Elementary Library

Instructional Guide 2025-2026

Elementary Library Media

How-To Guide for Elementary Library Instruction This guide will help instructors utilize the Instructional Guides and lesson plans for Elementary Library. It is also intended to be used by administrators and instructional coaches in support of Library Instructional Technicians.

Introduction

The design of this curriculum is intentionally: ●​ Standards-based ●​ Horizontally and vertically aligned ●​ Created with a WISR lens ●​ Integrated with classroom learning ●​ Culturally aware ●​ Full of choice to personalize, differentiate, and extend

Library ITs are empowered to adjust individual lesson plans as necessary for the unique needs of their students. This may look like, but is not limited to: ●​ Selecting different books than those suggested in the lesson plan according to the Instructional Materials Policy ●​ Removing instructional strategies or activities from the lesson plan ●​ Adding instructional strategies or activities to the lesson plan, in accordance with best practices ●​ Choosing to read a single book to multiple grades in a single week, with plans to choose a different book for the lesson next year so that students still experience a wide variety of texts ●​ Shifting an individual activity into a paired or whole group format, or vice versa ●​ Rearranging the schedule of technology-based lessons to better fit the whole school schedule However, no changes should deviate so far from the curriculum that the stated objective of each lesson is no longer being met. Library ITs are required to deliver standards-based instruction per the direction of the Canyons Board of Education.

Format of the Instructional Guide

There are six units in the elementary library curriculum. They are: Welcome to the Library, All Kinds of Books, Digital Citizenship, Media Literacy, Information Seeking & Research, and Share Your Story.

Each unit includes the following:

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●​ Introduction: Includes an explanation or the purpose, an overview of standards and objectives, and a comprehensive resource list for the unit.

●​ Pacing Guide: Assists the instructor in planning the flow of the unit with the school schedule.

Example Pacing Guide

●​ Lessons: Lesson plans are organized into numbered weeks, and banded by color-coded grades. ●​ K ●​ 1-2 ●​ 3-4 ●​ 5 ●​ If multiple bands have been combined, the color will reflect the youngest grade of the group. To support the instructor leading the lessons, the following sections at the beginning of every lesson will introduce the standards and preparation needs.: ●​ Student Objectives: What students are intended to learn. Includes “I can” statements and compelling questions. Either can be used to guide student learning. Instructors should display either an “I can” statement or compelling question each lesson. It is highly recommended that all libraries have a whiteboard available for instructor use. ●​ Resources & Materials: Lists of resources instructors may need to access in the Elementary Library shared drive and make copies, writing materials students may need, technology, and books that will be read. ○​ Please plan to pull books from the library collection 2-4 weeks prior to teaching them, in order

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​

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​ ​ to ensure they are available for instructional use. Library books used in lessons should be checked out to the Library IT in Destiny and then returned in the usual manner. ​ ​

●​ Vocabulary: Words or phrases that need to be taught to support students’ learning. These should be displayed.

The lesson plan then outlines a sequence of instructional moves to support student discovery and learning. Library ITs are empowered to adjust these plans as necessary for the students in front of them. Each section contains suggested scripts. These scripts are suggestions and instructors are encouraged to use their own words and voice to personalize content for students. ●​ Welcome & Activate Background Knowledge (3-5 minutes): These activities are intended to get students moving, thinking, and ready for learning.

●​ Objective (1-2 minutes): Instructors should explicitly tell and show students what their intended learning for the lesson is. This is when they share an “I can” statement or compelling question.

●​ Direct Instruction (20-25 minutes): A sequence of instructional moves for the instructor to guide students towards mastery of the objective. This includes reading aloud, writing exercises, individual, pair, and group work, and more. There is typically more content than can easily be taught in the allocated time to allow instructors to tailor the instruction to their students. ●​ Reader’s Advisory (3-5 minutes): Library ITs should take the last minutes of instructional time before releasing students to borrow books to showcase titles and peak student interest in reading. This could look like book talking, encouraging students to discover displays, reading a first chapter, and other reader’s advisory strategies. ●​ Circulation Procedures & Dismissal (>15 minutes): This is noted in the lesson plan, but not defined explicitly. Circulation of library materials should rarely, if ever, exceed 15 minutes. 10-12 minutes is the ideal amount of time to prevent behavior issues during this largely unsupervised time. Students are expected to find a book, borrow it, and then quietly read. Students who do not check out books should be provided with reading materials or quiet literacy activities. Instructors may choose to schedule circulation before student instruction. However, circulation should not cut short instructional time. Instructors may use different procedures to ensure student success. This could look like, but is not limited to: ○​ Excusing students to find books in staggered small groups. ○​ Using visual timers to support students managing their time. ○​ Providing literacy activities for students who refuse or struggle to read ○​ Limiting younger grade access to specific sets of shelves until behavior is manageable in the whole library space ○​ Requiring students to use shelf-markers ○​ Limiting or timing student use of library technology Each lesson plan is followed by the ancillary materials connected with that lesson. These include visuals, worksheets, graphic organizers, and a resource discussion guide. These materials are also available in the Elementary Library Shared Drive for easier printing access. ●​ Resource Discussion Guide: Includes the title, author, and call number of each listed book. Includes a 3

short plot summary and several discussion questions that can be used to engage students in the text and illustrations. Instructors should use this guide to select reading materials for the lesson in lieu of reading every single suggested title on the list.

