LIBRARY MEDIA CURRICULUM GUIDE GRADE 2

ACKNOWLEDGMENTS Dr. David C. Abbott Superintendent of Schools Dr. Marc Gaswirth Assistant Superintendent Ms. Karen Kondek Director of Curriculum & Instruction BOARD OF EDUCATION Michael Lilonsky President Victoria Dean Vice President John Dwyer Carol Gambardella Cynthia Green Jian Kao Edwin Madari BonnieSue Rosenwald Joseph Waldman CURRICULUM WRITING COMMITTEE Kimberly Alexander, Chairperson Debra Dowd Brenna Greer Deborah Gullo Susan Palmer Abbe Rubin Lisa Isganitis, Secretary 2

PURPOSE School library media centers embody the school s philosophy of implementing, developing, learning, enhancing, and promoting critical thinking skills, lifetime reading, lifetime learning and the basis of information literacy, writing, problem solving, communication skills, and computation in all formats, including print, multimedia, and technological resources. An effective library information skills program is an integral part of the total educational program, teaching students the basic processing skills necessary to connect them with the information and ideas in all subject and interest areas. Through collaboration, the library media program also incorporates the goals and objectives of the New Jersey Core Curriculum Content Standards (NJCCCS), the Common Core, and the National Information Literacy Standards for Student Learning as prepared by the American Association of School Librarians (AASL) and the Association for Educational Communications and Technology (AECT). The combined vision supports the goal for educational excellence and the concept of intellectual freedom. THE SPECIAL EDUCATION PROGRAM USES THE FOLLOWING CURRICULUM WITH APPROPRIATE MODIFICATION BEING MADE TO ADDRESS THE NEEDS OF THE INDIVIDUAL STUDENTS. 3

GOALS 1. All students will utilize reading as a means of personal growth. 2. All students will be able to locate, select and retrieve a variety of printed materials for reading. 3. All students will be able to develop strategies for effective information retrieval. 4. All students will be able to understand, analyze, evaluate, synthesize and apply appropriate information effectively. 5. All students will be able to access technological resources independently. 6. All students will acquire an appreciation of the Library Media Center as a life-long learning environment. 4

Standard All students will be able to locate, access, manage, evaluate, and synthesize information. Strand A: Library Skills Essential Questions Enduring Understandings How do I locate, access, and School libraries are organized systematically. choose information and resources in the library? All books have components which are standard. Grade 2 How can I use technology to access and use information and resources? Content and Cumulative Progress Indicators (CPIs) Content There are common behaviors used by independent learners in locating and selecting reading materials. CPI Demonstrate confidence in making independent choices and finding materials in the library. Domain Specific Language Illustrations Dedication Page Title Page Books are written for different purposes. Technology skills are crucial for learning both now and in the future. Classroom Applications Instructional Guidance To assist in meeting this CPI, students may: Identify parts of a book: Title Page, Table of Contents. Correctly organize a selection of books in ABC order using the spine label. Independently identify a spine label and its corresponding call number. Create a sample book spine. Identify and explore the fiction and nonfiction library neighborhoods. Apply ABC order to first three letters of author s last name. Implement the use of call numbers as a means for locating books in Easy/Everyone Section. Recognize that fiction books are organized by ABC order. Communicate basic library terms (Illustrations, Dedication Page, Title Page). Use technology to access electronic resources. Measures of Understanding To show evidence of meeting this CPI, students may complete the following assessment: By the end of second grade, students will be able to find books by a given author and call number in the Easy Chapter Book Section. By the end of second grade, students will be able to sort books alphabetically to the first three letters. Resources Book Spine Activity Sheet BrainPopJR.: Choosing a Book Alpha Betti, Carlene Morton Mr. Wiggles Library, Carol Thompson Reado (Library Bingo) 2

Standard All students will be able to locate, access, manage, evaluate, and synthesize Grade 2 information. Strand B: Orientation Essential Questions Enduring Understandings What are the skills needed to There are rights, rules, and responsibilities with the use of the media become responsible library center. citizens? How will the library media center help me develop as a language learner? The library offers a variety of opportunities to facilitate learning. Content and Cumulative Progress Indicators (CPIs) Content The use of the library media center requires knowledge and supports the learning process. CPI Demonstrate effective use of shelf markers. Demonstrate ability to checkout, return, and care for materials. Define purpose of a library. Domain Specific Language Materials Overdue Responsible Classroom Applications Instructional Guidance To assist in meeting this CPI, students may: Independently select books from the Easy Chapter Book section. Follow proper checkout procedures. Adhere to library rules for responsible behavior in the library media center. Measures of Understanding To show evidence of meeting this CPI, students may complete the following assessment: By the end of second grade, demonstrate the effective use of shelf markers. By the end of second grade, demonstrate the proper way to checkout, return, and care for library materials. By the end of second grade, distinguish between the different areas of the library. Resources Amanda and Her Alligator, Mo Willems Animals Should Definitely Not Wear Clothing, Judi Barrett Bats at the Library, Brian Lies Libeary Skills, Denison (Grade 2) Library Lion, Michelle Knudsen Library Mouse, Daniel Kirk Miss Brooks Loves Books But I Don t, Barbara Bother Penelope Popper, Book Doctor, Toni Buzzeo 3

