Klein ISD Library Media Servicesclassroom.kleinisd.net/users/1939/docs/3-5_08-29-12.pdf · person, a mystery, etc.) ? ... TEKS/TATEKS/ELPS. ... and elements of drama and provide evidence

Klein ISD Library Media Services

Scope and Sequence - Grade 3 #

Library Instructional Collaboration

Lessons / Resources TEKS/TATEKS/ELPS

A. Information Acquisition The student is expected

to: The student is expected to:

3.A.1 Locate and use important areas of the library (circulation area, card catalog/OPAC, fiction/easy, periodical, reference, nonfiction and Biography). Essential Questions: Why do we need to know about the important areas of the library? What are some areas of the library where you can find a book about _________(a famous person, a mystery, etc.) ? What can you use to help you find that special library book? (signage, OPAC, teacher, friend's recommendation, etc.) Vocabulary: PAC Everybody section Fiction Nonfiction Reference Circulation desk

Physical tour of the library Orientation PPT (Benfer grades 3-5) Orientation and Tour of the Library Areas (Easy, Fiction, Nonfiction, Biography, Circulation Desk, OPACs, periodicals, reference) (\\kleinet\kleinshare\Dept_EdTech\Public\Librarians\Scope & Sequence Updates\Library Skills\Orientation) ACTIVITY (similar to "4 Squares" classroom game):

• Play music while students walk around library.

• When the music stops they should be in one of the following areas of the library: Easy, Fiction, Reference, Periodicals, Biography, OPACs

• Have a baggie of slips of paper with those areas of the library written on them.

• Pull a slip out of the baggie to randomly call out the areas names.

• If the students are in that area they will have to sit out in the foyer of the library.

• Keep playing until just a few kids are left in one area and they get a small prize (bookmark, etc.).

• This will help them get familiar with the names of the areas of the library in a fun way.

Map of Library

• Ahead of time put up signs with numbers and labels - Reference, Easy, check out desk.

• Students have a map of the library with numbers on it.

• They must find the numbers then write down on their map what each part is.

ELPS: 74.4.c.2.I: demonstrate listening comprehension of increasingly complex spoken English by following directions, retelling or summarizing spoken messages, responding to questions and requests, collaborating with peers, and taking notes commensurate with content and grade-level needs. Language Arts: 110.13.b.15.A: follow written multi-step directions Social Studies: 113.14.b.5.C: identify and use the compass rose, grid system, and symbols to locate places on maps and globes

3.A.2 Demonstrate appropriate behaviors for locating, checking out, returning, and caring for library materials according to district procedures.

Teacher and student modeling

Materials: Mr. Wiggle's Book Procedures: Read-aloud and discuss book care. Show items in backpacks and talk about how they

ELPS: 74.4.c.2.I: demonstrate listening comprehension of increasingly complex spoken English by following directions, retelling or summarizing spoken messages, responding to questions and requests, collaborating with peers, and

# Library

Instructional Collaboration


Essential Questions: Why is it important to use a shelf marker/book buddy? Why is it important to take care of your library books? What happens when you don't take proper care of your book? What are some examples of good book care? Can you draw a picture and make a rhyme of one of the examples of book care? Vocabulary: Check-in Check-out Shelf marker Book buddy

relate to book care: • shoe - don't step on books - keep them in a

special place so you can find them each week • tape - let the librarian use special library book

tape for tears • baby doll and stuffed dog - keep books safe

from babies and dogs, zipped up in a backpack after reading

• toy food and drinks - keep books safe from food

• soap - wash hands before reading books • water bottle - always keep on the OUTSIDE

of your backpack, or inside your lunchbox • scissors - move books away before doing art

projects Evaluation: Practice turning pages from the corners.

taking notes commensurate with content and grade-level needs. Language Arts: 110.13.b.15.A: follow written multi-step directions Social Studies: 113.14.b.11.A: identify characteristics of good citizenship, including truthfulness, justice, equality, respect for oneself and others, responsibility in daily life, and participation in government by educating oneself about the issues, respectfully holding public officials to their word, and voting

3.A.3 Use alphabetical arrangement and the Dewey Decimal System to locate fiction, non-fiction, and biography books on the shelves. Essential Questions: What is the Dewey Decimal System? How is it used to locate books? Vocabulary: Fiction Nonfiction Biography Dewey Decimal System

Shelf Elf Helps Out by Jackie Mims Hopkins What Marion Taught Willis - Brook Berg Use Call # Create PPT activity to practice creating spine labels for Everybody books (\\kleinet\kleinshare\Dept_EdTech\Public\Librarians\Scope & Sequence Updates\Library Skills\Dewey Decimal System) Call Number Lesson: Review parts of the Call Number:

• Each student given a call number on an index card with a picture of the book cover

• Find the book on the shelf, • Leave the book buddy in its spot • Bring the book to librarian

Order in the Library

• Great interactive website for both alphabetical and Dewey order.

Dewey Decimal Activities(\\kleinet\kleinshare\Dept_EdTech\Public\Librarians\Scope & Sequence Updates\Library Skills\Dewey Decimal System)

ELPS: 74.4.c. 4.A: learn relationships between sounds and letters of the English language and decode (sound out) words using a combination of skills such as recognizing sound-letter relationships and identifying cognates, affixes, roots, and base words. Language Arts: 110.14.b.4.E: alphabetize a series of words to the third letter and use a dictionary or a glossary to determine the meanings, syllabication, and pronunciation of unknown words

3.A.4 Demonstrate an understanding that the online catalog is an index to the library collection and use the catalog

Starboard – Show LS2 Kids and explore with students

ELPS: 74.4.c. 3.B: expand and internalize initial English vocabulary by learning and using high-frequency English words necessary for identifying and describing

http://monarchlibrary.wikispaces.com/OrderInTheLibrary�

http://www2.youseemore.com/kleinisd/Default.asp?�

# Library



information to locate materials. Essential Questions: What are the different ways you can search for a book using the OPAC? Vocabulary: OPAC Scout from TLC

people, places, and objects, by retelling simple stories and basic information represented or supported by pictures, and by learning and using routine language needed for classroom communication Language Arts: 110.14.b.16.A: understand how communication changes when moving from one genre of media to another; 110.14.b.16.B: explain how various design techniques used in media influence the message (e.g., shape, color, sound) 110.14.b.16.C: compare various written conventions used for digital media (e.g., language in an informal e-mail vs. language in a web-based news article).

3.A.5 Demonstrate a working knowledge of library terminology (media, reference, fiction, non-fiction, periodicals, titles, chapter, title page, publisher, copyright date, table of contents, glossary, index, call number, spine, spine label, and guidewords).

Essential Questions: How is a ________ used in the library and why is it important? (Fill in the blank with: shelf marker, barcode, cart, library card, call number, etc.) How do you find a word in the dictionary? Vocabulary: Alphabetizing Spine label Call number Due date Shelving cart

Library Language (\\kleinet\kleinshare\Dept_EdTech\Public\Librarians\Scope & Sequence Updates\Library Skills\Orientation)

Play Library Lingo (game from Upstart) Dino Hunter Dictionary Game (Guide Words) The Life Cycle of a Beetle by Bobbie Kalman

• Vocabulary in Context—Dictionary Lesson (ReadWorks.org)

Using a Dictionary: Lesson, Practice & Guide Words Practice Guide Word Lesson Plan Magazines Lesson Newspaper Lesson & Practice Alphabetizing Through the 3rd Letter Game Dictionary Activities (\\kleinet\kleinshare\Dept_EdTech\Public\Librarians\Scope & Sequence Updates\Library Skills\Dictionary)

ELPS: 74.4.c. 3.B: expand and internalize initial English vocabulary by learning and using high-frequency English words necessary for identifying and describing people, places, and objects, by retelling simple stories and basic information represented or supported by pictures, and by learning and using routine language needed for classroom communication Language Arts: 110.14.b.4.E: alphabetize a series of words to the third letter and use a dictionary or a glossary to determine the meanings, syllabication, and pronunciation of unknown words

3.A.6 Understand the role of public libraries, museums and community resources as a valuable source of information. Essential Questions:

Read Boy Who Was Raised by Librarians by Carla Morris Harris County Public Library Sign students up for library cards Kids Know It All section

ELPS: 74.4.c. 1.A: use prior knowledge and experiences to understand meanings in English.

http://www.highsmith.com/upstartbooks/Library-Lingotrade-Game-c_21707463/�

http://www.sadlier-oxford.com/phonics/3_4/dino/dino.htm�

http://www.readworks.org/lessons/grade3/vocabulary-context/lesson-3�

http://www.studyzone.org/testprep/ela4/h/dictless2l.cfm�

http://www.studyzone.org/testprep/ela4/h/dictentry2p2.cfm�

http://www.studyzone.org/testprep/ela4/h/dictguidep2.cfm�

http://www.educationworld.com/a_lesson/00-2/lp2184.shtml�

http://www.studyzone.org/testprep/ela4/h/magazine.cfm�

http://www.studyzone.org/testprep/ela4/h/newsl2.cfm�

http://www.studyzone.org/testprep/ela4/h/whowhatnf.cfm�

http://www.toonuniversity.com/flash.asp?err=160�

http://www.hcpl.net/�

http://kids.hcpl.net/�

# Library



What are some differences between the public library and our school library? What would be some reasons why you would want to visit the public library? What things can you learn by visiting a museum? Vocabulary: Museum Public library School library

3.A.7 Understand that bilingual books and Spanish books are part of the library collection when applicable. Essential Questions: Why do we have bilingual books in our library? How would you go about finding bilingual books in our library? Vocabulary: Bilingual

Review the spine labels which indicate if a book is in Spanish or is bilingual


B. Reading Literacy The student is expected


3.B.1 Listen attentively, critically, and purposefully to stories, plays, and poems read aloud for enjoyment or to gain information. Essential Questions: What is the author’s purpose? Does this poem have a pattern? What did you enjoy about this story and why?

Storyline Online Great story for using puppets: How the Hibernators Came to Bethlehem by Norma Farber Imaginative Texts: Lesson (folktale) & Practice (poem) Inference Lesson & Practice

ELPS: 74.4.c. 2.G: understand the general meaning, main points, and important details of spoken language ranging from situations in which topics, language, and contexts are familiar to unfamiliar. Language Arts: 110.14.b.2.B: ask relevant questions, seek clarification, and locate facts and details about stories and other texts and support answers with evidence from text 110.14.b.6: understand, make inferences and draw conclusions about the structure and elements of poetry and provide evidence from text to support their understanding

http://www.storylineonline.net/�

http://www.studyzone.org/testprep/ela4/a/readviewtextl3.cfm�

http://www.studyzone.org/testprep/ela4/a/readviewtextp3.cfm�

http://www.studyzone.org/testprep/ela4/h/inferchar.cfm�

http://www.studyzone.org/testprep/ela4/h/inferprac.cfm�

# Library



What do you know after listening to this story/play/poem that you did not know before? Vocabulary: Summarize Main idea Supporting detail

110.14.b.7: understand, make inferences and draw conclusions about the structure and elements of drama and provide evidence from text to support their understanding

3.B.2 Explore culturally diverse works of various authors and illustrators Essential Questions: Compare and contrast the culture depicted in this book with your own culture. How do the illustrations help you relate to the culture portrayed in this book? Vocabulary: Culture Diversity

Patricia Polacco Gail Gibbons Lynne Cherry Tomie DePaola Online interviews with famous children's authors--readingrockets.org Coretta Scott King Award Pura Belpré Award 50 Multicultural Books Celebrate Hispanic Heritage (Scholastic) Holidays & Festivals: Mexico & China

ELPS: 74.4.c. 2.G: understand the general meaning, main points, and important details of spoken language ranging from situations in which topics, language, and contexts are familiar to unfamiliar. Language Arts: 110.14.b.12: analyze, make inferences and draw conclusions about the author's purpose in cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding and identify the topic and locate the author's stated purposes in writing the text. Social Studies: 113.14.b.13.A: explain the significance of various ethnic and/or cultural celebrations in the local community and other communities 113.14.b.15.A: identify various individual writers and artists such as Kadir Nelson, Tomie dePaola, and Phillis Wheatley and their stories, poems, statues, and paintings and other examples of cultural heritage from various communities 113.14.b.15.B: explain the significance of various individual writers and artists such as Carmen Lomas Garza, Laura Ingalls Wilder, and Bill Martin Jr. and their stories, poems, statues, and paintings and other examples of cultural heritage to various communities

3.B.3 Select, read, and respond to materials from a variety of literary genre, such as mystery, realistic, fantasy and historical, for pleasure reading and/or to acquire information.

Essential Questions:

Introduce “Mysteries” • Tray of 20 various items and show to

students. • Students should close their eyes and the

teacher removes one item. • Students have to identify what is missing • Give clues to discover the missing item.

Genres_Very_Detailed PPT

• Non-Fiction—slides 3-18

ELPS: 74.4.c. 3.B: expand and internalize initial English vocabulary by learning and using high-frequency English words necessary for identifying and describing people, places, and objects, by retelling simple stories and basic information represented or supported by pictures, and by learning and using routine language needed for classroom communication.

http://www.patriciapolacco.com/�

http://www.gailgibbons.com/�

http://www.lynnecherry.com/�

http://www.tomie.com/main.html�

http://www.readingrockets.org/�

http://www.ala.org/ala/mgrps/rts/emiert/cskbookawards/recipients.cfm�

http://ala.org/ala/mgrps/divs/alsc/awardsgrants/bookmedia/belpremedal/index.cfm�

http://www.education.wisc.edu/ccbc/books/detaillistbooks.asp?idbooklists=42�

http://teacher.scholastic.com/activities/hispanic/heritage.htm�

http://www.studyzone.org/testprep/ss5/b/comholmexl.cfm�

http://www.studyzone.org/testprep/ss5/b/comholchinal.cfm�

# Library



What genre is this story?

What could you change in this story that would make it a different genre?

What elements identify this book as ________(name a genre)?

What are the characteristics of non-fiction, Sci-Fi, Fantasy, Mystery, Folk tales, Fairytales, and Fables

What are the different components of poetry? Vocabulary: Genre Figurative language Poetry

• Sci.Fi.—slides 19-33 • Fantasy—slides 34-51 • Mystery—slides 52-70 • Fairy/Folk tales—slides 71-105 • Fables—slides 106-115

Genre sorting activities (\\kleinet\kleinshare\Dept_EdTech\Public\Librarians\Scope & Sequence Updates\Library Skills\Genres)

Language Arts: 110.14.b.2.C: establish purpose for reading selected texts and monitor comprehension, making corrections and adjustments when that understanding breaks down (e.g., identifying clues, using background knowledge, generating questions, re-reading a portion aloud).

3.B.4 Read or listen to and respond to a variety of literary forms such as fiction, poetry, myths, fables, tall tales, folktales, plays, informational books, biographies and autobiographies


What are the characteristics for each genre?

Tell the student sitting next to you about the personality traits of the main character.

Vocabulary: Biography Autobiography Non-Fiction Science Fiction Fantasy Mystery Fairy/Folktales

Fairy tale example: The Loathsome Dragon by David Wiesner Poetry Reader's Theatre - great scripts at Giggle Poetry Pigs Aplenty Poem (with questions) Do a poetry race with the tongue twisters

• Tongue Twisters—Charles Keller • The Biggest Tongue Twister Book in the

World—Gyles Brandreth • Six Sheep Sip Thick Shakes: and Other

Tricky Tongue Twisters by Brian Cleary Giggle Poetry Fantasy during Halloween week:

• Read/discuss selected poems from Adam Rex's Frankenstein Makes a Sandwich

State Road Elementary Library: • Folklore • Online Poetry Resources • Mystery • Fantasy


• Non-Fiction—slides 3-18 • Sci.Fi.—slides 19-33

ELPS: 74.4.c. 3.B: expand and internalize initial English vocabulary by learning and using high-frequency English words necessary for identifying and describing people, places, and objects, by retelling simple stories and basic information represented or supported by pictures, and by learning and using routine language needed for classroom communication. Language Arts: 110.14.b.4.D: identify and apply playful uses of language (e.g., tongue twisters, palindromes, riddles) 110.14.b.5.A: paraphrase the themes and supporting details of fables, legends, myths, or stories 110.14.b.5.B: compare and contrast the settings in myths and traditional folktales 110.14.b.9 understand, make inferences and draw conclusions about the varied structural patterns and features of literary nonfiction and respond by providing evidence from text to support their understanding and explain the difference in point of view between a

http://www.gigglepoetry.com/poetrytheater.aspx�

http://www.studyzone.org/testprep/ela4/h/pigsaplenty.htm�

http://www.poetryteachers.com/poetryfun/poetryrace.html�

http://www.gigglepoetry.com/poetrytheater.aspx�

http://www.websterschools.org/classrooms/state_library/genres.html#Folklore�

http://www.websterschools.org/classrooms/state_library/poetry.html�

http://www.websterschools.org/classrooms/state_library/genres.html#Mystery�

http://www.websterschools.org/classrooms/state_library/genres.html#Fantasy�

# Library



Fables Alliteration Onomatopoeia Internal rhyme Rhyme scheme

• Fantasy—slides 34-51 • Mystery—slides 52-70 • Fairy/Folk tales—slides 71-105 • Fables—slides 106-115

Genre sorting activities (\\kleinet\kleinshare\Dept_EdTech\Public\Librarians\Scope & Sequence Updates\Library Skills\Genres) Biography Lesson & Practice Realistic Fiction Elements: Lesson, Practice & Game Point of View Lesson & Practice

biography and autobiography.

3.B.5 Identify and read award winning books such as Bluebonnet, Newbery, Caldecott and Coretta Scott King award books and recognizes the significance of these awards.


Why did this book receive this award?

Vocabulary: Bluebonnet Newberry Coretta Scott King

Play Caldecott Bingo Game (from Demco) Book Awards PPTs (\\kleinet\kleinshare\Dept_EdTech\Public\Librarians\Scope & Sequence Updates\Library Skills\Book Awards)


3.B.6 Understand literary terms such as author, illustrator, fact, fantasy, fiction and nonfiction.


