Donna Mae Fiore

 

dfiore@roguecc.edu

 

Rogue Community College

 

ESL Instructor

 

Beginning Level 1

 

All students are native Spanish speakers

 

Class meets 7.5 hours / week

 

 

 

EL Civics

 

Objective # 10

 

Competency Area:   Community Resources - Directory

 

Language/Literacy Objectives:  

 

5. Name important places in the community, their locations and importance of services provided.

 

6. Ask and answer questions about locations and hours of community agencies.

 

7. Identify services available at community agencies.

 

 

 

Objective # 23

 

Competency Area:   Community Resources - Resources

 

Language/Literacy Objectives:  

 

5. Use library services to obtain community service information.

 

7. Read and report orally about community services. 

 

CASAS competencies:

 

2.5.6 Use library services

 

0.2.2 Complete a personal information form

 

2.5.4 Read, interpret, and follow directions found on public signs and building

 

2.5.5 Locate and use educational services in the community, including interpreting and writing

 

         school-related communications

 

6.7.1 Interpret data given in a line graph

 

 

Local Libraries Unit - Fall term 2007

 

Overview -

 

This unit was in planned in conjunction with the re-opening of the 15 Jackson County Public Libraries that had closed from lack of federal timber funds six months prior.  This controversial issue made national news and the reopening was front page headlines in Medford, Oregon's local newspaper the Mail Tribune October 25, 2007.  My class toured the newly reopened Medford Public Library and the Rogue Community College (RCC) Library that share the same building during the same visit.  Medford Public Library is the large central library for the county with 14 smaller satellite libraries in the neighboring towns.  Note- The library card is valid for all 15 public county libraries and for the RCC library as long as the student is enrolled in the current term.  A sticker on the back of the card that is updated each quarter indicates if a library patron is also a RCC student.  RCC students have special privileges and access to computers and other resources in the RCC portion of the large Medford Public library.      

 

 

 

Lesson 1    Pre-Assess students understanding about local libraries

 

and what they want to know about them

 

Objectives:

 

-          Teacher will pre-assess students understanding of libraries and needs using the "K" and "W" portion of the traditional assessment K-W-L.  The "L" portion is used in the final lesson.

 

-          Students will state oral answers to the question "What do you know about our local libraries and the Rogue Community College library?" through a brainstorming session for the "K" portion of the assessment.

 

-          Teacher transcribes student generated responses on large paper on the board and places students' initials next to their contribution.

 

-          Students will state oral answers to the question "What do you want to know about our local libraries and the Rogue Community College library?" through a brainstorming session for the "W" portion of the assessment. 

 

-          Teacher transcribes student generated responses on large paper on the board and places students' initials next to their contribution.

 

 

 

Materials Needed:

 

-          Large butcher paper and tape or large post-ems for student responses and a marker.

 

-          Copy of the front page of the local Medford, Oregon newspaper the Mail Tribune October 25, 2007.

 

 

 

Adaptation and Modifications:

 

-          Students are strongly encouraged to use the target language English.  However, discussion and brainstorming work will honor both English and Spanish languages.

 

-          Objectives will be translated into Spanish for the students that require it for understanding in this beginning level class.

 

-          One on one instruction is provided to those who need it.

 

 

 

Warm Up:

 

-          Teacher shows students the article and picture of the library reopening on the front page of the local Medford, Oregon newspaper the Mail Tribune October 25, 2007 and asks the students if they recognize where the picture was taken in the community and to describe what they see.  This is used to generate discussion, and to begin the K-W-L.

 

 

 

Presentation and Practice:

 

-          Teacher and students carry out the objectives above.

 

 

 

Comprehension:

 

-          Students write what they know about libraries in the form of a list in their notebooks.  E.g.  books, computers, magazines, etc. 

 

 

Lesson 2    Library Vocabulary and Identify Resources Available at Library

 

Objectives:

 

-          Students will use bilingual Spanish-English dictionary to identify library vocabulary. (Note- students must have prior knowledge on how to alphabetize and how to use a dictionary). 

 

-          Students will use the Oxford Picture Dictionary to identify library vocabulary.

 

-          Students will differentiate between the vocabulary words "borrow = tomar prestado" and "loan = prestar / préstamo", and also the difference between "library = bíblioteca" and "bookstore = libería"

 

-          Students will identify resources available in a library.

 

 

 

Materials Needed:

 

-          Teacher generated handout with fourteen library related vocabulary words that are important for the students to understand.

 

-          Bilingual dictionaries, one for each student (if possible).

 

-          Oxford Picture Dictionary, one for each student (if possible).

