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Library
Intercurricular Correlation – Grade 4 |
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Locator |
Library Instructional Collaboration |
Resources |
TAKS Objectives |
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A. Information Acquisition |
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The student is expected to: |
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The student will: |
The student is expected to: |
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| 4.A.1 | Locate and use important areas of the library. (circulation area, card catalog/OPAC, fiction/easy, non-fiction, biography, reference, and periodical). | . | . | . | ||
| 4.A.2 | Demonstrate
appropriate behaviors for locating, checking out, returning, and caring
for library materials according to district procedures.
Lesson- Orientation |
Exploring the Libraryby Alice K. Flanagan; I took my Frog to the Library by Eric A. Kimmel; The Librarian from the Black Lagoon by Mike Thaler; Quiet! There's a Canary in the Library by Don Freeman. | . | . | ||
| 4.A.3 | Identify
the arrangement of fiction, nonfiction and biography on the shelves and
locate specific materials using the Dewey Decimal System
Lesson - Meriwether, Dewey Decimal Apron Kit, KidsClick! Dewey, |
Dewey
and the Decimals by
Paige Taylor. 1579500501
Stretchy Library Lessons by Pat Miller 1579500838 |
. | Math 111.4.1B:Use place value to read, write, compare, and order decimals through the thousandths place. 111.4.14A:Identify the mathematics in every day situations. |
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| 4.A.4 | Demonstrate
an understanding that the card or online catalog is an index to the
library collection and use the catalog information to locate materials.
Lesson - Meriwether |
Meriwether | . | Language
Arts 110.6.13A: Form and revise questions for investigations, including questions arising from interest and units of study. 110.6.13C:Use multiple sources including electronic texts, experts, and print resourced, to locate information relevant to research questions. Technology Applications |
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| 4.A.5 | Demonstrate
a working knowledge of library terminology, such as renew, hold, online
resources and online catalog.
Lesson- Orientation as needed per class. |
Library Resources Page Teacher Handout | . | Language Arts 110.6.9B: Draw on experiences to bring meanings to words in context such as interpreting figurative language and multiple-meaning words. |
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| 4.A.6 |
Understand the role of public libraries, museums and community resources as a valuable source of information. |
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| 4.A.7 |
Understand that bilingual books and Spanish books are part of the library collection when applicable. |
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Acquire
library terminology, such as due date, overdue, renew, barcode, call
number, online resources and online catalog
Lesson- Orientation as needed per class |
Library Resources Page Teacher Handout | Language Arts: 110.4.9- Reading/vocabulary development. | ||||
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Use the
online catalog and keyword, author, title, and subject searches to locate
materials
Lesson - Meriwether |
Meriwether | Language Arts: 110.4.13C- Use multiple sources to locate information relevant to research questions. | ||||
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Locate
specific materials using the Dewey Decimal System
Lesson - Meriwether, Dewey Decimal Apron Kit, KidsClick! Dewey |
Dewey
and the Decimals by Paige Taylor. 1579500501
Stretchy Library Lessons by Pat Miller 1579500838 |
Math: 111.4.1B- Use place value to read, write, compare, and order decimals. 111.4.14A- Identify the mathematics in everyday situations. | ||||
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Identify and use the
parts of a book to gather information, including glossary, copyright,
index, table of contents, publisher, guide words, and title page
Lesson - Guide Word Trees Produce a student or class book. |
Libeary Skills: (Grades Four through Grade Six) by The School Librarians of Chambersburg, PA. p.8-12. 0513020446 | Language Arts: 110.4.12B- Recognize that authors organize information in specific ways. | ||||
| Consider and list possible print and non-print sources for use in problem solving process, including dictionaries, nonfiction books, thesauri, encyclopedias, experts, atlases, magazines, newspapers, timelines, almanacs, CD-ROMs, and Internet resources | Library Resources Page | Language Arts: 110.4.13C- Use multiple sources to locate information relevant to research questions. | ||||
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Analyze information by
distinguishing fact from opinion, determining cause and effect, comparing
and contrasting sources, and predicting outcomes
Lesson-Cause and Effect |
Cause and Effect Stand
Tall, Molly Lou Melon by Patty Lovell; Why
the Chicken Crossed the Road by David Macauley
Predicting Outcomes Giggle Giggle Quack by Doreen Cronin; The Frog Principal by Stephanie Calmenson; Gingerbread Baby by Jan Brett; Bark, George by Jules Feiffer |
