COURSE OF STUDY UNIT PLANNING GUIDE FOR: ELEMENTARY MEDIA SKILLS GRADE LEVEL: KINDERGARTEN PREPARED BY: JOLIE KURZ REVISED AUGUST 2018 ALIGNED TO THE NEW JERSEY STUDENT LEARNING STANDARDS B.O.E. ADOPTED AUGUST 23, 2018 BORN DATE: AUGUST 24, 2017
UNIT: #1 GRADE: KINDERGARTEN UNIT TITLE: Library Introduction/Rules CHAPTERS/TOPIC COVERED: What is a library? A librarian? How to listen to a story; check out a book. Unit Length: 1 lesson (#1) Performance Indicators (Standards and Objectives) Essential Questions Activities (Approximate Time Frame) Strategies/Methods/Vocabula ry Resources (Including D Tools v Students will be introduced to the library media center and its contents. v Students will discover the appropriate behaviors when in a library. Standards: RL.K.2. With prompting and support, retell familiar stories, including key details (e.g., who, what, where, when, why, how). RL.K.7. With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what v What is a library and what are the rules? v September October Students will be able to: recognize librarian and library aide. discuss what they observe in the library. raise hands to comment on library rules. predict what a lion would do if he went to the library. sit quietly and following listening rules in the story corner. restate rules v Whole group discussion v Read aloud v Individual help with book selection and the checking out process v Teacher leads library tours and activities v Picture book, The Library Lion, by Michelle Knudsen. v Due date handout. v Stars as line markers.
moment in a story an illustration depicts). RI.K.1. With prompting and support, ask and answer questions about key details in a text. RI.K.2. With prompting and support, identify the main topic and retell key details of a text. RI.K.3. With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text. identified from the story. participate in a follow the leader game around the library to introduce specific areas of the room. select individual books, standing on the star at the circulation desk. Other Interdisciplinary Connections: Math, Science, Social Studies, Language Arts 21st Century Themes: Global Awareness 21st Century Skills: Creativity and Innovation, Critical Thinking and Problem Solving, Communication & Collaboration, Media Literacy, Technology Literacy, Life and Career Skills Career Ready Practices: CRP1, CRP2, CRP4, CRP6, CRP7, CRP8, CRP11 Technology Standards: 8.1.2.A.1 Evidence of Learning (Formative & Summative): Teacher Observation, Completed Projects, Oral Student Feedback, Peer Review, Level of Creativity, Reflection, Class Discussion Modifications: At Risk Students: Pair visual prompts with verbal presentations; Ask students to restate information, directions, and assignments; Repetition and and practice; Model skills / techniques to be mastered; Extended time to complete class work; Provide copy of class notes; Preferential seating to be mutually determined by the student and teacher.
Students with Disabilities/504: Pair visual prompts with verbal presentations; Ask students to restate information, directions, and assignments; Repetition and practice; Model skills / techniques to be mastered; Extended time to complete class work; Provide copy of class notes; Preferential seating to be mutually determined by the student and teacher; Student may request to use a computer to complete assignments; Establish expectations for correct spelling on assignments. ELL Students: Modified Assignments; Native Language Translation (peer, online assistive technology, translation device, bilingual dictionary); Extended time for assignment completion as needed; Highlight key vocabulary; Use graphic organizers Gifted & Talented/Enrichment: Conduct research and provide presentation of cultural topics; Design surveys to generate and analyze data to be used in discussion Debate topics of interest / cultural importance; Authentic listening and reading sources that provide data and support for speaking and writing prompts UNIT: #1 (CONTINUED) GRADE: KINDERGARTEN UNIT TITLE: Library Introduction/Book Care CHAPTERS/TOPIC COVERED: Library Book Care UNIT LENGTH: 1 lesson (#2) Performance Indicators (Standards and Objectives) v Students will discover the rules for caring for books in the library. v Students will review the appropriate behaviors when in a library. v Students will follow directions in song and movement. Standards: RL.K.1. With prompting and support, ask and answer questions about key details in a text (e.g., who, what, where, when, why, how). RL.K.4. Ask and answer questions Essential Questions v How do we care for books in the library and put them back in the appropriate place? Activities (Approximate Time Frame) Strategies/Methods/Vocabulary Resources (Including Digital Tools October - November Students will be able to: review the rules learned during the last media skills lesson. describe the character of an elf. rhyme sentences to establish library behavior. listen and react to a read aloud story. follow actions and song lyrics to a booky looky v Whole group review at tables. v Make connections to a story. v Teacher models and reviews story time rules. v Read aloud/questio ning. v Rhyming v Leads a song and dance to encourage use of shelf markers. v Picture book, The Shelf Elf, by Jackie Mims Hopkins. v Shelf markers. v Teacher made banner posters.
