Eatontown School District Eatontown, New Jersey … Office... · Department of Library Science Grades K - 6 ... Eatontown School District Eatontown, New Jersey . 2 EATONTOWN PUBLIC

Course of Study

Department of Library Science

Grades K - 6

2012

Board Approved: November 26, 2012

Eatontown School District

Eatontown, New Jersey

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EATONTOWN PUBLIC SCHOOLS

EATONTOWN, NJ 07724

BOARD OF EDUCATION

OF THE BOROUGH OF EATONTOWN

MEMBERS

Mrs. Donna Mazzella-Diedrichsen, President

Mrs. Julie Robertson, Vice-President

Mr. John Bennett

Mrs. Sharyn Chasey-Palenzuela

Mr. Robert English

Mrs. Toni Fornicola

Mr. Mark Kramer

Mr. Carl Lawson

Mr. Peter Siino

ADMINISTRATION

Mr. Scott T. McCue, Superintendent of Schools

Mrs. Kathleen Mandeville, Business Administrator

Mr. Lee Lasser, Supervisor of Special Services

Mrs. Tara Micciulla, Director of Elementary and Secondary Education

PRINCIPALS

Mr. Ronald Danielson, Memorial School

Mrs. Valerie Cioffi, Meadowbrook

Mr. Kevin Iozzi, Vetter School

Mrs. Kimberly Muir, Woodmere

K-8 COURSE OF STUDY UNIT DESIGNERS

Mrs. Lynn Gehrmann Mrs. Carmela Kelly Mrs. Karen Rihacek

Mr. Joseph D. Mazzarella, JM Curriculum Solutions, LLC

This curriculum represents the collaborative efforts of educators from the Eatontown Public

Schools. A special thanks to all those responsible for the development of this guide. We thank

them for their many hours of hard work, dedication and enthusiasm.

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Table of Contents

Eatontown Vision of Curriculum Excellence………………………………………… 6

Statement of Philosophy……………………………………………………………… 7

National Standards…………………………………………………………………… 8-13

Cross Curriculum Content Standards………………………………………………… 14

21st Century Life Skills………………………………………………….……………. 15-21

Methodology………………………………………………………………………….. 22

8.1 Computer and Information Literacy – NJTAP General Rubric ………………….. 23-27

Library Science Education Course Descriptions ……………………………………... 28

Library Science Units of Study

Kindergarten

Library Orientation …………………………………………………… 29-36

Literature Appreciation: Nursery Rhymes ……………………………. 37- 44

Literature Appreciation: Author Study / Poetry ………………………. 45-52

Literature Appreciation: Holidays …………………………………….. 53-60

Grade 1

Library Orientation ……………………………………………………. 61-68

Parts of a Book ………………………………………………………… 69-76

Literature Appreciation: Folk & Fairy Tales …………………………... 77-84

Literature Appreciation: Author Study / Poetry ……………………….. 85-92

Literature Appreciation: Holidays ……………………………………... 93-100

Fiction and Nonfiction …………………………………………………. 101- 108

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Grade 2

Library Orientation …………………………………………………….. 109-116

Online Catalog (OPAC)………………………………………………… 117-124

Parts of a Book …………………………………………………………. 125-132

Literature Appreciation: Folk & Fairy Tales …………………………... 133-140

Literature Appreciation: Author Study / Poetry ……………………….. 141-148

Literature Appreciation: Holidays ……………………………………... 149-156

Fiction and Nonfiction …………………………………………………. 157-164

Grade 3

Library Orientation …………………………………………………...... 165-172

Online Catalog (OPAC) ……………………………………………….. 173-180

Parts of a Book ………………………………………………………… 181-188

Literature Appreciation: Folk & Fairy Tales ………………………….. 189-196

Literature Appreciation: Author Study / Poetry ………………………. 197-204

Literature Appreciation: Holidays …………………………………….. 205-212

Reference ………………………………………………………………. 213-220

Dewey Decimal System ………………………………………………... 221-228


Grade 4

Library Orientation ……………………………………………………. 237-244


Parts of a Book ………………………………………………………… 253-260

Literature Appreciation ………………………………………………… 261-268

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Reference ………………………………………………………………. 269-276

Dewey Decimal System…….………………………………………….. 277-284


Grade 5


Online Catalog (OPAC)………………………………………………… 301-308

Parts of a Book …………………………………………………………. 309-316


Reference ………………………………………………………………. 325-332

Dewey Decimal System……….……………………………………….. 333-340

Research ………………………………………………………………... 341-348


Grade 6



Parts of a Book…………………………………………………………. 373-380


Reference ………………………………………………………………. 389-396

Dewey Decimal System…...……………………………………………. 397-404

Research………………………………………………………………… 405-412


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EATONTOWN’S VISION OF CURRICULUM EXCELLENCE

We, the educators of the Eatontown Public School System, hold forth this vision of the

curriculum of excellence we desire for all our students. We have a dream of a curriculum that is.

Designed to develop a community of lifelong learners where children have healthy self-esteem,

respect and compassion for others, essential and technological knowledge, and the creative

problem-solving skills needed to meet the challenges of successful citizenship in an ever-

changing multi-cultural global society.

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I) STATEMENT OF PHILOSOPHY

The Eatontown School System has developed a comprehensive Library Science

curriculum committed to the belief that all students need to acquire 21st century information

skills, resources, and tools to inquire, think critically, and gain knowledge. In addition, these

skills are needed to draw conclusions, make informed decisions, apply knowledge to new

situations, and create new knowledge as well as to pursue personal and aesthetic growth in an

ethical manner.

At the current time there are no New Jersey Core Curriculum Content Standards in grades

K-8 for Library Science. Every effort has been made to incorporate standards from the core

content areas into the skills of the library program. In addition, we draw from professional

organizations like the American Association of School Librarians (AASL) and the Association

for Educational Communications and Technology (AECT) for standards at the national level.

Model schools of the 21st century provide students the opportunity to achieve the best in

education through collaboration, strategic planning, leadership, and the power of technology.

Professionally managed school library media centers provide an organized, cost-effective system

of information, databases, and literacy resources with equitable access at the student’s point of

need.

We believe that the mission of the Library Science program is to ensure that students and

staff are effective users of resources, ideas, and information and to promote in our youth the

powers of literacy and competencies to function effectively in the workplace of the 21st century.

This mission recognizes the essential role of the school library media program in the educational

process as a catalyst for all academic instruction and a dynamic force for excellence in education.

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II) NATIONAL STANDARDS

There are no content standards for Library Science in the New Jersey Core Curriculum.

We, therefore, defer to national standards to provide guidance for establishing our library / media

programs. The key national organization for school media specialists is the American

Association of School Librarians (AASL) which is a division of the American Library

Association. The standards from AASL are currently under revision and only available in draft

format.

21st Century Library Learning Standards

(Working title)

I. Learners use 21st century information skills, resources and tools to inquire, think critically, and

gain knowledge.

Skills Self-Assessment Strategies

• Use a variety of information literacy (e.g., textual,

visual, media, digital) to gather meaning from

information presented in any format.

• Use information literacy to contextualize and

deepen academic content learning.

• Demonstrate mastery of technology tools to be

both productive and critical thinkers.

• Employ critical thinking and problem solving skills

to make sense of information gathered from diverse

sources.

• Collaborate with others to broaden and deepen

understanding.

• Follow an inquiry-based process in seeking

knowledge in core subjects and 21st century content.

• Students ask questions based on context.

1. Students recognize their own purpose

in seeking information.

2. Students observe and experience to

gather information.

3. Students gain background knowledge

and context.

4. Students identify misconceptions in

their own knowledge and gaps in their

information.

5. Students develop and refine questions.

• Students investigate.

• Monitor their own

information seeking process

for effectiveness and

progress.

• Use interaction with and

feedback from peers to

guide their own inquiry

process.

• Demonstrate willingness to

revisit and refine questions,

resources, and strategies.

• Monitor gathered information

and assess for gaps or

weaknesses.

• Seek appropriate help when

needed.

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1. Students find, evaluate, and select

appropriate resources to locate the

information they seek.

2. Students seek diverse sources and

multiple points of view, pursuing a

global perspective when appropriate.

3. Students navigate through text to locate

relevant information.

4. Students locate and access the

information they need (both

independently and in collaboration with

others) using print and technology

tools.

5. Students clarify main and supporting

ideas.

6. Students evaluate information before

using (validity, appropriateness to their

needs, social and cultural context).

7. Students evaluate information for

accuracy, fact, opinion, point of view

and bias and seek a balance in points

of view.

8. Students record and organize

information to answer their questions.

Dispositions Responsibilities

Display initiative and engagement by posing

questions and investigating the answers

beyond the collection of superficial facts.

Demonstrate confidence and self-direction by

making independent choices in the selection

of resources and information.

Maintain a critical stance by questioning the

validity and accuracy of all information.

Demonstrate adaptability by changing the

inquiry focus, questions, resources, or

strategies when necessary to achieve success.

Display emotional resilience by persisting in

information searching despite challenges,

revisions, or process complexities.

Respect intellectual property

rights of creators and

producers.

Seek divergent perspectives

during information gathering

and assessment.

Contribute to the interchange

of ideas within the learning

community.

Use information technology

responsibly.

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II. Learners use 21st century information skills, resources and tools to draw conclusions, make

informed decisions, apply knowledge to new situations, and create new knowledge.

Skills Self- Assessment Strategies

• Use technology and information tools to

think critically and work productively and

creatively.

• Collaborate with others to interchange

ideas, develop new understandings, make

decisions, and solve problems.

• Continue an inquiry-based process in

developing new understandings, drawing

conclusions, and creating new knowledge.

• Students draw conclusions and

make decisions to form new

knowledge.

1. Students use strategies,

thinking processes, and graphic

organizers to gain

understanding and organize

their knowledge.

2. Students process information

by making connections to previous

knowledge, ideas in other texts,

and authentic situations in the

world.

3. Students synthesize and draw

conclusions based on evidence.

4. Students form new knowledge

to support their curricular learning.

5. Students apply their knowledge

to new and authentic

situations.

• Students create own expressions of

learning.

1. Students use a variety of

technological production tools to

create projects that reflect their

learning.

2. Students use writing, media

literacy, and technology skills

to develop expressions of new

understandings.

3. Students use creativity and

innovation skills to develop

• Determine how to act on information

(accept, reject, modify).

• Reflect on systematic process and assess

for completeness of investigation.

• Recognize new knowledge and

understanding.

• Develop directions for future

investigations.

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products to express ideas and

information.


• Demonstrate flexibility in use of

resources by adapting information

strategies to each specific resource and by

seeking additional resources

when clear conclusions cannot be drawn.

• Use both divergent and convergent

thinking to formulate alternative

conclusions and test them against the

evidence.

• Employ a critical stance in drawing

conclusions by demonstrating that the

pattern of evidence leads to a decision or

conclusion.

• Demonstrate personal productivity by

completing products to express learning.

• Connect understanding to the real world.

• Consider diverse and global

perspectives in drawing conclusions.

• Use valid information and reasoned

conclusions to make ethical decisions.

• Respect the principles of intellectual

freedom.

III. Learners use 21st century information skills, resources and tools to share their knowledge

and understandings with others and participate ethically and productively as members of our

democratic society.


• Participate and collaborate as members of

a social network of learners.

• Use writing and speaking skills to

communicate new understandings

effectively.

• Use technology and other tools to

organize and display knowledge and

understanding in ways that others can view,

use, and assess.

• Conclude an inquiry-based process by

sharing their new understandings with

others and reflecting on their learning.

• Students share their new

understandings with others.

1. Students discuss the real-world

applications of their knowledge.

2. Students use a variety of

strategies to organize their

knowledge in such a way that it

can be shared.

3.Students identify appropriate

audiences.

• Assess the processes by which their

learning was achieved.

• Assess the effectiveness of the learning

product.

• Assess the ability to work with others in a

group setting (varied roles, leadership,

respecting other viewpoints).

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4.Students determine effective

formats and timeframe for

sharing.

5.Students creatively use a variety

of technology resources to

display and share their

understandings.

6.Students give credit when using

others’ ideas and products.

• Students reflect on their own work.

1. Students articulate their new

knowledge and the process by

which they gained that

knowledge.

2. Students participate in peer-to-

peer reflection and analysis.

3. Students develop new questions

to drive future inquiry.

• Students connect their learning to

community issues.


• Demonstrate creativity by using multiple

resources and formats.

• Demonstrate leadership and confidence

by presenting ideas to others in both formal

and informal situations.

• Show social responsibility by

participating actively with others in

learning situations and by contributing

questions and ideas during group

discussions.

• Demonstrate teamwork - the ability to

work productively with others.

• Follow ethical and legal

guidelines in gathering and

using information.

• Solicit and respect diverse

perspectives while searching

for information, collaborating

with others, and participating

as a member of the

community.

• Use knowledge and

information skills and

dispositions to engage in

public conversation and

debate around issues of

common concern.

• Create products that apply in

authentic, real-world

contexts.

• Contribute to the interchange

of ideas within and beyond

the learning community.

• Use information and

knowledge in the service of

equity and justice.

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IV. Learners use 21st century information skills, resources and tools

to pursue personal and aesthetic growth.


• Read for pleasure and personal growth.

• Read widely to make connections with

themselves, the world around them, and

their previous reading.

• Respond to literature and creative

expressions of ideas in various formats.

• Pursue passions in personal learning.

• Seek resources in a variety of formats and

genres.

• Connect ideas to own interests and

previous knowledge and experience.

• Organize their knowledge in a way that

can be called upon easily.

• Use social networks and tools to gather

and share information.

• Apply what they learn to their own lives.

• Use creative and artistic formats to

express personal learning.

• Identify their areas of interest.

• Recognize the limits of their

personal knowledge.

• Recognize when, why, and how to focus

efforts.

• Interpret new ideas based on cultural and

social context.

• Develop personal criteria for gauging the

effectiveness of expressions of personal

learning.


• Display curiosity by pursuing interests

through the library.

• Demonstrate motivation by seeking

information to answer personal questions

and interests, trying a variety of formats

and genres, and displaying a willingness to

go beyond academic requirements.

• Maintain an openness to new ideas by

considering divergent opinions, changing

opinions or conclusions when evidence

supports the change, and seeking

information about new

ideas encountered through academic or

personal experiences.

• Show an appreciation for literature by

electing to read for pleasure and expressing

an interest in various genres of literature.

• Participate in the social interchange of

ideas within a community of learners.

• Recognize that resources are

created for a variety of purposes.

• Seek opportunities for pursuing personal

and aesthetic growth.

• Practice safe behaviors in electronic

communication and interaction.

• Respect the differing interests

and experiences of others and seek a variety

of viewpoints.

III) CROSS-CURRICULUM CONTENT STANDARDS

Arts

English

Language

Arts Math Science

World

Language Technology

21st

Century

Life Skills

Social

Studies

Library Orientation and

Citizenship X X X X X

Literature Appreciation X X X X X X X X

Online Catalog (OPAC) X X X X X X X X

Fiction and Nonfiction X X X X X X X X

Parts of a Book X X X

Dewey Decimal System X

Reference Books X X X X X X X X

Research / Online Sources X X X X X X X X

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IV) 21st CENTURY LIFE SKILLS

In the 21st century, life and work are conducted in a dynamic context that includes:

• A global society facing complex political, economic, technological, and environmental

challenges

• A service economy driven by information, knowledge, and innovation

• Diverse communities and workplaces that rely on cross-cultural collaborative relationships and

virtual social networks

• An intensely competitive and constantly changing worldwide marketplace

Providing New Jersey students with the life and career skills needed to function optimally within

this dynamic context is a critical focus and organizing principle of K-12 public education. New

Jersey has both an obligation to prepare its young people to thrive in this environment, and a

vested economic interest in grooming an engaged citizenry made up of productive members of a

global workforce that rewards innovation, creativity, and adaptation to change.

Mission: 21st-century life and career skills enable students to make informed decisions that

prepare them to engage as active citizens in a dynamic global society and to successfully meet

the challenges and opportunities of the 21st-century global workplace.

Vision: The systematic integration of 21st-century life and career skills across the K-12

curriculum and in career and technical education programs fosters a population that:

• Applies critical thinking and problem-solving skills to make reasoned decisions at home, in the

workplace, and in the global community.

• Uses effective communication, communication technology, and collaboration skills to interact

with cultural sensitivity in diverse communities and to work in cross-cultural teams in the

multinational workplace.

• Is financially literate and financially responsible at home and in the broader community.

• Demonstrates creative and entrepreneurial thinking by recognizing and acting on promising

opportunities while accepting responsibility for possible risks.

• Is knowledgeable about careers and can plan, execute, and alter career goals in response to

changing societal and economic conditions.

• Produces community, business, and political leaders who demonstrate core ethical values,

including the values of democracy and free enterprise, during interactions with the global

community.

Intent and Spirit of the 21st-Century Life and Career Standards

Through instruction in life and career skills, all students acquire the knowledge and skills needed

to prepare for life as citizens and workers in the 21st century.

• In Preschool, children’s social and emotional development provides the foundation for later

learning about careers and life skills.

• In grades K-5, students are introduced to 21st-century life skills that are critical for personal,

academic, and social development. They are also introduced to career awareness information and

to basic personal financial literacy skills.

