Kindergarten Library Lesson
Meet in the story
corner. Introduce myself by name and title and discuss the role of the library
teacher as the person who helps children learn about a variety of books through
lessons and story time and the person who will help them select appropriate
books in the future. Discuss the role of the librarian as the person who
is in charge of the library. Describe the purpose of the Library Media
Center. It is the learning center of the school, used by all of its
students and teachers. Books, listening centers, big books, videotapes, dvds, cds,
computer programs and computers are found in the library media center.
Explain the expectations of Kindergartners in the library and discuss the need
for rules of behavior during the lesson time. Read aloud Mr. Wiggles Book by Paula Craig
and discuss all of the rules for good book care. Show the students where the
Kindergarten section of the library is located and discuss the circulation
desk. Show them how to identify if a book is a Kindergarten book (red dot).
Next, assign students seats and review the rules in the library. Have the students color a picture of Mr.
Wiggles. Finally, give each student a
newsletter for their parents to read and a Mr. Wiggle’s sticker.
Meet in the story area. Review all of the book care rules and right them on the board as the kids say them. Use Mr. Wiggle visuals to help the students remember. Explain to the kids that we are going to talk about library manners today, especially using a quiet voice in the library. First, read aloud The Quiet Book by Deborah Underwood. Talk about all of the different kinds of quiet. Next, read aloud and discuss David Goes to School by David Shannon. On the board make a T-chart and have the students list David's good manners and bad manners at school. What could he do better? Ask "Is it appropriate to yell out lour to get your teacher's attention? Is it ok to jump up and down to get your teachers attention? Would raising your hand before you speak be a good manner? Would it be ok to pull on your teacher's dress to ask her a question?" Show a short video about appropriate tones of voice for different situations, including when in the library, entitled "Using your Karate Voice." Finally, have the children color a page, "Shhhh! The library is a quiet place for reading."
Meet in the story corner. Check in the students books and send them to the reading circle. Ask them about the upcoming election. Do they know what an election is? Do they know what we are voting for? Who is running? Ask them if they think their teacher should be president. Why or Why not? Next, read aloud My Teacher for President by Kay Winters, illustrated by Denise Brunkus. When the story is over ask the children, " Did they boy in the story have some of the same ideas you did as to why your teacher should be president? Who else do you know who would make a good president? Why? Who did the boy write the letter to? Why did he write it to a TV station? What is the difference between the kinds of papers a teacher and a president would sign? What type of emergency was the teacher as president responding to? Using a powerpoint presentation, discuss the role of the real president, what we are voting on during this election and give the students some history of election day.
Check in the students' books and meet in the reading circle. Ask the children: Does anyone know what compassion means? Can you give me an example? Discuss what compassion is and tell them that they will see a great example of compassion in the book we are going to read today, 'Twas the Night Before Thanksgiving by Dav Pilkey. Read the story aloud...ask them 1. Page 3 - What did the children do to pass the time as they rode? 2. Page 7 - Where did the field trip take the children? 3. Page 13 - What tells you that the children were having a great time at this turkey farm? 4. Page 17 - Are the children still happy? How do you know? 5. End - Can you tell me the name of another story that sounds a lot like this one? 6. In the story it says, "and everyone was thankful (The turkeys were most!). Why do you think they would be the most thankful? After discussing the story, move the children to the tables. Have them complete a Thanksgiving coloring picture Dav Pilkey created.
Check in the students books and meet in the story area. Using storylineonline.net expose the children to Stellaluna by Janell Cannon read by Pamela Reed. Teach the words fiction and nonfiction and the fiction/nonfiction chant. Discuss all of the reasons why the story we read is fiction. Next, read aloud Bats by Patricia Whitehouse. Discuss all of the reasons this book is nonfiction. Move the children to their assigned seats in the library and discuss the types of nonfiction books people might read. Write their answers on the whiteboard. Have the children look at several titles and determine if they are ficiton/nonfiction. Review the rules in the library and dismiss the children to check out a book.
Check in the students books and meet in the story area. Using the overhead show the students several pictures of bears and have the children decide of the bear is fiction or nonfiction. Next, also using the projector read aloud the ebook, Santa's New Jet by David Biedrzycki. Review the definitions to fiction and nonfiction as well as the chant "Fiction means fake, nonfiction is not fake." Review the rules in the library and dismiss the children to check out a book.
Check in students books and meet in the reading circle. Read aloud, What's Going on in There? a guessing book by Geoffrey Grahn. Review and discuss the book with the children. Talk about why this book was fiction. Review the fiction/nonfiction chant. Using the overhead, take the children to http://www.earobics.com/gamegoo/games/tina/tina.html. Tina likes to tell stories about real and imaginary things. Listen to her stories, and decide whether she is sharing a real story or an imaginary one. Choose the right answer, and you can give Tina's dog, Pepper, a treat! (Pepper really grooves in her sunglasses!). Review the rules in the library and dismiss the students to check out a book.
Check in the students books and meet in the reading circle. Ask the students if they have ever heard of an animal called the naked mole rat. Tell them that there really, truly is an animal named such a thing! Explain that you have five questions about the naked mole rat that you would like to have answered. Direct the students to the chart displayed on the overhead. Relay these five questions: 1. Where does the naked mole rat live? 2. What color is the naked mole rat? 3. What are naked mole rats good at doing? 4. What do naked mole rats eat? 5. Why is it called "naked"? Ask the kids how we will find out if our answers are correct. Read aloud, Naked Mole Rat Gets Dressed by Mo Willems and tell the kids to listen for the answers to our questions. After the book is completed, record the answers as they were deduced from the text. Be sure to make it clear that the fiction book doesn’t really seem to tell us the answers to our research questions, and that we really need to "guess." Next, read aloud The Naked Mole Rat by Jody Sullivan Rake. Ask students again whether they learned information that would answer our questions. Record answers to the questions as we learned from the nonfiction title. Compare the answers gleaned from the fiction title and those from the nonfiction. Which information is accurate? Tell the differences between the two columns of information. Which can be trusted to be true? Is there a big difference between fiction and nonfiction books? Explain that fiction is imaginary and that nonfiction in not imaginary. Review the rules in the library and dismiss the children to check out a book.