LCATS for NJASL.pptx - Resources and Information from NJASL
Transcription
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?