K-12 Information Literacy Curriculum Arlinda Crossland, Andersonville Elementary Laura Cadreau, Bailey Lake Elementary Sandy Gallivan, Clarkston Elementary Lynn Gordon, Independence Elementary Jennifer Palecek, North Sashabaw Elementary Tamara Riches, Pine Knob Elementary Sharon Crain, Springfield Plains Elementary Joanne Steckling, Sashabaw Middle School Kristin Locke, Sashabaw Middle School Amanda Nichols, Clarkston Junior High School Nancy Larsen, Clarkston High School Denise Lovse, Clarkston High School School Board Approved - November 9, 2009
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K-12 Information Literacy
Curriculum
Arlinda Crossland, Andersonville Elementary
Laura Cadreau, Bailey Lake Elementary
Sandy Gallivan, Clarkston Elementary
Lynn Gordon, Independence Elementary
Jennifer Palecek, North Sashabaw Elementary
Tamara Riches, Pine Knob Elementary
Sharon Crain, Springfield Plains Elementary
Joanne Steckling, Sashabaw Middle School
Kristin Locke, Sashabaw Middle School
Amanda Nichols, Clarkston Junior High School
Nancy Larsen, Clarkston High School
Denise Lovse, Clarkston High School
School Board Approved - November 9, 2009
Table of Contents
I. Clarkston Community Schools CCS Information Literacy Standards K-12 Content Expectations
II. Elementary Schools Elementary Curriculum Overview Elementary ELA Scope and Sequence Elementary Social Studies Scope and Sequence Elementary Science and Math Scope and Sequence 2-5th Grade CCS Curriculum Maps K-5th Grade Topic Lessons
III. Secondary Schools 6-12 Guidelines 6-12 Scope and Sequence
IV. Bibliography
1. Centre for Literacy of Quebec & Education Oasis 08.24.07
CCS Information Literacy Standards
The school library media specialist works collaboratively with the entire learning community to
promote literacy. Literacy is the ability to read, write, comprehend, and communicate. For the twenty-
first century learner, literacy extends beyond the functional skills of reading, writing, speaking, and
listening to include visual, media, and information literacies. These new literacies focus on an
individual’s capacity to use and make critical judgments about the information they encounter on a
daily basis. (1)
1. Literacy
a. Students appreciate literature and other creative expressions of information.
b. Students strive for excellence in information seeking and knowledge generation.
2. Social, Ethical, and Human Issues
a. Students practice responsible use of materials, technology systems, information,
software, and facilities.
b. Students understand the human, cultural, and societal issues related to technology and
information.
c. Students develop positive attitudes toward technology uses that support lifelong
learning, collaboration, personal pursuits, and productivity.
d. Students recognize the importance of information to a democratic society.
e. Students practice ethical and legal behavior in regard to information and information
technology.
f. Students collaborate with peers and experts to pursue and generate information.
3. Applications and Productivity Tools
a. Students demonstrate an understanding of technology systems, concepts, and operations.
b. Students use technology tools to enhance learning, increase productivity, and promote
creativity, both individually and collaboratively.
4. Research and Inquiry
a. Students define the research question based upon academic or personal interests.
b. Students consider the various sources of information available and choose those which
are most appropriate.
1. Centre for Literacy of Quebec & Education Oasis 08.24.07
c. Students efficiently and effectively locate, access, and collect information from a variety
of sources.
d. Students evaluate information critically and competently.
e. Students organize research results and/or answer the research question through the
synthesis of information.
f. Students use appropriate technology tools to process data and report results.
g. Students evaluate and reflect upon the research process and product.
5. Communications
a. Students use a variety of media and formats to communicate information and ideas
effectively to multiple audiences.
b. Students use telecommunications to collaborate, publish, and interact with peers,
experts, and other audiences.
Kindergarten Content Expectations 08.24.07
Kindergarten Information Literacy Content Expectations
Literacy
Strand 1a: Students appreciate literature and other creative expressions of information.
1. Reads for enjoyment and pleasure
2. Chooses materials suitable to reading ability and interests
3. Understands the difference between Fiction and Non-fiction
4. Explores, shares, and interacts with different types of literature
Literacy
Strand 1b: Students strive for excellence in information seeking and knowledge generation. 1. Knows the purpose of the media center
2. Recognizes the media personnel as people who will help students in the media center
3. Locates various sections of the media center – Everyone/Everybody, Fiction, Non-fiction, Biography,
Periodical, Reference
4. Identifies the role of the author and illustrator
Strand 3a: Students demonstrate an understanding of technology systems, concepts, and operations.
1. Uses input and output devices to successfully operate various technologies – e.g. mouse, keyboard,
monitor, printer
2. Uses developmentally appropriate and accurate terminology to describe and/or discuss technology
1st Grade Content Expectations 09.14.07
Application and Productivity Tools
Strand 3b: Students use technology tools to enhance learning, increase productivity, and promote
creativity, both individually and collaboratively. 1. Utilizes computer for software application – e.g. Keyboarding, Kid Pix, Kidspiration, Word
2. Uses technology resources for problem solving, communication, and illustration of thoughts, ideas, and
stories
3. Uses OPAC system (observes and/or uses)
Research and Inquiry
Strand 4a: Students define the research question based upon academic or personal interests.
