Sullins Traditions

Library

The library program supports and supplements all core areas of the curriculum, and serves as the school’s main resource for research and recreational reading. The library’s location is highly visible.  It is designed to be an inviting place, indicative of the value our school places on reading.  The library serves the school’s educational goals by providing access to a variety of information in many forms, such as print materials, periodicals, education videos, and electronic databases. The primary goal of the Sullins Academy library is to educate students to be life-long readers and users of information.

The librarian prepares specific lessons each week for students in preschool through fifth grade. Students listen to stories and respond to questions relating to the stories as a way to reinforce listening comprehension. First grade through fifth grade set goals each month in the classroom, representing the number of books to be read independently.  Students use a variety of forms and activities to create a report about the books that are read.

The promotion of quality literature and the appreciation of highly respected children’s authors are methods utilized to excite students about reading.  Through read-alouds and book talks, students are introduced to a variety of literature at the different age groups. Guest authors, guest readers and storytellers are also invited to visit Sullins to offer even more variety.

The preschool library curriculum correlates to the instruction received in the classroom, exposing the students to ideas through stories.  This exposure increases in kindergarten when students visit the library for 30 minutes per week.  These students are introducted to library citizenship and responsibility as they enjoy their first opportunity to select and check out books on their own.

Lower school students visit the library a minimum of 30 minutes each week.  During that time, they are introduced to research and literacy skills and are encouraged to explore library materials for recreational reading.

The library curriculum enriches the lessons from the classroom. For example, if a class is studying penguins, students may use their research skills on the Internet to discover a live web cam at a zoo in order to visualize the bird’s behavior.

The librarian serves the lower school as a reading specialist.  This allows students who need additional or supplemental assistance with reading skills to have individual or small-group attention.

Intermediate school students are in the library a minimum of thirty minutes per week.  In addition, because of the co-curricular nature of classroom and library activities, these students spend extra time in the library working on research projects.  The students strengthen their research skills and also develop an appreciation for the many literary read-alouds of chapter books.

Middle school students do not have a scheduled library time; however, they utilize the library’s resources frequently.  Teachers accompany them to the library on occasion to complete special research projects.  For example, in collaboration with our social studies teacher, the librarian guides students in the development of library skills to research and compose essays for the Daughters of the American Revolution (DAR) annual essay competition.

One month out of the year is designated as Reading Month.  This serves to promote reading in the school.  Students participate in a variety of activities creating an appreciation for reading at all levels of the school.

The Sullins library is an essential component of the school, and the librarian works closely with teachers to develop the skills of literacy.

 
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