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Kansas Library Media Standards Slate Creek
Elementary – Dave Stockton Library Media Specialist |
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Grade Level |
Standard Title |
Benchmarks |
Resources &
Lesson Plans |
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Kindergarten |
1. Information Literacy: The student who is information literate accesses information efficiently and effectively |
1.1
Recognizes the need for information. 1.1.1 By the end of Pre-K -
Kindergarten, the student states the problem or need for information 1.2 Recognizes that accurate and
comprehensive information is the basis for intelligent decision making 1.2.1 By the end of Pre-K -
Kindergarten, the student identifies the cover and spine of a book;
identifies the concept of classification as it applies to locating accurate
information, e.g., fiction vs. nonfiction subject areas (dogs, farming);
develops the concept of giving credit to an information source 1.3 Formulates questions based on
information needs 1.3.1 By the end of Pre-K -
Kindergarten, the student formulates broad questions with prompting 1.4 Identifies a variety of potential
sources of information 1.4.1 By the end of Pre-K -
Kindergarten, the student recognizes information appropriate to task, e.g.,
fiction, nonfiction 1.5 Develops and uses successful
strategies for locating information 1.5.1 By the end of Pre-K - Kindergarten,
the student locates the library media center with minimal supervision;
listens to media of various types and lengths to gain information; recognizes
and matches spine label to shelf location by the first letter; uses a
teacher-directed problem solving strategy to locate information |
1.1.1 Welcome
to the Family Room. We have games designed for you and your kids to play
together, information about computers, the Internet, online safety and lots
more! This site
organizes more than 10,000 reviewed web resources for parents, students,
teachers, librarians, and community members. Specify which of these groups is
yours, and enter a library structured just for you! A great resource! Gail
Lovely provides links to resources about Heroes from literature, history, and
personal heroes National Head Start Association Head
Start is the most successful, longest-running, national school readiness
program in the 1.2.1 National Head Start Association 1.3.1 National Head Start Association 1.4.1 National Head Start Association 1.5.1 National Head Start Association |
|
Kindergarten Standard 2 |
2. Information Literacy: The student who is information literate evaluates information critically and competently |
2.2 Distinguishes among fact, point of
view, and opinion 2.2.1 By the end of Pre-K -
Kindergarten, the student determines point of view, e.g, who is telling the
story |
2.2.1 |
|
Kindergarten Standard 3 |
3. Information
Literacy: The student who is information literate uses information
accurately and creatively |
3.1 Organizes information for practical
application 3.1.1 By the
end of Pre-K - Kindergarten, the student, after listening to, or viewing a
selection, identifies ways of organizing information, e.g., graphic
organizers with teacher guidance 3.2 Integrates new information into
one's own knowledge 3.2.1 By the end of Pre-K -
Kindergarten, the student draws conclusions from open ended selections 3.3 Applies information to critical
thinking and problem solving 3.3.1 By the end of Pre-K -
Kindergarten, the student recognizes steps in basic problem solving model
with teacher guidance 3.4 Produces and communicates
information and ideas in appropriate formats 3.4.1 by the end of Pre-K -
Kindergarten, the student identifies various formats to share information,
e.g., pictures, puppets, skits, videos |
3.1.1 National Head Start Association 3.2.1 National Head Start Association 3.3.1 National Head Start Association 3.4.1 National Head Start Association |
|
Kindergarten Standard 4 |
4. Independent
Learning: The student who is an
independent learner is information literate and pursues information related
to personal interests |
4.1 Seeks information related to
various dimensions of personal well being, such as career interests,
community involvement, health matters, and recreational pursuits 4.1.1 By the end of Pre-K -
Kindergarten, the student occasionally seeks information related to personal
interest, e.g., pets, hobbies, toys, favorite authors |
4.1.1 This
website is brought to you from the Library of Congress in National Head Start Association |
|
Kindergarten Standard 5 |
5. Independent
Learning: The student who is an independent learner is information
literate and appreciates literature and other creative expressions of
information |
5.1 Is a competent and self motivated
reader 5.1.1 By the end of Pre-K -
Kindergarten, the student participates in and responds to oral language
development experiences, e.g., nursery rhymes, finger plays, wordless picture
books, poetry, stories tha rhyme, alphabet books, counting books, and concept
books; identifies emotional reactions of story characters; shares library
books with classmates and parents 5.2 Derives meaning from information
presented creatively in a variety of formats. 5.2.1 By the end of Pre-K -
Kindergarten, the student recognizes that different formats exist, e.g.,
video, CD-ROM, film, DVD, Internet, television, radio, art, theatre, concerts,
field trips, photographs; understands the visual and/or aural message, e.g.,
retelling, pointing, matching, naming 5.3 Develops creative products in a
variety of formats 5.3.1 By the end of Pre-K -
Kindergarten, the student interprets a visual and/or aural message in a
different format, e.g., dramatizes simple stories, uses posters, murals, and
puppets |
5.1.1 Deeper Reading Response: A Template for Teachers Interacting
with and responding to various texts is an important foundation to build in
the primary years of a child's education. This lesson, from Read, Write, Think, details the five expressive and
performative engagements for responding to text, as identify Whole-to-Parts Phonics Instruction: Teaching Letter This
lesson uses whole-to-parts phonics instruction as an approach to beginning
reading. Letter-sound correspondences are taught within a meaningful context,
and in an explicit, systematic, and extensive manner. This lesson uses
onset-rime analogy to pres International Reading
Association Linked
here are IRA online resources perfect for use in the home or the classroom.
Includes lesson plans. National Head Start Association 5.2.1 National Head Start Association 5.3.1 National Head Start Association |
|
Kindergarten Standard 6 |
6 Independent
Learning: The student who is an independent learner is information
literate and strives for excellence in information seeking and knowledge
generation |
6.1 Assesses the quality of the
process and products of personal information seeking formats 6.1.1 By the end of Pre-K -
Kindergarten, the student retraces steps in a basic problem solving model
with teacher prompts |
6.1.1 |
|
Kindergarten Standard 7 |
7 Social
Responsibility: The student who contributes positively to the learning
community and to society is information literate and recognizes the
importance of information to a democratic society |
7.1 Seeks information from diverse
sources, contexts, disciplines, and cultures 7.1.1 By the end of Pre-K - Kindergarten,
the student participates in library programs; participates in activities that
represent a variety of cultures 7.2 Respects the principle of
equitable access to information 7.2.1 By the end of Pre-K -
Kindergarten, the student accompanies adult/parent to a library to check out
materials |
7.1.1 National Head Start Association 7.2.1 |
|
Kindergarten Standard 8 |
8 Social
Responsibility: The Student who contributes positively to the learning
community and to society is information literate and practices ethical
behavior in regard to information and information technology |
8.2 Respects the intellectual property
rights 8.2.1 By the end of Pre-K -
Kindergarten, the student discusses the role of ownership, e.g., author,
illustrator, producer 8.3 Uses information technology
responsibly 8.3.1 By the end of Pre-K -
Kindergarten, the student uses equipment with guidance, for purposes intended |
8.2.1 National Head Start Association 8.3.1 |
|
Kindergarten Standard 9 |
9 Social
Responsibility: The student who contributes positively to the learning
community and to society is information literate and participates effectively
in groups to pursue and generate information |
9.1 Shares knowledge and information
with others 9.1.1 By the end of Pre-K -
Kindergarten, the student shares information with others, e.g., show and tell 9.2 Respects others' ideas and
backgrounds and acknowledges their contributions 9.2.1 By the end of Pre-K -
Kindergarten, the student respects the ideas of others by listening, waiting
for one's turn and using appropriate body language 9.3 Collaborates with others, both in
person and through technologies, to identify information problems and to seek
their solutions 9.3.1 By the end of Pre-K -
Kindergarten, the student expresses own ideas appropriately, both
individually and in a group setting 9.4 Collaborates with others, both in
person and through technologies, to design, develop, and evaluate information
products and solutions 9.4.1 By the end of Pre-K -
Kindergarten, the student creates a simple information product with guidance |
9.1.1 National Head Start Association 9.2.1 National Head Start Association 9.3.1 National Head Start Association 9.4.1 National Head Start Association |
|
First Grade |
1. Information
Literacy: The student who is
information literate accesses information efficiently and effectively |
1.1 Recognizes the need for
information 1.1.1 By the end of Lower Elementary,
the student locates information appropriate to problems or needs 1.2 Recognizes that accurate and
comprehensive information is the basis for intelligent decision making 1.2.1 By the end of Lower Elementary,
the student identifies and uses parts of a book to gather information for
classroom assignments, e.g., title page, glossary, index; understands and
uses subject headings/descriptors, authors' names, and titles and key words
when using the card and/or automated catalogs; constructs a simple
bibliography with author/title 1.3 Formulates questions based on
information needs 1.3.1 By the end of Lower Elementary,
the student formulates broad and specific questions 1.4 Identifies a variety of potential
sources of information 1.4.1 By the end of Lower Elementary,
the student identifies simple reference sources e.g., pre-encyclopedia,
dictionaries, atlases, bookmarked world wide web, local experts 1.5 Develops and uses successful
strategies for locating information 1.5.1 By the end of Lower Elementary,
the student locates the library media center independently and identifies
sections, e.g., fiction and nonfiction reference; interacts with media of
varies types and lengths to gain information, e.g., pictures, captions, text,
icons, CD-ROM; recognizes the call number and alphabetizes to the second
letter with teacher guidance; uses a problem solving strategy to locate
information e.g., The Handy 5, Big Six, Little Three (see glossary for
citation) |
1.1.1 Welcome
to the Family Room. We have games designed for you and your kids to play
together, information about computers, the Internet, online safety and lots
more! This site
organizes more than 10,000 reviewed web resources for parents, students,
teachers, librarians, and community members. Specify which of these groups is
yours, and enter a library structured just for you! A great resource! Gail
Lovely provides links to resources about Heroes from literature, history, and
personal heroes 1.2.1 Listen, Look, and Learn: An Information-Gathering After
listening to and discussing the story Score One for the Sloths, primary
students will work together as a class group to seek for information on the
sloth. This introductory lesson on information gathering features a variety
of resources and formats to be used with notes recorded on an information
wheel graphic organizer. Student of the Day: Create Sound/Letter This
lesson uses student's names and other concrete words to teach the conventions
and terminology of print. Students explore each other's names, making
comparisons between initial sounds, ending sounds, syllabication, and letter
shape. Who's Got Mail? Using Literature This
activity teaches and reinforces letter writing through read alouds and shared
writing. Students discuss and chart letter elements and write their own
letter to adults at school. This can lead to ongoing correspondence between
adults and students, reinforcing letter-writing skills beyond the classroom
lesson. |
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1.3.1 Listen, Look, and Learn: An Information-Gathering Students
will formulate and refine questions that can be addressed with categorical
data. They will consider aspects of data collection such as how to word
questions and how to record the data they collect. Finally they will
represent and analyze the data in order to answer the question posed. 1.4.1 Expressions
such as these live in our popular culture, but have their beginnings in
someone's imagination. CyberBee is a perfect example. If you go back in time
to the mid-1950s on a small farm in rural Research Building Blocks: Skim, Scan and Scroll Children
are naturally curious, wanting to know "how" and "why."
