Colouring outside the lines
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Ideas and information for activities that could be used in the library for younger students
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Colouring outside the lines
- 1. COLOURING OUTSIDE THE LINES: library lesson activities for younger students K A T E R E I D Australian School Library Association Inc.
- 2. This is me Australian School Library Association Inc. 2 Kate Reid BA Dip Ed (LOTE), MAppSci (Teacher Librarianship) Discovered the joys of school libraries in 2000 and never looked back! Strong magpie tendancies: I pick up ideas from books, friends, movies, Twitter, podcasts, journals, conferences, anywhere and everywhere…
- 3. A F E W T H I N G S T H A T I N F L U E N C E H O W I D E S I G N M Y A C T I V I T I E S F O R Y O U N G E R S T U D E N T S Australian School Library Association Inc. 3 First (briefly) the theory
- 4. Developmental stage Australian School Library Association Inc. 4
- 5. Attention span Australian School Library Association Inc. 5
- 6. Timetable Australian School Library Association Inc. 6
- 7. Library environment – traditional… Australian School Library Association Inc. 7
- 8. Or modern? Australian School Library Association Inc. 8
- 9. Equipment Australian School Library Association Inc. 9
- 10. Technology Australian School Library Association Inc. 10
- 11. End of the theory Australian School Library Association Inc. 11 Factors that influence activity choices: Developmental stage Attention span Timetable Library environment Equipment Technology Any comments or questions before we get to the examples?
- 12. EXAMPLES OF ACTIVITIES I USE WITH PREP/FOUNDATION/KINDER CLASSES Australian School Library Association Inc. 12 What you really want to know
- 13. Group effort Australian School Library Association Inc. 13
- 14. Bottoms Australian School Library Association Inc. 14 Student photograph used with parental permission
- 15. Pamela Allen ideas Australian School Library Association Inc. 15 Read Who sank the boat? Give students a piece of A3 paper with a boat on the bottom Give students the animals to colour and cut out Ask students to recount the order of the animals by gluing then onto the boat page in a stack
- 16. Pamela Allen ideas 2 Australian School Library Association Inc. 16 Read lots of her books Photocopy some covers onto card Slice up into random triangles Hand out packets of pieces, and ask students to work together to put them together to make one of the covers
- 17. Pamela Allen ideas 3 Australian School Library Association Inc. 17 Read Mr McGee, put pictures on board or screen and ask children to put them into the correct sequence and retell the story
- 18. That was Prep Australian School Library Association Inc. 18 Sequencing Retell Observation skills Little pieces Recording ideas Any comments or questions before we get to the examples?
- 19. EXAMPLES OF ACTIVITIES I USE WITH YEAR 1 CLASSES Australian School Library Association Inc. 19 Moving up
- 20. Anthony Browne author study Australian School Library Association Inc. 20
- 21. Anthony Browne author study 2 Australian School Library Association Inc. 21
- 22. Anthony Browne author study 3 Australian School Library Association Inc. 22
- 23. Predicting the future Australian School Library Association Inc. 23 Ask students to predict something about the story based on the cover Note their predictions on your whiteboard, or in an app on your device, or get them to line up and record their statements using your laptop or a handheld recorder. After the story, go back and check – which ideas were right? Variation: stop halfway through the story and make predictions
- 24. Making predictions Australian School Library Association Inc. 24
- 25. Working with non-fiction Australian School Library Association Inc. 25 This activity introduces children to subject classification. Plan for groups of 4 students, and pre-select books from 5 or 6 subject areas (depending on class size) Scatter shuffled selections of books around the room and forbid students to touch! Each student picks one book, and then they have to walk around and try to work out how to make a group of 4 (without being told to use the subject) As the groups form, they check with the teacher and then sit down. Once all groups have formed correctly, lead a class discussion on why their books made a group. Give hints to look at the spine until someone spots the call numbers. Ask everyone to see if their group has the same numbers. This leads nicely to a discussion of the organisation of non-fiction.
- 26. Comparing books Australian School Library Association Inc. 26
- 27. That was Year 1 Australian School Library Association Inc. 27 Predicting Reflection Critical comparisons Technology to capture thinking Any comments or questions before we get to the examples?
