Hanover County Public Schools – Ashland, Virginia – Kindergarten Lesson
National
Literacy
Standard
Virginia
SOL
1.3 The student who is information literate accesses information
efficiently and effectively by formulating questions based on
information needs.
Library
Objective
The student will ask pertinent how and why questions based on a
nonfiction book.
Title
“KWL with Nonfiction Books/ Biographies”
Resources
Any nonfiction book on a topic of interest to students
Introduction
Have a KWL chart on board (Know/ Want to Know/ Have Learned),
have topic of book on board
Vocabulary
Question words (who what when where how why), nonfiction
Activity
Closure
K.13(E) The student will ask how and why questions.
KINDERGARTEN
ELEMENTARY SCHOOL LIBRARY LESSON PLAN # K-1.3a
Explain that we will be looking at a book that will teach us something today. Our
job is to learn something new from this book. Tell what the book is about, and ask
student to list 3-5 things that they already know about this topic. List on board
under K- tell students that stands for what we “already know.”
Ask student to give you 3-5 questions that they want to know about the topic.
Write those on the chart under W- tell students that stands for “want to know.”
Share the book, emphasizing that it is a nonfiction book and that nonfiction books
are true.
Ask students to give 3-5 things that they learned. Write them on the chart under Ltell students that stands for “what we learned.”
Time permitting, go back and look at the W part of the chart. Did you find the
answers to those questions? Where else could you look to find those answers.
Review what was learned about topic, and what else they might want to learn.
Comments:
Created by the Hanover County Public Schools Elementary Library Media Specialists (Ashland, Virginia)
1
Hanover County Public Schools – Ashland, Virginia – Kindergarten Lesson
National
Literacy
Standard
Virginia
SOL
1.4 The student who is information literate accesses information
efficiently and effectively by identifying a variety of potential
sources of information.
.
K.1(SS) The student will recognize that history describes events and people
of other times and places by identifying examples of past legends and
historical accounts.
Library
Objective
The student will identify a biography as a book about a person.
Title
“Johnny Appleseed”
Resources
Johnny Appleseed by Steven Kellogg.
Introduction
Explain what books about people are called.
Vocabulary
Activity
Closure/
Evaluation
KINDERGARTEN
ELEMENTARY SCHOOL LIBRARY LESSON PLAN # K-1.4a
•
We call a book about a person a biography.
•
Read Johnny Appleseed by Steven Kellogg.
•
Discuss Johnny Appleseed’s life. How do we know about his activities?
Stories were told by word of mouth and now we have books about him.
These are called biographies.
What did we read today?
What do we call books about people?
Observation of students. Could they all answer the questions?
Comments:
Created by the Hanover County Public Schools Elementary Library Media Specialists (Ashland, Virginia)
2
Hanover County Public Schools – Ashland, Virginia – Kindergarten Lesson
National
Literacy
Standard
Virginia
SOL
1.4 The student who is information literate accesses information efficiently
and effectively by identifying a variety of potential sources of information.
K.4SS) The student will use simple maps and globes to locate areas
referenced in stories and real life situations.
Library
Objective
Students will use a globe or map to find the setting of the story.
Title
“Maps and Globes with Stories”
Resources
Introduction
Abiyoyo by Pete Seeger
Map or globe
Introduce the cover of the book. Ask if stories can come from other places.
From where might this story come?
Vocabulary
Activity
Closure
KINDERGARTE
N
ELEMENTARY LIBRARY LESSON PLAN # K-1.4b
•
Read the introduction of the book. It states this story comes from South
Africa. How can we find out where South Africa is? Introduce maps and
globes. Locate South Africa.
•
What can the map tell us about South Africa? Is it hot or cold? What type of
houses might the people live in?
•
Read the story and check to see if the story setting matches the map location.
Do they have winter clothes? What do their houses look like?
What helped us check the story setting?
What kind of information does a map or globe give?
What can maps and globes do?
How can they help us?
Comments:
Created by the Hanover County Public Schools Elementary Library Media Specialists (Ashland, Virginia)
3
Hanover County Public Schools – Ashland, Virginia – Kindergarten Lesson
National
Literacy
Standard
1.4 The student who is information literate accesses information efficiently
and effectively by identifying a variety of potential sources of information.
