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Library Information Skills Curriculum Guide, K-5 Portsmouth City Public Schools 2003

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Library Information Skills Curriculum Guide, K-5

Portsmouth City Public Schools

2003

Library Information Skills Curriculum Committee

Matthew F. Thompson – ChairmanCurriculum Supervisor of Library Media Services

Kathy K. BatkinLibrary Media Specialist

Churchland Academy Elementary

Diane P. CapronLibrary Media Specialist

Churchland Primary and Intermediate Elementary

Pamala DavisLibrary Media Specialist

S.H. Clarke Academy Elementary

Miriam L. HartmanLibrary Media Specialist

Lakeview Elementary

June 2003

PORTSMOUTH CITY PUBLIC SCHOOLS

CENTRAL ADMINISTRATION

Dr. David C. StuckwischSuperintendent of Schools

Dr. Patricia H. FisherAssistant Superintendent for Curriculum and Instruction

Sidney J. Duck IIIAssistant Superintendent for Finance and Operations

SCHOOL BOARD MEMBERS

Mrs. Elizabeth N. Hudgins, Chair Mrs. Caroline M. Barnes Mr. James E. Bridgeford Dr. Elizabeth Daniels Mr. Byron P. Kloeppel Mrs. Linda D. Ridenour Mrs. Jean H. Shackelford Dr. Mark M. Whitaker

Portsmouth City Public Schools’Mission

To educate all students to meet high academic standards and toprepare all students for responsible citizenship

School Board GoalCurriculum development and implementation, including staff

development, will be a dynamic process, which supports studentlearning. A primary focus will be in reading, mathematics,

written and oral communications, science, and social studies.

School Board Policy - Curriculum shall promote: Opportunities for every student to participate equitably; achievement at the highest Level in every curricular area forevery student; objectives derived from local, state, national, and international standards as Appropriate. The curriculum shall provide teachers, students, and parents withthe school board’s expectations of what students should know and be able to do at the end of each grade level and course. Every grade level, course, and subject areashall have a curriculum guide. Curriculum shall reflect current research, best practices, data, and technological advances. Curriculum should provide strategies fordifferentiated instruction, pacing guidelines, and resources for special populations and diverse learners.

Rationale - A curriculum is a clear, practical, and concise guide to what is taught that combines local, state, and national standards. The curriculum defines theexpectations for academic outcomes, rigor, instructional strategies, and staff development needed to facilitate increased student achievement.

Purpose - Curriculum provides support to teachers so that they can effectively plan, deliver, and assess instructions that positively facilitate increased studentachievement.

Philosophy - Education is the development of basic skills, knowledge, processes, and attitudes necessary for the student to successfully function as a productivecitizen. Education recognizes the characteristics unique to each individual and provides a process for the development and expression of each student’s abilities andtalents. The school district requires the development of school board approved curriculum that states clear objectives, defines quality teaching, emphasizes highexpectations for student achievement, assesses the degree and success of learning, and is aligned to local, state, and national standards.

Beliefs - Curriculum development is a participatory process involving teams of teachers, administrators, students, parents, and community. Curriculum is based on a setof relevant and challenging student objectives designed for the purpose of guiding decisions about teaching and learning. Every child has a better opportunity to learnwhen the curriculum is delivered in a manner that actively engages the student. A commitment to the unique learning needs of the student is reflected in the design anddelivery of curriculum. The curriculum is evaluated through the analysis of aligned assessments. Board policies require a written, taught, and tested curriculum. Staffdevelopment is designed and implemented to support and enhance curriculum development and delivery. All decisions are made with respect to curriculum.

Introduction

This curriculum document provides a framework that will help Library Media Specialists integrate information skills

instruction into all areas of the Virginia Standards of Learning. It also provides avenues to help schools integrate information technology

into the curriculum, so that technology use is driven by information and instructional needs, rather than the other way around.

One of the greatest challenges for public schools is to teach our students the skills needed to acquire, evaluate, interpret, and

apply the information they will need throughout life. As stated in the American Association of School Librarians’ Information Power, “If

children are to be prepared for a future characterized by change, they must learn to think rationally and creatively, to solve problems, to

manage and retrieve information, and to communicate effectively.”

Library Media Specialists play a critical role in teaching these essential skills. The librarian is no longer simply a “keeper of

the books.” School library media centers are now places where many forms of both print and electronic media are used efficiently to

teach reading comprehension, appreciation, and information skills.

In order for this curriculum to be effective, Library Media Specialists and classroom teachers must work as a team in the

teaching of library skills to support the Virginia Standards of Learning. Our goal is to augment and reinforce classroom curriculum

content with apt and timely media resources. Our primary mission shall be to provide materials and experiences that will empower

students to be life-long learners, able to locate, retrieve, evaluate, and productively use information from a wide variety of sources.

Scope and Sequence

Due to the need for Library Media Specialists to be sensitive to the pacing of core area curriculum, this document does not

address scope or sequence other than to recommend a “time frame” in which each objective or group of objectives should be addressed.

Each learning objective in this document must be covered at some point during the school year. Librarians should adjust the

recommended time frames, however, to best support the needs of their school and their students based upon careful analysis of the most

recent SOL test results by subject and grade level. Additional modification of the suggested time frames may also be necessary based

upon future revisions to curriculum documents for other subject areas, current local or national events (teachable moments, inclement

weather, etc.), as well as the instructional needs of the individual student and/or group.

Kindergarten

Portsmouth City Public SchoolsDepartment of Curriculum and Instruction

LIBRARY INFORMATION SKILLS CURRICULUM GUIDE

Grade Level/Course ___Kindergarten__________________________________ Time Frame ___First Nine Weeks_____________________

Content Area __Library Information Skills_____________________________ Content Strand _Orientation to Media Center___________

Portsmouth City Public Schools – Information Skills Objective(s)

K.1.AThe student will become familiar with the library media center• Personnel• Location of relevant areas• Responsible behavior• Check-out and return procedures

Related Standard(s) Technology Standard(s) SS K.5, K.7

INTERDISCIPLINARY CONNECTIONS

English/Language Arts __________________

Mathematics __________________________

Science _______________________________

Social Studies _______________________

Art _______________________________

Music _____________________________

Health and Physical Education _______________

Foreign Language __________________________

Career and Technical Education ______________

Student’s Instructional Objectives:Essential Knowledge/SkillsProcessesLevel of Bloom’s Taxonomy:(K) Knowledge;(C) Comprehension;(Ap) Application; (An) Analysis;(S) Synthesis; (E) Evaluation

Definitions Librarian’s Instructional Strategies Resources Assessments

Name Media Center personnel(K)

Locate area(s) where easy fictionbooks are found (K)

Demonstrate acceptable MediaCenter behavior. (C,Ap)• Respond to Give Me Fivesignal• Follow rules cited by librarian

Check out and return booksproperly at the circulation desk.(C,Ap)

Media Center Personnel –librarian and library clerk

Easy Fiction Books –picture books

Give Me Five Strategy:• Eyes on speaker• Hands still• Body still• Mouths quiet• Ears listening

Circulation Desk – placewhere books are returnedand checked out.

Introduce librarian and clerk andexplain briefly what each does.

Show areas where picture books arefound.

Explain check-out procedures andwhen to return books.

Demonstrate “Give Me FiveStrategy” and explain when it will beused.

Explain and demonstrate use of shelfmarkers to return books to propershelves.

Instruct students to walk, stand in linequietly to check books out, pick upbooks that fall on floor, and any otherpertinent rules.

Explain use of Appropriate LibraryBehavior checklist to assess overallclass behavior. (Modify as needed forage/grade level.) Use transparency toexplain to students and small check-list to give to teacher after each class.

Film #007513“Exploring Libraries”

See Appendix – Bookswith a Library Theme

Observations:- Does student uselibrary staff’snames?

- Can studentfind/point tosection whereeasy/picture booksare found?

- Does studentcheck out booksproperly?

See Appendix –AppropriateLibrary Behaviorcheck-list

Portsmouth City Public SchoolsDepartment of Curriculum and Instruction

LIBRARY INFORMATION SKILLS CURRICULUM GUIDE

Grade Level/Course ___Kindergarten__________________________________ Time Frame ____First Nine Weeks - Ongoing___________

Content Area __Library Information Skills_____________________________ Content Strand __Orientation to Media Center__________

Portsmouth City Public Schools – Information Skills Objective(s)

K.1.BThe student will demonstrate good habits in handling print materials.

Related Standard(s) Technology Standard(s) E K.5

INTERDISCIPLINARY CONNECTIONS

English/Language Arts __________________

Mathematics __________________________

Science _______________________________

Social Studies _______________________

Art _______________________________

Music _____________________________

Health and Physical Education _______________

Foreign Language __________________________

Career and Technical Education ______________

Student’s InstructionalObjectives: EssentialKnowledge/Skills/ProcessesLevel of Bloom’s Taxonomy:(K) Knowledge; (C) Comprehension;(Ap) Application; (An) Analysis;(S) Synthesis; (E) Evaluation

Definitions Librarian’s Instructional Strategies Resources Assessments

Employ good habits when handlingprint materials: (K,C,Ap)• Hold books correctly and readfrom front to back• Turn pages correctly• Make sure hands are clean• Keep pencils, pens, markers, etc.away from pages• Keep books safe –

• Away from pets andyounger children

• Away from water and food• Use a bookmark when necessary

Page turning – thumb,finger, slide, turnprocedure

Explain that books are made of paper andare easily damaged or torn.

Ask students how they can protect books.

Use simple illustrations to discuss how tohandle books.

Explain what a bookmark is and why oneshould be used instead of turning downpages or leaving book face down and open.

Film #008019 -“Story of Books”

Film #007445 - “Be aBook Buddy”

Observation bylibrary staff asstudents usebooks

Condition ofbooks returnedto the library

See Appendix -Library BookCare activity

Portsmouth City Public SchoolsDepartment of Curriculum and Instruction

LIBRARY INFORMATION SKILLS CURRICULUM GUIDE

Grade Level/Course ________Kindergarten___ ________________ Time Frame ____Ongoing - Focus Fourth Nine Weeks_____

Content Area ____Library Information Skills__________________ Content Strand __Reading & Listening Comprehension___

Portsmouth City Public Schools – Information Skills Objective

K.2.AThe student will demonstrate comprehension of stories.

Related Standard(s) Technology Standard(s) E K.1, K.8

INTERDISCIPLINARY CONNECTIONS

English/Language Arts __________________

Mathematics __________________________

Science _______________________________

Social Studies _______________________

Art _______________________________

Music _____________________________

Health and Physical Education _______________

Foreign Language __________________________

Career and Technical Education ______________

Student’s Instructional Objectives:EssentialKnowledge/Skills/ProcessesLevel of Bloom’s Taxonomy:(K) Knowledge;(C) Comprehension;(Ap) Application; (An) Analysis;(S) Synthesis; (E) Evaluation

Definitions Librarian’s Instructional Strategies Resources Assessments

Answer questions aboutinformation read or told. (K)

Determine the main idea andsequence of events in a story. (C)

Identify characters, setting, andplot of a story. (C)

Interpret illustrations to gaininformation and predict storycontent. (C)

Characters – whomthe story is about

Setting – when andwhere the story takesplace

Plot – what happens inthe story at thebeginning, middle, andend

Ask students the who, what, when,where, why, and how of what is beingread about.

Have students retell a story in theirown words or re-enact it, arrangingthe events in the correct sequence.

Reproduce story illustrations on theflannel board or overhead projectorand ask students to arrange them inthe sequence of the story.

Ask students to make predictionsbased on illustrations or portions ofthe text.

Repetitive stories forsequencing, e.g. LittleRed Hen, Three LittlePigs, The NappingHouse, One Fine Day

Books with illustrationsthat predict story events,e.g., The Napping House

Books with illustrationsthat provide informationnot found in the text,e.g., Santa’s Crash-bangChristmas; Pano theTrain

Film #004033 – “TheSnowman”Illustrations tell this storywithout the use of words.

Virginia Young Readersbooks

Books that integrate withcore curriculum areas –see “Project STARS” inAppendix.

See Appendix –ComprehensionAssessment, Grade K(Make a transparency ofthe multiple-choicequestions for grade K,and fill in answerchoices appropriate forthe story, book, orselection.)

See Appendix – AnswerSheet, Answer Cards(Each student may uselaminated answer sheetswith circle covers ORanswer cards for eachletter)

Student’s InstructionalObjectives: EssentialKnowledge/Skills /ProcessesLevel of Bloom’s Taxonomy:(K) Knowledge;(C) Comprehension;(Ap) Application; (An) Analysis;(S) Synthesis; (E) Evaluation

Definitions Librarian’s Instructional Strategies Resources Assessments

Make transparency of KWL chart and leaddiscussion:

1. What We Know We Know –Initiate discussion by askingstudents how the illustrations & thetitle introduce the story.

2. What We Think We Know – Frompersonal experiences, what do weanticipate the story might be about?

3. What We Think We Will Learn –Predict what will happen in thisstory. Confirm or deny predictions.

4. What We Know We Learned – Askquestions for literal comprehension.Apply what was learned to otherareas.

Make transparency of Story Grammar Mapand lead discussion:

1. Read a story to students.2. Invite students to respond to the

story.3. Have students recall the story

events and determine which eventswere part of the story beginning,middle, and end.

4. Fill in the grid by listing suggestedevents under each label.

See Appendix -SampleQuestion Stems

See Appendix – KWLChartSee Appendix – StoryGrammar Map

See Appendix – DRTAMaking Predictions

See Appendix – GuidedReading and Thinking

Portsmouth City Public Schools

Department of Curriculum and Instruction

LIBRARY INFORMATION SKILLS CURRICULUM GUIDE

Grade Level/Course _Kindergarten____________________________ Time Frame _Second Nine Weeks - Ongoing________________

Content Area ____Library Information Skills__________________ Content Area ____Use of Resources_______________________

Portsmouth City Public Schools—Information Skills Objective

K.3.A The student will identify appropriate library resources.

Related Standard(s) Technology Standard(s) E. K.5, K.8

INTERDISCIPLINARY CONNECTIONS

English/Language Arts __________________

Mathematics __________________________

Science _______________________________

Social Studies _______________________

Art _______________________________

Music _____________________________

Health and Physical Education _______________

Foreign Language __________________________

Career and Technical Education ______________

Student’s InstructionalObjectives EssentialKnowledge/Skills/ ProcessesLevel of Bloom’s Taxonomy:(K) Knowledge;(C) Comprehension;(Ap) Application;(An) Analysis; (S) Synthesis;(E) Evaluation.

Definitions Librarian’s Instructional Strategies Resources Assessments

Locate easy books (K)

Identify the basic parts of abook (C)

• Cover, front and back• Pages• Illustrations• Spine• Title Page

Locate title and author onthe front cover (C)

TLW listen to storiespresented in a variety offormats (C):

• Print• Electronic

CD-ROM Internet Video

Easy Books – picturebooks

Illustrations –pictures/artwork n abook

Spine – binds thefront and back coverstogether, and holdsthe pages in place

Title Page – pageinside book that liststitle, author,illustrator, andpublisher

Title – name of book

Author – one whowrites a book

Show students where easy books arelocated in the library.

Show students the basic parts of a book.

Show students how the title is printedin large letters on the cover .

Show where the author’s name islocated on the cover and how it isusually in smaller letters than the title.

Expose students to stories in print,from a CD-ROM or from the Internet,and have them watch stories presentedin video format. Use DRTA—DirectedReading Thinking Activity to promoteactive comprehension after stories havebeen read, heard, or watched.

Easy Book Section of thelibrary

Any appropriate picturebook, suggested titles inProject Stars list

Any appropriate picturebook, suggested titles inProject Stars list

Appropriate picturebooks from Project Stars,CD-ROM stories,Internet story sites suchas:http://www.pbskids.org/stories andwww.storyplace.org

Each student will select abook from the easysection and mark theplace on the shelf.

Students will point to thespine, illustrations, title,and front and back coverof book

Each student will point tothe title and author on thefront cover of a picturebook.

Students will answerspecific questions aboutstories.

Portsmouth City Public SchoolDepartment of Curriculum and Instruction

LIBRARY INFORMATION SKILLS CURRICULUM GUIDE

Grade Level/Course ___Kindergarten_______________________ Time Frame _Ongoing - Focus First Nine Weeks _____________

Content Area __Library Information Skills__________________ Content Strand Media Enrichment, Selection & Appreciation____

Portsmouth City Public Schools – Information Skills Objective(s)

K.4.AThe student will describe what authors and illustrators do.

K.4.BThe student will experience the works of various authors and illustrators.

Related Standard(s) Technology Standard(s) E K.8

INTERDISCIPLINARY CONNECTIONS

English/Language Arts __________________

Mathematics __________________________

Science _______________________________

Social Studies _______________________

Art _______________________________

Music _____________________________

Health and Physical Education _______________

Foreign Language __________________________

Career and Technical Education _____________

Student’s InstructionalObjectives: EssentialKnowledge/Skills/ProcessesLevel of Bloom’s Taxonomy:(K) Knowledge; (C) Comprehension;(Ap) Application; (An) Analysis;(S) Synthesis; (E) Evaluation

Definitions Librarian’s Instructional Strategies Resources Assessments

Identify the roles of an author andan illustrator. (K,C)

Experience works of some well-known children’s authors. (K)

Author – one whowrites a book orstory

Illustrator – onewho does theartwork/pictures in abook

Introduce a book by showing the cover andreading the author’s and illustrator’s names.Discuss what each does. Explain that ifonly one name is given for a picture book,the person is both author and illustrator.

Call attention to the pictures as oral readingis done so students appreciate how picturesadd to understanding.

Books by well-knownauthors such as these:• Jan Brett• Mercer Mayer• Stan and Jan Berenstain• Dr. Seuss• Patricia McKissack• Audrey and Don Wood• Kevin Henkes• Paul Galdone• Ezra Jack Keats• Eric Carle

Films#007641 – “Flossie and the Fox” (P. McKissack)#007051 – “Dr. Seuss’s Caldecott” (Seuss)#006432 – “Corduroy” (Freeman)

Ask what anauthor does.

Ask what anillustrator does.

Portsmouth City Public School Department of Curriculum and Instruction

LIBRARY INFORMATION SKILLS CURRICULUM GUIDE

Grade Level/Course _Kindergarten_________________________ Time Frame _Focus Fourth Nine Weeks ___________________

Content Area __Library Information Skills__________________ Content Strand _Media Enrichment, Selection & Appreciation_

Portsmouth City Public Schools – Information Skills Objective(s)

K.4.CThe student will recognize Caldecott Award Books.

Related Standard(s) Technology Standard(s) E K.8

INTERDISCIPLINARY CONNECTIONS

English/Language Arts __________________

Mathematics __________________________

Science _______________________________

Social Studies _______________________

Art _______________________________

Music _____________________________

Health and Physical Education _______________

Foreign Language __________________________

Career and Technical Education ______________

Student’s InstructionalObjectives: EssentialKnowledge/Skills/ProcessesLevel of Bloom’s Taxonomy:(K) Knowledge; (C) Comprehension;(Ap) Application; (An) Analysis;(S) Synthesis; (E) Evaluation

Definitions Librarian’s Instructional Strategies Resources Assessments

Recognize the Caldecott Medal onthe cover of a picture book. (K)

Caldecott Award –annual award given to abook’s illustrator foroutstanding artwork

Explain that illustrators can receive anaward if the pictures they draw for a bookare chosen as outstanding.

Show books with the Caldecott Medal onthe cover and explain the difference in thegold and silver medals.

Read books which have been awarded theCaldecott Medal and discuss the picturesand illustrator’s style.

See Appendix –Examples of InternetSites for Award-winningBooks

Caldecott books in theMedia Center’scollection.

Caldecott Award films:#007052 “It Could Be Worse”#007051 “Dr. Seuss’s Caldecotts”#006461 “Sam, Bangs and Moonshine”#007641 “Flossie and the Fox”#007068 “A Story – A Story”#006437 “Where the Wild Things Are”

Show somebooks withCaldecottMedals and askwhat theCaldecott Medalmeans.

Ask thedifference in thegold and silvermedals.

Portsmouth City Public SchoolsDepartment of Curriculum and Instruction

LIBRARY INFORMATION SKILLS CURRICULUM GUIDE

Grade Level/Course __Kindergarten________________________ Time Frame Ongoing – Focus Second Nine Weeks _________

Content Area __Library Information Skills__________________ Content Strand _Media Enrichment, Selection & Appreciation

Portsmouth City Public Schools – Information Skills Objective(s)

K.4.DThe student will obtain information from various types of literature which include the following:

• Fairy tales• Nursery rhymes• Poetry

Related Standard(s) Technology Standard(s) E K.1, K.4, K.8

INTERDISCIPLINARY CONNECTIONS

English/Language Arts __________________

Mathematics __________________________

Science _______________________________

Social Studies _______________________

Art _______________________________

Music _____________________________

Health and Physical Education _______________

Foreign Language __________________________

Career and Technical Education _____________

Student’s InstructionalObjectives: EssentialKnowledge/Skills/ProcessesLevel of Bloom’s Taxonomy:(K) Knowledge; (C) Comprehension;(Ap) Application; (An) Analysis;(S) Synthesis; (E) Evaluation

Definitions Librarian’s Instructional Strategies Resources Assessments

Listen to a variety of stories andpoems. (K)

Participate in choral speaking andecho reading of short poems,rhymes, stories with repeatedpatterns. (K)

Use pictures as clues to events inthe story. (C)

Tell events in story which happenedin beginning, middle, and end. (K)

Recognize a fairy tale when one isread aloud.

Fairy tales – a type offolk tale oftenbeginning with “Onceupon a time…” andhaving a happy ending;events often happen inthrees; magic is usuallyinvolved

Read stories and poems aloud often andset a specific purpose for reading.

Read a poem/nursery rhyme to studentstwice and then read it again, leaving outrhyming words for students to supply.Then choral read the selection together.

Draw students’ attention to pictures tohelp with comprehension. Ask questionsabout what is depicted in pictures.

Use story map/grid with words“Beginning, Middle, End” on it. Afterreading, students will be asked to recallevents which happened in story. Read thestory; ask for students to help fill in thestory map/grid.

Use puppets, stuffed animals, anyavailable visual to get students’ attentionbefore reading.

Explain the characteristics of fairy talesand read several aloud.

See Appendix - K-W-LWorksheet

See Appendix - StoryWeb

Fairy tale, nursery rhyme,and poetry books inMedia Center collection.

Fairy tale series by FredCrump, Jr.

After reading afairy tale, list thecharacteristicsand ask studentswhich were inthe story.

