STANDARD COURSE OF STUDY

INFORMATION SKILLS :: STRATEGIES :: GRADES 3-5

GRADES 3-5

Focus Areas
The learners will:

be exposed to a wide variety of resources (print, non-print, electronic)
develop personal tastes through guided practice
contrast and compare authors, illustrators, genres, and styles
identify similarities and differences as related to their environments and personal experiences
use simple research models to acquire information
share information and activities in a variety of formats (print, graphical, audio, video, multimedia) to extend content of resources used

Competency Goal 1	The learner will EXPLORE sources and formats for reading, listening and viewing purposes.
	1.01 Participate in read-aloud, storytelling, booktalking, silent and voluntary reading experiences. 1.01.1 Media coordinator/classroom teacher routinely collaborate to provide a variety of opportunities for students to hear, read, and share good stories and books. 1.01.2 Sponsor a school-wide book fair that provides an opportunity for students to purchase outstanding children’s literature titles. 1.01.3 Participate in NC Picture Book Award (activity available from public library). 1.01.4 Make use of reading incentive programs such as "Accelerated Reader". 1.01.5 View selected school TV programs ("Books from Cover to Cover," "From the Brothers Grimm, etc.). 1.01.6 View, read, discuss materials about outstanding children’s authors (Beatrix Potter, Marc Brown, etc.). 1.01.7 Read aloud Little Jim by Gloria Houston or Who Comes with Cannons by Patricia Beatty. 1 Choose books set in NC or by NC authors. 1.01.8 Do a reference scavenger hunt using questions for children to decide which reference book is best for which type question. Vary questions to match curriculum area. 1.01.9 Share picture books to stress essentials of narrative writing (opening statement, sequence-beginning, middle, end, and closure) 1.01.10 Read a biography or research a person. With partners, generate questions about a person. 1.01.11 Conduct interviews or view videotapes, and create presentations about interesting people. Evaluate finished products. Create a bibliography. 1.01.12 Introduce books on NC Junior Book Award list. Keep a record of what is read. Have students create a poster advertise and persuade classmates to read that book. Vote for favorite book. (Lang. Arts combine with Information Skills 1.05, 1.06) 1.01.13 Create a tree map of different types of folklore (fairy tales, myths, legends, fables, folk tales). Give characteristics of each. Read and give samples of each. (Math, 1.02 Demonstrate competence and self-motivation as a reader. 1.02.1 Media coordinator/classroom teachers highlight and display selected books throughout the year. 1.02.2 Media coordinator/classroom teachers collaborate to provide many opportunities for students to share and discuss stories, books, and information they have read and enjoyed with classmates, students in other grades, and parents in a variety of settings. 1.02.3 Provide flexible access to library media center resources throughout the day to encourage use by individual and groups of students to meet academic and personal information at point of need to promote literacy. 1.03 Demonstrate appropriate care of resources. 1.03.1 Discuss appropriate use and care of all types of resources (print, non-print, hardware, software, electronic). 1.03.2 Identify ways to locate resources (e.g., automated circulation system, NC WISE OWL) 1.03.3 Identify, discuss, and model when and how to use various resources (atlas, almanac, online resources, hardware, software) throughout the year. (collaboration among classroom teachers and media coordinator). 1.03.4 Have student media helpers shelve books and learn to identify books that need mending, etc. 1.03.5 Discuss, review, and model AUP/IUP acceptable use policies. (collaboration among classroom teachers and media coordinator). 1.04 Acknowledge ownership of ideas. 1.04.1 Discuss ownership of the stories students create. Discuss how to demonstrate respect for the creative work of others. 1.04.2 Discuss roles, responsibilities, and rights of writers, illustrators, editors, and publishers in both print and music arena. 1.04.3 Use centers to identify resources: Discuss books Online resources (NC WISE OWL) Laser discs/Videotapes Software tools Make book covers, bookmarks illustrating favorite book Magazines – explore using transparency to do activities Reference area Current events, topics 1.04.4 Media coordinators/teachers routinely discuss the importance of intellectual property and crediting all types of resources. 1.05.5 Media coordinators/teachers routinely discuss, review, and model local AUP/IUP acceptable use policies. 1.05 Identify elements of composition. 1.05.1 Media coordinators/classroom teachers use familiar stories to help students identify elements of a story–setting, plot, characters, and climax. 1.05.2 Provide opportunities for students to listen, read, and experience materials in variety of formats asking students to compare and contrast characteristics of each. 1.05.3 Have students choose a book and develop a skit or play around the story characters . 1.05.4 Read in chronological sequence. (Soc. St., Science)) 1.05.5 Locate and read several different versions of Cinderella from other countries. Compare and contrast different versions. Present the information in a variety of formats (e.g., charts, graphs). 1.05.6 Students can create a song, poem, or rap about one of the versions of Cinderella. Students identify settings of various stories and how it changes the stories. Create a diorama, puppet show, multimedia, and/or video. 1.05.7 Study Cinderella stories. Use Neighborhood Map Machine to create a mystery map. 1.05.8 Present books in a variety of formats and CD-ROM materials. Identify similarities and differences. 1.06 Identify characteristics of various genres. 1.06.1 Identify characteristics of various genres. Booktalk a specific genre each month. Follow-up with projects such as oral presentations, multimedia, storytelling. (Lang. Arts ) 1.06.2 Read Fables by Arnold Lobel as a classroom group. List characteristics that are common to all fables. Booktalk several Fiction books and identify the genre of each. 1.06.3 Use Channel R.E.A.D. videodisc genre series to enhance understanding. 