library media kindergarten session 1 concepts: skills ......information literacy content resources...

Neshaminy School District: Library Science Curriculum Map, Kindergarten

Library Media Kindergarten Session 1

Concepts: Skills:

Purpose of the school library Library Citizenship

Participate and collaborate as members of a social and intellectual network of learners. Ask and answer questions about key details in text read aloud or presented orally. Understand the purpose of a library. Use speaking skills to communicate new understandings effectively.

AASL Standards NETS-S Standards CCSS Standards

3.1.2 Participate and collaborate as members of a social and intellectual network of learners. 3.2.2 Show social responsibility by participating actively with others in learning situations and by contributing questions and ideas during group discussions. 3.3.2 Respect the differing interests and experiences of others and seek a variety of viewpoints.

1. Communication and Collaborationb. Communicate information and ideaseffectively to multiple audiences using avariety of media and formats.

CCSS.ELA-Literacy.SL.K.1a Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion). CCSS.ELA-Literacy.SL.K.2 Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. CCSS.ELA-Literacy.SL.K.6 Speak audibly and express thoughts, feelings, and ideas clearly.

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

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

I can practice asking and answering aquestion.

I can explain that students can borrowbooks

I can follow directions. I can practice using new vocabulary.

Library Library Media

Specialist Librarian Library

Citizenship Borrow/Lend Vocabulary

N/A N/A

Information Literacy Content Resources Technology Literacy Content

Students will practice listening skills. Students will practice asking and

answering questions. Students will be introduced to basic

library procedures.

SMART Board Literature: Mapping Penny Curious George Goes to the Library I Took My Frog To The Library Library Dragon

N/A

Assessment: Student SMARTBOARD Response, student oral response, LMS observation. Note: Kindergarten students borrow books starting in October.

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

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




Concepts: Skills:

Library Citizenship Listening Skills

Ask and answer questions about key details in text read aloud or presented orally. Demonstrate proper book handling skills.

AASL Standards NETS-S Standards CCSS Standards 1.1.6 Read, view, and listen for information presented in any format (e.g., textual, visual, media, digital) in order to make inferences and gather meaning. 3.1.2 Participate and collaborate as members of a social and intellectual network of learners. 3.1.3 Use writing and speaking skills to communicate new understandings effectively. 4.1.3 Respond to literature and creative expressions of ideas in various formats and genres.

2. Communication and Collaborationb. Communicate information and ideaseffectively to multiple audiences using avariety of media and formats.

CCSS.ELA-Literacy.RL.K.1 With prompting and support, ask and answer questions about key details in a text. CCSS.ELA-Literacy.RL.K.10 Actively engage in group reading activities with purpose and understanding. CCSS.ELA-Literacy.SL.K.6 Speak audibly and express thoughts, feelings, and ideas clearly.


As a member of a group, I can sit andlisten to a story.

I can respond to the story by answeringquestions.

I can discuss main ideas presented inthe story.

I can learn ways to care for a librarybook.

I can work with a partner.

Main idea Responsibility

N/A N/A


Students will listen to a story andidentify main ideas.

Students will demonstrate anunderstanding of print book care.

Students will interact with theirpartner.

Stella Louella and the Runaway Book Mr. Wiggles Curious George Visits the Library The Runaway Book Took My Frog to the Library Videos on Shelf Markers and Book Care in September K-1 folder. Make Shelf Markers

N/A

Assessment: Student SMARTBOARD Response, student oral response, LMS observation.

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





Concepts: Skills:

Book Handling Skills Describing Key Ideas and Details Behaving as a Digital Citizen

Demonstrate proper book handling skills. Ask and answer questions about key details in text read aloud or presented orally. Demonstrate proper care of technology and equipment.


1.3.4 Contribute to the exchange of ideas within the learning community. 2.1.4 Use technology and other information tools to analyze and organize information. 3.1.6 Use information and technology ethically and responsibly.

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

CCSS.ELA-Literacy.SL.K.2 Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood.

CCSS.ELA-Literacy.L.K.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts something is not understood.


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

book. I can explain how to avoid common

ways a book is damaged.

Book Care Dog ears Book Mark Dangers to Books

SMART Board I can drag graphics on a SMART Board. I can organize information using

technology.


