D2L Corporation
2015-05-05T17:47:39-04:00
2015-05-05T17:47:39-04:00
D2L Corporation
Library Media Curriculum Framework
The Library Media Framework document is to be used in collaboration with other content area framework documents to accomplish the stated SLEs.
2015-05-05
2014
Arkansas Department of Education
Strand
Information Literacy
1:
Content Standard
Students will identify, locate, and retrieve appropriate resources for a variety of purposes.
Identify and Access
IL.1.K.1
Student Learning Expectation
Recognize the purpose and organization of the school library media center<ul><li>major sections</li><li>author's last name</li></ul>
IL.1.K.2
Student Learning Expectation
Recognize the purpose of an Online Public Access Catalog (OPAC)
IL.1.K.3
Student Learning Expectation
Recognize that there are other types of libraries, which may be organized the same way as the school library media center
IL.1.K.4
Student Learning Expectation
Recognize parts of a book used to locate information<ul><li>author</li><li>illustrator</li><li>physical features (e.g., back cover, front cover, spine)</li><li>title</li></ul>
IL.1.K.5
Student Learning Expectation
Recognize text features
e.g., headings, bold print, illustrations
IL.1.K.6
Student Learning Expectation
Recognize an information need by asking questions, prior to accessing resources
IL.1.K.7
Student Learning Expectation
Recognize information in a variety of print/non-print/digital resources
e.g., atlases, audiobooks, books, databases, dictionaries, eBooks, encyclopedias, globes, maps, videos, websites
IL.1.K.8
Student Learning Expectation
Recognize informational websites
IL.1.K.9
Student Learning Expectation
Recognize sources of information outside the school library media center
e.g., people, public libraries, digital resources
IL.1.1.1
Student Learning Expectation
Demonstrate knowledge of the purpose and organization of the school library media center to locate resources by referring to<ul><li>major sections (e.g., easy, fiction, nonfiction, reference, digital resources)</li><li>author's last name, alphabetically</li></ul>
IL.1.1.2
Student Learning Expectation
Recognize the purpose of an Online Public Access Catalog (OPAC) and locate resources, with guidance
e.g., author, title search
IL.1.1.3
Student Learning Expectation
Recognize that there are other types of libraries, which may be organized the same way as the school library media center
IL.1.1.4
Student Learning Expectation
Recognize parts of a book used to locate information<ul><li>author</li><li>dedication page</li><li>illustrator</li><li>physical features (e.g., back cover, front cover, spine)</li><li>table of contents</li><li>title</li><li>title page</li></ul>
IL.1.1.5
Student Learning Expectation
Identify text features
e.g., headings, bold print, illustrations, italics, electronic menus, icons
IL.1.1.6
Student Learning Expectation
Recognize an information need by asking questions, prior to accessing resources
IL.1.1.7
Student Learning Expectation
Recognize information in a variety of print/non-print/digital resources
e.g., atlases, audiobooks, books, databases, dictionaries, eBooks, encyclopedias, globes, maps, videos, websites
IL.1.1.8
Student Learning Expectation
Recognize informational websites
IL.1.1.9
Student Learning Expectation
Recognize sources of information outside the school library media center
e.g., people, public libraries, digital resources
IL.1.2.1
Student Learning Expectation
Demonstrate knowledge of the purpose and organization of the school library media center to locate resources by referring to<ul><li>major sections (e.g., easy, fiction, nonfiction, reference, digital resources, periodicals)</li><li>author's last name, alphabetically</li><li>Dewey Decimal Classification System, numerically by subject</li></ul>
IL.1.2.2
Student Learning Expectation
Utilize Online Public Access Catalog (OPAC) to locate appropriate resources, with guidance
e.g., author, title search, subject, keyword
IL.1.2.3
Student Learning Expectation
Recognize that there are other types of libraries, which may be organized the same way as the school library media center
IL.1.2.4
Student Learning Expectation
Utilize parts of a book to locate information<ul><li>author</li><li>copyright</li><li>dedication page</li><li>glossary</li><li>illustrator</li><li>index</li><li>physical features (e.g., back cover, front cover, spine)</li><li>table of contents</li><li>title</li><li>title page</li></ul>
IL.1.2.5
Student Learning Expectation
Utilize text features to locate information
e.g., headings, bold print, illustrations, italics, electronic menus, icons, subheadings, diagrams
IL.1.2.6
Student Learning Expectation
Recognize an information need by generating questions to develop and refine a topic, prior to accessing resources
IL.1.2.7
Student Learning Expectation
Utilize information in a variety of print/non-print/digital resources
e.g., atlases, audiobooks, books, databases, dictionaries, eBooks, encyclopedias, globes, maps, videos, websites, periodicals
IL.1.2.8
Student Learning Expectation
Recognize with guidance tools for navigating an informational website
IL.1.2.9
Student Learning Expectation
Recognize sources of information outside the school library media center
e.g., people, public libraries, digital resources
IL.1.3.1
Student Learning Expectation
Demonstrate knowledge of the purpose and organization of the school library media center to locate resources by referring to<ul><li>major sections (e.g., easy, fiction, nonfiction, reference, digital resources, periodicals, biographies, special collections)</li><li>author's last name, alphabetically</li><li>Dewey Decimal Classification System, numerically by subject</li></ul>
IL.1.3.2
Student Learning Expectation
Utilize Online Public Access Catalog (OPAC) to locate appropriate resources, with guidance
e.g., author, title search, subject, keyword
IL.1.3.3
Student Learning Expectation
Recognize that there are other types of libraries, which may be organized the same way as the school library media center
IL.1.3.4
Student Learning Expectation
Utilize parts of a book to locate information<ul><li>author</li><li>bibliography</li><li>copyright</li><li>dedication page</li><li>glossary</li><li>illustrator</li><li>index</li><li>physical features (e.g., back cover, front cover, spine)</li><li>preface</li><li>synopsis/blurb</li><li>table of contents</li><li>title</li><li>title page</li></ul>
IL.1.3.5
Student Learning Expectation
Utilize text features to locate information
e.g., headings, bold print, illustrations, italics, electronic menus, icons, subheadings, diagrams, key words, sidebars, hyperlinks, captions, tabs, maps, photographs
IL.1.3.6
Student Learning Expectation
Recognize an information need by generating questions to develop and refine a topic, prior to accessing resources and locating information
IL.1.3.7
Student Learning Expectation
Utilize information in a variety of print/non-print/digital resources
e.g., atlases, audiobooks, books, databases, dictionaries, eBooks, encyclopedias, globes, maps, videos, websites, periodicals, thesauri, almanacs, photographs
IL.1.3.8
Student Learning Expectation
Utilize tools for navigating an informational website
e.g., tabs, toolbars
IL.1.3.9
Student Learning Expectation
Utilize sources of information outside the school library media center
e.g., people, public libraries, digital resources
IL.1.4.1
Student Learning Expectation
Utilize knowledge of the organization of the school library media center to locate resources by referring to<ul><li>major sections (e.g., easy, fiction, nonfiction, reference, digital resources, periodicals, biographies, special collections)</li><li>statement of responsibility (e.g., author, editor, illustrator)</li><li>Dewey Decimal Classification System, numerically by subject</li></ul>
IL.1.4.2
Student Learning Expectation
Utilize Online Public Access Catalog (OPAC) to locate appropriate resources, with guidance
e.g., author, title search, subject, keyword
IL.1.4.3
Student Learning Expectation
Recognize that there are other types of libraries, which may be organized the same way as the school library media center
IL.1.4.4
Student Learning Expectation
Utilize parts of a book to locate information<ul><li>afterword</li><li>appendix</li><li>author</li><li>bibliography</li><li>copyright</li><li>dedication page</li><li>glossary</li><li>illustrator</li><li>index</li><li>physical features (e.g., back cover, front cover, spine)</li><li>preface</li><li>synopsis/blurb</li><li>table of contents</li><li>title</li><li>title page</li></ul>
IL.1.4.5
Student Learning Expectation
Utilize text features to locate information that answers questions
e.g., headings, bold print, illustrations, italics, electronic menus, icons, subheadings, diagrams, key words, sidebars, hyperlinks, captions, tabs, maps, photographs, boxed text, drop-down menus, charts, graphs, timelines, animations, interactive elements on Web pages
IL.1.4.6
Student Learning Expectation
Examine an information need by generating complex questions to develop and refine a topic, prior to accessing resources and locating information
e.g., graphic organizers
IL.1.4.7
Student Learning Expectation
Select and interpret various types of information on a topic in a variety of print/non-print/digital resources
e.g., atlases, audiobooks, books, databases, dictionaries, eBooks, encyclopedias, globes, maps, videos, websites, periodicals, thesauri, almanacs, photographs, charts, graphs, diagrams, timelines, animations, interactive elements, primary sources, secondary sources
IL.1.4.8
Student Learning Expectation
Utilize tools for navigating an informational website
e.g., tabs, toolbars, keywords
IL.1.4.9
Student Learning Expectation
Utilize sources of information outside the school library media center
e.g., people, public libraries, digital resources
IL.1.5.1
Student Learning Expectation
Utilize knowledge of the organization of the school library media center to locate resources by referring to<ul><li>major sections (e.g., fiction, nonfiction, reference, digital resources, periodicals, biographies, special collections)</li><li>statement of responsibility (e.g., author, editor, illustrator)</li><li>Dewey Decimal Classification System, numerically by subject and by author's last name</li></ul>
IL.1.5.2
Student Learning Expectation
Utilize Online Public Access Catalog (OPAC) search strategies to locate appropriate resources, with guidance
e.g., author, title search, subject, keyword
IL.1.5.3
Student Learning Expectation
Recognize that there are other types of libraries, which may be organized the same way as the school library media center
