To access Quick Links, visit our text-only version.

NC Standard Course of Study Home 
Art Education 
Computer/Technology Skills 
English as a Second Language 
English/Language Arts 
Guidance 
Healthful Living 
Mathematics 
Primary Education 
Second Languages 
Science 
Social Studies 
Career Technical Education 
K-12 Curriculum, Instruction & Technology Directory 
Academic Services and Instructional Support Home 
. Public Schools of North Carolina . . State Board of Education . . Department Of Public Instruction .

STANDARD COURSE OF STUDY

INFORMATION SKILLS :: STRATEGIES :: GRADES 6-8

GRADES 6-8

Focus Areas
The learners will:

  • begin to independently access a greater and more varied number of resources (print, non-print, electronic)
  • continue development of personal criteria that they can describe in detail
  • begin to examine and evaluate ideas and opinions using more than their immediate surroundings as a point of comparison, and to recognize bias and stereotypes independently
  • resources for research, learn how to access these resources more efficiently, and begin to recognize the most appropriate resources (print, non-print, electronic) for specific tasks
  • create products with progressively less direction, using a variety of formats (print, graphical, audio, video, multimedia) and begin using formally accepted standards for production, including crediting sources, acceptable formats, etc.

 

Competency Goal 1The 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.

1.01.1Participate in school-wide programs and classroom activities that encourage personal choices for reading, listening, and active viewing:
  1. Uninterrupted Sustained Silent Reading (USSR)
  2. Drop Everything and Read (READ)
  3. Battle of the Books
  4. Accelerated Reader
  5. Storytelling Festival
  6. Book Fairs
  7. STV programs, (e.g., Reading Rainbow; Meet the Author)
  8. Book talks (student and teacher)
1.01.2 Participate in nationally recognized programs and activities that encourage reading and learning.
A. National Library Week
B. Black History Month

1.01.3 Participate in Socratic seminars.

1.01.4 "Adopt" a young student or neighborhood child and read, face-to-face or on cassette. Be sure to select stories that are developmentally appropriate for him/her.

1.01.5 Introduce outstanding books, resources and special collections. Implement the following for students: interest centers, displays, booktalks, and reading lists.

* Special collections are labeled and on special shelves - story collection, North Carolina, Battle of the Books.

1.01.6 Create questionnaires about reading, listening, and viewing experiences. Use telecommunications to send the questionnaire to students in different parts of the country. Tally results and make graphs or write a news report. Compare results from participating schools.

Sample Questionnaire

A. Who is your favorite author?

B. What is your favorite type of book (genre)?

C. What is your favorite movie/video?

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 provide many opportunities for students to share with others the stories, books, and information they have read and enjoyed.

1.02.3 Provide flexible access to library media center resources to encourage use by individual/groups of students to meet academic and personal information needs.

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 Model and use ways to locate information resources (e.g., automated circulation system, NC WISE OWL)

1.03.3 Media coordinator/classroom teachers identify, discuss, and model when and how to use various resources (atlas, almanac, online resources, hardware, software) throughout the year.

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

1.03.5 Media coordinator/classroom teachers frequently model and review (AUP/IUP) acceptable use policy/Internet use policy.

1.04 Acknowledge ownership of ideas.

1.04.1 Discuss ownership of creative works and how to demonstrate respect for the creative work of others throughout the year.

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

1.04.3 Review strengths and weaknesses of various kinds of resources:
  1. Online resources (NC WISE OWL)
  2. Laserdiscs/videos
  3. Software tools
  4. Magazines
  5. Reference
  6. Newspapers
1.04.4 Media coordinators/classroom teachers routinely model and discuss the importance of intellectual property and crediting all types of sources.

1.04.5 Media coordinators/teachers routinely discuss, review, and model local (AUP/IUP) acceptable use policy/Internet use policy.

1.04.6 Gather and organize information from a variety of formats for reports and research. Generalize and summarize without plagiarizing. Credit sources.

