Library Media st1 Grade Session 1 - Neshaminy School District · 2017-07-19 · Or a Halloween...

Neshaminy School District: Library Science Curriculum Map, Grade 1

Library Media 1st Grade Session 1

Concepts: Skills:

Purpose of the School Library Library Citizenship Describing Key Ideas and Details

Confirm understanding of text read aloud or presented orally by asking and answering questions about key details.

Use speaking skills to communicate new understandings effectively.

AASL Standards NETS-S Standards CCSS Standards 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. 1.3.4 Contribute to the exchange of ideas within the learning community. 1.4.4 Seek appropriate help when needed. 3.1.2 Participate and collaborate as members of a social and intellectual network of learners. 3.2.2 Show social responsibility by participating actively with others in learning situations and by contributing questions and ideas during group discussions.

N/A CCSS.ELA-Literacy.SL.1.1a Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). CCSS.ELA-Literacy.SL.1.2 Ask and answer questions about key details in a text read aloud or information presented orally or through other media.

Library Content Objectives Library Vocab. Technology Vocab. Technology Content Objectives

I can listen quietly in a group setting toan oral presentation of information.

I can ask and answer a question. I can borrow books from the school

library starting Session 3. I can follow directions.

Library Library Media

Specialist Library

Citizenship Borrow/Lend

N/A N/A

Information Literacy Content Resources Technology Literacy Content

Students will respond to a story readaloud.

Students will follow libraryprocedures for story circle.

Literature: Library Lion Library Mouse We’re Going on Book Hunt Library Dragon Return of the Library Dragon

N/A

Assessment: Student oral response, LMS observation.

http://www.corestandards.org/ELA-Literacy/SL/1/1/a/

http://www.corestandards.org/ELA-Literacy/SL/1/2/



Concepts: Skills:

Book Handling Skills Describing Key Ideas and Details

Demonstrate and explain ways to care for print materials. Confirm understanding of text read aloud or presented orally by asking and answering questions about key details.

AASL Standards NETS-S Standards CCSS Standards 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. 1.3.4 Contribute to the exchange of ideas within the learning community. 1.4.4 Seek appropriate help when needed. 2.4.1 Determine how to act on information (accept, reject, modify). 3.2.2 Show social responsibility by participating actively with others in learning situations and by contributing questions and ideas during group discussions.

5. Digital Citizenshipa. Advocate and practice safe, legal, andresponsible use of information andtechnology.

CCSS.ELA-Literacy.SL.1.1b Build on others’ talk in conversations by responding to the comments of others through multiple exchanges.

CCSS.ELA-Literacy.SL.1.2 Ask and answer questions about key details in a text read aloud or information presented orally or through other media.

CCSS.ELA-Literacy.SL.1.3 Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood.


I can take care of a library book. I can turn pages without damaging the

book. I can explain how to avoid common

ways a book is damaged.

Book Care Dog ears Book Mark Dangers to Books

N/A N/A


Students will demonstrate anunderstanding of print book care.

Students will predict possibleproblems with library books that canhappen when…

Samples of Damaged Books Book Care Booklet True “Sad” Stories of damaged books Kidspiration – Do’s and Don’ts Book Care (Posted on SharePoint) “Shelf Marker” Video (Blendspace) AB Tutor

N/A

Assessment: Student oral response, LMS observation.

http://www.corestandards.org/ELA-Literacy/SL/1/1/b/




Library Media 1st Grade Session 3*

Concepts: Skills:

Selecting Literary Fiction Describing Key Ideas and Details

Understand the procedures used for borrowing and returning library books. Confirm understanding of text read aloud or presented orally by asking and answering questions about key details.

AASL Standards NETS-S Standards CCSS Standards

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. 1.4.4 Seek appropriate help when needed. 4.1.2 Read widely and fluently to make connections with own self, the world, and previous reading.

3. Research and Information Fluencyc. Evaluate and select information sources anddigital tools based on the appropriateness tospecific tasks.6. Technology Operations and Conceptsa. Understand and use technology systems.

CCSS.ELA-Literacy.RF.1.4a Read grade-level text with purpose and understanding. CCSS.ELA-Literacy.RL.1.10 With prompting and support, read prose and poetry of appropriate complexity for grade 1. CCSS.ELA-Literacy.SL.1.3 Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood.


I can explain the directions for bookselection.

I can answer questions about thedirections for checking out a print book(Check for damage).

I can use a shelf marker when selecting books from a library shelf.

I can use information from the insideand outside of the book when choosinga book.

Circulation Desk Library Card (if

used) Swapping/trading

Shelf Markers Orient

Barcode Barcode label Scan Barcode Scanner

I can locate the barcode on a library bookand present my book for checkout withthe barcode facing up.

I can identify the barcode scanner. I can locate the barcode on a library book. I can locate my library card barcode, if

used.


Students can model use of a shelfmarker.

Students can model the 1st Gradeprocedures used for checking out aprint book.

Students evaluate the inside andoutside of a book before selecting.

Barcodes on books Shelf markers Videos on Shelf Markers and Book Care in September K-1 folder Library books

Students will locate the barcode andorient their book so that it is ready to bescanned.

Students identify the barcode scanner.