IL.1.5.4
Student Learning Expectation
Utilize parts of a book to locate information for a specific purpose<ul><li>afterword</li><li>appendix</li><li>author</li><li>bibliography</li><li>copyright</li><li>dedication page</li><li>glossary</li><li>illustrator</li><li>index</li><li>physical features (e.g., back cover, front cover, spine)</li><li>preface</li><li>synopsis/blurb</li><li>table of contents</li><li>title</li><li>title page</li></ul>
IL.1.5.5
Student Learning Expectation
Utilize text features to locate information that answers questions
e.g., headings, bold print, illustrations, italics, electronic menus, icons, subheadings, diagrams, key words, sidebars, hyperlinks, captions, tabs, maps, photographs, boxed text, drop-down menus, charts, graphs, timelines, animations, interactive elements on Web pages
IL.1.5.6
Student Learning Expectation
Examine an information need by generating complex questions using key words to develop and refine a topic, prior to accessing resources and locating information, with guidance
e.g., graphic organizers
IL.1.5.7
Student Learning Expectation
Select and interpret various types of information on a topic in a variety of print/non-print/digital resources
e.g., atlases, audiobooks, books, databases, dictionaries, eBooks, encyclopedias, globes, maps, videos, websites, periodicals, thesauri, almanacs, photographs, charts, graphs, diagrams, timelines, animations, interactive elements, primary sources, secondary sources
IL.1.5.8
Student Learning Expectation
Utilize tools for navigating an informational website
e.g., tabs, toolbars, keywords
IL.1.5.9
Student Learning Expectation
Utilize sources of information outside the school library media center
e.g., people, public libraries, digital resources, museums, virtual tours
IL.1.6.1
Student Learning Expectation
Utilize knowledge of school library media center organization to locate resources by referring to<ul><li>major sections (e.g., fiction, nonfiction, reference, digital resources, periodicals, special collections)</li><li>statement of responsibility (e.g., author, editor, illustrator)</li><li>Dewey Decimal Classification System</li></ul>
IL.1.6.2
Student Learning Expectation
Utilize Online Public Access Catalog (OPAC) to locate appropriate resources, with guidance<ul><li>advanced search strategies (e.g., author, title, subject, keyword, subtopic, cross-reference, Boolean operators)</li></ul>
IL.1.6.3
Student Learning Expectation
Recognize that there are other types of libraries, which may be organized differently from the school library media center
e.g., public library
IL.1.6.4
Student Learning Expectation
Utilize parts of a book to locate information for a specific purpose<ul><li>afterword</li><li>appendix</li><li>author</li><li>bibliography</li><li>copyright</li><li>dedication page</li><li>glossary</li><li>illustrator</li><li>index</li><li>physical features (e.g., back cover, front cover, spine)</li><li>preface</li><li>synopsis/blurb</li><li>table of contents</li><li>title</li><li>title page</li></ul>
IL.1.6.5
Student Learning Expectation
Utilize text features to locate information for a specific purpose
e.g., headings, bold print, illustrations, italics, electronic menus, icons, subheadings, diagrams, key words, sidebars, hyperlinks, captions, tabs, maps, photographs, boxed text, drop-down menus, charts, graphs, timelines, animations, interactive elements on Web pages, topic sentences
IL.1.6.6
Student Learning Expectation
Examine an information need by generating complex questions using key words to develop and refine a topic, prior to locating information or accessing resources, with guidance
e.g., graphic organizers
IL.1.6.7
Student Learning Expectation
Select and interpret various types of information on a topic using a variety of print/non-print/digital resources
e.g., atlases, audiobooks, books, databases, dictionaries, eBooks, encyclopedias, globes, maps, videos, websites, periodicals, thesauri, almanacs, photographs, charts, graphs, diagrams, timelines, animations, interactive elements, primary sources, secondary sources, paintings
IL.1.6.8
Student Learning Expectation
Recognize advanced search techniques
e.g., tabs, toolbars, keywords, filters
IL.1.6.9
Student Learning Expectation
Utilize sources of information outside the school library media center
e.g., people, public libraries, digital resources, museums, virtual tours, special libraries
IL.1.7.1
Student Learning Expectation
Utilize knowledge of school library media center organization to locate resources by referring to<ul><li>major sections (e.g., fiction, nonfiction, reference, digital resources, periodicals, special collections)</li><li>statement of responsibility (e.g., author, editor, illustrator)</li><li>Dewey Decimal Classification System</li></ul>
IL.1.7.2
Student Learning Expectation
Utilize Online Public Access Catalog (OPAC) to locate appropriate resources, with guidance<ul><li>advanced search strategies (e.g., author, title, subject, keyword, subtopic, cross-reference, Boolean operators)</li></ul>
IL.1.7.3
Student Learning Expectation
Recognize that there are other types of libraries, which may be organized differently from the school library media center
e.g., public library
IL.1.7.4
Student Learning Expectation
Utilize parts of a book to locate information for a specific purpose<ul><li>afterword</li><li>appendix</li><li>author</li><li>bibliography</li><li>copyright</li><li>dedication page</li><li>glossary</li><li>illustrator</li><li>index</li><li>physical features (e.g., back cover, front cover, spine)</li><li>preface</li><li>synopsis/blurb</li><li>table of contents</li><li>title</li><li>title page</li></ul>
IL.1.7.5
Student Learning Expectation
Utilize text features to locate information for a specific purpose
e.g., headings, bold print, illustrations, italics, electronic menus, icons, subheadings, diagrams, key words, sidebars, hyperlinks, captions, tabs, maps, photographs, boxed text, drop-down menus, charts, graphs, timelines, animations, interactive elements on Web pages, topic sentences
IL.1.7.6
Student Learning Expectation
Examine with guidance an academic inquiry approach for an informational need<ul><li>choose key words in tasks</li><li>develop questions</li><li>refine questions to clarify tasks</li></ul>
IL.1.7.7
Student Learning Expectation
Select and interpret various types of information on a topic using a variety of print/non-print/digital resources
e.g., atlases, audiobooks, books, databases, dictionaries, eBooks, encyclopedias, globes, maps, videos, websites, periodicals, thesauri, almanacs, photographs, charts, graphs, diagrams, timelines, animations, interactive elements, primary sources, secondary sources, paintings
IL.1.7.8
Student Learning Expectation
Recognize advanced search techniques
e.g., tabs, toolbars, keywords, filters
IL.1.7.9
Student Learning Expectation
Utilize sources of information outside the school library media center
e.g., people, public libraries, digital resources, museums, virtual tours, special libraries
IL.1.8.1
Student Learning Expectation
Utilize knowledge of school library media center organization to locate resources by referring to<ul><li>major sections (e.g., fiction, nonfiction, reference, digital resources, periodicals, special collections)</li><li>statement of responsibility (e.g., author, editor, illustrator)</li><li>Dewey Decimal Classification System</li></ul>
IL.1.8.2
Student Learning Expectation
Utilize Online Public Access Catalog (OPAC) to locate appropriate resources, with guidance<ul><li>advanced search strategies (e.g., author, title, subject, keyword, subtopic, cross-reference, Boolean operators, special features)</li></ul>
IL.1.8.3
Student Learning Expectation
Recognize that there are other types of libraries, which may be organized differently from the school library media center
e.g., public library
IL.1.8.4
Student Learning Expectation
Utilize parts of a book to locate information for a specific purpose<ul><li>afterword</li><li>appendix</li><li>author</li><li>bibliography</li><li>copyright</li><li>dedication page</li><li>glossary</li><li>illustrator</li><li>index</li><li>physical features (e.g., back cover, front cover, spine)</li><li>preface</li><li>synopsis/blurb</li><li>table of contents</li><li>title</li><li>title page</li></ul>
IL.1.8.5
Student Learning Expectation
Utilize text features to locate information for a specific purpose
e.g., headings, bold print, illustrations, italics, electronic menus, icons, subheadings, diagrams, key words, sidebars, hyperlinks, captions, tabs, maps, photographs, boxed text, drop-down menus, charts, graphs, timelines, animations, interactive elements on Web pages, topic sentences
IL.1.8.6
Student Learning Expectation
Examine with guidance an academic inquiry approach for an informational need<ul><li>choose key words in tasks</li><li>develop questions</li><li>refine questions to clarify tasks</li></ul>
IL.1.8.7
Student Learning Expectation
Select and interpret various types of information on a topic using a variety of print/non-print/digital resources
e.g., atlases, audiobooks, books, databases, dictionaries, eBooks, encyclopedias, globes, maps, videos, websites, periodicals, thesauri, almanacs, photographs, charts, graphs, diagrams, timelines, animations, interactive elements, primary sources, secondary sources, paintings
IL.1.8.8
Student Learning Expectation
Utilize advanced search techniques
e.g., tabs, toolbars, keywords, filters
IL.1.8.9
Student Learning Expectation
Utilize sources of information outside the school library media center
e.g., people, public libraries, digital resources, museums, virtual tours, special libraries
IL.1.9.1
Student Learning Expectation
Apply knowledge of library organization and arrangement in the school library media center to locate resources using<ul><li>Dewey Decimal Classification System</li><li>special collections (e.g., reference, Arkansas, local history, career, parent, college catalog, test preparation)</li></ul>
IL.1.9.2
Student Learning Expectation
Utilize Online Public Access Catalog (OPAC) to locate appropriate resources, with guidance<ul><li>advanced search strategies (e.g., author, title, subject, keyword, subtopic, cross-reference, Boolean operators, special features)</li></ul>
IL.1.9.3
Student Learning Expectation
Recognize other types of libraries, which are organized differently from the school library media center
e.g., academic libraries
IL.1.9.4
Student Learning Expectation
This SLE has been mastered in Grade 8; however, students will continue to use information from various parts of a book.
