The secondary librarians spend far less time with the students than at the elementary level. Middle and high school students are more independent learners and use the library more as an extension of the core curriculum than a class. With the collections on this level being far greater, up to twice then the elementary, there is far greater library maintenance required. It was good to experience the tasks that my clerk often does and I wonder about. Knowing how to repair books, process books and periodicals and such are helpful.
Ninth graders use the library the most in the high schools but the usage in the middle was pretty shared across the board at the middle and elementary levels. However only elementary had scheduled classes whereas the middle and high had flex scheduling. At times the middle and high libraries will have 5 classes using the space at the same time.
Middle and high school teachers are more likely to send their students to google then elementary. In elementary there is a far great push to use reliable sources for research than google. Since students are expected to know the research skills by middle school far less time is spent teaching them and more emphasis is put on doing the actual research.
Book lists are very important in the high schools as there are never enough computers for all the students using the library. With so many classes in at the same time it makes sense for the students to use hard copy of the online book lists. The librarians at the high school level have worked long and hard with the core teachers to create these book lists that work with the curriculum. By keeping them attached to the lesson plans they have collaborated on students are easily able to gather their required reading materials.
The elementary students require far more attention and hands on assistance. Much of the librarians job has to do with teaching how to use: the library, research tools, technology, and book design.
With far greater size of patrons and teachers it is much more difficult getting to know all the teachers in the middle and high school levels.
Tuesday, July 13, 2010
Post Secondary Experience
The secondary experience has entailed behind the scence activities such as periodical preparation, creating book lists, collecting books and shelving. There is less hands on with the students and less teaching as they are more independent at this level. The students behavior is a big issue in the middle school and takes away from the learning experience. Finding ways to motivate the students to read and not openly defy the teacher takes thought and preparation. Understanding where this age group is in development and social skills must come into play to keep them on task and learning.
Secondary libraries are much larger than elementary and require a great deal of time to become familiar with the collection. Although I am familiar with some of the authors, as they do house adult literature, I found myself having to use the OPAC a lot in order to help students. Getting to know the physical layout of each library was a challenge as well as they were all different reflecting the individual tastes of the librarians who set them up. The age of the buildings also had an effect on the layout, technology and collection. Although Kenosha has a format to how the books are cataloged, individual librarians can personalize their collections to their student body and personal preferences.
Towards the end of this practicum I felt I could be a great asset to a secondary library as I felt I was able to grab and hold the students' attention better than the regular librarian. This maybe due to the novelty of new person, or that I was attempting to relate the information to their age group. I found they love to listen to stories and I tried to give the lessons in a story telling way by relating the subject to an experience of mine.
I so wish I had just opened up a book and started reading it to a group of 7th grade girls who I was trying to help find a book to read for pleasure. They were loud and trying to be disruptive. I thought by sitting with them and talking about books I could stir their interest. They did quiet down and talk with me, but I feel I missed a golden opportunity to turn them on to reading if I just would have opened that book and read from it instead of trying to talk them into it.
Secondary libraries are much larger than elementary and require a great deal of time to become familiar with the collection. Although I am familiar with some of the authors, as they do house adult literature, I found myself having to use the OPAC a lot in order to help students. Getting to know the physical layout of each library was a challenge as well as they were all different reflecting the individual tastes of the librarians who set them up. The age of the buildings also had an effect on the layout, technology and collection. Although Kenosha has a format to how the books are cataloged, individual librarians can personalize their collections to their student body and personal preferences.
Towards the end of this practicum I felt I could be a great asset to a secondary library as I felt I was able to grab and hold the students' attention better than the regular librarian. This maybe due to the novelty of new person, or that I was attempting to relate the information to their age group. I found they love to listen to stories and I tried to give the lessons in a story telling way by relating the subject to an experience of mine.
I so wish I had just opened up a book and started reading it to a group of 7th grade girls who I was trying to help find a book to read for pleasure. They were loud and trying to be disruptive. I thought by sitting with them and talking about books I could stir their interest. They did quiet down and talk with me, but I feel I missed a golden opportunity to turn them on to reading if I just would have opened that book and read from it instead of trying to talk them into it.
Monday, July 12, 2010, Bradford High School
7:30-8:00 Check in and shelve books. Review school policies on student behavior, check library circulation for over due books.
8:00-8:30 Go to classrooms to retrieve overdue books.
8:30-9:00 Enter data into book lists for high schools according to genre.
9:00-9:30 Assist 9th grade students working on Mythology research, word processing and printing.
9:30-10:00 Assist 9th grade students working on login problems, Mythology research, word processing and printing. Assist 10th grade students on login problems, research, word processing and printing.
10:00-10:30 Assist 10th grade students on research, word processing and printing.
10:30-11:00 Check in and out books, shelving.
11:00-11:30 Enter data into book lists for high schools according to genre.
11:30-12:00 Go to classrooms to retrieve overdue books.
12:00-12:30 Process periodicals for shelving.
8:00-8:30 Go to classrooms to retrieve overdue books.
8:30-9:00 Enter data into book lists for high schools according to genre.
9:00-9:30 Assist 9th grade students working on Mythology research, word processing and printing.
9:30-10:00 Assist 9th grade students working on login problems, Mythology research, word processing and printing. Assist 10th grade students on login problems, research, word processing and printing.
10:00-10:30 Assist 10th grade students on research, word processing and printing.
10:30-11:00 Check in and out books, shelving.
11:00-11:30 Enter data into book lists for high schools according to genre.
11:30-12:00 Go to classrooms to retrieve overdue books.
12:00-12:30 Process periodicals for shelving.
Friday, July 9, Bradford High School
7:30-8:00 Prepared website resource list for Greek mythology research.
8:00-8:30 Troubleshooting as to why none of the library computers could get on the Internet. Had to restart routers and computers. Assisted 9th graders logging on and completing research for Greek mythology.
8:30-9:00 Checked in and shelved books.
9:00-9:30 Assisted 10th graders with logging on and finding research resourced for various topics.
9:30-10:00 Checked in and shelved books
10:00-10:30 Prepared new books for shelving.
10:30-11:00 Worked on entering in book lists for core subject areas into OPAC system in public folder.
11:00-11:30 Worked on entering in book lists for core subject areas into OPAC system in public folder.
11:30-12:00 Worked on entering in book lists for core subject areas into OPAC system in public folder.
12:00-12:30 Worked on entering in book lists for core subject areas into OPAC system in public folder.
8:00-8:30 Troubleshooting as to why none of the library computers could get on the Internet. Had to restart routers and computers. Assisted 9th graders logging on and completing research for Greek mythology.
8:30-9:00 Checked in and shelved books.
9:00-9:30 Assisted 10th graders with logging on and finding research resourced for various topics.
9:30-10:00 Checked in and shelved books
10:00-10:30 Prepared new books for shelving.
10:30-11:00 Worked on entering in book lists for core subject areas into OPAC system in public folder.
11:00-11:30 Worked on entering in book lists for core subject areas into OPAC system in public folder.
11:30-12:00 Worked on entering in book lists for core subject areas into OPAC system in public folder.
12:00-12:30 Worked on entering in book lists for core subject areas into OPAC system in public folder.
Thursday, July 8, 2010 Mahone Middle School
7:30-8:00 Prepared websites for 7th grade constitution research.
8:00-8:30 Found books on the constitution and court cases. Made copies of exhibit evidence.
8:30-9:00 6th grade read from dirty jobs book. Went online to discovery channel and watched videos on dirtiest jobs. Help find books and check out.
9:00-9:30 Gave 7th talk on rights and what the constitution means in the US compared to other countries. Read a mock trial and gave out evidence exhibits to determine the verdict. Discussed.
9:30-10:00 Assisted 7th grade with online research and finding books for constitution.
10:00-10:30 8th graded discussed going green and alternative forms of renewable energy. Gave book talks on the various books in the library. Assisted finding books for research and checked out.
10:30-11:00 6th grade read from dirty jobs book. Went online to discovery channel and watched videos on dirtiest jobs. Help find books and check out.
11:00-11:30 Gave 7th talk on rights and what the constitution means in the US compared to other countries. Read a mock trial and gave out evidence exhibits to determine the verdict. Discussed.
11:30-12:00 8th graded discussed going green and alternative forms of renewable energy. Gave book talks on the various books in the library. Assisted finding books for research and checked out.
12:00-12:30 Checked in books and reshelved books. Cleaned up library shelves.
8:00-8:30 Found books on the constitution and court cases. Made copies of exhibit evidence.
8:30-9:00 6th grade read from dirty jobs book. Went online to discovery channel and watched videos on dirtiest jobs. Help find books and check out.
9:00-9:30 Gave 7th talk on rights and what the constitution means in the US compared to other countries. Read a mock trial and gave out evidence exhibits to determine the verdict. Discussed.
9:30-10:00 Assisted 7th grade with online research and finding books for constitution.
10:00-10:30 8th graded discussed going green and alternative forms of renewable energy. Gave book talks on the various books in the library. Assisted finding books for research and checked out.
10:30-11:00 6th grade read from dirty jobs book. Went online to discovery channel and watched videos on dirtiest jobs. Help find books and check out.
11:00-11:30 Gave 7th talk on rights and what the constitution means in the US compared to other countries. Read a mock trial and gave out evidence exhibits to determine the verdict. Discussed.
11:30-12:00 8th graded discussed going green and alternative forms of renewable energy. Gave book talks on the various books in the library. Assisted finding books for research and checked out.
12:00-12:30 Checked in books and reshelved books. Cleaned up library shelves.
Wednesday, July 7, Bullen Middle School
7:30-8:00 Read book reviews in professional journals and made recommendations for Diane.
8:00-8:30 Continued to read book reviews.
8:30-9:00 Helped 7th grade class find books and check out. Taught a few students how to use the online catalog.
9:00-9:30 Helped 6th grade class find books and check out. Straighten and shelved books
9:30-10:00 Helped 8th grade class find books and check out. Taught a few students how to use the online catalog
10:00-10:30 Discussed with Diane her collection and how she decides on purchases especially graphic novels.
10:30-11:00 Helped 7th grade class find books and check out. Taught a few students how to use the online catalog
11:00-11:30 Helped 6th grade class find books and check out. Taught a few students how to use the online catalog
11:30-12:00 Helped 8th grade class find books and check out. Taught a few students how to use the online catalog
12:00-12:30 Organized the shelves and shelved books.
8:00-8:30 Continued to read book reviews.
8:30-9:00 Helped 7th grade class find books and check out. Taught a few students how to use the online catalog.
9:00-9:30 Helped 6th grade class find books and check out. Straighten and shelved books
9:30-10:00 Helped 8th grade class find books and check out. Taught a few students how to use the online catalog
10:00-10:30 Discussed with Diane her collection and how she decides on purchases especially graphic novels.
10:30-11:00 Helped 7th grade class find books and check out. Taught a few students how to use the online catalog
11:00-11:30 Helped 6th grade class find books and check out. Taught a few students how to use the online catalog
11:30-12:00 Helped 8th grade class find books and check out. Taught a few students how to use the online catalog
12:00-12:30 Organized the shelves and shelved books.
Tuesday, July 6 Tremper High School
7:30-8:00 Read over 2nd semester lesson plans from spring of 2010 and filed by teacher. Ruth keeps a file for each teacher and saves all their lessons for future reference.
8:00-8:30 Moved professional manuals to a different part of the library to make room for the expanded fiction section. The district is going with a vendor’s cataloging this year and short stories will no longer be a category to catalog with. Therefore all short stories now are shelved with fiction.
8:30-9:00 Assisted a health class with finding resources for their issue .
9:00-9:30 Continued moving the fiction section.
9:30-10:00 Went over the high school periodical collection and organized the magazines.
10:00-10:30 Read book reviews in professional journals circling recommendations for Ruth.
10:30-11:00 Assisted a class find online resources for controversial issues such as abortion. Ruth showed them Opposing viewpoints
11:00-11:30 Assisted another class find online resources for controversial issues.
11:30-12:00 Prepared periodicals for shelving.
12:00-12:30 Went over state standards for information literacy with Ruth.
8:00-8:30 Moved professional manuals to a different part of the library to make room for the expanded fiction section. The district is going with a vendor’s cataloging this year and short stories will no longer be a category to catalog with. Therefore all short stories now are shelved with fiction.
8:30-9:00 Assisted a health class with finding resources for their issue .
9:00-9:30 Continued moving the fiction section.
9:30-10:00 Went over the high school periodical collection and organized the magazines.
10:00-10:30 Read book reviews in professional journals circling recommendations for Ruth.
10:30-11:00 Assisted a class find online resources for controversial issues such as abortion. Ruth showed them Opposing viewpoints
11:00-11:30 Assisted another class find online resources for controversial issues.
11:30-12:00 Prepared periodicals for shelving.
12:00-12:30 Went over state standards for information literacy with Ruth.
