Domain+3

Domain 3: Delivery of Service and Instruction
Maintaining Library Collection to provide options for all readers and to accommodate curriculum needs:
 * improving graphic novel collection
 * providing more options for upper grade, low-level readers
 * encouraging students to choose "just-right" books
 * improving non-fiction collection to meet curriculum and Common Core needs
 * improving student access to books at their "just-right" reading level
 * continue to add to high-interest series collections
 * improving collection on higher level reading for avid readers
 * adding to magazine collection for "special interest" readers

Collaboration with Teachers to ensure curriculum alignment, technology integration, and the acquisition information literacy skills:
 * Met with all grade levels before the start of the year to discuss curriculum alignment and any changes to the curriculum due to Common Core Standards and/or new teachers.
 * Each week I meet with all teachers in grades 3 - 5 to plan our classes. In this way, we really are "co-teaching" because we focus on bringing together classroom and library media curriculum as well as addressing the student needs within each class. During our library and computer lab time, students expect to see both adults (as well as the Computer Lab TA) teaching together. In the classroom and the library, students are developing "tools for their toolbox," and these skills transfer from classroom to library and vice versa.
 * Because of our schedule which combines computer lab and library time in grades 3 - 5, technology integration happens throughout each unit. I collaborate with classroom teachers as well as our Computer Lab TA, Clea Stagnitti, to develop ways to help students understand the technology they are using. By the time they are in fifth grade, students should be able to choose resources (both print and online) for their research purpose; they should also be able to choose a method of sharing their learning based on their experience using various print and computer-based tools.
 * Using technology to foster and share learning: (Note: None of this would be possible without the help and support of our Computer Lab TA, Clea Stagnitti! Also, more projects to come later this year!)
 * Student Projects (scroll down to student projects section)
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 120%;">OPALS book reviews (starting in grade 2) (Note: Click on [|Read User comments/rating] to view the comment)
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 120%;">Kindergarten Monarch Butterfly videos (see Student Projects above)
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 120%;">Student Blogs and Wikis (see Student Projects above)
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 120%;">Use of iWork's Pages to create posters and newsletters
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 120%;">Power Point presentations in grade 3

<span style="color: #b52323; font-family: 'Comic Sans MS',cursive; font-size: 160%;">Monitoring Student Learning
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 120%;">Student learning is monitored informally at all levels during class sessions through contribution to discussion and observation of student ability to select own books.
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 120%;">Formative Assessment Samples:
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 150%;">Kindergarten: Why do we use place markers in the library?
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 150%;">media type="file" key="IMG_0466.MOV" width="360" height="360"


 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 120%;">Grade 2: Students learned about how the library is organized. They discovered that they all have favorite "Library Neighborhoods" where they often go to find books during book selection. They also learned about call numbers and spine labels, as well as how to use that information to find books on the shelves. Their signs were posted in the nonfiction section to help younger students find books they would enjoy as well.
 * [[image:gr2-neighborhood2.jpeg width="400" height="275"]]
 * [[image:gr2-neighborhood1.jpeg width="400" height="287" caption="In addition to helping second graders understand how the nonfiction section is organized, these signs helped younger students find books in the nonfiction section as well."]]
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 120%;">Grade 5: Reflecting on the Caldecott Medal
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 120%;">Online Survey
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 120%;">Online Survey Results[[file:Grade 5 Mock Caldecott Project.pdf]]