LIBRARY/MEDIA CENTRE; LMC

PROGRAM

A. Library/Media; (multicultural) Awareness Skills

B. Lifelong Reading & Learning Skills
C. Information Literacy Scope & Sequence

A. Library/Media (multicultural) Awareness

Skills
Concept of a Library/Media
Understands why information is collected in a central place
Knows how information is organized and shared
Knows L/MC works with large variety of instructional technologies in addition to
computer.
Understands why L/MC offers various instructional strategies and media appropriate for
developmental level of the students.
Understands the kinds of personnel who staff a library especially as information experts
Knows how L/MC staff assists students with their information needs
Understands that L/MC program and activities are mirrored reflection of curriculum
Understands why L/MC offers cultural and social activities

Behavior and Etiquette of a Good Library/Media Centre User (student)

Realizes that L/MC materials are shared and must be used and returned in a timely way
Exhibits proper L/MC behavior and respect for others
Demonstrates the proper care and responsibility for materials, equipment, and facilities
Demonstrates ability to check out and return library materials properly
Demonstrates ability to IR (information retrieval)
Has the knowledge of how technology works
Use the L/MC to experience and express his/her meaning
Realize that cultural and social diversity through education creates a better world
Rouhia Lotfkhah http://www.isgr-lmcguld.se/
L/MC manager http://www.isgr.se/
ISGR
Guldhedsgatan 6
413 20 GTEBORG
Tel. 031-708 92 56 , 0709 77 09 89
Fax 031-708 92 51
 Library Media Centre Curriculum
Library Media Curriculum for Kindergarten
I. Library Media centre use
A. What is a library Media Centre?
B. Library procedures
1. Selecting books
2. Borrowing and returning books
3. Book care
4. Library rules and manners
C. Parts of a book
1. Author
2. Illustrator
3. Title
4. Cover, book jacket
5. Spine

II. Information skills

A. Information is fiction and nonfiction. Fiction as different from nonfiction
(Not real, Real), Simple overall information about how the items are
placed in LMC (letters and numbers)
B. LMC is a place for collecting, saving and retrievaling of information
C. LMS: information is published in different formats and can be
communicated through and by different tool. Demonstration of a favorite
story in a book format, audio book, film, painting
1. Plan
2. Do
3. Review

III. Literature appreciation

A. Reading for enjoyment: My first reading book, Childs early learning book
B. Shapes and colors books, what is a picture book
C. Nursery rhymes
D. Award Books, Fairy tales and stories
Rouhia Lotfkhah http://www.isgr-lmcguld.se/
L/MC manager http://www.isgr.se/
ISGR
Guldhedsgatan 6
413 20 GTEBORG
Tel. 031-708 92 56 , 0709 77 09 89
Fax 031-708 92 51
Author Study: Student Learner Expectations:
Listen to and view a variety of media to understand and extend learning.
Identify the front and back cover of a book.
Identify what an author does and what an illustrator does.
Ask and answer questions about the text.
Ask and answer questions in response to what is heard or read.
Demonstrate knowledge of the content of the works of a single author.
Read a variety of simple repetitive texts, including poetry and nursery rhymes.
Engage in literature (stories, songs, plays, and poems, etc.)
Use story language in discussion and retelling.

Book care: Student Learner Expectations:

Participate in discussions about a variety of topics, including books and personal
experiences.
Demonstrate active listening behavior.
Listen for a purpose.
Listen to literature presented using a variety of media, including teacher reading,
computer, or tape recording.
Listen to and view a variety to understand and extend learning.
Identify what an author does and what an illustrator does.
Ask and answer questions about the text.
Ask and answer questions in response to what is heard and read.
Engage in literature (stories, songs, plays, and poems, etc.)
Use story language in discussion and retelling.

Fiction/Nonfiction (Real/Make-Believe): Student Learner Expectations:

Identify the front and back cover of a book.
Ask and answer questions about the text.
Ask and answer questions in response to what is heard or read.
Retell stories and events using beginning, middle, and end.
Use a few details to retell a simple story with beginning, middle, and end.
Distinguish different forms of a text, such as story or informational.
Read a variety of simple repetitive texts, including poetry and nursery rhymes.
Engage in literature (stories, songs, plays, and poems, etc.)
Discuss beginning, middle and end from books read aloud

Orientation: Student Learner Expectations:

Listen to and view a variety of media to understand and extend learning.
Rouhia Lotfkhah http://www.isgr-lmcguld.se/
L/MC manager http://www.isgr.se/
ISGR
Guldhedsgatan 6
413 20 GTEBORG
Tel. 031-708 92 56 , 0709 77 09 89
Fax 031-708 92 51
Identify the front and back cover of a book.
Ask and answer questions about the text.
Ask and answer questions in response to what is heard or read.
Select familiar books to read from a variety of sources, including classroom, home, and
school library.
Engage in literature (stories, songs, plays, and poems, etc.)
Read labels and environmental print.
Use story language in discussion and retelling.
Understand the use of the library and access appropriate materials

Sequencing: Student Learner Expectations:

Ask and answer questions about the text.
Ask and answer questions in response to what is heard or read.
Retell stories and events using beginning, middle, and end.
Use a few details to retell a simple story with beginning, middle, and end.
Read a variety of simple repetitive texts, including poetry and nursery rhymes.
Engage in literature (stories, songs, plays, and poems, etc.)
Use story language in discussion and retelling.

What Is Technology?: Student Learner Expectations:

Identify common uses of technology in todays society.
(variety of technology items commonly found in the school: i.e., cell phone, VCR, DVD
player, barcode scanner, OH projector, laptop computer and desktop computer, digital
camera, camcorder, cassette tape, CD, DVD, flash drive, selection of barcoded items,
picture of, or actual drawer from an old card catalog, hammer)

Direction to describe technology:

1. Hold up hammer. Discuss with students that it is used as a tool. Explain that the
word technology really means tool and like the hammer, it enables us to do
things better.
2. Discuss electronic tools. Show wireless items, like a cell phone and a laptop, as
well as items that must be plugged in. Some discussion of batteries is appropriate
but dont get sidetracked. Batteries store electricity. How do we store
information?
3. Show the records, tapes, CDs and flash drive. Discuss how the storage devices
have changed (evolved) over time.
4. Show a barcode scanner. Ask students in what other places, besides the library,
they may have seen such devices. Show barcode labels from merchandise. Show
barcode labels on library books.
Rouhia Lotfkhah http://www.isgr-lmcguld.se/
L/MC manager http://www.isgr.se/
ISGR
Guldhedsgatan 6
413 20 GTEBORG
Tel. 031-708 92 56 , 0709 77 09 89
Fax 031-708 92 51
 5. Show the picture of the old library card catalog drawers. Discuss how libraries
have changed (evolved) over time.

