Standard 4

By: Nicole Burr, Kristen Novotny & Ashley Rasmussen

Pursue personal and aesthetic growth

Our Schools

Introduction

• Bloomingdale School District 13– K - 8th Grade District

– Consists of 2 Elementary Schools & 1 Middle School

– 1,185 Students in the District

• DuJardin Elementary School– Grades K - 5th

– 341 Students

– 68% White, 32% Minority (Mostly Hispanic & Asian)

– 11% Low Income

– 100% Parental Contact

Elementary School

KristenNovotny

Illinois Interactive Report Card (Northern Illinois University NIU, 2012)

 DuJardin Elementary School

Library

Nicole Burr

Pleasantdale School District 107• Pre-K - 8th Grade District

• Consists of 1 Elementary School & 1 Middle School

• 806 Students in the District

Pleasantdale Middle School• Grades 5th - 8th

• 337 Students

• 83% White, 17% Minority (Mostly made up of Hispanic & Asian)

• 10% Low Income, Majority of  Students From Wealthy Homes

• 100% Parental Contact

Middle School Illinois Interactive Report Card (NIU, 2012)

Pleasantdale Middle School

Library

Ashley Rasmussen

Hinsdale Township High School District 86

• Consist of 2 high schools : Hinsdale Central & Hinsdale South

• 4,532 students

Hinsdale South High School• 1,728 students

• 61% white, 17% Black 10% Hispanic & 9% Asian

• 23% Low Income

• 100% Parental Contact

High School Illinois Interactive Report Card (NIU, 2012)

Hinsdale SouthHigh School

Library

Standard 4

Pursue personal and aesthetic growth

Standards for the 21st Century (American Association of School Libraries AASL , 2009)

Students that are demonstrating this standard…

• Read for enjoyment

• Read books they like

• Are willing to try a variety of books and genres

• Research topics they want to know more about

• Are able to discuss and respond to what they have read

• Explain how a book made an impact on them

Standards for the 21st Century (AASL, 2009)

How can we help students achieve this standard?

• Build background knowledge

• Know your students

• Make reading meaningful

• Provide opportunities to share and discuss

Standards for the 21st Century (AASL, 2009)

• Model

• Help students set reading goals and create reading lists

• Recognize that not every student will love every book, but get them reading and involved somehow

Standards for the 21st Century (AASL, 2009)

More ways we can help students achieve this

standard:

Displays & Activities

Meeting the Standard

WAYS OUR LIBRARIES MEET STANDARD 4•Book Talks•Book Clubs•Extended Library Hours•Book Fairs•Research Databases •Student Recommendations•Birthday Book Club•PERK•Book Award Programs

Book Displays

Literature Links●Association of Library Service to Children●ALA Resources for Parents, Teens, and Kids●Carol Hurst’s Children’s Literature Site●The Children’s Book Council●The Children’s Literature Web Guide●Database of Award-Winning Children's Literature

Monthly Library Newsletters

Row 1 Row 2 Row 3 Row 40

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Column 1

Column 2

Column 3

Reading Incentives

Resources

●Student Copy Machine●Computers●Video Display●Project Center●Flex Computer Lab●Mobile Lab●Card Catalog

Author Visits

Cozy Reading Areas

Social Media

Meeting the Standard

My Big Campus

Destiny Quest

goodreads

Guided Reading Questions

#1. Why is promoting recreational reading important?

#2. What are some ways librarians can help students connect to a book?

#3. How can a librarian promote reading a variety of literature?

#4. Should incentives and competition be used to promote recreational reading?

Why/why not?

#5. If you do not have the resources that the librarian in this article has, what are some strategies you can use to promote reading or a reading club?

Lesson Plan

Book Shopping

Book Shopping• Objective: to assist students in the selection

of books for independent reading.

• Materials: – One book for every student in the class.  If a

teacher has 25 students in their class they  will need at minimum 25 different books.

– A bell

– A watch or stopwatch of some kind

– Book shopping worksheet

Book Shopping• Procedure:

1. Determine the needs of the class.  Fiction or non-fiction? What grade are the students? Are they honors students? How many students are in the class?

2. Choose books according to the classroom needs.  All books should be different, and there should be enough books so that each student has one book.

3. Input the books into the worksheet alphabetically by title.

Book Shopping• Procedure:

4. Set up a space for students to work.  It should be circular in some fashion so students can pass books around easily.

Book Shopping• Procedure:

5. Set a book in front of each seat before the start of class.

6. When the class arrives pass out the worksheets and explain the activity.

A. Each round lasts for one minute.  

B. During that minute students must determine if they want to read the book.  

i. Before beginning asks students to explain various ways they decide if they want to read a book.

C. Students should mark on their worksheet “yes”, “no” or “maybe” for each book and write a few notes about why they feel that way about the book.

D. When a minute has passed, ring the bell.  Students then pass their book to the next student and receive a new book.

E. Continue this activity until all books have been viewed by every student.

F. You may want to have them pass the book one time before beginning so everyone knows what direction they are going.

Book Shopping• Procedure:

7. Once the books have made it around the entire class give students time to check out books.  They may select one of the books from the book shopping activity if they choose but it is not mandatory.

8. Let the students keep the worksheet for future reference.  The teacher may choose to check or collect the sheets for grades and accountability.

Book Shopping• Assessment:  

• The ultimate goal of this lesson is for students to select a book to read for a silent reading assignment. Students will often times select one of the books from the book shopping activity, but it is not mandatory.  Teachers will often require their students to notify them of the book they have selected for sustained silent reading (SSR).  Teachers may also choose to collect or check the worksheet for completion.  

Conclusion

Any questions or comments?

References American Association of School Librarians. (2009). Standards for the 21st century learner in action. Chicago, IL

Northern Illinois University. (2012.) Illinois Interactive report card. Dekalb, IL.  Retrieved February 20, 2013 from http://iirc.niu.edu/