Library Program 2016 Cathy Shearer

Library Program Term 1 Stage 3 2016

Australian Curriculum English Year 5

Year 5 Content Descriptions for Library program 2016

Language strand

Literature strand

Literacy strand

Language for interaction

Literature and context

Texts in context

Understand how to move

beyond making bare
assertions and take account
of differing perspectives and
points of view (ACELA1502)

Identify aspects of literary texts

that convey details or
information about particular
social, cultural and historical
contexts (ACELT1608)

Text structure and

organization

Responding to literature

Show how ideas and points of view in

texts are conveyed through the use of
vocabulary, including idiomatic
expressions, objective and subjective
language, and that these can change
according to context (ACELY1698)
Interacting with others

Present a point of view about

particular literary texts using
appropriate metalanguage, and
reflecting on the viewpoints of
others (ACELT1609)
Examining literature

Plan, rehearse and deliver

presentations for defined audiences
and purposes incorporating accurate
and sequenced content and
multimodal elements (ACELY1700)
Interpreting, analysing, evaluating

Recognise that ideas in literary

texts can be conveyed from
different viewpoints, which can
lead to different kinds of
interpretations and responses
(ACELT1610)

Navigate and read texts for specific

purposes applying appropriate text
processing strategies, for example
predicting and confirming, monitoring
meaning, skimming and scanning
(ACELY1702)

(ACELA1478)
Language for interaction
Investigate how the
organisation of texts into
chapters, headings,
subheadings, home pages
and sub pages for online
texts and according to
chronology or topic can be
used to predict content and
assist navigation
(ACELA1797)

Interpreting, analysing, evaluating

Use comprehension strategies to
analyse information, integrating and
linking ideas from a variety of print
and digital sources (ACELY1703)
Creating texts
Plan, draft and publish imaginative,
informative and persuasive print and
multimodal texts, choosing text
structures, language features, images
and sound appropriate to purpose and
audience (ACELY1704)
Creating texts
Use a range of software including
word processing programs with
fluency to construct, edit and publish
written text, and select, edit and place
visual, print and audio elements
(ACELY1707)

Library Program 2016 Cathy Shearer

Australian Curriculum English Year 6

Year 6 Content Descriptions for Library program 2016

Language strand

Literature strand

Literacy strand

Text structure and

organization

Literature and context

Texts in context

Make connections
between students own
experiences and those of
characters and events
represented in texts
drawn from different
historical, social and
cultural contexts
(ACELT1613)

Texts in context
Compare texts including media texts that
represent ideas and events in different
ways, explaining the effects of the different
approaches (ACELY1708)

Understand how authors often

innovate on text structures and
play with language features to
achieve particular aesthetic,
humorous and persuasive
purposes and effects
(ACELA1518)
Expressing and developing
ideas
Identify and explain how
analytical images like figures,
tables, diagrams, maps and
graphs contribute to our
understanding of verbal
information in factual and
persuasive texts (ACELA1524)

Interpreting, analysing, evaluating

Analyse how text structures and language
features work together to meet the
purpose of a text (ACELY1711)

Interpreting, analysing, evaluating

Select, navigate and read texts for a range
of purposes, applying appropriate text
processing strategies and interpreting
structural features, for example table of
contents, glossary, chapters, headings and
subheadings (ACELY1712)
Interpreting, analysing, evaluating
Use comprehension strategies to interpret
and analyse information and ideas,
comparing content from a variety of textual
sources including media and digital texts
(ACELY1713)
Creating texts
Plan, draft and publish imaginative,
informative and persuasive texts, choosing
and experimenting with text structures,
language features, images and digital
resources appropriate to purpose and
audience (ACELY1714)
Creating texts
Use a range of software, including word
processing programs, learning new
functions as required to create texts
(ACELY1717)

Library Program 2016 Cathy Shearer

INFORMATION LITERACY MATRIX

STAGE THREE

1.

Definin
g:
What do I
need to
know?

2. Locating:
Where can I
find the
information?

3. Selecting:
What
information is
relevant to
my topic?

4.
Organising:
How can I
organise my
information?

STATEMENT

SKILLS

The student selects from

within a broad topic and
narrows the topic.
Participates in teacherdirected group clustering of
ideas to arrive at focus
questions and a simple
search strategy.

