Our books have been flying off the shelves this year! My para has six children all in different age groups of school. She introduced me to many books our students were wild about and loved!
She made special areas of expertise for each "interest" and the students could find books so much easier. I ordered many books she knew they would love such as Nate , Diary of a Wimpy Kid , Dork Diaries and Calvin and Hobbs and more! They were taking out five books in some classes and asking to renew.
We also made special areas for graphic novels, drawing books and I Spy. When they get those types of book they also get a reading book with it.There was so much more reading this year than in any year I have been teaching! She has great ideas!!
Using objectives worked out really well with our two display binders at each end of the circulation desk. The targets for the lesson were talked about at the beginning, shown again before going in the computer lab if needed and the students did excellent with these reminders.
I also used HELP binders where students could get if they were having trouble .
The second graders loved them so much (even when they turned them to : I do NOT need help) that they got them for their table each time they came into the PIC. It helped me find those students who were having trouble with their work while not disturbing the ones who "got it!"
We saw such a boom in reading because of the special titles we bought. WE never had enough copies of Whimpy Kid or Dork Diaries.
All graphic novels were swept off the shelves as well as drawing books and series of books. My para got it right when she introduced me to Calvin and Hobb books because we did not get those back til the end of the year (one the last day!). The Nate books also were popular as well as dog and cat (fiction and non-fiction) books were a plus. Because my para, Michelle, combined books like "nature" , "animals in the ocean" and popular mammals together, the students could flip through the paperback books on these subjects and find them faster. Spanish books were combined in one basket and it made it easier for students wanting fiction or non-fiction books of this language.
The students were told about the five book check-out and most remembered to bring back all of them so they could take out another five. (We did have many students with big $100 fines and the sixth graders teachers actually let them come in and work off the fines.)
WE encouraged students to come in before or after school to get more books if they finished before the week was over and some did. That time frame is a little hard to do as teachers need the students before and after school.
We were fascinated with the many readers "checking out" each week encouraged.
Library Goals for this year involved having students access their work with a special technology goals in mind. They will be on their computers and have them working with many different programs.
We used Common Sense Media that helped with our “plagiarism lessons.”
That site also helped the students understand about writing their name, sport teams, etc. on Facebook or any other type of Media.
We used Pebble Go for research on animals, understanding biography and special people, and science for life cycles.
Kidspiration was used for creating life cycles while Inspiration was used from 4th-6th for making outlines for their projects.
We used many URLs within my library libguides by going through the “fire named Pawnee” on our Media website. The students even learned how to “catch” the url of the libguides and make a shortcut so they could easily get to the sites. (Even the “K’s” knew how to click on the “@” to get to our Safari site! I had put on many different urls for the different subjects the teachers had requested on their focus sheets.)
After students listened to the books they heard in library they made special Wordles summarizing them.
The sixth grade wanted their students to learn how to make a table in Word to show the learning of the different religions and the questions they had wanted them to access.
Targets with objectives will be displayed and spoke about before classes.
Reading incentives such as orally promoting a book on the intercom were well received.
WE had students who asked to orally present the books they had read by themselves, in class or Golden Sowers. They received stickers for giving their book reports orally and stickers count at the end of the year (they try to get as many as they can for prizes!)
They also had one-liners about books and talked about them during Library Week and included explaining the library declarations on the intercom.
WE had an author visit with 
Mr. Brian Pinkney and the students learned much about his job as an author and illustrator. They loved skimming and scanning answers about his life and could tell him all about it!
We had librarian visits with Mrs. B from the Bellevue Library and Mrs. Pietsch from the South Omaha Library. There pictures were added to our Website albums. They both talked about the importance of reading during the summer and what their libraries had to offer. Students were enrolled in the South Omaha Reading Summer program through Mrs. Pietsch when I sent in their names and grades. Their "reading packages" will be delivered during summer school.
Resources we used were:
Databases along with Pebble Go!
We also used 
Third graders loved using Pebble Go for their research and powerpoints.
WE also used: 
for all grades! Lots of great activities.
Some grades also used the BBC typing program.
I feel the library and computer lab were used to their full potential this year. All grades had special projects and they all had special goals to meet.
(i.e. making outlines with their notes) This work was helped with the computer programs, Inspiration and Kidspiration.