Prewrite for secondary practicum
In a high school library I believe there is less contact with students as a class and more one on one activity. The librarian helps more with technical issues and helping students find the proper resources. He probably introduces freshman to the workings of the library in the beginning of the year, but after that works with classes only for special research projects.
There is not a set schedule of classes so the day is far more flexible which could pose a big problem. I fear there is a great deal of behind the scenes duties and less teaching. Allotting time to get everything done is also going to be a major task. Since the collection is so much larger than an elementary school greater time will be dedicated to book selection. With more books comes the responsibility of more time being given to processing and the repair of books.
Shelving of the books is going to take a large chunk of the day and I doubt there are many parent volunteers to help. Although with a full time assistant it may be more her job. The circulation has got to be huge with over 2,000 students so I imagine it is just a constant cycle throughout the day. Maybe students help with shelving?
The high school librarian has to do a lot of locating resources for the teachers as their class loads are heavy and the library is large. He probably spends as much time helping and working with teachers as she does with the students. Also there has got to be a lot of paper work like creating manuals and keeping track of the library statistics. High school students are much more self sufficient than elementary so the librarian needs to keep in constant circulation to be available to those who do need help and to make sure they are following proper citation and research procedure, not actually teaching classes on how to do it.
There is not a set schedule of classes so the day is far more flexible which could pose a big problem. I fear there is a great deal of behind the scenes duties and less teaching. Allotting time to get everything done is also going to be a major task. Since the collection is so much larger than an elementary school greater time will be dedicated to book selection. With more books comes the responsibility of more time being given to processing and the repair of books.
Shelving of the books is going to take a large chunk of the day and I doubt there are many parent volunteers to help. Although with a full time assistant it may be more her job. The circulation has got to be huge with over 2,000 students so I imagine it is just a constant cycle throughout the day. Maybe students help with shelving?
The high school librarian has to do a lot of locating resources for the teachers as their class loads are heavy and the library is large. He probably spends as much time helping and working with teachers as she does with the students. Also there has got to be a lot of paper work like creating manuals and keeping track of the library statistics. High school students are much more self sufficient than elementary so the librarian needs to keep in constant circulation to be available to those who do need help and to make sure they are following proper citation and research procedure, not actually teaching classes on how to do it.
Compare Pre and Post Write Elementary Experience
The realities of the library media position and my prewriting experience were not too far off track. I feel I assimilated well into the position having such a strong background in technology, stronger actually than the job requires. That was a bit disappointing as I would like to move forward more with technology, however if the hardware is not available, my hands are tied.
One of the most surprising aspects was the lack of knowledge the rest of the faculty had about the standards and benchmark of information literacy. Many of the teachers acted as if library was an option and would not bring their students to class. It was a struggle to get some to see that we can collaborate and use the core subject material for library lessons. Hopefully next year I will not face those obsticles and it is my goal to have 80% if not 100% of all lessons be core subject.
The Super 3 and Big 6 were new to me so I will feel much more comfortable and use the terminology and models far more this new year. I was a bit hesitant to use them and I am rather surprised that throughout my masters and the 902 certification more was not done with them. I think they are great models that should be used more in these programs. By the end of the year I was more comfortable and referred to them often.
The library media position is a lot of work, however I was prepared for it and think I handled it well. I plan to record my story telling and some of my lessons for next year as teaching 6 50 minute session each day can wear me down and I tend to lose my voice by Wednesday. I would also like to set up tutorials and post them on my library wiki to use in lessons.
One of the most surprising aspects was the lack of knowledge the rest of the faculty had about the standards and benchmark of information literacy. Many of the teachers acted as if library was an option and would not bring their students to class. It was a struggle to get some to see that we can collaborate and use the core subject material for library lessons. Hopefully next year I will not face those obsticles and it is my goal to have 80% if not 100% of all lessons be core subject.
The Super 3 and Big 6 were new to me so I will feel much more comfortable and use the terminology and models far more this new year. I was a bit hesitant to use them and I am rather surprised that throughout my masters and the 902 certification more was not done with them. I think they are great models that should be used more in these programs. By the end of the year I was more comfortable and referred to them often.
The library media position is a lot of work, however I was prepared for it and think I handled it well. I plan to record my story telling and some of my lessons for next year as teaching 6 50 minute session each day can wear me down and I tend to lose my voice by Wednesday. I would also like to set up tutorials and post them on my library wiki to use in lessons.
Thursday, June 24th, Mahone Middle school.
7:30-8:00 I met Carol the regular librarian and her assistant and the school secretary who fills in in the library during the first 2 weeks of summer school to help repair books. This library is very large and new. It has a small, 12 computer lab in one corner. There is a large second story atrium which allows a great deal of natural sunlight through its large glass panes. The office space is very large and houses the school’s laminator. Went over rules and policies.
8:00-8:30 Toured the library. Learned that much of the storage space has been taken over by the school and one of the 2 bathrooms in the library will be used next year for a special needs student.
8:30-9:00 6th grade reading class came in for a tour. Discussed policies and procedures. Introduced myself and used the computers to access the online catalog, and databases for information on earthquakes. Helped students find books and checkout.
9:00-9:30 7th grade reading class came in for a tour. Discussed policies and procedures. Introduced myself and used the computers to access the online catalog, and databases for information on volcanoes. Helped students find books and checkout.
9:30-10:00
10:00-10:30 8th grade reading class came in for a tour. Discussed policies and procedures. Introduced myself and used the computers to access the online catalog, and databases for information on tornadoes. Helped students find books and checkout.
10:30-11:00 6th grader reading class came in for a tour. Discussed policies and procedures. Introduced myself and used the computers to access the online catalog, and databases for information on earthquakes. Helped students find books and checkout.
11:00-11:30 7th grader reading class came in for a tour. Discussed policies and procedures. Introduced myself and used the computers to access the online catalog, and databases for information on volcanoes. Helped students find books and checkout.
11:30-12:00 8th grader reading class came in for a tour. Discussed policies and procedures. Introduced myself and used the computers to access the online catalog, and databases for information on tornadoes. Helped students find books and checkout.
12:00-12:30 Read and straightened shelves.
8:00-8:30 Toured the library. Learned that much of the storage space has been taken over by the school and one of the 2 bathrooms in the library will be used next year for a special needs student.
8:30-9:00 6th grade reading class came in for a tour. Discussed policies and procedures. Introduced myself and used the computers to access the online catalog, and databases for information on earthquakes. Helped students find books and checkout.
9:00-9:30 7th grade reading class came in for a tour. Discussed policies and procedures. Introduced myself and used the computers to access the online catalog, and databases for information on volcanoes. Helped students find books and checkout.
9:30-10:00
10:00-10:30 8th grade reading class came in for a tour. Discussed policies and procedures. Introduced myself and used the computers to access the online catalog, and databases for information on tornadoes. Helped students find books and checkout.
10:30-11:00 6th grader reading class came in for a tour. Discussed policies and procedures. Introduced myself and used the computers to access the online catalog, and databases for information on earthquakes. Helped students find books and checkout.
11:00-11:30 7th grader reading class came in for a tour. Discussed policies and procedures. Introduced myself and used the computers to access the online catalog, and databases for information on volcanoes. Helped students find books and checkout.
11:30-12:00 8th grader reading class came in for a tour. Discussed policies and procedures. Introduced myself and used the computers to access the online catalog, and databases for information on tornadoes. Helped students find books and checkout.
12:00-12:30 Read and straightened shelves.
Wednesday June 23, Bullen Middle School
7:30-8 Diane Hilbrink the regular librarian for this middle school, and the assistant greeted me and gave me a tour of the library. the computer lab is in the middle of the library surrounded by books. there are 30 desktop iMac computers and a Promethean board. It is an older library much smaller than many of the newer school libraries. The office space is very small and piles high with school store items.
8-8:30 A 6th grader reading class were introduced to the library. It was nice to see some familiar faces from my school. I helped the students select books and check out.
8:30-9 Read shelves in the non fiction section and straightened shelves.
9:00-9:30 A 7th grade reading class were brought in and the rules were gone over. I introduced myself, helped them find books and check out.
9:30-10:00 Diane and I went over the library media teacher job description. She went over the normal school year schedule and use of the library, policies and procedures.
10:00-10:30 A 6th grader reading class were introduced to the library. It was nice to see some familiar faces from my school. I helped the students select books and check out.
10:30-11:00 I toured the school and met some of the summer school office staff.
11:00-11:30 An 8th grade reading class were brought in and the rules were gone over. I introduced myself, helped them find books and check out.
11:30-12:30 Read shelves in the non fiction section and straightened shelves.
8-8:30 A 6th grader reading class were introduced to the library. It was nice to see some familiar faces from my school. I helped the students select books and check out.
8:30-9 Read shelves in the non fiction section and straightened shelves.
9:00-9:30 A 7th grade reading class were brought in and the rules were gone over. I introduced myself, helped them find books and check out.
9:30-10:00 Diane and I went over the library media teacher job description. She went over the normal school year schedule and use of the library, policies and procedures.
10:00-10:30 A 6th grader reading class were introduced to the library. It was nice to see some familiar faces from my school. I helped the students select books and check out.
10:30-11:00 I toured the school and met some of the summer school office staff.
11:00-11:30 An 8th grade reading class were brought in and the rules were gone over. I introduced myself, helped them find books and check out.
11:30-12:30 Read shelves in the non fiction section and straightened shelves.
Tuesday, June 22, 2010
Tuesday, June 22, 2010
7:30 Arrived at Tremper High School in Kenosha. Met Ruth Stamm the Library Media Teacher and Deb the assistant plus another practicum student, Eursola. We went on a tour of the library which for a school of 2500 students is rather small. There are 2 computer labs housing 35 computers each on both ends of the library. Surrounding the labs are the books shelves, so the potential for large numbers of students to be right in the computer lab during a class is very great. The center of the library is the circulation desk, copy center, COWS and circ. computers.
7:50 Ruth gave us a copy of the center's brochure which highlights the hours, contact information procedures, lending policies, resource information, staff, student behavior, and a host of other information. It is 2 sided single spaced printed on both sides. It contains a lot of useful information.
8:10 Ruth asked us about our practicum expectations and we went over the checklists. She explained that student aides do the circulation and shelving of the books. I already know the circulation system so I showed it to Eursola.
8:30 A class came in and I assisted some students with their computer logins. Introduced myself to the class. Assisted students with the copy machine, stapler, and fax machine.
8:50 Began going through the newly processed books to determine which booklist they belong on. Tremper keeps very thorough booklists of just about every book in the collection to help students find what they are looking for. Since much of the collection is tied to the major curriculum units the books are divided into one of the 60 categories from the subject list. If it doesn't fit into one of the categories, it can be categorized for its lexile alone.
9:10 The lexiles are checked on the online catalog. This was a great fun for me. I got to sit and read the book jackets and browse through the books. I wanted to take at least half of them home to read!
9:30 Assist students with letter writing and accessing software. Met Check the Instructional Technology Teacher and toured the office he shares with 3 other technology educational assistants.
10:00-12:00 Continued working on the book lists and showing Eursola how to use Destiny the online catalog.
12:00-12:30 Took a tour of the huge high school building. Met the office staff and some of the teachers.
7:50 Ruth gave us a copy of the center's brochure which highlights the hours, contact information procedures, lending policies, resource information, staff, student behavior, and a host of other information. It is 2 sided single spaced printed on both sides. It contains a lot of useful information.
8:10 Ruth asked us about our practicum expectations and we went over the checklists. She explained that student aides do the circulation and shelving of the books. I already know the circulation system so I showed it to Eursola.
8:30 A class came in and I assisted some students with their computer logins. Introduced myself to the class. Assisted students with the copy machine, stapler, and fax machine.
8:50 Began going through the newly processed books to determine which booklist they belong on. Tremper keeps very thorough booklists of just about every book in the collection to help students find what they are looking for. Since much of the collection is tied to the major curriculum units the books are divided into one of the 60 categories from the subject list. If it doesn't fit into one of the categories, it can be categorized for its lexile alone.
9:10 The lexiles are checked on the online catalog. This was a great fun for me. I got to sit and read the book jackets and browse through the books. I wanted to take at least half of them home to read!
9:30 Assist students with letter writing and accessing software. Met Check the Instructional Technology Teacher and toured the office he shares with 3 other technology educational assistants.
10:00-12:00 Continued working on the book lists and showing Eursola how to use Destiny the online catalog.
12:00-12:30 Took a tour of the huge high school building. Met the office staff and some of the teachers.
Post-write Elementary Experience
This first year in the library has been a whirl wind of activity. I definitely feel more like a teacher than a librarian. I do not spend much of my day doing library maintenance. The library assistant does most of the maintenance but she ran far behind as there just was not the time to keep up with Accelerated Reader and book processing among other things. I teach 6 classes a day one for each grade level most days of the week, with 30 minute prep periods sprinkled throughout the week, never enough!
