K-12 Curriculum Renewal Process: Library & Media Center Program

Student Learning Library and Media Standards

Metcalf Library and Media Collaboration Statement

In the absolute belief that ongoing collaboration with classroom and special area teachers is vital to maximize the library and media center experiences for all students, this program must foster strong connections with the teachers and their specific curricular goals and standards.  As this is a particularly dynamic educational environment with multiple levels of need, it is also necessary that flexibility and spontaneity be an integral part of the library’s approach to interaction with students, teachers and staff.  In response to the kinetic environment at Metcalf, the library media program must be able to respond immediately and instinctively to the challenge of a variety of needs.

Goals, standards, sample learning experiences, and grade-specific exit goals are given. This is not an all-inclusive list as classroom projects are too numerous to list here.

Standard 1:  Students access information efficiently and effectively

To maximize the efficient use of materials for 3^rd grade students involved in a comprehensive oceanography unit, the librarian prepares a cart of "ocean" related fiction and non-fiction materials to be placed in a shared (classroom) location.  This easy access provides numerous opportunities for students to assist one another while selecting materials to be used in preparation for individual reports on a particular animal of the oceans.   The array of materials provides ideas and inspiration as the students make their selections of an animal to research.  As   information is gathered for the written reports, the librarian visits the classrooms again to refine search techniques for the children, re-emphasizing and demonstrating the value of tools including a table of contents or an index. Resources provide visual prompts vital for the children as they create a 3-D version of their creature. Time on task is maximized by the library's method of supplying source materials for this special need.      

At the end of kindergarten, students will:

·        Locate picture books by author.

·        Recognize different types of books.

·        Select appropriate books with assistance.

·        Assure proper care of books and materials.

·        Begin to learn how to listen appropriately.

·        Recognize parts of the book, including author, illustrator, title, cover, and spine.

·        Demonstrate understanding of basic computer vocabulary, such as monitor, keyboard, mouse, printer, disk, CD-ROM.

·        Use appropriate microcomputer software with supervision.

·        Recognize and apply rules for computer usage and care.

At the end of grade one, students will:

·        Understand basic vocabulary, including Easy, Fiction, Non-Fiction, biography, call number, dedication page, title page.

·        Find the shelf location of an Easy Fiction book with assistance.

·        Draw, identify, and use parts of the computer, such as the keyboard, disk drive, mouse, monitor, and software.

·        Use appropriate software with assistance, such as interactive books, word processing, painting, and drawing.

At the end of grade two, students will:

·        Access the electronic card catalog.

·        Recognize the use of alphabetical order in the media center.

·        Recall information on the title page, index, and table of contents.

·        Use reference sources to locate non-fiction information including dictionary, telephone book, encyclopedias, and magazines.

·        Have exposure to computers, CD-ROM technology, and the Internet as a source for gathering information.

·        Recognize and demonstrate working knowledge of the basic components of a computer.

·        Use appropriate computer programs with greater independence under supervision, such as interactive books, word processing, painting, and drawing software.

·        Recognize, develop, and apply the rules for computer use and care.

·        Use software as tools for learning.

Students in groups of 3 or 4 use electronic books in learning centers as part of their language arts activities.

·        Access curriculum-related sites on the Internet.

At the end of grade three, students will:

·        With assistance, select and use both print and non-print reference materials to find information on a given subject.

·        Locate information using the electronic card catalog: search by author, title, and subject keyword.

·        Identify selections as being fiction, non-fiction, biography, or autobiography.

·        Understand that non-fiction books are grouped by subject areas according to the Dewey Decimal system.

·        With assistance, be able to open a given software program from the menu, load a CD, save work on a disk, print, and quit from the program.

·        With assistance, browse web sites selected by the teacher that pertain to curricular topics

·        Consistently apply rules for computer use or care and understand computer ethics and implications of abuse.  

At the end of grade four, students will:

·        Select and use both print and non-print reference materials to find information, such as encyclopedias and atlases.

