Teacher Librarian Program

start program COMPONENTS

overview

literature skills

information literacy

planning

assessment

reporting

Teacher INTRODUCTION | COMPONENTS | USEFUL RESOURCES | USER GUIDE Librarian Program About the program

Three experienced Victorian primary teacher librarians have designed the Teacher Librarian Program P–6 to meet The program covers all years of primary schooling and incorporates the following sections: the need for a comprehensive, sequential Library skills program that includes Literature as well as Information skills. • OVERVIEW includes an explanation of how the program relates to the Curriculum Frameworks as well as a It focuses on skills specifically related to libraries, covering all levels of Primary (P–6) schooling and complements curriculum overview of Literature skills and Information literacy outcomes. outcomes of Key Learning Areas being taught in primary school classrooms. • LITERATURE SKILLS PROGRAM which consists of learning outcomes and skills at each level, as well as a practical Levels have been allocated for both Literature and Information literacy skills: list of possible genres, book titles, authors and illustrators. Additional units on Film as Text and Boys and reading Level 1 – appropriate for the first year of formal schooling, Prep Grade in Victoria have been included. Level 2 – expected outcomes at the completion of Year 2 Level 3 – expected outcomes at the completion of Year 4 • INFORMATION LITERACY PROGRAM which includes at each grade level a comprehensive list of learning Level 4 – expected outcomes at the completion of Year 6. outcomes and skills, as well as evaluation strategies that can be developed to enable students to become active, independent learners who are capable of locating and using information effectively. These skills relate to all The Teacher Librarian Program P–6 streamlines planning time for teachers and enhances co-operative planning areas of the curriculum and reinforce the process of information retrieval. An additional section on Plagiarism is and teaching between teacher librarians and classroom teachers. included, as well as a range of templates and a poster which can be displayed in the classroom. The Information To ensure optimum usage of this program please read the User guide carefully. literacy skills are based on National Profiles and have been designed to complement the Victorian Curriculum Standards and Essential Learning Standards but could be adapted for use with other curriculum guidelines. This program is a READ-ONLY document that can be navigated to access information as well as printed as a working document, which can be highlighted to act as an audit of skills that have been taught. • PLANNING section which includes a variety of planning templates, such as the Work program template which can be used to record class, grade and year level programs with appropriate outcomes. In a format that allows Each of the templates and worksheets viewed in this program have associated WORD files which are accessible from for flexibility, the template has a section to record author/illustrator studies, the introduction of new books, this program to enable user customisation. To utilise the information presented in this program you can cut and paste grade or unit focus, a weekly timetable and management notes. Also included is an example of an integrated directly into any of the WORD files. unit of work. For detailed instructions on how to copy and paste text from this program into any of the WORD files provided, please • ASSESSMENT section which includes assessment strategies in relation to Literature skills and Information read the specific section in the User guide. literacy outcomes, as well as Book report assessment, Library profiles and a Student test kit.

• REPORTING section which includes a range of report formats for reporting student progress to parents. In addition, a variety of suggestions are listed for use when reporting to the whole school community.

• BIBLIOGRAPHY OF USEFUL RESOURCES which includes an extensive list of further resources and a link to a website with further Information literacy ideas and additional strategies.

INTRODUCTION | COMPONENTS | USEFUL RESOURCES | USER GUIDE Teacher Librarian Program P-6 © School Library Association of Victoria 2004 OVERVIEW

how the program relates to the Curriculum Frameworks

curriculum overview L1 – 4

The educational principles underpinning this program feature as essential learnings in the various state Summary of learning outcomes – English based Curriculum Frameworks. TLP CSF II Strand In the Victorian Essential Learning Standards, Respect for evidence – seeking understanding and truth through structured inquiry and the application of evidence to test and question beliefs – is a major Level 1 LS 1.2 1.3 Speaking & listening: linguistic structures & focus. Personal learning, Thinking and Information and Communications technology are listed as vital features components of the three main strands of learning. LS 1.3 1.6 Reading: Contextual Understanding

Literature skills and Information literacy are covered in much more depth than outlined in the Curriculum IL 1.5 1.6 Reading: Contextual Understanding Frameworks. The main aim of this program is to teach the strategies and skills needed to achieve these IL 1.2 1.8 Reading: Strategies outcomes. Level 2 LS 2.3 2.1 Speaking and Listening: Texts LS 2.3 2.5a Reading: Texts Studies of Society and Environment – Curriculum and Standards Framework II [CSF II] LS 2.4 / LS 2.6 2.5b Reading: Texts ■ Page 6: IL 2.3 2.6a Reading: Contextual Understanding “The knowledge which is the basis of the SOSE key learning area is accompanied by the development of skills which enable students to: LS 2.4 2.6b Reading: Contextual Understanding • Identify, collect and process data from a range of sources, including electronic media LS 2.1 2.8a Reading: Strategies • Use the inquiry process to plan an investigation, analyse data, and form conclusions supported by evidence” Level 3 LS 3.4 3.1 Speaking and Listening: Texts LS 3.1 3.5a Reading: Texts ■ Page 9: LS 3.3 3.5b Reading: Texts “Skills Learning about Society and Environment enables students to: LS 3.7 3.6b Reading: Contextual Understanding • Gather information from a variety of sources LS 3.5 3.7b Reading: Linguistic Structures & Features • Analyse information to answer a speciﬁc question • Present information in a variety of ways IL 3.1 / IL 3.2 / IL 3.3 3.8 Reading: Strategies • Draw conclusions based on information presented LS 4.2 / LS 4.3 4.1 Speaking and Listening: Texts • Develop conﬁdence to ask questions” Level 4 LS 4.1 4.3 Speaking and Listening: Linguistic structures and features Curriculum Standards Framework - Studies of Society and Environment [CSF 1] LS 4.3 / LS. 4.7 4.5 Reading: Texts

■ Inquiry-based learning and Inquiry strategies are covered in more depth. Refer to: IL 4.3 / IL 4.4 4.8 Reading: Strategies • Page 15 : “Approaches to teaching and learning in SOSE” • Page 16: “Summary of SOSE inquiry strategies”

Literature skills outcomes Information literacy outcomes With teacher assistance, modelling and scaffolding students will be able to: LS 1.1 identify picture story books as a literary IL 1.1 Formulate questions for investigation in response to directed discussion on a form Defining given topic. LS 1.2 verbalise sequence of main events in stories LS 1.3 identify the main characters from picture IL 1.2 Identify and select sources of information story books Locating LS 1.4 describe where the story takes place in particular picture story books LS 1.5 identify strong emotions that occur in IL 1.3 Select and record the main idea and keywords. picture story books Selecting

IL 1.4 Participate in group consideration of appropriateness and presentation of the f Film as Text Processing & Organising information. LS 1.1F identify ﬁlm as a literary form

LS 1.2F describe where the story IL 1.5 Present responses to a task in a variety of formats. takes place in particular Creating & Sharing ﬁlm LS 1.3F identify strong emotions that occur in a ﬁlm that is viewed IL 1.6 Review the appropriateness of their presentation in relation to the original task. Evaluation Strategies

f Literature skills learning outcomes f Information literacy learning outcomes

Literature skills outcomes Information literacy outcomes With teacher assistance, modelling and scaffolding students will be able to:

LS 2.1 distinguish between picture story and IL 2.1 select from a range of well deﬁned topics, participate in teacher led factual books Defining brainstorming, clustering of ideas, focus question development and completion of a group search plan LS 2.2 verbalise obvious themes in picture story books

LS 2.3 identify the main characters from particular IL 2.2 identify and locate resources following a search plan with assistance picture story books and describe signiﬁcant Locating physical features LS 2.4 describe the setting for a particular picture story book IL 2.3 select main ideas and supporting keywords, categorise and record information in LS 2.5 identify strong emotions that occur in Selecting lists, picture sequences, grids or webs a picture story book and explain the contribution of the illustrations to that end

IL 2.4 process information by comparing, selecting and combining that which is f Film as Text Processing & Organising relevant to the task and organising according to an agreed format LS 2.1F identify film as a literary form LS 2.2F describe the locale and IL 2.5 present information which conveys understanding of the information gathered setting for a particular film Creating & Sharing LS 2.3F identify strong emotions that occur in a film and explain the contribution IL 2.6 review appropriateness and acceptability of presentation in relation to the of the scenery and Evaluation Strategies original task sound effects to that end

f Literature skills learning outcomes f Information literacy learning outcomes

Literature skills outcomes Information literacy outcomes With teacher assistance, modelling and scaffolding students will be able to:

LS 3.1 distinguish between picture story fiction and factual IL 3.1 select from within a broad topic area and narrow the topic to books Defining arrive at focus questions and a simple search plan LS 3.2 distinguish between poetry, prose and drama LS 3.3 verbalise obvious themes in fiction books LS 3.4 verbalise sequence of main events in a fiction book and IL 3.2 identify and locate resources identify the story’s climax Locating LS 3.5 explain the contribution of illustrations in developing the sequence of main events and climax of a particular novel LS 3.6 predict outcome of plot for a particular fiction book IL 3.3. select and record information relevant to a specific topic Selecting LS 3.7 identify and describe the main character of a fiction book LS 3.8 predict what the main character will do after the story has ended IL 3.4 process and organise information LS 3.9 describe contribution of illustrator and illustrations in developing a particular setting Processing & Organising LS 3.10 identify strong emotions in a simple fiction book LS 3.11 identify the motivation for a particular character’s action present responses to a research task which are suited to IL 3.5 the audience and which demonstrate understanding and f Film as Text Creating & Sharing interpretation of the information LS 3.1F identify film as a literary form LS 3.2F explain the contribution of scenery and IL 3.6 review appropriateness and acceptability of presentation in sound effects in developing the sequence Evaluation Strategies relation to the original task of main events and climax of a particular film LS 3.3F describe contribution of director and editor in developing a particular film

f Literature skills learning outcomes f Information literacy learning outcomes

Literature skills outcomes Information literacy outcomes With teacher assistance, modelling and scaffolding students will be able to:

LS 4.1 distinguish between realism and fantasy in IL 4.1 select from within a given topic and narrow a topic given guidelines and ﬁction and biographical books and explain Defining assistance where needed the differences LS 4.2 identify themes in novels and relate them to real life IL 4.2 identify and locate a range of resources in the school and the wider community LS 4.3 describe the storyline development in Locating by independently following a search plan particular novels, setting, problem, climax and ending LS 4.4 describe personality changes that occur in characters IL 4.3 select and record information from a range of sources Selecting LS 4.5 evaluate the credibility of characters from novels LS 4.6 identify setting, time and social aspects process information by synthesising and beginning to make generalisations LS 4.7 identify premeditated or spontaneous IL 4.4 actions carried out by characters in Processing & Organising particular novels

IL 4.5 present logical responses to a search task Creating & Sharing f Film as Text LS 4.1F identify film as a literary form LS 4.2F describe where the story IL 4.6 review the appropriateness and acceptability of the presentation in relation to the takes place in particular Evaluation Strategies original task film LS 4.3F identify strong emotions that occur in a film that is viewed

f Literature skills learning outcomes f Information literacy learning outcomes

learning outcomes L1 – 4

teaching strategies

suggested genres and titles, authors & illustrators L1 – 4

recommended books L3 & L4

ﬁlm as text L1 – 4

boys & reading

templates

At the completion of Level 1, a student will be able to: This will be evident when the student:

LS 1.1 identify picture story books as a literary form • realises that picture books tell stories with words and pictures

LS 1.2 verbalise sequence of main events in stories • retells events using pictures as clues and relates them to own experiences

LS 1.3 identify the main characters from picture story books • can identify who/what was the major character • say why he or she was the major character • can show why he or she was more important than the others • can draw/paint a series of pictures of main characters • can relate character’s actions and own behaviour in a similar situation • can compare the main character to family and friends LS 1.4 describe where the story takes place in particular picture story books • can draw/paint a scene of this location

LS 1.5 identify strong emotions that occur in picture story books • can discuss or dramatise emotions portrayed in text and illustrations

LS 1.6 identify some basic features of picture story books • can use terms such as page, author, title, cover, illustrator

LS 1.7 use a variety of strategies when selecting and reading books • can use title, cover and own knowledge to predict story • selects particular books relating to own interests, familiarity or subject matter

f Outcomes assessment

At the completion of Level 2, a student will be able to: This will be evident when the student:

LS 2.1 distinguish between picture story and factual books • realises that picture story books tell stories with both words and pictures while non-ﬁction books are designed speciﬁcally to give information • can compare picture story books and factual books on a particular topic LS 2.2 verbalise obvious themes in picture story books • can identify the main idea behind the story

LS 2.3 verbalise sequence of main events in stories • dramatises different events in stories read, in sequence • draws a picture for the beginning, middle and end of story

LS 2.4 identify the main character from particular picture story books and describe • draws or paints the main character signiﬁcant physical features and feelings • compiles lists of words to describe characters • relates book characters to real people in group discussion

LS 2.5 describe the locale and setting for a particular picture story book • can distinguish between past/present/future; here/there • can depict setting through art activities

LS 2.6 identify strong emotions that occur in a picture story book and explain the • can illustrate the mood or express the emotions contribution of the illustrations to that end

LS 2.7 recognise main elements of a published text and be familiar with the process of • can recognize the work of familiar authors and illustrators publication • can indicate publishing details and copyright for individual books

LS 2.8 use a variety of strategies when selecting and reading books • selects a range of literature according to own interests, familiarity, author, series or the recommendation of others • can use blurb, table of contents etc

f Outcomes assessment

At the completion of Level 3, a student will be able to: This will be evident when the student:

LS 3.1 distinguish between picture story ﬁction and factual books • can compare books from each category on the same topic LS 3.2 distinguish between poetry, prose, and drama • can discuss differences in writing style by referring to examples

LS 3.3 verbalise obvious themes in fiction books • can identify the main idea behind the story • can relate theme to own experiences • can discuss particular social problems raised in the story LS 3.4 verbalise sequence of main events in a fiction book and identify the story’s climax • can retell the story and identify the most exciting part • can discuss what events led up to the climax LS 3.5 explain the contribution of illustrations in developing the sequence of main events and • can sequence events through illustrations climax of a particular novel LS 3.6 predict outcome of plot for a particular fiction book • can discuss possible outcomes

LS 3.7 identify and describe the main character of a ﬁction book • can compile simple word lists to describe characters • draws characters and lists words that describe them • can discuss role play and dramatise the character • can identify and describe character stereotypes from folktales LS 3.8 predict what the main character will do after the story has ended • can discuss what the main character did after the story ended • writes a plot outline for a possible sequel LS 3.9 describe contribution of illustrator and illustrations in developing a particular setting • can describe the setting from the illustrations • can discuss the techniques that have been used by the illustrator • can illustrate their ideas for a given setting LS 3.10 identify strong emotions in a simple ﬁction book • can describe how the character feels • can identify words the author used to portray this feeling LS 3.11 identify the motivation for a particular character’s action • can describe why the character acted as he or she did • can outline what they would have done

LS 3.12 use a variety of strategies when selecting and reading books • can skim text to locate information or to identify storyline • can locate and use appropriate book and non book materials • can understand and use index, contents page and blurb • chooses and reads a variety of genre, fiction, non-fiction and picture fiction f Outcomes assessment

At the completion of Level 4, a student will be able to: This will be evident when the student:

LS 4.1 distinguish between realism and fantasy in ﬁction and biographical books and • can read selections from each type and discuss differences explain the differences • can relate actions of characters in fantasy stories to real life • can compile a deﬁnition for each of these types LS 4.2 identify themes in novels and relate them to real life • can discuss how they would have behaved in the situations described in the novels • can compare books on a similar theme and discuss the variation of treatment

LS 4.3 describe the storyline development in particular novels, setting, problem, • can construct the storyline development of particular books climax, ending • can write stories using same framework

LS 4.4 describe personality changes that occur in characters • can discuss character development in text

LS 4.5 evaluate the credibility of characters from novels • can isolate part of story which best describes the main character • can identify real characters and relate to personal experience • can write a credible character proﬁle

LS 4.6 identify locale, time and social aspects of setting • can create story maps • draws plans of location • illustrates same location at different times and in different seasons • can discuss comparisons of accepted behaviours • can draw or discuss their impressions of a setting LS 4.7 identify premeditated or spontaneous actions carried out by characters in • can form an opinion about the main character’s behaviour particular novels • can explain why the character behaved the way he or she did

LS 4.8 uses a variety of strategies when selecting and reading books. • can use subject or keyword searches to locate relevant resources • can establish the authority of the resource

f Outcomes assessment f Student worksheet 1 ‘New book review’ f Student worksheet 2 ‘Book talk summary’

Strategy Description

Students share responses about a text. Each child is expected to contribute by responding to the text or asking questions of someone else. Book talk f Book talk summary Responses are recorded on a grid under the headings - Likes, Dislikes, Patterns, Puzzles Co-operative cloze Members of the group read through a passage with specific words deleted and talk about possibilities and reach consensus for words to be used. Literary journal Children choose a character from a story and adopt their personality to write about the life of that character. Reader’s theatre Students read a script aloud. They read it with fluency and expression, using voice, gesture and emphasis but without theatrical props. Newspaper report Students report the story as though it were an incident in a newspaper using headline, date and place, lead sentence, who, what where, how and when and a conclusion. Literature/Readers’ circle A small group of children who come together to discuss, react and share responses to a common text. This strategy is used to promote reading and the discussion of literature with a group of peers. In the initial stages the discussions may need to be led by the teacher, but once a structure is established the children are encouraged to establish their own questioning and discussion behaviours. To start with the discussion may involve looking at the title and predicting what the story will be about, then setting topics to be discussed and reading goals for the next session. Reading aloud occurs when clarification is needed during a discussion or if some members are having difficulties with the text. Children predict what each section will be about, then confirm or modify their predictions. Roles must be assigned to structure the groups and could include: • a reteller who briefly recounts the book • a questioner who presents puzzling questions • an instigator who comments and adds questions • a summarizer who concludes the session. Story webs Children write the name of a story character in the middle of the page, and use a web to list descriptive words and phrases about that character. Story map This strategy is used to recall the plot or sequence of events in a story. Students draw a map representing the story and use it in an oral retelling. Literary sociogram Students create a diagram that illustrates the relationship between the characters in the text. Change the form Students work in small groups or as individuals to change the form of a story to a comic, a letter, a play or a readers’ theatre. Cause and effect Children record events of a story in a grid, and show how actions lead to reactions as the story progresses. Jumbled stories A typed copy of the story can be cut up into paragraphs and reassembled in order. Alternatively, children can do a read and retell, and ask a partner to reassemble the story. Story grammar Brainstorming headings that would suit the story such as characters, theme, setting, events and action. Place relevant words and phrases under these headings. Change the point of view Discuss and write the story giving another point of view. For example, tell the story of the Three Billy Goats from the Troll’s point of view.

