Quarter 2 Artifacts
Adding more books to collection.
Standard 4 (lvl 5) 5. LIS consistently purchases a wide variety of genres and multicultural materials that support the curriculum.
One of the teachers shared with me a website full of SEL books to add to our collection. I will order as many as I can.
One of the teachers shared with me a website full of SEL books to add to our collection. I will order as many as I can.
Collection Development Data Analysis
Standard 4 (lvl 3) 4. LIS uses evaluation techniques to make decisions related to improving the library program.
Standard 4 (lvl 5) 6. Data are used for making decisions regarding resource selection and collection development in the library media center.
The company I order the books from Follett provides a collection analysis program and I ran one in October to help make decisions on what needs to be purchased to fill gaps in the collection. I also use it to keep track of the age of the collection and help make weeding decisions.
Standard 4 (lvl 5) 6. Data are used for making decisions regarding resource selection and collection development in the library media center.
The company I order the books from Follett provides a collection analysis program and I ran one in October to help make decisions on what needs to be purchased to fill gaps in the collection. I also use it to keep track of the age of the collection and help make weeding decisions.
Collection Development decision making process
Standard 4 (lvl 3) 4. LIS uses evaluation techniques to make decisions related to improving the library program.
Standard 4 (lvl 5) 6. Data are used for making decisions regarding resource selection and collection development in the library media center.
I use a book wish list that the teachers, students and I write down items that need to be add to the library collection. I create my book order using Follett Titlewave and make sure the money is going to the group that checks out the majority of the collection gets the most fund ratio.
Standard 4 (lvl 5) 6. Data are used for making decisions regarding resource selection and collection development in the library media center.
I use a book wish list that the teachers, students and I write down items that need to be add to the library collection. I create my book order using Follett Titlewave and make sure the money is going to the group that checks out the majority of the collection gets the most fund ratio.
Book order process
Standard 4 (lvl 5) 1. LIS consistently completes, in an effective manner, all administrative responsibilities related to managing the library media program.
Standard 4 (lvl 5) 2. Records are turned in on time and are completely accurate.
I order the books for the school with district funds, on time, in the appropriate way, and within budget each year.
Standard 4 (lvl 5) 2. Records are turned in on time and are completely accurate.
I order the books for the school with district funds, on time, in the appropriate way, and within budget each year.
Supplies for library program
Standard 4 (lvl 5) 1. LIS consistently completes, in an effective manner, all administrative responsibilities related to managing the library media program.
Standard 4 (lvl 5) 2. Records are turned in on time and are completely accurate.
I keep up with what the library needs for book repair and for lessons and place the order on time.
Standard 4 (lvl 5) 2. Records are turned in on time and are completely accurate.
I keep up with what the library needs for book repair and for lessons and place the order on time.
Challenged Materials Committee Policy
Standard 4 (lvl 3) 6. LIS adapts District’s policy for dealing with challenged materials for the school community.
Planning email for Scholastic Book Fair
Standard 4 (lvl 5) 4. LIS incorporates three or more promotional activities in the library program during the school year which consistently support students’ mastery of standards.
Parent brochure on library services
Standard 3 (lvl 4) 2. The LIS consistently ensures that library media center resources are available for all, with flexibility and creativity within and beyond the school day.
This brochure was given out on Curriculum night as a guide for parents on what the library can do for their student. It has the library website and a list of library events that the parents could volunteer to help with.
This brochure was given out on Curriculum night as a guide for parents on what the library can do for their student. It has the library website and a list of library events that the parents could volunteer to help with.
Circulation Policy on website
Standard 3 (lvl 4) 3. Circulation procedures have been established and have been implemented to maximize the use of library resources and have been communicated to all patrons.
I send a email out in the beginning of the year directing teachers to my website for policy. I give students my website when I teach a lesson on the online catalog.
I send a email out in the beginning of the year directing teachers to my website for policy. I give students my website when I teach a lesson on the online catalog.
Routines and procedures
Standard 3 (lvl 3) 7. LIS regularly promotes and reinforces positive behavior
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Standard 3 (lvl 3) 7. Routines, procedures and behavioral expectations are evident and consistent.
Standard 3 (lvl 3) 7. LIS regularly promotes and reinforces positive behavior. Standard 3 (lvl 4) 4. Routines, procedures and behavioral expectations are evident and consistent and create a culture of accountability and responsibility for all patrons. |
Standard 4 (lvl 3) 2. Written plans, policies and procedures are available for library staff and/or volunteers.