Students will demonstrate anunderstanding of print book care(including avoiding water, pets,younger siblings, food, and using abook bag.)

Samples of Damaged Books Book Care Booklet “Sad” Stories Kidspiration File on SharePoint: Book Care

Students will identify the Do’s and Don’tsof book care using a Kidspiration file.

Assessment: Student SMARTBOARD Response, student oral/chorale response, LMS observation.


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



Concepts: Skills:

Selecting Literary Fiction Describing Key Ideas and Details

Understand the procedures used for borrowing and returning library books. Ask and answer questions about key details in text read aloud or presented orally.


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

5. Digital Citizenshipa. Advocate and practice safe, legal, andresponsible use of information andtechnology.6. Technology Operations and Conceptsa. Understand and use technology systems.

CCSS.ELA-Literacy.SL.K.2 Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood.


I can explain/demonstrate thedirections for book selection.

I can explain/demonstrate thedirections for checking out a print book.

Circulation Desk Library Card (if

used) Swapping/trading

Borrow/lend Buying

Barcode label Scan Barcode Scanner

I can identify the barcode scanner. I can locate and identify the barcode on a

library book. I can locate my library card barcode, if

used.


Students can model theKindergarten procedures used forchecking out a print book.

Barcodes on books Library Cards (if used) Stella Louella’s Runaway Book Mask Retriever video Backyardagains Session 1 or 3 Nick Junior (download from iTunes)

Students will identify the barcodescanner.

Students will locate and identify thebarcode on a library book.

Assessment Options: Student SMARTBOARD Response, student oral/chorale response, LMS observation.




Concepts: Skills:

Selecting Literary Fiction With assistance, select grade-level-appropriate literature


4.1.1 Read, view, and listen for pleasure and personal growth. 4.4.1 Identify own areas of interest.

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

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

CCSS.ELA-Literacy.SL.K.3 Ask and answer questions in order to seek help, get information, or clarify something that is not understood. CCSS.ELA-Literacy.RL.K.10 Actively engage in group reading activities with purpose and understanding.


I can choose a book that I want toborrow.

I can check out a book from the library. I can tell you when my book needs to

be returned. I can ask for help when I need help.

Due Date Overdue Overdue Notice On time Check out Check in

N/A N/A


Students will select a book toborrow following library procedures.

Students will follow check-outprocedures.

Students will select a book based ontheir own areas of interest.

Pre-Selected Books N/A

Assessment: LMS observation. All students will have selected a book, followed check-out procedures and left the library in good order.

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





Concepts: Skills:

Identifying Text Features Locate and identify parts of book (e.g., title, author).


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

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

CCSS.ELA-Literacy.RI.K.5 Identify the front cover, back cover, and title page of a book.


I can locate the following parts of abook: Cover, Pages, Spine, and SpineLabel.

I can practice using the vocabulary.

Cover Pages Spine Spine Label

Document camera I can share information with the classusing the document camera.

I can explain and practice following therules for using the document camera.


Students identify: Cover, Pages,Spine, Spine Label

Document Camera Variety of Books

Students will practice using the documentcamera to share information.

Students will know the rules for usingdocuments camera.

Assessment: Students can point to the specific parts of a book as directed. (Cover, Pages, Spine, Spine and Spine Label)

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



Concepts: Skills:

Introduction to iPads using an eBook Describing Key Ideas and Details

Observe the use of basic iPad buttons and gestures. Listen to an oral reading of an eBook. Ask and answer questions about key details in text read aloud or presented orally.


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

2. Communication and Collaborationb. Communicate information and ideas effectivelyto multiple audiences using a variety of mediaand formats5. Digital Citizenshipb. Exhibit a positive attitude toward usingtechnology that supports collaboration, learning,and productivity6. Technology Operations and Conceptsa. Understand and use technology systems

CCSS.ELA-Literacy.L.K.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts.


I can listen to a digital story. (eBook) I can respond to the story by answering

questions. I can identify differences and

similarities between print and digitalbooks.

Print book Digital Book eBook

iPad Swipe Tap Home

Screen/Desktop Home button Power Button Mobile Device

Positive Attitude

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

navigate an eBook.


Students will respond to informationpresented orally by answeringquestions.

Students will compare and contrastprint books with eBooks.

