Location Skills Unit Second Grade

Final Project for EDLI 276Spring 2009By R. Bryce

Unit Overview – Goal Elaboration2nd Grade Location Skills

Students in the second grade will review the Parts of a Book, and will create book covers using a computer to identify and assess the parts of the book. Parts of the book addressed in this example are: Cover, Title,

Author, Spine, Spine Label, and Call Number.

Students will build upon the above skills and use the call numbers to identify the various sections of the library. Library categories addressed in this example for second grade:

Non-Fiction, Reference, and Fiction. In my library Fiction is further sorted into: Picture Books [P], I Can Read Books [yellow I], and Beginning Chapter Books [green F].

Diverse activities will include identifying sections in the library and labeling them on a library map, sorting and arranging piles of books by call number, composing spine labels from cover images and locating specific books.

Details… Details… Target Audience

Second Grade Students • Lessons can be modified for 1st or 3rd graders.

Time Frame Spring : April or May

• Skills are refreshed in the fall and new skills are embedded all year within the library program.

• Teach and assess new skills in the spring to avoid interruption by school vacations and traditional monthly themes.

3 -4 Library Classes : 45 minutes weekly• Build in review or re-teach time as necessary.

Key Tools Location Skills Pathfinder

• http://rbryce.wordpress.com/k-2-location-skills/ Lesson Plans

• http://edli274.pbworks.com/Robin%27s-Unit

Why Location Skills?

Why Should We Teach This Unit? Students need to understand basic library organization

and the logic behind the different categories of books. Students need to know the parts of the book in order to

identify the category of the materials. Students need to differentiate amongst the materials

available in the library in order to access, read and use them widely.

Students need to progress to the goal of becoming independent library users, and finding material of personal interests.

Students need to use this knowledge to think on their own and make personal connections about how things are organized.

National Standards for 21st Century Learner

Inquire, Think Critically and Gain Knowledge 1.1.1 Follow an inquiry-based process in seeking knowledge in

curricular subjects and make the real-world connection for this process.

1.1.2 Use prior and background knowledge as a context for new learning.

Draw Conclusions, Make New Informed Decisions, Apply Knowledge to New Situations and Create New Knowledge

2.1.1 Continue an inquiry-based research process by applying critical thinking skills to information and knowledge in order to construct new understandings, draw conclusions and create new knowledge.

2.1.2 Organize knowledge to so that it is useful.

2.1.3. Use strategies to draw conclusions from information and apply to knowledge.

National Information Power Standards The student who is information literate: Accesses information efficiently & effectively.

Uses information accurately & creatively.

The student who is an independent learner is: Information literate & pursues information related to personal

interests.

The student who contributes positively to the learning community and to society is:

Information literate & participates effectively in groups to purse & generate information.

Vermont Reading Standards

1.1 Reading Strategies

Vocabulary Strategies and Breadth of Vocabulary R2:7 Uses Comprehension Strategies

• …locating and using text features…headings, parts of a book

1.4 Reading Range of Text

Reading Widely and In Depth R2:18 Demonstrates Reading Widely and In Depth

• Reading from at least three different genres/kinds of text and a variety of authors (literary texts, informational texts, practical/functional texts.

5.12 Literate Community

Literate Community R2:19 Demonstrates Participation in a Literate Community

• By self-selecting reading materials in line with reading ability and interests• Participating in appropriate discussions …by offering comments and supporting evidence

and recommending books and other materials.

Vermont Technology Standards

Basic Operations and Concepts

IT1-2:1 Students demonstrate proficiency in the effective use of technology by… Use of Hardware

• Differentiation between right and left mouse click• Click hold and drag

• Recognizing and using keys letters, numbers, space bar, shift, return/enter,

punctuation, delete/backspace keys. Use of Operating System and Standard Features of Applications

• Creating, Opening and Printing a Document.

Lesson Summaries

Lesson 1: KWL & Update Parts of Book What do we know about finding books? What do we want to know?

What do we need to review? Browse parts of the book at picturingbooks.com

Lesson 2: Create-a Cover Using the computers and web2.0 tool from readwritethink.com

students will label the parts of the book as if they are the author, and print. * assessment piece

Lesson 3: Library Map and Activities Students will identify the sections of the library both physically and by

labeling a map. *assessment piece Students will strengthen skills with these activities: Spine & Find, ABC,

and Book Pile Sort

• Note: Build in an extra lesson if you need to re-teach or reinforce skills.

K W L Chart – Lesson 1

Spine & Find Cards

Spine & Seek…Found!

Exit Ticket –Activity Self Assessment

Exit Ticket

3 ABC's SPINE & FIND BOOK SORT*

Name : 1 letter 2 letter 3 letter 1st Call # Found? 2nd Call # Found? Correct Almost Not sure

1

2

3

4

5

* teacher needs to inspect piles

Assessment – Rubric 4 3 2 1

Lesson 1 KWL Participates Willingly Student volunteers regularly and contributes 2 or more facts to group KWL.

Student volunteers at least one contribution to group KWL. Student does not volunteer answers, but willing tries to answer questions s/he is asked.

Student does not willingly participate.

