ATL Skill Indicators: Page 1
Communication:
 Give and receive meaningful feedback  Use intercultural understanding to interpret communication  Use variety speaking techniques to comm. w/ a variety of
audiences
 Use appropriate forms of writing for diff. purposes and
audiences
 Use a variety of media to communicate with a range of audiences
 Interpret and use effectively modes of non-verbal
communication
 Negotiate ideas and knowledge with peers and teachers  Participate in, and contribute to, digital social media networks  Collaborate with peers & experts using variety digital environ.
and media
 Share ideas with multiple audiences using variety digital
environment/media
 Read critically and for comprehension  Read a variety of sources for information and for pleasure  Make inferences and draw conclusions  Use and interpret a range of discipline-specific terms and
symbols  Write for different purposes  Understand and use mathematical notation  Paraphrase accurately and concisely  Preview and skim texts to build understanding  Take effective notes in class  Make effective summary notes for studying  Use a variety of organizers for academic writing tasks  Find info for inquiries, using a variety of media  Organize and depict information logically  Structure information in summaries, essays and reports Collaboration:
 Use social media networks to build and develop relationships  Practise empathy  Delegate and share responsibility for decision-making  Help others to succeed  Take responsibility for one’s own actions  Manage and resolve conflict, and work collaboratively in teams  Build consensus  Make fair and equitable decisions  Listen actively to other perspectives and ideas  Negotiate effectively  Encourage others to contribute  Exercise leadership and take on a variety of roles within groups
 Give and receive meaningful feedback  Advocate for one’s own rights and needs Information Literacy:
 Collect, record and verify data  Access information to be informed and inform others  Make connections between various sources of information  Understand benefits/limitations of personal sensory learning
preferences when accessing/processing/recalling information  Use memory techniques to develop long-term memory  Present information in a variety of formats and platforms  Collect & analyse data to identify solutions & make informed
decisions  Process data and report results  Evaluate and select information sources and digital tools based
on their appropriateness to specific tasks  Understand and use technology systems  Use critical-literacy skills to analyse and interpret media
communications  Understand and implement intellectual property rights  Create references and citations, use footnotes/endnotes and
construct a bibliography according to recognized conventions
 Identify primary and secondary sources Media Literacy:
 Locate, organize, analyse, evaluate, synthesize and ethically use
info. from variety of sources and media (including digital social
media and online networks)
 Demonstrate awareness of media interpretations of events and
ideas (including digital social media)  Make informed choices about personal viewing experiences  Understand impact of media representations and modes of
presentation  Seek a range of perspectives from multiple and varied sources  Communicate information and ideas effectively to multiple
audiences using a variety of media and formats  Compare/contrast & draw connections btw (multi)media
resources Organization:
 Plan short- and long-term assignments; meet deadlines  Create plans to prep for assessments (exams and perform.)  Keep and use a weekly planner for HW
 Set goals that are challenging & realistic
 Plan strategies/take action for personal and academic goals
 Bring necessary equip. & supplies to class
 Keep organized and logical system of info files/notebooks  Use appropriate strategies for organizing complex info
 Understand and use learning styles  Select and use technology effectively and productively ATL Skill Indicators: Page 2
Critical Thinking:
 Practise observing carefully in order to recognize problems  Gather and organize relevant information to formulate an
argument  Recognize unstated assumptions and bias
 Interpret data  Evaluate evidence and arguments  Recognize and evaluate propositions  Draw reasonable conclusions and generalizations  Test generalizations and conclusions  Revise understanding based on new information and evidence  Evaluate and manage risk  Formulate factual, topical, conceptual and debatable questions  Consider ideas from mult. perspectives  Develop contrary arguments  Analyse complex concepts and projects into their constituent
parts and synthesize them to create new understanding  Propose & evaluate a variety of solutions
 Identify obstacles and challenges  Use models and simulations to explore complex systems and
issues
 Identify trends and forecast possibilities
 Troubleshoot systems and applications
Creative Thinking:
 Use brainstorming and visual diagrams to generate new ideas and
inquiries  Consider mult. alternatives, including unlikely or impossible  Create new solutions to authentic prob.
 Make unexpected or unusual connections btw objects and/or
ideas
 Design improvements to existing machines, media and
technologies  Design new machines, media and technologies  Make guesses, ask “what if” questions and generate testable