Portsmouth City Public SchoolDepartment of Curriculum and Instruction

LIBRARY INFORMATION SKILLS CURRICULUM GUIDE

Grade Level/Course _Kindergarten ________________________ Time Frame ___Ongoing – Focus Second Nine Weeks_________

Content Area __Library Information Skills__________________ Content Strand _Media Enrichment, Selection and Appreciation_

Portsmouth City Public Schools – Information Skills Objective(s)

K.4.EThe student will obtain information from stories about a variety of subjects which support the core content areas.Such stories can be fiction (picture books) or nonfiction.

Related Standard(s) Technology Standard(s) E K.1, K.6, K.8

INTERDISCIPLINARY CONNECTIONS

English/Language Arts __________________

Mathematics __________________________

Science _______________________________

Social Studies _______________________

Art _______________________________

Music _____________________________

Health and Physical Education _______________

Foreign Language __________________________

Career and Technical Education _____________

Student’s InstructionalObjectives: EssentialKnowledge/Skills/ProcessesLevel of Bloom’s Taxonomy:(K) Knowledge; (C) Comprehension;(Ap) Application; (An) Analysis;(S) Synthesis; (E) Evaluation

Definitions Librarian’s Instructional Strategies Resources Assessments

Apply knowledge that print conveysa message. (Ap)

Retell information from informationread by librarian. (C)

Relate stories to informationthey’ve learned in the classroom.(Ap)

Use pictures as clues to events inthe story. (C)

Recognize that information inbooks can be about real things ormade up things.

Fiction – literatureabout made-up/imaginary people,places, things

Nonfiction – literatureabout real people,places, things; factualinformation

K-W-L Strategy usedbefore a book is read:• Know – What do Iknow about thesubject?• What – What do Iexpect to learn from thereading?• Learn – What did Ilearn from the reading?

Read aloud often from books which supportthe core curriculum. Set a purpose forreading.

Use K-W-L strategy before reading.

Draw students’ attention to pictures to helpwith comprehension. Ask questions aboutwhat is depicted in pictures. Ask studentsto predict from title and pictures whetherthe book is about something real orimaginary. (Use the words “fiction” and“nonfiction” often.)

Use story map/grid with words “Beginning,Middle, End” on it. After reading, studentswill be asked to recall events that happenedin the story. Read the story; ask for studentsto help fill in the story map/grid.

Use puppets, stuffed animals, any availablevisual to get students’ attention beforereading.

See Appendix - K-W-LWorksheet

See Appendix - StoryWeb

Available books from“Project STARS” list –see Appendix

Ask directedquestions aboutstories/informationread to determineif students canrecall andcomprehend whatthey have listenedto.

Ask studentswhether the storyis fiction ornonfiction andhave them tellwhy.

Portsmouth City Public SchoolsDepartment of Curriculum and Instruction

LIBRARY INFORMATION SKILLS CURRICULUM GUIDE

Grade Level/Course _____Kindergarten________________________ Time Frame ___ Ongoing - Focus Third Nine Weeks________

Content Area ____Library Information Skills__________________ Content Strand ___Reference and Research______________

Portsmouth City Public Schools – Information Skills Objective

K.5.AThe student will identify nonfiction books as sources of information to answer questions.

Related Standard(s) Technology Standard(s) E K.13, K.6

INTERDISCIPLINARY CONNECTIONS

English/Language Arts __________________

Mathematics __________________________

Science _______________________________

Social Studies _______________________

Art _______________________________

Music _____________________________

Health and Physical Education _______________

Foreign Language __________________________

Career and Technical Education _____________

Student’s Instructional Objectives:Essential Knowledge/SkillsProcessesLevel of Bloom’s Taxonomy:(K) Knowledge;(C) Comprehension;(Ap) Application; (An) Analysis;(S) Synthesis; (E) Evaluation

Definitions Librarian’s Instructional Strategies Resources Assessments

Recognize nonfiction and easynonfiction books as reference sources.(K)

Answer questions about informationfound in nonfiction books. (C)

Nonfiction –literature or subjectmatter about realpeople, places orthings.

Reference books –books that are used tofind specificinformation. Thesebooks are usuallykept in the library andare not circulated.

Explain to students that nonfictionbooks contain factual or trueinformation that can be used to answerhow and why questions.

Show students nonfiction and easynonfiction books on different subjectmatter.

Develop a question for students toresearch. Use K-W-L worksheet at thebeginning of activity

After reading nonfiction book tostudents complete the K-W-L graphicorganizer.

Film/Video#000373 – “Look in theAnswer Book”

See Appendix - K-W-Lworksheet

Can studentsanswer topicquestions afterbeing read anonfictionselection?

Can studentsrecognizeinformation asbeing true orfactual whendoing research?

First Grade

Portsmouth City Public SchoolsDepartment of Curriculum and Instruction

LIBRARY INFORMATION SKILLS CURRICULUM GUIDE

Grade Level/Course ___First Grade___________________________________ Time Frame _First Nine Weeks - Ongoing__ _ ____________

Content Area __Library Information Skills_____________________________ Content Strand _Orientation to the Media Center________

Portsmouth City Public Schools – Information Skills Objective(s)

1.1.AThe student will demonstrate knowledge of the Library Media Center personnel, rules, policies and procedures.

1.1.BThe student will demonstrate responsible Library Media Center behavior.

1.1.CThe student will demonstrate good habits in handling print materials.

Related Standard(s) Technology Standard(s) E 1.5

INTERDISCIPLINARY CONNECTIONS

English/Language Arts __________________

Mathematics __________________________

Science _______________________________

Social Studies _______________________

Art _______________________________

Music _____________________________

Health and Physical Education _______________

Foreign Language __________________________

Career and Technical Education _____________

Student’s InstructionalObjectives: EssentialKnowledge/Skills/ProcessesLevel of Bloom’s Taxonomy:(K) Knowledge;(C) Comprehension;(Ap) Application; (An) Analysis;(S) Synthesis; (E) Evaluation

Definitions Librarian’s Instructional Strategies Resources Assessments

Name Media Center personnel.(K)

Demonstrate acceptable MediaCenter behavior. (C,Ap)• Respond to Give Me Fivesignal• Follow rules cited by librarian

Check out and return booksproperly at the circulation desk.(C,Ap)

Employ good habits whenhandling books: (Ap)• Hold books correctly and readfrom front to back• Turn pages correctly• Make sure hands are clean• Keep pencils, pens, markers,etc. away from pages• Keep books safe –

• Away from pets andyounger children

• Away from water andfood

• Use a bookmark whennecessary

Media Center Personnel –librarian and library clerk

Give Me Five Strategy:• Eyes on speaker• Hands still• Body still• Mouths quiet• Ears listening

Circulation desk – placewhere books are returnedand checked out.

Introduce librarian and clerk; havestudents repeat names.

Explain check-out procedures and whento return books. (If different check-outand return procedures apply whenstudents come in without their classes,explain such procedures.)

Demonstrate “Give Me Five Strategy”and explain when it will be used.

Explain and demonstrate use of shelfmarkers to return books to proper shelves.

Remind students to walk, stand in linequietly to check books out, pick up booksthat fall on floor, and any other pertinentrules.

Explain use of Appropriate LibraryBehavior checklist to assess overall classbehavior. (Modify as needed forage/grade level.) Use transparency toexplain to students and small check-list togive to teacher after each class.

Review what they learned in kindergartenabout handling print materials and discusswhy such good habits are important.

Show some books/magazines that havebeen ruined by improper handling.

Film #007153 –“Exploring Libraries”

Film #008019 –“Story of Books”

See Appendix –Books with a LibraryTheme

The First Days ofSchool, by HarryWong

Observations:- Does studentuse library staff’snames?

- Can studentfind/point tosection whereeasy/picturebooks are found?

- Does studentcheck out andhandle booksproperly?

See AppendixAppropriateLibrary Behaviorcheck-list

See Appendix -Library BookCare activity

Portsmouth City Public Schools Department of Curriculum and Instruction

LIBRARY INFORMATION SKILLS CURRICULUM GUIDE

Grade Level/Course ___First Grade___________________________________ Time Frame __First Nine Weeks - Ongoing___________ ___

Content Area __Library Information Skills_____________________________ Content Strand _Orientation to Media Center____________

Portsmouth City Public Schools – Information Skills Objective(s)

1.1.DThe student will identify the location of easy fiction and easy nonfiction books.

Related Standard(s) Technology Standard(s) E 1.11

INTERDISCIPLINARY CONNECTIONS

English/Language Arts __________________

Mathematics __________________________

Science _______________________________

Social Studies _______________________

Art _______________________________

Music _____________________________

Health and Physical Education _______________

Foreign Language __________________________

Career and Technical Education _____________

Student’s InstructionalObjectives: EssentialKnowledge/Skills/ProcessesLevel of Bloom’s Taxonomy:(K) Knowledge;(C) Comprehension;(Ap) Application; (An) Analysis;(S) Synthesis; (E) Evaluation

Definitions Librarian’s Instructional Strategies Resources Assessments

Realize that books are writtenabout real subjects and also aboutimaginary subjects.

Locate the areas of the MediaCenter where easy fiction andeasy nonfiction are found.

Nonfiction – literatureabout real people, places,things; factualinformation

Fiction – literature aboutmade-up/imaginarypeople, places, things

Explain that books may be fiction ornonfiction. Discuss reasons for choosingone over the other:• Entertainment/interesting story• Knowledge/learning• Directions about how to do something

Show examples of one subject treated inboth fiction and nonfiction format.

Show areas of the Media Center whereappropriate fiction and nonfiction are found.

Make both types of literature available tostudents.

Film #008065 – “AllYou Need to KnowAbout Books”

See Appendix -RecognizingFiction andNonfiction

Observation bylibrary staff asstudent looks forbooks to checkout.

Portsmouth City Public SchoolsDepartment of Curriculum and Instruction

LIBRARY INFORMATION SKILLS CURRICULUM GUIDE

Grade Level/Course ________First Grade ____________________ Time Frame _____Ongoing - Focus Third Nine Weeks_____

Content Area ____Library Information Skills__________________ Content Strand __Reading and Listening Comprehension__

Portsmouth City Public Schools – Information Skills Objective

1.2.AThe student will read and comprehend a variety of fiction and nonfiction selections.

Related Standard(s) Technology Standard(s) E 1.1, 1.3, 1.11

INTERDISCIPLINARY CONNECTIONS

English/Language Arts __________________

Mathematics __________________________

Science _______________________________

Social Studies _______________________

Art _______________________________

Music _____________________________

Health and Physical Education _________________

Foreign Language ___________________________

Career and Technical Education _______________

Student’s InstructionalObjectives: EssentialKnowledge/Skills /ProcessesLevel of Bloom’s Taxonomy:(K) Knowledge;(C) Comprehension;(Ap) Application;(An) Analysis;(S) Synthesis; (E) Evaluation

Definitions Librarian’s Instructional Strategies Resources Assessments

Answer questions aboutinformation read or told. (K)

Make predictions about astory. (Ap)

Determine the main idea andsequence of events in a story.(C)

Identify characters, setting, andplot of a story. (C)

Interpret illustrations to gaininformation. (C)

Distinguish between fact andfiction encountered inliterature. (Ap)

Characters – Whom thestory is about

Setting – When andwhere the story takesplace

Plot – What happens inthe story at thebeginning, middle, andend

Sequence – Indicatingfirst, middle, and lastevents that happen inreal life or stories

Fiction – Literatureabout made-up orimaginary people, placesevents, and things

Nonfiction – Literatureabout real people,places, events, or things;factual information

Books used should correlate withidentified areas of need based on mostrecent SOL scores.

Have students retell a story in their ownwords or answer questions like whathappened first, what happened next.

Divide a large sheet of paper ortransparency into three numbered columnsrepresenting the beginning, middle, andend. Place illustrations or drawings torepresent events into the appropriatecolumn.

After showing students illustrations orreading portions of the text, ask them tomake and confirm predictions.

Picture Walk – Guide the students throughthe text by looking at and discussing thepictures before reading the story. Duringthe walk, ask questions such as:

• What do you see?

• What do you think is happening?

• What do you know about this?

• Why do you think this is happening?

• What do you think will happen in thestory? (Fiction)

• What do you think you will learn?(Nonfiction)

See Appendix – “ProjectSTARS”

Books with illustrationsthat predict story events,e.g. Annie and the WildAnimals,Little Old Lady WhoWasn’t Afraid ofAnything

Film #002056 – “DragonStew” – Ask students topredict how the problemwill be solved.

Books with illustrationsthat provide informationnot found in the text, e.g.The Good Bird, Bah! Humbug?,The Snowman

Film #003510 – “TheRed Balloon” -Illustrations tell this storywithout the use of words.

Appendix:

Ask students simplewho, what, when,where, why, andhow questions abouta selection.

See Appendix –ComprehensionAssessment, Grade 1 (Make atransparency of themultiple-choicequestions and fill inanswer choicesappropriate for thebook.)

See Appendix –Answer Sheet,

See Appendix –Answer Cards(Each student mayuse laminatedanswer sheets withcircle covers ORanswer cards foreach letter.)

Student’s InstructionalObjectives: EssentialKnowledge/Skills /ProcessesLevel of Bloom’s Taxonomy:(K) Knowledge;(C) Comprehension;(Ap) Application; (An) Analysis;(S) Synthesis; (E) Evaluation

Definitions Librarian’s Instructional Strategies Resources Assessments

For nonfiction, complete a KWL chart onan overhead transparency.

Ask students to identify who thecharacters are in a story.

Have students describe the setting of astory.

Ask students to identify the theme ormain idea of a story.

Shadow Puppet Theater – To sequenceevents in a story, have students use smallcut out pieces of paper representing storycharacters and settings to retell the story.The pieces should be placed on a lightedoverhead projector so that shadows arecast on the wall. The students retell thestory as they move the cutouts on theoverhead to depict the action within astory.

Ask students to describe the causes andeffects of events in a story.

After reading a story, ask students if thestory read is fiction or nonfiction.

See Appendix – KWL Chart

See Appendix – Story Web

See Appendix – DRTAMaking Predictions

Stories that lend themselvesto sequencing, e.g. Hans inLuck, Little Old Lady WhoWasn’t Afraid of Anything,Great Big Enormous Turnip,I Know an Old Lady WhoSwallowed a Fly

Virginia Young Readersbooks

See Appendix – SampleQuestion Stems

See Appendix – GuidedReading and Thinking

Portsmouth City Public SchoolsDepartment of Curriculum and Instruction

LIBRARY INFORMATION SKILLS CURRICULUM GUIDE

Grade Level/Course __________First Grade_________ ___ ___ Time Frame _____Second Nine Weeks - Ongoing_______

Content Area ___Library Information Skills ___________ __ Content Strand ___Use of Resources___________________

Portsmouth City Public Schools—Information Skills Objective

1.3.AThe student will identify appropriate library resources.

Related Standard(s) Technology Standard(s) E. 1.5

INTERDISCIPLINARY CONNECTIONS

English/Language Arts __________________

Mathematics __________________________

Science _______________________________

Social Studies _______________________

Art _______________________________

Music _____________________________

Health and Physical Education _______________

Foreign Language __________________________

Career and Technical Education _____________

Student’s InstructionalObjectives:EssentialKnowledge/Skills/ProcessesLevel of Bloom’s Taxonomy:(K) Knowledge (C) Comprehension;(Ap) Application; (An) Analysis;(S) Synthesis; (E) Evaluation

Definitions Librarian’s Instructional Strategies

Resources Assessments

Locate easy books by the callnumber (K)

Identify the basic parts of abook (C):

• Cover• Title Page• Illustrations• Spine

Identify the electronic catalogas a resource used to identifyand locate materials in theMedia Center (C).

Identify the Public Library asan additional source ofinformation and materials (C).

Easy Books – picturebooks and books writtenfor very lower readinglevels.

Call number – letters andnumbers on spine of book,which identify book’slocation in library.

Title Page – page insidebook that lists title, author,illustrator, publisher, andplace of publication.

Illustrations –pictures/artwork in a book.

Spine – the binding whichjoins the front and backcovers and holds the pagesin place

Electronic Catalog – thelibrary catalog located onthe computer.

Public Library – libraryoperated by local town orcity and open to allcitizens.

Students will locate books on libraryshelves by their call number.

Students will examine picture booksand identify their basic parts.

Show students how the electroniccatalog can identify and locate books.

Students will watch a video showingthe resources of a public library.

Familiar titles and authors,such as Arthur books andDr. Seuss.

Picture books, whichstudents are checking outfrom library.Worksheet showing spine,cover, title, and tools usedby authors and illustrators.

Using InFocus Projector,enter a favorite title intothe library search screenon the library catalog

Video #007655 – “My Little Library”Video #008656 – “The Library”

Each student will begiven a specific easybook call numberasked to locate thebook on shelf.

Each student willpoint to the cover,title page,illustrations, andspine of a picturebook.

After locating titleon library catalog,student will locatebook on the libraryshelf.

Each student willtell one fact theylearned about thepublic library asthey line up to leavethe library.

Portsmouth City Public SchoolsDepartment of Curriculum and Instruction

LIBRARY INFORMATION SKILLS CURRICULUM GUIDE

Grade Level/Course __First Grade ________________________ Time Frame Ongoing - Focus Second Nine Weeks __________

Content Area __ Library Information Skills__________________ Content Strand _Media Enrichment, Selection and Appreciation_

Portsmouth City Public Schools – Information Skills Objective(s)

1.4.AThe student will identify the role of author and illustrator and differentiate between the two.

1.4.BThe student will recognize Caldecott Award books.

Related Standard(s) Technology Standard(s) E 1.11

INTERDISCIPLINARY CONNECTIONS

English/Language Arts __________________

Mathematics __________________________

Science _______________________________

Social Studies _______________________

Art _______________________________

Music _____________________________

Health & Physical Education _________________

Foreign Language __________________________

Vocational Education _______________________

Student’s InstructionalObjectives: EssentialKnowledge/Skills/ProcessesLevel of Bloom’s Taxonomy:(K) Knowledge; (C) Comprehension;(Ap) Application; (An) Analysis;(S) Synthesis; (E) Evaluation

Definitions Librarian’s Instructional Strategies Resources Assessments

Identify the roles of an author andan illustrator. (C)

Experience works of some well-known children’s authors. (K)

Recognize the Caldecott Medal onbook covers. (K)

Author – one whowrites a book or story

Illustrator – one whodoes the artwork orpictures in a book

Caldecott Award –annual award given to abook’s illustrator foroutstanding artwork

Introduce books by showing title, authorand illustrator on cover and title page. Askstudents to explain what authors and illus-trators do.

Explain that if there is only one name givenon a picture book, it usually means that theperson is both author and illustrator.

Explain that illustrators can receive anaward if the pictures they draw for a bookare chosen as outstanding.

Show books with the Caldecott Medal onthe cover and explain the difference in thegold and silver medals.

Read books which have been awarded theCaldecott Medal and discuss the picturesand illustrator’s style.

See Appendix –Examples of InternetSites for Award-Winning Books

Caldecott books inMedia Centercollection

Caldecott Award Films:

#007052 – “It Could Be Worse”#007051 – “Dr. Seuss’s Caldecotts”#006461 – “Sam, Bangs andMoonshine”#007068 – “A Story – A Story”#006437 – “Where the Wild Things Are”#007618 – “Tuesday”#007614 – “When I Was Young in the Mountains”

Ask studentswhat an authordoes.

Ask what anillustrator does.

Show somebooks withCaldecottMedals and askwhat the medalmeans.

Ask about thedifferencebetween the goldand silvermedals.

Portsmouth Public Schools Department of Curriculum and Instruction

LIBRARY INFORMATION SKILLS CURRICULUM GUIDE

Grade Level/Course _First Grade _________________________ Time Frame Ongoing – Focus Second Nine Weeks __

Content Area __Library Information Skills___________________ Content Strand _Media Enrichment, Selection and Appreciation_

Portsmouth City Public Schools – Information Skills Objective(s)

1.4.CThe student will obtain information from various types of literature which include:

• Fairy tales• Nursery rhymes• Poetry• Biographies

Related Standard(s) Technology Standard(s) E 1.1, 1.11 SS 1.2

INTERDISCIPLINARY CONNECTIONS

English/Language Arts __________________

Mathematics __________________________

Science _______________________________

Social Studies _______________________

Art _______________________________

Music _____________________________

Health and Physical Education _______________

Foreign Language __________________________

Career and Technical Education _____________

Student’s InstructionalObjectives: EssentialKnowledge/Skills/ProcessesLevel of Bloom’s Taxonomy:(K) Knowledge; (C) Comprehension;(Ap) Application; (An) Analysis;(S) Synthesis; (E) Evaluation

Definitions Librarian’s Instructional Strategies Resources Assessments

Listen to a variety of stories andpoems and discuss what they haveheard.

Participate in choral speaking andecho reading of short poems,rhymes, and stories with repeatedpatterns.

Use pictures as clues to events inthe story.

Recognize that some nonfictionbooks are written about realpeople’s lives.

Fairy tales – a type offolk tale often beginningwith “Once upon atime…” and having ahappy ending; eventsoften happen in threes;magic is usually involved

Biography – books aboutreal people’s lives

K-W-L Strategy usedbefore a book is read:• Know – What do Iknow about the subject?• What – What do Iexpect to learn from thereading?• Learn – What did Ilearn from the reading?

Use story map/grid with words“Beginning, Middle, End” on it. Say thatafter reading students will be asked torecall events which happened in story.Read the story; ask for students to help fillin the story map/grid.

Use puppets, stuffed animals, anyavailable visual to get student’s attentionbefore reading.

Have students predict the story by lookingat cover illustrations; as story is read,draw students’ attention to pictures andhave them predict what will happen fromwords and pictures. Check correctness ofpredictions as story unfolds.

Ask students if anything in the storyreminds them of something they’ve heard.

Read simple biographies and talk aboutwhy the person written about is famousand what contributions he/she made to theworld.

Fairy tales and nurseryrhyme books in MediaCenter collection,including “Black” fairytales series.

Simple biographies andbiographies in “bigbook” format in theMedia Center collection,particularly those relatedto social studiescurriculum.

See Appendix - K-W-LWorksheet

Show the wordBIOGRAPHYand ask studentswhat the wordmeans. Ask if abiography isfiction ornonfiction.

See Appendix –Biography

Portsmouth City Public Schools Department of Curriculum and Instruction

LIBRARY INFORMATION SKILLS CURRICULUM GUIDE

Grade Level/Course _First Grade___________________________ Time Frame Ongoing – Focus Second Nine Weeks __________

Content Area __Library Information Skills___________________ Content Strand _Media Enrichment, Selection & Appreciation _

Portsmouth City Public Schools – Information Skills Objective(s)

1.4.DThe student will obtain information from stories about a variety of subjects which support the core content areas.Such stories can be fiction (picture books) or nonfiction.