Virginia
SOL
K.13(E) The student will begin to ask how and why questions.
K.5(E) The student will identify the front cover, back cover, and title page
of a book.
Library
Objective
Students will identify the librarian and his/her role.
Title
“What’s My Line?”
Resources
Introduction
Vocabulary
Activity
Closure/
Evaluation
Mail person outfit, mailbox
Book
Sample spine labels large enough to share with a class
Introduce that you are a book doctor and a mailman for books. Revisit what
a book doctor does.
Spine
Spine labels
KINDERGARTEN
ELEMENTARY SCHOOL LIBRARY LESSON PLAN # K-1.4c
•
Make comparisons between the mailman and the librarian.
•
How does the mailman find your house? Mailbox, address, street signs.
•
Show a book and talk about the spine. Introduce the spine label as the
mailbox of a book. Discuss that mailboxes belong at the front of the house.
Spine labels belong on the spine of the book and have to face toward the front
of the shelf. Compare street signs to library signs.
•
Discuss that the mailman takes mail from house to house. Librarians help
books get from kid to kid. We need mailboxes and spine labels to help us.
Let students play mailman/librarian. Have them locate the spine labels and tell you
the address of a book.
Have the students play mailman with the large spine labels. Give them the sample
spine labels and have them stand beside the shelf where the books would belong.
Comments:
Created by the Hanover County Public Schools Elementary Library Media Specialists (Ashland, Virginia)
4
Hanover County Public Schools – Ashland, Virginia – Kindergarten Lesson
National
Literacy
Standard
Virginia
SOL
1.4 The student who is information literate accesses information
efficiently and effectively by identifying a variety of potential sources
of information.
Library
Objective
Students will locate the media center and describe the role of the
librarian.
Title
“What’s My Job”
Resources
Teacher-made drawing depicting various duties of the librarian
Ask the students to describe what route they took to get the library.
Ask them to describe the job of the librarian.
Introduction
K.6(SS) The student will match simple descriptions of work that people do
and the names of those jobs.
Vocabulary
KINDERGARTEN
ELEMENARY LIBRARY LESSON PLAN # K-1.4d
Prepare some drawings of various duties of the librarian. (Stick figures work
fine; this is a good time to show the students why you are not the art teacher!)
Include teaching, reading to students, shelving the books, working with
computers, televisions and other forms of media, etc. Show the students the
drawings and have them identify the job depicted.
Activity
Closure/
Evaluation
As the students prepare to leave, have them describe the location of the library
and name some of the duties of the librarian.
Comments:
Created by the Hanover County Public Schools Elementary Library Media Specialists (Ashland, Virginia)
5
Hanover County Public Schools – Ashland, Virginia – Kindergarten Lesson
National Literacy
Standard
1.4 The student who is information literate accesses information
efficiently and effectively by identifying a variety of potential sources
of information.
Virginia
SOL
K.5(E) The student will understand how print is organized: identify
the front cover, back cover, and title page of a book.
Library
Objective
The student will label the parts of a book: cover, title page, spine,
spine label
Title
“Book Hokey Pokey”
Resources
Any title to read (seasonal, etc.), student books
Introduction
Have an outline of a body on display.
Vocabulary
Spine, spine label, title page, cover
Activity
Closure
KINDERGARTEN
ELEMENTARY SCHOOL LIBRARY LESSON PLAN # K-1.4e
Show the outline of a person and ask what covers the person to keep their parts
inside - skin. Compare the skin of a person to the COVER of a book.
Ask what part of the body lets us know who a person is - how we recognize them
- their face. Compare the face to the TITLE PAGE of book.
Have students find their spine - show the spine of a book. Explain that books in
the library have a spine label so that we know where they go.
Read a book, emphasizing the parts of the book.
After students have checked out their books, have them gather back on the
rug and sing the “Hokey Pokey” using their body parts and the parts of their
book.
Comments:
Created by the Hanover County Public Schools Elementary Library Media Specialists (Ashland, Virginia)
6
Hanover County Public Schools – Ashland, Virginia – Kindergarten Lesson
National
Literacy
Standard
Virginia
SOL
1.5 The student who is information literate accesses information efficiently
and effectively by developing and using successful strategies for locating
information.
