1. Emmy Lieser, ODU graduate student
Super3
Presented by
Jean Koch, LMS
Emmy Lieser, ODU graduate student
VEMA
November 19-20
2004

2. Source Information

3. To the tune of “Bingo” Here is a process I can use,
Its name is Super3-O
Plan, do, and review;
Get everyone to join in this song…

4. First I plan what I will do,
And look for what I need-O
Plan, do, and review;
Its name is Super3-O

5. Next I use what I have found,
And show what I have learned-O
Plan, do, and review;
Its name is Super3-O

6. Finally I review my work And make sure it’s my best-O
Plan, do, and review;
Its name is Super3-O
Words by D. Cazares, S. Hensley, and K. Jordan: Students at the Univ. of Texas Graduate School of Library and Information Science, Austin, TX.

7. Teaching K-2 Students Super3
Some ideas…
Keep the task simple and age appropriate – “doable”
LMS and teacher will model how it is taught and used
Use the Big6/Super3 vocabulary: task/location and access/using information/synthesis/evaluation etc.
In K-2, the focus in on steps 1 and 6 (Plan/Review)
The process can be applied in all subject areas
The process is a framework for collaboration between the resource teachers and the classroom teachers

8. Super3 Big6 for K-2 PLAN DO REVIEW
When working with the Super3, we use colors as clues to each of the 3 Steps.
In Plan, we use red to remind the students to stop and think about the task, job or assignment.
Do is green because students begin their work following their plan and work to complete it.
Review is blue. It indicates success for students who look at their completed work and match it to the task/Plan.
Is everything done? Complete? Neat? Is my name in appropriate location etc.
Students need to make a habit of checking over work before turning it in and matching the end product with the plan.
Rubrics should be made for each assignment .

9. PLAN What do I need to do? What do I need to find out? (TD)
What can I use to find what I need? (ISS)
In Super3, Plan incorporates TD and ISS.
K and 1st grades will need guidance and instruction at this point.
This can be fun: Try some Kagan strategies such as “think, pair, share”. Koosh ball toss will keep students on their toes.
2nd graders can develop questions and begin to identify resources which will help with the task.
Strategies:
KWHL chart --Help students relate the question to what is already known.
lists
Discuss
cluster or categorize ideas or questions
Keywords or synonyms to look for or listen for
Strategies to use for PLAN-- ISS
Brainstorm what resources could be used for the task –accept all possibilities
list of possible resources
The teacher/LMS may define the task simply for K and 1st grade.
They may also select the resource and use the process to teach specific skills

10. PLAN “Wh” Questions What – Object or Thing Who – Person Where – Place
When – Time
Why – Reason
How -- Process
Younger students may not understand what a question is asking.
An explanation or review of these words may be helpful.

11. Where will I find what I need? (LA)DO
Where will I find what I need? (LA)
DO Includes LA, UI, S
LA-can find resources in:
classroom, LMC, textbook, home, other people, experts…
Teach / reinforce retrieval skills: Dewey/fiction/ABC order/guide words/table of contents/index
Go and get the resources

12. DO What information Can I Use? UI How can I put my information together? S
Teacher or LMS models finding the facts that are needed and recording the “treasure” words on a graphic organizer.
We will demonstrate this later
As children become more independent, they will take out the information they need independently. (later grades)
Synthesis
Students will use the information recorded on the graphic organizer to write a paragraph, create a poster, make some kind of report; oral
or generated using computer software with the help of the computer resource teacher.

13. DO “Research Buddies” Classroom Teacher and LMS
Research Buddies can be upper grade students or volunteers
The older students read the selected source and help the younger students record the key information needed.
Some second grade students are ready to extract facts independently using a graphic organizer specific to the task.
The classroom teacher may team with the LMS and record the data on the blackboard to model the note taking process (More later)

14. Do (S) Share what has been learned with class or other classrooms.
Collaborate with the CRS for product to integrate technology into lesson/unit.
Synthesis will depend on the assignment.
It might be one product that all students complete--OR
Students may be given a choice of products/project
Students Could work in pairs or teams
Collaborate with the CRS for product to integrate technology into lesson/unit.
Simple word documents
Kidpix and kidspiration
Show where information came from: simple bibliographic format/stamps