Teaching research skills can help students find answers for themselves. This
ReadWriteThink lesson, taken from the "Research Building Blocks"
unit, is a step towards the students completing a written report on a state
symbol. Here, the students will read informational text, looking for
supporting details. Throughout this unit, students will not only learn the
research process, they will also experience it first hand. Online
quiz testing kids knowledge of 'netiquette' and laws affecting their Internet
usage including hacking and piracy of music and software. You've
seen the sites that Mom thinks you'll like, but now you'll see the ones I
know you will like. These sites are Son-of-Net-mom approved! 1.5.1 |
|
First Grade Standard 2 |
2. Information Literacy: The student who is information literate evaluates information critically and competently |
2.1 Determines the accuracy,
relevance, and comprehensiveness 2.1.1 By the end of Lower Elementary,
the student defines and gives examples of accurate information 2.2 Distinguishes among fact, point of
view, and opinion 2.2.1 By the end of Lower Elementary,
the student recognizes facts, opinions, and points of view in various
information sources 2.3 Identifies inaccurate and
misleading information 2.3.1 By the end of Lower Elementary,
the student defines and gives examples of dated or inaccurate information |
2.1.1 2.2.1 2.3.1 |
|
First Grade Standard 3 |
3. Information Literacy: The student who is information literate uses information accurately and creatively |
3.1 Organizes information for
practical application 3.1.1 By the end of Lower Elementary,
the student in a group setting, organizes information, e.g., simple note
taking, timelines, paraphrasing 3.2 Integrates new information into
one's own knowledge 3.2.1 By the end of Lower Elementary,
the student draws conclusions by integrating prior knowledge with new
information from materials viewed, read, or heard 3.3 Applies information to critical
thinking and problem solving 3.3.1 By the end of Lower Elementary,
the student follows steps of basic problem solving model in a group setting 3.4 Produces and communicates
information and ideas in appropriate formats 3.4.1 By the end of Lower Elementary,
the student uses various formats to gain and present information, e.g.,
multimedia |
3.1.1 Listen, Look, and Learn: An Information-Gathering This Little Piggybank Went to Market This
EconEdLink lesson will help students understand that work is a source of
income. They will identify banks as a place in which money can be saved and
recognize that banks serve the vital function of keeping money safe. This
lesson incorporates an interactive student activity, student handout and
links to a variety of web resources. 3.2.1 Whole-to-Parts Phonics Instruction 3.3.1 3.4.1 |
|
First Grade Standard 4 |
4. Independent Learning: The student who is an independent learner is information literate and pursues information related to personal interests |
4.1 Seeks information related to
various dimensions of personal well being, such as career interests,
community involvement, health matters, and recreational pursuits 4.1.1 By the
end of Lower Elementary, the student generally seeks information related to
personal interest |
4.1.1 Library
of Congress online collection. Online access to over 100 American memory
collections, providing lessons, freatures, activities, tips and tricks for
using these collections in the classroom. Microsoft--Education
Site--Grants Sponsored by Microsoft, information on technology solutions
for schools, education programs available, and potential funding
possibilities. Lesson plans also available: www.microsoft.com/Education/LessonPlans.aspx This Little Piggybank Went to Market Education
World Resource Library Welcome
to Education World's Educators
Forum--Message Boards Message
Boards for all areas of education and for teachers to come to share
resources, techniques, and ideas. Forums are available for all subject areas
and also for General Chit Chat among the members. Provides lesson plan links
and sites for teachers. |
|
First Grade Standard 5 |
|
5.1 Is a competent and self motivated
reader 5.1.1 By the end of Lower Elementary,
the student identifies characteristics of folklore (fairy tale folk tale and
tall tale), animal fantasy, picture books, and biography representing a
variety of cultures and time periods; identifies elements of a story, e.g.,
characters, problem, setting, main idea, sequence of events and resolution;
reads a story to younger child and parent/adult; understands the significance
of award winning books 5.2 Derives meaning from information
presented creatively in a variety of formats 5.2.1 By the end of Lower Elementary,
the student accesses information using various formats; explains meaning of a
visual and/or aural message, e.g., pictorially, orally, or in writing 5.3 Develops creative products in a
variety of formats 5.3.1 By the end of Lower Elementary,
the student interprets a visual and/or aural message in a different format
with more complexity |
5.1.1 Deeper Reading Response: A Template for Teachers International Reading
Association 5.2.1 Tutoring
and mentoring help. 5.3.1 Welcome
to the Community Learning Network, a site designed to help K-12 teachers
intergrate technology into the classroom. Here you'll find over 5,800
annotated links to educational sites with free resources, all organized by
theme pages and keyword search. Find technology resources under Teachers
& Tech. You'll also find links to online teacher development (Pro-D) and
online K-12 courses. |
|
First Grade Standard 6 |
|
6.1 Assesses the quality of the
process and products of personal information seeking formats 6.1.1 By the end of Lower Elementary,
the student begins to apply accurately the steps of a basic problem-solving
model 6.2 Devises strategies for revising,
improving, and updating self-generating knowledge 6.2.1 By the end of Lower Elementary,
the student explains basic strategies for revising, improving, and updating
work e.g., peer editing with teacher guidance |
6.1.1 6.2.1 |
|
First Grade Standard 7 |
7. Social Responsibility: The student who contributes positively to the learning community and to society is information literate and recognizes the importance of information to a democratic society |
7.1 Seeks information from diverse
sources, contexts, disciplines, and cultures 7.1.1 By the end of Lower Elementary,
the student accesses and uses a library with assistance, locates and reads
stories about different cultures 7.2 Respects the principle of
equitable access to information 7.2.1 By the end of Lower Elementary,
the student checks out materials without assistance and returns materials on
time |
7.1.1 Allows
students to ask questions of a reporter for the NY Times, questions and
answers are posted on the website. There are links to previous questions. 7.2.1 |
|
First Grade Standard 8 |
8. Social Responsibility: The Student who contributes positively to the learning community and to society is information literate and practices ethical behavior in regard to information and information technology |
8.2 Respects the intellectual property
rights 8.2.1 By the end of Lower Elementary,
the student recognizes the importance of expressing information in the
student's own words 8.3 Uses information technology
responsibly 8.3.1 By the end of Lower Elementary,
the student uses equipment, with minimal guidance, for purposes intended and
leaves it in good working order |
8.2.1 8.3.1 |
|
First Grade Standard 9 |
9. Social Responsibility: The student who contributes positively to the learning community and to society is information literate and participates effectively in groups to pursue and generate information |
9.1 Shares knowledge and information
with others 9.1.1 By the end of Lower Elementary,
the student shares information that will contribute to the success of the
group, e.g., through collaborative activities, cooperative groups, pair-share 9.2 Respects others' ideas and
backgrounds and acknowledges their contributions 9.2.1 By the end of Lower Elementary,
the student describes others' ideas accurately and completely 9.3 Collaborates with others, both in
person and through technologies, to identify information problems and to seek
their solutions 9.3.1 By the end of Lower Elementary,
the student expresses own ideas appropriately, individually and in a group
setting to solve an information problem 9.4 Collaborates with others, both in
person and through technologies, to design, develop, and evaluate information
products and solutions 9.4.1 By the end of Lower Elementary,
the student creates a simple, group information product with guidance |
9.1.1 Listen, Look, and Learn: An Information-Gathering 9.2.1 9.3.1 9.4.1 Sponsored
by Oracle, Think.com offers free websites and E-mail for everyone in your
school. |
|
Second Grade |
1. Information
Literacy: The student who is information literate accesses information
efficiently and effectively |
1.1 Recognizes the need for
information 1.1.1 By the end of Lower Elementary,
the student locates information appropriate to problems or needs 1.2 Recognizes that accurate and
comprehensive information is the basis for intelligent decision making 1.2.1 By the end of Lower Elementary,
the student identifies and uses parts of a book to gather information for
classroom assignments, e.g., title page, glossary, index; understands and
uses subject headings/descriptors, authors' names, and titles and key words
when using the card and/or automated catalogs; constructs a simple
bibliography with author/title 1.3 Formulates questions based on
information needs 1.3.1 By the end of Lower Elementary,
the student formulates broad and specific questions 1.4 Identifies a variety of potential
sources of information 1.4.1 By the end of Lower Elementary,
the student identifies simple reference sources e.g., pre-encyclopedia,
dictionaries, atlases, bookmarked world wide web, local experts 1.5 Develops and uses successful
strategies for locating information 1.5.1 By the end of Lower Elementary,
the student locates the library media center independently and identifies
sections, e.g., fiction and nonfiction reference; interacts with media of
varies types and lengths to gain information, e.g., pictures, captions, text,
icons, CD-ROM; recognizes the call number and alphabetizes to the second letter
with teacher guidance; uses a problem solving strategy to locate information
e.g., The Handy 5, Big Six, Little Three (see glossary for citation) |
1.1.1 1.2.1 Listen, Look, and Learn: An Information-Gathering Student of the Day: Create Sound/Letter Who's Got Mail? Using Literature 1.3.1 Listen, Look, and Learn: An Information-Gathering 1.4.1 Research Building Blocks: Skim, Scan and Scroll 1.5.1 |
|
Second Grade Standard 2 |
2. Information
Literacy: The student who is
information literate evaluates information critically and competently |
2.1 Determines the accuracy,
relevance, and comprehensiveness 2.1.1 By the end of Lower Elementary,
the student defines and gives examples of accurate information 2.2 Distinguishes among fact, point of
view, and opinion 2.2.1 By the end of Lower Elementary,
the student recognizes facts, opinions, and points of view in various
information sources 2.3 Identifies inaccurate and
misleading information 2.3.1 By the end of Lower Elementary,
the student defines and gives examples of dated or inaccurate information |
2.1.1 2.2.1 2.3.1 |
|
Second Grade Standard 3 |
3. Information
Literacy: The student who is
information literate uses information accurately and creatively |
3.1 Organizes information for
practical application 3.1.1 By the end of Lower Elementary,
the student in a group setting, organizes information, e.g., simple note
taking, timelines, paraphrasing 3.2 Integrates new information into
one's own knowledge 3.2.2 By the end of Lower Elementary,
the student draws conclusions by integrating prior knowledge with new
information from materials viewed, read, or heard 3.3 Applies information to critical
thinking and problem solving 3.3.1 By the end of Lower Elementary,
the student follows steps of basic problem solving model in a group setting 3.4 Produces and communicates
information and ideas in appropriate formats 3.4.1 By the end of Lower Elementary,
the student uses various formats to gain and present information, e.g.,
multimedia |
3.1.1 Listen, Look, and Learn: An Information-Gathering This Little Piggybank Went to Market 3.3.1 3.4.1 |
|
Second Grade Standard 4 |
4. Independent
Learning: The student who is an
independent learner is information literate and pursues information related
to personal interests |
4.1 Seeks information related to
various dimensions of personal well being, such as career interests,
community involvement, health matters, and recreational pursuits 4.1.1 By the end of Lower Elementary,
the student generally seeks information related to personal interest |
4.1.1 Microsoft--Education
Site--Grants This Little Piggybank Went to Market Education
World Resource Library Welcome to Education World's Educators
Forum--Message Boards Electronic Elementary Welcome to Electronic Elementary.