• In grades 6-8, students continue to develop 21st-century life skills and personal financial

literacy, while also exploring careers that support their academic and personal interests and

aptitudes. As they prepare for the transition to high school, students are provided with

opportunities to apply knowledge and skills learned in the classroom to real or simulated career

challenges.

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• In grades 9-12, students develop increasingly sophisticated 21st-century life skills and personal

financial literacy. They engage in the process of career preparation by participating in structured

learning experiences, specialized programs, and advanced courses that reflect personal aptitudes

and career interests found within one or more of the 16 career clusters in the National Career

Clusters™ Framework.

The Revised Standards

There are four revised 21st-Century Life and Careers standards. Standards 9.1, 9.2, and 9.3

describe life and career skills that are integrated throughout the K-12 curriculum, while Standard

9.4 describes specialized skills that are taught in grades 9-12 as part of career and technical

education programs. An overview of the four standards follows.

Standard 9.1 21st-Century Life and Career Skills: All students will demonstrate the creative,

critical thinking, collaboration, and problem-solving skills needed to function successfully as

both global citizens and workers in diverse ethnic and organizational cultures.

Standard 9.1 describes skills that prepare students to fully engage in civic and work life. The

standard includes six strands, which reflect the Framework for 21st Century Learning:

• Critical Thinking and Problem Solving

• Creativity and Innovation

• Collaboration, Teamwork, and Leadership

• Cross-Cultural Understanding and Interpersonal Communication

• Communication and Media Fluency

• Accountability, Productivity, and Ethics

Standard 9.2 Personal Financial Literacy: All students will develop skills and strategies that

promote personal and financial responsibility related to financial planning, savings, investment,

and charitable giving in the global economy.

Standard 9.2 describes skills that prepare students for personal and civic financial literacy. The

inclusion of Personal Financial Literacy as a standard, rather than as a strand, reflects the

growing need for 21st-century citizens to be financially literate, particularly in light of the

increasing number of financial choices they face due to the global economy. Financial literacy

includes the application of knowledge, skills, and ethical values when making consumer and

financial decisions that impact the self, the family, and the local and global communities.

Standard 9.3 Career Awareness, Exploration, and Preparation: All students will apply knowledge

about and engage in the process of career awareness, exploration, and preparation in order to

navigate the globally competitive work environment of the information age.

Standard 9.3 describes skills that prepare students for career pursuits and lifelong learning. The

three strands in Standard 9.3 reflect the requirements outlined in New Jersey Administrative

Code (N.J.A.C. 6A:8-3.2):

• Career Awareness (grades K-4)

• Career Exploration (grades 5-8)

• Career Preparation (grades 9-12)

Standard 9.4 Career and Technical Education: All students who complete a career and technical

education program will acquire academic and technical skills for careers in emerging and

established professions that lead to technical skill proficiency, credentials, certificates, licenses,

and/or degrees.

Standard 9.4 describes knowledge and skills that prepare students for postsecondary education,

training, and employment in a chosen career pathway. Unlike Standards 9.1, 9.2, and 9.3, which

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apply to all students from grades K-12, Standard 9.4 applies only to high school students

enrolled in career and technical education programs.

The adoption of the career and technical education standard reflects the call to action in recent

reports by the National Association of State Boards of Education, the National Governors

Association, the U.S. Chamber of Commerce, and Achieve regarding the potential of career and

technical education, as well as the requirements of the Carl D. Perkins Career and Technical

Education Improvement Act of 2006. These documents urge states to adopt policies and

practices that effectively integrate academic content standards in career and technical education

programs in order to both elevate the role of career and technical education and to align it with

postsecondary education and training.

The 16 strands in Standard 9.4 align with the 16 career clusters in the National Career Clusters™

Framework. Each strand is further refined to reflect multiple career pathways. By using the

clusters as an organizing tool for grouping occupations and careers, Standard 9.4 identifies a

common set of knowledge and skills for success within each broad career cluster, as well as for

each career pathway within that cluster. This framework has been reviewed nationally by teams

of business, industry, labor, education, and higher education representatives to ensure that it

encompasses industry-validated knowledge and skills needed for career success.

For each of the 16 career cluster strands, content statements and cumulative progress indicators

are provided for the overall career cluster, and additional content statements and cumulative

progress indicators are provided for each of the career pathways encompassed by the cluster.

Further, each of the 16 overarching career cluster strands is comprised of two types of

cumulative progress indicators:

• Cumulative progress indicators for foundational knowledge and skills, which may be taught as

part of a variety of academic and/or career and technical education courses.

• Cumulative progress indicators that are specific to the career cluster and/or career pathway

under discussion.

Resources

Kendall, J. S., & Marzano, R J. (2000). Content knowledge: A compendium of standards and

benchmarks for K-12 education (3rd ed.). Aurora, CO: Mid-Continental Research for Education

and Learning, & Alexandria, VA: Association for Supervision and Curriculum Development.

New Jersey State Department of Education. (1996). New Jersey core curriculum content

standards. Trenton, NJ: Author.

New Jersey State Department of Education. (1999). Career education and consumer, family, and

life skills framework. Trenton, NJ: Author.

New Jersey State Department of Education. (2004). New Jersey core curriculum content

standards. Standard 9: Career education and consumer, family, and life skills. Trenton, NJ:

Author.

New Jersey State Department of Education. (2008). Standards clarification project. Trenton, NJ:

Author. Online: http://www.nj.gov/education/aps/njscp

Wiggins, G., & McTighe, J. (2005). Understanding by design (expanded 2nd ed.). Alexandria,

VA: Association for Curriculum and Development.

Resources Specific to Standard 9.1 21st-Century Life and Career Skills

Partnership for 21st Century Learning. (2009). Framework for 21st century learning. Online:

http://www.p21.org/overview/skills-framework

Resources Specific to Standard 9.2 Personal Financial Literacy

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Utah State Office of Education. (2004). General financial literacy. Online:

http://www.uen.org/core/core.do?courseNum=520802

Wisconsin Department of Public Instruction. (2006). Wisconsin’s model academic standards for

personal financial literacy. Online: http://dpi.wi.gov/standards/pdf/pfl.pdf

Resources Specific to Standard 9.3 Career Awareness, Exploration, and Preparation

National Career Development Guidelines. Online:

http://cte.ed.gov/nationalinitiatives/gandctools.cfm?&pass_dis=1

New Jersey Department of Education. (2005). N.J.A.C. 6A:8, Standards and assessment for

student achievement. Trenton, NJ: Author. Online:

http://www.nj.gov/education/code/current/title6a/chap8.pdf

Resources Specific to Standard 9.4 Career and Technical Education

National Association of State Boards of Education Study Group on Promoting Excellence in

Career and Technical Education. (2008). Learning to work, working to learn: Transforming

career and technical education. Alexandria, VA: Author. Online: http://www.nasbe.org

National Governors Association Center for Best Practices. (2007). Issue brief: Retooling career

technical education. Washington DC: Author. Online: http://www.nga.org/center

New Jersey Department of Education. (2005). N.J.A.C. 6A:8, Standards and assessment for

student achievement. Trenton, NJ: Author. Online:


New Jersey Department of Education. (2006). N.J.A.C. 6A:19, Career and technical education

programs and standards. Trenton, NJ: Author. Online:


New Jersey Department of Education. (2008). New Jersey five-year state plan for career and

technical education. Trenton, N.J. Author.

National Association of State Directors of Career Technical Education Consortium. (2012).

Career clusters framework. Silver Spring, MD: Author. Online:

http://www.careertech.org/career-clusters/glance/

National Association of State Directors of Career Technical Education Consortium. (2012).

Career clusters knowledge & skill charts. Silver Spring, MD: Author. Online:

http://www.careertech.org/career-clusters/resources/knowledge.html

United States Department of Education. (2006). Carl D. Perkins Career and Technical Education

Act of 2006, Public Law 109-270. Washington, DC: Author.

9.1 21st Century Life Skills

•A. Critical Thinking & Problem Solving

•B. Creativity and Innovation

•C. Collaboration, Teamwork and Leadership

•D. Cross-Cultural Understanding and Interpersonal Communications

•E. Communication and Media Fluency

•F. Accountability, Productivity and Ethics

9.2 Personal Financial Literacy

•A. Income and Careers

•B. Money Management

•C. Credit and Debt Management

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•D. Planning, Saving, and Investing

•E. Becoming a Critical Consumer

•F. Civic Financial Responsibility

•G. Risk Management and Insurance

9.3 21st Career Awareness, Exploration & Preparation

•A. Career Awareness

•B. Career Exploration

•C. Career Preparation

9.4 Career and Technical Education

•9.4.A. Agriculture, Food & Natural Resources Career Cluster◦9.4.A(1) Food Products and

Processing Systems

◦9.4.A(2) Plant Systems

◦9.4.A(3) Animal Systems

◦9.4.A(4) Power, Structural, and Technical Systems

◦9.4.A(5) Natural Resources Systems

◦9.4.A(6) Environmental Service Systems

◦9.4.A(7) Agribusiness Systems

•9.4.B Architecture & Construction Career Cluster◦9.4B(1) Design/Pre-construction

◦9.4.B(2) Construction

◦9.4.B(3) Maintenance and Operations Pathway

•9.4.C Audio/Visual, Technology & Film Career Cluster◦9.4.C(1) Audio & Visual Technology

and Film

◦9.4.C(2) Journalism and Broadcasting

◦9.4.C(3) Printing Technology

◦9.4.C(4) Performing Arts

◦9.4.C(5) Telecommunications Technologies

◦9.4.C(6) Visual Arts

•9.4.D Business, Management & Administration Career Cluster◦9.4.D(1) Administrative

Services

◦9.4.D(2) Business Information Technology

◦9.4.D(3) General Management

◦9.4.D(4) Business Financial Management & Accounting

◦9.4.D(5) Human Resources

◦9.4.D(6) Operations Management

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•9.4.E Education & Training Career Cluster◦9.4.E(1) Professional Support Services

◦9.4.E(2) Teaching and Training

•9.4.F Finance Career Cluster◦9.4.F(1) Accounting

◦9.4.F(2) Banking

◦9.4.F(3) Business Finance

◦9.4.F(4) Insurance

◦9.4.F(5) Securities and Investment

•9.4.G. Government & Public Administration Career Cluster◦9.4.G(1) Governance

◦9.4.G(2) Foreign Service

◦9.4.G(3) Planning

◦9.4.G(4) National Security

•9.4.H Health Sciences Career Cluster◦9.4.H(1) Therapeutic Services

◦9.4.H(2) Diagnostic Services

◦9.4.H(3) Health Informatics

◦9.4.H(4) Support Services

◦9.4.H(5) Biotechnology Research and Development

•9.4.I Hospitality & Tourism Career Cluster◦9.4.I(1) Restaurant Food and Beverage Service

◦9.4.I(2) Lodging

◦9.4.I(3) Travel and Tourism

◦9.4.I(4) Recreation, Amusement, and Attractions

•9.4.J Human Services Career Cluster ◦9.4.J(1) Early Childhood Development and Services

◦9.4.J(2) Family and Community Services

◦9.4.J(3) Personal Care Services

◦9.4.J(4) Consumer Service

•9.4.K Information Technology Career Cluster◦9.4.K(1) Network Systems

◦9.4.K(2) Information Support and Services

◦9.4.K(3) Web and Digital Communication

◦9.4.K(4) Programming and Software Development

•9.4.L Law, Public Safety, Corrections, & Security Career Cluster◦9.4.L(1) Corrections Services

◦9.4.L(2) Emergency and Fire Management Services

◦9.4.L(3) Security and Protective Services

◦9.4.L(4) Law Enforcement Services

◦9.4.L(5) Legal Services

21

•9.4.M. Manufacturing Career Cluster◦9.4.M(1) Manufacturing Production Process Development

◦9.4.M(2) Production

◦9.4.M(3) Maintenance, Installation, and Repair

◦9.4.M(4) Quality Assurance

◦9.4.M(5) Logistics and Inventory Control

◦9.4.M(6) Health, Safety, and Environmental Assurance

•9.4.N Marketing Career Cluster◦9.4.N(1) Marketing Communications

◦9.4.N(2) Marketing Management

◦9.4.N(3) Marketing Research

◦9.4.N(4) Management & Entrepreneurship

◦9.4.N(5) Merchandising

◦9.4.N(6) Professional Sales & Marketing

•9.4.O Science, Technology, Engineering & Mathematics Career Cluster◦9.4.O(1) Engineering

and Technology

◦9.4.O(2) Science and Mathematics

•9.4.P Transportation, Distribution & Logistics Career Cluster◦9.4.P(1) Transportation

Operations

◦9.4.P(2) Logistics Planning and Management

◦9.4.P(3) Warehousing and Distribution Center Operations

◦9.4.P(4) Planning Implementation

◦9.4.P(5) Transportation Systems/Infrastructure Planning, Management, and Regulations

◦9.4.P(6) Health, Safety, and Environmental Management

◦9.4.P(7) Sales and Service

22

V) METHODOLOGY

1. Teachers should use a variety of instructional techniques, including, but not limited to the

following:

testing materials

computer software

audio visual materials

videos / DVDs

CD’s

audio tapes

transparencies

Internet sites

online databases

2. Teachers select/develop activities that encourage students to develop the ability to locate

information used in answering questions; use appropriate tools, equipment, and

experiences to extend their senses; gather, analyze, assess, and interpret data and

performance; construct reasonable explanations and communicate their findings about

investigations; demonstrate basic motor skills; achieve lifelong wellness skills through

knowledge, skills, attitudes, and practices. These activities include, but are not limited to

the following:

role-playing

writing activities

internet websites (including district e-board sites)

cooperative learning groups

teacher developed activities

teacher developed graphic organizers

Power Point presentations

demonstrations

student projects

cooperative games

rhythmic activities

3. Students will be able to demonstrate their knowledge of library science content and

process skills through a variety of assessment formats. These activities include, but are

not limited to the following:

rubrics

content assessments

skills assessments

student projects and presentations

student reports

student notebooks

teacher observation

teacher anecdotal records

8.1 COMPUTER AND INFORMATION LITERACY – NJTAP GENERAL RUBRIC

STRAND A: BASIC COMPUTER SKILLS AND TOOLS

Standard 8.1 for end of Grade 8 Advanced Proficient Proficient Partially Proficient

SCORE 3 2 1

NOTE: 8.1.8.A.1: Use appropriate technology vocabulary

Vocabulary will be assessed as part of each of the various skills noted below A.2 – A.12

8.1.8.A.2: Use common features of an operating

system (e.g., creating and organizing files and

folders)

Create/ customize common

features of an operating

system (e.g., shortcuts)

Independently use common


system (e.g., creating and

organizing files and folders

and creating, organizing and

manipulating shortcuts)

With assistance, use common


system (e.g., creating and

organizing files and folders

and creating, organizing and

manipulating shortcuts)

8.1.8.A.12: Create, organize and manipulate

shortcuts

8.1.8.A.3: Effective, accurate and uses proper

techniques when inputting text and data, using

touch keyboarding

Able to model effective,

accurate and proper

techniques to others how to

effectively input text and

data, using touch

keyboarding while

completing a specific task in

a specific core curriculum

content area

Effective, accurate and uses

proper techniques when

inputting text and data, using

touch keyboarding

With assistance input text and

data, using touch keyboarding

8.1.8.A.5: Create documents with advanced text

formatting and graphics using word processing

Able to create a multi-page

document with citations

using word processing

software in conjunction with

other tools that demonstrates

the ability to format, edit and

Create word processing

documents independently that

include advanced text-

formatting and graphics

With assistance, create

documents with advanced text

formatting and graphics using

word processing

24

print in a specific core

curriculum content area

8.1.8.A.6: Create a file containing customized

information by merging documents

Independently create two or

more documents to create a

merged document in a

specific core curriculum

content area

Independently use two or

more existing documents to

create a merged document

With assistance, create a file

containing customized

information by merging

documents

8.1.8.A.7: Construct a simple spreadsheet, enter

data, and interpret the information

Able to create a spreadsheet,

enter data, use mathematical

or logical functions to

manipulate and process data,

generate charts and graphs,

and interpret the results in a

specific core curriculum

content area

Independently construct a

spreadsheet by entering data

and interpreting information

With assistance, construct a

simple spreadsheet, enter data,

and interpret the information

8.1.8.A.8: Design and produce a basic

multimedia project

Independently create and

produce an original

multimedia project using and

importing text, graphics,

moving images and sound in

a specific core curriculum

content area

Independently design and

produce a basic multimedia

project

With assistance, design and

produce a basic multimedia

project

8.1.8.A.9: Plan and create a simple database,

define fields, input data, and produce a report

using sort and query

Create a database, define

fields, input data from

multiple records, produce a

report using sort and query,

and interpret the data in an

original task-specific core


Independently create and

produce a report by sorting

and querying a database file

With assistance, plan and

create a simple database,

define fields, input data, and

produce a report using sort

and query

25

8.1.8.A.10: Use network resources for storing

and retrieving data

Able to model and assist

others with managing and

organizing network resources

for storing and retrieving data

Independently use network

resources to store and retrieve

data

With assistance, use network

resources for storing and

retrieving data

8.1.8.A.11: Choose appropriate electronic

graphic organizers to create, construct, or design

a document

Use the appropriate

electronic graphic organizer

in an independent and

original task in a specific

core curriculum content area

Choose the appropriate

electronic graphic organizer

to create, construct or design

a document

With assistance, use an

electronic graphic organizer to

create, construct, or design a

document

STRAND B: APPLICATION OF PRODUCTIVITY TOOLS

Standard 8.1 for end of Grade 8 Advanced Proficient Proficient Partially Proficient

