Teacher librarian program P-6

Transcription

To ensure optimum usage of this program please
read the USER GUIDE carefully.
This program is a READ-ONLY document that can
be navigated to access information as well as
printed as a working document.
Each of the templates and worksheets viewed in
this program have associated WORD files which are
accessible from this program to enable user
customisation. To utilise the information presented
in this program you can copy and paste directly
into any of the WORD files.
For detailed instructions on how to copy and paste
text from this program into any of the WORD files
provided, please read the specific section in the
User guide.
start program
The Teacher Librarian Program P–6 meets the
need for a comprehensive, sequential Library
skills program that includes Literature as well
as Information skills. It focuses on skills
specifically related to libraries, covering all
levels of Primary (P–6) schooling and
complements outcomes of Key Learning Areas
being taught in primary school classrooms.
It streamlines planning time for teachers and
enhances co-operative planning and teaching
between teacher librarians and classroom
teachers.
COMPONENTS
overview
literature skills
information literacy
planning
assessment
reporting
INTRODUCTION | COMPONENTS | USEFUL RESOURCES | USER GUIDE
Teacher
Librarian
Program
About the program
Three experienced Victorian primary teacher librarians have designed the Teacher Librarian Program P–6 to meet
the need for a comprehensive, sequential Library skills program that includes Literature as well as Information skills.
It focuses on skills specifically related to libraries, covering all levels of Primary (P–6) schooling and complements
The program covers all years of primary schooling and incorporates the following sections:
•
curriculum overview of Literature skills and Information literacy outcomes.
outcomes of Key Learning Areas being taught in primary school classrooms.
Levels have been allocated for both Literature and Information literacy skills:
•
have been included.
Level 2 – expected outcomes at the completion of Year 2
•
independent learners who are capable of locating and using information effectively. These skills relate to all
The Teacher Librarian Program P–6 streamlines planning time for teachers and enhances co-operative planning
areas of the curriculum and reinforce the process of information retrieval. An additional section on Plagiarism is
and teaching between teacher librarians and classroom teachers.
included, as well as a range of templates and a poster which can be displayed in the classroom. The Information
To ensure optimum usage of this program please read the User guide carefully.
literacy skills are based on National Profiles and have been designed to complement the Victorian Curriculum
Standards and Essential Learning Standards but could be adapted for use with other curriculum guidelines.
This program is a READ-ONLY document that can be navigated to access information as well as printed as a working
•
for flexibility, the template has a section to record author/illustrator studies, the introduction of new books,
this program to enable user customisation. To utilise the information presented in this program you can cut and paste
grade or unit focus, a weekly timetable and management notes. Also included is an example of an integrated
directly into any of the WORD files.
read the specific section in the User guide.
PLANNING section which includes a variety of planning templates, such as the Work program template which
can be used to record class, grade and year level programs with appropriate outcomes. In a format that allows
Each of the templates and worksheets viewed in this program have associated WORD files which are accessible from
For detailed instructions on how to copy and paste text from this program into any of the WORD files provided, please
INFORMATION LITERACY PROGRAM which includes at each grade level a comprehensive list of learning
outcomes and skills, as well as evaluation strategies that can be developed to enable students to become active,
Level 4 – expected outcomes at the completion of Year 6.
document, which can be highlighted to act as an audit of skills that have been taught.
LITERATURE SKILLS PROGRAM which consists of learning outcomes and skills at each level, as well as a practical
list of possible genres, book titles, authors and illustrators. Additional units on Film as Text and Boys and reading
Level 1 – appropriate for the first year of formal schooling, Prep Grade in Victoria
Level 3 – expected outcomes at the completion of Year 4
OVERVIEW includes an explanation of how the program relates to the Curriculum Frameworks as well as a
unit of work.
•
ASSESSMENT section which includes assessment strategies in relation to Literature skills and Information
literacy outcomes, as well as Book report assessment, Library profiles and a Student test kit.
•
REPORTING section which includes a range of report formats for reporting student progress to parents. In addition,
a variety of suggestions are listed for use when reporting to the whole school community.
•
BIBLIOGRAPHY OF USEFUL RESOURCES which includes an extensive list of further resources and a link to a
website with further Information literacy ideas and additional strategies.
I N TR O D U CT I ON | C OM PO N E N TS | US E F UL RE SO U RCE S | U SE R G U I D E
Tea c h e r L ibra r i a n P r o g ra m P -6
© S c h o o l L i b r a r y A s s o c i a t i o n o f V i cto ri a 2 0 0 4
Overview includes an explanation of how the
program relates to the Curriculum Frameworks
as well as a curriculum overview of Literature
Skills and Information Literacy outcomes.
OVERVIEW
how the program relates to the
Curriculum Frameworks
curriculum overview L1 – 4
overview | literature skills | information literacy | planning | assessment | reporting
Teacher
Librarian
Program
How the program relates to the Curriculum Frameworks
OVERVIEW
The educational principles underpinning this program feature as essential learnings in the various state
based Curriculum Frameworks.
Summary of learning outcomes – English
TLP
CSF II
Strand
LS 1.2
1.3
Speaking & listening: linguistic structures &
features
LS 1.3
1.6
Reading: Contextual Understanding
IL 1.5
1.6
IL 1.2
1.8
Reading: Strategies
LS 2.3
2.1
Speaking and Listening: Texts
LS 2.3
2.5a
Reading: Texts
LS 2.4 / LS 2.6
2.5b
Reading: Texts
IL 2.3
2.6a
LS 2.4
2.6b
LS 2.1
2.8a
Reading: Strategies
LS 3.4
3.1
LS 3.1
3.5a
Reading: Texts
LS 3.3
3.5b
Reading: Texts
LS 3.7
3.6b
LS 3.5
3.7b
Reading: Linguistic Structures & Features
IL 3.1 / IL 3.2 / IL 3.3
3.8
Reading: Strategies
LS 4.2 / LS 4.3
4.1
LS 4.1
4.3
Speaking and Listening: Linguistic structures
and features
Curriculum Standards Framework - Studies of Society and Environment [CSF 1]
LS 4.3 / LS. 4.7
4.5
Reading: Texts
■ Inquiry-based learning and Inquiry strategies are covered in more depth. Refer to:
• Page 15 : “Approaches to teaching and learning in SOSE”
• Page 16: “Summary of SOSE inquiry strategies”
IL 4.3 / IL 4.4
4.8
Reading: Strategies
In the Victorian Essential Learning Standards, Respect for evidence – seeking understanding and truth
through structured inquiry and the application of evidence to test and question beliefs – is a major
focus. Personal learning, Thinking and Information and Communications technology are listed as vital
components of the three main strands of learning.
Literature skills and Information literacy are covered in much more depth than outlined in the Curriculum
Frameworks. The main aim of this program is to teach the strategies and skills needed to achieve these
outcomes.
Level 1
Level 2
Studies of Society and Environment – Curriculum and Standards Framework II [CSF II]
■ Page 6:
“The knowledge which is the basis of the SOSE key learning area is accompanied by the
development of skills which enable students to:
•
Identify, collect and process data from a range of sources, including electronic media
•
Use the inquiry process to plan an investigation, analyse data, and form conclusions
supported by evidence”
■ Page 9:
“Skills
Learning about Society and Environment enables students to:
•
Gather information from a variety of sources
•
Analyse information to answer a specific question
•
Present information in a variety of ways
•
Draw conclusions based on information presented
•
Develop confidence to ask questions”
Level 3
Level 4
OVERVIEW | LITERATURE SKILLS | INFORMATION LITERACY | PLANNING | ASSESSMENT | REPORTING
Te a c h e r L i b ra r i a n P r o g ra m P-6
© S c h o o l L i b r a r y A s s o c i a t i o n of Victoria 2004
LEVEL 1 | 2 | 3 | 4
Curriculum overview
OVERVIEW
Literature skills outcomes
Inform a t i o n l i t e r a c y o u t c o m e s
With teacher assistance, modelling and scaffolding students will be able to:
LS 1.1
identify picture story books as a literary
form
IL 1.1
Definin g
Formulate questions for investigation in response to directed discussion on a
given topic.
LS 1.2
verbalise sequence of main events in
stories
LS 1.3
identify the main characters from picture
story books
IL 1.2
Locatin g
Identify and select sources of information
LS 1.4
describe where the story takes place in
particular picture story books
LS 1.5
identify strong emotions that occur in
picture story books
IL 1.3
Selecti n g
Select and record the main idea and keywords.
f Film as Text
IL 1.4
Proces s i n g & O r g a n i s i n g
Participate in group consideration of appropriateness and presentation of the
information.
IL 1.5
Creatin g & S h a r i n g
Present responses to a task in a variety of formats.
IL 1.6
Evalua t i o n S t r a t e g i e s
Review the appropriateness of their presentation in relation to the original task.
LS 1.1F
identify film as a literary
form
LS 1.2F
describe where the story
takes place in particular
film
LS 1.3F
identify strong emotions
that occur in a film that
is viewed
f Literature skills learning outcomes
f Information literacy learning outcomes
LEVEL 1 | 2 | 3 | 4
Curriculum overview
OVERVIEW
LS 2.1
distinguish between picture story and
factual books
LS 2.2
verbalise obvious themes in picture story
books
LS 2.3
identify the main characters from particular IL 2.2
picture story books and describe significant Locatin g
physical features
LS 2.4
describe the setting for a particular picture
story book
LS 2.5
identify strong emotions that occur in
a picture story book and explain the
contribution of the illustrations to that end
f Film as Text
LS 2.1F
form
LS 2.2F
describe the locale and
setting for a particular
film
LS 2.3F
that occur in a film and
explain the contribution
of the scenery and
sound effects to that end
IL 2.1
Definin g
select from a range of well defined topics, participate in teacher led
brainstorming, clustering of ideas, focus question development and completion of
a group search plan
identify and locate resources following a search plan with assistance
IL 2.3
select main ideas and supporting keywords, categorise and record information in
lists, picture sequences, grids or webs
IL 2.4
process information by comparing, selecting and combining that which is
relevant to the task and organising according to an agreed format
IL 2.5
present information which conveys understanding of the information gathered
IL 2.6
review appropriateness and acceptability of presentation in relation to the
original task
Selecti n g
LEVEL 1 | 2 | 3 | 4
Curriculum overview
OVERVIEW
Information literacy outcomes
LS 3.1
distinguish between picture story fiction and factual
books
LS 3.2
distinguish between poetry, prose and drama
LS 3.3
verbalise obvious themes in fiction books
LS 3.4
verbalise sequence of main events in a fiction book and
identify the story’s climax
LS 3.5
explain the contribution of illustrations in developing the
sequence of main events and climax of a particular novel
LS 3.6
predict outcome of plot for a particular fiction book
LS 3.7
identify and describe the main character of a fiction book
LS 3.8
predict what the main character will do after the story
has ended
LS 3.9
describe contribution of illustrator and illustrations in
developing a particular setting
LS 3.10
identify strong emotions in a simple fiction book
LS 3.11
identify the motivation for a particular character’s action
f Film as Text
LS 3.1F
identify film as a literary form
LS 3.2F
explain the contribution of scenery and
sound effects in developing the sequence
of main events and climax of a particular
film
LS 3.3F
IL 3.1
Defining
select from within a broad topic area and narrow the topic to
arrive at focus questions and a simple search plan
IL 3.2
identify and locate resources
IL 3.3.
select and record information relevant to a specific topic
IL 3.4
process and organise information
IL 3.5
present responses to a research task which are suited to
the audience and which demonstrate understanding and
interpretation of the information
Locating
Selecting
Processing & Organising
Creating & Sharing
IL 3.6
Evaluation Strategies
review appropriateness and acceptability of presentation in
relation to the original task
describe contribution of director and
editor in developing a particular film
LEVEL 1 | 2 | 3 | 4
Curriculum overview
OVERVIEW
LS 4.1
distinguish between realism and fantasy in
fiction and biographical books and explain
the differences
LS 4.2
identify themes in novels and relate them
to real life
LS 4.3
describe the storyline development in
particular novels, setting, problem, climax
and ending
LS 4.4
describe personality changes that occur in
characters
LS 4.5
evaluate the credibility of characters from
novels
LS 4.6
identify setting, time and social aspects
LS 4.7
identify premeditated or spontaneous
actions carried out by characters in
particular novels
f Film as Text
LS 4.1F
form
LS 4.2F
describe where the story
takes place in particular
film
LS 4.3F
that occur in a film that
is viewed
IL 4.1
select from within a given topic and narrow a topic given guidelines and
assistance where needed
IL 4.2
Locatin g
identify and locate a range of resources in the school and the wider community
by independently following a search plan
IL 4.3
select and record information from a range of sources
IL 4.4
process information by synthesising and beginning to make generalisations
IL 4.5
present logical responses to a search task
IL 4.6
review the appropriateness and acceptability of the presentation in relation to the
original task
Definin g
Selecti n g
The Literature Skills Program consists of
learning outcomes and skills at each level, as
well as a practical list of possible genres, book
titles, authors and illustrators. Additional units
on Film as Text and Boys and Reading have
been included.
LITERATURE SKILLS
learning outcomes L1 – 4
teaching strategies
suggested genres and titles,
authors & illustrators L1 – 4
recommended books L3 & L4
film as text L1 – 4
boys & reading
templates
Teacher
Librarian
Program
LEVEL 1 | 2 | 3 | 4
Learning outcomes
L I T E R AT U R E S K I L L S
At the completion of Level 1, a student will be ab l e t o :
This will be evident when the student:
LS 1.1
identify picture story books as a literary form
•
realises that picture books tell stories with words and pictures
LS 1.2
verbalise sequence of main events in stories
•
retells events using pictures as clues and relates them to own experiences
LS 1.3
identify the main characters from picture story books
•
•
•
•
•
•
can identify who/what was the major character
say why he or she was the major character
can show why he or she was more important than the others
can draw/paint a series of pictures of main characters
can relate character’s actions and own behaviour in a similar situation
can compare the main character to family and friends
LS 1.4
describe where the story takes place in particular picture story books
•
can draw/paint a scene of this location
LS 1.5
identify strong emotions that occur in picture story books
•
can discuss or dramatise emotions portrayed in text and illustrations
LS 1.6
identify some basic features of picture story books
•
can use terms such as page, author, title, cover, illustrator
LS 1.7
use a variety of strategies when selecting and reading books
•
•
can use title, cover and own knowledge to predict story
selects particular books relating to own interests, familiarity or subject matter
f Outcomes assessment
LEVEL 1 | 2 | 3 | 4
Learning outcomes
LS 2.1
•
distinguish between picture story and factual books
•
realises that picture story books tell stories with both words and pictures while non-fiction books are
designed specifically to give information
can compare picture story books and factual books on a particular topic
LS 2.2
verbalise obvious themes in picture story books
•
can identify the main idea behind the story
LS 2.3
verbalise sequence of main events in stories
•
•
dramatises different events in stories read, in sequence
draws a picture for the beginning, middle and end of story
LS 2.4
identify the main character from particular picture story books and describe
significant physical features and feelings
•
•
•
draws or paints the main character
compiles lists of words to describe characters
relates book characters to real people in group discussion
LS 2.5
describe the locale and setting for a particular picture story book
•
•
can distinguish between past/present/future; here/there
can depict setting through art activities
LS 2.6
identify strong emotions that occur in a picture story book and explain the
contribution of the illustrations to that end
•
can illustrate the mood or express the emotions
LS 2.7
recognise main elements of a published text and be familiar with the process of
publication
•
•
can recognize the work of familiar authors and illustrators
can indicate publishing details and copyright for individual books
LS 2.8
•
selects a range of literature according to own interests, familiarity, author, series or the
recommendation of others
can use blurb, table of contents etc
•
LEVEL 1 | 2 | 3 | 4
Learning outcomes
LS 3.1
distinguish between picture story fiction and factual books
•
can compare books from each category on the same topic
LS 3.2
distinguish between poetry, prose, and drama
•
can discuss differences in writing style by referring to examples
LS 3.3
verbalise obvious themes in fiction books
•
•
•
can identify the main idea behind the story
can relate theme to own experiences
can discuss particular social problems raised in the story
LS 3.4
verbalise sequence of main events in a fiction book and identify the story’s climax
•
•
can retell the story and identify the most exciting part
can discuss what events led up to the climax
LS 3.5
explain the contribution of illustrations in developing the sequence of main events and
climax of a particular novel
•
can sequence events through illustrations
LS 3.6
predict outcome of plot for a particular fiction book
•
can discuss possible outcomes
LS 3.7
identify and describe the main character of a fiction book
•
•
•
•
can compile simple word lists to describe characters
draws characters and lists words that describe them
can discuss role play and dramatise the character
can identify and describe character stereotypes from folktales
LS 3.8
predict what the main character will do after the story has ended
•
•
can discuss what the main character did after the story ended
writes a plot outline for a possible sequel
LS 3.9
describe contribution of illustrator and illustrations in developing a particular setting
•
•
•
can describe the setting from the illustrations
can discuss the techniques that have been used by the illustrator
can illustrate their ideas for a given setting
LS 3.10
identify strong emotions in a simple fiction book
•
•
can describe how the character feels
can identify words the author used to portray this feeling
LS 3.11
identify the motivation for a particular character’s action
•
•
can describe why the character acted as he or she did
can outline what they would have done
LS 3.12
•
•
•
•
can skim text to locate information or to identify storyline
can locate and use appropriate book and non book materials
can understand and use index, contents page and blurb
chooses and reads a variety of genre, fiction, non-fiction and picture fiction
LEVEL 1 | 2 | 3 | 4
Learning outcomes
LS 4.1
distinguish between realism and fantasy in fiction and biographical books and
explain the differences
•
•
•
can read selections from each type and discuss differences
can relate actions of characters in fantasy stories to real life
can compile a definition for each of these types
LS 4.2
identify themes in novels and relate them to real life
•
•
can discuss how they would have behaved in the situations described in the novels
can compare books on a similar theme and discuss the variation of treatment
LS 4.3
describe the storyline development in particular novels, setting, problem,
climax, ending
•
•
can construct the storyline development of particular books
can write stories using same framework
LS 4.4
describe personality changes that occur in characters
•
can discuss character development in text
LS 4.5
evaluate the credibility of characters from novels
•
•
•
can isolate part of story which best describes the main character
can identify real characters and relate to personal experience
can write a credible character profile
LS 4.6
identify locale, time and social aspects of setting
•
•
•
•
•
can create story maps
draws plans of location
illustrates same location at different times and in different seasons
can discuss comparisons of accepted behaviours
can draw or discuss their impressions of a setting
LS 4.7
identify premeditated or spontaneous actions carried out by characters in
particular novels
•
•
can form an opinion about the main character’s behaviour
can explain why the character behaved the way he or she did
LS 4.8
uses a variety of strategies when selecting and reading books.
•
•
can use subject or keyword searches to locate relevant resources
can establish the authority of the resource
f Outcomes assessment f Student worksheet 1 ‘New book review’ f Student worksheet 2 ‘Book talk summary’
Teaching strategies
Strategy
Book talk
Description
f Book talk summary
Students share responses about a text. Each child is expected to contribute by responding to the text or asking questions of someone else.