I learned a great deal about running a library and have made appropriate changes for next year so things can run smoother. I worked hard with the scheduling committee on aligning my schedule of classes to the other specials teachers. It took many hours and I am sure there will be some tweaking, but I think it is something we can live with. The students will have a 35-40 minute lesson followed by a 10-15 minute book check along with another class that will come in at the same book check time. That way the students will have at least 2 opportunities to do book check in a week. I am thinking about adding time on collaboration Wednesday for book check as well.
The KUSD curriculum hits all the Wisconsin Model Academic Standards for Information & Literacy however for next year I will be collaborating even more with the teachers so more of the core curriculum can be tied in as well. Having the students for more time next year has some of the teachers very concerned about fitting in all the core subjects. I informed them that is exactly what I am looking for in my lessons, how we can hit those standards and the Information Literacy standards all at once. It should prove to be a very rewarding experience and I am sure we will all learn a great deal from the collaboration effort.
Filling out the book orders three times this year was a ton of work but fun too. I enjoyed learning what the students are interested in and I felt great when I was able to show reluctant readers our new graphic novels, or introduce biographies as a way to fill a child’s interest in athletes. Boys seem to be the hardest readers to encourage but the Legos books rarely touched the shelves after they got their hands on them.
The skills my students learned this year are just the beginning to their understanding of rights and ownership of the written word and other creative expression, how to properly give credit to reliable sources, and just what reliable sources are. The Super 3 and Big Six will be tools they will use their entire lives and as I work with them over the years I plan to make those skills stick to help make their educational experience worth every bit of energy put into it.
Working in a library is a balancing act that can be extremely rewarding however I did have moments of self doubt that made me question if this was right for me. Thankfully those were short lived and overall I feel I am a true asset to this team of teachers. I do miss getting to know the students the way a regular classroom teacher does but getting to know all the students over years can be enjoyable too. Being able to tie in the core subject areas to technology through the information Literacy skills is a juggling act but one I am up for.
I learned a great deal about running a library and have made appropriate changes for next year so things can run smoother. I worked hard with the scheduling committee on aligning my schedule of classes to the other specials teachers. It took many hours and I am sure there will be some tweaking, but I think it is something we can live with. The students will have a 35-40 minute lesson followed by a 10-15 minute book check along with another class that will come in at the same book check time. That way the students will have at least 2 opportunities to do book check in a week. I am thinking about adding time on collaboration Wednesday for book check as well.
The KUSD curriculum hits all the Wisconsin Model Academic Standards for Information & Literacy however for next year I will be collaborating even more with the teachers so more of the core curriculum can be tied in as well. Having the students for more time next year has some of the teachers very concerned about fitting in all the core subjects. I informed them that is exactly what I am looking for in my lessons, how we can hit those standards and the Information Literacy standards all at once. It should prove to be a very rewarding experience and I am sure we will all learn a great deal from the collaboration effort.
Filling out the book orders three times this year was a ton of work but fun too. I enjoyed learning what the students are interested in and I felt great when I was able to show reluctant readers our new graphic novels, or introduce biographies as a way to fill a child’s interest in athletes. Boys seem to be the hardest readers to encourage but the Legos books rarely touched the shelves after they got their hands on them.
The skills my students learned this year are just the beginning to their understanding of rights and ownership of the written word and other creative expression, how to properly give credit to reliable sources, and just what reliable sources are. The Super 3 and Big Six will be tools they will use their entire lives and as I work with them over the years I plan to make those skills stick to help make their educational experience worth every bit of energy put into it.
Working in a library is a balancing act that can be extremely rewarding however I did have moments of self doubt that made me question if this was right for me. Thankfully those were short lived and overall I feel I am a true asset to this team of teachers. I do miss getting to know the students the way a regular classroom teacher does but getting to know all the students over years can be enjoyable too. Being able to tie in the core subject areas to technology through the information Literacy skills is a juggling act but one I am up for.
Tuesday, February 9, 2010
Tuesday, February 2, 2010
Tuesday, February 2, 2010 8.5 hours
7:30-8:00 Turn on computers, log in, go through mail, read and reply to emails, unlock doors.
8:00-8:30 Prepare for day, 5th grade name cards on tables, handouts ready, help with shelving of books.
8:30-9:00 This class of 5th graders came in quietly and we got started immediately. I thanked them for coming in so nicely. I gave them the survey of books they would like to see in the library explaining it is time to purchase more books and I want their ideas. We looked at fiction books with wolves as characters and discussed some of the myths based on point of view or biases about wolves and how they are portrayed in these stories. We talked about the sayings “wolf in sheep’s clothing, crying wolf” and the general point of view of wolves in our society as opposed to the native American culture. The activotes were handed out and the we read through the 10 questions regarding wolves and POV in the questions whether they were fact or opinion.
9:00-9:30 Continued with shelving, prepared for the kindergarten class by putting out name cards, punching holes in the monkey masks, tying string on the sides and cutting out the eyes on the masks.
9:30-10:00 I read a monkey fiction book to the children and we talked about the story and what some of the key concepts were with the monkey’s mother saving him from the wild animals in the savanna. How thirsty he was and how he had to wait all day to get his drink of water. I demonstrated how to color the mask and wear it. There were not overdue books, so they received an award and the students were given their library cards and sent to get shelf markers. I helped them find books.
10:00-10:30 The third graders were given laptops when they walked in the door and instructed to open, turn them on, log on and get on the Internet. I went over the worksheet from last week and what we had to remember when looking for the perfect pet for Mrs. Nelson. I demonstrated how to search, gave them a list of websites they could use, instructed them on the information that would impact this decision and then allowed them to work indecently. I circulated in the room answering questions.
10:30-11:00 Cleaned up the library from the morning classes. Went through the student’s surveys and added books to the list for purchase. Tallied the information the 3rd grade class found on the perfect pet for Mrs. Nelson. Entered the information in a spreadsheet for voting for next class.
11:00-11:30 Open book check, help students find books, demonstrated how to use the student login to check for account information. Made up screen shot instructions to post on large table tent at the computers.
11:30-12:00 Continued shopping for books, read emails and replied.
12:00-1:00 Fourth grade is continuing their imaginary animal project by researching using 3 sources, encyclopedia, book and computer to gain 3 facts about one part of the animal’s body, head, or legs. After modeling how to complete the Internet part, those that are done were put on the computers to use PowerPoint while I circulated the room and assisted those that had questions.
1:00-1:30 Assisted students with open book check. Checked out books for students by checking their AR levels matched the library card. Made sure 5th graders have completed their monthly requirements if they selected books not at their AR level. Looked for more book suggestions to purchase.
1:30-2:00 The first graders were read a fiction book about animal homes and a discussion of the book took place. We went over the super 3 of research and made a plan of what our task would be by determining what it is we want to learn. We went on the online encyclopedia Britannica and read about animal homes. The children used the animal homes web worksheet to write down their notes. We labeled the 4 boxes habitat, food, characteristics, other facts. We proceeded to read and take down notes.
2:00-2:30 Planning time was spent working on the purchase of books. More of the surveys were gone through and suggestions were ordered.
2:30-2:55 Second grade students were read the book “From Milk to Cheese” and the process of cheese making was discussed. They then watched a cheese making video on Learn 360 and we wrote down the process of making cheese. We discussed the Super 3 of plan, do and review.
2:55-4:00- Searched on Promethenaplanet.com for lessons on point of view for 5th grade for next week and on genre. While doing the surveys I realized they need a refresher as they did not remember what that word meant. Found a good lesson on fiction/nonfiction for the kindergarten and first grade for next week. The student will be able to come up and use the boar to answer the many questions. It will be good for them to get out of their seats and interact with the board. I need to find more lessons with assessments in them to start collection data for proof of achievement.
7:30-8:00 Turn on computers, log in, go through mail, read and reply to emails, unlock doors.
8:00-8:30 Prepare for day, 5th grade name cards on tables, handouts ready, help with shelving of books.
8:30-9:00 This class of 5th graders came in quietly and we got started immediately. I thanked them for coming in so nicely. I gave them the survey of books they would like to see in the library explaining it is time to purchase more books and I want their ideas. We looked at fiction books with wolves as characters and discussed some of the myths based on point of view or biases about wolves and how they are portrayed in these stories. We talked about the sayings “wolf in sheep’s clothing, crying wolf” and the general point of view of wolves in our society as opposed to the native American culture. The activotes were handed out and the we read through the 10 questions regarding wolves and POV in the questions whether they were fact or opinion.
9:00-9:30 Continued with shelving, prepared for the kindergarten class by putting out name cards, punching holes in the monkey masks, tying string on the sides and cutting out the eyes on the masks.
9:30-10:00 I read a monkey fiction book to the children and we talked about the story and what some of the key concepts were with the monkey’s mother saving him from the wild animals in the savanna. How thirsty he was and how he had to wait all day to get his drink of water. I demonstrated how to color the mask and wear it. There were not overdue books, so they received an award and the students were given their library cards and sent to get shelf markers. I helped them find books.
10:00-10:30 The third graders were given laptops when they walked in the door and instructed to open, turn them on, log on and get on the Internet. I went over the worksheet from last week and what we had to remember when looking for the perfect pet for Mrs. Nelson. I demonstrated how to search, gave them a list of websites they could use, instructed them on the information that would impact this decision and then allowed them to work indecently. I circulated in the room answering questions.
10:30-11:00 Cleaned up the library from the morning classes. Went through the student’s surveys and added books to the list for purchase. Tallied the information the 3rd grade class found on the perfect pet for Mrs. Nelson. Entered the information in a spreadsheet for voting for next class.
11:00-11:30 Open book check, help students find books, demonstrated how to use the student login to check for account information. Made up screen shot instructions to post on large table tent at the computers.
11:30-12:00 Continued shopping for books, read emails and replied.
12:00-1:00 Fourth grade is continuing their imaginary animal project by researching using 3 sources, encyclopedia, book and computer to gain 3 facts about one part of the animal’s body, head, or legs. After modeling how to complete the Internet part, those that are done were put on the computers to use PowerPoint while I circulated the room and assisted those that had questions.
1:00-1:30 Assisted students with open book check. Checked out books for students by checking their AR levels matched the library card. Made sure 5th graders have completed their monthly requirements if they selected books not at their AR level. Looked for more book suggestions to purchase.
1:30-2:00 The first graders were read a fiction book about animal homes and a discussion of the book took place. We went over the super 3 of research and made a plan of what our task would be by determining what it is we want to learn. We went on the online encyclopedia Britannica and read about animal homes. The children used the animal homes web worksheet to write down their notes. We labeled the 4 boxes habitat, food, characteristics, other facts. We proceeded to read and take down notes.
2:00-2:30 Planning time was spent working on the purchase of books. More of the surveys were gone through and suggestions were ordered.
2:30-2:55 Second grade students were read the book “From Milk to Cheese” and the process of cheese making was discussed. They then watched a cheese making video on Learn 360 and we wrote down the process of making cheese. We discussed the Super 3 of plan, do and review.
2:55-4:00- Searched on Promethenaplanet.com for lessons on point of view for 5th grade for next week and on genre. While doing the surveys I realized they need a refresher as they did not remember what that word meant. Found a good lesson on fiction/nonfiction for the kindergarten and first grade for next week. The student will be able to come up and use the boar to answer the many questions. It will be good for them to get out of their seats and interact with the board. I need to find more lessons with assessments in them to start collection data for proof of achievement.
Monday, February 1, 2010
Monday, February 1, 8.5 hours
7:30-8:00 Turn on computers, log in, go through mail, read and reply to emails, unlock doors.
8:00-8:30 Prepare for day, 5th grade name cards on tables, handouts ready, help with shelving of books.
8:30-9:00 Today I started my new schedule with the 5th graders and they came in rather rambunctious. I gave them the survey of books they would like to see in the library explaining it is time to purchase more books and I want their ideas. We looked at fiction books with wolves as characters and discussed some of the myths about wolves and how they are portrayed in these stories. We talked about the sayings “wolf in sheep’s clothing, crying wolf” and the general point of view of wolves in our society as opposed to the native American culture. The activotes were handed out and the we read through the 10 questions regarding wolves and POV in the questions whether they were fact or opinion.
9:00-9:30 Continued with shelving, prepared for the kindergarten class by putting out name cards, punching holes in the monkey masks, tying string on the sides and cutting out the eyes on the masks.
9:30-10:00 I read a monkey fiction book to the children and we talked about the story and what some of the key concepts were with the monkey’s mother saving him from the wild animals in the savanna. How thirsty he was and how he had to wait all day to get his drink of water. I demonstrated how to color the mask and wear it. The overdue books list was read, the students were given their library cards and sent to get shelf markers.
10:00-10:30 The third graders were given laptops when they walked in the door and instructed to open, turn them on, log on and get on the internet. I went over the worksheet from last week and what we had to remember when looking for the perfect pet for Mrs. Nelson. I demonstrated how to search, gave them a list of websites they could use, instructed them on the information that would impact this decision and then allowed them to work indecently. I circulated in the room answering questions.
