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Express Ideas
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Finalize and share my product or performance
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- With guidance, I can use feedback to improve something I’m making and/or sharing.
Project-specific:- I can use feedback from my peers and teachers to make improvements to my mind map and analytical writing, ensuring that I clearly present the central ideas and supporting details from the texts I analyzed
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- I can use feedback to improve something I’m making and/or sharing. With guidance, I can use criteria to self-assess and make one or more important changes before I share my work.
Project-specific:- I can use feedback from my peers to make meaningful changes to my mind map, ensuring it clearly represents the central ideas and connections in the text
- With some guidance, I can assess my work against criteria and improve my project before sharing it in the gallery walk
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- I can use feedback to improve specific aspects of my work. I can use criteria to self-assess and identify areas for improvement. I can edit and/or revise my final product to ensure it meets given guidelines or parameters. When applicable, I can practice or rehearse my performance.
Project-specific:- I can use feedback from my peers and teacher to make improvements to my mind map, ensuring it includes clear connections between central ideas and supporting details
- I can self-assess my work using the project guidelines and revise my map to enhance its visual appeal and accuracy
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- I can use feedback to improve specific aspects of my work, taking into account my audience and purpose. I can self-assess using criteria to identify and prioritize areas for improvement. I can edit and/or revise my final product to ensure it meets given guidelines and that it follows conventions for the genre. When applicable, I can practice or rehearse my performance and make any needed adjustments.
Project-specific:- I can incorporate feedback from peers and teachers to enhance my mind map and analytical essays, ensuring they are clear, well-organized, and tailored to the intended audience
- I can self-assess by using criteria to pinpoint areas that need refining, and I can revise my work to align with the project guidelines and improve my argumentation and clarity
- I can rehearse my presentation to effectively communicate my ideas during the symposium, making necessary adjustments for a confident delivery
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- I can gather and selectively use feedback to improve my work for my specific audience, purpose, and desired outcome. I can self-assess using criteria to identify, prioritize, and plan for areas for improvement. I can edit and/or revise my final product to ensure it meets given guidelines and follows conventions for the genre. When applicable, I can practice or rehearse my performance, make needed adjustments, and ensure supporting technologies, supplies, and materials are ready.
Project-specific:- I can gather and use feedback from my peers and teacher to make targeted improvements to my work, ensuring it aligns with the guidelines and effectively communicates my insights
- I can critically self-assess my draft, identifying key areas for enhancement, and make revisions to strengthen my arguments and presentation
- Before sharing my final product, I practice my presentation and make necessary adjustments to ensure clarity and engagement, while also preparing any required materials or technology for a smooth delivery
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- I can ask for general and targeted feedback based on my self-assessment and selectively integrate feedback to revise my work for my specific audience, purpose, and desired outcome. I can edit my final product to ensure it meets expectations for professional work or breaks from standard conventions for a specific purpose or effect. When applicable, I can practice or rehearse sufficiently to ensure a high-quality performance, make needed adjustments, and ensure supporting technologies, supplies, and materials are ready.
Project-specific:- I can confidently ask for and integrate specific feedback from peers and teachers to revise my work, ensuring it effectively communicates to my audience and meets the project's purpose
- I can edit my final product to a professional standard or intentionally deviate from conventions to achieve a specific effect
- I ensure my presentation is polished by practicing thoroughly and adjusting as needed, with all necessary materials and technologies prepared for a seamless delivery
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Express Ideas
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Select and develop my message
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- I can choose the main thing I want to share about. With guidance, I can choose some details I want to share. With guidance, I can put the details in an order that makes sense to me.
Project-specific:- I can choose a main idea I want to share about from the text
- With help, I can pick out some supporting details that relate to this main idea
- With guidance, I can organize these details in a way that makes sense to me
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- I can choose the main thing I want to share about and some details that illustrate or support it. I can arrange the supporting details in an order that is interesting or logical to me.
Project-specific:- I can identify the main idea I want to communicate and select a few supporting details to enhance it
- I arrange these details in a way that makes sense to me, making sure my message is clear and engaging
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- I can choose a central message for my product/performance and discuss how it connects to my purpose (e.g., inform, persuade, entertain). I can choose relevant details and information to help me share my central message and achieve my purpose. I can organize my work in a way that I think will be interesting and/or logical for my audience.
