|WL.K12.SU.1.1:|| Demonstrate understanding of lexical variations, idiomatic expressions, colloquialism, and accents from different countries where the target language |
|WL.K12.SU.1.2:|| Connect and synthesize the essentials of complex extended discourse in academic and professional settings. |
|WL.K12.SU.1.3:|| Analyze cultural references and make inferences and predictions within the cultural framework of the language. |
|WL.K12.SU.1.4:|| Draw conclusions from information obtained from a variety of authentic media in order to function for both personal and career purposes. |
|WL.K12.SU.1.5:|| Demonstrate understanding of spoken language intended for native speakers in a variety of settings, types of discourse, topics, styles, registers and broad regional variations. |
|WL.K12.SU.1.6:|| Follow information from recorded authentic complex passages. |
|WL.K12.SU.2.1:|| Interpret information and draw conclusions from concepts and ideas with ease from culturally authentic sources on a variety of topics. |
|WL.K12.SU.2.2:|| Detect and interpret hidden meaning and recognize tone and subtlety from a variety of literary genres. |
|WL.K12.SU.2.3:|| Interpret and analyze forms of written language including abstract, structurally complex, or highly colloquial non-literary writings. |
|WL.K12.SU.2.4:|| Demonstrate understanding of written language intended for native speakers in a variety of settings, types of discourse, topics, styles, registers and broad regional lexical variations. |
|WL.K12.SU.3.1:|| Use language for all purposes effectively and consistently. |
|WL.K12.SU.3.2:|| Convey finer shades of meaning with ease by using a wide range of expressions in any conversation or discussion. |
|WL.K12.SU.3.3:|| Express and defend viewpoints or recommendations on a variety of topics or statements. |
|WL.K12.SU.3.4:|| Participate with ease in complex discussions with multiple participants on a wide variety of topics. |
|WL.K12.SU.3.5:|| Become a life-long learner by using the language for personal enjoyment and enrichment as well as for career purposes. |
|WL.K12.SU.3.6:|| Speak with ease on almost all topics, using appropriate regional and colloquial expressions. |
|WL.K12.SU.3.7:|| Deliver and defend recommendations in business, scientific, academic, or social contexts. |
|WL.K12.SU.3.8:|| Think critically and apply concepts in the target language in order to more effectively communicate, solve problems and accomplish goals when interacting with a native speaker. |
|WL.K12.SU.4.1:|| Deliver a clear and fluid presentation for a variety of purposes in a style appropriate to any type of audience. |
|WL.K12.SU.4.2:|| Give a clearly articulated, well- structured presentation on a complex topic. |
|WL.K12.SU.4.3:|| Adapt presentation to reflect attitudes and culture of the audience. |
|WL.K12.SU.4.4:|| Present fluently and with ease in a variety of settings. |
|WL.K12.SU.4.5:|| Prepare and present original work (e.g., poems, reports, plays, stories) supported by research. |
|WL.K12.SU.4.6:|| Adapt oral presentations spontaneously to meet unexpected needs. |
|WL.K12.SU.5.1:|| Effectively and consistently express self in writing using a variety of styles for academic and professional audience and purposes. |
|WL.K12.SU.5.2:|| Write, edit and prepare for final publication a well-structured critical review of a paper, project, or cultural event. |
|WL.K12.SU.5.3:|| Write a report based on conducted research summarizing the opinions of others, and analyzing information and facts. |
|WL.K12.SU.5.4:|| Incorporate figurative language as well as national and regional idiomatic and culturally authentic expressions in writing. |
|WL.K12.SU.5.5:|| Use humor and irony when writing an essay. |
|WL.K12.SU.5.6:|| Write fluently about complex topics, emphasizing the important issues in a style appropriate to the reader including letters to the editor of a newspaper. |
|WL.K12.SU.5.7:|| Write creative fiction that includes and authentic setting coherent plot and distinct characters with effective details. |
|WL.K12.SU.6.1:|| Apply knowledge and understanding of the practices and perspectives of the target culture(s) (such as social and political factors) in order to communicate effectively within and beyond the classroom. |
|WL.K12.SU.6.2:|| Discuss various aspects of the target culture such as world events and other current news taken place in order to determine their global significance. |
|WL.K12.SU.6.3:|| Interpret information in the target language on a variety of topics related to the target culture’s philosophy, social issues, regionalisms and cultural traditions presented through a variety of media, including authentic materials. |
|WL.K12.SU.6.4:|| Examine the relationships between products and perspectives among groups in other societies (e.g., mythology relates to the perspective of a belief system, folk medicine relates to the perspective of health care). |
Use knowledge acquired through target language resources from a variety of subject areas to investigate and interpret and evaluate findings.