10:30-11:00 4K EC sat on the circle rug and I we discussed creepy crawly bugs. We talked about all kinds of bugs and I asked them questions about centipedes. We counted our legs and discussed that we would need many more children to get 100 legs like a centipede. I read the story 100 shoes and the children laughed at his 100 socks that his aunties knitted for him. I handed out their library cards and they selected a book from the circle table and I checked the books out for them.
11:00-11:30 Cleaned up the library from the morning classes. Went through the student’s surveys and added books to the list for purchase.
11:30-12:00 Continued shopping for books, read emails and replied.
12:00-1:00 Fourth grade is continuing their imaginary animal project by researching using 3 sources, encyclopedia, book and computer to gain 3 facts about one part of the animal’s body, head, or legs. After modeling how to complete the internet part, those that are done were put on the computers to use PowerPoint while I circulated the room and assisted those that had questions.
1:00-1:30 4K EC sat on the circle rug and I we discussed creepy crawly bugs. We talked about all kinds of bugs and I asked them questions about centipedes. We counted our legs and discussed that we would need many more children to get 100 legs like a centipede. I read the story 100 shoes and the children laughed at his 100 socks that his aunties knitted for him. I handed out their library cards and they selected a book from the circle table and I checked the books out for them.
1:30-2:00 The first graders were read a fiction book about animal homes and a discussion of the book took place. We went over the super 3 of research and made a plan of what our task would be by determining what it is we want to learn. We went on the online encyclopedia Britannica and read about animal homes. The children used the animal homes web worksheet to write down their notes. We labeled the 4 boxes habitat, food, characteristics, other facts. We proceeded to read and take down notes.
2:00-2:30 Planning time was spent working on the purchase of books. More of the surveys were gone through and suggestions were ordered.
2:30-2:55 Second grade students were read the book “From Milk to Cheese” and the process of cheese making was discussed. They then watched a cheese making video on Learn 360 and we wrote down the process of making cheese. We discussed the Super 3 of plan, do and review.
2:55-4:00- Completed the post self evaluation form. I rated myself on my lessons, communication with faculty, diversifying student learning, and using assessments to improve lessons. I then wrote up my goal for this school year for my pdp and how I was achieving that goal.
7:30-8:00 Turn on computers, log in, go through mail, read and reply to emails, unlock doors.
8:00-8:30 Prepare for day, 5th grade name cards on tables, handouts ready, help with shelving of books.
8:30-9:00 Today I started my new schedule with the 5th graders and they came in rather rambunctious. I gave them the survey of books they would like to see in the library explaining it is time to purchase more books and I want their ideas. We looked at fiction books with wolves as characters and discussed some of the myths about wolves and how they are portrayed in these stories. We talked about the sayings “wolf in sheep’s clothing, crying wolf” and the general point of view of wolves in our society as opposed to the native American culture. The activotes were handed out and the we read through the 10 questions regarding wolves and POV in the questions whether they were fact or opinion.
9:00-9:30 Continued with shelving, prepared for the kindergarten class by putting out name cards, punching holes in the monkey masks, tying string on the sides and cutting out the eyes on the masks.
9:30-10:00 I read a monkey fiction book to the children and we talked about the story and what some of the key concepts were with the monkey’s mother saving him from the wild animals in the savanna. How thirsty he was and how he had to wait all day to get his drink of water. I demonstrated how to color the mask and wear it. The overdue books list was read, the students were given their library cards and sent to get shelf markers.
10:00-10:30 The third graders were given laptops when they walked in the door and instructed to open, turn them on, log on and get on the internet. I went over the worksheet from last week and what we had to remember when looking for the perfect pet for Mrs. Nelson. I demonstrated how to search, gave them a list of websites they could use, instructed them on the information that would impact this decision and then allowed them to work indecently. I circulated in the room answering questions.
10:30-11:00 4K EC sat on the circle rug and I we discussed creepy crawly bugs. We talked about all kinds of bugs and I asked them questions about centipedes. We counted our legs and discussed that we would need many more children to get 100 legs like a centipede. I read the story 100 shoes and the children laughed at his 100 socks that his aunties knitted for him. I handed out their library cards and they selected a book from the circle table and I checked the books out for them.
11:00-11:30 Cleaned up the library from the morning classes. Went through the student’s surveys and added books to the list for purchase.
11:30-12:00 Continued shopping for books, read emails and replied.
12:00-1:00 Fourth grade is continuing their imaginary animal project by researching using 3 sources, encyclopedia, book and computer to gain 3 facts about one part of the animal’s body, head, or legs. After modeling how to complete the internet part, those that are done were put on the computers to use PowerPoint while I circulated the room and assisted those that had questions.
1:00-1:30 4K EC sat on the circle rug and I we discussed creepy crawly bugs. We talked about all kinds of bugs and I asked them questions about centipedes. We counted our legs and discussed that we would need many more children to get 100 legs like a centipede. I read the story 100 shoes and the children laughed at his 100 socks that his aunties knitted for him. I handed out their library cards and they selected a book from the circle table and I checked the books out for them.
1:30-2:00 The first graders were read a fiction book about animal homes and a discussion of the book took place. We went over the super 3 of research and made a plan of what our task would be by determining what it is we want to learn. We went on the online encyclopedia Britannica and read about animal homes. The children used the animal homes web worksheet to write down their notes. We labeled the 4 boxes habitat, food, characteristics, other facts. We proceeded to read and take down notes.
2:00-2:30 Planning time was spent working on the purchase of books. More of the surveys were gone through and suggestions were ordered.
2:30-2:55 Second grade students were read the book “From Milk to Cheese” and the process of cheese making was discussed. They then watched a cheese making video on Learn 360 and we wrote down the process of making cheese. We discussed the Super 3 of plan, do and review.
2:55-4:00- Completed the post self evaluation form. I rated myself on my lessons, communication with faculty, diversifying student learning, and using assessments to improve lessons. I then wrote up my goal for this school year for my pdp and how I was achieving that goal.
Friday, January 29, 2010
Friday, January 29, 2010
Teacher Work Day 8.5 hours
7:30-8:00 AM Unlock library doors, turn on computers, fill printer with paper, run copies, unjam printer (AGAIN!)
8:00-10:30 AM Write lesson plans for the week of February 1-5 for all grades. Next week is the first week of the 2nd semester. I will be implementing my new schedule. It is a set schedule so I will see every class for 30 minutes once a week. This has been the biggest struggle for me this school year to date. I have spent countless hours working with the teachers to get in their students on a weekly basis. I have been questioned as to why, what I will be doing. The previous librarian had a flexible schedule and it can work, however I am not comfortable with it. Keeping track of what I have done each class is extremely time consuming. Perhaps once I am familiar with the lessons this could work but at this point a set schedule will help me stay sane and I will better prepared with my lessons to be an effective teacher.
The 5th grade will be working on bias and point of view in writing. Very appropriate topic with black history month starting in February. I am going to start the class with a survey asking the students for their suggestions for books, genres, authors, AR levels for the collection. Then we will read a fiction story about wolves and discuss how they are represented in stories and complete a fact or opinion promethean lesson. If time allows I will try to make a voter flipchart, but I have a lot to do today.
The fourth grade will continue researching their imaginary animal. About 50% of the students till need to complete their three sources and citations. Those that are done will be allowed to play with PowerPoint to become familiar with using it. I will have everyone set up their presentations together for the next class.
Third grade will be continuing their research on Mrs. Nelson's perfect pet. We are going to do this together as I saw many of the children waiting time last class and making poor selections for animals. They need more modeling and I will provide that.
The second grade will be using the Super 3, Plan, Do, Review, to learn about the process of making cheese. I will read the non fiction book From Milk to Cheese and the we will watch a video clip from Learn 360. The recommended video in the lesson is no longer available. The district changed from Discovery Learning last year to Learn 360 so I must search for new videos to meet the needs of the lesson. This takes me a least an extra hour. Together we write up the process on the promethean board.
The first grade will also be using the Super 3 learning about animal homes. We will read a fiction story about animal homes and then use kidport.com to learn facts about animal homes. We will take notes on the promethean to model note taking.
The kindergarten will also be using the Super 3 learning more about monkeys. We will have another fiction monkey story and then look for facts online. The will make monkey masks they can wear while we are playing monkey, monkey, banana!
10:30-12:00 Now I am way behind. Finding that video took way too long. I need to spend $6,600.00 by February 15 or I will it will be gone. I had planned on replacing the VHS tapes with updated DVD for the 3-6 grade science and social studies curriculums however I have spent hours searching and have been unsuccessful in finding anything updated. The copyright on the ones I am finding is the same as the ones we already have. The dates range from 1994-2002. An hour is too much time to spend on this. I sent an email to my supervisor for help. I went and talked to the teachers at lunch (always a working lunch) to explain this and get suggestions.
12:00-12:30 I search between Bound to Stay Bound, Titlewave and our collection to match playaways and books. The 4th and 5th grade teachers have asked for audio books for our low level high interest readers. I am amazed at the cost of these devices, but happy to help fill this need. The clerk and I decide due to the high cost and previous experience with playa ways we set strict policies for these. They will not be allowed out of the building and they will only be allowed to be checked out on a teacher recommended basis. I will purchase 30 for our trial period. Unfortunately they will probably not hit our shelves this year as our processing at the Central office takes about 6 months.
12:30-1:30 I purchase 40 books at the AR prelevel as our collection lacks a good supply in this area. I also spend time look for high level high interest as we have students in the 4th grade who have read every book above the 7th level already. Hence the surveys this week. I feel disappointed when these students can't find anything to read when I make a suggestion and they have already read it.
1:30-2:20 The Marc records report tells me we need more books in the 100's so I make selections on feelings and emotions. Our counselor has made some suggestions and some are out of print :( For the most part our collection is outstanding shape. I look at the circulation and see that Captain Underpants is not only the most circulated book in our library but it is the 3rd and 7th as well. We already own all the books in print. What other authors are comparable? No surprise that Diary of a Whimpy Kid is in 2nd and 4th place. I have a stack of damaged books I need to replace, however can only find half of them. Note to self: order more lower level nonfiction. The kindergarten have discovered the nonfiction and are crazy about animals. I read the reviews (if there are any) on all the books I order. I find some more scary fiction by reading some reviews and learning of another author we don't have in the library.
I have been working on this order for months and still need to spend $2,000.00 more in 2 weeks and now am out of time! I am hoping the surveys are helpful to me and I get a lot of good suggestions.
2:20-4:00 Well it certainly doesn't look like I will accomplish all I have to do today. I box up more books to be processed at the IMC. We won't see those books until May. I go through the students papers giving stickers for their work. Second grade can get all their work back. Third and fourth are not done with their research so I have to divide into who is done and who is not. The fourth that are done will start working with PowerPoint at next class.
I finally find the bookmarks everyone has been talking about with all the passwords for the online resources. I send off a few emails inquiring as to how I can get more of these. I make up a sheet for the teachers that I will print so they can have them all in their classrooms. This I also send in an email so they will have it electronically too. Those bookmarks would be so helpful to the students. I hope I can get some made. I read more emails and reply. TGIF!
Teacher Work Day 8.5 hours
7:30-8:00 AM Unlock library doors, turn on computers, fill printer with paper, run copies, unjam printer (AGAIN!)
8:00-10:30 AM Write lesson plans for the week of February 1-5 for all grades. Next week is the first week of the 2nd semester. I will be implementing my new schedule. It is a set schedule so I will see every class for 30 minutes once a week. This has been the biggest struggle for me this school year to date. I have spent countless hours working with the teachers to get in their students on a weekly basis. I have been questioned as to why, what I will be doing. The previous librarian had a flexible schedule and it can work, however I am not comfortable with it. Keeping track of what I have done each class is extremely time consuming. Perhaps once I am familiar with the lessons this could work but at this point a set schedule will help me stay sane and I will better prepared with my lessons to be an effective teacher.
The 5th grade will be working on bias and point of view in writing. Very appropriate topic with black history month starting in February. I am going to start the class with a survey asking the students for their suggestions for books, genres, authors, AR levels for the collection. Then we will read a fiction story about wolves and discuss how they are represented in stories and complete a fact or opinion promethean lesson. If time allows I will try to make a voter flipchart, but I have a lot to do today.
The fourth grade will continue researching their imaginary animal. About 50% of the students till need to complete their three sources and citations. Those that are done will be allowed to play with PowerPoint to become familiar with using it. I will have everyone set up their presentations together for the next class.
Third grade will be continuing their research on Mrs. Nelson's perfect pet. We are going to do this together as I saw many of the children waiting time last class and making poor selections for animals. They need more modeling and I will provide that.
The second grade will be using the Super 3, Plan, Do, Review, to learn about the process of making cheese. I will read the non fiction book From Milk to Cheese and the we will watch a video clip from Learn 360. The recommended video in the lesson is no longer available. The district changed from Discovery Learning last year to Learn 360 so I must search for new videos to meet the needs of the lesson. This takes me a least an extra hour. Together we write up the process on the promethean board.
