elementary school library lesson plan # k-1hcps2.hanover.k12.va.us/instruction/media/kindergarten...

Hanover County Public Schools – Ashland, Virginia – Kindergarten Lesson

Created by the Hanover County Public Schools Elementary Library Media Specialists (Ashland, Virginia) 1

Comments:

National Literacy Standard

1.3 The student who is information literate accesses information efficiently and effectively by formulating questions based on information needs.

Virginia SOL K.13(E) The student will ask how and why questions.

Library Objective

The student will ask pertinent how and why questions based on a nonfiction book.

Title “KWL with Nonfiction Books/ Biographies”

Resources Any nonfiction book on a topic of interest to students

Introduction Have a KWL chart on board (Know/ Want to Know/ Have Learned), have topic of book on board

Vocabulary Question words (who what when where how why), nonfiction KIN

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Activity

Explain that we will be looking at a book that will teach us something today. Our job is to learn something new from this book. Tell what the book is about, and ask student to list 3-5 things that they already know about this topic. List on board under K- tell students that stands for what we “already know.” Ask student to give you 3-5 questions that they want to know about the topic. Write those on the chart under W- tell students that stands for “want to know.” Share the book, emphasizing that it is a nonfiction book and that nonfiction books are true. Ask students to give 3-5 things that they learned. Write them on the chart under L- tell students that stands for “what we learned.” Time permitting, go back and look at the W part of the chart. Did you find the answers to those questions? Where else could you look to find those answers.

Closure Review what was learned about topic, and what else they might want to learn.

ELEMENTARY SCHOOL LIBRARY LESSON PLAN # K-1.3a



Comments:


1.4 The student who is information literate accesses information efficiently and effectively by identifying a variety of potential sources of information. .

Virginia SOL

K.1(SS) The student will recognize that history describes events and people of other times and places by identifying examples of past legends and historical accounts.

Library Objective The student will identify a biography as a book about a person.

Title “Johnny Appleseed”

Resources Johnny Appleseed by Steven Kellogg.

Introduction Explain what books about people are called.

Vocabulary KIN

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Activity

• We call a book about a person a biography.

• Read Johnny Appleseed by Steven Kellogg.

• Discuss Johnny Appleseed’s life. How do we know about his activities?

Stories were told by word of mouth and now we have books about him. These are called biographies.

Closure/ Evaluation

What did we read today? What do we call books about people? Observation of students. Could they all answer the questions?




Comments:


1.4 The student who is information literate accesses information efficiently and effectively by identifying a variety of potential sources of information.

Virginia SOL

K.4SS) The student will use simple maps and globes to locate areas referenced in stories and real life situations.

Library Objective Students will use a globe or map to find the setting of the story.

Title “Maps and Globes with Stories”

Resources Abiyoyo by Pete Seeger Map or globe

Introduction Introduce the cover of the book. Ask if stories can come from other places. From where might this story come?

Vocabulary KIN

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Activity

• Read the introduction of the book. It states this story comes from South

Africa. How can we find out where South Africa is? Introduce maps and globes. Locate South Africa.

• What can the map tell us about South Africa? Is it hot or cold? What type of

houses might the people live in?

• Read the story and check to see if the story setting matches the map location. Do they have winter clothes? What do their houses look like?

Closure

What helped us check the story setting? What kind of information does a map or globe give? What can maps and globes do? How can they help us?

ELEMENTARY LIBRARY LESSON PLAN # K-1.4b



Comments:



Virginia SOL

K.13(E) The student will begin to ask how and why questions. K.5(E) The student will identify the front cover, back cover, and title page of a book.

Library Objective Students will identify the librarian and his/her role.

Title “What’s My Line?”

Resources Mail person outfit, mailbox Book Sample spine labels large enough to share with a class

Introduction Introduce that you are a book doctor and a mailman for books. Revisit what a book doctor does.

Vocabulary Spine Spine labels K

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Activity

• Make comparisons between the mailman and the librarian.

• How does the mailman find your house? Mailbox, address, street signs.

• Show a book and talk about the spine. Introduce the spine label as the

mailbox of a book. Discuss that mailboxes belong at the front of the house. Spine labels belong on the spine of the book and have to face toward the front of the shelf. Compare street signs to library signs.

• Discuss that the mailman takes mail from house to house. Librarians help

books get from kid to kid. We need mailboxes and spine labels to help us.

