Library-Information Literacy Curriculum Guide Grade by Month

Library-Information Literacy Curriculum Guide Grade-by-Month View Grade: 7 March 2013 – Version 3 Working Draft

Introduction: The chart below outlines the content of the grade-by-grade, month-by-month structure of this curriculum guide.

Grade: Standard Benchmarks Essential Vocabulary Assessment Reporting Learning Expectations August/September Content Benchmarks define our expectations for Suggested assessment Suggested standards students’ knowledge and skills along a strategies will appear reporting indicate what October developmental continuum in each content in each grade level and  tools and all students area. That continuum is focused at three month table. approaches should know, will appear understand, points – the end of grade 4, the end of grade November Comprehensive  and be able to 8, and upon graduation (grade 12). in each do. systems of grade level Individual The Essential Learning Expectations are assessment, formative and month December  Library- specific statements of what all students should to summative, include table. Information know and be able to do at a grade level. They formal and informal January Literacy describe a learning progression leading to a assessment as well as  Standards 1-5 Benchmark. student generated are evidence of learning. February emphasized on Terms in the Vocabulary column represent the  a month-by- words and ideas that a teacher and/or student should understand in relation to the ideas March month, grade-  by-grade basis. contained in the benchmarks and ELE statements. For Information Literacy/Library April Media Content Standards 1, 2, and 3 the terms  "plan," "do," and "review" refer to the Super3™ steps. Beginning in Grade 3, the May/June Big6™ steps are introduced in the Vocabulary column. Visit www.big6.com for resources related to the Super3™ and Big6™.

Correlation to the Montana Common Core Standards for English Language Arts/Literacy and Mathematical Practices

Each Information Literacy/Library Media Standard is correlated to the College and Career Readiness Anchor Standards for English Language Arts and the Mathematical practices

Performance Rubrics

The rubrics contained in this framework establish a set of criteria describing students' performance, along a continuum from novice to advanced, that define how well they apply the knowledge and skills contained in the Essential Learning Expectations (ELE). In order to use these generic, analytical rubrics the teacher-librarian or classroom teacher must revise and customize them for specific tasks and assignments. Performance levels define the achievement in broad, general terms and address the question: “How well does a student apply the skills and processes expressed in the standards?" Novice level denotes that the student is beginning to attain the prerequisite knowledge and skills that are fundamental for work at each benchmark. Nearing Proficiency denotes that the student has partial mastery or prerequisite knowledge and skills fundamental for proficient work at each benchmark. "Proficient" denotes solid academic performance for each benchmark. Students reaching this level have demonstrated competency over challenging subject matter, including subject-matter knowledge, application of such knowledge to real-world situations, and analytical skills appropriate to the subject matter. "Advanced" denotes superior performance.

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Library-Information Literacy Curriculum Guide Grade-by-Month View Grade: 7 March 2013 – Version 3 Working Draft

Essential Month Standard Benchmarks Learning Vocabulary Assessment Reporting Expectations Overview: n/a Pre-test and assignment grades

Standards 1-5 formative feedback forms self-assessments assessments test reports

August/September

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Library-Information Literacy Curriculum Guide Grade-by-Month View Grade: 7 March 2013 – Version 3 Working Draft

Essential Month Standard Benchmarks Learning Vocabulary Assessment Reporting Expectations Standard 1: Benchmark 1, End 1.A. formulate Benchmark 1, Formative assignment grades Students must of Grade 8: Define steps needed to paraphrase, feedback forms the problem. solve the problem keywords, guidance self-assessments identify the task Benchmark 2, End or task Benchmark 2, and determine of Grade 8: 1.B. paraphrase print sources, the resources Identify the types of task nonprint sources, needed. information 1.C. broaden or primary sources, needed. narrow topic secondary sources, Benchmark 3, End 1.D. identify task definition of Grade 8: keywords Benchmark 3 Evaluate and select 1.E. list information authority, bias, appropriate requirements of the point of view, resources. task appropriately 2.A. identify current, location possible resources and access to solve the problem or task (e.g., encyclopedias, maps, atlas, almanacs, periodicals, newspapers, Web sites, nonfiction books, personal interviews, audio files, video files, community resources, databases) 2.B. use primary and secondary sources 2.C. identify useful resources 3.A. identify appropriately current resources 3.B. identify point of view and bias in resources 3.C. appraise authority and

usefulness of resources 3.D. select the best October resources

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Library-Information Literacy Curriculum Guide Grade-by-Month View Grade: 7 March 2013 – Version 3 Working Draft

