Iowa City Community School District

Illinois Standards Aligned Instruction for Libraries -Technology Specific Version- Permissions and Acknowledgements

Permission has been obtained from the following organizations to use their materials in this document:

American Association of School Librarians (AASL)

Illinois State Board of Education (ISBE)

Guided by NETS for Students: National Educational Technology Standards for Students, Second Edition, © 2007, ISTE® (International Society for Technology in Education), www.iste.org. All rights reserved.

Permission to use, reproduce, and distribute this document in its entirety is hereby granted for private, non-commercial and educational purposes only. For any use of this material outside of the I-SAIL framework, permission must be obtained individually from each of these organizations.

Last Updated 5/8/2018 I-SAIL 2 The Illinois School Library Media Association (ISLMA) would like to express their appreciation to the following groups and individuals in assisting in the design and development of this project:

The Alliance Library System (ALS)

ALS Focus Group

ISLMA Standards Committee consisting of:

Becky Robinson, Chair

Angie Green, Christy Semande,

Connie Amon, Dorsey Chambers, Kisten Considine

John Moranski, Daniel Russo

Table of Contents:

Last Updated 5/8/2018 I-SAIL 3 Purpose------Page 4

Vision------Page 4

History------Page 4

I-SAIL Standards------Page 5

A Note on the Purpose and Use of the Technology Related Version------Pages 6

Grades 9-12 Technology Standard 1------Pages 8 - 11

Last Updated 5/8/2018 I-SAIL 4 Purpose:

To empower, educate, and encourage school library media specialists to utilize this tool to teach Information Literacy skills to their students; therefore preparing the students for college and an information fluent society.

Vision:

It is the vision of the ISLMA Standards Committee that this curriculum would also be used to aid in demonstrating the cross-curricular value of school libraries. If used properly, this curriculum along with collaboration of other classroom teachers will provide the data many administrators use for decision-making.

History:

Annually, the Alliance Library System consulting staff attend site visits at each of our member libraries. In 2007, one trend noticed by the staff was the need for an Information Literacy or library skills curriculum aligned with the Illinois Learning Standards and the new American Association for School Librarians (AASL) standards. In January 2008, a focus group was formed and utilized to research sample curricula and format the framework for the final sample. In August 2008, Alliance Library System staff, with the help of member librarians, published the first version in CD format and as a wiki online. In October 2008 the curriculum was presented to the Illinois School Library Media Association (ISLMA) for adoption as a statewide model.

Last Updated 5/8/2018 I-SAIL 5 I-SAIL Standards

Standard 1: Accesses information efficiently and Standard 3: Uses information accurately, creatively, and effectively to inquire, think critically, and gain knowledge ethically to share knowledge and participate ethically and productively as members of our  Recognizes the need for information  Formulates questions based on information needs democratic society  Identifies a variety of potential sources of information  Develops and uses successful strategies for locating  Organizes information for practical application information  Integrates new information into one's own knowledge  Seeks information from diverse sources, contexts,  Produces and communicates information and ideas in disciplines and cultures appropriate formats  Devises strategies for revising and improving process and product Standard 2: Evaluates information critically and  Practices ethical behavior in regard to information and competently to draw conclusions, make informed information technology (including freedom of speech, censorship, copyright and plagiarism) decisions, apply knowledge to new situations, and create new knowledge Standard 4: Appreciates literature and other creative expressions of information and pursues information  Determines accuracy, relevance, and comprehensiveness related to personal interests and aesthetic growth  Distinguishes among fact, point of view, and opinion  Identifies inaccurate and misleading information  Is a competent and self-f motivated reader  Selects information appropriate to the problem or question at hand  Develops a background in types of literature and literary elements  Derives meaning from information presented creatively in a variety of formats  Seeks information related to personal well-being, such as career interests, community involvement, health matters, and recreational pursuits.  Designs, develops and evaluates information products and solutions related to personal interests.

Last Updated 5/8/2018 I-SAIL 6 Last Updated 5/8/2018 I-SAIL 7 I-Sail Technology Standards 8

A Note on the Purpose and Use of the Technology Related Version:

During the creation of the I-SAIL document, the committee was questioned specifically about how the contents would address the needs of school librarians looking for resources that address the Illinois General Assembly’s requirement for schools to have an Internet Safety Curriculum (Public Act 095- 0869) or those looking to meet other technology standards.

