District Curriculum Team Update

We're excited to share that Holliston is committed to providing our students with dynamic, hands-on learning experiences that follow the highest educational standards, from kindergarten through graduation!

Take a moment to check out the amazing lessons and projects our curriculum team has highlighted for the fall in these key areas:

• 🚀 STEM

• 🌍 Humanities

• 🎭 Unified Arts

It's a fantastic glimpse into the great work happening in our classrooms!

Enjoy,

Joanne Menard, Ed.D

Assistant Superintendent for Curriculum & Instruction

During our September professional development day, the ALN team joined us for three engaging sessions focused on developmentally appropriate math games and differentiation strategies to strengthen students’ number sense. Teachers explored hands-on ALN games, number sense activities, and ways to use math tools to engage all learners. The sessions also highlighted how modeling mathematical concepts in a variety of ways supports flexibility with numbers and promotes math growth for everyone. It was an inspiring day of learning and collaboration!

What a great way to start the year! We took a deep dive into the Math Practices, giving teachers a chance to truly experience Making Sense of Problems and Perseverance in Solving Them (MP.1) and Model with Mathematics (MP.4). The day was focused on strengthening our shared understanding, particularly by tracing the progression of concepts like multiplication and division. We saw how multiplication moves from basic pictorial representations and repeated addition to powerful, sophisticated tools like arrays and tape diagrams. Eureka Math Squared uses the Read, Draw, Write routine to help students persevere through word problems. Seeing these practices in action made for a wonderful and insightful day! (MP.1, MP.4)

This November PD, ALN Joined us at RAMS to combine backwards planning with authentic transfer tasks as part of the student assessment process. Teachers engaged in fun, open ended problem solving with low entry points and high ceilings to model how we can build capacity in students for tackling unfamiliar problems. This work builds student buy-in, flexes their skills as creative thinkers, and helps ground the Math they do in real world applications. With transfer tasks (the application of knowledge to novel scenarios), students build their conceptual understanding and number sense in Math along with their problem solving skills.

We’re off to a great start with our second year of Eureka Math²! Teachers have shared how wonderful it’s been to see students dive right back into familiar routines and math concepts from last year. Our new kindergarteners are already having fun exploring counting and numbers to 10, while our returning students are building confidently on what they’ve learned.

We are so thankful to our school community for the generous donations toward sorting bags for the kindergarten team. The added supplies will also be used to create more counting collections for all grades—hands-on tools that help students make meaningful connections with numbers.

We are excited to see how Eureka Math² will continue to help our young mathematicians strengthen their number sense and grow their amazing math brains!

Teachers are deepening students math understanding and boosting engagement with Eureka Math Squared! We're focusing on hands-on lessons that teach students to model mathematics so they can build a strong foundation. We've also incorporated WIN stations to strengthen fact fluency and provide focused time for challenging math thinking.

(3.OA.A.3, MP.1, MP.2, MP.3, MP.4, MP.5, MP.6)

They have conducted investigations during center time in science special for the work words such as push, pull, speed, change direction. (K-PS2-1).

They explored how materials vibrate and how vibrating materials can make sounds including how the sound effects in Star Wars and in cartoons are created! They also investigated how light energy can pass through objects fully,partially or not at all and used those investigations to create simple devices that allow them to communicate across a distance. (1-PS4-1, 1-PS4-3, 1-PS4-4).

They tested different materials and compared data to determine the properties of materials and matter. They described and classified different types of materials by the properties color, hardness, texture, flexibility, and absorbency through hands-on investigations in science special. It is also time to plant the tulip bulbs generously donated by the Courtyard Parent Volunteer Group and students have been digging away in the courtyard to plant the bulbs deep in the soil! They dissected tulip bulbs and looked at its properties under a microscope. We will be back in the courtyard to observe the tulips blooming in the spring! (2-PS1-1, 2-PS1-2, 2-LS2-3(MA)).

We’re excited to share some updates about our newly enhanced Makerspace! Thanks to the continued support of our amazing PTO, this creative environment gives students a chance to think like engineers and bring their ideas to life. This year, we’ve added a magnetic wall for designing and testing magnetic pathways, along with new building toys to help our young learners explore engineering and the design process in hands-on ways. Each class will visit the Makerspace once a month to take on a new STEAM challenge—where creativity, problem-solving, and teamwork shine!

