K-12 Information Literacy & Library Media Curriculum

Transcription

1 Darby School District # 9 K-12 Information Literacy & Library Media Curriculum Ravalli County Curriculum Consortium Fall 2010

2 Ravalli County Curriculum Consortium Information Literacy and Library Media Curriculum Team Members RCCC Directors Dan Johnston, Victor School District Kathleen Dent, Hamilton School District Robert Dobell, Stevensville School District Jennifer Burdette, Darby School District Tamara Lysons, Lone Rock School District Librarians & Teachers Jan Burgess, Lone Rock School Judy Parker, Darby School Jane Mason, Hamilton School Mona McCarty, Hamilton School Rod Pogachar, Hamilton School Ann Rupiper, Hamilton School Lori Jettie, Stevensville School Liz Lubbers, Stevensville School Vicki Lyngstad, Victor School In August 2010, the committee met with the Ravalli Curriculum Consortium concentrated Library/Media curriculum development. The committee reviewed current practices, student achievement data, current research, existing Library/Media curriculum from each district, curriculum guides from other states, the National Standards, and the Montana Standards. The curriculum guide which follows is the culmination of this work. Gratitude and appreciation are extended to the individual committee members for their hard work and dedication.

3 DARBY SCHOOLS LIBRARY MEDIA PHILOSOPHY STATEMENT Literacy and information skills are essential tools for the citizens of today. Our library media centers strive to provide resources to build these skills and help students develop to their fullest potential. The skills will serve the students in earning livelihoods, participating in the democratic process, and functioning as members of the community and society. The library media centers are fully integrated with the school curriculum. The centers are designed to help students explore classroom subjects and to satisfy personal interests. The Darby School library media centers strive to maintain a diverse collection that represents varying points of view and a wide variety of interest areas to meet the needs of all students. By having this access, students gain an appreciation and respect for diverse ideas. The underlying philosophy for collection development in the library media centers advances the concept of free access to all resources and to what others have said. This is clearly stated in the Library Bill of Rights.

4 DARBY SCHOOLS LIBRARY MEDIA CENTERS POSITION STATEMENTS Budget and Finance : The increasing costs of library books, software, hardware, and other technological resources must be considered for full implementation of this curriculum. Recommendations: Adjustments shall be made to the library budgets in order for them to maintain quality collections. New databases should be added to provide more research opportunities. Current status: Recents cuts in budgets throughout the district are beginning to show in the library. We are unable to replace worn computers and have begun to buy more books in paperback format, which have to be repaired and reglued, taking time from librarian duties. TECHNOLOGY : Darby Schools strive to give all students access to current technology. Recommendations: Additional computers are needed in the high school library. At this time there are only 6 and they are getting out-dated. Often one is not working. During this time of downsizing, if a room can be found for the Title I program, an entire new room can be opened to the library to provide more computers for student use, i.e., research and word processing.

5 COLLABORATIVE PLANNING: Collaborative planning is a concept that involves the entire school in a cooperative, integrated process that unites the classroom with the resources available through the library media center. The purpose of collaborative planning is to combine the resources of the teacher with the library resources to cncourage the transfer of knowledge by integrating library media center activities with other learning experiences, As an integral part of daily teaching and learning activities, a partner ship between teachers and the library media specialist must exist to have effective schools. This integration strengthens the teaching/learning process so that students can develp the vital skills necessary to locate, analyze, evaluate, interpret, and communicate information and ideas. Recommendations: Teachers should know when they can meet with the library media specialist to plan instruction. The media specialist is available in the high school from 8:00 am through the lunch hour. The media specialist is available in the elementary from 12:30 4:15 pm. Current status: The teachers seem unaware of when the specialist is in their building. STAFFING : The two district libraries are only staffed half-time. The elementary library is closed in the morning. With volunteers and the judicious use of staff, we are able to keep the high school library open all but 2 hours a week, but half the day, there is not certified specialist there. Recommendation: A half-time aide is needed to keep both libraries running smoothly. This person can do some of the clerical work which is necessary to run two libraries.

6 POLICY : The library needs to re-adopt collection development policy which includes a materials selection policy and a challenged materials policy. During the board policy revisions, this very important document was left out.