Literature Genres Titles Authors/Illustrators Classic literature Myths and legends Why mosquitos buzz in peoples’ ears, Ants to elephants Bob Graham Fables Town mouse, country mouse, Aesop’s fables, Brian Wildsmith Alison Lester Fairy tales 3 Little Pigs, Great Big Enormous Turnip, Goldilocks, Hans Andersen Pat Hutchins Traditional tales 3 Billy Goats Gruff, Fat Cat, Magic Porridge Pot, The story of Ping Roger Hargreaves Janet and Alan Ahlberg Ballads (including texts which are part of an oral tradition) Waltzing Matilda, Sail away, The ballad of Skip and Nell David McKee Nursery rhymes Father Koala’s nursery rhymes, Over in the meadow Eric Hill Extracts from the Bible The nativity, The Random House Children’s Treasury Pamela Allen Aboriginal stories and legends of the Torres Strait Dunbi the owl, The Whalers, Maori, Kini and the Watermelon, Yakkin Shirley Hughes Novels Tashi, Fantastic Mr Fox, Blinky Bill Mem Fox Short stories How to count crocodiles, A treasury of stories for six year olds Eric Carle Drama Folktales – Gingerbread Man, Chicken Licken Jill Tomlinson Poetry – narrative, dramatic, lyric Millions of Cats, We’re going on a bear hunt, Arbuthnot, A.A. Milne Dick Bruna Kerry Argent Contemporary literature Picture books Let’s Get a Pup, Kinder Hat, Hairy Maclary series, Tucking Mummy in, Diary of a Wombat, The Long Red Scarf Andrew and Janet McLean identify film as a literary form Wordless books The Snowman, Where’s Wally, Where’s Wendy, I spy, Moonlight, Sunshine Patricia Mullins Alphabet books Lucy and Tom’s ABC; Hughes. Animalia Lynley Dodd Jan Omerond Storytelling David Miller Performances of classic/contemporary drama and poetry Reader’s theatre, The four musicians, Goldilocks and the three bears Matt Ottley Students’ own poems, stories and plays Jeanette Rowe Poetry Each peach pear plum. For me, me, me: Poems for the very young. When we were very young, Now we are six, Honey sandwich f Outcomes assessment Scripted and improvised drama Modern plays Take a bow, Cinderella and five other plays Popular literature Song lyrics Tie me kangaroo down, sport. Fox went out on a chilly night. I know an old lady Jokes and riddles Animals should definitely not wear clothing Humerous verse Michael Rosen, For laughing out loud Advertising – in newspapers, on radio, television, in the cinema and Mass media texts magazines f Film as Text Drama – in the cinema, and on radio, television and video Weston Woods videos. Rosie’s walk, Beatrix Potter, Napoleon, Madeline.

Literature Genres Titles Authors/Illustrators Classic literature Myths and Legends How the whale became and other stories, Cockatoo soup Roger Duvoisin Fables The Random House Children’s Treasury, The giving tree, Ant and grasshopper Allan and Janet Ahlberg Fairy tales Ali Baba. Fairy tale Treasury; Haviland. Helen Oxenbury Nursery Story Book Maurice Sendak Traditional tales Silly Sam, Epaminandas, Stone soup, Magic porridge pot, Little Black Sambo Jeannie Baker Ballads (including texts which are part of an oral tradition) Mulga Bill’s bicycle, Click go the shears, World of Christopher Robin Libby Gleeson Extracts from the Bible Noah’s Ark Graeme Base Aboriginal stories and Legends of the Torres Strait Rainbow serpent; The Giant Devil Dingo, Roughsey, Tresize, Tucker Bill Peet Novels The enemies, George’s marvellous medicine, Alice in Wonderland Beatrix Potter Short stories Winnie the Pooh, Muddleheaded Wombat, A treasury of stories for seven year olds, A..A..Milne; Anthony Browne Now We Are Six John Burningham Drama Babette Cole Poetry – narrative, dramatic, lyric The owl and the pussycat, Lear; Juba this and Juba that, Poems children will sit still for: Alison Lester De Regniers. Silverstein; Big dipper Margaret Wild Picture books The Pocket Dogs, Willy the wimp, Passing On, Possum Magic, Not a Nibble Contemporary literature Sally Odgers Wordless books Window, A day on the avenue, The gift Stephen Michael King Alphabet books Animalia. Whatley’s quest, V for vanishing Brian Wildsmith Storytelling Jenny Wagner Novels Roald Dahl, Flat Stanley, Paddington, Mrs. Pepperpot, Pippi Longstocking, Ramona, Bernice knows Colin McNaughton best, Victor’s quest Hazel Edwards Short stories Bottersnikes and gumbles, Michael Bond’s book of bears, The clothes horse and other stories, Aussie Nibbles Tohby Riddle Performances of classic/contemporary drama and poetry Tony Ross Students’ own poems, stories and plays Reader’s theatre Julie Vivas Poetry Far out Brussel Sprout, The Jolly Postman Bruce Whatley Scripted and improvised drama Modern plays Playalong, Playabout, Hazel Edwards, Boo Hiss and Hurray Popular literature Song lyrics/ Jokes and Riddles Marvellous Toy, Puff the Magic Dragon, Juba this and Juba that Humorous verse Revolting rhymes, Quick let’s get out of here f Outcomes assessment Mass media texts Advertising – in newspapers, on rado, television, in the cinema and various kinds of magazines Film as Text f Drama – in the cinema, on radio, television, and video Charlotte’s Web, 101 Dalmations, Willie Wonka, The Grinch Who Stole Christmas, Old Tom

Literature Genres Titles Authors/Illustrators Classic literature Myths and Legends Compare with modern versions, eg. True story of 3 pigs, Robin Hood, William Tell, Feathers and fools Beverley Cleary Fables Aesop, Boy who cried wolf, Brian Wildsmith, Hare and the tortoise Margaret Clark Diana Kidd Fairy tales Saga of Eric the Viking, Hairy tales and other nursery crimes Stephen Michael King Traditional tales Just so stories, Ants to elephants, Crow Boy Peter Gouldthorpe Ballads (including texts which are part of an oral tradition) Mulga Bill’s bicycle, Ballad of the Drover Graeme Base Extracts from the Bible Noah’s Ark Narelle Oliver Terry Denton Aboriginal stories and Legends of the Torres Strait Tales from Torres Strait, M. Lawrie, Pigs and Honey, The Quinkins Anna Fienberg Novels Magic Pudding,. The Lion, the Witch and the Wardrobe, Heidi Emily Rodda Short stories (including children’s books) First at last and other stories, Tiger’s Milk Margaret Mahy Films Never ending story, The secret garden, Black Beauty Libby Hathorn Wendy Orr Autobiography Anne Spudvilas Biography Lily, Daisy Bates Elizabeth Honey Drama Odo Hirsch Narrative poetry The sign of the seahorse, Poems of Henry Lawson Paul Jennings Errol Broome Dramatic poetry Light in the attic.Where the sidewalk ends Justin D’Ath Lyric poetry Juba this and juba that, First Australian poetry book, Apples from Hurricane St. Rod Clement Contemporary literature Picture books Changes, Piggybook, Crow Boy, Herbert and Harry, The midnight gang, The whalers, The Min Pins, Colin Thompson Farmer Schulz’s Ducks Christobel Mattingley Wordless books Window Roald Dahl C.J. Dennis Alphabet books Eye spy. Whatley’s quest Wendy Orr Storytelling Colin Thiele Novels Grump and the hairy mammoth, Tashi, Saddleclub, Hannah plus one, Aussie bites series, Walk Tim Winton twenty, run twenty, Flour babies, The Mango street stories Dick King Smith Short stories Ferdinand, Beetle soup, Funny stories, Wicked, Andy Grifﬁths; ‘Just Stories’ Joan Aiken Leigh Hobbs Film and television drama Storm Boy Jackie French Film and television comedy Unbelievable, Round the twist, Shrek Stephen Biestly Autobiography Me and Mary kangaroo Biography Robin Klein, Colin Thiele [Storymakers], My ﬁrst book of Biographies – Great men and women every f Outcomes assessment child should know Documentary Richard Attenborough f Recommended books continued OVERVIEW | LITERATURE SKILLS | INFORMATION LITERACY | PLANNING | ASSESSMENT | REPORTING Teacher Librarian Program P-6 © School Library Association of Victoria 2004 Suggested genres and titles/authors and illustrators LEVEL 1 | 2 | 3 | 4 LITERATURE SKILLS PAGE 1 | 2 | 3

Literature Genres Titles Contemporary literature con’td Performance of classic/contemporary drama and poetry Students’ own poems, stories, and plays Students’ own plays Poetry Matilda who told such dreadful lies, My mind is full of horrid things, Petrifying poems, For laughing out loud, The Sign of the Seahorse Scripted and improvised drama and modern plays Stage fright! Ten primary plays, Folk tale scripts, Around the world in Eighteen plays Television serials Worst Best Friend, Worst Witch Video clips Cartoons Madeline, Fred Comics Asterix, Garﬁeld, Father Christmas goes on holiday Song lyrics Peter and the wolf, “Sing” books Jokes Riddles Why don’t elephants laugh? Humorous verse Revolting rhymes. Quick let’s get out of here. Sister Madge’s book of Nuns; Rosen Everyday texts Diaries Penny Pollard, Dear Writer Texts associated with daily life Journals Texts associated with the specialised Observations “Bookshelf” material demands of schooling Recounts and descriptions My place: Nadia Wheatley Comments Explanations Complete writing lessons for lower /upper primary grades Information texts, visual and spoken “Informazing” series, Native Americans, First Fleet Notes Summaries Essays Arguments (written) – which communicate a point of view Arguments (spoken) – including speeches, pamphlets)

Discussion f Outcomes assessment Debates f Recommended books continued

Literature Genres Titles Mass media texts News reports (newspapers), radio, television, magazines “Behind the news”, “TTN” Personal viewpoints and articles,editorials, letters to the editor, talkback Local newspapers Film as Text f radio, etc. Advertising (in newspapers), on radio, TV, in the cinema Advertising (in various kinds of magazines) Drama (in the cinema), on radio, TV., video Mouse and the motorcycle, “Touch the sun” series, Matilda, The Indian in the Cupboard, Pippi Longstocking Journalism (special features of different kinds of reporting, such as crime, sport, social, in different media) f Outcomes assessment Reviews (of art), drama ﬁlms, concerts, books in various medias f Recommended books

Literature Genres Titles Authors/Illustrators Classic literature Myths and Legends Creation myths, Pandora’s Box, Greek Myths and Legends; Faber, King Arthur Hercules; Morimoto, Gillian Rubinstein Jason and the golden ﬂeece Gary Crew Fables La Fontaine, Aesop, The ﬂying emu and other Australian stories John Marsden Fairy tales Hansel and Gretel (Browne), Faber book of modern Fairy Tales; Charles Perrault, R. Manning Wendy Orr Saunders collections, The Random House Children’s Treasury Colin Thompson Traditional tales Grimm, Ants to elephants [Australian tales] Henry Lawson Ruth Park Ballads (including texts which are part of an oral tradition) The man from Ironbark, The wild colonial boy Shaun Tan Extracts from the Bible David and Goliath John Nicholson Aboriginal stories The peopling of Australia, Nargun and the stars, Songman; This is still rainbow snake country Jackie French Legends of the Torres Strait Devil’s stone Gary Paulsen Novels Seven Little Australians, Secret Garden, Wind in the Willows, The hobbit, Happy Prince Brian Caswell Short stories (including children’s books) The Faber storybook James Moloney Thurley Fowler Films Playing Beattie Bow, The little princess, The Railway Children, Seven Little Australians John Heffernan Autobiography My Hiroshima Anna Fienberg Biography Louis Braille, Helen Keller, Louisa May Alcott, Beatrix Potter Nicholas Fisk Drama A.B. Paterson Poetry - Dramatic and Lyric The Highwayman, Mulga Bill’s bicycle, Fire at Ross’s farm Sid Fleishman Morris Gleitzman Lyric poetry Juba this and juba that, First Australian poetry book, Apples from Hurricane St. Robin Klein Watertower, Sadako, Old Pig, Rosy Dock, Piggy book; Allsburg, Mirrorstone, Just another ordinary Contemporary literature David Metzenthen Picture books day, The Waterhole, Grandad’s Gifts Brian Wildsmith Wordless books Window, Puzzle Island Chris Van Allsburg Alphabet books I spy Ursula Dubosarsky Storytelling Imagine this… Ruth Starke Novels Boss of the pool, Rowan of Rin, Staying alive in year 5, Tomorrow when the war began, Hary Potter, Graeme Base Deltora Quest, Aussie Chomps, Holes Short stories Tear aways. Against the odds, Quick Reads f Outcomes assessment Film, television drama and comedy Touch the sun series. “Winners” series, Fire in the stone, Mr. Bean, Shrek, Harry Potter, Goodnight f Recommended books Mr. Tom, Narnia f Student worksheet Autobiography Boy, Going solo, A fortunate life; Facey. Diary of Anne Frank, Pilawuk, Tiger Woods; a sporting ‘New book review’ legend continued f Student worksheet ‘Book talk summary’ OVERVIEW | LITERATURE SKILLS | INFORMATION LITERACY | PLANNING | ASSESSMENT | REPORTING Teacher Librarian Program P-6 © School Library Association of Victoria 2004 Suggested genres and titles/authors and illustrators LEVEL 1 | 2 | 3 | 4 LITERATURE SKILLS PAGE 1 | 2 | 3

Literature Genres Titles Contemporary literature con’td Biography Ribbons for her hair, Great men and women of modern times Documentary Lionheart: The Story of Jesse Martin Performance of classic/contemporary drama/poetry Hating Alison Ashley, Dimension series Performance of classic/contemporary poetry Cockatoo soup, Sister Madge’s Book of Nuns Students’ own poems, stories, plays Poetry A light in the attic; Spike Milligan. Troy Thompson’s Best Peotry Book Ever, Rattling in the wind Scripted and improvised drama Hating Alison Ashley Scripted and improvised modern plays Nowhere boy, Plays to think about, A cast of thousands Popular literature Popular romance Playing Beatie Bow, Pastures of the Blue Crane, I Love You Jason Delaney Adventure stories Climb a lonely hill, Run for your life, My side of the mountain, Hero, Hatchet Thrillers After dark, Master of the grove, The haunting, Amazing Mr. Blunden Television serials Video clips Cartoons Fred; Simmons Comics Father Christmas goes on holidays, Tintin, Nails Song lyrics Cats Jokes Riddles Duck for cover, Spooner or later, Red Hot Jokes for Kool Kids Humorous verse Sister Madge’s book of nuns, Quick let’s get out of here f Outcomes assessment Everyday texts f Recommended books Texts associated with daily life Diaries Dear Mr Henshaw, Diary of Ann Frank, Zlata’s diary, So Much to Tell You f Student worksheet Journal ‘New book review’ Issues Two Weeks With the Queen, Boy Overboard, My Dog Key into literacy, Bookshelf materials f Student worksheet continued ‘Book talk summary’

Literature Genres Titles Texts associated with the Recounts and descriptions Coming home, A dog’s true story, Angel with a mouth organ, The First Fleet; A new specialised demands of beginning in an old land schooling Observations Comments Caterpillar diary

Explanations Language checkpoints, Arrow book of things to make and do Informational texts (spoken), visual written Native Americans, My place, Longneck’s billabong, Guiness book of records Notes Oral language developmental continuum Summaries Complete writing lessons for upper primary grades Essays Arguments (written) (which communicate a point of view ) Arguments (spoken) (including speeches, pamphlets) Discussion Debates Mass media texts News reports in the media including newspapers, radio, television, “Behind the news”, “BTN Specials”, “TTN” magazines. f Film as Text Personal viewpoints, newspaper editorials, letters to the editor, talkback Local/State newspapers f Outcomes assessment radio, television chat shows, feature articles f Recommended books Advertising (in the media and cinema) f Student worksheet Drama in the cinema, radio, television, video Little women, Matilda, Whipperginnie, Grandad’s Gift (Round the Twist series) ‘New book review’ f Outcomes assessment L4 Journalism (special features of different kinds of reporting, such as crime, sport, social, in different media) f Student worksheet f Recommended books Reviews of art, drama, ﬁlms, concerts, books ‘Book talk summary’ f Student worksheet ‘New book review’ f Student worksheet ‘Book talk summary’

AUTHOR TITLE AUTHOR TITLE

Ball, Duncan Selby series Baker, Jeannie Rosy Dock Baker, Jeannie Where the forest meets the sea Baker, Jeannie Window Ball, Duncan Emily Eyefinger series Banks, Lynne Reid Indian in the cupboard Base, Graeme Animalia Base, Graeme The Eleventh Hour Base, Graeme The sign of the seahorse Base, Graeme The waterhole Bernard-Waite, Judy Riddle of the Trumpalar Blume, Judy Tales of a fourth grade nothing Blume, Judy Superfudge Briggs, Raymond The showman Caswell,Brian Relax Max Clark, Margaret Aussie angels Clark, Margaret Chickabees Cleary, Beverly Ramona the pest Cleary, Beverly Runaway Ralph Corer, Eleanor Sadako and the thousand paper cranes Dahl, Roald The BFG Dahl, Roald Charlie and the great glass elevator Dahl, Roald Esio Trot Dahl, Roald Charlie and the chocolate factory Dahl, Roald The Minpins Dahl, Roald The Twits D’Ath, Justin Koala fever Dann, Max My worst best friend Dr. Seuss Thidwick the big hearted moose Dr. Seuss The places you will go Fienberg, Anna Tashi series Fienberg, Anna Horrendo’s curse Flynn, Rachel I hate Fridays Fox, Mem Possum Magic Freeman, Pamela Victor’s quest Griffiths, Andy Just series Herrick, Steven Tom Jones saves the world Hilton, Nette The web Hirsch, Odo Antonio S and the mystery of Elizabeth, Honey Don’t pat the wombat Theodore Guzman Jennings, Paul The Gizmo Jennings, Paul Paw thing Jennings, Paul Unreal, Unbelievable, etc Jennings, Paul The cabbage patch fib Klein, Robin Boss of the pool Klein, Robin Penny Pollard series Klein, Robin Junk castle Lester, Alison Are we there yet? Lester, Alison The quicksand pony Lewis, C.S The lion, the witch and the wardrobe Macdonald, Meme My Girragundi Macleod, Doug Sister Madge’s book of nuns Morpungo, Michael The butterfly lion O’Brien, Robert Mrs Frisby and the rats of Nimh Orr, Wendy Ark in the park Prior, Natalie Jane Lily Quench series Rodda, Emily The best kept secret Rodda, Emily Rowan of Rin Rosen Michael Quick let’s get out of here Rubenstein, Gillian The giant’s tooth Spryi, Johanna Heidi Thiele, Colin Farmer Schulz’s ducks Thiele, Colin Storm boy Wheatley, Nadia My place White, E.B. Charlotte’s web Winton, Tim Bugalugs bum thief

