9:00-10:15am
Today we tidied the library as a few children had swapped their books in the morning and not put their book away in the correct place.
After tidying the library we sat down in the room and pieced together the words we had printed off. We decided that we wanted the words and headings for the books reviews and book recommendations to have backing using coloured card. We felt this would make the display more colourful and visual pleasing. We then spent the remaining time cutting out the headings and putting them on coloured card. This took longer than expected as we had to calculate the correct boarder for each individual heading.
We decided to not put the white boards and white board pens up as the rest of the display was not ready. We did not want children using the mini-whiteboards without understanding their use (for book recommendations).
10:15-10:30am
During break roughly 20 children came to the library. Someone asked Megan to help them find a book, she decided the child would enjoy reading Horrid Henry and helped him using the level system. Sienna had a child read a chapter of Harry Potter and the deathly hallows. Whilst Erin had a group of children all reading a science book about different experiments.
10:30-12:00am
We had two guided reading sessions were we had the chance to each do a book review. The best book reviews were one of beast quest, one of the gymnastic fairy and one on football fantasy. Once we completed the book review we then had the child read to us for the remaining time.
In between the two guided reading sessions we tidied the library and had a break in the staff room.
OVERALL REFLECTION OF THE SESSION
We thoroughly enjoyed session three as we felt that we really worked closely with the children and therefore impacted their interest in the library and their reading. When the two teachers came to the library with their classes we asked them to pick three students to do book reviews. We asked the teachers to pick them as we felt their knowledge and understanding of the children would make them pick suitable students. For example, one teacher picked a child who struggles with reading and reads with a teaching assistant every day. One of us reading with him and doing a book review meant that they were able to do something else with him and make more use of his day at school. However, one teacher picked three girls but our project was to raise the achievement and interest of boys. Therefore, on reflection we should have made it clear to the teachers that our purpose was to work with the male pupils and could they picked 3 male pupils.
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