6466 PDF Finaltwoyearplan Teamlms

Two-Year Media Program Plan
Team LMS: Leaders Modeling Service

Brianna Caldwell, Andre Dvila, Stephanie Landrum, Nicole Stewart
MEDT6466 Two-Year Media Program Plan

Team: LMS (Leaders Modeling Service)
Caldwell, Dvila, Landrum, and Stewart
Program
Grade /
Year 1:
Media Center
Orientation
for Students
(Team LMS
K-5
collaboration)
Subject
Common Core GPSs
Description of Program
ELACCKRL5: Craft and Structure: Students of all grade levels will

Recognize common types of texts participate in activities that
(e.g., storybooks, poems).
introduce and reinforce media
center concepts, policies, and
ELACCKRL6: Craft and Structure: procedures.
With prompting and support,
name the author and illustrator of Kindergarten Students:
a story and define the role of
Students in Kindergarten will be
each in telling the story.
introduced to the concept of a
library/media center by the LMS.
ELACCKRL10: Range of Reading
The LMS will share Beverly
and Level of Text Complexity:
Billingsly Borrows a Book, by
Actively engage in group reading
Alexander Stadler with the class
activities with purpose and
which focuses on the importance
understanding.
of taking care of library books
and returning them in order to be
ELACCKRI1: Key Ideas and
able to check out again during the
Details: With prompting and
next visit. The LMS will also
support, ask and answer questions
stress the importance of using
Timeline
Beginning of
School Year
(August) to Early
September
about key details in a text.
the place markers (the long

library cards to hold the spot of
ELACC1RL1: Key Ideas and
the book while they choose one)
Details: Ask and answer questions as the books have to be kept in
about key details in a text.
ABC order by the authors last
name. The LMS, classroom
ELACCKRI5: Craft and Structure:
teacher, paraprofessional, and
Identify the front cover, back
media clerk/paraprofessional will
cover, and title page of a book.
assist with finding an E
(Everybody) book to check out
ELACCKRI6: Craft and Structure:
for each student, making sure
Name the author and illustrator
that the books are just right
of a text and define the role of
for them.
each in presenting the ideas or
information in a text.
Grades 1-2:
ELACC1RL5: Craft and Structure: Students in grades 1-2 will
discuss how authors names
Explain major differences
appear on the books spine in the
between books that tell stories
call number. Students will be
and books that give information,
given index cards with the first
drawing on a wide reading of a
three letters of their last name
range of text types.
on the card (just as it would
ELACC2RI6: Craft and Structure: appear on the call number) and
will be asked to find the section
Identify the main purpose of a
(the letter) in the picture
text, including what the author
book/everybody book section of
wants to answer, explain, or
the library where their own book
describe.
would be located if they were an

author. If there are several
students in one section, they will
be asked (with the help of their
classmates) to put themselves in
the same order that their books
would be in on the shelf. After
all of the students complete this
task, they can choose a book from
their section to look at and check
out if they choose (and if it is a
fit for them). This activity
helps reinforce skills necessary to
interpret call numbers, find
specific books on the shelf, and
to understand the order of
materials.
Grades 3-5:
Students in grades 3-5 will sign
up for two dates to discuss how
non-fiction uses the Dewey
Decimal System to organize books
by subject and author. The LMS
will present a MS PowerPoint
slideshow introducing/reinforcing
the classification system that
school and public libraries use to

catalog books. A formative
assessment will be given to each
class during lesson one and after
a second lesson (a few weeks
later) after the concept has been
reviewed, a summative
assessment will be given to see
the improvement of the
classes/grades. The PowerPoint
has interactive elements that
allow the students to answer
questions about selected books
from each of the ten
classes. During the second lesson
the students will play an
interactive Dewey game before
the summative assessment. See
below.
Students in grades 3-5 will also
participate in a scavenger hunt
type activity where they are given
the call number to a certain title
book and they must find the title
of the book. Students will also be
given the title and will have to
find the call number. Students

will also be asked to identify the
title of two books and their call
numbers to ensure they
understand how to search for
books under the Dewey Decimal
System.
Grades 4-5:
For students in 4-5, a Photostory
of the library will be created to
introduce the students to all of
the new and exciting things the
library has to offer. It is
important for students to
understand not only how the
library works, but that the library
is a useful resource to
them. Included will be pictures
of previous students participating
in activities, pictures of entire
classrooms using the library, and
a layout of the library. We will
talk about the individual elements
of the library, and the role of the
LMS. At the end, students will
randomly draw a book title (which
will include the title and the call

number - decimal number with the
authors first three letters of his
or her last name.) They will use
that information to locate that
book in the library. The book
could be a reference book, novel,
or even a DVD.
PR:
LMS will announce Student
Orientation at pre-planning time.
Teachers will be encouraged to
sign up their classes as they will
be entered in a drawing to receive
a free paperback book for their
classroom (books bought from
last Springs Scholastic Book Fair
preview) when they sign up for
Student Orientation in August.
This drawing will take place
each month for VIPs. As
teachers come in for check-out,
lessons, or research/computer
time, they may put their name in
the drawing box each visit. At
the end of each month the
morning news broadcast or

intercom news would announce
which class earned a free book
for being VIPS (Very Important
Patrons) of the LMC! Digital class
photos will be taken and displayed
on the LMC VIP bulletin board as
well as posted on the library blog.
Resources:
Stadler, A. (April 8, 2002).
Beverly Billingsly Borrows a Book.

Harcourt Childrens Books.
IXL Learning. (2013). Dewey

Concentration Game. Retrieved
from
http://www.quia.com/cc/7265.ht
ml
Year 1:
Poetry Slam
(Brianna
Caldwell)
3-5
ELACC3RL4: Determine the

meaning of words and phrases as
they are used in a text,
distinguishing literal from nonliteral language.
ELACC3RL10: By the end of the
Since the 1980s, Poetry Slams

have offered students a chance
to express themselves through
unique poetry and integrate the
works of other artist. Poetry
Slams are usually competitive, and
November
Week 1: Learn
about the various
types of poetry
and authors.
year, read and comprehend

literature, including stories,
dramas, and poetry, at the high
end of the grades 2-3 text
complexity band independently
and proficiently.
ELACC4RL2: Determine a theme
of a story, drama, or poem from
details in the text; summarize the
text.
ELACC4RL7: Make connections
between the text of a story or
drama and a visual or oral
presentation of the text,
identifying where each version
reflects specific descriptions and
directions in the text.
ELACC4RL10: By the end of the
literature, including stories,
dramas, and poetry, in the grades
4-5 text complexity band
proficiently, with scaffolding as
needed at the high end of the
awards are given to top rated

poems. Poetry is an excellent tool
for library programming; students
can read, write, and listen to
poetry. Also, a Poetry Slam is a
great way to encourage
artistically inclined students who
may not shine in the traditional
sense at school.
Week 2: Research
individually about
the different
types of poetry.
Week 3: Complete
their own works of
poetry
Week 4: Perform/
Poetry Slam on
Friday
Throughout the month of

November, students will complete
a series of activities that will get
them comfortable with public
speaking, stretching their
imaginations, and introduce them
to poetry. Students will focus on
different types of poems such as
concrete, limericks, haiku, free
verse.
In the first week, students will

select a popular childrens poet,
memorize a one of their poems
(depending on length, students
range.
ELACC4RI5: Describe the overall
structure (e.g., chronology,
comparison, cause/effect,
problem/solution) of events,
ideas, concepts, or information in
a text or part of a text.
details in the text, including how
characters in a story or drama
respond to challenges or how the
speaker in a poem reflects upon a
topic; summarize the text.
ELACC5RL7: Analyze how visual
and multimedia elements
contribute to the meaning, tone,
or beauty of a text (e.g., graphic
novel, multimedia presentation of
fiction, folktale, myth, poem).
can memorize an excerpt), and

recite the poem for a group of
their peers. The second week,
teachers and the library media
specialist will work with students
to teach them about various types
of poetry. We will share with
students several different types
of poems, and eventually have
students identify the differences
between each type of poems.
Another activity to use for
students is completing a fill-inthe-blank poem where students
complete a popular poem with
their own words. At the end of
week 3, students will work to
complete their own poems to read
the next week at the Poetry Slam.
Week four, the final week,
students will begin preparation
for their own poetry slam
preparation. the LMS will put
books of poetry and books on how
to write poetry on display in the
library. By displaying these books
for patrons to check out, this will
be a great way to promote the

library and encourage reading.
*For promotion of the Poetry
Slam, students will create posters
featuring their favorite quotes
and information about the Poetry
Slam to go up around the school.
For the Poetry Slam, students will
perform in an area before an
audience, preferably in the
auditorium or lunchroom. If this
is not available, a small podium
with a microphone in the library
would suffice. At the end of
week, the students will perform
their poems for an audience. A
group of judges previously
selected will vote at the end on
the best poems. The best poems
will be published in the schools
newsletter and on the schools
blog.
PR:
For promotion of the Poetry Slam,
students will create posters
featuring their favorite quotes
and information about the Poetry

Slam to go up around the school.
A few students will be selected to
design a promotional invitation to
hand out to parents and
community members.
Resources:
Fun activities @ your library.
(n.d.). Retrieved from

http://www.ala.org/alsc/issuesadv
/kidscampaign/libraryactivities
Karla Kuskin. (n.d.). Poetry writing
with karla kuskin. Retrieved from
http://teacher.scholastic.com/wri
tewit/poetry/karla_home.htm
Year 1:
GA Book
Award
Nominees for
2013-2014
(Team LMS
K-5
See Attached School Wide

