Course: Library/Information Literacy msd curriculum map grade level(S): k-2



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COURSE:          Library/Information Literacy                                                                      MSD CURRICULUM MAP                                                                        GRADE LEVEL(S): K-2

Time Frame:

Months or # of Days

Content/Topic

Observable Proficiencies/Skills

CCCS & AASL

Performance Benchmarks/Assessments

Materials Used

Pacing

Key learning items/concepts to be covered.  Essential questions that students will answer

What they need to know?  What specific skills are necessary for success?  The skills commence with an action verb.

Subject specific National Core NJCCCS plus cross references to other relevant NJCCS areas

What will be assessed?  How well should students perform?  What are the mastery skills and concepts to be assessed?  What will be used to assess students?  Assessments are listed as specific nouns







NAVIGATE AND UTILIZE THE COLLECTION

How can I find a book I want?

How do I take care of books? What are the different kinds of books? What is the difference between fiction and nonfiction? What is a biography?

Understands the organization of library and is able to locate different materials.

Demonstrates proper book handling

Explains rules of library usage.

Describes basic function of Dewey Decimal System.



CCCS RF.K.4. , RL.1.10, RL.2.10, AASL 1.1.4 ,1.1.6, 1.4.1, 1.4.4 , 4.1.1, and 4.1.2

Evaluate book care scenarios through discussion and role play.

Select an appropriate book within a given time period.

Demonstrate acceptable behavior for a library media center.

Utilize the circulation process for borrowing and returning materials.

Student will consistently locate and select fiction, nonfiction, biography and picture books for assignment or personal choice.

Evaluate titles using the five finger rule to self assess most suitable books for the purpose.

Associate call numbers with sections of the media center.

Alphabetize names for biographies.

Alphabetize author names.

Scavenger hunt for various sections of the library.

Identify the general contents found in the Dewey Decimal System.

Sort subject ideas into 100s.

Arrange books by numerical order, or locate a book found in numerical order.



Extensive library media center collections, librarian-produced interactive materials.





LITERATURE

Can I talk about the characters, setting and plot of a story?

Can I use pictures to help me understand a story?

Can I tell what genre a story is?

What are the important awards for children’s books?

Why do some books get awards?




Recognize characteristics of and sort genres of fiction (i.e. fairytales, folktales, picture books, etc.) Interpret picture clues.

Recognize major children’s literature awards.

Recognize qualities of award winning literature.

Recognize literary elements (i.e. plot, characters, setting, etc.)



CCCS & AASL RL.K.1-7 RL.K.9, RL.K.10, RL.1.1-RL.1.7 RL.1.9 RL.1.10,

RL.2.1-7, RL.2.9, RL.2.10 & AASL 4.1.2 ,

4.1.3 , 3.1.3, 1.3.4, and

4.1.1


Students will be able to recognize and differentiate among award-winning books including but not limited to Theodore Seuss Geisel, Caldecott, and Coretta Scott King titles.

Discuss award-winning books they have read.

Select and borrow award winning books for recreational reading.

Describe and discuss the impact of illustrations.

Identify plot, characters, setting, and theme.

Make predictions.

Identify and define a variety genres.

Compare a book to the video counterpart.

Select fiction books for personal enjoyment.


Extensive library media center collections, librarian-produced interactive materials.



DIGS DEFINE

What topic am I interested in?

What questions do I have about this topic?


Understands the Morris School District DIGS process.

Able to pick an appropriate topic.

Able to formulate who, what, where, when, and why questions.


CCCS CC.K.L.1.d, CC.K.SL.3, CC.1.L.1.d, CC.2.R.L.1, and AASL 1.1.2 and 1.1.3

Refine choice of research through initial pre-research.

Formulate questions about their topic.




Extensive library media center non-fiction and biography resources, internet sources,

librarian-produced interactive materials




DIGS INVESTIGATE

What sources can I use?

How do I locate these sources?

How do I find the answers to my questions in each source?





Decide upon key words to use to find specific information.

Know and access a variety of sources.

Know and use various text features. (i.e. index, table of contents, subheadings, captions, etc.) to locate information.


