Passport Through the Library

Submitted by lum_mary on Thu, 06/21/2012 - 02:42Printable version Bookmark and Share
Created By:
Mary D. Lum
Title/Role:
Teacher/Librarian
Organization/School Name:
Anchorage School District
Location:
Alaska

Grade Level:
K, 1, 2, 3, 4, 5, 6
Type of Lesson:
Lesson in a unit
Type of Schedule:
Fixed
Collaboration Continuum:
Limited
Content Area:
Language Arts
Content Topic:
Information Literacy-Dewey Decimal Passport: 300-399
Standards for the 21st-Century Learner
Skills Indicator(s):
2.1.2 Organize knowledge so that it is useful.
2.1.6 Use the writing process, media and visual literacy, and technology skills to create products that express new understandings.
4.1.1 Read, view, and listen for pleasure and personal growth.
Dispostion Indicator(s):
2.2.4 Demonstrate personal productivity by completing products to express learning.
4.2.2 Demonstrate motivation by seeking information to answer personal questions and interests, trying a variety of formats and genres, and displaying a willingness to go beyond academic requirements.
Responsibilities Indicator(s):
4.3.2 Recognize that resources are created for a variety of purposes.
4.3.3 Seek opportunities for pursuing personal and aesthetic growth.
Self-Assessment Strategies Indicator(s):
2.4.3 Recognize new knowledge and understanding.
2.4.4 Develop directions for future investigations.
4.4.6 Evaluate own ability to select resources that are engaging and appropriate for personal interests and needs.
Scenario:
Our extended resource students were checking out the same type of books each week. This concerned the teacher/librarian as well as the classroom teachers and aides. The Teacher/Librarian (Teacher/Librarian-the preferred term used in our District) developed a Dewey Decimal Library Passport that allowed the students to learn each non-fiction hundred section in the Dewey Decimal System. This passport was the lesson focus on alternative weeks. On the off week free choice was allowed. On passport weeks the students gained knowledge about a specific Dewey hundred section. A pictorial chart provided illustrated topics in each hundred section, gave the topic name and the appropriate Dewey number assigned to it. After a group discussion of the topics in that hundred, students chose several topics of possible interest, went to that section to find and explore those selections and then checked out one item from that exploration. They then filled out the passport section writing the title, call #, and drawing an illustration from the item selected. The following week, students went back to that passport page and rated their selection by circling an up or down arrow to indicate a like or dislike of the item checked out.

Overview:
Students will use the pictorial chart to learn about the 300’s nonfiction section. These pictorial clues will aid students in decoding topic names and encourage practice in number recognition. Students will identify, locate, and evaluate items in the 300’s section of the library for personal interest. The essential questions are: Am I able to locate my topics of personal interest in the 300’s section of the library? Am I able to evaluate my personal choices?

Final Product:
At the end of this lesson students will complete the 300’s page of the Dewey Decimal Passport by filling in the title, call number and an illustration for their personal choice item. The following week students will evaluate their chosen title by circling an up or down arrow to indicate a like or dislike of the item. At the end of the unit students will have a completed passport to use as a reference tool and guide for the nonfiction section of the library which will aid in future investigations.

Library Lesson:
Students will continue their exploration and understanding that the nonfiction section is divided into 10 categories from 0 hundreds to the 900’s and of the specific topics included in each. This week’s study and exploration is the 300’s section. They will become familiar with the topics included in this section. Students will practice reading, decoding, number recognition and Dewey Decimal call numbers. Their knowledge base will be enlarged and their personal interest choices expanded.

Estimated Lesson Time:
30 minutes
Assessment
Product:
Students will be assessed by the T/L visually, orally and by passport completion. The passport will be assessed for correct writing conventions and number annotation as well as the quality and neatness of the writing and illustration.

Process:
T/L will observe students as they search for their chosen section of the 300’s. When filling out the passport students will be observed using the appropriate conventions of writing and number notation. Students will orally share their written and illustrated work with peers.

Self Questioning:
Was I able to find the section of the library for the topic I chose? Did I accurately write down the title and call #? Did I use my best quality work when writing my words and drawing my illustration? Am I able to read the call # accurately? Will I be able to independently find another book on this topic?

Instructional Plan
Resources students will use:
Text (books, letters, poems, newspapers, etc.)

Resources instructor will use:
Other

Other instructor resources:
Dewey Decimal pictorial chart and Dewey Decimal Passport

Instruction/Activities
Direct instruction:
Teacher/Librarian (T/L) will review the previous passport work identifying the pattern of writing the title and call #’s. T/L will introduce the new lesson (exploring the 300’s section) by using the Nonfiction Dewey Decimal call number pictorial chart.

Modeling and guided practice:
Students will locate the first 300’s call number on the chart by pointing to it. T/L will challenge them to locate the last 300’s call number on the chart. The aides and T/L will circulate to verify correct response. Students will take turns reading the name and call number for each 300’s topic. They will choose two to explore further. Going to the nonfiction section of the library students will locate their first personal interest topic and explore books found there. Students having difficulty will be questioned, redirected and guided toward the correct section.

Independent practice:
Students will locate their second personal interest topic independently using their call number knowledge to explore. After making a choice based on their own personal interests, students will check out their choice. Students will then take their choice back to the work table and fill out the appropriate information in the 300’s section of their passports. T/L and classroom aides will check students’ passport work.


