ShermanElementary School
Library/Media Curriculum
Grades 4-5
Strand / Skills/Concepts / Strategies/Activities / Core Content 4.1/POS / Key Vocabulary / Date(s) TaughtLibrary Awareness / Learn and follow library rules / Teacher modeling- how to use shelf markers, locating materials, etc.
Class discussion
Media Manners flipchart game (from Promethean Planet)
Discuss safety/bullying/ expected behaviors / PL-EP-1.3 .1
Students will identify safety practices (e.g., use of seatbelts/helmets/life vests) for dealing with a variety of health hazards (e.g., crossing the street, talking to strangers) while at school, home and play.
SS-EP-1.3.2Students will identify and give examples of good citizenship at home, at school and in the community (e.g., helping with chores, obeying rules, participating in community service projects such as recycling, conserving natural resources, donating food/supplies) and explain why civic engagement in the community is important.
DOK 2 / Safety
Bullying
Rules
Library Awareness / Identify all parts of fiction and nonfiction books / FIND CC! / Fiction
Non fiction
Library Awareness
Reading / Choose fiction and nonfiction materials at appropriate interest and reading levels / Read alouds; Magazine selections; Nailing Non-fiction activity; Dot/AR/ Book Adventure / RD-04/05-2.0.1
Students will identify and describe the characteristics of fiction, nonfiction, poetry or plays.
DOK 2
EL-4/5-DIU-S-4
Students will distinguish between fiction and non-fiction textsEL-4/5-RRT-S-2
Students will self-select texts based on with personal interests RD-04-1.0.7Students will scan to find key information.
RD-04/05-1.0.8
Students will skim to get the general meaning of a passage. / Fiction
Non-fiction
Poetry
Play
Characteristics
Scan
skim
Key information
Reading level
Library Awareness / Locate fiction, nonfiction, biography, and reference materials in the library / Book Match game / CC? / Fiction
Non fiction
Biography
Reference
Library Awareness
Information Literacy / Identify the classes of the Dewey Decimal System and locate books using the Dewey Decimal System / Magical Manuscripts: The Dewey Decimal System activity; Dewey Decimal System flipchart; Dewey PowerPoint / Dewey decimal system
Call numbers
Spine label
Library Awareness / Use call numbers to locate materials on shelves / Call numbers
Library Awareness / Recognizes the value and guidance provided by literary awards and reviews / Newbery winners, Caldecott winners read alouds/activities; Junior Library Guild; Battle of the Books; Bluegrass Awards book voting project / Caldecott award
Newbery medal
Information Literacy/Reading / Identify the parts of a book. / Oral discussions and quizzes
Investigating Indexes activity; Castles and Creatures activity; Decisions, Decisions game; Cube and Cards game; Shape Up game / RD-EP-5.0.4/5
Students will apply knowledge of text features (e.g., pictures, lists, charts, graphs, tables of contents, indexes, glossaries, captions, headings) to answer questions about a passage.
DOK 2 / Title
Author
Illustrator
Spine
Jacket
Title page
Publisher
Copyright
Index
Glossary
Table of Contents
Dedication page
Captions
Graphs
Call Numbers
Information Literacy / Identify and use various media forms (i.e., newspaper, radio, magazine, movie, cartoons) / Newspaper scavenger hunt; Whatsit, Who and Which activity; Newspapers in Education / EL-4/5-DIU-S-1
Students will use comprehension strategies (e.g., using prior knowledge, predicting, generating clarifying, literal and inferential questions, constructing sensory images, locating and using text features) while reading, listening to, or viewing literary and informational texts / Newspaper
Magazine
Radio
Movie
Cartoon
Sensory images
Predicting
Clarifying
Inference
Literary text
Informational text
Information Literacy / Use thesaurus, dictionary, atlas, telephone directory, encyclopedia almanac and globe / Profound Proverbs activity; Redwall’s Riddles- Choosing the Best Reference Tool activity; Reference Safari activity; Decisions, Decisions game / EL-4/5-FF-S-5
Students will use resources (e.g., dictionaries, glossaries, thesauruses) to identify multiple meanings of words, content-specific meanings of words, and precise use of vocabulary / Dictionary
Glossary
Thesaurus
Information Literacy / Recognize and use the elements of research to complete content-specific research / Research to the Rescue activity / T-I-RIPSI-U-1
Students will understand that technology assists in gathering, organizing and evaluating information from a variety of sources to answer essential questions. / Task definition
Strategies
Location
Access
Synthesis
evaluation
Information literacy / Uses databases such as KYVL and library catalog / Our Librarian Won’t Tell Us Anything unit; KYVL webquest; Modeling and practice of using Destiny catalog / T-I-RIPSI-S-R1