1.06.4 Show books arranged by subject (Dewey Decimal System/Classification) Compare with other places where things are grouped by subject. 1.06.5 Discuss differences in jobs, travel, families, and compare with today. (Soc. St.) 1.06.6 Graph favorite genres or area of 398’s (fairy tales, tall tales, legends), favorite magazines, or total number of Accelerated Points per grade level, etc. 1.06.7 Identify characteristics of various genres. Booktalk a specific genre each month; follow-up with projects, products, and presentations. (Lang. Arts ) 1.07 Follow acceptable use policy (AUP) for electronic resources. 1.07.1 Provide copies of local Acceptable Use Policy for online resources and discuss the purpose and need for such policies for schools and society. 1.07.2 Media coordinators/classroom teachers model and discuss local AUP/IUP acceptable use policies. Identify importance of crediting all types of resources. 1.07.3 Media coordinator/classroom teachers routinely model and encourage appropriate communication. Discuss and identify appropriate language to use when requesting information and the kinds of information that is appropriate for students to provide to others in a variety of situations (e.g., class discussions, letters, e-mail, class share sessions). Use criteria when communicating with peers from other cultures and regions (e.g., interviews, surveys, e-mail, letters). 1.07.4 Develop and use a personal "Good Habits Online" checklist. 1.07.5 Show the video, What is Cyber Culture? A video on responsible use of technology for young students or Don’t Copy That Floppy. 1.08 Select and use a variety of resources and formats independently. 1.08.1 Media coordinator/classroom teachers model and provide opportunities for students to practice identifying and locating the best resources to answer specific questions. 108.2 Distinguish from a variety of resources (in various formats) which ones would provide the most current information, the most detailed information, etc. 108.3 Given several choices of materials on the same subject, students will choose the format that best meets a specific objective (e.g., illustrating the actual movement of planets around the sun using video, laserdiscs). 108.4 Participate in small group/individual research project–gathering information from print, non-print, and electronic resources. Evaluate the results. 108.5 Choose books from various genres for use with accelerated reader. 108.6 Check out books for pleasure reading. 108.7 Choose a variety of print, non-print, and electronic resources to complete a research project. 108.8 Identify other places where things are grouped by subject (grocery store, home supply store, catalog, etc.) 108.9 Talk about personal experiences with a NC event (e.g., Hurricane Hugo, Floyd). Interview family and friends (a primary source) and compare to news articles, encyclopedia/books about the same event (secondary source). 108.10 View weather information in various formats. Use checklist to evaluate sources. Identify and chart benefits of each. 1.09 Recognize that ideas are produced in a variety of formats. 1.09.1 Use centers to identify resources and their uses: Books (picture, fiction, non-fiction, reference) Online resources (NC WISE OWL, Internet) CD-ROMs/Laser discs Video/audio Software tools Magazines – explore using transparency to do activities Human resources 1.09.2 Have children’s librarian from public library come to the school for storytelling, book talks, and to identify resources available at public library. 1.09.3 Establish centers to identify resources and their uses. 1.09.4 Have students develop questions and conduct interviews with teachers, administrators, support personnel, and other students for school newspaper articles. 1.10 Identify characteristics and advantages of various media formats (print, graphical, audio, video, multimedia, web-based). 1.10.1 Use centers to review characteristics of resources and their uses Print (books, reference, magazines Online resources (NC WISE OWL, Internet) CD-ROM/Laser discs Video/audio Software tools Human resources 1.10.2 Read a story then view a video of the same story. Use thinking maps to compare. 1.10.3 Compare and contrast weather forecasts (e.g., Internet, TV news, newspapers) discuss strengths and weaknesses of each. 1.10.4 Identify ways to locate resources (e.g., automated circulation system, NC WISE OWL). 1.10.5 As a class/group activity identify and locate reliable online sources and create bookmark files. 1.10.6 Media coordinator/classroom teachers identify, review, and model when and how to use various print and online resources (atlas, almanac, maps, databases). 1.10.7 Media coordinator/classroom teachers demonstrate, practice, and review locating the correct resource to answer specific questions (definition of a word-dictionary, current information, maps). 1.10.8 Distinguish from a group of resources (in different formats) which ones would provide the most current information, and/or the most detailed information, etc. 1.10.9 Given several choices of materials on the same subject students will choose the format that best meets a specific objective (e.g., illustrating the actual movement of planets around the sun–video, laser disc). 1.10.10 Participate in a group research project, gathering information from print, non-print and electronic resources and evaluating the findings for usefulness. 1.10.11 Provide opportunities for students to listen, read, and experience materials in variety of formats asking students to compare and contrast characteristics of each. 1.11 Explore primary and secondary sources. 1.11.1 Discuss and demonstrate the difference between primary and secondary sources. 1.11.2 Establish Internet workstations and create bookmark files to help students locate, use, and become knowledgeable about primary sources. 1.11.3 List title, author, publisher, copyright year and call numbers for books in a reading log. (Note – sources used for mini-research projects.) 1.11.4 Do a preliminary search of possible sources and list (NC WISE OWL). Evaluate sources and create a bibliography for classroom projects (Soc. St., science, health, language arts). 1.11.5 Have students research traditional forms of art and music in NC (e.g., pottery, basket weaving, folk music, storytelling). Locate information and present findings. Suggested for Grade 4; Identify and chart resources as primary and secondary.

