LCATS for NJASL.pptx - Resources and Information from NJASL

Library Curriculum Aligned with Teaching Standards
2012
Melissa Dabrowski
Kathy Lewin
Mary Ellen Malloy
Who We Are
¨ 
Melissa Dabrowski- [email protected]
¤  School
Library Media Specialist
¤  Pleasant Valley School, Grades 4-6
¨ 
Kathy Lewin- [email protected]
¤  School
Library Media Specialist
¤  Harrison Township School, Grades PreK-3
¨ 
Mary Ellen Malloy- [email protected]
¤  School
Library Media Specialist
¤  Harrison Township School, Grades PreK-3
Our Goal
¨ 
Create an outstanding and usable curriculum that
aligns
¤  Federal
Common Core State Standards Initiative
(CCSS)
¤  American Association of School Librarians (AASL)
Standards for the 21st Century Learner
¤  International Society for Technology in Education (ISTE)
National Educational Technology Standards for
Students (NETS-S)
¤  Harrison Township School District English Language Arts
Curriculums – Reading & Word Study and Writing
And just to keep us on our toes….
¨ 
New Jersey Core Curriculum Content Standards in
the content area: 21st Century Life and Careers
How
¨ 
Was Created
STEP 1:
¤  Research,
research, research…
¤  Learned the standards from CCSS, AASL, ISTE, etc.
¤  Discovered that many others were taking on similar
projects, including Illinois School Library Media
Association (ISLMA)
¤  Used I-SAIL (Illinois Standards Aligned Instruction for
Libraries) as a guide
¤  Created four standards that encompass what our
students need to know as a foundation for
How
¨ 
¨ 
¨ 
¨ 
Was Created
Standard 1: Access information efficiently to inquire, think
critically, and gain knowledge
Standard 2: Evaluate information critically and
competently
Standard 3: Use information accurately, creatively, and
responsibly to share knowledge and to participate
collaboratively and productively
Standard 4: Appreciate literature and other creative
expressions of thoughts and ideas and pursue knowledge
related to personal interests and aesthetic growth
How
¨ 
Was Created
STEP 2:
¤  Thoroughly
defined each
standard
For example:
n  Standard 1: Access information efficiently to inquire,
think critically, and gain knowledge
n  Recognize the need for information
n  Formulate questions based on information needs
n  Identify various potential sources of information
n  Develop and use successful strategies for locating
information
n  Seek information from diverse sources and formats
(e.g., textual, visual, media, digital)
How
Was Created
¨ 
STEP 3:
¤ 
Broke each
standard into
n  ENDURING
UNDERSTANDINGS (the big
picture) appropriate for each grade level
For example:
n  Understand basic organizational pattern of a
library
n  ESSENTIAL
CONCEPTS (specific skills)
appropriate for each grade level
For example:
n  Learn where picture books are located in the
library
How
¨ 
Was Created
STANDARD 1 FOR KINDERGARTEN:
¤ 
ENDURING UNDERSTANDINGS:
n 
n 
n 
¤ 
Locate parts of a book
Understand basic organizational pattern of library
Demonstrate proper library citizenship
ESSENTIAL CONCEPTS:
1. 
2. 
3. 
4. 
5. 
6. 
7. 