|WL.K12.SU.7.2:|| Investigate and interpret findings from authentic resources written in the target language on world events and current news related to the arts and sciences. |
|WL.K12.SU.8.1:|| Analyze the relationship of historical and contemporary attitudes, behaviors, and products in the target culture and compare to own culture. |
|WL.K12.SU.8.2:|| Analyze and explain local, regional, and national language differences in the countries where the target language is spoken. |
|WL.K12.SU.8.3:|| Research different aspects of the target culture(s) and own culture in order to evaluate and refine generalizations and dispel stereotypes. |
|WL.K12.SU.9.1:|| Use the skills acquired in the target language to interact with native speakers of the language on a variety of topics. |
|WL.K12.SU.9.2:|| Interact with people of other cultures- in the target language- about familiar and unfamiliar topics that have a significant impact in our daily lives. |
|MA.K12.MTR.1.1:|| Actively participate in effortful learning both individually and collectively. |
Mathematicians who participate in effortful learning both individually and with others:
- Analyze the problem in a way that makes sense given the task.
- Ask questions that will help with solving the task.
- Build perseverance by modifying methods as needed while solving a challenging task.
- Stay engaged and maintain a positive mindset when working to solve tasks.
- Help and support each other when attempting a new method or approach.
Teachers who encourage students to participate actively in effortful learning both individually and with others:
- Cultivate a community of growth mindset learners.
- Foster perseverance in students by choosing tasks that are challenging.
- Develop students’ ability to analyze and problem solve.
- Recognize students’ effort when solving challenging problems.
|MA.K12.MTR.2.1:|| Demonstrate understanding by representing problems in multiple ways. |
Mathematicians who demonstrate understanding by representing problems in multiple ways:
- Build understanding through modeling and using manipulatives.
- Represent solutions to problems in multiple ways using objects, drawings, tables, graphs and equations.
- Progress from modeling problems with objects and drawings to using algorithms and equations.
- Express connections between concepts and representations.
- Choose a representation based on the given context or purpose.
Teachers who encourage students to demonstrate understanding by representing problems in multiple ways:
- Help students make connections between concepts and representations.
- Provide opportunities for students to use manipulatives when investigating concepts.
- Guide students from concrete to pictorial to abstract representations as understanding progresses.
- Show students that various representations can have different purposes and can be useful in different situations.
|MA.K12.MTR.3.1:|| Complete tasks with mathematical fluency. |
Mathematicians who complete tasks with mathematical fluency:
- Select efficient and appropriate methods for solving problems within the given context.
- Maintain flexibility and accuracy while performing procedures and mental calculations.
- Complete tasks accurately and with confidence.
- Adapt procedures to apply them to a new context.
- Use feedback to improve efficiency when performing calculations.
Teachers who encourage students to complete tasks with mathematical fluency:
- Provide students with the flexibility to solve problems by selecting a procedure that allows them to solve efficiently and accurately.
- Offer multiple opportunities for students to practice efficient and generalizable methods.
- Provide opportunities for students to reflect on the method they used and determine if a more efficient method could have been used.
|MA.K12.MTR.4.1:|| Engage in discussions that reflect on the mathematical thinking of self and others. |
Mathematicians who engage in discussions that reflect on the mathematical thinking of self and others:
- Communicate mathematical ideas, vocabulary and methods effectively.
- Analyze the mathematical thinking of others.
- Compare the efficiency of a method to those expressed by others.
- Recognize errors and suggest how to correctly solve the task.
- Justify results by explaining methods and processes.
- Construct possible arguments based on evidence.
Teachers who encourage students to engage in discussions that reflect on the mathematical thinking of self and others:
- Establish a culture in which students ask questions of the teacher and their peers, and error is an opportunity for learning.
- Create opportunities for students to discuss their thinking with peers.
- Select, sequence and present student work to advance and deepen understanding of correct and increasingly efficient methods.
- Develop students’ ability to justify methods and compare their responses to the responses of their peers.
|MA.K12.MTR.5.1:|| Use patterns and structure to help understand and connect mathematical concepts. |
Mathematicians who use patterns and structure to help understand and connect mathematical concepts:
- Focus on relevant details within a problem.