Assessment: Students have selected a book to take home, have it checked-out and the library shelves are in order.

http://www.corestandards.org/ELA-Literacy/RF/1/4/a/

http://www.corestandards.org/ELA-Literacy/RL/1/10/




Concepts: Skills:

Identifying Text Features Describing Key Ideas and Details

Identify parts of a book. Confirm understanding of text read aloud or presented orally by asking and answering questions about key details.


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. 3.1.3 Use writing and speaking skills to communicate new understandings effectively. 3.2.2 Show social responsibility by participating actively with others in learning situations and by contributing questions and ideas during group discussions.

3. Research and Information Fluencyb. Locate, organize, analyze, evaluate,synthesize, and ethically use information froma variety of sources and media.

CCSS.ELA-Literacy.RI.1.5 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. CCSS.ELA-Literacy.RL.1.1 Ask and answer

questions about key details in a text.

CCSS.ELA-Literacy.SL.1.1a Follow agreed-upon

rules for discussions (e.g., listening to others

with care, speaking one at a time about the

topics and texts under discussion).


I can locate the following parts of abook: Cover, Title, Author, Illustrator,Title Page, Pages, Spine, Spine Labeland Barcode.

Cover Title Author Illustrator Title Page Pages Spine Spine Label

DocumentCamera

I can explain the rules and procedures forusing a document camera.

I can share information with the classusing a document camera.


Students identify: Cover, Title,Author, Illustrator, Title Page, Pages,Spine, Spine Label

Document Camera Activity Variety of books

Students will understand the proceduresand rules for using a document camera.

Selected students will use the documentcamera to identify specific parts of abook.

Assessment: Students can point to the specific parts of a book. Selected students can point to specific parts of a book while using the document camera.

http://www.corestandards.org/ELA-Literacy/RI/1/5/





Concepts: Skills:

eReader Handling Skills Describing Key Ideas and Details

Demonstrate proper correct procedures for using eReader devices (e.g., how to turn device on and off, turn pages, protect screen). Confirm understanding of text read aloud or presented orally by asking and answering questions about key details.

AASL Standards NETS-S Standards CCSS Standards 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. 3.1.2 Participate and collaborate as members of a social and intellectual network of learners. 3.2.2 Show social responsibility by participating actively with others in learning situations and by contributing questions and ideas during group discussions.

5. Digital Citizenshipa. Advocate and practice safe, legal, andresponsible use of information andtechnology.b. Exhibit a positive attitude toward usingtechnology that supports collaboration,learning, and productivity.6. Technology Operations and Conceptsa. Understand and use technology systems.

CCSS.ELA-Literacy.RI.1.1 Ask and answer questions about key details in a text. CCSS.ELA-Literacy.SL.1.1a Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion)


I can listen to information and ask and answer questions on key ideas.

Question eBook iPad Swipe Tap Home

Screen/Desktop Home button Power Button

Mobile Device

I can identify basic buttons on an iPad. I can identify the gestures needed to

navigate an eBook.


Students will listen and respond toan oral reading of an eBook.

Students will respond to informationpresented orally by answeringquestions.

POWER Library: BookFlix Scholastic APP: Storia I Love School or other titles Follett Shelf: The ABC’s of Endangered Animals Or a Halloween Story Tumble Books: Monster Mash, Toopy and Binoo: Funny Halloween (not previewed), Frank Was a Monster Who Wanted to Dance(Recommended by Casterline)

LMS will model the use of an iPad. Students will practice using technology

vocabulary. Students will be encouraged to display a

positive attitude towards technology.Option: Use Air Play to connect your iPad to the display device.

Activity: Select students to demonstrate the taps and swipes needed to open an eBook using a projected image. Assessment: LMS observation of students answering questions (Thumbs up/thumbs down, choral responses).





Concepts: Skills:

Demonstrating Technology Etiquette & Safety Behaving as a Digital Citizen

With prompting and support, demonstrate proper etiquette while using and handling technology. e.g., Technology basic care.

Demonstrate proper care of technology and equipment.


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. 1.4.4 Seek appropriate help when needed. 2.1.4 Use technology and other information tools to analyze and organize information.

5. Digital Citizenshipa. Advocate and practice safe, legal, andresponsible use of information andtechnology.b. Exhibit a positive attitude toward usingtechnology that supports collaboration,learning, and productivity.6. Technology Operations and Conceptsa. Understand and use technology systems.

CCSS.ELA-Literacy.SL.1.1c Ask questions to clear up any confusion about the topics and texts under discussion. CCSS.ELA-Literacy.W.1.6 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.


I can ask a question as needed. I can ask for help when I do not know

what to do.

N/A Expand screen Shortcuts Apps Icon Pinch Technology Equipment

I can follow the Rules for District iPad Usefor Students.

I can turn the iPad on and off. I can navigate to the Buzzle the Puzzle

app. I can identify icons that are not for

students. I can close apps before turning off the

iPad.


Students will ask questions whenconfused or ask for help when lostusing class rules.

Buzzle the Puzzle Free App or similar Video on How to Use an iPad (stored on Blendspace) Glove video

LMS will introduce rules for using an iPad. LMS will explain procedures for iPad

distribution and collection. Students will open the Buzzle the Puzzle

app to practice using basic iPad gestures.