- 28. EXAMPLES OF ACTIVITIES I USE WITH YEAR 2 CLASSES Australian School Library Association Inc. 28 Getting bigger
- 29. Scary Night Year 2 Effort Australian School Library Association Inc. 29
- 30. Australian animal stories Australian School Library Association Inc. 30 Student photograph used with parental permission
- 31. Creating ebooks Australian School Library Association Inc. 31
- 32. Creating ebooks cont. Australian School Library Association Inc. 32
- 33. Series study 1 Australian School Library Association Inc. 33
- 34. Series study 2 Australian School Library Association Inc. 34
- 35. Series study 3 Australian School Library Association Inc. 35
- 36. Series study 4 Australian School Library Association Inc. 36
- 37. Series study 5 Australian School Library Association Inc. 37
- 38. Fractured Fairytales Australian School Library Association Inc. 38
- 39. Fractured Fairy Tales 2 Australian School Library Association Inc. 39
- 40. Fractured Fairy Tales 3 Australian School Library Association Inc. 40
- 41. Fractured Fairy Tales 4 Australian School Library Association Inc. 41 The Cupcake Man video ebook
- 42. That was Year 2 Australian School Library Association Inc. 42 Animal factual narratives Making ebooks Series fiction Fractured fairytales Any comments or questions before we get to the examples?
- 43. EXAMPLES OF ACTIVITIES I USE WITH YEAR 3 CLASSES Australian School Library Association Inc. 43 Hit the big time
- 44. Mapping the Library Australian School Library Association Inc. 44
- 45. Library skills mastery Australian School Library Association Inc. 45 Student photograph used with parental permission
- 46. Multiple media Australian School Library Association Inc. 46
- 47. Hands-on Australian School Library Association Inc. 47
- 48. Google translate Australian School Library Association Inc. 48
- 49. Sheer desperation Australian School Library Association Inc. 49
- 50. Catalogue tutorial task Australian School Library Association Inc. 50
- 51. That was Year 3 (and 4) Australian School Library Association Inc. 51 Orientation Independent use of the Library Mixing technology with hands-on Global connections Any comments or questions before we get to the examples?
- 52. AN ASSORTMENT OF TECHNIQUES Australian School Library Association Inc. 52 Generalities
- 53. All about them Australian School Library Association Inc. 53
- 54. Making Connections Australian School Library Association Inc. 54 Text-to-Self Text-to-Text Text-to-World
- 55. Emotional literacy Australian School Library Association Inc. 55
- 56. Think, pair, huddle Australian School Library Association Inc. 56
- 57. Visual lesson sequence Australian School Library Association Inc. 57
- 58. Capturing their thinking Australian School Library Association Inc. 58 Use technology to capture student thinking Take photos of student work and record them describing what they did Take photos of books and record students recounting what they remember A 2min video made in Explain Everything with Prep (Foundation/Kinder) students
- 59. Images Australian School Library Association Inc. 59 All images used in this presentation were either my own photographs, images sourced from the Pixabay website www.pixabay.com under a CC0 Public Domain licence, Student photos are used with permission
- 60. Post-webinar information Australian School Library Association Inc. Certificate of attendance will be emailed Membership information is available at http://www.asla.org.au/membership.aspx Future Webinars http://www.asla.org.au/Professional-learning/webinars.aspx Follow ASLA on Twitter https://twitter.com/aslanational Like us on Facebook https://www.facebook.com/ASLAOnline 60
Editor's Notes
- So you have a face for the voice, this is me I’d like to think I look this professional all the time, but sometimes I look like Nicholas Ickle, and other times you could call me Wilhemina Wonka
- Younger students can be such egocentric little creatures, you have to take that into account when planning activities – it also explains why you can be in the middle of reading The Pocket Dogs and one little cherub calls out “I’ve got a bike!”, setting the rest of them off on a list of all the things they have too! https://pixabay.com/en/concentrical-connected-network-team-152573/
- Are these your students too? I tend to find shorter activities much easier to run with younger students https://pixabay.com/en/bowl-fish-goldfish-tank-water-sad-161409/
- The timing of your lesson will have some impact – what if they come to you after PE, or after lunch on Friday? https://pixabay.com/en/clocks-clock-time-watch-date-1098080/
- Is your Library traditional? https://pixabay.com/en/library-book-literature-know-study-807931/
- Or modern? Your furniture, school culture, and whether you have to share the space all affect how you run your classes. https://pixabay.com/en/library-read-modern-reading-room-684403/
- The kind of craft supplies you have available will affect your choice of activity. Also the trustworthiness of your students – I have had some classes where scissors were not possible due to difficult students. https://pixabay.com/en/art-supplies-art-school-supplies-957576/
- It doesn’t matter what kind of Technology you have access to, what is important is how you can leverage it. If you have just one screen, then whole-class activities or guided individual contributions will work. If you have a few cameras or devices, get them working in groups or pairs. For 1:1, I use a lot of modelling on the big screen of what I want them to do on their small screens https://pixabay.com/en/laptop-black-blue-screen-monitor-33521/ https://pixabay.com/en/digital-camera-photography-camera-575524/ https://pixabay.com/en/tablet-screen-monitor-phone-pc-313002/ https://pixabay.com/en/phone-iphone-blue-mobile-screen-681479/ https://pixabay.com/en/tablet-computer-portable-mobile-154921/ https://pixabay.com/en/camera-flash-purple-small-159658/ https://pixabay.com/en/interactive-whiteboard-presentation-307890/
- For Book Week with the Preps I read Noni the Pony goes to the beach by Alison Lester, and then followed up with the original Noni the Pony. Preps have only 25 mins, and a short attention span, so I asked them to each choose one detail that caught their eye, something they really liked, and to draw that. It took a couple of lessons, but everyone drew something and cut it out, and chose a spot to stick it up on the beachy display I made.