1. Defines and/or formulates a question (asks questions to obtain information)
Research and Inquiry
Strand 4b: Students consider the various sources of information available and choose those which are
most appropriate. 1. Brainstorms a list of possible resources
2. Selects best resources for purpose
Research and Inquiry
Strand 4c: Students efficiently and effectively locate, access, and collect information from a variety of
sources. 1. Identifies information needed
2. Recognizes organization of resources
3. Evaluates resources for quality of information
Research and Inquiry
Strand 4d: Students evaluate information critically and competently. 1. Evaluates resources for quality of information
2. Identifies and extracts relevant information
Research and Inquiry
Strand 4e: Students organize research results and/or answer the research question through the synthesis
of information. 1. Organizes results of research using appropriate formats – e.g. graphic organizers, lists
2. Analyzes research results in order to answer the research question, if possible
Research and Inquiry
Strand 4f: Students use appropriate technology tools to process data and report results.
1. Presents results of research using appropriate format for communicating information – e.g. oral, written,
and/or multi-media
Research and Inquiry
Strand 4g: Students evaluate and reflect upon the research process and product. 1. Reviews and critiques steps used in the research process and/or solving the problem
2. Determines if product meets requirements of assignment
1st Grade Content Expectations 09.14.07
Communications
Strand 5a: Students use a variety of media and formats to communicate information and ideas effectively
to multiple audiences. 1. Presents results of research using appropriate format for communicating information – e.g. oral, written,
and/or multi-media
Communications
Strand 5b: Students use telecommunications to collaborate, publish, and interact with peers, experts, and
other audiences. 1. Creates projects in a variety of formats to share with various audiences
2nd Grade Content Expectations 09.14.07
Second Grade Information Literacy Content Expectations
Literacy
Strand 1a: Students appreciate literature and other creative expressions of information.
1. Reads for enjoyment and pleasure
2. Chooses material suitable to reading ability and interests
3. Understands the difference between Fiction and Non-fiction
4. Explores, shares, and interacts with different types of literature
5. Distinguishes between genres – e.g. Biography, Autobiography, Poetry
6. Recognizes awards for quality literature
7. Knows the purpose and format of reference materials – Dictionary, Thesaurus, Encyclopedia, Atlas,
Almanac
Literacy
Strand 1b: Students strive for excellence in information seeking and knowledge generation. 1. Knows the purpose of the media center
2. Recognizes the media personnel as people who will help students in the media center
3. Locates various sections of the media center – Everyone/Everybody, Fiction, Non-fiction, Biography,
Periodical, Reference
4. Identifies the role of the author and illustrator
Strand 3a: Students demonstrate an understanding of technology systems, concepts, and operations. 1. Uses input and output devices to successfully operate various technologies – e.g. mouse, keyboard,
monitor, printer
2. Uses developmentally appropriate and accurate terminology to describe and/or discuss technology
Application and Productivity Tools
Strand 3b: Students use technology tools to enhance learning, increase productivity, and promote
creativity, both individually and collaboratively.
1. Utilizes computer for software application – e.g. Keyboarding, Kid Pix, Kidspiration, Word
2. Uses technology resources for problem solving, communication, and illustration of thoughts, ideas, and
stories
3. Uses OPAC system (observes and/or uses)
4. Uses basic search strategies
5. Uses browser to navigate to selected web sites
Research and Inquiry
Strand 4a: Students define the research question based upon academic or personal interests. 1. Defines and/or formulates a question (asks questions to obtain information)
Research and Inquiry
Strand 4b: Students consider the various sources of information available and choose those which are
most appropriate.
1. Brainstorms a list of possible resources
2. Selects best resources for purpose
Research and Inquiry
Strand 4c: Students efficiently and effectively locate, access, and collect information from a variety of
sources.
1. Identifies information needed
2. Recognizes organization of resources
3. Evaluates resources for quality of information
4. Knows the purpose and format of reference materials – Dictionary, Thesaurus, Encyclopedia, Atlas,
Almanac
Research and Inquiry
Strand 4d: Students evaluate information critically and competently.
1. Evaluates resources for quality of information
2. Identifies and extracts relevant information
2nd Grade Content Expectations 09.14.07
Research and Inquiry
Strand 4e: Students organize research results and/or answer the research question through the synthesis
of information. 1. Organizes results of research using appropriate formats – e.g. graphic organizers, lists
2. Analyzes research results in order to answer the research question, if possible
Research and Inquiry
Strand 4f: Students use appropriate technology tools to process data and report results.
1. Presents results of research using appropriate format for communicating information – e.g. oral, written,
and/or multi-media
Research and Inquiry
Strand 4g: Students evaluate and reflect upon the research process and product. 1. Reviews and critiques steps used in the research process and/or solving the problem
2. Determines if product meets requirements of assignment
Communications
Strand 5a: Students use a variety of media and formats to communicate information and ideas effectively
to multiple audiences. 1. Presents results of research using appropriate format for communicating information – e.g. oral, written,
and/or multi-media
Communications
Strand 5b: Students use telecommunications to collaborate, publish, and interact with peers, experts, and
other audiences. 1. Creates projects in a variety of formats to share with various audiences
3rd Grade Content Expectations 08.24.07
Third Grade Information Literacy Content Expectations
Literacy
Strand 1a: Students appreciate literature and other creative expressions of information.
