Create Customized School Library Orientations for Each Grade Level

Create Customized School Library Orientations for Each Grade Level - A School Library Orientation establishes our relationship with students for the entire school year, so School Librarians can create customized orientations for each grade level in our school. Here's how I customize my first visits with returning students to rejuvenate their interest in the library. #NoSweatLibraryWe all give a School Library Orientation to our lowest-grade-level, new-to-the-school students so they can learn about their “new” school library, but how many of us have one for our returning students?

A library orientation customized for each grade level is a powerful way to connect with students and teachers at the beginning of the school year. I discovered very quickly that the effort I expend on higher-grade-level orientations generates multiple benefits throughout the rest of the school year.

ADVANTAGES OF CUSTOMIZED ORIENTATIONS

  • Rekindle interest in the library – The first library visit influences a student’s attitude toward subsequent visits during the remainder of the school year. Since so many schools now have a high level of student transience—mine is 34%—we also need to introduce the school library to a lot of brand new higher-grade-level students.
  • Highlight new reading choices – New grade level = new subject content + increased maturity. Customized orientations can align with the new grade’s curricula and the changed interests of students, especially topics or formats they may not have noticed before.
  • Establish silent sustained reading to the end of the period – The beginning of the school year is usually free of any benchmarks, testing, etc., so teachers are more willing to give us a whole class period for our orientation. In my case, ELA teachers want students to check out a fiction book, and because my library orientations focus on reading and narrative literature, students have time to become immersed in their book.
  • Stimulate teachers to consider more library lessons – My ELA teachers appreciate that I structure my orientations to support their curriculum, so they allow me to give a Library Lesson at the start of each new unit of study. I also have unique orientations for Social Studies, for Science, for World Language, and for Art classes, which has encouraged those teachers to plan other Library Lessons throughout the school year.
  • Use the same orientations every school year – With so many demands on a school librarian at the start of school, not having to create first-visit lessons is a time-saver and alleviates stress.

WHAT TO DO; WHAT TO AVOID

The key to a successful “returnee” orientation is to give students a stimulating, interactive, hands-on activity that is completely different from their previous grade‘s orientation. It should also revive prior knowledge and give a new perspective on the library and its resources.

Customized Not-Boring Library Orientations for Returning Students - Returning students have already heard library policies & expectations, so don't repeat them. Instead, prepare a bookmark and a brochure of that information for the different grade levels, and spend library orientation time at more productive--and FUN--pursuits! #NoSweatLibraryDon’t bore returning students with rules and procedures they already know. Summarize information on a Library Bookmark to be picked up at checkout. Give top grade level students a Library Brochure with resources for larger projects and planning their future. These two library info tools save time to allow for longer, more complex activities with higher-grade students, yet guarantee any new students learn our library expectations and can ask us specific questions later on for clarification.

A new school year brings excitement but also apprehension. To relieve new-grade-level uncertainty, provide a familiar structure to returning student orientations. Of the four segments for my Library Lessons—direct instruction, modeling/guided practice, independent practice, and sharing/reflecting—I keep 3 of them the same as what students have already experienced:

  • Direct instruction for returning student orientations is a review of safety procedures for fire drills and code Red—they’re too important to omit—and showing students the bookmark or brochure about library policies & expectations that they’ll receive at checkout.
    a
  • Independent practice during any regular book checkout visit includes students browsing the shelves and choosing a fiction book they can enjoy reading. Since this is the reason the teacher brings them to the library for an orientation, I’m diligent to give students plenty of time to fulfill that purpose.
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  • Sharing/reflecting for any regular book checkout visit is our standard checkout procedure where students read quietly while I invite each table to check out their selections. I encourage students to reflect on their book choice as they begin reading their new book so their book choices improve and their sustained reading time increases.

Such uniformity means I need only customize the modeling/guided practice segment of each grade’s orientation and allow returning students to fully engage in, and enjoy, their new group activity.

TRY DIFFERENT ACTIVITIES UNTIL SUCCESSFUL

We may need to try several orientation activities before discovering those that work best for each particular grade level of students:

  • In-the-middle grades need reminders about what they learned the previous year, presented in a fun new way.
  • Our highest grades need to see the library in a new way, a different perspective. They are the perfect “guinea pigs” to try out big changes in organization, materials, facility arrangement or technology.

Even after settling on the perfect lessons, be open to a new activity that might prove more engaging or relevant for a certain grade level. If you are a middle school librarian, the following ideas, which I’ve tried at various times, might work for you.

