Year 2 - Module 1

Review
• Before launching into the Year 2 modules it is essential that you review the previous learning
with your class to ensure they are ready to move on. This also gives you an opportunity to
cater for new students to your class. This may take several sessions.
• Ensure your students have a clear understanding of the following before moving on (refer
Year 1 modules for further details):
• Areas in our library
• Use of the browsing cards
• Making wise book selections and caring for books
• How to have their book issued
• Parts of a book (title, author, illustrator, spine, blurb, table of contents, index, page
numbering)
• Early understanding of alphabetical ordering
• The role of the author and illustrator
• Refer to the ‘Keeping Our Library Tidy’ chart on the wall. Discuss and demonstrate the
tidying process for the areas on the list. Please select appropriate areas for students in your
class to take responsibility for and assist them in doing a quality job.
• Students may take on these tasks individually or in pairs.
• You may wish to laminate your own copy of the chart to use as your class reference list.
• Review the process with your class and set goals for your next visit to the library.
 Year 2 - Module 2

Building On: About Our Library

This module is designed to strengthen students understanding of the different parts of the library and what
resources they will find there.
Resource preparation required.

• Seat the class on the mat area and ask them to help you list all the different parts of the
library. Eg: picture books, issue desk, magazines etc.
• You may need to add to the list for the students so that the list includes:
• Fiction books
• Non fiction books
• Issue desk
• Computers
• Picture books
• Non fiction picture books
• Junior non fiction
• Magazines
• New books
• Audio visual resources
• Reference section
• Discuss with the class what each resource is and why it would be used eg:
• Fiction is the name given to story books of all kinds. Fiction means something that is
made up from imagination.
• Non-fiction is the name given to books about real people, places and things.
• Have the class work individually, in pairs or groups to colour in a map of the library using a colour
code. As you discuss each area ask the students to locate and colour that area in on their map.
• Introduce the Library staff to the class. Many of the students will have worked with them in the past,
but it is of value to review their roles with the class.

Further reference:
• 'Using the Library' (Book 1: page 9, What am I?)
• 'Using the Library' (Book 1: page 5, In our library)
• 'Using the Library' (Book 1: pages 30 / 31, Fiction or non fiction?)
• 'Enjoying the Library' (Level 3: page 2)
 Year 2 - Module 3

Building On: Alphabetical Order

This module will review the previously taught skills and will strengthen the students ability to order books
alphabetically.
• Have the class sit on the mat area with the library books they are about to return.
• Ask the class if they can remember how to find the right place in our library when you are
putting a book away. They may tell you to look for your browsing card or to use the letters of
the alphabet.
• Let the class know that they have been using the library so carefully that today they will be able
to put their own books back on the shelf once they have been checked by the librarian.
• Split the class into smaller groups and have the Library staff assist you to work through the
following activity.

Activity
• Take books to the issue desk for the librarian to return (scan) into the computer. Explain to the
students that the computer will know that the book is back in the library for others to borrow
now.
• Sit down together and discuss / model finding the authors name, identifying the first letter of
their last / surname.
• Play the alphabetical order game noted in Year 1 Module 8.
• Assist each student in locating the correct place and returning the book to the shelf.
• Review the correct process for using the browsing cards.
• Collect a browsing card and quietly select a new book to issue and take home.
 Year 2 - Module 4

Parts of a Book
Teacher preparation required:
• Start by holding a Book Quiz. Pull a card out of a bag (pre made resource available in the library).
Demonstrate the game by having the class put up their hand or point to the part of the book noted on the
card. Cards may note both the name of the part of a book eg: spine or give a clue so that the students
have to work out which part of the book the card refers to eg: The person who wrote the book is called
the ….
• The book quiz will review the parts of the book addressed during the Year 1 modules.
• Have a selection of books on hand that show clear examples of:
• A dedication ( where the author has noted who he / she would like to dedicate the book to –
often in memory of someone or as a special way to thank them or acknowledge how special
they are).
• An introduction / preface (usually near the front of the book, a brief bit about the book to make
you want to read it).
• A table of contents ( a list of the contents of the book, often broken down by chapters).
• An index ( a reference point at the back of the book that helps you to find specific information
within the book).
• A synopsis / blurb (usually on the back of the book, a small introduction to the book to
encourage you to read it).
• Discuss each part of the book with the class.

