Library Media - 3rd Grade
	Course Preface Printable Version (pdf)

 

Course Description

 

Core Standards of the Course

Standard 1
Students define an information problem and identify information needed to solve the problem.

Objective 1
Define an information problem.

1. Recognize that an information need exists.
   
2. Define the information problem.
   
3. Describe and analyze the task. (SS)
   
4. Identify the topic with teacher help. (LA)
   
5. Explain how topics can be narrowed or broadened. (LA)
   
6. Formulate a variety of questions related to the topic, e.g., yes-no, open-ended. (SS) (LA)
   
7. Identify subtopics and formulate a variety of questions related to them. (SS) (LA)
   
8. Identify the audience for a final product. (SS) (LA)
   
9. Compare a variety of presentation formats. (SS) (LA)
   
10. Develop evaluation criteria based on elements of an effective product or presentation. (SS)
    
11. Select from a variety of methods to track individual progress by writing individually. (LA)
    

Objective 2
Identify information needed.

1. Identify and record information already known.
   
2. Identify different kinds of information contained in textual, pictorial, and numerical sources. (LA)
   
3. Choose important words in research questions that could be used as search terms for print, audiovisual, or electronic resources.
   
4. Distinguish between broad and narrow topics, e.g., birds vs. robins, vehicles vs. trucks.
   
5. List the steps needed to complete a task.
   
6. Track progress and summarize the sequence of Step 1, Task Definition. (LA)
   

Standard 2
Students identify, evaluate, and select potential information resources available in or through the school library media center.

Objective 1
Identify a wide range of resources.

1. Identify and describe general references, e.g., general encyclopedias, atlases, dictionaries, charts, maps, globes, pictures, periodicals, timelines, primary thesauri, almanacs, pamphlets. (LA)
   
2. Identify and use subject-specific references, e.g., science and history encyclopedias.
   
3. Identify general collection resources, e.g., fiction and informational books, periodicals, audiovisual materials, general reference materials. (LA)
   
4. Identify people who are possible information resources, e.g., personal or electronic interviews or presentations.
   
5. Identify and describe community resources, e.g., libraries, museums, businesses, government agencies.
   
6. Identify and use electronic resources, e.g., CD-ROM, Pioneer, the Internet, telephone. (LA)
   

Objective 2
Evaluate and select the best resources.

1. Evaluate and select information resources that are understandable, available, relevant, and current.
   
2. Distinguish between fact and opinion. (LA)
   
3. Compare and contrast information resources that show prejudice, stereotyping, and bias with information that does not.
   
4. Select resources in a variety of formats. (LA)
   
5. Track progress and summarize the sequence of Step 2, Information-Seeking Strategies. (LA)
   

Standard 3
Students locate resources and access information within resources.

Objective 1
Locate identified resources.

1. Locate within the school library media center, collection catalog, picture books, informational and fiction books, audiovisual materials, periodicals, and general reference. (SS)(LA)
   
2. Apply knowledge of school library media center procedures and policies, e.g., rules, proper care of materials, requests for help, etiquette and "netiquette."
   
3. Use the electronic cataloging system to search by subject, author, title.
   
4. Locate computer information resources, e.g., CD-ROM, Pioneer, other Internet sites, e-mail, as available. (LA)
   
5. Locate picture books and fiction books by author's last name and informational books by the Dewey Decimal Classification number and other book spine information.
   

Objective 2
Access information within resources.

1. Access information within print resources, e.g., illustrations, the title page, book jacket text, charts, graphs, table of contents, index, information boxes and side bars, captions, headings and subheadings, copyright date, volume number, guide words, glossary, bibliography. (LA)
   
2. Demonstrate knowledge of operational procedures for accessing information in electronic resources. (LA)
   
3. Use appropriate interview techniques, e.g., prepare effective questions that relate to the topic and subtopics, arrange appointments, record the interview with audio, video, or notetaking.
   
4. Track progress and summarize the sequence of Step 3, Location and Access.
   

Standard 4
Students engage and extract information.

Objective 1
Engage information in a resource.