Related Standard(s) Technology Standard(s) E 1.11

INTERDISCIPLINARY CONNECTIONS

English/Language Arts __________________

Mathematics __________________________

Science _______________________________

Social Studies _______________________

Art _______________________________

Music _____________________________

Health and Physical Education _______________

Foreign Language __________________________

Career and Technical Education _____________

Student’s InstructionalObjectives: EssentialKnowledge/Skills/ProcessesLevel of Bloom’s Taxonomy:(K) Knowledge; (C) Comprehension;(Ap) Application; (An) Analysis;(S) Synthesis; (E) Evaluation

Definitions Librarian’s Instructional Strategies Resources Assessments

Apply knowledge that print conveysa message. (Ap)

Retell facts or a story in logicalorder after hearing librarian read aselection. (C)

Relate stories to informationthey’ve learned in the classroom.(Ap)

Use pictures as clues to events inthe story. (C)

Fiction – literatureabout made-up/imaginary people,places, things

Nonfiction – literatureabout real people,places, things; factualinformation

Books used should correlate withidentified areas of need based on mostrecent SOL test scores.

Read aloud often from books whichsupport the core curriculum. Set apurpose for reading.

Ask directed questions aboutstories/information read to determine ifstudents can recall and comprehend whatthey have listened to.

Draw students’ attention to pictures tohelp with comprehension. Ask questionsabout what is depicted in pictures.

Use story map/grid with words“Beginning, Middle, End” on it. Say thatafter reading students will be asked torecall events that happened in story.Read the story; ask for students to helpfill in the story map/grid.

Use puppets, stuffed animals, anyavailable visual to get student’s attentionbefore reading.

See Appendix – “ProjectSTARS”

See Appendix – Story Web

Ask directedquestions aboutstories/informationread to determineif students canrecall andcomprehend whatthey have listenedto.

Ask studentswhether the storyis fiction ornonfiction andhave them tellwhy.

Portsmouth City Public SchoolsDepartment of Curriculum and Instruction

LIBRARY INFORMATION SKILLS CURRICULUM GUIDE

Grade Level/Course _____First Grade________________________ Time Frame _____Third Nine Weeks - Ongoing__________

Content Area ___Library Information Skills___________________ Content Strand ___Reference and Research_____________

Portsmouth City Public Schools – Information Skills Objective

1.5.AThe student will examine information from print, electronic, visual and auditory resources.

• Nonfiction book• CD-ROMs• Internet• Maps and globes

Related Standards(s) Technology Standard(s) E 1.11 C/T 5.2

SS 1.5, 1.8

INTERDISCIPLINARY CONNECTIONS

English/Language Arts __________________

Mathematics __________________________

Science _______________________________

Social Studies _______________________

Art _______________________________

Music _____________________________

Health and Physical Education _______________

Foreign Language __________________________

Career and Technical Education _____________

Student’s Instructional Objectives:Essential Knowledge/SkillsProcessesLevel of Bloom’s Taxonomy:(K) Knowledge; (C) Comprehension;(Ap) Application; (An) Analysis;(S) Synthesis; (E) Evaluation

Definitions Librarian’s Instructional Strategies Resources Assessments

Examine and use nonfiction books asa resource. (K,Ap)

Recognize CD-ROMs as a source ofinformation (K)

Recognize the internet as resource tolocate information (K)

Recognize maps and globes as aResource (K)

Use maps and globes to answergeographical questions. (Ap)

Nonfiction books –information aboutdifferent subjects that istrue or factual.

CD-ROMs – a read-only-memory compactdisk, used to storeprinted informationsuch as periodicalindexes.

Internet – Aworldwide network ofcomputers connectedvia TCP/IPcommunicationsprotocols for transfer ofinformation.

Map – a representationof any region on aplane surface.

Globe – a sphericalrepresentation of theearth, or any celestialbody.

Explain to students that nonfictionbooks can be used as referencesources in order answer questionswhen doing research.

Read nonfiction and easy nonfictionbooks to students and have studentanswer a specific question.

Explain to students that CD-ROMscan be used as a reference source.Select CD ROMs available and havestudents answer questions on aspecific topic.

Have students choose a topic andanswer questions after viewing aninternet site. (See appendix: ResearchPlanner}

Have students create a map of theschool, neighborhood, city, state, etc.,in which they live, , usingNeighborhood Map CD.

Instruct students on the different partsof a map. (legend, Compass Rose,etc.)

Success with Maps Sets

CDs available incollection

‘Neighborhood Map” CD

“Internet ABC’s forElementary Students” bySarah A. DiRuscio

Research Planner

Observation bylibrarian.

Map activity using“NeighborhoodMap” CD

Can studentsidentify andeffectively usedifferent parts ofmap to locateinformation?

Second Grade

Portsmouth City Public SchoolsDepartment of Curriculum and Instruction

LIBRARY INFORMATION SKILLS CURRICULUM GUIDE

Grade Level/Course ___Second Grade_____________________________ Time Frame ___ First Nine Weeks - Ongoing__ _________

Content Area __Library Information Skills_________________________ Content Strand __Orientation to Media Center___________

Portsmouth City Public Schools – Information Skills Objective(s)

2.1.AThe student will demonstrate knowledge of the Library Media Center personnel, rules, policies and procedures.

2.1.BThe student will demonstrate responsible Media Center behavior.

2.1.CThe student will demonstrate good habits in handling print materials.

Related Standard(s) Technology Standard(s)

INTERDISCIPLINARY CONNECTIONS

English/Language Arts __________________

Mathematics __________________________

Science _______________________________

Social Studies _______________________

Art _______________________________

Music _____________________________

Health and Physical Education ________________

Foreign Language __________________________

Career and Technical Education _____________

Student’s InstructionalObjectives: EssentialKnowledge/Skills/ProcessesLevel of Bloom’s Taxonomy:(K) Knowledge;(C) Comprehension;(Ap) Application; (An) Analysis;(S) Synthesis; (E) Evaluation

Definitions Librarian’s Instructional Strategies Resources Assessments

Name Media Center personnel.(K)

Demonstrate acceptable MediaCenter behavior. (C,Ap)• Respond to Give Me Five signal• Follow rules cited by librarian

Check out and return booksproperly at the circulation desk.(C,Ap)

Employ good habits whenhandling books.(Ap)• Hold books correctly and read from front to back• Turn pages correctly• Make sure hands are clean• Keep pencils, pens, markers, etc. away from pages• Keep books safe –

• Away from pets andyounger children

• Away from water

• Use a bookmark when necessary

Media Center Personnel –librarian and library clerk

Give Me Five Strategy:• Eyes on speaker• Hands still• Body still• Mouths quiet• Ears listening

Circulation Desk – placewhere books are checkedout and returned.

Introduce librarian and clerk; have studentsrepeat names.

Explain check-out procedures and when toreturn books. (If different check-out andreturn procedures apply when students comein without their classes, explain suchprocedures.)

Show and explain the Student Conduct NoteThat will be used when students are in libraryindependently and don’t follow library rules.

Demonstrate the “Give Me Five Strategy” andexplain when it will be used.

Demonstrate use of shelf markers to returnbooks to proper shelves.

Remind students to walk, stand in line quietlyto check books out, pick up books which fallon floor, listen carefully to instructions, andany other pertinent rules.

Explain use of Appropriate Library Behaviorchecklist to assess overall class behavior.(Modify as needed for age/grade level.) Usetransparency to explain to students and smallcheck-list to give to teacher after each class.

Film #008017 –“What is a MediaCenter?”

See Appendix –Books with aLibrary Theme

See Appendix –Student ConductNote

Observations:- Does student uselibrary staff’snames?- Can studentfind/point tosection whereeasy/picture booksare found?- Does studentcheck out andhandle booksproperly?

See Appendix -AppropriateLibrary Behaviorchecklist

See Appendix -Student ConductNote

Portsmouth City Public SchoolsDepartment of Curriculum and Instruction

LIBRARY INFORMATION SKILLS CURRICULUM GUIDE

Grade Level/Course ___Second Grade_______________________________ Time Frame _ First Nine Weeks - Ongoing______________

Content Area __Library Information Skills___________________________ Content Strand _Orientation to Media Center___________

Portsmouth City Public Schools – Information Skills Objective(s)

2.1.DThe student will identify the location of appropriate fiction, nonfiction, and biography books.

Related Standard(s) Technology Standard(s)E 2.7, 2.8SS 2.9

INTERDISCIPLINARY CONNECTIONS

English/Language Arts __________________

Mathematics __________________________

Science _______________________________

Social Studies _______________________

Art _______________________________

Music _____________________________

Health and Physical Education _______________

Foreign Language __________________________

Career and Technical Education _____________

Student’s InstructionalObjectives: EssentialKnowledge/Skills/ProcessesLevel of Bloom’s Taxonomy:(K) Knowledge;(C) Comprehension;(Ap) Application; (An) Analysis;(S) Synthesis; (E) Evaluation

Definitions Student’s Instructional Strategies Resources Assessments

Locate the areas of the MediaCenter where fiction andnonfiction are found. (K)

Identify the location of biographybooks in the Media Center. (K)

Identify biographies as a type ofnonfiction. (K)

Nonfiction –literature about realpeople, places,things; factualinformation

Fiction – literatureabout made-up/imaginary people,places, things

Biography – booksabout real people’slives

Explain that books may be fiction ornonfiction. Discuss reasons for choosingone over the other:• Entertainment/interesting story• Knowledge/learning• Directions about how to do something

Show examples of one subject treated inboth fiction and nonfiction format.

Show areas of the Media Center whereappropriate fiction and nonfiction arefound.

Explain that a special type of nonfiction isbiography and show where biographybooks are found in the Media Center.

Films:#008065 – “All You Need to Know About Books”#009992 – “Media Mania: Fiction or Nonfiction”

See Appendix -RecognizingFiction, Nonfictionand Biography

Observation bylibrary staff asstudent looks forbooks to check out.

Portsmouth City Public SchoolsDepartment of Curriculum and Instruction

LIBRARY INFORMATION SKILLS CURRICULUM GUIDE

Grade Level/Course ___Second Grade_______________________________ Time Frame ___Ongoing – Focus Second Nine Weeks ______

Content Area __Library Information Skills___________________________ Content Strand __ Orientation to Media Center___________

Portsmouth City Public Schools – Information Skills Objective(s)

2.1.EThe student will demonstrate good habits in handling and operation of equipment and software.

Related Standard(s) Technology Standard(s) C/T 5.12

INTERDISCIPLINARY CONNECTIONS

English/Language Arts __________________

Mathematics __________________________

Science _______________________________

Social Studies _______________________

Art _______________________________

Music _____________________________

Health and Physical Education _______________

Foreign Language __________________________

Career and Technical Education _____________

Student’s InstructionalObjectives: EssentialKnowledge/Skills/ProcessesLevel of Bloom’s Taxonomy:(K) Knowledge;(C) Comprehension;(Ap) Application; (An) Analysis;(S) Synthesis; (E) Evaluation

DefinitionsLibrarian’s Instructional Strategies Resources Assessments

Name basic computer parts. (K)

Practice good habits usingcomputer equipment.(K,Ap)

Handle disks and CD-ROMsproperly. (K,Ap)

Basic computer parts –• monitor• computer/CPU• keyboard• disk drive• mouse

CD-ROM – CompactDisk, Read-Only Memory

Label basic parts of a computer anddiscuss each with students.

Explain proper handling of computerequipment and software:• Make sure hands are clean.• Keep food and drinks at a distance.• Strike keys softly.• Insert CDs/disks gently into disk drives;push CD drawers in gently.• After using mouse or striking keyboard,wait for computer to respond; be patient.

Use TECHWORKS kit and/orTechknowledgy manuals appropriate tograde level to instruct in basic parts andproper handling.

TECHWORKS kits

Techknowledgymanuals,

CD-ROMs in librarycollection

Remove labelsand ask variousstudents to putlabels in thecorrect placesand say the nameof the part.

Observation:- Does studenthandle CDscorrectly?- Does studentstrike keys softlyand wait forcomputer torespond?

Portsmouth City Public SchoolsDepartment of Curriculum and Instruction

LIBRARY INFORMATION SKILLS CURRICULUM GUIDE

Grade Level/Course ______Second Grade ___ ________________ Time Frame _____Ongoing - Focus Third Nine Weeks_____

Content Area ____Library Information Skills__________________ Content Strand __Reading and Listening Comprehension__

Portsmouth City Public Schools – Information Skills Objective

2.2.AThe student will demonstrate comprehension of fiction and nonfiction selections.

Related Standard(s) Technology Standard(s) E 2.8

INTERDISCIPLINARY CONNECTIONS

English/Language Arts __________________

Mathematics __________________________

Science _______________________________

Social Studies _______________________

Art _______________________________

Music _____________________________

Health and Physical Education _______________

Foreign Language __________________________

Career and Technical Education _____________

Student’s InstructionalObjectives: EssentialKnowledge/Skills /ProcessesLevel of Bloom’s Taxonomy:(K) Knowledge;(C) Comprehension;(Ap) Application;(An) Analysis;(S) Synthesis; (E) Evaluation

Definitions Librarian’s Instructional Strategies Resources Assessments

Answer questions about fictionand nonfiction selections. (K)

Distinguish between fact andfiction in literature. (Ap)

Describe characters and settingin fiction selections and poetry.(C, An)

Explain the main idea, orproblem and solution, of astory. (C)

Predict events or outcomes in astory. (Ap)

Retell story events insequence. (C)

Deduce emotional reactionsand motives in stories. (An)

Paraphrase information read innonfiction. (C)

Characters – Whom thestory is about

Setting – When and wherethe story takes place

Plot – What happens inthe story at the beginning,middle, and end

Main Idea – Usually thelesson that is learned bythe story

Problem – Main eventsthat are problems for thecharacters

Solution – How theproblem was solved

Fiction – Literature aboutimaginary people, places,things, or events

Nonfiction – Literatureabout real people, places,things, or events; factualinformation

Ask students simple who, what, when,where, why, and how questions about aselection.

Have students retell story events in theirown words using the framework ofbeginning, middle, and end.

After students make a prediction abouta story, have them use information froma selection to confirm their predictions.

Have students make predictions aboutwhat could happen in the future, beyondthe selection.

Ask students to describe a character’straits, feelings, and actions as presentedin a story or poem.

Have students describe the setting of astory or poem.

Ask students to identify the central ormain idea of a story.

Ask students to explain in their ownwords information read in nonfictionmaterials.

Books that integrate withcore curriculum areas (SeeAppendix – “ProjectSTARS”)

Books for makingpredictions, e.g.Becky and the Bear,The Biggest Bear,Brave Irene,Fiona’s Bee

Books for describingcharacters and emotionalreactions, e.g. The MeanestSquirrel I Ever Met

Film #002234 – “Rufus M.Try Again” – distinguishfact from fiction, describecharacters, emotionalreactions, setting, problemand solution

See Appendix – Story Map

Virginia Young Readersbooks

Make atransparency of themultiple-choicequestions (SeeAppendix-ComprehensionAssessment, Grade2) and fill inanswer choicesappropriate for thestory, book, orselection.

Each student mayuse laminatedanswer sheets withcircle covers ORanswer cards foreach letter (SeeAppendix-AnswerSheet, AnswerCards)

Student’s InstructionalObjectives: EssentialKnowledge/Skills /ProcessesLevel of Bloom’s Taxonomy:(K) Knowledge;(C) Comprehension;(Ap) Application;(An) Analysis;(S) Synthesis; (E) Evaluation

Definitions Librarian’s Instructional Strategies Resources Assessments

After reading a story, ask students if thestory read is fiction or nonfiction andexplain why.

Introduce Accelerated Reader asappropriate, see Appendix

DRTA (Directed Reading ThinkingActivity) for Fiction:

1. Previewing – Preview and scana. Titleb. Subtitlec. Introductiond. Pictures

2. Predicting – Close the book andmake hypothesis.

a. What do you think willhappen?

b. Why do you think that?c. What gave you your

clues?

3. Verifying – Read to find ifpredictions were correct orincorrect.

4. Reflect on Reading – Developcomprehension by checking onpredictions – staying with orredefining predictions.

See Appendix – SampleQuestion Stems

Accelerated Reader booksand computer software

See Appendix – ARIntroduction

See Appendix – ARReading Levels

See Appendix –Accelerated Reader HonorCode and Sign-up Sheet

See Appendix – DRTAMaking Predictions

See Appendix – GuidedReading & Thinking

See Appendix – KWLChart

Accelerated Readerquizzes

Student’s InstructionalObjectives: EssentialKnowledge/Skills /ProcessesLevel of Bloom’s Taxonomy:(K) Knowledge;(C) Comprehension;(Ap) Application; (An) Analysis;(S) Synthesis; (E) Evaluation

Definitions Librarian’s Instructional Strategies Resources Assessments

DRTA for nonfiction:

1. Previewing – study Title, Subtitles,Introduction Pictures, Charts, Graphs,Maps, Summary, End of ChapterQuestions.

2. Decision Making – What is knownafter previewing?

3. Questioning - What do we need tolearn?

4. Reading – Read the test with thepurpose of finding answers to thestudents’ written questions.

5. Reflect on Reading – Determineanswers to the students’ questions.Have students defend their answersbased on what was in the text.

Portsmouth City Public SchoolsDepartment of Curriculum and Instruction

LIBRARY INFORMATION SKILLS CURRICULUM GUIDE

Grade Level/Course _______Second Grade________ _____ Time Frame __Second Nine Weeks—Ongoing______

Content Area _____Library Information Skills____ _____ Content Strand ____Use of Resources__________________

Portsmouth City Public Schools—Information Skills Objective

2.3.AThe student will identify and use appropriate library resources.

Related Standard(s) Technology Standard(s) E. 2.11

INTERDISCIPLINARY CONNECTIONS

English/Language Arts __________________

Mathematics __________________________

Science _______________________________

Social Studies _______________________

Art _______________________________

Music _____________________________

Health and Physical Education _______________

Foreign Language __________________________

Career and Technical Education _____________

Student’s InstructionalObjectives:EssentialKnowledge/Skills/ProcessesLevel of Bloom’s Taxonomy:(K) Knowledge(C) Comprehension;(Ap) Application;(An) Analysis;(S) Synthesis; (E) Evaluation

Definitions Librarian’s Instructional Strategies Resources Assessments

Locate fiction books by thecall letters (K)

Recognize that nonfictionbooks are arranged by subjectareas (C)

Locate the biography sectionof the library (K)

Locate the basic parts of abook: (K) Cover Title page

• Title• Author• Illustrator• Publisher• Place of Publication

Copyright page and date Table of Contents Index.

Fiction Books –Literature about made-up or imaginary people,places, things, orevents.

Nonfiction Books –about real people,places, things, orevents; factualinformation.

Biography – A trueaccount of a person’slife.

Publisher – Companythat produced book forpublication.

Place of Publication –City where book waspublished.

Copyright – Datewhen book waspublished.

Give students a specific call number andasked to locate a book with that number.

Show students how to locate an animalbook in the Dewey 599 section. Discussthe major Dewey classification divisions.

Show students how to locate a biographyabout a specific person from the libraryshelf.

Show students the parts of a book: titlepage, copyright page and date, Table ofContents, and Index and give each studentan opportunity to locate each part.

Make a sample title page on poster board.Make parts (title, author, illustrator,publisher, and place of publication)removable.

See Appendix – “ProjectStars”

Film #009996 – “MediaMania”

Film #009412 – “GeorgeWashington”

See Appendix – “CreateYour Own Title Page”

Growing Up in AncientChina by Ken Teague.See Appendix “Table ofContents – Ancient China”and “Index – AncientChina”

Each student will locatea specific chapter bookon the shelf by callnumber.Example: F OSB(Magic Tree House)

Student will locate aspecific nonfictionbook on the shelf byDewey call number.

Each student will locatea biography on GeorgeWashington, HelenKeller, Susan B.Anthony, AbrahamLincoln, or MartinLuther King, Jr.

Students will placeparts of a title pageback on board incorrect order and tellwhat each part is.Check order of TitlePage information onstudents’ worksheets.

Student’s InstructionalObjectives:EssentialKnowledge/Skills/ProcessesLevel of Bloom’s Taxonomy:(K) Knowledge;(C) Comprehension;(Ap) Application;(An) Analysis;(S) Synthesis; (E) Evaluation

Definitions Librarian’s Instructional Strategies Resources Assessments

Use a table of contents and anindex. (Ap).

Use the electronic catalog asa resource to identify andlocate materials in the MediaCenter. (Ap)

Identify the public library asan additional source ofinformation and materials.(K)

Table of Contents –Section that lists thechapters or subjects inbook and page wherethey are located.

Index – Section thatlists the subjects foundin book and pagewhere they are located.

“All Words” Search– Locate a book usingeither a part of the title,author, or subjectname.

Students will use actual Table of Contentsand Indexes to locate specific chapters andsubjects in a given book.

Using the InFocus projector, show thestudents how to perform an “All Words”search in the library catalog.

Using the InFocus projector, showstudents a public library internet site suchas:http://www.portsmouth.va.us/ppl/intrahome.htm#db, andhttp://www.chesapeake.lib.va.us/

Each student will locatethe beginning page of aspecific chapter using theTable of Contents and thespecific page where atopic/subject is foundusing the index.

Each student will performan “All Words” search.using the Alexandrialibrary catalog.

Portsmouth City Public Schools Department of Curriculum and Instruction

LIBRARY INFORMATION SKILLS CURRICULUM GUIDE

Grade Level/Course ____Second Grade _____________________ Time Frame First Nine Weeks - Ongoing_________________

Content Area __Library Information Skills___________________ Content Strand _Media Enrichment, Selection and Appreciation_

Portsmouth City Public Schools – Information Skills Objective(s)

2.4.AThe student will identify the roles of the author and illustrator of a book.

2.4.BThe student will recognize Caldecott Award books.

Related Standard(s) Technology Standard(s) E 2.7

INTERDISCIPLINARY CONNECTIONS

English/Language Arts __________________

Mathematics __________________________

Science _______________________________

Social Studies _______________________

Art _______________________________

Music _____________________________

Health and Physical Education _______________

Foreign Language __________________________

Career and Technical Education _____________

Student’s InstructionalObjectives: EssentialKnowledge/Skill/ProcessesLevel of Bloom’s Taxonomy:(K) Knowledge; (C) Comprehension;(Ap) Application; (An) Analysis;(S) Synthesis; (E) Evaluation

Definitions Librarian’s Instructional Strategies Resources Assessments

Identify the roles of an author andan illustrator. (C)

Identify author and illustrator on thetitle page. (C)

Recognize the Caldecott Medal onbook covers and relate what itmeans. (K,C)

Author – one whowrites a book or story

Illustrator – onewho does theartwork/pictures in abook

Caldecott Award –annual award givento a book’s illustratorfor outstandingartwork

Introduce books by showing title, authorand illustrator on cover and title page.Ask students to explain what authors andillustrators do.