What makes this story a fantasy/fiction/non-fiction/biography?

Why do you think the author wrote this book?

Vocabulary: Author’s purpose

Joe Bright and the 7 Genre Dudes by Jackie Mims Hopkins.

• Use boys (dudes) to help tell the story. • Give each boy a hat to represent a genre and

allow him to introduce himself to Joe Bright in the middle of the story.


• Non-Fiction—slides 3-18 (\\kleinet\kleinshare\Dept_EdTech\Public\Librarians\Scope & Sequence Updates\Library Skills\Genres) Author’s Purpose: Lesson, Practice & Game

ELPS: 74.4.c. 3.B: expand and internalize initial English vocabulary by learning and using high-frequency English words necessary for identifying and describing people, places, and objects, by retelling simple stories and basic information represented or supported by pictures, and by learning and using routine language needed for classroom communication. Language Arts: 110.14.b.12: analyze, make inferences and draw conclusions about the author's purpose in cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding and identify the topic and locate the author's stated purposes in

http://www.studyzone.org/testprep/ela4/h/biosl.cfm�

http://www.studyzone.org/testprep/ela4/h/biosp.cfm�

http://www.studyzone.org/testprep/ela4/a/realisticcontentl.cfm�

http://www.studyzone.org/testprep/ela4/a/realisticcontentp.cfm�

http://www.oswego.org/ocsd-web/quiz/mquiz.asp?filename=jwilderealistic�

http://www.studyzone.org/testprep/ela4/b/pointofviewl.cfm�

http://www.studyzone.org/testprep/ela4/b/pointofviewp.cfm�

http://www.demco.com/CGI-BIN/LANSAWEB?PROCFUN+LWDCWEB23+LWDC336+PRD+ENG+FUNCPARMS+ZZWSESSID(A0200):02949409894507532726+ZZWNAVPAG(A0100):NEWFRTX+ZZWBTRKID(A0120):PSK0000+DATESEQ(A0140):962011111557�

http://www.studyzone.org/testprep/ela4/b/authorspurposel.cfm�

http://www.studyzone.org/testprep/ela4/b/authorspurposep.cfm�

http://www.oswego.org/ocsd-web/match/term/matchgeneric2.asp?filename=kderitteauth�

# Library



writing the text.

3.B.7 Distinguish the role of the author from the illustrator and recognize the style of various authors and illustrators.


How is the author’s job different from that of the illustrator?

Which job do you think is done first?

How is the role of the author different than the role of the illustrator?

What are the names of people you know who are both authors and illustrators?

What characteristics of this work let you know that this author/illustrator created it?

Vocabulary: Author illustrator

Genres_Very_Detailed PPT • Bruce Coville (Sci.Fi/Fantasy) • K.A. Applegate (Sci.Fi.) • Jon Scieszka (Fantasy) • David Adler (Mystery)

(\\kleinet\kleinshare\Dept_EdTech\Public\Librarians\Scope & Sequence Updates\Library Skills\Genres) Shel Silverstein Website

Authors/Illustrators Activities (\\kleinet\kleinshare\Dept_EdTech\Public\Librarians\Scope & Sequence Updates\Library Skills\Authors_Illustrators)

ELPS: 74.4.c. 3.B: expand and internalize initial English vocabulary by learning and using high-frequency English words necessary for identifying and describing people, places, and objects, by retelling simple stories and basic information represented or supported by pictures, and by learning and using routine language needed for classroom communication. Language Arts: 110.14.b.10: understand, make inferences and draw conclusions about how an author's sensory language creates imagery in literary text and provide evidence from text to support their understanding

3.B.8 Identify different versions of stories


How are these stories (or versions) similar? How are they different? Vocabulary: Version Traditional

Share versions of Three Little Pigs (True Story of Three Little Pigs, Three Little Wolves and the Big Bad Pig, etc). Different versions of Cinderella

• Play Cinderella’s Shoe Matchup (shoes from different countries)

• Cinderella Lessons • Cinderella Around the World PPTs

Use script from Pat Miller's Stretchy Library Lessons: Library Skills

• Reader's Theatre of Hopkins' Three Armadillies Tough

• Read the book one wk • RT the next library visit

The Three Silly Billies by Margie Palatini - use Tumblebooks

• cute story with various fairy tale characters worked into a fractured version of the Three

ELPS: 74.4.c. 3.B: expand and internalize initial English vocabulary by learning and using high-frequency English words necessary for identifying and describing people, places, and objects, by retelling simple stories and basic information represented or supported by pictures, and by learning and using routine language needed for classroom communication. Language Arts: 110.14.b.5.A: paraphrase the themes and supporting details of fables, legends, myths, or stories; 110.14.b.5.B: compare and contrast the settings in myths and traditional folktales

http://www.shelsilverstein.com/html/home.html�

http://www.northcanton.sparcc.org/~ptk1nc/cinderella/shoematch.html�

http://ethemes.missouri.edu/themes/153�

http://fairytales.pppst.com/cinderella.html�

http://www.amazon.com/Library-Skills-Stretchy-Lessons/dp/1579500838�


http://www.tumblebooks.com/library/asp/full_book.asp?ProductID=3011�

# Library



Billy Goats Gruff Rubia and the Three Osos by Susan Middleton Elya Joe Bright and the 7 Genre Dudes by Jackie Mims Hopkins

• compare to the traditional version of Snow White and the Seven Dwarves

Classic Fairy Tales Grimm’s Fairy Tales

3.B.9 Participate in various reading incentive programs. Essential Questions: Are you aware of our Texas Bluebonnet Award, Texas 2x2 Program, BookIt, Read to Succeed SixFlags program? What is the importance of this program? What is your goal for participating in this program? Vocabulary: Incentive

Texas Bluebonnet Award Promotional Items Read Across America Reading Incentive Ideas Wiki

ELPS: 74.4.c. 4.E: read linguistically accommodated content area material with a decreasing need for linguistic accommodations as more English is learned. Language Arts: 110.14.b.3: read grade-level text with fluency and comprehension. 110.14.b.11: read independently for sustained periods of time and produce evidence of their reading and paraphrase what the reading was about, maintaining meaning and logical order (e.g., generate a reading log or journal; participate in book talks).

3.B.10 Distinguish between reality and fantasy. Essential Questions: What are the elements of realistic fiction? What are the elements of fantasy? Vocabulary: Fantasy Realism

Fantasy during Halloween week: • Read/discuss selected poems from Adam

Rex's Frankenstein Makes a Sandwich Once Upon a Cool Motorcycle Dude by Kevin O'Malley.

• Choose a girl and boy to help tell the story. • Girl can wear a tiara and the boy can wear a

cool jacket and act out the story. • Discuss what is realistic and what isfantasy as

the boy and girl tell the story. Reality/Fantasy and Fiction/Nonfiction (\\kleinet\kleinshare\Dept_EdTech\Public\Librarians\Scope & Sequence Updates\Library Skills\Fiction and Nonfiction) What are Realistic Story Elements?

ELPS: 74.4.c. 3.B: expand and internalize initial English vocabulary by learning and using high-frequency English words necessary for identifying and describing people, places, and objects, by retelling simple stories and basic information represented or supported by pictures, and by learning and using routine language needed for classroom communication. Language Arts: 110.14.b.12: analyze, make inferences and draw conclusions about the author's purpose in cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding and identify the topic and locate the author's stated purposes in writing the text.

3.B.11 Use a variety of Beach Ball/Cube Activities with comprehension ELPS:

http://www.classicfairytales.com/en/main�

http://www.nationalgeographic.com/grimm/archive.html�

http://www.mackinbooktalk.com/chooseBook.aspx?pubId=63�

http://www.txla.org/TBA-items�

http://www.nea.org/grants/886.htm�

http://libraryteachers.wikispaces.com/Reading+Incentive+Ideas�

http://www.studyzone.org/testprep/ela4/a/realisticcontentl3.cfm�

http://www.etacuisenaire.com/catalog/product?deptId=FOURBLOCKS&prodId=61524�

# Library



comprehension strategies to assist reading and understanding. Essential Questions: What is the “five finger” rule? Do you use this rule to help you choose books you will enjoy? How do you think the story will end? Vocabulary: Self-monitoring Active reading

questions after read-aloud. (Make Your Own) Active Reading Activity--“Ask Yourself” (\\kleinet\kleinshare\Dept_EdTech\Public\Librarians\Scope & Sequence Updates\ELA\Reading Skills) Monitor Your Reading Lesson & Practice Make and Confirm Predictions: Lesson & Prediction Chart Questioning Lesson & Practice

74.4.c. 4.E: read linguistically accommodated content area material with a decreasing need for linguistic accommodations as more English is learned. Language Arts: 110.14.b.2.A: use ideas (e.g., illustrations, titles, topic sentences, key words, and foreshadowing clues) to make and confirm predictions

3.B.12 Understand simple story structure, including character, plot, setting, storyline, and conflict. Essential Questions: What is the conflict in this story? How is the conflict resolved? Can you summarize the plot of the story? Who is the narrator? Is this first or third person narration? Vocabulary: Main idea Summarize Narrator Conflict

Plot: Beginning, Middle, End Conflict: Somebody Wanted, but… (\\kleinet\kleinshare\Dept_EdTech\Public\Librarians\Scope & Sequence Updates\ELA\Lit. Elements) Elements of a Story (Interactive) Scholastic:

• Character Scrapbook • Book Report Sandwich Station

Summary Lesson & Practice Sequence Lesson, Practice & Game How We Measure Time: Lesson & Game

ELPS: 74.4.c. 2.G: understand the general meaning, main points, and important details of spoken language ranging from situations in which topics, language, and contexts are familiar to unfamiliar. Language Arts: 110.14.b.8.A: sequence and summarize the plot's main events and explain their influence on future events 110.14.b.8.B: describe the interaction of characters including their relationships and the changes they undergo 110.14.b.8.C: identify whether the narrator or speaker of a story is first or third person Social Studies: 113.14.b.3.A: use vocabulary related to chronology, including past, present, and future times 113.14.b.3.C: apply the terms year, decade, and century to describe historical times

3.B.13 Develop vocabulary through listening and reading. Essential Questions: What are some of the words in the story you were unfamiliar with? How can you use a dictionary to figure out

The Life Cycle of a Beetle by Bobbie Kalman— • Vocabulary in Context—Dictionary Lesson

(ReadWorks.org) Dictionary Activities (\\kleinet\kleinshare\Dept_EdTech\Public\Librarians\Scope & Sequence Updates\Library Skills\Dictionary) Using a Dictionary: Lesson, Practice & Guide Words Practice Guide Word Lesson Plan

ELPS: 74.4.c. 1.C: use strategic learning techniques such as concept mapping, drawing, memorizing, comparing, contrasting, and reviewing to acquire basic and grade-level vocabulary. Language Arts: 110.14.b.4.B: use context to determine the relevant meaning of unfamiliar words or distinguish among multiple meaning words and homographs

http://www.dpi.state.nd.us/title1/08fallconfhandouts/mitire%20.pdf�

http://www.studyzone.org/testprep/ela4/b/monitorreading3l.cfm�

http://www.studyzone.org/testprep/ela4/b/monitorreading3p.cfm�

http://www.studyzone.org/testprep/ela4/b/predict3l.cfm�

http://www.studyzone.org/testprep/ela4/b/predict3p.cfm�

http://www.studyzone.org/testprep/ela4/b/questioning3l.cfm�

http://www.studyzone.org/testprep/ela4/b/questioning3p.cfm�

http://www.learner.org/interactives/story/index.html�

http://teacher.scholastic.com/activities/scrapbook/�

http://www.scholastic.com/kids/homework/sandwich.asp�

http://www.studyzone.org/testprep/ela4/h/storysummaryl.cfm�

http://www.studyzone.org/testprep/ela4/h/storysummaryp.cfm�

http://www.studyzone.org/testprep/ela4/a/sequencel3.cfm�

http://www.studyzone.org/testprep/ela4/a/sequencep.cfm�

http://www.oswego.org/ocsd-web/match/term/draggeneric.asp?filename=jillwildesequence1�

http://www.studyzone.org/testprep/ss5/b/comtimel.cfm�

http://www.oswego.org/ocsd-web/match/term/matchgeneric2.asp?filename=rburgesstime�

http://www.readworks.org/lessons/grade3/vocabulary-context/lesson-3�

http://www.studyzone.org/testprep/ela4/h/dictless2l.cfm�

http://www.studyzone.org/testprep/ela4/h/dictentry2p2.cfm�

http://www.studyzone.org/testprep/ela4/h/dictguidep2.cfm�

http://www.educationworld.com/a_lesson/00-2/lp2184.shtml�

# Library



meanings of unknown words? Vocabulary: Syllabication

Context Clues: Lesson, Practice & Game

110.14.b.4.C: identify and use antonyms, synonyms, homographs, and homophones

C. Research and Technology Application

The student is expected to:


3.C.1 Communicate effectively one-to-one and in-group situations. Essential Questions: Who in your group was the leader? What is each person's responsibility in your group? How did each person in your group contribute to the final product? How do you ask questions in a group? Vocabulary: Group Communication

Big6 #1 Task Definition: • Discuss assignments in group setting to make

sure that students know what they are expected to do

#01 Plan: Kentucky Virtual Library Learn the Independent Investigation Method (IIM) research application as a group:

• Each group member will explain one step in the 7 step process in IIM ( Independent Investigation Method)

• Website will give the group a brief overview of their section of this process.

ELPS: 74.4.c. 3.E: share information in cooperative learning interactions. Language Arts: 110.14.b.20.C: write responses to literary or expository texts that demonstrate an understanding of the text 110.14.b.21: write persuasive essays for appropriate audiences that establish a position and use supporting details 110.14.b.28: organize and present their ideas and information according to the purpose of the research and their audience and draw conclusions through a brief written explanation and create a works-cited page from notes, including the author, title, publisher, and publication year for each source used 110.14.b.30: speak clearly and to the point, using the conventions of language and speak coherently about the topic under discussion, employing eye contact, speaking rate, volume, enunciation, and the conventions of language to communicate ideas effectively 110.14.b.31: work productively with others in teams and participate in teacher- and student-led discussions by posing and answering questions with appropriate detail and by providing suggestions that build upon the ideas of others Social Studies: 113.14.b.18.A: express ideas orally based on knowledge and experiences TATEKS: 126.3.b.8.A: use communication tools to participate in group projects 126.3.b.8.C: participate with electronic communities as a learner, initiator, contributor, or mentor 126.3.b.11.B: use presentation software to communicate with specific audiences

http://www.studyzone.org/testprep/ela4/b/contextclues3l.cfm�

http://www.studyzone.org/testprep/ela4/b/contextcluesp.cfm�

http://www.toonuniversity.com/flash.asp?err=191�

http://big6.com/pages/about/big6-skills-overview.php�

http://www.kyvl.org/kids/homebase.html�

http://www.iimresearch.com/iim/demo.php�

# Library



3.C.2 Recognize that different parts of a book offer information. (back cover, front cover, spine, title page, table of contents). Essential Questions: What are the parts of a nonfiction book? What genre is your book? What page or chapter would you find information about _____? Where do you look to find the publication date of the book to determine if the information in the book is current? Vocabulary: Back cover Front cover Title page Publication year Author Title Spine Glossary Index Table of contents Keyword Chapter

Parts of Book PowerPoints (\\kleinet\kleinshare\Dept_EdTech\Public\Librarians\Scope & Sequence Updates\Library Skills\Parts of a Book) Parts of A Book Game

• Game – What Does This Spine Tell You? (location, fiction vs. nonfiction, subject, language, etc)

Using Organizational Features Lesson & Practice (table of contents, chapter headings, index)

ELPS: 74.4.c. 3.H: narrate, describe, and explain with increasing specificity and detail as more English is acquired. Language Arts: 110.14.b.26.D: identify the author, title, publisher, and publication year of sources Social Studies: 113.14.b.17.D: use various parts of a source, including the table of contents, glossary, and index as well as keyword Internet searches, to locate information

3.C.3 Understand basic electronic search strategies, including keyword, author, title, and subject searches. Essential Questions: What are 3 ways you can search for information using LS2 PAC? (subject, author, title, keyword) What keywords would you use to research your topic? Vocabulary: Keyword Author

Big6 #3 Location and Access Using Keywords (2-3) IIM Step #3 Research

ELPS: 74.4.c.2.I: demonstrate listening comprehension of increasingly complex spoken English by following directions, retelling or summarizing spoken messages, responding to questions and requests, collaborating with peers, and taking notes commensurate with content and grade-level needs Language Arts: 110.14.b.2.A: use ideas (e.g., illustrations, titles, topic sentences, key words, and foreshadowing clues) to make and confirm predictions 110.14.b.13.D: use text features (e.g., bold print, captions, key words, italics) to locate information and make and verify predictions about contents of text

http://www.oswego.org/ocsd-web/match/term/draggeneric.asp?filename=jwildepartsofbook1�

http://www.studyzone.org/testprep/ela4/h/locateinfochapt.cfm�

http://www.studyzone.org/testprep/ela4/h/locinform2.cfm�


http://cybersmartcurriculum.org/researchinfo/lessons/2-3/using_keywords/�


# Library



Title Subject Boolean search Prediction Caption Topic sentence

TATEKS: 126.3.b.4.A: apply appropriate electronic search strategies in the acquisition of information including keyword and Boolean search strategies

3.C.4 Identify and define a specific problem or task for research, investigation or discussion Essential Questions: What does it mean to research? What question(s) are you trying to answer? What is your research goal? Vocabulary: Research Topic Summarize Summary Investigation Inquiry

Big6 #1 Task Definition #01 Plan: Kentucky Virtual Library IIM Step #1 Topic IIM Step 1Handout “Presearch” (\\kleinet\kleinshare\Dept_EdTech\Public\Librarians\Scope & Sequence Updates\Big6_Research\IIM) Britannica’s Pre-research Planner Ready, Set, Research! With Britannica Student Encyclopedia The Big6 Goes Primary!: Teaching Information and Communications Technology Skills in Grades K-3 by Barbara Jansen The Definitive Big6 Workshop Handbook by Michael Eisenberg & Robert Berkowitz Teaching Information & Technology Skills: The Big6 in Elementary School by Michael Eisenberg & Robert Berkowitz Internet Power Research Using the Big6 Approach by Art Wolinsky

ELPS: 74.4.c.2.I: demonstrate listening comprehension of increasingly complex spoken English by following directions, retelling or summarizing spoken messages, responding to questions and requests, collaborating with peers, and taking notes commensurate with content and grade-level needs Language Arts: 110.14.b.25.A: generate research topics from personal interests or by brainstorming with others, narrow to one topic, and formulate open-ended questions about the major research topic

3.C.5 Generate ideas or relevant questions as a basis for inquiry/research. Essential Questions: What source(s) could you try for collecting your information? What graphic organizer might help you in collecting information? Vocabulary: Inquiry Research

Big6 #1 Task Definition IIM Step #2 Goal Setting IIM Step 2 Handout “Writing Good Questions” (\\kleinet\kleinshare\Dept_EdTech\Public\Librarians\Scope & Sequence Updates\Big6_Research\IIM) #01 Plan: Kentucky Virtual Library

ELPS: 74.4.c.2.I: demonstrate listening comprehension of increasingly complex spoken English by following directions, retelling or summarizing spoken messages, responding to questions and requests, collaborating with peers, and taking notes commensurate with content and grade-level needs Language Arts: 110.14.b.25.B: generate a research plan for gathering relevant information (e.g., surveys, interviews, encyclopedias) about the major research question.




http://info.eb.com/training/materials/BOLSE_PreResearchPlanner.pdf�

http://info.eb.com/training/materials/RSR_BSE.pdf�





# Library



3.C.6 Select and use appropriate print and non-print sources, such as dictionaries, nonfiction books, encyclopedias, experts, CD-ROMS, and internet resources.


