Setting Clear Expectations & Routines in the Library (Grades 3-5)
Our school is a responsive classroom school. Last week we decided what our school expectations looked like in the library (being respectful, responsible and safe). We have a new school behavior plan and this week I decided to take a closer look at our routines and how our behavior plan looks in the library. The goal of this week's lesson with 3rd-5th graders was to review routines to reduce transition time and utilize more instructional time.
New this week was the arrival of a beautiful rug with individual squares for clearly identifiable squares for seating.
Upon entering I handed a colored Lego to each child for later groupwork and directed students to choose a square to sit on during our group activity time. We began class by reading our objective "We will review expectations for library behavior and routines so we can spend more time learning." I used an activator to start our conversation, "What would you do if you had more time?" Responses focused on spending more time playing with friends and video games. I shared with students that we would have more time for library activities including book trailers if we had more time. (They love watching book trailers which I try to do weekly).
Next I directed students to brainstorm in their Lego color groups our library routine.
They wrote our routine and when we reconvened each group contributed to a master "library routine" document. Each group had an opportunity to add to the routine as identified so far or "fill in a hole" they found.
Once we reviewed our routine and agreed upon it we reviewed our expectations from last week in the consolidated version I created from our brainstormed padlet.
Next, I introduced our new "take a break" space,
complete with a "think sheet" (used in classrooms) to help students identify what went wrong and how they could rejoin the class.
I also introduced a glitter jar which serves as a tool for mindfulness and a timer to return to the rug. Students are expected to use 1 flip of the glitter jar, 2 if necessary to return).
With our new additions (rug and "take a break" spaces) to help guide our actions we were ready for reflections. The exit ticket asked students to reflect on how these expectations and routines could benefit us.
Next, I had students sign our banner, agreeing to these expectations.
Not all classes had time for the final reflection which was disappointing. I tend to try to pack too much in a class.
New this week was the arrival of a beautiful rug with individual squares for clearly identifiable squares for seating.
Upon entering I handed a colored Lego to each child for later groupwork and directed students to choose a square to sit on during our group activity time. We began class by reading our objective "We will review expectations for library behavior and routines so we can spend more time learning." I used an activator to start our conversation, "What would you do if you had more time?" Responses focused on spending more time playing with friends and video games. I shared with students that we would have more time for library activities including book trailers if we had more time. (They love watching book trailers which I try to do weekly).
Next I directed students to brainstorm in their Lego color groups our library routine.
They wrote our routine and when we reconvened each group contributed to a master "library routine" document. Each group had an opportunity to add to the routine as identified so far or "fill in a hole" they found.
Once we reviewed our routine and agreed upon it we reviewed our expectations from last week in the consolidated version I created from our brainstormed padlet.
Being Respectful in Class
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Being Responsible With Our Books
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Being Safe With Our Bodies
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Listening and looking at the speaker
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Taking good care of your books
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Sitting in your square
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Taking turns talking
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Using a bookmark (and not a folded page to mark where you left off)
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Keeping your hands to yourself
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Using kind words
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Finding a special place to keep your library books
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Making sure your “snurtch” doesn’t take over
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Using full body listening
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Next, I introduced our new "take a break" space,
complete with a "think sheet" (used in classrooms) to help students identify what went wrong and how they could rejoin the class.
I also introduced a glitter jar which serves as a tool for mindfulness and a timer to return to the rug. Students are expected to use 1 flip of the glitter jar, 2 if necessary to return).
With our new additions (rug and "take a break" spaces) to help guide our actions we were ready for reflections. The exit ticket asked students to reflect on how these expectations and routines could benefit us.
Next, I had students sign our banner, agreeing to these expectations.
Not all classes had time for the final reflection which was disappointing. I tend to try to pack too much in a class.
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