Pompton Lakes Public Schools
Library/Media Center Curriculum
June 2012
Dr. Paul Amoroso, Superintendent
Board Members
Mr. Jose A. Arroyo, Mrs. Traci Cioppa, Mr. Robert Cruz, Mr. Shawn Dougherty,
Mr. Garry Luciani, Mr. Carl Padula, Mr. Tom Salus, Mrs. Nancy Schwartz,
Mrs. Stephanie Shaw, Mr. Timothy Troast, Jr.
Library Media: Standard 1 – Access information efficiently to inquire, think
Grades: K-2
critically, and gain knowledge.
Essential Questions
Enduring Understandings
 How do I read, view and
 Equitable access is a key component for education.
listen for information?
 Inquiry provides a framework for learning.
 How do I go beyond
 Ethical behavior in the use of information must be taught.
decoding and
 Reading goes beyond decoding and comprehension to
comprehension to
interpretation and development of new understandings.
interpretation and
 Technology skills are crucial for learning both now and in
development of new
the future.
understandings?
 How do I seek
*Adapted from AASL Standards for the 21 Century Learners
appropriate help when it
is needed?
Content and Cumulative
Classroom Applications
Progress Indicators (CPIs)
Content:
Instructional Guidance
The K-2 program includes
Students may:
story times and a variety of

Locate parts of a book and understand organizational
structured readers response
pattern of a library.
activities. Students are