Based on your topic, where would you most likely find the information you need? (book, database, glossary of a nonfiction book, etc.)

What online database would be a good place to look to find out about your topic?

Vocabulary: Encyclopedia Dictionary Online databases LS2 Reference

Big6 #2 Information Seeking Strategies IIM Step #3 Research Ask a Librarian (2-3) #02 Search For Information: KY VL Research Building Blocks: Examining Electronic Sources Research Building Blocks: Hints About Print Library Resources: Lesson & Practice Using References to Locate Info: Lesson & Practice Using a Variety of Sources (encyclopedia, dictionary, internet) Lesson Finding Good Sites (2-3) BEN Research Guide Gr. 3-5 (\\kleinet\kleinshare\Dept_EdTech\Public\Librarians\Scope & Sequence Updates\Big6_Research)

ELPS: 74.4.c.2.I: demonstrate listening comprehension of increasingly complex spoken English by following directions, retelling or summarizing spoken messages, responding to questions and requests, collaborating with peers, and taking notes commensurate with content and grade-level needs. Language Arts: 110.14.b.4.E: alphabetize a series of words to the third letter and use a dictionary or a glossary to determine the meanings, syllabication, and pronunciation of unknown words 110.14.b.24.G: use print and electronic resources to find and check correct spellings 110.14.b.26.A: follow the research plan to collect information from multiple sources of information, both oral and written, including: (i) student-initiated surveys, on-site inspections, and interviews (ii) data from experts, reference texts, and online searches (iii) visual sources of information (e.g., maps, timelines, graphs) where appropriate. 110.14.b.27: improve the focus of research as a result of consulting expert sources (e.g., reference librarians and local experts on the topic) Social Studies: 113.14.b.17.A: research information, including historical and current events, and geographic data, about the community and world, using a variety of valid print, oral, visual, and Internet resources TATEKS: 126.3.b.4.B: select appropriate strategies to navigate and access information on local area networks (LANs) and wide area networks (WANs), including the Internet and intranet, for research and resource sharing 126.3.b.5.B: use on-line help

3.C.7 Develop skills in gathering, analyzing, interpreting, organizing and evaluating information to determine

Big6 #3 Location and Access Big6 #4 Use of Information IIM Steps: #3 Research

ELPS: 74.4.c.2.I: demonstrate listening comprehension of increasingly complex spoken English by following directions, retelling or summarizing spoken



http://cybersmartcurriculum.org/researchinfo/lessons/2-3/ask_a_librarian/�


http://www.readwritethink.org/classroom-resources/lesson-plans/research-building-blocks-examining-149.html?tab=4#tabs�


http://www.readwritethink.org/classroom-resources/lesson-plans/research-building-blocks-hints-147.html?tab=4#tabs�

http://www.studyzone.org/testprep/ela4/b/libmediasourcesl.cfm�

http://www.studyzone.org/testprep/ela4/b/libmedia3p.cfm�

http://www.studyzone.org/testprep/ela4/h/refl.cfm�

http://www.studyzone.org/testprep/ela4/h/refprac.cfm�

http://www.studyzone.org/testprep/ela4/a/usingsourcesl.cfm�

http://cybersmartcurriculum.org/researchinfo/lessons/2-3/finding_good_sites/�




# Library



usefulness to problem solving.


How do text features help you evaluate information on your topic?

What types of sources should you skim read as you research?

Vocabulary: Caption Italics Bold text Skim reading

#4 Organizing #5 Goal Evaluation Big6 Note-Taking Sheet (\\kleinet\kleinshare\Dept_EdTech\Public\Librarians\Scope & Sequence Updates\Big6_Research) #03 Take Notes: KY Virtual Library #04 Use the Information: KY Virtual Library Important and Unimportant Details: Lesson & Practice Fact/Opinion: Lesson #1 & Practice Fact/Opinion: Lesson #2, Game #1 & Game #2 Cause/Effect Lesson & Practice Taking Notes Lesson & Practice IIM Step 4 Handout “Steps to Organizing” (\\kleinet\kleinshare\Dept_EdTech\Public\Librarians\Scope & Sequence Updates\Big6_Research\IIM) IIM Step 5b Handout “My Words at Work” (\\kleinet\kleinshare\Dept_EdTech\Public\Librarians\Scope & Sequence Updates\Big6_Research\IIM)

messages, responding to questions and requests, collaborating with peers, and taking notes commensurate with content and grade-level needs. Language Arts: 110.14.b.13.A: identify the details or facts that support the main idea; 110.14.b.13.B: draw conclusions from the facts presented in text and support those assertions with textual evidence; 110.14.b.13.C: identify explicit cause and effect relationships among ideas in texts 110.14.b.13.D: use text features (e.g., bold print, captions, key words, italics) to locate information and make and verify predictions about contents of text 110.14.b.26.B: use skimming and scanning techniques to identify data by looking at text features (e.g., bold print, captions, key words, italics) Social Studies: 113.14.b.17.C: interpret oral, visual, and print material by identifying the main idea, distinguishing between fact and opinion, identifying cause and effect, and comparing and contrasting 113.14.b.17.B: sequence and categorize information TATEKS: 126.3.b.6.A: apply critical analysis to resolve information conflicts and validate information 126.3.b.6.B: determine the success of strategies used to acquire electronic information 126.3.b.6.C determine the usefulness and appropriateness of digital information

3.C.8 Obtain and interpret graphical information, including pictures, charts, graphs, and maps. Essential Questions: What kind of visual or graphical information (picture, graph, map, etc) could you create/use to explain your information more fully in your project?

Big6 #3 Location and Access Big6 #4 Use of Information IIM Step #3 Research #03 Take Notes: KY Virtual Library #04 Use the Information: KY VL Map Practice

ELPS: 74.4.c.2.I: demonstrate listening comprehension of increasingly complex spoken English by following directions, retelling or summarizing spoken messages, responding to questions and requests, collaborating with peers, and taking notes commensurate with content and grade-level needs. Language Arts: 110.14.b.15.B: locate and use specific information in graphic features of text



http://www.studyzone.org/testprep/ela4/a/importantunimptl3.cfm�

http://www.studyzone.org/testprep/ela4/a/importantunimptp.cfm�

http://www.studyzone.org/testprep/ela4/h/factopl.cfm�

http://www.studyzone.org/testprep/ela4/h/factp.cfm�

http://www.studyzone.org/testprep/ela4/a/factopinionl.cfm�

http://www.oswego.org/ocsd-web/match/dragflip.asp?filename=jwildemakefact�

http://www.oswego.org/ocsd-web/match/dragflip.asp?filename=jwildemakeopinion�

http://www.studyzone.org/testprep/ela4/b/causeandeffect3l.cfm�

http://www.studyzone.org/testprep/ela4/b/causeandeffect3p.cfm�

http://www.studyzone.org/testprep/ela4/b/takingnotes3l.cfm�

http://www.studyzone.org/testprep/ela4/b/takingnotes3p.cfm�






http://www.studyzone.org/testprep/ss5/d/mapp.cfm�

# Library



Vocabulary Chart Graph Timeline illustration

Social Studies: 113.14.b.3.B: create and interpret timelines 113.14.b.17.E: interpret and create visuals, including graphs, charts, tables, timelines, illustrations, and maps TATEKS: 126.3.b.5.A: acquire information including text, audio, video, and graphics 126.3.b.7.C: use a variety of data types including text, graphics, digital audio, and video

3.C.9 Summarize and organize information from multiple sources by taking notes, outlining ideas and making charts. Essential Question: How can you show what you know? Vocabulary: Summary Notes Charts

Big6 #4 Use of Information Big6 #5 Synthesis IIM Step #4 Organizing #04 Use the Information: KY VL #05 Report: KY Virtual Library BEN-Research Guide Gr. 3-5 (\\kleinet\kleinshare\Dept_EdTech\Public\Librarians\Scope & Sequence Updates\Big6_Research) IIM Step 4 Handout “Steps to Organizing” (\\kleinet\kleinshare\Dept_EdTech\Public\Librarians\Scope & Sequence Updates\Big6_Research\IIM)

ELPS: 74.4.c.2.I: demonstrate listening comprehension of increasingly complex spoken English by following directions, retelling or summarizing spoken messages, responding to questions and requests, collaborating with peers, and taking notes commensurate with content and grade-level needs. Language Arts: 110.14.b.26.C: take simple notes and sort evidence into provided categories or an organizer 110.14.b.28: organize and present their ideas and information according to the purpose of the research and their audience and draw conclusions through a brief written explanation and create a works-cited page from notes, including the author, title, publisher, and publication year for each source used Social Studies: 113.14.b.18.B: use technology to create written and visual material such as stories, poems, pictures, maps, and graphic organizers to express ideas

3.C.10 Demonstrate knowledge of copyright laws and acceptable use policies and comply with laws regarding use of technology in society, including following district and federal copyright laws. Essential Questions Have you shown where you got all your

Big6 #4 Use of Information IIM Step #3 Research Kentucky Virtual Library:

• Put It In Your Own Words • Cite Your Sources (Bibliography)

Research and Style Manual (3rd grade) To Cheat or Not to Cheat (3-6) Cheating (3-6)

ELPS: 74.4.c.2.I: demonstrate listening comprehension of increasingly complex spoken English by following directions, retelling or summarizing spoken messages, responding to questions and requests, collaborating with peers, and taking notes commensurate with content and grade-level needs. Language Arts: 110.14.b.26.D: identify the author, title, publisher, and publication year of sources








http://www.kyvl.org/kids/p4_use/ownWords.html�

http://www.kyvl.org/kids/p3_notes/bibliography.html�

http://kathyschrock.net/research/worksgrade3.htm�

http://pbskids.org/itsmylife/games/cheating/index.html�

http://pbskids.org/itsmylife/video/index.html�

# Library



information? Did you use your own words? Did your final project answer your original research question? Vocabulary Copyright Plagiarism Paraphrase Citation Cite

IIM Step 3Handout “Perils of Plagiarism” (\\kleinet\kleinshare\Dept_EdTech\Public\Librarians\Scope & Sequence Updates\Big6_Research\IIM)

110.14.b.26.E: differentiate between paraphrasing and plagiarism and identify the importance of citing valid and reliable sources 110.14.b.28: organize and present their ideas and information according to the purpose of the research and their audience and draw conclusions through a brief written explanation and create a works-cited page from notes, including the author, title, publisher, and publication year for each source used TATEKS: 126.3.b.3.A: follow acceptable use policies when using computers 126.3.b.3.B: model respect of intellectual property by not illegally copying software or another individual’s electronic work

D. Digital Citizenship The student is expected


3.D.1 Use the computer safely to protect oneself while online and off. (Contact - Personal Safety) Essential Question: How can I keep myself safe when using the computer? What personal information should never be given out when I’m online? Vocabulary: Online safety

NetSmartzKids.org Videos: Know the Rules Tell a Trusted Adult Internet Safety Pledge What’s Private? (2-3)

ELPS: 74.4.c.2.I: demonstrate listening comprehension of increasingly complex spoken English by following directions, retelling or summarizing spoken messages, responding to questions and requests, collaborating with peers, and taking notes commensurate with content and grade-level needs. TATEKS: 126.3.b.3.A: follow acceptable use policies when using computers

3.D.2 Protect the integrity of the computer and electronic data. (Content - Security) Essential Question: What is a computer password? Why should I keep passwords private?

Password Rap (NetSmartz) • Discuss & create good passwords in groups or

show a PowerPoint with good and bad passwords

• Have students which are good and which are bad and explain why

• Password Rap: An Internet Privacy Game

Filling Out a Form—Ask First (2-3)


http://www.netsmartzkids.org/LearnWithClicky�

http://www.netsmartz.org/Resources/Pledges�

http://cybersmartcurriculum.org/digitalcitizenship/lessons/2-3/whats_private/�

https://forms.kleinisd.net/media/internetsafety.htm�

http://www.netsmartzkids.org/AdventureGames�

http://cybersmartcurriculum.org/digitalcitizenship/lessons/2-3/filling_out_a_form_ask_first/�

# Library



How is using a school computer different than using a computer at home? Vocabulary: Password Privacy

3.D.3 Use the computer responsibly to be a productive member of the digital society. (Conduct – Cyber Bullying & Copyright) Essential Question: What is digital society? Why is it important to demonstrate good behavior while using a computer? Why can’t you copy anything you want from the internet? Vocabulary: Cyberbullying Copyright Digital society

Lesson on Encyclopedia Britannica showing citations at bottom of articles My Cyberspace Neighborhood (2-3) Everyone Wants Friends (2-3) Is That Fair? (2-3) Good Manners Everywhere (2-3) Whose Property Is This? (2-3) Discuss cyberbullying prevention and how to handle a situation with bullies.

ELPS: 74.4.c.2.I: demonstrate listening comprehension of increasingly complex spoken English by following directions, retelling or summarizing spoken messages, responding to questions and requests, collaborating with peers, and taking notes commensurate with content and grade-level needs. Social Studies: 113.14.b.11.A: identify characteristics of good citizenship, including truthfulness, justice, equality, respect for oneself and others, responsibility in daily life, and participation in government by educating oneself about the issues, respectfully holding public officials to their word, and voting 113.14.b.11.A: identify examples of actions individuals and groups can take to improve the community TATEKS: 126.3.b.3.A: follow acceptable use policies when using computers 126.3.b.3.B: model respect of intellectual property by not illegally copying software or another individual's electronic work

http://www.school.eb.com/failedlogin?target=/�

http://cybersmartcurriculum.org/digitalcitizenship/lessons/2-3/my_cyberspace_neighborhood/�

http://cybersmartcurriculum.org/digitalcitizenship/lessons/2-3/everyone_wants_friends/�

http://cybersmartcurriculum.org/digitalcitizenship/lessons/2-3/is_that_fair/�

http://cybersmartcurriculum.org/digitalcitizenship/lessons/2-3/good_manners_everywhere/�

http://cybersmartcurriculum.org/digitalcitizenship/lessons/2-3/whose_property_is_this/�







4.A.1 Locate and use important areas of the library (circulation area, card catalog/OPAC, fiction/easy, periodical, reference, nonfiction and Biography). Essential Questions: Why do we need to know about the important areas of the library? What are some areas of the library where you can find a book about _________(a famous person, a mystery, etc.) ? What can you use to help you find that special library book? (signage, OPAC, teacher, friend's recommendation, etc.) Vocabulary: PAC Everybody section Fiction Nonfiction Reference Circulation desk









Map of Library




ELPS: 74.4.c.2.I: demonstrate listening comprehension of increasingly complex spoken English by following directions, retelling or summarizing spoken messages, responding to questions and requests, collaborating with peers, and taking notes commensurate with content and grade-level needs. Language Arts: 110.15.b.29: work productively with others in teams and participate in teacher- and student-led discussions by posing and answering questions with appropriate detail and by providing suggestions that build upon the ideas of others. Social Studies: 113.15.b.6.A: apply geographic tools, including grid systems, legends, symbols, scales, and compass roses, to construct and interpret maps

4.A.2 Demonstrate appropriate behaviors for locating, checking out, returning, and caring for library materials according to district

Exploring the Library - Alice K. Flanagan The Librarian from the Black Lagoon - Mike Thaler Quiet! There's a Canary in the Library -Don Freeman

ELPS: 74.4.c.2.I: demonstrate listening comprehension of increasingly complex spoken English by following directions, retelling or summarizing spoken

# Library



procedures. Essential Questions: Why is it important to use a shelf marker/book buddy? Why is it important to take care of your library books? What happens when you don't take proper care of your book? What are some examples of good book care? Vocabulary: Check-in Check-out Shelf marker Book buddy

Materials: Mr. Wiggle's Book Procedures: Read-aloud and discuss book care. Show items in backpacks and talk about how they relate to book care:

• shoe - don't step on books - keep them in a special place so you can find them each week

• tape - let the librarian use special library book tape for tears

• baby doll and stuffed dog - keep books safe from babies and dogs, zipped up in a backpack after reading





messages, responding to questions and requests, collaborating with peers, and taking notes commensurate with content and grade-level needs. Language Arts: 110.15.b.13.A: determine the sequence of activities needed to carry out a procedure (e.g., following a recipe).

