District Overview:

Informational literacy is an essential part of the education for students in The Brandywine Heights Area School District. The American Association of School Librarians’ standards for the 21st Century learner are imbedded the District’s Library program. The Library program uses components from The Model Library Curriculum for Pennsylvania School Library Programs to design and plan instruction. The curricular framework reinforces opportunities to partner with teachers to support student academic growth in achieving standards across all core subject areas. As students explore ideas, they will apply their learning independently to:

Read and evaluate text in all formats for learning, personal and aesthetic growth, and enjoyment. Research, analyze, synthesize, and evaluate information as critical consumers to draw conclusions and make informed decisions. Create, apply, and share knowledge ethically and effectively in a variety of media formats to communicate a coherent message.

In an age where the presentation of information is changing, it is increasingly important to teach skills necessary to locate, use, synthesize, apply, evaluate and share information. Therefore, these skills are within the Information Literacy curriculum grades 4 -12 and the Library Skills curriculum grades K - 3 as students gain increasing expertise through their school years.

Grade 1 Description:

Through the study of quality children’s literature, first grade students will recognize selected authors and illustrators and broaden their reading choices. A unit on nonfiction/informational text will review previously learned concepts and reinforce the student’s understanding of nonfiction/informational text. A study of fantasy and humor themed titles will reinforce the student’s understanding of fiction, but also the ability to dissect the story for fantasy or humor elements. The use of fiction and nonfiction literature together enables students to compare and contrast the two literature forms. Some of the broad essential questions that will be focused on throughout the year include: What makes this story a fantasy story? What makes this story a funny story? What is the difference between fiction and nonfiction literature?

Grade 1 Units: Unit 1: Library Orientation and Review of Book Handling Skills Unit 2: Fiction Author/Illustrator Study - Janell Cannon Unit 3: Fiction Author Study - Margie Palatini Unit 4: Fiction Author/Illustrator Study - Jan Brett Unit 5: Nonfiction/Informational Text Unit 6: Fantasy Literature Unit 7: Humor in Literature Unit 8: Fiction and Nonfiction Literature

Subject: Library Skills Grade: 1 Suggested Timeline: 1 period per 6-day cycle: 30 cycles/yr.

Unit 1: Library Orientation and Review of Book Handling Skills

Unit Overview/Essential Understanding: First grade will review the library procedures for finding a book, using a shelf marker, checking out and returning a book. Students will also review proper book care and handling when taking the book to and from school. In addition, they will learn how to turn the pages in a book, and using a book mark. Emphasis will be placed on keeping the book in a “safe place”.

Essential questions: Where is a “safe place” to keep your book? How do you turn the pages?

Unit Objectives: Students will follow library procedures for selecting a book and checking it out and returning it. Students will demonstrate proper book care.

Focus Standards Addressed in this Unit: CC1.1.A - Utilize book handling skills

Important Standards Addressed in this Unit: CC1.3.1.B - Ask and answer questions about key details in a text

Misconceptions: Students believe that a “safe place” to keep a book is under the bed, in a closet or drawer.

Concepts/Content: Library book selection Library book check out Proper book care and handling

Competencies/Skills: Check a book out and return it Properly take care of a book

Description of Activities: Book Care Posters Book care bookmarks Model how to properly turn pages “Damaged” book example Title-“What Happened to Marion’s Book?”

Assessments: Informal question and answer Observation

Interdisciplinary Connections: All other areas that use print materials

Additional Resources: Destiny Online Catalog: https://bhasd.follettdestiny.org The Model Curriculum for Pennsylvania School Library

Programs Approved District resources

Subject: Library Skills Grade: 1 Suggested Timeline: 1 period/6 day cycle: 30 cycles/yr.

Unit 2: Fiction Author/Illustrator Study - Janell Cannon

Unit Overview/Essential Understanding: In this unit, fiction titles by Janell Cannon will be discussed and examined. Characters will be described and discussed. Predictions about the events in the story will be made. Structure of the story will be discussed: beginning, middle, and end.

Essential questions: What do you think is going to happen next? Describe what happened in the beginning, middle, and end?