- This activity goes with Rhino Neil by Mini Goss, in which a sad and lonely rhinoceros is happy to make friends with an elephant, and the last page sees their rear views heading off into a sunset. At a Zart Art workshop some years ago, I learned about scribble drawings, in which any kind of separate line or outline is completely taboo, and only scribbling is allowed. When I read Rhino Neil I thought that this technique was a perfect match for the subject matter and the age of the viewers! Once we read the books, we talk about sunsets and what colours they have. I pull up a pre-checked image search for sunsets, and we look at the colours. Hobart doesn’t have a wide western horizon, so some children do find a big sunset kind of hard to visualise! Then I demonstrate how to hold a pencil in a fist and colour side-on, and we make our sunsets. One 25 minute lesson isn’t long enough, so I save the bottoms till the next lesson. For that, I ask them to use crayon, and show how to scribble bottom and leg shapes, and go over till there are no holes. Preps generally love this, and get a big giggle out of having a window full of bottoms on display!
- Anthony Browne author study – over several weeks we read a number of books, and discussed similarities and differences in the illustrations, storylines and use of language. We started making predictions about what was in the book by looking at the cover.
- Anthony Browne author study – over several weeks we read a number of books, and discussed similarities and differences in the illustrations, storylines and use of language. We started making predictions about what was in the book by looking at the cover.
- Anthony Browne author study – over several weeks we read a number of books, and discussed similarities and differences in the illustrations, storylines and use of language. We started making predictions about what was in the book by looking at the cover.
- Critical and creative thinking
- We looked at the cover, and made our predictions. When we finished, we went back and colour-coded each statement for yes (green) no (red) and sort of (blue)
- I drew a template for half a bat, and had students fold a piece of black heavyweight paper, trace around the template in a light coloured pencil, then cut out. I modelled how to fold the paper, where to place the template so you got a whole bat and not just two separate halves. This did not stop mistakes, but kept them under 50% of the class Cutting out was another adventure in itself! The eyes are yellow dot stickers which I pinched from the book-covering supplies.
- We read a number of non-fiction narratives about Australian animals. Then we chose an animal and researched things like food, habitat and babies. Each child drew their illustration, and then we scanned them to a ppt. We borrowed a class of Year 7 students who scribed the stories for us.
- Our early learning grades have roughly a 1:2 ipad ratio, so with some planning I arranged to use the ipads for my lessons for a term. Before this task we had been learning about non-fiction books, and then we read Emu, the non-fiction narrative book, and talked about how the information was woven into the story. The students had to pick any animal they liked and could find a book about (no google allowed for this) and create a story that included facts. We used the Storykit app from International Children’s Digital Library, as this allowed us to draw pictures, add text and record narration all in the one place.
- These were some of the most engaged lessons I had with this class. The boys adored making their own books. Being able to choose between taking a photo or drawing their own illustrations, and between typing text and recording a narration, was incredibly empowering for boys who struggle with fine motor skills or have difficulty with writing. The amount of critical self-appraisal gong on was incredible – some boys would be recording, listening to the playback and then re-recording 5 times before they were happy. The amount of peer help was also wonderful. I have had students make books before, and it was fun, but the way that technology supported less able students took this activity from good to great.
- Recount the story
- Venn diagram with pictures
- Maxx Rumble Tri-Venn – comparing three different Maxx Rumble books – the boys remembered so many details, even after several weeks!
- A story map of a Boyz Rule book
- Comparing books from two different series
- We think up all the fairy tales we can, and make a big list.
- Then we ask what makes a fairy tale, and make another list. I turn this into a checklist, and we read some examples.
- Then we read a version of The Gingerbread Man, and view some variations on YouTube, and identify the key repeated elements
- Them we read The Lamington Man by Kel Richards and Glen Singleton Students design their own food person, and create a little fractured fairy tale based on the model. Previously I have had older students come and act as scribes, but last year, because we had ipads, they took photos of their drawings, and added text or recorded narration over the top in the Explain Everything app.