Library Media Centre Curriculum for First Grade

I. Library Media use

A. Review of library procedures

B. Review of book care

C. Parts of a book
D. Review author, illustrator, title, spine, cover Introduce
1. Title page
2. Publisher
3. Copyright date
4. Call number as library location symbol

II. Information skills

A. Information is fiction and nonfiction. Fiction as different from nonfiction
(Not real, Real), Simple overall information about how the items are
placed in LMC (letters and numbers)
B. LMC is a place for collecting, saving and retrievaling of information;
Alphabetical order for fiction, Number and letters for nonfiction in childs
early learning
C. LMS: information is published in different formats and can be
communicated through and by different tool. Demonstration of a favorite
story in a book format, audio book, film, painting
1. Plan
2. Do
3. Review

III. Literature appreciation

A. Reading for enjoyment
B. Picture books authors and illustrators
C. Rhyming books
D. Number books
E. Alphabet books
F. Pattern books
Rouhia Lotfkhah http://www.isgr-lmcguld.se/
L/MC manager http://www.isgr.se/
ISGR
Guldhedsgatan 6
413 20 GTEBORG
Tel. 031-708 92 56 , 0709 77 09 89
Fax 031-708 92 51
 G. Nursery rhymes
H. Award Books, Fairy tales and stories

Reinforce kindergartens IR and library concepts:

The amount of information both in quantity and quality is too much. Students need to be
reminded all the time about details.
Repeat thesaurus and library and information retrieval indexes during your lessons.

Book evaluation, Nominee Books: Student Learner Expectations:

Access information from simple charts, graphs, and calendars
Identify the author and title of a book.
Ask and answer questions before, during, and after the reading, including who, what,
when, where, why, and how.
Distinguish fantasy from realistic fiction.
Read a variety of stories, plays, and predictable books.
Talk about several books on the same theme.
Explore media for ideas and relationships and for cultural awareness.

Lets Find Out (IR; information retrieval): Student Learner Expectations:

Read a variety of simple informational books for specific information.
Understand the function of a dictionary.
Use knowledge of alphabetical order by first letter when using a simple references.
Use alphabetical order to the first letter to access information.
Use parts of a book to locate information, including table of contents.
Access information from simple charts, graphs, and calendars.

Fiction/Nonfiction (Real/Make-Believe) in multimedia format: Student Learner

Expectations:
Distinguish between fiction and nonfiction.
Read and compare multiple books by the same author.
Explore media for ideas and relationships and for cultural awareness.

What Is Technology?: Student Learner Expectations:

Identify common uses of technology in todays society.
(variety of technology items commonly found in the school: i.e., cell phone, VCR, DVD
player, barcode scanner, OH projector, laptop computer and desktop computer, digital
Rouhia Lotfkhah http://www.isgr-lmcguld.se/
L/MC manager http://www.isgr.se/
ISGR
Guldhedsgatan 6
413 20 GTEBORG
Tel. 031-708 92 56 , 0709 77 09 89
Fax 031-708 92 51
camera, camcorder, cassette tape, CD, DVD, flash drive, selection of barcoded items,
picture of, or actual drawer from an old card catalog, hammer)

Direction to describe technology:

1. Hold up hammer. Discuss with students that it is used as a tool. Explain that the
word technology really means tool and like the hammer, it enables us to do
things better.
2. Discuss electronic tools. Show wireless items, like a cell phone and a laptop, as
well as items that must be plugged in. Some discussion of batteries is appropriate
but dont get sidetracked. Batteries store electricity. How do we store
information?
3. Show a barcode scanner. Ask students in what other places, besides the library,
they may have seen such devices. Show barcode labels from merchandise. Show
barcode labels on library books.

Library Media Centre Curriculum for Second Grade

I. Library Media use
A. Review of library procedures
B. Review of book care
C. Parts of a book
Introduce
1. Publication information
2. Summary
3. Dedication page

a. Review author, illustrator, title, spine, cover, title page, publisher,

copyright
E. Library arrangement
Introduce
1. Fiction, picture books. Alphabetical arrangement by authors last name
2. Nonfiction. Numerical arrangement by subject call number

Introduce:
1. Biography. Alphabetical arrangement by subjects last name Introduce
2. Dictionaries
3. Encyclopedias

Rouhia Lotfkhah http://www.isgr-lmcguld.se/

L/MC manager http://www.isgr.se/
ISGR
Guldhedsgatan 6
413 20 GTEBORG
Tel. 031-708 92 56 , 0709 77 09 89
Fax 031-708 92 51
Information skills
A. Information is fiction and nonfiction. Fiction as different from nonfiction
(Not real, Real), Simple overall information about how the items are
placed in LMC (letters and numbers)
B. LMC is a place for collecting, saving and retrievaling of information;
Alphabetical order for fiction, Number and letters for nonfiction in childs
early learning
C. LMS: information is published in different formats and can be
communicated through and by different tool. Demonstration of a favorite
story in a book format, audio book, film, painting
1. Plan
2. Do
3. Review

III. Literature appreciation

A. Reading for enjoyment
B. Noteworthy authors and illustrators
C. Introduce Caldecott Medal Books
D. Flicker Tale Award Books
E. Poetry and humor
F. Magazines for current or topical information
G. Flicker Tale Award Books

Reinforce kindergarten through grade one IR and library concepts:

The amount of information both in quantity and quality is too much. Students need to be
reminded all the time about details.
Repeat thesaurus and library and information retrieval indexes during your lessons.

Tell and retell stories incorporating the use of descriptive language and elements
of a story.
Listen to literature and respond appropriately, including comparing/contrasting
and extending the text.
Summarize major points of a text.
Read multiple books in the same genre but by different authors.
Use such graphic organizers as webbing and mapping to organize information

Rouhia Lotfkhah http://www.isgr-lmcguld.se/

L/MC manager http://www.isgr.se/
ISGR
Guldhedsgatan 6
413 20 GTEBORG
Tel. 031-708 92 56 , 0709 77 09 89
Fax 031-708 92 51
Guide lines

Use an Automated L/MC:

Self-select materials on independent reading level based on personal interest.
Use input devices such as mouse, keyboard, and remote control to successfully operate
computers, VCR's and other technology tools.
Use automated Media Center tools to check out books.

Accept Social Responsibility:

Understand & practice responsible use of technology systems, information and software.
Demonstrate proper care and use of technology equipment.