TAKS Reading #110.4: The student will apply critical thinking skills to analyze culturally diverse written texts. | Language Arts: 110.4.10E- Use the text's structure or progression of ideas to locate and recall information. 110.4.10H- Draw inferences and support them with text evidence and experience. 110.4.10J- Distinguish fact and opinion in various texts. Social Studies: 113.4.22B- Analyze information. | |||
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B. Reading Literacy |
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The student is expected to: |
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The student will: |
The student is expected to: |
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| 4.B.1 | Listen attentively, critically, and purposefully to stories, plays, and poems read aloud for enjoyment and to gain information. | See Librarian for books to support your classroom and unit needs. | TAKS
Reading
#1: Demonstrate a basic understanding of culturally diverse written texts. #3: The student will use a variety of strategies to analyze culturally diverse written texts. |
Language
Arts 110.6.1A: Determine the purposes for listening such as to gain information, to solve problems, or to enjoy and appreciate. 110.6.3A:Listen to proficient, fluent models of oral reading, including selections from classic and contemporary works. 110.6.3B: Describe how the language of literature affects the listener. 110.6.4A: Connect his/her own experiences, information, insights and ideas with those of others through speaking and listening. 110.6.9A: Develop vocabulary by listening to selections read aloud. |
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| 4.B.2 | Explore culturally diverse works of various authors and illustrators. | See Librarian to help select books and materials to support your author/illustrator study. | TAKS
Reading
#2: The student will apply knowledge of literary elements to understand culturally diverse written texts. |
Language
Arts 110.6.4A: Connect his/her own experiences, information, insights and ideas with those of others through speaking and listening. 110.6.4B: Compares oral traditions across regions and cultures. 110.6.4C: Identify how language use such as labels and sayings reflects regions and cultures. 110.6.11D: Connects compares, and contrasts ideas, themes and issues across text. 110.6.14B:Determine distinctive and common characteristics of cultures through wide reading. 110.6.14C: Articulate and discuss themes and connections that cross cultures. |
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| 4.B.3 | Select, read, and respond to materials from a variety of literary genre for pleasure reading and/or to acquire information, such as nonfiction, fiction, poetry, magazines, newspapers, and electronic texts. | Real Authors Revise | TAKS
Reading
#1: Demonstrate a basic understanding of culturally diverse written texts. #2: The student will apply knowledge of literary elements to understand culturally diverse written texts. #3: The student will use a variety of strategies to analyze culturally diverse written texts. |
Language
Arts 110.6.7A: Read regularly in independent-level materials. 110.6.7B: Read regularly in instructional-level materials that are challenging but manageable. 110.6.8A: Read classic and contemporary works. 110.6.8B: Select varied sources such as nonfiction, novels, textbooks, newspapers, and magazines when reading for information or pleasure. 110.6.8C: Read for varied purposes such as to be informed, to be entertained, to appreciate the writer’s craft, and to discover models for his/her own writing. |
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| 4.B.4 | Read
or listen to, and understand, a variety of literary forms such as fiction,
poetry, myths,
fables, tall tales, folktales, plays, informational books,
biographies, and autobiographies
Lesson -T-Chart (Compare and contrast two types of genre. Venn Diagram (Compare and contrast genre) |
Children's Literature: Promotion, Use, and Teaching in the School Media Center ed. by H. Thomas Walker 0874366666 | TAKS
Reading
#1: Demonstrate a basic understanding of culturally diverse written texts. #2: The student will apply knowledge of literary elements to understand culturally diverse written texts. #3: The student will use a variety of strategies to analyze culturally diverse written texts. |
Language
Arts 110.6.7A: Read regularly in independent-level materials. 110.6.7B: Read regularly in instructional-level materials that are challenging but manageable. 110.6.8A: Read classic and contemporary works. 110.6.8B: Select varied sources such as nonfiction, novels, textbooks, newspapers, and magazines when reading for information or pleasure. 110.6.8C: Read for varied purposes such as to be informed, to be entertained, to appreciate the writer’s craft, and to discover models for his/her own writing. 110.6.12C: Identify the purposes of different types of texts such as to inform, influence, express or entertain. 110.6.12G: Understand literary forms by recognizing and distinguishing among such types of text as stories, poems, myths, fables, tall tales, limericks, plays, biographies, and autobiographies. |
