IFC+Benchmarks

Grade-By-Grade Information Fluency Benchmark Skills Grade 5 STANDARD 1: USING INFORMATION TO BUILD UNDERSTANDING “We are thinkers.” Independent learners ask authentic questions and access, evaluate and use information effectively to develop new understandings. INQUIRY PROCESS Connect Uses sources to acquire background information and brainstorms ideas for further inquiry. Wonder Assesses questions to determine which can be answered by simple facts, which cannot be answered, and which would lead to an interesting inquiry. Forms tentative thesis about main idea with guidance. Investigate Selects and uses multiple appropriate print, nonprint, electronic, and human sources to answer questions. Uses navigation tools of a Website to find information. Uses prior knowledge and experiences to understand new facts and ideas. Interprets information taken from maps, graphs, charts and other visuals. Evaluates print and electronic information for usefulness, relevance, and accuracy. Determines important details. Uses various notetaking strategies (e.g., outlining, underlining, bulleted lists, highlighting, graphic organizers). Uses software (e.g., word processing, graphic organizing) to record and organize information. Identifies and uses the organizational structures of a nonfiction book (preface, foreword and introduction) to locate information. Construct Makes inferences with guidance. Forms opinion and uses evidence from text to back it up. Organizes notes and ideas and develops an outline or graphic organizer. Actively listens to and restates others’ ideas and contributes own ideas. Express Uses writing process to develop expression of new understandings. Cites all sources used according to model provided by teacher. Uses a variety of technology tools chosen by librarian or teacher to create products. Modifies and revises own work based on feedback from teacher and others. Checks for correctness and completeness. Reflect Identifies and evaluates the important features for a good product. Assesses and revises own work with guidance. Identifies own strengths and sets goals for improvement. Relies on feedback to figure out how to improve product and process.

STANDARD 2: PURSUING PERSONAL AND AESTHETIC GROWTH “We are explorers.” Independent learners respond to and create literary and artistic expressions, use effective strategies for personal exploration of ideas, and read on their own by choice. READER/VIEWER RESPONSE AND EXPRESSION Draws and shares conclusions about the theme or focus of a work. Compares and contrasts story elements in two literary works. PERSONAL EXPLORATION Reads a variety of fiction and nonfiction in different formats to fulfill reading goals and offer enjoyment and information. MOTIVATED, INDEPENDENT LEARNING Understands literal meanings and can identify the main points and supporting details. Develops basic search skills for online and database searching related to personal interests. STANDARD 3: DEMONSTRATING SOCIAL RESPONSIBILITY “We are citizens.” Independent learners contribute to the learning community by seeking multiple perspectives, sharing their understandings with others, and using information and resources ethically. IMPORTANCE OF INFORMATION TO A DEMOCRATIC SOCIETY Considers multiple viewpoints and cultural perspectives EFFECTIVE SOCIAL INTERACTION TO BROADEN UNDERSTANDING Works collaboratively using technology for research to meet information needs. ETHICAL BEHAVIOR IN USE OF INFORMATION Discusses responsible use and misuse of technology and describes personal consequences of inappropriate use of information and technology. Credits all sources properly with title, author, and page numbers.