Teacher librarian program P-6 - BIS Library

To ensure optimum usage of this program please read the USER GUIDE carefully. This program is a READ-ONLY document that can be navigated to access information as well as printed as a working document. Each of the templates and worksheets viewed in this program have associated WORD files which are accessible from this program to enable user customisation. To utilise the information presented in this program you can copy and paste directly into any of the WORD files. For detailed instructions on how to copy and paste text from this program into any of the WORD files provided, please read the specific section in the User guide.

start program

The Teacher Librarian Program P–6 meets the need for a comprehensive, sequential Library skills program that includes Literature as well as Information skills. It focuses on skills specifically related to libraries, covering all levels of Primary (P–6) schooling and complements outcomes of Key Learning Areas being taught in primary school classrooms. It streamlines planning time for teachers and enhances co-operative planning and teaching between teacher librarians and classroom teachers.

COMPONENTS overview literature skills information literacy planning assessment reporting

INTRODUCTION | COMPONENTS | USEFUL RESOURCES | USER GUIDE

Teacher Librarian Program

About the program Three experienced Victorian primary teacher librarians have designed the Teacher Librarian Program P–6 to meet the need for a comprehensive, sequential Library skills program that includes Literature as well as Information skills. It focuses on skills specifically related to libraries, covering all levels of Primary (P–6) schooling and complements

The program covers all years of primary schooling and incorporates the following sections: •

curriculum overview of Literature skills and Information literacy outcomes.

outcomes of Key Learning Areas being taught in primary school classrooms. Levels have been allocated for both Literature and Information literacy skills:

•

have been included.

Level 2 – expected outcomes at the completion of Year 2 •

independent learners who are capable of locating and using information effectively. These skills relate to all

The Teacher Librarian Program P–6 streamlines planning time for teachers and enhances co-operative planning

areas of the curriculum and reinforce the process of information retrieval. An additional section on Plagiarism is

and teaching between teacher librarians and classroom teachers.

included, as well as a range of templates and a poster which can be displayed in the classroom. The Information

To ensure optimum usage of this program please read the User guide carefully.

literacy skills are based on National Profiles and have been designed to complement the Victorian Curriculum Standards and Essential Learning Standards but could be adapted for use with other curriculum guidelines.

This program is a READ-ONLY document that can be navigated to access information as well as printed as a working •

for flexibility, the template has a section to record author/illustrator studies, the introduction of new books,

this program to enable user customisation. To utilise the information presented in this program you can cut and paste

grade or unit focus, a weekly timetable and management notes. Also included is an example of an integrated

directly into any of the WORD files.

read the specific section in the User guide.

PLANNING section which includes a variety of planning templates, such as the Work program template which can be used to record class, grade and year level programs with appropriate outcomes. In a format that allows

Each of the templates and worksheets viewed in this program have associated WORD files which are accessible from

For detailed instructions on how to copy and paste text from this program into any of the WORD files provided, please

INFORMATION LITERACY PROGRAM which includes at each grade level a comprehensive list of learning outcomes and skills, as well as evaluation strategies that can be developed to enable students to become active,

Level 4 – expected outcomes at the completion of Year 6.

document, which can be highlighted to act as an audit of skills that have been taught.

LITERATURE SKILLS PROGRAM which consists of learning outcomes and skills at each level, as well as a practical list of possible genres, book titles, authors and illustrators. Additional units on Film as Text and Boys and reading

Level 1 – appropriate for the first year of formal schooling, Prep Grade in Victoria Level 3 – expected outcomes at the completion of Year 4

OVERVIEW includes an explanation of how the program relates to the Curriculum Frameworks as well as a

unit of work. •

ASSESSMENT section which includes assessment strategies in relation to Literature skills and Information literacy outcomes, as well as Book report assessment, Library profiles and a Student test kit.

•

REPORTING section which includes a range of report formats for reporting student progress to parents. In addition, a variety of suggestions are listed for use when reporting to the whole school community.

•

BIBLIOGRAPHY OF USEFUL RESOURCES which includes an extensive list of further resources and a link to a website with further Information literacy ideas and additional strategies.

I N TR O D U CT I ON | C OM PO N E N TS | US E F UL RE SO U RCE S | U SE R G U I D E Tea c h e r L ibra r i a n P r o g ra m P -6 © S c h o o l L i b r a r y A s s o c i a t i o n o f V i cto ri a 2 0 0 4

Overview includes an explanation of how the program relates to the Curriculum Frameworks as well as a curriculum overview of Literature Skills and Information Literacy outcomes.

OVERVIEW how the program relates to the Curriculum Frameworks curriculum overview L1 – 4


overview | literature skills | information literacy | planning | assessment | reporting


How the program relates to the Curriculum Frameworks

OVERVIEW

The educational principles underpinning this program feature as essential learnings in the various state based Curriculum Frameworks.

Summary of learning outcomes – English TLP

CSF II

Strand

LS 1.2

1.3

Speaking & listening: linguistic structures & features

LS 1.3

1.6

Reading: Contextual Understanding

IL 1.5

1.6


IL 1.2

1.8

Reading: Strategies

LS 2.3

2.1

Speaking and Listening: Texts

LS 2.3

2.5a

Reading: Texts

LS 2.4 / LS 2.6

2.5b

Reading: Texts

IL 2.3

2.6a


LS 2.4

2.6b


LS 2.1

2.8a

Reading: Strategies

LS 3.4

3.1


LS 3.1

3.5a

Reading: Texts

LS 3.3

3.5b

Reading: Texts

LS 3.7

3.6b


LS 3.5

3.7b

Reading: Linguistic Structures & Features

IL 3.1 / IL 3.2 / IL 3.3

3.8

Reading: Strategies

LS 4.2 / LS 4.3

4.1


LS 4.1

4.3

Speaking and Listening: Linguistic structures and features

Curriculum Standards Framework - Studies of Society and Environment [CSF 1]

LS 4.3 / LS. 4.7

4.5

Reading: Texts

■ Inquiry-based learning and Inquiry strategies are covered in more depth. Refer to: • Page 15 : “Approaches to teaching and learning in SOSE” • Page 16: “Summary of SOSE inquiry strategies”

IL 4.3 / IL 4.4

4.8

Reading: Strategies

In the Victorian Essential Learning Standards, Respect for evidence – seeking understanding and truth through structured inquiry and the application of evidence to test and question beliefs – is a major focus. Personal learning, Thinking and Information and Communications technology are listed as vital components of the three main strands of learning. Literature skills and Information literacy are covered in much more depth than outlined in the Curriculum Frameworks. The main aim of this program is to teach the strategies and skills needed to achieve these outcomes.

Level 1

Level 2

Studies of Society and Environment – Curriculum and Standards Framework II [CSF II] ■ Page 6: “The knowledge which is the basis of the SOSE key learning area is accompanied by the development of skills which enable students to: • Identify, collect and process data from a range of sources, including electronic media • Use the inquiry process to plan an investigation, analyse data, and form conclusions supported by evidence” ■ Page 9: “Skills Learning about Society and Environment enables students to: • Gather information from a variety of sources • Analyse information to answer a specific question • Present information in a variety of ways • Draw conclusions based on information presented • Develop confidence to ask questions”

Level 3

Level 4

OVERVIEW | LITERATURE SKILLS | INFORMATION LITERACY | PLANNING | ASSESSMENT | REPORTING Te a c h e r L i b ra r i a n P r o g ra m P-6 © S c h o o l L i b r a r y A s s o c i a t i o n of Victoria 2004

LEVEL 1 | 2 | 3 | 4

Curriculum overview

OVERVIEW

Literature skills outcomes

Inform a t i o n l i t e r a c y o u t c o m e s With teacher assistance, modelling and scaffolding students will be able to:

LS 1.1

identify picture story books as a literary form

IL 1.1 Definin g

Formulate questions for investigation in response to directed discussion on a given topic.

LS 1.2

verbalise sequence of main events in stories

LS 1.3

identify the main characters from picture story books

IL 1.2 Locatin g

Identify and select sources of information

LS 1.4

describe where the story takes place in particular picture story books

LS 1.5

identify strong emotions that occur in picture story books

IL 1.3 Selecti n g

Select and record the main idea and keywords.

f Film as Text

IL 1.4 Proces s i n g & O r g a n i s i n g

Participate in group consideration of appropriateness and presentation of the information.

IL 1.5 Creatin g & S h a r i n g

Present responses to a task in a variety of formats.

IL 1.6 Evalua t i o n S t r a t e g i e s

Review the appropriateness of their presentation in relation to the original task.

LS 1.1F

identify film as a literary form

LS 1.2F

describe where the story takes place in particular film

LS 1.3F

identify strong emotions that occur in a film that is viewed

f Literature skills learning outcomes f Information literacy learning outcomes OVERVIEW | LITERATURE SKILLS | INFORMATION LITERACY | PLANNING | ASSESSMENT | REPORTING Te a c h e r L i b ra r i a n P r o g ra m P-6 © S c h o o l L i b r a r y A s s o c i a t i o n of Victoria 2004

LEVEL 1 | 2 | 3 | 4

Curriculum overview

OVERVIEW



LS 2.1

distinguish between picture story and factual books

LS 2.2

verbalise obvious themes in picture story books

LS 2.3

identify the main characters from particular IL 2.2 picture story books and describe significant Locatin g physical features

LS 2.4

describe the setting for a particular picture story book

LS 2.5

identify strong emotions that occur in a picture story book and explain the contribution of the illustrations to that end

f Film as Text LS 2.1F


LS 2.2F

describe the locale and setting for a particular film

LS 2.3F

identify strong emotions that occur in a film and explain the contribution of the scenery and sound effects to that end

IL 2.1

Definin g

select from a range of well defined topics, participate in teacher led brainstorming, clustering of ideas, focus question development and completion of a group search plan

identify and locate resources following a search plan with assistance

IL 2.3

select main ideas and supporting keywords, categorise and record information in lists, picture sequences, grids or webs

IL 2.4

Proces s i n g & O r g a n i s i n g

process information by comparing, selecting and combining that which is relevant to the task and organising according to an agreed format

IL 2.5

present information which conveys understanding of the information gathered

IL 2.6

review appropriateness and acceptability of presentation in relation to the original task

Selecti n g

Creatin g & S h a r i n g

Evalua t i o n S t r a t e g i e s


LEVEL 1 | 2 | 3 | 4

Curriculum overview

OVERVIEW


Information literacy outcomes With teacher assistance, modelling and scaffolding students will be able to:

LS 3.1

distinguish between picture story fiction and factual books

LS 3.2

distinguish between poetry, prose and drama

LS 3.3

verbalise obvious themes in fiction books

LS 3.4

verbalise sequence of main events in a fiction book and identify the story’s climax

LS 3.5

explain the contribution of illustrations in developing the sequence of main events and climax of a particular novel

LS 3.6

predict outcome of plot for a particular fiction book

LS 3.7

identify and describe the main character of a fiction book

LS 3.8

predict what the main character will do after the story has ended

LS 3.9

describe contribution of illustrator and illustrations in developing a particular setting

LS 3.10

identify strong emotions in a simple fiction book

LS 3.11

identify the motivation for a particular character’s action



LS 3.2F

explain the contribution of scenery and sound effects in developing the sequence of main events and climax of a particular film

LS 3.3F

IL 3.1

Defining

select from within a broad topic area and narrow the topic to arrive at focus questions and a simple search plan

IL 3.2

identify and locate resources

IL 3.3.

select and record information relevant to a specific topic

IL 3.4

process and organise information

IL 3.5

present responses to a research task which are suited to the audience and which demonstrate understanding and interpretation of the information

Locating

Selecting

Processing & Organising

Creating & Sharing IL 3.6

Evaluation Strategies

review appropriateness and acceptability of presentation in relation to the original task

describe contribution of director and editor in developing a particular film


LEVEL 1 | 2 | 3 | 4

Curriculum overview

OVERVIEW



LS 4.1

distinguish between realism and fantasy in fiction and biographical books and explain the differences

LS 4.2

identify themes in novels and relate them to real life

LS 4.3

describe the storyline development in particular novels, setting, problem, climax and ending

LS 4.4

describe personality changes that occur in characters

LS 4.5

evaluate the credibility of characters from novels

LS 4.6

identify setting, time and social aspects

LS 4.7

identify premeditated or spontaneous actions carried out by characters in particular novels



LS 4.2F

describe where the story takes place in particular film

LS 4.3F


IL 4.1

select from within a given topic and narrow a topic given guidelines and assistance where needed

IL 4.2

Locatin g

identify and locate a range of resources in the school and the wider community by independently following a search plan

IL 4.3

select and record information from a range of sources

IL 4.4

process information by synthesising and beginning to make generalisations

IL 4.5

present logical responses to a search task

IL 4.6

review the appropriateness and acceptability of the presentation in relation to the original task

Definin g

Selecti n g

Proces s i n g & O r g a n i s i n g

Creatin g & S h a r i n g

Evalua t i o n S t r a t e g i e s


The Literature Skills Program consists of learning outcomes and skills at each level, as well as a practical list of possible genres, book titles, authors and illustrators. Additional units on Film as Text and Boys and Reading have been included.

LITERATURE SKILLS learning outcomes L1 – 4 teaching strategies suggested genres and titles, authors & illustrators L1 – 4 recommended books L3 & L4 film as text L1 – 4 boys & reading templates




LEVEL 1 | 2 | 3 | 4

Learning outcomes

L I T E R AT U R E S K I L L S

At the completion of Level 1, a student will be ab l e t o :

This will be evident when the student:

LS 1.1

identify picture story books as a literary form

•

realises that picture books tell stories with words and pictures

LS 1.2


•

retells events using pictures as clues and relates them to own experiences

LS 1.3

identify the main characters from picture story books

• • • • • •

can identify who/what was the major character say why he or she was the major character can show why he or she was more important than the others can draw/paint a series of pictures of main characters can relate character’s actions and own behaviour in a similar situation can compare the main character to family and friends

LS 1.4

describe where the story takes place in particular picture story books

•

can draw/paint a scene of this location

LS 1.5

identify strong emotions that occur in picture story books

•

can discuss or dramatise emotions portrayed in text and illustrations

LS 1.6

identify some basic features of picture story books

•

can use terms such as page, author, title, cover, illustrator

LS 1.7

use a variety of strategies when selecting and reading books

• •

can use title, cover and own knowledge to predict story selects particular books relating to own interests, familiarity or subject matter

f Outcomes assessment OVERVIEW | LITERATURE SKILLS | INFORMATION LITERACY | PLANNING | ASSESSMENT | REPORTING Te a c h e r L i b ra r i a n P r o g ra m P-6 © S c h o o l L i b r a r y A s s o c i a t i o n of Victoria 2004

LEVEL 1 | 2 | 3 | 4

Learning outcomes




LS 2.1

•

distinguish between picture story and factual books

•

realises that picture story books tell stories with both words and pictures while non-fiction books are designed specifically to give information can compare picture story books and factual books on a particular topic

LS 2.2

verbalise obvious themes in picture story books

•

can identify the main idea behind the story

LS 2.3


• •

dramatises different events in stories read, in sequence draws a picture for the beginning, middle and end of story

LS 2.4

identify the main character from particular picture story books and describe significant physical features and feelings

• • •

draws or paints the main character compiles lists of words to describe characters relates book characters to real people in group discussion

LS 2.5

describe the locale and setting for a particular picture story book

• •

can distinguish between past/present/future; here/there can depict setting through art activities

LS 2.6

identify strong emotions that occur in a picture story book and explain the contribution of the illustrations to that end

•

can illustrate the mood or express the emotions

LS 2.7

recognise main elements of a published text and be familiar with the process of publication

• •

can recognize the work of familiar authors and illustrators can indicate publishing details and copyright for individual books

LS 2.8


•

selects a range of literature according to own interests, familiarity, author, series or the recommendation of others can use blurb, table of contents etc

•


LEVEL 1 | 2 | 3 | 4

Learning outcomes




LS 3.1

distinguish between picture story fiction and factual books

•

can compare books from each category on the same topic

LS 3.2

distinguish between poetry, prose, and drama

•

can discuss differences in writing style by referring to examples

LS 3.3

verbalise obvious themes in fiction books

• • •

can identify the main idea behind the story can relate theme to own experiences can discuss particular social problems raised in the story

LS 3.4

verbalise sequence of main events in a fiction book and identify the story’s climax

• •

can retell the story and identify the most exciting part can discuss what events led up to the climax

LS 3.5

explain the contribution of illustrations in developing the sequence of main events and climax of a particular novel

•

can sequence events through illustrations

LS 3.6

predict outcome of plot for a particular fiction book

•

can discuss possible outcomes

LS 3.7

identify and describe the main character of a fiction book

• • • •

can compile simple word lists to describe characters draws characters and lists words that describe them can discuss role play and dramatise the character can identify and describe character stereotypes from folktales

LS 3.8

predict what the main character will do after the story has ended

• •

can discuss what the main character did after the story ended writes a plot outline for a possible sequel

LS 3.9

describe contribution of illustrator and illustrations in developing a particular setting

• • •

can describe the setting from the illustrations can discuss the techniques that have been used by the illustrator can illustrate their ideas for a given setting

LS 3.10

identify strong emotions in a simple fiction book

• •

can describe how the character feels can identify words the author used to portray this feeling

LS 3.11

identify the motivation for a particular character’s action

• •

can describe why the character acted as he or she did can outline what they would have done

LS 3.12


• • • •

can skim text to locate information or to identify storyline can locate and use appropriate book and non book materials can understand and use index, contents page and blurb chooses and reads a variety of genre, fiction, non-fiction and picture fiction


LEVEL 1 | 2 | 3 | 4

Learning outcomes




LS 4.1

distinguish between realism and fantasy in fiction and biographical books and explain the differences

• • •

can read selections from each type and discuss differences can relate actions of characters in fantasy stories to real life can compile a definition for each of these types

LS 4.2

identify themes in novels and relate them to real life

• •

can discuss how they would have behaved in the situations described in the novels can compare books on a similar theme and discuss the variation of treatment

LS 4.3

describe the storyline development in particular novels, setting, problem, climax, ending

• •

can construct the storyline development of particular books can write stories using same framework

LS 4.4

describe personality changes that occur in characters

•

can discuss character development in text

LS 4.5

evaluate the credibility of characters from novels

• • •

can isolate part of story which best describes the main character can identify real characters and relate to personal experience can write a credible character profile

LS 4.6

identify locale, time and social aspects of setting

• • • • •

can create story maps draws plans of location illustrates same location at different times and in different seasons can discuss comparisons of accepted behaviours can draw or discuss their impressions of a setting

LS 4.7

identify premeditated or spontaneous actions carried out by characters in particular novels

• •

can form an opinion about the main character’s behaviour can explain why the character behaved the way he or she did

LS 4.8

uses a variety of strategies when selecting and reading books.

• •

can use subject or keyword searches to locate relevant resources can establish the authority of the resource

f Outcomes assessment f Student worksheet 1 ‘New book review’ f Student worksheet 2 ‘Book talk summary’ OVERVIEW | LITERATURE SKILLS | INFORMATION LITERACY | PLANNING | ASSESSMENT | REPORTING Te a c h e r L i b ra r i a n P r o g ra m P-6 © S c h o o l L i b r a r y A s s o c i a t i o n of Victoria 2004

Teaching strategies


Strategy Book talk

Description

f Book talk summary

Students share responses about a text. Each child is expected to contribute by responding to the text or asking questions of someone else. Responses are recorded on a grid under the headings - Likes, Dislikes, Patterns, Puzzles

Co-operative cloze

Members of the group read through a passage with specific words deleted and talk about possibilities and reach consensus for words to be used.