Responses are recorded on a grid under the headings - Likes, Dislikes, Patterns, Puzzles
Co-operative cloze
Members of the group read through a passage with specific words deleted and talk about possibilities and reach consensus for words
to be used.
Literary journal
Children choose a character from a story and adopt their personality to write about the life of that character.
Reader’s theatre
Students read a script aloud. They read it with fluency and expression, using voice, gesture and emphasis but without theatrical props.
Newspaper report
Students report the story as though it were an incident in a newspaper using headline, date and place, lead sentence, who, what where,
how and when and a conclusion.
Literature/Readers’ circle
A small group of children who come together to discuss, react and share responses to a common text. This strategy is used to promote
reading and the discussion of literature with a group of peers. In the initial stages the discussions may need to be led by the teacher, but
once a structure is established the children are encouraged to establish their own questioning and discussion behaviours.
To start with the discussion may involve looking at the title and predicting what the story will be about, then setting topics to be discussed
and reading goals for the next session.
Reading aloud occurs when clarification is needed during a discussion or if some members are having difficulties with the text. Children
predict what each section will be about, then confirm or modify their predictions.
Roles must be assigned to structure the groups and could include:
• a reteller who briefly recounts the book
• a questioner who presents puzzling questions
• an instigator who comments and adds questions
• a summarizer who concludes the session.
Story webs
Children write the name of a story character in the middle of the page, and use a web to list descriptive words and phrases about
that character.
Story map
This strategy is used to recall the plot or sequence of events in a story. Students draw a map representing the story and use it in an
oral retelling.
Literary sociogram
Students create a diagram that illustrates the relationship between the characters in the text.
Change the form
Students work in small groups or as individuals to change the form of a story to a comic, a letter, a play or a readers’ theatre.
Cause and effect
Children record events of a story in a grid, and show how actions lead to reactions as the story progresses.
Jumbled stories
A typed copy of the story can be cut up into paragraphs and reassembled in order. Alternatively, children can do a read and retell, and ask
a partner to reassemble the story.
Story grammar
Brainstorming headings that would suit the story such as characters, theme, setting, events and action. Place relevant words and phrases
under these headings.
Change the point of view
Discuss and write the story giving another point of view. For example, tell the story of the Three Billy Goats from the Troll’s point of view.
f Student worksheet 1 ‘New book review’
f Student worksheet 2 ‘ Book talk summary]
Suggested genres and titles/authors and illustrators
LEVEL 1 | 2 | 3 | 4
Literature
Genres
Ti t l e s
Authors/Illustrators
Classic literature
Myths and legends
Why mosquitos buzz in peoples’ ears, Ants to elephants
Bob Graham
Fables
Town mouse, country mouse, Aesop’s fables, Brian Wildsmith
Alison Lester
Fairy tales
3 Little Pigs, Great Big Enormous Turnip, Goldilocks, Hans Andersen
Pat Hutchins
Traditional tales
3 Billy Goats Gruff, Fat Cat, Magic Porridge Pot, The story of Ping
Roger Hargreaves
Ballads (including texts which are part of an oral tradition)
Waltzing Matilda, Sail away, The ballad of Skip and Nell
Nursery rhymes
Father Koala’s nursery rhymes, Over in the meadow
Extracts from the Bible
The nativity, The Random House Children’s Treasury
Aboriginal stories and legends of the Torres Strait
Dunbi the owl, The Whalers, Maori, Kini and the Watermelon, Yakkin
Novels
Tashi, Fantastic Mr Fox, Blinky Bill
Mem Fox
Short stories
How to count crocodiles, A treasury of stories for six year olds
Eric Carle
Drama
Folktales – Gingerbread Man, Chicken Licken
Jill Tomlinson
Poetry – narrative, dramatic, lyric
Millions of Cats, We’re going on a bear hunt, Arbuthnot, A.A. Milne
Dick Bruna
Contemporary literature
Picture books
Let’s Get a Pup, Kinder Hat, Hairy Maclary series, Tucking Mummy in, Diary of a Wombat, The
Long Red Scarf
Kerry Argent
Wordless books
The Snowman, Where’s Wally, Where’s Wendy, I spy, Moonlight, Sunshine
Patricia Mullins
Alphabet books
Lucy and Tom’s ABC; Hughes. Animalia
Lynley Dodd
Storytelling
Performances of classic/contemporary drama and poetry
Reader’s theatre, The four musicians, Goldilocks and the three bears
Students’ own poems, stories and plays
Poetry
Each peach pear plum. For me, me, me: Poems for the very young. When we were very
young, Now we are six, Honey sandwich
Scripted and improvised drama
Popular literature
Modern plays
Take a bow, Cinderella and five other plays
Song lyrics
Tie me kangaroo down, sport. Fox went out on a chilly night. I know an old lady
Jokes and riddles
Animals should definitely not wear clothing
Humerous verse
Michael Rosen, For laughing out loud
Mass media texts
Advertising – in newspapers, on radio, television, in the cinema and
magazines
f Film as Text
Drama – in the cinema, and on radio, television and video
Weston Woods videos. Rosie’s walk, Beatrix Potter, Napoleon, Madeline.
Janet and Alan Ahlberg
David McKee
Eric Hill
Pamela Allen
Shirley Hughes
Andrew and Janet McLean
Jan Omerond
David Miller
Matt Ottley
Jeanette Rowe
LEVEL 1 | 2 | 3 | 4
Literature
Genres
Ti t l e s
Classic literature
Myths and Legends
How the whale became and other stories, Cockatoo soup
Roger Duvoisin
Fables
The Random House Children’s Treasury, The giving tree, Ant and grasshopper
Allan and Janet Ahlberg
Fairy tales
Ali Baba. Fairy tale Treasury; Haviland. Helen Oxenbury Nursery Story Book
Maurice Sendak
Traditional tales
Silly Sam, Epaminandas, Stone soup, Magic porridge pot, Little Black Sambo
Jeannie Baker
Ballads (including texts which are part of an oral tradition)
Mulga Bill’s bicycle, Click go the shears, World of Christopher Robin
Libby Gleeson
Noah’s Ark
Graeme Base
Aboriginal stories and Legends of the Torres Strait
Rainbow serpent; The Giant Devil Dingo, Roughsey, Tresize, Tucker
Bill Peet
Novels
The enemies, George’s marvellous medicine, Alice in Wonderland
Beatrix Potter
Short stories
Winnie the Pooh, Muddleheaded Wombat, A treasury of stories for seven year olds, A..A..Milne;
Now We Are Six
Anthony Browne
Drama
Babette Cole
Poetry – narrative, dramatic, lyric
The owl and the pussycat, Lear; Juba this and Juba that, Poems children will sit still for:
De Regniers. Silverstein; Big dipper
Picture books
The Pocket Dogs, Willy the wimp, Passing On, Possum Magic, Not a Nibble
Wordless books
Window, A day on the avenue, The gift
Stephen Michael King
Alphabet books
Animalia. Whatley’s quest, V for vanishing
Brian Wildsmith
Storytelling
Roald Dahl, Flat Stanley, Paddington, Mrs. Pepperpot, Pippi Longstocking, Ramona, Bernice knows
best, Victor’s quest
Short stories
Bottersnikes and gumbles, Michael Bond’s book of bears, The clothes horse and other stories, Aussie Nibbles
Students’ own poems, stories and plays
Reader’s theatre
Poetry
Far out Brussel Sprout, The Jolly Postman
Mass media texts
f Film as Text
Modern plays
Playalong, Playabout, Hazel Edwards, Boo Hiss and Hurray
Song lyrics/ Jokes and Riddles
Marvellous Toy, Puff the Magic Dragon, Juba this and Juba that
Humorous verse
Revolting rhymes, Quick let’s get out of here
Advertising – in newspapers, on rado, television, in the cinema
and various kinds of magazines
Drama – in the cinema, on radio, television, and video
Charlotte’s Web, 101 Dalmations, Willie Wonka, The Grinch Who Stole Christmas, Old Tom
Alison Lester
Margaret Wild
Sally Odgers
Jenny Wagner
Novels
Performances of classic/contemporary drama and poetry
Popular literature
John Burningham
Colin McNaughton
Hazel Edwards
Tohby Riddle
Tony Ross
Julie Vivas
Bruce Whatley
LEVEL 1 | 2 | 3 | 4
PAGE 1 | 2 | 3
Literature
Genres
Ti t l e s
Classic literature
Myths and Legends
Compare with modern versions, eg. True story of 3 pigs, Robin Hood, William Tell, Feathers and fools
Fables
Aesop, Boy who cried wolf, Brian Wildsmith, Hare and the tortoise
Fairy tales
Saga of Eric the Viking, Hairy tales and other nursery crimes
Traditional tales
Just so stories, Ants to elephants, Crow Boy
Beverley Cleary
Margaret Clark
Diana Kidd
Stephen Michael King
Peter Gouldthorpe
Graeme Base
Narelle Oliver
Terry Denton
Anna Fienberg
Emily Rodda
Margaret Mahy
Libby Hathorn
Wendy Orr
Anne Spudvilas
Elizabeth Honey
Odo Hirsch
Paul Jennings
Errol Broome
Justin D’Ath
Rod Clement
Colin Thompson
Christobel Mattingley
Roald Dahl
C.J. Dennis
Wendy Orr
Colin Thiele
Tim Winton
Dick King Smith
Joan Aiken
Leigh Hobbs
Jackie French
Stephen Biestly
Ballads (including texts which are part of an oral tradition) Mulga Bill’s bicycle, Ballad of the Drover
Noah’s Ark
Aboriginal stories and Legends of the Torres Strait
Tales from Torres Strait, M. Lawrie, Pigs and Honey, The Quinkins
Novels
Magic Pudding,. The Lion, the Witch and the Wardrobe, Heidi
Short stories (including children’s books)
First at last and other stories, Tiger’s Milk
Films
Never ending story, The secret garden, Black Beauty
Autobiography
Biography
Lily, Daisy Bates
Drama
Narrative poetry
The sign of the seahorse, Poems of Henry Lawson
Dramatic poetry
Light in the attic.Where the sidewalk ends
Lyric poetry
Juba this and juba that, First Australian poetry book, Apples from Hurricane St.
Picture books
Changes, Piggybook, Crow Boy, Herbert and Harry, The midnight gang, The whalers, The Min Pins,
Farmer Schulz’s Ducks
Wordless books
Window
Alphabet books
Eye spy. Whatley’s quest
Storytelling
Novels
Grump and the hairy mammoth, Tashi, Saddleclub, Hannah plus one, Aussie bites series, Walk
twenty, run twenty, Flour babies, The Mango street stories
Short stories
Ferdinand, Beetle soup, Funny stories, Wicked, Andy Griffiths; ‘Just Stories’
Film and television drama
Storm Boy
Film and television comedy
Unbelievable, Round the twist, Shrek
Autobiography
Me and Mary kangaroo
Biography
Robin Klein, Colin Thiele [Storymakers], My first book of Biographies – Great men and women every
child should know
Documentary
Richard Attenborough
continued
f Recommended books
LEVEL 1 | 2 | 3 | 4
Literature
Genres
Contemporary literature con’td
Performance of classic/contemporary drama and poetry
PAGE 1 | 2 | 3
Ti t l e s
Students’ own poems, stories, and plays
Students’ own plays
Poetry
Matilda who told such dreadful lies, My mind is full of horrid things, Petrifying poems,
For laughing out loud, The Sign of the Seahorse
Scripted and improvised drama and modern plays
Stage fright! Ten primary plays, Folk tale scripts, Around the world in Eighteen plays
Television serials
Worst Best Friend, Worst Witch
Video clips
Cartoons
Madeline, Fred
Comics
Asterix, Garfield, Father Christmas goes on holiday
Song lyrics
Peter and the wolf, “Sing” books
Jokes
Riddles
Why don’t elephants laugh?
Humorous verse
Revolting rhymes. Quick let’s get out of here. Sister Madge’s book of Nuns; Rosen
Everyday texts
Diaries
Penny Pollard, Dear Writer
Texts associated with daily life
Journals
Texts associated with the specialised
demands of schooling
Observations
“Bookshelf” material
Recounts and descriptions
My place: Nadia Wheatley
Comments
Explanations
Complete writing lessons for lower /upper primary grades
Information texts, visual and spoken
“Informazing” series, Native Americans, First Fleet
Notes
Summaries
Essays
Arguments (written) – which communicate a point of view
Arguments (spoken) – including speeches, pamphlets)
Discussion
Debates
continued
f Recommended books
LEVEL 1 | 2 | 3 | 4
PAGE 1 | 2 | 3
Literature
Genres
Ti t l e s
Mass media texts
News reports (newspapers), radio, television, magazines
“Behind the news”, “TTN”
f Film as Text
Personal viewpoints and articles,editorials, letters to the editor, talkback
radio, etc.
Local newspapers
Advertising (in newspapers), on radio, TV, in the cinema
Advertising (in various kinds of magazines)
Drama (in the cinema), on radio, TV., video
Mouse and the motorcycle, “Touch the sun” series, Matilda, The Indian in the Cupboard,
Pippi Longstocking
Journalism (special features of different kinds of reporting, such as
crime, sport, social, in different media)
Reviews (of art), drama films, concerts, books in various medias
f Recommended books
LEVEL 1 | 2 | 3 | 4
PAGE 1 | 2 | 3
Literature
Genres
Ti t l e s
Classic literature
Myths and Legends
Creation myths, Pandora’s Box, Greek Myths and Legends; Faber, King Arthur Hercules; Morimoto,
Jason and the golden fleece
Fables
La Fontaine, Aesop, The flying emu and other Australian stories
Fairy tales
Hansel and Gretel (Browne), Faber book of modern Fairy Tales; Charles Perrault, R. Manning
Saunders collections, The Random House Children’s Treasury
Traditional tales
Grimm, Ants to elephants [Australian tales]
Gillian Rubinstein
Gary Crew
John Marsden
Wendy Orr
Colin Thompson
Henry Lawson
Ruth Park
Shaun Tan
John Nicholson
Jackie French
Gary Paulsen
Brian Caswell
James Moloney
Thurley Fowler
John Heffernan
Anna Fienberg
Nicholas Fisk
A.B. Paterson
Sid Fleishman
Morris Gleitzman
Robin Klein
David Metzenthen
Brian Wildsmith
Chris Van Allsburg
Ursula Dubosarsky
Ruth Starke
Graeme Base
Ballads (including texts which are part of an oral tradition) The man from Ironbark, The wild colonial boy
David and Goliath
Aboriginal stories
The peopling of Australia, Nargun and the stars, Songman; This is still rainbow snake country
Legends of the Torres Strait
Devil’s stone
Novels
Seven Little Australians, Secret Garden, Wind in the Willows, The hobbit, Happy Prince
Short stories (including children’s books)
The Faber storybook
Films
Playing Beattie Bow, The little princess, The Railway Children, Seven Little Australians
Autobiography
My Hiroshima
Biography
Louis Braille, Helen Keller, Louisa May Alcott, Beatrix Potter
Drama
Poetry - Dramatic and Lyric
The Highwayman, Mulga Bill’s bicycle, Fire at Ross’s farm
Lyric poetry
Juba this and juba that, First Australian poetry book, Apples from Hurricane St.
Picture books
Watertower, Sadako, Old Pig, Rosy Dock, Piggy book; Allsburg, Mirrorstone, Just another ordinary
day, The Waterhole, Grandad’s Gifts
Wordless books
Window, Puzzle Island
Alphabet books
I spy
Storytelling
Imagine this…
Novels
Boss of the pool, Rowan of Rin, Staying alive in year 5, Tomorrow when the war began, Hary Potter,
Deltora Quest, Aussie Chomps, Holes
Short stories
Tear aways. Against the odds, Quick Reads
Film, television drama and comedy
Touch the sun series. “Winners” series, Fire in the stone, Mr. Bean, Shrek, Harry Potter, Goodnight
Mr. Tom, Narnia
Autobiography
Boy, Going solo, A fortunate life; Facey. Diary of Anne Frank, Pilawuk, Tiger Woods; a sporting
legend
continued
f Recommended books
f Student worksheet
‘New book review’
f Student worksheet
‘Book talk summary’
LEVEL 1 | 2 | 3 | 4
PAGE 1 | 2 | 3
Literature
Genres
Ti t l e s
Contemporary literature con’td
Biography
Ribbons for her hair, Great men and women of modern times
Documentary
Lionheart: The Story of Jesse Martin
Performance of classic/contemporary drama/poetry
Hating Alison Ashley, Dimension series
Performance of classic/contemporary poetry
Cockatoo soup, Sister Madge’s Book of Nuns
Students’ own poems, stories, plays
Popular literature
Poetry
A light in the attic; Spike Milligan. Troy Thompson’s Best Peotry Book Ever, Rattling in
the wind
Hating Alison Ashley
Scripted and improvised modern plays
Nowhere boy, Plays to think about, A cast of thousands
Popular romance
Playing Beatie Bow, Pastures of the Blue Crane, I Love You Jason Delaney
Adventure stories
Climb a lonely hill, Run for your life, My side of the mountain, Hero, Hatchet
Thrillers
After dark, Master of the grove, The haunting, Amazing Mr. Blunden
Television serials
Video clips
Cartoons
Fred; Simmons
Comics
Father Christmas goes on holidays, Tintin, Nails
Song lyrics
Cats
Jokes
Riddles
Duck for cover, Spooner or later, Red Hot Jokes for Kool Kids
Humorous verse
Sister Madge’s book of nuns, Quick let’s get out of here
Diaries
Journal
Dear Mr Henshaw, Diary of Ann Frank, Zlata’s diary, So Much to Tell You
Issues
Two Weeks With the Queen, Boy Overboard, My Dog
Key into literacy, Bookshelf materials
f Recommended books
f Student worksheet
Everyday texts
Texts associated with daily life
f Student worksheet
continued
LEVEL 1 | 2 | 3 | 4
PAGE 1 | 2 | 3
Literature
Genres
Ti t l e s
Texts associated with the
specialised demands of
schooling
Recounts and descriptions
Coming home, A dog’s true story, Angel with a mouth organ, The First Fleet; A new
beginning in an old land
Observations
Comments
Caterpillar diary
Explanations
Language checkpoints, Arrow book of things to make and do
Informational texts (spoken), visual written
Native Americans, My place, Longneck’s billabong, Guiness book of records
Notes
Oral language developmental continuum
Summaries
Complete writing lessons for upper primary grades
Essays
Arguments (written) (which communicate a point of view )
Arguments (spoken) (including speeches, pamphlets)
Discussion
Debates
Mass media texts
f Film as Text
News reports in the media including newspapers, radio, television,
magazines.