Lesson Planning & Implementation

Step 1: Unit Overview

Review the unit introduction and pacing guide. Make a schedule for the next weeks’ learning for your school taking into account testing, short weeks, holidays, and other school events. Pull listed books and check them out to the Library ITs account in Destiny.

Step 2: Individual Weeks

Read through the week’s lessons in entirety to familiarize yourself with the content. The printed instructional guide is not a sacred object and will be replaced each year. Make as many notes and marks as necessary. For each lesson: ●​ Review the student objective/compelling question and check for your own understanding. ●​ Choose 1 or 2 read aloud books utilizing the Resource Discussion Guide. Any unused titles can be kept as back ups, or be put on display for students. ●​ Read chosen books 2-3 times to become familiar with the text and illustrations. Paperclip any pages you want to skip, and use post-it notes to mark pages with discussion questions. ●​ Review activate background knowledge section and tailor for your students. Print and make copies of any needed materials, or plan for how visuals will be displayed. ●​ Review direct instruction section and tailor the instruction for your students. Print and make copies of any needed materials. Plan for how objective, vocabulary words, and visuals will be displayed. ●​ Organize lesson materials in the library in such a way that your transition between classes is as smooth as possible.

Step 3: Instruct

Adjust your plans as necessary in real time to connect with students and meet their learning needs.

Step 4: Reflect and Return

Make any notes about changes you made to the lesson, strategies that worked or failed, and share useful feedback with the Elementary Library Coordinator via the Curriculum Reflection Form . Check in library books that you are finished with and return them to the school library collection.

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Canyons Instructional Playbook

What is it? The Instructional Playbook is a guide with strategies, best practices, and guidelines for running a successful elementary classroom. This guide is available to all Canyons educators. Some sections of note for Brain Boosters: ●​ Digital Citizenship & Information Literacy (pg 10-11) ●​ Managing Classroom Behavior (pg 13-21)

Access Instructional Playbook is hosted on the Elementary Instructional Guides manuals shelf.

Library K-5

YEAR AT A GLANCE

Unit 1

Unit 2

Unit 3

Unit 4

Unit 5

Unit 6

Suggested Pacing

5 weeks

6 weeks

4 weeks

5 weeks

6 weeks

6 weeks

Information Seeking & Research

Welcome to the Library

All Kinds of Stories

Share Your Story

Unit

Digital Citizenship

Media Literacy

Students will be able to recognize and name various examples of media. Students identify media messages, purpose, and creators. Students will recognize that messages have different impacts on different receivers. Students will evaluate media messages to determine trustworthiness. Students will know how to access help and or tools for evaluating media. Students will practice digital citizenship by recognizing and citing ownership of media, as well as using and sharing media appropriately.

Students will follow procedures to enter and exit the library, sit in their assigned spaces, participate in library learning, and listen to read aloud stories with respect. Students will be able to find and choose books to borrow from the library collection by browsing or by Students will know how to borrow and return books. Students will take care of library books. Students will know the consequences of late or lost materials. using the library online catalog.

Students will respect each others’ book choices. Students will identify the parts of a book and its creators. Students fiction, nonfiction, and various fiction genres. Students will increase comprehension of texts through retell, recall, and connections. Students will access online library resources via Sora and World Book. will know the differences of

Students will create original works of poetry, wordless stories, traditional literature, comic panels, and more. Students

Students will demonstrate digital citizenship by asking permission to go online, being cautious about interacting with others online, and setting limits on their own technology use.

Students will be able to identify information needs, seek out and evaluate resources,

Standards/ Performance Expectations

and use found information to answer their questions.

will celebrate their reading community.

Elementary Library Lesson Schedule

This schedule assumes beginning boosters on the first day of school. Library ITs, coaches, or admin may make a copy of this document to create a schedule that more accurately reflects the schedule of their individual school. Unit 3 - Digital Citizenship has been scheduled over the course of the school year, instead of a single 4-week block. This schedule accommodates short weeks and ensures all students are receiving vital Digital Citizenship instruction. Please follow the schedule below to not miss those important learning opportunities. Digital citizenship lessons are also easy lessons to use when library lessons need to move locations to accommodate testing and other events in the library. "Flex" refers to a flexible week. ITs are responsible for lesson planning these weeks. Flex weeks are included in the schedule to honor school traditions, national and local holidays, or accommodate school events such as testing. During flex weeks, ITs are expected to adhere to the district Instructional Materials policy while designing lessons and selecting materials; and to identify library standards to reteach and support. Flex weeks can be also used for PBIS awards or celebrations.