1. Reads for enjoyment and pleasure
2. Chooses material suitable to reading ability and interests
3. Understands the difference between Fiction and Non-fiction
4. Explores, shares, and interacts with different types of literature
5. Distinguishes between genres – e.g. Biography, Autobiography, Poetry
6. Recognizes awards for quality literature
7. Knows the purpose and format of reference materials – Dictionary, Thesaurus, Encyclopedia, Atlas,
Almanac
Literacy
Strand 1b: Students strive for excellence in information seeking and knowledge generation. 1. Knows the purpose of the media center
2. Recognizes the media personnel as people who will help students in the media center
3. Locates various sections of the media center – Everyone/Everybody, Fiction, Non-fiction, Biography,
Periodical, Reference
4. Identifies the role of the author and illustrator
Strand 4a: Students define the research question based upon academic or personal interests. 1. Defines and/or formulates a question (asks questions to obtain information)
Research and Inquiry
Strand 4b: Students consider the various sources of information available and choose those which are
most appropriate.
1. Brainstorms a list of possible resources
2. Selects best resources for purpose
3rd Grade Content Expectations 08.24.07
Research and Inquiry
Strand 4c: Students efficiently and effectively locate, access, and collect information from a variety of
sources. 1. Identifies information needed
2. Recognizes organization of resources
3. Evaluates resources for quality of information
4. Knows the purpose and format of reference materials – Dictionary, Thesaurus, Encyclopedia, Atlas,
Almanac
5. Selects appropriate information resources (print and non-print)
Research and Inquiry
Strand 4d: Students evaluate information critically and competently.
1. Evaluates resources for quality of information
2. Identifies and extracts relevant information
Research and Inquiry
Strand 4e: Students organize research results and/or answer the research question through the synthesis
of information.
1. Organizes results of research using appropriate formats – e.g. graphic organizers, lists
2. Analyzes research results in order to answer the research question, if possible
Research and Inquiry
Strand 4f: Students use appropriate technology tools to process data and report results. 1. Presents results of research using appropriate format for communicating information (oral, written
and/or multi-media)
Research and Inquiry
Strand 4g: Students evaluate and reflect upon the research process and product.
1. Reviews and critiques steps used in the research process and/or solving the problem
2. Determines if product meets requirements of assignment
Communications
Strand 5a: Students use a variety of media and formats to communicate information and ideas effectively
to multiple audiences.
1. Presents results of research using appropriate format for communicating information – e.g. oral, written,
and/or multi-media
Communications
Strand 5b: Students use telecommunications to collaborate, publish, and interact with peers, experts, and
other audiences.
1. Creates projects in a variety of formats to share with various audiences
4th Grade Content Expectations 09.14.07
Fourth Grade Information Literacy Content Expectations
Literacy
Strand 1a: Students appreciate literature and other creative expressions of information.
1. Reads for enjoyment and pleasure
2. Chooses material suitable to reading ability and interests
3. Understands the difference between Fiction and Non-fiction
4. Explores, shares, and interacts with different types of literature
5. Distinguishes between genres – e.g. Biography, Autobiography, Poetry
6. Recognizes awards for quality literature
7. Knows the purpose and format of reference materials – Dictionary, Thesaurus, Encyclopedia, Atlas,
Almanac
Literacy
Strand 1b: Students strive for excellence in information seeking and knowledge generation. 1. Knows the purpose of the media center
2. Recognizes the media personnel as people who will help students in the media center
3. Locates various sections of the media center – Everyone/Everybody, Fiction, Non-fiction, Biography,
Periodical, Reference
4. Identifies the role of the author and illustrator
8. Utilizes search indexes using keyword and Boolean searches - e.g. Kids Click!
Research and Inquiry
Strand 4a: Students define the research question based upon academic or personal interests. 1. Defines and/or formulates a question (asks questions to obtain information)
Research and Inquiry
Strand 4b: Students consider the various sources of information available and choose those which are
most appropriate.
1. Brainstorms a list of possible resources
2. Selects best resources for purpose
4th Grade Content Expectations 09.14.07
Research and Inquiry
Strand 4c: Students efficiently and effectively locate, access, and collect information from a variety of
sources. 1. Identifies information needed
2. Recognizes organization of resources
3. Evaluates resources for quality of information
4. Knows the purpose and format of reference materials – Dictionary, Thesaurus, Encyclopedia, Atlas,
Almanac
5. Selects appropriate information resources (print and non-print)
6. Types URL of designated web site in a browser
Research and Inquiry
Strand 4d: Students evaluate information critically and competently. 1. Evaluates resources for quality of information
2. Identifies and extracts relevant information
Research and Inquiry
Strand 4e: Students organize research results and/or answer the research question through the synthesis
of information. 1. Organizes results of research using appropriate formats – e.g. graphic organizers, lists
2. Analyzes research results in order to answer the research question, if possible
Research and Inquiry
Strand 4f: Students use appropriate technology tools to process data and report results.
