Furlong Park School For

Deaf Children

Information Literacy Program

Skills to encourage life long learning

Marion Treiber

IntroductionResponsibility for the implementation of information literacy rests with the entire staff at Furlong Park. This program is developmental, sequential and flexible. It attempts to provide a detailed breakdown of skills across the curriculum.

Whole School IntegrationA whole school approach to integrating information literacy from Prep to Year 6 results in the student’s exposure to a comprehensive development of skills by their completion of primary school. Classroom teachers and the Library/eLearning Co-ordinator need to collaboratively plan, develop and implement units of study which integrate research and study skills.

What is Information Literacy?Information Literacy combines reading, writing, critical thinking skills and computer skills.

Introduction of new skillsAlthough skills are listed once it is understood that they will continue to be practiced and improved as students move through the school.

Structure This program is based on a six-step information process to facilitate cohesive development and practice of information skills.

Defining the terms1. DEFINING – This is the first step where the student forms questions, analyses and clarifies the requirement of the problem or task. This phase is continually revisited to refine, re-define the problem or task for further discussion.

2. LOCATING – Follows the defining stage, where the student identifies potential sources of information and is able to locate and access a variety of resources using a range of formats.

3. SELECTING/ANALYSING – The student analyses, selects and rejects information appropriate to the problem or task from the located resources.

4. ORGANISING/SYNTHESISING – In this phase the student critically analyses and organizes the gathered information, synthesises new learnings to incorporate prior knowledge and develops original solutions to a problem or tasks.

5. CREATING/PRESENTING – The student creates an original response to the problem or task presenting the solution to an appropriate audience

6. EVALUATING – This is the final phase, the student critically evaluates the effectiveness of their ability to complete the requirements of the task and identifies future learning needs.

INFORMATION SKILLS TASK STRATEGY

Defining -What do I need to do? Brainstorm, OutliningDiscussion, Lists

Locating -Where can I go and when? Uses Library DatabaseBrowse Books, VideosCD-ROMs, Internet, Email

Selecting/Analysing -What is the best resource to use? Scans resources Uses Index, glossary, Contents, Data bases

Organising/Synthesising -What is important? Note taking, TimelinesList facts, Spreadsheets Record bibliography

Creating/Presenting -How will I present my Write rough draft information? Final Copy

Bibliography’Present final copy Multi-media Presentations

Evaluating -How did I manage? Self - assessment ProformaConferencing with assessorPersonal reflection as

a researcher

Integrating DeviceEnglish Text Types, or genres will be used as an integrating device throughout this program. Visual Literacy, AUSLAN and AUSLAN resources will be used for enrichment through this program.

Integrating eLearning SkillseLearning is embedded into Information Literacy Program to enhance to the development of skills within the context of classroom units of work.

AssessmentThis is a planning document and skill descriptors are not outcome statements. Each skill in this continuum provides the basis of planned activities within specific units of work.

Text Types Appropriate for Year Levels P –6 I = introduction (oral, spoken, visual)

X = explicit (written) R = refinement (practice extension)

TEXT TYPES P 1 2 3 4 5 6NARRATIVEAnecdote X R R R R R

Personal letter I X R R R R R Yarn, riddle, joke, raps I I I I X R R Tall tale I I X Short Story I I X X

Wordless Books I I I I I I IBiography I X R RNarrative – Written

Picture Book I I X R R R R Contemporary realistic fiction I X Fantasy I I I I X R R Science fiction I X R R Historical fiction I X R Bible as literature I I I I Traditional Literature

Nursery Rhyme X R R R R R R Folk tale I X R R R R R Fairy Tale I I X R R R R Parody I I I X R R R Fable I X R R Myth I X X R Legend I X R Aboriginal dreaming stories I I I I I I INarrative Poem

Ballad I I I X Epic I

Narrative Film Photo story I X R R R R Captioned Video - AUSLAN I I I I I I I DVD - SUBTITLES I I I I I I I