Week

Unit

Lesson

August 18 - 22 August 25 - 29

1 1 1 1 1 3 2 2 2

1 2 3 4 5 1 1 2 3

Sep 2 - 5

Sep 8 - 12

Sep 15 - 19 Sep 22 - 25

Sep 30 - Oct 3

Oct 6 - 10

Oct 13 - 17 Oct 20 - 22

Flex (Fall Recess) Flex (Halloween)

Oct 28 - Oct 31

5

Nov 3 - 7

2 2

4 5

Nov 10 - 14 Nov 18 - 22 Nov 24 - 25

Flex (Thanksgiving Celebrations)

Flex (Thanksgiving Break)

Dec 1 - 5

3 3

2 3

Dec 8 - 12

Dec 15 - 19

Flex (Winter Break)

Jan 5 - 9

4 4 4 4 4 3 5 5 5 5 5 5 6 6 6 6 6 6

1 2 3 4 5 4 1 2 3 4 5 6 1 2 3 4 5 6

Jan 12 - 15 Jan 20 - 23 Jan 26 - 30

Feb 2 - 6

Feb 9 - 12

Flex (Short week & Valentine’s)

Feb 17 - 20 (short week) Feb 23 - 26 (short week)

Mar 2 - 6

Mar 9 - 13

Mar 16 - 20 Mar 24 - 27

Mar 31 - Apr 3

Apr 14 - 18 Apr 21 - 25

Apr 28 - May 2

May 5 - 9

May 12 - 16 May 19 - 23 May 26 - 30

Flex (Last Week of School)

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Best Practices in Elementary Library

Reading Aloud This curriculum has many opportunities to read aloud to students. Reading aloud grows vocabulary, models fluency, and exposes students to multiple text structures and literary elements. Additionally, it’s fun! While texts are suggested in each lesson plan, Library Instructional Technicians may choose other appropriate materials to suit individual student needs with the following guidelines. ●​ Texts teach Utah Library Media Core standards ●​ Texts are developmentally appropriate for their audience (see Read-Aloud Guidelines) ●​ Texts feature a wide array of characters, subjects, and themes ●​ Nonfiction texts are accurate and engaging ●​ Texts adhere to the Instructional Materials Policy When reading aloud to students: ●​ Ensure students can see the book. Hold the book open out to the side of your body, use a document camera, pan the book, or walk across the room with the book. ●​ Ensure students can hear. Use a clear, strong voice ideally with a teacher microphone. Any ●​ Support student interaction with the text through movement, choral participation, and discussion. Students, particularly in lower grades, should not be expected to be silent and still through an entire book. See Read-Aloud Guidelines Technology Library learning requires access to technology and online resources. Technology in a library is akin to measuring cups, knives and mixing bowls in a kitchen. The majority of adult reading and research takes place in an online environment. We begin to support critical thinking, information seeking, information literacy, and media literacy in those same environments in elementary school. This may look like the use of audio-visual technology during lessons. Additionally, during specific lessons in library, students in third through fifth grade should be given access to their assigned chromebooks to utilize these resources and master library skills. voices or sound effects should still be coherent. ●​ Pacing should be neither too fast nor too slow.

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Supporting Student Technology-Use Library ITs are expected to effectively communicate with administrators and teachers to organize the use of technology in library. Each school may decide the best way to support student access. This may look like: ●​ Moving chromebook carts to the library before the school day begins. ●​ Moving chromebook carts to the library as students transition to or from recess. ●​ Allowing Library ITs to push into classrooms on specified technology lesson weeks. ●​ Rescheduling technology lessons to weeks the library is closed that require the Library IT to push into classrooms or different spaces anyway. Classroom Management & Technology Library ITs are expected to manage student behavior and technology use by utilizing the school-wide PBIS plan. Library ITs should teach students explicit behaviors and consequences including: ●​ Staying on task/Navigating to unapproved sites ●​ Treating technology with respect/Mishandling hardware ●​ Following IT instructions/not following instructions ●​ Treating classmates with respect/disrupting other student’s learning Borrowing Library Materials The first priority of the Library booster is quality instruction. The second priority is giving students time to find and select books to borrow that may be kept in either the classroom or at home. The time for students to find books and borrow them is commonly referred to as “check-out time”. Check-out time should be: ●​ 10-15 minutes ○​ This period should rarely, verging on never, exceed fifteen minutes. Most students can successfully find materials to borrow within ten minutes. Check-out time may be at the beginning or end of the library booster; however, it should not be the bulk of student time. ●​ Quiet ○​ A student voice level of 1-2 is appropriate. ●​ Safe ○​ Students should not be running, jumping, climbing, hiding, or playing too vigorously. Library ITs should be aware of spaces not within easy sight. ●​ On-task ○​ Students should be looking for books, in line to borrow, quietly reading, or

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participating in literacy table activities. Library ITs should support students managing their time with audible and/or visual signals for five minutes remaining, one minute remaining, and check-out time has ended. Please note that in order to check-out books to every student, Library ITs are often caught at the desk and unable to circulate the room while students browse. This leads to behavior management challenges. Library ITs should remind students every library booster: ●​ How to find a book ●​ How to borrow a book ●​ Where to go and what to do after they have borrowed a book ●​ Consequences for appropriate and inappropriate behavior ●​ Clean ○​ Students should keep the library shelves tidy as they browse. Library ITs may instruct students to use shelf-markers. They may also require students use the last five minutes of library to tidy the shared space. ●​ Private ○​ To protect student privacy, Library ITs should not allow other students to help lend materials to classmates. Self-checkout is also discouraged as there is a higher chance of error and less responsibility for said errors. ●​ Supportive ○​ Library ITs should offer reader’s advisory for students as they browse. For example, students who can’t find what they initially want, are disappointed by missing books, or must wait for a popular title should be encouraged to place titles on hold and then borrow and read similar titles. Students seeking specific genres should be directed to the correct shelves. Displays with popular titles should be in the library to draw student attention. Self-Selection of Library Materials Canyons District library policy protects students’ right to self-select library materials. From Kindergarten to 5th grade, all students should be given opportunity to independently choose a library book to borrow and bring home if they want to. Parents and guardians can determine appropriate limits to student borrowing privileges for their child.