Assessment: LMS observation of students turning on the iPad, navigating to an app, closing the app and turning the iPad off.

http://www.corestandards.org/ELA-Literacy/SL/1/1/c/

http://www.corestandards.org/ELA-Literacy/W/1/6/



Concepts: Skills:

eReader Handling Skills Evaluating Diverse Media

With assistance, use the basic buttons and icons on an iPad to open an eBook. Describe key ideas through illustrations and text.


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. 1.4.4 Seek appropriate help when needed. 4.1.2 Read widely and fluently to make connections with own self, the world, and previous reading.

5. Digital Citizenshipa. Advocate and practice safe, legal, andresponsible use of information andtechnology.b. Exhibit a positive attitude toward usingtechnology that supports collaboration,learning, and productivity.6. Technology Operations and Conceptsa. Understand and use technology systems.b. Select and use applications effectively andproductively.

CCSS.ELA-Literacy.RL.1.10 With prompting and support, read prose and poetry of appropriate complexity for grade 1. CCSS.ELA-Literacy.SL.1.2 Ask and answer questions about key details in a text read aloud or information presented orally or through other media.


I can use an iPad to listen to an eBook. I can interact with an eBook. I can ask and answer questions about

key ideas.

Key ideas Tap on words tohear

Ear Buds Headphones Volume control

I can connect my ear buds to the iPad andadjust the volume.

I can listen to an eBook independently. I can turn pages and move from the

beginning to the end of the eBook.


With support and assistance,students will actively engage inlistening and responding to aneBook.

Digital Story: Book Flixs or Tumble Books (Use Puffin Browser for Tumble Books)

Students need ear buds or headphones.

Students use iPads to access an eBookapp.

Students will be encouraged to exhibit apositive attitude toward using technology;i.e. eBooks.

Assessment: LMS observation of students navigating to and listening to an eBooks using an iPad.





Concepts: Skills:

Demonstrating Technology Etiquette & Safety With prompting and support, answer questions about importance of safe, legal and responsible use of technology.


3.1.6 Use information and technology ethically and responsibly. 4.3.4 Practice safe and ethical behaviors in personal electronic communication and interaction.

5. Digital Citizenshipa. Advocate and practice safe, legal, andresponsible use of information andtechnology.b. Exhibit a positive attitude toward usingtechnology that supports collaboration,learning, and productivity.d. Exhibit leadership for digital citizenship.6. Technology Operations and Conceptsa. Understand and use technology systems.b. Select and use applications effectivelyand productively.

CCSS.ELA-Literacy.SL.1.1 Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.

CCSS.ELA-Literacy.SL.1.1a Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion).



I can speak “one at a time.” I can listen to others and build on

others’ talk by adding my idea.

One at a Time Conversation

Private Privacy Strangers Password

I can keep my passwords private. I can keep personal information private. I can avoid interacting with strangers.


Students will listen to others andbuild the conversation byresponding.

Video: Internet Safety for Kids K-3 (Posted on Blendspace -“November”) 7 minutes.

Students will explain the three basic rulesfor Internet Safety.

Assessment: True/False assessment (SMART Board).






Concepts: Skills:

Demonstrating Technology Etiquette & Safety Recalling Information

With prompting and support, answer questions about importance of safe, legal and responsible use of technology. Recall information from past experience or information provided to answer questions and, with help, use this information to answer questions.

AASL Standards NETS-S Standards CCSS Standards 1.3.4 Contribute to the exchange of ideas within the learning community. 2.1.5 Collaborate with others to exchange ideas, develop new understandings, make decisions, and solve problems. 3.2.2 Show social responsibility by participating actively with others in learning situations and by contributing questions and ideas during group discussions. 3.1.6 Use information and technology ethically and responsibly. 4.3.4 Practice safe and ethical behaviors in personal electronic communication and interaction.

5. Digital Citizenshipa. Advocate and practice safe, legal, andresponsible use of information andtechnology.b. Exhibit a positive attitude toward usingtechnology that supports collaboration,learning, and productivity.d. Exhibit leadership for digital citizenship.





I can listen to information and ask andanswer questions on key ideas.

Scenario Sock Puppets App Streaming Video

I can view a streaming video to gatherinformation about a topic.

Given a case study scenario, I can problemsolve and decide on a safe course ofaction.


Students will listen and respond toan oral reading of an eBook.

Students will respond to informationpresented orally by answeringquestions.

Sock Puppets App: case study scenarios involving privacy, passwords and stranger danger. Common Sense Media video: My Online Neighborhood (Posted on Blendspace November K-1 folder)

Students will watch and respond to avideo introducing online safety.

Students will problem solve Sock Puppetscenarios, deciding on the safest course ofaction.

Assessment: Student oral responses.






Concepts: Skills:

Demonstrating Technology Etiquette & Safety With prompting and support, answer questions about importance of safe, legal and responsible use of technology. With prompting and support, demonstrate proper etiquette while using and handling technology (e.g., technology basic care).

AASL Standards NETS-S Standards CCSS Standards 1.3.4 Contribute to the exchange of ideas within the learning community. 2.1.5 Collaborate with others to exchange ideas, develop new understandings, make decisions, and solve problems. 3.1.2 Participate and collaborate as members of a social and intellectual network 3.2.2 Show social responsibility by participating actively with others in learning situations and by contributing questions and ideas during group discussions. 3.1.6 Use information and technology ethically and responsibly. 4.3.4 Practice safe and ethical behaviors in personal electronic communication and interaction.

