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3 Grade Library Curriculum Anne Arundel County Public Schools

Last Updated: October 11, 2012

3rd Grade Curriculum

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Table of Contents Introduction……………………………………………………………………………...……....

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3rd Grade Curriculum I. Library Environment……………………………………………………………………

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II. Inquiry Process…………………………………………………………………………..

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III. Literature Appreciation………………………………………………………………… 16 IV. Citizenship/Ethical Behavior…………………………………………………………… 18 Appendix A – Assessment Activities…………………………………………………………… 20 Appendix B – Online Databases………………………………………………………………... 21 Appendix C – Thinking Maps………………………………………………………………….. 24 Appendix D – Scope and Sequence…………………………………………………………….. 25 Appendix E – Curriculum Alignment……………………………………………...………….. 29 Appendix F – Bibliography………………………………………………………………...…… 31 Last Updated: October 11, 2012

3rd Grade Curriculum

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Introduction The mission of the school library media program is to ensure that students and staff are effective users of ideas and information. As teachers, instructional partners, information specialists, and program administrators, school librarians “empower students to be critical thinkers, enthusiastic readers, skillful researchers and ethical users of information” (from AASL Empowering Learners). The library media curriculum is divided into four focus areas: Library Environment, Inquiry Process, Literature Appreciation, and Citizenship/Ethical Behavior. The curriculum provides:  Standards: description of what students should know or be able to do  Scope and Sequence Skills: level of skill as indicated in Appendix D  Essential Questions: student-friendly questions that guide learning  Performance Standards: statements that describe levels of achievement for each standard o Basic - level of achievement indicating that more work is needed to attain proficiency o Proficient - realistic and rigorous level of achievement indicating proficiency o Advanced - highly challenging and exemplary level of achievement indicating outstanding accomplishment  Lesson Ideas, Topics, and Resources: examples of lessons, topics, and resources to assist with instruction  Curriculum Connections: possible timeframes for interdisciplinary connections This document includes six appendices. Suggested assessment activities (Appendix A) will serve as a guide for strategies to measure student learning. The assessment of specific standards will be determined by the lesson chosen by the school librarian. Appendix B includes the brochure of our Library Media Services’ online databases and Appendix C shows the eight types of Thinking Maps. The scope and sequence (Appendix D) gives an overview of the skills to be taught. The timeframe for instruction will vary based on the unique needs of individual school communities and the timing of interdisciplinary connections. This document indicates appropriate grade levels where instruction should occur. The 3 levels of instruction are:   

Introduction (I) – Instruction allows for exposure to the skill Application (A) – Instruction allows for demonstration of the skill Refinement (R) – Instruction allows for mastery of the skill

The curriculum alignment (Appendix E) integrates the library curriculum with standards from the Maryland State Curriculum for School Library Media, the AASL Standards for the 21st Century Learner, the ISTE Standards, and the Maryland State Curriculum for the content areas. Suggested assessment activities (Appendix A) will serve as a guide for strategies to measure student learning. The assessment of specific standards will be determined by the lesson chosen by the school librarian. Additionally, two samples of teaching logs (tools to track instruction throughout the school year) are available in the Elementary Media Specialists Community on Blackboard. The implementation of this document will assist school librarians in guiding students towards attainment of lifelong learning skills that will help them succeed in our rapidly-changing society. Last Updated: October 11, 2012 3rd Grade Curriculum

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Library Media Curricular Focus Area: I. Library Environment- How do I find information I want or need in the library? STANDARDS

SCOPE AND SEQUENCE SKILLS

ESSENTIAL QUESTIONS

PERFORMANCE ASSESSMENTS

LESSON IDEAS, TOPICS AND RESOURCES

CURRICULUM CONNECTIONS

Why are books kept Basic: Names the different in different sections library collections of the library? Proficient: Chooses an appropriate library Why and when collection based on need might one section Advanced: Appraises be more useful to library collections to choose me than another? the best collection based on need

 Students go on a scavenger hunt to each section of the library and identify when and why each section would be useful.

Book selection for specific classroom assignments across the curriculum throughout the year

How can the library staff assist me?

Continued  True/False game about librarian’s job (from Fun- awareness of how brarian by Kathleen Fox) the library staff can assist with curricular needs

A. Physical Setting and Library Services 1.Differentiate among the collections of the library and the resources each contains

Application  Biography  Nonfiction  Periodicals  Reference  Story Collection Refinement  Everybody  Fiction

2.Explain services provided by library personnel

Refinement

Last Updated: October 11, 2012

Basic: Knows the library staff can help Proficient: Explains the variety of services provided by the library staff Advanced: Employs the library staff in a variety of services

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STANDARDS

SCOPE AND SEQUENCE SKILLS

ESSENTIAL QUESTIONS

PERFORMANCE ASSESSMENTS

LESSON IDEAS, TOPICS AND RESOURCES

CURRICULUM CONNECTIONS

B. Library Media Center Classification System 1.Use the Dewey Decimal System (DDS)

Introduction  Recognize the ten main Dewey classes  Recognize the relationship between the DDS number and the subject  Recognize that each Dewey class can be divided into more detailed subjects  Locate books using the DDS

What is the DDS? How are books arranged in the DDS? How does the DDS help me find books?

