Morris School District
31 Hazel Street
Morristown, NJ 07960
Morris School District
Library/Information Literacy Curriculum
Grades 03 through 05
Dr. Thomas Ficarra, Superintendent
Submitted by: Wendy Pollock-Gilson and Mark Fluck
Date: April 29, 2013
Course Rationale: This course is a revision of a curriculum which has become outdated. Information literacy is not a class but is embedded into the research process of all other
subject areas. Information Literacy Skills are taught K-12 in a continuum.
Name of Writer: Wendy PollockGilson and Mark Fluck
Date: April 2013
Philosophical Tenets:
The Morris School District Library/Information Literacy curriculum encourages and promotes the love of reading as well as providing a program of interactive experiences leading
students to be information literate, effective and ethical users and producers of information and ideas, as well as lifelong learners. Our curriculum strongly supports and is aligned
with Common Core Standards as well as the standards of the American Association of School Librarians (AASL). Common Core Standards emphasize research skills which form
the backbone of information literacy. Being able to access and evaluate information is one of the most important skills students will need to have in order to be successful. Students
need to be able to utilize a wide variety of information sources. These skills are needed in every subject and content area.
Students are encouraged to use a wide variety of print, nonprint, and electronic resources to develop critical skills in locating, accessing, selecting, evaluating, and using data to
learn, think, and creatively apply new knowledge. By integrating resources with the curriculum and providing a progressive program of study in effectively using library resources
and technology, the library/information curriculum as delivered by a certified school librarian will foster independent learning skills through information literacy programs that are
supportive, effective, and vibrant. The information literacy course integrates student understanding and the research process. The Discover research method is guide for students to
develop 21st Century skills. DISCOVER is an acronym for the following: Define, Inquire, Search, Collect, Organize, Verify, Express and Reflect. The DISCOVER is a guide for
students to follow whether completing a school assigned project or for their own information needs. The DISCOVER process will be introduced in smaller segments as a sequel to
K-2 DIGS beginning in third grade as part of the nonfiction language arts curriculum.
Name of Writer: Wendy PollockGilson and Mark Fluck
Date: April 2013
COURSE:
Library/Information Literacy
GRADE LEVEL(S): 3-5
Time Frame:
Months or # of Days
Content/Topic
Name of Writer: Wendy PollockGilson and Mark Fluck
Date: April 2013
MSD CURRICULUM MAP
Observable
Proficiencies/Skills
NJCCS
Performance
Benchmarks/Assessments
Materials Used
Pacing
Key learning items/concepts to be
covered. Essential questions that
students will answer
Ongoing
Accessing Information in the library
● Understands the library is
and technology
arranged by Dewey
How is the library organized to locate Decimal system.
reference, nonfiction and
● Students are able to locate
biographies?
different materials including
fiction, nonfiction,
How do I access information using biography and reference
reference books, nonfiction books, resources.
and biographies?
● Apply the Dewey Decimal
System to seek nonfiction
How do I know what is an online
and biography sources
database and how to evaluate an
sequencing by hundreds and
internet site?
decimal point.
How do I access information safely● Students will use nonfiction
online?
text features including bold
How do I safely use social media?
print, indexes, table of
How do I use information
contents, graphs, maps,
productively?
glossary and captions.
●
●
●
●
●
●
Name of Writer: Wendy PollockGilson and Mark Fluck
Date: April 2013
What they need to know?
Subject specific National Core
What specific skills are
NJCCCS plus cross references to
necessary for success? The other relevant NJCCS areas
skills commence with an
action verb.
What will be assessed? How
well should students perform?
What are the mastery skills and
concepts to be assessed? What
will be used to assess students?
Assessments are listed as
specific nouns
AASL: 1.1.2; 1.3; 3.1;.3.2; 3.3;
● Students will be able to locate Computers, Internet, Online
3.4
picture, fiction, nonfiction,
Databases, Search Engines,
biography and reference books Books (print and electronic)
ISTE Nets-S-6a, 6d
● Students will apply the Dewey Scavenger hunt, nonfiction
Decimal system to locate
book evaluation, Dewey
Common Core:
assigned subjects, play Dewey Decimal games, librarian
CCSS.ELA-Literacy.W.3-5.8
Bingo, library scavenger hunts produced interactive materials
and floor plans.
http://mediasmarts.ca/digitalm
● Students will be able to cite
edia-literacy/educational;
their sources
games.