“Behind the news”, “BTN Specials”, “TTN”
Personal viewpoints, newspaper editorials, letters to the editor, talkback
radio, television chat shows, feature articles
Local/State newspapers
Advertising (in the media and cinema)
Drama in the cinema, radio, television, video
Little women, Matilda, Whipperginnie, Grandad’s Gift (Round the Twist series)
Journalism (special features of different kinds of reporting, such as
crime, sport, social, in different media)
Reviews of art, drama, films, concerts, books
f Recommended books
f Student worksheet
f Student worksheet
LEVEL 3 | 4
Recommended books
AUTHOR
TITLE
AUTHOR
TITLE
Ball, Duncan
Selby series
Baker, Jeannie
Rosy Dock
Baker, Jeannie
Where the forest meets the sea
Baker, Jeannie
Window
Ball, Duncan
Emily Eyefinger series
Banks, Lynne Reid
Indian in the cupboard
Base, Graeme
Animalia
Base, Graeme
The Eleventh Hour
Base, Graeme
The sign of the seahorse
Base, Graeme
The waterhole
Bernard-Waite, Judy
Riddle of the Trumpalar
Blume, Judy
Tales of a fourth grade nothing
Blume, Judy
Superfudge
Briggs, Raymond
The showman
Caswell,Brian
Relax Max
Clark, Margaret
Aussie angels
Clark, Margaret
Chickabees
Cleary, Beverly
Ramona the pest
Cleary, Beverly
Runaway Ralph
Corer, Eleanor
Sadako and the thousand paper
cranes
Dahl, Roald
The BFG
Dahl, Roald
Charlie and the great glass elevator
Dahl, Roald
Esio Trot
Dahl, Roald
Charlie and the chocolate factory
Dahl, Roald
The Minpins
Dahl, Roald
The Twits
D’Ath, Justin
Koala fever
Dann, Max
My worst best friend
Dr. Seuss
Thidwick the big hearted moose
Dr. Seuss
The places you will go
Fienberg, Anna
Tashi series
Fienberg, Anna
Horrendo’s curse
Flynn, Rachel
I hate Fridays
Fox, Mem
Possum Magic
Freeman, Pamela
Victor’s quest
Griffiths, Andy
Just series
Herrick, Steven
Tom Jones saves the world
Hilton, Nette
The web
Hirsch, Odo
Antonio S and the mystery of
Theodore Guzman
Elizabeth, Honey
Don’t pat the wombat
Jennings, Paul
The Gizmo
Jennings, Paul
Paw thing
Jennings, Paul
Unreal, Unbelievable, etc
Jennings, Paul
The cabbage patch fib
Klein, Robin
Boss of the pool
Klein, Robin
Penny Pollard series
Klein, Robin
Junk castle
Lester, Alison
Are we there yet?
Lester, Alison
The quicksand pony
Lewis, C.S
The lion, the witch and the wardrobe
Macdonald, Meme
My Girragundi
Macleod, Doug
Sister Madge’s book of nuns
Morpungo, Michael
The butterfly lion
O’Brien, Robert
Mrs Frisby and the rats of Nimh
Orr, Wendy
Ark in the park
Prior, Natalie Jane
Lily Quench series
Rodda, Emily
The best kept secret
Rodda, Emily
Rowan of Rin
Rosen Michael
Quick let’s get out of here
Rubenstein, Gillian
The giant’s tooth
Spryi, Johanna
Heidi
Thiele, Colin
Farmer Schulz’s ducks
Thiele, Colin
Storm boy
Wheatley, Nadia
My place
White, E.B.
Charlotte’s web
Winton, Tim
Bugalugs bum thief
f Suggested genres and titles/authors and illustrators
LEVEL 3 | 4
Recommended books
AUTHOR
TITLE
AUTHOR
TITLE
Abela, Deborah
Max Remy super spy
Applegate, K.A.
Animorphs series
Arena, Felice
Specky Magee
Baillie, Allan
Little brother
Ball, Duncan
Selby secret and series
Barker, Clive
The thief of always
Carmody, Isabelle
The gathering
Caswell, Brian
Cage of butterflies
Ciddor, Anna
Runestone
Clark, Margaret
Aussie angels
Clark, Margaret
Chickabees
Corer, Eleanor
Sadako and the thousand paper
cranes.
Conly, James
Rasco and the rats of Nimh
Cooper, Susan
The dark is rising sequence
Creech, Sharon
Walk two moons
Crew, Gary
The watertower
Cushman, Karen
Catherine called Birdy
Cushman, Karen
The midwife’s apprentice
Disher, Gary
The bamboo flute
Duborsarsky, Ursula
My father is not a comedian
D’Ath, Justin
Shaedow Master
Ende, Michael
Never ending story
Facey, A.B
A fortunate life.
Flynn, Rachel
I hate Fridays
Forrestal, Elaine
Someone like me
Forrestal, Elaine
Deep water; An Eden-Glassie
mystery
French, Jackie
Somewhere around the corner
French, Simon
Cannily, Cannily
George, Jean
My side of the mountain
Gleeson, Libby
Eleanor, Eleanor
Gleitzman, and Jennings
Wicked series
Gleitzman, Morris
Bumface
Gleitzman, Morris
Toad rage
Gleitzman, Morris
Two weeks with the Queen
Gleeson, Libby
The Rum rebellion and other “My
Story” series.
Griffiths, Andy
Just series
Elizabeth, Honey
Don’t pat the wombat
Honey, Elizabeth
Stella Street books
Hirsch, Odo
Bartlett and the ice voyage
Howarth, Lesley
Maphead
Jacques, Brian
Redwall
Jennings, Paul
Unmentionable and others in series
Kelleher, Victor
Forbidden paths of thual
Kelleher, Victor
Taronga
Kelleher, Victor
The Red King
Klein, Robin
Boss of the pool
Klein, Robin
Hating Alison Ashley
Klein, Robin
People might hear you
Klein, Robin
The listmaker
L’Engle, Madeleine
A wrinkle in time
Lewis, C.S
Line, David
Run for your life
Lowry, Lois
Number the stars
Magorian, Michelle
Goodnight Mr Tom
Marsden, John
Staying alive in year 5
Marsden, John
So much to tell you
Marsden, John
Tomorrow, when the war began
Mattingly, Christobel
No gun for Asmir
McDonald, Caroline
Lake at the end of the world
Montgomery, L.M.
Anne of Green Gables
O’Brien, Robert
Mrs Frisby and the rats of Nimh
O’Dell, Scott
The island of the blue dolphins
Park, Ruth
Playing Beatie Bow
Paterson, Katherine
Bridge to Terabithia
Pearce, Phillipa
Tom’s midnight garden
Paulsen, Gary
Hatchet series
Rodda Emily
Deltora quest series
Rowling, J. K
Harry Potter
Rubenstein, Gillian
Space demons
Sachar,Louis
Holes
Serrallier, Ian
The silver sword
Simons, Moya
Dead meat
Stafford, Paul
Blatantly bogus
Thiele, Colin
Jodie’s journey
Tolkien, J.R.R
The Hobbit
Voight, Cynthia
Homecoming
f Suggested genres and titles/authors and illustrators
Film as Text
LEVEL 1 | 2 | 3 | 4
LS 1.1F
•
•
realises that films tell stories with words and moving pictures
realises that films may be animated or dramatised
LS 1.2F
describe where the story takes place in a particular film
•
can draw or paint a scene or settings
LS 1.3F
identify strong emotions that occur in a film that is viewed
•
can discuss or dramatise emotions portrayed in film
f Mass media texts (Suggested genres and titles/authors and illustrators)
Film as Text
LEVEL 1 | 2 | 3 | 4
LS 2.1F
•
LS 2.2F
describe the locale and setting for a particular film
•
•
distinguish between past/present/future: here/there
can depict setting through art activities
LS 2.3F
identify strong emotions that occur in a film and explain the contribution of the scenery and sound
effects to that end
•
can illustrate the mood or express the emotions portrayed in film
Film as Text
LEVEL 1 | 2 | 3 | 4
LS 3.1F
•
LS 3.2F
explain the contribution of scenery and sound effects in developing the sequence of main events and
climax of a particular film
•
can sequence events through scenery and sound effects
LS 3.3F
describe contribution of director and editor in developing a particular film
•
•
can describe the setting from the film
can discuss the techniques that have been used by the director
Film as Text
LEVEL 1 | 2 | 3 | 4
LS 4.1F
•
LS 4.2F
evaluate the credibility of characters from films
•
•
can identify real characters and relate to personal experience
can write a credible character profile
LS 4.3F
identify locale, time and social aspects of setting
•
•
•
•
can create story maps
draw plans of location
can discuss comparisons of locale, time and social aspects of setting in different films
can draw or discuss their impressions of a setting
Boys and reading
The challenge
Over the past ten to fifteen years there has been a steady decline in
academic achievement for boys in real terms, not just in comparison
to girls. Statistics have indicated that in most school settings girls have
outperformed boys in nearly all subjects except Maths, Science and
Engineering Science. Boys have more suspensions, counsellor referrals,
remedial classes and more cases of dyslexia and stuttering and male
suicide is the major cause of death in the age group of 15 to 24.This
decline in achievement and attitude seems to be most noticeable in the
middle years of schooling between Years 6 to 10. The issues involved
are complex and varied but may partially be found in the decline of boys’
literacy and their inability to glean information from printed materials.
There is a difference in the stories we give boys to read on their own and
those we read to them. They are much more likely to succeed with challenging
books later on if they have had rich vocabularies and strong storylines read to
them in their early to middle years of schooling.
What else can we do to ensure that our boys do become
readers?
•
Our young males are faced with:
•
The disappearance of many male careers, where boys who were not
really academic could take up a labour intensive job.
• The fracturing of the family unit and the low engagement of the
fathers and male guardians in their son's education.
• A marked increase in male anxiety regarding the future, employment
prospects and role uncertainties.
.
While accepting these findings as being very confronting we do have
many ways we can make a difference to the attitudes and perception
boys have to reading. As teachers we need to accept that boys and girls
are different and in most cases have very different learning styles. Boys
do not develop their language and fine motor skills as early as girls do
and therefore may not be ready for the " sit down and concentrate"
stage of learning to read when they start school at the same age as girls.
They are better at gross motor skills and are often more competitive and
therefore not as good at cooperative activities as girls. Recent studies
have shown that boys may be getting a slower start to school because
they cannot hear as well as girls, which disadvantages them in the verbal
environment of the classroom.
Many boys do not see reading as being an activity males participate in, as
so many of the reading role models they see are female. Boys who are
reluctant to read may have learned this as an opposition to being female.
They need male role models who do read. Peer groups have a tremendous
effect on whether boys will read or not so one of our challenges is to build
a culture of reading that does not threaten masculinity.
We must also be careful when we suggest that boys do not read, as it may
just be that their reading is not as obvious as girls. Students today tend
to browse across a wide range of materials such as the sports pages,
comics, nonfiction, electronic screens, magazines, crime, fantasy and
humour. We must create an environment for boys where they experience
success across a range of texts. Promote books that are fun, have plenty
of action, have characters that they can identify with; in short, find a
book that they want to read. It may not be on the top of the list as far as
literary quality goes but this is the beginning of building a culture that
says reading is cool and worthwhile.
•
•
•
•
•
Read aloud! Read to boys from an early age from a wide range of different
reading materials. They can enjoy the access to more difficult texts and
will grow up with a culture of reading that has been built around them.
Give them the chance to discuss what they are discovering through their
reading.
Tell them stories that will connect them to their families and give them a
sense of belonging.
Connect reading to a lifeskill, make it practical. Show them that it is
important for their career choices. Link books to TV series, films etc.
Establish a reading environment. Make sure there is a choice of material
and a time to read. Visit bookshops and make sure that books are given
as presents for Christmas or birthdays.
Make an effort to find books that boys will want to read. Ask for
recommendations from their peers, booksellers, teachers and librarians.
Don’t forget to include puzzle books, jokes, riddles, non-fiction titles,
myths and legends and magazines.
Give boys the opportunity to meet with authors and discuss their books.
Some authors who have a proven track record with boys;
Roald Dahl, Paul Jennings, John Marsden, Gary Paulsen, J.K. Rowling,
Emily Rodda, Andy Griffiths, Alan Baillie, David Metzenthen, James Moloney,
Michael Hyde, Archimede Fusillo, Morris Gleitzman, Tim Winton, Louis
Sachar.
Many generalisations have been used here about boys and reading and some
may be applicable to the boys you have contact with and some may not. The
overall theme is that most boys do read, even if it may not be the quality
fiction novels that we may be recommending. It is vitally important that we set
up an environment where reading is valued and modelled and boys are not
threatened by the notion that reading is “not cool” or not masculine. Support
them in their learning and give them access to myths and legends, humour
and horror, fantasy and science fiction, short stories and sagas as well as real
life stories and information texts and they will read and thrive.
LITERATURE SKILLS
teaching strategies
suggested genres and titles,
authors & illustrators L1 – 4
recommended books L3 & L4
film as text L1 – 4
boys & reading
templates
• new book review
• book talk summary
Teacher
Librarian
Program
New book review template
Name
Age
Grade
Book title
Author
Language
Suitable for
Not suitable for
My opinion
Plot
Characters
Illustrations
Rating
f Learning outcomes
Book talk summary
Choose a fiction book that you have read and complete the following form. You can then use these notes as a basis for your Two Minute Book Talk**.
Title of story
Author
Illustrator
Copyright
Publisher
Dedication
Comments of illustrations
Story summary
Character(s) involved
Setting
Events
What do you think?
The beginning of the
story
The main problem in
the story
How the problem is
solved
Theme of story [what the author is trying to tell us]
Mood of story [how the story makes you feel]
Comments about the story
Name
Date
** Your Two-Minute Book Talk must cover all areas above. You can use ‘palm cards’ if you wish.
By including items such as:
• other books by the same author
• similar stories
• related objects or pictures
you could make your Book Talk more interesting. This form must be handed in following your talk.
Date due
f Learning outcomes
The Information Literacy Program includes at
each grade level a comprehensive list of
learning outcomes and skills, as well as
evaluation strategies that can be developed to
enable students to become active, independent
learners who are capable of locating and using
information effectively. These skills relate to all
areas of the curriculum and reinforce the
process of information retrieval. An additional
section on Plagiarism is included, as well as a
range of templates and a poster which can be
displayed in the classroom. The Information
literacy skills are based on National Profiles
and have been designed to complement the
Victorian Curriculum Standards and Essential
Learning Standards but could be adapted for
use with other curriculum guidelines.
I N F O R M AT I O N L I T E R A C Y
why information literacy?
teaching strategies
plagiarism
the information process (poster)
templates
Teacher
Librarian
Program
Why Information literacy?
Why are we teaching Information literacy?
If you are information literate, you are able to:
Teaching our students Information literacy is preparing them for a future where being able to access information
and use it effectively is going to be vitally important.
•
•
•
To help our students to prepare for a successful life and work in the future we have to make sure that they are
prepared for the changes that are happening in our world.
“Seventy percent of the job categories, products and services of the year 2020 have yet to be invented.
Information and communication technology is building a single, highly networked world. By the end of the century
everyone on Earth will be able to witness, and a degree participate in, a single event somewhere on the Earth’s
surface. Space separation and time zones no longer prevent people working together.”
Dr. Peter Ellyard. 2001.
Even though the rate that we can generate and transmit information has increased dramatically since stone-age
man first chiselled a message onto a clay tablet, the rate that we can process it has not altered.
know when you have a need for information
find the information you need, evaluate it and use it effectively to meet your needs
evaluate and use this information effectively when needed
We can’t just teach facts and figures that could be very quickly outdated and not relevant. We need to teach
students how to find and use those facts and figures when they are needed.
We teach our students to be information literate through the Information literacy process f The Information
process (poster).
It is a process that we teach them to use whenever they need information. It is based on how we believe children
learn and will encourage them to become independent, lifetime learners.
We still read about 300 words per minute and speak at about 120 words per minute.
It took 1750 years for the knowledge that was known in the time of Jesus Christ to double. Now it is estimated that
it doubles every four years. Our current kindergarten students will have to deal with at least sixteen times what is
currently known by the time they complete Year 12.
Our students will live in a world where there is constant change. If they are to manage their lives and fulfill their
dreams they will need to become independent lifelong learners able to make intelligent and informed decisions.
Therefore we are committed to helping our students develop the skills needed to:
•
•
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access and use resources in print, pictorial and electronic formats
understand and use effective and efficient research strategies
select, interpret, evealuate and use information from all sources and media
expand their own knowledge base and understanding of the world and its people
think critically and make decisions according to personal needs, beliefs and values as well as factual evidence
share information and opinions and be able to justify these through reasonable argument
understand and respect the values and beliefs of other cultures
Learning outcomes
LEVEL 1 | 2 | 3 | 4
Defining
IL 1.1
formulate questions for investigation, with
teacher assistance, in response to directed
discussion on a given topic
•
•
•
talks about a given topic in response to an audio and/or visual topic
formulates simple literal questions to gather specific information and to seek clarification
contributes to a teacher devised search plan
Locating
IL 1.2
identify and select sources of information with
teacher’s assistance.
