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 5	The learner will COMMUNICATE reading, listening, and viewing experiences.
	5.01 Respond to reading, listening, viewing experiences orally, artistically, dramatically and through other projects. 5.01.1 Produce reviews of media: creative dramatics; poetry; books, videos crediting sources. 5.01.2 In groups, practice storytelling favorite books. Video storytelling. Tell stories to younger students. Share the video with others. Create book jackets with summary and author information. Do choral readings, plays, and videos. 5.01.3 Identify famous North Carolinians. Visit Wax Museum. (Soc. St.) 5.01.4 Have students plan and develop skits and/or multimedia presentations, as a follow-up to reading biographies/articles about famous people. (Soc. St.) Combine with Information Skills 5.02. 5.01.5 Read, discuss and evaluate NC Children’s Picture Book Award Books. As a class develop a survey instrument to determine which books students liked best. After voting takes place, students will collect and graph data. This might be an appropriate place to use math skills (e.g., range, median, mean and mode) to describe the set of data. (Math) Combine with Information Skills 5.02. Suggested for Grade 5. 5.02 Produce media in various formats appropriate to audience and purpose. 5.02.1 Identify and discuss illustrators who use (watercolor, collage, woodcut, tempera paint, photograph, pencil, etc.) show examples. Also use examples such as Cinderella by Marcia Brown which is illustrated with watercolors to provide a soft look to convey the feeling of the story, 1) focusing on purpose and audience.2) work with art teacher to provide students’ experiences with these media. 5.02.2 Following reading, listening, viewing activities, students work collaboratively to communicate what they have experienced by producing one or more of the following: An image related to story. A presentation about their favorite part of a story/book using technology tools focusing on purpose and audience. A graphs/charts displaying findings Illustrate characters, setting, events using technology tools. Create slide show with narration. (Kid Pix, Hyperstudio). A short poem can be recorded as part of a class multimedia slide show with narration (Kid Pix, Hyperstudio). Illustrate parts of story using multimedia tools. (e.g., The Very Hungry Caterpillar, The Mitten). Graphs/charts showing the number of library books brought back each week. A floor plan of library using draw program or a transparency. Have students locate various areas in the media center. An interview with teachers, administrators, support personnel, other students for school newspaper. Items from books/stories--Sew mittens and make animal to go inside (The Mitten). Individual books or group books using technology tools. Puppets and produce plays, overhead transparency scenery. Art projects/crafts to enhance a book – paper-plate animals, headband characters, etc. Maps/diagrams using symbols. Discuss symbols used in drawing maps. Have students map the school library and present their maps with explanation to the class with age appropriate software. Audio tape of students reading favorite books. These can be used in a listening center with the book by younger students, sound effects and music can be added. Read North Carolina folk tales to fourth grade classes. Divide class into cooperative groups (artists, speakers writers). Discuss purpose and audience. Create a storyboard and develop slide show with illustrations, narration, and animation. (Select and use appropriate tools.) Peer edit and evaluate product(s) using presentation rubric. Students plan, coordinate, and develop a product/production. Show the production to a variety of audiences. p. Students practice reading some of their favorite stories and then make a tape recording of the stories, using the recording and books older students can present their stories to younger children, several students can work on projects together and produce several formats. Identify purpose and audience. Scripts for a variety of presentations/productions Write soap operas and commercials, direct and produce with credits, multimedia/video presentations. Have science classes develop a game called "Animal Challenge," and play it. 5.02.3 Create multimedia product (Kid Pix, Hyperstudio) about Social. English/Language Arts, Studies, Health, and Science topics (regions of NC, animals, etc.). 5.02.4 Read a biography, generate questions about the person with partner(s). Conduct research, organize and present findings. 5.02.5 Conduct interviews/view videotapes/create programs about famous people. Peer edit and evaluate finished products. Create a bibliography. 