The first grade will also be using the Super 3 learning about animal homes. We will read a fiction story about animal homes and then use kidport.com to learn facts about animal homes. We will take notes on the promethean to model note taking.
The kindergarten will also be using the Super 3 learning more about monkeys. We will have another fiction monkey story and then look for facts online. The will make monkey masks they can wear while we are playing monkey, monkey, banana!
10:30-12:00 Now I am way behind. Finding that video took way too long. I need to spend $6,600.00 by February 15 or I will it will be gone. I had planned on replacing the VHS tapes with updated DVD for the 3-6 grade science and social studies curriculums however I have spent hours searching and have been unsuccessful in finding anything updated. The copyright on the ones I am finding is the same as the ones we already have. The dates range from 1994-2002. An hour is too much time to spend on this. I sent an email to my supervisor for help. I went and talked to the teachers at lunch (always a working lunch) to explain this and get suggestions.
12:00-12:30 I search between Bound to Stay Bound, Titlewave and our collection to match playaways and books. The 4th and 5th grade teachers have asked for audio books for our low level high interest readers. I am amazed at the cost of these devices, but happy to help fill this need. The clerk and I decide due to the high cost and previous experience with playa ways we set strict policies for these. They will not be allowed out of the building and they will only be allowed to be checked out on a teacher recommended basis. I will purchase 30 for our trial period. Unfortunately they will probably not hit our shelves this year as our processing at the Central office takes about 6 months.
12:30-1:30 I purchase 40 books at the AR prelevel as our collection lacks a good supply in this area. I also spend time look for high level high interest as we have students in the 4th grade who have read every book above the 7th level already. Hence the surveys this week. I feel disappointed when these students can't find anything to read when I make a suggestion and they have already read it.
1:30-2:20 The Marc records report tells me we need more books in the 100's so I make selections on feelings and emotions. Our counselor has made some suggestions and some are out of print :( For the most part our collection is outstanding shape. I look at the circulation and see that Captain Underpants is not only the most circulated book in our library but it is the 3rd and 7th as well. We already own all the books in print. What other authors are comparable? No surprise that Diary of a Whimpy Kid is in 2nd and 4th place. I have a stack of damaged books I need to replace, however can only find half of them. Note to self: order more lower level nonfiction. The kindergarten have discovered the nonfiction and are crazy about animals. I read the reviews (if there are any) on all the books I order. I find some more scary fiction by reading some reviews and learning of another author we don't have in the library.
I have been working on this order for months and still need to spend $2,000.00 more in 2 weeks and now am out of time! I am hoping the surveys are helpful to me and I get a lot of good suggestions.
2:20-4:00 Well it certainly doesn't look like I will accomplish all I have to do today. I box up more books to be processed at the IMC. We won't see those books until May. I go through the students papers giving stickers for their work. Second grade can get all their work back. Third and fourth are not done with their research so I have to divide into who is done and who is not. The fourth that are done will start working with PowerPoint at next class.
I finally find the bookmarks everyone has been talking about with all the passwords for the online resources. I send off a few emails inquiring as to how I can get more of these. I make up a sheet for the teachers that I will print so they can have them all in their classrooms. This I also send in an email so they will have it electronically too. Those bookmarks would be so helpful to the students. I hope I can get some made. I read more emails and reply. TGIF!
Tuesday, January 26, 2010
Tuesday, January 26 8 hours
7:30-8:10 AM Read and answered work emails, turned on computers, logged onto computers for students use, worked on scheduling of classes for 2nd semester.
8:10-8:50 Books are collected by the 4th graders, a volunteer parent and the library clerk from all the classrooms. We check them in and divide them into there appropriate shelving categories of fiction, nonfiction, periodicals, video, and everybody. Shelving the books according to call number and display of books for appropriate season, holiday, etc. Kindergarten and first grade reports are run and printed. Class roster for 3rd grade is retrieved and activotes are assigned to students in alphabetical number order. New name cards with activote numbers on.
8:50-9:00 AM Preparation for classes begins with the placement of student name cards on the tables. Activevotes are prepared, activeInspire software is activated and Perfect Pet flip chart is opened on the laptop.
9:00-9:30 AM I read Curious George Goes to the Ice Cream Shop to the kindergarten students and we discussed that this monkey in the story is not a real monkey. Fiction books are make believe and therefore we do not necessarily learn facts from fiction books. We also read a non fiction monkey book and discussed the facts contained in that book along with the helpful parts of a nonfiction book that help us find the information we need easily, Table of contents, glossary, and index. The library book return report was read to the children and those allowed to take out books went to look at books and those who did not return their books sat at the round table and looked at books there.
9:30-10:00 AM I read Curious George Goes to the Ice Cream Shop to the kindergarten students and we discussed that this monkey in the story is not a real monkey. Fiction books are make believe and therefore we do not necessarily learn facts from fiction books. We also read a non fiction monkey book and discussed the facts contained in that book along with the helpful parts of a nonfiction book that help us find the information we need easily, Table of contents, glossary, and index. The library book return report was read to the children and those allowed to take out books went to look at books and those who did not return their books sat at the round table and looked at books there.
10:00-10:30 Today was my 3rd and final evaluation for the year. Mrs. Nelson, the principal sat in on the entire class. The third graders were introduced to the activevotes and assigned one each. They were very excited to use this new technology. WE discuss the importance of handling them with care and how I would know who answered each question because they were assigned the number. We did a brief review of pet needs and owner wants for their pets and the type of lifestyle Mrs. Nelson has. I projected the flipchart with the questions on pet needs, owner wants and Mrs. Nelson's lifestyle consideration s for selecting the perfect pet for her.
As the students answered with the activotes I pasted their answers into the flipchart so I can go back and look at the results at a later time. They were thrilled to see their corresponding number light up when they answered. I distributed the worksheets and we talked about the books they were to use for their research, the information they need to obtain and how to cite their sources. I walked around and answered questions as they found the facts. I had to steer many of them away from monkeys and such.
10:30-11:00 I cleaned up from the morning classes and reviewed the results from the activotes. There were 3 children that consistently got the answers wrong out of 20 students. I will report this information to their teacher and try to figure out what happened.
11:00-11:45 The 4th and 5th grade Battle of the Books team discussed books in the library. Each child was given a laptop and we discussed the books and each child wrote 5 questions about a book. Some of them needed a lot of coaching on how to write questions. They like using the laptops for this.
11:45-12:15 I went over the 2nd semester schedule again and tried to accommodate 2 teachers who do not want their classes at the proposed time.
12:15-12:55 Second grade is learning about monkeys and learning how to take notes from reliable websites. We read the book Curious George Goes to the Ice Cream Shop and discussed the situations Curious George got himself into and how he is not a real monkey. The students stated that real monkeys are not allow in stores. We talked about how this book is fiction and therefore does not contain facts about monkeys. We then discussed other sources we could use to find facts monkeys. I handed out the Super 3 Plan, Do, Review Thinking Web: p. 55 Super 3 Information Skills for Young Learners and we began looking at websites to fill in the bubbles on notes about monkeys. I projected the websites on the Promethean board. We went to (video)http://www.bronxzoo.com/plan-your-trip/exhibits/monkey-house.asp, http://www.sandiegozoo.org/animalbytes/t-monkey.html, http://www.enchantedlearning.com. We wrote down 1-2 facts about monkeys from each page only writing notes and not complete sentences in our own words.
12:55-1:25 First grade Read Curious George Goes to the Ice Cream Shop to the kindergarten students and we discussed that this monkey in the story is not a real monkey. Fiction books are make believe and therefore we do not necessarily learn facts from fiction books. We also read a non fiction monkey book and discussed the facts contained in that book along with the helpful parts of a nonfiction book that help us find the information we need easily, Table of contents, glossary, and index. We talked about the ice cream shop and how the ceiling is help up. We discuss other building and how they are made. We discussed how architects had to plan, and do research and then review it to make sure it is right before they could build the structure. I gave the students dixie cups and paper and had them "build" floors for a sky scraper with the students at their table. One table immediately started putting the cups on the 4 corners of the paper and placed another piece of paper on top then repeated the cups and paper until they had 4 floors to a "building". The other teams began catching on and creating their own buildings. The library book return report was read to the children and those allowed to take out books went to look at books and those who did not return their books sat at the round table and looked at books there.
1:25-1:50 I assisted children find books at open book check and checked out books.
1:50-2:20 Second grade is learning about monkeys and learning how to take notes from reliable websites. We read the book Curious George Goes to the Ice Cream Shop and discussed the situations Curious George got himself into and how he is not a real monkey. The students stated that real monkeys are not allow in stores. We talked about how this book is fiction and therefore does not contain facts about monkeys. We then discussed other sources we could use to find facts monkeys. I handed out the Super 3 Plan, Do, Review Thinking Web: p. 55 Super 3 Information Skills for Young Learners and we began looking at websites to fill in the bubbles on notes about monkeys. I projected the websites on the Promethean board. We went to (video)http://www.bronxzoo.com/plan-your-trip/exhibits/monkey-house.asp, http://www.sandiegozoo.org/animalbytes/t-monkey.html, http://www.enchantedlearning.com. We wrote down 1-2 facts about monkeys from each page only writing notes and not complete sentences in our own words.
2:20-2:55 Planning time was occupied with more scheduling problems. I also went through magazines and tore out inappropriate materials.
3:10-4:00 I wrote more questions for the Battle of the Books book Thimble Summer and printed.
7:30-8:10 AM Read and answered work emails, turned on computers, logged onto computers for students use, worked on scheduling of classes for 2nd semester.
8:10-8:50 Books are collected by the 4th graders, a volunteer parent and the library clerk from all the classrooms. We check them in and divide them into there appropriate shelving categories of fiction, nonfiction, periodicals, video, and everybody. Shelving the books according to call number and display of books for appropriate season, holiday, etc. Kindergarten and first grade reports are run and printed. Class roster for 3rd grade is retrieved and activotes are assigned to students in alphabetical number order. New name cards with activote numbers on.
8:50-9:00 AM Preparation for classes begins with the placement of student name cards on the tables. Activevotes are prepared, activeInspire software is activated and Perfect Pet flip chart is opened on the laptop.
9:00-9:30 AM I read Curious George Goes to the Ice Cream Shop to the kindergarten students and we discussed that this monkey in the story is not a real monkey. Fiction books are make believe and therefore we do not necessarily learn facts from fiction books. We also read a non fiction monkey book and discussed the facts contained in that book along with the helpful parts of a nonfiction book that help us find the information we need easily, Table of contents, glossary, and index. The library book return report was read to the children and those allowed to take out books went to look at books and those who did not return their books sat at the round table and looked at books there.
9:30-10:00 AM I read Curious George Goes to the Ice Cream Shop to the kindergarten students and we discussed that this monkey in the story is not a real monkey. Fiction books are make believe and therefore we do not necessarily learn facts from fiction books. We also read a non fiction monkey book and discussed the facts contained in that book along with the helpful parts of a nonfiction book that help us find the information we need easily, Table of contents, glossary, and index. The library book return report was read to the children and those allowed to take out books went to look at books and those who did not return their books sat at the round table and looked at books there.
10:00-10:30 Today was my 3rd and final evaluation for the year. Mrs. Nelson, the principal sat in on the entire class. The third graders were introduced to the activevotes and assigned one each. They were very excited to use this new technology. WE discuss the importance of handling them with care and how I would know who answered each question because they were assigned the number. We did a brief review of pet needs and owner wants for their pets and the type of lifestyle Mrs. Nelson has. I projected the flipchart with the questions on pet needs, owner wants and Mrs. Nelson's lifestyle consideration s for selecting the perfect pet for her.
As the students answered with the activotes I pasted their answers into the flipchart so I can go back and look at the results at a later time. They were thrilled to see their corresponding number light up when they answered. I distributed the worksheets and we talked about the books they were to use for their research, the information they need to obtain and how to cite their sources. I walked around and answered questions as they found the facts. I had to steer many of them away from monkeys and such.
10:30-11:00 I cleaned up from the morning classes and reviewed the results from the activotes. There were 3 children that consistently got the answers wrong out of 20 students. I will report this information to their teacher and try to figure out what happened.
11:00-11:45 The 4th and 5th grade Battle of the Books team discussed books in the library. Each child was given a laptop and we discussed the books and each child wrote 5 questions about a book. Some of them needed a lot of coaching on how to write questions. They like using the laptops for this.
11:45-12:15 I went over the 2nd semester schedule again and tried to accommodate 2 teachers who do not want their classes at the proposed time.
