Illinois Standards-Aligned Instruction for Libraries 2015

Illinois Standards-Aligned Instruction for Libraries • 2015

Aligned with Illinois Common Core Standards, Next Generation Science Standards, AASL Standards for the 21st Century Learner, and Guided by the ISTE Standards Permissions and Acknowledgements

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

Iowa City Community School District American Association of School Librarians (AASL) Guided by ISTE Standards for Students, Second Edition, © 2007, ISTE® (International Society for Technology in Education), www.iste.org. All rights reserved. *Next Generation Science Standards (NGSS) is a registered trademark of Achieve.

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.

The Illinois School Library Media Association (ISLMA) would like to express its appreciation to the following persons for assisting with the design and development of this project:

ISLMA Standards Committee consisting of:

2015: Holly Pantle, Chair; Laura Winters, Board Representative; Rebecca Swanson, Becky Robinson, Jennifer Campbell, Angie Green, Pat Salvatini, Dan Heaver, Nancy Wadin, Emily Pickell.

2011: Becky Robinson, Chair; Erin Wyatt, Board Representative; Pam Kramer, Adviser Katie Alexander, Vandora Elfrink, Inma Galan-Leonard, Angie Green, Marianne O'Keefe, Pat Salvatini, Christy Semande, Paula Shapiro, Karen Smith-Cox.

2008: Becky Robinson, Chair; Connie Amon, Dorsey Chambers, Kristen Considine, Angie Green, John Moranski, Daniel Russo, Christy Semande.

*NGSS is a registered trademark of Achieve. Neither Achieve nor the lead states and partners that developed the Next Generation Science Standards was involved in the production of, and does not endorse, this product.

Purpose

To empower, educate, and encourage school library information specialists to plan strategically with other teachers to incorporate information literacy skills in lessons and thereby provide college and career readiness for students.

Vision

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

History

Annually, the Alliance Library System consulting staff (now part of RAILS-Reaching Across Illinois Library System) conducted site visits at each of its member libraries. In 2007, the staff noticed a 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 researched sample curricula and drafted the format of the final tool. In August 2008, the Alliance Library System staff, with the help of member librarians, published the first version in CD format and as an online wiki. In October 2008, the framework was presented to the Illinois School Library Media Association (ISLMA) for adoption as a statewide model. The 2011 revision occurred as a response to the adoption of the Illinois Common Core Standards in English and Math. The 2015 revision occurred as a response to the Next Generation Science Standards. The I-SAIL document will continue to be revised as needed to maintain its currency and usefulness.

Illinois Standards-Aligned Instruction for Libraries • 2015

Aligned with Illinois Common Core Standards, Next Generation Science Standards, AASL Standards for the 21st Century Learner, and Guided by NETS-S Permissions and Acknowledgements

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

Iowa City Community School District American Association of School Librarians (AASL) 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. *Next Generation Science Standards (NGSS) is a registered trademark of Achieve.

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.

The Illinois School Library Media Association (ISLMA) would like to express its appreciation to the following persons for assisting with the design and development of this project:

ISLMA Standards Committee consisting of:

2015: Holly Pantle, Chair; Laura Winters, Board Representative; Rebecca Swanson, Becky Robinson, Jennifer Campbell, Angie Green, Pat Salvatini, Dan Heaver, Nancy Wadin, Emily Pickell.

2011: Becky Robinson, Chair; Erin Wyatt, Board Representative; Pam Kramer, Adviser Katie Alexander, Vandora Elfrink, Inma Galan-Leonard, Angie Green, Marianne O'Keefe, Pat Salvatini, Christy Semande, Paula Shapiro, Karen Smith-Cox.

2008: Becky Robinson, Chair Connie Amon, Dorsey Chambers, Kristen Considine, Angie Green, John Moranski, Daniel Russo, Christy Semande.

*NGSS is a registered trademark of Achieve. Neither Achieve nor the lead states and partners that developed the Next Generation Science Standards was involved in the production of, and does not endorse, this product. Purpose

To empower, educate, and encourage school library information specialists to plan strategically with other teachers to incorporate information literacy skills in lessons and thereby provide college and career readiness for students.

Vision

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

History

Annually, the Alliance Library System consulting staff (now part of RAILS-Reaching Across Illinois Library System) conducted site visits at each of the member libraries. In 2007, the staff noticed a 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 researched sample curricula and drafted the format of the final tool. In August 2008, the Alliance Library System staff, with the help of member librarians, published the first version in CD format and as an online wiki. In October 2008, the framework was presented to the Illinois School Library Media Association (ISLMA) for adoption as a statewide model. The 2011 revision occurred as a response to the adoption of the Illinois Common Core Standards in English and Math, and in 2015 another revision occurred in response to the Next Generation Science Standards. The I-SAIL document will continue to be revised as needed to maintain its currency and usefulness. I-SAIL Standards

Standard 1: Access information efficiently and effectively to inquire, think critically, and gain knowledge Standard 4: Appreciate literature and other creative  Recognize the need for information expressions of thoughts and ideas and pursues knowledge  Formulate questions based on information needs related to personal interests and aesthetic growth  Identify various potential sources of information  Cultivate a love of reading and become a self-motivated  Develop and use successful strategies for locating reader information  Develop a knowledge of genres and literary elements  Seek information from diverse sources  Derive meaning from informational texts in various formats Standard 2: Evaluate information critically and competently  Determine accuracy, relevance, and comprehensiveness Standard 5: Understand and practice Internet safety when of information using any electronic media for educational, social, or  Distinguish among fact, point of view, and opinion recreational purposes  Identify inaccurate and misleading information  Practice strategies that promote personal safety and  Select information appropriate to the problem or question protect online and offline reputation  Recognize that networked environments are public Standard 3: Use information accurately, creatively, and places governed by codes of ethical behavior ethically to share knowledge and to participate  Practice positive digital citizenship collaboratively and productively as a member of a  Distinguish website authority, validity, and purpose democratic society  Understand the need for protecting personal privacy  Organize information for practical application when using public access to digital sources  Integrate new information into own schema  Protect personal information and electronic devices in an online environment  Produce and communicate information and ideas in appropriate formats  Use problem-solving techniques to devise strategies for improving process or product  Practice ethical behavior when using print and digital resources (including freedom of speech, intellectual freedom, copyright, and plagiarism) 3rd GRADE

Standard 1 LIBRARY BENCHMARKS

A. Explain an information need Access information efficiently and B. Understand the concept of keywords effectively to inquire, think critically, and gain knowledge LIBRARY OBJECTIVES

 Recognize the need for information 1. Begin to use print and/or nonprint dictionary, encyclopedia, atlas, and other reference  Formulate questions based on information materials and recognize their unique features needs 2. Identify keywords and/or search terms with guidance 3. Locate material by call number  Identify various potential sources of 4. Determine information need information 5. Locate materials using library catalog  Develop and use successful strategies for locating information  Seek information from diverse sources AASL STANDARDS ISTE STANDARDS: COMMON CORE STANDARDS NGSS FOR THE 21ST STUDENTS CENTURY LEARNER