hypotheses  Apply existing knowledge to generate new ideas, products or
processes  Create original works and ideas; use existing works and ideas in
new ways
 Practise flexible thinking—develop multiple opposing,
contradictory and complementary arguments  Visible thinking strategies & techniques  Generate metaphors and analogies
Transfer:
 Use effective learning strategies in subject groups and disciplines
 Apply skills/know. in unfamiliar situations
 Inquire diff. contexts to gain a diff. POV
 Compare conceptual understanding across multiple disciplines  Make connections between subject groups and disciplines  Combine knowledge, understanding and skills to create products
or solutions  Transfer current knowledge to learning of new technologies  Change the context of an inquiry to gain different perspectives Reflection:
 Develop new skills, techniques and strategies for effective
learning  Identify strengths and weaknesses of personal learning strategies
(self-assessment)
 Demonstrate flexibility in the selection and use of learning
strategies
 Try new ATL skills and evaluate their effectiveness
 Consider content
– What did I learn about today? – What don’t I yet understand? – What questions do I have now?  Consider ATL skills development
– What can I already do? – How can I share my skills to help peers who need more
practice? – What will I work on next?  Consider personal learning strategies
– What can I do to become a more efficient and effective
learner? – How can I become more flexible in my choice of learning
strategies? – What factors are important for helping me learn well?  Focus on the process of creating by imitating the work of
others
 Consider ethical, cultural and environmental implications  Keep a journal to record reflections Affective:
 Mindfulness
– Practise focus and concentration
– Practise strat. to develop mental focus – Practise strat. to overcome distractions – Practise awareness of body–mind connections  Perseverance
– Demonstrate persistence and perseverance – Practise delaying gratification  Emotional management
– Practise strategies to overcome impulsiveness and anger – Practise strategies to prevent and eliminate bullying – Practise strat. to reduce stress & anxiety  Self-motivation
– Practise analysing and attributing causes for failure – Practise managing self-talk – Practise positive thinking  Resilience
– Practise bouncing back after adversity/mistakes/failures – Practise “failing well” – Practise dealing with unmet expectations
 Practise dealing with change Key Concepts: (pick only one)
Aesthetics deals with the characteristics, creation, meaning
and perception of beauty and taste. The study of aesthetics
develops skills for the critical appreciation and analysis of art,
culture and nature.
Communication is the exchange or transfer of signals, facts,
ideas and symbols. It requires a sender, a message and an
intended receiver. Communication involves the activity of
conveying information or meaning. Effective communication
requires a common 'language' (which may be written, spoken
or non-verbal).
Connections are links, bonds and relationships among
people, objects, organisms or ideas.
Culture encompasses a range of learned and shared beliefs,
values, interests, attitudes, products, ways of knowing and
patterns of behaviour created by human communities. The
concept of culture is dynamic and organic.
Form is the shape and underlying structure of an entity or
piece of work, including its organization, essential nature and
external appearance.
Identity is the state or fact of being the same. It refers to the
particular features which define individuals, groups, things,
eras, places, symbols and styles. Identity can be observed, or
it can be constructed, asserted, and shaped by external and
internal influences.
Perspective is the position from which we observe
situations, objects, facts, ideas and opinions. Perspective may
be associated with individuals, groups, cultures or disciplines.
Different perspectives often lead to multiple representations
and interpretations.
Systems are sets of interacting or interdependent
components. Systems provide structure and order in human,
natural and built environments. Systems can be static or
dynamic, simple or complex.
Change is a conversion, transformation, or movement from one
form, state or value to another. Inquiry into the concept of change
involves understanding and evaluating causes, processes and
consequences.
Communities are groups that exist in proximity defined by space,
time or relationship. Communities include, for example, groups of
people sharing particular characteristics, beliefs or values as well as
groups of interdependent organisms living together in a specific
habitat.
Creativity is the process or ability to make or produce something
new and original, often characterized by the use of imagination or
divergent thinking. It may be evident in the process as well as the
outcome, solution or product.
Development is the act or process of growth, progress or evolution,
sometimes through iterative improvements.
Global interaction focuses on the connections among individuals
and communities, as well as their relationships with built and natural
environments, from the perspective of the world as a whole.
Logic is a method of reasoning and a system of principles used to
build arguments and reach conclusions.