Correlation to the Montana Common Core Standards for English Language Arts/Literacy and Mathematical Practices

English Language Arts/Literacy Mathematical Practices Grade Level Standards for Writing 1. Makes sense of problems and persevere in solving them. Research to Build and Present Knowledge 3. Construct viable arguments and critique the reasoning of 7. Conduct short research projects to answer a others. question, drawing on several sources and generating 4. Model with mathematics. additional related, focused questions for further research and investigation. Include sources and/or topics by and about American Indians 8. Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.

Grade Level Standards for Speaking and Listening Comprehension and Collaboration 1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly. 1a. Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. 1b. Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed. 1c. Pose questions that elicit elaboration and respond to others’ questions and comments with relevant observations and ideas that bring the discussion back on topic as needed. 1d. Acknowledge new information expressed by others and, when warranted, modify their own views. 2. Analyze the main ideas and supporting details presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how the ideas clarify a topic, text, or issue under study. 3. Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and the relevance and sufficiency of the evidence.

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Library-Information Literacy Curriculum Guide Grade-by-Month View Grade: 7 March 2013 – Version 3 Working Draft

Standard 1 Performance Rubrics

Criteria (Benchmark) Novice Nearing Proficiency Proficient Advanced 1. Define the problem A. struggle to formulate A. formulate basic A. formulate steps A. formulate complex questions or steps questions or steps needed to solve the questions or steps needed to solve the needed to solve the problem or task needed to solve the problem or task problem or task B. paraphrase task problem or task B. struggle to B. paraphrase task with C. broaden or narrow B. concisely paraphrase paraphrase task limited skill topic task C. struggle to broaden or C. broaden or narrow D. list keywords related C. recognizes the need narrow topic topic with limited skill to the topic to broaden or narrow D. list minimal keywords D. list some keywords E. list information topic adeptly related to the topic related to the topic requirements of the task D. list a comprehensive E. list minimal E. list some information set of keywords related information requirements of the task to the topic requirements of the task E. completely list information requirements of the task 2. Identify information A. rely on a single source A. use limited range of A. identify a variety of A. identify and makes resources needed. B. rely mostly on resources resources connections between a secondary sources B. sometimes distinguish B. use primary and variety of resources C. select resources with differences between secondary sources B. use unique primary limited usefulness primary and secondary C. identify and defend and secondary sources sources usefulness of resources relative to task C. sometimes identify selected C. identify and defend and defend the unique elements of usefulness of resources resources selected

3. Evaluate and select A. identify appropriately A. identify appropriately A. identify appropriately A. select appropriately appropriate resources. current resources with current resources with current resources current resources minimal success some errors B. identify point of view B. identify and compare B. recognize some B. recognize language of and bias in resources points of view and bias language of bias or point bias or point of view C. judge authority and in resources of view C. inconsistently judge usefulness of resources C. analyze authority and C. overlook authority authority and usefulness D. select the best usefulness of resources and usefulness of of resources resources D. select both standard resources D. select some useful and innovative D. rely on a single resources resources resource regardless of topic

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Library-Information Literacy Curriculum Guide Grade-by-Month View Grade: 7 March 2013 – Version 3 Working Draft