This magazine highlights Internet projects, activities, and creations of
elementary students around the world. Kids Hub Kids
Hub is a free online interactive learning center for elementary school
students. It features games, puzzles, & quizzes. WisemanTech
WisemanTech is constantly working on projects to bring technology into the
classroom in meaningful ways. World Almanac for
Kids Welcome to the World Almanac for Kids Online! Million of kids read
the world almanac every year. Now the bestselling book has a companion web
site! So dive in and explore. You might even get smarter! |
|
Second Grade Standard 5 |
5. Independent
Learning: The student who is an independent learner is information
literate and appreciates literature and other creative expressions of
information |
5.1 Is a competent and self motivated
reader 5.1.1 By the end of Lower Elementary,
the student identifies characteristics of folklore (fairy tale folk tale and
tall tale), animal fantasy, picture books,
and biography representing a variety of cultures and time periods; identifies
elements of a story, e.g., characters, problem, setting, main idea, sequence
of events and resolution; reads a story to younger child and parent/adult;
understands the significance of award winning books 5.2 Derives meaning from information
presented creatively in a variety of formats 5.2.1 By the end of Lower Elementary,
the student accesses information using various formats; explains meaning of a
visual and/or aural message, e.g., pictorially, orally, or in writing 5.3 Develops creative products in a
variety of formats 5.3.1 By the end of Lower Elementary,
the student interprets a visual and/or aural message in a different format
with more complexity |
5.1.1 Deeper Reading Response: A Template for Teachers International Reading
Association 5.2.1 LEARNS-Tutor
Services Tutoring and mentoring help. 5.3.1 |
|
Second Grade Standard 6 |
6. Independent
Learning: The student who is an independent learner is information
literate and strives for excellence in information seeking and knowledge
generation |
6.1 Assesses the quality of the
process and products of personal information seeking formats 6.1.1 By the end of Lower Elementary,
the student begins to apply accurately the steps of a basic problem-solving
model 6.2 Devises strategies for revising,
improving, and updating self-generating knowledge 6.2.1 By the end of Lower Elementary,
the student explains basic strategies for revising, improving, and updating
work e.g., peer editing with teacher guidance |
6.1.1 6.2.1 |
|
Second Grade Standard 7 |
7. Social
Responsibility: The student who
contributes positively to the learning community and to society is
information literate and recognizes the importance of information to a
democratic society |
7.1 Seeks information from diverse
sources, contexts, disciplines, and cultures 7.1.1 By the end of Lower Elementary,
the student accesses and uses a library with assistance, locates and reads
stories about different cultures 7.2 Respects the principle of
equitable access to information 7.2.1 By the end of Lower Elementary,
the student checks out materials without assistance and returns materials on
time |
7.1.1 7.2.1 |
|
Second Grade Standard 8 |
8. Social
Responsibility: The Student who contributes positively to the learning
community and to society is information literate and practices ethical
behavior in regard to information and information technology |
8.2 Respects the intellectual property
rights 8.2.1 By the end of Lower Elementary,
the student recognizes the importance of expressing information in the
student's own words 8.3 Uses information technology
responsibly 8.3.1 By the end of Lower Elementary,
the student uses equipment, with minimal guidance, for purposes intended and
leaves it in good working order |
8.2.1 8.3.1 |
|
Second Grade Standard 9 |
9. Social
Responsibility: The student who contributes positively to the learning
community and to society is information literate and participates effectively
in groups to pursue and generate information |
9.1 Shares knowledge and information
with others 9.1.1 By the end of Lower Elementary,
the student shares information that will contribute to the success of the
group, e.g., through collaborative activities, cooperative groups, pair-share 9.2 Respects others' ideas and
backgrounds and acknowledges their contributions 9.2.1 By the end of Lower Elementary,
the student describes others' ideas accurately and completely 9.3 Collaborates with others, both in
person and through technologies, to identify information problems and to seek
their solutions 9.3.1 By the end of Lower Elementary,
the student expresses own ideas appropriately, individually and in a group
setting to solve an information problem 9.4 Collaborates with others, both in
person and through technologies, to design, develop, and evaluate information
products and solutions 9.4.1 By the end of Lower Elementary,
the student creates a simple, group information product with guidance |
9.1.1 Listen, Look, and Learn: An Information-Gathering 9.2.1 9.3.1 9.4.1 |
|
Third Grade |
1. Information
Literacy: The student who is information literate accesses information
efficiently and effectively |
1.1 Recognizes the need for
information 1.1.1 By the end of Upper Elementary,
the student determines need for additional information 1.2 Recognizes that accurate and
comprehensive information is the basis for intelligent decision making 1.2.1 By the end of Upper Elementary,
the student expands identification and use of parts of a book including
appendix, bibliography, glossary, copyright date, publisher, title page,
table of contents and index, preface; expands skills to include 'see' and
'see also' cross references and print and electronic indexes; constructs
bibliography with full citation 1.3 Formulates questions based on
information needs 1.3.1 By the end of Upper Elementary,
the student refines questions as information needs change 1.4 Identifies a variety of potential
sources of information 1.4.1 By the end of Upper Elementary,
the student selects the most appropriate reference source of information,
e.g., children's periodicals, online databases, almanacs, thesauruses,
primary sources, unabridged dictionaries, newspapers, television and/or radio
programs 1.5 Develops and uses successful
strategies for locating information 1.5.1 By the end of Upper Elementary, the student locates
nonfiction materials to demonstrate a basic understanding of Dewey Decimal
classification; interacts with media of various types and lengths, e.g.,
magazines, other indexing tools, dictionary for pronunciations, foreign
language dictionaries, junior thesaurus; uses the call number to locate
materials on the shelves; reviews and extend |
1.1.1 Can You Convince Me? Developing Persuasive Writing Within
the context of a game, students are made aware of their inherent knowledge of
persuasive argument. This lesson develops their understanding of oral
argument into the written word. Color
Burst Students participate in experiments exploring the separation of
colors in water and other solutions. Results are written and shared. Composing Cinquain Poems: A Quick Writing Activity
Cinquain (pronounced "cin-kain") is a five-line poetic form, using
a wavelike syllable count of two-four-six-eight-two. In this lesson, students
write simple cinquain of their own as a follow-up to a subject they have been
exploring in class (for instance, units on animals, community, rainforest, or
on a particular picture book, such as Amazing Grace). How Big Are Martin's Big Words? Martin's Big Words: The Life of Dr. Martin
Luther King, Jr. tells of King's childhood determination to use "big
words" through biographical information and quotations. In this lesson,
students explore information on Dr. King to think about his "big"
words, then they write about their own "big" words and dreams. Jamestown
Changes Discussions, Hands-on learning, Multimedia instruction Literature as a Catalyst for Social Action Students are
invited to confront and discuss issues of injustice and intolerance reading a
variety of fiction and nonfiction texts. Multipurpose Poetry: Introducing Science Concepts This lesson introduces the study of insects
in science by using poetry. Students work in cooperative groups to prepare
choral poetry readings and present factual information on an assigned insect
to the class. The choral poetry readings also serve to increase fluency in
ESL students. Myth and Truth: Independence Day Most Americans think of
the Fourth of July as Independence Day, but is it really the day the Peace Poems and Picasso Doves Students and teachers
employ think-aloud strategies as they read literature, compose poems, and
create artwork related to the theme of peace. This unit is designed for
collaborative teaching among classrooms, art, and technology teachers, and
school librarians. Playing with Prepositions Through Poetry Through the
literature of Ruth Heller, students have the opportunity to play with
language, particularly prepositions. Taking those experiences as a reader,
they are asked to continue to play with the language in poetry. By moving
around prepositions on Word Mover, students create a poem that will make this
grammar lesson more meaningful. Poetry from Prose Students and teachers pick a
descriptive passage from a piece of prose and select words and phrases from
the prose to create a found poem. They may then use found poems for models of
parallel poems. The goal of this lesson is for students to understand
descriptive writing and recast prose as poetry. Seasonal Haiku Students listen to a sample haiku read
aloud. Then, using seasonal descriptive words, they write their own haiku
following the traditional syllable and line format. Shapes
at Work To look for shapes in both the natural and designed world; to
investigate the ways in which shapes can be used; to design and build
structures using appropriate shapes. Uncertainty
Students will analyze data collected by others and themselves. Understanding Distance, Speed, and Time Relationsh Overview:
The Internet Mathematics Excursion is based on an E-example from the NCTM
Principles and Standards for School Mathematics. In this activity, students
use a software simulation of two runners along a track. Students control the
speed and starting point of the runners, watch the race, examine the graphs,
and analyze the time-versus-distance relationships. This activity helps
students understand, describe, and compare situations involving constant
rates of change. To
explore characteristics of shapes by making and using tangram sets; to
discover how the tangram pieces are related to one another; and to determine
how many different combinations of the triangles, squares and parallelograms
in tangram sets can make a given shape. 1.2.1 Bright Morning: Exploring Character "If you were
going to introduce the character you're reading about to someone who had
never read the text, what words would you use to describe him or her?"