4.A.3 Identify the arrangement of fiction, nonfiction and biography on the shelves and locate specific materials using the Dewey Decimal System Essential Questions: What is the Dewey Decimal System? How is it used to locate books? Vocabulary: Fiction Nonfiction Biography Dewey Decimal System

Dewey and the Decimals - Paige Taylor Dewey Decimal Activities(\\kleinet\kleinshare\Dept_EdTech\Public\Librarians\Scope & Sequence Updates\Library Skills\Dewey Decimal System) Call Number Lesson: Review parts of the Call Number:





ELPS: 74.4.c. 3.B: expand and internalize initial English vocabulary by learning and using high-frequency English words necessary for identifying and describing people, places, and objects, by retelling simple stories and basic information represented or supported by pictures, and by learning and using routine language needed for classroom communication Language Arts: 110.15.b.29: work productively with others in teams and participate in teacher- and student-led discussions by posing and answering questions with appropriate detail and by providing suggestions that build upon the ideas of others.

4.A.4 Demonstrate an understanding that the online catalog is an index to the library collection and use the catalog information to locate materials. Essential Questions: What are the different ways you can search for a book using the OPAC? Vocabulary:

PowerPoint presentation on PACSearch (\\kleinet\kleinshare\Dept_EdTech\Public\Librarians\Scope & Sequence Updates\Library Skills\Orientation\PAC)


ELPS: 74.4.c. 3.B: expand and internalize initial English vocabulary by learning and using high-frequency English words necessary for identifying and describing people, places, and objects, by retelling simple stories and basic information represented or supported by pictures, and by learning and using routine language needed for classroom communication Language Arts:



# Library



OPAC Search box

110.15.b.13.A: determine the sequence of activities needed to carry out a procedure (e.g., following a recipe). 110.15.b.14.C: compare various written conventions used for digital media (e.g. language in an informal e-mail vs. language in a web-based news article).

4.A.5 Demonstrate a working knowledge of library terminology, such as renew, hold, online resources and online catalog Essential Questions: What are the online resources that are available to you? How do you place a book on hold? Vocabulary: Renew Hold Online resources OPAC

Play Library Lingo (game from Upstart)


ELPS: 74.4.c. 3.B: expand and internalize initial English vocabulary by learning and using high-frequency English words necessary for identifying and describing people, places, and objects, by retelling simple stories and basic information represented or supported by pictures, and by learning and using routine language needed for classroom communication Language Arts: 110.15.b.29: work productively with others in teams and participate in teacher- and student-led discussions by posing and answering questions with appropriate detail and by providing suggestions that build upon the ideas of others.

4.A.6 Understand the role of public libraries, museums and community resources as a valuable source of information. Essential Questions: What are some differences between the public library and our school library? What would be some reasons why you would want to visit the public library? What things can you learn by visiting a museum? Vocabulary: Museum Public library School library

At the end of the school year, discuss the resources of the local public library

• Distribute the information about the summer programs there.

• Show how the public library collection can be accessed online

• Harris County Public Library Sign students up for library cards

• Kids Know It All section


4.A.7 Understand that bilingual books and Spanish books are part of the library

Review the spine labels which indicate that a book is in Spanish or is a bilingual book

ELPS: 74.4.c. 1.A: use prior knowledge and experiences to understand meanings in




# Library



collection when applicable. Essential Questions: Why do we have bilingual books in our library? How would you go about finding bilingual books in our library? Vocabulary: Bilingual

English.



4.B.1 Listen attentively, critically, and purposefully to stories, plays, and poems read aloud for enjoyment and to gain information. Essential Questions: What is the story mostly about? Does this poem have a pattern? What did you enjoy about this story and why? What do you know after listening to this story/play/poem that you did not know before? Vocabulary: Summarize Main idea Supporting detail

Storyline Online Read Aloud: Diary of a Wombat by Mem Fox

• Find out about wombats in Discovery Streaming

• Try to fit in when students are working on diaries/memoirs, so this fits right in

Summary/Main Idea Activities (\\kleinet\kleinshare\Dept_EdTech\Public\Librarians\Scope & Sequence Updates\ELA\Reading Skills) Summary Lesson & Practice Story Summary Lesson & Practice

ELPS: 74.4.c. 2.G: understand the general meaning, main points, and important details of spoken language ranging from situations in which topics, language, and contexts are familiar to unfamiliar. Language Arts: 110.15.b.11.A: summarize the main idea and supporting details in text in ways that maintain meaning

4.B.2 Explore culturally diverse works of various authors and illustrators Essential Questions: Compare and contrast the culture depicted in this book with your own culture. How do the illustrations help you relate to the culture portrayed in this book?

Help select books and materials to support the author/illustrator study: Author Study. Online interviews with famous children's authors: readingrockets.org Coretta Scott King Award Pura Belpré Award 50 Multicultural Books Celebrate Hispanic Heritage (Scholastic)

ELPS: 74.4.c. 2.G: understand the general meaning, main points, and important details of spoken language ranging from situations in which topics, language, and contexts are familiar to unfamiliar. Language Arts: 110.15.b.10: analyze, make inferences and draw conclusions about the author's purpose in cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding and explain the


http://www.studyzone.org/testprep/ela4/o/summaryl.cfm�

http://www.studyzone.org/testprep/ela4/o/summaryp.cfm�

http://www.studyzone.org/testprep/ela4/h/storysummaryl.cfm�

http://www.studyzone.org/testprep/ela4/h/storysummaryp.cfm�

http://www.ucalgary.ca/~dkbrown/authors.html�

http://www.readingrockets.org/�

http://www.ala.org/ala/mgrps/rts/emiert/cskbookawards/recipients.cfm�

http://ala.org/ala/mgrps/divs/alsc/awardsgrants/bookmedia/belpremedal/index.cfm�

http://www.education.wisc.edu/ccbc/books/detaillistbooks.asp?idbooklists=42�

http://teacher.scholastic.com/activities/hispanic/heritage.htm�

# Library



Vocabulary: Culture Diversity

difference between a stated and an implied purpose for an expository text.

4.B.3 Select, read, and respond to materials from a variety of literary genre for pleasure reading and/or to acquire information, such as nonfiction, fiction, poetry, magazines, newspapers, and electronic texts Essential Questions:




What kind of information can I get from an informational book or fiction book? Vocabulary: Bias Media Advertisement Genre

Genres_Very_Detailed PPT • Non-Fiction—slides 3-18 • Sci.Fi.—slides 19-33 • Fantasy—slides 34-51 • Mystery—slides 52-70 • Fairy/Folk tales—slides 71-105 • Fables—slides 106-115

Genre sorting activities (\\kleinet\kleinshare\Dept_EdTech\Public\Librarians\Scope & Sequence Updates\Library Skills\Genres) Genres Lesson & Practice Advertisements Lesson & Practice Bias Lesson & Practice

ELPS: 74.4.c. 3.B: expand and internalize initial English vocabulary by learning and using high-frequency English words necessary for identifying and describing people, places, and objects, by retelling simple stories and basic information represented or supported by pictures, and by learning and using routine language needed for classroom communication. Language Arts: 110.15.b.4: understand, make inferences and draw conclusions about the structure and elements of poetry and provide evidence from text to support their understanding and explain how the structural elements of poetry (e.g., rhyme, meter, stanzas, line breaks) relate to form (e.g., lyrical poetry, free verse). 110.15.b.14.A: explain the positive and negative impacts of advertisement techniques used in various genres of media to impact consumer behavior 110.15.b.14.B: explain how various design techniques used in media influence the message (e.g., pacing, close-ups, sound effects)

4.B.4 Read or listen to, and understand, a variety of literary forms such as fiction, poetry, myths, fables, tall tales, folktales, plays, informational books, biographies, and autobiographies Essential Questions: What are the characteristics for each genre? Vocabulary: Biography Autobiography

T-Chart to compare/contrast types of genre Fantasy during Halloween week:

• Read/discuss selected poems from Adam Rex's Frankenstein Makes a Sandwich.

State Road Elementary Library:

• Folklore • Online Poetry Resources • Mystery • Fantasy


• Non-Fiction—slides 3-18 • Sci.Fi.—slides 19-33 • Fantasy—slides 34-51 • Mystery—slides 52-70

ELPS: 74.4.c. 3.B: expand and internalize initial English vocabulary by learning and using high-frequency English words necessary for identifying and describing people, places, and objects, by retelling simple stories and basic information represented or supported by pictures, and by learning and using routine language needed for classroom communication. Language Arts: 110.15.b.4: understand, make inferences and draw conclusions about the structure and elements of poetry and provide evidence from text to support

http://www.studyzone.org/testprep/ela4/o/genresl.cfm�

http://www.studyzone.org/testprep/ela4/o/genresp.cfm�

http://www.studyzone.org/testprep/ela4/o/advertisementsl.cfm�

http://www.studyzone.org/testprep/ela4/o/advertisementsp.cfm�

http://www.studyzone.org/testprep/ela4/o/bias4l.cfm�

http://www.studyzone.org/testprep/ela4/o/bias4p.cfm�





# Library



Non-Fiction Science Fiction Fantasy Mystery Fairy/Folktales Fables Alliteration Onomatopoeia Internal rhyme Rhyme scheme

• Fairy/Folk tales—slides 71-105 • Fables—slides 106-115

Genre sorting activities (\\kleinet\kleinshare\Dept_EdTech\Public\Librarians\Scope & Sequence Updates\Library Skills\Genres) A Picture Book of Anne Frank by David Adler

• Biography Lesson (ReadWorks.org)

their understanding and explain how the structural elements of poetry (e.g., rhyme, meter, stanzas, line breaks) relate to form (e.g., lyrical poetry, free verse). 110.15.b.5: understand, make inferences and draw conclusions about the structure and elements of drama and provide evidence from text to support their understanding and describe the structural elements particular to dramatic literature. 110.15.b.7: understand, make inferences and draw conclusions about the varied structural patterns and features of literary nonfiction and provide evidence from text to support their understanding and identify similarities and differences between the events and characters' experiences in a fictional work and the actual events and experiences described in an author's biography or autobiography.

4.B.5 Explore works from award lists, such as Bluebonnet, Newbery, and Coretta Scott King titles, and recognize the significance of these awards Essential Questions: Why are these titles recognized for these awards? Vocabulary: Bluebonnet Newberry Coretta Scott King

Book Awards PPTs (\\kleinet\kleinshare\Dept_EdTech\Public\Librarians\Scope & Sequence Updates\Library Skills\Book Awards) Play Caldecott Bingo Game (from Demco) after a lesson about the Caldecott Award books.



Essential Questions: What is difference between a protagonist and antagonist? What are some examples of protagonists and antagonists from books that you have read?

Genres_Very_Detailed PPT • Fiction vs. Non-Fiction—slides 3-18

Fiction/Nonfiction PPTs (\\kleinet\kleinshare\Dept_EdTech\Public\Librarians\Scope & Sequence Updates\Library Skills\Genres) EHRLibraryMatch4-5

• Starboard activity matching literary and library terms with their definitions

(\\kleinet\kleinshare\Dept_EdTech\Public\Librarians\Scope & Sequence Updates\Library Skills\Library Terms)

ELPS: 74.4.c. 3.B: expand and internalize initial English vocabulary by learning and using high-frequency English words necessary for identifying and describing people, places, and objects, by retelling simple stories and basic information represented or supported by pictures, and by learning and using routine language needed for classroom communication. Language Arts: 110.15.b.3.A: summarize and explain the lesson or message of a work of

http://www.readworks.org/lessons/grade4/genre/lesson-2�


# Library



Vocabulary: Literary term Literary nonfiction

fiction as its theme 110.15.b.7: understand, make inferences and draw conclusions about the varied structural patterns and features of literary nonfiction and provide evidence from text to support their understanding and identify similarities and differences between the events and characters' experiences in a fictional work and the actual events and experiences described in an author's biography or autobiography.







What characteristics of this work let you know that this author/illustrator created it?




(\\kleinet\kleinshare\Dept_EdTech\Public\Librarians\Scope & Sequence Updates\Library Skills\Genres)

Shel Silverstein Website

Authors & Illustrators on the Web

ELPS: 74.4.c. 3.B: expand and internalize initial English vocabulary by learning and using high-frequency English words necessary for identifying and describing people, places, and objects, by retelling simple stories and basic information represented or supported by pictures, and by learning and using routine language needed for classroom communication. Language Arts: 110.15.b.8: understand, make inferences and draw conclusions about how an author's sensory language creates imagery in literary text and provide evidence from text to support their understanding and identify the author's use of similes and metaphors to produce imagery.

4.B.8 Identify different versions of stories Essential Questions: How many versions of Cinderella are there? Describe the relationship between the two versions of a story by comparing them.

Share versions of Three Little Pigs (True Story of Three Little Pigs, Three Little Wolves and the Big Bad Pig, etc). Use script from Pat Miller's Stretchy Library Lessons: Library Skills



Three Silly Billies-Margie Palatini (Tumblebooks)



http://people.ucalgary.ca/~dkbrown/authors.html�




# Library



What differences are there? Vocabulary: Version

• cute story with various fairy tale characters worked into a fractured version of the Three Billy Goats Gruff

Rubia and the Three Osos - Susan Middleton Elya Joe Bright and the 7 Genre Dudes by Jackie Mims Hopkins


Different versions of Cinderella

• Play Cinderella’s Shoe Matchup (shoes from different countries)



Language Arts: 110.15.b.11.C: describe explicit and implicit relationships among ideas in texts organized by cause and effect, sequence, or comparison

4.B.9 Participate in various reading incentive programs. Essential Questions: Are you aware of our Texas Bluebonnet Award, Texas 2x2 Program, BookIt, Read to Succeed SixFlags program? What is the importance of this program? What is your goal for participating in this program? Vocabulary: Incentive


ELPS: 74.4.c. 4.E: read linguistically accommodated content area material with a decreasing need for linguistic accommodations as more English is learned. Language Arts: 110.15.b.9: read independently for sustained periods of time and produce evidence of their reading and read independently for a sustained period of time and paraphrase what the reading was about, maintaining meaning and logical order (e.g., generate a reading log or journal; participate in book talks). 110.15.b.18.C: write responses to literary or expository texts and provide evidence from the text to 110.15.b.19: demonstrate understanding of persuasive texts to influence the attitudes or actions of a specific audience on specific issues and write persuasive essays for appropriate audiences that establish a position and use supporting details

4.B.10 Use a variety of comprehension strategies to assist reading and understanding. Essential Questions: How do you think the story will end?

Beach Ball/Cube Activities with comprehension questions after read-aloud. (Make Your Own) Active Reading Activity--“Ask Yourself” (\\kleinet\kleinshare\Dept_EdTech\Public\Librarians\Scope & Sequence Updates\ELA\Reading Skills) Context Clues Context Clues Lesson & Practice

ELPS: 74.4.c. 4.E: read linguistically accommodated content area material with a decreasing need for linguistic accommodations as more English is learned. Language Arts: 110.15.b.11.D: use multiple text features (e.g., guide words, topic and












http://www.studyzone.org/testprep/ela4/n/contextcluesl.cfm�

http://www.studyzone.org/testprep/ela4/o/usingcontextclues4l.cfm�

http://www.studyzone.org/testprep/ela4/o/usingcontextclues4p.cfm�

# Library



What is the main idea of the story? Can you summarize the plot of the story? Vocabulary: Self-monitoring Active reading

Interpret Information: Personal Experience: Lesson & Practice Interpret Information: Prior Knowledge: Lesson & Practice Personal Connection Lesson & Practice

concluding sentences) to gain an overview of the contents of text and to locate information.

4.B.11 Understand simple story structure, including character, plot, setting, storyline, and conflict. Essential Questions: How do you think the story will end? Why? What is the main idea of the story? How do you know? Can you summarize the plot of the story? Who is the narrator? Is this first or third person narration? Vocabulary: Main idea Summarize Narrator

Sequencing/Cause-Effect/Summary Activities (\\kleinet\kleinshare\Dept_EdTech\Public\Librarians\Scope & Sequence Updates\ELA\Reading Skills) Plot/Characterization Activities (\\kleinet\kleinshare\Dept_EdTech\Public\Librarians\Scope & Sequence Updates\ELA\Lit. Elements) Sequencing Using Folktales Understanding Details about Story Elements Plot Lesson & Practice Character Lesson & Practice Characters and Plot Lesson & Practice Compare/Contrast Lesson Character’s Feelings Lesson & Practice Point of View Lesson & Practice Sequence Lesson & Practice Chronological Order Lesson & Practice Read a variety of trickster tales from folklore for compare/contrast activity

ELPS: 74.4.c. 2.G: understand the general meaning, main points, and important details of spoken language ranging from situations in which topics, language, and contexts are familiar to unfamiliar. Language Arts: 110.15.b.3.A: summarize and explain the lesson or message of a work of fiction as its theme 110.15.b.3.B: compare and contrast the adventures or exploits of characters (e.g., the trickster) in traditional and classical literature understand, make inferences and draw conclusions about the structure and elements of fiction and provide evidence from text to support their understanding. Students are expected to: 110.15.b.6.A: sequence and summarize the plot's main events and explain their influence on future events; 110.15.b.6.B: describe the interaction of characters including their relationships and the changes they undergo. 110.15.6.C: identify whether the narrator or speaker of a story is first or third person.