Literary journal

Children choose a character from a story and adopt their personality to write about the life of that character.

Reader’s theatre

Students read a script aloud. They read it with fluency and expression, using voice, gesture and emphasis but without theatrical props.

Newspaper report

Students report the story as though it were an incident in a newspaper using headline, date and place, lead sentence, who, what where, how and when and a conclusion.

Literature/Readers’ circle

A small group of children who come together to discuss, react and share responses to a common text. This strategy is used to promote reading and the discussion of literature with a group of peers. In the initial stages the discussions may need to be led by the teacher, but once a structure is established the children are encouraged to establish their own questioning and discussion behaviours. To start with the discussion may involve looking at the title and predicting what the story will be about, then setting topics to be discussed and reading goals for the next session. Reading aloud occurs when clarification is needed during a discussion or if some members are having difficulties with the text. Children predict what each section will be about, then confirm or modify their predictions. Roles must be assigned to structure the groups and could include: • a reteller who briefly recounts the book • a questioner who presents puzzling questions • an instigator who comments and adds questions • a summarizer who concludes the session.

Story webs

Children write the name of a story character in the middle of the page, and use a web to list descriptive words and phrases about that character.

Story map

This strategy is used to recall the plot or sequence of events in a story. Students draw a map representing the story and use it in an oral retelling.

Literary sociogram

Students create a diagram that illustrates the relationship between the characters in the text.

Change the form

Students work in small groups or as individuals to change the form of a story to a comic, a letter, a play or a readers’ theatre.

Cause and effect

Children record events of a story in a grid, and show how actions lead to reactions as the story progresses.

Jumbled stories

A typed copy of the story can be cut up into paragraphs and reassembled in order. Alternatively, children can do a read and retell, and ask a partner to reassemble the story.

Story grammar

Brainstorming headings that would suit the story such as characters, theme, setting, events and action. Place relevant words and phrases under these headings.

Change the point of view

Discuss and write the story giving another point of view. For example, tell the story of the Three Billy Goats from the Troll’s point of view.


f Outcomes assessment f Student worksheet 1 ‘New book review’ f Student worksheet 2 ‘ Book talk summary]

Suggested genres and titles/authors and illustrators


LEVEL 1 | 2 | 3 | 4

Literature

Genres

Ti t l e s

Authors/Illustrators

Classic literature

Myths and legends

Why mosquitos buzz in peoples’ ears, Ants to elephants

Bob Graham

Fables

Town mouse, country mouse, Aesop’s fables, Brian Wildsmith

Alison Lester

Fairy tales

3 Little Pigs, Great Big Enormous Turnip, Goldilocks, Hans Andersen

Pat Hutchins

Traditional tales

3 Billy Goats Gruff, Fat Cat, Magic Porridge Pot, The story of Ping

Roger Hargreaves

Ballads (including texts which are part of an oral tradition)

Waltzing Matilda, Sail away, The ballad of Skip and Nell

Nursery rhymes

Father Koala’s nursery rhymes, Over in the meadow

Extracts from the Bible

The nativity, The Random House Children’s Treasury

Aboriginal stories and legends of the Torres Strait

Dunbi the owl, The Whalers, Maori, Kini and the Watermelon, Yakkin

Novels

Tashi, Fantastic Mr Fox, Blinky Bill

Mem Fox

Short stories

How to count crocodiles, A treasury of stories for six year olds

Eric Carle

Drama

Folktales – Gingerbread Man, Chicken Licken

Jill Tomlinson

Poetry – narrative, dramatic, lyric

Millions of Cats, We’re going on a bear hunt, Arbuthnot, A.A. Milne

Dick Bruna

Contemporary literature

Picture books

Let’s Get a Pup, Kinder Hat, Hairy Maclary series, Tucking Mummy in, Diary of a Wombat, The Long Red Scarf

Kerry Argent


Wordless books

The Snowman, Where’s Wally, Where’s Wendy, I spy, Moonlight, Sunshine

Patricia Mullins

Alphabet books

Lucy and Tom’s ABC; Hughes. Animalia

Lynley Dodd

Storytelling Performances of classic/contemporary drama and poetry

Reader’s theatre, The four musicians, Goldilocks and the three bears

Students’ own poems, stories and plays Poetry

Each peach pear plum. For me, me, me: Poems for the very young. When we were very young, Now we are six, Honey sandwich

Scripted and improvised drama

Popular literature

Modern plays

Take a bow, Cinderella and five other plays

Song lyrics

Tie me kangaroo down, sport. Fox went out on a chilly night. I know an old lady

Jokes and riddles

Animals should definitely not wear clothing

Humerous verse

Michael Rosen, For laughing out loud

Mass media texts

Advertising – in newspapers, on radio, television, in the cinema and magazines

f Film as Text

Drama – in the cinema, and on radio, television and video

Weston Woods videos. Rosie’s walk, Beatrix Potter, Napoleon, Madeline.


Janet and Alan Ahlberg David McKee Eric Hill Pamela Allen Shirley Hughes

Andrew and Janet McLean

Jan Omerond David Miller Matt Ottley Jeanette Rowe

f Outcomes assessment



LEVEL 1 | 2 | 3 | 4

Literature

Genres

Ti t l e s


Classic literature

Myths and Legends

How the whale became and other stories, Cockatoo soup

Roger Duvoisin

Fables

The Random House Children’s Treasury, The giving tree, Ant and grasshopper

Allan and Janet Ahlberg

Fairy tales

Ali Baba. Fairy tale Treasury; Haviland. Helen Oxenbury Nursery Story Book

Maurice Sendak

Traditional tales

Silly Sam, Epaminandas, Stone soup, Magic porridge pot, Little Black Sambo

Jeannie Baker

Ballads (including texts which are part of an oral tradition)

Mulga Bill’s bicycle, Click go the shears, World of Christopher Robin

Libby Gleeson

Extracts from the Bible

Noah’s Ark

Graeme Base

Aboriginal stories and Legends of the Torres Strait

Rainbow serpent; The Giant Devil Dingo, Roughsey, Tresize, Tucker

Bill Peet

Novels

The enemies, George’s marvellous medicine, Alice in Wonderland

Beatrix Potter

Short stories

Winnie the Pooh, Muddleheaded Wombat, A treasury of stories for seven year olds, A..A..Milne; Now We Are Six

Anthony Browne

Drama


Babette Cole

Poetry – narrative, dramatic, lyric

The owl and the pussycat, Lear; Juba this and Juba that, Poems children will sit still for: De Regniers. Silverstein; Big dipper

Picture books

The Pocket Dogs, Willy the wimp, Passing On, Possum Magic, Not a Nibble

Wordless books

Window, A day on the avenue, The gift

Stephen Michael King

Alphabet books

Animalia. Whatley’s quest, V for vanishing

Brian Wildsmith

Storytelling Roald Dahl, Flat Stanley, Paddington, Mrs. Pepperpot, Pippi Longstocking, Ramona, Bernice knows best, Victor’s quest

Short stories

Bottersnikes and gumbles, Michael Bond’s book of bears, The clothes horse and other stories, Aussie Nibbles

Students’ own poems, stories and plays

Reader’s theatre

Poetry

Far out Brussel Sprout, The Jolly Postman


Mass media texts

f Film as Text

Modern plays

Playalong, Playabout, Hazel Edwards, Boo Hiss and Hurray

Song lyrics/ Jokes and Riddles

Marvellous Toy, Puff the Magic Dragon, Juba this and Juba that

Humorous verse

Revolting rhymes, Quick let’s get out of here

Advertising – in newspapers, on rado, television, in the cinema and various kinds of magazines Drama – in the cinema, on radio, television, and video

Charlotte’s Web, 101 Dalmations, Willie Wonka, The Grinch Who Stole Christmas, Old Tom


Alison Lester Margaret Wild Sally Odgers

Jenny Wagner

Novels

Performances of classic/contemporary drama and poetry

Popular literature

John Burningham

Colin McNaughton Hazel Edwards Tohby Riddle Tony Ross Julie Vivas Bruce Whatley

f Outcomes assessment

LEVEL 1 | 2 | 3 | 4



PAGE 1 | 2 | 3

Literature

Genres

Ti t l e s


Classic literature

Myths and Legends

Compare with modern versions, eg. True story of 3 pigs, Robin Hood, William Tell, Feathers and fools

Fables

Aesop, Boy who cried wolf, Brian Wildsmith, Hare and the tortoise

Fairy tales

Saga of Eric the Viking, Hairy tales and other nursery crimes

Traditional tales

Just so stories, Ants to elephants, Crow Boy

Beverley Cleary Margaret Clark Diana Kidd Stephen Michael King Peter Gouldthorpe Graeme Base Narelle Oliver Terry Denton Anna Fienberg Emily Rodda Margaret Mahy Libby Hathorn Wendy Orr Anne Spudvilas Elizabeth Honey Odo Hirsch Paul Jennings Errol Broome Justin D’Ath Rod Clement Colin Thompson Christobel Mattingley Roald Dahl C.J. Dennis Wendy Orr Colin Thiele Tim Winton Dick King Smith Joan Aiken Leigh Hobbs Jackie French Stephen Biestly

Ballads (including texts which are part of an oral tradition) Mulga Bill’s bicycle, Ballad of the Drover Extracts from the Bible

Noah’s Ark

Aboriginal stories and Legends of the Torres Strait

Tales from Torres Strait, M. Lawrie, Pigs and Honey, The Quinkins

Novels

Magic Pudding,. The Lion, the Witch and the Wardrobe, Heidi

Short stories (including children’s books)

First at last and other stories, Tiger’s Milk

Films

Never ending story, The secret garden, Black Beauty

Autobiography Biography

Lily, Daisy Bates

Drama


Narrative poetry

The sign of the seahorse, Poems of Henry Lawson

Dramatic poetry

Light in the attic.Where the sidewalk ends

Lyric poetry

Juba this and juba that, First Australian poetry book, Apples from Hurricane St.

Picture books

Changes, Piggybook, Crow Boy, Herbert and Harry, The midnight gang, The whalers, The Min Pins, Farmer Schulz’s Ducks

Wordless books

Window

Alphabet books

Eye spy. Whatley’s quest

Storytelling Novels

Grump and the hairy mammoth, Tashi, Saddleclub, Hannah plus one, Aussie bites series, Walk twenty, run twenty, Flour babies, The Mango street stories

Short stories

Ferdinand, Beetle soup, Funny stories, Wicked, Andy Griffiths; ‘Just Stories’

Film and television drama

Storm Boy

Film and television comedy

Unbelievable, Round the twist, Shrek

Autobiography

Me and Mary kangaroo

Biography

Robin Klein, Colin Thiele [Storymakers], My first book of Biographies – Great men and women every child should know

Documentary

Richard Attenborough


continued

f Outcomes assessment f Recommended books

LEVEL 1 | 2 | 3 | 4



Literature

Genres

Contemporary literature con’td

Performance of classic/contemporary drama and poetry

PAGE 1 | 2 | 3

Ti t l e s

Students’ own poems, stories, and plays Students’ own plays Poetry

Matilda who told such dreadful lies, My mind is full of horrid things, Petrifying poems, For laughing out loud, The Sign of the Seahorse

Scripted and improvised drama and modern plays

Stage fright! Ten primary plays, Folk tale scripts, Around the world in Eighteen plays

Television serials

Worst Best Friend, Worst Witch

Video clips Cartoons

Madeline, Fred

Comics

Asterix, Garfield, Father Christmas goes on holiday

Song lyrics

Peter and the wolf, “Sing” books

Jokes Riddles

Why don’t elephants laugh?

Humorous verse

Revolting rhymes. Quick let’s get out of here. Sister Madge’s book of Nuns; Rosen

Everyday texts

Diaries

Penny Pollard, Dear Writer

Texts associated with daily life

Journals

Texts associated with the specialised demands of schooling

Observations

“Bookshelf” material

Recounts and descriptions

My place: Nadia Wheatley

Comments Explanations

Complete writing lessons for lower /upper primary grades

Information texts, visual and spoken

“Informazing” series, Native Americans, First Fleet

Notes Summaries Essays Arguments (written) – which communicate a point of view Arguments (spoken) – including speeches, pamphlets) Discussion Debates continued



LEVEL 1 | 2 | 3 | 4



PAGE 1 | 2 | 3

Literature

Genres

Ti t l e s

Mass media texts

News reports (newspapers), radio, television, magazines

“Behind the news”, “TTN”

f Film as Text

Personal viewpoints and articles,editorials, letters to the editor, talkback radio, etc.

Local newspapers

Advertising (in newspapers), on radio, TV, in the cinema Advertising (in various kinds of magazines) Drama (in the cinema), on radio, TV., video

Mouse and the motorcycle, “Touch the sun” series, Matilda, The Indian in the Cupboard, Pippi Longstocking

Journalism (special features of different kinds of reporting, such as crime, sport, social, in different media) Reviews (of art), drama films, concerts, books in various medias



LEVEL 1 | 2 | 3 | 4



PAGE 1 | 2 | 3

Literature

Genres

Ti t l e s


Classic literature

Myths and Legends

Creation myths, Pandora’s Box, Greek Myths and Legends; Faber, King Arthur Hercules; Morimoto, Jason and the golden fleece

Fables

La Fontaine, Aesop, The flying emu and other Australian stories

Fairy tales

Hansel and Gretel (Browne), Faber book of modern Fairy Tales; Charles Perrault, R. Manning Saunders collections, The Random House Children’s Treasury

Traditional tales

Grimm, Ants to elephants [Australian tales]

Gillian Rubinstein Gary Crew John Marsden Wendy Orr Colin Thompson Henry Lawson Ruth Park Shaun Tan John Nicholson Jackie French Gary Paulsen Brian Caswell James Moloney Thurley Fowler John Heffernan Anna Fienberg Nicholas Fisk A.B. Paterson Sid Fleishman Morris Gleitzman Robin Klein David Metzenthen Brian Wildsmith Chris Van Allsburg Ursula Dubosarsky Ruth Starke Graeme Base

Ballads (including texts which are part of an oral tradition) The man from Ironbark, The wild colonial boy Extracts from the Bible

David and Goliath

Aboriginal stories

The peopling of Australia, Nargun and the stars, Songman; This is still rainbow snake country

Legends of the Torres Strait

Devil’s stone

Novels

Seven Little Australians, Secret Garden, Wind in the Willows, The hobbit, Happy Prince

Short stories (including children’s books)

The Faber storybook

Films

Playing Beattie Bow, The little princess, The Railway Children, Seven Little Australians

Autobiography

My Hiroshima

Biography

Louis Braille, Helen Keller, Louisa May Alcott, Beatrix Potter

Drama


Poetry - Dramatic and Lyric

The Highwayman, Mulga Bill’s bicycle, Fire at Ross’s farm

Lyric poetry

Juba this and juba that, First Australian poetry book, Apples from Hurricane St.

Picture books

Watertower, Sadako, Old Pig, Rosy Dock, Piggy book; Allsburg, Mirrorstone, Just another ordinary day, The Waterhole, Grandad’s Gifts

Wordless books

Window, Puzzle Island

Alphabet books

I spy

Storytelling

Imagine this…

Novels

Boss of the pool, Rowan of Rin, Staying alive in year 5, Tomorrow when the war began, Hary Potter, Deltora Quest, Aussie Chomps, Holes

Short stories

Tear aways. Against the odds, Quick Reads

Film, television drama and comedy

Touch the sun series. “Winners” series, Fire in the stone, Mr. Bean, Shrek, Harry Potter, Goodnight Mr. Tom, Narnia

Autobiography

Boy, Going solo, A fortunate life; Facey. Diary of Anne Frank, Pilawuk, Tiger Woods; a sporting legend continued


f Outcomes assessment f Recommended books f Student worksheet ‘New book review’

f Student worksheet

‘Book talk summary’

LEVEL 1 | 2 | 3 | 4



PAGE 1 | 2 | 3

Literature

Genres

Ti t l e s

Contemporary literature con’td

Biography

Ribbons for her hair, Great men and women of modern times

Documentary

Lionheart: The Story of Jesse Martin

Performance of classic/contemporary drama/poetry

Hating Alison Ashley, Dimension series

Performance of classic/contemporary poetry

Cockatoo soup, Sister Madge’s Book of Nuns

Students’ own poems, stories, plays

Popular literature

Poetry

A light in the attic; Spike Milligan. Troy Thompson’s Best Peotry Book Ever, Rattling in the wind


Hating Alison Ashley

Scripted and improvised modern plays

Nowhere boy, Plays to think about, A cast of thousands

Popular romance

Playing Beatie Bow, Pastures of the Blue Crane, I Love You Jason Delaney

Adventure stories

Climb a lonely hill, Run for your life, My side of the mountain, Hero, Hatchet

Thrillers

After dark, Master of the grove, The haunting, Amazing Mr. Blunden

Television serials Video clips Cartoons

Fred; Simmons

Comics

Father Christmas goes on holidays, Tintin, Nails

Song lyrics

Cats

Jokes Riddles

Duck for cover, Spooner or later, Red Hot Jokes for Kool Kids

Humorous verse

Sister Madge’s book of nuns, Quick let’s get out of here

Diaries Journal

Dear Mr Henshaw, Diary of Ann Frank, Zlata’s diary, So Much to Tell You

Issues

Two Weeks With the Queen, Boy Overboard, My Dog Key into literacy, Bookshelf materials

f Outcomes assessment f Recommended books f Student worksheet

Everyday texts Texts associated with daily life

‘New book review’

f Student worksheet continued



LEVEL 1 | 2 | 3 | 4



PAGE 1 | 2 | 3

Literature

Genres

Ti t l e s

Texts associated with the specialised demands of schooling

Recounts and descriptions

Coming home, A dog’s true story, Angel with a mouth organ, The First Fleet; A new beginning in an old land

Observations Comments

Caterpillar diary

Explanations

Language checkpoints, Arrow book of things to make and do

Informational texts (spoken), visual written

Native Americans, My place, Longneck’s billabong, Guiness book of records

Notes

Oral language developmental continuum

Summaries

Complete writing lessons for upper primary grades

Essays Arguments (written) (which communicate a point of view ) Arguments (spoken) (including speeches, pamphlets) Discussion Debates

Mass media texts

f Film as Text

News reports in the media including newspapers, radio, television, magazines.

