library media 2nd grade session 1 concepts: skills · blendspace) lms will introduce rules for...

Neshaminy School District: Library Science Curriculum Map, Grade 2

Library Media 2nd Grade Session 1

Concepts: Skills:

Library Citizenship Organization of Library

Recount or describe key details from a text read aloud or information presented orally or through other media.

AASL Standards NETS-S Standards CCSS Standards

1.1.6 Read, view, and listen for information presented in any format (e.g., textual, visual, media, digital) in order to make inferences and gather meaning. 4.1.1 Read, view, and listen for pleasure and personal growth. 4.1.2 Read widely and fluently to make connections with own self, the world, and previous reading. 4.1.3 Respond to literature and creative expressions of ideas in various formats and genres.

5. Digital Citizenshipb. Exhibit a positive attitude toward usingtechnology that supports collaboration,learning, and productivity.

CCSS.ELA-Literacy.RL.2.10 By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range. CCSS.ELA-Literacy.RI.2.10 By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range. CCSS.ELA-Literacy.SL.2.1a Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).

Library Content Objectives Library Vocabulary Technology Vocabulary Technology Content Objectives

I can borrow books from the schoollibrary starting Session 2.

I can identify and select books fromareas in the library used by second graders.

I can use selection strategies, e.g., iPickand 5 Finger Rule.

iPick 5 Finger Rule Biography

Section Non-Fiction

Section

Fiction Section

(Any SpecialSection)

iPad Mobile Device

I can observe the use of an iPad I can understand the need for a positive

attitude towards using technology.

Information Literacy Content Resources Technology Literacy Content

Students will explain selectionstrategies.

Students will identify main areas ofthe library.

Students will identify areas open forsecond grade selection.

Literature: Goldiesocks and the Three Libearians , We’re Going on a Book Hunt Can use iPad to display: Map of library Pictures of sections of library or similar

LMS will model use of the iPad (seatingcharts or Welcome PowerPoint or “DoNow” Activity or Sock Puppet app)

LMS will use iPad vocabulary (see nextsession).

Assessment: Student SMART Board Response, student oral/chorale response, teacher observation.

http://www.corestandards.org/ELA-Literacy/RL/2/10/

http://www.corestandards.org/ELA-Literacy/RI/2/10/

http://www.corestandards.org/ELA-Literacy/SL/2/1/a/


Library Media 2nd Grade Sessions 2-3

Concepts: Skills:

Demonstrating Technology Etiquette & Safety

Behaving as a Digital Citizen

With prompting and support, demonstrate proper etiquette while using and handling technology (e.g., Technology basic care). Demonstrate proper care of technology and equipment.


1.1.4 Seek appropriate help when needed. 3.1.6 Use information and technology ethically and responsibly 4.3.4 Practice safe and ethical behaviors in personal electronic communications and interactions

5. Digital Citizenshipa. Advocate and practice safe, legal, andresponsible use of information andtechnology.

CCSS.ELA-Literacy.RI.2.5 Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently.


I can identify which selection strategy Iused to select my book.

I can use different features of a bookwhen selecting a book.

Jacket Cover Readability Topic Blurb Opinion Hook

Swipe Tap Home Screen Icon Home button Power Button Camera Icon Delete Trash Can

I can follow the Rules for District iPad Usefor Students.

I can use the iPad responsibly. I can turn the iPad on and off. I can navigate to the camera icon. I can take and delete a picture of my

selected book and strategy. I can identify icons that are for today’s

work. I can encourage others to practice safe,

legal and responsible use of the iPads. Information Literacy Content Resources Technology Literacy Content

Students will select their book afterconsidering information provided onthe jacket, cover, etc.

Video on How to Use an iPad. Apple Tutorials Glove video Humbert’s Beginner Video (located on Blendspace)

LMS will introduce rules for using an iPad. Students will use an iPad to capture an

image of their work.

Assessment: Students will turn on the iPad, use the camera to take a picture of their selection and strategy used, delete it and turn the iPad off.




Concepts: Skills:

Demonstrating Technology Etiquette & Safety Selecting Informational Texts & Literary Non-Fiction Selecting Literary Fiction

With prompting and support, demonstrate proper etiquette while using and handling technology (e.g., Technology basic care). Independently, select grade-level-appropriate literature in variety of genres. Independently locate and select literary non-fiction and information texts on grade level.

AASL Standards NETS-S Standards CCSS Standards 2.1.6 Use the writing process, media and visual literacy, and technology skills to create products that express new understandings. 3.1.3 Use writing and speaking skills to communicate new understandings effectively.

1. Creativity and Innovationa. Apply existing knowledge to generate newideas, products, or processes.

CCSS.ELA-Literacy.W.2.6 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. CCSS.ELA-Literacy.SL.2.5 Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings.


I can identify which selection strategy Iused to select my book.

N/A Educreations App Text Record Digital ink

I can identify icons that are for today’slesson.

I can use Educreations to make a videopresentation.

I can identify apps and icons that are notfor students.


Students will use a selection strategywhen selecting their book. ( I-Pick or5 Finger Rule)

An Educreations sample (located on Blendspace) Educreations App iPads

Demonstrate how to how to make a basicEducreations presentation.

Students can use an iPad to capture animage of their work.

Students can record their reasons forselecting their book.