Teacher Librarian Program P-6 © School Library Association of Victoria 2004 Recommended books LEVEL 3 | 4 LITERATURE SKILLS

AUTHOR TITLE AUTHOR TITLE

Abela, Deborah Max Remy super spy Applegate, K.A. Animorphs series Arena, Felice Specky Magee Baillie, Allan Little brother Ball, Duncan Selby secret and series Barker, Clive The thief of always Carmody, Isabelle The gathering Caswell, Brian Cage of butterflies Ciddor, Anna Runestone Clark, Margaret Aussie angels Clark, Margaret Chickabees Corer, Eleanor Sadako and the thousand paper cranes. Conly, James Rasco and the rats of Nimh Cooper, Susan The dark is rising sequence Creech, Sharon Walk two moons Crew, Gary The watertower Cushman, Karen Catherine called Birdy Cushman, Karen The midwife’s apprentice Disher, Gary The bamboo flute Duborsarsky, Ursula My father is not a comedian D’Ath, Justin Shaedow Master Ende, Michael Never ending story Facey, A.B A fortunate life. Flynn, Rachel I hate Fridays Forrestal, Elaine Someone like me Forrestal, Elaine Deep water; An Eden-Glassie mystery French, Jackie Somewhere around the corner French, Simon Cannily, Cannily George, Jean My side of the mountain Gleeson, Libby Eleanor, Eleanor Gleitzman, and Jennings Wicked series Gleitzman, Morris Bumface Gleitzman, Morris Toad rage Gleitzman, Morris Two weeks with the Queen Gleeson, Libby The Rum rebellion and other “My Griffiths, Andy Just series Story” series. Elizabeth, Honey Don’t pat the wombat Honey, Elizabeth Stella Street books Hirsch, Odo Bartlett and the ice voyage Howarth, Lesley Maphead Jacques, Brian Redwall Jennings, Paul Unmentionable and others in series Kelleher, Victor Forbidden paths of thual Kelleher, Victor Taronga Kelleher, Victor The Red King Klein, Robin Boss of the pool Klein, Robin Hating Alison Ashley Klein, Robin People might hear you Klein, Robin The listmaker L’Engle, Madeleine A wrinkle in time Lewis, C.S The lion, the witch and the wardrobe Line, David Run for your life Lowry, Lois Number the stars Magorian, Michelle Goodnight Mr Tom Marsden, John Staying alive in year 5 Marsden, John So much to tell you Marsden, John Tomorrow, when the war began Mattingly, Christobel No gun for Asmir McDonald, Caroline Lake at the end of the world Montgomery, L.M. Anne of Green Gables O’Brien, Robert Mrs Frisby and the rats of Nimh O’Dell, Scott The island of the blue dolphins Park, Ruth Playing Beatie Bow Paterson, Katherine Bridge to Terabithia Pearce, Phillipa Tom’s midnight garden Paulsen, Gary Hatchet series Rodda Emily Deltora quest series Rowling, J. K Harry Potter Rubenstein, Gillian Space demons Sachar,Louis Holes Serrallier, Ian The silver sword Simons, Moya Dead meat Stafford, Paul Blatantly bogus Thiele, Colin Jodie’s journey Tolkien, J.R.R The Hobbit Voight, Cynthia Homecoming

Teacher Librarian Program P-6 © School Library Association of Victoria 2004 Film as Text LEVEL 1 | 2 | 3 | 4 LITERATURE SKILLS

At the completion of Level 1, a student will be able to: This will be evident when the student:

LS 1.1F identify film as a literary form • realises that films tell stories with words and moving pictures • realises that films may be animated or dramatised

LS 1.2F describe where the story takes place in a particular ﬁlm • can draw or paint a scene or settings

LS 1.3F identify strong emotions that occur in a ﬁlm that is viewed • can discuss or dramatise emotions portrayed in ﬁlm

f Mass media texts (Suggested genres and titles/authors and illustrators)

At the completion of Level 2, a student will be able to: This will be evident when the student:

LS 2.1F identify ﬁlm as a literary form • realises that ﬁlms tell stories with words and moving pictures

LS 2.2F describe the locale and setting for a particular ﬁlm • distinguish between past/present/future: here/there • can depict setting through art activities

LS 2.3F identify strong emotions that occur in a ﬁlm and explain the contribution of the scenery and sound • can illustrate the mood or express the emotions portrayed in ﬁlm effects to that end

f Mass media texts (Suggested genres and titles/authors and illustrators)

At the completion of Level 3, a student will be able to: This will be evident when the student:

LS 3.1F identify ﬁlm as a literary form • realises that ﬁlms tell stories with words and moving pictures

LS 3.2F explain the contribution of scenery and sound effects in developing the sequence of main events and • can sequence events through scenery and sound effects climax of a particular ﬁlm

LS 3.3F describe contribution of director and editor in developing a particular ﬁlm • can describe the setting from the ﬁlm • can discuss the techniques that have been used by the director

f Mass media texts (Suggested genres and titles/authors and illustrators)

At the completion of Level 4, a student will be able to: This will be evident when the student:

LS 4.1F identify ﬁlm as a literary form • realises that ﬁlms tell stories with words and moving pictures

LS 4.2F evaluate the credibility of characters from ﬁlms • can identify real characters and relate to personal experience • can write a credible character proﬁle

LS 4.3F identify locale, time and social aspects of setting • can create story maps • draw plans of location • can discuss comparisons of locale, time and social aspects of setting in different ﬁlms • can draw or discuss their impressions of a setting

f Mass media texts (Suggested genres and titles/authors and illustrators)

The challenge There is a difference in the stories we give boys to read on their own and Over the past ten to fifteen years there has been a steady decline in those we read to them. They are much more likely to succeed with challenging academic achievement for boys in real terms, not just in comparison books later on if they have had rich vocabularies and strong storylines read to to girls. Statistics have indicated that in most school settings girls have them in their early to middle years of schooling. outperformed boys in nearly all subjects except Maths, Science and Engineering Science. Boys have more suspensions, counsellor referrals, remedial classes and more cases of dyslexia and stuttering and male suicide is the major cause of death in the age group of 15 to 24.This What else can we do to ensure that our boys do become decline in achievement and attitude seems to be most noticeable in the readers? middle years of schooling between Years 6 to 10. The issues involved are complex and varied but may partially be found in the decline of boys’ • Read aloud! Read to boys from an early age from a wide range of different literacy and their inability to glean information from printed materials. reading materials. They can enjoy the access to more difficult texts and will grow up with a culture of reading that has been built around them. Our young males are faced with: Give them the chance to discuss what they are discovering through their reading. • The disappearance of many male careers, where boys who were not • Tell them stories that will connect them to their families and give them a really academic could take up a labour intensive job. sense of belonging. • The fracturing of the family unit and the low engagement of the • Connect reading to a lifeskill, make it practical. Show them that it is fathers and male guardians in their son's education. important for their career choices. Link books to TV series, films etc. • A marked increase in male anxiety regarding the future, employment • Establish a reading environment. Make sure there is a choice of material prospects and role uncertainties. and a time to read. Visit bookshops and make sure that books are given . as presents for Christmas or birthdays. While accepting these findings as being very confronting we do have • Make an effort to find books that boys will want to read. Ask for many ways we can make a difference to the attitudes and perception recommendations from their peers, booksellers, teachers and librarians. boys have to reading. As teachers we need to accept that boys and girls Don’t forget to include puzzle books, jokes, riddles, non-fiction titles, are different and in most cases have very different learning styles. Boys myths and legends and magazines. do not develop their language and fine motor skills as early as girls do • Give boys the opportunity to meet with authors and discuss their books. and therefore may not be ready for the " sit down and concentrate" stage of learning to read when they start school at the same age as girls. They are better at gross motor skills and are often more competitive and Some authors who have a proven track record with boys; therefore not as good at cooperative activities as girls. Recent studies Roald Dahl, Paul Jennings, John Marsden, Gary Paulsen, J.K. Rowling, have shown that boys may be getting a slower start to school because Emily Rodda, Andy Griffiths, Alan Baillie, David Metzenthen, James Moloney, they cannot hear as well as girls, which disadvantages them in the verbal Michael Hyde, Archimede Fusillo, Morris Gleitzman, Tim Winton, Louis environment of the classroom. Sachar.

Many boys do not see reading as being an activity males participate in, as Many generalisations have been used here about boys and reading and some so many of the reading role models they see are female. Boys who are may be applicable to the boys you have contact with and some may not. The reluctant to read may have learned this as an opposition to being female. overall theme is that most boys do read, even if it may not be the quality They need male role models who do read. Peer groups have a tremendous fiction novels that we may be recommending. It is vitally important that we set effect on whether boys will read or not so one of our challenges is to build up an environment where reading is valued and modelled and boys are not a culture of reading that does not threaten masculinity. threatened by the notion that reading is “not cool” or not masculine. Support them in their learning and give them access to myths and legends, humour We must also be careful when we suggest that boys do not read, as it may and horror, fantasy and science fiction, short stories and sagas as well as real just be that their reading is not as obvious as girls. Students today tend life stories and information texts and they will read and thrive. to browse across a wide range of materials such as the sports pages, comics, nonfiction, electronic screens, magazines, crime, fantasy and humour. We must create an environment for boys where they experience success across a range of texts. Promote books that are fun, have plenty of action, have characters that they can identify with; in short, find a book that they want to read. It may not be on the top of the list as far as literary quality goes but this is the beginning of building a culture that says reading is cool and worthwhile.

Teacher Librarian Program P-6 © School Library Association of Victoria 2004 LITERATURE SKILLS

learning outcomes L1 – 4

teaching strategies

suggested genres and titles, authors & illustrators L1 – 4

recommended books L3 & L4

ﬁlm as text L1 – 4

boys & reading

• new book review templates • book talk summary

Name Age Grade

Book title Author Language

My opinion

Plot

Characters

Illustrations

Rating Suitable for Not suitable for

f Learning outcomes

Teacher Librarian Program P-6 © School Library Association of Victoria 2004 Book talk summary LITERATURE SKILLS

Choose a ﬁction book that you have read and complete the following form. You can then use these notes as a basis for your Two Minute Book Talk**.

Title of story Author Illustrator Copyright Publisher Dedication Comments of illustrations

Story summary Character(s) involved Setting Events What do you think?

The beginning of the story

The main problem in the story

How the problem is solved

Theme of story [what the author is trying to tell us]

Mood of story [how the story makes you feel]

Comments about the story

Name Date

** Your Two-Minute Book Talk must cover all areas above. You can use ‘palm cards’ if you wish. By including items such as: • other books by the same author • similar stories • related objects or pictures you could make your Book Talk more interesting. This form must be handed in following your talk.

Date due

f Learning outcomes

Teacher Librarian Program P-6 © School Library Association of Victoria 2004 INFORMATION LITERACY

why information literacy?

learning outcomes L1 – 4

teaching strategies

plagiarism

the information process (poster)

templates

Why are we teaching Information literacy? If you are information literate, you are able to:

Teaching our students Information literacy is preparing them for a future where being able to access information • know when you have a need for information and use it effectively is going to be vitally important. • find the information you need, evaluate it and use it effectively to meet your needs • evaluate and use this information effectively when needed To help our students to prepare for a successful life and work in the future we have to make sure that they are prepared for the changes that are happening in our world. We can’t just teach facts and figures that could be very quickly outdated and not relevant. We need to teach students how to find and use those facts and figures when they are needed. “Seventy percent of the job categories, products and services of the year 2020 have yet to be invented. Information and communication technology is building a single, highly networked world. By the end of the century We teach our students to be information literate through the Information literacy process f The Information everyone on Earth will be able to witness, and a degree participate in, a single event somewhere on the Earth’s process (poster). surface. Space separation and time zones no longer prevent people working together.” Dr. Peter Ellyard. 2001. It is a process that we teach them to use whenever they need information. It is based on how we believe children learn and will encourage them to become independent, lifetime learners. Even though the rate that we can generate and transmit information has increased dramatically since stone-age man first chiselled a message onto a clay tablet, the rate that we can process it has not altered.

We still read about 300 words per minute and speak at about 120 words per minute.

It took 1750 years for the knowledge that was known in the time of Jesus Christ to double. Now it is estimated that it doubles every four years. Our current kindergarten students will have to deal with at least sixteen times what is currently known by the time they complete Year 12.

Our students will live in a world where there is constant change. If they are to manage their lives and fulﬁll their dreams they will need to become independent lifelong learners able to make intelligent and informed decisions. Therefore we are committed to helping our students develop the skills needed to:

• access and use resources in print, pictorial and electronic formats • understand and use effective and efﬁcient research strategies • select, interpret, evealuate and use information from all sources and media • expand their own knowledge base and understanding of the world and its people • think critically and make decisions according to personal needs, beliefs and values as well as factual evidence • share information and opinions and be able to justify these through reasonable argument • understand and respect the values and beliefs of other cultures

At the completion of Level 1, a student will be able to: This will be evident when the student: Defining formulate questions for investigation, with • talks about a given topic in response to an audio and/or visual topic IL 1.1 teacher assistance, in response to directed • formulates simple literal questions to gather specific information and to seek clarification discussion on a given topic • contributes to a teacher devised search plan

Locating identify and select sources of information with • differentiates between the fiction and non-fiction sections of the library and uses the spine label to identify resources from each section IL 1.2 teacher’s assistance. • finds resources in both school and public libraries with assistance • compares different pre-selected resources on a topic, deciding which is more appropriate and making selections using simple scanning techniques, involving cover, title and pictorial illustrations • gathers information from first hand experience, people, concrete objects and secondary sources such as books, pictures, audio-visual materials

Selecting select and record the main idea and keywords • interacts with resources through: IL 1.3 − listening, observing and viewing in response to a focus question − identifying the main idea and keywords − identifying a sequence of ideas − following directions • identifies and records relevant information from the resource with assistance by: − brainstorming keywords − forming a simple explosion chart to show the relationship between the main idea and the keywords − forming a sentence containing the keyword which reflects the original source − arranging ideas, events and facts in sequence Processing & Organising participate in group consideration of • participates in teacher led group discussion to IL 1.4 appropriateness and presentation of the − examine the relationship between the information gathered and the original task information − decide if the information is appropriate − plan presentation of the information gathered − organise the information into related information units Creating & Sharing present responses to a task in a variety of • creates a response to a task/topic which IL 1.5 formats − uses information selected for the purpose − links ideas and relates them to the main idea of the topic • presents information in − simple oral and written sentences − picture sequences, drawings or models − role play Evaluation Strategies review the appropriateness of their presentation • actively participates in a teacher directed discussion IL 1.6 in relationship to the original task • displays a positive approach to work • expresses opinions about given topic f Work program template f Teaching strategies f Outcomes assessment f Assessment f Information process poster f Library profiles f Report outcomes f Report format 1 f Report format 2 f Report format 3

At the completion of Level 2, a student will be able to: This will be evident when the student: Defining select from a range of well defined topics, • participates in group brainstorming to identify key areas and the associated language for a given topic IL 2.1 participate in teacher led brainstorming, clustering • clusters ideas under teacher direction and articulates the organising principles of ideas, focus question development and • initiates conversations and with assistance, forms focus questions to seek literal and factual information completion of a group search plan • uses the above information to contribute to a group search plan which lists: − keywords and possible search terms − focus questions to be answered − types of resources likely to be useful • develops text maps and semantic webs Locating identify and locate resources following a search • follows a search plan with assistance IL 2.2 plan with assistance • locates appropriate resources • collects information from a source other than own knowledge • can alphabetically order books on a picture fiction shelf • develops an awareness of the organisation of the Library as a resource centre Selecting select main ideas and supporting keywords, • can distinguish between narrative and informational texts IL 2.3 categorise and record information in lists, picture • can listen to and retell stories in correct sequence sequences, grids or webs • identifies and records relevant information from a resource by: − listing main idea and supporting keywords − organising related keywords into categories required by the topic; this could include picture sequence or grid − labelling the categories to form clusters of ideas − writing a sentence for selected categories • makes simple comparisons between information from different formats and/or sources • identifies source of information using author and title continued

f Work program template f Teaching strategies f Outcomes assessment f Assessment f Information process poster f Library proﬁles f Report outcomes f Report format 1 f Report format 2 f Report format 3

At the completion of Level 2, a student will be able to: This will be evident when the student: Processing & Organising process information by comparing, selecting and • participates in group consideration of the relevance of information to a task IL 2.4 combining, with assistance, that which is relevant • compares information from different sources and in a group identifies differences in factual information to the task and organising according to an agreed • combines the same information found in more than one source format • categorises information into teacher determined units suited to the topic eg. focus questions, sequences or grid • combines units of information into a structure with assistance • discusses deficiencies in information and shares ideas Creating & Sharing present information which conveys understanding • creates a response to a task/topic which IL 2.5 of the information gathered − conveys understanding of the information gathered without necessarily venturing own opinion − uses logical structures such as time sequence, grids and sometimes cause and effect • presents appropriate information in − simple written and oral recounts and factual descriptions − drawings, illustrations and graphs which are labelled to summarise findings − constructions such as models, or displays − role play Evaluation Strategies review appropriateness and acceptability of • displays a positive approach to work IL 2.6 presentation in relationship to the original task • actively participates in and completes teacher directed tasks • self evaluates the product