about unknown words in a text. RL.K.7. With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an illustration depicts). RI.K.2. With prompting and support, identify the main topic and retell key details of a text. L.K.6. Use words and phrases acquired through conversations, reading and being read to, and responding to texts version of the hokey pokey. use shelf markers to identify the appropriate place for a book on a shelf. v Reviews checkout procedures by calling on volunteers. Other Interdisciplinary Connections: Math, Science, Social Studies, Language Arts 21st Century Themes: Global Awareness 21st Century Skills: Creativity and Innovation, Critical Thinking and Problem Solving, Communication & Collaboration, Media Literacy, Technology Literacy, Life and Career Skills Career Ready Practices: CRP1, CRP2, CRP4, CRP6, CRP7, CRP8, CRP11 Technology Standards: 8.1.2.A.1 Evidence of Learning (Formative & Summative): Teacher Observation, Completed Projects, Oral Student Feedback, Peer Review, Level of Creativity, Reflection, Class Discussion Modifications: At Risk Students: Pair visual prompts with verbal presentations; Ask students to restate information, directions, and assignments; Repetition and and practice; Model skills / techniques to be mastered; Extended time to complete class work; Preferential seating to be mutually determined by the student and teacher. Students with Disabilities/504: Pair visual prompts with verbal presentations; Ask students to restate information, directions, and assignments; Repetition and
practice; Model skills / techniques to be mastered; Extended time to complete class work; Provide copy of class notes; Preferential seating to be mutually determined by the student and teacher ELL Students: Modified Assignments; Native Language Translation (peer, online assistive technology, translation device, bilingual dictionary); Extended time for assignment completion as needed; Highlight key vocabulary; Use graphic organizers Gifted & Talented/Enrichment: Conduct research and provide presentation of cultural topics; Design surveys to generate and analyze data to be used in discussion; Debate topics of interest / cultural importance; Authentic listening and reading sources that provide data and support for speaking and writing prompts UNIT: #1 (CONTINUED) GRADE: KINDERGARTEN UNIT TITLE: Library Introduction; Arrangement CHAPTERS/TOPIC COVERED: Locating books on the shelf; identifying call numbers; ABC order UNIT LENGTH: 1 lesson (#3) Performance Indicators (Standards and Objectives) v Students will discover the arrangemen t of books in the library, by author s last name. v Students will review the appropriate behaviors when in a library. Standards: RL.K.1. With prompting and Essential Questions v How are materials arranged in the library? v How is a mailman s job similar to that of a librarian or library patron? Activities (Approximate Time Frame) Strategies/Methods/Vocabulary Resources (Including Digital Tools v November - December Students will be able to: v review the rules learned during the last media skills lesson. v describe the job of a mail person. v relate the idea that a mailman delivers envelopes and packages to an address the same way that books have an address and special place on the shelf. v listen and react to a read aloud story. v use a mailman hat v Whole group review at tables v Discussion of a mailperson s job. Students make connections to books in the media center. v Story corner for read aloud v Students physically place themselves in alphabetical order by their last names, reviewing the ABC s. v Following directions to identify last names and beginning letter. v Leading a line up of students in alphabetical order v Questioning v Coloring, name project v Picture book, The Jolly Postman or other people s letters, by Janet and Allan Ahlberg. v Alphabet cards v Mailman hat template v Shelf markers
support, ask and answer questions about key details in a text (e.g., who, what, where, when, why, how). RL.K.4. Ask and answer questions about unknown words in a text. RL.K.7. With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an illustration depicts). RI.K.2. With prompting and support, identify the main topic and retell key details of a text. L.K.6. Use words and phrases acquired through conversations, reading and being read to, and responding to texts. template to identify the first letter of their last name, and place themselves in alphabetical order. v use shelf markers to identify the appropriate place for a book on a shelf and identify the call number on the spine. v Shelf markers use review