Identify author, title, cover and spine
Learn where picture books are located in the library
Learn importance of correct placement of books on shelves (e.g.,
spine out, label down)
Ask where to find a book to read
Demonstrate proper care of library materials
Follow proper check out procedures
Return library materials on time
How
¨ 
Was Created
STEP 4:
¤ 
Listed what standards were covered from CCSS, AASL
and ISTE (NETS-S) for each of the
standards for
each grade level
How
KINDERGARTEN
Standard 1
Access information efficiently to
inquire, think critically, and gain
knowledge
•  Recognize the need for
information
•  Formulate questions based on
information needs
•  Identify various potential
sources of information
•  Develop and use successful
strategies for locating
information
•  Seek information from diverse
sources and formats (e.g.,
textual, visual, media, digital)
Was Created
ENDURING UNDERSTANDINGS •  Locate parts of a book
•  Understand basic organizational pattern of library
•  Demonstrate proper library citizenship ESSENTIAL CONCEPTS 1.  Identify author, title, cover and spine
2.  Learn where picture books are located in the library
3.  Learn importance of correct placement of books on shelves (e.g.,
spine out, label down)
4.  Ask where to find a book to read
5.  Demonstrate proper care of library materials
6.  Follow proper check out procedures
7.  Return library materials on time
AASL STANDARDS FOR
THE 21ST CENTURY
LEARNER
How LCATS Was Created
COMMON CORE STANDARDS/HTSD-ELA
Reading Literature
Key Ideas and Details
CC.K.RL.1 With prompting and support, ask and answer questions
about key details in a text.
Craft and Structure
CC.K.RL.4 Ask and answer questions about unknown words in a text.
CC.K.RL.5 Recognize common types of texts (e.g., storybooks,
poems).
CC.K.RL.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
CC.K.RL.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).
Reading Informational Text
Craft and Structure
CC.K.RI.4 With prompting and support, ask and answer questions
about unknown words in a text.
CC.K.RI.5 Identify the front cover, back cover, and title page of a book.
CC.K.RI.6 Name the author and illustrator of a text and define the role
of each in presenting the ideas or information in a text.
Integration of Knowledge and Ideas
CC.K.RI.7 With prompting and support, describe the relationship
between illustrations and the text in which they appear (e.g., what
person, place, thing, or idea in the text an illustration depicts).
CC.K.RI.8 With prompting and support, identify the reasons an author
gives to support points.
CC.K.RI.9 With prompting and support, identify basic similarities in
and differences between two texts on the same topic (e.g., in
illustrations, descriptions, or procedures).
Reading Foundational Skills
Print Concepts
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.
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.
1.1.9 Collaborate with others to broaden
and deepen understanding.
1.3.4 Contribute to the exchange of ideas
within the learning community.
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.
1.4.3 Monitor gathered information and
assess for gaps or weaknesses.
1.4.4 Seek appropriate help when
needed.
2.1.5 Collaborate with others to exchange
ideas, develop new understandings,
make decisions, and solve problems.
2.1.6 Use the writing process, media and
visual literacy, and technology skills to
create products that express new
NETS-S
3. Research and Information Fluency
Students apply digital tools to gather,
evaluate, and use information. Students:
b. locate, organize, analyze, evaluate,
synthesize, and ethically use
information from a variety of sources
and media.
c. evaluate and select information sources
and digital tools based on the
appropriateness to specific tasks.
Scope and Sequence
