Klein ISD Library Media Services Scope and Sequence - Kindergarten

# Library

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Lessons / Resources TEKS/TATEKS/ELPS

A. Information Acquisition The student is expected

to: The student is expected to:

K.A.1 Locate and use important areas of the library. Essential Questions: Why do we need to know about the important areas of the library? What are some areas of the library where you can find a book about _________(a famous person, a mystery, etc.) ? What can you use to help you find that special library book? (signage, OPAC, teacher, friend's recommendation, etc.) Vocabulary: PAC Everybody section Circulation desk

I Took My Frog to the Library - Eric Kimmel Materials:

• Read-aloud - We're Going on a Book Hunt by Pat Miller

Procedures: • Focus on the "Five Finger Rule" when

selecting books that are "just right" and on their reading level.

Evaluation: • Select books from the tables for now until the

students are comfortable with the rest of the checkout procedures

• Finding library card on pocket chart, lining up around desk without "cutting" in front of others, taking one bookmark, sitting quietly in a line at the door and looking at the pictures in their book.

How to use a browser stick.

• Talk to students about the use of a browser stick as a tool in the library.

• Why & how it is to be used properly. Teach the "Browser Stick" song.

• Revised from "the Shelf Marker Song" found in Library Sparks, Dec. 2007, written by Lisa Mills from Katy, TX

• Sung to the tune of "the Hokey Pokey": Put the browser stick in Take the book right out Take a look at the book And see what it's about If you do not want it Put the book back Pull the browser stick right out Put the browser stick in Take the book right out Take a look at the book And see what it's about If you decide you want it Pull the stick out Take your book and check it out!

ELPS: 74.4.c.2.I: demonstrate listening comprehension of increasingly complex spoken English by following directions, retelling or summarizing spoken messages, responding to questions and requests, collaborating with peers, and taking notes commensurate with content and grade-level needs. Language Arts: 110.11.b.1.A: recognize that spoken words can be represented by print for communication 110.11.b.1.C: demonstrate the one-to-one correspondence between a spoken word and a printed word in text.

# Library

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Lessons / Resources TEKS/TATEKS/ELPS

K.A.2 Demonstrate appropriate behaviors for locating, checking out, returning, and caring for library materials according to district procedures. Essential Questions: Why is it important to use a shelf marker/book buddy? Why is it important to take care of your library books? What happens when you don't take proper care of your book? What are some examples of good book care? Can you draw a picture and make a rhyme of one of the examples of book care? Vocabulary: Check-in Check-out Shelf marker Book buddy

The Shelf Elf - Jackie Hopkins The Library Doors by Toni Buzzeo (can sing together while reading) What Happened to Marion's Book? -Brook Berg Orientation/Procedures/Expectations/Model & Pretend Checking Out (no actual checkout yet) –

• Welcome, introduce librarian and library assistant

• Show how to walk in a line and sit in amphitheater

• Talk about quiet library manners and how to listen during story time

• Show and kids practice where to get library card from pocket chart and then line up at desk, circling around the desk

• Give them a bookmark • Line up at the door quietly sitting and

pretending to read new books (\\kleinet\kleinshare\Dept_EdTech\Public\Librarians\Scope & Sequence Updates\Library Skills\Orientation) Warm-up: "Open and Shut Them" song to get ready for story-time Materials: Mr. Wiggle’s Book - Paula Craig Procedures: Read-aloud and discuss book care. Evaluation: Practice turning pages from the corners. David Goes to School by David Shannon

• Why Do We Need Rules? Lesson (\\kleinet\kleinshare\Dept_EdTech\Public\Librarians\Scope & Sequence Updates\Social Studies\Elementary)

ELPS: 74.4.c.2.I: demonstrate listening comprehension of increasingly complex spoken English by following directions, retelling or summarizing spoken messages, responding to questions and requests, collaborating with peers, and taking notes commensurate with content and grade-level needs. Language Arts: 110.11.b.1.F: hold a book right side up, turn its pages correctly, and know that reading moves from top to bottom and left to right. 110.11.b.1.G: identify different parts of a book (e.g., front and back covers, title page) 110.11.b.21.A: listen attentively by facing speakers and asking questions to clarify information. 110.11.b.21.B: follow oral directions that involve a short related sequence of actions. 110.11.b.23: work productively with others in teams and continue to apply earlier standards with greater complexity to follow agreed-upon rules for discussion, including taking turns and speaking one at a time. Social Studies: 113.11.b.8.A: identify purposes for having rules 113.11.b.8.B: identify rules that provide order, security, and safety in the home and school 113.11.b.9.A: identify authority figures in the home, school, and community 113.11.b.9.B: explain how authority figures make and enforce rules

K.A.3 Identify areas of the library through signs. Essential Questions: Which sign shows you the Everybody section? Vocabulary: Everybody section

Orientation (\\kleinet\kleinshare\Dept_EdTech\Public\Librarians\Scope & Sequence Updates\Library Skills\Orientation)

ELPS: 74.4.c.2.I: demonstrate listening comprehension of increasingly complex spoken English by following directions, retelling or summarizing spoken messages, responding to questions and requests, collaborating with peers, and taking notes commensurate with content and grade-level needs.

# Library

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Lessons / Resources TEKS/TATEKS/ELPS

Language Arts: 110.11.b.5.A: identify and use words that name actions, directions, positions, sequences, and locations. 110.11.b.11.B: identify the meaning of specific signs (e.g., traffic signs, warning signs).

K.A.4 Apply the use of the alphabet in understanding the arrangements of books in the library. Essential Questions: How is the alphabet used in the library to arrange books? Vocabulary: Alphabet

Make set of E spine labels with author or teachers names. Line up the spine labels in ABC order. Mixed-Up Alphabet Activity ABC Adventure Activity Alphabet Letter Puzzle What’s Next? (Encyclopedia Britannica) Paw Park: Alphabet Bears

ELPS: 74.4.c. 4.A: learn relationships between sounds and letters of the English language and decode (sound out) words using a combination of skills such as recognizing sound-letter relationships and identifying cognates, affixes, roots, and base words. Language Arts: 110.11.b.1.A: recognize that spoken words can be represented by print for communication 110.11.b.1.D: recognize the difference between a letter and a printed word.

K.A.5 Demonstrate an understanding that the online catalog is an index to the library collection and use the catalog information to locate materials. Essential Questions: What are the different ways you can search for a book using the OPAC? Vocabulary: OPAC Scout from TLC

Demonstrate LS2 Kids PAC using the starboard. Tina’s World: Buggy Trails (following short set of directions)

ELPS: 74.4.c. 3.B: expand and internalize initial English vocabulary by learning and using high-frequency English words necessary for identifying and describing people, places, and objects, by retelling simple stories and basic information represented or supported by pictures, and by learning and using routine language needed for classroom communication. Language Arts: 110.11.b.21.A: listen attentively by facing speakers and asking questions to clarify information. 110.11.b.21.B: follow oral directions that involve a short related sequence of actions.

K.A.6 Demonstrate a working knowledge of library terminology, as needed, such as shelf marker, barcode, due date, overdue, shelving cart, check out, check in, library card, and call number. Essential Questions: How is a ________ used in the library and why is it important? (Fill in the blank with:

Word Wall Library Language PPT (\\kleinet\kleinshare\Dept_EdTech\Public\Librarians\Scope & Sequence Updates\Library Skills\Orientation)

ELPS: 74.4.c. 3.B: expand and internalize initial English vocabulary by learning and using high-frequency English words necessary for identifying and describing people, places, and objects, by retelling simple stories and basic information represented or supported by pictures, and by learning and using routine language needed for classroom communication. Language Arts: 110.11.b.1.D: recognize the difference between a letter and a printed word.

# Library

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Lessons / Resources TEKS/TATEKS/ELPS

shelf marker, barcode, cart, library card, call number, etc.) Vocabulary: Shelf marker Library card Call number Due date Shelving cart

110.11.b.11.A: follow pictorial directions (e.g., recipes, science experiments).

K.A.7 Understand the role of public libraries, museums and community resources as a valuable source of information. Essential Questions: What are some differences between the public library and our school library? What would be some reasons why you would want to visit the public library? What things can you learn by visiting a museum? Vocabulary: Museum Public library School library

Use starboard to go to the Harris County Public library website Our Library-Eve Bunting

ELPS: 74.4.c. 1.A: use prior knowledge and experiences to understand meanings in English.

K.A.8 Understand that bilingual books and Spanish books are part of the library collection when applicable. Essential Questions: Why do we have bilingual books in our library? How would you go about finding bilingual books in our library? Vocabulary: Bilingual

Show students how these books are identified in the library, such as dots or stickers.

ELPS: 74.4.c. 1.A: use prior knowledge and experiences to understand meanings in English.

# Library

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Lessons / Resources TEKS/TATEKS/ELPS

B. Reading Literacy The student is expected

to: The student is expected to:

K.B.1 Listen attentively, critically, and purposefully to stories, plays, and poems read aloud for enjoyment or to gain information. Essential Questions: How do I participate during library lessons or storytime? What are appropriate library manners? Vocabulary: Listening Participate

Storyline Online Rhymes for the Very Young - Jack Prelutsky Rhyming Words Rhyming Book Suggestions Compare different versions of the Gingerbread Man:

• Gingerbread Friends - Jan Brett • Gingerbread Baby - Jan Brett • Gingerbread Girl - Lisa Campbell Ernst • Jalapeno Man - Debbie Leland

Tumblebooks: All Aboard the Dinotrain Every Autumn Comes the Bear other bear book

• Extend by exploring PebbleGo Bear article Shapes:

• The Wings on a Flea: A Book About Shapes by Ed Emberley

• The Greedy Triangle by Marilyn Burns Shapes and Poetry Activity Shapes Page (Perry Elementary, Ohio) Shapes in the Classroom Activity Use starboard to sort various shapes and objects:

• Venn Diagram Shape Sorter • Interactive Shapes

We Belong Together Game (Encyclopdia Britannica) Fractions:

• Give Me Half! by Stuart J. Murphy • Apple Fractions by Jerry Pallotta • Fraction Action by Loreen Leedy

ELPS: 74.4.c. 2.G: understand the general meaning, main points, and important details of spoken language ranging from situations in which topics, language, and contexts are familiar to unfamiliar. Language Arts: 110.11.b.2.C: orally generate rhymes in response to spoken words (e.g., "What rhymes with hat?"); 110.11.b.2.D: distinguish orally presented rhyming pairs of words from non-rhyming pairs 110.11.b.4.B: ask and respond to questions about texts read aloud. 110.11.b.21.A: listen attentively by facing speakers and asking questions to clarify information. Math 111.12.b.9.C: describe, identify, and compare circles, triangles, rectangles, and squares (a special type of rectangle). 111.12.b.8.A: describe and identify an object by its attributes using informal language 111.12.b.8.B: compare two objects based on their attributes 111.12.b.8.C: sort a variety of objects including two- and three-dimensional geometric figures according to their attributes and describe how the objects are sorted 111.12.b.3.A: share a whole by separating it into two equal parts

K.B.2 Experience stories in creative ways. Essential Questions: What are the behaviors of a good audience? What are good presentation skills?

Reader’s Theater of Where the Wild Things Are - Maurice Sendak Use script from Pat Miller's Stretchy Library Lessons: Library Skills

• Reader's Theatre of Hopkins' Three Armadillies Tough.

• Read the book one wk • RT the next library visit

ELPS: 74.4.c. 2.G: understand the general meaning, main points, and important details of spoken language ranging from situations in which topics, language, and contexts are familiar to unfamiliar. Language Arts: 110.11.b.5.C: identify and sort

# Library

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Lessons / Resources TEKS/TATEKS/ELPS

What are the different ways of enjoying a story? Vocabulary: Good behavior Presentation

Creating Groups and Sorting (ReadWorks.org) 2x2 Reading List Activities If I Ran for President by Catherine Stier

• How Does Voting Work? Lesson (\\kleinet\kleinshare\Dept_EdTech\Public\Librarians\Scope & Sequence Updates\Social Studies\Elementary)

pictures of objects into conceptual categories (e.g., colors, shapes, textures) 110.11.b.12.A: identify different forms of media (e.g., advertisements, newspapers, radio programs) 110.11.b.12.B: identify techniques used in media (e.g., sound, movement). Social Studies: 113.11.b.10.D: use voting as a method for group decision making

K.B.3 Explore culturally diverse works of various authors and illustrators Essential Questions: What types of books introduce me to different cultures, authors or illustrators? What is culture? What is diverse? What is an author? What is an illustrator? Vocabulary: Culture Diversity

Coretta Scott King Award Pura Belpré Award 50 Multicultural Books Read various Cinderella stories from different cultures.

• The Rough-Face Girl by Rafe Martin • Yeh-Shen: A Cinderella Story from China by

Ai-Ling Louie • Cendrillon: A Caribbean Cinderella by

Robert D. San Souci • Domitila: A Cinderella Tale from the

Mexican Tradition by Jewell Reinhart Coburn

ELPS: 74.4.c. 2.G: understand the general meaning, main points, and important details of spoken language ranging from situations in which topics, language, and contexts are familiar to unfamiliar. Language Arts: 110.11.b.6.D: recognize recurring phrases and characters in traditional fairy tales, lullabies, and folktales from various cultures. 110.11.b.9: analyze, make inferences and draw conclusions about the author's purpose in cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding and identify the topic of an informational text heard.

K.B.4 Explore literature on customs, holidays, and celebrations. Essential Questions: How to find the holiday or celebration books in the library? What are customs? Why do we celebrate _________? Vocabulary: Customs Holidays celebrate

Pull books for each holiday and have available for teachers to use. Use stickers to easily identify books.

ELPS: 74.4.c. 2.G: understand the general meaning, main points, and important details of spoken language ranging from situations in which topics, language, and contexts are familiar to unfamiliar. Language Arts: 110.11.b.9: analyze, make inferences and draw conclusions about the author's purpose in cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding and identify the topic of an informational text heard. Social Studies: 113.11.b.1.A: explain the reasons for national patriotic holidays such as

# Library

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Presidents' Day, Veterans Day, and Independence Day 113.11.b.1.B: identify customs associated with national patriotic holidays such as parades and fireworks on Independence Day

K.B.5 Demonstrate active listening to stories, plays, and poems. Essential Questions: What are good listening manners? Why should I listen to a presenter? What type of questions will I have after listening to a story? How can I gain a deeper understanding and appreciation of the material presented? Vocabulary: Active listening

Bubba and Beau Meet the Relatives - Kathi Appelt Read aloud and retell using puppets: Snow! by Manya Stojic.

• Animals in story for puppetry include a snowy owl, fox, moose, bear, goose, and a rabbit.

ELPS: 74.4.c. 2.G: understand the general meaning, main points, and important details of spoken language ranging from situations in which topics, language, and contexts are familiar to unfamiliar. Language Arts: 110.11.b.4.A: predict what might happen next in text based on the cover, title, and illustrations 110.11.b.4.B: ask and respond to questions about texts read aloud.