Essential Month Standard Benchmarks Learning Vocabulary Assessment Reporting Expectations Standard 2: Benchmark 1, End 1.A. utilize library Benchmark 1, Formative assignment grades of Grade 8: Locate facility subject directory, feedback forms Students will 1.B. use a variety of multiple resources Boolean search, self-assessments available search tools locate sources, database, URL, Web using search tools. and methods (e.g., use information Benchmark 2, End library catalog, address, link, and present of Grade 8: indexes, search location and access findings. Evaluate resources. engines, subject Benchmark 2, directory, Boolean Benchmark 3, End relevant, searches, digital of Grade 8: Locate appropriate, detail, databases, library currency, authority information within personnel) and bias, multiple resources. 1.C. use search information seeking Benchmark 4, End techniques to locate strategies of Grade 8: Extract resources (e.g., keywords, Benchmark 3, information from Boolean/limiters, keyword phrase, multiple resources phrase, title, author skimming, scanning, needed to solve the and subject) subject directory, problem. 1.D. locate resources information seeking (e.g., call number, Benchmark 5, End strategies of Grade 8: URL, link) 2.A. identify point of Benchmark 4, read Organize and view and bias in with purpose, manage resources summarize, information to 2.B. judge usefulness paraphrase, use of solve the problem. of resources (relevant, information solve appropriate, detail, Benchmark 6, End the problem. of Grade 8: Create a currency, authority and bias) Benchmark 5, product that 3.A. use glossaries and outlines, graphic presents findings. tables of contents organizers, 3.B. use print and organization: digital indexes (e.g., sequence, subject directory) alphabetical, 3.C. identify keywords chronological, and keyword phrases by skimming and cause/effect, etc., scanning synthesis 3.D. record location of Benchmark 6, information within synthesis resources 4.A. read, listen and view with purpose to accomplish task 4.B. summarize and paraphrase relevant information 4.C. cite each source 4.D. use note taking to transfer information 5.A. arrange information into a format to accomplish task (e.g., outlines, graphic organizers) 6.A. construct a product that meets task criteria and is audience appropriate 6.B. present final

product in appropriate format

November

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Library-Information Literacy Curriculum Guide Grade-by-Month View Grade: 7 March 2013 – Version 3 Working Draft

Correlation to the Montana Common Core Standards for English Language Arts/Literacy and Mathematical Practices

English Language Arts/Literacy Mathematical Practices Grade Level Standards for Reading 1. Makes sense of problems and persevere in solving Key Ideas and Details them. 1. Cite several pieces of textual evidence to support 2. Reason abstractly and quantitatively. analysis of what the text says explicitly as well as 3. Construct viable arguments and critique the reasoning inferences drawn from the text. of others. 2. Determine two or more central ideas in a text and 5. Use appropriate tools strategically. analyze their development over the course of the text; provide an objective summary of the text. 6. Attend to precision. 3. Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events). Craft and Structure 4. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of a specific word choice on meaning and tone. 5. Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to the development of the ideas. Integration of Knowledge and Ideas 7. Compare and contrast a text to an audio, video, or multimedia version of the text, analyzing each medium’s portrayal of the subject (e.g., how the delivery of a speech affects the impact of the words). 8. Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims. Include texts by and about American Indians. 9. Analyze how two or more authors writing about the same topic shape their presentations of key information by emphasizing different evidence or advancing different interpretations of facts. Include texts by and about American Indians.

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Library-Information Literacy Curriculum Guide Grade-by-Month View Grade: 7 March 2013 – Version 3 Working Draft

English Language Arts/Literacy Mathematical Practices and evidence. 1d. Establish and maintain a formal style. 1e. Provide a concluding statement or section that follows from and supports the argument presented. 2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. 2a. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. 2b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. 2c. Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts. 2d. Use precise language and domain-specific vocabulary to inform about or explain the topic. 2e. Establish and maintain a formal style. 2f. Provide a concluding statement or section that follows from and supports the information or explanation presented. 3. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. 3a. Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically. 3b. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters. 3c. Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another. 3d. Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events. 3e. Provide a conclusion that follows from and reflects on the narrated experiences or events. Production and Distribution of Writing 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.(Grade-specific expectations for writing types are defined in standards

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Library-Information Literacy Curriculum Guide Grade-by-Month View Grade: 7 March 2013 – Version 3 Working Draft

English Language Arts/Literacy Mathematical Practices 1-3.) Research to Build and Present Knowledge 9. Draw evidence from literary or informational texts to support analysis, reflection, and research. 9a. Apply grade 7 Reading standards to literature (e.g., “Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history”). 9b. Apply grade 7 Reading standards to literary nonfiction (e.g. “Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims”). Range of Writing 10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

Grade Level Standards for Speaking and Listening Comprehension and Collaboration 1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly. 1a. Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. 1b. Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed. 1c. Pose questions that elicit elaboration and respond to others’ questions and comments with relevant observations and ideas that bring the discussion back on topic as needed. 1d. Acknowledge new information expressed by others and, when warranted, modify their own views. 2. Analyze the main ideas and supporting details presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how the ideas clarify a topic, text, or issue under study. Presentation of Knowledge and Ideas 4. Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation.

