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Garden City School Library: Reading Plans

Essential Question

How can I find new books to read that match my interests and preferences?

Judging by Covers - Grades 2-5

  • Introduction: Ideally, library shelves would be empty during the school year, meaning that students love our collection. Part of my job is to choose books that kids will read. During the year, students will get a chance to examine purchases and donations, decide which ones they want to read, and make recommendations for future picks. They will use Destiny Discover to track titles they're interested in, place holds, and write reviews.
  • Activity: Show all students how to use Destiny Discover by walking them through the handout below. Point out that new books are added to the home page as they get added to the catalog.

RICBA - Grades 3-5

  • Review: Remind students how the Rhode Island Children's Book Award process works. 
  • Activity: Hand out copies of the book list and give the students several minutes to review the plot summaries. Ask them to circle the titles that sound the most intriguing. (Note: They already saw the list the previous June and had the opportunity to watch trailers.)  Use this Google Sheet to record the number of kids who are interested in reading each title. Then show the trailers for the least popular books to see if you can drum up more interest.

    Students can add the books they want to read to their reading plans.

Book Talks - Grades 3-5

  • Introduction: I can recommend books all day long, but sometimes kids' opinions and tastes differ greatly from mine. I want students to recommend books to each other via book talks - short little "commercials" for titles they love. This activity 1. highlights kids' favorites, 2. gives them experience speaking in front of a group, an 3. introduces me to books I don't know.
  • Activity: Walk the students through the rubric. Tell them that everyone needs to complete a book talk by the end of May. Then demonstrate with a few titles - do some well, and some badly, and have the kids score you according to the rubric.

    Only one student per class can book talk a title in a sequential series (e.g., only one Wimpy Kid, only one Harry Potter). Create a schedule and plan on having two book talks per checkout week.

    Advise the students to PRACTICE before they get up to deliver their talk. But you will probably have a few eager kids who want to jump up and do their book talk immediately. And they will probably leave out a key element or two.

Online Resources - Grades 4 and 5

  • Introduction: Explain that one way to find a new book to read is to get a list of "readalikes" for a book you already know you enjoyed. 
  • Activity: Show the students how to access and use Novelist with the handout below. Then have them find a new book suggestion (emphasize that they don't HAVE to read it ... but it would be nice to try it, and they can place a hold in Destiny Discover). 
  • Assessment: 

    1 = Student does not write anything down

    2 = Student chooses an original title, but when I check in Novelist, their "readalike" is not listed (I've had kids just copy a random off someone else's paper)

    3 = Student fills out the form correctly

    4 = Student finds a readalike and places a hold for it

Standards Addressed

AASL: I.C.4 - Learners adapt, communicate, and exchange learning products with others in a cycle that includes sharing products with an authentic audience; III.B.1 - Learners participate in personal, social, and intellectual networks by using a variety of communication tools and resources; IV - Curate: Make meaning for oneself and others by collecting, organizing, and sharing resources of personal relevance; V.A.1 - Learners develop and satisfy personal curiosity by reading widely; VI.D.1 - Learners engage with information to extend personal learning by personalizing their use of information and information technologies.

RI Core: R.10 - Independently and proficiently read and comprehend complex literary and informational texts; SL.4 - Present information, findings, and supporting evidence such that listeners can follow the line of reasoning.