Standard All students will be able to locate, access, manage, evaluate, and synthesize information. Strand C: Literature Appreciation Essential Questions Enduring Understandings What proficiencies are needed to draw conclusions, make informed decisions, apply knowledge to new situations, and create a new understanding? Grade 2 Reading goes beyond decoding and comprehension to interpretation and development of new understanding. Reading is a window to the world. Reading is a foundation skill for learning, personal growth, and enjoyment. How can reading promote learning, personal growth, and enjoyment? Content and Cumulative Progress Indicators (CPIs) Content Students show an appreciation for literature by electing to read for pleasure, exploring literary formats, and expressing an interest in various literary genres. CPI Identify authors and illustrators and their roles. Identify and explore fiction, nonfiction, fairy/folktales, and poetry. Identify Caldecott awardwinning and honor books. Domain Specific Language Character Folklore Text Classroom Applications Instructional Guidance Compare elements of fiction and nonfiction. Introduce a Caldecott Medal Award winning illustrator, and discuss their illustrating techniques. Review the criteria for the Caldecott award. Illustrate the elements of folklore. Identify characteristics of the genre of folklore. Compare and contrast different versions of folklore. Measures of Understanding To show evidence of meeting this CPI, students may complete the following assessment: By the end of second grade, the student will be able to identify authors and illustrators and their roles through comparing fiction and nonfiction. By the end of second grade, the student will be able to identify and explore different genres (fiction, non-fiction, fairy/folktales, and poetry) through discussion. By the end of second grade, the student will be able to identify Caldecott award-winning and honor books by the medal. Resources Caldecott: The Three Pigs, Flotsam, and Tuesday, David Wiesner; website showing creative process at: http://www.houghtonmifflinbooks.com/authors/wiesner/process/pro cess.shtml The Man Who Walked Between the Towers, Mordicai Gerstein; helicopter footage of Philippe Petit at: http://www.youtube.com/watch?v=lavj2ivc9ko 4

Recent medal and honor books. Caldecott posters, winner memory game Folklore: Goldilocks and the Three Bears, Jan Brett Goldilocks and the Three Bears, Jim Aylesworth Goldilocks Returns, Lisa Campbell Ernst The 3 Bears and Goldilocks, Margaret Willey New York s Bravest, Mary Pope Osborne (tall tale) Tops & Bottoms, Janet Stevens (trickster tale) The Hare and the Tortoise, Helen Ward (Fable); Discovery Education video of The Grasshopper and the Ants. Rumpelstitlskin, Paul Zelinsky; Fairy Tale Trivia Contest Cinderella, James Marshall; Glass Slipper, Gold Sandal, Paul Fleischman; samples of other Cinderella stories. Cinderumpelstiltskin and other fractured fairy tales from John Sczieska s The Stinky Cheese Man; The True Story of the 3 Little Pigs!, John Sczieska; Grasshopper Logic and other fractured fables from John Sczieska s Squids Will Be Squids. Fairytale Trivia game Folklore puppets 5

Standard All students will be able to locate, access, manage, evaluate, and synthesize Grade 2 information. Strand D: Technological (Online) Resources Essential Questions Enduring Understandings What technological resources A variety of online resources and tools can be used to facilitate learning will help me learn? at school, home and work. How can I use technological resources to access, gather, and organize information effectively and efficiently? Content and Cumulative Progress Indicators (CPIs) Content Students will learn skills and strategies for locating, accessing, and navigating online resources for learning. CPI Read, view, and listen for information in online resources to make inferences and gather meaning. Demonstrate awareness of the purpose of the OPAC as a location tool. Begin to use icons and links to visit pre-selected websites. Domain Specific Language Electronic Icons Version Information literacy is an essential skill in accessing, gathering, and organizing information effectively and efficiently. Online resources are valuable but need to be evaluated for accuracy, credibility, and usefulness. Classroom Applications Instructional Guidance To assist in meeting this CPI, students may: Participate in viewing an online version of a non-fiction book. Discuss the benefits of a virtual field trip. Compare and contrast print and electronic versions of a piece of literature. Demonstrate the use of visual search feature on OPAC to locate materials. Measures of Understanding To show evidence of meeting this standard, students will: By the end of second grade, read, view and listen for information in online resources to make inferences and gather meaning. By the end of second grade, demonstrate awareness of the purpose of the OPAC as a location tool. By the end of second grade, begin to use icons and links to visit preselected websites. Resources Storyline Online: http://www.storylineonline.net/ Reading Rockets: http://www.readingrockets.org/ Discovery Education, United Streaming: http://www.discoveryeducation.com/ American Museum of Natural History, Fossil Hall: http://www.amnh.org/exhibitions/permanent/fossilhalls/virtualtours/ e-books from school or public library collection Favorite author websites: Eric Carle: http://www.eric-carle.com/ Nick Bruel: http://www.nickbruel.com/ Tomie de Paola: http://www.tomie.com/ 6

Standard All students will be able to locate, access, manage, evaluate, and synthesize Grade 2 information. Strand E: Research and Inquiry Information Fluency Essential Questions Enduring Understandings How do I interpret information to Interpreting information helps to develop new understandings and develop new understandings? resources. How can I avoid plagiarism and use information and resources ethically? What skills and strategies are needed to gather information effectively, solve problems and conduct research? Content and Cumulative Progress Indicators (CPIs) Content Students locate, access, evaluate, synthesize and use information effectively and efficiently to conduct research, solve problems and manage products throughout all content areas. CPI Organize knowledge so that it is useful. Complete an inquiry based research process by sharing new understandings and reflecting on the learning. Domain Specific Language Captions Copyright Fact Organize There are guidelines that must be taken to use information ethically. A variety of skills and strategies facilitate research. Classroom Applications Instructional Guidance To assist in meeting this CPI, students may: Identify various reference materials. Locate and utilize the copyright date in a Library book. Locate and utilize parts of a nonfiction book (bold face, captions, photos, table of contents). Use graphic organizers to identify existing knowledge and information needed. Measures of Understanding To show evidence of meeting this CPI, students may complete the following assignment: By the end of second grade, organize useful knowledge. By the end of second grade, complete an inquiry based research project. Resources KWL charts Venn Diagrams Library Mouse: A World to Explore, Daniel Kirk 7