1st Mid Dec. 2nd 3rd Mid June March 3RD GRADE STANDARD 2 Evaluate informa8on cri8cally and competently •  Determine appropriate sources of informa8on •  Iden8fy facts and details that support main ideas •  Analyze and evaluate new informa8on based on previous experience and knowledge •  Find similar ideas in more than one source •  Recognize the differences between sources 1. Learn to choose what facts and details to include in note taking 2. Iden<fy the appropriate use of print and/or electronic resources 3. Use different clues to determine important ideas in illustra<ons and text 4. Learn common organiza<onal paFerns to make sense of informa<on 5. Work in groups to create and evaluate projects and informa<on products 6. Learn to compare content and ideas in different resources 7. Select the most appropriate source to fulfill the informa<on need Curriculum Map
Grade
Trimester 1 (10 Classes)
Trimester 2 (10 Classes)
Trimester 3 (10 Classes)
STANDARD 1: Access informa:on efficiently to inquire, think cri:cally, and gain knowledge STANDARD 2: Evaluate informa:on cri:cally and competently
STANDARD 3: Use informa:on accurately, crea:vely, and responsibly to share knowledge and to par:cipate collabora:vely and produc:vely
STANDARD 4: Appreciate literature and other crea:ve expressions of thoughts and ideas and pursue knowledge related to personal interests and aesthe:c growth
6
• 
LMC Orienta<on 13 Cows for • 
Science Research Project (3 • 
Research/Literature Apprecia<on Project: America (1 lesson)
lessons total, 1 in 2nd trimester)
Author Study (8 lessons total, five lessons • 
Using Des<ny: review basic • 
Literature Apprecia<on: holiday, in 3rd trimester)
features and create a list of literary elements The Christmas • 
Literature Apprecia<on: Book Swap (half book of interest using advanced Menorahs (1 lesson before Winter lesson end of March)
features (1 lesson)
Break)
• 
Literature Apprecia<on: Book Fair (2 • 
Using the Internet: review • 
Literature Apprecia<on: award-­‐
lessons around mid-­‐May)
Internet safety (YAPPY), cyber winning literature, Read Across • 
Library Inventory/Skill Review for students bullying, blogging, website America (1 lesson)
(2 lessons)
evalua<on with 5W’s, compare • 
Using Online Databases: and contrast websites (Tree KidsSearch, NoveList K-­‐8, etc. (3 Octopus) (5 lessons)
lessons)
• 
Literature Apprecia<on: discuss • 
Big6 Review (1 lesson)
literary elements in read aloud • 
Research/Literature Apprecia<on: at Halloween (1 lesson)
Author Study (8 lessons total, 2 • 
Science Research Project (3 lessons in 2nd trimester)
st
lessons total, 2 in 1 trimester) You are the secret weapon…
¨ 
¨ 
¨ 
¨ 
¨ 
¨ 
Finding materials to supplement the curriculum,
particularly primary source documents
Updating collections, many of which fall short in upto-date, nonfiction materials
Working with teachers to plan and design projects
and lessons that will help students meet the CCSS Teaching teachers and students to access research
materials in databases
Co-teaching research strategies
Helping teachers and students develop and apply
inquiry based thinking approaches
http://www.teachability.com/community/cc/blog/2012/09/26/yourschool-has-a-surprising-ccss-secret-weapon-get-in-on-the-secret
Lesson Plan (Grade 5)
Unit: Using the Internet Lesson: Website Evalua<on Grade: 5 Objec8ves: Standards: At the end of this lesson students will be able to: LCATS 1. Recall the 5W’s of website evalua<on. 5.1.2, 3, 5 2. Locate specific informa<on on a website. 5.2.1, 2, 3, 4, 6, 7 3. Compare and contrast aFributes of websites. 5.4.4, 10, 11 4. Determine a website’s reliability by applying the 5W’s of website evalua<on. 5. Summarize findings of evalua<ons. Lesson Plan (Grade 5)
Materials: C9 LWU 5 agenda, SMART Board, brainstorming template, 5W’s PowerPoint, hFp://www.sandiegozoo.org/animalbytes/t-­‐frog_toad.html, hFp://www.michelesworld.net/ Procedure: Materials: SMART Board, brainstorming template, 5Ws PowerPoint,
http://www.openc.k12.or.us/citeintro/elementary/bad/index.html,
1.  C9 Library Warm Up Grade 5-­‐How can you tell if a website is http://math.rice.edu/~lanius/frac/
good or not? 2. 
3. 
4. 
5. 
Review LWU Use the SMART Board to display the Michele’s World website Ask students what they think of the website. Ques<on why they like or dislike the website. Today’s Library Agenda
Library Warm Up (LWU):
Schedule
¨ 
¨ 
¨ 
¨ 
¨ 
¨ 
¨ 
LWU
Review LWU
Website
Evaluation
Book selection
and self
check out
Quiet/Silent
Reading
Library Cool
Down
Dismissal
In your library notebook answer the following:
How can you tell if a website
is good or not?
