Ask questions to explore their environment

Ask questions based on observations or experiences

Ask questions suitable to design and conduct an investigation

Plan and conduct an investigation

Demonstrate curiosity

Follow steps needed to answer questions

Determine steps needed to answer questions

Revise questions and investigations based on results/findings

Participate in an investigation

Seek answers using a selected tool (survey, interview, observation, etc)

Seek answers using multiple tools (surveys, interviews, observation, etc)

Select the most appropriate tools to seek answers. (surveys, interviews, observation, etc)?

Recognize that people have different experiences and perspectives

Recognize that we can learn from others’ diverse experiences and perspectives

Recognize that a person’s background and experiences shape his/her understanding of the world

Analyze how a person’s background and experiences shape his/her understanding of the world

Respectfully participate in discussions that have differing opinions

Participate in discussions about the idea of bias and how it affects the information we consume

Recognize that information can be influenced by bias

Analyze how information is influenced by bias

Reflect on the role of bias in shaping personal understanding

Participate in shared observations

Make and share relevant social science observations

Conduct purposeful observations

Apply observations to better understand and analyze the world around them through different lenses

Recognize that observations can be viewed through different lenses

Analyze observations through multiple lenses

Distinguish between opinion and evidence

Make a claim and support with evidence

Use evidence to support or refute a claim

Create well- reasoned evidence-based arguments to support or refute a claim

Make a claim and provide evidence

Agree or disagree with the claims of others and explain why

Respectfully provide and receive critique from peers

Respectfully provide and receive critique from peers

Use a variety of resources to find answers to questions

Approach resources with a critical eye

Consider intended use and point of view of author

Accept or reject resources after critical consideration

Recognize the difference between a primary and secondary source

Utilize both primary and secondary sources

Utilize and critique both primary and secondary sources

Determine the credibility of multiple sources

Evaluate the credibility of a source by determining its relevance and intended use

Participate in decision making

Decide when action is necessary

Create and assess options for action

Participate in deliberation to create a sustainable action plan

Identify problems/needs and suggest solutions

Create options for actions

Participate in deliberation to determine appropriate action

Motivate others to take action

Reflect on the effectiveness of actions

Reflect on the effectiveness of actions

Sort and classify information

Determine relevant information

Determine relevant information

Interpret data to answer investigative questions

Retell information

Summarize information

Interpret data to answer investigative questions

Explain new understandings and create new questions based on findings

Form new understandings

Explain new understandings

Recognize the role of personal bias and perspective in analysis

Recognize the role of personal bias and perspective in analysis

Identify similarities and differences

Find commonalities and relationships

Analyze connections among events, concepts, and developments

Identify underlying patterns and use them to explain events, concepts, and developments

Use senses to explore their environment

Connect observations to personal experiences

Connect observations to a scientific understanding

Make and organize observations

Share observations

Share and describe observations

Use observations to make inferences

Use observations to make inferences. (A conclusion based upon evidence)

Demonstrate curiosity

Ask questions based on observations

Identify and define a testable question

Identify and define a testable question

Make informed predictions based on what you already know

Form hypothesis based on background knowledge

Form logical and informed hypothesis based on scientific background and research

Use hypothesis to guide the investigation

Collect data

Follow steps to carry out an investigation to collect and record data

Recognize variables, controls, and constraints

Identify and define variables that apply to an investigation

Use trial and error to make discoveries

Select and use materials safely and effectively

Plan necessary steps to carry out an investigation to collect and record data for evidence

Plan necessary steps to carry out an investigation using appropriate materials

Use materials safely and effectively

Select and use materials effectively and justify selection

Collect and record sufficient data for evidence

Recognize purpose of data

Share and compare data

Compare data with peers

Compare data sets

Organize data

Organize data to draw conclusions

Choose a display method that best represents data

Use an appropriate display method to explain data

Make comparisons in data

Make observations about data

Analyze data to form a conclusion

Analyze data to support or refute the hypothesis

Recognize when data is unexpected

Identify reasons for unexpected outcomes

Identify and explain inconsistent data

Use a simple model to represent an object or process

Use models to support explanations

Develop and use models to support explanations

Develop a model to explain a concept or idea

Use a model

Evaluate your own or a given model

Use counting and numbers when carrying out scientific investigations

Use mathematical computations when carrying out scientific investigations

Generate qualitative and quantitative data

Decide when to use qualitative vs. quantitative data

Calculate averages, apply scale and proportion, and graph results accurately.