7 IMPLEMENTATION PLAN DARBY LIBRARY MEDIA CENTER YEAR WHAT HOW WHO WHEN MEASUREMENT 1 Introduce curriculum and new expectation of library collaboration projects. Review and revise policy Fall teachers meeting and a fall school board meeting. Media Specialist Fall meetings All board members and staff members receive a copy of curriculum. Working policy document. 2 Evaluation of previous years goal and continue with adjustments as needed. Introduce Super 3 and Big 6 to staff. Review policy. Teachers meetings with various grade levels. Media Specialist Throughout year as time allows with early outs. Keep track of times of collaboration and check list of skills Teachers respond to idea of research format. All components of policy are in place. Register with state. 3 Evaluation of previous year. Begin outlining plans for enlarging facility. 4 Evaluation of previous year in regards to collaboration and implementation of Big 6 and Super 3. Continue new facility plan. 5 Evaluation of previous year. If monies available, begin work on new facility. Evaluation of all programs in library and making sure they conform to standards and curriculum. Completion of facility. Short questionnaire for staff. Workshops on Big 6. Discussion with board and administration for facility. Teacher and administration feedback. Short questionnaire, with focus being on collaboration and research skills. Detailed review of curriculum. Enlarged or new facility being used. Media Specialist, staff, and administration. Media Specialist Media Specialist Media Specialist Throughout school year Staff meeting and throughout year. Staff meeting beginning of year. Throughout year Questionnaire/teacher feedback Administration acceptance of facility planning More collaboration projects, detailed facility plan. Documented increase use of library by teachers. If possible, actual construction of enlarged or new library. Checklist of skills. All library programs ongoing in facility.

8 Grades K-8 Informational Literacy and Library Media Curriculum Darby School

9 Standard 1: A student must identify the task and determine the resources needed. Grade: K In addition to, in-depth inferences and applications that go beyond what was The Will identify a topic of a book. Will identify a topic of a book recognizes or recalls basic terminology such as: o Subject, topic 0.5 With help, a partial understanding of the content but not the content Choose a book from the library on a favorite subject Explain the concept of subject

10 Standard 1: A student must identify the task and determine the resources needed. Grade: K In addition to, in-depth inferences and applications that go beyond what was The Will explore possible resources Will explore possible resources Engage in teacher directed book search Inquire about contents of books on a given topic Browse books teacher has brought into classroom on topic 0.5 With help, a partial understanding of the content but not the content

11 Standard 1: A student must identify the task and determine the resources needed. Grade: K In addition to, in-depth inferences and applications that go beyond what was The Will choose resource from a limited selection Will choose resource from a limited selection recognizes or recalls basic terminology such as: o 0.5 With help, a partial understanding of the content but not the content Actively searching for information on subject area of day s lesson Choose a book from subject area that ties in with day s lesson

12 Standard 2: A student must locate sources, use information, and present findings. Grade: K In addition to, in-depth inferences and applications that go beyond what was The Locate major sections in the library Locate major sections in the library with assistance recognizes or recalls basic terminology such as: o Fiction / Non-Fiction 0.5 With help, a partial understanding of the content but not the content Find a fiction book Find a non-fiction book Ask librarian for help when selecting books to check out

13 Standard 2: A student must locate sources, use information, and present findings. Grade: K In addition to, in-depth inferences and applications that go beyond what was The Explore fiction and nonfiction resources Explore fiction and nonfiction resources recognizes or recalls basic terminology such as: o Fiction, non-fiction 0.5 With help, a partial understanding of the content but not the content Compare fiction books to non-fiction on same subject Discuss the terms fiction and non-fiction

14 Standard 2: A student must locate sources, use information, and present findings. Grade: K In addition to, in-depth inferences and applications that go beyond what was The Will point out parts of a book Will discuss parts of a book recognizes or recalls basic terminology such as: o cover, back, pages, spine, spine label, title page, author, illustrator 0.5 With help, a partial understanding of the content but not the content Locate the cover, back, pages, spine, spine label, title page Recognize author, illustrator Locate some parts of the book

15 Standard 2: A student must locate sources, use information, and present findings. Grade: K In addition to, in-depth inferences and applications that go beyond what was The Will view and listen for information. Will stay on task 0.5 With help, a partial understanding of the content but not the content Answer guided questions about book Sequence events Displays good listening skills

16 Standard 2: A student must locate sources, use information, and present findings. Grade: K In addition to, in-depth inferences and applications that go beyond what was The Recognize picture clues Shows interest in illustrations recognizes or recalls basic terminology such as: o illustrator, illustrations 0.5 With help, a partial understanding of the content but not the content Read wordless picture books Make predictions on plot based on illustrations Engaged in looking at illustrations

17 Standard 2: A student must locate sources, use information, and present findings. Grade: K In addition to, in-depth inferences and applications that go beyond what was The Will listen and view books for purpose Will listen and view books for purpose recognizes or recalls basic terminology such as: o entertainment, interests 0.5 With help, a partial understanding of the content but not the content Choose a book to fulfill a purpose (i.e. entertainment, how-to, gather information, try to read) Recognize that books are written for various purposes

18 Standard 2: A student must locate sources, use information, and present findings. Grade: K In addition to, in-depth inferences and applications that go beyond what was The Will retell relevant information Will retell relevant information recognizes or recalls basic terminology such as: o Main idea 0.5 With help, a partial understanding of the content but not the content State the main idea of passage read Retell parts of the story