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| 4.B.5 | Explore works from award lists, such as Bluebonnet, Newbery, and Coretta Scott King titles, and recognize the significance of these awards. | Newbery and Bluebonnet posters. | TAKS
Reading
#1: The student will demonstrate a basic understanding of culturally diverse written texts. #2: The student will apply knowledge of literary elements to understand culturally diverse written texts |
Language
Arts 110.6.8A: Read classic and contemporary works. 110.6.8C: Read for varied purposes such as to be informed, to be entertained, to appreciate the writer’s craft, and to discover models for his/her own writing. 110.6.12G: Understand literary forms by recognizing and distinguishing among such types of text as stories, poems, myths, fables, tall tales, limericks, plays, biographies, and autobiographies. |
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| 4.B.6 |
Understand literary terms such as author, illustrator, fact, fantasy, fiction and nonfiction. |
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TAKS
Reading
#3 Use a variety of strategies to analyze culturally diverse written texts. |
Language
Arts 110.6.12F: Understand and identify literary terms such as title, author, illustrator, playwright, theater, stage, act, dialogue, and scene across a variety of literary forms. |
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| 4.B.7 |
Distinguish the role of the author from the illustrator and recognize the style of various authors and illustrators. |
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TAKS
Reading
#3 Use a variety of strategies to analyze culturally diverse written texts. |
Language
Arts 110.6.8B: Select varied sources such as nonfiction, novels, textbooks, newspapers, and magazines when reading for information or pleasure. 110.6.8C: Read for varied purposes such as to be informed, to be entertained, to appreciate the writer’s craft, and to discover models for his/her own writing. 110.6.23A: Describes how illustrators’ choice of style, elements, and media help to represent or extend the text’s meaning. |
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| 4.B.8 | Identify different versions of stories. |
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TAKS
Reading
#2 Apply knowledge of literary elements to understand culturally diverse written texts. #3 Use a variety of strategies to analyze culturally diverse written texts. |
Language
Arts 110.6.8A: Read classic and contemporary works. 110.6.12E: Compare communication in different forms such as contrasting a dramatic performance with a print version of the same story. 110.6.24B: The student compares and contrasts print, visual, and electronic media such as film with written story. |
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| 4.B.9 | Participate in various reading incentive programs. |
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Language
Arts |
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| 4.B.10 | Use a variety of comprehension strategies to assist reading and understanding. |
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TAKS
Reading
#2 Apply knowledge of literary elements to understand culturally diverse written texts. #3 Use a variety of strategies to analyze culturally diverse written texts. |
Language Arts |
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| 4.B.11 | Understand simple story structure, including character, plot, setting, storyline, and conflict. |
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TAKS
Reading
#2 Apply knowledge of literary elements to understand culturally diverse written texts. #3 Use a variety of strategies to analyze culturally diverse written texts. |
Language Arts Social Studies |
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| 4.B.12 | Develop vocabulary through listening and reading. |
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Language Arts |
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| Listen
actively, critically, and purposefully to gain information, to solve
problems, and for enjoyment
Lesson - Share a story to support curriculum and ask questions that infer good listening strategies. |
See Librarian for books to support your classroom and unit needs. | TAKS Reading # 1: The student will demonstrate a basic understanding of culturally diverse written texts. TAKS Reading #3: The student will use a variety of strategies to analyze culturally diverse written texts. | Language Arts: 110.4.1A- Determine the purposes for listening. | |||
| Read
regularly in independent-level materials
Lesson - Book Talk Genres |
See Librarian for books to support your classroom and unit needs. | TAKS Reading #3: The student will use a variety of strategies to analyze culturally diverse written texts. | Language Arts: 110.4.7A- Read regularly in independent-level materials. | |||
| Explore
culturally diverse works of various authors and illustrators Lesson - Authors |
See Librarian to help select books and materials to support your author/illustrator study. | TAKS Reading #2: The student will apply knowledge of literary elements to understand culturally diverse written texts. | Language Arts: 110.4.8B- Select varied sources when reading for information and pleasure. 110.4.14B- Determine distinctive and common characteristics of cultures through wide reading. 110.4.23A- Describe how illustrators' choice of style, elements, and media help to represent or extend the text's meanings. | |||
