Essential Question, Concept or Theme: A. Students, as researchers, will utilize
Approx. Time Allotment:
resources from a variety of media within the school and community to develop a plan for
information gathering, analysis, and synthesis.
Standards: A. Information Literacy: 1.1, 1.2, 1.3 ; PA Standards 1.2, 1.8
Benchmark/Skills
A. Information Literacy
1. Students begin to develop problem-solving
strategies for locating information using print and
electronic resources.
a.
b.
c.
d.
e.
Define an individual information problem based on
an assigned project.
Develop an action plan to solve their research
problem using the RTM Research Protocol.
Identify and use a variety of resources both print and
electronic – OPAC, online databases, AccessPA,
electronic encyclopedias, Internet - within the school
and community.
Use an index, guide words, and keywords to locate
and access general reference print resources
(encyclopedia, dictionary, thesaurus, almanac, atlas,
telephone directory).
Use a menu and/or index and keywords to locate and
access multimedia reference sources.
Revised 7/15/02
Assessment
a.
b.
c.
d.
e.
f.
g.
Teacher or librarian
observation
Journal
Interview
Portfolio
Checklists
Rubrics
Student self evaluation
a.
b.
c.
d.
e.
f.
Aligned Materials/
Resources/Technology
Library books and
periodicals
Online Public Access
Catalog
Audio-visual materials
CDs and software
Electronic resources
including online
databases, AccessPA, and
Internet
Graphic organizers
Instructional Strategies
a.
b.
c.
d.
e.
f.
Mini-lessons
Modeling
Role playing
Experiential learning
KWL Chart
Cooperative learning
activities
3rd Grade Library and Information Literacy Page 1
Approx. Time Allotment:
Essential Question, Concept or Theme: A. Students, as researchers, will utilize
resources from a variety of media within the school and community to develop a plan for
information gathering, analysis, and synthesis.
Standards: A. Information Literacy: 1.1, 1.2, 1.3 ; PA Standards 1.2, 1.8
Benchmark/Skills
2.
a.
b.
c.
With guidance, students can
organize, evaluate and present
information.
Take notes from sources using a
structured format.
Use a graphic organizer to organize,
synthesize, and present the main ideas
from research.
Communicate relevant findings based
on the parameters of their project
Revised 7/15/02
Assessment
a.
b.
c.
d.
e.
f.
g.
Teacher or librarian observation
Journal
Interview
Portfolio
Checklists
Rubrics
Student self evaluation
a.
b.
c.
d.
e.
f.
Aligned Materials/
Resources/Technology
Library books and
periodicals
Online Public Access
Catalog
Audio-visual materials
CDs and software
Electronic resources
including online
databases, AccessPA,
and Internet
Graphic organizers
Instructional Strategies
a.
b.
c.
d.
e.
f.
Mini-lessons
Modeling
Role playing
Experiential learning
KWL Chart
Cooperative learning activities
3rd Grade Library and Information Literacy Page 2
Essential Question, Concept or Theme: A. Students, as researchers, will
Approx. Time Allotment:
utilize resources from a variety of media within the school and community to develop a
plan for information gathering, analysis, and synthesis.
Standards: A. Information Literacy: 1.1, 1.2, 1.3 ; PA Standards 1.2, 1.8
a.
b.
c.
d.
e.
f.
Adaptations/Inclusion
Techniques
Modifications as indicated on
student’s IEP
Additional time and practice
Auditory/visual prompts
Peer support
Individualized assistance
RTM guided questions for
research
Revised 7/15/02
a.
b.
c.
d.
e.
f.
g.
Enrichment
Strategies
Modifications as indicated by student’s IEP
Learning Centers
Independent projects
Mentorships
Interest-based learning choices
Serving as peer tutor
Films, videos, CDs
a.
b.
c.
d.
e.
f.
Remediation
Strategies
Individual conferencing
Peer support
Volunteer assistance
Before/After school help
Additional practice
opportunities
RTM guided research
questions
Multicultural/Interdisciplinary
Connection
a. Library collection represents
a wide variety of sociocultural perspectives.
b. Information literacy
curriculum is, by its very
nature, interdisciplinary and
can be applied across all
subject areas.
3rd Grade Library and Information Literacy Page 3
Essential Question, Concept or Theme: B. Students will become competent, selfApprox. Time Allotment:
motivated readers pursuing information related to personal interests and/or assigned topics
and sharing their knowledge and understandings with others.
Standards: B. Independent Learning Skills: 2.1, 2.2, 2.3 ; PA Standards 1.3
Benchmark/Skills
Assessment
Aligned
Materials/Resources/Technology
B. INDEPENDENT LEARNING
Students develop the ability to
select materials of personal interest
throughout the library including
nonfiction and fiction of various
literary genres.
a. Demonstrate interest in reading
as a recreational activity.
b. Select reading materials at their
personal comprehension level.
c. Read and examine awardwinning literature by noted
authors and illustrators, eg. the
Caldecott Award.
d. Identify and read some of the
following genres: animal stories,
fantasy, historical fiction,
mystery, realistic fiction, science
fiction, traditional literature,
poetry, and biography.
e. Identify parts of a book (spine,
title page, copyright page, table
of contents, index, glossary,
guide words).
f. Use the OPAC to locate
information through a title,
author, subject or keyword
search.
g. Recognize call number
components and use them to
locate materials throughout the
library.
h. Follow established library media
procedures.
