Warwick School District

Curriculum❯Library/Media Services 7-8

Library/Media Services 7-8

Grade Levels: 07 | 08 |

Course Description

The library media program includes a focus on literacy with an emphasis on information literacy and research, integrated with and supporting the school curriculum, and provides access to a varied high quality collection of reading materials in multiple formats that reflect academic needs and personal interests.

Core Curriculum Content Standards

PA Common Core: English Language Arts (2013)

  • Reading Informational Text: Students read, understand, and respond to informational text – with emphasis on comprehension, making connections among ideas and between texts with focus on textual evidence.

    • GRADE 7

      • Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text.(1.2.7.A)
      • Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences, conclusions, and/or generalizations drawn from the text.(1.2.7.B)
      • Analyze the interactions between individuals,events, and ideas in a text.(1.2.7.C)
      • Determine an author’s point of view or purpose in a text and analyze how the author distinguishes his or her position from that of others.(1.2.7.D)
      • Analyze the structure of the text through evaluation of the author’s use of graphics, charts. and the major sections of the text.(1.2.7.E)
      • Determine the meaning of words and phrases as they are used in grade level reading and content, including interpretation of figurative, connotative, and technical meanings.(1.2.7.F)
      • Compare and contrast a text to an audio, video, or multimedia version of the text, analyzing each medium’s portrayal of the subject (e.g. how the delivery of a speech affects the impact of the words).(1.2.7.G)
      • Evaluate an author’s argument, reasoning, and specific claims for the soundness of the argument and the relevance of the evidence.(1.2.7.H)
      • Analyze how two or more authors present and interpret facts on the same topic.(1.2.7.I)
      • Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.(1.2.7.J)
      • Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade level reading and content, choosing flexibly from a range of strategies and tools.(1.2.7.K)
      • Read and comprehend literary non-fiction and informational text on grade level, reading independently and proficiently.(1.2.7.L)

    • GRADE 8

      • Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objectivesummary of the text.(1.2.8.A)
      • Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences, conclusions, and/or generalizations drawn from the text.(1.2.8.B)
      • Analyze how a text makes connections among and distinctions between individuals, ideas, or events.(1.2.8.C)
      • Determine an author’s point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints.(1.2.8.D)
      • Analyze the structure of the text through evaluation of the author’s use of specific sentences and paragraphs to develop and refine a concept.(1.2.8.E)
      • Analyze the influence of the words and phrases in a text including figurative and connotative, and technical meanings; and how they shape meaning and tone.(1.2.8.F)
      • Evaluate the advantages and disadvantages of using different mediums (e.g. print or digital text, video, multimedia) to present a particular topic or idea.(1.2.8.G)
      • Evaluate authors’ arguments, reasoning, and specific claims for the soundness of the arguments and the relevance of the evidence.(1.2.8.H)
      • Analyze two or more texts that provide conflicting information on the same topic and identify where the texts disagree on matters of fact or interpretation.(1.2.8.I)
      • Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.(1.2.8.J)
      • Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade level reading and content, choosing flexibly from a range of strategies and tools.(1.2.8.K)
      • Read and comprehend literary non-fiction and informational text on grade level, reading independently and proficiently.(1.2.8.L)

  • Reading Literature: Students read and respond to works of literature - with emphasis on comprehension, making connections among ideas and between texts with focus on textual evidence.

    • GRADE 7

      • Analyze how particular elements of a story or drama interact and how setting shapes the characters or plot.(1.3.7.A)
      • Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text.(1.3.7.B)
      • Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences, conclusions, and/or generalizations drawn from the text.(1.3.7.C)
      • Determine an author’s point of view or purpose in a text and analyze how the author distinguishes his or her position from that of others.(1.3.7.D)
      • Analyze the development of the meaning through the overall structure of the text.(1.3.7.E)
      • Determine the meaning of words and phrases as they are used in grade level reading and content, including interpretation of figurative, connotative meanings.(1.3.7.F)
      • Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history.(1.3.7.H)
      • Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 7 reading and content, choosing flexibly from a range of strategies and tools.(1.3.7.I)
      • Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.(1.3.7.J)
      • Read and comprehend literary fiction on grade level, reading independently and proficiently.(1.3.7.K)

    • GRADE 8

      • Determine an author’s point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints.(1.3.8.D)
      • Analyze the development of the meaning through the overall structure of multiple texts.(1.3.8.E)
      • Analyze the influence of the words and phrases in a text including figurative and connotative meanings; and how they shape meaning and tone.(1.3.8.F)
      • Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 8 reading and content, choosing flexibly from a range of strategies and tools.(1.3.8.I)
      • Read and comprehend literary fiction on grade level, reading independently and proficiently.(1.3.8.K)

  • Writing: Students write for different purposes and audiences. Students write clear and focused text to convey a well-defined perspective and appropriate content.