At the completion of Level 3, a student will be able to: This will be evident when the student: Defining select from within a broad topic area and • selects from a range of topic areas and formulates a research task under teacher direction IL 3.1 narrow the topic with assistance, then arrive at • participates in group brainstorming of keywords and teacher directed clustering of ideas focus questions and a simple search plan • participates in a task which requires investigation and comparison • devises focus questions in groups and individually • organises focus questions from clustered ideas into headings with assistance • uses the above information to prepare a simple search plan which lists: − keywords and possible search terms − focus questions − likely sources of information Locating identify and locate resources with assistance • locates reference materials, periodicals, audio-visual materials, charts and media IL 3.2 • uses knowledge of specialist reference books (dictionary, atlas, street directory, telephone directory and encyclopedia) to identify materials which may provide needed information • uses author, title or subject access in the library catalogue to identify the call number of a resource • locates appropriate resources using the Dewey decimal classification system • selects material in terms of purpose by scanning table of contents, index and blurb, readability, presentation and quality of illustrations • gathers data from simple interviews, excursions, surveys, questionnaires that have been constructed with teacher directions • uses a range of equipment including computers to seek information • realises the need to read appropriate sections of a book and not necessarily all of it Selecting select and record information relevant to a • identifies and selects information for a specific purpose IL 3.3 specific topic − using the contents and index to locate keywords related to the task − reads, listens and views to identify information relevant to the focus questions • records relevant information from a variety of resources using lists, sequences, notemaking sheets, semantic grids and structured overviews • makes comparisons between information from different formats and/or sources • records source of information using author, title, date of publication • develops the ability to skim through books to find topics of interest, then slow pace to read for detail and enjoyment Processing & Organising process and organise information with • recognises and discards information not relevant to the task, with assistance IL 3.4 assistance • compares information and with assistance discriminates between fact and opinion • combines similar information from different sources into larger units • categorises information according to pre-determined headings and with assistance re-classifies at a finer level of detail ([sub-headings) • decides on a presentation format and framework suited to the task, with assistance • identifies information deficiencies and locates additional information, with guidance

continued

At the completion of Level 3, a student will be able to: This will be evident when the student: Creating & Sharing present responses to a research task which are • creates a response to a research task which: IL 3.5 suited to the audience and which demonstrate − demonstrates understanding and simple interpretations of the information understanding and interpretation of the − uses information appropriate to the task and the audience information − draws simple conclusions but does not elaborate − organises ideas and information logically, eg. time order, simple cause and effect • presents information using appropriate organisational frameworks, with assistance, for a variety of forms such as: − written reports, recounts, procedures and lists using titles and subtitles appropriately − oral reports, descriptions, and comparisons supported by graphic and pictorial information − constructions such as models and displays, diagrams and posters − plays, role play etc Evaluation Strategies review appropriateness and acceptability of • displays a positive approach to work IL 3.6 presentation in relationship to the original task • actively participates in teacher directed tasks • completes independent research activities • can locate appropriate information from a variety of sources • recognises that different sources may contain conﬂicting information

At the completion of Level 4, a student will be able to: This will be evident when the student: Defining Select from within a given topic area and • responds to a given research task or selects from a given topic area IL 4.1 narrow a topic given guidelines and assistance • identifies and interprets keywords in the task with assistance where needed • independently brainstorms and clusters ideas • participates in a group to determine what is required when asked to compare and contrast, discuss, profile, trace, survey and debate • develops focus questions to elicit interpretive information • devises headings and subheadings with assistance and clusters focus questions into related groupings • records essential information from the activities above and makes predictions of likely sources of information onto a search strategy sheet to guide the investigation. Locating Identify and locate a range of resources • follows a search plan using keywords and related terms and modifies where the need arises IL 4.2 in the school and the wider community by • determines the type of resource most appropriate for the given topic recognising where up to date information is most necessary (ie. independently following a search plan date of reference) • identifies and locates resources: − using single and combined terms, such as Australian aboriginal, to search the catalogue − selecting relevant information from the catalogue record eg. format, call number, date of publication − recognising the value of fiction for specific topics eg. historical fiction − using information from the wider community eg. government departments, local organisations. • is beginning to recognise the need to locate a variety of resources, representing a range of viewpoints • selects resources by: − using skimming and scanning techniques to survey readability, the contents, index and text headings for all types of resources • identifies specialist reference resources • uses a range of equipment to access information. Selecting Select and record information from a range of • identifies and selects information by: IL 4.3 sources − locating keywords and key phrases related to the task from the contents/index/headings/blurbs, etc. from a variety of types of sources including magazines, newspapers, pamphlets and reference materials − identifying the different text structures of sources with assistance − skimming and scanning − modifying focus questions if appropriate • records information by: − selecting a note making strategy appropriate to source and task − recognising when a note making format requires modification • records source of information for both book and non-book information using author, title, date of publication. continued

At the completion of Level 4, a student will be able to: This will be evident when the student: Processing & Organising process information by synthesising and beginning to • independently decides on the value of the information to the purpose of the task and discards if irrelevant IL 4.4 make generalisations • compares information from different sources from opposing viewpoints and accuracy • synthesises selected information connecting similar ideas and begins to make generalisations with assistance • categorises information according to the pre-determined framework of headings and subheadings • decides on the format and the informational form most appropriate to the task and audience • prepares a plan using a standard framework and matches information to the framework • recognises information deficiencies and locates additional information Creating & Sharing presents logical responses to a search task • creates a response to a search task which: IL 4.5 − supports an issue (argues for or against or perhaps both) based on an understanding and interpretation of information gathered − presents ideas and information logically and is able to trace, profile, compare and contrast, discuss and debate − makes simple generalisations and draws simple conclusions • presents information using a form, selected with assistance, to suit the purpose and audience and using an appropriate framework. Included are: − written reports, recounts, procedures, explanations and expositions which have reasonable cohesion − oral reports, graphic, pictorial and dramatic presentations of similar complexity to the written presentations − constructions requiring synthesis of information Evaluation Strategies review the appropriateness and acceptability of the • completes independent research activities using sound research skills IL 4.6 presentation in relationship to the original task • can locate appropriate information from a variety of sources, including extensive use of reference books (encyclopaedia, atlas, dictionary and thesaurus) • is able to compile bibliographies, glossaries, tables of contents and indexes • can confidently use the library computer or card catalogue

Establish prior knowledge and tune in to the topic During this stage students are encouraged to think about and share what they already know and think about a topic, to share their personal understandings, and establish what they would like to investigate further. It is a time when teachers can gauge interest, misconceptions, clarify language and plan a unit of work. Brainstorming Brainstorming involves the recording of all words or phrases that come to mind about a topic or problem and then the linking of this information or knowledge to new information. All ideas should be encouraged and accepted. This can be done as a whole class or small group activity. The whole topic can be brainstormed or each group can brainstorm a different aspect. Individuals and small groups can combine their ideas to come up with a group response. In small groups students can take part in a silent brainstorm by writing their words or phrases on a sticky note and taking it in turns to place their ideas on the table in front of them. Other students in the group can use the words already down to remind them of other words or ideas (piggybacking ideas). Words and phrases are then recorded on a class chart, (sticky labels are good here as they can be moved around), or on individual cards or sentence strips. This strategy can be further extended using the “Thinking Curriculum” strategies of Extended Brainstorming by Michael Pohl. Bundling This strategy is used to help students categorise or group information into bundles that belong together. It is a way of linking new ideas with existing knowledge and then establishing which questions still need to be answered or clariﬁed. After brainstorming, talk about ways that the words and phrases can be grouped or categorised and decide on headings or labels. The words or phrases are then grouped according to these main ideas. This can be done on the class chart using different colours, with sticky labels, or by sorting the individual cards into groups or bundles under headings. This activity can be used at the beginning and end of a unit to assess how student’s knowledge has developed and should be referred to during the unit of work to show knowledge gained.

These strategies are used by individual students to organise their own ideas, existing knowledge and feelings about a topic, before f Concept map, Mind deciding what they need to research. It is a way teachers can establish individual knowledge and misconceptions and plan for further map or Semantic webs teaching. They can be used to record and organise existing knowledge on a topic before undertaking further reading and research. Model the creation of a concept map or mind map by starting with a well known topic word written on a card and then having other words and phrases on cards that can be manipulated into position and joined in some way to the topic so that they make sense. Lines and arrows are then drawn to show connections. Phrases and words may be added to these lines to clarify connections Show other mind maps so that they can see completed examples. Students then create their own map by starting with the central topic word or phrase and then adding words phrases and connecting lines and arrows so that it makes sense to them. Talk to the students as they are working to get them to write down the connecting words and phrases. These may be added to a class list of connecting words. These concepts maps can be used to assess knowledge growth at various stages throughout a unit. Prior knowledge chart The Prior Knowledge Chart is used to help children see what they already know and what they need to find out. Students make two columns with the headings What we know and What we need to find out. This helps to define the purpose for reading. Students then formulate questions for further investigation using who, what, when, where and why. A third column can then be added for What I now know/ understand. Think, wink and decide This strategy is also used to help children keep a record of what they already know and what they need to find out. The students fold a piece of paper in half to form a booklet and then write their topic on the front cover, THINK (Things I Now Know) on the next page, WINK (What I need to know) on the third page and DECIDE or LINK on the back page where they write questions or keywords they will share with the class or decide on places they will go to find resources they will use to find answers to their information. This activity can be used to assess how students have performed in relation to their original statements. When modelling the sentences of Things I Now Know, stress the sentence structure found in information texts such as plural, present tense, Whales live…., Koalas eat…not, A Whale lives… Pass the ball When students have brainstormed and established prior knowledge they can form a circle and as the teacher says a name and passes the ball to that student they have to give a keyword, something they know or something they wish to find out about the topic eg; Tell me a question you are going to try and find out about this topic? Question ball [Creating Using a soft ball, such as a small toy soccer ball, write questions stems such as those in the Question matrix from the “Making a questions using thinking Difference” CD or Michael Pohl’s thinking curriculum publications, and write a question stem on each section of the ball. As the skills] ball is thrown to a particular child they have to read the question stem and try and think of a question they could ask in relation to the topic. This strategy can also be used at the conclusion of a topic study to assess knowledge gained. Analysing the task or Students need to be very clear on what it is that they are researching. Before commencing the recording of any information f Task analysis there needs to be discussion on what the requirements of the task are: What is the topic? What are the questions I need to answer? Where might I look or who may I ask to find out this information? What are the keywords I will use to help me find this information? How will I show what I have found out and who is my audience? This can be presented as a scaffold for students to fill in. This strategy can be used after explaining, either orally or as a written project outline, what the task involves. After going over the requirements of the task and highlighting, if possible, specific details, students are asked to write in step format what they are expected to do, how are they to present their information, what is to be handed in for assessment as well as due dates.

Teacher Librarian Program P-6 © School Library Association of Victoria 2004 Establishing prior knowledge | Extracting information and ideas Teaching strategies Recording and presenting information | Assessment strategies INFORMATION LITERACY

Extracting information and ideas Once children have established prior knowledge, they need to have strategies that will help them locate appropriate sources of information to gain new knowledge and understandings about the topic. Search plan or strategy A search plan is used to help children plan the process of locating resources. Students should be given a scaffold f Pathfinder 1 that has space for their topic, their focus questions, keywords, sources of information and where they would look for this information. If a Task Analysis is not being used there could be a space for the format of the finished f Pathfinder 2 product and details of what needs to be handed in for assessment and dates to be completed. Guided reading This strategy can be used to show children how to focus on different aspects of a text to find information. They can be shown the different strategies needed to read a non-fiction text such as using the Contents page, Index, Glossary, Skimming, Scanning etc. How’s your form? The teacher selects a fiction and a non-fiction book on the same topic such as “Frogs” and the children compare the similarities and differences starting with the titles and asking them to predict the layout and language that will be used. Before showing the children which book is being used, read the first page and ask them to identify what type of text is being read. Make a summary of the main differences between fiction, non–fiction and picture story books. Skimming, scanning and key words These activities are used to give children strategies to read non-fiction texts and locate main ideas more efficiently. Establish a purpose for reading the text. Skim for an overall picture and ask students to predict what each section will be about. Specific sections can then be scanned to confirm predictions. Give children a specific search task and focus on aspects of the text such as title, headings, contents, index, diagrams and key words that will enable them to scan to find specific details. The key words are generally the nouns and verbs that give meaning to the topic. They usually tell who, what, where, why, how and when. Show children how to locate key words in specific questions and then scan the text to locate key words in the text to answer the questions Directed reading thinking activities These can directly relate to skimming, scanning and key words. Children are encouraged to predict what a text is going to be about. Start with the title and ask children to predict and give reasons for their predictions. Read a small section of the text and confirm or reject their predictions and then refine their ideas and move onto the next section of text.

Strategies to record and present information Notetaking Students need to have a deﬁnite purpose to take notes so should have speciﬁc and relevant questions recorded before they begin a note taking exercise. They will need to complete a task analysis and have relevant resources located before they begin the notetaking process. They need to be shown questions that may be generic to their topic so they can use and modify these where necessary. [f Generic research questions] As they research information they need to keep in mind whether the information they are using is relevant to the questions they are asking. They should then identify keywords in their questions, skim and scan the selected resources and extract the required information.

Notemaking is the process involved with using the notes already recorded during notetaking to think about what fNotemaking, main idea and has been discovered and relating it to what was already known. An individual response to the research task summarising should then be created showing new understandings; the synthesizing of that information. Graphic organisers Graphic organisers can be used at this stage of the Information process to help children organise their information into a graphic or visual form to make it easier to link ideas and concepts and interpret and record information. One such strategy is fConcept maps. These strategies are used by individual students to organise their own ideas and existing knowledge and feelings about a topic, before deciding what they need to research. It is a way teachers can establish individual knowledge and misconceptions and plan for further teaching. They can be used to record and organise existing knowledge on a topic before undertaking further reading and research. Model the creation of a concept map or mind map by starting with a well known topic word written on a card and then having other words and phrases on cards that can be manipulated into position and joined in some way to the topic so that they make sense. Lines and arrows are then drawn to show connections and phrases and words may be added to these lines to clarify connections Show other mind maps so that they can see completed examples. Students then create their own map by starting with the central topic word or phrase and then adding words phrases and connecting lines and arrows so that it makes sense to them. Talk to the students as they are working to get them to write down the connecting words and phrases. These may be added to a class list of connecting words. These concepts maps can be used to assess knowledge growth at various stages throughout a unit. Other graphic organisers include: • Simple webbing • Cycle maps • Concept layer maps • Venn diagrams • Consequence wheels • Fishbone diagram • Flow charts • The matrix (For a full description of these other graphic organisers listed, see Michael Pohl’s book Teaching thinking skills in the Primary schools (1997), Hawker Brownlow Education.

Data grids are used to record information and make generalisations. They can be used for questionnaires or to f Data grids compare or summarise answers to questions from different sources. Organise a grid, for example with questions f Data charts or headings across the top and sources down the side. When information is recorded children can summarise results. Data grids can be used to compare information about a topic from a number of sources using key words and then expanding these notes so that children use the key words to write their own sentences. Life cycle scaffolds This strategy is used to diagrammatically represent a life cycle. Show the students various life cycle models representing plants and animals. After looking at gathered information and deciding on an appropriate format ask children to complete their own life cycle individually or as part of a group. PMI-based on De Bono’s ‘Plus, minus This strategy can be used to start thinking about an issue or problem but also as an assessment tool at the end and interesting’ of a topic. Divide a page into three either lengthwise or across and have students list the positive points about an idea or topic, the negative points and those questions that may be interesting to investigate. Use What if? as a starting point to their thinking. As an assessment tool this strategy can be used by students to list the things they did well under positive, the things they could improve under negative and those things they found interesting.

This strategy could be used when studying Issues or Events and encourages children to focus on the fProblem, cause, effect, solution organisation of the text, the specialised language used to signal cause, effect etc. and the grammatical structure of the text such as the use of present tense. It is used by writers to present speciﬁc information. When studying a topic such as Disasters ask children to look at the special language that signals cause, effect, problem, and solution. Chart these ideas in a grid using speciﬁc headings. Look for signal words such as because, as a result of, causes, etc.

This strategy can help students see the similarities and differences and the things that are common in a topic fVenn diagrams they are researching. It can be done physically using hoops, or shapes made with wool, string or cane shapes and keywords, pictures or objects on card, or diagrammatically using overlapping circles or shapes.

Strategies for assessment Students are asked to reﬂect on what they have learned and what skills they could improve to help them with f Self assessment the research process. It helps to have talked to the students as the research topic is being set or as each stage of the process is talked about so that they do understand the skills and strategies that are being taught at each stage. These could be brainstormed at the end of the topic so students are reminded of the variety of strategies they used and the skills they have improved. If a class journal was kept each day with “ Today we are going to learn how to brainstorm and use those words to make a mind map, or to highlight keywords and record those on a data grid to use in our own sentences, then this could be referred back to by students to remind them of things they did well. PMI-based on De Bono’s ‘Plus, minus This strategy can be used to start thinking about an issue or problem but also as an assessment tool at the end and interesting’ of a topic. Divide a page into 3 either lengthwise or across and have students list the positive points about an idea or topic, the negative points and those questions that may be interesting to investigate. Use What if? as a starting point to their thinking. As an assessment tool this strategy can be used by students to list the things they did well under positive, the things they could improve under negative and those things they found interesting. Question for an answer Students could use this strategy to show knowledge gained by giving them a speciﬁc word related to the topic and telling them that it is the answer to part of a quiz about their topic and they have to think of a question to go with it. For example, if the topic was Owls, the answer may be “small mammals” and the question could be “Tell me something that owls usually eat?”. Informal debate Students work in teams and present a point of view and answer questions about their topic.

Teacher Librarian Program P-6 © School Library Association of Victoria 2004 INFORMATION LITERACY

why information literacy?

learning outcomes L1 – 4

teaching strategies

• strategies to prevent plagiarism plagiarism • writing bibliographies

the information process (poster)

templates

Planning with • Show teachers how easy it is to plagiarise, particularly using information technology. 1 teachers • Make them aware of the type of questions they are setting students, and the need to stress the information process that should be followed • Work with them to teach strategies that will prevent plagiarism • Encourage teachers to educate students to value student-created work, to increase their understanding that other people’s intellectual property is to be respected Creating the Cover areas such as: 2 awareness in your • what it is students of what • laws and policies that govern the use of other people’s ideas and work plagiarism is • the ways people use and acknowledge one another’s ideas Using the Research Throughout the whole process it is essential to: 3 process • see the student’s notes and drafts f Information • for the student to have short informal conference with their teacher and other students to comment on drafts process • make compulsory the submission of all drafts and working documents with the ﬁnal presentation.

• brainstorming [f strategy] • creating questions using thinking skills [f strategy] • pathfinders [f strategy] [f template 1] [template 2] • data grids [f strategy] [f template] • use of keywords • useful to require a variety of media to be searched • always expect data grids to be included with the final assignment • Summary sheet [f template] may be used to summarise information gathered • control of internet use • Research on the internet sheet [f template] could be used • Use of sign in book to be endorsed by teacher – keywords or website listed • Websites must be listed on notes and in bibliography • graphic organisers [f strategy] This strategy requires changing the form of information through individual analysis and interpretation. • bibliographies • List reference details on data grid • Use of bibliography proforma [f template] • Writing bibliographies – citing various resources [f template] • Annotated bibliography • Photocopy references using ideas or quotes from websites – highlighted [as the source of information used]. • self assessment It is important to require students to reflect personally on their topic and the process of research and writing. They can record the features they are proud of, those they’ve had trouble with and the things they have learned. [f template] • peer assessment • Oral presentation of projects allows the opportunity for other children to ask questions for the presenter to answer, as well as to defend his/her arguments. • Simple written peer assessments may also be given [f template] • Debates are also a useful activity enabling students to present the opposing views of a topic. Parent information Organise a Parent information session to explain the way we teach the Information process and how this can be 4 sessions supported at home • Explain the concept of the information age and use examples to show what sort of a world our students will be part of and why we need to teach them the process of finding and using information and not just a content based curriculum. • Demonstrate strategies that help students through this process, such as brainstorming, key word identification and graphic organizers. Show how to highlight keywords, transfer to data grid and then produce sentences. • Stress that this process is essential to learning in the Information Age and emphasize the need to have children construct their own ideas and opinions and not just have the work done for them. • Help students to acknowledge the source of their information and “thank” the author by citing the book and author and help them to realise that this information does not belong to them. • Try to help parents see how much help is too much help and finish up by asking for their help in reinforcing what we are trying to do at school.