5.02.6 As a class create a rubric determining the accuracy and reliability of product information in magazines and/or newspapers, Internet, or TV. 5.02.7 Bring in ads. Collaborate to determine the reliability and accuracy of the product information (either food or drug-related). Then create a commercial, either based on the product or create a new, better product to advertise its true health benefits. 5.03 Collaborate with others, both in person and through technologies, to identify information problems and to design, develop, and evaluate information products and solutions. 5.03.1 Media coordinator/classroom teachers and students collaborate to develop online surveys and information gathering projects in a variety of content areas. See Information Skills 1.11.01 for integrating this skill into a thematic unit. Suggested for Grade 4. 5.03.2 Share family holiday traditions and stories. Discuss and identify similarities and differences. Read and share holiday stories. Discuss and identify similarities among various cultures. Discuss and identify traditions unique to specific cultures. 5.03.3 Read widely from multicultural titles in the collection. Share information and compare customs, setting and characters to our own community and people. 5.03.4 Listen to recordings that exemplify the music of a culture (e.g., NC folk songs, folk songs from diverse cultures). 5.03.5 Collect information from a variety of resources (e.g., electronic encyclopedias, web-based resources, penpals) about the contributions of various cultures. 5.03.6 Interview individuals in school and community from various cultures. Discuss, compare and share findings in a variety of formats with varied audiences. 5.03.7 Visit a historical sites via electronic fieldtrips (e.g., Old Salem, Williamsburg, Tryon Palace) and learn about "colonial" crafts persons how every day items were made. 5.03.8 Examine African-American history through literature (e.g., Roll of Thunder Hear My Cry). 5.04 Credit sources in all print, non-print, and electronic. 5.04.1 As a group identify where and how to locate correct procedures for citing resources (print, non-print, electronic). 5.04.2 Discuss the importance of citing sources of all kinds of media. 5.04.3 As a class conduct a preliminary search of possible sources and list. Them. Develop a bibliography for a specific report/project. 5.04.4 Have students use graphic organizers to record resource information. 5.04.5 After reading an article or book, or doing a "mini" research on a classroom topic (e. g., animals, events, people) create bibliography. 5.04.6 Discuss credits. Provide forms for bibliographies. Students research a topic and record sources. 5.04.7 Include location for title, author on research procedure sheet. Write down authors and title of print and electronic resources. 5.04.8 List title/author of books read on reading log. 5.04.9 Students make oral presentation using visual aids about an animal and close with the phrase "I got this information from..." (Presentation Rubric See IMPACT: Guidelines to Media and Technology Programs). 5.04.10 As a class locate several sources for a science fair project reports. Have students complete a bibliography card for each source. Arrange the cards in alphabetical order. The complete bibliography will be recorded and displayed in the classroom. Include location for title, author on research procedure sheet. 5.04.11 List the title, author, publisher, copyright year and call numbers for books read on reading log. (Note – sources used by above outline for mini-research projects.) 5.04.12 Assign topics to be used just in creating bibliographies. Present the forms and assist the students in their bibliography projects. 5.05 Apply fair use copyright guidelines (Copyright Law, P. L. 94-553) in all projects. 5.05.1 Relate Copyright Law to character education study value of honesty. 5.05.2 Use picture books on the subject of "stealing" to emphasize that stealing information is as bad as stealing objects. 5.05.3 Discuss purpose and need for Copyrighted information and locate copyright dates and "warnings" in books, on videos, etc. (See IMPACT: Guidelines for Media and Technology Programs). 5.05.4 Discuss Copyright as it relates to text, images, music, software in print and electronic formats. 5.05.5 Discuss the term and concept "plagiarism." Write paragraphs relating "plagiarism" to another form of dishonesty. 5.05.6 Provide most current Copyright information to teachers and school personnel. 5.05.7 Encourage teachers to emphasize Intellectual Property Rights as they work with students to identify and use resources. 5.05.8 Work with students to develop a "Good Habits Checklist" for using Copyrighted materials.