Assessment: Students can turn on the iPad, open the app, use the camera to take a picture of their book, explain their reasons, share with a classmate, delete it, and turn the iPad off. (Create a checklist for students to complete before deleting Educreations.)

http://www.corestandards.org/ELA-Literacy/W/2/6/

http://www.corestandards.org/ELA-Literacy/SL/2/5/



Concepts: Skills:

Identifying Text Features Use various text features to locate key facts or information in text efficiently in print sources. Ask and answer a question about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic.

AASL Standards NETS-S Standards CCSS Standards 1.1.6 Read, view, and listen for information presented in any format (e.g., textual, visual, media, digital) in order to make inferences and gather meaning. 1.3.4 Contribute to the exchange of ideas within the learning community.

3. Research and Information Fluencyb. Locate, organize, analyze, evaluate,synthesize, and ethically use information froma variety of sources and media.



Given questions, I can use text featuresin a print book to locate pages wherethe needed information is located.

Table of Contents Index Text Features Annotate

N/A I can use Dropbox through Educreationson an iPad to locate the worksheet.

I can circle page numbers to identify mychoices for where one can find answers toprovided questions.


Students can choose pages to use tofind needed information by using anindex or the table of contents.

Print non-fiction informational texts Copies of an index and table of contents Students take a picture of the index or table of contents.

Students will retrieve a worksheet onDropbox using Educreations.

Students will identify the pages that theywould use to locate answers to providedquestions using the Index and Table ofContents.

Assessment: Worksheet or use Educreations retrieve a document from Dropbox with a table of contents and index. Students will circle their answers for question 1 in green, question 2 in blue.




Concepts: Skills:

Identifying Text Features Use various text features to locate key facts or information in text efficiently in digital sources. Ask and answer a question about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic.


1.1.6 Read, view, and listen for information presented in any format (e.g., textual, visual, media, digital) in order to make inferences and gather meaning.

3. Research and Information Fluencyb. Locate, organize, analyze, evaluate,synthesize, and ethically use information froma variety of sources and media.

CCSS.ELA-Literacy.RI.2.5 Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently. CCSS.ELA-Literacy.SL.2.3 Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue.


I can use text features in an eBook tolocate information.

N/A eBook Digital book “Read It!” Tool Bar

I can locate and use the table of contentsand index in an eBook.

I can locate information using thesefeatures.


Students can access informationusing the table of contents andindex.

Given questions, the class will listpage numbers where the answerswould most likely be found.

Follett Shelf eBook: ABCs of Endangered Animals (better index) Caterpillars to Butterflies (not recommended) Scholastic Book Flix on POWER Library Consider additional titles for this lesson that will tie into 2nd grade curriculum. Book Flix – Non-Fiction

LMS will demonstrate accessing an eBookfrom Follett Shelf.

Activity: Large group lesson: Use SMART Board or Document Camera Assessment: Teacher Observation (Transfer activity from print to digital)





Concepts: Skills:

Integration of Knowledge and Ideas Identify characters and settings in a story (in either text or digital form) and understand their impact on story by using information from illustrations and words in text. Explain plot in story (in either text or digital form) by using information from illustrations and words in text. Support opinion with reasons.

AASL Standards NETS-S Standards CCSS Standards 1.1.6 Read, view, and listen for information presented in any format (e.g., textual, visual, media, digital) in order to make inferences and gather meaning. 4.1.3 Respond to literature and creative expressions of ideas in various formats and genres.

5. Digital Citizenshipb. Exhibit a positive attitude toward usingtechnology that supports collaboration,learning, and productivity.

CCSS.ELA-Literacy.RL.2.3 Describe how characters in a story respond to major events and challenges. CCSS.ELA-Literacy.RL.2.7 Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot. CCSS.ELA-Literacy.W.2.1 Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section.


I can demonstrate understanding ofcharacters, setting and plot.

I can support my opinions with detailsfrom the text.

Character Setting Plot

N/A I can view and listen to a story beingdisplayed.

Information Literacy Content Resources Technology Literacy Content Students will actively listen and respond

to a story. Students can explain the relationships

between the characters. Students can identify the plot and

setting of the story and explain thesignificance of each.

Students can write their opinion in aresponse to questions providingreasons.

Print Seasonal Stories: Halloweiner Thank You, Sarah! Online Stories: The Square Pumpkin (http://www.youtube.com/watch?v=Qo2BAoqxbdM)

Pumpkin Feels Lonely (http://www.youtube.com/watch?v=-7s4QcpbbL0)

Students observe seasonal stories beingdisplayed via the document camera or viathe SMART Board.

Assessment: Students will write their opinion and provide reasons.




http://www.youtube.com/watch?v=Qo2BAoqxbdM

http://www.youtube.com/watch?v=-7s4QcpbbL0



Concepts: Skills:

Collaborating and Communicating with Technology Recalling Information

With guidance and support, use technology skills to interact and collaborate with others.

Recall information from past experience or information provided to answer question and use this information to write answer to question.

AASL Standards NETS-S CCSS

1.1.2 Use prior and background knowledge as context for new learning. 1.1.9 Collaborate with others to broaden and deepen understanding. 3.1.2 Participate and collaborate as members of a social and intellectual network of learners.

2.Communication and Collaborationa. Interact, collaborate, and publish withpeers, experts, or others employing a varietyof digital environments and media.