•
•
•
differentiates between the fiction and non-fiction sections of the library and uses the spine label to identify resources from each section
finds resources in both school and public libraries with assistance
compares different pre-selected resources on a topic, deciding which is more appropriate and making selections using simple scanning
techniques, involving cover, title and pictorial illustrations
gathers information from first hand experience, people, concrete objects and secondary sources such as books, pictures, audio-visual materials
•
Selecting
IL 1.3
select and record the main idea and keywords
•
•
interacts with resources through:
− listening, observing and viewing in response to a focus question
− identifying the main idea and keywords
− identifying a sequence of ideas
− following directions
identifies and records relevant information from the resource with assistance by:
− brainstorming keywords
− forming a simple explosion chart to show the relationship between the main idea and the keywords
− forming a sentence containing the keyword which reflects the original source
− arranging ideas, events and facts in sequence
IL 1.4
participate in group consideration of
appropriateness and presentation of the
information
•
participates in teacher led group discussion to
− examine the relationship between the information gathered and the original task
− decide if the information is appropriate
− plan presentation of the information gathered
− organise the information into related information units
Creating & Sharing
IL 1.5
present responses to a task in a variety of
formats
•
•
creates a response to a task/topic which
− uses information selected for the purpose
− links ideas and relates them to the main idea of the topic
presents information in
− simple oral and written sentences
− picture sequences, drawings or models
− role play
•
•
•
actively participates in a teacher directed discussion
displays a positive approach to work
expresses opinions about given topic
IL 1.6
review the appropriateness of their presentation
in relationship to the original task
f Work program template f Teaching strategies f Outcomes assessment f Assessment f Information process poster f Library profiles f Report outcomes
f Report format 1 f Report format 2 f Report format 3
Learning outcomes
Defining
IL 2.1
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•
•
•
select from a range of well defined topics,
participate in teacher led brainstorming, clustering
of ideas, focus question development and
completion of a group search plan
LEVEL 1 | 2 | 3 | 4
PAGE 1 | 2
•
participates in group brainstorming to identify key areas and the associated language for a given topic
clusters ideas under teacher direction and articulates the organising principles
initiates conversations and with assistance, forms focus questions to seek literal and factual information
uses the above information to contribute to a group search plan which lists:
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keywords and possible search terms
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focus questions to be answered
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types of resources likely to be useful
develops text maps and semantic webs
Locating
IL 2.2
identify and locate resources following a search
plan with assistance
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follows a search plan with assistance
locates appropriate resources
collects information from a source other than own knowledge
can alphabetically order books on a picture fiction shelf
develops an awareness of the organisation of the Library as a resource centre
Selecting
IL 2.3
select main ideas and supporting keywords,
categorise and record information in lists, picture
sequences, grids or webs
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•
•
can distinguish between narrative and informational texts
can listen to and retell stories in correct sequence
identifies and records relevant information from a resource by:
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listing main idea and supporting keywords
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organising related keywords into categories required by the topic; this could include picture sequence or grid
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labelling the categories to form clusters of ideas
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writing a sentence for selected categories
makes simple comparisons between information from different formats and/or sources
identifies source of information using author and title
•
•
continued
Learning outcomes
LEVEL 1 | 2 | 3 | 4
PAGE 1 | 2
IL 2.4
process information by comparing, selecting and
combining, with assistance, that which is relevant
to the task and organising according to an agreed
format
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participates in group consideration of the relevance of information to a task
compares information from different sources and in a group identifies differences in factual information
combines the same information found in more than one source
categorises information into teacher determined units suited to the topic eg. focus questions, sequences or grid
combines units of information into a structure with assistance
discusses deficiencies in information and shares ideas
Creating & Sharing
IL 2.5
present information which conveys understanding
of the information gathered
•
creates a response to a task/topic which
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conveys understanding of the information gathered without necessarily venturing own opinion
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uses logical structures such as time sequence, grids and sometimes cause and effect
presents appropriate information in
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simple written and oral recounts and factual descriptions
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drawings, illustrations and graphs which are labelled to summarise findings
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constructions such as models, or displays
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role play
•
IL 2.6
review appropriateness and acceptability of
presentation in relationship to the original task
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actively participates in and completes teacher directed tasks
self evaluates the product
Learning outcomes
LEVEL 1 | 2 | 3 | 4
PAGE 1 | 2
Defining
IL 3.1
select from within a broad topic area and
narrow the topic with assistance, then arrive at
focus questions and a simple search plan
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selects from a range of topic areas and formulates a research task under teacher direction
participates in group brainstorming of keywords and teacher directed clustering of ideas
participates in a task which requires investigation and comparison
devises focus questions in groups and individually
organises focus questions from clustered ideas into headings with assistance
uses the above information to prepare a simple search plan which lists:
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keywords and possible search terms
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focus questions
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likely sources of information
Locating
IL 3.2
identify and locate resources with assistance
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•
locates reference materials, periodicals, audio-visual materials, charts and media
uses knowledge of specialist reference books (dictionary, atlas, street directory, telephone directory and encyclopedia) to identify
materials which may provide needed information
uses author, title or subject access in the library catalogue to identify the call number of a resource
locates appropriate resources using the Dewey decimal classification system
selects material in terms of purpose by scanning table of contents, index and blurb, readability, presentation and quality of illustrations
gathers data from simple interviews, excursions, surveys, questionnaires that have been constructed with teacher directions
uses a range of equipment including computers to seek information
realises the need to read appropriate sections of a book and not necessarily all of it
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Selecting
IL 3.3
select and record information relevant to a
specific topic
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identifies and selects information for a specific purpose
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using the contents and index to locate keywords related to the task
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reads, listens and views to identify information relevant to the focus questions
records relevant information from a variety of resources using lists, sequences, notemaking sheets, semantic grids and structured
overviews
makes comparisons between information from different formats and/or sources
records source of information using author, title, date of publication
develops the ability to skim through books to find topics of interest, then slow pace to read for detail and enjoyment
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recognises and discards information not relevant to the task, with assistance
compares information and with assistance discriminates between fact and opinion
combines similar information from different sources into larger units
categorises information according to pre-determined headings and with assistance re-classifies at a finer level of detail ([sub-headings)
decides on a presentation format and framework suited to the task, with assistance
identifies information deficiencies and locates additional information, with guidance
•
IL 3.4
process and organise information with
assistance
continued
Learning outcomes
Creating & Sharing
IL 3.5
present responses to a research task which are
suited to the audience and which demonstrate
understanding and interpretation of the
information
review appropriateness and acceptability of
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creates a response to a research task which:
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demonstrates understanding and simple interpretations of the information
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uses information appropriate to the task and the audience
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draws simple conclusions but does not elaborate
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organises ideas and information logically, eg. time order, simple cause and effect
presents information using appropriate organisational frameworks, with assistance, for a variety of forms such as:
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written reports, recounts, procedures and lists using titles and subtitles appropriately
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oral reports, descriptions, and comparisons supported by graphic and pictorial information
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constructions such as models and displays, diagrams and posters
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plays, role play etc
actively participates in teacher directed tasks
completes independent research activities
can locate appropriate information from a variety of sources
recognises that different sources may contain conflicting information
PAGE 1 | 2
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IL 3.6
LEVEL 1 | 2 | 3 | 4
Learning outcomes
LEVEL 1 | 2 | 3 | 4
PAGE 1 | 2
Defining
IL 4.1
Select from within a given topic area and
narrow a topic given guidelines and assistance
where needed
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responds to a given research task or selects from a given topic area
identifies and interprets keywords in the task with assistance
independently brainstorms and clusters ideas
participates in a group to determine what is required when asked to compare and contrast, discuss, profile, trace, survey and debate
develops focus questions to elicit interpretive information
devises headings and subheadings with assistance and clusters focus questions into related groupings
records essential information from the activities above and makes predictions of likely sources of information onto a search strategy
sheet to guide the investigation.
Locating
IL 4.2
Identify and locate a range of resources
in the school and the wider community by
independently following a search plan
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•
follows a search plan using keywords and related terms and modifies where the need arises
determines the type of resource most appropriate for the given topic recognising where up to date information is most necessary (ie.
date of reference)
identifies and locates resources:
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using single and combined terms, such as Australian aboriginal, to search the catalogue
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selecting relevant information from the catalogue record eg. format, call number, date of publication
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recognising the value of fiction for specific topics eg. historical fiction
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using information from the wider community eg. government departments, local organisations.
is beginning to recognise the need to locate a variety of resources, representing a range of viewpoints
selects resources by:
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using skimming and scanning techniques to survey readability, the contents, index and text headings for all types of resources
identifies specialist reference resources
uses a range of equipment to access information.
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Selecting
IL 4.3
Select and record information from a range of
sources
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identifies and selects information by:
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locating keywords and key phrases related to the task from the contents/index/headings/blurbs, etc. from a variety of types of
sources including magazines, newspapers, pamphlets and reference materials
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identifying the different text structures of sources with assistance
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skimming and scanning
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modifying focus questions if appropriate
records information by:
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selecting a note making strategy appropriate to source and task
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recognising when a note making format requires modification
records source of information for both book and non-book information using author, title, date of publication.
continued
Learning outcomes
LEVEL 1 | 2 | 3 | 4
PAGE 1 | 2
IL 4.4
process information by synthesising and beginning to
make generalisations
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independently decides on the value of the information to the purpose of the task and discards if irrelevant
compares information from different sources from opposing viewpoints and accuracy
synthesises selected information connecting similar ideas and begins to make generalisations with assistance
categorises information according to the pre-determined framework of headings and subheadings
decides on the format and the informational form most appropriate to the task and audience
prepares a plan using a standard framework and matches information to the framework
recognises information deficiencies and locates additional information
Creating & Sharing
IL 4.5
presents logical responses to a search task
•
creates a response to a search task which:
− supports an issue (argues for or against or perhaps both) based on an understanding and interpretation of information gathered
− presents ideas and information logically and is able to trace, profile, compare and contrast, discuss and debate
− makes simple generalisations and draws simple conclusions
presents information using a form, selected with assistance, to suit the purpose and audience and using an appropriate framework.
Included are:
− written reports, recounts, procedures, explanations and expositions which have reasonable cohesion
− oral reports, graphic, pictorial and dramatic presentations of similar complexity to the written presentations
− constructions requiring synthesis of information
•
IL 4.6
review the appropriateness and acceptability of the
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•
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completes independent research activities using sound research skills
can locate appropriate information from a variety of sources, including extensive use of reference books (encyclopaedia, atlas, dictionary
and thesaurus)
is able to compile bibliographies, glossaries, tables of contents and indexes
can confidently use the library computer or card catalogue
Teaching strategies
Establishing prior knowledge | Extracting information and ideas
Recording and presenting information | Assessment strategies
Establish prior knowledge and tune in to the topic
During this stage students are encouraged to think about and share what they already know and think about a topic, to share their personal
understandings, and establish what they would like to investigate further. It is a time when teachers can gauge interest, misconceptions, clarify
language and plan a unit of work.
Brainstorming
Brainstorming involves the recording of all words or phrases that come to mind about a topic or problem and then the linking of
this information or knowledge to new information. All ideas should be encouraged and accepted. This can be done as a whole
class or small group activity. The whole topic can be brainstormed or each group can brainstorm a different aspect.
Individuals and small groups can combine their ideas to come up with a group response.
In small groups students can take part in a silent brainstorm by writing their words or phrases on a sticky note and taking it in
turns to place their ideas on the table in front of them. Other students in the group can use the words already down to remind
them of other words or ideas (piggybacking ideas). Words and phrases are then recorded on a class chart, (sticky labels are good
here as they can be moved around), or on individual cards or sentence strips. This strategy can be further extended using the
“Thinking Curriculum” strategies of Extended Brainstorming by Michael Pohl.
Bundling
This strategy is used to help students categorise or group information into bundles that belong together. It is a way of linking new
ideas with existing knowledge and then establishing which questions still need to be answered or clarified. After brainstorming, talk
about ways that the words and phrases can be grouped or categorised and decide on headings or labels. The words or phrases are
then grouped according to these main ideas. This can be done on the class chart using different colours, with sticky labels, or by
sorting the individual cards into groups or bundles under headings. This activity can be used at the beginning and end of a unit to
assess how student’s knowledge has developed and should be referred to during the unit of work to show knowledge gained.
f Concept map, Mind
These strategies are used by individual students to organise their own ideas, existing knowledge and feelings about a topic, before
deciding what they need to research. It is a way teachers can establish individual knowledge and misconceptions and plan for further
teaching. They can be used to record and organise existing knowledge on a topic before undertaking further reading and research.
Model the creation of a concept map or mind map by starting with a well known topic word written on a card and then having other
words and phrases on cards that can be manipulated into position and joined in some way to the topic so that they make sense. Lines
and arrows are then drawn to show connections. Phrases and words may be added to these lines to clarify connections Show other
mind maps so that they can see completed examples. Students then create their own map by starting with the central topic word or
phrase and then adding words phrases and connecting lines and arrows so that it makes sense to them. Talk to the students as they
are working to get them to write down the connecting words and phrases. These may be added to a class list of connecting words.
These concepts maps can be used to assess knowledge growth at various stages throughout a unit.
Prior knowledge chart
The Prior Knowledge Chart is used to help children see what they already know and what they need to find out. Students make
two columns with the headings What we know and What we need to find out. This helps to define the purpose for reading.
Students then formulate questions for further investigation using who, what, when, where and why. A third column can then be
added for What I now know/ understand.
Think, wink and decide
This strategy is also used to help children keep a record of what they already know and what they need to find out. The students
fold a piece of paper in half to form a booklet and then write their topic on the front cover, THINK (Things I Now Know) on the next
page, WINK (What I need to know) on the third page and DECIDE or LINK on the back page where they write questions or keywords
they will share with the class or decide on places they will go to find resources they will use to find answers to their information.
This activity can be used to assess how students have performed in relation to their original statements.
When modelling the sentences of Things I Now Know, stress the sentence structure found in information texts such as plural,
present tense, Whales live…., Koalas eat…not, A Whale lives…
Pass the ball
When students have brainstormed and established prior knowledge they can form a circle and as the teacher says a name and
passes the ball to that student they have to give a keyword, something they know or something they wish to find out about the
topic eg; Tell me a question you are going to try and find out about this topic?
map or Semantic webs
Question ball [Creating Using a soft ball, such as a small toy soccer ball, write questions stems such as those in the Question matrix from the “Making a
questions using thinking Difference” CD or Michael Pohl’s thinking curriculum publications, and write a question stem on each section of the ball. As the
ball is thrown to a particular child they have to read the question stem and try and think of a question they could ask in relation to
skills]
the topic. This strategy can also be used at the conclusion of a topic study to assess knowledge gained.
Analysing the task or
f Task analysis
Students need to be very clear on what it is that they are researching. Before commencing the recording of any information
there needs to be discussion on what the requirements of the task are: What is the topic? What are the questions I need to
answer? Where might I look or who may I ask to find out this information? What are the keywords I will use to help me find this
information? How will I show what I have found out and who is my audience? This can be presented as a scaffold for students to
fill in. This strategy can be used after explaining, either orally or as a written project outline, what the task involves. After going
over the requirements of the task and highlighting, if possible, specific details, students are asked to write in step format what
they are expected to do, how are they to present their information, what is to be handed in for assessment as well as due dates.
Teaching strategies
Extracting information and ideas
Once children have established prior knowledge, they need to have strategies that will help them locate appropriate sources of information to gain new
knowledge and understandings about the topic.
Search plan or strategy
f Pathfinder 1
f Pathfinder 2
A search plan is used to help children plan the process of locating resources. Students should be given a scaffold
that has space for their topic, their focus questions, keywords, sources of information and where they would
look for this information. If a Task Analysis is not being used there could be a space for the format of the finished
product and details of what needs to be handed in for assessment and dates to be completed.
Guided reading
This strategy can be used to show children how to focus on different aspects of a text to find information. They
can be shown the different strategies needed to read a non-fiction text such as using the Contents page, Index,
Glossary, Skimming, Scanning etc.
How’s your form?
The teacher selects a fiction and a non-fiction book on the same topic such as “Frogs” and the children compare
the similarities and differences starting with the titles and asking them to predict the layout and language that
will be used. Before showing the children which book is being used, read the first page and ask them to identify
what type of text is being read. Make a summary of the main differences between fiction, non–fiction and picture
story books.
Skimming, scanning and key words
These activities are used to give children strategies to read non-fiction texts and locate main ideas more
efficiently. Establish a purpose for reading the text. Skim for an overall picture and ask students to predict what
each section will be about. Specific sections can then be scanned to confirm predictions. Give children a specific
search task and focus on aspects of the text such as title, headings, contents, index, diagrams and key words
that will enable them to scan to find specific details. The key words are generally the nouns and verbs that give
meaning to the topic. They usually tell who, what, where, why, how and when. Show children how to locate key
words in specific questions and then scan the text to locate key words in the text to answer the questions
Directed reading thinking activities
These can directly relate to skimming, scanning and key words. Children are encouraged to predict what a text
is going to be about. Start with the title and ask children to predict and give reasons for their predictions. Read a
small section of the text and confirm or reject their predictions and then refine their ideas and move onto the next
section of text.
Teaching strategies
Strategies to record and present information
Notetaking
Students need to have a definite purpose to take notes so should have specific and relevant questions recorded
before they begin a note taking exercise. They will need to complete a task analysis and have relevant resources
located before they begin the notetaking process.
They need to be shown questions that may be generic to their topic so they can use and modify these where
necessary. [f Generic research questions] As they research information they need to keep in mind whether
the information they are using is relevant to the questions they are asking. They should then identify keywords in
their questions, skim and scan the selected resources and extract the required information.
fNotemaking, main idea and
Notemaking is the process involved with using the notes already recorded during notetaking to think about what
has been discovered and relating it to what was already known. An individual response to the research task
should then be created showing new understandings; the synthesizing of that information.
Graphic organisers
Graphic organisers can be used at this stage of the Information process to help children organise their
information into a graphic or visual form to make it easier to link ideas and concepts and interpret and record
information. One such strategy is fConcept maps. These strategies are used by individual students to organise
their own ideas and existing knowledge and feelings about a topic, before deciding what they need to research.
It is a way teachers can establish individual knowledge and misconceptions and plan for further teaching.
They can be used to record and organise existing knowledge on a topic before undertaking further reading and
research. Model the creation of a concept map or mind map by starting with a well known topic word written
on a card and then having other words and phrases on cards that can be manipulated into position and joined
in some way to the topic so that they make sense. Lines and arrows are then drawn to show connections and
phrases and words may be added to these lines to clarify connections Show other mind maps so that they can
see completed examples. Students then create their own map by starting with the central topic word or phrase
and then adding words phrases and connecting lines and arrows so that it makes sense to them. Talk to the
students as they are working to get them to write down the connecting words and phrases. These may be added
to a class list of connecting words. These concepts maps can be used to assess knowledge growth at various
stages throughout a unit.
Other graphic organisers include: • Simple webbing • Cycle maps • Concept layer maps • Venn diagrams
• Consequence wheels • Fishbone diagram • Flow charts • The matrix
(For a full description of these other graphic organisers listed, see Michael Pohl’s book Teaching thinking skills in
the Primary schools (1997), Hawker Brownlow Education.
f Data grids
f Data charts
Data grids are used to record information and make generalisations. They can be used for questionnaires or to
compare or summarise answers to questions from different sources. Organise a grid, for example with questions
or headings across the top and sources down the side. When information is recorded children can summarise
results. Data grids can be used to compare information about a topic from a number of sources using key words
and then expanding these notes so that children use the key words to write their own sentences.
Life cycle scaffolds
This strategy is used to diagrammatically represent a life cycle. Show the students various life cycle models
representing plants and animals. After looking at gathered information and deciding on an appropriate format
ask children to complete their own life cycle individually or as part of a group.
PMI-based on De Bono’s ‘Plus, minus
and interesting’
This strategy can be used to start thinking about an issue or problem but also as an assessment tool at the end
of a topic. Divide a page into three either lengthwise or across and have students list the positive points about an
idea or topic, the negative points and those questions that may be interesting to investigate. Use What if? as a
starting point to their thinking.
As an assessment tool this strategy can be used by students to list the things they did well under positive, the
things they could improve under negative and those things they found interesting.
fProblem, cause, effect, solution
This strategy could be used when studying Issues or Events and encourages children to focus on the
organisation of the text, the specialised language used to signal cause, effect etc. and the grammatical structure
of the text such as the use of present tense. It is used by writers to present specific information. When studying
a topic such as Disasters ask children to look at the special language that signals cause, effect, problem, and
solution. Chart these ideas in a grid using specific headings. Look for signal words such as because, as a result
of, causes, etc.
fVenn diagrams
This strategy can help students see the similarities and differences and the things that are common in a topic
they are researching. It can be done physically using hoops, or shapes made with wool, string or cane shapes
and keywords, pictures or objects on card, or diagrammatically using overlapping circles or shapes.
summarising
Teaching strategies
Strategies for assessment
f Self assessment
Students are asked to reflect on what they have learned and what skills they could improve to help them with
the research process. It helps to have talked to the students as the research topic is being set or as each stage
of the process is talked about so that they do understand the skills and strategies that are being taught at each
stage. These could be brainstormed at the end of the topic so students are reminded of the variety of strategies
they used and the skills they have improved. If a class journal was kept each day with “ Today we are going to
learn how to brainstorm and use those words to make a mind map, or to highlight keywords and record those on
a data grid to use in our own sentences, then this could be referred back to by students to remind them of things
they did well.