| Self-select
materials from a variety of literary genre for pleasure reading and/or to
acquire information, such as nonfiction, fiction, poetry, magazines,
newspapers, and electronic texts
Lesson - Library Orientation |
TAKS Reading #3: The student will use a variety of strategies to analyze culturally diverse written texts. | Language Arts: 110.4.8- Reading/variety of texts. | ||||
| Explore works from award lists, including Caldecott and Bluebonnet, titles, and recognize the significance of these awards | Display Caldecott and Bluebonnet posters | TAKS Reading # 1: The student will demonstrate a basic understanding of culturally diverse written texts. TAKS Reading #2: The student will apply knowledge of literary elements to understand culturally diverse written texts | Language Arts: 110.4.8A- Read classic and contemporary works. 110.4.23A- Describe how illustrators' choice of style, elements, and media help to represent or extend the text's meanings. | |||
| Read or
listen to, and understand, literary forms such as fiction, poetry, myths,
fables, tall tales, folktales, plays, informational books, biographies,
and autobiographies
Lesson -T-Chart (Compare and contrast two types of genre. Venn Diagram (Compare and contrast genre) |
Children's Literature: Promotion, Use, and Teaching in the School Media Center ed. by H. Thomas Walker 0874366666 | TAKS Reading #3: The student will use a variety of strategies to analyze culturally diverse written texts. | Language Arts: 110.4.8B- Select varied sources when reading for information and pleasure. 110.4.12G- Understand literary forms. | |||
| Recognize the distinguishing features and purpose of literary genre, including biography, historical fiction, informational text, poetry, and mystery | Learning about Books and Libraries, A Gold Mine of Games by Carol K. Lee. 157950051X | TAKS Reading #3: The student will use a variety of strategies to analyze culturally diverse written texts. | Language Arts: 110.4.12C- Identity the purposes of different types of texts. 110.4.12D- Recognize the distinguishing features of genres. | |||
| Recognize and analyze plot, setting, problem resolution, and character traits |
Brave
Little Monster, by Ken Baker
Setting - The Raft, by Jim LaMarche Characterization- Tops and Bottoms by Janet Stevens |
TAKS Reading #2: The student will apply knowledge of literary elements to understand culturally diverse written texts. | Language Arts: 110.4.12H- Analyze characters. 110.4.12I- Recognize and analyze plot, setting, problem resolution. | |||
| Recognize and describe how the author's point of view or perspective affects the text | True Story of the Three Little Pigs by Jon Scieszka | TAKS Reading #3: The student will use a variety of strategies to analyze culturally diverse written texts. | Language Arts: 110.4.12J- Describe how the author's point of view or perspective affects the text. Social Studies 113.4.22D- Identify different points of view about an issue or topic. | |||
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C. Research & Technology Application |
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The student is expected to: |
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The student will: |
The student is expected to: |
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| 4.C.1 |
Communicate effectively one-to-one and in group situations. |
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Language
Arts 110.6.5A: Adapt spoken language such as word choice, diction, and usage to the audience, purpose, and occasion. 110.6.5B: Demonstrate effective communications skills that reflect such demands as interviewing, reporting, requesting, and providing information. Technology Applications |
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| 4.C.2 | Identify
and use the parts
of a book to gather information, including glossary, copyright, index,
table of contents, publisher, guide words, and title page
Lesson - Guide Word Trees Produce a student or class book. |
Library Skills: (Grades Four through Grade Six) by The School Librarians of Chambersburg, PA 0513020446 | . | Language
Arts 110.6.12B: Recognize that authors organize information in specific ways. |
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| 4.C.3 | Understand and use appropriate electronic search strategies, including narrowing and expanding searches; keyword, author, title, and subject searches; and Boolean operators. | Online Database Matrix | . | Technology
Applications 126.3.2A: Use a variety of input devices such as mouse, keyboard, disk drive, modem, voice/sound recorder, scanner, digital video, CD-ROM, or touch screen. 126.3.4A: Apply appropriate electronic search strategies in the acquisition of information including keyword and Boolean search strategies. 126.3.4B: Select appropriate strategies to navigate and access information and local area networks and wide area networks including the internet and intranet, for research and resource sharing. |
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| 4.C.4 | Identify
and define a specific problem or task for research, investigation or
discussion.