19 Standard 2: A student must locate sources, use information, and present findings. Grade: K In addition to, in-depth inferences and applications that go beyond what was The Will sequence information Will sequence information recognizes or recalls basic terminology such as: o order words (i.e. then, next, before, after) 0.5 With help, a partial understanding of the content but not the content Retell a story that has been read orally Retell a story that has been read orally with prompts

20 Standard 2: A student must locate sources, use information, and present findings. Grade: K In addition to, in-depth inferences and applications that go beyond what was The Design original work following established guidelines Design original work following most guidelines 0.5 With help, a partial understanding of the content but not the content Create final product (i.e. picture with dictated sentence) Create final product (i.e. picture with dictated sentence) with assistance

21 Standard 3: A student must evaluate the product and learning process. Grade: K In addition to, in-depth inferences and applications that go beyond what was The Will reflect on final product. Will share final product 0.5 With help, a partial understanding of the content but not the content Present final product to class for feedback Present product to class

22 Standard 3: A student must evaluate the product and learning process. Grade: K In addition to, in-depth inferences and applications that go beyond what was The Will discuss the steps of the research process. Will listen while steps of the research project are discussed recognizes or recalls basic terminology such as: o order words (i.e. first, second, third) 0.5 With help, a partial understanding of the content but not the content Review the process with class Evaluate the favorite step in process Use order words properly

23 Standard 4: A student must use information safely, ethically and legally. Topic: ETHICS Grade: K In addition to, in-depth inferences and applications that go beyond what was The Will define ownership Will define ownership recognizes or recalls basic terminology such as: o Own, author, illustrator 0.5 With help, a partial understanding of the content but not the content Compare concrete vs. abstract ownership (i.e. child s toys to author s words and illustrator s pictures) Understand concrete examples of ownership

24 Standard 4: A student must use information safely, ethically and legally. Topic: ETHICS Grade: K In addition to, in-depth inferences and applications that go beyond what was The Will follow school policies for checkout procedures and library rules Will follow school policies for checkout procedures and library rules recognizes or recalls basic terminology such as: o overdue, check-out, return 0.5 With help, a partial understanding of the content but not the content Responsible book return Proper book care Fairly responsible at book return and book care

25 Standard 4: A student must use information safely, ethically and legally. Topic: ETHICS Grade: K In addition to, in-depth inferences and applications that go beyond what was The Recognize that information comes from a source (intellectual property) Recognize that information comes from a source (intellectual property) recognizes or recalls basic terminology such as: o Author, illustrator 0.5 With help, a partial understanding of the content but not the content Identify author and illustrator roles Discuss author and illustrator roles

26 Standard 4: A student must use information safely, ethically and legally. Topic: ETHICS Grade: K In addition to, in-depth inferences and applications that go beyond what was The Will understand the need the for internet safety Understand the need for being on appropriate sites recognizes or recalls basic terminology such as: o internet, computer 0.5 With help, a partial understanding of the content but not the content Actively engaged in cyber safety tutorial Visit cyber safety tutorial sites

27 Standard 5: A student must pursue personal interests through literature and other creative expressions. Topic: APPRECIATION Grade: K In addition to, in-depth inferences and applications that go beyond what was The Will explore a variety of available resources related to interests. Will explore a variety of available resources related to interests. recognizes or recalls basic terminology such as: o magazine, picture books, non-fiction 0.5 With help, a partial understanding of the content but not the content Browse the picture book section with purpose. Check out magazine section Browse non-fiction section with purpose. Browse the picture book section Browse non-fiction section

28 Standard 5: A student must pursue personal interests through literature and other creative expressions. Topic: APPRECIATION Grade: K In addition to, in-depth inferences and applications that go beyond what was The Discover basic types of genres Distinguish between realistic and fantasy Distinguish between fiction and non-fiction Choose a book from a favorite genre Discover basic types of genres recognizes or recalls basic terminology such as: o realistic, fantasy, fiction, non-fiction 0.5 With help, a partial understanding of the content but not the content Introduced to a variety of genres

29 Standard 5: A student must pursue personal interests through literature and other creative expressions. Topic: APPRECIATION Grade: K In addition to, in-depth inferences and applications that go beyond what was The Identify award winning literature. Identify award winning literature. recognizes or recalls basic terminology such as: o Caldecott, Dr. Seuss, award, MT Treasure State 0.5 With help, a partial understanding of the content but not the content Describe the Caldecott award Describe Theodor Seuss Geisel Award Describe and participate in Treasure State Award Participate in Treasure State Award Understand that some books win awards

30 Standard 5: A student must pursue personal interests through literature and other creative expressions. Topic: APPRECIATION Grade: K In addition to, in-depth inferences and applications that go beyond what was The Will recognize the diversity of cultural expression including Montana American Indians. Will recognize the diversity of cultural expression including Montana American Indians. recognizes or recalls basic terminology such as: o American Indians, setting, continents 0.5 With help, a partial understanding of the content but not the content Actively listen and ask questions about picture books depicting life in various countries Passively listen to picture books depicting life in various countries