Students will gather and use accurate information from a variety of electronic sources (e.g. teacher-selected Web sites, CDROM, encyclopedias and automated card catalog, online virtual library; word processing, database, spreadsheet) in all content areas / Database
Online card catalog
KYVL
e-encyclopedia
Information Literacy / Identify authoritative information on the Internet / Wikipedia webquest;
Our Librarian Won’t Tell Us Anything unit / T-I-RIPSI-S-R3
Students willevaluate the accuracy, relevance, appropriateness, comprehensiveness and bias of electronic information sources / Authoritative
Relevant
Accurate
Bias
Information literacy / Uses video and audio information to enhance learning / Our Librarian Won’t Tell Us Anything unit; View video clips from Encyclomedia / T-I-RIPSI-S-R1
Students will gather and use accurate information from a variety of electronic sources (e.g. teacher-selected Web sites, CDROM, encyclopedias and automated card catalog, online virtual library; word processing, database, spreadsheet) in all content areas / KYVL
Database
Encyclomedia
Information literacy / Ethically uses materials / Our Librarian Won’t Tell Us Anything unit; Plagiarism activity; Class discussion / T-I-SESI-S-EI1
Students willinvestigate basic issues related to responsible use of technology and describe personal consequences of inappropriate use (e.g., plagiarism, intellectual property, copyright and the conditions of Acceptable Usage Policy) / Ethics
Plagiarism
Copyright
Intellectual property
Information literacy / Uses standard bibliographical information to cite a source / Beastly Bibliography activity; / T-I-RIPSI-S-R2
Students willcorrectly cite sources / Bibliography
Source
footnote
Reading / Identify various literary forms / Venn Diagram; Class discussion; various read alouds; Book talks; Reading Bingo; / RD-04/05-2.0.1
Students will identify and describe the characteristics of fiction, nonfiction, poetry or plays.
DOK 2 / Fable
Myth
Legend
Folktale
Novel
Poem
Short story
Reading / Identify various genres of fiction / Genre matching game; Library scavenger hunt; Genre unit- worksheets; / RD-04/05-2.0.1
Students will identify and describe the characteristics of fiction, nonfiction, poetry or plays.
DOK 2 / Adventure
Mystery
Realistic fiction
Historical fiction
Science fiction
Fantasy
Reading / Identify author’s purpose and intended audience in a selection / Reading response journal, group identification activity[ Class & group discussion,Anticipatory activities, theme overviews, active reading guides, / RD-04/05-3.0.3
Students will identify an author’s purpose in a passage.
DOK 2
RD-04/05-5.0.1
Students will evaluate what is read based on the author’s word choice, content or use of literary elements.
DOK 3 / Author’s purpose
Reading / Alphabetize beyond third letter / Shelving challenges; ABC order worksheets / EL-4/5-FF-S-5 ?????
Students will use resources (e.g., dictionaries, glossaries, thesauruses) to identify multiple meanings of words, content-specific meanings of words, and precise use of vocabulary
Reading / Interpret stories and relate to personal experiences /
Add reading bullet related to text-self connections!
AH-04/05-4.3.2
Students will improvise to tell stories that show action and have a clear beginning, middle and end. (Literary elements)
Reading / Analyze the plot, characters and setting of a selection thoroughly / Tra-la-laa! Instant Stories activity; Questioning activities/group discussion; Compare and contrast activities; character analysis graphic organizer; story maps; character profiles/sketches / RD-04/05-2.0.2
Students will identify or explain literary elements (e.g., characterization, setting, plot, theme, point of view) in a passage.
DOK 3 / Plot
Setting
Theme
Characterization
Point of view
Mood
Conflict (man vs. self, man vs. society, man vs. man, man vs. nature)
dialogue
Reading / Explain theme in selections / Read alouds; think-pair-share activities; / RD-/0505-2.0.2
Students will identify or explain literary elements (e.g., characterization, setting, plot, theme, point of view) in a passage.
DOK 3 / Theme
Main idea
Implied
Stated
Reading / Explain simplistic symbolism in a selection / Group discussion; Think-pair-share; American symbols activity (Veteran’s Day, Constitution Day, Election Day); Encyclomedia clips / RD-04/05-5.0.2
Students will identify literary devices such as foreshadowing, imagery or figurative language (similes, metaphors, personification, hyperbole).
DOK 2 / Imagery
Symbolism
Reading / Identify foreshadowing, imagery and figurative language in a reading selection / Dire Dilemmas: Foreshadowing and Flashback activity / RD-04/05-5.0.2
Students will identify literary devices such as foreshadowing, imagery or figurative language (similes, metaphors, personification, hyperbole).
