Ideas
for K-2 Introduction to Library Facility
(taken from the KASL listserve April, 2002)
Have
the 2nd and 3rd students make little Dewey Decimal tags using 3x5 note
cards. For example, in the 500s you could do cards for different types
of animals. The kids would say draw a picture of a dog then get the
general Dewey number for dogs. They would then search to find the books
and tape the tag onto the shelf where those books are located. For K
and 1st kids they could take a picture card of say a dog and the number
could be written on it. They could go on a scavenger hunt in pairs to
find the matching tag.
At the very beginning of the year, I took all my classes on a walking
tour of the library. For K and 1st grade, we used only the E section of
the library. I gave each child a sheet of paper and had them draw a big
rectangle on the page. We marked the doors and the direction it faced
(N,S,E&W), both inside the building and outside, together. I did this
on the chalkboard, and they did it on their sheet. We then marked where
the E’s were located. I explained this was the section they would
be using.
I did the same for 2nd-5th, but we added F, nonfiction, B, the “WAW”
books, Reference, the librarian’s area, and the “new book cart”.
Again I had the children draw the rectangle and we placed each section
on the map. I had them take these sheets back to their classroom, so they
would have them to refer to in the future. The next week, we reviewed
this information, then went on with the lesson. I repeated this procedure
for several weeks, until I could tell they had the idea of where sections
were.
I typed out EASY, FICTION, etc. on the computer with width of my shelves.
I then put one of the labels on each section. On my vertical dividers
between the sections I taped the letter of the alphabet where that letter
started. (This way I had each letter of the alphabet only once in both
the F and E sections. ] I did the same for Biography, reference, and on
the nonfiction, I put the general # on the top of the shelf; 000,100,etc.)
I find this helps a great deal.
Ask each student to stand next to the section where their book would
be located if they had located a book. If your last name is Smith, find
the S section.
With nonfiction, I’ve heard of using pictures/clip art for each
section--a picture of a computer by computer books, animals, castle/princess
for fairy tales. Maybe students could look for a certain picture--if
the whole class is looking for it, you could use the “hot”
and “cold” game--say hot when they’re close, cold when
they’re far away.
I found that I needed to do the tour several times with the younger
ones, and it made a good ‘get out the wiggles break’ too.
Since they also needed to learn the routes out for fire and tornado
drills I’d incorporate it and we might stop midtime after the first
time anytime in the midst of that class time - since practices come
at odd times. We would follow the leader ME and go in a single file
line with the people/kids at the back of the reading area coming first
as they were closest to the door/s <and for classes where - it is
“so important for line leaders who think they need to go first”
and this is not one of those times> I also worked using on hand signals
and no talking and depending who was first to hold the doors for everyone-which
ended up being different students different times. After the first time
we would stop inside the exit door and talk ‘with them telling
what we did & how going out without Then we would book worm our
way back to our story area with brief stops on parts I wanted them to
know about. More the older they were.
I also had them practice-using different students different times for
the check out procedure as I did change it to an easier way in the new
area for me. I had the kids use book space markers starting after winter/Christmas
break in first grade. Before that I had them check out from tables.
I know getting a routine started in a new area really helped on less
time getting them settled in for the wkly/regular ongoing times they
came into the library. One that helped me most was to have them all
come in far enough everyone was in the room and stop and wait (quietly)
for directions. This also allow me time to finish something I was in
the midst of &/or grab whatever I was going to read or do with them.
I didn’t always have them go to the same spot.
My suggestion is to color coordinate the shelf fronts. This works great
for the easy nonfiction (animals, cars and trucks, insects, dinosaurs,
etc.) Also, we put color strips for certain subjects on the easy-fiction
books for that age.
I make shelf markers, just pieces of colored construction paper approximately
2”x12”, and put a call number on one end. I make the markers
from different strips of construction paper, make the spine label on
the computer so that it is easily readable, then laminate.
With a partner, one person goes to the shelf and pulls a book that matches
the call number printed on their marker (they have to be able to recognize
the location from your labeling). They then put the marker exactly where
they got the book. They bring the book to the partner, and then that partner
has to look at the call number and retrieve the matching shelf marker
by putting the that book back in the proper space. The student brings
the strip to you, and you give them a new one and then that person now
takes the new marker to the shelf and they start over. We have to sometimes
have the partner hide their eyes so they don’t just watch where the
marker was placed.
I start out working with just one section for the lower grades. You can
mix them up for the upper grades which forces them to really look at the
spine label for directions. I have one set that has 4 different call numbers,
(one for easy, fiction, nonfiction, and picture), one on the end of both
the front and the back. Once you get it set up, you can use them over
and over and in many variations. It makes a quick activity when I have
a short week and don’t want to start anything new.
I do a lesson about Fiction and Nonfiction type books and show them the
location of each of them. Then we do an ABC letter match up game. I give
each child a letter or two letters like I,J:P,Q,U,V: and X,Y. They go
to find that area of shelves where the Fiction books are shelved. When
everyone has found their place we check to be sure everyone is in ABC
order. We had purchased special bookends with each letter of the alphabet
on it. That helps our Kdg. and first graders to find the books. Our library
is for K-1 only so I have to give them as much help as possible. We also
have some “special collections” of animal books that are kept
in alphabetical order by the name of the animals such as the Natures Children
books. We have a section for all the National Geographic books and the
easy readers, also.
Try a scavenger hunt with the younger grades or the game hot/cold. Hide
certain stuffed animals that relate to book characters or objects such
as a purple, plastic purse (Lilly’s Purple Plastic Purse) and give
clues as to what they are to find. Introduce each book as they find the
character or prop and then discuss the Easy section, Nonfiction section.
Hide a farm animal in the 636’s, etc. The kids enjoy this!
For K-2 use color coding. For instance for Easier Fiction use a red
card with Easier Fiction on it, for Fiction use a blue card with Fiction
on it, use a white card with Nonfiction and so on with color cards for
what you want them to know and hints as to what each is. Just ask them
where each is located and they can walk to that area and so on with
the remainder of categories. You may even want to put a picture on the
card to further help with retention.
Kansas
Curricular Standards for Library Media
Kindergarten
curriculum from Hanover County Public Schools, Ashland, Virginia
Kindergarten
curriculum from Canandaigua, New York
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