Media Plan
See Attached School Wide

Media Plan
Mid-January to
Early April
-10 weeks
Collaboration)
Year 1
Childrens
Day/
Book Day
El Da de los
Nios
/El Da de los
Libros
(Andre
Dvila)
K-5
ELACCKSL2: Confirm
understanding of written text
read aloud or information
presented orally through media
by asking and answering questions
about key details and requesting
clarification if something is not
understood.
ELACCKSL3: Ask and answer
questions in order to seek help,
get information, or clarify
something that is not understood.
ELACC1SL2: Ask and answer
questions about key details in a
text read aloud or information
presented orally or through other
media.
questions about what a speaker
says in order to gather additional
information or clarify something
that is not understood.
The LMS will promote ALAs 18th

annual event/holiday-El da de los
nios/El da de los libros
(Children's Day/Book Day) as
Diversity in Action. Da, as it is
commonly called, is a celebration
every day of children, families,
and reading that culminates
yearly on April 30. The celebration emphasizes the importance
of literacy for children of all
linguistic and cultural backgrounds.
As celebrated by libraries and
librarians, April 30 is an
enhancement of Childrens Day, a
celebration which took hold in
1925 following the World
Conference for the Well-being of
Children in Geneva, Switzerland
as a day to bring attention to the
importance and well-being of
children. Each country selected
Grant application
and Program
application:
January
Organize HS
volunteers:
February
Teacher
collaboration:
March & April
Event: April 30
ELACC2SL2: Recount or describe

key ideas or details from written
texts read aloud or information
presented orally or through other
media.
questions about what a speaker
says in order to clarify
comprehension, gather additional
information, or deepen
understanding of a topic or issue.
ELACC3SL2: Determine the main
ideas and supporting details of a
text read aloud or information
presented in diverse media and
formats, including visually,
quantitatively, and orally.
questions about information from
a speaker, offering appropriate
elaboration and detail.
ELACC4SL2: Paraphrase portions
of a text read aloud or
its own day for the celebration

with Mexico and many other Latin
American countries choosing April
30.
In March 1996, while being
interviewed in Tucson, Arizona,
the author and poet Pat Mora
learned about the holiday
celebrated in Mexico. Realizing
that the United States had
nothing similar, Pat proposed
linking Children's Day, the
celebration of childhood and
children, with literacy and
bilingualism, creating a new
holiday: El da de los nios/El da
de los libros. Since 1997, each
April 30 honors children and
literature, while promoting
bilingualism, a 21st Century skill.
The day will begin with each class
viewing Da activities online (see
website below) from their LCD
projectors. Next, volunteers will
read aloud bilingual
information presented in diverse

media and formats, including
visually, quantitatively, and orally.
ELACC4SL3: Identify the
reasons and evidence a speaker
provides to support particular
points.
ELACC5SL2: Summarize a
written text read aloud or
ELACC5SL3: Summarize the
points a speaker makes and
explain how each claim is
supported by reasons and
evidence.
(English/Spanish) literature
(fiction, non-fiction, and poetry)
to the students in their
classrooms. The website
mentioned below lists 57 recent
books suggested, leveled by
appropriate ages for K-5. The
LMS will have organized Spanishspeaking volunteers (Spanish
classes from local high school) to
do this. Following storytime, the
students will answer questions
orally from the volunteers. Then,
the volunteers will leave and the
students will illustrate their
favorite part of the story or
poem. These illustrations will be
bound and displayed in the LMC
with the corresponding titles on
the cover of the binding. As a
LatinAmerican focus since Spanish
read-alouds were heard in the
morning, the teachers will play
Latin music from Soundzabound
and have a dance-off in their
classrooms after the art activity
to get them active after being

seated. The cafeteria will serve a
Latin Lunch that day too, if
possible, as well as have DJLMS play CDs during the lunch
period (Mariaci, Merengue, Salsa,
Bachata, Cumbia, Spanish guitar,
etc.). PTA will organize a piata
for each class to hit after lunch.
P.E. and music teachers will have
the students dancing to salsa and
merengue while waiting for their
chance to hit the piata. The Art
and Target teachers will have
lessons earlier in April, focusing
on making bilingual welcome
posters for the upcoming visitors.
Through the school budget,
fundraising/book fair, or grant,
the LMS will have a free book for
each student to take home that
day too. The teachers will
disperse the books to the
students and have SSR
(Sustained Silent Reading) or
DEAR (Drop Everything And
Read) time for 15 minutes before

dismissal that day.
PR:
Schedule this event to be listed
on the PTA calendar at the
beginning of the year. The
library blog will announce event on
the LMC calendar and morning
news will announce the event the
week before. Free Posters will be
posted from ALA
website. Posters from Art and
Target classes will be displayed in
the hallways and in LMC. Free
bookmarks and/or buttons from
the website will go home with
students on Fri., April 25,
promoting the event along with a
LMS-created flyer announcing
the high school guests and the
music and piata elements of the
day. On the day of the event, the
classroom teachers will have the
responsibility of taking digital
photos of their storytime. These
photos will be downloaded to the
library blog. Thank you letters

(via e-mail) will be sent with
digital photos from each class to
the Spanish teachers at the local
high school.
Resources:
American Library Association.
(2013). Bilingual Book List.
Retrieved from
http://dia.ala.org/sites/default/f
iles/resources/Dia%20Book%20Li
st%202013.pdf
American Library Association.
(2013). El da de los nios/El da
de los libros (Childrens day/Book
day). Retrieved from
http://dia.ala.org/content/aboutd%C3%ADa
Program
Grade /
Subject
Year 2:
Perfect
Square: A
Creative
K-5
Common Core GPSs
Description of Program
Timeline
ELACCKRL2: Key Ideas and

Details: With prompting and
support, retell familiar stories,
including key details.
The LMS will read Michael Halls

Perfect Square to all grade levels
at the beginning of the school
year. Students will discuss the
Beginning of
School Year
(August) to
Early/Mid
Start to a
New School
Year
(Stephanie
Landrum)

Details: Retell stories, including
key details, and demonstrate
understanding of their central
message or lesson.
ELACCKRL3, ELACC1RL3: Key
Ideas and Details:
With prompting and support,
identify characters, settings, and
major events in a story.
ELACCKRL7: Integration of
Knowledge and Ideas: With
prompting and support, describe
the relationship between
illustrations and the story in
which they appear (e.g., what
moment in a story an illustration
depicts).
ELACCKRI7: Integration of
Knowledge and Ideas: With
prompting and support, describe
illustrations and the text in which
they appear (e.g., what person,
different ways in which the

square met or overcame
challenges by transforming itself
in a variety of ways (shapes,
objects, etc.) as well as discuss
the sequence of events in the
story (days of the week, etc.).
Different grade levels will then
apply the events in the story to
concepts being learned in the
classroom.
K-2nd students will be given a
square of colorful origami paper
and will also be assigned a specific
day of the week that as
mentioned in the book. The
student will then transform their
square into the particular object
that corresponds with how the
square changed on that particular
day (Monday: a fountain, Tuesday:
a garden, etc.). Students will be
encouraged to be creative and to
rip the paper into shapes and use
hole punches to mimic the
illustrations in the book. After
September
(Before schools
scheduled Open
House)
place, thing, or idea in the text an

illustration depicts).
ELACC1RI7: Integration of
Knowledge and Ideas: Use the
illustrations and
details in a text to describe its
key ideas.
ELACC1SL1: Comprehension and
Collaboration: Participate in
collaborative conversations with
diverse partners about grade 1
topics and texts with peers and
adults in small and larger groups.
ELACC1SL5: Presentation of
Knowledge and Ideas: Add
drawings or other visual displays
to descriptions when appropriate
to clarify ideas, thoughts, and
feelings.
Details: Describe how characters
in a story respond to major
events and challenges.
the students transform their

square, they will be asked to get
into groups based on their
assigned day of the week. Groups
will then be asked to line up as a
class in the order of the days of
the week (with help and
prompting from the teacher or
media specialist). Each student
will then display/share their work
with the class. After everyone
has shared, the illustrations will
be kept in groups and will be
bound into a class copy of the
book to be displayed with the
real copy of the book in the
media center. Parents will be
encouraged to visit the display in
the media center during Open
House. After the program, the
book can kept in the classroom.
Grades 3-5 will also be given a
colorful square of origami paper
but will instead focus on language
arts concepts. Students will be
asked to write about one way they
ELACC2RL7: Integration of
Knowledge and Ideas: Use
information gained from
the illustrations and words in a
print or digital text to
demonstrate understanding of its
characters, setting, or plot.
ELACC2RI1: Key Ideas and
Details: Ask and answer such
questions as who, what, where,
when, why, and how to
demonstrate understanding of
key details in a text.
Details: Describe characters in a
story (e.g., their traits,
motivations, or feelings) and
explain how their actions
contribute to the sequence of
events.
ELACC3RL7: Integration of
Knowledge and Ideas: Explain how
specific aspects of a texts
illustrations contribute to what is
have changed or would like to

change since the last school
year. For example, goals such as
to be a better reader, to
perform better in math, or to
become a better basketball
player can all be used to build
upon the concept of positive
change that is central to the
books theme. Students will
illustrate such goals by
transforming their square into an
art piece. The students will be
encouraged to be creative and to
rip the paper and use hole
punches in the same manner as
the illustrations in the
book. After the students finish
their work, everyone will be asked
to share their goal and
illustration. The finished work
will then be incorporated into a
bulletin board display at the front
of the school. The display will
showcase student goals for the
new school year and will be an
encouraging reminder for them to
conveyed by the words in a story

(e.g., create mood, emphasize
aspects of a character or
setting).
Knowledge and Ideas: Use
illustrations (e.g., maps,
photographs) and the words in a
text to demonstrate
understanding of the text (e.g.,
where, when, why, and how key
events occur).
Knowledge and Ideas: Describe
the logical connection between
particular sentences and
paragraphs in a text (e.g.,
first/second/third in a sequence)
ELACC3W1: Text Types and
Purposes: Write opinion pieces on
familiar topics or texts,
supporting a point of view with
strive to meet those

goals. Digital photos will also be
taken of all the students
squares and will be compiled into
a multimedia slideshow that will
also be displayed in classrooms
during Open House. Parents will
be invited to view the bulletin
board display during Open House.
PR:
This activity will be included on
the media centers blog and will
also be included in the event
announcement for the schools
Open House (sent home to
parents). Photos of student work
will be included on the media
center blog. Teachers will be
notified in advance of the book
choice and activities via email/personal communication and
they will be invited to preview
the book before school starts.
Resources:
Hall, M. (2011). Perfect square.
reasons
New York: Greenwillow.