¨ 
Objective/Mission:
To compare and contrast different websites
Standard(s) as aligned in LCATS:
¨ 
Access information…5.1.2, 3, 5
¨ 
Evaluate information…5.2.1, 2, 3, 4, 6, 7
¨ 
Appreciate literature…5.4.4, 10, 11
Lesson Plan (Grade 5)
Materials: C9 LWU 5 agenda, SMART Board, brainstorming template, 5Ws PowerPoint, hFp://www.sandiegozoo.org/animalbytes/t-­‐frog_toad.html, hFp://www.michelesworld.net/ Procedure: Materials: SMART Board, brainstorming template, 5Ws PowerPoint,
http://www.openc.k12.or.us/citeintro/elementary/bad/index.html,
1.  C9 Library Warm Up Grade 5-­‐How can you tell if a website is http://math.rice.edu/~lanius/frac/
good or not? 2. 
3. 
4. 
5. 
Review LWU Use the SMART Board to display the Michele’s World website Ask students what they think of the website. Ques<on why they like or dislike the website. Lesson Plan (Grade 5)
6.  Compare and contrast the two different pages about frogs; where would you go to find reliable informa<on about frogs? 7.  Explain that not all websites are as easy to iden<fy as bad as the example. With more informa<on available today than ever before it Materials:
is important to decipher wPowerPoint,
hat informa<on is reliable SMART Board, brainstorming
template, 5Ws
http://www.openc.k12.or.us/citeintro/elementary/bad/index.html,
and what is not. Everything must be viewed with a cri<cal eye. http://math.rice.edu/~lanius/frac/
We must be web detec<ves! Almost anyone can create a website about almost anything, and it is not illegal to publish informa<on that is untrue or misleading on the Internet. A good detec<ve will know how to look for clues to determine if a website is good, bad or just okay. Today we will learn how to find those clues! The Five W’s of Website Evaluation
Adapted from Kathy Schrock’s The 5 W’s of Web Site Evaluation found at
http://kathyschrock.net/abceval/5ws.htm
WHO? ü  Who wrote the pages and are they an expert? ü  Is a biography of the author included? ü  How can I find out more about the author? WHAT? ü  What does the author say is the purpose of the site? ü  What else might the author have in mind for the site? ü  What makes the site easy to use? ü  What information is included and does this information differ from other
sites? WHEN? ü  When was the site created? ü  When was the site last updated? WHERE? ü  Where does the information come from? ü  Where can I look to find out more about the sponsor of the site? WHY? ü  Why is this information useful for my purpose? ü  Why should I use this information? ü  Why is this page better than another? Lesson Plan (Grade 5)
8.  Display the example of the bad website, hFp://www.michelesworld.net/ on the SMART Board again. 9.  Model how to find the answers to the 5W’s using this example. 10. Show how these answers help us put into words what is wrong with the Materials:
website. SMART Board, brainstorming template, 5Ws PowerPoint,
http://www.openc.k12.or.us/citeintro/elementary/bad/index.html,
11. Book selec<on and Self-­‐Check Out http://math.rice.edu/~lanius/frac/
12. Silent/quiet reading <me 13. Library Cool Down-­‐Review Lesson Plan (Grade 5)
Assessment: 1.  Use ques<ons to check for understanding Differen8a8on: 1.  Seat students with visual and hearing impairments at table closest to SMART Board Materials: SMART Board, brainstorming template, 5Ws PowerPoint,
2.  Allow students to come to the SMART Board with a partner when http://www.openc.k12.or.us/citeintro/elementary/bad/index.html,
http://math.rice.edu/~lanius/frac/
necessary 3.  Assist students to find books that meet their reading level and interests during book selec<on <me Standards Taught (Grade 5)
Standard 1 Access information efficiently to
inquire, think critically, and gain
knowledge •  Recognize the need for
information •  Formulate questions based on
information needs •  Identify various potential sources
of information •  Develop and use successful
strategies for locating information •  Seek information from diverse
sources and formats (e.g.,
textual, visual, media, digital) ENDURING UNDERSTANDINGS Explain an information need Understand the concept of keywords Demonstrate proper library citizenship • 
• 
• 
ESSENTIAL CONCEPTS 1.  Independently use reference materials 2.  Independently use keywords and search terms to locate
information 3.  Articulate an information need and create a basic search
strategy 4.  Identify primary and secondary resources 5.  Locate materials and information using advanced features
of online library catalog 6.  Demonstrate proper care of library materials 7.  Follow proper check out procedures 8.  Return library materials on time Standards Taught (Grade 5)
Standard 2 Evaluate information critically and
competently •  Determine accuracy, relevance,
and comprehensiveness of
information •  Distinguish among fact, point of
view, and opinion •  Identify inaccurate and
misleading information (e.g.,
textual, visual, media, digital) •  Select information appropriate to
the problem or question ENDURING UNDERSTANDINGS • 
• 
• 
• 
• 
Determine appropriate sources of information Identify facts and details that support main ideas Analyze and evaluate new information based on previous
experience and knowledge Find similar ideas in more than one source Recognize the differences between sources ESSENTIAL CONCEPTS 1. 
