1. The Super3
This is dedicated to all the elementary teachers
that feel overwhelmed when conducting
research with their students.

2. What is the Super 3?
• The Super3 is a simplified version of the Big6
research model. The Big6 has six steps and
the Super3 only contains three.
• The Super3 is specifically written so younger
students can understand how to research (Big
6).

3. Steps of the Super3
1.) Plan in the Beginning
2.) Do in the Middle
3.) Review in the End
(Eisenberg and Robinson)

4. Step 1 of the Super3
PLAN
o What is my job?
o What information do I need to find?
o Where can I find the information?
o How will I know if my work is good?
o What is my plan?
(Eisenberg and Robinson)
(Little)

5. Step 2 of the Super3
DO
I will find the information needed for the job.
I can put the information together to make
sense.
I may read from books, use the computer, take
notes, and draw pictures.
I will cite my sources of information.
(Eisenberg and Robinson)
(Big 6)

6. Step 3 of the Super 3
REVIEW
Did I complete the job?
Do I feel great about my work?
Have I proofread to make sure it is correct?
Is there anything else that needs to be done?
What will I do differently next time?
Did I use my own words?
(Eisenberg and Robinson)
(Walker)

7. Who can use the Super 3?
• The Super 3 is most appropriate for preschoolers
through third grade students (Eisenberg and
Robinson).
• It can also be chosen for fourth and fifth grade
students when the Big 6 is too rigorous for the
research task (Walker).
• A gradual transition from the Super 3 to the Big 6
is recommended.
• Advanced learners may move quickly from the
Super 3 to the Big 6.

8. Why should I choose the Super 3 for
MY classroom?
The Super3 is the perfect model for introducing
students to the process of researching. Once they feel
comfortable with these steps, they can gradually transition
to the more rigorous steps of the Big6. The advantage for
students is that the Super3 and Big6 models were
developed by the same people and are designed to teach
children how to research in phases.
When research becomes overwhelming, both students
and teachers want to either quit, or simply never begin
such projects again. The Super3 allows educators to begin
research projects with confidence and guidance.
Implementing the Super3 leads students to become
successful researchers.

9. How will my students remember the steps?
The Super3 Song
Sung to the tune of “Bingo”
Here is a process I can use,
Its name is Super3-0!
Plan, do, and review;
Plan, do, and review;
Plan, do, and review;
Its name is Super3-0!
(All words taken from Big 6)

10. Advantages of Using the Super3
• Students who have a strong foundation in the
Super3 will be ready to transition to the Big6.
• The process of research will be more efficient
in the upper grades if teachers and students
start with a simplified model in the primary
grades.
• Students in the primary grades will recognize
the beginning-middle-end model and/or be
able to connect that to other content areas.

11. Transitioning in Older Grades
• The steps to the Super3 and Big6 should be
reviewed often.
• It is imperative that elementary and middle
school librarians collaborate to make sure each
student makes a smooth transition from the
Super3 to the Big6.
• Each student should be met on their level.
Teachers and librarians may have some students
utilizing the Super3 and others using the Big6 at
the same time.

12. For Future Use…The Big6
(Posters taken directly from Big 6)

13. For Future Use…The Big 6
(Posters taken directly from Big 6)

14. Project Ideas
• Science Fair Projects
• Timelines of Historical Figures
• Nonfiction and Historical Fiction Books
Compare/Contrast
• Author Studies and Biographies
• Animal Reports

15. Sample Project for Second Grade–
Animal Reports
• Step 1 – Plan
– Students will select an animal and then complete
a thinking web of details they already know about
that animal
– Students will select two
other sources of information
to learn more about
their animal

16. Sample Project for Second Grade–
Animal Reports
• Step 2 – Do
– Using the resources they have located or the
teacher has provided, students complete a draft
outline
– Students use the draft outline to generate
complete sentences, then link sentences to create
their report.

17. Sample Project for Second Grade–
Animal Reports
• Step 2 Sample Outline

18. Sample Project for Second Grade–
Animal Reports
• Step 3 – REVIEW
– Students conference with teacher to edit and
revise their work
– Students publish their reports with pictures,
diagrams, and/or graphs
– Students review their work or the work of their
peers using the rubric

19. Sample Project for Second Grade–
Supporting Materials
• Step 1 – PLAN
(Eisenberg and Robinson)

20. Sample Project for Second Grade–
Supporting Materials
• Step 2 – DO
(Eisenberg and Robinson)

21. Sample Project for Second Grade–
Supporting Materials
• Step 3 – REVIEW
(Eisenberg and Robinson)

22. Works Cited
Big 6. “The Big 6.” WordPress, 2008. Web. 10 October 2010. <http://www.big6.com/>
Little, Tami. The Super3. "What is the Super3?." Web. 9 Oct. 2010.
<http://academic.wsc.edu/redl/classes/tami/super3.html>.
Eisenberg, Michael and Laura Eisenberg Robinson. “Super 3 Webinar 2008.” Online
PowerPoint. 20 October 2010. <https://docs.google.com/present/view?
id=df897djd_55dcvhbjcf>.
Miller, Pat. Stretchy Library Lessons: Research Skills : Grades K-5 . Ft. Atkinson: Upstart
Books, 2003. Print.
Robinson, Michael B. and Laura Eisenberg Robinson. The Super3: Information Skills for
Young Learners. Worthington: Linworth Publishing, 2007. Print.
Walker, Laura. Super 3 Research Process. Finneytown Local School District. 2009. Web. 20
October 2010.
<http://web.mac.com/larawalker/FinneytownLMC/Super3_Research_Process.html>.