IL.1.9.5
Student Learning Expectation
Analyze information from a variety of texts to answer questions for a specific purpose
IL.1.9.6
Student Learning Expectation
Utilize with guidance an academic inquiry approach for an informational need<ul><li>choose key words in tasks</li><li>develop questions</li><li>refine questions to clarify tasks</li></ul>
IL.1.9.7
Student Learning Expectation
Utilize print/non-print/digital resources for a specific purpose
IL.1.9.8
Student Learning Expectation
Locate resources using advanced search techniques
e.g., keywords, Boolean operators, subjects, domains, other web environments
IL.1.9.9
Student Learning Expectation
Utilize sources of information outside the school library media center
e.g., people, public libraries, digital resources, museums, virtual tours, special libraries
IL.1.10.1
Student Learning Expectation
Apply knowledge of library organization and arrangement in the school library media center to locate resources using<ul><li>Dewey Decimal Classification System</li><li>special collections (e.g., reference, Arkansas, local history, career, parent, college catalog, test preparation)</li></ul>
IL.1.10.2
Student Learning Expectation
Utilize Online Public Access Catalog (OPAC) to locate appropriate resources, with guidance<ul><li>advanced search strategies (e.g., author, title, subject, keyword, subtopic, cross-reference, Boolean operators, special features)</li></ul>
IL.1.10.3
Student Learning Expectation
Recognize other types of libraries, which are organized differently from the school library media center
e.g., academic libraries
IL.1.10.4
Student Learning Expectation
This SLE has been mastered in Grade 8; however, students will continue to use information from various parts of a book.
IL.1.10.5
Student Learning Expectation
Analyze information from a variety of texts to answer questions for a specific purpose
IL.1.10.6
Student Learning Expectation
Utilize an academic inquiry approach for an informational need<ul><li>choose key words in tasks</li><li>develop questions</li><li>refine questions to clarify tasks</li></ul>
IL.1.10.7
Student Learning Expectation
Utilize print/non-print/digital resources for a specific purpose
IL.1.10.8
Student Learning Expectation
Locate resources using advanced search techniques
e.g., keywords, Boolean operators, subjects, domains, other web environments
IL.1.10.9
Student Learning Expectation
Utilize sources of information outside the school library media center
e.g., people, public libraries, digital resources, museums, virtual tours, special libraries
IL.1.11.1
Student Learning Expectation
Apply knowledge of library organization and arrangement in the school library media center to locate resources using<ul><li>Dewey Decimal Classification System</li><li>special collections (e.g., reference, Arkansas, local history, career, parent, college catalog, test preparation)</li></ul>
IL.1.11.2
Student Learning Expectation
Utilize Online Public Access Catalog (OPAC) to locate appropriate resources, with guidance<ul><li>advanced search strategies (e.g., author, title, subject, keyword, subtopic, cross-reference, Boolean operators, special features)</li></ul>
IL.1.11.3
Student Learning Expectation
Recognize the Library of Congress Classification System
IL.1.11.4
Student Learning Expectation
This SLE has been mastered in Grade 8; however, students will continue to use information from various parts of a book.
IL.1.11.5
Student Learning Expectation
Analyze information from a variety of texts to answer questions for a specific purpose
IL.1.11.6
Student Learning Expectation
Utilize an academic inquiry approach for an informational need<ul><li>choose key words in tasks</li><li>develop questions</li><li>refine questions to clarify tasks</li></ul>
IL.1.11.7
Student Learning Expectation
Utilize print/non-print/digital resources for a specific purpose
IL.1.11.8
Student Learning Expectation
Locate resources using advanced search techniques
e.g., keywords, Boolean operators, subjects, domains, other web environments
IL.1.11.9
Student Learning Expectation
Utilize sources of information outside the school library media center
e.g., people, public libraries, digital resources, museums, virtual tours, special libraries
IL.1.12.1
Student Learning Expectation
Apply knowledge of library organization and arrangement in the school library media center to locate resources using<ul><li>Dewey Decimal Classification System</li><li>special collections (e.g., reference, Arkansas, local history, career, parent, college catalog, test preparation)</li></ul>
IL.1.12.2
Student Learning Expectation
Utilize Online Public Access Catalog (OPAC) to locate appropriate resources, with guidance<ul><li>advanced search strategies (e.g., author, title, subject, keyword, subtopic, cross-reference, Boolean operators, special features)</li></ul>
IL.1.12.3
Student Learning Expectation
Recognize the Library of Congress Classification System
IL.1.12.4
Student Learning Expectation
This SLE has been mastered in Grade 8; however, students will continue to use information from various parts of a book.
IL.1.12.5
Student Learning Expectation
Analyze information from a variety of texts to answer questions for a specific purpose
IL.1.12.6
Student Learning Expectation
Utilize an academic inquiry approach for an informational need<ul><li>choose key words in tasks</li><li>develop questions</li><li>refine questions to clarify tasks</li></ul>
IL.1.12.7
Student Learning Expectation
Utilize print/non-print/digital resources for a specific purpose
IL.1.12.8
Student Learning Expectation
Locate resources using advanced search techniques
e.g., keywords, Boolean operators, subjects, domains, other web environments
IL.1.12.9
Student Learning Expectation
Utilize sources of information outside the school library media center
e.g., people, public libraries, digital resources, museums, virtual tours, special libraries
2:
Content Standard
Students will apply critical thinking skills and organize information to obtain knowledge.
Organize
IL.2.K.1
Student Learning Expectation
Identify with guidance organizational strategies for gathering information
e.g., graphic organizers, digital tools
IL.2.K.2
Student Learning Expectation
Manage with guidance information from a variety of resources
e.g., sort, classify, sequence
IL.2.1.1
Student Learning Expectation
Identify with guidance organizational strategies for gathering information
e.g., graphic organizers, digital tools
IL.2.1.2
Student Learning Expectation
Manage with guidance information from a variety of resources
e.g., sort, classify, sequence
IL.2.2.1
Student Learning Expectation
Identify with guidance organizational strategies for gathering information
e.g., graphic organizers, digital tools
IL.2.2.2
Student Learning Expectation
Manage with guidance information from a variety of resources
e.g., order, group/categorize, outline, notes
IL.2.3.1
Student Learning Expectation
Identify organizational strategies for gathering information
e.g., graphic organizers, digital tools
IL.2.3.2
Student Learning Expectation
Manage with guidance information from a variety of resources
e.g., order, group/categorize, outline, notes
IL.2.4.1
Student Learning Expectation
Identify organizational strategies for gathering information
e.g., graphic organizers, digital tools
IL.2.4.2
Student Learning Expectation
Manage information from a variety of resources
e.g., order, group/categorize, outline, notes
IL.2.5.1
Student Learning Expectation
Identify organizational strategies for gathering information
e.g., graphic organizers, digital tools
IL.2.5.2
Student Learning Expectation
Manage information from a variety of resources
e.g., order, group/categorize, outline, notes
IL.2.6.1
Student Learning Expectation
Apply organizational strategies to record information using available resources
e.g., graphic organizers, digital tools, notecards, note taking, summarizing, paraphrasing
IL.2.6.2
Student Learning Expectation
Manage information from a variety of resources
e.g., order, group/categorize, outline, notes
IL.2.7.1
Student Learning Expectation
Apply organizational strategies to record information using available resources
e.g., graphic organizers, digital tools, notecards, note taking, summarizing, paraphrasing
IL.2.7.2
Student Learning Expectation
Manage and prioritize information from a wide variety of resources based on relevance and credibility
IL.2.8.1
Student Learning Expectation
Apply and refine organizational strategies to record information using available resources
e.g., graphic organizers, digital tools, notecards, note taking, summarizing, paraphrasing
IL.2.8.2
Student Learning Expectation
Manage and prioritize information from a wide variety of resources based on relevance and credibility
IL.2.9.1
Student Learning Expectation
Utilize with guidance organizational strategies to record information using available resources
e.g., graphic organizers, digital tools, notecards, note taking, summarizing, paraphrasing
IL.2.9.2
Student Learning Expectation
Examine with guidance information
IL.2.10.1
Student Learning Expectation
Utilize with guidance organizational strategies to record information using available resources
e.g., graphic organizers, digital tools, notecards, note taking, summarizing, paraphrasing
IL.2.10.2
Student Learning Expectation
Examine with guidance information
IL.2.11.1
Student Learning Expectation
Utilize organizational strategies to record information using available resources
e.g., graphic organizers, digital tools, notecards, note taking, summarizing, paraphrasing
IL.2.11.2
Student Learning Expectation
Examine information independently
IL.2.12.1
Student Learning Expectation
Utilize organizational strategies to record information using available resources
e.g., graphic organizers, digital tools, notecards, note taking, summarizing, paraphrasing
IL.2.12.2
Student Learning Expectation
Examine information independently
3:
Content Standard
Students will evaluate resources for appropriateness of information.
Evaluate
IL.3.K.1
Student Learning Expectation
Draw with guidance conclusions about a completed task
IL.3.K.2
Student Learning Expectation
Recognize with guidance appropriateness of resources
IL.3.K.3
Student Learning Expectation
Recognize information as fact or opinion
IL.3.K.4
Student Learning Expectation
This SLE begins in Grade 5.