Transitions Transitions in the library include: ●​ Entering the library learning space

●​ Moving from tables to floor/steps and back ●​ Using technology in the learning space ●​ Moving from the learning space to browsing the library collection ●​ Moving from browsing the collection to waiting in line to borrow materials

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●​ Ending check-out time to leaving the library Library ITs should have clear routines instructed, modeled, practiced, and mastered for each of these transitions. Best practices suggest: ●​ Students line up outside the library and enter after being welcomed by the Library IT when behavior is as expected. The library IT decides when students enter the library in order to reinforce behavior expectations. Students should enter in a quiet line and go directly to the next task. ●​ Library ITs employ Go words to tell students when to transition from one space to another ●​ Library ITs excuse students individually or in small groups to move ●​ Audible and visual signals tell students when to transition ●​ Library ITs stop checking-out books before library booster ends and use the last few minutes to prepare students to leave the library. ●​ Library ITs use verbal and physical attention-getters to redirect student attention to themselves.

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Elementary Library Media Standards Scope and Sequence

Reading engagement is a foundational skill for learning, personal growth, and enjoyment. The degree to which students can read and understand text in all formats and all contexts is a key indicator of success in school and in life. The goal is to actively promote reading and provide equitable access to literary and informational texts in a variety of subjects, genres, and formats. The standards facilitate the acquisition of tools, knowledge and skills to allow every student to read for interpretation and the development of new understandings.

Strand 1: Reading for intellectual, personal, and emotional growth

Standard 1: Establish reading behaviors for lifelong learning and growth. a) Select texts from a variety of

K Recognize a variety of texts.

1 ‐ 2 Identify and explore genre types.

3 ‐ 4 Identify and explore text formats. (e.g. book and electronic resources)

5 Demonstrate understanding of genre and format to select text for a purpose.

formats and genres to read for enjoyment, acquire knowledge, and answer questions. b) Gain understanding and make connections while reading and interacting with text.

K Comprehend and retell stories.

1 ‐ 2 Make connections between different stories.

3 ‐ 4 Describe connections between different stories and make connections between the world and self 3 ‐ 4 Complete reading of assigned or selected materials. 3 ‐ 4 Analyze information in text.

5 Analyze connections between different stories, the world, and self.

K Demonstrate the ability to listen to a story. K Recall information from a story.

1 ‐ 2 Engage and recall while reading or listening to a story. 1 ‐ 2 Identify known and new information from a text.

5 Demonstrate the ability to complete and discuss text appropriate to reading level. 5 Apply or discuss information gained from text.

c) Demonstrate perseverance and stamina when reading or listening to a variety of texts.

d) Listen to, view, read, and

integrate information to build a knowledge base.

ADA Compliant 02/24/2020

Standard 2: Differentiate between literary (fiction) and informational (non ‐ fiction) text.

K Recognize a text as literary or informational.

1 ‐ 2 Identify the difference between literary and informational text.

3 ‐ 4 Identify genres and text structure of literary and informational text. (e.g. realistic fiction and compare/contrast)* 3 ‐ 4 Identify the purpose (example, interest or information need) for book selection

5 Identify genres and text structure of literary and informational text. (e.g.

a) Categorize text as literary or informational (fiction/ nonfiction).

realistic fiction and compare/contrast)*

K Identify the purpose (example, interest or information need) for book selection

1 ‐ 2 Identify the purpose (example, interest or information need) for book selection

5 Identify the purpose (example, interest or information need) for book selection

b) Use selection criteria (e.g.,

interest, content) when choosing materials for a defined purpose.

Strand 2: Meaning of text through format and text features

Standard 1: Demonstrate knowledge of the physical features (e.g., cover, spine, title page, cursor, scroll bar) of reading materials, both electronic and print . K Identify features and formats of a book. (e.g. cover, spine, title page)* 1 ‐ 2 Identify features and formats of books and electronic resources. (e.g. cover, cursor, scroll bar)* 3 ‐ 4 Demonstrate use of features and formats of 5 Demonstrate use of features and formats of books and electronic resources. (e.g. cover, cursor, scroll bar)*

books and electronic resources. (e.g. cover, cursor, scroll bar)*

Standard 2: Read, view and listen for information presented in a variety of formats (e.g., textual, visual, media). K Recognize literary style (prose or verse)

1 ‐ 2 Identify literary style (prose or verse) and differences in artistic expression

3 ‐ 4 Describe literary (prose and verse) style and differences in artistic expression

5 Compare and contrast various literary styles and artistic expression

and differences in artistic expression

ADA Compliant 02/24/2020

Standard 3: Identify the elements of story.

K Identify characters, setting, and major events (such as beginning, middle and end) or facts

1 ‐ 2 Describe in detail, characters, setting, and plot or facts

3 ‐ 4 Discuss the development and

5 Compare and contrast the relationships among characters, setting, events, etc.

interaction of characters, events, setting, and plot

Standard 4: Identify the roles, tools, and purposes of authors, illustrators, and other contributors for a text. K Recognize that authors and illustrators have a purpose 1 ‐ 2 Describe the role and purposes of an author, illustrator, or other contributors. 3 ‐ 4 Evaluate the contribution of the author, illustrator, and other contributors.