5. Digital Citizenshipa. Advocate and practice safe, legal, andresponsible use of information andtechnology.d. Exhibit leadership for digital citizenship.





I can discuss the reasons to avoid cyberbullying behaviors.

Bullying Cyber Bullying Online

I can view a streaming video to gatherinformation about a topic.

I can identify cyber bullying behaviors. I can avoid cyber bullying behaviors.


Students will discuss the impact ofcyber bullying behaviors on others.

Students will discuss the concepts ina group setting.

Common Sense Media Video: Internet Safety for Kids K-3 (On Blendspace, November K-1 Sessions 8,9,10)

Students will watch and respond to avideo introducing the concept of cyberbullying.

Assessment: LMS appraisal of the group discussion.






Concepts: Skills:

Demonstrating Technology Etiquette & Safety Behaving as a Digital Citizen Evaluating Sources

With prompting and support, demonstrate proper etiquette while using and handling technology (e.g., technology basic care). Demonstrate proper care of technology and equipment. With help and support, use web browser to locate content-specific websites.

AASL Standards NETS-S Standards CCSS Standards 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. 1.4.2 Use interaction with and feedback from teachers and peers to guide own inquiry process. 1.4.4 Seek appropriate help when needed. 3.1.6 Use information and technology ethically and responsibly. 4.3.4 Practice safe and ethical behaviors in personal electronic communication and interaction.

3. Research and Information Fluencyb. Locate, organize, analyze, evaluate, synthesize,and ethically use information from a variety ofsources and media.5. Digital Citizenshipa. Advocate and practice safe, legal, andresponsible use of information and technology.b. Exhibit a positive attitude toward usingtechnology that supports collaboration, learning,and productivity.6. Technology Operations and Conceptsa. Understand and use technology systems.b. Select and use applications effectively andproductively.

CCSS.ELA-Literacy.RI.1.1 Ask and answer questions about key details in a text. CCSS.ELA-Literacy.W.1.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.


I can gather information to answer aquestion.

Gather User ID Password Scroll Web Browser Window Left Click

Forward/ Back

I can logon to a Library PC. I can navigate to a pre-selected website

using a browser. With guidance and support I can locate

information to answer a question.


Students will have questions toanswer using a preselected website.

Options: Destiny Follett: WebPath Express Holiday/Seasonal Website Author’s website

Students will logon and navigate to a pre-selected website.

Students will demonstrate proper etiquetteand care while using the PC.

With guidance and support students canlocate information to answer a question.

Assessment: With guidance and support students can navigate to a website and locate information to answer a question.




Library Media 1st Grade Sessions 12 & 13

Concepts: Skills:

Describing Key Ideas and Details Identifying Literary Elements

Confirm understanding of text read aloud or presented orally by asking and answering questions about key details. Identify characters, setting and events that occur in story and describe based on illustrations and details. Support opinion with reason.

AASL Standards NETS-S Standards CCSS Standards 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. 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 Respect the differing interests and experiences of others and seek a variety of viewpoints.

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

CCSS.ELA-Literacy.RL.1.7 Use illustrations and details in a story to describe its characters, setting, or events. CCSS.ELA-Literacy.SL.1.4 Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly


I can identify characters, setting, andevents in a story based on theillustrations and details.

I can practice respecting the opinion ofothers.

I can explain what is alike and differentbetween two stories.

Details Characters Setting Events Opinion Respect

N/A N/A


Students will actively listen andrespond to a story.

Students will compare and contrastsimilar stories.

Students will practice respecting theopinion of others.

Holiday/Seasonal Stories (Print, audio or eBook) Gingerbread Man Gingerbread Baby The Amazing Christmas Extravaganza The Polar Express or other title

N/A

Assessment: LMS will chart students’ responses to questions asking them to identify characters, setting, and events. Think, Pair, Share – Students will share their opinions with a reason while respecting the opinion of others.






Concepts: Skills:

Identifying Text Features Evaluating Arguments

Identify text features to locate key facts or information in text. Identify details author uses to support points in text.


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 main and supporting ideas. 2.1.2 Organize knowledge so that it is useful.

2. Communication and Collaborationa. Interact, collaborate, and publish withpeers, experts, or others employing a variety of digital environments and media3. Research and Information Fluencyb. Locate, organize, analyze, evaluate, synthesize, and ethically use information froma variety of sources and media

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

CCSS.ELA-Literacy.RI.1.3 Describe the connection between two individuals, events, ideas, or pieces of information in a text.

CCSS.ELA-Literacy.RI.1.5 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.

CCSS.ELA-Literacy.RI.1.8 Identify the reasons an author gives to support points in a text.


Using the Table of Contents, I canidentify the chapter needed to answerquestions.

I can identify details in a text thatanswer how frog and toads are alikeand different.

I can sort information using a graphicorganizer.

Graphicorganizer

Kidspiration With support and guidance, I can organizeinformation using a graphic organizer on aSMART Board.


Students will use the table ofcontents to locate neededinformation.

Students will identify facts thatcompare and contrast frogs andtoads.