With this question, students embark on an exploration of character in their
reading, identifying traits and pointing to textual support. Daily Book Boosts These "Book Boosts" are easy
ways to suggest a multitude of titles to students, and they act as a way for
students to have something to think about as they read. Developing a Living Definition of Reading Using the guiding question, "What is
reading?", this lesson invites students to interact with a variety of
different texts as they attempt to uncover the skills necessary to
successfully interact with the text. Flying to Freedom: "Tar Beach and The People" Reading with an awareness of intertextuality
helps students respond in a dynamic manner to multicultural literature.
Students explore themes of liberation and racism as they examine the
connections, as well as the disjunctions, between two award-winning
children's books. Jamestown
Changes Discussions, Hands-on learning, Multimedia instruction Leading to Great Places in Elementary Classroom The lead
of a story is the beginning, and yet it can be the end if the reader is not
entranced immediately. This lesson examines types of leads in children's
literature and asks students to try their own hand at writing leads. Listen, Look, and Learn: An Information-Gathering Literature as a Catalyst for Social Action Myth and Truth: Independence Day Pencil Pages: Getting to the Point Students examine the structure and
organization of "Pencil Pages" Website and compare it with the
conventions of print text. Drawing upon prior knowledge, students predict
whether eight statements about pencils are true or false. They use their
understanding of online text conversations to verify their predictions. Poetry: A Feast to Form Fluent Readers STAR Search: How Do I Find the Book I Need? STAR Search
provides a set of steps and thinking processes for intermediate students to
use in finding a library resource relevant to a specific information need. Teaching the Language Skills Using the Phone Book What
literacy skills are needed to use a phone book? Through multiple activities
built around the everyday text, students will not only learn how the book is
arranged, but what the contents are and also how it is used. In the process,
students will be using their research and organizational skills to build
their own class phone book. Understanding Distance, Speed, and Time Relationship What's
In A Name? British Surnames Another common type of medieval byname
derived from how a man spent his time. What's
In a Name? How Did Surnames Come to Be? Last names as we know them now originated in
the Middle Ages from people's occupations, where they lived, their father's
first name, or even their appearance or disposition. Writing and Assessing an Autobiographical Incident An
autobiographical incident, a story students can tell about an event in their
own lives, can be a powerful teaching tool at the beginning of the school
year. It is a wonderful way to introduce the students to each other because
the author shares experiences and feelings about an event. 1.3.1 Biographies: Creating Timelines of a Life Studying
biographies is of interest and value to young learners. This lesson supports
students' exploration of sources to create a timeline about the life of a
person. The experience requires students work together and research and
resolve conflicting information. Extension activities include developing
essays from the research. Collecting,
Representing, and Interpreting Data Spreadsheets and graphing software are tools
for organizing, representing, and comparing data. This activity illustrates
how weather data can be collected and examined using these tools. Comparing Categorical and Numerical Data Students will
compare and contrast categorical and numerical data. In My Other Life Cooperative learning, Demonstrations,
Discussions, Interdisciplinary, Multiple activities, Role playing,
Self-directed groups Leading to Great Places in Elementary Classroom Listen, Look, and Learn: An Information-Gathering Multipurpose Poetry: Introducing Science Concepts Myth and Truth: Independence Day Numerical Data Students will pose and refine questions
that can be addressed with numerical data. They will consider aspects of data
collection such as how to obtain measurements and record the data they
collect. Research Building Blocks: Skim, Scan and Scroll Children
are naturally curious, wanting to know "how" and "why."
Teaching research skills can help students find answers for themselves. This
ReadWriteThink lesson, taken from the "Research Building Blocks"
unit, is a step towards the students completing a written report on a state
symbol. Here, the students will read informational text, looking for
supporting details. Throughout this unit, students will not only learn the
research process, they will also experience it first hand. Systems
Explore the parts of a system and develop students' understanding of the
interactions between those parts. Teaching, Learning, About Fractions Learning about
fractions is an important mathematical goal in grades 3-5. Teaching, Science Through Picture Books A study of the
tropical rainforest is introduced through the picture book. The Controversial School Voucher Issue Brainstorming,
problem solving, chart and data analysis. Related websites included. The Return of Sacagawea Sacagawea returned to American
last month. Actually, a new golden dollar coin bearing the image of Sacagawea,
began circulating last month. It premiered to rave reviews! This new coin
features the profile of Sacagawea, the Shoshone women who served as a guide
for the Lewis and Clark Expedition in 1804-1806. Understanding Distance, Speed, and Time Relationship Who's Got Mail? Using Literature Ask CNN Your
questions can cover anything from the war on terrorism Internet relations,
health issues, technology, sports and entertainment. If you do not have a
question but would like to share your comments with us, please contact us at:
cnn@cnn.com. Includes an online form for question submission. 1.4.1 Beanie Baby Prices Soar Brainstorming, Discussions,
Cooperative learning, Research. Provides links to relevant sites. Biographies: Creating Timelines of a Life Cultural Connections: The Tapestry of Life Students use a
variety of media to explore culture as the sum of learned patterns of
behavior, institutions, values, and belief systems. Introduction to Latitude and Longitude Interdisciplinary,
Multiple activities My World of Words: Building Vocabulary Lists This lesson
uses students' areas of interest both in and out of school to generate
personalized vocabulary lists. Working in small groups, students select their
own vocabulary words and research their meanings. In a culminating activity
that uses text and illustration, each student will create a "My World of
Words Journal." Regional Guidebook Cooperative learning, Discussions,
Multiple activities, Project-based learning, Questioning techniques,
Simulations and games. Students will gain an awareness of the human and
environmental factors that make places unique. Regions of a Grocery Store Brainstorming, Discussions,
Multiple activities, Questioning techniques Remember
the Ladies: The First Ladies Computer assisted instruction, Discussions,
Integrated instruction, Interdisciplinary, Multimedia instruction,
Self-directed groups. Examines many roles of Research Building Blocks: Skim, Scan and Scroll Spatial Organization: Identification of Functional
Cooperative Learning, Vocabulary, Map Interpretation, Regional Analysis,
Questioning The Controversial School Voucher Issue Traces:
Historic Archeology Students will recover and analyze artifacts from the
settlement period in the late 1800's. They will look at the artifacts from
today and consider what future archaeologists will think about our times. We
Must Not Be Enemies: Lincoln's First Inaugural Discussions, Interdisciplinary, Multimedia
instruction 1.5.1 Biographies: Creating Timelines of a Life Can You Convince Me? Developing Persuasive Writing Collecting,
Representing, and Interpreting Data Comparing Categorical and Numerical Data Genealogical Atlases Students will use outline maps to
create genealogical atlases that illustrate the places of their ancestry. Introduction to Latitude and Longitude Spatial Organization: Identification of Functional The Controversial School Voucher Issue We
Must Not Be Enemies: Lincoln's First Inaugural |
|
Third Grade Standard 2 |
2. Information
Literacy: The student who is information literate evaluates information
critically and competently |
2.1 Determines the accuracy,
relevance, and comprehensiveness 2.1.1 By the end of Upper Elementary,
the student seeks multiple sources to verify accuracy of information, e.g,
current and appropriate according to copyright date, authority, bias 2.2 Distinguishes among fact, point of
view, and opinion 2.2.1 By the end of Upper Elementary,
the student explains how facts, opinions, and point of views are different
from one another 2.3 Identifies inaccurate and
misleading information 2.3.1 By the end of Upper Elementary,
the student identifies sources that demonstrate misleading information, e.g.,
copyright date, authority, bias |
2.1.1 Be a Reading Detective: Finding Similarities This lesson focuses on the strategy of
compare and contrast. Students participate in activities that allow them to
identify ways in which an author relates ideas and how these ideas can be
transferred into a visual representation. Making students aware of how to use
and apply specific reading strategies is essential in helping them become
successful and comprehensive readers. Collecting,
Representing, and Interpreting Data Comparing Categorical and Numerical Data Get the Real Scoop: Comparing Books to Movies In today's
culture, students are bombarded with movies based upon literature. Instead of
assuming that students will watch the movie rather than reading the book,
let's take advantage of this phenomena by asking students to compare and
contrast books with their movie counterparts and write for variety of
authentic purposes. Leading to Great Places in Elementary Classroom Martin
Luther King, Jr., and the Power of Nonviolent Discussions, Visual
instruction, Multimedia instruction Myth and Truth: Independence Day Understanding Distance, Speed, and Time Relationship We
Must Not Be Enemies: Lincoln's First Inaugural What's
In A Name? British Surnames What's
In a Name? How Did Surnames Come to Be? 2.2.1 Students
reading on their own and just for fun? Sure! This lesson explores how small
groups of students decide to meet every other day to discuss what they've
read in a "just for fun" book club they've organized--and that they
control. Bright Morning: Exploring Character Exploring World Cultures Through Folk Tales Provides
students with the opportunity to study different cultures increases their
global understanding and helps foster tolerance of cultural differences. In
this lesson, students, read folk tales from Fairy Tales from Life Reading with an awareness of
intertextuality helps students respond in a dynamic manner to multicultural
literature. Students explore themes of liberation and racism as they examine
the connections, as well as the disjunctions, between two award-winning
children's books. Get the Real Scoop: Comparing Books to Movies How Big Are Martin's Big Words? Leading to Great Places in Elementary Classroom Literature as a Catalyst for Social Action Myth and Truth: Independence Day Pencil Pages: Getting to the Point Playing with Prepositions Through Poetry Shaquille O'Neal: Motivation Using a book written by a
celebrity like Shaquille O'Neal can help motivate reluctant readers and spark
their interest in reading. Students read Shaq and Beanstalk and compare and
contrast it with the traditional story, Jack and the Beanstalk. Students then
write their own version of the story. Teaching, Science Through Picture Books Traveling Terrain: Comprehending Nonfiction Text This lesson provides strategic teaching
lessons to students for comprehending nonfiction text found in website
format. Strategies include locating specific information, identifying text
features of nonfiction text, and generalizing information read to related
topics. The lesson centers on a science-oriented website, but can be adapted
to other content area websites. Using Picture Books to Teach Setting Development This
lesson invites students to inquire into the concept of character development
through focused experiences with picture books. By demonstrating the
connection between reading and writing, students have the ability to envision
the revisions in their own writing. What makes Poetry? Exploring Line Breaks Learning poetry's
special characteristics helps students understand, appreciate, and compose
poetry. One defining characteristic of poetry is use of line breaks. Students
explore various poems and why the lines are broken where they are. Then they
experiment with varied line breaks and how they affect rhythm, sound,
meaning, and appearance. Writing and Assessing an Autobiographical Incident 2.3.1 Biographies: Creating Timelines of a Life Can You Convince Me? Developing Persuasive Writing Collecting,
Representing, and Interpreting Data Comparing Categorical and Numerical Data Flying to Freedom: "Tar Beach and The People" Reading with an awareness of intertextuality
helps students respond in a dynamic manner to multicultural literature.