Basic: Recognizes DDS as an organizational system Proficient: Uses the subject arrangement of DDS Advanced: Recognizes the relationship between the main Dewey classes and their subjects

 “Don’t Put All Your Eggs Math rd in One Basket” – Students 3 MP – Decimals will explore various Dewey sections to check out books from sections they don’t usually visit Lesson Plan

Basic: Recognizes that various collections have different classification systems Proficient: Compares and contrasts how resources are arranged in various collections Advanced: Concludes there is a reason for each collection’s classification system

 Call Number Review Game – Students will review the types of call numbers for various collections PowerPoint

How can I use the DDS to find books?

Application  Recognize DDS 2. Distinguish among the classification systems for each collection

Application  Biography  Fiction  Nonfiction  Periodicals  Reference  Story Collection Refinement  Everybody

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How can I compare and contrast how resources are arranged in the collections?

3rd Grade Curriculum

Book selection for specific classroom assignments across the curriculum throughout the year

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STANDARDS

3. Use call numbers to locate resources

SCOPE AND SEQUENCE SKILLS Application  Recognize the relationship between the call number and the arrangement of resources in the library

Last Updated: October 11, 2012

ESSENTIAL QUESTIONS How do I use call numbers to locate resources?

PERFORMANCE ASSESSMENTS Basic: Identifies the call number Proficient: Uses call numbers to find resources Advanced: Generalizes call number knowledge to locate related resources

3rd Grade Curriculum

LESSON IDEAS, TOPICS AND RESOURCES  Call Number Hunt – Students are given a call number and must find the resource.

CURRICULUM CONNECTIONS Math 1st MP. – Place Value

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Library Media Curricular Focus Area: II. Inquiry Process- How and where do I find answers to solve my information problem? STANDARDS

SCOPE AND SEQUENCE SKILLS

ESSENTIAL QUESTIONS

PERFORMANCE ASSESSMENTS

LESSON IDEAS, TOPICS AND RESOURCES

CURRICULUM CONNECTIONS

Basic: States a broad question that could help solve the information problem Proficient: States both broad and specific questions that will help solve the information problem Advanced: Revises, adds, and deletes questions as information needs change

NOTE: Lessons in the Inquiry Process Focus Area often address multiple standards and multiple steps in the Big6 research process. The lessons are listed by their curricular connection or subject area.

Math 3rd MP. – Data and Graphs

A. Task Definition (Big6 - Step #1) 1. Define the information problem

Application

Last Updated: October 11, 2012

What is the question I need to answer in order to solve the information problem?

3rd Grade Curriculum

Reading/LA Unit 3 – How Do Writers and Artists Express Themselves Unit 5 – What

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STANDARDS

2. Identify the information requirements of the information problem

SCOPE AND SEQUENCE SKILLS Application

ESSENTIAL QUESTIONS What information do I need to solve the information problem? What type(s) of information (anecdotes, charts, illustrations, text, statistics, etc.) do I need to solve the information problem?

3. Explain the criteria for evaluation

Application

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How much information do I need to solve the information problem? What does this assignment require me to do?

PERFORMANCE ASSESSMENTS Basic: Recognizes a need for information Proficient: Identifies what type and quantity of information is needed to solve the information problem Advanced: Develops a research plan to gather information needed to solve the information problem

Basic: States the criteria for evaluation Proficient: Explains the criteria for evaluation Advanced: Formulates a plan to incorporate criteria for evaluation

3rd Grade Curriculum

LESSON IDEAS, TOPICS AND RESOURCES READING/LA  Research an artist or writer and create a poster or PowerPoint about that person

Makes Each Animal Unique

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2nd MP – Inventors

Research an animal and create a Photostory

CURRICULUM CONNECTIONS

Social Studies 1st MP – Holidays

LIBRARY  OPAC Search – Students use OPAC to search for books by author, title and subject Handout

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STANDARDS

SCOPE AND SEQUENCE SKILLS

ESSENTIAL QUESTIONS

PERFORMANCE ASSESSMENTS

LESSON IDEAS, TOPICS AND RESOURCES

CURRICULUM CONNECTIONS

B. Information Seeking Strategies (Big6 - Step #2) 1. Select appropriate type(s) of resource(s) for the information problem

2. Evaluate selected resources

Application

Introduction

What are the best resources to solve the information problem?

How do I know that the resources I’ve chosen answer the information problem? How do I know that the resources I’ve chosen are current? How do I know that the resources come from a reliable source and author?

