Grade 4

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

4th graders will need some assistance to considerable assistance to accomplish these performance objectives.



1.1 Students will define the task.

  1. Understand the difference between a topic and an Essential Question.
  2. Develop an Essential Question related to the task.
  3. Understand and restate the task in terms of what needs to be done.
  4. Modify (broaden or narrow) the information problem when necessary.
  5. Establish a purpose for reading, writing, speaking, listening and viewing (for enjoyment, information or to perform a task).
  6. Appreciate literature.
  7. Understand the format of the teacher-defined product.
  8. Understand that the audience, personal learning style, and assignment requirements influence the format of a product.
  9. Understand how the task will be assessed.
  10. Understand the teacher-defined timeline for the completion of the task.

1.2 Students will identify information needed.

  1. Identify existing knowledge and list areas where more information is needed.
  2. Generate key words for searching for information.
  3. Develop focus questions from the Essential Question.
  4. Analyze task in terms of the information needed, considering the amount, format, timeliness and type of information (pictures, models, charts, maps, etc).
  5. Develop questions prior to reading, writing, speaking, listening and/or viewing.
  6. Develop, state, and record a research strategy for accomplishing the defined task (Big6tm).
  7. 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 variety of formats (print, non-print, electronic, and human) and differ in terms of information amount, timeliness and type.
  3. Identify and understand the characteristics of basic information sources, such as dictionaries, general and special encyclopedias, atlases, thesauri, almanacs, fiction and non-fiction.
  4. Brainstorm and list possible sources of information outside the school, including public libraries, museums, and other relevant community resources related to the task.
  5. Use booklists, displays, reserved collections, and electronic sources (OPAC, bookmarks/favorites, etc.) relevant to the task.
  6. Identify and describe the differences in a variety of electronic formats and the equipment needed to access and use them: DVD, laserdisc, CD-ROM. floppy disk, videotape, audiotape, online databases, web sites, etc.
  7. Recognize fiction and non-fiction through a variety of literary forms and genres 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, such as availability, readability, length, format, authority, and timeliness.
  2. List sources to answer the Essential Question.
  3. Identify award-winning literature such as, Caldecott, Nutmeg, Newbery, etc.
  4. Evaluate the point of view, bias, and prejudice of a source.
  5. Explain the difference between a search engine and a directory.
  6. Understand the advantages and disadvantages of print, non-print and electronic sources and select the best one for the task.



3.1 Students will locate sources.

  1. Ask for help in locating resources in the library & information technology center.
  2. Understand that resources within the library & information technology center and other libraries are organized into areas/special collections such as fiction/picture books, non-fiction, biography/collective biography, reference, reserved sheLves, periodicals, technology, displays, etc.
  3. Understand and use the principles of library organization (e.g. Dewey Decimal system, alphabetical arrangement, etc.) to locate materials within areas/collections of the library & information technology center.
  4. Use the card/online catalog to locate resources (using author, title, and subject).
  5. Locate print, non-print and electronic sources, including books, pictures, models, maps, globes, etc.
  6. Locate sources on the Internet using pre selected bookmark/favorites files, webliographies and subject directories.
  7. Locate sources on the Internet (and other electronic information sources) using appropriate search strategies (phrase, Boolean, keyword).

3.2 Students will find information within the source.

  1. Apply alphabetical and/or numerical order skills in order to find information within resources.
  2. Use author, title, subject, keyword, and call number to locate information within a card/online catalog.
  3. Use the organizational features (table of contents, index, guide words, hyperlinks, cross-references, outline, headings, subheadings, see and see also, etc.) to locate information within a source.
  4. Use keyword descriptors and Boolean logic to perform simple searches.
  5. Save and retrieve computer files.
  6. Demonstrate the ability to navigate through a variety of menus to access information.
  7. Skim/scan to find information related to the task.
  8. Assess whether or not the information accessed fulfills the task.
  9. Return materials to proper place after use.



4.1 Students will engage in the source.

  1. Read, listen, and view appropriate literature in a variety of formats, for pleasure, information, and to share common experiences.
  2. Participate in group discussions and activities, and express opinions about materials heard, read, or viewed.
  3. Use a variety of monitoring and self-correcting methods (skimming, scanning, using resources, retelling) related to the task.
  4. Read and interpret information in graphs, maps and tables, etc.
  5. Recognize propaganda, point of view, etc. in a source.
  6. Follow the guidelines and netiquette as covered in the district's Acceptable Use Policy for technology.

4.2 Students will extract relevant information.

  1. Record key literary elements such as, main idea, theme, literary devices, character development, etc. within a piece of literature heard, read, or viewed.
  2. Assess the quality of selected information in terms of authority, completeness, relevance, reliability and timeliness.
  3. Record information appropriate to the defined task.
  4. Use note-taking methods (graphic organizers, note cards, underline/highlight, etc.) to record information from various resources that meets the task.
  5. Take brief notes in his/her own words and record the source information and page number.
  6. Use interview techniques to gather information from human resources.
  7. Distinguish among fact, opinion, propaganda, the presence of bias, prejudice, point of view, etc.
  8. Know not to copy other people's work and recognize the copyright mark as a symbol that someone has ownership of a piece of work and is protected by law.
  9. Record appropriate bibliographic information.



5.1 Students will organize information from multiple sources.

  1. Use organizing method /technology tools appropriate to the task and/or learning style (graphic organizer, outline, web, story board, rough draft, word processing, spreadsheet, database and multimedia presentation software, etc).
  2. Determine if the selected information is adequate to complete the task and make adjustments as needed.
  3. Edit/revise/rehearse products that clearly communicate information and new knowledge.
  4. Use an appropriate organizational style (chronological, topical, sequence, order of importance, etc.) to fulfill the task.

5.2 Students will present the information.

  1. Create and present the final product from the resources used in a pre-determined format: written, oral, visual, dramatic, musical, and/or technological.
  2. Demonstrate ethical use of information by crediting sources correctly.
  3. Use facilities and equipment responsibly for production and presentation.



6.1 Students will judge the result (effectiveness).

  1. Use a teacher designed rubric/assessment tools to assess the product's format, content, design, and/or presentation based on a predetermined set of criteria.
  2. Practice creating their own rubrics to judge the results.
  3. Ask others (peers, parents, teachers) for feedback on the final product.

6.2 Students will judge the process (efficiency).

  1. Participate in teacher guided discussions about personal performance.
  2. Keep a folder, checklist, or journal to log the research process.
  3. Describe how the Big6tm model was used to complete a task.
  4. Judge the efficiency of each step in the process.