Students explore themes of liberation and racism as they examine the
connections, as well as the disjunctions, between two award-winning
children's books. Leading to Great Places in Elementary Classroom Literature as a Catalyst for Social Action Myth and Truth: Independence Day Pencil Pages: Getting to the Point Playing with Prepositions Through Poetry Teaching, Learning, About Fractions Teaching, Science Through Picture Books Traveling Terrain: Comprehending Nonfiction Text Understanding Distance, Speed, and Time Relationship Using Picture Books to Teach Setting Development What makes Poetry? Exploring Line Breaks Writing and Assessing an Autobiographical Incident |
|
Third Grade Standard 3 |
3. Information
Literacy: The student who is information literate uses information
accurately and creatively |
3.1 Organizes information for
practical application 3.1.1 By the end of Upper Elementary,
the student independently organizes information, e.g., outlining,
bibliographies 3.2 Integrates new information into
one's own knowledge 3.2.1 By the end of Upper Elementary,
the student combines information on a given topic from more than one source
and more than one format 3.3 Applies information to critical
thinking and problem solving 3.3.1 By the end of Upper Elementary,
the student follow steps of basic problem solving model with minimal guidance 3.4 Produces and communicates
information and ideas in appropriate formats 3.4.1 By the end of Upper Elementary,
the student chooses the most appropriate format for presenting information,
e.g., considers audience, length, type of information |
3.1.1 Biographies: Creating Timelines of a Life Leading to Great Places in Elementary Classroom Listen, Look, and Learn: An Information-Gathering Myth and Truth: Independence Day Sink
It Students will experience creating an experimental design and refine
skills while learning about objects that float or sink. Provides practice in
problem solving, recording and organizing information and presenting data. Spatial Organization: Identification of Functional Teaching the Language Skills Using the Phone Book Understanding Distance, Speed, and Time Relationship Writing and Assessing an Autobiographical Incident 3.3.1 Biographies: Creating Timelines of a Life Leading to Great Places in Elementary Classroom Myth and Truth: Independence Day Understanding Distance, Speed, and Time Relationship 3.4.1 Be a Reading Detective: Finding Similarities Composing Cinquain Poems: A Quick Writing Activity Leading to Great Places in Elementary Classroom Myth and Truth: Independence Day Spatial Organization: Identification of Functional Understanding Distance, Speed, and Time Relationship Who's Got Mail? Using Literature |
|
Third Grade Standard 4 |
4. Independent
Learning: The student who is an independent learner is information
literate and pursues information related to personal interests |
4.1 Seeks information related to
various dimensions of personal well being, such as career interests,
community involvement, health matters, and recreational pursuits 4.1.1 By the end of Upper Elementary,
the student generally seeks information related to personal interest and
well-being |
4.1.1 Microsoft--Education
Site--Grants My World of Words: Building Vocabulary Lists Education
World Resource Library Educators
Forum--Message Boards Howstuffworks Library
Media A description of how things work. Offers up-to-date information on
how things work in a variety of subjects: computer, auto, electronics,
science, home, health, money, travel, and people. Kids Hub Kids
Hub is a free online interactive learning center for elementary school
students. It features games, puzzles, & quizzes. Medlineplus.gov Welcome to
MEDLINEplus, a goldmine of good health information from the world's largest
medical library, the National Library of Medicine. |
|
Third Grade Standard 5 |
5. Independent
Learning: The student who is an independent learner is information
literate and appreciates literature and other creative expressions of
information |
5.1 Is a competent and self motivated
reader 5.1.1 By the end of Upper Elementary,
the student identifies characteristics of realistic fiction, fantasy, science
fiction, legends, fables and informational text representing a variety of
cultures and time periods; analyzes elements of a story including theme and
plot; communicates reaction to books read, e.g., book talks, reviews,
discussions and recommendations; reads award winners and/or honor books 5.2 Derives meaning from information
presented creatively in a variety of formats 5.2.1 By the end of Upper Elementary,
the student compares and contrasts information using various formats;
interprets meaning of visual and/or aural messages 5.3 Develops creative products in a
variety of formats 5.3.1 By the end of Upper Elementary,
the student applies knowledge from visual and/or aural messages in new
context and products, e.g., maps dioramas, models and computer-generated
posters |
|
|
Third Grade Standard 6 |
6. Independent
Learning: The student who is an independent learner is information
literate and strives for excellence in information seeking and knowledge
generation |
6.1 Assesses the quality of the
process and products of personal information seeking formats 6.1.1 By the end of Upper Elementary,
the student implements the problem solving model to create a quality product,
e.g., drafting/editing, revising 6.2 Devises strategies for revising,
improving, and updating self-generating knowledge 6.2.1 By the end of Upper Elementary,
the student explains basic strategies for revising, improving, and updating
work e.g., peer editing |
6.1.1 My World of Words: Building Vocabulary Lists 6.2.1 Writing and Assessing an Autobiographical Incident |
|
Third Grade Standard 7 |
7. Social
Responsibility: The student who contributes positively to the learning
community and to society is information literate and recognizes the
importance of information to a democratic society |
7.1 Seeks information from diverse
sources, contexts, disciplines, and cultures 7.1.1 By the end of Upper Elementary,
the student accesses several information resources, e.g., public library,
television/radio station, museum, newspaper office; compares and contrasts
different cultures 7.2 Respects the principle of
equitable access to information 7.2.1 By the end of Upper Elementary,
the student understands the concept of reserve system and shared access to
limited resources |
7.1.1 Biographies: Creating Timelines of a Life Cultural Connections: The Tapestry of Life Exploring World Cultures Through Folk Tales Flying to Freedom: "Tar Beach and The People" Sundiata, Mali's Lion King In this lesson, from ARTSEDGE,
students are introduced to the legendary Malian King Sundiata Keita, known as
the Lion King of Mali, by using elements of traditional Malian festivals. As
students learn about Sundiata's thirteenth-century battle to liberate his
people from an oppressive ruler, they will recreate the story in a masked
festival that takes elements from two of the most important ceremonies: the
Drama and the Sirige. Tolerance: Comparing Cultural Holidays In this lesson,
from ARTSEDGE, students will compare the holiday of Halloween, as celebrated
in the United States, to the Mexican holiday of EL Dia de los Muertos (Day of
the Dead, November 1-2). Students compare both holidays by looking at
traditions, music, and visual art. Each student then replicates a tradition
associated with El Dia de los Muertos by creating an altar in memory of an
ancestor who has died. 7.2.1 |
|
Third Grade Standard 8 |
8. Social
Responsibility: The Student who contributes positively to the learning
community and to society is information literate and practices ethical
behavior in regard to information and information technology |
8.1 Respects the principles of
intellectual freedom 8.1.1 By the end of Upper Elementary,
the student defines or gives examples of intellectual freedom, e.g., freedom
of speech, right to self-select certain topics/titles, movie ratings 8.2 Respects the intellectual property
rights 8.2.1 By the end of Upper Elementary,
the student defines plagiarism and states the full citation of information
uses for research 8.3 Uses information technology
responsibly 8.3.1 By the end of Upper Elementary,
the student understands school guidelines for equipment use and uses
equipment independently |
8.1.1 Listen, Look, and Learn: An Information-Gathering Literature as a Catalyst for Social Action Traveling Terrain: Comprehending Nonfiction Text 8.2.1 Biographies: Creating Timelines of a Life Bright Morning: Exploring Character Can You Convince Me? Developing Persuasive Writing Research Building Blocks: "Cite Those Sources!"
