The student who is an independent learner is information literate and other creative expressions of information
Benchmark 1
Recognizes the need for information.
Indicator 1
By the end of Grade 2-3, the student accesses and uses a library with assistance; locates and reads stories about different cultures. Instructional Example: 1. LMS introduces Dewey decimal system and how materials are logically grouped in the library. 2. Students are introduced to the Dynix webpac (the online catalog). 3. Students are taught alphabetical arrangement of authors.
Benchmark 2
Derives meaning from information presented creatively in a variety of formats
Indicator 1
By the end of Grade 2-3, the student develops the concept of giving credit to an information source, identifies and uses parts of a book to gather information for classroom assignments.
Instructional Example: 1. Students learn to give credit to the source when presenting a simple information report. 2. Students are instructed in the parts of a book including the information found on the title page, glossary, and index. 3. Students participate in a scavenger hunt through their books to locate information.
Benchmark 3
Formulates questions based on information needs
Indicator 1
By the end of Grade 2-3, the student formulates broad and specific questions.
Instructional Example: 2. LMS guides discussion on what students know and what they want to learn to help students formulate questions about a topic. 3. Students use brainstorming technique to formulate questions.
Benchmark 4
Identifies a variety of potential sources of information
Indicator 1
By the end of Grade 2-3, the student identifies simple reference sources.
Instructional Example: 2. LMS introduces reference materials such as encyclopedias, dictionaries, atlases on the appropriate level. In conjunction with classroom teachers, students learn what types of information are found in various sources. 3. LMS instructs students on basic Internet usage to find information, utilizing a children's search engine such as "Yahooligans."
Benchmark 5
Develops and uses successful strategies for locating information
Indicator 1
By the end of Grade 2-3, the student locates the library media center independently and identifies sections, e.g., fiction and nonfiction, reference; interacts with media of various types and lengths to gain information.
Instructional Example: 1. Students learn to use computer CD-ROM's to gain information, such as a children's multimedia encyclopedia. 2. Students learn to recognize call numbers such as Fiction and Everybody books and the nonfiction section organized with Dewey numbers. Students alphabetize to the second letter of the author's name with teacher guidance. 3. Students understand the location and use of simple reference materials. 4. Students begin to use the library independently.
The student who is information literate evaluates information critically and competently
Benchmark 1
Determines accuracy, relevance, and comprehensiveness
Indicator 1
By the end of grade 2-3, the student understands the concept of accurate information and is beginning to differentiate between sources, e.g. fact and opinion. Instructional Example: 1. LMS reads examples from various sources and brainstorms with students whether they reflect fact or opinion. 2. Students discuss which types of sources give the most accurate information (e g. does a web page written by a 5th grader give accurate information about how to drive a car?)
Benchmark 2
Distinguishes among fact, point of view, and opinion
Indicator 1
By the end of Grade 2-3, the student recognizes facts, opinions, and points of view in various information sources.
Instructional Example: 1. Students are introduced to examples from the editorial page of a newspaper and media ads, to show opinions and points of view. 2. Students learn to differentiate between fact and opinion using a game format. 3. Students write their own ad for a book, showing their point of view and opinions.
Benchmark 3
Identifies inaccurate and misleading information
Indicator 1
By the end of Grade 2-3, the student has been shown examples of dated or inaccurate information, and understands that information may change over time.
Instructional Example: 1. Students learn to look for copyright dates in books that contain information that may change over time, such as books about space or technology. 2. LMS shows students some outdated sources, such as atlases where names of countries have changed.
Benchmark 4
Selects information appropriate to the problem or question at hand Previously discussed in Standard 1, Benchmark 5 and Standard 2, Benchmarks 1-3.
The student who is information literate uses information accurately and creatively
Benchmark 1
Organizes information for practical application
Indicator 1
By the end of Grade 2-3, in collaboration with the classroom teacher, the student organizes information using graphic organizers.