12:15-12:55 Second grade is learning about monkeys and learning how to take notes from reliable websites. We read the book Curious George Goes to the Ice Cream Shop and discussed the situations Curious George got himself into and how he is not a real monkey. The students stated that real monkeys are not allow in stores. We talked about how this book is fiction and therefore does not contain facts about monkeys. We then discussed other sources we could use to find facts monkeys. I handed out the Super 3 Plan, Do, Review Thinking Web: p. 55 Super 3 Information Skills for Young Learners and we began looking at websites to fill in the bubbles on notes about monkeys. I projected the websites on the Promethean board. We went to (video)http://www.bronxzoo.com/plan-your-trip/exhibits/monkey-house.asp, http://www.sandiegozoo.org/animalbytes/t-monkey.html, http://www.enchantedlearning.com. We wrote down 1-2 facts about monkeys from each page only writing notes and not complete sentences in our own words.
12:55-1:25 First grade Read Curious George Goes to the Ice Cream Shop to the kindergarten students and we discussed that this monkey in the story is not a real monkey. Fiction books are make believe and therefore we do not necessarily learn facts from fiction books. We also read a non fiction monkey book and discussed the facts contained in that book along with the helpful parts of a nonfiction book that help us find the information we need easily, Table of contents, glossary, and index. We talked about the ice cream shop and how the ceiling is help up. We discuss other building and how they are made. We discussed how architects had to plan, and do research and then review it to make sure it is right before they could build the structure. I gave the students dixie cups and paper and had them "build" floors for a sky scraper with the students at their table. One table immediately started putting the cups on the 4 corners of the paper and placed another piece of paper on top then repeated the cups and paper until they had 4 floors to a "building". The other teams began catching on and creating their own buildings. The library book return report was read to the children and those allowed to take out books went to look at books and those who did not return their books sat at the round table and looked at books there.
1:25-1:50 I assisted children find books at open book check and checked out books.
1:50-2:20 Second grade is learning about monkeys and learning how to take notes from reliable websites. We read the book Curious George Goes to the Ice Cream Shop and discussed the situations Curious George got himself into and how he is not a real monkey. The students stated that real monkeys are not allow in stores. We talked about how this book is fiction and therefore does not contain facts about monkeys. We then discussed other sources we could use to find facts monkeys. I handed out the Super 3 Plan, Do, Review Thinking Web: p. 55 Super 3 Information Skills for Young Learners and we began looking at websites to fill in the bubbles on notes about monkeys. I projected the websites on the Promethean board. We went to (video)http://www.bronxzoo.com/plan-your-trip/exhibits/monkey-house.asp, http://www.sandiegozoo.org/animalbytes/t-monkey.html, http://www.enchantedlearning.com. We wrote down 1-2 facts about monkeys from each page only writing notes and not complete sentences in our own words.
2:20-2:55 Planning time was occupied with more scheduling problems. I also went through magazines and tore out inappropriate materials.
3:10-4:00 I wrote more questions for the Battle of the Books book Thimble Summer and printed.
Monday, January 25, 2010
Monday, January 25, 2010 8 hours
7:30-8:10 Prepare for the day by checking work email and responding, assisting teachers who come into the library looking for books, schedule changes and checking out of AV equipment.
8:10-8:50 Am
Books are collected by the 4th graders, a volunteer parent and the library clerk from all the classrooms. We check them in and divide them into there appropriate shelving categories of fiction, nonfiction, periodicals, video, and everybody. Shelving the books according to call number and display of books for appropriate season, holiday, etc. I pulled books on kindness for the 4K EC children to pick from today during class. Kindergarten and first grade reports are run and printed.
8:50-9:00 AM Preparation for classes begins with the placement of student name cards on the tables. Prepared three internet webpages to show the second grade.
9:00-9:30 AM Read Curious George Goes to the Ice Cream Shop to the kindergarten students and we discussed that this monkey in the story is not a real monkey. Fiction books are make believe and therefore we do not necessarily learn facts from fiction books. We also read a non fiction monkey book and discussed the facts contained in that book along with the helpful parts of a nonfiction book that help us find the information we need easily, Table of contents, glossary, and index. The library book return report was read to the children and those allowed to take out books went to look at books and those who did not return their books sat at the round table and looked at books there.
9:30-10:00 4K EC We sat on the carpet and talked about kindness. I asked them questions on what kindness means and how we can show it to others. We discuss that friendliness was part of kindness and that by being friendly to new children at school we are showing kindness and gaining new friends which can be a lot of fun. I read the Friendliness to the children which prompted more questions and discussion and examples of how they have been friendly and kind in their lives. I handed out the library cards and the children selected from the books on the round table which I pulled for them.
10:00-11:15 Second grade is learning about monkeys and learning how to take notes from reliable websites. We read the book Curious George Goes to the Ice Cream Shop and discussed the situations Curious George got himself into and how he is not a real monkey. The students stated that real monkeys are not allow in stores. We talked about how this book is fiction and therefore does not contain facts about monkeys. We then discussed other sources we could use to find facts monkeys. I handed out the Super 3 Plan, Do, Review Thinking Web: p. 55 Super 3 Infomation Skills for Young Learners and we began looking at websites to fill in the bubbles on notes about monkeys. I projected the websites on the Promethean board. We went to (video)http://www.bronxzoo.com/plan-your-trip/exhibits/monkey-house.asp, http://www.sandiegozoo.org/animalbytes/t-monkey.html, http://www.enchantedlearning.com. We wrote down 1-2 facts about monkeys from each page only writing notes and not complete sentences in our own words.
11:15-11:30 I cleaned up from the previous classes and prepared for my afternoon classes by getting out the necessary books and name cards.
12:00-12:50 I assisted the students with finding books and check books out for open book check. This requires checking the 5th grade library cards for their Accelerated Reader level and making sure they are selecting books with in this level. If they have met the requirements for the month by having an approval from their teacher on the monthly recording slip they may select any books they wish. Otherwise they must have all books within their level. They may select 5 books. II was able to shelve a few books during this time as well.
12:50-1:00 Prepare for the 4k EC afternoon class.
1:00-1:30 4K EC We sat on the carpet and talked about kindness. I asked them questions on what kindness means and how we can show it to others. We discuss that friendliness was part of kindness and that by being friendly to new children at school we are showing kindness and gaining new friends which can be a lot of fun. I read the Friendliness to the children which prompted more questions and discussion and examples of how they have been friendly and kind in their lives. I handed out the library cards and the children selected from the books on the round table which I pulled for them.
1:30-2:00 Second grade is learning about monkeys and learning how to take notes from reliable websites. We read the book Curious George Goes to the Ice Cream Shop and discussed the situations Curious George got himself into and how he is not a real monkey. The students stated that real monkeys are not allow in stores. We talked about how this book is fiction and therefore does not contain facts about monkeys. We then discussed other sources we could use to find facts monkeys. I handed out the Super 3 Plan, Do, Review Thinking Web: p. 55 Super 3 Information Skills for Young Learners and we began looking at websites to fill in the bubbles on notes about monkeys. I projected the websites on the Promethean board. We went to (video)http://www.bronxzoo.com/plan-your-trip/exhibits/monkey-house.asp, http://www.sandiegozoo.org/animalbytes/t-monkey.html, http://www.enchantedlearning.com. We wrote down 1-2 facts about monkeys from each page only writing notes and not complete sentences in our own words.
2:00-2:45 4th Grade is working on the Big 6 Research process. This is the second lesson on building our research for our imaginary animal power points. The students were given their worksheets that outline the Big 6 and we went over the notes we completed from last week. They were instructed that today they would be using either an encyclopedia or nonfiction book to get 3 facts about one of the 3 animals they have selected for this project. They were told that if they selected the head of the lion for one of the body parts then they would have to have 3 facts about the lion head. They should give facts specific to the animals body part. Some of the students were confused in the previous class and wrote down any facts about the chosen animal even though they were not specific to the animals body part they wanted to use to create their imaginary animal. The bottom portion of the worksheet has space for all the information required to do an appropriate citation of the source. Again there was confusion as they were not paying attention to the type of resource that went on each page and we had to go over that again. Most of the students were able to get to the internet source as well. It was a really good class and the children got further than I expected even though some still were writing in the wrong place.
2:45-2:55 Cleaned up from my classes and prepared to go outside for circle duty.
3:10-4:00 Wrote questions for Battle of the Books book Tweets of America, answered work emails, assisted teachers in finding books and AV equipment
7:30-8:10 Prepare for the day by checking work email and responding, assisting teachers who come into the library looking for books, schedule changes and checking out of AV equipment.
8:10-8:50 Am
Books are collected by the 4th graders, a volunteer parent and the library clerk from all the classrooms. We check them in and divide them into there appropriate shelving categories of fiction, nonfiction, periodicals, video, and everybody. Shelving the books according to call number and display of books for appropriate season, holiday, etc. I pulled books on kindness for the 4K EC children to pick from today during class. Kindergarten and first grade reports are run and printed.
8:50-9:00 AM Preparation for classes begins with the placement of student name cards on the tables. Prepared three internet webpages to show the second grade.
9:00-9:30 AM Read Curious George Goes to the Ice Cream Shop to the kindergarten students and we discussed that this monkey in the story is not a real monkey. Fiction books are make believe and therefore we do not necessarily learn facts from fiction books. We also read a non fiction monkey book and discussed the facts contained in that book along with the helpful parts of a nonfiction book that help us find the information we need easily, Table of contents, glossary, and index. The library book return report was read to the children and those allowed to take out books went to look at books and those who did not return their books sat at the round table and looked at books there.
9:30-10:00 4K EC We sat on the carpet and talked about kindness. I asked them questions on what kindness means and how we can show it to others. We discuss that friendliness was part of kindness and that by being friendly to new children at school we are showing kindness and gaining new friends which can be a lot of fun. I read the Friendliness to the children which prompted more questions and discussion and examples of how they have been friendly and kind in their lives. I handed out the library cards and the children selected from the books on the round table which I pulled for them.
10:00-11:15 Second grade is learning about monkeys and learning how to take notes from reliable websites. We read the book Curious George Goes to the Ice Cream Shop and discussed the situations Curious George got himself into and how he is not a real monkey. The students stated that real monkeys are not allow in stores. We talked about how this book is fiction and therefore does not contain facts about monkeys. We then discussed other sources we could use to find facts monkeys. I handed out the Super 3 Plan, Do, Review Thinking Web: p. 55 Super 3 Infomation Skills for Young Learners and we began looking at websites to fill in the bubbles on notes about monkeys. I projected the websites on the Promethean board. We went to (video)http://www.bronxzoo.com/plan-your-trip/exhibits/monkey-house.asp, http://www.sandiegozoo.org/animalbytes/t-monkey.html, http://www.enchantedlearning.com. We wrote down 1-2 facts about monkeys from each page only writing notes and not complete sentences in our own words.
11:15-11:30 I cleaned up from the previous classes and prepared for my afternoon classes by getting out the necessary books and name cards.
12:00-12:50 I assisted the students with finding books and check books out for open book check. This requires checking the 5th grade library cards for their Accelerated Reader level and making sure they are selecting books with in this level. If they have met the requirements for the month by having an approval from their teacher on the monthly recording slip they may select any books they wish. Otherwise they must have all books within their level. They may select 5 books. II was able to shelve a few books during this time as well.
12:50-1:00 Prepare for the 4k EC afternoon class.
1:00-1:30 4K EC We sat on the carpet and talked about kindness. I asked them questions on what kindness means and how we can show it to others. We discuss that friendliness was part of kindness and that by being friendly to new children at school we are showing kindness and gaining new friends which can be a lot of fun. I read the Friendliness to the children which prompted more questions and discussion and examples of how they have been friendly and kind in their lives. I handed out the library cards and the children selected from the books on the round table which I pulled for them.
1:30-2:00 Second grade is learning about monkeys and learning how to take notes from reliable websites. We read the book Curious George Goes to the Ice Cream Shop and discussed the situations Curious George got himself into and how he is not a real monkey. The students stated that real monkeys are not allow in stores. We talked about how this book is fiction and therefore does not contain facts about monkeys. We then discussed other sources we could use to find facts monkeys. I handed out the Super 3 Plan, Do, Review Thinking Web: p. 55 Super 3 Information Skills for Young Learners and we began looking at websites to fill in the bubbles on notes about monkeys. I projected the websites on the Promethean board. We went to (video)http://www.bronxzoo.com/plan-your-trip/exhibits/monkey-house.asp, http://www.sandiegozoo.org/animalbytes/t-monkey.html, http://www.enchantedlearning.com. We wrote down 1-2 facts about monkeys from each page only writing notes and not complete sentences in our own words.
2:00-2:45 4th Grade is working on the Big 6 Research process. This is the second lesson on building our research for our imaginary animal power points. The students were given their worksheets that outline the Big 6 and we went over the notes we completed from last week. They were instructed that today they would be using either an encyclopedia or nonfiction book to get 3 facts about one of the 3 animals they have selected for this project. They were told that if they selected the head of the lion for one of the body parts then they would have to have 3 facts about the lion head. They should give facts specific to the animals body part. Some of the students were confused in the previous class and wrote down any facts about the chosen animal even though they were not specific to the animals body part they wanted to use to create their imaginary animal. The bottom portion of the worksheet has space for all the information required to do an appropriate citation of the source. Again there was confusion as they were not paying attention to the type of resource that went on each page and we had to go over that again. Most of the students were able to get to the internet source as well. It was a really good class and the children got further than I expected even though some still were writing in the wrong place.