Scholastic Book Flix on POWER Library Scholastic APP: Storia “ Clifford’s Good Deeds” Follett Shelf: Community Helper Or a Halloween Story (LMS demo lesson, students will use iPads next session)

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

vocabulary. Students will be encouraged to display a

positive attitude towards technology.

Activity Options: Select students to demonstrate the taps and swipes needed to open an eBook using a projector or SMART Board. Assessment : LMS Observation




Concepts: Skills:

Demonstrating Technology Etiquette & Safety Behaving as a Digital Citizen

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


1.1.8 Demonstrate mastery of technology tools for accessing information and pursuing inquiry.

5. Digital Citizenshipb. Exhibit a positive attitude toward usingtechnology that supports collaboration,learning, and productivity.6. Technology Operations and Conceptsa. Understand and use technology systems.

CCSS.ELA-Literacy.W.K.6 With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers. CCSS.ELA-Literacy.L.K.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts.


I can use new vocabulary. N/A Swipe Expand screen Tap Home Screen Shortcuts Apps Icon Home button Power Button Pinch

I can follow the Rules for District iPad Usefor Students.

I can turn the iPad on and off. I can navigate to the app the class is using

as directed. I can avoid icons that are not for students. I can follow iPad procedures.


Students will use the vocabularyintroduced.

Glove video on Blendspace Beginner video is posted to Blendspace. Use SMART Board for displaying rules and video. Buzzle the Puzzle App

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

distribution and collection.

Assessment: LMS Observation -- Students can turn on the iPad, navigate to an app and turn the iPad off.

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




Concepts: Skills:

eReader Handling Skills

Selecting Literary Fiction

Demonstrate correct procedures for using eReader devices (e.g., how to turn device on and off, turn pages, protect screen). With prompting and support, actively engage in group reading activities in variety of genres.


1.1.8 Demonstrate mastery of technology tools for accessing information and pursuing inquiry. 4.1.1 Read, view, and listen for pleasure and personal growth.

5. Digital Citizenshipb. Exhibit a positive attitude toward usingtechnology that supports collaboration,learning, and productivity.6. Technology Operations and Conceptsb. Select and use applications effectivelyand productively.

CCSS.ELA-Literacy.W.K.6 With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers. CCSS.ELA-Literacy.RI.K.10 Actively engage in group reading activities with purpose and understanding.


I can use an iPad to listen to an eBook. I can interact with an eBook.

Interact App Icon Tap on words to

hear Ear Buds Headphones Digital Story Interactive Story

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

beginning to the end of the eBook.


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

Scholastic Book Flix on POWER Library Tumble Books Student ear buds or headphones Dongle with iPad/Display

With assistance, students will use thebasic buttons and icons on an iPad toopen and move through an eBook.

Assessment: LMS Observation





Concepts: Skills:

Practicing with Text Features Identify parts of book (e.g., title, author) and parts of text (e.g., beginning, end, details).



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

CCSS.ELA-Literacy.RI.K.5 Identify the front cover, back cover, and title page of a book. CCSS.ELA-Literacy.RI.K.6 Name the author and illustrator of a text and define the role of each in presenting the ideas or information in a text.


I can locate the following parts of abook: Title, Title Page.

Title Title Page

Pen Feature Eraser Feature

I can use the pen feature to circle myresponse on the SMART Board.

I can erase my mistakes using the eraserfeature on the SMART Board.

I can move between the pen and eraser.


Students will identify parts of abook.(Title, Title Page)

Scholastic Book Flix on POWER Library Giving Thanks: A Native American EBook: Thanksgiving Story or other fictional literature SMART Board activity on Share Point

Students will use the SMART pen or fingerto circle their responses on the SMARTBoard

Students will use the SMART eraserfeature to correct their mistakes.

Activity: Students can use the document camera to identify their title page and title. Assessment: LMS observation of students using the SMART Board features.





Concepts: Skills:

Identifying Author and Illustrator Roles Recalling Information

Define roles of author and illustrator. With help, recall information from past experience or from information provided to answer question.




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


I can identify the author of a story andexplain his/her role.

I can identify the illustrator of a storyand explain his/her role.

Illustrations Text Author Illustrator

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


Students will recall informationabout the role of authors andillustrators presented in a streamingvideo.