CCSS.ELA-Literacy.W.2.7 Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations). CCSS.ELA-Literacy.W.2.8 Recall information from experiences or gather information from provided sources to answer a question.


I can recall parts of a book; e.g., title,author, illustrator.

Recall AirPlay Wi-Fi Mirroring

I can connect an iPad to AirPlay and sharemy screen with the class.

With support, I can navigate on an iPad tothe Educreations app.

I can use Educreations to take a picture ofmy book and label the parts of the book.

Information Literacy Language Objectives Resources Technology Literacy Objectives

Students will create an Educreationsvideo that identifies the title,author, and illustrator for a specificbook.

Various titles from the library Students will use AirPlay technology todisplay their iPad screen.

Students will remember “parts of a book”and use Educreations with support to takepictures of the cover and annotate thepicture.

Assessment: Students will share with the class an Educreations video with one annotated slide containing one image. The title, author and illustrator will be identified.





Concepts: Skills:

Demonstrating Technology Etiquette & Safety Evaluating Sources Recalling Information

With prompting and support, answer questions about importance of safe, legal and responsible use of technology. Support opinion with reasons. Recall information from past experience or information provided to answer question and use this information to write answer to question.

AASL Standards NETS-S Standards CCSS Standards 1.1.6 Read, view, and listen for information presented in any format (e.g., textual, visual, media, digital) in order to make inferences and gather meaning. 1.1.9 Collaborate with others to broaden and deepen understanding. 2.1.5 Collaborate with others to exchange ideas, develop new understandings, make decisions, and solve problems.

5.Digital Citizenshipa. Advocate and practice safe, legal, andresponsible use of information andtechnology.b. Exhibit a positive attitude toward usingtechnology that supports collaboration,learning, and productivity.

CCSS.ELA-Literacy.W.2.7 Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations).

CCSS.ELA-Literacy.W.2.8 Recall information from experiences or gather information from provided sources to answer a question.


I can compare and contrastinformation.

I can state my opinion and havesupporting reasons.

I can remember how to connect toAirPlay.

Secret Full Address

Privateinformation

Digital Footprint User Name Password Dropbox (or use

paper copy)

I can identify private information. I can explain what “digital footprint”

means. With support, I can import images from

Dropbox to use with Educreations. With support, I can use Educreations to

complete and delete worksheets. Information Literacy Content Resources Technology Literacy Content

Students can compare two casestudies and identify the individualwho is safer online.

Common Sense Media: Privacy and Digital Footprint Pages 4,5,6,1,2 (Lesson Plan Grades 2-3) Mizzle and Electra

Use Dropbox in Educreations: Acct Logon: [email protected] 7nsdlms7

Students will identify key characteristicsof a digital footprint. i.e: Full address, fullname.

Students will know specific information tokeep private. i.e., pictures, username andpasswords and information about others.

With support, students will completeworksheets stored in Dropbox byaccessing through Educreations.

Activity: Use Educreations to import documents from Dropbox. Students will write or type answers on the digital copy. Students can use AirPlay to share their work. Assessment: LMS observation of student work displayed using AirPlay. Educreations video needs one image of a book cover, annotation identifying title, author and illustrator with recorded voice.



mailto:[email protected]



Concepts: Skills:

Describing Key Ideas and Details

Identifying Literary Elements

Describe key ideas from text read aloud or presented orally or in another media format. Identify characters and settings in story (either in text or digital form) and understand their impact on story by using information from illustrations and words in text. Explain plot in story (either in text or digital form) by using information from illustrations and words in text.


1.1.6 Read, view, and listen for information presented in any format (e.g., textual, visual, media, digital) in order to make inferences and gather meaning. 4.1.3 Respond to literature and creative expressions of ideas in various formats and genres.

6. Technology Operations and Conceptsa. Understand and use technology systems

CCSS.ELA-Literacy.RL.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. CCSS.ELA-Literacy.RL.2.7 Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.


I can identify characters, setting, andevents in a story and explain their rolein the story using details from the story.

I can explain the plot of a story.

Details N/A I can actively watch a holiday story inorder to identify the characters, setting,and plot.


Students will actively listen andrespond to a story.

Students will identify the characters,setting and plots using details fromthe story.

Holiday/Seasonal Stories (Print, audio or eBook) Hansel and Gretel Online Stories: See www.speakaboos.com *Choose Christmas under “Filter Your Search”

Students will actively watch a holidaystory on the SMART board and thenidentify the characters, setting, and plotusing details from the story.

Assessment: Think, pair, share, Thumbs up/Thumbs down or similar technique will be used to ensure all students are engaged in responding to questions about characters, setting and plot.



http://www.speakaboos.com/



Concepts: Skills:

Demonstrating Technology Etiquette & Safety

Recalling Information

With prompting and support, answer questions about importance of safe, legal and responsible use of technology. With prompting and support, demonstrate proper etiquette while using and handling technology (e.g., technology basic care). Recall information from past experience or information provided to answer question and use this information to write answer to question.

AASL Standards NETS-S Standards CCSS Standards 1.1.2 Use prior and background knowledge as context for new learning. 1.1.6 Read, view, and listen for information presented in any format (e.g., textual, visual, media, digital) in order to make inferences and gather meaning. 2.1.5 Collaborate with others to exchange ideas, develop new understandings, make decisions, and solve problems. 2.3.1 Connect understanding to the real world.