The student identifies and

locates resources with
assistance, and modifies a
search strategy, using
single term catalogue
searches and pre judges
the relative worth of
resources. Selections are
made by scanning all parts
of a book / package notes
and using knowledge of the
structure of newspapers
and encyclopaedias and
the need to read / view only
the appropriate sections of
a resource.
The student selects and
records information
relevant to a specific
purpose using a notemaking strategy suited to
the task. Included are
semantic grids and
structure overviews.
Information is evaluated in
terms of language
suitability and currency and
comparisons are made
between different formats
and sources.
The student processes and
organises information with
assistance, determining
that which is conflicting and
irrelevant and combining it
into an appropriate
framework using
subheadings

Restates the topic/question/task in their own

words to show understanding
Draws on prior knowledge through
brainstorming
Identifies key terms and concepts
Categorises information
Prioritises information
Makes links
Formulates possible questions for exploring the
topic
Formulates a point of view regarding the topic
Considers an appropriate presentation format
Identifies possible sources of information
Uses My Library Web Enquriy to assist with location of
information
Uses Dewey to locate items on the shelves
Uses Reference material appropriately, dictionaries, thesauri,
encyclopedias, atlases.
Understands the specific to general hierarchy when searching
Further develops search strategy when locating information via
websites
Cites sources of information according to type of source and
standard.

Begins to evaluate websites as sources of authentic,

appropriate and relevant information
Develops a system for note taking by identifying and recording
keywords and phrases under subheadings
Creates a bibliography of sources used (author, title, place of
publication, publisher, date)

Develops action plan or presentation plan

Sorts information - what is useful, relevant, biased
Combines information (text, graphics) from multiple sources
Writes highly structured sentences using supporting evidence
Determines if enough information has been gathered

Library Program 2016 Cathy Shearer

5.
Presenting:
What format
is appropriate
to use for my
topic?

6.
Evaluating:
What can
improve
upon?

The student presents

responses to a research
task which are suited to the
audience and which
demonstrate understanding
and interpretation of the
information. Organisation is
logical with simple
conclusions. Appropriate
frameworks are used for a
variety of forms such as
reports, recounts and
descriptions or graphic or
pictorial, dramatic and
constructed
representations.
The student self-assesses
the completed research
task with the key question:
Did I present information
that directly relates to my
questions? Were my
conclusions based on my
information?
Evaluates the information
process and identifies one
aspect for skill refinement
with teacher assistance.

Presents information in a suitable format

Develops a deeper understanding of aesthetics in presentation
Develops a deeper understanding of why information needs to
be presented in different formats and uses different
mediums/multimedia

Evaluates the presentation in terms of content and format

(identifies strengths and weaknesses)
Understands the criteria for evaluation (rubrics)
Reflects on the information seeking process
Makes recommendations to improve results

Adapted from M://Information Literacy/Learning Matrix stage 3 Thirroul Public School

INFORMATION LITERACY / ICT MATRIX

Library Program 2016 Cathy Shearer

Overview of Library Learning Sequence

Term 1 Stage 3 2016
History Content - AUSTRALIA AS A NATION
Library RFF consists of 1 hour per week. The Australian Curriculum descriptions will be
covered through various activities throughout the term including oral reading, library skills
and research skills. The library program also supports classroom teaching and learning in the
area of History. Borrowing and Browsing time encourages students to explore the library
and aims to sustain good borrowing habits.
Cross-curriculum priority Aboriginal and Torres Strait Islander histories and culture.
Historical Concept

Historical Skills

Outcomes

Empathetic understanding.
Understanding the
experiences of Aboriginal and
Torres Straight Islanders.

Use a range of communication

forms (oral, written, graphic)
and digital technologies.
(ACHHS1o6, ACHHS125)

HT3-3-Identifies change and

continuity and describes the
cause and change on
Australian society.

Wk 1
Wk 2
Wk 3

Done

Date

Introduction and welcome back to library.(Classes not yet formed)

27/1

Introduce Once by Morris Gleitzman, chapter 1.Creating bunting flags to

promote Copa Library.

1/2

8/2

Once by Morris Gleitzman, chapter 2. Complete bunting flags

Wk 4

Once by Morris Gleitzman, chapter 3. Introduce Playground by Nadia

Wheatly.

15/2

Wk 5

Once by Morris Gleitzman, chapter 4. Begin Artwork Copa, My story.

22/2

Wk 6

Once by Morris Gleitzman, chapter 5. Continue Artwork Copa, My story.

29/2

Wk 7

Once by Morris Gleitzman, chapter 6. Continue Artwork Copa, My story.

7/3

Wk 8

Creating poppies for The Poppy Project, Remembering the sacrifices. Poppy
display.

14/3

Wk 9

Once by Morris Gleitzman, chapter 7. Continue Artwork Copa, My story.

25/3

Wk 10

Once by Morris Gleitzman, chapter 8. Continue Artwork Copa, My story.

31/3

Wk 11

Once by Morris Gleitzman, chapter 9. Complete Artwork Copa, My story.

