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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 what a text is about and share what I liked and/or didn’t like, using simple reasons
- I can ask basic questions to help me understand the maker (for example, who made it or why they made it).
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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 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 with reasons and discuss how it connects to my own ideas or experiences.
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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 a text and ask questions about the maker, purpose, and context to better understand it
- I can share what I liked and/or didn’t like and explain how my own ideas and experiences shape my opinion.
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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 describe the key themes or ideas in a text using evidence/details from the text and/or its purpose and context
- I can use questions about the maker, credibility, and purpose to evaluate how relevant or reliable the text is, and I can explain how my prior knowledge and values influence my understanding.
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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 describe key themes or ideas in a text and connect them to past or present issues, events, or institutions
- I can ask and answer questions about the maker and use supporting evidence to judge the text’s quality, integrity, relevance, and/or significance, and I can reflect on my own biases and the limits of my evidence.
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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 describe key themes or ideas in a text and explain how they connect to power and identity in broader social, cultural, political, and/or professional contexts
- I can ask and answer questions about the maker’s perspective, relationships to other sources/experts, and the purpose of the text to evaluate its quality and significance, and I can reflect on how my biases may affect my analysis and conclusions.
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Read The World
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Learn from the past
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- With guidance, I can share some traditions or stories that are special to me. With guidance, I can name something from the past and connect it to something today.
Project-specific:- With guidance, I can name something from the past (a story, tradition, or event) and share why it is special to me or my community
- I can connect it to something happening today and point out at least one similarity or difference.
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- I can share traditions, stories, and/or cultural practices and explain why they are important to me, my family, and/or community. I can identify similarities and differences between aspects of life and/or events from the past and today. With guidance, I can compare different narratives of the same event and name some ways they differ. I can describe some ways that individuals or groups have tried to improve their communities over time.
Project-specific:- I can share traditions, stories, and/or cultural practices and explain why they matter to me, my family, and/or community
- I can identify similarities and differences between aspects of life or events from the past and today, and I can compare two versions of a story by naming how they differ.
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- I can share and explain my traditions, stories, and/or cultural practices and ask others about theirs, sharing what I learn. With guidance, I can identify ways that past events and people have informed/ influenced our lives today. I can compare different narratives of the same event and explain how they differ. I can investigate strategies used in the past to help address an issue or build strength, including the unique roles that individuals, community groups, and/or governments played that were most helpful.
Project-specific:- I can explain how my traditions, stories, and/or cultural practices influence my life today and ask others about theirs to learn what I notice
- I can identify ways past events and people have shaped present life, and I can investigate strategies used in the past to address an issue or build a community strength by describing who helped and what they did.
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- I can research and share my cultural heritage and history and the cultural heritage and histories of others. I can connect historical events with current ones and identify some patterns. I can compare historical narratives, explain how they differ, and present possible reasons why. I can evaluate the effectiveness of strategies used in the past to address an issue or build upon strengths, including the unique roles that individuals, community groups, government, and/or other entities played.
Project-specific:- I can research and share cultural heritage and history, connecting specific historical events to current ones in my community or world
- I can compare historical narratives about the same event, explain how they differ, and offer possible reasons for those differences, while evaluating how effective past strategies were and what roles different people or groups played.
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- I can research and share my cultural history and heritage, as well as the cultural histories and heritages of others, and take actions to preserve them (e.g., recording oral histories, participating in cultural preservation activities). I can connect and analyze historical events and perspectives with current ones, pointing out patterns between and across times, cultures, and other contexts. I can compare historical narratives, explain how they differ, and present possible reasons why. I can evaluate the strategies and roles of historical key players (e.g., government, private sector, citizen sector) in creating, improving, or enabling a current problem.
Project-specific:- I can research and share cultural history and heritage (including others’), and I can take action to preserve it (such as recording oral histories or participating in a cultural preservation activity)
- I can connect and analyze historical events and perspectives with current ones by identifying patterns across time and culture, and I can evaluate the strategies and roles of key players (government, private groups, and citizens) in creating or improving a present-day issue or strength.