SCORE 3 2 1

8.1.8.B.2: Exhibit legal and

ethical behaviors when using

information and technology, and

discuss consequences of misuse

Exhibit legal and ethical behavior

when using information and

technology in an independent and

original task in a specific core


Exhibit legal and ethical behavior

when using information and

technology as evidenced by using

copyright fair-use laws as part of

an assignment in a specific core


Verbalize an understanding

between appropriate and

inappropriate behavior related to

legal and ethical issues as defined

in the copyright fair-use laws

8.1.8.B.3: Explain the purpose of

an Acceptable Use Policy and the

consequences of the

inappropriate use of technology

Distinguish safe and appropriate

use and misuse of technology

according to the AUP when

making choices while working

Exhibit an understanding of the

district’s AUP by the safe and

appropriate use of technology in all

core curriculum content areas

Verbalizes an understanding of

safe and appropriate use and

misuse of technology according to

the approved district Acceptable

26

8.1.8.B.4: Describe and practice

safe Internet usage

independently Use Policy (AUP) and knows the

consequences of misuse but needs

assistance to follow procedures for

citing sources 8.1.8.B.5: Describe and practice

“etiquette” when using the

Internet and electronic mail

8.1.8.B.6: Choose appropriate

tools and information resources to

support research and solve real

world problems, including but not

limited to:

• On-line resources and databases

• Search engines and subject

directories

Able to effectively and efficiently

use Boolean logic for research

Independently choose appropriate

tools and information resources

(online resources and databases,

search engines and subject

directories)

With assistance, choose

appropriate tools and information

resources to support research and

solve real world problems,

including but not limited to:

• On-line resources and databases

• Search engines and subject

directories

8.1.8.B.7: Evaluate the

accuracy, relevance, and

appropriateness of print and

non-print electronic information

sources

Able to cite and support

information sources using credible

(accurate, relevant and

appropriate) print and non-print

electronic information sources

Independently evaluate

information sources for credibility

of print and non-print electronic

information sources based on a

predetermined criteria list

With assistance, evaluate the

accuracy, relevance, and

appropriateness of print and non-

print electronic information

sources

8.1.8.B.8: Use computer

applications to modify

information independently and/or

collaboratively to solve problems

Consistently demonstrates the

ability to create and manipulate

information independently and/or


and to design and develop products

in a specific core curriculum

content area

Independently and collaboratively

use computer applications to

modify information to solve

problems

With direct instruction use

computer applications to modify,

gather and sort information

independently and/or


8.1.8.B.9: Identify basic hardware

problems and demonstrate the

ability to solve common problems

Identify, diagnose and suggest

solutions for non-functioning

technology systems

Identify basic hardware problems

and demonstrate the ability to

solve common problems without

assistance

Given basic hardware problems,

demonstrate the ability to solve

common problems with assistance

27

8.1.8.B.10: Determine when

technology tools are appropriate

to solve a problem and make a

decision

Identify a problem in a content

area and formulate a strategy to

solve the problem using the

appropriate technology tool(s), if

applicable

Determine when technology tools

are appropriate to solve a problem

and make a decision

Given a problem, select the

appropriate technology tool, if

applicable, to solve the problem

from a given set of solutions

28

Library Science Education

Course Descriptions

Kindergarten: This first year is an introduction to library science. Students will learn to

understand the purpose of the library / media center, become familiar with library

procedures and behavior, begin to develop correct habits for borrowing and returning

books, understand the proper care of books, develop good listening skills, develop a

library vocabulary, enjoy the value of books, and develop an awareness that information

is gained by reading.

First Grade: In first grade skills learned in kindergarten will be elaborated. In addition,

students will understand the arrangement of books in the “easy section” and locate books

in the collection.

Second Grade: Skills introduced in first grade will be reviewed. Students will learn the

difference between fiction and nonfiction. They will be introduced to the Online Public

Access Catalog (OPAC). Knowledge of library vocabulary will continue to grow.

Third Grade: Second grade skills will be reviewed. Students will be introduced to

reference books. In addition, students will learn the Dewey Decimal system as well as

table of contents and index.

Fourth Grade: Build upon knowledge and skills presented in previous grades. Students

will become familiar with a variety of reference materials.

Fifth Grade: Build upon knowledge and skills presented in previous grades. Students

will be introduced to biographical sources.

Sixth Grade: Build upon knowledge and skills presented in previous grades. Assess skill

development in preparation for transition to the middle school. Students will be

introduced to bibliographic format.

Seventh Grade & Eighth Grade: The seventh and eighth grade course is designed to

introduce students to resources they will use in life as well as continuing education.

Students are introduced to a variety of reference sources, online databases, online search

skills, and sources for career information.

ARTICULATION

Articulation meetings are periodically held intra, as well as inter-departmentally.

29

________________________________________________________________________

Unit Title: Library Orientation and Citizenship Grade Level/s: K

Subject/Topic Areas: Finding Your Way Around the Library

Key Words: Library, Books, Fire Drill Procedures, Proper Book Care

Unit Designer/s: Library Science Committee Time Frame: 1 period

School District: Eatontown Public Schools School: Meadowbrook, Vetter, Woodmere

Link to Content Standards/Interdisciplinary Standards

Brief Summary of Unit

UNIT

COVER

Library

Orientation

Grade K PAGE

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).

SL.K.3 Ask and answer questions in order to seek help, get information, or

clarify something that is not understood.

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.

The students will be introduced to the Library Media Center. Rules and

procedures will be discussed. Fire Drill and other safety issues will be

introduced. Proper book care will be explained. An appropriate story will be

read.

30

What overarching understandings What are the overarching “essential”

are desired? questions?

What will students understand What “essential” and “unit” questions

as a result of this unit? will focus this unit?

Library Orientation – Grade K

Rules of conduct in the

library

How to prepare for library

Location of materials in the

library

What materials are available

in a library?

Where are materials located?

Students will understand…

What kind of behavior is

expected of them in the

library

What to bring to library

class

Where materials are

located

Where is the easy reader

collection?

Where do you check out

books?

Where do you line up for

a fire drill?

IDENTIFY DESIRED

RESULTS

31

What evidence will show that students understand library orientation?

Performance Tasks, Projects

Quizzes, Tests, Academic Prompts

Unprompted Evidence, Observations, Work Samples Student Self-Assessment

DETERMINE ACCEPTABLE

EVIDENCE


These tasks may be completed using a map of the library.

Book exchange procedures will be introduced.

Story will be read.

Proper book care will be discussed.

Mapping Activity – Students will color the map of the library.

Teacher observation notes

Knowledge of

location of

materials

32

Task Title: Library Orientation Approximate Time Frame: 1 period

What desired understanding/content standards will be assessed through this task?

What is the purpose of this assessment task? X Formative Summative

Through what authentic performance task will students demonstrate

understanding?

What student products/performances will provide evidence of desired

understandings?

By what criteria will student products/performances be evaluated?

What type of scoring tools will be used for evaluation?

Quizzes Holistic Rubric Criterion List X Checklist

PERFORMANCE TASK

BLUEPRINT


• 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).

• SL.K.3 Ask and answer questions in order to seek help, get information, or

clarify something that is not understood.

• 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.

The students will be able to:

Participate in classroom discussions

Ask and answer questions related to a given topic

Listen to a story.

Participation in class

discussion

Location map

worksheet

State facts learned about

library procedures

Informal teacher assessment

33

What other evidence will be collected during this unit?

What will be assessed? Skill X Understanding List

How will evidence be collected?

Quiz/Test X Teacher notes

Other:

What type of assessments will be used?

Selected Response

Academic Response

Brief Constructed Responses

X Observation

X Work Sample

Other:

What is the assessment’s purpose?

Diagnostic X Formative Summative

What types of scoring tools will be used for evaluation?

X Criterion List

X Checklist

Answer Key

BLUEPRINT FOR OTHER

EVIDENCE


Describe the assessments and state the prompts: The students will be

able to respond in class discussion, express personal opinion, participate

in discussions about library resources and respond to teacher selected

prompts.

34

Given the targeted understandings, other unit goals, and the assessment evidence

identified, what knowledge and skills are needed?

What sequence of teaching and learning experiences will equip students to develop

and demonstrate THE TARGETED UNDERSTANDINGS?

PLAN LEARNING EXPERIENCES

AND INSTRUCTION


Students will need to know… Students will need to be able to…

• Discussion • Participate in class discussions

• Questioning and Contribution • Ask and answer relevant questions

1. Building Background with Discussion

2. Speaking for a Set Purpose

3. Guided Discussion

4. Personal Response

5. Make Cross-Curriculum Connections

35

SUPPLEMENTAL RESOURCES

Books: Books from the collection

Suggested Student Reading: Books from the collection

Manuals: N/A

36


Computer Software: OPAC (Online Public Access Catalog)

Other References: Library books

Web References:

www.eatontownschools.eboard.com

Follett 856

http://www.eatontownschools.eboard.com/

37

________________________________________________________________________

Unit Title: Literature Appreciation Grade Level/s: K

Subject/Topic Areas: Nursery Rhymes

Key Words: Mother Goose, Rhyme, Title

Unit Designer/s: Library Science Committee Time Frame: 2 Lessons



D


UNIT

COVER

Literature

Appreciation

Grade K-

Nursery Rhymes PAGE

SL.K.6 Speak audibly and express thoughts, feelings, and ideas clearly.

RF.K.2a Recognize and produce rhyming words.

In this unit students will learn to appreciate and recite nursery rhymes. The

students will become familiar with Mother Goose and other authors of

rhymes.

38





Nursery Rhymes

Do you know what a

nursery rhyme is?

Can you name a collection

of nursery rhymes?


Listen to Nursery Rhymes

Recite Nursery Rhymes

Can you name a Mother

Goose nursery rhyme?

Can you recite a nursery

rhyme?

Have you heard nursery

rhymes at home?

What happens to Humpty

Dumpty in the rhyme?

Why was Little Miss

Muffet frightened away?

What animal followed

Mary to school?

IDENTIFY DESIRED

RESULTS

Literature Appreciation – Grade K

39

What evidence will show that students appreciate nursery rhymes?





EVIDENCE


Nursery rhyme recitation: Students will recite nursery rhymes after hearing

them read by the teacher.

Flannel Board Presentation: Teacher will retell the nursery rhyme using a

flannel board.

Picture Prompt – Students will be able to create a picture depicting one of the

nursery rhymes read to them.

Teacher observation

Retelling assessments

Classroom participation

Compare picture to

original storybook.

40

Task Title: Picture Prompt Approximate Time Frame: 20 minutes




understanding?


understandings?



Analytic Rubric Holistic Rubric Criterion List X Checklist

PERFORMANCE TASK

BLUEPRINT


• SL.K.6 Speak audibly and express thoughts, feelings, and ideas clearly.

• RF.K.2a Recognize and produce rhyming words.


Listen to nursery rhymes

Recite nursery rhymes

Create a picture of a nursery rhyme

Recite nursery

rhymes

Create a picture of a

nursery rhyme

Flannel board retelling

Informal teacher assessment of picture prompt.

41




Quiz/Test X Teacher notes X Assignment

Other:


X Selected Response

Academic Response


X Observation

X Work Sample

Other:




Analytic Rubric

Holistic Rubric

Criterion List

X Checklist

Answer Key

BLUEPRINT FOR OTHER

EVIDENCE


Describe the assessments and state the prompts: Picture prompt

42







AND INSTRUCTION



A variety of nursery rhymes • Listen to nursery rhymes

• Recite nursery rhymes


2. Introduce Vocabulary

3. Read nursery rhymes

4. Students recite nursery rhymes

5. Create picture


43


Books: Mother Goose Nursery Rhymes

Suggested Student Reading: Will Moses Mother Goose

Manuals:

Copeland, Brenda S. and Messner, Patricia A. Linking Picture Books to Standards.

Westport, Connecticut: Libraries Unlimited, 2004.

Freeman, Judy. The Winners! Handbook: A Closer Look at Judy Freeman’s Top-Rated

Children’s Books of 2006. Westport, Connecticut: Libraries Unlimited, 2007.

44


Computer Software: Online Public Access Catalog (OPAC)


Web References:


Follett 856


45

________________________________________________________________________


Subject/Topic Areas: Author Study/Poets

Key Words: Author, Poetry, Illustrations, Awards

Unit Designer/s: Library Science Committee Time Frame: All year



D


UNIT

COVER

Literature

Appreciation

Grade K-

Author

Study/Poets PAGE



In this unit, students will learn to appreciate literature from a variety of authors,

illustrators, and poets. They will be introduced to the Caldecott Award, the

Theodor Seuss Geisel Award, etc. Read Across America and Children’s Book

Week will be introduced.

46





Every book has a title and

author

The author writes the book

The illustrator draws the

pictures

Do you know what an author

is?

Can you name any authors?

Do you know what an

illustrator is?

Do you know what a poet

does?


What an author does

What an illustrator does

What a poet does

Can you name a story by

Dr. Seuss?

Do you know who wrote

the book entitled If You

Give a Mouse a Cookie?

What is the name of your

favorite book?


favorite poem?

What author’s birthday is

celebrated on Read Across

America Day?


IDENTIFY DESIRED RESULTS

47

What evidence will show that students appreciate literature by a variety of

authors?





EVIDENCE


Active Listening: Students will develop language skills, dialogue,

vocabulary, and the relationship between the written and spoken word.

Poetry Retelling: Students will be able to retell favorite poems.

Creative Drama: Students will act in narrative pantomime.


stories read to them.

Teacher observation



Compare picture

to story and

poems.

48

Task Title: Creative Drama Approximate Time Frame: 20 minutes




understanding?


understandings?




PERFORMANCE TASK

BLUEPRINT





Listen attentively to stories and poems

Use creative drama to act out the story

Retell favorite poems

Retell poems


story

Use creative drama to

act out the story


49





Other:


X Selected Response

Academic Response


X Observation

X Work Sample

Other:




Analytic Rubric

Holistic Rubric

Criterion List

X Checklist

Answer Key

BLUEPRINT FOR OTHER

EVIDENCE


Describe the assessments and state the prompts:

Picture prompt

Creative drama

50







AND INSTRUCTION



A variety of stories and poems Listen to stories and poems

Library awards and special events Retell poems

Act out events from a story



3. Read stories and poems

4. Students retell poems

5. Act out events from the story

6. Create picture


51


Books: Selected stories and poems from a variety of authors and poets.

Suggested Student Reading: Library books from the collection by the authors and poets

introduced in the lesson.

Manuals:





52




Web References:


Follett 856


53

________________________________________________________________________


Subject/Topic Areas: Holidays

Key Words: Holidays, Poetry, Authors, Poets

Unit Designer/s: Library Science Committee Time Frame: 1 lesson per holiday



D


UNIT

COVER

Literature

Appreciation

Grade K-

Holidays

PAGE



In this unit, students will learn to appreciate literature for holidays

throughout the year. They will become familiar with stories and poems.

54





Holiday stories and poems

Do you know what a

holiday is?

Can you name any holiday

stories or poems?


Listen to Holiday Stories

Listen to Poetry

Recite a Holiday Poem

Can you name a

Thanksgiving story?

Can you recite a poem for

Christmas?

What holiday stories have

you heard at home?

Can you name a

Hanukkah story?

IDENTIFY DESIRED

RESULTS


55

What evidence will show that students appreciate holiday literature?





EVIDENCE




Poetry Retelling: Students will be able to retell holiday poems.

Finger Plays: Students will be able to perform a finger play.


holiday stories read to them.

Teacher observation



Compare picture

to story and

poems.

56

Task Title: Picture Activity Approximate Time Frame: 20 minutes




understanding?


understandings?




PERFORMANCE TASK

BLUEPRINT





Listen to holiday stories and poems

Perform finger plays

Create a picture of a holiday story

Retell poems


holiday story

Perform finger plays

Informal teacher assessment of picture activity.

57





Other:


X Selected Response

Academic Response


X Observation

X Work Sample

Other:




Analytic Rubric

Holistic Rubric

Criterion List

X Checklist

Answer Key

BLUEPRINT FOR OTHER

EVIDENCE



Picture activity

Finger plays

58







AND INSTRUCTION



A variety of holiday stories and poems • Listen to stories and poems

• Retell poems

• Perform finger plays



3. Read holiday stories and poems


5. Perform finger plays

6. Create picture


59


Books: Selected stories and poems for each holiday

Suggested Student Reading: Library display of holiday books from the collection

Manuals:





60




Web References:


Follett 856


61

________________________________________________________________________

Unit Title: Library Orientation and Citizenship Grade Level/s: 1


Key Words: Library, Books, Fire Drill Procedures





UNIT

COVER

Library

Orientation

Grade 1 PAGE

SL.1.1a Follow agreed-upon rules for discussions (e.g., listening to others

with care, speaking one at a time about the topics and texts under

discussion).

SL.1.3 Ask and answer questions about what a speaker says in order to

gather additional information or clarify something that is not understood.