Access Electronic Sources:

Compare and contrast a variety of media presentations. Utilize & Evaluate Tools of
Research:
Locate information from a variety of print, nonprint, and technological resources
(dictionaries, magazines, pictures, informational texts, people, and technology/Internet).
Use developmentally appropriate multimedia resources to support learning.
Use input devices such as a mouse, keyboard, and remote control to successfully operate
computers, VCRs, and other technology tools.

Utilize & Evaluate Tools of Research

Use alphabetical order to the second letter to access information.
Use a title page, table on contents, glossary, and index to locate information.
Get access to information from such sources as charts, maps, graphs, and directions.
Use graphic organizers as webbing and mapping to organize information.
Identify common uses of technology in today's society.
Use developmentally appropriate electronic dictionaries and encyclopedias.
Use technology resources (Kidpix, Kid Works, Children's Writing and Publishing, Story
Book Maker, etc.) to create developmentally appropriate presentations.

Appreciate Literature:
Summarize major points of a text.
Distinguish different forms of text and their functions.
Demonstrate knowledge of the content and theme of the works of a single author
Read multiple books in the same genre but by different authors.
Read a variety of informational text including descriptive formats.
Rouhia Lotfkhah http://www.isgr-lmcguld.se/
L/MC manager http://www.isgr.se/
ISGR
Guldhedsgatan 6
413 20 GTEBORG
Tel. 031-708 92 56 , 0709 77 09 89
Fax 031-708 92 51
Read a variety of stories including fairy tales and folktales. Tell and retell stories
incorporating the use of descriptive language and elements of a story.
Listen to literature and respond appropriately including comparing/contrasting and
extending the text.
Library Media Centre Curriculum for Third Grade
I. Library Media Centre use
A. Review of library and Media Centre procedures
B. Review of book care
C. Parts of a book
1. Review author, illustrator, title, spine, cover, title page, publisher, copyright,
publication information, summary, dedication page
2. Introduce
a. Table of contents
b. Index
D. Library materials, areas, and arrangement
1. Picture / E means everybody books
2. Fiction
3. Nonfiction
4. Biography
5. Reference
6. Magazines
E. Introduce automated card catalog system
1. Author, subject, title, key word
2. Call numbers
3. Information on catalog cards
4. Availability
II. Information skills
A. Use encyclopedias and dictionaries
B. Review of fiction and nonfiction.
C. Review of alphabetical and numerical order
D. Super 3 / LMS
1. Plan
2. Do
3. Review
III. Literature appreciation
A. Reading for enjoyment
B. Noteworthy authors and illustrators
C. Caldecott Medal Books
D. Folklore and 398.2
E. Flicker Tale Award Books
F. Chapter Books

Rouhia Lotfkhah http://www.isgr-lmcguld.se/

L/MC manager http://www.isgr.se/
ISGR
Guldhedsgatan 6
413 20 GTEBORG
Tel. 031-708 92 56 , 0709 77 09 89
Fax 031-708 92 51
Reinforce kindergarten through grade two IR and library concepts:
The amount of information both in quantity and quality is too much. Students need to be
reminded all the time about details.
Repeat thesaurus and library and information retrieval indexes during your lessons.

Awarded book: Student Learning Expectations

Listen and respond to literature, including identifying the craftsmanship of the
author.
Discuss why an author may have selected particular words or phrases.
Draw inferences, such as conclusions or generalizations, and support them with
text evidence and/or personal experiences.
Discuss authors, stories, and other texts and make recommendations to classmates
and teachers.

Directions:
1. After reading or listening to a book the student will contribute to a discussion
about the authors choice of words, conclusions or generalizations and relate the
text to personal experiences.
2. Students complete the rubric.
3. Students add the scores in each row on the rubric to determine a final score for the
book.
4. Students should be prepared to explain their rubric scores

Nonfiction Text FeaturesStudent Learner Expectations:

Accept responsibility for ones own work.
Use developmentally appropriate multimedia resources to support learning.
Gather and use information from various types of media.
Use text features of nonfiction (e.g. heading, subheading, bold print, italics, etc.) to locate
information.
Consult multiple resources including print (e.g. Dictionaries Encyclopedia, Atlas,
reference books, Thesauri, etc.), technology and experts to address questions.

Rouhia Lotfkhah http://www.isgr-lmcguld.se/

L/MC manager http://www.isgr.se/
ISGR
Guldhedsgatan 6
413 20 GTEBORG
Tel. 031-708 92 56 , 0709 77 09 89
Fax 031-708 92 51
Materials:
Variety of Big Books and nonfiction books with examples of nonfiction text features
including: heading, subheading, bold print, italics, captions, timeline, label, graphic
organizer, font, diagram, map, etc.) These should be made available to the classroom
teacher for classroom instruction. (See attached Bibliography.)
Finding Bone-a Fide Text Features (See attachment.)
Website Black History Page http://members.aol.com/klove01/main.html
Website Pride and the Journey http://www.websn.com/pride/pride/sounds.htm
Website Yahooligans http://yahooligans.yahoo.com/
Variety of African-American biographies on various levels of reading difficulty (LMS
should check out these books to the classroom teacher.)
World Book online or print encyclopedia
Timeliner or free website http://www.eduplace.com/graphicorganizer/; these can be
printed for students to complete without a computer. (See attached Bessie Coleman
Timeline and Graphic Organizer.)
Kidspiration or free website http://www.eduplace.com/graphicorganizer/; these can be
printed for students to complete without a computer. (See attached Biography
Graphic Organizer.)

Rouhia Lotfkhah http://www.isgr-lmcguld.se/

L/MC manager http://www.isgr.se/
ISGR
Guldhedsgatan 6
413 20 GTEBORG
Tel. 031-708 92 56 , 0709 77 09 89
Fax 031-708 92 51
Directions:
1. Collaborate with teachers to plan the instructional sequence of this unit. This
project will take several sessions.

2. Provide classroom material for teachers to familiarize students with nonfiction

text features and develop strategies for reading nonfiction.
3. Students will synthesize the knowledge of nonfiction text features by selecting
resources to help them design a poster to share information highlighting
significant contributions of an African-American individual. Students will use
biographies from the LMC as well as electronic resources available in the LMC.
The LMS will provide instruction or review on using these resources which may
include EBSCO, Encarta Africana, book marked websites, print and electronic
encyclopedias, etc. The poster will include a title, an illustration with caption (i.e.
a photograph or drawing of the individual), a graphic organizer and a timeline.
4. During the period of information gathering in the classroom and the LMC,
students will read to:
a. Identify 4-6 important events in their subjects life and the dates they
occurred. (This should be recorded on a printed planning timeline sheet
and edited to use when they create the final timeline for their poster using
Timeliner.)
b. Identify 4-6 important contribution or facts about their famous person.
(This should be recorded on a printed graphic organizer and edited to use
when they create the final graphic organizer for their poster using
Kidspiration.) The graphic organizer should also contain a summary
statement pertaining to the life of the individual. Teaching students to
summarize significantly enhances student comprehension.
c. Locate a photograph or illustration of the individual.
5. If resources are available in the LMC or computer lab, the LMS can instruct and
assist students as they create a timeline using Timeliner or the free website, and
while they create a graphic organizer using Kidspiration or the free website.
6. Students will draw an illustration of their individual and write a caption for the
illustration. (This can be done in the classroom or in the LMC.)
7. Students will assemble their posters to share information about their individual
and convey their understanding of nonfiction text features.

