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Students are encouraged to bring books and pictures from home on the topic. Students are supported to choose books from the class and school library and from home on the topic. Students know the difference between fiction and non fiction and are supported to find fiction books by alphabetical classification Students independently choose books from class topic library. They are guided by the teacher to use simple search tools in the library that relate to key words. Students can locate some Dewey categories and find books using the spine labels. In small groups they can use simple search tools to find books in the school library that relate to keywords. They can find books using catorgies of the Dewey System. Introduce the Public library to the children. Students are guided to make keyword searches using the search tools in the school library. Students are encouraged to use the local public library to find additional information Students use a variety of tools (e.g. author, keyword, title) in school library to find relevant information. Students can find books in the Public library independently Sourcing Reference resources Students will sight words around the room. Students are guided to find words in alphabetical lists Students use alphabetical list Independently and are guided to find information in single volume dictionaries Students are assisted to find information in single volume reference books such as dictionaries, thesaurus and the atlas. Students independently use reference books and are guided to find information in the reference section of the library dictionaries, thesaurus, atlas and simple encyclopaedia. Students independently access the reference section and are guided to know how to find information in other reference books e.g. telephone, book, timetables or newspaper. Sourcing electronic resources Students are guided to use the mouse to find information on the screen. Students use the mouse to navigate between two screens to find information. Students are supported to use a CD-Rom to find information on screen. Students type in a URL to find a pre-selected website for information. Students navigate a website to find related information. Students use website links to expand and locate further information. Getting information from people Teacher will guide the students to known adults in the school to answer questions either face to face or telephone conference. In groups students will identify known adults within the school that are appropriate people to answer their questions. Students present an invitation. Students confidently identify a known  expert within the school or home to answer their questions-by letter, interview, or phone conference. With teacher guidance groups of students identify an  expert within the home, school Or local community to answer their questions by letter, interview or phone conference. In groups students identify an  expert within the home, school Or local community to answer their questions by fax or e-mail With teacher guidance students identify an  expert whether previously known or not within t local or wider community to answer their questions by fax, speaker phone or e-mail Ohaeawai Primary School Thinking in Action Implementation Plan for Information Literacy skills continuum Examine Skill Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Selecting skimming and scanning Class sorts information with teacher, according to different characteristics. Class uses written and visual resources, with the teacher to select information to answer the key questions. Groups use skimming and scanning to identify main ideas, with teachers support. Groups use skimming and scanning to identify main ideas and key words. Pairs of students use skimming and scanning to select information and to identify main ideas and key words. Students select information by skimming and scanning a variety of sources with increasing independence. Graphic Organising Class experiences organising information in sequence, including pictures, through teacher modelling . With teacher guidance the class organises information gathered using charts or diagrams. In pairs, students use simple modelled graphic organisers (venn diagrams, flow diagrams) with teacher support. In pairs, students use simple modelled graphic organisers (venn diagrams, flow diagrams). In pairs, students use a wider variety of graphic organisers (e g. Indexing, timelines). Students, with guidance, analyse and classify gathered information using a range of graphic organisers. Summarising Class participates in discussions that answer key questions (with teacher direction). Class participates in teacher-directed discussions which summarise and draw conclusions from key questions. Class and groups participate in discussions to propose a solution to the problem. Groups, with teacher, summarise and draw conclusions from gathered information. Groups are supported to synthesise, summaries and draw conclusions from key questions. Students synthesise, summarise and draw conclusions from key questions. Ohaeawai Primary School Thinking in Action Implementation Plan for Information Literacy skills continuum Organising and Presenting Skill Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Class and teacher present information from a class topic in simple oral, written and visual sequences. Class, with teacher assistance, present information from a class topic in simple oral, written and visual sequences. Students, as a group, synthesise information from a class or group topic and present simple oral, written and visual sequences. Students synthesise information/ideas from a class of group topics and present logical oral, written and visual sequences. Students synthesise information. ideas from group or their own topics and present a logical oral, written and visual sequences. Students synthesise information/ideas from their own topics and present a logical oral, written and visual sequences. Oral Students tell an audience what they have found out Students Prepare and present findings in an oral format supported by visual and/or electronic aids. Begin to understand the concept of an audience. Students Prepare and present findings in an oral format supported by visual and/or electronic aids. Understands the concept of an audience. Written Students Edit appropriately for level (spelling, punctuation, grammar). Use -wall stories - pictures, photos and captions - booklets etc Tell where they got their information from. Students Edit appropriately for level (selling punctuation, grammar ) Use - wall stories - pictures/ photos and captions - OHT -charts etc Give titles and authors of where they got their information from. Students Edit appropriately for level (selling punctuation, grammar ) Use - wall stories - pictures/ photos and captions - OHT -charts etc - reports and articles Include a bibliography listing sources of information (books, websites) Visual Students use: Simple graphics Collage, murals Pictures, photographs: Role play, ,puppet presentation Models Students use Graphic skills (headings, borders, colour, layout, lettering, captions, labelling, illustrations) collage, murals Pictures, photographs Role play, dramatic/puppet presentation 2D and 3D models/ displays. Students use A wide range of graphic skills Maps, graphs, charts Collage, murals Role play, dramatic/puppet presentation 2D and 3D models/ displays. Animation Multimedia Students use a range of multimedia relevant to