There is no such thing as a child who hates to read; there are only children who have not found the right book.
Frank Serafini
STANDARD 1 - INSTRUCTION: INQUIRE, THINK CRITICALLY, AND GAIN KNOWLEDGE
Examples of how the LIS might achieve these expectations are by instructing students in a research process to solve problems or
make decisions by using information, by instructing students in MLA (Modern Language Association) format, by instructing students in copyright guidelines, or by demonstrating the use of technology such as Blogging, Internet searching, Atrium/OPAC and TEL
(Tennessee 2 Rev 2016
Examples of how the LIS might build upon students’ prior knowledge are by utilizing a KWL chart (what a student already knows,
what a student wants to know, and what a student has already learned) and/or opening lessons with guided questions.
A minimum of 3-5 pieces of evidence (artifacts) to support each standard, including those that may not be seen during an instructional observation, will be presented in a portfolio at or before the pre-conference.
Note: OPAC lesson and guided questions are noted in lesson plans.
STANDARD 2- INSTRUCTION: DRAW CONCLUSIONS, MAKE INFORMED DECISIONS, APPLY KNOWLEDGE TO
NEW SITUATIONS,AND CREATE NEW KNOWLEDGE
Examples of how the LIS might teach students the ethical and responsible use of technology, are lessons on copy right, Internet safety,
lessons on intellectual freedom.
Examples of how the LIS might provide opportunities for students to respond to literature and creative expressions of ideas in various formats would be
through writing, multimedia presentations, or artistic interpretations.
Examples of how the LIS might differentiate instruction based on student needs may be by providing activities or resources on different Lexile levels, or modifying lesson tasks to accommodate various student learning levels.
A minimum of 3-5 pieces of evidence(artifacts) to support each standard, including those that may not be seen during an instructional observation,
will be presented in a portfolio at or before the pre-conference.
STANDARD 3 - ENVIRONMENT: SPACE, RESOURCES, and ROUTINES
Examples of how the LIS could meet these expectations are by displaying literacy based bulletin boards, creating reading corners, posting reading- related posters, creating book displays, using signage in the library, and/or providing a variety of resources, posting rules and consequences, and leaving
top and bottom shelving open (when possible) in order to make materials more accessible.
The LIS should provide a library orientation session at the beginning of the school year for teachers and students.
Examples of how the LIS ensures that the library media center is well maintained, resources are up-to-date, and in good repair, are through evidence of
on-going and consistent weeding of the collection following the guidelines in the SCS Library Procedure Manual .Well maintained also means that the
library books are shelved in proper shelf-list order and are neat in appearance.
A minimum of3-5 pieces of evidence(artifacts) to support each standard, including those that may not be seen during an instructional observation
will be presented in a portfolio at or before the pre-conference.
STANDARD 4 - PROFESSIONALISM and PROGRAMMATIC GROWTH
Examples of promotional activities to promote literacy are sponsoring bookclubs, book fairs, Read for the Record events, Read Across America events
Teen Read Week events, Teen Tech Week events, Children’s Book Week events, National Library Week/Month events, or Library Card Sign-Up Month.
The LIS could work closely with the nearest public library branch. Garden Club
The LIS might have a reading corner, book displays, literacy related posters in the library, or reading related bulletin boards.
The LIS could promote student essay contests & publish/display examples of student writing.
Promotional activities that are already scheduled but have not yet occurred can be used in the portfolio as long as proper evidence of planning can be
shown. Reading Fair
Examples of how the LIS might achieve the goal of providing a wide variety of genres and multicultural materials are through conducting regular
collection analysis, consulting book reviews in professional journals and peer reviews and/or performing surveys of the school community.
A minimum of 3-5 pieces of evidence (artifacts) to support each standard, including those that may not be seen during an instructional observation will be
presented in a portfolio at or before the pre-conference