Demonstrate proper library citizenship.
encouraged to develop

Hear a variety of fiction/nonfiction which supports and
vocabulary to articulate their
enhances all curricular areas.
thoughts and feelings on the
Collaborate with classroom teachers for crossshared literature. Students
curricular instruction.
will use the skills,
dispositions, responsibilities
Concept/Big Idea
and strategies as indicated in Orientation and procedures, Literature Appreciation, Parts of a
the AASL Standards.
Book, Library Structure, and Personal Interest books, Library
Students visit the library
Skills, Reading Comprehension Strategies, Fiction vs.
every week for instruction
Nonfiction, Book Selection and proper care.
and book exchange.
Terminology
CPI:
Alphabetical order, Author, Biography, bookmark, browse, call
As documented on the AASL number, copyright, fiction, illustrator, keyboard, monitor,
Crosswalk of the Common
mouse, nonfiction, numerical order and print vs. non-print,
Core Standards and the
publisher, reference, shelf marker, spine label and title page.
Standards for the 21st
Century Learner.
Resources (electronic/non-electronic print or non-print)
 Award-winning books
 Nonfiction books that support the curriculum and address
student interests.
 Reputable print and online resources including references
(encyclopedias, atlases and dictionaries, etc.)
 Recommended websites and databases, including World
Book and Grolier Online, etc.
 Teacher resources include professional print and online
materials and journals.
Library Media: Standard 1 – Access information efficiently to inquire, think Grades: 3-5
critically, and gain knowledge.
Research Skills
Essential Questions
Enduring Understandings
 How do I demonstrate
 Inquiry provides a framework for learning and information
creativity by using
need.
multiple sources and
 Ethical behavior and library citizenship in the use of
formats?
information must be taught.
 How do I locate, access,
 Reading goes beyond decoding and comprehension to
and choose information
interpretation and development of new understandings.
resources in the library?
 Understand the concept of key words.
 How do I interpret
 Understanding basic organizational pattern of library.
information to develop
 Technology skills are crucial for learning both now and in
new understandings?
the future.
 How can I avoid
plagiarism and use
*Adapted from AASL Standards for the 21 Century Learners
information and resources
ethically and
productively?
Content and Cumulative
Classroom Applications
Progress Indicators (CPIs)
Instructional Guidance
Content:
 Read and explore a variety of fiction and nonfiction genres
The 3-5 programs develop
which support and enhance all curricular areas.
basic library and information
 Demonstrate proper library citizenship.
literacy skills, such as using
 Collaborate with classroom teachers for cross-curricular
the online catalog and
instruction.
accessing online databases.
 Follow a modeled process to research a subject.
In addition, the SLMS
 Identify keywords and/or search terms to locate information.
collaborates with the
classroom teacher to provide  Use reference materials.
 Locate materials by call number, and online library catalog, and
research skills instruction.
select information relevant to the topic.
Students visit the library
 Take notes on the graphic organizer provided, using modeled
every week for instruction
techniques.
and book exchange.
 Synthesize and share information in the form of a final project.
CPI:
As documented on the AASL
Crosswalk of the Common
Core Standards and the
Standards for the 21st
Century Learner.
.
Concept/Big Idea
Orientation and procedures, Literature Appreciation, Library
Structure, Personal Interest books, Library Skills, Reading
Comprehension Strategies, Fiction vs. Nonfiction, Book Selection,
Research, Technology
Terminology
Destiny, almanac, alphabetical order, atlas, author, bibliography,
biography, bookmark, browse, call number, copyright, database,
Dewey Decimal System, dictionary, encyclopedia, fiction, illustrator,
keyboard, key terms, MLA Format, monitor, mouse, nonfiction,
numerical order and print vs. non-print, publisher, reference, shelf