1. Recall and organize previous knowledge of subject and build on that knowledge base. (LA)
   
2. Use questions formulated in Step 1, Task Definition, to guide reading, listening to, and viewing information. (LA)
   
3. Use headings and subheadings to help find information. (LA)
   
4. Identify a main idea under relevant headings, within written information.
   
5. Read and interpret graphic information found in illustrations, maps, and charts. (LA)
   
6. Explain concepts and details gained through reading, listening, and viewing. (LA)
   
7. Interview experts using questions prepared in Step 3, Location and Access.
   

Objective 2
Extract information from resources.

1. Select information that is understandable, available, relevant, and current.
   
2. Develop note-taking skills to record information, e.g., take notes on cards, photocopy, download, dictate. (LA)
   
3. Paraphrase or summarize information to avoid plagiarism. (LA)
   
4. Record information sources in a simplified bibliographic citation format.
   
5. Track progress and summarize the sequence of Step 4, Use of Information. (LA)
   

Standard 5
Students organize, synthesize, and present information.

Objective 1
Organize information from multiple sources.

1. Select a product format that fits assignment and nature of information to be presented. (See Appendix A, Possible Final Products Examples.) (LA)
   
2. Organize and integrate information, e.g., using sequencing, webbing. (LA)
   
3. Create a first draft, gather feedback, and edit. (LA)
   
4. Record information sources in a bibliography, using simplified bibliographic format. (Appendix B)
   
5. Identify and use a variety of technologies for sharing information, e.g., word processing, photographing, audio recording, drawing illustrations, creating multimedia computer presentations. (LA)
   
6. Apply previously established evaluation criteria (Step 1, Task Definition) and revise draft accordingly.
   

Objective 2
Present information.

1. Describe good oral presentation techniques, e.g., face audience, speak slowly and clearly, project voice to back of room, show visuals effectively. (LA)
   
2. Rehearse to meet presentation criteria. (LA)
   
3. Identify strengths and weaknesses of rehearsal presentation and revise accordingly. (LA)
   
4. Prepare the facility for final presentation.
   
5. Use facilities, resources, and equipment responsibly for the production and presentation, e.g., staging, props, seating arrangements, sound system, software and hardware.
   
6. Anticipate, prepare for, and elicit audience reaction, e.g., questions, comments, applause. (LA)
   
7. Present final product. (LA)
   
8. Track progress and summarize the sequence of Step 5, Synthesis. (LA)
   

Standard 6
Students evaluate the product and the process.

Objective 1
Evaluate the product.

1. Assess product effectiveness using objective evaluation criteria established in Step 1, Task Definition.
   
2. Use personal criteria such as quality of product and level of personal effort to evaluate the product.
   
3. Assess reaction from the audience, e.g., peers, teachers, parents, judges. (LA)
   
4. Summarize what went well and what should be improved in future products. (LA)
   

Objective 2
Evaluate the process.

1. Recall activities and impressions during each step of the Big6™ Process. (LA)
   
2. Assess the process for effectiveness and efficiency.
   
3. Reflect on and record one's assessment of the process, e.g., what was done well and why, what could have been improved, what was difficult and why. (LA)
   

Standard 7
Students explore print material to learn how physical features of books and other resources contribute to meaning.

Objective 1
Demonstrate how pictures and text convey meaning.

1. Describe how pictures convey meaning through shape, space, color, line, medium, perspective, and composition. (LA)
   
2. Create a picture book to demonstrate how text conveys meaning through words, sentences, and pages. (SS)(LA)
   

Objective 2
Demonstrate an understanding of the physical features of books and other library resources.

1. Locate and define the parts of a book, e.g., author and illustrator names, title page, endpapers, dedication page, text, table of contents, glossary, index, copyright information, publisher, bibliography. (LA)
   
2. Identify, describe, and use the display features of electronic resources, e.g., buttons, scroll bars, menus, hot links. (LA)
   

Standard 8
Students explore various aspects of literature in books and other formats.

Objective 1
Identify the contribution of authors and illustrators in the creation of literature.