DOK 2 / Foreshadowing
Figurative language
Simile
Metaphor
Personification
Onomatopoeia
Hyperbole
Alliteration
Reading
Social Studies
Arts and Humanities / Identify and discern between folk tales, tall tales and myths / Read folktales, tall tales and myths. / AH-04/05-2.3.1
Students will identify how drama has been a part of cultures and time periods throughout history.
DOK 2
Cultures:
Native American,
Traditional Appalachian
West African
(The use of storytelling, myths, legends, folktales in these cultures)
Periods:
Colonial American - European influence on American drama/theatre, plays from England (The influence of Europe was very strong in the colonies due to the movement of settlers from Europe to America.)
Native American includes period in North America before European settlement / Folktale
Myth
Tall tale
Legend
Culture
Social Studies
Reading
Arts and Humanities / Identify elements of Native American culture through visual arts, storytelling and music / Native American read alouds; Encyclomedia clips / AH-04/05-2.3.1
Students will identify how drama has been a part of cultures and time periods throughout history.
DOK 2
Cultures:
Native American,
Traditional Appalachian
West African
(The use of storytelling, myths, legends, folktales in these cultures)
Periods:
Colonial American - European influence on American drama/theatre, plays from England (The influence of Europe was very strong in the colonies due to the movement of settlers from Europe to America.)
Native American includes period in North America before European settlement / Culture
Beliefs
Traditions
Customs
Perspective
Era
Diversity
Prejudice
Artifacts
Primary/secondary source
Interaction
Social institution
Stereotype
Native American
Indigenous
Social Studies
Reading
Arts and Humanities / Identify elements of colonial culture through visual arts, storytelling and music
(5th Grade) / Everyday Life in Colonial Times activity; Encyclomedia clips;
Read alouds / AH-04/05-2.3.1
Students will identify how drama has been a part of cultures and time periods throughout history.
DOK 2
Cultures:
Native American,
Traditional Appalachian
West African
(The use of storytelling, myths, legends, folktales in these cultures)
Periods:
Colonial American - European influence on American drama/theatre, plays from England (The influence of Europe was very strong in the colonies due to the movement of settlers from Europe to America.)
Native American includes period in North America before European settlement / Culture
Beliefs
Traditions
Customs
Perspective
Era
Diversity
Prejudice
Artifacts
Primary/secondary source
Interaction
Social institution
Stereotype
Native American
Indigenous
Colonists
Immigrant
Democratic Principles
Social Studies
Reading
Arts and Humanities / Identify elements of Kentucky’s culture (Appalachian) through visual arts, storytelling and music
(4th Grade) / Read alouds by Kentucky authors; “Where I’m From” poetry/ George Ella Lyons; Jesse Stuart author spotlight; Encyclomedia clips / AH-04/05-2.3.1
Students will identify how drama has been a part of cultures and time periods throughout history.
DOK 2
Cultures:
Native American,
Traditional Appalachian
West African
(The use of storytelling, myths, legends, folktales in these cultures)
Periods:
Colonial American - European influence on American drama/theatre, plays from England (The influence of Europe was very strong in the colonies due to the movement of settlers from Europe to America.)
Native American includes period in North America before European settlement / Culture
Beliefs
Traditions
Customs
Appalachian
Artifacts
Primary/secondary sources
Stereotype
Values
Natural resources
Economy
Oral traditions
Ancestors
Poverty
Social Studies
Reading
Information Literacy / Identify primary and secondary sources in historical documents / Detailed Diaries activity / SS-04/05-5.1.1
Students will use a variety of primary and secondary sources (e.g., artifacts, diaries, maps, timelines) to describe significant events in the history of the U.S. and interpret different perspectives.
DOK 3 / Primary source
Secondary source
Diary
Map
Timeline
Artifacts
Photographs
Journals
Autobiographies
Biographies
Speeches
Records
Arts and Humanities / Dramatize various literary works / Readers’ theater; Play read alouds; Drama vocabulary games / AH-04/05-3.3.1
Students will identify how drama/theatre fulfills a variety of purposes.