Activity:
Blurb Voting: have a selection of three books on hand of an appropriate level. Read each blurb to the class.
Have the students vote on which blurb sounded the most interesting. Discuss why. If time allows read that story
to the class.
Parts of a Book Word Find: (pre prepared activity master available in the library for use in the library theatre).
Either in groups or as a class find the answers to the questions about the parts of a book.
Parts of a book: 'Using the Library' (Book 1: pages 25-29).
 Year 2 - Module 5

The Role of the Publisher

• Ask the class what they think needs to happen before a book is available on the library shelf for us to
read. They will probably mention the author and the illustrator and perhaps the printer.

• At this point demonstrate and discuss the role of the publisher. Find the reference to a publisher within a
book to show the class.

• Explain to the students: Publishers have a very important role. They are the people or big companies
that look at the books authors have written and help them to get them printed. They put the books
together properly to look like the books we see in our library. Publishers don’t only work with books, they
also publish magazines and newspapers.

• Sometimes authors have written great books but they need the help of an illustrator. The publishers
help them find really good illustrators to make their books look good.

• Ask the students to help you find the name of the company that published the book and to see when it
was first published. Look in several books and see which one was published first.

• Look in a selection of books to see if the publisher has a special logo that appears on the books – it
would be of value to have a sample of several on hand eg: Puffin, Penguin, Viking etc.

• If time allows design a class logo together that the students could use if they publish a piece of writing in
the classroom. (This could be scanned into the computer and reduced in size to easily reproduce).

Further reference
• 'Using the Library' (Book 1: pages 36, Who am I?)
 Year 2 - Module 6

Fiction or Non Fiction

Definitions:
Fiction: Stories and novels that are made up or not true.
Non-fiction: Anything else. True and factual. Source of information.

• Review the parts of the library that contain fiction material. Talk about the types of material in each area
eg: the picture book section, the fiction section, the Secondary school only section, the magazines etc.
• Have the students colour the fiction sections of the library in one colour on a pre prepared map of the
library. (Either as a class on a large copy of the map or individually on smaller copies.)
• Discuss the features and types of fiction books they might find in the library:
- Fantasy
- Action
- Mystery
- Animal
- Adventure
- Family
- Funny etc.
• Discuss:
- Do they all have pictures?
- Do they all have chapters?
- Do they all have characters in them?
• Review discussion: where can the class look for fiction books at an appropriate level?
• Finding fiction books in the library requires sound knowledge of alphabetical order. Have the students
look at the spines of one or two books in the picture book section. Discuss the use of the first letter of
the authors surname to shelve the books.
• Have a favourite book on hand by an author that is likely to have several other books in the library. Eg:
Michael Morpurgo, Colin Thompson, Julie Donaldson.
• Share the book with the class. Once you have read it examine the authors name and the labelling on
the spine of the book.
• Ask the class where you would look for more books by the same author. Hopefully they will identify the
correct place in the picture book section.

Further reference
• 'Using the Library' (Book 1: pages 31/32, Fiction or non fiction, Exploring a non fiction book).
 Year 2 - Module 6

Fiction or Non Fiction cont...

• Ask the class whether there is another way in which you could find out if our library has more books by
the same author. They may or may not suggest using Access It. Either way have the students sit where
they can view the computer screen / electronic white board. Demonstrate / discuss / question:
• Launch Access It
• Click on the Fast Find button
• Type in the authors name
• Click on the Author button
• View the list:
• How many titles are by that author?
• Is the book in the library for borrowing?
• Click on the book title and discuss the book notes
• Review discussion: How are fiction books classified (organised) in a library?
• Play the alphabetical order game noted in Year 1 Module 8, if time allows.