K.B.6 Appreciate the sound for each letter of the alphabet and elements of literary language such as repetition, rhyme, rhythm, alliteration, and onomatopoeia. Essential Questions: How does an author use the sounds of the alphabet in this ____? What are the elements of literary language, rhyme, alliteration and onomatopoeia? Can I identify rhyme, rhythm, alliteration and onomatopoeia? Vocabulary: Rhythm Alliteration Onomatopoeia

Sing the alphabet song. Read Potluck by Anne Shelby

• Ask students to think of a food that begins with the same letter as their first name. (ex—Rachel will bring Radishes)

The ABC’s of Sunshine Project Paw Park: Sassy Seals (letter-sound correspondence) Wizards and Pigs: Poetry Pickle See list of picture books related to curriculum (\\kleinet\kleinshare\Dept_EdTech\Public\Librarians\Scope & Sequence Updates\Curriculum_Book_Lists)

ELPS: 74.4.c. 4.A: learn relationships between sounds and letters of the English language and decode (sound out) words using a combination of skills such as recognizing sound-letter relationships and identifying cognates, affixes, roots, and base words. Language Arts: 110.11.b.3.A: identify the common sounds that letters represent; 110.11.b.3.C: recognize that new words are created when letters are changed, added, or deleted.

# Library

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Lessons / Resources TEKS/TATEKS/ELPS

K.B.7 Distinguish and use various genres of literature such as poetry, classic and contemporary fiction and informational books. Essential Questions: What kind of information can I get from a non-fiction book or fiction book? Vocabulary: Poetry Literature

Mr. Wiggle Loves to Read - Carol Thompson - distinguish fiction from non-fiction “S” Sound: Read and discuss The Snake that Sneezed by Robert Leydenfrost Kindergarten Poetry Page (Valhalla Elem. School)

ELPS: 74.4.c. 3.B: expand and internalize initial English vocabulary by learning and using high-frequency English words necessary for identifying and describing people, places, and objects, by retelling simple stories and basic information represented or supported by pictures, and by learning and using routine language needed for classroom communication. Language Arts: 110.11.b.7: respond to rhythm and rhyme in poetry through identifying a regular beat and similarities in word sounds.

K.B.8 Interact with predictable and pattern books when read aloud. Essential Questions: How can I interact appropriately with predictable books when read aloud? How will students participate during the story to show predictable outcomes? Vocabulary: Predictable Pattern

The Chick and the Duckling by Mirra Ginsburg • Identify the pattern (repeating: Me, too) • Students use a duck and a chick puppet to act

out the story. Fairy Tales: Beginning and End (ReadWorks.org) Position & Location: We’re Going on a Bear Hunt by Michael Rosen (Video) Tina’s World: Buggy Trails Pattern books:

• Rabbit’s Pajama Party by Stuart J. Murphy • Lots and Lots of Zebra Stripes: Patterns in

Nature by Stephen Swinburne • Patterns Everywhere by Julie Dalton

Counting by 1 (Encyclopedia Britannica) Spooky Sequences by Ones (counting) Calendar:

• Wise Owl’s Day of the Week by Jane Belk Moncure

• Harry’s Hats by Ann Tompert See list of picture books related to curriculum (\\kleinet\kleinshare\Dept_EdTech\Public\Librarians\Scope & Sequence Updates\Curriculum_Book_Lists)

ELPS: 74.4.c. 1.A: use prior knowledge and experiences to understand meanings in English. Language Arts: 110.11.b.6.D: recognize recurring phrases and characters in traditional fairy tales, lullabies, and folktales from various cultures. 110.11.b.10.D: use titles and illustrations to make predictions about text. Social Studies: 113.11.b.3.A: place events in chronological order 113.11.b.3.B: use vocabulary related to time and chronology, including before, after, next, first, last, yesterday, today, and tomorrow

Math 111.12.b.7.A: describe one object in relation to another using informal language such as over, under, above, and below 111.12.b.5.: identify, extend, and create patterns of sounds, physical movement, and concrete objects 111.12.b.6.A: use patterns to predict what comes next, including cause-and-effect relationships 111.12.b.6.B: count by ones to 100 111.12.b.11.A: compare events according to duration such as more time than or less time than 111.12.b.11.B: sequence events (up to three) 111.12.b.11.C: read a calendar using

# Library

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days, weeks, and months

K.B.9 Recognize stories, poems, and information formats of literature. Essential Questions: What are different types of literature? Compare and contrast stories, poems, and informational formats? How can I identify fiction, non-fiction or poetry? Vocabulary: Story Poem

Read Rotten Ralph by Jack Gantos and It Could Still Be a Cat by Allan Fowler.

• Have students tell differences between the two books.

• Identify as Fiction (story) and Non-Fiction (information).

Graphs:

• Lemonade for Sale by Stuart J. Murphy • The Best Vacation Ever by Stuart J. Murphy

Letters Are Everywhere Graph Genre Pictograph (\\kleinet\kleinshare\Dept_EdTech\Public\Librarians\Scope & Sequence Updates\Math\Graphing) Measurement:

• A Pig is Big by Douglas Florian • Actual Size by Steve Jenkins

ELPS: 74.4.c. 3.B: expand and internalize initial English vocabulary by learning and using high-frequency English words necessary for identifying and describing people, places, and objects, by retelling simple stories and basic information represented or supported by pictures, and by learning and using routine language needed for classroom communication Language Arts: 110.11.b.9: analyze, make inferences and draw conclusions about the author's purpose in cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding and identify the topic of an informational text heard. 110.11.b.14.B: write short poems. Math 111.12.b.12.A: construct graphs using real objects or pictures in order to answer questions 111.12.b.12.B: use information from a graph of real objects or pictures in order to answer questions 111.12.b.10.D: compare two objects according to weight/mass (heavier than, lighter than or equal to)

K.B.10 Distinguish the role of the author from the illustrator and recognize a variety of authors and illustrators. Essential Questions: What is the author’s job? What is the illustrator’s job? Who is your favorite author? Who is your favorite illustrator? How do I find Caldecott winners?

Use this song to help students remember the author's and illustrator's jobs. Sung to “The Farmer in the Dell”: The author writes the words. The author writes the words. Hi ho library-o The author writes the words. The illustrator draws. The illustrator draws. Hi ho library-o The illustrator draws. Shel Silverstein Website

ELPS: 74.4.c. 3.B: expand and internalize initial English vocabulary by learning and using high-frequency English words necessary for identifying and describing people, places, and objects, by retelling simple stories and basic information represented or supported by pictures, and by learning and using routine language needed for classroom communication. Language Arts: 110.11.b.9: analyze, make inferences and draw conclusions about the author's purpose in cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding and identify the topic of an informational text heard. 110.11.b.10.C: discuss the ways

# Library

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Lessons / Resources TEKS/TATEKS/ELPS

Vocabulary: Author Illustrator

authors group information in text.

K.B.11 Select materials appropriate for his/her reading level to fulfill assignments, for pleasure, and for information. Essential Questions: Where is the everybody section located? Vocabulary: Everybody section

Use Easy Reader of ABC label to designate those books that are for beginning readers.

ELPS: 74.4.c. 4.E: read linguistically accommodated content area material with a decreasing need for linguistic accommodations as more English is learned. Language Arts: 110.11.b.3.D: identify and read at least 25 high-frequency words from a commonly used list. 110.11.b.10.D: use titles and illustrations to make predictions about text.

K.B.12 Use a variety of comprehension strategies to assist reading and understanding. Essential Questions: Can I identify any sight words? How do the pictures help you understand the plot of the story? What is the title of your book? Vocabulary: Sight word

Ask students questions that promote active reading: • What did you do when you come to a word you

could not read? • How did the pictures help you read the words?

ELPS: 74.4.c. 4.E: read linguistically accommodated content area material with a decreasing need for linguistic accommodations as more English is learned. Language Arts: 110.11.b.3.B: use knowledge of letter-sound relationships to decode regular words in text and independent of content (e.g., VC, CVC, CCVC, and CVCC words). 110.11.b.6.C: recognize sensory details. 110.11.b.10.D: use titles and illustrations to make predictions about text.

K.B.13 Retell or act out the order of important events in a story. Essential Questions: What happened first, then next, then last? Who is the main character? What is the problem in the story? Vocabulary: Sequence

Read Three Little Pigs. • Give students masks of characters and have

them act out the story. • Other students help "actors" get sequence

correct. • Fairy Tale masks available through Scholastic.

The Scarecrow's Hat by Ken Brown.

• After story have students tell each object that Hen was looking to trade.

• Have student come up and hand them that object, then have them put themselves in order from last object traded to the first.

• Objects needed: straw hat, ribbon, wool (I found some yarn that looks like wool), glasses, blanket, 3 feathers

ELPS: 74.4.c. 3.H: narrate, describe, and explain with increasing specificity and detail as more English is acquired. Language Arts: 110.11.b.8.A: retell a main event from a story read aloud. 110.11.b.10.B: retell important facts in a text, heard or read. 110.11.b.13.B: develop drafts by sequencing the action or details in the story. 110.11.b.14.A: dictate or write sentences to tell a story and put the sentences in chronological sequence. Social Studies: 113.11.b.14.C: sequence and

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Sequence Activities (\\kleinet\kleinshare\Dept_EdTech\Public\Librarians\Scope & Sequence Updates\ELA\Reading Skills\Sequencing)

• Greetings, Sun by Phyllis and David Gershator • Freda Plans a Picnic by Stuart J. Murphy

See list of picture books related to curriculum (\\kleinet\kleinshare\Dept_EdTech\Public\Librarians\Scope & Sequence Updates\Curriculum_Book_Lists)

categorize information Math 111.12.b.2A: use language such as before or after to describe relative position in a sequence of events or objects

K.B.14 Understand simple story structure. Essential Questions: What happened in the beginning, middle and end of the story? What did you learn from the story? Where did the story happen? When did the story happen? How did this story make you feel? Vocabulary: Setting Character Plot

Plot: Beginning-Middle-End (\\kleinet\kleinshare\Dept_EdTech\Public\Librarians\Scope & Sequence Updates\ELA\Lit. Elements) When Did The Story Happen? (Setting) Setting Match (Setting) See list of picture books related to curriculum (\\kleinet\kleinshare\Dept_EdTech\Public\Librarians\Scope & Sequence Updates\Curriculum_Book_Lists)

ELPS: 74.4.c. 2.G: understand the general meaning, main points, and important details of spoken language ranging from situations in which topics, language, and contexts are familiar to unfamiliar. Language Arts: 110.11.b.6.A: identify elements of a story including setting, character, and key events. 110.11.b.6.B: discuss the big idea (theme) of a well-known folktale or fable and connect it to personal experience. 110.11.b.6.C: recognize sensory details. 110.11.b.8.B: describe characters in a story and the reasons for their actions.

K.B.15 Develop vocabulary through listening and reading. Essential Questions: What words do you know? What words do you not know? How can you find what word means? Vocabulary: Dictionary

Word Wall with library vocabulary. Make a Picture Dictionary (Scholastic) Library Language (\\kleinet\kleinshare\Dept_EdTech\Public\Librarians\Scope & Sequence Updates\Library Skills\Library Terms)

ELPS: 74.4.c. 1.C: use strategic learning techniques such as concept mapping, drawing, memorizing, comparing, contrasting, and reviewing to acquire basic and grade-level vocabulary. Language Arts: 110.11.b.5.D: use a picture dictionary to find words.

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C. Research and Technology Application

The student is expected to:

The student is expected to:

K.C.1 Communicate effectively one-to-one and in group situations. Essential Questions: Who in your group was the leader? What is each person's responsibility in your group? How did each person in your group contribute to the final product? How do you ask questions in a group? Vocabulary: Group Communication

Super3 #1 Plan: • Discuss assignments in group setting to make

sure that students know what they are expected to do

Ocean Animals—A Kindergarten Research Project (using Kidspiration) Research Begins in Kindergarten Animal Research Project

ELPS: 74.4.c. 3.E: share information in cooperative learning interactions. Language Arts: 110.11.b.13.E: share writing with others. 110.11.b.15: write expository and procedural or work-related texts to communicate ideas and information to specific audiences for specific Purposes and dictate or write information for lists, captions, or invitations. 110.11.b.16.B: speak in complete sentences to communicate. 110.11.b.16.C: use complete simple sentences. 110.11.b.22: speak clearly and to the point, using the conventions of language and continue to apply earlier standards with greater complexity to share information and ideas by speaking audibly and clearly using the conventions of language. Social Studies: 113.11.b.15.A: express ideas orally based on knowledge and experiences TATEKS: 126.2.b 8.A: use communication tools to participate in group projects

K.C.2 Recognize that different parts of a book offer information (back cover, front cover, spine, title page, table of contents). Essential Questions: What do you think this book might be about by looking at its cover? By looking at the spine of this book is it fiction or nonfiction?

Have large "pretend" book with velcro on each part. • Students must pick label (also with velcro) and

stick on appropriate part of book. • I also include Title, Author/Illustrator and

Barcode as parts to identify.

ELPS: 74.4.c. 3.H: narrate, describe, and explain with increasing specificity and detail as more English is acquired. Language Arts: 110.11.b.1.G: identify different parts of a book (e.g., front and back covers, title page). 110.11.b.4.A: predict what might happen next in text based on the cover, title, and illustrations

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Lessons / Resources TEKS/TATEKS/ELPS

Vocabulary: Table of contents Spine label

K.C.3 Recognize the difference between fiction and non-fiction. Essential Questions: How can I tell that this book is fiction or non-fiction? Can you always tell from the cover if this book is fiction or nonfiction? Give your reason. Vocabulary: Fiction Nonfiction

Read aloud a nonfiction and fiction story about opossums

• Example: Epossomondas by Coleen Salley and Opossums by JoAnn Macken or even Opossums on PebbleGo.

• Compare the two. Fiction v. NF: Read Tiger Can’t Sleep by S.J. Fore and A Tiger Grows Up by Anastasia Suen

• Talk about which is Fic and which is NF • Discuss the differences between the two. • Students loved Tiger Can’t Sleep

Tina’s World: Real or Make-Believe?

ELPS: 74.4.c. 3.H: narrate, describe, and explain with increasing specificity and detail as more English is acquired. Language Arts: 110.11.b.10.A: identify the topic and details in expository text heard or read, referring to the words and/or illustrations.

K.C.4 Recognizes the basic concept of information presented in a variety of formats; using picture clues and oral clues. Essential Questions: What has happened in your family that relates to this story? (Make a connection) Do the pictures help you make predictions about what this book is about? Vocabulary: Clues

Super3 #2 Do Use books & PebbleGo for information on:

• organisms • habitats • terrariums • aquariums

Use charts and graphs

ELPS: 74.4.c. 4.E: read linguistically accommodated content area material with a decreasing need for linguistic accommodations as more English is learned. Language Arts: 110.11.b.10.A: identify the topic and details in expository text heard or read, referring to the words and/or illustrations. 110.11.b.20.A: gather evidence from provided text sources. 110.11.b.20.B: use pictures in conjunction with writing when documenting research. Social Studies: 113.11.b.14.A: obtain information about a topic using a variety of valid visual sources such as pictures, symbols, electronic media, print material, and artifacts

K.C.5 Identify and define a specific problem or task for research, investigation or discussion Essential Questions: How do you sort and classify? How do you

Super3 #1 Plan Use books and databases for information seasons, growth, day and night The Big6 Goes Primary!: Teaching Information and Communications Technology Skills in Grades K-3 by Barbara Jansen

ELPS: 74.4.c.2.I: demonstrate listening comprehension of increasingly complex spoken English by following directions, retelling or summarizing spoken messages, responding to questions and requests, collaborating with peers, and taking notes commensurate with content and grade-level needs.