Explain that illustrators can receive anaward if the pictures they draw for a bookare chosen as outstanding.

Show books with the Caldecott Medal onthe cover and explain the difference in thegold and silver medals.

Read books which have been awarded theCaldecott Medal and discuss the picturesand illustrator’s style.

See Appendix – Examplesof Internet Sites for Award-winning Books

Caldecott books in theMedia Center collection

Films: (Caldecott Award)# 007615 “Talking Eggs”#007640 “Mufaro’s Beau- tiful Daughters”#006441 “Why Mosqui- toes Buzz in People’s Ears”

Caldecott Medal chart

See Appendix -Authors,Illustrators, andCaldecott Books

See Appendix -Author Mini-Lesson

Portsmouth City Public SchoolsDepartment of Curriculum and Instruction

LIBRARY INFORMATION SKILLS CURRICULUM GUIDE

Grade Level/Course ____Second Grade _____________________ Time Frame _ Ongoing – Focus Second Nine Weeks ___________

Content Area __Library Information Skills___________________ Content Strand _Media Enrichment, Selection and Appreciation_

Portsmouth City Public Schools – Information Skills Objective(s)

2.4.CThe student will obtain information from various types of literature which include:

• Fiction• Nonfiction• Poetry• Biography• Folktales

Related Standard(s) Technology Standards E 2.7, 2.8

INTERDISCIPLINARY CONNECTIONS

English/Language Arts __________________

Mathematics __________________________

Science _______________________________

Social Studies _______________________

Art _______________________________

Music _____________________________

Health and Physical Education _______________

Foreign Language __________________________

Career and Technical Education _____________

Student’s InstructionalObjectives: EssentialKnowledge/Skills/ProcessesLevel of Bloom’s Taxonomy:(K) Knowledge; (C) Comprehension;(Ap) Application; (An) Analysis;(S) Synthesis; (E) Evaluation

Definitions Librarian’s Instructional Strategies Resources Assessments

Scan text for titles, pictures, sectionheadings, to set purpose for readingand determine/predict whethermaterial is fiction or nonfiction.(Ap)

Recognize story elements:• Setting• Character’s feeling, traits, actions• Main idea• Problem and solution ((K,C,Ap)

Recognize some well-knownchildren’s authors. (K)

Fiction – literatureabout made-up/imaginarypeople, places,things

Nonfiction –literature about realpeople, places,things; factualinformation

Folk tales – shortfictional stories withsimple plot, flatcharacters,repetitioussituations; tall talesand fairy tales aretypes of folk tales

Choose fiction and nonfiction books withthe same subject. Read the fiction book andthen show the nonfiction book and talkabout how students can learn facts about thesame subjects they read fiction storiesabout. (Example: fiction book with a cat asthe main character and a nonfiction bookabout caring for cats as pets)

Use a story web/grid/map to discuss storyelements.

Explain that authors usually have a purposein mind when they write:• to inform or give information• to persuade• to entertain

Discuss author’s purpose after reading astory aloud.

Choose books written by well-knownchildren’s authors to read/introduce/suggest,and discuss the author’s style and genre.

See Appendix – StoryWeb

Films: (Folk tale)#006441 – “Why Mosqui- toes Buzz in People’s Ears” (Caldecott Award)#007640 – “Mufaro’s Beautiful Daughters” (Caldecott Award)#008915 – “Paul Bunyan – Reading Rainbow”#007068 – “A Story – A Story” (Caldecott Award)

Film: (Biography)#009412 – “George Washington”

Films: (Poetry)#000166 – “ReluctantDragon”#000401 – “Poetry forBeginners”

See Appendix –RecognizingFiction,Nonfiction, andBiography

Portsmouth City Public Schools Department of Curriculum and Instruction

LIBRARY INFORMATION SKILLS CURRICULUM GUIDE

Grade Level/Course ____Second Grade ______________________ Time Frame __Ongoing – Focus Second Nine Weeks _________

Content Area __Library Information Skills____________________ Content Strand _Media Enrichment, Selection and Appreciation_

Portsmouth City Public Schools – Information Skills Objective(s)

2.4.DThe student will obtain information from stories about a variety of subjects that support the core content areas.Such stories can be fiction, nonfiction or biography.

Related Standard(s) Technology Standard(s) E 2.7, 2.8 SS 2.9

INTERDISCIPLINARY CONNECTIONS

English/Language Arts __________________

Mathematics __________________________

Science _______________________________

Social Studies _______________________

Art _______________________________

Music _____________________________

Health and Physical Education _______________

Foreign Language __________________________

Career and Technical Education _____________

Student’s InstructionalObjectives: EssentialKnowledge/Skills/ProcessesLevel of Bloom’s Taxonomy:(K) Knowledge; (C) Comprehension;(Ap) Application; (An) Analysis;(S) Synthesis; (E) Evaluation

Definitions Librarian’s Instructional Strategies Resources Assessments

Retell facts or a story in logicalorder after hearing librarian read aselection. (C)

Relate stories to informationthey’ve learned in the classroom.(Ap)

Use pictures as clues to events inthe story. (C)

Recognize a book as fiction,nonfiction or biography after it isread.

Fiction – literatureabout made-up/imaginarypeople, places,things

Nonfiction –literature about realpeople, places,things; factualinformation

Biography – aspecial type ofnonfiction bookabout a real person’slife

Books used should correlate with identifiedareas of need based on most recent SOL testscores.

Read a story aloud. Write events in story onsentence strips. Have several students standin a straight line, and give out strips in amixed-up order. Call on other students toput the actions in order by moving studentsin the line.

Always discuss whether what’s read isfiction, nonfiction, or biography.

When introducing a biography, ask whatstudents know about the biographee beforereading from it. When finished, ask whatmore they learned about the person.

See Appendix – “ProjectSTARS”

Biography “big books” inMedia Center collection,particularly those related tosocial studies curriculum.

See Appendix –RecognizingFiction,Nonfiction andBiography

Portsmouth City Public SchoolsDepartment of Curriculum and Instruction

LIBRARY INFORMATION SKILLS CURRICULUM GUIDE

Grade Level/Course ______Second Grade_____________________ Time Frame ________Third Nine Weeks (Ongoing)______

Content Area ____Library Information Skills__________________ Content Strand ___Reference and Research_____________

Portsmouth City Public Schools – Information Skills Objective

2.5.AThe student will examine information from a variety of media formats.

• Nonfiction books• CD-ROMs• Internet• Maps and globes• Periodicals• Dictionaries

Related Standard(s) Technology Standard(s) E 2.11 C/T 5.2

INTERDISCIPLINARY CONNECTIONS

English/Language Arts __________________

Mathematics __________________________

Science _______________________________

Social Studies _______________________

Art _______________________________

Music _____________________________

Health and Physical Education _______________

Foreign Language __________________________

Career and Technical Education _____________

Student’s Instructional Objectives:Essential Knowledge/SkillsProcessesLevel of Bloom’s Taxonomy:(K) Knowledge; (C) Comprehension;(Ap) Application; (An) Analysis;(S) Synthesis; (E) Evaluation

Definitions Librarian’s Instructional Strategies Resources Assessments

Examine and use nonfiction books togather information.(An)

Use CD-ROMs to gather information.(Ap)

Evaluate internet sites in order to locateinformation. (Ev)

Use maps and globes as a resource.(Ap)

Recognize and use periodicals to locateinformation. (K)

Use dictionaries as a resource to locateinformation. (Ap)

Nonfiction – information thatis real, scientific or factual.

CD-ROM a read-only-memory compact disk, usedto store printed informationsuch as periodical indexes.

Internet – A globalinformation network linkingcomputers and computernetworks via TCP/IPcommunications protocols fortransfer of information.

Map – a representation ofany region on a plane surface.

Globe - a sphericalrepresentation of the earth, orany celestial body.

Periodical – an item that ispublished on a regular basis,such as journals, magazines,and newspapers.

Dictionary – a referencesource containing words inalphabetical order and theirdefinitions.

Demonstrate to students how to usenonfiction books. To locate factualinformation.

Pull several nonfiction books from thecollection. Give each student or a groupof students a book and have themexamine the book(s).

Explain how these books are arrangedusing the Dewey Decimal system.

Select a topic and assist students inlocating sites on the Internet pertaining tothat topic. Introduce students to searchtechniques and strategies. Explain tostudents that it is important to select thebest site(s) to assist them in doingresearch.

Techworks

Give each student a dictionary andillustrate how to use the guidewords andentry words in order to find a term.Explain that the terms are arrangedalphabetically.

Assign topics in the content areas forstudents to research in the content area

Dictionaries availablein library.MapsGlobesPeriodicals

Big 6 (Super3) –http://www.goalexandria.com/big6/files/Big6-Super3 K-2nd.pdf

http://www.big6.com/

Internet Skills forElementary students

CD-ROM –“Neighborhood Map”

Electronic Atlas

Studentslocateinformationassigned bylibrarian

Big Six (theSuper3)Research

Portsmouth City Public SchoolsDepartment of Curriculum and Instruction

LIBRARY INFORMATION SKILLS CURRICULUM GUIDE

Grade Level/Course _________Second Grade__________________ Time Frame _____Third Nine Weeks – Ongoing___________

Content Area ____Library Information Skills__________________ Content Strand ___Reference and Research______________

Portsmouth City Public Schools – Information Skills Objective

2.5.BThe student will use alphabetical order and guide words to gather information from dictionaries.

Related Standard(s) Technology Standard(s) E 2.11

INTERDISCIPLINARY CONNECTIONS

English/Language Arts __________________

Mathematics __________________________

Science _______________________________

Social Studies _______________________

Art _______________________________

Music _____________________________

Health and Physical Education _______________

Foreign Language __________________________

Career and Technical Education _____________

Student’s Instructional Objectives:Essential Knowledge/SkillsProcessesLevel of Bloom’s Taxonomy:(K) Knowledge; (C) Comprehension;(Ap) Application; (An) Analysis;(S) Synthesis; (E) Evaluation

Definitions Librarian’s Instructional Strategies Resources Assessments

Use alphabetical order to gatherinformation from dictionaries. (AP)

Locate guide words in the dictionary.(K)

Use guide words in the dictionary togather information. (Ap)

Dictionary – a bookof wordsalphabetically listedand defined.

Guide Word – aword or part of aword printed inboldface at the top ofa column or page in adictionary orencyclopedia

Entry Word – aword defined in adictionary

Explain to students that dictionaries areused to look up information about aword (parts of speech, definition, usage,and correct spelling).

Instruct students on the alphabeticalarrangement of dictionaries.

Introduce and instruct students on howto use guide words and entry words inthe dictionary.Assign a word or group of words forstudents to locate using the guide wordsin the dictionary. (See appendix-Dictionary Guide Words worksheet)

Assign words for students look up usingthe dictionary.

Dictionaries available incollection

See Appendix – UsingPeriodicals, Dictionaries,and Encyclopedias(Grade 3)

Online Dictionary:http://www.yahooligans.com/reference/dictionary/

See Appendix –Dictionary SkillSheet

Third Grade

Portsmouth City Public SchoolsDepartment of Curriculum and Instruction

LIBRARY INFORMATION SKILLS CURRICULUM GUIDE

Grade Level/Course ___Third Grade_____________________________ Time Frame ____First Nine Weeks - ongoing______________

Content Area __Library Information Skills_______________________ Content Strand __Orientation to Media Center____________

Portsmouth City Public Schools – Information Skills Objective(s)

3.1.AThe student will demonstrate knowledge of the Library Media Center personnel, rules, policies and procedures.

3.1.BThe student will demonstrate responsible Library Media Center behavior.

3.1.CThe student will demonstrate good habits in handling print materials.

Related Standard(s) Technology Standard(s)

INTERDISCIPLINARY CONNECTIONS

English/Language Arts __________________

Mathematics __________________________

Science _______________________________

Social Studies _______________________

Art _______________________________

Music _____________________________

Health and Physical Education _______________

Foreign Language __________________________

Career and Technical Education _____________

Student’s InstructionalObjectives: EssentialKnowledge/Skills/ProcessesLevel of Bloom’s Taxonomy:(K) Knowledge;(C) Comprehension;(Ap) Application; (An) Analysis;(S) Synthesis; (E) Evaluation

Definitions Librarian’s Instructional Strategies Resources Assessments

Name Media Center personnel.(K)

Demonstrate acceptable MediaCenter behavior. (C,Ap)• Respond to Give Me Fivesignal• Follow rules cited by librarian

Check out and return booksproperly at the circulation desk.(C,Ap)

Employ good habits whenhandling books so that librarymaterials are returned on time andin good condition. (Ap)

Use a bookmark when necessary.(Ap)

Media Center Personnel –Librarian and Library Clerk

Give Me Five Strategy:• Eyes on speaker• Hands still• Body still• Mouths quiet• Ears listening

Circulation desk – placewhere books are checkedout and returned

Introduce librarian and clerk.

Explain check-out procedures and when toreturn books. (If different check-out andreturn procedures apply when students comein without their classes, explain suchprocedures.)

Show and explain Student Conduct Notethat will be used when students are in libraryindependently and don’t follow library rules.

Demonstrate “Give Me Five Strategy” andremind students when it will be used.

Remind students to use shelf markers to returnbooks to proper shelves.

Remind students to walk, stand in line quietlyto check books out, pick up books which fallon floor, listen carefully to instructions, andfollow any other pertinent rules.

Explain use of Appropriate Library Behaviorchecklist to assess overall class behavior.(Modify as needed for age/grade level.) Usetransparency to explain to students and smallcheck-list to give to teacher after each class.

Film:#008017 “What is a Media Center?”

Observations:- Does studentuse librarystaff’s names?

- Can studentfind/point tosection whereeasy/picturebooks arefound?

- Does studentcheck out andhandle booksproperly?

See Appendix– AppropriateLibraryBehaviorCheck-list

See Appendix -StudentConduct Note

Portsmouth City Public SchoolsDepartment of Curriculum and Instruction

LIBRARY INFORMATION SKILLS CURRICULUM GUIDE

Grade Level/Course ___Third Grade________________________________ Time Frame ___ First Nine Weeks - Ongoing_____________

Content Area __Library Information Skills___________________________ Content Strand _____Orientation to Media Center_________

Portsmouth City Public Schools – Information Skills Objective(s)

3.1.DThe student will identify the location of fiction materials –

• Easy/picture books• Chapter books

3.1.EThe student will identify the location of nonfiction books, including biographies.

Related Standard(s) Technology Standard(s) E 3.5, 3.6

INTERDISCIPLINARY CONNECTIONS

English/Language Arts __________________

Mathematics __________________________

Science _______________________________

Social Studies _______________________

Art _______________________________

Music _____________________________

Health and Physical Education _______________

Foreign Language __________________________

Career and Technical Education _____________

Student’s InstructionalObjectives: EssentialKnowledge/Skills/ProcessesLevel of Bloom’s Taxonomy:(K) Knowledge;(C) Comprehension;(Ap) Application; (An) Analysis;(S) Synthesis; (E) Evaluation

Definitions Librarian’s Instructional Strategies Resources Assessments

Locate the areas of the MediaCenter where nonfiction books arefound. (K)

Identify areas where easyfiction/picture books are shelved.(K)

Identify areas where fiction/chapterbooks are shelved. (K)

Identify the location of biographybooks in the Media Center. (K)

Identify biographies as a type ofnonfiction. (K)

Nonfiction –literature about realpeople, places, thingsand events; factualinformation

Fiction – literatureabout imaginarypeople, places, thingsor events

Biography – booksabout real people’slives

Explain that books may be fiction ornonfiction. Discuss reasons for choosingone over the other:• Entertainment/interesting story• Knowledge/learning• Directions about how to do something

Show areas of the Media Center wherefiction and nonfiction are found.

Explain that a special type of nonfiction isbiography and show where biographybooks are found in the Media Center.

Film #008065 – “All You Need to Know About Books”

Film #009992 – “MediaMania: Fiction orNonfiction”

See Appendix -RecognizingFiction,Nonfiction andBiography

Observation bylibrary staff asstudent looks forbooks to checkout.

Can studentexplain wherevarious types ofbooks are foundin the mediacenter?

Portsmouth City Public SchoolsDepartment of Curriculum and Instruction

LIBRARY INFORMATION SKILLS CURRICULUM GUIDE

Grade Level/Course ___Third Grade ________________________________ Time Frame _Ongoing – Focus Second Nine Weeks ______

Content Area __Library Information Skills___________________________ Content Strand __Orientation to Media Center___________

Portsmouth City Public Schools – Information Skills Objective(s)

3.1.FThe student will identify the location of appropriate reference books and periodicals.

Related Standard(s) Technology Standard(s) E 3.10

INTERDISCIPLINARY CONNECTIONS

English/Language Arts __________________

Mathematics __________________________

Science _______________________________

Social Studies _______________________

Art _______________________________

Music _____________________________

Health and Physical Education _____________

Foreign Language ________________________

Career and Technical Education ____________

Student’s InstructionalObjectives: EssentialKnowledge/Skills/ProcessesLevel of Bloom’s Taxonomy:(K) Knowledge;(C) Comprehension;(Ap) Application; (An) Analysis;(S) Synthesis; (E) Evaluation

Definitions Librarian’s Instructional Strategies Resources Assessments

Locate dictionaries andencyclopedias. (K)

Locate periodicals available inthe media center. (K)

Periodicals –magazines, journalsand newspapers

Explain reasons to use a dictionary and wherethey are located in the media center.

Explain reasons to use an encyclopedia andwhere they are located in the media center.Explain check-out policy for encyclopedias.

Show magazines available in the mediacenter. Explain why various magazines arechosen and any pertinent rules/procedures forusing them.

Periodicals availableto students in mediacenter

Observation bylibrary staff asstudent looks forbooks for check outand uses theLibrary MediaCenter for research.

Can student pointto areas of librarywhere dictionariesand encyclopediasare located?

See Appendix –Using Periodicals,Dictionaries andEncyclopedias(Grade 3)

Can students locatea dictionary usingthe Alexandriacatalog software,and then find it onthe shelf?

Portsmouth City Public SchoolsDepartment of Curriculum and Instruction

LIBRARY INFORMATION SKILLS CURRICULUM GUIDE

Grade Level/Course ___Third Grade ________________________________ Time Frame ___ First Nine Weeks - Ongoing______________

Content Area __Library Information Skills___________________________ Content Strand _ Orientation to Media Center____________

Portsmouth City Public Schools – Information Skills Objective(s)

3.1.GThe student will demonstrate proper handling of equipment and software.

3.1.HThe student will locate the electronic catalog.

Related Standard(s) Technology Standard(s) E 3.10 C/T 5.12

INTERDISCIPLINARY CONNECTIONS

English/Language Arts __________________

Mathematics __________________________

Science _______________________________

Social Studies _______________________

Art _______________________________

Music _____________________________

Health and Physical Education _______________

Foreign Language __________________________

Career and Technical Education _____________

Instructional Objectives:Essential Knowledge/Skills/ProcessesLevel of Bloom’s Taxonomy:(K) Knowledge;(C) Comprehension;(Ap) Application; (An) Analysis;(S) Synthesis; (E) Evaluation

Definitions Librarian’s Instructional Strategies Resources Assessments

Name basic parts of acomputer.(K)

Identify computers used forelectronic catalog and knowwhen they can be used. (K)

Handle computer equipmentand software properly.(Ap)

Basic computer parts –• Monitor• Computer/CPU• Keyboard• Disk drive• Mouse

CD-ROM – Compactdisk/ read-only memory

Electronic catalog –listing of books and othermaterials available in theMedia Center which canbe found using designatedcomputers.

Review basic parts of a computer.

Explain proper handling of computerequipment and software:• Make sure hands are clean.• Keep food and drinks at a distance.• Strike keys softly.• Insert CDs/disks gently into disk drives;push CD drawers in gently.• After using mouse or striking keyboard,wait for computer to respond; be patient.

Use TECHWORKS kit and/or Techknowledgymanuals appropriate to grade level to instructin basic computer parts and proper handling.

Demonstrate use of media center computersdesignated as electronic catalogs using a datavideo projector. Let students know that thesecomputers are usually available for their use.

Demonstrate other available software(Accelerated Reader, AppleWorks, InternetExplorer, PEIC/TeleFinder, etc.) on librarycomputers using a data video projector. Letstudents know that these computers areusually available for their use.

Techworks kits

Techknowledgymanuals

Various CD-ROMs inlibrary collection

Ask variousstudents to put“basic parts”labels in thecorrect places ona computer.

Observation:- Does studenthandle CDscorrectly?- Does studentstrike keys softlyand wait forcomputer torespond? - Can studentsfind computerstations used forelectroniccatalog?

Portsmouth City Public SchoolsDepartment of Curriculum and Instruction

LIBRARY INFORMATION SKILLS CURRICULUM GUIDE

Grade Level/Course ______Third Grade ___ ________________ Time Frame __ _Ongoing - Focus Second Nine Weeks______

Content Area ____Library Information Skills__________________ Content Strand __Reading and Listening Comprehension__

Portsmouth City Public Schools – Information Skills Objective

3.2.AThe student will demonstrate comprehension of a variety of printed materials.

Related Standard(s) Technology Standard(s) E 3.1, 3.5, 3.6

INTERDISCIPLINARY CONNECTIONS

English/Language Arts __________________

Mathematics __________________________

Science _______________________________

Social Studies _______________________

Art _______________________________

Music _____________________________

Health and Physical Education _______________

Foreign Language __________________________

Career and Technical Education _____________

Student’s InstructionalObjectives: EssentialKnowledge/Skills/ProcessesLevel of Bloom’s Taxonomy:(K) Knowledge;(C) Comprehension;(Ap) Application; (An) Analysis;(S) Synthesis; (E) Evaluation

Definitions Librarian’s Instructional Strategies Resources/References Assessments

Explain the purpose for readingfiction and nonfiction selections.(C)

Identify main ideas frominformation provided. (C)

Compare and contrast settings,characters, and events. (C)

Make, confirm, or revisepredictions. (Ap)

Compare and contrast fictionand nonfiction literature on thesame subject. (C)

Characters – whom thestory is about.

Setting – when & wherethe story takes place.

Plot – what happens inthe story at thebeginning, middle, andend.

Fiction – literatureabout imaginary people,places, things or events.

Nonfiction – Literatureabout real people places,things, and events;factual information

Books used should correlate withidentified areas of need based onmost recent SOL test scores.

Before reading a story, ask studentswhy they think we are reading it:

• To inform - give informationor directions on how to dosomething

• To persuade - cause someoneto believe something, buysomething, or do something

• To entertain – provideenjoyment

Before reading a story, ask students aquestion they’ll have to answer afterhearing the story, or to raise theirhand as soon as they have discoveredthe answer during the story.

