M/J Library Skills/Information Literacy (MC) (#1100000) 


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Course Standards

Name Description
ELA.6.C.1.2: Write personal or fictional narratives using narrative techniques, precise words and phrases, and figurative language.
Clarifications:
Clarification 1: See Writing Types and Narrative Techniques

Clarification 2: Figurative language at this grade level should include any on which students have received instruction in this or previous grades. See Figurative Language Standard.

ELA.6.C.1.3: Write and support a claim using logical reasoning, relevant evidence from sources, elaboration, and a logical organizational structure with varied transitions.
Clarifications:
Clarification 1: See Writing Types and Elaborative Techniques.
ELA.6.C.1.4: Write expository texts to explain and/or analyze information from multiple sources, using a logical organizational structure, relevant elaboration, and varied transitions.
Clarifications:
Clarification 1: See Writing Types and Elaborative Techniques.
ELA.6.C.1.5: Improve writing by planning, revising, and editing, considering feedback from adults and peers.
ELA.6.C.3.1: Follow the rules of standard English grammar, punctuation, capitalization, and spelling appropriate to grade level.
Clarifications:
Clarification 1: Skills to be mastered at this grade level are as follows: 
  • Use verbals including gerunds, infinitives, and participial phrases.
  • Use comparative and superlative forms of adjectives.
  • Use pronouns correctly with regard to case, number, and person, correcting for vague pronoun reference. 
Skills to be implemented but not yet mastered are as follows:
  • Appropriately use colons.
  • Appropriately use dangling modifiers.
  • Appropriately use ellipses.
  • Appropriately use hyphens.
  • Vary sentence structure. 
Clarification 2: See Convention Progression by Grade Level for more information. 
ELA.6.C.4.1: Conduct research to answer a question, drawing on multiple reliable and valid sources, and refocusing the inquiry when appropriate.
Clarifications:
Clarification 1: While the benchmark does require that students consult multiple sources, there is no requirement that they use every source they consult. Part of the skill in researching is discernment—being able to tell which information is relevant and which sources are trustworthy enough to include.
ELA.6.C.5.1: Integrate diverse digital media to enhance audience engagement in oral or written tasks.
Clarifications:
Clarification 1: Multimedia elements may include, but are not limited to, drawings, pictures, artifacts, and audio or digital representation. At this grade level, students are using more than one element. The elements may be of the same type (for example, two pictures or a picture and an audio recording). The elements should relate directly to the task and complement the information being shared, meaning that the multimedia elements should add information to the presentation, not restate or reinforce it. The elements should be smoothly integrated into the presentation.
ELA.6.C.5.2: Use digital tools to produce writing.
ELA.6.R.1.3: Explain the influence of multiple narrators and/or shifts in point of view in a literary text.
Clarifications:
Clarification 1: When referring to the person of the narrator, the term “point of view” is used. Students focused on perspective in fifth grade, so they should differentiate between point of view and perspective when working on this benchmark.
ELA.6.R.2.1: Explain how individual text sections and/or features convey meaning in texts.
ELA.6.R.2.2: Analyze the central idea(s), implied or explicit, and its development throughout a text.
Clarifications:
Clarification 1: Various types of support could include an author’s use of facts, definitions, concrete details, and/or quotations to develop the central idea(s) in a text.
ELA.6.R.2.4: Track the development of an argument, identifying the types of reasoning used.
Clarifications:
Clarification 1: For more information on types of reasoning, see Types of Logical Reasoning

Clarification 2: Instruction in types of reasoning will include an introduction to fallacies in reasoning. Fallacies that are related to content, informal fallacies, will be the focus. See Fallacies in Reasoning (Informal).

ELA.6.R.3.2: Paraphrase content from grade-level texts.
Clarifications:
Clarification 1: Most grade-level texts are appropriate for this benchmark.
ELA.6.R.3.3: Compare and contrast how authors from different time periods address the same or related topics.
Clarifications:
Clarification 1: Texts for this benchmark should be selected from the following literary periods: 
  • Colonial and Early National Period (1600–1830) American Literature
  • Romantic Period (1790–1870)
  • Realism and Naturalism Period (1870–1930)
  • Modernist Period (1910–1945)
  • Contemporary Period (1945–present)
ELA.6.V.1.3: Apply knowledge of context clues, figurative language, word relationships, reference materials, and/or background knowledge to determine the connotative and denotative meaning of words and phrases, appropriate to grade level.
Clarifications:
Clarification 1: Review of words learned in this way is critical to building background knowledge and related vocabulary. 
Clarification 2: See Context Clues and Word Relationships

Clarification 3: See ELA.6.R.3.1 and Secondary Figurative Language.