Instructional Example: 1. Students will learn to organize information for a short report with guidance from the classroom teacher and the LMS. Students choose a topic, such as a zoo animal, and are urged to find information in a student encyclopedia, trade books, multimedia encyclopedia and websites for children. Through team teaching, students are guided to take simple notes. Expository graphic organizers are used to organize information.
Benchmark 2
Integrates new information into one's own knowledge
Indicator 1
By the end of Grade 2-3 the student draws conclusions by integrating prior knowledge with new information from materials viewed, read, or heard.
Instructional Example: 1. Students will be guided in the KWL process, e.g. what they know, what they want to know, what they have learned. 2. After reading a story, students discuss places, events or characters from the story that remind them of events from their personal experience.
Benchmark 3
Applies information to critical thinking and problem solving
Indicator 1
By the end of Grade 2-3, in collaboration with a classroom teacher, the student follows steps of a basic problem solving model.
Instructional Example: 1. Students are guided to use the Little 3 problem solving model for a simple research project: Plan, Do, Review.
Benchmark 4
Produces and communicates information and ideas in appropriate formats
Indicator 1
By the end of Grade 2-3, the student uses various formats to gain and present information.
Instructional Examples: 1. Students learn to use a multimedia program such as Kid Pix Studio on the computer to present information. 2. Students are taught simple graphing and charting techniques to present information. 3. Students use pictures/graphics to present information.
The student who is an independent learner is information literate and pursues information related to personal interests
Benchmark 1
Seeks information related to various dimensions of personal well begin, such as career interest, community involvement, health matters, and recreational pursuits
Indicator 1
By the end of Grade 2-3, the student generally seeks information related to personal interests.
Instructional Example: 1. Students learn about the wide variety of information found in the library which relate to personal interests, such as sports or pets, through a scavenger hunt activity. 2. Students learn what resources on careers are available and their location in the library.
Benchmark 2
Designs, develops, and evaluates information products and solutions to related personal interests This process is previously discussed in Standards 1-3 for academic information needs. The same strategies and indicators can also be applied to information needs related to personal interests.
The student who is an independent learner is information literate and other creative expressions of information
Benchmark 1
Is a competent and self-motivated reader
Indicator 1
By the end of Grade 2-3, the student identifies characteristics of folklore (fairy tale, folk tale, and tall tale), animal fantasy, picture books, and biography; identifies elements of a story, e.g., characters, problem, setting, main idea, sequence of events and resolution; understands the significance of award winning books.
Instructional Example: 1. Students retell graphics through dramatization. 2. Students use graphic organizers (story maps, flip boards, sequence chains) to retell the main events of a story in the correct order. 3. Students are introduced to Caldecott Medal award winning books.
Benchmark 2
Derives meaning from information presented creatively in a variety of formats
Indicator 1
By the end of grade 2-3, the student can summarize information read or heard, orally or in writing.
Instructional Example; 1. Students compare and contrast information by the use of a Venn diagram of characters and/or books of different versions. 2. Students can retell the story to their partners. 3. Students can listen for specific purpose; a. Information b. Appreciation
Benchmark 3
Develops creative products in a variety of formats
Indicator 1
By the end of grade 2-3, the student can communicate information as an oral, visual, or written presentation.
Instructional Example: 1. Students complete a story map, outlining the main idea of the story and providing supporting details. 2. After reading a story, the students create a visual project such as a diorama or poster of the story.
The student who is an independent learner is information literate and strives for excellence in information seeking and knowledge generation
Benchmark 1
Assesses the quality of the process and products of personal information seeking formats Discussed under Standard 3, Benchmark 3 for the process
Indicator 1
By the end of Grade 2-3, the student begins to apply accurately the steps of a basic problem-solving model.