Purposes: Write
informative/explanatory texts
to examine a topic and convey
ideas and information clearly
Purposes: Write narratives to
develop real or imagined
experiences or events using
effective technique, descriptive
details, and clear event
sequences.
ELACC4W4, ELACC5W4:
Production and Distribution of
Writing: Produce clear and
coherent writing in which the
development and organization are
appropriate to task, purpose, and
audience.
Year 2:
HispanicAmerican
Heroes/
K-5
ELACCKW: With guidance and

support from adults, explore a
variety of digital tools to produce
and publish writing, including in
September 15 to October 15 is
the official month for Hispanic
Heritage. The students will
create a shared Google Doc in
Mid-September to
Mid October
-8 weeks
Heroes
Hispanos
(EH-roh-ehs
ees-PAHnohs):
Hispanic
Heritage
Month
(Andre
Dvila)
collaboration with peers.

ELACC1W6: With guidance and
support from adults, explore a
variety of digital tools to produce
and publish writing, including in
support from adults and peers,
focus on a topic and strengthen
writing as needed by revising and
editing.
support from adults, use a variety
of digital tools to produce and
publish writing, including in
ELACC3W2: Write informative/

explanatory texts to examine a
topic and convey ideas and
information clearly.
Google Drive to be converted into

a slideshow with text, sound, and
digital photos. These slideshows
will be created the first two
weeks and shared the second two
weeks.
As Women and African Americans
were a focus from year 1, year
two will spotlight the
accomplishments of men and
women Hispanic-American heroes.
Instead of storytime, each
teacher would sign up for two
lessons with the LMS during the
month. One lesson during week 1
or 2 to create and edit a slide and
the second lesson during week 3
or 4 to view their class slideshow
and other slideshows from other
grades.
Six categories will be divided,

assigning one grade to each:
Flags (Kinder)
Maps (1st)
LMS would gather

supplies for decor
and make
flashcards in early
September. As
well, all info. from
websites will be
downloaded in
early September
into the student
drive for easier
access while
working in Google
Drive with
collaborative
PowerPoint
presentation.
a. Introduce a topic and group

related information together;
include illustrations when useful
to aiding comprehension.
b. Develop the topic with facts,
definitions, and details.
C. Use linking words and phrases
(e.g., also, another, and, more,
but) to connect ideas within
categories of information.
support from adults, produce
writing in which the development
and organization are appropriate
to task and purpose.

support from peers and adults
develop and strengthen writing as
needed by planning, revising, and
editing.
support from adults, use
technology to produce and publish
writing (using keyboarding skills)
Authors/Illustrators (2nd)
Athletes (3rd)
Musicians & Visual Artist (4th)
Science/Math/Technology (5th)
Collectively, the students will use
Google Drive to make a grade
level presentation. This project
will be completed in pairs while at
school and/or individually if
needed as it can be edited online
from anywhere (classroom, media
center, home, or on a mobile
device.) Later, the teachers will
save the student work on flash
drives or e-mail the students the
class presentation. The LMS will
also post the slideshows on the
library blog.
During session one, the LMS will
pass out notecards with the name
of the topic for each pair of
students. The classroom teacher
and LMS will assist at the
workstations, making sure that
the students understand what to
as well as to interact and

collaborate with others.
ELACC4W2: Write
informative/explanatory texts to
examine a topic and convey ideas
and information clearly.
a. Introduce a topic clearly and
group related information in
paragraphs and sections; include
formatting, (e.g.,
headings), illustrations, and
multimedia when useful to aiding
comprehension.
definitions, concrete details,
quotations, or other information
and examples related to the topic.
c. Link ideas within categories of
information using words and
phrases, (e.g., another, for
example, also, because).
d. Use precise language and
domain-specific vocabulary to
inform about or explain the topic.
ELACC4W4: Produce clear and
do after the demonstration is

shown of how to find the links to
the resources, including the
facts, photos, and music.
Session two will be used to view
the class slideshow and up to five
others (depending on the grade
level). For example, K=2, 1st=3,
2nd=4, 3rd=5, 4th/5th=all 6
slideshows.
The information from the
websites below will be available to
the students via student hard
drive. For example, with
Kindergarten, they will cut and
paste the flag from the collection
of digital photos that are there in
the folder and then type in the
countrys name below it. Sound
will already be added onto their
slides. First grade will do the
same, however with the
maps. Second to Fifth will spend
more time reading the facts and
choosing one sentence to write

audience.
editing.
technology, including the
Internet, to produce and publish
writing as well as to interact and
collaborate with others;
demonstrate sufficient command
of keyboarding skills to type a
minimum of one page in a single
sitting.
ELACC5W2: Write
a. Introduce a topic clearly
about the accomplishments of

their famous Hispanic-American,
including his/her country of
origin. Like K-1, working in teams,
they will need to cut/paste the
photo as well as add sound from
the selections provided from
Soundzabound.
Flags & MapsArgentina, Bolivia, Chile, Colombia,
Costa Rica, Cuba, Dominican
Republic, Ecuador, Equatorial
Guinea, El Salvador, Guatemala,
Honduras, Mxico, Nicaragua,
Panama, Paraguay, Per, Puerto
Rico, Spain, United States,
Uruguay, and Venezuela
AthletesRoberto Alomar, baseball player
Jose Canseco, baseball player
Roberto Clemente, baseball player
Juan Marichal, baseball player
Pedro Martinez, baseball player
Alex Rodriguez, baseball player
Sammy Sosa, baseball player
provide a general observation and

focus, and group related
information logically; include
formatting, (e.g.,
headings), illustrations, and
multimedia when useful to aiding
comprehension.
and examples related to the
topic..
c. Link ideas within and across
categories of information using
words, phrases, and clauses (e.g.,
in contrast, especially).
Oscar De La Hoya, boxer

John Ruiz, boxer
Scott Gomez, hockey player
Pancho Gonzalez, tennis player
Nancy Lopez, golfer
Chi Chi Rodriguez, golfer
Anthony Munoz, football player
Alberto Salazar, marathoner
Authors/IllustratorsIsabel Allende, writer
Julia Alvarez, writer
Rudolfo Anaya, writer
Sandra Cisneros, writer
Carmen Agra Deedy, author,
illustrator
Oscar Hijuelos, writer

Maria Hinojosa, journalist
Pat Mora, author, presenter,

audience.
literary advocate
Magaly Morales, illustrator
Jos Ramirez, illustrator
Louis Santeiro, writer
Gary Soto, writer
Leyla Torres, author, illustrator
Science-

editing.
writing as well as to interact and
minimum of two pages in a single
sitting.
Luis Walter Alvarez, Nobel Prize-
winning physicist
Mario Molina, Nobel Prize-winning
chemist
Severo Ochoa, Nobel Prizewinning biochemist
Franklin Chang-Daz, astronaut
Sidney M. Gutierrez, astronaut
Carlos Noriega, astronaut
Ellen Ochoa, astronaut
Victor Celorio, inventor
Henry Eyring, chemist
France A. Crdova, astrophysicist
Elsa Salazar Cade, science
teacher and entomologist
Musicians & Visual ArtistsChristina Aguilera, pop singer
Judy Baca, artist
Joan Baez, folk singer and
activist
Jean-Michel Basquiat, artist

Ruben Blades, musician, composer,
actor
Celia Cruz, singer

Sammy Davis, Jr., singer, actor
Gloria Estefan, pop singer
Jerry Garca, musician

Rupert Garcia, artist
Jennifer Lopez, actor, singer
Trini Lopez, singer
Ricky Martin, singer
Rita Moreno, actress, singer,
dancer
Carlos Santana, guitarist, singer
Selena, singer
Richard Serra, sculptor
PR:
Schedule this event to be listed
on the PTA calendar at the
beginning of the year. In the LMC
orientation in Aug. and Sept.
mention that this school-wide
project needs full participation,
including two library sessions
from each class within the month.
The LMC blog will announce
Hispanic Heritage Month on
calendar and morning news will
announce a word a day (for the
week) that we use in America that
comes from Spanish, like
mosquito, rodeo, or tomato. The
Spanish translation will be

pronounced too.. On Mon., Sept.
15, the LMS will have the LMC
turned into a Latin Fiesta of Book
displays including plastic cactus
plants, colorful serapes, and
sombreros as decorations. All the
flags of the 21 Spanish-speaking
countries will be printed,
laminated, and displayed on the
tops of the book shelves with
complementary books for each
area.
Resources:
Hispanic Athletes. (2007).
Pearson Education, Inc. Retrieved
from
Hispanic American Athletes |
Infoplease.com
http://www.infoplease.com/spot/
hhmbio2.html#ixzz2PoDPlDDI
Hispanic Countries. (2007).
from Hispanic Heritage Month:
Countries of Origin |
Infoplease.com
hhmflags1.html#ixzz2PoIh6yYi
Hispanic Musicians. (2007).
from Hispanic American Musicians
and Visual Artists |
Infoplease.com
hhmbio5.html#ixzz2Po0VA4LV
Hispanic Scientists. (2007).
from Hispanic American
Scientists | Infoplease.com
hhmbio4.html#ixzz2PnSE3XmG
Hispanic Scientists. (2013).
Ranker. Retrieved from
http://www.ranker.com/list/famo
us-hispanic-scientists/famoushispanics
Hispanic Writers. (2007). Pearson
Education, Inc. Retrieved
from Hispanic American Writers

| Infoplease.com
hhmbio6.html#ixzz2Pnyf7Njw
Mora, P. (2013). Sampler of Latino
children's and YA authors and
illustrators. We Love Childrens
Books. Retrieved from
http://childrensbooks.about.com/
gi/o.htm?zi=1/XJ&zTi=1&sdn=chil
drensbooks&cdn=parenting&tm=14
8&gps=356_5_1280_879&f=00&s
u=p284.13.342.ip_p504.6.342.ip_
&tt=3&bt=9&bts=9&zu=http%3A/
/www.patmora.com/sampler.htm
Year 2:
Beyond the
Classroom
Book Club
(BCBC)
(Brianna
Caldwell)
3-5
ELACC3RL1: Ask and answer

questions to demonstrate
understanding of a text,
referring explicitly to the text as
the basis for the answers.
ELACC3RL3: Describe characters
in a story (e.g., their traits,
One of the best ways to

encourage reading is to get the
whole family involved! The book
club will join together both
parents and students and take
place outside of school. To begin,
the school media specialist will
send out an email to parents.
He/she will survey them to see
All Year
- A new book will
be selected each
month.
- At the end of
each month a list
of potential
questions will be
provided.