ELA.7.C.1.2: Write personal or fictional narratives using narrative techniques, a recognizable point of view, precise words and phrases, and figurative language.
Clarifications:
Clarification 1: See Writing Types and Narrative Techniques

Clarification 2: See Secondary Figurative Language.

ELA.7.C.1.3: Write and support a claim using logical reasoning, relevant evidence from sources, elaboration, a logical organizational structure with varied transitions, and acknowledging at least one counterclaim.
Clarifications:
Clarification 1: See Writing Types and Elaborative Techniques.
ELA.7.C.1.4: Write expository texts to explain and analyze information from multiple sources, using relevant supporting details and a logical organizational pattern.
Clarifications:
Clarification 1: See Writing Types.
ELA.7.C.1.5: Improve writing by planning, revising, and editing, considering feedback from adults and peers.
ELA.7.C.3.1: Follow the rules of standard English grammar, punctuation, capitalization, and spelling appropriate to grade level.
Clarifications:
Clarification 1: Skills to be mastered at this grade level are as follows: 
  • Appropriately use colons.
  • Appropriately use dangling modifiers.
  • Appropriately use ellipses.
  • Appropriately use hyphens.
  • Vary sentence structure. 
Skills to be implemented but not yet mastered are as follows:
  • Appropriately use passive and active voice.
  • Use semicolons to form sentences.
  • Use verbs with attention to voice and mood.
  • Add variety to writing or presentations by using parallel structure and various types of phrases and clauses. 
Clarification 2: See Convention Progression by Grade Level for more information. 
ELA.7.C.4.1: Conduct research to answer a question, drawing on multiple reliable and valid sources, and generating additional questions for further research.
Clarifications:
Clarification 1: There is no requirement that students research the additional questions generated.

Clarification 2: While the benchmark does require that students consult multiple sources, there is no requirement that they use every source they consult. Part of the skill in researching is discernment—being able to tell which information is relevant and which sources are trustworthy enough to include.

ELA.7.C.5.1: Integrate diverse digital media to build cohesion in oral or written tasks.
Clarifications:
Clarification 1: Multimedia elements may include, but are not limited to, drawings, pictures, artifacts, and audio or digital representation. At this grade level, students are using more than one element. The elements may be of the same type (for example, two pictures or a picture and an audio recording). The elements should relate directly to the presentation and help to unify the concepts. The elements should be smoothly integrated into the presentation.
ELA.7.C.5.2: Use digital tools to produce and share writing.
ELA.7.R.1.3: Explain the influence of narrator(s), including unreliable narrator(s), and/or shifts in point of view in a literary text.
Clarifications:
Clarification 1: An unreliable narrator is one who lacks credibility. Because all information is being conveyed through this untrustworthy source, readers have to use inferencing to establish what is likely to be true. Narrators can be unreliable for many reasons including purposeful dishonesty, a lack of information or background knowledge about what that information means, mental illness, or self-deception.

Clarification 2: "Shifts in point of view” refers to a change in the narrator’s point of view done for effect. Changes can be in degree and/or person: for example, a shift from third-person limited to third-person omniscient or from first-person limited to third-person limited.

ELA.7.R.2.1: Explain how individual text sections and/or features convey a purpose in texts.
ELA.7.R.2.2: Compare two or more central ideas and their development throughout a text.
ELA.7.R.2.4: Track the development of an argument, analyzing the types of reasoning used and their effectiveness.
Clarifications:
Clarification 1: For more information on types of reasoning, see Types of Logical Reasoning

Clarification 2: Instruction in types of reasoning will include fallacies in reasoning. Fallacies that are related to content, informal fallacies, will be the focus. See Fallacies in Reasoning (Informal).

