C is for COMPUTER (create stations grades 3-5)

Let's recap...we have an acronym for our Library stations, and we have a system. Now we can break it down. As mentioned before, the Letter C for grades K-2 indicates a CONSTRUCTION stations. 

Check it out here...CONSTRUCTION STATION for K-2

However, if you are in the upper grades, C stands for COMPUTER or CHROMEBOOKS. Our library has 10 computers, and we used library funds to purchase 4 chromebooks. On the computer, there are many websites, activities, and symbaloos that students can access... there is also a digital choice board that was inspired and modeled after Shannon McClintock Miller's choice board. I rearranged the activities to fit in my CREATE categories and added some of my own. I also included the National Day calendar that another awesome educator shares through facebook. 

Click on the picture below to check out my Gordon Libguides and take a look at my CREATE digital stations: 

If you would like a copy of the CREATE digital choice board for NOVEMBER to revise, click HERE.

To view it, click HERE. 

Even though I love the choice boards, I also created interactive bitmoji classrooms for students to look around and locate different activities by clicking on pictures.  This was compiled by using all kinds of resources in the bitmoji community and all the generous educators during the pandemic. Hope you enjoy it and can use it for your own classroom. 

COPY Bitmoji Classoom

VIEW Bitmoji Classroom

Finally, the upper grades also have access to Minecraft EDU (the really old version), but I have enough worlds downloaded that it still works and the kids still enjoy building. The kids do love playing in the interactive worlds as a team. It builds great teamwork and collaboration. 

Here is a sign I use at the ORANGE computer station: 

To view the COMPUTER STATION SIGN, click here. 

If you would like to use it, feel free to make a copy and edit the sign to fit your needs. 

C is for CONSTRUCTION (K-2)

 

Create Stations...Construction:

For grades K-2, C stands for CONSTRUCTION. There are so many tools that students can access. We have Roy Toys, Plus Plus, a wedgit table, STEM building blocks, and Kapla blocks. These have been accumulated over time and they have replaced some of the consumables I used to have (straws, construction paper, etc.) 

K - STEAM Building Kit 

This is construction at its best. It promotes problem-solving and fine motor skills. Learners can build several modes of transportation using these tools. We have 2 sets broken into four small boxes. Each student gets a box. I connect this to our "Building Community" theme, so I encourage them to build vehicles or machines that will make working in the community easier. 

If you would like to start your own construction station, I have library signs that include: directions, I Can statements, and AASL standards. Feel free to download the construction station and edit it to fit your needs. 

CONSTRUCTION STATION FREEBIE - Kindergarten 

1st GRADE - WEDGIT TABLE 

Students are able to build and create structures using the wedgit table (bought at teacher store clearance sale) along with the wedgit kits (bought through Amazon with book fair money).  These are just like the name indicates, the pieces 'wedge' together to create structures, animals, towers, and anything the students can imagine. 

Here is the Construction Station FREEBIE for first grade. Feel free to download and edit to fit your needs. 

2nd GRADE - Roy Toys  

Think Lincoln Logs but locally sourced wooden toys from the Maine woods (where my entire family...except for me…was born!). 

In second grade our theme is connecting to Earth. We read books about dinosaurs, animals, and nature. Students construct animal habitat structures using the Roy Toy building blocks. As you can imagine, students create all sorts of fun homes and habitats. 

Feel free to access the CONSTRUCTION STATION FREEBIE for second grade!

My K-2 construction stations take place at the same table, so I have this chart that I put on the table to show everything we do for the K-2 construction activities in one combined chart. This chart can also be used to submit to admins and faculty to show the big picture of what is accomplished in library and how classroom standards and concepts are also being presented in library. 

If you would like to make a copy to modify the above chart, click HERE. 

If you would like to view it, click HERE.

Almost There...counting down the minutes

Maximizing the Minutes: 

Check out these online timers...these are great to count down the time. 