Rouhia Lotfkhah http://www.isgr-lmcguld.se/

L/MC manager http://www.isgr.se/
ISGR
Guldhedsgatan 6
413 20 GTEBORG
Tel. 031-708 92 56 , 0709 77 09 89
Fax 031-708 92 51
Copyrights: Student Learner Expectations:
Recognize ownership of others work.

Materials:
website - http://www.cyberbee.com/cb_copyright.swf (Shows 10 students. As
you move the mouse over each student a question appears. You click on the
student to get the answer.)
materials to show examples of copyright
paper and pencil

Directions:

1. Have students find the copyright symbol on the materials.

2. Ask them if they know why it is important.
3. View the web site together.
4. As you show a question, talk about possible answers (could do with partners),
then reveal the answer.
5. Ask each student to discuss with a partner what they learned about copyright.
6. Have students share what they learned and write key ideas on the board.

Assessment:
Students will be observed as they participate in the discussions and share ideas.

Rouhia Lotfkhah http://www.isgr-lmcguld.se/

L/MC manager http://www.isgr.se/
ISGR
Guldhedsgatan 6
413 20 GTEBORG
Tel. 031-708 92 56 , 0709 77 09 89
Fax 031-708 92 51
Library Media Centre Curriculum for Fourth Grade

I. Library Media Centre use

A. Review of library and Media Centre materials, areas, arrangements
B. Review automated card catalog system
C. Introduce reference sources (book and online resources)
1. Dictionaries
2. Encyclopedias
D. Introduce
1. Atlases
2. Thesauruses
II. Information skills
A. Use dictionaries and encyclopedias
B. Introduce the Dewey Decimal System for fiction and nonfiction books
C. Introduce research skills using one of the following:
1. Super 3 / LMS
a. Plan
b. Do
c. Review
2. Big6 / LMS
a. Task definition
b. Information seeking strategies
c. Location and access
d. Use of information
e. Synthesis
f. Evaluation
3. Know It All Information Literacy series / LMS
D. Introduce legal and ethical use of resources
E. Bibliographic format using MLA
1. Introduce citing sources for a book
III. Literature appreciation
A. Reading for enjoyment
B. Author studies
C. Biography and autobiography
D. Animal stories
E. Mystery books
F. Series books
G. Flicker Tale Award Books
Rouhia Lotfkhah http://www.isgr-lmcguld.se/
L/MC manager http://www.isgr.se/
ISGR
Guldhedsgatan 6
413 20 GTEBORG
Tel. 031-708 92 56 , 0709 77 09 89
Fax 031-708 92 51
Reinforce kindergarten through grade Threes IR and library concepts:
The amount of information both in quantity and quality is too much. Students need to be
reminded all the time about details.
Repeat thesaurus and library and information retrieval indexes during your lessons.

Animal Trivia: Student learner expectations

Use word-reference materials, including the glossary, dictionary, and thesaurus, to
make meaning of unknown words.
Use subject-related information and vocabulary.
Locate information in reference materials by using organizational features.
Collect information about an assigned or self-selected topic using resources of the
media center, including Internet, print, and media.
Use developmentally appropriate multimedia resources to support learning.
Use electronic dictionaries and encyclopedias.
Use electronic encyclopedias, thesauruses, videos, and other electronic reference
and proofreading tools to complete research projects.

Materials:
United Streaming Video--Animal Faces, Animal Places Background
information on various animals
Set of New True books
Kidspiration graphic organizer My Animal
Animal Trivia Activity (See attached.)
Fact Frenzy Interactive Tool---www.readwritethink.org (See attached.)
Research Building Blocks: Notes, Quotes, and Fact Fragments
www.readwritethink.org - Print from the website.
Animal Study---www.readwritethink.org/materials/animals-inquiry/ (See
attached.)
Animal Study Graphic Organizer - Using the above website, students can take
notes or graphic organizer can be printed. (See attached.)

Directions:
1. This lesson will take several sessions.
Rouhia Lotfkhah http://www.isgr-lmcguld.se/
L/MC manager http://www.isgr.se/
ISGR
Guldhedsgatan 6
413 20 GTEBORG
Tel. 031-708 92 56 , 0709 77 09 89
Fax 031-708 92 51
 2. Define the terms: table of contents, index and glossary
3. Pass out New True books.
4. Discuss organizational features of the books (table of content, index, glossary,
headings picture captions, bold print, etc.).
5. Display a transparency or PowerPoint slide of each section noting similarities and
differences.
6. Introduction to note takingFact Frenzy Interactive Tool---This can be done as
a group, in a lab setting or print from website.
7. Note taking activity---Animal Study
8. Note taking activity---Research Building Blocks: Notes, Quotes, and Fact
Fragments Activities 1-3
9. Students will do the activity Animal Trivia. Have students answer 3-4
questions using the New True books. Check answers as a group.
10. Assign each student a New True book. Have students fill out the graphic
organizer, My Animal.
Use graphic organizer to write an informative paragraph about the assigned animal.

Automated Card Catalog: Student Learner Expectations:

Self-select materials on independent reading level based on personal interest, knowledge
of authors, different types of texts, and estimation of text difficulty.
Use developmentally appropriate multimedia resources to support learning.

Materials:
automated card catalog
computers, LCD projector/television or screen, or SAFARI Media Retrieval
System
Search Sheets (See attachment for example.)

Directions:
1. Project the automated card catalog on the television or screen. Discuss each
type of search (key word, subject, title and author) by demonstrating each
type of search. Review call numbers and sections of the library as each
search is made.
2. Divide students into groups of 4. Give each group a Search Sheet. Students
will go to the computer and use the automated card catalog to answer each
question on their Search Sheet.
3. Allow each group to discuss one type of search they conducted including how
they searched.

Rouhia Lotfkhah http://www.isgr-lmcguld.se/

L/MC manager http://www.isgr.se/
ISGR
Guldhedsgatan 6
413 20 GTEBORG
Tel. 031-708 92 56 , 0709 77 09 89
Fax 031-708 92 51
Copyright: Student Learner Expectations:
Accept responsibility for ones own work.
Recognize ownership of others work.

