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RI School Library Curriculum Guide PRIORITY SKILLS – 9-10

K–12 Standards

Grades 9-10
Other Rhode Island Library Curriculum sets
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Inquiry and Design Thinking

1.1
Connect
1. 1.
  Identifying Key Words, Concepts, Synonyms, and Related Terms9-10.1
  1.
  Identifies key words, concepts, and synonyms, both stated and implied, for topic and uses them to further research9-10.1
2. 2.
  Mind Mapping9-10.2
  2.
  Develops a schema or mind map to express the big idea and the relationships among supporting ideas and topics of interest9-10.2
3. 3.
  Narrowing Down a Large Topic9-10.3
  3.
  Develops and refines the topic, problem, or question independently to arrive at a worthy and manageable topic for inquiry9-10.3
4. 4.
  Narrowing Down a Large Topic – Example9-10.4
  4.
  Develops and refines the topic, problem, or question independently to arrive at a worthy and manageable topic for inquiry9-10.4
5. 5.
  Connecting to a Manageable Topic9-10.5
  5.
  Develops and refines the topic, problem, or question independently to arrive at a worthy and manageable topic for inquiry9-10.5
1.1
Wonder
1. 6.
  Developing Focus Questions at Different Levels of Thought9-10.6
  6.
  Refines questions to provide a framework for the inquiry and to fulfill the purpose of the research (e.g., questions to lead to historical context and interpretation; questions to elicit accurate facts about scientific problem or issue)9-10.6
2. 7.
  Refining Research Questions9-10.7
  7.
  Refines questions to provide a framework for the inquiry and to fulfill the purpose of the research (e.g., questions to lead to historical context and interpretation; questions to elicit accurate facts about scientific problem or issue)9-10.7
3. 8.
  Investigating Ideas9-10.8
  8.
  Refines questions to provide a framework for the inquiry and to fulfill the purpose of the research (e.g., questions to lead to historical context and interpretation; questions to elicit accurate facts about scientific problem or issue)9-10.8
4. 9.
  Gathering Evidence to Support Thesis9-10.9
  9.
  Plans inquiry to test hypothesis systematically or gather evidence to validate thesis9-10.9
5. 10.
  Gathering Evidence to Support Thesis - Example 9-10.10
  10.
  Plans inquiry to test hypothesis systematically or gather evidence to validate thesis9-10.10
1.1
Investigate – Organization
1.1
Investigate – Sources
1. 11.
  Using Organizational Features of a Book to Locate Information9-10.11
  11.
  Uses the organizational features of a book as well as abstracts, tables, charts and first and last chapters to locate main ideas, specific supporting evidence, and a balanced perspective9-10.11
2. 12.
  Advanced Web Searching9-10.12
  12.
  Uses advanced searching strategies (Boolean operators, truncation, domain and format filters, analysis of URLs, relational searching) to broaden and narrow searches and locate appropriate resources9-10.12
3. 13.
  Advanced Searching - Review9-10.13
  13.
  Uses advanced searching strategies (Boolean operators, truncation, domain and format filters, analysis of URLs, relational searching) to broaden and narrow searches and locate appropriate resources9-10.13
4. 14.
  Source Comparison9-10.14
  14.
  Evaluates the authority of a source by assessing the credentials and reputation of the author, creator or publisher, date of publication, and length or comprehensiveness9-10.14
1.1
Investigate – Evidence
1. 15.
  Evaluating Evidence Checklist9-10.15
  15.
  Evaluates and selects evidence from multiple sources based on relevance and usefulness to answer research questions, currency, authority, accuracy, comprehensiveness, and point of view9-10.15
2. 16.
