Grade K

Based on the Big6tm Information Problem Solving Process
and the New Haven Public Schools Information Literacy Curriculum

Students in Kindergarten will need some assistance to considerable assistance to accomplish these performance objectives.



1.1 Students will define the task.

  1. Ask questions related to the teacher-developed task or Big Question.
  2. Retell the assignment given by the teacher.
  3. Establish a purpose for reading, writing, speaking, listening and viewing (for enjoyment, information or to perform a task).
  4. Appreciate literature.
  5. Understand the format of a teacher-defined product.
  6. Understand how the task will be assessed.

1.2 Students will identify information needed.

  1. Share existing knowledge and list areas where more information is needed.
  2. Brainstorm and list many words related to the task.
  3. Develop specific questions prior to reading, writing, speaking, listening and/or viewing.
  4. State simple research strategy (Super3tm - see Table 2).
  5. Identify the appropriate technology needed to successfully complete the task.



2.1 Students will determine all possible sources.

  1. Know the names and roles of the Library & Information Technology Specialist and assistants who provide information and assistance in the library & information technology center.
  2. Recognize that information and literature come in a wide variety of formats (print, non-print, electronic, human).
  3. There is a difference between fiction and non-fiction.

2.2 Students will select the best sources needed.

  1. Identify one or more sources from those pre-selected for addressing the teacher-developed Big Question.
  2. Know that some books have been awarded prizes for excellence.
  3. Select one or more sources, from a set of pre-selected sources that address the task.



3.1 Students will locate sources.

  1. Ask for help in locating resources within the LITC.
  2. Locate materials appropriate to the defined task through browsing, using signage, displays, etc.
  3. Identify areas of the LITC, understanding basic organization.
  4. Know that materials are arranged in a particular order.
  5. Use a pre selected link (bookmark or school web page) to locate a source.

3.2 Students will find information within the source.

  1. Understand end identify parts of a book (cover, spine, jacket, book card, book pocket, page, author, title, and illustrator).
  2. Recognize character roles within a literary work.
  3. Use the circulation system in the library & information technology center to check out resources.
  4. Return materials to proper place after use.



4.1 Students will engage in the source.

  1. Read, listen, and view appropriate literature (picture books, fairy tales, etc.) for pleasure, information, and to share common experiences.
  2. React orally to literature read aloud.
  3. Interact with a Web site and/or appropriate software.
  4. Recognize and apply rules for handling and use of library & information technology resources.

4.2 Students will extract relevant information.

  1. Record key literary elements, such as characters, sequence of events, setting, problem, and solution, etc. within a piece of literature heard, read, or viewed.
  2. Record information from various resources and technologies using pictures, voice or simple graphic organizers.
  3. Recognize that we do not copy other people's work.



5.1 Students will organize information from multiple sources.

  1. Use graphic organizers, such as webbing, story maps, Venn diagrams, etc. to organize information appropriate to the task.

5.2 Students will present the information.

  1. Demonstrate an understanding of books by responding orally, through technology, and/or through the arts.
  2. Create in a pre-determined format a final product from the resources used: dictated, oral, visual, dramatic, musical or technological.



6.1 Students will judge the result (effectiveness).

  1. Use a teacher designed assessment tool/rubric to evaluate the final product.
  2. Ask others (peers, teachers, parents) for feedback on the final product.

6.2 Students will judge the process (efficiency).

  1. Talk with others in teacher guided discussions about personal performance.
  2. Describe how a simple search strategy utilizing the Super3tm was used to complete a task.