CCCS CC.K.R.L.10, CC.K.SL.3, CC.1.R.I.5, CC.1.R.I.10, CC.2.R.I.5, and CC.2.R.I.10 and AASL 1.1.4

SGO on identifying nonfiction text features.

Effectively select keywords for an on-line search.

Select a variety of print materials while researching.

Choose an appropriate nonfiction book for the assignment or need.

Correctly use guide words; headings and subheadings; captions; charts; tables; illustrations; index; table of contents; glossary; and title page.


Extensive library media center non-fiction resources, internet sources,

Librarian-produced interactive materials




DIGS GATHER

How can I organize the answers to my questions?

What new ideas can I create with the answers to my questions?


Extract and write down answers to 5 W’s after reading a short text. Organize information logically ie. Chronologically or by topic.

CCCS CC.K.W.8, CC.1.R.I.10, CC.1.W.8, CC.1.SL.1, CC.2.R.I.3, CC.2.R.I.5, and CC.2.R.I.10 and AASL 1.1.6,

1.1.7,

2.1.3,

2.2.3, 4.1.2, 1.4.1, 1.4.2, 2.4.1, 2.1.4, and 2.3.1


Choose images that are appropriate.

Use a graphic organizer to sort information. Differentiate between copying and writing in own words.

Take notes.


Assorted graphic organizers.

Kidspiration






DIGS SHARE

How can I share my information?





With assistance of adult and peers revise, edit and refine my product. With assistance of adult and peers use a variety of print and non-print tools to produce and share collected information.


CCCS CC.K.W.2, CC.K.W.2, and CC.2.W.7

AASL 3.1.3, 1.3.4 , 2.1.5 3.2.2, 3.3.2, 3.1.2, 2.1.6, 4.1.8, 2.2.4, 1.1.9 and 2.3.1.



Organize information logically and clearly.

Edit information.

Use various print and electronic tools effectively.

Communicate ideas and information clearly.




Shared formats may be written piece, IPad presentations, Powerpoint, skits, puppet shows, songs, Kidspiration graphic organizer, Wordle, etc.



Ethical Use of Information and Technology

How do we use the internet safely?

How do we give credit to information we use? Who is a stranger? What information do we need to keep private?


By the end of 2nd grade students will be able to articulate the difference between a stranger and a friend.

Students will be able to cite author and title of a source.



CCCS RI.2.4 and AASL 3.1.6


SGO and other online assessments such as Privacy Pirates: An Interactive Unit on Online Privacy and Privacy Playground: The First Adventure of the Three CyberPigs. Other TDA.


Assorted books (such as Little Red Riding Hood, Faux Paws: Adventures in the Internet, Never Talk to Strangers. Internet sources such as http://mediasmarts.ca/digital-media-literacy/educational-games and librarian produced materials


Name of Writer: Suzanne Grossman and Tricia Sutton             Date: March 2013

NAVIGATE AND UTILIZE THE COLLECTION

NATIONAL CORE CURRICULAR STANDARDS
KG

Fluency


CCSS.ELA-Literacy.RF.K.4 Read emergent-reader texts with purpose and understanding.

Grade 1

Range of Reading and Level of Text Complexity



CCSS.ELA-Literacy.RL.1.10 With prompting and support, read prose and poetry of appropriate complexity for grade 1.

Grade 2

Range of Reading and Level of Text Complexity


CCSS.ELA-Literacy.RL.2.10 By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range.

AMERICAN ASSOCIATION OF SCHOOL LIBRARIAN STANDARDS

1.1.4 Find, evaluate, and select appropriate sources to answer questions.

1.1.6 Read, view, and listen for information presented in any format (e.g., textual, visual, media, digital) in order to make inferences and gather meaning.

1.4.1 Monitor own information seeking processes for effectiveness and progress, and adapt as necessary.

1.4.4 Seek appropriate help when needed.

4.1.1 Read, view, and listen for pleasure and personal growth.


4.1.2 Read widely and fluently to make connections with own self, the world, and previous reading

READING LITERATURE

NATIONAL CORE CURRICULAR STANDARDS

KG

Key Ideas and Details


  • CCSS.ELA-Literacy.RL.K.1 With prompting and support, ask and answer questions about key details in a text.