K.3(SS) The student will describe the relative location of people, places,
and things by using positional words, with emphasis on near/far,
above/below, left/right, and behind/in front.
Library
Objective
Students will locate different sections of the library. Students will
recognize that each section is arranged in a specific way.
Title
“Mailman - Part 2”
Resources
Introduction
Vocabulary
Activity
Closure/
Evaluation
Mailman costume
The Jolly Postman : Or Other People's Letters by Janet Ahlberg
Large spine labels and call numbers for each section.
Recall that part of a librarian’s job is to deliver books to the right streets
(shelf). Review mailboxes (spine labels) and addresses (call numbers).
Spine labels
Call Numbers
KINDERGARTEN
ELEMENTARY SCHOOL LIBRARY LESSON PLAN # K-1.5a
•
Read The Jolly Postman : Or Other People's Letters -- Janet Ahlberg.
•
Ask how the mailman knew where to deliver the letters.
•
Examine the envelopes.
•
Compare the envelopes to spine labels and call numbers.
•
Compare street signs to library shelf labels.
•
Examine the spine labels and determine the call number of the book.
•
Lead the class to the section and “deliver” a book to the right home.
•
Do this with each section and have students identify what type of books is in
each area.
What did we do today?
Give students sample spine labels. Let them stand in the correct section holding their
spine label. Have partners check them for correct answers.
Comments:
Created by the Hanover County Public Schools Elementary Library Media Specialists (Ashland, Virginia)
7
Hanover County Public Schools – Ashland, Virginia – Kindergarten Lesson
National
Literacy
Standard
Virginia
SOL
1.5 The student who is information literate accesses information efficiently
and effectively by developing and using successful strategies for locating
information.
K.3(SS) The student will describe the relative location of people, places,
and things by using positional words, with emphasis on near/far,
above/below, left/right, and behind/in front.
Library
Objective
Students will locate different sections of the library. Students will identify
how each section is arranged.
Title
“Easy Mailman”
Resources
Shelf sections clearly marked.
Sample books from each section.
Sample spine labels.
Dear Peter Rabbit by Alma Flor Ada
Introduction
Vocabulary
Activity
Closure/
Evaluation
Recall that part of a librarian’s job is to deliver books to the right streets
(shelf). Review mailboxes (spine labels) and addresses (call numbers).
Spine labels
Call numbers
•
Read Dear Peter Rabbit by Alma Flor Ada.
•
Discuss letters, addresses and envelopes.
•
Take a tour of the different sections pointing out the appropriate signs.
•
Compare the signs to the sample spine labels.
•
Have students stand in each section and tell what section they are in.
KINDERGARTEN
ELEMENTARY SCHOOL LIBRARY LESSON PLAN # K-1.5b
What did we discuss today?
Have students move to different sections and tell which section it is.
Have students identify the correct “mailbox” for each section.
Comments:
Created by the Hanover County Public Schools Elementary Library Media Specialists (Ashland, Virginia)
8
Hanover County Public Schools – Ashland, Virginia – Kindergarten Lesson
National
Literacy
Standard
Virginia
SOL
1.5 The student who is information literate accesses information efficiently
and effectively by developing and using successful strategies for locating
information.
K.1(E) The student will demonstrate growth in the use of oral language by
listening to a variety of literary forms, including stories and poems.
K.8(E) The student will demonstrate comprehension of stories by retelling
familiar stories using beginning, middle, and end.
Library
Objective
Students will recognize and retell a variety of fairytales.
Students will identify the characteristics of a fairytale.
Title
“Fairytales”
Resources
Fairytale of your choice
Chart paper
Introduction
Show the cover of the fairytale book. Ask the students if they are familiar
with this story. What do they know about it? What makes this book a
fairytale?
Vocabulary
Activity
Closure/
Evaluation
KINDERGARTEN
ELEMENTARY SCHOOL LIBRARY LESSON PLAN # K-1.5c
•
Read the fairytale aloud.
•
Have the students discuss what makes this story a fairytale.