Materials:
Power Point American Society of Composers, Authors and Publishers (See
attached example.)
sheet music and/or audio CDs
computer, LCD projector, television/screen or SAFARI Media Retrieval System
sources http://www.americaslibrary.gov/about/copyright.html and
http://www.americaslibrary.gov/cgi-bin/page.cgi/jb/jazz/ascap_1

Directions:
1. Hold up the sheet music or audio CDs and ask the students if these materials are
copyrighted.
2. Ask them if they know why it is important.
3. View the Power Point (2 slides) together and discuss.
4. Ask each student to discuss with a partner what they learned about copyright.
5. Have students share what they learned.

Fiction Verses Nonfiction: Student Learner Expectations:

Compare and contrast fiction and nonfiction.

Use graphic organizers, including main idea/detail maps and outlines to make meaning of
the reading selection.

Materials:
New True books on various animals
Easy fiction books on the same animals as the New True
Chart

Directions:
1. Have each student work with a partner.
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 2. Give each team an F and a NF book.
3. Use the comparison chart in KIdspiration to discuss differences/likenesses
between fiction and nonfiction.

Genres: The World of Books---Whats your favorite?: Student Learner

Expectations:
Analyze and compare the distinguishing features of familiar genres.

Materials:
PowerPoint/handout of genres with characteristics (See attached.)
bibliography for each genre (autobiography, biography, drama, fable fairy tale,
fantasy, science fiction, folktale, historical fiction, realistic fiction, legend,
mystery, myth, tall tale, etc.)
book examples from your collection

Directions:
1. This will take several sessions. Introduce/review/discuss the characteristics of
each genre. You could use a Power Point presentation or a handout listing the
genres and characteristics to be covered.
2. After you have introduced/reviewed a genre, read an excerpt from that genre.
Discuss why the book is categorized as an autobiography, biography, fable, fairy
tale, etc.
3. Divide students into groups of two or three. Assign each group a genre. Then
have the groups locate and present to the class books that are examples of the
assigned genre.
4. Have students read a book from their favorite genre and present the book to the
class.

Guide Words: Student Learner Expectations:

Use guide words to locate words in dictionaries and topics in encyclopedias.

Materials:
Dictionaries
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 Encyclopedias
Guide Word Riddles Activity (See attached.)
Groovy Guide Words Activity (See attached.)
Guide Words to the Stars http://www.quia.com/rr/45806.html

Directions:
1. Use the dictionaries located in the reference section for discussion about guide
words.
2. Have students look at the top of the page and locate the words in bold face print.
Identify them as guide words because they guide you to the entry word.
3. Note the guide word is the first entry word and the second guide word is the last
entry word on the page.
4. Complete one of the guide word activities.
a. Detective Guide Word uses guide words and clues to determine an
answer.
b. Groovy Guide Words includes three sets of guide words. Students put
entry words on the correct page.
c. Guide Words to the Stars is an internet game. Students are shown an
entry word and must select the correct guide words.

Mysterious Mysteries, Realistic Fiction: Student Learner Expectations

Read a variety of stories, including mysteries and realistic fiction.
Identify and compare the story elements of mysteries and realistic fiction.

Materials:
Mystery bibliography to fit the local school library
Realistic fiction bibliography to fit the local school library
2-3 class sessions, depending on class length
Power Point, transparency, or poster (See attached example).
www.readwritethink.org

Directions:
1. Define the elements of a mystery.
2. Read a short mystery (example- Nate the Great books) to the class. Have the
students write down examples of the elements in the story. Share examples.
3. Define realistic fiction.
4. Discuss elements of realistic fiction.

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 5. Read a short realistic fiction story. As you read the story, have the students write
examples of the realistic fiction elements they hear in the story. Share ideas.
6. Use a Venn diagram to compare mystery elements to realistic fiction elements.

Library Media Centre Curriculum for Fifth Grade

I. Library Media Centre use

A. Review of library Media Centre materials, areas, arrangements
B. Alphabetical and numerical arrangements of materials
C. Review of reference sources (book and online resources)
1. Dictionaries
2. Encyclopedias
3. Atlases
4. Thesauruses
D. Introduce almanacs / LMS
1. World Almanac Library Research Skills Kit / LMS
E. Introduce electronic databases
F. Dewey Decimal System
1. Purpose of subject arrangement
2. Ten main categories
G. How to browse the automated card catalog
II. Information skills
A. Use multiple sources of information
B. Use automated card catalog system
C. Introduce research skills using one of the following:
1. Big6 Information Problem-Solving / LMS
a. Task definition
b. Information seeking strategies
c. Location and access
d. Use of information
e. Synthesis
f. Evaluation
2. Know It All Information Literacy / LMS
D. Discuss legal and ethical use of resources
E. Bibliographic format using MLA
1. Introduce citing sources for a web site and a periodical
2. Practice citing sources for a book
III. Literature appreciation
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 A. Reading for enjoyment
B. Author studies
C. Newbery Medal Books
D. Flicker Tale Award Books

Reinforce kindergarten through grade fours IR and library concepts:

The amount of information both in quantity and quality is too much. Students need to be
reminded all the time about details.
Repeat thesaurus and library and information retrieval indexes during your lessons.

Website Investigator: Student Learner Expectation:

Demonstrate ability to see the Internet as a research tool with adult supervision.
Evaluate the accuracy, relevance and appropriateness of information gathered through
technology resources.
Gather information from a source appropriate to purpose and topic.

Materials:
Website Investigator scoring activity (See attached).
Evaluating a Website note taking sheet (See attached.)
Quick (Quality Information Checklist)
http://www.hfht.org/chiq/Quick/docs/menu.htm - This website includes guidelines
and practice exercises, as well as an interactive quiz to review the ideas.
printed result page from web search
Which Site to Choose and Why rating chart to use with the printed result page
from a web search (See attached.)
Website Bibliography useful for student research (See attached.)

Directions:
1. Using the resources above, present strategies to determine the accuracy, relevance
and appropriateness of websites. Model the kinds of questions to ask as one
identifies the value of a website.
2. Select a topic and display the first page of the list of results. Model selecting the
most relevant results and mark each result with a (+) if you think it would be a
really good website and includes information that you will need, a () if it might be
a good website and you would look at it later, or a (-) if it does not appear to

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 include the information you need. Discuss your reasons and why you marked
each result as you did.
3. Review examples of useful research websites. Have students pair up and select a
search website and a topic for research. Have them print the first page of results
and repeat the process you modeled discussing and marking the relevancy of each
result
4. If computers are available, have students explore the website Quick (Quality
Information Checklist) http://www.hfht.org/chiq/Quick/docs/menu.htm to provide
additional practice in evaluating the accuracy, relevance and appropriateness of
websites, or projects this site and explore it as a group.
Fact and Opinion: Student Learner Expectation:
View a variety of media (e.g. posters, film clips, periodicals, charts, cartoons, etc.) to
enhance and show understanding of a specific topic.Differentiate between fact and
opinion in media.

