Year 3 & 4

Years 3 & 4 - Module 1

Review The two years of library study to date should have given your students a sound grounding in a range of necessary library skills. The following modules will build on this previous teaching. Please note that the Year 1 and 2 modules can be revisited during years 3 and 4. The modules have been designed to allow for repeat teaching if necessary. Please take some time to read through the Year 1 and 2 modules before beginning the year 3 and 4 modules to select any material for review. •

Establish your library maintenance plan with your class. 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.

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Students may take on these tasks individually or in pairs.

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You may wish to laminate your own copy of the chart to use as your class reference list.

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Review the process with your class and set goals for your next visit to the library.

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Introduce / refamiliarize your class with the Library staff. Have them explain their roles and how the class can assist them in keeping our library looking good for everyone to use.

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Ask the students to have a brief discussion in small groups to see if they can come up with any other ideas that would help keep our library tidy and organised. If valid suggestions are made that the class agrees with build them into your library chart.

Years 3 & 4 - Module 2

Borrowing / Returning / Reserving •

Before the class moves to select new material to have issued review the following with the assistance of a Library staff member: •

Where to place books for returning

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What the librarian will then do with them

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Use of browsing cards (optional)

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Replacing books on the shelf when still browsing for one to have issued

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Spine out, upright, in the correct place

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How to have a book issued

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How many books and how often?

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How long they are on loan for?

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What if I want to come back at lunchtime to return my book and have a new one issued?

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What if I want to keep my book for a bit longer and need to have it reissued?

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What happens if I lose a library book?

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Can I reserve a book I really want to read when it is back in the library?

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Watch your students in action to see how successfully they manage this and review when and if necessary during the year.

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Ask the class librarians to let you know if there are any things the class can improve on.

Years 3 & 4 - Module 3

About Our Library •

The library is constantly changing – new resources, new displays and occasionally a new layout.

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Have the class answer the following questions:

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Fiction books – what are they?

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Non-fiction books – what are they?

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Issue desk – what happens here?

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Computers – what are they for?

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Reference books – what are they?

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Other areas – what are they for?

Ask the students to have a quiet wander around the library and then draw a plan of the library using the following colour code: •

Fiction

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red

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Reference

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green

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Computers

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brown

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Non fiction

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blue

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Magazines

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yellow

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Mat space

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purple

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Issue desk

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pink

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Other areas

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design your own code

Further reference •

'Using the Library' (Book 2: page 5, Scavenger hunt).

Years 3 & 4 - Module 4

Dewey Decimal System •

Visit the following Kidcyber web page to review the Dewey Decimal system with your class. http://www.kidcyber.com.au/topics/deweyquest.htm This reference site gives you a range of webquest activities you can select from to support you class in extending their knowledge of the Dewey system.

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Alternatively read the story of Mr Dewey to the class (Library Alive – p. 30).

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Have a selection of non-fiction books and fiction books on hand. Have the class differentiate between the two. Specifically focus on the spine labelling.

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What is the call number?

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Where do you find the call number?

Explain: all non-fiction books are numbered and placed on the shelves with other books that belong in the same number group. The numbers are called Dewey classification numbers and they go from 000 to 999. Each set of 100 numbers has books in it about the same broad subject. •

000

- General works

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100

- Philosophy

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200

- Religion

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300

- Social Sciences

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400

- Languages

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500

- Science

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600

- Useful Arts

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700

- Fine Arts

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800

- Literature

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900

- History and Geography

Further explanations about these categories can be found on http://www.kidcyber.com.au/topics/ deweyquest.htm or within the Mr Dewey story. •

Work in pairs or small groups to create a Dewey mobile. Create nine hanging items that represent the ten categories of the Dewey Decimal system. Put the Dewey number on each item you design. Eg: 000 – an encyclopaedia, 100 – a light bulb for ideas etc. Mobiles could hang from tree branches, coat hangers etc.

Further reference •

'Enjoying the Library' (Level 2: page 22, Non fiction spine label)

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'Enjoying the Library' (Book 3: pages 20 - 23, Subject searches)

Years 3 & 4 - Module 4

Dewey Decimal System cont. •

Play the ‘Dewey Decimal System Memory Game’. Divide the students into groups. Ensure each group has a capable reader. •

Give each group a bag of memory cards (resource available in the library).

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The cards should be placed face down on the carpet.