Competency Goal 1

The learner will EXPLORE sources and formats for reading, listening and viewing purposes.

1.01 Participate in read-aloud, storytelling, booktalking, silent and voluntary reading experiences.

1.01.1 Media coordinator/classroom teacher routinely collaborate to provide a variety of opportunities for students to hear, read, and share good stories and books.

1.01.2 Sponsor a school-wide book fair that provides an opportunity for students to purchase outstanding children’s literature titles.

1.01.3 Participate in NC Picture Book Award (activity available from public library).

1.01.4 Make use of reading incentive programs such as "Accelerated Reader".

1.01.5 View selected school TV programs ("Books from Cover to Cover," "From the Brothers Grimm, etc.).

1.01.6 View, read, discuss materials about outstanding children’s authors (Beatrix Potter, Marc Brown, etc.).

1.01.7 Read aloud Little Jim by Gloria Houston or Who Comes with Cannons by Patricia Beatty. 1 Choose books set in NC or by NC authors.

1.01.8 Do a reference scavenger hunt using questions for children to decide which reference book is best for which type question. Vary questions to match curriculum area.

1.01.9 Share picture books to stress essentials of narrative writing (opening statement, sequence-beginning, middle, end, and closure)

1.01.10 Read a biography or research a person. With partners, generate questions about a person.

1.01.11 Conduct interviews or view videotapes, and create presentations about interesting people. Evaluate finished products. Create a bibliography.

1.01.12 Introduce books on NC Junior Book Award list. Keep a record of what is read. Have students create a poster advertise and persuade classmates to read that book. Vote for favorite book. (Lang. Arts combine with Information Skills 1.05, 1.06)

1.01.13 Create a tree map of different types of folklore (fairy tales, myths, legends, fables, folk tales). Give characteristics of each. Read and give samples of each. (Math,

1.02 Demonstrate competence and self-motivation as a reader.

1.02.1 Media coordinator/classroom teachers highlight and display selected books throughout the year.

1.02.2 Media coordinator/classroom teachers collaborate to provide many opportunities for students to share and discuss stories, books, and information they have read and enjoyed with classmates, students in other grades, and parents in a variety of settings.

