Grade 3

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

3rd graders 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, Big or Essential Question.
  2. Understand and restate the task in terms of what needs to be done.
  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 time frame for completion of the task.
  6. Understand the format of the final product based on audience, personal learning, assignment requirements and/or the nature of the task.
  7. Understand how the task will be assessed.

1.2 Students will identify information needed.

  1. Identify existing knowledge and list areas where more information is needed.
  2. Understand and generate key words for searching for information.
  3. Develop additional questions from the Big Question.
  4. Analyze task in terms of the information needed, considering the amount, format, timeliness and type of information (pictures, models, charts, realia, maps, etc).
  5. Develop additional questions from the essential or guiding 'big' question.
  6. Develop questions prior to reading, writing, speaking, listening and/or viewing.
  7. State research strategy for accomplishing a defined task (Super3tm - see Table 2).
  8. 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. Brainstorm and list sources of information inside and outside the school including public libraries, museums, and other relevant community resources.
  3. Explain the difference between fiction and non-fiction.
  4. Recognize that information and literature come in a wide variety of formats (print, non-print, electronic, human).
  5. Identify general references, such as dictionaries, encyclopedias, and atlases in print and electronic sources.
  6. Recognize fiction and non-fiction through a variety of literary forms such as, autobiography, biography, classic, easy/picture books, fairy tales, folk tales, historical fiction, humor, legend, mystery, mythology, plays, poetry, science fiction, and story collections.

2.2 Students will select the best sources needed.

  1. Determine if the selected material meets information needs.
  2. List one or more sources to answer the Big or Essential Question.
  3. Know that some books have been awarded prizes for excellence (Caldecott, Newbery, etc).



3.1 Students will locate sources.

  1. Ask for help in locating resources within the LITC.
  2. Understand and use the principles of library organization (Dewey Decimal System, alphabetical arrangement, etc.) to locate materials in the LITC.
  3. Use the card/online catalog to locate resources (using author, title, and subject).
  4. Locate print, non-print and electronic sources, including books, pictures, models, maps, globes, etc.
  5. Use a pre selected link (bookmark or school web page) to locate a source on the Internet.

3.2 Students will find information within the source.

  1. Understand and identify parts of a book (cover, spine, jacket, book card, book pocket, page, author, title, and illustrator).
  2. Apply alphabetical skills to find information within resources.
  3. Use the organizing features (table of contents, index) of print and non-print resources to find information related to the defined task.
  4. Follow a hypertext link (WWW, CD-ROM).
  5. Save and retrieve computer files from a disk.
  6. 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. Use skimming and scanning to identify information related to the task.
  4. Read and interpret graphs, maps and tables.
  5. Recognize point of view and prejudice within a source.
  6. Recognize and apply rules for handling and use of library & information technology resources.
  7. Follow the guidelines and netiquette as covered in the district's Acceptable Use Policy for use of the district's computer network.

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. Assess the relevance of the information as required by the task definition.
  3. Record information appropriate to the defined task.
  4. Use note-taking methods such as a graphic organizer to record information from various sources that meet the task.
  5. Take brief notes in his/her own words and record the source and page number.
  6. Use interview techniques to gather information from human resources.
  7. Know not to copy other people's work and recognize the copyright mark.
  8. Record appropriate bibliographic information.



5.1 Students will organize information from multiple sources.

  1. Use organizational methods/technology tools, such as webbing, story maps and Venn diagrams to arrange information logically.
  2. Create, revise and refine drafts as necessary.
  3. Determine if the selected information is adequate to complete the task and make adjustments as needed.
  4. Use technology to organize information.

5.2 Students will present the information.

  1. Demonstrate an understanding of books by responding orally, in writing, through technology, and/or through the arts.
  2. Create and present a final product in a pre-determined format: written, oral, visual, dramatic, technological, and/or musical.
  3. Demonstrate ethical use of information by crediting sources correctly.



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. Keep a folder, checklist, or journal to log the research process.
  3. Describe how the Super3tm model was used to solve a problem.
  4. Judge the efficiency of each step in the process.