Closure/ Evaluation

Let students play mailman/librarian. Have them locate the spine labels and tell you the address of a book. Have the students play mailman with the large spine labels. Give them the sample spine labels and have them stand beside the shelf where the books would belong.

ELEMENTARY SCHOOL LIBRARY LESSON PLAN # K-1.4c



Comments:



Virginia SOL

K.6(SS) The student will match simple descriptions of work that people do and the names of those jobs.

Library Objective

Students will locate the media center and describe the role of the librarian.

Title “What’s My Job”

Resources Teacher-made drawing depicting various duties of the librarian

Introduction Ask the students to describe what route they took to get the library. Ask them to describe the job of the librarian.

Vocabulary KIN

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Activity

Prepare some drawings of various duties of the librarian. (Stick figures work fine; this is a good time to show the students why you are not the art teacher!) Include teaching, reading to students, shelving the books, working with computers, televisions and other forms of media, etc. Show the students the drawings and have them identify the job depicted.

Closure/ Evaluation

As the students prepare to leave, have them describe the location of the library and name some of the duties of the librarian.

ELEMENARY LIBRARY LESSON PLAN # K-1.4d



Comments:



Virginia SOL

K.5(E) The student will understand how print is organized: identify the front cover, back cover, and title page of a book.

Library Objective

The student will label the parts of a book: cover, title page, spine, spine label

Title “Book Hokey Pokey”

Resources Any title to read (seasonal, etc.), student books

Introduction Have an outline of a body on display.

Vocabulary Spine, spine label, title page, cover KIN

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Activity

Show the outline of a person and ask what covers the person to keep their parts inside - skin. Compare the skin of a person to the COVER of a book. Ask what part of the body lets us know who a person is - how we recognize them - their face. Compare the face to the TITLE PAGE of book. Have students find their spine - show the spine of a book. Explain that books in the library have a spine label so that we know where they go. Read a book, emphasizing the parts of the book.

Closure After students have checked out their books, have them gather back on the rug and sing the “Hokey Pokey” using their body parts and the parts of their book.

ELEMENTARY SCHOOL LIBRARY LESSON PLAN # K-1.4e



Comments:


1.5 The student who is information literate accesses information efficiently and effectively by developing and using successful strategies for locating information.

Virginia SOL

K.3(SS) The student will describe the relative location of people, places, and things by using positional words, with emphasis on near/far, above/below, left/right, and behind/in front.

Library Objective

Students will locate different sections of the library. Students will recognize that each section is arranged in a specific way.

Title “Mailman - Part 2”

Resources Mailman costume The Jolly Postman : Or Other People's Letters by Janet Ahlberg Large spine labels and call numbers for each section.

Introduction Recall that part of a librarian’s job is to deliver books to the right streets (shelf). Review mailboxes (spine labels) and addresses (call numbers).

Vocabulary Spine labels Call Numbers K

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Activity

• Read The Jolly Postman : Or Other People's Letters -- Janet Ahlberg. • Ask how the mailman knew where to deliver the letters.

• Examine the envelopes.

• Compare the envelopes to spine labels and call numbers.

• Compare street signs to library shelf labels.

• Examine the spine labels and determine the call number of the book.

• Lead the class to the section and “deliver” a book to the right home.

• Do this with each section and have students identify what type of books is in

each area.

Closure/ Evaluation

What did we do today? Give students sample spine labels. Let them stand in the correct section holding their spine label. Have partners check them for correct answers.




Comments:



Virginia SOL

K.3(SS) The student will describe the relative location of people, places, and things by using positional words, with emphasis on near/far, above/below, left/right, and behind/in front.

Library Objective

Students will locate different sections of the library. Students will identify how each section is arranged.

Title “Easy Mailman”

Resources

Shelf sections clearly marked. Sample books from each section. Sample spine labels. Dear Peter Rabbit by Alma Flor Ada

Introduction Recall that part of a librarian’s job is to deliver books to the right streets (shelf). Review mailboxes (spine labels) and addresses (call numbers).

Vocabulary Spine labels Call numbers K

IND

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GA

RT

EN

Activity

• Read Dear Peter Rabbit by Alma Flor Ada. • Discuss letters, addresses and envelopes.

• Take a tour of the different sections pointing out the appropriate signs. • Compare the signs to the sample spine labels.

• Have students stand in each section and tell what section they are in.