Narrative Play 1 1 1 X X R R Playmaking I I X RX RX RX RX Skit I I I I I I I

Recount Personal I XR XR XR XR XR XR Factual I I I X R R R Historical I I R R Imaginative X R R R R R R Biography I I R R Autobiography I I R R

Diaries I I X R R Journals I I X R R

Author /Illustrator Craft I I I X X R RAustralian Author/Illustrator Craft I I I X X R RBook Characters I I I X X R R

POETRY P 1 2 3 4 5 6 Alphabet poem I X R R R R R Acrostic I I X R R R R Limerick I I R R R Cinquain I I X R R Haiku I X R Free verse I I I I

PROCEDURE P 1 2 3 4 5 6Directions X X X X X X X

Diagrams, graphs, tables, maps I X RInstructions X X X R R R RAgenda R RMessage I I I RX RX RX RXManual I I R RRules for Games I I I R R R R

REPORT P 1 2 3 4 5 6Book Talk I X R R R RDescription I X R R R R RInformation Report I X R R R

Scientific/technical report I I X RNews Report

Short Newspaper I X R R Television News I X Radio News I

Note taking I X R R R R R Bibliography I X R R

Observation/Comment X R R R R R R

TRANSACTIONAL P 1 2 3 4 5 6Apology I X X R R R RGroup Discussion X R R R R R RInterview (spoken) I X R R

Greeting/Farewell X X X X X X X Questionnaire I X

Votes of Thanks (spoken) I I I X R R RLetterMessage X X X R R R R

Invitation I X R R R R R

EXPOSITION OR PERSUASIVE P 1 2 3 4 5 6Display Advertisement I XEditorial IExplanation X X X R R R R

Scientific / Technical I I I I X R R Life I I I X X X R

Persuasive Argument / Exposition I I I I I R X Letter to the Editor I Take a stance on socially significant

issueR X

Debate /Argument I I X Persuasive speech I X R

Cartoon I I I R X

Author & / Or Illustrator Profile Study Suggestions

Reference: Book People – Meet Australian’s Authors and Illustrators, Paul Collins, Macmillan Educ., (2002)

Level 1 Level 2 Level 3 Level 4Bob GrahamPamela AllenAlison Lester

Jenny WagnerBill PeetJohn Birningham

Libby HathornPaul JenningsDick Roughsey

Henry LawsonA B PatersonMorris Gleitzman

Shirley HughesPat HutchinsMem FoxRoger HargreavesEric CarleJanet & Allen AhlbergDavid McKeeKerry ArgentDavid CoxHazel EdwardsPatricia MullinsCraig SmithJulie VivasJaneen BrianMike DumbletonNarelle OliveerAndrew McLeanNette HiltonDr SeussStephen Michael KingDee HuxleyKerry ArgentMichael Salmon

Maurice SendakGraeme BaseJeannie BakerAnthony BrowneBabette ColeLibby GleesonJunko MorimotoRhonda & David ArmitageBrian WildsmithJill MurphyMargaret WildAnna FienbergLynley DoddDick RoughseyPercy TreziseLeigh HobbsMartin WaddelTony RossJeannie WillisAllan BaillieJeanie AdamsIan Abdulla

Percy TreziseTim WintonTerry DentonAnne SpudvilasJeannette RoweSally RippinMorris GleitzmanMatt OtleyCraig SmithChristobel MattingleyLibby HathornDuncan BallSally OdgersSteven WoolmanArone Raymond MeeksDavid Cox

Andy GriffithsGary CrewJohn NicholsonShaun TanJohn MarsdenStebe BiddulphMargaret ClarkNadia WheatleyJudy BlumeRobin KleinRoald DahlC.S. LewisR.L. StineJ. K. RowlingAnne JamesRoland Harvey