Children are naturally curious, wanting to know "how" and
"why." Teaching research skills can help students find answers for
themselves. This ReadWriteThink lesson, taken from the "Research
Building Blocks" unit, is where students complete a written report on a
state symbol. Here, students will learn the importance of citing their
sources to give credit to the authors of their information as well as learn
about plagiarism. The students participate in an interactive bibliography to
learn the needed skills. Throughout this unit, students will not only learn
the research process, but they will experience it first hand. Traveling Terrain: Comprehending Nonfiction Text What's
In A Name? British Surnames What's
In a Name? How Did Surnames Come to Be? 8.3.1 Biographies: Creating Timelines of a Life Myth and Truth: Independence Day Spatial Organization: Identification of Functional Traveling Terrain: Comprehending Nonfiction Text Understanding Distance, Speed, and Time Relationship |
|
Third Grade Standard 9 |
9. Social
Responsibility: The student who contributes positively to the learning
community and to society is information literate and participates effectively
in groups to pursue and generate information |
9.1 Shares knowledge and information
with others 9.1.1 By the end of Upper Elementary,
the student discusses ideas with others in the group, listens well, and
changes ideas when appropriate 9.2 Respects others' ideas and
backgrounds and acknowledges their contributions 9.2.1 By the end of Upper Elementary,
the student responds respectfully to the points of view and ideas of others
and acknowledges the contributions of each 9.3 Collaborates with others, both in
person and through technologies, to identify information problems and to seek
their solutions 9.3.1 By the end of Upper Elementary,
the student reviews 9.4 Collaborates with others, both in
person and through technologies, to design, develop, and evaluate information
products and solutions 9.4.1 By the end of Upper Elementary,
the student creates a simple, group information product with minimal guidance |
9.1.1 Be a Reading Detective: Finding Similarities Biographies: Creating Timelines of a Life Can You Convince Me? Developing Persuasive Writing Leading to Great Places in Elementary Classroom Listen, Look, and Learn: An Information-Gathering Myth and Truth: Independence Day Spatial Organization: Identification of Functional Understanding Distance, Speed, and Time Relationsh What makes Poetry? Exploring Line Breaks Who's Got Mail? Using Literature 9.2.1 Leading to Great Places in Elementary Classroom Myth and Truth: Independence Day Research Building Blocks: "Cite Those Sources!" Understanding Distance, Speed, and Time Relationship What makes Poetry? Exploring Line Breaks 9.3.1 Myth and Truth: Independence Day Remember
the Ladies: The First Ladies Understanding Distance, Speed, and Time Relationship 9.4.1 My World of Words: Building Vocabulary Lists Myth and Truth: Independence Day Understanding Distance, Speed, and Time Relationship |
|
Fourth Grade |
1. Information
Literacy: The student who is information literate accesses information
efficiently and effectively |
1.1 Recognizes the need for
information 1.1.1 By the end of Upper Elementary,
the student determines need for additional information 1.2 Recognizes that accurate and
comprehensive information is the basis for intelligent decision making 1.2.1 By the end of Upper Elementary,
the student expands identification and use of parts of a book including
appendix, bibliography, glossary, copyright date, publisher, title page,
table of contents and index, preface; expands skills to include 'see' and
'see also' cross references and print and electronic indexes; constructs
bibliography with full citation 1.3 Formulates questions based on
information needs 1.3.1 By the end of Upper Elementary,
the student refines questions as information needs change 1.4 Identifies a variety of potential
sources of information 1.4.1 By the end of Upper Elementary,
the student selects the most appropriate reference source of information,
e.g., children's periodicals, online databases, almanacs, thesauruses,
primary sources, unabridged dictionaries, newspapers, television and/or radio
programs 1.5 Develops and uses successful
strategies for locating information 1.5.1 By the end of Upper Elementary,
the student locates nonfiction materials to demonstrate a basic understanding
of Dewey Decimal classification; interacts with media of various types and
lengths, e.g, magazines, other indexing tools, dictionary for pronunciations,
foreign language dictionaries, junior thesaurus; uses the call number to
locate materials on the shelves; reviews and extends |
1.1.1 Can You Convince Me? Developing Persuasive Writing Composing Cinquain Poems: A Quick Writing Activity How Big Are Martin's Big Words? Literature as a Catalyst for Social Action Multipurpose Poetry: Introducing Science Concepts Myth and Truth: Independence Day Playing with Prepositions Through Poetry Understanding Distance, Speed, and Time Relationship 1.2.1 Bright Morning: Exploring Character Developing a Living Definition of Reading Flying to Freedom: "Tar Beach and The People" Leading to Great Places in Elementary Classroom Listen, Look, and Learn: An Information-Gathering Literature as a Catalyst for Social Action Myth and Truth: Independence Day Pencil Pages: Getting to the Point Poetry: A Feast to Form Fluent Readers STAR Search: How Do I Find the Book I Need? Teaching the Language Skills Using the Phone Book Understanding Distance, Speed, and Time Relationship Using Picture Books to Teach Setting Development What's
In A Name? British Surnames What's
In a Name? How Did Surnames Come to Be? Writing and Assessing an Autobiographical Incident 1.3.1 Biographies: Creating Timelines of a Life Collecting,
Representing, and Interpreting Data Comparing Categorical and Numerical Data Leading to Great Places in Elementary Classroom Listen, Look, and Learn: An Information-Gathering Multipurpose Poetry: Introducing Science Concepts Myth and Truth: Independence Day Research Building Blocks: Skim, Scan and Scroll Teaching, Learning, About Fractions Teaching, Science Through Picture Books The Controversial School Voucher Issue Understanding Distance, Speed, and Time Relationship Who's Got Mail? Using Literature 1.4.1 Biographies: Creating Timelines of a Life Cultural Connections: The Tapestry of Life Introduction to Latitude and Longitude My World of Words: Building Vocabulary Lists Remember
the Ladies: The First Ladies Research Building Blocks: Skim, Scan and Scroll Spatial Organization: Identification of Functional The Controversial School Voucher Issue We
Must Not Be Enemies: Lincoln's First Inaugural 1.5.1 Biographies: Creating Timelines of a Life Can You Convince Me? Developing Persuasive Writing Collecting,
Representing, and Interpreting Data Comparing Categorical and Numerical Data Introduction to Latitude and Longitude Spatial Organization: Identification of Functional The Controversial School Voucher Issue |
|
Fourth Grade Standard 2 |
2. Information
Literacy: The student who is information literate evaluates information
critically and competently |
2.1 Determines the accuracy,
relevance, and comprehensiveness 2.1.1 By the end of Upper Elementary,
the student seeks multiple sources to verify accuracy of information, e.g,
current and appropriate according to copyright date, authority, bias 2.2 Distinguishes among fact, point of
view, and opinion 2.2.1 By the end of Upper Elementary,
the student explains how facts, opinions, and point of views are different
from one another 2.3 Identifies inaccurate and
misleading information 2.3.1 By the end of Upper Elementary,
the student identifies sources that demonstrate misleading information, e.g.,
copyright date, authority, bias |
2.1.1 Be a Reading Detective: Finding Similarities Collecting,
Representing, and Interpreting Data Comparing Categorical and Numerical Data Get the Real Scoop: Comparing Books to Movies Leading to Great Places in Elementary Classroom Martin
Luther King, Jr., and the Power of Nonviole Myth and Truth: Independence Day Understanding Distance, Speed, and Time Relationship We
Must Not Be Enemies: Lincoln's First Inaugural What's
In A Name? British Surnames What's
In a Name? How Did Surnames Come to Be? 2.2.1 Bright Morning: Exploring Character Exploring World Cultures Through Folk Tales Flying to Freedom: "Tar Beach and The People" Get the Real Scoop: Comparing Books to Movies How Big Are Martin's Big Words? Leading to Great Places in Elementary Classroom Literature as a Catalyst for Social Action Myth and Truth: Independence Day Pencil Pages: Getting to the Point Playing with Prepositions Through Poetry Teaching, Science Through Picture Books Traveling Terrain: Comprehending Nonfiction Text Using Picture Books to Teach Setting Development What makes Poetry? Exploring Line Breaks Writing and Assessing an Autobiographical Incident 2.3.1 Biographies: Creating Timelines of a Life Can You Convince Me? Developing Persuasive Writing Collecting,
Representing, and Interpreting Data Comparing Categorical and Numerical Data Flying to Freedom: "Tar Beach and The People" Leading to Great Places in Elementary Classroom Literature as a Catalyst for Social Action Myth and Truth: Independence Day Pencil Pages: Getting to the Point Playing with Prepositions Through Poetry Teaching, Science Through Picture Books Teaching, Learning, About Fractions Traveling Terrain: Comprehending Nonfiction Text Understanding Distance, Speed, and Time Relationship What makes Poetry? Exploring Line Breaks Writing and Assessing an Autobiographical Incident |
|
Fourth Grade Standard 3 |
3. Information
Literacy: The student who is information literate uses information
accurately and creatively |
3.1 Organizes information for
practical application 3.1.1 By the end of Upper Elementary,
the student independently organizes information, e.g., outlining,
bibliographies 3.2 Integrates new information into
one's own knowledge 3.2.2 By the end of Upper Elementary,
the student combines information on a given topic from more than one source
and more than one format 3.3 Applies information to critical
thinking and problem solving 3.3.1 By the end of Upper Elementary,
the student follow steps of basic problem solving model with minimal guidance 3.4 Produces and communicates
information and ideas in appropriate formats 3.4.1 By the end of Upper Elementary,
the student chooses the most appropriate format for presenting information,
e.g., considers audience, length, type of information |
3.1.1 Biographies: Creating Timelines of a Life Leading to Great Places in Elementary Classroom Listen, Look, and Learn: An Information-Gathering Myth and Truth: Independence Day Spatial Organization: Identification of Functional Teaching the Language Skills Using the Phone Book Understanding Distance, Speed, and Time Relationship Writing and Assessing an Autobiographical Incident 3.3.1 Biographies: Creating Timelines of a Life Leading to Great Places in Elementary Classroom Myth and Truth: Independence Day Understanding Distance, Speed, and Time Relationship 3.4.1 Be a Reading Detective: Finding Similarities Composing Cinquain Poems: A Quick Writing Activity Leading to Great Places in Elementary Classroom Myth and Truth: Independence Day Spatial Organization: Identification of Functional Understanding Distance, Speed, and Time Relationship Who's Got Mail? Using Literature |
|
Fourth Grade Standard 4 |
4. Independent
Learning: The student who is an independent learner is information
literate and pursues information related to personal interests |
4.1 Seeks information related to
various dimensions of personal well being, such as career interests,
community involvement, health matters, and recreational pursuits 4.1.1 By the end of Upper Elementary,
the student generally seeks information related to personal interest and
well-being |
4.1.1 Microsoft--Education
Site--Grants My World of Words: Building Vocabulary Lists Education
World Resource Library |
|
Fourth Grade Standard 5 |
5. Independent
Learning: The student who is an