Seventh graders enjoy interactive game-like tasks that allow them to talk or move around. Library Bingo, Library Jeopardy, Scavenger Hunts, and Breakouts are all activities that refresh their library knowledge while constructively fulfilling their need for socializing. I do a Scavenger Hunt.

image of 7g Scavenger HuntMy 7g  Scavenger Hunt reviews various library locations, features new formats of reading materials students may have overlooked, and introduces books related to grade-specific subject content, like topical Dewey books for their first two Science units and the Special Collection of fiction & non-fiction books to support 7g Social Studies. It does get noisy, but students have a fun review, don’t get bored, and the Hunt sheet is handed in for their daily grade.
(Clipboards for students to write on are invaluable for this activity.)

The key to a successful scavenger hunt is to have the same number tasks as library tables. Each group begins with the same numbered task as their table number, which takes students to different library locations and avoids jostling and overcrowding.

Eighth graders prefer sophisticated tasks that entail analysis and application, and provides guidance but not overt supervision. Speed Dating Fiction, Progressive Dinner of Tasty Reads, Breakouts, Playlists/HyperDocs, and Viewing Book Trailers with QR codes are all popular with this age. Using QR codes to view Book Trailers finally captured my 8th graders attention; I give details about it in an earlier post.

How to Create a Video BookTalk - Slide prompt for showing 8g ELA students how to create a video booktalk, a preview of their coming classroom activity. #NoSweatLibraryI briefly show students how easy it is to make a video book-talk using copyright-free pictures and an online video creation tool, then play my 40-second sample. Since the first ELA project is a video book-talk, teachers appreciate my “sneak peak” to get students excited to do their own. Then they use QR codes to watch book trailers which provide an introduction to new reading choices appropriate to 8g maturity and curricula, like our selection of high school State Reading List books and the Special Collections of fiction and non-fiction books that support 8g Social Studies.

PROGRESSIVELY BUILD YOUR ORIENTATION REPERTOIRE

I know you, too, can reap the benefits of customized library orientations. If you are a new librarian or starting at a new school, you can begin as I did: I created an orientation for our lowest-grade-level students—6th graders—but presented it to all the grades. The next year’s incoming 6g got that same orientation, but I created a new orientation for the next higher grade level and presented it to both 7th & 8th graders. Then the third year, the incoming 6g got the original orientation, new 7g students got the second orientation, and I created another new orientation just for our highest grade level 8g students. Other than a couple adjustments for 8g, I give the same 3 orientations every year and it’s always a new experience for each grade level of students. If you have more than three grade levels, just keep going until you have a unique orientation for all the grade levels in your building!

My success with Customized Library Orientations means I never have to convince the English Language Arts teachers to bring their classes to the library at the start of school. In fact, they seek me out to schedule their visits the week before school begins!

 

Get my 7g Library Orientation or 8g Library Orientation through my NoSweat TPT store, or save with the 678 Orientation bundle.
This 1-visit Orientation product is customized for 7g ELA classes. A Scavenger Hunt reviews the School Library and features new materials especially appealing to 7th graders. This 1-visit Orientation product is customized for 8g ELA classes. A Book Trailer activity refreshes student interest in the School Library and features new materials especially appealing to 8th graders. Bundle of my 3 Common Core & NSLS aligned Library Orientation Lessons for 6th, 7th, and 8th grades that promote Reading and support English Language Arts study of narrative literature. Includes Library Lesson Plans, slide presentations, editable docs or PDFs of student Activity worksheets & bookmarks, and 4 mp4 videos. #NoSweatLibrary #libraryorientation #ELA

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How to Create a Meaningful School Library Orientation

How to Create a Meaningful School Library Orientation - The purpose of a school library orientation, as with any library lesson, is to support classroom learning, and it's especially important that we set the tone of library visits for the entire school year. Here's what I do...and DON'T do...at this first visit with new-to-the-school students. #NoSweatLibraryMy first 2 years as a new middle school librarian were fraught with mistakes, and my first 2 library orientations with ELA classes were especially horrible.

Thankfully ELA teachers gave me a third chance. I was able to create a lesson that is enjoyable for students and supportive of classroom activities.

My post on Library Orientations for Location explains some of my orientation decisions, but I offer here more detail on the rationale for what I do…and don’t do!

BEFORE ORIENTATION

Our School Library Orientation establishes our year-long relationship with students and teachers, so we need to make it an enjoyable and relevant lesson. But even before I approach teachers to schedule the library visit, I set the stage with 2 strategies: explaining to teachers how to bring students into the library, and creating a quick video tour of the library for students to see who I am.

2 Valuable Pre-Orientation Strategies for a School Librarian - Here are 2 strategies I use before my school library orientations that save time and avoid confusion for students and teachers, and read more about how I maximize the value of the library visit. #NoSweatLibraryThe first day of school I show Introducing Your School Library through our whole-school TV channel. In this 3-minute video, I introduce myself, do a quick walk-around of the library, and give the times that the library opens and closes each day. This brief intro means new students are already aware of who I am so I can fully focus my Library Orientation on content. It’s so successful, that students begin greeting me in the hallways between periods even before their first library visit! I also show the video to parents at PTA Open House and post it on our library Website, which makes it a nice library advocacy tool.