Further reference:
• 'Using the Library' (Book 2: page 8, Shelving fiction books)
• 'Using the Library' (Book 2: page 9, Shelving non fiction books)
• 'Enjoying the Library' (Level 3: page 12, Non fiction)
 Year 2 - Module 7

A Closer Look at Non-Fiction

• Have the students review the areas in the library that contain fiction books. What are the rest of the
books called?
• Non-fiction
• Reference books
• Discuss with the class the labelling of junior non-fiction books with topic stickers. Show the spine of a
book with a sticker on it.
• Show the Dewey Decimal Chart on display in the library. Explain that there are lots of big words on
there, but that older students and teachers can help you find books about special things by using the
Dewey Decimal System. The computer makes it even easier and faster for us. If we want to find a
special book about something true it can help us by using the Dewey Decimal System.
• Let’s try it out: I would really like to know more about dinosaurs.
• Launch Access It
• Click on the Visual Search button
• Click on Animals category list on the left
• Click on Dinosaurs in the subject list on the right
• Select the title ‘Dinosaur Encyclopedia’
• Locate the call number (567.9)
• Locate the book on the shelf
• Discuss how useful the computer is for helping us find the non-fiction books in the library using the
Dewey Decimal System.
• Review: how are non-fiction books classified. How can we find a book about something we are
interested in?
 Year 2 - Module 7

A Closer Look at Non-Fiction cont.

• Why do we use non-fiction books?
• To find out about things - events, information etc.
• Have a pre selected set of non-fiction books on hand. Organise the class into small groups of three.
Give each group two non-fiction books.
• Questions to ask:
• What can you tell me about the cover of the book? (Usually explicit, colourful, illustrations that
are about the content, often photographic)
• What can we learn from the title? (It usually tells us exactly what the book is about)
• How can we find specific things inside the book? (Table of contents / index)
• Why do non-fiction books usually have a lot of pictures? (Helps us to learn / makes the book
interesting)
• Gather in the non-fiction books and ask the class how you will find the right place to put them back on
the shelves. Select one or two students to help you shelve them.
• Encourage the students to select a non-fiction book to issue this week. Have the Library staff
available to assist with using the Access It visual search and finding the books on the shelves.
• It would be timely to remind the class about using the browsing cards.
• Share a non-fiction book with the class before leaving the library.

Further reference:
• 'Using the Library' (Book 1: page 32, Non fiction guides)
• 'Using the Library' (Book 1: page 33, Exploring a non fiction book)
 Year 2 - Module 8

Using Non-Fiction Books for Research

• Have each student work to complete a mini research review using the non-fiction book they had issued
from the library the previous week.
• The review will encourage them to:
• Identify the author
• Identify the title
• Identify the call number
• Share three facts they discovered while reading the book or having the book read to them.
 Year 2 - Module 9

Author and Illustrator Styles

This module provides the perfect opportunity for you and your class to explore the library shelves.

• Have a selection of favourite authors / varied illustrators on hand. Eg:

• Dr Seuss
• Sheena Knowles
• Lauren Child
• Lynley Dodd
• Roald Dahl
• Julia Donaldson
• Babette Cole etc.
• Share a few small sections from several of the books. Discuss:
• Different ways authors write eg: rhyming stories or poems, repetition, made up words etc.
• This is what makes our library so special, we have a wonderful selection of books by different
authors that gives us so much to choose from.
• Do the children have any favourite authors?
• Look at a sample of different illustrators styles.
• What different techniques are used?
• Which ones do you prefer?
• Can you think of a book that has illustrations in it that you really like?
• Where do we find the illustrators’ name on a book?

Review discussion: authors and illustrators have their own unique styles. What techniques could you try next
time you publish a piece of work?

Further reference
• 'Using the Library' (Book 2: page 46).