# Library

Instructional Collaboration

Lessons / Resources TEKS/TATEKS/ELPS

compare/contrast? Vocabulary: Research Investigation

Language Arts: 110.11.b.13.A: plan a first draft by generating ideas for writing through class discussion. Social Studies: 113.11.b.16.A: use a problem-solving process to identify a problem, gather information, list and consider options, consider advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution

K.C.6 Generate ideas or relevant questions as a basis for inquiry/research. Essential Questions: How do you clarify your research questions? How do you evaluate your information? Vocabulary: Research Evaluate

Super3 #1 Plan Use book and databases of information on organisms, objects and events

ELPS: 74.4.c.2.I: demonstrate listening comprehension of increasingly complex spoken English by following directions, retelling or summarizing spoken messages, responding to questions and requests, collaborating with peers, and taking notes commensurate with content and grade-level needs. Language Arts: 110.11.b.13.A: plan a first draft by generating ideas for writing through class discussion. 110.11.b.13.C: revise drafts by adding details or sentences. 110.11.b.19.A: ask questions about topics of class-wide interest; and 110.11.b.19.B: decide what sources or people in the classroom, school, library, or home can answer these questions. Social Studies: 113.11.b.15.B: create and interpret visuals, including pictures and maps 113.11.b.16.B: use a decision-making process to identify a situation that requires a decision, gather information, generate options, predict outcomes, take action to implement a decision, and reflect on the effectiveness of the decision

K.C.7 Follow technology acceptable use policies and respects plagiarism (copyright) laws. Essential Questions: What is an AUP? What is a bibliography?

Super3 #2 Do Show students how to credit the source of information.

ELPS: 74.4.c.2.I: demonstrate listening comprehension of increasingly complex spoken English by following directions, retelling or summarizing spoken messages, responding to questions and requests, collaborating with peers, and taking notes commensurate with content and grade-

# Library

Instructional Collaboration

Lessons / Resources TEKS/TATEKS/ELPS

How do you cite your sources? Vocabulary: Plagiarism Copyright

level needs. TATEKS : 126.2.b.3.A: follow acceptable use policies when using computers 126.2.b.3.B: model respect of intellectual property by not illegally copying software or another individual's electronic work

D. Digital Citizenship The student is expected

to: The student is expected to:

K.D.1 Use the computer safely to protect oneself while online and off. (Contact - Personal Safety) Essential Question: How can I keep myself safe when using the computer? What personal information should never be given out when I’m online? Vocabulary: Online safety

Go Places Safely (K-1)

Fun and safe activities to do online: Tumblebooks: All Aboard the Dinotrain Online Safety (with Garfield characters)

ELPS: 74.4.c.2.I: demonstrate listening comprehension of increasingly complex spoken English by following directions, retelling or summarizing spoken messages, responding to questions and requests, collaborating with peers, and taking notes commensurate with content and grade-level needs. TATEKS : 126.2.b.3.A: follow acceptable use policies when using computers

K.D.2 Protect the integrity of the computer and electronic data. (Content - Security) Essential Question: What is a computer password? Why should I keep passwords private? Why should you be aware of advertisements on websites? Vocabulary: Password Privacy Advertisements

Changing passwords Find the Ad (K-1)

Forms of Media with Garfield

Find the Ad (K-1) Internet Safety from BrainPop (requires BrainPop subscription)

ELPS: 74.4.c.2.I: demonstrate listening comprehension of increasingly complex spoken English by following directions, retelling or summarizing spoken messages, responding to questions and requests, collaborating with peers, and taking notes commensurate with content and grade-level needs. TATEKS : 126.2.b.3.A: follow acceptable use policies when using computers

# Library

Instructional Collaboration

Lessons / Resources TEKS/TATEKS/ELPS

K.D.3 Use the computer responsibly to be a productive member of the digital society. (Conduct - Cyber Bullying & Copyright) Essential Question: Why is it important to demonstrate good behavior while using a computer? Why can’t you copy anything you want from the internet? Vocabulary: Cyberbullying Copyright

Recess Queen by Alexis O’Neill Cyberbullying (with Garfield characters) Peer Pressure (with Garfield characters) Cyberspace at School (K-1) Bullying (must have BrainPop subscription to access)

ELPS: 74.4.c.2.I: demonstrate listening comprehension of increasingly complex spoken English by following directions, retelling or summarizing spoken messages, responding to questions and requests, collaborating with peers, and taking notes commensurate with content and grade-level needs. TATEKS : 126.2.b.3.A: follow acceptable use policies when using computers 126.2.b.3.B: model respect of intellectual property by not illegally copying software or another individual's electronic work

Klein ISD Library Media Services

Scope & Sequence - Grade 1 # Library Instructional

Collaboration Lessons / Resources TEKS/TATEKS/ELPS

A. Information Acquisition The student is expected

to: The student is expected to:

1.A.1 Locate and use important areas of the library. Essential Questions: Why do we need to know about the important areas of the library? What are some areas of the library where you can find a book about _________(a famous person, a mystery, etc.) ? What can you use to help you find that special library book? (signage, OPAC, teacher, friend's recommendation, etc.) Vocabulary: PAC Everybody section Circulation desk

I Took My Frog to the Library by Eric Kimmel Orientation

• Scavenger hunt • PowerPoint • Starboard Activity

Orientation and Tour of the Library Areas (Easy, Fiction, Nonfiction, Biography, Circulation Desk, OPACs, periodicals, reference) (\\kleinet\kleinshare\Dept_EdTech\Public\Librarians\Scope & Sequence Updates\Library Skills\Orientation) ACTIVITY (similar to "4 Squares" classroom game):

• Play music while students walk around library. • When the music stops they should be in one of

the following areas of the library: Easy, Fiction, Reference, Periodicals, Biography, OPACs

• Have a baggie of slips of paper with those areas of the library written on them.

• Pull a slip out of the baggie to randomly call out the areas names.

• If the students are in that area they will have to sit out in the foyer of the library.

• Keep playing until just a few kids are left in one area and they get a small prize (bookmark, etc.).

• This will help them get familiar with the names of the areas of the library in a fun way.

ELPS: 74.4.c.2.I: demonstrate listening comprehension of increasingly complex spoken English by following directions, retelling or summarizing spoken messages, responding to questions and requests, collaborating with peers, and taking notes commensurate with content and grade-level needs. Language Arts: 110.12.b.1.A: recognize that spoken words are represented in written English by specific sequences of letters.

1.A.2 Demonstrate appropriate behaviors for locating, checking out, returning, and caring for library materials according to district procedures. Essential Questions: Why is it important to use a shelf marker/book buddy? Why is it important to take care of your library books? What happens when you don't take proper care of your

Library Lion by Michelle Knudsen The Best Book to Read by Debbie Bertram & Susan Bloom Orientation (\\kleinet\kleinshare\Dept_EdTech\Public\Librarians\Scope & Sequence Updates\Library Skills\Orientation)

Warm-up: "Open and Shut Them" song to get ready for storytime Materials: Mr. Wiggle's Book Procedures: Read-aloud and discuss book care. Evaluation: Practice turning pages from the corners.

ELPS: 74.4.c.2.I: demonstrate listening comprehension of increasingly complex spoken English by following directions, retelling or summarizing spoken messages, responding to questions and requests, collaborating with peers, and taking notes commensurate with content and grade-level needs. Language Arts: 110.12.b.29: follow agreed-upon rules for discussion, including listening to others, speaking when recognized, and making

# Library Instructional Collaboration Lessons / Resources TEKS/TATEKS/ELPS

book? What are some examples of good book care? Can you draw a picture and make a rhyme of one of the examples of book care? Vocabulary: Check-in Check-out Shelf marker Book buddy

David Goes to School by David Shannon • Why Do We Need Rules? Lesson

(\\kleinet\kleinshare\Dept_EdTech\Public\Librarians\Scope & Sequence Updates\Social Studies\Elementary)

appropriate contributions. Social Studies: 113.12.b.11.A: explain the purpose for rules and laws in the home, school, and community 113.12.b.11.B: identify rules and laws that establish order, provide security, and manage conflict 113.12.b.12.A: identify the responsibilities of authority figures in the home, school, and community 113.12.b.12.C: identify and describe the role of a good citizen in maintaining a constitutional republic 113.12.b.13.A: identify characteristics of good citizenship, including truthfulness, justice, equality, respect for oneself and others, responsibility in daily life, and participation in government by educating oneself about the issues, respectfully holding public officials to their word, and voting

1.A.3 Apply the use of the alphabet in understanding the arrangements of books in the library.

Essential Questions:

How is the alphabet used in the library to arrange books?

Vocabulary: Alphabet

Make call numbers with your last name-get in line alphabetically with your call number. Starboard activity - putting call #'s in alpha order Use Call Number PPT activity to practice creating spine labels for Everybody books (\\kleinet\kleinshare\Dept_EdTech\Public\Librarians\Scope & Sequence Updates\Library Skills\Dewey Decimal System) Roy the Zebra: Alphabetical Order Games

Paw Park: Alphabet Bears Alpha Betti - Carlene Morton

ELPS: 74.4.c. 4.A: learn relationships between sounds and letters of the English language and decode (sound out) words using a combination of skills such as recognizing sound-letter relationships and identifying cognates, affixes, roots, and base words. Language Arts: 110.12.b.1.C: sequence the letters of the alphabet 110.12.b.6.E: alphabetize a series of words to the first or second letter and use a dictionary to find words

1.A.4 Demonstrate an understanding that the online catalog is an index to the library collection and use the catalog information to locate materials. Essential Questions: What are the different ways you can search for a book using the OPAC?

Demonstrate LS2 Kids PAC using the starboard. Tina’s World: Buggy Trails (following short set of directions)

ELPS: 74.4.c. 3.B: expand and internalize initial English vocabulary by learning and using high-frequency English words necessary for identifying and describing people, places, and objects, by retelling simple stories and basic information represented or supported by pictures, and by learning and using routine language needed for classroom communication.

# Library Instructional Collaboration Lessons / Resources TEKS/TATEKS/ELPS

Vocabulary: OPAC Scout from TLC

Language Arts: 110.12.b.27.A: listen attentively to speakers and ask relevant questions to clarify information 110.12.b.27.B: follow, restate, and give oral instructions that involve a short related sequence of actions

1.A.5 Demonstrate a working knowledge of library terminology, as needed, such as shelf marker, barcode, due date, overdue, shelving cart, check out, check in, library card, and call number. Essential Questions: How is a ________ used in the library and why is it important? (Fill in the blank with: shelf marker, barcode, cart, library card, call number, etc.) Vocabulary: Shelf marker Library card Call number Due date Shelving cart

Word Wall

Library Language PPT (\\kleinet\kleinshare\Dept_EdTech\Public\Librarians\Scope & Sequence Updates\Library Skills\Orientation)

ELPS: 74.4.c. 3.B: expand and internalize initial English vocabulary by learning and using high-frequency English words necessary for identifying and describing people, places, and objects, by retelling simple stories and basic information represented or supported by pictures, and by learning and using routine language needed for classroom communication. Language Arts: 110.12.b.15.A: follow written multi-step directions with picture cues to assist with understanding 110.12.b.15.B: explain the meaning of specific signs and symbols (e.g., map features).

1.A.6 Understand the role of public libraries, museums and community resources as a valuable source of information. Essential Questions: What are some differences between the public library and our school library? What would be some reasons why you would want to visit the public library? What things can you learn by visiting a museum? Vocabulary: Museum Public library School library

Virtual tour of a museum • Miami Children’s Museum

• The Children’s Museum of Indianapolis

• Young at Art Children’s Museum

Read All About It by Laura & Jenna Bush

ELPS: 74.4.c. 1.A: use prior knowledge and experiences to understand meanings in English.

# Library Instructional Collaboration Lessons / Resources TEKS/TATEKS/ELPS

1.A.7 Understand that bilingual books and Spanish books are part of the library collection when applicable. Essential Questions: Why do we have bilingual books in our library? How would you go about finding bilingual books in our library? Vocabulary: Bilingual

Stickers on the spine designate types of books. ELPS: 74.4.c. 1.A: use prior knowledge and experiences to understand meanings in English.