“Behind the news”, “BTN Specials”, “TTN”

Personal viewpoints, newspaper editorials, letters to the editor, talkback radio, television chat shows, feature articles

Local/State newspapers

Advertising (in the media and cinema) Drama in the cinema, radio, television, video

Little women, Matilda, Whipperginnie, Grandad’s Gift (Round the Twist series)

Journalism (special features of different kinds of reporting, such as crime, sport, social, in different media) Reviews of art, drama, films, concerts, books


f Outcomes assessment f Recommended books f Student worksheet ‘New book review’

f Student worksheet


LEVEL 3 | 4

Recommended books


AUTHOR

TITLE

AUTHOR

TITLE

Ball, Duncan

Selby series

Baker, Jeannie

Rosy Dock

Baker, Jeannie

Where the forest meets the sea

Baker, Jeannie

Window

Ball, Duncan

Emily Eyefinger series

Banks, Lynne Reid

Indian in the cupboard

Base, Graeme

Animalia

Base, Graeme

The Eleventh Hour

Base, Graeme

The sign of the seahorse

Base, Graeme

The waterhole

Bernard-Waite, Judy

Riddle of the Trumpalar

Blume, Judy

Tales of a fourth grade nothing

Blume, Judy

Superfudge

Briggs, Raymond

The showman

Caswell,Brian

Relax Max

Clark, Margaret

Aussie angels

Clark, Margaret

Chickabees

Cleary, Beverly

Ramona the pest

Cleary, Beverly

Runaway Ralph

Corer, Eleanor

Sadako and the thousand paper cranes

Dahl, Roald

The BFG

Dahl, Roald

Charlie and the great glass elevator

Dahl, Roald

Esio Trot

Dahl, Roald

Charlie and the chocolate factory

Dahl, Roald

The Minpins

Dahl, Roald

The Twits

D’Ath, Justin

Koala fever

Dann, Max

My worst best friend

Dr. Seuss

Thidwick the big hearted moose

Dr. Seuss

The places you will go

Fienberg, Anna

Tashi series

Fienberg, Anna

Horrendo’s curse

Flynn, Rachel

I hate Fridays

Fox, Mem

Possum Magic

Freeman, Pamela

Victor’s quest

Griffiths, Andy

Just series

Herrick, Steven

Tom Jones saves the world

Hilton, Nette

The web

Hirsch, Odo

Antonio S and the mystery of Theodore Guzman

Elizabeth, Honey

Don’t pat the wombat

Jennings, Paul

The Gizmo

Jennings, Paul

Paw thing

Jennings, Paul

Unreal, Unbelievable, etc

Jennings, Paul

The cabbage patch fib

Klein, Robin

Boss of the pool

Klein, Robin

Penny Pollard series

Klein, Robin

Junk castle

Lester, Alison

Are we there yet?

Lester, Alison

The quicksand pony

Lewis, C.S

The lion, the witch and the wardrobe

Macdonald, Meme

My Girragundi

Macleod, Doug

Sister Madge’s book of nuns

Morpungo, Michael

The butterfly lion

O’Brien, Robert

Mrs Frisby and the rats of Nimh

Orr, Wendy

Ark in the park

Prior, Natalie Jane

Lily Quench series

Rodda, Emily

The best kept secret

Rodda, Emily

Rowan of Rin

Rosen Michael

Quick let’s get out of here

Rubenstein, Gillian

The giant’s tooth

Spryi, Johanna

Heidi

Thiele, Colin

Farmer Schulz’s ducks

Thiele, Colin

Storm boy

Wheatley, Nadia

My place

White, E.B.

Charlotte’s web

Winton, Tim

Bugalugs bum thief

f Suggested genres and titles/authors and illustrators OVERVIEW | LITERATURE SKILLS | INFORMATION LITERACY | PLANNING | ASSESSMENT | REPORTING Te a c h e r L i b ra r i a n P r o g ra m P-6 © S c h o o l L i b r a r y A s s o c i a t i o n of Victoria 2004

LEVEL 3 | 4

Recommended books


AUTHOR

TITLE

AUTHOR

TITLE

Abela, Deborah

Max Remy super spy

Applegate, K.A.

Animorphs series

Arena, Felice

Specky Magee

Baillie, Allan

Little brother

Ball, Duncan

Selby secret and series

Barker, Clive

The thief of always

Carmody, Isabelle

The gathering

Caswell, Brian

Cage of butterflies

Ciddor, Anna

Runestone

Clark, Margaret

Aussie angels

Clark, Margaret

Chickabees

Corer, Eleanor

Sadako and the thousand paper cranes.

Conly, James

Rasco and the rats of Nimh

Cooper, Susan

The dark is rising sequence

Creech, Sharon

Walk two moons

Crew, Gary

The watertower

Cushman, Karen

Catherine called Birdy

Cushman, Karen

The midwife’s apprentice

Disher, Gary

The bamboo flute

Duborsarsky, Ursula

My father is not a comedian

D’Ath, Justin

Shaedow Master

Ende, Michael

Never ending story

Facey, A.B

A fortunate life.

Flynn, Rachel

I hate Fridays

Forrestal, Elaine

Someone like me

Forrestal, Elaine

Deep water; An Eden-Glassie mystery

French, Jackie

Somewhere around the corner

French, Simon

Cannily, Cannily

George, Jean

My side of the mountain

Gleeson, Libby

Eleanor, Eleanor

Gleitzman, and Jennings

Wicked series

Gleitzman, Morris

Bumface

Gleitzman, Morris

Toad rage

Gleitzman, Morris

Two weeks with the Queen

Gleeson, Libby

The Rum rebellion and other “My Story” series.

Griffiths, Andy

Just series

Elizabeth, Honey

Don’t pat the wombat

Honey, Elizabeth

Stella Street books

Hirsch, Odo

Bartlett and the ice voyage

Howarth, Lesley

Maphead

Jacques, Brian

Redwall

Jennings, Paul

Unmentionable and others in series

Kelleher, Victor

Forbidden paths of thual

Kelleher, Victor

Taronga

Kelleher, Victor

The Red King

Klein, Robin

Boss of the pool

Klein, Robin

Hating Alison Ashley

Klein, Robin

People might hear you

Klein, Robin

The listmaker

L’Engle, Madeleine

A wrinkle in time

Lewis, C.S

The lion, the witch and the wardrobe

Line, David

Run for your life

Lowry, Lois

Number the stars

Magorian, Michelle

Goodnight Mr Tom

Marsden, John

Staying alive in year 5

Marsden, John

So much to tell you

Marsden, John

Tomorrow, when the war began

Mattingly, Christobel

No gun for Asmir

McDonald, Caroline

Lake at the end of the world

Montgomery, L.M.

Anne of Green Gables

O’Brien, Robert

Mrs Frisby and the rats of Nimh

O’Dell, Scott

The island of the blue dolphins

Park, Ruth

Playing Beatie Bow

Paterson, Katherine

Bridge to Terabithia

Pearce, Phillipa

Tom’s midnight garden

Paulsen, Gary

Hatchet series

Rodda Emily

Deltora quest series

Rowling, J. K

Harry Potter

Rubenstein, Gillian

Space demons

Sachar,Louis

Holes

Serrallier, Ian

The silver sword

Simons, Moya

Dead meat

Stafford, Paul

Blatantly bogus

Thiele, Colin

Jodie’s journey

Tolkien, J.R.R

The Hobbit

Voight, Cynthia

Homecoming

f Suggested genres and titles/authors and illustrators OVERVIEW | LITERATURE SKILLS | INFORMATION LITERACY | PLANNING | ASSESSMENT | REPORTING Te a c h e r L i b ra r i a n P r o g ra m P-6 © S c h o o l L i b r a r y A s s o c i a t i o n of Victoria 2004

Film as Text

LEVEL 1 | 2 | 3 | 4




LS 1.1F


• •

realises that films tell stories with words and moving pictures realises that films may be animated or dramatised

LS 1.2F

describe where the story takes place in a particular film

•

can draw or paint a scene or settings

LS 1.3F


•

can discuss or dramatise emotions portrayed in film

f Mass media texts (Suggested genres and titles/authors and illustrators)


Film as Text

LEVEL 1 | 2 | 3 | 4




LS 2.1F


•

realises that films tell stories with words and moving pictures

LS 2.2F

describe the locale and setting for a particular film

• •

distinguish between past/present/future: here/there can depict setting through art activities

LS 2.3F

identify strong emotions that occur in a film and explain the contribution of the scenery and sound effects to that end

•

can illustrate the mood or express the emotions portrayed in film



Film as Text

LEVEL 1 | 2 | 3 | 4




LS 3.1F


•


LS 3.2F

explain the contribution of scenery and sound effects in developing the sequence of main events and climax of a particular film

•

can sequence events through scenery and sound effects

LS 3.3F

describe contribution of director and editor in developing a particular film

• •

can describe the setting from the film can discuss the techniques that have been used by the director



Film as Text

LEVEL 1 | 2 | 3 | 4




LS 4.1F


•


LS 4.2F

evaluate the credibility of characters from films

• •

can identify real characters and relate to personal experience can write a credible character profile

LS 4.3F

identify locale, time and social aspects of setting

• • • •

can create story maps draw plans of location can discuss comparisons of locale, time and social aspects of setting in different films can draw or discuss their impressions of a setting



Boys and reading


The challenge Over the past ten to fifteen years there has been a steady decline in academic achievement for boys in real terms, not just in comparison to girls. Statistics have indicated that in most school settings girls have outperformed boys in nearly all subjects except Maths, Science and Engineering Science. Boys have more suspensions, counsellor referrals, remedial classes and more cases of dyslexia and stuttering and male suicide is the major cause of death in the age group of 15 to 24.This decline in achievement and attitude seems to be most noticeable in the middle years of schooling between Years 6 to 10. The issues involved are complex and varied but may partially be found in the decline of boys’ literacy and their inability to glean information from printed materials.

There is a difference in the stories we give boys to read on their own and those we read to them. They are much more likely to succeed with challenging books later on if they have had rich vocabularies and strong storylines read to them in their early to middle years of schooling.

What else can we do to ensure that our boys do become readers? •

Our young males are faced with: •

The disappearance of many male careers, where boys who were not really academic could take up a labour intensive job. • The fracturing of the family unit and the low engagement of the fathers and male guardians in their son's education. • A marked increase in male anxiety regarding the future, employment prospects and role uncertainties. . While accepting these findings as being very confronting we do have many ways we can make a difference to the attitudes and perception boys have to reading. As teachers we need to accept that boys and girls are different and in most cases have very different learning styles. Boys do not develop their language and fine motor skills as early as girls do and therefore may not be ready for the " sit down and concentrate" stage of learning to read when they start school at the same age as girls. They are better at gross motor skills and are often more competitive and therefore not as good at cooperative activities as girls. Recent studies have shown that boys may be getting a slower start to school because they cannot hear as well as girls, which disadvantages them in the verbal environment of the classroom. Many boys do not see reading as being an activity males participate in, as so many of the reading role models they see are female. Boys who are reluctant to read may have learned this as an opposition to being female. They need male role models who do read. Peer groups have a tremendous effect on whether boys will read or not so one of our challenges is to build a culture of reading that does not threaten masculinity. We must also be careful when we suggest that boys do not read, as it may just be that their reading is not as obvious as girls. Students today tend to browse across a wide range of materials such as the sports pages, comics, nonfiction, electronic screens, magazines, crime, fantasy and humour. We must create an environment for boys where they experience success across a range of texts. Promote books that are fun, have plenty of action, have characters that they can identify with; in short, find a book that they want to read. It may not be on the top of the list as far as literary quality goes but this is the beginning of building a culture that says reading is cool and worthwhile.

• • • •

•

Read aloud! Read to boys from an early age from a wide range of different reading materials. They can enjoy the access to more difficult texts and will grow up with a culture of reading that has been built around them. Give them the chance to discuss what they are discovering through their reading. Tell them stories that will connect them to their families and give them a sense of belonging. Connect reading to a lifeskill, make it practical. Show them that it is important for their career choices. Link books to TV series, films etc. Establish a reading environment. Make sure there is a choice of material and a time to read. Visit bookshops and make sure that books are given as presents for Christmas or birthdays. Make an effort to find books that boys will want to read. Ask for recommendations from their peers, booksellers, teachers and librarians. Don’t forget to include puzzle books, jokes, riddles, non-fiction titles, myths and legends and magazines. Give boys the opportunity to meet with authors and discuss their books.

Some authors who have a proven track record with boys; Roald Dahl, Paul Jennings, John Marsden, Gary Paulsen, J.K. Rowling, Emily Rodda, Andy Griffiths, Alan Baillie, David Metzenthen, James Moloney, Michael Hyde, Archimede Fusillo, Morris Gleitzman, Tim Winton, Louis Sachar. Many generalisations have been used here about boys and reading and some may be applicable to the boys you have contact with and some may not. The overall theme is that most boys do read, even if it may not be the quality fiction novels that we may be recommending. It is vitally important that we set up an environment where reading is valued and modelled and boys are not threatened by the notion that reading is “not cool” or not masculine. Support them in their learning and give them access to myths and legends, humour and horror, fantasy and science fiction, short stories and sagas as well as real life stories and information texts and they will read and thrive.


LITERATURE SKILLS learning outcomes L1 – 4 teaching strategies suggested genres and titles, authors & illustrators L1 – 4 recommended books L3 & L4 film as text L1 – 4 boys & reading templates

• new book review • book talk summary




New book review template


Name

Age

Grade

Book title

Author

Language

Suitable for

Not suitable for

My opinion

Plot

Characters

Illustrations

Rating

f Learning outcomes OVERVIEW | LITERATURE SKILLS | INFORMATION LITERACY | PLANNING | ASSESSMENT | REPORTING Te a c h e r L i b ra r i a n P r o g ra m P-6 © S c h o o l L i b r a r y A s s o c i a t i o n of Victoria 2004

Book talk summary


Choose a fiction book that you have read and complete the following form. You can then use these notes as a basis for your Two Minute Book Talk**.

Title of story Author Illustrator Copyright Publisher Dedication Comments of illustrations Story summary Character(s) involved

Setting

Events

What do you think?

The beginning of the story

The main problem in the story

How the problem is solved

Theme of story [what the author is trying to tell us] Mood of story [how the story makes you feel] Comments about the story

Name

Date

** Your Two-Minute Book Talk must cover all areas above. You can use ‘palm cards’ if you wish. By including items such as: • other books by the same author • similar stories • related objects or pictures you could make your Book Talk more interesting. This form must be handed in following your talk.

Date due

f Learning outcomes OVERVIEW | LITERATURE SKILLS | INFORMATION LITERACY | PLANNING | ASSESSMENT | REPORTING Te a c h e r L i b ra r i a n P r o g ra m P-6 © S c h o o l L i b r a r y A s s o c i a t i o n of Victoria 2004

The Information Literacy Program includes at each grade level a comprehensive list of learning outcomes and skills, as well as evaluation strategies that can be developed to enable students to become active, independent learners who are capable of locating and using information effectively. These skills relate to all areas of the curriculum and reinforce the process of information retrieval. An additional section on Plagiarism is included, as well as a range of templates and a poster which can be displayed in the classroom. The Information literacy skills are based on National Profiles and have been designed to complement the Victorian Curriculum Standards and Essential Learning Standards but could be adapted for use with other curriculum guidelines.

I N F O R M AT I O N L I T E R A C Y why information literacy? learning outcomes L1 – 4 teaching strategies plagiarism the information process (poster) templates




Why Information literacy?

I N F O R M AT I O N L I T E R A C Y

Why are we teaching Information literacy?

If you are information literate, you are able to:

Teaching our students Information literacy is preparing them for a future where being able to access information and use it effectively is going to be vitally important.

• • •

To help our students to prepare for a successful life and work in the future we have to make sure that they are prepared for the changes that are happening in our world. “Seventy percent of the job categories, products and services of the year 2020 have yet to be invented. Information and communication technology is building a single, highly networked world. By the end of the century everyone on Earth will be able to witness, and a degree participate in, a single event somewhere on the Earth’s surface. Space separation and time zones no longer prevent people working together.” Dr. Peter Ellyard. 2001. Even though the rate that we can generate and transmit information has increased dramatically since stone-age man first chiselled a message onto a clay tablet, the rate that we can process it has not altered.

know when you have a need for information find the information you need, evaluate it and use it effectively to meet your needs evaluate and use this information effectively when needed

We can’t just teach facts and figures that could be very quickly outdated and not relevant. We need to teach students how to find and use those facts and figures when they are needed. We teach our students to be information literate through the Information literacy process f The Information process (poster). It is a process that we teach them to use whenever they need information. It is based on how we believe children learn and will encourage them to become independent, lifetime learners.

We still read about 300 words per minute and speak at about 120 words per minute. It took 1750 years for the knowledge that was known in the time of Jesus Christ to double. Now it is estimated that it doubles every four years. Our current kindergarten students will have to deal with at least sixteen times what is currently known by the time they complete Year 12. Our students will live in a world where there is constant change. If they are to manage their lives and fulfill their dreams they will need to become independent lifelong learners able to make intelligent and informed decisions. Therefore we are committed to helping our students develop the skills needed to: • • • • • • •

access and use resources in print, pictorial and electronic formats understand and use effective and efficient research strategies select, interpret, evealuate and use information from all sources and media expand their own knowledge base and understanding of the world and its people think critically and make decisions according to personal needs, beliefs and values as well as factual evidence share information and opinions and be able to justify these through reasonable argument understand and respect the values and beliefs of other cultures


Learning outcomes


LEVEL 1 | 2 | 3 | 4



Defining IL 1.1

formulate questions for investigation, with teacher assistance, in response to directed discussion on a given topic

• • •

talks about a given topic in response to an audio and/or visual topic formulates simple literal questions to gather specific information and to seek clarification contributes to a teacher devised search plan

Locating IL 1.2

identify and select sources of information with teacher’s assistance.