events.
ELACC3RL5: Refer to parts of
stories, dramas, and poems when
writing or speaking about a text,
using terms such as chapter,
scene, and stanza; describe how
each successive part builds on
earlier sections.
ELACC3RL9: Compare and
contrast the themes, settings,
and plots of stories written by
the same author about the same
or similar characters (e.g., in
books from a series).
ELACC3RI2: Determine the main
idea of a text; recount the key
details and explain how they
support the main idea.
ELACC4RL3: Describe in depth a
character, setting, or event in a
story or drama, drawing on
specific details in the text (e.g., a
characters thoughts, words, or
how much interest they have in

the book club and which time and
weekday will work best on a
month to month basis. *This email
will also serve as a promotional
tool for the library program. The
book club will encourage reading
thus promoting the library,
encourage parents to be active
participants in the library and
hopefully encourage volunteering.
The book club will take place once
a month. Ideally it would be after
school from 3:00 -4:00 p.m.
towards the end of the week. The
book club will take place inside a
corner of the library. To promote
reading outside of school, parents
will be asked to purchase the
book of the month for each
month. All books will be selected
at the start of the year so
parents have an opportunity to
get a better deal on books and
plan ahead. The LMS will lead the
first two book club sessions,
after a parent and student will be
- Students will be
required to
purchase books at
least 3 months in
advance to
prepare.
- Meetings will be
take place on
Thursday at the
beginning of the
month.
actions).
ELACC4RI2: Determine the main
idea of a text and explain how it
is supported by key details;
summarize the text.
ELACC4RI8: Explain how an
author uses reasons and evidence
to support particular points in a
text.
ELACC5RL5: Explain how a series
of chapters, scenes, or stanzas
fits together to provide the
overall structure of a particular
story, drama, or poem.
ELACC5RI8: Explain how an
author uses reasons and evidence
to support particular points in a
encouraged to host each month

after.
Students, Parents, Teachers and
the LMS will meet at the library
during the selected time. Light
snacks and drinks will be provided
each month. After food has been
provided, all participants will
move to the selected area of the
library and begin the book club
discussion. Everyone will
introduce themselves to the
group; tell one interesting fact
about themselves, and whether or
not they liked the book. The book
club leader will begin by asking a
few students to offer their own
take on the book or their
summary of the book. From there,
a few selected excerpts will be
read and discussed by all.
Next, the book club leader will
ask questions to the participants,
and encourage the parents to
offer their own opinions. A game
of Popcorn will be played from
text, identifying which reasons

and evidence supports which
point(s).
this point. The leader will call on

the first participant, then that
person will call on someone and so
on. Example of question: What
was one of the problems that
occurred in the book? How would
you have solved it? What would
you do if (relate to something in
the book)?
After the discussion, there will
be a 20 minute activity to close
out the hour. Activities could
include having students and
parents draw out their favorite
scene from the selected book or
group a few parents and children
together to act out scenes.
At the very end, its important to
talk to parents/teachers about
future book club meetings.
Staying on top of communication
with participants is the best way
to have a successful book club!
PR:
Email parents and teachers to
encourage participation. Create a
two page newsletter to hand out.

Have a list of future books on the
newsletter and quotes from
parents and students. Take lots
of digital photos throughout the
year and share them on library
blog or wikispace.
References:
Rank, J. (2013). Lunch Bunch Book
Clubs: A Model Fostering the Love
of Reading. Illinois Reading
Council Journal, 41(2), 22-27.

Year 2:
Rewriting
History with
Storybook
Theatre
(Brianna
Caldwell)
4-5
ELACC3RL2: Recount stories,

including fables, folktales, and
myths from diverse cultures;
determine the central message,
lesson, or moral and explain how it
is conveyed through key details in
the text.
ELACC3RL3: Describe characters
in a story (e.g., their traits,
Students often struggle to relate

to history, and truly understand
just how their ancestors affect
their lives today. Rewriting
History with Storybook Theatre
will introduce students to real
figures of the past and give
students a chance to live in the
past for a day. The goal is to
incorporate research, literature,
and fun into the program.
Students will select a real
historical figure from the past
All Year
Students will
select their books
and groups in
August.
Each group will
prepare their skits
during their
selected month.
Event will take
events.
ELACC3RI3: Describe the
relationship between a series of
historical events, scientific ideas
or concepts, or steps in technical
procedures in a text, using
language that pertains to time,
sequence, and cause/effect.
ELACC4RL3: Describe in depth a
character, setting, or event in a
story or drama, drawing on
specific details in the text (e.g., a
characters thoughts, words, or
actions).
100 years from a list agreed upon

by the LMS and teachers. Each
historical figures selection will be
based on grade level appropriate
books available for students to
read. Students will be divided up
into groups, and sign up for a
month to perform their rewritten
versions of history.
Once students are split into

groups, they will select which
book they would like to rewrite
and reenact. Then, each student
in the group will be in charge of
researching the characters
ELACC4RL6: Compare and
featured in the book. Students
contrast the point of view from
must find out how these figures
which different stories are
have affected their own lives, and
narrated, including the difference how they can incorporate
between first- and third-person
themselves into the story.
narrations.
Students will use the available
ELACC4RI3: Explain events,
resources, materials, internet,
procedures, ideas, or concepts in
and selected book to help them
a historical, scientific, or
gather information about their
technical text, including what
historical figure to include in
place during the

last Thursday of
every month.
happened and why, based on

specific information in the text.
ELACC4RI5: Describe the overall
structure (e.g., chronology,
problem/solution) of events,
ideas, concepts, or information in
a text or part of a text.
ELACC4RI6: Compare and
contrast a firsthand and
secondhand account of the same
event or topic; describe the
differences in focus and the
information provided.
their play. Students will write out

a script for their skit that must
be approved by the LMS or
teacher. Students are responsible
for pointing out characters,
setting, and time. Stories can
include historical figures not
included in their books. Students
are encouraged to get as creative
as possible with characters, and
really immerse themselves in
their skits.
Finally, students will perform

their rewrite in the media center
for other groups and staff.
ELACC5RL1: Quote accurately
Students should point out their
from a text when explaining what main characters and which book
the text says explicitly and when they selected at the start of
drawing inferences from the text. their skit.
One example: A group of students

would read the book,
If A Bus Could Talk: The Story

of Rosa Parks, by Faith Ringgold.
Students would then research

ELACC5RI3: Explain the
relationships or interactions
between two or more individuals,
events, ideas, or concepts in a
historical, scientific, or technical
text based on specific
information in the text.
Rosa Parks and the times

surrounding her protest. Once
research is completed, students
would create a small bus with
chairs. One student would portray
Rosa Parks, and other students
would sit beside her asking her
questions about her life and what
this bus protest means for their
lives. Students could also portray
a figure from that time (Dr.
Martin Luther King, Jr.).
PR:
Write a summary of the media
program and include it on the
schools blog and newsletter.
Create a bulletin board display
including students dressed up as
historical figures and covers of
their selected book.
Resources:
Center for Media Literacy
Hobbs, R. (2002). Center for
media literacy. Retrieved from

http://www.medialit.org/reading-
room/teaching-media-literacy-yoare-you-hip
Year 2:
E-pals Across
the Globe
Holidays
Around the
World
(Nicole
Stewart)
Focus on
5th, but
could be
incorporated 3-5
ELACC5RI1: Quote accurately

from a text when explaining what
the text says explicitly and when
drawing inferences from the text.
ELACC5RI4: Determine the

meaning of general academic and
domain-specific words and
phrases in a text relevant to a
grade 5 topic or subject area.
contrast overall structure (e.g.,
chronology, comparison,
cause/effect, problem/solution)
The LMS will begin collaborating

with teachers during the summer
months to plan details of the
project and students
expectations. The LMS will
create an account with E-pals (if
not already created) and will
begin reaching out to individuals
around the world about the
coming project. This project will
take around 5 weeks to complete
and will be carried out from the
beginning of November to the
time students dismiss for Holiday
Break in December. This project
will be geared for the 5th grade
students, but could be
incorporated into other grade
levels with time permitting.
Once communication has been

established with individuals in
different countries through E-
Communication
through E-pals
would begin during
the summer to
ensure
communication is
taking place for
the project.
Collaboration with
teachers would
start at the
beginning of
September.
The project would
be introduced to
students early
November and
would conclude
before leaving for
break in
December. This
project would take
of events, ideas, concepts or

information in two or more texts.
pals, the countries will be

available for students to team up
and decide what country they
ELACC5RI6: Analyze multiple
want to focus their project
accounts of the same event or
on. Students will be responsible
topic, noting important
for researching their country and
similarities and differences in the creating a bank of questions to
point of view they represent.
ask their countrys
representative. Students will
ELACCRI7: Draw on information
begin communicating with their
from multiple print or digital
countrys representative with the
sources, demonstrating the ability
media specialist and teacher
to locate an answer to a question
monitoring progress and
quickly or to solve a problem
communication. The end result of
effectively.
the project will include
information about the assigned
ELACCRI8: Explain how an author
country and how that country
uses reasons and evidence to
celebrates the holiday season in
support particular points in a
December. There may be other
text, identifying which reasons
times the country celebrates
and evidence supports which
certain holidays and those can be
point(s).
noted as well. This project is
meant to stretch students
ELACCRI9: Integrate
information from several texts on thinking and give students a wellrounded vision of the holiday
the same topic in order to write
season and other
and speak about the subject
cultures. Students will be
knowledgeably.
about 5 weeks to
complete.
ELACC5RI10: By the end of the

informational texts, including
history/social studies, science,
and technical texts, at the high
end of the grades 4-5 text
complexity band independently
and proficiently.
ELACCRF4: Read with sufficient
accuracy and fluency to support
comprehension.
a. Read on-level text with purpose
and understanding.
c. Use context to confirm or selfcorrect word recognition and
understanding, rereading when
necessary.
ELACCW2: Write
a. Introduce a topic clearly,
provide a general observation and
focus and group related
responsible for presenting the