5.Digital Citizenshipa. Advocate and practice safe, legal, andresponsible use of information andtechnology.b. Exhibit a positive attitude toward usingtechnology that supports collaboration,learning, and productivity.c. Demonstrate personal responsibility forlifelong learning.d. Exhibit leadership for digital citizenship.

CCSS.ELA-Literacy.W.2.7 Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations).



I can remember how to import imagesfrom Dropbox while using Educreation.

N/A Cyber Bullying Online

I can identify cyber bully behaviors. I can avoid cyber bully behaviors. I can import images for Dropbox to use

with Educreations. I can use Educreations to complete and

delete worksheets. Information Literacy Content Resources Technology Literacy Content

Students will recall how to importimages from Dropbox when usingEducreations.

Common Sense Media: Connected Culture, Screen out the Mean, Lesson Plan for Grades 2/3, Pages 1-4,1 Screen out the Mean resources are on Blendspace Worksheets are in the Dropbox Use Dropbox in Educreations: Acct Logon: [email protected] Password:7nsdlms7

Students will view a video and discuss theconcepts involved with Cyber Bullying.

Students will complete worksheetsaccessed by opening Educreations toaccess Dropbox.

Assessment: Students will submit their work to the Educreations class set-up by the LMS.



mailto:[email protected]



Concepts: Skills:

eReader Handling Skills

Explaining Different Types of Text

Demonstrate proper book handling skills and correct procedures for using eReader devices (e.g., how to turn device on and off, turn pages, protect screen). Explain differences between fiction and non-fiction texts.



5. Digital Citizenshipa. Advocate and practice safe, legal, andresponsible use of information andtechnology.b. Exhibit a positive attitude toward usingtechnology that supports collaboration,learning, and productivity.6.Technology Operations and Conceptsa. Understand and use technology systems.


CCSS.ELA-Literacy.RI.2.6 Identify the main purpose of a text, including what the author wants to answer, explain, or describe.


I can explain the difference betweenfiction and nonfiction texts.

I can provide examples to support myideas.

Power Library Book Flix

Volume Control Ear Buds

With support for all below… I can navigate to a Scholastic Book Flix

using POWER Library. I can connect my ear buds to the iPad and

adjust the volume. I can watch a story and read/listen to an

eBook. I can use the audio feature asneeded.

I can turn pages and move from thebeginning to the end of the eBook.


Students will analyze the differencebetween fiction and nonfiction texts.

Use the “Feature Pair” in Book Flix/Power Library. Students can choose a pair. Access POWER Library using an icon to avoid logon required by the Student Intranet.

With support, students use iPads toaccess Book Flix eBooks on POWERLibrary.

With support, students use their earbuds/headphones and adjust iPadvolume to listen to a “Feature Pair.”

Assessment: LMS observation. Exit Tickets: One Minute Response – Most important thing you learned today – Main unanswered question you leave class with today – Muddiest point (most confused about) or similar.





Concepts: Skills:

Evaluating Diverse Media Explain how graphic representations contribute to and clarify meaning of text.

AALS Standards NETS-S Standards CCSS Standards 1.1.6 Read, view, and listen for information presented in any format (e.g., textual, visual, media, digital) in order to make inferences and gather meaning. 1.3.5 Use information technology responsibly. 2.2.3 Employ a critical stance in drawing conclusions by demonstrating that the pattern of evidence leads to a decision or conclusion.

5. Digital Citizenshipa. Advocate and practice safe, legal, andresponsible use of information andtechnology.b. Exhibit a positive attitude toward usingtechnology that supports collaboration,learning, and productivity.

CCSS.ELA-Literacy.RI.2.7 Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text.

CCSS.ELA-Literacy.W.2.1 Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section.



I can explain how illustrations connectand work with text to tell the story.

I can provide information about theCaldecott Award.

I can locate and read information onCaldecott Award winning titles tobroaden my knowledge and to make aselection choice.

Caldecott Award Gold Medal Silver Medal Honor Book

WebPath Express I can use WebPath Express to exploreCaldecott titles and authors.


Students will experience a Caldecottaward winning title as a read aloud.

Students will explore the world ofCaldecott titles and authors thoughprint and/or web resources.

Caldecott Award Titles: Jumanji Snowflake Bentley, The Snowy Day, A Sick Day for Amos McGee, Why Mosquitoes Buzz in People’s Ears & others are available on Book Flix. Caldecott display ALA website Chris Van Allsburg website

Students will use WebPath Express tosearch for websites on Caldecott awardwinning titles.

Assessment: Students will write favorites on one side of the SMART Board and unfamiliar but interesting Caldecott titles on the other side. Exit Ticket – 1. Identify your favorite Caldecott title and provide a reason. 2. Identify a Caldecott title that you would like to read using information from your research and suggestions from your peers.






Concepts: Skills:

Selecting Informational Texts & Literary Non-Fiction Independently locate and select literary non-fiction and information texts on grade level.



3. Research and Information Fluencya. Plan strategies to guide inquiry.b .Locate, organize, analyze, evaluate,synthesize, and ethically use information from a variety of sources and media.6 Technology Operations and Conceptsa. Understand and use technology systems.b. Select and use applications effectively andproductively.