Have students express the main ideain their own words and identifydetails that support the main idea.

Ask students to identify a character’sattributes or traits and give evidencefrom the story to supportgeneralizations about the character.

See Appendix – “ProjectSTARS.”

Books for comparing asimilar plot or character,e.g. Duffy and the Devilvs. Rumplestiltskin;Three Little Pigs vs. TheTrue Story of the ThreePigs vs. The Three LittleWolves and the Big BadPig;Little Red Riding Hood vs.Flossie and the Fox (Film#007641)

See Appendix – Compareand Contrast Chart

Books for charactercomparisons, e.g.Cinderella

See Appendix – StoryMap for Comparing TwoStories

See Appendix – VennDiagram To Compare andContrast Characters

See Appendix –ComprehensionAssessment, Gr. 2-3(Make a transparency ofthe multiple-choicequestions for grade 3, andfill in answer choicesappropriate for the story,book, or selection.)

See Appendix – AnswerSheet, Answer Cards(Each student may uselaminated answer sheetswith circle covers ORanswer cards for eachletter.)

Student’s InstructionalObjectives: EssentialKnowledge/Skills/ProcessesLevel of Bloom’s Taxonomy:(K) Knowledge;(C) Comprehension;(Ap) Application; (An) Analysis;(S) Synthesis; (E) Evaluation

Definitions Librarian’s Instructional Strategies Resources Assessments

Have students identify how the attributesof one character are similar to or differentfrom those of another character..

Ask students to identify a similar plot orcharacter from another story.

Ask students to identify the time andplace of a story and give supportingdetails from the text.

Have students identify the details thatmake two settings similar or different.

Ask students to identify information fromthe text that supports or contradicts aprediction.

As a story progresses, stop to askstudents to revise their predictions basedon new understandings.

Read a fiction and nonfiction book on thesame subject, and then have students listthe similarities (compare) and differences(contrast.)

Introduce or reinforce AcceleratedReader as appropriate, see Appendix

Books for comparingfiction vs. nonfiction, e.g.,Little Gorilla or Julius(fiction) vs. Koko’s Storyor With Love from Koko(nonfiction)

See Appendix – SemanticMap to Study Characters

See Appendix – DRTAMaking Predictions

See Appendix – GuidedReading and Thinking

See Appendix – KWLChart

Virginia Young Readersbooks

See Appendix – SampleQuestion Stems

See Appendix – ARIntroduction

See Appendix – ARReading Levels, HonorCode and Sign-up Sheet

AcceleratedReader quizzes

See Appendix –ComprehensionAssessmentSheets

Portsmouth City Public SchoolsDepartment of Curriculum and Instruction

LIBRARY INFORMATION SKILLS CURRICULUM GUIDE

Grade Level/Course _____Third Grade_____________________ Time Frame ___Second Nine Weeks — Ongoing___

Content Area ______Library Information Skills Content Strand _____Use of Resources__ _______

Portsmouth City Public Schools—Information Skills Objective

3.3.AThe student will identify and use appropriate library resources.

Related Standard(s) Technology Standard(s) E 3.10, 3.6

INTERDISCIPLINARY CONNECTIONS

English/Language Arts __________________

Mathematics __________________________

Science _______________________________

Social Studies _______________________

Art _______________________________

Music _____________________________

Health and Physical Education _______________

Foreign Language __________________________

Career and Technical Education _____________

Student ‘s InstructionalObjectives:EssentialKnowledge/Skills/ProcessesLevel of Bloom’s Taxonomy:(K) Knowledge;(C) Comprehension;(Ap) Application; (An) Analysis; (S) Synthesis; (E) Evaluation

Definitions Librarian’s Instructional Strategies Resources Assessments

Locate nonfiction books byDewey subject areas. (K)

Demonstrate knowledge of thealphabetic arrangement offiction titles by the author’s lastname (C).

Locate the basic parts of abook: (K) Title Page

• Title• Author• Illustrator• Publisher• Place of Publication

Copyright page and date Table of Contents Glossary Index

Locate and identify title andcredit information from non-print and Electronic mediasources (K)

Identify the copyright date (C)

Title – name of book ormaterial

Author – person whowrites a book

Illustrator – person whodoes artwork/pictures in abook

Publisher – companythat produces a book

Place of Publication –city where book ispublished

Copyright Date – yearwhen the book ormaterial was firstpublished.

Table of Contents –Section of book that listchapters or sections andpages where located

Show students how to locate anonfiction book about animalbehaviors or the water cycle.

Have students write the call numberfor ten fiction book titles.

Create a poster of the basic parts of abook by mounting the parts of adiscarded book on poster board.Identify the parts.

Have students match correct name ordefinition to the corresponding parton chart.

Have students locate specific chaptersin a book using a Table of Contents.

Have students locate specificvocabulary words and theirdefinitions using a books glossary.

Have students locate the pages ofspecific subjects in a book using theindex.

Examples could include Sideby Side: Animals Who HelpEach Other by MarilynBaillie. Or The Water Cycleby Helen Frost.

See Appendix – “CallNumbers For Fiction Books”

Film #009994 – “MediaMania – Research”

Copies of the Glossary fromThe Thirteen Colonies.

See Appendix – IndexQuestions from The ThirteenColonies” along with copiesof the Index from TheThirteen Colonies

Students willlocate nonfictionand fiction books.

Students will givecorrect callnumbers theywrote.

Students will placecorrectly cardswith the names ordefinitions of theparts of the book.

Students will givebeginning page forspecific chaptersusing Table ofContents.

Students will readsentences usingspecificvocabulary worldsfound in glossary.

Student ‘s InstructionalObjectives:EssentialKnowledge/Skills/ProcessesLevel of Bloom’s Taxonomy:(K) Knowledge;(C) Comprehension;(Ap) Application; (An) Analysis;(S) Synthesis; (E) Evaluation

Definitions Librarians Instructional Strategies Resources Assessments

Use a glossary and indexproficiently (Ap)

Conduct an author, title andsubject search for a book usingthe electronic card catalog (Ap)

Use the electronic catalog toidentify the call number, author,title, publisher, copyright date,and the number of pages (Ap)

Locate an item in the MediaCenter using its call number. (Ap)

Participate in a variety ofliterature which include:

• Biographies• Folk Tales• Nonfiction• Fiction• Poetry

Glossary – Section ofbook that lists vocabularywords found in book andtheir definitions

Index – Section of bookthat lists specific subjectsfound in book and pageswhere located

Credit Information –author, publisher orproducer, place and dateof publication

Library Catalog Search– locating an item in thelibrary collection usingcomputer software

Call Number – lettersand numbers written onspine label of book thatidentifies where book iskept in library.

Biography – nonfictionbooks that tell the truefacts of a real person’slife

Give each table of students a selection ofbooks, CD-ROM covers and video boxes.Have them locate credit information.

Students identify the copyright date fromten print and non-print sources.

Make cards with appropriate titles,authors and subjects for third gradestudents to locate on card catalog.Students locate the specific book title andidentify the call number, author,publisher, copyright date, and number ofpages.

Have students perform a title, author, andsubject search on the patron librarycatalog.

Give students five call numbers and havethem locate books that have those exactcall numbers.

Read stories which include biographies,folk literature, nonfiction, fiction, andpoetry.

Biographies:Christopher Columbus,Juan Ponce de Léon,Jacques Cartier, andChristopher Newport,Thomas Jefferson, RosaParks, and ThurgoodMarshall (SS 3.11, 3.3)

Folk Tales:Tall Tales such as JohnHenry or Swamp Angel;Trickster Tales such astheAnansi books; legendssuch as Davy Crockett;Fairy Tales such asCinderella andRumplestilkin;Poetry by authors such asShel Silverrstein, JackPrelutsky, etc.

See Appendix – “ProjectSTARS.”

Students will givepages wheresubjects found inindex are located.

Students will givean example ofinformation foundon video or CD-ROM box.

Student will writeon a 3 x 5 card: thecall number,author, publisher,copyright date,and number ofpages for aspecific title.

Students willlocate books byspecific callnumbers in librarycollection foundwith librarycatalog searches.

Student ‘s InstructionalObjectives:EssentialKnowledge/Skills/ProcessesLevel of Bloom’s Taxonomy:(K) Knowledge;(C) Comprehension;(Ap) Application; (An) Analysis;(E) Evaluation

Definitions Librarians Instructional Strategies Resources Assessments

Folk Tales – storiesbased on fantasy that areshort with a simple plot,have characters that areflat with a singlecharacteristic and havesituations that arerepeated.

Nonfiction – Literatureabout real people, places,things, and events; factualinformation

Fiction – Literature aboutimaginary people, places,things, or events

Poetry – literaturewritten in verses withrhythm and usually arhyme scheme.

See Appendix –“Bio Poem”For Biographies,students will write abio-poem

For Tall Tales,students working insmall groups willcreate a tall hero orheroine who savestheir school from anevil villain.

For Trickster Tales,students will draw apicture of Anansiperforming one ofhis tricks.

For Fairy Tales,students can createdifferent endings fora favorite fairy tale.

For poetry, studentswill write a shortpoem about school.

Portsmouth City Public SchoolsDepartment of Curriculum and Instruction

LIBRARY INFORMATION SKILLS CURRICULUM GUIDE

Grade Level/Course __Third Grade ________________________ Time Frame ____Second Nine Weeks - Ongoing_______________

Content Area __Library Information Skills___________________ Content Strand _Media Enrichment, Selection and Appreciation_

Portsmouth City Public Schools – Information Skills Objective(s)

3.4.AThe student will recognize that awards are given each year for outstanding literature, particularly the CaldecottAward and the Coretta Scott King Award.

Related Standard(s) Technology Standard(s)

INTERDISCIPLINARY CONNECTIONS

English/Language Arts __________________

Mathematics __________________________

Science _______________________________

Social Studies _______________________

Art _______________________________

Music _____________________________

Health and Physical Education _______________

Foreign Language __________________________

Career and Technical Education _____________

Student’s Instructional Objectives:Essential Knowledge/Skills/ProcessesLevel of Bloom’s Taxonomy:(K) Knowledge; (C) Comprehension;(Ap) Application; (An) Analysis;(S) Synthesis; (E) Evaluation

Definitions Librarian’s Instructional Strategies Resources Assessments

Recognize medals on covers of booksand relate what they mean. (C)

Caldecott Award –annual award givento a book’s illustratorfor outstandingartwork

Coretta Scott KingAward – annualaward given to anAfrican Americanauthor for anoutstandingcontribution tochildren’s literature

Show and read books that have wonawards.

Discuss why the different awards aregiven, and why they’re important toauthors and illustrators.

See Appendix – Examplesof Internet Sites forAward-winning Books

Caldecott books andCoretta Scott King booksin Media Center collection

Films: (Caldecott Award)#007615 “Talking Eggs”#007640 “Mufaro’s Beautiful Daughters”

Caldecott Medal chart

See Appendix –Book Awards

Portsmouth City Public SchoolsDepartment of Curriculum and Instruction

LIBRARY INFORMATION SKILLS CURRICULUM GUIDE

Grade Level/Course _Third Grade ________________________ Time Frame ____Ongoing - Focus First Nine Weeks _______

Content Area __Library Information Skills__________________ Content Strand _Media Enrichment, Selection and Appreciation_

Portsmouth City Public Schools – Information Skills Objective(s)

3.4.BThe student will participate in a variety of literature which include the following:

• Folk tales• Fiction• Nonfiction• Poetry

Related Standard(s) Technology Standard(s) E 3.5, 3.6

INTERDISCIPLINARY CONNECTIONS

English/Language Arts __________________

Mathematics __________________________

Science _______________________________

Social Studies _______________________

Art _______________________________

Music _____________________________

Health and Physical Education _______________

Foreign Language __________________________

Career and Technical Education _____________

Student’s InstructionalObjectives: EssentialKnowledge/Skills/ProcessesLevel of Bloom’s Taxonomy:(K) Knowledge; (C) Comprehension;(Ap) Application; (An) Analysis;(S) Synthesis; (E) Evaluation

Definitions Librarian’s Instructional Strategies Resources Assessments

Obtain information from literatureabout a variety of subjects thatsupport the core content areas.Such literature can be fiction orNonfiction. (Ap)

Recognize some well-knownchildren’s authors. (K)

Fiction – literatureabout made-up/imaginary people,places, things orevents

Nonfiction –literature about realpeople, places,things, and events;factual information

Folk tales – shortfictional stories withsimple plot, flatcharacters,repetitious situations;tall tales, fairy tales,legends and trickstertales are types of folktales

Books used should correlate with identifiedareas of need based on most recent SOLtest scores.

Explain that authors usually have a purposein mind when they write:• to inform or give information• to persuade• to entertain

Discuss author’s purpose after reading aselection aloud.

Give students the opportunity to talk aboutbooks they’ve read so they can recommendbooks to each other.

Choose books to read/introduce/suggestwritten by well-known children’s authorsand discuss the author’s style or genre.

See Appendix – “ProjectSTARS”

Film: (Folk Tales)#008915 “Paul Bunyan – Reading Rainbow”

Reading Rainbowvideos/films from theCentral Film Library

See Appendix –RecognizingFiction andNonfiction

Portsmouth City Public SchoolsDepartment of Curriculum and Instruction

LIBRARY INFORMATION SKILLS CURRICULUM GUIDE

Grade Level/Course __Third Grade ________________________ Time Frame ___ Third Nine Weeks - Ongoing________________

Content Area __Library Information Skills___________________ Content Strand __Media Enrichment, Selection and Appreciation_

Portsmouth City Public Schools – Information Skills Objective(s)

3.4.CThe student will participate in a variety of nonfiction including the following:

• Biography• Autobiography• Collective biography

Related Standard(s) Technology Standard(s) E 3.6 SS 3.11, 3.3

INTERDISCIPLINARY CONNECTIONS

English/Language Arts __________________

Mathematics __________________________

Science _______________________________

Social Studies _______________________

Art _______________________________

Music _____________________________

Health and Physical Education _______________

Foreign Language __________________________

Career and Technical Education _____________

Student’s InstructionalObjectives: EssentialKnowledge/Skills/ProcessesLevel of Bloom’s Taxonomy:(K) Knowledge; (C) Comprehension;(Ap) Application; (An) Analysis;(S) Synthesis; (E) Evaluation

Definitions Librarian’s Instructional Strategies Resources Assessments

Obtain information from literatureabout a variety of subjects thatsupport the core content areas.Such literature can be fiction ornonfiction. (Ap)

Biography – a typeof nonfiction bookabout a real person’slife

Autobiography – aperson writes his/herown life story; atype of nonfiction

Collectivebiography – a bookcontaining the lifestory of more thanone person

Books used should correlate with identifiedareas of need based on most recent SOL testresults.

Teach the difference in biography and auto-biography by reading excerpts from some.Internal clues such as the use of “I” or “me”mean the selection is an autobiography.

After reading a selection, lead a discussionof what the biographee had to overcome orwhat led the biographee to accomplish whathe/she accomplished.

Show examples of collective biographiesand note how the people written about aregrouped. Remind students to look in thecollective biography books when they’relooking for information about real people.

When introducing a biography, ask whatstudents know about the biographee beforereading from it. When finished, ask whatmore they learned about the person.

Biographies,autobiographies, andcollective biographies inMedia Center collection toinclude:Christopher Columbus,Juan Ponce de Léon,Jacques Cartier,Christopher Newport,Thomas Jefferson, RosaParks, and ThurgoodMarshall (SS 3.11, 3.3)

See Virginia HistoryResource Guide for ThirdGrade for a full list ofhistorical figures to cover.

See Appendix – “ProjectSTARS.”

See Appendix -Biography andCollectiveBiography

See Appendix –Fiction,Nonfiction, andBiography

Portsmouth City Public SchoolsDepartment of Curriculum and Instruction

LIBRARY INFORMATION SKILLS CURRICULUM GUIDE

Grade Level/Course _________Third Grade___________________ Time Frame _____Third Nine Weeks - Ongoing____________

Content Area ____Library Information Skills__________________ Content Strand ___Reference and Research______________

Portsmouth City Public Schools – Information Skills Objective

3.5.AThe student will identify and select resource material and information on a given subject from print, electronic andauditory resources.

• Use general encyclopedias.• Identify Search Engines that can be used to locate information on the Internet.• Use CD-ROMs and telecommunications technology to search for a specific topic.

Related Standard(s) Technology Standard(s) E 3.5, 3.10 C/T 5.2

INTERDISCIPLINARY CONNECTIONS

English/Language Arts __________________

Mathematics __________________________

Science _______________________________

Social Studies _______________________

Art _______________________________

Music _____________________________

Health and Physical Education _______________

Foreign Language __________________________

Career and Technical Education _____________

Student’s Instructional Objectives:Essential Knowledge/SkillsProcessesLevel of Bloom’s Taxonomy:(K) Knowledge; (C) Comprehension;(Ap) Application; (An) Analysis;(S) Synthesis; (E) Evaluation

Definitions Librarian’s Instructional Strategies Resources Assessments

Use alphabetical arrangement to locatea subject in a set of generalencyclopedias (Ap)

Identify Search Engines that can beused to locate information on theinternet.(K)

Use CD-ROMs to locate information(Ap)

Use telecommunications to gatherinformation (Ap)

General Encyclopedia– an encyclopedia thatprovides basicinformation on a broadrange of subjects, buttreats no single subjectin depth.

Search Engines – anelectronic assistant onthe internet used to helpthe user locateinformation globally.

Telecommunication –using computersystems, telephoneand/or data lines tocommunicateelectronically.

Instruct and demonstrate to students howto use a set of general encyclopedias byusing a set of encyclopedias andexplaining the arrangement ofencyclopedias.

Explain arrangement of generalencyclopedias and the placement of guidewords at the top of pages.

Using card stock, make several copies ofEncyclopedia Topic Search form. (SeeAppendix)

Give students a card with a topic to locatein an encyclopedia. Students can bepaired with a partner. (See Appendix –Encyclopedia Topic Search form)CD-ROMs cover many different subjectsand are used for research purposes. Useavailable CDs and have students examineto answer questions on various subjects.

Demonstrate how to use Search Engineswith the data video projector.

Explain how to evaluate informationfound on the Internet in order to select thebest site(s) to gather information. Assigntopics for students to research.

Demonstrate PEIC and discuss the valueof email

Internet ABC forElementary Students bySarah A DiRuscio

Student ReferenceLibrary

Internet ABCs forElementary Students

Techworks

http://www.yahooligans.com/

http://pps.k12.va.us/search/search.spml

PEIC Accounts (StudentEmail)http://pps.k12.va.us/mail/

Internet Skills for SchoolSuccess

Can studentslocate topic orsubjects inencyclopedia?

See Appendix –EncyclopediaTopic Search

See Appendix –PEIC AccountApplicationForm

Portsmouth City Public SchoolsDepartment of Curriculum and Instruction

LIBRARY INFORMATION SKILLS CURRICULUM GUIDE

Grade Level/Course ________Third Grade____________________ Time Frame ______Fourth Nine Weeks - Ongoing_________

Content Area ____Library Information Skills__________________ Content Strand ___Reference and Research______________

Portsmouth City Public Schools – Information Skills Objective

3.5.BThe student will use alphabetical arrangement to locate a subject in a set of general encyclopedias.

Related Standard(s) Technology Standard(s)

INTERDISCIPLINARY CONNECTIONS

English/Language Arts __________________

Mathematics __________________________

Science _______________________________

Social Studies _______________________

Art _______________________________

Music _____________________________

Health and Physical Education _______________

Foreign Language __________________________

Career and Technical Education _____________

Student’s Instructional Objectives:Essential Knowledge/SkillsProcessesLevel of Bloom’s Taxonomy:(K) Knowledge; (C) Comprehension;(Ap) Application; (An) Analysis;(S) Synthesis; (E) Evaluation

Definitions Librarian’s Instructional Strategies Resources Assessments

Use alphabetical arrangement to locatea subject in a set of generalencyclopedias. (Ap)

GeneralEncyclopedia - anencyclopedia thatprovides basicinformation on abroad range ofsubjects, but treatsno single subject indepth.

Explain the arrangement of generalencyclopedias.

Demonstrate to students how to choose asubject and locate the information on thatsubject in the encyclopedia.

Assign topics for students to explorebased upon identified areas of need fromthe most recent SOL results available forthe specific school and grade level.

RecommendedEncyclopedias:World Book Encyclopedia,Childcraft,Compton’s Encyclopedia,

Use encyclopediasavailable in the librarymedia center.

Portsmouth City Public SchoolsDepartment of Curriculum and Instruction

LIBRARY INFORMATION SKILLS CURRICULUM GUIDE

Grade Level/Course _______Third Grade_____________________ Time Frame _____Fourth Nine Weeks – Ongoing__________

Content Area ____Library Information Skills__________________ Content Strand ___Reference and Research______________

Portsmouth City Public Schools – Information Skills Objective

3.5.CThe student will recognize the importance of expressing information in one’s own word and abiding by copyrightlaws.

Related Standard(s) Technology Standard(s)

INTERDISCIPLINARY CONNECTIONS

English/Language Arts __________________

Mathematics __________________________

Science _______________________________

Social Studies _______________________

Art _______________________________

Music _____________________________

Health and Physical Education _______________

Foreign Language __________________________

Career and Technical Education _____________

Student’s Instructional Objectives:Essential Knowledge/SkillsProcessesLevel of Bloom’s Taxonomy:(K) Knowledge; (C) Comprehension;(Ap) Application; (An) Analysis;(S) Synthesis; (E) Evaluation

Definitions Librarian’s Instructional Strategies Resources Assessments

Recognize the importance of expressinginformation in one’s own word andabiding by copyright laws.(K,C)

Paraphrase information found inresources. (C)

Copyright – theexclusive legal rightsgranted by agovernment to anauthor, editor,compiler, publisher,or distributor topublish produce sellor distribute copies ofa particular workwithin certainlimitations

Paraphrase – torestate, text, apassage or work inanother form, orone’s own words.

Show where copyright dates andstatements are found in common forms ofmedia.

Explain to students that information foundin reference sources is work that belongsto someone else and must not be copiedword for word.

Instruct and demonstrate to students howto paraphrase information using anoverhead projector, chalkboard, or datavideo projector

Use Trash and Treasure Note-takingactivity to assist students with pulling outonly the information that is needed whenreading articles or passages for researchpurposes.

Discuss ethics and social responsibility inrelationship to good citizenship andcreative property rights.

Trash and TreasureWorksheet in appendix

Teaching Study Skillsand Strategies inGrades 4-8 by CharlesT. Mangrum II

Film:#002293 - Study Skills:Note-Taking andOutlining

Trash andTreasureworksheet

Is student able toput informationin own wordsafter using Trashand Treasuremethod?

