Course+Content



@your library® is a registered trademark of the American Library Association Logo image from freedigitalphotos.net

**Reedmore Middle School Library Mission Statement** The mission of Reedmore Middle School Library is to ensure teachers and students have access to the latest technology and wide assortment of materials so that teachers are prepared to help students grow and students are on a quest to open their minds to new knowledge and become enlightened and informed.


 * What are the benefits of coteaching for all stakeholders at Reedmore Middle School?**
 * The goal of Reedmore Middle School is student success and that can only happen when everyone is working together towards the same goal.**


 * Librarian || Teachers || Students || Administrators ||
 * "Serve as a teacher and a learner who listens to and acts upon good ideas from peers, teachers, and students”(AASL 17). || "Educators who teach collaboratively not only improve student learning but also create learning opportunities for themselves"(Moreillon 7). || "When educators collaborate for instruction,they not only teach these skills, they model them as well, and in the process both students and educators learn" (Moreillon 9). || "SMLS must become a highly visible member of the school community" (AASL 47). The administrator knows that the librarian has the same message for the entire faculty which is student success is priority and this ensures the administrator that everyone is on the same page. ||
 * Work with colleagues and share new innovative ways to engage students with the same old material in a different way using Web 2.0 Tools || Work with colleagues and share imperative information about students and curriculum that will ensure that the lesson is right on track for each class. || Recieve instruction in a smaller teacher to student ratio and get more immediate feedback since there are two teachers helping students grasp a concept which allows students to process the information in a different way. || It shows them that less time is wasted and more valuable instructional time is used when there is collaboration which means students retain more and do better when they have to take the test since they will have a better understanding of the different conecepts. So the administrators sees a better test scores from collaboration ||

Works Cited

AASL. Empowering Learners: Guidelines for School Library Media Programs. Chicago: American Association for School Librarians, 2009.Print Moreillon, Judi. Collaborative Strategies for Teaching Reading Comprehension: Maximizing Your Impact. Chicago: American Library Association, 2007. Print.

Teachers - As you create lessons remember the library can be your Destination to learning. Allow us to give you options to use within your lessons or Come to the library so we can talk about how we can collaborate on lessons together. Prezi is a great interactive tool that can be used with your students when you want to present ideas.

media type="custom" key="11631478"

Teachers check out these electronic pathfinders that you can use for students' inquiry projects:

Curriculum Texas Essential Knowledge and Skills, Grade 6--Social Studies
 * Website Pathfinders for 6th grade Social Studies Teachers**

(15) Culture. The student understands the similarities and differences within and among cultures in various world societies. The student is expected to: (E) analyze the similarities and differences among various world societies;

[|Africa: Country Pages] The site explores different cultures and countries throughout Africa.

[|Society and Culture in Latin America] The site explores different cultures and countries throughout Latin America.

[|South Asia Culture and Countries] The site explores different countries and culture throughout South Asia.

[|Time for Kids Around the World] The site explores many different countries throughout the world.

[|Open your classroom to the World] The site offers free online travel and a variety of opportunities for K-12 classrooms to interact with overseas partners.

(19) Culture. The student understands the relationships among religion, philosophy, and culture. The student is expected to: (B) explain the significance of religious holidays and observances such as Christmas, Easter, Ramadan, the annual hajj, Yom Kippur, Rosh Hashanah, Diwali, and Vaisakhi in various contemporary societies.

[|Christmas Celebrations Around the World] The site shows how different cultures celebrate Christmas around the world.

[|Christmas Traditions Around the World] The site offers specific traditions for Christmas in different countries.

[|Holidays around the World Wide Web] The Scholastic Site takes you on an Internet field trip that links to various site about different holidays.

Curriculum Texas Essential Knowledge and Skills, Grade 7--Science
 * Website Pathfinders for 7th grade Science Teachers**

(9) Earth and space. The student knows components of our solar system. The student is expected to: (A) analyze the characteristics of objects in our solar system that allow life to exist such as the proximity of the Sun, presence of water, and composition of the atmosphere; and (B) identify the accommodations, considering the characteristics of our solar system, that enabled manned space exploration.

[|Lunar and Planetary Institute] The site provide different links which give a variety of information on the solar system.

[|Window to the Universe] The site provides a wealth of information on the solar system.

[|Views of the Solar System] The site contains great images and a lot of information regarding the solar system.

The site contains information regarding the solar system.
 * [|NASA Solar System Exploration]**

Curriculum Texas Essential Knowledge and Skills, Grade 8-- English Language Arts and Reading
 * Website Pathfinders for 8th grade Teachers**

(15) Writing/Literary Texts. Students write literary texts to express their ideas and feelings about real or imagined people, events, and ideas. Students are expected to: (B) write a poem using: (i) poetic techniques (e.g., rhyme scheme, meter); (ii) figurative language (e.g., personification, idioms, hyperbole); and (iii) graphic elements (e.g., word position).

[|Academy of American Poets] Links to lessons plans and tips on how to teach poetry.

[|Poetry Resources] Site links to many different sites that focus on poetry.

[|Poet's Corner] The site links to many different poets and gives the opportunity to learn more about each poet.

(1) History. The student understands traditional historical points of reference in U.S. history through 1877. The student is expected to: (A) identify the major eras and events in U.S. history through 1877, including colonization, revolution, drafting of the Declaration of Independence, creation and ratification of the Constitution, religious revivals such as the Second Great Awakening, early republic, the Age of Jackson, westward expansion, reform movements, sectionalism, Civil War, and Reconstruction, and describe their causes and effects; 4) History. The student understands significant political and economic issues of the revolutionary era. The student is expected to: (B) explain the roles played by significant individuals during the American Revolution, including Abigail Adams, John Adams, Wentworth Cheswell, Samuel Adams, Mercy Otis Warren, James Armistead, Benjamin Franklin, Bernardo de Gálvez, Crispus Attucks, King George III, Haym Salomon, Patrick Henry, Thomas Jefferson, the Marquis de Lafayette, Thomas Paine, and George Washington; WebQuest for Research of People of the American Revolution This WebQuest includes links to websites that provide information about important people and their roles in the American Revolution.

Professional Development

Link to Tech Tuesday Wikipage

Kayla Hornby's Resume and Philosophy

Kayla Hornsby's Home Page