B. Reading Literacy The student is expected

to: The student is expected to:

1.B.1 Listen attentively, critically, and purposefully to stories, plays, and poems read aloud for enjoyment or to gain information. Essential Questions: How do I participate during library lessons or storytime? What are appropriate library manners? Vocabulary: Listening Participate

Storyline Online Compare different versions of 3 Little Pigs including:

• 3 Little Daisies - Jan Brett; • Ziggy Piggy & the 3 Little Pigs - Frank Asch • The 3 Little Javelinas - Susan Lowell • The True Story of the 3 Little Pigs - Jon

Scieszka Tumblebooks: Little Pea Understanding Addition:

• The Mitten: A Ukrainian Folktale by Jan Brett (Activity)(multicultural)

• Addition Annie by David Gisler • Mission: Addition by Loreen Leedy

Questions about types of graphs shown :

• Graphs by Sara Pistoia • Graphs by Bonnie Bader • The Great Graph Contest by Loreen Leedy • Fair is Fair (Lo Justo es Justo!) by Jennifer

Dussling Addition/Subtraction:

• Monster Musical Chairs by Stuart J. Murphy • Play Musical Chairs with the group

• The Smushy Bus by Leslie Helakoski • Set up chairs to act out getting off the bus

• Twenty is Too Many by Kate Duke • Chairs or rug for a boat to get off

Fractions:

ELPS: 74.4.c. 2.G: understand the general meaning, main points, and important details of spoken language ranging from situations in which topics, language, and contexts are familiar to unfamiliar. Language Arts: 110.12.b.1.E: read texts by moving from top to bottom of the page and tracking words from left to right with return sweep 110.12.b.14.A: restate the main idea, heard or read; 110.12.b.14.B: identify important facts or details in text, heard or read; 110.12.b.27.A: listen attentively to speakers and ask relevant questions to clarify information 110.12.b.28: share information and ideas about the topic under discussion, speaking clearly at an appropriate pace, using the conventions of language. Mathematics: 111.13.b.9.A: collect and sort data. 111.13.b.9.B: use organized data to construct real-object graphs, picture graphs, and bar-type graphs. 111.13.b. 10.A: draw conclusions and answer questions using information organized in real-object graphs, picture graphs, and

# Library Instructional Collaboration Lessons / Resources TEKS/TATEKS/ELPS

• Fraction Action by Loreen Leedy • Pizza Counting by Christina Dobson

Time: • Clocks and More Clocks by Pat Hutchins • Telling Time With Big Mama Cat by Dan

Harper • What’s the Time, Mr. Wolf? by Carol Jones

Bang On Time (Game) Analog & Digital Clocks Money:

• Deena’s Lucky Penny by Barbara deRubertis • Benny’s Pennies by Pat Brisson • Jelly Beans for Sale by Bruce McMillan

Conduct simple experiments using these books:

• What’s the Matter in Mr. Whisker’s Room by Michael Elsohn Ross

• A Drop of Water: A Book of Science and Wonder by Walter Wick

• What is the World Made of?: All About Solids, Liquids, and Gases by Kathleen Weidner Zoehfeld

Change It Solids and Liquids Matter Matter-Picture This Activity (\\kleinet\kleinshare\Dept_EdTech\Public\Librarians\Scope & Sequence Updates\Science\Matter_Energy) Forces and Movement:

• Sheep in a Jeep by Nancy Shaw • Forces Make Things Move by Kimberly

Brubaker Bradley • I’ve Discovered Force by Todd Plummer • Motion: Push and Pull, Fast and Slow by

Darlene R. Stille • And Everyone Shouted, “Pull!”: A First Look

at Forces and Motion by Claire Llewellyn Forces and Movement Friction Time of Day:

• Day and Night by Margaret Hall • Day and Night by Robin Nelson • Day and Night by Jason Cooper • Sun Up, Sun Down: The Story of Day and

Night by Jacqui Bailey

bar-type graphs. 111.13.b.3.A: model and create addition and subtraction problem situations with concrete objects and write corresponding number sentences. 111.13.b.11.C: select or develop an appropriate problem-solving plan or strategy including drawing a picture, looking for a pattern, systematic guessing and checking, or acting it out in order to solve a problem. 111.13.b.2.A: separate a whole into two, three, or four equal parts and use appropriate language to describe the parts such as three out of four equal parts. 111.13.b.1.C: identify individual coins by name and value and describe relationships among them 111.13.b.11.D use tools such as real objects, manipulatives, and technology to solve problems. Science 112.12.b.5.A: classify objects by observable properties of the materials from which they are made such as larger and smaller, heavier and lighter, shape, color, and texture. 112.12.b.5.B: predict and identify changes in materials caused by heating and cooling such as ice melting, water freezing, and water evaporating. 112.12.b.6.A: identify and discuss how different forms of energy such as light, heat, and sound are important to everyday life. 112.12.b.8.B: observe and record changes in the appearance of objects in the sky such as clouds, the Moon, and stars, including the Sun. 112.12.b.8.C: identify characteristics of the seasons of the year and day and night 112.12.b.10.B: identify and compare the parts of plants.

# Library Instructional Collaboration Lessons / Resources TEKS/TATEKS/ELPS

Day_Night_VennDiagram Activity • Use document on Starboard to compare objects

seen during the day and at night. (\\kleinet\kleinshare\Dept_EdTech\Public\Librarians\Scope & Sequence Updates\Science\Earth_Space)

Weather:

• Weather by Penelope Arlon • Weather Wise by Rebecca Wise

Show Me the Weather Activity (\\kleinet\kleinshare\Dept_EdTech\Public\Librarians\Scope & Sequence Updates\Science\Earth_Space) Plants:

• Plant Parts by Richard & Louise Spilsbury • Parts of a Plant by Wiley Blevins

Growing Plants Plant Parts (Build a Salad) What are the Parts of a Plant? Plants_Tops or Bottoms Activity (\\kleinet\kleinshare\Dept_EdTech\Public\Librarians\Scope & Sequence Updates\Science\Organisms_Environment) Follow up with unusual plants:

• V is for Venus Flytrap: A Plant Alphabet by Eugene Gagliano

• Plantzilla by Jerdine Nolen • Strange Plants by Jason Cooper

Carnivorous Plants Video Monster Plant HMNS Corpse Flower 2011 HMNS Corpse Flower 2010 Carnivorous Plants Animals:

• Animal Life Cycles: Fascinating Facts About 6 Different Animal Life Cycles by Pam Zollman

• From Beginning to End: A Song About Life Cycles by Laura Purdie Salas

• Oscar and the Frog: A Book About Growing by Geoff Waring

• Curious George, Tadpole Trouble by Mark London Williams

Life_Cycle_Research Activity Animals Research Activity (\\kleinet\kleinshare\Dept_EdTech\Public\Librarians\Scope & Sequence Updates\Science\Organisms_Environment)

1.B.2 Experience stories in creative ways.

Essential Questions:

What are the behaviors of a good audience?

2x2 Reading List Activities Readers’ Theatre (Scripts) TumbleBooks Use "Fairy Tale Masks" with read along plays

• I read the story and the parts that have the

ELPS: 74.4.c. 2.G: understand the general meaning, main points, and important details of spoken language ranging from situations in which topics, language, and contexts are familiar to unfamiliar.

# Library Instructional Collaboration Lessons / Resources TEKS/TATEKS/ELPS

What are good presentation skills? What are the different ways of enjoying a story? Vocabulary: Good behavior Presentation

character talking (in quotations). • I have the student who was selected for that

character repeat the words to the class. Use the story Duck! Rabbit! by Amy Rosenthal

• Read the story then watch it on TumbleBooks (2:30).

• Have students compare to the book. In the digital book see movement so it's easier to see the humor of the story.

• Can also point out that sentences are read aloud and highlighted to follow along.

• Have students decide which way was easier to understand the story.

If I Ran for President by Catherine Stier • How Does Voting Work? Lesson

(\\kleinet\kleinshare\Dept_EdTech\Public\Librarians\Scope & Sequence Updates\Social Studies\Elementary) Conduct simple experiments using these books:

• What’s the Matter in Mr. Whisker’s Room by Michael Elsohn Ross

• A Drop of Water: A Book of Science and Wonder by Walter Wick

• What is the World Made of?: All About Solids, Liquids, and Gases by Kathleen Weidner Zoehfeld

Change It Solids and Liquids Matter Matter-Picture This Activity (\\kleinet\kleinshare\Dept_EdTech\Public\Librarians\Scope & Sequence Updates\Science\Matter_Energy)

• Sheep in a Jeep by Nancy Shaw • Forces Make Things Move by Kimberly

Brubaker Bradley • I’ve Discovered Force by Todd Plummer • Motion: Push and Pull, Fast and Slow by

Darlene R. Stille • And Everyone Shouted, “Pull!”: A First Look

at Forces and Motion by Claire Llewellyn Forces and Movement Friction

• Day and Night by Margaret Hall • Day and Night by Robin Nelson • Day and Night by Jason Cooper • Sun Up, Sun Down: The Story of Day and

Night by Jacqui Bailey Day_Night_VennDiagram Activity

Language Arts: 110.12.b 6.D: identify and sort words into conceptual categories (e.g., opposites, living things) 110.12.b.16.A: recognize different purposes of media (e.g., informational, entertainment) (with adult assistance) 110.12.b.16.B: identify techniques used in media (e.g., sound, movement) Social Studies 113.12.b.14.D: explain and practice voting as a way of making choices and decisions Science 112.12.b.5.A: classify objects by observable properties of the materials from which they are made such as larger and smaller, heavier and lighter, shape, color, and texture. 112.12.b.5.B: predict and identify changes in materials caused by heating and cooling such as ice melting, water freezing, and water evaporating. 112.12.b.6.A: identify and discuss how different forms of energy such as light, heat, and sound are important to everyday life. 112.12.b.8.B: observe and record changes in the appearance of objects in the sky such as clouds, the Moon, and stars, including the Sun. 112.12.b.8.C: identify characteristics of the seasons of the year and day and night 112.12.b.10.B: identify and compare the parts of plants.

# Library Instructional Collaboration Lessons / Resources TEKS/TATEKS/ELPS

• Use document on Starboard to compare objects seen during the day and at night.

(\\kleinet\kleinshare\Dept_EdTech\Public\Librarians\Scope & Sequence Updates\Science\Earth_Space)

Weather:

• Weather by Penelope Arlon • Weather Wise by Rebecca Wise

Show Me the Weather Activity (\\kleinet\kleinshare\Dept_EdTech\Public\Librarians\Scope & Sequence Updates\Science\Earth_Space) Plants:

• Plant Parts by Richard & Louise Spilsbury • Parts of a Plant by Wiley Blevins

Growing Plants Plant Parts (Build a Salad) What are the Parts of a Plant? Plants_Tops or Bottoms Activity (\\kleinet\kleinshare\Dept_EdTech\Public\Librarians\Scope & Sequence Updates\Science\Organisms_Environment) Follow up with unusual plants:

• V is for Venus Flytrap: A Plant Alphabet by Eugene Gagliano

• Plantzilla by Jerdine Nolen • Strange Plants by Jason Cooper

Carnivorous Plants Video Monster Plant HMNS Corpse Flower 2011 HMNS Corpse Flower 2010 Carnivorous Plants

1.B.3 Explore culturally diverse works of various authors and illustrators Essential Questions: What types of books introduce me to different cultures, authors or illustrators? What is culture? What is diverse? What is an author? What is an illustrator? Vocabulary: Culture Diversity

Coretta Scott King Award Pura Belpré Award 50 Multicultural Books Rubia and the Three Osos by Susan M. Elya The Mitten: A Ukrainian Folktale by Jan Brett (Activity) (multicultural story) One Riddle, One Answer by Lauren Thompson (multicultural book) Read various Cinderella stories from different cultures.

• The Rough-Face Girl by Rafe Martin • Yeh-Shen: A Cinderella Story from China by

Ai-Ling Louie • Cendrillon: A Caribbean Cinderella by Robert

D. San Souci • Domitila: A Cinderella Tale from the Mexican

Tradition by Jewell Reinhart Coburn

ELPS: 74.4.c. 2.G: understand the general meaning, main points, and important details of spoken language ranging from situations in which topics, language, and contexts are familiar to unfamiliar. Language Arts: 110.12.b.7: analyze, make inferences and draw conclusions about theme and genre in different cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. 110.12.b.13: analyze, make inferences and draw conclusions about the author's purpose in cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Mathematics: 111.13.b.3. A: model and create

# Library Instructional Collaboration Lessons / Resources TEKS/TATEKS/ELPS

addition and subtraction problem situations with concrete objects and write corresponding number sentences.

1.B.4 Explore literature on customs, holidays, and celebrations.

Essential Questions:

How to find the holiday or celebration books in the library? What are customs?

Why do we celebrate _________?

Vocabulary: Customs Holidays celebrate

Pick a fun read aloud. Pull nonfiction and fiction books for each holiday and have available for teachers to use. Thanksgiving Day Celebrations Then and Now (Research Lesson)

• The Very First Thanksgiving by Rhonda Greene

• Celebrate Thanksgiving by Deborah Heilegman • Thanksgiving on Plymouth Plantation by

Diane Stanley (\\kleinet\kleinshare\Dept_EdTech\Public\Librarians\Scope & Sequence Updates\Social Studies\Elementary)

ELPS: 74.4.c. 2.G: understand the general meaning, main points, and important details of spoken language ranging from situations in which topics, language, and contexts are familiar to unfamiliar. Language Arts: 110.12.b.7: analyze, make inferences and draw conclusions about theme and genre in different cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Social Studies 113.12.b.1.A: describe the origins of customs, holidays, and celebrations of the community, state, and nation such as San Jacinto Day, Independence Day, and Veterans Day 113.12.b.1.B: compare the observance of holidays and celebrations, past and present

1.B.5 Demonstrate active listening to stories, plays, and poems.

Essential Questions:

What are good listening manners? Why should I listen to a presenter? What type of questions will I have after listening to a story? How can I guide to a deeper Understanding and appreciation of the material presented? Vocabulary: Active listening

Students act out story with puppets while librarian reads aloud.

• Squirrel's Surprise • One Winter's Night by Claire Freeman

Roy: Tale of a Singing Zebra

• Use discussion sheets provided before and after the story

• Guiding questions help students infer, predict, draw conclusions, etc.

• 9 parts of the story Predictions from Pictures

ELPS: 74.4.c. 2.G: understand the general meaning, main points, and important details of spoken language ranging from situations in which topics, language, and contexts are familiar to unfamiliar. Language Arts: 110.12.b.4.B: ask relevant questions, seek clarification, and locate facts and details about stories and other texts 110.12.b.28: share information and ideas about the topic under discussion, speaking clearly at an appropriate pace, using the conventions of language

1.B.6 Appreciate the sound for each letter of the alphabet and elements of literary language such as repetition, rhyme,

The Web Files by Margie Palatini Truckery Rhymes by Jon Sciezca: “Rumble, Rumble Monster Max equals Twinkle, Twinkle

ELPS: 74.4.c. 4.A: learn relationships between sounds and letters of the English language and decode

# Library Instructional Collaboration Lessons / Resources TEKS/TATEKS/ELPS

rhythm, alliteration, and onomatopoeia.

Essential Questions: How does an author use the sounds of the alphabet in this ____? What are the elements of literary language, rhyme, rhyme, alliteration and onomatopoeia? Vocabulary: Rhythm Alliteration Onomatopoeia

Little Star” Paw Park: Sassy Seals (Letter-Sound correspondence) Alien Scavenger Hunt: Letter Bugs (Letter-Sound correspondence) Alien Scavenger Hunt: Space Trash (Letter-Sound correspondence) Wizards and Pigs: Poetry Pickle See list of picture books related to curriculum (\\kleinet\kleinshare\Dept_EdTech\Public\Librarians\Scope & Sequence Updates\Curriculum_Book_Lists)

(sound out) words using a combination of skills such as recognizing sound-letter relationships and identifying cognates, affixes, roots, and base words. Language Arts: 110.12.b.8: understand, make inferences and draw conclusions about the structure and elements of poetry and provide evidence from text to support their understanding

1.B.7 Distinguish and use various genres of literature such as poetry, classic and contemporary fiction and informational books.

Essential Questions:

What kind of information can I get from a information book or fiction book?

Vocabulary: Poetry Literature Fable

Genre sorting activities (\\kleinet\kleinshare\Dept_EdTech\Public\Librarians\Scope & Sequence Updates\Library Skills\Genres) Introduction to fables

ELPS: 74.4.c. 3.B: expand and internalize initial English vocabulary by learning and using high-frequency English words necessary for identifying and describing people, places, and objects, by retelling simple stories and basic information represented or supported by pictures, and by learning and using routine language needed for classroom communication. Language Arts: 110.12.b.7.A: connect the meaning of a well-known story or fable to personal experiences

1.B.8 Interact with predictable and pattern books when read aloud.

Essential Questions: How can I interact with predictable books when read aloud?

How will students participate after the story has been completed to show predictable outcomes?

Vocabulary: Predictable Pattern

The Chick and the Duckling by Mirra Ginsburg. • Identify the pattern (repeating: Me, too!) • Students use a duck and a chick puppet to act

out the story.

