Dewey Decimal Lesson Resources and Instructions

Instructions for a Dewey Training Aid

Think of a clever way to introduce/reinforce the Dewey Classification System to students. Develop an age-appropriate tool for introducing Deweys
10 main classes to students. For example, this could be in the form of a handout, flyer, vimeo, youtube, poster, screen saver, sliderocket, voki,
comiclife, actual realia or photos for shelf identification, etc. Be creative!! This will be used as one of your tools for introducing students to Dewey
Classification. This lesson should be conducted in the school library media center so you can show students how the system is arranged by topic in
their SLMC after your instruction.

Instructions for the Dewey Game Lesson Activity with Pre/Post Test
Determine a grade level (large group with a sub-group) and indicate a GCCC standard for your activity it can be related to a content area such as
science, geography, etc. It is best if taught within a context area. Administer a pre/post test for your Dewey games activity to the large group.
Complete the games activity with the group. Administer the pre/post test after the activity. Analyze your large group and subgroup data indicating
how scores on the test changed after your instruction. Use charts or graphs as well as narrative to report your findings. Write a reflection on how the
lesson went and what you would change to improve your instruction. You might want to use the following outline example:
IMPACT ON LEARNING Requirements May be used at Tk20
Design for Instruction
School &
Rocky Branch Elementary School, located in Oconee County
community
2013-14 Demographics:
demographics;
Total Students 631
student
White 519, Hispanic 34, Black 22, Asian/Pacific Islander 27, American Indian 1
characteristics
For 2015-16 school year:
115 students in third grade, 727 total students
Standard(s) this ELAGSE3W7: Conduct short research projects that build knowledge about a topic.
could be CCS,
ELAGSE3W8: Recall information from experience or gather information from print and digital sources; take brief notes on
Ga. Standards, or sources and sort evidence into provided categories.
Standard 3. Locate and Access Information - Students will be able to access and gather information
Information
Literacy
efficiently and effectively. Standard 6. Participate in Collaborative Activities - Students will participate
Standards
effectively in groups to pursue and generate information.
Grade level
Pre/Post Test

3rd grade 22 students 1 mixed, 2 Chinese, 1 American Indian,

Students will take the Quizlet quiz on the ten main Dewey categories: https://quizlet.com/7181309/test?

(include actual
test here or
provide link or
attachment)
Activity
explanation
(include all
activities you did
plus all resources
used for this unit
of
instruction/lesson
)

matching=on&mult_choice=on&prompt-with=0&limit=10
for a pre and finally a post test.
The students will take the pre-assessment.
To begin this lesson, the teacher will provide the students with several different non-fiction books. The teacher will ask the
students several questions about the books before having the students sort them into different categories based upon what they
thought would be the best. Some questions to ask would be: If you had to divide the library into two sections, how would you do
it? How do you think our library is divided now? Why is it important to know and understand the ten main categories? (I made
sure students knew that we were learning about this to help the students next semester when they were working on their
Informational Piece.
The teacher will explain if the students organized the books into the correct category. The teacher will then share the following
YouTube video with the students: https://youtu.be/NHiUQb5xg7A
What does the gentlemen mean by decimals? (Depending on the students, may need to do a quick lesson on decimals).
After the students have listened to the video, the teacher will then pull the non-fiction books that they sorted and review them
again. This time making sure to point out the call numbers. (define call numbers at this time).
Next, the teacher will show the handout to the students using the SmartBoard.
https://docs.google.com/document/d/1xuyBm9nI5kISczRaiMu3Gmrbo1_yr56WggbemkTWJBk/edit?usp=sharing The teacher
will review each category and help the students generate ways to remember the categories.
The students will then work in groups of two or three to create signs to display in the library to help other students locate each
section. The students will use magazine images to glue onto posters that have the name of each main category. The students will
share their posters with the class to help students again have a deeper understanding.
Finally the students will visit the library to display their signs. The teacher will then ask about a topic and have the students
utilize the posters to locate that particular books section. For example, the teacher will call out sharks and the students will
move to that area based upon the posters that they created.
The teacher may want to use the catch phrase from the YouTube video, But Melvil, can you tell me? Where can I find
information on ______________ ?
To summaries the lesson, the teacher will share the following with the students. https://youtu.be/8hIQwfDY5xY

The students will then take a post assessment.

Analysis of Student Learning
Table, chart, or
graph of whole
Students
Pre
Post
group data
1-B

0/10

4/10

2-G

0/10

6/10

3 - G (gifted)

0/10

4/10

4-B

0/10

4/10

5-G

0/10

6/10

6-B

0/10

2/10

7-G

0/10

Checked out

8-B

0/10

2/10

9-G

0/10

3/10

10 -G (Tier 2)

1/10

2/10 (not the same one correct)

11- B

Tardy

0/10

12 - B (gifted)

3/10 (mom
helps in the
media center)

9/10

13 - G (gifted)

0/10

10/10

14 - G (Tier 2)

0/10

3/10

15 - G

0/10

8/10

16 - B (gifted)

0/10

6/10

17 - G

0/10

5/10

18 - G (gifted)

0/10

8/10

19 - B

0/10

3/10

20 - G (gifted)

0/10

6/10

Table, chart, or
graph of
subgroup data

Narrative of
findings

21 - B

0/10

3/10

22 - B (gifted)

2/10

10/10

I chose to do the subgroup: gifted.

