Student wants and needs are the primary driving force behind Collection Development at Mount View. As circulation increases in certain areas and students requesting books in specific areas becomes a constant, I add those books to the order. This year, our math coach asked if I would order books so, I provided her with information and she added books to a saved math list. I did, in fact, order many of the books she requested. In addition, when the Science list was sent to us for curriculum connections I order books in areas where we were lacking.
One area of concentration this year was on Rookie Readers. Many of the primary students are checking these out as they are on a display shelf-topper and labeled as such. I book talk them and encourage students to choose at least one book they can read at their own level.
When I first came to Mount View there were myriad books that were just old and unappealing. Many of these books were 20-30 years old, without covers, ripped and ragged. I have gotten rid of many of these and still I find books that are 'loved to death' and should be gotten rid of-however, the budget is just not there. I believe that if Mount View had additional funding, books could be a way to entice students to read more.
It seems elementary librarians have a huge responsibility to know their readers and how to connect them to books. I have always spent a lot of time checking students in and out as I want to be the person who sees what they are reading and having conversations with them about their selections.
This year I explained to the kindergarten teachers that we needed to allow students to take books home. I typed a letter (approved by Mr. Williams) and sent it home in the first bookbag. Students in kindergarten can now check out up to 3 books and take them home. They are so excited and most of them remember to bring their books back each week. I told the teachers and I so glad this is working out and if books are lost, well, that's the price of doing business with kindergarteners in the library-however, I had many talks and lessons with students prior to this undertaking. We went over visuals about 'book care' how to turn pages, where to read at home, never eat or drink with your books...etc.
As a person who has a reading endorsement (minus my practicum) and a former classroom teacher, I know how important it is for students to have books in their hand. The number one way to become a reader is to READ. I tell kids all the time, "You can become a better reader if you just READ." Now, some of the little ones tell it to each other. I encourage kids to sit down and read after they have checked out-partners and small groups sit together and share their books. As testing and test-taking strategies become more and more embedded into the classroom curriculum, I see a gap in the joy of just reading a good story. Kids sometimes nearly crawl in my lap when I am reading aloud. Also, I have noticed that kids have very little stamina for reading-in general. I feel it is my job and should be a requirement to assist in the fact that if the classroom is too busy to allow alone or partner reading then it should be up to the librarians to support that during those check-out days. Research can be incorporated into the technology lessons and still leave time for a good read.
One of my students came in after school with her mom to bring me a Valentine candy. She said her daugher likes for her to read before bed but she tells her, "You're O.K. mom, but Ms. Beebee does it better." Her mom was laughing, as was I, so I told her, "Well, that's my job and pleasure so I better be good at it."
The other way I have tried to increase circulation is something I have always done-ask kids what books they would like to read. I have made it known to all students that the library books are really belong to them, so to speak. The books reflect what they are learning in the classroom and what they are reading and checking out. Many of our newest aquisitions are all from the input of students.
Five Goals for this year in 2013-2014 were...
Post visual rubrics in the library and lab teaching areas for procedures and routines. Examples are: Reading to Listen, Work, Dismiss, Exit library/lab.
I did, in fact, make visuals of students working in the lab, entering the library/lab, ready to dismiss, ready for a story, lining up, and more. I use the same verbage for all classes for entering, taking assigned seats, click on _______. I posted information on the white board and the LCD projector. Exiting the library, lab is the same. The exit count down with verbal steps works well with the primary and intermediate grade levels.
Continue to utilize and perfect getting started immediately: Logging into you computer Step-by-step: Walk in quietly, Go to assigned seat, Login to Safari, click on your grade level, locate____________. Closing your program with a visual/verbal count down: 10-9-8 etc. Stop to recall the steps and process of closing down your program: Click the red dot upper left hand corner visual LCD/verbal. Command Q or menu to quit Safari/Firefox. Keyboard on tray or middle of desk, Headphones to right desk, mouse on holder tray or mid-desk (as seen in Ready to Dismiss visual). Stand up, push in your chairs, face the doorway. Who can beat my time?
Connecting with at least 2 additional teachers this year for collaborative content-Based on Acuity results, top 4 areas have been: Summarizing fiction and non-fiction/Text Features-what are they and how are they helpful to me as a reader? Literary Devices-Knowing them in content when I see/read them. Strategies for "reading for informational purposes...setting my own goals.