● Students will practice safe and http://www.ikeepsafe.org
ethical use of technology
● Students will correctly use
guide words, headings and
subheading; captions; charts;
tables; illustrations; index;
table of contents; glossary; and
title page.
●
●
● Know when to cite and how
Assessments:
to use standard citation
Library scavenger hunt, Dewey
●
Ongoing
Independent Reading
●
How do I find a book that interests
me? How do I determine if a book is
“just right” for my independent
reading level? What are the different
book genres? What book awards ●
could help me find a book for
independent reading? What are the
different book awards for? What are
literary elements? What is a
biography, autobiography and
●
collective biography?
How do I create a bibliography using
the OPALS system to gather books
which may interest me? What is a
book annotation and what else can
the OPAC record tell me about a ●
book ?
Name of Writer: Wendy PollockGilson and Mark Fluck
Date: April 2013
formatting
Use technology and
information resources both
in school and in personal
situations safely including
the importance of internet
privacy, safety, and bullying.
Bingo, completed floor plans,
nonfiction book assessment
and evaluation
● Works Cited Page
● Online assessments (for
example those mediasmarts.ca
and ikeepsafe.org)
Selects books for pleasure AASL: 1.1.1; 1.1.2; 1.3.1; 1.4.1;
●
reading using a variety of
2.4.1; 4.2.1; 4.3.1; 4.4.1
criteria such as (book
●
covers and flaps or peer
ISTE Nets - S1a
recommendations)
Selects award winning
●
literature (Newbery,
Common Core:
Caldecott, Coretta Scott
CCSS.ELA-Literacy.RL.3-5.10
King) for recreational
reading.
Defines and differentiates
●
literary genres including
historical fiction, fantasy,
fairy tales, folk tales (tall
tale, pourquoi, trickster),
realistic and science fiction.
Recognizes literary elements
●
(such as character, plot,
voice, setting, point of view)
● Selects, locates and checks
out a biography to meet
●
SGO on effectively using the Computers, Library
OPAL system.
Automation System; Internet;
Utilizes the circulation process Print Books, Newbery and
for borrowing and returning
Caldecott posters, readers
books.
theater, librarian produced
Students will consistently
interactive materials
locate and select fiction,
nonfiction, and biography
books for assignment for
personal choice.
Students will recognize and
differentiate among awardwinning books including but
not limited to Newbery,
Caldecott, Siebert, and Coretta
Scott King.
Can complete a simple search
for a book in OPAC in 5th
grade by author, title, and
subject.
Use the book record to read the
assignment criteria.
annotation, see similar books,
reading level and book length
● Shares books with peers,
classroom teacher and librarian
● Reader’s theater
●
Assessments:
● OPALS created bibiliography
● Circulation reports
DISCOVER:
Name of Writer: Wendy PollockGilson and Mark Fluck
Date: April 2013
1 or more classes
Define:
●
What interests me about this topic?
What questions do I have about this
●
topic?
● What do I hope to answer by doing
this research?
●
● What keywords will help me search?
● What information do I need to
complete an assigned research topic?
●
●
●
1 or 2 classes
Understands the
DISCOVER process
Recognizes the purpose of
research and how that may
affect the process
Connects ideas to previous
knowledge and how it
relates to self
Identifies a focus for
research
Inquire:
● Knows where to find basic
● What do I already know or think I
information on a topic
know about this topic?
● Reads background
● What background information would information “PreSearch”
help me get an overview of my topic? using online database in
order to narrow the focus of
the research project
● Does not rely on
Wikipedia and
Google as first
source for
information
● Refines questions to guide
the DISCOVER research
process
Name of Writer: Wendy PollockGilson and Mark Fluck
Date: April 2013
AASL 1.1.1; 1.1.2; 1.1.3; 4.1.2● Students will be able to define Computers, Internet, Online
their topic (Who, what, where, Databases, Search Engines,
ISTE Nets-S-3a; 4a
when ,why)
Books
Assessments:
Common Core:
● Topic statement created with
CCSS.ELA-Literacy.RI.3-5.1
teacher guidance to outline and
organize research.