SL.2 Ask and answer questions about key details in a text read aloud or

information presented orally or through other media.



introduced. An appropriate story will be read.

62





Library Orientation – Grade 1


library



library


in a library?





library


class

Where materials are

located


collection?


books?


a fire drill?

IDENTIFY DESIRED

RESULTS

63






EVIDENCE


These tasks may be completed using a map of the library.

Book exchange procedures will be introduced.

Story will be read.

Mapping Activity – Students will color and label the map of the library.


Knowledge of

location of

materials

64





understanding?


understandings?




PERFORMANCE TASK

BLUEPRINT


• SL.1.1a Follow agreed-upon rules for discussions (e.g., listening to others

with care, speaking one at a time about the topics and texts under discussion).

• SL.1.3 Ask and answer questions about what a speaker says in order to

gather additional information or clarify something that is not understood.

• SL.2 Ask and answer questions about key details in a text read aloud or





Listen to a story.


discussion

Location map

worksheet


library procedures


65





Other:


Selected Response

Academic Response


X Observation

X Work Sample

Other:




X Criterion List

X Checklist

Answer Key

BLUEPRINT FOR OTHER

EVIDENCE





prompts.

66






AND INSTRUCTION










67




Manuals: N/A

68




Web References:


Follett 856


69

________________________________________________________________________

Unit Title: Parts of a Book Grade Level/s: 1

Subject/Topic Areas: Introduction to the parts of a book

Key Words: Title, Author, Cover, Illustrator, Title Page, Spine, Pages

Unit Designer/s: Library Science Committee Time Frame: 1 Lesson




UNIT

COVER

Parts of a

Book

Grade 1 PAGE

R.I.1.5 Know and use various text features (e.g., headings, tables of contents,

glossaries, electronic menus, icons) to locate key facts or information in a

text.

SL.1.1a Follow agreed-upon rules for discussions (e.g., listening to others

with care, speaking one at a time about the topics and texts under discussion).

SL.1.3 Ask and answer questions about what a speaker says in order to gather

additional information or clarify something that is not understood.

SL.1.2 Ask and answer questions about key details in a text read aloud or


In this unit, the students will be introduced to the parts of a book.

70





at

IDENTIFY DESIRED

RESULTS

Parts of a Book

Grade 1

Become familiar with parts of

a book

What are the parts of a

book?

Why is it important to know

how to use these parts?


The different parts of a

book

The purpose that each

serves in a book

Can you tell me the title of

this book?

Who is the author of this

book?

What information can be

found on the spine?

What is a page made

from?

71

What evidence will show that students understand the different parts of a book?





EVIDENCE

Parts of a Book – Grade 1

These tasks may be completed using books from the collection and

worksheets. Videos, DVDs, etc. may be used as presentation methods if

appropriate.

Worksheet on the parts of a book


Knowledge of

parts of a book

72

Task Title: Parts of a Book Approximate Time Frame: 1 Lesson




understanding?

onstrate understanding?


understanding?




PERFORMANCE TASK

BLUEPRINT


• R.I.1.5 Know and use various text features (e.g., headings, tables of contents,

glossaries, electronic menus, icons) to locate key facts or information in a text.

• SL.1.1a Follow agreed-upon rules for discussions (e.g., listening to others with

care, speaking one at a time about the topics and texts under discussion).

• SL.1.3 Ask and answer questions about what a speaker says in order to gather

additional information or clarify something that is not understood.

• SL.1.2 Ask and answer questions about key details in a text read aloud or



Point out each book part on a sample book

U

s

e

t

h

e

I

n

d

e

x

a

n

d

T

a

b


discussion Worksheets Locating each book part

on a sample book


73


What will be assessed? X Skill X Understanding List



Other:


X Selected Response

X Academic Response

X Brief Constructed Responses

X Observation

Other:




Analytic Rubric

Holistic Rubric

X Criterion List

X Checklist

X Answer Key

BLUEPRINT FOR OTHER

EVIDENCE

Parts of a Book

Grade 1


able to demonstrate their knowledge of the parts of a book.

74






AND INSTRUCTION

Parts of a Book

Grade 1


• The parts of a book • Use these parts effectively

• Be able to locate the author’s name on

the cover

• Find the illustrator’s name

• Apply new vocabulary



3. Provide a sample of each type of book part

4. Introduce worksheets on the topic

5. Make Cross Curricular Connections

75



Suggested Student Reading: N/A

Manuals:

Complete Library Skills Grade K-2

76


Computer Software: N/A


Web References:


Follett 856


77

________________________________________________________________________

Unit Title: Literature Appreciation Grade Level/s: 1

Subject/Topic Areas: Fairy Tales

Key Words: Fairy Tale, Setting, Characters, Title, Magic

Unit Designer/s: Library Science Committee Time Frame: One Month



D


UNIT

COVER

Literature

Appreciation

Grade 1

Folk and Fairy

Tales PAGE



In this unit students will learn to appreciate fairy tales. The students will locate and

listen to fairy tales. They will be able to identify and describe the plot, setting, and

main characters of the tale.

78

e





Fairy Tales

Do you know what a fairy

tale is?

Can you name a fairy tale?


Listen to Fairy Tale

Retell a Fairy Tale

Locate a Fairy Tale

Do you know the

characters in The Little

Red Hen?

Do you know where the

fairy tales are located in

our library?

What fairy tales have you

heard at home?

IDENTIFY DESIRED

RESULTS

Literature Appreciation - Grade 1

79

What evidence will show that students appreciate fairy tales?





EVIDENCE


Fairy Tale Retelling: Students will retell a fairy tale after hearing it read by

the teacher.

Locating Book: Students will be able to locate the book in our library

collection.

Role Playing: Students will act out stories after telling or reading them.

Recall Activity: Students will be able to recall the traditional tale of The

Little Red Hen and compare and contrast it to The Little Red Hen Makes a

Pizza.

Art Activity – Students will design a pizza slice from a given template using

art supplies.

Teacher observation



● Compare picture to

original storybook.

80

Task Title: Art Activity Approximate Time Frame: 20 minutes




understanding?


understandings?




PERFORMANCE TASK

BLUEPRINT





Listen to a fairy tale

Retell a fairy tale

Create a picture of a fairy tale

Retell a fairy tale


fairy tale

Design a pizza slice


81





Other:


X Selected Response

Academic Response


X Observation

X Work Sample

Other:




Analytic Rubric

Holistic Rubric

Criterion List

X Checklist

Answer Key

BLUEPRINT FOR OTHER

EVIDENCE



Art Activity

82







AND INSTRUCTION



A variety of fairy tales ● Listen to a fairy tale

Retell a fairy tale

Locate a fairy tale on the shelf



3. Read a fairy tale

4. Students retell a fairy tale

5. Create picture


83

Copeland, Brenda S. and Messner, Patricia A. Collaborative Library Lessons for the

Primary Grades: Linking Research Skills to Curriculum Standards. Westport,

Connecticut: Libraries Unlimited, 2004.



Fontichiaro, Kristin. Active Learning Through Drama, Podcasting, and Puppetry.


Freeman, Judy. The Winners! Handbook: A Closer Look at Judy Freeman’s Top-

Rated Children’s Books of 2006. Westport, Connecticut: Libraries Unlimited,

2007.


Books:

The Little Red Hen

The Little Red Hen Makes a Pizza by Philemon Sturges

Lon Po Po by Ed Young

The Stinky Cheese Man and Other Fairly Stupid Tales by Jon Scieszka

Suggested Student Reading:

Rapunzel by Paul O. Zelinsky

Little Red Riding Hood by James Marshall

Manuals:

84




Web References:


Follett 856


85

________________________________________________________________________



Key Words: Author, Poetry, Illustrations, Awards




D


UNIT

COVER

Literature

Appreciation

Grade 1-

Author

Study/Poets PAGE





Theodor Seuss Geisel Award, etc. Read Across America and Children’s Book

Week will be introduced.

86






author



pictures


is?


Do you know what an

illustrator is?


does?


What an author does


Special library events are

celebrated throughout the

year


Dr. Seuss?


the book entitled Officer

Buckle and Gloria?


favorite book?


favorite poem?



America Day?

Literature Appreciation – Grade 1

IDENTIFY DESIRED

RESULTS

87


authors?





EVIDENCE






Reader’s Theater: Students will read through a script of a story.

Picture Prompt - Students will be able to design a picture depicting one of the

stories read to them.

Safety Tip Star Worksheet – Students will create their own original safety tip

on a star shaped worksheet.

Teacher observation



Compare their

own original

safety tip to those

in the story,

Officer Buckle

and Gloria by

Peggy Rathmann

88

Task Title: Creative Drama Approximate Time Frame: 20 minutes




understanding?


understandings?




PERFORMANCE TASK

BLUEPRINT








Original star shaped

safety tip

Reader’s Theater


act out the story


89





Other:


X Selected Response

Academic Response


X Observation

X Work Sample

Other:




Analytic Rubric

Holistic Rubric

Criterion List

X Checklist

BLUEPRINT FOR OTHER

EVIDENCE



Picture prompt

Creative drama

Reader’s Theater

90

Answer Key






AND INSTRUCTION











6. Reader’s Theater

7. Create picture


91


Books: Officer Buckle and Gloria by Peggy Rathmann

Zen Shorts by Jon J. Muth

Knuffle Bunny: A Cautionary Tale by Mo Willems

Click, Clack, Moo: Cows That Type by Doreen Cronin


introduced in the lessons.

Manuals:



Jenkins, Diana R. Just Deal With It! Funny Readers Theatre for Life’s Not-So-Funny

Moments. Portsmouth, NH: Teacher Idea Press, 2004.



92




Web References:


www.aaronshep.com

Follett 856


93

________________________________________________________________________




Unit Designer/s: Library Science Committee Time Frame: 1 Lesson per holiday



D


UNIT

COVER

Literature

Appreciation

Grade 1-

Holidays PAGE



Technology 8.1 All students will use digital tools to access, manage, evaluate, and

synthesize information in order to solve problems individually and collaboratively

and to create and communicate knowledge.

In this unit students will learn to appreciate literature for holidays


94






Do you know what a

holiday is?


stories or poems?



Listen to Poetry


Can you name a

Thanksgiving story?


Christmas?


you heard at home?

Can you name a

Hanukkah story?

IDENTIFY DESIRED

RESULTS


95






EVIDENCE







Teacher observation



Compare picture

to story and

poems.

96





understanding?


understandings?




PERFORMANCE TASK

BLUEPRINT




Technology 8.1 All students will use digital tools to access, manage,

evaluate, and synthesize information in order to solve problems

individually and collaboratively and to create and communicate

knowledge.




Retell poems


holiday story

Listen attentively to

story


97





Other:


X Selected Response

Academic Response


X Observation

X Work Sample

Other:




Analytic Rubric

Holistic Rubric

Criterion List

X Checklist

Answer Key

BLUEPRINT FOR OTHER

EVIDENCE



Picture prompt

98







AND INSTRUCTION




• Retell poems





5. Create picture


99



Freeman, Judy. The Winners! Handbook: A Closer Look at Judy Freeman’s Top-

Rated Children’s Books of 2006. Westport, Connecticut: Libraries Unlimited, 2007.




Manuals:

100




Web References:


Follett 856


101

________________________________________________________________________

Unit Title: Fiction and Nonfiction Grade Level/s: 1

Subject/Topic Areas: Fiction and Nonfiction

Key Words: Easy Reader, Fiction, Library, Nonfiction, Easy Nonfiction





UNIT

COVER

Fiction and

Nonfiction

Grade 1

Grade 7 PAGE

RI.1.4 Ask and answer questions to help determine or clarify the meaning of

words and phrases in a text.



SL.1.1a Follow agreed-upon rules for discussions (e.g., listening to others with care,

speaking one at a time about the topics and texts under discussion).

In this unit students will learn how to distinguish fiction from nonfiction.

102





IDENTIFY DESIRED

RESULTS

Fiction and Nonfiction Grade 1

A library has two kinds of books –

fiction and nonfiction

Fiction books are arranged by the

first three letters of the author’s last

name

Nonfiction books are arranged by

Dewey Decimal number

What kinds of books are

found in the library?

Where are easy reader

books located?

Where are easy nonfiction

books located?


The difference between


What is fiction?

What is nonfiction?

What is a library

collection?

Can you name an easy

reader book?

Can you name an easy

nonfiction book?

103

What evidence will show that students understand the differences between

fiction and nonfiction?





EVIDENCE

Fiction and Nonfiction

Grade 1

These tasks may be completed using fiction and nonfiction books from the

collection as well as worksheets.

Review of completed worksheets

Teacher review of completed

assignment

Knowledge of

fiction vs.

nonfiction titles

104

Task Title: Fiction and Nonfiction Approximate Time Frame: 2 Lessons


What is the purpose of this assessment task? X Formative X Summative


understanding?



understanding?



Analytic Rubric Holistic Rubric X Criterion List X Checklist

PERFORMANCE TASK

BLUEPRINT


Grade 1

RI.1.4 Ask and answer questions to help determine or clarify the meaning of

words and phrases in a text.



SL.1.1a Follow agreed-upon rules for discussions (e.g., listening to others with

care, speaking one at a time about the topics and texts under discussion).

SL.1.1b Build on others’ talk in conversations by responding to the comments

of others through multiple exchanges.


Explain the differences between fiction and nonfiction books

Know where they are located on the shelves


discussion

Worksheets

State information learned about

fiction and nonfiction books

Teacher assessment

105




X Quiz/Test X Teacher notes

Other:


X Selected Response

X Academic Response


X Observation

Other:


Diagnostic X Formative X Summative


Analytic Rubric

Holist Rubric

Criterion List

X Checklist

X Answer List

BLUEPRINT FOR OTHER

EVIDENCE


Grade 1


able to locate fiction and nonfiction titles on the shelf.

106






AND INSTRUCTION


Grade 1


The difference between fiction

and nonfiction books

Determine the difference

between a fiction and nonfiction

book

Where fiction and nonfiction

books are located in the

collection

Locate fiction and nonfiction

books on the shelf



3. Introduce Fiction and Nonfiction

4. Provide examples of each type of book

5. Engage students in a related activity


107


Books: Books from the fiction and nonfiction collection.

Suggested Student Reading: Books from the fiction and nonfiction collection.

Manuals:

Boynton, Alice and Blevins, Wiley. Teaching Students to Read Nonfiction. New York:

Scholastic Professional Books, 2003.

Hamm, Barbara R. Media Center Discovery. San Francisco, CA: Jossey-Bass, 2004.

Turrell, Linda. Complete Library Skills Grade K-2. Grand Rapids, Michigan: McGraw-

Hill, 2004.

108




Web References:


Follett 856


109

________________________________________________________________________



Key Words: Library, Books, Fire Drill Procedures, Proper Book Care, Computers,

Reference, Fiction, Nonfiction, Biography, Magazines

Unit Designer/s: Library Science Committee Time Frame: 2 periods




UNIT

COVER

Library

Orientation

Grade 2 PAGE

SL.2.1a Follow agreed-upon rules for discussions (e.g., gaining the floor in

respectful ways, listening to others with care, speaking one at a time about

the topics and texts under discussion).

SL.2.1b Build on others’ talk in conversations by linking their comments to

the remarks of others.



introduced. Proper book care will be explained. An appropriate story will be

read.

110







library



library


in a library?





library


class

Where materials are

located


collection?


books?


a fire drill?

IDENTIFY DESIRED

RESULTS

111






EVIDENCE


These tasks may be completed using a map of the library. Videos, DVDs,

etc. may be used as presentation methods if appropriate

Quiz on location of materials and / or vocabulary learned during orientation


Teacher made rubrics

NJ Holistic Rubric Assessment

Knowledge of

location of

materials

112





understanding?


understandings?



X Quizzes Holistic Rubric Criterion List Checklist

PERFORMANCE TASK

BLUEPRINT


• SL.2.1a Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways,

listening to others with care, speaking one at a time about the topics and texts under discussion).

• SL.2.1b Build on others’ talk in conversations by linking their comments to the remarks of

others.




Recall and apply vocabulary


discussion

Location map

worksheet


resources in the library.

Informal teacher assessment and quizzes.

113





Other:


X Selected Response

X Academic Response


X Observation

Other:


X Diagnostic X Formative X Summative


X Criterion List

X Checklist

X Answer Key

BLUEPRINT FOR OTHER

EVIDENCE





prompts.

114






AND INSTRUCTION











115




Manuals:

Turrell, Linda. Complete Library Skills, Grades K-2. Grand Rapids, Michigan: McGraw-

Hill, 2004.

116


Computer Software: OPAC (Online Public Access Catalog).


Web References:


Follett 856


117

________________________________________________________________________

Unit Title: Online Catalog (OPAC) Grade Level/s: 2

Subject/Topic Areas: How to Use the OPAC (Online Public Access Catalog)

Key Words: Author, Call Number, Keyword, Online Public Access Catalog (OPAC),

Subject, Title





UNIT

COVER

Online Catalog

(OPAC)

Grade 2 PAGE

• SL.2.1a Follow agreed-upon rules for discussions (e.g., gaining the floor in

respectful ways, listening to others with care, speaking one at a time about the topics

and texts under discussion).

• SL.2.1b Build on others’ talk in conversations by linking their comments to





In this unit students will learn how to access the online public access catalog (OPAC).