Competency Goal 5

The learner will COMMUNICATE reading, listening, and viewing experiences.

5.01 Respond to reading, listening, viewing experiences orally, artistically, dramatically and through other projects.

5.01.1 Produce reviews of media: creative dramatics; poetry; books, videos crediting sources.

5.01.2 In groups, practice storytelling favorite books. Video storytelling.

Tell stories to younger students.
Share the video with others.
Create book jackets with summary and author information.
Do choral readings, plays, and videos.

5.01.3 Identify famous North Carolinians. Visit Wax Museum. (Soc. St.)

5.01.4 Have students plan and develop skits and/or multimedia presentations, as a follow-up to reading biographies/articles about famous people. (Soc. St.) Combine with Information Skills 5.02.

5.01.5 Read, discuss and evaluate NC Children’s Picture Book Award Books. As a class develop a survey instrument to determine which books students liked best. After voting takes place, students will collect and graph data. This might be an appropriate place to use math skills (e.g., range, median, mean and mode) to describe the set of data. (Math) Combine with Information Skills 5.02. Suggested for Grade 5.

5.02 Produce media in various formats appropriate to audience and purpose.

5.02.1 Identify and discuss illustrators who use (watercolor, collage, woodcut, tempera paint, photograph, pencil, etc.) show examples. Also use examples such as Cinderella by Marcia Brown which is illustrated with watercolors to provide a soft look to convey the feeling of the story, 1) focusing on purpose and audience.2) work with art teacher to provide students’ experiences with these media.

5.02.2 Following reading, listening, viewing activities, students work collaboratively to communicate what they have experienced by producing one or more of the following:

An image related to story.
A presentation about their favorite part of a story/book using technology tools focusing on purpose and audience.
A graphs/charts displaying findings
Illustrate characters, setting, events using technology tools. Create slide show with narration. (Kid Pix, Hyperstudio).
A short poem can be recorded as part of a class multimedia slide show with narration (Kid Pix, Hyperstudio).
Illustrate parts of story using multimedia tools. (e.g., The Very Hungry Caterpillar, The Mitten).
Graphs/charts showing the number of library books brought back each week.
A floor plan of library using draw program or a transparency. Have students locate various areas in the media center.
An interview with teachers, administrators, support personnel, other students for school newspaper.
Items from books/stories--Sew mittens and make animal to go inside (The Mitten).
Individual books or group books using technology tools.
Puppets and produce plays, overhead transparency scenery.
Art projects/crafts to enhance a book – paper-plate animals, headband characters, etc.
Maps/diagrams using symbols. Discuss symbols used in drawing maps. Have students map the school library and present their maps with explanation to the class with age appropriate software.
Audio tape of students reading favorite books. These can be used in a listening center with the book by younger students, sound effects and music can be added.
1. Read North Carolina folk tales to fourth grade classes.
2. Divide class into cooperative groups (artists, speakers writers).
3. Discuss purpose and audience. Create a storyboard and develop slide show with illustrations, narration, and animation. (Select and use appropriate tools.)
4. Peer edit and evaluate product(s) using presentation rubric.
5. Students plan, coordinate, and develop a product/production.
6. Show the production to a variety of audiences.
p. Students practice reading some of their favorite stories and then make a tape recording of the stories, using the recording and books older students can present their stories to younger children, several students can work on projects together and produce several formats. Identify purpose and audience.
Scripts for a variety of presentations/productions
1. Write soap operas and commercials, direct and produce with credits, multimedia/video presentations.
2. Have science classes develop a game called "Animal Challenge," and play it.

5.02.3 Create multimedia product (Kid Pix, Hyperstudio) about Social. English/Language Arts, Studies, Health, and Science topics (regions of NC, animals, etc.).

5.02.4 Read a biography, generate questions about the person with partner(s). Conduct research, organize and present findings.

5.02.5 Conduct interviews/view videotapes/create programs about famous people. Peer edit and evaluate finished products. Create a bibliography.