To meet this need, the technology version of the document was created. While the I-SAIL Standards, Benchmarks, and Objectives in this document have remained the same as in the original version, those items that pertain directly to technology have been bolded. In the final two columns that contain the Illinois State Learning Standards and the AASL Standards, only those standards that relate to technology have been included. Additionally, we have been graciously allowed to include the NETS Standards that we feel may guide instruction.

ISLMA has a task force in place to develop a more specific document relating to Internet Safety. When this document is completed, it will be integrated into I-SAIL in some fashion. Please watch for its release and continue to provide us with feedback as to how we can meet your needs.

Last Updated 5/8/2018 I-SAIL 8 I-Sail Technology Standards 9

Technology Related Standards for Grades 9 - 12

Technology Grades 9-12:

Standard 1: Accesses information safely, efficiently and effectively to inquire, think critically, and gain knowledge.  Recognizes the need for information  Formulates questions based on information needs  Identifies a variety of potential sources of information  Develops and uses successful strategies for locating information  Seeks information from diverse sources, contexts, disciplines and cultures

ILLINOIS STATE LEARNING AASL STANDARDS LIBRARY BENCHMARKS OBJECTIVES STANDARDS & NETS-S

 Understands scope, depth and 1. Articulates an information need English AASL Standards potential usefulness of more 2. Formulates questions to refine 1.C.4c Interpret, evaluate and apply 1.1.4 Find, evaluate, and select advanced, sophisticated and an information need information from a variety of appropriate sources to answer diverse resources 3. Develops purpose or thesis sources to other situations (e.g., questions.  Develops and executes successful statement academic, vocational, technical, 1.1.5 Evaluate information found in strategies to efficiently and 4. Identifies potential print personal). selected sources on the basis of effectively access information and/or non-print sources of 1.C.5c Critically evaluate information accuracy, validity, appropriateness information from multiple sources. for needs, importance, and social 5. Identifies and uses various 5.A.5a Develop a research plan using and cultural context. strategies and techniques to multiple forms of data. 1.1.6 Read, view, and listen for execute and refine successful 5.A.4b Design and present a project information presented in any searches (e.g., research report, scientific format (e.g., textual, visual, media, 6. Navigates within print and study, career/higher education digital) in order to make inferences electronic resources opportunities) using various and gather meaning. effectively and independently formats from multiple sources. 1.1.7 Make sense of information 5.B.4a Choose and evaluate primary gathered from diverse sources by and secondary sources (print and identifying misconceptions, main nonprint) for a variety of purposes and supporting ideas, conflicting 5.B.4b Use multiple sources and information, and point of view or

multiple formats; cite according to bias. standard style manuals. 1.1.8 Demonstrate mastery of 5.C.4a Plan, compose, edit and revise technology tools for accessing information (e.g., brochures, formal information and pursuing inquiry. reports, proposals, research 1.2.1 Display initiative and engagement summaries, analyses, editorials, by posing questions and articles, overheads, multimedia investigating the answers beyond displays) for presentation to an the collection of superficial facts. audience. 1.2.2 Demonstrate confidence and self- 5.C.5a Using contemporary technology, direction by making independent create a research presentation or choices in the selection of resources prepare a documentary related to and information. academic, technical or occupational 1.2.3 Demonstrate creativity by using topics and present the findings in multiple resources and formats. oral or multimedia formats. 1.2.4 Maintain a critical stance by 5.C.4b Produce oral presentations and questioning the validity and written documents using accuracy of all information. supportive research and 1.2.5 Demonstrate adaptability by incorporating contemporary changing the inquiry focus, technology. questions, resources, or strategies 5.C.5b Support and defend a thesis when necessary to achieve success. statement using various references 1.2.6 Display emotional resilience by including media and electronic persisting in information searching resources. despite challenges. 1.3.1 Respect copyright/intellectual Social Sciences property rights of creators and 16.C.5B W Describe how historical producers. trends in population, urbanization, 1.3.3 Follow ethical and legal guidelines economic development and in gathering and using information. technological advancements have 1.3.4 Contribute to the exchange of caused change in world economic ideas within the learning systems. community. 16.D.4W Identify significant events and 1.3.5 Use information technology developments since 1500 that responsibly. altered world social history in ways 1.4.1 Monitor own information-seeking that persist today including processes for effectiveness and colonization, Protestant progress, and adapt as necessary. Reformation, industrialization, the 1.4.3 Monitor gathered information, rise of technology and human rights and assess for gaps and movements. weaknesses. 1.4.4 Seek appropriate help when it is Last Updated 5/8/2018 I-SAIL 11 I-Sail Technology Standards 12

needed.