IL.3.1.1
Student Learning Expectation
Draw with guidance conclusions about a completed task
IL.3.1.2
Student Learning Expectation
Utilize with guidance appropriate resources
IL.3.1.3
Student Learning Expectation
Recognize information as fact or opinion
IL.3.1.4
Student Learning Expectation
This SLE begins in Grade 5.
IL.3.2.1
Student Learning Expectation
Critique with guidance a completed task
IL.3.2.2
Student Learning Expectation
Select with guidance appropriate resources for a task
IL.3.2.3
Student Learning Expectation
Recognize information as fact, opinion, and for point of view
IL.3.2.4
Student Learning Expectation
This SLE begins in Grade 5.
IL.3.3.1
Student Learning Expectation
Critique with guidance a completed task
IL.3.3.2
Student Learning Expectation
Select with guidance appropriate resources using established criteria
e.g., usefulness, relevance, clarity of organization, currency, validity, authority
IL.3.3.3
Student Learning Expectation
Examine information as fact, opinion, and for point of view
IL.3.3.4
Student Learning Expectation
This SLE begins in Grade 5.
IL.3.4.1
Student Learning Expectation
Critique and revise a completed task
IL.3.4.2
Student Learning Expectation
Select with guidance appropriate resources using established criteria
e.g., usefulness, relevance, clarity of organization, currency, validity, authority, domains
IL.3.4.3
Student Learning Expectation
Examine information as fact, opinion, and for point of view and bias
IL.3.4.4
Student Learning Expectation
This SLE begins in Grade 5.
IL.3.5.1
Student Learning Expectation
Critique and revise a completed task
IL.3.5.2
Student Learning Expectation
Select appropriate resources using established criteria
e.g., usefulness, relevance, clarity of organization, currency, validity, authority, domains, scope
IL.3.5.3
Student Learning Expectation
Examine information as fact, opinion, and for point of view and bias
IL.3.5.4
Student Learning Expectation
Identify with guidance attributes of a primary source and a secondary source
IL.3.6.1
Student Learning Expectation
Critique and revise a completed task using established criteria, with guidance
IL.3.6.2
Student Learning Expectation
Select appropriate information resources using established criteria
e.g., usefulness, relevance, clarity of organization, currency, validity, authority, domains, scope, bias, readability, accuracy
IL.3.6.3
Student Learning Expectation
This SLE has been mastered in Grade 5; however, students will continue to analyze resources for fact, opinion, and for point of view and bias in curriculum content tasks.
IL.3.6.4
Student Learning Expectation
Identify attributes of a primary source and a secondary source
IL.3.7.1
Student Learning Expectation
Critique and revise a completed task using established criteria, with guidance
IL.3.7.2
Student Learning Expectation
Select appropriate information resources using established criteria
e.g., usefulness, relevance, clarity of organization, currency, validity, authority, domains, scope, bias, readability, accuracy
IL.3.7.3
Student Learning Expectation
This SLE has been mastered in Grade 5; however, students will continue to analyze resources for fact, opinion, and for point of view and bias in curriculum content tasks.
IL.3.7.4
Student Learning Expectation
Explain attributes of a primary source and a secondary source
IL.3.8.1
Student Learning Expectation
Critique and revise a completed task using established criteria, with guidance
IL.3.8.2
Student Learning Expectation
Select appropriate information resources using established criteria
e.g., usefulness, relevance, clarity of organization, currency, validity, authority, domains, scope, bias, readability, accuracy, propaganda
IL.3.8.3
Student Learning Expectation
This SLE has been mastered in Grade 5; however, students will continue to analyze resources for fact, opinion, and for point of view and bias in curriculum content tasks.
IL.3.8.4
Student Learning Expectation
Explain differences between a primary source and a secondary source
IL.3.9.1
Student Learning Expectation
Critique and revise a completed task using established criteria
IL.3.9.2
Student Learning Expectation
Select appropriate information resources using established criteria
e.g., usefulness, relevance, clarity of organization, currency, validity, authority, domains, scope, bias, readability, accuracy, propaganda
IL.3.9.3
Student Learning Expectation
This SLE has been mastered in Grade 5; however, students will continue to analyze resources for fact, opinion, and for point of view and bias in curriculum content tasks.
IL.3.9.4
Student Learning Expectation
Differentiate between the appropriate use of primary sources and/or secondary sources for a specific task
IL.3.10.1
Student Learning Expectation
Critique and revise a completed task using established criteria
IL.3.10.2
Student Learning Expectation
Select appropriate information resources using established criteria
e.g., usefulness, relevance, clarity of organization, currency, validity, authority, domains, scope, bias, readability, accuracy, propaganda
IL.3.10.3
Student Learning Expectation
This SLE has been mastered in Grade 5; however, students will continue to analyze resources for fact, opinion, and for point of view and bias in curriculum content tasks.
IL.3.10.4
Student Learning Expectation
Differentiate between the appropriate use of primary sources and/or secondary sources for a specific task
IL.3.11.1
Student Learning Expectation
Critique and revise a completed task using established criteria
IL.3.11.2
Student Learning Expectation
Select appropriate information resources using established criteria
e.g., usefulness, relevance, clarity of organization, currency, validity, authority, domains, scope, bias, readability, accuracy, propaganda
IL.3.11.3
Student Learning Expectation
This SLE has been mastered in Grade 5; however, students will continue to analyze resources for fact, opinion, and for point of view and bias in curriculum content tasks.
IL.3.11.4
Student Learning Expectation
Analyze primary sources and secondary sources across the disciplines
IL.3.12.1
Student Learning Expectation
Critique and revise a completed task using established criteria
IL.3.12.2
Student Learning Expectation
Select appropriate information resources using established criteria
e.g., usefulness, relevance, clarity of organization, currency, validity, authority, domains, scope, bias, readability, accuracy, propaganda
IL.3.12.3
Student Learning Expectation
This SLE has been mastered in Grade 5; however, students will continue to analyze resources for fact, opinion, and for point of view and bias in curriculum content tasks.
IL.3.12.4
Student Learning Expectation
Analyze primary sources and secondary sources across the disciplines
Strand
Social Responsibility
4:
Content Standard
Students will participate ethically, responsibly, and safely while obtaining and generating information.
Participate Ethically
SR.4.K.1
Student Learning Expectation
Demonstrate knowledge of library policies and procedures in the school library media center
SR.4.K.2
Student Learning Expectation
Recognize attributes of digital citizenship
e.g., cyberbullying, personal information, reporting inappropriate communication, Acceptable Use Policy [AUP]
SR.4.K.3
Student Learning Expectation
Recognize copyright laws
e.g., © symbol, plagiarism
SR.4.K.4
Student Learning Expectation
Recognize resources used to gather information
SR.4.1.1
Student Learning Expectation
Demonstrate knowledge of library policies and procedures in the school library media center
SR.4.1.2
Student Learning Expectation
Recognize attributes of digital citizenship
e.g., cyberbullying, personal information, reporting inappropriate communication, Acceptable Use Policy [AUP]
SR.4.1.3
Student Learning Expectation
Recognize copyright laws
e.g., © symbol, plagiarism, copyrighted works
SR.4.1.4
Student Learning Expectation
Recognize resources used to gather information
SR.4.2.1
Student Learning Expectation
Demonstrate knowledge of library policies and procedures in the school library media center
SR.4.2.2
Student Learning Expectation
Identify attributes of digital citizenship
e.g., cyberbullying, personal information, reporting inappropriate communication, Acceptable Use Policy [AUP], posting, global awareness
SR.4.2.3
Student Learning Expectation
Recognize copyright laws
e.g., © symbol, plagiarism, copyrighted works
SR.4.2.4
Student Learning Expectation
Identify and name resources used to gather information
SR.4.3.1
Student Learning Expectation
Demonstrate knowledge of library policies and procedures in the school library media center
SR.4.3.2
Student Learning Expectation
Identify attributes of digital citizenship
e.g., cyberbullying, personal information, reporting inappropriate communication, Acceptable Use Policy [AUP], posting, global awareness, terms of usage, engaging in social media
SR.4.3.3
Student Learning Expectation
Demonstrate knowledge of copyright laws
e.g., © symbol, plagiarism, copyrighted works
SR.4.3.4
Student Learning Expectation
Identify and name resources used to gather information
SR.4.4.1
Student Learning Expectation
Recognize the need for Acceptable Use Policy (AUP) and demonstrate knowledge of library policies and procedures in the school library media center
SR.4.4.2
Student Learning Expectation
Demonstrate knowledge of digital citizenship
e.g., cyberbullying, personal information, reporting inappropriate communication, AUP, posting, global awareness, terms of usage, engaging in social media
SR.4.4.3
Student Learning Expectation
Demonstrate knowledge of copyright laws
e.g., © symbol, plagiarism, copyrighted works, intellectual property rights, Creative Commons
SR.4.4.4
Student Learning Expectation
Cite with guidance resources used to gather information
e.g., author, title, copyright date
SR.4.5.1
Student Learning Expectation
Recognize the need for Acceptable Use Policy (AUP) and demonstrate knowledge of library policies and procedures in the school library media center
SR.4.5.2
Student Learning Expectation
Demonstrate knowledge of digital citizenship
e.g., cyberbullying, personal information, reporting inappropriate communication, AUP, posting, global awareness, terms of usage, engaging in social media
SR.4.5.3
Student Learning Expectation
Demonstrate knowledge of copyright laws
e.g., © symbol, plagiarism, copyrighted works, intellectual property rights, Creative Commons
SR.4.5.4
Student Learning Expectation
Cite resources used to gather information in bibliographic form
e.g., author, title, copyright date
SR.4.6.1
Student Learning Expectation
Demonstrate understanding of Acceptable Use Policy (AUP) and library policies and procedures in the school library media center
SR.4.6.2
Student Learning Expectation
Demonstrate knowledge of digital citizenship
e.g., cyberbullying, personal information, reporting inappropriate communication, AUP, posting, global awareness, terms of usage, engaging in social media
SR.4.6.3
Student Learning Expectation
Respect and follow copyright laws when compiling information
e.g., © symbol, plagiarism, copyrighted works, intellectual property rights, Creative Commons
SR.4.6.4
Student Learning Expectation
Create citations and bibliographies using a standard format for all resources, with guidance
SR.4.7.1
Student Learning Expectation
Demonstrate understanding of Acceptable Use Policy (AUP) and library policies and procedures in the school library media center
SR.4.7.2
Student Learning Expectation
Demonstrate knowledge of digital citizenship
e.g., cyberbullying, personal information, reporting inappropriate communication, AUP, posting, global awareness, terms of usage, engaging in social media
SR.4.7.3
Student Learning Expectation
Respect and follow copyright laws when compiling information