Reading Literature Physical Science 1.1.1 Follow an inquiry-based 1. Creativity and Innovation Key Ideas and Details Motion and Stability: Forces and process in seeking knowledge Students demonstrate creative CC.3.RL.1 Ask and answer questions to Interactions in curricular subjects and make thinking, construct knowledge, and demonstrate understanding of a text, 3-PS2-1. Plan and conduct an the real world develop innovative products and referring explicitly to the text as the basis investigation to provide evidence of 1.1.2 Use prior and background processes using technology. for the answers. the effects of balanced and knowledge as context for new Students: CC.3.RL.2 Recount stories, including fables, unbalanced forces on the motion of learning. c. use models and simulations to folktales, and myths from diverse an object. 1.1.3 Develop and refine a range of explore complex systems and cultures; determine the central message, 3-PS2-4. Define a simple design questions to frame search for issues. lesson, or moral and explain how it is problem that can be solved by new understanding. applying scientific ideas about 1.1.4 Find, evaluate, and select conveyed through key details in the text. 2. Communication and magnets. appropriate sources to answer Integration of Knowledge and Ideas Collaboration questions CC.3.RL.9 Compare and contrast the Students use digital media and Life Science 1.1.6 Read, view, and listen for themes, settings, and plots of stories environments to communicate and From Molecules to Organisms: information presented in any written by the same author about the work collaboratively, including at a Structures and Processes format (e.g., textual, visual, same or similar characters (e.g., in books distance, to support individual 3-LS1-1. Develop models to describe media, digital) in order to make from a series). learning and contribute to the that organisms have unique and inferences and gather learning of others. Students: diverse life cycles but all have in meaning. Reading Informational Text a. interact, collaborate, and common birth, growth, 1.1.7 Make sense of information Key Ideas and Details publish with peers, experts, or reproduction, and death gathered from diverse sources CC.3.RI.2 Determine the main idea of a text; others employing a variety of Biological Evolution: Unity and by identifying misconceptions, recount the key details and explain how digital environments and Diversity main and supporting ideas, they support the main idea. media. 3-LS4-3. Construct an argument with conflicting information, and CC.3.RI.3 Describe the relationship between b. communicate information and evidence that in a particular habitat point of view or bias. a series of historical events, scientific ideas effectively to multiple some organisms can survive well, 1.1.8 Demonstrate mastery of ideas or concepts, or steps in technical audiences using a variety of some survive less well, and some technology tools for accessing procedures in a text, using language that media and formats. cannot survive at all. information and pursuing pertains to time, sequence, and c. develop cultural understanding 3-LS4-4. Make a claim about the merit inquiry. cause/effect. and global awareness by of a solution to a problem caused 1.1.9 Collaborate with others to Craft and Structure engaging with learners of when the environment changes broaden and deepen CC.3.RI.4 Determine the meaning of general other cultures. academic and domain-specific words and and the types of plants and understanding. phrases in a text relevant to a grade 3 animals that live there may 1.2.1 Display initiative and topic or subject area. change. engagement by posing 3. Research and Information CC.3.RI.5 Use text features and search tools questions and investigating the Fluency (e.g., key words, sidebars, hyperlinks) to Earth & Space Sciences answers beyond the collection Students apply digital tools to locate information relevant to a given Earth’s Systems of superficial facts. gather, evaluate, and use topic efficiently. 3-ESS2-1. Represent data in tables 1.2.2 Demonstrate confidence and information. Students: CC.3.RI.6 Distinguish their own point of view and graphical displays to describe self-direction by making a. plan strategies to guide inquiry. from that of the author of a text. typical weather conditions independent choices in the b. locate, organize, analyze, Integration of Knowledge and Ideas expected during a particular selection of resources and evaluate, synthesize, and CC.3.RI.7 Use information gained from season. information. ethically use information from illustrations (e.g., maps, photographs) 3-ESS2-2. Obtain and combine 1.2.3 Demonstrate creativity by a variety of sources and and the words in a text to demonstrate information to describe climates in using multiple resources and media. understanding of the text (e.g., where, different regions of the world formats. c. evaluate and select information when, why, and how key events occur). Earth and Human Activity 1.2.7 Display persistence by sources and digital tools CC.3.RI.8 Describe the logical connection 3-ESS3-1. Make a claim about the continuing to pursue based on the appropriateness between particular sentences and merit of a design solution that information to gain a broad to specific tasks. paragraphs in a text (e.g., comparison, reduces the impacts of a weather- perspective. cause/effect, first/second/third in a related hazard. 1.3.4 Contribute to the exchange of 4. Critical Thinking, Problem sequence). ideas within the learning Solving, and Decision Making CC.3.RI.9 Compare and contrast the most community Students use critical thinking skills important points and key details 1.4.1 Monitor own information- to plan and conduct research, presented in two texts on the same topic. seeking processes for manage projects, solve problems, Range of Reading and Complexity of Text effectiveness and progress, and make informed decisions CC.3.RI.10 By the end of the year, read and and adapt as necessary. using appropriate digital tools and comprehend informational texts, 1.4.2 Use interaction with and resources. Students: including history/social studies, science, feedback from teachers and c. collect and analyze data to and technical texts, at the high end of the peers to guide own inquiry identify solutions and/or make grades 2–3 text complexity band process. informed decisions. independently and proficiently. 1.4.4 Seek appropriate help when it is needed. 6. Technology Operations and Concepts Reading Foundational Skills 2.1.1 Continue an inquiry-based Students demonstrate a sound Fluency research process by applying understanding of technology CC.3.RF.4 Read with sufficient accuracy and critical thinking skills (analysis, concepts, systems, and fluency to support comprehension. synthesis, evaluation, operations. Students: CC.3.RF.4.a Read on-level text with purpose organization) to information a. understand and use technology and understanding. and knowledge in order to systems. construct new understandings, b. select and use applications Writing draw conclusions, and create effectively and productively. Text Types and Purposes new knowledge. d. transfer current knowledge to CC.3.W.1.a Introduce the topic or text they 2.1.2 Organize knowledge so that it learning of new technologies. are writing about, state an opinion, and is useful. create an organizational structure that 2.1.3 Use strategies to draw lists reasons. conclusions from information CC.3.W.1.b Provide reasons that support the and apply knowledge to opinion. curricular areas, real world CC.3.W.2.b Develop the topic with facts, situations, and further definitions, and details. investigations. Production and Distribution of Writing 2.1.4 Use technology and other CC.3.W.4 With guidance and support from information tools to analyze adults, produce writing in which the and organize information. development and organization are 2.1.5 Collaborate with others to appropriate to task and purpose. (Grade- exchange ideas, develop new specific expectations for writing types are understandings, make defined in standards 1–3 above.) decisions, and solve problems. CC.3.W.5 With guidance and support from 2.1.6 Use the writing process, peers and adults, develop and media and visual literacy, and strengthen writing as needed by technology skills to create planning, revising, and editing. (Editing products that express new for conventions should demonstrate understandings. command of Language standards 1–3 up 2.4.1 Determine how to act on to and including grade 3 on page 29.) information (accept, reject, Research to Build and Present modify). Knowledge 2.4.2 Reflect on systematic CC.3.W.7 Conduct short research projects process and assess for that build knowledge about a topic. completeness of investigation. CC.3.W.8 Recall information from experiences or gather information from 3.1.1 Conclude an inquiry-based print and digital sources; take brief notes research process by sharing on sources and sort evidence into new understandings and provided categories. reflecting on the learning. Range of Writing 3.1.2 Participate and collaborate as CC.3.W.10 Write routinely over extended members of a social and time frames (time for research, reflection, intellectual network of learners. and revision) and shorter time frames (a 3.1.3 Use writing and speaking single sitting or a day or two) for a range skills to communicate new of discipline-specific tasks, purposes, understandings effectively. and audiences. 3.1.4 Use technology and other information tools to organize Speaking and Listening and display knowledge and Comprehension and Collaboration understanding in ways that CC.3.SL.1 Engage effectively in a range of others can view, use, and collaborative discussions (one-on-one, in assess. groups, and teacher-led) with diverse 3.2.3 Demonstrate teamwork by partners on grade 3 topics and texts, working productively with building on others’ ideas and expressing others. their own clearly. 3.3.5 Contribute to the exchange of CC.3.SL.1.a Come to discussions prepared, ideas within and beyond the having read or studied required material; learning community. explicitly draw on that preparation and other information known about the topic 4.1.3 Respond to literature and to explore ideas under discussion. creative expressions of ideas CC.3.SL.1.c Ask questions to check in various formats and genres. understanding of information presented, stay on topic, and link their comments to the remarks of others. CC.3.SL.1.d Explain their own ideas and understanding in light of the discussion. CC.3.SL.2 Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. CC.3.SL.3 Ask and answer questions about information from a speaker, offering appropriate elaboration and detail. Presentation of Knowledge and Ideas CC.3.SL.4 Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace. CC.3.SL.5 Create engaging audio recordings of stories or poems that demonstrate fluid reading at an understandable pace; add visual displays when appropriate to emphasize or enhance certain facts or details.