31 Standard 5: A student must pursue personal interests through literature and other creative expressions. Topic: APPRECIATION Grade: K In addition to, in-depth inferences and applications that go beyond what was The Will become familiar with other libraries, information environments and community resources beyond the school library. Promote the public library and other areas of interest. Field trips to local museums. Virtual field trips Will become familiar with other libraries, information environments and community resources beyond the school library. recognizes or recalls basic terminology such as: o community, museum, public library 0.5 With help, a partial understanding of the content but not the content Visit public library and other areas of interest

32 Standard 1: A student must identify the task and determine the resources needed. Grade: 1st In addition to, in-depth inferences and applications that go beyond what was The Will identify the topic of assigned task. Will identify the topic of assigned task. recognizes or recalls basic terminology such as: o subject, topic 0.5 With help, a partial understanding of the content but not the content Choose a topic from teacher directed list Choose a topic from teacher directed list with assistance

33 Standard 1: A student must identify the task and determine the resources needed. Grade: 1st In addition to, in-depth inferences and applications that go beyond what was The Will follow the given steps needed to solve the problem or task. Complete a simple teacher-directed research project (i.e. 3 sentences about subject) With assistance, will follow the given steps needed to solve the problem or task. recognizes or recalls basic terminology such as: o sentence 0.5 With help, a partial understanding of the content but not the content Complete a very simple teacher-directed research project (i.e. complete 3 sentences about subject started by teacher)

34 Standard 1: A student must identify the task and determine the resources needed. Grade: 1st In addition to, in-depth inferences and applications that go beyond what was The Will choose resource from library selection Will choose resource from a limited selection recognizes or recalls basic terminology such as: o 0.5 With help, a partial understanding of the content but not the content Locate one print resource in library that fits topic Locate one print resource from given selection

35 Standard 2: A student must locate sources, use information, and present findings. Grade: 1st In addition to, in-depth inferences and applications that go beyond what was The Locate major sections in the library Locate major sections in the library with assistance recognizes or recalls basic terminology such as: o fiction, non-fiction 0.5 With help, a partial understanding of the content but not the content Find a fiction book Find a non-fiction book Find a fiction book with assistance Find a non-fiction book with assistance

36 Standard 2: A student must locate sources, use information, and present findings. Grade: 1st In addition to, in-depth inferences and applications that go beyond what was The Explore fiction and nonfiction resources Explore fiction and nonfiction resources with assistance recognizes or recalls basic terminology such as: o fiction, non-fiction, story, true 0.5 With help, a partial understanding of the content but not the content Define the terms fiction and non-fiction Discuss the terms fiction and non-fiction

37 Standard 2: A student must locate sources, use information, and present findings. Grade: 1st In addition to, in-depth inferences and applications that go beyond what was The Will identify parts of a book Will discuss parts of a book recognizes or recalls basic terminology such as: o author, illustrator, copyright, spine 0.5 With help, a partial understanding of the content but not the content Locate the cover, back, pages, spine, spine label, title page, copyright Recognize author, illustrator, etc. Locate some parts of book

38 Standard 2: A student must locate sources, use information, and present findings. Grade: 1st In addition to, in-depth inferences and applications that go beyond what was The Will read, view and listen for information. Will read, view and listen for information. recognizes or recalls basic terminology such as: o order words (beginning, middle, end) 0.5 With help, a partial understanding of the content but not the content Answer guided questions about book Sequence events Predict upcoming events in story Partially answer questions about the book Sequence beginning, middle, end of stories

39 Standard 2: A student must locate sources, use information, and present findings. Grade: 1st In addition to, in-depth inferences and applications that go beyond what was The Will retell relevant information Will retell relevant information recognizes or recalls basic terminology such as: o topic, main idea 0.5 With help, a partial understanding of the content but not the content State the main idea of passage read Retell part of the story State an interesting fact from a non-fiction book

40 Standard 2: A student must locate sources, use information, and present findings. Grade: 1st In addition to, in-depth inferences and applications that go beyond what was The Will sequence and sort information for assigned task Record information for assigned task recognizes or recalls basic terminology such as: o research, information 0.5 With help, a partial understanding of the content but not the content Fill out a very simplified research form Fill out a very simplified research form with assistance

41 Standard 2: A student must locate sources, use information, and present findings. Grade: 1st In addition to, in-depth inferences and applications that go beyond what was The Design original work following directions Design original work following directions recognizes or recalls basic terminology such as: o project 0.5 With help, a partial understanding of the content but not the content Create final project Create final project with assistance