·        Use the electronic card catalog to find the call number of a book.

·        Locate a fiction, a non-fiction, and a reference source on the same subject.

·        Understand that non-fiction books are divided into ten general classifications by subject using the Dewey Decimal system.

·        Independently select and open a given software program from the menu, load a CD, save work on a disk, print, and quit from a program.

·        Consistently apply rules for computer use or care and understand computer ethics and implications of abuse.

·        Independently browse web sites selected by the teacher that pertain to curricular topics  

At the end of grade five, students will:

·        Demonstrate knowledge of the ten major Dewey Decimal system classifications and awareness of their subdivisions.

·        Use reference sources to locate information such as atlas (print and electronic), almanac, special dictionaries, unabridged dictionary, thesaurus, encyclopedia (special).

·        Develop an awareness of on-line searching and identify the major types of searches.

·        Use correct computer terminology.

·        Access and utilize information from disk, hard drive, and CD-ROM.

·        Consistently apply rules for computer use or care and understand computer ethics and implications of abuse.

·        Conduct a successful information search and data retrieval using Internet search engines with close supervision.

·        Independently browse web sites that have been selected by the teacher and pertain to curricular topics.

·        Explore electronic atlas, almanac, and encyclopedia resources.

·        Use e-mail to gather information from selected experts in specific fields.

At the end of grades six, seven, and eight, students will:

·        Identify and locate possible sources (both print and non-print) of information.

·        Conduct a successful information search and data retrieval using Internet search engines with teacher guidance.

·        Independently browse sites that pertain to curricular topics under teacher supervision.

·        Use electronic atlas, almanac, and encyclopedia resources in preparing reports and presentations.

·        Use e-mail to gather information from selected experts and share information with other schools and government agencies.

·        Successfully complete teacher-created on-line surveys, worksheets, and assessments.

·        Independently locate an assigned website, gather information, and complete assignments.

Standard 2:  Students evaluate information critically and competently

To encourage students to share their opinions with peers while expanding their awareness of resources in the library, a Literature Resource Connection is initiated in collaboration with the eighth grade language arts teacher.  Small groups of students are dismissed from class to participate in a discussion of favorite books and new materials that had been presented to the students.  The discussion includes views on student interests and recommendations for inclusion in the library.  The collaboration involved the librarian’s knowledge of materials and the students’ knowledge and interest in a climate of mutual respect.

Throughout the grades students will be expected to be able to :(appropriate for their grade level)

·        Use a decision-making strategy in choosing reading materials.

·        Discuss the soundness of sources and information available on the Internet.

·        Explore examples of interactive multimedia presentations. 

·        Evaluate sources of information for their soundness.

·        Search a database using two criteria.

·        Identify and formulate a research question that describes the information needed.

Standard 3:  Students use information effectively and creatively

To enhance the educational experience of first grade students involved in a research project about bears, the library staff gathers a wide range of materials to assist the students in their research.  Material selection involves collaboration between the library staff's pursuit of the best materials and the evaluation of students and teachers as to the materials' effectiveness and applicability.   When the group reports are nearing completion, students spend a session in the library with several adult questioners reviewing the information learned, preparing the students for their final presentation, "A Talking Zoo."

At the end of grade  two, students will:

·        Organize collected data in a variety of representations using computer technology.

·        Create knowledge using information from computer resources.  The class will work as a whole following a teacher-directed lesson.

·        Write narrative and expository essays.

At the end of grade three, students will:

·        With assistance, produce a word-processing document for a Language Arts assignment and add a clip-art picture.

·        Write and present puppet plays.

·        Dramatize original works.

·        Design pictorial stories.

·        Write personal versions of traditional literature.

·        Write narrative, expository, and persuasive essays.

·        Write for a variety of purposes in all content areas including research reports, summaries, news articles, letters, persuasive writings, recording data, and descriptions of explorations.