Basic: Lists possible types of resources for information problem Proficient: Selects appropriate types of resources for information problem Advanced: Prioritizes appropriate types of resources for information problem Basic: Chooses resources using limited evaluative criteria Proficient: Recognize ways of evaluating resources, such as for relevancy, currency, and authority Advanced: Analyzes resources related to a topic to determine which are relevant, current, and authoritative

 KWH Chart – Students will complete a KWH chart to determine what they know, what they want to learn, and how they can find the necessary information. KWH Chart

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Students will evaluate websites with a partner using a rubric to guide them Rubric

Digital Citizenship Subject Category Searching Homework Help in a Hurry Math 3rd MP – Data and Graphs Reading/LA Unit 3 – How Do Writers and Artists Express Themselves Unit 5 – What Makes Each Animal Unique Social Studies 1st MP – Primary Sources 1st MP – Holidays 2nd MP. – Inventors

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STANDARDS

SCOPE AND SEQUENCE SKILLS

ESSENTIAL QUESTIONS

PERFORMANCE ASSESSMENTS

LESSON IDEAS, TOPICS AND RESOURCES

CURRICULUM CONNECTIONS

SOCIAL STUDIES  Research inventors/inventions and choose a final product to share their impact on our world today

Digital Citizenship Subject Category Searching

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Math 3rd MP – Data and Graphs

C. Location and Access (Big6 - Step #3) 1. Locate resources using the AACPS Online Public Access Catalog (OPAC) to solve the information problem

Basic: Uses basic OPAC search strategies to get a list of possible resources and records information to How do I search the locate resources OPAC? Proficient: Uses OPAC results list from basic or What advanced advanced searches and Application search strategies records useful information  Use OPAC as a can I use to broaden to locate resources search tool to or narrow the Advanced: Evaluates locate resources search results? OPAC results list from (title, author, advanced searches to select subject, keyword) How do I interpret most appropriate resources  Locate the search results? to solve the information information found problem and records from OPAC necessary information to search results locate resources screen (author, title, call number, item status) Introduction  Use OPAC as a search tool to locate resources (Advanced search)

What tool can I use to locate library materials?

Newsbank project – What is everyone celebrating?

Homework Help in a Hurry

Reading/LA Unit 3 – How Do Writers and Artists Express Themselves Unit 5 – What Makes Each Animal Unique Social Studies 1st MP – Primary Sources

Refinement  Identify the computer catalog as an index to the library resources

1st MP – Holidays 2nd MP. – Inventors

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STANDARDS

2. Select and locate print reference resources for the information problem

SCOPE AND SEQUENCE SKILLS Introduction  Almanac  Atlas  Thesaurus Application  Dictionary  Encyclopedia  Periodicals

3. Select and locate resources from the AACPS online databases and approved search engines for the information problem

Introduction  Select appropriate online databases for content and purpose  Choose appropriate search strategies to locate online resources

Last Updated: October 11, 2012

ESSENTIAL QUESTIONS

PERFORMANCE ASSESSMENTS

What print reference resources can help me solve the information problem?

Basic: Names possible print reference resources Proficient: Describes best uses for print reference resources Advanced: Appraises print reference resources for relevancy to information problem

Where can I find these resources?

What online resources can help me solve the information problem? What search strategy do I use to locate online resources?

Basic: Uses basic search strategies to access online resources Proficient: Uses multiple search strategies to access online resources Advanced: Uses multiple search strategies to access relevant online resources

3rd Grade Curriculum

LESSON IDEAS, TOPICS AND RESOURCES

CURRICULUM CONNECTIONS

Resources: AACPS Online Databases Approved Search Engines

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STANDARDS

4. Find information within print and online resources

SCOPE AND SEQUENCE SKILLS Application  Alphabetical order/volume arrangement  Glossary  Guide words  Index  Keywords  Parts of a book  Text/graphic features

ESSENTIAL QUESTIONS

PERFORMANCE ASSESSMENTS

LESSON IDEAS, TOPICS AND RESOURCES

What features of the selected resource can I use to find information about the information problem?

Basic: Uses some features of resources to locate information Proficient: Employs appropriate features of resources to locate information Advanced: Evaluates which features best locate the information and revises as necessary



Basic: Reads, listens to and views information Proficient: Uses formulated questions to guide reading, listening and viewing Advanced: Assesses relevancy to answer formulated questions while reading, listening or viewing



CURRICULUM CONNECTIONS

Refinement  Table of contents

D. Use of information (Big6 - Step #4) 1. Read, listen to, or Application view the information in a resource guided by questions formulated during Task Definition (Big6 Step #1)

Last Updated: October 11, 2012

How do I interact with information in the resource based on formulated questions?