The Power Squad performed for our 5th graders on October 22 and had our students doing what all great scientists do, questioning the world around them. Students pondered the questions of what is energy and electricity, what energy resources are, how energy is used unwisely and how can we use energy efficiently. The students were all captivated by their performance and walked away with a better understanding of energy. Our 5th grade students created a short video to help educate their peers on how we can conserve energy at home and at Miller School!

(Standards: 3-PS2-3, 3-PS2-4, 3-LS4-4, 4-PS3-2, 4-ESS1-1, 4-ESS3-1, 4-ESS3-2, 5-LS2-1. 5-ESS3-1)

Our fourth-grade scientists built a model or prototype of a bumper car roller coaster with the objective of trying to stop the marbles from entering into the alligator's mouth. They explore how "height or gravitational" energy impacts the marble's speed and force as they drop marbles from different heights. The bumper coaster is more exciting when the marbles are dropped from a higher spot on the ramp, but with the extra speed the force is increased and the bumper marbles collide and end up in the alligator's mouth. The object is to keep them out. The students also discover that adding marbles along the track is helpful because the number of collisions are increased and energy is transferred and lost along with each collision and even more energy is lost in the form of sound energy when they crash. This sound energy is then transferred into the air. (4-PS3-1,4-PS3-3)

Our third-grade scientists are busy exploring their Mystery Science unit, "Fates of Traits." They are learning to answer a big question: How does a change in an animal's environment affect which traits are successful and passed on? Through this exciting process, they are discovering the powerful force of natural selection! (3-LS4-3, 3-LS3-1, 3-LS4-2)

This school year, our students in grades 3-5 have immersed themselves in Digital Learning, focusing on foundational skills, digital citizenship, and new tools. Our work through October centers on proficiency, aligned with the Massachusetts State Frameworks, and leveraging technology to support our passion for Universally Designing Instruction (UDL). Students are building technical skills in the morning, and staff are collaborating in the afternoons to integrate these tools across all curriculum areas.

Here is a quick overview of our primary focus areas through mid-October:

• Chromebook Basics & Digital Citizenship: Students reviewed the Acceptable Use Policy (AUP) to set expectations for respectful, responsible digital behavior. We also covered Chromebook basics and troubleshooting tips to ensure students are independent and productive.

• Foundational Keyboarding Skills: All grades are working toward their grade-level goals (Grade 3: 15 WPM; Grade 4: 20 WPM; Grade 5: 25 WPM) using Monkey Type and Classroom Zen to practice typing, speed, and accuracy.

• Google Workspace Introduction: Grades 3 and 4 are engaged in introductory units on the Google Suite, learning to navigate and use core applications like Docs and Drive & Classroom for word processing and organization.

• Digital Portfolio Development: Grade 5 students are learning the fundamentals of Google Sites to begin developing a digital portfolio to showcase their work and innovations from the "Miller Makes and Innovates" class.

Introduction to Kami: All students were introduced to the annotation tool Kami as an early-year staple to promote personalized learning and accessibility across all subjects.

(3–5.DC.a, 3–5.DC.b, 3–5.TO.a)

This fall, students in grades 3–5 have been diving into STEM/Engineering, exploring how creativity, science, and problem-solving come together to make the world work. Our focus has been on building foundational engineering skills, learning safety and collaboration, and connecting design thinking to real-world challenges.

All grades began the year reviewing safety procedures and expectations to build a strong foundation for teamwork and hands-on exploration.

Third graders were introduced to mechanical engineering through the story Leif Catches the Wind. They discussed how engineers harness the power of wind and explored the differences between windmills and wind turbines to understand how energy can be used to do useful work.

Fourth graders began exploring industrial engineering by reading Aisha Makes Work Easier and identifying simple machines in the story. They explored a variety of simple machines firsthand and discovered how engineers use tools and systems to make work more efficient.

Fifth graders are taking part in an exciting year-long Project-Based Learning experience that brings together Digital Learning and STEM/Engineering. Every other week, students head to the Makerspace, where they get hands-on with tools like 3D printers, LEGO Robotics, littleBits, and Makey Makeys. So far, they’ve used Tinkercad to design their own custom keychains to be 3D printed, and they’re now diving into the world of LEGO Robotics! A big thank-you to the Holliston PTO for their generous support in adding LEGO Robotics to our Makerspace!

