everything you always wanted to know about the jennie smith curriculum….* *but were afraid to ask

Everything You Always Wanted to Know About the Jennie Smith Curriculum….*

*But Were Afraid to Ask

It all started when I was looking for a way to catch up on the technology that was passing me by…

Del Tech’s Instructional technology looked good. The price was right, I could do it at home during the summer,

and it was a 2% cluster!

I completed the Introductory Certificate without a glitch. My years as Smith’s Tech coordinator had served me well.

And since that was a snap, I decided to take advantage of

the 6% cluster available through the advanced certificate.

To make a long story short… I never worked so hard in my life as I did for that advanced certificate! But it was great! I learned things I never knew existed. But then, 3 years ago, some of them hadn’t existed!

The courses were challenging, to say the least. I learned how to use an electronic Blackboard with discussion board, blog,wiki, YouTube, Slideshare, SmartBoard, Videoconference…

the list goes on and on.

We read articles on educational theory, styles of learning, the future of technology in education. We developed lesson plans, complete with supplementary teaching

materials (ETC 201) which were saved to use again in ETC 202 in fleshing out a curriculum.

Aha! Curriculum, the meat of this presentation! (No offense to vegetarians!)

The courses focused on competency-based educational methods, which I did not understand at first. But I soon discovered that for my purposes, it was a good fit. Approaching library skills from a competency-based direction would be more than feasible, it was logical and practical.

(Discuss competency based education for 2-3 slides)

My initial ETC 201 capstone project on developing lesson plans focused on 1st grade. Start at the beginning…

...but as I tried to develop competencies that I wanted my students to achieve, at the beginning didn’t work for me. First grade was too far down on the food chain.

I finally settled on 4th grade for my base, with plans to adjust competencies up or down from there.

I relied on my established lessons to get me started thinking in the broader concept of competencies.

What did I want my kids to know? How to find things in the library, both physically and online. How to gather and use information. Rudimentary computer literacy. Visual literacy (my pet project). Internet Safety (to integrate I-Safe). Reading for pleasure (if that can be “taught”!). Copyright, fair use, and plagiarism.

Okay, those are good for 4th grade, but could I make them work across all of my grades?

What resulted, after much tweaking, consultation, re-writing, and hard thinking were 7 competencies that could indeed, be used across grades 1-5:

Knowing the library

Reading for pleasure

Gathering information

Informational technology

Internet Safety

Copyright and Fair Use

Visual Literacy

What follows is a quick look at the entire 4th grade curriculum. Then I have broken down each competency by grade level so you can see the progression of skills.

These pages need to be streamlined and cleaned up, but I wanted to get them to you, so bear with the unrefined!

Competency 1 Knowing the Library

Objectives:

1.1 Demonstrate appropriate behavior and procedure for the library including entrance/exit, quiet reading, whole class instruction, book selection and exchange.

1.2 Demonstrate knowledge of different areas of the library: picture books, easy-to-read, non-fiction, biography, reference, computer area, story area, quiet reading area, and circulation desk.

1.3 Understand that non-fiction books are shelved in order by the Dewey Decimal System of classification. Use it and the signage on the library shelves to locate a book.

1.4 Identify and explain the following parts of a book: bibliography, preface, glossary, verso (copyright page), caption, appendix

Competency 2 Reading for Pleasure

Objectives:

2.1 Select books of an appropriate reading level.

2.2 Recognize books which have merited awards such as Caldecott, Newbery, and Coretta Scott King

Competency 3 Gathering Information

Objectives:

3.1 Understand and use the Destiny catalog program to access information about a book including status and publication information.

3.2 Understand and use the table of contents, index, headings, captions, scanning, guide words and keywords to find information in print resource materials.

3.3 Understand the elements of the Big6 method of information research.

Competency 4 Informational Technology

Objectives:

4.1 Enter a URL to reach a site.

4.2 Maximize, minimize, and restore a window.

4.3 Make a folder, name it, and put a document in it.

4.4 Edit text (cut, copy, paste, move).

4.5 Create a bulleted or numbered list.

4.6 Insert clipart or a graphic into a document or slide.

Competency 5 Internet Safety

Objectives:

5.1 Understand the term "cyber community" and explain what it means to be a good "cyber-citizen."

5.2 Understand the need for adult supervision and personal safety when using the Internet.

5.3 Understand the meaning and implications of the term "cyber-bully"

Competency 6 Copyright and Fair Use

Objectives:

6.1 Explain the concept of ownership as it relates to books, music, and webpages.

6.2 Recognize the importance of honesty in intellectual property issues

Competency 7 Visual Literacy

Objectives:

7.1 Recognize the importance of graphics in media such as advertising and instructional presentations.

7.2 Obtain information from visual items such as charts, graphs, and tables.

Competency 1 Knowing the LibraryObjectives:


1.2 Demonstrate knowledge of different areas of the library: picture books, easy-to-read, non-fiction, biography, reference, computer area, story area, quiet reading area, and circulation desk.