ELA.7.R.3.2: Paraphrase content from grade-level texts.
Clarifications:
Clarification 1: Most grade-level texts are appropriate for this benchmark.
ELA.7.R.3.3: Compare and contrast how authors with differing perspectives address the same or related topics or themes.
Clarifications:
Clarification 1: The term perspective means “a particular attitude toward or way of regarding something.”
ELA.7.V.1.3: Apply knowledge of context clues, figurative language, word relationships, reference materials, and/or background knowledge to determine the connotative and denotative meaning of words and phrases, appropriate to grade level.
Clarifications:
Clarification 1: Review of words learned in this way is critical to building background knowledge and related vocabulary.

Clarification 2: See Context Clues and Word Relationships

Clarification 3: See ELA.7.R.3.1 and Secondary Figurative Language.

ELA.8.C.1.2: Write personal or fictional narratives using narrative techniques, varied transitions, and a clearly established point of view.
Clarifications:
Clarification 1: See Writing Types and Narrative Techniques.
ELA.8.C.1.3: Write to argue a position, supporting at least one claim and rebutting at least one counterclaim with logical reasoning, credible evidence from sources, elaboration, and using a logical organizational structure.
Clarifications:
Clarification 1: See Writing Types and Elaborative Techniques.
ELA.8.C.1.4: Write expository texts to explain and analyze information from multiple sources, using relevant supporting details, logical organization, and varied purposeful transitions.
Clarifications:
Clarification 1: See Writing Types.
ELA.8.C.1.5: Improve writing by planning, editing, considering feedback from adults and peers, and revising for clarity and cohesiveness.
ELA.8.C.3.1: Follow the rules of standard English grammar, punctuation, capitalization, and spelling appropriate to grade level.
Clarifications:
Clarification 1: Skills to be mastered at this grade level are as follows:
  • Appropriately use passive and active voice. 
  • Use semicolons to form sentences.
  • Use verbs with attention to voice and mood. 
Skills to be implemented but not yet mastered are as follows:
  • Add variety to writing or presentations by using parallel structure and various types of phrases and clauses.

Clarification 2: See Convention Progression by Grade Level for more information.

ELA.8.C.4.1: Conduct research to answer a question, drawing on multiple reliable and valid sources, and generating additional questions for further research.
Clarifications:
Clarification 1: There is no requirement that students research the additional questions generated.

Clarification 2: While the benchmark does require that students consult multiple sources, there is no requirement that they use every source they consult. Part of the skill in researching is discernment—being able to tell which information is relevant and which sources are trustworthy enough to include.

ELA.8.C.5.1: Integrate diverse digital media to emphasize the relevance of a topic or idea in oral or written tasks.
ELA.8.C.5.2: Use a variety of digital tools to collaborate with others to produce writing.
ELA.8.R.1.3: Analyze how an author develops and individualizes the perspectives of different characters.
Clarifications:
Clarification 1: The term perspective means “a particular attitude toward or way of regarding something.” The term point of view is used when referring to the person of the narrator. This is to prevent confusion and conflation.
ELA.8.R.2.1: Analyze how individual text sections and/or features convey a purpose and/or meaning in texts.
ELA.8.R.2.2: Analyze two or more central ideas and their development throughout a text.
ELA.8.R.2.3: Explain how an author establishes and achieves purpose(s) through rhetorical appeals and/or figurative language.
Clarifications:
Clarification 1: Figurative language use that students will analyze are metaphor, simile, alliteration, onomatopoeia, personification, hyperbole, meiosis (understatement), allusion, and idiom. Other examples can be used in instruction.

Clarification 2: Students will explain the appropriateness of appeals in achieving a purpose. In this grade level, students are using and responsible for the appeals of logos, ethos, and pathos.

Clarification 3: See Secondary Figurative Language.

Clarification 4: See Rhetorical Appeals and Rhetorical Devices.

ELA.8.R.2.4: Track the development of an argument, analyzing the types of reasoning used and their effectiveness, identifying ways in which the argument could be improved.
Clarifications:
Clarification 1: For more information on types of reasoning, see Types of Logical Reasoning.

Clarification 2: Instruction in types of reasoning will include an introduction to fallacies in reasoning. Fallacies that are related to content, informal fallacies, will be the focus. See Fallacies in Reasoning (Informal).

