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Becky Brown

MEDT 6465/Summer

Follett Book Order Justification

The funds allocated to the Katie Arnall Freeman Media Center are vital to procure the most current and
worthwhile materials to enhance not only the mission of the Heritage School but the established
instructional goals. Although this particular order of $2500 worth of material for the media center only
represents a fraction of the total budget, all those selected for purchase are considered necessary for
the following reasons.

Nonfiction Books:
The media center materials being proposed for purchase will help support the curriculum that is being
taught. The non-fiction books that are purchased will strengthen the subject areas that have become
limited due to recent weeding. These subject areas include religion, social studies, and poetry. In
particular, the second grade teachers have requested books in the social studies area because they feel
that the existing books are well worn and provide a slim choice of selection. The curriculum is also
adding three additional social science units this year. Third grade curriculum includes a new unit on
world religions and as a result the classes will benefit from new books in the religious section.

Fiction Books:
Fiction books that are purchased will consist of popular new releases which will promote reading for fun
amongst the students. Many of the fourth and fifth grade teachers have appealed for the purchase of
more books intended for their male students such as graphic novels. The kindergarten and first grade
teachers have specifically requested new easy reader books as much of our collection worn and not
visually appealing to the younger students.

Online E-books:
Online eBooks are becoming increasingly popular. As a strategy for increasing reading for pleasure,
eBooks were added to the media center collection this year. There have been many requests from
students, teachers, and parents to add more to the collection. To appease this demand as well as to
further develop the eBooks in the collection, several titles were included in this proposal. These titles
will also be of use in various curriculums throughout the school.

Professional Materials:
As the school delves more deeply into the use of the Common Core Standards, there is a need to update
the professional section contained in the media center. Many teachers have come to media center in
search of these vital resources only to find a limited number available for their use. Since adhering to
the Common Core is of the utmost importance, there have been many requests by the faculty to update
this section of the collection.

Common Core Standards addressed:
o CCSS.ELA-Literacy.RL.K.1 With prompting and support, ask and answer questions about
key details in a text.
o CCSS.ELA-Literacy.RL.K.2 With prompting and support, retell familiar stories, including
key details.
o CCSS.ELA-Literacy.RL.K.3 With prompting and support, identify characters, settings, and
major events in a story.
o CCSS.ELA-Literacy.RL.K.4 Ask and answer questions about unknown words in a text.
o CCSS.ELA-Literacy.RL.K.5 Recognize common types of texts (e.g., storybooks, poems).
First Grade:
o CCSS.ELA-Literacy.RL.1.1 Ask and answer questions about key details in a text.
o CCSS.ELA-Literacy.RL.1.2 Retell stories, including key details, and demonstrate
understanding of their central message or lesson.
o CCSS.ELA-Literacy.RL.1.3 Describe characters, settings, and major events in a story, using
key details.
o CCSS.ELA-Literacy.RL.1.4 Identify words and phrases in stories or poems that suggest
feelings or appeal to the senses.
o CCSS.ELA-Literacy.RL.1.5 Explain major differences between books that tell stories and
books that give information, drawing on a wide reading of a range of text types.
o CCSS.ELA-Literacy.RL.1.6 Identify who is telling the story at various points in a text.
Second Grade:
o CCSS.ELA-Literacy.RL.2.1 Ask and answer such questions as who, what, where, when,
why, and how to demonstrate understanding of key details in a text.
o CCSS.ELA-Literacy.RL.2.2 Recount stories, including fables and folktales from diverse
cultures, and determine their central message, lesson, or moral.
o CCSS.ELA-Literacy.RL.2.3 Describe how characters in a story respond to major events
and challenges.
o CCSS.ELA-Literacy.RL.2.10 By the end of the year, read and comprehend literature,
including stories and poetry, in the grades 23 text complexity band proficiently, with
scaffolding as needed at the high end of the range.
Third Grade:
o CCSS.ELA-Literacy.RL.3.2 Recount stories, including fables, folktales, and myths from
diverse cultures; determine the central message, lesson, or moral and explain how it is
conveyed through key details in the text.
o CCSS.ELA-Literacy.RL.3.5 Refer to parts of stories, dramas, and poems when writing or
speaking about a text, using terms such as chapter, scene, and stanza; describe how
each successive part builds on earlier sections.
o CCSS.ELA-Literacy.RL.3.9 Compare and contrast the themes, settings, and plots of stories
written by the same author about the same or similar characters (e.g., in books from a
Fourth Grade:
o CCSS.ELA-Literacy.RL.4.3 Describe in depth a character, setting, or event in a story or
drama, drawing on specific details in the text (e.g., a characters thoughts, words, or
o CCSS.ELA-Literacy.RL.4.5 Explain major differences between poems, drama, and prose,
and refer to the structural elements of poems (e.g., verse, rhythm, meter) and drama
(e.g., casts of characters, settings, descriptions, dialogue, stage directions) when writing
or speaking about a text.
o CCSS.ELA-Literacy.RL.4.6 Compare and contrast the point of view from which different
stories are narrated, including the difference between first- and third-person narrations.
Fifth Grade:
o CCSS.ELA-Literacy.RL.5.5 Explain how a series of chapters, scenes, or stanzas fits
together to provide the overall structure of a particular story, drama, or poem.
o CCSS.ELA-Literacy.RL.5.6 Describe how a narrators or speakers point of view influences
how events are described.
o CCSS.ELA-Literacy.RL.5.7 Analyze how visual and multimedia elements contribute to the
meaning, tone, or beauty of a text (e.g., graphic novel, multimedia presentation of
fiction, folktale, myth, poem).