iPick Selection Strategies

This week we are spending some time working to choose books that are a good fit.  Of course with being able to pick 2 books, one can still be a free choice, as it should be!  

Many of our teachers are using the iPick method for selecting books according to the Daily 5. We've incorporated it into the library as well and it offers our students the ability to see connections between what they learn in the classroom and other places they will choose books (libraries, home and book stores).  Ask your child about it and talk about using it outside of the school if possible!

i= I choose a book

P= Purpose (What is my reason for choosing a book? What do you need or want the book for- information to learn something?  To enjoy a story?  To practice your reading skills?)

I= Interest (Do I find the book interesting?  Be sure to not decide by the cover alone, says your librarian!  Read the blurb and open it up to poke around before you decide!)

C= Comprehend (Do I understand what I am reading? Try a page and ask yourself if you get that you are reading.)

K= Know most of the words (Can I read most of the words?  Notice it does not say ALL of the words- if you can read them all it is probably too easy to be a good fit book, but maybe you should still check it out because you really want to because that can be your free choice!  If you can't read most of it, but still really want that book, you can get it as a free choice and have someone you care about read it with you or enjoy the pictures on your own.  If you can read all but a few of the words pretty comfortably, then it is probably just right to help you develop as a reader!

The Daily 5 was created by  Gail Boushey and Joan Moser.  

Check out  http://www.the2sisters.com/ for more information on the Daily Five.

Constitution Week & Next Steps

Next week we will finally see ALL of our students in the library! Yea! We will be studying things related to Constitution Week and getting more practice on our new checkout procedure incorporating the genre portfolios. It always takes a little practice to get used to new routines. :) After that, we will be diving into research projects in the upper grades and literature studies in the younger grades.

Our Kinders learned their first author and illustrator this week. It wouldn't be Kindergarten without Eric Carle. We'll be working on some sequencing activities with "The Very Hungry Caterpillar" very soon. Then we will move on to Denise Fleming and begin evaluating the difference between fiction and non-fiction with a science related unit on trees.

First grade will be launching into a Fairy Tale unit and we will be looking at lot of the classics plus incorporating Fairy Tales from other cultures. We will be comparing versions of Cinderella in numerous cultures. Our unit will culminate with the creation of masks that reflect each child's favorite fairy tale, incorporating the elements from the story that are essential to the plot.

Second grade is going to be starting a Mystery genre study and will be introduced to some of our early chapter books featuring young sleuths such as Cam Jansen and Nate the Great. We'll be using the Daily 5's iPick selection strategies to help us decide on the right mystery for us and analyzing blurbs on the back of books to listen for how books fit into the mystery genre.

Third grade will be working on a social studies research project. Third grade teachers are still considering what topic would be the best covered and should be meeting with me soon to finalize a topic. We'll be using the Super3 research model and will be introduced to some really important methods for doing quality research.

The 4th grade team has been amazing to collaborate with and we have developed a nice unit focusing on the study of Lewis and Clark. Since this a very broad topic, we will be helping the students to realize that we need to narrow our focus to more specific topics within our library project. Students will work in pairs using the Big6 model in the library and they will be using it for other projects in the classroom. The projects they do in the library will be used by the pairs to teach their fellow classmates about their topic of choice, plus we'll be putting together a game show with quiz questions from the students' presentations. I get to be Alex Trebec (but I'm going with old Alex because I miss his moustache!).

I'll be meeting with 5th grade on Monday to coordinate a social studies Big6 project as well. Currently they are thinking that a civics focus using the Make Your Day program as a model will be the best direction to go in. It will be similarly structured to the 4th grade project, but with more advanced research skills and heavy Internet focus, including the evaluation of websites. Just because it is out there, that doesn't make it quality!

So much learning and fun to be had. Feel free to comment or e-mail me if you have any questions.