Fourth Grade

Portsmouth City Public SchoolsDepartment of Curriculum and Instruction

LIBRARY INFORMATION SKILLS CURRICULUM GUIDE

Grade Level/Course ___Fourth Grade_________________________________ Time Frame __First Nine Weeks - Ongoing_______________

Content Area __Library Information Skills_____________________________ Content Strand __Orientation to Media Center____________

Portsmouth City Public Schools – Information Skills Objective(s)

4.1.AThe student will demonstrate knowledge of the library media center personnel, rules, policies and procedures.

4.1.BThe student will demonstrate responsible library media center behavior.

4.1.CThe student will demonstrate good habits in handling print materials.

Related Standard(s) Technology Standard(s)

INTERDISCIPLINARY CONNECTIONS

English/Language Arts __________________

Mathematics __________________________

Science _______________________________

Social Studies _______________________

Art _______________________________

Music _____________________________

Health and Physical Education _______________

Foreign Language __________________________

Career and Technical Education _____________

Student’s InstructionalObjectives:Essential Knowledge/Skills/ProcessesLevel of Bloom’s Taxonomy:(K) Knowledge;(C) Comprehension;(Ap) Application; (An) Analysis;(S) Synthesis; (E) Evaluation

Definitions Librarian’s Instructional Strategies Resources Assessments

Name Media Centerpersonnel (K)

Review acceptable LibraryMedia Center behavior (C,Ap)• Respond to Give Me Five signal• Follow rules cited by library staff

Check out and return materialsproperly at the circulation desk.(C,Ap)

Employ good habits whenhandling books so that librarymaterials are returned on timeand in good condition. (Ap)

Use a bookmark whennecessary (Ap)

Media Center Personnel –librarian and library clerk

Give Me Five Strategy:• Eyes on speaker• Hands still• Body still• Mouths quiet• Ears listening

Circulation Desk – placewhere books and materialsare checked out andreturned from the library.

Ask students to name the Media Centerpersonnel. Introduce librarian(s) and clerk ifnecessary.

Explain check-out procedures and when toreturn books. (If different check-out andreturn procedures apply when students comein without their classes, explain suchprocedures.)

Show and explain Student Conduct Note thatwill be used when students are in libraryindependently and don’t follow library rules.

Demonstrate “Give Me Five Strategy” andremind students when it will be used.

Remind students to use shelf markers to returnbooks to proper shelves.

Remind students to walk, stand in line quietlyto check books out, pick up books which fallon floor, listen carefully to instructions, andfollow any other pertinent rules.

Explain use of Appropriate Library Behaviorchecklist to assess overall class behavior.

Film:#008656 – TheLibrary

Observations:- Does student uselibrary staff’snames?

- Can studentfind/point tosection whereeasy/picture booksare found?

- Does studentcheck out andhandle booksproperly?

See Appendix -AppropriateLibrary Behaviorcheck-list

See Appendix -Student ConductNote

Portsmouth City Public SchoolsDepartment of Curriculum and Instruction

LIBRARY INFORMATION SKILLS CURRICULUM GUIDE

Grade Level/Course ___Fourth Grade__________________________________ Time Frame ___ First Nine Weeks - Ongoing____________

Content Area __Library Information Skills_____________________________ Content Strand _____Orientation to Media Center________

Portsmouth City Public Schools – Information Skills Objective(s)

4.1.DThe student will identify the location ofChapter books

Nonfiction Biography Poetry Reference books Periodicals

Related Standard(s) Technology Standard(s) E 4.3, 4.4, 4.6

INTERDISCIPLINARY CONNECTIONS

English/Language Arts __________________

Mathematics __________________________

Science _______________________________

Social Studies _______________________

Art _______________________________

Music _____________________________

Health and Physical Education _______________

Foreign Language __________________________

Career and Technical Education _____________

Librarian’s InstructionalObjectives: EssentialKnowledge/Skills/Processes

Level of Bloom’s Taxonomy:(K) Knowledge;(C) Comprehension;(Ap) Application; (An) Analysis;(S) Synthesis; (E) Evaluation

Definitions Librarian’s Instructional Strategies Resources Assessments

Locate the areas of the MediaCenter where nonfiction books,including poetry, are found. (K)

Identify areas wherefiction/chapter books are shelved.(K)

Identify the location of biographybooks in the Media Center. (K)

Identify biographies as a type ofnonfiction. (K)

Locate dictionaries,encyclopedias, and atlases. (K)

Locate periodicals available in theMedia Center. (K)

Nonfiction – literatureabout real people, places,things; factualinformation

Fiction –made-up storiesabout people, places,things, or events: can bepicture books or chapterbooks

Biography – a type ofnonfiction book aboutreal people’s lives

Periodicals – magazines,journals, and newspapers

Reference books – booksused for research andspecific information,usually not checked outto students but used in theLibrary Media Center(Examples: dictionary,encyclopedia, atlas,thesaurus, almanac, etc.)

Show areas of the media center wherefiction and nonfiction are found.

Explain that a special type of nonfiction isbiography and show where biography booksare found in the media center.

Explain that poetry books are found in thenonfiction books and show where they arefound in the media center.

Explain reasons to use a dictionary andwhere they are located in the media center.

Explain reasons to use an encyclopedia andwhere they are located in the media center.

Explain reasons to use a thesaurus andwhere they are located in the media center.

Show magazines available in the mediacenter. Explain why various magazines arechosen and any pertinent rules/proceduresfor using them.

Film #008588 –“Library StudySkills”

See Appendix -UsingPeriodicals,Dictionaries andEncyclopedias inthe Library

Can student findthe books he/sheis looking for bygoing to thecorrect areas inthe library mediacenter?

Portsmouth City Public SchoolsDepartment of Curriculum and Instruction

LIBRARY INFORMATION SKILLS CURRICULUM GUIDE

Grade Level/Course ___Fourth Grade _________________________________ Time Frame _ First Nine Weeks - Ongoing______________

Content Area __Library Information Skills_____________________________ Content Strand __Orientation to Media Center____________

Portsmouth City Public Schools – Information Skills Objective(s)

4.1.EThe student will demonstrate proper handling of equipment and software.

4.1.FThe student will locate the electronic catalog.

Related Standard(s) Technology Standard(s) E 4.9 C/T 5.12

INTERDISCIPLINARY CONNECTIONS

English/Language Arts __________________

Mathematics __________________________

Science _______________________________

Social Studies _______________________

Art _______________________________

Music _____________________________

Health and Physical Education _______________

Foreign Language __________________________

Career and Technical Education _____________

Student’s InstructionalObjectives: EssentialKnowledge/Skills/ProcessesLevel of Bloom’s Taxonomy:(K) Knowledge;(C) Comprehension;(Ap) Application; (An) Analysis;(S) Synthesis; (E) Evaluation

Definitions Librarian’s Instructional Strategies Resources Assessments

Demonstrate proper handling ofequipment and software. (Ap)

Locate the electronic catalog. (K)

CD-ROM – compactdisk / read-onlymemory

Electronic catalog –listing of books andother materialsavailable in the MediaCenter that can befound using designatedcomputers.

CPU – centralprocessing unit

Review basic parts of a computer.

Explain CD-ROM and CPU acronyms.

Demonstrate how to get disks and CD-ROMs out of computer correctly.

Use TECHWORKS kit and/orTechknowledgy manuals appropriate to 4th

grade level to instruct in basic computerparts and proper handling.

Explain proper handling of computerequipment and software:• Make sure hands are clean.• Keep food and drinks at a distance.• Strike keys softly.• Hold disks/CDs on edges.• Insert CDs/disks gently into disk drives;push CD drawers in gently.• After using mouse or striking keyboard,wait for computer to respond; be patient.

Identify and demonstrate use of electroniclibrary catalogs with the data videoprojector.

Discuss when electronic library catalogsare to be used.

TECHWORKS kits

Techknowledgy manuals

Various CD-ROMs inLibrary Media Centercollection

Observation:- Does studenthandle CDscorrectly?- Does studentstrike keys softlyand wait forcomputer torespond?- Can studentget disks andCDs out ofcomputercorrectly?- Can studentlocate computersthat are used forelectroniccatalog?

Ask students toexplain whatCD-ROM andCPU mean.

See Appendix –Basic ComputerParts

Portsmouth City Public SchoolsDepartment of Curriculum and Instruction

LIBRARY INFORMATION SKILLS CURRICULUM GUIDE

Grade Level/Course ______Fourth Grade ___ _______________ Time Frame _____Ongoing - Focus Second Nine Weeks_____

Content Area ____Library Information Skills__________________ Content Strand __Reading and Listening Comprehension___

Portsmouth City Public Schools – Information Skills Objective

4.2.AThe student will demonstrate comprehension of a variety of literary forms.

Related Standard(s) Technology Standard(s) E 4.4, 4.5

INTERDISCIPLINARY CONNECTIONS

English/Language Arts ________________

Mathematics ________________________

Science _____________________________

Social Studies _____________________

Art ______________________________

Music ____________________________

Health and Physical Education __________________

Foreign Language _____________________________

Career and Technical Education _________________

Student’s InstructionalObjectives: EssentialKnowledge/Skills/ProcessesLevel of Bloom’s Taxonomy:(K) Knowledge;(C) Comprehension;(Ap) Application;(An) Analysis;(S) Synthesis; (E) Evaluation

Definitions Librarian’s Instructional Strategies Resources Assessments

Explain the author’s purpose.(S)

Make inferences from reading.(S)

• Use information fromthe story to makeinferences about acharacter’s feelings,motives, or actions

Characterization – thedescription of a characterinferred through theactions, thoughts orsayings of that particularcharacter; descriptionsmay include specificcharacter traits, such ashonesty or loyalty, oremotions, such as joy orsadness.

Ask students to explain why the authorwrote the piece (identify purpose), e.g.to entertain, inform, persuade.

Tell students that when we payattention to a character’s words,feelings, and actions, we can figure outthe character’s motivations, or why thatcharacter might do or say certainthings. Ask students to recall things aspecific character has done or said in astory that tell us what kind of personthat character might be.

Ask students to explain why a certaincharacter did what they did, or perhapswhat they would have done in a similarcircumstance.

Reinforce Accelerated Reader asappropriate

Books to entertain, e.g.,Knights of the KitchenTable, Mule Eggs,How to Eat Fried Worms

Books to inform, e.g.,Wilma Unlimited,Pink and Say

See Appendix –Semantic Map to StudyCharacters

Accelerated Readerbooks and software

See Appendix – ARReading Levels, HonorCode and Sign-up Sheet

Virginia Young ReadersbooksBooks that integrate withcore curriculum areas –See Appendix – “ProjectSTARS.”

See Appendix – SampleQuestion Stems

See Appendix -ComprehensionAssessment, Grade 4(Make a transparency ofthe multiple-choicequestions for grade 4,and fill in answer choicesappropriate for the story,book, or selection.)

See Appendix - AnswerSheet, Answer Cards(Each student may uselaminated answer sheetswith circle covers ORanswer cards for eachletter.)

Accelerated Readerquizzes

Student’s InstructionalObjectives: EssentialKnowledge/Skills/ProcessesLevel of Bloom’s Taxonomy:(K) Knowledge;(C) Comprehension;(Ap) Application;(An) Analysis;(S) Synthesis; (E) Evaluation

Definitions Librarian’s Instructional Strategies Resources Assessments

Use text organizers: (C)• Type• Headings and sub-

headings• Graphics

Type – printed words,letters, or symbols on apage.

Heading – a title for aparagraph, section,chapter, or page.

Subheading – a headingor title subordinate to themain one.

Graphic – an illustrationor diagram in a book.

Using a transparency of anencyclopedia article, ask students ifthey see• Any special type styles, such as

bold-faced and color• Any headings or subheadings in a

section – what type of informationdo you predict will be in thatsection?

• Any pictures, photos, graphicso Are there captions?

See Appendix – GuidedReading and Thinking

Portsmouth City Public SchoolsDepartment of Curriculum and Instruction

LIBRARY INFORMATION SKILLS CURRICULUM GUIDE

Grade Level/Course _________Grade 4__________________ Time Frame _____Third Nine Weeks— Ongoing_______

Content Area ____Library Information Skills _ ____ Content Strand _______Use of Resources_______ __ ___

Portsmouth City Public Schools—Information Skills Objective

4.3.AThe student will identify, locate, and use appropriate library resources.

Related Standard(s) Technology Standard(s) E 4.4, 4.6

INTERDISCIPLINARY CONNECTIONS

English/Language Arts __________________

Mathematics __________________________

Science _______________________________

Social Studies _______________________

Art _______________________________

Music _____________________________

Health and Physical Education _______________

Foreign Language __________________________

Career and Technical Education _____________

Student’s Instructional Objectives:EssentialKnowledge/Skills/ProcessesLevel of Bloom’s Taxonomy:(K) Knowledge (C) Comprehension;(Ap) Application; (An) Analysis; (S) Synthesis; (E) Evaluation

Definitions Librarian’s Instructional Strategies Resources Assessments

Reinforce the use of glossaryand index skills (Ap)

Recognize the purpose of adedication of a book (K)

Use the school’s LAN to accessthe Library Media Center’selectronic catalog to determinethe availability of materials on agiven subject (Ap)

Locate the call number on theelectronic catalog, and be ableto locate specific materials.(Ap)

Recognize the variouscommunity services availableand select the appropriateagency to contact forinformation (Ap)

Glossary – section of abook that lists vocabularywords taken from the textand their definitions

Index – section of a bookthat lists subjects found inthe book and the pagewhere they are located

Dedication – person towhom theauthor/illustratordedicates the story orpictures he/she hascreated

LAN – Local AreaNetwork

Summary – details aboutwhat the story/book isabout

Subject headings – mainareas of interest in bookor story

Community services –agencies that will giveinformation or help topeople

Have students create or put subjectsfor an index in correct order.

Have students write a dedication for abook he or she may write or illustrate.

Have students use the LAN to checkthe availability of five library titles onthe electronic library catalog, andthen print their search results.

Have students locate five library titlesand identify for each:

• Call number• Author• Illustrator• Publisher• Place of Publication• Copyright date• Number of Pages• Summary• Subject headings

Students will utilize the expansion barand show patron status for the fivelibrary titles.

Have students conduct an Internetsearch to locate community serviceagencies located in Portsmouth.

Examples: Weather(Discovering Science) byRebecca Hunter.Weather Words and WhatThey Mean by Gail Gibbons.

List of five specific titlesfrom library collection thatcome from different subjectareas.

Worksheets with thefollowing words typed on itand space for students towrite in the correctinformation: call number,author, illustrator, publisher,place of publication,copyright date, number ofpages, summary, and subjectheadings.

See Appendix – “4th GradeLibrary Search”

See Appendix –“Community Services Search4th Grade”(Worksheet gives instructionsfor locating Yellow Pages andhow to finding Portsmouthcommunity serviceorganizations)

Students will sharethe dedicationsthat they havewritten with classmembers.

Students willindividually locatebooks on the shelf.

Assess booksfound by studentsfor each subject.

Students will sharespecificinformation foundabout books onlibrary catalog.

Students will shareservice agenciesfound in search.

Student ‘s InstructionalObjectives:EssentialKnowledge/Skills/ProcessesLevel of Bloom’s Taxonomy:(K) Knowledge;(C) Comprehension;(Ap) Application;(An) Analysis;(S) Synthesis; (E) Evaluation

Definitions Librarians Instructional Strategies Resources Assessments

Identify the followinginformation in an on-linecatalog entry (C):

• Call number• Title• Author• Illustrator• Publisher• Place of Publication• Copyright date• Number of pages• Summary• Subject headings

Use special features of theelectronic catalog: (Ap)

Compare and contrast fiction,nonfiction, and historical fiction(An)

Participate in a variety ofliterary experiences including:

• Poetry• Fiction• Nonfiction• Biographies• Historical Fiction

Poetry – literaturewritten in verses withrhythm and usuallyrhyme scheme

Fiction – literature aboutmade-up/imaginarypeople, places, things, orevents.

Nonfiction – literatureabout real people, placesthings, and events; factualinformation.

Historical Fiction – astory that uses historicalinformation but is notcompletely based onfactual information

Allow time for students to readvarious forms of literature whichinclude the following:

• Poetry• Fiction• Nonfiction• Biographies• Historical fiction

Have students compare and contrast anonfiction book and a historicalfiction book on the same subject, forexample, The Revolutionary War.

Have students compare and contrast afiction and nonfiction book on thesame subject, for example, penguins.

Film:#009994 – “Media Mania – Research”

Various “Virginia YoungReaders” and other books thatare classified in these genres.Poetry could include MyAmerica by Lee BennettHopkins and Doodle Dandiesby J. Patrick Lewis.Historical fiction couldinclude Pink and Say byPatricia Pollaco.

Suggested titles:The Start of The AmericanRevolutionary War: PaulRevere Rides At Midnight byAllison Draper.Redcoats and Petticoats byKatherine Kirkpatrick, or aselection from theProject Stars list (SeeAppendix).

See Appendix –“AlliterationReport”(For fiction andnonfiction booksstudents will writean alliterationreport)

See Appendix –“Mystery PersonReport(For biographies,students can write aMystery PersonReport)

See Appendix –“Limericks”(For poetry studentscan write alimerick.)

Student ‘s InstructionalObjectives:EssentialKnowledge/Skills/ProcessesLevel of Bloom’s Taxonomy:(K) Knowledge;(C) Comprehension;(Ap) Application; (An) Analysis;(S) Synthesis; (E) Evaluation

Definitions Librarians Instructional Strategies Resources Assessments

Compare and contrast biography,autobiography, and collectivebiography (An)

Biographies – a typeof nonfiction about areal person’s life

Autobiography –true story written by aperson about his/herown life

CollectiveBiography – a bookcontaining severalshort biographies ondifferent individuals

Suggested titles:Antarctic Antics: A Book ofPenguin Poems by JudySierra.The Emperor’s Egg byMartin Jenkins, or a selectionfrom theProject Stars list (SeeAppendix).

Student will listfive truths found inthe nonfictionselection and fivenon-truths found inthe historicalfiction.

Student will writefive facts learnedabout a subject.

Portsmouth City Public SchoolsDepartment of Curriculum and Instruction

LIBRARY INFORMATION SKILLS CURRICULUM GUIDE

Grade Level/Course __Fourth Grade________________________ Time Frame ___Ongoing – Focus Third Nine Weeks ___________

Content Area __Library Information Skills___________________ Content Strand __Media Enrichment, Selection and Appreciation_

Portsmouth City Public Schools – Information Skills Objective(s)

4.4.AThe student will recognize that awards are given each year for outstanding literature, particularly

• Newbery Award• Caldecott Award• Coretta Scott King Award

Related Standard(s) Technology Standard(s) C/T 5.4

INTERDISCIPLINARY CONNECTIONS

English/Language Arts __________________

Mathematics __________________________

Science _______________________________

Social Studies _______________________

Art _______________________________

Music _____________________________

Health and Physical Education _______________

Foreign Language __________________________

Career and Technical Education _____________

Student’s InstructionalObjectives: EssentialKnowledge/Skills/ProcessesLevel of Bloom’s Taxonomy:(K) Knowledge; (C) Comprehension;(Ap) Application; (An) Analysis;(S) Synthesis; (E) Evaluation

Definitions Librarian’s Instructional Strategies Resources Assessments

Recognize awards/medals oncovers of books and relate whatthey are and why they are given.(C)

Caldecott Award –annual award givento a book’sillustrator foroutstanding artwork

Coretta Scott KingAward – annualaward given to anAfrican Americanauthor for anoutstandingcontribution tochildren’s literature

Newbery Award –annual award givento the author of anoutstanding chapterbook for children

Show and read books that have won awards.

Discuss why the different awards are given,and why they’re important to authors andillustrators.

Demonstrate how to use the internet to findlists of award-winning books by usingspecific sites or a search engine such asyahooligans.com, google.com, oraskjeeves.com.

See Appendix – Examplesof Internet Sites for Award-winning Books

Award-winning books inMedia Center collection.

Films: (Newbery)#006463 “Ben’s Trumpet”#006448 “Matchlock Gun”#006447 “My Brother Sam is Dead”#006452 “Across Five Aprils”#007611 “Meet the Newbery Author – Mildred Taylor”#007613 “Meet the Newbery Author – Virginia Hamilton”

See Appendix -Book Awards

Portsmouth City Public SchoolsDepartment of Curriculum and Instruction

LIBRARY INFORMATION SKILLS CURRICULUM GUIDE

Grade Level/Course __Fourth Grade ________________________ Time Frame ______Ongoing_ ______________________ _____

Content Area __Library Information Skills___________________ Content Strand _Media Enrichment, Selection and Appreciation_

Portsmouth City Public Schools – Information Skills Objective(s)

4.4.BThe student will participate in a variety of literature.

• Fiction• Nonfiction• Historical fiction• Biography/autobiography/collective biography• Poetry

Related Standard(s) Technology Standard(s) E 4.4, 4.6 C/T 5.4 VS.5, VS.6, VS.9

INTERDISCIPLINARY CONNECTIONS

English/Language Arts __________________

Mathematics __________________________

Science _______________________________

Social Studies _______________________

Art _______________________________

Music _____________________________

Health and Physical Education _______________

Foreign Language __________________________

Career and Technical Education _____________

Student’s InstructionalObjectives: EssentialKnowledge/Skills/ProcessesLevel of Bloom’s Taxonomy:(K) Knowledge;(C) Comprehension;(Ap) Application; (An) Analysis;(S) Synthesis; (E) Evaluation

Definitions Librarian’s Instructional Strategies Resources Assessments

Compare and contrast fiction andhistorical fiction. (C)

Understand that historical fictionis a story based on facts. (K)

Explain the difference inbiography, autobiography andcollective biography. (C)

Obtain information fromliterature about a variety ofsubjects that support the corecontent areas. Such literature canbe fiction or nonfiction. (Ap)

Connect experiences of historicalfigures to similar experiences ofother historical figures or present-day individuals. (Ap)

Explain why the author wrote thepiece. (S)

Recognize some well-knownchildren’s authors and findinformation about them on theInternet. (Ap)

Historical Fiction –fictional literature inwhich real persons,places or events arementioned; takes placeduring a specifichistorical time

Collective Biography– a book containing thelife story of more thanone person

Author’s Purpose• to inform• to entertain• to persuade• to express emotions

Rhyme Scheme – therhyme pattern a poetuses in a poem, usuallymarked with capitalletters (ABBA, ABAB,etc.)

Stanzas – the sectionsa poem is divided into

Books used should correlate with identifiedareas of need based on most recent SOL testscores.

Discuss/define biography, autobiographyand collective biography, and showexamples from the media center collection.

Read excerpts from biographical materialsor complete books if short enough. Use aVenn diagram to compare/contrast peopleread about.

