First Grade Library Curriculum Map
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The main objectives for the First Grade Library Curriculum are:
  • To continue to explore the use of the library and its resources for the students to meet all of their information needs
  • To make connections with the Units of Inquiry developed in the PYP Grade 1 Curriculum
  • To begin the process that will lead to independent use of the library
  • To help the students master checkout and check in procedures
  • To help the students understand the arrangement of library materials
  • To help students develop an understanding and deeper knowledge of the library, book terms, and concepts
  • To introduce genres of literature and nonfiction to help the student begin to develop their own individual interest areas

From: Lewis, Marguerite, and Pamela J. Kudla. Hooked on Library Skills!: A Sequential Activities Program for Grades K-6. Upper Saddle River, NJ: Pearson Education, Inc., 1988. Print.

Library Terms and Concepts
Literature Topics
  • Book Care
  • Spine
  • Cover
  • Pages
  • Turning Pages
  • Dust Jacket
  • Author
  • Title
  • Illustrator
  • Illustrations
  • Library
  • Librarian

  • Location of Materials
  • Catalog Record
  • Due Date
  • Checkout Procedures
  • Publisher
  • Copyright
  • Copyright Date
  • Plot
  • Call Number
  • Fiction
  • Non Fiction
  • Characters
  • Setting
  • Parts of a Story
  • Pirates
  • Elves
  • Classic Children's Literature
  • Favorite Children's Literature
  • Fiction
  • Non Fiction
  • Author Studies
  • Animals in the Wild
  • Animals in the Zoo
  • Pets
  • Farm Animals
  • Celebrations Around the World
  • Atlas and Maps
  • Poetry
  • Mother Goose
  • Easy Chapter Books
  • Chapter Books

Trimester 1: September to November
Welcome to the Library!
  • Who is the librarian?
  • What is the purpose of a library?
  • Safety in the library
  • Review Kindergarten Skills
    • Behavior for storytime
    • Behavior for book selection
    • Behavior for checking out books
    • Being responsible for our library books
  • How do we choose a book? - The Five Finger Rule
  • Practice using Shelf Markers

Read Alouds:
  • How I Became a Pirate by Melinda Long - Using TumbleBooks Library
  • Taking Care of a Book
  • Frog and Toad are Friends by Arnold Lobel

Learner Profile: Caring

Formative Assessment:
  • Observational for the following skills:
    • Listening Skills
    • Following directions
    • Story time discussion skills focusing on Setting:
      • What is the setting at beginning of the story?
      • What is the setting in the middle of the story?
      • What is the setting at the end of the story?

Summative Assessment:
  • Students will create a mind-map / graphic organizer about what they learned in the library during the month of September.
    • Individual graphic organizer
    • Class graphic organizer - Extension

Parts of the Book
  • Review and Identify the parts of a book:
    • Front Cover
    • Back Cover
      • Barcode
    • Dust Jacket
    • Pages
      • End Pages
    • Spine
      • Spine Label
  • Computer care and use
  • Alphabetical Order in the "E" Section
  • Locating books on the shelves using shelf markers
  • How do we select a book and why?
    • Five Finger Rule
    • We read to:
      • ourselves
      • others
      • or someone reads to us

Read Alouds:
  • Children's Favorite Books - Students will provide the librarian with a title of a favorite book / story. Students will then start to lead story time readings.

Learner Profile: Principled

Formative Assessment:
  • Observational for the following skills
    • Use of shelf markers
    • Identifying the parts of the book - oral quiz
    • Ordeer in the library game

Summative Assessment:

  • To be determined in collaboration with Mrs. Kluczynska

  • October 7
  • October 14: Book Exchange
  • October 21: Book Exchange
We are ready for our first guided inquiry project!
  • Fiction and Non Fiction guided research:
    • Wolves
    • Birds of Prey
    • Fire Safety
  • How and why do we select our books for research?
    • Using a rubric to validate information
  • How and why do we select our websites for research?
    • Using a rubric to validate information
  • How and why do we collect the information about our sources?
    • Basic Work Cited page
  • How and why we present our findings?
    • Assembly Presentation or Class presentation to parents (might be video recorded for self-evaluation if time permits)

Read Alouds: This month's read alouds will be connected to the topics selected by the students. Students will briefly share a summary of the books and websites that they have been using to gather their information. They will also have to share why they have selected these sources.

Learner Profile: Inquirer

Formative Assessment:
  • Observing the students using the rubric to select books
  • Observing the students using the rubric to select websites

Summative Assessment:

  • Students will present their guided research project in an assembly
  • Students will receive feedback from the audience

  • November 4: Book exchange
  • November 18: Book exchange
  • November 25
Note: Due to problems with our technology access, summative assessments for each month has not been completed. The assessments for both September and October will be combined as follows:
  • Mind map of everything that we have learned so far will cover material presented and learned from September to October. Students will also take a small vocabulary quiz using the parts of the book.