1. Presents results of research using appropriate format for communicating information – e.g. oral, written,
and/or multi-media
Research and Inquiry
Strand 4g: Students evaluate and reflect upon the research process and product. 1. Reviews and critiques steps used in the research process and/or solving the problem
2. Determines if product meets requirements of assignment
Communications
Strand 5a: Students use a variety of media and formats to communicate information and ideas effectively
to multiple audiences. 1. Presents results of research using appropriate format for communicating information (oral, written
and/or multi-media)
Communications
Strand 5b: Students use telecommunications to collaborate, publish, and interact with peers, experts, and
other audiences. 1. Creates projects in a variety of formats to share with various audiences
5th Grade Content Expectations 09.14.07
Fifth Grade Information Literacy Content Expectations
Literacy
Strand 1a: Students appreciate literature and other creative expressions of information.
1. Reads for enjoyment and pleasure
2. Chooses material suitable to reading ability and interests
3. Understands the difference between Fiction and Non-fiction
4. Explores, shares, and interacts with different types of literature
5. Distinguishes between genres – e.g. Biography, Autobiography, Poetry
6. Recognizes awards for quality literature
7. Knows the purpose and format of reference materials – Dictionary, Thesaurus, Encyclopedia, Atlas,
Almanac
Literacy
Strand 1b: Students strive for excellence in information seeking and knowledge generation. 1. Knows the purpose of the media center
2. Recognizes the media personnel as people who will help students in the media center
3. Locates various sections of the media center – Everyone/Everybody, Fiction, Non-fiction, Biography,
Periodical, Reference
4. Identifies the role of the author and illustrator
8. Utilizes search indexes using keyword and Boolean searches – e.g. Kids Click!
Research and Inquiry
Strand 4a: Students define the research question based upon academic or personal interests. 1. Defines and/or formulates a question (asks questions to obtain information)
Research and Inquiry
Strand 4b: Students consider the various sources of information available and choose those which are
most appropriate.
1. Brainstorms a list of possible resources
2. Selects best resources for purpose
5th Grade Content Expectations 09.14.07
Research and Inquiry
Strand 4c: Students efficiently and effectively locate, access, and collect information from a variety of
sources. 1. Identifies information needed
2. Recognizes organization of resources
3. Evaluates resources for quality of information
4. Knows the purpose and format of reference materials – Dictionary, Thesaurus, Encyclopedia, Atlas,
Almanac
5. Selects appropriate information resources (print and non-print)
6. Types URL of designated web site in a browser
Research and Inquiry
Strand 4d: Students evaluate information critically and competently. 1. Evaluates resources for quality of information
2. Identifies and extracts relevant information
Research and Inquiry
Strand 4e: Students organize research results and/or answer the research question through the synthesis
of information. 1. Organizes results of research using appropriate formats – e.g. graphic organizers, lists
2. Analyzes research results in order to answer the research question, if possible
Research and Inquiry
Strand 4f: Students use appropriate technology tools to process data and report results.
1. Presents results of research using appropriate format for communicating information – e.g. oral, written,
and/or multi-media
Research and Inquiry
Strand 4g: Students evaluate and reflect upon the research process and product. 1. Reviews and critiques steps used in the research process and/or solving the problem
2. Determines if product meets requirements of assignment
Communications
Strand 5a: Students use a variety of media and formats to communicate information and ideas effectively
to multiple audiences. 1. Presents results of research using appropriate format for communicating information – e.g. oral, written,
and/or multi-media
Communications
Strand 5b: Students use telecommunications to collaborate, publish, and interact with peers, experts, and
other audiences. 1. Creates projects in a variety of formats to share with various audiences
6th-12th Grade Content Expectations 08.24.07
Sixth through Twelfth Grade Information Literacy Content Expectations
Literacy
Strand 1a: Students appreciate literature and other creative expressions of information.
1. Reads various genres and understand their characteristics
2. Reads for enjoyment
3. Reads to pursue personal interests
Literacy
Strand 1b: Students strive for excellence in information seeking and knowledge generation.
1. Retrieves and synthesizes information from a variety of sources
2. Chooses quality information based upon authority
3. Recognizes organization of information sources
Social, Ethical, and Human Issues
Strand 2a: Students practice responsible use of materials, technology systems, information, software, and
facilities. 1. Adheres to the District Technology Code of Conduct
2. Respects and properly uses the equipment and technology infrastructure
3. Returns materials on time
4. Respects media center furnishings and materials
Strand 2b: Students understand the human, cultural, and societal issues related to technology and
information.
1. Understands the potential risks and dangers associated with online communications (METS)
2. Utilizes technologies that support communication with peers, family, or school personnel
Strand 2c: Students develop positive attitudes toward technology uses that support lifelong learning,
collaboration, personal pursuits, and productivity. 1. Uses technology with ease
2. Works cooperatively and collaboratively with others when using technology
Strand 2d: Students recognize the importance of information to a democratic society. 1. Understands freedom of information, free speech, and censorship
2. Understands that all citizens hold the right of equal access to information and technology
Strand 2e: Students practice ethical and legal behavior in regard to information and information
technology.
1. Avoids plagiarism through the proper citing of information sources
2. Respects U. S. copyright laws
3. Communicates appropriately in blogs, wikis, and other online forums
Strand 2f: Students collaborate with peers and experts to pursue and generate information 1. Works with peers, instructors, and other experts
2. Works collaboratively with others via distance learning
6th-12th Grade Content Expectations 08.24.07
Applications and Productivity Tools
Strand 3a: Students demonstrate an understanding of technology systems, concepts, and operations.