Language Conventions of Standard English CC.3.L.2.g Consult reference materials, including beginning dictionaries, as needed to check and correct spellings. Knowledge of Language CC.3.L.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening. Vocabulary Acquisition and Use CC.3.L.4.d Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases. CC.3.L.6 Acquire and use accurately grade- appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them). 3rd GRADE

Evaluate information critically and A. Determine appropriate sources of information B. Identify facts and details that support main ideas competently C. Analyze and evaluate new information based on previous experience and knowledge D. Find similar ideas in more than one source  Determine accuracy, relevance, and E. Recognize the differences between sources comprehensiveness of information  Distinguish among fact, point of view, and LIBRARY OBJECTIVES opinion  Identify inaccurate and misleading 1. Learn to choose what facts and details to include in note taking information 2. Identify the appropriate use of print and/or electronic resources  Select information appropriate to the 3. Use different clues to determine important ideas in illustrations and text problem or question 4. Learn common organizational patterns to make sense of information 5. Work in groups to create and evaluate projects and information products 6. Learn to compare content and ideas in different resources 7. Select the most appropriate source to fulfill the information need

COMMON CORE STANDARDS NGSS AASL STANDARDS ISTE STANDARDS: FOR THE 21ST STUDENTS CENTURY LEARNER

Reading Literature Physical Science 1.1.1 Follow an inquiry-based 1. Creativity and Innovation Key Ideas and Details Motion and Stability: Forces and process in seeking knowledge Students demonstrate creative CC.3.RL.1 Ask and answer questions to Interactions in curricular subjects and make thinking, construct knowledge, and demonstrate understanding of a text, 3-PS2-2. Make observations and/or the real world connection for develop innovative products and referring explicitly to the text as the basis for measurements of an object’s using this process in own life. processes using technology. the answers. motion to provide evidence that 1.1.2 Use prior and background Students: CC.3.RL.2 Recount stories, including fables, a pattern can be used to predict knowledge as context for new a. apply existing knowledge to folktales, and myths from diverse cultures; future motion. learning. generate new ideas, products, determine the central message, lesson, or 3-PS2-3. Ask questions to 1.1.3 Develop and refine a range or processes. moral and explain how it is conveyed through determine cause and effect of questions to frame search b. create original works as a key details in the text. relationships of electric or for new understanding. means of personal or group Craft and Structure magnetic interactions between 1.1.4 Find, evaluate, and select expression. CC.3.RL.4 Determine the meaning of words and two objects not in contact with appropriate sources to answer c. use models and simulations to phrases as they are used in a text, each other. questions. explore complex systems and distinguishing literal from nonliteral language. 1.1.6 Read, view, and listen for issues. CC.3.RL.5 Refer to parts of stories, dramas, and Life Science information presented in any poems when writing or speaking about a text, From Molecules to Organisms: format (e.g., textual, visual, 2. Communication and using terms such as chapter, scene, and Structures and Processes media, digital) in order to make Collaboration stanza; describe how each successive part 3-LS1-1. Develop models to inferences and gather Students use digital media and builds on earlier sections. describe that organisms have meaning. environments to communicate and CC.3.RL.6 Distinguish their own point of view unique and diverse life cycles 1.1.8 Demonstrate mastery of work collaboratively, including at a from that of the narrator or those of the but all have in common birth, technology tools to access distance, to support individual characters. growth, reproduction, and information and pursue inquiry. learning and contribute to the Integration of Knowledge and Ideas death 1.1.9 Collaborate with others to learning of others. Students: CC.3.RL.7 Explain how specific aspects of a Ecosystems: Interactions, broaden and deepen a. interact, collaborate, and text’s illustrations contribute to what is Energy, and Dynamics understanding. publish with peers, experts, or conveyed by the words in a story (e.g., 3-LS2-1. Construct an argument 1.3.4 Contribute to the exchange of others employing a variety of create mood, emphasize aspects of a that some animals form groups ideas within the learning digital environments and character or setting). that help members survive. community media. CC.3.RL.9 Compare and contrast the themes, Heredity: Inheritance and 1.4.2 Use interaction with and b. communicate information and settings, and plots of stories written by the Variation of Traits feedback from teachers and ideas effectively to multiple same author about the same or similar 3-LS3-1. Analyze and interpret data peers to guide own inquiry audiences using a variety of characters (e.g., in books from a series). to provide evidence that plants process. media and formats. and animals have traits d. contribute to project teams to Reading Informational Text inherited from parents and that 2.1.1 Continue an inquiry-based produce original works or Key Ideas and Details variation of these traits exists in research process by applying solve problems. CC.3.RI.1 Ask and answer questions to a group of similar organisms. critical thinking skills (analysis, demonstrate understanding of a text, 3-LS3-2. Use evidence to support synthesis, evaluation, 3. Research and Information referring explicitly to the text as the basis for the explanation that traits can organization) to information Fluency the answers. be influenced by the and knowledge in order to Students apply digital tools to CC.3.RI.2 Determine the main idea of a text; environment. construct new understandings, gather, evaluate, and use recount the key details and explain how they Biological Evolution: Unity and draw conclusions, and create information. Students: support the main idea. Diversity new knowledge. a. plan strategies to guide inquiry. CC.3.RI.3 Describe the relationship between a 3-LS4-1. Analyze and interpret data 2.1.2 Organize knowledge so that b. locate, organize, analyze, series of historical events, scientific ideas or from fossils to provide evidence it is useful. evaluate, synthesize, and concepts, or steps in technical procedures in of the organisms and the 2.1.3 Use strategies to draw ethically use information from a text, using language that pertains to time, environments in which they conclusions a variety of sources and sequence, and cause/effect. lived long ago. 2.1.4 Use technology and other media. Craft and Structure 3-LS4-2. Use evidence to construct information tools to analyze c. evaluate and select information CC.3.RI.4 Determine the meaning of general an explanation for how the and organize information. sources and digital tools academic and domain-specific words and variations in characteristics 2.1.5 Collaborate with others to based on the appropriateness phrases in a text relevant to a grade 3 topic among individuals of the same exchange ideas, develop new to specific tasks. or subject area. species may provide understandings, make d. process data and report results. CC.3.RI.5 Use text features and search tools advantages in surviving, finding decisions, and solve problems. (e.g., key words, sidebars, hyperlinks) to mates, and reproducing. 