• Pattern Fish and Pattern Bugs by Trudy Harris • Patterns Everywhere by Julie Dalton • Rabbit’s Pajama Party by Stuart J. Murphy • Lots and Lots of Zebra Stripes: Patterns in

Nature by Stephen Swinburne

ELPS: 74.4.c. 1.A: use prior knowledge and experiences to understand meanings in English. Language Arts: 110.12.b.4.A: confirm predictions about what will happen next in text by "reading the part that tells". Mathematics: 111.13.b.4: use repeating patterns and additive patterns to make predictions and identify, describe, and extend concrete and pictorial patterns in order to make predictions and solve problems.

1.B.9 Recognize stories, poems, and information formats of

Read Rotten Ralph by Jack Gantos and It Could Still Be a Cat by Allan Fowler.

ELPS: 74.4.c. 3.B: expand and internalize

# Library Instructional Collaboration Lessons / Resources TEKS/TATEKS/ELPS

literature.

Essential Questions:

What are different types of literature?

Compare and contrast stories, poems, and informational formats?

How can I identify fiction, non-fiction or poetry?

Vocabulary: Story Poem Fairy tale

• Have students tell differences between the two books.

• Identify as Fiction (story) and Non-Fiction(information).

Plot: Beginning-Middle-End—explain how phrases begin and end traditional literature (\\kleinet\kleinshare\Dept_EdTech\Public\Librarians\Scope & Sequence Updates\ELA\Lit. Elements)

initial English vocabulary by learning and using high-frequency English words necessary for identifying and describing people, places, and objects, by retelling simple stories and basic information represented or supported by pictures, and by learning and using routine language needed for classroom communication. Language Arts: 110.12.b.7.B: explain the function of recurring phrases (e.g., "Once upon a time" or "They lived happily ever after") in traditional folk- and fairy tales

1.B.10 Distinguish the role of the author from the illustrator and recognize a variety of authors and illustrators.

Essential Questions:

What is the author’s job?

What is the illustrator’s job?

Who is your favorite author?

Who is your favorite illustrator?

How do I find Caldecott winners?

Vocabulary: Author Illustrator

Show several books by same author or illustrator with discussion of similarities Author/Title Match Starboard (\\kleinet\kleinshare\Dept_EdTech\Public\Librarians\Scope & Sequence Updates\Library Skills\Authors_Illustrators) Comparing Stories activity (\\kleinet\kleinshare\Dept_EdTech\Public\Librarians\Scope & Sequence Updates\ELA\Reading Skills) Shel Silverstein Website Title and Author Lesson and Practice

ELPS: 74.4.c. 3.B: expand and internalize initial English vocabulary by learning and using high-frequency English words necessary for identifying and describing people, places, and objects, by retelling simple stories and basic information represented or supported by pictures, and by learning and using routine language needed for classroom communication. Language Arts: 110.12.b.11: understand, make inferences and draw conclusions about how an author's sensory language creates imagery in literary text and provide evidence from text to support their understanding 110.12.b.13: analyze, make inferences and draw conclusions about the author's purpose in cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to identify the topic and explain the author's purpose in writing about the text

1.B.11 Select materials appropriate for his/her reading level to fulfill assignments, for pleasure, and for information.

Read-aloud We're Going on a Book Hunt by Pat Miller • Focus on the "Five Finger Rule" when selecting

books that are "just right" and on their reading level.

ELPS: 74.4.c. 4.E: read linguistically accommodated content area material with a decreasing need for

# Library Instructional Collaboration Lessons / Resources TEKS/TATEKS/ELPS

Essential Questions: Where is the everybody section located? Vocabulary: Everybody section

linguistic accommodations as more English is learned. Language Arts: 110.12.b.12: read independently for sustained periods of time and produce evidence of their reading. Students are expected to read independently for a sustained period of time

1.B.12 Use a variety of comprehension strategies to assist reading and understanding. Essential Questions: Can I identify any sight words? How do the pictures help you understand the plot of the story? What is the title of your book? Vocabulary: Sight word

Active Reading Activity—“Ask Yourself” (\\kleinet\kleinshare\Dept_EdTech\Public\Librarians\Scope & Sequence Updates\ELA\Reading Skills) Ask questions that promote active reading:

• What did you do when you come to a word you could not read?

• How did the pictures help you read the words?

ELPS: 74.4.c. 4.E: read linguistically accommodated content area material with a decreasing need for linguistic accommodations as more English is learned. Language Arts: 110.12.b.4.C: establish purpose for reading selected texts and monitor comprehension, making corrections and adjustments when that understanding breaks down (e.g., identifying clues, using background knowledge, generating questions, re-reading a portion aloud)

1.B.13 Retell or act out the order of important events in a story. Essential Questions: What happened first, then next, then last? Who is the main character? What is the problem in the story? Vocabulary: Sequence

Brain Pop JR--story elements videos • “Plot” is perfect for grades k-2. • Show the video • Read a short book • Have students retell the plot

Monster Musical Chairs -Stuart Murphy

• Play Musical Chairs with the group

The Smushy Bus - Leslie Helakoski • Set up chairs to act out getting off the bus

Twenty is Too Many - Kate Duke • Chairs or rug for a boat to get off

Sequencing Nursery Rhymes Sequencing The Very Hungry Caterpillar

ELPS: 74.4.c. 3.H: narrate, describe, and explain with increasing specificity and detail as more English is acquired. Language Arts: 110.12.b.9.A: describe the plot (problem and:solution) and retell a story's beginning, middle, and end with attention to the sequence of events 110.12.b.14.C: retell the order of events in a text by referring to the words and/or illustrations. Social Studies: 113.12.b.3.A: distinguish among past, present, and future 113.12.b.3.B: describe and measure calendar time by days, weeks, months, and years 113.12.b.3.C: create a calendar and simple timeline 113.12.b.17.C: sequence and categorize information Mathematics: 111.13.b.3.A: model and create

# Library Instructional Collaboration Lessons / Resources TEKS/TATEKS/ELPS

addition and subtraction problem situations with concrete objects and write corresponding number sentences. 111.13.b.11.C: select or develop an appropriate problem-solving plan or strategy including drawing a picture, looking for a pattern, systematic guessing and checking, or acting it out in order to solve a problem.

1.B.14 Understand simple story structure, including character, plot, and setting. Understand simple story structure. Essential Questions: What happened in the beginning, middle and end of the story? What did you learn from the story? Where did the story happen? When did the story happen? How did this story make you feel? Vocabulary: Setting Character Plot

My Lucky Day by Keiko Kasza • Discussion about character of the fox in many

pieces of traditional literature. • Compare/contrast actions of the pig/wolf in this

story to the pigs in 3 little pigs.

Plot: Beginning-Middle-End (\\kleinet\kleinshare\Dept_EdTech\Public\Librarians\Scope & Sequence Updates\ELA\Lit. Elements) When Did The Story Happen? (Setting) Setting Match (Setting)

ELPS: 74.4.c. 2.G: understand the general meaning, main points, and important details of spoken language ranging from situations in which topics, language, and contexts are familiar to unfamiliar. Language Arts: 110.12.b.9.A: describe the plot (problem and solution) and retell a story's beginning, middle, and end with attention to the sequence of events; 110.12.b.9.B: describe characters in a story and the reasons for their actions and feelings.

1.B.15 Develop vocabulary through listening and reading. Essential Questions: What words do you know? What words do you not know? How can you find what word means? Vocabulary: Dictionary

Word Wall with library vocabulary.

Library Language (\\kleinet\kleinshare\Dept_EdTech\Public\Librarians\Scope & Sequence Updates\Library Skills\Library Terms)

ELPS: 74.4.c. 1.C: use strategic learning techniques such as concept mapping, drawing, memorizing, comparing, contrasting, and reviewing to acquire basic and grade-level vocabulary. Language Arts: 110.12.b.6.C: determine what words mean from how they are used in a sentence, either heard or read. Mathematics: 111.13.b.9.A: collect and sort data. 111.13.b.9.B: use organized data to construct real-object graphs, picture graphs, and bar-type

# Library Instructional Collaboration Lessons / Resources TEKS/TATEKS/ELPS

graphs. 111.13.b. 10.A: draw conclusions and answer questions using information organized in real-object graphs, picture graphs, and bar-type graphs.

C. Research and Technology Application The student is expected

to: The student is expected to:

1.C.1 Communicate effectively one-to-one and in-group situations. Essential Questions: Who in your group was the leader? What is each person's responsibility in your group? How did each person in your group contribute to the final product? How do you ask questions in a group? Vocabulary: Group Communication

Super3 #1 Plan: • Discuss assignments in group setting to make

sure that students know what they are expected to do

Ocean Animals—A Kindergarten Research Project (using Kidspiration) Research Begins in Kindergarten Animal Research Project

ELPS: 74.4.c. 3.E: share information in cooperative learning interactions. Language Arts: 110.12.b.20.B: speak in complete sentences with correct subject-verb agreement; and 110.12.b.20.C: ask questions with appropriate subject-verb inversion 110.12.b.26: organize and present their ideas and information according to the purpose of the research and their audience 110.12.b.28: share information and ideas about the topic under discussion, speaking clearly at an appropriate pace, using the conventions of language. Social Studies 113.12.b.18.A: express ideas orally based on knowledge and experiences TATEKS: 126.2.b 8.A: use communication tools to participate in group projects

1.C.2 Recognize that different parts of a book offer information. (back cover, front cover, spine, title page, table of contents). Essential Questions: What do you think this book might be about by looking at its cover? What chapter do you think you might find the answer to this question in by looking at the table of contents?

The Library Doors (quiz at end) by Toni Buzzeo Parts of Book PowerPoints (\\kleinet\kleinshare\Dept_EdTech\Public\Librarians\Scope & Sequence Updates\Library Skills\Parts of a Book) Know How to Locate Parts of a Book – contains the following:

• Title • Author & Illustrator • Table of Contents • Chapter Headings • Index

Using the Parts of a Book Worksheet Table of Contents Worksheet Index Worksheet

ELPS: 74.4.c. 3.H: narrate, describe, and explain with increasing specificity and detail as more English is acquired. Language Arts: 110.12.b.1.F: identify the information that different parts of a book provide (e.g., title, author, illustrator, table of contents) 110.12.b.14.D: use text features (e.g., title, tables of contents, illustrations) to locate specific information in text

# Library Instructional Collaboration Lessons / Resources TEKS/TATEKS/ELPS

By looking at the spine of this book is it fiction or nonfiction? Where would look to find the information on this topic, the table of contents or the index? Vocabulary: Table of contents Index Front/back cover Spine label

1.C.3 Recognize the difference between fiction and non-fiction.

Essential Questions:

Is a number on the spine label a fiction or nonfiction book? Read a selection from a book. Is this fiction or nonfiction and why? Can you tell from the cover if this book is fiction or nonfiction? Give your reason. Using the LS 2 catalog can you tell if a book is fiction or nonfiction? How? Vocabulary: Fiction Nonfiction

Fiction vs. Nonfiction? • Talk about which one was fiction and which was

NF. • Talk about call number and that you can use it to

tell right away which is which.

• Fiction: No More Water in the Tub by Tedd Arnold

• Nonfiction: I Get Wet by Vicki Cobb

• Fiction: Giraffes Can’t Dance by Giles Andreae and

• Nonfiction: Giraffes: Long Neck Leaf Eaters by Lola Schaefer.

• Fiction: Curious George, Tadpole Trouble by Mark London Williams

• Nonfiction: Oscar and the Frog: A Book About Growing by Geoff Waring

Fiction and Nonfiction Activities (\\kleinet\kleinshare\Dept_EdTech\Public\Librarians\Scope & Sequence Updates\Library Skills\Fiction and Nonfiction) Tina’s World: Real or Make-Believe? Am I Real or Imaginary? Understand Difference between Fiction & Nonfiction Fiction/Nonfiction: Listen & Choose Fiction or Nonfiction Game & Practice

ELPS: 74.4.c. 3.H: narrate, describe, and explain with increasing specificity and detail as more English is acquired. Language Arts: 110.12.b.9: understand, make inferences and draw conclusions about the structure and elements of fiction and provide evidence from text to support their understanding 110.12.b.10: understand, make inferences and draw conclusions about the varied structural patterns and features of literary nonfiction and respond by providing evidence from text to support their understanding. Students are expected to determine whether a story is true or a fantasy and explain why Science 112.12.b.9.A: sort and classify living and nonliving things based upon whether or not they have basic needs and produce offspring. 112.12.b.10.C: compare ways that young animals resemble their parents. 112.12.b.10.D: observe and record life cycles of animals such as a chicken, frog, or fish.

1.C.4 Use comprehension strategies to help with reading and understanding. Essential Questions:

Super3 #2 Do Use Super3 Lesson (\\kleinet\kleinshare\Dept_EdTech\Public\Librarians\Scope & Sequence Updates\Big6_Research)

ELPS: 74.4.c. 4.E: read linguistically accommodated content area material with a decreasing need for linguistic accommodations as more

# Library Instructional Collaboration Lessons / Resources TEKS/TATEKS/ELPS

What has happened in your family that relates to this story? (Make a connection) Do the pictures help you make predictions about what this book is about? Vocabulary: Comprehension

Flat Stanley_Super3 Lesson (\\kleinet\kleinshare\Dept_EdTech\Public\Librarians\Scope & Sequence Updates\Big6_Research)

English is learned. Language Arts: 110.12.b.4.C: establish purpose for reading selected texts and monitor comprehension, making corrections and adjustments when that understanding breaks down (e.g., identifying clues, using background knowledge, generating questions, re-reading a portion aloud) Social Studies: 113.12.b.18.B: create and interpret visual and written material

1.C.5 Understand basic electronic search strategies.