3rd Grade Curriculum

Digital Citizenship Subject Category Searching Homework Help in a Hurry Math 3rd MP – Data and Graphs

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STANDARDS

2. Identify useable information

3.Collect information

SCOPE AND SEQUENCE SKILLS Application

Introduction  Digital copy and paste Application  Highlight or underline  Interpret graphs, charts, and diagrams  Interview  Notetaking/ graphic organizers  Summarize/ paraphrase

Last Updated: October 11, 2012

ESSENTIAL QUESTIONS What information from each resource helps solve the information problem?

How am I going to record the information so it will make sense to me later?

PERFORMANCE ASSESSMENTS

LESSON IDEAS, TOPICS AND RESOURCES

Basic: Recognizes information that is applicable to the broad topic Proficient: Analyzes information from a variety of sources to determine its relevance to the specific questions Advanced: Integrates useable information to answer the questions that will help solve the information problem Basic: Records information Resources: and includes incomplete bibliographic information Thinking Maps Proficient: Records in an appropriate format and includes basic bibliographic information Advanced: Analyzes information to determine appropriate format for recording and includes all bibliographic information

3rd Grade Curriculum

CURRICULUM CONNECTIONS

Reading/LA Unit 3 – How Do Writers and Artists Express Themselves Unit 5 – What Makes Each Animal Unique Social Studies 1st MP – Holidays 2nd MP. – Inventors

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STANDARDS

SCOPE AND SEQUENCE SKILLS

ESSENTIAL QUESTIONS

PERFORMANCE ASSESSMENTS

LESSON IDEAS, TOPICS AND RESOURCES

CURRICULUM CONNECTIONS

E. Synthesis (Big6 - Step #5) 1. Organize gathered information

Application

How do I organize the collected information?

2. Create a final product in an appropriate format

Application

What format do I use to present the solution to the problem? How do I incorporate the gathered information into the final product?

Basic: Gathers information Proficient: Organizes gathered information Advanced: Composes and adjusts organizational method for best result Basic: Produces a final product reflecting basic knowledge of the topic in an appropriate format Proficient: Integrates gathered information into an appropriate final product that solves the information problem Advanced: Synthesizes indepth information into a thorough final product

Reading/LA Unit 3 – How Do Writers and Artists Express Themselves Resources Microsoft Office Photostory Windows Movie Maker

Unit 5 – What Makes Each Animal Unique Social Studies 1st MP – Holidays 2nd MP – Inventors

Blogs* Wikis* Podcasts* Glogs LiveBinders

*Must take AACPS course before using with students

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STANDARDS

SCOPE AND SEQUENCE SKILLS

ESSENTIAL QUESTIONS

PERFORMANCE ASSESSMENTS

LESSON IDEAS, TOPICS AND RESOURCES

CURRICULUM CONNECTIONS

F. Evaluation (Big6 - Step #6) 1. Evaluate the final Application product  Self evaluation  Peer evaluation

How well did I solve the information problem? How well do my peers think that I solved the problem?

2. Evaluate the inquiry process

Application  Reflect on the inquiry process  Explain which resources were used and why  Explain what additional sources were needed

Last Updated: October 11, 2012

What did I do well in solving the problem? What could I do better? What might I do differently to improve my problem solving skills?

Basic: Assesses final  product Proficient: Assesses product effectiveness using evaluative criteria established in Task Definition (Big6 Step #1) Advanced: Assesses product effectiveness and justifies results using evaluative criteria established in Task Definition (Big6 Step #1) Basic: Reflects minimally on the inquiry process Proficient: Uses selfevaluation to determine the effectiveness of the inquiry process Advanced: Uses selfevaluation to determine the effectiveness of the inquiry process and makes recommendations for future improvements

3rd Grade Curriculum

Reading/LA Unit 3 – How Do Writers and Artists Express Themselves Unit 5 – What Makes Each Animal Unique Social Studies 1st M P. – Holidays 2nd MP. – Inventors

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Library Media Curricular Focus Area: III. Literature Appreciation- How do I evaluate what I read? STANDARDS

SCOPE AND SEQUENCE SKILLS

ESSENTIAL QUESTIONS

PERFORMANCE ASSESSMENTS

LESSON IDEAS, TOPICS AND RESOURCES

CURRICULUM CONNECTIONS

Literary Appreciation 1. Analyze a variety Application of literature for enjoyment

Why do I like or dislike this book?

2. Differentiate among genres of fiction

Introduction

How can I tell one genre from another?

3. Analyze ageappropriate authors and illustrators

Application

What do the works of a particular author/illustrator have in common? (i.e. themes, plot, characters, artistic style and medium) What is unique in a work by a particular author/illustrator?