2.1.6 Use the writing process, locate information relevant to a given topic 3-LS4-3. Construct an argument media and visual literacy, and 4. Critical Thinking, Problem efficiently. with evidence that in a technology skills to create Solving, and Decision Making CC.3.RI.6 Distinguish their own point of view particular habitat some products that express new Students use critical thinking skills from that of the author of a text. organisms can survive well, understandings. to plan and conduct research, Integration of Knowledge and Ideas some survive less well, and 2.2.1 Demonstrate flexibility in the manage projects, solve problems, CC.3.RI.7 Use information gained from some cannot survive at all. use of resources by adapting and make informed decisions illustrations (e.g., maps, photographs) and information strategies to each using appropriate digital tools and the words in a text to demonstrate Earth & Space Sciences specific resource and by resources. Students: understanding of the text (e.g., where, when, Earth and Human Activity seeking additional resources b. plan and manage activities to why, and how key events occur). 3-ESS3-1. Make a claim about the when clear conclusions cannot develop a solution or complete CC.3.RI.8 Describe the logical connection merit of a design solution that be drawn. a project. between particular sentences and reduces the impacts of a 2.2.4 Demonstrate personal c. collect and analyze data to paragraphs in a text (e.g., comparison, weather-related hazard. productivity by completing identify solutions and/or make cause/effect, first/second/third in a products to express learning. informed decisions. sequence). 2.3.1 Connect understanding to the d. use multiple processes and CC.3.RI.9 Compare and contrast the most real world. diverse perspectives to important points and key details presented in 2.3.2 Consider diverse and global explore alternative solutions. two texts on the same topic. perspectives in drawing Range of Reading and Complexity of Text conclusions. CC.3.RI.10 By the end of the year, read and 2.4.1 Determine how to act on comprehend informational texts, including information (accept, reject, 5. Digital Citizenship history/social studies, science, and technical modify). Students understand human, texts, at the high end of the grades 2–3 text 2.4.2 Reflect on systematic cultural, and societal issues complexity band independently and process and assess for related to technology and practice proficiently. completeness of investigation. legal and ethical behavior. 2.4.3 Recognize new knowledge Students: a. advocate and practice safe, Reading Foundational Skills and understanding. legal, and responsible use of Fluency 2.4.4 Develop directions for future information and technology. CC.3.RF.4.a Read on-level text with purpose and investigations. b. exhibit a positive attitude toward understanding. using technology that supports collaboration, learning, and Writing 3.1.1 Conclude an inquiry-based productivity. Text Types and Purposes research process by sharing c. demonstrate personal CC.3.W.1.a Introduce the topic or text they are new understandings and responsibility for lifelong writing about, state an opinion, and create an reflecting on the learning. learning. organizational structure that lists reasons. 3.1.2 Participate and collaborate d. exhibit leadership for digital CC.3.W.1.b Provide reasons that support the as members of a social and citizenship. opinion. intellectual network of learners. CC.3.W.1.d Provide a concluding statement or 3.1.3 Use writing and speaking 6. Technology Operations and section. skills to communicate new Concepts CC.3.W.2 Write informative/explanatory texts to understandings effectively. Students demonstrate a sound examine a topic and convey ideas and 3.1.4 Use technology and other understanding of technology information clearly. information tools to organize concepts, systems, and CC.3.W.2.b Develop the topic with facts, and display knowledge and operations. Students: definitions, and details. understanding in ways that a. understand and use technology Production and Distribution of Writing others can view, use, and systems. CC.3.W.4 With guidance and support from assess. b. select and use applications adults, produce writing in which the 3.2.3 Demonstrate teamwork by effectively and productively. development and organization are working productively with d. transfer current knowledge to appropriate to task and purpose. (Grade- others. learning of new technologies specific expectations for writing types are 3.3.5 Contribute to the exchange of defined in standards 1–3 above.) ideas within and beyond the CC.3.W.5 With guidance and support from peers learning community. and adults, develop and strengthen writing as 3.4.1 Access the process by which needed by planning, revising, and editing. learning was achieved in order (Editing for conventions should demonstrate to revise strategies and learn command of Language standards 1–3 up to more effectively in the future and including grade 3 on page 29.) Research to Build and Present Knowledge 4.1.3 Respond to literature and CC.3.W.7 Conduct short research projects that creative expressions of ideas build knowledge about a topic. in various formats and genres. CC.3.W.8 Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories. Range of Writing CC.3.W.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.

Speaking and Listening Comprehension and Collaboration CC.3.SL.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly. CC.3.SL.1.a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion. CC.3.SL.1.b Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). CC.3.SL.1.c Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others. CC.3.SL.1.d Explain their own ideas and understanding in light of the discussion. CC.3.SL.2 Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. CC.3.SL.3 Ask and answer questions about information from a speaker, offering appropriate elaboration and detail. Presentation of Knowledge and Ideas CC.3.SL.4 Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace. CC.3.SL.5 Create engaging audio recordings of stories or poems that demonstrate fluid reading at an understandable pace; add visual displays when appropriate to emphasize or enhance certain facts or details.

