| A | B | D | E | F | G | H | I | J | K | L | M | N | O | P | Q | R | S | T | U | V | W | X | Y | Z | |
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1 | EY Standards | EY Descriptors | 1-2 Descriptors | 3-5 Descriptors | 6-8 Descriptors | 9-12 Descriptors | |||||||||||||||||||
2 | SKILLS | Self Management | |||||||||||||||||||||||
3 | Strand | Organization | |||||||||||||||||||||||
4 | Standard | Managing Self | Managing Self | • Follow directions • Follow classroom routines • Choose and complete tasks | • Follows directions in a timely manner • Follows the daily schedule • Follows the instructions and knows when to work and when to play | • Plan a balanced schedule and manage tasks • Prepare and organize materials needed for learning • Use a system for documenting learning | • Plan a balanced schedule and manage tasks • Prepare and organize materials needed for learning • Use a system for documenting learning | • Plan a balanced schedule and manage tasks to meet deadlines • Prepare and organize materials needed for learning, utilizing technology such as Teams and Calendar • Use a system for documenting learning | |||||||||||||||||
5 | Time Management | • Complete a task with a deadline • With guidance can break tasks into smaller pieces • Chooses tools to help manage time | • Complete a task within a deadline • Set individual pacing of smaller tasks to complete larger task in deadline • Choose the most appropriate tool to help manage time | • Complete a task within a deadline • Set individual pacing of smaller tasks to complete larger task in deadline • Choose the most appropriate tool to help manage time | • Complete a task within a deadline • Set individual pacing of smaller tasks to complete larger task in deadline • Choose the most appropriate tool to help manage time | ||||||||||||||||||||
6 | Goal Setting | • Set short term goals | • Set short term goals that are challenging and realistic | • Set short and long term goals that are challenging and realistic | • Set short and long term goals that are challenging, realistic, and measureable | ||||||||||||||||||||
7 | EY Standards | EY Descriptors | 1-2 Descriptors | 3-5 Descriptors | 6-8 Descriptors | 9-12 Descriptors | |||||||||||||||||||
8 | Strand | States of Mind | |||||||||||||||||||||||
9 | Emotional Management | Emotional Management | • Identify how they are feeling • Manage feelings and emotions • Take care of self with support of an adult • Use mindfulness strategies to manage strong feelings | • Use mindfulness strategies to manage strong feelings • Use strategies to focus on learning • Know ways to avoid distractions | • Take responsibility for actions • Use strategies to reduce stress and anxiety • Manage anger and resolve conflict | • Take responsibility for actions by making good choices and showing awareness for others • Understand and determine strategies that are best for reducing my stress and anxiety • Manage anger and recognize when to resolve conflict independently versus seeking help | • Take responsibility for actions and show respect towards others • Understand and use strategies that I know are best for reducing my stress and anxiety • Control anger and know when to resolve independently versus seeking help | ||||||||||||||||||
10 | Perseverance | Perseverance | • Demonstrate resilence to failure • Use strategies to solve problems with teacher support • Use strategies to resolve conflict with teacher support | • Do not give up - Persevere and commited • Find solutions to problems | • Use multiple strategies to overcome when met with challenges | • Use multiple strategies to overcome when met with challenges and take steps to achieve a goal | • Use multiple strategies to overcome when met with challenges and take steps to achieve a goal | ||||||||||||||||||
11 | Self-Motivation | • Show Practice positive thinking • Reinforce self-motivation • Practice growth mindset | • Demonstrate initiative when faced with a task • Determine the motivation (intrinsic, extrinsic) to complete a task | • Demonstrate initiative when faced with a task and show a willingness to put forth best effort • Develop more intrinsic motivation to complete a task | • Demonstrate initiative when faced with a task and put forth best effort • Demonstrate intrinsic motivation to complete a task * Analyze and attribute the causes for failure. | ||||||||||||||||||||
12 | EY Standards | EY Descriptors | 1-2 Descriptors | 3-5 Descriptors | 6-8 Descriptors | 9-12 Descriptors | |||||||||||||||||||
13 | SKILLS | Social | |||||||||||||||||||||||
14 | Strand | Interpersonal | |||||||||||||||||||||||