5th Grade Long Range Plan

5^th Grade Long Range Plan

This is my tentative plan for what our 5th graders will be studying in the 5th grade this year in the library. It is subject to change, especially once collaboration with the teachers has taken place. It is going to be an exciting year filled with lots of learning!

START: Intro Genre Challenge & Book Care

· Intro genre challenge

· Identify genre targets

· Create portfolios

· Contracts & book care reminders

· Discuss selection strategies (iPick, AR, book blurbs)

SEPTEMBER 14-25^TH- Constitution Week (2 sessions)

· Read excerpts from Shhh, We’re writing the Constitution

· Table discussions about why it was written

· Use OPAC to see what resources we have to learn more- discuss topics on interest.

· Incorporate global discussion (other types of government)

· Writing prompt about what democracy means for them and their families

· ***As a side, mention the Sasquatch nominees, so some can get started***

END OF SEPTEMBER-JANUARY: Begin Big6 project in collaboration with classroom teachers (social studies, science, or Art if classroom teachers prefer?). Students guide us through the process- they lead with my support as needed)

· Review steps of Big6 & identify how they already are using it

· Present overarching topic from classroom teacher

· Step 1- identify task (see assessment expectations- hopefully created with classroom teacher to meet classroom and information literacy goals)

· Step 2/3/4- Determine possible sources for information & how to use the information (Internet, Trade books, Reference, Online Databases-new topic). Where do we find them and how do we access them? ***Likely need to go back to step 1 to re-define task (due to discovery of information overload at some point in the process)

o Internet- review safety and search strategies- use 2 column note-taking (likely to discover need for narrowing topic)

§ Quotation marks, Boolean, narrow/widen topic, thesaurus for keywords

§ Teach evaluation of websites for accuracy and validity

· Domain names

· Who produced- what authority do they have?

· Easy to determine author

o Author purpose in creating materials, check for bias

§ Teach citing (APA style for Internet)

· Importance & difference between summarizing and plagiarizing!

· How to

o Trade books- use OPAC- use 2 column note-taking

§ Determine best search type (keyword, author, subject, title for purpose)

§ Use thesaurus as needed to enhance search, boolean

§ Record CAT info and find materials

§ Use of Table of contents, index for finding info within

§ Teach Dewey classification in general terms

· Number order, generally what the numbers mean

· Numerical & alphabetic order used

§ Look at our task- narrow or broaden?

§ Citing APA style for trade books

o Reference materials- Encyclopedias, magazines, Almanacs???, etc What would help us? Where and how do we access them? 2 column note-taking.

§ Using guide words, indexes

§ Using tables, photos, etc to enhance understanding.

§ Citing APA

· Step 5 Synthesis- create a product according to specifications of classroom teacher and teacher-librarian. TECH: Partner students in bilingual buddies to create a powerpoint slideshow. Each create 3-5 slides to teach about their area of study. Compile all slides together to form a project that students can use to teach each other. Do we need to go back to other steps???

· Step 6 Evaluation- Did we complete the task according to our rubric? What could we have done better? Reflect on learning.

Mid-JANUARY- MAY: Science Fiction/High Fantasy Book Award Unit ***Include voting time for Sasquatch nominees at the end of March!

· Discuss various types of awards and why they are given (Sasquatch, Coretta Scott King, Newbery, Caldecott, Pura Belpre Award, etc).

· Check in on genre challenge and discuss progress

· Examine elements of Science fiction

· Examines elements of high fantasy

· Compare and contrast- is there any overlap in those?

· Share about well-known authors and titles of each genre

o Science Fiction: Nancy Farmer, Bruce Colville, Madeleine L'Engle, etc

o High Fantasy: JK Rowlings, CS Lewis, Tolkien, etc.

· Share Sasquatch nominees that may fit in either of the categories and others than do not

o Read blurbs (connect to importance in book selection)

o Read excerpts of several (that do fit either high fantasy or science fiction)

o Determine genre of the material

· Remind about the students only needing to read 2 to be able to vote- they will add a special note on genre portfolios for any Sasquatch nominees read and get to enter a drawing.