I believe it’s important to establish a procedure for entering the library because it sets the tone for the rest of the visit. At our first staff development before school begins, I explain to teachers that, when they bring their classes to the library, students enter, sit down, and wait quietly for me to begin. I append that this procedure applies to any library visit with any teacher for any purpose. Even if there’s no lesson and I return to my desk, like during testing, I still want students seated to settle them down so I can welcome them into the space.

The reason I do this is because I want teachers to respect that the library is my classroom and I need to direct activities. I’ve learned that teachers appreciate the importance of having this procedure for hormonal middle schoolers!
(If a class comes in a bit unruly, I stop them at the door, have them line up in the hallway and, once quiet, invite them to re-enter the library in the proper way.  It only happens once or twice before they get the picture!)

PURPOSE DETERMINES CONTENT

Our English Language Arts classes begin the year studying narrative literature, and ELA teachers want to visit the library within the first two weeks of school so students can check out their first Fiction book. That establishes the purpose of the visit, so I eliminate everything from orientation that doesn’t serve this purpose. My content must be about reading Fiction and giving students plenty of time to find a book they’ll enjoy.

It’s a given that our lowest-grade-level students are new to the school and our building is an alien environment. They have new teachers, new peers, maybe a bus ride, a new schedule, new textbooks, and lockers. The library isn’t important (sorry friends, but it’s true), and it won’t become so if students are overwhelmed at their first visit. It doesn’t matter whether our students are in 1st grade or 6th grade or 9th grade, newbies only need to know 3 things about their “new” library:

  1. Where the Fiction area is and how it’s arranged
  2. How to choose a good book
  3. How to check out their book
We DON’T need to:

  • talk about returning books, since they haven’t checked any out yet.
  • talk about Dewey or any other area of the library because they’re only choosing a Fiction book.
  • discuss our website or online services, since they’ll only be browsing for a print book.
  • dictate rules that will only discourage them.
    (My ELA teachers want to return 2 weeks later for book return, so that’s when I do Library Expectations—not “rules”—and policies, such as checkout period and overdues.)

Use These 2 Videos At Your School Library Orientations - Two persistent questions students have about the School Library is 'How to Choose a Good Book' and whether they can return an unfinished book. These 2 short videos answer those questions in an engaging way. Watch them here...I begin by having students tour the Fiction area to see how it’s arranged, recall how to identify a Fiction spine label, and put a simulated Fiction “book” on the shelf. They ‘win’ a customized Fiction Subject bookmark that builds anticipation for getting their first book. This activity only takes 6 or 7 minutes…lots of time left for discussing how to choose the perfect book.

tiny version of IT IS FOR ME appMany of my middle school students don’t actually know how to choose a book. I created IT IS FOR ME!, a mnemonic checklist on ¼ sheet of paper that looks like a phone app, and students watch a 4-minute video to learn how to use it:

I do limit students to one Fiction book for their first checkout and here’s why:

  • Newbies need time to practice using the app to narrow their choice.
  • For a variety of reasons, the first check-out takes more time, so a single choice allows it to begin sooner and go faster.
  • With so much new, these kids just can’t keep track of more than one book right now.
  • What I tell students is that everyone in the school will be checking out a Fiction book during the first couple weeks, and by limiting everyone to one Fiction book we maximize the selection for all.

Students have plenty of time to look for a book and fill out the app. I tell them they can pick a book and keep looking around; if they find a better one, leave the first one lying sideways on the shelf for me to re-shelve—an easy procedure, no questions. When they’ve found a book that fills the checklist, they give their app to the teacher for their daily grade, then return to their seat and begin reading to be sure they’ve chosen the “perfect” book.

I’ve mentioned before that my teachers like to give a daily grade for a library visit, and I don’t want the criterion to be behavior. Thus I always have a worksheet or exit ticket so teachers have a relevant document for a grade. 

Just as I have a standard procedure for entering the library, I also have a standard checkout procedure. At this first library visit students learn it and we follow it for every visit at every grade level for the entire school year.

  1. After choosing books, students sit down and begin reading quietly for DEAR time (Drop Everything And Read). I discovered this early free reading allows students to become immersed in the story so they are more likely to continue reading the book to its finish. It’s true even for reluctant readers. (It also gives students a chance to change out their book if they realize it isn’t what they really want.)
  2. To establish the orderly checkout process, I go to the library seating area and quietly invite 2 tables—usually 6-8 students—to come to the circulation desk for check out.
  3. Students line up single file, continuing to read as the line moves up; when I’ve checked out their book, they return to their seat.
  4. When I’m done with a group, I go over and quietly invite another 2 tables for checkout.
     (If students in line get chatty, I send them back to their tables and check them out after everyone else; they rarely do it again.)