5 Compare and contrast the roles, and purposes of the author, illustrator, and other contributors.

Strand 3: Library purpose and function

Standard 1: Exhibit library etiquette.

K Be responsible with library materials and respectful of library patrons.

1 ‐ 2 Be responsible with library materials and respectful of library patrons.

3 ‐ 4 Be responsible with library materials and respectful of library patrons.

5 Be responsible with library materials and respectful of library patrons.

Standard 2: Understand the library layout, the library classification system, and the circulation process . K Recognize that there are distinct locations for different library materials and a process for circulation. 1 ‐ 2 Understand that materials can be located and accessed through the library catalog by

3 ‐ 4 Demonstrate ability to locate and access materials through the library catalog by searching for author, title or subject and call number.

5 Demonstrate ability to locate and access a variety of materials through the library catalog by searching for author, title or subject and call number.

searching for author, title or subject and recognize call numbers.

ADA Compliant 02/24/2020

Standard 3: Contribute to a reading and learning community, including recommending reading materials to peers and respecting others’ reading choices. K Demonstrate and identify how text adds value to our lives by promoting the reading experience and respecting others’ choices 1 ‐ 2 Demonstrate and identify how text adds value to our lives by promoting the reading experience and respecting others’ choices 3 ‐ 4 Demonstrate and identify how text adds value to our lives by promoting the reading experience and respecting others’ choices 5 Demonstrate and identify how text adds value to our lives by promoting the reading experience and respecting others’ choices

Standard 4: Make use of personal, community and global libraries, both physical and electronic. K Recognize that there are different libraries in a community. 1 ‐ 2 Identify a variety of libraries, including databases.

3 ‐ 4 Utilize a variety of libraries, including databases.

5 Apply the use of a variety of libraries, including databases, for a specific purpose.

*Basic Genres ‐ Mystery, Romance, Historical/Biography, Science Fic, Fantasy, Dystopia, Steampunk, Realistic, Expository, Informative, etc. *Formats ‐ Book, magazine, newspaper, electronic resources *Physical features of a book ‐ cover, spine, title, title page, author/illustrator names, dust jacket, endpapers, dedication page, table of contents, glossary, index, call number label, copyright, publisher, author/illustrator notes, CIP, introduction, preface, barcode, UPC, appendix, gutter. *Physical features of computer text ‐ cursor, scroll bar, tables, graphs, URL, Address bar, radio buttons, links, tabs, volume, highlighting, menus. *Features ‐ Illustrations, glossary, bibliography, appendices, forward, author’s note, text boxes, graphs, charts, maps, introductions, summaries, captions, bold words, index, headings, subheadings, table of contents, italics, quotation blocks, sidebars. *Literary Styles/Devices ‐ literary devices, inference, personification, tone, mood, point of view, alliteration, onomatopoeia, rhyme, rhythm, meter, *Text Structures ‐ Cause and effect, sequence/order, compare and contrast, definition *Artistic Styles ‐ collage, oil, water color, mixed media, gouache, pencil, digital, pastel, chalk, graphics, perspective, color use, scale, texture *Text Styles ‐ Persuasive, argumentative, narrative, descriptive, poetic

ADA Compliant 02/24/2020

Information and Research : Through engagement in the research process, students will apply critical thinking skills (e.g., analysis, evaluation, organization, synthesis) to draw conclusions and construct new understandings. Additionally, students will engage in research processes (e.g., inquiry ‐ based, information problem solving). Such experiences will develop student self ‐ confidence in solving problems in an environment where information resources and technologies are increasingly complex. Strand 4 –Defining an information problem and identifying information needed

Standard 1: Define an information problem. a) Analyze the task to identify the information problem.

K Recognize and identify the information task.

1 ‐ 2 Identify and interpret the information need. 1 ‐ 2 Ask questions to understand what is required to complete the task. 1 ‐ 2 With guidance, explain how topics can be broadened or narrowed. 1 ‐ 2 With guidance, brainstorm, explain, and select possible forms of the final product, target audience, and evaluation of product. 1 ‐ 2 With guidance, identify background knowledge and predict information needed. 1 ‐ 2 List possible questions to direct and focus attention and review with the teacher.

3 ‐ 4 Determine and analyze the information problem. 3 ‐ 4 Review information task with teacher input.

5 Analyze the information problem.

K With guidance, ask questions to understand what is required to complete the task. K With guidance, narrow the information topic. K With guidance, brainstorm and select possible forms of the final product, target audience, and evaluation of product. K With guidance, identify background knowledge and information needed. K List possible questions together with teacher guidance.

5 Understand task requirements and clarify when necessary.

b) Seek clarification from teachers and others.

3 ‐ 4 Demonstrate how topics can be broadened or narrowed. 3 ‐ 4 Analyze and select a final product that meets criteria for task, target audience, and evaluation. 3 ‐ 4 Identify and record information already known and predict information needed. 3 ‐ 4 Analyze possible questions for relevance to the topic.