CCSS.ELA-Literacy.RI.2.6 Identify the main purpose of a text, including what the author wants to answer, explain, or describe.



I can explain what a call number is. Given a call number, I can identify

which section of the library the bookcan be located.

Call Numbers Fiction Non-Fiction Easy Non-Fiction Biography Easy

Socrative app I can respond to questions using theSocrative app on an iPad.

I can match examples of call numbers bydragging the call number to the matchingsection.


Students will practice matching callnumbers to the matching sections ofthe library.

Socrative app SMART Board activity

Students will answer questions using aSocrative quiz.

Assessment: Students will answer questions using a student response app, Socrative or similar.





Concepts: Skills:

Selecting Informational Texts & Literary Non-Fiction Independently locate and select literary non-fiction and information texts on grade level. With support, use library index to locate non-fiction and informational texts.


1.1.6 Read, view, and listen for information presented in any format (e.g., textual, visual, media, digital) in order to make inferences and gather meaning. 1.2.2 Demonstrate confidence and self-direction by making independent choices in the selection of resources and information.

3. Research and Information Fluencya. Plan strategies to guide inquiry.b. Locate, organize, analyze, evaluate,synthesize, and ethically use information froma variety of sources and media.6. Technology Operations and Conceptsa. Understand and use technology systems.b. Select and use applications effectively andproductively.


CCSS.ELA-Literacy.RI.2.10 By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range.


I can search and record call numbers forbooks using the Visual Search feature inDestiny Follett.

With support I can locate a non-fictionbook using the call number.

I can find a non-fiction book that I canread using Destiny.

Reading Level Interest Level Categories

Visual Search Destiny Follett Database

I can navigate to the Destiny Follettwebsite.

I can search by categories to find a bookthat I can read.


Students will use the Visual Searchfeature in Destiny Follett to searchfor books.

Destiny Follett – Visual Search Students will learn to locate and navigatethe Destiny Follett website.

Students will search categories to locate abook of interest with an appropriatereading level.

Assessment: LMS observation of students navigating Destiny Follett to locate a book of interest with an appropriate reading level. Students will then check out the book.





Concepts: Skills:

Research Process: Effective Inquiry Research Process: Developing Research Topic and Question(s)

Producing and Publishing with Technology

Participate in collaborative research. As part of grade-level-appropriate research process, choose topic with guidance. With guidance and support, use digital tools to produce and publish writing.

AASL Standards NETS-S Standards CCSS Standards 1.1.3 Develop and refine a range of questions to frame the search for new understanding. 1.1.4 Seek appropriate help when needed. 1.1.6 Read, view, and listen for information presented in any format (e.g., textual, visual, media, digital) in order to make inferences and gather meaning. 2.1.4 Use technology and other information tools to analyze and organize information. 2.1.6 Use the writing process, media and visual literacy, and technology skills to create products that express new understandings.

2. Communication and Collaborationa. Interact, collaborate, and publish with peers,experts, or others employing a variety of digitalenvironments and media.3. Research and Information Fluencya. Plan strategies to guide inquiry.b. Locate, organize, analyze, evaluate, synthesize,and ethically use information from a variety ofsources and media.4. Critical Thinking, Problem Solving, and DecisionMakinga. Identify and define authentic problems andsignificant questions for investigation.

CCSS.ELA-Literacy.RI.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

CCSS.ELA-Literacy.W.2.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.


With support, I can develop basicresearch questions.

I can search non-fiction text to answerquestions.

Research Pebble Go-AnimalDatabase

Screen Shot

I can insert type written words whenmaking a video, using Educreations app.

I can use a screen shot to illustrate thetext.

I can locate information in a database,Pebble Go-Animals.


Students will develop questionsbased on their chosen researchtopic.

With support and guidance, studentswill use non-fiction texts and textfeatures to locate answers.

Pebble Go-Animal Database Insect Cards (from World Book Activity) Publishing Tool: Educreations app iPads

Working as class, the students will workto develop questions on an insect. UsingPebble Go-Animals, the students will findanswers to the questions.

The LMS will model taking a screen shotand how to bring the image intoEducreations.

The LMS will model the project.

Assessment: LMS observation.





Concepts: Skills:

Research Process: Effective Inquiry Producing and Publishing with Technology

Participate in individual research. With guidance and support, use digital tools to produce and publish writing.


1.1.6 Read, view, and listen for information presented in any format (e.g., textual, visual, media, digital) in order to make inferences and gather meaning. 2.1.4 Use technology and other information tools to analyze and organize information. 2.1.6 Use the writing process, media and visual literacy, and technology skills to create products that express new understandings. 3.1.3 Use writing and speaking skills to communicate new understandings effectively. 4.1.8 Use creative and artistic formats to express personal learning.

1. Creativity and Innovationb. Create original works as a means ofpersonal or group expression.2.Communication and Collaborationb. Communicate information and ideaseffectively to multiple audiences using avariety of media and formats.3. Research and Information Fluencya. Plan strategies to guide inquiry.b. Locate, organize, analyze, evaluate,synthesize, and ethically use information froma variety of sources and media.6. Technology Operations and Conceptsa. Understand and use technology systemsb. Select and use applications effectively andproductively.

CCSS.ELA-Literacy.RI.2.2 Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text. CCSS.ELA-Literacy.RI.2.4 Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area. CCSS.ELA-Literacy.RI.2.5 Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently. CCSS.ELA-Literacy.SL.2.5 Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings. CCSS.ELA-Literacy.W.2.6 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.