Essential Questions:

What are the important words (key words) in your question? To learn about (Abraham Lincoln) where could you look for information? Vocabulary: Keyword Online resources

Super3 #2 Do ABC Searching (K-1)

ELPS: 74.4.c.2.I: demonstrate listening comprehension of increasingly complex spoken English by following directions, retelling or summarizing spoken messages, responding to questions and requests, collaborating with peers, and taking notes commensurate with content and grade-level needs. Language Arts: 110.12.b.23.B decide what sources of information might be relevant to answer these questions. 110.12.b.24.A: gather evidence from available sources (natural and personal) as well as from interviews with local experts 110.12.b.24.B: use text features (e.g., table of contents, alphabetized index) in age-appropriate reference works (e.g., picture dictionaries) to locate information. Social Studies: 113.12.b.17.B: obtain information about a topic using a variety of valid visual sources such as pictures, symbols, electronic media, maps, literature, and artifacts TATEKS: 126.2.b.4.A: apply keyword searches to acquire information 126.2.b.4.B: select appropriate strategies to navigate and access information for research and resource sharing 126.2.b 5.B: use on-line help

# Library Instructional Collaboration Lessons / Resources TEKS/TATEKS/ELPS

126.2.b.6.A: determine the success of strategies used to acquire electronic information 126.2.b.6 B: determine the usefulness and appropriateness of digital information 126.2.b 8.B: use electronic tools and research skills to build a knowledge base regarding a topic, task, or assignment

1.C.6 Identify and define a specific problem or task for research, investigation or discussion

Essential Questions:

What is an open ended question? Where do you find definitions? How do you sort and classify? How do you compare/contrast? Vocabulary: Research Investigation

Super3 #1 Plan: • Discuss plan for assignment so students are sure

of their plan

Use Super3 Lesson (\\kleinet\kleinshare\Dept_EdTech\Public\Librarians\Scope & Sequence Updates\Big6_Research)

Flat Stanley_Super3 Lesson (\\kleinet\kleinshare\Dept_EdTech\Public\Librarians\Scope & Sequence Updates\Big6_Research) Thanksgiving Day Celebrations Then and Now (\\kleinet\kleinshare\Dept_EdTech\Public\Librarians\Scope & Sequence Updates\Social Studies\Elementary) Life_Cycle_Research Activity Animals_Research Activity (\\kleinet\kleinshare\Dept_EdTech\Public\Librarians\Scope & Sequence Updates\Science\Organisms_Environment)

The Big6 Goes Primary!: Teaching Information and Communications Technology Skills in Grades K-3 by Barbara Jansen

ELPS: 74.4.c.2.I: demonstrate listening comprehension of increasingly complex spoken English by following directions, retelling or summarizing spoken messages, responding to questions and requests, collaborating with peers, and taking notes commensurate with content and grade-level needs. Language Arts: 110.12.b.23.A: generate a list of topics of class-wide interest and formulate open-ended questions about one or two of the topics. Social Studies 113.12.b.1.A: describe the origins of customs, holidays, and celebrations of the community, state, and nation such as San Jacinto Day, Independence Day, and Veterans Day 113.12.b.1.B: compare the observance of holidays and celebrations, past and present Science 112.12.b.9.A: sort and classify living and nonliving things based upon whether or not they have basic needs and produce offspring. 112.12.b.10.C: compare ways that young animals resemble their parents. 112.12.b.10.D: observe and record life cycles of animals such as a chicken, frog, or fish.

1.C.7 Generate ideas or relevant questions as a basis for inquiry/research.

Essential Questions:

How do you clarify your research questions?

Super3 #1 Plan: • Discuss plan for assignment so students are sure

of their plan

Use Super3 Lesson (\\kleinet\kleinshare\Dept_EdTech\Public\Librarians\Scope & Sequence Updates\Big6_Research)

ELPS: 74.4.c.2.I: demonstrate listening comprehension of increasingly complex spoken English by following directions, retelling or summarizing spoken messages, responding to questions and requests, collaborating with peers,

# Library Instructional Collaboration Lessons / Resources TEKS/TATEKS/ELPS

How do you evaluate your information?

Vocabulary: Research Evaluate

Flat Stanley_Super3 Lesson (\\kleinet\kleinshare\Dept_EdTech\Public\Librarians\Scope & Sequence Updates\Big6_Research) Thanksgiving Day Celebrations Then and Now (\\kleinet\kleinshare\Dept_EdTech\Public\Librarians\Scope & Sequence Updates\Social Studies\Elementary) Life_Cycle_Research Activity Animals_Research Activity (\\kleinet\kleinshare\Dept_EdTech\Public\Librarians\Scope & Sequence Updates\Science\Organisms_Environment)

and taking notes commensurate with content and grade-level needs. Language Arts: 110.12.b.23.A: generate a list of topics of class-wide interest and formulate open-ended questions about one or two of the topics 110.12.b.25: clarify research questions and evaluate and synthesize collected information. Social Studies 113.12.b.1.A: describe the origins of customs, holidays, and celebrations of the community, state, and nation such as San Jacinto Day, Independence Day, and Veterans Day 113.12.b.1.B: compare the observance of holidays and celebrations, past and present Science 112.12.b.9.A: sort and classify living and nonliving things based upon whether or not they have basic needs and produce offspring. 112.12.b.10.C: compare ways that young animals resemble their parents. 112.12.b.10.D: observe and record life cycles of animals such as a chicken, frog, or fish.

1.C.8 Follow technology acceptable use policies and respect plagiarism (copyright) laws. Essential Questions: What is an AUP? What is a bibliography? How do you cite your sources? Vocabulary: Plagiarism Copyright Cite

Super3 #2 Do Show students how to write in their own words

• Put It In Your Own Words Show students how to cite their sources

• Cite Your Sources (Bibliography) • Research and Style Manual (1st Grade)

ELPS: 74.4.c.2.I: demonstrate listening comprehension of increasingly complex spoken English by following directions, retelling or summarizing spoken messages, responding to questions and requests, collaborating with peers, and taking notes commensurate with content and grade-level needs. TATEKS : 126.2.b.3.A: follow acceptable use policies when using computers 126.2.b.3.B: model respect of intellectual property by not illegally copying software or another individual's electronic work

D. Digital Citizenship

# Library Instructional Collaboration Lessons / Resources TEKS/TATEKS/ELPS

The student is expected to: The student is expected to:

1.D.1 Use the computer safely to protect oneself while online and off. (Contact - Personal Safety) Essential Question: How can I keep myself safe when using the computer? What personal information should never be given out when I’m online? Vocabulary: Online safety

Go Places Safely (K-1)

Fun and safe things to do online: Tumblebooks: Little Pea Online Safety (with Garfield characters)

ELPS: 74.4.c.2.I: demonstrate listening comprehension of increasingly complex spoken English by following directions, retelling or summarizing spoken messages, responding to questions and requests, collaborating with peers, and taking notes commensurate with content and grade-level needs. TATEKS : 126.2.b.3.A: follow acceptable use policies when using computers

1.D.2 Protect the integrity of the computer and electronic data. (Content - Security) Essential Question: What is a computer password? Why should I keep passwords private? Why should you be aware of advertisements on websites? Vocabulary: Password Privacy Advertisements

Changing passwords Find the Ad (K-1)

Forms of Media with Garfield

Find the Ad (K-1) Internet Safety from BrainPop (requires BrainPop subscription)

ELPS: 74.4.c.2.I: demonstrate listening comprehension of increasingly complex spoken English by following directions, retelling or summarizing spoken messages, responding to questions and requests, collaborating with peers, and taking notes commensurate with content and grade-level needs. TATEKS : 126.2.b.3.A: follow acceptable use policies when using computers

1.D.3 Use the computer responsibly to be a productive member of the digital society. (Conduct - Cyber Bullying & Copyright) Essential Question: Why is it important to demonstrate good behavior while using a computer? Why can’t you copy anything you want from the internet? Vocabulary: Cyberbullying

Recess Queen by Alexis O’Neill Bullying (must have BrainPop subscription) Cyberspace at School (K-1) Cyberbullying (with Garfield characters) Peer Pressure (with Garfield characters)

ELPS: 74.4.c.2.I: demonstrate listening comprehension of increasingly complex spoken English by following directions, retelling or summarizing spoken messages, responding to questions and requests, collaborating with peers, and taking notes commensurate with content and grade-level needs. Social Studies: 113.12.b.12.C: identify and describe the role of a good citizen in maintaining a constitutional republic 113.12.b.13.A: identify characteristics of good citizenship, including truthfulness, justice, equality, respect for oneself and

# Library Instructional Collaboration Lessons / Resources TEKS/TATEKS/ELPS

Copyright

others, responsibility in daily life, and participation in government by educating oneself about the issues, respectfully holding public officials to their word, and voting TATEKS : 126.2.b.3.A: follow acceptable use policies when using computers 126.2.b.3.B: model respect of intellectual property by not illegally copying software or another individual's electronic work.

Klein ISD Library Media Services

Scope and Sequence - Grade 2 #

Library Instructional Collaboration

Lessons / Resources TEKS/TATEKS/ELPS

A. Information Acquisition The student is

expected to: The student is expected to:

2.A.1 Locate and use important areas of the library. Essential Questions: Why do we need to know about the important areas of the library? What are some areas of the library where you can find a book about _________(a famous person, a mystery, etc.) ? What can you use to help you find that special library book? (signage, OPAC, teacher, friend's recommendation, etc.) Vocabulary: PAC Everybody section Fiction Nonfiction Reference Circulation desk

I Took My Frog to the Library by Eric Kimmel Orientation

• Scavenger hunt • PowerPoint • Starboard Activity

Orientation and Tour of the Library Areas (Easy, Fiction, Nonfiction, Biography, Circulation Desk, OPACs, periodicals, reference) (\\kleinet\kleinshare\Dept_EdTech\Public\Librarians\Scope & Sequence Updates\Library Skills\Orientation) ACTIVITY (similar to "4 Squares" classroom game):

• Play music while students walk around library. • When the music stops they should be in one of the

following areas of the library: Easy, Fiction, Reference, Periodicals, Biography, OPACs

• Have a baggie of slips of paper with those areas of the library written on them.

• Pull a slip out of the baggie to randomly call out the areas names.

• If the students are in that area they will have to sit out in the foyer of the library.

• Keep playing until just a few kids are left in one area and they get a small prize (bookmark, etc.).

• This will help them get familiar with the names of the areas of the library in a fun way.

ELPS: 74.4.c.2.I: demonstrate listening comprehension of increasingly complex spoken English by following directions, retelling or summarizing spoken messages, responding to questions and requests, collaborating with peers, and taking notes commensurate with content and grade-level needs. Language Arts: 110.13.b.15.A: follow written multi-step directions

2.A.2 Demonstrate appropriate behaviors for locating, checking out, returning, and caring for library materials according to district procedures. Essential Questions: Why is it important to use a shelf marker/book buddy? Why is it important to take care of your library books?

No Never Starboard activity (\\kleinet\kleinshare\Dept_EdTech\Public\Librarians\Scope & Sequence Updates\Library Skills\Book Care) Orientation (\\kleinet\kleinshare\Dept_EdTech\Public\Librarians\Scope & Sequence Updates\Library Skills\Orientation) Materials: Mr. Wiggle's Book Procedures: Read-aloud and discuss book care. Show items in backpacks and talk about how they relate to book care:

• shoe

•

- don't step on books - keep them in a special place so you can find them each week tape

ELPS:

- let the librarian use special library book tape for tears

74.4.c.2.I: demonstrate listening comprehension of increasingly complex spoken English by following directions, retelling or summarizing spoken messages, responding to questions and requests, collaborating with peers, and taking notes commensurate with content and grade-level needs. Language Arts: 110.13.b.28.B: follow, restate, and give oral instructions that involve a short related sequence of actions

# Library

Instructional Collaboration

Lessons / Resources TEKS/TATEKS/ELPS

What happens when you don't take proper care of your book? What are some examples of good book care? Can you draw a picture and make a rhyme of one of the examples of book care? Vocabulary: Check-in Check-out Shelf marker Book buddy

• baby doll and stuffed dog

•

- keep books safe from babies and dogs, zipped up in a backpack after reading toy food and drinks

• - keep books safe from food

soap•

- wash hands before reading books water bottle

•

- always keep on the OUTSIDE of your backpack, or inside your lunchbox scissors

Evaluation: Practice turning pages from the corners. - move books away before doing art projects

Social Studies: 113.13.b.13.A: identify characteristics of good citizenship, including truthfulness, justice, equality, respect for oneself and others, responsibility in daily life, and participation in government by educating oneself about the issues, respectfully holding public officials to their word, and voting

2.A.3 Use alphabetical arrangement and the Dewey Decimal System to locate books and information. Essential Questions: How is the alphabet used in the library to arrange books? What is the Dewey Decimal System? Vocabulary: Alphabet Dewey Decimal System

Make call numbers with your last name-get in line alphabetically with your call number. Starboard activity - putting call #'s in alpha order Use Call Number PPT activity to practice creating spine labels for Everybody books (\\kleinet\kleinshare\Dept_EdTech\Public\Librarians\Scope & Sequence Updates\Library Skills\Dewey Decimal System) Roy the Zebra: Alphabetical Order Games

Paw Park: Alphabet Bears Alpha Betti - Carlene Morton

ELPS: 74.4.c. 4.A: learn relationships between sounds and letters of the English language and decode (sound out) words using a combination of skills such as recognizing sound-letter relationships and identifying cognates, affixes, roots, and base words. Language Arts: 110.13.b.5.D: alphabetize a series of words and use a dictionary or a glossary to find words

2.A.4 Demonstrate an understanding that the online catalog is an index to the library collection and use the catalog information to locate materials. Essential Questions: What are the different ways you can search for a book using the OPAC? Vocabulary: OPAC Scout from TLC

Starboard – Show LS2 Kids and explore with students

ELPS: 74.4.c. 3.B: expand and internalize initial English vocabulary by learning and using high-frequency English words necessary for identifying and describing people, places, and objects, by retelling simple stories and basic information represented or supported by pictures, and by learning and using routine language needed for classroom communication Language Arts: 110.13.b.15.B: use common graphic features to assist in the interpretation of text (e.g., captions, illustrations). 110.13.b.16.A: recognize different

# Library

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purposes of media (e.g., informational, entertainment); 110.13.b.16.B: describe techniques used to create media messages (e.g., sound, graphics) 110.13.b.16.C: identify various written conventions for using digital media (e.g., e-mail, website, video game). 110.13.b.19: write brief comments on literary or informational texts

2.A.5 Demonstrate a working knowledge of library terminology, as needed, such as shelf marker, barcode, due date, overdue, shelving cart, check out, check in, library card, and call number. Essential Questions: How is a ________ used in the library and why is it important? (Fill in the blank with: shelf marker, barcode, cart, library card, call number, etc.) Vocabulary: Shelf marker Library card Call number Due date Shelving cart

Library Language (\\kleinet\kleinshare\Dept_EdTech\Public\Librarians\Scope & Sequence Updates\Library Skills\Orientation)

Play Library Lingo (game from Upstart)

ELPS: 74.4.c. 3.B: expand and internalize initial English vocabulary by learning and using high-frequency English words necessary for identifying and describing people, places, and objects, by retelling simple stories and basic information represented or supported by pictures, and by learning and using routine language needed for classroom communication Language Arts: 110.13.b.28.B: follow, restate, and give oral instructions that involve a short related sequence of actions informational texts

2.A.6 Understand the role of public libraries, museums and community resources as a valuable source of information. Essential Questions: What are some differences between the public library and our school library? What would be some reasons why you would want to visit the public library?

Harris County Public Library Sign students up for library cards Kids Know It All section

ELPS: 74.4.c. 1.A: use prior knowledge and experiences to understand meanings in English.

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What things can you learn by visiting a museum? Vocabulary: Museum Public library School library

2.A.7 Understand that bilingual books and Spanish books are part of the library collection when applicable. Essential Questions: Why do we have bilingual books in our library? How would you go about finding bilingual books in our library? Vocabulary: Bilingual

Review identifying bilingual/Spanish titles in library by spine labels.

ELPS: 74.4.c. 1.A: use prior knowledge and experiences to understand meanings in English.