PMI-based on De Bono’s ‘Plus, minus
and interesting’
This strategy can be used to start thinking about an issue or problem but also as an assessment tool at the end
of a topic. Divide a page into 3 either lengthwise or across and have students list the positive points about an
idea or topic, the negative points and those questions that may be interesting to investigate. Use What if? as a
starting point to their thinking.
As an assessment tool this strategy can be used by students to list the things they did well under positive, the
things they could improve under negative and those things they found interesting.
Question for an answer
Students could use this strategy to show knowledge gained by giving them a specific word related to the topic
and telling them that it is the answer to part of a quiz about their topic and they have to think of a question to go
with it. For example, if the topic was Owls, the answer may be “small mammals” and the question could be “Tell
me something that owls usually eat?”.
Informal debate
Students work in teams and present a point of view and answer questions about their topic.
teaching strategies
plagiarism
• strategies to prevent plagiarism
• writing bibliographies
the information process (poster)
templates
Teacher
Librarian
Program
Strategies to help prevent plagiarism
1
Planning with
teachers
•
•
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Show teachers how easy it is to plagiarise, particularly using information technology.
Make them aware of the type of questions they are setting students, and the need to stress the information process that
should be followed
Work with them to teach strategies that will prevent plagiarism
Encourage teachers to educate students to value student-created work, to increase their understanding that other
people’s intellectual property is to be respected
2
Creating the
awareness in your
students of what
plagiarism is
Cover areas such as:
3
Using the Research
process
Throughout the whole process it is essential to:
• see the student’s notes and drafts
f Information
process
• what it is
• laws and policies that govern the use of other people’s ideas and work
• the ways people use and acknowledge one another’s ideas
• for the student to have short informal conference with their teacher and other students to comment on drafts
• make compulsory the submission of all drafts and working documents with the final presentation.
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4
Parent information
sessions
brainstorming [f strategy]
creating questions using thinking skills [f strategy]
pathfinders [f strategy] [f template 1] [template 2]
data grids [f strategy] [f template]
• use of keywords
• useful to require a variety of media to be searched
• always expect data grids to be included with the final assignment
• Summary sheet [f template] may be used to summarise information gathered
control of internet use
• Research on the internet sheet [f template] could be used
Use of sign in book to be endorsed by teacher – keywords or website listed
Websites must be listed on notes and in bibliography
graphic organisers [f strategy]
This strategy requires changing the form of information through individual analysis and interpretation.
bibliographies
• List reference details on data grid
• Use of bibliography proforma [f template]
• Writing bibliographies – citing various resources [f template]
• Annotated bibliography
• Photocopy references using ideas or quotes from websites – highlighted [as the source of information used].
self assessment
It is important to require students to reflect personally on their topic and the process of research and writing.
They can record the features they are proud of, those they’ve had trouble with and the things they have learned.
[f template]
peer assessment
• Oral presentation of projects allows the opportunity for other children to ask questions for the presenter to
answer, as well as to defend his/her arguments.
• Simple written peer assessments may also be given [f template]
• Debates are also a useful activity enabling students to present the opposing views of a topic.
Organise a Parent information session to explain the way we teach the Information process and how this can be
supported at home
• Explain the concept of the information age and use examples to show what sort of a world our students will be part of
and why we need to teach them the process of finding and using information and not just a content based curriculum.
• Demonstrate strategies that help students through this process, such as brainstorming, key word identification and
graphic organizers. Show how to highlight keywords, transfer to data grid and then produce sentences.
• Stress that this process is essential to learning in the Information Age and emphasize the need to have children construct
their own ideas and opinions and not just have the work done for them.
• Help students to acknowledge the source of their information and “thank” the author by citing the book and author and
help them to realise that this information does not belong to them.
• Try to help parents see how much help is too much help and finish up by asking for their help in reinforcing what we are
trying to do at school.
Writing bibliographies
Using the information which has been collected about the sources of information, a bibliography can now be compiled:
Book
Include these details:
1. Author’s name: Surname first, then first name or initials
2. Year of Publication (in brackets)
3. Title of Book in ITALICS or underlined if handwritten
4. Publisher
5. Place Of Publication
Example:
Smith, Kate (1998), Life in Asia, Collins, Melbourne
Encyclopedia
1. Author of article – if known
2. Date of Publication (in brackets)
3. Title of article in ‘single quotation marks’
4. Encyclopedia in ITALICS
5. Date of Publication (comes here if author is not known)
6. Volume number
7. Publisher
8. Place of Publication
Example:
Bond, Adam, (1996) ‘Plastics’, Encyclopedia of Australia
vol 9, Macmillan, Sydney
OR
‘Mammals’ World Book Encyclopedia (1996) vol. 12 World Book Inc., Chicago
Magazine or newspaper
1. Author
2. Year of Publication
3. Title of article in ‘single quotation marks’
4. Title of Newspaper or magazine in ITALICS
5. Date of Publication
Example:
Broome, Ken (1997), ‘Life at the top!’ The Herald Sun, Nov 21
On-line resources
1. Author
2. Title of document in ‘single quotation marks’
3. Date of Publication
4. [Online] Available
5. <full URL>
6. Date of access (in brackets)
Example:
Davis, Heather: ‘Guidelines to writing’ 1998 [Online] Available <http://www.usa.net/~hdavis/home.html>
(Jan 7, 1999)
Example of bibliography
Broome, Ken (1997), ‘Life at the top!’ The Herald Sun, Nov 21
Davis, Heather: ‘Guidelines to writing’ [Online] Available <http://www.usa.net/~hdavis/home.html> Jan 7, 1999
‘Mammals’ World Book Encyclopedia (1996) vol. 12 World Book Inc., Chicago
Smith, Kate (1998), Life in Asia, Collins, Melbourne
Pr i n t e d f r o m ' W r a p p i n g u p R e s earch' website www.highlands.vic.edu/research
f Collecting information for bibliography template
The Information process (poster)
The information process
1
DEFINING
What does the topic ask?
What do you already know
about the topic?
What do you need to know
– questions and headings,
keywords and search terms
What are all the places you
might find information –
search plan?
SELECTING
2
Identify the sources which
have the most useful
information to answer focus
questions.
Write notes from relevant
sources using a note-taking
grid.
Record where the
information came from for
the bibliography.
LOCATING
Find the resources listed
in your search plan.
Locate information in
the resources using
key words and terms.
5
4
PROCESSING &
ORGANISING
Sort the information into headings which
answer the focus questions.
Compare the information to find out any
differences in the facts.
Collect any pictures, photographs or tables
to use.
Identify any areas where further/
different information is required.
Decide on the format for the presentation
of the project.
CREATING
& SHARING
Complete the project in
the chosen format.
Present the project to
the teacher or class as
required.
3
6
EVALUATING
Look back over the
project and decide if
the focus questions have
been answered well and
presented in the best way.
Talk to the teacher about
the presentation.
f printable version
The information process
1
DEFINING
What does the topic ask?
What do you already know
about the topic?
What do you need to know
– questions and headings,
keywords and search terms
What are all the places you
might find information –
search plan?
SELECTING
2
Identify the sources which
have the most useful
information to answer focus
questions.
Write notes from relevant
sources using a note-taking
grid.
Record where the
information came from for
the bibliography.
LOCATING
Find the resources listed
in your search plan.
Locate information in
the resources using
key words and terms.
5
4
PROCESSING &
ORGANISING
Sort the information into headings which
answer the focus questions.
Compare the information to find out any
differences in the facts.
Collect any pictures, photographs or tables
to use.
Identify any areas where further/
different information is required.
Decide on the format for the presentation
of the project.
3
CREATING
& SHARING
Complete the project in
the chosen format.
Present the project to
the teacher or class as
required.
6
EVALUATING
Look back over the
project and decide if
the focus questions have
been answered well and
presented in the best way.
Talk to the teacher about
the presentation.
Te a c h e r L i b ra r i a n P r o g ra m P - 6
© School Library Association of Victoria 2004
• sample integrated unit
• collecting information for biblio’s
• data grid
• data
learning outcomes
L1 –chart
4
• data summary
• researching places data chart
teaching strategies
• pathfinder 1
• pathfinder 2
• peer assessment
plagiarism
• self assessment
• internet research
the information process
(poster)
• concept
map
• task analysis
• generic research questions
templates
• animal project sheet
• notetaking & notemaking
• problem, cause, effect, solution
• venn diagram
Teacher
Librarian
Program
Template for sample Integrated unit
Key learning area:
Strand:
Year Level:
To p i c :
Learning activities
Information skills
Stages of the information process
Student assessment/evaluation
Learning styles
f Example of an integrated unit
Collecting information for bibliography
Author
Surname first
Date of publication
(in brackets)
Title
(in Italics)
Place of publication
Publisher
P r i n t e d f r o m ' W r a p p i n g u p R e s earch' website www.highlands.vic.edu/research
f Writing bibliographies f Plagiarism
Data grid
Name
Grade
Topic
Question
Question
Question
Question
Author
Title
Author
Title
Author
Title
Summary
f Data grid – Information literacy teaching strategies f Plagiarism
Data chart
Name:
Source
M y To p i c :
Question/Keyword
Question/Keyword
Book
Encyclopedia or CD
Internet
f Data grid – Information literacy teaching strategies f Data summary f Plagiarism
Question/Keyword
Data summary
Name:
Grade:
Topic
1. Question/
keyword
2. Question/
keyword
3. Question/
keyword
f Data grid – Information literacy teaching strategies f Data chart – Information literacy teaching strategies
Researching places data chart
My research
questions & headings
Location
Description
Plants and animals
Land features
Where is it?
How big is it?
What is the weather like?
What plants/animals
grow there and what are
they like?
Are there any special
features?
What I already know
Reference 1
Reference 2
Reference 3
f Data chart – Information literacy teaching strategies f Generic research questions
Other interesting
information
Pathfinder 1
SEARCH PLAN
Student names
Topic of research
Due date
What we need to know, focus questions,
keywords
Possible sources of information
Comments, responsibilities, deadlines etc
Print:
Electronic:
Experts:
Others:
Print:
Electronic:
Experts:
Others:
Print:
Electronic:
Experts:
Others:
Presentation ideas (you may change your mind later)
f Search plan – Information literacy teaching strategies f Plagiarism
Pathfinder 2
Name
Topic
1
Defining; What do I need to find out?
The first thing I have to do is…
Then I have to
These are the things I have to hand in
for assessment
My brainstormed words and phrases
about the topic
Questions I will need to answer
2
Locating: Where can I find this
information?
Keywords I would use to search
Encyclopaedias I could use
Library Catalogue and relevant call
numbers
Search Engines and Search terms for
searching the Internet
Useful web addresses
3
Selecting; What information do I need?
4
Organising; What is the best way to use
this information?
Use a data grid to record your
information
5
Presenting; How do I need to present
this information?
Or
What would be the best way to show
what I have learned?
6
Evaluating; What did I do well and what
could I improve?
f Search plan – Information literacy teaching strategies f Plagiarism
Peer assessment template
TITLE OF WORK REQUIREMENT
Project title
Author
Grade
I think this project was excellent/good/fair beca u s e :
1
2
He/she could have improved:
1
2
Signed
Name
Example of use: This is an example of how the template could be used.
NON FICTION BOOK WORK REQUIREMENT
Book title
Author
Grade
I think this book wa s excellent/good/fair becau s e :
1
2
He/she could have improved:
1
2
Signed
Name
f Assessment f Plagiarism
Self assessment
MY TOPIC
Things I learnt to do
I could now show someone how to...
I now know that…
The best part of this work was…
I am proud of these things I did well
Things I could probably do better next time
Overall I think...
1
My project could have been a lot better
2
I did a pretty good job
3
I did a fantastic job.
f Assessment f Plagiarism
Internet research
RESEARCH ON THE INTERNET
Topic
Name
Grade
Date
A. Questions I need answers to:
1
2
3
4
5
Keywords
B. Resources I have already checked [title and location]:
1
2
3
C. A good website I have found
[for example – http//www.heartfoundation.com.au]
f Plagiarism
Concept map
hunt at nightnocturnal
owls
birds of prey
good eyesight,
hearing
samll mammals,
mice, rabbits
sharp claws
f Concept map – Information literacy teaching strategies
Task analysis
W H AT D O I H AV E T O D O ?
Explain what you have to do for this project
How do you have to present your work?
When does this work have to be finished?
f Task analysis – Information literacy teaching strategies
Generic research questions
ANIMAL
If the project is about an animal.
f Animal project keywords template
What does it look like? Appearance
What does it eat? Food
Where does it live? Habitat
What is its lifecycle? Lifecycle
How does it protect itself?
Special Features or interesting facts
What is its status? Is it endangered, rare or common?
PLANT
If the project is about a plant.
What is it called and what type of plant is it? Name
What does it look like? Appearance
Where does it grow? Habitat
What is the life cycle of the plant? Lifecycle
Is it used for anything special or eaten by anything else?
PERSON
If the project is about a person; a biography
Who is this person? Include names such as nicknames and maiden names
When were they born? Are they still alive or when did they die?
Where were they born?
What was their early life like?
What did they achieve?
What problems did they have to overcome?
Who helped this person to do what they did?
Do they have something named after them?
Has their achievement helped other people?
PLACE
If the project is about a place.
Where is it? Location
f Researching places data chart
What are the geographical features such as mountains and rivers? Landforms
What is the flora and fauna? Plants and animals
What is its early history? Discovery and exploration
Are there any major landmarks? (man made as opposed to landforms) Landmarks
Are there any famous people who come from this location? Famous residents
Have a list of facts that cover flag and emblems, currency, population, climate, government, products
f Note taking – Information literacy teaching strategies
Animal project keywords
This may be enlarged to A3 format, especially for younger students.
Appearance
Food
Habitat
Interesting facts
Name
Grade
Date
f Generic research qestions f Notetaking – Information literacy teaching strategies
Notetaking and notemaking
TOPIC
Focus question
Keywords – Notetaking
Sentences – Notemaking
Focus question
Focus question
f Notemaking – Information literacy teaching strategies
Problem, cause, effects, solutions
Problem
Cause
Effects
Solutions
f Problem, cuase, effects, solutions – Information literacy teaching strategies
Venn diagram
f Venn diagram – Information literracy teaching strategies
The Planning section includes a variety of
planning templates, such as the Work program
template which can be used to record class,
grade and year level programs with
appropriate outcomes. In a format that allows
for flexibility, the template has a section to
record author/illustrator studies, the
introduction of new books, grade or unit focus,
a weekly timetable and management notes.
Also included is an example of an integrated
unit of work.
PLANNING
work program template
library program overview template
whole school topic overview template
term plan template
Teacher
Librarian
Program
Work program template
PLANNING
YEAR LEVEL
Grade
Lea r n i n g
outc o m e s
We e k e n d i n g F r i d a y
Author study
Prep
Grade/Unit focus
Grade 1
Introduction of new books
Grade 2
Grade 3
Ti m e t a b l e
M
O
N
Grade 4
Grade 5
Grade 6
Management Notes
T
U
E
W
E
D
T
H
U
F
R
I
f One-page printable version & WORD link
f Two-page printable version & WORD link
Library program overview template
PLANNING
PROGRAM OVERVIEW – LIBRARY
Term
Grade
From
Program
Skills/Outcomes covered
Assignments Set
To
Due Date
Whole school topic overview template
PLANNING
TOPIC OVERVIEW– LIBRARY
Term
Grade/ Unit
Year
Integrated Studies
S.O.S.E.
Science
.
Health & Phys. Ed.
The Arts
Term plan template
PLANNING
Content synopsis
PAGE 1 | 2 | 3
Learning outcomes
Defining
Skill
Evidence
Skill
Evidence
Skill
Assessment
f Example of a Term plan
Term plan template
PLANNING
PAGE 1 | 2 | 3
Task analysis
Skill
Evidence
Locating
Skill
Assessment
Selecting and recordi ng
Skill
Skill
Evidence
Processing and organising
Skill
Term plan template
PLANNING
PAGE 1 | 2 | 3
Creating and sharing
Skill
Evidence
Evaluating
Skill
Evidence
Learning Outcomes that will be assessed during t h i s u n i t
YEAR L EVEL
Grade
Learning
outcomes
Week ending Friday
Author study
Prep
Grade/Unit focus
Grade 1
Grade 2
Timetable
Grade 3
Grade 4
Grade 5
M
O
N
T
U
E
W
E
D
T
H
U
Grade 6
Te a c h e r L i b ra r i a n P r o g ra m P -6
© S c h o o l L i b r a r y A s s o c i a t i o n o f Victoria 2004
F
R
I
Management notes
YEAR LEVEL
Prep
Grade 1
Grade 2
Grade 3
Grade 4
Grade 5
Grade 6
Grade
L e a r n i ng o u t c o m e s
Week ending Friday
Author study
Grade/Unit focus
Timetable
M
O
N
T
U
E
Management notes
W
E
D
T
H
U
F
R
I
Example of a Term plan
Care of places – The Grampians National Park
PAGE 1 | 2 | 3 | 4 | 5
PLANNING
This example is an integrated unit of work utilising Studies of Society and Environment content, the Information process and Thinking skills.
Content synopsis
Learning outcomes
Compare the ways that people use and affect different environments in Australia.
Why are people trying to protect significant Australian places?
•
•
•
•
•
•
•
Defines the topic and requirements of a task
Locates and gathers information
Selects and records relevant information from a variety of sources
Organises and processes information
Presents information at an appropriate standard
Evaluates the information process.
Displays an understanding of the key concepts covered
Defining
Introduce children to the word “bush.” Children brainstorm words associated with it.
Skill
Individual brainstorm and then in pairs discuss words associated with bush to put on concept map.
Participates in group brainstorming to identify key ideas and vocabulary.
Evidence
Participation in group brainstorming and then individual brainstorms and paired concept maps.
Introduce Big Book , “Window” by Jeannie Baker and have children describe the environment on the cover and
predict what the story may be about.
Book discussion involving prediction, description of changes taking place and looking at cause and effect.
Children draw a before and after picture of the story.
Skill
Identifying setting or location of story.
Evidence
Illustration of before and after scene of the story
Introduce the words natural and built and have children sort pictures of landforms and landmarks into the two
categories.
• What makes places significant?
• Discuss the significance of natural places.
• Students to read article “Natural and built places” and answer questions.
• Using an atlas, on a map of Australia, children plot where natural places are located.
• Teacher discusses what is involved in being a park ranger.
• Model skimming and scanning and key word identification.
Skill
Uses specialist reference tools, eg. Atlas to locate information
Assessment
Completed map of National Parks
continued
f Back to Term plan template
PAGE 1 | 2 | 3 | 4 | 5
PLANNING
Introduce Thinker’s Keys. Explain concepts of the keys. Play a game with the class to familiarise them with the
selected keys, eg. reverse, disadvantage, alphabet, ridiculous, what if. Introduce them to the challenge and have
them work in pairs to complete their keys.