Revised 7/15/02
a.
b.
c.
d.
e.
f.
Teacher or librarian
observation
Reading logs
Conferencing
Checklists
Rubrics
Demonstrations
a.
b.
c.
Library books and periodicals
Shelf markers
Online Public Access Catalog
Instructional Strategies
a.
b.
c.
d.
e.
f.
g.
h.
i.
Mini-lessons
Modeling
Role playing
Experiential learning
Book talks
Read-alouds
Literature discussion groups
Guided reading
Reader’s Advisory
3rd Grade Library and Information Literacy Page 4
Essential Question, Concept or Theme: B. Students will become competent, selfmotivated readers pursuing information related to personal interests and/or assigned topics
and sharing their knowledge and understandings with others.
Standards: B. Independent Learning Skills: 2.1, 2.2, 2.3 ; PA Standards 1.3
a.
b.
c.
d.
e.
f.
Adaptations/Inclusion
Techniques
Modifications as indicated on student’s IEP
Additional time and practice
Auditory/visual prompts
Peer support
Individualized assistance
Audiobooks
a.
b.
c.
d.
e.
f.
g.
Revised 7/15/02
Enrichment
Strategies
Modifications as indicated
by student’s IEP
Individualized book chats
Partner reading
Literature circles
Specially designed story
times
Guest speakers such as
visiting authors and
illustrators
Reader’s Advisory
Approx. Time Allotment:
a.
b.
c.
d.
e.
f.
g.
Remediation
Strategies
Individual conferencing
Peer support
Paired reading
Volunteer assistance
Before/After school help
Additional practice
opportunities
Audiobooks
Multicultural/
Interdisciplinary Connection
a. Library collection
represents a wide variety
of sociocultural
perspectives.
b. Information literacy
curriculum is, by its very
nature, interdisciplinary
and can be applied across
all subject areas.
3rd Grade Library and Information Literacy Page 5
Essential Question, Concept or Theme: C. Students will recognize the importance of
information in a democracy, practice ethical behavior in the use of information, and
participate effectively in groups.
Standards: C. Social Responsibility Skills: 3.1, 3.2, 3.3
Benchmark/Skills
C. SOCIAL RESPONSIBILITY
1. Students will understand the concept
of intellectual property rights and
the acceptable use of information.
a.
b.
Cite the resources used in their project
according to the MLA format as
prompted by the RTM bibliography
cards.
Practice responsible and ethical use of
all resources according to copyright
law and the RTM Acceptable Use
Policy.
Revised 7/15/02
Assessment
a.
b.
c.
d.
e.
f.
g.
h.
Demonstrations
Teacher or librarian observation
Checklists
Rubrics
Portfolio
Cooperative group participation
Student self evaluation
Peer feedback
Approx. Time Allotment:
Aligned Materials/
Resources/Technology
a. Library books and
periodicals
b. Online Public Access
Catalog
c. RTM Bibliography
cards
Instructional Strategies
a.
b.
c.
d.
e.
f.
Modeling
Mini-lessons
Role playing
Class discussions
Experiential learning
Cooperative learning activities
3rd Grade Library and Information Literacy Page 6
Essential Question, Concept or Theme: C. Students will recognize the importance of
information in a democracy, practice ethical behavior in the use of information, and
participate effectively in groups.
Standards: C. Social Responsibility Skills: 3.1, 3.2, 3.3
Benchmark/Skills
2.
Students will work effectively in
groups to gather and communicate
information respecting the opinions
and contributions of their peers.
a.
Collaborate with others to find
information and solve problems.
Respect others’ ideas and acknowledge
their contributions.
Share findings from research with a
group.
b.
c.
Revised 7/15/02
Assessment
a.
b.
c.
d.
e.
f.
g.
h.
Demonstrations
Teacher or librarian observation
Checklists
Rubrics
Portfolio
Cooperative group participation
Student self evaluation
Peer feedback
Approx. Time Allotment:
Aligned Materials/
Resources/Technology
a. Library books and
periodicals
b. Online Public Access
Catalog
c. RTM Bibliography
cards
Instructional Strategies
a.
b.
c.
d.
e.
f.
Modeling
Mini-lessons
Role playing
Class discussions
Experiential learning
Cooperative learning activities
3rd Grade Library and Information Literacy Page 7
Essential Question, Concept or Theme:. C. Students will recognize the importance of
information in a democracy, practice ethical behavior in the use of information, and
participate effectively in groups.
Standards: C. Social Responsibility Skills: 3.1, 3.2, 3.3
Adaptations/Inclusion
Techniques
a. Modifications as
indicated on student’s
IEP
b. Additional time and
practice
c. Auditory/visual
prompts
d. Peer
support/modeling/tutor
ing
e. Individualized
assistance
Revised 7/15/02
a.
b.
c.
d.
e.
Enrichment
Strategies
Modifications as indicated by
student’s IEP
Learning Centers
Independent/self selected projects
Serving as peer tutor
Opportunities for peer modeling
a.
b.
c.
d.
e.
Approx. Time Allotment:
Remediation
Strategies
Individual conferencing
Peer modeling
Volunteer assistance
Before/After school help
Additional practice opportunities
Multicultural/
Interdisciplinary Connection
a. Library collection represents
a wide variety of sociocultural perspectives.
b. Information literacy
curriculum is, by its very
nature, interdisciplinary and
can be applied across all
subject areas.
3rd Grade Library and Information Literacy Page 8