Closure/ Evaluation

What did we discuss today? Have students move to different sections and tell which section it is. Have students identify the correct “mailbox” for each section.

ELEMENTARY SCHOOL LIBRARY LESSON PLAN # K-1.5b



Comments:



Virginia SOL

K.1(E) The student will demonstrate growth in the use of oral language by listening to a variety of literary forms, including stories and poems. K.8(E) The student will demonstrate comprehension of stories by retelling familiar stories using beginning, middle, and end.

Library Objective

Students will recognize and retell a variety of fairytales. Students will identify the characteristics of a fairytale.

Title “Fairytales”

Resources

Fairytale of your choice Chart paper

Introduction Show the cover of the fairytale book. Ask the students if they are familiar with this story. What do they know about it? What makes this book a fairytale?

Vocabulary

KIN

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Activity

• Read the fairytale aloud. • Have the students discuss what makes this story a fairytale.

• List the characters and story line that make this different from the nursery

rhymes.

Closure/ Evaluation

Recap what was said during the discussion. Read another fairytale and come up with the characteristics.




Comments:


2.2 The student who is information literate evaluates information critically and competently by distinguishing among fact, point of view, and opinion.

Virginia SOL

K.3(E) The student will build oral communication skills by participating in discussions about learning.

Library Objective Students will determine if a story is real or make believe.

Title “Real vs. Make-Believe”

Resources If You Give A Mouse A Cookie by Laura Numeroff Chart paper Pictures of a real mouse and a fake mouse.

Introduction Discuss real and make believe. We are looking for things in the book a real mouse might do and things a pretend mouse would do.

Vocabulary KIN

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Activity

• Read If You Give A Mouse A Cookie.

• Have the students listen for things a real mouse and a pretend mouse would

do.

• Use the chart paper with the pictures of the mice at the top.

• Create two columns and list or draw things that fit the category from the book.

Closure/ Evaluation

Review the list you have created. Discuss what things are real and what things are make-believe. Have students add to the list by coming up with their own ideas.




Comments:


3.2 The student who is information literate uses information effectively and creatively by integrating new information into one’s own knowledge.

Virginia SOL

K.1(SS) The student will recognize that history describes events and people of other times and places by identifying the people and events honored by the holiday of Thanksgiving Day,….

Library Objective

The student will use titles about Thanksgiving Day to increase their knowledge of the holiday and its traditions.

Title “Thankful for Thanksgiving Day”

Resources A variety of Thanksgiving themed titles

Introduction Ask students what they have heard/ learned about Thanksgiving

Vocabulary Pilgrims, feast, visiting, family KIN

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Activity

List on a chart or a board what is known about Thanksgiving history and tradition. Explain that they will be hearing stories about Thanksgiving. Ask students to compare what is heard/ learned in the stories to what they already know.

Closure Remind students that the Thanksgiving holiday is part of our American history and culture.




Comments:


3.2 The student who is information literate accesses information accurately and creatively by integrating new information into one’s own knowledge.

Virginia SOL

K.6(E) The student will explain that printed materials provide information. K.2(E) The student will use listening and speaking vocabulary.

Library Objective Students will listen to a story and identify the facts.

Title “Bat Facts”

Resources

Stellaluna by Janell Cannon Chart paper

Introduction Introduce the story about a bat. Ask the students to listen for facts about the bat so you can create a fact sheet at the end of the story. Discuss the difference between fact and fiction.

Vocabulary KIN

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Activity

• Read the story of Stellaluna. • Model listening for a fact about Stellaluna by pointing out a fact in a passage

just read.

• After the story, go back and recall facts about bats. Make a list of “bat facts.”

Closure/ Evaluation

Revisit fact and fiction. Ask students to recall the differences between fact and fiction. Read the list of facts about bats.

ELEMENTARY SCHOOL LIBRARY LESSON PLAN #K-3.2b



Comments:


3.3 The student who is information literate uses information effectively and efficiently by applying information in critical thinking and problem solving.

Virginia SOL

K.8(E) The student will demonstrate comprehension of stories by using pictures to make predictions about the story content.

Library Objective Students will make predictions about the book.

Title “Story Predictions”

Resources Book of your choice.

Introduction Introduce the book by announcing the title. Discuss what the story might be about based on the title. Show the cover of the book. Does this change the prediction?