4.B.12 Develop vocabulary through listening and reading. Essential Questions: What are some of the words in the story you were unfamiliar with? How can you use a dictionary to figure out meanings of unknown words? Vocabulary: Syllabication

Use Toad by Ruth Brown to discuss rich vocabulary choices

Dictionary Activities (\\kleinet\kleinshare\Dept_EdTech\Public\Librarians\Scope & Sequence Updates\Library Skills\Dictionary)

ELPS: 74.4.c. 1.C: use strategic learning techniques such as concept mapping, drawing, memorizing, comparing, contrasting, and reviewing to acquire basic and grade-level vocabulary. Language Arts: 110.15.b.2.E: use a dictionary or glossary to determine the meanings, syllabication, and pronunciation of unknown words

http://www.studyzone.org/testprep/ela4/o/interpretinformation4l.cfm�

http://www.studyzone.org/testprep/ela4/o/interpretinformation4p.cfm�

http://www.studyzone.org/testprep/ela4/o/priorknowledge4l.cfm�

http://www.studyzone.org/testprep/ela4/o/priorknowledge4p.cfm�

http://www.studyzone.org/testprep/ela4/o/connections4l.cfm�

http://www.studyzone.org/testprep/ela4/o/connections4p.cfm�

http://images.library.uiuc.edu/projects/tdc/lessonplans/SequencingFolktales.asp�

http://www.studyzone.org/testprep/ela4/h/storyelements.cfm�

http://www.studyzone.org/testprep/ela4/o/identifyplot4l.cfm�

http://www.studyzone.org/testprep/ela4/o/identifyplot4p.cfm�

http://www.studyzone.org/testprep/ela4/o/character4l.cfm�

http://www.studyzone.org/testprep/ela4/o/character4p.cfm�

http://www.studyzone.org/testprep/ela4/o/charactersandplot4l.cfm�

http://www.studyzone.org/testprep/ela4/o/charactersandplot4p.cfm�

http://www.studyzone.org/testprep/ela4/o/comparecontrastl.cfm�

http://www.studyzone.org/testprep/ela4/o/charactersfeelingsl.cfm�

http://www.studyzone.org/testprep/ela4/o/charactersfeelingsp2.cfm�

http://www.studyzone.org/testprep/ela4/o/pointofviewl.cfm�

http://www.studyzone.org/testprep/ela4/o/pointofviewp.cfm�

http://www.studyzone.org/testprep/ela4/f/sequencel.cfm�

http://www.studyzone.org/testprep/ela4/f/sequencep.cfm�

http://www.studyzone.org/testprep/ela4/o/chronorderl.cfm�

http://www.studyzone.org/testprep/ela4/o/chronorderp.cfm�

# Library






4.C.1 Communicate effectively one-to-one and in-group situations. Essential Questions: Who in your group was the leader? What is each person's responsibility in your group? How did each person in your group contribute to the final product? How do you ask questions in a group? Vocabulary: Contribution Responsibility Collaboration

Big6 #1 Task Definition: Discuss assignments in group setting to make sure that students know what they are expected to do #01 Plan: Kentucky Virtual Library

ELPS: 74.4.c. 3.E: share information in cooperative learning interactions. Language Arts: 110.15.b.20.B: use the complete subject and the complete predicate in a sentence. 110.15.b.20.C: use complete simple and compound sentences with correct subject-verb agreement. 110.15.b.26: organize and present their ideas and information according to the purpose of the research and their audience and draw conclusions through a brief written explanation and create a works-cited page from notes, including the author, title, publisher, and publication year for each source used. 110.15.b.28: speak clearly and to the point, using the conventions of language and express an opinion supported by accurate information, employing eye contact, speaking rate, volume, and enunciation, and the conventions of language to communicate ideas effectively. TATEKS: 126.3.b.8.A: use communication tools to participate in group projects 126.3.b.8.C: participate with electronic communities as a learner, initiator, contributor, or mentor 126.3.b.11.B: use presentation software to communicate with specific audiences

4.C.2 Identify and use the parts of a book to gather information, including glossary, copyright, index, table of contents, publisher, guide words, and title page Essential Questions: Where would you look to find the information on this topic, the table of contents or the index? In what chapter do you think you might find the answer to

Parts of Book PowerPoints (\\kleinet\kleinshare\Dept_EdTech\Public\Librarians\Scope & Sequence Updates\Library Skills\Parts of a Book) Previewing a Book Lesson, Practice & Game Text Features Lesson & Practice Headings Lesson & Practice

ELPS: 74.4.c. 3.H: narrate, describe, and explain with increasing specificity and detail as more English is acquired. Language Arts: 110.15.b.24.D: identify the author, title, publisher, and publication year of sources.



http://www.studyzone.org/testprep/ela4/o/partsofbookl.cfm�

http://www.studyzone.org/testprep/ela4/o/partsofabookp.cfm�

http://www.oswego.org/ocsd-web/match/term/draggeneric.asp?filename=jwildepartsofbook1�

http://www.studyzone.org/testprep/ela4/o/textfeatures4l.cfm�

http://www.studyzone.org/testprep/ela4/o/textfeatures4p.cfm�

http://www.studyzone.org/testprep/ela4/o/headingsl.cfm�

http://www.studyzone.org/testprep/ela4/o/headingsp.cfm�

# Library



this question in by looking at the table of contents? Can you find the page that the index gives for this topic? Vocabulary: glossary copyright index table of contents publisher guide words title page

4.C.3 Understand and use appropriate electronic search strategies, including narrowing and expanding searches; keyword, author, title, and subject searches; and Boolean operators Essential Questions: What are the keywords in my research question? What are other words I can use to narrow or expand my topic? Vocabulary: narrowing and expanding searches keyword author title subject Boolean operators

Big6 #2 Information Seeking Strategies Big6 #3 Location and Access IIM Step #3 Research #02 Search For Information: KY Virtual Library Rating Web Sites (4-5) Boolean Machine

ELPS: 74.4.c.2.I: demonstrate listening comprehension of increasingly complex spoken English by following directions, retelling or summarizing spoken messages, responding to questions and requests, collaborating with peers, and taking notes commensurate with content and grade-level needs TATEKS: 126.3.b.4.A: apply appropriate electronic search strategies in the acquisition of information including keyword and Boolean search strategies

4.C.4 Identify and define a specific problem or task for research, investigation or discussion


What is an open ended question?

What is the question I am trying to answer?

Where do you find

Big6 #1 Task Definition #01 Plan: Kentucky Virtual Library IIM Step #1 Topic IIM Step 1Handout “Presearch” (\\kleinet\kleinshare\Dept_EdTech\Public\Librarians\Scope & Sequence Updates\Big6_Research\IIM) Britannica’s Pre-research Planner Ready, Set, Research! With Britannica Student Encyclopedia The Big6 Goes Primary!: Teaching Information and Communications Technology Skills in Grades K-3 by






http://cybersmartcurriculum.org/researchinfo/lessons/4-5/rating_web_sites/�

http://www.kathyschrock.net/rbs3k/boolean/�







# Library



definitions?

How do you sort and classify? How do you compare/contrast? Vocabulary: Task Investigation Classify

Barbara Jansen The Definitive Big6 Workshop Handbook by Michael Eisenberg & Robert Berkowitz Teaching Information & Technology Skills: The Big6 in Elementary School by Michael Eisenberg & Robert Berkowitz Internet Power Research Using the Big6 Approach by Art Wolinsky

Social Studies: 113.15.b.23.A: use a problem-solving process to identify a problem, gather information, list and consider options, consider advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution

4.C.5 Generate ideas or relevant questions as a basis for inquiry/research Essential questions How do you clarify your research question? How do you evaluate your information? Vocabulary: Goals Clarify Specificity Relevant Generate Evaluate

Big6 #1 Task Definition #01 Plan: Kentucky Virtual Library Research Questions Easy Activity (\\kleinet\kleinshare\Dept_EdTech\Public\Librarians\Scope & Sequence Updates\Big6_Research) IIM Step #2 Goal Setting IIM Step 2 Handout “Writing Good Questions” (\\kleinet\kleinshare\Dept_EdTech\Public\Librarians\Scope & Sequence Updates\Big6_Research\IIM) Generate ideas using Research Question Cubes: 3 cubes with question words on them. Roll cubes to generate questions for research.

• Cube #1 (Yellow): When, What/Which, Where, Who, How, Why

• Cube #2 (Pink): Will, Would, Might, Is Did, Can

• Cube #3( Green): Verify, Contrast, Compare, Analyze, Predict


4.C.6 Select and use appropriate print and electronic sources, such as dictionaries, magazines, almanacs, thesauri, atlases, encyclopedias, experts, newspapers, timelines, nonfiction books, and Internet resources to gather needed information Essential questions: Which source should I use to find my information? Can I use more than one source to find relevant

Big6 #2 Information Seeking Strategies IIM Step #3 Research #02 Search For Information: KY Virtual Library Reference Sources:Lesson, Practice, & Game What’s at the Library? (4-5) Research Building Blocks: Examining Electronic Sources Research Building Blocks: Hints About Print

Library Resources Lesson & Practice

ELPS: 74.4.c.2.I: demonstrate listening comprehension of increasingly complex spoken English by following directions, retelling or summarizing spoken messages, responding to questions and requests, collaborating with peers, and taking notes commensurate with content and grade-level needs Language Arts: 110.15.b.2.E: use a dictionary or glossary to determine the meanings, syllabication, and pronunciation of unknown words 110.15.b.22.D: use spelling patterns and rules and print and electronic resources to determine and check correct







http://www.studyzone.org/testprep/ela4/o/referencesourcesl.cfm�

http://www.studyzone.org/testprep/ela4/o/referencesourcep2.cfm�

http://www.oswego.org/ocsd-web/quiz/mquiz.asp?filename=pdeliareferences�

http://cybersmartcurriculum.org/researchinfo/lessons/4-5/whats_at_the_library/�



http://www.readwritethink.org/classroom-resources/lesson-plans/research-building-blocks-hints-147.html?tab=4#tabs�

http://www.studyzone.org/testprep/ela4/o/libraryresources4l.cfm�

http://www.studyzone.org/testprep/ela4/o/libraryresources4p.cfm�

# Library



information? Is my source reliable? What is the difference between a print resource and an electronic resource? Vocabulary: Reliable Electronic

Newspapers Lesson, Practice, Game #1, & Game#2

Identifying Author’s Purpose in a Newspaper (ReadWorks.org)

BEN Research Guide Gr. 3-5 (\\kleinet\kleinshare\Dept_EdTech\Public\Librarians\Scope & Sequence Updates\Big6_Research)

spellings. 110.15.b.23.B: generate a research plan for gathering relevant information (e.g., surveys, interviews, encyclopedias) about the major research question. 110.15.b.24.A: follow the research plan to collect information from multiple sources of information both oral and written, including: (i) student-initiated surveys, on-site inspections, and interviews (ii) data from experts, reference texts, and online searches (iii) visual sources of information (e.g., maps, timelines, graphs) where appropriate. TATEKS: 126.3.b.4.B: select appropriate strategies to navigate and access information on local area networks (LANs) and wide area networks (WANs), including the Internet and intranet, for research and resource sharing 126.3.b.5.B: use on-line help and documentation

4.C.7 Analyze information by distinguishing fact from opinion, determining cause and effect, comparing and contrasting sources, and predicting outcomes Essential questions: Do my resources confirm my predictions? Why did I choose a particular to answer the question? Vocabulary: Compare/contrast Fact/opinion Prediction Distinguishing Outcome

Big6 #3 Location and Access Big6 #4 Use of Information IIM Steps #3 Research Big6 Note-Taking Sheet (\\kleinet\kleinshare\Dept_EdTech\Public\Librarians\Scope & Sequence Updates\Big6_Research) #03 Take Notes: KY Virtual Library #04 Use the Information: KY Virtual Library Cause and Effect:

• Stand Tall, Molly Lou Melon by Patty Lovell • Why the Chicken Crossed the Road by

David Macauley Predicting Outcomes

• Giggle Giggle Quack by Doreen Cronin • The Frog Principal by Stephanie Calmenson • Gingerbread Baby by Jan Brett • Bark, George by Jules Feiffer

Cause and Effect Lesson Inference Lesson & Practice Making Inferences Lesson & Practice

ELPS: 74.4.c.2.I: demonstrate listening comprehension of increasingly complex spoken English by following directions, retelling or summarizing spoken messages, responding to questions and requests, collaborating with peers, and taking notes commensurate with content and grade-level needs. Language Arts: 110.15.b.11.B: distinguish fact from opinion in a text and explain how to verify what is a fact 110.15.b.12: analyze, make inferences and draw conclusions about persuasive text and provide evidence from text to support their analysis and explain how an author uses language to present information to influence what the reader thinks or does. Social Studies: 113.15.b.21.B: analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making

http://www.studyzone.org/testprep/ela4/o/newspapersl.cfm�

http://www.studyzone.org/testprep/ela4/o/newspapersp.cfm�

http://www.oswego.org/ocsd-web/quiz/mquiz.asp?filename=pdelianewspapers�

http://www.oswego.org/ocsd-web/match/term/matchgeneric2.asp?filename=pdelianewspapers2�

http://www.readworks.org/lessons/grade4/authors-purpose/lesson-1�






http://www.studyzone.org/testprep/ela4/o/causeeffectl.cfm�

http://www.studyzone.org/testprep/ela4/o/inferencel.cfm�

http://www.studyzone.org/testprep/ela4/o/inferencep.cfm�

http://www.studyzone.org/testprep/ela4/o/makinginferencel.cfm�

http://www.studyzone.org/testprep/ela4/o/makinginferencep.cfm�

# Library



Fact and Opinion Lesson & Practice Check Your Facts Lesson & Practice Details Lesson & Practice Taking Notes Lesson & Practice Rating Websites (4-5)

generalizations and predictions, and drawing inferences and conclusions 113.15.b.21.D: identify different points of view about an issue, topic, historical event, or current event

4.C.8 Interpret graphical information, including pictures, charts, graphs, maps, timelines, graphic organizers and diagrams Essential questions- Can I read and understand what the graphic information is telling me? Can I paraphrase or summarize the information on the chart, graph, etc.? Vocabulary: charts graphs maps timelines graphic organizers diagrams

Big6 #3 Location and Access Big6 #4 Use of Information IIM Step #3 Research Text Features Lesson & Practice #04 Use the Information: KY Virtual Library

ELPS: 74.4.c.2.I: demonstrate listening comprehension of increasingly complex spoken English by following directions, retelling or summarizing spoken messages, responding to questions and requests, collaborating with peers, and taking notes commensurate with content and grade-level needs. Language Arts: 110.15.b.13.B: explain factual information presented graphically (e.g., charts, diagrams, graphs, illustrations Social Studies: 113.15.b.6.B: translate geographic data, population distribution, and natural resources into a variety of formats such as graphs and maps 113.15.b.21.C: organize and interpret information in outlines, reports, databases, and visuals, including graphs, charts, timelines, and maps TATEKS: 126.3.b.5.A: acquire information including text, audio, video, and graphics 126.3.b.7.C: use a variety of data types including text, graphics, digital audio, and video

4.C.9 Analyze information to determine usefulness to problem solution and currency of information Essential questions: Does my resource answer my question? Are my resources current and up to date? Vocabulary:

Big6 #4 Use of Information IIM Steps #3 Research #5 Goal Evaluation #04 Use the Information: KY Virtual Library Irrelevant Information Lesson & Practice IIM Step 5a Handout “Evaluating Research Goals” (\\kleinet\kleinshare\Dept_EdTech\Public\Librarians\Scope & Sequence Updates\Big6_Research\IIM)

ELPS: 74.4.c.2.I: demonstrate listening comprehension of increasingly complex spoken English by following directions, retelling or summarizing spoken messages, responding to questions and requests, collaborating with peers, and taking notes commensurate with content and grade-level needs. Language Arts: 110.15.b.25: clarify research questions and evaluate and synthesize collected information to improve the focus of

http://www.studyzone.org/testprep/ela4/o/factopinion4l.cfm�

http://www.studyzone.org/testprep/ela4/o/factopinion4p.cfm�

http://www.studyzone.org/testprep/ela4/o/checkfacts4l.cfm�

http://www.studyzone.org/testprep/ela4/o/checkfacts4p.cfm�

http://www.studyzone.org/testprep/ela4/o/details4l.cfm�

http://www.studyzone.org/testprep/ela4/o/details4p.cfm�

http://www.studyzone.org/testprep/ela4/o/takingnotes4l.cfm�

http://www.studyzone.org/testprep/ela4/o/takingnotes4p.cfm�











http://www.studyzone.org/testprep/ela4/o/irreleventinfol.cfm�

http://www.studyzone.org/testprep/ela4/o/irrelevantinfop.cfm�

# Library



Currency Analyze Usefulness

research as a result of consulting expert sources (e.g., reference librarians and local experts on the topic). Social Studies: 113.15.b.23.B: use a decision-making process to identify a situation that requires a decision, gather information, identify options, predict consequences, and take action to implement a decision TATEKS: 126.3.b.6.A: apply critical analysis to resolve information conflicts and validate information 126.3.b.6.B: determine the success of strategies used to acquire electronic information 126.3.b.6.C determine the usefulness and appropriateness of digital information

4.C.10 Summarize and organize information from multiple sources by taking notes, outlining ideas and making charts Essential questions: Can I organize my information in a way that others can understand? Can I synthesize the information from multiple sources into my product? Vocabulary: Synthesize Organize

Big6 #4 Use of Information Big6 #5 Synthesis IIM Step #4 Organizing #04 Use the Information: KY VL #05 Report: KY Virtual Library BEN-Research Guide Gr. 3-5 (\\kleinet\kleinshare\Dept_EdTech\Public\Librarians\Scope & Sequence Updates\Big6_Research) IIM Step 4 Handout “Steps to Organizing” (\\kleinet\kleinshare\Dept_EdTech\Public\Librarians\Scope & Sequence Updates\Big6_Research\IIM) Taking Notes Lesson & Practice Main Idea Lesson, Practice #1, & Practice #2 Identifying Supporting Details Graphic Organizer

ELPS: 74.4.c.2.I: demonstrate listening comprehension of increasingly complex spoken English by following directions, retelling or summarizing spoken messages, responding to questions and requests, collaborating with peers, and taking notes commensurate with content and grade-level needs. Language Arts: 110.15.b.24.B: use skimming and scanning techniques to identify data by looking at text features (e.g., bold print, italics). 110.15.b.24.C: take simple notes and sort evidence into provided categories or an organizer. Social Studies: 113.15.b.21.C: organize and interpret information in outlines, reports, databases, and visuals, including graphs, charts, timelines, and maps

4.C.11 Determine differences between primary and secondary sources Essential questions: What is a primary source? What is a secondary source? What is the difference

Big6 #2 Information Seeking Strategies IIM Step #3 Research Letters, Diaries, & Journals Lesson & Practice Introduction of Photographs, Maps, Letters, and Newspaper Articles as Primary Sources Lesson Introduction of Artifacts as Primary Source Lesson

ELPS: 74.4.c.2.I: demonstrate listening comprehension of increasingly complex spoken English by following directions, retelling or summarizing spoken messages, responding to questions and requests, collaborating with peers, and taking notes commensurate with content and grade-level needs. Language Arts:


http://www.big6.com/kids/3-6.htm�








http://www.studyzone.org/testprep/ela4/a/mainideal.cfm�

http://www.studyzone.org/testprep/ela4/a/mainideap.cfm�

http://www.studyzone.org/testprep/ela4/h/mainideap24.cfm�

http://www.studyzone.org/testprep/ela4/h/main%20idea.htm�



http://www.studyzone.org/testprep/ela4/o/Lettersdiariesjournals4l.cfm�

http://www.studyzone.org/testprep/ela4/o/Lettersdiariesjournals4p.cfm�

http://images.library.uiuc.edu/projects/tdc/lessonplans/PSGrade1Lesson4.asp�


# Library



between a primary and secondary source? Vocabulary: Primary source Secondary source

110.15.b.24.A: follow the research plan to collect information from multiple sources of information both oral and written, including: (i) student-initiated surveys, on-site inspections, and interviews (ii) data from experts, reference texts, and online searches (iii) visual sources of information (e.g., maps, timelines, graphs) where appropriate. Social Studies: 113.15.b.21.A: differentiate between, locate, and use valid primary and secondary sources such as computer software; interviews; biographies; oral, print, and visual material; documents; and artifacts to acquire information about the United States and Texas

4.C.12 Demonstrate knowledge of copyright laws and acceptable use policies and comply with laws regarding use of technology in society, including following district and federal copyright laws.