NETS-S 3. Research and Information Fluency Students apply digital tools to gather, evaluate, and use information. Students: a. plan strategies to guide inquiry. b. locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media. c. evaluate and select information sources and digital tools based on the appropriateness to specific tasks. 4. Critical Thinking, Problem Solving, and Decision Making Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. Students: a. identify and define authentic problems and significant questions for investigation. b. plan and manage activities to develop a solution or complete a project. c. collect and analyze data to identify solutions and/or make informed decisions. d. use multiple processes and diverse perspectives to explore alternative solutions. 5. Digital Citizenship Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. Students: a. advocate and practice safe, legal, and responsible use of information and technology. Last Updated 5/8/2018 I-SAIL 12 I-Sail Technology Standards 13

b. exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity. c. demonstrate personal responsibility for lifelong learning. d. exhibit leadership for digital citizenship. 6. Technology Operations and Concepts Students demonstrate a sound understanding of technology concepts, systems, and operations. Students: a. understand and use technology systems. b. select and use applications effectively and productively. d. transfer current knowledge to learning of new technologies.

Standard 2: Evaluates information critically and competently to draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge  Determines accuracy, relevance, and comprehensiveness  Distinguishes among fact, point of view, and opinion  Identifies inaccurate and misleading information  Selects information appropriate to the problem or question at hand

1. Reads, views, listens to information English AASL Standards  Identify main, supporting, and critically 1.C.4c Interpret, evaluate and apply 2.1.4 Us e technology and other conflicting information using 2. Applies evaluative criteria to print information from a variety of information tools to analyze and multiple sources to support and/or non-print materials to sources to other situations (e.g., organize information. interpretation or point of view. determine the relative value of the academic, vocational, technical, 2.1.6 Use the writing process, media  Critically examine and analyze information: relevancy, suitability, personal). and visual literacy, and technology relevant information from a authority, objectivity, currency 1.C.5c Critically evaluate information skills to create products that variety of sources to discover 3. Identifies information relevant and from multiple sources. express new understandings. relationships and patterns essential to the information need 5.A.5a Develop a research plan using 2.2.1 Demonstrate flexibility in the use among ideas 4. Uses paraphrasing, highlighting or multiple forms of data. of resources by adapting other extraction techniques or 5.A.4b Design and present a project information strategies to each strategies to identify and record (e.g., research report, scientific specific resource and by seeking relevant information study, career/higher education additional resources when clear 5. Combine ideas and information to opportunities) using various conclusions cannot be drawn. develop and demonstrate new formats from multiple sources. 2.3.2 Consider diverse and global understanding 5.B.4a Choose and evaluate primary perspectives in drawing 6. Work with others to select, and secondary sources (print and conclusions. organize, and integrate nonprint) for a variety of purposes. 2.3.3 Use valid information and information and ideas from a 5.B.4b Use multiple sources and reasoned conclusions to make variety of sources and formats. multiple formats; cite according to ethical decisions.

7. Use technology tools, online standard style manuals. 2.4.1 Determine how to act on environments, and other 5.B.5b Credit primary and secondary information (accept, reject, modify). collaborative tools to create and sources in a form appropriate for 2.4.2 Reflect on systematic process, and share information presentation or publication for a assess for completeness of 8. Cite all sources used according to particular audience. investigation. style formats. 5.C.4a Plan, compose, edit and revise 2.4.3 Recognize new knowledge and information (e.g., brochures, formal understanding. reports, proposals, research 2.4.4 Develop directions for future summaries, analyses, editorials, investigations. articles, overheads, multimedia displays) for presentation to an NETS-S audience. 1. Creativity and Innovation 5.C.5a Using contemporary technology, Students demonstrate creative thinking, create a research presentation or construct knowledge, and develop prepare a documentary related to innovative products and processes academic, technical or occupational using technology. Students: topics and present the findings in a. apply existing knowledge to generate oral or multimedia formats. new ideas, products, or processes. 5.C.4b Produce oral presentations and b. create original works as a means of written documents using personal or group expression. supportive research and c. use models and simulations to incorporating contemporary explore complex systems and technology. issues. 5.C.5b Support and defend a thesis 2. Communication and Collaboration statement using various references Students use digital media and including media and electronic environments to communicate and resources. work collaboratively, including at a distance, to support individual learning Social Science and contribute to the learning of others. 15.C.4B Explain the importance of Students: research, development, invention, a. interact, collaborate, and publish technology and entrepreneurship with peers, experts, or others to the United States economy. employing a variety of digital 15.D.5C Explain how technology has environments and media. affected trade in the areas of b. communicate information and ideas transportation, communication, effectively to multiple audiences finance and manufacturing. using a variety of media and 17.C.4A Explain the ability of modern formats. technology to alter geographic d. contribute to project teams to features and the impacts of these produce original works or solve modifications on human activities. problems. Last Updated 5/8/2018 I-SAIL 1518.A.5 Compare ways in which social 3. Research and Information Fluency I-Sail Technology Standards 16