    • GRADE 7

      • Write informative/ explanatory texts to examine a topic and convey ideas, concepts, and information clearly.(1.4.7.A)
      • Develop and analyze the topic with relevant facts, definitions, concrete details, quotations, or other information and examples; include graphics and multimedia when useful to aiding comprehension.(1.4.7.C)
      • Organize ideas, concepts, and information using strategies such as definition, classification, comparison/contrast, and cause/effect; use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts;provide a concluding statement or section; include formatting when useful to aiding comprehension.(1.4.7.D)
      • Write with an awareness of the stylistic aspects of composition.-Use precise language and domain-specific vocabulary to inform about or explain the topic.-Use sentences of varying lengths and complexities-Use precise language.-Develop and maintain a consistent voice.-Establish and maintain a formal style.(1.4.7.F)
      • Write arguments to support claims.(1.4.7.G)
      • Introduce and state an opinion on a topic.(1.4.7.H)
      • Acknowledge alternate or opposing claims and support claim with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic.(1.4.7.I)
      • Organize the claim(s) with clear reasons and evidence clearly; clarify relationships among claim(s) and reasons byusing words, phrases, and clauses to create cohesion; provide a concluding statement or section that follows from and supports the argument presented.(1.4.7.J)
      • Write with an awareness of the stylistic aspects of composition.-Use precise language and domain-specific vocabulary to inform about or explain the topic.-Use sentences of varying lengths and complexities.-Use precise language.-Develop and maintain a consistent voice.-Establish and maintain a formal style.(1.4.7.K)
      • Demonstrate a grade appropriate command of the conventions of standard English grammar and spelling.(1.4.7.L)
      • Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters.(1.4.7.N)
      • Organize an event sequence that unfolds naturally and logically, using a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another; provide a conclusion that follows from and reflects on the narrated experiences and events.(1.4.7.P)
      • Demonstrate a grade appropriate command of the conventions of standard English grammar and spelling.(1.4.7.R)
      • Draw evidence from literary or informational texts to support analysis, reflection, and research, applying grade level reading standards for literature and literary non-fiction.(1.4.7.S)
      • With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.(1.4.7.T)
      • Use technology, including the Internet, to produce and publish writing and link to and cite sources as well as to interact and collaborate with others, including linking to and citing sources.(1.4.7.U)
      • Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation.(1.4.7.V)
      • Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.(1.4.7.W)

    • GRADE 8

      • Identify and introduce the topic clearly, including a preview of what is to follow.(1.4.8.B)
      • Organize ideas, concepts, and information into broader categories; use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts; provide a concluding statement or section; include formatting when useful to aiding comprehension.(1.4.8.D)
      • Write arguments to support claims.(1.4.8.G)
      • Introduce and state an opinion on a topic.(1.4.8.H)
      • Organize the claim(s) with clear reasons and evidence clearly; clarify relationships among claim(s), counterclaims, reasons, and evidence by using words, phrases, and clauses to create cohesion; provide a concluding statement or section that follows from and supports the argument presented.(1.4.8.J)
      • Write with an awareness of the stylistic aspects of composition.-Use precise language and domain-specific vocabulary to inform about or explain the topic.-Use sentences of varying lengths and complexities-Create tone and voice. though precise language.-Establish and maintain a formal style.(1.4.8.K)
      • Organize an event sequence that unfolds naturally and logically using a variety of transition words, phrases, and clauses to convey sequence, signal shifts from one time frame or setting to another and show the relationships among experiences and events; provide a conclusion that follows from and reflects on the narrated experiences or events.(1.4.8.P)
      • Draw evidence from literary or informational texts to support analysis, reflection, and research, applying grade level reading standards for literature and literary non-fiction.(1.4.8.S)
      • Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others.(1.4.8.U)
      • Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.(1.4.8.V)
      • Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.(1.4.8.W)

PA Common Core: History and Social Studies (2012)

  • Reading Informational Text: Students read, understand, and respond to informational text – with emphasis on comprehension, making connections among ideas and between texts with focus on textual evidence.

    • GRADES 6-8

      • Cite specific textual evidence to support analysis of primary and secondary sources.(8.5.6-8.A)

PA Common Core: Science and Technical Subjects (2012)

  • Reading Informational Text: Students read, understand, and respond to informational text – with emphasis on comprehension, making connections among ideas and between texts with focus on textual evidence.