Prep Information Literacy Program

Information Skills 1 2 3 4ORIENTATINGIs aware of books as a source of pleasure & satisfactionKnows the location of Library & relevant personalRespects and cares for property of others, including items on loanUnderstands rules for borrowing and returning booksUnderstands rules for hardware and software useDemonstrates care in use of equipmentBrowses for story books with supervisionDEFININGUnderstands & uses terminology for different parts of a book: page, title, author, illustrator, title page, spine, call Number, cover, text/story, illustrationsUses illustrations to extend meaningIntroduction to concept of authorship of a bookKnows own address, tty /telephone numberKnows how to answer a tty telephone / telephoneUnderstands basic sign posting e.g. shelf labelsLOCATINGIs aware of layout of Library

Knows location of Picture Fiction and type of books housed thereIs aware that PF is shelved alphabetically according to surname of authorLearns borrowing and returning procedures for booksDifferentiates between Fiction and Non Fiction Books i.e. that some are for pleasure and some provide informationRecognises letters of the alphabetLocates page numbers in a bookReads to follow simple instructionsReads familiar texts matching printed and spoken word in e.g. names and labelsIs aware of Computer Skills

Can turn computer on Uses terminology: monitor, keyboard, mouse, disk drive, printer, disk, CD Understands and uses keyboard: spacebar, Enter/Return, Caps Lock, Tab Interacts with story using mouse Practices hand and finger placement on keyboard Uses files menu to exit program Is aware of Internet as a resource Is aware of e-mail as a communication tool

SELECTING / ANALYSINGUses sound browsing techniques:Uses marker to return book to correct place on shelfSelects books by scanning cover, title, illustrationsMakes simple decisions and gives reasons for actionsSelects books appropriate to interest and reading abilityUses pictures, objects, live specimens to extract information orallyInteracts with resources through:Following directionsListening, observing and viewing in response to focus questionsUsing title, cover, illustrations and knowledge of a text topic to predict meaning in textsIdentifying the main ideaIdentifying a sequence of ideasDistinguishing between narrative and information textsListening to and retelling stories in correct sequenceIs aware of people with specialist knowledge as a source of informationConstructs sentences orally using identified key wordsListens and responds to texts including video tapesORGANIZING / SYNTHESISINGOrganizes oral/pictorial information in sequenceParticipates in teacher led discussionBegins to think independentlyInteracts with peers in a fair mannerIs introduced to the use of simple Word Processing through:

An awareness of letters on keyboard Entering text/log on details e.g. own name Printing document An awareness of delete/backspace Interacts with a variety of software Presents word processed document containing student’s name and a

sentence of text, printed with assistanceCREATING / PRESENTING Creates a response to a task/topic which uses information selected for the purposeEnacts a role play or puppet presentationBegins to use Kid Pix, Kidspiration, Kahootz with guidance:

Opening KidPix, Kidspiration, Kahootz applications Entering text/log on details e.g. year level, password, own name Free hand drawing – pencil Shape tools – box circle Selects Scenes, Worlds, Objects with selection tool Deletes selected Worlds, Objects Prints document containing selected items, background and name printed

with assistanceEVALUATINGRespects the rights and opinions of othersReflects on how well they worked through the process

Year 1 Information Literacy Program

Information Skills 1 2 3 4ORIENTATINGUnderstands how to care for and organize own belongingsUses correct borrowing and returning procedures for classroom materials and items borrowed from LibraryIs aware of different displays and their purpose Demonstrates care in the use of computer equipmentUnderstands terms such as Fiction and Non Fiction and differentiates between the twoNeatly and accurately re-shelves items used during browsingShows enjoyment and appropriate behaviour using the Library with SupervisionDEFININGDiscusses a given topic in response to visual / audio stimulusUses key ideas to formulate questionsLOCATINGDifferentiates between Picture Fiction, Fiction and Non -Fiction and uses shelf labels to identify resourcesIs aware that Non Fiction Books are shelved in numerical orderAble to find specific resources in Library e.g. story books, materials about dinosaurs, animals, fairy tales, & nursery rhymesIs aware of print resources as a source of informationLocates words in picture dictionaryUnderstands basic alphabetical order using first letters of words Recognizes a map of the worldIs aware of Computer Skills by being shown how to:

Save into appropriate folders Retrieve a saved document Turn computer on/off correctly Understands and uses keyboard: spacebar, Enter /Return, mouse, cursor,

locate and click, caps lock Is aware of the Internet as a source of information and as a communication

toolSELECTING / ANALYSINGCompares different pre-selected resources on a topic deciding which is appropriateExperiences a range of literature: nursery rhymes, folk and fairy tales, chants, jokes, raps, contemporary picture booksEncounters shared experiences with booksORGANISING / SYNTHESISINGIdentifies patterns and relationships between letters and numbers and books on shelvesParticipates in group discussionsUnderstands that ideas are better accepted when reasons givenCategorize information into listsExtends the use of Word Processing with KidPix by

Entering text – highlight edit Changing text front, colour, bold/italics/underline Resizing text Changing text alignment Present word processed document containing student’s name and a

paragraph of text, printed with assistanceCREATING / PRESENTINGBegins to understand the concept of “Audience”Creates presentations that:Are appropriate to task and audiencePresent information in oral and visual sequenceUses Kid Pix, Kidspiration, Kahootz to:

Draw straight lines Use eraser Use Shapes, Library, Tools, , Swatching, Animations, Actions, Keypoints,

3DText, Use Paintbrush/fill, Draw, Text, Stamps, Stencils, Canvas Presents document containing selected items, background and name printed

with assistanceEVALUATINGAssesses own involvement with topic or problemIdentifies which skills are needed to make task easier next timeDevelops concept of peer evaluation by giving and receiving feedbackShares information with others

Year 2 Information Literacy Program

Information Skills 1 2 3 4DEFININGUnderstands the organizing principle of main headingsDevises focus questions in groupsOrganizes focus questions into headingsContributes to a teacher directed toping listing

headings key words and possible search terms focus questions likely sources of information

Understands and uses terminology: Publisher, series, contents, indexLOCATINGLearns holding and reserving procedures for booksIs aware of location of magazines for recreation and research useWorks co-operatively with othersFollows a search plan with assistanceLocates Picture Fiction, Junior Fiction and Non Fiction using shelf labelsLocates Non – Fiction using Dewey Decimal ClassificationBegins to use contents and index pages of Non-Fiction Books using key wordsUnderstands the purpose of different displays and directional signageIs aware of the purpose of atlases, flat maps and globesIs aware of the Internet through

Locating book marked sites with assistance Participating in on-line projects to locate, contribute & Gather information Starting Browser software Using black/forward navigation arrows in Browser Identifying and using links on websites

Is aware of computer skills by: Reading and using software text and icon menu Locating, reading and responding to software instructions

SELECTING / ANALYSINGAsks appropriate questions in relation to a topic or problemIdentifies the main idea of a paragraphRecognizes favourite authors, illustrators and charactersUnderstands that our literary heritage includes poetry, myth, legends, dreading and bible stories as well as contemporary fiction

ORGANISING / SYNTHESIZINGConnects similar ideas of informationExtends the use of word processing, Kahootz Notepad by:

Entering and editing text, stamps, stencils, canvas Justifying text – font/colour, bold/italics/underline Changing text alignment Highlighting text, using line spacing Editing & Saving Printing

Is introduced to data bases through:Opening, browsing and searching a commercial data base e.g. Encyclopedia CREATING/PRESENTINGCreates presentations showing information

that is written in complete sentencesPresents a solution to problem solving using:

simple oral and written descriptions drawings constructions such as models or displays dramatic presentations

EVALUATINGDiscusses the appropriateness of the presentation in relationship to the task