e.g., © symbol, plagiarism, copyrighted works, intellectual property rights, Creative Commons, fair use guidelines
SR.4.7.4
Student Learning Expectation
Create citations and bibliographies using a standard format for all resources, with guidance
SR.4.8.1
Student Learning Expectation
Demonstrate understanding of Acceptable Use Policy (AUP) and library policies and procedures in the school library media center
SR.4.8.2
Student Learning Expectation
Demonstrate knowledge of digital citizenship
e.g., cyberbullying, personal information, reporting inappropriate communication, AUP, posting, global awareness, terms of usage, engaging in social media
SR.4.8.3
Student Learning Expectation
Respect and follow copyright laws when compiling information
e.g., © symbol, plagiarism, copyrighted works, intellectual property rights, Creative Commons, fair use guidelines
SR.4.8.4
Student Learning Expectation
Create citations and bibliographies using a standard format for all resources, with guidance
SR.4.9.1
Student Learning Expectation
Demonstrate understanding of Acceptable Use Policy (AUP) and library policies and procedures in the school library media center
SR.4.9.2
Student Learning Expectation
Practice digital citizenship
e.g., cyberbullying, personal information, reporting inappropriate communication, AUP, posting, global awareness, terms of usage, engaging in social media
SR.4.9.3
Student Learning Expectation
Follow copyright laws when compiling and creating information
e.g., © symbol, plagiarism, copyrighted works, intellectual property rights, Creative Commons, fair use guidelines
SR.4.9.4
Student Learning Expectation
Demonstrate with guidance proper in-text citations, works cited, and bibliographies
e.g., Modern Language Association [MLA], American Psychological Association [APA], Chicago Manual of Style, Turabian Citation Guide
SR.4.10.1
Student Learning Expectation
Demonstrate understanding of Acceptable Use Policy (AUP) and library policies and procedures in the school library media center
SR.4.10.2
Student Learning Expectation
Practice digital citizenship
e.g., cyberbullying, personal information, reporting inappropriate communication, AUP, posting, global awareness, terms of usage, engaging in social media
SR.4.10.3
Student Learning Expectation
Follow copyright laws when compiling and creating information
e.g., © symbol, plagiarism, copyrighted works, intellectual property rights, Creative Commons, fair use guidelines
SR.4.10.4
Student Learning Expectation
Demonstrate with guidance proper in-text citations, works cited, and bibliographies
e.g., Modern Language Association [MLA], American Psychological Association [APA], Chicago Manual of Style, Turabian Citation Guide
SR.4.11.1
Student Learning Expectation
Demonstrate understanding of Acceptable Use Policy (AUP) and library policies and procedures in the school library media center
SR.4.11.2
Student Learning Expectation
Practice digital citizenship
e.g., cyberbullying, personal information, reporting inappropriate communication, AUP, posting, global awareness, terms of usage, engaging in social media
SR.4.11.3
Student Learning Expectation
Follow copyright laws when compiling and creating information
e.g., © symbol, plagiarism, copyrighted works, intellectual property rights, Creative Commons, fair use guidelines
SR.4.11.4
Student Learning Expectation
Demonstrate proper in-text citations, works cited, and bibliographies
e.g., Modern Language Association [MLA], American Psychological Association [APA], Chicago Manual of Style, Turabian Citation Guide
SR.4.12.1
Student Learning Expectation
Demonstrate understanding of Acceptable Use Policy (AUP) and library policies and procedures in the school library media center
SR.4.12.2
Student Learning Expectation
Practice digital citizenship
e.g., cyberbullying, personal information, reporting inappropriate communication, AUP, posting, global awareness, terms of usage, engaging in social media
SR.4.12.3
Student Learning Expectation
Follow copyright laws when compiling and creating information
e.g., © symbol, plagiarism, copyrighted works, intellectual property rights, Creative Commons, fair use guidelines
SR.4.12.4
Student Learning Expectation
Demonstrate proper in-text citations, works cited, and bibliographies
e.g., Modern Language Association [MLA], American Psychological Association [APA], Chicago Manual of Style, Turabian Citation Guide
5:
Content Standard
Students will exchange information and ideas effectively and work cooperatively to pursue a goal.
Communicate and Collaborate
SR.5.K.1
Student Learning Expectation
Identify interpersonal skills when communicating formally and informally
e.g., listen attentively, respond respectfully
SR.5.K.2
Student Learning Expectation
Share information clearly using a variety of formats
SR.5.K.3
Student Learning Expectation
Work with others to gather and share resources, information, and ideas
SR.5.K.4
Student Learning Expectation
Identify and utilize with guidance the collaborative process effectively and efficiently
SR.5.1.1
Student Learning Expectation
Identify interpersonal skills when communicating formally and informally
e.g., listen attentively, respond respectfully
SR.5.1.2
Student Learning Expectation
Share information clearly using a variety of formats
SR.5.1.3
Student Learning Expectation
Work with others to gather and share resources, information, and ideas
SR.5.1.4
Student Learning Expectation
Identify and utilize with guidance the collaborative process effectively and efficiently
SR.5.2.1
Student Learning Expectation
Identify interpersonal skills when communicating formally and informally
e.g., listen attentively, respond respectfully, seek a variety of viewpoints
SR.5.2.2
Student Learning Expectation
Share information clearly using a variety of formats
SR.5.2.3
Student Learning Expectation
Work with others to gather and share resources, information, and ideas
SR.5.2.4
Student Learning Expectation
Identify and utilize with guidance the collaborative process effectively and efficiently
SR.5.3.1
Student Learning Expectation
Demonstrate interpersonal skills when communicating formally and informally
e.g., listen attentively, respond respectfully, seek a variety of viewpoints
SR.5.3.2
Student Learning Expectation
Convey information clearly using a variety of formats
SR.5.3.3
Student Learning Expectation
Work with others to identify a mutual goal and contribute to the achievement of that goal
SR.5.3.4
Student Learning Expectation
Utilize with guidance the collaborative process effectively and efficiently
SR.5.4.1
Student Learning Expectation
Demonstrate interpersonal skills when communicating formally and informally
e.g., listen attentively, respond respectfully, seek a variety of viewpoints
SR.5.4.2
Student Learning Expectation
Convey information clearly using a variety of formats
SR.5.4.3
Student Learning Expectation
Work with others to identify a mutual goal and contribute to the achievement of that goal
SR.5.4.4
Student Learning Expectation
Utilize the collaborative process effectively and efficiently
SR.5.5.1
Student Learning Expectation
Demonstrate interpersonal skills when communicating formally and informally
e.g., listen attentively, respond respectfully, seek a variety of viewpoints
SR.5.5.2
Student Learning Expectation
Interpret and convey information clearly using a variety of formats
SR.5.5.3
Student Learning Expectation
Work with others to identify a mutual goal and contribute to the achievement of that goal
SR.5.5.4
Student Learning Expectation
Utilize the collaborative process effectively and efficiently
SR.5.6.1
Student Learning Expectation
Employ interpersonal skills when communicating formally and informally
e.g., listen attentively, respond respectfully, seek a variety of viewpoints
SR.5.6.2
Student Learning Expectation
Interpret and convey information clearly using a variety of formats
SR.5.6.3
Student Learning Expectation
Work with others to create a mutual goal and contribute to the achievement of that goal
SR.5.6.4
Student Learning Expectation
Utilize the collaborative process effectively and efficiently
SR.5.7.1
Student Learning Expectation
Employ interpersonal skills when communicating formally and informally
e.g., listen attentively, respond respectfully, seek a variety of viewpoints
SR.5.7.2
Student Learning Expectation
Analyze and convey information clearly using a variety of formats
SR.5.7.3
Student Learning Expectation
Interact and collaborate with peers, experts and others employing a variety of digital environments and media to gather and share resources, information, and ideas
SR.5.7.4
Student Learning Expectation
Utilize the collaborative process effectively and efficiently
SR.5.8.1
Student Learning Expectation
Employ interpersonal skills when communicating formally and informally
e.g., listen attentively, respond respectfully, seek a variety of viewpoints
SR.5.8.2
Student Learning Expectation
Analyze and convey information clearly using a variety of formats
SR.5.8.3
Student Learning Expectation
Interact and collaborate with peers, experts and others employing a variety of digital environments and media to gather and share resources, information, and ideas
SR.5.8.4
Student Learning Expectation
Utilize the collaborative process effectively and efficiently
SR.5.9.1
Student Learning Expectation
Employ interpersonal skills when expressing a variety of creative ideas
e.g., design, invent, compose, construct
SR.5.9.2
Student Learning Expectation
Convey information clearly, concisely, and logically to different audiences
SR.5.9.3
Student Learning Expectation
Work respectfully with diverse teams to gather and share resources, information, and ideas both locally and remotely
e.g., peers, experts, others
SR.5.9.4
Student Learning Expectation
Assume responsibility for the integration of resources and ideas from all group members into the collaborative process
SR.5.10.1
Student Learning Expectation
Employ interpersonal skills when expressing a variety of creative ideas
e.g., design, invent, compose, construct
SR.5.10.2
Student Learning Expectation
Convey information clearly, concisely, and logically to different audiences
SR.5.10.3
Student Learning Expectation
Work respectfully with diverse teams to gather and share resources, information, and ideas both locally and remotely
e.g., peers, experts, others
SR.5.10.4
Student Learning Expectation
Assume responsibility for the integration of resources and ideas from all group members into the collaborative process
SR.5.11.1
Student Learning Expectation
Employ interpersonal skills when expressing a variety of creative ideas
e.g., design, invent, compose, construct
SR.5.11.2
Student Learning Expectation
Convey information clearly, concisely, and logically to different audiences
SR.5.11.3
Student Learning Expectation
Work respectfully with diverse teams to gather and share resources, information, and ideas both locally and remotely
e.g., peers, experts, others
SR.5.11.4
Student Learning Expectation
Assume responsibility for the collaborative process
SR.5.12.1
Student Learning Expectation
Employ interpersonal skills when expressing a variety of creative ideas
e.g., design, invent, compose, construct
SR.5.12.2
Student Learning Expectation
Convey information clearly, concisely, and logically to different audiences
SR.5.12.3
Student Learning Expectation
Work respectfully with diverse teams to gather and share resources, information, and ideas both locally and remotely
e.g., peers, experts, others
SR.5.12.4
Student Learning Expectation
Assume responsibility for the collaborative process
Strand
Personal Growth
6:
Content Standard
Students will pursue opportunities for individual growth and lifelong learning through reading a variety of formats.