Teacher Librarian Program P-6 © School Library Association of Victoria 2004 Writing bibliographies INFORMATION LITERACY

Using the information which has been collected about the sources of information, a bibliography can now be compiled: Book Include these details: 1. Author’s name: Surname ﬁrst, then ﬁrst name or initials 2. Year of Publication (in brackets) 3. Title of Book in ITALICS or underlined if handwritten 4. Publisher 5. Place Of Publication

Example: Smith, Kate (1998), Life in Asia, Collins, Melbourne Encyclopedia Include these details: 1. Author of article – if known 2. Date of Publication (in brackets) 3. Title of article in ‘single quotation marks’ 4. Encyclopedia in ITALICS 5. Date of Publication (comes here if author is not known) 6. Volume number 7. Publisher 8. Place of Publication

Example: Bond, Adam, (1996) ‘Plastics’, Encyclopedia of Australia vol 9, Macmillan, Sydney OR ‘Mammals’ World Book Encyclopedia (1996) vol. 12 World Book Inc., Chicago Magazine or newspaper Include these details: 1. Author 2. Year of Publication 3. Title of article in ‘single quotation marks’ 4. Title of Newspaper or magazine in ITALICS 5. Date of Publication

Example: Broome, Ken (1997), ‘Life at the top!’ The Herald Sun, Nov 21

On-line resources Include these details: 1. Author 2. Title of document in ‘single quotation marks’ 3. Date of Publication 4. [Online] Available 5. 6. Date of access (in brackets)

Example: Davis, Heather: ‘Guidelines to writing’ 1998 [Online] Available (Jan 7, 1999) Example of bibliography Broome, Ken (1997), ‘Life at the top!’ The Herald Sun, Nov 21

Davis, Heather: ‘Guidelines to writing’ [Online] Available Jan 7, 1999

‘Mammals’ World Book Encyclopedia (1996) vol. 12 World Book Inc., Chicago

Smith, Kate (1998), Life in Asia, Collins, Melbourne

Printed from 'Wrapping up Research' website www.highlands.vic.edu/research f Collecting information for bibliography template

Teacher Librarian Program P-6 © School Library Association of Victoria 2004 The Information process (poster) INFORMATION LITERACY

The information process 3 1 SELECTING 2 Identify the sources which DEFINING have the most useful information to answer focus What does the topic ask? LOCATING questions. What do you already know Find the resources listed Write notes from relevant about the topic? in your search plan. sources using a note-taking What do you need to know Locate information in grid. – questions and headings, the resources using Record where the keywords and search terms key words and terms. information came from for What are all the places you the bibliography. might find information – search plan?

5 4 CREATING 6 & SHARING PROCESSING & Complete the project in EVALUATING the chosen format. ORGANISING Look back over the Present the project to Sort the information into headings which project and decide if the teacher or class as answer the focus questions. the focus questions have required. Compare the information to find out any been answered well and differences in the facts. presented in the best way. Collect any pictures, photographs or tables Talk to the teacher about to use. the presentation. Identify any areas where further/ different information is required. Decide on the format for the presentation of the project.

OVERVIEW | LITERATURE SKILLS | INFORMATION LITERACY | PLANNING | ASSESSMENT | REPORTING f printable version Teacher Librarian Program P-6 © School Library Association of Victoria 2004 The information process 3 1 SELECTING 2 Identify the sources which DEFINING have the most useful information to answer focus What does the topic ask? LOCATING questions. What do you already know Find the resources listed Write notes from relevant about the topic? in your search plan. sources using a note-taking What do you need to know Locate information in grid. – questions and headings, the resources using Record where the keywords and search terms key words and terms. information came from for What are all the places you the bibliography. might find information – search plan?

Teacher Librarian Program P-6 © School Library Association of Victoria 2004 INFORMATION LITERACY

why information literacy?• sample integrated unit • collecting information for biblio’s • data grid learning outcomes• data L1 –chart 4 • data summary • researching places data chart teaching strategies • pathﬁnder 1 • pathﬁnder 2 plagiarism • peer assessment • self assessment • internet research the information process• concept (poster) map • task analysis templates • generic research questions • animal project sheet • notetaking & notemaking • problem, cause, effect, solution • venn diagram

Key learning area: Strand: Year Level: Topic: Learning activities Information skills Stages of the information process Student assessment/evaluation Learning styles

Author Date of publication Title Surname ﬁrst (in brackets) (in Italics) Place of publication Publisher

Printed from 'Wrapping up Research' website www.highlands.vic.edu/research

Name

Topic Grade

Question Question Question Question Author

Title

Author

Title

Author

Title

Summary

f Data grid – Information literacy teaching strategies f Plagiarism

Teacher Librarian Program P-6 © School Library Association of Victoria 2004 Data chart INFORMATION LITERACY

N a m e : M y T o p i c :

Source Question/Keyword Question/Keyword Question/Keyword Book

Encyclopedia or CD

Internet

f Data grid – Information literacy teaching strategies f Data summary f Plagiarism

Name:

Grade:

Topic

1. Question/ keyword

2. Question/ keyword

3. Question/ keyword

f Data grid – Information literacy teaching strategies f Data chart – Information literacy teaching strategies

Teacher Librarian Program P-6 © School Library Association of Victoria 2004 Researching places data chart INFORMATION LITERACY

Location Description Plants and animals Land features Other interesting information My research Where is it? How big is it? What plants/animals Are there any special questions & headings What is the weather like? grow there and what are features? they like? What I already know

Reference 1

Reference 2

Reference 3

f Data chart – Information literacy teaching strategies f Generic research questions

SEARCH PLAN

Student names

Topic of research

Due date

What we need to know, focus questions, Possible sources of information Comments, responsibilities, deadlines etc keywords

Print:

Electronic:

Experts:

Others:

Print:

Electronic:

Experts:

Others:

Print:

Electronic:

Experts:

Others:

Presentation ideas (you may change your mind later)

f Search plan – Information literacy teaching strategies f Plagiarism

Teacher Librarian Program P-6 © School Library Association of Victoria 2004 Pathﬁnder 2 INFORMATION LITERACY

Name Topic 1 Defining; What do I need to find out? The first thing I have to do is… Then I have to These are the things I have to hand in for assessment

My brainstormed words and phrases about the topic

Questions I will need to answer

2 Locating: Where can I ﬁnd this information? Keywords I would use to search Encyclopaedias I could use

Library Catalogue and relevant call numbers

Search Engines and Search terms for searching the Internet

Useful web addresses

3 Selecting; What information do I need?

4 Organising; What is the best way to use this information?

Use a data grid to record your information

5 Presenting; How do I need to present this information? Or What would be the best way to show what I have learned?

6 Evaluating; What did I do well and what could I improve?

f Search plan – Information literacy teaching strategies f Plagiarism

Teacher Librarian Program P-6 © School Library Association of Victoria 2004 Peer assessment template INFORMATION LITERACY

TITLE OF WORK REQUIREMENT Project title Author Grade

I think this project was excellent/good/fair because: 1

He/she could have improved: 1

Signed Name Example of use: This is an example of how the template could be used.

NON FICTION BOOK WORK REQUIREMENT Book title Author Grade

I think this book was excellent/good/fair because: 1

He/she could have improved: 1

Signed Name f Assessment f Plagiarism

Teacher Librarian Program P-6 © School Library Association of Victoria 2004 Self assessment INFORMATION LITERACY

M Y T O P I C Things I learnt to do

I could now show someone how to...

I now know that…

The best part of this work was…

I am proud of these things I did well

Things I could probably do better next time

Overall I think...

1 My project could have been a lot better

2 I did a pretty good job

3 I did a fantastic job.

f Assessment f Plagiarism

Teacher Librarian Program P-6 © School Library Association of Victoria 2004 Internet research INFORMATION LITERACY

RESEARCH ON THE INTERNET Topic

Name

Grade Date

A. Questions I need answers to: 1

Keywords

B. Resources I have already checked [title and location]: 1

C. A good website I have found [for example – http//www.heartfoundation.com.au]

f Plagiarism

Teacher Librarian Program P-6 © School Library Association of Victoria 2004 Concept map INFORMATION LITERACY

hunt at night- nocturnal

owls

birds of prey good eyesight, hearing

samll mammals, mice, rabbits sharp claws

f Concept map – Information literacy teaching strategies

WHAT DO I HAVE TO DO?

Explain what you have to do for this project

How do you have to present your work?

When does this work have to be ﬁnished?

f Task analysis – Information literacy teaching strategies

Teacher Librarian Program P-6 © School Library Association of Victoria 2004 Generic research questions INFORMATION LITERACY

ANIMAL

If the project is about an animal. f Animal project keywords template What does it look like? Appearance What does it eat? Food Where does it live? Habitat What is its lifecycle? Lifecycle How does it protect itself? Special Features or interesting facts What is its status? Is it endangered, rare or common? PLANT If the project is about a plant. What is it called and what type of plant is it? Name What does it look like? Appearance Where does it grow? Habitat What is the life cycle of the plant? Lifecycle Is it used for anything special or eaten by anything else? PERSON If the project is about a person; a biography Who is this person? Include names such as nicknames and maiden names When were they born? Are they still alive or when did they die? Where were they born? What was their early life like? What did they achieve? What problems did they have to overcome? Who helped this person to do what they did? Do they have something named after them? Has their achievement helped other people? PLACE

If the project is about a place. f Researching places data chart Where is it? Location What are the geographical features such as mountains and rivers? Landforms What is the ﬂora and fauna? Plants and animals What is its early history? Discovery and exploration Are there any major landmarks? (man made as opposed to landforms) Landmarks Are there any famous people who come from this location? Famous residents Have a list of facts that cover ﬂag and emblems, currency, population, climate, government, products f Note taking – Information literacy teaching strategies

Teacher Librarian Program P-6 © School Library Association of Victoria 2004 Animal project keywords INFORMATION LITERACY This may be enlarged to A3 format, especially for younger students.

Appearance Food

Habitat Interesting facts

Name Grade Date

f Generic research qestions f Notetaking – Information literacy teaching strategies

Teacher Librarian Program P-6 © School Library Association of Victoria 2004 Notetaking and notemaking INFORMATION LITERACY

TOPIC

Focus question

Keywords – Notetaking Sentences – Notemaking

Focus question

Keywords – Notetaking Sentences – Notemaking

Focus question

Keywords – Notetaking Sentences – Notemaking

f Notemaking – Information literacy teaching strategies

Teacher Librarian Program P-6 © School Library Association of Victoria 2004 Problem, cause, effects, solutions INFORMATION LITERACY

P r o b l e m

C a u s e

E f f e c t s

S o l u t i o n s

f Problem, cuase, effects, solutions – Information literacy teaching strategies

Teacher Librarian Program P-6 © School Library Association of Victoria 2004 Venn diagram INFORMATION LITERACY

f Venn diagram – Information literracy teaching strategies

Teacher Librarian Program P-6 © School Library Association of Victoria 2004 PLANNING

work program template

library program overview template

whole school topic overview template

term plan template

YEAR LEVEL Grade Learning Week ending Friday Author study outcomes Prep

Grade/Unit focus

Grade 1

Introduction of new books

Grade 2

Grade 3 Timetable M O Management Notes N

Grade 4 T U E

W E Grade 5 D

T H U Grade 6 F R I

OVERVIEW | LITERATURE SKILLS | INFORMATION LITERACY | PLANNING | ASSESSMENT | REPORTING f One-page printable version & WORD link Teacher Librarian Program P-6 f Two-page printable version & WORD link © School Library Association of Victoria 2004 Library program overview template PLANNING

PROGRAM OVERVIEW – LIBRARY

Term From To

Grade Program Skills/Outcomes covered Assignments Set Due Date

TOPIC OVERVIEW– LIBRARY

Term Year

Grade/ Unit Integrated Studies S.O.S.E. Science Health & Phys. Ed. The Arts

Content synopsis Learning outcomes

Defining

Skill

Evidence

Skill

Evidence

Skill

Assessment

Task analysis

Skill

Evidence

Locating

Skill

Assessment

Selecting and recording

Skill

Evidence

Processing and organising

Skill

Creating and sharing

Skill

Evidence

Evaluating

Skill

Evidence

Learning Outcomes that will be assessed during this unit

Grade/Unit focus

Grade 1

Introduction of new books

Grade 2

Timetable

Grade 3 M O Management notes N

T Grade 4 U E

W E D Grade 5

T H U

Grade 6 F R I

Teacher Librarian Program P-6 © School Library Association of Victoria 2004 YEAR LEVEL Grade Learning outcomes Prep

Grade 1

Grade 2

Grade 3

Grade 4

Grade 5

Grade 6

Teacher Librarian Program P-6 © School Library Association of Victoria 2004 Week ending Friday Author study

Grade/Unit focus

Introduction of new books

Timetable

M O N

T U E

Management notes

W E D

T H U

F R I

Teacher Librarian Program P-6 © School Library Association of Victoria 2004 Example of a Term plan Care of places – The Grampians National Park PLANNING PAGE 1 | 2 | 3 | 4 | 5

This example is an integrated unit of work utilising Studies of Society and Environment content, the Information process and Thinking skills.

Content synopsis Learning outcomes Compare the ways that people use and affect different environments in Australia. • Deﬁnes the topic and requirements of a task Why are people trying to protect signiﬁcant Australian places? • Locates and gathers information • Selects and records relevant information from a variety of sources • Organises and processes information • Presents information at an appropriate standard • Evaluates the information process. • Displays an understanding of the key concepts covered Defining Introduce children to the word “bush.” Children brainstorm words associated with it. Skill

Individual brainstorm and then in pairs discuss words associated with bush to put on concept map. Participates in group brainstorming to identify key ideas and vocabulary.

Evidence

Participation in group brainstorming and then individual brainstorms and paired concept maps.

Introduce Big Book , “Window” by Jeannie Baker and have children describe the environment on the cover and Skill predict what the story may be about. Identifying setting or location of story. Book discussion involving prediction, description of changes taking place and looking at cause and effect. Children draw a before and after picture of the story. Evidence

Illustration of before and after scene of the story

Introduce the words natural and built and have children sort pictures of landforms and landmarks into the two Skill categories. • What makes places significant? Uses specialist reference tools, eg. Atlas to locate information • Discuss the significance of natural places. • Students to read article “Natural and built places” and answer questions. Assessment • Using an atlas, on a map of Australia, children plot where natural places are located. • Teacher discusses what is involved in being a park ranger. Completed map of National Parks • Model skimming and scanning and key word identification.

continued

Introduce Thinker’s Keys. Explain concepts of the keys. Play a game with the class to familiarise them with the Skill selected keys, eg. reverse, disadvantage, alphabet, ridiculous, what if. Introduce them to the challenge and have them work in pairs to complete their keys. Uses Thinker’s keys to clarify understanding of concepts. Thinkers Keys: Children complete Thinker’s key challenge. Evidence Reverse: List three things that a park ranger would never do. Disadvantage: What would be the disadvantage of living in a National Park? Finished Thinker’s Keys. The Alphabet: Make an alphabet of things that you might find in a national Park. The Ridiculous. All animals in National Parks have to wear clothes. List 10 outcomes. What if?: What if the Government said there were no longer going to be any National Parks? What would happen? Defining Introduce research project on the Grampians National Park, Gariwerd Skill Explain that the children will be researching information and presenting it as a poster to tell people about the Grampians. Participates in group brainstorming to identify key ideas and vocabulary for a topic Brainstorm what they already know and what questions they would need to find out about. Steer the discussion so Assessment that questions are grouped under headings and come up with 4 major questions. 1. Where is the Grampians National Park and why is it sometimes called Gariwerd? Contribution to class discussions 2. Who looks after the park and how can we help? Skill 3. What are some of the animals you will find there? 4. What are some of the plants you will find there? Clusters ideas under main headings, with teacher assistance, and prepares a simple Search Students contribute to class brainstorm of what they already know and questions they need to find out. plan. Assessment Contribution to class discussions

The Research process Explain to students that they are “researching” information and each time they do that they should follow the same Skill steps or process. Give them an individual copy of the process and refer to class charts. Ask them if they can work out what steps they have already done and what is the next part of the process. Ask them what they think a Search Students participate in class construction of Search Plan Plan might be and why it is important to have one. Evidence Students familiarise themselves with their poster of The Research Process and give an oral summary of what they would be doing at each step. Contribution to class discussions

Talk about where we would ﬁnd this sort of information and demonstrate the use of a Search Plan. Prepare a class Search Plan using suggestions from class that children can refer to as they work. Have these resources available to students such as atlases, brochures, maps, videos, information sheets to be highlighted, postcards etc.

continued

Task analysis Teacher models (using another topic) how they would make sure they knew exactly what they had to do before they Skill started researching and why this is so important. Have a timeline of when parts of the project need to be finished building up to final product. Can define the set task • What do I have to do? Evidence Students use a scaffold to write down what they have to do for this project using the headings of Completed Task analysis • What do I have to find out? • Where will I find this information? • How do I have to present it? • When do I have to have it finished? Locating Mapping and Atlas use. Skill Using a printed map of Victoria show students how to find information in an atlas and how we label maps using a key and neat labelling to show major towns, cities and landmarks between Ballarat and the Grampians. Uses specialist reference tools, eg. Atlas to locate information Assessment Completed map of Victoria showing Grampians National Park and relevant cities and towns

Selecting and recording Introduce Data Grid and ask students to write questions across the top and demonstrate how they can write the Skill name and author of the source in the side column. Records relevant information by using note-taking strategies • Students label their own Data Grids Skill • Students record Title and Author of resource on Data Grid. Records source of information using author and title. Organizes information into draft format for editing Evidence Completed Data Grid

Processing and organising Using prepared information about Aboriginal signiﬁcance in the area and responsibilities of the National Parks show Skill children how to highlight key words that they can use to answer question 2. Then demonstrate how these key words are recorded on data grid and then expanded to create their own sentences. Demonstrate use of a “My information” Uses specialist reference tools eg atlas, thesaurus encyclopaedias, and the Dewey decimal box to write their own understandings. classiﬁcation to locate information Repeat this process for questions 3 and 4. Students highlight key words from information and use these to write their own understandings in “My Information” box. continued

Creating Using prepared scaffold show children how to lay out their information and decorate their poster. Give students a Skill template on A3 format, divided into 4 sections with headings already assigned (Location, Care of the Park, Animals, Plants) and a space for the title. Discuss the process of changing questions into statements and then headings. Use Presents appropriate information in simple written description. lined paper under poster for handwritten work or add information into a word document. Creates an appropriate response to the task or topic which demonstrates understanding and Students create their poster using processed information. interpretation of information gathered Evidence Completed poster