1. Describe the role of the author. (LA)
   
2. Describe elements of literary style, e.g., tone or feeling, sentence patterns, pacing, voice. (LA)
   
3. Describe the role of the illustrator.
   
4. Analyze illustrations for compositional elements, e.g., shape, space, color, line, medium, perspective.
   

Objective 2
Identify and describe the elements of "story."

1. Describe the elements of "story," e.g., character, setting, plot, point-of-view, theme. (LA)
   
2. Identify and describe the techniques used by authors and illustrators to give definition to characters, e.g., verbal and visual descriptions, dialogue. (LA)
   
3. Summarize the plot of stories and retell stories in sequence. (LA)
   
4. Identify and describe the themes in stories, e.g., resolving conflict, achievement. (SS)
   
5. Identify and explain setting and how it affects the action and characters. (LA)
   
6. Identify and explain point-of-view, i.e., who tells the story.
   

Objective 3
Explore and compare different types of literature to enrich and expand the reading experience.

1. Identify and describe the characteristics of various types of literature, e.g., fables, poetry, drama, realistic fiction, fantasy, folktales, fairy tales, myths, historical fiction. (SS)(LA)
   
2. Read informational works, e.g., science, art, "how-to" books, technology, sports and recreation, pets, communication, transportation, economics, ecology, reference. (SS)(LA)
   

Standard 9
Students value the contribution of reading to becoming self-directed, lifelong learners.

Objective 1
Listen to and read a variety of literature to enhance selection.

1. Identify and list a variety of evaluative criteria to use when selecting materials, e.g., interest, readability, relevance, currency.
   
2. Define and read a variety of literary formats, e.g., novelty books, periodicals, multimedia. (LA)
   
3. Listen to, read, and define quality literature, e.g., award books, classics, "notable" or "best" books, works of distinguished authors and illustrators. (LA)
   

Objective 2
Recognize, as readers, how literature offers a wide variety of life experiences and perspectives.

1. Recognize how reading can inform, delight, and enrich. (LA)
   
2. Describe insights from and connections to fictional characters, people, and cultures from the past and present. (SS)(LA)
   
3. Develop empathy and perspective through interaction with a story's characters, setting, or plot. (LA)
   

Standard 10
Awareness: Students will be aware that media literacy as a life skill is integral to modern citizenship, informed decision making, and healthy lifestyles.

Objective 1
Use basic terms and concepts of media.

1. Define with examples basic terms, e.g., media, media literacy, mass media, local media.
   
2. List and describe a variety of media and the advantages and limitations of each, e.g., availability, cost, audience appeal, frequency, and ease of use.
   

Objective 2
Demonstrate how the use of media can broaden the educational experience.

1. Explain vicarious experiences gained through media, e.g., cultural, geographic, and historic insights. (SS)(LA)
   
2. Explain how media experiences have the potential to help develop creativity and change values, lives, or perspectives. (HL)
   

Objective 3
Identify citizens' rights and responsibilities with respect to media.

1. Describe ethically and legally responsible ways in which to use print and non-print media. (SS)
   
2. Locate and identify symbols of copyright and trademarks in or on print and non-print media.
   
3. Identify and list how to be active consumers of media, e.g., respond with letters to editors, letters and telephone calls to station programmers and advertisers. (SS)
   

Objective 4
Demonstrate how cultural heritage and experiences influence interpretation of media.

1. Recognize the value of differing viewpoints. (SS)(LA)
   
2. Describe how emotions and experiences influence understanding and interpretation of media.
   
3. Recognize how social and cultural attitudes and backgrounds can influence responses to media, e.g., sports ability bias, gender bias.
   

Objective 5
Recognize the purposeful and careful construction of media productions.

1. Recognize how media productions may be constructed to create or influence a perception of reality.
   
2. Identify examples of real, realistic, and unreal content in media, e.g., a horse, a wooden horse, a unicorn.
   
3. Identify examples of advertising targeted at young viewers, e.g., condoning rudeness, advertisements for toys, games, cereal and snacks, clothing with logos. (HL)(SS)
   

Standard 11
Analysis: Students analyze elements of media messages to understand their forms and functions, content, intent, and effects on the receiver.

Objective 1
Analyze techniques used to construct media messages.