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Library-Information Literacy Curriculum Guide Grade-by-Month View Grade: 7 March 2013 – Version 3 Working Draft

English Language Arts/Literacy Mathematical Practices 5. Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points. 6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grade 7 Language standards 1 and 3 for specific expectations.)

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Library-Information Literacy Curriculum Guide Grade-by-Month View Grade: 7 March 2013 – Version 3 Working Draft

Standard 2 Performance Rubrics

Criteria (Benchmark) Novice Nearing Proficiency Proficient Advanced 1. Locate multiple A. identify distinct areas of A. identify and attempt to A. utilize library/media A. utilize library/media resources using search library/media facility utilize library/media facility facility facility competently tools B. have a general sense of B. use multiple search tools B. use multiple search tools B. independently use available search tools with mistakes and methods multiple search tools and C. use one preferred search C. experiment with a C. use search techniques to methods technique variety of search locate resources C. use search techniques to D. locate one resource. techniques D. locate resources locate resources D. return to previously used D. locate resources resource 2. Evaluate resources A. be influenced by point of A. identify the differences A. identify point of view A. discuss statements of view and bias in resources between point of view, and bias in resources bias and point of view as if fact bias, and fact B. judge usefulness of B. judge usefulness of B. use a single criterion to B. attempt to evaluate the resources (relevant, resources (relevant, evaluate the usefulness of usefulness of a resource appropriate, detail, appropriate, detail, resources (currency or with multiple criteria currency, authority and currency, authority and appropriate or detail, etc.) (relevant, appropriate, bias) bias) detail, currency, authority and bias) 3. Locate information A. use glossaries and tables A. use glossaries and tables A. use glossaries and tables A. use glossaries and tables within multiple resources of contents without of contents with some of contents of contents complete understanding errors B. use multiple print and B. demonstrate B. locate print and digital B. use multiple print and digital indexes understanding of index indexes digital indexes with C. identify keywords and organization to locate C. rely on single reading inaccuracies keyword phrases by information strategy to locate C. demonstrate general skimming and scanning C. applies skimming and information understanding of locating D. record location of scanning to an entire D. rely on structured format keywords and keyword information within resource (text, graphics, to record location of phrases resources charts, etc.) to locate information D. independently record information location of information with D. apply systematic limited detail organization skills to record location of information 4. Extract information A. rely on single mode (read A. develop awareness of A. read, listen and view A. read, listens, and views from multiple resources or listen or view) to extract multiple modes to extract with purpose to accomplish multiple resources with needed to solve the information from resources information from available task purpose to accomplish task problem provided resources B. summarize and B. summarize and B. relies on one method of B. evaluate examples of paraphrase relevant paraphrase relevant restating information summarizing and information information C. cite each source in a paraphrasing C. cite each source C. cite each source simplified, structured C. cite each source with D. use note-taking to according to a prescribed template format errors transfer information format. (MLA, APA, D. transfer incomplete D. transfer information Chicago.) information with through note-taking with D. organize information for inconsistent note-taking mistakes meaning and accessibility during note-taking 5. Organize and manage A. rely on structured A. will attempt multiple A. arrange information into A. select appropriate information to solve the organizational tools organizational tools but a format to accomplish organizational tool to problem. commonly returns to a task (e.g., outlines, graphic accomplish task preferred format organizers) 6. Create a product that A. construct a product A. construct a product that A. construct a product that A. construct an original presents findings. limited to either task meets task criteria and is meets task criteria and is product that exceeds task criteria or audience audience appropriate with audience appropriate criteria and is audience B. present a final product some errors B. present final product in appropriate without regard of B. present a final product appropriate format B. present creative and/or appropriate format with an attempt to follow sophisticated final product the appropriate format in appropriate format

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Library-Information Literacy Curriculum Guide Grade-by-Month View Grade: 7 March 2013 – Version 3 Working Draft