Across all grades, students are learning to think like engineers by asking questions, designing solutions, testing ideas, and reflecting to improve. (3-5-ETS1-1, 3-5-ETS1-2, 3-5-ETS1-3)

6th Grade:
Our 6th graders are wrapping up their “What’s in a Computer?” unit, where they learned about the key hardware components that make up a computer and even designed their own custom PC builds within a set budget. Next up, they’re diving into Creative Computing with Scratch and AI, where they’ll begin coding interactive stories, animations, and games while exploring how artificial intelligence can be used in creative ways.

7th Grade:
Students are deep in their Community Improvement Projects, where they’re using technology to design innovative solutions for real-world local issues. Along the way, they’re building their digital toolkits, learning to use spreadsheets, AI, website builders, 3D modeling tools, and mapping platforms to bring their ideas to life.

8th Grade:
Our 8th graders are exploring “How Computers See”, an introduction to computer vision and machine learning. They’ve started by training their own neural networks to solve real-world problems around the school. Soon, they’ll be working hands-on with pre-trained models in p5.js and ml5.js, studying model cards, examining bias in datasets, and reflecting on the ethics of computer vision.

6th Grade:

6th grade teachers have been using vertical work spaces with students in groups to facilitate student number sense making in Math. Students are illustrating and talking through their thinking in topics like factors and uncovering how decimals, factors, and fractions all relate to one another.

7th Grade:

7th grade has started the year with Ratios, Rates and Proportions. Students then apply this knowledge to mark-ups, mark-downs and other important real life applications of the Math they are learning. Teachers have also been building capacity for student to student sense making using small groups and asking students to "discover" the reasoning behind why the Math they are learning really works.

8th Grade:

Math 8 has started off with Expressions moved into Geometry with Angles and Similar Shapes. They are building both spatial and abstract reasoning as topics become more complex leading into high school.

Algebra 1 has returned to RAMS! Our Algebra students in this unit are thinking about budgets and financial planning, applying Geometry to problems of area, perimeter and volume, as well as solving everyday problems in cooking, traveling, and sports statistics. Algebra 1 students receive additional support on Math 8 topics in the Algebra Math Lab held two days a week with their current Algebra teacher at RAMS Block.

6th Grade

6th graders started the year with Earth's History. They looked at Alfred Wegener and the The Theory of Continental Drift and used his findings to create a Claim Evidence Reasoning defending the idea that Continental Drift is indeed happening. Students also looked at biological history and incorporated hominid evolution from Social Studies into their study of evolution on Earth.

7th Grade

7th grade explored population dynamics in Ecology this Fall. They learned how scientists use sampling to estimate populations when it is impossible to count individual organisms. They counted wild bean populations across the plains (otherwise known as the classroom floor) and used data from their samples to get estimates on whole populations of various bean species. Students also explore population dynamics within the food web and explain how one population will change in response to a change in another population, such as in predator/prey relationships.

8th Grade

8th grade took the Rail Trail to do Science in the natural environment. This experience gave students insights into how collecting data in wild spaces presents unique challenges. They looked at the growth of trees and took measurements and made height estimates leveraging mathematical concepts. They are also studying Earth's Systems to gain a better understanding of an always hot topic in New England, the weather.

AP Stats classes used Barbies Barbies to collect data about the distance the Barbie travels for a bungee jump based on the number of rubber bands attached. That data was used to:

• Describe the relationship between two quantitative variables (direction, unusual features, form, strength)
• Use a scatter plot to represent the relationship between two quantitative variables.
• Use a linear regression model to make a prediction, being careful about extrapolation.
• Calculate and interpret a residual.
• Interpret the slope and y-intercept of a linear regression model.

(AP Stats Unit 2)

Our AP Biology students engaged in hands-on science by using the “floating leaf disk” assay, a method that lets them visually measure how plants perform photosynthesis. Students designed and ran their own experiments using this technique to explore what affects the rate of photosynthesis and demonstrated their understanding of the process.

(AP Biology Topic 3.4)

Kindergarten students are engaging in exciting, multisensory strategies to master essential early literacy skills! They are actively moving, touching, and hearing to practice. For high frequency words and letter/sound identification, they have been utilizing sandpaper letters, building words with pom poms, and stamping words into playdough. They have also been singing letter-sound songs, and even incorporating whole-body movements as they identify sounds. This approach uses visual, auditory, and kinesthetic learning pathways, helping the concepts stick more effectively and making the process of learning to read a fun and memorable experience for everyone!