Discuss/define historical fiction and showexamples from the media center collection.Also give examples from TV or moviesstudents might be familiar with.

Read excerpts from historical fiction orcomplete books if short enough.

Introducing a book to be read aloud, havestudents try to predict the author’s purposefor writing it. When finished, discusswhether their predictions were correct.

Give students the opportunity to talk aboutbooks they’ve read so they can recommendbooks to each other.

See Appendix – ”ProjectSTARS”

Films: (Historical Fiction)#007622 “Reader’s Theater – Historical Fiction”#007674 “Ben & Me”#006447 “My Brother Sam isDead”#006452 “Across Five Aprils”

Biographies to include:James Madison, PatrickHenry, George Mason, ArthurR. Ashe, Harry F. Byrd, Sr.,and Maggie L. Walker.

Examples of historicalfiction:Laura Ingalls Wilder booksMy America seriesMy Name is America seriesDear America seriesAmerican Girls series

See Appendix – Author Sites

See Appendix -Types ofBiography/Historical Fiction

Portsmouth City Public SchoolsDepartment of Curriculum and Instruction

LIBRARY INFORMATION SKILLS CURRICULUM GUIDE

Grade Level/Course ________Fourth__________________________ Time Frame _________Third Nine Weeks – Ongoing_______

Content Area ____Library Information Skills__________________ Content Strand ___Reference and Research______________

Portsmouth City Public Schools – Information Skills Objective

4.5.AThe student will gather information from print, electronic, and auditory resources.

• CD-ROMs• On-line information services• Encyclopedias; print and electronic• Periodicals• Dictionary• Thesaurus• Maps• Tables• Graphs

Related Standard(s) Technology Standard(s) E 4.9 C/T 4.13, 4.17

INTERDISCIPLINARY CONNECTIONS

English/Language Arts __________________

Mathematics __________________________

Science _______________________________

Social Studies _______________________

Art _______________________________

Music _____________________________

Health and Physical Education _______________

Foreign Language __________________________

Career and Technical Education _____________

Student’s Instructional Objectives:Essential Knowledge/SkillsProcessesLevel of Bloom’s Taxonomy:(K) Knowledge; (C) Comprehension;(Ap) Application; (An) Analysis;(S) Synthesis; (E) Evaluation

Definitions Librarian’s Instructional Strategies Resources Assessments

Use CD-ROM to gather information forresearch purposes.

Use On-line information service.

Gather information from encyclopedias.

Gather information from periodicals.

Use dictionary to gather informationabout words

Use thesaurus to locate synonyms

Use maps, tables and graphs to locateinformation

CD-ROM-Compact disk-ReadOnly Memory

On-line –Electronicinformationreceived viacomputer

Periodical –magazines that arereceived on aregular basis.Periodicals areavailable on manydifferent subjects.

Thesaurus –reference book thatcontains synonymsfor commonly usedwords.

Explain to students that CD-ROMs areavailable on many different topics and areused in order to gather information forresearch purposes.

Explain to students that encyclopedias areanother reference source used to gatherinformation.

Use Scavenger Hunt worksheet in orderfor students to answer research questionsusing reference sources available.

Explain to students that dictionaries giveinformation about words. Demonstratehow to locate words in the dictionary.

Assign words for student’s to locate usingthe dictionary. Each student shouldcomplete skill sheet.(See appendix –Dictionary Skill Sheet)

Assign geographical locations for studentsto locate on a map.

Have student’s create a table and graph.

Films:#008588 – “ Library Study Skills”#002204 – “The Reference Section”#007659 – “Secrets of Using the Library”#007659 – “How to Use the Library”#002301 – “StrangeOccurrence at Elm ViewLibrary”

Mindscape StudentReference Library:Teacher’s Guide andResource PackageScavenger Hunt worksheetin appendix

See Appendix – DictionarySkill Sheet

TechWorks: (A programthat integrates technologyskills into the curriculum)

Teaching Study Skills andStrategies in Grades 4-8 byCharles T. Mangrum II

ReferenceScavengerHunt

Dictionary SillSheet

Completion ofmap activity

Portsmouth City Public SchoolsDepartment of Curriculum and Instruction

LIBRARY INFORMATION SKILLS CURRICULUM GUIDE

Grade Level/Course __________Fourth Grade_________________ Time Frame ______Fourth Nine Weeks – Ongoing_______

Content Area ____Library Information Skills__________________ Content Strand ___Reference and Research____________

INTERDISCIPLINARY CONNECTIONS

English/Language Arts __________________

Mathematics __________________________

Science _______________________________

Social Studies _______________________

Art _______________________________

Music _____________________________

Health and Physical Education ____________

Foreign Language _______________________

Career and Technical Education __________

Portsmouth City Public Schools – Information Skills Objective

4.5.BThe student will recognize the importance of expressing information in one’s own words and abiding by copyrightlaws.

• Cite reference sources used

4.5.CThe student will synthesize information from a variety of sources.

• Skim or scan for specific information• Paraphrase information obtained from resources• Outline, generalize and summarize information• Take accurate notes

Related Standard(s) Technology Standard(s) E 4.5, 4.7, 4.9

Student’s Instructional Objectives:Essential Knowledge/SkillsProcessesLevel of Bloom’s Taxonomy:(K) Knowledge;(C) Comprehension;(Ap) Application; (An) Analysis;(S) Synthesis; (E) Evaluation

Definitions Librarian’s Instructional Strategies Resources Assessments

Express in own words informationobtained from reference sources. (Ap)

Formulate research questions basedon topic (S)

Recognize the importance of usingcitations when doing referencesources used in research. (K)

Recognize the importance of takingaccurate notes and paraphrasinginformation from reference materials(K)

Create an outline of informationobtained from reference materials. (S)

Synthesize information fromreference sources. (S)

Select and use appropriate referencesources (Ap)

Cite – to giveinformation thatidentifies a book orarticle that givesauthor, title,publisher, and date.

Paraphrase – torestate information inone’s own words.

Model to students how to expressinformation obtained by reading aselection from a reference source on aparticular topic or story, and then retellingin your own words. Have studentsdemonstrate the same skill.

Have students select a topic to researchand develop questions by using theResearch Planner form. (See Appendix –Research Planner)

Demonstrate to students how to use theTrash and Treasure note-taking method.Use transparency on Virginia NaturalResources as an example.

Choose any topic that students may beworking on in the content area subjectsand develop a research question. Havestudents go through the passage fromreference source and choose only thewords that will answer the topic question.

See Appendix – ResearchPlanner

Trash and Treasure Activity

Mindscape StudentReference Library

http://owl.english.purdue.edu/handouts/print/research/r_paraphr.html

Film:#008018 – “Research It! – Madam Know-It-all in the Media Center”#002293 - Study Skills: Note-Taking andOutlining#002313 - Study Skills: Researching and Writing a Report

Teaching Study Skills andStrategies in Grades 4-8 byCharles T. Mangrum II

See Appendix –Research Planner

See Appendix –Outline GuideSheet

Trash andTreasureNotetaking

Portsmouth City Public SchoolsDepartment of Curriculum and Instruction

LIBRARY INFORMATION SKILLS CURRICULUM GUIDE

Grade Level/Course __________Fourth Grade____________ Time Frame ______Fourth Nine Weeks - Ongoing________

Content Area ____Library Information Skills____________ Content Strand ___Reference and Research_____________

INTERDISCIPLINARY CONNECTIONS

English/Language Arts __________________

Mathematics __________________________

Science _______________________________

Social Studies _______________________

Art _______________________________

Music _____________________________

Health and Physical Education _____________

Foreign Language _______________________

Career and Technical Education ___________

Portsmouth City Public Schools – Information Skills Objective

4.5.DThe student will use a dictionary and thesaurus to obtain information about the spelling and meaning of word.

• Locate words in dictionary using guide words and entry words• Use a thesaurus to locate synonyms for words

Related Standard(s) Technology Standard(s)

Student’s Instructional Objectives:Essential Knowledge/SkillsProcessesLevel of Bloom’s Taxonomy:(K) Knowledge; (C) Comprehension;(Ap) Application; (An) Analysis;(S) Synthesis; (E) Evaluation

Definitions Librarian’s Instructional Strategies Resources Assessments

Observe the format of the dictionaryand the format of a dictionary page.

Use a dictionary to locate the meaningsof words. (Ap)

Use a dictionary to locate the correctpronunciation of words. (Ap)

Use a thesaurus to find the synonyms ofwords

Thesaurus -reference sourceused to find thesynonym for aword

Instruct students to note the first and lastwords on a dictionary page and observethat the guidewords are the same.

Demonstrate how to use entry and guidewords to locate words in the dictionary.

Demonstrate how to use entries to figureout how to correctly pronounce words inthe dictionary.

Have students locate the meaning of a listof words. (See Appendix - DictionarySkill Sheet)

Show students different types ofdictionaries available in the library andonline.

Explain to students that a thesaurus isused to find synonyms for words.

Have students create of list of words andlocate some synonyms using a thesaurus.

Film: #001539 -Dictionary: Adventure ofWords

See Appendix -Dictionary Skill Sheet

Teaching Study Skills andStrategies in Grades 4-8by Charles T. MangrumII

Librarian willobserve studentproficiency in theuse of thedictionary.

Students are able tolocate words in thedictionary andcomplete the list ofdefinitions.

See Appendix -Dictionary SkillSheet

Can students locatesynonyms?

Portsmouth City Public SchoolsDepartment of Curriculum and Instruction

LIBRARY INFORMATION SKILLS CURRICULUM GUIDE

Grade Level/Course __________Fourth Grade____________ Time Frame ______Fourth Nine Weeks - Ongoing________

Content Area ____Library Information Skills____________ Content Strand ___Reference and Research_____________

INTERDISCIPLINARY CONNECTIONS

English/Language Arts __________________

Mathematics __________________________

Science _______________________________

Social Studies _______________________

Art _______________________________

Music _____________________________

Health and Physical Education ______________

Foreign Language ________________________

Career and Technical Education ____________

Portsmouth City Public Schools – Information Skills Objective

4.5.EThe student will locate information on maps, tables, and graphs with emphasis on directions and measurementscales.

Related Standard(s) Technology Standard(s)

Student’s Instructional Objectives:Essential Knowledge/SkillsProcessesLevel of Bloom’s Taxonomy:(K) Knowledge; (C) Comprehension;(Ap) Application; (An) Analysis; (S)Synthesis; (E) Evaluation

Definitions Librarian’s Instructional Strategies Resources Assessments

Locate information on maps (Ap)

Interpret information on graphs andtables (C)

Atlas – a book ofmaps

Legend – anexplanatorydescriptionaccompanying achart, map,graph.

Scale – relativesize

Present books on maps from the LibraryMedia Center collection. (See Appendix -Project STARS)

Have students create maps of school,community, and state using NeighborhoodMap CD.

Instruct students on how to read maps.Explain the different kinds of maps;political, geographical, world, state, etc.

Explain to students that tables are used tocompare information.

Neighborhood Map CD-ROM

See Appendix - ProjectSTARS

Teaching Study Skills andStrategies in Grades 4-8by Charles T. MangrumII

Films: (Maps)#007493 - Finding the Way: Mathsphere#007450 - Finding Your Way: Using Maps and Globes#008658 - Mapping Your World

Can studentslocate differentareas on a map?

Can students readgraphs and tablesin order to findinformation?

Fifth Grade

Portsmouth City Public SchoolsDepartment of Curriculum and Instruction

LIBRARY INFORMATION SKILLS CURRICULUM GUIDE

Grade Level/Course ___Fifth Grade_____________________ Time Frame __First Nine Weeks - Ongoing_____________

Content Area __Library Information Skills_______________ Content Strand ___Orientation to Media Center_________

Portsmouth City Public Schools – Information Skills Objective(s)

5.1.AThe student will demonstrate knowledge of the Library Media Center personnel, rules, policies and procedures.

5.1.BThe student will demonstrate responsible Library Media Center behavior.

5.1.CThe student will demonstrate good habits in handling print materials.

Related Standard(s) Technology Standard(s)

INTERDISCIPLINARY CONNECTIONS

English/Language Arts __________________

Mathematics __________________________

Science _______________________________

Social Studies _______________________

Art _______________________________

Music _____________________________

Health and Physical Education _______________

Foreign Language __________________________

Career and Technical Education _____________

Student’s InstructionalObjectives: EssentialKnowledge/Skills/ProcessesLevel of Bloom’s Taxonomy:(K) Knowledge;(C) Comprehension;(Ap) Application; (An) Analysis;(S) Synthesis; (E) Evaluation

Definitions Librarian’s Instructional Strategies Resources Assessments

Name Media Center personnel.(K)

Review acceptable MediaCenter behavior. (C,Ap)• Respond to Give Me Five signal• Follow rules cited by librarian

Check out and return booksproperly at the circulation desk.(C,Ap)

Employ good habits whenhandling books so that librarymaterials are returned on timeand in good condition. (Ap)

Use a bookmark whennecessary (Ap)

Media Center Personnel –librarian and library clerk

Give Me Five Strategy:• Eyes on speaker• Hands still• Body still• Mouths quiet• Ears listening

Circulation Desk – placewhere books and materialsare checked out andreturned.

Ask students to name the Media Centerpersonnel. Introduce librarian and clerk ifnecessary.

Explain check-out procedures and when toreturn books. (If different check-out andreturn procedures apply when studentscome in without their classes, explain suchprocedures.)

Show and explain Student Conduct Notethat will be used when students are inlibrary independently and don’t followlibrary rules. (See Appendix - StudentConduct Note)

Demonstrate “Give Me Five Strategy” andremind students when it will be used.

Remind students to use shelf markers toreturn books to proper shelves.

Remind students to stand in line quietly tocheck books out, pick up books that fall onfloor, listen carefully to instructions, andfollow any other pertinent rules.

Explain use of Appropriate LibraryBehavior checklist to assess overall classbehavior.

Observations:- Does studentuse librarystaff’s names?

- Can studentfind/point tosection whereeasy/picturebooks arefound?

- Does studentcheck out andhandle booksproperly?

See Appendix –AppropriateLibraryBehavior check-list

See Appendix -Student ConductNote

Portsmouth City Public SchoolsDepartment of Curriculum and Instruction

LIBRARY INFORMATION SKILLS CURRICULUM GUIDE

Grade Level/Course ___Fifth Grade___________________________________ Time Frame ___ First Nine Weeks - Ongoing____________

Content Area __Library Information Skills_____________________________ Content Strand _____Orientation to Media Center_________

Portsmouth City Public Schools – Information Skills Objective(s)

5.1.DThe student will identify the location of the following:

• Easy/picture books• Chapter books• Nonfiction• Biography• Poetry• Reference books• Periodicals

Related Standard(s) Technology Standard(s) E 5.4, 5.5

INTERDISCIPLINARY CONNECTIONS

English/Language Arts __________________

Mathematics __________________________

Science _______________________________

Social Studies _______________________

Art _______________________________

Music _____________________________

Health and Physical Education _______________

Foreign Language __________________________

Career and Technical Education _____________

Student’s InstructionalObjectives: EssentialKnowledge/Skills/ProcessesLevel of Bloom’s Taxonomy:(K) Knowledge; (C) Comprehension;(Ap) Application; (An) Analysis;(S) Synthesis; (E) Evaluation

Definitions Librarian’s Instructional Strategies Resources Assessments

Identify areas where fiction/chapterbooks are shelved. (K)

Locate the areas of the media centerwhere nonfiction books, includingpoetry, are found. (K)

Identify the location of biographybooks in the media center. (K)

Identify biographies as a type ofnonfiction. (K)

Locate dictionaries, encyclopedias,and atlases. (K)

Locate periodicals available in themedia center. (K)

Nonfiction – literatureabout real people, places,things; factual information

Fiction –made-up storiesabout people, places, thingsor events

Biography – nonfictionbook about a real person’slife

Periodicals – magazines,journals, and newspapers.

Reference Books – thosebooks used for research andspecific information,usually not checked out tostudents but used in theLibrary Media Center(Examples: atlas,dictionary, encyclopedia,thesaurus, almanac, etc.)

Show areas of the Library media centerwhere fiction and nonfiction materials arefound.

Explain that biography is a special type ofnonfiction and show where biographybooks are found in the media center.

Explain that poetry books are found in thenonfiction books and show where they arefound in the media center.

Explain reasons to use a dictionary andwhere they are located in the mediacenter.

Explain reasons to use an encyclopediaand where they are located in the mediacenter.

Explain reasons to use a thesaurus andwhere they are located in the mediacenter.

Show magazines available in the mediacenter. Explain why various magazinesare chosen and any pertinentrules/procedures for using them.

Film #008588“Library StudySkills”

See Appendix -Using ReferenceBooks andPeriodicals

Portsmouth City Public SchoolsDepartment of Curriculum and Instruction

LIBRARY INFORMATION SKILLS CURRICULUM GUIDE

Grade Level/Course ___Fifth Grade ___________________________________ Time Frame _ First Nine Weeks - Ongoing_______________

Content Area __Library Information Skills_____________________________ Content Strand __Orientation to Media Center____________

Portsmouth City Public Schools – Information Skills Objective(s)

5.1.EThe student will demonstrate proper handling of equipment and software.

5.1.FThe student will locate the electronic catalog.

Related Standard(s) Technology Standard(s) E 5.8 C/T 5.12

INTERDISCIPLINARY CONNECTIONS

English/Language Arts __________________

Mathematics __________________________

Science _______________________________

Social Studies _______________________

Art _______________________________

Music _____________________________

Health and Physical Education _______________

Foreign Language __________________________

Career and Technical Education _____________

Student’s InstructionalObjectives: EssentialKnowledge/Skills/ProcessesLevel of Bloom’s Taxonomy:(K) Knowledge;(C) Comprehension;(Ap) Application; (An) Analysis;(S) Synthesis; (E) Evaluation

Definitions Librarian’s Instructional Strategies Resources Assessments

Demonstrate proper handling ofequipment and software. (Ap)

Locate the electronic catalog. (K)

CD-ROM – Compact disk/read-only memory

Electronic Catalog –listing of books and othermaterials available in themedia center that can befound using designatedcomputers.

Review basic parts of a computer.

Demonstrate how to get disks and CD-ROMS out of computers correctly andreview the meanings of the acronym CD-ROM

Explain proper handling of computerequipment and software:• Make sure hands are clean.• Keep food and drinks at a distance.• Strike keys softly.• Hold disks/CDs on edges.• Insert CDs/disks gently into disk drives;push CD drawers in gently.• After using mouse or striking keyboard,wait for computer to respond; be patient.

Use TECHWORKS kit and/orTechknowledgy manuals appropriate tograde level to instruct in basic computerparts and proper handling.

Point out computers used for electroniccatalog and when they are to be used

TECHWORKS kits

Techknowledgymanuals

Usborne ComputerDictionary forBeginners

Various CD-ROMs inlibrary collection

Observation:- Does studenthandle CDscorrectly?- Does studentstrike keys softlyand wait forcomputer torespond?- Can studentexplain how to getdisks or CDs outof computer?- Can studentlocate computersused for electroniccatalog?

Ask students toexplain what CD-ROM and CPUmean.

See Appendix -Basic ComputerParts

Portsmouth City Public SchoolsDepartment of Curriculum and Instruction

LIBRARY INFORMATION SKILLS CURRICULUM GUIDE

Grade Level/Course ______Fifth Grade ___ ________________ Time Frame ____Ongoing - Focus Second Nine Weeks_____

Content Area ____Library Information Skills__________________ Content Strand __Reading and Listening Comprehension___

Portsmouth City Public Schools – Information Skills Objective

5.2.AThe student will demonstrate comprehension of a variety of literary forms, including fiction, nonfiction, andpoetry.

Related Standard(s) Technology Standard(s) E 5.5, 5.6

INTERDISCIPLINARY CONNECTIONS

English/Language Arts _________________

Mathematics __________________________

Science ______________________________

Social Studies ______________________

Art _______________________________

Music _____________________________

Health and Physical Education _________________

Foreign Language ____________________________

Career and Technical Education ________________

Student’s InstructionalObjectives: EssentialKnowledge/Skills /ProcessesLevel of Bloom’s Taxonomy:(K) Knowledge;(C) Comprehension;(Ap) Application; (An) Analysis;(S) Synthesis; (E) Evaluation

Definitions Librarian’s Instructional Strategies Resources Assessments

Describe character developmentin fiction and poetry selections.(C)

Describe the development ofplot, and explain how conflictsare resolved. (C)

Describe how the author’schoice of vocabulary and stylecontribute to the quality andenjoyment of selections. (An)

Character – aperson, animal, orthing portrayed in astory.

Plot – what happensin a story; a sequenceof related events thatmake up the story.

Conflict – a struggleor dispute betweenopposing charactersor forces.

Climax – the point inthe story when theconflict is decidedone way or another.

Resolution – thepoint in the storywhen the characters’problems are solvedand the story ends.

Style – the way inwhich something iswritten.

Books used should correlate with identifiedareas of need based on most recent SOL testresults.

Check students’ understanding of characterdevelopment by asking what we know abouta character from:

• What is directly stated in the text• Their speech and actions• What other characters in the story say

or think about them

Ask students which characters in the storystayed the same, which ones changed, andhow they changed.

Complete a semantic web about a character,showing the character’s traits at thebeginning and end of the story.

Ask students to explain why a certaincharacter did what they did, or perhaps whatthey would have done in a similarcircumstance.

Ask students to identify the problem of theplot and explain how it was resolved. Havestudents create a new ending or solution.

See Appendix – “ProjectSTARS.” (Books thatintegrate with corecurriculum areas)

Books with character andplot development, e.g.(Film:#006459 – Amos Fortune Free Man#006455 – Bridge to Terabithia#006453 – Strawberry Girl

See Appendix – SemanticMap to Study Characters

See Appendix – BoxedStory Grammar Chart

See Appendix – Chart toSummarize Plot

Books affected by author’schoice of vocabulary andstyle, e.g. Aunt Nancy andOld Man Trouble,Flossie & the Fox,The Book that Jack Wrote,Tales of the Dark Thirty

See Appendix-ComprehensionAssessment, Grade5(Make atransparency of themultiple-choicequestions for grade5, and fill in answerchoices appropriatefor the story, book,or selection.)

See Appendix –Answer Sheet,Answer Cards(Each student mayuse laminatedanswer sheets withcircle covers ORanswer cards foreach letter)

Student’s InstructionalObjectives: EssentialKnowledge/Skills /ProcessesLevel of Bloom’s Taxonomy:(K) Knowledge;(C) Comprehension;(Ap) Application; (An) Analysis;(S) Synthesis; (E) Evaluation

Definitions Librarian’s Instructional Strategies Resources Assessments

Use text organizers: (C)• Type• Headings and sub-

headings• Graphics

Type – printedwords, letters, orsymbols on a page.