• • •

differentiates between the fiction and non-fiction sections of the library and uses the spine label to identify resources from each section finds resources in both school and public libraries with assistance compares different pre-selected resources on a topic, deciding which is more appropriate and making selections using simple scanning techniques, involving cover, title and pictorial illustrations gathers information from first hand experience, people, concrete objects and secondary sources such as books, pictures, audio-visual materials

•

Selecting IL 1.3

select and record the main idea and keywords

•

•

interacts with resources through: − listening, observing and viewing in response to a focus question − identifying the main idea and keywords − identifying a sequence of ideas − following directions identifies and records relevant information from the resource with assistance by: − brainstorming keywords − forming a simple explosion chart to show the relationship between the main idea and the keywords − forming a sentence containing the keyword which reflects the original source − arranging ideas, events and facts in sequence

Processing & Organising IL 1.4

participate in group consideration of appropriateness and presentation of the information

•

participates in teacher led group discussion to − examine the relationship between the information gathered and the original task − decide if the information is appropriate − plan presentation of the information gathered − organise the information into related information units


present responses to a task in a variety of formats

• •

creates a response to a task/topic which − uses information selected for the purpose − links ideas and relates them to the main idea of the topic presents information in − simple oral and written sentences − picture sequences, drawings or models − role play

• • •

actively participates in a teacher directed discussion displays a positive approach to work expresses opinions about given topic

Evaluation Strategies IL 1.6

review the appropriateness of their presentation in relationship to the original task

f Work program template f Teaching strategies f Outcomes assessment f Assessment f Information process poster f Library profiles f Report outcomes f Report format 1 f Report format 2 f Report format 3 OVERVIEW | LITERATURE SKILLS | INFORMATION LITERACY | PLANNING | ASSESSMENT | REPORTING Te a c h e r L i b ra r i a n P r o g ra m P-6 © S c h o o l L i b r a r y A s s o c i a t i o n of Victoria 2004

Learning outcomes




Defining IL 2.1

• • • •

select from a range of well defined topics, participate in teacher led brainstorming, clustering of ideas, focus question development and completion of a group search plan

LEVEL 1 | 2 | 3 | 4 PAGE 1 | 2

•

participates in group brainstorming to identify key areas and the associated language for a given topic clusters ideas under teacher direction and articulates the organising principles initiates conversations and with assistance, forms focus questions to seek literal and factual information uses the above information to contribute to a group search plan which lists: − keywords and possible search terms − focus questions to be answered − types of resources likely to be useful develops text maps and semantic webs

Locating IL 2.2

identify and locate resources following a search plan with assistance

• • • • •

follows a search plan with assistance locates appropriate resources collects information from a source other than own knowledge can alphabetically order books on a picture fiction shelf develops an awareness of the organisation of the Library as a resource centre

Selecting IL 2.3

select main ideas and supporting keywords, categorise and record information in lists, picture sequences, grids or webs

• • •

can distinguish between narrative and informational texts can listen to and retell stories in correct sequence identifies and records relevant information from a resource by: − listing main idea and supporting keywords − organising related keywords into categories required by the topic; this could include picture sequence or grid − labelling the categories to form clusters of ideas − writing a sentence for selected categories makes simple comparisons between information from different formats and/or sources identifies source of information using author and title

• •

continued


Learning outcomes


LEVEL 1 | 2 | 3 | 4 PAGE 1 | 2




process information by comparing, selecting and combining, with assistance, that which is relevant to the task and organising according to an agreed format

• • • • • •

participates in group consideration of the relevance of information to a task compares information from different sources and in a group identifies differences in factual information combines the same information found in more than one source categorises information into teacher determined units suited to the topic eg. focus questions, sequences or grid combines units of information into a structure with assistance discusses deficiencies in information and shares ideas


present information which conveys understanding of the information gathered

•

creates a response to a task/topic which − conveys understanding of the information gathered without necessarily venturing own opinion − uses logical structures such as time sequence, grids and sometimes cause and effect presents appropriate information in − simple written and oral recounts and factual descriptions − drawings, illustrations and graphs which are labelled to summarise findings − constructions such as models, or displays − role play

•


review appropriateness and acceptability of presentation in relationship to the original task

• • •

displays a positive approach to work actively participates in and completes teacher directed tasks self evaluates the product


Learning outcomes



LEVEL 1 | 2 | 3 | 4 PAGE 1 | 2


Defining IL 3.1

select from within a broad topic area and narrow the topic with assistance, then arrive at focus questions and a simple search plan

• • • • • •

selects from a range of topic areas and formulates a research task under teacher direction participates in group brainstorming of keywords and teacher directed clustering of ideas participates in a task which requires investigation and comparison devises focus questions in groups and individually organises focus questions from clustered ideas into headings with assistance uses the above information to prepare a simple search plan which lists: − keywords and possible search terms − focus questions − likely sources of information

Locating IL 3.2

identify and locate resources with assistance

• •

locates reference materials, periodicals, audio-visual materials, charts and media uses knowledge of specialist reference books (dictionary, atlas, street directory, telephone directory and encyclopedia) to identify materials which may provide needed information uses author, title or subject access in the library catalogue to identify the call number of a resource locates appropriate resources using the Dewey decimal classification system selects material in terms of purpose by scanning table of contents, index and blurb, readability, presentation and quality of illustrations gathers data from simple interviews, excursions, surveys, questionnaires that have been constructed with teacher directions uses a range of equipment including computers to seek information realises the need to read appropriate sections of a book and not necessarily all of it

• • • • • •

Selecting IL 3.3

select and record information relevant to a specific topic

•

• • •

identifies and selects information for a specific purpose − using the contents and index to locate keywords related to the task − reads, listens and views to identify information relevant to the focus questions records relevant information from a variety of resources using lists, sequences, notemaking sheets, semantic grids and structured overviews makes comparisons between information from different formats and/or sources records source of information using author, title, date of publication develops the ability to skim through books to find topics of interest, then slow pace to read for detail and enjoyment

• • • • • •

recognises and discards information not relevant to the task, with assistance compares information and with assistance discriminates between fact and opinion combines similar information from different sources into larger units categorises information according to pre-determined headings and with assistance re-classifies at a finer level of detail ([sub-headings) decides on a presentation format and framework suited to the task, with assistance identifies information deficiencies and locates additional information, with guidance

•


process and organise information with assistance

continued


Learning outcomes


At the completion of Level 3, a student will be ab l e t o : Creating & Sharing IL 3.5

present responses to a research task which are suited to the audience and which demonstrate understanding and interpretation of the information

review appropriateness and acceptability of presentation in relationship to the original task

•

• • • • •

creates a response to a research task which: − demonstrates understanding and simple interpretations of the information − uses information appropriate to the task and the audience − draws simple conclusions but does not elaborate − organises ideas and information logically, eg. time order, simple cause and effect presents information using appropriate organisational frameworks, with assistance, for a variety of forms such as: − written reports, recounts, procedures and lists using titles and subtitles appropriately − oral reports, descriptions, and comparisons supported by graphic and pictorial information − constructions such as models and displays, diagrams and posters − plays, role play etc displays a positive approach to work actively participates in teacher directed tasks completes independent research activities can locate appropriate information from a variety of sources recognises that different sources may contain conflicting information


PAGE 1 | 2


•


LEVEL 1 | 2 | 3 | 4

Learning outcomes



LEVEL 1 | 2 | 3 | 4 PAGE 1 | 2


Defining IL 4.1

Select from within a given topic area and narrow a topic given guidelines and assistance where needed

• • • • • • •

responds to a given research task or selects from a given topic area identifies and interprets keywords in the task with assistance independently brainstorms and clusters ideas participates in a group to determine what is required when asked to compare and contrast, discuss, profile, trace, survey and debate develops focus questions to elicit interpretive information devises headings and subheadings with assistance and clusters focus questions into related groupings records essential information from the activities above and makes predictions of likely sources of information onto a search strategy sheet to guide the investigation.

Locating IL 4.2

Identify and locate a range of resources in the school and the wider community by independently following a search plan

• •

follows a search plan using keywords and related terms and modifies where the need arises determines the type of resource most appropriate for the given topic recognising where up to date information is most necessary (ie. date of reference) identifies and locates resources: − using single and combined terms, such as Australian aboriginal, to search the catalogue − selecting relevant information from the catalogue record eg. format, call number, date of publication − recognising the value of fiction for specific topics eg. historical fiction − using information from the wider community eg. government departments, local organisations. is beginning to recognise the need to locate a variety of resources, representing a range of viewpoints selects resources by: − using skimming and scanning techniques to survey readability, the contents, index and text headings for all types of resources identifies specialist reference resources uses a range of equipment to access information.

•

• • • •

Selecting IL 4.3

Select and record information from a range of sources

•

• •

identifies and selects information by: − locating keywords and key phrases related to the task from the contents/index/headings/blurbs, etc. from a variety of types of sources including magazines, newspapers, pamphlets and reference materials − identifying the different text structures of sources with assistance − skimming and scanning − modifying focus questions if appropriate records information by: − selecting a note making strategy appropriate to source and task − recognising when a note making format requires modification records source of information for both book and non-book information using author, title, date of publication. continued


Learning outcomes



LEVEL 1 | 2 | 3 | 4 PAGE 1 | 2



process information by synthesising and beginning to make generalisations

• • • • • • •

independently decides on the value of the information to the purpose of the task and discards if irrelevant compares information from different sources from opposing viewpoints and accuracy synthesises selected information connecting similar ideas and begins to make generalisations with assistance categorises information according to the pre-determined framework of headings and subheadings decides on the format and the informational form most appropriate to the task and audience prepares a plan using a standard framework and matches information to the framework recognises information deficiencies and locates additional information


presents logical responses to a search task

•

creates a response to a search task which: − supports an issue (argues for or against or perhaps both) based on an understanding and interpretation of information gathered − presents ideas and information logically and is able to trace, profile, compare and contrast, discuss and debate − makes simple generalisations and draws simple conclusions presents information using a form, selected with assistance, to suit the purpose and audience and using an appropriate framework. Included are: − written reports, recounts, procedures, explanations and expositions which have reasonable cohesion − oral reports, graphic, pictorial and dramatic presentations of similar complexity to the written presentations − constructions requiring synthesis of information

•


review the appropriateness and acceptability of the presentation in relationship to the original task

• • • •

completes independent research activities using sound research skills can locate appropriate information from a variety of sources, including extensive use of reference books (encyclopaedia, atlas, dictionary and thesaurus) is able to compile bibliographies, glossaries, tables of contents and indexes can confidently use the library computer or card catalogue


Teaching strategies

Establishing prior knowledge | Extracting information and ideas Recording and presenting information | Assessment strategies


Establish prior knowledge and tune in to the topic During this stage students are encouraged to think about and share what they already know and think about a topic, to share their personal understandings, and establish what they would like to investigate further. It is a time when teachers can gauge interest, misconceptions, clarify language and plan a unit of work.

Brainstorming

Brainstorming involves the recording of all words or phrases that come to mind about a topic or problem and then the linking of this information or knowledge to new information. All ideas should be encouraged and accepted. This can be done as a whole class or small group activity. The whole topic can be brainstormed or each group can brainstorm a different aspect. Individuals and small groups can combine their ideas to come up with a group response. In small groups students can take part in a silent brainstorm by writing their words or phrases on a sticky note and taking it in turns to place their ideas on the table in front of them. Other students in the group can use the words already down to remind them of other words or ideas (piggybacking ideas). Words and phrases are then recorded on a class chart, (sticky labels are good here as they can be moved around), or on individual cards or sentence strips. This strategy can be further extended using the “Thinking Curriculum” strategies of Extended Brainstorming by Michael Pohl.

Bundling

This strategy is used to help students categorise or group information into bundles that belong together. It is a way of linking new ideas with existing knowledge and then establishing which questions still need to be answered or clarified. After brainstorming, talk about ways that the words and phrases can be grouped or categorised and decide on headings or labels. The words or phrases are then grouped according to these main ideas. This can be done on the class chart using different colours, with sticky labels, or by sorting the individual cards into groups or bundles under headings. This activity can be used at the beginning and end of a unit to assess how student’s knowledge has developed and should be referred to during the unit of work to show knowledge gained.

f Concept map, Mind

These strategies are used by individual students to organise their own ideas, existing knowledge and feelings about a topic, before deciding what they need to research. It is a way teachers can establish individual knowledge and misconceptions and plan for further teaching. They can be used to record and organise existing knowledge on a topic before undertaking further reading and research. Model the creation of a concept map or mind map by starting with a well known topic word written on a card and then having other words and phrases on cards that can be manipulated into position and joined in some way to the topic so that they make sense. Lines and arrows are then drawn to show connections. Phrases and words may be added to these lines to clarify connections Show other mind maps so that they can see completed examples. Students then create their own map by starting with the central topic word or phrase and then adding words phrases and connecting lines and arrows so that it makes sense to them. Talk to the students as they are working to get them to write down the connecting words and phrases. These may be added to a class list of connecting words. These concepts maps can be used to assess knowledge growth at various stages throughout a unit.

Prior knowledge chart

The Prior Knowledge Chart is used to help children see what they already know and what they need to find out. Students make two columns with the headings What we know and What we need to find out. This helps to define the purpose for reading. Students then formulate questions for further investigation using who, what, when, where and why. A third column can then be added for What I now know/ understand.

Think, wink and decide

This strategy is also used to help children keep a record of what they already know and what they need to find out. The students fold a piece of paper in half to form a booklet and then write their topic on the front cover, THINK (Things I Now Know) on the next page, WINK (What I need to know) on the third page and DECIDE or LINK on the back page where they write questions or keywords they will share with the class or decide on places they will go to find resources they will use to find answers to their information. This activity can be used to assess how students have performed in relation to their original statements. When modelling the sentences of Things I Now Know, stress the sentence structure found in information texts such as plural, present tense, Whales live…., Koalas eat…not, A Whale lives…

Pass the ball

When students have brainstormed and established prior knowledge they can form a circle and as the teacher says a name and passes the ball to that student they have to give a keyword, something they know or something they wish to find out about the topic eg; Tell me a question you are going to try and find out about this topic?

map or Semantic webs

Question ball [Creating Using a soft ball, such as a small toy soccer ball, write questions stems such as those in the Question matrix from the “Making a questions using thinking Difference” CD or Michael Pohl’s thinking curriculum publications, and write a question stem on each section of the ball. As the ball is thrown to a particular child they have to read the question stem and try and think of a question they could ask in relation to skills] the topic. This strategy can also be used at the conclusion of a topic study to assess knowledge gained.

Analysing the task or f Task analysis

Students need to be very clear on what it is that they are researching. Before commencing the recording of any information there needs to be discussion on what the requirements of the task are: What is the topic? What are the questions I need to answer? Where might I look or who may I ask to find out this information? What are the keywords I will use to help me find this information? How will I show what I have found out and who is my audience? This can be presented as a scaffold for students to fill in. This strategy can be used after explaining, either orally or as a written project outline, what the task involves. After going over the requirements of the task and highlighting, if possible, specific details, students are asked to write in step format what they are expected to do, how are they to present their information, what is to be handed in for assessment as well as due dates.


Teaching strategies



Extracting information and ideas Once children have established prior knowledge, they need to have strategies that will help them locate appropriate sources of information to gain new knowledge and understandings about the topic.

Search plan or strategy f Pathfinder 1 f Pathfinder 2

A search plan is used to help children plan the process of locating resources. Students should be given a scaffold that has space for their topic, their focus questions, keywords, sources of information and where they would look for this information. If a Task Analysis is not being used there could be a space for the format of the finished product and details of what needs to be handed in for assessment and dates to be completed.

Guided reading

This strategy can be used to show children how to focus on different aspects of a text to find information. They can be shown the different strategies needed to read a non-fiction text such as using the Contents page, Index, Glossary, Skimming, Scanning etc.

How’s your form?

The teacher selects a fiction and a non-fiction book on the same topic such as “Frogs” and the children compare the similarities and differences starting with the titles and asking them to predict the layout and language that will be used. Before showing the children which book is being used, read the first page and ask them to identify what type of text is being read. Make a summary of the main differences between fiction, non–fiction and picture story books.

Skimming, scanning and key words

These activities are used to give children strategies to read non-fiction texts and locate main ideas more efficiently. Establish a purpose for reading the text. Skim for an overall picture and ask students to predict what each section will be about. Specific sections can then be scanned to confirm predictions. Give children a specific search task and focus on aspects of the text such as title, headings, contents, index, diagrams and key words that will enable them to scan to find specific details. The key words are generally the nouns and verbs that give meaning to the topic. They usually tell who, what, where, why, how and when. Show children how to locate key words in specific questions and then scan the text to locate key words in the text to answer the questions

Directed reading thinking activities

These can directly relate to skimming, scanning and key words. Children are encouraged to predict what a text is going to be about. Start with the title and ask children to predict and give reasons for their predictions. Read a small section of the text and confirm or reject their predictions and then refine their ideas and move onto the next section of text.



Teaching strategies


Strategies to record and present information Notetaking

Students need to have a definite purpose to take notes so should have specific and relevant questions recorded before they begin a note taking exercise. They will need to complete a task analysis and have relevant resources located before they begin the notetaking process. They need to be shown questions that may be generic to their topic so they can use and modify these where necessary. [f Generic research questions] As they research information they need to keep in mind whether the information they are using is relevant to the questions they are asking. They should then identify keywords in their questions, skim and scan the selected resources and extract the required information.

fNotemaking, main idea and

Notemaking is the process involved with using the notes already recorded during notetaking to think about what has been discovered and relating it to what was already known. An individual response to the research task should then be created showing new understandings; the synthesizing of that information.

Graphic organisers

Graphic organisers can be used at this stage of the Information process to help children organise their information into a graphic or visual form to make it easier to link ideas and concepts and interpret and record information. One such strategy is fConcept maps. These strategies are used by individual students to organise their own ideas and existing knowledge and feelings about a topic, before deciding what they need to research. It is a way teachers can establish individual knowledge and misconceptions and plan for further teaching. They can be used to record and organise existing knowledge on a topic before undertaking further reading and research. Model the creation of a concept map or mind map by starting with a well known topic word written on a card and then having other words and phrases on cards that can be manipulated into position and joined in some way to the topic so that they make sense. Lines and arrows are then drawn to show connections and phrases and words may be added to these lines to clarify connections Show other mind maps so that they can see completed examples. Students then create their own map by starting with the central topic word or phrase and then adding words phrases and connecting lines and arrows so that it makes sense to them. Talk to the students as they are working to get them to write down the connecting words and phrases. These may be added to a class list of connecting words. These concepts maps can be used to assess knowledge growth at various stages throughout a unit. Other graphic organisers include: • Simple webbing • Cycle maps • Concept layer maps • Venn diagrams • Consequence wheels • Fishbone diagram • Flow charts • The matrix (For a full description of these other graphic organisers listed, see Michael Pohl’s book Teaching thinking skills in the Primary schools (1997), Hawker Brownlow Education.

f Data grids f Data charts

Data grids are used to record information and make generalisations. They can be used for questionnaires or to compare or summarise answers to questions from different sources. Organise a grid, for example with questions or headings across the top and sources down the side. When information is recorded children can summarise results. Data grids can be used to compare information about a topic from a number of sources using key words and then expanding these notes so that children use the key words to write their own sentences.

Life cycle scaffolds

This strategy is used to diagrammatically represent a life cycle. Show the students various life cycle models representing plants and animals. After looking at gathered information and deciding on an appropriate format ask children to complete their own life cycle individually or as part of a group.

PMI-based on De Bono’s ‘Plus, minus and interesting’

This strategy can be used to start thinking about an issue or problem but also as an assessment tool at the end of a topic. Divide a page into three either lengthwise or across and have students list the positive points about an idea or topic, the negative points and those questions that may be interesting to investigate. Use What if? as a starting point to their thinking. As an assessment tool this strategy can be used by students to list the things they did well under positive, the things they could improve under negative and those things they found interesting.

fProblem, cause, effect, solution

This strategy could be used when studying Issues or Events and encourages children to focus on the organisation of the text, the specialised language used to signal cause, effect etc. and the grammatical structure of the text such as the use of present tense. It is used by writers to present specific information. When studying a topic such as Disasters ask children to look at the special language that signals cause, effect, problem, and solution. Chart these ideas in a grid using specific headings. Look for signal words such as because, as a result of, causes, etc.

fVenn diagrams

This strategy can help students see the similarities and differences and the things that are common in a topic they are researching. It can be done physically using hoops, or shapes made with wool, string or cane shapes and keywords, pictures or objects on card, or diagrammatically using overlapping circles or shapes.

summarising


Teaching strategies



Strategies for assessment

f Self assessment

Students are asked to reflect on what they have learned and what skills they could improve to help them with the research process. It helps to have talked to the students as the research topic is being set or as each stage of the process is talked about so that they do understand the skills and strategies that are being taught at each stage. These could be brainstormed at the end of the topic so students are reminded of the variety of strategies they used and the skills they have improved. If a class journal was kept each day with “ Today we are going to learn how to brainstorm and use those words to make a mind map, or to highlight keywords and record those on a data grid to use in our own sentences, then this could be referred back to by students to remind them of things they did well.

PMI-based on De Bono’s ‘Plus, minus and interesting’

This strategy can be used to start thinking about an issue or problem but also as an assessment tool at the end of a topic. Divide a page into 3 either lengthwise or across and have students list the positive points about an idea or topic, the negative points and those questions that may be interesting to investigate. Use What if? as a starting point to their thinking. As an assessment tool this strategy can be used by students to list the things they did well under positive, the things they could improve under negative and those things they found interesting.

Question for an answer

Students could use this strategy to show knowledge gained by giving them a specific word related to the topic and telling them that it is the answer to part of a quiz about their topic and they have to think of a question to go with it. For example, if the topic was Owls, the answer may be “small mammals” and the question could be “Tell me something that owls usually eat?”.

Informal debate

Students work in teams and present a point of view and answer questions about their topic.