Instructional Example: 1. Use Little 3 problem solving model (Plan, Do, Revise) 2. Story Mapping (Title, author, characters, setting, problem/solution) 3. QAR (Question, Answer, Review)
Benchmark 2
Devises strategies for revising, improving, and updating self-generating knowledge (see glossary)
Indicator 1
Not introduced at the 2-3 level.
The student who contributes positively to the learning community and to society is information literate and recognizes the importance of information to a democratic society
Benchmark 1
Seeks information from diverse sources, contexts, disciplines, and cultures
Indicator 1
By the end of Grade 2-3, the student accesses and uses a library with assistance; locates and reads stories about different cultures.
Instructional Examples: 1. Students locate and read different cultural versions of Cinderella stories from around the world. Students compare and contrast customs and ideas by making charts of Venn diagrams and discussing with the class. 2. Students read Molly's Pilgrim by Barbara Cohen and respond to the literature in a response journal. The students write from Molly's perspective and describe her feelings toward her classmates' reactions to her Russian heritage. Students share responses with partner. Literature Cohen, Barbara (1983). Molly's Pilgrim. Lothrop, Lee and Shephard.
Benchmark 2
Respects the principle of equitable access to information
Indicator 1
By the end of Grade 2-3, the student chooses materials without assistance and returns materials on time.
1. LMS stresses the need to care for materials and return them on time so other students may use them.
The student who contributes positively to the learning community and to society is information literature and practices ethical behavior in regard to information and information technology
Benchmark 1
Respects the principles of intellectual freedom
Indicator 1
Not introduced at the 2-3 level.
Benchmark 2
Respects intellectual property rights
Indicator 1
By the end of Grade 2-3, the student recognizes the importance of expressing information in the student's own words.
Instructional Example: 1. Students participate in writing and illustrating a story for the Young Author's Conference. 2. Students will research Kansas animals, taking simple notes, and create a graphic organizer containing the main idea and supporting details. Using ideas gathered in the graphic organizer, students write a report with a beginning, middle and end.
Benchmark 3
Uses information technology responsibly
Indicator 1
By the end of Grade 2-3, the student uses equipment, with minimal guidance, for purposes intended and leaves it in good working order.
Instructional Example: 1. Students use ibooks, being responsible for getting computers from the mobile cart and returning and plugging them in when finished. 2. Students continue to learn proper use and care of computer and other technology equipment.
The student who contributes positively to the learning community and to society is information literate and participates effectively in-groups to pursue and generate information
Benchmark 1
Shares knowledge and information with others
Indicator 1
By the end of Grade 2-3, the student shares information that will contribute to the success of the group.
Instructional Example: 1. Students participate in collaborative activities resulting in a group project. 2. Students participate in cooperative groups. 3. Pair/share as practiced in SFA.
Benchmark 2
Respects others' ideas and backgrounds and acknowledges their contributions
Indicator 1
By the end of grade 2-3, the student responds respectfully to the points of view and ideas of others and acknowledges the contributions of each
Instructional Example: 1. When having a group discussion, students will allow others to speak and listen without interrupting or creating inappropriate noise. 2. Students will respond appropriately to different points of view.
Benchmark 3
Collaborates with others, both in person and through technologies, to identify information problems and to seek their solutions
Indicator 1
By the end of Grade 2-3, the student expresses own ideas appropriately, individually and in a group setting to solve an information problem.
Instructional Example: 1. Students will practice appropriate conversation when expressing differing points of view or opinions.
Benchmark 4
Collaborates with others, both in person and through technologies, to design, develop, and evaluate information products and solutions Discussed in Standard 9, Benchmark 3
Indicator 1
By the end of Grade 2-3, in collaboration with the classroom teacher, the student creates a simple, group information product.
Instructional Example: 1. Students make a chart of favorite zoo animals, listing facts about each one. 2. Students use graphic organizers, such as a Venn diagram, to organize and present information.
USD
250 Home Page
General info:
Vicki Horton
Tech info:
Rick Duling
Webmaster:
Noah Grotheer
©
Pittsburg Public Schools