- I give Year 3 a blank outline of the Library, and I draw one on the board. I ask them to tell me all the main features on the Library and list them on the side. I made up a story this year about how an evil mega villain flew over in his stealth jet and shot off the new classrooms upstairs with his laser, so there was no roof on the library, and they had to imagine that they were in a helicopter flying over, or that they were an eagle flying over, and then to draw in what they could see. This can be very challenging for 8 year olds – it requires a lot of abstract visualisation, so I draw things in as they point them out in the library, doing my best to model my thinking processes out loud
- Year 3 last year - the students learned how to use the Library catalogue, completed a worksheet (how many Paul Jennings books do we have, what is the call number of Chess for beginners) then I set up a number of different challenges for students, who had to find the answers and bring me the actual books from the shelves to demonstrate their mastery. This last step absolutely sorted them out the capable from the confused! I then stamped and signed their certificate and took photos, and had a choice of activities for finishers to do while waiting for stragglers. This did end up taking several lessons, but I think it produced a more skilled set of library users. Photo used with parental permission.
- Bring together multiple forms of media: during Book Week last year I read The Stone Lion by Margaret Wild and Ritva Voutila with Year 3 classes, and I chose to focus on the gargoyle that helps the lion understand other people. I showed students images of real gargoyles, talked about their historical origins, how lots of old libraries have gargoyles
- Then we made playdough gargoyles. I made ordinary playdough on the stove, but if you are going to do this, allow plenty of time! 3 classes worth of dough took ages to make!
- Two blankets by Irena Kobald I read a suggestion somewhere (possibly in the teacher notes for the book) about having students use Google Translate to look up words for everyday objects. I put that together with the idea of patchwork blankets, and asked students to draw a picture of anything they liked (but no guns or blowing things up – remember, I teach boys). Then I showed them how to use Google translate, and they looked up the word or phrase for their picture. The only other limit was that they could not use a language which they themselves speak or which someone else in the family speaks to them – it had to be something completely foreign. This was turned out to be quite fun.
- This was one of those classes, might even have been last thing on a Friday afternoon, and I just could not get this year 3 class to settle down. I was getting really frustrated with everyone’s behaviour, and abandoned my planned lesson, ordered them all to complete silence, handed out plain paper and pencils and pulled up the whiteboard. I told the students to write down the number of the question, and an answer, no talking allowed. I made up the questions as I went along, and when I filled one side I turned the board around and kept going. By the time we got through 15 questions there was about 10 minutes left of a 50minute lesson, and I allowed boys to offer answers to each question. They were very interested to hear each others’ responses, so the next lesson I had the students type up and print their answers – with some discussion re readability of font, and no colours allowed. I prepared a sign for each question, and stuck them up randomly around the library. The boys had to cut out each answer and stick it on the correct question sign. From being really difficult and disengaged, they turned into a focused and interested group of students who kept checking to see the answers that everyone else had given.
- This task came from a discussion with Year 4 teachers – they wanted students to learn a range of desktop publishing skills before undertaking a significant task later in the year. I wanted students to be better users of the Library catalogue. The result was this activity where Year 4 learned how to search the catalogue, and then created screenshot tutorials demonstrating every step. I had a model for students to copy, plus my own screenshot guides for how to insert and format pictures. We also touched on style requirements, such as why a fluorescent green curlicue font was not a helpful choice.
- https://pixabay.com/en/hands-words-meaning-fingers-423794/ Linking back to the children – give them a chance to make personal connections to the story. Charlie and Lola – but excuse me that is my book! By Lauren Child. There’s a bit in that book where Charlie lists all sorts of genres that can be found in the Library. I ask my students to shoot their hand up for every kind of book they hear that they like – this gives them a chance to wiggle halfway through the story, and also to think about themselves in relation to the events in the story.
- Possum Magic; Throw Your Tooth on the Roof; Stella Louella; school day stories; family life stories Visible thinking strategies are worth investigating! After I learned about this strategy I searched around and found this set of posters from Teaching eVentures which were free for teacher use but now sadly the site has disappeared. However there are many others out there, or if you have time for a little slip-art action you can make your own. ReadWriteThink has some decent lesson plans based on this strategy. I find it best to introduce and use just one connection, usually text-to-self, then add in the other two as I think the students ready for it.
- Asking children to model the facial expressions and body language of the characters in the book illustrations Questioning: make your face look like his face – how is he feeling? If he was feeling the opposite, what would he look like? Role playing: a character is looking very sad and droopy – ask children to get up and move around like that character would https://pixabay.com/en/alien-smiley-emoji-emoticon-41624/ https://pixabay.com/en/alien-smiley-emoji-emotion-41611/ https://pixabay.com/en/alien-smiley-sick-emoji-emoticon-41619/ https://pixabay.com/en/alien-smiley-blushing-embarassed-41617/ https://pixabay.com/en/alien-smiley-emoji-emotion-41608/ https://pixabay.com/en/alien-smiley-sleepy-emoji-emotions-41620/
- A twist on Think – Pair- Square - Share
- This is a visual way to outline the lesson for students with low reading levels, difficulty retaining instructions etc. I use the sheets of paper to cover all the images, then uncover as we move through each activity