Video: Introducing a popular author and illustrator. Mo Willems Video Interview on Reading Rocket www.readingrockets.org/books/interviews/willems/ Marc Brown www.readingrockets.org/books/interview/brown/ Or similar videos Songs about author/Illustrator (Lyrics posted in Nov. folder in Blendspace.)

Students will watch and respond to avideo introducing a popular author.

Students will watch and respond to avideo introducing a popular illustrator.

Assessment: Students can explain the role of the author and the illustrator. Oral Response.


http://www.readingrockets.org/books/interviews/willems/

http://www.readingrockets.org/books/interviews/willems/

http://www.readingrockets.org/books/interview/brown/

http://www.readingrockets.org/books/interview/brown/



Concepts: Skills:

Identifying Author and Illustrator Roles Define the roles of author and illustrator. Locate author’s and illustrator’s name on book cover or title page.




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


I can identify the author and explain hisrole.

I can identify the illustrator and explainhis role.

I can identify the beginning, end anddetails of a story.

Illustrations Text Author Illustrator

N/A N/A


With support and guidance, usingprovided title pages; students willlocate the author and the illustrator.

Students will explain the roles ofauthor and illustrator.

Students will recall and describe thebeginning, end and details of astory.

SMART Board activity Copies of a title page Book under document camera Print Book: Holiday/Seasonal Stories

N/A

Assessment: Students will identify the author and the illustrator for books.



Library Media Kindergarten Session 13-14

Concepts: Skills:

Identifying Text Features Book & eReader Handling Skills

Identify parts of text: e.g. beginning, end, details. Identify characters in stories and what happens to these characters.

Demonstrate proper correct procedures for using eReader devices (e.g., how to turn device on and off, turn pages, protect screen).


3.1.3 Use writing and speaking skills to communicate new understandings effectively. 4.1.3 Respond to literature and creative expressions of ideas in various formats and genres.

2. Communication and Collaborationb. Communicate information and ideaseffectively to multiple audiences using avariety of media and formats.5. Digital Citizenshipb. Exhibit a positive attitude toward usingtechnology that supports collaboration,learning, and productivity.

CCSS.ELA-Literacy.RL.K.2 With prompting and support, retell familiar stories, including key details. CCSS.ELA-Literacy.RL.K.3 With prompting and support, identify characters, settings, and major events in a story.


I can identify the beginning and end ofa story.

I can identify details that support mainideas.

I can identify characters and whathappens to them.

Character Main Idea

Navigate Interact

I can listen to an eBook displayed on theSMART Board.

I can navigate and interact with an eBookusing a SMART Board.


Students will recall and describe thebeginning, end and details of thestory.

Students will describe charactersand their role in the story.

Select from: Holiday/Seasonal Stories or Books with Favorite Characters Book Flix: Night Before Christmas Follett Shelf: Polar Express eBook Tumble Books: Olive, the Other Reindeer Time: 7 minutes Or other eBook Include SMART Board Activity

Students will listen and respond to aneBook displayed on a SMART Board.

Students will use the SMART Board toturn pages and interact with the eBook.

Students will be encouraged to display apositive attitude towards technology,focusing on eBooks.

Assessment: LMS observation of students using the SMART Board to inter act with an eBook.





Concepts: Skills:

Selecting Informational Texts & Literary Non-Fiction Engage in reading activities related to non-fiction with purpose and understanding.


1.1.6 Read, view, and listen for information presented in any format (e.g., textual, visual, media, digital) in order to make inferences and gather meaning. 4.1.3 Respond to literature and creative expressions of ideas in various formats and genres.

3. Research and Information Fluencya. Plan strategies to guide inquiry.c. Evaluate and select information sources anddigital tools based on the appropriateness tospecific tasks.

CCSS.ELA-Literacy.RI.K.7 With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts). CCSS.ELA-Literacy.RI.K.8 With prompting and support, identify the reasons an author gives to support points in a text.


I can identify characteristics of non-fiction.

I can explain how the characteristicscan be used to help locate information.

I can explain if a source will have theinformation needed.

Photographs Facts True Text Table of Contents Index Words to Know

(Glossary)

N/A N/A


Students will listen to a non-fictionbook on gorillas.

Students will identify characteristicsof a non-fiction book.

Students will explain which featurescan help with locating information.