1. Utilizes the online catalog to locate media center materials effectively
2. Utilizes interlibrary loan within CCS, through MeLCat (statewide interlibrary loan service), and through
the public library
3. Understands basic network operations – e.g. file retrieval, saving
Strand 3b: Students use technology tools to enhance learning, increase productivity, and promote
creativity, both individually and collaboratively. 1. Uses the library media center web site to access recommended resources – e.g. databases and books
2. Utilizes appropriate software for the task
3. Expresses creativity through the use of a large variety of technology applications – e.g. digital video,
podcasting
Research and Inquiry
Strand 4a: Students define the research question based upon academic or personal interests.
1. Formulates the research question, problem, or thesis statement
2. Submits the research question, problem, or thesis statement to teacher for approval
Strand 4b: Students consider the various sources of information available and choose those which are
most appropriate. 1. Brainstorms all of the possible sources of information
2. Selects the best sources of information
Research and Inquiry
Strand 4c: Students efficiently and effectively locate, access, and collect information from a variety of
sources. 1. Locate and accesses information found in:
• Online databases – e.g. containing periodicals, reference materials, flyers
• Internet sources
• Books (located using the online catalog)
• Interviews
• Online encyclopedias
• Other
2. Collects information through the use of:
• Notetaking
• Graphic organizers
Strand 4d: Students evaluate information critically and competently. Students evaluate information based upon the following criteria:
1. Authority
• Judges the reliability of the source, based upon the credentials of the individual author or
organization
• Understands the different levels of authority that exist in published sources – e.g. peer reviewed
articles in journals are more authoritative than those located in popular magazines
6th-12th Grade Content Expectations 08.24.07
2. Accuracy
• Compares information from a variety of sources to determine accuracy
3. Coverage
• Gathers information that adequately covers the breadth and depth of the topic
4. Currency
• Recognizes the importance of a copyright date
4. Objectivity
• Recognizes bias and opinion
Strand 4e: Students organize research results and/or answer the research question through the synthesis
of information.
1. Reads the information
2. Identifies and extracts relevant information
3. Uses an organization system – e.g. notecards, graphic organizers, and/or outlines
4. Synthesizes the information to answer the research question or support the thesis
Strand 4f: Students use appropriate technology tools to process data and report results.
1. Uses a spreadsheet program (e.g. Excel) to interpret data
1. Students communicate their results in various ways:
• Written (e.g. word processing)
• Oral (e.g. Podcasting)
• Project (e.g. Video)
• Performance (e.g. Power Point speech)
Strand 4g: Students evaluate and reflect upon the research process and product. 1. Analyzes the research process used
2. Analyzes the results to solve the research question or to prove or disprove the thesis statement
Communications
Strand 5a: Students use a variety of media and formats to communicate information and ideas effectively
to multiple audiences. 1. Presents results of research using appropriate communications format
2. Considers all forms of communication – e.g. electronic and/or written
Strand 5b: Students use telecommunications to collaborate, publish, and interact with peers, experts, and
other audiences.
1. Identifies the appropriate audiences for projects
2. Creates projects in a variety of formats to share with various audiences
Clarkston Community Schools
K-5 Information Literacy Curriculum Overview
The information literacy curriculum has been designed to support the Michigan
Grade Level Content Expectations (GLCEs), National Educational Technology Standards
(NETS) for Students, as well as the classroom teacher. As research indicates, schools
with a strong library media program, taught by a certified school library media teacher,
helps to increase student achievement. Collaboration is also encouraged between teachers
and media specialists to further enhance this learning experience for students. The
responsibility of the media specialist during instructional time is to complement, extend,
and reinforce classroom content and state curriculum requirements. The following pages
outline the information literacy scope and sequence designed by the CCS K-5 media
specialists. Listed below are the grade level programs and responsibilities:
Media (Literature Experience)
• Kindergarten and 1st grade
• Story time and book check-out
• 30 minute class with media specialist – classroom teacher not present
Information Literacy
• 2nd
, 3rd
, 4th, and 5
th grades
• Scheduled as a special
• No book check-out at this time
• 30 minute class with media specialist – classroom teacher not present
• Class scheduled in media center or computer lab
Book Check-Out
• 2nd
, 3rd
, 4th, and 5
th grades
• Scheduled outside of specials
• Book check-out 20 minutes
• Classroom teacher present
CCS Scope and Sequence
ELA
K - 5th Grade
Strand Expectation K 1 2 3 4 5 GLCE NETS*
21st
Century
Skills
Literacy
1a.1 Reads for enjoyment and pleasure A P P P P P
R.AT.02.01
R.AT.02.02
R.AT.03.01
S.DS.03.01
R.AT.04.01
S.DS.04.01
R.AT.05.01
S.DS.05.01
4.1.1
4.2.2
4.3.3
4.4.1
4.4.6
1a.2 Chooses materials suitable to reading ability and interests A P P P P P
R.WS.02.05
R.AT.02.01
R.AT.02.02
R.AT.03.01
R.AT.04.01
R.AT.05.01
S.DS.05.01
1.2.2
4.1.1
4.2.2
4.3.3
4.4.1
4.4.6
1a.3 Understands the difference between Fiction and Non-fiction A P P P M M
R.IT.02.03
R.IT.03.03
R.IT.04.03
R.IT.05.03
R.MT.05.02
1.1.1
1.1.4
1.1.5
1.2.2
1a.4Explores, shares, and interacts with different types of literature
(Fiction and Non-fiction)A P P P P P
R.IT.02.01
R.CM.02.01
L.RP.02.01
R.NT.03.01
R.NT.03.03
S.DS.03.02
R.NT.04.01
R.NT.04.02
S.DS.04.02
L.RP.04.01
R.NT.05.01
R.NT.05.02
R.IT.05.01
R.MT.05.02
S.DS.05.01
S.DS.05.02
L.RP.05.01
4.1.2
4.1.3
4.1.4
4.2.4
1a.5Distinguishes between genres - e.g. Biography, Autobiography,
Poetry, FolktalesA A A P P P
R.NT.02.02
L.RP.02.01
R.NT.03.02
R.NT.03.03
S.DS.03.02
R.NT.04.02
R.IT.04.01
S.DS.04.02
L.RP.04.01
L.RP.04.02
R.NT.05.02
R.MT.05.02
LRP.05.01
4.1.2
4.1.3
4.1.4
4.3.2
Strand 1a: Students appreciate literature and other creative expressions of information.