I can read non-fiction text to answerquestions.

Using a graphic organizer, I can gatherinformation needed to answer thequestions.

I can organize my information into apresentation.

GraphicOrganizer

Sections of Pebble Go Body Habitat Food Life Cycle

I can search on Pebble Go-Animals forinformation on a given insect.

I can take a screen shot and import it intoEducreations.

I can type my findings into Educreations. I can record my presentation.


Students will read from a non-fictiontext to answer questions on a giveninsect.

Using a graphic organizer, studentswill organize their information.

Pebble Go-Animal Database Insect Cards (from World Book Activity) Publishing Tools: Educreations app Book Creator Or similar tool Ear Buds Evaluation Checklist Graphic Organizer (Pebble Go has printouts) Use AirPlay to share some of the videos.

Students will use a digital database,Pebble Go-Animals.

Students will produce an Educreationsvideo that contains at least 3 slides. Oneslide has a screen shot. Remaining slideshave their information typed. Studentswill include a title slide.

Students will make a recording of theirvoice reading their information.

Assessment: Evidence based assessment: Students will create a slide for each question. Each slide will have the answer to a question. Students will insert at least one screen shot and may choose to add a recording, images and/or drawings. Student will share their video with their assigned partner. Each student will evaluate the partner’s video using a provided checklist.



Concepts: Skills:

Describing Key Ideas and Details Preparing Multimedia Presentations

Describe key ideas from text read aloud or presented orally or in another media format. Add drawing or other visual display to presentation to clarify ideas, thoughts and feelings.

AALS Standards NETS-S Standards CCSS Standards 1.1.6 Read, view, and listen for information presented in any format (e.g., textual, visual, media, digital) in order to make inferences and gather meaning. 1.4.1 Monitor own information seeking processes for effectiveness and progress, and adapt as necessary. 2.1.4 Use technology and other information tools to analyze and organize information. 2.1.6 Use the writing process, media and visual literacy, and technology skills to create products that express new understandings. 3.1.3 Use writing and speaking skills to communicate new understandings effectively. 4.1.8 Use creative and artistic formats to express personal learning.

3. Research and Information Fluencya. Plan strategies to guide inquiry.b. Locate, organize, analyze, evaluate,synthesize, and ethically use information froma variety of sources and media.2.Communication and Collaborationa. Interact, collaborate, and publish withpeers, experts, or others employing a varietyof digital environments and media.

CCSS.ELA-Literacy.RI.2.5 Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently. CCSS.ELA-Literacy.RL.2.7 Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot. CCSS.ELA-Literacy.SL.2.2 Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. CCSS.ELA-Literacy.W.2.6 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.


I can map story elements of plot,characters and setting.

I can tell the difference between a mainidea and a supporting detail.

Story Map Plot Setting Main Characters Personal

Connection

Kidspiration Main Idea Bubbles Supporting Details

Bubbles Connecting Lines Labels Personal

ConnectionBubble

I can use Kidspiration to design a graphicorganizer.

I can use the Kidspiration features toorganize the main ideas with supportingdetails.


Students will identify plot,characters and setting after listeningto a read aloud.

Students will identify a personalconnection to this story.

Kidspiration Knuffle Bunny (available on Book Flix) or similar title

LMS will demo Kidspiration and studentswill practice using Kidspiration features.(1session)

Students will design a Kidspiration graphicorganizer after listening to a read aloudstory. (2 sessions)

Assessment: Students will print and submit their graphic organizer for assessment.







Concepts: Skills:

Using Media With help and support, identify similarities and differences among text, graphics, audio, animation and video.

AASL Standards NETS-S Standards CCSS Standards 1.1.6 Read, view, and listen for information presented in any format (e.g., textual, visual, media, digital) in order to make inferences and gather meaning. 2.1.4 Use technology and other information tools to analyze and organize information. 2.1.6 Use the writing process, media and visual literacy, and technology skills to create products that express new understandings. 4.1.3 Respond to literature and creative expressions of ideas in various formats and genres. 4.1.8 Use creative and artistic formats to express personal learning.

1.Creativity and Innovationa. Apply existing knowledge to generate new ideas,products, or processes.b. Create original works as a means of personal orgroup expression.2.Communication and Collaborationa. Interact, collaborate, and publish with peers,experts, or others employing a variety of digitalenvironments and media.6. Technology Operations and Conceptsa. Understand and use technology systems.b. Select and use applications effectively andproductively.

CCSS.ELA-Literacy.RL.2.9 Compare and contrast two or

more versions of the same story (e.g., Cinderella

stories) by different authors or from different cultures.

CCSS.ELA-Literacy.SL.2.2 Recount or describe key ideas

or details from a text read aloud or information

presented orally or through other media. CCSS.ELA-Literacy.SL.2.5 Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings. CCSS.ELA-Literacy.W.2.6 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. CCSS.ELA-Literacy.W.2.8 Recall information from experiences or gather information from provided sources to answer a question.


I can record my ideas. I can identify my favorite version of the

Cinderella story. I can identify key ideas and details in

the versions and compare them in myiBook.

Media iBook Book Creator

I can use Book Creator for iPad to sharemy opinion with reasons.