Unit Objectives: Students will be able to recall definitions of fiction and nonfiction literature. Students will be able to recall the role of an author/illustrator in creating a book. Students will be able to define character and provide examples of them from previous literature studies. Students will be able to recall a title of a Janell Cannon book. Students will be able to discuss the events of a story.

Focus Standards Addressed in this Unit: CC1.2.1.B - Ask and answer questions about key details in a text CC1.3.1.C - Describe characters, setting, major events in a story using key details CC1.3.1.E - Explain major differences between books that tell stories and books that give information, drawing upon a wide range of

reading of range of text types CC1.3.1.G - Use illustrations and details in story to describe characters, setting, events

Important Standards Addressed in this Unit: CC1.5.1.A - Participate in collaborative conversations with peers and adults in small and larger groups

Misconceptions: Students believe that fictional characters are real.

Concepts/Content: Difference between fiction and

nonfiction

Competencies/Skills: Articulate the difference between

fiction and nonfiction

Description of Activities: Use of factual background information about the

animals that appear in the fiction book

Fiction characteristics Role of a character Janell Cannon titles

Describe a character from the story

Name a Janell Cannon title Examine illustrations and details

within a story

- Ex: Fruit Bats - Stellaluna- Green Tree Pythons: Verdi

Assessments: Informal question and answer Informal compare/contrast worksheet activity

Interdisciplinary Connections: Reading Science Art

Additional Resources: Destiny Online Library Catalog:

https://bhasd.follettdestiny.com The Model Curriculum for School Library Programs Approved District resources

Subject: Library Skills Grade: 1 Suggested Timeline: 1 period/6 day cycle: 30 cycles/yr.

Unit 3: Fiction Author Study - Margie Palatini

Unit Overview/Essential Understanding: Students will be introduced to author, Margie Palatini through and examination of her stories and characters. Students will recall events from the beginning of the story, middle, and end. Students will recall the stories and compare/contrast them with themes and plots of a traditional story. Examples of stories that students will be introduced to include but are not limited to: The Famer in the Dell, Big Bad Wolf.

Essential questions: What happened in the beginning, middle, and end of this story? How is the story alike or different from a traditional story?

Unit Objectives: Students will recall the beginning, middle, and end of the story. Students will compare and contrast the story and characters with the traditional story. Students will name a Margie Palatini book.

Focus Standards Addressed in this Unit: CC1.2.1.B - Ask and answer questions about key details in a text CC1.3.1.C - Describe characters, setting, major events in a story using key details CC1.3.1.G - Use illustrations and details in story to describe characters, setting, events CC1.3.1.H - Compare and contrast the adventures and experiences of characters in stories

Important Standards Addressed in this Unit: CC1.5.1.A - Participate in collaborative conversations with peers and adults in small and larger groups

Misconceptions: Students believe that traditional stories reflect cultural beliefs. Students believe that the theme is an event within the story.

Concepts/Content: Plot line of story Characters from story Characteristics of traditional

stories

Competencies/Skills: Identify beginning, middle, end of

story Compare/contrast characters,

theme, plot from Margie Palatini

Description of Activities: Folded booklet marked with Beginning, Middle,

and End for students to illustrate the story structure

Review of traditional story

Details from story to compare with traditional story

story to the traditional one Compare/contrast activity Children’s Songs CD

Assessments: Informal question and answer Compare/contrast worksheet activity

Interdisciplinary Connections: Reading

Additional Resources: Destiny Online Library Catalog:

https://bhasd.follettdestiny.com The Model Program for Pennsylvania School Library Programs Approved District resources

Subject: Library Skills Grade: 1 Suggested Timeline: 1 period/6 day cycle: 30 cycles/yr.

Unit 4: Fiction Author/Illustrator Study - Jan Brett

Unit Overview/Essential Understanding:

In this unit students will be introduced to the writing and illustrative style of Jan Brett. Students will be introduced to the stories and characters created by Jan Brett. Students will describe the setting and make predictions based upon the story details and illustrations. Students will recall events from the story that comprise the beginning, middle, and end of the story. Upon conclusion of this unit, students will view an online video of Jan Brett.

Essential questions: Where do you think this story takes place? What do you will happen?

Unit Objectives: Students will predict what will happen in the story. Students will describe the setting and where the story takes place. Students will describe what happens in the beginning, middle, and end of the story. Students will name a character and title created by Jan Brett.