Vocabulary

KIN

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Activity

Read the book. Stop along the way and make new predictions. How did our predictions change? What made them change?

Closure/ Evaluation

What are predictions? How do they help us? Students will make predictions about books based on the covers.




Comments:


3.4 The student who is information literate uses information effectively and creatively by producing and communicating information and ideas in appropriate formats.

Virginia SOL

K.8(E) The student will demonstrate comprehension of stories by retelling familiar stories using beginning, middle, and end.

Library Objective

The student will identify the three parts of a story - beginning, middle, and end.

Title “Starting at the Beginning”

Resources Selected titles; three boxes with words “beginning” “middle” “end” on them

Introduction Have students walk across in a line, divide line into a beginning, middle, end

Vocabulary Beginning, middle, end, story KIN

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Activity

Explain that things that happen can be divided up into three parts - beginning, middle, and end. Use a familiar story and write the three parts. Use examples from other sources. Show boxes - ask if the example story would make sense if you mixed up the parts. Instruct students to listen to the story and be able to tell the three parts of the story. Read the story and discuss the three parts.

Closure Ask students to look for the three parts in the books they choose to check out.

ELEMENTARY SCHOOL LIBRARY LESSON PLAN #K-3.4a



Comments:


5.1 The student who is an independent learner is information literate and appreciates literature and other creative expressions of information by being a competent and self-motivated reader.

Virginia SOL

K.8(E) The student will demonstrate comprehension of stories by discussing character, setting, and events.

Library Objective Students will identify character, setting, and plot of a story.

Title “Parts of a Story”

Resources Books of your choice

Introduction Introduce the book. Explain the terms character, setting, and plot.

Vocabulary KIN

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Activity

• Talk about people and places in recent books you have read to this class.

• Ask students to look and listen for the character, setting, and plot as you read a story.

• Read the story and stop to identify the character, setting, and plot.

Closure/ Evaluation

Ask students for examples of characters, settings, and plots of recent books someone has read to them.




Comments:



Virginia SOL

K.8(E) The student will demonstrate comprehension of stories by talking about characters, setting, and events.

Library Objective Students will identify the elements of a story.

Title “Aunt Isabel Tells a Good One”

Resources Aunt Isabel Tells a Good One by Kate Duke

Introduction Ask the students if they have ever asked for another story. What makes a story? How do you know if you are hearing a story? Does a story have parts?

Vocabulary KIN

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Activity

• Read the story. • Discuss the elements of the story as it appears in the book.

• Make an outline of the parts of the story.

Closure/ Evaluation

Make an outline of the parts of a story. Make a quick story as a class using the outline created. Example: Once there was a frog named Fred. He liked to….

ELEMENTARY SCHOOL LIBRARY LESSON PLAN # K-5.1b



Comments:



Virginia SOL

K.8(E) The student will demonstrate comprehension of stories by talking about characters, setting, and events. K.8(SS) The student will demonstrate that being a good citizen involves following rules and understanding the consequences of breaking rules.

Library Objective

Students will identify the significance of the Caldecott Medal Award. Students will identify the role of a community helper in maintaining safety.

Title “Officer Buckle and Gloria”

Resources Officer Buckle and Gloria by Peggy Rathman Star pattern

Introduction Explain the importance of the Caldecott Award. Discuss the role of police officers as community helpers.

Vocabulary Caldecott Medal KIN

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Activity

• Read Officer Buckle and Gloria to the students and discuss the safety rules throughout the book.

• Have the students draw a safety rule/tip for the star to go on a bulletin board.

Closure/ Evaluation

Display stars on a bulletin board and review the significance of the Caldecott Medal Award.




Bulletin Board Star Pattern for Lesson # K-5.1c This can be used with kindergarten (SOL Community Helpers) or second grade and Caldecott Medal books. Have the students make safety rules/tips to go on the stars and use the stars to create a bulletin board on community helpers, or have the students put the title of a Caldecott Medal book on each star and create a bulletin board on Caldecott Medal award books.



Comments:



Virginia SOL

K.8(E) The student will demonstrate comprehension of stories by discussing character, setting, and events.

Library Objective Students will identify the author as the person who writes a book.

Title “Awesome Authors”

Resources If You Give a Mouse a Cookie (Numeroff) or another title by her. Chart paper and pen

Introduction Have books by Numeroff on display, ask students if they have seen these books before.