DOK 2
Purposes of drama/theatre: (different roles of drama)
Sharing the human experience - to express or communicate emotion, feelings, ideas, information through dramatic works (e.g., storytelling, role playing, narrative works)
Passing on tradition and culture - to express or communicate feelings, ideas, information (e.g., narrative, storytelling, folktales, myths and legends)
Recreationaldrama for entertainment (e.g., drama/theatre as a hobby)
Artistic expression - drama created with the intent to express or communicate emotion, feelings, ideas, information (e.g., dramatic works created and performed by actors in a theatrical setting for an audience)
AH-04/05-4.3.1
Students will create and perform using elements of drama (Literary, Technical, Performance)
AH-04/05-4.3.2
Students will improvise to tell stories that show action and have a clear beginning, middle and end. (Literary elements) / character costumes lighting
plot
props
scenery expression character movement pantomime
Technology
Information Literacy / Use Internet resources appropriate for assigned task / Our Librarian Won’t Tell Us Anything activities /project / TE-SK-I-ICP-3c
Students willuse technology to collect data for content area assignments/projects / Internet
Technology
Speaking, Listening and Observing / Make a presentation using both print and electronic resources / Our Librarian Won’t Tell Us Anything unit / T-I-ICP-S-C4
Students willuse a variety of tools and formats (oral presentations, journals and multimedia presentations) to summarize and communicate the results of observations and investigations / PowerPoint
Word
Presentation
Summary
Technology / Logs on to network with individual login and password / Modeling and practice / T-I-ICP-S-I4
Students willexplain the use of networks and the need for login procedures (e.g., stand alone, network, file server, LANs network resources / User name
Password
Network
Internet
Technology / Properly cares for computer equipment / Teacher modeling, student practice / T-I-ICP-U-2
Students will understand that technology requires proper care and maintenance to be used effectively. / CPU
Monitor
Keyboard
Mouse
laptop
Technology / Uses appropriate technology terminology / Technology bingo game; / T-I-ICP-S-I1
Students will investigate different technology devices and systems (e.g., computer processor unit, monitor, keyboard, disk drive, printer, mouse, digital cameras, interactive white boards) / CPU
CD
DVD
Monitor
Printer
Mouse
Activboard
keyboard
Technology / Uses word processing program create and modify documents / Our Librarian Won’t Tell Us Anything unit / T-I-RIPSI-S-R1
Students will gather and use accurate information from a variety of electronic sources (e.g. teacher-selected Web sites, CDROM, encyclopedias and automated card catalog, online virtual library; word processing, database, spreadsheet) in all content areas / Microsoft Word
Font
Clip art
Internet
Spell Check
Bold
Italics
Underline
Page layout
Cut/copy/paste
Header/footer
Technology / Uses multimedia tools (i.e., PowerPoint) effectively by choosing appropriate layout and format (4th grade); applies transitions, animations and timings (5th grade) / Our Librarian Won’t Tell Us Anything unit / T-I-ICP-S-P1
Students willdevelop, publish and present information in print and digital formats / PowerPoint
Presentation
Word Art
Background
Slide Show
Font
Clip Art
Format
Transition
animation
Technology / Makes presentation using multimedia tools / Our Librarian Won’t Tell Us Anything unit / T-I-ICP-S-P1
Students willdevelop, publish and present information in print and digital formats / PowerPoint
Presentation
Word Art
Background
Slide Show
Font
Clip Art
Format
Transition
animation
Technology / Uses keywords to conduct an Internet search / Our Librarian Won’t Tell Us Anything unit / Keyword
Search Engine
Internet
Authoritative
Internet safety
Technology / Understands the Acceptable Use Policy / Class discussion / T-I-SESI-S-EI1
Students willinvestigate basic issues related to responsible use of technology and describe personal consequences of inappropriate use (e.g., plagiarism, intellectual property, copyright and the conditions of Acceptable Usage Policy) / Internet safety
Plagiarism
Intellectual property
copyright
Technology / Uses safety skills when using technology / Our Librarian Won’t Tell Us Anything unit; Class discussion; I-
Safe activities / T-I-SESI-S-S1
Students will explain the importance of safe Internet use (e.g., iSafe skills)
T-I-SESI-S-S2
Students will apply safe behavior when using technology
T-I-SESI-S-EI2
Students will explore, investigate and practice the use of technology in an appropriate, safe and responsible manner / Chat
Personal information
Technology / Uses student email to communicate with teachers and fellow students / Modeling email use; Discussion of appropriate use of email / T-I-ICP-S-C5
Students willuse online collaborative tools (e.g., email, videoconferencing) / Email
Attachment
Reply
Forward
Delete
Inbox
Technology / Uses document camera / Modeling and supervised practice / T-I-ICP-S-C1
Students willuse technology to communicate in a variety of modes (e.g., audio, speech to text, print, media) / Document camera
Activboard
Technology / Uses pen drive to retrieve and save information / Our Librarian Won’t Tell Us Anything unit / T-I-ICP-S-I1
Students will investigate different technology devices and systems (e.g., computer processor unit, monitor, keyboard, disk drive, printer, mouse, digital cameras, interactive white boards) / Pen drive
Removable drive
USB
Technology / Recognizes when, whom and how to ask for technical assistance / Our Librarian Won’t Tell Us Anything unit; Practice throughout the year / T-I-RIPSI-S-IPS1
Students willdetermine which technology is useful and select the appropriate tool(s) (e.g., calculators, data collection probes, videos, educational software) to inquire/problem- solve in self-directed and extended learning / Troubleshooting
Help button
Software
Hardware
Shut down
Log off
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