Question the results for accuracy

Use evidence to support an idea

Use evidence to explain an idea

Use evidence to construct and support an explanation

Find and evaluate reliable evidence

Generate a solution to a problem

Compare and critique multiple solutions

Use evidence to generate a solution to a problem

Use evidence to generate a solution to a problem using sources

Generate and evaluate multiple solutions to a problem

Distinguish between opinion and evidence

Distinguish between valid and invalid data

Evaluate data for validity

Engage in argument from evidence

Make a claim and provide evidence

Make a scientific claim and support with evidence

Make and support a scientific claim using data and research as evidence

Agree or disagree with the claims of others and explain why

Respectfully provide and receive critique from peers

Participate in group and individual physical activities

Choose preferred physical activities

Choose preferred physical activities, including warm-up, activity, cool down

Self initiate and implement routines

Self initiate and implement routines based on strengths and/or needs

Identifying components of a healthy diet

Make connections between nutrition and exercise

Connect nutrition and calories to exercise

Consider the impact of types of food on performance

Weigh the benefits and impact of daily habits: Food, Sleep, Water, Movement, and Stress

Identify benefits of exercise

Describe components of fitness

Connect components of fitness to physical activities

Evaluate meal choices

Design an appropriate diet based on individual needs or preferences

Recognize that food provides energy

Distinguish between healthy and unhealthy foods

Identify causes of stress

Identify strategies for stress management

Implement strategies for stress management

Categorize foods

Recognize signs of stress

Take turns when working with a partner or group

Work and play safely

Support and recognize others, both physically and emotionally

Settle disagreements without adult intervention

Formulate a plan to effectively address a problem

Share responsibility

Manage behavior to work successfully

Self-monitor personal actions

Demonstrate ability to self-coach

Demonstrate ability to fairly officiate

Seek help with disagreements

Accept outcomes

Settle simple disagreements

Model positive behaviors

Apply leadership skills

Settle simple disagreements

Determine area(s) of interest

Create goals based on current levels of performance

Distinguish between short and long term goals

Create short term and long term goals

Set, adjust, implement short and long term goals for performance

Reflect on group performance

Reflect on individual and group performance

Develop strategies to improve individual and group performance

Monitor and reflect on goals and make adjustments

Create

Explore artistic possibilities

Make a plan for artistic creation

Execute a self-generated plan for artistic creation

Conceptualize a plan and process towards self-directed artistic creation

Create

Practice to improve artistic works

Experiment with artistic creation

Independently identify and practice areas of need

Experiment with alternate pathways to artistic creation

Refine

Identify and practices areas of need

Reflect upon and modify practice to improve a self-selected area of growth

Refine

Take initiative in seeking out opportunities for growth

Express

Create/perform artistic works that are personally meaningful

Create/perform artistic works that are personally meaningful

Create/perform artistic works with a specific message

Self-awareness to adapt expression to specific intent

Make Decisions

Make a choice to perform/present to an audience

Make a decision for a performance or presentation

Make informed decisions based on the situation and environment

Make informed decisions that highlight personal strengths and preferences

Reflect

Self-reflect and refine artistic works

Self-reflect and refine artistic works

Reflect on audience feedback

Use audience feedback to impact future presentations/performances

Communicate

Perform/present an artistic work

Perform/present an artistic work with confidence and etiquette

Respond and adapt to the audience

Adapt expression to elicit a desired response from an audience

Perceive

Observe and describe features of an artistic work

Observe and describe artistic works to determine a personal viewpoint

Observe artistic work from multiple perspectives to determine meaning

Synthesize multiple viewpoints of an artistic work to enhance or change a personal understanding

Analyze

Isolate and sort elements of an artistic work

Question use of specific elements and organize their thoughts about an artistic work

