Brandywine Heights Area School District€¦ · Web viewInformational literacy is an essential part of the education for students in The Brandywine Heights Area School District. The

District Overview:

Informational literacy is an essential part of the education for students in The Brandywine Heights Area School District. The American Association of School Librarians’ standards for the 21st Century learner are imbedded the District’s Library program. The Library program uses components from The Model Library Curriculum for Pennsylvania School Library Programs to design and plan instruction. The curricular framework reinforces opportunities to partner with teachers to support student academic growth in achieving standards across all core subject areas. As students explore ideas, they will apply their learning independently to:

Read and evaluate text in all formats for learning, personal and aesthetic growth, and enjoyment. Research, analyze, synthesize, and evaluate information as critical consumers to draw conclusions and make informed decisions. Create, apply, and share knowledge ethically and effectively in a variety of media formats to communicate a coherent message.

In an age where the presentation of information is changing, it is increasingly important to teach skills necessary to locate, use, synthesize, apply, evaluate and share information. Therefore, these skills are within the Information Literacy curriculum grades 4 -12 and the Library Skills curriculum grades K - 3 as students gain increasing expertise through their school years.

Kindergarten Description:

The overarching goals for the Kindergarten Library Skills program is for students to become familiar with the library and its procedures, demonstrate proper book care, identify text features of a book: title, author, illustrator and function of each. Students will be introduced to proper book care and handling. Students will demonstrate proper library procedures: choosing a book and checking it out. Students will define fiction and nonfiction/informational books and the characteristics of each. Students will develop an appreciation for literature through exposure to quality authors and illustrators.

Kindergarten Units: Unit 1: Library Orientation and Procedures, Book Handling Skills Unit 2: Role of the Author and Illustrator Unit 3: Fiction and Fiction Characteristics Unit 4: Identifying Text Features Unit 5: Nonfiction/Informational Text Characteristics Unit 6: Author/Illustrator Study - Eric Carle Unit 7: Author/Illustrator Study - Frank Asch Unit 8: Literature Expansion- Fiction and Nonfiction

Subject: Library Skills Grade: K Suggested Timeline: 1 period/ 6 day cycle: 30 cycles/year

Unit Title: Library Orientation and Procedures, Book Handling Skills

Unit Overview/Essential Understanding: Kindergarten students will learn how to choose a library book and check it out at the circulation desk. Students will learn proper book handling and care when borrowing library books. Students will learn about keeping their book in a “safe place” when transporting to and from school and at home.

Essential questions: How do you find and check out a library book? Where is a safe place to keep your library book? How do you turn the pages of a book?

Unit Objectives: Kindergarten students will browse the library and choose a grade-level book of choice. Kindergarten students will check out their book at the circulation desk. Kindergarten students will demonstrate proper book handling and care.

Focus Standards Addressed in this Unit: CC1.1. A – Utilize book handling skills

Important Standards Addressed in this Unit: CC1.3.B - Answer questions about key details in a text CC1.3.G - Make connections between the illustrations and text in a story (read or read aloud) CC1.5.B - Ask and answer questions about key details in a text read aloud or information presented orally or through other media

Misconceptions: Students believe that library books may be kept instead of just borrowing them. A “safe place” is under the bed, in a drawer or closet.

Concepts/Content: Competencies/Skills: Description of Activities:

Where in the library to choose a book of choice

How to find a book of choice and properly check it out

Utilize proper book handling and care

Browse the library and select a grade-level book

Follow circulation procedures Demonstrate proper book care

Model proper book care Use of a “damaged” book to demonstrate

concepts “Welcome to the Library” pamphlet to take

home to read with parents Model how to use a shelf marker and check out

a book Library related songs to reinforce desired library

behaviors and proper book care- “Library Songs” CD

Assessments: Observation: Students will demonstrate how to use a shelf marker, select a book, and check out a book. Informal question/answer

Interdisciplinary Connections: Learning to take proper care of a book extends to all other

subject areas that use print material. Reading ELA Music

Additional Resources: Destiny Online Library Catalog:

https://bhasd.follettdestiny.com The Model Curriculum for Pennsylvania School Library

Programs Approved District resources

https://bhasd.follettdestiny.com/

Subject: Library Skills Grade: K Suggested Timeline: 1 period / 6 day cycle: 30 cycles/year

Unit Title: Role of the Author and Illustrator

Unit Overview/Essential Understanding: Students will recall the role of an author and the role of an illustrator in creating a book. Students will describe the relationship between illustrations and text.

Essential questions: What does an author do? What does an illustrator do? What is happening in this picture?

Unit Objectives: Students will recall the role of the author. Students will recall the role of the illustrator. Students will describe the relationship between the illustrations and text.

Focus Standards Addressed in this Unit: CC1.3.K.D - Name the author and illustrator of a story and define the role of each in telling a story CC1.3.K.G - Make connections between the illustrations and the text in a story

Important Standards Addressed in this Unit: CC1.3.K.B - Answer questions about key details in a text CC1.3.K.F - Ask and answer questions about unknown words in a text

Misconceptions:

Students sometimes mix up the roles of the author and illustrator.Concepts/Content:

Role of the author and illustrator in the creation of a book

How illustrations help to tell the story

Competencies/Skills: Articulate the role of an author

and illustrator Articulate what is happening in an

illustration

Description of Activities: Selected books to reinforce concepts

Assessments: Informal question and answer

Interdisciplinary Connections: Extends to classroom reading and print materials.