Last Updated: October 11, 2012

Basic: Makes general observations based on personal preferences Proficient: Analyzes a variety of literature using specific observations from the text Advanced: Analyzes a variety of literature to develop evaluative criteria for book selection Basic: Lists genres of fiction Proficient: Describes genres of fiction Advanced: Categorizes examples of genres of fiction Basic: Identifies books by a  particular author/illustrator Proficient: Explains the characteristics of books by a particular author/illustrator Advanced: Compares and contrasts characteristics of books by multiple authors/illustrators

3rd Grade Curriculum

Reading/LA Unit 6 – Origins of Classic Stories Sept.-June – Reading Genres Study Guide Sept.-June – Grammar and Writing Handbook Sept.-June – Story elements (plot, character, setting, theme, point of view, conflict, climax, author’s purpose, tone, sequence of events)

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STANDARDS

4. Examine and discuss various book awards

SCOPE AND SEQUENCE SKILLS Application

ESSENTIAL QUESTIONS

PERFORMANCE ASSESSMENTS

What are some of the awards given to children’s literature?

Basic: Identifies book awards Proficient: Explains basic criteria for book awards Advanced: Critiques awardwinning books and nominees to evaluate for award criteria

Why do some books win awards?

5. Describe available book clubs and reading incentive program opportunities

Application

Last Updated: October 11, 2012

What reading opportunities and programs are available at my library?

Basic: Identifies available book clubs and reading incentive programs Proficient: Explains the procedures for participation in available book clubs and reading incentive programs Advanced: Evaluate and select available book clubs and reading incentive programs for personal use

3rd Grade Curriculum

LESSON IDEAS, TOPICS AND RESOURCES  Black-Eyed Susan Evaluation – Students will work in pairs to evaluate a B.E.S. picture book and create a booktalk with Photostory or podcasting technology

CURRICULUM CONNECTIONS

Possible Topics: Caldecott, Newbery, Coretta Scott King, BlackEyed Susan Resources: Black Eyed Susan resources Reading Program ideas

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Library Media Curricular Focus Area: IV. Citizenship/Ethical Behavior- How do I show that I am a responsible citizen? STANDARDS

SCOPE AND SEQUENCE SKILLS

ESSENTIAL QUESTIONS

PERFORMANCE ASSESSMENTS

LESSON IDEAS, TOPICS AND RESOURCES

CURRICULUM CONNECTIONS

A. Citizenship 1. Exhibit appropriate library behavior

Application

What behaviors are expected in the library?

2. Practice responsible borrowing habits

Application

How can I be a responsible borrower?

3. Practice responsible care of print and non-print resources

Application

How am I expected to care for library materials and equipment?

Last Updated: October 11, 2012

Basic: Follows library expectations consistently Proficient: Follows library expectations consistently Advanced: Follows library expectations consistently Basic: Applies circulation policy consistently Proficient: Applies circulation policy consistently Advanced: Applies circulation policy consistently Basic: Practices guidelines for responsible care of resources consistently Proficient: Practices guidelines for responsible care of resources consistently Advanced: Practices guidelines for responsible care of resources consistently

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



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STANDARDS

SCOPE AND SEQUENCE SKILLS

ESSENTIAL QUESTIONS

PERFORMANCE ASSESSMENTS

LESSON IDEAS, TOPICS AND RESOURCES

CURRICULUM CONNECTIONS

B. Ethical Behavior 1. Respect Introduction intellectual property rights

How do I show responsibility in finding and using information?

Basic: Gives examples of intellectual property rights Proficient: Practice some steps necessary to respect intellectual property rights Advanced: Incorporates principles of intellectual property rights effectively

 Bibliography Chart – Guides students in creating a bibliography Bibliography Chart Possible Topics: Copyright, Fair Use, Plagiarism, Cite Sources

Treasures Sept.-June – Cite Sources Digital Citizenship Understand Your Acceptable Use Policy

Resources: Citation Maker 2. Adhere to AACPS Acceptable Use Policy (AUP)

Application

How will I follow the school and county rules for computer use?

Basic: Employs guidelines for computer use from AACPS AUP Proficient: Employs guidelines for computer use from AACPS AUP Advanced: Employs guidelines for computer use from AACPS AUP

Resources:  AACPS Technology AUP

\

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Appendix A – Assessment Activities * Preassessment Activities http://www.stemresources.com/index.php?id=51&Itemid=69&option= com_content&view=article * Formative Assessment Activities http://www.stemresources.com/index.php?option=com_content&view =article&id=52&Itemid=70 * Quizzes, tests * Classroom presentations * Write paragraph, essay, paper * Portfolios * Response journals * Debate * Perform a television show * Perform a television commercial/infomercial * Improvisational role-play * Re-enacting an historical event * Mock Trial and reflection * Create advertisements * Create a newspaper * Create an editorial or opinion piece * Create an editorial cartoon * Write and perform a song (karaoke?) * Write and perform a play * Poetry (dialogue poem: see an example http://www.regrettoinform.org/education/html/writing02.html ) * Role-play journals/diaries * Critique an article, work of literature, work of art * Present and support a new way of doing something * Present and support your answer to a "what if" scenario * Create books * Letters dialogue