Essential Month Standard Benchmarks Learning Vocabulary Assessment Reporting Expectations Standard 3: Benchmark 1, End 1.A. evaluate Benchmark 1, Formative assignment grades Students will of Grade 8: Assess product's strengths evaluation feedback forms the quality and and weaknesses self-assessments evaluate the Benchmark 2, effectiveness of the according to task self-regulation, product and product. criteria time management, learning Benchmark 2, End 1.B. critique final peer evaluation, process. of Grade 8: product (e.g., self, evaluation Evaluate how the teacher, peers) process met the 1.C. identify areas need for for improvement of information. the product 2.A. examine task completion process (e.g., self- regulation, time management, etc.) 2.B. identify areas for improvement in December the process

Correlation to the Montana Common Core Standards for English Language Arts/Literacy and Mathematical Practices

English Language Arts/Literacy Mathematical Practices Grade Level Standards for Writing 1. Makes sense of problems and persevere in solving Production and Distribution of Writing them. 5. With some guidance and support from peers and 8. Look for and express regularity in repeated reasoning. adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.(Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 7.) Range of Writing 10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

Grade Level Standards for Speaking and Listening Comprehension and Collaboration 3. Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and the relevance and sufficiency of the evidence.

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Library-Information Literacy Curriculum Guide Grade-by-Month View Grade: 7 March 2013 – Version 3 Working Draft

Standard 3 Performance Rubrics

Criteria (Benchmark) Novice Nearing Proficiency Proficient Advanced 1 Assess the quality A. evaluate product A. evaluate product's A. evaluate product's A. evaluate product's and effectiveness of strengths and strengths and strengths and strengths and the product weaknesses without weaknesses with limited weaknesses according to weaknesses according to regard to task criteria consideration of task task criteria task criteria throughout B. trust authority of criteria B. critique final product the process teacher or peer B. critique final product C. identify areas for B. uses guidelines to evaluation of product. (e.g., self, teacher, improvement of the debate differences in C. have a general sense peers) with assistance product self-evaluation and that product could be C. recognize differences teacher/peer improved in quality between evaluations of product products. C. reflect on ways to improve product in novel situations 2. Evaluate how the A. identify elements of A. present confusing A. examine task A. self-critique and process met the need task completion process statements or facts completion process reflect upon task for information with no future about the task B. identify areas for completion process projections for completion process improvement in the B. identify areas for improvement B. recognize need for process improvement in future B. identify steps in the improvement in the application of the process with limited process process understanding of strengths or weaknesses in a given step

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Library-Information Literacy Curriculum Guide Grade-by-Month View Grade: 7 March 2013 – Version 3 Working Draft

Essential Month Standard Benchmarks Learning Vocabulary Assessment Reporting Expectations Review and Interim: TRAILS TRAILS report Assessment

January

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Library-Information Literacy Curriculum Guide Grade-by-Month View Grade: 7 March 2013 – Version 3 Working Draft

Essential Month Standard Benchmarks Learning Vocabulary Assessment Reporting Expectations Standard 4: Benchmark 1, End 1.A. recognize the Benchmark 1, Formative assignment Students will of Grade 8: Legally elements that intellectual grades obtain, store and comprise property, use information disseminate text, intellectual plagiarism, feedback forms safely, ethically data, images or property copyright, creative self- and legally. sounds. 1.B. recognize commons, fair use, assessments Benchmark 2, End current laws and public domain, of Grade 8: policies regarding location and access, Appropriately information use use of information. credits ideas and (e.g., plagiarism, Benchmark 2, works of others. copyright, creative cite, MLA, APA, task Benchmark 3, End commons, fair use, definition, use of of Grade 8: public domain) information, Participate and 2.A. use synthesis collaborate in paraphrasing and Benchmark 3, intellectual and summarizing netiquette, cyber social networks correctly bullying, data following safe and 2.B. produce vandalism, AUP, accepted practices. components for a social network, task citation format definition, use of (e.g., MLA, APA) information, 2.C. credit the synthesis intellectual property of others (e.g., video, music, Web site, audio, digital, artwork, photography, interview, presentations) 2.D. adhere to copyright laws (e.g., fair use, creative commons, plagiarism, public domain) 3.A. use appropriate netiquette in various online settings (e.g., cyber bullying, data vandalism, online manners and protocol) 3.B. follow Acceptable Use Policy (AUP) 3.C. describe safe practices in social

network and online settings 3.D. collaborate and participate effectively within a safe, social environment (e.g., group work, public February and March spaces, face to face)