Lesson 2 Create-A-Cover Content Covers includes title, author, spine label and correct call number. Copyright date is on the back. Drawing is relevant and neat. Completed independently.

Cover includes all but one of the following: title, author, spine label, call number, and copyright date. Minimal computer support needed.

Cover is missing 2 factual elements. Needed computer support.

Cover contains minimal elements. Student has not made an effort to obtain help on the computer.

Lesson 3 Library Map Knowledge & Accuracy

When shown a blank library map, the student can accurately label at least 10 features, including the 6 required locations: P, F, NF, BC, I, REF.

When shown a blank library map, the student can accurately label 8-9 features, including P, F, NF, BC, I, REF

When shown a blank library map, the student can accurately label 6-7 features, including 5 of the required locations: P, I, BC,F, NF, REF.

When shown a blank library map, the student can accurately label fewer than 6 features.

Lesson 3 Library Map Color Choices Student always uses color appropriate for features (e.g. purple for P, red for I, green for BC, orange F, blue NF, yellow REF)on map.

Student mostly uses color appropriate for features (e.g. purple for P, red for I, green for BC, orange F, blue NF, yellow REF)on map.

Student sometimes uses color appropriate for map features (e.g. purple for P, red for I, green for BC, orange F, blue NF, yellow REF). Needs assistance.

Student does not use color appropriately.

Lesson 3 Focus During Group Activities

Consistently stays focused on the task and what needs to be done. Very self-directed. Exemplary behavior.

Focuses on the task and what needs to be done most of the time. Other group members can count on this person.

Focuses on the task and what needs to be done some of the time. Other group members must sometimes nag, prod, and remind to keep this person on-task.

Rarely focuses on the task and what needs to be done. Lets others do the work.

Lesson 3 Spine & Find Accurately identified author from card, and independently composed a spine label. Checked work by going to the shelf to find the book. Returned the book to its place.

Accurately identified author from card, and independently composed a spine label. Located book independently and returned to shelf.

Identified author from card, and required assistance to compose a spine label. Located book with help or did not reshelve book.

Did not correctly compose spine, therefore unable to locate book.

Lesson 3 Sort-It Sorted and organized books into 3 piles of F, NF, and P with accuracy. Alphabetized the piles.

Sorted books into 3 piles of F, NF, and P with accuracy. Sorted books into 3 piles of F, NF, and P with slight difficulty.

Unable to sort books into 3 piles of F, NF, and P.

Lesson 3 ABC 123 Sorted ABC cards in A-Z order for first letter, second letter and third letter. Organized F books correctly on the shelving cart.

Sorted ABC cards in A-Z order for first letter, and either second letter OR third letter.

Sorted ABC cards in A-Z order for most of the alphabet. 2nd letter was more difficult.

Sorting cards by alphabet is difficult.

Totals:

Adapted from: "Create a Rubric", Rubistar. 2008. Altec. University of Kansas. <12APR09>

http://www.4teachers.org .

What we have [L] earned”• We learned that this book lives in the P B bin. B is for the

author. It’s their last name.

• Subjects live in Non-Fiction.

• The call number is the address of the book. It’s on this thing… called the spine label.

• Next year we will use the computer to find books.

• We know all the parts of the book. Even the gutter!

• I know how to find a book, and put it back, with the spine faced this way (out & upright).

• ______knows where to find books about horses.

• The shelves in the back office have some books that need fixing, and doubles too.

• Mrs. B can help us if we get stuck.

How we can [U]se this information:

• I can use the signs around the library if I get stuck.

• Other libraries work this way too. The classroom books are sorted too, but by kind of fiction. (genre)

• If I like that book, I can look at the same place to find another by the same author.

• When I decide not to check out a book, I know where it goes.

• I can go to different places in the library. It depends what I want.

Learning Outcomes2nd Graders will know and be able to: Identify at least six parts of the book.

Cover, title, author, spine, spine label, call number.

Use the cover and author to identify the call number of a book.

Use the call number to locate a book (in at least four sections of our library)

Locate books by category and identify where they ‘live’. Fiction books (Picture, I Can Read, Beginning Chapter) Non-Fiction books (Reference is introduced and developed, but not

assessed)

Understand the system of organization is based on letters and numbers (The last name of author, non-fiction has numbers)

Take an active role in responsibly keeping our library books in order.

Transfer this system of organization to the classroom or public library.

Hi! Ho! Librario! A fun little ice breaker Sing to the tune of The Farmer in the Dell

The author writes the book. The title’s on the cover.

The author writes the book. The title’s on the cover.

Hi! Ho! Librario! Hi! Ho! Librario!

The author writes the book. The title’s on the cover.

The illustrator draws. Call number is on the spine.

The illustrator draws. Call number is on the spine.

Hi! Ho! Librario! Hi! Ho! Librario!

The illustrator draws. Call number is on the spine.

Adapted from Sherr, Jane. Plainfield, NJ. 1980

Retrieved 4SEP05 from lmnet list-serv from Judy Freeman.

The EndI hope you enjoyed this

overview! Thanks for watching.

These ideas are for sharing.

R. Bryce