1.3 Understand that non-fiction books are shelved in order by the Dewey Decimal System of classification. Use it and the signage on the library shelves to locate a book.

1.4 Identify and explain the following parts of a book: bibliography, preface, glossary, verso (copyright page), caption, appendixCompetency 2 Reading for PleasureObjectives:

2.1 Select books of an appropriate reading level.2.2 Recognize books which have merited awards such as Caldecott, Newbery, and Coretta Scott King

Competency 3 Gathering InformationObjectives:

3.1 Understand and use the Destiny catalog program to access information about a book including status and publication information.

3.2 Understand and use the table of contents, index, headings, captions, scanning, guide words and keywords to find information in print resource materials.

3.3 Understand the elements of the Big6 method of information research.Competency 4 Informational TechnologyObjectives:

4.1 Enter a URL to reach a site.4.2 Maximize, minimize, and restore a window. 4.3 Make a folder, name it, and put a document in it.4.4 Edit text (cut, copy, paste, move).4.5 Create a bulleted or numbered list.4.6 Insert clipart or a graphic into a document or slide.

Competency 5 Internet SafetyObjectives:

5.1 Understand the term "cyber community" and explain what it means to be a good "cyber-citizen." 5.2 Understand the need for adult supervision and personal safety when using the Internet.5.3 Understand the meaning and implications of the term "cyber-bully"

Competency 6 Copyright and Fair UseObjectives:

6.1 Explain the concept of ownership as it relates to books, music, and webpages. 6.2 Recognize the importance of honesty in intellectual property issues

Competency 7 Visual LiteracyObjectives:

7.1 Recognize the importance of graphics in media such as advertising and instructional presentations. 7.2 Obtain information from visual items such as charts, graphs, and tables.

So now I had a dynamic 4th grade document, subject to tweakings, of course…

…which I could then manipulate up and down to provide the background for 4th grade in the lower grade syllabi,

and expand upon in the 5th grade syllabus.

So that’s what I started doing… working backwards and forwards placing the skills appropriately for the grade level developmentally.

You will see on the following pages that some objectives repeat themselves before evolving into a more difficult task.

Changes from one grade level to the next are printed in red.

Grade 1 Competency 1 Knowing the LibraryObjective

1.1 Practice proper entrance and exit from the library.

1.2 Exhibit proper demeanor during quiet reading, story and/or viewing time, and sharing time.

1.3 Demonstrate knowledge of the various areas of the library: picture books, easy-to-read, non-fiction, computer area, reading rug, and circulation desk.

1.4 Explain and practice proper care and shelving of library materials.

1.5 Find a book using the signage in the library.

1.6 Identify the following parts of a book: cover, spine, spine label, barcode, title page, author, illustrator.

1.7 Practice correct check in/out procedure.

Grade 2 Competency 1 Knowing the LibraryObjective

1.1 Practice proper entrance and exit from the library.

1.2 Exhibit proper demeanor during quiet reading, story and/or viewing time, and sharing time.

1.3 Demonstrate knowledge of the various areas of the library: picture books, easy-to-read, non-fiction, biography, computer area, reading rug, and circulation desk.

1.4 Explain and practice proper care and shelving of library materials.

1.5 Understand that non-fiction books are shelved in order by a series of numbers that corresponds with a general subject heading.

1.6 Find a book using the signage in the library.

1.7 Identify the following parts of a book: cover, spine, spine label, barcode, title page, author, illustrator, publisher.

1.7 Practice correct check in/out procedure.

Grade 3 Competency 1 Knowing the Library

Objective


1.2 Demonstrate knowledge of different areas of the library: picture books, easy-to-read, non-fiction, biography, reference, computer area, reading rug, and circulation desk.

1.3 Understand that non-fiction books are shelved in order by the Dewey Decimal Classification System. Use it and the signage on the library shelves to locate a book.

1.4 Identify the following parts of a book: publisher, dedication, copyright, index, table of contents.


Objective


1.2 Demonstrate knowledge of different areas of the library: picture books, easy-to-read, non-fiction, biography, reference, computer area, reading rug, and circulation desk.

1.3 Understand that non-fiction books are shelved in order by the Dewey Decimal Classification System. Use it and the signage on the library shelves to locate a book.