Materials:
website - Martin Luther King, Jr.: A Fact or Opinion Activity http://education-
world.com/a_lesson/02/lp248-01.shtml (See attached.)
Biography of Martin Luther King, Jr. from website above (See attached).
Martin Luther King, Jr.: Fact or Opinion Activity Sheet from website above
(See attached.)
United Streaming clip or VHS of Martin Luther King, Jr.s I Have a Dream
speech
Kidspiration - Biography Graphic Organizer (See attached.)
Biographies from LMC
Power Point - Martins Big Words
website - Pride and the Journey http://www.websn.com/pride/pride/sounds.htm

Directions:
1. Explain to students that a fact is real or true and that it can be verified. An
opinion is a brief judgment that cannot be verified or proven to be true.
2. Build background by viewing the Power Point Martins Big Words which
includes a video clip of his I Have a Dream speech from United Streaming or
a VHS from another source.
3. Read and share together the brief biography of Martin Luther King, Jr. from
the website above. This can be printed or projected from the internet using an
LCD projector or SAFARI Media Retrieval System for all to see.
4. Have the students complete the Martin Luther King, Jr.: Fact or Opinion
Activity Sheet in pairs or in small groups providing an opportunity for
students to discuss their decisions. Share the results with the class.
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 5. Create a graphic organizer using Kidspiration similar to the one provided in
this lesson.
6. Referring to the book-marked biographical websites, such as Pride and the
Journey or selections from brief biographies, have students complete the
graphic organizer with facts or opinions about another important historical
figure. (See attached.) This can be accomplished by students using
Kidspiration on a computer or a printed sheet.

Collaborative Unit, Civil Rights: Student Learner Expectation:

Read a variety of informational text, including textbooks, newspapers, magazines, and
other instructional materials.
Skim materials to locate specific information.
Use graphic organizers to analyze information.
Use reference features (e.g., table of contents, indices, and glossaries, etc.0 and text
features (e.g., format, graphics, sequence, diagrams, table of contents, etc.) to access
information.
Use print and electronic sources, including the card catalog, to locate information.
Gather information from a source appropriate to purpose and topic.
Organize ideas by using graphic organizers as webbing, mapping, and formal outlining
with main topics.
Use electronic research tools to locate, store and retrieve information.
Use developmentally appropriate multimedia sources to support learning.
Accept responsibility for ones own work.
Recognize ownership of others work.
Understand and respect copyright laws.
Use electronic dictionaries, encyclopedias, thesauruses, videos, and other electronic
reference and proofreading tools to complete research projects.
Demonstrate ability to use the Internet as a research tool with adult supervision.
Use automated Media Center tools to locate information and materials.
Evaluate the accuracy, relevance and appropriateness of information gathered through
technology resources.

Materials:
Materials provided to each school for 5th grade teachers and housed in the LMC
from the Teaching American History Grant
Biographies (See list of possible individuals attached.)
Possible Timeline Events by Group handout (See attached.)
Timeline template (See attached.)
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 Questions for the Group Timeline Presentations handout (See attached.)
Internet Sites- see Resources in Technology Connection
Hero Quilt instructions
Individuals Making a Difference handout (See attached.)
Felt, fabric or paper squares
Markers, letters, glue
Variety of books, such as:
Andrea Davis Pinky. Let It Shine: Stories of Black Women Freedom
Fighters. Gulliver Books, 2000
McWhorter, Diane. A Dream of Freedom: The Civil Rights
Movement from 1954-1968. Scholastic, 2004.
Directions:
Essential Question:
How have individuals and groups worked to form a more perfect union?

This is a collaborative unit with your 5th grade teachers. Many have attended the
Teaching American History Grant workshop on Civil Rights from which many of
the activities for this unit have come. Please meet with your teachers as they will
need your assistance and expertise to help them successfully complete these
activities. This is a unit that will last several sessions. All of the activities can be
completed without the use of computers and software, but the learning sequence
will be richer if computers and timeline software are available.

Activity #1
Civil Rights Timeline
(How have groups worked to form a more perfect union?)
Introduction:
Have students share their definition of Civil Rights (i.e. Civil Rights individuals
treated equally under the law). Then have students brainstorm words that describe
Civil Rights (equality, equity, tolerance, diversity, etc)
1. In groups, create a timeline showing events that affected the rights of these
groups:
African American to 1950
African American since 1950
Women
Latinos
Native Americans
Asian Americans
2. Have students divide into groups based on interest. Using the Possible
Timeline Events by Groups sheet, have each group select at least 5 events
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 to place on their timeline. Students will research the event in their
textbooks, encyclopedias, books and on the Internet and be able to explain
its significance. Have the groups complete the Timeline Event Chart.
Each group should divide the events so that each person is responsible for
an equal amount.
3. Each group creates a timeline on paper or using the software Timeliner.
(Increments on the timeline should be 15 years if possible)
4. Each event should be illustrated on the timeline by drawing a picture or
using primary source photographs from the Internet. Make sure students
write down the website if they use a photograph from the Internet.
5. Groups complete the Questions for the Group Timeline Presentations
sheet. Constitutional rights Most
people believe that their most important rights are those guaranteed by the
First Amendment. Commonly called "First Amendment freedoms," these
are the fundamental freedoms of religion, speech, and press, as well as the
right of the people to assemble and to petition a government.
Strategies might include non-violent protests, strikes, filing cases in the
court system, passing laws, violence, etc.
6. Students present their timelines to the class, answering the questions on
the Questions for the Group Timeline Presentations sheet
7. Display the timelines one above the other and have students compare and
contrast the events. Were there years when few events occurred? Were
there years with a lot of activity? Have the students mark the events as
setbacks or gains in Civil Rights for each group.
Activity #2
Individuals Making a Difference Hero Quilt
1. Brainstorm a list of characteristics of a good leader see sample Character
Traits list
2. Have students individually or in groups select an individual from the list
of Possible Individuals
3. Define and provide examples of Primary Sources. Primary sources are
original records created at the time historical events occurred or after
events in the form of memoirs and oral histories. Primary sources may
include letters, manuscripts, diaries, journals, newspapers, speeches,
interviews, photographs, video recordings, and objects such as works of
art or ancient roads, buildings, tools, and weapons. These sources serve as
the raw material to interpret the past. Explain that they will be using
primary sources to secure photographs and a quote for this activity.
4. Using a variety of resources including the internet, students gather
information to complete the Hero Quilt handout. See sample quilt square.