At the end of grade four, students will:

·        Independently prepare word processing for a classroom assignment and add a clip-art picture.

·        Use appropriate computer software, such as word processing, reference, interactive multi-media/presentation, keyboarding, simulation, and integrate with classroom projects.

·        Use creativity and authoring tools to develop simple reports, presentations, and projects.

·        Write new versions based on a variety of literary genres, including newspaper articles, political cartoons, and fantasies.

·        Write narrative, expository, and persuasive essays.

·        Write for a variety of purposes in all content areas including research reports, summaries, news articles, letters, persuasive writings, recording data, and descriptions of explorations.

At the end of grade five, students will:

·        Create a project using information from computer resources in small groups or individually.

·        Organize information on a topic from several sources using paraphrasing, summarizing, note-taking, and outlining skills.

·        Write narrative, expository, and persuasive essays.

·        Write for a variety of purposes in all content areas including research reports, summaries, news articles, letters, persuasive writings, recording data, and descriptions of explorations.

At the end of grades six, seven, and eight, students will:

·        Create knowledge using information from multimedia resources both individually and as a member of a team.

·        Write for a variety of purposes in all content areas including research reports, summaries, news articles, letters, persuasive writings, recording data, and descriptions of explorations.

·        Write a focus paper that is organized to include sufficient and meaningful details with support and elaboration of main ideas.

·        Write paragraphs using transitional words including time-order and comparison and contrasts.

Standard 4:  Students pursue information related to personal interests

Students are encouraged to use the library materials to solve a mystery, probe the meaning of a particular word or idea, or find a book that pertains to their favorite author and/or interest.  A particular pair of first grade students becomes excited about doing extra research related to oceans.  Students are allowed to work on this project during class time with the librarian assisting in finding appropriate materials.  The "curiosity  moment" is a part of the student/classroom teacher/librarian collaboration.  

At the end of grade eight

·       Students seek information related to various dimensions of personal well being, such as career interests, community involvement, health matters, and recreational pursuits.

·       Students design, develop, and evaluate information products and solutions related to personal interests.

Standard 5:  Students appreciate and enjoy literature and other creative expressions of information

Poetry is incorporated as a rich part of the curriculum beginning in the early grades.  As an extension of the poetry included in classrooms and library literature sessions, a Poetry Break is initiated.  Poetic language is celebrated through the collaboration of the classroom teacher and the librarian.  An extensive poetry collection has been assembled as a part of the library's collection. 

Students demonstrate competency and motivation appropriate for their ability.

Students derive meaning from information presented creatively in a variety of formats.

Students develop creative products in a variety of formats.

At the end of kindergarten, students will:

·        Participate in storytelling activities.

·        Identify favorite authors and characters.

At the end of grade one, students will:

·        Identify favorite authors and characters.

·        Retell main idea and sequence of a text

·        Identify story elements (character, setting, problem resolution)

At the end of grade two, students will:

·        Recognize literary genres, such as fairy tales, mysteries, and realistic fiction.

·        Identify main idea, sequence, and important details

·        Describe story elements including theme, setting, plot, and characters

·        Reads for extended periods of time

·        Distinguish between fiction, non-fiction and fantasy

·        Self select appropriate text

·        Respond to literature (character analysis, prediction, letter writing, and summarization)

At the end of grade three, students will:

·        Recognize the various uses of poetry and recite a chosen poem.

·        Recognize the characteristics of folktales and tall tales from various cultures.

·        Apply reading strategies.

·        Comprehend and discuss a broad range of reading materials by summarizing, sequencing, predicting, inferring, noting details, and comparing.

·        Self select appropriate text

At the end of grade four, students will:

·        Understand how literary elements convey meaning

·        Read and interpret a variety of literary works.

·        Apply reading strategies

·        Establish purposes for reading in content areas

·        Self select appropriate text

At the end of grade five, students will:

·        Comprehend a broad range of materials

·        Apply knowledge of literary elements to specific text

·        Identify and analyze different genres

·        Apply reading strategies

·        Self select appropriate text

At the end of grade six, students will:

·        Read for meaning and evaluate, interpret, and draw conclusions in novels

and in context areas.