A=Awareness; P=Practice;
M=Mastered; R=Reinforced
Clarkston Community Schools - Curriculum Adoption 11.09.09
1 of 8 06.09.10
CCS Scope and Sequence
ELA
K - 5th Grade
Strand Expectation K 1 2 3 4 5 GLCE NETS*
21st
Century
Skills
1a.6 Recognizes awards for quality literature A A A P P M
R.NT.02.01
L.RP.02.02
R.NT.03.01
R.NT.04.01
L.RP.04.02
R.NT.05.01
L.RP.05.02
4.2.4
1a.7*Knows the purpose and format of reference materials - e.g.
Dictionary, Thesaurus, Encyclopedia, Atlas, AlmanacA AP AP P
R.IT.02.03
W.PR.02.07
R.WS.03.06
R.WS.03.08
R.IT.03.01
W.PR.03.05
W.SP.03.01
R.WS.04.05
R.IT.04.01
W.PR.04.05
W.SP.04.01
R.WS.05.05
R.WS.05.07
R.IT.05.01
R.IT.05.03
W.PR.05.05
W.SP.05.01
1, 5
1.1.4
1.1.5
1.2.2
1.2.3
4.3.2
1b.1 Knows the purpose of the media center A P P P PM M4.1.1
4.3.3
1b.2Recognizes the media personnel as people who will help students in
the media centerA P M R R R
1.4.2
1.4.4
4.1.4
1b.3Locates various sections of the media center - Everyone/Everybody,
Fiction, Non-fiction, Biography, Periodical, ReferenceA P P P PM M
S.DS.03.02
S.DS.04.02
R.MT.05.02
S.DS.05.02
4.1.4
1b.4 Identifies the role of the author and illustrator A P M R R R
1B - Students strive for excellence in information seeking and knowledge generation.
OPAC Review MC Webpage resources
6th and 7th grade ELA media center/technology orientation
ELA 6th-All teachers ELA 7th-All teachers
2.4.3, 4.1.3, 4.1.4, 4.1.5, 4.1.6, 4.2.3
ELA.L.CN.06.02 ELA.L.RP.06.01 ELA.S.DS.06.02 RI 1
2A - Students practice responsible use of materials, technology systems, information, software, and facilities.
Technology code of conduct Media Center policies Media Center procedures
6th and 7th grade ELA media center/technology orientation 6th and 7th grade: Classroom use of computers for various assignments.
ELA 6th and 7th All teachers 1.3.5, 4.3.4
DC 2, DC 3, DC 4
2B - Students understand the human, cultural, and societal issues related to technology and information.
Cultural issues of the Internet Ethical Issues of the Internet Societal issues of the Internet Communication issues of the Internet Impact of digitization
6th and 7th grade ELA media center/technology orientation
ELA 6th and 7th-All teachers
2.3.1, 2.3.2, 4.3.4, 4.4.4
DC2, DC3, DC 4, DC 5, DC 6, DC 7
Clarkston Community SchoolsCurriculum Adoption 11.09.09
1 of 4 06.09.10
Information Literacy Curriculum Alignment Sashabaw Middle School Kristin Locke, Media Specialist
2C - Students develop positive attitudes toward technology uses that support lifelong learning, collaboration, personal pursuits, and productivity.
Impact and use of new technologies.
Individual Students: Suppport and service by library media specialists for various projects as requested. 7th Grade: . Movie Maker Lesson.
1B - Students strive for excellence in information seeking and knowledge generation.
Opac Review MC Webpage resources
8th grade ELA media center/technology orientation ELA 8th-All teachers
2.4.3, 4.1.3, 4.1.4, 4.1.5, 4.1.6, 4.2,.3
ELA.L.CN.08.02 ELA.L.RP.08.01 ELA.S.DS.09.02 RI 1 RI 1-8,
2A - Students practice responsible use of materials, technology systems, information, software, and facilities.