Language Conventions of Standard English CC.3.L.2.g Consult reference materials, including beginning dictionaries, as needed to check and correct spellings. Knowledge of Language CC.3.L.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening. Vocabulary Acquisition and Use CC.3.L.4.d Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases. CC.3.L.5 Demonstrate understanding of word relationships and nuances in word meanings. CC.3.L.5.a Distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps). CC.3.L.6 Acquire and use accurately grade- appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them). 3rd GRADE

Use information accurately, A. Communicate results of information search in format appropriate for content B. Recognize ownership of written and illustrated material creatively, and ethically to share C. Observe Internet guidelines and protocols as defined in the district’s policies knowledge and to participate collaboratively and productively as a LIBRARY OBJECTIVES member of a democratic society

1. With guidance, edit, spell check, save, proofread, and print original documents using a  Organize information for practical word processor application 2. Collaborate with other students to solve information problems  Integrate new information into own schema 3. Organize information using such differentiated techniques as graphic organizers, storyboarding, or webbing  Produce and communicate information and 4. Present, perform, share, and evaluate the results of information searches in a new form ideas in appropriate formats 5. Recognize the need for citing sources and begin to make simple bibliographies  Use problem-solving techniques to devise 6. Respect different points of view and opinions strategies for revising and improving 7. Differentiate between note taking and copying verbatim from sources used process and product  Practice ethical behavior when using print and digital resources (including freedom of speech, intellectual freedom, copyright, and plagiarism)

COMMON CORE STANDARDS NGSS AASL STANDARDS ISTE STANDARDS: FOR THE 21ST STUDENTS CENTURY LEARNER

Reading Literature Life Science 1.1.2 Use prior and background 1. Creativity and Innovation Key Ideas and Details From Molecules to Organisms: knowledge as context for new Students demonstrate creative CC.3.RL.1 Ask and answer questions to Structures and Processes learning. thinking, construct knowledge, and demonstrate understanding of a text, 3-LS1-1. Develop models to 1.1.3 Develop and refine a range of develop innovative products and referring explicitly to the text as the basis for describe that organisms have questions to frame search for processes using technology. the answers. unique and diverse life cycles new understanding Students: CC.3.RL.2 Recount stories, including fables, but all have in common birth, 1.1.4 Find, evaluate, and select a. apply existing knowledge to folktales, and myths from diverse cultures; growth, reproduction, and death appropriate sources to answer generate new ideas, products, determine the central message, lesson, or Ecosystems: Interactions, questions. or processes. moral and explain how it is conveyed Energy, and Dynamics 1.1.6 Read, view, and listen for b. create original works as a through key details in the text. 3-LS2-1. Construct an argument that information presented in any means of personal or group Craft and Structure some animals form groups that format (e.g., textual, visual, expression. CC.3.RL.6 Distinguish their own point of view help members survive. media, digital) in order to make from that of the narrator or those of the Heredity: Inheritance and inferences and gather 2. Communication and characters. Variation of Traits meaning. Collaboration Integration of Knowledge and Ideas 3-LS3-1. Analyze and interpret data 1.1.7 Make sense of information Students use digital media and CC.3.RL.9 Compare and contrast the themes, to provide evidence that plants gathered from diverse sources environments to communicate and settings, and plots of stories written by the and animals have traits inherited by identifying misconceptions, work collaboratively, including at a same author about the same or similar from parents and that variation main and supporting ideas, distance, to support individual characters (e.g., in books from a series). of these traits exists in a group conflicting information, and learning and contribute to the of similar organisms. point of view or bias. learning of others. Students: Reading Informational Text 3-LS3-2. Use evidence to support 1.1.8 Demonstrate mastery of a. interact, collaborate, and Key Ideas and Details the explanation that traits can be technology tools to access publish with peers, experts, or CC.3.RI.1 Ask and answer questions to influenced by the environment. information and pursue inquiry. others employing a variety of demonstrate understanding of a text, Biological Evolution: Unity and 1.1.9 Collaborate with others to digital environments and referring explicitly to the text as the basis for Diversity broaden and deepen media. the answers. 3-LS4-1. Analyze and interpret data understanding. b. communicate information and CC.3.RI.2 Determine the main idea of a text; from fossils to provide evidence 1.3.1 Respect copyright/intellectual ideas effectively to multiple recount the key details and explain how they of the organisms and the property rights of creators and audiences using a variety of support the main idea. environments in which they lived producers. media and formats. CC.3.RI.3 Describe the relationship between a long ago. 1.3.4 Contribute to the exchange of d. contribute to project teams to series of historical events, scientific ideas or 3-LS4-2. Use evidence to construct ideas within the learning produce original works or concepts, or steps in technical procedures an explanation for how the community solve problems. in a text, using language that pertains to variations in characteristics 1.4.2 Use interaction with and time, sequence, and cause/effect. among individuals of the same feedback from teachers and 3. Research and Information Craft and Structure species may provide peers to guide own inquiry Fluency CC.3.RI.4 Determine the meaning of general advantages in surviving, finding process. Students apply digital tools to academic and domain-specific words and mates, and reproducing. gather, evaluate, and use phrases in a text relevant to a grade 3 topic 3-LS4-3. Construct an argument 2.1.1 Continue an inquiry-based information. Students: or subject area. with evidence that in a particular research process by applying b. locate, organize, analyze, CC.3.RI.5 Use text features and search tools habitat some organisms can critical thinking skills (analysis, evaluate, synthesize, and (e.g., key words, sidebars, hyperlinks) to survive well, some survive less synthesis, evaluation, ethically use information from locate information relevant to a given topic well, and some cannot survive organization) to information a variety of sources and efficiently. at all. and knowledge in order to media. CC.3.RI.6 Distinguish their own point of view 3-LS4-4. Make a claim about the construct new understandings, d. process data and report results. from that of the author of a text. merit of a solution to a problem draw conclusions, and create Integration of Knowledge and Ideas caused when the environment new knowledge. 5. Digital Citizenship CC.3.RI.7 Use information gained from changes and the types of plants 2.1.2 Organize knowledge so that it Students understand human, illustrations (e.g., maps, photographs) and and animals that live there may is useful. cultural, and societal issues the words in a text to demonstrate change. 