Inspiration outline of a religions:
The lab was used to full potential as each class merged closer to goals of completion on their specific level. For example, the third graders were learning how to type as well as completing a Powerpoint at the end of the year. After completing their ten Golden Sower fiction re-tells, they also learned how to insert pictures in their Microsoft Word, which allowed them to complete a Powerpoint much easier. First they completed an animal research project and then started an famous Omahan. Next year they will continue these strategies with a Keynote or powerpoint on a Famous Nebraskan like the fourth graders did this year.
Keynote, Pages, and more!
The scaffolding used in each grade prepares them for the next year and the projects we complete. I was very pleased with their work as were their teachers who came in to see their work!
Lower grade students did much work on all the facets of Fiction and Non-fiction books with Kidspiration. They learned how to manipulate the pictures to re-tell stories or make life cycles in Science.~
The Kindergarten classes went from learning the terminology of the computer to looking like "pros!"
The sixth graders made a Keynote presentation of mythological gods that they then presented orally so all students would know their symbolic meaning. They also wrote down critical analysis of the presentations and orally said how they could have done better.
Here is an example of what a students gave their teacher. A bibliographic citation was written down when taking ABC-LOU notes and then a Keynote of the mythological gods was given after working in the lab. When students were studying the Ancient countries they concluded with a study of the different religions also. They made outlines from what they had learned in Inspiration and then gave oral presentations.
After the presentations the students were to write down what they learned showing their listening skills to get ready for junior high.
The fifth grade teachers asked for students to recreate the different weather themes. They also used Keynote to present their findings.
Then they created newspaper articles about a biome after producing an outline in Inspiration and using ABC LOU notes.
Fourth grade worked on Nebraska themes all year. They completed a Venn diagram in Kidspiration on two different tribes. They compiled notes on a famous Nebraskan and did a Keynote presentation on them.
They created a creative paper on Nebraska symbols.
They also completed a brochure on Nebraska government after watching a Powerpoint and learning terms about the unicameral and more. We had some great songs to learn some of the vocabulary!
Fourth through sixth also learned how listening skills are important while using them for their introduction to “Storygami” and creating origami from these stories.
The third grade became familiar with typing in Word and writing summaries of all ten Golden Sowers. They also learned how to insert pictures from the Internet using the urls so as not to plagiarize.
They found out how they need to “keep up” each time with all ten stories and getting done on time.
This drawing was made with Sketchpad after reading the Golden Sower Even Monsters Need Haircuts. 
The second grade created many cycles of animals and plants by producing a paper cycle, a bean bracelet and a butterfly diagram of each. They also used Kidspiration to recreate one online. They then took the test of food chains :http://www.sheppardsoftware.com/content/animals/kidscorner/games/foodchaingame.swf
The first grade and "K" created their Golden Sower booklet with pictures and sequence or setting, depending on what topic they were studying that week.
They also created a “farm” booklet and had many pages devoted to new words they learned (names of baby animals) and new terminology to go with their virtual trip to Gifford Farms: http://www2.esu3.org/esu3/fanfarmfun/
The “K” class created a their Golden Sower booklets with pictures and words of what had happened in each. They also created a Spring booklet about the season that included a dot-to-dot “watering can” for one thing needed in the growth of plants, a sequence picture of what happens first in the cycle of “growing” plants, and many activities involving what happens in “spring.”
They also worked on a "K" book about Eric Carle's book A Very Hungry Caterpillar which was all about them becoming "First Graders."
a work in progress: 
Their last activity incorporated going places safely online, games for sight words to be learned over summer and many great reading urls.
http://www.cookie.com/kids/games/sight-words.html
Omaha Public Schools does not discriminate on the basis of race, color, national origin, religion, sex, marital status, sexual orientation, disability, age, genetic information, citizenship status, or economic status in its programs, activities and employment and provides equal access to the Boy Scouts and other designated youth groups. The following individual has been designated to address inquiries regarding the non-discrimination policies: Superintendent of Schools, 3215 Cuming Street, Omaha, NE 68131 (531-299-9822).
Las Escuelas Públicas de Omaha no discriminan basados en la raza, color, origen nacional, religión, sexo, estado civil, orientación sexual, discapacidad , edad, información genética, estado de ciudadanía, o estado económico, en sus programas, actividades y empleo, y provee acceso equitativo a los “Boy Scouts” y a otros grupos juveniles designados. La siguiente persona ha sido designada para atender estas inquietudes referentes a las pólizas de no discriminación: El Superintendente de las Escuelas, 3215 Cuming Street, Omaha, NE 68131 (531-299-9822).