Standard 3: Uses information accurately, creatively, and ethically to share knowledge and participate ethically and productively as members of our democratic society  Organizes information for practical application  Integrates new information into one's own knowledge  Produces and communicates information and ideas in appropriate formats  Devises strategies for revising and improving process and product  Practices ethical behavior in regard to information and information technology (including freedom of speech, censorship, copyright and plagiarism)

 Organizes and synthesizes 1. Analyzes information and 1.B.4b Analyze, interpret and compare AASL Standards information from multiple identifies topics, subtopics and a variety of texts for purpose, 1.3.1 Respect copyright/intellectual sources relationships structure, content, detail and effect. property rights of creators and  Creates and effectively 2. Organizes information in a logical 1.C.4c Interpret, evaluate and apply producers. communicates information and sequence information from a variety of 2.1.6 Use the writing process, media ideas to others 3. Selects an appropriate format for sources to other situations (e.g., and visual literacy, and technology  Understands and respects the communicating ideas academic, vocational, technical, skills to create products that concepts of intellectual freedom, 4. Develops a formal outline or personal). express new understandings. intellectual property and storyboard 1.C.5c Critically evaluate information 2.3.3 Use valid information and plagiarism 5. Creates a product that clearly from multiple sources. reasoned conclusions to make  Applies Internet guidelines and expresses ideas 2.B.4a Critique ideas and impressions ethical decisions protocols as defined in the 6. Uses appropriate resources and generated by oral, visual, written 3.1.2 Participate and collaborate as district’s policies technology in creating products and electronic materials. members of a social and intellectual 7. Revises and refines as necessary 3.A.4 Use standard English to edit network of learners. 8. Presents, performs or shares documents for clarity, subject/verb 3.1.4 Use technology and other information and ideas agreement, adverb and adjective information tools to organize and successfully agreement and verb tense; display knowledge and 9. Evaluates product or presentation proofread for spelling, understanding in ways that others 10. Does not plagiarize capitalization and punctuation; and Last Updated 5/8/2018 I-SAIL 16 I-Sail Technology Standards 17

11. Observes copyright guidelines ensure that documents are can view, use, and assess. 12. Cites print and non-print sources formatted in final form for 3.1.6 Use information and technology in a properly formatted submission and/or publication. ethically and responsibly. bibliography 3.A.5 Produce grammatically correct 4.3.1 Participate in the social exchange 13. Respects intellectual freedom documents using standard of ideas, both electronically and in and recognizes various manuscript specifications for a person. viewpoints variety of purposes and audiences. 4.3.4 Practice safe and ethical 14. Understands and follows Internet 3.B.5 Using contemporary technology, behaviors in personal electronic safety guidelines in regards to produce documents of publication communication and interaction social networking sites, email, quality for specific purposes and chat applications, bulletin audiences; exhibit clarity of focus, NETS-S boards. logic of organization, appropriate 1. Creativity and Innovation 15. Reports and/or avoids harassing, elaboration and support and Students demonstrate creative thinking, deceptive, fraudulent, or illegal overall coherence. construct knowledge, and develop resources and communication. 3.B.4b Produce, edit, revise and format innovative products and processes work for submission and/or using technology. Students: publication (e.g., manuscript form, a. apply existing knowledge to generate appropriate citation of sources) new ideas, products, or processes. using contemporary technology. b. create original works as a means of 3.C.4a Write for real or potentially real personal or group expression. situations in academic, professional 2. Communication and Collaboration and civic contexts (e.g., college Students use digital media and applications, job applications, environments to communicate and business letters, petitions). work collaboratively, including at a 3.C.5a Communicate information and distance, to support individual learning ideas in narrative, informative and and contribute to the learning of others. persuasive writing with clarity and Students: effectiveness in a variety of written a. interact, collaborate, and publish forms using appropriate traditional with peers, experts, or others and/or electronic formats; adapt employing a variety of digital content, vocabulary, voice and tone environments and media. to the audience, purpose and b. communicate information and ideas situation. effectively to multiple audiences 3.C.4b Using available technology, using a variety of media and produce compositions and formats. multimedia works for specified d. contribute to project teams to audiences. produce original works or solve 3.C.5b Write for real or potentially real problems. situations in academic, professional 3. Research and Information Fluency and civic contexts (e.g., Students apply digital tools to gather, applications, job applications, Last Updated 5/8/2018 I-SAIL 17 I-Sail Technology Standards 18