Relationships are the connections and associations between
properties, objects, people and ideas-including the human
community's connections with the world in which we live. Any
change in relationship brings consequences-some of which may
occur on a small scale, while others may be far reaching, affecting
large networks and systems like human societies and the planetary
ecosystem.
Time, place and space The intrinsically-linked concept of time,
space and place refers to the absolute or relative position of people,
objects and ideas. 'Time, place and space' focuses on how we
construct and use our understanding of location (“where” and
“when”).
IB Assessment Criteria: (grades 9-10; abbreviated)
Language & Literature
Individuals & Societies
A: Analysing
i. analyse content, language, structure, etc.
ii. analyse the effects of the creator’s choices
iii. justify opinions, ideas, examples, etc.
iv. evaluate similarities/differences in texts.
C: Producing text
i. produce texts with insight while exploring
and reflecting critically on new perspectives
ii. make effective stylistic choices of
linguistic, literary and visual devices
iii. select relevant details to develop ideas.
B: Organizing
i. employ organizational structures
ii. organize opinions and ideas in a
sustained, coherent and logical manner
iii. reference and format effectively.
D: Using language
i. appropriate/varied vocabulary & syntax
ii. match register and style to context/intent
iii. use correct grammar and punctuation
iv. spell, write and pronounce with accuracy
v. appropriate non-verbal communication.
A: Knowing and understanding
i. use a wide range of terminology in context
ii. demonstrate understanding of content
and concepts through developed
descriptions, explanations and examples.
C: Communicating
i. communicate ideas effectively using an
appropriate style for the audience/purpose
ii. structure info. for a specified format
iii. document sources of information using a
recognized convention.
Language Acquisition
Science
A: Comprehending spoken/visual text
i. identify basic facts, messages, main ideas
and supporting details in everyday situations
ii. identify ideas, opinions and attitudes and
by response to spoken/visual text.
C: Responding to spoken, written and
visual text
i. respond appropriately to simple phrases
ii. interact in rehearsed exchanges
iii. use basic phrases to communicate ideas,
feelings and info. on a variety of topics
iv. communicate with a sense of audience.
A: Knowing and understanding
i. explain scientific knowledge
ii. apply sci. knowledge to solve problems
iii. analyse/evaluate info to make
scientifically supported judgments.
C: Processing and evaluating
i. present collected and transformed data
ii. interpret data and explain results
iii. evaluate the validity of a hypothesis
based on the outcome of investigation
iv. evaluate the validity of the method
v. explain improvements to the method.
B: Comprehending written/visual text
i. identify main ideas and supporting details
ii. recognize format, style, and purpose
iii. identify ideas, opinions and attitudes by
response to written/visual text.
D: Using lang. in spoken/written form
i. write/speak with range of vocabulary,
structures and conventions when speaking
ii. use clear pronunciation and intonation
iii. organize info and use a range of basic
cohesive devices
iv. use language to suit the context.
B: Investigating
i. write clear, focused research question
ii. follow plan to investigate research
iii. use effective research methods
iv. evaluate the research process and results.
D: Thinking critically
i. discuss concepts, issues, models, theories
ii. synthesize info to make valid arguments
iii. analyse and evaluate a wide range of
sources/data
iv. interpret different perspectives.
B: Inquiring and designing
i. explain a problem for sci. investigation
ii. formulate and explain testable hypothesis
iii. explain variables and data collection type
iv. design scientific investigations.
D: Reflecting on the impacts of science
i. explain the ways in which science is
applied and used to address problem
ii. discuss implications of science and its
application in solving a specific problem
iii. apply scientific language effectively
iv. document the work/sources of info.
IB Assessment Criteria: (grades 9-10; abbreviated)
Math
Art
A: Knowing and understanding
i. select appropriate math to solve problems
ii. apply the selected mathematics
successfully when solving problems
iii. solve problems correctly in both familiar
and unfamiliar situations.
B: Investigating patterns
i. select and apply mathematical problemsolving techniques to discover patterns
ii. describe patterns as general rules
consistent with findings
iii. prove, or verify and justify, general rules.
A: Knowing and understanding
i. demonstrate understanding of art form
studied: concepts, processes, and terms
ii. demonstrate an understanding of the role
of art form in original/displaced contexts
iii. use acquired knowledge to inform artistic
decisions in the process of creating artwork.
B: Developing skills
i. demonstrate the acquisition and
development of the skills and techniques of
the art form studied
ii. demonstrate the application of skills and
techniques to create, perform and/or
present art.
C: Communicating
i. use appropriate math language (notation,
symbols and terminology) orally/written
ii. present info w/ proper math forms
