Benchmarks
April 2, 2001
Standard #1: Students
understand an inquiry process including how to access, evaluate and use
information.
Students encounter overwhelming amounts of information in today's world. They must be prepared to access, evaluate and use resources that effectively and efficiently meet
their information search. The inquiry process provides a systematic approach that students apply to all academic and personal interests. Students who have the opportunity to practice
a process that orders and organizes the vast quantities and varying qualities of information are empowered lifelong learners.
Benchmarks: Students will . . . . .
|
End of Kindergarten |
End of Grade 1 |
End of Grade 2 |
End of Grade 3 |
|
(1.K.1) NA |
(1.1.1) NA |
(1.2.1) Follow the steps of the inquiry process in guided research. |
(1.3.1) Follow and identify the steps of inquiry process as in guided research. |
|
(1.K.2) Generate personal inquiry questions. |
(1.1.2) Generate personal inquiry questions. |
(1.2.2) Generate questions for personal and informational inquiry. |
(1.3.2) Develop specific questions for personal and informational inquiry. |
|
(1.K.3) Demonstrate library procedures. |
(1.1.3) Demonstrate library procedures. |
(1.2.3) Identify probable sources of information. 3,4 |
(1.3.3) Identify and locate probable sources of
information. 1,3,4 |
|
(1.K.4) Identify books as fiction or non-fiction. |
(1.1.4) Identify books as fiction or non-fiction. |
(1.2.4) Define the terms fiction and non-fiction. |
(1.3.4) Judge information for relevancy based on fact or
fiction. 2 |
|
(1.K.5) NA |
(1.1.5) NA |
(1.2.5) Use information to solve a problem. |
(1.3.5) Identify and use information to solve a problem. |
|
(1.K.6) Identify books as a source of information. |
(1.1.6) Recognize that sources can be either print or non-print. |
(1.2.6) Describe how well the products satisfy their needs for information. |
(1.3.6) Recognize that a process has been followed and describe how well their products meet their needs. |
ITBS Alignment: 1.
Table 12. Locate information by
purpose or function.
2. Table 13.
Searching strategies judging information quality.
3. Table 13.
Using miscellaneous references.
4. Table 13.
Using other information sources.
Benchmarks
Standard #2: Students
demonstrate an understanding of ethical and social responsibility in accessing,
evaluating, and using information, materials
and technology.
Libraries provide equitable access for all citizens to a variety of information. For students to contribute positively in a learning community, they must respect open access to
information, intellectual property rights, ideas and backgrounds of others and library policies. Student will be able to collaborate with others and make informed, reasoned decisions
as they participate in our democratic society and interdependent world.
Benchmarks: Students will . . . . .
|
End of Kindergarten |
End of Grade 1 |
End of Grade 2 |
End of Grade 3 |
|
(2.K.1) Demonstrate the ability to return the library materials on time. |
(2.1.1) Demonstrate the ability to return the library materials on time. |
(2.2.1) Demonstrate the ability to return the library materials on time. |
(2.3.1) Demonstrate individual responsibility for
equitable access by returning library materials on time. |
|
(2.K.2) NA |
(2.1.2) NA |
(2.2.2) State research facts in own words. |
(2.3.2) State research facts in own words and list
sources. 1,3 |
|
(2.K.3) Demonstrate the ability to follow library procedures. |
(2.1.3) Demonstrate the ability to follow library procedures. |
(2.2.3) Demonstrate the ability to follow library procedures. |
(2.3.3) Follow school guidelines for responsible use of information resources. |
|
(2.K.4) Share knowledge and information with others. |
(2.1.4) Share knowledge and information with others. |
(2.2.4) Share knowledge and information with others. |
(2.3.4) Share knowledge and information with others. |
ITBS Alignment: 1.
Table 5. Quotation marks for
short literary title.
2. Table 10. Political science the rights and
responsibilities of citizens.
3. Table 4. Titles
of literacy works.
ELEMENTARY STANDARD 3
Benchmarks
February 15, 2005
Standard #3: Students
seek a variety of materials for independent learning and personal enjoyment,
including the appreciation of literature and other
creative expressions.
Central to lifelong learning is a respect and appreciation for the many voices and cultures, such as American Indian cultures that contribute to the arts, literature and expressions
of human productivity and creativity. Students must understand the ephemeral nature of information and value the enduring expressions of universal experiences. Students deserve to
experience the satisfaction of fulfilling academic tasks as well as to connect with the excitement of independent learning.
Benchmarks: Students will . . . . .
|
End of Kindergarten |
End of Grade 1 |
End of Grade 2 |
End of Grade 3 |
|
(3.K.1) Recognize that diverse cultures are represented in a variety of creative formats. 1 |
(3.1.1) Recognize that diverse cultures are represented in a variety of creative formats. 1 |
(3.2.1) Recognize that diverse cultures are represented in a variety of creative formats. 1 |
(3.3.1) Recognize that diverse cultures are represented in a variety of creative formats. 1 |
|
(3.K.2) Experience a variety of literature and creative expressions. |
(3.1.2) Experience a variety of literature and creative expressions. |
(3.2.2) Experience a variety of literature and creative expressions. |
(3.3.2) Experience a variety of literature and creative expressions. |
|
(3.K.3) Use libraries as places to seek information for personal interest. |
(3.1.3) Use libraries as places to seek information for personal interest. |
(3.2.3) Use libraries as places to seek information for personal interest. |
(3.3.3) Use libraries as places to seek information for personal interest. |
ITBS Alignment: 1. Table 10. Related social sciences human culture as seen
through the fine and applied arts.
ELEMENTARY STANDARD 4
Benchmarks
February 15, 2005
Standard #4: Students
distinguish among and appropriately use current and emerging media and
technologies in the inquiry process.
Current emerging technologies and media require students to recognize the possibilities these tools can play in their information-rich futures. The variety of formats for both
creating and presenting abound. Therefore, students must recognize and analyze how different media and technologies contribute to their own inquiry processes.
Benchmarks: Students will . . . . .
|
End of Kindergarten |
End of Grade 1 |
End of Grade 2 |
End of Grade 3 |
|
(4.K.1) Identify various media. |
(4.1.1) Identify various media. |
(4.2.1) Identify and use various media and technologies to
meet information needs. 6,7 |
(4.3.1) Identify and use various media and technologies to
meet information needs. 6,7 |
|
(4.K.2) NA |
(4.1.2) NA |
(4.2.2) Use search strategies to locate information in
various media and technologies. 3,4,7 |
(4.3.2) Use search strategies to locate information in
various media and technologies. 3,4,7 |
|
(4.K.3) NA |
(4.1.3)NA |
(4.2.3) NA |
(4.3.3) NA |
ITBS Alignment: 1. Table 12. Locate information by purpose or function.
7. Table
13. Using other information sources.