L.K.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Other Interdisciplinary Connections: Math, Science, Social Studies, Language Arts 21st Century Themes: Global Awareness 21st Century Skills: Creativity and Innovation, Critical Thinking and Problem Solving, Communication & Collaboration, Media Literacy, Technology Literacy, Life and Career Skills Career Ready Practices: CRP1, CRP2, CRP4, CRP6, CRP7, CRP8, CRP11 Technology Standards: 8.1.2.A.1 Evidence of Learning (Formative & Summative): Teacher Observation, Completed Projects, Oral Student Feedback, Peer Review, Level of Creativity, Reflection, Class Discussion Modifications: At Risk Students: Pair visual prompts with verbal presentations; Ask students to restate information, directions, and assignments; Repetition and and practice; Model skills / techniques to be mastered; Extended time to complete class work; Provide copy of class notes; Preferential seating to be mutually determined by the student and teacher. Students with Disabilities/504: Pair visual prompts with verbal presentations; Ask students to restate information, directions, and assignments; Repetition and practice; Model skills / techniques to be mastered; Extended time to complete class work; Provide copy of class notes; Preferential seating to be mutually determined by the student and teacher; Student may request to use a computer to complete assignments; Establish expectations for correct spelling on assignments. ELL Students: Modified Assignments; Native Language Translation (peer, online assistive technology, translation device, bilingual dictionary); Extended time for assignment completion as needed; Highlight key vocabulary; Use graphic organizers Gifted & Talented/Enrichment: Conduct research and provide presentation of cultural topics; Design surveys to generate and analyze data to be used in discussion; Debate topics of interest / cultural importance; Authentic listening and reading sources that provide data and support for speaking and writing prompts.
UNIT: #2 GRADE: KINDERGARTEN UNIT TITLE: Nonfiction Books CHAPTERS/TOPIC COVERED: What is nonfiction? Where are these books in the library? Unit length: 1 lesson (#4) Performance Indicators (Standards and Objectives) v Students will review the Easy Reader fiction area of the library and be introduced to the nonfiction section. v Students will review the appropriate behaviors when in a library. Standards: RL.K.1. With prompting and support, ask and answer questions about key details in a text (e.g., who, what, where, when, why, how). RL.K.4. Ask and answer questions about unknown words in a text. RL.K.7. With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what Essential Questions v What types of books are in the media center? v How are nonfiction books arranged? Activities (Approximate Time Frame) Strategies/Methods/Vocabulary Resources (Including Digital Tools v January - February Students will be able to: v review the meaning of a book s address or call number. v identify the parts of a book. v view a PowerPoint on the Smartboard, and follow directions on the slides to identify the parts of their library books. v discuss the job of a publisher. v use shelf markers to identify the appropriate place for a book on a shelf. v stand on the star and proceed with appropriate library checkout behaviors. v Whole group review at tables v Facilitating smartboard activity v Leading various verses of The Wheels on the Bus song to relate to the book The Library Doors, by Toni Buzzeo, which is used as the sample book for the lesson. v Assisting with book selection and automated check out procedures v Picture book, The Library Doors, by Toni Buzzeo. v Parts of a book PowerPoint. v Shelf markers
moment in a story an illustration depicts). RI.K.5. Identify the front cover, back cover, and title page of a book. RI.K.6. Name the author and illustrator of a text and define the role of each in presenting the ideas or information in a text. L.K.6. Use words and phrases acquired through conversations, reading and being read to, and responding to texts. L.K.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. NJSLSA.SL2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.