information found in a creative
way that is visually appealing, but
holds the information necessary
for other students to learn about
the particular country. Students
will gather information about
their language, location of their
country (map skills), flag, other
characteristics of their country,
and the holiday information. The
project will consist of a two-page
minimum written portion including
the information they have
gathered, but will also include a
visual aid to explain how their
country celebrates
holidays. Students will be graded
using a rubric. During the
presentation of the projects,
students will be free to ask
questions regarding other teams
countries and will be able to
reflect on the presentations. The
students will be given a short
survey to complete about the
project and others projects and
information logically; include

formatting (e.g., headings),
illustrations, and multimedia when
useful to aiding comprehension.
and examples related to the topic.
c. Link ideas within and across
categories of information using
words, phrases, and clauses (e.g.,
in contrast, especially)
e. Provide a concluding statement
or section related to the
information or explanation
presented.
appropriate to take, purpose, and
audience.
presentations.
Before the project begins,

students will need to learn how to
respect other cultures and
appropriate ways to go about
communicating with individuals in
other countries. Teachers will
also need to be trained on E-pals
and become familiar with
communicating on this forum. The
LMS and teachers will collaborate
to instruct students on using EPals and the Internet to
communicate. Monitoring will
take place to ensure students are
communicating appropriately and
effectively. Special permission
will be granted by parents to
ensure students can communicate
with individuals in other
countries. E-pals is a trusted site
for teachers, students, and other
individuals to communicate around
the world. It is necessary to
teach students the proper way to

needed by planning, revising,
editing, rewriting, or trying a new
approach.
ELACC5W6: With some guidance
and support from adults, use
writing as well as interact and
minimum of two pages in a single
sitting.
ELACC5W7: Conduct short
research projects that use
several sources to build
knowledge through investigation
of different aspects of a topic.
ELACC5W8: Recall relevant
information from experiences or
gather relevant information from
print and digital sources;
go about communicating when

using this type of system.
This project will teach students
about other cultures and
countries around the world and
will have classrooms around the
world collaborating and building
greater student achievement.
PR:
An informative and visually
appealing email will go out to
teachers to let them know about
the training and collaboration
that will take place in order for
the E-Pals program to occur. The
information will be provided in the
school newsletter and on the
school website, along with
displaying the information on the
media center website and blog. A
permission form will go home with
students to ensure E-Pals
communication can take place and
is allowed. Posters about the
project will be hung in the media
summarize or paraphrase
information in notes and finished
work, and provide a list of
sources.
ELACCW9: Draw evidence from
literary or informational texts to
support analysis, reflection, and
research.
b. Apply grade 5 Reading
standards to informational texts.
ELACCW10: Write routinely over
extended time frames and
shorter time frames for a range
of discipline-specific tasks,
purposes, and audiences.
ELACCSL1: Engage effectively in
a range of collaborative
discussions with diverse partners
on grade 5 topics and texts,
building on others ideas and
expressing their own clearly.
a. Come to discussions prepared,
having read or studied required
material; explicitly draw on that
center to spark interest.

Resources:
Barber, T. (2006). Holidays
around the world. Retrieved from
http://www.polkfl.net/staff/grants/pefgrants/
documents/Catalogs/Barber.pdf
Epals, Inc. (2013). epals.
Retrieved from
http://www.epals.com
Thornborrow, R. (2000). Holidays
around the world. Retrieved from
http://4teachers.org/testimony/
thornburrow/index.shtml
preparation and other information

known about the topic to explore
ideas under discussion.
b. Follow agreed-upon rules for
discussions and carry out assigned
roles.
c. Pose and respond to specific
questions by making comments
that contribute to the discussion
and elaborate on the remarks of
others,
d. Review the key ideas expressed
and draw conclusions in light of
information and knowledge gained
from the discussions.
evidence.
ELACC5SL4: Report on a topic or

text or present an opinion,
sequencing ideas logically and
using appropriate facts and
relevant, descriptive details to
support main ideas or themes;
speak clearly at an
understandable pace.
ELACC5SL5: Include multimedia
components and visual displays in
presentations when appropriate
to enhance the development of
main ideas or themes.
ELACC5SL6: Adapt speech to a
variety of contexts and tasks,
using formal English when
appropriate to task and situation.
ELACC5L1: Demonstrate
command of the conventions of
standard English grammar and
usage when writing or speaking.
b. Form and use the perfect verb
tenses.
c. Use verb tense to convey
various times, sequences, states,

and conditions.
ELACC5L2: Demonstrate
command of the conventions of
standard English capitalization,
punctuation, and spelling when
writing.
a. Use punctuation to separate
items in a series.
b. Use a comma to separate an
introductory element from the
rest of the sentence.
d. Use underlining, quotation
marks, or italics to indicate titles
of works.
e. Spell grade-appropriate words
correctly, consulting references
as needed.
ELACC5L3: Use knowledge of
language and its conventions when
writing, speaking, reading, or
listening.
a. Expand, combine, and reduce
sentences for meaning,
reader/listener interest, and
style.
ELACC5L4: Determine or clarify
meaning of unknown and multiplemeaning words and phrases based
on grade 5 reading and content,
choosing flexibility from a range
of strategies.
a. Use context as a clue to the
meaning of a word or phrase.
c. Consult reference materials,
both print and digital, to find
pronunciation and determine or
clarify the precise meaning of key
words and phrases.
ELACC5L6: Acquire and use
accurately grade-appropriate
general academic and domainspecific words and phrases,
including those that signal
contrast, addition, and other
logical relationships.
Year 2:
2014 Winter
K-5
The Common Core standards for

K-5 grade continue to progress
The Olympics are a great

teaching tool and an interesting
The wiki would be

created early
Olympics Wiki
(Nicole
Stewart)
depending on the grade. These

standards that will be included in
this program will focus on 5th
grade due to the in depth content
they study.
topic that many teachers

overlook. The 2014 Winter
Olympics will be held in Russia in
2014 and when incorporated into
the media program and into
classrooms can be a great
ELACC5RI1: Quote accurately
opportunity for students to learn
from a text when explaining what about another country and the
the text says explicitly and when Olympic games. This project
drawing inferences from the text. would consist of a wikispace that
would encompass articles, videos,
photos, and other Olympic related
news that the LMS, teachers, and
possibly students find interesting
to share on the wiki. The great
part about having a wiki is that
other individuals can contribute
and bring information to the table
that might have been missed or
ELACC5RI4: Determine the
overlooked by one individual. This
meaning of general academic and
will create a well-rounded wiki
domain-specific words and
that will be of interest to the
phrases in a text relevant to
school community as a whole.
grade 5 topics or subject area.
contrast overall structure (e.g.,
chronology, comparison,
January and would

be introduced to
teachers after the
break in
December.
Teachers will
share with
students and LMS
would introduce to
students at the
end of January.
Submission to the
wiki would take
off when
interesting news
articles or videos
that others want
to share with the
school community
come
out. Submission
during the Winter
Olympics would be
daily, if not
The LMS will create the wikispace hourly.
in early January, after students
Winter Olympics
and teachers return from Holiday are Feb. 7-23,
cause/effect, problem/solution)
of events, ideas, concepts or
information in two or more texts.
Break. The wikispace will be

introduced to teachers and the
site address will be provided on
the school website and media
ELACC5RI6: Analyze multiple
center blog/website to allow
accounts of the same event or
publication of Olympic news. An
topic, noting important
email would also follow the brief
similarities and differences in the meeting discussing the
point of view they represent.
wiki. Teachers and staff will be
invited to share articles, videos,
ELACCRF4: Read with sufficient
and photos surrounding the 2014
accuracy and fluency to support
Winter Olympic Games. The LMS
comprehension.
will collaborate with participating
a. Read on-level text with purpose
teachers to discuss news posted
and understanding.
on the wiki with their
c. Use context to confirm or selfclasses. Class discussions will
correct word recognition and
take place about the setting the
understanding, rereading when
Winter Olympics are being held in
necessary.
and why they chose a place of a
certain climate for the Winter
ELACC5W7: Conduct short
Olympics. Other discussions will
research projects that use
focus on the scores of individual
several sources to build
athletes, possibly a favorite
knowledge through investigation
athlete who is performing or a
of different aspects of a topic.
chosen athlete that a class or
group decides to focus on during
ELACC5W8: Recall relevant
certain events. The athletes
information from experiences or
2014.
A follow up
activity would take
place in March to
conclude the 2014
Winter
Olympics. A
survey would
follow to see if a
wiki should be
prepared for the
Summer Olympics
in 2016.
gather relevant information from

print and digital sources;
summarize or paraphrase
information in notes and finished
work, and provide a list of
sources.
ELACCW9: Draw evidence from
literary or informational texts to
support analysis, reflection, and
research.
ELACCSL1: Engage effectively in
a range of collaborative
discussions with diverse partners
on grade 5 topics and texts,
building on others ideas and
expressing their own clearly.
a. Come to discussions prepared,
having read or studied required
material; explicitly draw on that
preparation and other information
known about the topic to explore
ideas under discussion.
b. Follow agreed-upon rules for
discussions and carry out assigned
roles.
countries can be determined and

studied as well.
The classroom teachers will have
the freedom of incorporating the
wiki into their daily plans and
schedules the way they feel is
appropriate. Technology (tablets,
computers, laptops, interactive
boards) can be incorporated into
the daily sharing of the wiki in
the classrooms and teachers may
find it easier to incorporate
technology with the wiki being in
place. The wiki is going to serve as
a virtual board for the school
community and will provide a safe
place to post and discuss the
2014 Winter Olympics.
A survey/reflection will be
completed at the end of this
project to determine thoughts
about a wiki being created for the
future Summer Olympic Games in
2016.
c. Pose and respond to specific

questions by making comments
that contribute to the discussion
and elaborate on the remarks of
others,
d. Review the key ideas expressed
and draw conclusions in light of
information and knowledge gained
from the discussions.
evidence.
ELACC5SL4: Report on a topic or
text or present an opinion,
sequencing ideas logically and
using appropriate facts and
relevant, descriptive details to
support main ideas or themes;
PR:
Posters will be made displaying
the Olympic Rings and information
about the wiki project around the
school and in the media
center. Information will be put
into the school newsletter along
with the wiki site. The wiki site
and information will be included
on the media center website,
blog, and school
website. Informative emails will
go out to teachers and staff
about the wiki project.
Resources:
Olympic.org. (2012). Olympic
medals, results, videos, sports,

news: Ioc. Retrieved from
http://www.olympic.org/sochi2014-winter-olympics
Tangient, LLC. (2012). Wikis for

teachers. Retrieved from
http://www.wikispaces.com/conte
nt/teacher
speak clearly at an
understandable pace.
ELACC5SL5: Include multimedia
components and visual displays in
presentations when appropriate
to enhance the development of
main ideas or themes.
Year 2:
Vocabulary
Hat Week
(Stephanie
Landrum)
K-5
ELACCKRL4: Craft and