They will learn how to search for resources using the visual and text OPAC.

118





IDENTIFY DESIRED

RESULTS

Online Catalog (OPAC) - Grade 2

How to use the online catalog to

locate author, title, and subject

How to find the call number in

the online catalog and then

locate the material on the shelf

What is the online catalog

(OPAC)?

When and why do you use

the online catalog?


Where the OPAC is

located

What the OPAC is used

for

How to access the OPAC

How to search for

resources by author, title,

subject, or keyword

That you can find related

Internet sites that have

been approved for student

use by educators

What does OPAC stand

for?

What can you find on the

OPAC?

What information do you

use from the OPAC to

locate the item you’re

looking for on the shelf?

Why would you want to

search for Internet sites on

the OPAC?

119

What evidence will show that students understand OPAC?





EVIDENCE

Online Catalog (OPAC) – Grade 2

These tasks may be completed by using the OPAC. A data projector may be

used as a presentation method so that students can see live searching

sessions.

Quiz on how to use the OPAC



Knowledge of

finding

information on the

OPAC and

locating resources

on the shelf

120

Task Title: OPAC Approximate Time Frame: 1 Lesson




understanding?



understanding?



Quizzes Holistic Rubric Criterion List Analytic Rubric

PERFORMANCE TASK

BLUEPRINT



respectful ways, listening to others with care, speaking one at a time about the

topics and texts under discussion).







Use the OPAC efficiently

Find information they are searching for on the shelves by using the call number found in the

OPAC and locating the number on the spine label


discussion

Vocabulary worksheets State facts heard/read about

use of the online catalog

Informal teacher assessment.

121





Other:


X Selected Response

X Academic Response


X Observation

Other:




Analytic Rubric

Holistic Rubric

X Criterion List

X Checklist

BLUEPRINT FOR OTHER

EVIDENCE



able to demonstrate their knowledge of how to access the Online Public

Access Catalog (OPAC) as well as how to use it.

122

X Answer Key






AND INSTRUCTION

Online Catalog (OPAC)-Grade 2


• The location of the online catalog • Find specific authors, titles, and subjects in

the OPAC

• When and how to use the online catalog • Find a call number and then locate the

material on the shelf



3. Explain the purpose and functions of the OPAC using the multimedia

projector


5. Locate materials on the shelf


123




Manuals: Follett Library Manual

124




Web References:


Follett 856


125

________________________________________________________________________


Subject/Topic Areas: Introduction to the parts of a book

Key Words: Title, Author, Cover, Illustrator, Title Page, Copyright Date, Publisher,

Spine, Pages





UNIT

COVER

Parts of a

Book

Grade 2 PAGE






SL.2.5 Create audio recordings of stories or poems; add drawings or other

visual displays to stories or recounts of experiences when appropriate to

clarify ideas, thoughts, and feelings.

In this unit, the students will be introduced to the parts of a book.

126





at

IDENTIFY DESIRED

RESULTS

Parts of a Book- Grade 2


a book


book?


where to locate these parts?



book


serves in a book

What is the purpose of a

copyright date?

Where would I find the

publisher information in a

book?


found on a title page?


found on the spine?

127






EVIDENCE




appropriate

Worksheet on the parts of a book


Knowledge of

parts of a book

128

Task Title: Parts of a Book Approximate Time Frame: 2 Lessons




understanding?



understanding?



Quizzes Holistic Rubric X Criterion List Analytic Rubric

PERFORMANCE TASK

BLUEPRINT


SL.2.1a Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful

ways, listening to others with care, speaking one at a time about the topics and texts

under discussion).

• SL.2.1b Build on others’ talk in conversations by linking their comments to the

remarks of others.

• SL.2.5 Create audio recordings of stories or poems; add drawings or other

visual displays to stories or recounts of experiences when appropriate to clarify ideas,

thoughts, and feelings.


Point out each book part on a sample book

U

s

e

t

h

e

I

n

d

e

x

a

n

d

T

a

b


discussion Worksheets Locating each book part

on a sample book


129





Other:


X Selected Response

X Academic Response


X Observation

Other:




Analytic Rubric

Holistic Rubric

X Criterion List

X Checklist

X Answer Key

BLUEPRINT FOR OTHER

EVIDENCE



able to demonstrate their knowledge of the parts of a book.

130






AND INSTRUCTION



• The parts of a book • Use these parts effectively

• Be able to locate the author’s name on

the cover and title page

• Find the copyright date

• Find the publisher information




3. Provide a sample of each type of book part



131




Manuals:

Turrell, Linda. Complete Library Skills Grade K-2. Grand Rapids, MI: McGraw-Hill,

2004.

132




Web References:


Follett 856


133

________________________________________________________________________


Subject/Topic Areas: Folk and Fairy Tales

Key Words: Folk Tale, Fairy Tale, Setting, Characters, Exaggeration, Illustrations




D


UNIT

COVER

Literature

Appreciation

Grade 2-Folk

and Fairy Tales PAGE

W.2.1 Write opinion pieces in which they introduce the topic or book they are writing

about, state an opinion, supply reasons that support the opinion, use linking words (e.g.,

because, and, also) to connect opinion and reasons, and provide a concluding statement or

section.

SL.2.2 Recount or describe key ideas or details from a text read aloud or information

presented orally or through other media.

In this unit students will learn to appreciate folk and fairy tales. The

students will locate and listen to the tales. They will be able to identify and

describe the plot, setting, and main characters of the tale.

134

e





Fairy Tales

Folk Tales


tale is?

Do you know what a folk

tale is?


Can you name a folk tale?



Retell a Fairy Tale

Locate a Fairy Tale

What does it mean to pass

down stories from

generation to generation?


folk and fairy tales are

located in our library?

Have you heard any folk

or fairy tales at home?

IDENTIFY DESIRED

RESULTS

Literature Appreciation- Grade 2

135

What evidence will show that students appreciate folk/fairy tales?





EVIDENCE



collection.

Compare Stories: Students will compare variants of stories such as

“Cinderella,” “Rumpelstiltskin,” or “Jack and the Beanstalk”.

Art Activity: Design giant posters or book covers advertising stories.

Writing Activity – Students will discuss the magic in Anansi and the Magic

Stick and write their own story in which something magical gets out of

control. Share stories with classmates.

Teacher observation


NJ Holistic Rubric

Assessment

136

Task Title: Writing Activity Approximate Time Frame: 2 Periods




understanding?


understandings?



Analytic Rubric X Holistic Rubric Criterion List X Checklist

PERFORMANCE TASK

BLUEPRINT


• W.2.1 Write opinion pieces in which they introduce the topic or book they

are writing about, state an opinion, supply reasons that support the opinion, use

linking words (e.g., because, and, also) to connect opinion and reasons, and provide

a concluding statement or section.

• SL.2.2 Recount or describe key ideas or details from a text read aloud or



Appreciate folk and fairy tales

Find the books in our collection

Compare variants of stories

Class discussion

Written story

Design posters and

book covers


137





Other:


X Selected Response

Academic Response


X Observation

X Work Sample

Other:




Analytic Rubric

X Holistic Rubric

Criterion List

X Checklist

Answer Key

BLUEPRINT FOR OTHER

EVIDENCE



Writing activity

Art Activity

138







AND INSTRUCTION



A variety of folk and fairy tales ● Listen to a folk/fairy tale

Write own original folk tale

Locate a folk/fairy tale on the shelf



3. Read a folk/fairy tale

4. Compare tales

5. Write own original tale

6. Art activity


139


Books:

Anansi and the Magic Stick by Eric Kimmell

Tops and Bottoms by Janet Stevens

The Three Little Pigs by James Marshall

Cinderella stories

Jack and the Beanstalk



Tops and Bottoms by Janet Stevens

Little Red Riding Hood by James Marshall

Manuals:





140




Web References:


Follett 856


141

________________________________________________________________________



Key Words: Author, Poetry, Illustrations, Awards, Caldecott, Newbery




D


UNIT

COVER

Literature

Appreciation

Grade 2-

Author

Study/Poets PAGE

SL.2.2 Recount or describe key ideas or details from a text read aloud or information

presented orally or through other media.

SL.2.4 Tell a story or recount an experience with appropriate facts and relevant,

descriptive details, speaking audibly in coherent sentences.

SL.2.1a Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful

ways, listening to others with care, speaking one at a time about the topics and texts under

discussion).



Theodor Seuss Geisel Award, Newbery Award, etc. Read Across America and

Children’s Book Week will be introduced.

142






author



pictures


is?


Do you know what an

illustrator is?


does?


What an author does




year


Dr. Seuss?


the series of books entitled

Junie B. Jones?


favorite book?


favorite poem?



America Day?


IDENTIFY DESIRED

RESULTS

143


authors?





EVIDENCE







Pet Store Poster: Students will design a poster for an unusual pet and write

up a notice with qualities that would make it a good pet (That Pesky Rat by

Lauren Child).

Worksheets for author, illustrator, and poetry activities

Pet store posters

Teacher observation



Knowledge of

authors,

illustrators, and

poets.

Share pictures

with classmates.

144

Task Title: Reader’s Theater Approximate Time Frame: 2 Periods




understanding?


understandings?




PERFORMANCE TASK

BLUEPRINT


• SL.2.2 Recount or describe key ideas or details from a text read aloud or


• SL.2.4 Tell a story or recount an experience with appropriate facts and

relevant, descriptive details, speaking audibly in coherent sentences.








Retell poems

Reader’s Theater


act out the story


145





Other:


X Selected Response

Academic Response


X Observation

X Work Sample

Other:




Analytic Rubric

Holistic Rubric

Criterion List

X Checklist

Answer Key

BLUEPRINT FOR OTHER

EVIDENCE



Picture prompt

Creative drama

Reader’s Theater

146






AND INSTRUCTION












7. Create picture


147


Books:

That Pesky Rat by Lauren Child

Frog and Toad by Arnold Lobel

Superdog: The Heart of a Hero by Caralyn Buehner

Caldeecott and Newbery Titles


introduced in the lessons.

Manuals:





Freeman, Judy. The Winners! Handbook: A Closer Look at Judy Freeman’s

Top-Rated Children’s Books of 2006. Westport, Connecticut: Libraries Unlimited,

2007.



148




Web References:


www.aaronshep.com

Follett 856


149

________________________________________________________________________







ho

D


UNIT

COVER

Literature

Appreciation

Grade 2-

Holidays PAGE

RI.2.1 Ask and answer such questions as who, what, where, when, why, and how

to demonstrate understanding of key details in a text.






150






Do you know what a

holiday is?


stories or poems?



Listen to Poetry


Can you name a

Thanksgiving story?


Christmas?


you heard at home?

Can you name a

Hanukkah story?

IDENTIFY DESIRED

RESULTS


151






EVIDENCE







Teacher observation



Compare picture

to story and

poems.

152





understanding?


understandings?




PERFORMANCE TASK

BLUEPRINT


• RI.2.1 Ask and answer such questions as who, what, where, when, why, and how to

demonstrate understanding of key details in a text.


respectful ways, listening to others with care, speaking one at a time about the topics and

texts under discussion).




Retell poems


holiday story


story


153





Other:


X Selected Response

Academic Response


X Observation

X Work Sample

Other:




Analytic Rubric

Holistic Rubric

Criterion List

X Checklist

Answer Key

BLUEPRINT FOR OTHER

EVIDENCE



Picture prompt

154






AND INSTRUCTION




• Retell poems





5. Create picture


155




Manuals:





156




Web References:


Follett 856


157

________________________________________________________________________



Key Words: Biography, Collection, Easy Reader, Fiction, Library, Nonfiction, Easy

Nonfiction





UNIT

COVER

Fiction and

Nonfiction

Grade 2

Grade 7 PAGE

L.2.2 Demonstrate command of the conventions of standard English

capitalization, punctuation, and spelling when writing.




SL.2.1b Build on others’ talk in conversations by linking their comments to


In this unit students will learn how to distinguish fiction from nonfiction.

158





IDENTIFY DESIRED

RESULTS






name





Where are fiction books

located?

Where are nonfiction books

located?




What is fiction?

What is nonfiction?

What is a library

collection?

Can you name a fiction

book?

Can you name a

nonfiction book?

159







EVIDENCE


Grade 2

These tasks may be completed using fiction and nonfiction books from the

collection as well as worksheets.



assignment

Knowledge of

fiction vs.

nonfiction titles

160





understanding?



understanding?




PERFORMANCE TASK

BLUEPRINT


Grade 2

L.2.2 Demonstrate command of the conventions of standard English

capitalization, punctuation, and spelling when writing.




SL.2.1b Build on others’ talk in conversations by linking their comments to the

remarks of others.





discussion

Worksheets



Teacher assessment

161





Other:


X Selected Response

X Academic Response


X Observation

Other:




Analytic Rubric

Holist Rubric

Criterion List

X Checklist

X Answer List

BLUEPRINT FOR OTHER

EVIDENCE


Grade 2



162






AND INSTRUCTION


Grade 2






book



collection


books on the shelf







163




Manuals:




Turrell, Linda. Complete Library Skills Grade K-2. Grand Rapids, Michigan: McGraw-

Hill, 2004.

164




Web References:


Follett 856


165

________________________________________________________________________



Key Words: Discussion, conversation, listening, speaker, question





UNIT

COVER

Library

Orientation

Grade 3 PAGE

SL.3.1b Follow agreed-upon rules for discussions (e.g., gaining the floor in

respectful ways, listening to others with care, speaking one at a time about

the topics and texts under discussion).

SL.3.1c Ask questions to check understanding of information presented,

stay on topic, and link their comments to the remarks of others.

In this unit students will learn about class rules, an essential for classroom

management. They will learn where resources are located in the library.

166







library



library


in a library?





library


class

Where materials are

located

Where is the fiction collection?

Where is the nonfiction

collection?

Where is the biography section?

Where is the reference section?

Where do you check out books?

Where do you look to find out

if the library has a book you

want?

What online resources are

available and where are they

located?

IDENTIFY DESIRED

RESULTS

167






EVIDENCE








Knowledge of

location of

materials

168





understanding?


understandings?




PERFORMANCE TASK

BLUEPRINT


• SL.3.1b Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful


discussion).

• SL.3.1c Ask questions to check understanding of information presented, stay on topic, and

link their comments to the remarks of others.


Know the rules, book exchange, and safety procedures in the library.

Know the proper way to take care of a book.

Listen to a story.


discussion

Location map

worksheet




169


What will be assessed? X Skill X Understanding List:



Other:


X Selected Response

X Academic Response


X Observation

Other:




X Criterion List

X Checklist

X Answer Key

BLUEPRINT FOR OTHER

EVIDENCE



able to conduct themselves properly in the library and locate library

resources.

170






AND INSTRUCTION



• The rules of the library

• Where items are located

• Conduct themselves appropriately in the

library

• How to find things in the library • Locate materials in the library



3. Explain Rules and Procedures

4. Show Location of Materials

5. Engage Students in a Related Activity


171




Manuals:

Turrell, Linda. Complete Library Skills, Grade 3. Grand Rapids, Michigan: McGraw-

Hill, 2004.

172




Web References:


Follett 856


173

________________________________________________________________________








UNIT

COVER

Online Catalog

(OPAC)

Grade 3 PAGE

• SL.3.1b Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways,

listening to others with care, speaking one at a time about the topics and texts under discussion).

• SL.3.1c Ask questions to check understanding of information presented, stay on topic, and

link their comments to the remarks of others.

Technology 8.1 All students will use digital tools to access, manage, evaluate, and synthesize

information in order to solve problems individually and collaboratively and to create and communicate

knowledge.


They will learn how to search for resources by author, title, subject, or keyword.

174





IDENTIFY DESIRED

RESULTS

Online Catalog (OPAC)- Grade 3

How to use the online catalog

to locate author, title,

keyword, and subject

How to find the call number

in the online catalog and then

locate the material on the

shelf


(OPAC)?

When and why do you use the

online catalog?


Where the OPAC is

located


for


How to search for


subject, or keyword




use by educators


for?


OPAC?







the OPAC?

175






EVIDENCE




sessions.




Knowledge of

finding

information on

the OPAC and

locating resources

on the shelf

176





understanding?



understanding?



X Quizzes X Holistic Rubric Criterion List Analytic Rubric

PERFORMANCE TASK

BLUEPRINT


• SL.3.1b Follow agreed-upon rules for discussions (e.g., gaining the floor in



• SL.3.1c Ask questions to check understanding of information presented,

stay on topic, and link their comments to the remarks of others.









discussion




177





Other:


X Selected Response

X Academic Response


X Observation

Other:




X Analytic Rubric

X Holistic Rubric

X Criterion List

X Checklist

X Answer Key

BLUEPRINT FOR OTHER

EVIDENCE





178






AND INSTRUCTION




the OPAC






projector




179



Suggested Student Reading: NA


180




Web References:


Follett 856


181

________________________________________________________________________


Subject/Topic Areas: Focus on the Index, Table of Contents, Glossary, Title Page

Key Words: Index, Table of Contents, Glossary, Title Page





UNIT

COVER

Parts of a

Book

Grade 3 PAGE

RI.3.4 Determine the meaning of general academic and domain-specific words

and phrases in a text relevant to a grade 3 topic or subject area.

SL.3.1a Come to discussions prepared, having read or studied required material;

explicitly draw on that preparation and other information known about the topic

to explore ideas under discussion.