  Points of View/Perspectives/Actions9-10.16
  16.
  Evaluates and selects evidence from multiple sources based on relevance and usefulness to answer research questions, currency, authority, accuracy, comprehensiveness, and point of view9-10.16
3. 17.
  Evaluating Digital Evidence9-10.17
  17.
  Evaluates digital information for authority, credibility, accuracy, comprehensiveness, point of view, and bias9-10.17
4. 18.
  Impact of Point of View, Perspective, and Purpose on Information9-10.18
  18.
  Analyzes the impact of point of view, perspective, and purpose on the information provided by a source9-10.18
1.1
Investigate – Making Sense of Information and Notetaking
1. 19.
  Questioning and Challenging the Text9-10.19
  19.
  Questions and challenges the text while reading or viewing to ensure comprehension and validation of accuracy and authority during the process of gathering information9-10.19
2. 20.
  Learning Logs for Reflective Notetaking9-10.20
  20.
  Takes notes using one or more of a variety of notetaking strategies including reflecting on the information (e.g., graphic organizers, two-column notes, concept maps)9-10.20
3. 21.
  Reflective Notetaking9-10.21
  21.
  Takes notes using one or more of a variety of notetaking strategies including reflecting on the information (e.g., graphic organizers, two-column notes, concept maps)9-10.21
4. 22.
  Notetaking to Answer Questions 9-10.22
  22.
  Takes notes using one or more of a variety of notetaking strategies including reflecting on the information (e.g., graphic organizers, two-column notes, concept maps)9-10.22
5. 23.
  Notetaking Grid9-10.23
  23.
  Takes notes using one or more of a variety of notetaking strategies including reflecting on the information (e.g., graphic organizers, two-column notes, concept maps)9-10.23
6. 24.
  Notes on Main Ideas and Supporting Evidence9-10.24
  24.
  Takes notes using one or more of a variety of notetaking strategies including reflecting on the information (e.g., graphic organizers, two-column notes, concept maps)9-10.24
7. 25.
  Notes on Main Ideas and Supporting Evidence - Example 9-10.25
  25.
  Takes notes using one or more of a variety of notetaking strategies including reflecting on the information (e.g., graphic organizers, two-column notes, concept maps)9-10.25
1.1
Construct
1. 26.
  Concept Map9-10.26
  26.
  Organizes information independently, deciding the structure based on the relationships among ideas and general patterns discovered9-10.26
2. 27.
  Concept Maps for Organizing Thinking 9-10.27
  27.
  Organizes information independently, deciding the structure based on the relationships among ideas and general patterns discovered9-10.27
3. 28.
  Cause-Effect Chart9-10.28
  28.
  Organizes information independently, deciding the structure based on the relationships among ideas and general patterns discovered9-10.28
4. 29.
  Organizing Information - Rubric9-10.29
  29.
  Organizes information independently, deciding the structure based on the relationships among ideas and general patterns discovered9-10.29
5. 30.
  Drawing Conclusions from Looking at Multiple Perspectives9-10.30
  30.
  Draws clear and appropriate conclusions supported by evidence and examples9-10.30
6. 31.
  Drawing Conclusions Supported by Evidence9-10.31
  31.
  Draws clear and appropriate conclusions supported by evidence and examples9-10.31
1.1
Express
1. 32.
  Communicating Ideas to an Audience9-10.32
  32.
  Creates a product and presentation to present an argument, claim, point of view, interpretation, or new model most effectively for a specific audience9-10.32
2. 33.
  Bibliography Worksheet9-10.33
  33.
  Cites all sources used according to standard style formats9-10.33
3. Assessment of Final Product
  