Frog and Toad Activity using print resources Frogs and Toads by Bobbie Kalman, c1994 Amazing Frog and Toads by Barry Clarke

With support and guidance, students willdevelop a Kidspiration graphic organizerdisplayed on the SMART Board.

Assessment: With guidance and support, the class will develop a Kidspiration graphic organizer displayed on SMART Board.







Concepts: Skills:

Selecting Informational Texts & Literary Non-Fiction Engage in reading activities related to non-fiction with purpose and understanding. Independently locate and select literary non-fiction on grade level.


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. 4.1.4 Seek information for personal learning in a variety of formats and genres. 4.3.2 Recognize that resources are created for a variety of purposes.

5. Digital Citizenshipb. Exhibit a positive attitude toward usingtechnology that supports collaboration,learning, and productivity.6. Technology Operations and Conceptsa. Understand and use technology systems.d. Transfer current knowledge to learning ofnew technologies.

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

CCSS.ELA-Literacy.RI.1.5 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. CCSS.ELA-Literacy.RI.1.7 Use the illustrations and details in a text to describe its key ideas. CCSS.ELA-Literacy.RI.1.10 With prompting and support, read informational texts appropriately complex for grade 1. 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.

Library Content Objectives Library Vocab. Technology Vocab. Technology Content Objectives I can identify characteristics of non-

fiction. I can locate and select non-fiction animal

books appropriate for 1st graders. I can select books from non-fiction areas

in the library used by first graders. I can describe key ideas.

Nonfiction Photographs Facts True Text Table of Contents Index

Words to Know(Glossary)

N/A I can observe the use of informationaltext, either print or digital to findinformation about a topic of interest withthe use of technology.

Information Literacy Content Resources Technology Literacy Content Students will listen to a non-fiction book

on gorillas (print or digital). Students will identify characteristics of a

non-fiction book.

Students will select a non-fiction animalbook.

Print: Gorilla Book and Chimpanzee Book eBooks: The ABCs of Endangered Animals

Caterpillars to Butterflies

Students observe the use of an informationaltext in eBook format on the SMART Board.OR

Students will observe the use of the documentcamera.

Assessment: Students will select a non-fiction animal book appropriate for a first grader. Exit ticket: Students will share a key idea.








Concepts: Skills:

Selecting Informational Texts & Literary Non-Fiction Evaluating Diverse Media

Engage in reading activities related to non-fiction with purpose and understanding. Independently locate and select literary non-fiction on grade level.

Describe key ideas through illustrations and text.

AASL Standards NETS-S Standards CCSS Standards 1.1.3 Develop and refine a range of questions to frame search for new understanding. 1.1.4 Seek appropriate help when needed. 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. 4.1.3 Respond to literature and creative expressions of ideas in various formats and genres.

3. Research and Information Fluencyb. Locate, organize, analyze, evaluate,synthesize, and ethically use information froma variety of sources and media.

CCSS.ELA-Literacy.RI.1.1 Ask and answer questions about key details in a text. CCSS.ELA-Literacy.RI.1.2 Identify the main topic and retell key details of a text. CCSS.ELA-Literacy.RI.1.5 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. CCSS.ELA-Literacy.RI.1.7 Use the illustrations and details in a text to describe its key ideas. CCSS.ELA-Literacy.RI.1.10 With prompting and support, read informational texts appropriately complex for grade 1.


I can identify characteristics of non-fiction.

With support, I can identify the maintopic and tell key details.

N/A Pebble Go-Animal Database Navigate Menu

I can view information in a database tolearn about a topic.

With support and guidance, I can navigateand use the features on Pebble Go-Animalusing the SMART Board.

I can use the touch feature on a SMARTBoard.


Students will identify characteristicsof digital non-fiction text.

Students will identify main ideas andsupporting details.

Pebble Go – Animal database: LMS include gorilla and chimpanzee in your sample searches. Large group instruction using SMART Board

Students will identify characteristics ofdigital non-fiction text.

Students will have a basic understandingof how to navigate the Pebble Go-Animaldatabase.

Assessment: LMS observation of students navigating Pebble Go-Animal and identifying and using characteristics of non-fiction text to locate key ideas and details.








Concepts: Skills:

eReader Handling Skills Identifying Literary Elements Recalling Information

Demonstrate correct procedures for using eReader devices (e.g., how to turn device on and off, turn pages, protect screen). Identify characters, setting and events that occur in story and describe based on illustrations and details. Recall information from past experience or information provided to answer question.


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

3. Research and Information Fluencyb. Locate, organize, analyze, evaluate,synthesize, and ethically use information froma variety of sources and media6. Technology Operations and Conceptsa. Understand and use technology systems.b. Select and use applications effectively andproductively.

CCSS.ELA-Literacy.RI.1.6 Distinguish between information provided by pictures or other illustrations and information provided by the words in a text. CCSS.ELA-Literacy.RI.1.7 Use the illustrations and details in a text to describe its key ideas.


I can explain how text and illustrationswork together.

I can identify examples when the textand the illustration match.

Connections Recall

Review iPad vocab Interactive eBook

With support and guidance: I can connect my ear buds to the iPad. I can adjust the volume. I can listen to an eBook. I can turn pages and move from the

beginning to the end of the eBook.