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 5. Have students complete the Individuals Make a Difference form. Students
will refer to this form during their quilt square presentation.
6. Display the squares to create a Hero Quilt. Have each student or group
explain what challenges their person faced, the strategies he/she used to
handle these challenges and how this person worked to form a more
perfect union.

Technology Connection
Using available resources have students create a PowerPoint presentation addressing the
essential question:
How have individuals worked to form a more perfect union?
Instead of presenting the information gathered by creating a quilt square, each student
will create 4 PowerPoint slides as components of a class presentation on this topic.
1st slide photograph of the individual (primary source)
2nd slide quotation (this can be an embedded video or sound clip - primary source)
3rd slide challenges this individual faced
4th slide - strategies this person used to handle these challenges

During this educational sequence the following information literacy skills should be
addressed:
Utilizing Basic PowerPoint (including design, slide transition, animation,
looping, and embedding video or sound clips)
Understanding and complying with Copyright Laws
Utilizing Kidspiration (graphic organizer to plan 4 slides)
Performing Copy and Paste functions
Evaluating Internet Sites

Internet Resources:

Hispanic American
Hispanic American A-Z Info please:
http://www.infoplease.com/spot/hhmbioaz.html
Native American
US Department of Interior Bureau of Indian Affairs:
http://www.nativeamericans.com/Biographies.htm
Notable American Indians Fact Monster:
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http://www.factmonster.com/spot/aihmbioaz.html
Asian American
Asian Pacific American Info please:
http://www.infoplease.com/spot/asianambios.html
African American
Notable African American Fact Monster:
http://www.factmonster.com/spot/afroambios.html
African American Quotations Info please
http://www.infoplease.com/spot/bhmquotes1.html
Notable African American Info please
http://www.infoplease.com/spot/bhmbios1.html
Women
Women of the Hall - National Womens Hall of Fame
http://www.greatwomen.org/women.php?action=viewAll
Womens History Month Biographies Thomson Gale
http://www.gale.com/free_resources/whm/bio/index.htm
Women of Influence Fact Monster
http://www.factmonster.com/ipka/A0768438.html
American Women Yahooligans
http://yahooligans.yahoo.com/school_bell/social_studies/history/by_subject/women_s_hi
story/biographies/

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B. Lifelong Reading and Learning Skills

Listening, Viewing, and Reading for Comprehension and Enjoyment

Develops personal interests and forms lifetime recreational and
informational reading habits
Demonstrates reading, listening and viewing skills
Recognizes cultural diversity in literature
Experience L/MC as a cultural centre for film, music, audio books, theatre
and cultural activities
Experience L/MC as meeting place for assemblies, conferences, etc.
Recognizes various literary forms
Print, Non print
Fiction, Non fiction
Fiction,
Lettering system for fiction books
FIC, CHA, PIC, FiR, fts, E, Non-Fiction,
TEB, CEL and 000-999 Dewey Decimal system
General works, Philosophy, Religion, Social Science, Language,
Science, Technology, Art and Sport, Literature, History and
Geography
(ABC Books, Autobiography, Biography, Drama, Fables, Fairy
Tales, Folk Tales, Folklore, Legends, Mythology, Novel, Nursery
Rhymes, Picture Book, Poetry, Short Story, Wordless Picture
Book)
Non fiction,
000 Computer science, information & general works
100 Philosophy and psychology
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 200 Religion
300 Social sciences
400 Language
500 Science (including mathematics)
600 Technology
700 Arts and recreation
800 Literature
900 History, geography, and biography

Recognizes genres of fiction

Adventure, Fantasy, Historical Fiction, Detective and Mystery, Science Fiction,
Chapter books, Picture books, Fairy tales & stories, My First Reading Book,
Teachers Resources,
Recognizes components of fiction
Beginning/Middle/End, Cause & Effect, Character, Climax, Details,
Plot/Sequence, Point of View, Setting, Style, Theme/ Main Idea
Differentiates between an author & other contributors to a work:
illustrators, editors, publishers, webmasters, etc.
Chooses fiction and non-fiction materials at appropriate interest and reading
levels
Recognizes the value and guidance provided by literary awards and reviews
including
Reviews, awards, prizes
Recognizes and appreciates the artistic components of a work and their
contribution to
Usefulness and appeal, Illustrative styles, Type face, Page or screen layout

Listening, Viewing and Reading for Media Literacy

Recognizes various media forms (Media Literacy)
Advertisements--commercials/billboards/posters/print/online
Audio Recordings
Cartoons-print/animated
Internet communication
Magazine--print/online
Movies/Documentaries
Newspapers-printed/online
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 Radio
Television
Web Pages
Databases (gigantic encyclopedias) printed/online
Compares and contrasts print and non-print versions of an information
source
Suitableness, trustablety, reliance,

Compares and contrasts print and non-print versions of a piece of literature

C. Information Literacy
Scope and Sequence in the L/M C

Table of contents
1. Library Information Literacy Scope and Sequence
(Includes option to select appropriate Lesson Plan)
Library Awareness Skills
Lifelong Reading Skills
Research Model
2. Lesson Plan
Search by Keyword, Subject, Academic Standard
Browse Academic Standards, Lesson Plans
Create Lesson Plans
3. Curriculum Support
Information Resources
Standards
Curriculum/Subject Areas

Question: Students learn to ask what information is needed

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Find: Students learn how and where to find information
Gather: Students learn how to gather information
Create: Students learn how to organize and create a final product
Assess: Students learn how to assess the product and the process

Kindergarten

Concepts:
Items are organized and shelved according a system
Libraries have special rules to be followed, including quiet listening, etc
library may be used by everyone
There is a special vocabulary used in libraries to explain what is done with
information (words such as structure, system and catalogue)
There are procedures to follow when borrowing and returning books
Library materials must be cared for, as they are used by everyone in the school
Books are for enjoyment as well as information
Picture books and first readers are located at the back of the library
Fiction books are alphabetically ordered according authors and head characters
Multicultural/multi ethnic materials are available in the library and teach us about
others

Skills:
The student will be able to:

Locate important areas of the library and use shelf labels and shelf markers to find
books
listen attentively and purposefully to directions, lessons given by and stories read
aloud by the staff and demonstrate acceptable behavior in the library
Respect other library users and follows rules

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 understand the basic vocabulary used in the library (LMC, check in/ check out,
author, illustrator, title)
follow borrowing and returning procedures of the school library (one book per
visit , which can be replaced when previous book is returned on time)
care properly for books and other library equipment
listen to stories being read aloud
know that each item in the library has a specific place on the shelves because of
the structure and system used in a library
use the library staff as a resource in using the library
connect his/her own experiences with the life experiences, language, customs, and
cultures of others
Apply the use of the alphabet in understanding the arrangement of books in the
library

