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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 Teacher INTRODUCTION | COMPONENTS | USEFUL RESOURCES | USER GUIDE Librarian overview | literature skills | information literacy | planning | assessment | reporting Program How the program relates to the Curriculum Frameworks OVERVIEW 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” OVERVIEW | LITERATURE SKILLS | INFORMATION LITERACY | PLANNING | ASSESSMENT | REPORTING Teacher Librarian Program P-6 © School Library Association of Victoria 2004 Curriculum overview LEVEL 1 | 2 | 3 | 4 OVERVIEW 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 OVERVIEW | LITERATURE SKILLS | INFORMATION LITERACY | PLANNING | ASSESSMENT | REPORTING Teacher Librarian Program P-6 © School Library Association of Victoria 2004 Curriculum overview LEVEL 1 | 2 | 3 | 4 OVERVIEW 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
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