Students will identify examples inthe story where the illustrations andtext are congruent.

e Book : Giggly Gorilla (free app) Ear Buds or Headphones

With assistance, use the basic buttons andicons on an iPad to open and movethrough an eBook.

Recall the procedures used to turn on aniPad and navigate to an app.

Assessment: LMS Observation





Concepts: Skills:

Explaining Different Types of Text Selecting Informational Texts & Literary Non-Fiction

Explain differences between fiction and non-fiction texts. Independently locate and select literary non-fiction on grade level.


1.1.4 Seek appropriate help when needed. 2.1.2 Organize knowledge so that it is useful. 2.1.4 Use technology and other information tools to analyze and organize information. 4.3.2 Recognize that resources are created for a variety of purposes.

3. Research and Information Fluencyc. Evaluate and select information sources anddigital tools based on the appropriateness tospecific tasks.6. Technology Operations and Conceptsa. Understand and use technology systems.b. Select and use applications effectively andproductively.

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.


I can compare and contrast differencesbetween a fiction and informationaltext.

I can identify examples of when the textand the illustration send differentmessages.

I can identify examples when the textand the illustration have the samemessage.

Compare Contrast Fiction Informational

text

N/A I can find the correct app and interactwith an eBook.

I can observe the use of a digital graphicorganizer.


Students can identify differencesbetween a fiction and informationaltext.

Students can compare the use ofillustrations in a fiction andinformational text.

Kidspiration or SMART Notebook Graphic Organizer chart eBook: Giggly Gorillas (iPad) Fiction Pebble Go-Animals: Gorilla - Informational text (SMART Board)

Students will use the iPad to navigate toand interact with the Giggly Gorillas app.

With guidance and support, the class willuse a digital graphic organizer to compareand contrast the informational text onGorillas with the fictional eBook.

Assessment: LMS observation




Concepts: Skills:

Explaining Different Types of Text Selecting Informational Texts & Literary Non-Fiction

Explain differences between fiction and non-fiction texts. Independently locate and select literary non-fiction on grade level.


4.3.2 Recognize that resources are created for a variety of purposes.

6. Technology Operations and Conceptsa. Understand and use technology systems.b. Select and use applications effectively andproductively.

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.


I can decide if a book is fiction or non-fiction.

Images Drag and drop Toolbar Vortex

I can log on to a PC using “Book”/“Library”logon.

I can drag and drop images. I can use the SMART Notebook toolbar to

move between activities.


Students will use information fromimages of book covers to decide ifthe book is fiction or non-fiction.

SMART Board/PC activity: Fiction vs Non-Fiction Vortex (on Blendspace: January K-1) Hint: Use AB Tutor to post files on PC desktops.

Students will drag and drop images intothe vortex.

Assessment: This activity is self-assessing as the Fiction vs Non-Fiction Vortex file will identify correct responses and reject incorrect responses.



Library Media 1st Grade Sessions 21, 22 & 23

Concepts: Skills:

Producing and Publishing with Technology Preparing Multimedia Presentations

With guidance and support, use digital tools to produce and publish writing in collaboration with peers. Add drawing or other visual display to presentation to clarify ideas, thoughts and feelings.


1.1.2 Use prior and background knowledge as context for new learning. 1.1.4 Find, evaluate, and select appropriate sources to answer questions. 1.4.4 Seek appropriate help when it is needed. 2.1.5 Collaborate with others to exchange ideas, develop new understandings, make decisions, and solve problems. 2.3.1 Connect understanding to the real world.

2. Communication and Collaborationa. Interact, collaborate, and publish withpeers, experts, or others employing a varietyof digital environments and media4. Critical Thinking, Problem Solving,and Decision Makingb. Plan and manage activities to develop asolution or complete a project5. Digital Citizenshipb. Exhibit a positive attitude toward usingtechnology that supports collaboration,learning, and productivity

CCSS.ELA-Literacy.W.1.6 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.

CCSS.ELA-Literacy.SL.1.5 Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings.

CCSS.ELA-Literacy.L.1.5c Identify real-life connections between words and their use (e.g., note places at home that are cozy).

CCSS.ELA-Literacy.L.1.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships (e.g., because).


With a partner, I can use pictures toidentify library/technology vocabulary.

With a partner, I can plan the script forour recording.

All vocabularyfrom K-1 coveredto date

Script

All vocabularyfrom K-1 coveredto date

I can make an Educreations presentationwith a partner.

I can type into the app. I can take a picture using an iPad. I can record my voice.


Students will match vocabulary withself-created images.

With a partner, students will recordthe definition or an explanation ofthe assigned vocabulary word.

Educreations app iPads Set of cards with library and technology vocabulary words

Students will work in pairs to create anEducreations app that includes oneidentified image.

Students will take a picture of an imagethat matches the given vocabulary word.

Assessment: Students working with a partner will create a one slide Educreations presentation that includes an identified image created by using the iPad camera and has a recorded voice. If time permits, students can share their work with the class or with another team.



http://www.corestandards.org/ELA-Literacy/L/1/5/c/

http://www.corestandards.org/ELA-Literacy/L/1/6/


Library Media 1st Grade Sessions 24, 25, 26 & 27

Concepts: Skills:

Research Process: Developing Research Topic and Question(s)

Research Process: Effective Inquiry

Evaluating Diverse Media

As part of grade-level-appropriate research process, choose topic with guidance. Participate in individual or shared research. With help and support, use a database to locate content on a chosen topic. Describe key ideas through illustrations and text.