5 Evaluate and revise the topic.

c) Select and narrow (or broaden) topics into a manageable focus. d) Conceptualize the form of the final product based on target audience and criteria for evaluation.

5 Analyze, evaluate, and select a final product that meets criteria for task, target audience and evaluation.

Standard 2: Identify the information needed. a) Analyze the task and information needed.

5 Identify, summarize, and evaluate for relevance the information already known and determine information needed. 5 Create and evaluate possible essential questions.

b) Generate essential questions for new understanding and to guide inquiry.

ADA Compliant 02/24/2020

K With guidance, list possible keyword search terms.

1 ‐ 2 With guidance, identify possible keyword search terms and distinguish between narrow and broad terms.

3 ‐ 4 Generate and broaden or narrow

5 Generate and broaden or narrow possible keyword search terms and critique them for relevance.

c) Select, narrow (or broaden) keyword search terms.

possible keyword search terms and critique them for relevance.

Strand 5: Identifying, evaluating, and selecting sources

Standard 1: Identify information sources (e.g., texts, places, people). K With guidance, brainstorm a wide range of possible information sources.

1 ‐ 2 Brainstorm and describe a range of possible information sources.

3 ‐ 4 Brainstorm, identify, and explain a range of possible information sources.

5 Brainstorm and explain a range of possible information resources. Identify primary and secondary sources.

Standard 2: Evaluate and select sources based on predetermined criteria (e.g., relevancy, currency, credibility). K With guidance,

1 ‐ 2 With guidance, investigate and select possible information sources based on criteria.

3 ‐ 4 Analyze, investigate, and select possible information sources based on criteria.

5 Investigate, select, and evaluate possible information sources based on criteria.

investigate and select possible information sources based on criteria.

Strand 6: Locating sources and access information.

Standard 1: Locate identified sources. a) Demonstrate how to navigate library catalogs, the internet, and databases.

K Understand the concept of finding

1 ‐ 2 Understand and demonstrate the concept of finding information sources through various tools (e.g. signage, catalogs). 1 ‐ 2 Observe someone modeling locating sources from search results.

3 ‐ 4 Demonstrate use of the library catalog, databases, and web browsers using selected keyword, subject, author, title, and series terms. 3 ‐ 4 Locate selected sources from the search results or download / save / print source. Locate people or places of possible information.

5 Investigate sources using library catalogs, databases, and web browsers. Find possible sources using Boolean indicators and other search strategies. 5 Locate selected sources from the search results or download / save / print source. Locate people or places of possible information.

information sources through various tools (e.g. signage, catalogs).

K

b) Apply effective location skills, asking for help as needed.

ADA Compliant 02/24/2020

K

1 ‐ 2

3 ‐ 4 Refine search terms to yield adequate and relevant results.

5 Refine search terms to yield adequate and relevant results.

c) Revise and focus search as necessary to yield more effective results.

Standard 2: Access information within sources by applying relevant tools (e.g., table of contents, indexes, keyword searches, sidebars, related subjects). K Identify title page, illustrations, and text in print resources. 5 Demonstrate use of table of contents, indexes, headings, and guide words in print resources.

1 ‐ 2 Identify, define, and demonstrate use of table of contents and indexes in print resources.

3 ‐ 4 Demonstrate use of table of contents, indexes, headings, and guide words in print resources. Identify, define, and demonstrate use of sidebars, menu tabs, keywords searches, and other digital finding tools. 3 ‐ 4 Engage with information using reading, listening, and viewing strategies, guided by questions and prior knowledge. 3 ‐ 4 Summarize and identify main ideas and supporting details, conflicting information, and point of view.

Demonstrate use of sidebars, menu tabs, keywords searches, and other digital finding tools.

Strand 7: Engage with and extracting information

Standard 1: Engage with information by reading, listening, and viewing sources in a variety of formats. a) Use questions to guide reading, listening, and viewing of sources while building connections between prior knowledge and new information. K Investigate teacher ‐ selected sources, guided by questions and prior knowledge. 1 ‐ 2 Investigate teacher ‐ selected or self ‐ selected sources, guided by questions and prior knowledge.

5 Engage with information using reading, listening, and viewing strategies, guided by questions and prior knowledge.

K Retell main ideas and key points.

1 ‐ 2 Retell and summarize main ideas and supporting details.

5 Summarize main ideas and supporting details, identify conflicting information, points of view, and bias. Recognize own misconceptions that conflict between new information and previous background knowledge.

b) Analyze and make sense of

information (e.g., identifying main ideas, supporting details, bias, point of view, misconceptions, conflicting information).

ADA Compliant 02/24/2020

Standard 2: Select, extract and record information that addresses the information problem, answers guiding questions, and meets evaluation criteria. a) Apply critical thinking skills to

K With guidance, identify relevant information that

1 ‐ 2 Identify relevant facts that answer questions. Recognize differences between fact and opinion.

3 ‐ 4 Identify facts and details that support main ideas. Evaluate information for credibility and currency. 3 ‐ 4 Compare and verify information from various sources. 3 ‐ 4 Develop note ‐ taking skills including paraphrasing and summarizing. Utilize graphic organizers and highlighting. Appropriately cite sources. 3 ‐ 4 Modify questions, sources, or strategies as needed to elicit adequate information to accomplish the research task successfully.