Last Updated: October 11, 2012

* Plan a museum exhibit/commemorative stamps/historical markers * Research paper * Interviews of historical people * Interviews with historical people outside of their historical context * Create symbolic representations: flags, statues, money, etc. * Create a time capsule/trunk and support selections * Postcards from time/places with art and text * Create a brochure * Create a bulletin board display * Designing a webpage * Slideshow or Photo Essay * Video production * Book analysis * Interpretations of images * Write from inference about characters in photos/paintings * Create your own constitution * Invent and design a product * Travel Journal * Simulate a press conference * Exit questions “Your ticket out the door or for book checkout to start” * Pass the Ball Review- teacher asks a question and throws the ball to a student who answers. If student is correct they get to ask a question and throw the ball to another student to answer. * Closure question- What did you learn? * Create an idea web * Create a graphic organizer * Chain notes- passing around a paper and each student adds one thing they have learned from the lesson that is important to them without duplicating responses * Student generated test questions

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Appendix B – Online Databases

Below is a database brochure that you can distribute to all of your students. Included in the brochure is a description of the databases, as well as the passwords for at-home use. Before printing, please update it with your school’s information, as well as your school’s personal passwords for PebbleGo and EBSCO.

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Last Updated: October 11, 2012

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OPAC (Online Catalog) Access

Online Databases The online databases showcased in this brochure provide teachers and students with ready access to

The Anne Arundel County Public Schools online public access catalog (OPAC) is available to anyone with an internet service provider . The URL is : http://opac.aacps.org/school.asp?Sch oolType=2&sID=39

reviewed materials from school and home. While passwords are

Elementary Online Databases

generally not necessary within the school network, they are necessary when accessing from outside the school network.

Anne Arundel County Public Schools

Databases include online encyclopedias, periodicals,

The OPAC can be searched by keyword, author, title or subject. KEYWORD searching is best used when only a part of the title or subject is recalled. AUTHOR searching is accomplished by entering the author’s last name, then first name. A TITLE search is great when an exact title is available. SUBJECT searching allows the user to develop a bibliography of titles on a particular subject.

dictionaries, atlases, almanacs and newspapers.

Anne Arundel County Public Schools High Point Elementary School 924 Duvall Highway Pasadena, Maryland Phone: 410-222-6454 Fax: 410-222-6456 Email: [email protected]

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3rd Grade Curriculum

Prepared by Jan Wise Library Media Specialist High Point Elementary Email: Telephone:

[email protected] 410-222-6454

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Database Access The Anne Arundel County Public Schools and the State of Maryland provide several online databases with remote (home ) access for all students and staff. There are two ways to access these databases from home: 1. From the OPAC home page, click on the Online Databases link on the left side of the page, or 2. In the address bar, type http://opac.aacps.org/databases.asp? sID=39 Online Databases High Point Library Media Center provides these databases to the students and staff of High Point Elementary. There are seven databases to choose from:

· 2. EBSCO Publishing : Children’s magazine and encyclopedia articles as well as professional periodical resources for graduate course work. User Name

__________

Password

__________

· 3. Groliers : An encyclopedia of Amazing Animals of the World . User ID

_______

Password

_______

· 4. Newsbank Kids Page : News and child.ren’s magazine articles as well as many teacher and project ideas. User Name

___________

Password

___________

· 1. Culture Grams: Features upto-date information on the cultures of the world including history, customs and maps. Photo collections , biographies and recipes from the U.S. states are included, too. ID

______

Password

______

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3rd Grade Curriculum

· 5. Pebble Go :For the earliest researcher. Animals, Earth and Space and Biographies are explored in this encyclopedia that can read aloud. ID

______

Password

______

· 6. SIRS Discoverer and WebFind: Comprehensive database includes reference books, magazines and weblinks. Customer #

_____

Password

_____

· 7. World Book Encyclopedia : An English and Spanish encyclopedia database useful for a variety of purposes at several reading levels. ID

_____

Password

_____

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Appendix C – Thinking Maps

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Appendix D – Scope and Sequence Legend:

I = Introduction

A = Application

Library Media Library Media Standards Curricular (Legend: I= Introduction A= Application R= Refinement) Focus Areas I. Library A. Physical Setting and Library Services Environment 1. Differentiate among the collections of the library and the resources each contains How do I find information I want or need in the library?

o Biography o Everybody o Fiction o Nonfiction o Periodicals o Reference o Story Collection 2. Explain services provided by library personnel

R = Refinement

K

I I

1st

2nd

3rd

4th

5th

I A I A

A A A A I A I A

A R A A A A A R

R R R A R A R R

R R R R R A R R

I

A I I

A A A

A A A

I

A

A

I

A

A

I A A A I A I

A R A A A A A

A R R R R R R

R R R R R R R

A

A

A

A

I I

A

B. Library Media Center Classification System 1. Use the Dewey Decimal System (DDS) o Recognize the DDS o Recognize the ten main Dewey classes o Recognize the relationship between the DDS number and the subject o Recognize that each Dewey class can be divided into more detailed subjects o Locate books using the DDS 2. Distinguish among the classification systems for each collection o Biography o Everybody o Fiction o Nonfiction o Periodicals o Reference o Story Collection 3. Use call numbers to locate resources o Recognize the relationship between the call number and the arrangement