42 Standard 3: A student must evaluate the product and learning process. Grade: 1st In addition to, in-depth inferences and applications that go beyond what was The Will reflect on final product. Present final product to class for feedback Determine if project criteria has been met Share final product recognizes or recalls basic terminology such as: o 0.5 With help, a partial understanding of the content but not the content Present final product to class for feedback

43 Standard 3: A student must evaluate the product and learning process. Grade: 1st In addition to, in-depth inferences and applications that go beyond what was The Will discuss the steps of the process. Will listen as steps of the process are discussed. recognizes or recalls basic terminology such as: o steps, process 0.5 With help, a partial understanding of the content but not the content Review the process with class Evaluate the favorite step in process Evaluate the favorite step in process Apply use of order words correctly

44 Standard 4: A student must use information safely, ethically and legally. Topic: ETHICS Grade: 1st In addition to, in-depth inferences and applications that go beyond what was The Will define ownership Will understand the idea of ownership recognizes or recalls basic terminology such as: o author, illustrator 0.5 With help, a partial understanding of the content but not the content Compare concrete vs. abstract ownership (i.e. child s toys to author s words and illustrator s pictures) Give examples of ownership

45 Standard 4: A student must use information safely, ethically and legally. Topic: ETHICS Grade: 1st In addition to, in-depth inferences and applications that go beyond what was The Will follow school policies for checkout procedures and library rules Understands the importance of school policies for checkout procedures and library rules recognizes or recalls basic terminology such as: o check-out, check-in, return, overdue, responsible 0.5 With help, a partial understanding of the content but not the content Follow responsible book return Follow proper book care Understands responsible book return Understands proper book care

46 Standard 4: A student must use information safely, ethically and legally. Topic: ETHICS Grade: 1st In addition to, in-depth inferences and applications that go beyond what was The Will credit sources. Will credit sources. recognizes or recalls basic terminology such as: o author, title 0.5 With help, a partial understanding of the content but not the content Cite sources of information found (title/author). Cite sources of information found (title/author) with assistance.

47 Standard 4: A student must use information safely, ethically and legally. Topic: ETHICS Grade: 1st In addition to, in-depth inferences and applications that go beyond what was The Will discuss internet safety Understand the need for being on appropriate sites recognizes or recalls basic terminology such as: o internet, computer, safety 0.5 With help, a partial understanding of the content but not the content Actively engaged in cyber safety tutorial Visit cyber safety tutorial site

48 Standard 5: A student must pursue personal interests through literature and other creative expressions. Topic: APPRECIATION Grade: 1st In addition to, in-depth inferences and applications that go beyond what was The Will explore a variety of available resources related to interests. Will explore a variety of available resources related to interests. recognizes or recalls basic terminology such as: o magazine, fiction, non-fiction 0.5 With help, a partial understanding of the content but not the content Browse the fiction section with purpose. Check out magazine section Browse non-fiction section with purpose. Browse the fiction section. Browse non-fiction section.

49 Standard 5: A student must pursue personal interests through literature and other creative expressions. Topic: APPRECIATION Grade: 1st In addition to, in-depth inferences and applications that go beyond what was The Discover basic types of genres Distinguish between realistic and fantasy Distinguish between fiction and non-fiction Choose a book from a favorite genre Discover basic types of genres recognizes or recalls basic terminology such as: o realistic, fantasy, fiction, non-fiction 0.5 With help, a partial understanding of the content but not the content Explore a variety of genres

50 Standard 5: A student must pursue personal interests through literature and other creative expressions. Topic: APPRECIATION Grade: 1st In addition to, in-depth inferences and applications that go beyond what was The Will identify award winning literature. Will identify award winning literature. recognizes or recalls basic terminology such as: o Caldecott, award, Dr. Seuss, MT Treasure State 0.5 With help, a partial understanding of the content but not the content Describe the Caldecott award Describe Theodor Seuss Geisel Award Participate in Treasure State Award Understand that some books receive awards Participate in Treasure State Award

51 Standard 5: A student must pursue personal interests through literature and other creative expressions. Topic: APPRECIATION Grade: 1st In addition to, in-depth inferences and applications that go beyond what was The Will recognize the diversity of cultural expression including Montana American Indians. Will recognize the diversity of cultural expression including Montana American Indians. recognizes or recalls basic terminology such as: o American Indians, setting, continent, country 0.5 With help, a partial understanding of the content but not the content Actively listen and ask questions about picture books depicting life in various countries Passively listen to picture books depicting life in various countries

52 Standard 5: A student must pursue personal interests through literature and other creative expressions. Topic: APPRECIATION Grade: 1st In addition to, in-depth inferences and applications that go beyond what was The Will become familiar with other libraries, information environments and community resources beyond the school library. Promote the public library and other areas of interest. Field trips to local museums. Virtual field trips Will become familiar with other libraries, information environments and community resources beyond the school library. recognizes or recalls basic terminology such as: o community, museum, public library, refuge, etc. 0.5 With help, a partial understanding of the content but not the content Visit public library and other areas of interest