iii. move between different forms of
mathematical representation
iv. communicate coherent math reasoning
v. organize info using a logical structure.
D: Applying math in real-life contexts
i. identify relevant elements of authentic
real-life situations
ii. use appropriate strategies to solve real-life
situations
iii. apply strategies successfully to solve
iv. justify the accuracy of a solution
v. justify whether a solution makes sense in
the context of the real-life situation.
C: Thinking creatively
i. develop a feasible, clear, imaginative and
coherent artistic intention
ii. demonstrate a range and depth of
creative-thinking behaviours
iii. demonstrate the exploration of ideas to
shape artistic intention through to a point
of realization.
D: Responding
i. construct meaning and transfer learning to
new settings
ii. create an artistic response which intends
to reflect or impact on the world around
them
iii. critique the artwork of self and others.
Physical & Health Education
Design
A: Knowing and understanding
i. explain physical health education factual,
procedural and conceptual knowledge
ii. apply physical/health knowledge to solve
problems in familiar/unfamiliar situations
iii. apply physical and health terminology
effectively to communicate understanding.
B: Planning for performance
i. design, explain and justify plans to
improve physical performance and health.
ii. analyse and evaluate the effectiveness of a
plan based on the outcome.
A: Knowing and understanding
i. demonstrate understanding of art form
studied: concepts, processes, and terms
ii. demonstrate an understanding of the role
of art form in original/displaced contexts
iii. use acquired knowledge to inform artistic
decisions in the process of creating artwork.
B: Developing skills
i. demonstrate the acquisition and
development of the skills and techniques of
the art form studied
ii. demonstrate the application of skills and
techniques to create, perform and/or
present art.
C: Applying and performing
i. demonstrate and apply a range of skills
and techniques effectively.
ii. demonstrate and apply a range of
strategies and movement concepts.
iii. analyse and apply information to
perform effectively.
D: Reflecting & improving performance
i. explain and demonstrate strategies to
enhance interpersonal skills.
ii. develop goals and apply strategies to
enhance performance.
iii. analyse and evaluate performance.
C: Thinking creatively
i. develop a feasible, clear, imaginative and
coherent artistic intention
ii. demonstrate a range and depth of
creative-thinking behaviours
iii. demonstrate the exploration of ideas to
shape artistic intention through to a point
of realization.
D: Responding
i. construct meaning and transfer learning to
new settings
ii. create an artistic response which intends
to reflect or impact on the world around
them
iii. critique the artwork of self and others.
Related Concepts: pick 2 (3 max)
Language & Literature:
Mathematics:
Design:
audience imperatives, inter-textuality, setting,
character, point of view, structure, context,
purpose, style, genres, self-expression, theme
change, measurement, representation,
equivalence, model, simplification,
generalization, pattern, space, justification,
quantity, system
adaptation, form, market and trends,
collaboration, function, perspective,
ergonomics, innovation, resources, evaluation,
invention, sustainability
Language Acquisition: Phase 1-2
Language Acquisition: Phase 3-4
Language Acquisition: Phase 5-6
accent, form, patterns, audience, function,
purpose, context, meaning, structure,
conventions, message, word choice
audience, function, point of view, context,
idiom, purpose, conventions, meaning,
structure, empathy, message, word choice
argument, empathy, purpose, audience, idiom,
stylistic choices, bias, inference, theme, context,
point of view, voice
Physical & Health Education:
Visual Arts:
Performing Arts:
adaptation, environment, perspectives, balance,
function, refinement, choice, interaction, space,
energy, movement, systems
audience, genre, presentation, boundaries,
innovation, representation, composition,
interpretation, style, expression, narrative,
visual culture
audience, genre, play, boundaries, innovation,
presentation, composition, interpretation, role,
expression, narrative, structure
Individuals & Societies: Economics
Individuals & Societies: Geography
Individuals & Societies: History
choice, growth, resources, consumption, model,
scarcity, equity, poverty, sustainability,
globalization, power, trade
causality (cause & consequence), globalization,
power, culture, management & intervention,
processes, disparity & equity, networks, scale,
diversity, patterns & trends, sustainability
causality (cause & consequence), culture,
innovation & revolution, civilization,
governance, independence, conflict, identity,
perspective, cooperation, ideology, significance
Sciences: Biology
Sciences: Chemistry
Science: Physics
balance, evidence, models, consequences, form,
movement, energy, function, patterns,
environment, interaction, transformation
balance, evidence, models, conditions, form,
movement, consequences, function, patterns,
energy, interaction, transformation
consequences, evidence, models, development,
form, movement, energy, function, patterns,
environment, interaction, transformation
ATL Skills: (abbreviated)
Communication
Social
Self-management
Research
Thinking

