Central Library





MISSION STATEMENT

The mission of the Central Elementary Library Media Center is to help
students and staff become effective users of ideas and information.
The lesson plans and programs will support and enhance the
curriculum while encouraging collaboration with staff and utilizing
all types of media. As the "textbook" for the school, the Library
Media Center is the means to the end, that being the preparation
of students for the real world and a life long love of reading.
They will be able to take abstract thinking and apply it to concrete
goals by having a greater understanding and grasp of intergrated,
global information.

Information Needs of Students Grades 2-6

Media Specialist Role

The School Library Media Specialist (LMS), acting in the role of
Teacher/Collaborator, should know the curriculum of the school by
collaborating with all teachers of every discipline. Expectations,
responsibility and accountability must be clearly communicated between
teachers, students and the LMS.

As Teacher, the LMS will
(1.) plan and teach cooperatively with
teachers in all curricular areas using appropriate instructional
strategies, activities and resources which motivate student's
interests and develop a positive attitude toward the use of information.
(2.) integrate the use of information skills
and a variety of types of literature into all curricular areas in order
to assist students in developing a systematic mode of inquiry in
locating and using ideas and information.
(3.) The LMS will work cooperatively with teachers to plan, develop
and teach, using literature-based instruction in all curricular areas.
(4.) The LMS will use a variety of instructional methods with different
user groups and demonstrate effective production, use and integration
of media and technologies into the curriculum, including graphics,
photomedia, display graphics, video, instructional materials, computer
programs, telecommunications and distance learning.
(5.) The LMS will motivate and guide students in the development of
reading, listening and viewing competencies and enjoyment of
literature, including critical thinking skills for lifelong learning.

Clientele Needs

 

Elementary Student Expectations
Reading Comprehension
(Reads, comprehends, interprets and evaluates a wide range of genre appropriate to grade level by)

   
  • Establishing a purpose for reading
  • Reading aloud accurately of grade level material
  • Making prediction clues based on pictures and prior knowledge
  • Reading and comprehending text: using pictures, using repetitive patterns, using (syntactic cues), using context (semantic cues) self-monitoring and self-correcting
  • Demonstrating comprehension by reading orally with expression and fluency
  • Observing punctuation to facilitate comprehension when reading familiar text orally
  • Responding to who, what, where, when, why and how questions
  • Retelling clearly the beginning, middle and ending of stories
  • Participating in guided story discussion in order to develop a response that show increased understanding and evidence of reflection
  • Following simple written directions
  • Reading non-fiction material

  Reading Habits:  
   
  • Reading independent/instructional level texts daily
  • Reading at least 25 stories or book equivalents of increasing complexity in each year*
  • Reading/listening to multiple books by the same author or multiple books in the same genre
  • Reading for enjoyment

*This includes traditional and contemporary literature (fiction and nonfiction) as well as magazines, newspapers, textbooks and on-line material. This should represent diverse collections of material from at least three different literary forms and at least five different writers

       
Meeting the Standards

How do the book lists actually help students meet the standards?

The following examples are ways that book lists can be used by students
and parents in elemetary school, and the standards that they allow students
to achieve


SECTION: Reading

STANDARD: Read 25 books of quality and complexity.

HOW IT WORKS: In the course of the academic year, parents choose 10 to 12 books to read together with their child. Students choose 10 - 12 books on topics that interest them. Students should reflect on the similarities of the characters and events in the books that relate to their own personal experiences. Students may note observations in their reading logs, journals or reading assessment books.


STANDARD: Read and comprehend at least four books on the same subject, or by the same author, or in the same genre.

HOW IT WORKS:

  • Students can choose and can read, for example, four of the Magic Treehouse books. Additionally, the students can discuss with other students the genre of historical fiction since many of the novels deal with the historical events.

  • Students may choose to do a study of slavery and the Underground Railroad. Four possible books include: The Underground Railroad by Raymond Bial (Author), A Picture Book of Harriet Tubman (Picture Book Biography) by David A. Adler, Harriet Tubman (In Their Own Words (Cloth)) by George Sullivan, Allen Jay and the Underground Railroad (On My Own) by Marlene Targ Brill, Janice Lee Porter (Illustrator)

  • Another possibility is to read four books about events during the same time period, such as the years of World War II. JOURNEY TO TOPAZ, NUMBER THE STARS, SUMMER OF MY GERMAN SOLDIER, and LETTERS FROM RIFKA offer numerous discussion topics and a study of perspective.


Assessment

Students will maintain a log of books read during the year.
The log will include title, author, illustrator, and an
evaluation of the books difficulty on a scale of 1 to 10.
The students will also state if they liked or disliked the book and why.
Copies of the list will be made by the LMS and given to the teachers and students
at the end of the year. The LMS will tally and compare the number
of books choosen from the reading lists to determine if the students
are utilizing the reading lists.


Evaluation

A counter to determine how many times these web pages were used will
be used in evaluating how often this resource was used. Combined with the tallies
of specific books read from the students reading logs a chart can be formed to track
reading trends among elementary students in Central Library.
When reviewing the results the LMS will be able to determine the areas of
student interest and purchase materials to which reflect that interest


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