Technology code of conduct Media Center policies Media Center procedures
8th grade ELA media center/technology orientation 9th Grade: Classroom use of computers for various assignments.
ELA 8th-All teachers 9th Grade: All teachers for general classroom use. 1.3.5, 4.3.4
DC 2, DC 3, DC 4
Not a Mets Standard
2B - Students understand the human, cultural, and societal issues related to technology and information.
Cultural issues of the Internet Ethical Issues of the Internet Societal issues of the Internet Communication issues of the Internet Impact of digitization
8th grade ELA media center/technology orientation ELA 8th-All teachers
2.3.1, 2.3.2, 4.3.4, 4.4.4
DC2, DC3, DC 4, DC 5, DC 6, DC 7 CT 2, DC 1
Clarkston Community SchoolsCurriculum Adoption 11.09.09
1 of 506.09.10
Information Literacy Curriculum Alignment Clarkston Junior High School Denise Lovse, Media Specialist
2C - Students develop positive attitudes toward technology uses that support lifelong learning, collaboration, personal pursuits, and productivity.
Impact and use of new technologies.
Individual Students: Suppport and service by library media specialists for various projects as requested. 8th Grade: Search process and strategies lesson. Website Validation Lesson. ELA Movie Maker Lesson. 9th Grade: Power point Lesson, ELA Movie Maker Lesson.
All students and staff. ELA 8th-All teachers. ELA 9th-All teachers.
ELA.CE1.1.1 ELA.CE1.3.1 ELA.CE1.3.7 ELA.CE1.3.8 ELA.CE1.5.2 ELA.CE1.5.4 CC 3, TC 2
Not a Mets Standard
2D - Students recognize the importance of information to a democratic society.
Freedom of Information Banned book lesson Banned Book Lesson All students and staff. 3.3.6, 3.3.7 ELA.R.NT.08.01
ELA.CE3.1.9 ELA.CE3.4.2
Not a Mets Standard
Not a Mets Standard
2E - Students practice ethical and legal bahavior in regard to information and information technology.
Copyright Plagarism Downloading File conversion
8th grade ELA research paper project. 8th grade ELA movie maker lesson. 9th grade powerpoint lesson, ELA movie maker lesson. 8th and 9th grade research social studies classes and service learning projects. All students.
1.3.1, 1.3.3, 3.1.6, 4.3.4
ELA.W.GR.08.01 SS.8-04.2.3 ELA.CE1.4.6
DC 2, DC 3, DC 6, DC 7 DC 1-6
Clarkston Community SchoolsCurriculum Adoption 11.09.09
2 of 506.09.10
Information Literacy Curriculum Alignment Clarkston Junior High School Denise Lovse, Media Specialist
2F - Students collaborate with peers and experts to pursue and generate information.
Use moodle, skype, wikis, google docs, email, blogs.
8th grade ELA research paper project. 8th grade ELA movie maker lesson. 9th grade powerpoint lesson, ELA movie maker lesson. 8th and 9th grade research social studies classes and service learning projects. Advanced ELA used more advanced technologies such as moodle, wiki-spaces, etc. All students
3A - Students demonstrate an understanding of technology systems, concepts, and operations.
Basic operation Network Use OPAC Flashdrives
8th grade orientation. Individual search of catalog and inter-library loan. 8th grade movie maker, and 9th grade power Point lesson, movie maker lesson. 8th and 9th grade research projects.
ELA-8th grade All Teachers and individual students. 9th Grade: ELA and SS students.
RI 4, TC 1, TC 2, TC 3, TC 5, TC 6
TC 4, TC 5, TC 10, TC 12, TC 13
3B - Students use technology tools to enhance learning, increase productivity, and promote creativity, both individually and collaboratively.
Collaborative tools as listed in 2F.
8th Grade: Webpage Evaluation, individual assignments, Media Center/Technology orientation, movie maker lesson 9th Grade: Individual assignments, Power Point Lesson, WWII lesson, Movie Maker Lesson.
ELA-8th grade All Teachers ELA-9th Grade All Teachers Individual Students
1.1.9, 2.1.5, 1.3.4, 1.4.2, 3.2.3,
CI 1, CI 2, TC 2
CI 1, CI, 3, CC 2, CC 3, CC 4, CC 6, CT 1,
Clarkston Community SchoolsCurriculum Adoption 11.09.09
3 of 506.09.10
Information Literacy Curriculum Alignment Clarkston Junior High School Denise Lovse, Media Specialist
4A-Students define the research queston based upon academic or personal interests
Formulation of the Research Question. Step 1 of Big 6
Grade 10 Hot Topics Grade 11 Research Paper World History Big6 Project Other research projects as developed
ELA, World History 1.3.1, 1.3.3, 2.3.3, 3.1.6
ELA.CE1.4.6 DC 1-6
2F - Students collaborate with peers and experts to pursue and generate information.
Resources, both print and digital. Collaborative tools, such as Google Docs, wikis, Skype, etc.
Grade 10 Research paper Grade 11 Research Paper World History Big6 Project
All LA 10 students1.1.9, 2.1.5, 3.1.2, 3.2.2, 3.2.3, 3.3.1, 4.1.7
CE 1.3.7 CE 1.3.8
CC 1-6
3A - Students demonstrate an understanding of technology systems, concepts, and operations.