Focus Standards Addressed in this Unit: CC1.3.1.B - Ask and answer questions about key details in a text CC1.3.1.C - Describe characters, settings, and major events in a story using key details CC1.3.1.G - Use illustrations and details in a story to describe characters, setting or events

Important Standards Addressed in this Unit: CC1.5.1.A - Participate is collaborative conversations with peers and adults in small and larger groups

Misconceptions: Students do not understand sometimes that books are created by real-life artists and illustrators.

Concepts/Content: Making predictions Examination of text details and

illustrations Plot elements: Setting Story structure Character and title created by Jan

Competencies/Skills: Make a prediction Identify setting Identify story structure Name a character and title

Description of Activities: Selected Jan Brett books Background of Jan Brett-Photograph of Jan Brett Thematic tie-ins to titles Video clip from Jan Brett website:

http://www.janbrett.com/index.html Approved District resources

BrettAssessments:

Informal question and answer Exit ticket

Interdisciplinary Connections: Reading Art

Additional Resources: Destiny Online Library Catalog:

https://bhasd.follettdestiny.com The Model Curriculum for Pennsylvania School Library

Programs Approved District resources

Subject: Library Skills Grade: 1 Suggested Timeline: 1 period/6-day cycle: 30 cycles/yr.

Unit 5: Nonfiction/Informational Text

Unit Overview/Essential Understanding: Students will be introduced to grade-level nonfiction/informational text literature and asked to recall the difference between fiction and nonfiction literature. Students will recall that a fact is true information. Students can choose a book from the K-2 nonfiction area of the library.

Essential questions: What is nonfiction? What is a fact? Where are the nonfiction books located?

Unit Objectives: Students will recall the difference between fiction and nonfiction/informational text. Students will recall that true information is a fact. Students will locate the K-2 nonfiction section of the library.

Focus Standards Addressed in this Unit: CC1.2.1.F - Ask and answer questions to help determine or clarify the meaning of words and phrases in text CC1.2.1.G - Use the illustrations and details in a text to describe its key ideas CC1.2.1 L - Read and comprehend literary nonfiction and informational text on grade level, reading independently and proficiently CC1.3.1.E - Explain major differences tween stories and books that give information, drawing on a wide reading or range of text types

Important Standards Addressed in this Unit: CC1.5.1.B - Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering

key questions about key details and requesting clarification if something is not understood

Misconceptions: Students tend to mix-up the definition of nonfiction with fiction. Students think that books with illustrations cannot be nonfiction books.

Concepts/Content: Difference between fiction and

nonfiction Definition of a fact Locate K-2 nonfiction area of the

library

Competencies/Skills: Articulate the difference between

fiction and nonfiction Define what a fact is Find a book in the nonfiction

section

Description of Activities: Selected nonfiction titles Discussion of elements of a fiction story vs.

nonfiction EX: Fiction - polar bears and penguins living together

Thematic extension activities

Assessments:

Informal question and answer Compare/contrast 2 different animals- Penguins, polar bears

Interdisciplinary Connections: Reading Science

Additional Resources: Destiny Online Library Catalog:

https://bhasd.follettdestiny.com The Model Curriculum for Pennsylvania School Library

Programs Approved District resources

Subject: Library Skills Grade: 1 Suggested Timeline: 1 period/6 day cycle: 30 cycles/yr.

Unit 6: Fantasy Literature

Unit Overview/Essential Understanding: This unit is intended to broaden the reading choices for students by examining titles that exhibit characteristics of the fantasy genre. This unit aligns with classroom discussions of this genre. Students will identify the characteristics of fantasy and relate what makes the story a fantasy.

Essential questions:

Could this story happen in real life? What makes this story a fantasy?

Unit Objectives: Students will describe characteristics of fantasy story. Students will identify elements in a story that make it a fantasy selection. Students will pose questions to further their understanding of a story.