Structure: Ask and answer
questions about unknown words in
a text.
ELACC3RI4: Craft and
Structure: Determine the
meaning of general
academic and domain-specific
words and phrases in a text
relevant to a grade 3 topic or
subject area
ELACC3RI5: Craft and
Structure: Use text features and
search tools (e.g., key words,
sidebars, hyperlinks) to locate
information relevant to a given
The LMS will read Miss Alaineus:

A Vocabulary Disaster, by Debra
Frasier to students of all grade
levels. The students and LMS will
discuss the story and its focus on
vocabulary words and the
importance of learning word
meanings. The activities will build
upon vocabulary acquisition and
use from the school year.
As a classroom project, students
will be given a list of vocabulary
words to choose from (words can
be new or can be previously
studied as part of the years
vocabulary units). The student
will choose one word that they
Late April to MidMay
topic efficiently.
ELACCKRL10: Range of Reading
and Level of Text Complexity:
Actively engage in group reading
activities with purpose and
understanding.
ELACCKRI4, ELACC1RI: Craft
and Structure: With prompting
and support, ask and answer
questions about unknown words in
a text.
ELACC2RI4,ELACC4RI4: Craft
and Structure: Determine the
meaning of words and phrases in a
text relevant to a grade specific
topic or subject area.
ELACCKRF2, ELACC1RF2:
Phonological Awareness:
Demonstrate understanding of
spoken words, syllables, and
sounds (phonemes).
ELACCKRF3, ELACC1RF3,
ELACC2RF3, ELACC3RF3,
will later define and illustrate

through an individual hat week
project to share with the entire
school. After choosing their
word, students will visit the media
center (as a class) to research
their chosen words
meaning. Students will then be
asked to bring a hat in from home
to decorate for the
project. Students who do not
have a hat at home will be
provided one.
Over the course of a week to two
weeks, students will be given the
opportunity to work on
decorating their hats with
objects, pictures, text, or other
creative embellishments that
convey or illustrate their words
meaning. For example, a hat for
the word garden could be
embellished with silk flowers,
leaves, seed packets, faux
vegetables, etc. Students will be
invited to visit the media center
ELACC4RF3, ELACC5RF3:
Phonics and Word Recognition:
Know and apply grade-level
phonics and word analysis skills in
decoding words.
ELACCKW8, ELACC1W8,
ELACC2W8: Research to Build
and Present Knowledge: With
guidance and support from adults,
recall information from
experiences or gather
information from provided
sources to answer a question.
ELACCKSL5, ELACC1SL5:
Presentation of Knowledge and
Ideas: Add drawings or other
visual displays to descriptions as
desired to provide additional
detail.
ELACCKSL6: Presentation of
Knowledge and Ideas: Speak
audibly and express thoughts,
feelings, and ideas clearly
ELACC1SL6: Presentation of
to research their word and find

pictures or images in old
magazines, on the internet (with
supervision), that can be used to
decorate their hats. The art
teacher will also allow students
time to work on the hats during
class and will provide them with a
wide range of creative materials
to use on their hats. Students
will also be permitted to bring in
items from home if they choose.
Teachers and staff will also be
asked to create a hat.
Once all students have completed
their vocabulary hats, the school
will hold a school-wide assembly
each day for a week in which one
grade level per day will be called
on stage to present their word
and hat. Students will be asked
to recite their word and its
meaning and show how their hat
illustrates the word. All grade
levels will attend each assembly in
order to help students gain
Knowledge and Ideas: Produce

complete sentences when
appropriate to task and situation.
exposure to a variety of words

and their meanings. On the last
day of the week, all students in
the school will participate in a
ELACCKL4: Vocabulary
parade through the school to
Acquisition and Use: Determine or show off all of their hats. After
clarify the meaning of unknown
the parade, each grade level will
and multiple-meaning words and
vote on their favorite
phrases based on kindergarten
word/hat. The name of each
reading and content.
grade level finalist will be placed
in the Principals hat and one name
ELACC1L4, ELACC2L4,
will be drawn as the winner. The
ELACC3L4: Vocabulary
grand prize winners hat will be
Acquisition and Use:
put on display in the media center
Determine or clarify the meaning
and s/he will receive several
of unknown and multiple-meaning
books and cute school supplies
words and phrases based on
(decorative pencils, erasers, etc.)
grades 1- reading and content,
as a prize.
choosing flexibly from an array of
strategies.
PR:
A Word of the Day segment will
be added to the morning
ELACCKL5, ELACC1L5,
announcements and different
ELACC3L5: Vocabulary
students and teachers will be
Acquisition and Use: With
invited to participate in sharing
guidance and support from adults,
the word with the school during
explore word relationships and
the announcements. Details about
nuances in word meanings.

ELACCKL6: Vocabulary
Acquisition and Use: Use words
and phrases acquired through
conversations, reading and being
read to, and responding to texts.
ELACC1RI5, ELACC2RI5: Craft
and Structure: Know and use
various text features
(e.g., headings, tables of contents,
glossaries, electronic menus,
icons) to locate key facts or
information in a text.
the project will also be shared

during announcements, in the
school newsletter, on the
marquee, and in a letter to all
parents (seeking material
donations, volunteers, and visitors
for the assembly and
parade). The grand prize winner
will also be featured on the
morning announcement broadcast.
Resources:
Frasier, D. (2000). Miss Alaineus:
A vocabulary disaster. New York:
Harcourt.
Paynter, D.E., Bodrova, E., Doty,
J.K., & Duke, N.K. (2005). For the
love of words: Vocabulary

instruction that works. San
Francisco, CA: Jossey-Bass.
References
American Library Association. (2013). Bilingual Book List. Retrieved from
http://dia.ala.org/sites/default/files/resources/Dia%20Book%20List%202013.pdf
American Library Association. (2013). El da de los nios/El da de los libros (Childrens day/Book day). Retrieved
from http://dia.ala.org/content/about-d%C3%ADa
American Library Association. (n.d.). Fun activities @ your library. Retrieved from
http://www.ala.org/alsc/issuesadv/kidscampaign/libraryactivities
Barber, T. (2006). Holidays around the world. Retrieved from
http://www.polk fl.net/staff/grants/pefgrants/documents/Catalogs/Barber.pdf
Epals, Inc. (2013). epals. Retrieved from http://epals.com

Frasier, D. (2000). Miss Alaineus: A vocabulary disaster. New York: Harcourt.
Hall, M. (2011). Perfect square. New York: Greenwillow.
Hobbs, R. (2002). Teaching media literacy: Yo! Are you hip to this? Retrieved from http://www.medialit.org/readingroom/teaching-media-literacy-yo-are-you-hip
IXL Learning. (2013). Dewey Concentration Game. Retrieved from http://www.quia.com/cc/7265.html

Karla Kuskin. (n.d.). Poetry writing with Karla Kuskin. Retrieved from
http://teacher.scholastic.com/writewit/poetry/karla_home.htm
Mora, P. (2013). Sampler of Latino children's and YA authors and illustrators. We Love Childrens Books. Retrieved
from
http://childrensbooks.about.com/gi/o.htm?zi=1/XJ&zTi=1&sdn=childrensbooks&cdn=parenting&tm=148&gps=356_5_12
80_879&f=00&su=p284.13.342.ip_p504.6.342.ip_&tt=3&bt=9&bts=9&zu=http%3A//www.patmora.com/sampler.htm
Olympic.org. (2012). Olympic medals, results, videos, sports, news: Ioc. Retrieved from
http://www.olympic.org/sochi-2014-winter-olympics
Paynter, D.E., Bodrova, E., Doty, J.K., & Duke, N.K. (2005). For the love of words: Vocabulary instruction that
works. San Francisco, CA: Jossey-Bass.

Pearson Education, Inc. (2007). Hispanic Athletes. Retrieved from
http://www.infoplease.com/spot/hhmbio2.html#ixzz2PoDPlDDI
Pearson Education, Inc. (2007). Hispanic countries. Retrieved from

http://www.infoplease.com/spot/hhmflags1.html#ixzz2PoIh6yYi
Pearson Education, Inc. (2007). Hispanic musicians. Retrieved from

http://www.infoplease.com/spot/hhmbio5.html#ixzz2Po0VA4LV
Pearson Education, Inc. (2007). Hispanic scientists. Retrieved from

http://www.infoplease.com/spot/hhmbio4.html#ixzz2PnSE3XmG
Pearson Education, Inc. (2007). Hispanic writers. Retrieved from

http://www.infoplease.com/spot/hhmbio6.html#ixzz2Pnyf7Njw
Rank, J. (2013). Lunch bunch book clubs: A model fostering the love of reading. Illinois Reading Council Journal,
41(2), 22-27.
Ranker. (2013). Hispanic scientists. Retrieved from
http://www.ranker.com/list/famous-hispanic-scientists/famous-hispanics
Stadler, A. (April 8, 2002). Beverly Billingsly Borrows a Book. Harcourt Childrens Books.
Tangient, LLC. (2012). Wikis for teachers. Retrieved from http://www.wikispaces.com/content/teacher

Thornborrow, R. (2000). Holidays around the world. Retrieved from
http://4teachers.org/testimony/thornburrow/index.shtml
MEDT6466 - Spring 2013