Additional Resources: Destiny Online Library Catalog https://bhasd.follettdestiny.com The Model Curriculum for Pennsylvania School Library


Subject: Library Skills Grade: K Suggested Timeline: 1 period per a 6-day cycle : 30 cycles/yr.


Unit Title: Fiction and Fiction Characteristics

Unit Overview/Essential Understanding: Students will define fiction and identify the characteristics of fiction in a read-aloud or self-read story.

Essential questions: What is fiction? What makes this story a fiction story?

Unit Objectives: Students will define fiction. Students will identify the characteristics that makes a story a fiction story.

Focus Standards Addressed in this Unit: CC1.3.K.E - Recognize common types of text

Important Standards Addressed in this Unit: CC1.2.K.A - With prompting and support, identify the main idea and retell key details of text CC1.3.K.B - Answer questions about key details in a text CC1.3.K.G - Make connections between illustrations and the text in the story CC1.5.K.B - Ask and answer questions about key details in a text read aloud or information presented orally or through other media

Misconceptions: Students believe that fiction is fake. (Better terminology: Fiction is a made-up story written by an author.)

Concepts/Content Definition of fiction Fictional characteristics

Competencies/Skills: Define fiction Recognize the characteristics that

make a story fiction

Description of Activities: Thematic extension activities

Assessments: Informal question/answer

Interdisciplinary Connections: Defining fiction and recognizing fiction characteristics extends

to classroom Reading classes.




Subject: Library Skills Grade: K Suggested Timeline: 1 period /6 day cycle: 30 cycles/yr.


Unit Title: Identifying Text Features

Unit Overview/Essential Understanding: Students will identify front cover of a book. On the front cover of a book, students will identify these pieces of information: title of a book, the author and illustrator. Student will describe the parts of a story: beginning, details, and end.

Essential questions: What pieces of information can you find on the front cover of a book? What happened in the beginning of this story? What happened at the end of this story?

Unit Objectives: Students will identify the front cover of a book. Students will identify the title, author, illustrator of a book found on the front cover. Students will identify the beginning and end of a story, details of a story.

Focus Standards Addressed in this Unit: CC1.2.K. E - Identify parts of a book (title, author) and parts of a text (beginning, end, details)

Important Standards Addressed in this Unit: CC1.2.K.J - Use words and phrases acquired through conversations, reading and being read to and responding to texts CC1.3.K.B - Answer questions about key details in a text CC1.3.K.C - With prompting and support, identify characters, settings, and major events in a story

Misconceptions: Students believe that details only happen in the middle of the story with major events.

Concepts/Content: Parts of the book Story elements

Competencies/Skills: Find the title,

author/illustrator of a book on the cover of a

Description of Activities: Hands-on activity-finding the title, author, illustrator of a book

book Retell the beginning

and end of a story with details

Assessments: Observation Informal question and answer

Interdisciplinary Connections: Extends to all other subject areas that use print materials.




Subject: Library Skills Grade: K Suggested Timeline: 1 period per 6 day cycle: 30 cycles/yr.

Unit Title: Nonfiction/Informational Text and Characteristics


Unit Overview/Essential Understanding: Kindergarten students will be introduced to several examples of nonfiction/informational books. Upon completion of this unit, students will be able to define nonfiction, and the difference between fiction and nonfiction. Students will recall that true information is a fact.

Essential questions: What is nonfiction/informational text? What is the difference between fiction and nonfiction/informational text? What is a fact?

Unit Objectives: Students will define nonfiction Students will compare and contrast the differences between fiction and nonfiction/informational text. Students will define the meaning of a fact.

Focus Standards Addressed in this Unit: CC1.2.K.B - With prompting and support, answer questions about key details in a text CC1.3.K.E - Recognize common types of text

Important Standards Addressed in this Unit: CC1.2.K.F - With prompting and support, ask and answer questions about unknown words in a text CC1.2.K.G - Answer questions to describe the relationship between illustrations and the text in which they appear CC1.2.K.J - Use words and phrases acquired through conversations, reading, and being reading to and responding to texts CC1.2.K.H - Determine or clarify the meaning of unknown or multiple-meaning words and phrases based upon grade-level reading and

content CC1.5.K.B - Ask and answer questions about key details in a text read aloud or information presented orally or through other media

Misconceptions: Students sometimes conclude that nonfiction books with illustrations are not nonfiction books. Some students confuse nonfiction with

fiction.