I N F O R M AT I O N L I T E R A C Y why information literacy? learning outcomes L1 – 4 teaching strategies plagiarism

• strategies to prevent plagiarism • writing bibliographies

the information process (poster) templates




Strategies to help prevent plagiarism


1

Planning with teachers

• • • •

Show teachers how easy it is to plagiarise, particularly using information technology. Make them aware of the type of questions they are setting students, and the need to stress the information process that should be followed Work with them to teach strategies that will prevent plagiarism Encourage teachers to educate students to value student-created work, to increase their understanding that other people’s intellectual property is to be respected

2

Creating the awareness in your students of what plagiarism is

Cover areas such as:

3

Using the Research process

Throughout the whole process it is essential to: • see the student’s notes and drafts

f Information process

• what it is • laws and policies that govern the use of other people’s ideas and work • the ways people use and acknowledge one another’s ideas

• for the student to have short informal conference with their teacher and other students to comment on drafts • make compulsory the submission of all drafts and working documents with the final presentation. • • • •

• • • • •

•

•

4

Parent information sessions

brainstorming [f strategy] creating questions using thinking skills [f strategy] pathfinders [f strategy] [f template 1] [template 2] data grids [f strategy] [f template] • use of keywords • useful to require a variety of media to be searched • always expect data grids to be included with the final assignment • Summary sheet [f template] may be used to summarise information gathered control of internet use • Research on the internet sheet [f template] could be used Use of sign in book to be endorsed by teacher – keywords or website listed Websites must be listed on notes and in bibliography graphic organisers [f strategy] This strategy requires changing the form of information through individual analysis and interpretation. bibliographies • List reference details on data grid • Use of bibliography proforma [f template] • Writing bibliographies – citing various resources [f template] • Annotated bibliography • Photocopy references using ideas or quotes from websites – highlighted [as the source of information used]. self assessment It is important to require students to reflect personally on their topic and the process of research and writing. They can record the features they are proud of, those they’ve had trouble with and the things they have learned. [f template] peer assessment • Oral presentation of projects allows the opportunity for other children to ask questions for the presenter to answer, as well as to defend his/her arguments. • Simple written peer assessments may also be given [f template] • Debates are also a useful activity enabling students to present the opposing views of a topic.

Organise a Parent information session to explain the way we teach the Information process and how this can be supported at home • Explain the concept of the information age and use examples to show what sort of a world our students will be part of

and why we need to teach them the process of finding and using information and not just a content based curriculum.

• Demonstrate strategies that help students through this process, such as brainstorming, key word identification and graphic organizers. Show how to highlight keywords, transfer to data grid and then produce sentences.

• Stress that this process is essential to learning in the Information Age and emphasize the need to have children construct their own ideas and opinions and not just have the work done for them.

• Help students to acknowledge the source of their information and “thank” the author by citing the book and author and help them to realise that this information does not belong to them.

• Try to help parents see how much help is too much help and finish up by asking for their help in reinforcing what we are trying to do at school.


Writing bibliographies


Using the information which has been collected about the sources of information, a bibliography can now be compiled: Book

Include these details: 1. Author’s name: Surname first, then first name or initials 2. Year of Publication (in brackets) 3. Title of Book in ITALICS or underlined if handwritten 4. Publisher 5. Place Of Publication Example: Smith, Kate (1998), Life in Asia, Collins, Melbourne

Encyclopedia

Include these details: 1. Author of article – if known 2. Date of Publication (in brackets) 3. Title of article in ‘single quotation marks’ 4. Encyclopedia in ITALICS 5. Date of Publication (comes here if author is not known) 6. Volume number 7. Publisher 8. Place of Publication Example: Bond, Adam, (1996) ‘Plastics’, Encyclopedia of Australia vol 9, Macmillan, Sydney OR ‘Mammals’ World Book Encyclopedia (1996) vol. 12 World Book Inc., Chicago

Magazine or newspaper

Include these details: 1. Author 2. Year of Publication 3. Title of article in ‘single quotation marks’ 4. Title of Newspaper or magazine in ITALICS 5. Date of Publication Example: Broome, Ken (1997), ‘Life at the top!’ The Herald Sun, Nov 21

On-line resources

Include these details: 1. Author 2. Title of document in ‘single quotation marks’ 3. Date of Publication 4. [Online] Available 5. 6. Date of access (in brackets) Example: Davis, Heather: ‘Guidelines to writing’ 1998 [Online] Available (Jan 7, 1999)

Example of bibliography

Broome, Ken (1997), ‘Life at the top!’ The Herald Sun, Nov 21 Davis, Heather: ‘Guidelines to writing’ [Online] Available Jan 7, 1999 ‘Mammals’ World Book Encyclopedia (1996) vol. 12 World Book Inc., Chicago Smith, Kate (1998), Life in Asia, Collins, Melbourne

Pr i n t e d f r o m ' W r a p p i n g u p R e s earch' website www.highlands.vic.edu/research

f Collecting information for bibliography template


The Information process (poster)


The information process 1 DEFINING What does the topic ask? What do you already know about the topic? What do you need to know – questions and headings, keywords and search terms What are all the places you might find information – search plan?

SELECTING

2

Identify the sources which have the most useful information to answer focus questions. Write notes from relevant sources using a note-taking grid. Record where the information came from for the bibliography.

LOCATING Find the resources listed in your search plan. Locate information in the resources using key words and terms.

5 4 PROCESSING & ORGANISING Sort the information into headings which answer the focus questions. Compare the information to find out any differences in the facts. Collect any pictures, photographs or tables to use. Identify any areas where further/ different information is required. Decide on the format for the presentation of the project.

CREATING & SHARING Complete the project in the chosen format. Present the project to the teacher or class as required.


3

6 EVALUATING Look back over the project and decide if the focus questions have been answered well and presented in the best way. Talk to the teacher about the presentation.

f printable version

The information process 1 DEFINING What does the topic ask? What do you already know about the topic? What do you need to know – questions and headings, keywords and search terms What are all the places you might find information – search plan?

SELECTING

2

Identify the sources which have the most useful information to answer focus questions. Write notes from relevant sources using a note-taking grid. Record where the information came from for the bibliography.

LOCATING Find the resources listed in your search plan. Locate information in the resources using key words and terms.

5 4 PROCESSING & ORGANISING Sort the information into headings which answer the focus questions. Compare the information to find out any differences in the facts. Collect any pictures, photographs or tables to use. Identify any areas where further/ different information is required. Decide on the format for the presentation of the project.

3

CREATING & SHARING Complete the project in the chosen format. Present the project to the teacher or class as required.

6 EVALUATING Look back over the project and decide if the focus questions have been answered well and presented in the best way. Talk to the teacher about the presentation.

Te a c h e r L i b ra r i a n P r o g ra m P - 6 © School Library Association of Victoria 2004

I N F O R M AT I O N L I T E R A C Y • sample integrated unit why information literacy?

• collecting information for biblio’s • data grid • data learning outcomes L1 –chart 4 • data summary • researching places data chart teaching strategies • pathfinder 1 • pathfinder 2 • peer assessment plagiarism • self assessment • internet research the information process (poster) • concept map • task analysis • generic research questions templates • animal project sheet • notetaking & notemaking • problem, cause, effect, solution • venn diagram




Template for sample Integrated unit


Key learning area:

Strand:

Year Level:

To p i c :

Learning activities

Information skills

Stages of the information process

Student assessment/evaluation


Learning styles

f Example of an integrated unit

Collecting information for bibliography


Author Surname first

Date of publication (in brackets)

Title (in Italics)

Place of publication

Publisher

P r i n t e d f r o m ' W r a p p i n g u p R e s earch' website www.highlands.vic.edu/research


f Writing bibliographies f Plagiarism

Data grid


Name Grade

Topic Question

Question

Question

Question

Author

Title

Author

Title

Author

Title

Summary

f Data grid – Information literacy teaching strategies f Plagiarism OVERVIEW | LITERATURE SKILLS | INFORMATION LITERACY | PLANNING | ASSESSMENT | REPORTING Te a c h e r L i b ra r i a n P r o g ra m P-6 © S c h o o l L i b r a r y A s s o c i a t i o n of Victoria 2004

Data chart


Name: Source

M y To p i c : Question/Keyword

Question/Keyword

Book

Encyclopedia or CD

Internet

f Data grid – Information literacy teaching strategies f Data summary f Plagiarism OVERVIEW | LITERATURE SKILLS | INFORMATION LITERACY | PLANNING | ASSESSMENT | REPORTING Te a c h e r L i b ra r i a n P r o g ra m P-6 © S c h o o l L i b r a r y A s s o c i a t i o n of Victoria 2004

Question/Keyword

Data summary


Name: Grade: Topic

1. Question/ keyword



f Data grid – Information literacy teaching strategies f Data chart – Information literacy teaching strategies OVERVIEW | LITERATURE SKILLS | INFORMATION LITERACY | PLANNING | ASSESSMENT | REPORTING Te a c h e r L i b ra r i a n P r o g ra m P-6 © S c h o o l L i b r a r y A s s o c i a t i o n of Victoria 2004

Researching places data chart


My research questions & headings

Location

Description

Plants and animals

Land features

Where is it?

How big is it? What is the weather like?

What plants/animals grow there and what are they like?

Are there any special features?

What I already know

Reference 1

Reference 2

Reference 3

f Data chart – Information literacy teaching strategies f Generic research questions OVERVIEW | LITERATURE SKILLS | INFORMATION LITERACY | PLANNING | ASSESSMENT | REPORTING Te a c h e r L i b ra r i a n P r o g ra m P-6 © S c h o o l L i b r a r y A s s o c i a t i o n of Victoria 2004

Other interesting information

Pathfinder 1


SEARCH PLAN Student names Topic of research Due date What we need to know, focus questions, keywords

Possible sources of information

Comments, responsibilities, deadlines etc

Print: Electronic: Experts: Others: Print: Electronic: Experts: Others: Print: Electronic: Experts: Others: Presentation ideas (you may change your mind later)

f Search plan – Information literacy teaching strategies f Plagiarism OVERVIEW | LITERATURE SKILLS | INFORMATION LITERACY | PLANNING | ASSESSMENT | REPORTING Te a c h e r L i b ra r i a n P r o g ra m P-6 © S c h o o l L i b r a r y A s s o c i a t i o n of Victoria 2004

Pathfinder 2


Name Topic

1

Defining; What do I need to find out? The first thing I have to do is… Then I have to These are the things I have to hand in for assessment My brainstormed words and phrases about the topic Questions I will need to answer

2

Locating: Where can I find this information? Keywords I would use to search Encyclopaedias I could use

Library Catalogue and relevant call numbers Search Engines and Search terms for searching the Internet Useful web addresses

3

Selecting; What information do I need?

4

Organising; What is the best way to use this information? Use a data grid to record your information

5

Presenting; How do I need to present this information? Or What would be the best way to show what I have learned?

6

Evaluating; What did I do well and what could I improve?

f Search plan – Information literacy teaching strategies f Plagiarism OVERVIEW | LITERATURE SKILLS | INFORMATION LITERACY | PLANNING | ASSESSMENT | REPORTING Te a c h e r L i b ra r i a n P r o g ra m P-6 © S c h o o l L i b r a r y A s s o c i a t i o n of Victoria 2004

Peer assessment template


TITLE OF WORK REQUIREMENT Project title Author

Grade

I think this project was excellent/good/fair beca u s e :

1 2 He/she could have improved:

1 2 Signed

Name

Example of use: This is an example of how the template could be used.

NON FICTION BOOK WORK REQUIREMENT Book title Author

Grade

I think this book wa s excellent/good/fair becau s e :

1 2 He/she could have improved:

1 2 Signed

Name

f Assessment f Plagiarism OVERVIEW | LITERATURE SKILLS | INFORMATION LITERACY | PLANNING | ASSESSMENT | REPORTING Te a c h e r L i b ra r i a n P r o g ra m P-6 © S c h o o l L i b r a r y A s s o c i a t i o n of Victoria 2004

Self assessment


MY TOPIC Things I learnt to do

I could now show someone how to...

I now know that…

The best part of this work was…

I am proud of these things I did well

Things I could probably do better next time

Overall I think... 1

My project could have been a lot better

2

I did a pretty good job

3

I did a fantastic job.

f Assessment f Plagiarism OVERVIEW | LITERATURE SKILLS | INFORMATION LITERACY | PLANNING | ASSESSMENT | REPORTING Te a c h e r L i b ra r i a n P r o g ra m P-6 © S c h o o l L i b r a r y A s s o c i a t i o n of Victoria 2004

Internet research


RESEARCH ON THE INTERNET Topic Name Grade

Date

A. Questions I need answers to:

1 2 3 4 5 Keywords

B. Resources I have already checked [title and location]:

1 2 3 C. A good website I have found [for example – http//www.heartfoundation.com.au]

f Plagiarism OVERVIEW | LITERATURE SKILLS | INFORMATION LITERACY | PLANNING | ASSESSMENT | REPORTING Te a c h e r L i b ra r i a n P r o g ra m P-6 © S c h o o l L i b r a r y A s s o c i a t i o n of Victoria 2004

Concept map


hunt at nightnocturnal

owls

birds of prey good eyesight, hearing

samll mammals, mice, rabbits sharp claws

f Concept map – Information literacy teaching strategies OVERVIEW | LITERATURE SKILLS | INFORMATION LITERACY | PLANNING | ASSESSMENT | REPORTING Te a c h e r L i b ra r i a n P r o g ra m P-6 © S c h o o l L i b r a r y A s s o c i a t i o n of Victoria 2004

Task analysis


W H AT D O I H AV E T O D O ? Explain what you have to do for this project

How do you have to present your work?

When does this work have to be finished?

f Task analysis – Information literacy teaching strategies


Generic research questions


ANIMAL If the project is about an animal.

f Animal project keywords template

What does it look like? Appearance What does it eat? Food Where does it live? Habitat What is its lifecycle? Lifecycle How does it protect itself? Special Features or interesting facts

What is its status? Is it endangered, rare or common? PLANT If the project is about a plant. What is it called and what type of plant is it? Name What does it look like? Appearance Where does it grow? Habitat What is the life cycle of the plant? Lifecycle Is it used for anything special or eaten by anything else? PERSON If the project is about a person; a biography Who is this person? Include names such as nicknames and maiden names When were they born? Are they still alive or when did they die? Where were they born? What was their early life like? What did they achieve? What problems did they have to overcome? Who helped this person to do what they did? Do they have something named after them? Has their achievement helped other people? PLACE If the project is about a place. Where is it? Location

f Researching places data chart

What are the geographical features such as mountains and rivers? Landforms What is the flora and fauna? Plants and animals What is its early history? Discovery and exploration Are there any major landmarks? (man made as opposed to landforms) Landmarks Are there any famous people who come from this location? Famous residents Have a list of facts that cover flag and emblems, currency, population, climate, government, products

f Note taking – Information literacy teaching strategies


Animal project keywords


This may be enlarged to A3 format, especially for younger students. Appearance

Food

Habitat

Interesting facts

Name Grade

Date

f Generic research qestions f Notetaking – Information literacy teaching strategies OVERVIEW | LITERATURE SKILLS | INFORMATION LITERACY | PLANNING | ASSESSMENT | REPORTING Te a c h e r L i b ra r i a n P r o g ra m P-6 © S c h o o l L i b r a r y A s s o c i a t i o n of Victoria 2004

Notetaking and notemaking


TOPIC Focus question Keywords – Notetaking

Sentences – Notemaking

Focus question Keywords – Notetaking


Focus question Keywords – Notetaking


f Notemaking – Information literacy teaching strategies


Problem, cause, effects, solutions

I N F O R M AT I O N L I T E R A C Y Problem

Cause

Effects

Solutions

f Problem, cuase, effects, solutions – Information literacy teaching strategies OVERVIEW | LITERATURE SKILLS | INFORMATION LITERACY | PLANNING | ASSESSMENT | REPORTING Te a c h e r L i b ra r i a n P r o g ra m P-6 © S c h o o l L i b r a r y A s s o c i a t i o n of Victoria 2004

Venn diagram


f Venn diagram – Information literracy teaching strategies OVERVIEW | LITERATURE SKILLS | INFORMATION LITERACY | PLANNING | ASSESSMENT | REPORTING Te a c h e r L i b ra r i a n P r o g ra m P-6 © S c h o o l L i b r a r y A s s o c i a t i o n of Victoria 2004

The Planning section includes a variety of planning templates, such as the Work program template which can be used to record class, grade and year level programs with appropriate outcomes. In a format that allows for flexibility, the template has a section to record author/illustrator studies, the introduction of new books, grade or unit focus, a weekly timetable and management notes. Also included is an example of an integrated unit of work.

PLANNING work program template library program overview template whole school topic overview template term plan template




Work program template

PLANNING

YEAR LEVEL

Grade

Lea r n i n g outc o m e s

We e k e n d i n g F r i d a y

Author study

Prep Grade/Unit focus Grade 1 Introduction of new books Grade 2

Grade 3

Ti m e t a b l e M O N

Grade 4

Grade 5

Grade 6

Management Notes

T U E W E D T H U F R I


f One-page printable version & WORD link f Two-page printable version & WORD link

Library program overview template

PLANNING

PROGRAM OVERVIEW – LIBRARY Term Grade

From Program

Skills/Outcomes covered

Assignments Set


To Due Date

Whole school topic overview template

PLANNING

TOPIC OVERVIEW– LIBRARY Term Grade/ Unit

Year Integrated Studies

S.O.S.E.

Science

.


Health & Phys. Ed.

The Arts

Term plan template

PLANNING

Content synopsis

PAGE 1 | 2 | 3 Learning outcomes

Defining Skill Evidence

Skill Evidence

Skill Assessment


f Example of a Term plan

Term plan template

PLANNING

PAGE 1 | 2 | 3

Task analysis Skill Evidence

Locating Skill Assessment

Selecting and recordi ng Skill Skill Evidence Processing and organising Skill



Term plan template

PLANNING

PAGE 1 | 2 | 3

Creating and sharing Skill Evidence

Evaluating Skill Evidence

Learning Outcomes that will be assessed during t h i s u n i t



YEAR L EVEL

Grade

Learning outcomes

Week ending Friday

Author study

Prep Grade/Unit focus Grade 1 Introduction of new books

Grade 2

Timetable Grade 3

Grade 4

Grade 5

M O N T U E W E D T H U

Grade 6

Te a c h e r L i b ra r i a n P r o g ra m P -6 © S c h o o l L i b r a r y A s s o c i a t i o n o f Victoria 2004

F R I

Management notes

YEAR LEVEL Prep

Grade 1

Grade 2

Grade 3

Grade 4

Grade 5

Grade 6

Te a c h e r L i b ra r i a n P r o g ra m P-6 © S c h o o l L i b r a r y A s s o c i a t i o n of Victoria 2004

Grade

L e a r n i ng o u t c o m e s

Week ending Friday

Author study

Grade/Unit focus

Introduction of new books

Timetable

M O N

T U E

Management notes W E D

T H U

F R I


Example of a Term plan

Care of places – The Grampians National Park PAGE 1 | 2 | 3 | 4 | 5

PLANNING

This example is an integrated unit of work utilising Studies of Society and Environment content, the Information process and Thinking skills.

Content synopsis

Learning outcomes

Compare the ways that people use and affect different environments in Australia. Why are people trying to protect significant Australian places?

• • • • • • •

Defines the topic and requirements of a task Locates and gathers information Selects and records relevant information from a variety of sources Organises and processes information Presents information at an appropriate standard Evaluates the information process. Displays an understanding of the key concepts covered

Defining Introduce children to the word “bush.” Children brainstorm words associated with it.