Project-specific:- I can identify the central message of my project and explain how it aligns with my purpose, such as informing or persuading
- I choose details and information that support my message and arrange them in an order that makes sense and keeps my audience engaged
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- I can choose and articulate a central message (e.g., thesis, claim, story, idea, artistic stance, proposal) for my product/performance that suits my audience and purpose. I can develop my main message through the use of supporting details and/or evidence (e.g., subclaims, illustrative examples, counterpoints, visual elements). I can organize my work in a way that I think will be interesting, logical, and/or aesthetically pleasing for my audience.
Project-specific:- I can select a clear and compelling central message for my mind map that aligns with the audience and purpose
- I can effectively develop this message by including relevant supporting details, evidence, and visual elements that enhance understanding
- I organize my mind map in a way that is both logical and engaging, ensuring that connections between concepts are easy to follow and visually appealing
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- I can articulate a central message for my product/performance that suits my audience and purpose and that connects to a theme, idea, or issue in the world that is meaningful or important to me. I can develop and refine my main message through the use of supporting details and/or evidence that add depth, focus, and/or complexity to my ideas. I can organize my work in a way that I think will be interesting, logical, and/or aesthetically pleasing for my audience.
Project-specific:- I can clearly articulate a central message that aligns with my audience and purpose, connecting it to a meaningful theme or issue
- I use specific supporting details and evidence to deepen and refine my message, organizing my work logically and creatively to engage my audience effectively
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- I can articulate a central message for my product/performance that suits my audience and purpose and that connects to a theme, idea, or issue in the world that is meaningful or important to me. I can develop and refine my main message through the use of supporting details and/or evidence that add depth, focus, and/or complexity to my ideas, and/or by addressing conflicting or alternative ideas or perspectives when applicable. I can organize my work in a logical, compelling, and/or aesthetically pleasing way that suits my purpose, audience, and style.
Project-specific:- I can clearly articulate a central message in my project that resonates with my audience and aligns with a meaningful theme or issue
- I develop my message by integrating strong supporting details and evidence, while thoughtfully addressing alternative perspectives
- My work is organized in a logical and engaging manner, enhancing its appeal and effectiveness for my intended audience
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Learn with Purpose
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Reflect
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- With guidance, I can share what I liked about something I did or created. With guidance, I can notice when something didn’t turn out how I wanted and describe what happened. I can notice and name when something is easy or hard for me (e.g., socially, academically, emotionally).
Project-specific:- I can share what I liked about my mind map and explain why I chose certain images and connections
- With some help, I can talk about parts that didn't turn out as I planned and describe what was challenging or easy for me during the project
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- I can name and celebrate something I learned or did well. I can identify when something didn’t turn out how I wanted and describe what happened. With guidance, I can name something I want to try doing differently in the future based on what I learned or experienced. I can identify learning tasks that are easy or hard for me and share worries or wonders I have about learning/trying something.
Project-specific:- I can share something I learned or did well during the mind map challenge, and with help, I can talk about what didn't go as planned and why
- I can describe one thing I want to change next time, based on what I learned from this experience
- I can explain which parts of the project were easy or tough for me and discuss any concerns or questions I have about trying new things
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- I can name and celebrate something I learned or did well and explain the steps I took to achieve it. I can ask myself questions about my learning process (e.g., Did I follow my plan? Did I understand what was needed?) and name something I might do differently in the future based on what I learned or experienced. I can identify some of my learning strengths and challenges when presented with a task (e.g., steps I take, what is difficult or easy for me).
Project-specific:- I can celebrate a specific aspect of my learning or project that I am proud of and clearly explain the steps I took to accomplish it
- I can ask myself questions about my learning process to evaluate how well I followed my plan and understood the requirements
- Additionally, I can identify one area where I might adjust my approach in the future to improve, and recognize some of my strengths and challenges while working on the project
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- I can explain and critique something I learned or did, celebrating my strengths, contributions, and/or learning. I can ask myself questions about my learning process, connect the results of my actions to what I know about myself (e.g., I know I get distracted easily, so next time I’ll choose a quieter space to work), and generate ideas about what I might do differently in the future based on what I learned or experienced. I can identify some of my learning strengths and challenges and reflect on previous learning experiences to predict the resources of time, effort, and energy a new task will require.