Read
PG.6.K.1
Student Learning Expectation
Read for pleasure and personal learning
PG.6.K.2
Student Learning Expectation
Recognize and read from or listen to a variety of increasingly complex<ul><li>informational texts</li><li>literary texts</li><li>multicultural texts</li></ul>
PG.6.K.3
Student Learning Expectation
Utilize reading strategies to comprehend information
e.g., predicting, retelling, drawing conclusions, cause and effect, sequencing, main idea, visualizing, questioning, close reading
PG.6.K.4
Student Learning Expectation
Discuss with guidance story elements
e.g., character, setting, plot, problem/solution, major events
PG.6.K.5
Student Learning Expectation
Discuss with guidance author's purpose PG.6.K.6 Recognize that award-winning literary works have met certain criteria
e.g., Arkansas Diamond, Caldecott, Coretta Scott King, Pura Belpre
PG.6.1.1
Student Learning Expectation
Read for pleasure and personal learning
PG.6.1.2
Student Learning Expectation
Recognize and read from or listen to a variety of increasingly complex<ul><li>informational texts</li><li>literary texts</li><li>multicultural texts</li></ul>
PG.6.1.3
Student Learning Expectation
Utilize reading strategies to comprehend information
e.g., predicting, retelling, drawing conclusions, cause and effect, sequencing, main idea, visualizing, questioning, close reading
PG.6.1.4
Student Learning Expectation
Discuss story elements
e.g., character, setting, plot, problem/solution, major events
PG.6.1.5
Student Learning Expectation
Identify author's purpose
PG.6.1.6
Student Learning Expectation
Recognize that award-winning literary works have met certain criteria
e.g., Arkansas Diamond, Caldecott, Coretta Scott King, Pura Belpre
PG.6.2.1
Student Learning Expectation
Read for pleasure and personal learning
PG.6.2.2
Student Learning Expectation
Recognize and read from or listen to a variety of increasingly complex<ul><li>informational texts</li><li>literary texts</li><li>multicultural texts</li></ul>
PG.6.2.3
Student Learning Expectation
Utilize reading strategies to comprehend information
e.g., predicting, retelling, drawing conclusions, cause and effect, sequencing, main idea, visualizing, questioning, close reading, literary devices
PG.6.2.4
Student Learning Expectation
Identify story elements
e.g., character, setting, plot, problem/solution, major events
PG.6.2.5
Student Learning Expectation
Explain author's purpose
PG.6.2.6
Student Learning Expectation
Recognize that award-winning literary works have met certain criteria
e.g., Arkansas Diamond, Caldecott, Coretta Scott King, Pura Belpre
PG.6.3.1
Student Learning Expectation
Read for pleasure and personal learning
PG.6.3.2
Student Learning Expectation
Recognize and read from or listen to a variety of increasingly complex<ul><li>informational texts</li><li>literary texts</li><li>multicultural texts</li></ul>
PG.6.3.3
Student Learning Expectation
Utilize reading strategies to comprehend information
e.g., predicting, retelling, drawing conclusions, cause and effect, sequencing, main idea, visualizing, questioning, close reading, literary devices
PG.6.3.4
Student Learning Expectation
Describe story elements
e.g., character, setting, plot, problem/solution, compare/contrast, point of view
PG.6.3.5
Student Learning Expectation
Examine author's purpose
PG.6.3.6
Student Learning Expectation
Recognize that award-winning literary works have met certain criteria
e.g., Arkansas Diamond, Caldecott, Coretta Scott King, Pura Belpre
PG.6.4.1
Student Learning Expectation
Read for pleasure and personal learning
PG.6.4.2
Student Learning Expectation
Recognize and read from or listen to a variety of increasingly complex<ul><li>informational texts</li><li>literary texts</li><li>multicultural texts</li></ul>
PG.6.4.3
Student Learning Expectation
Utilize reading strategies to comprehend information
e.g., predicting, retelling, drawing conclusions, cause and effect, sequencing, main idea, visualizing, questioning, close reading, literary devices
PG.6.4.4
Student Learning Expectation
Interpret story elements
e.g., character, setting, plot, problem/solution, compare/contrast, point of view
PG.6.4.5
Student Learning Expectation
Examine author's purpose
PG.6.4.6
Student Learning Expectation
Recognize that award-winning literary works have met certain criteria
e.g., Arkansas Diamond, Caldecott, Coretta Scott King, Pura Belpre, Charlie May Simon
PG.6.5.1
Student Learning Expectation
Read for pleasure and personal learning
PG.6.5.2
Student Learning Expectation
Recognize and read from or listen to a variety of increasingly complex<ul><li>informational texts</li><li>literary texts</li><li>multicultural texts</li></ul>
PG.6.5.3
Student Learning Expectation
Utilize reading strategies to comprehend information
e.g., predicting, retelling, drawing conclusions, cause and effect, sequencing, main idea, visualizing, questioning, close reading, literary devices
PG.6.5.4
Student Learning Expectation
Evaluate story elements
e.g., character, setting, plot, problem/solution, compare/contrast, point of view
PG.6.5.5
Student Learning Expectation
Examine author's purpose
PG.6.5.6
Student Learning Expectation
Recognize that award-winning literary works have met certain criteria
e.g., Arkansas Diamond, Caldecott, Coretta Scott King, Pura Belpre, Charlie May Simon, Newbery
PG.6.6.1
Student Learning Expectation
Read for pleasure and personal learning
PG.6.6.2
Student Learning Expectation
Read from or listen to a variety of increasingly complex<ul><li>informational texts</li><li>literary texts</li><li>multicultural texts</li></ul>
PG.6.6.3
Student Learning Expectation
Utilize reading strategies to interpret language and discuss how authors use literary devices
PG.6.6.4
Student Learning Expectation
This SLE has been mastered in Grade 5; however, students will continue to evaluate story elements.
PG.6.6.5
Student Learning Expectation
This SLE has been mastered in Grade 5; however, students will continue to examine author's purpose.
PG.6.6.6
Student Learning Expectation
This SLE has been mastered in Grade 5; however, students will continue reading for comprehension and/or for exploration of award winning authors.
e.g., Caldecott, Coretta Scott King, Pura Belpre, Charlie May Simon, Newbery
PG.6.7.1
Student Learning Expectation
Read for pleasure and personal learning
PG.6.7.2
Student Learning Expectation
Read from or listen to a variety of increasingly complex<ul><li>informational texts</li><li>literary texts</li><li>multicultural texts</li></ul>
PG.6.7.3
Student Learning Expectation
Utilize reading strategies to interpret language and discuss how authors use literary devices
PG.6.7.4
Student Learning Expectation
This SLE has been mastered in Grade 5; however, students will continue to evaluate story elements.
PG.6.7.5
Student Learning Expectation
This SLE has been mastered in Grade 5; however, students will continue to examine author's purpose.