Thinkers Keys: Children complete Thinker’s key challenge.
Reverse: List three things that a park ranger would never do.
Disadvantage: What would be the disadvantage of living in a National Park?
The Alphabet: Make an alphabet of things that you might find in a national Park.
The Ridiculous. All animals in National Parks have to wear clothes. List 10 outcomes.
What if?: What if the Government said there were no longer going to be any National Parks? What would happen?
Skill
Uses Thinker’s keys to clarify understanding of concepts.
Evidence
Finished Thinker’s Keys.
Defining
Introduce research project on the Grampians National Park, Gariwerd
Explain that the children will be researching information and presenting it as a poster to tell people about the
Grampians.
Brainstorm what they already know and what questions they would need to find out about. Steer the discussion so
that questions are grouped under headings and come up with 4 major questions.
1. Where is the Grampians National Park and why is it sometimes called Gariwerd?
2. Who looks after the park and how can we help?
3. What are some of the animals you will find there?
4. What are some of the plants you will find there?
Students contribute to class brainstorm of what they already know and questions they need to find out.
Skill
Participates in group brainstorming to identify key ideas and vocabulary for a topic
Assessment
Contribution to class discussions
Skill
Clusters ideas under main headings, with teacher assistance, and prepares a simple Search
plan.
Assessment
The Re search process
Explain to students that they are “researching” information and each time they do that they should follow the same
steps or process. Give them an individual copy of the process and refer to class charts. Ask them if they can work
out what steps they have already done and what is the next part of the process. Ask them what they think a Search
Plan might be and why it is important to have one.
Students familiarise themselves with their poster of The Research Process and give an oral summary of what they
would be doing at each step.
Skill
Students participate in class construction of Search Plan
Evidence
Talk about where we would find this sort of information and demonstrate the use of a Search Plan. Prepare a class
Search Plan using suggestions from class that children can refer to as they work. Have these resources available to
students such as atlases, brochures, maps, videos, information sheets to be highlighted, postcards etc.
continued
PAGE 1 | 2 | 3 | 4 | 5
PLANNING
Task analysis
Teacher models (using another topic) how they would make sure they knew exactly what they had to do before they
started researching and why this is so important. Have a timeline of when parts of the project need to be finished
building up to final product.
• What do I have to do?
Skill
Students use a scaffold to write down what they have to do for this project using the headings of
• What do I have to find out?
• Where will I find this information?
• How do I have to present it?
• When do I have to have it finished?
Completed Task analysis
Can define the set task
Evidence
Locating
Mapping and Atlas use.
Using a printed map of Victoria show students how to find information in an atlas and how we label maps using a
key and neat labelling to show major towns, cities and landmarks between Ballarat and the Grampians.
Skill
Uses specialist reference tools, eg. Atlas to locate information
Assessment
Completed map of Victoria showing Grampians National Park and relevant cities and towns
Selecting and recordi ng
Introduce Data Grid and ask students to write questions across the top and demonstrate how they can write the
name and author of the source in the side column.
Skill
• Students label their own Data Grids
• Students record Title and Author of resource on Data Grid.
Skill
Records relevant information by using note-taking strategies
Records source of information using author and title.
Organizes information into draft format for editing
Evidence
Completed Data Grid
Using prepared information about Aboriginal significance in the area and responsibilities of the National Parks show
children how to highlight key words that they can use to answer question 2. Then demonstrate how these key words
are recorded on data grid and then expanded to create their own sentences. Demonstrate use of a “My information”
box to write their own understandings.
Repeat this process for questions 3 and 4.
Students highlight key words from information and use these to write their own understandings in “My Information” box.
Skill
Uses specialist reference tools eg atlas, thesaurus encyclopaedias, and the Dewey decimal
classification to locate information
continued
PAGE 1 | 2 | 3 | 4 | 5
PLANNING
Creating
Using prepared scaffold show children how to lay out their information and decorate their poster. Give students a
template on A3 format, divided into 4 sections with headings already assigned (Location, Care of the Park, Animals,
Plants) and a space for the title. Discuss the process of changing questions into statements and then headings. Use
lined paper under poster for handwritten work or add information into a word document.
Students create their poster using processed information.
Skill
Presents appropriate information in simple written description.
Creates an appropriate response to the task or topic which demonstrates understanding and
interpretation of information gathered
Evidence
Completed poster
Evaluating
Demonstrate the writing of a Self Assessment scaffold.
Students complete simple self assessment.
Skill
Reflects on effectiveness of the Information process used and identifies questions and issues arising
from decisions and actions
Assesses the quality, quantity and relevance of information incorporating peer evaluation
Evidence
Self assessment
Defining
Defining, locating and gathering information
Teacher revises the Research Process with students and asks them to choose an animal from the Grampians to
research and write an information report using provided scaffold.
Skill
Students discuss the steps of the research process and talk about which ones are easy to do or which ones they
may need to improve on from last time.
Students help teacher to write a class Task Analysis so that everyone is sure of what they have to do.
Brainstorm what sort of questions would need to be answered if you were writing a report on an animal. List key
words and search terms that would be useful in a search strategy.
Prepare a Search Strategy.
Evidence
Participates in group brainstorming to identify key ideas and vocabulary
Participation in group brainstorming and key word identification
Locating
Teacher demonstrates use of Library Catalogue and Dewey System to locate information and introduces Reference
collection and further sources of information.
Locate resources using Library catalogue and reference collection.
Skill
Locates fiction and non fiction information in both school and public libraries
Skill
Uses specialist reference tools eg. atlas, thesaurus, encyclopaedias and the Dewey Decimal
System to locate information
continued
PAGE 1 | 2 | 3 | 4 | 5
PLANNING
Selecting
Demonstrate use of Contents and Index and how to look for headings or pictures that answer specific questions.
Selecting and recording information
Skill
Records relevant information by using notetaking strategies
Skill
Records source of information using author and title.
Organizes information into draft format for editing
Revise use of Data Grid and Bibliography.
Select appropriate resources.
Skim and scan resources for relevant information.
Wherever possible photocopy relevant information for students so that they can use a highlighter to highlight
keywords.
Write keywords into data grid.
Process and organise information.
Create report using keywords and project scaffold with appropriate headings.
Complete bibliography using author and title.
Presenting information and evaluating the Information process
Skill
Presents appropriate information in simple written description.
Creates an appropriate response to the task or topic which demonstrates understanding
and interpretation of the information
Evidence
Completed report
Evaluating
Demonstrate use of Evaluation Rubric.
Evaluate task as to whether the questions have been answered and the presentation is appropriate.
Skill
Reflects on effectiveness of the Information process used and identifies questions and
issues arising from decisions and actions
Assesses the quality, quantity and relevance of information incorporating peer evaluation
Evidence
Self assessment
Learning outcomes that will be assessed during t h i s u n i t
1.
2.
3.
4.
5.
6.
Select from within a broad topic area and narrow the topic to arrive at focus questions and a simple
search plan.
Identify and locate resources.
Select and record information relevant to a specific topic.
Process and organize information.
Present responses to a research task which are suited to the audience and which demonstrate
understanding and interpretation of the information.
Review the appropriateness and acceptability of presentation in relation to the original task.
The Assessment section includes assessment
strategies in relation to Literature skills and
Information literacy outcomes, as well as Book
report assessment, Library profiles and a
Student test kit.
ASSESSMENT
literature skills assessment strategies
literature skills outcomes assessment L1 – 4
book report assessment
information literacy outcomes assessment L1 – 4
information literacy assessment L1 – 4
library profiles L1 – 4
templates
student test kit
Teacher
Librarian
Program
Literature skills assessment strategies
ASSESSMENT
Read and retell
Students read a text and retell it in their own words. They can then compare the retelling to the original looking for
similarities and differences.
Look for the way the student:
• retells information in own words
• identifies key words and features
• sequences ideas clearly and logically
• makes commentary on the text, characters and language used.
Small group discussion
Informal discussions to share knowledge, explore topics or clarify thinking.
• understands and interprets the task
• uses strategies to assist or facilitate discussions
• contributes to the discussion
• comprehends and explains opinions and information
Written cloze
Students use knowledge of a text, decoding strategies and spelling and grammatical structures, to complete a piece
of text from which words and phrases have been deleted.
• understands the structure of the text
• understands the grammar and language features
• identifies and uses context clues
• uses a range of reading and spelling strategies
Collaborative writing
In pairs or small groups, students work together to develop a text to meet a defined purpose.
• is involved in group planning and discussions
• uses an appropriate text form, vocabulary, text structure and grammar
• participates in and offers ideas and strategies to modify and improve text
Film review
Students write a personal and critical review of a film, video or TV program.
• presents an accurate summary of the content of the program
• includes a personal opinion
• uses an appropriate format and grammar
Formal letter
Student writes a letter using a standard format to inform, inquire or persuade receiver.
• uses a range of information
• displays an awareness of correct spelling and sentence structure
• shows an awareness of audience and purpose
• plans, proofreads, edits and rewrites the text
Informal debate
Students work in teams and present a point of view and answer questions about a topic.
• prepares ideas in logical order to meet a purpose
• provides supporting reasons
• adjusts speech to context and audience
• responds to ideas of other participants
Describe where the
story takes place in
particular picture
story books
Verbalise sequence of
main events in stories
Grade/Name
Identify picture books
as a literary form
ASSESSMENT
Identify the main
characters from
picture story books
LEVEL 1 | 2 | 3 | 4
Literature skills outcomes assessment
Grade/Name
Identify strong emotions
in a particular P.S.B. and
explain the contribution
of the illustrations to
that end
ASSESSMENT
Describe the setting
for a particular picture
story book
Identify the main
character and describe
significant physical
features
Verbalise obvious
themes in picture
storybooks
Distinguish between
picture story and factual
books
LEVEL 1 | 2 | 3 | 4
Grade/Name
Identify strong emotion in a simple fiction
book.
Describe contribution of illustrator and
illustrations in developing a particular
setting.
Predict what the main character will do after
the story has ended.
ASSESSMENT
Identify and describe the main character for
a particular book and identify the motivation
for that character’s action.
Predict outcome of plot for a particular
fiction book.
Explain the contribution of illustrations in
developing the sequence of main events and
climax of a particular novel.
Verbalise sequence of main events in a
fiction book and identify the story’s climax.
Verbalise obvious themes in fiction books.
Distinguish between picture story, poetry,
prose, drama and factual books.
LEVEL 1 | 2 | 3 | 4
Grade/Name
Identify premeditated or
spontaneous actions carried out by
characters in particular novels.
Identify setting, time and social
aspects.
ASSESSMENT
Describe personality changes
of characters from novels and
evaluate their credibility.
Describe the storyline
development in particular novels
including setting, problem, climax,
ending.
Identify themes in novels and
relate them to real life.
Distinguish between realism and
fantasy in fiction and biographical
books and explain the differences.
LEVEL 1 | 2 | 3 | 4
Book report assessment
ASSESSMENT
Name:
Title of book:
Skills
Grade
Shows an understanding of what the story is about
Can summarise the story without giving the entire story
Shows the author’s intent when writing the story
Gives a personal opinion about the story and has some knowledge of the author’s background
Uses correct punctuation and spelling, including capital letters where necessary and proper use of quotation marks to
indicate title
Comments:
Criteria for grading
Grading
Shows an understanding of
what the story is about
Can summarise the story
without giving the entire
story
4
Evidence of full
understanding and
interpretation of the story
Gives a personal opinion
All punctuation and
Gives a complete summary Is able to show why the
about the story and author spelling correct and report
with some personal
author wrote the story
neatly written
comments
and who was the intended
audience
3
Shows understanding of
the story
Gives a complete summary Attempts to show why the Shows knowledge about
Spelling correct and report
of the story
author wrote the story and the author but no personal neatly written
is able to show who was
opinion
the intended audience
2
Shows some
Gives some details about
understanding of the story the story
Is able to show who was
the intended audience
1
Shows little or no evidence Shows little or no
of understanding story
understanding of being
able to summarise
Little evidence of why the No evidence of a personal Little care taken with
story was written or who it opinion about the story or spelling, punctuation or
was intended for
author
handwriting
Shows the author’s intent
and intended audience
when writing the story
Gives a personal opinion
about the story and
shows some background
knowledge of the author
Some evidence of
knowledge of the author
and their writing
Uses correct punctuation
and spelling, including
capital letters where
necessary and use of
quotation marks to indicate
title
Spelling correct but work
not neatly written
LEVEL 1 | 2 | 3 | 4
Information literacy outcomes assessment
ASSESSMENT
Review the appropriateness of
their presentation in relation to
the original task
Present responses to a task in
a variety of formats
Participate in group
consideration of
appropriateness and
presentation of the information
Select and record the main
idea and keywords
Identify and select sources of
information
Grade/Name
Formulate questions for
investigation in response to
directed discussion on a given
topic
At Level 1, with teacher assistance, modelling and scaffolding students can:
Grade/Name
Review the appropriateness and
acceptability of presentation in relation
to the original task
Present information, which conveys
understanding of the information
gathered
ASSESSMENT
Process information by comparing,
selecting and combining that which
is relevant to the task and organizing
according to an agreed format
Select main ideas and supporting
keywords, categorise and record
information in lists, picture sequences,
grids or webs
Identify and locate resources following a
search plan
Select from a range of well-defined
topics, participate in brainstorming,
clustering of ideas, focus question
development and complete a group
search plan
LEVEL 1 | 2 | 3 | 4
Grade/Name
Review the appropriateness and
acceptability of presentation in
relation to the original task
ASSESSMENT
Present responses to a research
task which are suited to the
audience and which demonstrate
understanding and interpretation
of the information
Process and organise information
Select and record information
relevant to a specific topic
Identify and locate resources
Select from within a broad topic
area and narrow the topic to
arrive at focus questions and a
simple search plan
LEVEL 1 | 2 | 3 | 4
Grade/Name
Review the appropriateness
and acceptability of the
presentation in relation to the
original task
Present logical responses to a
search task
ASSESSMENT
Process information by
synthesizing and beginning to
make generalizations
Select and record information
from a variety and range of
sources
Identify and locate a range
of resources in the school
and wider community by
following a search plan
Select from within a given
topic area and narrow a topic
where needed
LEVEL 1 | 2 | 3 | 4
At Level 4, with modelling and scaffolding, students can independently:
ASSESSMENT
Displays a positive approach
to work
Actively participates in
ateacher directed discussion
Grade/Name
Expresses opinions about given
topic
LEVEL 1 | 2 | 3 | 4
Information literacy assessment
Displays a positive approach to work
Grade/Name
Actively participates in and completes
teacher directed tasks
ASSESSMENT
Self evaluates the product
LEVEL 1 | 2 | 3 | 4
Recognises that different
sources may contain
conflicting information
Completes independent
reserach activities
Actively participates in
teacher directed tasks
Grade/Name
Displays a positive approach
to work
ASSESSMENT
Can locate appropriate
information from a variety of
sources
LEVEL 1 | 2 | 3 | 4
Grade/Name
Confidently uses the library
computer or card catalogue
ASSESSMENT
Is able to compile
bibliographies, glossaries,
tables of contents and
indexes
Locates appropriate
information from a variety of
sources, including extensive
use of reference books
(encyclopaedia, atlas etc
Completes independent
research activities using
sound research skills
LEVEL 1 | 2 | 3 | 4
Library profiles
ASSESSMENT
NAME
GRADE
Care of books
– handling
– turning pages
Responds to literature.
Joins in familiar stories
Enjoys listening to a variety of literature
Shows preference for particular books and authors
Chooses to read books in free time
Likes to share books with others
Location Skills – library, picture books, librarian, borrowing desk
Shelving books – replacing books after use, matching picture
fiction call numbers
Able to work without bothering others
Identifies book parts – front, back, spine, cover, call number,
bar code
Able to discuss story and assist in retelling activities
Regularly uses the library and returns books responsibly
Concentrates on reading for a length of time
Number of books borrowed
LEVEL 1 | 2 | 3 | 4
Library profiles
ASSESSMENT
NAME
GRADE
Seeks recommendations for books to read
Responds to literature
Retells and discusses literature
Chooses more than one type of book
Reads books in free time
Likes to share books with others
Able to locate and identify simple fiction and nonfiction
Independently – checks out and returns materials
Identifies book parts – author, title, illustrator, title page, chapters
Enjoys listening to serialised reading
Able to form – picture fiction
– fiction call numbers
Concentrates on reading for a length of time.
Alphabetical order – letters
– words [first letter]
Understands difference between fiction and non fiction
LEVEL 1 | 2 | 3 | 4
Library profiles
ASSESSMENT
NAME
GRADE
Seeks recommendations for books to read
Chooses and reads a variety – genre, fiction, non-fiction, picture
fiction
Concentrates – reading and listening to a variety of literature for a
length of time
Recommends books to others and willingly shares opinions
Regularly uses library and returns books promptly
Can reshelve books accurately – picture fiction, fiction, non-fiction
Understands borrowing procedures and library rules
Locates and uses appropriate book and non-book materials
Understands and uses – table of contents, index, blurb, catalogue
Uses reference material – vertical file, atlas, dictionary,
encyclopaedia
Completes set tasks – able to work independently – follows
directions
Uses information from a variety of sources to complete
research activities
Takes pride in completed work – variety of styles of presentation
Knows alphabetical order – words
LEVEL 1 | 2 | 3 | 4
Library profiles
ASSESSMENT
NAME
GRADE
Borrows regularly and reads widely for pleasure, interest and
learning
Able to differentiate between styles of literature; fiction,
biography, fable
Understands elements of story; setting, characters, plot, theme
Able to accurately reshelve fiction and non-fiction material
Able to locate information in non-fiction section using Dewey
system – subject grouped
Competent in using facilites in library
Has developed competence in use of referenced books
– directories, thesaurus
Has developed competence in using – index, appendix, glossary,
table of contents
Able to take and apply notes for research
Able to organise and use time efficiently
Able to work co-operatively within a group/class situation
Able to work independently and to request assistance as required
Uses non-book material as source of information: charts,
CD-Roms, databases
Folder work always complete and organised
LEVEL 1 | 2 | 3 | 4
ASSESSMENT
• assessment tasks
assessment rubric
library profiles L1• project
–4
• borrowing record
• teacher assessment
templates
• student self-assessment
student test kit
Teacher
Librarian
Program
Assessment tasks
ASSESSMENT
PAGE 1 | 2
Assessment requirements
Things you need to hand in to be marked
1
Your highlighted keywords
To show that you can select information from a range of sources by skimming and scanng
2
Your notetaking grid
To show that you can record and compare different information
3
Your notemaking sheet
To show that you can combine information and make generalisations, to present something that is written by you, not copied from someone
else
4
Your presentation
To show that you can present appropriate information, by giving an oral presentation. To show that you can present a report that makes simple
generalisations and has a conclusion.
5
Your bibliography
To show that you can record sources of information using author, title, date, publisher and place of publication, URL addresses and date of
download.
6
Your evaluation
To show that you can think about the skills you have been asked to use and assess what you did well and what needs to improve.