ELA.8.R.3.1: Analyze how figurative language contributes to meaning and explain examples of symbolism in text(s).
Clarifications:
Clarification 1: Figurative language use that students will analyze are metaphor, simile, alliteration, onomatopoeia, personification, hyperbole, allusion, and idiom. Other examples can be used in instruction.

Clarification 2: See Secondary Figurative Language.

ELA.8.R.3.2: Paraphrase content from grade-level texts.
Clarifications:
Clarification 1: Most grade-level texts are appropriate for this benchmark.
ELA.8.V.1.3: Apply knowledge of context clues, figurative language, word relationships, reference materials, and/or background knowledge to determine the connotative and denotative meaning of words and phrases, appropriate to grade level.
Clarifications:

Clarification 1: Review of words learned in this way is critical to building background knowledge and related vocabulary.
Clarification 2: See Context Clues and Word Relationships.
Clarification 3: See ELA.8.R.3.1 and Secondary Figurative Language.

ELA.K12.EE.1.1: Cite evidence to explain and justify reasoning.
Clarifications:
K-1 Students include textual evidence in their oral communication with guidance and support from adults. The evidence can consist of details from the text without naming the text. During 1st grade, students learn how to incorporate the evidence in their writing.

2-3 Students include relevant textual evidence in their written and oral communication. Students should name the text when they refer to it. In 3rd grade, students should use a combination of direct and indirect citations.

4-5 Students continue with previous skills and reference comments made by speakers and peers. Students cite texts that they’ve directly quoted, paraphrased, or used for information. When writing, students will use the form of citation dictated by the instructor or the style guide referenced by the instructor. 

6-8 Students continue with previous skills and use a style guide to create a proper citation.

9-12 Students continue with previous skills and should be aware of existing style guides and the ways in which they differ.

ELA.K12.EE.2.1: Read and comprehend grade-level complex texts proficiently.
Clarifications:
See Text Complexity for grade-level complexity bands and a text complexity rubric.
ELA.K12.EE.3.1: Make inferences to support comprehension.
Clarifications:
Students will make inferences before the words infer or inference are introduced. Kindergarten students will answer questions like “Why is the girl smiling?” or make predictions about what will happen based on the title page. Students will use the terms and apply them in 2nd grade and beyond.
ELA.K12.EE.4.1: Use appropriate collaborative techniques and active listening skills when engaging in discussions in a variety of situations.
Clarifications:
In kindergarten, students learn to listen to one another respectfully.

In grades 1-2, students build upon these skills by justifying what they are thinking. For example: “I think ________ because _______.” The collaborative conversations are becoming academic conversations.

In grades 3-12, students engage in academic conversations discussing claims and justifying their reasoning, refining and applying skills. Students build on ideas, propel the conversation, and support claims and counterclaims with evidence.

ELA.K12.EE.5.1: Use the accepted rules governing a specific format to create quality work.
Clarifications:
Students will incorporate skills learned into work products to produce quality work. For students to incorporate these skills appropriately, they must receive instruction. A 3rd grade student creating a poster board display must have instruction in how to effectively present information to do quality work.
ELA.K12.EE.6.1: Use appropriate voice and tone when speaking or writing.
Clarifications:
In kindergarten and 1st grade, students learn the difference between formal and informal language. For example, the way we talk to our friends differs from the way we speak to adults. In 2nd grade and beyond, students practice appropriate social and academic language to discuss texts.
VA.68.C.2.1: Assess personal artwork during production to determine areas of success and needed change for achieving self-directed or specified goals.
VA.68.C.2.4: Use constructive criticism as a purposeful tool for artistic growth.
VA.68.F.1.4: Use technology skills to create an imaginative and unique work of art.
Clarifications:
e.g., convey depth, scale
VA.68.H.3.3: Create imaginative works to include background knowledge or information from other subjects.
Clarifications:
e.g., from history, environment, literary works
VA.68.O.1.3: Combine creative and technical knowledge to produce visually strong works of art.
VA.68.O.2.2: Investigate the problem-solving qualities of divergent thinking as a source for new visual symbols and images.
VA.68.O.2.4: Select various media and techniques to communicate personal symbols and ideas through the organization of the structural elements of art.
VA.68.S.1.1: Manipulate content, media, techniques, and processes to achieve communication with artistic intent.
VA.68.S.2.2: Create artwork requiring sequentially ordered procedures and specified media to achieve intended results.
VA.68.S.3.4: Demonstrate respect for copyright laws and intellectual property ownership when creating and producing works of art.
Clarifications:
e.g., ethics, plagiarism, appropriation from the Internet and other sources
MA.K12.MTR.1.1: Actively participate in effortful learning both individually and collectively.  