5.02.6 As a class create a rubric determining the accuracy and reliability of product information in magazines and/or newspapers, Internet, or TV.

5.02.7 Bring in ads. Collaborate to determine the reliability and accuracy of the product information (either food or drug-related). Then create a commercial, either based on the product or create a new, better product to advertise its true health benefits.

5.03 Collaborate with others, both in person and through technologies, to identify information problems and to design, develop, and evaluate information products and solutions.

5.03.1 Media coordinator/classroom teachers and students collaborate to develop online surveys and information gathering projects in a variety of content areas. See Information Skills 1.11.01 for integrating this skill into a thematic unit. Suggested for Grade 4.

5.03.2 Share family holiday traditions and stories. Discuss and identify similarities and differences.

Read and share holiday stories.
Discuss and identify similarities among various cultures.
Discuss and identify traditions unique to specific cultures.

5.03.3 Read widely from multicultural titles in the collection. Share information and compare customs, setting and characters to our own community and people.

5.03.4 Listen to recordings that exemplify the music of a culture (e.g., NC folk songs, folk songs from diverse cultures).

5.03.5 Collect information from a variety of resources (e.g., electronic encyclopedias, web-based resources, penpals) about the contributions of various cultures.

5.03.6 Interview individuals in school and community from various cultures. Discuss, compare and share findings in a variety of formats with varied audiences.

5.03.7 Visit a historical sites via electronic fieldtrips (e.g., Old Salem, Williamsburg, Tryon Palace) and learn about "colonial" crafts persons how every day items were made.

5.03.8 Examine African-American history through literature (e.g., Roll of Thunder Hear My Cry).

5.04 Credit sources in all print, non-print, and electronic.

5.04.1 As a group identify where and how to locate correct procedures for citing resources (print, non-print, electronic).

5.04.2 Discuss the importance of citing sources of all kinds of media.

5.04.3 As a class conduct a preliminary search of possible sources and list. Them. Develop a bibliography for a specific report/project.

5.04.4 Have students use graphic organizers to record resource information.

5.04.5 After reading an article or book, or doing a "mini" research on a classroom topic (e. g., animals, events, people) create bibliography.

5.04.6 Discuss credits. Provide forms for bibliographies. Students research a topic and record sources.

5.04.7 Include location for title, author on research procedure sheet. Write down authors and title of print and electronic resources.

5.04.8 List title/author of books read on reading log.

5.04.9 Students make oral presentation using visual aids about an animal and close with the phrase "I got this information from..." (Presentation Rubric See IMPACT: Guidelines to Media and Technology Programs).

5.04.10 As a class locate several sources for a science fair project reports. Have students complete a bibliography card for each source. Arrange the cards in alphabetical order. The complete bibliography will be recorded and displayed in the classroom. Include location for title, author on research procedure sheet.

5.04.11 List the title, author, publisher, copyright year and call numbers for books read on reading log. (Note – sources used by above outline for mini-research projects.)

5.04.12 Assign topics to be used just in creating bibliographies. Present the forms and assist the students in their bibliography projects.

5.05 Apply fair use copyright guidelines (Copyright Law, P. L. 94-553) in all projects.

5.05.1 Relate Copyright Law to character education study value of honesty.

5.05.2 Use picture books on the subject of "stealing" to emphasize that stealing information is as bad as stealing objects.

5.05.3 Discuss purpose and need for Copyrighted information and locate copyright dates and "warnings" in books, on videos, etc. (See IMPACT: Guidelines for Media and Technology Programs).

5.05.4 Discuss Copyright as it relates to text, images, music, software in print and electronic formats.

5.05.5 Discuss the term and concept "plagiarism." Write paragraphs relating "plagiarism" to another form of dishonesty.

5.05.6 Provide most current Copyright information to teachers and school personnel.

5.05.7 Encourage teachers to emphasize Intellectual Property Rights as they work with students to identify and use resources.

5.05.8 Work with students to develop a "Good Habits Checklist" for using Copyrighted materials.

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