marker, spine label, thesaurus, title page and works cited.
Resources (electronic/non-electronic print or non-print)
 Outline of task.
 Subscription Databases World Book Online and Grolier Online.
 Note taking graphic-organizer
 Bibliography sheet
Library Media: Standard 2 – Draw conclusions, make decisions, and evaluate Grades: K-2
information critically and competently.
Essential Questions
Enduring Understandings
 How do I know the
 Learn difference between fact and fiction.
difference between fact
 Select books appropriate to interest and answer questions
and fiction?
with appropriate resources.
 How do I select
 Ethical behavior in the use of information must be taught.
appropriate materials?
 Reading goes beyond decoding and comprehension to
 How do I recognize new
interpretation and development of new understandings.
knowledge and
 Technology skills are crucial for learning both now and in
understanding?
the future.
Content and Cumulative
Progress Indicators (CPIs)
Content:
The K-2 program includes
story times and a variety of
structured readers response
activities. Students are
encouraged to develop
vocabulary to articulate their
thoughts and feelings on the
shared literature. Students
will use the skills,
dispositions, responsibilities
and strategies as indicated in
the AASL Standards.
Students visit the library
every week for instruction
and book exchange.
CPI:
As documented on the AASL
Crosswalk of the Common
Core Standards and the
Standards for the 21st
Century Learner.
*Adapted from AASL Standards for the 21 Century Learners
Classroom Applications
Instructional Guidance
Students may:
 Hear a variety of fiction/nonfiction which supports and
enhances all curricular areas.
 Use pictures, books and/or objects to extract information.
 Identify the appropriate use of information materials to
extract information.
 Identify the main idea and draw conclusions.
 Collaborate with classroom teachers for cross-curricular
instruction.
Concept/Big Idea
Orientation, Literature Appreciation, Parts of a Book, Library
Structure, Personal Interest books, Library Skills, Reading
Comprehension Strategies, Fiction vs. Nonfiction, Reference
Books, Book Selection
Terminology
Alphabetical order, Author, Biography, bookmark, browse, call
number, copyright, fiction, illustrator, keyboard, monitor,
mouse, nonfiction, numerical order and print vs. non-print,
publisher, reference, shelf marker, spine label and title page.
Resources (electronic/non-electronic print or non-print)
 Award-winning books
 Nonfiction books that support the curriculum and address
student interests.
 Reputable print and online resources including references
(encyclopedias, atlases and dictionaries, etc.)
 Recommended websites and databases, including World
Book and Grolier Online, etc.
 Teacher resources include professional print and online
materials and journals.
Library Media: Standard 2 – Draw conclusions, make decisions, and evaluate Grades: 3-5
information critically and competently.
Research Skills
Essential Questions
Enduring Understandings
 How do I pursue personal  Inquiry provides a framework for learning.
and aesthetic growth
 Ethical behavior in the use of information must be taught.
through reading?
 Reading goes beyond decoding and comprehension to
 How do I locate, access,
interpretation and development of new understandings.
and determine appropriate  Technology skills are crucial for learning both now and in
sources of information in
the future.
the library?
 How do I identify facts
*Adapted from AASL Standards for the 21 Century Learners
and details that support
main ideas?
 How do I connect
understanding to the real
world?
 How can I avoid
plagiarism and use
information and resources
ethically and
productively?
Content and Cumulative
Classroom Applications
Progress Indicators (CPIs)
Content:
Instructional Guidance
 Read and explore a variety of fiction and nonfiction genres
The 3-5 programs develop
which support and enhance all curricular areas.
basic library and information
 Collaborate with classroom teachers for cross-curricular
skills, such as using the
instruction.
online catalog and accessing