53 Standard 1: A student must identify the task and determine the resources needed. Grade: 2nd In addition to, in-depth inferences and applications that go beyond what was The Will identify a topic for assigned task. Will identify a topic for assigned task. recognizes or recalls basic terminology such as: o topic, subject 0.5 With help, a partial understanding of the content but not the content Choose a topic from teacher directed list Choose a topic from teacher directed list with assistance

54 Standard 1: A student must identify the task and determine the resources needed. Grade: 2nd In addition to, in-depth inferences and applications that go beyond what was The Will follow the given steps needed to solve the problem or task. With assistance, will follow the given steps needed to solve the problem or task. recognizes or recalls basic terminology such as: o planning, main idea, details 0.5 With help, a partial understanding of the content but not the content Use graphic organizers to record information Use appropriate vocabulary and keywords when solving the problem or completing the task. Use graphic organizers to record information with assistance

55 Standard 1: A student must identify the task and determine the resources needed. Grade: 2nd In addition to, in-depth inferences and applications that go beyond what was The Will identify and select possible resources for assigned task Will identify and select possible resources for assigned task from a limited selection. 0.5 With help, a partial understanding of the content but not the content Locate one print and one digital source of information on topic Locate one print and one digital source of information on topic with assistance

56 Standard 2: A student must locate sources, use information, and present findings. Grade: 2nd In addition to, in-depth inferences and applications that go beyond what was The Locate major sections in the library Locate major sections in the library with assistance recognizes or recalls basic terminology such as: o fiction, non-fiction, biography, reference 0.5 With help, a partial understanding of the content but not the content Find a fiction book Find a non-fiction book Find the biography section Find the reference section Find a fiction book with assistance Find a non-fiction book with assistance Find the reference section with assistance

57 Standard 2: A student must locate sources, use information, and present findings. Grade: 2nd In addition to, in-depth inferences and applications that go beyond what was The Compare fiction and nonfiction resources Explore fiction and nonfiction resources recognizes or recalls basic terminology such as: o fiction, non-fiction 0.5 With help, a partial understanding of the content but not the content Define the terms fiction and non-fiction Discuss the terms fiction and non-fiction

58 Standard 2: A student must locate sources, use information, and present findings. Grade: 2nd In addition to, in-depth inferences and applications that go beyond what was The Will identify parts of a book Will discuss parts of a book recognizes or recalls basic terminology such as: o spine, spine label, title page, copyright, table of contents, index, glossary, author, illustrator 0.5 With help, a partial understanding of the content but not the content Locate the spine, spine label, title page, copyright, table of contents, index, glossary Locate information on title page (i.e. author, illustrator) Locate the spine, spine label, title page, copyright, table of contents, index, glossary with assistance Locate title page

59 Standard 2: A student must locate sources, use information, and present findings. Grade: 2nd In addition to, in-depth inferences and applications that go beyond what was The Will read, view and listen for information. Will read, view and listen for information. recognizes or recalls basic terminology such as: o sequence, events, plot 0.5 With help, a partial understanding of the content but not the content Recall relevant information to answer questions given by teacher before reading Answer guided questions about book Sequence events Answer guided questions after book is read Sequence basic events

60 Standard 2: A student must locate sources, use information, and present findings. Grade: 2nd In addition to, in-depth inferences and applications that go beyond what was The Will construct meaning from text by reading for a purpose Answer pre-reading questions Point out context clues used State the main idea and supporting details of passage read Will read, view and listen for information. recognizes or recalls basic terminology such as: o main idea, details, predication 0.5 With help, a partial understanding of the content but not the content Make predictions of book content State the main idea of passage read

61 Standard 2: A student must locate sources, use information, and present findings. Grade: 2nd In addition to, in-depth inferences and applications that go beyond what was The Will organize information for assigned task Will organize information for assigned task with assistance recognizes or recalls basic terminology such as: o organize 0.5 With help, a partial understanding of the content but not the content Fill out a teacher prepared research form Fill out a teacher prepared research form with assistance

62 Standard 2: A student must locate sources, use information, and present findings. Grade: 2nd In addition to, in-depth inferences and applications that go beyond what was The Design original work following directions Design original work following directions with assistance recognizes or recalls basic terminology such as: o final project 0.5 With help, a partial understanding of the content but not the content Create final product Create final product with assistance

63 Standard 3: A student must evaluate the product and learning process. Grade: 2nd In addition to, in-depth inferences and applications that go beyond what was The Will generate ideas for improvement of the product. Will reflect on final product 0.5 With help, a partial understanding of the content but not the content Conference with teacher for feedback Determine if project criteria has been met Present findings to teacher for feedback Compare project to example given