·        Apply knowledge of literary elements to specific text

·        Identify and analyze different genres

·        Apply reading strategies

·        Self select appropriate text

At the end of grade seven, students will:

·        Recognize cultural differences and their impact on literary works

·        Use literacy elements and author’s craft to interpret and discuss various forms of literature.

·        Reads for a variety of purposes.

·        Self select appropriate text

At the end of grade eight, students will:

·        Summarize material read in a variety of ways

·        Identify relationships in understanding and completing analogies.

·        Reads for a variety of purposes

·        Self select appropriate text

Standard 6:  Students strive for excellence in information seeking and knowledge generation

In third grade the librarian collaborates with teachers to create a transformation of the classrooms into the time of the early prairie. 
The librarian provides resources to assist teachers and students on their journey back in time.  This collaboration between the librarians and classroom teachers helps to enhance the dynamics of the unit of study and stimulate student interest in this time in history.

At the end of grade two, students will:

·        Distinguish between fact and fiction.

·        Identify the Caldecott Award on a book and understand the award’s meaning.

·        Identify elements of a story, including setting, character, plot, and point of view.

·        Compare and contrast different types of illustrations in Caldecott books and other picture books.

At the end of grade three, students will:

·        Identify literary elements including the main idea, setting, plot (problem), characters, and traits of the main characters in a story.

·        Apply knowledge of reference materials to conduct research, such as the encyclopedia, index, Internet, table of contents, glossary, dictionary, thesaurus, and other reference books.

·        Locate, organize, and use information from various sources to answer research questions.

·        Comprehend and discuss a broad range of reading materials by summarizing, sequencing, predicting, inferring, noting details, and comparing.  The “broad range of reading materials” is defined as realistic fiction, historical fiction, non-fiction, biographies, fairy tales, legends, poetry and content area materials.

·        Use information from various sources, such as maps, charts, and graphs.

·        Apply reading strategies to improve understanding, such as reread, read ahead, retell, visual clues, meaningful substitutions, ask questions, cause and effect.

At the end of grade four, students will:

·        Distinguish among different types of fiction, including realistic, historical, sports, and humorous.

·        Examine the Newberry Award and other awards, including the Corretta Scott Award and the Laura Ingalls Wilder.

·        Recognize the point of view in a story.

·        Comprehend a broad range of materials, such as maps, graphs, and charts.

·        Apply reading strategies and establish purposes for reading in content areas.

·        Analyze and apply literary elements to specific text (plot, setting, main idea, characters, conflict).

·        Read and interpret a variety of literary texts using critical thinking skills (make inferences, draw conclusions, compare written material to prior knowledge and personal experience)

·        Identify and analyze different genres and the literary elements of each (historical fiction, fantasy, biography, autobiography, fiction, science fiction, mystery, and poetry).

·        Apply knowledge of reference materials to conduct research, such as the encyclopedia, index, Internet, table of contents, glossary, dictionary, thesaurus, and other reference books.  

At the end of grade five, students will:

·        Determine how dialogue, description, and action are used to develop the characters and plot.

·        Critically evaluate the characteristics of a variety of literature.

·        Analyze and compare different types of fiction, such as science fiction, fantasy, and mythology.

·        Read and interpret a variety of literary texts using critical thinking skills (make inferences, draw conclusions, compare written material to prior knowledge and personal experience)

·        Recognize the point of view in a story.

·        Comprehend a broad range of materials, such as maps, graphs, and charts.

·        Apply reading strategies and establish purposes for reading in content areas.

·        Select and use a variety of materials for information and recreational needs.

·        Apply knowledge of reference materials to conduct research, such as the encyclopedia, index, Internet, table of contents, glossary, dictionary, thesaurus, and other reference books.