Analyze and evaluate new information based on previous
online databases. In addition,
experience and knowledge.
the LMS collaborates with
 Locate and select information relevant to the topic.
the classroom teacher to
 Find similar ideas in more than one source and recognize the
provide research skills
differences between sources.
instruction. Students visit the
Concept/Big Idea
library every week for
Orientation, Literature Appreciation, Library Structure, Personal
instruction and book
Interest books, Library Skills, Reading Comprehension Strategies,
exchange.
Fiction vs. Nonfiction, Book Selection, Research, Technology
Terminology
CPI:
Destiny, almanac, alphabetical order, atlas, author, bibliography,
As documented on the AASL biography, bookmark, browse, call number, copyright, database,
Crosswalk of the Common
Dewey Decimal System, dictionary, encyclopedia, fiction, illustrator,
keyboard, key terms, MLA Format, monitor, mouse, nonfiction,
Core Standards and the
st
numerical order and print vs. non-print, publisher, reference, shelf
Standards for the 21
marker, spine label, thesaurus, title page and works cited.
Century Learner.
Resources (electronic/non-electronic print or non-print)
.




Outline of task.
Subscription Databases World Book Online and Grolier Online.
Note taking graphic-organizer
Bibliography sheet
Library Media: Standard 3 – Use information accurately, creatively and
Grades: K-2
responsibly to share knowledge and to participate collaboratively and
productively.
Essential Questions
Enduring Understandings
 How do I know
 Communicate results of information search in format
communicate the results
appropriate for content.
of my search for
 Recognize ownership of written and illustrated material.
information?
 Observe Internet Guidelines and Protocols as defined in the
 How do I listen and
district’s policies.
participate respectfully?
 Understand expected classroom behaviors.
 Technology skills are crucial for learning both now and in
the future.
Content and Cumulative
Progress Indicators (CPIs)
Content:
The K-2 program includes
story times and a variety of
structured readers response
activities. Students are
encouraged to develop
vocabulary to articulate their
thoughts and feelings on the
shared literature. Students
will use the skills,
dispositions, responsibilities
and strategies as indicated in
the AASL Standards.
Students visit the library
every week for instruction
and book exchange.
CPI:
As documented on the AASL
Crosswalk of the Common
Core Standards and the
Standards for the 21st
Century Learner.
*Adapted from AASL Standards for the 21 Century Learners
Classroom Applications
Instructional Guidance
Students may:
 Collaborate with other students to solve information
problems.
 Use techniques such as a graphic organizer to organize
information.
 Identify the appropriate use of information materials to
extract information.
 Respect different points of view and opinions.
Concept/Big Idea
Orientation, Literature Appreciation, Parts of a Book, Library
Structure, Personal Interest books, Library Skills, Reading
Comprehension Strategies, Fiction vs. Nonfiction, Reference
Books, Book Selection
Terminology
Alphabetical order, Author, Biography, bookmark, browse, call
number, copyright, fiction, illustrator, keyboard, monitor,
mouse, nonfiction, numerical order and print vs. non-print,
publisher, reference, shelf marker, spine label and title page.
Resources (electronic/non-electronic print or non-print)
 Award-winning books
 Nonfiction books that support the curriculum and address
student interests.
 Reputable print and online resources including references
(encyclopedias, atlases and dictionaries, etc.)
 Recommended websites and databases, including World
Book and Grolier Online, etc.
 Teacher resources include professional print and online
materials and journals.
Library Media: Standard 3 – Use information accurately, creatively and
Grades: 3-5
responsibly to share knowledge and to participate collaboratively and
productively.
Research Skills
Essential Questions
Enduring Understandings
 How do I collaborate with  Communicate results of information search in format
other students to solve
appropriate for content.
information problems?
 Recognize ownership of written and illustrated material.
 How do I organize
 Observe Internet Guidelines and Protocols as defined in the
information using
district’s policies.
differentiated techniques?  Understand expected classroom behaviors.
 How can I avoid
 Ethical behavior in the use of information must be taught.
plagiarism and use
 Reading goes beyond decoding and comprehension to
information and resources
interpretation and development of new understandings.
ethically and
 Technology skills are crucial for learning both now and in
productively?
the future.
 How do I assess my
ability to work with
*Adapted from AASL Standards for the 21 Century Learners
others in a group setting?
Content and Cumulative
Classroom Applications
Progress Indicators (CPIs)
Content:
Instructional Guidance
The 3-5 programs develop
Students may:
basic library and information  Present, perform, share, and evaluate the results of
skills, such as using the
information searches in a new form.
online catalog and accessing
 Respect different points of view and opinions.
online databases. In addition,  Differentiate between note taking and copying verbatim
the LMS collaborates with
from sources used.
the classroom teacher to
provide research skills
Concept/Big Idea
instruction. Students visit the Orientation, Literature Appreciation, Library Structure, Personal
library every week for
Interest books, Library Skills, Reading Comprehension
instruction and book
Strategies, Fiction vs. Nonfiction, Book Selection, Research,
exchange.
Technology
CPI:
As documented on the AASL
Crosswalk of the Common
Core Standards and the
Standards for the 21st
Century Learner.
Terminology
Destiny, almanac, alphabetical order, atlas, author, bibliography,
biography, bookmark, browse, call number, copyright, database,
Dewey Decimal System, dictionary, encyclopedia, fiction,
illustrator, keyboard, key terms, MLA Format, monitor, mouse,
nonfiction, numerical order and print vs. non-print, publisher,
reference, shelf marker, spine label, thesaurus, title page and
works cited.
Resources (electronic/non-electronic print or non-print)
 Outline of task.
 Subscription Databases World Book Online and Grolier
Online.
 Note taking graphic-organizer
 Bibliography sheet
Library Media: Standard 4 – Appreciate literature and other creative
Grades: K-2
expressions of thoughts and ideas and pursue knowledge related to personal
interest and aesthetic growth.
Essential Questions
Enduring Understandings
 How do I select an
 Use auditory, text and visual clues to understand literature.
appropriate or “just right”  Select an appropriate book independently, for personal
book for personal
enjoyment.
reading?
 Begin to identify different types and elements of literature.
 How do I identify and
 Begin to recognize information presented creatively in
seek appropriate
various non-textual formats.
resources and materials
 Ask for and seek information related to personal interest.
related to personal
 Select resources and materials based on interest, need and
interest and need?
appropriateness.
Content and Cumulative
Progress Indicators (CPIs)
Content:
The K-2 program includes
story times and a variety of
structured readers response
activities. Students are
encouraged to develop
vocabulary to articulate their
thoughts and feelings on the
shared literature. Students
will use the skills,
dispositions, responsibilities
and strategies as indicated in
the AASL Standards.
Students visit the library
every week for instruction
and book exchange.
CPI:
As documented on the AASL
Crosswalk of the Common
Core Standards and the
Standards for the 21st
Century Learner.
*Adapted from AASL Standards for the 21 Century Learners
Classroom Applications
Instructional Guidance
Students may:








Choose a book of interest from provided assortment.
Read or listen to a variety of fiction.
Identify various literary elements such as character, setting,
plot, and major events or point of view.
Engage in a study of an author and/or illustrator’s body of
work.
Develop appreciation of award winning literature.
Read in various formats.
Read for pleasure, for learning and to find answers to
questions.
Use libraries, library staff and library resources.
Concept/Big Idea
Orientation and procedures, Literature Appreciation, Parts of a Book,
Library Structure, and Personal Interest books, Library Skills, Reading
Comprehension Strategies, Fiction vs. Nonfiction, Book Selection and
proper care.
Terminology
Alphabetical order, Author, Biography, bookmark, browse, call
number, character, copyright, fiction, illustrator, keyboard, monitor,
mouse, nonfiction, numerical order, plot, print vs. non-print, publisher,
reference, setting, shelf marker, spine label and title page.
Resources (electronic/non-electronic print or non-print)





Award-winning books
Nonfiction books that support the curriculum and address student
interests.
Reputable print and online resources including references
(encyclopedias, atlases and dictionaries, etc.)
Recommended websites and databases, including World Book and
Grolier Online, etc.
Teacher resources include professional print and online materials
and journals.
Library Media: Standard 4 – Appreciate literature and other creative
expressions of thoughts and ideas and pursue knowledge related to personal
interest and aesthetic growth.
Research Skills
Essential Questions
Enduring Understandings




How do I connect ideas to
personal interest and
previous knowledge and
experience?
How do I read, view and
listen for pleasure and
personal growth?
How do I show an
appreciation for literature
by electing to read for
pleasure and express an
interest in various literary
genres?
How can I display
curiosity by pursuing
interests through multiple
resources?
Content and Cumulative
Progress Indicators (CPIs)
Content:
The 3-5 programs develop
basic library and information
skills, such as using the
online catalog and accessing
online databases. In addition,
the LMS collaborates with
the classroom teacher to
provide research skills
instruction. Students visit the
library every week for
instruction and book
exchange.
CPI:
As documented on the AASL
Crosswalk of the Common
Core Standards and the
Standards for the 21st
Century Learner.






Grades: 3-5
Use both text and visuals to understand literature.
Select an appropriate book of interest for personal
enjoyment.
Recognize different types and elements of literature.
Analyze and understand information presented creatively in
various non-textual formats.
Seek information related to personal interest and goals.
Select resources and materials based interest, need and
appropriateness.
*Adapted from AASL Standards for the 21 Century Learners
Classroom Applications
Instructional Guidance









Self-select appropriate reading material for a specific
purpose during literature selection.
Listen to or read traditional literature of various genres.
Recognize various literary elements.
Participate in guided discussions about literature to share
opinions and responses.
Develop individual taste in series, author and genre
reading.
Appreciate information presented creatively in various
formats.
Select award winning literature as appropriate to age group
and personal interests.
Read for pleasure, seek answers and explore topics of
personal interest.
Access libraries, library staff and library resources both
personally and virtually.
Concept/Big Idea
Orientation and procedures, Literature Appreciation, Library
Structure, Personal Interest books, Library Skills, Reading
Comprehension Strategies, Fiction vs. Nonfiction, Book
Selection, Research, Technology
Terminology
Destiny, almanac, alphabetical order, atlas, author, bibliography,
biography, bookmark, browse, call number, character, copyright,
database, Dewey Decimal System, dictionary, encyclopedia,
fiction, illustrator, keyboard, key terms, MLA Format, monitor,
mouse, plot, nonfiction, numerical order and print vs. non-print,
publisher, reference, setting, shelf marker, spine label, thesaurus,
title page and works cited.
Resources (electronic/non-electronic print or non-print)
 Outline of task.
 Subscription Databases World Book Online and Grolier
Online.
 Note taking graphic-organizer
 Bibliography sheet