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I

A I I I

I

A

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Library Media Curricular Focus Areas

Library Media Standards (Legend: I= Introduction A= Application

K

1st

2nd

3rd

4th

5th

I I

A A

A A I

A A A

A A A

A A A

I

A

A

A I

A A

A A

I

A

R

R

R

I I I I

A A A A I

R R R R A

R R R R A

I I I I

A A A A

R R R R I I

R R R R A A

I I A A A I

A A A A A A

A A A A A A 27

R= Refinement)

of materials in the library

II. Inquiry Process – How and where do I find answers to solve my information problem?

A. Task Definition (Big6 - Step #1) 1. Define the information problem 2. Identify the information requirements of the information problem 3. Explain the criteria for evaluation

B. Information Seeking Strategies (Big6 - Step #2) 1. Select appropriate type(s) of resource(s) for the information problem 2. Evaluate selected resources

C. Location and Access (Big6 - Step #3) 1. Locate resources using the AACPS Online Public Access Catalog (OPAC) to solve the information problem a. Identify the computer catalog as an index to the library media resources b. Use OPAC as a search tool to locate resources  Title  Author  Subject  Keyword  Advanced search (Boolean) c. Locate information found from OPAC search results screen  Author  Title  Call number  Item Status  Copyright date  Publisher information 2. Select and locate print reference resources for the information problem o Almanac o Atlas o Dictionary o Encyclopedia o Periodicals o Thesaurus

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3rd Grade Curriculum

I I

A A I

Library Media Curricular Focus Areas

3rd

4th

5th

I I

A A

A A

I

I I I A

A I A A A A

A A A A A A

I I

A A

A A

R A

R R A R A A I R A

R R A R R R A R A

I

A

A

A

R

R

I

A

A

A

A

A

I I I I

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I A A A A

I A A A A A

A R A A A A

A R A A A A

I I

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A A

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I I

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A A

A A

K

Library Media Standards (Legend: I= Introduction A= Application

1st

2nd

R= Refinement)

3. Select and locate resources from the AACPS online databases and approved search engines for the information problem

a. Select appropriate online databases for content and purpose b. Choose appropriate search strategies to locate information 4. Find information within print and online resources using o Alphabetical order/volume arrangement o Glossary o Guide Words o Index o Keywords o Parts of a Book o See Also and Cross references o Table of contents o Text/graphic features

I

D. Use of Information (Big6 - Step #4) 1. Read, listen to, or view the information in a resource guided by questions formulated during Task Definition (Big6 - Step #1) 2. Identify useable information 3.Collect information o Digital copy and paste o Highlight or underline o Interpret graphs, charts, and diagrams o Interview o Notetaking/graphic organizers o Summarize/paraphrase

E. Synthesis (Big6 - Step #5) 1. Organize gathered information 2. Create a final product in an appropriate format

F. Evaluation (Big6 - Step #6) 1. Evaluate the final product o Self o Peer 2. Evaluate the inquiry process

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Library Media Curricular Focus Areas

K

Library Media Standards (Legend: I= Introduction A= Application o o o o o

IV. Citizenship/ Ethical Behavior

2nd

3rd

4th

5th

I I I

A A A

A A A I I

A A A A A

A A A A A

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R= Refinement)

Reflect on the inquiry process Explain which resources were used and why Explain what additional resources were needed Assess use of time available for the task Make recommendations for improvement

III. A. Literary Appreciation 1. Analyze a variety of literature for enjoyment Literature Appreciation 2. Differentiate among genres of fiction How do I evaluate what I read?

1st

3. Analyze age-appropriate authors and illustrators 4. Examine and discuss various book awards 5. Describe available book clubs and reading incentive program opportunities

I

A

A

I I I

A A A

A A A

A I A A A

I I I

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A A A

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A

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A A

A. Citizenship 1. Exhibit appropriate library behavior 2. Practice responsible borrowing habits 3. Practice responsible care of print and non-print resources

B. Ethical Behavior How do I show that I am a responsible citizen?

1. Respect intellectual property rights 2. Adhere to AACPS Acceptable Use Policy

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Appendix E – Curriculum Alignment Library Media Curricular Focus Areas

2nd – 3rd Grade MD Library Standards

Library Media Standards

I. Library A. Physical Setting and Library Services Environment 1. Differentiate among the collections of the library and the resources each contains How do I 2. Explain services provided by library personnel find B. Library Media Center Classification System information 1. Use the Dewey Decimal System I want or 2. Distinguish among the classification systems for each collection need in the 3. Use call numbers to locate resources library?