Lesson - Brainstorm initial strategy with "How to Select a Restaurant" Graphic Organizer Inspiration Software |
Teaching Information & Technology Skills :the Big 6 in Elementary Schools. Michael Eisenberg . 0938865811 | . | Social
Studies 113.6.27A: Use problem-solving to identify a problem, gather information, list and consider options, consider advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution. |
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| 4.C.5 | Generate
ideas or relevant questions as a basis for inquiry/research.
Lesson -Brainstorm List Inspiration Software |
Defining a Research Topic | TAKS
Writing
#1: Composition |
Language
Arts 110.6.13A: Form and revise questions for investigations, including questions arising from interest and units of study. 110.6.21A: Frame questions to direct research. Social Studies |
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| 4.C.6 | Select
and use appropriate print and electronic sources, such as dictionaries,
magazines, almanacs, thesauri, atlases, encyclopedias, experts,
newspapers, timelines, nonfiction books, and Internet resources to gather
needed information.
Lesson - Matrix of Resources |
. | Language
Arts 110.6.9C: Use multiple reference aids, including a thesaurus, a synonym finder, a dictionary, and software, to clarify meanings and usage. 110.6.13C: Use multiple sources, including electronic texts, experts, and print resources, to locate information relevant to research questions. 110.6.19I: Select and use reference materials and resources. 110.6.21C: Take notes from relevant and authoritative sources as needed for writing, revising, and editing final drafts. Social Studies Technology Applications |
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| 4.C.7 | Analyze
information by distinguishing fact from opinion, determining cause and
effect, comparing and contrasting sources, and predicting outcomes.
Lesson-Cause and Effect |
Cause
and Effect Stand
Tall, Molly Lou Melon by Patty Lovell; Why
the Chicken Crossed the Road by David Macauley
Predicting Outcomes Giggle Giggle Quack by Doreen Cronin; The Frog Principal by Stephanie Calmenson; Gingerbread Baby by Jan Brett; Bark, George by Jules Feiffer. |
TAKS
Reading
#4: The student will apply critical thinking skills to analyze culturally diverse written texts. |
Language
Arts 110.6.10E: Use the text’s structure or progression if ideas such as cause and effect or chronology to locate and recall information. 110.6.10H: Draw inferences and support them with text evidence and experience. 110.6.10J:Distinguish fact and opinion in various texts. Social Studies |
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| 4.C.8 | Interpret graphical information, including pictures, charts, graphs, maps, timelines, graphic organizers and diagrams. | Big6 #4 | TAKS
Reading
#3: The student will use a variety of strategies to analyze culturally diverse written texts. |
Language
Arts 110.6.13D: Interpret and use graphic sources of information, such as maps, graphs, time lines, tables, or diagrams to address research questions. 110.6.23B: Interpret important events and ideas gleaned from maps, charts, graphics, and video segments. Social Studies |
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| 4.C.9 | Analyze
information to determine usefulness to problem solution and currency of
information.