Print: Gorilla Book NOTE: Lessons 15-17 are building background knowledge for lesson 18.

N/A

Assessment: Student oral responses to questions.





Concepts: Skills:

Selecting Informational Texts & Literary Non-Fiction Evaluating Diverse Media

Engage in reading activities related to non-fiction with purpose and understanding.

Describe relationships between illustrations and text.


1.1.6 Read, view, and listen for information presented in any format (e.g., textual, visual, media, digital) in order to make inferences and gather meaning. 4.1.3 Respond to literature and creative expressions of ideas in various formats and genres.

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

CCSS.ELA-Literacy.RI.K.7 With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts). CCSS.ELA-Literacy.RI.K.8 With prompting and support, identify the reasons an author gives to support points in a text.


I can identify characteristics of non-fiction.

Photographs Facts True

Pebble Go Database Navigate Menu

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

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


Students will identify characteristicsof digital non-fiction text.

Pebble Go – Animal Database: include gorilla and chimpanzee in your searches. Large group using SMART Board

Students will identify characteristics ofdigital non-fiction text.

Students will have a basic understandingof how to navigate the Pebble Godatabase.

Assessment: LMS observation of students using the SMART Board and responding to questions.





Concepts: Skills:

eReader Handling Skills Identifying Literary Elements Recalling Information

Demonstrate correct procedures for using eReader devices (e.g., how to turn device on and off, turn pages, protect screen). Find connections between words and illustrations in book read aloud or read alone. With help, recall information from past experience or information provided to answer question.



3. Research and Information Fluencyb. Locate, organize, analyze, evaluate,synthesize, and ethically use information froma variety of sources and media.6. Technology Operations and Conceptsa. Understand and use technology systems.

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


I can explain how text and illustrationswork together.

I can identify examples of when the textand the illustration match.

Connections Recall

Review iPad vocab Interactive eBook

With support and guidance: I can connect my ear buds to the iPad and

adjust the volume. I can remember the iPad procedures. I can open the correct app. I can listen to an eBook. I can turn pages and move from the

beginning to the end of the eBook.


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

eBook : Giggly Gorilla (free app) Ear Buds

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

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

Assessment: LMS observation of students using the Giggly Gorilla app using their ear buds/headphones.




Concepts: Skills:

Explaining Different Types of Text Compare and contrast difference between fiction and non-fiction


1.1.6 Read, view, and listen for information presented in any format (e.g., textual, visual, media, digital) in order to make inferences and gather meaning. 1.1.7 Make sense of information gathered from diverse sources by identifying misconceptions, main and supporting ideas, conflicting information, and point of view or bias. 4.1.3 Respond to literature and creative expressions of ideas in various formats and genres. 4.3.2 Recognize that resources are created for a variety of purposes.

3. Research and Information Fluencyb. Locate, organize, analyze, evaluate,synthesize, and ethically use information froma variety of sources and media.6. Technology Operations and Conceptsa. Understand and use technology systems.

CCSS.ELA-Literacy.RI.K.9 With prompting and support, identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures). CCSS.ELA-Literacy.RL.K.5 Recognize common types of texts (e.g., storybooks, poems).


I can list likes and differences betweena fiction and non-fiction text.

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

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

Compare Contrast Fiction Non-Fiction

Graphic organizer I can find the correct app and interactwith an eBook.


Students can identify differencesbetween a fiction and non-fictiontext.

Kidspiration or SMART Notebook Graphic Organizer chart eBook: Giggly Gorillas (iPad) Pebble Go Animals: Gorilla

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

Assessment: LMS charts class responses.





Concepts: Skills:

Research Process: Developing Research Topics and Questions Ask questions about a topic. As part of a grade-level-appropriate research process, choose a topic with guidance.


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

3. Research and Information Fluencya. Plan strategies to guide inquiry

CC.K.W.7 Research to Build and PresentKnowledge: Participate in shared research andwriting projects.


I can identify what I am interested inlearning.

I can ask questions about a topic. I can choose a topic to research.

Research Curious Questions Topic

N/A N/A


With support, students will work in alarge group to list researchquestions on a given topic.

SMART Board: Use to record questions and save for following lesson. Use unusual animals or unfamiliar topic. KWL Chart

N/A

Assessment: LMS records class responses.