Evaluating Demonstrate the writing of a Self Assessment scaffold. Skill Students complete simple self assessment. Reﬂects on effectiveness of the Information process used and identiﬁes questions and issues arising from decisions and actions Assesses the quality, quantity and relevance of information incorporating peer evaluation Evidence Self assessment

Defining Defining, locating and gathering information Teacher revises the Research Process with students and asks them to choose an animal from the Grampians to Skill research and write an information report using provided scaffold. Participates in group brainstorming to identify key ideas and vocabulary Students discuss the steps of the research process and talk about which ones are easy to do or which ones they Evidence may need to improve on from last time. Students help teacher to write a class Task Analysis so that everyone is sure of what they have to do. Participation in group brainstorming and key word identification Brainstorm what sort of questions would need to be answered if you were writing a report on an animal. List key words and search terms that would be useful in a search strategy. Prepare a Search Strategy. Locating Teacher demonstrates use of Library Catalogue and Dewey System to locate information and introduces Reference Skill collection and further sources of information. Locate resources using Library catalogue and reference collection. Locates fiction and non fiction information in both school and public libraries Skill Uses specialist reference tools eg. atlas, thesaurus, encyclopaedias and the Dewey Decimal System to locate information

continued

Selecting Selecting and recording information Demonstrate use of Contents and Index and how to look for headings or pictures that answer speciﬁc questions. Skill Records relevant information by using notetaking strategies Skill Records source of information using author and title. Organizes information into draft format for editing

Processing and organising Presenting information and evaluating the Information process Revise use of Data Grid and Bibliography. Skill Select appropriate resources. Skim and scan resources for relevant information. Presents appropriate information in simple written description. Wherever possible photocopy relevant information for students so that they can use a highlighter to highlight Creates an appropriate response to the task or topic which demonstrates understanding keywords. and interpretation of the information Write keywords into data grid. Evidence Process and organise information. Create report using keywords and project scaffold with appropriate headings. Completed report Complete bibliography using author and title. Evaluating Demonstrate use of Evaluation Rubric. Skill Evaluate task as to whether the questions have been answered and the presentation is appropriate. Reﬂects on effectiveness of the Information process used and identiﬁes questions and issues arising from decisions and actions Assesses the quality, quantity and relevance of information incorporating peer evaluation Evidence Self assessment

Learning outcomes that will be assessed during this unit 1. Select from within a broad topic area and narrow the topic to arrive at focus questions and a simple search plan. 2. Identify and locate resources. 3. Select and record information relevant to a speciﬁc topic. 4. Process and organize information. 5. Present responses to a research task which are suited to the audience and which demonstrate understanding and interpretation of the information. 6. Review the appropriateness and acceptability of presentation in relation to the original task.

literature skills assessment strategies

literature skills outcomes assessment L1 – 4

book report assessment

information literacy outcomes assessment L1 – 4

information literacy assessment L1 – 4

library proﬁles L1 – 4

templates

student test kit

Read and retell Students read a text and retell it in their own words. They can then compare the retelling to the original looking for similarities and differences. Look for the way the student: • retells information in own words • identiﬁes key words and features • sequences ideas clearly and logically • makes commentary on the text, characters and language used.

Small group discussion Informal discussions to share knowledge, explore topics or clarify thinking. Look for the way the student: • understands and interprets the task • uses strategies to assist or facilitate discussions • contributes to the discussion • comprehends and explains opinions and information

Written cloze Students use knowledge of a text, decoding strategies and spelling and grammatical structures, to complete a piece of text from which words and phrases have been deleted. Look for the way the student: • understands the structure of the text • understands the grammar and language features • identiﬁes and uses context clues • uses a range of reading and spelling strategies

Collaborative writing In pairs or small groups, students work together to develop a text to meet a deﬁned purpose. Look for the way the student: • is involved in group planning and discussions • uses an appropriate text form, vocabulary, text structure and grammar • participates in and offers ideas and strategies to modify and improve text

Film review Students write a personal and critical review of a ﬁlm, video or TV program. Look for the way the student: • presents an accurate summary of the content of the program • includes a personal opinion • uses an appropriate format and grammar

Formal letter Student writes a letter using a standard format to inform, inquire or persuade receiver. Look for the way the student: • uses a range of information • displays an awareness of correct spelling and sentence structure • shows an awareness of audience and purpose • plans, proofreads, edits and rewrites the text

Informal debate Students work in teams and present a point of view and answer questions about a topic. Look for the way the student: • prepares ideas in logical order to meet a purpose • provides supporting reasons • adjusts speech to context and audience • responds to ideas of other participants

Teacher Librarian Program P-6 © School Library Association of Victoria 2004 Literature skills outcomes assessment LEVEL 1 | 2 | 3 | 4 ASSESSMENT

Grade/Name cture books Identify pi as a literary form sequence of Verbalise main events in stories Identify the main characters from picture story books Describe where the story takes place in particular picture story books

Teacher Librarian Program P-6 © School Library Association of Victoria 2004 Literature skills outcomes assessment LEVEL 1 | 2 | 3 | 4 ASSESSMENT

Grade/Name Distinguish between storypicture factual and books obvious Verbalise themes in picture storybooks Identify the main character and describe signiﬁcant physical features Describe the setting for a particular picture story book Identify strong emotions and P.S.B. particular a in explain the contribution of the illustrations to that end

Teacher Librarian Program P-6 © School Library Association of Victoria 2004 Literature skills outcomes assessment LEVEL 1 | 2 | 3 | 4 ASSESSMENT

Grade/Name Distinguish between picture story, poetry, poetry, Distinguish between picture story, drama and factual books. prose, obvious themes in fiction books. Verbalise sequence of main events in a Verbalise climax. fiction book and identify the story’s Explain the contribution of illustrations in developing the sequence of main events and of a particular novel. climax Predict outcome of plot for a particular fiction book. Identify and describe the main character for a particular book and identify the motivation action. for that character’s Predict what the main character will do after the story has ended. Describe contribution of illustrator and illustrations in developing a particular setting. Identify strong emotion in a simple fiction book.

Teacher Librarian Program P-6 © School Library Association of Victoria 2004 Literature skills outcomes assessment LEVEL 1 | 2 | 3 | 4 ASSESSMENT

Grade/Name Distinguish between realism and fantasy in ﬁction and biographical books and explain the differences. Identify themes in novels and relate them to real life. Describe the storyline development in particular novels climax, problem, setting, including ending. Describe personality changes of characters from novels and evaluate their credibility. time and social Identify setting, aspects. Identify premeditated or spontaneous actions carried out by characters in particular novels.

Teacher Librarian Program P-6 © School Library Association of Victoria 2004 Book report assessment ASSESSMENT

Book report assessment

Name: Title of book:

Skills Grade

Shows an understanding of what the story is about

Can summarise the story without giving the entire story

Shows the author’s intent when writing the story

Gives a personal opinion about the story and has some knowledge of the author’s background

Uses correct punctuation and spelling, including capital letters where necessary and proper use of quotation marks to indicate title

Comments:

Criteria for grading

Grading Shows an understanding of Can summarise the story Shows the author’s intent Gives a personal opinion Uses correct punctuation what the story is about without giving the entire and intended audience about the story and and spelling, including story when writing the story shows some background capital letters where knowledge of the author necessary and use of quotation marks to indicate title

Evidence of full Gives a complete summary Is able to show why the Gives a personal opinion All punctuation and 4 understanding and with some personal author wrote the story about the story and author spelling correct and report interpretation of the story comments and who was the intended neatly written audience

Shows understanding of Gives a complete summary Attempts to show why the Shows knowledge about Spelling correct and report 3 the story of the story author wrote the story and the author but no personal neatly written is able to show who was opinion the intended audience

Shows some Gives some details about Is able to show who was Some evidence of Spelling correct but work 2 understanding of the story the story the intended audience knowledge of the author not neatly written and their writing

Shows little or no evidence Shows little or no Little evidence of why the No evidence of a personal Little care taken with 1 of understanding story understanding of being story was written or who it opinion about the story or spelling, punctuation or able to summarise was intended for author handwriting

Teacher Librarian Program P-6 © School Library Association of Victoria 2004 Information literacy outcomes assessment LEVEL 1 | 2 | 3 | 4 ASSESSMENT

At Level 1, with teacher assistance, modelling and scaffolding students can: Grade/Name Formulate questions for Formulate investigation in response to directed discussion on a given topic Identify and select sources of information Select and record the main idea and keywords in group Participate consideration of appropriateness and presentation of the information Present responses to a task in a variety of formats Review the appropriateness of their presentation in relation to the original task

Teacher Librarian Program P-6 © School Library Association of Victoria 2004 Information literacy outcomes assessment LEVEL 1 | 2 | 3 | 4 ASSESSMENT

At Level 2, with teacher assistance, modelling and scaffolding students can: Grade/Name Select from a range of well-deﬁned participate in brainstorming, topics, focus question of ideas, clustering development and complete a group search plan Identify and locate resources following a search plan Select main ideas and supporting categorise and record keywords, picture sequences, information in lists, grids or webs Process information by comparing, selecting and combining that which is relevant to the task and organizing according to an agreed format which conveys Present information, understanding of the information gathered Review the appropriateness and acceptability of presentation in relation to the original task

Teacher Librarian Program P-6 © School Library Association of Victoria 2004 Information literacy outcomes assessment LEVEL 1 | 2 | 3 | 4 ASSESSMENT

At Level 3, with teacher assistance, modelling and scaffolding students can: Grade/Name Select from within a broad topic area and narrow the topic to arrive at focus questions and a simple search plan Identify and locate resources Select and record information relevant to a speciﬁc topic Process and organise information Present responses to a research task which are suited to the audience and which demonstrate understanding and interpretation of the information Review the appropriateness and acceptability of presentation in relation to the original task

Teacher Librarian Program P-6 © School Library Association of Victoria 2004 Information literacy outcomes assessment LEVEL 1 | 2 | 3 | 4 ASSESSMENT

At Level 4, with modelling and scaffolding, students can independently: Grade/Name Select from within a given topic area and narrow a topic where needed Identify and locate a range of resources in the school and wider community by following a search plan Select and record information from a variety and range of sources Process information by synthesizing and beginning to make generalizations Present logical responses to a search task Review the appropriateness and acceptability of the presentation in relation to the original task

Teacher Librarian Program P-6 © School Library Association of Victoria 2004 Information literacy assessment LEVEL 1 | 2 | 3 | 4 ASSESSMENT

Grade/Name xpresses opinions about given Actively participates in ateacher directed discussion Displays a positive approach to work E topic

Teacher Librarian Program P-6 © School Library Association of Victoria 2004 Information literacy assessment LEVEL 1 | 2 | 3 | 4 ASSESSMENT

Grade/Name Displays a positive approach to work Actively participates in and completes teacher directed tasks Self evaluates the product

Teacher Librarian Program P-6 © School Library Association of Victoria 2004 Information literacy assessment LEVEL 1 | 2 | 3 | 4 ASSESSMENT

Grade/Name ompletes independent Displays a positive approach to work Actively participates in teacher directed tasks C reserach activities Can locate appropriate information from a variety of sources Recognises that different sources may contain conﬂicting information

Teacher Librarian Program P-6 © School Library Association of Victoria 2004 Information literacy assessment LEVEL 1 | 2 | 3 | 4 ASSESSMENT

Grade/Name ompletes independent s able to compile C research activities using sound research skills Locates appropriate information from a variety of extensive including sources, use of reference books atlas etc (encyclopaedia, I tables of contents and indexes Conﬁdently uses the library computer or card catalogue bibliographies, glossaries, glossaries, bibliographies,

Teacher Librarian Program P-6 © School Library Association of Victoria 2004 Library proﬁles LEVEL 1 | 2 | 3 | 4 ASSESSMENT

GRADE NAME

Care of books – handling – turning pages Responds to literature. Joins in familiar stories Enjoys listening to a variety of literature

Shows preference for particular books and authors

Chooses to read books in free time

Likes to share books with others

Location Skills – library, picture books, librarian, borrowing desk

Shelving books – replacing books after use, matching picture ﬁction call numbers Able to work without bothering others

Identiﬁes book parts – front, back, spine, cover, call number, bar code Able to discuss story and assist in retelling activities

Regularly uses the library and returns books responsibly

Concentrates on reading for a length of time

Number of books borrowed

GRADE NAME

Care of books – handling Seeks recommendations for books to read – turning pages Responds to literature Responds to literature. Retells and discusses literature Joins in familiar stories Chooses more than one type of book Enjoys listening to a variety of literature Reads books in free time Shows preference for particular books and authors Likes to share books with others Chooses to read books in free time Able to locate and identify simple fiction and nonfiction Likes to share books with others Independently – checks out and returns materials Location Skills – library, picture books, librarian, borrowing desk Identifies book parts – author, title, illustrator, title page, chapters Shelving books – replacing books after use, matching picture fiction call numbers Able to work without bothering others Able to work without bothering others Enjoys listening to serialised reading Identifies book parts – front, back, spine, cover, call number, bar code Able to form – picture fiction – fiction call numbers Able to discuss story and assist in retelling activities Concentrates on reading for a length of time. Regularly uses the library and returns books responsibly Alphabetical order – letters Concentrates on reading for a length of time – words [first letter] Understands difference between fiction and non fiction Number of books borrowed Number of books borrowed

GRADE NAME

Seeks recommendations for books to read

Chooses and reads a variety – genre, fiction, non-fiction, picture fiction Concentrates – reading and listening to a variety of literature for a length of time Recommends books to others and willingly shares opinions

Regularly uses library and returns books promptly

Can reshelve books accurately – picture fiction, fiction, non-fiction

Understands borrowing procedures and library rules

Locates and uses appropriate book and non-book materials

Understands and uses – table of contents, index, blurb, catalogue

Uses reference material – vertical ﬁle, atlas, dictionary, encyclopaedia Completes set tasks – able to work independently – follows directions Uses information from a variety of sources to complete research activities Takes pride in completed work – variety of styles of presentation

Knows alphabetical order – words

Number of books borrowed

GRADE NAME

Seeks recommendations for books to read Borrows regularly and reads widely for pleasure, interest and learning Chooses and reads a variety – genre, fiction, non-fiction, picture Able to differentiate between styles of literature; fiction, fiction biography, fable Concentrates – reading and listening to a variety of literature for a Understands elements of story; setting, characters, plot, theme length of time Recommends books to others and willingly shares opinions Able to accurately reshelve fiction and non-fiction material

Regularly uses library and returns books promptly Able to locate information in non-fiction section using Dewey system – subject grouped Can reshelve books accurately – picture fiction, fiction, non-fiction Competent in using facilites in library Understands borrowing procedures and library rules Has developed competence in use of referenced books Locates and uses appropriate book and non-book materials – directories, thesaurus Has developed competence in using – index, appendix, glossary, Understands and uses – table of contents, index, blurb, catalogue table of contents Uses reference material – vertical file, atlas, dictionary, Able to take and apply notes for research encyclopaedia Able to organise and use time efficiently Completes set tasks – able to work independently – follows directions Able to work co-operatively within a group/class situation Uses information from a variety of sources to complete Able to work independently and to request assistance as required research activities Takes pride in completed work – variety of styles of presentation Uses non-book material as source of information: charts, CD-Roms, databases Knows alphabetical order – words Folder work always complete and organised Number of books borrowed Number of books borrowed

literature skills assessment strategies

literature skills outcomes assessment L1 – 4

book report assessment

information literacy outcomes assessment L1 – 4

information literacy assessment L1 – 4 • assessment tasks library proﬁles L1• project– 4 assessment rubric • borrowing record • teacher assessment templates • student self-assessment

student test kit

Assessment requirements

Things you need to hand in to be marked

1 Your highlighted keywords To show that you can select information from a range of sources by skimming and scanng

2 Your notetaking grid To show that you can record and compare different information

3 Your notemaking sheet To show that you can combine information and make generalisations, to present something that is written by you, not copied from someone else 4 Your presentation To show that you can present appropriate information, by giving an oral presentation. To show that you can present a report that makes simple generalisations and has a conclusion. 5 Your bibliography To show that you can record sources of information using author, title, date, publisher and place of publication, URL addresses and date of download. 6 Your evaluation To show that you can think about the skills you have been asked to use and assess what you did well and what needs to improve.

Teacher Librarian Program P-6 © School Library Association of Victoria 2004 Assessment tasks ASSESSMENT PAGE 1 | 2

Teacher assessment

Your highlighted keywords

To show that you can select information from a variety of types of sources by skimming and scanng

A B C

Your note taking grid

To show that you can record and compare different information

A B C

Your note making sheet

To show that you can combine information and make generalisations, to present something that is written by you, not copied from someone else

A B C

Your presentation

To show that you can present appropriate information, by giving an oral presentation. To show that you can present a report that makes simple generalisations and has a conclusion

A B C

Your bibliography

To show that you can record sources of information using author, title, date, publisher and place of publication, URL addresses and date of download

A B C

Your evaluation

To show that you can think about the skills you have been asked to use and assess what you did well and what needs to improve

A B C

Teacher Librarian Program P-6 © School Library Association of Victoria 2004 Short term borrowing records template ASSESSMENT

GRADE WEEK ENDING TYPE OF BOOK PS FIC NF PS FIC NF PS FIC NF PS FIC NF PS FIC NF PS FIC NF PS FIC NF PS FIC NF PS FIC NF NAME

Student name: Grade: Date:

Assessment code: ✔ = Successfully completed task ? = Some measure of succcess ❅ = Difﬁculty completing task

Data grid My own information Glossary Bibliography Learning report

Comment:

Student name: Grade: Date:

Name three things that you have learnt about the topic: 1 2 3

Name two skills that you have learnt or improved: 1 2

Is there anything that you would still like to improve or could have done better?

I think that the work I completed was ❑ excellent ❑ good ❑ fair – because:

Title: Name: Grade: Date:

Planning and Content Presentation and Effor t process creativity

Evidence of full use of Demonstrates Clearly presented project Has shown obvious A - A + keywords or questions, data an excellent understanding in all areas of presentation. commitment to taking 8 5 - 1 0 0 % grid and summary. of topic, with bibliography Total creativity shown. on project and produced fully complete. excellent results

Evidence of use of Demonstrates a good A well presented project Has shown some B - B + keywords or questions, data understanding of topic, with taking into account most commitment when taking 7 5 - 8 5 % grid and summary. bibliography completed. areas of presentation. on project and produced Uses some creative ideas. very pleasing results.

Evidence of some use of Has a greater understanding Some aspects of the project Has been personally C - C + keywords or questions, data of the topic, with show a well-presented committed to project and 6 5 - 7 5 % grid and summary. bibliography included. format. produced good results. Has tried to use own ideas.