Other Interdisciplinary Connections: Math, Science, Social Studies, Language Arts 21st Century Themes: Global Awareness 21st Century Skills: Creativity and Innovation, Critical Thinking and Problem Solving, Communication & Collaboration, Media Literacy, Technology Literacy, Life and Career Skills Career Ready Practices: CRP1, CRP2, CRP4, CRP6, CRP7, CRP8, CRP11 Technology Standards: 8.1.2.A.1 Evidence of Learning (Formative & Summative): Teacher Observation, Completed Projects, Oral Student Feedback, Peer Review, Level of Creativity, Reflection, Class Discussion Modifications: At Risk Students: Pair visual prompts with verbal presentations; Ask students to restate information, directions, and assignments; Repetition and and practice; Model skills / techniques to be mastered; Extended time to complete class work; Provide copy of class notes; Preferential seating to be mutually determined by the student and teacher. Students with Disabilities/504: Pair visual prompts with verbal presentations; Ask students to restate information, directions, and assignments; Repetition and practice; Model skills / techniques to be mastered; Extended time to complete class work; Provide copy of class notes; Preferential seating to be mutually determined by the student and teacher; Student may request to use a computer to complete assignments; Establish expectations for correct spelling on assignments. ELL Students: Modified Assignments; Native Language Translation (peer, online assistive technology, translation device, bilingual dictionary); Extended time for assignment completion as needed; Highlight key vocabulary; Use graphic organizers Gifted & Talented/Enrichment: Conduct research and provide presentation of cultural topics; Design surveys to generate and analyze data to be used in discussion; Debate topics of interest / cultural importance; Authentic listening and reading sources that provide data and support for speaking and writing prompts.
UNIT: #3 GRADE: KINDERGARTEN UNIT TITLE: Digital books CHAPTERS/TOPIC COVERED: Comparing print and digital fiction. UNIT LENGTH: 1 lesson (#6) Performance Indicators (Standards and Objectives) v Students will view an audiobook on the smartboard and make comparisons between the story presented in digital and print. v Students discuss Internet safety Standards: RL.K.1. With prompting and support, ask and answer questions about key details in a text (e.g., who, what, where, when, why, how). RL.K.4. Ask and answer questions about unknown words in a text. RL.K.7. With prompting and support, describe Essential Questions v How is the digital version of a book different from reading the story in a printed format? v How can you go places safely on the computer Activities (Approximate Time Frame) Strategies/Methods/Vocabulary Resources (Including Digital Tools v February - March Students will be able to: v review the parts of a book. v view and listen to a digital author reading of a book. v Identify the ways in which the digital version is different from a teacher reading a print copy. v identify the vocabulary words presented during the lesson. v discover that the Internet can be used to visit faraway places and learn new things. v compare how staying safe online is similar to staying safe in the real world. v explain rules for v Whole group review at tables v Teacher facilitates smart board activity v Vocabulary discussion. v Questioning v Assisting with book selection and automated check out procedures Vocabulary: Sound effects, animation, repetitive text, highlighted text. v Tumblebooks v Smartboard v Audio book, 50 Below Zero, by Robert Munsch. v Common Sense media activity sheet v Shelf markers
the relationship between illustrations and the story in which they appear (e.g., what moment in a story an illustration depicts). RI.K.6. Name the author and illustrator of a text and define the role of each in presenting the ideas or information in a text. traveling safely on the Internet. v use shelf markers to identify the appropriate place for a book on a shelf. v stand on the star and proceed with appropriate library checkout behaviors. L.K.6. Use words and phrases acquired through conversations, reading and being read to, and responding to texts. NJSLSA.SL2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally. NJSLSA.R7.
Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words. SL.K.2. Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood.
Other Interdisciplinary Connections: Math, Science, Social Studies, Language Arts 21st Century Themes: Global Awareness 21st Century Skills: Creativity and Innovation, Critical Thinking and Problem Solving, Communication & Collaboration, Media Literacy, Technology Literacy, Life and Career Skills Career Ready Practices: CRP1, CRP2, CRP4, CRP6, CRP7, CRP8, CRP11 Technology Standards: 8.1.2.A.1 Evidence of Learning (Formative & Summative): Teacher Observation, Completed Projects, Oral Student Feedback, Peer Review, Level of Creativity, Reflection, Class Discussion Modifications: At Risk Students: Pair visual prompts with verbal presentations; Ask students to restate information, directions, and assignments; Repetition and and practice; Model skills / techniques to be mastered; Extended time to complete class work; Provide copy of class notes; Preferential seating to be mutually determined by the student and teacher. Students with Disabilities/504: Pair visual prompts with verbal presentations; Ask students to restate information, directions, and assignments; Repetition and practice; Model skills / techniques to be mastered; Extended time to complete class work; Provide copy of class notes; Preferential seating to be mutually determined by the student and teacher; Student may request to use a computer to complete assignments; Establish expectations for correct spelling on assignments. ELL Students: Modified Assignments; Native Language Translation (peer, online assistive technology, translation device, bilingual dictionary); Extended time for assignment completion as needed; Highlight key vocabulary; Use graphic organizers Gifted & Talented/Enrichment: Conduct research and provide presentation of cultural topics; Design surveys to generate and analyze data to be used in discussion; Debate topics of interest / cultural importance; Authentic listening and reading sources that provide data and support for speaking and writing prompts.