Concepts: Skills:

Research Process: Effective Inquiry Describing Key Ideas and Details

Participate in individual or shared research. Ask and answer questions about key details in text read aloud or presented orally.


1.1.2 Use prior and background knowledge as context for new learning. 1.1.6 Read, view, and listen for information presented in any format (e.g., textual, visual, media, digital) in order to make inferences and gather meaning. 2.3.1 Connect understanding to the real world. 4.1.5 Connect ideas to own interests and previous knowledge and experience.

3. Research and Information Fluencya. Plan strategies to guide inquiryc. Evaluate and select information sources anddigital tools based on the appropriateness tospecific tasks

CCSS.ELA-Literacy.W.K.7 Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them).

CCSS.ELA-Literacy.W.K.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.


I can identify the answers to ourquestions as text is read orally.

I can evaluate our questions withoutanswers after the reading. (Too vague,need additional resources, problemwith question.)

Researchers Resource Source Cite Source (by

title) Evaluate

Database I can cite a digital source by title.


Students will identify the answers totheir questions as text is read orally.

Students will evaluate theirunanswered questions.

Students will identify their sourcesby title.

Non-Fiction Books Pebble Go SMART Board to display KWL chart

Students will cite a digital source by title.

Assessment: LMS assesses students’ ability to identify needed information and evaluate questions and source.





Concepts: Skills:

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


3.1.6 Use information and technology ethically and responsibly.

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

N/A


I can explain the need for supervisionwhile I am on the Internet.

I can explain ways to be safe on thecomputer.

I can identify dangerous behaviorswhile Online.

Online Legal Safe Responsible Private

Netiquette I can view information in a video to learnabout a topic.


Students will understand ways to besafe while Online.

Students will be able to distinguishbetween some safe and unsafebehaviors.

Video on Common Sense Media website: My Online Neighborhood video

Students will watch and respond to avideo introducing Internet safety.

Assessment: Thumbs up/thumbs down assessment identifying safe and unsafe behaviors.



Concepts: Skills:

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


3.1.6 Use information and technology ethically and responsibly.

6. Technology Operations and Conceptsa. Understand and use technology systems

N/A


N/A N/A PC Computer Monitor Mouse Keyboard Log-on Power Button Username Password

I can log onto a PC in the library. I can name the basic parts of a PC. I can describe computer manners.


N/A PCs Neshaminy Logons Coloring sheet for identifying parts of a computer.

Half of the students will log onto to alibrary PC using their personal Neshaminylogon.

Half of the students will identify the basicparts of a computer by coloring on aworksheet.

Groups will switch.

Assessment: LMS observation of students logging on. Worksheet.


Library Media Kindergarten Sessions 23-24

Concepts: Skills:

Evaluating Sources With help and support, use web browser to locate content –specific websites.



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

CCSS.ELA-Literacy.RI.K.7 With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts).


I can locate information in a database. Search Term Pebble Go Image Graphic

I can logon to a PC using my Neshaminylogon.

I can navigate to Pebble Go. I can type in a search term and locate an

image.


Given a name of an animal, studentswill search for images in a database.

Pebble Go Cards with names of animals

Half of the students will logon to a PC andnavigate to Pebble Go. (Next week theother half will logon.)

Students will alternate typing in a name ofa given animal to locate an image of thatanimal.

Assessment: LMS will check that the image matches the animal on the card before providing a new card. Cards can be progressively more difficult.




Concepts: Skills:

Identifying Literary Elements Describing Key Ideas and Details

Identify characters in familiar stories. Identify similarities and differences among characters from different stories. Ask and answer questions about key details in text read aloud or presented orally.



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


I can identify characters in familiarstories.

I can compare and contrast charactersfrom different stories.

Characters Alike Different Compare Contrast

N/A N/A


Students will listen to popular orclassic children’s literature tobecome familiar with well-knowncharacters.

Students will identify ways that twocharacters are alike and/or different.

Various print or digital books Document camera SMART Board Story Circle Book Flix videos Safari Montage

N/A

Assessment: Students can identify and describe similarities and differences among well-known characters.




Concepts: Skills:

Producing And Publishing with Technology Research Process: Effective Inquiry

With guidance and support, use digital tools to produce and publish writing in collaboration with peers. Participate in individual or shared research.