At the end of grade six, students will:

·        Apply appropriate reading strategies to skim, study, take notes, and summarize.

·        Read independently for learning and enjoyment at appropriate ability level.

·        Analyze how authors use text and art to express their ideas.

·        Initiate use of context clues, dictionary, and a thesaurus for vocabulary development.

·        Read for meaning, evaluate, interpret, and draw conclusions in text.

·        Apply knowledge of reference materials to conduct research, such as the encyclopedia, index, Internet, table of contents, glossary, dictionary, thesaurus, and other reference books.

At the end of grade seven, students will:

·        Read and use various forms of mass media, such as newspapers, magazines, radio television, movies, CD-ROM, and the Internet to gain information.

·        Read a variety of research materials to comprehend, collect, analyze, and synthesize information for a research paper or presentation.

·        Read for meaning, evaluate, interpret, and draw conclusions in text.

·        Independently read several novels for enjoyment, comprehension, and sharing.

·        Apply knowledge of how to use a variety of sources for vocabulary development

At the end of grade eight, students will:

·        Compare and contrast topics and issues using different points of view.

·        Recognize and evaluate author’s purpose: to persuade, to inform, and to entertain.

·        Read for meaning, evaluate, interpret, and draw conclusions in text.

·        Use literary elements and author’s craft to comprehend, analyze and interpret literature.

·        Comprehend, analyze, synthesize, and evaluate information using a variety of sources (mass media, such as newspapers, magazines, radio, television, movies, CD-ROM, and Internet) for a comprehensive research project or presentation.

·        Independently read several novels for enjoyment, comprehension, and sharing.

Standard 7:  Students recognize the importance of information to a democratic society

The librarian develops a collection of resources to involve students across the curriculum in projects for Mini-Society, a multi-age, interdisciplinary unit.

The following expectations apply to students at each level.  Students will:

·        Students will develop the ability to make informed and reasonable decisions.

·        Students will understand their responsibilities in a culturally diverse, democratic society.

·        Students will listen carefully to all members of a group and represent their own views appropriately and effectively.

·        Students will understand that each individual has an important relationship to the whole group.  

Standard 8:  Students practice ethical behavior in regard to information and information technology

Third through fifth grades discuss the importance of informed choices based on researching the issues. Students have to take a position on an issue and then they must support their position by verifying their sources of information. For example, in an election students make statements in support of their candidate and cast their vote based on reliable information gathered.

The following expectations apply to students at each level.  Students will:

·        Sign a progressively refined Ethics Agreement form in order to use Internet.

·        Recognize ownership of their work.

·        Demonstrate proper care and use of technological equipment.

·        Recognize the right to privacy of others.

·        Recognize that one must have permission to copy another person’s work.

·        Use appropriate language at all times (no swearing, sexual innuendo, reference to illegal substances or violence, no slander or libel).

·        Maintain good posture with an increasing awareness of ergonomic health issues (take breaks, care for wrists, avoid eye strain).

·        Recognize the difference between single-use and site-licensed software.

·        Identify what constitutes plagiarism: use of citation and credits in their completed work.

Standard 9:  Students participate effectively in groups to pursue and generate information

The library can serve as a meeting place for cross grade level activities such as a book buddy partnership. Kindergarteners join with their 6^th grade Book Buddies to visit a local nursing homebearing handmade cards and friendship. Children view a special presentation of Wilfred Gordon MacDonald Partridge.  As questions are explored and answered in an appropriate environment of respect, misconceptions are laid to rest and realities are determined.  Together with their older and 'wiser' buddies the younger children are equipped to explore a new world with confidence, sensitivity and love. 

The following expectations apply to students at each level.  Students will:

• Learn and contribute productively as individuals and as members of a group.

• Learn to speak clearly and be active listeners as they share ideas, plans, instructions, and evaluations.

• Use verbal and non-verbal strategies to maintain communication and to resolve individual and group conflict.

• Respect individual differences.