I can compare media and identify what isalike and different.


Students will listen and/or watchseveral different versions of a story(using different media) with thepurpose of identifying similaritiesand differences among text,graphics, audio, animation andvideo.

Cinderella stories from different cultures Lon Po Po is available on Book Flix Cinders: A Chicken Cinderella by Jan Brett Bubba, the Cowboy Prince or similar titles The Talking Eggs by Robert San Souci The Rough Face Girl by Rafe Martin or similar titles iPads with Book Creator for iPads app

Students will create an iBook using BookCreator.

Students will include a recording, imagesor drawings, and text.

Students will transfer skills learned whenusing Educreations.

Assessment: See Session 32 Transfer activity: From Educreations app to Book Creator app.








Concepts: Skills:

Evaluating Sources Support Opinions with Reasons

AASL Standards NETS-S Standards CCSS Standards 1.1.6 Read, view, and listen for information presented in any format (e.g., textual, visual, media, digital) in order to make inferences and gather meaning. 2.1.3 Use strategies to draw conclusions from information and apply knowledge to curricular areas, real world situations, and further investigations. 2.1.4 Use technology and other information tools to analyze and organize information. 2.1.6 Use the writing process, media and visual literacy, and technology skills to create products that express new understandings. 4.1.3 Respond to literature and creative expressions of ideas in various formats and genres. 4.1.8 Use creative and artistic formats to express personal learning.

1.Creativity and Innovationa. Apply existing knowledge to generate new ideas,products, or processes.b. Create original works as a means of personal orgroup expression.4.Critical Thinking, Problem Solving, and DecisionMakingb. Plan and manage activities to develop a solutionor complete a project.

CCSS.ELA-Literacy.SL.2.1a Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).

CCSS.ELA-Literacy.SL.2.2 Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. CCSS.ELA-Literacy.SL.2.5 Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings.


I can share my opinion with reasons. I can listen to my classmates in a

respectful way.

Audibly N/A I can present my iBook using Air Play.


Students will share their iBooksspeaking audibly in coherentsentences.

iPads AirPlay MacBook Book Creator for iPads app

Students will present their iBook using AirPlay.

Assessment: LMS will use a checklist to assess the iBooks. (Title Page, Opinion page with recording, Reasons pages, minimum of 2 images)

http://www.corestandards.org/ELA-Literacy/SL/2/1/a/




Library Media 2nd Grade Session 33 BOOK FAIR

Concepts: Skills:

Selecting Literary Fiction

Selecting Informational Texts & Literary Non-Fiction

Independently select grade-level appropriate literary fiction in a variety of genres. Independently, locate and select literary non-fiction and informational texts on grade level.

AASL Standards NETS-S Standards CCSS Standards 1.1.6 Read, view, and listen for information presented in any format (e.g., textual, visual, media, digital) in order to make inferences and gather meaning. 1.2.2 Demonstrate confidence and self-direction by making independent choices in the selection of resources and information. 1.4.2 Use interaction with and feedback from teachers and peers to guide own inquiry process. 1.4.4 Seek appropriate help when it is needed. 3.1.2 Participate and collaborate as members of a social and intellectual network of learners. 4.1.1 Read, view, and listen for pleasure and personal growth. 4.1.2 Read widely and fluently to make connections with own self, the world, and previous reading. 4.4.1 Identify own areas of interest.

3. Research and Information Fluencyb. Locate, organize, analyze, evaluate,synthesize, and ethically use information froma variety of sources and mediac. Evaluate and select information sources anddigital tools based on the appropriateness tospecific tasks5. Digital Citizenshipc. Demonstrate personal responsibility forlifelong learning

CCSS.ELA-Literacy.RL.2.10 By the end of the

year, read and comprehend literature,

including stories and poetry, in the grades 2–3

text complexity band proficiently, with

scaffolding as needed at the high end of the

range. CCSS.ELA-Literacy.RI.2.10 By the end of

year, read and comprehend informational

texts, including history/social studies, science,

and technical texts, in the grades 2–3 text

complexity band proficiently, with scaffolding

as needed at the high end of the range.


I can listen to a book talk to discovernew titles and authors of interest.

I can communicate ideas of good booksto read with my peers.

I can read the reviews and synopsis onthe back cover to gain informationabout a book.

Reviews Synopsis Introduce New

Titles Introduce New

Authors/Illustrators

Trailers I can view publisher produced book trailers and use the content to make choices.





Students will use the Book Fair as anopportunity to discover new titlesand authors.

Students will discover literature andinformational text appropriate for2nd grade.

Book Fair Scholastic Book Trailers

Students will view book trailers toincrease their knowledge of newliterature, authors and series.

Assessment: LMS observation: Students will browse the books available from the Book Fair reading the back covers and/or jackets for reviews and summaries. Students will share their favorite finds. Exit ticket: Which book would you recommend to your best friend and why?


Library Media 2nd Grade Session 34 BOOK FAIR

Concepts: Skills:

Selecting Literary Fiction

Selecting Informational Texts & Literary Non-Fiction

Independently select grade-level appropriate literary fiction in a variety of genres. Independently, locate and select literary non-fiction and informational texts on grade level.