B. Reading Literacy The student is

expected to: The student is expected to:

2.B.1 Listen attentively, critically, and purposefully to stories, plays, and poems read aloud for enjoyment or to gain information. Essential Question: Who are the main characters in the reading selection? Determine if there was a problem solved in the story and what was the solution? Vocabulary words: Character Plot Summary Conclusion

Storyline Online Tumblebooks: Scaredy Squirrel Makes a Friend Use script from Pat Miller's Stretchy Library Lessons: Library Skills

• Reader's Theatre of Hopkins' Three Armadillies Tough.

• Read the book one wk • RT the next library visit

ELPS: 74.4.c. 2.G: understand the general meaning, main points, and important details of spoken language ranging from situations in which topics, language, and contexts are familiar to unfamiliar. Language Arts: 110.13.b.7: understand, make inferences and draw conclusions about the structure and elements of poetry and provide evidence from text to support their understanding. And describe how rhyme, rhythm and describe how rhyme, rhythm, and repetition interact to create images in poetry 110.13.b.28.A: listen attentively to speakers and ask relevant questions to clarify information 110.13.b.30: follow agreed-upon rules for discussion, including listening to others, speaking when recognized, and making appropriate contributions

# Library

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2.B.2 Experience stories in creative ways.

Essential Question: Determine if the meaning of the story changes when you read it aloud or act it out? Vocabulary words: Readers’ Theatre Interpretation Play Actors Props Puppetry Masks Sound Effects

Use script from Pat Miller's Stretchy Library Lessons: Library Skills

• Reader's Theatre of Hopkins' Three Armadillies Tough.

• Read the book one wk • RT the next library visit

Readers’ Theatre (Scripts) Difference between Stories & Plays 2x2 Reading List Activities

ELPS: 74.4.c. 2.G: understand the general meaning, main points, and important details of spoken language ranging from situations in which topics, language, and contexts are familiar to unfamiliar. Language Arts: 110.13.b.8: understand, make inferences and draw conclusions about the structure and elements of drama and provide evidence from text to support their understanding and identify the elements of dialogue and use them in informal plays

2.B.3 Explore culturally diverse works of various authors and illustrators Essential Question: What did you learn about the culture the book was set in? How can you compare the cultural differences in different versions of the same story? Vocabulary words: Coretta Scott King Award Pura Belpré Award Multicultural Versions Contemporary Diversity

Coretta Scott King Award Pura Belpré Award 50 Multicultural Books

ELPS: 74.4.c. 2.G: understand the general meaning, main points, and important details of spoken language ranging from situations in which topics, language, and contexts are familiar to unfamiliar. Language Arts: 110.13.b.13: analyze, make inferences and draw conclusions about the author's purpose in cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding and identify the topic and explain the author's purpose in writing the text

2.B.4 Explore literature on customs, holidays, and celebrations.

Essential Question: What traditions does your family celebrate during special holidays? What holidays can you name and when are they celebrated?

Week before Thanksgiving:

• Do Voyage on the Mayflower, Daily Life and Thanksgiving Feast modules.

First Thanksgiving Web Resources

• In Field Trip to Plimoth Plantation module, watch the last video: A visit to Plimoth Plantation

ELPS: 74.4.c. 2.G: understand the general meaning, main points, and important details of spoken language ranging from situations in which topics, language, and contexts are familiar to unfamiliar. Language Arts: 110.13.b.13: analyze, make inferences and draw conclusions about the author's purpose in

# Library

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Vocabulary words: Custom Tradition Celebrate Significance

cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding and identify the topic and explain the author's purpose in writing the text Social Studies: 113.13.b.1.A: explain the significance of various community, state, and national celebrations such as Memorial Day, Independence Day, and Thanksgiving

2.B.5 Distinguish and use various genres of literature such as poetry, classic and contemporary fiction and informational books.

Essential Question: How many different genres can you name and describe? Which is your favorite genre and why? Vocabulary words: Genre Fantasy Mystery Fiction Non-Fiction Poetry Biography Autobiography

Select a subject, such as baseball, then show and read from: • a picture story about baseball • a non-fiction book about baseball with actual photos • poetry book which includes poem(s) about baseball

Read selectively from the latter two. Genre sorting activities (\\kleinet\kleinshare\Dept_EdTech\Public\Librarians\Scope & Sequence Updates\Library Skills\Genres) Biography Lesson & Practice Realistic Fiction Elements: Lesson, Practice & Game

ELPS: 74.4.c. 3.B: expand and internalize initial English vocabulary by learning and using high-frequency English words necessary for identifying and describing people, places, and objects, by retelling simple stories and basic information represented or supported by pictures, and by learning and using routine language needed for classroom communication. Language Arts: 110.13.b.11 understand, make inferences and draw conclusions about the varied structural patterns and features of literary nonfiction and respond by providing evidence from text to support their understanding and distinguish between fiction and nonfiction.

2.B.6 Recognize books receiving the Caldecott Award as well as the significance of the award.

Essential Question: How can you find the award winning books and honor books of this category online? Vocabulary words: Caldecott Award

Introduce Best Books in Kids Catalog. Find titles in library. Play Caldecott Bingo Game (from Demco) Book Awards PPTs (\\kleinet\kleinshare\Dept_EdTech\Public\Librarians\Scope & Sequence Updates\Library Skills\Book Awards)

ELPS: 74.4.c. 3.B: expand and internalize initial English vocabulary by learning and using high-frequency English words necessary for identifying and describing people, places, and objects, by retelling simple stories and basic information represented or supported by pictures, and by learning and using routine language needed for classroom communication.

2.B.7 Distinguish the role of the author from the illustrator and recognize a variety of authors and

Introduce Kevin Henkes • Show either Chrysanthemum or Owen from Bookflix

audio books.

ELPS: 74.4.c. 3.B: expand and internalize initial English vocabulary by learning and using high-frequency

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illustrators.

Essential Question: What role in the book is done by an illustrator? What role in the book is done by an Author? Name an author or illustrator and name what book they wrote and/or illustrated. Vocabulary words: Illustrate Website Online Author

Introduce Doreen Cronin • Play "Simon Says Bounce or Wiggle"

• ex. Simon says bounce like a bunny or Simon says wiggle like a snake.

• Watch audio book from Tumblebooks - Wiggle or Bookflix has several of her books as well

Shel Silverstein Website Titles & Authors Lesson & Practice

English words necessary for identifying and describing people, places, and objects, by retelling simple stories and basic information represented or supported by pictures, and by learning and using routine language needed for classroom communication. Language Arts: 110.13.b.11: understand, make inferences and draw conclusions about how an author's sensory language creates imagery in literary text and provide evidence from text to support their understanding.

2.B.8 Identify different versions of stories Essential Question: What is the difference Between a fairy tale and a Fractured Fairy tale? How do Fables, myths, and legends differ? Vocabulary words: Version Fairy Tale Fractured Fairy Tale Fable Myth Legend

Share versions of Three Little Pigs (True Story of Three Little Pigs, Three Little Wolves and the Big Bad Pig, etc). Different versions of Cinderella

• Play Cinderella’s Shoe Matchup (shoes from different countries)

• Cinderella Lessons • Cinderella Around the World PPTs

Use script from Pat Miller's Stretchy Library Lessons: Library Skills

• Reader's Theatre of Hopkins' Three Armadillies Tough

• Read the book one wk • RT the next library visit

The Three Silly Billies by Margie Palatini - use Tumblebooks

• cute story with various fairy tale characters worked into a fractured version of the Three Billy Goats Gruff

Rubia and the Three Osos by Susan Middleton Elya Classic Fairy Tales Grimm’s Fairy Tales

ELPS: 74.4.c. 3.B: expand and internalize initial English vocabulary by learning and using high-frequency English words necessary for identifying and describing people, places, and objects, by retelling simple stories and basic information represented or supported by pictures, and by learning and using routine language needed for classroom communication. Language Arts: 110.13.b.6.A: identify moral lessons as themes in well-known fables, legends, myths, or stories 110.13.b.6.B: compare different versions of the same story in traditional and contemporary folktales with respect to their characters, settings, and plot.

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2.B.9 Select materials appropriate for his/her reading level to fulfill assignments, for pleasure, and for information. Essential Question: What’s the difference between reading a book for fun and reading a book for a class assignment? Vocabulary words: Purpose for reading Independent reading

Goldie Socks and the Three Libearians by Jackie Mims Hopkins We're Going on a Book Hunt by Pat Miller

• Focus on the "Five Finger Rule" when selecting books that are "just right" and on their reading level.

Booktalk David Adler's Cam Jansen series. • This is a great series for early 2nd grader because

less advanced readers can read the Young Cam Jansen series

• Fiction series is good for more advanced readers.

ELPS: 74.4.c. 4.E: read linguistically accommodated content area material with a decreasing need for linguistic accommodations as more English is learned. Language Arts: 110.13.b.3.C: establish purpose for reading selected texts and monitor comprehension, making corrections and adjustments when that understanding breaks down (e.g., identifying clues, using background knowledge, generating questions, re-reading a portion aloud) 110.13.b.4: read grade-level text with fluency and comprehension. 110.13.b.12: read independently for sustained periods of time and produce evidence of their reading and and paraphrase what the reading was about, maintaining meaning.

2.B.10 Use a variety of comprehension strategies to assist reading and understanding. Essential Question: What are clues that you can use when you read something that you don’t understand? Vocabulary words: Illustration Summary Prediction

Beach Ball/Cube • Activities with comprehension questions after read-

aloud. (Make Your Own) Active Reading Activity--“Ask Yourself” (\\kleinet\kleinshare\Dept_EdTech\Public\Librarians\Scope & Sequence Updates\ELA\Reading Skills) Value of Illustrations When Reading Lesson & Practice Story Summary Lesson & Practice Predicting Lesson & Practice

ELPS: 74.4.c. 4.E: read linguistically accommodated content area material with a decreasing need for linguistic accommodations as more English is learned. Language Arts: 110.13.b.3.A: use ideas (e.g., illustrations, titles, topic sentences, key words, and foreshadowing) to make and confirm predictions 110.13.b.3.C: establish purpose for reading selected texts and monitor comprehension, making corrections and adjustments when that understanding breaks down (e.g., identifying clues, using background knowledge, generating questions, re-reading a portion aloud).

2.B.11 Retell or act out the order of important events in a story. Essential Question: Retell the important parts of a story. Vocabulary words: Summarize Order of events

Use script from Pat Miller's Stretchy Library Lessons: Library Skills

• Reader's Theatre of Hopkins' Three Armadillies Tough.

• Read the book one wk • RT the next library visit

Brain Pop JR--story elements videos

• The one about Plot is perfect for grades k-2. • Show the video & then read a short book & have

students retell the plot

ELPS: 74.4.c. 3.H: narrate, describe, and explain with increasing specificity and detail as more English is acquired. Language Arts: 110.13.b.8: understand, make inferences and draw conclusions about the structure and elements of drama and provide evidence from text to support their understanding and identify the elements of

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dialogue and use them in informal plays 110.13.b.14. C: describe the order of events or ideas in a text Social Studies: 113.13.b.2.B: use vocabulary related to chronology, including past, present, and future

2.B.12 Understand simple story structure, including character, plot, and setting. Essential Question: What is the plot of a story? Why is setting important in a story? Vocabulary words: Character Plot Setting Moral

Read Froggy Plays in the Band by Jonathan London or another Froggy story and identify the parts of the story

Plot: Beginning, Middle, End (\\kleinet\kleinshare\Dept_EdTech\Public\Librarians\Scope & Sequence Updates\ELA\Lit. Elements)

When Did The Story Happen? (Setting)

Setting Match (Setting)

Setting Lesson & Practice

ELPS: 74.4.c. 2.G: understand the general meaning, main points, and important details of spoken language ranging from situations in which topics, language, and contexts are familiar to unfamiliar. Language Arts: 110.13.b.6.A: identify moral lessons as themes in well-known fables, legends, myths, or stories 110.13.b.6.B: compare different versions of the same story in traditional and contemporary folktales with respect to their characters, settings, and plot. 110.13.b.9.A: describe similarities and differences in the plots and settings of several works by the same author 110.13.b.9.B: describe main characters in works of fiction, including their traits, motivations, and feelings. (A) identify moral lessons as themes in well-known fables, legends, myths, or stories

2.B.13 Develop vocabulary through listening and reading. Essential Question: How can you use a dictionary to learn new vocabulary words? Vocabulary words: Dictionary Index Reference book

Read Odd Velvet by Mary Whitcomb—(Good vocabulary) The Mitten by Jan Brett—

• Vocabulary in Context Dictionary Lesson (ReadWorks.org)

Using a Dictionary: Lesson, Practice & Guide Words Practice Dictionary to Get Word Meaning: Lesson & Practice Context Clues Lesson & Practice Words and Phrases in Context: Lesson & Practice

ELPS: 74.4.c. 1.C: use strategic learning techniques such as concept mapping, drawing, memorizing, comparing, contrasting, and reviewing to acquire basic and grade-level vocabulary. Language Arts: 110.13.b.25.B: use text features (e.g., table of contents, alphabetized index, headings) in age appropriate reference works (e.g., picture dictionaries) to locate information 110.13.b.5.B: use context to determine the relevant meaning of unfamiliar words or multiple

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meanings words; 110.13.b.5.C: identify and use common words that are opposite (antonyms) or similar (synonyms) in meaning

C. Research and Technology Application The student is

expected to:

The student is expected to:

2.C.1 Communicate effectively one-to-one and in-group situations. Essential Questions: Who in your group was the leader? What is each person's responsibility in your group? How did each person in your group contribute to the final product? How do you ask questions in a group? Vocabulary: Group Communication

Super3 #1 Plan: • Discuss assignments in group setting to make sure

that students know what they are expected to do Learn the Independent Investigation Method (IIM) research application as a group:

• Each group member will explain one step in the 7 step process in IIM ( Independent Investigation Method)

• Website will give the group a brief overview of their section of this process.

ELPS: 74.4.c. 3.E: share information in cooperative learning interactions. Language Arts: 110.13.b.21.B: use complete sentences with correct subject-verb agreement 110.13.b.27: organize and present their ideas and information according to the purpose of the research and their audience and create a visual display or dramatization to convey the results of the research 110.13.b.29: speak clearly and to the point, using the conventions of language and share information and ideas that focus on the topic under discussion, speaking clearly at an appropriate pace, using the conventions of language. TAKEKS: 126.2.b 8.A: use communication tools to participate in group projects

2.C.2 Recognize that different parts of a book offer information. (back cover, front cover, spine, title page, table of contents). Essential Questions: What do you think this book might be about by looking at its cover? What chapter do you think you might find the answer to this question in by looking at the table of contents? By looking at the spine of

The Library Doors (quiz at end) by Toni Buzzeo Parts of Book PowerPoints (\\kleinet\kleinshare\Dept_EdTech\Public\Librarians\Scope & Sequence Updates\Library Skills\Parts of a Book) Locate Parts of a Book Lesson & Practice Preview a Book Lesson & Practice Parts of A Book Game

• Game – What Does This Spine Tell You? (location, fiction vs. nonfiction, subject, language, etc)

Know How to Locate Parts of a Book --contains the following:

• Title • Author & Illustrator • Table of Contents

ELPS: 74.4.c. 3.H: narrate, describe, and explain with increasing specificity and detail as more English is acquired. Language Arts: 110.13.b.14.D: use text features (e.g., table of contents, index, headings) to locate specific information in text 110.13.b.25.B: use text features (e.g., table of contents, alphabetized index, headings) in age appropriate reference works (e.g., picture dictionaries) to locate information Social Studies: 113.13.b.18.C: use various parts of

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this book is it fiction or nonfiction? Where would look to find the information on this topic, the table of contents or the index? Vocabulary: Table of contents Index Front/back cover Spine label

• Chapter Headings • Index

Using the Parts of a Book Worksheet Table of Contents Worksheet Index Worksheet

a source, including the table of contents, glossary, and index, as well as keyword Internet searches to locate information

2.C.3 Recognize the difference between fiction and non-fiction.