● KWL chart
● Extract and write answers to
the 5w’s
AASL 1.1.1; 1.1.2; 1.1.3; 4.1.2● Students can locate basic
information on their topics
ISTE Nets-S-3a; 4a
using a variety of materials
(i.e. books, textbooks,
Common Core:
encyclopedias, etc.)
CCSS.ELA-Literacy.W.3-5.2b
Assessments:
CCSS.ELA-Literacy.W.3-5.7 ● Outline, notes and/or graphic
organizer is assessed in
collaboration with or by
subject area teacher
Computers, Internet, Online
Databases, Search Engines,
Books
Varies
●
●
●
●
●
●
●
Search:
● Identifies key concepts and
What are all the sources that could be terms and adjusts according
used?
to new information gathered
Which sources will be most useful to expand or narrow topic
and valuable?
● Seeks information from a
How do I locate these sources in the variety of sources
library and online?
● Recognizes the difference
How do I apply nonfiction text
between primary and
features to locate information.?
secondary sources
How do I expand or limit a search ● Understands the
using Boolean search terms?
organization of a library
How do I find the information within
● Conducts searches using the
each source?
most efficient search
How is a library organized?
strategies
AASL 1.1.3; 1.1.4; 1.1.5; 1.1.8;
● SGO on using online database.
1.2.2; 1.2.3
●
● Students will be able to do a
ISTE- Nets- S-3b; 3c; 4c
simple search using an online
database
Common Core:
● Students will be able to
CCSS.ELA-Literacy.W.3-5.2b
identify key words with
teacher guidance
● Students will recognize that
information may be found in a
variety of sources.
● Students understand the
difference between primary
and secondary sources
● Creates a works cited page
using an online citation maker
or manually to be assessed
either by the librarian or the
subject area teacher
Collect and Organize:
● Selects, paraphrases, and/or AASL- 1.1.6; 1.4.1; 2.1.1; 2.1.2;
●
How do I best organize my research? summarizes and records
2.1.4;
How do I create a logical sequence to appropriate information on a
support my topic?
graphic organizer or note
ISTE- Nets- s3b; 4c
●
● How do I input a url? How do I
cards
bookmark a useful website? How do
● How do I collect my
Common Core:
I utilize the Favorites and
information using internet CCSS.ELA-Literacy.RI.3-5.1;
Bookmarked buttons?
resources?
CCSS.ELA-Literacy.RI.3-5.7; ●
● How do I selectively print and
●
CCSS.ELA-Literacy.RI.3-5.9;
highlight from the internet?
● Understands plagiarism and CCSS.ELA-Literacy.W.3-5.1;
●
importance of
CCSS.ELA-Literacy.W.3-5.2;
acknowledging resources. CCSS.ELA-Literacy.W.3-5.6; ●
●
CCSS.ELA-Literacy.W.3-5.7;
● Clarifies information by
CCSS.ELA-Literacy.W.3-5.8;
defining main and
CCSS.ELA-Literacy.W.4-5.9
supporting ideas
●
Name of Writer: Wendy PollockGilson and Mark Fluck
Date: April 2013
Varies
●
●
Computers, Internet, Online
Databases, Search Engines,
nonfiction and reference
books, biographies, OPAC
Students will be able to take Computers, Internet, Online
notes using various note taking Databases, Search Engines,
strategies
Books, Note Taking, graphic
Students will use graphic
organizers, Word Processing.
organizers and note cards to Librarian produced interactive
record and organize
materials
information.
Students will organize
information logically and
clearly to communicate their
ideas and information clearly.
Students will be able to
incorporate feedback from a
variety of sources (peers,
teachers, and librarians)
Students will be able to
●
●
●
●
Varies
Verify:
● Evaluates information from AASL: 1.1.4; 1.1.5, 1.1.7; 1.2.1;
●
● Is the information I am getting from a a variety of sources using set 3.1.6
reputable source?
criteria
ISTE- Nets- S3b; 3c; 4c; 5a
● How do I know what a reputable ● Evaluates information for
source is?
fact, opinion, point of view, Common Core:
● When do I have to cite information and bias
CCSS.ELA-Literacy.RI.3-5.3 ●
that I am using?