· Share Coretta Scott Kings (blurbs and excerpts)

o What is this award given for and what types of genres would you expert to see?

o Do these seem to have any elements of our target genres? Why of why not? What would be a better categorization for the examples?

· Share Newbery winner/honor books (blurbs and excerpts) in small groups (after modeling analysis)

o What given for and what genres might you expect to see?

o Share blurbs and excerpts from a Wrinkle in Time (both), The Giver (both), The High King, The hero and the Crown, Mrs Frisby and the Rats of NIHM, The Graveyard Book (current winner)

· Share Pura Belpre Award

o Use Internet to research what the award is and why it is given (design worksheet to show learning)- done with bilingual buddies. Remind of search strategies and evaluation of Internet sources!!!

o Have them use OPAC to see what titles we have in our library of the winner/honor books

§ What type of searches would be best?

§ Use a CAT slip to find them in the library (complete info)

§ Share blurbs and excerpts to analyze to see if they fit in either science fiction of high fantasy

· Create a video slideshow covering the elements of one of the genres in pairs and present analysis of how one of the books meets the criteria of one or both. Include the award the book has won as well with details on what the award is given for and who awards it. CITE any source used to gather information! Put together and load on blog.

JUNE: Summer reading

· Assign importance

· Discuss possible genres and authors within

· Remind of power of using all resources at your disposal and choosing the best one for the need.

· Remind about INTERNET SAFETY, search skills, authority, etc.

Exploring Genres

This year we will be exploring a wide variety of genres across the grade levels.  each grade has certain target genres which we will study in some detail, but our biggest goal is to get students branching out to read from a variety of literature. Student motivation is directly tied to finding literature that appeals to them andthe more genres they read, the wider their tastes will be.  Exploring different genres also increases their ability to analyze, interpret, and develop a deeper understanding of the world through learning how to decipher and interpret different types of literature.  Encourage you child to branch out and read from different genres!  Listed below are the biggest areas of focus for genre study this year at Lewis and Clark Elementary school along with a brief description.

Science Fiction Genre

Story based on impact of actual, imagined, or potential science, usually set in the future or on other planets.

 

Fantasy Genre

Fiction with strange or other worldly settings or characters; fiction which invites suspension of reality.

 

High Fantasy Genre

Fiction with strange or other worldly characters, which invites suspension of reality and is set in a completely different world.

 

Historical Fiction Genre

Story with fictional characters and events in a historical setting.

 

Biography/Autobiography Genre

Narrative of a person's life, a true story about a real person.

 

Mystery Genre

Fiction dealing with the solution of a crime or the unraveling of secrets.

 

Informational Literature Genre

Informational text dealing with an actual, real-life subject.

 

Poetry

Verse and rhythmic writing with imagery that creates emotional responses.

 

Traditional Literature (Folklore) Genre

Stories that were initially oral and were written down at a later date. There are many forms- myths, fables, legends, folktales, fairy tales, trickster tales, tall tales, and porquoi tales. Many of the categories do overlap.

• Fable- A story that teaches lesson: a short story with a moral, especially one in which the characters are animals.
• Fairy Tale- A story involving fantastic forces and beings (such as fairies, wizards, and goblins).  Also can be a story in which improbable events lead to a happy ending
• Legend- An old story: a story that has been passed down for generations, especially one that is presented as history but is unlikely to be true.
• Myth- Ancient story: a traditional story about heroes or supernatural beings, often attempting to explain the origins of natural phenomena or aspects of human behavior.
• Tall Tale- A story that tells the wild adventures of hugely exaggerated folk heroes. The tall tale is often an oral form of entertainment; the audience appreciates the imaginative telling rather than the literal meaning of the tales. 

Adventure Genre

A story about a protagonist who journeys to epic or distant places to accomplish something. Can have many other genre elements included within.