Research and hypothesize intent and purpose of elements within an artistic work

Deconstruct an artistic work and find personal and collective meaning

Apply criteria

Determine likes and dislikes

Make evaluations based on appropriate criteria

Determine appropriate criteria for evaluation based on setting and situation

Use personal aesthetic to develop your own criteria to evaluate artistic work

Connections

Recognize the presence of art in our everyday lives

Seek artistic inspiration from the surrounding environment

Seek artistic inspiration from the surrounding environment

Synthesize multiple artistic contexts (societal, interpersonal, historical, cultural, etc.) to understand themselves and others

Use art to learn more about the world

Use art to learn more about the world

Identify unique characteristics of objects, ideas, and/or concepts

Compare and contrast two objects, ideas, and/or concepts

Explain and evaluate the similarities and differences between two or more objects, ideas, and/or concepts

Evaluate and analyze the similarities and differences between two or more objects, ideas, concepts, and/or relationships

Identify relationships between two objects, ideas, numbers, and/or concepts

Discover relationships between two or more objects, ideas, numbers, and/or concepts

Identify multiple types of relationships between two or more numbers, objects, ideas, and/or concepts

Discover and create multiple types of relationships between two or more numbers, objects, ideas, and/or concepts

Utilize knowledge of relationships to solve real-world problems

Utilize knowledge of relationships to solve real-world problems

Utilize knowledge of relationships to solve real-world problems

Discern knowledge of relationships while solving real-world problems

Develop a simple model to demonstrate math knowledge

Develop and compare models to demonstrate math knowledge

Develop and use models to support explanations and demonstrate math knowledge

Develop and use complex models to support explanations and demonstrate math knowledge

Identify different methods and tools to solve a problem

Select from different methods and tools to solve a problem

Use an appropriate method and tool to solve a problem

Use an appropriate method and tool to solve a problem and analyze the effectiveness of the method

Visualize math through pictures and manipulatives

Demonstrate math through pictures and manipulatives

Describe math through pictures and manipulatives

Connect abstract ideas to concrete concepts

Understand when and why I need help and support

Understand when and why I need help and support

Understand where to find help or support, then seek and apply assistance

Understand where to find help or support, then seek and apply assistance

Accept that mistakes happen

Recognize mistakes and continue to seek a solution using a different strategy

Analyze mistakes and continue to seek a reasonable solution using a different strategy

Scrutinize mistakes and continue to seek a reasonable solution using a different strategy

Define problem (what)

Analyze the problem

Define external factors that are connected to the problem

Evaluate the wider impact and implications of a problem

Explain problem (why)

Use appropriate math vocabulary to coherently communicate math thinking to someone else

Use appropriate math vocabulary to coherently explain math thinking to someone else

Use appropriate math vocabulary to coherently evaluate one’s own thinking and the thinking of others

Use appropriate math vocabulary to coherently justify math thinking for a targeted audience

Discuss and use results to make decisions

Explain and use results to make decisions and predictions

Interpret results to make decisions and predictions

Interpret results to inform, make decisions and/or predictions

Question the results to determine accuracy

Question the results to determine accuracy and the implications of multiple solutions

Question the results to determine accuracy and the implications of multiple solutions

Identify a life need

Identify a life need

Identify a life need

Identify a life need

Connect math to a need as a solution

Determine and apply math components needed to meet the need

Apply and evaluate math components needed to meet the need

Create and evaluate multiple solutions and justify selected solution to meet a need

Demonstrates reading habits that include daily reading of choice material with increasingly complex text

Demonstrates reading habits that include daily reading of choice material with increasingly complex text

Demonstrates reading habits that include daily reading of choice material with increasingly complex text

Demonstrates reading habits that include daily reading of choice material with increasingly complex text

Develops perseverance and stamina for reading with increasingly complex text

Develops perseverance and stamina for reading with increasingly complex text

Develops perseverance and stamina for reading with increasingly complex text

Develops perseverance and stamina for reading with increasingly complex text

Recognizes interests and select texts based on preferences

Pursues authors, series, and topics of interests and can identify why

Explores new genres, text mediums, and authors outside of personal preferences

Engages in texts that challenges the reader with ideas and language, while also appreciating quality writing regardless of genre or reading preferences

Distinguishes between purposes for reading and explores literature and nonfiction text in order to learn, to be entertained, and to grow as a reader

Engages in reading for a variety of purposes including as an opportunity to use literacy in the pursuit of developing personal, lifelong reading habits

Engages in reading for a variety of purposes including as an opportunity to use literacy in the pursuit of answering essential questions

Engages in reading for a variety of purposes including as an opportunity to use literacy in the pursuit of civic engagement

Participates in shared reading experiences with a variety of texts

Participates in reading clubs/partnerships for a variety of purposes (to be entertained, to satisfy a curiosity, to answer a real question, to inform a discussion or writing, to work on a goal, etc.)