Have you taught this lesson before:
Yes

Strategies for differentiation:
Students will be given additional assistance in a small groups or individually by the T/L or the classroom aides if they are unable to do any of the following: Locate the 300’s section on the Dewey pictorial chart, locate their chosen topic, or write and/or read the work done in the passport. Students that can work independently will do so in whatever areas they are able.
AASL/Common Core State Standards Crosswalk

Common Core State Standards English Language Arts:

CC.K.W.1 » English Language Arts » Text Types and Purposes » 1. Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book (e.g., My favorite book is ...). (K)

CC.K.W.2 » English Language Arts » Text Types and Purposes » 2. Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. (K)

CC.K.W.3 » English Language Arts » Text Types and Purposes » 3. Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened. (K)

CC.1.W.1 » English Language Arts » Text Types and Purposes » 1. Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure. (1)

CC.1.W.2 » English Language Arts » Text Types and Purposes » 2. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. (1)

CC.1.W.3 » English Language Arts » Text Types and Purposes » 3. Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure. (1)

CC.2.W.1 » English Language Arts » Text Types and Purposes » 1. Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section. (2)

CC.2.W.2 » English Language Arts » Text Types and Purposes » 2. Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. (2)

CC.2.W.3 » English Language Arts » Text Types and Purposes » 3. Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure. (2)

CC.6.SL.4 » English Language Arts » Presentation of Knowledge and Ideas » 4. Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation. (6)

CC.5.W.7 » English Language Arts » Research to Build and Present Knowledge » 7. Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic. (5)

CC.K.R.L.5 » English Language Arts » Craft and Structure » 5. Recognize common types of texts (e.g., storybooks, poems). (K)

CC.1.R.L.5 » English Language Arts » Craft and Structure » 5. Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types. (1)

CC.6.SL.2 » English Language Arts » Comprehension and Collaboration » 2. Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study. (6)

CC.3.W.1.a » English Language Arts » Text Types and Purposes » a. Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons. (3)

CC.3.W.4 » English Language Arts » Production and Distribution of Writing » 4. With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Grade-specific expectations for writing types are defined in standards 1-3 above.) (3)

CC.3.W.8 » English Language Arts » Research to Build and Present Knowledge » 8. Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories. (3)

CC.4.R.I.9 » English Language Arts » Integration of Knowledge and Ideas » 9. Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably. (4)

CC.5.W.1 » English Language Arts » Text Types and Purposes » 1. Write opinion pieces on topics or texts, supporting a point of view with reasons and information (5)

CC.4.W.1.a » English Language Arts » Text Types and Purposes » a. Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer's purpose. (4)

CC.4.W.1.b » English Language Arts » Text Types and Purposes » b. Provide reasons that are supported by facts and details. (4)

CC.5.W.2 » English Language Arts » Text Types and Purposes » 2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly. (5)

CC.5.W.4 » English Language Arts » Production and Distribution of Writing » 4. Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.) (5)

CC.4.W.8 » English Language Arts » Research to Build and Present Knowledge » 8. Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources. (4)

CC.5.R.I.9 » English Language Arts » Integration of Knowledge and Ideas » 9. Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably. (5)

CC.5.W.8 » English Language Arts » Research to Build and Present Knowledge » 8. Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources. (5)

CC.6.W.2.a » English Language Arts » Text Types and Purposes » a. Introduce a topic; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. (6)

CC.K.SL.4 » English Language Arts » Presentation of Knowledge and Ideas » 4. Describe familiar people, places, things, and events and, with prompting and support, provide additional detail. (K)

CC.K.SL.5 » English Language Arts » Presentation of Knowledge and Ideas » 5. Add drawings or other visual displays to descriptions as desired to provide additional detail. (K)

CC.K.W.6 » English Language Arts » Production and Distribution of Writing » 6. With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers. (K)

CC.1.SL.4 » English Language Arts » Presentation of Knowledge and Ideas » 4. Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly. (1)

CC.1.SL.5 » English Language Arts » Presentation of Knowledge and Ideas » 5. Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings. (1)

CC.2.W.6 » English Language Arts » Production and Distribution of Writing » 6. With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. (2)

CC.2.SL.4 » English Language Arts » Presentation of Knowledge and Ideas » 4. Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences. (2)

CC.2.SL.5 » English Language Arts » Presentation of Knowledge and Ideas » 5. Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings. (2)

CC.3.SL.5 » English Language Arts » Presentation of Knowledge and Ideas » 5. Create engaging audio recordings of stories or poems that demonstrate fluid reading at an understandable pace; add visual displays when appropriate to emphasize or enhance certain facts or details. (3)

CC.4.SL.5 » English Language Arts » Presentation of Knowledge and Ideas » 5. Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes. (4)

CC.5.SL.5 » English Language Arts » Presentation of Knowledge and Ideas » 5. Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes. (5)

CC.6.SL.5 » English Language Arts » Presentation of Knowledge and Ideas » 5. Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information. (6)

CC.6.W.1.c » English Language Arts » Text Types and Purposes » c. Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons. (6)

CC.6.W.2.e » English Language Arts » Text Types and Purposes » e. Establish and maintain a formal style. (6)

CC.6.W.2.c » English Language Arts » Text Types and Purposes » c. Use appropriate transitions to clarify the relationships among ideas and concepts. (6)

CC.6.W.6 » English Language Arts » Production and Distribution of Writing » 6. Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single sitting. (6)

CC.2.R.L.10 » English Language Arts » Range of Reading and Level of Text Complexity » 10. By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range. (2)

CC.3.R.L.10 » English Language Arts » Range of Reading and Complexity of Text » 10. By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2-3 text complexity band independently and proficiently. (3)

CC.4.R.L.10 » English Language Arts » Range of Reading and Complexity of Text » 10. By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the grades 4-5 text complexity band proficiently, with scaffolding as needed at the high end of the range. (4)

CC.5.R.L.10 » English Language Arts » Range of Reading and Complexity of Text » 10. By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 4-5 text complexity band independently and proficiently. (5)