•
List the characters and story line that make this different from the nursery
rhymes.
Recap what was said during the discussion.
Read another fairytale and come up with the characteristics.
Comments:
Created by the Hanover County Public Schools Elementary Library Media Specialists (Ashland, Virginia)
9
Hanover County Public Schools – Ashland, Virginia – Kindergarten Lesson
National
Literacy
Standard
Virginia
SOL
2.2 The student who is information literate evaluates information critically
and competently by distinguishing among fact, point of view, and opinion.
K.3(E) The student will build oral communication skills by participating in
discussions about learning.
Library
Objective
Students will determine if a story is real or make believe.
Title
“Real vs. Make-Believe”
Resources
Introduction
If You Give A Mouse A Cookie by Laura Numeroff
Chart paper
Pictures of a real mouse and a fake mouse.
Discuss real and make believe.
We are looking for things in the book a real mouse might do and things a
pretend mouse would do.
Vocabulary
Activity
Closure/
Evaluation
KINDERGARTEN
ELEMENTARY SCHOOL LIBRARY LESSON PLAN # K-2.2a
•
Read If You Give A Mouse A Cookie.
•
Have the students listen for things a real mouse and a pretend mouse would
do.
•
Use the chart paper with the pictures of the mice at the top.
•
Create two columns and list or draw things that fit the category from the
book.
Review the list you have created. Discuss what things are real and what things are
make-believe.
Have students add to the list by coming up with their own ideas.
Comments:
Created by the Hanover County Public Schools Elementary Library Media Specialists (Ashland, Virginia)
10
Hanover County Public Schools – Ashland, Virginia – Kindergarten Lesson
Library
Objective
3.2 The student who is information literate uses information
effectively and creatively by integrating new information into one’s
own knowledge.
K.1(SS) The student will recognize that history describes events and
people of other times and places by identifying the people and events
honored by the holiday of Thanksgiving Day,….
The student will use titles about Thanksgiving Day to increase their
knowledge of the holiday and its traditions.
Title
“Thankful for Thanksgiving Day”
Resources
A variety of Thanksgiving themed titles
Introduction
Ask students what they have heard/ learned about Thanksgiving
Vocabulary
Pilgrims, feast, visiting, family
National Literacy
Standard
Virginia
SOL
Activity
Closure
KINDERGARTEN
ELEMENTARY SCHOOL LIBRARY LESSON PLAN # K-3.2a
List on a chart or a board what is known about Thanksgiving history and
tradition. Explain that they will be hearing stories about Thanksgiving. Ask
students to compare what is heard/ learned in the stories to what they already
know.
Remind students that the Thanksgiving holiday is part of our American
history and culture.
Comments:
Created by the Hanover County Public Schools Elementary Library Media Specialists (Ashland, Virginia)
11
Hanover County Public Schools – Ashland, Virginia – Kindergarten Lesson
ELEMENTARY SCHOOL LIBRARY LESSON PLAN #K-3.2b
3.2 The student who is information literate accesses information accurately
and creatively by integrating new information into one’s own knowledge.
K.6(E) The student will explain that printed materials provide information.
K.2(E) The student will use listening and speaking vocabulary.
Library
Objective
Students will listen to a story and identify the facts.
Title
“Bat Facts”
Resources
Stellaluna by Janell Cannon
Chart paper
Introduction
Introduce the story about a bat. Ask the students to listen for facts about
the bat so you can create a fact sheet at the end of the story. Discuss the
difference between fact and fiction.
Vocabulary
KINDERGARTEN
National
Literacy
Standard
Virginia
SOL
•
Read the story of Stellaluna.
•
Model listening for a fact about Stellaluna by pointing out a fact in a passage
just read.
•
After the story, go back and recall facts about bats. Make a list of “bat facts.”
Activity
Closure/
Evaluation
Revisit fact and fiction. Ask students to recall the differences between fact and
fiction. Read the list of facts about bats.
Comments:
Created by the Hanover County Public Schools Elementary Library Media Specialists (Ashland, Virginia)
12
Hanover County Public Schools – Ashland, Virginia – Kindergarten Lesson
National
Literacy
Standard
Virginia
SOL
3.3 The student who is information literate uses information effectively and
efficiently by applying information in critical thinking and problem solving.