  • CCSS.ELA-Literacy.RL.K.2 With prompting and support, retell familiar stories, including key details.

  • CCSS.ELA-Literacy.RL.K.3 With prompting and support, identify characters, settings, and major events in a story.

Craft and Structure


  • CCSS.ELA-Literacy.RL.K.4 Ask and answer questions about unknown words in a text.

  • CCSS.ELA-Literacy.RL.K.5 Recognize common types of texts (e.g., storybooks, poems).

  • CCSS.ELA-Literacy.RL.K.6 With prompting and support, name the author and illustrator of a story and define the role of each in telling the story.

Integration of Knowledge and Ideas


  • CCSS.ELA-Literacy.RL.K.7 With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an illustration depicts).

  • (RL.K.8 not applicable to literature)

  • CCSS.ELA-Literacy.RL.K.9 With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories.

Range of Reading and Level of Text Complexity

  • CCSS.ELA-Literacy.RL.K.10 Actively engage in group reading activities with purpose and understanding.


Reading: Literature » Grade 1

Key Ideas and Details


  • CCSS.ELA-Literacy.RL.1.1 Ask and answer questions about key details in a text.

  • CCSS.ELA-Literacy.RL.1.2 Retell stories, including key details, and demonstrate understanding of their central message or lesson.

  • CCSS.ELA-Literacy.RL.1.3 Describe characters, settings, and major events in a story, using key details.

Craft and Structure


  • CCSS.ELA-Literacy.RL.1.4 Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.

  • CCSS.ELA-Literacy.RL.1.5 Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types.

  • CCSS.ELA-Literacy.RL.1.6 Identify who is telling the story at various points in a text.

Integration of Knowledge and Ideas


  • CCSS.ELA-Literacy.RL.1.7 Use illustrations and details in a story to describe its characters, setting, or events.

  • (RL.1.8 not applicable to literature)

  • CCSS.ELA-Literacy.RL.1.9 Compare and contrast the adventures and experiences of characters in stories.

Range of Reading and Level of Text Complexity

  • CCSS.ELA-Literacy.RL.1.10 With prompting and support, read prose and poetry of appropriate complexity for grade 1.

Reading Literature GRADE 2

Key Ideas and Details


  • CCSS.ELA-Literacy.RL.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

  • CCSS.ELA-Literacy.RL.2.2 Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.

  • CCSS.ELA-Literacy.RL.2.3 Describe how characters in a story respond to major events and challenges.

Craft and Structure


  • CCSS.ELA-Literacy.RL.2.4 Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song.

  • CCSS.ELA-Literacy.RL.2.5 Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.

  • CCSS.ELA-Literacy.RL.2.6 Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud.

Integration of Knowledge and Ideas


  • CCSS.ELA-Literacy.RL.2.7 Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.

  • (RL.2.8 not applicable to literature)
  • CCSS.ELA-Literacy.RL.2.9 Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures.

Range of Reading and Level of Text Complexity


  • CCSS.ELA-Literacy.RL.2.10 By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range.

AMERICAN ASSOCIATION OF SCHOOL LIBRARIANS STANDARDS

4.1.2 Read widely and fluently to make connections with own self, the world, and previous reading.

4.1.3 Respond to literature and creative expressions of ideas in various formats and genres.

3.1.3 Use writing and speaking skills to communicate new understandings effectively

1.3.4 Contribute to the exchange of ideas within the learning community.

4.1.1 Read, view, and listen for pleasure and personal growth.



DIGS RESEARCH

NATIONAL CORE CURRICULAR STANDARDS
DIGS RESEARCH DEFINE
KG

1. CC.K.L.1.d Conventions of Standard English: Understand and use question words (interrogatives) (e.g., who, what, where, when, why, how).

2. CC.K.SL.3 Comprehension and Collaboration: Ask and answer questions in order to seek help, get information, or clarify something that is not understood.
GRADE 1

1. CC.1.L.1.d Conventions of Standard English: Understand and use question words (interrogatives) (e.g., who, what, where, when, why, how).