2. 
3. 
4. 
Select facts and details to include in note taking Use appropriate print and/or electronic resources Determine important ideas in illustrations and text Apply common organizational patterns to make sense of
information 5.  Work in groups to create and evaluate projects and
information products 6.  Compare content and ideas in different resources 7.  Select the most appropriate source to fulfill the information
need Standards Taught (Grade 5)
Standard 4 Appreciate literature
and other creative
expressions of
thoughts and ideas and
pursue knowledge
related to personal
interests and aesthetic
growth •  Read, view and
listen for pleasure
and personal growth •  Develop a
knowledge of genres
and literary elements •  Derive meaning from
informational texts in
various formats (e.g.,
textual visual, media,
digital) ENDURING UNDERSTANDINGS •  Use both text and visuals to understand literature •  Select an appropriate book of interest for personal enjoyment •  Recognize different types and elements of literature •  Analyze and understand information presented creatively in various
nontextual formats •  Seek information related to personal interests •  Select resources and materials based on interest, need, and
appropriateness ESSENTIAL CONCEPTS 1.  Self-select reading material appropriate for a specific purpose 2.  Read traditional literature such as mythology 3.  Read various genres 4.  Read and comprehend informational texts 5.  Compare and contrast various literary elements such as character and
point of view 6.  Participate in guided discussions about literature to share opinions and
responses 7.  Determine individual taste in series, author, and genre reading 8.  Select award-winning literature as appropriate to personal interest 9.  Appreciate information presented creatively in various formats 10.  Read for pleasure, seek answers, and explore topics of personal interest 11.  Access libraries, library staff, and library resources both personally and
virtually Assessment
CATEGORY 4-STRONG 3-SUCCESSFUL 2-LIMITED 1-MET FEW
EXPECTATIONS PARTICIPATION
AND EFFORT Routinely provides useful Usually provides useful Sometimes provides
ideas when participating ideas when participating useful ideas when
in classroom discussion. in classroom discussion. participating in classroom
discussion. Rarely provides useful
ideas when participating
in classroom discussion.
May refuse to participate. CLASSWORK AND PROJECTS Provides high quality
Provides satisfactory
work. Mostly +'s or 4’s, work. Graded with
may have a few √’s or 3’s. mostly √’s or 3’s. Provides work that
usually needs to be
redone with assistance or
may refuse to do work.
Generally graded with -'s
or 1’s. BOOK EXCHANGE Always has a book that is
actively being read.
Demonstrates excellent
book care and always
returns materials on
time. Provides work that
occasionally needs to be
redone with assistance.
Mostly graded with -'s or
2’s. Almost always has a book Sometimes has a book
Usually does not have a
that is actively being read. that is actively being read. book that is actively being
Demonstrates excellent May demonstrate
read. May demonstrate
book care and usually
inconsistent book care or poor care or have lost
returns materials on
often fails to return
book exchange privileges. time. materials on time. Lesson Plan (Kindergarten)
Unit: Author Study (Laura Numeroff); Fiction/Nonfiction; Nursery Rhymes
Objective: SWBAT identify a new author and some of her works.
SWBAT identify displayed books as fiction or nonfiction.