Mathematicians who participate in effortful learning both individually and with others: 

  • Analyze the problem in a way that makes sense given the task. 
  • Ask questions that will help with solving the task. 
  • Build perseverance by modifying methods as needed while solving a challenging task. 
  • Stay engaged and maintain a positive mindset when working to solve tasks. 
  • Help and support each other when attempting a new method or approach.

 

Clarifications:
Teachers who encourage students to participate actively in effortful learning both individually and with others:
  • Cultivate a community of growth mindset learners. 
  • Foster perseverance in students by choosing tasks that are challenging. 
  • Develop students’ ability to analyze and problem solve. 
  • Recognize students’ effort when solving challenging problems.
MA.K12.MTR.2.1: Demonstrate understanding by representing problems in multiple ways.  

Mathematicians who demonstrate understanding by representing problems in multiple ways:  

  • Build understanding through modeling and using manipulatives.
  • Represent solutions to problems in multiple ways using objects, drawings, tables, graphs and equations.
  • Progress from modeling problems with objects and drawings to using algorithms and equations.
  • Express connections between concepts and representations.
  • Choose a representation based on the given context or purpose.
Clarifications:
Teachers who encourage students to demonstrate understanding by representing problems in multiple ways: 
  • Help students make connections between concepts and representations.
  • Provide opportunities for students to use manipulatives when investigating concepts.
  • Guide students from concrete to pictorial to abstract representations as understanding progresses.
  • Show students that various representations can have different purposes and can be useful in different situations. 
MA.K12.MTR.3.1: Complete tasks with mathematical fluency. 

Mathematicians who complete tasks with mathematical fluency:

  • Select efficient and appropriate methods for solving problems within the given context.
  • Maintain flexibility and accuracy while performing procedures and mental calculations.
  • Complete tasks accurately and with confidence.
  • Adapt procedures to apply them to a new context.
  • Use feedback to improve efficiency when performing calculations. 
Clarifications:
Teachers who encourage students to complete tasks with mathematical fluency:
  • Provide students with the flexibility to solve problems by selecting a procedure that allows them to solve efficiently and accurately.
  • Offer multiple opportunities for students to practice efficient and generalizable methods.
  • Provide opportunities for students to reflect on the method they used and determine if a more efficient method could have been used. 
MA.K12.MTR.4.1: Engage in discussions that reflect on the mathematical thinking of self and others. 

Mathematicians who engage in discussions that reflect on the mathematical thinking of self and others:

  • Communicate mathematical ideas, vocabulary and methods effectively.
  • Analyze the mathematical thinking of others.
  • Compare the efficiency of a method to those expressed by others.
  • Recognize errors and suggest how to correctly solve the task.
  • Justify results by explaining methods and processes.
  • Construct possible arguments based on evidence. 
Clarifications:
Teachers who encourage students to engage in discussions that reflect on the mathematical thinking of self and others:
  • Establish a culture in which students ask questions of the teacher and their peers, and error is an opportunity for learning.
  • Create opportunities for students to discuss their thinking with peers.
  • Select, sequence and present student work to advance and deepen understanding of correct and increasingly efficient methods.
  • Develop students’ ability to justify methods and compare their responses to the responses of their peers. 
MA.K12.MTR.5.1: Use patterns and structure to help understand and connect mathematical concepts. 

