Children’s House Library Visits
Students visit the library weekly with their class. Each library visit includes a pre-selected, purposeful read-aloud. Some of our story topics are about family and friends, kindness, helping others, spring activities, spring and summer holidays and animals in spring and summer.
Students are introduced to the skills and concepts needed to be successful in the library, such as book check-out, book care, and the parts of the library. Students follow library circulation procedures and select books based on their need and reading level. Library books are circulated for a period of one week. Each class has a scheduled library day and materials need to be returned the following week in order to check-out additional materials.
- Demonstrate how to properly care for books.
- Demonstrate correct book selection and circulation procedures.
- Locate the basic parts of a book
- Recognize that the title tells the name of the book.
- Recognize that the author write the word of the book.
- Recognize that the illustrator creates the art that tells the story in pictures.
- Actively listen and creatively respond to literature shared in a group setting.
- Retell a story – Illustrate the events from beginning, middle and end of a story.
Children’s House Third-Year Literary Circle
Third-year Children’s House students visit the library weekly to listen to a variety of stories and poems. Stories are followed by a group discussion and literary activities to develop an understanding of story elements such as identify the title, author and illustrator, character traits, summarize the details of a setting, major events and problem and solution in the story. Using retelling sticks, we ask about key details in the text and are able to retell stories, while identifying and describing story elements. Students will develop their skills in listening and oral communication, as well as reasoning and critical thinking.
Lower Elementary Third-Year Literary Circle
Third-year Lower Elementary students visit the library weekly (Monday morning) to take part in a literature activity, an interpretive reading and discussion-based program called Junior Great Books. The Junior Great Books program uses a method of reading and discussion known as Shared Inquiry. This program helps students build skills in reading comprehension, critical thinking, and writing. During our discussion we think and talk about an interpretive question – a question about the story that has more than one good answer that can be supported with evidence from the story. Students generate their own ideas about a story and practice communicating them in discussion and writing. By recognizing and responding to their classmates’ ideas, students learn that an interpretive question can have more than one answer. Each story is composed of three sessions. Work consists of two readings of the story, questioning and note-taking activities, followed by a shared inquiry discussion. The sequence of Shared Inquiry activities encourages students to develop the habits of effective readers and thinkers: to read and listen closely, think deeply about what they have read, and listen and respond to their classmates.
Outstanding works of literature include classic and contemporary stories and are selected for their vivid writing and for their ability to support multiple interpretations and thought-provoking discussions. The stories that we have worked with so far are the following:
The Banza, Haitian folktale as told by Diane Wolkstein
A goat and a tiger have an unlikely friendship.
The Man Whose Trade Was Tricks, Georgian folktale as told by George and Helen Papashvily
A king who wants to be the trickiest man in the world gets tricked himself.
The Fisherman and His Wife, Brothers Grimm
A husband and wife get their wishes granted but are not satisfied.
Ooka and the Honest Thief, Japanese folktale as told by I.G. Edmonds
Gonta steals only enough rice to feed his family, but gets caught and promises to return every grain he took.