Library Objectives

What a school thinks about its library is a measure of what it feels about education


to contact Ms. Burman, please email me at: ruth_burman@wayland.k12.ma.us

Mrs. Burman has a Master's Degree in Education/Library Science and a Bachelor's Degree in Elementary Education. She is certified in both areas. Mrs. Burman loves teaching and the students at Claypit Hill inspire her daily!

Objectives of the Library

The library program focuses on three areas: literary appreciation, 
information literacy, and lifelong learning.  

In Kindergarten, students learn about taking care of books, the parts of a book,
and how to choose a book. Students should begin to recognize how a library isĀ 
organized. They should begin to recognize that a library has an order, and begin
to recognize the difference between fiction and nonfiction books.

Kindergarten students enjoy many diverse and entertaining read alouds.

In first grade, students broaden their experience and enjoyment of 
literature, from read-alouds to independent choices.  Students should know 
how a library is organized and how to access and use resources for 
information needs.  They should recognize that nonfiction is arranged by 
subject matter in the library.

First grade students should be able to identify the main character, setting 
and main idea in stories; predict outcomes; retell stories; recognize and 
choose books by specific authors and illustrators; recognize folktales from 
different ethnic and cultural heritage; and recognize key nonfiction 
authors.  Students should also be able to use terminology about the parts of 
a book, locate books by author's last name, know how the library is 
organized, and practice choosing "just right" books.

In second grade, students expand their literary appreciation, choosing books 
independently and exploring multicultural literature.  Students should be 
able to identify the beginning, middle, and end in stories; appreciate use 
of humor; recognize and choose "just-right" books; recognize folk and fairy 
tales from different cultures; identify the Caldecott award and realize it's 
importance; make story predictions; use table of contents and indexes and 
beginning reference sources for research such as encylopedia, atlas, 
dictionaries and periodicals.

In third grade, students build on their prior knowledge and expand 
familiarity with important authors in age appropriate literature and 
genres.  They use beginning reference materials for classroom research, learn to use 
tools for organizing and presenting information, and select materials on the 
basis of relevancy, currency and authority.

Students should be able to identify famous authors and illustrators, 
especially those indicated by the Massachusetts Language Arts frameworks; 
choose fiction from a variety of genres; define biography; use poetry, plays 
and reader's theatre to enjoy literature; identify elements of a folktale; 
identify plot elements in fiction; evaluate cause, effect and inference in 
a work of fiction; evaluate the effect of illustrations in a picture book; 
understand the difference between illustrations in fiction and nonfiction; 
locate fiction by an author's last name; understand that there is a system 
to classify materials; use maps, globes and atlases to locate information; use 
organizers to display information; begin to construct a bibliography using 
title, author, page, publisher and copyright; use table of contents, 
headings, indexes and keywords; understand the function of a dictionary and 
thesaurus; use text features such as captions and illustrations to make 
predictions about informational texts; and understand the basic organization 
of magazines.

In fourth grade, students expand their knowledge and enjoyment of a variety 
of fiction and nonfiction books.  They will become effective users of a wide 
variety of information.  Students will be able to share insightful responses 
to literature; recognize and choose quality fiction by award winning 
authors; define the major genres of children's literature; read a variety of 
literature for enjoyment; recognize mythology; recognize figurative language 
in poetry; utilize intermediate and specialized subject dictionaries, 
atlases, almanacs, encyclopedia; develop online search skills; make a 
topical outline from notes; construct a bibliography; expand use of graphic 
organizers; organize information effectively to assist in report writing; 
recognize the purpose of copyright; follow an inquiry based research model; 
and evaluate an information resource effectively.

In fifth grade, students should be able to write, speak and present about 
books.  Students should independently choose books for reading by author, 
genre, and appropriateness.  Students will be able to access, absorb, 
evaluate, organize and synthesize information from a variety of resources.

Students should be able to clearly communicate ideas about literature; 
choose quality books for classroom assignments; appreciate poets from the 
Massachusetts Language Arts frameworks; distinguish between fiction and 
historical fiction; read a nonfiction work for information; recognize styles 
of authors; understand setting, sensory details and figurative language; 
find materials independently; use and evaluate nonfiction materials effectively; 
use graphic organizers to display information; create a simple outline from 
notes; present research in their own words; quote and identify sources; 
demonstrate an understanding of expository text; and identify and analyze 
main ideas, supporting ideas and supporting details in an expository text.