2.1.3 Use strategies to draw related to technology and practice understanding of the text (e.g., where, conclusions from information legal and ethical behavior. when, why, and how key events occur). Earth & Space Sciences and apply knowledge to Students: CC.3.RI.8 Describe the logical connection Earth’s Systems curricular areas, real world a. advocate and practice safe, between particular sentences and 3-ESS2-1. Represent data in tables situations, and further legal, and responsible use of paragraphs in a text (e.g., comparison, and graphical displays to investigations. information and technology. cause/effect, first/second/third in a describe typical weather 2.1.4 Use technology and other b. exhibit a positive attitude toward sequence). conditions expected during a information tools to analyze using technology that supports CC.3.RI.9 Compare and contrast the most particular season. and organize information. collaboration, learning, and important points and key details presented 3-ESS2-2. Obtain and combine 2.1.5 Collaborate with others to productivity. in two texts on the same topic. information to describe climates exchange ideas, develop new c. demonstrate personal in different regions of the world understandings, make responsibility for lifelong Writing Earth and Human Activity decisions, and solve problems. learning. Text Types and Purposes 3-ESS3-1. Make a claim about the 2.1.6 Use the writing process, d. exhibit leadership for digital CC.3.W.1.a Introduce the topic or text they are merit of a design solution that media and visual literacy, and citizenship. writing about, state an opinion, and create reduces the impacts of a technology skills to create an organizational structure that lists weather-related hazard. products that express new 6. Technology Operations and reasons. understandings. Concepts CC.3.W.1.b Provide reasons that support the 2.2.4 Demonstrate personal Students demonstrate a sound opinion. productivity by completing understanding of technology CC.3.W.1.d Provide a concluding statement or products to express learning. concepts, systems, and section. 2.3.1 Connect understanding to the operations. Students: CC.3.W.2 Write informative/explanatory texts to real world. a. understand and use technology examine a topic and convey ideas and 2.3.2 Consider diverse and global systems. information clearly. perspectives in drawing b. select and use applications CC.3.W.2.a Introduce a topic and group related conclusions. effectively and productively. information together; include illustrations 2.3.3 Use valid information and c. troubleshoot systems and when useful to aiding comprehension. reasoned conclusions to make applications. CC.3.W.2.b Develop the topic with facts, ethical decisions. d. transfer current knowledge to definitions, and details. 2.4.1 Determine how to act on learning of new technologies. Production and Distribution of Writing information (accept, reject, CC.3.W.4 With guidance and support from modify). adults, produce writing in which the 2.4.2 Reflect on systematic development and organization are process and assess for appropriate to task and purpose. (Grade- completeness of investigation. specific expectations for writing types are 2.4.3 Recognize new knowledge defined in standards 1–3 above.) and understanding. CC.3.W.5 With guidance and support from peers and adults, develop and strengthen 3.1.1 Conclude an inquiry-based writing as needed by planning, revising, and research process by sharing editing. (Editing for conventions should new understandings and demonstrate command of Language reflecting on the learning. standards 1–3 up to and including grade 3 3.1.2 Participate and collaborate as on page 29.) members of a social and CC.3.W.6 With guidance and support from intellectual network of learners. adults, use technology to produce and 3.1.3 Use writing and speaking publish writing (using keyboarding skills) as skills to communicate new well as to interact and collaborate with understandings effectively. others. 3.1.4 Use technology and other Research to Build and Present Knowledge information tools to organize CC.3.W.7 Conduct short research projects that and display knowledge and build knowledge about a topic. understanding in ways that CC.3.W.8 Recall information from experiences others can view, use, and or gather information from print and digital assess. sources; take brief notes on sources and 3.1.5 Connect learning to sort evidence into provided categories. community issues. Range of Writing 3.1.6 Use information and CC.3.W.10 Write routinely over extended time technology ethically and frames (time for research, reflection, and responsibly. revision) and shorter time frames (a single 3.2.1 Demonstrate leadership and sitting or a day or two) for a range of confidence by presenting ideas discipline-specific tasks, purposes, and to others in both formal and audiences. informal situations. 3.2.2 Show social responsibility by Speaking and Listening participating actively with Comprehension and Collaboration others in learning situations CC.3.SL.1 Engage effectively in a range of and by contributing questions collaborative discussions (one-on-one, in and ideas during group groups, and teacher-led) with diverse discussions. partners on grade 3 topics and texts, 3.2.3 Demonstrate teamwork by building on others’ ideas and expressing working productively with their own clearly. others. CC.3.SL.1.a Come to discussions prepared, 3.3.1 Solicit and respect diverse having read or studied required material; perspectives while searching explicitly draw on that preparation and other for information, collaborating information known about the topic to explore with others, and participating ideas under discussion. as a member of the CC.3.SL.1.b Follow agreed-upon rules for community. discussions (e.g., gaining the floor in 3.3.2 Respect the differing interests respectful ways, listening to others with and experiences of others, and care, speaking one at a time about the seek a variety of viewpoints. topics and texts under discussion). 3.3.3 Use knowledge and CC.3.SL.1.c Ask questions to check information skills and understanding of information presented, dispositions to engage in public stay on topic, and link their comments to the conversation and debate remarks of others. around issues of common CC.3.SL.1.d Explain their own ideas and concern. understanding in light of the discussion. 3.3.4 Create products that apply to CC.3.SL.2 Determine the main ideas and authentic, real-world contexts. supporting details of a text read aloud or 3.3.5 Contribute to the exchange of information presented in diverse media and ideas within and beyond the formats, including visually, quantitatively, learning community. and orally. 3.3.6 Use information and CC.3.SL.3 Ask and answer questions about knowledge in the service of information from a speaker, offering democratic values. appropriate elaboration and detail. 3.3.7 Respect the principles of Presentation of Knowledge and Ideas intellectual freedom. CC.3.SL.4 Report on a topic or text, tell a story, 3.4.2 Assess the quality and or recount an experience with appropriate effectiveness of the learning facts and relevant, descriptive details, product. speaking clearly at an understandable pace. 3.4.3 Assess own ability to work CC.3.SL.5 Create engaging audio recordings of with others in a group setting stories or poems that demonstrate fluid by evaluating varied roles, reading at an understandable pace; add leadership, and visual displays when appropriate to demonstrations of respect for emphasize or enhance certain facts or other viewpoints. details. 4.1.3 Respond to literature and creative expressions of ideas Language in various formats and genres. Conventions of Standard English 4.1.6 Organize personal knowledge CC.3.L.2.a Capitalize appropriate words in titles. in a way that can be called CC.3.L.2.g Consult reference materials, upon easily. including beginning dictionaries, as needed 4.2.3 Maintain openness to new to check and correct spellings. ideas by considering divergent Knowledge of Language opinions, changing opinions or CC.3.L.3 Use knowledge of language and its conclusions when evidence conventions when writing, speaking, supports the change, and reading, or listening. seeking information about new Vocabulary Acquisition and Use ideas encountered through CC.3.L.4.d Use glossaries or beginning academic or personal dictionaries, both print and digital, to experiences. determine or clarify the precise meaning of 4.3.1 Participate in the social key words and phrases. exchange of ideas, both CC.3.L.5 Demonstrate understanding of word electronically and in person. relationships and nuances in word 4.3.4 Practice safe and ethical meanings. behaviors in personal CC.3.L.6 Acquire and use accurately grade- electronic communication and appropriate conversational, general interaction academic, and domain-specific words and 4.4.5 Develop personal criteria for phrases, including those that signal spatial gauging how effectively own and temporal relationships (e.g., After ideas are expressed. dinner that night we went looking for them). 3rd GRADE