15. How Will I Know If I Did My Job?
REVIEW
How Will I Know If I Did My Job?
check own work: look back at what the task/job was
*Partners Peer review
Self evaluation forms
Rubric
Teacher feedback

16. Super3 You Got It ! Getting Close ! Take Another Look !
Almost There !
Getting Close !
Take Another Look !
PLAN
Was able to restate the task.
Was able to state task with help from teacher.
Was able to state task with lots of help.
Could not restate task. DO
located, read & took notes on 2 books.
Citation
Created & presented report.
Could determine 2 sources.
Could locate 1 book.
Could take notes with some help.
Needed help with project.
Could determine 1 source and locate one book with help from the teacher.
Needed help reading and taking notes and citation.
Created report with help.
Could not determine sources.
Could not locate sources or take notes.
Could not complete assignment.
REVIEW
Filled out evaluation form by self.
Filled out the evaluation form with help.
Filled out evaluation form with lots of help.
Could not complete evaluation form.

17. Review Super3 PLAN What are my research questions?
What resources do I need?
Locate information. DO
Begin to work.
Complete assignment.
REVIEW
Survey or
Rubric
QUICK REVIEW OF THE PROCESS
Go to examples
PLAN
Using a blackboard, create a chart and have students create questions related to the task
Relate the task to the final product
Help students identify resources to use
OR teacher/classroom teacher will identify the resource they wish to teach
LMS/teacher create rubric for evaluation and explain it to children
Students may complete a survey related to their products and the process DO
Read/listen, students raise hands when they hear the answer to questions
Record facts that answer the questions.
Final product
EVAL
Use a rubric or survey

18. SUPER3: Some Examples…

19. Building Native American Houses Using the Super 3
Second grade gifted cluster class
Collaborative effort
Combined Social Studies SOL with the Super 3
Collaborative effort between the classroom teacher and LMS student.

20. Pre-Activities Activity centers in LMC
Activity centers were placed in the media center one week before the unit actually began.
The classroom teacher sent the students down to the media center in small groups.
They had their choice of many different activities. The picture shows a craft center where the students came in to build a canoe. First, they had to plan what they were supposed to do, then actually make the canoe, finally review their work. Purpose is to introduce the students to the Super 3 in a casual setting and have them get excited about the unit

21. The Unit Task
Research the homes of the Powhatan, the Sioux, or the Pueblos.
Build a model of the home based on their research.
Journal throughout the process.

22. Plan K W L Lived in the Eastern Woodlands
What do I know about my topic? W
What do I want to know about my topic? L
What did I learn about my topic?
Lived in the Eastern Woodlands
What kind of house they lived in?
What nature did they use most?
Complete these in pairs after teacher and LMS modeled completing one
Brainstorm resources
Rubric
Anna, second grade

23. Sample Journal Day Student Comments 1-Plan LMS Comments
What am I supposed to do?
Bild Native Amarican homes and study about the Powhtan Indian tribe.
What do to make to what I learned?
I will make a wigwag home becouse that’s what I’m studying about.
Super planning, Emma! You are now ready to begin your research on the Powhatan homes.

24. Sample Journal Day Student Comments 2-Do LMS Comments
What can I use to find what I need?
I can use a book about the Powhatan Indian tribe and learn more about their life.You can also use a computer to find some reserch.If you use a book you need to look at the tabel of contenence.We looked at the kinds of homes the Powhatan Indians live in.
Excellent job, Emma!!!! You not only used great research skills, but you also communicated what you learned in a very clear way!!
Brainstorm resources they could use to answer their questions.
Emphasize the index and table of contents
Teacher and LMS model

25. Trash and Treasure Words
How To Take Notes Without Copying (UI)
Students will use a data collection chart which can develop into 2 column note taking in higher grades

26. Trash and Treasure Words
When we research, words are like the X on the pirate’s treasure map:
We only want those we need (treasure)
We ignore the other words (trash) x

27. Treasure Words
Words in a passage of text that answer the question. (Plan)

28. Trash Words
All of the other words in the text that might be good words, but they DO NOT answer my question.

29. Rules for Note taking
Read and become familiar with your research questions. Underline key words.
Read the article or source material one sentence at a time.
Stop at the end of each sentence and decide if there are any treasure words.
Record the treasure words in the appropriate place on your data collection form.
Use graphic organizers- students used the learn section of their KWL
Leads into 2 column note taking
Students can work in pairs- one student reads the passage one sentence at a time.
The other student listens for treasure.

