Sub Plans for Media Center
for Evelyn Bussell
Afternoon of Friday, December 9, 2022
Thank you for subbing for me! Please write me any notes about how your day goes, about particular classes or students that I should know about.
Step-by-step directions for setting up the CheckIN and the CheckOUT computers are located in a plastic page protector hanging next to my office door.
BEFORE SCHOOL
Turn on lights in Media Center
Set up CheckIN computer near the front door on the book return, and the two CheckOUT computers on the end of the circulation desk. Directions are located in the plastic page protector hanging next to my office door.
Log onto the laptop and open up the Snowman Winter Meditation video. Cue it up to be past the ads.
Morning Duty 8:45-9:15am - Junior Librarians & Open Circulation in the Media Center
Junior Librarians can:
Sort books from the blue cart
Put books that go in bins back in their bins
Put the yellow labeled books in their appropriate section of the wooden non-fiction browsing bin in the Everyone section.
Go to class at the 9:10 bell.
If any other students come by, they MUST check in with their teacher first. They MUST return to their classroom no later than 9:10.
Water bottles, backpacks, lunch boxes/bags, playground equipment should all be left on/at the empty wooden display by the front door next to the light switch panel.
SCHEDULE:
9:30am-10:15am - 3rd Grade - Cashwell
10:20am-11:05am - Kindergarten - Potteiger
11:10am-11:55am- 1st Grade - Casler & Schmidt
12:35-1:20pm - 2nd Grade - Baker & Raynor
1:25-2:10pm - 4th Grade - Eller
2:15-2:45pm - Planning
2:50-3:35pm - 5th Grade - Hanson
ALL Grades As students come in, have them place any water bottles, bookbags, lunch boxes, etc. on the table or floor in the rainbow taped off section at the front door.
SEATING & Book Return
ALL Grades As students come in, have them place any water bottles, bookbags, lunch boxes, etc. on the table or floor in the rainbow taped off section at the front door. The following students are fairly reliable for knowing the correct way to check in and checkout books. You can ask them to be helpers.
2nd grade - Asher & Charlotte
3rd grade - Colbie & Cora
4th grade - Jenna & Oscar
5th grade - Vada & Grayson
Kindergarten, 1st, 4th & 5th grade students will sit in the Everyone section. I’ve put out carpet squares for them. You should direct students to a letter, and I typically go in order starting with the first person in line going to the square closest to the FACP closet door in front of the orange chair and going Left to Right.
2nd & 3rd Grade students will sit in the Non-Fiction section Seat students 3-4 at a time at the tables. You may want to ask the teacher, Ms. Cashwell to help assign them seats so that they are not sitting with people they will play or talk with. You will need to use only 6-7 tables total due to materials available.
At the beginning of every single class review the expectations using the following script:
My expectations today are the same as last week and all year long.
I expect that you will Be Safe and you will Be Respectful.
Right now being safe looks like sitting on your bottom, your body is in control and your body parts are kept to yourself. (If students will be moving around the room, substitute "using walking feet" for sitting on your bottom)
Right now being respectful looks like eyes and ears are on me, your mouth and body are quiet and you are paying attention. (If students are sitting for a lesson or read-aloud)
OR
Right now being respectful looks like using a whisper voice, staying on task to ________ and not bothering other students.
3rd Grade - Genres Matching Game
After students are seated review expectations as above.
Ask students if they know what the word genre means.
Read aloud the definition of genre from the handout (just the top paragraph, not the various, specific genres)
Tell the students they are going to work with the people at their table to match up the different kinds of genres with their definitions. There are 7 sets of cards, some are pink and blue and some are yellow and blue. The blue cards are the names of the different genres. The pink and yellow cards are the definitions and are the same so it doesn’t matter which set they get.
If/when a table thinks they have made all of their matches correctly, check them. If they got any incorrect, separate those cards and tell them to try again. It is likely that not all tables will complete the task. That’s okay.
When ~15 minutes remain in the period, review the correct answers. You may ask the students to give you an example of a book that fits each genre and to give you their reasoning.
Once the lesson is complete, students may check out books so long as they do not already have 3 books checked out or more than 2 overdue books.
Kindergarten - How Do You Know It’s Winter?
The IA should check in their books, but if not, you can ask her to watch the students while you scan their books. At the check IN computer (the one on top of the return bin close to the main entrance) simply scan the Pleasant Grove Elementary barcode on the back of the book. Take out their name slip from the book (it’s lime green), set it aside and place the books on the blue cart.
After students are seated, review the expectations as scripted above.
State the following at the beginning and anytime during the period that students are talking, playing or otherwise not paying attention:
“I will wait until you are ready. I will know you are ready when you are sitting on your bottom, your hands are in your lap, your eyes and ears are on me, and your mouth is quiet.”
Ask students:
What season is it right now? (fall)
What season comes after Fall? (winter)
What do you know about winter? (may expand questions to relate to weather, animals, people, etc. during winter)
Tell students you are going to read to them a non-fiction book. Ask if anyone remembers what it means when you say “non-fiction.” (it’s true, gives us facts, information)
Read the book, How Do You Know It’s Winter? Stop where appropriate to ask questions about the pictures and/or what you read on each page.
Ask students to sit up nice and tall, criss-cross-applesauce and tell them they are going to have a mindful moment as snowmen. Remind them that this is a quiet and still activity, and they must listen and follow the directions.
Play the Snowman Winter Meditation video. You do NOT need to show the students the screen, just have the laptop loud enough for them to hear it.