5 Identify facts and details that support main ideas. Evaluate information for credibility, authority, currency, and bias. Identify propaganda.

evaluate and select information in terms of relevancy, currency, and credibility including fact and opinion, bias, prejudice, and propaganda.

answers information questions from text, illustrations, and charts, interviews, etc.

K

1 ‐ 2

5 Compare and validate conflicting information using additional sources.

b) Validate and compare

information in sources, noting differences, contradictions, and types of data or research.

K Record information and sources in various formats by writing, drawing, retelling, etc.

1 ‐ 2 Record information and sources in various formats by writing, drawing, retelling, etc.

5 Use various note ‐ taking strategies independently to summarize information. Utilize graphic organizers and highlighting. Appropriately cite sources.

c) Use a variety of note ‐ taking strategies, including

summarizing and paraphrasing, while noting sources.

K

1 ‐ 2 Reflect on original and additional questions and the adequacy of information.

5 Modify questions, sources, or strategies as needed to elicit adequate information to accomplish the research task successfully.

d) Monitor gathered information for gaps and weaknesses and modify questions, sources, or strategies as needed to elicit adequate information.

Strand 8: Organizing, synthesizing, and presenting information

Standard 1: Organize information from multiple sources. a) Organize, evaluate, and synthesize selected information to support conclusions. K With guidance, organize information

1 ‐ 2 With guidance, organize information using sequencing, webbing, graphic organizers, etc. Draw conclusions.

3 ‐ 4 Outline, organize and synthesize information to draw conclusions about information questions. Support conclusions with evidence.

5 Outline, organize and synthesize information to draw conclusions about information questions. Support conclusions with evidence.

using sequencing, webbing, graphic organizers, storyboarding, etc. Draw conclusions.

ADA Compliant 02/24/2020

K Reflect on target audience and decide how to share information learned.

1 ‐ 2 Reflect on target audience and decide how to share information learned.

3 ‐ 4 Reflect on target audience and decide how to share information learned. Learn about more complex product formats, including technology. 3 ‐ 4 Cite sources appropriately and avoid copyright violations including plagiarism. Summarize and quote appropriately. 3 ‐ 4 Create and revise products using previously established evaluation criteria. 3 ‐ 4 Collaborate with others to exchange ideas, make decisions, create products, and peer edit. 3 ‐ 4 Demonstrate effective presentation skills while sharing products. Demonstrate effective use of multimedia formats. Demonstrate respect for other presentations.

5 Reflect on target audience and decide how to share information learned. Use more complex product formats, including technology.

b) Select format of the learning product for the designated audience and use technology or other tools to integrate, organize, and present information from multiple sources.

K With guidance, identify the source of information used.

1 ‐ 2 With guidance, identify the sources of information used.

5 Cite sources appropriately and avoid copyright violations including plagiarism.

c) Follow ethical and legal

guidelines in using and citing information to avoid plagiarism and copyright violations.

Summarize and quote appropriately.

K With teacher input, create and revise products using previously established evaluation criteria.

1 ‐ 2 With teacher input, create and revise products using previously established evaluation criteria. 1 ‐ 2 Collaborate with others, with teacher guidance, to exchange ideas, make decisions, and create products. 1 ‐ 2 Practice presentation skills including eye contact, body language, speaking slowly and clearly, intonation, etc. Demonstrate respect for other presentations.

5 Create and revise products using previously established evaluation criteria.

d) Apply evaluation criteria to create, revise, and finalize the learning product.

K

5 Collaborate with others to exchange ideas, make decisions, create products, and peer edit.

e) Collaborate with others to

exchange ideas, make decisions, create products, and peer edit as appropriate.

Standard 2: Present a learning product using a variety of presentation techniques (e.g., writing, speaking, media) to communicate new understandings. K Practice presentation skills including eye contact, body 5 Demonstrate effective presentation skills while sharing products.

language, speaking slowly and clearly, intonation, etc. Demonstrate respect for other presentations.

Demonstrate effective use of multimedia formats. Demonstrate respect for other presentations.

ADA Compliant 02/24/2020

Strand 9: Evaluate the process and product

Standard 1: Evaluate the execution of the product for efficacy and quality, and identify areas needing improvement to determine how to proceed in the future. a) Assess product based on pre ‐ established evaluation criteria. 5 Assess product efficacy and quality using objective evaluation criteria.

K Apply evaluation criteria to research product with teacher help. K Discuss with the teacher what was difficult and what worked well during product creation and presentation. K Engage with peers and teachers about the product and practice giving feedback to others. process. Discuss what new ideas or questions they now have. K Reflect on their level of personal satisfaction. K Reflect on new skills and growth while setting new goals with the teacher.

1 ‐ 2 Apply evaluation criteria to research product with teacher help. 1 ‐ 2 Discuss with the teacher what was difficult and what worked well during product 1 ‐ 2 Engage with peers and teachers about the product and practice giving feedback to others. creation and presentation. 1 ‐ 2 Reflect on the process. Discuss what new ideas or questions they now have. 1 ‐ 2 Reflect on their level of personal satisfaction. 1 ‐ 2 Reflect on new skills and growth while setting new goals with the teacher.