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There are two sets of cards in each bag. Blue cards have the Dewey number range on them eg: 000 – 099. The yellow cards have the category and types of subject on them.

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Students take turns to turn up two cards – one of each colour. The object of the game is to match the number range with the category to assist the class in learning what categories exist and what types of material are found in each one.

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Which student can find the most matching pairs of cards?

Teacher reference category list below: Number Range

Category

Types of Subjects

000 - 099

General Subjects

100 - 199

Philosophy

200 - 299

Religion

Bible, God, all religions

300 - 399

Social Sciences

Law, education, politics

400 - 499

Language

500 - 599

Pure Science

600 - 699

Technology

700 - 799

The Arts

Art, architecture, music

800 - 899

Literature

Literature in all languages

900 - 999

History and Geography

Computers, libraries, journalism Things people think about

About languages Mathematics, astronomy, biology Medicine, engineering, manufacturing

Earth and the Universe

Years 3 & 4 - Module 4

Dewey Decimal System cont. •

Review the Dewey Decimal System with your class. Play a quick quiz with them to see if they can give you the number range for a particular category.

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Play ‘Hunt the Shelves’. The purpose of this activity is to assist the class in rapidly recalling non fiction areas of the library and familiarizing themselves with the Dewey Decimal system. •

Select two students to start the competition. Stand them side by side and provide them with a clear pathway to the non fiction shelves.

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Have each student pull a card out of a bag / box at the same time and see who can find their number range or category first.

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The winner challenges the next contestant.

Further reference •

'Using the Library' (Book 2: pages 13 / 14, Dewey searches)

Years 3 & 4 - Module 5

Locating Non-Fiction Using Access It •

By year 3/4 the students should be familiar with Access It and its functions. This module looks more closely at using Access It to locate non-fiction material.

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Have the class seated where they can see the computer screen / projector image. Ask students to help you work through the steps necessary to locate non fiction material on a specific subject.

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Launch Access It.

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Review the visual search process:

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Click on the ‘visual search’ button.

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Select a category on the left hand side and a subject on the right to assist you in locating a specific resource.

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Locate the Dewey Decimal call number.

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Ensure the students know where to then find the book on the shelf.

Introduce the word search function: •

Click on the ‘Fast Find’ button.

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Discuss the need for reasonably specific search words. Eg: if wanting to find out about food eaten in China entering ‘China’ would not be specific enough. Entering ‘Chinese food’ would be more appropriate.

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Enter ‘Chinese food’ in the search box.

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Discuss the age category box. This doesn’t have to be used but can help you to find age appropriate material.

Years 3 & 4 - Module 5

Locating Non Fiction Using Access It cont. •

Discuss the search category buttons. Each one can be used depending on the type of search you wish to perform.

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To search for information about ‘Chinese food’ you will need to either find a book that has a title related to Chinese food or a book that has some information in it about Chinese food. The most appropriate search button to use in this case is the ‘title and keyword’ search button. Select this one.

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Review the findings and discuss the information available on screen including: the type of resource found: book, CD Rom etc.).

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Have the class assist you in seeing whether the book is currently available and where it lives on the shelves. This is a great time to practise their use of call numbers again.

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You can click on the title of the resource for additional information if it is loaded into the system.

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Complete the non fiction search quest attached during your next visit to the computer suite. Alternatively have the class complete the quest one by one in the classroom or library.

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Work together as a class, or independently to complete a review of the selected resource to add to the Access It reviews.

Years 3 & 4 - Module 6

The Reference Section - Using an Atlas •

The reference section is an extremely valuable part of our library. It is a collection of all sorts of non fiction information… and the best thing of all is that no one can take it out of the library, so it is always there for you!

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The atlas / atlases are where we learn about maps. Go to the reference section with the class and see if they can identify the atlas / atlases. Examine one with them noting the publication date. Ask the students why this date is so important on an atlas (names and places change, you need to refer to a current map to ensure accuracy).

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Use the index to find a map of Hong Kong. Together locate: • • • • • •

Offshore islands Mainland China North The most westerly and easterly places in the country Deep water surrounding the country The most elevated areas of land

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Locate the map of the world by using the index / contents and identify:

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Antarctica Mongolia China England Brazil

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Use a school set of atlases to play 'Map of the World'. Organise the class into pairs and see how quickly they can locate countries / continents / oceans and seas etc.

