Book Selection

Summer Stars:

Introduction:
Explain to the children that they are going to be learning tips to help them choose books that are suitable for them and books they will enjoy.

Key Questions:

  1. Why is it important to make sure we pick a suitable book?
  2. Why are you looking for a book in the first place?
  • Reading for pleasure?
  • Reading to learn something?
  • Reading silently/out loud?

Five Finger Rule

 Approximate time:                          15 minutes

Age appropriateness:                      All ages (P.I.C.K. for older children also)

Groups of children:                         Whole group

Introduction:
Introduce the Five Finger Rule to the children.

Explain how this works –

The children choose a page from their chosen book and read through it. For each word they don’t understand they hold up one finger. Observe how many fingers you are holding up after you have read one page.

0-1 fingers = This book is too easy for you

2-3 fingers = This book is just right for you

4 fingers = You can try this book

5 fingers = This book is too hard for you

Development:
Allow the children some time to choose a book and read one page of it. They then apply the Five Finger Rule to this book.

Conclusion:
Have the children discuss in pairs the importance of the Five Finger Rule.

Differentiation:
Older children will be introduced to P.I.C.K. – Purpose, Interest, Comprehend, Know the words (next activity below).

P.I.C.K. – Purpose, Interest, Comprehend, Know the words

Approximate time:                          15 minutes

Age appropriateness:                     10-13 years

Groups of children:                         Whole group

Introduction:
Introduce P.I.C.K. to the children.

Explain how this works –

P = Purpose
Ask the children to think about why they are looking for a book in the first place.

Are you hoping to read for pleasure?

Do you want to learn something from your book?

Will you be reading silently/out loud?

I = Interest
It is important to remember to expand the children’s interests by making connections. For example, if a child likes cars you might introduce them to books about rally/ racing/motor shops, not only books about cars.

C = Comprehend
Ask children to keep in mind whether or not they can understand what they are reading and if they can remember what they are reading.

Can you retell the story to the person beside you?

Could you tell me the story in your own words? (Paraphrase)

K = Know the words
Remember the Five Finger Rule.
Development:
Allow the children time to choose a book and use the steps above to check if the book is appropriate for them.

Conclusion:
In pairs, ask the children to discuss whether or not they found the above exercise useful.

You’re an author!

Approximate time:                          15 minutes

Age appropriateness:                      All ages

Materials required:                         A4 sheets of card (one per students), markers

Groups of children:                         Individual

Introduction:
Explain to the children how books are organised in the library i.e. by authors’ surnames. For younger children ensure that they understand the concept of alphabetical order.

Development:
Hand each child a piece of A4 card. Ask them to write their first name and family name on the card. Then explain that they will pretend they are authors. They will have to slot the piece of card in between other books in the right place. For example Megan Murphy might slot her name in between Alan Murphy and Rachel Norton.

Conclusion:
The children will walk around the library and check each other’s cards to see if everyone placed their card in the right place.

Arranging books into the correct order

Approximate time:                           5 minutes

Age appropriateness:                      4-7 years, 8-10 years

Materials required:                         10 books per pair of children

Groups of children:                         Pairs, whole group

Introduction:
The children will be reminded that books are arranged in alphabetical order.

Development:
Each pair of children will be given ten books. They will be asked to order these books in alphabetical order according to ….

  • The author’s first name
  • The author’s surname
  • The title

Conclusion:
The children will then form a circle as a whole group and each group will take turns to call out the order they have put the books in. The rest of the children listen to this, paying special attention to try to find any errors.

Dewey’s Rap

Approximate time:                          10 minutes

Age appropriateness:                      All ages

Materials required:                         A rap on YouTube, Laptop

Groups of children:                         Whole group

Introduction:
Introduce the children to the Dewey Classification System and explain how it works.

Development:
The children listen to a rap (any well-known one available on YouTube). They then come up with their own lyrics to the rap which describe the Dewey Classification System (the children could be broken up into smaller groups if the whole group is a large one)

Conclusion:
The children revise over the call back section of the rap which they’ve created. They then sing the rap in groups or as a whole group.

Dewey’s Number Game

Approximate time:                          15 minutes

Age appropriateness:                      All ages

Materials required:                         Worksheets (one per pair)

Groups of children:                         Pairs

Introduction:
The children are asked to explain the Dewey Classification System to their partners. They are encouraged to ask questions if there is any part they don’t understand.

Development:
Each pair of children is then given a card with a ‘project’ written on it (e.g. “You need to find out what worms eat”, “You need to find a recipe for milkshakes”, “You need to find out about life on other planets). Their task is to find the classification numbers for the books which provide the answers for their ‘project‘.

Conclusion:
Answers are discussed as a whole group.