Stopwatch Timers 

If you need something more peaceful, I like this  fireplace timer.

Time keeps ticking: back in the day, we used to teach English in a 45 minute block before we went to block scheduling. It was hard, but it could be done! Now I teach library in that same amount of time. 

Students enter the library and line up on velcro dots. If you have tile instead of carpet, any graphic or indicator taped to the floor will work. Students just need a visual. 

After students enter the library and are standing on their velcro dots, it takes about 3-5 minutes to sort them into their stations. They can view the board from their spot in line, but I also announce the names and then send them to their table one group at a time. 

HINT: after a couple of weeks, students in the upper grades enter the library, look at the board and just walk over to their stations. They get down to business quickly because they do not like to waste time! More about the mechanics, seating, and Google charts can be found in the post, Create Stations....the mechanics. 

Once students walk to their stations, they begin the activity in their tub right away. It is set up so that the stations do not require a whole lot of instruction to get them started. (The only exception to this is the robot station.)  After 5-10  minutes of building, I take one group at a time to the shelves and help them make their book selections for checkout. After they take their book to the checkout desk, they return to their (SAME) station. With 10 - 15 minutes left, we listen to a story. I will have the kids transition to the story well or the areas around the story well (now we are all 3 feet apart), so they can hear and see. 

We'll break it down here...If the class starts at 9:45 AM...

9:45-9:50 - Sort students into their stations, and have them report to their tables. I use this chart: GOOGLE SLIDES to COPY  (this is the same chart I shared in my post The Mechanics). 

9:50-9:55 - Students begin stations. They open their bin and begin to build, design, or code. At the beginning of our kindergarten, first, and second-grade classes, we take a moment to let them know how many books they can check out (sometimes the younger students can't remember if they returned their books, so we give them a reminder).

9:55-10:15 -  Stations start to check out one table at a time. We help individuals find books. 

10:15 - 10:30 - Story and/or lesson: we listen to the story or participate in a 15-minute mini-library lesson.  At this point, students will transition to their "listening" spot. Red station gets the chairs in the story well. Other stations move to the colored dots that surround the story well.  If their station is close to the story well, they will just remain at their table and remain seated on their stool. When we no longer have to social distance, students will sit together in the story well. 

One station fits in the story well. 

This is a new schedule for us, but it is working well. In the past, we always started in the story well with a story and a lesson first. However, COVID-19 had us mixing things up and changing the order of how we operated!  We currently don't use the story well like we used to; instead, we have some students sitting in the story well with social distancing and other students remaining in their station seats.  If you like to start with the story and lesson and then move into stations, that worked for us too! There is a lot of flexibility. In the end, I felt that starting with stations had us transitioning fewer times in the 45-minute time period. 

Next Step....the materials

 

Managing the Materials:

The library space has evolved in the 10 years I have been the librarian.  I started out with all consumables and have slowly built up the materials that we use today. For example, the first-grade art station focuses on symmetry. In the past, students completed symmetry pictures that I found on the internet with pencils and crayons. Now I have the students design symmetrical creations using Cuisenaire rods and 2 small whiteboards that we can use over and over again. 

Symmetry Art Station - First Grade

Yard sales, Donor's Choose campaigns, and Scholastic dollars have all been sources for my materials. I also HIGHLY recommend joining your local BUY NOTHING Facebook group. I have received several library manipulatives thanks to neighbors cleaning out closets!

To store the materials, I have plastic bins located at the tables and in various places around the library. 

Not only do I try to store the materials at the tables, but I have also discovered that color-coding the tables and bins is EXTREMELY helpful. Here is what my ROBOT or R table looks like...this is my RED station: 

Color-Coded Station Tables

The dots are dry-erase spots and the letters are red Cricut vinyl. Each table has an assigned color. Students eventually learn that we rotate through the stations and each color in order of the letters in our word (our framework): CREATE. Once we really get underway, there is very little confusion.