School Wide Media Program
Group: LMS (Leaders Modeling Service) - Caldwell, Dvila, Landrum, Stewart
GA Picture Storybook
Award Nominees
(2013-2014)
K-5th
Group
GPS/CC Standards
Description of Activity
Entire School (K5th)
Varies- see below
After Winter Break, when the students return back to school, would be the perfect
time for the SLMS to share an 8-10 week School Wide Media Program using the
2013-2014 GA Picture Storybook Award Nominees as a theme. The books will be
integrated into classroom and media center instruction and after the books have
been read to students, a school-wide vote will be held to determine the best or
favorite book. That information would be sent in to help determine who wins the
award for 2013-2014.
ADD/ADHD
students
ELACCKRL1: With
(Focus: Language Arts)
(K-2nd)
ask and answer
prompting and support,
questions about key
It seems that the numbers are rising for ADD/ADHD cases, so every class may have
a handful or even two hands full of them. Using kinesthetic activities is always a
way to use their energy productively. A book to capture the interest of a younger
details in a text.
ELACCKRL2: With
retell familiar
stories, including key
details.
ELACCKRL3: With
identify characters,
settings, and major
events in a story.
ELACCKRL7: With
active bunch of students is Red Sled, by Lita Judge. The illustrations allow the
audience to visually see the animals' expressions and also "hear" what they scream
as they speed down the hill.
The Media Specialist will explain to the group (ADD/ADHD students
would have been identified by their teachers) that during the reading
they will stop and imitate the animals within the story
and that at the end they will get to think of more animals that might live in
the snowy woods. However, they can only be "actors" if they put on their
"listening ears" and "attentively focus" on the book and the sequence of the
characters. After the read aloud, the students would be questioned about
the animal characters (their names and their order within the story).
Next, the class would brainstorm and the LMS would keep a running record (on a
board or chart paper) of the new animal names that might be in the snowy woods,
ready to hop on the red sled. The SMS can have the class vote on a few that they
the story in which they
to act out animals sledding down that snowy hill.
describe the relationship will act out as a class. This book has minimal text, so focusing on the emotion of the
between illustrations and sled ride will allow ADD/ADHD students to use their kinesthetic and auditory skills
appear (e.g., what
moment in a story an
illustration depicts).
ELACCKRL10: Actively
engage in group reading
activities with purpose
Notes for LMS: A snowy hill can be made easily out of a cardboard box, glue and
cotton balls. Cardboard boxes could also be used for evergreen trees (painted
green) and a sled (painted red, of course). These props enhance the story, so the
LMS can have volunteers come up during the story to imitate the animals on the sled
ride. The whole class would have the opportunity to be active and in the spotlight,
but the ADD/ADHD would have the challenge and reward of listening and being
and understanding.
ELACCKSL4: Describe
familiar people, places,
things, and events and,
with prompting and
support, provide
additional detail.
ELACC1RL1: Ask and
answer questions about
ELACC1RL2: Retell
stories, including key
details, and demonstrate
understanding of their
central message or
lesson.
ELACC1RL3: Describe
characters, settings, and
major events in a story,
using key details.
ELACC1RL7: Use
illustrations and details
in a story to describe its
active.
characters, setting, or
events.
ELACC1RL10: With
read prose and poetry of
appropriate complexity
for grade 1.
ELACC1SL4: Describe
people, places, things,
and events with relevant
details, expressing ideas
and feelings clearly.
ELACC1SL6: Produce
complete sentences
when appropriate to task
and situation. (See grade
1 Language standards 1
and 3 for specific
expectations.)
ELACC2RL7: Use
the illustrations and
words in a print or
digital text to
demonstrate
understanding of its
plot.
ELACC2SL4: Tell a
story or recount an
experience with
appropriate facts and
relevant, descriptive
details, speaking audibly
in coherent sentences.
ELACC2SL5: Create
audio recordings of
stories or poems; add
drawings or other visual
displays to stories or
recounts of experiences
when appropriate to
clarify ideas, thoughts,
and feelings
ELACC2SL6: Produce
complete sentences
when
appropriate to task and
situation in order to
provide requested detail
or clarification. (See
grade 2 Language
standards 1 and 3 for
specific expectations.)
At-risk students
(K-2nd)
SSKCG2: The student
(Focus: Social Studies/Language Arts)
will retell stories that

illustrate positive
character traits and will
explain how the people in
the stories show the
qualities of honesty,
patriotism, loyalty,
courtesy, respect, truth,
pride, self-control,
moderation, and
accomplishment.
SS1H1: The student
will read about and
The Media Specialist will read the picture book biography A Nations Hope: The
Story of Boxing Legend Joe Louis, by Matt De La Pena to at-risk students (students
will be identified by teachers).
After reading the book to students, the Media Specialist will engage the group in a
conversation about facing/overcoming challenges. The Media Specialist will define
and explain the concept of a challenge and will provide students with
examples. Students can participate in the discussion by sharing their thoughts on
the storys main character or their own experiences regarding challenges they might
have faced. The conversation will tie such narratives back into the story and will
reiterate how many well-known historical figures, including the books subject, Joe
Louis, had to overcome great obstacles during their lives.
describe the life of

historical figures in
American history.
SS1CG1: The student
will describe how the
historical figures in
SS1H1a display positive
character traits of
fairness, respect for
others, respect for the
environment,
conservation, courage,
equality, tolerance,
perseverance, and
commitment.
ELACCKRL3: Key Ideas
and Details: With
identify characters,
settings, and major
events in a story.
ELACC1RL3: Key Ideas
and Details: Describe
characters, settings, and
Students will then be divided into pairs and will be asked to ask their partner
to identify a challenge they might have experienced and how they found a
way to overcome it. To reinforce the books visual telling of the story and its
biographical nature, each student will then create a biographical portrait of
their partner with visual or written representations (one word, one sentence,
or more depending on the grade level) that depict his/her challenge. The
students work will be displayed in the Media Center.
major events in a story,

using key details.
ELACC2RL3:Key Ideas
and Details: Describe
how characters in a
story respond to major
events and challenges.
ELACC1W3: Text Types
and Purposes: Write
narratives in which they
recount two or more
appropriately sequenced
events, include some
details regarding what
happened, use temporal
words to signal event
order, and provide some
sense of closure.
ELACC2W3: Text Types
and Purposes: Write
narratives in which they
recount a wellelaborated event or
short sequence of
events, include details to
describe actions,
thoughts, and feelings,
use temporal words to
signal event order, and
provide a sense of
closure.
ELACCKSL1:
Comprehension and
Collaboration:
Participate in
collaborative
conversations with
diverse partners about
kindergarten topics and
texts with peers and
adults in small and larger
groups.
ELACC1SL1:
Comprehension and
Collaboration:
Participate in
collaborative
conversations with
grade 1 topics and texts
with peers and adults in
small and larger groups.
ELACC2SL1:
Comprehension and
Collaboration:
Participate in
collaborative
conversations with
grade 2 topics and texts
with peers and adults in
small and larger groups.
ELACC1SL4:
Presentation of
Knowledge and Ideas:
Describe people, places,
things, and events with
relevant details,
expressing ideas and
feelings clearly.
ELACC2SL4:
Presentation of
Tell a story or recount
an experience with
appropriate facts and
relevant, descriptive
details, speaking audibly
in coherent sentences.
ELACC1SL5:
Presentation of
Add drawings or other
visual displays to
descriptions when
appropriate to clarify
ideas, thoughts, and
feelings.
ELACC2SL5:
Presentation of
Create audio recordings
of stories or poems; add
drawings or other
visual displays to stories
or recounts of
experiences when
appropriate to clarify
ideas, thoughts, and
feelings.
Autistic
Students
(K-2)
ELACCKRL7:
Integration of
With prompting and
support, describe the
relationship
(Focus: Visual Arts, Language Arts)

The Media Specialist will read Grandpa Green by Lane Smith to autistic students.
After reading the book, students will be assigned an artistic activity that appeals to
students sensory development and builds upon the books use of shapes to illustrate
memories/feelings.
between illustrations and Students will be given sheets of blank art paper, sponges of different sizes, and
the story in
green paint (to mimic the topiaries in the book) and will be asked to create their own
which they appear (e.g.,
what moment
in a story an illustration
depicts); ELACC1RL7:
Integration of
topiary. Students can choose to create topiaries in their favorite shape, favorite
animal, object, etc., (for students with lower functioning forms of autism) or they
can create a shape that illustrates a specific memory (for students with higher
functioning forms of autism). After students have completed the paintings, they
will be hung together on a bulletin board to create a garden similar to Grandpa
Use illustrations and

details in a story to
describe its characters,
setting, or events.
VAKMC.1, VA1MC.1,
VA2MC.1: Engages in
the creative process to
generate and visualize
ideas.
VAKMC.2, VA1MC.2,
VA2MC.2: Formulates
personal responses.
VAKMC.3, VA1MC.3,
VA2MC.3: Selects and
uses subject matter,
symbols, and/or ideas to
communicate meaning.
VAKPR.1, VA1PR.1,
VA2PR.1: Creates
artworks based on
personal experience and
selected themes.
VAKPR.2, VA1PR.2,
VA2PR.2: Understands
and applies media,
techniques, and
Greens garden from the story.
processes of twodimensional works of art

(e.g., drawing, painting,
printmaking, mixed
media) using tools and
materials in a safe and
appropriate manner to
develop skills.
VAKAR.1, VA1AR.1,
VA2AR.1: Discusses his
or her own artwork and
the artwork of others.
ESOL students
(K-1st)
MKGM.9a, M1GM.9a,
M2GM.9a, M3GM.9a,
M4GM.9a, M5GM.9a
(Focus: Music/Science)
The Media Specialist will introduce the ESOL students of the school to the book
called Same, Same but Different, by Jennie Sue Kostecki-Shaw. During the read-
Understanding music in
aloud, the LMS will focus on the illustrations of the boy who lives in India, Kailash,
relation to history and
versus the American boy, Elliot. Using a Venn Diagram, the LMS will draw pictures
culture
to show the similarities and differences between the countries (bus vs. bicycle &
a. Perform, listen, move

and/or distinguish
between music from
cart, etc.).
After the story, the LMS will focus on the music and the animals of the home
various histor
countries of the ESOL students. For example, Peru, Brazil, and Japan would have
ical periods and cultures
countries of origin known from collaboration with the ESOL teachers, the LMS
different animals and they have different types of music in their culture. With the
SKL2.a Students will
would have gathered clips of music from each of the countries represented. The
compare the similarities
kids would listen to the music to appreciate the differences among the selections.
and differences in
groups of organisms.
After that, the students would draw as many animals as they know from their home
country on a sheet, labeling their home country and the animal they are drawing. If
Explain the similarities
they can't recall any, the LMS would prompt them with ideas by showing them
and differences in
flashcards to promote recall. These flashcards would have the English animal names
animals. (color, size,
for the kids to copy and repeat aloud in order to practice. The LMS would display
appearance, etc.)
all the artwork in the Media Center as a cultural collage for the school to
S1L1.d Students will

investigate the
characteristics and
basic needs of plants
and animals.
Compare and describe
various animals
appearance, motion,
growth, basic needs.
appreciate.
Gifted/REACH
students (3rd5th)
ELACC3RI1: Ask and

answer questions to
demonstrate
understanding of text,
referring explicitly to
the text as the basis for
the answers.
(Focus: Visual Arts/Language Arts)