    • GRADES 6-8

      • Cite specific textual evidence to support analysis of science and technical texts.(3.5.6-8.A)

AASL Standards for the 21st Century Learner (2007)

  • Grades K-12

    • Inquire, think critically, and gain knowledge(1)
      • Skills(1.1)
        • Follow an inquiry-based process in seeking knowledge in curricular subjects, and make the real-world connection for using this process in own life.(1.1.1)
        • Develop and refine a range of questions to frame the search for new understanding.(1.1.3)
        • Find, evaluate, and select appropriate sources to answer questions.(1.1.4)
        • Evaluate information found in selected sources on the basis of accuracy, validity, appropriateness for needs, importance, and social and cultural context.(1.1.5)
        • Read, view, and listen for information presented in any format (e.g., textual, visual, media, digital) in order to make inferences and gather meaning.(1.1.6)
        • Make sense of information gathered from diverse sources by identifying misconceptions, main and supporting ideas, conflicting information, and point of view or bias.(1.1.7)
        • Demonstrate mastery of technology tools for accessing information and pursuing inquiry.(1.1.8)
      • Disposition In Action(1.2)
        • Display initiative and engagement by posing questions and investigating the answers beyond the collection of superficial facts. (1.2.1 )
        • Demonstrate confidence and self- direction by making independent choices in the selection of resources and information. (1.2.2)
        • Demonstrate creativity by using multiple resources and formats.(1.2.3)
        • Maintain a critical stance by questioning the validity and accuracy of all information.(1.2.4)
        • Demonstrate adaptability by changing the inquiry focus, questions, resources, or strategies when necessary to achieve success.(1.2.5)
      • Responsibilities(1.3)
        • Respect copyright/ intellectual property rights of creators and producers.(1.3.1)
        • Seek divergent perspectives during information gathering and assessment. (1.3.2)
        • Follow ethical and legal guidelines in gathering and using information. (1.3.3)
        • Use information technology responsibly.(1.3.5)
      • Self-Assessment Strategies(1.4)
        • Monitor own information-seeking processes for effectiveness and progress, and adapt as necessary. (1.4.1)
        • Seek appropriate help when it is needed.(1.4.4)
    • Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge(2)
      • Skills(2.1)
      • Responsibilities(2.3)
        • Use valid information and reasoned conclusions to make ethical decisions.(2.3.3)
    • Share knowledge and participate ethically and productively as members of our democratic society.(3)
      • Skills(3.1)
        • Use technology and other information tools to organize and display knowledge and understanding in ways that others can view, use, and assess. (3.1.4)
    • Pursue personal and aesthetic growth.(4)
      • Skills(4.1)
        • Read, view, and listen for pleasure and personal growth.(4.1.1)
        • Read widely and fluently to make connections with self, the world, and previous reading. (4.1.2)
        • Seek information for personal learning in a variety of formats and genres.(4.1.4)
        • Connect ideas to own interests and previous knowledge and experience.(4.1.5)
        • Organize personal knowledge in a way that can be called upon easily.(4.1.6)
        • Use social networks and information tools to gather and share information.(4.1.7)
      • Disposition In Action(4.2)
      • Responsibilities(4.3)
        • Recognize that resources are created for a variety of purposes.(4.3.2)
      • Self-Assessment Strategies(4.4)

ISTE Standards (2007)

  • Grades K-12

    • Communication and Collaboration: Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.(NETS*S:2)
      • Communicate information and ideas effectively to multiple audiences using a variety of media and formats(NETS*S:2.b)
    • Research and Information Fluency: Students apply digital tools to gather, evaluate, and use information.(NETS*S:3)
      • Plan strategies to guide inquiry(NETS*S:3.a)
      • Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media(NETS*S:3.b)
      • Evaluate and select information sources and digital tools based on the appropriateness to specific tasks(NETS*S:3.c)
      • Process data and report results(NETS*S:3.d)
    • Critical Thinking, Problem Solving, and Decision Making: Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources.(NETS*S:4)
    • Digital Citizenship: Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior.(NETS*S:5)
    • Technology Operations and Concepts: Students demonstrate a sound understanding of technology concepts, systems, and operations(NETS*S:6)
      • Understand and use technology systems(NETS*S:6.a)
      • Select and use applications effectively and productively(NETS*S:6.b)

AASL Standards for Learners (2018)