Essential questions: How do I cite a print source? How do I cite an electronic source? Why do I need to cite my source? What is an acceptable use policy? How do I site an image? Vocabulary: Source Citation Copyright Policy

Big6 #4 Use of Information IIM Step #3 Research IIM Step 3Handout “Perils of Plagiarism” (\\kleinet\kleinshare\Dept_EdTech\Public\Librarians\Scope & Sequence Updates\Big6_Research\IIM) Kentucky Virtual Library:


Research & Style Manual (grade 4) To Cheat or Not to Cheat (3-6) Cheating (3-6) Whose Is It, Anyway? (4-5) Do The Right Thing? (4-5)

ELPS: 74.4.c.2.I: demonstrate listening comprehension of increasingly complex spoken English by following directions, retelling or summarizing spoken messages, responding to questions and requests, collaborating with peers, and taking notes commensurate with content and grade-level needs. Language Arts: 110.15.b.24.D: identify the author, title, publisher, and publication year of sources. 110.15.b.24.E: differentiate between paraphrasing and plagiarism and identify the importance of citing valid and reliable sources. 110.15.b.26: organize and present their ideas and information according to the purpose of the research and their audience and draw conclusions through a brief written explanation and create a works-cited page from notes, including the author, title, publisher, and publication year for each source used. TATEKS: 126.3.b.3.A: follow acceptable use policies when using computers 126.3.b.3.B: model respect of intellectual property by not illegally copying software or another individual's electronic work.








http://cybersmartcurriculum.org/digitalcitizenship/lessons/4-5/whose_is_it_anyway/�

http://cybersmartcurriculum.org/digitalcitizenship/lessons/4-5/do_the_right_thing/�

# Library





4.D.1 Use the computer safely to protect oneself while online and off. (Contact - Personal Safety) Essential Question: How can I keep myself safe when using the computer? What personal information should never be given out when I’m online? What should you do if you feel uncomfortable with an online situation? Vocabulary: Online safety

Media Awareness Network— Privacy Playground: The First Adventure of the Three CyberPigs Be Comfortable (4-5) Safe Talking in Cyberspace (4-5) Private Information (4-5)


4.D.2 Protect the integrity of the computer and electronic data. (Content - Security) Essential Question: What is a computer password? Why should I keep passwords private? How is using a school computer different than using a computer at home? Why should you be aware of advertisements online? Vocabulary: Password Privacy

Powerful Passwords (4-5) Handling E-mail and IM (4-5) Faux Paw and the Dangerous Download A Place to Advertise (4-5)


4.D.3 Use the computer responsibly to be a productive member of the digital society. (Conduct – Cyber Bullying & Copyright)

Citizens of Cyberspace (4-5) Speak Out (4-5) The Power of Words (4-5) Gossip (3-6)

ELPS: 74.4.c.2.I: demonstrate listening comprehension of increasingly complex spoken English by following directions, retelling or summarizing spoken messages, responding to questions and requests, collaborating with peers, and taking notes commensurate with content

http://media-awareness.ca/english/games/privacy_playground/index.cfm�

http://media-awareness.ca/english/games/privacy_playground/index.cfm�

http://cybersmartcurriculum.org/digitalcitizenship/lessons/4-5/be_comfortable/�

http://cybersmartcurriculum.org/digitalcitizenship/lessons/4-5/safe_talking_in_cyberspace/�

http://cybersmartcurriculum.org/safetysecurity/lessons/4-5/private_information/�

http://cybersmartcurriculum.org/digitalcitizenship/lessons/4-5/powerful_passwords/�

http://cybersmartcurriculum.org/digitalcitizenship/lessons/4-5/handling_e-mail_and_im/�

http://www.ikeepsafe.org/faux-paw-and-the-dangerous-download/�

http://cybersmartcurriculum.org/researchinfo/lessons/4-5/a_place_to_advertise/�

http://cybersmartcurriculum.org/digitalcitizenship/lessons/4-5/citizens_of_cyberspace/�

http://cybersmartcurriculum.org/digitalcitizenship/lessons/4-5/speak_out/�

http://cybersmartcurriculum.org/digitalcitizenship/lessons/4-5/the_power_of_words/�


# Library



Essential Question: What is digital society? Why is it important to demonstrate good behavior while using a computer? Why can’t you copy anything you want from the internet? What are ways to stop and prevent cyberbullying? Vocabulary: Cyberbullying Copyright Digital society

Group Think (4-5) Stand Up to Cyberbullying (4-8) Lesson on Encyclopedia Britannica showing citations at bottom of articles

and grade-level needs. TATEKS: 126.3.b.3.A: follow acceptable use policies when using computers 126.3.b.3.B: model respect of intellectual property by not illegally copying software or another individual's electronic work

http://cybersmartcurriculum.org/digitalcitizenship/lessons/4-5/group_think/�

http://www.onguardonline.gov/videos/net-cetera-stand-up-to-cyberbullying.aspx�








5.A.1 Locate and use important areas of the library. (circulation area, card catalog/OPAC, fiction/easy, non-fiction, biography, reference, and periodical) Essential Questions: Why do we need to know about the important areas of the library? What are some areas of the library where you can find a book about _________(a famous person, a mystery, etc.) ? What can you use to help you find that special library book? (signage, OPAC, teacher, friend's recommendation, etc.) Vocabulary: PAC Everybody section Fiction Nonfiction Reference Circulation desk









Map of Library




ELPS: 74.4.c.2.I: demonstrate listening comprehension of increasingly complex spoken English by following directions, retelling or summarizing spoken messages, responding to questions and requests, collaborating with peers, and taking notes commensurate with content and grade-level needs Language Arts: 110.16.b.29: work productively with others in teams and participate in student-led discussions by eliciting and considering suggestions from other group members and by identifying points of agreement and disagreement 110.16.b.13.A: interpret details from procedural text to complete a task, solve a problem, or perform procedures Social Studies: 113.16.b.6.A: apply geographic tools, including grid systems, legends, symbols, scales, and compass roses, to construct and interpret maps

5.A.2 Demonstrate appropriate behaviors for locating, checking out, returning, and caring for library materials according to district procedures.

Exploring the Library - Alice K. Flanagan The Librarian from the Black Lagoon - Mike Thaler Quiet! There's a Canary in the Library -Don Freeman

ELPS: 74.4.c.2.I: demonstrate listening comprehension of increasingly complex spoken English by following directions, retelling or summarizing spoken messages, responding to questions and

# Library



Essential Questions: Why is it important to use a shelf marker/book buddy? Why is it important to take care of your library books? What happens when you don't take proper care of your book? What are some examples of good book care? Vocabulary: Check-in Check-out Shelf marker Book buddy

Materials: Mr. Wiggle's Book Procedures: Read-aloud and discuss book care. Show items in backpacks and talk about how they relate to book care:

• shoe - don't step on books - keep them in a special place so you can find them each week

• tape - let the librarian use special library book tape for tears

• baby doll and stuffed dog - keep books safe from babies and dogs, zipped up in a backpack after reading





requests, collaborating with peers, and taking notes commensurate with content and grade-level needs. Language Arts: 110.16.b.27.A: listen to and interpret a speaker's messages (both verbal and nonverbal) and ask questions to clarify the speaker's purpose or perspective.

5.A.3 Identify the arrangement of fiction, nonfiction and biography on the shelves and locate specific materials using the Dewey Decimal System Essential Questions: What is the Dewey Decimal System? How is it used to locate books? Vocabulary: Fiction Nonfiction Biography Dewey Decimal System

Dewey and the Decimals - Paige Taylor Dewey Decimal Activities(\\kleinet\kleinshare\Dept_EdTech\Public\Librarians\Scope & Sequence Updates\Library Skills\Dewey Decimal System) Call Number Lesson: Review parts of the Call Number:





ELPS: 74.4.c. 3.B: expand and internalize initial English vocabulary by learning and using high-frequency English words necessary for identifying and describing people, places, and objects, by retelling simple stories and basic information represented or supported by pictures, and by learning and using routine language needed for classroom communication Language Arts: 110.16.b.29: work productively with others in teams and participate in student-led discussions by eliciting and considering suggestions from other group members and by identifying points of agreement and disagreement. 110.16.b.13.A: interpret details from procedural text to complete a task, solve a problem, or perform procedures.

5.A.4 Demonstrate an understanding that the online catalog is an index to the library collection and use the catalog information to locate materials. Essential Questions: What are the different ways you can search for a

PowerPoint presentation on PACSearch (\\kleinet\kleinshare\Dept_EdTech\Public\Librarians\Scope & Sequence Updates\Library Skills\Orientation\PAC)


ELPS: 74.4.c. 3.B: expand and internalize initial English vocabulary by learning and using high-frequency English words necessary for identifying and describing people, places, and objects, by retelling simple stories and basic information represented or supported by pictures, and by learning and using routine language needed for classroom communication



# Library



book using the OPAC? Vocabulary: OPAC Search box

Language Arts: 110.16.b.27.B: follow, restate, and give oral instructions that include multiple action steps 110.16.b.13.A: interpret details from procedural text to complete a task, solve a problem, or perform procedures.

5.A.5 Demonstrate a working knowledge of library terminology, such as renew, hold, online resources and online catalog Essential Questions: What are the online resources that are available to you? How do you place a book on hold? Vocabulary: Renew Hold Online resources OPAC

Play Library Lingo (game from Upstart)


ELPS: 74.4.c. 3.B: expand and internalize initial English vocabulary by learning and using high-frequency English words necessary for identifying and describing people, places, and objects, by retelling simple stories and basic information represented or supported by pictures, and by learning and using routine language needed for classroom communication Language Arts: 110.16.b.27.C: determine both main and supporting ideas in the speaker's message.

5.A.6 Understand the role of public libraries, museums and community resources as a valuable source of information. Essential Questions: What are some differences between the public library and our school library? What would be some reasons why you would want to visit the public library? What things can you learn by visiting a museum? Vocabulary: Museum Public library School library

At the end of the school year, discuss the resources of the local public library

• Distribute the information about the summer programs there.

• Show how the public library collection can be accessed online

• Harris County Public Library Sign students up for library cards

• Kids Know It All section





# Library



5.A.7 Understand that bilingual books and Spanish books are part of the library collection when applicable. Essential Questions: Why do we have bilingual books in our library? How would you go about finding bilingual books in our library? Vocabulary: Bilingual

Review the spine labels which indicate that a book is in Spanish or is a bilingual book




5.B.1 Listen attentively, critically, and purposefully to stories, plays, and poems read aloud for enjoyment and to gain information. Essential Questions: What is the story mostly about? Does this poem have a pattern? What did you enjoy about this story and why? What do you know after listening to this story/play/poem that you did not know before? Vocabulary: Summarize Main idea Supporting detail

Storyline Online Read Aloud: Diary of a Wombat by Mem Fox

• Find out about wombats in Discovery Streaming

• Try to fit in when students are working on diaries/memoirs, so this fits right in

Summary/Main Idea Activities (\\kleinet\kleinshare\Dept_EdTech\Public\Librarians\Scope & Sequence Updates\ELA\Reading Skills)

ELPS: 74.4.c. 2.G: understand the general meaning, main points, and important details of spoken language ranging from situations in which topics, language, and contexts are familiar to unfamiliar. Language Arts: 110.16.b.11.A: summarize the main ideas and supporting details in a text in ways that maintain meaning and logical order.

5.B.2 Explore culturally diverse works of various authors and illustrators Essential Questions: Compare and contrast the culture depicted in this book with your own culture.

Author Study Video Author Interviews Introduce author: Gary Paulsen

• Show "Alaska Dog Racing" video from Discovery Education

• Play Pictionary or 5 clues on all the different

ELPS: 74.4.c. 2.G: understand the general meaning, main points, and important details of spoken language ranging from situations in which topics, language, and contexts are familiar to unfamiliar. Language Arts: 110.16.b.3.A: compare and contrast the


http://www.ucalgary.ca/~dkbrown/authors.html�

http://www.readingrockets.org/books/interviews/�

http://www.randomhouse.com/features/garypaulsen/journal.html�

http://streaming.discoveryeducation.com/�

# Library



How do the illustrations help you relate to the culture portrayed in this book? What is the theme of the story? How are the themes of these stories alike, different and similar? Vocabulary: Culture Diversity

jobs Gary Paulsen has had. (farm hand, construction worker, sailor, dogsled racer, truck driver, writer)

• I made cards with these jobs for the game Introduce author: Pam Munoz Ryan

• Readers Theater Scripts • Find them in Resources tab

Compare/Contrast the themes from several versions of Cinderella:


themes or moral lessons of several works of fiction from various cultures.

5.B.3 Select, read, and respond to materials from a variety of literary genre for pleasure reading and/or to acquire information, such as nonfiction, fiction, poetry, magazines, newspapers, and electronic texts Essential Questions:




What are the characteristics of non-fiction, Sci-Fi, Fantasy, Mystery, Folk tales, Fairytales, and Fables

What are the different components of poetry? Vocabulary: Genre Figurative language Poetry

Genres_Very_Detailed PPT • Non-Fiction—slides 3-18 • Sci.Fi.—slides 19-33 • Fantasy—slides 34-51 • Mystery—slides 52-70 • Fairy/Folk tales—slides 71-105 • Fables—slides 106-115

(\\kleinet\kleinshare\Dept_EdTech\Public\Librarians\Scope & Sequence Updates\Library Skills\Genres) Genre By the Book Lesson Plan Genre Lesson, Practice #1 & Practice #2 Cinquain Poetry Lesson, Practice, & Template Poetry Through Pictures Template Personification Lesson, Practice #1 & Template Metaphors/Similes Lesson & Practice Simile Lesson & Practice Metaphor Lesson

ELPS: 74.4.c. 3.B: expand and internalize initial English vocabulary by learning and using high-frequency English words necessary for identifying and describing people, places, and objects, by retelling simple stories and basic information represented or supported by pictures, and by learning and using routine language needed for classroom communication. Language Arts: 110.16.b.11.E: synthesize and make logical connections between ideas within a text and across two or three texts representing similar or different genres. 110.16.b.16.B: write poems using: (i) poetic techniques (e.g., alliteration, onomatopoeia) (ii) figurative language (e.g., similes, metaphors) (iii) graphic elements (e.g., capital letters, line length).