7/4

Library Program 2016 Cathy Shearer

Term 1 Stage 3 2016 Library Program Learning Sequence

Wk
Lesson
Introduction
1
2

and welcome
back to library.
Introduce
Once by
Morris
Gleitzman,
chapter 1.
Creating
bunting flags
Once by
Morris
Gleitzman,
chapter 3.
Introduce
Playground by
Nadia
Wheatley.

Once by
Morris
Gleitzman,
chapter 3.
Introduce
Playground by
Nadia
Wheatley.
Once by
Morris
Gleitzman,
chapter 4.
Begin Artwork
Copa, My
story.

Procedure / Activities
Discuss expectations for library behaviours.
Points earned for good class behaviour.
Explain activities for library Term 1.
Discuss setting for Once. Read blurb to
class from website.
Model procedure for making bunting on old
book pages. Adding slogans to promote or
advertise our library. Discuss design
features, bright, eye-catching, easy to read
use of images ect.
Read page 23,Rininynas story
Discuss using artwork Mission Mob and Bend
Mob Wilcannia 1950s as inspiration for
creating our own story of Copacabana. What
things are important to our community and our
own personal lives? E.g. beach, surf club,
school, skate park, shops our homes. Discuss
using pencil to create a draft for painting
aerial view of Copacabana including the things
that tell your story (important to you).
Model and discuss technique students will use
to transfer drawing plan onto black card with
pencil ready to paint with white paint. Using
dot painting to create line and shape. Using
back of paintbrush to create dots.

Resources
5 Star rating charts.

Once Then and Now Real Life

Stories Website.
http://www.morrisgleitzman.co
m/once/
Old book pages. Texas
I pad app slogans examples
Once by Morris Gleitzman,

Paper, pencils,
Once by Morris Gleitzman,
Example of
artwork
from
Playground

http://cpslibraryresources.weebly.co
m/stage-3-resources.html

Black card, pencil.

Once by Morris Gleitzman,
IWB.

Model painting technique students will use to

create their artwork, using white paint on
black card. Using tissues to keep brush end
clean creating uniform dots on artwork.

Example of
artwork
from
Playground
http://cpslibraryresources.weebly.co
m/stage-3-resources.html

Black card, pencil.

Once by Morris Gleitzman,
IWB.

Library Program 2016 Cathy Shearer

6
Once by Morris
Gleitzman,
chapter 6.
Continue Artwork
Copa, My story.

7
Once by Morris
Gleitzman,
chapter 6.
Continue Artwork
Copa, My story.

10

11

Read and discuss chapter.

Students continue working on artwork.

Example of
artwork
from
Playground

http://cpslibraryresources.weebly.com/st
age-3-resources.html

Black card, pencil.

Once by Morris Gleitzman, IWB.

Read and discuss chapter.

Student continues working on artwork.
(This technique will be more time
consuming for those students who have
very detailed drawings).

Example of
artwork
from
Playground

http://cpslibraryresources.weebly.com/st
age-3-resources.html

Black card, pencils, paint brushes,

white paint.
Once by Morris Gleitzman, IWB.

Creating poppies
for The Poppy
Project,
Remembering the
sacrifices. Poppy
display.

Discuss The Poppy Project

Remembering the Sacrifices.
Model creating poppy to be part of
instillation at Terrigal as part of
ANZAC Day Commemorations.

Once by Morris
Gleitzman,
chapter 7.
Continue Artwork
Copa, My story.

Read and discuss chapter.

Students continue working on artwork.

Once by Morris
Gleitzman,
chapter 9.
Complete
Artwork Copa,
My story.
Once by Morris
Gleitzman,
chapter 9.
Complete
Artwork Copa,
My story.

Read and discuss chapter.

Students continue working on artwork.
Students that have completed painting
will write and print out Their Story
describing what they have depicted in
their artwork.
Read and discuss chapter.
Students continue working on artwork.
Students that have completed painting
will write and print out Their Story
describing what they have depicted in
their artwork.

IWB- showing demonstration You

Tube. https://www.youtube.com/watch?
v=nvQRl2yZNOE

Links from ANZAC page in online

program. Photos of 2015 Poppy
Project.
http://mrsshearersprogram.weebly.com
/anzac-day-resourcesuntitled.html

Black card, white paint, paint

brushes. Tissues.
IWB showing image of artwork
Once by Morris Gleitzman,
Black card, white paint, paint
brushes. Tissues.
IWB showing image of artwork
Once by Morris Gleitzman,
Computers and Netbooks.
Black card, white paint, paint
brushes. Tissues.
IWB showing image of artwork
Once by Morris Gleitzman,
Computers and Netbooks.

Assessment
Student assessment is continual through the term and is based on observations, workbooks and
assessment of specific tasks.