(RF.K.1.d, RF.K.3.a, RF.K.3.b, RF.K.3.c)

First graders are becoming expert story analysts as they focus on identifying the beginning, middle, and end of narratives, a key skill for building strong reading comprehension. To solidify the phonics patterns they've learned, students are practicing their writing on doodle tablets—using these fun, engaging tools to instantly write, erase, and rewrite words incorporating specific sounds like 'sh' or 'th'. Simultaneously, they are sharpening their orthographic knowledge by identifying missing sounds in words (like finding the middle sound in 'cat' or the initial sound in 'ship').

(RF.1.2.b, RF.1.3.a, RF.1.3.g, RL.1.2)

Our second graders are elevating their writing by mastering "Super Sentences"—focusing on using rich descriptive language and specific details to make their paragraphs truly engaging. They started the year by completing the self-reflective writing project, "The Best Part of Me," where students are using these descriptive skills to celebrate their unique qualities and personality traits. Simultaneously, they’re building their foundational spelling ability by practicing complex phonics patterns, such as vowel teams (like 'ai' in rain or 'ay' in play). Grade 2 students are not only thinking about what they want to say, but also mastering the spelling tools needed to express themselves clearly and creatively on the page!

(W.2.3, L.2.1.e, L.2.1.f, RF.2.3.b)

Third Grade ELA finished various text set read alouds and are currently focused on an engaging Author Study of Patricia Polacco where students are building comprehension skills, focusing on responding to questions in complete sentences and using evidence to support their thinking. Additionally, third graders are enhancing their writing skills by publishing their own narratives. Finally, they continue to use word sorts to strengthen spelling skills.

(RL.3.1; W.3.3.b, c, d; RF.3.3.a-d & L.3.2.e; SL.3.4; L.3.1.i)

Fourth grade is wrapping up a successful fiction unit where students analyzed fiction mentor texts, practiced responding to inferential questions using textual evidence, and developed their creativity by writing original narratives. They are now transitioning into Nonfiction Research Projects about Animals. This unit will begin with interactive read-alouds using various nonfiction texts, teaching students how to access and analyze information. Students will then conduct their own research on a chosen animal and use their findings to write informational writing pieces.

(RL.4.1; W.4.3.a, b, d; RI.4.1; W.4.2.; W.4.7)

Fifth grade is wrapping up their Wonder unit. The entire grade level read the novel Wonder by R.J. Palacio and participated in multiple successful grade-level meetings to launch and conclude the unit. Students have been actively engaging with their texts, using their copies to practice answering inferential questions and citing evidence. They will now be completing a final assessment where they demonstrate their understanding by summarizing the novel, analyzing character development, and discussing the novel's central themes of kindness and acceptance.

(RL.5.1; RL.5.2; RL.5.3; W.5.2)

Across Placentino, students in Grades PK-2 have been studying celebrations of diverse cultures including Diwali and Rosh Hashanah. Classrooms have also been engaging in discussions about national holidays such as Indigenous People's Day and Veteran's Day. Students had the opportunity to write a letter/make a picture for a Veteran to thank them for their service.

(K.T3.2, 2.T3.4)

In Grade 2, students are studying features of maps and constructing their own maps. They are also focusing on landforms and how they are similar and different.

(2.T1.1, 2.T1.2, 2.T1.3)

Third grade is focusing on the origins of Massachusetts. They are specifically learning about the interactions between the Wampanoag people and the Pilgrims. Students are studying who these groups were, where they lived, and comparing and contrasting their daily lives and cultures.They are also exploring the major challenges the groups faced, including disease and the harsh New England environment. Finally third grade will be analyzing the effects of the two cultures coming together, including the conflicts that arose.

(HSS.3.T4)

Our fourth-grade Social Studies curriculum has been focusing on North American Geography and Map Skills. Right now, Fourth Graders are mastering the continent by becoming expert map readers. They are using physical maps to pinpoint all the major features like the Rocky Mountains, Great Lakes, the Mississippi River, and both the Atlantic and Pacific Oceans. They're also exploring political maps to easily locate and identify the three major nations of North America. Most importantly, they are using all the key map skills to interpret and understand what maps are telling them.

