Library+and+Information+Centre

=** Students should: **= =** Teachers please ask the students to ‘tidy up’ under your supervision before leaving the library and ensure: **= = =
 * ** Teachers’ Guide to the Sunnybrae Library and Information Centre **
 * The Library is open from 8:40 am – 3:00 pm each weekday. **
 * remove shoes when wet or dirty and place them tidily on the shoe stands provided.
 * use quiet ‘inside’ voices.
 * act sensibly and not run around.
 * leave food and/or drink outside the library.
 * all books are correctly and neatly placed on shelves.
 * tables, chairs and cushions are neat and tidy.
 * the issue desk is left tidy.
 * General Borrowing Information **
 * Students: **
 * Books must be transported in a library book bag.
 * Year 1 children may borrow one book (fiction or non-fiction) for the first term and two books for the rest of the year, one fiction and one non-fiction.
 * Year 2-6 children may borrow two books at any one time, one fiction and one non-fiction.
 * Books are issued by student librarians, the borrower or a staff member.
 * Student librarians are available to issue books before school and during lunch times Monday to Friday.
 * Families are expected to pay for lost books.

= = = = =** Parents **= = = =** Computer Bay **= = = ** A Progression of Ideas for Library Lessons beginning at the Junior Syndicate ** Library expectations and routines for returning and issuing books.
 * Borrowing Period: **
 * Books may be returned at any time to the Returns basket situated next to the issue desk.
 * Books are issued for one week, but they may be renewed for longer issue (excluding puzzle and picture books).
 * Teachers may borrow books to read to their class or use as resources for personal reference. Borrowing is set for one month, limited to 10 of any type, and can be renewed after this period.
 * To issue resources teachers should use the computer on the issue desk in the library or the library computer in the Technology and Resource room.
 * When borrowing, teachers should enter their name and then scan the barcode of the items borrowed.
 * Class sets of books should be ordered from the National Library each term by the teacher in charge of the Library. These will be distributed by the Teacher Aide Librarian.
 * A ‘red set’ of books to promote reading engagement will be distributed to each class and rotated at the end of every term.
 * Box sets of books to engage reluctant readers will be distributed to each Middle and Senior Syndicate class each term ** . **
 * Student Teachers **
 * Student teachers may borrow books to read to their class or to use as resources for personal reference.
 * When borrowing, student teachers should enter; student, select their room number and then scan the barcode of the items borrowed.
 * Parents may visit the library before school to help their child select a book or search for information on the Internet.
 * They may borrow books from the Parent Library, which is kept in the Library office.
 * The Library computer bay is monitored by student librarians and staff members.
 * Computers are available to support the classroom programme during class library lessons.
 * Computers are timetabled for use before school on weekday mornings from Monday to Thursday, 8:40 to 8:55 am and during lunchtimes from 12:40 to 1:20 pm each weekday.
 * Students can use Access It, preloaded software and/or Class blogs.
 * 1. Introduction to the Library **

Care of books, cleanliness (hands) and using book bags **. **
 * 2. Book Car e **

Teach students about physical parts of a book – cover, title, spine, contents, index and barcode. = = Teach children about author, illustrator and publisher of a book. = = Introduction of alphabetical system of picture books. = = Read some of the new books on display. From the covers, group into types of books (fiction/non-fiction). Discuss what the various labels mean (blue - sophisticated picture book, yellow – newly independent readers etc). = = Each month, focus on a particular author, especially from New Zealand (indicated with a NZ Kiwi or fern on the spine of the book). = = Promote books related to the current writing genre (e.g. Narratives). = = As reading competence develops introduce simple chapter books (NIR). = = Teach the 5 finger rule for book choice. The five finger rule can help me decide if a book is too hard or not. When I try out a book, I read a page to myself. When I find a word that I can’t work out, I hold down one finger. If I get to the end of the page and I haven’t found five tricky words, this book should be alright for me. = = Select students to prepare a short review of a book they are reading – author, location in the library, likes/dislikes and a brief overview of the story. = = Introduce the non-fiction section of the library. = = As a class, select a book that is related to your topic study. Read it and look for relevant information using the contents and index pages. = = Begin using Access It (Visual Search and Fast Find) with support. = =
 * 3. Parts of a Book **
 * 4. Author, Illustrator and Publisher **
 * 5. Picture Book Shelving **
 * 6. New Books on Display **
 * 7. Author Focus **
 * 8. Focus on Writing Genre **
 * 9. Introduction of Simple Chapter Books **
 * 10. The Five Finger Rule **
 * 11. Book Reviews **
 * 12. Non-Fiction **
 * 13. Topic Books **
 * 14. Access It **

** A Progression of Ideas for Library Lessons in the Middle Syndicate ** It is intended that the Middles Task Library Booklet will form the basis of your library skills programme for the year. The activities differ slightly between odd and even years. Below is a suggested timeframe; activities can be completed earlier in the year if time allows. Some activities may be completed in class as part of the reading programme. = = = Terms One and Two = = = = Terms Three and Four =
 * Review Library routines, issue and returning procedures, book care, location of books, book selection and identification.
 * Access It skills.
 * Inquiry Learning Skills.
 * e-Learning in the Library.

**Inquiry Learning Skills (revision of skills taught in the class programme)** = = = Book Focus = = = ** A Progression of Ideas for Library Lessons in the Senior Syndicate ** It is intended that the Senior Task Library Booklet will form the basis of your library skills programme for the year. The activities differ slightly between odd and even years. Below is a suggested timeframe; activities can be completed earlier in the year if time allows. Some activities may be completed in class as part of the reading programme.
 * Talk about the Dewey decimal numbers of the non-fiction area and how they are ordered on the shelf.
 * Continue to select books that are related to your topic study.
 * Read them and look for relevant information.
 * Model the use of keywords and how to scan the contents page and index for these.
 * Model the skill of skimming and scanning for information.
 * Model and teach simple note taking and note making skills.
 * Share the ‘New Books on Display’ and use them to reinforce library skills learnt in the Junior Syndicate (e.g. book care, borrowing routines, book selection, classification and layout of library).
 * Include a focus on Authors, Fairy Tales and Myths and Legends.
 * Promote books related to the current writing genre (e.g. Narratives).

= = = = = =
 * Terms One and Two **
 * Review Library routines, review issue and returning procedures, book care, location of books, book selection and identification.
 * Begin Access It skills.
 * Terms Three and Four **
 * Inquiry Learning skills
 * e-Learning in the Library
 * e-Learning in the Library
 * Inquiry Learning Skills (revision of skills taught in the class programme) **
 * Understand the broad categories of the Dewey System and how it works, illustrated through in-depth study of selected topics.
 * Model the use of keywords and how to scan the contents page and index for these.
 * Continue to refine skimming, scanning and note taking and note making skills.
 * Search for information that is related to your topic study using Access It.
 * New Books on Display **
 * Share the ‘New Books on Display’ and use them to reinforce library skills (book care, borrowing routines, book selection, classification and layout of library).
 * Promote books related to the current writing genre (e.g. Narratives).

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