Heading – a title fora paragraph, section,chapter, or page.

Subheading – aheading or titlesubordinate to themain one.

Graphic – anillustration ordiagram in a book.

Check students’ understanding that plot isdeveloped through a series of plannedevents by having students identify theplanned events in sequence that led toresolution of the conflict.

Use a graphic organizer to summarize astory’s plot.

Ask students to discuss why an authormight have used particular words andphrases.

Introduce Accelerated Reader asappropriate, see Appendix

Using a transparency of an encyclopediaarticle, ask students if they see• Any special type styles, such as bold-

faced and color• Any headings or subheadings in a

section – what type of information doyou predict will be in that section?

• Any pictures, photos, graphics – arethere captions?

See Appendix – SampleQuestion Stems

See Appendix – DRTAMaking Predictions

See Appendix – GuidedReading & Thinking

See Appendix – KWLChart

Accelerated Reader booksand computer software

See Appendix – ARReading Levels, HonorCode and Sign-up Sheet

See Appendix –Semantic Web,Characters

See Appendix –Graphic Organizer,Summarize Plot

Accelerated Readerquizzes

Portsmouth City Public SchoolsDepartment of Curriculum and Instruction

LIBRARY INFORMATION SKILLS CURRICULUM GUIDE

Grade Level/Course _________Fifth Grade_____________________ Time Frame _____Third Nine Weeks — Ongoing________

Content Area ____Library Information Skills Content Strand _____Use of Resources_____ ___________

Portsmouth City Public Schools—Information Skills Objective

5.3.AThe student will identify, locate, and use appropriate library resources.

Related Standard(s) Technology Standard(s} E 5.8

INTERDISCIPLINARY CONNECTIONS

English/Language Arts __________________

Mathematics __________________________

Science _______________________________

Social Studies _______________________

Art _______________________________

Music _____________________________

Health and Physical Education _______________

Foreign Language __________________________

Career and Technical Education _____________

Student’s InstructionalObjectives: EssentialKnowledge/Skills/ProcessesLevel of Bloom’s Taxonomy:(K) Knowledge(C) Comprehension;(Ap) Application;(An) Analysis; (S) Synthesis;(E) Evaluation

Definitions Librarian’s Instructional Strategies Resources Assessments

Discuss how Dewey Decimalnumbers represent subject areas (C)

Place books on a certain subject inthe proper Dewey classification(Ap)

Use call numbers through alldecimal places in sequential order.(Ap)

Recognize the use and purpose ofcredits (Ap)

Recognize cross references in themedia center’s electronic catalog(Ap)

Independently use the electroniccatalog to find a desired item in themedia center (Ap)

Recognize the necessity for usingsynonyms for subject headings ininformation searches (An)

Dewey Decimal –system using numbersand authors initials toplace books on libraryshelves

Credits – Publishinginformation about abook:author, illustrator,publisher, place ofpublication, copyrightdate, edition, etc.

Cross Reference –listing materials undertwo or more differentsubjects.

Electronic Catalog –the library cataloglocated on thecomputer.

Synonyms – Wordsthat have the samemeaning as anotherword.

Students in teams will locate booksfrom the ten major Dewey areas.

Students will match specific booksubjects and titles to their correspondingmajor Dewey classification.

Groups of students will receive a list often call numbers to put in sequentialorder.

Students will create a bibliography for aspecific subject. Students will uselibrary catalog to locate five books on aspecific title and use credit informationto write a bibliography.

Students will create ten cross-referencesfor common subjects found in an index.

Students will locate fifteen library itemsusing the electronic catalog.

Students will create synonyms for tensubject headings to locate informationon the Internet.

Worksheet listing subjects,titles and authors forspecific Dewey areas. SeeAppendix “Dewey’sJourney Station”.

Worksheets listing booktitles and the major Deweysubject areas (SeeAppendix “What MainClass Am I?” and “PracticeWith Dewey”

See Appendix – “Put theFollowing Books InSequential Order”(List of ten nonfictionbooks all starting with thesame whole call number)

See Appendix – “CrossReferencing – Helping youLocate Information”

See Appendix – “Locate theCall Numbers for theFollowing Library Items”(A list of fifteen specificlibrary items.)

Each team willreport on subjectsand books found intheir Dewey area.

Assess worksheetfor correct Deweynumbers.

Check card sets toassess if they are inthe correctsequential order.

Check students’bibliographies.

Students will givethe cross-referencesthey created..

Check students’lists of callnumbers.

Checks students’list of synonyms.

Student ‘s InstructionalObjectives:EssentialKnowledge/Skills/ProcessesLevel of Bloom’s Taxonomy:(K) Knowledge;(C) Comprehension;(Ap) Application; (An) Analysis;(S) Synthesis; (E) Evaluation

Definitions Librarians Instructional Strategies Resources Assessments

Perform Boolean searches using the“Detailed Search” feature of theelectronic catalog (Ap)

Recognize the availability ofinformation from a variety ofcommunity resources (C)

Use an electronic telephonedirectory to locate informationabout a specific person, business, oragency (Ap)

Boolean Search – adetailed search methodusing and, or, and notto make a search morespecific.

Community Services –agencies that giveinformation or help topeople.

Electronic Directory –located on a searchengine’s web site tolocate names/addresses.

Have students perform a detailed searchon the library catalog using Booleansearch techniques.

Have students search for specificinformation from different communityresources. Students will find names andphone numbers of specific communityservice organizations.

Have students locate ten names using anelectronic telephone directory.

See Appendix – “FindSynonyms” (A list of tensubject headings.)

See Appendix – “BooleanSearch Tips”(Worksheets with specificinformation for students touse a Boolean search tolocate information.)

See Appendix –“Locating CommunityServices, 5th Grade”(Worksheet listinginstructions for locatingcommunity resources onthe internet.)

See Appendix – “Using theElectronic Directory, 5th

Grade”(Worksheet listing generalbusiness names inPortsmouth for students tolocate on an electronicdirectory using the WhitePages.)

Students willshow examplesof the And, Or,and NotBoolean Searchperformed.

Check namesand phonenumbers foundby students.

Students’ lists ofaddresses orphone numbersof people,business, oragency namesfound on search.

Portsmouth City Public SchoolsDepartment of Curriculum and Instruction

LIBRARY INFORMATION SKILLS CURRICULUM GUIDE

Grade Level/Course _Fifth Grade_________________________ Time Frame Ongoing_- Focus Third Nine Weeks____________

Content Area __Library Information Skills_________________ Content Strand __Media Enrichment, Selection and Appreciation_

Portsmouth City Public Schools – Information Skills Objective(s)

5.4.AThe student will recognize that awards are given each year for outstanding literature, particularly

• Caldecott Award• Newbery Award• Coretta Scott King Award

Related Standard(s) Technology Standard(s) C/T 5.4

INTERDISCIPLINARY CONNECTIONS

English/Language Arts __________________

Mathematics __________________________

Science _______________________________

Social Studies _______________________

Art _______________________________

Music _____________________________

Health and Physical Education _______________

Foreign Language __________________________

Career and Technical Education _____________

Student’s InstructionalObjectives: EssentialKnowledge/Skills/ProcessesLevel of Bloom’s Taxonomy:(K) Knowledge; (C) Comprehension;(Ap) Application; (An) Analysis;(S) Synthesis; (E) Evaluation

Definitions Librarian’s Instructional Strategies Resources Assessments

Recognize medals/awards on bookcovers and relate what they are andwhy they’re given. (C)

Caldecott Award –annual award givento a book’s illustratorfor outstandingartwork

Coretta Scott KingAward – annualaward given to anAfrican Americanauthor for anoutstandingcontribution tochildren’s literature

Newbery Award –annual award givento the author of anoutstanding chapterbook for children

Show and read books that have wonawards.

Discuss why the different awards aregiven, and why they’re important toauthors and illustrators.

Demonstrate how to use the Internet to findlists of award-winning books by usingspecific sites or a search engine such asyahooligans.com, google.com, oraskjeeves.com.

See Appendix – Examplesof Internet Sites for Award-winning Books

Award-winning books inLibrary Media Centercollection.

Films: (Newbery)#006463 “Ben’s Trumpet”#006448 “Matchlock Gun”#006447 “My Brother Sam is Dead”#006452 “Across Five Aprils”

See Appendix –Book Awards

Portsmouth City Public SchoolsDepartment of Curriculum and Instruction

LIBRARY INFORMATION SKILLS CURRICULUM GUIDE

Grade Level/Course _Fifth Grade ____________________ Time Frame ______Ongoing_______________________________

Content Area __Library Information Skills_______________ Content Strand __Media Enrichment, Selection and Appreciation_

Portsmouth City Public Schools – Information Skills Objective(s)

5.4.BThe student will participate in a variety of literature:

• Fiction• Nonfiction• Historical fiction• Biography/autobiography/collective biography• Poetry

Related Standard(s) Technology Standard(s) E 5.5, 5.6 C/T 5.4

INTERDISCIPLINARY CONNECTIONS

English/Language Arts __________________

Mathematics __________________________

Science _______________________________

Social Studies _______________________

Art _______________________________

Music _____________________________

Health and Physical Education _______________

Foreign Language __________________________

Career and Technical Education _____________

Librarian’s InstructionalObjectives: EssentialKnowledge/Skills/ProcessesLevel of Bloom’sTaxonomy:(K) Knowledge;(C) Comprehension;(Ap) Application;(An) Analysis;(S) Synthesis;(E) Evaluation

Definitions Librarian’s Instructional Strategies Resources Assessments

Obtain information fromliterature about a variety ofsubjects that support the corecontent areas. (Ap)

Explain why the author wrotethe piece (S)

Recognize some well-knownchildren’s authors and findinformation about them onthe Internet. (Ap)

Historical Fiction – fictionalliterature in which realpersons, places, events arementioned; takes place duringa specific time in the past

Collective Biography – abook which includes the lifestory of more than one person

Author’s Purpose:• to inform• to entertain• to persuade• to express emotions

Rhyme Scheme – the rhymepattern a poet uses in a poem,usually marked with capitalletters (ABBA, ABAB, etc.)

Stanzas – the sections apoem is divided into oftenexpressing a single unit ofthought

Books used should correlate withidentified areas of need based on mostrecent SOL test scores.

Choose poems to read which arerelated to core subjects, currentevents, seasons, holidays, etc.

Show poems on a video data,overhead or opaque projector. Initiateindividual or choral reading of thepoems. Discuss rhyme scheme ifpoetry is rhymed. Ask why a personmight like to read or write poetry(short, fun to read because of rhymepatterns, expresses emotion, etc.)

Use poetry to introduce a lesson.(Example: When teaching map/atlasskills, use a poem about a place, theworld, traveling, etc.)

See Appendix - ”ProjectSTARS”

Films: (Historical Fiction)#007622 “Reader’s Theater – Historical Fiction”#007674 “Ben & Me”#006447 “My Brother Sam is Dead”#006452 “Across Five Aprils”

Poem “Paul Revere’s Ride”by Longfellow

Poetry book Joyful Noisefor choral reading

Examples of HistoricalFiction:Laura Ingalls Wilder booksMy America seriesDear America seriesAmerican Girls series

See Appendix – Examples ofAuthor Sites on the Internet

See Appendix –Types ofBiography/Historical Fiction

Portsmouth City Public SchoolsDepartment of Curriculum and Instruction

LIBRARY INFORMATION SKILLS CURRICULUM GUIDE

Grade Level/Course __________Fifth Grade________ ____ Time Frame ______Third Nine Weeks - Ongoing_________

Content Area ____Library Information Skills__________________ Content Strand ___Reference and Research_____________

INTERDISCIPLINARY CONNECTIONS

English/Language Arts __________________

Mathematics __________________________

Science _______________________________

Social Studies _______________________

Art _______________________________

Music _____________________________

Health and Physical Education ____________

Foreign Language _______________________

Career and Technical Education __________

Portsmouth City Public Schools – Information Skills Objective

5.5.AThe student will gather information from print, visual, auditory, and electronic resources including:

• CD-ROMs• Electronic encyclopedia• Online information services

Related Standard(s) Technology Standard(s) E 5.8 C/T 5.3, 5.8

Student’s Instructional Objectives:Essential Knowledge/SkillsProcessesLevel of Bloom’s Taxonomy:(K) Knowledge; (C) Comprehension;(Ap) Application; (An) Analysis;(S) Synthesis; (E) Evaluation

Definitions Librarian’s Instructional Strategies Resources Assessments

Gather information from CD-ROMs inorder to answer reference questions.(Ap)

Locate information in electronicencyclopedia. (K)

Gather information from on-lineinformation services (Ap)

Select CD-ROMs and have studentsanswer research questions on selectedtopics in content areas.

Guide students through the format of theCD. Focus on text, pictures, captions,graphs, charts, maps, videos, sound clips,etc.

Instruct students on how to accessinformation using electronic encyclopediaHave students answer specific questionsusing electronic encyclopedia. Adapt tospecific CD ROMs available.

World Book MultimediaEncyclopedia

Grolier MultimediaEncyclopedia

Teaching Study Skills andStrategies in Grades 4-8 byCharles T. Mangrum II

Film: (ElectronicEncyclopedia)#008588 – Library Study Skills

World BookMultimediaActivity Sheet

Portsmouth City Public SchoolsDepartment of Curriculum and Instruction

LIBRARY INFORMATION SKILLS CURRICULUM GUIDE

Grade Level/Course _______Fifth Grade________ _______ Time Frame ______Fourth Nine Weeks - Ongoing________

Content Area ____Library Information Skills_______ ____ Content Strand ___Reference and Research_____________

INTERDISCIPLINARY CONNECTIONS

English/Language Arts __________________

Mathematics __________________________

Science _______________________________

Social Studies _______________________

Art _______________________________

Music _____________________________

Health and Physical Education ____________

Foreign Language _______________________

Career and Technical Education __________

Portsmouth City Public Schools – Information Skills Objective

5.5.BThe student will use an atlas, almanac, thesaurus, dictionary, and encyclopedia effectively.

• Unabridged vs. abridged• Special dictionaries ie., biographical, geographical and scientific

5.5.CThe student will select the most appropriate reference source for a specific purpose.

Related Standard(s) Technology Standard(s) E 5.4

Student’s Instructional Objectives:Essential Knowledge/SkillsProcessesLevel of Bloom’s Taxonomy:(K) Knowledge; (C) Comprehension;(Ap) Application; (An) Analysis;(S) Synthesis; (E) Evaluation

Definitions Librarian’s Instructional Strategies Resources Assessments

Use atlas effectively. (Ap)

Use almanac effectively (Ap)

Use dictionary effectively (Ap)

Use thesaurus effectively (Ap)

Distinguish between abridged andunabridged dictionary (C)

Gather information from specialdictionaries; biographical, geographicaland scientific (Ap)

Atlas – reference bookof maps

Abridged Dictionary –smaller more concisebook of words andmeanings arrangedalphabetically

UnabridgedDictionary –comprehensivedictionary of words andmeanings arrangedalphabetically

BiographicalDictionary – used toidentify persons

GeographicalDictionary – used toidentify places

Almanac – a book offacts and statistics thatpublished annually

Discuss major features of the atlas. Stressthe importance of location coordinatesfound in the index. Explain how thelocation coordinates direct the user to thecorrect map and place location

Ask students to locate the continents, theUnited States, Virginia, and otherlocations of current events in the news.

Give student a blank U.S. map andinstruct them to label the states after givenclues about certain states.

Explain to student that an almanac is abook of facts, figures and statistics on anumber of different topics. Havestudents answer questions on differenttopics.

Show students an abridged andunabridged dictionary. Explain thedifference between the two. Havestudents compare an unabridged andabridged dictionary.

Show students examples of the differenttypes of dictionaries. Explain when thespecific dictionaries would be used. Havestudents locate information about peoplethat are being referenced in content areas.

Use atlases available inthe library.

World Almanac

Dictionaries availablein the Library MediaCenter collection

Teaching Study Skillsand Strategies inGrades 4-8 by CharlesT. Mangrum II

See Appendix –Compare and ContrastGraphic Organizer

Can studentslocateinformation onspecific topicsusing thedifferent typesof dictionaries?

Do studentsrecognize thedifferencebetweenabridged andunabridgeddictionaries?

Are studentsable to findgeographicallocations onmaps?

Portsmouth City Public SchoolsDepartment of Curriculum and Instruction

LIBRARY INFORMATION SKILLS CURRICULUM GUIDE

Grade Level/Course ________Fifth Grade_____________________ Time Frame ______4th Nine Weeks - Ongoing___________

Content Area ____Library Information Skills__________________ Content Strand ___Reference and Research_____________

INTERDISCIPLINARY CONNECTIONS

English/Language Arts __________________

Mathematics __________________________

Science _______________________________

Social Studies _______________________

Art _______________________________

Music _____________________________

Health & Physical Education ______________

Foreign Language _______________________

Vocational Education ____________________

Portsmouth City Public Schools – Information Skills Objective

5.5.DThe student will synthesize information from more than one source.

• Skim or scan materials for specific information• Prioritize information and take accurate notes

Related Standard(s) Technology Standard(s) E 5.8

Student’s Instructional Objectives:Essential Knowledge/SkillsProcessesLevel of Bloom’s Taxonomy:(K) Knowledge; (C) Comprehension;(Ap) Application; (An) Analysis;(S) Synthesis; (E) Evaluation

Definitions Librarian’s Instructional Strategies Resources Assessments

Summarize information gathered inreference sources (E)

Restate information gathered fromreference sources in own words (C)

Paraphrase – torestate information inown words

Assign topics for students to research andhave students use Trash and Treasuretechnique.

The Big 6 –http://www.big6.com/

Trash and Treasure

Teaching Study Skillsand Strategies inGrades 4-8 byCharles T. MangrumII

Portsmouth City Public SchoolsDepartment of Curriculum and Instruction

LIBRARY INFORMATION SKILLS CURRICULUM GUIDE

Grade Level/Course __________Fifth Grade___________________ Time Frame _____Fourth Nine Weeks – Ongoing________

Content Area ____Library Information Skills__________________ Content Strand ___Reference and Research_____________

INTERDISCIPLINARY CONNECTIONS

English/Language Arts __________________

Mathematics __________________________

Science _______________________________

Social Studies _______________________

Art _______________________________

Music _____________________________

Health and Physical Education ___________

Foreign Language ______________________

Career and Technical Education __________

Portsmouth City Public Schools – Information Skills Objective

5.5.EThe student will demonstrate respect for ownership rights and abide by copyright laws.

• Paraphrase by restating information given in a source• Cite reference sources used

Related Standard(s) Technology Standard(s) E 5.8

Student’s InstructionalObjectives:Essential Knowledge/SkillsProcessesLevel of Bloom’s Taxonomy:(K) Knowledge;(C) Comprehension;(Ap) Application;(An) Analysis; (S) Synthesis;(E) Evaluation

DefinitionsLibrarian’s Instructional Strategies

Resources/References Assessments

Summarize information inone’s own words. (C)

Identify sources used givingauthor, title, publisher,publication city, and date. (K)

Compose a bibliography ofsources used for researchpurposes. (S)

Copyright – the legalright of an author, artistor publisher to controlthe use of their work.

Paraphrase – restateinformation in one’sown words.

Bibliography – a list ofbooks and articles on aparticular subject

Read a story or passages, and ask studentsto retell the story in his/her own words.

Assign students passages to read. Havestudents rewrite the passages andexchange with other students.

Assign a topic for students to researchindividually or in groups. Review Big Sixresearch techniques.

Demonstrate the correct format for citingdifferent sources of references, includinginformation found on the Internet

Explain to students the importance ofgiving credit to the author or authors ofpublished material, in book or electronicformat.

Have students practice documenting theauthor, title, publisher, publication cityand date. (Slate Citation Machine)

Big Sixwww.big6.com

Slate Citation Machinehttp://landmark-project.com/citation_machine/cm.php

See Appendix.

Studentsuccessfullyrestatesinformation usingown words.

Research projectcompleted withsources citedcorrectly.

Portsmouth City Public SchoolsDepartment of Curriculum and Instruction

LIBRARY INFORMATION SKILLS CURRICULUM GUIDE

Grade Level/Course __________Fifth Grade________________________ Time Frame _ Fourth Nine Weeks – Ongoing _____

Content Area _________Library Information Skills_________________ Content Strand ___Reference and Research__________

INTERDISCIPLINARY CONNECTIONS

English/Language Arts __________________

Mathematics __________________________

Science _______________________________

Social Studies _______________________

Art _______________________________

Music _____________________________

Health and Physical Education ____________

Foreign Language ______________________

Career and Technical Education __________

Portsmouth City Public Schools – Information Skills Objective

5.5.FThe student will continue to use maps, graphs and charts to solve problems or answer questions with emphasis onacquiring a working knowledge of symbols, uses, and limitations of each.

Related Standard(s) Technology Standard(s) H 5.9

Student’s InstructionalObjectives:Essential Knowledge/SkillsProcessesLevel of Bloom’s Taxonomy:(K) Knowledge;(C) Comprehension;(Ap) Application;(An) Analysis; (S) Synthesis;(E) Evaluation

Definitions Librarian’s Instructional Strategies Resources Assessments

Use maps, charts and graphsin order to answer relatedquestions. (A) (K)

Interpret maps, charts andgraphs in order to answerquestions (C)

Label maps correctly. (K)

Map – a visual representationthat shows all or part of theEarth’s surface with geographicfeatures, urban areas, roads, andother details

Road Map – shows people howthey can travel from one place toanother. It also shows somephysical boundaries, such asmountains and rivers; politicalfeatures, such as states andcounties; populated places, suchas cities and towns,

Shaded Relief – designed tohighlight the physical features ofa place

Topographic Map – shows theelevations of the land

Chart – a diagram or tabledisplaying detailed information

Graph – a diagram used toindicate relationships betweentwo or more variable quantities

Tell students that the legend is the keyto using the map.

Explain to students why we use mapsand show them the different kinds ofmaps. (road, shaded relief andtopographic maps)

Have students create a map of theschool, or their community orneighborhood.

Give each student and outline map ofVirginia or United States. Havestudents label different areas on themaps.

Create a chart and have student answerquestions related to information given.

Have students determine the mileagefrom one location to another.

Neighborhood MapMachine software

http://www.nationalgeographic.com/

http://www.pen.k12.va.us/

Directions (2nd ed.) - MapSkills for Beginners(#007576

Latitude (2nd ed.) - MapSkills for Beginners(#007666)

Longitude (2nd ed.) - MapSkills for Beginners(#007667

Maps (3rd ed.) - Map Skillsfor Beginners (#007672)Physical

Facts into Picture:Mathsphere (#007492)

See Appendix –Geographic Regions ofVirginia

Students canread, label andinterpret map.