K.8(E) The student will demonstrate comprehension of stories by using
pictures to make predictions about the story content.
Library
Objective
Students will make predictions about the book.
Title
“Story Predictions”
Resources
Book of your choice.
Introduction
Introduce the book by announcing the title. Discuss what the story might be
about based on the title.
Show the cover of the book. Does this change the prediction?
KINDERGARTEN
ELEMENTARY SCHOOL LIBRARY LESSON PLAN # K-3.3a
Vocabulary
Read the book. Stop along the way and make new predictions.
How did our predictions change? What made them change?
Activity
Closure/
Evaluation
What are predictions? How do they help us?
Students will make predictions about books based on the covers.
Comments:
Created by the Hanover County Public Schools Elementary Library Media Specialists (Ashland, Virginia)
13
Hanover County Public Schools – Ashland, Virginia – Kindergarten Lesson
National
Literacy
Standard
Virginia
SOL
3.4 The student who is information literate uses information effectively
and creatively by producing and communicating information and ideas
in appropriate formats.
Library
Objective
The student will identify the three parts of a story - beginning, middle,
and end.
Title
“Starting at the Beginning”
Resources
Introduction
Vocabulary
KINDERGARTEN
ELEMENTARY SCHOOL LIBRARY LESSON PLAN #K-3.4a
K.8(E) The student will demonstrate comprehension of stories by retelling
familiar stories using beginning, middle, and end.
Selected titles; three boxes with words “beginning” “middle” “end” on
them
Have students walk across in a line, divide line into a beginning,
middle, end
Beginning, middle, end, story
Explain that things that happen can be divided up into three parts - beginning,
middle, and end. Use a familiar story and write the three parts. Use examples
from other sources.
Show boxes - ask if the example story would make sense if you mixed up the
parts.
Activity
Closure
Instruct students to listen to the story and be able to tell the three parts of the
story. Read the story and discuss the three parts.
Ask students to look for the three parts in the books they choose to check out.
Comments:
Created by the Hanover County Public Schools Elementary Library Media Specialists (Ashland, Virginia)
14
Hanover County Public Schools – Ashland, Virginia – Kindergarten Lesson
National
Literacy
Standard
Virginia
SOL
5.1 The student who is an independent learner is information literate and
appreciates literature and other creative expressions of information by being
a competent and self-motivated reader.
K.8(E) The student will demonstrate comprehension of stories by
discussing character, setting, and events.
Library
Objective
Students will identify character, setting, and plot of a story.
Title
“Parts of a Story”
Resources
Books of your choice
Introduction
Introduce the book. Explain the terms character, setting, and plot.
Vocabulary
•
Talk about people and places in recent books you have read to this class.
•
Ask students to look and listen for the character, setting, and plot as you read
a story.
•
Read the story and stop to identify the character, setting, and plot.
Activity
Closure/
Evaluation
KINDERGARTEN
ELEMENTARY SCHOOL LIBRARY LESSON PLAN # K-5.1a
Ask students for examples of characters, settings, and plots of recent books someone
has read to them.
Comments:
Created by the Hanover County Public Schools Elementary Library Media Specialists (Ashland, Virginia)
15
Hanover County Public Schools – Ashland, Virginia – Kindergarten Lesson
National
Literacy
Standard
Virginia
SOL
5.1 The student who is an independent learner is information literate and
appreciates literature and other creative expressions of information by being
a competent and self-motivated reader.
K.8(E) The student will demonstrate comprehension of stories by talking
about characters, setting, and events.
Library
Objective
Students will identify the elements of a story.
Title
“Aunt Isabel Tells a Good One”
Resources
Aunt Isabel Tells a Good One by Kate Duke
Introduction
Ask the students if they have ever asked for another story. What makes a
story? How do you know if you are hearing a story? Does a story have
parts?
Vocabulary
Activity
Closure/
Evaluation
•
Read the story.
•
Discuss the elements of the story as it appears in the book.
•
Make an outline of the parts of the story.
KINDERGARTEN
ELEMENTARY SCHOOL LIBRARY LESSON PLAN # K-5.1b
Make an outline of the parts of a story.