 

Realistic Fiction

Although untrue, the story could actually happen.  Some events, people, and places may even be real.

4th Grade- Long Range Plan

4^th Grade Long Range Plans

These are my tentative plans for teaching information literacy skills, as identified in the district power standards, for the 4th grade in the library this year. They may be changed as needed throughout the course of the school year.

START OF SCHOOL- Intro genre challenge

· Focus on Tall Tales & historical fiction

· Present logistics and create portfolios w/ Patron ID card

· Selection strategies- AR, iPick, book blurbs

· Contracts w/ reviewed book care, responsibility expectations

CONSTITUTION WEEK- Sept 12-25 (2 sessions)

· Share Mary Pope Osborne’s “American Tall Tales,” read aloud most closely related tall tale to time period of the writing of the constitution.

· Share historical fiction titles that relate to the time period of the constitution.

· Discuss significance of writing of constitution- Purpose

· Read preamble’s principles. Divide among tables & have each table represent preamble to rest of class.

End of SEPTEMBER: Share Sasquatch nominees via book talk. Read excerpts from several titles. Remind of voting procedure & difference between student votes and other awards that use committee to select winners.

OCTOBER- JANUARY: Big6 Project (in collaboration w/ classroom teacher). Social studies or science related topic? Also model throughout the project returning to previous steps as needed (not cyclical).

· Discuss basic Big6 steps. Share real-life examples of process (how do they already use it?)

· Present topic, preferably narrow “task” with class input from general topic identified with classroom teacher.

· Step 2- What resources are available for us to use? Trade books, reference, Internet.

· Step 3 & 4 together for each source type. Use 2 column note-taking and citing sources throughout.

o Trade books- reinforce use of table of contents, glossary, index as needed. Use OPAC.

§ Results garnered using keyword, author, title, subject & practice getting desire result.

§ How to record CAT info and go out and locate it reinforced.

o Reference- Electronic data base, almanacs?, encyclopedia (index, guide words)

o Internet

§ Safety (information to keep safe- name, address, phone, cell, e-mail, city live in).

§ Teach search skills (into onekey.com, yahooligans.com & reasons to use those over other search engines not filtered)

· Narrowing search results with quotation marks and Boolean.

· Developing keywords (use of thesaurus, brainstorming, thinking in results desired)

§ Teach citing of Internet sources, use 2 column

§ Teach gathering of jpeg images and how to cite those as well for use. (Possibly pre-identified in a folder to save time?)

· Step 5: Synthesis. Create project using the information gathered from various sources. TECH: Students work in pairs to create powerpoint presentation of information learned in regard to task. Teach opening of slideshow and how to create (also teach transitions, adding photos, etc), side for citing. Create rubric. 4 weeks in computer lap.

·Step 6- Synthesis- analyze final product and process

TECH: Mount final slideshows on blogger using Slideshare program. Post links in Take Home Tuesday and send home invite.

FEBRUARY- APRIL: Historical Fiction/Newbery Unit

· Explore various titles associated with historical fiction (Avi, Scott O’Dell, Kristina Gregory, Sid Fleischman, Christopher Paul Curtis).

· Connect African-American History Month to Christopher Paul Curtis titles (Elijah of Buxton, Watson’s go to Birmingham, Bud, Not Buddy)

o Newbery connection- Elijah of Buxton, Bud, Not Buddy

· Newbery connections: read excerpts and analyze how they fit the genre using the BLURB on the back (also connect to AR & iPick for selection). Use atlas to locate geographical location for settings of books (teach index use and coordinates).

o Crispin: The Cross of Lead

o Single Shard

o Wednesday Wars

o Penny from Heaven

o Out of the Dust

o Share newest Newbery winners/honors and identify genre of each

· Check in on genre challenge. Goal progress, holes, schedule review times. TECH- Digital or typed reviews mounted on Destiny.

MAY: Reference: Almanac & non-ficiton

· Introduce almanacs

· Explore information found in them, typical uses

· Challenge them to find information using indexes, guide words, table of contents.