their to their developing skills and the availability of equipment including: Overhead transparencies/projectors Tape recorders/ video recorders Computers word processing, computer drawing( simple to advanced tools), desktop publishing, spreadsheets, database, graphs, slideshows, power point Ohaeawai Primary School Thinking in Action Implementation Plan for Information Literacy skills continuum Get Ready Skill Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Note taking and note making Teacher records information Class suggests ideas and /or sentences to record, using gathered information, and organises notes into envelopes (teacher directed0 as sub topics. Teacher facilitates group note making, using one or more sources of information. Groups begin to organise their notes using modelled indexing/sorting. Groups take notes and make notes from more than one source of information. Students organise their group notes using simple form of indexing /sorting. Students begin to note take and note make from at least three sources of contrived information, organising their own notes with modelled indexing and bullet points. Students begin to prcis Students begin to note take and note make from at least three sources of contrived information, organising their own notes with modelled indexing and bullet points. Students record a prcis of information in their own words. From a range of sources: books: interviews, videos. Interviews, CD Roms etc Using a variety of technologies: camera, tape, OHTs, computers etc. Punctuation, notion and layout Teacher models on the whiteboard. Teacher and students record the notes cooperatively, largely with teacher direction. Students begin to record their own ideas using a pool of information in symbols, words and illustrations. Teacher models and facilitates punctuation, layout and notion for groups who are recording their information through conferencing Groups record information( using simple maps, sketches, captions, flowcharts, illustrations) using targeted punctuation. Notation and layout styles. Students begin to use modelled techniques independently. Students select own techniques and use some of them independently. Punctuation examples : dots, dashes, slashes, asterisk, capitals, underlining, brackets, colour coding, bullet points, notation examples:1,1.1,a,b,c,d& Layout examples: colour, type, design, columns, white space, wide margining, highlighting, arrows, indicators Ohaeawai Primary School Thinking in Action Implementation Plan for Information Literacy skills continuum Initiate Skill Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Brainstorm Teacher models brainstorm on chosen topic Student participation encouraged. Brainstorm still led by teacher. Student freely offer ideas in class context and offer ideas in small groups.Teacher modelling decreases. Groups brainstorm one chosen or sub topic. Groups brainstorm independently or teacher Student confidently contribute to class and group brainstorms and begin to develop independent techniques. Students attempt individual brainstorms, fully participate in groups/class setting and clarify sub topics. Categorise Teacher and class sort ideas together. Class sorts ideas with teacher support. Groups categories , map, web and cluster, based on teacher models. Group categories , map, web and Cluster. Groups cluster map and web ideas to structure prior knowledge and identify areas for investigation( with teacher support). Students begin to shoe independence when working in a group to sort and categorise. Question Class begins to understand what a question is and that it requires an answer. Teacher uses starter words 5 W s With teacher guidance, class formulates key factual questions on a given topic. Students formulate questions in a group, with teacher support, using starter words. who, where, why, which, when, and how. Groups confidently formulates a question using starter words. Teacher models open ended questions to the class. Students begin to formulate opened key research questions. Students show independence when formulating open and closed research questions. Keywords Class and teacher identifies key words. Class and teacher identifies key words and concepts. Groups work together to identify key words and concepts with teacher input and support. Groups work independently of teacher identifying key words and concepts. Individuals begin to identify keywords and concepts with teacher and support and input. Students work independently identifying key words and concepts Planning Teacher models a research process, product and timeframe to class. Class and teacher plan their research process, product and timeframe together. Groups, with teacher support and input, plan their research process, sources, resources, product and timeframe. Groups begin to plan their research process, sources, resources, product and timeframe. Students begin to plan their research process, sources, resources, product and timeframe, with teacher support and input. Students plan their own research process from contrived sets of resources. Ohaeawai Primary School Thinking in Action Implementation Plan for Information Literacy skills continuum Next Steps Skill Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Process Teacher models the evaluation of the research process at each stage, encourage class participating as appropriate. Teacher leads class discussion to evaluate their research process at each stage. Groups discuss and reflect on their research process at each stage, based on teacher models (with teacher input as appropriate). Groups discuss and reflect on their research process at each stage independently, (with teacher input as appropriate). Students reflect on and evaluate their own research process based on teacher models. Students reflect on and evaluate their own research process (based on teacher models.) and record this at each stage (diarise, continuum etc) For Example Did I/we answer the question? Were my /our questions clearly stated? Did I/we use a of range information sources? Were my/ our conclusions based on my/our information? Did I / we write the information in my/our own words? How can I / we improve my /our research skills? What would I / we change next time? What research skills have I /we learnt? How useful was the information that I / we found? Did I / we manage my/our time and resources well? Which were the best sources of information? Presentation Teacher leads simple oral evaluations of the product As a class students make a simple oral evaluations of the product, giving reasons. Teachers help students to evaluate their product against agreed criteria and record this on a simple evaluation sheet giving reasons. Students independently( or with teacher assistance as appropriate) evaluate their product against agreed criteria and record this on a simple evaluation sheet giving reasons. Teacher assists students to generate criteria and offer justification for their evaluations. Students generates criteria and offers justification for evaluations independently ( or with teacher assistance as appropriate). For example , students can Identify evaluation criteria (e.g. relevance of information, quantity/quality of information of format, generation of audience interest, originality, editing, mastery of medium, timeframe (talks), layout. Equity of group input etc) Evaluate the end product (presentation) summatively against agreed and preset criteria. Justify their evaluations. 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