1.4 Identify the following parts of a book: bibliography, preface, glossary, verso (copyrightpage), caption, appendix


Objective


1.2 Identify and explain the following parts of a book: appendix, notes, epilogue, acknowledgements, CIP information, ISBN

1.3 Understand and demonstrate knowledge of the relationship between the Dewey Decimal Classification System and the arrangement of the books on the shelves.

Grade 1 Competency 2 Reading for Pleasure

Objective

1.1 Select books of an appropriate reading level.

1.2 Select books by favorite authors and/or illustrators.

Objective 1.1 remains the same for all grade levels, but Objective 1.2 changes to reflect sophistication with

regard to award winning books.

Competency 2 Reading for PleasureObjective 1.2

Grade 1 Select books by favorite authors and/or illustrators.

Grade 2 Recognize books which have merited awards such as Caldecott and Coretta Scott King

Grade 3 Recognize books which have merited awards such as Caldecott, and Delaware Diamonds

Grade 4 Recognize books which have merited awards such as Newbery, and Coretta Scott King

Grade 5 Recognize books which have merited awards such as Newbery, and Coretta Scott King

Grade 1 Competency 3 Gathering Information

Objective

3.1 Using KWL chart, identify aspects of a topic that need research

3.2 Gather information in three modalities: reading, listening, viewing

3.3 Discuss information learned using the structure of the KWL chart

The 2nd Grade Competency 3 is identical to the 1st, allowing for more practice in gathering information in a rudimentary fashion. The Super3 could be easily integrated into these objectives.


Objective

3.1 Understand and use the Destiny catalog program to access call number information about a book

3.2 Understand and use the table of contents, index, guide words, and keywords to find information in print and online resource materials

3.3 Understand and use the Super3 Method to research a topic


Objective

3.1 Understand and use the Destiny catalog program to access information about a book including status and publication information

3.2 Understand and use the table of contents, index, headings, guide words, and keywords to find information in print and online resource materials

3.3 Understand the elements of the Big6 method of information research

Grade 5Competency 3 Gathering Information

Objective

3.1 Understand and use the Destiny catalog program to access information about a book using the power search tool

3.2 Use the Big6 to research a topic

Competency 4 is taken directly from Pat Sine’s Computer Skills Growth Chart, modified to fit the situation at Jennie Smith. We have a computer lab which is not staffed by a technology specialist and is used as the home for the Talent Program which means that the lab is not readily available at all times. Our students receive no regular instruction in technology skills.

Each grade level objectives in this competency are different. There is no repetition. It is a scaffolded competency with each level directly dependent upon the one beneath it.

Grade 1 Competency 4 Information Technology

Objective

4.1 Know the parts of a computer (CPU, monitor, mouse, keyboard) and how to power up and log on

4.2 Demonstrate the bility to open and close programs/applications, minimize and maximize the program window

4.3 Navigate programs/applications using the mouse


Objective

4.1 Understand cursor placement

4.2 Key in phrases or sentences with proper spacing, capitalization and punctuation

4.3 Use bookmarks and links to reach teacher-selected sites

4.4 Edit by inserting and deleting

4.5 Print from within a program


Objective

4.1 Enter a URL to reach a site

4.2 Maximize, minimize, and restore a window

4.3 Make a folder, name it, an put a document in it

4.4 Edit text (cut, copy, paste, move)

4.5 Create a bulleted or numbered list

4.6 Insert clipart or a graphic into a document or slide


Objective

4.1 Send, reply, and forward an email independently

4.2 Multitask by switching among open windows

4.3 Copy, cut, and paste between windows or documents

4.4 Format page layout (margins, tabs, orientation)

4.5 Create a 6 slide Powerpoint presentation

4.6 Use animations and/or transitions to enhance presentation

Competency 5 is Internet Safety and is being revised to comply with the District matrix that was recently overhauled.

http://www.isafe.org/

The concept of copyright and fair use is so important in light of trends and advances in technology that I gave it a competency of its own. The thought is that introducing the concept very early, reinforcing it and then building on it should make it a very real consideration in our student’s academic career.

1st and second grade objectives are exactly the same.

Grades 1 & 2 Competency 6 Copyright and Fair Use

Objective

6.1 Explain the role of the author, illustrator, and publisher in the creation of a book

6.2 Understand the concept of ownership as it relates to books, music, and webpages

Grade 3 Competency 6 Copyright and Fair Use

Objective

6.1 Understand the concept of copyright

6.2 Understand the concepts of plagiarism and fair use


Objective

6.1 Explain the concept of ownership as it relates to books, music, and webpages



Objective

6.1 Understand the reason and method for citing bibliographic references


Visual Literacy, Competency 7, is a new field which is developing and expanding. It is a field I wholeheartedly believe

in and one whose use in teaching is in its infancy. So much information and methods of gathering that information rely on visuals that our children need to learn to read visual images.