My ELA teachers really love this checkout procedure, especially free reading, and they began to have DEAR time in their classrooms for half the period on the same day of the week between library visits. I’ve related in other posts how extended free reading improved our State Reading Test scores each year. When other middle schools in our district saw the dramatic increase, our principal shared that one of the factors was library DEAR time every other week. As a result, library visits every 2-3 weeks and free reading time were written into the middle school ELA curriculum.

Once I’ve finished the checkout procedure I allow students to continue reading until about a minute before the class period ends. At that time I ask students for their attention, thank them for visiting, and tell them they’ll be returning in 2 weeks for another short lesson, when they can return their book and check out new ones.

THE SECOND LIBRARY VISIT

Sixth grade students return to the library 2 weeks later, following our procedure for entering the library. Middle schoolers get seated more quickly if I have the learning target displayed on either a screen (if I have a presentation) or an easel (if I don’t) so they know what to expect.

Again the purpose of the visit determines the content of the lesson, and this time students only need to know 2 things:

  • how to return books
  • library expectations (policies, procedures, behavior)

First we address returning books. Students who have finished their book are asked to place it in the return slot at the circulation desk. I lead students through deciding whether to return an unfinished book using a short animation called The 20-page Guide.

Kids are always surprised about returning unfinished books. Somehow they’ve gotten the idea that they have to finish a book, even if they don’t like it. Absurd. With thousands of books in our fiction area, why shouldn’t a kid be able to sample until they find one they like enough to finish. Frankly, I think it’s the only way we can really learn what will spark our reluctant readers!

After a quick demonstration of where to go for a Fire Drill and a Code Red, students do a Concept Attainment activity at their tables to learn Library Expectations (policies, procedures, behavior). The YES/NO organization of pictorial cards allows discussion and cements the information much better than any explanation I could give. I know it’s successful because weeks later I’ll hear a student remind another one about the “picture” for something they’re doing or a question they have!

Before releasing students to the Fiction area to look for books—1 if they didn’t return their first book and 2 if they did—I present some additional reading choices that may interest them:

  1. State Middle School Reading List section
  2. Multicultural choices
  3. Special Collection to support reading for their 6g Social Studies curriculum.

Students again use the IT IS FOR ME app as their daily grade, returning to their seat for DEAR time and the checkout process. Shortly before the end of the period I display the date of their next library visit and have them write it in their planner as a reminder to bring their books back. This action curbs a lot of overdue books!

DON’T CHANGE WHAT WORKS

Use These 2 Videos At Your School Library Orientations - Two persistent questions students have about the School Library is 'How to Choose a Good Book' and whether they can return an unfinished book. These 2 short videos answer those questions in an engaging way. Watch them here...This 6th grade school library orientation has been a success, year after year, for more than 10 years. ELA teachers love it because it gets kids reading right away and we don’t waste time on unnecessary minutiae. In fact, they come to me the week before school to be sure they’re scheduled for their orientation and successive visits. I do each 6g class separately for the first visit to have more time for the book checkout process. After that the 2 classes come together, meeting directly in the library instead of the classroom to avoid disruption and to have more time.

A benefit of this lesson is I don’t need a lot of differentiation for Special Education students, for Reading Recovery students, or for Level 1 ELL students. I simply bring the classes in separately so I can work with them on the activities. I do feature additional reading choices that are adapted to their needs—especially picture books, QuikReads (lower-level, easy reader chapter books), and graphic novels.

As fun as this newbie orientation is, I don’t use it for returning students who already have some experience with the library. I have unique library orientations for my higher grade level students, and my next blog post is how I customize lessons for them.

 

You can get my 6g Library Orientation through my NoSweat TPT store,
or get the 678 Orientation bundle!
A 2-visit Library Orientation customized for 6g students who are new to the school. This Common Core & NSLS aligned Lesson Plan with English Language Arts classes is focused entirely on Reading and Narrative literature. Contains Lesson Plan, 2 slide presentations, 2 PDFs slideshows & 3 MP4 videos, PDF presenter Notes, 2 student Activity worksheets, and a Fiction Subjects bookmark template. #NoSweatLibrary #libraryorientation #ELA Bundle of my 3 Common Core & NSLS aligned Library Orientation Lessons for 6th, 7th, and 8th grades that promote Reading and support English Language Arts study of narrative literature. Includes Library Lesson Plans, slide presentations, editable docs or PDFs of student Activity worksheets & bookmarks, and 4 mp4 videos. #NoSweatLibrary #libraryorientation #ELA

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