Make a quick story as a class using the outline created.
Example: Once there was a frog named Fred. He liked to….
Comments:
Created by the Hanover County Public Schools Elementary Library Media Specialists (Ashland, Virginia)
16
Hanover County Public Schools – Ashland, Virginia – Kindergarten Lesson
National
Literacy
Standard
Virginia
SOL
5.1 The student who is an independent learner is information literate and
appreciates literature and other creative expressions of information by being
a competent and self-motivated reader.
K.8(E) The student will demonstrate comprehension of stories by talking
about characters, setting, and events.
K.8(SS) The student will demonstrate that being a good citizen involves
following rules and understanding the consequences of breaking rules.
Library
Objective
Students will identify the significance of the Caldecott Medal Award.
Students will identify the role of a community helper in maintaining safety.
Title
“Officer Buckle and Gloria”
Resources
Introduction
Vocabulary
Activity
Closure/
Evaluation
Officer Buckle and Gloria by Peggy Rathman
Star pattern
Explain the importance of the Caldecott Award.
Discuss the role of police officers as community helpers.
Caldecott Medal
KINDERGARTEN
ELEMENTARY SCHOOL LIBRARY LESSON PLAN # K-5.1c
•
Read Officer Buckle and Gloria to the students and discuss the safety rules
throughout the book.
•
Have the students draw a safety rule/tip for the star to go on a bulletin board.
Display stars on a bulletin board and review the significance of the Caldecott Medal
Award.
Comments:
Created by the Hanover County Public Schools Elementary Library Media Specialists (Ashland, Virginia)
17
Hanover County Public Schools – Ashland, Virginia – Kindergarten Lesson
Bulletin Board Star Pattern for Lesson # K-5.1c
This can be used with kindergarten (SOL Community Helpers) or second grade and Caldecott
Medal books. Have the students make safety rules/tips to go on the stars and use the stars to
create a bulletin board on community helpers, or have the students put the title of a Caldecott
Medal book on each star and create a bulletin board on Caldecott Medal award books.
Created by the Hanover County Public Schools Elementary Library Media Specialists (Ashland, Virginia)
18
Hanover County Public Schools – Ashland, Virginia – Kindergarten Lesson
National
Literacy
Standard
Virginia
SOL
5.1 The student who is an independent learner is information literate and
appreciates literature and other creative expressions of information by being
a competent and self-motivated reader.
K.8(E) The student will demonstrate comprehension of stories by
discussing character, setting, and events.
Library
Objective
Students will identify the author as the person who writes a book.
Title
“Awesome Authors”
Resources
Introduction
Vocabulary
If You Give a Mouse a Cookie (Numeroff) or another title by her.
Chart paper and pen
Have books by Numeroff on display, ask students if they have seen these
books before.
Author, illustrator
KINDERGARTEN
ELEMENTARY SCHOOL LIBRARY LESSON PLAN # K-5.1d
Introduce the book by saying that we will be reading a book by a favorite author.
Show title page, pointing out the title, author, and the illustrator. Explain that the
author is the person that writes the story/words in the book. They usually do not draw
the pictures.
Share the book, asking questions about what will happen next.
Activity
Tell the students that they are going to be authors, too. Use chart paper to write a
story, “If You Give a Tiger Cub a Tomato.” Get input from the students and ask
questions to prompt ideas. What does he do with the tomato? Why does he do that?
What will he do next? What does that remind him of? Record the story on the chart
paper as they give it. Once the story is finished, read it back to them. Explain that are
no pictures because the author does not usually draw the pictures.
Closure
Display the story for others to see. Point out the author of the books they choose for
check-out.
Comments:
Created by the Hanover County Public Schools Elementary Library Media Specialists (Ashland, Virginia)
19
Hanover County Public Schools – Ashland, Virginia – Kindergarten Lesson
National
Literacy
Standard
Virginia
SOL
5.2 The student who is an independent learner is information literate and
appreciates and enjoys literature and other creative expressions of
information by deriving meaning from information presented creatively in a
variety of forms.
K.1(E) The student will demonstrate growth in the use of oral language by
participating in choral speaking and reciting short poems, rhymes, songs,
and stories with repeated patterns.