independent learner is information literate and appreciates literature and
other creative expressions of information |
5.1 Is a competent and self motivated
reader 5.1.1 By the end of Upper Elementary,
the student identifies characteristics of realistic fiction, fantasy, science
fiction, legends, fables and informational text representing a variety of
cultures and time periods; analyzes elements of a story including theme and
plot; communicates reaction to books read, e.g., book talks, reviews,
discussions and recommendations; reads award winners and/or honor book 5.2 Derives meaning from information
presented creatively in a variety of formats 5.2.1 By the end of Upper Elementary,
the student compares and contrasts information using various formats;
interprets meaning of visual and/or aural messages 5.3 Develops creative products in a
variety of formats 5.3.1 By the end of Upper Elementary,
the student applies knowledge from visual and/or aural messages in new
context and products, e.g., maps dioramas, models and computer-generated
posters |
5.1.1 Developing a Living Definition of Reading Exploring World Cultures Through Folk Tales Literature as a Catalyst for Social Action Poetry: A Feast to Form Fluent Readers International Reading
Association 5.2.1 Understanding Distance, Speed, and Time Relationship What makes Poetry? Exploring Line Breaks What's
In A Name? British Surnames What's
In a Name? How Did Surnames Come to Be? Who's Got Mail? Using Literature 5.3.1 |
|
Fourth Grade Standard 6 |
6. Independent
Learning: The student who is an independent learner is information
literate and strives for excellence in information seeking and knowledge
generation |
6.1 Assesses the quality of the
process and products of personal information seeking formats 6.1.1 By the end of Upper Elementary,
the student implements the problem solving model to create a quality product,
e.g., drafting/editing, revising 6.2 Devises strategies for revising,
improving, and updating self-generating knowledge 6.2.1 By the end of Upper Elementary,
the student explains basic strategies for revising, improving, and updating
work e.g., peer editing |
6.1.1 My World of Words: Building Vocabulary Lists 6.2.1 Writing and Assessing an Autobiographical Incident |
|
Fourth Grade Standard 7 |
7. Social
Responsibility: The student who contributes positively to the learning
community and to society is information literate and recognizes the
importance of information to a democratic society |
7.1 Seeks information from diverse
sources, contexts, disciplines, and cultures 7.1.1 By the end of Upper Elementary,
the student accesses several information resources, e.g., public library,
television/radio station, museum, newspaper office; compares and contrasts
different cultures 7.2 Respects the principle of
equitable access to information 7.2.1 By the end of Upper Elementary,
the student understands the concept of reserve system and shared access to
limited resources |
7.1.1 Biographies: Creating Timelines of a Life Cultural Connections: The Tapestry of Life Exploring World Cultures Through Folk Tales Flying to Freedom: "Tar Beach and The People" Tolerance: Comparing Cultural Holidays 7.2.1 |
|
Fourth Grade Standard 8 |
8. Social
Responsibility: The Student who contributes positively to the learning
community and to society is information literate and practices ethical
behavior in regard to information and information technology |
8.1 Respects the principles of
intellectual freedom 8.1.1 By the end of Upper Elementary,
the student defines or gives examples of intellectual freedom, e.g., freedom
of speech, right to self-select certain topics/titles, movie ratings 8.2 Respects the intellectual property
rights 8.2.1 By the end of Upper Elementary,
the student defines plagiarism and states the full citation of information
uses for research 8.3 Uses information technology
responsibly 8.3.1 By the end of Upper Elementary,
the student understands school guidelines for equipment use and uses
equipment independently |
8.1.1 Listen, Look, and Learn: An Information-Gathering Literature as a Catalyst for Social Action Traveling Terrain: Comprehending Nonfiction Text 8.2.1 Biographies: Creating Timelines of a Life Bright Morning: Exploring Character Can You Convince Me? Developing Persuasive Writing Research Building Blocks: "Cite Those Sources!" Traveling Terrain: Comprehending Nonfiction Text What's
In A Name? British Surnames What's
In a Name? How Did Surnames Come to Be? 8.3.1 Biographies: Creating Timelines of a Life Myth and Truth: Independence Day Spatial Organization: Identification of Functional Traveling Terrain: Comprehending Nonfiction Text Understanding Distance, Speed, and Time Relationship Kidz Privacy Whether playing, shopping, studying or just
surfing, today's kids are taking advantage of all that the web has to offer.
But when it comes to their personal information online, who's in charge? In
an effort to put parents in the catbird seat, the Federal Trade Commission
has established new rules for website operators to make sure that kids'
privacy is protected while they're online. Kidz Privacy--Kidz Site Starting |
|
Fourth Grade Standard 9 |
9. Social
Responsibility: The student who contributes positively to the learning
community and to society is information literate and participates effectively
in groups to pursue and generate information |
9.1 Shares knowledge and information
with others 9.1.1 By the end of Upper Elementary,
the student discusses ideas with others in the group, listens well, and
changes ideas when appropriate 9.2 Respects others' ideas and
backgrounds and acknowledges their contributions 9.2.1 By the end of Upper Elementary,
the student responds respectfully to the points of view and ideas of others
and acknowledges the contributions of each 9.3 Collaborates with others, both in
person and through technologies, to identify information problems and to seek
their solutions 9.3.1 By the end of Upper Elementary,
the student reviews 9.4 Collaborates with others, both in
person and through technologies, to design, develop, and evaluate information
products and solutions 9.4.1 By the end of Upper Elementary,
the student creates a simple, group information product with minimal guidance |
9.1.1 Be a Reading Detective: Finding Similarities Biographies: Creating Timelines of a Life Can You Convince Me? Developing Persuasive Writing Leading to Great Places in Elementary Classroom Listen, Look, and Learn: An Information-Gathering Myth and Truth: Independence Day Spatial Organization: Identification of Functional Understanding Distance, Speed, and Time Relationship What makes Poetry? Exploring Line Breaks Who's Got Mail? Using Literature 9.2.1 Leading to Great Places in Elementary Classroom Myth and Truth: Independence Day Research Building Blocks: "Cite Those Sources!" Understanding Distance, Speed, and Time Relationship What makes Poetry? Exploring Line Breaks 9.3.1 Myth and Truth: Independence Day Remember
the Ladies: The First Ladies Understanding Distance, Speed, and Time Relationship 9.4.1 My World of Words: Building Vocabulary Lists Myth and Truth: Independence Day |
|
Fifth Grade |
1. Information
Literacy: The student who is information literate accesses information
efficiently and effectively |
1.1 Recognizes the need for
information. 1.1.1 By the end of Middle School, the
student reviews and extends 1.2 Recognizes that accurate and
comprehensive information is the basis for intelligent decision making 1.2.1 By the end of Middle School, the
student reviews and extends; uses footnotes and bibliographies for
information and documentation 1.3 Formulates questions based on information
needs 1.3.1 By the end of Middle School, the
student develops essential questions that go beyond fact-finding 1.4 Identifies a variety of potential
sources of information 1.4.1 By the end of Middle School, the
student independently uses information sources and the accompanying
technology, e.g., interlibrary loan, world wide web searches, government
agencies, geographical dictionary 1.5 Develops and uses successful
strategies for locating information 1.5.1 By the end of Middle School, the
student broadens location skills to include information found outside the
library, e.g., virtual libraries, subject experts, field trips, museums;
interacts with media of various types and lengths to gain information, e.g.
indexes; including quotations and poetry, geographical dictionaries,
historical atlases, constructs and electronic search, e.g. Boolean search,
knowledge of search engines; reviews and extends |
1.1.1 Can You Convince Me? Developing Persuasive Writing Composing Cinquain Poems: A Quick Writing Activity How Big Are Martin's Big Words? Literature as a Catalyst for Social Action Multipurpose Poetry: Introducing Science Concepts Myth and Truth: Independence Day Playing with Prepositions Through Poetry Understanding Distance, Speed, and Time Relationship 1.2.1 Bright Morning: Exploring Character Developing a Living Definition of Reading Flying to Freedom: "Tar Beach and The People" Leading to Great Places in Elementary Classroom Listen, Look, and Learn: An Information-Gathering Literature as a Catalyst for Social Action Myth and Truth: Independence Day Pencil Pages: Getting to the Point Poetry: A Feast to Form Fluent Readers STAR Search: How Do I Find the Book I Need? Teaching the Language Skills Using the Phone Book Understanding Distance, Speed, and Time Relationship What's
In A Name? British Surnames What's
In a Name? How Did Surnames Come to Be? Writing and Assessing an Autobiographical Incident 1.3.1 Biographies: Creating Timelines of a Life Collecting,
Representing, and Interpreting Data Comparing Categorical and Numerical Data Leading to Great Places in Elementary Classroom Listen, Look, and Learn: An Information-Gathering Multipurpose Poetry: Introducing Science Concepts Myth and Truth: Independence Day Research Building Blocks: Skim, Scan and Scroll Teaching, Learning, About Fractions Teaching, Science Through Picture Books The Controversial School Voucher Issue Understanding Distance, Speed, and Time Relationship Who's Got Mail? Using Literature 1.4.1 Biographies: Creating Timelines of a Life Cultural Connections: The Tapestry of Life Introduction to Latitude and Longitude My World of Words: Building Vocabulary Lists Remember
the Ladies: The First Ladies Research Building Blocks: Skim, Scan and Scroll Spatial Organization: Identification of Functional The Controversial School Voucher Issue We
Must Not Be Enemies: Lincoln's First Inaugural 1.5.1 Biographies: Creating Timelines of a Life Can You Convince Me? Developing Persuasive Writing Collecting,
Representing, and Interpreting Data Comparing Categorical and Numerical Data Introduction to Latitude and Longitude Spatial Organization: Identification of Functional The Controversial School Voucher Issue |
|
Fifth Grade Standard 2 |
2. Information
Literacy: The student who is
information literate evaluates information critically and competently |
2.1 Determines accuracy, relevance,
and comprehensiveness 2.1.1 By the end of Middle School, the
student compares and contrasts multiple sources to verify accuracy of
information 2.2 Distinguishes among fact, point of
view, and opinion 2.2.1 By the end of Middle School, the
student determines how different points of view can influence the facts and
opinions present in controversial issues 2.3 Identifies inaccurate and
misleading information 2.3.1 By the end of Middle School, the
student compares and contrasts sources to demonstrate misleading by slanting
or by omission; identifies sources that protect against misleading
information; demonstrates how misleading, slanting or omitting information
can result in faulty conclusions 2.4 Selects information appropriate to
the problem or question at hand 2.4.1 The student broadens location
skills to include information found outside the library,e.g., virtual libraries,
subject experts, field trips, museums; interacts with media of various types
and lengths to gain information, e.g., indexes; includes quotations and
poetry, geographical dictionaries, historical atlases, constructs and