After the meditation, go to the CheckOUT computer and look up their classroom. (mpotteiger). Click on each student’s name. If they have ZERO books out, they may check out a new book. If they still have a book out, they may NOT check out a new one. You may select 3-4 students at a time to pick out a library book from the non-fiction browsing bins - the same ones they’ve been getting books from the last few weeks.
Once they’ve picked out their books, place their name slip* inside the book and check it out for them at the check OUT computer (either one of the two at the end of the circulation desk. Follow the directions on the counter. Their teacher’s name is listed as mpotteiger, though some may now be in jbialos homeroom. Instead of clicking “Reset” after checking out each student’s book, you can click “Select Patron” and it will take you back to their homeroom.
**Name Slips - If they did not bring back their name slips - you can make a new one for them with the green paper and a black marker by writing their first name on it and their teacher’s name in the top right corner.
1st Grade - Shelf Markers
After students are seated, review the expectations as scripted above.
State the following at the beginning and anytime during the period that students are talking, playing or otherwise not paying attention:
“I will wait until you are ready. I will know you are ready when you are sitting on your bottom, your hands are in your lap, your eyes and ears are on me, and your mouth is quiet.”
Show the students a shelf marker and ask them:
Is this a drum stick? A sword? A hammer? A frisbee? A paddle? (all answers should be NO!)
What do you think this is?
Tell students that it is a “shelf marker.” We call it that because it helps “mark” your place on the “shelf” where you pick a book.
Sit on the orange cube beside the circle table, taking a shelf marker with you.
Point to the spine labels on the books (the white stickers near the bottom of the spines). Tell the students these are the books’ address labels. They tell us where the books belong in the library.
Ask the students what would happen if someone takes a book off the shelf and then puts it on another shelf somewhere else in the library? (we won’t know where it, it won’t be where it belongs, we won’t be able to find it, no one will be able to read it)
Demonstrate finding a book on the shelf, placing the shelf marker on the shelf directly next to the book and then taking the book off the shelf. Leave the shelf marker there while you look at the book.
Get up with the book and walk to another shelf. Ask if you can leave it there, or on top of the book case. (no, you can’t)
Ask the students where you should put the book back. (where the shelf marker is)
Put the book back on the shelf where the shelf marker is but backwards. If the students don’t correct you, ask if they’ll be able to see the book’s title/name and address. Demonstrate that not only do we need to put the book back where its shelf marker is but also right side up (not upside down) and with the spine facing out so that we can see its title/name and address label.
Have students move so that they are sitting one student in front of a block of shelves, with their own section of shelves.
Provide each student with a shelf marker. Tell them that they are going to practice finding a book, putting the shelf marker on the shelf BEFORE they take off that book. Then they will look at the book and practice putting it back on the shelf where the shelf marker is, and in the right direction.
Walk around and spot check to see that they are doing the correct thing. Ask questions to help them think about what they are doing and to do it the right way.
Go to the CheckOUT computer and look up their class (ecasler and a few from sschmidt). Click on each student’s name. If they have ZERO books out, they may check out a new book. If they still have a book out, they may NOT check out a new one. Remind them to use their shelf marker and when they are done finding their book they want to check out, to bring the shelf marker with them to the checkout computer. You’ll need to scan their books for them.
With the remaining time have students return to their carpet square, close their books and place them on the floor.
Ask students to sit up nice and tall, criss-cross-applesauce and tell them they are going to have a mindful moment as snowmen. Remind them that this is a quiet and still activity, and they must listen and follow the directions.
Play the Snowman Winter Meditation video. You do NOT need to show the students the screen, just have the laptop loud enough for them to hear it.
LUNCH - 12:00-12:30pm
2nd Grade - Shallow and Deep Questions
After students are seated review expectations as above.
Ask students if they know what the difference is between “shallow” questions and “deep” questions.
Give some examples:
Shallow questions Deep questions
What is your favorite animal? Would you rather be a cat or a dog and why?
What kind of shirt is ____ wearing? Why did ______ decide to wear that shirt today?
What is your name? How/why did your parents choose your name?
Ask the students what they are learning about in EL? (fossils)
Tell the students we are going to wonder about / ask questions about fossils.
Using the dry erase marker, write on the board questions the students have about fossils. Ask after each one if it is a shallow question or a deep question. If they have only shallow questions, ask them if they can come up with some deep questions. You can see some of the questions other 2nd grade classes have come up with this week here and here.
When 15 minutes remain tell the students that you will write these questions down for Ms. Bussell and that next week they will be investigators in Media and be looking for the answers to their questions about fossils.
Tell students that when you call on them to check out that they will need to push in their chairs, use walking feet and quiet voices. Then head over to the CheckOUT computer and look them up (mbaker1 and eraynor). If they have one book out, they may check out one more book. If they have zero books out they may check out 2 books. If they have 2 books out they may not get any books today.
If time remains, you may do the Snowman Winter Meditation with them.
4th & 5th Grade - Frindle Read Aloud
After students are seated review expectations as above.
Call on 3 students at a time to go checkout while you read to the class. As they come back, call on 3 more and so on and so forth until all students have had a chance to check out.
I cannot remember if I have started this read aloud with them. If I have, I failed to put in a book mark for where we stopped. You’ll need to ask the kids if I started it with them, and if so, where did we stop last time. If I have not started it with them, then just start reading from the beginning.
At the end of class, place a sticky note where you stopped and write the class name on the sticky note (Eller, Hanson) and what page or chapter you ended on.
Planning - 2:15-2:45pm
Please use this time to organize the books on the NonFiction cart. If you complete that task, please start shelving those books.
End of Day
Wipe down & straighten tables & chairs
Help in the Media Center w/K-2 students for carpool, 3:45-4:15pm.
Turn off computers