AASL Standards NETS-S Standards CCSS Standards 1.1.6 Read, view, and listen for information presented in any format (e.g., textual, visual, media, digital) in order to make inferences and gather meaning. 1.2.2 Demonstrate confidence and self-direction by making independent choices in the selection of resources and information. 1.4.2 Use interaction with and feedback from teachers and peers to guide own inquiry process. 1.4.4 Seek appropriate help when it is needed. 3.1.2 Participate and collaborate as members of a social and intellectual network of learners. 4.1.1 Read, view, and listen for pleasure and personal growth. 4.1.2 Read widely and fluently to make connections with own self, the world, and previous reading. 4.4.1 Identify own areas of interest.

3. Research and Information Fluencyb. Locate, organize, analyze, evaluate,synthesize, and ethically use information froma variety of sources and mediac. Evaluate and select information sources anddigital tools based on the appropriateness tospecific tasks5. Digital Citizenshipc. Demonstrate personal responsibility forlifelong learning













I can listen to a book talk to discovernew titles and authors of interest.

I can communicate ideas of good booksto read with my peers.

I can read the reviews and synopsis onthe back cover to gain informationabout a book.

Reviews Synopsis Introduce New

Titles Introduce New

Authors/Illustrators

Trailers I can view publisher produced booktrailers and use the content to makechoices.





Students will use the Book Fair as anopportunity to discover new titlesand authors.

Students will discover literature andinformational text appropriate for2nd grade.

Students will listen to book talks andwill be able to identify a book thatsounds interesting and explain why.

Book Fair Scholastic Book Trailers

Students will view book trailers toincrease their knowledge of newliterature, authors and series.

Assessment: LMS observation: Students will browse the books available from the Book Fair reading the back covers and/or jackets for reviews and summaries. Students will share their favorite finds. Exit ticket: Which book would you recommend to your best friend and why?


Library Media 2nd Grade Sessions 2-31 Every Session

Concepts: Skills:

Locating and selecting Informational Texts, and Literary Fiction and Non-Fiction

Independently, locate and select literary non-fiction and informational texts on grade level. Independently, select grade-level –appropriate literary fiction in a variety of genres. Independently use library index to locate fiction, non-fiction and informational texts. Use literacy strategies to determine readability of source (e.g. five-finger rule for vocabulary and I-Pick)

AASL Standards NETS-S Standards CCSS Standards 3.1.2 Participate and collaborate as members of a social and intellectual network of learners. 3.2.2 Show social responsibility by participating actively with others in learning situations. 3.3.5 Contribute to the exchange of ideas within and beyond the learning community. 4.1.1 Read, view, and listen for pleasure and personal growth. 4.1.2 Read widely and fluently to make connections with own self, the world, and previous reading.

3.Research and Information FluencyStudents apply digital tools to gather,evaluate, and use information.c. Evaluate and select information sources anddigital tools based on the appropriateness tospecific tasks












Library Content Objectives Library Vocabulary Technology Vocabulary Technology Content Objectives I can select books that meet my need for

reading for enjoyment, for personal growthand for information.

I can use the library and the library media ina responsible manner.

I can practice returning my books on time. I can vary my selection to include different

genres. I can include informational text in my

selections. I can identify which selection strategy I

used to select my book.

I can use different features of a book whenselecting a book.

N/A N/A I can use Destiny Follett to search forbooks.

I can use an iPad to search the librarycollection using Destiny Quest.

I can use technology in a safe andresponsible manner.





Students will select their book afterconsidering information provided onthe jacket, cover, etc.

Destiny Follett/Destiny Quest The school library print collection

Students will use Destiny Follett/DestinyQuest as needed to locate library

Assessment: Every week students will select a book and have it checked-out. On occasion, students may be directed to select a specific type of book. For example: Students may be asked to select a non-fiction book from the 500 section, a poetry book from the “811” shelves, a book written by a specific author(s), a short chapter book, a fantasy story, an animal story, a book that belongs to a series, a book of folktales or similar.


English Language Arts Standards » Standard 10: Range, Quality, & Complexity » Range of Text Types for K-5

Students in K–5 apply the Reading standards to the following range of text types, with texts selected from a broad range of cultures and periods.

Literature Informational Text

Stories Dramas Poetry Literary Nonfiction and Historical, Scientific, and Technical Texts

Includes children’s adventure stories, folktales, legends, fables, fantasy, realistic fiction, and myth

Includes staged dialogue and brief familiar scenes

Includes nursery rhymes and the subgenres of the narrative poem, limerick, and free verse poem

Includes biographies and autobiographies; books about history, social studies, science, and the arts; technical texts, including directions, forms, and information displayed in graphs, charts, or maps; and digital sources on a range of topics

Exit Tickets • One Minute Response – Most important thing you learned today – Main unanswered question you leave class with today – Muddiest point (most confused about) • A&E Card (Assessment & Evaluation) – Show 3 different ways to complete this math problem. – Briefly explain gravity. Give an example of gravity in the classroom or on the playground. – Which event is most important in the story? Why? • 3-2-1 Card – 3 key ideas, 2 questions, 1 thing I want to read more about – 3 words I think are most important to this topic, 2 connections I made, 1 thing I do not like Kingore, 2007 This document comes from The Writing Across the Curriculum Page at http://writingfix.com. Classroom teachers may make multiple copies of this resource. All others must write the

website for permission. This copyrighted document comes from The Writing Across the Curriculum Guide, published by the Northern Nevada

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