Lesson - Trash and Treasure |
Big6 #4 | TAKS
Reading
#4:The student will apply critical thinking skills to analyze culturally diverse written texts. |
Social
Studies 113.6.27A: Use problem-solving to identify a problem, gather information, list and consider options, consider advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution. Technology Applications |
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| 4.C.10 | Summarize and organize information from multiple sources by taking notes, outlining ideas and making charts. | Big6 #4 & #5 | TAKS
Reading
#1: The student will demonstrate a basic understanding of culturally diverse written texts. TAKS Reading #4: The student will apply critical thinking skills to analyze culturally diverse written texts. |
Language
Arts 110.6.10F: Determine a text's main idea and how those ideas are supported with details. 110.6.10G: Paraphrase and summarize text to recall, inform or organize ideas. 110.6.13E: Summarize and organize information from multiple sources by taking notes, outlining ideas and making charts. 110.6.21D: Summarize and organize ideas gained from multiple sources in useful ways, such as outlines, conceptual maps, learning logs, and timelines. Social Studies |
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| 4.C.11 | Determine
differences between primary and secondary sources.
Lesson - T-Chart Primary and Secondary Resources |
Primary and Secondary Resources | . | Language
Arts 110.6.12C: Identify the purposes of different types of texts such as to inform, influence, express, or entertain. |
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| 4.C.12 |
Demonstrate knowledge of copyright laws and acceptable use policies and comply with laws regarding use of technology in society, including following district and federal copyright laws. Lesson -Fair Use Harbor |
Citations & Copyright | . | Technology
Applications 126.3.3A: Follow acceptable use policies when using computers. 126.3.3B: Model respect of intellectual property by not illegally copying software or another individual's electronic work. |
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| 4.C.13 | Follow
accepted format for documenting sources, such as a bibliography or works
cited.
Lesson - Use NoodleTools online to create bibliographic record. |
Citations & Copyright - NoodleTools | . | Social
Studies 113.6.26D: Create written and visual material such as journal entries, reports, graphic organizers, outlines, and bibliographies. |
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| Identify and define a
specific problem or task for research, investigation or discussion
Lesson - Brainstorm initial strategy with "How to Select a Restaurant" Graphic Organizer Inspiration Software |
Teaching Information & Technology Skills : the Big 6 in Elementary Schools. Michael Eisenberg. 0938865811 | Social Studies: 113.4.24- The student uses problem-solving & decision-making skills | ||||
| Generate ideas or
relevant questions as a basis for inquiry/research
Lesson -Brainstorm List Inspiration Software |
Defining a Research Topic | TAKS Writing #1: Composition | Language Arts: 110.4.13A- Form & revise questions for investigations. 110.4.21A- Frame questions to direct research. 110.4.21B- Organize prior knowledge about a topic in a variety of ways. Social Studies: 113.4.24- The student uses problem-solving & decision-making skills. | |||
| Select and use
appropriate print and electronic sources, such as magazines, nonfiction,
dictionaries, almanacs, thesauri, atlases, encyclopedias, experts,
timelines, newspapers, and Internet resources to gather needed information
Use multiple technologies to locate and gather information, such as online encyclopedias, atlases, magazines, almanacs, and newspapers; Internet resources; curriculum-based software; and O PAC Lesson - Matrix of Resources |
Online Database Matrix | Language Arts: 110.4.13C- Use multiple sources to locate information relevant to research questions. 110.4.19I- Select and use reference materials and resources as needed for writing, revising, and editing final drafts. Social Studies: 113.4.24- The student uses problem-solving & decision-making skills | ||||
| Interpret graphical information, including pictures, charts, graphs, maps, timelines, graphic organizers and diagrams | Big6 #4 | TAKS Reading #3: The student will use a variety of strategies to analyze culturally diverse written texts. | Language Arts: 110.4.13D- Interpret and use graphic sources of information to address research questions. 110.4.23B- Interpret important events and ideas. Social Studies: 113.4.22C- Organize and interpret information. | |||
| Analyze
information to determine usefulness to problem solution
Lesson - Trash and Treasure |
Big6 #4 | TAKS Reading #110.4: The student will apply critical thinking skills to analyze culturally diverse written texts. | Social Studies: 113.4.22B- Analyze information. 113.4.24- The student uses problem-solving & decision-making skills. | |||