1.02.3 Provide flexible access to library media center resources throughout the day to encourage use by individual and groups of students to meet academic and personal information at point of need to promote literacy.

1.03 Demonstrate appropriate care of resources.

1.03.1 Discuss appropriate use and care of all types of resources (print, non-print, hardware, software, electronic).

1.03.2 Identify ways to locate resources (e.g., automated circulation system, NC WISE OWL)

1.03.3 Identify, discuss, and model when and how to use various resources (atlas, almanac, online resources, hardware, software) throughout the year. (collaboration among classroom teachers and media coordinator).

1.03.4 Have student media helpers shelve books and learn to identify books that need mending, etc.

1.03.5 Discuss, review, and model AUP/IUP acceptable use policies. (collaboration among classroom teachers and media coordinator).

1.04 Acknowledge ownership of ideas.

1.04.1 Discuss ownership of the stories students create. Discuss how to demonstrate respect for the creative work of others.

1.04.2 Discuss roles, responsibilities, and rights of writers, illustrators, editors, and publishers in both print and music arena.

1.04.3 Use centers to identify resources:

Discuss books
Online resources (NC WISE OWL)
Laser discs/Videotapes
Software tools
Make book covers, bookmarks illustrating favorite book
Magazines – explore using transparency to do activities
Reference area
Current events, topics

1.04.4 Media coordinators/teachers routinely discuss the importance of intellectual property and crediting all types of resources.

1.05.5 Media coordinators/teachers routinely discuss, review, and model local AUP/IUP acceptable use policies.

1.05 Identify elements of composition.

1.05.1 Media coordinators/classroom teachers use familiar stories to help students identify elements of a story–setting, plot, characters, and climax.

1.05.2 Provide opportunities for students to listen, read, and experience materials in variety of formats asking students to compare and contrast characteristics of each.

1.05.3 Have students choose a book and develop a skit or play around the story characters .

1.05.4 Read in chronological sequence. (Soc. St., Science))

1.05.5 Locate and read several different versions of Cinderella from other countries. Compare and contrast different versions. Present the information in a variety of formats (e.g., charts, graphs).

1.05.6 Students can create a song, poem, or rap about one of the versions of Cinderella. Students identify settings of various stories and how it changes the stories. Create a diorama, puppet show, multimedia, and/or video.

1.05.7 Study Cinderella stories. Use Neighborhood Map Machine to create a mystery map.

1.05.8 Present books in a variety of formats and CD-ROM materials. Identify similarities and differences.

1.06 Identify characteristics of various genres.

1.06.1 Identify characteristics of various genres. Booktalk a specific genre each month. Follow-up with projects such as oral presentations, multimedia, storytelling. (Lang. Arts )

1.06.2 Read Fables by Arnold Lobel as a classroom group. List characteristics that are common to all fables. Booktalk several Fiction books and identify the genre of each.

1.06.3 Use Channel R.E.A.D. videodisc genre series to enhance understanding.

1.06.4 Show books arranged by subject (Dewey Decimal System/Classification) Compare with other places where things are grouped by subject.

1.06.5 Discuss differences in jobs, travel, families, and compare with today. (Soc. St.)

1.06.6 Graph favorite genres or area of 398’s (fairy tales, tall tales, legends), favorite magazines, or total number of Accelerated Points per grade level, etc.

1.06.7 Identify characteristics of various genres. Booktalk a specific genre each month; follow-up with projects, products, and presentations. (Lang. Arts )

1.07 Follow acceptable use policy (AUP) for electronic resources.

1.07.1 Provide copies of local Acceptable Use Policy for online resources and discuss the purpose and need for such policies for schools and society.

1.07.2 Media coordinators/classroom teachers model and discuss local AUP/IUP acceptable use policies. Identify importance of crediting all types of resources.

1.07.3 Media coordinator/classroom teachers routinely model and encourage appropriate communication.

Discuss and identify appropriate language to use when requesting information and the kinds of information that is appropriate for students to provide to others in a variety of situations (e.g., class discussions, letters, e-mail, class share sessions).
Use criteria when communicating with peers from other cultures and regions (e.g., interviews, surveys, e-mail, letters).