Assessment tasks
ASSESSMENT
PAGE 1 | 2
Te a c h e r a s s e s s m e n t
Your highlighted keywords
To show that you can select information from a variety of types of sources by skimming and scanng
A
B
C
Your note taking grid
To show that you can record and compare different information
A
B
C
Your note making sheet
To show that you can combine information and make generalisations, to present something that is written by you, not copied from someone else
A
B
C
Your presentation
To show that you can present appropriate information, by giving an oral presentation. To show that you can present a report that makes simple generalisations
and has a conclusion
A
B
C
Your bibliography
To show that you can record sources of information using author, title, date, publisher and place of publication, URL addresses and date of download
A
B
C
Your evaluation
To show that you can think about the skills you have been asked to use and assess what you did well and what needs to improve
A
B
C
Short term borrowing records template
ASSESSMENT
GRADE
WEEK ENDING
TYPE OF BOOK
PS
FIC
NF
PS
FIC
NF
PS
FIC
NF
PS
FIC
NF
PS
FIC
NAME
NF
PS
FIC
NF
PS
FIC
NF
PS
FIC
NF
PS
FIC
NF
Teacher assessment template
ASSESSMENT
Student name:
Assessmen t code:
Grade:
✔ = Successfully completed task
Data grid
? = Some measure of succcess
My own info r m a t i o n
❅ = Difficulty completing task
Glossary
Bibliography
Comment:
Date:
Learning report
Student self-assessment template
ASSESSMENT
Student name:
Grade:
Name three things that you have learnt about the topic:
1
2
3
Name two skills that you have learnt or improved:
1
2
Is there anything that you would still like to improve or could have done better?
I think that the work I completed was
❑ excellent ❑ good ❑ fair
– because:
Date:
Project assessment rubric
ASSESSMENT
Title:
Name:
Grade:
Date:
Planning and
process
Co n t e n t
Presentation and
creativity
Effor t
A-A+
85-100%
Evidence of full use of
keywords or questions, data
grid and summary.
Demonstrates
an excellent understanding
of topic, with bibliography
fully complete.
Clearly presented project
in all areas of presentation.
Total creativity shown.
Has shown obvious
commitment to taking
on project and produced
excellent results
B-B+
75-85%
Evidence of use of
grid and summary.
Demonstrates a good
understanding of topic, with
bibliography completed.
A well presented project
taking into account most
areas of presentation.
Uses some creative ideas.
Has shown some
commitment when taking
on project and produced
very pleasing results.
C-C+
65-75%
Evidence of some use of
grid and summary.
Has a greater understanding
of the topic, with
bibliography included.
Some aspects of the project
show a well-presented
format.
Has tried to use own ideas.
Has been personally
committed to project and
produced good results.
D
50-65%
Limited use of keywords
or questions, data grid and
summary.
Has tried to develop a
greater understanding of
the topic.
Some bibliographic details.
Included headings and has
made an attempt to present
work with some care.
Has completed set task.
Has completed the project
within the given time.
E
Incomplete
[unable to assess]
Shows little or no use of
grid or summary.
Has not developed a greater
understanding of topic.
No bibliography.
Presentation lacks order
and legibility.
Work is not original and
in student’s own words /
writing.
Little or no effort has been
made.
Comm ents:
Signed:
The Student test kit aims to provide a sequence
of practical library usage tasks to enable
children to locate a range of resources in the
different sections of the Library. It will also
extend their general library knowledge. At the
successful completion of each test the student is
presnted with a certificate at school assembly.
L3 Grade 3: Library licence test – focussing on
the Picture book section
L3 Grade 4: Library diploma test – focussing on
the Fiction section
L4 Grade 5: Library monitor test – a series of 5
tests covering all sections of the library.
ASSESSMENT
library profiles L1 – 4
templates
student test kit
•
•
•
•
library
library
library
library
licence questions
diploma questions
monitor test
user certificate
Teacher
Librarian
Program
Library licence questions
ASSESSMENT
1 What is a picture fiction book?
2 What does a picture book call number look like?
3 What does the author do?
4 What does the illustrator do?
5 Name two books written by Terry Denton.
6 Which book was not written by Alison Lester?
❑ The journey home ❑ Power and glory ❑ Clive eats alligators
7 Who is the author of Grandad’s teeth?
8 What is the call number of Horton hatches the egg?
9 Find three picture story books about dogs. Write down their titles.
10 How many books does the Library have that are written by Margaret Wild?
11 Name a picture story book written and illustrated by the same person. Name the book and the person.
12 Name a character who appears in a series of books.
13 Name an illustrator with more than one book in the Library.
14 Write down your favourite picture story book.
15 Name four illustrators.
Library diploma questions
ASSESSMENT
1 Put these call numbers in alphabetical order:
SEN
DAK
BLY
BON
MON
THO
JEN
2 Use the enquiry computer to find out how many Jackie French books we have.
3 Where does a Fiction call number come from?
4 Write down the FICTION call numbers STE
598
S MAN
KEN
B
WIL
900
WAL
J
423
TOS
5 a. Name three books written by Paul Jennings
b. Write down the subject of each book
6 a. What is the blurb of a book?
b. Where would you find it?
7 What does FICTION mean?
8 Write down the authors of these books:
Charlie and the chocolate factory
Paddington at the circus
Clever Trevor
Rowan of Rin
Penny Pollard’s diary
Come back Gizmo
9 Write down a fiction book by these authors:
Beverly Cleary
John Marsden
Andy Griffiths
Margaret Clark
10 Find three illustrators of fiction books and write their names here:
Library monitor test
ASSESSMENT
No. 1 | 2 | 3 | 4 | 5
1 Name the three main sections of the Library.
2 From which of the three main sections would the following books come?
a. with the call number
M
b. with the call number
DAL
c. with the call number
398
MAN
3 If John West wrote a picture story book, what would the call number be?
4 Helen Lucas wrote a fiction book. What is its call number?
5 The Dewey number for Australia is 994. If Max Anderson wrote a book about Australia, describing its history, what would the call number be?
6 Put the following fiction call numbers in their correct order: MOE DEA CAR ABE FLE DAN PON REA ALC
7 Put the following non-fiction call numbers in their correct order –
453
595
398
030
345
567
786
821
636
808 ODE
PLY
MAN WOR SAY
POR
CAT LEA CRI
PUL
8 Reference books are non-fiction books. What is different about their call numbers?
ASSESSMENT
No. 1 | 2 | 3 | 4 | 5
1 For how long can you borrow a book from this library?
2
If a book was borrowed on the 7th August, on what date would it be due for return?
3 From which of the three main sections of the Library do the following books come? What are their call numbers?
Charlotte’s web by E.B. White
James and the giant peach by Roald Dahl
Green eggs and ham by Dr Seuss
Where the wild things are by Maurice Sendak
Tashi by Anna Fienberg
4 How can you tell a non-fiction book by looking at the call number?
5 Write down two series of books that are in the Library?
6 Name four illustrators.
7 Look at the computer screen below, then answer these questions:
Who is the author of this book?
What is the title?
When and where was it published?
COMPUTER SCREEN
Ti t l e
Ripper and Fang
Authors/Names
Clark, Margaret D.
James, Ann
What is the name of the publishing company?
Is it available?
Where would you find it in the Library?
Edition
Available: 1 of 1
FIC
CLA
ISBN: 1-86291-154-1
Publisher
Norwood, S. Aust:
Omnibus, 1992
Series
Omnibus dipper
Physical
56p:ill.
Notes
ASSESSMENT
No. 1 | 2 | 3 | 4 | 5
1 What type of material is found in the Vertical File?
2 Is the Vertical File kept in order with the use of call numbers?
If not, how is it kept in order?
3 Charts are kept in the chart bin. They are in envelopes according to the subject or topic. In which order are the envelopes arranged?
4 May Reference books be borrowed from the Library to take home?
Why not?
5 Where do you put a book that has T before its call number?
6 Pamphlet type material is kept in the pamphlet boxes. In what order are these boxes arranged?
7 List 6 kinds of resources found in the Library that are not books. Where are each of these found?
8 What are some of the rules to remember when using audiovisual equipment and resources?
ASSESSMENT
No. 1 | 2 | 3 | 4 | 5
1 Write the Dewey numbers for the following subjects:
China
Horses
Weather
Myths
Aeroplanes
Basketball
2 Write the subject for these Dewey numbers:
994
004
598
821
448
701
3 Write the title of a book written by:
Bob Graham
Libby Hathorn
Emily Rodda
Colin Thiele
John Christopher
Judy Blume
4 Who is the author of:
The Whingdingdilly
45 & 47 Stella Street
The tale of two bad mice
Shinkei
Ratface
5 List one book illustrated by:
Quentin Blake
Patricia Mullins
Graeme Base
Ernest Shepard
ASSESSMENT
No. 1 | 2 | 3 | 4 | 5
1 Name four types of reference books.
2 Use of the DICTIONARY. Which is the correct spelling:
❑ accommodation ❑ acommodation
❑ pysical
❑ physical
❑ gelogy
❑ geology
What do these people do?
taxidermist
chiropodist
geologist
biologist
What is a billabong?
3 What is the Dewey number for:
Dictionaries
Encyclopaedia
Atlases
4 Use of the ATLAS
In which country is Casino?
Which is the closest country to Coiba Island?
Why are maps drawn to scale?
What is latitude on a map or globe?
What is longitude on a map or globe?
Library user certificate (1)
ASSESSMENT
PAGE 1 | 2 | 3
Library Monitor
Certificate
is qualified to be a library monitor
Teacher Librarian:
Grade:
Date:
ASSESSMENT
PAGE 1 | 2 | 3
Library
Diploma
This is to certify that
is competent in using the fiction section
of the library
Teacher Librarian:
Grade:
Date:
ASSESSMENT
PAGE 1 | 2 | 3
Library
Licence
This is to certify that
is competent in using the picture story book
section of the library
Teacher Librarian:
Grade:
Date:
The Reporting section includes a range of
report formats for reporting student progress
to parents. In addition, a variety of
suggestions are listed for use when reporting
to the whole school community.
REPORTING
reporting to the school community
reporting to parents – report outcomes
reporting to parents – report format (1) L1 – 4
Teacher
Librarian
Program
Reporting to the school community
REPORTING
Reporting to the wider school community not only makes the Library accountable but, importantly, can
provide an avenue to raise the Library profile.
Some suggestions how reporting to the school community can be undertaken are listed below.
•
•
Speaking at:
–
School Council meetings
–
Parent–teacher nights
–
Orientation meetings for parents of pre-school children and prospective families
Written reports to staff, School Council and the Parent’s Club through
–
regular library bulletins listing new resources and recommended texts
–
half-yearly Library reports covering areas such as: aims and objectives; stock; automation;
program; library use; facilities.
•
Articles detailing Library activities, such as competitions, guest speakers, visiting authors,
open days etc. should appear in:
–
the school newsletter
–
the school magazine
–
professional publications.
Reporting to parents – Report outcomes
REPORTING
L
E
V
E
L
1
2
Literature skills
Information skills
At this level, when discussing picture storybooks, students
should be able to:
At this level students should be able to:
•
•
•
retell the main events in the story
identify the main characters
describe where the story takes place
•
•
•
help to plan questions and select resources for a given topic
use pictures and words to record main ideas and keywords
present their information and discuss their presentation
•
•
•
•
distinguish between picture story and factual books
identify the main characters and setting of a story
discuss obvious themes in picture storybooks
discuss strong emotions and the role that the illustrations play
in the story
•
participate in discussion to identify questions and sources of
information
locate resources, select main ideas and record relevant
information
process information by selecting and combining gathered
information
present information in an appropriate format
review presentation in relation to the original task
•
•
•
•
3
•
•
•
•
4
•
•
•
•
distinguish between poetry, prose, and drama
discuss the sequence of main events in a fiction book and
identify the story’s climax
explain the contribution of illustrations in developing the
sequence of main events, setting and climax of particular novels
or picture story books
predict the outcome of the plot, identify the motivation for
a particular character’s action and predict what the main
character will do after the story has ended
distinguish between realism and fantasy and explain the
differences
identify themes in novels or picture storybooks and relate them
to real life
describe the storyline, setting, problem, climax and ending in
particular novels and picture story books
describe personality changes that occur in characters and
evaluate the credibility of characters from novels and picture
story books
•
•
•
•
•
•
•
•
•
•
•
•
identify focus questions and write a simple search plan for a
given topic
identify and locate resources
select and record information relevant to the topic.
process and organise information
present a research task that demonstrates understanding and
interpretation of the information
identify focus questions to research a given topic
identify and locate a range of resources by following a search
plan
select and record information from a variety of resources
combine gathered information and organise into personal
understandings
present logical responses to a search task
f Literature skills learning 0utcomes f Information literacy learning outcomes
LEVEL 1 | 2 | 3 | 4
Reporting to parents – Report format (1)
REPORTING
Grade Prep
LIBRARY
Grade Prep
All children participate in a weekly Library session. This is an important part of their school curriculum. The main focus in Grade Prep is literature, but other
units covered have included the care and handling of books, parts of a book and alphabetical order. Part of the literature program involved voting for the Young
Australian Best Book Awards and a study of folk tales. All children are expected to change their library books regularly.
NA
•
Handles books with care
•
•
Replaces books correctly after use
•
Identifies book parts
•
Listens to and responds to Literature
Beg
Cons
Number of books borrowed this year
COMMENTS:
Est
LEVEL 1 | 2 | 3 | 4
REPORTING
Grade 1 | Grade 2
LIBRARY
Grade 1
All children participate in a weekly Library session. This is an important part of their school curriculum. The main focus in Grade 1 is literature, with some grades
focusing on folk tales, and others on A.A. Milne and Winnie the Pooh. Other units covered have included the care and handling of books, parts of a book and
alphabetical order. Children from Grade 1 participated in the Young Australian Best Book Awards. All children are expected to change their library book regularly.
NA
•
Independently checks out and returns materials
•
•
•
Able to form picture book call numbers
•
•
Knows alphabetical order – letters
•
Shows a developing interest in literature
Beg
Cons
COMMENTS:
Est
LEVEL 1 | 2 | 3 | 4
REPORTING
Grade 1 | Grade 2
LIBRARY
Grade 2
Library is an important part of the curriculum. All children participate in a weekly Library session. The Grade 2 library program continues to focus on literature.
Additional units have included parts of a book, alphabetical order and the differences between fiction and non-fiction. All children have voted for the Young
Australian Best Book Awards.
NA
•
Able to locate and identify simple fiction and non-fiction texts
•
•
•
Able to form fiction call numbers
•
•
Knows alphabetical order – words [first letter]
Beg
Cons
COMMENTS:
Est
LEVEL 1 | 2 | 3 | 4
REPORTING
Grade 3 | Grade 4
LIBRARY
Grade 3
Library is an integral part of the school curriculum, particularly English and S.O.S.E. Children participate in weekly Library sessions. Units studied include fiction
and non-fiction, alphabetical order, parts of a book, use of audio-visual resources, reference books and research strategies. All children are expected to change
their library books regularly.
NA
•
Chooses and reads a variety of resources
•
Regularly uses library and returns books promptly
•
Can locate and reshelve picture fiction and fiction books accurately
•
Knows alphabetical order – words
•
Able to work independently and completes set tasks
•
Takes pride in completed work
Beg
Cons
COMMENTS:
Est
LEVEL 1 | 2 | 3 | 4
REPORTING
Grade 3 | Grade 4
LIBRARY
Grade 4
Library is an integral part of the school curriculum, particularly English and S.O.S.E. All children participate in weekly Library sessions. Units studied include fiction
and non-fiction, the parts of a book, alphabetical order, the Dewey system, reference books and research strategies. Diploma tests have also been completed. All
children are expected to change their library books regularly.
NA
•
Selects and reads a variety of resources
•
Regularly uses the library and returns books promptly
•
Can locate appropriate non-fiction resources
•
Understands and uses book parts
•
Able to work independently
•
Completes set tasks
•
Takes pride in completed work
Beg
Cons
COMMENTS:
Est
LEVEL 1 | 2 | 3 | 4
REPORTING
Grade 5 | Grade 6
LIBRARY
Grade 5
Library is an integral part of the school curriculum. At this level the library program aims to develop independent library users. To develop information literacy,
the focus is on defining, locating, selecting, processing and organising, creating and sharing and evaluation skills. Units covered in Library this year include
library monitor’s tests, parts of a non-fiction book, ‘Been there, seen that’ [research] and reference books. All children are expected to change their library books
regularly.
NA
•
Borrows regularly and reads widely
•
•
Competent in using facilities in library
•
Capable of working independently
•
Completes set tasks
•
Able to take and apply notes for research
•
Uses information from a variety of sources
•
Has completed library monitor’s tests
Beg
Cons
COMMENTS:
Est
LEVEL 1 | 2 | 3 | 4
REPORTING
Grade 5 | Grade 6
LIBRARY
Grade 6
Library is an integral part of the school curriculum. At this level the library program aims to develop independent library users. To develop information literacy, the
focus is on defining, locating, selecting, processing and organising, creating and sharing and evaluation skills. Units covered in Library this year include ‘The Secret
Garden, [literature], parts of a non-fiction book, ‘Been there, seen that’ [research] and reference books. All children are encouraged to change their library books
regularly.
NA
•
Competent and regular user of facilities in library
•
•
Capable of accurately shelving fiction and non-fiction books
•
Has developed competence in using reference books
•
Completes set tasks
Beg
Cons
COMMENTS:
Est
REPORTING
LEVEL 1 | 2 | 3 | 4
LIBRARY
Student name:
Grade:
Literature Skills
At this level children develop an understanding that picture books tell stories with words and pictures. They begin to respond to stories read to them by
talking about the main characters, retelling the sequence of events and discussing the setting and emotions portrayed.
Information Literacy
With teacher assistance children begin to formulate questions in response to a directed discussion or topic. They then identify sources of information
suitable to their needs and present this information in an appropriate form.
A ttitude
Poor
Satisfactory
Level 1 key features
Good
Excellent
Beg
•
Responds to literature and joins in familiar stories
•
Regularly borrows and returns library books.
Cons
Est
Teacher:
Code: Beg = Beginning
Cons = Consolidating
Est = Established
NYA = not yet addressed
N YA
LEVEL 1 | 2 | 3 | 4
REPORTING
LIBRARY
Student name:
Grade:
Literature Skills
At this level children distinguish between picture story and factual books, can talk about the main characters and events, describe settings and
emotions in books and the contribution made by the illustrator.
Info rmation Literacy
Children are developing skills to identify and define a topic or task and to focus on the information they need to locate. Key words are used and
children record in different ways information they need. At the completion of the level, children will, with assistance, be able to locate and present
information in an appropriate format.
Attitude
Poor
Satisfactory
Good
Excellent
Beg
•
Enjoys listening to a variety of literature.
•
Regularly borrows and return library books.
•
Locates and identifies simple fiction and non fiction.
•
Actively participates and completes teacher directed tasks.
Cons
Est
N YA
Teacher:
Est = Established
LEVEL 1 | 2 | 3 | 4
REPORTING
LIBRARY
Student name:
Grade:
Literature Skills
At this level children broaden their experience with literature and develop their abilities to look at the various elements of plot, setting, character,
theme, emotions and the contribution made by illustrators.