Grade 1 Competency 7 Visual Literacy

Objective

7.1 Understand the importance of illustrations in picture books

7.2 Find information on a topic from visual sources


Objective

7.1 Understand the relationship between artistic style, artistic media, and text

7.2 Find information on a topic from visual sources


Objective

7.1 Identify photographs as a primary source of information

7.2 Interpret the elements and composition in a photograph

7.3 Obtain information from visual items such as maps and diagrams


Objective

7.1 Recognize the importance of graphics in media such as advertising and instructional presentations

7.2 Obtain information from visual items such as charts, graphs, and tables


Objective

7.1 Recognize the importance of design elements in creating visual compositions (font, size, color, layout)

Since this is still a work in progress, it is flexible and tweakable. It is

important for competencies to be compatible and logical in their sequence

within and between grade levels.

The next step (are you ready for more???) is the development of lesson plans to go along with the objectives.

Again, I started with the 4th grade because it was part of my capstone project for DelTech.

For each grade level I have developed a filing system to keep myself straight. Each file has a

code. 4.1.1 is Grade 4, Competency 1, Objective 1.

And if there are several new lessons to go with a competency, they are further labeled a, b, c, and d.

Name of Lesson Welcome to the library

Grade Level Fourth

Subject Library

Topic Behavior and Procedures

Competency 1 – Knowing the library

Objectives Students will understand the rules for proper behavior in the library

Standards

New or Review Review

Length of Activity 1 class period

Formation Whole group instruction

Equipment/Materials Computer, projector and screen; Welcome to the Library powerpoint

Instructions/Rules Students will view the powerpoint and participate in discussion of the material found on the slides

Adaptations

Library Lesson Plan 4.1.1

The lesson plan format that I used was again suggested by my DelTech course instructor. I have added and deleted elements as needed.

Discussion Questions/Student Assessment

Why are the rules important?How can you find out at home if a book you bought at Borders has an AR test?What can Destiny do for you?What is a Destiny tutorial and what is it for? Where can I find it?How many books can I check out at a time?If I finish my book on Thursday night and I don’t have library until Tuesday, can I get another book? Have you ever visited the Jennie Smith website?Have you ever visited the Library website?

Lesson Assessment How relevant were the questions that were asked by the students?What was the level of participation in the discussion?

Resources www.christina.k12.de.us/smith

Authorship Original

It includes Standards (as I said, a work in progress! Standards have not been transferred from the syllabus yet!) resources, and an assessment piece for me to use with the students and for me to use with the lesson. Did the lesson mesh well with the needs of the class?

The support materials are stored in the file folder also. Some that are relevant to parents and home use by the student appear as links on my Library Portal page on the Jennie Smith website. The following slide has a working powerpoint that is used as an introduction to my library.

Lesson 4.1.1b will reinforce the principles introduced in 4.1.1a and uses a skit format that will allow cooperative learning, movement and creativity, and a departure from what will

become library routine. It is coordinated with the Jennie Smith PBS program.

Name of Lesson Library Behavior and Procedures

Grade Level 4th grade

Subject Library

Topic Rules, procedures, and behavior for the library

Competency 1 – Knowing the library

Objectives Students will understand the rules for proper behavior in the library

Standards

New or Review Review

Length of Activity 1 class period

Formation Small groups

Equipment/Materials Library scenario cards

Instructions/Rules Students are split into 5 equal groups (can be by table). Each group picks a card that tells them what their rule or manner is and how to explain it (what is should look like or what it shouldn’t look like). Each group has 15 minutes to prepare a skit demonstrating the scenario on their chosen card. Groups will present skits and class will try to name the rule and the explanation (should or shouldn’t).

Adaptations

Classroom Tips

Student Assessment How did the individual students function in the group? Did the student contribute to the group’s product? Did the students present the rule or manner accurately and

appropriately?

Lesson Assessment How well do the students function in the group? Is the skit on the topic? Was the class able to identify the rule that was presented?

Resources Jennie Smith School PBS manual

Authorship Original

The cards can be printed on card stock and laminated so that they can be used for multiple classes and then stored for future use

The lessons and activities have been designed to reach as many styles and modes of learning as possible. The support materials are varied and many can be adapted for use online

and with the current SmartBoard technology.

Hoping I haven’t bored you to death with this lengthy, though entertaining powerpoint, may I invite you to

visit my Library portal page at www.christina.k12.de.us/smith/library for more

information. I use this page to post powerpoints that I want my students to be able to access at their

leisure and I also post in the For Teachers section.

http://www.christina.k12.de.us/smith/library

everything you always wanted to know about the jennie smith curriculum….* *but were afraid to ask

Documents