  • Grades K-12

    • Inquire - Build new knowledge by inquiring, thinking critically, identifying problems, and developing strategies for solving problems.(I)
      • Think(I.A)
        • Learners display curiosity and initiative by: Formulating questions about a personal interest or a curricular topic.(I.A.1)
        • Learners display curiosity and initiative by: Recalling prior and background knowledge as context for new meaning.(I.A.2)
      • Create (I.B)
        • Learners engage with new knowledge by following a process that includes: Using evidence to investigate questions.(I.B.1)
        • Learners engage with new knowledge by following a process that includes: Devising and implementing a plan to fill knowledge gaps.(I.B.2)
        • Learners engage with new knowledge by following a process that includes: Generating products that illustrate learning.(I.B.3)
      • Grow(I.D)
        • Learners participate in an ongoing inquiry-based process by: Continually seeking knowledge.(I.D.1)
    • Curate - Make meaning for oneself and others by collecting, organizing, and sharing resources of personal relevance.(IV)
      • Think(IV.A)
        • Learners act on an information need by: Determining the need to gather information.(IV.A.1)
        • Learners act on an information need by: Identifying possible sources of information.(IV.A.2)
        • Learners act on an information need by: Making critical choices about information sources to use.(IV.A.3)
      • Create (IV.B)
        • Learners gather information appropriate to the task by: Seeking a variety of sources.(IV.B.1)
        • Learners gather information appropriate to the task by: Collecting information representing diverse perspectives.(IV.B.2)
        • Learners gather information appropriate to the task by: Systematically questioning and assessing the validity and accuracy of information.(IV.B.3)
        • Learners gather information appropriate to the task by: Organizing information by priority, topic, or other systematic scheme.(IV.B.4)
      • Share(IV.C)
        • Learners exchange information resources within and beyond their learning community by: Accessing and evaluating collaboratively constructed information sites.(IV.C.1)
        • Learners exchange information resources within and beyond their learning community by: Contributing to collaboratively constructed information sites by ethically using and reproducing others’ work.(IV.C.2)
        • Learners exchange information resources within and beyond their learning community by: Joining with others to compare and contrast information derived from collaboratively constructed information sites.(IV.C.3)
      • Grow(IV.D)
        • Learners select and organize information for a variety of audiences by: Performing ongoing analysis of and reflection on the quality, usefulness, and accuracy of curated resources.(IV.D.1)
        • Learners select and organize information for a variety of audiences by: Integrating and depicting in a conceptual knowledge network their understanding gained from resources.(IV.D.2)
        • Learners select and organize information for a variety of audiences by: Openly communicating curation processes for others to use, interpret, and validate.(IV.D.3)
    • Explore - Discover and innovate in a growth mindset developed through experience and reflection.(V)
      • Think(V.A)
        • Learners develop and satisfy personal curiosity by: Reading widely and deeply in multiple formats and write and create for a variety of purposes.(V.A.1)
        • Learners develop and satisfy personal curiosity by: Reflecting and questioning assumptions and possible misconceptions.(V.A.2)
        • Learners develop and satisfy personal curiosity by: Engaging in inquiry-based processes for personal growth.(V.A.3)
      • Share(V.C)
        • Learners engage with the learning community by:Expressing curiosity about a topic of personal interest or curricular relevance.(V.C.1)
    • Engage - Demonstrate safe, legal, and ethical creating and sharing of knowledge products independently while engaging in a community of practice and an interconnected world.(VI)
      • Think(VI.A)
        • Learners follow ethical and legal guidelines for gathering and using information by: Responsibly applying information, technology, and media to learning.(VI.A.1)
        • Learners follow ethical and legal guidelines for gathering and using information by: Understanding the ethical use of information, technology, and media.(VI.A.2)
        • Learners follow ethical and legal guidelines for gathering and using information by: Evaluating information for accuracy, validity, social and cultural context, and appropriateness for need.(VI.A.3)
      • Create (VI.B)
        • Learners use valid information and reasoned conclusions to make ethical decisions in the creation of knowledge by: Ethically using and reproducing others' work.(VI.B.1)
        • Learners use valid information and reasoned conclusions to make ethical decisions in the creation of knowledge by: Acknowledging authorship and demonstrating respect for the intellectual property of others.(VI.B.2)
      • Share(VI.C)
        • Learners responsibly, ethically, and legally share new information with a global community by: Sharing information resources in accordance with modification, reuse, and remix policies.(VI.C.1)
        • Learners responsibly, ethically, and legally share new information with a global community by: Disseminating new knowledge through means appropriate for the intended audience.(VI.C.2)

English Language Arts: Assessment Anchors and Eligible Content (2014/2017)

  • Grade 7

    • Literature Text

      • Key Ideas and Details

        • Demonstrate understanding of key ideas and details in literature.(E07.A-K.1.1)
        • Demonstrate understanding of craft and structure in literature.(E07.A-C.2.1)

Units

Unit #1 - Using the Library

Unit #2 - Literature

Unit #3 - Research

Unit #4 - Digital Citizenship

Course Resources

  • OPAC-Follett Destiny
  • Middle School Library Website
  • Middle School Library Google Classroom
  • Gale Databases
  • World Book
  • Factcite
  • Sora
  • Access PA
  • Noodletools