Grade 5

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

5th graders will need some 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 information task.
  4. Establish a purpose for reading, writing, speaking, listening and viewing (for enjoyment, information or to perform a task) and demonstrate the ability to communicate this to others.
  5. Appreciate literature.
  6. Modify (broaden or narrow) the information problem when necessary.
  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 final product.
  9. Understand how the task will be assessed.
  10. Follow 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. Identify and record keywords for searching.
  3. Analyze the task in terms of information needed, considering amount, format, timeliness, and type (pictures, statistics, primary sources, etc).
  4. Create focus questions related to the Essential Question.
  5. Determine technology needed to complete the task.
  6. Design an information search strategy for accomplishing the defined task.
  7. Identify the appropriate technology needed to successfully complete the task.



2.1 Students will determine all possible sources.

  1. Recognize that information and literature come in a wide variety of formats: print, non-print, electronic, and human and differ in terms of information amount, timeliness, and type (pictures, statistics, reading level, etc).
  2. Identify and understand the characteristics of basic information sources, such as dictionaries, general and special encyclopedias, atlases, thesauri, almanacs, newspapers, and fiction and non-fiction books.
  3. Brainstorm and list possible sources of information within the LITC, the school and the community (public libraries, museums, local universities, businesses, and other community resources) relevant to the defined task.
  4. Use booklists, displays, reserved collections, as well as electronic sources (OPAC, subject directories, webliographies, bookmarks/favorites, databases, etc.) to identify possible resources.
  5. Understand the difference between primary sources (created by people who were witnesses or participants in an event) and secondary sources.
  6. Identify and describe the differences in electronic formats and the equipment needed to use them.
  7. Recognize fiction and non-fiction through a variety of literary forms and genres such as autobiography, biography, classic, historical fiction, humor, legend, mystery, mythology, plays, poetry, science fiction, and story collections.

2.2 Students will select the best sources needed.

  1. Develop and use personal and established criteria (availability, readability, accessibility, length, format, accuracy, authority, points of view, bias, prejudice and timeliness) to determine usefulness of sources.
  2. List sources to answer the Essential Question.
  3. Identify award-winning literature such as, Caldecott, Nutmeg, Newbery, etc.
  4. Identify and be able to use search engines and/or directories for finding information on the Internet.
  5. Understand the advantages and disadvantages of print, non-print and electronic sources and select the most efficient and effective one(s) for the task.



3.1 Students will locate sources.

  1. 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.
  2. 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.
  3. Use the card/online catalog to locate resources (using author, title, subject and cross-references).
  4. Locate sources on the Internet using pre selected bookmark/favorites files, webliographies and subject directories.
  5. Locate sources on the Internet (search engines, directories 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. 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, summarizing, retelling, re-adjusting speed) related to the task.
  4. Use critical questioning as a part of interaction with the source.
  5. Read and interpret information in graphs, charts, illustrations, cartoons, maps, tables, etc.
  6. Recognize propaganda, stereotyping, and point of view in a source.
  7. Survey and interview others whose knowledge relates to the task.
  8. Follow the guidelines and netiquette as covered in the district's Acceptable Use Policy for district's computer network.

4.2 Students will extract relevant information.

  1. Assess the quality and quantity (relevance, credibility, authority, completeness, reliability, and timeliness) of information in print, non-print, electronic, and human sources.
  2. Use note-taking methods to record information that meets the task (graphic organizers, note cards, underline/highlight, etc) and record the source and page number.
  3. Take notes that are brief, paraphrased and which include the source and page of the information.
  4. Distinguish among fact, opinion, propaganda, the presence of bias, prejudice, point of view, etc.
  5. Know not to copy other people's work and recognize the copyright and trademark symbols as evidence of ownership of a piece of work which is protected by law.
  6. 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. Select and 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 a final product using an appropriate and/or assigned format, such as 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. Respond to comments from peers and teachers about the final product.
  4. Apply legal principles and ethical conduct related to copyright and plagiarism.

6.2 Students will judge the process (efficiency).

  1. Keep a folder, checklist, or journal to log the research process.
  2. Write an analysis of the final process based upon completion of the defined task/personal reading goal.
  3. Describe how the Big6tm model was used to complete a task.
  4. Evaluate the usefulness of print, non-print, electronic, and human sources.
  5. Monitor and adjust the search process continuously to improve its efficiency.