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Next Generation Learning Standards -Language

English Language Arts - Language - Conventions of Academic English/Language for Learning

L.1 Demonstrate command of the conventions of academic English grammar and usage when writing or speaking
L.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

English Language Arts - Language - Knowledge of Language

English Language Arts - Language - Vocabulary Acquisition and Use

Next Generation Learning Standards Reading

English Language Arts - Key ideas and details

Reading anchor standards

R.1 Read closely to determine what the text says explicitly/implicitly and make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
R.2 Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
R.3 Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

English Language Arts - Craft and Structure

Reading anchor standards

R.4 Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
R.5 Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.
R.6 Assess how point of view or purpose shapes the content and style of a text, drawing on a wide range of global and diverse texts.

English Language Arts - Integration of knowledge and ideas

Reading anchor standards

R.7 Integrate and evaluate content presented in diverse media and formats.
R.8 Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.
R.9 Analyze and evaluate texts using knowledge of literary forms, elements, and devices through a variety of lenses and perspectives.

Next Generation Learning Standards Writing

English Language Arts - Text types and purposes

Writing anchor standards

W1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
W.2 Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
W.3 Write narratives to develop real or imagined experiences or events using effective techniques, well-chosen details, and well-structured event sequences.
W.4 Develop personal, cultural, textual, and thematic connections within and across genres through written responses to texts and personal experiences.
W.5 Draw evidence from literary or informational texts to support analysis, reflection, and research.

English Language Arts -Research to Build and Present Knowledge

Writing anchor standards

W. 6 Conduct research based on focused questions to demonstrate understanding of the subject under investigation
W.7 Gather relevant information from multiple sources, assess the credibility and accuracy of each source, and integrate the information in writing while avoiding plagiarism

Next Generation Learning Standards Speaking And Listening

English Language Arts Speaking And Listening -Comprehension and Collaboration

SL.1 Prepare for and participate effectively in a range of conversations and collaborations with diverse partners; express ideas clearly and persuasively, and build on those of others.
SL.2 Integrate and evaluate information presented in diverse media and formats (including visual, quantitative, and oral).

English Language Arts Speaking And Listening -Presentation of Knowledge and Ideas

SL.4 Present information, findings, and supporting evidence so that listeners can follow the line of reasoning. Ensure that the organization, development, and style are appropriate to task, purpose, and audience.
SL.5 Make strategic use of digital media and visual displays to express information and enhance understanding of presentations

English Language Arts Speaking And Listening -Knowledge of Language

SL.3 Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening

English Language Arts Speaking And Listening -Vocabulary Acquisition and Use

L.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.
L.5 Demonstrate understanding of figurative language, word relationships and nuances in word meanings.
SL.6 Acquire and accurately use general academic and content-specific words and phrases sufficient for reading, writing, speaking, and listening; demonstrate independence in gathering and applying vocabulary knowledge when considering a word or phrase important to comprehension or expression.

College and Career Readiness Domains

Academic and Personal Behaviors

Communication and Collaboration
Creativity and Adaptability
Management, Organization and Work Habits
Mindsets for Perseverance

Academic Programming

Engage in Experiential Learning Opportunities
Enroll in and Pass Rigorous Courses and Graduate with Additional Credentials
Gain Career-specific Knowledge and Skills
Take Courses and Meet Requirements for Post-secondary Readiness

Academic Skills

Communicate Verbally
Problem Solving
Reasoning and Decision Making
Use of Technology and Media
Written Communication

College and Career Access

Adult Networks
Exploration to Understand Trends and Pathways
Getting In
Transitions and Financial Planning

Common Core Learning Standards

ELA & Literacy

Writing

W.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences
W.11 Develop personal, cultural, textual, and thematic connections within and across genres as they respond to texts through written, digital, and oral presentations, employing a variety of media and genres.
W.6 Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
W.8 Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.
W.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.

Speaking and Listening

Language

L.3 Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.
L.6 Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression.