Year 3 Information Literacy Program

Information Skills 1 2 3 4ORIENTATINGAble to work independently in LibraryDEFININGDevises focus questions in groups and individuallyAsks questions, accepts opinion of others and offers positive feedbackOrganizes focus questions into headingsLOCATINGLocates Fiction using Library Catalogue Database & call numbersUses DATABASE to locate resources by call number using author, title, subject accessUses reference materials including – atlas, encyclopedia, dictionaryLocates appropriate resources using Dewey Decimal ClassificationSelects materials by scanning tables of contents, assessing readability, presentation and quality of illustrations and captionsIs aware of key word searches, using CD-ROM and on-line technologyLocates and burrows magazines with assistanceIs able to arrange words in alphabetical orderUses dictionary to locate meaning, pronunciation and origin of wordsLocates words in a dictionary using guide wordsRecognizes States on a map of AustraliaSELECTING / ANALYSINGEvaluates appropriateness of resourcesDevelops a questing attitude and asks appropriate questions to gain informationUses appropriate note-taking strategies by:

Identifying and recording main ideas Listing key words under main ideas

Uses focus questions to identify key information with ideas from resourcesCompares information from different sourcesRecords bibliographic sources of information using author, title, page numberIs aware of a variety of sources of informationORGANISING / SYNTHESISINGCategorizes information according to a framework of headingsExtends the use of word processing by:

Making notes using word processor or other software Using Tab Function Understanding the difference between Cut and Copy Copying selected text Cuts and pastes text Changes front size – before and after entering text

Is introduced to Spreadsheets: Opening a prepared spreadsheet Entering data into specific cells

CREATING / PRESENTINGUnderstands concept of “Audience”

Extends the use of KidPix, Kidspiration, Kahootz by: Resizing graphic elements Copying/duplicating graphic elements Using line & NotePad properties –

thickness/colour/drawing/text/stamps/stencils/canvas Using fill patterns / colours/ shading/ swatches/ actions/ animations/

keypoints Adding sounds to multimedia file Able to save file and open file at a later date to edit

EVALUATING Acknowledges personal and group achievementsParticipates in group discussion for various purposes – sharing information, ideas, opinions, shared book experiences, reaching consensus about issuesConsiders the quality, quantity and relevance of informationIdentifies questions and issues arising from decisions and actionsAssess how well they worked through processResponds to assessment by teachers

Year 4 Information Literacy ProgramInformation Skills 1 2 3 4

DEFININGAnalyses and clarifies a given taskPrepares a group search plan which lists

Headings Key words Focus questions Likely sources of information

Understands and recognizes different genreGenerates own poems and stories to shareRecognizes and compares different techniques used by various authorsLOCATINGFollows a search plan on a specific topicLocates reference materials and Non Fiction in print and electronic formatUses reference books (encyclopedia, thesaurus, telephone directory, dictionary) to locate informationAble to judge the relative value of a resource in terms of purposeLocates information using tables of contents and indexesExtends use of Internet & E-mail by:

Using given Internet addresses with assistance Book marking a location Composing and sending email Accessing and reading email Responding to an email message Forwarding an email message Copying/pasting from Web page to document Being aware of Internet search engines as a source of information

SELECTING / ANALYSINGSelects resources appropriate to the taskModifies focus questions while working through a topicUses appropriate note taking techniques to identify and record relevant information Records information by using note taking strategies as:

Concept mapping, main idea, making lists, clustering notes under sub headings

Makes simple comparisons between different text typesAnalyses consequences of group decisionsRecognizes when a statement is a generalizationRecords bibliographic sources of information using author title, publisher, dateIs aware of a variety of maps e.g. demographic and physicalAble to interpret information in graphs, charts and diagramsAble to observe, hypothesize, predict, experiment and test ideas about specific issues and topicsAble to conduct surveys and tally findingsLearns basis interview techniquesAble to record information for a presentationExtends use of Word processing by:

Understanding difference between cut and copy Copying selected text Changing font size – before & after entering text

