Library Skills/Information Literacy Kindergarten (#5011000) 

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Course Standards

Name Description
LAFS.K.RI.1.1: With prompting and support, ask and answer questions about key details in a text.
LAFS.K.RI.1.2: With prompting and support, identify the main topic and retell key details of a text.
LAFS.K.RI.2.4: With prompting and support, ask and answer questions about unknown words in a text.
LAFS.K.RI.2.5: Identify the front cover, back cover, and title page of a book.
LAFS.K.RI.2.6: With prompting and support, identify the author and illustrator of a text and define the role of each in presenting the ideas or information in a text.
LAFS.K.RI.3.7: With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts).
LAFS.K.RI.3.9: With prompting and support, identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).
LAFS.K.RL.1.1: With prompting and support, ask and answer questions about key details in a text.
LAFS.K.RL.1.2: With prompting and support, retell familiar stories, including key details.
LAFS.K.RL.1.3: With prompting and support, identify characters, settings, and major events in a story.
LAFS.K.RL.2.4: With prompting and support, ask and answer questions about unknown words in a text.
LAFS.K.RL.2.5: Recognize common types of texts (e.g., storybooks, poems).
LAFS.K.RL.2.6: With prompting and support, identify the author and illustrator of a story and define the role of each in telling the story.
LAFS.K.RL.3.7: 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).
LAFS.K.RL.3.9: With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories.
LAFS.K.SL.1.1: Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups.
  1. Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion).
  2. Continue a conversation through multiple exchanges.
LAFS.K.SL.1.2: Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood.
LAFS.K.SL.1.3: Ask and answer questions in order to seek help, get information, or clarify something that is not understood.
LAFS.K.SL.2.5: Add drawings or other visual displays to descriptions as desired to provide additional detail.
LAFS.K.SL.2.6: Speak audibly and express thoughts, feelings, and ideas clearly.
LAFS.K.W.1.1: Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book (e.g., My favorite book is...).
LAFS.K.W.1.2: Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic.
LAFS.K.W.2.6: With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers.
LAFS.K.W.3.7: Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them).
LAFS.K.W.3.8: With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.
LAFS.K12.R.2.6: Assess how point of view or purpose shapes the content and style of a text.
LAFS.K12.R.3.7: Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
LAFS.K12.R.3.9: Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
LAFS.K12.SL.1.1: Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.
LAFS.K12.SL.1.2: Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.
LAFS.K12.SL.2.4: Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.
LAFS.K12.SL.2.5: Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.
LAFS.K12.W.2.6: Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
LAFS.K12.W.3.7: Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.
LAFS.K12.W.3.8: Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.
SS.K.A.1.2: Develop an awareness of a primary source.
Examples may include, but are not limited to,  photographs, a letter from a grandparent, or other artifacts. 
SS.K.A.2.4: Listen to and retell stories about people in the past who have shown character ideals and principles including honesty, courage, and responsibility.
Examples may include, but are not limited to, Presidents, war veterans, community members, and leaders.
SS.K.C.2.1: Demonstrate the characteristics of being a good citizen.
Examples are taking turns, sharing, taking responsibility, following rules, understanding the consequences of breaking rules, practicing honesty, self-control, and participating in classroom decision making.
SS.K.C.2.3: Describe fair ways for groups to make decisions.
Examples are voting, taking turns, and coming to an agreement.
SC.K.L.14.2: Recognize that some books and other media portray animals and plants with characteristics and behaviors they do not have in real life.
SC.K.N.1.1: Collaborate with a partner to collect information.
SC.K.N.1.4: Observe and create a visual representation of an object which includes its major features.
HE.K.B.3.2: Recognize school and community health helpers.
Fire, police, medical, and school personnel.
HE.K.B.4.3: Identify the appropriate responses to unwanted and threatening situations.
Tell a trusted adult, police officer, and/or parent; seek safety and run for help.
ELD.K12.ELL.SI.1: English language learners communicate for social and instructional purposes within the school setting.
MAFS.K12.MP.5.1: Use appropriate tools strategically.

Mathematically proficient students consider the available tools when solving a mathematical problem. These tools might include pencil and paper, concrete models, a ruler, a protractor, a calculator, a spreadsheet, a computer algebra system, a statistical package, or dynamic geometry software. Proficient students are sufficiently familiar with tools appropriate for their grade or course to make sound decisions about when each of these tools might be helpful, recognizing both the insight to be gained and their limitations. For example, mathematically proficient high school students analyze graphs of functions and solutions generated using a graphing calculator. They detect possible errors by strategically using estimation and other mathematical knowledge. When making mathematical models, they know that technology can enable them to visualize the results of varying assumptions, explore consequences, and compare predictions with data. Mathematically proficient students at various grade levels are able to identify relevant external mathematical resources, such as digital content located on a website, and use them to pose or solve problems. They are able to use technological tools to explore and deepen their understanding of concepts.

General Course Information and Notes


Library Media programs provide a welcoming, resource-rich environment that support multiple literacies, cultivates a culture of inquiry and literacy appreciation, and encourages the independent, ethical exploration of information and ideas.

In this course Kindergarten students will explore and use print and digital resources; create and evaluate various forms of media and self-select materials for personal and academic needs in the library/media center.  Students will use accurate vocabulary, terms, and procedures, as well as time-management and collaborative skills.  Content includes but is not limited to, topics in social studies, science and mathematics with the use of technology and through shared experiences with multiple genres of print and non-print materials.

Instructional Practices

The purpose of this course is to provide a student-centered library media program that helps students to be information literate.  Students will learn to use information for critical thinking and problem solving through instructional experiences based on, but not limited to, the Next Generation Sunshine State Standards (NGSSS) that are most relevant to the course.  Appropriate correlations will also be made with ISTE, FINDS, READS and AASL standards to ensure a comprehensive educational experience.

The framework of the library media center instructional program is:

  1. We an share knowledge and participate ethically and productively as members of a democratic society.
  2. We can draw conclusions, make informed decisions, collaborate, and apply knowledge to new situations using technology and other information tools.
  3. We can pursue personal and aesthetic growth.
  4. We can inquire, think critically, and gain knowledge from a variety of sources.

In this course the library media educator will integrate grade levels/subject areas through the development, implementation and assessment of instructional lessons, units, and projects.  Grade level standards are the immediate focus of this course; however, it is important for educators to understand the K-12 standards as the ultimate achievement goal as students' progress.

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:


General Information

Course Number: 5011000 Course Path: Section: Grades PreK to 12 Education Courses > Grade Group: Grades PreK to 5 Education Courses > Subject: Library Media > SubSubject: Library Media >
Abbreviated Title: LIB SKLS/INFO LIT K
Course Attributes:
  • Florida Standards Course
Course Status: Course Approved
Grade Level(s): K

Educator Certifications

Educational Media Specialist (Preschool-Secondary PK-12)

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