One of our 2nd grade teachers moved to third grade this year so she and I have worked on a research project together. Some teachers will work with you and some will give you a 'thumbs' up on the project but really don't have time for collaboration. I did run into a kink when it came to grading, although I provided a rubric and a one-pager that explained the lesson briefly along with content standards.
Having an instructional paraprofessional would be helpful with this task but I personally feel if they have not seen the process of the teaching they will not be able to understand the end product.
Connecting with teachers to explain resources available within the district by asking via emails who would like to chat about PebbleGo and how to use it?
When I have been in classrooms during Acuity testing, I have modeled the resources to teachers who were interested. In addition, I have posted the logins for Learn360 and PebbleGo, promoted it through conversations.
There is no time during staff meetings to talk about the 'library' so I connect with individuals one-to-one.
Creating inviting displays of books (seasonal, holidays, series of interest) to entice readers.
My displays have not looked the way I had hoped but are a focal point to books for the season or holiday. I find it is easy for students to choose books when they see them in a separate display. As they are checked in, they are placed back on display for check-out.
This year I spent some of my annual order monies to create 'shelf identifiers' which are small shelf clips that are used to identify what kinds of books are in that area. They are labeled with the call numbers and pictures of the books in that section-this is a work in progress!
In the 2013-2014 school year, I had a plan to use databases more than I actually did. Although I use them every day, it seems, as lessons and units are taught some curriculum connections that I choose are not database oriented. I do model to students how to login and use them on a regular basis. I have even had students as me to help them login so they can read about tornadoes or hurricanes, just for fun!
It was mentioned to me that the databases used were not allowing for differentiated instruction. I disagree due to the fact that most of them read aloud the information and students can click on specific vocabulary words to get the definition. I see that there is no other way to provide this information to an entire classroom in this setting. All the databases I have used were modeled 'how to use them' and shared information whole group, with elbow partners and individually guided as well. I feel the databases we currently use are the best way to teach reading for information at a variety of reading levels with built in differentiation. Periodically a student will need to have the information printed out so they can read it up close-when it is necessary, I print out the pages for them to have at their seat.
My goal is to utitlize all the tools we have so that students and their families have access to any and all of the information available. I have given out the Making the Grade information and written down passwords for kids who just want it on a note or sticky.
One parent asked how she could use our resources so I provided this information to the parent along with screen shots so she could access these from home. The teacher also kept a copy as she enjoyed the information herself.
Reading Websites from your…
Mount View Librarian-
This is the Omaha Public Schools NEW webpage. You have page 1 of a screenshot which shows a pull-down menu. It says, STUDENTS, then go to Library Resources.
Once you click on Library Resources, you will see screenshot page 2. Under Quick Links, click on the District Library Catalog. You will then see what is on page 3. When you see page 3, you can just click on the left side navigation bar labeled: Online Databases. Online databases will take you to all the wonderful resources on the handout: Making the Grade.
You have logins where needed and you will find a wealth of information your student will recognize. PebbleGo, CultureGrams, WorldBookKids, Bookflix and more.
Go to: then click on Parent tab: register and you will have access.
This website is loaded with links to early reading, phonics and beyond. It is very interactive so students can move through various levels of difficulty.
http://harcourtschool.com/menus/preview/harcourt_language/grammar_park.html
This link is on my webpage, 3rd grade. It is great for practicing sentence structure, nouns, parts of speech. My thought is that kids can never have too much exposure to grammar practice.
http://www.storylineonline.net/
This website is free from the ScreenActorsGuild. Famous actors and actresses read aloud fun books to kids. Hearing books read aloud helps students gain understanding of the story and models good reading pace and voice intonation.
http://www.ops.org/elementary/mountview/LIBRARYMEDIA/tabid/88/Default.aspx
Go to OPS.org and find Mount View or type the above information in and you will be on my Library Media website for Mount View. There are so many links to fun, educational games for Reading and Math that your child has been shown throughout the school year. Please explore the site and find games that make learning fun.
There are many other websites available but cost money-One I really like for reading non-fiction text is on our own OPS site. PebbleGo. It will read to the student in a real persons voice, then the student can go back and read alone. Students can click on important words and see and hear the definition as well.
If you want this document electronically so you can link to the highlighted sites just email me at : Kimberley.Beebee@ops.org >>>>>I will send you this document.
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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).