Objective: We will identify why we should
implement and how to implement the
common core in the library setting with
the help of the Big 6TM

Key Design Considerations of the
Common Core
 Research and media skills blended into
the Standards as a whole
▪ “The need to conduct research and to produce
and consume media is embedded into every
aspect of today’s curriculum. In like fashion,
research and media skills and understandings
are embedded throughout the Standards
rather than treated in a separate section.”

Students who are college and career ready in reading,
writing, speaking, listening, and language can….
 “…respond to the varying demands of audience, task, purpose,
and discipline.”
 “…comprehend as well as critique.” (Analyze)
 “…value evidence.” (Cite Sources)
 “…use technology and digital media strategically and
capably.”

College and Career Readiness Anchor Standards for Writing
 (1) “…use valid reasoning and relevant and sufficient evidence.”
 (6) “Use technology, including the internet…”
 (7) “Conduct short as well as more sustained research projects based on
focused questions, demonstrating understanding of the subject under
investigation.”
 (8) “Gather relevant information from multiple print and digital sources,
assess the credibility and accuracy of each source, and integrate the
information while avoiding plagiarism.”
 (9) “Draw evidence from literary or informational texts to support
analysis, reflection, and research.”

Reading
 “…making an increasing number of connections among ideas and
between texts, considering a wider rage of textual evidence….”

Writing
 “…write about evidence from literary and informational texts.
Because of the centrality of writing to most forms of inquiry, research
standards are prominently included in this strand, though skills
important to research are infused throughout the document.”

Speaking and Listening
 “Students must learn to work together, express and listen carefully to
ideas, integrate information from oral, visual, quantitative, and media
sources, evaluate what they hear, use media and visual displays
strategically to help achieve communicative purposes, and adapt
speech to context and task.”

Language
 “The vocabulary standards focus on understanding words and
phrases…particularly general academic and domain-specific words
and phrases.”
 1. Write arguments to support claims in an analysis of substantive topics or
texts, using valid reasoning and relevant and sufficient evidence.
 7. Conduct short as well as more sustained research projects based on
focused questions, demonstrating understanding of the subject under
investigation.
 8. Gather relevant information from multiple print and digital sources, assess
the credibility and accuracy of each source, and integrate the information
while avoiding plagiarism.
 9. Draw evidence from literary or informational texts to support analysis,
reflection, and research.
 10. Write routinely over extended time frames (time for research, reflection,
and revision) and shorter time frames (a single sitting or a day or two) for a
range of tasks, purposed, and audiences.

Students need to know how to extract information
 Use Wonderopolis on Pioneer for an easy lesson on extracting
information

Students need to know how to compare and contrast
 Use World Book on Pioneer (Explore, compare places) for an
easy lesson on compare and contrast

Students need to know how to organize information
 Do the old party game of items on a platter for an easy lesson
on organizing information

Students need to know how to evaluate their sources
 Do a lesson on Urban Legends
Content or
Concept
Knowledge
Weather
Name the
and climate different
type of
clouds.
Comprehension Application
Analysis
Contrast the
weather from
the Southwest
to the
Southeast.
What
Create a
effect did wind
El Nino
generator.
have on
the world’s
weather?
Chart the
amount of
rainfall for
the next
week.
(Orlich, Harder, Callahan, Trevisan & Brown, 2013)
Synthesis

Three Strands
 Information Literacy
 Literature
 Media Literacy
1. Task Definition
What am I doing and by when?
2. Information Seeking Strategies
Make a plan!
3. Location and Access
Find what you need for your project!
4. Use of Information
Select and organize what you found!
5. Synthesis
Make the project!
6. Evaluation
Think again! How can I make it better?
(The Big 6, 2012)
I need to
remember
my task as I
do the other
steps!


Use the Big 6 template for each lesson
Focus on selecting and organizing
information
 Magazine pictures
▪ ABC, story, size, some may edit
 List Game

Focus on evaluation
 Make a check list in step two and use it in step six
 Allow enough time

Plan
 Think of ideas
 Ask questions
 Make a list

Do
 Get help or supplies
 Start the plan

Review
 Check your list
 What would make it better for now or the
next time?
(The Big 6, 2012)

PreK-1 Use a picture, stamp, icon, or sticker to identify
type of source

1-2 In addition to the above, write the name of the
type of source

2-3 Now add the author and no longer do the graphic

3-4 Add the date. The order is now: author, title, type
of source, date.

5-6 Add location to the above
(The Big 6, 2012)

Double sided journals

Instead of a research topic, give an essential
question to the students

Have students show a connection

Include an application component to the
research project

Teaches students to identify key information
and to extract it.

Include a summary box

Character Analysis
 How does knowing the
character help the
reader to predict?
The big 6 (2012). Retrieved from http://big6.com
The Council of chief State School Officers and the
National Governors Association Center for Best
Practices. (2010). Common core state standards for
English language arts & literacy in history/social studies,
science, and technical subjects.
Orlich, D. C., Harder, R. J., Callahan, R. C., Trevisan, M. S., & Brown, A. H. (2013). Teaching strategies: A guide to
effective instruction. (10 ed.). Belmont, CA: Wadsworth Cengage Learning.
Utah State Office of Education. (2012). Core standards for English language arts and literacy in
history/social studies, science, and technical subjects. Retrieved from
http://www.schools.utah.gov/CURR/langartsec/Language-Arts-Secondary-Home/LangArts-CE-web.aspx