Project-specific:- I can reflect on my learning by explaining what I did well in creating my mind map and analytical essay, celebrating my ability to connect ideas visually and in writing
- I can critique my work by identifying specific areas for improvement, such as organizing my thoughts more clearly or using stronger evidence, and suggest strategies to enhance these areas in future projects
- I can ask myself questions about how my learning process affected my results, like how working collaboratively helped me understand diverse perspectives, and plan how I might adapt my approach next time based on these insights
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- I can explain and critique my learning experiences and celebrate my strengths, contributions, and learning. I can draw on my understanding of my learning process as well as my experience and/or interactions with others to generate ideas about what I might do differently in the future. I can identify my learning strengths and challenges; make informed predictions about the resources of time, effort, and energy a new task will require of me; and develop and practice strategies and systems to help manage my resources and any anticipated challenges.
Project-specific:- I can thoughtfully explain my learning experiences, highlighting my strengths and contributions
- I can critique my work and interactions with others to generate ideas for future improvement
- I can identify my learning strengths and challenges, make predictions about the resources required for new tasks, and develop strategies to manage them effectively
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- I can explain and critique my learning experiences and celebrate my strengths, contributions, and learning, including my creative risk-taking. I can draw on my understanding of my learning process, experience, and/or interactions with others to generate ideas about what I want to learn, pursue, and/or do differently in the future. I can share and advocate for my learning strengths and needs, anticipate the resources of time and energy tasks will require, and routinely use learning strategies and systems with flexibility. I can reflect on multiple aspects of my learning process, identify how they influenced my results, and make a plan to strengthen or make changes to my process in the future.
Project-specific:- I can thoroughly explain and critique my learning experiences, highlighting my strengths, contributions, and creative risk-taking
- I can generate thoughtful ideas about what I want to learn next, identify resources I need, and adapt my strategies to improve my learning process
- I can clearly share and advocate for my learning needs and strengths, and I make informed plans to refine my approach based on my reflections
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Learn with Purpose
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Monitor progress and adjust
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- With guidance, I can stop to check in with myself or my partners to see how it’s going. I/we can ask for help if needed.
Project-specific:- I can pause during my project to check in on my progress, asking myself or my group members questions about how well we are understanding the central ideas and supporting details
- If I notice that we need help, I can reach out to my teacher or peers for guidance
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- I can stop to check in with myself or my partners about how it’s going (e.g., Am I stuck? Do I need anything? Am I closer to my goal?). If I/we get stuck or distracted, I can come up with some ideas about how to move forward (e.g., ask for help, start over, use a new tool).
Project-specific:- I can pause during my project to evaluate my progress and discuss with my peers whether we are on track or need adjustments
- If we encounter challenges, I can brainstorm solutions like seeking guidance, trying a new approach, or utilizing different resources to help us advance
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- I can pause to check in on progress and practice positive self-talk and/or encouragement of my team or partner. If I/we get stuck or distracted, I/we can identify the cause of the issue and try out an idea about how to move forward (e.g., change the approach, adjust the environment, ask for the specific help needed to keep progressing).
Project-specific:- I can regularly pause to check my progress and encourage my team by sharing positive feedback and support
- When faced with challenges or distractions, I can identify what is causing the issue and suggest practical strategies to help us move forward, such as trying a new approach or adjusting our workspace
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- I can regularly pause to check in with myself and/or others about process and progress toward the goal(s). I can practice positive self-talk and/or encouragement of my team or partner. If an issue arises, I/we can recognize it promptly, analyze causes, and pursue a suitable solution.
Project-specific:- I can routinely evaluate my progress toward the project's goals and discuss my findings with my peers
- If challenges arise, I can identify them quickly, consider the reasons behind them, and work collaboratively to develop effective solutions
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- Puedo hacer pausas periódicas para comprobar conmigo mismo y/o con los demás el proceso y el progreso hacia el/los objetivo(s). Puedo hablarme a mí mismo y/o animar a mi equipo o compañero de forma positiva y adaptada a las necesidades o preferencias individuales. Puedo utilizar ciclos de retroalimentación para ayudar a mejorar el trabajo. Si surge un problema, sé/sabemos reconocerlo rápidamente, analizar las causas y buscar una solución adecuada basada en múltiples datos o perspectivas. Puedo entablar conversaciones difíciles para resolver conflictos o problemas del equipo, según sea necesario.