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- I can research, share, and lead efforts to engage in and preserve cultural heritage (e.g., creating digital archives, organizing community heritage projects). I can hold broad and complex historical contexts and patterns as I connect and analyze historical events and perspectives across times, cultures, and other contexts, including current ones. I can critically analyze multiple historical narratives, incorporating an understanding of shifting historiography as I do so. I can evaluate the strategies and roles of key historical and contemporary players in creating, enabling, or improving a current problem or developing a current strength.
Project-specific:- I can lead efforts to engage with and preserve cultural heritage (such as organizing a community heritage project or creating a digital archive) and explain the purpose of my choices
- I can critically analyze multiple historical narratives in broad, complex contexts by connecting patterns across time, cultures, and current situations, and I can evaluate how historical and contemporary players’ strategies have enabled or improved a present problem or strength.
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Build Community
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Nurture and sustain relationships
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- I can build trust, deepen connections with others through reliable, respectful, caring acts while attending to relational boundaries.
- I can be responsive to the needs, experiences, and preferences of others with care, support, and kindness.
- I can integrate compassion, respect, and humility into my daily life, routinely adapting to different situations and circumstances, by practicing humility and promoting justice.
- I can consistently invest time and care in supportive relationships or networks and contribute to productive conflict resolution when applicable.
Project-specific:- I can build trust and deepen relationships through reliable, respectful, caring actions while I follow relational boundaries
- I can respond with care to others’ needs and experiences, using compassion, respect, and humility, and I can keep investing time and effort in supportive relationships or networks even when challenges come up.
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- With guidance, I can invite someone to play or do an activity with me.
- I can practice sharing things (e.g., toys, supplies), waiting my turn, and listening to others.
- With guidance, I can greet others and say 'please,' 'thank you,' and other words that show respect to others.
- With guidance I can tell a story about being a good friend and give an example of my own or someone I know.
Project-specific:- With guidance, I can invite someone to join an activity and I can share materials or take turns while listening to others
- I can use respectful words like “please” and “thank you,” and I can tell a short story about being a good friend using an example.
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- I can build trust and deepen connections with others through reliable, respectful, caring acts while attending to relational boundaries.
- I can adjust my language to respectfully and compassionately fit the needs of a situation.
- I can practice humility by acknowledging my mistakes and limitations, giving credit to others for their contributions, being open to learning from others (being teachable).
- I can reflect on and invest time and care in relationships or networks that affirm or support me even when conflicts or challenges arise.
Project-specific:- I can build trust and deepen connections by using reliable, respectful, caring actions and staying within relational boundaries
- I can adjust my language to match the situation, show teachable humility by acknowledging mistakes and giving others credit, and reflect on how I invest time in relationships even when conflict or difficulty happens.
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- I can share my experiences, perspectives, or resources with others and/or engage in acts of kindness to show my care, appreciation, or support while attending to relational boundaries.
- I can adjust my language to respectfully and compassionately fit the needs of a situation (e.g., using more formal language in some situations and more casual language with friends).
- I can show respect for others by honoring commitments, listening actively, maintaining confidentiality, acknowledging my mistakes.
- I can reflect on and invest time in relationships that are mutually affirming and supportive.
Project-specific:- I can show I care by sharing my ideas, experiences, or resources and by doing kind/supportive actions while maintaining relational boundaries
- I can adjust my language respectfully for different situations, honor commitments, listen actively, and keep confidentiality when appropriate, and I can reflect on supportive relationships and how I contribute to them.
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- I can share my experiences, perspectives, or resources with others and/or engage in acts of kindness to show my care, appreciation, or support.
- I can show respect for others through my use of language, such as greeting my friends when I see them, talking quietly in the library, speaking politely to an elder.