In this unit students will review the parts of the book and demonstrate understanding of their

respective functions through completing worksheets. This introduction to the index helps

students to understand that the Internet is an online index.

182





IDENTIFY DESIRED

RESULTS

Parts of a Book

Grade 3


a book

Will learn how to use those

parts to locate topics


book?





book


serves in a book

What is the purpose of an

index?


table of contents?

What kinds of books

contain indexes?

What kinds of books

contain tables of contents?

183






EVIDENCE




appropriate

Worksheet on the index / table of contents


Knowledge of

parts of a book,

specifically the

index and table of

contents

184





understanding?



understanding?


What type of scoring tools will be used for evaluation? X Quizzes

PERFORMANCE TASK

BLUEPRINT


RI.3.4 Determine the meaning of general academic and domain-specific words and phrases

in a text relevant to a grade 3 topic or subject area.

SL.3.1a Come to discussions prepared, having read or studied required material; explicitly

draw on that preparation and other information known about the topic to explore ideas

under discussion.

SL.3.1b Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful


discussion).


Use the Index and Table of Contents in a book effectively

U

s

e

t

h

e

I

n

d

e

x

a

n

d

T

a

b


discussion

Worksheets State facts heard/read

about the index and table

of contents


185





Other:


X Selected Response

X Academic Response


X Observation

Other:




Analytic Rubric

Holistic Rubric

X Criterion List

X Checklist

X Answer Key

BLUEPRINT FOR OTHER

EVIDENCE

Parts of a Book

Grade 3


able to demonstrate their knowledge of the index and table of contents.

186






AND INSTRUCTION

Parts of a Book

Grade 3


• What an index is • Use the index effectively

• What a table of contents is • Be able to locate topics using the table

of contents




3. Provide a sample of an index / table of contents



187




Manuals:

Archer, Anita and Gleason, Mary. Skills for School Success, Book 6. North Billerica,

MA, 1994.


Stover, Lynne Farrell. Magical Library Lessons. Upstart, 2003.

Turrell, Linda. Complete Library Skills Grade 3. Grand Rapids, Michigan:

McGraw-Hill, 2004.

188


Computer Software: NA


Web References:


Follett 856


189

________________________________________________________________________


Subject/Topic Areas: Folk and Fairy Tales

Key Words: Folk Tale, Fairy Tale, Setting, Characters, Exaggeration, Illustrations




D


UNIT

COVER

Literature

Appreciation

Grade 3- Folk

and Fairy Tales PAGE

W.3.1 Write opinion pieces on topics or texts, supporting a point of view

with reasons.

SL.3.2 Determine the main ideas and supporting details of a text read aloud

or information presented in diverse media and formats, including visually,

quantitatively, and orally.

In this unit students will learn to appreciate folk and fairy tales. The

students will locate and listen to the tales. They will be able to identify and

describe the plot, setting, and main characters of the tale.

190

e





Fairy Tales

Folk Tales


tale is?

Do you know what a folk

tale is?


Can you name a folk tale?

Students will…


Retell a Fairy Tale

Locate a Fairy Tale

What does it mean to pass

down stories from

generation to generation?


folk and fairy tales are

located in our library?

Have you heard any folk

or fairy tales at home?

IDENTIFY DESIRED

RESULTS


191

What evidence will show that students appreciate folk and fairy tales?





EVIDENCE



collection.

Compare Stories: Students will compare variants of stories such as

“Cinderella,” “Rumpelstiltskin,” or “Jack and the Beanstalk”.

Art Activity: Draw detailed portraits of main characters.

Art Activity: Design and color a Native American blanket using the book

Coyote Steals the Blanket.

Writing Activity – Rewrite endings to traditional tales.

Teacher observation


NJ Holistic Rubric

Assessment

192

Task Title: Art Activity Approximate Time Frame: 2 Periods




understanding?


understandings?




PERFORMANCE TASK

BLUEPRINT


• W.3.1 Write opinion pieces on topics or texts, supporting a point of view

with reasons.

• SL.3.2 Determine the main ideas and supporting details of a text read aloud

or information presented in diverse media and formats, including visually,



Appreciate folk and fairy tales

Find the books in our collection

Design a Native American blanket

Write new endings

to traditional tales.

Design a Native

American blanket

Draw detailed portraits

of main characters


193


What will be assessed? Skill X Understanding List:



Other:


X Selected Response

Academic Response


X Observation

X Work Sample

Other:




Analytic Rubric

X Holistic Rubric

Criterion List

X Checklist

Answer Key

BLUEPRINT FOR OTHER

EVIDENCE



Writing activity

Art Activity

194






AND INSTRUCTION



A variety of folk and fairy tales ● Listen to a folk/fairy tale

Write own ending to a folk tale

Locate a folk/fairy tale on the shelf



3. Read a folk/fairy tale

4. Compare tales

5. Write own ending to a traditional tale

6. Art activity


195


Books:

Davy Crockett Saves the World by Rosalyn Schanzer

Sally Ann Thunder Ann Whirlwind Crockett by Steven Kellogg

Coyote Steals the Blanket by Janet Stevens

Cinderella stories

Jack and the Beanstalk



Our Favorite Stories From Around the World by Jamila Gavin

Manuals:

Copeland, Brenda S. and Messner, Patricia A. Collaborative Library Lessons for the

Primary Grades: Linking Research Skills to Curriculum Standards. Westport,

Connecticut: Libraries Unlimited, 2004.



Pellowski, Anne. Drawing Stories From Around the World. Westport, Connecticut:

Libraries Unlimited, 2005.

196




Web References:


Follett 856


197

________________________________________________________________________



Key Words: Author, Poetry, Illustrations, Awards, Newbery, Caldecott


School District: Eatontown Public Schools School: Meadowbrook, Vetter,

Woodmere


D


UNIT

COVER

Literature

Appreciation

Grade 3-

Author

Study/Poets PAGE

SL.3.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups,

and teacher-led) with diverse partners on grade 3 topics and texts, building on others’

ideas and expressing their own clearly.

W.3.6 With guidance and support from adults, use technology to produce and publish

writing (using keyboarding skills) as well as to interact and collaborate with others.

SL.3.2 Determine the main ideas and supporting details of a text read aloud or

information presented in diverse media and formats, including visually, quantitatively,

and orally.



Theodor Seuss Geisel Award, Newbery Award, etc. Read Across America and

Children’s Book Week will be introduced.

198






author



pictures


is?


Do you know what an

illustrator is?


does?


What an author does




year


Dr. Seuss?


the book entitled Piggie

Pie?


favorite book?


favorite poem?



America Day?


IDENTIFY DESIRED

RESULTS

199


authors?





EVIDENCE







Diary Writing: Students will write a diary of their own experiences (Diary

of a Wombat by Jackie French).

Worksheets for author, illustrator, and poetry activities

Teacher observation



Knowledge of

authors,

illustrators, and

awards

200

Task Title: Reader’s Theater Approximate Time Frame: 2 Periods




understanding?


understandings?




PERFORMANCE TASK

BLUEPRINT


• SL.3.1 Engage effectively in a range of collaborative discussions (one-on-

one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts,

building on others’ ideas and expressing their own clearly.

SL.3.4 Report on a topic or text, tell a story, or recount an experience with

appropriate facts and relevant, descriptive details, speaking clearly at an

understandable pace.





Diaries

Reader’s Theater


act out the story


201





Other:


X Selected Response

Academic Response


X Observation

X Work Sample

Other:




Analytic Rubric

Holistic Rubric

Criterion List

X Checklist

BLUEPRINT FOR OTHER

EVIDENCE



Creative Drama

Reader’s Theater

Diary Writing

202

Answer Key






AND INSTRUCTION



A variety of stories and poems • Listen to stories and poems

• Library awards and special events • Retell poems

• Act out events from a story

• Write in a diary







7. Create picture

8. Write in a diary


203


Books:

Diary of a Wombat by Jackie French

Diary of a Worm and Diary of a Spider by Doreen Cronin

Piggie Pie by Margie Palatini

Selected stories and poems from a variety of authors and poets.


introduced in the lesson.

Manuals:









204




Web References:


www.aaronshep.com

Follett 856


205

________________________________________________________________________







ho

D


UNIT

COVER

Literature

Appreciation

Grade 3

Holidays PAGE


and teacher-led) with diverse partners on grade 3 topics and texts, building on others’

ideas and expressing their own clearly.

SL.3.2 Determine the main ideas and supporting details of a text read aloud or information

presented in diverse media and formats, including visually, quantitatively, and orally.



206






Do you know what a

holiday is?


stories or poems?



Listen to Poetry


Can you name a

Thanksgiving story?


Christmas?


you heard at home?

Can you name a

Hanukkah story?

IDENTIFY DESIRED

RESULTS


207






EVIDENCE







Teacher observation



Compare picture

to story and

poems.

208





understanding?


understandings?




PERFORMANCE TASK

BLUEPRINT



and teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas

and expressing their own clearly.






Retell poems


holiday story


story


209





Other:


X Selected Response

Academic Response


X Observation

X Work Sample

Other:




Analytic Rubric

Holistic Rubric

Criterion List

X Checklist

Answer Key

BLUEPRINT FOR OTHER

EVIDENCE



Picture prompt

210






AND INSTRUCTION




• Retell poems





5. Create picture


211




Manuals:





212




Web References:


Follett 856


213

________________________________________________________________________

Unit Title: Reference Grade Level/s: 3

Subject/Topic Areas: Reference Books – Atlas, Dictionary, Encyclopedia, World

Almanac for Kids, Specialized Reference Books

Key Words: Guide Words, Index, Maps, Reference, Table of Contents

Unit Designer/s: Library Science Committee Time Frame: 1 Marking Period




UNIT

COVER

Reference

Grade 3

PAGE

RI.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly

to the text as the basis for the answers.


draw on that preparation and other information known about the topic to explore ideas under

discussion.



RI.3.5 Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate

information relevant to a given topic efficiently.

In this unit students will learn about reference books in the library. They will

learn the distinguishing characteristics of each type of reference book and

which ones to refer to for the type of question / topic they are researching.

214





IDENTIFY DESIRED

RESULTS

Reference- Grade 3

The importance of having

current information.

Why would you use a

reference book?


What reference book to

select for the question /

topic they are researching

What are reference books?

What is an encyclopedia?

Who writes

encyclopedias?

What is the function of an

index in an encyclopedia?

What are specialized

reference books?

215

What evidence will show that students understand discussion, questioning and

contributing, word choice, oral presentation?





EVIDENCE

Reference – Grade 3

These tasks may be completed using books from the reference collection

and worksheets. Videos, DVDs, etc. may be used as presentation methods if

appropriate

Worksheet on types of reference books


Review of worksheets

Knowledge of

books in the

reference

collection

216

Task Title: Reference Books Approximate Time Frame: 1 Marking Period




understanding?



understanding?


What type of scoring tools will be used for evaluation? Analytic Rubric Holistic Rubric Criterion List X Checklist

PERFORMANCE TASK

BLUEPRINT


• RI.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to

the text as the basis for the answers.

• SL.3.1a Come to discussions prepared, having read or studied required material; explicitly draw

on that preparation and other information known about the topic to explore ideas under discussion.

• SL.3.2 Determine the main ideas and supporting details of a text read aloud or information


• RI.3.5 Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate

information relevant to a given topic efficiently.


Explain the function of each reference book.

Select the appropriate reference book for the question/topic they are researching


discussion

Worksheets on reference

books

State facts heard/read

about reference books


217





Other:


X Selected Response

X Academic Response


X Observation

Other:


X Diagnostic X Formative Summative


Analytic Rubric

Holistic Rubric

Criterion List

X Checklist

X Answer Key

BLUEPRINT FOR OTHER

EVIDENCE

Reference- Grade 3


able to demonstrate their knowledge of each type of reference book /

material.

218






AND INSTRUCTION

Reference- Grade 3


• A variety of reference books • Select the correct reference book

• Use guide words, index, table of contents,

etc, to find information



3. Introduce Reference Books

4. Provide Examples of Use for Each

5. Engage the Students in a Reference Activity


219


Books: Selected reference books from the collection

Suggested Student Reading: Selected reference books from the collection.

Manuals:

Turrell, Linda. Complete Library Skills Grade 3. Grand Rapids, Michigan: McGraw-

Hill, 2004.

220


Computer Software: CD Roms of selected reference books

Other References: N/A

Web References:


Follett 856


221

________________________________________________________________________

Unit Title: Dewey Decimal System Grade Level/s: 3

Subject/Topic Areas: Dewey Decimal System

Key Words: Dewey Decimal System, Melvil Dewey, Nonfiction, Spine Label





UNIT

COVER

Dewey

Decimal

System

Grade 3

Grade 7

PAGE



discussion.



In this unit students will learn how to locate materials in the nonfiction section

of the library using the Dewey Decimal System.

222





IDENTIFY DESIRED

RESULTS

Dewey Decimal System- Grade 3

The Dewey Decimal System

is used for organizing all

nonfiction materials

How is nonfiction

classified?

Why are books in the

nonfiction section arranged

by number?



and how it works

What is the Dewey

Decimal System?

Who invented it?

Why did Dewey create

this system?

How many categories of

knowledge are

represented?

What does each category

represent?

Which number comes first

– 636.6 or 636.8?

223

What evidence will show that students understand the Dewey Decimal System?





EVIDENCE


These tasks may be completed using nonfiction books from the collection

and worksheets. A game on the Dewey Decimal System may also be used.



assignment

Knowledge of the

Dewey Decimal

System

Be able to locate

a specific

nonfiction book

224

Task Title: Dewey Decimal System Approximate Time Frame: 2 Lessons




understanding?



understanding?




PERFORMANCE TASK

BLUEPRINT

Dewey Decimal System-Grade 3

SL.3.1a Come to discussions prepared, having read or studied required

material; explicitly draw on that preparation and other information known about

the topic to explore ideas under discussion.

SL.3.2 Determine the main ideas and supporting details of a text read aloud or

information presented in diverse media and formats, including visually,



Know what a Dewey Decimal number is and what it looks like

Know the arrangement of the numbers on the shelf

Locate nonfiction books on the shelf


discussion

Worksheets

Game


the Dewey Decimal system

Teacher assessment

225





Other:


X Selected Response

X Academic Response


X Observation

Other:




Analytic Rubric

Holist Rubric

Criterion List

X Checklist

X Answer List

BLUEPRINT FOR OTHER

EVIDENCE



able to find nonfiction books using the Dewey Decimal System.

226






AND INSTRUCTION



• The 10 main classes of the Dewey • Locate a specific nonfiction book on

the shelf using the online catalog



3. Introduce the Dewey Decimal System

4. Provide examples of use


6. Locate a nonfiction book on the shelf using the online catalog


227


Books: Books from the nonfiction collection.

Suggested Student Reading: Books from the nonfiction collection.

Manuals:


McGraw-Hill, 2004.

228



Other References: Library books in nonfiction section.

Web References:


Follett 856


229

________________________________________________________________________



Key Words: Autobiography, Biography, Collected Biography, Collection, Fiction,

Library, Nonfiction





UNIT

COVER

Fiction and

Nonfiction

Grade 3

Grade 7 PAGE

RI.3.5 Use text features and search tools (e.g., key words, sidebars,

hyperlinks) to locate information relevant to a given topic efficiently.




SL.3.1c Ask questions to check understanding of information presented, stay

on topic, and link their comments to the remarks of others.

In this unit students will learn how to distinguish fiction from nonfiction. Under

nonfiction, different types of biographies will be discussed.

230





IDENTIFY DESIRED

RESULTS

Fiction and Nonfiction- Grade 3





name






located?


located?




What is fiction?

What is nonfiction?

What is a library

collection?


book?

Can you name a

nonfiction book?

231







EVIDENCE


These tasks may be completed using fiction and nonfiction books, including

different types of biographies, from the collection as well as worksheets.



assignment

Knowledge of

fiction vs.

nonfiction titles

232





understanding?



understanding?




PERFORMANCE TASK

BLUEPRINT

Fiction and Nonfiction-Grade 3

• RI.3.5 Use text features and search tools (e.g., key words, sidebars, hyperlinks)

to locate information relevant to a given topic efficiently.

• SL.3.1b Follow agreed-upon rules for discussions (e.g., gaining the floor in



• SL.3.1c Ask questions to check understanding of information presented, stay on

topic, and link their comments to the remarks of others.





discussion

Worksheets



Teacher assessment

233





Other:


X Selected Response

X Academic Response


X Observation

Other:




Analytic Rubric

Holist Rubric

Criterion List

X Checklist

X Answer List

BLUEPRINT FOR OTHER

EVIDENCE




234






AND INSTRUCTION







book



collection


books on the shelf







235




Manuals:





Hill, 2004.

236




Web References:


Follett 856


237

________________________________________________________________________









UNIT

COVER

Library

Orientation

Grade 4 PAGE


draw on that preparation and other information known about the topic to explore ideas

under discussion.

SL.4.1c Pose and respond to specific questions to clarify or follow up on information, and

make comments that contribute to the discussion and link to the remarks of others.

RI.4.7 Interpret information presented visually, orally, or quantitatively (e.g., in charts,

graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain

how the information contributes to an understanding of the text in which it appears.



238







library



library


in a library?





library


class

Where materials are

located

Where is the fiction

collection?


collection?