Skill

Individual brainstorm and then in pairs discuss words associated with bush to put on concept map.

Participates in group brainstorming to identify key ideas and vocabulary.

Evidence Participation in group brainstorming and then individual brainstorms and paired concept maps. Introduce Big Book , “Window” by Jeannie Baker and have children describe the environment on the cover and predict what the story may be about. Book discussion involving prediction, description of changes taking place and looking at cause and effect. Children draw a before and after picture of the story.

Skill Identifying setting or location of story.

Evidence Illustration of before and after scene of the story

Introduce the words natural and built and have children sort pictures of landforms and landmarks into the two categories. • What makes places significant? • Discuss the significance of natural places. • Students to read article “Natural and built places” and answer questions. • Using an atlas, on a map of Australia, children plot where natural places are located. • Teacher discusses what is involved in being a park ranger. • Model skimming and scanning and key word identification.

Skill Uses specialist reference tools, eg. Atlas to locate information

Assessment Completed map of National Parks continued


f Back to Term plan template



PLANNING

Introduce Thinker’s Keys. Explain concepts of the keys. Play a game with the class to familiarise them with the selected keys, eg. reverse, disadvantage, alphabet, ridiculous, what if. Introduce them to the challenge and have them work in pairs to complete their keys. Thinkers Keys: Children complete Thinker’s key challenge. Reverse: List three things that a park ranger would never do. Disadvantage: What would be the disadvantage of living in a National Park? The Alphabet: Make an alphabet of things that you might find in a national Park. The Ridiculous. All animals in National Parks have to wear clothes. List 10 outcomes. What if?: What if the Government said there were no longer going to be any National Parks? What would happen?

Skill Uses Thinker’s keys to clarify understanding of concepts.

Evidence Finished Thinker’s Keys.

Defining Introduce research project on the Grampians National Park, Gariwerd Explain that the children will be researching information and presenting it as a poster to tell people about the Grampians. Brainstorm what they already know and what questions they would need to find out about. Steer the discussion so that questions are grouped under headings and come up with 4 major questions. 1. Where is the Grampians National Park and why is it sometimes called Gariwerd? 2. Who looks after the park and how can we help? 3. What are some of the animals you will find there? 4. What are some of the plants you will find there? Students contribute to class brainstorm of what they already know and questions they need to find out.

Skill Participates in group brainstorming to identify key ideas and vocabulary for a topic

Assessment Contribution to class discussions

Skill Clusters ideas under main headings, with teacher assistance, and prepares a simple Search plan.

Assessment Contribution to class discussions

The Re search process Explain to students that they are “researching” information and each time they do that they should follow the same steps or process. Give them an individual copy of the process and refer to class charts. Ask them if they can work out what steps they have already done and what is the next part of the process. Ask them what they think a Search Plan might be and why it is important to have one. Students familiarise themselves with their poster of The Research Process and give an oral summary of what they would be doing at each step.

Skill Students participate in class construction of Search Plan

Evidence Contribution to class discussions

Talk about where we would find this sort of information and demonstrate the use of a Search Plan. Prepare a class Search Plan using suggestions from class that children can refer to as they work. Have these resources available to students such as atlases, brochures, maps, videos, information sheets to be highlighted, postcards etc. continued





PLANNING

Task analysis Teacher models (using another topic) how they would make sure they knew exactly what they had to do before they started researching and why this is so important. Have a timeline of when parts of the project need to be finished building up to final product. • What do I have to do?

Skill

Students use a scaffold to write down what they have to do for this project using the headings of • What do I have to find out? • Where will I find this information? • How do I have to present it? • When do I have to have it finished?

Completed Task analysis

Can define the set task

Evidence

Locating Mapping and Atlas use. Using a printed map of Victoria show students how to find information in an atlas and how we label maps using a key and neat labelling to show major towns, cities and landmarks between Ballarat and the Grampians.

Skill Uses specialist reference tools, eg. Atlas to locate information

Assessment Completed map of Victoria showing Grampians National Park and relevant cities and towns

Selecting and recordi ng Introduce Data Grid and ask students to write questions across the top and demonstrate how they can write the name and author of the source in the side column.

Skill

• Students label their own Data Grids • Students record Title and Author of resource on Data Grid.

Skill

Records relevant information by using note-taking strategies Records source of information using author and title. Organizes information into draft format for editing

Evidence Completed Data Grid

Processing and organising Using prepared information about Aboriginal significance in the area and responsibilities of the National Parks show children how to highlight key words that they can use to answer question 2. Then demonstrate how these key words are recorded on data grid and then expanded to create their own sentences. Demonstrate use of a “My information” box to write their own understandings. Repeat this process for questions 3 and 4. Students highlight key words from information and use these to write their own understandings in “My Information” box.

Skill Uses specialist reference tools eg atlas, thesaurus encyclopaedias, and the Dewey decimal classification to locate information

continued





PLANNING

Creating Using prepared scaffold show children how to lay out their information and decorate their poster. Give students a template on A3 format, divided into 4 sections with headings already assigned (Location, Care of the Park, Animals, Plants) and a space for the title. Discuss the process of changing questions into statements and then headings. Use lined paper under poster for handwritten work or add information into a word document. Students create their poster using processed information.

Skill Presents appropriate information in simple written description. Creates an appropriate response to the task or topic which demonstrates understanding and interpretation of information gathered

Evidence Completed poster

Evaluating Demonstrate the writing of a Self Assessment scaffold. Students complete simple self assessment.

Skill Reflects on effectiveness of the Information process used and identifies questions and issues arising from decisions and actions Assesses the quality, quantity and relevance of information incorporating peer evaluation

Evidence Self assessment

Defining

Defining, locating and gathering information

Teacher revises the Research Process with students and asks them to choose an animal from the Grampians to research and write an information report using provided scaffold.

Skill

Students discuss the steps of the research process and talk about which ones are easy to do or which ones they may need to improve on from last time. Students help teacher to write a class Task Analysis so that everyone is sure of what they have to do. Brainstorm what sort of questions would need to be answered if you were writing a report on an animal. List key words and search terms that would be useful in a search strategy. Prepare a Search Strategy.

Evidence

Participates in group brainstorming to identify key ideas and vocabulary Participation in group brainstorming and key word identification

Locating Teacher demonstrates use of Library Catalogue and Dewey System to locate information and introduces Reference collection and further sources of information. Locate resources using Library catalogue and reference collection.

Skill Locates fiction and non fiction information in both school and public libraries

Skill Uses specialist reference tools eg. atlas, thesaurus, encyclopaedias and the Dewey Decimal System to locate information continued





PLANNING

Selecting Demonstrate use of Contents and Index and how to look for headings or pictures that answer specific questions.

Selecting and recording information Skill Records relevant information by using notetaking strategies

Skill Records source of information using author and title. Organizes information into draft format for editing

Processing and organising Revise use of Data Grid and Bibliography. Select appropriate resources. Skim and scan resources for relevant information. Wherever possible photocopy relevant information for students so that they can use a highlighter to highlight keywords. Write keywords into data grid. Process and organise information. Create report using keywords and project scaffold with appropriate headings. Complete bibliography using author and title.

Presenting information and evaluating the Information process Skill Presents appropriate information in simple written description. Creates an appropriate response to the task or topic which demonstrates understanding and interpretation of the information

Evidence Completed report

Evaluating Demonstrate use of Evaluation Rubric. Evaluate task as to whether the questions have been answered and the presentation is appropriate.

Skill Reflects on effectiveness of the Information process used and identifies questions and issues arising from decisions and actions Assesses the quality, quantity and relevance of information incorporating peer evaluation

Evidence Self assessment

Learning outcomes that will be assessed during t h i s u n i t 1. 2. 3. 4. 5. 6.

Select from within a broad topic area and narrow the topic to arrive at focus questions and a simple search plan. Identify and locate resources. Select and record information relevant to a specific topic. Process and organize information. Present responses to a research task which are suited to the audience and which demonstrate understanding and interpretation of the information. Review the appropriateness and acceptability of presentation in relation to the original task.



The Assessment section includes assessment strategies in relation to Literature skills and Information literacy outcomes, as well as Book report assessment, Library profiles and a Student test kit.

ASSESSMENT literature skills assessment strategies literature skills outcomes assessment L1 – 4 book report assessment information literacy outcomes assessment L1 – 4 information literacy assessment L1 – 4 library profiles L1 – 4 templates student test kit




Literature skills assessment strategies

ASSESSMENT

Read and retell

Students read a text and retell it in their own words. They can then compare the retelling to the original looking for similarities and differences. Look for the way the student: • retells information in own words • identifies key words and features • sequences ideas clearly and logically • makes commentary on the text, characters and language used.

Small group discussion

Informal discussions to share knowledge, explore topics or clarify thinking. Look for the way the student: • understands and interprets the task • uses strategies to assist or facilitate discussions • contributes to the discussion • comprehends and explains opinions and information

Written cloze

Students use knowledge of a text, decoding strategies and spelling and grammatical structures, to complete a piece of text from which words and phrases have been deleted. Look for the way the student: • understands the structure of the text • understands the grammar and language features • identifies and uses context clues • uses a range of reading and spelling strategies

Collaborative writing

In pairs or small groups, students work together to develop a text to meet a defined purpose. Look for the way the student: • is involved in group planning and discussions • uses an appropriate text form, vocabulary, text structure and grammar • participates in and offers ideas and strategies to modify and improve text

Film review

Students write a personal and critical review of a film, video or TV program. Look for the way the student: • presents an accurate summary of the content of the program • includes a personal opinion • uses an appropriate format and grammar

Formal letter

Student writes a letter using a standard format to inform, inquire or persuade receiver. Look for the way the student: • uses a range of information • displays an awareness of correct spelling and sentence structure • shows an awareness of audience and purpose • plans, proofreads, edits and rewrites the text

Informal debate

Students work in teams and present a point of view and answer questions about a topic. Look for the way the student: • prepares ideas in logical order to meet a purpose • provides supporting reasons • adjusts speech to context and audience • responds to ideas of other participants


Describe where the story takes place in particular picture story books

Verbalise sequence of main events in stories

Grade/Name

Identify picture books as a literary form

ASSESSMENT

Identify the main characters from picture story books

LEVEL 1 | 2 | 3 | 4

Literature skills outcomes assessment

f Literature skills learning outcomes OVERVIEW | LITERATURE SKILLS | INFORMATION LITERACY | PLANNING | ASSESSMENT | REPORTING Te a c h e r L i b ra r i a n P r o g ra m P-6 © S c h o o l L i b r a r y A s s o c i a t i o n of Victoria 2004

Grade/Name


Identify strong emotions in a particular P.S.B. and explain the contribution of the illustrations to that end

ASSESSMENT Describe the setting for a particular picture story book

Identify the main character and describe significant physical features

Verbalise obvious themes in picture storybooks

Distinguish between picture story and factual books


LEVEL 1 | 2 | 3 | 4

f Literature skills learning outcomes

OVERVIEW | LITERATURE SKILLS | INFORMATION LITERACY | PLANNING | ASSESSMENT | REPORTING


Grade/Name


OVERVIEW | LITERATURE SKILLS | INFORMATION LITERACY | PLANNING | ASSESSMENT | REPORTING Identify strong emotion in a simple fiction book.

Describe contribution of illustrator and illustrations in developing a particular setting.

Predict what the main character will do after the story has ended.

ASSESSMENT Identify and describe the main character for a particular book and identify the motivation for that character’s action.

Predict outcome of plot for a particular fiction book.

Explain the contribution of illustrations in developing the sequence of main events and climax of a particular novel.

Verbalise sequence of main events in a fiction book and identify the story’s climax.

Verbalise obvious themes in fiction books.

Distinguish between picture story, poetry, prose, drama and factual books.


LEVEL 1 | 2 | 3 | 4

Grade/Name


Identify premeditated or spontaneous actions carried out by characters in particular novels.

Identify setting, time and social aspects.

ASSESSMENT

Describe personality changes of characters from novels and evaluate their credibility.

Describe the storyline development in particular novels including setting, problem, climax, ending.

Identify themes in novels and relate them to real life.

Distinguish between realism and fantasy in fiction and biographical books and explain the differences.


LEVEL 1 | 2 | 3 | 4



Book report assessment

ASSESSMENT

Book report assessment Name:

Title of book:

Skills

Grade

Shows an understanding of what the story is about Can summarise the story without giving the entire story Shows the author’s intent when writing the story Gives a personal opinion about the story and has some knowledge of the author’s background Uses correct punctuation and spelling, including capital letters where necessary and proper use of quotation marks to indicate title

Comments:

Criteria for grading Grading

Shows an understanding of what the story is about

Can summarise the story without giving the entire story

4

Evidence of full understanding and interpretation of the story

Gives a personal opinion All punctuation and Gives a complete summary Is able to show why the about the story and author spelling correct and report with some personal author wrote the story neatly written comments and who was the intended audience

3

Shows understanding of the story

Gives a complete summary Attempts to show why the Shows knowledge about Spelling correct and report of the story author wrote the story and the author but no personal neatly written is able to show who was opinion the intended audience

2

Shows some Gives some details about understanding of the story the story

Is able to show who was the intended audience

1

Shows little or no evidence Shows little or no of understanding story understanding of being able to summarise

Little evidence of why the No evidence of a personal Little care taken with story was written or who it opinion about the story or spelling, punctuation or was intended for author handwriting

Shows the author’s intent and intended audience when writing the story

Gives a personal opinion about the story and shows some background knowledge of the author

Some evidence of knowledge of the author and their writing

Uses correct punctuation and spelling, including capital letters where necessary and use of quotation marks to indicate title

Spelling correct but work not neatly written


LEVEL 1 | 2 | 3 | 4

Information literacy outcomes assessment

ASSESSMENT

Review the appropriateness of their presentation in relation to the original task

Present responses to a task in a variety of formats

Participate in group consideration of appropriateness and presentation of the information

Select and record the main idea and keywords

Identify and select sources of information

Grade/Name

Formulate questions for investigation in response to directed discussion on a given topic

At Level 1, with teacher assistance, modelling and scaffolding students can:

f Information literacy learning outcomes OVERVIEW | LITERATURE SKILLS | INFORMATION LITERACY | PLANNING | ASSESSMENT | REPORTING Te a c h e r L i b ra r i a n P r o g ra m P-6 © S c h o o l L i b r a r y A s s o c i a t i o n of Victoria 2004

Grade/Name


f Information literacy learning outcomes


Review the appropriateness and acceptability of presentation in relation to the original task

Present information, which conveys understanding of the information gathered

ASSESSMENT

Process information by comparing, selecting and combining that which is relevant to the task and organizing according to an agreed format

Select main ideas and supporting keywords, categorise and record information in lists, picture sequences, grids or webs

Identify and locate resources following a search plan

Select from a range of well-defined topics, participate in brainstorming, clustering of ideas, focus question development and complete a group search plan


LEVEL 1 | 2 | 3 | 4


Grade/Name


Review the appropriateness and acceptability of presentation in relation to the original task

ASSESSMENT Present responses to a research task which are suited to the audience and which demonstrate understanding and interpretation of the information

Process and organise information

Select and record information relevant to a specific topic

Identify and locate resources

Select from within a broad topic area and narrow the topic to arrive at focus questions and a simple search plan


LEVEL 1 | 2 | 3 | 4




Grade/Name




Review the appropriateness and acceptability of the presentation in relation to the original task

Present logical responses to a search task

ASSESSMENT Process information by synthesizing and beginning to make generalizations

Select and record information from a variety and range of sources

Identify and locate a range of resources in the school and wider community by following a search plan

Select from within a given topic area and narrow a topic where needed


LEVEL 1 | 2 | 3 | 4

At Level 4, with modelling and scaffolding, students can independently:

ASSESSMENT Displays a positive approach to work

Actively participates in ateacher directed discussion

Grade/Name

Expresses opinions about given topic

LEVEL 1 | 2 | 3 | 4

Information literacy assessment


Displays a positive approach to work

Grade/Name

Actively participates in and completes teacher directed tasks

ASSESSMENT

Self evaluates the product

LEVEL 1 | 2 | 3 | 4



Recognises that different sources may contain conflicting information

Completes independent reserach activities

Actively participates in teacher directed tasks

Grade/Name


ASSESSMENT

Can locate appropriate information from a variety of sources

LEVEL 1 | 2 | 3 | 4



Grade/Name


Confidently uses the library computer or card catalogue

ASSESSMENT Is able to compile bibliographies, glossaries, tables of contents and indexes

Locates appropriate information from a variety of sources, including extensive use of reference books (encyclopaedia, atlas etc

Completes independent research activities using sound research skills


LEVEL 1 | 2 | 3 | 4


Library profiles

ASSESSMENT

NAME

GRADE

Care of books

– handling – turning pages

Responds to literature. Joins in familiar stories Enjoys listening to a variety of literature Shows preference for particular books and authors Chooses to read books in free time Likes to share books with others Location Skills – library, picture books, librarian, borrowing desk Shelving books – replacing books after use, matching picture fiction call numbers Able to work without bothering others Identifies book parts – front, back, spine, cover, call number, bar code Able to discuss story and assist in retelling activities Regularly uses the library and returns books responsibly Concentrates on reading for a length of time Number of books borrowed


LEVEL 1 | 2 | 3 | 4

Library profiles

ASSESSMENT

NAME

GRADE

Seeks recommendations for books to read Responds to literature Retells and discusses literature Chooses more than one type of book Reads books in free time Likes to share books with others Able to locate and identify simple fiction and nonfiction Independently – checks out and returns materials Identifies book parts – author, title, illustrator, title page, chapters Able to work without bothering others Enjoys listening to serialised reading Able to form – picture fiction – fiction call numbers Concentrates on reading for a length of time. Alphabetical order – letters – words [first letter] Understands difference between fiction and non fiction Number of books borrowed


LEVEL 1 | 2 | 3 | 4

Library profiles

ASSESSMENT

NAME

GRADE

Seeks recommendations for books to read Chooses and reads a variety – genre, fiction, non-fiction, picture fiction Concentrates – reading and listening to a variety of literature for a length of time Recommends books to others and willingly shares opinions Regularly uses library and returns books promptly Can reshelve books accurately – picture fiction, fiction, non-fiction Understands borrowing procedures and library rules Locates and uses appropriate book and non-book materials Understands and uses – table of contents, index, blurb, catalogue Uses reference material – vertical file, atlas, dictionary, encyclopaedia Completes set tasks – able to work independently – follows directions Uses information from a variety of sources to complete research activities Takes pride in completed work – variety of styles of presentation Knows alphabetical order – words Number of books borrowed


LEVEL 1 | 2 | 3 | 4

Library profiles

ASSESSMENT

NAME

GRADE

Borrows regularly and reads widely for pleasure, interest and learning Able to differentiate between styles of literature; fiction, biography, fable Understands elements of story; setting, characters, plot, theme Able to accurately reshelve fiction and non-fiction material Able to locate information in non-fiction section using Dewey system – subject grouped Competent in using facilites in library Has developed competence in use of referenced books – directories, thesaurus Has developed competence in using – index, appendix, glossary, table of contents Able to take and apply notes for research Able to organise and use time efficiently Able to work co-operatively within a group/class situation Able to work independently and to request assistance as required Uses non-book material as source of information: charts, CD-Roms, databases Folder work always complete and organised Number of books borrowed


LEVEL 1 | 2 | 3 | 4

ASSESSMENT literature skills assessment strategies literature skills outcomes assessment L1 – 4 book report assessment information literacy outcomes assessment L1 – 4 information literacy assessment L1 – 4 • assessment tasks assessment rubric library profiles L1• project –4 • borrowing record • teacher assessment templates • student self-assessment

student test kit




Assessment tasks

ASSESSMENT

PAGE 1 | 2

Assessment requirements Things you need to hand in to be marked

1

Your highlighted keywords To show that you can select information from a range of sources by skimming and scanng

2

Your notetaking grid To show that you can record and compare different information

3

Your notemaking sheet To show that you can combine information and make generalisations, to present something that is written by you, not copied from someone else

4

Your presentation To show that you can present appropriate information, by giving an oral presentation. To show that you can present a report that makes simple generalisations and has a conclusion.