Basic operation of PCs Network use Saving options Flash drive use
Individual instruction All projects in all classes
All CHS students 2.1.4 CE 1.5.4TC 4, 5, 10, 12, 13
3B - Students use technology tools to enhance learning, increase productivity, and promote creativity, both individually and collaboratively.
Integrate digital tools, such as wikis, Google docs, etc.
Individual instruction All projects in all classes
All CHS students1.1.9,1.3.4, 1.4.2, 2.1.5, 3.2.3
CI 1,3 CC 2,3,4,6 CT 1
Clarkston Community SchoolsCurriculum Adoption 11.09.09
2 of 406.09.10
Information Literacy Curriculum Alignment Clarkston High School Nancy Larsen, School librarian
4A-Students define the research question based upon academic or personal interests
How to formulate the R.Q. Step 1 of the Big6
ELA 10 Hot Topics ELA 11 Research Paper World History Big6 Project
All CHS students1.1.1, 1.1.2, 1.1.3, 1.2.1, 1.2.5,
SS.P.1.5 CT 3
4B-Students consider the various sources of information available and choose those which are most appropriate.
Consider all sources of information Step 2 of the Big6
ELA 10 Hot Topics ELA 11 Research Paper World History Big6 Project
All CHS students1.1.4, 1.2.2, 1.2.3, 2.4.1
SS. P.2.3 RI 1
4C-Students efficiently and effectively locate, access, and collect information from a variety of sources.
Locate information (Indexes, Tables of Content, Online catalog, Searching databases Read the information Take notes from the information Step 3 of the Big6
ELA 10 Hot Topics ELA 11 Research Paper World History Big6 Project
All CHS students1.1.4, 1.1.6, 1.2.3, 1.2.7, 1.3.2, 1.4.1, 1.4.3,
SS. P.2.3 RI 3
4D-Students evaluate information critically and competently.
Read the information critically with the R.Q. in mind Step 4 of the Big6
ELA 10 Hot Topics ELA 11 Research Paper World History Big6 Project
All CHS students1.1.5, 1.2.4, 1.4.3, 2.2.1,
SS. P.2.3 RI 2,4,5,6
4E-Students organize research results and/or answer the research question through the synthesis of information.
Answer the R.Q. Step 5 of the Big6
ELA 10 Hot Topics ELA 11 Research Paper World History Big6 Project
All CHS students1.1.7, 2.1.2, 2.1.3, 2.2.3
SS. P.2.2, SS. P.2.3 SS. P.2.4
CT 3
Clarkston Community SchoolsCurriculum Adoption 11.09.09
3 of 406.09.10
Information Literacy Curriculum Alignment Clarkston High School Nancy Larsen, School librarian
4F-Students use appropriate technology tools to process data and report results.
Writing tools (ex. Word) Presentation tools (ex. PowerPoint) Other technology (Ex. Video) Step 5 of the Big6
ELA 10 Hot Topics ELA 11 Research Paper World History Big6 Project
All CHS students1.1.8, 2.1.4, 2.1.6, 2.2.4
SS. P.2.3, SS. P.2.4 SS. P.2.5
CT 3, CI 3, CC 2,3,4,6
4G-Students evaluate and reflect upon the research process and product.
Evaluation of process and product Step 6 of the Big6
ELA 10 Hot Topics ELA 11 Research Paper World History Big6 Project
All CHS students2.4.2, 3.4.1, 3.4.2, 5.1.1
SS. P.2.3 SS. P.2.5
Not a METs Standard
4H-Applies critical thinking skills to information and knowledge.
Students use the path of inquiry. They reflect and comment in their note taking. They read for understanding.
ELA 10 Hot Topics ELA 11 Research Paper World History Big6 Project
All CHSstudents 2.1.1
ELA.CE.1.3.1 ELA.CE1.3.6 ELA.CE.1.5.2 SS. P.1.4
RI 4,7
5A-Students use a variety of media and formats to communicate information and ideas effectively to multiple audiences.
Presentation programs, such as PPT, and Communication tools, such as web sites, podcasting, blogs, etc.
All CHS students2.1.6, 3.1.1, 3.1.3, 3.1.4, 3.2.1, 3.3.5, 4.1.8
CC 1-6
5B-Students use telecommunications to collaborate, publish, and interact with peers, experts, and other audiences.
Communication tools, such as web sites, podcasting, blogs, etc.
All CHS students1.1.9, 2.1.5, 2.1.6, 3.1.4, 3.2.1, 3.3.4, 3.3.5
CC 3,4
KEY:ELA = English Language Arts
SS = Social Studies
Clarkston Community SchoolsCurriculum Adoption 11.09.09
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References
American Library Association. Information power: Building
partnerships for learning. Chicago, IL: American Library Association, 1998.
Birmingham Public Schools. K-12 Library Media Curriculum. Birmingham, MI : 2002.
Centre for Literacy of Quebec, (2007, January). The Centre for Literacy of
Quebec. Retrieved January 12, 2007, from Definition of Literacy
Web site: <http://www.centreforliteracy.qc.ca/def.htm>.
Education Oasis, (2003-2006). Reading. Retrieved January 12, 2007, from