Overview of Library Lessons

Kindergarten Term 1 2015

Outcomes
By the end of the term, students should be able to:
1. identify the library and the teacher librarian within the school
2. know and follow the rules within the library
3. know and identify the 6 basic parts of a book, including the label and b/code
4. demonstrate correct book care
5. know the Junior Fiction section of the library
6. know and demonstrate the correct borrowing and returning procedures
Concepts
The above outcomes will be achieved through activities focusing on the following concepts
and using texts that focus on friendship:
Wk 1

Kindergarten begin week two

Wk 2

Kindergarten library tour. What is in the Library? Library Rules

Wk 3

Borrowing & Returning procedures. (borrowing from Caterpillar

shelf)

Wk 4

What is in the library

Wk 5

Book Care

Wk 6

Using Shelf Markers (Outcomes 4 & 6)

Wk 7

Parts of a Book (Outcomes 4 & 6)

Wk 8

Junior Fiction Location

Wk 9

Shelf Markers

Wk 10

Junior Fiction (Outcome 5)

Library Program Kindergarten Term 1 Cathy Shearer

Term 1, 2015 Plan Kindergarten

Wk
Lesson
1 No lessons

Procedure
Kindergarten begin week two

Resources

Borrowing &
Returning
procedures
(Outcomes 1, 2 &
6)

Read book Little Miss Spider at Sunny patch

School
Discuss with students:
What a library is
Who is the Librarian
What can be found in the library
What the rules of the library are
How to borrow books

Little Miss Spider

at Sunny Patch
School By David Kirk
Note: Smart
Notebook, Kindy
Term 1, Welcome to
the Library
Will be used most
lessons

Book Care
(Outcomes 4 & 6)

Read book Starting School by Allan Alhberg

Discuss with students:
How books are cared for at home and at school
(Library bags, clean hands, no food or drink,
younger siblings, tearing pages and drawing on
books)

Kindergarten work
booklets
Starting School by
Allan Alhberg
Smart Notebook

What is in the
Library?

Read book Return of the Library Dragon

Discuss with students What is in the library:
Students complete worksheet activity Draw
the things you would find in the library. Page,
students can copy from IWB while small groups
complete monitored borrowing.

Kindergarten work
booklets
Return of the
Library Dragon
Notebook What is in
the library?

Parts of a Book
(Outcomes 4 & 6)

Read Cat in the Hat

The 6 main parts of a book (front, back, cover,
spine, label, barcode and pages) Discuss and
Students identify the various parts on their
book, Guessing game

Cat in the Hat by Dr

Seuss
Smart Notebook

Parts of a Book
(Outcomes 4 & 6)

Read book Possum Magic Mem Fox

Review with students: Students demonstrate
on IWB
The 6 main parts of a book
Complete worksheet

Possum Magic by
Mem Fox
Kindergarten work
booklets
Smart notebook

Library Program Kindergarten Term 1 Cathy Shearer

Junior Fiction
(Outcome 5)

Read book My Hippopotamus is on our caravan

roof getting sunburnt
Discuss elements of Fiction writing Discuss
with students:
Where Junior Fiction is and where they borrow
from
How we put books on the shelf with the spine
facing out.

Kindergarten work
booklets
My Hippopotamus is
on our caravan roof
getting sunburnt By
Hazel Edwards

Junior Fiction
(Outcome 5)

Read book Buffy by Bob Graham

Introduce borrowing from Junior fiction shelf.
Discuss ordering of books in Alphabetical
order according to Authors last name. Play
Where does this book Live?
Revise Fiction Outcomes

Kindergarten work
booklets
Buffy by Bob
Graham
Smart Notebook

Shelf Markers
(Outcomes 4 & 6)

Read book I like books by Anthony Browne

discuss with students:
procedure of using shelf markers on Junior
Fiction shelves.