5

Your bibliography To show that you can record sources of information using author, title, date, publisher and place of publication, URL addresses and date of download.

6

Your evaluation To show that you can think about the skills you have been asked to use and assess what you did well and what needs to improve.


Assessment tasks

ASSESSMENT

PAGE 1 | 2

Te a c h e r a s s e s s m e n t Your highlighted keywords To show that you can select information from a variety of types of sources by skimming and scanng

A

B

C

Your note taking grid To show that you can record and compare different information

A

B

C

Your note making sheet To show that you can combine information and make generalisations, to present something that is written by you, not copied from someone else

A

B

C

Your presentation To show that you can present appropriate information, by giving an oral presentation. To show that you can present a report that makes simple generalisations and has a conclusion

A

B

C

Your bibliography To show that you can record sources of information using author, title, date, publisher and place of publication, URL addresses and date of download

A

B

C

Your evaluation To show that you can think about the skills you have been asked to use and assess what you did well and what needs to improve

A

B

C


Short term borrowing records template

ASSESSMENT

GRADE WEEK ENDING TYPE OF BOOK

PS

FIC

NF

PS

FIC

NF

PS

FIC

NF

PS

FIC

NF

PS

FIC

NAME


NF

PS

FIC

NF

PS

FIC

NF

PS

FIC

NF

PS

FIC

NF

Teacher assessment template

ASSESSMENT

Student name: Assessmen t code:

Grade: ✔ = Successfully completed task

Data grid

? = Some measure of succcess

My own info r m a t i o n

❅ = Difficulty completing task

Glossary

Bibliography

Comment:


Date:

Learning report

Student self-assessment template

ASSESSMENT

Student name:

Grade:

Name three things that you have learnt about the topic: 1 2 3

Name two skills that you have learnt or improved: 1 2

Is there anything that you would still like to improve or could have done better?

I think that the work I completed was

❑ excellent ❑ good ❑ fair

– because:


Date:

Project assessment rubric

ASSESSMENT

Title: Name:

Grade:

Date:

Planning and process

Co n t e n t

Presentation and creativity

Effor t

A-A+ 85-100%

Evidence of full use of keywords or questions, data grid and summary.

Demonstrates an excellent understanding of topic, with bibliography fully complete.

Clearly presented project in all areas of presentation. Total creativity shown.

Has shown obvious commitment to taking on project and produced excellent results

B-B+ 75-85%

Evidence of use of keywords or questions, data grid and summary.

Demonstrates a good understanding of topic, with bibliography completed.

A well presented project taking into account most areas of presentation. Uses some creative ideas.

Has shown some commitment when taking on project and produced very pleasing results.

C-C+ 65-75%

Evidence of some use of keywords or questions, data grid and summary.

Has a greater understanding of the topic, with bibliography included.

Some aspects of the project show a well-presented format. Has tried to use own ideas.

Has been personally committed to project and produced good results.

D 50-65%

Limited use of keywords or questions, data grid and summary.

Has tried to develop a greater understanding of the topic. Some bibliographic details.

Included headings and has made an attempt to present work with some care. Has completed set task.

Has completed the project within the given time.

E Incomplete [unable to assess]

Shows little or no use of keywords or questions, data grid or summary.

Has not developed a greater understanding of topic. No bibliography.

Presentation lacks order and legibility. Work is not original and in student’s own words / writing.

Little or no effort has been made.

Comm ents:

Signed:


The Student test kit aims to provide a sequence of practical library usage tasks to enable children to locate a range of resources in the different sections of the Library. It will also extend their general library knowledge. At the successful completion of each test the student is presnted with a certificate at school assembly. L3 Grade 3: Library licence test – focussing on the Picture book section L3 Grade 4: Library diploma test – focussing on the Fiction section L4 Grade 5: Library monitor test – a series of 5 tests covering all sections of the library.

ASSESSMENT literature skills assessment strategies literature skills outcomes assessment L1 – 4 book report assessment information literacy outcomes assessment L1 – 4 information literacy assessment L1 – 4 library profiles L1 – 4 templates student test kit

• • • •

library library library library

licence questions diploma questions monitor test user certificate




Library licence questions

ASSESSMENT

1 What is a picture fiction book?

2 What does a picture book call number look like? 3 What does the author do?

4 What does the illustrator do?

5 Name two books written by Terry Denton.

6 Which book was not written by Alison Lester?

❑ The journey home ❑ Power and glory ❑ Clive eats alligators

7 Who is the author of Grandad’s teeth?

8 What is the call number of Horton hatches the egg?

9 Find three picture story books about dogs. Write down their titles.

10 How many books does the Library have that are written by Margaret Wild? 11 Name a picture story book written and illustrated by the same person. Name the book and the person.

12 Name a character who appears in a series of books. 13 Name an illustrator with more than one book in the Library. 14 Write down your favourite picture story book. 15 Name four illustrators.


Library diploma questions

ASSESSMENT

1 Put these call numbers in alphabetical order:

SEN

DAK

BLY

BON

MON

THO

JEN

2 Use the enquiry computer to find out how many Jackie French books we have. 3 Where does a Fiction call number come from? 4 Write down the FICTION call numbers STE

598

S MAN KEN

B

WIL

900 WAL

J

423 TOS

5 a. Name three books written by Paul Jennings

b. Write down the subject of each book

6 a. What is the blurb of a book? b. Where would you find it? 7 What does FICTION mean? 8 Write down the authors of these books: Charlie and the chocolate factory Paddington at the circus Clever Trevor Rowan of Rin Penny Pollard’s diary Come back Gizmo

9 Write down a fiction book by these authors: Beverly Cleary John Marsden Andy Griffiths Margaret Clark

10 Find three illustrators of fiction books and write their names here:


Library monitor test

ASSESSMENT

No. 1 | 2 | 3 | 4 | 5

1 Name the three main sections of the Library.

2 From which of the three main sections would the following books come? a. with the call number

M

b. with the call number

DAL

c. with the call number

398 MAN

3 If John West wrote a picture story book, what would the call number be?

4 Helen Lucas wrote a fiction book. What is its call number?

5 The Dewey number for Australia is 994. If Max Anderson wrote a book about Australia, describing its history, what would the call number be?

6 Put the following fiction call numbers in their correct order: MOE DEA CAR ABE FLE DAN PON REA ALC

7 Put the following non-fiction call numbers in their correct order – 453

595

398

030

345

567

786

821

636

808 ODE

PLY

MAN WOR SAY

POR

CAT LEA CRI

PUL

8 Reference books are non-fiction books. What is different about their call numbers?



ASSESSMENT

No. 1 | 2 | 3 | 4 | 5

1 For how long can you borrow a book from this library? 2

If a book was borrowed on the 7th August, on what date would it be due for return?

3 From which of the three main sections of the Library do the following books come? What are their call numbers? Charlotte’s web by E.B. White James and the giant peach by Roald Dahl Green eggs and ham by Dr Seuss Where the wild things are by Maurice Sendak Tashi by Anna Fienberg

4 How can you tell a non-fiction book by looking at the call number?

5 Write down two series of books that are in the Library?

6 Name four illustrators.

7 Look at the computer screen below, then answer these questions: Who is the author of this book? What is the title? When and where was it published?

COMPUTER SCREEN Ti t l e

Ripper and Fang

Authors/Names

Clark, Margaret D. James, Ann

What is the name of the publishing company? Is it available? Where would you find it in the Library?

Edition

Available: 1 of 1 FIC CLA ISBN: 1-86291-154-1

Publisher

Norwood, S. Aust: Omnibus, 1992

Series

Omnibus dipper

Physical

56p:ill.

Notes



ASSESSMENT

No. 1 | 2 | 3 | 4 | 5

1 What type of material is found in the Vertical File?

2 Is the Vertical File kept in order with the use of call numbers? If not, how is it kept in order?

3 Charts are kept in the chart bin. They are in envelopes according to the subject or topic. In which order are the envelopes arranged?

4 May Reference books be borrowed from the Library to take home? Why not?

5 Where do you put a book that has T before its call number?

6 Pamphlet type material is kept in the pamphlet boxes. In what order are these boxes arranged?

7 List 6 kinds of resources found in the Library that are not books. Where are each of these found?

8 What are some of the rules to remember when using audiovisual equipment and resources?



ASSESSMENT

No. 1 | 2 | 3 | 4 | 5

1 Write the Dewey numbers for the following subjects: China Horses Weather Myths Aeroplanes Basketball

2 Write the subject for these Dewey numbers: 994 004 598 821 448 701

3 Write the title of a book written by: Bob Graham Libby Hathorn Emily Rodda Colin Thiele John Christopher Judy Blume

4 Who is the author of: The Whingdingdilly 45 & 47 Stella Street The tale of two bad mice The lion, the witch and the wardrobe Shinkei Ratface

5 List one book illustrated by: Quentin Blake Patricia Mullins Graeme Base Ernest Shepard



ASSESSMENT

No. 1 | 2 | 3 | 4 | 5

1 Name four types of reference books.

2 Use of the DICTIONARY. Which is the correct spelling:

❑ accommodation ❑ acommodation ❑ pysical

❑ physical

❑ gelogy

❑ geology

What do these people do? taxidermist

chiropodist

geologist

biologist

What is a billabong?

3 What is the Dewey number for: Dictionaries Encyclopaedia Atlases

4 Use of the ATLAS In which country is Casino? Which is the closest country to Coiba Island? Why are maps drawn to scale?

What is latitude on a map or globe? What is longitude on a map or globe?


Library user certificate (1)

ASSESSMENT

PAGE 1 | 2 | 3

Library Monitor Certificate

is qualified to be a library monitor

Teacher Librarian:

Grade:

Date:



ASSESSMENT

PAGE 1 | 2 | 3

Library Diploma This is to certify that

is competent in using the fiction section of the library

Teacher Librarian:

Grade:

Date:



ASSESSMENT

PAGE 1 | 2 | 3

Library Licence This is to certify that

is competent in using the picture story book section of the library

Teacher Librarian:

Grade:

Date:


The Reporting section includes a range of report formats for reporting student progress to parents. In addition, a variety of suggestions are listed for use when reporting to the whole school community.

REPORTING reporting to the school community reporting to parents – report outcomes reporting to parents – report format (1) L1 – 4 reporting to parents – report format (2) L1 – 4 reporting to parents – report format (3) L1 – 4




Reporting to the school community

REPORTING

Reporting to the wider school community not only makes the Library accountable but, importantly, can provide an avenue to raise the Library profile.

Some suggestions how reporting to the school community can be undertaken are listed below.

•

•

Speaking at: –

School Council meetings

–

Parent–teacher nights

–

Orientation meetings for parents of pre-school children and prospective families

Written reports to staff, School Council and the Parent’s Club through –

regular library bulletins listing new resources and recommended texts

–

half-yearly Library reports covering areas such as: aims and objectives; stock; automation; program; library use; facilities.

•

Articles detailing Library activities, such as competitions, guest speakers, visiting authors, open days etc. should appear in: –

the school newsletter

–

the school magazine

–

professional publications.


Reporting to parents – Report outcomes

REPORTING

L E V E L

1

2

Literature skills

Information skills

At this level, when discussing picture storybooks, students should be able to:

At this level students should be able to:

• • •

retell the main events in the story identify the main characters describe where the story takes place

• • •

help to plan questions and select resources for a given topic use pictures and words to record main ideas and keywords present their information and discuss their presentation

• • • •

distinguish between picture story and factual books identify the main characters and setting of a story discuss obvious themes in picture storybooks discuss strong emotions and the role that the illustrations play in the story

•

participate in discussion to identify questions and sources of information locate resources, select main ideas and record relevant information process information by selecting and combining gathered information present information in an appropriate format review presentation in relation to the original task

• • • •

3

• • • •

4

• • • •

distinguish between poetry, prose, and drama discuss the sequence of main events in a fiction book and identify the story’s climax explain the contribution of illustrations in developing the sequence of main events, setting and climax of particular novels or picture story books predict the outcome of the plot, identify the motivation for a particular character’s action and predict what the main character will do after the story has ended

distinguish between realism and fantasy and explain the differences identify themes in novels or picture storybooks and relate them to real life describe the storyline, setting, problem, climax and ending in particular novels and picture story books describe personality changes that occur in characters and evaluate the credibility of characters from novels and picture story books

• • • • • •

• • • • • •

identify focus questions and write a simple search plan for a given topic identify and locate resources select and record information relevant to the topic. process and organise information present a research task that demonstrates understanding and interpretation of the information review presentation in relation to the original task

identify focus questions to research a given topic identify and locate a range of resources by following a search plan select and record information from a variety of resources combine gathered information and organise into personal understandings present logical responses to a search task review presentation in relation to the original task

f Literature skills learning 0utcomes f Information literacy learning outcomes OVERVIEW | LITERATURE SKILLS | INFORMATION LITERACY | PLANNING | ASSESSMENT | REPORTING Te a c h e r L i b ra r i a n P r o g ra m P-6 © S c h o o l L i b r a r y A s s o c i a t i o n of Victoria 2004

LEVEL 1 | 2 | 3 | 4

Reporting to parents – Report format (1)

REPORTING

Grade Prep

LIBRARY Grade Prep All children participate in a weekly Library session. This is an important part of their school curriculum. The main focus in Grade Prep is literature, but other units covered have included the care and handling of books, parts of a book and alphabetical order. Part of the literature program involved voting for the Young Australian Best Book Awards and a study of folk tales. All children are expected to change their library books regularly. NA •

Handles books with care

•

Regularly uses the library and returns books responsibly

•

Replaces books correctly after use

•

Identifies book parts

•

Listens to and responds to Literature

Beg

Cons

Number of books borrowed this year COMMENTS:


Est

LEVEL 1 | 2 | 3 | 4


REPORTING

Grade 1 | Grade 2

LIBRARY Grade 1 All children participate in a weekly Library session. This is an important part of their school curriculum. The main focus in Grade 1 is literature, with some grades focusing on folk tales, and others on A.A. Milne and Winnie the Pooh. Other units covered have included the care and handling of books, parts of a book and alphabetical order. Children from Grade 1 participated in the Young Australian Best Book Awards. All children are expected to change their library book regularly. NA •

Independently checks out and returns materials

•


•

Able to work without bothering others

•

Able to form picture book call numbers

•


•

Knows alphabetical order – letters

•

Shows a developing interest in literature

Beg

Cons



Est

LEVEL 1 | 2 | 3 | 4


REPORTING

Grade 1 | Grade 2

LIBRARY Grade 2 Library is an important part of the curriculum. All children participate in a weekly Library session. The Grade 2 library program continues to focus on literature. Additional units have included parts of a book, alphabetical order and the differences between fiction and non-fiction. All children have voted for the Young Australian Best Book Awards. NA •

Able to locate and identify simple fiction and non-fiction texts

•


•

Able to work without bothering others

•

Able to form fiction call numbers

•


•

Knows alphabetical order – words [first letter]

Beg

Cons



Est

LEVEL 1 | 2 | 3 | 4


REPORTING

Grade 3 | Grade 4

LIBRARY Grade 3 Library is an integral part of the school curriculum, particularly English and S.O.S.E. Children participate in weekly Library sessions. Units studied include fiction and non-fiction, alphabetical order, parts of a book, use of audio-visual resources, reference books and research strategies. All children are expected to change their library books regularly. NA •

Chooses and reads a variety of resources

•

Regularly uses library and returns books promptly

•

Can locate and reshelve picture fiction and fiction books accurately

•

Knows alphabetical order – words

•

Able to work independently and completes set tasks

•

Takes pride in completed work

Beg

Cons



Est

LEVEL 1 | 2 | 3 | 4


REPORTING

Grade 3 | Grade 4

LIBRARY Grade 4 Library is an integral part of the school curriculum, particularly English and S.O.S.E. All children participate in weekly Library sessions. Units studied include fiction and non-fiction, the parts of a book, alphabetical order, the Dewey system, reference books and research strategies. Diploma tests have also been completed. All children are expected to change their library books regularly. NA •

Selects and reads a variety of resources

•

Regularly uses the library and returns books promptly

•

Can locate appropriate non-fiction resources

•

Understands and uses book parts

•

Able to work independently

•

Completes set tasks

•

Takes pride in completed work

Beg

Cons



Est

LEVEL 1 | 2 | 3 | 4


REPORTING

Grade 5 | Grade 6

LIBRARY Grade 5 Library is an integral part of the school curriculum. At this level the library program aims to develop independent library users. To develop information literacy, the focus is on defining, locating, selecting, processing and organising, creating and sharing and evaluation skills. Units covered in Library this year include library monitor’s tests, parts of a non-fiction book, ‘Been there, seen that’ [research] and reference books. All children are expected to change their library books regularly. NA •

Borrows regularly and reads widely

•

Folder work always complete and organised

•

Competent in using facilities in library

•

Capable of working independently

•

Completes set tasks

•

Able to take and apply notes for research

•

Uses information from a variety of sources

•

Has completed library monitor’s tests

Beg

Cons



Est

LEVEL 1 | 2 | 3 | 4


REPORTING

Grade 5 | Grade 6

LIBRARY Grade 6 Library is an integral part of the school curriculum. At this level the library program aims to develop independent library users. To develop information literacy, the focus is on defining, locating, selecting, processing and organising, creating and sharing and evaluation skills. Units covered in Library this year include ‘The Secret Garden, [literature], parts of a non-fiction book, ‘Been there, seen that’ [research] and reference books. All children are encouraged to change their library books regularly. NA •

Competent and regular user of facilities in library

•

Folder work always complete and organised

•

Capable of accurately shelving fiction and non-fiction books

•

Has developed competence in using reference books

•

Completes set tasks

Beg

Cons



Est


REPORTING

LEVEL 1 | 2 | 3 | 4

LIBRARY Student name:

Grade:

Literature Skills

At this level children develop an understanding that picture books tell stories with words and pictures. They begin to respond to stories read to them by talking about the main characters, retelling the sequence of events and discussing the setting and emotions portrayed.

Information Literacy

With teacher assistance children begin to formulate questions in response to a directed discussion or topic. They then identify sources of information suitable to their needs and present this information in an appropriate form.

A ttitude

Poor

Satisfactory

Level 1 key features

Good

Excellent

Beg

•

Responds to literature and joins in familiar stories

•

Regularly borrows and returns library books.

Cons

Est

Teacher:

Code: Beg = Beginning

Cons = Consolidating

Est = Established

NYA = not yet addressed


N YA

LEVEL 1 | 2 | 3 | 4


REPORTING


Grade:

Literature Skills

At this level children distinguish between picture story and factual books, can talk about the main characters and events, describe settings and emotions in books and the contribution made by the illustrator.

Info rmation Literacy

Children are developing skills to identify and define a topic or task and to focus on the information they need to locate. Key words are used and children record in different ways information they need. At the completion of the level, children will, with assistance, be able to locate and present information in an appropriate format.