I.
Communication skills
Exchanging thoughts, messages and information
effectively through interaction
Reading, writing and using language to gather
and communicate information
1 II.
Collaboration skills
Working effectively with others
1 III.
Organization skills
Managing time and tasks effectively
1 IV.
Affective skills
Managing state of mind
• Mindfulness
• Perseverance
• Emotional management
• Self-motivation
• Resilience
1 V.
Reflection skills
(Re)considering the process of learning; choosing
and using ATL skills
1 VI.
Information literacy skills
Finding, interpreting, judging and creating
information
1 VII.
Media literacy skills
Interacting with media to use and create ideas
and information
1 VIII.
Critical thinking skills
Analysing and evaluating issues and ideas
1 IX.
Creative thinking skills
Generating novel ideas and considering new
perspectives
1 X.
Transfer skills
Using skills and knowledge in multiple contexts
How can students communicate through
interaction?
How can students demonstrate
communication through language?
How can students collaborate?
How can students demonstrate
organization skills?
How can students manage their own state
of mind?
How can students be reflective?
How can students demonstrate information
literacy?
How can students demonstrate media
literacy?
How can students think critically?
How can students be creative?
How can students transfer skills and
knowledge across disciplines and subject
groups?
Global Contexts:
Possible explorations to develop:


Identities and relationships
Who am I? Who are we?
Students will explore identity; beliefs and values;
personal, physical, mental, social and spiritual health;
human relationships including families, friends,
communities and cultures; what it means to be human.
Orientation in space and time
What is the meaning of "where" and "when"?
Students will explore personal histories; homes and
journeys; turning points in humankind; discoveries;
explorations and migrations of humankind; the
relationships between, and the interconnectedness of,
individuals and civilizations, from personal, local and
global perspectives.