10

Junior Fiction

Read book Dinosaurs Love Underpants Claire

Freedman & Ben Cort
Discuss what Junior Fiction (Picture Books)
look like and Fiction means made up stories
Complete booklets, take marked booklets home

Kindergarten work
booklets
I like books by
Anthony Browne

Kindergarten work
booklets Dinosaurs
Love Underpants by
Claire Freedman &
Ben Cort
Smart notebook

Library Program Kindergarten Term 1 Cathy Shearer

What did I learn from this? Students: review presentation & how well it met requirements of task, reflect on use of information process and information skills they

ASSESSING

Early Stage One

Curriculum
focus &
outcomes

Information
literacy skills

School Days

HSIE

SSES1
Identifies ways in
which their own
needs and the
needs of
others are met,
individually and
cooperatively.

identifies
their own
rights, roles
and
responsibili
ties and
those of
others at
home and
in the
classroom

demonstrat
es an
awareness
of the rights
of others in
the library

participates
in the
formation
of library
rules and
routines

follows
class and
school
rules

makes
connection
s between
personal
and class
needs and
people who
meet these
needs,
including
peers and
adults in
the school.

sequencing
skills
use of
specific
vocabulary

ICT Skills

reflection/
discussion
on specific
ICT skills
learned
Borrowing
procedure

Term 1

Possible
Quality
Teaching
focuses
Intellectual
Quality:
The task
requires
students to
address a
significant idea.
Quality
Learning
Environment
Students
determine
many
significant
aspects of the
lesson.

Teaching &
learning
strategies
After
discussion re
task teacher
and students
self assess
their learning.
What
does the
librarian
do.
Who is
the
librarian
How do I
borrow
books
How do I
care for
books at
home and
school
How do I
use a
shelfmark
er
What are
the parts
of the
book

Resources

Booklet
Shelfmarke
r
Selected
books

knowledgehave strengths/weakness in, identify increase in

Library Program Kindergarten Term 1 Cathy Shearer

Library Program Kindergarten Term 1 Cathy Shearer

Focusing teaching and learning information literacy support: programming ideas: assessing
Topic/Unit support:
School Days
Specific focus: Student evaluation: how do I feel about borrowing from the library
Quality Teaching elements:
Intellectual Quality:
The task requires students to address a significant idea.
Quality Learning Environment
Students determine many significant aspects of the lesson.
Resources:
Booklet
Shelfmarker
Selected books

Pre-unit assessment to gauge current level of understanding: (in terms of unit/topic/focus)

eg pre-test, teacher judgment, brainstorm, discussion questions prior to unit study
Students have discussed who the librarian is and what the library is used for. They have discussed:
How the librarian can help me?
Where the library is?
Where their class teacher is?

Syllabus Outcomes:

Suggested teaching and learning activities/strategies

HSIE

assessing phase of ISP

SSES1
Identifies ways in which their own needs and
the needs of
others are met, individually and cooperatively.

identifies their own rights, roles and

responsibilities and those of others at
home and in the classroom

demonstrates an awareness of the rights

of others in the library

participates in the formation of library

rules and routines

follows class and school rules

makes connections between personal and
class needs and people who meet these
needs, including peers and adults in the
school

Related information skills focus area:

assessing
sequencing skills
use of specific vocabulary

After discussion re task teacher and students self assess their

learning.
What does the librarian do.
Who is the librarian
How do I borrow books
How do I care for books at home and school
How do I use a shelfmarker
What are the parts of the book

Planned assessment
Teacher observation of student:
ability to make a book choice.
explanation sentence
verbally explains giving a reason for their choice
ability to self evaluate as demonstrated in student proforma

Related computer competencies focus:

Students:

for

reflection/ discussion on specific ICT

skills learned
Borrowing procedure

Literature links:

I Like Books. Browne, A.

Spot goes to school. Hill, E.

Post unit assessment to determine progress towards stated outcomes

eg post-test, guided evaluation sheet, skills achieved in context of outcomes (indicators) and planned assessment

Library Program Kindergarten Term 1 Cathy Shearer

WELCOME
TO THE
LIBRARY

Name: ___________________________
Class:_____________

Library Program Kindergarten Term 1 Cathy Shearer

What is in the Library?

Draw the things you would find in the library

Library Program Kindergarten Term 1 Cathy Shearer

LOOKING AFTER BOOKS AT HOME

Tick the things you should do. Cross the things you do not do. Then
colour the pictures

Shelf Markers

Library Program Kindergarten Term 1 Cathy Shearer

Can you draw in the shelfmarker.

I used my shelfmarker to find a book?

I remembered to get my shelfmarker off the shelf?

I put my shelfmarker back in the box?
Design another shelfmarker.

Library Program Kindergarten Term 1 Cathy Shearer

1) Draw flowers on the front

cover
2) Trace over the pages
3) Colour the spine red
4) Colour the back cover
yellow
5) Colour the barcode
orange
6) Colour the spine label
blue
7) Colour the title purple

Library Program Kindergarten Term 1 Cathy Shearer

WHAT SORT OF BOOK IS IN JUNIOR FICTION?

Some writing
Lots of pictures