Attitude

Poor

Satisfactory


Good

Excellent

Beg

•

Enjoys listening to a variety of literature.

•

Regularly borrows and return library books.

•

Locates and identifies simple fiction and non fiction.

•

Actively participates and completes teacher directed tasks.

Cons

Est

N YA

Teacher:



Est = Established



LEVEL 1 | 2 | 3 | 4


REPORTING


Grade:

Literature Skills

At this level children broaden their experience with literature and develop their abilities to look at the various elements of plot, setting, character, theme, emotions and the contribution made by illustrators.


Children are developing skills to identify and define a topic and to focus on information they need to locate. They learn to brainstorm, regroup events, information and ideas into categories and take notes. At the completion of this level children will be able to create a response to a task which is suited to the audience and demonstrates understanding and interpretation of the information.

Attitude

Poor

Satisfactory


Good

Excellent

Beg

•

Chooses and reads a variety of literature.

•

Displays a positive approach to work.

•

Actively participates in teacher directed tasks.

•

Completes independent research activities.

Cons

Est

N YA

Teacher:



Est = Established



LEVEL 1 | 2 | 3 | 4


REPORTING


Grade:

Literature Skills

At the completion of this stage children will have refined their skills to distinguish between realism and fantasy, be able to identify themes in novels and relate them to real life, describe storyline development that takes place in particular novels and discuss their opinions of characters and events.


Children are developing skills to narrow a topic and produce focus questions and a search plan. They are shown how to identify and locate resources and record and present information relevant to a specific topic. At the completion of this level children will be able to process information, make generalisations and present a logical response to a search task.

Attitude

Poor

Satisfactory

Good


Excellent

Beg

•

Reads widely for pleasure and information.

•

Understands elements of story such as setting, characters, plots etc.

•

Can locate information from a variety of sources.

•

Completes independent research activities using sound research skills.

Cons

Est

N YA

Teacher:



Est = Established



LEVEL 1 | 2 | 3 | 4


REPORTING


Grade:

Course outline

Children are introduced to as wide a variety of books as possible which are frequently related to classroom activities, themes and special occasions. Basic Information and Literature Skills are introduced. During each weekly one hour lesson, children have the opportunity to browse and borrow books.

NA •


•

Responds to literature

•

Able to locate circulation desk, picture books, etc

•

Understands alphabetical order and can shelve Picture Story books

•

Identifies book parts-title, spine, and call number

Beg

Cons

Teacher:

Code: NA = not available

Beg = Beginning


Est = Established


Est

LEVEL 1 | 2 | 3 | 4


REPORTING


Grade:

Course outline

Information and Literature Skills are built upon each year and include an introduction to the Dewey System, parts of a book, listening for a purpose and identifying main characters, emotions and settings within a story. Children have the opportunity during each lesson to browse through books and borrow.

NA •


•

Can identify main ideas, retell stories and complete simple book reports

•

Seeks recommendations for books to read and selects more than one type

•

Identifies book parts – title page, illustrator, chapters, etc

•

Beginning to develop an understanding of the Dewey system and can identify and locate non fiction books.

•

Regularly borrows and demonstrates care of books.

Beg

Cons

Teacher:


Beg = Beginning


Est = Established


Est

LEVEL 1 | 2 | 3 | 4


REPORTING


Grade:

Course outline

Literature appreciation forms a significant part of lessons and is further extended to incorporate fiction, non fiction and reference books. Identifying and locating resources, extracting information and presenting it in an appropriate manner forms the basis of the Information Skills lessons. Children have the opportunity to browse and borrow during each lesson.

NA •


•

Participates in discussions and expresses opinions

•

Able to follow directions, works independently and completes set tasks

•

Responds to literature and can identify main events, setting, characters, genre and moral

•

Understands and uses terms such as blurb, index, call number

•

Can locate, understands and use non fiction and reference material

•

Can complete independent research activities

•

Regularly borrows and demonstrates care of books

Beg

Cons

Teacher:


Beg = Beginning


Est = Established


Est

LEVEL 1 | 2 | 3 | 4


REPORTING


Grade:

Course outline

Library lessons see authors, illustrators and books studied in more detail. Meeting authors, film and book reviews, reading and writing for different purposes and group discussions, are elements of the Literature Program. Information and Research Skills continue to be developed and children are shown how to use an extensive range of reference material, how to locate information, take notes and how to present their information in different ways. Browsing and borrowing are encouraged at every opportunity. Competent users of the CD Rom gain a “User’s License,” and the Internet is introduced.

NA •


•

Able to differentiate between styles of literature and recommends books to others

•

Understands elements of story- characters, plot, setting and theme

•

Can locate appropriate information using Inquiry Computer and the Dewey System.

•

Understands and uses terms such as glossary, bibliography, table of contents.

•

Can re-shelve picture story, fiction and non fiction books accurately

•

Completes independent research activities

•

Borrows regularly and reads widely for pleasure, interest and information

•

Has achieved a CD-Rom “User’s License”

Beg

Cons

Teacher:


Beg = Beginning


Est = Established


Est

Useful resources

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GENERAL Australian School Library Association and Australian Library and Information Association, 2001, Learning for the future, Carlton South, Curriculum Corporation. Ferretter, Gerry, 1996, Skilling up; developing a professional portfolio for teacher-librarians. Richmond, SLAV. Sladen, R., 1996, The digital library; an introduction to library-based information technology for schools, Sydney, User Friendly Resources. Thomas, Ron, 1996, The school library; a practical guide to organization and management, South Melbourne, Macmillan. Wilson, Jenni, 2003, Focus on inquiry, Carlton, Curriculum Corporation.

TEACHING STRATEGIES Assessing as you go; Primary English, 1997, Carlton, Curriculum Corporation. Bennetto, Elizabeth, 1995, Learning for the future; developing information services in Australian schools; teacher resource kit, Belconnen, Australian School Library Association. Creenaune, Trish, 1996, What’s your purpose? Reading strategies for non-fiction texts, Marrickville, Primary English Teaching Association. Curriculum and standards framework; using the CSF English, 1995, Carlton, Board of Studies. Jennings, Claire, 1996, Planning for the key learning areas; outcomes in context, Armadale, Eleanor Curtain Publishing. Johnson, Jennifer, 1996, Practical research; strategies to assist students in the development of research techniques, Greenwood, W.A., R.I.C. Publications. Literacy techniques for building successful readers and writers, 1996, Markham, Ontario, Pembroke. Reading; developmental continuum, 1997, Port Melbourne, Rigby Heinemann. Murdoch, Kath, 1998, Classroom connections; strategies for integrated learning, Armadale, Eleanor Curtain. Sukarna, Debbie, 1996, Planning for English; outcomes in context, Armadale, Eleanor Curtain Publishing. Wilson, Jeni, 1998, Self-assessment for students; proformas and guidelines, Armadale, Eleanor Curtain.

PERIODICALS Access, ASLA [email: [email protected]]. For your information; the journal for the school information professional, SLAV [email: [email protected]]. The Literature Base, Hamilton, Qld, The Literature Base. Magpies, Magpies [email: [email protected]]. Practically Primary, South Melbourne, Addison Wesley Longman. SCAN, NSW Department of Education and Training [www.schools.nsw.edu.au/schoollibraries/scan/]

THINKING SKILLS Armstrong, Thomas, 1994, Multiple intelligences in the thinking classroom, Virginia, U.S.A., ASCD Bellanca, James, 1990, Catch them thinking, Melbourne, Hawker Brownlow Education Boyle, Matthew, 2003, The learning file – learning and study skills, Melbourne, Hawker Brownlow. Costa, Arthur, 1989, Techniques for teaching thinking, CA, U.S.A., Critical Thinking Press continued

INTRODUCTION | COMPONENTS | USEFUL RESO URCES | USER GUIDE Te a c h e r L i b ra r i a n P r o g ra m P-6 © S c h o o l L i b r a r y A s s o c i a t i o n of Victoria 2004

Useful resources

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Dalton, Joan, 1985, Adventures in thinking, Thomas Nelson Australia De Bono, Edward, 1992, Six thinking hats for schools. Books 1 & 2, Melbourne, Hawker Brownlow Education Gibbs, Jeanne, 2001, TRIBES. A new way of learning and being together, California, U.S.A., Center Service Systems Pohl, Michael, 2002, Infusing thinking into the Middle Years, Melbourne, Hawker Brownlow Pohl, Michael, 2000, Learning to think – Thinking to learn. Models and strategies to develop a classroom culture of thinking, Melbourne Hawker Brownlow Education Pohl, Michael, 1997, Teaching thinking in the Primary years. A whole school approach, Melbourne, Hawker Brownlow Australia

LITER ATURE Bond, Louise, 1997, Making the most of book week, South Melbourne, Macmillan. Carey, Patsy, 1997, Activities for any literature unit, Cheltenham, Hawker Brownlow. Children’s Book Council, Short list information book, CBC. Children’s Book Council, Notable Australian Children’s Books, CBC. Hamilton, Margaret, 1993, The picture people, Sydney, Margaret Hamilton. Hill, Susan, 1995, Book talk; collaborative responses to literature, Armadale, Eleanor Curtain. Kids Best; Australian books for children and young adults 1996–2000, 2000, Newtown, PETA. La Marca, Susan, 2001, Books up front; investing in the value of reading, Carlton, SLAV. Lyon, Richard, 1995, Read all about it; book review forms for middle and upper school primary students, Wembley Downs, W.A. Moodie, Ruth, Activities for Early childhood, Kew, Yarra Pub. Moodie, Ruth, Activities for Picture books, Kew, Yarra Pub. Moodie, Ruth, Activities for Younger readers, Kew, Yarra Pub. Rolton, Gloria, 1995, For the love of literature, South Melbourne, Macmillan. Rural Shires School Support Centre, 2002, Book Week – Book Feast 2002 [and similar publications], Ipswich, Ipswich District Teacher Librarian Network. Veitch, Kate, 1995, Real live writers; how to host a successful author visit, Carlton, National Book Council.

INF O R MATIO N LITE R AC Y S K I L L S Burgess, Lesley, 2003, Making a difference research guide, Carlton, School Library Association of Victoria Capra, Steph, 2002, Problems are the solution, Brisbane, Qld., Capra Ryan & Assoc. Cottrell, Bob, 2002, The really helpful research book, Annandale, N.S.W., User Friendly Resources. Harris, W., 1996, Current affairs; an introduction to media, RIC. Johnson, J., 1997, Practical research strategies to assist students in the development of research techniques. [Middle/ Upper], RIC. Johnson, Jill, 1997, Computers, research and students; a survival kit for teachers and parents, Canberra, ASLA ACT. Joyner, Cecilia F., 1995, Interactive library ideas for upper primary students, Blackburn North, Seek information services. Langrehr, John, 1993, Better questions, better thinking, books 1 & 2, Melbourne, Longman Cheshire.

continued

INTRODUCTION | COMPONENTS | USEFUL RESO URCES | USER GUIDE Te acchheerr LLi brar 6 Tea ibra riai ann PPr rooggraramm PP- -6 ©© SScchhooool l LLi bi br ar ar ryyAAsss soocciai at io to r iriaa 2200 t i onn oof fVVi ci cto 0 044

Useful resources

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Perry, Andrew, 1995, Researching it through, Melbourne, Oxford. Punshon, Marianne, 2002, WE SOLVE it! Approaches to information literacy, Carlton, SLAV. Robinson, Helen, 1999, Read about, think about, St Leonards NSW, Horwitz Martin Ryan, Jenny, 1999, Information literacy planning overview P/K-7, Coorparoo, Qld., Capra Ryan & Assoc. [and related materials] Sladen, Rosemary, 1999, The library toolkit, Annandale, N.S.W., User Friendly Resources. Stumer, S., 1995, Research topics activities to develop general knowledge and research skills, [Lower/Middle/ Upper], RIC. Using the CSF to teach information skills; strategies for the key learning areas, 1995, Richmond, SLAV. Tadewalt-Wren, Carol, 1998, Library resource; developing library research skills, Greenwood, W.A., Prim-Ed publishing. Teaching information skills, 1997, Canberra, ASLA. Whiting, T., 1996, 50 guided research projects, Pendle Hill, Blast Educational Publications. continued

INTRODUCTION | COMPONENTS | USEFUL RESO URCES | USER GUIDE Tea c h e r L ibra r i a n P r o g ra m P -6 © S c h o o l L i b r a r y A s s o c i a t i o n o f V i cto ri a 2 0 0 4

Useful resources

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www.highlands.vic.edu.au/research The Wrapping Up website is designed for teaching information skills for the middle years of schooling.

www.sofweb.vic.edu.au

SOFWeb is an initiative of the Victorian Department of Education & Training. It currently has over 33,000 files and over 2,500 sites linking to content on the SOFWeb site. SOFWeb not only carries information produced specially for Victorian schools, but also points to the best resources in other states and countries. SOFWeb is a jumping off point for the Internet, a repository of carefully selected resources and projects, a place to develop skills, ask questions, find peer support and professional development activities, and learn, in an educationally based environment to make the best use of information technologies to enhance teaching and learning. SOFWeb enables students and teachers to join networked classroom and professional development activities from Australia and around the world. SOFWeb also provides links to school Home Pages and school produced on-line activities which are providing a benchmark for schools everywhere.

INTRODUCTION | COMPONENTS | USEFUL RESO URCES | USER GUIDE Tea c h e r L ibra r i a n P r o g ra m P -6 © S c h o o l L i b r a r y A s s o c i a t i o n o f V i cto ri a 2 0 0 4

A. INTRODUCTION B. COMPONENTS OVERVIEW How the program relates to the CSF Curriculum overview Level 1 Level 2 Level 3 Level 4 LITERATURE SKILLS Learning outcomes Level 1 Level 2 Level 3 Level 4 Teaching strategies Suggested genres & titles, authors & illustrators Level 1 Level 2 Level 3 Level 4 Recommended books Level 3 Level 4 Film as Text Level 1 Level 2 Level 3 Level 4 Boys and reading Templates New book review Book talk summary


INFORMATION LITERACY Why Information literacy? Learning outcomes Level 1 Level 2 Level 3 Level 4 Teaching strategies Establishing prior knowledge Extracting information and ideas Strategies to record & present information Assessment strategies Plagiarism Strategies to prevent plagiarism Writing bibliographies The Information process (poster) Printable version Templates Template for integrated unit Collecting information for bibliography Data grid Data chart Data summary Researching places data chart Pathfinder 1 Pathfinder 2 Peer assesment Self assesment Internet research Concept map Task analysis Generic research questions Animal project sheet Notetaking and notemaking Problem, cause, effect, solution Venn diagram

PLANNING Work program template 1-page printable version 2-page printable version Library program overview template Whole school topic overview template Term plan template Example of a Term plan of an integrated unit ASSESSMENT Literature skills assessment strategies Literature skills outcomes assessment Level 1 Level 2 Level 3 Level 4 Book report assessment Information literacy outcomes assessment Level 1 Level 2 Level 3 Level 4 Information literacy assessment Level 1 Level 2 Level 3 Level 4 Library profiles Level 1 Level 2 Level 3 Level 4

Templates Assessment tasks Project assessment rubric Borrowing record Teacher assessment Student self-assessment Student test kit Library licence questions Library diploma questions Library monitor test Library user certificates REPORTING Reporting to the school community Report to parents – Report outcomes Report to parents – Report format 1 Level 1 Level 2 Level 3 Level 4 Report to parents – Report format 2 Level 1 Level 2 Level 3 Level 4 Report to parents – Report format 3 Level 1 Level 2 Level 3 Level 4 C. USEFUL RESOURCES D. USER GUIDE

User guide

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The TLP P-6 program utilises two main navigation methods: Full screen and Adobe view. On opening, the program defaults to the Full screen view. You can toggle between this method of navigation and the Adobe view from virtually any page. You may find that it is easier to first navigate the program in Full screen view; once you become familiar with the program the Adobe view may prove to be more flexible for specific tasks.

F ull s cr ee n vi e w

This form of navigation allows the user to navigate throughout the document using clearly designated buttons (links) just like a multimedia application (see picture below) For easy orientation, buttons have tooltips where required. To toggle between the two different modes of viewing, click on the task button TOGGLE FULL SCREEN/ADOBE VIEW (see below).

A d o b e vi e w

In the Adobe view (see right), all the functionality of the Full screen view is still available. Additionally, the full range of functions of Adobe Reader are available, including bookmarks and pages (thumbnails). This allows for an alternative way of navigating through the program.

Si t e ma p

t as k b utt ons

toggle Full screen/ Adobe view

n a vi g a t i on buttons

S it e m a p

I N TR O D U CT I ON | C OMP O N EN TS | USE F UL R ES O U RC E S | U SE R G U I DE Tea c h e r L ibra r i a n P r o g ra m P -6 © S c h o o l L i b r a r y A s s o c i a t i o n o f V i cto ri a 2 0 0 4

Once you are familiar with the program, you may also want to use the SITE MAP [by clicking on the SITE MAP task button on the Main (Components) menu and each section menu]. The SITE MAP shows all the sections and topics in hierarchical order, and each line acts as a button (link) to the respective page/s. This allows for very quick navigating, enhanced by the colour coding of the different sections.

User guide

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Ta s k b ut to n s

Sticky notes

navigation buttons

toggle full screen/Adobe view previous view

previous/ next page WORD file

page setup

print current page

print levels/ pages

go to Main menu (Components)

Most of the task buttons are obvious. Where the button is faded, it signifies that this function is not available on this page. The WORD FILE button allows you to access a related file in Microsoft Word for customisation. All of the templates in this program have been included as WORD files. When printing it is advised to always check your printer settings by using the PAGE SETUP button. To print the current page, click PRINT CURRENT PAGE. To print all the levels and/or the relevant pages within a topic, click PRINT LEVELS/PAGES. To print a whole section, select the PRINT SECTION button on the section and/or sub-section menus.


When first opening the program, on certain pages you may encounter yellow ‘sticky notes’ which provide an explanation to the topic/page. These sticky notes can be closed by clicking on the ‘x’ button in the top right corner. NB: If these notes are closed, you can view the contents of the note by rolling over the yellow ‘note’ icon.

Hyperlinks

Throughout the program you will find a number of hyperlinks, clearly identifiable by the f icon and the blue coloured text. By clicking on these links you will be taken to the appropriate topic/ page. To get back, simply click on the PREVIOUS VIEW task button.

close note here

User guide

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U ti li si n g th e W OR D tem plat es wit h t his p r og ra m ( c op yi n g & p a s t i n g )

To select text from this program, right-click your mouse (control-click on the Mac if you haven’t a right clickable mouse). A dialogue box will appear, as above. Select the ‘Allow Hand Tool to Select Text’ function and right click outside this window to exit. You can now click on and highlight the text you want to copy. Right-click your mouse when you have selected the appropriate text and choose the ‘Copy to Clipboard’ function (see below). The text is now on your clipboard ready to be pasted into WORD.


Once you have opened your WORD template, in this example the ‘Work program’ file, you can paste your text into the appropriate spot (see above). To navigate between WORD and the TLP P-6 program you can use a shortcut: • Apple-TAB on MacOSX (see right) • Alt-TAB on Windows XP.

Adobe versus Full screen view If you are not comfortable with using the right click function of your mouse, choose the Adobe view which provides you with access to the Adobe Reader 7 menu bar with all the features you may require. You may also want to ‘split’ your screen and have the program window on one side and the WORD template/worksheet you are working on on the other side. You can then simply jump from one window to the other.