First Grade Library Lesson Plans

September

Meet in the story corner. Read aloud Animals Should Definitely Not Wear Clothing by Judi Barrett. After reading the book, show the children a powerpoint entitled Animals Should Definitely Not Borrow Library Books that reviews book care rules. Take the children on a tour of the different sections of the LMC with emphasis on the easy fiction, nonfiction, chapter book, reference and biography sections as well as the circulation desk. Discuss and review book loan policy and sign out procedure. Review fire and color code drills and posted library behavior rules.  At the end of the library tour, assign students seats in the library media center.  When everyone is seated, review the rules in the library with the children. (1. Walk only, 2. Quiet talking, 3. Always use a shelf marker, 4. Raise your hand to speak). Next, ask them to return to the reading circle.  Read aloud Pete the Cat: Rocking in my School Shoes by Eric Litwin.  Assigne the kids their centers and allow them to play at a center until it is time to go. Line the children up and give them all a LMC newsletter to take home. 

Meet in the story corner. Read aloud The Library Dragon by Carmen Agra Deedy. Discuss the story to reinforce keeping books on shelves in good order. Explain that books are arranged on library shelves by standing upright with spine labels facing out. Children will be asked to offer ideas as to why proper shelf placement is important. Show the students a short video describing how to use shelf markers. Then, move the students to their assigned seats at the tables. Explain and model how to correctly use a shelf marker. When the students are finished, review the rules in the library and dismiss them to check out a book. After they have chosen a book and checked it out, they may go to their assigned center.

October

Check in the students’ book and meet in the story corner.  Read aloud Book Fair Day by Lynne Plourde. Ask, “What is the difference between a regular library day and a Book Fair day?” Discuss what a book fair is, when their class is coming and review the rules of the book fair. Also, review the differences between a hardback book and a paperback book and explain that for their purposes, paperback books are a better value. When finished discussing the book, show a Scholastic video highlighting some of the books that will be for sale at the book fair. Ask the students what looks appealing to them at the video’s conclusion. Review the rules in the library and dismiss the students to check out a book. After they have chosen a book and checked it out, they may go to their assigned centers.

Check in the students books and meet in the story corner.  Read aloud Goldilocks and the Three Bears by Jan Brett.  As the book is being read compare the sizes of the bowls, chairs, and beds to books.  Books can be too easy or too short, too hard or too long and also just right.  When finished the story, talk about "The Goldilocks Rule".  Is this book too hard?  Too easy?  Just right?  Using a short powerpoint presentation, teach the students the Five Finger Rule.  Hold up your fist.  As you try to read a book, put up a finger each time you find a word you don't know.  If you get to 5 fingers before you are done with the book, it is too hard.  After the powerpoint, move the student to their assigned seats.  Have them fill a a purpose for reading form.  I want to read about _____________________ because _________________________.  Review their work and the rules in the library.  Dismiss the children to check out a book. After the children have chosen a book and checked it out, they may go to their assigned centers.

November

Check in the students books and send them to the reading circle.  Ask them about the upcoming election.  Do you  know what an election is?  Do you know what we are voting for?  Who is running? Ask if they think their teacher should be president. Why/Why not? Next, read aloud My Teacher for President by Kay Winters.  When the story is over ask the children, "  Did they boy in the story have some of the same ideas you did as to why your teacher should be president?  Who else do you know who would make a good president?  Why?  Who did the boy write the letter to?  Why did he write it to a TV station?  What is the difference between the kinds of papers a teacher and a president would sign?  What type of emergency was the teacher as president responding to?  Using a powerpoint presentation, discuss the role of the real president, what we are voting on during this election and give the students some history of election day. Move the children to their assigned seats.  Create a Venn diagram showing how the teacher and the president are the same & how they are different. Next, review the rules in the library and dismiss the children to check out a book.