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

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

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

1.05.3 Locate and read several different versions of a fable or folk tale from other countries. Compare/ contrast versions. Present information in a variety of formats (e.g., charts, graphs).

1.05.4 Have students create a song, poem, or rap about one version of the story. Have students identify the settings of various stories and examine the impact it has on the stories. Have students create multimedia presentation and/or video to report findings.

1.05.5 Read and study short stories.

1.05.6 Present books in a variety of formats and CD-ROM and video. Discuss and identify the effect format has on a particular work.

1.06 Identify characteristics of various genres.

1.06.1 Fiction - general criteria for excellence
  1. Theme - strong enough to support vigorous plot. Unified and universal.
  2. Plot -vigorous action. Hero must achieve, well constructed.
  3. Characters -Not shallow stereotypes by real flesh ad blood. Unique, memorable, convincing.
  4. Style - Words should fall "happily" upon the ears. It surprises and delights
    Picture Books - characteristics and criteria
  1. Simple, fast-paced, predictable plots
  2. Illustrations support story
  3. Encourages participation
  4. Improves observation skills
  5. Familiarizes with book language
  6. Enhances understanding of concepts and abstract ideas
  7. Fiction and non-fiction
  8. Meets individual or group needs
  9. Appropriate illustrations to meet needs
  10. Quality illustrations and language
  11. Pictures are an integral part of the action
  12. Pictures display depth of artistic quality
1.06.2 Fantasy and Science Fiction - characteristics and criteria
  1. Unrealistic and not expected
  2. Makes the impossible believable
  3. Characters that are heroes and heroines with good and evil characteristics, humanized animals, extraterrestrial
  4. Relies on hypothesized scientific advancements and raises questions about the future of humanity
Realistic Fiction - Copes with real life (relationships, death, family problems, handicapped, etc.) Endings are not always happy

Historical Fiction - Stories based on historical events
  1. Authentic setting
  2. Characterizations are true to historical period
  3. Themes - loyalty, courage, good vs. evil
  4. People and places seem real
  5. Tell a good story
Mystery - characteristics and criteria
Stories that are tightly woven with. fast paced plots of suspense, intrigue, and danger.

Drama - characteristics and criteria
  1. Characterized by dialogue
  2. Limited characters
  3. Limited description and narration
  4. Divided by acts or scenes
  5. Ending in resolution of conflict
1.06.3 Poetry - Criteria for excellence
  1. Singing quality: melody and movement (children’s poetry is more lively and dancing).
  2. Words are strong and vigorous/or warm and rich or delicate and precise.
  3. Greater condensation in more melodious combination.
  4. Invests subject matter with new importance and richer meaning.
  5. Grade level, language and interest appropriate.
Types
  1. Narrative - characteristics and criteria
    1. Tells story
    2. Chronological order
    3. Humorous
    4. Fast action
    5. Rapid plot development
  2. Lyric - Characteristics and criteria
    1. Rhythmic
    2. Method
    3. Memorization
    4. Personal or descriptive content
    5. Invoking images
  3. Free verse - Characteristics and criteria
    1. Rhythm and cadence for effect
    2. Less predictable
    3. Introduction to poetry
  4. Patterned Poetry - characteristics and criteria
    1. Limerick
    2. Haiku
    3. Cinquain
    4. Diamante
    5. Tanka
  5. Concrete poems - characteristics and criteria
    1. Aids and visual imagery
    2. Arrangement of words = message
    3. Abstract ideas more tangible
    4. Encourages creative thinking
Non-Fiction - Criteria for excellence
  1. Informational books and articles
  2. Detailed facts (descriptions, examples, definitions, quotations from authorities)
  3. Expository, narrative, or descriptive
  4. Content (history, geography, science, hobbies, experiments, discoveries, how things work)
  5. Logically organized
  6. Clear and authentic illustrations
Biography
Autobiography

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

1.07.1 Provide school staff with 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.
  1. Discuss and identify appropriate language to use when requesting information and the kinds of information that are appropriate for students to provide to others in a variety of situations (e.g., class discussions, letters, e-mail, class share sessions).
  2. Model and explain guidelines to be used by students for collaborative activities (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 from BellSouth called What is Cyber Culture? on responsible use of technology.