Focus Standards Addressed in this Unit: CC1.3.1.B - Ask and answer questions about key details in a text CC1.3.1.C - Describe characters, settings, and major events in a story, using key details CC1.3.1.G - Use Illustrations and details in a story to describe characters, settings or events

Important Standards Addressed in this Unit: CC1.3.2.K - Read and comprehend literature on grade level, reading independently and proficiently CC1.4.1 M - Write narratives to develop real or imagined experiences or events

Misconceptions: Students believe that any question will help them better to understand the story.

Concepts/Content: Characteristics of a grade level

fantasy book Identifying fantasy elements in a

story: examine words, illustrations

Competencies/Skills: Articulate what makes a story a

fantasy

Description of Activities: Selected fantasy titles Posters of select titles - EX: Too Many Frogs Writing follow-up narrative to a story

Assessments: Informal question and answer Observation Informal writing follow-up narrative to stories with an illustration

Interdisciplinary Connections: Reading Writing

Additional Resources: Destiny Online Library Catalog:

https://bhasd.follettdestiny.com

Art The Model Curriculum for Pennsylvania School Library Programs

Approved District resources

Subject: Library Skills Grade: 1 Suggested Timeline: 1 period/6 day cycle: 30 cycles/yr.

Unit 7: Humor in Literature

Unit Overview/Essential Understanding: This unit is intended to broaden the reading choices for first grade students by examining outstanding examples of humorous literature by several different authors. Students will identify and relate what makes a story funny.

Essential questions: How is humor shown through words? How is humor shown through illustrations?

Is humor shown through both words and illustrations?

Unit Objectives: Students will identify elements in a story that make it funny. Students will recall titles/authors of funny stories.

Focus Standards Addressed in this Unit: CC1.3.1B - Ask and answer questions about key details in a text. CC1.3.1.C - Describe characters, settings, and major events in a story using key details. CC1.3.1G - Use illustrations and details in a story to describe characters, setting or events.

Important Standards Addressed in this Unit: CC1.5.1.D - Describe people, places, things and events with relevant details, expressing ideas and feelings clearly.

Misconceptions: Students believe that humor is only shown through illustrations.

Concepts/Content: Humor characteristics – word,

illustrations Comparison of titles

Competencies/Skills: Describe what and why the story

is funny

Description of Activities: Selected titles by different authors Writing follow-up activities

Assessments: Informal question and answer Writing follow-up narrative with an illustration

Interdisciplinary Connections: Reading Writing Art

Additional Resources: Destiny Online Library Catalog:

https://bhasd.follettdestiny.com The Model Curriculum for Pennsylvania School Library

Programs Approved District resources

Subject: Library Skills Grade: 1 Suggested Timeline: 1 period/6-day cycle: 30 cycles/yr.

Unit 8: Fiction and Nonfiction Literature

Unit Overview/Essential Understanding: Students will compare and contrast a fiction book and nonfiction book on the same topic. An example could be sea turtles. They will discuss the similarities and differences that each book presents. From these discussions and activities, students will reconfirm that facts are found in nonfiction titles and imaginary, created events occur in fictional titles.

Essential questions: What makes this story fiction? What makes this information nonfiction?

Unit Objectives: Students will recall the definition of fiction. Students will recall the definition of nonfiction/informational text. Students will compare and contrast examples on the same topic.

Focus Standards Addressed in this Unit: CC1.2.1.1 - Identify basics similarities in and differences between texts on the same topic CC1.3.1.E - Explain major differences between books that tell stories and books that give information, drawing on a wide reading or

range of text typesImportant Standards Addressed in this Unit:

CC1.3.1.B - Ask and answer questions about key details is a text CC1.5.1.B - Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering

questions about key details and clarification if something is not understoodMisconceptions:

Students confuse nonfiction and with fiction.

Concepts/Content: Difference between fiction and

nonfiction by comparing and contrasting

Competencies/Skills: Identify and articulate the

difference between fiction and nonfiction

Description of Activities: Selected fiction and nonfiction titles on the same

topic Use of Book FLIX- Power Library Kids

Assessments: Informal question and answer Venn diagram graphic

Interdisciplinary Connections: Reading ELA Science

Additional Resources: Destiny Online Library Catalog:

https://bhasd.follettdestiny.com Model Curriculum for Pennsylvania School Library Programs Power Library Kids PA- Book FLIX

https://kids.powerlibrary.org/?ID=PL5476 Approved District resources