2:45-2:55 Cleaned up from my classes and prepared to go outside for circle duty.
3:10-4:00 Wrote questions for Battle of the Books book Tweets of America, answered work emails, assisted teachers in finding books and AV equipment
Thursday, January 28, 2010
Thursday, January 28, 2010 8.5 hours
7:30-8:00 AM Collect mail, unlock doors, log onto computers. Complete more paper work for prior approval from human resources. Check email and reply. Log onto and open all necessary programs for classes.
8:00-9:00 Book collection and run reports, shelf books, prepare for classes. Put out name cards for first grade. Go to 4th grade to talk to student who last checked two books that have water damage. Unpack new books and begin labeling for circulation.
9:00-9:30 I read Curious George Goes to the Ice Cream Shop to the kindergarten students and we discussed that this monkey in the story is not a real monkey. Fiction books are make believe and therefore we do not necessarily learn facts from fiction books. We also read a non fiction monkey book and discussed the facts contained in that book along with the helpful parts of a nonfiction book that help us find the information we need easily, Table of contents, glossary, and index. The library book return report was read to the children and those allowed to take out books went to look at books and those who did not return their books sat at the round table and looked at books there.
9:30-10:00 First grade class discuss Curious George story from yesterday and review fiction vs. non fiction. Show PowerPoint on facts on real monkeys. Allow students to show where monkeys are native on atlas. Discuss real monkey similarities and differences to people. Chart differences and similarities using a Venn diagram on the dry erase board. Introduce the monkey puppet with cut out page and brown paper lunch bag. Go over directions for coloring face parts, cutting on the dotted line and pasting only on the word “paste” on each piece. Walk around the room and assist where needed. Jacob is leaving tomorrow and was not very cooperative in class. He had to sit out for a while and then when he was able to participate without disrupting the class he was invited back to make his puppet.
10:00-10:30 Third grade reviewed the notes from last class on “Mrs. Nelson’s perfect pet” . They used the laptop computers to add more information to their “Mrs. Nelson’s perfect pet” information sheet. They recorded the name of the websites I recommended using and collected information on food, sleep, exercise, toys. I also informed them to write down any other facts they learn about the pet that will help us decide on the right pet for Mrs. Nelson and her family.
10:30-11:15 Second grade is learning about monkeys and learning how to take notes from reliable websites. We read the book Curious George Goes to the Ice Cream Shop and discussed the situations Curious George got himself into and how he is not a real monkey. The students stated that real monkeys are not allow in stores. We talked about how this book is fiction and therefore does not contain facts about monkeys. We then discussed other sources we could use to find facts monkeys. I handed out the Super 3 Plan, Do, Review Thinking Web: p. 55 Super 3 Information Skills for Young Learners and we began looking at websites to fill in the bubbles on notes about monkeys. I projected the websites on the Promethean board. We went to (video)http://www.bronxzoo.com/plan-your-trip/exhibits/monkey-house.asp, http://www.sandiegozoo.org/animalbytes/t-monkey.html, http://www.enchantedlearning.com. We wrote down 1-2 facts about monkeys from each page only writing notes and not complete sentences in our own words.
11:15-12:00 4th grade child who won the iMovie certificate at the fall festival comes in to learn how to use the software. I teach him photobooth and he watches tutorials on iMovie. I have him start planning his movie.
12:00-12:30 Post evaluation meeting with the principal. We discuss the good and the bad of the lesson I taught. We discuss how we can improve technology in the school. I explain I feel I could be doing so much more with the students. That the lessons in the curriculum are not hitting the mark and that by incorporating more technology the students would greatly benefit from lessons that have information standards, technology standards and core curriculum standards.
12:30-1:20 Read emails and reply. Go over book order. Add more high level high reader books. Go over play away list and find books in our collection that match the playaways. Review DVD list to teacher’s needs and curriculum. Talk to 4th grader again about water damaged books as another one is found in the collection that was last checked out to her. Go through damaged book stack and add those that are still in publication to purchase list.
1:20-1:50- First grade class discuss Curious George story from yesterday and review fiction vs. non fiction. Show PowerPoint on facts on real monkeys. Allow students to show where monkeys are native on atlas. Discuss real monkey similarities and differences to people. Chart differences and similarities using a Venn diagram on the dry erase board. Introduce the monkey puppet with cut out page and brown paper lunch bag. Go over directions for coloring face parts, cutting on the dotted line and pasting only on the word “paste” on each piece. Walk around the room and assist where needed. Jacob is leaving tomorrow and was not very cooperative in class. He had to sit out for a while and then when he was able to participate without disrupting the class he was invited back to make his puppet.
1:50-2:20 Second grade is learning about monkeys and learning how to take notes from reliable websites. We read the book Curious George Goes to the Ice Cream Shop and discussed the situations Curious George got himself into and how he is not a real monkey. The students stated that real monkeys are not allow in stores. We talked about how this book is fiction and therefore does not contain facts about monkeys. We then discussed other sources we could use to find facts monkeys. I handed out the Super 3 Plan, Do, Review Thinking Web: p. 55 Super 3 Information Skills for Young Learners and we began looking at websites to fill in the bubbles on notes about monkeys. I projected the websites on the Promethean board. We went to (video)http://www.bronxzoo.com/plan-your-trip/exhibits/monkey-house.asp, http://www.sandiegozoo.org/animalbytes/t-monkey.html, http://www.enchantedlearning.com. We wrote down 1-2 facts about monkeys from each page only writing notes and not complete sentences in our own words.
2:20-4:00 Beginning filling out 17 page post evaluation rubric. Find survey questions for teacher requests for collection purchases. Go through DVD and VHS for replacement materials. Read emails and reply.
7:30-8:00 AM Collect mail, unlock doors, log onto computers. Complete more paper work for prior approval from human resources. Check email and reply. Log onto and open all necessary programs for classes.
8:00-9:00 Book collection and run reports, shelf books, prepare for classes. Put out name cards for first grade. Go to 4th grade to talk to student who last checked two books that have water damage. Unpack new books and begin labeling for circulation.
9:00-9:30 I read Curious George Goes to the Ice Cream Shop to the kindergarten students and we discussed that this monkey in the story is not a real monkey. Fiction books are make believe and therefore we do not necessarily learn facts from fiction books. We also read a non fiction monkey book and discussed the facts contained in that book along with the helpful parts of a nonfiction book that help us find the information we need easily, Table of contents, glossary, and index. The library book return report was read to the children and those allowed to take out books went to look at books and those who did not return their books sat at the round table and looked at books there.
9:30-10:00 First grade class discuss Curious George story from yesterday and review fiction vs. non fiction. Show PowerPoint on facts on real monkeys. Allow students to show where monkeys are native on atlas. Discuss real monkey similarities and differences to people. Chart differences and similarities using a Venn diagram on the dry erase board. Introduce the monkey puppet with cut out page and brown paper lunch bag. Go over directions for coloring face parts, cutting on the dotted line and pasting only on the word “paste” on each piece. Walk around the room and assist where needed. Jacob is leaving tomorrow and was not very cooperative in class. He had to sit out for a while and then when he was able to participate without disrupting the class he was invited back to make his puppet.
10:00-10:30 Third grade reviewed the notes from last class on “Mrs. Nelson’s perfect pet” . They used the laptop computers to add more information to their “Mrs. Nelson’s perfect pet” information sheet. They recorded the name of the websites I recommended using and collected information on food, sleep, exercise, toys. I also informed them to write down any other facts they learn about the pet that will help us decide on the right pet for Mrs. Nelson and her family.
10:30-11:15 Second grade is learning about monkeys and learning how to take notes from reliable websites. We read the book Curious George Goes to the Ice Cream Shop and discussed the situations Curious George got himself into and how he is not a real monkey. The students stated that real monkeys are not allow in stores. We talked about how this book is fiction and therefore does not contain facts about monkeys. We then discussed other sources we could use to find facts monkeys. I handed out the Super 3 Plan, Do, Review Thinking Web: p. 55 Super 3 Information Skills for Young Learners and we began looking at websites to fill in the bubbles on notes about monkeys. I projected the websites on the Promethean board. We went to (video)http://www.bronxzoo.com/plan-your-trip/exhibits/monkey-house.asp, http://www.sandiegozoo.org/animalbytes/t-monkey.html, http://www.enchantedlearning.com. We wrote down 1-2 facts about monkeys from each page only writing notes and not complete sentences in our own words.
11:15-12:00 4th grade child who won the iMovie certificate at the fall festival comes in to learn how to use the software. I teach him photobooth and he watches tutorials on iMovie. I have him start planning his movie.
12:00-12:30 Post evaluation meeting with the principal. We discuss the good and the bad of the lesson I taught. We discuss how we can improve technology in the school. I explain I feel I could be doing so much more with the students. That the lessons in the curriculum are not hitting the mark and that by incorporating more technology the students would greatly benefit from lessons that have information standards, technology standards and core curriculum standards.
12:30-1:20 Read emails and reply. Go over book order. Add more high level high reader books. Go over play away list and find books in our collection that match the playaways. Review DVD list to teacher’s needs and curriculum. Talk to 4th grader again about water damaged books as another one is found in the collection that was last checked out to her. Go through damaged book stack and add those that are still in publication to purchase list.
1:20-1:50- First grade class discuss Curious George story from yesterday and review fiction vs. non fiction. Show PowerPoint on facts on real monkeys. Allow students to show where monkeys are native on atlas. Discuss real monkey similarities and differences to people. Chart differences and similarities using a Venn diagram on the dry erase board. Introduce the monkey puppet with cut out page and brown paper lunch bag. Go over directions for coloring face parts, cutting on the dotted line and pasting only on the word “paste” on each piece. Walk around the room and assist where needed. Jacob is leaving tomorrow and was not very cooperative in class. He had to sit out for a while and then when he was able to participate without disrupting the class he was invited back to make his puppet.
1:50-2:20 Second grade is learning about monkeys and learning how to take notes from reliable websites. We read the book Curious George Goes to the Ice Cream Shop and discussed the situations Curious George got himself into and how he is not a real monkey. The students stated that real monkeys are not allow in stores. We talked about how this book is fiction and therefore does not contain facts about monkeys. We then discussed other sources we could use to find facts monkeys. I handed out the Super 3 Plan, Do, Review Thinking Web: p. 55 Super 3 Information Skills for Young Learners and we began looking at websites to fill in the bubbles on notes about monkeys. I projected the websites on the Promethean board. We went to (video)http://www.bronxzoo.com/plan-your-trip/exhibits/monkey-house.asp, http://www.sandiegozoo.org/animalbytes/t-monkey.html, http://www.enchantedlearning.com. We wrote down 1-2 facts about monkeys from each page only writing notes and not complete sentences in our own words.
2:20-4:00 Beginning filling out 17 page post evaluation rubric. Find survey questions for teacher requests for collection purchases. Go through DVD and VHS for replacement materials. Read emails and reply.
Wednesday, January 27, 2010
Kindergarten Standards B 4.2 Understand that some materials are fiction, others non-fiction
First Grade Standards B5.3 Use the Super 3 research process: Plan, Do, Review
Second Grade Standards B3.4 Use books, encyclopedia, and a simple website to gather information from text and graphics.
Third Grade Standards B4.5 Interpret information on charts, graphs, and tables
B6.2 Determine if information is relevant to question (Super 3)
B6.3 Select applicable information (Super 3)
B6.4 Apply information gathered to answer information question (Super 3)
Fourth Grade Standards
B1.1 Identify the information problem, info needed Step 1 (Big 6)
B1.3 Formulate question Step 1 (Big 6)
B2.1 Identify possible information sources Step 2 (Big 6
Fifth Grade Standards B4.3 Point of View/ Bias; resource review
Wednesday, January 27, 2010 8.5 hours
7:30-8:10 Prepare name cards, worksheets, websites, for lessons. Unlock doors, log onto computers.
8:10-8:20 Stocker news, give book talks about the books used in recent lessons. Summarize the lessons done over the month of January with the Kindergarten through 4th grade. Announce events happening at the Kenosha public library for elementary age children.
8:20-8:45 Book collection and run reports for kindergarten and first grade classes. Prepare notices for all books due more than 2 weeks, deliver to students.