- I can show respect for others by being on time, doing what I said I would do, and responding promptly to requests.
- I can identify relationships that are affirming and supportive.
Project-specific:- I can strengthen relationships by consistently sharing my perspectives or resources and doing supportive acts that show care and appreciation
- I can communicate respectfully in different settings, be on time and follow through on what I said I would do, and I can identify which relationships affirm and support others.
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- I can share my thoughts, feelings, and/or possessions with others to show that I care for them.
- I can greet others, use respectful words, patiently wait my turn, and listen to others.
- I can describe some ways that make me feel supported by my friends, family, and others.
- I can describe ways I help others feel supported and cared for.
Project-specific:- I can show care by sharing my thoughts, feelings, and/or possessions appropriately to support others
- I can use respectful words, greet others, wait my turn patiently, listen actively, and describe how I feel supported as well as describe specific ways I help others feel cared for.
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Build Community
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Build networks
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- I can intentionally engage in experiences to meet new people, explore interests or opportunities, and/or grow my current relationships.
- I can integrate learning, wisdom, and skills from mentors into my own practices while sustaining those relationships.
- I can initiate and prepare for connections with people who could help expand my access to knowledge and/or opportunities that support my goals.
- I can plan and organize with others to build an inclusive network for mutual support to meet our needs in solidarity.
- I can serve as a mentor and provide guidance for others.
Project-specific:- I can intentionally engage in experiences to meet new people and grow my current relationships by preparing for connections, sharing my interests, and following up to sustain trust
- I can plan and organize with others to build an inclusive network for mutual support that helps meet shared needs and goals.
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- I can intentionally engage in experiences to meet new people and/or grow my current relationships.
- I can seek out and identify mentors, learn from their wisdom, and incorporate those learnings into my own practices.
- I can plan with individuals and/or groups to help me with my need or goal, and also find ways to offer my support to them.
- I can serve as a mentor for someone who is trying to learn something new.
Project-specific:- I can intentionally engage in experiences to meet new people and grow my current relationships by seeking out mentors and learning from their experience
- I can incorporate what I learn into my own actions and help plan with others so our network supports our goals while offering support to people who need it.
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- I can try out a new way to meet new people or grow my current relationships.
- I can identify a mentor, share what I would like to learn from them, and take steps to follow their example.
- I can connect with individuals and/or groups and identify the ways in which they may be able to support my need, goal, or interest.
- I can act in ways that model behavior or practices that others might learn from (e.g., I can show kindness, or I can help someone learn something new).
Project-specific:- I can try out a new way to meet new people or grow my current relationships by identifying a mentor and explaining what I want to learn from them
- I can connect with individuals or groups by sharing how I can help, and I can act in ways that model kindness and respectful collaboration others can follow.
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- I can try out a way to meet new people or learn new things.
- I can name someone I admire and share what they do that I want to learn or do myself.
- I can identify someone with a similar need, goal, or interest as me.
Project-specific:- I can try out a way to meet new people or learn something new by naming someone I admire and describing what they do that I want to practice
- I can identify at least one person with a similar interest or need and make a plan for how I will reach out.
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- I can intentionally engage in experiences to form new and diverse connections, explore interests or opportunities, and grow my current relationships.
- I can integrate learning, wisdom, and skills from mentors into my own practices while sustaining those relationships.
- I can prepare for, initiate, sustain, and reflect on connections with people who could help expand my knowledge and/or access to opportunities that support my goals.
- I can cooperate in mutual aid networks, not only for mutual support, but to understand, analyze, and address root causes of issues.
- I can serve as a mentor and provide guidance for others using my connections and learnings to help them grow and diversify their networks.
Project-specific:- I can intentionally form new and diverse connections by preparing for, initiating, and sustaining relationships that expand my access to knowledge and opportunities
- I can cooperate in mutual-aid networks by helping analyze and address root causes of community issues, and I can mentor others using what my connections have taught me.