GRADE 2

1. CC.2.R.L.1 Key Ideas and Details: Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

DIGS RESEARCH INVESTIGATE
KG

1. CC.K.R.L.10 Range of Reading and Level of Text Complexity: Actively engage in group reading activities with purpose and understanding.

2. CC.K.SL.3 Comprehension and Collaboration: Ask and answer questions in order to seek help, get information, or clarify something that is not understood.
GRADE 1

1. CC.1.R.I.5 Craft and Structure: Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text

2. CC.1.R.I.10 Range of Reading and Level of Text Complexity: With prompting and support, read informational texts appropriately complex for grade 1.

GRADE 2


1. CC.2.R.I.5 Craft and Structure: Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently.

2. CC.2.R.I.10 Range of Reading and Level of Text Complexity: By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range.


DIGS RESEARCH GATHER
KG

1. CC.K.W.8 Research to Build and Present Knowledge: With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.

GRADE 1

1. CC.1.R.I.10 Range of Reading and Level of Text Complexity: With prompting and support, read informational texts appropriately complex for grade 1.

2. CC.1.W.8 Research to Build and Present Knowledge: With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.

3. CC.1.SL.1 Comprehension and Collaboration: Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.

GRADE 2

1. CC.2.R.I.3 Key Ideas and Details: Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.


2. CC.2.R.I.5 Craft and Structure: Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently.

3. CC.2.R.I.10 Range of Reading and Level of Text Complexity: By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range.



DIGS RESEARCH SHARE

KG

1. CC.K.W.2 Text Types and Purposes: Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic.


GRADE 1

1. CC.K.W.2 Text Types and Purposes: Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic.


GRADE 2

1. CC.2.W.7 Research to Build and Present Knowledge: Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations).



DIGS RESEARCH
AMERICAN ASSOCIATION OF SCHOOL LIBRARIAN STANDARDS
DEFINE

1.1.2 Use prior and background knowledge as context for new learning.

1.1.3 Develop and refine a range of questions to frame search for new understanding.

INVESTIGATE

1.1.4 Find, evaluate, and select appropriate sources to answer questions.

GATHER

1.1.6 Read, view, and listen for information presented in any format (e.g., textual, visual, media, digital) in order to make inferences and gather meaning.

1.1.7 Make sense of information gathered from diverse sources by identifying misconceptions, main and supporting ideas, conflicting information, and point of view or bias.

2.1.3 Use strategies to draw conclusions from information and apply knowledge to curricular areas, real world situations, and further investigations.

2.2.3 Employ a critical stance in drawing conclusions by demonstrating that the pattern of evidence leads to a decision or conclusion

4.1.2 Read widely and fluently to make connections with own self, the world, and previous reading.

1.4.1 Monitor own information seeking processes for effectiveness and progress, and adapt as necessary.

1.4.2 Use interaction with and feedback from teachers and peers to guide own inquiry process.

2.4.1 Determine how to act on information (accept, reject, modify).

2.1.4 Use technology and other information tools to analyze and organize information.

2.3.1 Connect understanding to the real world.

SHARE

3.1.3 Use writing and speaking skills to communicate new understandings effectively.

1.3.4 Contribute to the exchange of ideas within the learning community.

2.1.5 2.1.5 Collaborate with others to exchange ideas, develop new understandings, make decisions, and solve problems.

3.2.2 3.2.2 Show social responsibility by participating actively with others in learning situations and by contributing questions and ideas during group discussions.

3.3.2 3.3.2 Respect the differing interests and experiences of others and seek a variety of viewpoints.

3.1.2 Participate and collaborate as members of a social and intellectual network of learners.

3.1.2 Participate and collaborate as members of a social and intellectual network of learners

2.1.6 Use the writing process, media and visual literacy, and technology skills to create products that express new understandings.

4.1.8 Use creative and artistic formats to express personal learning.

2.2.4 Demonstrate personal productivity by completing products to express learning.

1.1.9 Collaborate with others to broaden and deepen understanding.


2.3.1 Connect understanding to the real world.

ETHICAL USE OF TECHNOLOGY
American Association of School Librarian Standards for 21st Century Learners


  • 3.1.6 Use information and technology ethically and responsibly.

  • CCSS.ELA-Literacy.RI.2.4 Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.






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