Vocabulary Author, illustrator KIN

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Activity

Introduce the book by saying that we will be reading a book by a favorite author. Show title page, pointing out the title, author, and the illustrator. Explain that the author is the person that writes the story/words in the book. They usually do not draw the pictures. Share the book, asking questions about what will happen next. Tell the students that they are going to be authors, too. Use chart paper to write a story, “If You Give a Tiger Cub a Tomato.” Get input from the students and ask questions to prompt ideas. What does he do with the tomato? Why does he do that? What will he do next? What does that remind him of? Record the story on the chart paper as they give it. Once the story is finished, read it back to them. Explain that are no pictures because the author does not usually draw the pictures.

Closure

Display the story for others to see. Point out the author of the books they choose for check-out.

ELEMENTARY SCHOOL LIBRARY LESSON PLAN # K-5.1d



Comments:


5.2 The student who is an independent learner is information literate and appreciates and enjoys literature and other creative expressions of information by deriving meaning from information presented creatively in a variety of forms.

Virginia SOL

K.1(E) The student will demonstrate growth in the use of oral language by participating in choral speaking and reciting short poems, rhymes, songs, and stories with repeated patterns.

Library Objective

Students will recite nursery rhymes. Students will identify the characteristics of a nursery rhyme.

Title “Nursery Rhymes”

Resources Pictures or objects related to various nursery rhymes. Basket. Nursery Rhyme posters, charts, or a book.

Introduction Hold up the basket of objects. Ask the students if they can think of any rhymes that go with the objects.

Vocabulary KIN

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Activity

• Recite or read nursery rhymes that go with the objects. Have students say

them with you. Ask the kids to look for patterns in the nursery rhymes.

• Discuss the characteristics of the nursery rhymes. How can they tell the difference between this and a story?

Closure/ Evaluation

Students will select an object and recite a rhyme. Students will determine what makes it a nursery rhyme. Students will select objects from the basket and recite nursery rhymes. Students will identify the characteristics.




Comments:


5.3 The student who is an independent learner is information literate and appreciates and enjoys literature and other creative expressions of information by developing creative products in a variety of formats..

Virginia SOL

K.1(E) The student will demonstrate growth in the use of oral language. K.8(E) The student will demonstrate comprehension of stories by using story language in discussions and retellings.

Library Objective

Students will retell the story in sequence. Students will participate in creative dramatics.

Title “The Little Old Lady Who Was Not Afraid of Anything”

Resources The Little Old Lady Who Was Not Afraid Of Anything by Linda Williams

Introduction Introduce the title of the story and tell the kids to listen for patterns in the story. As they see the pattern developing, ask the students to join in.

Vocabulary KIN

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Activity

• Read the story through once assisting the kids in finding the patterns. Have

the students join in as they learn the phrases. • Discuss how the story was built and the sequence of events. • Retell the story recalling the sequence of the events through motions and

building a scarecrow. • Have the students act out and tell the story a third time concentrating on

putting motions and sequencing together.

Closure/ Evaluation

Have the students recall how the story progressed to build a scarecrow. Students will create and color a scarecrow to take home and share the story.




Comments:


7.2 The student who contributes positively to the learning community and to society is information literate and recognizes the importance of information in a democratic society by respecting the principle of equitable access of information.

Virginia SOL

K.8(SS) The student will demonstrate that being a good citizen involves taking care of personal belongings and respecting what belongs to others.

Library Objective

The students will practice book care, including taking a book home and returning it on their library day.

Title “Books Go Home”

Resources Stella Louella’s Runaway Book (Ernst) Letter to parents to color

Introduction Let the students know that they will be taking books home today, but first they must get the books ready.

Vocabulary Overdue, return books KIN

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Activity

Review that last week we learned how to care for books once they leave the library. This week we are going to put it into practice by taking the books home. Before we can do this, we need to talk about how and when to bring the books back, and let our parents know what we are doing. Share the book Stella Louella’s Runaway Book . Discuss why they had so much trouble finding the book, and what Stella could have done to prevent it. Show students the letter they will be coloring and taking home. Tell them that after they check out their book, they will get the letter to color. Remind students that if they do not bring back the book, they cannot get another one

Closure

Have each student state when they will bring their book back as they leave the library and check to see if they have the letter for their parents.


elementary school library lesson plan # k-1hcps2.hanover.k12.va.us/instruction/media/kindergarten...

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