STANDARD 2: INSTRUCTION: Draw conclusions, make informed decisions, apply knowledge to new situations and create new knowledge
3 |
The following best describes what is observed:
1. LIS seamlessly correlates the library program with that of the school curriculum by providing related lessons or guidance on how to:
2. LIS's practices display understanding of students' anticipated learning difficulties. OBSERVATION 1 - see Anchor Charts, Struggling readers in grades 3-5 are assigned roles in The Do-Nothing Frog with minimum lines. OBSERVATION 2 - See Anchor Charts (updated). A Career Web Quest was created and used to make the research process simple for students. Career Research project was presented in parts to make the research process simple (see Notes Handout and Notes Addendum). OBSERVATION 3 - 5th grade students will work in groups for Earth Day research project. Students will work together to find appropriate and valid sources for research. Students are forewarned of the frustration that can come with research; students are encouraged by librarian guidance. 3. LIS demonstrates how to use technology, social media and other information tools. OBSERVATION 1 - Quarter 1 Week 6 Lesson Plan, students participated in a Fairley Library Website Scavenger Hunt. Students explored the website to learn how: to find resources available in our library through the Online Library Catalog and to access TumbleBook Library for online book reading. Students will participate in a Career Web Quest beginning November 30th. OBSERVATION 2 - Students have used the Career Web Quest and are able to access it independently. Students have cited where they got their research information; this lesson was observed on 12/18/2015. OBSERVATION 3 - 5th grade students listed the steps to access Kid Rex Online Search Engine through the library website. Librarian demonstrated the steps. Students will use their Blended Learning Devices to access Kid Rex and begin finding appropriate and valid sources for the Earth Day research project. 4. LIS provides materials for teachers to encourage students to exchange ideas, develop new understandings, make decisions and solve problems. OBSERVATION 1 - see Materials Request Forms, Not Norman: A Goldfish Story OBSERVATION 2 - See Standard 1, Level 3, Indicator 2 OBSERVATION 3 - A third grade teacher made THIS REQUEST for assistance with a Blended Learning Research and Inquiry project on Famous Immigrants upon return of the second semester, THIS WEB QUEST was created. Final student products are posted outside of Room 15, titled Immigrants Who Bloomed. Students worked in pairs on this project. 5. LIS encourages students' responses to literature and creative expression of ideas in various formats via materials and guidance provided to teachers. OBSERVATION 1 - see Materials Request Forms, Not Norman: A Goldfish Story, OBSERVATION 2 - See Standard 1, Level 3, Indicator 2 Penguins OBSERVATION 3 - A third grade teacher made THIS REQUEST for assistance with a Blended Learning Research and Inquiry project on Famous Immigrants upon return of the second semester, THIS WEB QUEST was created. Final student products are posted outside of Room 15, titled Immigrants Who Bloomed. A first grade teacher requested resources on Ruby Bridges for a writing assignment. Student work is posted outside of Room 29, titled Looking Through a Window of Time. |
Artifacts |
4 |
For Level 4, all evidence at Level 3 is present, as well as one or more of the following:
1. LIS seamlessly correlates the library program with that of the school curriculum by providing related lessons and guidance on how to:
2. LIS's practices display understanding of students' anticipated learning difficulties and are differentiated based on students' needs. see Level 3 Indicator 2 3. LIS demonstrates how to use technology, social media and other information tools to analyze and organize information in an ethical and responsible manner. see Level 3 Indicator 3 4. LIS consistently provides opportunities for students to respond to literature and creative expressions of ideas in various formats and genres. OBSERVATION 1 - Acting is a creative and performing art; students in grades 3-5 have been interpreting a play through their reading. Discussions have surrounded the play as the story is relative to students' personal lives. Students in grades K-2 have listened to several stories in both print and digital format; students have engaged in pre-reading discussions and responded to questions during and after reading. See Lesson Plans. OBSERVATION 2 - Students will use the information discovered about their careers to answer THESE QUESTIONS. OBSERVATION 3 - Sample Career PowerPoint Presentations can be found HERE. THESE Internet Safety Rules were discussed, and students created bookmarks to show their learning; sample bookmarks are HERE and HERE. In celebration of Poetry Month (April), 5th grade students will present their Earth Day research information in the form of poetry (i.e. poem, song, rap). 5. LIS consistently provides students the opportunity to use creative and artistic formats to express personal learning. OBSERVATION 1 - See Quarter 1 Week 5 Lesson Plan for sample 1st grade artwork on Book Care Rules. See Quarter 1 Week 9 Lesson Plan for sample 2nd grade artwork on setting and character. Students in grades 3-5 give a dramatic interpretation of The Do-Nothing Frog. OBSERVATION 2 - A taped performance of The Do-Nothing Frog can be found HERE and HERE. Students who performed well according to THIS RUBRIC will have an opportunity to audition for a role in the school performance. Students will present their career research information using a display board designed by them. OBSERVATION 3 - Sample Career PowerPoint Presentations can be found HERE. THESE Internet Safety Rules were discussed, and students created bookmarks to show their learning; sample bookmarks are HERE and HERE. In celebration of Poetry Month (April), 5th grade students will present their Earth Day research information in the form of poetry (i.e. poem, song, rap). |
5 |
For Level 5, all evidence at Level 3 is present, as well as all of the following:
1. LIS seamlessly correlates the library program with that of the school curriculum by providing related lessons and guidance on how to:
2. LIS's practices display understanding of students' anticipated learning difficulties and are differentiated based on students' needs. see Level 3 Indicator 2 3. LIS demonstrates how to use technology, social media and other information tools to analyze and organize information in an ethical and responsible manner. see Level 3 Indicator 3 4. LIS consistently provides opportunities for students to respond to literature and creative expressions of ideas in various formats and genres. see Level 4 Indicator 4 5. LIS consistently provides students the opportunity to use creative and artistic formats to express personal learning. see Level 4 Indicator 5 |