5th+Grade

5th Grade

=** ODE SCHOOL LIBRARY GUIDELINES **=
 * ~GRADE 5~ **
 * __ INFORMATION LITERACY __**** —Effective school library media programs provide information literacy skills instruction. **

_____ 1. Access the library facility and online library when needed. _____ 2. Describe information needs to the library media specialist or library staff member and develop strategies to fulfill the need. _____ 3. Select library media center materials based on format and need (e.g., print, nonprint, audio, video). _____ 4. Use a variety of library material formats to answer questions and solve problems. _____ 5. Follow circulation procedures. _____ 6. Participate in library activities appropriately and demonstrate responsible use of library materials. _____ 7. Suggest ways to participate in library media center activities and reading celebrations. _____ 8. Access the public library online when needed.
 * // Benchmark A: //**// Access the library media center facility, staff and resources whenever an academic of personal information need arises, and demonstrate appropriate use of library materials. //

_____ 1. Locate easy, fiction, biography and information books on the shelf using call numbers/letters. _____ 2. Recognize Dewey Decimal Classification headings and become familiar with books found in several classes (e.g., sports books are in the 700s). _____ 3. Know that reference material is available in a variety of formats (e.g., print, electronic, online). _____ 4. Search the library catalog by title, subject, author and keyword to locate library materials and needed information.
 * // Benchmark B: //**// Understand that school library books and materials are organized in a system, and use the system to locate items. //

_____ 1. Read for pleasure and information and disc the impact that plot, theme and events have on characters in reading material. _____ 2. Identify simple fictional genres (e.g., fantasy, mystery, romance, historical fiction, science fiction). _____ 3. Read award-winning books and understand that the award is given for the writing of the book (e.g., Newbery, King, Wilder).
 * // Benchmark C: //**// Explore and use various forms of literature for schoolwork and personal enjoyment. //

_____ 1. Develop a systematic plan for organizing information using a basic organizing concept (e.g., subject, chronology, date). _____ 2. Choose a variety of formats for presenting information (e.g., pictures, texts, slides). _____ 3. Understand that there are conditions where information cannot be used (e.g., copyright restrictions on the use of cartoon characters; copying a classmate’s project). _____ 4. Distinguish between relevant and irrelevant information in an information source (e.g., information matches question to be answered, facts apply to the topic). _____ 5. Apply primary and secondary sources to investigate a person, place, thing or event, and identify each source as primary or secondary. _____ 6. Locate information in reference sources, including: a. Subject-specific dictionaries and encyclopedias (e.g., animals, authors, presidents, science, space); b. Atlas/globe; c. Almanac; d. Thesaurus. _____ 1. Generate a topic, assigned or personal interest, and develop open-ended questions for research. _____ 2. Brainstorm possible keywords or resources. _____ 3. Develop a search strategy that uses appropriate and available resources including narrowing or broadening the search topic/question. _____ 4. Explore a variety of resources such as school, public or community resources. _____ 5. Use peer-evaluation techniques and authentic assessments to analyze information. _____ 6. Skim, take notes, paraphrase and organize information using graphic organizers. _____ 7. Create a list of resources using a simple bibliographic format. _____ 8. Communicate findings orally, visually or in writing and draw conclusions about findings. _____ 9. Evaluate the research project and process.
 * // Benchmark D: //**// Describe types of information including facts, opinions, primary/secondary sources; and formats of information including number, text, sound, visual, multimedia; and use information for a purpose. //
 * // Benchmark E: //**// Apply a research process to decide what information is needed, find sources, use information and check sources. //


 * __ TECHNOLOGY LITERACY __**** —Effective school library media programs provide technology literacy skills instruction in the use of library-based technologies. **

_____ 1. Locate and retrieve library materials by searching the OPAC. _____ 2. Select an item of interest by reading the summary located in the bibliographic record. _____ 3. Describe various components of the OPAC bibliographic record. _____ 4. Place materials on hold through the OPAC. _____ 5. Access the OPAC remotely via username and password (e.g., login to the OPAC from the classroom or from home).
 * // Benchmark A: //**// Use the online public access catalog to locate school library materials for classroom assignments and personal interests. //

_____ 1. Explain the elements and meaning of a Web site URL (e.g., name of the site, domain and extensions for specific pages). _____ 2. Type a teacher- or librarian-selected URL into the address line of a Web browser to access a search engine and a Web directory. _____ 3. Perform a search in an age-appropriate search engine or a Web directory by typing in one or more search terms. _____ 4. Read list of results from the search and select potentially relevant Web sites. _____ 5. Identify information on the Web site (e.g., URL extensions, author, title, date produced, special features (images, puzzles, activities), products, services, resources). _____ 6. Examine the information retrieved from the Web site for the author’s expertise, the accuracy of the information presented and the bias.
 * // Benchmark B: //**// Use the Internet to find, use and evaluate information. //

_____ 1. Identify and describe the purpose of various technology-based school library resources (e.g., computer network, multimedia resources). _____ 2. Understand that technology-based resources may be organized by format or topic (e.g., database of magazine articles, electronic photos, digital video). _____ 3. Examine coverage of information in magazine databases, online biography sources and subject guide sources. _____ 4. Use a username and password to access school library and electronic resource databases remotely from the classroom or home.
 * // Benchmark C: //**// Understand how to access technology-based school library materials, including library networks and electronic resources, for research. //


 * __ MEDIA LITERACY __**** —Effective school library media programs support the learning of media literacy skills in collaboration with classroom teachers, technology integration specialists and technology coordinators. **

_____ 1. Explain how multimedia visual and text components, production techniques, language choice, and facts and opinion are used in various combinations to shape listener, viewer and audience perception. _____ 2. Summarize an author’s and/or artist’s intent based on the choice and use of multimedia components to appeal to feelings and senses, suggest mood and meaning and inform or influence audience understanding. _____ 3. Identify the intent behind the communication and delivery of information by individuals, groups, businesses and organizations.
 * // Benchmark A: //**// Explain the intended effect of media communications and messages when delivered and received by various audiences and for various purposes. //

_____ 1. Employ “use and function” of the various text elements and organizational structure used to construct and support a central idea of print or nonprint media documents and presentations (e.g., font characteristics, paragraph alignment, figurative language). _____ 2. Examine through simulation the roles of various people and careers involved in the construction of a media message (e.g., director, producer, actor, illustrator, photographer).
 * // Benchmark B: //**// Examine a variety of elements and components used to create and construct media communications for various audiences and for various purposes. //