PG.6.7.6
Student Learning Expectation
This SLE has been mastered in Grade 5; however, students will continue reading for comprehension and/or for exploration of award winning authors.
e.g. Caldecott, Coretta Scott King, Pura Belpre, Newbery, Arkansas Teen Book Award
PG.6.8.1
Student Learning Expectation
Read for pleasure and personal learning
PG.6.8.2
Student Learning Expectation
Read from or listen to a variety of increasingly complex<ul><li>informational texts</li><li>literary texts</li><li>multicultural texts</li></ul>
PG.6.8.3
Student Learning Expectation
Utilize reading strategies to interpret language and discuss how authors use literary devices
PG.6.8.4
Student Learning Expectation
This SLE has been mastered in Grade 5; however, students will continue to evaluate story elements.
PG.6.8.5
Student Learning Expectation
This SLE has been mastered in Grade 5; however, students will continue to examine author's purpose.
PG.6.8.6
Student Learning Expectation
This SLE has been mastered in Grade 5; however, students will continue reading for comprehension and/or for exploration of award winning authors.
e.g. Caldecott, Coretta Scott King, Pura Belpre, Newbery, Arkansas Teen Book Award
PG.6.9.1
Student Learning Expectation
Read for pleasure and personal learning
PG.6.9.2
Student Learning Expectation
Read from or listen to a variety of increasingly complex<ul><li>informational texts</li><li>literary texts</li><li>multicultural texts</li></ul>
PG.6.9.3
Student Learning Expectation
Utilize reading strategies to interpret language and discuss how authors use literary devices
PG.6.9.4
Student Learning Expectation
This SLE has been mastered in Grade 5; however, students will continue to evaluate story elements.
PG.6.9.5
Student Learning Expectation
This SLE has been mastered in Grade 5; however, students will continue to examine author's purpose.
PG.6.9.6
Student Learning Expectation
This SLE has been mastered in Grade 5; however, students will continue reading for comprehension and/or for exploration of award winning authors.
e.g., Caldecott, Coretta Scott King, Pura Belpre, Arkansas Teen Book Award, Printz
PG.6.10.1
Student Learning Expectation
Read for pleasure and personal learning
PG.6.10.2
Student Learning Expectation
Read from or listen to a variety of increasingly complex<ul><li>informational texts</li><li>literary texts</li><li>multicultural texts</li></ul>
PG.6.10.3
Student Learning Expectation
Utilize reading strategies to interpret language and discuss how authors use literary devices
PG.6.10.4
Student Learning Expectation
This SLE has been mastered in Grade 5; however, students will continue to evaluate story elements.
PG.6.10.5
Student Learning Expectation
This SLE has been mastered in Grade 5; however, students will continue to examine author's purpose.
PG.6.10.6
Student Learning Expectation
This SLE has been mastered in Grade 5; however, students will continue reading for comprehension and/or for exploration of award winning authors.
e.g., Caldecott, Coretta Scott King, Pura Belpre, Arkansas Teen Book Award, Printz
PG.6.11.1
Student Learning Expectation
Read for pleasure and personal learning
PG.6.11.2
Student Learning Expectation
Read from or listen to a variety of increasingly complex<ul><li>informational texts</li><li>literary texts</li><li>multicultural texts</li></ul>
PG.6.11.3
Student Learning Expectation
Utilize reading strategies to interpret language and discuss how authors use literary devices
PG.6.11.4
Student Learning Expectation
This SLE has been mastered in Grade 5; however, students will continue to evaluate story elements.
PG.6.11.5
Student Learning Expectation
This SLE has been mastered in Grade 5; however, students will continue to examine author's purpose.
PG.6.11.6
Student Learning Expectation
This SLE has been mastered in Grade 5; however, students will continue reading for comprehension and/or for exploration of award winning authors.
e.g., Caldecott, Coretta Scott King, Pura Belpre, Arkansas Teen Book Award, Printz
PG.6.12.1
Student Learning Expectation
Read for pleasure and personal learning
PG.6.12.2
Student Learning Expectation
Read from or listen to a variety of increasingly complex<ul><li>informational texts</li><li>literary texts</li><li>multicultural texts</li></ul>
PG.6.12.3
Student Learning Expectation
Utilize reading strategies to interpret language and discuss how authors use literary devices
PG.6.12.4
Student Learning Expectation
This SLE has been mastered in Grade 5; however, students will continue to evaluate story elements.
PG.6.12.5
Student Learning Expectation
This SLE has been mastered in Grade 5; however, students will continue to examine author's purpose.
PG.6.12.6
Student Learning Expectation
This SLE has been mastered in Grade 5; however, students will continue reading for comprehension and/or for exploration of award winning authors.
e.g., Caldecott, Coretta Scott King, Pura Belpre, Arkansas Teen Book Award, Printz
7:
Content Standard
Students will make connections to the academic environment and the real world.
Connect
PG.7.K.1
Student Learning Expectation
Discuss new understandings collaboratively
PG.7.K.2
Student Learning Expectation
Apply information literacy skills to meet individual needs
PG.7.1.1
Student Learning Expectation
Discuss new understandings collaboratively
PG.7.1.2
Student Learning Expectation
Apply information literacy skills to meet individual needs and enrich lifelong learning
PG.7.2.1
Student Learning Expectation
Discuss new understandings collaboratively
PG.7.2.2
Student Learning Expectation
Apply information literacy skills to meet individual needs and enrich lifelong learning
PG.7.3.1
Student Learning Expectation
Discuss new understandings collaboratively
PG.7.3.2
Student Learning Expectation
Apply information literacy skills to meet individual needs and enrich lifelong learning
PG.7.4.1
Student Learning Expectation
Utilize new knowledge individually and collaboratively
e.g., discussions, presentations
PG.7.4.2
Student Learning Expectation
Apply information literacy skills to meet individual needs and enrich lifelong learning
PG.7.5.1
Student Learning Expectation
Utilize new knowledge individually and collaboratively
e.g., discussions, presentations
PG.7.5.2
Student Learning Expectation
Apply information literacy skills to meet individual needs and enrich lifelong learning
PG.7.6.1
Student Learning Expectation
Synthesize new knowledge individually and collaboratively
e.g., discussions, presentations
PG.7.6.2
Student Learning Expectation
Apply information literacy skills to meet individual needs and enrich lifelong learning
PG.7.7.1
Student Learning Expectation
Synthesize new knowledge individually and collaboratively
e.g., discussions, presentations
PG.7.7.2
Student Learning Expectation
Apply information literacy skills to meet individual needs and enrich lifelong learning
PG.7.8.1
Student Learning Expectation
Synthesize new knowledge individually and collaboratively
e.g., discussions, presentations
PG.7.8.2
Student Learning Expectation
Apply information literacy skills to meet individual needs and enrich lifelong learning
PG.7.9.1
Student Learning Expectation
Synthesize new knowledge individually and collaboratively
e.g., discussions, presentations, creative expressions
PG.7.9.2
Student Learning Expectation
Practice information literacy skills to meet individual needs and enrich lifelong learning
PG.7.10.1
Student Learning Expectation
Synthesize new knowledge individually and collaboratively
e.g., discussions, presentations, creative expressions
PG.7.10.2
Student Learning Expectation
Practice information literacy skills to meet individual needs and enrich lifelong learning
PG.7.11.1
Student Learning Expectation
Synthesize new knowledge individually and collaboratively
e.g., discussions, presentations, creative expressions
PG.7.11.2
Student Learning Expectation
Practice information literacy skills to meet individual needs and enrich lifelong learning
PG.7.12.1
Student Learning Expectation
Synthesize new knowledge individually and collaboratively
e.g., discussions, presentations, creative expressions
PG.7.12.2
Student Learning Expectation
Practice information literacy skills to meet individual needs and enrich lifelong learning
8:
Content Standard
Students will convey understanding of information and express ideas in a variety of formats.