Initiates reading clubs/partnerships rallying peers to read for a variety of purposes (to be entertained, to satisfy a curiosity, to answer a real question, to inform a discussion or writing, to work on a goal, etc.)

Initiates reading clubs/partnerships rallying peers to read for a variety of purposes (to be entertained, to satisfy a curiosity, to answer a real question, to inform a discussion or writing, to work on a goal, etc.)

Observes, develops, and uses reading skills and strategies to construct meaning (including foundational skills)

Applies reading skills and strategies to construct meaning from text with features such developing themes, more sophisticated plots, multiple character perspectives, some technical words, and new content which requires the reader to bring more prior prior knowledge

Selects and applies growingly complex reading strategies to construct meaning from complex text rich with challenging features such as maturing themes, elaborate pots, developing characters, diverse perspectives, varying text structures, new vocabulary, and implicit main ideas

Selects and applies growingly complex reading strategies to construct meaning from complex text rich with challenging features such as abstract and mature themes, satire, literary language, multidimensional characters, hidden bias, heavy load of content-specific information and technical vocabulary

Self-corrects at point of error; rereads to problem solve, self-correct, or confirm; uses known words to self-monitor and self-correct; cross-checks one kind of information against another to self-monitor and self-correct

Self-corrects when errors detract from the meaning of text, when intonation does not reflect the meaning when reading aloud, and realizes when more information is needed to understand a text

Monitors accuracy and understanding closely, self-correcting when errors detract from meaning

Monitors accuracy and understanding closely, self-correcting when errors detract from meaning and searches for information within and outside the text when needed

Develops fluency over time by reading phrases as word groups, reflecting punctuation through appropriate pausing and intonation, reading dialogue with expression, recognizing words with automaticity, and demonstrating appropriate stress on words to reflect meaning

Demonstrates phrased, fluent oral reading

Demonstrates phrased, fluent oral reading that reflects understanding of the text

Demonstrates all aspects of smooth, fluent processing that reflect interpretation of a text

Recognizes how authors purposefully use craft in their writing

Recognizes how author’s craft affects understanding

Analyzes an author’s craft, noting specific decisions authors made and why

Analyzes the effectiveness of an author’s craft and technique

Identifies the author and subject of the text (if there is one)

Identifies the author’s point of view (perspective)

Recognizes that an author’s point of view (perspective) influences how a text is written

Analyzes texts, looking for potential bias or unreliability

Generates questions and ideas about text

Develops ideas about text supported by textual evidence

Develops and refines theories and claims about/across texts (themes, perspective, characters, big ideas, author’s messages, etc.) supported by textual evidence and the synthesis of ideas

Develops and refines theories about/across texts (themes, perspective, characters, big ideas, author’s messages, etc.) supported by textual evidence and the synthesis of ideas

Connects information within a text

Compares, collects, and merges information from two or more texts

Aware that texts sometimes contradicts each other and considers author’s point of view as an explanation

Recognizes differences among texts, and considers whether an author has vested interested that explain the differences

Identifies the reason(s) authors give to support a point

Recognizes how parts of a text fit together to support the big idea(s)

Identifies claims and arguments and explains which details go with which claims.

Analyzes and critiques to what degree the parts of text support the central ideas and claims

Participates in discussions in response to text and engages in text-related dramatic, musical, and artistic experiences

Leads and participates in discussions in response to text following social norms of group discourse and collaboration

Recognizes and values different perspectives when interacting with others around text

Actively seeks to understand the thinking of others and values different perspectives when interacting with others around text

Shares an opinion(s) about text and gives a reason

Shares opinions, reactions, and ideas about text and supports them with multiple reasons

Willing to refine own thinking based on ideas from text and/or others’ responses to text

Engages in discussions that challenge the opinions and ideas of themselves and others