(HSS.4.T1)

Fifth grade is studying the early development of the United States, beginning with the colonization of North America. Students are analyzing the reasons for exploration and the significant impacts that European contact had on Indigenous peoples and the environment. Specifically, they are currently focused on the Massachusetts Bay Colony, studying its founding by Puritans, and examining its early models of self-governance. They are also analyzing the social and political tensions that developed, including conflicts with Indigenous populations and the challenges posed by people who would not conform to their strict ways of life.

(HSS.5.T1)

Instructional Coaches from SchoolKit during their initial site visit to Placentino & Miller in October 2025. They are guiding our work in the ELA Curriculum Review, which will conclude in June 2026.

In sixth grade English classes, students have explored how writers bring stories and characters to life through activities like “Where I’m From” poems and lessons on indirect characterization using the STEAL method. They've also built their vocabulary, practiced identifying parts of speech, and learned how word choice can shape meaning and tone. From creative writing to close reading, students have been growing as readers, writers, and thinkers.

Standards: RL6.1, RL6.3, RL6.4, W6.3d, L6.5a, L6.6

Seventh grade ELA has been busy! Since September, students have read Greek Mythology while developing their synthesis and summary writing skills and establishing routines around vocabulary units. Students are now reading short stories, writing setting snapshots focused on descriptive writing with sentence variety, sensory details, and figurative language. Lastly, they are wrapping up their second independent reading book this month.

Standards: RL7.1, RL7.2, W7.2, W7.3b-d, L7.3, L7.4, L7.5, L7.6

Eighth grade ELA classes have been working on creative writing vignettes that analyze a variety of themes about what it means to shape and form our own identities. They have also been reading some classic poems and short stories - "The Raven" and "The Tell-Tale Heart" by Edgar Allan Poe, "The Lottery" by Shirley Jackson, and "The Monkey's Paw" by W.W. Jacobs. With these stories, students analyze unreliable narrators, foreshadowing, and suspense. Finally, students have been reviewing common grammatical mistakes and errors that most students their age make, in an effort to improve, not just their vocabulary, but also their confidence when producing any informational or analytical writing.

Standards: RL8.1, RL8.2, RL8.3, W8.3a-e, L8.1, L8.2, L8.4, L8.5, L8.6

In sixth grade social studies, students investigated the big question, “What does it mean to be human at RAMS?” by collecting stories of the CARE values in our community. Students interviewed family members and presented their stories to the class. We celebrated various social sciences by excavating chocolate chips from cookies, creating a history museum of the ancient artifacts from home, and a survival simulation to preview what early humans needed to survive. Now we are onto studying early humans from millions of years ago!

Standards: HSS6.1.1-3

Seventh grade social studies classes spend the opening months studying Early Indian and Central Asian geography, civilizations, religions, and cultures. Students learn about the ways in which early Indian and Central Asian societies interacted with East African, Western Asian, and European societies. They delved into learning about the principles and impacts of Hinduism and Buddhism on Indian culture, and created Hindu god and goddess social media projects that summarized their identities and attributes. Most recently, students studied the development of the Gupta Empire, sometimes considered the "Golden Age of India." They are beginning a Gupta Empire Shark Tank project, where they will examine the achievements and innovations during that time period, and create a new and updated "product" for today's society. Students will need to explain how the original achievements benefited Early Indian society, and how their new products will enhance people's lives today.

HSS7.1.1-2

Eighth grade civics classes have been studying the Enlightenment philosophers - John Locke, Jean-Jacques Rousseau, Thomas Hobbes, and the Baron de Montesquieu - to understand how their ideas impact our government and the foundations of American democracy. The ideas within the Declaration of Independence are of particular focus. For a final assessment, students will assume the perspective of one of the philosophers and write a letter to the future, explaining how they see their ideas in our current government, and offer feedback on what we've done well and suggestions for how we can improve.

Standards: HSS8.1.3

During Banned Books Week, an annual event celebrating the freedom to read and raising awareness about censorship in schools and libraries, students in the Social Media Effect class applied their study of digital activism to promote the theme “Censorship Is So 1984. Read for Your Rights.” As part of the project, students designed and shared campaigns encouraging participation in Let Freedom Read Day and photographed teachers reading banned books to highlight the importance of intellectual freedom. This activity aligned with the Massachusetts Digital Literacy and Computer Science Standards¹, the English Language Arts Standards², and the Civics and Government Standards³.

¹ DLCS 2.CAS.a.4: “Explain the importance of intellectual property and the consequences of infringement.”
² ELA.RI.11–12.8 and ELA.SL.11–12.5: “Evaluate arguments and use media strategically.”
³ GOV.T1.3: “Evaluate the role of citizens in a democracy, including the protection of rights and freedoms.”