| Summarize
and organize information from multiple sources by taking notes, outlining
ideas and making charts
Lesson - Create an Outline Create Charts |
Big6 #4 & #5 | TAKS Reading # 1: The student will demonstrate a basic understanding of culturally diverse written texts.TAKS Reading #110.4: The student will apply critical thinking skills to analyze culturally diverse written texts. | Language Arts: 110.4.10F- Determine a text's main ideas and how those ideas are supported with details. 110.4.10G- Paraphrase and summarize text to recall, inform, and organize ideas. 110.4.13E- Summarize and organize information from multiple sources. 110.4.21D- Summarize and organize ideas gained from multiple sources in useful ways. Social Studies: 113.4.24- The student uses problem-solving & decision-making skills. | |||
| Synthesize information from a variety of sources into a final product. | Big6 #5 | TAKS Writing #1: Composition TAKS Reading #110.4: The student will apply critical thinking skills to analyze culturally diverse written texts. | Language Arts: 110.4.21D- Summarize and organize ideas gained from multiple sources in useful ways. Social Studies: 113.4.24- The student uses problem-solving & decision-making skills. | |||
| Demonstrate
knowledge of copyright policies
Lesson -Fair Use Harbor, |
Citations & Copyright | Technology Applications: 126.3.3A- Use technology terminology appropriate to the task. 126.3.3B- Model respect of intellectual property by not illegally copying software or another individual's electronic work. | ||||
| Follow
accepted format for documenting sources, such as a bibliography or works
cited
Lesson - Use NoodleTools online to create bibliographic record |
Citations & Copyright - NoodleTools | Social Studies: 113.4.23D- Create written and visual material. | ||||
| Evaluate problem solving process and final product based on specific research task or information need. | Big6 #6 | TAKS Reading #110.4: The student will apply critical thinking skills to analyze culturally diverse written texts. | Language Arts: 110.4.21F- Evaluate his/her own research and raise new questions for further investigations. Social Studies: 113.4.24- The student uses problem-solving & decision-making skills. | |||
| Use multiple technologies to locate and gather information, such as online encyclopedias, atlases, magazines, almanacs, and newspapers; Internet resources; curriculum-based software; and OPAC | Library Resources Page | Technology Applications: 126.3.4- Use a variety of strategies to acquire information from electronic resources. 126.3.5- Acquires electronic information in a variety of formats. | ||||
| Understand and use appropriate electronic search strategies, including narrowing and expanding searches; and keyword, author, title, and subject searches | Online Database Matrix | Technology Applications: 126.3.4- Use a variety of strategies to acquire information from electronic resources. | ||||
| Comply with laws and examine issues regarding use of technology in society, including following district and federal copyright laws | Citations & Copyright | Technology Applications: 126.3.3- Complies with the laws and examines the issues regarding the use of technology in society. | ||||
| Synthesize information from a variety of print and non-print sources into a final product | Big6 #4 | TAKS Reading #110.4: The student will apply critical thinking skills to analyze culturally diverse written texts. | Language Arts: 110.4.13F- Produce research projects and reports in effective formats. Technology Applications: 126.3.4- Use a variety of strategies to acquire information from electronic resources. | |||
| Use available technology to create research product and/or presentation, such as presentation software, digital camera, and video equipment | Language Arts: 110.4.21E- Present information in various forms using available technology. 110.4.25B- Produce communications using technology or appropriate media. Technology Applications: 126.3.11A- Publish information in a variety of media. | |||||
# in the numbering column the first character (4) stands for the grade. The second (A, or B, or C) stands for the section (Information Acquisition, etc.). The third is the ordinal number of that row.
| Work on this web page represents contributions from the following Texas School Districts: | ||
| Aldine ISD | Goose Creek ISD | Pasadena ISD |
| Clear Creek ISD | Houston ISD | Richardson ISD |
| Fort Bend ISD | Klein ISD | Spring Branch ISD |
| The lesson plans are contributed by
Librarians all across the State and will contain their identification
information. Please use this resource for the betterment of Texas students and School Librarians while giving appropriate credit. |
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