Competition and cooperation;
teams, affiliation and leadership
Identity formation, self-esteem,
status, roles and role models
Personal efficacy and agency;
attitudes, motivations,
independence; happiness and the
good life
Physical, psychological and
social development; transitions;
health and well-being; lifestyle
choices
Human nature and human
dignity; moral reasoning and
ethical judgment; consciousness
and mind
Possible explorations to develop:
 Civilizations and social histories,
heritage; pilgrimage, migration,
displacement and exchange
 Epochs, eras, turning points and
"big history"
 Scale, duration, frequency and
variability
 Peoples, boundaries, exchange
and interaction
 Natural and human landscapes
and resources
 Evolution, constraints and
adaptation
Personal and cultural expression
What is the nature and purpose of creative expression?
Possible explorations to develop:
 Artistry, craft, creation, beauty
 Products, systems and
institutions
 Social constructions of reality;
philosophies and ways of life;
belief systems; ritual and play
 Critical literacy, languages and
linguistic systems; histories of
ideas, fields and disciplines;
analysis and argument
 Metacognition and abstract
thinking
 Entrepreneurship, practice and
competency
Students will explore the ways in which we discover and
express ideas, feelings, nature, culture, beliefs and values;
the ways in which we reflect on, extend and enjoy our
creativity; our appreciation of the aesthetic.
Scientific and technical innovation
How do we understand the world in which we live?
Students will explore the natural world and its laws; the
interaction between people and the natural world; how
humans use their understanding of scientific principles;
the impact of scientific and technological advances on
communities and environments; the impact of
environments on human activity; how humans adapt
environments to their needs.
Possible explorations to develop:
 Systems, models, methods;