AASL Standards NETS-S Standards CCSS Standards 1.1.1 Follow an inquiry-based process in seeking knowledge in curricular subjects, and make the real-world connection for using this process in own life. 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. 1.4.4 Seek appropriate help when it is needed. 3.1.1 Conclude an inquiry-based research process by sharing new understandings and reflecting on the learning.

3. Research and Information Fluencya. Plan strategies to guide inquiryb. Locate, organize, analyze, evaluate,synthesize, and ethically use information froma variety of sources and media 5. Digital Citizenshipb. Exhibit a positive attitude toward usingtechnologythat supports collaboration, learning, andproductivity

CCSS.ELA-Literacy.W.1.2 Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.

CCSS.ELA-Literacy.W.1.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.


I can draw a picture that answers myquestion.

I can present my research facts to theclass.

Illustrate Topic Sub-topic

Database I can locate information in a database on mytopic.

I can watch a Pebble Go video to learn about atopic.

I can use a document camera to share myinformation.


Students will locate information ontheir animal.

Students can report what the animallooks like by drawing a picture.

Students can write facts that answergiven questions about their animal.

Pebble Go-Animals Database (Students will choose a sub-topic and choose from a list of what they will report, i.e. What does your animal eat, live, or look like or an interesting fact. Topic is animals, student chooses the animal) Ear Buds/iPads

With guidance and support, students willuse Pebble Go-Animals database to gatherinformation on a self-selected sub-topic.

Students will use a document camera toshare their work.

Assessment: LMS will assess the student’s report.




Library Media 1st Grade Sessions 28, 29 & 30

Concepts: Skills:

Identifying Literary Elements

Recalling Information

Using Digital Media

Identify characters in stories read aloud or read alone. Identify similarities and differences among characters from different stories. Recall information from past experience or information provided to answer question and, with help, use this information to answer questions. With help and support, identify similarities and differences among text, graphics, audio, animation and video. Read literature presented in any format to gain meaning by questioning, reflecting, responding, and evaluating.

AASL Standards NETS-S Standards CCSS Standards 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. 3.1.3 Use writing and speaking skills to communicate new understandings effectively. 4.1.1 Read, view, and listen for pleasure and personal growth. 4.1.2 Read widely and fluently to make connections with self, the world, and previous reading. 4.1.3 Respond to literature and creative expressions of ideas in various formats and genres.

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

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

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


I can listen to different versions of afairy tale.

I can identify likes and differenceamong the different versions.

Fairy Tale Animation Audio Graphics

I can identify likes and differences amonga fairy tale told in video.


Students will listen and viewdifferent versions of a fairy tale.

Students will identify similarities anddifferences.

Three Little Pigs by Steven Kellogg The True Story of the Three Little Pigs by Jon Scieszka The Three Little Wolves and the Big Bad Pig by Trivizas BookFlix Video: The Three Little Pigs by James Marshall

Students will view a Book Flix video.

Assessment: Oral responses to questions.






Concepts: Skills:

Demonstrating Technology Etiquette & Safety Behaving as a Digital Citizen Evaluating Sources

With prompting and support, demonstrate proper etiquette while using and handling technology (e.g., technology basic care). Demonstrate proper care of technology and equipment. With help and support, use web browser to locate content-specific websites.

AASL Standards NETS-S Standards CCSS Standards 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. 1.4.2 Use interaction with and feedback from teachers and peers to guide own inquiry process. 1.4.4 Seek appropriate help when needed. 3.1.6 Use information and technology ethically and responsibly.

3. Research and Information Fluencyb. Locate, organize, analyze, evaluate, synthesize,and ethically use information from a variety ofsources and media.5. Digital Citizenshipa. Advocate and practice safe, legal, andresponsible use of information and technology.b. Exhibit a positive attitude toward usingtechnology that supports collaboration, learning,and productivity.6. Technology Operations and Conceptsa. Understand and use technology systems.b. Select and use applications effectively andproductively.

CCSS.ELA-Literacy.RI.1.1 Ask and answer questions about key details in a text. CCSS.ELA-Literacy.W.1.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.


I can gather information to answer aquestion.

N/A Close apps Close searches Icon Safari Browser Menu Tabs

Given search terms, I can locate a websiteusing a web browser on an iPad.

I can use website features to navigate. With guidance and support I can locate

information to answer a question.


Students will have questions toanswer using a website on a given topic.

Safari browser or similar SchoolWires Website/Library Page/ Summer Reading Information Author’s website or other 1st grade appropriate website iPads

Students will logon and use pre-selectedsearch terms to locate a website using theiPads.

Students will demonstrate proper etiquetteand care while using the iPads. i.e. close appsand close searches when finished.

With guidance and support students canlocate information to answer a question.

Assessment: With guidance and support students can navigate to a website and locate information to answer a question.




Library Media 1st Grade Session 33 BOOK FAIR

Concepts: Skills:

Selecting Literary Fiction Independently select grade-level appropriate literary fiction in a variety of genres.