  Embeds citations to specific information, visuals, or sound when appropriate
4. 34.
  Individual Experience of Inquiry9-10.34
  34.
  Records and reflects on individual experience of the inquiry process – the hardest part, best part, important skills learned, insights experienced, emotional highs and lows, etc.9-10.34
1.2
Design Thinking
1. 35.
  Design Process Log9-10.35
  35.
  Selects and uses resources and technology to investigate identified problems through active experimentation, experience, creation, and engagement9-10.35
2. 35.
  Design Process Log9-10.35
  35.
  Engages actively in a design process to use tools, resources, and materials to test the hypothesis or desired result by creating a solution or model, testing the results, modifying the solution/model when needed, and determining the validity of the hypothesis or the quality of the model9-10.35

Multiple Literacies

2.1
Response to Literature
1. Observation
  
  Shares reading experiences and responses to literature in multiple ways (e.g., face-to-face conversations, technology presentations, posters, creative products)
2. Conversation
  
  Shares reading experiences and responses to literature in multiple ways (e.g., face-to-face conversations, technology presentations, posters, creative products)
2.1
Visual Literacy
1. 36.
  Gathering Information Through Analysis of Visuals9-10.36
  36.
  Analyzes maps, pictures, charts, graphs, and other information presented visually to determine main ideas, supporting details, point of view, and both explicit and implicit meaning9-10.36
2.1
Media Literacy
1. 37.
  Evaluating the Truth and Misinformation in Media9-10.37
  37.
  Identifies misinformation or biased information by analyzing and evaluating the motivations and creators of the false or misleading information (e.g., profit, political motives, influence, point of view, social bots)9-10.37
2.2
Multiple Literacy Presentation
1. Assessment of Final Product
  
  Retrieves and uses images, sound, and visual media according to ethical and legal standards

Social and Civic Responsibility

3.1
Learning from Diverse and Credible Points of View
3.1
Civic Reasoning
1. 38.
  Historical Perspective Taking / Empathy9-10.38
  38.
  Engages in civic online reasoning by verifying information that is presented as the truth, recognizing the impact of social-media format on information, and actively seeking multiple perspectives9-10.38
3.2
Collaboration
1. Observation
  
  Curates and shares valuable resources with peers
3.3
Intellectual Property Rights
3.3
Safe and Ethical Use of Technology
1. Observation
  
  Abides by the Acceptable Use Policy in all respects
2. 39.
  Netiquette9-10.39
  39.
  Demonstrates netiquette behavior by respecting others; using appropriate language, images and emoticons; thinking before sending or forwarding messages; creating safe screen names; and challenging cyberbullying9-10.39

Personal Growth and Agency

4.1
Personal Exploration and Independent Reading and Learning
1. 40.
  Participating in Social Media Platforms 9-10.40
  40.
  Identifies social media contexts that are of personal interest, determines the content and “rules of engagement” for each, joins or accesses each appropriately (e.g., finding people to follow on Twitter), and uses communication strategies appropriate for each context9-10.40
4.1
Social and Emotional Growth
1. Observation
  
  Develops interpersonal skills to build trusting relationships with diverse peers and adults through collaboration and communication [relationship skills]
2. Class Discussion
  
  Develops interpersonal skills to build trusting relationships with diverse peers and adults through collaboration and communication [relationship skills]
3. 41.
  Historical Perspective Taking / Empathy 9-10.41
  41.
  Demonstrates respect and empathy for diverse people and perspectives [social awareness]9-10.41
4. Class Discussion
  
  Demonstrates respect and empathy for diverse people and perspectives [social awareness]
5. Observation
  
  Demonstrates respect and empathy for diverse people and perspectives [social awareness]
4.2
Self-Identity and Confidence
1. Observation
  
  Displays self-confidence in forming and sharing own opinion and ideas and questioning ideas that are different from or conflict with own
2. Class Discussion
  
  Displays self-confidence in forming and sharing own opinion and ideas and questioning ideas that are different from or conflict with own
4.2
Commitment to Act
1. Collaborative Assessment of Student
  
  Identifies an authentic problem or issue, researches and shares research information to raise awareness of the issue or the changes needed, identifies effective ways to address the issue, and collaborates to advocate or take action to implement those ideas
2. Actions and Projects
  
  Identifies an authentic problem or issue, researches and shares research information to raise awareness of the issue or the changes needed, identifies effective ways to address the issue, and collaborates to advocate or take action to implement those ideas

Frequently asked questions

What grade levels do these standards cover?: Grade 9 and Grade 10
Where can I read the official document?: RI School Library Curriculum Guide PRIORITY SKILLS – 9-10

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