 

 

 

Adaptation and Modifications:

 

-          Students are strongly encouraged to use the target language English.  However, discussion and brainstorming work will honor both English and Spanish languages.

 

-          Objectives will be translated into Spanish for the students that require it for understanding in this beginning level class.

 

-          One on one instruction is provided to those who need it.

 

 

 

Warm Up:

 

-          Dictionaries and a handout with fourteen library related words are given to the students as they arrive for class.

 

 

 

Practice:

 

-          Students work with dictionaries and handouts for the first fifteen minutes of class.

 

 

 

Presentation - Input/Modeling:

 

-          Teacher models the pronunciation of each of the fourteen vocabulary words on the hand-out and the students repeat and practice pronunciation.

 

-          Students define each of the 14 vocabulary words on the handout from using the dictionary.

 

-          Using The Oxford Picture Dictionary the teacher models pronunciation and the students repeat and practice pronunciation.  Students identify more new library vocabulary at this time using the pictures and matching the words.

 

-          (Cultural Note) During the K-W-L there was confusion about the false cognate libería and library.  Many Spanish speakers use this term, when in fact libería means bookstore and the word bíblioteca means library.  Many Spanish speakers falsely think that that our libraries in the United States are bookstores or that they charge a fee to use.  Several students wanted to know "How much does it cost to use the library?"  This was a good lead in to how our libraries work on the honor system of borrowing books, and how we respect and care for the books and items we borrow.  Also, we covered the fine you will receive for a late due book, as well as the charges you will be responsible for if a book is lost or destroyed.

 

-          Another (Cultural Note) the Spanish verb prestar is used for borrowing and loaning.  During the library vocabulary study we clarified the difference between to borrow and to loan. 

 

-          Teacher emphasizes the various resources that are available at the library.  E.g. I show the students a beautiful children's bilingual poetry book, among other examples of resources available.  (More of this during our tour).

 

  

 

Comprehension:

 

-          Students cover up words at the bottom of the page in The Oxford Picture Dictionary and using only the pictures above try to recall the 22 word that corresponds to the picture.

 

-          Using the picture dictionary, students identify resources that are available in a library.  E.g. books, books on tape, magazines, newspapers, CDs, cassette tapes, video tapes, DVD, computers, etc. 

 

  

Lesson 3   Fill out Library Card Application

 

Objectives:

 

-          Student will completely fill out library card application.

 

-          Student will receive a library card by providing appropriate identification to library clerk during our visit.

 

 

 

Materials Needed:

 

-          Actual library applications.

 

-          A transparency of the application for the overhead and a marker.

 

-          An overhead projector.

 

 

 

Adaptation and Modifications:

 

-          Students are strongly encouraged to use the target language English.  However, discussion and brainstorming work will honor both English and Spanish languages.

 

-          Objectives will be translated into Spanish for the students that require it for understanding in this beginning level class.

 

-          One on one instruction is provided to those who need it.

 

 

 

Review:

 

-          Students review vocabulary needed to fill out applications that they have previously studied in class.  E.g. last, first and middle name, county, gender, signature, etc. by teacher writing the words on the board and the students defining them. 

 

 

 

Presentation:

 

-          A new word and its definition is presented "password" that will be found on the application.  The students are asked to begin thinking about what theirs might be.  Students brainstorm some examples, ones that they were not going to use.  (Note- Creating a password for many is not as easy as it sounds).  

 

-          Teacher puts an overhead transparency of the library application on the projector and hands out the authentic Southern Oregon Library Information System (SOLIS) library application to all the students.

 

-          Teacher models filling out the application. 

 

Practice:

 

-          Students enter their own information on the library card application.

 

Comprehension:

 

-          Teacher checks all applications to see if all pertinent information was provided by the students.

 

 

Lesson 4     Rogue Community College library schedule

 

and the other 15 Jackson county libraries' schedules

 

Requisites needed to obtain library card

  

Objectives:

 

-          Student will read a chart with the all the libraries' schedules to find out when the RCC library is open and compare those hours to the central Medford Public library's hours.  In addition, the students will compare county satellite library branches' hours with those of Medford.  (Note- there were only four other smaller county libraries that we compared: White City, Talent, Phoenix and Central Point, these towns, in addition to Medford, represent where my students live). 

 

-          Student will read and understand what is considered proper identification to be able to receive a library card.

 

 

 

Materials Needed:

 

-          An actual library handout that lists credentials that the student can use for identification to obtain a library card.

 

-          A schedule of the 15 libraries' hours, in chart form, found in the local Sunday, October 21, 2007 newspaper the Mail Tribune. 