products, processes and
solutions
 Adaptation, ingenuity and

progress
 Opportunity, risk, consequences

and responsibility
 Modernization, industrialization

and engineering
 Digital life, virtual environments

and the Information Age
  The biological revolution
 Mathematical puzzles, principles

and discoveries
Globalization and sustainability
How is everything connected?
Students will explore the interconnectedness of humanmade systems and communities; the relationship
between local and global processes; how local
experiences mediate the global; the opportunities and
tensions provided by world- interconnectedness; the
impact of decision-making on humankind and the
environment.
Possible explorations to develop:
 Markets, commodities and

commercialization
  Human impact on the environment
 Commonality, diversity and

interconnection
 Consumption, conservation, natural

resources and public goods
  Population and demography
 Urban planning, strategy and

infrastructure
Possible explorations to develop:
 Democracy, politics, government and
civil society
 Inequality, difference and inclusion

Fairness and development


What are the consequences of our common humanity?

Human capability and development;
social entrepreneurs
Rights, law, civic responsibility and
the public sphere
Justice, peace and conflict
management
Power and privilege
Students will explore rights and responsibilities; the
relationship between communities; sharing finite
resources with other people and with other living things;
access to equal opportunities; peace and conflict
resolution.

Authority, security and freedom

Imagining a hopeful future
Common Core Literacy Standards (grades 9-10; Abbreviated)
Reading
Speaking & Listening
R1. Cite the text and draw inferences to support your analysis.
R2. Determine central idea and specific details; summarize objectively
R3. Understand and analyze the sequence of events in a text.
R4. Use context clues to determine new words, phrases, and meanings.
R5. Analyze how authors’ claims are developed by specific sentences.
R6. Determine the author’s point of view or purpose in a text.
R7. Analyze how diff. mediums present various accounts of same topic.
R8. Evaluate an argument’s claims based on its reasoning & evidence.
R9. Compare/contrast two different texts on same topic.
R10. Comprehend grade-level appropriate nonfiction texts.
SL1. Initiate and participate effectively in collaborative discussions.
SL2. Come to discussion prepared & reference textual evidence.
SL3. Work w/ peers to set rules for discussions & decision making.
Writing
Standards for Language (e.g. grammar, conventions, etc.)
W1. Write arguments specific to a given discipline (Math, Science, etc.).
W1a. Include claims, sub-claims, counter-claims, reasons, & evidence.
W1b. Include reasoning/evidence for both claim & counter-claim.
W1c. Use phrases to show relationship between ideas (contrast, sub-topic, etc.).
W1d. Use formal/objective style and proper conventions (grammar).
W1e. Provide a concluding statement or section to support argument.
W2. Write info/explanatory texts (e.g. historical event, procedures, etc.).
W2a. Use topic sentence, headings, graphics, to show important ideas.
W2b. Use relevant, well-chosen details/quotations/evidence to expand.
W2c. Use varied transitional phrases to create cohesion between ideas.
W2d. Use discipline specific vocabulary instead of general words.
W3. [Varies from subject to subject.]
W4. Produce clear, organized, developed text geared for a specific audience.
W5. Plan, revise, edit, rewrite, & try new approach to meet audience’s needs.
W6. Use tech. to produce/publish/update/link writing products.
W7. Conduct short or sustained research projects to solve problems,
synthesize multiple sources, and/or demonstrate understanding.
W8. Effectively search for digital & print info.; integrate info. into text
without plagiarizing.
W9. Draw evidence from info. texts to support analysis/reflection/research.
W10. Write routinely over extended and short time frames for a range of
different tasks, purposes and audience.
L1. Demonstrate command of grammar and usage when
writing/speaking.
L1a. Use parallel structure.
L1b. Use various types of phrases & clauses to add variety & interest.
L2. Demonstrate command of capitalizations, punctuation, and spelling.
L2a. Use semicolon or conjunctive adverb to link related independent clauses.
L2b. Use a colon to introduce a list, quotation, or clarification.
L2c. Spell correctly.
L3. Use different forms of language in different contexts (grammar,
register, formality).
L3a. Write/edit using a style (e.g. MLA) appropriate for the discipline.
L4. Determine/clarify meaning of unknown or words with mult.
meanings.
L4a. Use context clues to determine meaning of a word or phrase.
L4b. Be able to correctly change parts of speech (e.g. analyze  analysis).
L4c. Consult reference materials (e.g. dictionaries/glossaries/thesauruses).
L4d. Verify inferred meaning of words using a reference book.
SL4. Pose & respond to relevant questions; clarify/verify/challenge ideas.
SL5. Respond to diff. perspectives; qualify/justify views; revise views.
SL6. Integrate mult. sources of info.; evaluate credibility of each source.
SL7. Evaluate a speaker’s p.o.v., reasoning, evidence, logic, and rhetoric.
SL8. Present info. clearly, concisely, logically so that audience can follow.
SL9. Strategically use digital media (e.g. text, graphs, audio, interactive).
SL10. Adapt speech to meet context and task; use formal lang. when appropriate.
L5. Understand figurative lang., word relationships, and nuances of words.
L5a. Interpret figure of speech (e.g. oxymoron) & analyze their role in text.
L5b. Analyze different nuances in words with similar definitions.
L6. Acquire & accurately use academic vocab and domain-specific
words.
Common Core Mathematical Practices:
1. Make sense of problems and persevere in solving them. (I can understand & solve problems without giving up.)
2. Reason abstractly and quantitatively. (I can think about numbers in many ways.)
3. Construct viable arguments and critique the reasoning of others. (I can explain my thinking and try to understand the
4.
5.
6.
7.
8.
thought process of others.)
Model with mathematics. (I can show my work in many ways.)
Use appropriate tools strategically. (I can use math tools and explain why I chose them.)
Attend to precision. (I can problem solve carefully and check my work.)
Look for and make use of structure. (I can use what I know to solve new problems.)
Look for and express regularity in repeated reasoning. (I can solve problems by looking for rules and patterns.)