1.08 Select and use independently, both within and outside the school, a variety of resources (print, non-print, electronic) and formats (print, graphical, audio, video, multimedia, web-based).

1.08 1 Locate and identify a variety of resources using the online catalog, Abridged Readers Guide, pamphlets, Sirs Digest and information from appropriate Internet resources. Explore special encyclopedias and dictionaries. Provide a visual demonstration of various electronic resources and Internet resources. Discuss and practice school/district Acceptable Use Policy (AUP) for using online resources.

1.08.2 Explore and use a variety of information resources and formats (videos, information file, electronic encyclopedias, software). Teach how to use vertical file index to find information.

1.08.3 Establish research "stations" with laserdisc players, VCR’s, electronic encyclopedias, and Internet access. Current newspapers and magazines are kept in a central location and students are encouraged to read. Old newspapers and donated magazines are kept for students and teachers to use as well (collages, paper mache, etc.).

1.09 Recognize that ideas are produced in a variety of formats (print, graphical, audio, video, multimedia, web-based).

1.09.1 Explore resource formats (video, encyclopedia, transparencies, information file, electronic resources, newspapers, television, radio, and Internet).
  1. Compare and identify bias, propaganda.
  2. Critique same information on different programs
  3. Compare magazines with microfiche.
  4. Examine for bias and stereotype
  5. Study how newspapers are organized.
1.09.2 Compile a bibliography of appropriate resources on a specific subject. Identify fact/fiction

1.09.3 Compare resources to analyze merits of literacy resources book/encyclopedia/newspaper article/CD-ROM/laserdiscs.

1.09.4 Discuss and debate timely issues (e.g., animal research, recycling, etc.) and write paragraph stating point of view paragraph with supporting details.

1.09.5 Compare and contrast TV and books. Identify and discuss the differences between two media. Discuss the merits of the "Turn off TV and Read" program.

1.09.6 Develop a video/skit script on a book with theme.

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

1.10.1 Compare and contrast print/electronic encyclopedias. Use a matrix to chart strengths /weaknesses.

1.10.2 Compare information in various formats (e.g., video/laserdisc/CD-ROM/web-based).

1.10.3 Study how newspapers, magazines, video, laserdiscs, CD-ROM’s, online resources are organized. Using a matrix identify strengths and weaknesses of various media formats.
  1. Identify bias, propaganda, stereotypes in all types of media.
  2. Critique same information on different programs
  3. Compare magazines with microfiche
1.10.4 Critique encyclopedia in print and electronic format for organization, quality, depth of information.

1.10.5 Use Scenarios to determine which resource is most viable.

Scenarios:
  1. The most recent earthquake.
  2. Land mass of Peru.
  3. Characteristics of geographical regions of North Carolina.
  4. Official language of North Carolina
  5. The official North Carolina state rock, fruit, flower, and vegetable.
  6. Current temperature at Raleigh Durham International Airport.
1.11 Explore primary and secondary sources.

1.11.1 Media coordinator and classroom teachers collaborate to provide examples of primary resources online (e.g., Library of Congress, Smithsonian, National Gallery of Art).

1.11.2 Media coordinator and classroom teachers collaborate to provide opportunities for students to explore and use primary resources for online research (e.g., historical documents, events, and people).

1.11.3 Provide many and varied opportunities for students to use and develop research skills around content areas.

1.11.4 Use electronic resources to collect data on cultures (e.g., China-Taiwan, Saudi Arabia, Israel and Japan, states). Conduct the same research using print resources. Identify the qualities that make each resource valuable.

1.11.5 Use video, laserdiscs, and books to learn about European customs, costumes, and cultures, (e.g. National Geographic, Soviet Circus) laserdiscs. Identify how each is a valuable resource.

1.11.6 Research books and view videos on NC potters.

<< Back | Table of Contents | Next >>

 

> Printer Friendly Version