8:45-9:35- This time is set aside for collaboration meetings for grade level teachers. This class I only see one extra time this week. The cycle is on a 10 rotation. This is an extra lesson. First grade class discuss Curious George story from yesterday and review fiction vs. non fiction. Show PowerPoint on facts on real monkeys. Allow students to show where monkeys are native on atlas. Discuss real monkey similarities and differences to people. Chart differences and similarities using a Venn diagram on the dry erase board. Introduce the monkey puppet with cut out page and brown paper lunch bag. Go over directions for coloring face parts, cutting on the dotted line and pasting only on the word “paste” on each piece. Walk around the room and assist where needed. Jacob is leaving tomorrow and was not very cooperative in class. He had to sit out for a while and then when he was able to participate without disrupting the class he was invited back to make his puppet.
9:35-10:30 Meeting with principal, resource teacher, intervention specialist.
*Discussed upcoming chat and chew on health and fitness. It was decided these are needed to be combined with other events that attract higher participant turn out as they have not been as highly attended as desired.
*Reading night may work well to combine a math help session for parents to assist their students with homework.
*Professional Learning Community convention will be held in August and we were invited to attend.
*The new library schedule was discussed in hopes that more open book check times could be offered earlier in the morning. More shelving volunteers are required to free up the computer faster if this is to happen. A suggestions was made to ask the teachers to recommend parents or grandparents who may be able to shelve.
10:30-11:00 Third grade reviewed the notes from last class on “Mrs. Nelson’s perfect pet” . They used the laptop computers to add more information to their “Mrs. Nelson’s perfect pet” information sheet. They recorded the name of the websites I recommended using and collected information on food, sleep, exercise, toys. I also informed them to write down any other facts they learn about the pet that will help us decide on the right pet for Mrs. Nelson and her family.
11:00-11:30 First grade class discuss Curious George story from yesterday and review fiction vs. non fiction. Show PowerPoint on facts on real monkeys. Allow students to show where monkeys are native on atlas. Discuss real monkey similarities and differences to people. Chart differences and similarities using a Venn diagram on the dry erase board. Introduce the monkey puppet with cut out page and brown paper lunch bag. Go over directions for coloring face parts, cutting on the dotted line and pasting only on the word “paste” on each piece. Walk around the room and assist where needed. Jacob is leaving tomorrow and was not very cooperative in class. He had to sit out for a while and then when he was able to participate without disrupting the class he was invited back to make his puppet.
11:30-12:00-emails were read and replied to. I sent an email requesting names of volunteers to help with shelving in the library and immediately there were 3 replies with names! Application for requesting approval to take courses was completed as well the post evaluation form for the post evaluation meeting.
12:00-12:45 Fifth grade, I read The Real Story of The three Little Pigs. The students were completely cooperative and attentive during the story. The Point of View worksheet was handed out and we discussed the Rules of Bias. We went over the first story on the page and came to a conclusion as to the bias in that story. The students wrote down the answer. They were to work in pairs to complete the remainder of the page. One student was disruptive and after several attempts at quieting him, he was sent to the office. The answers were discussed after everyone completed. The papers were collected and 11 of the students were given time to find books and check out as the remaining 8 students worked on fastmath on the computers, the students were dismissed.
12:50-1:35 The third graders sat at the laptops and got on the internet to the Kenosha Unified School District website and together we logged onto the online encyclopedia Word Book. I demonstrated the search options and category links. We did the first question in the scavenger hunt together. The rest of the page was explained and they were allowed to work with their partner to complete the questions on the page. I circulated the room and assisted and checked answers as needed. Most of the students got 9 out of the 10 questions completed.
1:35-3:30 PM I helped one of the kindergarten teachers solve her Mailbox magazine problem with the online log in. Discovered that we aren’t allowed to use iMovie on the computers. They only image iMovieHD and I have a student coming in tomorrow to make a movie. He bid on it in the silent auction at the fall festival. I tried to learn it quickly. It does not seem as easy as iMovie. The computer person said it is user friendly for the kids. I guess I will get a kids teach me how to use it tomorrow morning.
Boxed up books to be sent for processing to the ESC downtown.
Ran copies for my lessons next week.
Tore more inappropriate adds, and pages out of magazines.
Began going through stacks of books that are in need of repair, to pitch or not to pitch that is the question.
First Grade Standards B5.3 Use the Super 3 research process: Plan, Do, Review
Second Grade Standards B3.4 Use books, encyclopedia, and a simple website to gather information from text and graphics.
Third Grade Standards B4.5 Interpret information on charts, graphs, and tables
B6.2 Determine if information is relevant to question (Super 3)
B6.3 Select applicable information (Super 3)
B6.4 Apply information gathered to answer information question (Super 3)
Fourth Grade Standards
B1.1 Identify the information problem, info needed Step 1 (Big 6)
B1.3 Formulate question Step 1 (Big 6)
B2.1 Identify possible information sources Step 2 (Big 6
Fifth Grade Standards B4.3 Point of View/ Bias; resource review
Wednesday, January 27, 2010 8.5 hours
7:30-8:10 Prepare name cards, worksheets, websites, for lessons. Unlock doors, log onto computers.
8:10-8:20 Stocker news, give book talks about the books used in recent lessons. Summarize the lessons done over the month of January with the Kindergarten through 4th grade. Announce events happening at the Kenosha public library for elementary age children.
8:20-8:45 Book collection and run reports for kindergarten and first grade classes. Prepare notices for all books due more than 2 weeks, deliver to students.
8:45-9:35- This time is set aside for collaboration meetings for grade level teachers. This class I only see one extra time this week. The cycle is on a 10 rotation. This is an extra lesson. First grade class discuss Curious George story from yesterday and review fiction vs. non fiction. Show PowerPoint on facts on real monkeys. Allow students to show where monkeys are native on atlas. Discuss real monkey similarities and differences to people. Chart differences and similarities using a Venn diagram on the dry erase board. Introduce the monkey puppet with cut out page and brown paper lunch bag. Go over directions for coloring face parts, cutting on the dotted line and pasting only on the word “paste” on each piece. Walk around the room and assist where needed. Jacob is leaving tomorrow and was not very cooperative in class. He had to sit out for a while and then when he was able to participate without disrupting the class he was invited back to make his puppet.
9:35-10:30 Meeting with principal, resource teacher, intervention specialist.
*Discussed upcoming chat and chew on health and fitness. It was decided these are needed to be combined with other events that attract higher participant turn out as they have not been as highly attended as desired.
*Reading night may work well to combine a math help session for parents to assist their students with homework.
*Professional Learning Community convention will be held in August and we were invited to attend.
*The new library schedule was discussed in hopes that more open book check times could be offered earlier in the morning. More shelving volunteers are required to free up the computer faster if this is to happen. A suggestions was made to ask the teachers to recommend parents or grandparents who may be able to shelve.
10:30-11:00 Third grade reviewed the notes from last class on “Mrs. Nelson’s perfect pet” . They used the laptop computers to add more information to their “Mrs. Nelson’s perfect pet” information sheet. They recorded the name of the websites I recommended using and collected information on food, sleep, exercise, toys. I also informed them to write down any other facts they learn about the pet that will help us decide on the right pet for Mrs. Nelson and her family.
11:00-11:30 First grade class discuss Curious George story from yesterday and review fiction vs. non fiction. Show PowerPoint on facts on real monkeys. Allow students to show where monkeys are native on atlas. Discuss real monkey similarities and differences to people. Chart differences and similarities using a Venn diagram on the dry erase board. Introduce the monkey puppet with cut out page and brown paper lunch bag. Go over directions for coloring face parts, cutting on the dotted line and pasting only on the word “paste” on each piece. Walk around the room and assist where needed. Jacob is leaving tomorrow and was not very cooperative in class. He had to sit out for a while and then when he was able to participate without disrupting the class he was invited back to make his puppet.
11:30-12:00-emails were read and replied to. I sent an email requesting names of volunteers to help with shelving in the library and immediately there were 3 replies with names! Application for requesting approval to take courses was completed as well the post evaluation form for the post evaluation meeting.
12:00-12:45 Fifth grade, I read The Real Story of The three Little Pigs. The students were completely cooperative and attentive during the story. The Point of View worksheet was handed out and we discussed the Rules of Bias. We went over the first story on the page and came to a conclusion as to the bias in that story. The students wrote down the answer. They were to work in pairs to complete the remainder of the page. One student was disruptive and after several attempts at quieting him, he was sent to the office. The answers were discussed after everyone completed. The papers were collected and 11 of the students were given time to find books and check out as the remaining 8 students worked on fastmath on the computers, the students were dismissed.
12:50-1:35 The third graders sat at the laptops and got on the internet to the Kenosha Unified School District website and together we logged onto the online encyclopedia Word Book. I demonstrated the search options and category links. We did the first question in the scavenger hunt together. The rest of the page was explained and they were allowed to work with their partner to complete the questions on the page. I circulated the room and assisted and checked answers as needed. Most of the students got 9 out of the 10 questions completed.
1:35-3:30 PM I helped one of the kindergarten teachers solve her Mailbox magazine problem with the online log in. Discovered that we aren’t allowed to use iMovie on the computers. They only image iMovieHD and I have a student coming in tomorrow to make a movie. He bid on it in the silent auction at the fall festival. I tried to learn it quickly. It does not seem as easy as iMovie. The computer person said it is user friendly for the kids. I guess I will get a kids teach me how to use it tomorrow morning.
Boxed up books to be sent for processing to the ESC downtown.
Ran copies for my lessons next week.
Tore more inappropriate adds, and pages out of magazines.
Began going through stacks of books that are in need of repair, to pitch or not to pitch that is the question.
Pre Write Practicum Elementary
Since I have never worked in a library, I have never even shelved books as a volunteer in a library, I can only imagine all the responsibility that is involved. The library at my previous school of employment has gone through some great changes over the past 10 years. I often wonder why she has so many volunteers in there when she doesn’t even have to give grades, assignments, tests etc. What is all the work about? I have often wanted to combine the library and computer lab as I feel they should coexist as books are a great source of reference and often times it is easier for the students to find the necessary information in a book if unsuccessful on the computer. How many times have I sent a child in there to interrupt her? I hope that doesn’t come back to me.
I see the library media job as having many, many facets. There is so much I do not know about the behind the scene activities. My questions are many, do I have to be familiar with all the books? How well do I have to know the library and the Dewey decimal system? I know I will eventually become familiar with it all but how badly will not knowing it impact my ability to do my job? Where do those books come from and how do they know what to purchase? Where does the funding come from? There are crayons, scissors, glue and other art supplies in the library. I guess I will be using those with the students. But when?, won’t we be using the computers for our lessons?
I think that I will mainly be reading to the children and be making books fun. The job surely will entail all the workings of the reading contests, clubs, and competitions. I have seen a lot of BOB in the library, what is it? I know there will be a lot of shelving and book checkout.
I hope I will get to teach using the computers and laptops. Since there is a Promethean board in the library along with 9 brand new iMacs, document cameras, and 2 COWS, I am guessing I will have a lot of access to technology. The school has a computer person, she is not a teacher but she takes care of the lab so I shouldn't’t have to worry about technical difficulties, that is her job. Since the teachers take their classes to the computer lab weekly the students’ computer skills are probably very good. I am concerned about having to take the time to pull out the laptops often however, it will probably become habit after a while.
The previous librarian was very set on flexible scheduling which I could see as a dream come true in a perfect world. However dealing with all those teacher’s schedules cannot be easy. I think I would rather have a set schedule and then move into a flexible one, if possible. How does one keep track of what has been taught to whom?
This school district has the curriculum lessons, matched with standards on a flash drive organized by grade, month, and week order. This will be very helpful in meeting the state standards for information literacy.
I see the library media job as having many, many facets. There is so much I do not know about the behind the scene activities. My questions are many, do I have to be familiar with all the books? How well do I have to know the library and the Dewey decimal system? I know I will eventually become familiar with it all but how badly will not knowing it impact my ability to do my job? Where do those books come from and how do they know what to purchase? Where does the funding come from? There are crayons, scissors, glue and other art supplies in the library. I guess I will be using those with the students. But when?, won’t we be using the computers for our lessons?
I think that I will mainly be reading to the children and be making books fun. The job surely will entail all the workings of the reading contests, clubs, and competitions. I have seen a lot of BOB in the library, what is it? I know there will be a lot of shelving and book checkout.
I hope I will get to teach using the computers and laptops. Since there is a Promethean board in the library along with 9 brand new iMacs, document cameras, and 2 COWS, I am guessing I will have a lot of access to technology. The school has a computer person, she is not a teacher but she takes care of the lab so I shouldn't’t have to worry about technical difficulties, that is her job. Since the teachers take their classes to the computer lab weekly the students’ computer skills are probably very good. I am concerned about having to take the time to pull out the laptops often however, it will probably become habit after a while.
The previous librarian was very set on flexible scheduling which I could see as a dream come true in a perfect world. However dealing with all those teacher’s schedules cannot be easy. I think I would rather have a set schedule and then move into a flexible one, if possible. How does one keep track of what has been taught to whom?
This school district has the curriculum lessons, matched with standards on a flash drive organized by grade, month, and week order. This will be very helpful in meeting the state standards for information literacy.
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