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 USA- American Assc. of School Librarians: Info. Literacy Standards for Student Learning |
| • Area : Information Literacy
From Chapter 2, "Information Literacy Standards for Student Learning," of Information Power: Building Partnerships for Learning
by American Association of School Librarians and Association for
Educational Communications and Technology. Copyright 1998 American
Library Association and Association for Educational Communications and
Technology. Reprinted by permission of the American Library Association.
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|  Standard 1: The student who is information literate accesses information efficiently and effectively.
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| Standard 2: The student who is information literate evaluates information critically and competently
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| Standard 3: The student who is information literate uses information accurately and creatively
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USA- ISTE: Profiles for Technology Literate Students (includes NETS for Students) |
| • Grade : Grades PreK-2
Numbers in parentheses following each performance indicator refer to
the standards category to which the performance is linked. The
categories are:
1. Basic operations and concepts
2. Social, ethical, and human issues
3. Technology productivity tools
4. Technology communications tools
5. Technology research tools
6. Technology problem-solving and decision-making tools
Reprinted from National Educational Technology Standards for Students - Connecting Curriculum and Technology,
copyright © 2000, ISTE (International Society for Technology in
Education), 800.336.5191 (U.S. & Canada) or 541.302.3777 (Int’l),
iste@iste.org, www.iste.org. All rights reserved. For more information
about the NETS Project, contact Lajeane Thomas, Director, NETS Project,
318.257.3923, lthomas@latech.edu. Reprint permission does not
constitute an endorsement by ISTE or the NETS Project.
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| Performance Objective 1: Use
input devices (e.g., mouse, keyboard, remote control) and output
devices (e.g., monitor, printer) to successfully operate computers,
VCRs, audiotapes, and other technologies. (1)
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| Performance Objective 2: Use a variety of media and technology resources for directed and independent learning activities. (1, 3)
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| Performance Objective 3: Communicate about technology using developmentally appropriate and accurate terminology. (1)
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| Performance Objective 4: Use
developmentally appropriate multimedia resources (e.g., interactive
books, educational software, elementary multimedia encyclopedias) to
support learning. (1)
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| Performance Objective 5: Work cooperatively and collaboratively with peers, family members, and others when using technology in the classroom. (2)
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| Performance Objective 6: Demonstrate positive social and ethical behaviors when using technology. (2)
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| Performance Objective 7: Practice responsible use of technology systems and software. (2)
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| Performance Objective 8: Create developmentally appropriate multimedia products with support from teachers, family members, or student partners. (3)
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| Performance Objective 10: Gather
information and communicate with others using telecommunications, with
support from teachers, family members, or student partners. (4)
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MI- Michigan Curriculum Frameworks |
| • Subject: Social Studies
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| • Strand II: Geographic Perspective
Students
will use knowledge of spatial patterns on earth to understand processes
that shape human environments and to make decisions about society.
Knowledge of geography enables us to analyze both the physical features
and the cultural aspects of our world. By helping us understand
relationships within and between places, a geographic perspective
brings an understanding of interdependence within local, national, and
global communities. Over time and in varying contexts, students
construct an increasingly sophisticated geographic perspective
organized by the following themes:
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| • Standard II.1: Diversity of People, Places, and Cultures
All
students will describe, compare, and explain the locations and
characteristics of places, cultures, and settlements. The mosaic of
people, places, and cultures expresses the rich variety of the earth.
Natural and human characteristics meld to form expressions of cultural
uniqueness, as well as similarities among peoples. Culture is the way
of life of a group of people including language, religion, traditions,
family structure, institutions, and economic activities.
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| • Grade EE - Early Elementary
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| Performance Benchmark 2: Describe the natural characteristics of places and explain some basic causes for those characteristics.
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MI- Michigan Grade Level Content Expectations |
| • Subject : ENGLISH LANGUAGE ARTS
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| • Grade : SECOND GRADE
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| • Strand : WRITING
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| • Topic : Writing Process
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| Expectation : W.PR.02.09 Identify sections of their own text that need to be revised using
—reorganization
—additions
—deletions
—appropriate use of transitions.
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| Expectation : W.PR.02.11 Both individually and in groups, attempt to proofread and edit their writing
using appropriate resources including dictionaries and a class-developed checklist.
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| • Strand : SPEAKING
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| • Topic : Speaking Conventions
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| Expectation : S.CN.02.06 Make presentations or reports in standard American English if it is their first
language. (Students whose first language is not English will present their work in their
developing version of standard American English.)
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