electronic search, e.g., Boolean search, knowledge of search engines, reviews
and extends. |
2.1.1 Be a Reading Detective: Finding Similarities Collecting,
Representing, and Interpreting Data Comparing Categorical and Numerical Data Get the Real Scoop: Comparing Books to Movies Leading to Great Places in Elementary Classroom Martin
Luther King, Jr., and the Power of Nonviole Myth and Truth: Independence Day Understanding Distance, Speed, and Time Relationship We
Must Not Be Enemies: Lincoln's First Inaugural What's
In A Name? British Surnames What's
In a Name? How Did Surnames Come to Be? 2.2.1 Bright Morning: Exploring Character Exploring World Cultures Through Folk Tales Flying to Freedom: "Tar Beach and The People" Get the Real Scoop: Comparing Books to Movies How Big Are Martin's Big Words? Leading to Great Places in Elementary Classroom Literature as a Catalyst for Social Action Myth and Truth: Independence Day Pencil Pages: Getting to the Point Playing with Prepositions Through Poetry Teaching, Science Through Picture Books Traveling Terrain: Comprehending Nonfiction Text Using Picture Books to Teach Setting Development What makes Poetry? Exploring Line Breaks Writing and Assessing an Autobiographical Incident 2.3.1 Biographies: Creating Timelines of a Life Can You Convince Me? Developing Persuasive Writing Collecting,
Representing, and Interpreting Data Comparing Categorical and Numerical Data Flying to Freedom: "Tar Beach and The People" Leading to Great Places in Elementary Classroom Literature as a Catalyst for Social Action Myth and Truth: Independence Day Pencil Pages: Getting to the Point Playing with Prepositions Through Poetry Teaching, Science Through Picture Books Teaching, Learning, About Fractions Traveling Terrain: Comprehending Nonfiction Text Understanding Distance, Speed, and Time Relationship What makes Poetry? Exploring Line Breaks Writing and Assessing an Autobiographical Incident 2.4.1 Collecting,
Representing, and Interpreting Data Comparing Categorical and Numerical Data |
|
Fifth Grade Standard 3 |
3. Information
Literacy: The student who is information literate uses information
accurately and creatively |
3.1 Organizes information for
practical application 3.1.1 By the end of Middle School, the
student organizes an information product, e.g., report, poster, display,
electronic presentation, annotation 3.2 Integrates new information into
one's own knowledge 3.2.1 By the end of Middle School, the
student synthesizes information on given topics from more than one source and
more than one format to create new meanings, e.g., books, videos, audios 3.3 Applies information to critical
thinking and problem solving 3.3.1 By the end of Middle School, the
student independently applies problem solving model with emphasis on rubrics 3.4 Produces and communicates
information and ideas in appropriate formats** **Students should be expanding
their range of format as they work through the levels. School resources may
influence range 3.4.1 By the end of Middle School, the
student chooses the best format to present information and justifies the
choice |
3.1.1 Biographies: Creating Timelines of a Life Leading to Great Places in Elementary Classroom Listen, Look, and Learn: An Information-Gathering Myth and Truth: Independence Day Spatial Organization: Identification of Functional Teaching the Language Skills Using the Phone Book Understanding Distance, Speed, and Time Relationship Writing and Assessing an Autobiographical Incident 3.2.1 Leading to Great Places in Elementary Classroom Myth and Truth: Independence Day Understanding
Distance, Speed, and Time Relationship What's
In A Name? British Surnames What's
In a Name? How Did Surnames Come to Be? Who's Got Mail? Using Literature Writing and Assessing an Autobiographical Incident 3.3.1 Biographies: Creating Timelines of a Life Leading to Great Places in Elementary Classroom Myth and Truth: Independence Day Understanding Distance, Speed, and Time Relationship 3.4.1 Be a Reading Detective: Finding Similarities Composing Cinquain Poems: A Quick Writing Activity Leading to Great Places in Elementary Classroom Myth and Truth: Independence Day Spatial Organization: Identification of Functional Understanding Distance, Speed, and Time Relationship Who's Got Mail? Using Literature Writing and Assessing an Autobiographical Incident |
|
Fifth Grade Standard 4 |
4. Independent
Learning: The student who is an independent learner is information
literate and pursues information related to personal interests |
4.1 Seeks information related to
various dimensions of personal well begin, such as career interest, community
involvement, health matters, and recreational pursuits 4.1.1 By the end of Middle School, the
student explores a range of sources related to personal interest and
well-being |
4.1.1 Microsoft--Education
Site--Grants My World of Words: Building Vocabulary Lists Education
World Resource Library |
|
Fifth Grade Standard 5 |
5. Independent
Learning: The student who is an independent learner is information
literate and other creative expressions of information |
5.1 Is a competent and self-motivated
reader 5.1.1 By the end of Middle School, the
student identifies characteristics of autobiography, drama, short stories and
mythology representing a variety of cultures and time periods; evaluates
strengths and weaknesses of the literature read; reads self-selected material
from outside the school, e.g., world wide web, public library, friend, home;
reviews and extends 5.2 Derives meaning from information
presented creatively in a variety of formats 5.2.1 By the end of Middle School, the
student analyzes and explains information presented in various formats;
recognizes the relationships of parts and the whole in visual and/or aural
messages 5.3 Develops creative products in a
variety of formats 5.3.1 By the end of Middle School, the
student applies knowledge from visual and/or aural messages in new context
and products, e.g., maps, dioramas, models and computer-generated posters |
5.1.1 Developing a Living Definition of Reading Exploring World Cultures Through Folk Tales Literature as a Catalyst for Social Action Poetry: A Feast to Form Fluent Readers International Reading Association 5.2.1 Understanding Distance, Speed, and Time Relationship What makes Poetry? Exploring Line Breaks What's
In A Name? British Surnames What's
In a Name? How Did Surnames Come to Be? Who's Got Mail? Using Literature 5.3.1 |
|
Fifth Grade Standard 6 |
6. Independent
Learning: The student who is an independent learner is information
literate and strives for excellence in information seeking and knowledge
generation |
6.1 assesses the quality of the
process and products of personal information seeking formats. Discussed under
Standard 3, Benchmark 3 for the process 6.1.1 By the end of Middle School, the
student analyzes the product for clarification, reorganization, and
elimination of extraneous information 6.2 Devises strategies for revising,
improving, and updating self-generating knowledge (see glossary) 6.2.1 By the end of Middle School, the
student selects and applies appropriate strategies for revising, improving
and updating work e.g., proofreading |
6.1.1 My World of Words: Building Vocabulary Lists 6.2.1 Writing and Assessing an Autobiographical Incident |
|
Fifth Grade Standard 7 |
7. Social
Responsibility: The student who contributes positively to the learning
community and to society is information literate and recognizes the
importance of information to a democratic society |
7.1 Respects the principle of
equitable access to information 7.1.1 By the end of Middle School, the
student uses information resources efficiently so that they are available for
others to use |
7.1.1 Biographies: Creating Timelines of a Life Cultural Connections: The Tapestry of Life Exploring World Cultures Through Folk Tales Flying to Freedom: "Tar Beach and The People" Tolerance: Comparing Cultural Holidays |
|
Fifth Grade Standard 8 |
8. Social
Responsibility: The student who contributes positively to the learning
community and to society is information literature and practices ethical
behavior in regard to information and information technology |
8.1 Respects the principles of
intellectual freedom 8.1.1 By the end of Middle School, the
student participates in discussion about the First Amendment rights,
responsibilities and intellectual freedom 8.2 Respects intellectual property
rights 8.2.1 By the end of Middle School, the
student analyzes sources and/or products to determine the steps necessary to
respect intellectual property rights, e.g., creation of research paper,
development of a multimedia product 8.3 Uses information technology
responsibly 8.3.1 By the end of Middle School, the
student understands school guidelines for equipment use and uses equipment
independently |
8.1.1 Listen, Look, and Learn: An Information-Gathering Literature as a Catalyst for Social Action Traveling Terrain: Comprehending Nonfiction Text 8.2.1 Biographies: Creating Timelines of a Life Bright Morning: Exploring Character Can You Convince Me? Developing Persuasive Writing Research Building Blocks: "Cite Those Sources!" Traveling Terrain: Comprehending Nonfiction Text What's
In A Name? British Surnames What's
In a Name? How Did Surnames Come to Be? 8.3.1 Biographies: Creating Timelines of a Life Myth and Truth: Independence Day Spatial Organization: Identification of Functional Traveling Terrain: Comprehending Nonfiction Text Understanding Distance, Speed, and Time Relationship Kidz Privacy Whether playing, shopping, studying or just
surfing, today's kids are taking advantage of all that the web has to offer.
But when it comes to their personal information online, who's in charge? In
an effort to put parents in the catbird seat, the Federal Trade Commission
has established new rules for website operators to make sure that kids'
privacy is protected while they're online. Kidz Privacy--Kidz Site Starting |
|
Fifth Grade Standard 9 |
9. Social
Responsibility: The student who contributes positively to the learning
community and to society is information literate and participates effectively
in-groups to pursue and generate information |
9.1 Shares knowledge and information
with others 9.1.1 By the end of Middle School, the
student seeks, communicates actively, and integrates information within a
group to create a common product 9.2 Respects others' ideas and
backgrounds and acknowledges their contributions 9.2.1 By the end of Middle School, the
student encourages consideration of ideas and information from all group
members 9.3 Collaborates with others, both in
person and through technologies, to identify information problems and to seek
their solutions 9.3.1 By the end of Middle School, the
student participates actively in discussions with others, in person and
remotely through technologies, to analyze information problems and to suggest
solutions 9.4 Collaborates with others, both in
person and through technologies, to design, develop, and evaluate information
products and solutions. Discussed in Standard 9, Benchmark 3 9.4.1 By the end of Middle School, the
student creates and evaluates a group product that communicates complex
information and ideas |
9.1.1 Be a Reading Detective: Finding Similarities Biographies: Creating Timelines of a Life Can You Convince Me? Developing Persuasive Writing Leading to Great Places in Elementary Classroom Listen, Look, and Learn: An Information-Gathering Myth and Truth: Independence Day Spatial Organization: Identification of Functional Understanding Distance, Speed, and Time Relationship What makes Poetry? Exploring Line Breaks Who's Got Mail? Using Literature 9.2.1 Leading to Great Places in Elementary Classroom Myth and Truth: Independence Day Research Building Blocks: "Cite Those Sources!" Understanding Distance, Speed, and Time Relationship What makes Poetry? Exploring Line Breaks 9.3.1 Myth and Truth: Independence Day Remember
the Ladies: The First Ladies Understanding Distance, Speed, and Time Relationship 9.4.1 My World of Words: Building Vocabulary Lists Myth and Truth: Independence Day |