SWBAT recite a new nursery rhyme.
LCATS: K.1.1, 2, 3, 5, 6, 7; K.2.1, 2, 3, 4;
K.3.3, 4, 7; K.4.1, 2, 3, 6, 7, 10, 11
Activity, Schedule and Materials:
1.  Books returned to cart. (Monitor students as they place books on cart with spine out and label
at the bottom)
2. Attendance
3. Materials: Books: If You Give a Mouse a Cookie, If You Take a Mouse to the Movies, If You
Take a Mouse to School all by Laura Numeroff; Laura Numeroff autobiography If You Give an
Author a Pencil; copy of “Jack Be Nimble” on smartboard; candlestick, copies of “Jack Be
Nimble” to color for rhyme clip.
Lesson Plan (Kindergarten)
4. Lesson- Introduce the books to the students and have them look for a pattern in the titles
and cover. Hold up the autobiography and explain that all of these books (and many others)
are written by Laura Numeroff. Often times when an author writes many books, the books will
have similarities in style and repetition in characters. Point this out with the “mouse” books.
Read 2 of the books to the class. Have students identify the patterns in sequence and language
in the books. Ask students if these books are fiction or nonfiction. Do the same with the
autobiography. Show the students where Numeroff’s books are on the shelves.
5. Book Selection and Check Out. Follow procedures with library cards.
6. Nursery Rhyme: “Jack Be Nimble”. Review rhyme on smartboard. Have students come to
the front of the room, recite the rhyme and jump over the candlestick. Go to tables to color
rhyme for rhyme clip.
Assessment- Class participation-- use Participation and Effort Checklist to indicate student
performance with rhyme.
Differentiation- Book selection always involves differentiation. 1 book per student from
pre-selected books on the tables.
Standards Taught (Kindergarten)
KINDERGARTEN
ENDURING UNDERSTANDINGS Standard 1
• 
• 
• 
Access information efficiently to
inquire, think critically, and gain
knowledge
•  Recognize the need for
information
•  Formulate questions based on
information needs
•  Identify various potential
sources of information
•  Develop and use successful
strategies for locating
information
•  Seek information from diverse
sources and formats (e.g.,
textual, visual, media, digital) Locate parts of a book
Understand basic organizational pattern of library
Demonstrate proper library citizenship ESSENTIAL CONCEPTS 1.  Identify author, title, cover and spine
2.  Learn where picture books are located in the library
3.  Learn importance of correct placement of books on shelves (e.g.,
spine out, label down)
4.  Ask where to find a book to read
5.  Demonstrate proper care of library materials
6.  Follow proper check out procedures
7.  Return library materials on time
Standards Taught (Kindergarten)
KINDERGARTEN
ENDURING UNDERSTANDINGS Standard 2
• 
• 
• 
Evaluate information critically and
competently
•  Determine accuracy, relevance,
and comprehensiveness of
information
•  Distinguish among fact, point of
view and opinion
•  Identify inaccurate and
misleading information in
various formats (e.g., textual,
visual, media, digital)
•  Select information appropriate
to the problem or question
Learn the difference between fact and fiction
Select books appropriate to interest
Answer questions and appropriate resources ESSENTIAL CONCEPTS 1.  Use pictures and/or objects to extract information
2.  Make book selections using simple scanning techniques (e.g., cover
and illustrations)