Asks and answers questions about text

Asks and answers questions about text, and asks for clarification if something is not understood

Raises questions and larger theories about the topic or the world

Develops own theories and claims some might be debatable questions to challenge thinking

Utilizes feedback to become a more effective reader while moving towards independence

Utilizes feedback to alter reading behaviors and deepen understanding

Utilizes feedback from multiple sources to alter reading behavior and deepen understanding

Utilizes feedback from multiple sources to alter reading behavior and deepen understanding

Uses reflection to confirm understanding of text

Uses reflection to confirm understanding and expand thoughts about a text

Self-reflects to deepen and revise understanding of text

Uses reflection to identify meaning that applies beyond the text

Sets short-term reading goals with guidance and support of others

Sets reading goals, reflects on them, and revises them as needed

Shares reflections on ideas about text and reading goals to extend the learning of themselves and others

Gains new perspectives through collective reflection on ideas about text and reading goals

Writes routinely and daily while progressing through the writing cycle

Writes routinely and daily while progressing through the writing cycle

Writes routinely and daily while progressing through the writing cycle

Writes routinely and daily while progressing through the writing cycle

Develops perseverance and stamina for writing in increasingly complex genres and purposes

Develops perseverance and stamina for writing in increasingly complex genres and purposes

Develops perseverance and stamina for writing in increasingly complex genres and purposes

Develops perseverance and stamina for writing in increasingly complex genres and purposes

Recognizes interests and writes based on preferences

Pursues writing in chosen genres and topics of interests and can identify why

Explores writing in new genres, formats/structures, and purposes outside of personal preferences

Engages in writing that challenges the writer requiring new craft moves and techniques

Generates ideas to write about, starting to develop topics or ideas they feel drawn to write about

Generates ideas that are focused and strategies are purposefully used knowing the goal is to write well with significance and power

Generates ideas based on genre, purpose and audience; demonstrates a willingness to grapple with those ideas across multiple entries and to write and rewrite about ideas of interest

Quickly generates ideas based on genre, purpose and audience; remains engaged in in writing for however long is necessary or desired; the quality of work is more important than quantity

Notices and applies craft moves and ideas from mentors

Notices and purposefully applies craft moves and ideas from mentors

Evaluates and purposefully applies craft moves and ideas from mentors to intentionally enhance one’s own writing

Seeks quality mentors from multiple sources, evaluate them, and purposefully applies craft moves and ideas from mentors to intentionally enhance one’s own writing

Distinguishes between purposes for writing and explores story, nonfiction and opinion writing in order to learn, to entertain, and to grow as a writer

Engages in writing for a variety of purposes including as an opportunity to use literacy in the pursuit of developing personal, lifelong writing habits

Engages in writing for a variety of purposes including as an opportunity to use literacy in the pursuit of answering essential questions

Engages in writing for a variety of purposes including as an opportunity to use literacy in the pursuit of civic engagement

Routinely conveys information, provides opinions and reasons, and shares narratives with details through drawings, labels, and words

Routinely writes demonstrating a growing base of craft moves: conveys information that teaches readers about a subject; expresses opinions and developed reasons that get readers thinking or feeling a certain way; and develops narratives that get readers to picture what was happening bringing the story to life

Routinely writes across many genres with growing sophistication: conveys information in a way that is easily understood by the reader; makes claims supported by parallel reasons and evidence (i.e., facts, examples, quotes, micro-stories); and crafts more sophisticated narratives that bring forth meaning

Routinely writes across many genres (often blended) with deliberate and sophisticated craft moves: conveys information in a way that helps readers grasp the meaning of concepts and the significance of the information; articulates arguments through making claims supported by evidence and addressing counterclaims; and crafts complex narratives

Shares ideas, writing, and feedback with others

Shares and exchanges ideas and feedback about writing

Takes risks to share and present writing, giving and receiving feedback

Takes risks to share and present writing to a larger writing community outside of the classroom

Participates in shared writing experiences with a variety of texts

Participates in writing clubs and partnerships for a variety of purposes (to entertain, to satisfy a curiosity, to answer a real question, to inform others, to work on a goal, etc.)

Initiates writing clubs and partnerships rallying peers to write for a variety of purposes (to entertain, to satisfy a curiosity, to answer a real question, to inform others, to work on a goal, etc.)