● Maintains objectivity when CCSS.ELA-Literacy.RI.3-5.6
evaluating information
CCSS.ELA-Literacy.RI.3-5.7
● Determines usefulness and
●
CCSS.ELA-Literacy.RI.3-5.9
relevance
● Creates a works cited page CCSS.ELA-Literacy.RL.3-5.9
using standard bibliographic CCSS.ELA-Literacy.SL.3-5.3
CCSS.ELA-Literacy.W.5.7
formatting rules
CCSS.ELA-Literacy.W.3-5.8
incorporate main and
supporting ideas in their
nonfiction writing
Students will use bookmarks,
favorites, and urls to collect
information on the internet.
Students will select appropriate
images from the internet.
Students will selectively print
from the internet.
Assessments:
Note cards and other
organizational tools will be
evaluated by subject area
teachers
Students will be able to
Computers, Internet, Online
evaluate a website using a
Databases, Search Engines,
standard list of criteria (e.g.
Books , Online Citation and/or
CARB, 5 W’s) with teacher or Note Taking tools, Word
librarian guidance
Processing Tools
Students will identify .gov,.net.
.com and .edu as ways to
determine website authorship.
Students will be able to create
a works cited page using an
online citation creator or
manually with teacher or
librarian guidance in the 5th
grade
Assessments:
Works cited to be
assessed either by the
librarian or the subject
area teacher
Name of Writer: Wendy PollockGilson and Mark Fluck
Date: April 2013
Varies
Express:
●
● What type of product or presentation
will allow me to present my findings
most effectively to the intended
audience?
●
● How do I create an end product such
as a poster, skit, brochure,
powerpoint, song, imovie, or model
to share my research?
● What technology or tools will help
me create a product or presentation?
Communicates new
AASL: 2.1.6; 2.2.2; 2.2.4; 3.1.1;
●
understanding by designing, 3.1.3; 3.1.4; 3.1.6
creating, or writing final
product
ISTE NETS- S 1a,b; 2a,b; 5a
Edits for grammar
Common Core:
CCSS.ELA-Literacy.RI.4-5.6
CCSS.ELA-Literacy.SL.3-4.4
CCSS.ELA-Literacy.SL.3-5.5
CCSS.ELA-Literacy.W.3-5.6
CCSS.ELA-Literacy.W.3-5.10
Students will be able to create Computers, Internet, Note
a visual, multimedia, written Taking Tools, Word Processing
product or other multiple
Tools, ipads, project materials
intelligence product to be
depending on final product
determined by content area
teacher which includes a works
cited page. This product will
be assessed by the subject area
teacher
Assessments;
● To be determined by content
area teachers
Name of Writer: Wendy PollockGilson and Mark Fluck
Date: April 2013
Reflect:
●
What worked well for me with the
research, collecting information and
assembling my final product? What●
could I have done better?
● Is my product/presentation as
●
effective as it can be?
● How successful was my research
process (DISCOVER)?
● How can I improve my next project?
Name of Writer: Wendy PollockGilson and Mark Fluck
Date: April 2013
Determines best information AASL: 1.1.7; 1.2.1; 1.4.1, 1.4.2;
●
by examining evidence from 1.4.4; 2.1.1; 2.4.2; 2.4.4; 3.1.1;
multiple sources
3.4.1; 3.4.2; 3.4.3; 4.4.5; 4.4.6;
Brainstorms ideas for further
exploration
ISTE NETS- S4c
●
Assesses and revises work
during the research
Common Core:
(DISCOVER) process
CCSS.ELA-Literacy.W.3-5.5
CCSS.ELA-Literacy.W.3-5.6 ●
Students will be able to revise Computers, Internet, Word
their rough drafts using
Processing Tools, subject area
suggestions made by peer
teacher rubric
editors or by teacher comments
Students will be able to self
reflect
Assessments:
Research log to be evaluated
by either librarian in
collaboration with subject area
teacher or by subject area
teacher
● Rough draft assessed by
content area teacher