Most likely our first guided inquiry will extend into December.

Trimester 2: December to March
We are ready for our first author study!
  • Jan Brett
    • Author
    • Illustrator
    • Publisher
    • Copyright date
    • Caldecott Award
    • Illustration Media to include computer illustration

Read Alouds all by Jan Brett:
  • Wild Christmas Reindeer
  • Who's That Knocking on Christmas Eve
  • Trouble with Trolls
  • The Hat
  • Twelve Days of Christmas

Learner Profile: Students will find as many learner profile attributes in the stories and in the study of the author's life. Students will then describe how they are experiencing these attributes at school and at home,

Formative Assessment:
  • Students will apply the research skills learned in our previous unit to finding information about the author and her works.
  • Students will participate in the author's webpage:

Summative Assessment:
  • Documents created by the students will be evaluated against a rubric to ascertain where in the library information skills continuum the students find themselves.
  • Students can use the information gathered in this unit and apply it to the next library unit that references "Animals in Winter."

Welcome Back! We Need to Review!
  • Library Procedures
  • Book Care
  • Guided Research Process
  • Author Study

New Things to Learn!
  • Animals in Winter: A resource-based inquiry
  • Creating an effective informational poster based on our resource-based research
  • Focusing on summarizing skills

Read Alouds: Depends on the animal selected by the students to read.

Learner Profile: Risk-Taker / Courageous

Formative Assessment:
  • Student self-selection of materials to use for their research
  • Student evaluation of print resources
  • Student evaluation of electronic resources
  • Drafts on how they will organize their poster and what information they will present

Summative Assessment:
  • Summaries of work
  • Poster Presentation with Rubric to another class
  • Poster gallery will be published for feedback.

  • January 13: Book Exchange
  • January 20: Book Exchange
  • January 27: Book Exchange
Where in the World ...?
  • Introduction to Geographic Reference Tools
    • Maps and Globes
  • Introduction to Biographies

Read Alouds:
  • As the Crow Flies by Gail Hartman
  • Mapping Penny's World by Loreen Leedy
  • Biographies selected by the students

Learner Profile: Open Minded

Formative Assessment:
  • Creating a map of our bedroom, house, school, etc.

Summative Assessment:
  • Make a plan for a treasure map.
  • Decide what the treasure should be.
  • Decide where to bury the treasure.
  • Give the map to another grade and see if they can find the buried treasure.
  • Feedback to be collected during the activity.

  • February 3: Book Exchange
  • February 10: Book Exchange
  • February 17: Book Exchange
An Inquiry Into Africa (Applying the skills learned in our Geographic Reference Unit) and approaching the inquiry from a scientific / environmental perspective

  • Researching about the continent of Africa
  • Deciding what we want to know about Africa (Drill-down and narrowing search strategies)
  • Using Maps and Geography Skills

Read Alouds:
  • Honey, Honey Lion! by Jan Brett
  • Anansi and the Moss Covered Rock; retold by Erik A. Kimmel
  • Mufaro's Beautiful Daughters by John Steptoe
  • Bringing the Rain to Kapiti Plain by Verna Aardema
  • Jambo Means Hello by Muriel Fellings

Learner Profile: Thinker

Formative Assessment:
  • Crating an outline
  • Crate a map of Africa and label the area that you wish to research
  • Summarizing the information
  • Works Cited
  • Presentation of the information
  • Explaining why the selection of resources

Summative Assessment:
  • Newsletter article about their scientific investigation of Africa

  • March 3: Book Exchange
  • March 10
  • March 17
  • March 24
  • March 31

Trimester 3: April to June
What is Poetry?
  • What makes a poem a poem?
  • Dictionary use

Read Alouds:
  • Poetry Books
    • Descriptive poems
    • Narrative poems
    • Humorous poems

Learner Profile: Balanced

Formative Assessment:
  • Discussions about poetry
  • Student read poems out loud for fluency
  • Exploring the different kinds of words and how they sound when put together for a particular meaning.

Summative Assessment:
  • Students write their own poems and publish them in an anthology collection

  • April 7
  • April 14
  • April 28
Mother Goose Rhymes!
  • What is the difference between a poem and a rhyme?

Read Alouds:
  • Mother Goose in any version!

Learner Profile: Communicator

Formative Assessment:
  • Students will be able to recite their favorite Mother Goose rhyme.

Summative Assessment:
  • Students will create their own versions of Mother Goose Rhymes

  • May 5
  • May 12
  • May 19
  • May 20
  • Summer Reading Promotion
  • Our Year in the Library - Reflection

Read Alouds: Students will provide titles of the books they enjoyed listening to this year.

Learner Profile: Reflective

Formative Assessment:
  • Student created list of favorite books

Summative Assessment:
  • Students will create a reflection about their experiences in the library
  • Students will create a list of suggestions for the students in Kindergarten to look forward to when they visit the library.

  • June 2
  • June 9
  • June 16
  • June 23