2.1.4 Use technology and other information tools to analyze and organize information. 2.1.6 Use the writing process, media and visual literacy, and technology skills to create products that express new understandings. 3.1.3 Use writing and speaking skills to communicate new understandings effectively. 3.2.3 Demonstrate teamwork by working productively with others.

1. Creativity and Innovationa. Apply existing knowledge to generate newideas, products, or processes.b. Create original works as a means ofpersonal or group expression.2. Communication and Collaborationd. Contribute to project teams to produceoriginal works or solve problems.

CCSS.ELA-Literacy.W.K.6 With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers.


I can brainstorm for research questionsabout my animal.

Brainstorm Research

Questions

Record Animations Text

I can navigate to the Educreations app. I can search for an image on the web

through Educreations. I can manipulate the size and placement

of the images. I can record my voice using Educreations.


Students will record their researchquestions.

Educreations app Animal cards

Students will create an Educreationsvideo. The video will contain twomanipulated images of a given animal andhave research questions for that animalrecorded.

Assessment: LMS will review the videos created by the students.



Library Media Kindergarten Sessions 29

Concepts: Skills:

Research Process: Effective Inquiry Participate in individual or shared research.


1.1.6 Read, view, and listen for information presented in any format (e.g., textual, visual, media, digital) in order to make inferences and gather meaning. 1.1.7 Make sense of information gathered from diverse sources by identifying misconceptions, main and supporting ideas, conflicting information, and point of view or bias. 1.1.2 Use prior and background knowledge as context for new learning. 2.3.1 Connect understanding to the real world. 4.1.5 Connect ideas to own interests and previous knowledge and experience.

2. Communication and Collaborationa. Interact, collaborate, and publish withpeers, experts, or others employing a varietyof digital environments and media.

CCSS.ELA-Literacy.RI.K.9 With prompting and support, identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures). CCSS.ELA-Literacy.W.K.8 Research to Build and Present Knowledge: With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.


I can share my research question. Publish Air Server I can share my video.


Students can share theirEducreations video with the class.

SMART Board with student iPad Air Server on MacBook

With prompting and support, selectedstudents will connect their iPad to AirServer to share their video.

Assessment: Students can self-evaluate identifying portions/skills that they could do differently or improve upon and portions/skills that were well done.





Concepts: Skills:

Selecting Literary Fiction Evaluating Sources

Use illustrations and familiar words to create meaning from text by questioning, reflecting, responding and evaluating. Support opinion with reasons.



6. Technology Operations and Conceptsa. Understand and use technology systems.b. Select and use applications effectivelyand productively.

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


I can state my opinion with reasons. I can evaluate characters to determine

if they would make a good friend.

Opinions Reasons

Socrative Poll Results

I can answer a multiple choice questionusing Socrative.


Students will listen to popular orclassic children’s literature. Studentswill evaluate the characters andidentify one that will make a goodfriend and provide reasonssupported by the literature. (Orsome similar evaluating activity)

Various print or digital books Document camera SMART Board Story Circle Socrative app Book Flix videos Safari Montage

Students will take a poll using Socrative asa concluding activity. The poll will allowthem to select their choice of a characterthat would make a good friend.

Assessment: Students will enter their responses on the Socrative app.




Concepts: Skills:

Using Digital Media With help and support, identify similarities and differences among text, graphics, audio, and video.


2.1.5 Collaborate with others to exchange ideas, develop new understandings, make decisions, and solve problems. 3.1.2 Participate and collaborate as members of a social and intellectual network of learners. 3.2.2 Show social responsibility by participating actively with others in learning situations and by contributing questions and ideas during group discussions. 3.3.2. Respect the differing interests and experiences of others and seek a variety of viewpoints.

3. Research and Information Fluencyb. Locate, organize, analyze, evaluate,synthesize, and ethically use information froma variety of sources and mediac. Evaluate and select information sources anddigital tools based on the appropriateness tospecific tasks

CC.K.SL.1.a Comprehension and Collaboration:Follow agreed-upon rules for discussions (e.g.,listening to others and taking turns speakingabout the topics and texts under discussion).CC.K.SL.1.b Comprehension andCollaboration: Continue a conversationthrough multiple exchanges.CC.K.SL.3 Comprehension and Collaboration:Ask and answer questions in order to seekhelp, get information, or clarify somethingthat is not understood.CC.K.SL.6 Presentation of Knowledge andIdeas: Speak audibly and express thoughts,feelings, and ideas clearly.


