Kannon,+Terri

 An Introduction to OPAC for Second Graders  **Pre-Assessment**  An action research needs assessment was conducted prior to this lesson to evaluate the need of instruction for students in second grade on using OPAC to find books for reading pleasure and for finding information. From observations by the librarian, the survey taken by second grade students, and feedback from second grade teachers, it was determined that the second graders were in need of instruction in the basic use of OPAC and the ways it could be beneficial to each student. This lesson would be most appropriate during the second semester of second grade after the students are familiar and comfortable with finding books in the school library by their call numbers.

Attachments
[|Needs Assessment.doc]

**//Tennessee State Curriculum Standards/second grade//** **1.10** Introduce informational skills to facilitate learning. **1.14** Develop and maintain a motivation to read. **Reading Accomplishment 2.1.10e:** Visit libraries and checks out appropriate materials. **Reading Accomplishment 2.1.14a:** Visit libraries/media centers and regularly check out materials. **1.1.4:** Find, evaluate, and select appropriate sources to answer questions. **1.1.8:** Demonstrate mastery of technology tools for accessing information and pursuing inquiry
 * Standards and/or Goals **
 * Learning Expectations: **
 * //AASL Information Literacy Standards// **

The learner will be second grade student at Kenrose Elementary School. By the end of the lesson the learner will be able to demonstrate the steps necessary to **locate** a book on OPAC, **identify** the call number, and **use** this information to **select** the book from the library shelves. I would expect that students would be able to follow this procedure at least 75% of the time or 3 of 5 times. This will be a new procedure for the students and will need to be revisited frequently both in the classroom and the library.
 * Instructional Objectives **

** Materials, Media, and other Resources  ** ** Teacher: ** LCD projector, screen or SmartBoard, How to Use OPAC powerpoint, 1 copy per student of the OPAC worksheet, 1 copy of the preassessment quiz for the two classes of students that took the preassessment quiz. (These will be given to the classroom teacher to give when the students return to their classroom.) ** Student: ** access to library computer to use with a partner, OPAC worksheet, Pencil

Attachments
[|OPAC worksheet.doc] [|How to use OPAC.ppt] [|Needs Assessment survey.doc]

The teacher will begin the lesson by asking, "Have you ever heard your parents talking about an interesting topic, or seen something neat on TV that you wanted to find out more about? Maybe you thought there could be a book about it in the library at school. So the next day you go into the library only to find that the librarian is busy with a class and can't help you right now. Oh, what a bummer! What can you do? Or maybe you have really been wanting to find a chapter book that you saw your friend have and all you remember is that it was an //Arthur// book by Marc Brown. What can you do if there is no one to help you? Should you wander around in the library and hope you happen to see it? Well, today you are going to find out about a way you can help yourself find exactly what you need!" The teacher will say: Today we are going to learn how to use a program called OPAC that is on all the computers in this building. You will be able to use it in the library and you will also be able to use it in your classroom. The teacher will then show the powerpoint, How to Use OPAC. The teacher will take the students through three primary ways that they can use OPAC to find a book in the library. It will be important to point out the same features for each search to be sure the students begin to "catch on" to all the information available to them about each book in the library. The last slide of the powerpoint will say: Now, Let's try it for ourselves! At this point the teacher will select partners to go to the computers located in the library. Each group will be given an OPAC worksheet. They will work through the worksheet together. The teacher will monitor the progress of each group and give additional help where needed. After the students have worked through the OPAC worksheet, allow each student the opportunity to find one of the books they located on OPAC in the library by its call number. The students should already be familiar with the call numbers and where things are located in the library. This will reinforce to each student that the book they found on OPAC is actually located in its place in the library.
 * Set Induction **
 * Instructional Sequence **

**Closure** At the end of the lesson, students will be called back to the gathering area. They will be asked if they were able to find a book that they located on OPAC on the library shelves. Two students will be asked to demonstrate how they found a book on OPAC and then found the book on the shelf. The other students will watch and observe to see if the students are following the correct procedures. It will be important to reassure the students that they will have opportunities to practice using OPAC when they come to the library. Remind students again that the computers in their classrooms also have OPAC on them. They can find out in their classroom, too, if a book is available in the library. When the students from the two classes that were preassessed return to their classroom, the classroom teacher will again administer the preassessment quiz to see if the students are now more familiar with what OPAC can do to help them.

In each second grade class there are a mixture of students. There are ten second graders with special needs. Eighteen students have English as their second language. Among the second graders there are several students in each classroom that show gifted tendencies, although gifted students are not identified in Williamson county until third grade. This lesson leds itself to the differing needs of the students. By working with a partner, the less able students will feel more comfortable. The teacher aides of the special needs students will be available to help them with this lesson. The librarian will offer help to those students that get stuck somewhere. Those students that catch on to using OPAC easily will be able to spend some time looking up books of their own choosing. Students that learn well by seeing examples and orally will benefit from the powerpoint presentation and the oral directions. However; t his lesson spends the majority of the time with hands on learning. This will benefit most those students that do not learn as well by seeing the powerpoint and listening to oral directions. All students will be given the opportunity to feel successful by repeated practice in using OPAC, not just in this lesson, but with additional minilessons at the beginning of future library periods and in their classroom. **Assessment** Two of the second grade classes will take the preassessment test after the library lesson. By evaluating these assessments and observing the students when they are looking for books in the library or from the classroom, it will be determined if the OPAC lesson needs to be revisited. This is an important lesson for students to learn in order for them to become more independent in finding resources in the library for themselves. One of the first things students will need to be able to do to achieve this independence in the library is to become competent in the use OPAC. Second graders are just beginning to read well enough to make use of OPAC. Even with this new found knowledge, they will need frequent interventions and will be frustrated at times when they try to find books. It will be important for the librarian to revisit the use of OPAC frequently for the students to feel successful.
 * Adaptation and Extensions **
 * Reflection **