5.B.4 Read or listen to, and understand, a variety of

T-Chart to compare/contrast types of genre

ELPS: 74.4.c. 3.B: expand and internalize

http://www.readingrockets.org/books/interviews/ryan/�

http://www.pammunozryan.com/�



http://teacher.neisd.net/library/public/lessonplan/lessonplan.cfm?lessonpk=36�

http://www.studyzone.org/mtestprep/ela8/n/genre5l.cfm�

http://www.studyzone.org/mtestprep/ela8/n/genre5p.cfm�

http://www.studyzone.org/mtestprep/ela8/n/genres5p.cfm�

http://www.studyzone.org/mtestprep/ela8/n/poetry5l.cfm�

http://www.studyzone.org/mtestprep/ela8/n/poetrydrop5.cfm�

http://www.studyzone.org/mtestprep/ela8/n/cinquainpractice5p.cfm�

http://www.studyzone.org/mtestprep/ela8/n/poetrypictures5l.cfm�

http://www.studyzone.org/mtestprep/ela8/n/personification5l.cfm�

http://www.studyzone.org/mtestprep/ela8/n/personification5p2.cfm�

http://www.studyzone.org/mtestprep/ela8/n/personification5p.cfm�

http://www.studyzone.org/mtestprep/ela8/n/metaphorsim5l.cfm�

http://www.studyzone.org/mtestprep/ela8/n/metaphorsim5p.cfm�

http://www.studyzone.org/mtestprep/ela8/n/simile5l.cfm�

http://www.studyzone.org/mtestprep/ela8/n/simile5p.cfm�

http://www.studyzone.org/mtestprep/ela8/n/metaphor5l.cfm�

# Library



literary forms such as fiction, poetry, myths, fables, tall tales, folktales, plays, informational books, biographies, and autobiographies. Essential Questions: What are the characteristics of various genres? Vocabulary: Biography Autobiography Non-Fiction Science Fiction Fantasy Mystery Fairy/Folktales Fables Alliteration Onomatopoeia Internal rhyme Rhyme scheme

Fantasy during Halloween week: • Read/discuss selected poems from Adam

Rex's Frankenstein Makes a Sandwich. State Road Elementary Library:

• Folklore • Online Poetry Resources • Mystery • Fantasy


• Non-Fiction—slides 3-18 • Sci.Fi.—slides 19-33 • Fantasy—slides 34-51 • Mystery—slides 52-70 • Fairy/Folk tales—slides 71-105 • Fables—slides 106-115

Genre sorting activities (\\kleinet\kleinshare\Dept_EdTech\Public\Librarians\Scope & Sequence Updates\Library Skills\Genres) A Picture Book of Anne Frank by David Adler

• Biography Lesson (ReadWorks.org)

initial English vocabulary by learning and using high-frequency English words necessary for identifying and describing people, places, and objects, by retelling simple stories and basic information represented or supported by pictures, and by learning and using routine language needed for classroom communication. Language Arts: 110.16.b.3.B: describe the phenomena explained in origin myths from various cultures. 110.16.b.3.C: explain the effect of a historical event or movement on the theme of a work of literature. 110.16.b.4: understand, make inferences and draw conclusions about the structure and elements of poetry and provide evidence from text to support their understanding and analyze how poets use sound effects (e.g., alliteration, internal rhyme, onomatopoeia, rhyme scheme) to reinforce meaning in poems. 110.16.b.5: understand, make inferences and draw conclusions about the structure and elements of drama and provide evidence from text to support their understanding and analyze the similarities and differences between an original text and its dramatic adaptation. 110.16.b.7: understand, make inferences and draw conclusions about the varied structural patterns and features of literary nonfiction and provide evidence from text to support their understanding and identify the literary language and devices used in biographies and autobiographies, including how authors present major events in a person's life.

5.B.5 Explore works from award lists, such as Bluebonnet, Newbery, and Coretta Scott King titles, and recognize the significance of these awards Essential Questions: Why are these books important?

Which award is given to a book with the best illustrations?

Book Awards PPTs (\\kleinet\kleinshare\Dept_EdTech\Public\Librarians\Scope & Sequence Updates\Library Skills\Book Awards) Play Caldecott Bingo Game (from Demco) after a lesson about the Caldecott Award books.






http://www.readworks.org/lessons/grade4/genre/lesson-2�


# Library



Which award is given to a book for the best writing or story? Vocabulary: Bluebonnet Newberry Coretta Scott King



What are the characteristics of fiction, non-fiction, fantasy, etc?

Vocabulary: Literary term Literary nonfiction

Genres_Very_Detailed PPT • Fiction vs. Non-Fiction—slides 3-18

Fiction/Nonfiction PPTs (\\kleinet\kleinshare\Dept_EdTech\Public\Librarians\Scope & Sequence Updates\Library Skills\Genres) EHRLibraryMatch4-5

• Starboard activity matching literary and library terms with their definitions

(\\kleinet\kleinshare\Dept_EdTech\Public\Librarians\Scope & Sequence Updates\Library Skills\Library Terms)

ELPS: 74.4.c. 3.B: expand and internalize initial English vocabulary by learning and using high-frequency English words necessary for identifying and describing people, places, and objects, by retelling simple stories and basic information represented or supported by pictures, and by learning and using routine language needed for classroom communication. Language Arts: 110.16.b.7: understand, make inferences and draw conclusions about the varied structural patterns and features of literary nonfiction and provide evidence from text to support their understanding and identify the literary language and devices used in biographies and autobiographies, including how authors present major events in a person's life.







What characteristics of this work let you know



(\\kleinet\kleinshare\Dept_EdTech\Public\Librarians\Scope & Sequence Updates\Library Skills\Genres) Shel Silverstein Website Authors & Illustrators on the Web Author’s Purpose Lesson & Game

ELPS: 74.4.c. 3.B: expand and internalize initial English vocabulary by learning and using high-frequency English words necessary for identifying and describing people, places, and objects, by retelling simple stories and basic information represented or supported by pictures, and by learning and using routine language needed for classroom communication. Language Arts: 110.16.b.8: understand, make inferences and draw conclusions about how an author's sensory language creates imagery in literary text and provide evidence from text to support their understanding and evaluate the impact of sensory details, imagery, and figurative language in literary text. 110.16.b.10: analyze, make inferences and draw conclusions about the author's purpose in cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding and draw conclusions from the information presented by an


http://people.ucalgary.ca/~dkbrown/authors.html�

http://www.studyzone.org/mtestprep/ela8/n/authorpur5l.cfm�

http://www.oswego.org/ocsd-web/match/term/matchgeneric2.asp?filename=kderitteauth�

# Library



that this author/illustrator created it?


author and evaluate how well the author's purpose was achieved. 110.16.b.12.A: identify the author's viewpoint or position and explain the basic relationships among ideas (e.g., parallelism, comparison, causality) in the argument.

5.B.8 Identify different versions of stories Essential Questions: Why do you think there are so many versions of the same story? Describe the relationship between the two versions of a story by comparing them. What differences are there in these stories? Vocabulary: Traditional version Contemporary version Moral

Share versions of Three Little Pigs (True Story of Three Little Pigs, Three Little Wolves and the Big Bad Pig, etc). Use script from Pat Miller's Stretchy Library Lessons: Library Skills



Three Silly Billies-Margie Palatini (Tumblebooks)

• cute story with various fairy tale characters worked into a fractured version of the Three Billy Goats Gruff

Rubia and the Three Osos - Susan Middleton Elya Joe Bright and the 7 Genre Dudes by Jackie Mims Hopkins


Different versions of Cinderella • Play Cinderella’s Shoe Matchup (shoes from

different countries) • Cinderella Lessons • Cinderella Around the World PPTs


ELPS: 74.4.c. 3.B: expand and internalize initial English vocabulary by learning and using high-frequency English words necessary for identifying and describing people, places, and objects, by retelling simple stories and basic information represented or supported by pictures, and by learning and using routine language needed for classroom communication. Language Arts: 110.16.b.3.A: compare and contrast the themes or moral lessons of several works of fiction from various cultures. 110.16.b.11.C: analyze how the organizational pattern of a text (e.g., cause-and-effect, compare and contrast, sequential order, logical order, classification schemes) influences the relationships among the ideas.

5.B.9 Participate in various reading incentive programs. Essential Questions: Are you aware of our Texas Bluebonnet Award, Texas 2x2 Program, BookIt, Read to Succeed SixFlags program? What is the importance of this program? What is your goal for participating in this


ELPS: 74.4.c. 4.E: read linguistically accommodated content area material with a decreasing need for linguistic accommodations as more English is learned. Language Arts: 110.16.b.9: read independently for sustained periods of time and produce evidence of their reading and read independently for a sustained period of time and summarize or paraphrase what the reading was about, maintaining meaning and logical order (e.g., generate a reading log or journal; participate in book talks).













# Library



program? Vocabulary: Incentive

110.16.b.18.C: write responses to literary or expository texts and provide evidence from the text to demonstrate understanding. 110.16.b.19: write persuasive texts to influence the attitudes or actions of a specific audience on specific issues and write persuasive essays for appropriate audiences that establish a position and include sound reasoning, detailed and relevant evidence, and consideration of alternatives.

5.B.10 Use a variety of comprehension strategies to assist reading and understanding. Essential Questions: What strategies can I use when I have trouble understanding what I have read? Vocabulary: Self-monitoring Active reading

Beach Ball/Cube Activities with comprehension questions after read-aloud. (Make Your Own) Active Reading Activity--“Ask Yourself” (\\kleinet\kleinshare\Dept_EdTech\Public\Librarians\Scope & Sequence Updates\ELA\Reading Skills) Reading Fluency #1 Lesson & Practice Reading Fluency #2 Lesson & Practice Making Connections Lesson & Practice Self-Monitoring Strategies When Reading Visualization Lesson & Practice Reading Text Lesson & Practice Making Predictions Lesson & Practice Use Prior Knowledge & Experiences Lesson & Practice

ELPS: 74.4.c. 4.E: read linguistically accommodated content area material with a decreasing need for linguistic accommodations as more English is learned. Language Arts: 110.16.b.1: read aloud grade-level stories with fluency (rate, accuracy, expression, appropriate phrasing) and comprehension

5.B.11 Understand simple story structure, including character, plot, setting, storyline, and conflict. Essential Questions: How do you think the story will end? Why? What is the main idea of the story? How do you know? Can you summarize the plot of the story? Who is the narrator? Is this first or third person narration?

Sequencing/Cause-Effect/Summary Activities (\\kleinet\kleinshare\Dept_EdTech\Public\Librarians\Scope & Sequence Updates\ELA\Reading Skills) Conflict Activities Plot/Characterization Activities (\\kleinet\kleinshare\Dept_EdTech\Public\Librarians\Scope & Sequence Updates\ELA\Lit. Elements) Sequencing Using Folktales Understanding Details about Story Elements Point of View Lesson & Practice Compare/Contrast Lesson

ELPS: 74.4.c. 2.G: understand the general meaning, main points, and important details of spoken language ranging from situations in which topics, language, and contexts are familiar to unfamiliar. Language Arts: 110.16.b.6.A: describe incidents that advance the story or novel, explaining how each incident gives rise to or foreshadows future events. 110.16.b.6.B: explain the roles and functions of characters in various plots, including their relationships and conflicts. 110.16.b.6.C: explain different forms of third-person points of view in stories. 110.16.b.11.A: summarize the main ideas and supporting details in a text in ways that maintain meaning and logical



http://www.studyzone.org/testprep/ela4/o/fluency4l5thgrade.cfm�

http://www.studyzone.org/testprep/ela4/o/fluency4p5thgrade.cfm�

http://www.studyzone.org/mtestprep/ela8/n/fluency5l.cfm�

http://www.studyzone.org/mtestprep/ela8/n/fluency5p.cfm�

http://www.studyzone.org/mtestprep/ela8/n/connections5l.cfm�

http://www.studyzone.org/mtestprep/ela8/n/connections5p.cfm�

http://www.studyzone.org/mtestprep/ela8/n/crosschecking5l.cfm�

http://www.studyzone.org/mtestprep/ela8/n/visualization5l.cfm�

http://www.studyzone.org/mtestprep/ela8/n/visualization5p.cfm�

http://www.studyzone.org/mtestprep/ela8/n/readingtext5l.cfm�

http://www.studyzone.org/mtestprep/ela8/n/readingtext5p.cfm�

http://www.studyzone.org/mtestprep/ela8/n/makingpredictions5l.cfm�

http://www.studyzone.org/mtestprep/ela8/n/makingpredictions5p.cfm�

http://www.studyzone.org/mtestprep/ela8/n/priorknowledge5l.cfm�

http://www.studyzone.org/mtestprep/ela8/n/priorknowledge5p.cfm�

http://images.library.uiuc.edu/projects/tdc/lessonplans/SequencingFolktales.asp�

http://www.studyzone.org/testprep/ela4/h/storyelements.cfm�

http://www.studyzone.org/testprep/ela4/o/pointofviewl.cfm�

http://www.studyzone.org/testprep/ela4/o/pointofviewp.cfm�

http://www.studyzone.org/testprep/ela4/o/comparecontrastl.cfm�

# Library



Vocabulary: Main idea Summarize Narrator

order.

5.B.12 Develop vocabulary through listening and reading. Essential Questions: What are some of the words in the story you were unfamiliar with? How can you use a dictionary to figure out meanings of unknown words? Vocabulary: Syllabication

Context Clues Dictionary Activities (\\kleinet\kleinshare\Dept_EdTech\Public\Librarians\Scope & Sequence Updates\Library Skills\Dictionary)

ELPS: 74.4.c. 1.C: use strategic learning techniques such as concept mapping, drawing, memorizing, comparing, contrasting, and reviewing to acquire basic and grade-level vocabulary. Language Arts: 110.16.b.2.E: use a dictionary, a glossary, or a thesaurus (printed or electronic) to determine the meanings, syllabication, pronunciations, alternate word choices, and parts of speech of words.




5.C.1 Communicate effectively one-to-one and in-group situations. Essential Questions: Who in your group was the leader? What is each person's responsibility in your group? How did each person in your group contribute to the final product? How do you ask questions in a group? Vocabulary: Contribution Responsibility Collaboration

Big6 #1 Task Definition: Discuss assignments in group setting to make sure that students know what they are expected to do #01 Plan: Kentucky Virtual Library

ELPS: 74.4.c. 3.E: share information in cooperative learning interactions. Language Arts: 110.16.b.28: give organized presentations employing eye contact, speaking rate, volume, enunciation, natural gestures, and conventions of language to communicate ideas effectively. Social Studies: 113.16.b.25.C: express ideas orally based on research and experiences TATEKS: 126.3.b.8.A: use communication tools to participate in group projects 126.3.b.8.C: participate with electronic communities as a learner, initiator, contributor, or mentor 126.3.b.11.B: use presentation software to communicate with specific audiences

5.C.2 Identify and use the parts of a book to gather information, including

Using document camera, show and discuss the conventions of non-fiction from a variety of titles.

• Try choosing at least some of these titles from

ELPS: 74.4.c. 3.H: narrate, describe, and explain with increasing specificity and

http://www.studyzone.org/testprep/ela4/n/contextcluesl5.cfm�



# Library



glossary, copyright, index, table of contents, publisher, guide words, and title page Essential Questions: Which part of a book would you use to find the definition of an unknown word? Which page would you look on to find the year the book was published? Which page lists the chapters that are in the book? Where in the book would you go to find a list of topics? Vocabulary: glossary copyright index table of contents publisher guide words title page

the class's current science or social studies topic.

Parts of Book PowerPoints (\\kleinet\kleinshare\Dept_EdTech\Public\Librarians\Scope & Sequence Updates\Library Skills\Parts of a Book) Heading Lesson & Practice Text Features Lesson & Practice

detail as more English is acquired Language Arts: 110.16.b.24.D: identify the source of notes (e.g., author, title, page number) and record bibliographic information concerning those sources according to a standard format.

5.C.3 Understand and use appropriate electronic search strategies, including narrowing and expanding searches; keyword, author, title, and subject searches; and Boolean operators Essential Questions: What electronic resources could you use to find information on a given topic? What are the different ways you can search for a resource? How do you use Boolean operators and/or to expand or narrow a search?

Big6 #2 Information Seeking Strategies Big6 #3 Location and Access IIM Step #3 Research #02 Search For Information: KY Virtual Library Rating Web Sites (4-5) Boolean Machine

ELPS: 74.4.c.2.I: demonstrate listening comprehension of increasingly complex spoken English by following directions, retelling or summarizing spoken messages, responding to questions and requests, collaborating with peers, and taking notes commensurate with content and grade-level needs Language Arts: 110.16.b.24.A: follow the research plan to collect data from a range of print and electronic resources (e.g., reference texts, periodicals, web pages, online sources) and data from experts. TATEKS: 126.3.b.4.A: apply appropriate electronic search strategies in the acquisition of information including keyword and Boolean search strategies

http://www.studyzone.org/testprep/ela4/o/headingsl5thgrade.cfm�

http://www.studyzone.org/testprep/ela4/o/headingsp5thgrade.cfm�








http://www.kathyschrock.net/rbs3k/boolean/�

# Library



Vocabulary: narrowing and expanding searches keyword author title subject Boolean operators

5.C.4 Identify and define a specific problem or task for research, investigation or discussion


What is an open ended question?

When choosing a topic for research, what is it you specifically want to learn from your research?

Vocabulary: Task Investigation Classify

Big6 #1 Task Definition #01 Plan: Kentucky Virtual Library IIM Step #1 Topic IIM Step 1Handout “Presearch” (\\kleinet\kleinshare\Dept_EdTech\Public\Librarians\Scope & Sequence Updates\Big6_Research\IIM) Britannica’s Pre-research Planner Ready, Set, Research! With Britannica Student Encyclopedia Research: What Makes Chocolate the Perfect Treat? The Definitive Big6 Workshop Handbook by Michael Eisenberg & Robert Berkowitz Teaching Information & Technology Skills: The Big6 in Elementary School by Michael Eisenberg & Robert Berkowitz Internet Power Research Using the Big6 Approach by Art Wolinsky

ELPS: 74.4.c.2.I: demonstrate listening comprehension of increasingly complex spoken English by following directions, retelling or summarizing spoken messages, responding to questions and requests, collaborating with peers, and taking notes commensurate with content and grade-level needs Language Arts: 110.16.b.23.A: brainstorm, consult with others, decide upon a topic, and formulate open-ended questions to address the major research topic Social Studies: 113.16.b.26.A: use a problem-solving process to identify a problem, gather information, list and consider options, consider advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution

5.C.5 Generate ideas or relevant questions as a basis for inquiry/research Essential Questions: What questions will you ask to help guide your research? How do you evaluate your information? Vocabulary: Goals Clarify Specificity Relevant Generate Evaluate

Big6 #1 Task Definition #01 Plan: Kentucky Virtual Library Research Questions Easy Activity (\\kleinet\kleinshare\Dept_EdTech\Public\Librarians\Scope & Sequence Updates\Big6_Research) IIM Step #2 Goal Setting IIM Step 2 Handout “Writing Good Questions” (\\kleinet\kleinshare\Dept_EdTech\Public\Librarians\Scope & Sequence Updates\Big6_Research\IIM) Generate ideas using Research Question Cubes: 3 cubes with question words on them. Roll cubes to generate questions for research.