Foundational Skills

Fluency
Phonics and Word Recognition
Phonological Awareness
Print Concepts

Mathematics

K-8

Counting and Cardinality
Expressions and Equations
Functions
Geometry
Measurement and Data
Number and Operations - Fractions
Number and Operations in Base Ten
Operations and Algebraic Thinking
Ratios and Proportional Relationships
Statistics and Probability
The Number System

9-12

Algebra
Functions
Geometry
Modeling
Number and Quantity
Statistics and Probability

Danielson Framework for Teaching

1a: Demonstrating Knowledge of Content and Pedagogy
1b: Demonstrating Knowledge of Students
1c: Setting Instructional Outcomes
1d: Demonstrating Knowledge of Resources
1e: Designing Coherent Instruction
1f: Designing Student Assessments
2a: Creating an Environment of Respect and Rapport
2b: Establishing a Culture for Learning
2c: Managing Classroom Procedures
2d: Managing Student Behavior
2e: Organizing Physical Space
3a: Communicating with Students
3b: Using Questioning and Discussion Technique
3c: Engaging Students in Learning
3d: Using Assessment in Instruction
3e: Demonstrating Flexibility and Responsiveness
4a: Reflecting on Teaching
4b: Maintaining Accurate Records
4c: Communicating with Families
4d: Participating in the Professional Community
4e: Growing and Developing Professionally
4f: Showing Professionalism

Quality Review Indicators

1.1 Curriculum
1.2 Pedagogy
1.3 Leveraging Resources
1.4 Positive Learning Environment
2.2 Assessment Instructional Core
3.1 Goals and Action Plans
3.4 High Expectations Systems for Improvement
4.1 Teacher Support and Supervision
4.2 Teacher Teams and Leadership Development
5.1 Monitoring and Revising Systems

(Danielson Framework for Teaching, Common Core, etc.)

Danielson Framework for Teaching

2a: Creating an Environment of Respect and Rapport

Danielson Framework for Teaching

2a: Creating an Environment of Respect and Rapport

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2a: Creating an environment of respect and rapport next steps

Details

This resource supports teachers and school leaders with identifying next steps for a priority area connected to Danielson's Framework for Teaching (FfT) component 2a: Creating an Environment of Respect and Rapport. It includes component-specific "ask abouts" which focus on each of the component's elements, and which can be used to support professio...

"The Danger of a Single Story" professional learning activity

Details

In this 45-minute professional learning activity, participants will use an excerpt from Chimamanda Ngozi Adichie’s TED talk “The Danger of a Single Story” to reflect on the ways in which we form predetermined narratives (or, “stories”) about one another, and how these “stories” impact learning and educational equity.

Facilitating intellectual risk professional learning activity

Details

In this 45-minute professional learning activity, participants will watch a video titled “Encouraging Students to Persist Through Challenges,” in order to make connections between Components 2a and 3c of the Danielson Framework for Teaching. They will then brainstorm ways the strategies shared in the video might be applied in their own classroom co...

Mindfully me: mindful mondays collection for summer rising

Grades K - 8

Social and Emotional Learning

Details

Building student resilience and emotional sustainability requires an understanding of what mindfulness and wellbeing looks like, what it feels like, and what the associated behaviors are. This virtual student training and related materials has been designed for Summer Rising staff to implement the scripted weekly Mindfully Me: Mindful Monday curric...

Teacher profile: Shatera Weaver on building authentic relationships

Details

This 3 and a half minute video showcases one teacher’s approach to building authentic relationships with students by finding ways to highlight student identity and engage in content through their unique perspectives.

Norms: 7 P's

Details

This document contains the "7 P" Norms for Collaboration, with detailed descriptions of each one.

Mindfully me: mindful monday's curriculum module 1

Grades PK - 8

Social and Emotional Learning

Details

Student ownership of questioning and discussion: PS 112

Details

This case study examines how teachers, school leaders and field support staff at P.S. 112 Jose Celso Barbosa make decisions and engage stakeholders to develop school-wide practices to strengthen student achievement.

Debriefing a lesson at PS 359

Grade 4

English Language Arts

English Language Arts
Social Studies

Details

In this video, a principal debriefs a formative observation of a lesson with two fourth-grade teachers. Through discussion of one teacher's interaction with a student, they explore next steps that can further support student independence.

Compliant or engaged learners and the classroom environment professional learning activity

Details

Through engaging in this 40-minute professional learning activity, participants will distinguish between “compliant” and “engaged” students. Participants will also explain interrelationships between student intellectual engagement and select Framework for Teaching Domain 2 components, as well as plan strategies that ensure that all students are int...

Mindfully me: mindful mondays curriculum module 2

Grades K - 8

Social and Emotional Learning

Details

Debriefing a lesson at PS 359

Grade 4

English Language Arts

English Language Arts
Social Studies

Details

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