Initiates writing clubs and partnerships rallying peers to write for a variety of purposes (to entertain, to satisfy a curiosity, to answer a real question, to inform others, to work on a goal, etc.)

Recognizes that writers go back to their writing to make it better and also that writers need feedback from others

Recognizes that writers self-reflect and begins to self-reflect at the end of piece recognizing strengths and opportunities for growth in writing

Uses self-reflection periodically throughout the writing process to strengthen writing through revision

Engages in continuous self-reflection to evaluate effectiveness of ideas, craft, process, etc.; revision is embedded and continuous

Sets short-term writing goals with guidance and support of others

Sets writing goals based on feedback from others, reflects on them, and revises them as needed with the guidance of others

Sets writing goals based on feedback from others; shares reflections on ideas about writing process, craft, and goals to extend the learning of themselves and others

Sets writing goals based on self-identified strengths and weaknesses; gains new perspectives through collective reflection on ideas and writing goals

Strengthens writing through feedback by adding to their writing (stretching out a picture and adding words, sentences, details); starts to revise by taking off parts as well

Demonstrates a small repertoire of revision strategies and understands that revisions bring out the significance of the piece

Revises throughout the writing process ratcheting up work through feedback, mentor texts, and strategies; revises not only to improve writing but also to experiment with craft to bring out meaning or to appeal in specific ways to an audience

Demonstrates a clear writing identify which includes how revision best fits into the process; develops an innate sense of when writing feels weaker and seeks out critique/feedback from others, using it to improve specific writing pieces and to grow stronger as a writer overall

Use technology tools with care

Practice safe and age appropriate use of the technology

Display and maintain appropriate actions with technology

Display and maintain appropriate actions with technology

Demonstrate good manners when using digital tools

Use technology to positiviely contribute to a digital community

Use technology to help inspire others

Positively influence others through use of technology

T.H.I.N.K.

T.H.I.N.K.

T.H.I.N.K

Locate and use resources necessary to complete a task

Evaluate resources and use them to gather information needed

Find and evaluate multiple sources on a given topic or question

Conduct effective and efficient searches for information

Sharing information found in resources

Purposefully organize information obtained in resources

Discern relevant information in the sources and use responsibly

Examine and purposefully apply the information

Appropriately credit and cite sources

Synthesize the information from sources to generate new knowledge

Appropriately credit and cite sources and use them responsibly

Distinguishes between purposes for reading and explores literature and nonfiction text in order to learn, to be entertained, and to grow as a reader

Engages in reading for a variety of purposes including as an opportunity to use literacy in the pursuit of developing personal, lifelong reading habits

Engages in reading for a variety of purposes including as an opportunity to use literacy in the pursuit of answering essential questions

Engages in reading for a variety of purposes

Participates in shared reading experiences with a variety of texts

Participates in reading clubs/partnerships for a variety of purposes (to be entertained, to satisfy a curiosity, to answer a real question, to inform a discussion or writing, to work on a goal, etc.)

Initiates reading clubs/partnerships rallying peers to read for a variety of purposes (to be entertained, to satisfy a curiosity, to answer a real question, to inform a discussion or writing, to work on a goal, etc.)

Initiates reading clubs/partnerships rallying peers to read for a variety of purposes (to be entertained, to satisfy a curiosity, to answer a real question, to inform a discussion or writing, to work on a goal, etc.)

Use trial and error to design and solve problems

Productive use of strategies and tools to solve problems and discover new insights

Modify, combine, and expand strategies and tools to create purposeful designs

Pursue opportunities to engage in active inquiries based on interests

Allow curiosity to drive investigation

Use curiosity to generate questions to explore and investigate

Consider outside influences to spark curiosity and inquiry

Identify personal strengths and interests and connect them to relevant life and career skills.