Check in the students books and meet in the story area. Read aloud Pigsty by Mark Teague. Talk about why it is important to keep things in order in the library.  Next, read aloud A is for Salad by Mike Lester.  Discuss the story and review the definitions of fiction and nonfiction. Talk about why this book was fiction.  Next, show the video clip, “Fact or Fiction – African tales.” Move the students to their assigned seats. Explain how fiction book are kept in order (ABC order by the 1st three letters of the author’s last name.) Name and locate the Easy Fiction and Fiction sections of the library. Have the students look at three books that are in order on a bookshelf. They will color the book that should come next in each of the book shelves. Review the correct answers when the students are finished. Review the rules in the library and dismiss the students to check out a book and go to their assigned centers.


Check in the students' books and meet in the reading circle. Ask the children: Does anyone know what compassion means? Can you give me an example? Discuss what compassion is and tell them that they will see a great example of compassion in the book we are going to read today, 'Twas the Night Before Thanksgiving by Dav Pilkey. Read the story aloud...ask them 1. Page 3 - What did the children do to pass the time as they rode? 2. Page 7 - Where did the field trip take the children? 3. Page 13 - What tells you that the children were having a great time at this turkey farm? 4. Page 17 - Are the children still happy? How do you know? 5. End - Can you tell me the name of another story that sounds a lot like this one? 6. In the story it says, "and everyone was thankful (The turkeys were most!). Why do you think they would be the most thankful? After discussing the story, move the children to the tables. Have them complete a word search that coordinates and a Thanksgiving coloring picture Dav Pilkey created. When they are done, review the rules in the library and dismiss the children to check out a book and go to their assigned centers.

Check in the students books and meet in the story area. Read aloud Mr. Wiggle Loves to Read by Carol Thompson and Bats at the Library by Brian Lies. Discuss the stories and review the definitions of fiction and nonfiction. Talk about why this book was fiction.  Next, show the video clip, “Fact or Fiction – African tales.” Move the students to their assigned seats. Explain how fiction book are kept in order (ABC order by the 1st three letters of the author’s last name.) Name and locate the Easy Fiction and Fiction sections of the library. Next, have the students look at three books that are in order on a bookshelf. They will color the book that should come next in each of the book shelves. Review the correct answers when the students are finished. Review the rules in the library and dismiss the students to check out a book and go to their assigned centers.

December

Check the students’ books and meet in the reading circle. Show the students several Arthur books by Marc Brown and show them how the character Arthur has changed from the first book published in 1976 until now.  Read aloud D.W.'s Library Card by Marc Brown. Discuss whether the book is fiction or nonfiction and why and that the author of all of the Arthur and DW books are written by Marc Brown. Show the students a picture of Marc Brown and give a little of his background.  Show the students Locked in the Library from the PBS Arthur series. Review the rules in the library and dismiss the children to check out a book and go to their assigned centers.

Check in the students books and meet in the reading circle.  Read aloud Santa Claus: The World's Number One Toy Expert by Marla Frazee. Discuss the story and talk about why it is fiction. Show the students the call number and explain why it is classified under FRA.  Move the children to their assigned seats. Have them put some of the words from the story in abc order to practice alphabetizing and color a picture from the story. Review the correct answers and the rules in the library. Dismiss the children to check out a book and go to their assigned centers.

January

Check in the students books and meet in the story corner. Read aloud, Winter is the Warmest Season by Lauren Stringer. Discuss the story and ask the children comprehension questions. Move the children to their assigned seats. Review the two types of fiction books kept in a library (chapter books and easy picture books) and review how they are kept in order. Have the children work on an assignment putting fiction call numbers in order by the first two letters of the author's last name. When they are completed, review the rules in the library and dismiss the children to check out a book.

Check in the students books and meet in the reading circle.  Read aloud, The Top Job by Elizabet Cody Kimmell.  Talk about all of the different kinds of community helpers there are.  Go through an A-Z list of community helpers.  Have the students choose one type of job they are interested in and begin a report about it.  They will work on the report with both their teacher and the lms, that will be finished during our next meeting.

Check in the students books and meet in the reading circle.  Discuss how the fiction books are kept in order and read aloud, The Night Worker by Kate Banks and Career Day by Anne Rockwell, both books are about community helpers (to correlate with the project we are completing next week).  Next, move the children to their assigned seats.  Review how fiction call numbers are formed and that they are then placed in alphabetical order by the author's last name on the book shelf.  Have the students work with a partner to put several community helpers names in alphabetical order