Children are developing skills to identify and define a topic and to focus on information they need to locate. They learn to brainstorm, regroup events,
information and ideas into categories and take notes. At the completion of this level children will be able to create a response to a task which is suited
to the audience and demonstrates understanding and interpretation of the information.
Attitude
Poor
Satisfactory
Good
Excellent
Beg
•
Chooses and reads a variety of literature.
•
Displays a positive approach to work.
•
Actively participates in teacher directed tasks.
•
Completes independent research activities.
Cons
Est
N YA
Teacher:
Est = Established
LEVEL 1 | 2 | 3 | 4
REPORTING
LIBRARY
Student name:
Grade:
Literature Skills
At the completion of this stage children will have refined their skills to distinguish between realism and fantasy, be able to identify themes in novels
and relate them to real life, describe storyline development that takes place in particular novels and discuss their opinions of characters and events.
Children are developing skills to narrow a topic and produce focus questions and a search plan. They are shown how to identify and locate resources
and record and present information relevant to a specific topic. At the completion of this level children will be able to process information, make
generalisations and present a logical response to a search task.
Attitude
Poor
Satisfactory
Good
Excellent
Beg
•
Reads widely for pleasure and information.
•
Understands elements of story such as setting, characters, plots etc.
•
Can locate information from a variety of sources.
•
Completes independent research activities using sound research skills.
Cons
Est
N YA
Teacher:
Est = Established
LEVEL 1 | 2 | 3 | 4
REPORTING
LIBRARY
Student name:
Grade:
Course outline
Children are introduced to as wide a variety of books as possible which are frequently related to classroom activities, themes and special occasions.
Basic Information and Literature Skills are introduced. During each weekly one hour lesson, children have the opportunity to browse and borrow books.
NA
•
•
Responds to literature
•
Able to locate circulation desk, picture books, etc
•
Understands alphabetical order and can shelve Picture Story books
•
Identifies book parts-title, spine, and call number
Beg
Cons
Teacher:
Code: NA = not available
Beg = Beginning
Est = Established
Est
LEVEL 1 | 2 | 3 | 4
REPORTING
LIBRARY
Student name:
Grade:
Course outline
Information and Literature Skills are built upon each year and include an introduction to the Dewey System, parts of a book, listening for a purpose
and identifying main characters, emotions and settings within a story. Children have the opportunity during each lesson to browse through books and
borrow.
NA
•
•
Can identify main ideas, retell stories and complete simple book reports
•
Seeks recommendations for books to read and selects more than one
type
•
Identifies book parts – title page, illustrator, chapters, etc
•
Beginning to develop an understanding of the Dewey system and can
identify and locate non fiction books.
•
Regularly borrows and demonstrates care of books.
Beg
Cons
Teacher:
Beg = Beginning
Est = Established
Est
LEVEL 1 | 2 | 3 | 4
REPORTING
LIBRARY
Student name:
Grade:
Course outline
Literature appreciation forms a significant part of lessons and is further extended to incorporate fiction, non fiction and reference books. Identifying
and locating resources, extracting information and presenting it in an appropriate manner forms the basis of the Information Skills lessons. Children
have the opportunity to browse and borrow during each lesson.
NA
•
•
Participates in discussions and expresses opinions
•
Able to follow directions, works independently and completes set tasks
•
Responds to literature and can identify main events, setting, characters,
genre and moral
•
Understands and uses terms such as blurb, index, call number
•
Can locate, understands and use non fiction and reference material
•
Can complete independent research activities
•
Regularly borrows and demonstrates care of books
Beg
Cons
Teacher:
Beg = Beginning
Est = Established
Est
LEVEL 1 | 2 | 3 | 4
REPORTING
LIBRARY
Student name:
Grade:
Course outline
Library lessons see authors, illustrators and books studied in more detail. Meeting authors, film and book reviews, reading and writing for different
purposes and group discussions, are elements of the Literature Program. Information and Research Skills continue to be developed and children are
shown how to use an extensive range of reference material, how to locate information, take notes and how to present their information in different
ways. Browsing and borrowing are encouraged at every opportunity. Competent users of the CD Rom gain a “User’s License,” and the Internet is
introduced.
NA
•
•
Able to differentiate between styles of literature and recommends
books to others
•
Understands elements of story- characters, plot, setting and theme
•
Can locate appropriate information using Inquiry Computer and the
Dewey System.
•
Understands and uses terms such as glossary, bibliography, table of
contents.
•
Can re-shelve picture story, fiction and non fiction books accurately
•
Completes independent research activities
•
Borrows regularly and reads widely for pleasure, interest and information
•
Has achieved a CD-Rom “User’s License”
Beg
Cons
Teacher:
Beg = Beginning
Est = Established
Est
Useful resources
PAGE 1 | 2 | 3 | 4
GENERAL
Australian School Library Association and Australian Library and Information Association, 2001, Learning
for the future, Carlton South, Curriculum Corporation.
Ferretter, Gerry, 1996, Skilling up; developing a professional portfolio for teacher-librarians. Richmond,
SLAV.
Sladen, R., 1996, The digital library; an introduction to library-based information technology for schools,
Sydney, User Friendly Resources.
Thomas, Ron, 1996, The school library; a practical guide to organization and management, South
Melbourne, Macmillan.
Wilson, Jenni, 2003, Focus on inquiry, Carlton, Curriculum Corporation.
TEACHING STRATEGIES
Assessing as you go; Primary English, 1997, Carlton, Curriculum Corporation.
Bennetto, Elizabeth, 1995, Learning for the future; developing information services in Australian schools;
teacher resource kit, Belconnen, Australian School Library Association.
Creenaune, Trish, 1996, What’s your purpose? Reading strategies for non-fiction texts, Marrickville, Primary
English Teaching Association.
Curriculum and standards framework; using the CSF English, 1995, Carlton, Board of Studies.
Jennings, Claire, 1996, Planning for the key learning areas; outcomes in context, Armadale, Eleanor Curtain
Publishing.
Johnson, Jennifer, 1996, Practical research; strategies to assist students in the development of research
techniques, Greenwood, W.A., R.I.C. Publications.
Literacy techniques for building successful readers and writers, 1996, Markham, Ontario, Pembroke.
Reading; developmental continuum, 1997, Port Melbourne, Rigby Heinemann.
Murdoch, Kath, 1998, Classroom connections; strategies for integrated learning, Armadale, Eleanor
Curtain.
Sukarna, Debbie, 1996, Planning for English; outcomes in context, Armadale, Eleanor Curtain
Publishing.
Wilson, Jeni, 1998, Self-assessment for students; proformas and guidelines, Armadale, Eleanor
Curtain.
PERIODICALS
Access, ASLA [email: [email protected]].
For your information; the journal for the school information professional, SLAV
[email: [email protected]].
The Literature Base, Hamilton, Qld, The Literature Base.
Magpies, Magpies [email: [email protected]].
Practically Primary, South Melbourne, Addison Wesley Longman.
SCAN, NSW Department of Education and Training [www.schools.nsw.edu.au/schoollibraries/scan/]
THINKING SKILLS
Armstrong, Thomas, 1994, Multiple intelligences in the thinking classroom, Virginia, U.S.A., ASCD
Bellanca, James, 1990, Catch them thinking, Melbourne, Hawker Brownlow Education
Boyle, Matthew, 2003, The learning file – learning and study skills, Melbourne, Hawker Brownlow.
Costa, Arthur, 1989, Techniques for teaching thinking, CA, U.S.A., Critical Thinking Press
continued
INTRODUCTION | COMPONENTS | USEFUL RESO URCES | USER GUIDE
Useful resources
PAGE 1 | 2 | 3 | 4
Dalton, Joan, 1985, Adventures in thinking, Thomas Nelson Australia
De Bono, Edward, 1992, Six thinking hats for schools. Books 1 & 2, Melbourne, Hawker Brownlow
Education
Gibbs, Jeanne, 2001, TRIBES. A new way of learning and being together, California, U.S.A., Center
Service Systems
Pohl, Michael, 2002, Infusing thinking into the Middle Years, Melbourne, Hawker Brownlow
Pohl, Michael, 2000, Learning to think – Thinking to learn. Models and strategies to develop a classroom
culture of thinking, Melbourne Hawker Brownlow Education
Pohl, Michael, 1997, Teaching thinking in the Primary years. A whole school approach, Melbourne,
Hawker Brownlow Australia
LITER ATURE
Bond, Louise, 1997, Making the most of book week, South Melbourne, Macmillan.
Carey, Patsy, 1997, Activities for any literature unit, Cheltenham, Hawker Brownlow.
Children’s Book Council, Short list information book, CBC.
Children’s Book Council, Notable Australian Children’s Books, CBC.
Hamilton, Margaret, 1993, The picture people, Sydney, Margaret Hamilton.
Hill, Susan, 1995, Book talk; collaborative responses to literature, Armadale, Eleanor Curtain.
Kids Best; Australian books for children and young adults 1996–2000, 2000, Newtown, PETA.
La Marca, Susan, 2001, Books up front; investing in the value of reading, Carlton, SLAV.
Lyon, Richard, 1995, Read all about it; book review forms for middle and upper school primary students,
Wembley Downs, W.A.
Moodie, Ruth, Activities for Early childhood, Kew, Yarra Pub.
Moodie, Ruth, Activities for Picture books, Kew, Yarra Pub.
Moodie, Ruth, Activities for Younger readers, Kew, Yarra Pub.
Rolton, Gloria, 1995, For the love of literature, South Melbourne, Macmillan.
Rural Shires School Support Centre, 2002, Book Week – Book Feast 2002 [and similar publications],
Ipswich, Ipswich District Teacher Librarian Network.
Veitch, Kate, 1995, Real live writers; how to host a successful author visit, Carlton, National Book
Council.
INF O R MATIO N LITE R AC Y S K I L L S
Burgess, Lesley, 2003, Making a difference research guide, Carlton, School Library Association of Victoria
Capra, Steph, 2002, Problems are the solution, Brisbane, Qld., Capra Ryan & Assoc.
Cottrell, Bob, 2002, The really helpful research book, Annandale, N.S.W., User Friendly Resources.
Harris, W., 1996, Current affairs; an introduction to media, RIC.
Johnson, J., 1997, Practical research strategies to assist students in the development of research
techniques. [Middle/ Upper], RIC.
Johnson, Jill, 1997, Computers, research and students; a survival kit for teachers and parents, Canberra,
ASLA ACT.
Joyner, Cecilia F., 1995, Interactive library ideas for upper primary students, Blackburn North, Seek
information services.
Langrehr, John, 1993, Better questions, better thinking, books 1 & 2, Melbourne, Longman Cheshire.
continued
Te
acchheerr LLi brar
6
Tea
ibra riai ann PPr rooggraramm PP- -6
©© SScchhooool l LLi bi br ar ar ryyAAsss soocciai at io
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Useful resources
PAGE 1 | 2 | 3 | 4
Perry, Andrew, 1995, Researching it through, Melbourne, Oxford.
Punshon, Marianne, 2002, WE SOLVE it! Approaches to information literacy, Carlton, SLAV.
Robinson, Helen, 1999, Read about, think about, St Leonards NSW, Horwitz Martin
Ryan, Jenny, 1999, Information literacy planning overview P/K-7, Coorparoo, Qld., Capra Ryan & Assoc. [and
related materials]
Sladen, Rosemary, 1999, The library toolkit, Annandale, N.S.W., User Friendly Resources.
Stumer, S., 1995, Research topics activities to develop general knowledge and research skills, [Lower/Middle/
Upper], RIC.
Using the CSF to teach information skills; strategies for the key learning areas, 1995, Richmond, SLAV.
Tadewalt-Wren, Carol, 1998, Library resource; developing library research skills, Greenwood, W.A., Prim-Ed
publishing.
Teaching information skills, 1997, Canberra, ASLA.
Whiting, T., 1996, 50 guided research projects, Pendle Hill, Blast Educational Publications.
continued
Useful resources
PAGE 1 | 2 | 3 | 4
www.highlands.vic.edu.au/research
The Wrapping Up website
is designed for teaching
information skills for the middle
years of schooling.
www.sofweb.vic.edu.au
SOFWeb is an initiative of the Victorian Department of Education & Training. It currently has over 33,000 files
and over 2,500 sites linking to content on the SOFWeb site. SOFWeb not only carries information produced
specially for Victorian schools, but also points to the best resources in other states and countries. SOFWeb is a
jumping off point for the Internet, a repository of carefully selected resources and projects, a place to develop
skills, ask questions, find peer support and professional development activities, and learn, in an educationally
based environment to make the best use of information technologies to enhance teaching and learning.
SOFWeb enables students and teachers to join networked classroom and professional development activities
from Australia and around the world. SOFWeb also provides links to school Home Pages and school produced
on-line activities which are providing a benchmark for schools everywhere.
A. INTRODUCTION
B. COMPONENTS
OVERVIEW
How the program relates to the CSF
Curriculum overview
Level 1
Level 2
Level 3
Level 4
LITERATURE SKILLS
Learning outcomes
Level 1
Level 2
Level 3
Level 4
Teaching strategies
Suggested genres & titles, authors & illustrators
Level 1
Level 2
Level 3
Level 4
Recommended books
Level 3
Level 4
Film as Text
Level 1
Level 2
Level 3
Level 4
Boys and reading
Templates
New book review
Book talk summary
INFORMATION LITERACY
Why Information literacy?
Learning outcomes
Level 1
Level 2
Level 3
Level 4
Teaching strategies
Establishing prior knowledge
Extracting information and ideas
Strategies to record & present information
Assessment strategies
Plagiarism
Strategies to prevent plagiarism
Writing bibliographies
The Information process (poster)
Printable version
Templates
Template for integrated unit
Collecting information for bibliography
Data grid
Data chart
Data summary
Researching places data chart
Pathfinder 1
Pathfinder 2
Peer assesment
Self assesment
Internet research
Concept map
Task analysis
Generic research questions
Animal project sheet
Notetaking and notemaking
Problem, cause, effect, solution
Venn diagram
PLANNING
Work program template
1-page printable version
2-page printable version
Library program overview template
Whole school topic overview template
Term plan template
Example of a Term plan of an integrated unit
ASSESSMENT
Literature skills assessment strategies
Level 1
Level 2
Level 3
Level 4
Level 1
Level 2
Level 3
Level 4
Level 1
Level 2
Level 3
Level 4
Library profiles
Level 1
Level 2
Level 3
Level 4
Templates
Assessment tasks
Project assessment rubric
Borrowing record
Teacher assessment
Student self-assessment
Student test kit
Library licence questions
Library diploma questions
Library user certificates
REPORTING
Reporting to the school community
Report to parents – Report outcomes
Report to parents – Report format 1
Level 1
Level 2
Level 3
Level 4
Level 1
Level 2
Level 3
Level 4
Level 1
Level 2
Level 3
Level 4
C. USEFUL RESOURCES
D. USER GUIDE
User guide
PAGE 1 | 2 | 3
The TLP P-6 program utilises two main navigation methods: Full screen and Adobe view.
On opening, the program defaults to the Full screen view. You can toggle between this method of navigation and the
Adobe view from virtually any page. You may find that it is easier to first navigate the program in Full screen view;
once you become familiar with the program the Adobe view may prove to be more flexible for specific tasks.
F ull s cr ee n vi e w
This form of navigation allows the user to navigate throughout the document using clearly designated buttons
(links) just like a multimedia application (see picture below)
For easy orientation, buttons have tooltips where required. To toggle between the two different modes of viewing,
click on the task button TOGGLE FULL SCREEN/ADOBE VIEW (see below).
A d o b e vi e w
In the Adobe view (see right),
all the functionality of the Full
screen view is still available.
Additionally, the full range of
functions of Adobe Reader are
available, including bookmarks
and pages (thumbnails).
This allows for an alternative
way of navigating through the
program.
Si t e ma p
t as k b utt ons
toggle Full
screen/
Adobe view
n a vi g a t i on
buttons
S it e m a p
I N TR O D U CT I ON | C OMP O N EN TS | USE F UL R ES O U RC E S | U SE R G U I DE
Once you are familiar with the
program, you may also want to use
the SITE MAP [by clicking on the
SITE MAP task button on the Main
(Components) menu and each section
menu].
The SITE MAP shows all the sections
and topics in hierarchical order, and
each line acts as a button (link) to
the respective page/s. This allows
for very quick navigating, enhanced
by the colour coding of the different
sections.
User guide
PAGE 1 | 2 | 3
Ta s k b ut to n s
Sticky notes
navigation buttons
toggle full
screen/Adobe
view
previous
view
previous/
next page
WORD
file
page
setup
print
current
page
print levels/
pages
go to
Main menu
(Components)
Most of the task buttons are obvious. Where the button is faded, it signifies that this function is not available
on this page.
The WORD FILE button allows you to access a related file in Microsoft Word for customisation. All of the
templates in this program have been included as WORD files.
When printing it is advised to always check your printer settings by using the PAGE SETUP button.
To print the current page, click PRINT CURRENT PAGE.
To print all the levels and/or the relevant pages within a topic, click PRINT LEVELS/PAGES.
To print a whole section, select the PRINT SECTION button on the section and/or sub-section menus.
When first opening the program,
on certain pages you may
encounter yellow ‘sticky notes’
which provide an explanation to
the topic/page.
These sticky notes can be closed
by clicking on the ‘x’ button in
the top right corner.
NB: If these notes are closed, you
can view the contents of the note
by rolling over the yellow ‘note’
icon.
Hyperlinks
Throughout the program you
will find a number of hyperlinks,
clearly identifiable by the f icon
and the blue coloured text.
By clicking on these links you will
be taken to the appropriate topic/
page. To get back, simply click on
the PREVIOUS VIEW task button.
close note here
User guide
PAGE 1 | 2 | 3
U ti li si n g th e W OR D tem plat es wit h t his p r og ra m ( c op yi n g & p a s t i n g )
To select text from this program, right-click your mouse (control-click on
the Mac if you haven’t a right clickable mouse). A dialogue box will appear,
as above. Select the ‘Allow Hand Tool to Select Text’ function and right click
outside this window to exit.
You can now click on and highlight the text you want to copy. Right-click your mouse when you have selected the
appropriate text and choose the ‘Copy to Clipboard’ function (see below). The text is now on your clipboard ready to
be pasted into WORD.
Once you have opened your WORD template, in this example the ‘Work program’ file, you can paste your text into
the appropriate spot (see above).
To navigate between WORD and the TLP P-6 program
you can use a shortcut:
• Apple-TAB on MacOSX (see right)
• Alt-TAB on Windows XP.
Adobe versus Full screen view
If you are not comfortable with using the right click function of your mouse, choose the Adobe view
which provides you with access to the Adobe Reader 7 menu bar with all the features you may
require. You may also want to ‘split’ your screen and have the program window on one side and the
WORD template/worksheet you are working on on the other side. You can then simply jump from one
window to the other.

Teacher librarian program P-6

Transcription

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