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Library-Information Literacy Curriculum Guide Grade-by-Month View Grade: 7 March 2013 – Version 3 Working Draft

Correlation to the Montana Common Core Standards for English Language Arts/Literacy and Mathematical Practices

English Language Arts/Literacy Mathematical Practices Grade Level Standards for Writing 1. Makes sense of problems and persevere in solving Text Types and Purposes them. 1. Write arguments to support claims with clear reasons 2. Reason abstractly and quantitatively. and relevant evidence. 3. Construct viable arguments and critique the reasoning 1a. Introduce claim(s), acknowledge alternate or of others. opposing claims, and organize the reasons and evidence 4. Model with mathematics logically. 1b. Support claim(s) with logical reasoning and relevant 5. Use appropriate tools strategically. evidence, using accurate, credible sources, including 6. Attend to precision. oral sources, and demonstrating an understanding of the topic or text. 1c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence. 1d. Establish and maintain a formal style. 1e. Provide a concluding statement or section that follows from and supports the argument presented. 2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. 2a. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. 2b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. 2c. Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts. 2d. Use precise language and domain-specific vocabulary to inform about or explain the topic. 2e. Establish and maintain a formal style. 2f. Provide a concluding statement or section that follows from and supports the information or explanation presented. 3. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. 3a. Engage and orient the reader by establishing a context and point of view and introducing a narrator

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Library-Information Literacy Curriculum Guide Grade-by-Month View Grade: 7 March 2013 – Version 3 Working Draft

English Language Arts/Literacy Mathematical Practices and/or characters; organize an event sequence that unfolds naturally and logically. 3b. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters. 3c. Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another. 3d. Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events. 3e. Provide a conclusion that follows from and reflects on the narrated experiences or events. Production and Distribution of Writing 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.(Grade-specific expectations for writing types are defined in standards 1-3.) 6. Use technology, including the Internet, to produce and publish writing and link to and cite sources as well as to interact and collaborate with others, including linking to and citing sources. Research to Build and Present Knowledge 7. Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation. Include sources and/or topics by and about American Indians. 8. Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation. Research to Build and Present Knowledge 9. Draw evidence from literary or informational texts to support analysis, reflection, and research. 9a. Apply grade 7 Reading standards to literature (e.g., “Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history”). 9b. Apply grade 7 Reading standards to literary nonfiction (e.g. “Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims”).

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Library-Information Literacy Curriculum Guide Grade-by-Month View Grade: 7 March 2013 – Version 3 Working Draft

Standard 4 Performance Rubrics

Criteria (Benchmark) Novice Nearing Proficiency Proficient Advanced 1. Legally obtain, store A. define property with A. demonstrate A. recognize the A. define the elements and disseminate text, limited understanding of understanding of elements that comprise that comprise data, images or sounds its application to ownership as applied to intellectual property intellectual property intellectual material intellectual material B. recognize current B. develop systems and B. demonstrate B. attempt to follow laws and policies habits to effectively beginning understanding current laws and policies regarding information apply current laws and of current laws and regarding information use policies regarding policies regarding use information use information use 2. Appropriately A. rely on one method of A. accurately restate A. use summarizing and A. use summarizing, credits ideas and restating information information according to paraphrasing correctly paraphrasing and direct works of others B. produce components a model B. produce components quotes correctly for a citation format B. produce components for a citation format B. produce components with a template for a citation format C. credit the intellectual for a citation format C. credit the intellectual with some errors property of others with self-correction property of others using C. credit the intellectual D. adhere to copyright C. explore online tools to a simplified, structured property of others, but laws credit the intellectual template. with errors property of others D. define copyright laws D. attempt to follow according to a copyright laws prescribed format. (MLA, APA, Chicago.) D. adhere to copyright laws 3. Participate and A. recognizes and A. inconsistently uses A. use appropriate A. demonstrate a clear collaborate in identifies rules of appropriate netiquette netiquette in various awareness of the risks intellectual and social netiquette in various in various online settings online settings and responsibilities in networks following online settings B. follow Acceptable Use B. follow Acceptable Use using appropriate safe and accepted B. identify elements and Policy (AUP) with Policy (AUP) netiquette in various practices purpose of an occasional lapses C. describe safe online settings Acceptable Use Policy C. describe safe practices in social B. follow Acceptable Use (AUP) and attempt to practices in social network and online Policy (AUP) follow it network and online settings C. interpret reasons for C. define terms related settings D. collaborate and safe practices in social to safe practices in social D. describe participate effectively network and online network and online characteristics of within a safe, social settings settings effective collaboration environment D. facilitate effective D. define elements of and what makes a safe collaboration and collaboration and safe social environment participation within a social environment safe, social environment

