Grade: Unit:

Information Literacy Skills

Theme: I Know A Lot!

Theme / Information Literacy Skills / Research
Opportunities
Week 1
Big Book:
What Do You Know!
Big Book of Explorations:
Reading and
Keep a Poem in Your Pocket
Read Aloud Anthology:
The Knee High Man
Decodable Reader:
Jeb Is Quick! / Show What You Know
Approaching:
I Am Quick!
Level:
Duck Quacks
Beyond:
The Play
ELL:
Quack! /
  • Comprehension Strategy: Monitor Comprehension: Reread
  • Comprehension Skill:
Use illustrations
  • Fluency
Word automaticity
Echo-read
Choral Read
Read for fluency
High Frequency Words: with, my
  • Oral Grammar
Pronouns
  • Literature
Fiction
Poetry
Folk Tale
  • Reference/Research Skills
Note taking with illustrations.
Creating questions.
  • Graphic Organizers
Chart 2217, 2239
Illustration Compare/Contrast Chart 2247
  • Technology
Adding headings and graphics to a news article. /
  • Main Writing:
Shared:
A List 2211
Interactive:
Sentences 2227
Independent:
Questions and answers 2237
  • Other:
Science Activity
Draw and label pictures to record sound pitch in glasses filled to different levels with water.
LA Activity
Discuss things children learned this year. Create a student newspaper.
Make a list of rhyming words
Write a message on a postcard
Retell stories from free reading.
Compare how students are alike and different.
Describe and classify objects by touch.
Week 2
Big Book:
Warthogs Paint: A Messy Color Book
Big Book of Explorations:
Children in Paintings
Read Aloud Anthology:
Ma Lien and the Magic Brush
Decodable Reader:
Zip? Zig Zag? Yes! / Art All Around
Approaching:
Can You See It?
On Level:
My Pet and Me
Beyond:
Art by Anne
ELL:
My Pet /
  • Comprehension Strategy:
Monitor Comprehension: Reread
Use captions in text
  • Comprehension Skill:
Cause and effect
Retell
  • Fluency
Word automaticity
Echo-read
Choral Read
Read for fluency
High Frequency Words: me, where
Text Features: Captions
  • Oral Grammar
Pronouns 2312
  • Literature
Fantasy
Nonfiction article
Folk Tale
  • Reference/Research Skills
Use a chart for note taking 2291; 2315
  • Graphic Organizers
Chart 2291, 2315
Color Wheel 2293
List 2305
Venn Diagram 2323
  • Technology
/
  • Main Writing
Shared:
A Chart 2291
Interactive:
Sentences 2303
Independent:
Sentences 2313
  • Other
Identify color words and write a simple poem.
Use illustrations and words to retell a story.
Identify an artist’s tools.
Explore mixing of colors to create new colors.
Vocabulary: opposites
Week 3
Big Book:
Turtle Splash!
Big Book of Explorations:
Be Happy and Healthy
Read Aloud Anthology:
Jack and the Beanstalk
Decodable Reader:
Yes, Tip! Tug! / Let’s Count Down!
Approaching:
Count With Me
Level:
Can You Count?
Beyond:
Learning the Rules
ELL:
Count With Me! /
  • Comprehension Strategy
Monitor Comprehension: Reread
  • Comprehension Skill:
Identify Setting
  • Fluency
Word automaticity
Echo-read
Choral Read
Read for fluency
High Frequency Words: with, my, me, where
Text Features: Diagrams
  • Oral Grammar
Pronouns
  • Literature
Fiction
Nonfiction magazine article
Fairy tale
  • Reference/Research Skills
Getting information from illustrations.
Compare and contrast information sources.
Using a list to take notes.
Using a diagram to get information.
  • Graphic Organizers
List 2367, 2391
Word web 2369, 2381
Chart 2399
  • Technology
/
  • Main Writing
A Counting Book
  • Other
Write sentences using number and high-frequency words.
Select a topic and write pages for a counting book.
Use illustrations to read and understand a story.
Compare and contrast counting books.
Create a poster to share ways to save water.
Identify animals that make their homes in a pond.
Vocabulary: number words
Week 4 / Unit Assessment /
  • Comprehension Strategy
Reread
  • Comprehension Skill:
Use illustrations
Cause and effect
Identify setting
  • Fluency
J, kw, y, z /
  • Main Writing
  • Other

Unit Theme: We’re all Special

Project: Student Choice

Student Questions: What makes someone special?

How are you special?

Research Component / Activities / Skills / Materials
Appreciation
Student realizes the need for information after a viewing, reading, listening or other type of sensory experience. / Sing theme song.
Unit literature. / Theme song.
Unit literature.
Presearch
Students establish a focus by developing an overview of the topic and exploring relationships. / Discussion:
Ask children to tell about activities on cards and share their experiences doing them.
Choose an activity to learn about: Provide browsing materials for students to look at to choose a new activity.
Decide what you already know about the activity and what you want to find out. / Activating prior
knowledge.
Getting background information.
Question formulation. / Picture cards.
Informational books
Magazines
encyclopedias
Search
Students plan and implement a search strategy by identifying information providers, selecting information resources and tools, and seeking relevant information. / Look at various sources to find information about the activity you have chosen.
Record the information you find. / Note taking. / Informational books
Magazines
Encyclopedias
Depends on note taking method suggested by the teacher.
Interpretation
Students interpret the information they have gathered to make new meaning. They assess the usefulness of their information and reflect on the information to develop personal meaning. / Discussion: Books can help you learn something new, but your imagination can help you picture yourself doing the activity. / Making personal meaning from information in books and pictures.
Communication
Students apply their information to construct and present their new knowledge. / Decide the best way to present the activity you have learned about to your classmates. Suggestions: Performance, writing a song, creating and illustrating a week long calendar of student activities using the class schedule.
Present the activity to the class. / Matching information, audience, and mode of delivery.
Public speaking.
Performance / Depends on the communication method decided upon by the student.
Evaluation
Students think about and evaluate both their process and their product during research and at the conclusion of research. / Students self evaluate using the checklist provided.
Teachers evaluate using the materials provided. / Summative self evaluation / Children’s checklist. 2428
Teacher checklist 2428
Scoring Rubric 2429
Task / Skills / Procedures/Products
Introduction to CD-ROMS / How to hold a CD-ROM correctly.
How to insert a CD-ROM into a disk drive.
How to eject the CD-ROM from the drive. / Have children practice handling, inserting, and ejecting a CD-ROM from the disk drive.
Have children select a CD-ROM game to play. Have them insert the disk, install the game, if necessary, and play the game.
Burn and save a document to a CD-ROM / Have children create a document in a word processing program or a graphic in a paint program. Have them save the document or graphic on the CD-ROM.
Practice Activity. /
Grade K Unit 10 Computer Literacy Lesson