• Cube #1 (Yellow): When, What/Which, Where, Who, How, Why

• Cube #2 (Pink): Will, Would, Might, Is Did,

ELPS: 74.4.c.2.I: demonstrate listening comprehension of increasingly complex spoken English by following directions, retelling or summarizing spoken messages, responding to questions and requests, collaborating with peers, and taking notes commensurate with content and grade-level needs Language Arts: 110.16.b.23.A: brainstorm, consult with others, decide upon a topic, and formulate open-ended questions to address the major research topic 110.16.b.23.B: generate a research plan for gathering relevant information about the major research question










# Library



Can • Cube #3( Green): Verify, Contrast, Compare,

Analyze, Predict

5.C.6 Select and use appropriate print and electronic sources, such as dictionaries, magazines, almanacs, thesauri, atlases, encyclopedias, experts, newspapers, timelines, nonfiction books, and Internet resources to gather needed information Essential questions: Which source should I use to find my information? Can I use more than one source to find relevant information? Is my source reliable? What is the difference between a print resource and an electronic resource? Vocabulary: Reliable Electronic

Big6 #2 Information Seeking Strategies IIM Step #3 Research #02 Search For Information: KY Virtual Library What’s at the Library? (4-5) Advertisements Lesson & Practice Reference Sources Lesson, Practice, & Game Library Resources Lesson & Practice Newspapers Lesson, Practice, Game #1, & Game#2 BEN Research Guide Gr. 3-5 (\\kleinet\kleinshare\Dept_EdTech\Public\Librarians\Scope & Sequence Updates\Big6_Research)

ELPS: 74.4.c.2.I: demonstrate listening comprehension of increasingly complex spoken English by following directions, retelling or summarizing spoken messages, responding to questions and requests, collaborating with peers, and taking notes commensurate with content and grade-level needs Language Arts: 110.16.b.2.E: use a dictionary, a glossary, or a thesaurus (printed or electronic) to determine the meanings, syllabication, pronunciations, alternate word choices, and parts of speech of words. 110.16.b.22.D: use spelling patterns and rules and print and electronic resources to determine and check correct spellings. 110.16.b.24.A: follow the research plan to collect data from a range of print and electronic resources (e.g., reference texts, periodicals, web pages, online sources) and data from experts. TATEKS: 126.3.b.4.B: select appropriate strategies to navigate and access information on local area networks (LANs) and wide area networks (WANs), including the Internet and intranet, for research and resource sharing 126.3.b.5.B: use on-line help and documentation

5.C.7 Analyze information by distinguishing fact from opinion, determining cause and effect, comparing and contrasting sources, and predicting outcomes Essential Questions: How do you extract the relevant information for your research?

Big6 #3 Location and Access Big6 #4 Use of Information IIM Steps #3 Research Big6 Note-Taking Sheet (\\kleinet\kleinshare\Dept_EdTech\Public\Librarians\Scope & Sequence Updates\Big6_Research) #03 Take Notes: KY Virtual Library #04 Use the Information: KY Virtual Library Cause and Effect:

ELPS: 74.4.c.2.I: demonstrate listening comprehension of increasingly complex spoken English by following directions, retelling or summarizing spoken messages, responding to questions and requests, collaborating with peers, and taking notes commensurate with content and grade-level needs. Language Arts: 110.16.b.11.B: determine the facts in text and verify them through established methods




http://cybersmartcurriculum.org/researchinfo/lessons/4-5/whats_at_the_library/�

http://www.studyzone.org/mtestprep/ela8/n/advertisements5l.cfm�

http://www.studyzone.org/mtestprep/ela8/n/advertisements5p.cfm�

http://www.studyzone.org/testprep/ela4/o/referencesourcesl.cfm�

http://www.studyzone.org/testprep/ela4/o/referencesourcep2.cfm�

http://www.oswego.org/ocsd-web/quiz/mquiz.asp?filename=pdeliareferences�

http://www.studyzone.org/testprep/ela4/o/libraryresources4l.cfm�

http://www.studyzone.org/testprep/ela4/o/libraryresources4p.cfm�

http://www.studyzone.org/testprep/ela4/o/newspapersl.cfm�

http://www.studyzone.org/testprep/ela4/o/newspapersp.cfm�

http://www.oswego.org/ocsd-web/quiz/mquiz.asp?filename=pdelianewspapers�

http://www.oswego.org/ocsd-web/match/term/matchgeneric2.asp?filename=pdelianewspapers2�






# Library



Do my resources confirm my predictions? Why did I choose a particular to answer the question? Vocabulary: Compare/contrast Fact/opinion Prediction Distinguishing Outcome

• Stand Tall, Molly Lou Melon by Patty Lovell • Why the Chicken Crossed the Road by David

Macauley Predicting Outcomes

• Giggle Giggle Quack by Doreen Cronin • The Frog Principal by Stephanie Calmenson • Gingerbread Baby by Jan Brett • Bark, George by Jules Feiffer

Fact and Opinion - Martin Luther King, Jr. Cause and Effect Lesson & Practice Compare and Contrast Lesson & Practice Rating Websites (4-5)

110.16.b.11.C: analyze how the organizational pattern of a text (e.g., cause-and-effect, compare and contrast, sequential order, logical order, classification schemes) influences the relationships among the ideas Social Studies: 113.16.b.24.D: identify different points of view about an issue, topic, or current event 113.16.b.26.B: use a decision-making process to identify a situation that requires a decision, gather information, identify options, predict consequences, and take action to implement a decision

5.C.8 Interpret graphical information, including pictures, charts, graphs, maps, timelines, graphic organizers and diagrams Essential Questions: Can you use graphic organizers to interpret good information for your topic? Can I read and understand what the graphic information is telling me? Can I paraphrase or summarize the information on the chart, graph, etc.? Vocabulary: charts graphs maps timelines graphic organizers diagrams

Big6 #3 Location and Access Big6 #4 Use of Information IIM Step #3 Research #04 Use the Information: KY Virtual Library

ELPS: 74.4.c.2.I: demonstrate listening comprehension of increasingly complex spoken English by following directions, retelling or summarizing spoken messages, responding to questions and requests, collaborating with peers, and taking notes commensurate with content and grade-level needs. Language Arts: 110.16.b.11.D: use multiple text features and graphics to gain an overview of the contents of text and to locate information 110.16.b.13.B: interpret factual or quantitative information presented in maps, charts, illustrations, graphs, timelines, tables, and diagrams Social Studies: 113.16.b.24.C: organize and interpret information in outlines, reports, databases, and visuals, including graphs, charts, timelines, and maps TATEKS: 126.3.b.5.A: acquire information including text, audio, video, and graphics 126.3.b.7:C: use a variety of data types including text, graphics, digital audio, and video

5.C.9 Analyze information to determine usefulness to problem solution and currency of information Essential questions:

Big6 #4 Use of Information IIM Steps #3 Research #5 Goal Evaluation

ELPS: 74.4.c.2.I: demonstrate listening comprehension of increasingly complex spoken English by following directions, retelling or summarizing spoken messages, responding to questions and

http://www.education-world.com/a_lesson/02/lp248-01.shtml�

http://www.studyzone.org/testprep/ela4/o/causeeffect5l.cfm�

http://www.studyzone.org/testprep/ela4/o/causeeffect5p.cfm�

http://www.studyzone.org/testprep/ela4/o/comparecontrast5l.cfm�

http://www.studyzone.org/testprep/ela4/o/comparecontrast5p.cfm�








# Library



How do you determine trash from treasure when evaluating information that you find for your research? Does my resource answer my question? Are my resources current and up to date? Vocabulary: Currency Analyze Usefulness

#04 Use the Information: KY Virtual Library Irrelevant Information Lesson & Practice IIM Step 5a Handout “Evaluating Research Goals” (\\kleinet\kleinshare\Dept_EdTech\Public\Librarians\Scope & Sequence Updates\Big6_Research\IIM) Check Your Facts Lesson & Practice Taking Notes Lesson & Practice

requests, collaborating with peers, and taking notes commensurate with content and grade-level needs. Language Arts: 110.16.b.25.A: refine the major research question, if necessary, guided by the answers to a secondary set of questions. 110.16.b.25.B: evaluate the relevance, validity, and reliability of sources for the research. Social Studies: 113.16.b.24.B: analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions TATEKS: 126.3.b.6.A: apply critical analysis to resolve information conflicts and validate information 126.3.b.6.B: determine the success of strategies used to acquire electronic information 126.3.b.6.C: determine the usefulness and appropriateness of digital information 110.16.b.12.B: recognize exaggerated, contradictory, or misleading statements in text.

5.C.10

Summarize and organize information from multiple sources by taking notes, outlining ideas and making charts Essential questions: Can I organize my information in a way that others can understand? Can I synthesize the information from multiple sources into my product? Vocabulary: Synthesize Organize

Big6 #4 Use of Information Big6 #5 Synthesis IIM Step #4 Organizing #04 Use the Information: KY VL #05 Report: KY Virtual Library BEN-Research Guide Gr. 3-5 (\\kleinet\kleinshare\Dept_EdTech\Public\Librarians\Scope & Sequence Updates\Big6_Research) IIM Step 4 Handout “Steps to Organizing” (\\kleinet\kleinshare\Dept_EdTech\Public\Librarians\Scope & Sequence Updates\Big6_Research\IIM) Taking Notes Lesson & Practice Understanding Supporting Details Lesson & Practice Main Idea Lesson, Practice#1 & Practice #2

ELPS: 74.4.c.2.I: demonstrate listening comprehension of increasingly complex spoken English by following directions, retelling or summarizing spoken messages, responding to questions and requests, collaborating with peers, and taking notes commensurate with content and grade-level needs. Language Arts: 110.16.b.24.C: record data, utilizing available technology (e.g., word processors) in order to see the relationships between ideas, and convert graphic/visual data (e.g., charts, diagrams, timelines) into written notes 110.16.b.26.A: compiles important information from multiple sources 110.16.b.26.B: develops a topic sentence, summarizes findings, and uses evidence to support conclusions 110.16.b.26.C: presents the findings in a


http://www.studyzone.org/testprep/ela4/o/irreleventinfol.cfm�

http://www.studyzone.org/testprep/ela4/o/irrelevantinfop.cfm�

http://www.studyzone.org/testprep/ela4/o/checkfacts4l5thgrade.cfm�

http://www.studyzone.org/testprep/ela4/o/checkfacts4p5thgrade.cfm�












http://www.studyzone.org/testprep/ela4/o/supportingdetailsl5th.cfm�

http://www.studyzone.org/testprep/ela4/o/suppoertingdetailsp5th.cfm�

http://www.studyzone.org/testprep/ela4/a/mainideal5.cfm�

http://www.studyzone.org/testprep/ela4/a/mainideap5.cfm�

http://www.studyzone.org/testprep/ela4/h/mainideap24.cfm�

# Library



consistent format

5.C.11 Determine differences between primary and secondary sources Essential questions: What is a primary source? What is a secondary source? What is the difference between a primary and secondary source? Vocabulary: Primary source Secondary source

Big6 #2 Information Seeking Strategies IIM Step #3 Research Introduction of Photographs, Maps, Letters, and Newspaper Articles as Primary Sources Lesson Introduction of Artifacts as Primary Source Lesson Letters, Diaries, & Journals Lesson & Practice

ELPS: 74.4.c.2.I: demonstrate listening comprehension of increasingly complex spoken English by following directions, retelling or summarizing spoken messages, responding to questions and requests, collaborating with peers, and taking notes commensurate with content and grade-level needs. Language Arts: 110.16.b.24.B: differentiate between primary and secondary sources Social Studies: 113.16.b.24.A: differentiate between, locate, and use valid primary and secondary sources such as computer software; interviews; biographies; oral, print, and visual material; documents; and artifacts to acquire information about the United States

5.C.12 Demonstrate knowledge of copyright laws and acceptable use policies and comply with laws regarding use of technology in society, including following district and federal copyright laws.

Essential questions: How do I cite a print source? How do I cite an electronic source? Why do I need to cite my source? What is an acceptable use policy? How do I site an image? Vocabulary: Source Citation Copyright Policy

Big6 #4 Use of Information IIM Step #3 Research IIM Step 3Handout “Perils of Plagiarism” (\\kleinet\kleinshare\Dept_EdTech\Public\Librarians\Scope & Sequence Updates\Big6_Research\IIM) Kentucky Virtual Library:


Research & Style Manual (grade5) To Cheat or Not to Cheat (3-6) Cheating (3-6) Whose Is It, Anyway? (4-5) Do The Right Thing (4-5)

ELPS: 74.4.c.2.I: demonstrate listening comprehension of increasingly complex spoken English by following directions, retelling or summarizing spoken messages, responding to questions and requests, collaborating with peers, and taking notes commensurate with content and grade-level needs. Language Arts: 110.16.b.24.D: identify the source of notes (e.g., author, title, page number) and record bibliographic information concerning those sources according to a standard format 110.16.b.24.E: differentiate between paraphrasing and plagiarism and identify the importance of citing valid and reliable sources





http://www.studyzone.org/testprep/ela4/o/Lettersdiariesjournals4l.cfm�

http://www.studyzone.org/testprep/ela4/o/Lettersdiariesjournals4p.cfm�








http://cybersmartcurriculum.org/digitalcitizenship/lessons/4-5/whose_is_it_anyway/�

http://cybersmartcurriculum.org/digitalcitizenship/lessons/4-5/do_the_right_thing/�

# Library



5.C.13 Follow accepted format for documenting sources, such as a bibliography or works cited Essential Question: How do I properly cite the source that I used? Vocabulary: Documentation Works Cited

Big6 #4 Use of Information IIM Step #3 Research IIM Step 3Handout “Perils of Plagiarism” (\\kleinet\kleinshare\Dept_EdTech\Public\Librarians\Scope & Sequence Updates\Big6_Research\IIM) Research & Style Manual (grade 5) Cite Your Sources (Bibliography) KY Virtual Lib.

ELPS: 74.4.c.2.I: demonstrate listening comprehension of increasingly complex spoken English by following directions, retelling or summarizing spoken messages, responding to questions and requests, collaborating with peers, and taking notes commensurate with content and grade-level needs. Language Arts: 110.16.b.24.D: identify the source of notes (e.g., author, title, page number) and record bibliographic information concerning those sources according to a standard format 110.16.b.26.D uses quotations to support ideas and an appropriate form of documentation to acknowledge sources (e.g., bibliography, works cited) TATEKS: 126.3.b.3.A: follow acceptable use policies when using computers 126.3.b.3.B: model respect of intellectual property by not illegally copying software or another individual's electronic work



5.D.1 Use the computer safely to protect oneself while online and off. (Contact - Personal Safety) Essential Question: How can I keep myself safe when using the computer? What personal information should never be given out when I’m online? What should you do if you feel uncomfortable with an online situation? Vocabulary: Online safety

Be Comfortable (4-5) Safe Talking in Cyberspace (4-5) Private Information (4-5) Cyberbullying (BrainPop)






http://cybersmartcurriculum.org/digitalcitizenship/lessons/4-5/be_comfortable/�

http://cybersmartcurriculum.org/digitalcitizenship/lessons/4-5/safe_talking_in_cyberspace/�

http://cybersmartcurriculum.org/safetysecurity/lessons/4-5/private_information/�

http://www.brainpop.com/technology/computersandinternet/cyberbullying/preview.weml�

# Library



5.D.2 Protect the integrity of the computer and electronic data. (Content - Security) Essential Question: What is a computer password? Why should I keep passwords private? How is using a school computer different than using a computer at home? Why should you be aware of advertisements online? How is Klein’s AUP applicable to you when you use a school computer? Vocabulary: Password Privacy Acceptably Use Policy

Case of the Cyber Criminal Game Powerful Passwords (4-5) Handling E-mail and IM (4-5) A Place to Advertise (4-5) KISD Acceptable Use Policy


5.D.3 Use the computer responsibly to be a productive member of the digital society. (Conduct – Cyber Bullying & Copyright) Essential Question: What is digital society? Why is it important to demonstrate good behavior while using a computer? Why can’t you copy anything you want from the internet? What are ways to stop and prevent cyberbullying?

Clicky's Stolen Song - A Lesson in Digital Ethics Citizens of Cyberspace (4-5) Speak Out (4-5) The Power of Words (4-5) Gossip (3-6) Group Think (4-5) Stand Up to Cyberbullying (4-8) Lesson on Encyclopedia Britannica showing citations at bottom of articles

ELPS: 74.4.c.2.I: demonstrate listening comprehension of increasingly complex spoken English by following directions, retelling or summarizing spoken messages, responding to questions and requests, collaborating with peers, and taking notes commensurate with content and grade-level needs. TATEKS: 126.3.b.3.A: follow acceptable use policies when using computers 126.3.b.3.B: model respect of intellectual property by not illegally copying software or another individual's electronic work

http://www.onguardonline.gov/games/cyber-criminal.aspx�

http://cybersmartcurriculum.org/digitalcitizenship/lessons/4-5/powerful_passwords/�

http://cybersmartcurriculum.org/digitalcitizenship/lessons/4-5/handling_e-mail_and_im/�

http://cybersmartcurriculum.org/researchinfo/lessons/4-5/a_place_to_advertise/�

http://www.kleinisd.net/default.aspx?name=it.aup�

https://forms.kleinisd.net/media/internetsafety.htm�

http://cybersmartcurriculum.org/digitalcitizenship/lessons/4-5/citizens_of_cyberspace/�

http://cybersmartcurriculum.org/digitalcitizenship/lessons/4-5/speak_out/�

http://cybersmartcurriculum.org/digitalcitizenship/lessons/4-5/the_power_of_words/�


http://cybersmartcurriculum.org/digitalcitizenship/lessons/4-5/group_think/�

http://www.onguardonline.gov/videos/net-cetera-stand-up-to-cyberbullying.aspx�


# Library



Vocabulary: Cyberbullying Copyright Digital society

Documents

Klein ISD Library Media Servicesclassroom.kleinisd.net/users/1939/docs/3-5_08-29-12.pdf · person, a mystery, etc.) ? ... TEKS/TATEKS/ELPS. ... and elements of drama and provide evidence