Elementary Library

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​ ​ to ensure they are available for instructional use. Library books used in lessons should be checked out to the Library IT in Destiny and then returned in the usual manner. ​ ​

●​ Vocabulary: Words or phrases that need to be taught to support students’ learning. These should be displayed.

The lesson plan then outlines a sequence of instructional moves to support student discovery and learning. Library ITs are empowered to adjust these plans as necessary for the students in front of them. Each section contains suggested scripts. These scripts are suggestions and instructors are encouraged to use their own words and voice to personalize content for students. ●​ Welcome & Activate Background Knowledge (3-5 minutes): These activities are intended to get students moving, thinking, and ready for learning.

●​ Objective (1-2 minutes): Instructors should explicitly tell and show students what their intended learning for the lesson is. This is when they share an “I can” statement or compelling question.

●​ Direct Instruction (20-25 minutes): A sequence of instructional moves for the instructor to guide students towards mastery of the objective. This includes reading aloud, writing exercises, individual, pair, and group work, and more. There is typically more content than can easily be taught in the allocated time to allow instructors to tailor the instruction to their students. ●​ Reader’s Advisory (3-5 minutes): Library ITs should take the last minutes of instructional time before releasing students to borrow books to showcase titles and peak student interest in reading. This could look like book talking, encouraging students to discover displays, reading a first chapter, and other reader’s advisory strategies. ●​ Circulation Procedures & Dismissal (>15 minutes): This is noted in the lesson plan, but not defined explicitly. Circulation of library materials should rarely, if ever, exceed 15 minutes. 10-12 minutes is the ideal amount of time to prevent behavior issues during this largely unsupervised time. Students are expected to find a book, borrow it, and then quietly read. Students who do not check out books should be provided with reading materials or quiet literacy activities. Instructors may choose to schedule circulation before student instruction. However, circulation should not cut short instructional time. Instructors may use different procedures to ensure student success. This could look like, but is not limited to: ○​ Excusing students to find books in staggered small groups. ○​ Using visual timers to support students managing their time. ○​ Providing literacy activities for students who refuse or struggle to read ○​ Limiting younger grade access to specific sets of shelves until behavior is manageable in the whole library space ○​ Requiring students to use shelf-markers ○​ Limiting or timing student use of library technology Each lesson plan is followed by the ancillary materials connected with that lesson. These include visuals, worksheets, graphic organizers, and a resource discussion guide. These materials are also available in the Elementary Library Shared Drive for easier printing access. ●​ Resource Discussion Guide: Includes the title, author, and call number of each listed book. Includes a 3