Where is the biography

section?

Where is the reference

section?


books?

Where do you look to find

out if the library has a book

you want?

IDENTIFY DESIRED

RESULTS

239






EVIDENCE








Knowledge of

location of

materials

240





understanding?


understandings?




PERFORMANCE TASK

BLUEPRINT


• SL.4.1a Come to discussions prepared, having read or studied required material; explicitly


discussion.

• SL.4.1c Pose and respond to specific questions to clarify or follow up on information, and


• RI.4.7 Interpret information presented visually, orally, or quantitatively (e.g., in charts,

graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the

information contributes to an understanding of the text in which it appears.

The students will able to:

Locate specific collections of material in the library

Locate computer equipment


discussion

Location map

worksheet




241





Other:


X Selected Response

X Academic Response


X Observation

Other:




X Criterion List

X Checklist

X Answer Key

BLUEPRINT FOR OTHER

EVIDENCE




resources.

242






AND INSTRUCTION






library








243




Manuals:

244




Web References:


Follett 856


245

________________________________________________________________________








UNIT

COVER

Online Catalog

(OPAC)

Grade 4 PAGE


material; explicitly draw on that preparation and other information known

about the topic to explore ideas under discussion.

SL.4.1c Pose and respond to specific questions to clarify or follow up on

information, and make comments that contribute to the discussion and link to


Technology 8.1 All students will use digital tools to access, manage, evaluate,

and synthesize information in order to solve problems individually and

collaboratively and to create and communicate knowledge.



246





IDENTIFY DESIRED

RESULTS








shelf


(OPAC)?


online catalog?


Where the OPAC is

located


for


How to search for


subject, or keyword




use by educators


for?


OPAC?







the OPAC?

247






EVIDENCE




sessions.




Knowledge of

finding

information on

the OPAC and

locating resources

on the shelf

248





understanding?



understanding?




PERFORMANCE TASK

BLUEPRINT


• SL.4.1a Come to discussions prepared, having read or studied required

material; explicitly draw on that preparation and other information known about the

topic to explore ideas under discussion.

• SL.4.1c Pose and respond to specific questions to clarify or follow up on

information, and make comments that contribute to the discussion and link to the

remarks of others.









discussion




249





Other:


X Selected Response

X Academic Response


X Observation

Other:




X Analytic Rubric

X Holistic Rubric

X Criterion List

X Checklist

X Answer Key

BLUEPRINT FOR OTHER

EVIDENCE





250






AND INSTRUCTION




the OPAC






projector




251





252




Web References:


Follett 856


253

________________________________________________________________________








UNIT

COVER

Parts of a

Book

Grade 4 PAGE

RI.4.5 Describe the overall structure (e.g., chronology, comparison, cause/effect,

problem/solution) of events, ideas, concepts, or information in a text or part of a

text.



remarks of others.




254





IDENTIFY DESIRED

RESULTS



a book




book?





book


serves in a book


index?


table of contents?

What kinds of books

contain indexes?

What kinds of books


255






EVIDENCE




appropriate



Knowledge of

parts of a book,

specifically the

index and table of

contents

256





understanding?



understanding?



PERFORMANCE TASK

BLUEPRINT



problem/solution) of events, ideas, concepts, or information in a text or part of a

text.



remarks of others.




discussion Worksheets State facts heard/read about the

index and table of contents


257





Other:


X Selected Response

X Academic Response


X Observation

Other:




Analytic Rubric

Holistic Rubric

X Criterion List

X Checklist

X Answer Key

BLUEPRINT FOR OTHER

EVIDENCE




258






AND INSTRUCTION





of contents







259




Manuals:


McGraw Hill, 2004.

260




Web References:


Follett 856


261

________________________________________________________________________


Subject/Topic Areas: Reading Enrichment and Encouragement

Key Words: Newbery, Author, Genres, Book Talks




D


UNIT

COVER Literature

Appreciation

Grade 4 PAGE



remarks of others.

In this unit students will learn to distinguish award winning titles from

other books in the collection. They will be able to compare and contrast

between different fiction genres.

262

e





The different types of

literature


know about different

literature types?

Who are popular authors for

children?


The many awards received

by authors

The different literature

types

Can you name a book that

has won the Newbery

Award?

Have you read other

books by this author?

Can you name other titles

from the same genre of

literature?

IDENTIFY DESIRED

RESULTS


1

CIATION

263

What evidence will show that students appreciate different genres of literature?





EVIDENCE

These tasks may be completed using books from the collection. Videos,

DVDs, etc. may be used as presentation methods if appropriate.

Compare genres of fiction.

Worksheets on literature types and / or authors associated with specific

titles

Writing prompts on books by authors




Knowledge of

authors for book

selection


1

CIATION

264

Task Title: Book Talk Approximate Time Frame: 1 lesson




understanding?


understandings?




PERFORMANCE TASK

BLUEPRINT




remarks of others.


Name different literature types or genres and explain what each literature type or

genre is

Name / read authors representing different literature types or genres


discussion

Literature worksheet


about the author or genre


265





Other:


X Selected Response

Academic Response


X Observation

X Work Sample

Other:




X Analytic Rubric

X Holistic Rubric

Criterion List

X Checklist

X Answer Key

BLUEPRINT FOR OTHER

EVIDENCE



The students will be able to identify books belonging to each

literature type or genre as well as authors identified with each.

266






AND INSTRUCTION



• Listening skills to respond to selected

passages

• Participate in class discussions about

the selected readings

• How to listen critically and respond to

questions about the passage or genre

• Ask and answer relevant questions

• Apply new vocabulary (about specific

genres or type of literature)



3. Read selected passage

4. Ask question about the passage or genre / literature type



267


Books:

The Tale of Despereaux by Kate Dicamillo and other Newbery Award winning

titles

Coretta Scott King Award winning titles

Fantasy, Realistic, Historical, and Science Fiction titles


Books from the collection

Manuals:



Freeman, Judy. The Winners! Handbook: A Closer Look at Judy Freeman’s

Top-Rated Children’s Books of 2006. Westport, Connecticut: Libraries

Unlimited, 2007.



268




Web References:


Follett 856


269

________________________________________________________________________


Subject/Topic Areas: Reference Books – Atlas, Dictionary, Encyclopedia, Almanac,

Specialized Reference Books

Key Words: Guide Words, Index, Maps, Reference, Table of Contents, Tables,

Yearbooks





UNIT

COVER

Reference

Grade 4

PAGE


problem/solution) of events, ideas, concepts, or information in a text or part of a text.

SL.4.1c Pose and respond to specific questions to clarify or follow up on information, and


In this unit students will learn about reference books in the library. They will learn the

distinguishing characteristics of each type of reference book and which ones to refer to

for the type of question / topic they are researching.

270





IDENTIFY DESIRED

RESULTS

Reference - Grade 4



Why would you use a

reference book?







Who writes

encyclopedias?



What is an annual?

What is a yearbook?

What are quotations?


reference books?

271







EVIDENCE




appropriate

Quiz or worksheet on types of reference books



Knowledge of

books in the

reference

collection

272





understanding?



understanding?



PERFORMANCE TASK

BLUEPRINT


• RI.4.5 Describe the overall structure (e.g., chronology, comparison,

cause/effect, problem/solution) of events, ideas, concepts, or information in a text or

part of a text.

• SL.4.1c Pose and respond to specific questions to clarify or follow up on


remarks of others.





discussion


books




273





Other:


X Selected Response

X Academic Response


X Observation

Other:




Analytic Rubric

Holistic Rubric

Criterion List

X Checklist

BLUEPRINT FOR OTHER

EVIDENCE

Reference- Grade 4



material.

274

X Answer Key






AND INSTRUCTION

Reference- Grade 4











275



Suggested Student Reading: Selected reference books from the collection

Manuals: Turrell, Linda. Complete Library Skills Grade 4. Grand Rapids, Michigan:

McGraw Hill, 2004.

276


Computer Software: CD ROMs of selected reference books

Other References: Selected reference books from the collection

Web References:


Follett 856


277

________________________________________________________________________





School District: Eatontown Public Schools School: Memorial



UNIT

COVER

Dewey

Decimal

System

Grade 4

Grade 7

PAGE

SL.4.1c Pose and respond to specific questions to clarify or follow up on information, and make

comments that contribute to the discussion and link to the remarks of others.

4.NBT.1 Recognize that in a multi-digit whole number, a digit in one place represents ten times what

it represents in the place to its right. For example, recognize that 700 ÷ 70 = 10 by applying concepts

of place value and division.



278





IDENTIFY DESIRED

RESULTS

Dewey Decimal System Grade 4




How is nonfiction

classified?



by number?



and how it works

What is the Dewey

Decimal System?

Who invented it?


this system?


knowledge are

represented?


represent?


– 636.6 or 636.8?

279






EVIDENCE






assignment

Knowledge of the

Dewey Decimal

System

Be able to locate

a specific

nonfiction book

280





understanding?



understanding?




PERFORMANCE TASK

BLUEPRINT



information, and make comments that contribute to the discussion and link to


4.NBT.1 Recognize that in a multi-digit whole number, a digit in one place

represents ten times what it represents in the place to its right. For example,

recognize that 700 ÷ 70 = 10 by applying concepts of place value and division.






discussion

Worksheets

Game



Teacher assessment

281





Other:


X Selected Response

X Academic Response


X Observation

Other:




Analytic Rubric

Holist Rubric

Criterion List

X Checklist

X Answer List

BLUEPRINT FOR OTHER

EVIDENCE




282






AND INSTRUCTION












283




Manuals:


McGraw Hill, 2004.

284




Web References:


Follett 856


285

________________________________________________________________________




Library, Nonfiction





UNIT

COVER

Fiction and

Nonfiction

Grade 4

Grade 7 PAGE

RI.4.7 Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs,

diagrams, time lines, animations, or interactive elements on Web pages) and explain how the

information contributes to an understanding of the text in which it appears.

SL.4.4 Report on a topic or text, tell a story, or recount an experience in an organized manner,

using appropriate facts and relevant, descriptive details to support main ideas or themes; speak

clearly at an understandable pace.



4.NBT.1 Recognize that in a multi-digit whole number, a digit in one place represents ten times

what it represents in the place to its right. For example, recognize that 700 ÷ 70 = 10 by applying

concepts of place value and division.



286





IDENTIFY DESIRED

RESULTS






name






located?


located?




What is fiction?

What is nonfiction?

What is a library

collection?


book?

Can you name a

nonfiction book?

287







EVIDENCE






assignment

Knowledge of

fiction vs.

nonfiction titles

288





understanding?



understanding?




PERFORMANCE TASK

BLUEPRINT


RI.4.7 Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams,

time lines, animations, or interactive elements on Web pages) and explain how the information contributes

to an understanding of the text in which it appears.

SL.4.4 Report on a topic or text, tell a story, or recount an experience in an organized manner, using

appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an

understandable pace.



4.NBT.1 Recognize that in a multi-digit whole number, a digit in one place represents ten times what it

represents in the place to its right. For example, recognize that 700 ÷ 70 = 10 by applying concepts of

place value and division.





discussion

Worksheets



Teacher assessment

289





Other:


X Selected Response

X Academic Response


X Observation

Other:




Analytic Rubric

Holist Rubric

Criterion List

X Checklist

X Answer List

BLUEPRINT FOR OTHER

EVIDENCE




290






AND INSTRUCTION


Grade 4






book



collection


books on the shelf







291




Manuals:




Hill, 2004.

292




Web References:


Follett 856


293

________________________________________________________________________









UNIT

COVER

Library

Orientation

Grade 5 PAGE


explicitly draw on that preparation and other information known about the topic to

explore ideas under discussion.

SL.5.1c Pose and respond to specific questions by making comments that contribute

to the discussion and elaborate on the remarks of others.



294







library



library


in a library?





library


class

Where materials are

located



collection?






want?



located?

IDENTIFY DESIRED

RESULTS

295






EVIDENCE








Knowledge of

location of

materials

296





understanding?


understandings?




PERFORMANCE TASK

BLUEPRINT


SL.5.1a Come to discussions prepared, having read or studied required material; explicitly draw on

that preparation and other information known about the topic to explore ideas under discussion.

SL.5.1c Pose and respond to specific questions by making comments that contribute to the

discussion and elaborate on the remarks of others.





discussion

Location map

worksheet




297





Other:


X Selected Response

X Academic Response


X Observation

Other:




X Criterion List

X Checklist

X Answer Key

BLUEPRINT FOR OTHER

EVIDENCE




resources.

298






AND INSTRUCTION






library








299




Manuals:

300




Web References:


Follett 856

../../../../../Departments/Curriculum/Final%20Curriculum/Final%20Library%20Science%20K-8/www.eatontownschools.eboard.com

301

________________________________________________________________________








UNIT

COVER

Online Catalog

(OPAC)

Grade 5 PAGE











302





IDENTIFY DESIRED

RESULTS








shelf


(OPAC)?


online catalog?


Where the OPAC is

located


for


How to search for


subject, or keyword




use by educators


for?


OPAC?







the OPAC?

303






EVIDENCE




sessions.




Knowledge of

finding

information on the

OPAC and

locating resources

on the shelf

304





understanding?



understanding?




PERFORMANCE TASK

BLUEPRINT





SL.5.1c Pose and respond to specific questions by making comments that

contribute to the discussion and elaborate on the remarks of others.








U

s

e

t

h

e

O

P

A

C

e

f

f

i

c

i

e

n

t

l


discussion




305





Other:


X Selected Response

X Academic Response


X Observation

Other:




X Analytic Rubric

X Holistic Rubric

X Criterion List

X Checklist

X Answer Key

BLUEPRINT FOR OTHER

EVIDENCE





306






AND INSTRUCTION




the OPAC






projector




307





308




Web References:


Follett 856

../../../../../Departments/Curriculum/Final%20Curriculum/Final%20Library%20Science%20K-8/www.eatontownschools.eboard.com

309

________________________________________________________________________








UNIT

COVER

Parts of a

Book

Grade 5 PAGE











310





IDENTIFY DESIRED

RESULTS



a book




book?





book


serves in a book


index?


table of contents?

What kinds of books

contain indexes?

What kinds of books


311






EVIDENCE




appropriate.



Knowledge of

parts of a book,

specifically the

index and table of

contents

312





understanding?



understanding?




PERFORMANCE TASK

BLUEPRINT



material; explicitly draw on that preparation and other information known about

the topic to explore ideas under discussion.








discussion

Worksheets State facts heard/read

about the index and table

of contents


313





Other:


X Selected Response

X Academic Response


X Observation

Other:




Analytic Rubric

Holistic Rubric

X Criterion List

X Checklist

BLUEPRINT FOR OTHER

EVIDENCE




314

X Answer Key






AND INSTRUCTION





of contents







315




Manuals:


McGraw-Hill, 2004.

316




Web References:


Follett 856


317

________________________________________________________________________







D


UNIT

COVER Literature

Appreciation

Grade 5 PAGE









318

e






literature or genres



literature types?


children?



by authors


types


has won the Newbery

Award?

Have you read other




literature?

IDENTIFY DESIRED

RESULTS


1

CIATION

319






EVIDENCE





titles





Knowledge of

authors for book

selection


1

CIATION

320





understanding?


understandings?




PERFORMANCE TASK

BLUEPRINT





• SL.5.1c Pose and respond to specific questions by making comments that



Name different literature types or genres and explain what each literature

type or genre is



discussion





321





Other:


X Selected Response

Academic Response


X Observation

X Work Sample

Other:




X Analytic Rubric

X Holistic Rubric

Criterion List

X Checklist

X Answer Key

BLUEPRINT FOR OTHER

EVIDENCE



The students will be able to identify books belonging to each

literature type or genre as well as authors identified with each.

322







AND INSTRUCTION




passages














323


Books:


titles





Manuals:







324




Web References:


Follett 856


325

________________________________________________________________________





Yearbooks





UNIT

COVER

Reference

Grade 5

PAGE

RI.5.4 Determine the meaning of general academic and domain-specific words and

phrases in a text relevant to a grade 5 topic or subject area.









326





IDENTIFY DESIRED

RESULTS

Reference - Grade 5



Why would you use a

reference book?







Who writes

encyclopedias?



What is an annual?

What is a yearbook?



reference books?

327







EVIDENCE




appropriate




Knowledge of

books in the

reference

collection

328





understanding?



understanding?




PERFORMANCE TASK

BLUEPRINT


RI.5.4 Determine the meaning of general academic and domain-specific words and

phrases in a text relevant to a grade 5 topic or subject area.




SL.5.1c Pose and respond to specific questions by making comments that contribute to

the discussion and elaborate on the remarks of others.




E

x

p

l

a

i

n

t

h

e

f

u

n

c

t

i

o

n

o

f


discussion


books




329





Other:


X Selected Response

X Academic Response


X Observation

Other:




Analytic Rubric

Holistic Rubric

Criterion List

X Checklist

X Answer Key

BLUEPRINT FOR OTHER

EVIDENCE

Reference- Grade 5



material.

330






AND INSTRUCTION

Reference- Grade 5











331




Manuals:


McGraw-Hill, 2004.

332


Computer Software: CD ROMs of selected reference books

Other References: Selected reference books from the collection.