This notebook stays at the circulation desk for subs/volunteers who do not have access to the policy on my website. |
Standard 3 (lvl 4/5) 4. Routines, procedures and behavioral expectations are evident and consistent and create a culture of accountability and responsibility for all patrons.
Written procedures have been established to prioritize needs of the school. Flow of the library rarely impeded by inappropriate or off- task student behavior. I use Give Me Five to control student behavior. I have it posted on the wall and at the carpet area. Rules are also posted on the door. Standard 3 (lvl 3) 2. LIS always ensures the library media center is well organized resources are easy to locate and appropriately cataloged.
Standard 3 (lvl 3) 5. Most materials, resources and equipment are easily accessible to users. |
Standard 2 (lvl 3) 1. LIS correlates the library program with that of the school curriculum by providing related lessons or guidance on how to identify and understand critical thinking skills of analysis, synthesis, evaluation and organization of information; Standard 2 (lvl 3) 4. LIS encourages students’ responses to literature and creative expression of ideas using various formats. Standard 1 (lvl 3) 1. LIS provides lessons and/or guidance on how to make real world connections to the curriculum via available resources;
Standard 3 (lvl 3) 1. LIS always ensures that the library media center is inviting and welcoming.
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Standard 3 (lvl 3) 4. Use of space and materials always promotes learning; displays of student work are frequently changed.
Standard 3 (lvl 3) 2. LIS always ensures the library media center is well organized resources are easy to locate and appropriately cataloged.
Standard 3 (lvl 3) 5. Most materials, resources and equipment are easily accessible to users. Standard 3 (lvl 3) 6. The LIS has established circulation procedures and communicated these procedures to all patrons.
Standard 3 (lvl 3) 1. LIS always ensures that the library media center is inviting and welcoming.
Standard 3 (lvl 3) 4. Use of space and materials always promotes learning; displays of student work are frequently changed. |
Parts of a Book lesson plan
Standard 1 (Lvl 3) 2. LIS builds upon students’ prior knowledge as context for new learning.
Standard 1 (Lvl 3) 1. LIS provides lessons and/or guidance on how to make real world connections to the curriculum via available resources;
Standard 2 (lv1 3) 1. LIS correlates the library program with that of the school curriculum by providing related lessons or guidance on how to identify and understand critical thinking skills of analysis, synthesis, evaluation and organization of information;
Part of the kindergarten curriculum is to identify the parts of a book. I reinforce these skills in library and the lesson build on each other through the grade levels. The students are able to connect that the parts of the book help them find books on the shelves, so that they will be able to find books in the library in the future and in real life.
Standard 1 (Lvl 3) 1. LIS provides lessons and/or guidance on how to make real world connections to the curriculum via available resources;
Standard 2 (lv1 3) 1. LIS correlates the library program with that of the school curriculum by providing related lessons or guidance on how to identify and understand critical thinking skills of analysis, synthesis, evaluation and organization of information;
Part of the kindergarten curriculum is to identify the parts of a book. I reinforce these skills in library and the lesson build on each other through the grade levels. The students are able to connect that the parts of the book help them find books on the shelves, so that they will be able to find books in the library in the future and in real life.
Banned Books Week Lesson Plan for 5th grade with PowerPoint.
Standard 2 (lv1 3) 1. LIS correlates the library program with that of the school curriculum by providing related lessons or guidance on how to use strategies to draw conclusions from information.
Banned Books (intellectual freedom) lesson was a current/seasonal topic outside of curricular topics, but built upon prior reading of books that the students were surprised had been challenged as inappropriate literature. Book examples ranged in reading level so that all students were able to recognize something they had previously read. 4th and 5th grade had open discussion using critical thinking skills on why books should not be banned.
Banned Books (intellectual freedom) lesson was a current/seasonal topic outside of curricular topics, but built upon prior reading of books that the students were surprised had been challenged as inappropriate literature. Book examples ranged in reading level so that all students were able to recognize something they had previously read. 4th and 5th grade had open discussion using critical thinking skills on why books should not be banned.
Basic Shelving in the Library: Library orientation PowerPoint for 4th and 5th grade
Standard 1 (Lvl 3) 1. LIS provides lessons and/or guidance on how to find appropriate resources to assist with answering questions;
I use this PowerPoint in lesson that introduces and reminds students how to use the library. It is the basics on how the library is arranged, later they will get a more detailed lesson on the dewey decimal system.
I use this PowerPoint in lesson that introduces and reminds students how to use the library. It is the basics on how the library is arranged, later they will get a more detailed lesson on the dewey decimal system.