I knew that students would have difficulties with the pre-test. This knowledge was based upon knowing my students in my
classroom and how they particularly react when I give them a pre-test. Students in the third grade do not have a lot of knowledge
in regards to using the Dewey Decimal System in the media center due to the fact that they do not have to write a research paper
prior to 3rd grade. I will have to say that I was disappointed in the results from my students. I feel that we did a lot activities to
help the students remember the different classes. I would like to give the students a different assessment to see if the results
would be different. I honestly do not think the Quizlet was the best choice. Based upon the observations of the students sorting
the books into the correct classes, I do not believe these results illustrate what the students really knew. However, if you are
looking at the growth of the students, the gifted students did demonstrate growth. If I look at the data even further, all of the
students correct got the question about the 300s. We are currently studying government and the students went through the books
that are in the classroom about government and looked on the spine during the lesson. 15 of the 22 students also knew that you
could locate books about sports in the 700s.
Reflection and Self-Evaluation
Reflection on
Strengths: The students were really engaged in this lesson. Several students took notes without asking! Students really wanted to

your instruction
strengths /
weaknesses /
changes
recommended

know where they could locate topics they were interested in during there time at the media center. Several students knew how to
use Destiny (per observations taken during their library time). The student-created posters allowed the students to see which
types of books were in each category. I also think it would be fun to cover up the books spine and have students determine where
they would place a particular book. There could be different people at each class that would tell them if they were correct or not.
This allows students to become well knowledge on a particular class. I would also
Weaknesses: I would have come up with a different form of pre/post test. I would also make sure students had several
opportunities to play games dealing with the Dewey Decimal System. I did not provide time for that during my lesson. I know
the real activities of locating their materials was beneficial to them, however, I think that playing a game would have reinforced
the skills.
Reflection (what I would change): I would for sure provide the students with a different pre/post test. I would also provide them
more time to practice learning about the different areas. I also think it would be fun to cover up the books spine and have
students determine where they would place a particular book. There could be different people at each class that would tell them if
they were correct or not. This allows students to become well knowledge on a particular class. I would also want to switch out the
students that were playing the game verses the students that were the librarian.

You may want to use this exercise for your Impact on Learning requirement at Tk20. If so, you will only include this final section, not the Game links
or Training Aid.
Possible Dewey game resources website links (or you may certainly find your own!)
http://mediaspecialistsguide.blogspot.com/2011/08/44-things-that-are-all-aboutdewey.htmlhttp://mediaspecialistsguide.blogspot.com/2011/08/44-things-that-are-all-about-dewey.html
Excellent site with many games and activities
http://www.cf.k12.wi.us/library/deweydecimal.htmhttp://www.cf.k12.wi.us/library/deweydecimal.htm
A simple listing of frequently requested FUN topics with Dewey numbers for children
http://www.education-world.com/a_lesson/02/lp261-02.shtmlhttp://www.education-world.com/a_lesson/02/lp261-02.shtml
Huey and Louie Meet Dewey lesson plan with links and a FUN worksheet
http://www.quia.com/jg/7265.htmlhttp://www.quia.com/jg/7265.html
Dewey games
http://www.quia.com/cb/415196.htmlhttp://www.quia.com/cb/415196.html

Dewey Decimal Jeopardy

http://www.studystack.com/LibraryMediahttp://www.studystack.com/LibraryMedia
Sets of flash cards
http://www.quia.com/cc/7265.htmlhttp://www.quia.com/cc/7265.html
Dewey Concentration game
http://www.oclc.org/dewey/resources/public.htmhttp://www.oclc.org/dewey/resources/public.htm
DDC introduction PPT for kids; DDC introduction PPT for adults
http://www.libraryvideo.com/guides/K8351.pdf http://www.libraryvideo.com/guides/K8351.pdf
Library Skills for Children, using the Dewey Decimal System for grades 2-6
http://pdaigle.myweb.uga.edu/Dewey/Dewey.pps or at the following site: ww2.bullittschools.org/fes/Power%20Point
%20Lessons/dewey_decimal_system_animated.ppt
Cave Mans guide to the DDC ppt
http://users.ece.utexas.edu/~valmstrum/s2s/utopia/library4/src/library4.html http://users.ece.utexas.edu/~valmstrum/s2s/utopia/librar
y4/src/library4.html
Excellent game for sorting, alphabetizing, etc.
http://www.iit.edu/~smart/halsey/lesson1.htmhttp://www.iit.edu/~smart/halsey/lesson1.htm
Good review site for high schoolers
http://lmnet.wikispaces.com/Dewey+Decimal+Systemhttp://lmnet.wikispaces.com/Dewey+Decimal+System
Instructions for various Dewey games for students
http://languagearts.pppst.com/deweydecimals.htmlhttp://languagearts.pppst.com/deweydecimals.html
Really cool site with PPT shows and links kids and teachers that teach about Dewey (includes neat clip art)
http://www.toondoo.com/ViewBook.toon?bookid=83414 http://www.toondoo.com/ViewBook.toon?bookid=83414

Explains Dewey through cartoon booklet allows you to make your own cartoon booklet
https://sites.google.com/site/dawnmediacenter/library-learning-games https://sites.google.com/site/dawnmediacenter/library-learninggames
Dewey games covers both alphabetical order and Dewey order
http://www.ccsd.edu/bardonia/Library/LearningGames/LibrarySkills/index.html http://www.ccsd.edu/bardonia/Library/LearningGames/
LibrarySkills/index.html
Library skills game