ORGANIZING / SYNTHESIZINGConnects similar ideas & begins to predict possible outcomes when working with selected informationIs aware there may be alternative solutions to a problemUses information from various sources to support an argumentIn groups discussion, proposes a solution to a set problemDemonstrates sound reasoning when challengedDecides on an appropriate presentation formatMakes notes using dot points, clipboards etcExtends use of Word processing by:

Making notes directly from screen Cutting and pasting text Using spell check Using columns Changing page orientation – landscape, portrait Inserting graphics e.g. resizing

CREATING / PRESENTINGExtends use of Kid Pix, Kidspiration, Kahootz by:

Copying/duplicating and resizing 3D objects /graphics /keypoints /animation /actions

Using line & NotePad properties – Draw, text, stamps, stencils, canvas, import & export pictures/ Linking Scenes

Creating presentations in a variety of ways: oral, written, multimedia – Powerpoint, Kidpix Kidspiration, Kahootz, Photo Story 3

EVALUATINGReflects on and evaluates the effectiveness of process usedEvaluates personal ideas, feelings and actions and those of othersEvaluated understanding and implementation of a set tasks using specific criteria

Year 5 Information Literacy Program

Information Skills 1 2 3 4DEFININGUnderstands and recognizes mood and setting in storiesAppreciates and recognizes different writing stylesAppreciates and recognizes different genre in writing (See Genre List)Able to compare and contrast different writing styles used by different authorsAble to compare and contrast different techniques used by different illustratorsHas a knowledge of some current Australian and other contemporary authorsUses appropriate questions to clarify requirements of taskDraws on prior knowledge to brainstorm and cluster ideasIdentifies key words in a taskDevelops focus questions to prepare a research plan which lists: headings, subheadings, keywords, possible search terms, likely sources of informationLOCATINGFollows a research plan using key words & related terms, modifying them when necessaryDetermines the type of resources most appropriate for the task using Dewey Decimal Classification SystemIdentifies and locates book and non-book resources by:

Understanding the organization of the Library Recognizing the value of Fiction for some topics Becoming familiar with several appropriate search engines Using CD-ROM resources Choosing a boarder or narrower terms to define searches Searching for information using given Internet Addresses Using information from the wider community

Identifies appropriate resources by skimming and scanning techniques to survey readability in electronic and print resourcesRecognizes differences in purpose and coverage of magazines, pamphlets, reference books, CD-ROMs, web searchesRecognizes where currency of information is necessaryRecognizes the need to locate a variety of resources representing a range of viewsUses key words, volume, index and cross reference to find information in print and non-print resourcesUses a range of equipment to access information – telephone, tty, fax, computer, scanner, video conferencingUses e-Mail to discuss topics and to facilitate cooperative activitiesSELECTING / ANALYSINGIs aware of copyright restrictionsLearns that copyright date is a war of evaluating currency of informationLeans to paraphrase information to take dot point notes on a given topicRecords information by assessing relevance of information to research workUnderstands that different accounts of the same event may vary

Is aware of the need for adequate data before drawing conclusionsUnderstands and complies with copyright restrictionsUnderstands there may be various interpretations of dataObserves Netiquette conventions when communicating electronicallyORGANIZING / SYNTHESISINGUnderstands that comparisons must be based on similar characteristicsRecognizes there may be various interpretations of dataEngages in reflective thinking to analyse and clarify a problem or taskEngages in group discussion to analyse and clarify a problem or taskUses notes to rewrite information in own wordsRecognizes information deficiencies and locates additional informationUnderstands the need for sound reasoning when challengedDevelops the ability to have faith in own judgments and point of viewConsolidates use of word processing by:

Selectively cutting and pasting information from an electronic source with guidance

Using Lists/bullets Creating and inserting simple tables Wrapping text around graphics Formatting text appropriate to text types Is introduced to spreadsheets by: Opening a prepared spreadsheet