Further reference •

'Using the Library' (Book 1: page 44, World map).

Years 3 & 4 - Module 7

The Reference Section - Using a Dictionary • • • • • • • • • • • •

Dictionaries are reference books. They help you to spell a word correctly and to find out what it means. Use the library white board to work through the following activities with your class. Review alphabetical order with the class. Put the following words into alphabetical order: Hong Kong, Central, Discovery, Ferry, Water, Kowloon, Star Discuss with the students the difficulties that arise if trying to put words in alphabetical order when the first letters are the same. Give examples of having to look at the second or third letter, then have the class try to put these into alphabetical order: Australia, Switzerland, America, Sweden, China, Mexico, Japan, Africa The dictionary is a great help when trying to find out the meaning of words. Have a set of class dictionaries on hand and ask the class to work in pairs to find out the meanings of the following occupations: Chemist, milliner, shearer, taxidermist, lawyer Discuss with the class the need to know which dictionary they are using. Dictionaries vary so it is good to know of a reliable dictionary. What is the dictionary you are using today?

Further reference • 'Using the Library' (Book 1: page 45, Sample dictionary). • 'Using the Library' (Book 1: page 47, An illustrated dictionary). • 'Using the Library' (Book 2: pages 50 / 51, Using a dictionary). • 'Dictionary Please' (Pages 47 / 48, using the library books). • www.kidcyber.com.au/topics/book1resources.html

Years 3 & 4 - Module 8

Other Resources in the Reference Section •

Review with the class the reference material you have examined so far: • The atlas • The dictionary

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Have the class examine the shelves with you to see what other resources live there. Ask the students to remind you of the difference between reference resources and other non fiction material ... reference collections support teaching and learning within the school by providing: • Information concisely and systematically – quick reference • An introductory overview of a topic as a starting point prior to consulting other resources

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Remind the class that the reference material on the shelves cannot be issued or removed from the library.

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Divide the class into four to six small groups. Issue each group with two different reference resources. Carefully note where the resources need to be returned to on the shelves. Give the groups five minutes to review the resources and agree on three key points about each resource focussing on the following questions: • What type of information does the resource contain? • How do you find information in the resource (index etc.)? • What are the most useful features of this resource? • What would you suggest using the resource for?

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Have each group share their findings with the rest of the class.

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Follow up activity: Use of the non fiction and reference sections of the library. Divide the class into six groups. Give each group a list of topics (high interest subjects such as 'tornado's, animals at risk of extinction etc.) and ask each group to develop four questions to research about the topic. Select from the questions contributed by the groups and formulate a mini investigation guide for groups to work through. The purpose of the investigation is to support your students in strengthening their use of the resources in the school library. The activities may take several weeks to complete.

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Further reference 'Using the Library' (Book 1: pages 48-50, Encyclopaedias). 'Using the Library' (Book 2: pages 50 / 59, Encyclopaedias). www.kidcyber.com.au/topics/book2resources.html

Years 3 & 4 - Module 9

Alphabetical Order •

This is an area that requires continual revision. The following module is designed to give your students time to practise their alphabetical ordering skills in the library – developing greater speed and accuracy.

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Review alphabetical order with the class. Give them some examples on the white board to work through. Include names that have the same first letter to encourage ordering to the second or even third letter.

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Divide the class into groups and have them arrange themselves into alphabetical order by their first names. They may need a piece of paper and a pencil to work it out. If this is successful have them try again using their surnames. This time you could time them to see how quickly they can perform the task.

Follow up activities: • This activity acts as a reminder as to how to sequence fiction books by the author’s last name. Students are asked to put a list of authors into alphabetical order. French, Anne Cormier, Robert Martin, Anne M. Kipling, Rudyard Kerr, M.E. Rubinstein, Gillian Zindel, Paul Lowry, Lois Jennings, Paul Blyton, Enid •

This activity extends the students to look at books by the same author and how to put them in the correct order according to the title. These titles are all written by Noel Streatfeild. You will need to work through this activity with the class as it introduces a new ordering strategy. Travelling Shoes Ballet Shoes Movie Shoes Skating Shoes Theatre Shoes Dancing Shoes

Further reference • 'Using the Library' (Book 2: page 18, Alphabet bingo). • 'Using the Library' (Book 2: page 22, Alphabetical order).