Mission Statement
The mission of the SAU16 School District’s Library Media Programs is to ensure that students and staff are effective users of ideas and information. The School Library Media Specialists empower students to be critical thinkers, enthusiastic readers, skillful researchers, and ethical users of information. This mission is promoted through a variety of formats and genres.
End of Grade 2
Standard 1Students use skills, resources, and tools to inquire, think critically, and gain knowledge.
Indicators/Skills
● Follow an inquiry-based process in seeking knowledge and making real-world connections.
● Identify and formulate questions to frame search for information needs.
● Find, evaluate, and select appropriate sources to answer questions.
● Select information from diverse and various formats.
● Collaborate with others to broaden and deepen understanding.
● Make sense of information gathered. / Competencies/Benchmarks
1. Form simple questions and begin to explore ways to answer them.
2. Connect ideas to own interests, identify keywords, and share what is known about a topic, problem, or question.
3. Recognize and use facts that answer specific questions.
4. Interpret information represented in pictures, illustrations, and simple charts.
5. Use simple note-taking strategies to write, draw, or verbalize the main idea and supporting details.
6. Use online encyclopedias and databases with guidance.
7. Recognize the purpose of the online catalog to locate materials.
8. Select and use appropriate sources, including pictures, dictionaries, beginning encyclopedias, magazines, maps and globes, to answer questions.
9. Understand the basic organizational structure of books.
10. Distinguish between fiction and non-fiction books.
11. Understand that the library has an organizational scheme.
End of Grade 2
Standard 2Students use skills, resources, and tools to draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge.
Indicators/Skills
● Continue inquiry-based process and apply critical thinking to construct new understandings, draw conclusions, and create new knowledge.
● Organize knowledge so that it is useful.
● Draw conclusions from information and apply knowledge to curricular areas, real-world situations, and further investigations.
● Use technology and other information tools to analyze and organize information.
● Collaborate with others to exchange ideas, develop new understandings, make decisions, and solve problems.
● Use the writing process, media and visual literacy, and technology skills to create products that express new understandings. / Competencies/Benchmarks
1. Evaluate gathered information and begin to answer the question “What is this mostly about?”
2. Find facts to answer questions in more than one source.
3. Note similarities and differences in information from different sources.
4. Identify supporting details.
5. Use organizational skills such as sorting and categorizing to organize information into different forms. (charts, drawings)
6. Complete a graphic organizer using concepts that were learned during the inquiry experience.
7. Compare new ideas with what was known at the beginning of the inquiry.
8. With guidance, make inferences regarding the topic at the conclusion of a theme or research project.
9. With guidance, draw a conclusion about the main idea.
10. Use word processing and drawing tools to create written product.
11. Share information and ideas with others by discussion and listening.
12. Work in groups to create, share and evaluate simple information products (poster, diorama).
13. Create a product with beginning, middle, and end.
14. Use basic grammar conventions.
15. Incorporate writing and oral skills to develop a product or performance.
16. Use pictures to communicate new information and ideas.
17. Revise work with peer or teacher guidance.
End of Grade 2
Standard 3Students use skills, resources, and tools to share knowledge and participate ethically and productively as members of our democratic society.
Indicators/Skills
● Conclude inquiry-based research process by sharing new understandings and reflecting on the learning.
● Participate and collaborate as members of a social network of learners.
● Use writing and speaking skills to communicate new understandings effectively.
● Use technology and other information tools to organize and display knowledge and understanding in ways that others can use, view and assess.
● Connect learning to community issues.
● Use information ethically and responsibly. / Competencies/Benchmarks
1. Present facts and simple answers to questions.
2. Use simple rubrics to assess work.
3. Reflect at the end of an inquiry experience about new ideas to wonder about and investigate.
4. Participate in discussions and listen well.
5. Show respect for the ideas of others and give positive feedback.
6. Respect rules and procedures as responsible library users.
7. Share favorite literature, both fiction and nonfiction.
8. Begin to create collaborative projects.
9. Share information and creative products with others, using diverse formats, both print and non-print.
10. Choose and maintain a focus in a piece of writing.
11. Add details from personal experience and research to support ideas.
12. Use a variety of ways (through art, music, movement, oral and written language) to present information and main ideas; use oral and written language in a variety of formats (for example narrative text, poetry, and podcasts).