Respond
PG.8.K.1
Student Learning Expectation
React in a variety of ways to<ul><li>informational texts</li><li>literary texts</li><li>multicultural texts (e.g., role play, illustration, puppets)</li></ul>
PG.8.K.2
Student Learning Expectation
Respond to information from various resources
PG.8.K.3
Student Learning Expectation
Recognize with guidance various points of view
PG.8.1.1
Student Learning Expectation
React in a variety of ways to<ul><li>informational texts</li><li>literary texts</li><li>multicultural texts (e.g., role play, illustration, puppets)</li></ul>
PG.8.1.2
Student Learning Expectation
Respond to information from various resources
PG.8.1.3
Student Learning Expectation
Recognize with guidance various points of view
PG.8.2.1
Student Learning Expectation
React in a variety of ways to<ul><li>informational texts</li><li>literary texts</li><li>multicultural texts (e.g., role play, illustration, puppets, diagrams, plays)</li></ul>
PG.8.2.2
Student Learning Expectation
Respond to information from various resources
PG.8.2.3
Student Learning Expectation
Recognize with guidance various points of view
PG.8.3.1
Student Learning Expectation
React in a variety of ways to<ul><li>informational texts</li><li>literary texts</li><li>multicultural texts (e.g., role play, illustration, puppets, diagrams, plays, readers' theater, story webs, choral reading, blogs, WIKIs)</li></ul>
PG.8.3.2
Student Learning Expectation
Respond to information from various resources
PG.8.3.3
Student Learning Expectation
Identify with guidance various points of view and multicultural perspectives
PG.8.4.1
Student Learning Expectation
React in a variety of ways to<ul><li>informational texts</li><li>literary texts</li><li>multicultural texts (e.g., role play, illustration, puppets, diagrams, plays, readers' theater, story webs, choral reading, blogs, WIKIs)</li></ul>
PG.8.4.2
Student Learning Expectation
Respond to information from various resources in a variety of ways using digital tools when appropriate
PG.8.4.3
Student Learning Expectation
Identify with guidance various points of view and multicultural perspectives
PG.8.5.1
Student Learning Expectation
React in a variety of ways to<ul><li>informational texts</li><li>literary texts</li><li>multicultural texts (e.g., role play, illustration, puppets, diagrams, plays, readers' theater, story webs, choral reading, blogs, WIKIs, apps, presentation software)</li></ul>
PG.8.5.2
Student Learning Expectation
Respond to information from various resources in a variety of ways using digital tools when appropriate
PG.8.5.3
Student Learning Expectation
Identify various points of view and multicultural perspectives
PG.8.6.1
Student Learning Expectation
Demonstrate knowledge gained from reading self-selected<ul><li>informational texts</li><li>literary texts</li><li>multicultural texts (e.g., book talks, report outs, narrative writings, exit slips, graphic organizers, digital works)</li></ul>
PG.8.6.2
Student Learning Expectation
Utilize information from various resources in a variety of ways using digital tools when appropriate
PG.8.6.3
Student Learning Expectation
Demonstrate respect for diverse viewpoints and multicultural perspectives
PG.8.7.1
Student Learning Expectation
Demonstrate knowledge gained from reading self-selected<ul><li>informational texts</li><li>literary texts</li><li>multicultural texts (e.g., book talks, report outs, narrative writings, exit slips, graphic organizers, digital works, genre comparisons, literary adaptations, multimedia products)</li></ul>
PG.8.7.2
Student Learning Expectation
Utilize information from various resources in a variety of ways using digital tools when appropriate
PG.8.7.3
Student Learning Expectation
Demonstrate respect for diverse viewpoints and multicultural perspectives
PG.8.8.1
Student Learning Expectation
Demonstrate knowledge gained from reading self-selected<ul><li>informational texts</li><li>literary texts</li><li>multicultural texts (e.g., book talks, report outs, narrative writings, exit slips, graphic organizers, digital works, genre comparisons, literary adaptations, multimedia products)</li></ul>
PG.8.8.2
Student Learning Expectation
Utilize information from various resources in a variety of ways using digital tools when appropriate
PG.8.8.3
Student Learning Expectation
Demonstrate respect for diverse viewpoints and multicultural perspectives
PG.8.9.1
Student Learning Expectation
Demonstrate knowledge gained from reading self-selected<ul><li>informational texts</li><li>literary texts</li><li>multicultural texts (e.g., book talks, report outs, narrative writings, exit slips, graphic organizers, digital works, genre comparisons, literary adaptations, multimedia products)</li></ul>
PG.8.9.2
Student Learning Expectation
Select resources and/or digital tools to complete a predetermined task
PG.8.9.3
Student Learning Expectation
Demonstrate respect for diverse viewpoints and multicultural perspectives
PG.8.10.1
Student Learning Expectation
Demonstrate knowledge gained from reading self-selected<ul><li>informational texts</li><li>literary texts</li><li>multicultural texts (e.g., book talks, report outs, narrative writings, exit slips, graphic organizers, digital works, genre comparisons, literary adaptations, multimedia products)</li></ul>
PG.8.10.2
Student Learning Expectation
Select resources and/or digital tools to complete a predetermined task
PG.8.10.3
Student Learning Expectation
Demonstrate respect for diverse viewpoints and multicultural perspectives
PG.8.11.1
Student Learning Expectation
Demonstrate knowledge gained from reading self-selected<ul><li>informational texts</li><li>literary texts</li><li>multicultural texts (e.g., book talks, report outs, narrative writings, exit slips, graphic organizers, digital works, genre comparisons, literary adaptations, multimedia products)</li></ul>
PG.8.11.2
Student Learning Expectation
Select resources and/or digital tools to complete a predetermined task
PG.8.11.3
Student Learning Expectation
Demonstrate respect for diverse viewpoints and multicultural perspectives
PG.8.12.1
Student Learning Expectation
Demonstrate knowledge gained from reading self-selected<ul><li>informational texts</li><li>literary texts</li><li>multicultural texts (e.g., book talks, report outs, narrative writings, exit slips, graphic organizers, digital works, genre comparisons, literary adaptations, multimedia products)</li></ul>
PG.8.12.2
Student Learning Expectation
Select resources and/or digital tools to complete a predetermined task
PG.8.12.3
Student Learning Expectation
Demonstrate respect for diverse viewpoints and multicultural perspectives
9:
Content Standard
Students will analyze their learning experiences for improvement.
Reflect
PG.9.K.1
Student Learning Expectation
Utilize self-assessment tools
e.g., smiley faces, thumbs up/down
PG.9.K.2
Student Learning Expectation
Discuss how ideas change with more information and/or feedback
PG.9.K.3
Student Learning Expectation
Identify individual strengths and weaknesses in the learning process and set goals for improvement
e.g., varied roles, leadership, respect for the points of view of others
PG.9.1.1
Student Learning Expectation
Utilize self-assessment tools
e.g., smiley faces, thumbs up/down, checklists
PG.9.1.2
Student Learning Expectation
Discuss how ideas change with more information and/or feedback
PG.9.1.3
Student Learning Expectation
Identify individual strengths and weaknesses in the learning process and set goals for improvement
e.g., varied roles, leadership, respect for the points of view of others
PG.9.2.1
Student Learning Expectation
Utilize self-assessment tools
e.g., checklists, peer review, rubrics
PG.9.2.2
Student Learning Expectation
Discuss how ideas change with more information and/or feedback
PG.9.2.3
Student Learning Expectation
Identify individual strengths and weaknesses in the learning process and set goals for improvement
e.g., varied roles, leadership, respect for the points of view of others
PG.9.3.1
Student Learning Expectation
Utilize self-assessment tools
e.g., checklists, peer review, rubrics
PG.9.3.2
Student Learning Expectation
Discuss how ideas change with more information and/or feedback
PG.9.3.3
Student Learning Expectation
Identify individual strengths and weaknesses in the learning process and set goals for improvement
e.g., varied roles, leadership, respect for the points of view of others
PG.9.4.1
Student Learning Expectation
Utilize self-assessment tools
e.g., checklists, peer review, rubrics
PG.9.4.2
Student Learning Expectation
Discuss how ideas change with more information and/or feedback
PG.9.4.3
Student Learning Expectation
Identify individual strengths and weaknesses in the learning process and set goals for improvement
e.g., varied roles, leadership, respect for the points of view of others
PG.9.5.1
Student Learning Expectation
Utilize self-assessment tools
e.g., checklists, peer review, rubrics, self-generated assessments
PG.9.5.2
Student Learning Expectation
Discuss how ideas change with more information and/or feedback
PG.9.5.3
Student Learning Expectation
Identify individual strengths and weaknesses in the learning process and set goals for improvement
e.g., varied roles, leadership, respect for the points of view of others
PG.9.6.1
Student Learning Expectation
Utilize self-assessment tools for revision
e.g., checklists, peer reviews, rubrics, self-generated assessments
PG.9.6.2
Student Learning Expectation
Discuss how ideas change with more information and/or feedback
PG.9.6.3
Student Learning Expectation
Identify individual strengths and weaknesses in the learning process and set goals for improvement
e.g., varied roles, leadership, respect for the points of view of others
PG.9.7.1
Student Learning Expectation
Utilize self-assessment tools for revision
e.g., checklists, peer reviews, rubrics, self-generated assessments
PG.9.7.2
Student Learning Expectation
Discuss how ideas change with more information and/or feedback
PG.9.7.3
Student Learning Expectation
Identify individual strengths and weaknesses in the learning process and set goals for improvement
e.g., varied roles, leadership, respect for the points of view of others
PG.9.8.1
Student Learning Expectation
Utilize self-assessment tools for revision
e.g., checklists, peer reviews, rubrics, self-generated assessments
PG.9.8.2
Student Learning Expectation
Discuss how ideas change with more information and/or feedback
PG.9.8.3
Student Learning Expectation
Identify individual strengths and weaknesses in the learning process and set goals for improvement
e.g., varied roles, leadership, respect for the points of view of others
PG.9.9.1
Student Learning Expectation
Develop and use criteria for self-assessment of tasks
PG.9.9.2
Student Learning Expectation
Discuss how ideas change with more information and/or feedback
PG.9.9.3
Student Learning Expectation
Identify individual strengths and weaknesses in the learning process and set goals for improvement
e.g., varied roles, leadership, demonstration of respect for the points of view of others
PG.9.10.1
Student Learning Expectation
Develop and use criteria for self-assessment of tasks
PG.9.10.2
Student Learning Expectation
Discuss how ideas change with more information and/or feedback
PG.9.10.3
Student Learning Expectation
Identify individual strengths and weaknesses in the learning process and set goals for improvement
e.g., varied roles, leadership, demonstration of respect for the points of view of others
PG.9.11.1
Student Learning Expectation
Develop and use criteria for self-assessment of tasks
PG.9.11.2
Student Learning Expectation
Discuss how ideas change with more information and/or feedback
PG.9.11.3
Student Learning Expectation
Identify individual strengths and weaknesses in the learning process and set goals for improvement
e.g., varied roles, leadership, demonstration of respect for the points of view of others
PG.9.12.1
Student Learning Expectation
Develop and use criteria for self-assessment of tasks
PG.9.12.2
Student Learning Expectation
Discuss how ideas change with more information and/or feedback
PG.9.12.3
Student Learning Expectation
Identify individual strengths and weaknesses in the learning process and set goals for improvement
e.g., varied roles, leadership, demonstration of respect for the points of view of others