Library
Objective
Students will recite nursery rhymes.
Students will identify the characteristics of a nursery rhyme.
Title
“Nursery Rhymes”
Resources
Introduction
Pictures or objects related to various nursery rhymes. Basket.
Nursery Rhyme posters, charts, or a book.
Hold up the basket of objects. Ask the students if they can think of any
rhymes that go with the objects.
Vocabulary
Activity
Closure/
Evaluation
KINDERGARTEN
ELEMENTARY SCHOOL LIBRARY LESSON PLAN # K-5.2a
•
Recite or read nursery rhymes that go with the objects. Have students say
them with you. Ask the kids to look for patterns in the nursery rhymes.
•
Discuss the characteristics of the nursery rhymes. How can they tell the
difference between this and a story?
Students will select an object and recite a rhyme. Students will determine what
makes it a nursery rhyme.
Students will select objects from the basket and recite nursery rhymes. Students will
identify the characteristics.
Comments:
Created by the Hanover County Public Schools Elementary Library Media Specialists (Ashland, Virginia)
20
Hanover County Public Schools – Ashland, Virginia – Kindergarten Lesson
National
Literacy
Standard
Virginia
SOL
5.3 The student who is an independent learner is information literate and
appreciates and enjoys literature and other creative expressions of
information by developing creative products in a variety of formats..
K.1(E) The student will demonstrate growth in the use of oral language.
K.8(E) The student will demonstrate comprehension of stories by using
story language in discussions and retellings.
Library
Objective
Students will retell the story in sequence.
Students will participate in creative dramatics.
Title
“The Little Old Lady Who Was Not Afraid of Anything”
Resources
The Little Old Lady Who Was Not Afraid Of Anything by Linda Williams
Introduce the title of the story and tell the kids to listen for patterns in the
story. As they see the pattern developing, ask the students to join in.
Introduction
Vocabulary
Activity
KINDERGARTEN
ELEMENTARY SCHOOL LIBRARY LESSON PLAN # K-5.3a
•
Read the story through once assisting the kids in finding the patterns. Have
the students join in as they learn the phrases.
•
Discuss how the story was built and the sequence of events.
•
Retell the story recalling the sequence of the events through motions and
building a scarecrow.
•
Have the students act out and tell the story a third time concentrating on
putting motions and sequencing together.
Have the students recall how the story progressed to build a scarecrow.
Closure/
Evaluation
Students will create and color a scarecrow to take home and share the story.
Comments:
Created by the Hanover County Public Schools Elementary Library Media Specialists (Ashland, Virginia)
21
Hanover County Public Schools – Ashland, Virginia – Kindergarten Lesson
Virginia
SOL
7.2 The student who contributes positively to the learning community and
to society is information literate and recognizes the importance of
information in a democratic society by respecting the principle of equitable
access of information.
K.8(SS) The student will demonstrate that being a good citizen involves
taking care of personal belongings and respecting what belongs to others.
Library
Objective
The students will practice book care, including taking a book home and
returning it on their library day.
Title
“Books Go Home”
National
Literacy
Standard
Resources
Introduction
Vocabulary
Activity
Stella Louella’s Runaway Book (Ernst)
Letter to parents to color
Let the students know that they will be taking books home today, but first
they must get the books ready.
Overdue, return books
KINDERGARTEN
ELEMENTARY SCHOOL LIBRARY LESSON PLAN # K-7.2a
Review that last week we learned how to care for books once they leave the
library. This week we are going to put it into practice by taking the books home.
Before we can do this, we need to talk about how and when to bring the books
back, and let our parents know what we are doing. Share the book Stella
Louella’s Runaway Book . Discuss why they had so much trouble finding the
book, and what Stella could have done to prevent it.
Show students the letter they will be coloring and taking home. Tell them that
after they check out their book, they will get the letter to color. Remind students
that if they do not bring back the book, they cannot get another one
Closure
Have each student state when they will bring their book back as they leave the library
and check to see if they have the letter for their parents.
Comments:
Created by the Hanover County Public Schools Elementary Library Media Specialists (Ashland, Virginia)
22