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Library-Information Literacy Curriculum Guide Grade-by-Month View Grade: 7 March 2013 – Version 3 Working Draft

Essential Month Standard Benchmarks Learning Vocabulary Assessment Reporting Expectations Standard 5: Benchmark 1, End 1.A. express areas Benchmark 1, Formative assignment grades Students must of Grade 8: Use of interest task definition, use feedback forms and respond to a of information, self-assessments pursue personal 1.B. locate and variety of print and select a variety of synthesis interests digital formats for resources in Benchmark 2, through pleasure and interest areas task definition, use literature and personal growth. 1.C. explore a of information, other creative Benchmark 2, End variety of formats synthesis of Grade 8: Use with guidance Benchmark 3, expressions. and respond to a 1.D. express and creative expression, variety of genres defend opinion on cultural bias, for pleasure and selected resource location and access, personal growth. 2.A. compare and use of information Benchmark 3, End contrast the Benchmark 4, of Grade 8: Analyze characteristics of interlocal, and respond to various genres intralocal, digital multiple resources 2.B. select resources, and creative resources in various Interlibrary loan expressions from genres (ILL), information diverse cultures, 2.C. explain and seeking strategies, including Montana justify preferred location and access, American Indians. genre use of information, Benchmark 4, End synthesis 3.A. explore how of Grade 8: Access the elements of and use libraries culture impact and other creative expression information (e.g., religion, environments to family, nationality) find information for personal use and to 3.B. recognize an make connections author’s cultural to resources bias with guidance beyond the school 3.C. recognize the library. diversity of cultural expression 4.A. access and use a variety of available digital resources 4.B. locate and use community resources (e.g., museums, community members, organizations, government resources) 4.C. access and use interlocal and/or intralocal resources (e.g., public libraries, other school libraries, bookmobile, infomobile, April interlibrary loan)

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Library-Information Literacy Curriculum Guide Grade-by-Month View Grade: 7 March 2013 – Version 3 Working Draft

Correlation to the Montana Common Core Standards for English Language Arts/Literacy and Mathematical Practices

English Language Arts/Literacy Mathematical Practices Grade Level Standards for Reading 1. Makes sense of problems and persevere in solving Craft and Structure them. 6. Determine an author’s point of view or purpose in a 2. Reason abstractly and quantitatively. text, including those by and about American Indians, 3. Construct viable arguments and critique the reasoning and analyze how the author distinguishes his or her of others. position from that of others. 4. Model with mathematics Range of Reading and Level of Text Complexity 10. By the end of the year, read and comprehend 5. Use appropriate tools strategically. literary nonfiction in the grades 6–8 text complexity 6. Attend to precision. band proficiently, with scaffolding as needed at the high end of the range.

Grade Level Standards for Writing Text Types and Purposes 1. Write arguments to support claims with clear reasons and relevant evidence. 1a. Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically. 1b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources, including oral sources, and demonstrating an understanding of the topic or text. 1c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence. 1d. Establish and maintain a formal style. 1e. Provide a concluding statement or section that follows from and supports the argument presented. 2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. 2a. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. 2b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. 2c. Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts. 2d. Use precise language and domain-specific vocabulary to inform about or explain the topic.