· Connect to Dewey sections

o Typical sections in Dewey, where might similar info found in almanac be in located in Dewey section?

o Explore favorite topics and connect to both almanac and Dewey

o Show OPAC and Internet capabilities for exploring topics further.

§ ID dewey from call Number, locate materials

JUNE: Tall tales, with atlas connection & summer reading

· Explore various Tall Tales

· Use atlas to locate geographical location of setting

· Discuss public library offering for summer reading

· Discuss importance of reading across the summer.

· Challenge to continue exploring genres over the summer

3rd Grade- Long Range Plan

Here is my long range plan, based on the district developed Power Standards for information literacy, for 3rd grade this year.  Please keep in mind, this is flexible and may change during the course of the year. :)

3^rd Grade Long Range Plan

START OF SCHOOL: Genre Challenge/Book Care

·      Set book genre challenge with portfolio

·      Discuss target genres

·      Retouch on book care and responsibilities, contract

·      Discuss iPick w/book blurb connection, AR Levels (show AR levels on OPAC)

 

SEPTEMBER 14-25: Constitution Week

·      Examine the 6 principles in the Preamble of the constitution w/ drawings that express ideas.  Play game to guess which principle is represented in drawing.

 

Late SEPTEMBER- JANUARY: Super3 Project connecting to science (Earth and Sky: collaborate with classroom teacher). 

·      Begin with Super3 overview (plan, do, review).  Connect to real world uses that show students are already using much of the process

·      Introduce reference section- dictionary, encyclopedias, thesaurus, almanacs.

o      Show uses for thesaurus to develop keyword search

o      How dictionary is helpful (build on prior knowledge) for spelling, defining, pronunciation

o      General use of almanacs

o      Encyclopedia (guide words, general information, need to cite)

·      Develop research question related to science unit TECH: Use wiki to add information (model as a whole group as notes taken, model citing and not summary v. plagiarism under “Plan” tag)

o      How could reference materials be of use to us?

o      Which is the best choice for our need?

o      Take basic notes & cite sources using title, author, publication year from reference. Record on WIKI as student record hard copy.

§       Define wiki

§       Explain use and how it will be used for our project

o      What other resources might be available (Internet, OPAC to find library materials)

o      Find materials in OPAC

§       Locate using CAT slips

§       Various types of searches available and use for each (keyword, author, subject, title)

§       Take notes (notes in portfolio), cite with basic title, author, publication year

§       Use Index to help us locate information desired for project in trade books.

·      Show how Internet can help with research

o      TECH: COMPUTER LAB, 3-4 WEEKS: Visit predetermined websites with students each being assigned a different topic to find out about.  Once gathered, they will add it to the wiki.

o      TECH: Add information gathered to class wiki, post completed wiki url to blog.  Print out hard copy of wiki for portfolio

 

 

Mid JANUARY- MARCH: WCCPBA Unit

·      Introduce titles

·      Share about blurbs on the back of any titles

·      Discuss spine label, connect to CAT slip (call # and location)

·      Favorite authors from nominees?  Use OPAC to find more titles- how?

·      Present various scenarios related to WCCPBA nominees, which search would get the desired results?

o      Complete a CAT slip

o      Show where location would be in the library

 

APRIL-mid May: Fables and Myths

·      Define genre

·      Use OPAC to find fables and myths, what search would be best?

·      Complete CAT slips and locate materials

·      Use blurbs on back to book talk fable to table mates

·      Each table selects a Fable/myth to have read out loud, use iPick and blurb to help decide. TECH: Record tables’ explanations for book selection.  Post to BLOG and 3^rd grade WIKI (make book selection tab to house)

·      Share titles selected by students and analyze for how it fits the genre.