15 | Respecting Others | Interpersonal Relationship (builds into Respecting Others, Supporting Others, Resolving Conflict) | • Use caring words • Recognize the feelings of others • Disagree and agree with respect WITH PROMPTS | • Use caring words with purpose • Recognise the feelings of others • Disagree and agree with respect | • Use words that show respect • Consider and support the needs of others • Appreciate differences through praticing respect | • Use words that show respect • Consider and support the needs of others • Appreciate differences through praticing respect | • Use words that show respect • Consider and support the needs of others • Appreciate differences through praticing respect | ||||||||||||||||||
16 | Supporting Others | • Listen to others • Find ways to be helpful • Be an upstander on the playground and in class. | • Advocate for the rights and needs of others • Use strategies to prevent or eliminate bullying • Encourage others to be productive learners | • Advocate for the rights and needs of others • Use strategies to prevent or eliminate bullying • Encourage others to be productive learners | • Advocate and affirm the rights and needs of others • Use strategies to prevent or eliminate bullying • Encourage others to be productive and purposeful learners | ||||||||||||||||||||
17 | Social Intelligence | Social Intelligence | • Use words to express feelings, needs and wants to others • Demonstrate an awareness of how one's choices can affect others | • Know that actions impact a group • Be cooperative while working in group • Take on different roles while cooperating or collaborating | • Explain how individual actions impact others • Practice and encourage cooperative behaviors when working in a group • Recognize the different roles people play when collaborating | • Reflect on how individual actions impact others • Engage in cooperative behaviors when working in a group | • Reflect on how individual actions impact others • Engage in cooperative behaviors when working in a group | ||||||||||||||||||
18 | Resolving Conflict | • React reasonably to challenging situations • Listen carefully to others. • Communicate needs clearly and calmly to solve disagreements. | • React reasonably to challenging situations • Listen carefully to others • Express needs clearly and calmly to solve disagreements | • React reasonably to challenging situations • Listen and respond carefully to others • Express needs clearly and calmly to solve disagreements • Act as a mediator when others are in conflict | • React reasonably to challenging situations • Listen and respond carefully to others • Express needs clearly and calmly to solve disagreements • Act as a mediator when others are in conflict | ||||||||||||||||||||
19 | EY Standards | EY Descriptors | 1-2 Descriptors | 3-5 Descriptors | 6-8 Descriptors | 9-12 Descriptors | |||||||||||||||||||
20 | SKILLS | Thinking | |||||||||||||||||||||||
21 | Strand | Critical | |||||||||||||||||||||||
22 | Analysis | Analysis | • Advocate and affirm the rights and needs of others • Use strategies to prevent or eliminate bullying • Encourage others to be productive and purposeful learners | • Break ideas into smaller parts • Look for similarities and differences | • Deconstruct big ideas • Identify patterns, similarities and differences • Use models and simulations to explore complex systems and issues | • Deconstruct big ideas and identify relevant information • Describe and explain important patterns and connections *Use models and simulations to explore complex systems and issues. | * Deconstruct big ideas and identify relevant information * Identify patterns and connections or misalignment across sources and information * Ask questions to challenge or vairfy information and extend understadning | ||||||||||||||||||
23 | Evaluation | Evaluation | • Sort, group, classify, name • Test ideas | • Make connections between ideas. • Test generalizations and conclusions. | • Make a claim based on evidence • Understand alternative perspectives • Evaluate evidence, solutions, arguments and associated decisions | • Use research to make a claim supported by evidence • Understand alternative perspectives and recognise biase and assumption • Use evidence to evaluate arguments,, solutions and related decision | *Evaluate and assess information, using tools to recognise errors descrepencies and uncertainties *Recognise unstated preconceptions/biases (reflexivity) * Generate new findings and solutions from evaluation | ||||||||||||||||||
