Standards Based Global Education Updates

.. all people, whatever the culture or race, experience the same things in living on this planet. We all have a lot in common," state the Dillons. It is our beliefs that divide us. We have little control over what life brings us but we can change our thoughts …

Author, Illustrator Leo Dillon

Illinois ISAIL Standards-Aligned Instruction for Libraries

There are five core standards that are interrelated to each other. Library standards are intended to be collaboratively developed with the classroom teacher and other disciplines, although often have to be accomplished in a parallel structure or in isolation.

Standard 1 Access information efficiently and effectively to inquire, think critically, and gain knowledge
Standard 2 Evaluate information critically and competently
Standard 3 Use information accurately, creatively, and ethically to share knowledge and to participate collaboratively and productively as a member of a democratic society
Standard 4 Appreciate literature and other creative expressions of thoughts and ideas and pursue knowledge related to personal interests and aesthetic growth
Standard 5 Standard 5: Understand and practice Internet safety when using any electronic media for educational, social, or recreational purposes

All of the standards are aligned with Illinois Common Core Standards,Next Generation Science Standards,AASL Standards for the 21^st Century Learner,and Guided by the ISTE Standards

https://islma.org/ISAIL.htm

https://islma.org/pdf-ISAIL/Tips%20for%20Using%20ISAIL.pdf

Standard 2: Use information accurately, creatively, and ethically to share knowledge and to participate collaboratively and productively as a member of a democratic society

Benchmarks for this Illinois standard for 2nd grade are:

A.Communicate results of information search in format appropriate for content

Alignment to AASL standards are:

2.1.3 Use strategies to draw conclusions from information and apply knowledge to curricular areas, real world situations, and further investigations.

1.1.1 Follow an inquiry-based process in seeking knowledge in curricular subjects and make the real world connection for using this process in own life.

Alignment to Common Core standards are:

CC.2.RL.7 Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.

https://islma.org/ISAIL.htm

Global Education Integration

Student will investigate another community in the world and communicate with others on the needs of this community.
Students will work with a not for profit organization to understand poverty and broaden their perspectives on how different communities live and that living in poverty is not the same as being impoverished.
Students will investigate the world by defining community using text and illustrations to compare and contrast their Evanston/Skokie community to a community in Rwanda.
Students will communicate the in pictures and words of Rwanda and how they can take action with a not for profit organization

Lesson Plan Modifications

Second grade is reading this year to support Heifer Foundations ‘Read to Feed”.

Students have heard a story, Flora and the Rooster, and are investigating by gathering information about Heifer and how it supports a community in Rwanda.
Students are researching Rwanda and creating a Travel Poster to communicate information they have learned about Rwanda
Students will read independently and take action by asking their families for (small) pledges to support their reading in order they can support community outside of their Evanston/Skokie community.
Students will communicate to the school community by writing messages to share on the online Heifer Portal of what actions they have taken.

Informal Outcome Assessment

Students understand and be engaged a in the process of reading to support Heifer this year,
Students creation of a Rwanda travel poster will show their individual perspective of the country and if they are making connections between the book and the research.
Students will create statements articulated what they have learned to be posted on the school’s Heifer webpage.

Standard 4: Appreciate literature and other creative expressions of thoughts and ideas and pursue knowledge related to personal interests and aesthetic growth

Cultivate a love of reading and become a self-motivated reader

Develop a knowledge of genres and literary elements

Derive meaning from informational texts in various formats

Illinois Library Standard Benchmarks for 4th Grade

A. Use both text and visuals to understand literature

B. Select a "Just Right" book independently for personal reading

C. Recognize different types and elements of literature

D. Analyze and understand information presented creatively in various nontextual formats

E. Seek information related to personal interests

F. Select resources and materials based on interest, need, and appropriateness

Alignment to AASL Standards are:

1.1.6 Read, view, and listen for information presented in any format (e.g., textual, visual, media, digital) in order to make inferences and gather meaning.

1.1.7 Make sense of information gathered from diverse sources by identifying misconceptions, main and supporting ideas, conflicting information, and point of view or bias.

1.1.8 Demonstrate mastery of technology tools to access information and pursue inquiry.

Alignment to Common Core Standards

CC.4.RL.3 Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character's thoughts, words, or actions).

CC.4.RL.9 Compare and contrast the treatment of similar themes and topics (e.g., opposition of good and evil) and patterns of events (e.g., the quest) in stories, myths, and traditional literature from different cultures.

https://islma.org/ISAIL.htm

Global Education Integration

Students will investigate the world and learn different perspectives by reading, viewing and listening to stories from multiple countries and cultures and in multiple formats (eBooks, eAudiobooks).
Students will compare and contrast folktales and literature from around the world, and look for main and supporting ideas, conflicting information and point of view or bias in the perspectives of the folktales in relation to students investigation of the world.
Studens will learn how to access and use literature from different libraries and in different formats (eBooks, eAudiobooks) to investigate the world
Students will explore different technologies to communicate about the world..

Lesson Plan Modifications

Students will read and be read books about the fourth grade country of study, the Caribbean Isles in order to investigate their culture.
Students will compare and contrast tall tales from regions of the United States to the Caribbean Isles in order to think about the differences or similarities in perspectives.
Students will learn how to find, access and read literature in multiple formats (eBooks, eAudiobooks) from different libraries and library systems.
Students will collaboratively create a presentation to communicate their understanding of the the literature using a digital format.

Informal Outcome Assessment

Students will be familiar with literature from different countries
Students will broaden the range of books they are checking out for personal use
Teachers will be familiar with stories from their region of study that are available in the library.
Students will be able to independently access and use eBooks and eAudiobooks
Through discussion students will present new perspectives and ideas that can be shared with each other, their families and communities.