13. Use word processing and creation tools to organize and communicate ideas.
14. Express personal connections to the topic or question.
15. Identify how the topic or question relates to a real world need.
16. Rephrase rather than copy whole sentences.
17. Credit sources by citing author and title.
18. Distinguish between acceptable and unacceptable computer use.
19. Follow school guidelines related to the responsible use of technology.
20. Use technology in appropriate ways outside the school.
End of Grade 2
Standard 4Students use skills, resources, and tools to pursue personal and aesthetic growth.
Indicators/Skills
● Read, view, and listen for pleasure and personal growth.
● Read widely and fluently to make connections with self, the world, and previous reading.
● Respond to literature and creative expressions of ideas in various formats and genres.
● Seek information for personal learning in a variety of formats and genres.
● Connect ideas to own interests and previous knowledge and experience.
● Organize personal knowledge in a way that can be called upon easily.
● Use social networks and information tools to gather and share information.
● Use creative and artistic formats to express personal learning. / Competencies/Benchmarks
1. Distinguish between what is real and what is not real.
2. Request and choose materials related to personal interests.
3. Read, view, and listen to a variety of fiction and nonfiction for enjoyment and information.
4. Begin to recognize that different genres require different reading, listening or viewing strategies.
5. Read widely from multicultural texts in varying genres to find out about self and the surrounding world.
6. Predict what will happen in a story.
7. Draw conclusions about the main idea in a story.
8. Identify author’s purpose and connect illustrations to a story.
9. Compare and contrast characters in two different stories or plots in two stories by the same author.
10. Retell a story using their own words and pictures.
11. Express feelings about characters and events in a story.
12. Make connections between literature and their own experiences.
13. Write about or orally share reactions to imaginative stories and performances.
14. Retell stories using the correct sequence of events.
15. Identify plot, characters, time, and places in a story.
16. Discuss favorite books and authors.
17. Routinely select picture, fiction, and information books; explore books in other genres (poetry, fairy tales).
18. Select information in various formats and genres based on suggestion from teacher or school librarian and on personal interests.
19. Select some books at the appropriate reading level, other books to be read aloud, and other more challenging books of particular interest for browsing and enjoyment.
20. Explain personal criteria for selecting a particular resource.
21. Demonstrate comprehension of stories read independently or shared aloud.
22. Develop criteria for deciding if a book matches interests and reading levels.
23. Find and read (or be read) books that match interests and reading levels.
24. Take notes using graphic organizer provided by teacher or school librarian.
25. Draw pictures of main ideas.
26. Locate information for personal interests and school assignments in print, non-print, and electronic sources with guidance from the school librarian.
27. Experiment with the online catalog and Web resources to locate information.
28. Express feelings about a story through pictures and words.
29. Use technology tools to create and present ideas.
30. Express their own ideas through simple products in different formats.
End of Grade 2
Standard 5Students practice internet safety and digital citizenship.
Indicators/Skills
● Practice safe, legal, ethical, and responsible use of information and technology.
● Use technology to support collaboration, learning, and productivity.
● Protects personal privacy, safety, and information in an online environment. / Competencies/Benchmarks
1. Ask for help when unsure online.
2. Identify reasons for not using last names online.
3. Understand use of logins and passwords necessary on various technology sources.
4. Understand the difference between personal and private information.
5. Explain what is appropriate to do online.
6. Understands what is inappropriate.
7. Distinguish between approved content and advertised content.
8. Practice good manners online.
9. Understand that online content is someone’s work not to be stolen.
10. Understand that online communication is between actual people.
11. Can assist others in using technology for learning.
12. Use technology to explore and pursue personal interests.
13. Use technology to demonstrate learning and/or ideas.
14. Demonstrate to others how to use technology tools in ways that assist rather than prevent others from learning.
End of Grade 5
Standard 1Students use skills, resources, and tools to inquire, think critically, and gain knowledge.
Indicators/Skills
● Follow an inquiry-based process in seeking knowledge and making real-world connections.