Project-specific:- I can regularly pause to check in with myself and my peers on our project's progress towards our goals, using positive self-talk or team encouragement adapted to our individual needs
- I can utilize feedback cycles to enhance our work and quickly identify, analyze, and solve problems using multiple perspectives and data
- I can engage in challenging conversations to resolve conflicts or team issues when necessary
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- I can regularly pause to check in on process and progress toward the goal(s). I can practice positive self-talk and/or encouragement of my team or partner that is responsive to individual needs or preferences. I/we can use multiple feedback cycles to improve the work and foster shared learning. If an issue arises, I/we can recognize it promptly, analyze causes, and pursue a suitable solution informed by multiple data points or perspectives. I can engage in and/or facilitate difficult conversations to resolve team conflicts or issues, as needed, using a strengths-based approach.
Project-specific:- I can effectively monitor my progress by regularly pausing to reflect on my goals and adjusting my strategies based on feedback and self-assessment
- I embrace challenges by practicing positive self-talk and encouraging my peers, ensuring our collaborative efforts are responsive to everyone's unique needs
- I actively engage in multiple feedback cycles to refine our project, fostering a shared learning environment where we continuously improve our work
- When issues arise, I promptly recognize them, analyze their causes, and pursue solutions using insights from various perspectives
- I am confident in facilitating or participating in constructive conversations to resolve conflicts, using a strengths-based approach to support my team
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Read The World
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Engage and critique perspectives
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- With guidance, I can give a summary of what a text (e.g., story, video, design) is about. I can share what I liked or didn’t like about the text and why.
Project-specific:- I can summarize the main ideas of a text and explain what I liked or didn't like about it, providing reasons for my opinions, with some help from my teacher
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- I can summarize a text and ask questions about the maker to better understand it. I can share what I liked and/or didn’t like about the text and why, and I can discuss how it connects to my own ideas or experiences.
Project-specific:- I can summarize the main ideas and details of a text and ask thoughtful questions about the author's choices to understand their perspective better
- I can share specific parts of the text I enjoyed or found challenging, explaining why, and relate the text to my own experiences or ideas during discussions
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- I can summarize a text and ask questions about the maker to better understand the text and its purpose and context. I can share what I liked and/or didn’t like about a text and why, and I can discuss how my own ideas and experiences influence my opinion about the text.
Project-specific:- I can summarize the main ideas of a text and ask thoughtful questions about the author’s choices to understand the text's purpose and context better
- I can share what aspects of the text I found compelling or less effective, explaining my reasons
- I can also discuss how my personal experiences and ideas shape my interpretation and appreciation of the text
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- I can describe and characterize the key themes or ideas of a text, drawing on details from the text, and/or its purpose and context. I can use questions about the text’s maker, supporting evidence, purpose, and context to evaluate its relevance and credibility. I can analyze and discuss how my own prior knowledge and experiences, beliefs, and values inform my understanding and evaluation of the text.
Project-specific:- I can thoughtfully describe and explore the key themes of a text, using specific details and examples from the text to support my analysis
- I can ask insightful questions about the author's intention and the context of the text to evaluate its credibility and relevance
- Additionally, I can reflect on how my own experiences and beliefs shape my understanding of the text, and I can engage in discussions that consider multiple perspectives
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- I can describe and characterize the key themes or ideas of a text and draw connections to past or present issues, events, or institutions (e.g., political, religious, cultural, racial). I can ask and answer questions about the text’s maker, supporting evidence, purpose, and/or context to evaluate the quality, integrity, relevance, and/or significance of the text. I can reflect on my own biases and discuss the limitations of my perspectives, evidence base, or analysis of the text.
Project-specific:- I can discuss the central ideas and key themes of a text and connect them to relevant current or historical issues, events, or institutions, using specific examples to support my analysis
- I can evaluate the quality and significance of a text by asking and answering insightful questions about the author's purpose and the evidence presented, while also reflecting on my own perspectives and acknowledging any potential biases
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- I can describe and characterize the key themes or ideas of a text and their connections to issues of power and identity in broader social, cultural, political, and/or professional contexts. I can ask and answer questions about the text’s maker, supporting evidence, purpose, and context—including their relationship to other positions, experts, or sources—to evaluate the quality, integrity, relevance, and/or significance of the text. I can reflect on my own biases and discuss the limitations of my perspectives, evidence base, or analysis of a text.
Project-specific:- I can effectively analyze and articulate the central themes and ideas of a text, connecting them to broader issues of power and identity in various contexts
- I can critically evaluate the quality and relevance of the text by asking insightful questions about its author, purpose, and supporting evidence, while also considering other expert perspectives
- I can reflect on and discuss my own biases and limitations in my analysis, demonstrating a comprehensive understanding and nuanced critique of diverse perspectives
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