1. List and define elements of communication, i.e., sender, message, receiver.
   
2. Identify and describe the purposes of media messages. (HL)(SS)
   
3. Identify examples of how sound is manipulated in constructing media messages, e.g., music, sound effects, decibel level.
   
4. Identify examples of visual effects used in constructing media messages, e.g., camera angles, zooms, cuts, color, graphics, lighting.
   

Objective 2
Analyze, question, and think critically about media messages.

1. Summarize the content of media messages. (SS)(LA)
   
2. Differentiate between advertisements and other content material, e.g., television, periodicals, radio, the Internet. (HL)
   
3. Identify fact and opinion in a variety of media messages. (SS)(LA)
   
4. Identify persuasive techniques in advertising, e.g., fantasy, "happy families," negative side-by-side comparison.
   
5. Recognize a balance of diversity in media messages, e.g., gender, age, ethnic representation, physical and mental ability representation.
   

Objective 3
Analyze effects of media messages on the receiver.

1. List a variety of the possible effects of advertising, e.g., satisfaction vs. disillusionment, healthy vs. unhealthy choices. (HL)(SS)
   
2. Identify media messages for ethics and values, e.g., honesty, responsibility, caring, respect, trust, justice.
   
3. Contrast the consequences of "staged" violence portrayed in media, e.g., property damage, physical harm, with the consequences of violence in real life.
   

Standard 12
Evaluation: Students evaluate elements and intended results of media messages to facilitate selection for personal and educational use.

Objective 1
Critique the aesthetic elements of media messages.

1. List criteria for the use of selected visual techniques in media messages, e.g., color graphics.
   
2. List criteria for selected examples of time manipulation in media messages, e.g., slow motion, instant replay.
   

Objective 2
Evaluate the effectiveness of media for intended results from targeted audiences.

1. Analyze print and non-print versions of the same media message. (SS)
   
2. Identify examples of stereotyping. (SS)
   

Objective 3
Evaluate and select media for personal and educational use.

1. Compare the amount of time devoted to media with the amount of time devoted to reading, exercise, participation sports, the arts.
   
2. Make wise media choices by consulting with parents and teachers.
   
3. Evaluate media messages for accuracy and authenticity, e.g., verify facts with additional resources. (HL)(SS)
   
4. Evaluate and select media materials to meet educational needs, e.g., presentations, research.
   

Standard 13
Production: Students produce media messages in selected formats.

Objective 1
Students prepare messages for presentation by using a multi-step planning process.

1. Determine message to convey.
   
2. Define the target audience for message, e.g., peers, parents, community.
   
3. Select the most appropriate medium for each message, e.g., poster, brochure, advertisement.
   
4. Identify items needed for presentations, e.g., art materials, video equipment.
   

Objective 2
Students develop and apply criteria for quality media productions.

1. Identify criteria for quality media productions.
   
2. Select components of the medium, e.g., format, materials, color, design, size, graphics, sound.
   
3. Draft and refine message, e.g., storyboarding, sketching, editing.
   
4. Identify good presentation techniques.
   
5. Cite sources used in productions.
   

Objective 3
Students present or exhibit media messages and evaluate their final products.

1. Plan and prepare presentation settings.
   
2. Practice good presentation techniques, e.g., face audience, speak slowly and clearly, project voice to back of room.
   
3. Present media message to appropriate group, e.g., peers, parents, community.
   
4. Evaluate final products for effectiveness.
   

 

These materials have been produced by and for the teachers of the State of Utah. Copies of these materials may be freely reproduced for teacher and classroom use. When distributing these materials, credit should be given to Utah State Office of Education. These materials may not be published, in whole or part, or in any other format, without the written permission of the Utah State Office of Education, 250 East 500 South, PO Box 144200, Salt Lake City, Utah 84114-4200.

 

For more information about this core curriculum, contact the USOE Specialist, Tiffany Hall or visit the Library Media Home Page. For general questions about Utah's Core Curriculum, contact the USOE Curriculum Director, Sydnee Dickson . UEN Contact Info: 801-581-2999 | 800-866-5852 | Contact Us