Limited use of keywords Has tried to develop a Included headings and has Has completed the project D or questions, data grid and greater understanding of made an attempt to present within the given time. 5 0 - 6 5 % summary. the topic. work with some care. Some bibliographic details. Has completed set task.

Shows little or no use of Has not developed a greater Presentation lacks order Little or no effort has been E keywords or questions, data understanding of topic. and legibility. made. I n c o m p l e t e grid or summary. No bibliography. Work is not original and [unable to assess] in student’s own words / writing.

Comments:

Signed:

Teacher Librarian Program P-6 © School Library Association of Victoria 2004 ASSESSMENT

literature skills assessment strategies

literature skills outcomes assessment L1 – 4

book report assessment

information literacy outcomes assessment L1 – 4

information literacy assessment L1 – 4

library proﬁles L1 – 4

• library licence questions templates • library diploma questions • library monitor test student test kit • library user certiﬁcate

1 What is a picture ﬁction book?

2 What does a picture book call number look like?

3 What does the author do?

4 What does the illustrator do?

5 Name two books written by Terry Denton.

6 Which book was not written by Alison Lester? ❑ The journey home ❑ Power and glory ❑ Clive eats alligators

7 Who is the author of Grandad’s teeth?

8 What is the call number of Horton hatches the egg?

9 Find three picture story books about dogs. Write down their titles.

10 How many books does the Library have that are written by Margaret Wild?

11 Name a picture story book written and illustrated by the same person. Name the book and the person.

12 Name a character who appears in a series of books.

13 Name an illustrator with more than one book in the Library.

14 Write down your favourite picture story book.

15 Name four illustrators.

Teacher Librarian Program P-6 © School Library Association of Victoria 2004 Library diploma questions ASSESSMENT

1 Put these call numbers in alphabetical order: SEN DAK BLY BON MON THO JEN

2 Use the enquiry computer to ﬁnd out how many Jackie French books we have. 3 Where does a Fiction call number come from?

4 Write down the FICTION call numbers - STE 598 S MAN B WIL 900 J 423 KEN WAL TOS 5 a. Name three books written by Paul Jennings

b. Write down the subject of each book

6 a. What is the blurb of a book?

b. Where would you ﬁnd it? 7 What does FICTION mean?

8 Write down the authors of these books: Charlie and the chocolate factory Paddington at the circus Clever Trevor Rowan of Rin Penny Pollard’s diary Come back Gizmo 9 Write down a fiction book by these authors: Beverly Cleary John Marsden Andy Griffiths Margaret Clark 10 Find three illustrators of fiction books and write their names here:

Teacher Librarian Program P-6 © School Library Association of Victoria 2004 Library monitor test ASSESSMENT No. 1 | 2 | 3 | 4 | 5

1 Name the three main sections of the Library.

2 From which of the three main sections would the following books come?

a. with the call number M

b. with the call number DAL

c. with the call number 398 MAN

3 If John West wrote a picture story book, what would the call number be?

4 Helen Lucas wrote a ﬁction book. What is its call number?

5 The Dewey number for Australia is 994. If Max Anderson wrote a book about Australia, describing its history, what would the call number be?

6 Put the following ﬁction call numbers in their correct order: MOE DEA CAR ABE FLE DAN PON REA ALC

7 Put the following non-ﬁction call numbers in their correct order –

453 595 398 030 345 567 786 821 636 808 ODE PLY MAN WOR SAY POR CAT LEA CRI PUL

8 Reference books are non-ﬁction books. What is different about their call numbers?

Teacher Librarian Program P-6 © School Library Association of Victoria 2004 Library monitor test No. 1 | 2 | 3 | 4 | 5 ASSESSMENT No. 1 | 2 | 3 | 4 | 5

1 For how long can you borrow a book from this library?

2 If a book was borrowed on the 7th August, on what date would it be due for return?

3 From which of the three main sections of the Library do the following books come? What are their call numbers?

Charlotte’s web by E.B. White

James and the giant peach by Roald Dahl

Green eggs and ham by Dr Seuss

Where the wild things are by Maurice Sendak

Tashi by Anna Fienberg 4 How can you tell a non-ﬁction book by looking at the call number?

5 Write down two series of books that are in the Library?

6 Name four illustrators.

7 Look at the computer screen below, then answer these questions:

Who is the author of this book? COMPUTER SCREEN What is the title? Title Ripper and Fang Available: 1 of 1 When and where was it published? FIC Clark, Margaret D. Authors/Names CLA What is the name of the publishing company? James, Ann Edition ISBN: 1-86291-154-1 Is it available? Publisher Norwood, S. Aust: Where would you ﬁnd it in the Library? Omnibus, 1992 Series Omnibus dipper Physical 56p:ill. Notes

Teacher Librarian Program P-6 © School Library Association of Victoria 2004 Library monitor test ASSESSMENT No. 1 | 2 | 3 | 4 | 5

1 What type of material is found in the Vertical File?

2 Is the Vertical File kept in order with the use of call numbers?

If not, how is it kept in order?

3 Charts are kept in the chart bin. They are in envelopes according to the subject or topic. In which order are the envelopes arranged?

4 May Reference books be borrowed from the Library to take home?

Why not?

5 Where do you put a book that has T before its call number?

6 Pamphlet type material is kept in the pamphlet boxes. In what order are these boxes arranged?

7 List 6 kinds of resources found in the Library that are not books. Where are each of these found?

8 What are some of the rules to remember when using audiovisual equipment and resources?

Teacher Librarian Program P-6 © School Library Association of Victoria 2004 Library monitor test No. 1 | 2 | 3 | 4 | 5 ASSESSMENT No. 1 | 2 | 3 | 4 | 5

1 Write the Dewey numbers for the following subjects: China

Horses

Weather

Myths

Aeroplanes

Basketball 2 Write the subject for these Dewey numbers: 994

004

598

821

448

701 3 Write the title of a book written by: Bob Graham

Libby Hathorn

Emily Rodda

Colin Thiele

John Christopher

Judy Blume 4 Who is the author of: The Whingdingdilly

45 & 47 Stella Street

The tale of two bad mice

The lion, the witch and the wardrobe

Shinkei

Ratface 5 List one book illustrated by: Quentin Blake

Patricia Mullins

Graeme Base

Ernest Shepard

Teacher Librarian Program P-6 © School Library Association of Victoria 2004 Library monitor test ASSESSMENT No. 1 | 2 | 3 | 4 | 5

1 Name four types of reference books.

2 Use of the DICTIONARY. Which is the correct spelling: ❑ accommodation ❑ acommodation

❑ pysical ❑ physical

❑ gelogy ❑ geology

What do these people do?

taxidermist

chiropodist

geologist

biologist

What is a billabong?

3 What is the Dewey number for:

Dictionaries

Encyclopaedia

Atlases

4 Use of the ATLAS

In which country is Casino?

Which is the closest country to Coiba Island?

Why are maps drawn to scale?

What is latitude on a map or globe?

What is longitude on a map or globe?

Teacher Librarian Program P-6 © School Library Association of Victoria 2004 Library user certiﬁcate (1) ASSESSMENT PAGE 1 | 2 | 3

Library Monitor Certiﬁcate

is qualiﬁed to be a library monitor

Teacher Librarian: Grade:

Date:

Teacher Librarian Program P-6 © School Library Association of Victoria 2004 Library user certiﬁcate (2) ASSESSMENT PAGE 1 | 2 | 3

Library Diploma

This is to certify that

is competent in using the ﬁction section of the library

Teacher Librarian: Grade:

Date:

Teacher Librarian Program P-6 © School Library Association of Victoria 2004 Library user certiﬁcate (3) ASSESSMENT PAGE 1 | 2 | 3

Library Licence

This is to certify that

is competent in using the picture story book section of the library

Teacher Librarian: Grade:

Date:

reporting to the school community

reporting to parents – report outcomes

reporting to parents – report format (1) L1 – 4

reporting to parents – report format (2) L1 – 4

reporting to parents – report format (3) L1 – 4

Reporting to the wider school community not only makes the Library accountable but, importantly, can provide an avenue to raise the Library proﬁle.

Some suggestions how reporting to the school community can be undertaken are listed below.

• Speaking at: – School Council meetings – Parent–teacher nights – Orientation meetings for parents of pre-school children and prospective families

• Written reports to staff, School Council and the Parent’s Club through – regular library bulletins listing new resources and recommended texts – half-yearly Library reports covering areas such as: aims and objectives; stock; automation; program; library use; facilities.

• Articles detailing Library activities, such as competitions, guest speakers, visiting authors, open days etc. should appear in: – the school newsletter – the school magazine – professional publications.

Teacher Librarian Program P-6 © School Library Association of Victoria 2004 Reporting to parents – Report outcomes REPORTING

Literature skills Information skills L E V At this level, when discussing picture storybooks, students At this level students should be able to: E should be able to: L

• retell the main events in the story • help to plan questions and select resources for a given topic 1 • identify the main characters • use pictures and words to record main ideas and keywords • describe where the story takes place • present their information and discuss their presentation

• distinguish between picture story and factual books • participate in discussion to identify questions and sources of 2 • identify the main characters and setting of a story information • discuss obvious themes in picture storybooks • locate resources, select main ideas and record relevant • discuss strong emotions and the role that the illustrations play information in the story • process information by selecting and combining gathered information • present information in an appropriate format • review presentation in relation to the original task

• distinguish between poetry, prose, and drama • identify focus questions and write a simple search plan for a 3 • discuss the sequence of main events in a ﬁction book and given topic identify the story’s climax • identify and locate resources • explain the contribution of illustrations in developing the • select and record information relevant to the topic. sequence of main events, setting and climax of particular novels • process and organise information or picture story books • present a research task that demonstrates understanding and • predict the outcome of the plot, identify the motivation for interpretation of the information a particular character’s action and predict what the main • review presentation in relation to the original task character will do after the story has ended

• distinguish between realism and fantasy and explain the • identify focus questions to research a given topic 4 differences • identify and locate a range of resources by following a search • identify themes in novels or picture storybooks and relate them plan to real life • select and record information from a variety of resources • describe the storyline, setting, problem, climax and ending in • combine gathered information and organise into personal particular novels and picture story books understandings • describe personality changes that occur in characters and • present logical responses to a search task evaluate the credibility of characters from novels and picture • review presentation in relation to the original task story books

f Literature skills learning 0utcomes f Information literacy learning outcomes

Teacher Librarian Program P-6 © School Library Association of Victoria 2004 Reporting to parents – Report format (1) LEVEL 1 | 2 | 3 | 4 REPORTING Grade Prep

LIBRARY Grade Prep

All children participate in a weekly Library session. This is an important part of their school curriculum. The main focus in Grade Prep is literature, but other units covered have included the care and handling of books, parts of a book and alphabetical order. Part of the literature program involved voting for the Young Australian Best Book Awards and a study of folk tales. All children are expected to change their library books regularly.

NA Beg Cons Est

• Handles books with care

• Regularly uses the library and returns books responsibly

• Replaces books correctly after use

• Identiﬁes book parts

• Listens to and responds to Literature

Number of books borrowed this year

COMMENTS:

Teacher Librarian Program P-6 © School Library Association of Victoria 2004 Reporting to parents – Report format (1) LEVEL 1 | 2 | 3 | 4 REPORTING Grade 1 | Grade 2

LIBRARY Grade 1

All children participate in a weekly Library session. This is an important part of their school curriculum. The main focus in Grade 1 is literature, with some grades focusing on folk tales, and others on A.A. Milne and Winnie the Pooh. Other units covered have included the care and handling of books, parts of a book and alphabetical order. Children from Grade 1 participated in the Young Australian Best Book Awards. All children are expected to change their library book regularly.

NA Beg Cons Est

• Independently checks out and returns materials

• Identiﬁes book parts

• Able to work without bothering others

• Able to form picture book call numbers

• Regularly uses the library and returns books responsibly

• Knows alphabetical order – letters

• Shows a developing interest in literature

Number of books borrowed this year

COMMENTS:

Teacher Librarian Program P-6 © School Library Association of Victoria 2004 Reporting to parents – Report format (1) LEVEL 1 | 2 | 3 | 4 REPORTING Grade 1 | Grade 2

LIBRARY Grade 2

Library is an important part of the curriculum. All children participate in a weekly Library session. The Grade 2 library program continues to focus on literature. Additional units have included parts of a book, alphabetical order and the differences between ﬁction and non-ﬁction. All children have voted for the Young Australian Best Book Awards.

NA Beg Cons Est

• Able to locate and identify simple ﬁction and non-ﬁction texts

• Identiﬁes book parts

• Able to work without bothering others

• Able to form ﬁction call numbers

• Regularly uses the library and returns books responsibly

• Knows alphabetical order – words [ﬁrst letter]

Number of books borrowed this year

COMMENTS:

Teacher Librarian Program P-6 © School Library Association of Victoria 2004 Reporting to parents – Report format (1) LEVEL 1 | 2 | 3 | 4 REPORTING Grade 3 | Grade 4

LIBRARY Grade 3

Library is an integral part of the school curriculum, particularly English and S.O.S.E. Children participate in weekly Library sessions. Units studied include ﬁction and non-ﬁction, alphabetical order, parts of a book, use of audio-visual resources, reference books and research strategies. All children are expected to change their library books regularly.

NA Beg Cons Est

• Chooses and reads a variety of resources

• Regularly uses library and returns books promptly

• Can locate and reshelve picture ﬁction and ﬁction books accurately

• Knows alphabetical order – words

• Able to work independently and completes set tasks

• Takes pride in completed work

Number of books borrowed this year

COMMENTS:

Teacher Librarian Program P-6 © School Library Association of Victoria 2004 Reporting to parents – Report format (1) LEVEL 1 | 2 | 3 | 4 REPORTING Grade 3 | Grade 4

LIBRARY Grade 4

Library is an integral part of the school curriculum, particularly English and S.O.S.E. All children participate in weekly Library sessions. Units studied include ﬁction and non-ﬁction, the parts of a book, alphabetical order, the Dewey system, reference books and research strategies. Diploma tests have also been completed. All children are expected to change their library books regularly.

NA Beg Cons Est

• Selects and reads a variety of resources

• Regularly uses the library and returns books promptly

• Can locate appropriate non-ﬁction resources

• Understands and uses book parts

• Able to work independently

• Completes set tasks

• Takes pride in completed work

Number of books borrowed this year

COMMENTS:

Teacher Librarian Program P-6 © School Library Association of Victoria 2004 Reporting to parents – Report format (1) LEVEL 1 | 2 | 3 | 4 REPORTING Grade 5 | Grade 6

LIBRARY Grade 5

Library is an integral part of the school curriculum. At this level the library program aims to develop independent library users. To develop information literacy, the focus is on deﬁning, locating, selecting, processing and organising, creating and sharing and evaluation skills. Units covered in Library this year include library monitor’s tests, parts of a non-ﬁction book, ‘Been there, seen that’ [research] and reference books. All children are expected to change their library books regularly.

NA Beg Cons Est

• Borrows regularly and reads widely

• Folder work always complete and organised

• Competent in using facilities in library

• Capable of working independently

• Completes set tasks

• Able to take and apply notes for research

• Uses information from a variety of sources

• Has completed library monitor’s tests

Number of books borrowed this year

COMMENTS:

Teacher Librarian Program P-6 © School Library Association of Victoria 2004 Reporting to parents – Report format (1) LEVEL 1 | 2 | 3 | 4 REPORTING Grade 5 | Grade 6

LIBRARY Grade 6

Library is an integral part of the school curriculum. At this level the library program aims to develop independent library users. To develop information literacy, the focus is on deﬁning, locating, selecting, processing and organising, creating and sharing and evaluation skills. Units covered in Library this year include ‘The Secret Garden, [literature], parts of a non-ﬁction book, ‘Been there, seen that’ [research] and reference books. All children are encouraged to change their library books regularly.

NA Beg Cons Est

• Competent and regular user of facilities in library

• Folder work always complete and organised

• Capable of accurately shelving ﬁction and non-ﬁction books

• Has developed competence in using reference books

• Completes set tasks

Number of books borrowed this year

COMMENTS:

Teacher Librarian Program P-6 © School Library Association of Victoria 2004 Reporting to parents – Report format (2) LEVEL 1 | 2 | 3 | 4 REPORTING

L I B R A R Y

Student name: Grade:

Literature Skills At this level children develop an understanding that picture books tell stories with words and pictures. They begin to respond to stories read to them by talking about the main characters, retelling the sequence of events and discussing the setting and emotions portrayed.

Information Literacy With teacher assistance children begin to formulate questions in response to a directed discussion or topic. They then identify sources of information suitable to their needs and present this information in an appropriate form.

Attitude Poor Satisfactory Good Excellent

Level 1 key features Beg Cons Est NYA

• Responds to literature and joins in familiar stories

• Regularly borrows and returns library books.

Teacher:

Code: Beg = Beginning Cons = Consolidating Est = Established NYA = not yet addressed

Teacher Librarian Program P-6 © School Library Association of Victoria 2004 Reporting to parents – Report format (2) LEVEL 1 | 2 | 3 | 4 REPORTING

L I B R A R Y

Student name: Grade:

Literature Skills At this level children distinguish between picture story and factual books, can talk about the main characters and events, describe settings and emotions in books and the contribution made by the illustrator.

Information Literacy Children are developing skills to identify and deﬁne a topic or task and to focus on the information they need to locate. Key words are used and children record in different ways information they need. At the completion of the level, children will, with assistance, be able to locate and present information in an appropriate format.

Attitude Poor Satisfactory Good Excellent

Level 2 key features Beg Cons Est NYA

• Enjoys listening to a variety of literature.

• Regularly borrows and return library books.

• Locates and identifies simple fiction and non fiction.

• Actively participates and completes teacher directed tasks.

Teacher:

Code: Beg = Beginning Cons = Consolidating Est = Established NYA = not yet addressed

Teacher Librarian Program P-6 © School Library Association of Victoria 2004 Reporting to parents – Report format (2) LEVEL 1 | 2 | 3 | 4 REPORTING

L I B R A R Y

Student name: Grade:

Literature Skills At this level children broaden their experience with literature and develop their abilities to look at the various elements of plot, setting, character, theme, emotions and the contribution made by illustrators.

Information Literacy Children are developing skills to identify and deﬁne a topic and to focus on information they need to locate. They learn to brainstorm, regroup events, information and ideas into categories and take notes. At the completion of this level children will be able to create a response to a task which is suited to the audience and demonstrates understanding and interpretation of the information.

Attitude Poor Satisfactory Good Excellent

Level 3 key features Beg Cons Est NYA

• Chooses and reads a variety of literature.

• Displays a positive approach to work.

• Actively participates in teacher directed tasks.

• Completes independent research activities.