CREATING / PRESENTINGAble to present a solution to a problemCreates written and oral reports graphic, pictorial and dramatic presentations of similar complexityConsolidates the use of Kid Pix, Kidspiration, Kahootz by:

Consolidate use of Scenes, Worlds, Objects, NotePad Flipping, inverting and rotating objects via animations and actions Creating text boxes/frames Aligning graphic objects, creating keypoints, animations Layering Objects (move to front, back etc), swatching, importing and

exporting grahics Adding sounds to multimedia presentations, including video and graphicsDevelops skills in desktop publishing (graphics – borders, word art, clipart )

EVALUATINGReflects on and evaluates the effectiveness of process usedEvaluates personal ideas, feelings and actions and those of othersEvaluated understanding and implementation of a set tasks using specific criteria

Year 6 Information Literacy Program

Information Skills 1 2 3 4DEFININGHas sound knowledge of some current Australian authors and other contemporary writersIs provided with assistance to devise a time management strategy to meet given deadlinesRecord headings and subheadings appropriatelyMakes predictions about likely sources of informationClarifies and refines research questionsRe-defines problem with guidance when alternative solutions are exhaustedFormulates a basic hypothesisLOCATINGFollows a research plan using key words & related terms, modifying them when necessaryDetermines the type of resources most appropriate for the task using Dewey Decimal Classification SystemIdentifies and locates book and non-book resources by:

Understanding the organization of the Library Recognizing the value of Fiction for some topics Becoming familiar with several appropriate search engines Using CD-ROM resources Choosing a boarder or narrower terms to define searches Searching for information using given Internet Addresses Using information from the wider community

Identifies appropriate resources by skimming and scanning techniques to survey readability in electronic and print resourcesRecognizes differences in purpose and coverage of magazines, pamphlets, reference books, CD-ROMs, web searchesRecognizes where currency of information is necessaryRecognizes the need to locate a variety of resources representing a range of viewsUses key words, volume, index and cross reference to find information in print and non-print resourcesUses a range of equipment to access information – telephone, tty, fax, computer, scanner, video conferencingUses e-Mail to discuss topics and to facilitate cooperative activities

Searches for Information Using Internet Addresses Using appropriate Search Engines Using simple, combined terms, broader or narrower terms to refine search

resultsSELECTING / ANALYSINGCompares information from different sources for opposing view points and accuracyRecognizes the need for adequate data before drawing conclusionsRecords bibliographic sources of information using author, title, publisher, date,

http, date of downloadORGANIZING / SYNTHESISINGExtends use of Internet by:

Downloads text files from Internet Sites Uses downloaded text files selectively & appropriately Is aware of Web Page Structure Submit email to internet site Is aware of Web Page Structure (FrontPage) Searches for information using Internet Addresses Using appropriate Search Engines Using simple, combined terms, broader, or narrower terms to refine search

results Submit email in Internet Site with supervision Able to compile bibliography, contents, page, index and or glossary

Consolidates use of Spreadsheets by: Using Simple formulae for basic operations Changing column width, row height and alignment

Extends use of databases by: Browsing, editing and adding records in a class created database Able to delete, sort, copy and move files Using find function to search for specific criteria

Creates computer generated organizational strategies Flow Charts, timelines, list making, concept mapping Uses Publisher, PowerPoint, Ms Excel, Kid Pix Slide Show, Kidspiration,

Kahootz, Photo Story 3, MS Producer, Stop Motion Pro, Photo Draw, MS Word, Excel, Writing with Symbols

Able to compile bibliography, contents page, index and or glossaryCompletes independent research using sound research skills locating appropriate information from a variety of sourcesCREATING / PRESENTINGAble to present information to a range of audiences using different data typesElectronically publishes files with created or imported dataAble to present both sides of an argument and several different opinions about an issuePresents a Problem to a SolutionEVALUATINGReflects on and evaluates the effectiveness of process usedEvaluates personal ideas, feelings and actions and those of othersEvaluated understanding and implementation of a set tasks using specific criteria