24 | Forming Decisions | Forming Decisions | • Make decisions • Make predictions about what will happen when making a decision or action | • Make a decision based on evidence • Make predictions about what will happen when making a decision or action | • Draw conclusions and make generalizations • Create, develop and defend solutions using supporting information | • Draw conclusions and make generalizations • Create, develop and defend solutions/decisions using supporting information *Generate more than one solution, answer or approach when making a decision. | • Draw conclusions and make generalizations • Create, develop and defend solutions/decisions using supporting information *Generate more than one solution, answer or approach when making a decision. *Consider impacts of decisions and from different perspectives. | ||||||||||||||||||
25 | EY Standards | EY Descriptors | 1-2 Descriptors | 3-5 Descriptors | 6-8 Descriptors | 9-12 Descriptors | |||||||||||||||||||
26 | Strand | Creative | |||||||||||||||||||||||
27 | Generating Novel Ideas | Generating Novel Ideas | • Use discussion and play to generate new ideas and investigations • Make thinking visible (use of some visible thinking routines) | • Generate new ideas and inquiries • Make unexpected or unsual connections • Iterate to improve upon products, practices and processes | • Generate new ideas and inquiries • Make unexpected or unsual connections • Iterate to improve upon products, practices and processes | • Examine new ideas and inquiries • Draw parallels between known and new ideas to create new connections • Iterate to improve upon products, practices and processes | • Analyze and conceptualize new ideas and inquiries • Create and connect complex ideas from interdisciplinary knowledge • ?? | ||||||||||||||||||
28 | Considering New Perspectives | Considering New Perspectives | • Demonstrate flexibility in thinking, play and completing tasks • Ask questions | • Express flexible thinking in a variety of ways • Consider multiple alternatives, including those that might be unlikely or impossible | • Express flexible thinking in a variety of ways • Consider multiple alternatives, including those that might be unlikely or impossible | • Express flexible thinking in a variety of ways • Develop opposing and complementary arguments • Challenge existing ideas and generate multiple alternatives | • Express flexible thinking in a variety of ways - • Develop multiple opposing, contradictory and complementary arguments • Generate multiple alternatives and speculate on feasible creative options to modify ideas when circumstances change | ||||||||||||||||||
29 | EY Standards | EY Descriptors | 1-2 Descriptors | 3-5 Descriptors | 6-8 Descriptors | 9-12 Descriptors | |||||||||||||||||||
30 | Strand | Transfer | |||||||||||||||||||||||
31 | Application | Application | • Apply learning in new ways • Make connections across, beyond and between units | • Make use of knowledge and skills learned to help myself and others. • Use knowledge in new situations. | • Make use of knowledge, conceptual understandings and skills to help others and self • Combine knowledge, conceptual understandings and skills to create products or solutions | • Make use of knowledge, conceptual understandings and skills to help others and self • Combine knowledge, conceptual understandings and skills to create products or solutions | • Make use of knowledge, conceptual understandings and skills to help others and self • Combine knowledge, conceptual understandings and skills to create products or solutions | ||||||||||||||||||
32 | Application in Multiple Contexts | • Connect and Combine knowledge • Apply skills and knowledge in local and global contexts. | • Transfer conceptual understandings across transdisciplinary themes and subjects • Combine knowledge, conceptual understandings and skills in new or unfamiliar situations to create products or solutions | • Transfer conceptual understandings across transdisciplinary themes, subjects and into real life situations. • Combine knowledge, conceptual understandings and skills in new or unfamiliar situations to create products or solutions | • Transfer conceptual understandings across transdisciplinary themes, subjects and into real life situations. • Combine knowledge, conceptual understandings and skills in new or unfamiliar situations to create products or solutions | ||||||||||||||||||||
33 | EY Standards | EY Descriptors | 1-2 Descriptors | 3-5 Descriptors | 6-8 Descriptors | 9-12 Descriptors | |||||||||||||||||||
34 | Strand | Reflection | |||||||||||||||||||||||
35 | Reflection | Reflection | • Identify strengths and areas for improvement • Reflect on learning by asking questions such as: Did I learn today? What can I already do? What will I work on next? | • Identify strengths and areas of improvement. • Respond to questions about known knowledge | • Identify strengths and areas for improvement • