Two-Year School Wide Library Media Program Plan

Ericka Lockhart - November, May

Michelle Miller - December, April
Kathy Schenck - September, February
Stephanie Thomas - October, January
Nikia Williams - August, March
Year 1 - Even Months & Year 2 - Odd Months
Program
Book Club

Grade /
Subject

Common Core GPSs, AASL Information

Literacy Standards, and ISTE Standards

Description of Program / PR Plan / Resources Used

Timeline

4th & 5th

Common Core GPS

ELAGSE4RL10: By the end of the year, read
and comprehend literature, including stories,
dramas, and poetry, in the grades 4-5 text
complexity band proficiently, with scaffolding
as needed at the high end of the range.
ELAGSE4RI10: By the end of the year, read
and comprehend informational texts,
including history/social studies, science, and
technical texts, in the grades 4-5 text
complexity band proficiently, with scaffolding
as needed at the high end of the range.
ELAGSE4RI9: Integrate information from two
texts on the same topic in order to write or
speak about the subject knowledgeably.
ELAGSE4RI8: Explain how an author uses
reasons and evidence to support particular
points in a text.
ELAGSE4RL7: Make connections between
the text of a story or drama and a visual or
oral presentation of the text identifying
similarities and differences.
ELAGSE4RL4: Determine the meaning of
words and phrases as they are used in a
text, including those that allude to significant
characters found in mythology (e.g.,
Herculean).

Description The Book Club will be sort of like a

reading club, but with extras! We will read a book over
a two month span which will allow us to read 5 books
per year. We will hold meetings during lunch and also
after school since everyone doesnt have the same
lunch. In the meeting we will discuss the text, break
down difficult words, act out scenes from the text,
compare and contrast literature from different cultures
where applicable, scaffold as needed etc. I will pick
one of the five books that has a movie version as well
and we will watch the movie as an incentive of being in
Book Club during school hours. (I will try to have most
of the books that we read fall under whatever reading
incentive program that our school has.)

August - I will begin

planning events and the
books pertaining to this
club during the summer.
I will begin
implementation during
the first month of school:
August.

AASL Standards
1.1.9 Collaborate with others to broaden and

Extra Stuff the club offers: This club will also include
community service opportunities as well as character
building. I want to begin preparing our youth for the real
world as early as possible, and so I think that these
areas are important! By the end of the year, each
active member will be able to give an elevator speech
on themselves! In addition to that, we will have birthday
club where each member gets a card and their favorite
candy on their birthday or during the meeting of their
birth month.

PR Plan I plan to create an informational promo

flyer to give each 4th and 5th grader to take home
with them in their beginning of the year packets for

deepen understanding.
1.4.2 Use interaction with and feedback from
teachers and peers to guide own inquiry
process.
2.2.4 Demonstrate personal productivity by
completing products to express learning.
ISTE Standards
1-Creativity and innovation: B-Create original
works as a means of personal or group
expression
2-Communication and collaboration: ACommunicate information and ideas
effectively to multiple audiences using a
variety of media and formats
3-Resarch and information fluency: DProcess data and report results
4-Critical thinking, problem solving, and
decision making: B-Plan and manage
activities to develop a solution or complete a
project.
Come to Class!

Pre-K, K,
1st, &
2nd

Common Core GPS

Kindergarten
ELAGSEKRL2: With prompting and support,
retell familiar stories, including key details.
ELAGSEKRL3: With prompting and support,
identify characters,settings, and major
events in a story.
ELAGSEKRL10: Actively engage in group
reading activities with purpose and
understanding.
ELAGSE1RL1: Ask and answer questions
about key details in a text.
1st Grade
ELAGSE1RI1: Ask and answer questions
about key details in a text.
ELAGSE1RL2: Retell stories, including key
details, and demonstrate understanding of
their central message or lesson.

their parents to see as well. I will also post the

flyer on Facebook, Twitter and the schools Web
page as well as put a QR code of the flyer in the
front office for parents to scan to their Smart
devices. Finally, I will use Remind to stay in
contact with the parents and members and to
remind them of different reading due dates and
events pertaining to the Book Club.

Description - Although parents should feel welcome to

visit the media center at any time and be a part of their
childs education, especially in the formative years, one
month of the school year could be set aside to highly
encourage parents to go to the library with their child
and sit with them during story time. This time can be
used to demonstrate good reading techniques
including voice inflection, props, probing questions, etc.
So many skills within the reading class are exemplified
and supported during a good story time: predicting
skills, comprehension questions, genres, fact and
opinion, setting, character traits, major events, and
more. When parents see and hear and are exposed to
good story tellers, they learn how to become good
storytellers themselves.
This is also a time to draw parents and grandparents
into the center that may not otherwise come. Some
parents may not feel that they are qualified to do library
work, but absolutely feel like they can sit with their child.
This month can be used to establish relationships with
parents and find those golden ones that become
tremendous assets in the media center, who feel they

September

do have things they can offer and contribute.

ELAGSE1RI2: Identify the main topic and
retell key details of a text.
ELAGSE1RL3: Describe characters,settings,
and major events in a story, using key
details.
2nd Grade
ELAGSE2RL1: Ask and answer such
questions as who, what, where, when, why,
and how to demonstrate understanding of
key details in a text.
ELAGSE2RL2: Recount stories, including
fables and folktales from diverse cultures,
and determine their central message, lesson,
or moral.
ELAGSE2RI2: Identify the main topic of a
multi-paragraph text as well as the focus of
specific paragraphs within the text.
ELAGSE2RL3: Describe how characters in a
story respond to major events and
challenges.
AASL Standards
4.1.1 Read, view, and listen for pleasure and
personal growth.

Goblins,
Ghosts, & Genre

3rd, 4th &

5th

Activities can include using props for dress up and

acting out the story. Musical instruments can be made
and incorporated if the story has anything to do with
music. Puppets of all sizes are a fun way to keep the
attention of young children. Read rhyming books and
pause occasionally to give the students a chance to
finish some of the lines. After reading the book, review
the story plot and help the children to summarize the
story. Follow-up activities, such as using story maps,
word webs, sequencing activities, and role play are
great ways to check comprehension skills see if the
children got the details or message of the lesson.
No funding is needed for this program.
Promotion ideas - This program can be promoted at
Open House (which usually takes place by the third
week of school). News of this Come to Class can also
go home on the weekly newsletter. Signage outside the
library is another way to promote. If the school has a
morning announcement show, then do some PR using
that as well.

4.1.3 Respond to literature and creative

expressions of ideas in various formats and
genres.

Reference:
McWhorter, L. (2008). Ask the Expert: 10 Tips for
Making Story Time Come Alive. Retrieved on April 20,
2016 from
http://www.earlychildhoodnews.com/earlychildhood/artic
le_view.aspx?ArticleID=517

AASL Standards1.1.6 Read, view, and listen for information

presented in any format (e.g., textual, visual,
media, digital) in order to make inferences
and gather meaning.
1.4.1 Monitor own information-seeking
processes for effectiveness and progress,
and adapt as necessary.
3.1.3 Use writing and speaking skills to

DescriptionEach child in 3rd, 4th & 5th grader will be be given a

Genre Web sheet (attached) during their class first visit
during the month of October. They are welcome to
decorate the form. The directions will be given at that
time; spend the month of October reading a book that
fits each of the categories on the Genre Web. When the
students are finished reading that book they are to
come see the Media Specialist of aid and verbally give

October

communicate new understandings effectively

Common Core GPSELAGSE3RI2 Determine the main idea of a
text; recount the key details and explain how
they support the main idea.
ELAGSE4RL1 Refer to details and
examples in a text when explaining what the
text says explicitly and when drawing
inferences from the text. ELAGSE5RF4
Read with sufficient accuracy and fluency to
support comprehension. a. Read on-level
text with purpose and understanding. b.
Read on-level prose and poetry orally with
accuracy, appropriate rate, and expression
on successive readings. c. Use context to
confirm or self-correct word recognition and
understanding, rereading as necessary.
Pete the Cat!
Author Visit

K & 1st

AASL Standards1.1.6 Read,

view, and listen for

information presented in any format
(e.g., textual, visual, media, digital) in
order to make inferences and gather
meaning.
1.1.4 Find,

evaluate, and select

appropriate sources to answer
questions.
Common Core GPSELAGSEKRL3: With prompting and support,
identify characters, settings, and major
events in a story.
ELAGSEKRL6: With prompting and support,
name the author and illustrator of a story and
define the role of each in telling the story.
ELAGSE1RL3: Describe characters,
settings, and major events in a story, using
key details.
ELAGSE1RL4: Identify words and phrases
in stories or poems that suggest feelings or
appeal to the senses.

a synopsis of that book. The Media Specialist or aid will

sign off on their web form that they have completed that
category. The goal is to have all areas filled in by
October 30th at 3:00pm and turned into the Media
Specialist. On October 31st there will be a Goblins,
Ghosts, and Genre party full of candy, treats, games,
music and more for those that completed the web. A
blank form is also available (attached) if a teacher
needs to do any accommodating for students in his/her
classroom.
PR- flyer is attached
ResourceLeaving My Mark. (2016) Retrieved from

http://staudtsmark.blogspot.com/2012/10/genrewebs.html
Description- Eric Litwin will visit the school to read
some of his books, answer questions about being an
author and illustrator. Students will visit by grade level
with the author. Students will also discuss settings,
characters, major events and answer key details about
the text. In addition they will identify words and phrases
in the stories that suggest feelings or appeal to the
senses.
PR Plan & Materials used - The booking page at
http://www.ericlitwin.com sends publicity materials to
post around the school. I will also place it in the monthly
school newsletter and do a segment on the morning
announcements. To get the parents involved I will
request volunteers to help out in the library during the
visit to continue business as usual for the older
students that will not be participating.
ResourcesEric Litwin. (2016) Retrieved from
http://www.ericlitwin.com

November

Unwrap a Good
Book

K-5

AASL Standards
1.3.1 Respect copyright/ intellectual property
rights of creators and producers.
4.1.1 Read, view, and listen for pleasure and
personal growth.
4.1.2 Read widely and fluently to make
connections with self, the world, and
previous reading.
Common Core GPS
ELAGSE2RL10 By the end of the year, read
and comprehend literature, including stories
and poetry, in the grades 2-3 text complexity
band proficiently, with scaffolding as needed
at the high end of the range.
ELAGSE4RL10 By the end of the year, read
and comprehend literature, including stories,
dramas, and poetry, in the grades 4-5 text
complexity band proficiently, with scaffolding
as needed at the high end of the range.

Warm Winters
Night

K-5

AASL Standards4.1.1 Read, view, and listen for pleasure and

personal growth.
4.1.2 Read widely and fluently to make
connections with self, the world, and
previous reading.
4.1.3 Respond to literature and creative
expressions of ideas in various formats and
genres
Common Core GPSELAGSEKRL1 With prompting and support,
ask and answer questions about key details
in a text.
ELAGSE1RF4 Read with sufficient accuracy
and fluency to support comprehension. a.
Read on-level text with purpose and
understanding. b. Read on-level text orally
with accuracy, appropriate rate, and
expression on successive readings. c. Use
context to confirm or self-correct word
recognition and understanding, rereading as

This is an activity that students can be a part of as they

are checking out books the month of December. Books
will be wrapped in wrapping paper or bulletin board
paper thus requiring students to randomly choose
books. The barcode would be listed on a label on the
outside also listing the gender that the book would be
more geared toward and which grade level it would be
appropriate for. When students choose a book, they
cannot unwrap it in the media center, and they cannot
return the book until the following day and must at least
try to read the book to see if it may interest them. All
types of fiction books will be wrapped for students to
choose from. Students can check out up to three
wrapped books to take home over the break.

December

Attachment: Promotional sign for media center.

Kay, M. (2012). What Happens In Storytime... Retrieved
April 15, 2016, from
http://storytimewithmissmollie.blogspot.com/2012/06/dis
play-blind-date-with-book.html?m=1
DescriptionStudents are invited along with their parent or caregiver
to spend an evening at our school with our pjs on ready
to read some good books. The PTA will have a
spaghetti dinner and bake sale as a fundraiser but the
reading event has no cost. Adults are encouraged to
get cozy with their kiddos and simply read the night
away. Blankets and pillows are welcome (but not
shared). AR tests are welcome to be taken. Students
are allowed to read in their classroom if their teacher is
present. Otherwise they will have the hallways, media
center, or cafeteria to find a personal spot for reading.
PR- flyer is attached

January 21, 2017

necessary. d. Read grade-appropriate

irregularly spelled word.
ELAGSE2RL1 Ask and answer such
questions as who, what, where, when, why,
and how to demonstrate understanding of
key details in a text.
ELAGSE3RL1 Ask and answer questions to
demonstrate understanding of a text,
referring explicitly to the text as the basis for
the answers.
ELAGSE4RL1 Refer to details and
examples in a text when explaining what the
text says explicitly and when drawing
inferences from the text.
ELAGSE5RL1 Quote accurately from a text
when explaining what the text says explicitly
and when drawing inferences from the text.
Writers Tea

3rd

Common Core GPS

ELAGSE3W6: With guidance and support
from adults, use technology to produce and
publish writing (using keyboarding skills) as
well as to interact and collaborate with
others.
ELAGSE3W3: Write narratives to develop
real or imagined experiences or events using
effective technique, descriptive details, and
clear event sequences.
ELAGSE3W10: Write routinely over
extended time frames (time for research,
reflection, and revision) and shorter time
frames (a single sitting or a day or two) for a
range of discipline-specific tasks, purposes,
and audiences.

Description - Promote a Saturday afternoon event that

allows students to come to school in their Sunday best
and have tea and crumpets with their family to present
their best writing of the year thus far. It could be a story
they have written, a poem, a class play, or even a song.
This kind of activity pairs the media specialist and the
writing teacher in collaboration. It also involves the
parents in helping to arrange and decorate for the
event. Furthermore, it promotes a success attitude
just by the nature of it being something fancy. This
function lends itself to teaching etiquette, manners,
and dress code, social skills that are quickly fading
away.

ELAGSE3SL5: Create engaging audio

recordings of stories or poems that
demonstrate fluid reading at an
understandable pace; add visual displays
when appropriate to emphasize or enhance
certain facts or details

Activities during the tea would include, obviously, a

welcome and then then reading of the students writing.
The students would have gotten to pick their
favorite/best writing of the school year. Scattered
throughout the readings would be several etiquette
lessons. Such topics could include how gentlemen
help ladies with their chairs, that people put their
napkins on their laps, what is an acceptable noise level,
the correct way to pass a dish, and how to request
something.

ISTE

Modeling excellent etiquette so is important. Therefore,

February
(planning for this
program would begin in
January as soon as
returning from the
holiday break)

1-Creativity and innovation:

B-Create original works as a means of
personal or group expression
2-Communication and collaboration: ACommunicate information and ideas
effectively to multiple audiences using a
variety of media and formats
AASL Standards
3.1.3 Use writing and speaking skills to
communicate new understandings effectively

when serving food and drink items throughout the

program, teachers would model great etiquette and
manners, and then give students the opportunity to do
the same.
This program would definitely call for funding. Possibly
the PTO could sponsor the tea. Or there could be a
cover charge of a couple of dollars per person.
Promotion - This program should be advertised in a
more formal way given the nature of the event. A
special invite through the mail be would most
appropriate. A postcard invitation would be more costeffective than a letter. It can also be reiterated through
the school weekly newsletter and the school website.

Reference
Education World. (2016). Manners and Etiquette:
Teaching Essential Ingredients for Success. Retrieved
on April 20, 2016 from
http://www.educationworld.com/a_curr/profdev/profdev0
87.shtml#sthash.38lTYGNd.dpuf
March into
March Reading
a Book

K-5

Common Core GPS

ELAGSE1RL2: Retell stories, including key
details, and demonstrate understanding of
their central message or lesson.
ELAGSE4RL3: Describe in depth a
character, setting, or event in a story or
drama, drawing on specific details in the text
(e.g., a characters thoughts, words, or
actions).
ELAGSE5RL2: Determine a theme of a
story, drama, or poem from details in the
text, including how characters in a story or
drama respond to challenges or how the
speaker in a poem reflects upon a topic;
summarize the text.
AASL Standards
2.1.4 Use technology and other information
tools to analyze and organize information.
3.3.3 Use knowledge and information skills

Description The LMS will promote National Reading

Month by having a variety of activities to get the
students more involved in reading than they already
are! Some ideas for the calendar include Pajama Day.
Students will wear PJs to school on the day their class
is assigned to come into the media center. They will
curl up in a corner and read their book until their class
is scheduled to leave. Participants who wear PJs and
take an AR test that day will receive candy. Other
activities include recording students retelling stories to
create book-talks for other students to view, movie
night, Dr. Seuss Birthday celebration, various tri-fold
displays to promote different books etc.
PR Plan I plan to print a calendar of events for each
student to take home to their parents, post the calendar
on the schools Facebook, Twitter and Web pages as
well as put a QR code of the calendar in the front office
for parents to scan the calendar to their Smart devices.
I will also try to get one of the news stations to come

Begin planning and

getting materials
together in January. The
activities will take place
during the Month of
March.

and dispositions to engage in public

conversation and debate around issues of
common concern.
4.4.1 Identify own areas of interest.
ISTE Standards
1-Creativity and innovation: B-Create original
works as a means of personal or group
expression
2-Communication and collaboration: ACommunicate information and ideas
effectively to multiple audiences using a
variety of media and formats
3-Research and information fluency: DProcess data and report results
Celebrate
National Poetry
Month

4th & 5th

AASL Standards
1.1.6 Read, view, and listen for information
presented in any format (e.g., textual, visual,
media, digital) in order to make inferences
and gather meaning.
1.2.3 Demonstrate creativity by using
multiple resources and formats.
1.3.4 Contribute to the exchange of ideas
within the learning community.
1.4.2 Use interaction with and feedback
from teachers and peers to guide own
inquiry process.
2.1.6 Use the writing process, media and
visual literacy, and technology skills
to create products that express new
understandings.
3.1.3 Use writing and speaking skills to
communicate new understandings
eff ectively.
Common Core GPS
ELAGSE4RL2: Determine a theme of a
story, drama, or poem from details in the
text; summarize the text.
ELAGSE4RL7: Make connections between
the text of a story or drama and a visual or
oral presentation of the text identifying
similarities and differences.
ELAGSE5RL3: Compare and contrast two or

out and cover our Dr. Seuss celebration.

Resources:
Mac Chicks. (2015, March 4). Learning in the mac
yard.
Retrieved
from
http://nbmac510.blogspot.com/2015/03/read-and-forcewill-be-with-you-march.html
St. Charles City-County Library Foundation. (2015,
March 4). March Early Literacy Calendar. Retrieved
from sccclibraryfoundation.wordpress.com

By class, students will come to the media center and

the media specialist, or a community volunteer will read
a variety of poetry to the students. Students will them
be provided with baskets of words that have previously
cut out of magazines and newspapers. Students will
take the word clippings and will make a poem using the
words. Once students are pleased with their poetry,
they will glue the poem to a piece of paper.
Attachments: Sign for Poetry Creation Station to be
used in the media center. Teachers will also receive an
email to schedule their class for the Poetry Reading in
the media center. A blurb will go out in the February and
March academic weekly newsletters to request
volunteer from parents and grandparents. High school
counselors, Education Pathway teachers and BETA
club sponsors will also receive an email requesting
volunteers.
Resources:
Printable: Poem Pocket | Scholastic.com. (n.d.).
Retrieved April 15, 2016, from
http://www.scholastic.com/teachers/article/printablepoem-pocket
Taylor, M. (2011). Found Poetry. Retrie
ved April 15, 2016, from
http://imaginationsoup.net/2011/04/21/recycled-wordscolor-sort-and-poems/

April
In February - Begin
scheduling community
volunteer or high school
students to read poetry
to the students.

more characters, settings, or events

in a story or drama, drawing on specific
details in the text (e.g., how characters
interact).
ELAGSE5RI9: Integrate information from
several texts on the same topic in
order to write or speak about the subject
knowledgeably.

Teen Poetry Creation Station (2016-04-10). Retrieved

April 15, 2016, from https://www.otpls.org/event/teenpoetry-creation-station-2/

ISTE
1-Creativity and innovation:
B-Create original works as a means of
personal or group expression
C-Use models and simulations to explore
complex systems and issues
Celebrate
Second Annual
National
Readathon Day

K-5

AASL Standards1.1.6 Read,

view, and listen for

information presented in any format
(e.g., textual, visual, media, digital) in
order to make inferences and gather
meaning.
1.1.9 Collaborate with others to broaden
and deepen understanding.
1.3.4 Contribute to the exchange of ideas
within the learning community.
Common Core GPSELAGSEKRL10: Actively engage in group
reading activities with purpose and
understanding.
ELAGSE1RL1: Ask and answer questions
about key details in a text.
ELAGSE1RL3: Describe characters,
settings, and major events in a story, using
key details.
ELAGSE3RI10: By the end of the year, read
and comprehend informational texts,
including history/social studies, science, and
technical texts, at the high end of the grades
2-3 text complexity band independently and
proficiently.
ELAGSE3RI1: Ask and answer questions to

Description- Held on Saturday, May 21, 2016 to

celebrate the Every Child Ready to Read initiative, a
program that supports the early literacy development of
children in libraries across the nation. Students will
participate in a reading party where readers can join
together in person to celebrate Readathon Day.
Students will raise money for each hour read to be
donated to the American Library Association in support
early childhood literacy. Local librarians, parents and
other volunteers will participate to read to younger
readers.
PR Plan & Materials used - I will place it in the
monthly school newsletter and do a segment on the
morning announcements. I will send home the
registration/fundraiser packets for students to collect
pledges. I will request parent volunteers as readers and
chaperones. We will also reach out to our partners in
education for additional volunteers as well as for
donations of food for lunch and snacks throughout the
day.
ResourcesEvery Child Ready to Read. (2016) Retrieved from:
http://www.everychildreadytoread.org/

May

demonstrate understanding of a text,

referring explicitly to the text as the basis for
the answers