Students from the Nature Writing class took a field trip to Walden Woods in Concord for a grounding experience to inspire their upcoming writing. Before setting off on the trail, students shared and listened to excerpts from Thoreau’s “Walking,” connecting firsthand with the landscapes and ideas that shaped his work. This experiential learning opportunity supported the Massachusetts English Language Arts Standards¹ and the History and Social Science Framework² by encouraging close reading, reflective writing, and connections between literature, place, and history.

¹ ELA.RL.11–12.9: Analyze how an author draws on and transforms source material; ELA.W.11–12.3: Write narratives to develop experiences using effective technique and sensory detail.
² USII.T3(HS).4: Analyze the intellectual and cultural movements of 19th-century America, including Transcendentalism and its influence on literature and reform.

Performing Arts allows students to both work independently at a pace that is just right for them, AND work in consort with other on a shared vision. It is one of the few places in school that interface with communities large and small. There is nothing better for students than the instant friend group of a music ensemble or theatre cast.

Performing Arts Standards

Creating

3. Refine and complete artistic work. Refine musical interpretations exploring different elements (e.g. dynamics and articulations). (N.M.Cr.03)

Performing

5. Develop and refine artistic techniques and work for presentation. Perform with accuracy and expression works from the vocal or instrumental literature with a level of difficulty of 2, on a scale of 1 to 6; or a comparable scale. (N.M.P.05)

Visual Arts allows students to change the typical patterns that their brains function throughout most of their day, and tap into innovation, imagination, problem-solving, curiosity, and exploration of their own ideas. Visual Arts allows every student to tackle the curriculum in their own ways and at their own pace, all while expressing themselves. It is a win-win-win.

Visual Arts Standards

Creating

1. Generate and conceptualize artistic ideas and work. Develop ideas that explore different art elements (e.g., line, shape, color) using a wide variety of materials. (3-4.V.Cr.01)

Presenting

5. Develop and refine artistic techniques and work for presentation. Refine a specific technique to produce a desired effect (e.g., creating realistic shading). (3-4.V.P.05)

Wellness is the epicenter of students' social-emotional learning in schools. Navigating personal challenge and goal setting with group collaboration, all while communicating effectively and managing emotion is a training ground for life skills. Whether playing tchoukball, improving one's running time, or dealing with the strategy and fear of a climbing wall, students build their coping skills in the safe spaces of their classrooms.

Wellness PE Standards

Physical Activity and Fitness [8.1.PF]

1. Effectively apply team building and problem-solving strategies, in varied contexts, during various physical activities (e.g., outdoor adventure, cooperative games, team sports, net/wall games). [PE; SE]

2. Apply strategies for overcoming individual or group challenges or problems in a physical activity setting. [PE]

3. Implement effective offensive and defensive strategies (i.e., creating open space, reducing space, shot selection, reduce offensive options for opponents using tactics and shots, select and apply appropriate shot and technique, defensive ready position) during game play for a variety of games (including net/wall games, target games, invasion games, fielding and striking games, etc.). [PE]

World Languages help students to build empathy and understanding for different people around the world. While learning how to communicate and understand others, teachers are also introducing cultural practices that have shaped the languages and traditions that they are learning.

World Language Standards

8. Communities - In a variety of settings, using the target language to the greatest appropriate extent for the community-based situation, with appropriate linguistic scaffolding, students fully and consistently:

a. Apply cultural and linguistic skills to participate in the school, local, and global community by:

1. Engaging with resources and assets in the community such as individuals and organizations or technological tools to further investigate and enjoy target-language cultures. (IM.8.a.1)

Library is not just a place to find reference books. It is also the place where students find alternate worlds that they can explore. By seeing situations through another person's eyes and understanding a different experience, students learn to flex their empathy muscles.

Library Standards

• 2.2 Understand the layout and organization of the library.

• 2.3 Understand and follow library rules and procedures.

• 2.4 Identify the parts of a book, e.g., spine, spine label, cover, title, page, verso page, barcode,

• 3.1 Independently locate library staff and navigate the library’s physical space.

• 8.2 Demonstrate active listening skills.
• 8.3 Listen to literature for pleasure and information.
• 8.4 Use illustrations to acquire a greater understanding of the story.