3.  Listen to and follow directions
4.  Make simple decisions.
Standards Taught (Kindergarten)
KINDERGARTEN
ENDURING UNDERSTANDINGS Standard 3
• 
Use information accurately, creatively,
and responsibly to share knowledge and
to participate collaboratively and
productively
•  Organize information for practical
application
•  Integrate prior knowledge with new
information to create new
understandings
•  Produce and communicate
information and ideas in appropriate
format
•  Use problem solving techniques to
devise strategies for revising and
improving process and product
•  Practice ethical behavior when using
print and digital resources • 
• 
Communicate results of information search in format
appropriate for content
Recognize ownership of written and illustrated material
Observe internet guidelines and protocols as defined in the
district’s policies
• 
Understand expected classroom behaviors
ESSENTIAL CONCEPTS 1.  Collaborate with other students to solve information
problems
2.  Begin to organize information with guidance using
techniques such as graphic organizers
3.  Present, perform, share and evaluate the results of
information search in a new form
4.  Identify authors and illustrators
5.  Share different points of view and opinions
6.  Access preselected digital sources for information needs
7.  Listen and participate respectfully
Standards Taught (Kindergarten)
KINDERGARTEN
ENDURING UNDERSTANDINGS Standard 4
• 
• 
• 
• 
• 
• 
Appreciate literature and
other creative expressions of
thoughts and ideas and
pursue knowledge related to
personal interests and
aesthetic growth •  Read, view and listen for
pleasure and personal
growth
•  Develop a knowledge of
genres and literary
elements
•  Derive meaning from
informational texts in
various formats (e.g.
textual, visual, media,
digital)
Use both auditory and visual clues to understand literature
Select an appropriate book of interest for personal enjoyment Begin to iden<fy different types and elements of literature Begin to recognize informa<on presented crea<vely in various non-­‐text formats Ask for informa<on related to personal interests Select resources and materials based on interest, need and appropriateness ESSENTIAL CONCEPTS 1. Choose a book of interest from a provided assortment
2. Listen to traditional folklore such as nursery rhymes
3. Listen to fiction in picture book and short novel formats
4. Listen to nonfiction (biography, information books, poetry)
5. Identify literary elements such as character, setting, and major events
6. Respond to literature in participatory activities such as puppetry, finger plays, drama
7. Engage with the work of various authors an illustrators
8. Enjoy award-winning literature
9. Begin to use print and non print materials
10. Appreciate reading for pleasure, for learning and for finding answers
11. Use libraries, library staff, and library resources.
Assessment
CATEGORY
Contributions
4 Strong (+)
Routinely provides useful
ideas when participating in
classroom discussion. A
definite leader who
contributes a lot of effort.
3 Successful (√+)
Usually provides useful
ideas when participating in
classroom discussion.
2 Limited (√)
Sometimes provides useful
ideas when participating in
classroom discussion.
1 Little or No (-)
Rarely provides useful ideas
when participating
classroom discussion. May
refuse to participate.
Behavior
Listens and actively
volunteers information.
Listens and occasionally
volunteers information.
Listens but disrupts class
Is disruptive and needs
occasionally, correcting the reminders to stop a
behavior with a reminder. behavior or may need to
be removed from the
teaching area.
Book selection
(Second grade –
Sixth grade)
Actively participates in
book exchange time.
Usually participates in book Occasionally participates in Rarely participates in book
exchange time.
book exchange time.
exchange time.
Focus on the task
Consistently stays focused Focuses on the task and
Focuses on the task and
Rarely focuses on the task
on the task and what needs what needs to be done most what needs to be done
and what needs to be done.
to be done. Very selfof the time.
some of the time. Reminders Even with reminders may
directed.
may be needed to keep this not complete tasks.
person on-task.
Following
Classroom
Procedures
Listens to directions, follows Listens to directions and
them, and sometimes does follows them.
more than expected.
Listens to directions but
Does not do what is
doesn't always follow them. expected.
Daily Attendance Sheet
The Document
Password:
3crazyladies
Access LCATS
How to Access
Click on
the For
Librarians
Tab
How to Access
Click on
HTSDLCATS link
How to Access
Enter
password:
3crazyladies
How to Access
Click to
open link
Resources
http://tinyurl.com/LCATS2012 (direct link to LCATS)
¨  http://www.corestandards.org/
¨  http://www.islma.org/ISAIL.htm
¨  http://www.ala.org/aasl/guidelinesandstandards/
commoncorecrosswalk
¨  http://www.iste.org/STANDARDS
¨  http://www.state.nj.us/education/cccs/
¨  http://www.harrisontwp.k12.nj.us/
¨ 
Questions?