Definition of nonfiction/informational text

Difference between fiction and nonfiction/informational text

Definition of a fact

Recognize nonfiction/informational text

Articulate the difference between fiction and nonfiction/informational text

Define fact

Examples of nonfiction/informational text both with illustrations and real-life pictures

Compare contrast fiction and nonfiction/ informational text


Interdisciplinary Connections: Classroom Reading, Science, and Explore classes.


https://bhasd.follettdestiny.com Model Curriculum for Pennsylvania School Library Programs Approved District resources


Unit Title: Author/illustrator study-Eric Carle


Unit Overview/Essential Understanding: Kindergarten students will experience the art, language, and characters created by Eric Carle through several examples of his work. Students will learn to recognize his books and his art style.

Essential questions: How does Eric Carle create his illustrations? Can you name of one of his books?

Unit Objectives: Students will describe the art style that Eric Carle used to create his illustrations. Students will name one of Eric Carle’s books.

Focus Standards Addressed in this Unit: CC1.3.K.B - Answer key details in a text CC1.3.K.C - With prompting and support, identify characters, settings, and major events in a story CC1.3.K.D - Name the author and illustrator of a story and define the role of each in telling the story

Important Standards Addressed in this Unit: CC1.3.K.E - Recognize common types of text CC1.5.K.B - Ask and answer questions about key details on a text read aloud or information presently orally of through other media

Misconceptions: Sometimes students do not recognize that a real person creates the illustrations in a book.

Concepts/Content: Illustrators create book

illustrations using different art techniques

Collage – definition and characteristics

Competencies/Skills: Name an Eric Carle title Recall that Eric Carle uses

collage to create his illustrations

Description of Activities: Small art project creating a collage. Reader’s Theater using text and stick puppets from “Polar

Bear, Polar Bear, What do you Hear”? “The Art of Eric Carle” DVD clip

Eric Carle uses collage to create his illustrations

Assessments: Observation Informal question and answer

Interdisciplinary Connections: Reading Art





Subject: Library Skills Grade: K Suggested Timeline: 1 period/per 6 day cycle: 30 cycles/yr.

Unit Title: Author/Illustrator Study- Frank Asch

Unit Overview/Essential Understanding: Kindergarten students will be introduced to the books written and illustrated by Frank Asch to expand their reading choices. Students will recognize these books as fiction books with the various characters acting as fictional characters.

Essential questions: What is fiction? Why is this a fiction book?

Unit Objectives: Students will recall the role of an author and an illustrator. Students will define fiction and describe why this is a fiction book. Students will name a favorite character from a Frank Asch book. Students will name a Frank Asch book.

Focus Standards Addressed in this Unit: CC1.3.K.C - With prompting and support, identify characters, setting, and major events in s story CC1.3.K.D - Name the author and illustrator of a story and define the role of each in telling the story CC1.3.K.E - Recognize common types of text

Important Standards Addressed in this Unit: CC1.5.K.B - Ask and answer questions about key details in a text read aloud of information presented orally or through other media

Misconceptions: Students believe that fictional characters are real.


Role of the author/illustrator Definition of fiction Fiction characteristics Frank Asch as an author/

illustrator

Define fiction Articulate why this story is fiction Name a favorite Frank Asch book

and a character

Select Frank Asch titles Related extension activities


Interdisciplinary Connections: Art, Reading in the classroom


https://www.bhasd.follettdestiny.com Model Curriculum for Pennsylvania School Library Programs Approved District resources


https://www.bhasd.follettdestiny.com/

Unit Title: Literature Expansion - Fiction and Nonfiction Literature

Unit Overview/Essential Understanding: This unit is intended to broaden the available literature and reading choices for Kindergarten students as well as a culmination of Library Skills learned during the year. This unit is intended to serve as an extension of classroom topics and activities, such as ABC and number reinforcement, seasonal literature using both fiction / nonfiction / informational text. Students will choose a book of choice, classroom related books, or seasonal titles.

Essential Questions: What does an author do? What does an illustrator do? What is fiction? What makes this a fiction story? What is non-fiction/informational text?

Unit Objectives: Students will define the role of author. Students will define the role of an illustrator. Students will define fiction. Students will define nonfiction/informational text. Students will compare/contrast fiction and nonfiction.

Focus Standards Addressed in this Unit: CC1.3.K.D - Name the author and illustrator of a story and define the role of each in telling the story CC1.3.K.E - Recognize common types of text

Important Standards Addressed in this Unit: CC1.2.K.A - With prompting and support, identify the main idea and retell key details of text CC1.2.K.B - With prompting and support answer questions about key details in a text CC1.3.K.C - With prompting and support, identify characters, settings, and major events in a story

Misconceptions:

Students tend to mix-up the roles of the author and illustrator; confuse nonfiction with fiction.

Concepts/Content: Role of the author Role of the illustrator Definition of fiction Definition of

nonfiction/informational text

Competencies/Skills: Articulate the role of the author Articulate the role of the

illustrator Define fiction Define nonfiction/informational

text

Description of Activities: Pairing of a fiction title with a nonfiction title Thematic extension activities

Assessments: Informal question and answer Observation

Interdisciplinary Connections: Reading Science Classroom topics

Additional Resources: Destiny Online Library Catalog https://bhasd.follettdestiny.com The Model Curriculum for Pennsylvania School Library



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Brandywine Heights Area School District€¦ · Web viewInformational literacy is an essential part of the education for students in The Brandywine Heights Area School District. The