 

-          A real schedule of the RCC library hours of operation.

 

-          An overhead projector and transparencies of schedules.

 

-          Teacher generated questionnaire about the libraries' schedule.

 

 

 

Adaptation and Modifications:

 

-          Students are strongly encouraged to use the target language English.  However, discussion and brainstorming work will honor both English and Spanish languages.

 

-          Objectives will be translated into Spanish for the students that require it for understanding in this beginning level class.

 

-          One on one instruction is provided to those who need it.

 

 

 

Presentation:

 

-          Teacher passes out a copy of the schedule of the 15 libraries' hours, in chart form, found in the local Sunday, October 21, 2007 newspaper the Mail Tribune and puts a transparency on the overhead projector.  Teacher ask question about the schedule e.g. Which day of the week is the Ashland library closed?  When is the Ruch library open on Thursday? Etc. etc.   After the students practice with this and feel comfortable, I handout the actual RCC library schedule to them.  Next, we compare the hours and days of operation of the RCC library and that of the Medford library.  They discover that the RCC library is open more hours.  Finally, we compare other satellite library schedules with that of Medford.

 

-          Teacher passes out the actual library handout that lists credentials that the student can use for identification to obtain a library card with emphasis that the student needs to bring proper identification to the library on the day of our tour if they want to be able to check out a book.  

 

Practice:

 

-          Students enter library hours and or days of operation in relation to questions asked on a teacher generated handout. 

 

 

Comprehension:

 

-          Teacher has students read their answers to handout as a class. 

 

-          Students verbally tell the teacher what will constitute as appropriate identification to obtain card.

 

 

Lesson 5     The library tour

 

 Objectives:

 

-          Students will tour the Medford Public library and the RCC library housed within the same building.

 

-          Student will bring proper identification to obtain library card.

 

-          Student will check out a book of their preference.

 

 

 

Materials Needed:

 

-          Teacher arranges the library tour with the RCC librarian a couple weeks in advance.

 

-          Teacher hands in completed library applications to the librarian a few days in advance of the tour. 

 

-          Students bring proper identification to be able to obtain library card.

 

 

 

Adaptation and Modifications:

 

-          This library tour is presented in English, during the tour the librarian pauses to allow time for clarification and /or translation into Spanish if needed.

 

-          Students are strongly encouraged to use the target language English.  However, discussion and brainstorming work will honor both English and Spanish languages.

 

-          Objectives will be translated into Spanish for the students that require it for understanding in this beginning level class.

 

-          One on one instruction is provided to those who need it.

 

Warm Up:

 

-          Before we walk together as a class one block to the Medford and the RCC libraries, we take a few minutes in class to think about "what we still want to know" about the libraries.   In doing this we discover we have already answered many of our questions by preparing for our library tour.  But, now is the time to use the librarian as a resource to find answers to other questions that we still have.  With questions in mind we head for the libraries.  

 

Presentation:

 

-          The tour is about an hour.  This is without hands-on-experience with the library computers.  This will be a separate class.  The periodical section with magazines, the Spanish language book collection, children's bilingual books, books on tapes, the computer access with English language learning programs, the reference area with dictionaries, and the atlases and maps were all of special interest to my students.

 

Practice and Comprehension:

 

-          Students obtain their library cards.

 

-          Students check out a book to borrow. 

  

 

Lesson 6    What you learned about the libraries

 

Objectives:

 

-          Teacher will post-assess students understanding of libraries and needs using the "L" portion of the traditional assessment K-W-L. 

 

-          Students will state oral answers to the question "What did you learn about our local libraries and the Rogue Community College library?" through a brainstorming session for the "L" portion of the post assessment.

 

-          Teacher transcribes student generated responses on large paper on the board and places students' initials next to their contribution.

 

 

Materials Needed:

 

-          Large butcher paper and tape or large post-ems for student responses and a marker.

 

-          Item student borrowed from the library.

 

Adaptation and Modifications:

 

-          Students are strongly encouraged to use the target language English.  However, discussion and brainstorming work will honor both English and Spanish languages.

 

-          Objectives will be translated into Spanish for the students that require it for understanding in this beginning level class.

 

-          One on one instruction is provided to those who need it.

 

 Warm Up:

 

-          Students show their books that they borrowed from the library to the class and explain why they wanted to borrow it.

 

 

Presentation and Practice:

 

-          Teacher and student execute the objectives above.

 

 Comprehension:

 

-          Students write in the form of a list in their notebooks what they learned about the library.  E.g. hours of operation, fines, newspapers, etc. etc.