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Library-Information Literacy Curriculum Guide Grade-by-Month View Grade: 7 March 2013 – Version 3 Working Draft

English Language Arts/Literacy Mathematical Practices 2e. Establish and maintain a formal style. 2f. Provide a concluding statement or section that follows from and supports the information or explanation presented. 3. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. 3a. Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically. 3b. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters. 3c. Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another. 3d. Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events. 3e. Provide a conclusion that follows from and reflects on the narrated experiences or events. Production and Distribution of Writing 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3.) Research to Build and Present Knowledge 7. Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation. Include sources and/or topics by and about American Indians. 8. Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation. 9. Draw evidence from literary or informational texts to support analysis, reflection, and research. 9a. Apply grade 7 Reading standards to literature (e.g., “Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history”). 9b. Apply grade 7 Reading standards to literary nonfiction (e.g. “Trace and evaluate the argument and

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Library-Information Literacy Curriculum Guide Grade-by-Month View Grade: 7 March 2013 – Version 3 Working Draft

English Language Arts/Literacy Mathematical Practices specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims”).

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Library-Information Literacy Curriculum Guide Grade-by-Month View Grade: 7 March 2013 – Version 3 Working Draft

Standard 5 Performance Rubrics

Criteria (Benchmark) Novice Nearing Proficiency Proficient Advanced 1. Use and respond to A. explore areas of A. select areas of A. express areas of A. express and justify a variety of print and interest interest interest areas of interest with digital formats for B. seek help to identify B. explore resources B. locate and select a examples pleasure and personal new resources with limited success variety of resources in B. easily correlate a growth C. repeatedly select a C. experiment with a interest areas variety of resources with single resource limited number of C. explore a variety of interest areas D. be influenced by formats formats with guidance C. experiment with a other opinions D. begin to formulate an D. express and defend variety of formats opinion on selected opinion on selected D. express and defend resources resource opinion on selected resources with relevant examples 2. Use and respond to A. identify A. list detailed examples A. compare and contrast A. draw connections a variety of genres for characteristics of of various genres the characteristics of between a variety of pleasure and personal different genres B. occasionally select various genres genres growth B. repeatedly select a material outside their B. select resources in B. select resources in single genre preferred genre various genres various genres C. explain with limited C. experiments with C. explain and justify C. engage others in detail their preferred opinions regarding preferred genre dialog about various genre various genres genres 3. Analyze and A. explore samples of A. find elements of A. explore how the A. relate how the respond to multiple creative works from culture in a creative elements of culture elements of culture resources and creative diverse cultures work impact creative impacts creative expressions from B. define cultural B. define cultural expression expression diverse cultures, perspective perspective with some B. recognize an author’s B. independently including Montana C. identify elements of examples cultural perspective identify statements of American Indians cultural expression in C. identify and discuss C. recognize the an author's cultural isolation similarities in cultural diversity of cultural perspective expression expression C. compare and contrast the diversity of cultural expression 4. Access and use A. attempt information A. rely on a single digital A. access and use a A. distinguish best digital libraries and other access from digital resource for task variety of digital resource for task information resources with limited B. consider use of resources B. select appropriate environments to find success community resources B. locate and use community resource to information for B. demonstrate limited C. sporadically access community resources complete quest for personal use and to awareness of and use interlocal and C. access and use knowledge make connections to community resources intralocal resources interlocal and/or C. evaluate usefulness of resources beyond the C. seldom access or use intralocal resources intralocal and interlocal school library interlocal and intralocal resources resources

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Library-Information Literacy Curriculum Guide Grade-by-Month View Grade: 7 March 2013 – Version 3 Working Draft

Essential Month Standard Benchmarks Learning Vocabulary Assessment Reporting Expectations Culminating Summative: TRAILS TRAILS report Projects and Assessment

May/June

Indian Education for All Resources

In addition to providing alignment to the Montana Common Core Standards for Mathematical Practices and the English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects, this guide provides a list of suggested Indian Education for All resources. The lists are not exhaustive or complete, but they suggest rich information and context for students to build awareness of the Essential Understandings Regarding Montana Indians and make connections to Montana's cultural heritage. Complete lists of materials provided to schools by the OPI Indian Education Division can be found on the OPI Web site.

Please visit the OPI Website to access the MCCS/IEFA ELA Grade 7 Companion Guide.

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