business letters, resume, petitions). evaluate, and use information. Students: 4.B.4a Deliver planned informative and a. plan strategies to guide inquiry. persuasive oral presentations using b. locate, organize, analyze, evaluate, visual aids and contemporary synthesize, and ethically use technology as individuals and information from a variety of members of a group; demonstrate sources and media. organization, clarity, vocabulary, c. evaluate and select information credible and accurate supporting sources and digital tools based on evidence. the appropriateness to specific 4.B.5a Deliver planned and impromptu tasks. oral presentations, as individuals d. process data and report results. and members of a group, conveying 4. Critical Thinking, Problem Solving, results of research, projects or and Decision Making literature studies to a variety of Students use critical thinking skills to audiences (e.g., peers, community, plan and conduct research, manage business/industry, local projects, solve problems, and make organizations) using appropriate informed decisions using appropriate visual aids and available digital tools and resources. Students: technology. b. plan and manage activities to develop .A.5a Develop a research plan using a solution or complete a project. multiple forms of data. c. collect and analyze data to identify 5.A.4b Design and present a project solutions and/or make informed (e.g., research report, scientific decisions. study, career/higher education d. use multiple processes and diverse opportunities) using various perspectives to explore alternative formats from multiple sources. solutions. 5.B.4a Choose and evaluate primary 5. Digital Citizenship and secondary sources (print and Students understand human, cultural, nonprint) for a variety of purposes. and societal issues related to 5.B.5a Evaluate the usefulness of infor- technology and practice legal and mation, synthesize information to ethical behavior. Students: support a thesis, and present a. advocate and practice safe, legal, and information in a logical manner in responsible use of information and oral and written forms. technology. 5.B.4b Use multiple sources and b. exhibit a positive attitude toward multiple formats; cite according to using technology that supports standard style manuals. collaboration, learning, and 5.B.5b Credit primary and secondary productivity. sources in a form appropriate for c. demonstrate personal responsibility presentation or publication for a for lifelong learning. particular audience. d. exhibit leadership for digital Last Updated 5/8/2018 I-SAIL 18 I-Sail Technology Standards 19

5.C.4a Plan, compose, edit and revise citizenship. information (e.g., brochures, formal 6. Technology Operations and reports, proposals, research Concepts summaries, analyses, editorials, Students demonstrate a sound articles, overheads, multimedia understanding of technology concepts, displays) for presentation to an systems, and operations. Students: audience. a. understand and use technology 5.C.5a Using contemporary technology, systems. create a research presentation or b. select and use applications effectively prepare a documentary related to and productively. academic, technical or occupational c. troubleshoot systems and topics and present the findings in applications. oral or multimedia formats. d. transfer current knowledge to 5.C.4b Produce oral presentations and learning of new technologies. written documents using supportive research and incorporating contemporary technology. 5.C.5b Support and defend a thesis statement using various references including media and electronic resources.

