of the unit with your students.
Step 3: Introduce the book, So You Want to Be President by Judith St. George. Distribute the So You Want to Be President Graphic Organizer to students. Tell your class that while you read they'll be taking notes on the advantages and disadvantages of being President, and listing the good qualities our best U.S. Presidents possessed. For this particular activity students should come up with a minimum of 3 advantages, 3 disadvantages, and 5 good qualities.
Step 4: Read students the book or show the video. Have student complete the
bepresident_PR.pdf
bepresident_PR.pdf
bepresident_PR.pdf
at their tables.
The last 8 minutes of class let students with money shop at the book fair. There is no book checkout today.

2nd grade - Bats
setup: pencils/crayons and
batscanhavearepdf.pdf
batscanhavearepdf.pdf
batscanhavearepdf.pdf
on tables, projector and computer for web site
Students have been doing research on bats.
Today they will sit at tables and complete the batscanhaveare worksheet as they read/listen to information on bats.
As students come in just send them in line order to tables.
Explain that they will listen to an article on bats. After each page (there are 4 pages) you will give them time to write down information.
They should spell as best they can, I don't take off for spelling.
Click on the web site and then Don't Be Scared of Bats!. You can use the projector remote to zoom in.
During the last 8-10 minutes of class you can let any student with money shop at the Book Fair.
We are not doing book checkout.
For those students not shopping they can listen and watch this web site.

1st grade - Fire Safety
setup: pencils/crayons and worksheet on tables, projector and computer for web site.
Students have been learning about fire safety in the classroom.
As students come in send them in line order to a square on the carpet.
Explain that they will watch a few short videos on fire safety and then make a book to take home.
Click on this web site (click on cartoons and then video spots) to go to the videos.
You can use the projector remote to zoom in.
After the videos have the students move to tables to work on their mini books.
During the last 10 minutes of class you can let any student with money shop at the Book Fair.





9/17-21

2nd grade




Sub Plans for 9/10-14/12


4th grade

Dewey and the Alien
Listen to a story that explains the different Dewey Decimal numbers used in the nonfiction neighborhood. Dewey and the Alien
Now match the Dewey Decimal numbers and subjects to create a guide that you can use to find nonfiction books.
SM2_Dewey_Decimal_Review_project.doc
SM2_Dewey_Decimal_Review_project.doc
SM2_Dewey_Decimal_Review_project.doc


3rd Grade

Listen to a story: My Librarian Won't Tell Me Anything - Why not?
  • Fiction call numbers: Call numbers are like addresses that tell us where a book lives in the library. A call number tells the section (neighborhood) that the book "lives" in and a clue to the author's name. See if you can discover how to create a call number for a fiction book Fiction Call Numbers
  • Pretend that you have written a book of fiction. Make up a title for your book and create the call number. Complete the "spine" of your book.
book_spine[1].pdf
book_spine[1].pdf
book_spine[1].pdf

2nd Grade

Fiction or Nonfiction : What makes a book fiction or nonfiction?
Listen to a story: The Milk Makers by Gail Gibbons 637 GIB
Compare this book to Click, Clack, Moo by Doreen Cronin
Decide if the first book is fiction or nonfiction. Support your answer with examples from the book.


Kindergarten

"Clifford's Neighborhood"
DE Streaming video on neighborhoods then
  • ask the children where they live, how do they get to school (i.e. who walks or rides?) and whether anyone lives in the same building or next door to a classmate? Briefly introduces the notion of neighborhood.
  • read: Clifford and the Grouchy Neighbors to the whole group.
  • initiate a short discussion about “neighborly behavior”
  • Students discuss the features/ the characteristics of their neighborhood, teacher lists building (names), businesses, etc. on the chart board. Discuss with children the characteristics of their neighborhoods posing questions such as these:
  • Are there houses, buildings, or both in your neighborhood?
  • If there are buildings, what kind are they? What is the nearest store?
  • Are there any public play areas, such as a park or a playground?
  • What kinds of people live in your neighborhood?
  • The Library Media Center is divided into neighborhoods: Here Clifford lives in the Everybody neighborhood.
  • Take a walk around the Everybody section pointing out where to find Clifford books