Teacher:

Code: Beg = Beginning Cons = Consolidating Est = Established NYA = not yet addressed

Teacher Librarian Program P-6 © School Library Association of Victoria 2004 Reporting to parents – Report format (2) LEVEL 1 | 2 | 3 | 4 REPORTING

L I B R A R Y

Student name: Grade:

Literature Skills At the completion of this stage children will have reﬁned their skills to distinguish between realism and fantasy, be able to identify themes in novels and relate them to real life, describe storyline development that takes place in particular novels and discuss their opinions of characters and events.

Information Literacy Children are developing skills to narrow a topic and produce focus questions and a search plan. They are shown how to identify and locate resources and record and present information relevant to a speciﬁc topic. At the completion of this level children will be able to process information, make generalisations and present a logical response to a search task.

Attitude Poor Satisfactory Good Excellent

Level 4 key features Beg Cons Est NYA

• Reads widely for pleasure and information.

• Understands elements of story such as setting, characters, plots etc.

• Can locate information from a variety of sources.

• Completes independent research activities using sound research skills.

Teacher:

Code: Beg = Beginning Cons = Consolidating Est = Established NYA = not yet addressed

Teacher Librarian Program P-6 © School Library Association of Victoria 2004 Reporting to parents – Report format (3) LEVEL 1 | 2 | 3 | 4 REPORTING

L I B R A R Y

Student name: Grade:

Course outline Children are introduced to as wide a variety of books as possible which are frequently related to classroom activities, themes and special occasions. Basic Information and Literature Skills are introduced. During each weekly one hour lesson, children have the opportunity to browse and borrow books.

NA Beg Cons Est • Displays a positive approach to work

• Responds to literature

• Able to locate circulation desk, picture books, etc

• Understands alphabetical order and can shelve Picture Story books

• Identiﬁes book parts-title, spine, and call number

Teacher:

Code: NA = not available Beg = Beginning Cons = Consolidating Est = Established

Teacher Librarian Program P-6 © School Library Association of Victoria 2004 Reporting to parents – Report format (3) LEVEL 1 | 2 | 3 | 4 REPORTING

L I B R A R Y

Student name: Grade:

Course outline Information and Literature Skills are built upon each year and include an introduction to the Dewey System, parts of a book, listening for a purpose and identifying main characters, emotions and settings within a story. Children have the opportunity during each lesson to browse through books and borrow.

NA Beg Cons Est • Displays a positive approach to work

• Can identify main ideas, retell stories and complete simple book reports

• Seeks recommendations for books to read and selects more than one type

• Identiﬁes book parts – title page, illustrator, chapters, etc

• Beginning to develop an understanding of the Dewey system and can identify and locate non ﬁction books.

• Regularly borrows and demonstrates care of books.

Teacher:

Code: NA = not available Beg = Beginning Cons = Consolidating Est = Established

Teacher Librarian Program P-6 © School Library Association of Victoria 2004 Reporting to parents – Report format (3) LEVEL 1 | 2 | 3 | 4 REPORTING

L I B R A R Y

Student name: Grade:

Course outline Literature appreciation forms a significant part of lessons and is further extended to incorporate fiction, non fiction and reference books. Identifying and locating resources, extracting information and presenting it in an appropriate manner forms the basis of the Information Skills lessons. Children have the opportunity to browse and borrow during each lesson.

NA Beg Cons Est • Displays a positive approach to work

• Participates in discussions and expresses opinions

• Able to follow directions, works independently and completes set tasks

• Responds to literature and can identify main events, setting, characters, genre and moral

• Understands and uses terms such as blurb, index, call number

• Can locate, understands and use non ﬁction and reference material

• Can complete independent research activities

• Regularly borrows and demonstrates care of books

Teacher:

Code: NA = not available Beg = Beginning Cons = Consolidating Est = Established

Teacher Librarian Program P-6 © School Library Association of Victoria 2004 Reporting to parents – Report format (3) LEVEL 1 | 2 | 3 | 4 REPORTING

L I B R A R Y

Student name: Grade:

Course outline Library lessons see authors, illustrators and books studied in more detail. Meeting authors, ﬁlm and book reviews, reading and writing for different purposes and group discussions, are elements of the Literature Program. Information and Research Skills continue to be developed and children are shown how to use an extensive range of reference material, how to locate information, take notes and how to present their information in different ways. Browsing and borrowing are encouraged at every opportunity. Competent users of the CD Rom gain a “User’s License,” and the Internet is introduced.

NA Beg Cons Est • Displays a positive approach to work

• Able to differentiate between styles of literature and recommends books to others

• Understands elements of story- characters, plot, setting and theme

• Can locate appropriate information using Inquiry Computer and the Dewey System. • Understands and uses terms such as glossary, bibliography, table of contents.

• Can re-shelve picture story, ﬁction and non ﬁction books accurately

• Completes independent research activities

• Borrows regularly and reads widely for pleasure, interest and information

• Has achieved a CD-Rom “User’s License”

Teacher:

Code: NA = not available Beg = Beginning Cons = Consolidating Est = Established

GENERAL Australian School Library Association and Australian Library and Information Association, 2001, Learning for the future, Carlton South, Curriculum Corporation. Ferretter, Gerry, 1996, Skilling up; developing a professional portfolio for teacher-librarians. Richmond, SLAV. Sladen, R., 1996, The digital library; an introduction to library-based information technology for schools, Sydney, User Friendly Resources. Thomas, Ron, 1996, The school library; a practical guide to organization and management, South Melbourne, Macmillan. Wilson, Jenni, 2003, Focus on inquiry, Carlton, Curriculum Corporation.

TEACHING STRATEGIES Assessing as you go; Primary English, 1997, Carlton, Curriculum Corporation. Bennetto, Elizabeth, 1995, Learning for the future; developing information services in Australian schools; teacher resource kit, Belconnen, Australian School Library Association. Creenaune, Trish, 1996, What’s your purpose? Reading strategies for non-ﬁction texts, Marrickville, Primary English Teaching Association. Curriculum and standards framework; using the CSF English, 1995, Carlton, Board of Studies. Jennings, Claire, 1996, Planning for the key learning areas; outcomes in context, Armadale, Eleanor Curtain Publishing. Johnson, Jennifer, 1996, Practical research; strategies to assist students in the development of research techniques, Greenwood, W.A., R.I.C. Publications. Literacy techniques for building successful readers and writers, 1996, Markham, Ontario, Pembroke. Reading; developmental continuum, 1997, Port Melbourne, Rigby Heinemann. Murdoch, Kath, 1998, Classroom connections; strategies for integrated learning, Armadale, Eleanor Curtain. Sukarna, Debbie, 1996, Planning for English; outcomes in context, Armadale, Eleanor Curtain Publishing. Wilson, Jeni, 1998, Self-assessment for students; proformas and guidelines, Armadale, Eleanor Curtain.

PERIODICALS Access, ASLA [email: [email protected]]. For your information; the journal for the school information professional, SLAV [email: [email protected]]. The Literature Base, Hamilton, Qld, The Literature Base. Magpies, Magpies [email: [email protected]]. Practically Primary, South Melbourne, Addison Wesley Longman. SCAN, NSW Department of Education and Training [www.schools.nsw.edu.au/schoollibraries/scan/]

THINKING SKILLS Armstrong, Thomas, 1994, Multiple intelligences in the thinking classroom, Virginia, U.S.A., ASCD Bellanca, James, 1990, Catch them thinking, Melbourne, Hawker Brownlow Education Boyle, Matthew, 2003, The learning ﬁle – learning and study skills, Melbourne, Hawker Brownlow. Costa, Arthur, 1989, Techniques for teaching thinking, CA, U.S.A., Critical Thinking Press

continued

INTRODUCTION | COMPONENTS | USEFUL RESOURCES | USER GUIDE

Teacher Librarian Program P-6 © School Library Association of Victoria 2004 Useful resources PAGE 1 | 2 | 3 | 4 PAGE 1 | 2 | 3 | 4

Dalton, Joan, 1985, Adventures in thinking, Thomas Nelson Australia De Bono, Edward, 1992, Six thinking hats for schools. Books 1 & 2, Melbourne, Hawker Brownlow Education Gibbs, Jeanne, 2001, TRIBES. A new way of learning and being together, California, U.S.A., Center Service Systems Pohl, Michael, 2002, Infusing thinking into the Middle Years, Melbourne, Hawker Brownlow Pohl, Michael, 2000, Learning to think – Thinking to learn. Models and strategies to develop a classroom culture of thinking, Melbourne Hawker Brownlow Education Pohl, Michael, 1997, Teaching thinking in the Primary years. A whole school approach, Melbourne, Hawker Brownlow Australia

LITERATURE Bond, Louise, 1997, Making the most of book week, South Melbourne, Macmillan. Carey, Patsy, 1997, Activities for any literature unit, Cheltenham, Hawker Brownlow. Children’s Book Council, Short list information book, CBC. Children’s Book Council, Notable Australian Children’s Books, CBC. Hamilton, Margaret, 1993, The picture people, Sydney, Margaret Hamilton. Hill, Susan, 1995, Book talk; collaborative responses to literature, Armadale, Eleanor Curtain. Kids Best; Australian books for children and young adults 1996–2000, 2000, Newtown, PETA. La Marca, Susan, 2001, Books up front; investing in the value of reading, Carlton, SLAV. Lyon, Richard, 1995, Read all about it; book review forms for middle and upper school primary students, Wembley Downs, W.A. Moodie, Ruth, Activities for Early childhood, Kew, Yarra Pub. Moodie, Ruth, Activities for Picture books, Kew, Yarra Pub. Moodie, Ruth, Activities for Younger readers, Kew, Yarra Pub. Rolton, Gloria, 1995, For the love of literature, South Melbourne, Macmillan. Rural Shires School Support Centre, 2002, Book Week – Book Feast 2002 [and similar publications], Ipswich, Ipswich District Teacher Librarian Network. Veitch, Kate, 1995, Real live writers; how to host a successful author visit, Carlton, National Book Council.

INFORMATION LITERACY SKILLS Burgess, Lesley, 2003, Making a difference research guide, Carlton, School Library Association of Victoria Capra, Steph, 2002, Problems are the solution, Brisbane, Qld., Capra Ryan & Assoc. Cottrell, Bob, 2002, The really helpful research book, Annandale, N.S.W., User Friendly Resources. Harris, W., 1996, Current affairs; an introduction to media, RIC. Johnson, J., 1997, Practical research strategies to assist students in the development of research techniques. [Middle/ Upper], RIC. Johnson, Jill, 1997, Computers, research and students; a survival kit for teachers and parents, Canberra, ASLA ACT. Joyner, Cecilia F., 1995, Interactive library ideas for upper primary students, Blackburn North, Seek information services. Langrehr, John, 1993, Better questions, better thinking, books 1 & 2, Melbourne, Longman Cheshire.

continued

INTRODUCTION | COMPONENTS | USEFUL RESOURCES | USER GUIDE

TeacherTeacher Librarian Librarian Program Program P-6 P-6 ©© School School Library Library Association Association of of Victoria Victoria 2004 2004 Useful resources PAGE 1 | 2 | 3 | 4

Perry, Andrew, 1995, Researching it through, Melbourne, Oxford. Punshon, Marianne, 2002, WE SOLVE it! Approaches to information literacy, Carlton, SLAV. Robinson, Helen, 1999, Read about, think about, St Leonards NSW, Horwitz Martin Ryan, Jenny, 1999, Information literacy planning overview P/K-7, Coorparoo, Qld., Capra Ryan & Assoc. [and related materials] Sladen, Rosemary, 1999, The library toolkit, Annandale, N.S.W., User Friendly Resources. Stumer, S., 1995, Research topics activities to develop general knowledge and research skills, [Lower/Middle/ Upper], RIC. Using the CSF to teach information skills; strategies for the key learning areas, 1995, Richmond, SLAV. Tadewalt-Wren, Carol, 1998, Library resource; developing library research skills, Greenwood, W.A., Prim-Ed publishing. Teaching information skills, 1997, Canberra, ASLA. Whiting, T., 1996, 50 guided research projects, Pendle Hill, Blast Educational Publications.

continued

INTRODUCTION | COMPONENTS | USEFUL RESOURCES | USER GUIDE

Teacher Librarian Program P-6 © School Library Association of Victoria 2004 Useful resources PAGE 1 | 2 | 3 | 4 PAGE 1 | 2 | 3 | 4

www.highlands.vic.edu.au/research

The Wrapping Up website is designed for teaching information skills for the middle years of schooling.

www.sofweb.vic.edu.au

SOFWeb is an initiative of the Victorian Department of Education & Training. It currently has over 33,000 ﬁles and over 2,500 sites linking to content on the SOFWeb site. SOFWeb not only carries information produced specially for Victorian schools, but also points to the best resources in other states and countries. SOFWeb is a jumping off point for the Internet, a repository of carefully selected resources and projects, a place to develop skills, ask questions, ﬁnd peer support and professional development activities, and learn, in an educationally based environment to make the best use of information technologies to enhance teaching and learning. SOFWeb enables students and teachers to join networked classroom and professional development activities from Australia and around the world. SOFWeb also provides links to school Home Pages and school produced on-line activities which are providing a benchmark for schools everywhere.

INTRODUCTION | COMPONENTS | USEFUL RESOURCES | USER GUIDE

Teacher Librarian Program P-6 © School Library Association of Victoria 2004 A. INTRODUCTION INFORMATION LITERACY PLANNING Templates Why Information literacy? Work program template Assessment tasks B. COMPONENTS Learning outcomes 1-page printable version Project assessment rubric Level 1 2-page printable version Borrowing record OVERVIEW Level 2 Library program overview template Teacher assessment How the program relates to the CSF Level 3 Whole school topic overview template Student self-assessment Curriculum overview Level 4 Term plan template Student test kit Level 1 Teaching strategies Example of a Term plan of an integrated unit Library licence questions Level 2 Establishing prior knowledge Library diploma questions Level 3 Extracting information and ideas ASSESSMENT Library monitor test Level 4 Strategies to record & present information Literature skills assessment strategies Library user certificates Assessment strategies Literature skills outcomes assessment LITERATURE SKILLS Plagiarism Level 1 REPORTING Learning outcomes Strategies to prevent plagiarism Level 2 Reporting to the school community Level 1 Writing bibliographies Level 3 Report to parents – Report outcomes Level 2 The Information process (poster) Level 4 Report to parents – Report format 1 Level 3 Printable version Book report assessment Level 1 Level 4 Templates Information literacy outcomes assessment Level 2 Teaching strategies Template for integrated unit Level 1 Level 3 Suggested genres & titles, authors & illustrators Collecting information for bibliography Level 2 Level 4 Level 1 Data grid Level 3 Report to parents – Report format 2 Level 2 Data chart Level 4 Level 1 Level 3 Data summary Information literacy assessment Level 2 Level 4 Researching places data chart Level 1 Level 3 Recommended books Pathfinder 1 Level 2 Level 4 Level 3 Pathfinder 2 Level 3 Report to parents – Report format 3 Level 4 Peer assesment Level 4 Level 1 Film as Text Self assesment Library profiles Level 2 Level 1 Internet research Level 1 Level 3 Level 2 Concept map Level 2 Level 4 Level 3 Task analysis Level 3 Level 4 Generic research questions Level 4 C. USEFUL RESOURCES Boys and reading Animal project sheet Templates Notetaking and notemaking D. USER GUIDE New book review Problem, cause, effect, solution Book talk summary Venn diagram

The TLP P-6 program utilises two main navigation methods: Full screen and Adobe view. Adobe view On opening, the program defaults to the Full screen view. You can toggle between this method of navigation and the In the Adobe view (see right), Adobe view from virtually any page. You may find that it is easier to first navigate the program in Full screen view; all the functionality of the Full once you become familiar with the program the Adobe view may prove to be more flexible for specific tasks. screen view is still available. Additionally, the full range of Full screen view functions of Adobe Reader are This form of navigation allows the user to navigate throughout the document using clearly designated buttons available, including bookmarks (links) just like a multimedia application (see picture below) and pages (thumbnails). This allows for an alternative For easy orientation, buttons have tooltips where required. To toggle between the two different modes of viewing, way of navigating through the click on the task button TOGGLE FULL SCREEN/ADOBE VIEW (see below). program.

Site map Once you are familiar with the program, you may also want to use the SITE MAP [by clicking on the task buttons SITE MAP task button on the Main navigation (Components) menu and each section buttons menu].

The SITE MAP shows all the sections and topics in hierarchical order, and each line acts as a button (link) to the respective page/s. This allows toggle Full for very quick navigating, enhanced screen/ Site map by the colour coding of the different Adobe view sections.

Task buttons Sticky notes When ﬁrst opening the program, navigation buttons on certain pa ges you may encounter yello w ‘sticky notes’ which provide an explana tion to the topic/pa ge. These sticky notes can be closed close note here by clicking on the ‘x’ button in toggle full previous/ page screen/Adobe the top right corner. next page setup view NB: If these notes are closed, you WORD print levels/ go to can view the contents of the note previous ﬁle pages Main menu print by rolling over the yello w ‘note’ view (Components) current icon. page

Most of the task buttons are obvious. Where the button is faded, it signifies that this function is not available on this page. Hyperlinks Throughout the program you The WORD FILE button allows you to access a related file in Microsoft Word for customisation. All of the will find a number of hyperlinks, templates in this program have been included as WORD files. clearly identifiable by the f icon and the blue coloured text. When printing it is advised to always check your printer settings by using the PAGE SETUP button. By clicking on these links you will be taken to the a ppropria te topic/ To print the current page, click PRINT CURRENT PAGE. pa ge. To get back, simply click on To print all the levels and/or the relevant pages within a topic, click PRINT LEVELS/PAGES. the PREVIOUS VIEW task button. To print a whole section, select the PRINT SECTION button on the section and/or sub-section menus.

Utilising the WORD templates with this program (copying & pasting)

To select text from this program, right-click your mouse (control-click on the Mac if you haven’t a right clickable mouse). A dialogue box will appear, as above. Select the ‘Allow Hand Tool to Select Text’ function and right click outside this window to exit. Once you have opened your WORD template, in this example the ‘Work program’ ﬁle, you can paste your text into You can now click on and highlight the text you want to copy. Right-click your mouse when you have selected the the appropriate spot (see above). appropriate text and choose the ‘Copy to Clipboard’ function (see below). The text is now on your clipboard ready to be pasted into WORD. To navigate between WORD and the TLP P-6 program you can use a shortcut: • Apple-TAB on MacOSX (see right) • Alt-TAB on Windows XP.

Adobe versus Full screen view If you are not comfortable with using the right click function of your mouse, choose the Adobe view which provides you with access to the Adobe Reader 7 menu bar with all the features you may require. You may also want to ‘split’ your screen and have the program window on one side and the INTRODUCTION | COMPONENTS | USEFUL RESOURCES | USER GUIDE WORD template/worksheet you are working on on the other side. You can then simply jump from one window to the other. Teacher Librarian Program P-6 © School Library Association of Victoria 2004