Essential Questions:

Is a number on the spine label a fiction or nonfiction book? Read a selection from a book. Is this fiction or nonfiction and why? Can you tell from the cover if this book is fiction or nonfiction? Give your reason. Using the LS 2 catalog can you tell if a book is fiction or nonfiction? How? Vocabulary: Fiction Nonfiction

Compare Tacky the Penguin by Helen Lester with a nonfiction book on penguins.

Read and compare fiction & Nonfiction books on plants Science

• Fiction—Weslandia by Paul Fleischman • Fiction—Fran’s Flower by Lisa Bruce • Nonfiction—Plants by Peter Riley • Nonfiction—A Parade of Plants by Melissa Stewart

Is this fiction or nonfiction? The Very Smart Pea and the Princess to Be by Mini Grey Fiction and Nonfiction Activities Tina’s World: Real or Make-Believe? Non-Fiction activity on Brain-pop Jr. (use free trial access): “Reading Non-Fiction”

ELPS: 74.4.c. 3.H: narrate, describe, and explain with increasing specificity and detail as more English is acquired. Language Arts: 110.13.b.11 understand, make inferences and draw conclusions about the varied structural patterns and features of literary nonfiction and respond by providing evidence from text to support their understanding and distinguish between fiction and nonfiction.

2.C.4 Retell or summarize information. Essential Questions: Summarize the paragraph you just read by writing one fact in your notes. Vocabulary: Summarize Paraphrase Plagiarism

Super3 #2 Do Use Super3 Lesson (\\kleinet\kleinshare\Dept_EdTech\Public\Librarians\Scope & Sequence Updates\Big6_Research)

Flat Stanley_Super3 Lesson (\\kleinet\kleinshare\Dept_EdTech\Public\Librarians\Scope & Sequence Updates\Big6_Research) BGN-2nd grade PebbleGo

• use PebbleGo to show how to summarize and paraphrasing one of the pages, avoiding plagiarizing

(\\kleinet\kleinshare\Dept_EdTech\Public\Librarians\Scope & Sequence Updates\Big6_Research) IIM Step #3 Research

ELPS: 74.4.c. 3.H: narrate, describe, and explain with increasing specificity and detail as more English is acquired. Language Arts: 110.13.b.14. C: describe the order of events or ideas in a text Social Studies: 113.13.b.18.D: sequence and categorize information

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IIM Step 3Handout “Perils of Plagiarism” (\\kleinet\kleinshare\Dept_EdTech\Public\Librarians\Scope & Sequence Updates\Big6_Research\IIM)

2.C.5 Understand basic electronic search strategies, including keyword, author, title, and subject searches.

Essential Questions:

What are the important words (key words) in your question? To learn about (Abraham Lincoln) where could you look for information? Vocabulary: Keyword Online resources

Super3 #2 Do Using Keywords IIM Step #2 Goal Setting

ELPS: 74.4.c.2.I: demonstrate listening comprehension of increasingly complex spoken English by following directions, retelling or summarizing spoken messages, responding to questions and requests, collaborating with peers, and taking notes commensurate with content and grade-level needs Social Studies: 113.13.b.18.C: use various parts of a source, including the table of contents, glossary, and index, as well as keyword Internet searches to locate information TATEKS: 126.2.b.4.A: apply keyword searches to acquire information 126.2.b.4.B: select appropriate strategies to navigate and access information for research and resource sharing 126.2.b 5.B: use on-line help 126.2.b.6.A: determine the success of strategies used to acquire electronic information 126.2.b.6.B: determine the usefulness and appropriateness of digital information 126.2.b 8.B: use electronic tools and research skills to build a knowledge base regarding a topic, task, or assignment

2.C.6 Identify and define a specific problem or task for research, investigation or discussion

Essential Questions:

What is an open ended question? Where do you find definitions? How do you sort and classify?

Super3 #1 Plan: • Discuss plan for assignment so students are sure of

their plan

Use Super3 Lesson (\\kleinet\kleinshare\Dept_EdTech\Public\Librarians\Scope & Sequence Updates\Big6_Research)

Flat Stanley_Super3 Lesson (\\kleinet\kleinshare\Dept_EdTech\Public\Librarians\Scope & Sequence Updates\Big6_Research) IIM Step #1 Topic IIM Step #1 Handout “Presearch” (\\kleinet\kleinshare\Dept_EdTech\Public\Librarians\Scope & Sequence Updates\Big6_Research\IIM)

ELPS: 74.4.c.2.I: demonstrate listening comprehension of increasingly complex spoken English by following directions, retelling or summarizing spoken messages, responding to questions and requests, collaborating with peers, and taking notes commensurate with content and grade-level needs Language Arts: 110.13.b.24.A: generate a list of topics of class-wide interest and formulate open-ended questions about one or two of the topics

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How do you compare/contrast? Vocabulary: Research Investigation

The Big6 Goes Primary!: Teaching Information and Communications Technology Skills in Grades K-3 by Barbara Jansen

Social Studies: 113.4.b.20.A: use a problem-solving process to identify a problem, gather information, list and consider options, consider advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution

2.C.7 Generate ideas or relevant questions as a basis for inquiry/research.

Essential Questions:

How do you clarify your research questions?

How do you evaluate your information?

Vocabulary: Research Evaluate

Super3 #1 Plan: • Discuss plan for assignment so students are sure of

their plan

Use Super3 Lesson (\\kleinet\kleinshare\Dept_EdTech\Public\Librarians\Scope & Sequence Updates\Big6_Research)

Flat Stanley_Super3 Lesson (\\kleinet\kleinshare\Dept_EdTech\Public\Librarians\Scope & Sequence Updates\Big6_Research IIM Step #2 Goal Setting IIM Step 2Handout “Writing Good Questions” (\\kleinet\kleinshare\Dept_EdTech\Public\Librarians\Scope & Sequence Updates\Big6_Research\IIM)

ELPS: 74.4.c.2.I: demonstrate listening comprehension of increasingly complex spoken English by following directions, retelling or summarizing spoken messages, responding to questions and requests, collaborating with peers, and taking notes commensurate with content and grade-level needs Language Arts: 110.13.b.3.B: ask relevant questions, seek clarification, and locate facts and details about stories and other texts and support answers with evidence from text

2.C.8 Select and use appropriate print and non-print sources, such as dictionaries, nonfiction books, encyclopedias, experts, CD-ROMS, and internet resources. Essential Questions: What are the best resources for me to use for this project? Vocabulary: Print Non-print Resources

Super3 #2 Do IIM Step #2 Goal Setting Finding Good Sites Show Pebble Go & have students investigate and fill out a simple research sheet

ELPS: 74.4.c.2.I: demonstrate listening comprehension of increasingly complex spoken English by following directions, retelling or summarizing spoken messages, responding to questions and requests, collaborating with peers, and taking notes commensurate with content and grade-level needs. Language Arts: 110.13.b.23.F: use resources to find correct spellings 110.13.b.24.B: decide what sources of information might be relevant to answer these questions.

2.C.9 Extract useful information from resources using keywords and main idea. Essential Questions: How do you use keywords to find information about your

Super3 #2 Do IIM Step #3 Research Show Pebble Go & have students investigate and fill out a simple research sheet Research-2nd PPT (\\kleinet\kleinshare\Dept_EdTech\Public\Librarians\Scope & Sequence Updates\Big6_Research)

ELPS: 74.4.c.2.I: demonstrate listening comprehension of increasingly complex spoken English by following directions, retelling or summarizing spoken messages, responding to questions and requests, collaborating with peers, and taking notes commensurate with content and grade-level needs.

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topic? What is the main idea of the paragraph you just read? How is the main idea of what you read different than your actual topic? Vocabulary: Keywords Main idea

IIM Step #3 Research

Language Arts: 110.13.b.14.A: identify the main idea in a text and distinguish it from the topic; 110.13.b.14.B: locate the facts that are clearly stated in a text

2.C.10 Obtain and interpret graphical information, including pictures, charts, graphs, and maps. Essential Questions: How do illustrations help give you more information about your topic? Take notes using a chart. Vocabulary: Interpret Graphical information

Super3 #2 Do IIM Step #3 Research Instruct students to pay attention to captions in pictures. Communicating Information Using Maps, Graphs, Charts, and Pictures

ELPS: 74.4.c.2.I: demonstrate listening comprehension of increasingly complex spoken English by following directions, retelling or summarizing spoken messages, responding to questions and requests, collaborating with peers, and taking notes commensurate with content and grade-level needs. Language Arts: 110.13.b.25.A: gather evidence from available sources (natural and personal) as well as from interviews with local experts 110.13.b.25.C: record basic information in simple visual formats (e.g., notes, charts, picture graphs, diagrams). Social Studies: 113.13.b.2.C: create and interpret timelines for events in the past and present 113.13.b.18.B: obtain information about a topic using a variety of valid visual sources such as pictures, maps, electronic sources, literature, reference sources, and artifacts

2.C.11 Analyze information to determine usefulness to a problem solution. Essential Questions: Is this information useful to my project? Have I answered my research questions? Vocabulary: Analyze

Super3 #3 Review Make sure that research questions are answered Check Your Facts for Accuracy Lesson & Practice IIM Steps: #3 Research #5 Goal Evaluation #6 Product IIM Step 5 Handouts “Evaluating Research Goals” IIM Step 6 Handouts “Choosing a Product” (\\kleinet\kleinshare\Dept_EdTech\Public\Librarians\Scope & Sequence Updates\Big6_Research\IIM)

ELPS: 74.4.c.2.I: demonstrate listening comprehension of increasingly complex spoken English by following directions, retelling or summarizing spoken messages, responding to questions and requests, collaborating with peers, and taking notes commensurate with content and grade-level needs. Language Arts: 110.13.b.26: clarify research questions and evaluate and

# Library

Instructional Collaboration

Lessons / Resources TEKS/TATEKS/ELPS

synthesize collected information and revise the topic as a result of answers to initial research questions. Social Studies: 113.13.b.20.B: use a decision-making process to identify a situation that requires a decision, gather information, generate options, predict outcomes, take action to implement a decision, and reflect on the effectiveness of that decision

2.C.12 Follow technology acceptable use policies and respect plagiarism (copyright) laws. Essential Questions: How can I make sure that I don’t plagiarize? Vocabulary: Plagiarism

Super3 #2 Do Show students how to write in their own words

• Put It In Your Own Words Show students how to cite their sources

• Cite Your Sources (Bibliography) • Research and Style Manual

(2nd Grade) IIM Step #3 Research IIM Step 3Handout “Perils of Plagiarism” (\\kleinet\kleinshare\Dept_EdTech\Public\Librarians\Scope & Sequence Updates\Big6_Research\IIM)

ELPS: 74.4.c.2.I: demonstrate listening comprehension of increasingly complex spoken English by following directions, retelling or summarizing spoken messages, responding to questions and requests, collaborating with peers, and taking notes commensurate with content and grade-level needs. TATEKS : 126.2.b.3.A: follow acceptable use policies when using computers 126.2.b.3.B: model respect of intellectual property by not illegally copying software or another individual's electronic work

D. Digital Citizenship The student is

expected to: The student is expected to:

2.D.1 Use the computer safely to protect oneself while online and off. (Contact - Personal Safety) Essential Question: How can I keep myself safe when using the computer? What personal information should never be given out when I’m online? Vocabulary: Online safety

NetSmartzKids.org Videos: Know the Rules Tell a Trusted Adult Internet Safety Pledge

Online Safety with Garfield (K-2)

What’s Private? (2-3)

ELPS: 74.4.c.2.I: demonstrate listening comprehension of increasingly complex spoken English by following directions, retelling or summarizing spoken messages, responding to questions and requests, collaborating with peers, and taking notes commensurate with content and grade-level needs. TATEKS : 126.2.b.3.A: follow acceptable use policies when using computers

# Library

Instructional Collaboration

Lessons / Resources TEKS/TATEKS/ELPS

2.D.2 Protect the integrity of the computer and electronic data. (Content - Security) Essential Question: What is a computer password? Why should I keep passwords private? How is using a school computer different than using a computer at home? Vocabulary: Password Privacy

Faux Paw and the Dangerous Download (iKeepSafe.org)

• Lock and key analogy for passwords • Discuss good (long and with different characters) • Discuss bad passwords (short and your dog’s name) • Show school examples of passwords.

NetSmartzKids.org Password Rap Password Rap: An Internet Privacy Game

Filling Out a Form—Ask First (2-3)

Fun and safe things to do online: Tumblebooks: Scaredy Squirrel Makes a Friend

ELPS: 74.4.c.2.I: demonstrate listening comprehension of increasingly complex spoken English by following directions, retelling or summarizing spoken messages, responding to questions and requests, collaborating with peers, and taking notes commensurate with content and grade-level needs. TATEKS : 126.2.b.3.A: follow acceptable use policies when using computers

2.D.3 Use the computer responsibly to be a productive member of the digital society. (Conduct – Cyber Bullying & Copyright) Essential Question: What is digital society? Why is it important to demonstrate good behavior while using a computer? Why can’t you copy anything you want from the internet? Vocabulary: Cyberbullying Copyright Digital society

Is That Fair?

My Cyberspace Neighborhood (2-3)

Clicky’s Stolen Song: A Lesson in Digital Ethics Use PebbleGO.com to show students how online resources can be easily cited.

• Once within a page about an animal: • Click on “Cite This Article” and then “Print Citation”

Lesson on Encyclopedia Britannica showing citations at bottom of articles Discuss plagiarism with When Marion Copied by Brook Berg

ELPS: 74.4.c.2.I: demonstrate listening comprehension of increasingly complex spoken English by following directions, retelling or summarizing spoken messages, responding to questions and requests, collaborating with peers, and taking notes commensurate with content and grade-level needs. Social Studies: 113.13.b.13.A: identify characteristics of good citizenship, including truthfulness, justice, equality, respect for oneself and others, responsibility in daily life, and participation in government by educating oneself about the issues, respectfully holding public officials to their word, and voting TATEKS : 126.2.b.3.A: follow acceptable use policies when using computers 126.2.b.3.B: model respect of intellectual property by not illegally copying software or another individual's electronic work.