·      Design a new cover for the fable/myth & write a new blurb on the back that tells what it was about shares the genre type.  TECH- Scan cover and blurb, add to slideshow.  Mount slideshow on blog. (portfolio)

 

mid MAY- early JUNE: Autobiography/Biography Month

·      Define genre

·      Read excerpts from examples of each type. 

·      Compare the similarities and differences- Venn (portfolio)

·      Write your autobiography (portfolio)

 

JUNE: Summer reading

·      Public library program

·      Discuss importance of reading through summer

Remind about focus genres

2nd Grade- Long Range Plan

For those of you that might be interested in seeing my tentative plan for the information literacy skills I will be teaching this year for L&C's second graders, based on the district developed Power Standards, I thought I'd post them here.  Please keep in mind they are flexible and may be altered. :)

2^nd Grade Long-Range Plan

START OF YEAR: Book care/Genre Challenge

·      Review expectations for book care, shelf responsibilities, contracts

·      Set genre challenge (focus on mystery, folk tales, legends).

·      Create portfolios to contain works, mount genre trackers, TECH- have student record a video book review to post to Destiny to mark a new genre read (ongoing throughout year). 

 

SEPTEMBER 14^th- 25^th: Constitution Week

·      Read Catrow’s “We the People”

·      Play game based on hair color & have different tasks (some favorable & some unfavorable).  Discuss fairness of that.  What would be a fairer way?

·      Discuss importance of democratic voice, purpose of constitution.

 

End of SEPTEMBER- mid DECEMBER: Mystery exploration w/OPAC use intro

·      Develop understanding of the genre of mystery- what defines it. Discuss “genre” in general.

·      Introduce authors with early reader mysteries (Cam Jansen, Buzby, Twiddle Twins, Clue of the Left-handed envelope, Nate the Great etc) Also, mention more advanced, but appropriate content wise choices within the genres for more advanced readers. Read excerpts.

·      Caldecott award- what it is, why given, difference between honor and winner & mysteries that have won (Invention of Hugo Cabret, Nate the Great and the Boring Beach Bag).  Also intro this year’s current winner.

·      Model use of OPAC to find mysteries in our library (also show option to look for award winners).  Introduce search strategies & difference between keyword, subject, title, author.

·      Discuss location of materials based on call #, alphabetic principle.

·      Discuss CAT slip and how to complete one from info in OPAC & generally how this info is used to find books in the library.

·      Discuss book selection (first page comprehension- practice with groups of mysteries and “page talk” to neighbor & iPick).

·      Challenge each student to try a mystery book, TECH- record first book review to be attached to a book on Destiny.

·      COMPUTER LAB- 1 week to explore pre-determined websites related to mystery genre (mystery authors, book sites).

 

Mid- DECEMBER- MARCH: WCCPBA

·      Intro nominees & discuss award significance

·      Read titles

·      Discuss favorite authors- where could we go to find out more about them or other titles they’ve written (OPAC, Internet)

·      Explore non-fiction titles- look for glossary, explore glossaries in other non-fiction titles.

·      Create a glossary for one of the non-fiction titles if it does not have one.

·      TECH-make glossary slideshow for the book, with student work in slideshow. Post to blog.

 

MARCH- MAY: Begin Super3 Project in collaboration with classroom teacher connecting to social studies and including Folk tales/legends. Include the following skills-

·      Intro topic through use of folk/tale legend.  Define genre.

·      Create Plan for finding out more about social studies topic.

·      Use of OPAC as tool to find resources in library (teacher modeling)

·      Discuss various sections resources are found in throughout library (reference, non-fiction)

·      Exposure to genre of folk tales/legends that compliment SS unit.

·      Connect to Caldecott (The Emperor and the Kite, Golem, Lon Po Po,  A Story, A Story, One Fine Day)

·      Show magazines as being another source of information (Crinkles)

·      Take notes as a class with citation.

·      TECH- COMPUTER LAB 4 WEEKS Use predetermined websites to find additional information and clip art to create poster using word.

