MONDAY & TUESDAY – TEACHER WORK DAY
Pre-K Threes and Fours: No lesson due to Holiday.
Kindergarten: Read Stella, Queen of the Snow by M.L. Gay. Discuss winter and changes in the weather. Review names of the 4 seasons.
1st Grade: Read Stranger in the Woods by Carl Sams. Introduce the idea of a “mystery”. Model: Where is your class going? Clue #1- Your teacher tells you to line up. Clue #2 – She tells you to be sure you have your library book. Question – Where is your class going? Read story and have students figure out that the stranger is a snowman.
2nd Grade: Read The Great Fuzz Frenzy by Janet Stevens and Susan Stevens Crummel. Make inferences; read words carefully, study the illustrations for clues, ask questions (I wonder), use what you already know, and think.
3rd Grade: Read My Brother Martin by Chirstine King Farris. Review “biography” – non-fiction, about a real person, and information has to be true.
4th Grade: Read Climbing Lincoln’s Steps by Suzanne Slade
Model strategy for making inferences; read words carefully, study the illustrations for
clues, ask questions (I wonder), use what you already know, and think. Examine the relationships between the characters.
5th Grade: Introduce MakerSpace Area , then allow students to check out books.
6th Grade: Introduce MakerSpace Area , then allow students to check out books.
LEKS: K. 4 Scientific investigation and reasoning. The student uses age-appropriate tools and models to investigate the natural world.
K. 8 Develop new vocabulary.
RC 1. Listen attentively, critically and purposefully to stories and other texts read aloud to gain information, to solve problems and for enjoyment.
RC3. Differentiate between fiction and nonfiction.
RC4. Recognize and comprehend information in various formats.
IL 1. Locate various areas of the library such as Fiction, Nonfiction, Easy, Biography, Reference, circulation desk, book drop, computers (catalog), etc.
IL 2. Locate resources using the Dewey Decimal System.
IL 3. Follow library guidelines and procedures. Demonstrate appropriate behavior for locating, checking out, and returning library materials according to district guidelines or procedures.
IL 4. Develop a vocabulary of information literacy/library terminology. Acquire library terminology such as: shelf marker, check out and check in, barcode, library card, shelving cart, scan, due date, overdue, call number, hold, renew, and electronic resources.
IL 6. Demonstrate proper use of print and non-print resources such as the electronic catalog.
4.8 C Read for information.
RT 4. Acquire and develop technology and information skills for lifetime learning.
TEKS: 4(G) demonstrate comprehension of increasingly complex English by participating in shared reading, retelling or summarizing material, responding to questions, and taking notes commensurate with content area and grade level needs.
2(C) Learn new language structures, expressions, and basic and academic vocabulary heard during classroom instruction and interactions.
2(E) Use visual, contextual, and linguistic support to enhance and confirm understanding of increasingly complex and elaborated spoken language.
4(C) develop basic sight vocabulary derive meaning of environment print, & comprehend English vocabulary and language structures used routinely in written classroom materials.
4(I) demonstrate English comprehension and expand reading skills by employing basic reading skills such as demonstrating understanding of supporting ideas and details in text and graphic sources, summarizing text and distinguishing main ideas from details commensurate with content area needs.
4(J) demonstrate English comprehension and expand reading skills by employing
inferential skills such as predicting, making connections between ideas, drawing inferences and conclusions from text and graphic sources, summarizing text, and distinguishing main ideas from details commensurate with content area needs.Students analyze, make inferences and draw conclusions about persuasive text and provide evidence from text to support their analysis.
4.12(A) explain how an author uses language to present information to influence what the reader thinks or does.
4.Fig. 19(F) make connections (e.g., thematic links, author analysis) between literary and informational texts with similar ideas and provide textual evidence.
Pre-K Threes and Fours: No lesson due to Holiday.
Kindergarten: Read Stella, Queen of the Snow by M.L. Gay. Discuss winter and changes in the weather. Review names of the 4 seasons.
1st Grade: Read Stranger in the Woods by Carl Sams. Introduce the idea of a “mystery”. Model: Where is your class going? Clue #1- Your teacher tells you to line up. Clue #2 – She tells you to be sure you have your library book. Question – Where is your class going? Read story and have students figure out that the stranger is a snowman.
2nd Grade: Read The Great Fuzz Frenzy by Janet Stevens and Susan Stevens Crummel. Make inferences; read words carefully, study the illustrations for clues, ask questions (I wonder), use what you already know, and think.
3rd Grade: Read My Brother Martin by Chirstine King Farris. Review “biography” – non-fiction, about a real person, and information has to be true.
4th Grade: Read Climbing Lincoln’s Steps by Suzanne Slade
Model strategy for making inferences; read words carefully, study the illustrations for
clues, ask questions (I wonder), use what you already know, and think. Examine the relationships between the characters.
5th Grade: Introduce MakerSpace Area , then allow students to check out books.
6th Grade: Introduce MakerSpace Area , then allow students to check out books.
LEKS: K. 4 Scientific investigation and reasoning. The student uses age-appropriate tools and models to investigate the natural world.
K. 8 Develop new vocabulary.
RC 1. Listen attentively, critically and purposefully to stories and other texts read aloud to gain information, to solve problems and for enjoyment.
RC3. Differentiate between fiction and nonfiction.
RC4. Recognize and comprehend information in various formats.
IL 1. Locate various areas of the library such as Fiction, Nonfiction, Easy, Biography, Reference, circulation desk, book drop, computers (catalog), etc.
IL 2. Locate resources using the Dewey Decimal System.
IL 3. Follow library guidelines and procedures. Demonstrate appropriate behavior for locating, checking out, and returning library materials according to district guidelines or procedures.
IL 4. Develop a vocabulary of information literacy/library terminology. Acquire library terminology such as: shelf marker, check out and check in, barcode, library card, shelving cart, scan, due date, overdue, call number, hold, renew, and electronic resources.
IL 6. Demonstrate proper use of print and non-print resources such as the electronic catalog.
4.8 C Read for information.
RT 4. Acquire and develop technology and information skills for lifetime learning.
TEKS: 4(G) demonstrate comprehension of increasingly complex English by participating in shared reading, retelling or summarizing material, responding to questions, and taking notes commensurate with content area and grade level needs.
2(C) Learn new language structures, expressions, and basic and academic vocabulary heard during classroom instruction and interactions.
2(E) Use visual, contextual, and linguistic support to enhance and confirm understanding of increasingly complex and elaborated spoken language.
4(C) develop basic sight vocabulary derive meaning of environment print, & comprehend English vocabulary and language structures used routinely in written classroom materials.
4(I) demonstrate English comprehension and expand reading skills by employing basic reading skills such as demonstrating understanding of supporting ideas and details in text and graphic sources, summarizing text and distinguishing main ideas from details commensurate with content area needs.
4(J) demonstrate English comprehension and expand reading skills by employing
inferential skills such as predicting, making connections between ideas, drawing inferences and conclusions from text and graphic sources, summarizing text, and distinguishing main ideas from details commensurate with content area needs.Students analyze, make inferences and draw conclusions about persuasive text and provide evidence from text to support their analysis.
4.12(A) explain how an author uses language to present information to influence what the reader thinks or does.
4.Fig. 19(F) make connections (e.g., thematic links, author analysis) between literary and informational texts with similar ideas and provide textual evidence.