Grades: 2nd – 6th Goal: Students will publish a 6-10 page recipe card book or an 81/2x 11 printed recipe books. Objectives: • Students will read realistic fiction books and non-fiction books about cooking and food from their own and other cultures. • Students will discuss how the recipes are similar and different to build appreciation for all cultural food traditions. • Students will identify the non-fiction text features found in each book. • Students will be able to read a recipe. • Students will be able to adapt a recipe to change amount made, food allergies or dislikes, and condensed directions. • Students will understand the abbreviations and common cooking vocabulary found in recipes. • Using the “My Family’s Recipe” worksheet, students will interview a family member about their family recipe (and the personal story behind it) and share the information with the class. • Students will explore the cookbook section of the library. • While citing their sources, students will choose 5-10 recipes to type into recipe cards to create a recipe card flip book. Or they can use the recipe template to create an 8 ½ x 11 cook book. • Students will adapt the one of the recipes: condense directions to fit the length of the recipe card; double or halve the servings made; or exchange an ingredient to match personal preferences or food allergies. • Student will write/type a description on the back of the card or at the bottom of the page to explain why they chose it and if /how they changed that recipe for their book. • Students will share a copy of their family recipes with classmates after a 2 minute presentation about their interview. Unit Length: 12-15 forty-five minute sessions

The purpose of this project is to allow the fourth grade students to research local animal species, collaboratively create informative and persuasive paragraphs, and share their work with a real world audience. After the students post their animal reports on the wiki space, the community and family will be asked vote on an animal from each species based on the information provided. The results can be posted in the school newspaper and wiki space. I am willing to help buyers with the wikispaces stuff for free. Contact me at beverly4567@hotmail.com.

This project teaches students about the text features in a non-fiction book. After reading through the posters in this lesson, the students read and look for those text features in non-fiction picture books. Then using the note taking sheet and rubric/grading sheet, they create their own non-fiction picture book that have the text features. As a celebration of our work, the kids present a copy of the book (and read it to) a kindergarten class.

Goal: After reading the original story and various adaptations/retold versions, the students will create their own. Objectives: Identify the difference between the oral tradition genres (fairy tale, folk tale, myth/legend, tall tale and fable) Compare and contrast the different stories Understand how each part of the story effects the other details

This is a 50 question test that covers all aspects of the Crosswalk and the Common Core library skills. It is an Excel workbook, with one sheet being the whole 50 question test and the other sheets contain 10 questions in the test.

This 60 question test is based on the ALA Crosswalk and Common Core library standards. I use it as a pre-test and post test to direct my lesson planning and to show to the administrators that teacher-librarians play a vital role in supporting student learning.

I took the Crosswalk document of the ALA library learning standards and the Common Core standards and reformatted it into an Excel sheet that is easier (in my opinion) to use and understand. This one is for grades 7-12. I have grades K-6 in another sheet.

In this unit, the students take the Briggs-Meyers test, decide on a career to research and make a presentation in the form of a recruitment film or slideshow.

Using the original I know an Old Lady and several adaption books of it (the ones by Lucille Colandro and Teri Sloat are good), have the students create their own version, using the forms and instructions here.

This unit has been extremely successful in my classroom. The students create a game to practice their literary element definitions but it can be used for any subject or topic practice/reteach. It is a long unit time wise but the student get a lot of learning out of it.

This project inspires my kids to ask to stay in at recess and do research writing. Instead of a research paper, the students create playing cards for a "WAR" style game. They pick a topic with 10 subcategories, write a descriptive paragraph for each subcategory, create a evaluation scale, and cite their sources. After the project is done, they have a game day and I show them that with only a few transitions and an opening and closing paragraph they have written a 12 paragraph paper.

I took the Crosswalk document of the ALA library learning standards and the Common Core standards and reformatted it into an Excel sheet that is easier (in my opinion) to use and understand. This one is for grades K-6. I have grades 7-12 in another sheet.

I use this when I teach the fairy tale genre. For graees k-2 I use it "whole class" and for grades 3-6 as "partners". This worksheet is just one of a set that I use when teaching genres, that unit is still being published to be posted here.

I created a checklist of the C.C.S.S. that are to be taught in the library. I keep this in my plan book to guide my lessons. As a premium upload, I have all of the C.C.S.S. and Crosswalk merged into a Excel sheet that is easy to read and use. I reformatted the levels for K-6 and 7-12.

A planning sheet for a collaborative unit that can be used for any classroom/specialist lessons. It spells out the duties, materials, and expectations for all involved teachers. I have used them with many cross curriculum units involving the librarian, PE, Music, Art and classroom teacher. After I fill out the "Reflections " sheet I save them for my professional portfolio.