AASL Standards NETS-S Standards CCSS Standards 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. 1.4.4. Seek appropriate help when needed. 3.1.2 Participate and collaborate as members of a social and intellectual network of learners. 3.2.2 Show social responsibility by participating actively with others in learning situations and by contributing questions and ideas during group discussions. 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. 4.3.1 Participate in the social exchange of ideas, both electronically and in person. 4.4.1 Identify own areas of interest.

3. Research and Information Fluencya. Plan strategies to guide inquiry5. Digital Citizenshipc. Demonstrate personal responsibility forlifelong learning

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

CCSS.ELA-Literacy.RI.1.10 With prompting and support, read informational texts appropriately complex for grade 1.


I can listen to a book talk to discovernew titles and authors of interest.

I can communicate ideas of good booksto read with my peers.

Book Talk Introduce New

Titles Introduce New

Authors/Illustrators

Book Trailer I can view publisher-produced booktrailers to learn about new titles andauthors.


Students will listen to book talks andwill be able to identify a book thatsounds interesting and explain why.

Book Fair Scholastic produced Book Trailers

Students will view book trailers toincrease their knowledge of newliterature, authors, and series.

Assessment: LMS Observation: Students will browse the books available from Book Fair looking at the front and back covers and at the inside pages for books that interest them. Students will their favorite finds.




Library Media 1st Grade Session 34 BOOK FAIR

Concepts: Skills:

Selecting Literary Fiction Independently select grade-level appropriate literary fiction in a variety of genres.

AASL Standards NETS-S Standards CCSS Standards 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. 1.4.4. Seek appropriate help when needed. 3.1.2 Participate and collaborate as members of a social and intellectual network of learners. 3.2.2 Show social responsibility by participating actively with others in learning situations and by contributing questions and ideas during group discussions. 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. 4.3.1 Participate in the social exchange of ideas, both electronically and in person. 4.4.1 Identify own areas of interest.

3. Research and Information Fluencya. Plan strategies to guide inquiry5. Digital Citizenshipc. Demonstrate personal responsibility forlifelong learning




I can listen to a book talk to discovernew titles and authors of interest.

I can communicate ideas of good booksto read with my peers.

I can find grade appropriate books.

Book Talk Introduce New

Titles Introduce New

Authors/Illustrators

Book Trailer I can view publisher-produced booktrailers to learn about new titles andauthors.


Students will listen to book talks andwill be able to identify a book thatsounds interesting and explain why.

Book Fair Scholastic produced Book Trailers

Students will view book trailers toincrease their knowledge of newliterature, authors, and series.

Assessment: LMS Observation: Students will browse the books available from Book Fair looking at the front and back covers and at the inside pages for books that interest them. Students will their favorite finds.




Library Media 1st Grade Session 2-34

Concepts: Skills:

Selecting Informational Texts, and Literary Fiction and Non-Fiction Use literacy strategies to determine readability of source (e.g. five-finger rule for vocabulary and I-Pick)

AASL Standards NETS-S Standards CCSS Standards 3.1.2 Participate and collaborate as members of a social and intellectual network of learners. 3.2.2 Show social responsibility by participating actively with others in learning situations. 3.3.5 Contribute to the exchange of ideas within and beyond the learning community. 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. 4.1.4 Seek information for personal learning in a variety of formats and genres.

3.Research and Information FluencyStudents apply digital tools to gather,evaluate, and use information.c. Evaluate and select information sources anddigital tools based on the appropriateness tospecific tasks



Library Content Objectives Library Vocab. Technology Vocab. Technology Content Objectives I can select books that meet my need for

reading/listening for enjoyment, forpersonal growth and for information.

I can use the library and the library media ina responsible manner.

I can return my books on time. I can read/listen different genres.

I can read/listen and comprehendinformational texts.

Genre Scanned I can have my book scanned beforeleaving the library.

Information Literacy Content Resources Technology Literacy Content Students will select a book from the library

on a weekly basis to meet a variety ofneeds and expectations includingreading/listening for enjoyment.

The print collection Destiny Follett Library Management System Barcode scanner

Students will follow establishedprocedures for having their book scanned.

Assessment: Every week students will select a book and have it checked-out. On occasion, students may be directed to select a specific genre or type of book. For example: Students may be asked to select an Easy non-fiction book, a book from the “B” shelf, a book written by a specific author, a poetry book, an alphabet book, a fantasy story, an animal story, a book of nursery rhymes, a folktales or similar.




English Language Arts Standards » Standard 10: Range, Quality, & Complexity » Range of Text Types for K-5

Students in K–5 apply the Reading standards to the following range of text types, with texts selected from a broad range of cultures and periods.

Literature Informational Text

Stories Dramas Poetry Literary Nonfiction and Historical, Scientific, and Technical Texts

Includes children’s adventure stories, folktales, legends, fables, fantasy, realistic fiction, and myth

Includes staged dialogue and brief familiar scenes

Includes nursery rhymes and the subgenres of the narrative poem, limerick, and free verse poem

Includes biographies and autobiographies; books about history, social studies, science, and the arts; technical texts, including directions, forms, and information displayed in graphs, charts, or maps; and digital sources on a range of topics

Library Media st1 Grade Session 1 - Neshaminy School District · 2017-07-19 · Or a Halloween...

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Transcript of Library Media st1 Grade Session 1 - Neshaminy School District · 2017-07-19 · Or a Halloween...