How to Choose a "I PICK" Book
Guiding students to choose an appropriate library book. The “I PICK” book method.
Allowing students to choose their own books in the school library setting is a very important library best practice. The I PICK the right book method represents a list of steps the students can practice to learn and relearn this skill.
This lesson can be used as a first of the year library lesson and retaught throughout the year as a reinforcement for this library skill.
How to guide students to choose the right library book for them.
In this section, write 1-2 sentences to give teachers a basic understanding of what your lesson is about. Please also include the following details about your lesson:
- Time frame
- Format (synchronous, asynchronous, face-to-face, virtual, etc.)
- Authors (if others contributed to the creation of this lesson)
In this section, explain what teachers need to know before teaching this lesson. This is a great place to include articles, files, and web links that will help teachers research the topic covered in the lesson. Here are some sentence starters that might help you compose this section of your lesson:
- To teach this lesson, you will need an understanding of...
- You will need knowledge about key people/concepts/vocabulary/formulas before teaching this lesson...
- The following resources can help you teach this topic...
- Search the following resources in Utah's Online Library for articles related to this lesson...
Students practice choosing an appropriate library book for reading.
In this section, you will include the learning intentions and success criteria for students based on student data. Learning intentions are essentially the objectives of the lesson -- statements of what students are expected to learn. Success criteria define how students will show that they have met the learning intentions. They tie closely to the assessment portion of your lesson and the rubric students will use to gauge their success. The following sections, sentence starters, and examples can help you compose your own learning intentions and success criteria:
- Students will be able to...
- Ex. Students will be able to understand how advertisers use persuasive techniques in multi-modal advertisements.
- Students will...
- Ex. Students will describe the positive and negative emotions an advertisement aims to evoke.
Make Visuals of the steps to instruct and reinforce steps to follow when choosing an "I Pick" Book.
Student Background Knowledge
In this section, include how you will activate student background knowledge. You may include content standards that should already be mastered, or you can use the following sentence starter to help you describe what students need to know or be able to do:
- Prior to this lesson, students will need to have an understanding of...
Strategies for Diverse Learners
In this section, also include ideas for how teachers can adjust the lesson to meet the needs of diverse learners. Consider strategies to personalize, accommodate, scaffold, and activate background knowledge. Include evidence-based curricular options available.
Show students the visual and discus each steps and why those are important. Review steps as necessary throughout the year.
In this section, you will include your instructional procedures. Be sure to incorporate student agency, customized supports, and opportunities to read, write, speak, and listen while providing multiple opportunities to show mastery over time.
In this section, you will also attach any files and include any web links that go along with the lesson. Use the "Attach Section Resources" button below to attach as many files as are needed. Use the chain link button in the rich content editor to create hyperlinks in your lesson description. Examples of resources you might need to include are:
- PDF of an article students will read
- Document or spreadsheet on which students will record answers or research findings
- Presentation teachers can use during instruction
- Images used to enhance instruction
- Nearpod lesson teachers can use during instruction
- Utah's Online Library resource
- Video found in eMedia, YouTube, or Vimeo
- Internet article or activity
Observe students during book choosing time to assess if steps are being followed.
In this section, include a description of how you will assess student learning. This plan can include pre-assessments, formative assessment practices, student self-monitoring/self-assessment, and summative assessments as appropriate for your lesson. Assessment strategies and resources should tie to your lesson's learning intentions and success criteria. Remember that assessment of student learning and mastery can be conducted in a variety of ways, including:
- Feedback loops
- Student self-reflection
Attach or link to any needed assessment files.
Be sure to attach rubrics for any assessments included in your lesson using the "Attach Section Resources" button below. Rubric attachments could be screenshots of rubrics created in Canvas, spreadsheets or documents containing rubrics, or rubrics created using the UEN Rubric Tool.
I Pick Book Poster
Poster can be used as a visual.