Appreciate literature and other A. Use both text and visuals to understand literature B. Select a "Just Right" book independently for personal reading creative expressions of thoughts C. Identify numerous types and elements of literature and ideas and pursue knowledge D. Analyze and understand information presented creatively in nontextual formats related to personal interests and E. Seek information related to personal interests F. Select resources and materials based on interest, need, and appropriateness aesthetic growth LIBRARY OBJECTIVES  Cultivate a love of reading and become a self-motivated reader 1. Select a “Just Right” book during literature selection  Develop a knowledge of genres and literary 2. Listen to or read various traditional folklore elements 3. Read various types of fiction  Derive meaning from informational texts in 4. Read various types of nonfiction various formats 5. Recognize various literary elements within works 6. Participate in guided discussions about literature to share opinions and responses 7. Begin to develop individual taste in series, author, and genre reading 8. Begin to identify literary awards as appropriate to age group 9. Appreciate information presented creatively in various formats 10. Read for pleasure, seek answers, and explore topics of personal interest 11. Access libraries, library staff, and library resources both personally and virtually AASL STANDARDS FOR THE COMMON CORE STANDARDS ISTE STANDARDS: STUDENTS 21ST CENTURY LEARNER

Reading Literature 1.1.1 Follow an inquiry-based process in 3. Research and Information Fluency Key Ideas and Details seeking knowledge in curricular subjects Students apply digital tools to gather, evaluate, and CC.3.RL.1 Ask and answer questions to demonstrate and make the real world connection for use information. Students: understanding of a text, referring explicitly to the using this process in own life. b. locate, organize, analyze, evaluate, synthesize, text as the basis for the answers. 1.1.2 Use prior and background knowledge as and ethically use information from a variety of CC.3.RL.2 Recount stories, including fables, folktales, context for new learning. sources and media. and myths from diverse cultures; determine the 1.1.3 Develop and refine a range of questions c. evaluate and select information sources and digital central message, lesson, or moral and explain how to frame search for new understanding. tools based on the appropriateness to specific it is conveyed through key details in the text. 1.1.4 Find, evaluate, and select appropriate tasks. CC.3.RL.3 Describe characters in a story (e.g., their sources to answer questions. 1.1.6 Read, view, and listen for information traits, motivations, or feelings) and explain how 4. Critical Thinking, Problem Solving, and presented in any format (e.g., textual, their actions contribute to the sequence of events. Decision Making visual, media, digital) in order to make Craft and Structure Students use critical thinking skills to plan and inferences and gather meaning. CC.3.RL.4 Determine the meaning of words and conduct research, manage projects, solve problems, 1.1.7 Make sense of information gathered from phrases as they are used in a text, distinguishing and make informed decisions using appropriate diverse sources by identifying literal from nonliteral language. digital tools and resources. Students: misconceptions, main and supporting CC.3.RL.5 Refer to parts of stories, dramas, and c. collect and analyze data to identify solutions and/or ideas, conflicting information, and point of poems when writing or speaking about a text, using make informed decisions. view or bias. terms such as chapter, scene, and stanza; d. use multiple processes and diverse perspectives to 1.1.8 Demonstrate mastery of technology tools describe how each successive part builds on explore alternative solutions. earlier sections. to access information and pursue inquiry. CC.3.RL.6 Distinguish their own point of view from that 1.1.9 Collaborate with others to broaden and of the narrator or those of the characters. deepen understanding. 5. Digital Citizenship Integration of Knowledge and Ideas 1.3.4 Contribute to the exchange of ideas Students understand human, cultural, and societal CC.3.RL.7 Explain how specific aspects of a text’s within the learning community issues related to technology and practice legal and illustrations contribute to what is conveyed by the 1.4.2 Use interaction with and feedback from ethical behavior. Students: words in a story (e.g., create mood, emphasize teachers and peers to guide own inquiry b. exhibit a positive attitude toward using technology aspects of a character or setting). process. that supports collaboration, learning, and CC.3.RL.9 Compare and contrast the themes, settings, productivity. and plots of stories written by the same author 2.1.1 Continue an inquiry-based research c. demonstrate personal responsibility for lifelong about the same or similar characters (e.g., in books process by applying critical-thinking skills learning. from a series). (analysis, synthesis, evaluation, Range of Reading and Complexity of Text organization) to information and knowledge 6. Technology Operations and Concepts CC.3.RL.10 By the end of the year, read and in order to construct new understandings, Students demonstrate a sound understanding of comprehend literature, including stories, dramas, draw conclusions, and create new technology concepts, systems, and operations. and poetry, at the high end of the grades 2–3 text knowledge. Students: complexity band independently and proficiently. 2.1.2 Organize knowledge so that it is useful. a. understand and use technology systems. 2.1.3 Use strategies to draw conclusions from b. select and use applications effectively and information and apply knowledge to productively. curricular areas, real world situations, and further investigations. Reading Informational Text 2.1.4 Use technology and other information Key Ideas and Details tools to analyze and organize information. CC.3.RI.1 Ask and answer questions to demonstrate 2.1.5 Collaborate with others to exchange understanding of a text, referring explicitly to the ideas, develop new understandings, make text as the basis for the answers. decisions, and solve problems. CC.3.RI.2 Determine the main idea of a text; recount 2.1.6 Use the writing process, media and visual the key details and explain how they support the literacy, and technology skills to create main idea. products that express new understandings. Integration of Knowledge and Ideas 2.2.1 Demonstrate flexibility in the use of CC.3.RI.7 Use information gained from illustrations resources by adapting information (e.g., maps, photographs) and the words in a text strategies to each specific resource and by to demonstrate understanding of the text (e.g., seeking additional resources when clear where, when, why, and how key events occur). conclusions cannot be drawn. CC.3.RI.8 Describe the logical connection between 2.4.1 Determine how to act on information particular sentences and paragraphs in a text (e.g., (accept, reject, modify). comparison, cause/effect, first/second/third in a 2.4.2 Reflect on systematic process and sequence). assess for completeness of investigation. CC.3.RI.9 Compare and contrast the most important 2.4.3 Recognize new knowledge and points and key details presented in two texts on the understanding. same topic. 2.4.4 Develop directions for future Range of Reading and Complexity of Text investigations. CC.3.RI.10 By the end of the year, read and comprehend informational texts, including 3.1.1 Conclude an inquiry-based research history/social studies, science, and technical texts, process by sharing new understandings at the high end of the grades 2–3 text complexity and reflecting on the learning. band independently and proficiently. 3.1.2 Participate and collaborate as members of a social and intellectual network of learners. Reading Foundational Skills 3.1.3 Use writing and speaking skills to Fluency communicate new understandings CC.3.RF.4 Read with sufficient accuracy and fluency to effectively. support comprehension. 3.1.4 Use technology and other information CC.3.RF.4.a Read on-level text with purpose and tools to organize and display knowledge understanding. and understanding in ways that others can CC.3.RF.4.b Read grade-level prose and poetry orally view, use, and assess. with accuracy, appropriate rate, and expression. 3.2.3 Demonstrate teamwork by working productively with others. 3.3.5 Contribute to the exchange of ideas Writing within and beyond the learning community. Text Types and Purposes CC.3.W.1.b Provide reasons that support the opinion. 4.1.1 Read, view, and listen for pleasure and CC.3.W.1.d Provide a concluding statement or section. personal growth. CC.3.W.3.a Establish a situation and introduce a 4.1.2 Read widely and fluently to make narrator and/or characters; organize an event connections with own self, the world, and sequence that unfolds naturally. previous reading. CC.3.W.3.b Use dialogue and descriptions of actions, 4.1.3 Respond to literature and creative thoughts, and feelings to develop experiences and expressions of ideas in various formats and events or show the response of characters to genres. situations. 4.1.4 Seek information for personal learning in a variety of formats and genres. Production and Distribution of Writing 4.1.5 Connect ideas to own interests and CC.3.W.6 With guidance and support from adults, use previous knowledge and experience. technology to produce and publish writing (using 4.1.6 Organize personal knowledge in a way keyboarding skills) as well as to interact and that can be called upon easily. collaborate with others. 4.1.7 Use social networks and information tools to gather and share information. Speaking and Listening 4.2.1 Display curiosity by pursuing interests Comprehension and Collaboration through multiple resources. CC.3.SL.1 Engage effectively in a range of 4.2.2 Demonstrate motivation by seeking collaborative discussions (one-on-one, in groups, information to answer personal questions and teacher-led) with diverse partners on grade 3 and interests, trying a variety of formats topics and texts, building on others’ ideas and and genres, and displaying a willingness to expressing their own clearly. go beyond academic requirements. CC.3.SL.1.a Come to discussions prepared, having 4.2.3 Maintain openness to new ideas by read or studied required material; explicitly draw on considering divergent opinions, changing that preparation and other information known about opinions or conclusions when evidence the topic to explore ideas under discussion. supports the change, and seeking Presentation of Knowledge and Ideas information about new ideas encountered CC.3.SL.4 Report on a topic or text, tell a story, or through academic or personal experiences. recount an experience with appropriate facts and 4.2.4 Show an appreciation for literature by relevant, descriptive details, speaking clearly at an electing to read for pleasure and understandable pace. expressing an interest in various literary CC.3.SL.5 Create engaging audio recordings of stories genres. or poems that demonstrate fluid reading at an 4.3.2 Recognize that resources are created for understandable pace; add visual displays when a variety of purposes. appropriate to emphasize or enhance certain facts 4.3.3 Seek opportunities for pursuing personal or details. and aesthetic growth. 4.4.1 Identify own areas of interest. Language 4.4.2 Recognize the limits of own personal Knowledge of Language knowledge. CC.3.L.3 Use knowledge of language and its 4.4.3 Recognize how to focus the efforts in conventions when writing, speaking, reading, or personal learning. listening. 4.4.4 Interpret new information based on CC.3.L.3.a Choose words and phrases for effect.* cultural and social context. Vocabulary Acquisition and Use 4.4.5 Develop personal criteria for gauging how CC.3.L.4.a Use sentence-level context as a clue to the effectively own ideas are expressed. meaning of a word or phrase. 4.4.6 Evaluate own ability to select resources CC.3.L.5 Demonstrate understanding of word that are engaging and appropriate for relationships and nuances in word meanings. personal interests and needs. CC.3.L.5.a Distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps). CC.3.L.6 Acquire and use accurately grade-appropriate conversational, general academic, and domain- specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them). 3rd GRADE