I can describe how text, graphics, audio,and video are alike and different.

Text Graphics Audio Video

I can select which format is best for atask: text, graphics, audio, and video.


Students will in a large group worktogether to identify similarities,differences and uses among text,graphics, audio, and video.

SMART Board activity Can review different media used throughout the year or use new samples for a topic.

Students will evaluate a source based onits appropriateness to a task.

LMS will provide a various media forstudents to evaluate.

Students will observe the use of anorganizational tool.(SMART Notebook orKidspiration)

Assessment: LMS models organizing information using SMART Notebook or Kidspiration software. Student discussion charted and organized by LMS.


Library Media Kindergarten Session 33 BOOK FAIR

Concepts: Skills:

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

AASL Standards NETS-S Standards CCSS Standards 1.1.6 Read, view, and listen for information presented in any format (e.g., textual, visual, media, digital) in order to make inferences and gather meaning. 1.4.4. Seek appropriate help when needed. 3.1.2 Participate and collaborate as members of a social and intellectual network of learners. 3.2.2 Show social responsibility by participating actively with others in learning situations and by contributing questions and ideas during group discussions. 4.1.1 Read, view, and listen for pleasure and personal growth. 4.1.2 Read widely and fluently to make connections with own self, the world, and previous reading. 4.3.1 Participate in the social exchange of ideas, both electronically and in person. 4.4.1 Identify own areas of interest.

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

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

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


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

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

Book Talk Introduce New

Titles Introduce New

Authors/Illustrators

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


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

Book Fair Scholastic produced Book Trailers

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

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




Library Media Kindergarten Session 34 BOOK FAIR

Concepts: Skills:

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

AASL Standards NETS-S Standards CCSS Standards 1.1.6 Read, view, and listen for information presented in any format (e.g., textual, visual, media, digital) in order to make inferences and gather meaning. 1.4.4. Seek appropriate help when needed. 3.1.2 Participate and collaborate as members of a social and intellectual network of learners. 3.2.2 Show social responsibility by participating actively with others in learning situations and by contributing questions and ideas during group discussions. 4.1.1 Read, view, and listen for pleasure and personal growth. 4.1.2 Read widely and fluently to make connections with own self, the world, and previous reading. 4.3.1 Participate in the social exchange of ideas, both electronically and in person. 4.4.1 Identify own areas of interest.

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

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

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


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

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

Book Talk Introduce New

Titles Introduce New

Authors/Illustrators

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


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

Book Fair Scholastic produced Book Trailers

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

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





Concepts: Skills:

Locating and selecting Informational Texts, and Literary Fiction and Non-Fiction

Use literacy strategies to determine readability of source (e.g. five-finger rule for vocabulary and I-Pick)

AASL Standards NETS-S Standards CCSS Standards 3.1.2 Participate and collaborate as members of a social and intellectual network of learners. 3.2.2 Show social responsibility by participating actively with others in learning situations. 3.3.5 Contribute to the exchange of ideas within and beyond the learning community. 4.1.1 Read, view, and listen for pleasure and personal growth. 4.1.2 Read widely and fluently to make connections with own self, the world, and previous reading.

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

CCSS.ELA-Literacy.RL.4.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range. CCSS.ELA-Literacy.RI.4.10 By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range.


I can select books that meet my needfor reading/listening for enjoyment, forpersonal growth and for information.

I can use the library and the librarymedia in a responsible manner.

I can vary my selection to includedifferent genres.

On occasion, I can include informationaltext in my selections.

Genre N/A N/A


Students will select a book from thelibrary on a weekly basis to meet avariety of needs and expectationsincluding reading/listening forenjoyment.

The print collection N/A

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

http://www.corestandards.org/ELA-Literacy/RL/4/10/

http://www.corestandards.org/ELA-Literacy/RI/4/10/


English Language Arts Standards » Standard 10: Range, Quality, & Complexity »

Range of Text Types for K-5

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

Literature Informational Text

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

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

Includes staged dialogue and brief familiar scenes

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

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

library media kindergarten session 1 concepts: skills ......information literacy content resources...

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