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- With guidance, I can learn and practice ways to get to know someone I have never met.
- I can name someone I look up to and share what I like about them.
Project-specific:- With guidance, I can learn and practice ways to get to know someone I have never met by using respectful conversation starters and asking questions
- I can name someone I look up to and explain what I like about them and how I can apply it to how I connect with others.
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Sustain Well-Being
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Connect to the natural world
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- With guidance, I can use my senses and name what I see, hear, feel, or smell in the natural world (e.g., soft leaves, loud birds). I can notice and name things from the natural world that I like or find beautiful. With guidance, I can help care for the natural world (e.g., watering plants, picking up litter).
Project-specific:- With guidance, I can use my senses to name what I see, hear, feel, or smell in the natural world
- I can notice and say what I like or find beautiful about nature.
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- I can use my senses and name what I see, hear, feel, or smell in the natural world. I can notice and name things from the natural world and share what makes them beautiful or special to me. I can help care for the natural world including plants, animals, and land. With guidance, I can share some ways that my nature-based actions (e.g., creating a garden, caring for animals) help both nature and myself.
Project-specific:- I can use my senses to name what I see, hear, feel, or smell in the natural world
- I can explain what makes something in nature special or beautiful to me and help care for plants, animals, or land by taking part in a simple stewardship activity.
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- I can use sensory experiences to see patterns (e.g., symmetry, cycles, etc.) and grow my understanding of the natural world. I can regularly notice things from the natural world, share what makes them beautiful or special to me, and identify how they make me feel. I can help care for the natural world and join activities, groups, or events to expand that effort within my communities. I can share how my nature-based actions help and/or harm both nature and myself.
Project-specific:- I can use sensory experiences to notice patterns in the natural world (like cycles or changes over time)
- I can share how nature makes me feel and help care for the natural world, including joining community efforts to support it.
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- I can seek out and reflect on sensory experiences to help me grow my knowledge and understanding of the natural world, experience and share nature’s stories, and notice how they affect my feelings and moods. I can seek out beauty and awe from the natural world and reflect on my emotional responses. I can take individual initiative to be a steward of the natural world, support and join collective environmental actions within my communities, and help educate others in taking care of the natural world. I can engage in behaviors and practices that show a reciprocal relationship with nature (e.g., restoring a habitat, helping plants grow) and identify ways that I’m balancing my needs with nature’s needs.
Project-specific:- I can seek out and reflect on sensory experiences in nature to deepen my understanding and describe nature’s stories or features
- I can take initiative to practice stewardship (like helping plan or lead an environmental action) and explain how my actions balance my needs with nature’s needs.
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- I can integrate sensory experiences from nature into my self-care routines and use them for continual learning and sharing. I can seek out beauty and awe from the natural world, reflect on my emotional responses, and use those experiences to find greater connection and humility. I can participate in, advocate for, and lead individual and collective responsibilities for environmental stewardship within my communities. I can engage in and advocate for individual and community behaviors that reflect a reciprocal relationship with nature.
Project-specific:- I can integrate nature-based sensory experiences into my self-care routines and use them to keep learning and sharing
- I can participate in, advocate for, and lead environmental stewardship responsibilities in my community and explain how my actions show a reciprocal relationship with nature.
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- I can integrate sensory experiences from nature into my self-care routines, use them for continual learning and sharing, and support others in developing their sensory connection to nature. I can integrate experiences of beauty and awe in the natural world into my ongoing self-care and spiritual practice. I can take individual and collective action for stewardship of the more-than-human world and organize and lead long-term environmental stewardship efforts that promote systemic change. I can engage in and teach others how to develop a reciprocal relationship with nature and advocate for systemic change that honors this relationship.
Project-specific:- I can integrate sensory experiences from nature into my self-care and ongoing learning, and I can help others strengthen their connection to nature
- I can organize and lead long-term stewardship efforts and teach others how to practice a reciprocal relationship with nature while advocating for systemic change.
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