Making NC State Standards(and Tests) Work for You
The Big6 Way!

Approach to Standards
1. Analyze state standards to determine
direct connections to information skills(Big6) instruction.
2. Create charts
State Standards - Big6.
Big6 – State Standards.
Big6 x Unit x State Standards.

3. Develop integrated units and lessons.
4. Communicate widely to classroom
teachers, administrators, parents.

ELA Goals 6-12
Curriculum Standards

Big6 Connection

3.

ELA Goals 6-12
Curriculum Standards

Big6 Connection

1. The learner will use language to express individualperspectives drawn from personal or relatedexperience.
2. The learner will analyze information from a varietyof sources.
3. The learner will examine the foundations and useof argument.
4. The learner will refine critical thinking skills andcreate criteria to evaluate text and multimedia.
5. The learner will interpret and evaluate a wide
range of literary texts.
6. The learner will develop an understanding of theapplication of grammar conventions and language
usage.

3.

Social Studies Skill Competency Goals K-12
Curriculum Standards

Big6
Connection

1. The learner will acquire strategies for reading social studiesmaterials and for increasing social studies vocabulary.
2. The learner will acquire strategies to access a variety of sources,
and use appropriate research skills to gather, synthesize, and report
information using diverse modalities to demonstrate theknowledge acquired.
3. The learner will acquire strategies to analyze, interpret, create,
and use resources and materials.
4. The learner will acquire strategies needed for applying decisionmaking and problem-solving techniques both orally and in writing
to historic, contemporary, and controversial world issues.
5. The learner will acquire strategies needed for effective
incorporation of computer technology in the learning process.

3.

How Do We Make Sense and Keep
Track of It All?
• Have standards and frameworks be morethan laundry lists.
• Put standards and frameworks in context.
• Think process - the information problemsolving process - the Big6!
• Teach in context – curriculum and process.
• Use a common vocabulary – the Big6.

And now…it’s time forThose dreaded tests!

The Scream, Edvard Munch, 1893, National Gallery, Oslo

Approach to Tests
1. Analyze test items to determine directconnections to Big6 instruction.
2. Target Big6 instruction to specific testitems (connected to standards).
3. Document on Big6 x Unit matrix.
4. Evaluate the impact of these interventions
on student performance on test items.

English Tests – Things I Noticed• What “best describes” …
– Narrator’s tone
– A character– Feelings• What is the purpose …
• Skills –– #1 overwhelmingly = “analyzing”– Also “applying”

Sample Big6/Comprehension Lessons• Task Definition:
 What is the question?
 Learn to identify key words in questions: Highlight and define the key words in questions.
 Students make flash cards to help them study and remember terms.
 Some terms tell the students what they are to do (usually the verbs).
Other terms tell the students what they should be looking for (usuallynouns).
 Highlight key words “to do” and key words “to look for.”• Use of Information:
 How to read for a purpose skim and scan a text
 highlight relevant parts of a reading passage.

• Synthesis:– Put it all together.
– Match key parts of questions to key parts of readings.

Writing Tests – Things I Noticed• Blank sheet for notes, organizing, planning• Write only on page 3-4 of booklet (question – is thestudent limited to this length?)• “Remember to:
Focus on ….
 … the purpose, audience, and context ….
 Organize your [writing] so that your ideas progress
logically.
 Include relevant details to clearly develop your [writing].
 Edit your article for standard grammar and language
usage.
Sample Big6/Writing Lessons• Task Definition –• To expect the instructions• What all the words in the instructions mean

• Synthesis– 5.1: organize – create a graphic organizer based on the question(e.g., Bob’s boxes)– 5.2: present – practice writing from a “perfect box”
– 5.1/5.2 – put it all together• Evaluation– Process: what is the hardest part of the writing test?
– Process: where in the process can you improve?
– Product: what makes a good writing piece?

Summary• Remember– Students won’t “get it” from just one lesson. Repeat!
– Use the same format and instructions as on the stateexams.
– It’s all about context – the Big6 process.

• If standards and tests are the district or school
priority, then we should:– Fully link the Big6 library & information skills instructional
program to standards, curriculum, and tests.