● Identify and formulate questions to frame search for information needs.
● Find, evaluate, and select appropriate sources to answer questions.
● Select information from diverse and various formats.
● Collaborate with others to broaden and deepen understanding.
● Make sense of information gathered. / Competencies/Benchmarks
1. Generate questions and practice different ways to locate and evaluate sources that provide needed information.
2. Connect ideas or topics to their own interests.
3. Articulate what is known about a topic, problem, or question.
4. With guidance, generate a list of keywords for an inquiry based project.
5. Identify and use appropriate sources to acquire background information.
6. Predict answers to inquiry questions based on background knowledge and beginning observations or experiences.
7. With guidance formulate questions about the topic.
8. Assess questions to determine which can be answered by simple facts, which cannot be answered, and which would lead to an interesting inquiry.
9. Revise the question or problem as needed to arrive at a manageable topic.
10. Understand the library’s organizational scheme and what main topics are included in each section.
11. Select and use appropriate sources, including specialized reference sources and databases to answer questions.
12. Use multiple resources, including print, electronic, and human to locate information.
13. Use the organizational structure of a book (for example, table of contents, index, chapter headings) to locate information and answer questions.
14. Use text features and illustrations to decide which resources are best to use and why.
15. Skim/scan to locate information that is appropriate to age and ability level.
16. Identify facts and details that support main ideas.
17. Evaluate facts for accuracy.
18. Distinguish between fact and opinion.
19. Interpret information taken from maps, graphs, charts, and other visuals.
20. Select information to answer questions or solve a problem.
21. Use various note taking strategies (for example, outlining, questioning the text, highlighting, graphic organizers).
22. Paraphrase or summarize information in various formats.
23. Draw conclusions based on facts and premises.
24. Recognize when facts from two different sources conflict and seek additional sources to verify accuracy.
25. Recognize their own misconceptions when new information conflicts with previously held opinions.
26. Search an online catalog to locate materials.
27. Use selected websites and periodical databases to find appropriate information.
28. Use selected search engines to find appropriate information.
29. Use software or online tools to record and organize information.
30. Work in teams to produce original works or solve problems.
31. Respect others’ opinions through active listening and questioning.
End of Grade 5
Standard 2Students use skills, resources, and tools to draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge.
Indicators/Skills
● Continue inquiry-based process and apply critical thinking to construct new understandings, draw conclusions, and create new knowledge.
● Organize knowledge so that it is useful.
● Draw conclusions from information and apply knowledge to curricular areas, real-world situations, and further investigations.
● Use technology and other information tools to analyze and organize information.
● Collaborate with others to exchange ideas, develop new understandings, make decisions, and solve problems.
● Use the writing process, media and visual literacy, and technology skills to create products that express new understandings. / Competencies/Benchmarks
1. Use different clues (placement in text, signal words, focal point of illustration) to determine important ideas in illustrations and text.
2. Identify facts and details that support main ideas.
3. Restate and respond with detailed answers to factual questions.
4. Find similar big ideas in more than one source.
5. With guidance make inferences.
6. Organize notes and ideas to form responses to questions.
7. Organize the information in a way that is appropriate for the assignment or question.
8. Use common organizational patterns (chronological order, main idea with supporting ideas) to make sense of information.
9. Review ideas held at beginning of inquiry and reflections captured during note taking.
10. Match information found with questions and predictions.
11. Make inferences about topic at conclusion of research project.
12. Draw a conclusion about the main idea.
13. Identify connections to the curriculum and real world.
14. Use word processing, drawing, presentation, graphing, and other productivity tools to illustrate topics and convey ideas.
15. Express their own ideas appropriately and effectively while working in groups to identify and solve information problems.
16. Work in groups to create and evaluate pictures, images, and charts for word processed reports and electronic presentations.
17. Follow steps of the writing/creative process: prewriting, drafting, revising, editing, and publishing.
18. Identify the audience and purpose before selecting a format for the product.
19. Experiment with text and visual media to create products.
20. Edit drafts based on feedback.
21. Check for correctness, completeness, and citation of sources.
End of Grade 5