3 ‐ 4 Assess product efficacy and quality using objective evaluation criteria. 3 ‐ 4 Reflect on and summarize what went well and what could be improved in future products. 3 ‐ 4 Engage with peers and teachers about the product and give feedback to others. 3 ‐ 4 Reflect on the process. Discuss what new ideas or questions they now have. 3 ‐ 4 Reflect on their level of personal satisfaction. 3 ‐ 4 Reflect on new skills and growth while setting new goals. Reflect on ability to collaborate and fulfill group role.

5 Summarize and explain what went well, why and what could be improved in future products.

b) Reflect upon how the product could be improved or modified.

5 Engage with peers and teachers about the product and give feedback to others.

c) Solicit, reflect, and act upon peer reviews and teacher comments about the product.

Standard 2: Identify areas of the processes that were successfully executed, as well as those needing improvement, to determine how to proceed in the future. a) Reflect upon how the product could be improved or modified. K Reflect on the

5 Reflect on the process. Discuss what new ideas or questions they now have. 5 Reflect on their level of personal satisfaction. 5 Reflect on new skills and growth while setting new goals. Reflect on ability to collaborate and fulfill group role.

b) Reflect upon and describe the level of personal satisfaction with the process and product. c) Identify areas of personal

growth, technology, and time ‐ management skills, including the ability to collaborate.

ADA Compliant 02/24/2020

Media Literacy is the competent application of literacy skills to media and technology messages. Its goal is to help students develop the habits of inquiry and skills of expression that they need to be critical thinkers, effective communicators, and active, digital citizens in today’s world. By learning the standards and objectives, students will acquire an understanding of the elements, construction, and potential impact of media messages while learning to make informed choices in the use of media. Through collaboration with classroom teachers, these standards can be integrated into curricular units throughout a wide range of subjects to ensure students are equipped with these essential 21 st century skills. Strand 10 – Awareness, modern citizenship, and informed decision making

Standard 1: Define basic terms and concepts of media. K Define media and

1 ‐ 2 Define media, brainstorm examples, and discuss the appeal of various media (e.g. TV, books, periodicals, websites).

3 ‐ 4 Define with examples basic terms (e.g. media literacy, mass media, local media, social media). Review previous terminology. 3 ‐ 4 Explain the specific elements that are used to construct a message for an intended purpose, e.g., music, sounds, special effects, camera angles, cuts, props, color. Recognize that advertisers utilize persuasive techniques, e.g., celebrity endorsements, physical appeal, jingles, desired lifestyle.

5 Define and discuss differences between mass media, local media, and social media. Review previous terminology.

brainstorm examples. Identify sources (e.g. TV, books, periodicals). [Glossary terms]

Standard 2: Recognize that media messages are intentionally constructed. K Recognize media is

1 ‐ 2 Recognize that specific elements (e.g., visual images, music, special effects) are used to construct a message for intended purposes. Recognize that advertisers utilize persuasive techniques (e.g., celebrity endorsements, physical appeal, jingles, desired lifestyle).

5 Analyze the specific elements that are used to construct a message for an intended purpose, e.g., music, sounds, special effects, camera angles, cuts, props, color. Explain why advertisers utilize persuasive techniques, e.g., celebrity endorsements, physical appeal, jingles, desired lifestyle.

made to convey a message, which is aimed at a specific audience.

ADA Compliant 02/24/2020

Standard 3: Recognize that people experience the same message differently. K Recognize differences

1 ‐ 2 Recognize that cultural backgrounds, gender, social class, nationality, emotions, life experiences may influence viewpoints and responses to media. Recognize the value of differing viewpoints.

3 ‐ 4 Describe cultural backgrounds, gender, social class, nationality, emotions, life experiences may influence viewpoints and responses to media. Recognize the value of differing viewpoints. 3 ‐ 4 Cite evidence to show how vicarious experience through media can provide cultural, geographic, and historic insights.

5 Justify and illustrate with examples how cultural backgrounds, gender, social class, nationality, emotions, life experiences may influence viewpoints and responses to media.

in cultural settings, backgrounds, social class, as well as similarities in human experience using media in various formats.

Articulate the value of differing viewpoints.

Standard 4: Understand how the use of media can broaden experiences throughout life. K Discuss and share information and experiences that can 1 ‐ 2 Recognize information and

5 Justify with examples to show how vicarious experience through media can provide personal cultural, geographic, and historic insights.

experiences gained through media (e.g. cultural and geographic insights).

be gained through media (e.g. travel, culture, nature, and entertainment).

Standard 5: Identify and explain the rights and responsibilities with respect to media and digital citizenship. K Explain there is ownership over creative works. Practice putting their name and date on works they produce. 1 ‐ 2 Explain and give examples of works in print and nonprint media that are created by and belong to an author, illustrator, inventor, or company.

3 ‐ 4 Explain ethical and legal ways in which to use print and nonprint media (e.g. cite sources, paraphrase, respect copyright).

5 Demonstrate ethical and legal use of print and nonprint media by listing works cited (e.g. cite sources, paraphrase, respect copyright).

Strand 11: Analyze, question, and think critically

Standard 1: Analyze techniques used to construct media messages. K Observe an element used to create media

1 ‐ 2 View various forms of media to identify the elements and techniques

3 ‐ 4 View various forms of media to identify and describe the elements

5 Students will view various forms of media to analyze the elements and techniques used to create the ADA Compliant 02/24/2020