64 Standard 3: A student must evaluate the product and learning process. Grade: 2nd In addition to, in-depth inferences and applications that go beyond what was The Will evaluate the steps of the process. Discuss the steps of the process recognizes or recalls basic terminology such as: o process, research, plan, steps 0.5 With help, a partial understanding of the content but not the content Explain the research process Evaluate the favorite step in process Review the process with class Evaluate the favorite step in process

65 Standard 4: A student must use information safely, ethically and legally. Topic: ETHICS Grade: 2nd In addition to, in-depth inferences and applications that go beyond what was The Will understand the concept of intellectual property Discuss the concept of intellectual property recognizes or recalls basic terminology such as: o author, illustrator, style 0.5 With help, a partial understanding of the content but not the content Define ownership of ideas Compare author and illustrator styles and techniques Discuss abstract ownership

66 Standard 4: A student must use information safely, ethically and legally. Topic: ETHICS Grade: 2nd In addition to, in-depth inferences and applications that go beyond what was The Will follow school policies for checkout procedures and library rules Understands the importance of school policies for checkout procedures and library rules recognizes or recalls basic terminology such as: o check-out, check-in, return, overdue, responsible 0.5 With help, a partial understanding of the content but not the content Follow responsible book return Follow proper book care Understands responsible book return Understands proper book care

67 Standard 4: A student must use information safely, ethically and legally. Topic: ETHICS Grade: 2nd In addition to, in-depth inferences and applications that go beyond what was The Will understand the concept of plagiarism and the importance of citing sources. Rephrase sentences to make it their own Cite sources of information found using title page. Will credit sources recognizes or recalls basic terminology such as: o plagiarism, sources 0.5 With help, a partial understanding of the content but not the content Rephrase sentences to make it their own with assistance Cite sources of information found (title/author).

68 Standard 4: A student must use information safely, ethically and legally. Topic: ETHICS Grade: 2nd In addition to, in-depth inferences and applications that go beyond what was The Will discuss internet safety Understand the need for being on appropriate sites recognizes or recalls basic terminology such as: o internet, computer, safety 0.5 With help, a partial understanding of the content but not the content Actively engaged in cyber safety tutorial Visit cyber safety tutorial site

69 Standard 5: A student must pursue personal interests through literature and other creative expressions. Topic: APPRECIATION Grade: 2nd In addition to, in-depth inferences and applications that go beyond what was The Will explore a variety of available resources related to interests. Will explore a variety of available resources related to interests. recognizes or recalls basic terminology such as: o magazine, fiction, non-fiction 0.5 With help, a partial understanding of the content but not the content Locate favorite books of interest (i.e. series, author, specific topic). Browse the fiction section with purpose. Check out magazine section Browse non-fiction section with purpose.

70 Standard 5: A student must pursue personal interests through literature and other creative expressions. Topic: APPRECIATION Grade: 2nd In addition to, in-depth inferences and applications that go beyond what was The Recognize various types of genres Compare genres and describe characteristics of each Distinguish between realistic, historical fiction, folktales, mystery, biography, fantasy, etc. Choose a book from a favorite genre Discuss various types of genres recognizes or recalls basic terminology such as: o realistic, historical fiction, folktales, mystery, biography, fantasy 0.5 With help, a partial understanding of the content but not the content Distinguish between realistic and fantasy Distinguish between fiction and non-fiction Choose a book from a favorite genre

71 Standard 5: A student must pursue personal interests through literature and other creative expressions. Topic: APPRECIATION Grade: 2nd In addition to, in-depth inferences and applications that go beyond what was The Will identify award winning literature. Will identify award winning literature. recognizes or recalls basic terminology such as: o Caldecott, award, Dr. Seuss, MT Treasure State, Corretta Scott King 0.5 With help, a partial understanding of the content but not the content Describe the Caldecott award Describe Theodor Seuss Geisel Award Describe Corretta Scott King Award Participate in Treasure State Award Understand that some books receive awards Participate in Treasure State Award

72 Standard 5: A student must pursue personal interests through literature and other creative expressions. Topic: APPRECIATION Grade: 2nd In addition to, in-depth inferences and applications that go beyond what was The Will recognize the diversity of cultural expression including Montana American Indians. Will recognize the diversity of cultural expression including Montana American Indians. recognizes or recalls basic terminology such as: o American Indians, setting, continent, country, customs 0.5 With help, a partial understanding of the content but not the content Read picture books depicting life in various countries Actively listen and ask questions about picture books depicting life in various countries

73 Standard 5: A student must pursue personal interests through literature and other creative expressions. Topic: APPRECIATION Grade: 2nd In addition to, in-depth inferences and applications that go beyond what was The Will become familiar with other libraries, information environments and community resources beyond the school library. Promote the public library and other areas of interest. Field trips to local museums. Virtual field trips Will become familiar with other libraries, information environments and community resources beyond the school library. recognizes or recalls basic terminology such as: o community, museum, public library, refuge, etc. 0.5 With help, a partial understanding of the content but not the content Visit public library and other areas of interest

74 Standard 1: A student must identify the task and determine the resources needed. Grade: 3rd In addition to, in-depth inferences and applications that go beyond what was The Will identify a topic for assigned task. Will identify a topic for assigned task. recognizes or recalls basic terminology such as: o topic, subject, keyword, guide words 0.5 With help, a partial understanding of the content but not the content Choose a topic from teacher prescribed subject area Choose a topic from teacher directed list derived from subject area.