Understand and practice Internet G. Use personal and private information appropriately H. Behave responsibly and respectfully in a networked environment safety when using any electronic I. Use electronic devices safely and appropriately media for educational, social, or recreational purposes LIBRARY OBJECTIVES

 Practice strategies that promote personal 12. Protect personal information and apply stranger-danger knowledge and skills on the safety and protect online and offline Internet reputation 13. Use the Internet to visit assigned websites with limited adult supervision or guidance  Recognize that networked environments 14. Practice good online manners recognizing some communications can be hurtful to others. 15. Report uncomfortable situations to an adult are public places governed by codes of 16. Recognize and avoid inappropriate content (advertising, malware, phishing, viruses, ethical behavior pornography, etc.)  Practice positive digital citizenship 17. Protect electronic devices from physical harm and, with guidance, recognize and avoid  Distinguish website authority, validity, and potential damaging or invasive content. purpose  Understand the need for protecting personal privacy when using public access to digital sources  Protect personal information and electronic devices in an online environment AASL STANDARDS FOR THE COMMON CORE STANDARDS ISTE STANDARDS: STUDENTS 21ST CENTURY LEARNER

Reading Literature 1.1.1 Follow an inquiry-based process in 2. Communication and Collaboration Key Ideas and Details seeking knowledge in curricular subjects Students use digital media and environments to CC.3.RL.1 Ask and answer questions to and make the real world connection for communicate and work collaboratively, including at a demonstrate understanding of a text, referring using this process in own life. distance, to support individual learning and contribute to explicitly to the text as the basis for the answers. 1.1.3 Develop and refine a range of questions the learning of others. Students: to frame search for new understanding. a. interact, collaborate, and publish with peers, experts, 1.1.4 Find, evaluate, and select appropriate or others employing a variety of digital environments Reading Informational Text sources to answer questions. and media. Key Ideas and Details 1.1.6 Read, view, and listen for information c. develop cultural understanding and global awareness CC.3.RI.1 Ask and answer questions to demonstrate presented in any format (e.g., textual, by engaging with learners of other cultures. understanding of a text, referring explicitly to the visual, media, digital) in order to make text as the basis for the answers. inferences and gather meaning. 3. Research and Information Fluency Integration of Knowledge and Ideas 1.1.8 Demonstrate mastery of technology Students apply digital tools to gather, evaluate, and use CC.3.RI.7 Use information gained from illustrations tools to access information and pursue information. Students: (e.g., maps, photographs) and the words in a inquiry. b. locate, organize, analyze, evaluate, synthesize, and text to demonstrate understanding of the text 1.1.9 Collaborate with others to broaden and ethically use information from a variety of sources and (e.g., where, when, why, and how key events deepen understanding. media. occur). 1.2.1 Display initiative and engagement by c. evaluate and select information sources and digital posing questions and investigating the tools based on the appropriateness to specific tasks. answers beyond the collection of Writing superficial facts. 4. Critical Thinking, Problem Solving, and Decision Text Types and Purposes 1.4.2 Use interaction with and feedback from Making CC.3.W.1.b Provide reasons that support the teachers and peers to guide own inquiry Students use critical thinking skills to plan and conduct opinion. process. research, manage projects, solve problems, and make Production and Distribution of Writing informed decisions using appropriate digital tools and CC.3.W.6 With guidance and support from adults, 2.1.4 Use technology and other information resources. Students: use technology to produce and publish writing tools to analyze and organize information c. collect and analyze data to identify solutions and/or (using keyboarding skills) as well as to interact 2.1.5 Collaborate with others to exchange make informed decisions. and collaborate with others. ideas, develop new understandings, make Research to Build and Present Knowledge decisions, and solve problems. 5. Digital Citizenship CC.3.W.7 Conduct short research projects that build Students understand human, cultural, and societal issues knowledge about a topic. 3.1.2 Participate and collaborate as members related to technology and practice legal and ethical of a social and intellectual network of behavior. Students: learners. a. advocate and practice safe, legal, and responsible use Speaking and Listening 3.1.3 Use writing and speaking skills to of information and technology. Comprehension and Collaboration communicate new understandings b. exhibit a positive attitude toward using technology that CC.3.SL.3 Ask and answer questions about effectively. supports collaboration, learning, and productivity. information from a speaker, offering appropriate 3.1.4 Use technology and other information c. demonstrate personal responsibility for lifelong elaboration and detail. tools to organize and display knowledge learning. and understanding in ways that others d. exhibit leadership for digital citizenship. Language can view, use, and assess. Vocabulary Acquisition and Use 3.2.3 Demonstrate teamwork by working 6. Technology Operations and Concepts CC.3.L.4.d Use glossaries or beginning dictionaries, productively with others. Students demonstrate a sound understanding of both print and digital, to determine or clarify the 3.3.5 Contribute to the exchange of ideas technology concepts, systems, and operations. Students: precise meaning of key words and phrases. within and beyond the learning a. understand and use technology systems. community. b. select and use applications effectively and productively. c. troubleshoot systems and applications. d. transfer current knowledge to learning of new technologies.