UNIT: #4 GRADE: KINDERGARTEN UNIT TITLE: Digital stories CHAPTERS/TOPIC COVERED: AV2 books; making predictions; identifying details UNIT LENGTH: 1 lesson (#7) Performance Indicators (Standards and Objectives) Essential Questions Activities (Approximate Time Frame) Strategies/Methods/Vocabulary Resources (Including Digital Tools v Students identify an AV2 book, which can be read online, and make predictions and observations about the story. Standards: RL.K.1. With prompting and support, ask and answer questions about key details in a text (e.g., who, what, where, when, why, how). RL.K.4. Ask and answer questions about unknown words in a text. RL.K.7. With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an v How do the title and illustration s of a book influence our idea of the story elements? v How can we view some library book online at home? v May Students will be able to: v recognize the call numbers of books. v identify easy readers, fiction, nonfiction and biography books from their call numbers and their location in the library. v demonstrate knowledge of the parts of a book. v recognize an AV2 book. v view and respond to an audio book and its corresponding print version. v make predictions about a story from the title and illustration on the front cover. v use shelf markers to identify the appropriate place for a book on a shelf. v stand on the star and proceed with appropriate library checkout behaviors. v Whole group review v Questioning v Teacher presents a fiction picture book and demonstrates how to enter a code to read online. v Vocabulary discussion. v Leading a discussion of setting and characters; asking for predictions.. v Modeling and assisting with the illustration and text activity. v Leads a hunt for additional AV2 books in the library. v Reveals true newspaper photo and article about the character in the book. Vocabulary: Donations, v AV2 picture book, The Librarian on the Roof, by M.G. King. v Smartboard v Shelf markers
illustration depicts). RI.K.6. Name the author and illustrator of a text and define the role of each in presenting the ideas or information in a text. megaphone, hard hat, AV2 book. L.K.6. Use words and phrases acquired through conversations, reading and being read to, and responding to texts. SL.K.2. Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. NJSLSA.SL2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally. NJSLSA.SL5. Make strategic use of digital media and visual displays of data to express information
and enhance understanding of presentations. AASL: 1.1.2 Using background and prior knowledge as context for new learning. 1.1.6 Listening for information presented in any format in order to gather meaning 4.1.3 Responding to literature in various formats and genre Other Interdisciplinary Connections: Math, Science, Social Studies, Language Arts 21st Century Themes: Global Awareness 21st Century Skills: Creativity and Innovation, Critical Thinking and Problem Solving, Communication & Collaboration, Media Literacy, Technology Literacy, Life and Career Skills Career Ready Practices: CRP1, CRP2, CRP4, CRP6, CRP7, CRP8, CRP11 Technology Standards: 8.1.2.A.1 Evidence of Learning (Formative & Summative): Teacher Observation, Completed Projects, Oral Student Feedback, Peer Review, Level of Creativity, Reflection, Class Discussion Modifications: At Risk Students: Pair visual prompts with verbal presentations; Ask students to restate information, directions, and assignments; Repetition and and practice; Model skills / techniques to be mastered; Extended time to complete class work; Provide copy of class notes; Preferential seating to be mutually determined by the student and teacher. Students with Disabilities/504: Pair visual prompts with verbal presentations; Ask students to restate information, directions, and assignments; Repetition and practice; Model skills / techniques to be mastered; Extended time to complete class work; Provide copy of class notes; Preferential seating to be mutually determined by the student and teacher; Student may request to use a computer to complete assignments; Establish expectations for correct spelling on assignments.
ELL Students: Modified Assignments; Native Language Translation (peer, online assistive technology, translation device, bilingual dictionary); Extended time for assignment completion as needed; Highlight key vocabulary; Use graphic organizers Gifted & Talented/Enrichment: Conduct research and provide presentation of cultural topics; Design surveys to generate and analyze data to be used in discussion; Debate topics of interest / cultural importance; Authentic listening and reading sources that provide data and support for speaking and writing prompts.