1.07.4 Develop and use a personal "Good Habits Online" checklist.

1.07.5 Show the video, What is Cyber Culture? A video on responsible use of technology for young students or Don’t Copy That Floppy.

1.08 Select and use a variety of resources and formats independently.

1.08.1 Media coordinator/classroom teachers model and provide opportunities for students to practice identifying and locating the best resources to answer specific questions.

108.2 Distinguish from a variety of resources (in various formats) which ones would provide the most current information, the most detailed information, etc.

108.3 Given several choices of materials on the same subject, students will choose the format that best meets a specific objective (e.g., illustrating the actual movement of planets around the sun using video, laserdiscs).

108.4 Participate in small group/individual research project–gathering information from print, non-print, and electronic resources. Evaluate the results.

108.5 Choose books from various genres for use with accelerated reader.

108.6 Check out books for pleasure reading.

108.7 Choose a variety of print, non-print, and electronic resources to complete a research project.

108.8 Identify other places where things are grouped by subject (grocery store, home supply store, catalog, etc.)

108.9 Talk about personal experiences with a NC event (e.g., Hurricane Hugo, Floyd). Interview family and friends (a primary source) and compare to news articles, encyclopedia/books about the same event (secondary source).

108.10 View weather information in various formats. Use checklist to evaluate sources. Identify and chart benefits of each.

1.09 Recognize that ideas are produced in a variety of formats.

1.09.1 Use centers to identify resources and their uses:

Books (picture, fiction, non-fiction, reference)
Online resources (NC WISE OWL, Internet)
CD-ROMs/Laser discs
Video/audio
Software tools
Magazines – explore using transparency to do activities
Human resources

1.09.2 Have children’s librarian from public library come to the school for storytelling, book talks, and to identify resources available at public library.

1.09.3 Establish centers to identify resources and their uses.

1.09.4 Have students develop questions and conduct interviews with teachers, administrators, support personnel, and other students for school newspaper articles.

1.10 Identify characteristics and advantages of various media formats (print, graphical, audio, video, multimedia, web-based).

1.10.1 Use centers to review characteristics of resources and their uses

Print (books, reference, magazines
Online resources (NC WISE OWL, Internet)
CD-ROM/Laser discs
Video/audio
Software tools
Human resources

1.10.2 Read a story then view a video of the same story. Use thinking maps to compare.

1.10.3 Compare and contrast weather forecasts (e.g., Internet, TV news, newspapers) discuss strengths and weaknesses of each.

1.10.4 Identify ways to locate resources (e.g., automated circulation system, NC WISE OWL).

1.10.5 As a class/group activity identify and locate reliable online sources and create bookmark files.

1.10.6 Media coordinator/classroom teachers identify, review, and model when and how to use various print and online resources (atlas, almanac, maps, databases).

1.10.7 Media coordinator/classroom teachers demonstrate, practice, and review locating the correct resource to answer specific questions (definition of a word-dictionary, current information, maps).

1.10.8 Distinguish from a group of resources (in different formats) which ones would provide the most current information, and/or the most detailed information, etc.

1.10.9 Given several choices of materials on the same subject students will choose the format that best meets a specific objective (e.g., illustrating the actual movement of planets around the sun–video, laser disc).

1.10.10 Participate in a group research project, gathering information from print, non-print and electronic resources and evaluating the findings for usefulness.

1.10.11 Provide opportunities for students to listen, read, and experience materials in variety of formats asking students to compare and contrast characteristics of each.

1.11 Explore primary and secondary sources.

1.11.1 Discuss and demonstrate the difference between primary and secondary sources.

1.11.2 Establish Internet workstations and create bookmark files to help students locate, use, and become knowledgeable about primary sources.

1.11.3 List title, author, publisher, copyright year and call numbers for books in a reading log. (Note – sources used for mini-research projects.)

1.11.4 Do a preliminary search of possible sources and list (NC WISE OWL). Evaluate sources and create a bibliography for classroom projects (Soc. St., science, health, language arts).

1.11.5 Have students research traditional forms of art and music in NC (e.g., pottery, basket weaving, folk music, storytelling). Locate information and present findings. Suggested for Grade 4; Identify and chart resources as primary and secondary.

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