Grade One

Concepts:
Kindergarten concepts will be reinforced
Fiction and Non Fiction are two basic categories in libraries
Non fiction books are written in different genres
Students are responsible for all materials they borrow
Books are on the shelves by numerical and alphabetical order
It is important to choose the right book in right level
Easy Readers and Picture Books can be found in special areas of the library
Students are aware of electronic equipment
The title page has important information for the reader, and includes the authors
name and the name of the illustrator
The library is a resource to find information about the class inquiry

Skills: The student will be able to:

distinguish Fiction from Non Fiction

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 Distinguish and uses various genres of literature such as poetry, classic and
contemporary fiction and informational books.
understand the placement of items in the LMC
Select materials appropriate for his/her reading level to fulfill assignments, for
pleasure, and for information
locate picture books and easy readers on the shelves
recognize the different parts of the title page
select books that they can read independently
understand the concept of alphabetical order
begin to understand and apply new vocabulary
be able to describe how illustrations contribute to text
be able to recognize the story problems or plot
select books that are connected to the class inquiry
borrow 2 books and return them to the library on time

Grade Two

Concepts

K-1 concepts will be reinforced

Non-Fiction material is divided numerically by a system called the Dewey
Decimal system, and Fiction is classified alphabetically by the authors last name
Fairy tales are classified by the name of the main character in the book.
Materials in the library are accessible through a general index called the catalogue
The catalogue is accessed electronically
Vocabulary is introduced related to books, such as plot, setting, character, chapter,
table of contents.
The library is a resource to find information about the class inquiry

Skills: The student will be able to:

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 locate non-fiction books on the shelves by number and understand the structure of
classification , 000-999
understand that non-fiction includes subjects such as plants, animals, dinosaurs
and technology.
understand simple story structure, including character, plot, and setting
recognize the head character in a fairy tale and locate the book alphabetically by
the main characters name
reiterate the basic concept of the Dewey Decimal system
access available books in the e-catalogue by subject, author, key word or title
understand the different genre associated with fiction
demonstrate an understanding of literary terms such as plot, setting, character,
chapter, table of contents.
select books that are connected to the class inquiry
borrow 3 books and return them to the library on time

Grade Three

Concepts
K-2 concepts will be reinforced
Reference books (dictionaries, encyclopedias, atlases) are useful tools for locating
information efficiently
The on-line database/ e-catalogue contains information for each item in the library
Books and other media are accessed by subject, key word, title or author
The different parts of a book offer information, such as cover, spine, title page,
table of contents, glossary, and index
Technology is used in the library as a part of information retrieval
Inquiry information can be accessed in the LMC
Use of various technology available in the LMC encourages active listening
Each child experiences stories in different creative ways.
LMC culture emphasizes the development of thinking, research, communication,
social and self-management skills

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Skills The student will be able to:

access the e-catalogue by author, title, subject and key words

adapt alphabetizing skills to the library
understand the care and use of selected technology ( tape recorders, computers,
CD ROM)
locate information using guide words in dictionaries and encyclopedias
use search engine to access relevant internet sites
access appropriate books and information relevant to the POI
demonstrate active listening to stories, plays and poems by responding to
questions and discussions
borrow 4 books and return them to the library on time
spend time in the LMC thinking about the topics being discussed, researching,
showing respect for all types of ideas and people.
Recognize that different parts of a book offer information. (back cover, front
cover, spine, title page, table of contents).
feel comfortable using the LMC and navigating independently
Grade Four

Concepts

K-3 concepts will be reinforced

The LMC orientation scheme includes circulation area, e-catalogue, reference
books, periodicals, fiction and non-fiction areas
Fiction can be categorized into types such as Historical, Realistic, Humorous,
Mystery, Fantasy and Adventure
Non print items and technology for using these items are available
The dictionary explains the meaning of a word as well as its origin, part of
speech, etc
Skimming and Scanning text are helpful strategies for gathering information
The authenticity of information in a book can be determined by a variety of
means: how the book is catalogued, references, the index, acknowledgements,
copyright, editor, reviews, etc
It is necessary to limit the search of a subject to be able to find the information
most valuable for the specific question being answered
Rouhia Lotfkhah http://www.isgr-lmcguld.se/
L/MC manager http://www.isgr.se/
ISGR
Guldhedsgatan 6
413 20 GTEBORG
Tel. 031-708 92 56 , 0709 77 09 89
Fax 031-708 92 51
 All information in internet is not trustable

Skills The student will be able to:

locate and use the materials found in the areas of the LMC and understand the
orientation scheme.( ie: biographies are found in the 900 non-fiction section)
recognize and distinguish between the various types of fiction, and between
figurative and literal language
listen to audio books and watch movies in the Library media center.
find vocabulary in the dictionary and understand the explanations given
use skimming and scanning techniques for information gathering.
integrate information from two or more sources
distinguish fact from opinion
understand the central idea of the inquiry lesson and find information limited to
the specific idea
is able to critically evaluate a Web page for authenticity, applicability, authorship,
bias, and usability.
Grade 5

Concepts

K-4 concepts will be reinforced

Non-fiction is divided into categories and sub-categories. These categories are
000 General Work , 200 Religion, etc
The elements of a story include story plot, setting and problem resolution
Multi cultural/ multi ethnic literature are available in the LMC collection
The exhibition subject can be researched using all the resources found in the LMC
Equipment such as computers, digital camera, and video are available

Skills The students will be able to:

Rouhia Lotfkhah http://www.isgr-lmcguld.se/
L/MC manager http://www.isgr.se/
ISGR
Guldhedsgatan 6
413 20 GTEBORG
Tel. 031-708 92 56 , 0709 77 09 89
Fax 031-708 92 51
 recognize and identify the elements of a story
locate and use an almanac, atlas, dictionary, encyclopedia and thesaurus
show increased knowledge of his/her own culture, the culture of others and the
common elements of cultures
integrate information from multiple non-fiction sources
gather, analyze, interpret , organize and evaluate information
identify primary and secondary sources: newspapers, maps, ads, personal letters,
diaries, etc.
perform as researchers with confidence in their ability to use the LMC
Use available technology to create research product and/or presentation, such as
presentation software, digital camera, and video equipment

Rouhia Lotfkhah http://www.isgr-lmcguld.se/

L/MC manager http://www.isgr.se/
ISGR
Guldhedsgatan 6
413 20 GTEBORG
Tel. 031-708 92 56 , 0709 77 09 89
Fax 031-708 92 51