Mathematicians who use patterns and structure to help understand and connect mathematical concepts:

  • Focus on relevant details within a problem.
  • Create plans and procedures to logically order events, steps or ideas to solve problems.
  • Decompose a complex problem into manageable parts.
  • Relate previously learned concepts to new concepts.
  • Look for similarities among problems.
  • Connect solutions of problems to more complicated large-scale situations. 
Clarifications:
Teachers who encourage students to use patterns and structure to help understand and connect mathematical concepts:
  • Help students recognize the patterns in the world around them and connect these patterns to mathematical concepts.
  • Support students to develop generalizations based on the similarities found among problems.
  • Provide opportunities for students to create plans and procedures to solve problems.
  • Develop students’ ability to construct relationships between their current understanding and more sophisticated ways of thinking.
MA.K12.MTR.6.1: Assess the reasonableness of solutions. 

Mathematicians who assess the reasonableness of solutions: 

  • Estimate to discover possible solutions.
  • Use benchmark quantities to determine if a solution makes sense.
  • Check calculations when solving problems.
  • Verify possible solutions by explaining the methods used.
  • Evaluate results based on the given context. 
Clarifications:
Teachers who encourage students to assess the reasonableness of solutions:
  • Have students estimate or predict solutions prior to solving.
  • Prompt students to continually ask, “Does this solution make sense? How do you know?”
  • Reinforce that students check their work as they progress within and after a task.
  • Strengthen students’ ability to verify solutions through justifications. 
MA.K12.MTR.7.1: Apply mathematics to real-world contexts. 

Mathematicians who apply mathematics to real-world contexts:

  • Connect mathematical concepts to everyday experiences.
  • Use models and methods to understand, represent and solve problems.
  • Perform investigations to gather data or determine if a method is appropriate. • Redesign models and methods to improve accuracy or efficiency. 
Clarifications:
Teachers who encourage students to apply mathematics to real-world contexts:
  • Provide opportunities for students to create models, both concrete and abstract, and perform investigations.
  • Challenge students to question the accuracy of their models and methods.
  • Support students as they validate conclusions by comparing them to the given situation.
  • Indicate how various concepts can be applied to other disciplines.
ELD.K12.ELL.SI.1: English language learners communicate for social and instructional purposes within the school setting.
MU.68.F.3.2: Investigate and discuss laws that protect intellectual property, and practice safe, legal, and responsible acquisition and use of musical media.
TH.68.C.2.3: Ask questions to understand a peer’s artistic choices for a performance or design.



General Course Information and Notes

GENERAL NOTES

This course covers the basics of information literacy utilizing the Florida FINDS (Focus, Investigate, Note, Develop, Score) research model. Search strategies, database and website evaluation, note taking and organization, citation formats in MLA (Modern Language Association) and APA (American Psychological Association), creation of presentation products (including the utilization of various software programs for the production of multimedia), and an understanding of the meta-cognitive reflection process are an integral part of this course.

Special Note: This course may be repeated utilizing the grade level appropriate benchmarks.

Florida’s Benchmarks for Excellent Student Thinking (B.E.S.T.) Standards
This course includes Florida’s B.E.S.T. ELA Expectations (EE) and Mathematical Thinking and Reasoning Standards (MTRs) for students. Florida educators should intentionally embed these standards within the content and their instruction as applicable. For guidance on the implementation of the EEs and MTRs, please visit https://www.cpalms.org/Standards/BEST_Standards.aspx and select the appropriate B.E.S.T. Standards package.

English Language Development ELD Standards Special Notes Section:
Teachers are required to provide listening, speaking, reading and writing instruction that allows English language learners (ELL) to communicate for social and instructional purposes within the school setting. For the given level of English language proficiency and with visual, graphic, or interactive support, students will interact with grade level words, expressions, sentences and discourse to process or produce language necessary for academic success. The ELD standard should specify a relevant content area concept or topic of study chosen by curriculum developers and teachers which maximizes an ELL’s need for communication and social skills. To access an ELL supporting document which delineates performance definitions and descriptors, please click on the following link: https://cpalmsmediaprod.blob.core.windows.net/uploads/docs/standards/eld/si.pdf


General Information

Course Number: 1100000 Course Path: Section: Grades PreK to 12 Education Courses > Grade Group: Grades 6 to 8 Education Courses > Subject: Library Media > SubSubject: General >
Abbreviated Title: M/J LIB SKLS/IL (MC)
Course Attributes:
  • Florida Standards Course
Course Level: 2
Course Status: Course Approved
Grade Level(s): 6,7,8



Educator Certifications

Educational Media Specialist (Preschool-Secondary PK-12)


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