30. The Powhatan people lived in comfortable homes
The Powhatan people lived in comfortable homes. Traditional Powhatan homes were rectangle-shaped with rounded roofs. Older Powhatan women were in charge of building homes. But everyone helped.

31. They bent young trees to form frames of their houses
They bent young trees to form frames of their houses. The Powhatan covered the frames with layers of grass and bark. They made the roofs with sheets of bark. (Covert, Kim. The Powhatan People. 1999)

32. Review for Trash and Treasure
What are “treasure” words?
Words I need for my research.
What are “trash” words?
Words I DO NOT need for my research.
How do I take notes?
Use stickie notes to limit ideas to 3-4 words.
Use a graphic organizer to meet the assignment.
Research buddies
LMS and classroom teacher model the note taking process
Provide students with lots of practice.
I read each sentence and stop and decide if I found treasure words. I write the treasure words in the correct place on my data collection form.

33. Review
Take out your criteria sheet. Review the project goals. Did you meet all of the goals?
Place a green sticker next to the goals you met.
Place a yellow sticker next to the goals you are not sure if you met.
Place a red sticker next to the goals you did not meet.

34. Review continued
Talk with your partner about how to improve any goals where you have a yellow or a red sticker.
Make your improvements.
Finish your last Alpha-Smart response. Go to “File 4” and answer the questions.

35. Sample Journal Day Student Comments 4-Review LMS Comments
Did I do what I was supposed to do?
Yes!! I built an Indian house,reserched,discuverd how their houses were built,discoverd what materials the Indians use to build their houses, and I wrote why I chose to build my shelter and why I built it that way.
Do I feel ok about my work?
YES!!!! I think I did a great job!
You met all of the goals of the project. Reviewing is a very important part of all projects. You did do a great job, Emma!

36. How Long Is A Crocodile? PLAN Use our brains Look for facts
Go to the zoo
Ask an expert
Sneak up on one and measure it
Look in books:
Crocodile books
Reptile books
Animal books
Encyclopedia*

37. How Long Is A Crocodile? PLAN Do
Use our brains
Look for facts
Go to the zoo
Ask an expert
Sneak up on one and measure it
Look in books:
Crocodile books
Reptile books
Animal books
Encyclopedia* Do
Read about crocodiles in World Book, 1993.
Vol.4
p. 115
T/T notes

38. How Long Is A Crocodile? PLAN Do
Use our brains
Look for facts
Go to the zoo
Ask an expert
Sneak up on one and measure it
Look in books:
Crocodile books
Reptile books
Animal books
Encyclopedia* Do
Read about crocodiles in World Book, 1993
Vol.4
p. 115
T/T notes
Review
Babies = 9”
American = 12’
Nile = 8’
Extension…

39. Famous People: K-2 PLAN DO REVIEW
With children, develop essential questions
Identify and locate resource
Show its location and contents/index DO
Read from resource: Young___by Adler.
Students identify answers to questions.
Record treasure words.
Project
REVIEW
For each question under PLAN, determine if it was answered.
Put a check or star beside the successful answers.
Rubric

40. Another Song for Super3…
Plan Do Review: to the tune of “Farmer in the Dell”
“Plan, do, review
Plan, do, review
When you have a question use
Plan, Do, Review !”

41. Credits
Eisenberg and Berkowitz, The Big6 Information Problem-Solving Process.
Dennison, JaDene, LMS. Butterfly Lesson.
Lieser, Emmy. ODU Graduate LMS Student
Skiles, P, LMS. Trash and Treasure PowerPoint Lesson. Based on the work of Barbara Jansen, LMS.
Wool, Mary Wool, GRT, Crocodile and Osprey Lessons.

42. Jean Koch
Emmy Lieser