- Create plans and procedures to logically order events, steps or ideas to solve problems.
- Decompose a complex problem into manageable parts.
- Relate previously learned concepts to new concepts.
- Look for similarities among problems.
- Connect solutions of problems to more complicated large-scale situations.
Teachers who encourage students to use patterns and structure to help understand and connect mathematical concepts:
- Help students recognize the patterns in the world around them and connect these patterns to mathematical concepts.
- Support students to develop generalizations based on the similarities found among problems.
- Provide opportunities for students to create plans and procedures to solve problems.
- Develop students’ ability to construct relationships between their current understanding and more sophisticated ways of thinking.
|MA.K12.MTR.6.1:|| Assess the reasonableness of solutions. |
Mathematicians who assess the reasonableness of solutions:
- Estimate to discover possible solutions.
- Use benchmark quantities to determine if a solution makes sense.
- Check calculations when solving problems.
- Verify possible solutions by explaining the methods used.
- Evaluate results based on the given context.
Teachers who encourage students to assess the reasonableness of solutions:
- Have students estimate or predict solutions prior to solving.
- Prompt students to continually ask, “Does this solution make sense? How do you know?”
- Reinforce that students check their work as they progress within and after a task.
- Strengthen students’ ability to verify solutions through justifications.
|MA.K12.MTR.7.1:|| Apply mathematics to real-world contexts. |
Mathematicians who apply mathematics to real-world contexts:
- Connect mathematical concepts to everyday experiences.
- Use models and methods to understand, represent and solve problems.
- Perform investigations to gather data or determine if a method is appropriate.
• Redesign models and methods to improve accuracy or efficiency.
Teachers who encourage students to apply mathematics to real-world contexts:
- Provide opportunities for students to create models, both concrete and abstract, and perform investigations.
- Challenge students to question the accuracy of their models and methods.
- Support students as they validate conclusions by comparing them to the given situation.
- Indicate how various concepts can be applied to other disciplines.
|ELA.K12.EE.1.1:|| Cite evidence to explain and justify reasoning.|
K-1 Students include textual evidence in their oral communication with guidance and support from adults. The evidence can consist of details from the text without naming the text. During 1st grade, students learn how to incorporate the evidence in their writing.
2-3 Students include relevant textual evidence in their written and oral communication. Students should name the text when they refer to it. In 3rd grade, students should use a combination of direct and indirect citations.
4-5 Students continue with previous skills and reference comments made by speakers and peers. Students cite texts that they’ve directly quoted, paraphrased, or used for information. When writing, students will use the form of citation dictated by the instructor or the style guide referenced by the instructor.
6-8 Students continue with previous skills and use a style guide to create a proper citation.
9-12 Students continue with previous skills and should be aware of existing style guides and the ways in which they differ.
|ELA.K12.EE.2.1:|| Read and comprehend grade-level complex texts proficiently.|
See Text Complexity for grade-level complexity bands and a text complexity rubric.
|ELA.K12.EE.3.1:|| Make inferences to support comprehension.|
Students will make inferences before the words infer or inference are introduced. Kindergarten students will answer questions like “Why is the girl smiling?” or make predictions about what will happen based on the title page.
Students will use the terms and apply them in 2nd grade and beyond.
|ELA.K12.EE.4.1:|| Use appropriate collaborative techniques and active listening skills when engaging in discussions in a variety of situations.|
In kindergarten, students learn to listen to one another respectfully.
In grades 1-2, students build upon these skills by justifying what they are thinking. For example: “I think ________ because _______.” The collaborative conversations are becoming academic conversations.
In grades 3-12, students engage in academic conversations discussing claims and justifying their reasoning, refining and applying skills. Students build on ideas, propel the conversation, and support claims and counterclaims with evidence.
|ELA.K12.EE.5.1:|| Use the accepted rules governing a specific format to create quality work.|
Students will incorporate skills learned into work products to produce quality work. For students to incorporate these skills appropriately, they must receive instruction. A 3rd grade student creating a poster board display must have instruction in how to effectively present information to do quality work.
|ELA.K12.EE.6.1:|| Use appropriate voice and tone when speaking or writing.|
In kindergarten and 1st grade, students learn the difference between formal and informal language. For example, the way we talk to our friends differs from the way we speak to adults. In 2nd grade and beyond, students practice appropriate social and academic language to discuss texts.
|ELD.K12.ELL.SI.1:|| English language learners communicate for social and instructional purposes within the school setting. |