Web References:


Follett 856


333

________________________________________________________________________








UNIT

COVER

Dewey

Decimal

System

Grade 5

Grade 7

PAGE

SL.5.1a Come to discussions prepared, having read or studied required material; explicitly draw

on that preparation and other information known about the topic to explore ideas under

discussion.



5.NBT.1 Recognize that in a multi-digit number, a digit in one place represents 10 times as

much as it represents in the place to its right and 1/10 of what it represents in the place to its

left.



334





IDENTIFY DESIRED

RESULTS





How is nonfiction

classified?



by number?



and how it works

What is the Dewey

Decimal System?

Who invented it?


this system?


knowledge are

represented?


represent?


– 636.6 or 636.8?

335






EVIDENCE






assignment

Knowledge of the

Dewey Decimal

System

Be able to locate

a specific

nonfiction book

336





understanding?



understanding?




PERFORMANCE TASK

BLUEPRINT





• SL.5.1c Pose and respond to specific questions by making comments that


• 5.NBT.1 Recognize that in a multi-digit number, a digit in one place represents

10 times as much as it represents in the place to its right and 1/10 of what it represents

in the place to its left.






discussion

Worksheets /Games State information learned about


Teacher assessment

337





Other:


X Selected Response

X Academic Response


X Observation

Other:




Analytic Rubric

Holist Rubric

Criterion List

X Checklist

X Answer List

BLUEPRINT FOR OTHER

EVIDENCE




338






AND INSTRUCTION












339




Manuals:


McGraw-Hill, 2004.

340




Web References:


Follett 856


341

________________________________________________________________________

Unit Title: Research / Online Resources Grade Level/s: 5

Subject/Topic Areas: Introduction to Research

Key Words: Bibliography, Citations, Paraphrase, Summarize, Outlines, Online

Resources





UNIT

COVER

Research /

Online

Resources

Grade 5

Grade 7

PAGE

W.5.2 Write informative/explanatory texts to examine a topic and convey ideas and

information clearly.









In this unit, students will learn how to research a topic using print and nonprint sources.

342





IDENTIFY DESIRED

RESULTS

Research /Online Resources -Grade 5

Sources of print and nonprint

information for reports

Information selected depends

on topic they are searching

Where can you find good

sources of information?

How do I locate information

on a specific topic?


The resources available

to students to do career

research

The differences between

using print and online

resources

When and / or why would

you use a print source?


you use an online source?

After completing a

research project, what

sources do you feel

provided you with the best

information?

343

What evidence will show that students understand the resources available to

them in the library?





EVIDENCE

Research / Online Resources-Grade 5

These tasks may be completed using books from the collection, the Library

eBoard, and online resources. Videos, DVDs, etc. may be used as

presentation methods if appropriate.



assignment

Knowledge of

sources to obtain

information

344

Task Title: Research Explorers Approximate Time Frame: 2 lessons




understanding?



understanding?




PERFORMANCE TASK

BLUEPRINT


W.5.2 Write informative/explanatory texts to examine a topic and convey ideas

and information clearly.










Locate information in print and non-print formats

Analyze and abstract information that’s pertinent to their chosen topic

Complete worksheets


discussion

Worksheets State information learned

about their topic

Teacher assessment

345





Other:


X Selected Response

X Academic Response


X Observation

Other:




Analytic Rubric

Holist Rubric

Criterion List

X Checklist

Answer List

BLUEPRINT FOR OTHER

EVIDENCE



able to locate information using print and non-print resources.

346






AND INSTRUCTION



• The best source for the topic being

researched

• Identify requested information to

complete worksheet

• Location of sources of information • Ask and answer relevant questions



2. Explain print and non-print sources of information


4. Have students complete worksheet


347


Books: Books from the library collection.

Suggested Student Reading: Books on topics of their choice.

Manuals:



Hill, 2004.

348


Computer Software: Online Public Access Catalog (OPAC), see Web References


Web References:


Follett 856


349

________________________________________________________________________




Library, Nonfiction





UNIT

COVER

Fiction and

Nonfiction

Grade 5

Grade 7 PAGE



discussion.



5.NBT.1 Recognize that in a multi-digit number, a digit in one place represents 10 times as

much as it represents in the place to its right and 1/10 of what it represents in the place to its

left.



350





IDENTIFY DESIRED

RESULTS


A library has two kinds of books

– fiction and nonfiction

Fiction books are arranged by

the first three letters of the

author’s last name

Nonfiction books are arranged

by Dewey Decimal number




located?


located?




What is fiction?

What is nonfiction?

What is a library

collection?


book?

Can you name a

nonfiction book?

351







EVIDENCE






assignment

Knowledge of

fiction vs.

nonfiction titles

352





understanding?



understanding?




PERFORMANCE TASK

BLUEPRINT



explicitly draw on that preparation and other information known about the topic

to explore ideas under discussion.



5.NBT.1 Recognize that in a multi-digit number, a digit in one place represents

10 times as much as it represents in the place to its right and 1/10 of what it

represents in the place to its left.





discussion

Worksheets



Teacher assessment

353





Other:


X Selected Response

X Academic Response


X Observation

Other:




Analytic Rubric

Holist Rubric

Criterion List

X Checklist

X Answer List

BLUEPRINT FOR OTHER

EVIDENCE




354






AND INSTRUCTION







book



collection


books on the shelf







355




Manuals:




Hill, 2004.

356




Web References:


Follett 856


357

________________________________________________________________________









UNIT

COVER

Library

Orientation

Grade 6 PAGE

SL.6.1 Engage effectively in a range of collaborative discussions (one-on-one, in

groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues,


SL.6.2 Interpret information presented in diverse media and formats (e.g., visually,

quantitatively, orally) and explain how it contributes to a topic, text, or issue under

study.



358







library



library


in a library?





library


class

Where materials are

located



collection?






want?



located?

IDENTIFY DESIRED

RESULTS

359






EVIDENCE








Knowledge of

location of

materials

360





understanding?


understandings?




PERFORMANCE TASK

BLUEPRINT


SL.6.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and

teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and

expressing their own clearly.

SL.6.2 Interpret information presented in diverse media and formats (e.g., visually, quantitatively,

orally) and explain how it contributes to a topic, text, or issue under study.





discussion

Location map

worksheet




361





Other:


X Selected Response

X Academic Response


X Observation

Other:




X Criterion List

X Checklist

X Answer Key

BLUEPRINT FOR OTHER

EVIDENCE




resources.

362






AND INSTRUCTION






library








363




Manuals:

364




Web References:


Follett 856


365

________________________________________________________________________








UNIT

COVER

Online Catalog

(OPAC)

Grade 6 PAGE






study.






366





IDENTIFY DESIRED

RESULTS








shelf


(OPAC)?


online catalog?


Where the OPAC is

located


for


How to search for


subject, or keyword




use by educators


for?


OPAC?







the OPAC?

367






EVIDENCE




sessions.




Knowledge of

finding

information on the

OPAC and

locating resources

on the shelf

368





understanding?



understanding?




PERFORMANCE TASK

BLUEPRINT







study.






Find information they are searching for on the shelves by using the call number

found in the OPAC and locating the number on the spine label

U

s

e

t

h

e

O

P

A

C

e

f

f

i

c

i

e

n

t

l


discussion




369





Other:


X Selected Response

X Academic Response


X Observation

Other:




X Analytic Rubric

X Holistic Rubric

X Criterion List

X Checklist

X Answer Key

BLUEPRINT FOR OTHER

EVIDENCE





370






AND INSTRUCTION




the OPAC






projector




371





372




Web References:


Follett 856


373

________________________________________________________________________


Subject/Topic Areas: Focus on the Index, Table of Contents

Key Words: Index, Table of Contents





UNIT

COVER Parts of a

Book

Grade 6 PAGE




SL.6.5 Include multimedia components (e.g., graphics, images, music, sound) and

visual displays in presentations to clarify information.

In this unit students will learn the differences between an index and table of contents. They will

learn how to use each part of the book (index and table of contents) and demonstrate

understanding of their respective functions through completing worksheets. This introduction to

the index helps students to understand that the Internet is an online index.

374





IDENTIFY DESIRED

RESULTS



a book




book?





an index and table of

contents


serves in a book

How to use an index as

well as a table of contents


index?


table of contents?

What kinds of books

contain indexes?

What kinds of books


375






EVIDENCE




appropriate



Knowledge of

parts of a book,

specifically the

index and table of

contents

376





understanding?



understanding?




PERFORMANCE TASK

BLUEPRINT





SL.6.5 Include multimedia components (e.g., graphics, images, music, sound) and

visual displays in presentations to clarify information.




discussion

Worksheets


State facts heard/read about the

index and table of contents

377





Other:


X Selected Response

X Academic Response


X Observation

Other:




Analytic Rubric

Holistic Rubric

X Criterion List

X Checklist

X Answer Key

BLUEPRINT FOR OTHER

EVIDENCE




378






AND INSTRUCTION





of contents







379




Manuals: Turrell, Linda. Complete Library Skills Grade 6. Grand Rapids, Michigan:

McGraw-Hill, 2004.

380




Web References:


Follett 856


381

________________________________________________________________________







D


UNIT

COVER Literature

Appreciation

Grade 6 PAGE

SL.6.1 Engage effectively in a range of collaborative discussions (one-on-one,

in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and

issues, building on others’ ideas and expressing their own clearly.

RL.6.9 Compare and contrast texts in different forms or genres (e.g., stories

and poems; historical novels and fantasy stories) in terms of their approaches

to similar themes and topics.




382

e






literature or genres



literature types?


children?



by authors


types


has won the Newbery

Award?

Have you read other




literature?

IDENTIFY DESIRED

RESULTS


1

CIATION

383






EVIDENCE





titles





Knowledge of

authors for book

selection

Literature Appreciation – Grade 6 1

CIATION

384





understanding?


understandings?




PERFORMANCE TASK

BLUEPRINT





RL.6.9 Compare and contrast texts in different forms or genres (e.g., stories and

poems; historical novels and fantasy stories) in terms of their approaches to similar

themes and topics.


Name different literature types or genres and explain what each literature

type or genre is



discussion





385





Other:


X Selected Response

Academic Response


X Observation

X Work Sample

Other:




X Analytic Rubric

X Holistic Rubric

Criterion List

X Checklist

X Answer Key

BLUEPRINT FOR OTHER

EVIDENCE



The students will be able to identify books belonging to each literature

type or genre as well as authors identified with each.

386







AND INSTRUCTION




passages














387

Books:


titles





Manuals:







388




Web References:


Follett 856


389

________________________________________________________________________





Yearbooks





UNIT

COVER

Reference

Grade 6

PAGE




RI.6.5 Analyze how a particular sentence, paragraph, chapter, or section fits into the

overall structure of a text and contributes to the development of the ideas.




390





IDENTIFY DESIRED

RESULTS

Reference- Grade 6



Why would you use a

reference book?







Who writes

encyclopedias?



What is an annual?

What is a yearbook?



reference books?

391







EVIDENCE




appropriate




Knowledge of

books in the

reference

collection

392





understanding?



understanding?




PERFORMANCE TASK

BLUEPRINT





RI.6.5 Analyze how a particular sentence, paragraph, chapter, or section fits into the

overall structure of a text and contributes to the development of the ideas.





discussion


books




393





Other:


X Selected Response

X Academic Response


X Observation

Other:




Analytic Rubric

Holistic Rubric

Criterion List

X Checklist

X Answer Key

BLUEPRINT FOR OTHER

EVIDENCE

Reference- Grade 6



material.

394






AND INSTRUCTION

Reference- Grade 6











395




Manuals:


McGraw-Hill, 2004.

396


Computer Software: CD Roms of selected reference books

Other References: NA

Web References:


Follett 856


397

________________________________________________________________________








UNIT

COVER

Dewey

Decimal

System

Grade 6

Grade 7

PAGE

SL.6.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and

teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas

and expressing their own clearly.



398





IDENTIFY DESIRED

RESULTS





How is nonfiction

classified?



by number?



and how it works

What is the Dewey

Decimal System?

Who invented it?


this system?


knowledge are

represented?


represent?


– 636.6 or 636.8?

399






EVIDENCE






assignment

Knowledge of the

Dewey Decimal

System

Be able to locate

a specific

nonfiction book

400





understanding?



understanding?




PERFORMANCE TASK

BLUEPRINT



groups, and teacher-led) with diverse partners on grade 6 topics, texts, and

issues, building on others’ ideas and expressing their own clearly.






discussion

Worksheets

Game



Teacher assessment

401





Other:


X Selected Response

X Academic Response


X Observation

Other:




Analytic Rubric

Holist Rubric

Criterion List

X Checklist

X Answer List

BLUEPRINT FOR OTHER

EVIDENCE




402






AND INSTRUCTION




Decimal System the shelf using the online catalog








403




Manuals:


Stover, Lynne Farrell. Magical Library Lessons. Upstart, 2003.


McGraw-Hill, 2004.

404




Web References:


Follett 856


405

________________________________________________________________________

Unit Title: Research / Online Resources Grade Level/s: 6

Subject/Topic Areas: Introduction to Research

Key Words: Bibliography, Citations, Paraphrase, Summarize, Outlines, Online

Resources





UNIT

COVER

Research / Online

Resources

Grade 6

PAGE

W.6.2 Write informative/explanatory texts to examine a topic and convey ideas,

concepts, and information through the selection, organization, and analysis of

relevant content.




Technology 8.1 All students will use digital tools to access, manage, evaluate,

and synthesize information in order to solve problems individually and

collaboratively and to create and communicate knowledge.

In this unit, students will learn how to research a topic using print and nonprint

sources.

406





IDENTIFY DESIRED

RESULTS

Research /Online Resources- Grade 6

Sources of print and nonprint

information for reports

Information selected depends

on topic they are searching

Where can you find good

sources of information?

How do I locate information

on a specific topic?


The resources available

to students to do career

research


using print and online

resources


you use a print source?


you use an online source?

After completing a

research project, what

sources do you feel

provided you with the best

information?

407

What evidence will show that students understand the resources available to

them in the library?





EVIDENCE


These tasks may be completed using books from the collection, the Library

eBoard, and online resources. Videos, DVDs, etc. may be used as

presentation methods if appropriate.



assignment

Knowledge of

sources to obtain

information

408

Task Title: Research Holidays Around the World Approximate Time Frame: 2 lessons




understanding?



understanding?




PERFORMANCE TASK

BLUEPRINT

Research /Online Resources-Grade 6

W.6.2 Write informative/explanatory texts to examine a topic and convey ideas,

concepts, and information through the selection, organization, and analysis of relevant

content.





synthesize information in order to solve problems individually and collaboratively and

to create and communicate knowledge.


Locate information in print and non-print formats

Analyze and abstract information that’s pertinent to their chosen topic

Complete worksheets


discussion

Worksheets State information learned

about their topic

Teacher assessment

409





Other:


X Selected Response

X Academic Response


X Observation

Other:




Analytic Rubric

Holist Rubric

Criterion List

X Checklist

Answer List

BLUEPRINT FOR OTHER

EVIDENCE

Research /Online Resources- Grade 6


able to locate information using print and non-print resources.

410






AND INSTRUCTION

Research /Online Resources-Grade 6


• The best source for the topic being

researched

•Identify requested information to

complete worksheet

• Location of sources of information • Ask and answer relevant questions



2. Explain print and non-print sources of information


4. Have students complete worksheet


411


Books: Books from the library collection.

Suggested Student Reading: Books on topics of their choice.

Manuals:



Hill, 2004.

412


Computer Software: Online Public Access Catalog (OPAC), see Web References


Web References:


Follett 856


413

________________________________________________________________________




Library, Nonfiction





UNIT

COVER

Fiction and

Nonfiction

Grade 6

Grade 7 PAGE

RI.6.7 Integrate information presented in different media or formats (e.g.,

visually, quantitatively) as well as in words to develop a coherent

understanding of a topic or issue.

SL.6.1 Engage effectively in a range of collaborative discussions (one-on-

one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts,

and issues, building on others’ ideas and expressing their own clearly.



414





IDENTIFY DESIRED

RESULTS


A library has two kinds of books

– fiction and nonfiction

Fiction books are arranged by

the first three letters of the

author’s last name

Nonfiction books are arranged

by Dewey Decimal number




located?


located?




What is fiction?

What is nonfiction?

What is a library

collection?


book?

Can you name a

nonfiction book?

415







EVIDENCE






assignment

Knowledge of

fiction vs.

nonfiction titles

416





understanding?



understanding?




PERFORMANCE TASK

BLUEPRINT


• RI.6.7 Integrate information presented in different media or formats (e.g.,

visually, quantitatively) as well as in words to develop a coherent understanding of a

topic or issue.

• SL.6.1 Engage effectively in a range of collaborative discussions (one-on-one,

in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues,






discussion Worksheets



Teacher assessment

417





Other:


X Selected Response

X Academic Response


X Observation

Other:




Analytic Rubric

Holist Rubric

Criterion List

X Checklist

X Answer List

BLUEPRINT FOR OTHER

EVIDENCE




418






AND INSTRUCTION







book



collection


books on the shelf







419




Manuals:





Hill, 2004.

420




Web References:


Follett 856


Documents

Eatontown School District Eatontown, New Jersey … Office... · Department of Library Science Grades K - 6 ... Eatontown School District Eatontown, New Jersey . 2 EATONTOWN PUBLIC