·      Teach citing source with website url & title/book title and author

 

JUNE- Summer reading prep

·      Retouch on iPick, first page comprehension

·      Discuss importance of reading over summer

·      Share Public library summer reading program

·      Remind to explore mystery and folktale/legends

1st Grade- Long Range Plans

Interested in what your 1st grader will be doing in the library this year?  Here are my long-range plans based on the Information Literacy Power Standards.  Please keep in mind these are flexible and will be altered and changed as needed. :) I originally did these just for me, but I thought some might be interested in seeing what 1st graders will be learning.

1^st Grade Long-Range Unit Plans

START OF SCHOOL YEAR: Book care Review

·      Read Marion’s book & recap on proper book use

·      Discuss importance of returning books and responsibilities

·      Review contract

·      When checkout begins (week 2) retouch on importance of browsing sticks & order in the library

·      Teach 5-finger rule and iPick

 

SEPTEMBER 14- 25^TH (2 WEEKS): Constitution Week

·      Discuss importance and what it is

·      Use Internet to show basic information (model use)

·      Read “We the People”

·      Discuss democracy and importance of representation

 

Mid- SEPTEMBER-NOVEMBER: Traditional fairy tales

·      Incorporate National Hispanic Heritage (mid Sept- Oct) month when possible

·      Introduce the 398.2 section (fairy tales)

·      Discuss why fairy tales fit in that section, ABC order importance with author last name

·      Model using OPAC to show how many fairy tales we have (again hit importance of ABC order after the DDC number).

·      Read a variety of fairy tales from different cultures (focus on traditional and Hispanic). 

·      Compare the similarities/differences between versions of a story (like Cinderella) in different cultures. 

·      TECH- Have students create stop motion reenactment of one of the fairy tales using the video camera and characters created with tag board/stand (or found items).  Record audio track to create voice over of action. 

 

DECEMBER- MARCH: WCCPBA

·      Introduce current nominees

·      Discuss voting procedure

·      Discuss variety of ways that awards are given

·      Hurricane Katrina- 2 Bobbies

o      Discuss fiction vs. non and uses

o      Connect to weather studies (explore the information available via OPAC & explore non-fiction area)

o      Investigate and use table of contents and the title page to explore non-fiction titles related to weather (science connection).  Why use & how to.

o      Model how Internet can enhance investigations on weather as well.

·      Explore 1-2 authors more in depth, using the Internet to research.

·      Vote for choice.

·      TECH- Record video vote with title, author, illustrator, & reason for vote.  Post selected videos on blog.

 

APRIL: Poetry Unit- poetry month

·      Introduce 811 section

·      Explore poetry in Spanish and English

·      Send home a poem for students to practice and perform at poetry reading.

·      Explore humorous poems (Shel Silverstein, Jack Prelutsky)

·      Explore other types (topical, nature)

 

MAY- JUNE: Plant unit

·      Compare fiction/non-fiction

·      Use Super3 to select to right type of title

·      Review Super3 Song

·      Read several fiction/non-fiction titles & review all book parts

·      Use table of contents to explore topics within plants, review title page

·      Decide on topic as a class

·      Take BRIEF notes for poster, make sketch on scratch paper

·      Discuss summary v. plagiarism for using information

·      Cite source with title and author

·      TECH:  NEED COMPUTER LAB- 3 weeks? Create a plant poster using WORD and Clip art selected in a folder.  Use Super3 Plan, do, review process.

o      Teach how to open WORD document

o      Teach how to save, with title

o      Show how to make a text box

o      Show how to put image in the text box

o      Have sts type with 2 hands, once on each side of keyboard and use information from notes, cite.

           

JUNE: Summer Reading

·      Prep for importance of reading over the summer

·      Talk about Berenstain bears, Clifford, Arthur, Franklin, Henry and Mudge,  Laura Numeroff, Kevin Henkes, Other early readers

·      Summer reading at the library

·      Remind about selection strategies (iPick, 5 finger rule)