75 Standard 1: A student must identify the task and determine the resources needed. Grade: 3rd In addition to, in-depth inferences and applications that go beyond what was The Will discuss the steps needed to solve the problem or task. Will discuss the steps needed to solve the problem or task. recognizes or recalls basic terminology such as: o plan, steps, resources, research 0.5 With help, a partial understanding of the content but not the content Understand the steps necessary to complete the assigned task Use graphic organizers to record information Use appropriate vocabulary and keywords when solving the problem or completing the task. Understand the need for planning task Use graphic organizers to record information with assistance Use appropriate vocabulary and keywords when solving the problem or completing the task.

76 Standard 1: A student must identify the task and determine the resources needed. Grade: 3rd In addition to, in-depth inferences and applications that go beyond what was The Will discuss and identify possible resources to accomplish task Will identify and select possible resources for assigned task from a limited selection. recognizes or recalls basic terminology such as: o encyclopedia, guide words, keywords, internet 0.5 With help, a partial understanding of the content but not the content Locate an encyclopedia article, one book and one digital source of information on topic Locate at least one print and one digital source of information on topic with assistance

77 Standard 1: A student must identify the task and determine the resources needed. Grade: 3rd In addition to, in-depth inferences and applications that go beyond what was The Will determine relevant resources to solve the problem or task. Will determine relevant resources to solve the problem or task. recognizes or recalls basic terminology such as: o relevant 0.5 With help, a partial understanding of the content but not the content Select the most useful books and/or sites Select the most useful books and/or sites with assistance

78 Standard 2: A student must locate sources, use information, and present findings. Grade: 3rd In addition to, in-depth inferences and applications that go beyond what was The Use available search tools to begin to locate resources in library catalog and school databases Use available search tools to begin to locate resources in library catalog and school databases recognizes or recalls basic terminology such as: o keyword, subject, online, database, search station, library catalog 0.5 With help, a partial understanding of the content but not the content Find a book in the library catalog by subject Navigate an electronic database Find a book in the library catalog by subject with assistance Navigate an electronic database with assistance

79 Standard 2: A student must locate sources, use information, and present findings. Grade: 3rd In addition to, in-depth inferences and applications that go beyond what was The Will locate resources using a call number Find a non-fiction book by given call number Find a fiction book by given call number Will locate resources using a call number recognizes or recalls basic terminology such as: o call number, fiction, non-fiction, decimal 0.5 With help, a partial understanding of the content but not the content Find a non-fiction book by given call number with assistance Find a fiction book by given call number with assistance

80 Standard 2: A student must locate sources, use information, and present findings. Grade: 3rd In addition to, in-depth inferences and applications that go beyond what was The will discuss if the resource is useful for the assigned task will discuss if the resource is useful for the assigned task recognizes or recalls basic terminology such as: o resource 0.5 With help, a partial understanding of the content but not the content Compare the found information to assigned task. Compare the found information to assigned task. with assistance

81 Standard 2: A student must locate sources, use information, and present findings. Grade: 3rd In addition to, in-depth inferences and applications that go beyond what was The Will recognize how a non-fiction book is organized Will discuss how a non-fiction book is organized recognizes or recalls basic terminology such as: o index, table of contents, glossary, guide words, captions, bold words, headings, dictionary, encyclopedia, atlas, thesaurus, almanac 0.5 With help, a partial understanding of the content but not the content Use an index, table of contents, glossary, guide words, captions, bold words and headings Begin to use reference books (i.e. dictionary, encyclopedia, atlas, thesaurus, almanac, etc.) Use an index, table of contents, glossary, guide words, captions, bold words and headings with assistance Begin to use reference books with assistance (i.e. dictionary, encyclopedia, atlas, thesaurus, almanac, etc.)

82 Standard 2: A student must locate sources, use information, and present findings. Grade: 3rd In addition to, in-depth inferences and applications that go beyond what was The Identify relevant information for assigned task Scan an article for main idea. Locate a picture or diagram of subject. Identify relevant information for assigned task recognizes or recalls basic terminology such as: o main idea, details, notes 0.5 With help, a partial understanding of the content but not the content Scan an article for main idea with assistance. Locate a picture or diagram of subject with assistance.