The Media Specialist will read the story, The Mangrove Tree: Planting Trees to
Feed Families by Cindy Trumbore and Susan Roth. After the book is read and
discussed, students will be introduced to the activity. Through collaboration with
the REACH teacher and the art teacher, the students will pair up and pretend they
are a team that goes into an unknown village/community. The students will become
creative thinkers and writers. They will name the village/community and will
ELACC3RI2: Determine
describe the native people and their population. Students will present a problem
the main idea of a text;
that is occurring throughout their village/community and will come up with one
recount the key details
natural type of resource (i.e. the Mangrove trees in the story) that the team brings
and explain how they
in, teaches, and transforms the village/community. Students will need to state the
support the main idea.
village/community, the problem, their solution, how they will go about presenting
ELACC3RI3: Describe
a series of historical
events, scientific ideas
or concepts, or steps in
technical procedures in a
text, using language that
pertains to time,
sequence, and
cause/effect.
ELACC3RI6: Distinguish
their own point of view
their solution, and the results of their solution. Students will create a visual aid to
share with the class which will reflect their knowledge and creativity of their
project. After all students have presented, students will write a journal type of
reflection about their project and what they learned from the creating and
presenting of the projects. The media specialist will collaborate with the REACH
teacher and art teachers to ensure progression is being made and to support
students understanding of the story. A rubric will be made to reflect each grade
levels standards. Students will be shown the rubrics before the project begins to
ensure their understanding of their expectations. The students final projects will
be set up in the media center for presentation.
from that of the author

of a text.
ELACC3RI7: Use
illustrations and the
words in a text.
ELACC3W2: Write
informative/explanatory
texts to examine a topic
and convey ideas and
information clearly. (a-d)
ELACC3W4: With
guidance and support
from adults, produce
writing in which the
development and
organization are
purpose.
ELACC3W5: With
from peers and adults,
develop and strengthen
writing as needed by
planning, revising, and
editing.
(*The reading and writing
standards are similar for
grades 4 and 5.)
VA3PR.3: Creates
artworks based on
personal experience and
selected themes.
a. Creates artworks to
express individual ideas,
thoughts, and feelings
from memory,
imagination, and
observation.
b. Creates artworks
emphasizing one or more
elements of art (e.g.,
color, line, shape, form,
texture).
c. Creates art
emphasizing one or more
principles of design
(balance, proportion,
rhythm, emphasis, unity,
contrast).
d. Combines materials in
new and inventive ways to
make a finished work of
art.
VA3C.2: Develops life
skills through the study
and production of art.
a. Manages goals and
time.
b. Adapts to change.
c. Works in teams.
d. Guides and leads
others.
e. Directs own learning.
f. Demonstrates
persistence.
(*Visual arts standards

for 4th and 5th grade
are similar.)
Students with
learning
disabilities{Entire 3rd
grade level with
modifications for
students with
recognized
(current IEP in
place) learning
disabilities.}
ELACC3RL1: Ask and

answer questions to
demonstrate
understanding of a text,
referring explicitly to
the text as the basis for
the answers.

The Media Specialist will read the story, Miss Brooks Loves Books (and I dont), by
Barbara Bottner. In collaboration with the 3rd grade teachers and after the story
is read and discussed, the students will be presented a problem relating to students
in the school not being able to find books they enjoy reading. The problem will be
dramatic to pull students in and get them thinking about how they can become
problem solvers. The students will choose 3 books from the library that they can
ELACC3W1: Write
recommend to other students in the school. The students will write a review
opinion pieces on topics
persuading other students why they should read their chosen books. Students will
or texts, supporting a
focus their writing on persuading students to read their book and the idea of this
point of view with
activity is to get other students excited about the chosen books from the 3rd
reasons. (a-d)
grade students. The modification for students with learning disabilities will be a
ELACC3W4: With
from adults, produce
writing in which the
development and
organization are
purpose.
graphic organizer that will allow for students to organize their work to help prepare
their writing. Students with learning disabilities may also have the option to pair up
with a peer to help edit and revise written work. The 3rd grade teachers and media
specialist will revise and work with students to prepare their writings for
publication. The reviews will be published in a notebook that will be housed in a
special place for students 2nd-5th grades to look over and choose books based on
these reviews.
ELACC3W5: With
from peers adults,
develop and strengthen
writing as needed by
planning, revising, and
editing.
ELACC3W8: Recall
information from
experience or gather
information from print
and digital sources; take
brief notes on sources
and sort evidence into
provided categories.
ELACC3W10: Write
routinely over extended
time frames and short
time frames for a range
of discipline-specific
tasks, purposes, and
audiences.
Students with
ELACC1RL7: Use
illustrations and details in
Emotional
a story to describe its
Disabilities (3rdevents.
5th)
ELACC1RI2: Identify
the main topic and retell
key details of a text.
Technology Club
students (4th5th)
S4CS4.a Students will

use ideas of system,
model, change, and scale
in exploring scientific
and technological
matters.- Observe and
describe how parts
influence one another in
things with many parts.
S4CS5.b Students will
communicate scientific
ideas and activities
Junkyard Wonders by Patricia Polacco exhibits students focusing on their own

special talents, and what makes each student unique. Students will identify what the
moral of Junkyard Wonders and incorporate their own lives into the story.
Students will be instructed to write down a list of five things they do well/five
things that make them unique. Once students finish their list they will create a
three block comic strip exhibiting their special talents. The comic will require
students to create a character (themselves) and a series of events. After they are
posted, students will present their special talent comic strip to other students, and
state what makes them unique. The comic strips will be posted on a bulletin board
with each students name below the picture, with a title including their special
talent. This will allow students to work at their own pace, keep frustration to a
minimum, but still be able to work with other students.
(Focus: Science/Language Arts)
A selected group of students will be invited to the Media Center the Media
Specialist will read the book, Clink by Kelly DiPucchio. From Clink, Students will learn
about technology and abstract ideas. Students will be asked about the job of the
author and illustrator.
Have each student separated into groups of three. Each group of students will
review the book on their own and identify the author, illustrator of the book, and
the summary. A question will be presented to each group, If they had to take home
a robot, what would functions would they want the robot to perform? Then, the
groups will be supplied with materials to make their own posters which will be on
display in the Media Center. These posters will feature each groups idea of what
their own dream robot would look like and what function it would perform. Students
clearly.- Make sketches

to aid in explaining
scientific procedures or
ideas.
ELACCKRI6: Name the
author and illustrator of
a text and define the
role of each in presenting
the ideas or information
in a text.
ELACC1RI1: Ask and
answer questions about
ELACC1RI4: Ask and
answer questions to help
determine or clarify the
meaning of words and
phrases in a text.
ELACC2RI6: Identify
the main purpose of a
text, including what the
author wants to answer,
explain, or describe.
will present their ideas to the rest of the group.
Character Club
PE3.1, PE4.1, PE5.1 :
students (3rd-
Demonstrates
5th)
competency in motor
skills and movement
patterns needed to
perform a
variety of activities.
PE3.2: Demonstrates
understanding of
movement concepts,
principles, strategies,
and tactics as they apply
to the learning and
performance of physical
activities.
PE3.5: Exhibits
responsible personal and
social behavior that
respects self and others
in physical activity
settings.
(Focus: Physical Education)

For this group, students will learn about expressing themselves both physically and
verbally. Students will take concepts and ideas from the book Fly Away by Roseanne
Thong.
Selected group of students will meet in the media center. At the media center they
will read the book, identify the good deeds mentioned in the book, and we will have a
discussion on how actions (good deeds) and behavior can affect others. The Media
Specialist will also discuss how our words are just as important as our actions.
After the discussion, we will go outside and students will be selected to act out a
series of good deeds that they feel they exhibit every day. Students will physically
interact with each other and will coordinate their own activities. This activity will
show how students need to not only respect their space but respect their peers
space.

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Two-Year Media Program Plan

Team LMS: Leaders Modeling Service

MEDT6466 Two-Year Media Program Plan

Common Core GPSs

ELACCKRL5: Craft and Structure: Students of all grade levels will

about key details in a text.

the place markers (the long

would be located if they were an

school and public libraries use to

find the call number. Students

will include the title and the call

morning news broadcast or

Beverly Billingsly Borrows a Book.

IXL Learning. (2013). Dewey

ELACC3RL4: Determine the

Since the 1980s, Poetry Slams

year, read and comprehend

awards are given to top rated

Throughout the month of

In the first week, students will

can memorize an excerpt), and

be a great way to promote the

and information about the Poetry

Fun activities @ your library.

(n.d.). Retrieved from

See Attached School Wide

See Attached School Wide

The LMS will promote ALAs 18th

ELACC2SL2: Recount or describe

its own day for the celebration

information presented in diverse

to get them active after being

Read) time for 15 minutes before

library blog. Thank you letters

Common Core GPSs

ELACCKRL2: Key Ideas and

The LMS will read Michael Halls

ELACC1RL2: Key Ideas and

different ways in which the

place, thing, or idea in the text an

the students transform their

have changed or would like to

conveyed by the words in a story

strive to meet those

New York: Greenwillow.

ELACC3W2: Text Types and

ELACCKW: With guidance and

collaboration with peers.

ELACC3W2: Write informative/

Google Drive to be converted into

Six categories will be divided,

LMS would gather

a. Introduce a topic and group

ELACC3W5: With guidance and

as well as to interact and

do after the demonstration is

coherent writing in which the

about the accomplishments of

provide a general observation and

Oscar De La Hoya, boxer

Oscar Hijuelos, writer

ELACC5W4: Produce clear and

ELACC6W5: With guidance and