An exciting new collaboration between librarians and IDS (Instruction and Data Support) teachers is being introduced at Murray Manor Elementary School, with hopes that it will be rolled out to other schools in the La Mesa-Spring Valley School District.
The program’s goal is to connect library learning and activities to concepts and practices that children are developing in the classroom. The approach is to carry classroom reading matter into the library. The kindergarteners and second graders at Murray Manor are the first students to enjoy this new partnership!
The process involves exploring and highlighting vocabulary as well as encouraging students to delve deeper and explore other nonfiction subjects mentioned in the fictional book by the librarian.
Murray Manor’s IDS teacher, Jenny Rittershofer, and the school’s librarian, Kathy Zanetel, have designed and implemented the concept, building a framework other librarians and teachers can utilize.
Building a Framework
Zanetel explains how it came about: “When Beth Rackliffe took over working with the district’s LLRTs (Library Learning Resource Technicians) to focus on quality indicators and the district’s focus on informational text in classes, I went to Jennifer and said, ‘How can I support teachers with the district’s focus areas in the library? How can I bring what kids are being taught in the classroom so that it’s reinforced the library, too?’ And Jennifer just ran with it!”
Rittershofer and Zanetel quickly got to work. “I told Kathy, ‘Just pick a book you were already going to read, and let’s see how we can incorporate the district focus and Library Quality Indicators’,” recalls Rittershofer
Zanetel describes how her library receives the five books nominated for the annual California Young Reader Medal each year. “We read them to students, and then they vote and get to help decide which one wins the award every year. The kids love being involved, so we chose a book from that titled, Are You A Cheeseburger?”
Connecting Classroom Skills to the Library
Two areas of reading that students are focusing on developing are vocabulary and informational text. Rittershofer and Zanetel reviewed Are You A Cheeseburger? and highlighted vocabulary words and other topics mentioned in the book.
Zanetel read the book during library time focusing on two vocabulary words, building students’ understanding of the words and their meaning. She incorporated collaborative conversations, encouraging students to use the new vocabulary words with support in the safety of the library.
She read the book to the students again during library time the following week. The second reading focused attention on informational text within the story. Informational text includes other topics mentioned in the text that students are encouraged to notice and explore. Using the book’s main plot she expanded on the theme and engaged students in exploring offshoot subjects.
Zanetel prepared for this lesson by finding other books in the library that discussed those offshoot subjects, such as raccoons, seeds, gardening, and cheeseburgers. She then directed students to books on these subjects to build research skills and knowledge.
“When it was time for checkout, the kids started grabbing them all – they wanted them right away!” she laughs. “So that was super validating. It was really fun to see.”
A Successful Trial
“The whole experience has been really exciting,” says Rittershofer. “Because kids cherish their library time and get used to a routine, I wondered how they would react to going over the same material they are learning in class. But the feedback right away from both kindergarten and second-grade students was that they were making the connection between what they were learning in the classroom and in the library.” “Students were actually saying, ‘Hey! We’re learning about vocabulary and informational text in our classroom, too!’
Zanetel wondered if students might lose interest by reading the same book they’d already read in the library the previous week. What she found was the exact opposite, with kids eager to expand their learning in the library.
After the partnership proved successful, Rittershofer began sharing it with other IDS teachers and LLRTs in the district via a presentation with video links of Zanetel at work. She also invited Superintendent David Feliciano to watch how well the process worked in person.
“It is amazing to see how Murray Manor’s librarian and IDS teacher have partnered together to do something great for kids! They are demonstrating how our libraries can truly be an extension of the classroom, and vice-versa. The joy they bring to the collective work of learning is infectious!
Zanetel admits to being nervous about implementing these new strategies. “Since I’m in the library, I don’t have the opportunity to visit classrooms during instructional time and observe the teachers and how they present the learning focus. Now, I feel more comfortable and prepared to support them! I can confidently apply and incorporate these strategies and add them in the library!”
Making The Most of Libraries
“I do feel the library and the librarian is an overlooked, undervalued resource,” concludes Rittershofer “But I’m hoping that we can build capacity for the librarians to have more resources, which will help implement this process.” With a framework proving successful, the next goal is to extend it to other grade levels and other sites.
“We may be limited in hours [in the library],” says Zanetel. “But the LLRTs are the only staff that see every single student in the entire school every single week. This plan is absolutely something we can incorporate in the library in even the smallest amount of time, and anything we can do to reinforce what kids are doing in the classroom is so worth it.”