Accurately label feelings of self and others

Describe how emotions influence behavior

Communicate emotions of self and others and possible causes of each

Identify factors that cause various emotions and stress

Communicate feelings to a trusted person

Communicate feelings and ask for help when needed

Use affective statements to express feelings

Recognize and effectively respond to physical and emotional reactions to upsetting situations and stress

Use a calming technique by repeating it when modeled

Use a calming technique when prompted

Use self-chosen calming strategies

Identify areas of school and life that are within control

Recognize and label the feelings of others and feelings of literary characters

Recognize how certain situations might make someone feel

Analyze how students feeling left out may feel. Plan for including others in activities

Predict the feelings of others in upcoming situations and act accordingly

Recognize differing opinions and likes/dislikes

Describe how different people interpret the same situation

Demonstrate an interest in the perspective of others

Help others understand the benefits of “sharing the load” so that everyone works hard, but no one works too hard

Care for someone who is hurt

Engage in kind acts toward others

Plan and engage in projects for classroom, school or community improvement

Evaluate one’s participation in efforts to address an identified school or community need

Learn about and practice following age appropriate classroom rules

Understand the consequences of following or breaking rules

Contribute to group discussions and decisions regarding personal and class values, safety, rules, & policies

Contribute to group and global discussions and decisions regarding personal & societal values, safety, rules, and policies

Use and share materials appropriately

Participate as a part of a classroom community by demonstrating safe behavior

Contribute to classroom and personal well-being by demonstrating respectful behavior

Promote and model respectful behavior in the school community

Identify safe and unsafe situations

Identify safe and unsafe

situations and say “no”

when unsafe

Identify bullying and social conflict accurately

Identify various people to talk to, strategies, and resources to utilize if oneself or another is unsafe or bullied

Develop and establish a growth mindset

Identify the need for goals

Identify personal and academic goals

Develop and establish the motivation to persevere

Set a goal and work towards achieving a goal

Set a short term goal for improving an aspect of life

Set a long term personal or team goal, then work backwards to set benchmarks along the way

Identify personal strengths and personal challenges as they relate to a goal

Identify the various steps and skills that are needed to meet personal and academic learning goals

Identify obstacles that can get in the way of goals and utilize school or community supports to help overcome them

Develop an understanding of successes and failures

Identifying when a goal is reached or not

Identify factors that contributed to reaching or not reaching a goal

Reflect upon how actions & personal qualities did or did not contribute to reaching a goal

Learn vocabulary that describes specific qualities/characteristics that would be used to give compliments

Identify strategies for praising classmates and giving them compliments when they accomplish challenging tasks

Praise and compliment classmates when they accomplish challenging tasks

Effectively contribute as a member and/or leader to a group’s cooperation, teamwork, and progress toward goals

Show interest and recognize differences and similarities among others

Demonstrate how to work effectively with those who are different from oneself

Compare and contrast various social & cultural groups, individual & group similarities and differences, and contributions of each

Describe methods to help resolve differences of opinion in planning and working on group projects

Identify qualities of positive relationships

Develop and maintain friendships and positive, caring relationships with peers

Care about others by avoiding negative interactions including negative peer pressure and spreading rumors

Choose to continue or discontinue relationships based on that relationship’s effect on your personal health & well-being

Identify situations where others may be hurt

Respond to needs of others

Evaluate and demonstrate ways to include everyone

Recognize and use verbal and non-verbal strategies to resolve group conflict

Recognize school-specific language and voice volume

Recognize that different cultures have different traditions and communication styles

Consider thoughts and opinions of others that differ from yours

Listen respectfully to a speaker you disagree with

Use polite words to communicate

Use humor and play appropriately

Exchange information with others using verbal and non-verbal cues that correspond to the setting and social norms

Engage in respectful dialogue that values the opinion of others and self

Perform classroom responsibilities

Make positive choices when interacting with classmates

Evaluate how others influence your behaviors and decisions

Use specific strategies to analyze and respond to the influence of others, the media, and peer pressure in ethical decision making

Practice expected behaviors that show respect to self and others (sharing, helping, turn-taking)

Follow behavior expectations that show respect to self and others

Develop and follow behavior expectations that show respect to self and others

Develop, follow, and encourage practice of behavior expectations that show respect to self and others

Practice safe behaviors that contribute to personal and classroom well-being

Use behaviors that contribute to personal and classroom well-being

Recognize how changing your behavior impacts how others feel & respond

State the impact of multiple behaviors on family, friends, loved ones, or society

Make a choice given options

Identify possible options and outcomes of decisions given prompts

Think through alternative options and outcomes of a choice

Apply specific decision making steps and strategies