6.0, A, B

II. Inquiry Process

1.0 A, B 2.0 A, B 3.0 A, B, C 4.0 A, B 5.0 A, B 6.0 A, B

How and where do I find answers to solve my information problem?

A. Task Definition (Big6 - Step #1) 1. Define the information problem 2. Identify the information requirements of the information problem 3. Explain the criteria for evaluation

B. Information Seeking Strategies (Big6 - Step #2)

1: 1.4 4: 4.4

ISTE Standards

3b

3rd Grade Common Core/MSC Standards Math 5.NBT.3 2.NBT.1 Reading/LA RI 7, 9, 10 SL 1, 2

1. Select appropriate type(s) of resource(s) for the information problem 2. Evaluate selected sources

C. Location and Access (Big6 - Step #3) 1. Locate resources using the AACPS Online Public Access Catalog (OPAC) to solve the information problem 2. Select and locate print reference resources for the information problem 3. Select and locate resources from the AACPS online databases and approved search engines for the information problem 4. Find information within print and online resources

D. Use of Information (Big6 - Step #4) Last Updated: October 11, 2012

21st Century Learner

1: 1.1, 1.2, 1.4 2: 2.1, 2.2, 2.4 3: 3.1, 3.3, 3.4 4: 4.4

1 a, b, c 2 a, b, d 3 a, b, c, d 4 a, b, c 6 b, d

Math 5.NBT.3 2.MD.10 Reading/LA L 2, 3, 4 RI 1, 2, 6, 7, 8, 9, 10 RL 7 SL 1, 2, 4, 5 W 1, 2, 4, 6, 7, 8, 9, 10 Science: 1.0 A 1 1.0 B 1 1.0 C 1 Social Studies:

rd

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Library Media Curricular Focus Areas

2nd – 3rd Grade MD Library Standards

Library Media Standards

21st Century Learner

ISTE Standards

1. Read, listen to, or view the information in a resource guided by questions formulated during Task Definition (Big6 Step #1) 2. Identify useable information 3. Collect information

3rd Grade Common Core/MSC Standards 6.0 A 2, 3, 4 6.0 B 1, 2, 3 6.0 C 1, 2 6.0 D 1 6.0 E 1, 2 6.0 F 1, 2, 3 6.0 G 2

E. Synthesis (Big6 - Step #5) 1. Organize gathered information 2. Create a final product in an appropriate format

F. Evaluation (Big6 - Step #6) 1. Evaluate the final product 2. Evaluate the inquiry process

III. A. Literary Appreciation 1. Analyze a variety of literature for enjoyment Literature 2. Differentiate among genres of fiction Appreciation How do I evaluate what I read?

IV. Citizenship/ Ethical Behavior How do I show that I am a responsible citizen?

6.0 A, B

4: 4.1, 4.2, 4.3, 4.4

2c

3. Analyze age-appropriate authors and illustrators 4. Examine and discuss various book awards 5. Describe available book clubs and reading incentive program opportunities

A. Citizenship 1. Exhibit appropriate library behavior 2. Practice responsible borrowing habits 3. Practice responsible care of print and non-print resources

Social Studies: 6.0 A 1 6.0 G 2 2.0 A, 3.0 B, C 4.0 A, B 5.0 A 6.0 A, B

B. Ethical Behavior

1: 1.3 2: 2.3 3: 3.1, 3.2, 3.3 4: 4.3

5 a, b, c

Reading/LA L4 SL 6 W 7, 8 Social Studies 6B2

1. Respect intellectual property rights 2. Adhere to AACPS Acceptable Use Policy

Last Updated: October 11, 2012

Reading/LA L 4, 6 RL 1-10 SL 1, 2

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Appendix F – Bibliography AASL, Empowering Learners: Guidelines for School Library Media Programs. Chicago: American Association of School Librarians, 2009. AASL, Standards for the 21st-Century Learner in Action. Chicago: American Association of School Librarians, 2009. Assessment Activities from Learning, Teaching, & Innovative Technologies Center. Middle Tennessee State University. July 21, 2010 . Burnt Hills-Ballston Lake Library Media Department Library Media Skills Curriculum. September 2005 Burnt Hills-Ballston Lake Central Schools. July 21, 2010 . Elementary Library Media Curriculum Guide. Harford County Public Schools. July 21, 2010 . eWorkshop- Online Teaching Resource. 2005 Ontario Ministry of Education and TFO. July 21, 2010 . Library Media. 2006 Utah State Office of Education, Curriculum. July 21, 2010 . Library Media. Library Media Department of the Grosse Pointe Public School System. July 21, 2010 . Performance Level Descriptors~MSA~Assessments~School Improvement in Maryland. 2009 Maryland State Department of Education. July 21, 2010 . Summative Assessment Ideas. April 2010 Minneapolis Public Schools. July 21, 2010 .

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