Social Science 14.F.5 Interpret how changing geographical, economic, technological and social forces affect United States political ideas and traditions (e.g., freedom, equality and justice, individual rights). 14.F.4B Describe how United States’ political ideas, practices and technologies have extended rights for Americans in the 20th century (e.g., suffrage, civil rights, motor- voter registration). 16.E.5AW Analyze how technological and scientific developments have affected human productivity, human comfort and the Last Updated 5/8/2018 I-SAIL 19 I-Sail Technology Standards 20

environment. 17.A.5 Demonstrate how maps, other geographic instruments and technologies are used to solve spatial problems (e.g., land use, ecological concerns). 17.A.4B Use maps and other geographic instruments and technologies to analyze spatial patterns and distributions on earth.

Social & Emotional Learning SEL- 3A: Consider ethical, safety, and societal factors in making decisions. SEL-3B: Apply decision-making skills to deal responsibly with daily academic and social situations.

Standard 4: Appreciates literature and other creative expressions of information and pursues information related to personal interests and aesthetic growth  Is a competent and self- motivated reader  Develops a background in types of literature and literary elements  Derives meaning from information presented creatively in a variety of formats  Seeks information related to personal well-being, such as career interests, community involvement, health matters, and recreational pursuits.  Designs, develops and evaluates information products and solutions related to personal interests.

 Uses both text and visuals to 1. Applies guidelines for choosing a English understand literature “Just Right” book during literature 1.B.5b Analyze the defining AASL Standards  Selects a "Just Right" book selection characteristics and structures of a 2.2.1 Demonstrate flexibility in the use independently for personal reading 2. Reads or listens to traditional world variety of complex literary genres of resources by adapting  Distinguishes between different literature/folklore (nursery rhymes, and describe how genre affects the information strategies to each types and elements of literature fairy tales, pourqoui tales, trickster meaning and function of the texts. specific resource and by seeking  Analyzes and understands tales, fables, tall tales, legends, 1.C.4c Interpret, evaluate and apply additional resources when clear information presented creatively myths) information from a variety of conclusions cannot be drawn. in a variety of non-textual 3. Reads or listens to types of fiction in sources to other situations (e.g., 4.1.1 Read, view, and listen for pleasure formats picture book and novel format academic, vocational, technical, and personal growth.  Seeks information related to (realistic fiction, historical fiction, personal). 4.1.3: Respond to literature and personal interests fantasy, science fiction) 1.C.5c Critically evaluate information creative expressions of ideas in  Selects resources and materials 4. Reads or listens to nonfiction from multiple sources. various formats and genres. based on interest, need and (biography, information books, 1.C.4d Summarize and make 4.1.4: Seek information for personal appropriateness poetry) generalizations from content and learning in a variety of formats and 5. Increases understanding of literary relate them to the purpose of the genres. elements of plot, character, setting, material. 4.1.7: Use social networks and theme, point of view 1.C.5d Summarize and make information tools to gather and 6. Increases understanding of generalizations from content and share information. literature by participating in relate them to the purpose of the 4.2.1: Display curiosity by pursuing discussion (opinions & responses, material. interests through multiple compare/contrast, inferences, 2.A.4a Analyze and evaluate the resources. predictions) effective use of literary techniques 4.2.2: Demonstrate motivation by 7. Reads or listens to a variety of (e.g., figurative language, allusion, seeking information to answer authors and illustrators dialogue, description, symbolism, personal questions and interests, 8. Engages in an in-depth study of an word choice, dialect) in classic and trying a variety of formats and author's and/or illustrator's body of contemporary literature genres, and displaying a willingness work representing a variety of forms and to go beyond academic 9. Is acquainted with award-winning media. requirements. literature 2.B.4a Critique ideas and impressions 4.3.2: Recognize that resources are 10. Responds to literature by generated by oral, visual, written created for a variety of purposes. participating in a variety of and electronic materials. 4.3.3: Seek opportunities for pursuing activities such as storytelling, 5.A.5a Develop a research plan using personal and aesthetic growth. drama, puppetry, finger plays, multiple forms of data. 4.4.6: Evaluate own ability to select songs, poetry, reader's theater or 5.A.4b Design and present a project resources that are engaging and visual arts (e.g., research report, scientific appropriate for personal interests 11. Utilizes a variety of formats study, career/higher education and needs. (magazines, books, non-print, opportunities) using various electronic resources, formats from multiple sources. NETS-S newspapers) 5.B.4a Choose and evaluate primary 1. Creativity and Innovation Last Updated 5/8/2018 12. Reads for pleasure, to learnI-SAIL and 21 and secondary sources (print and Students demonstrate creative thinking, I-Sail Technology Standards 22

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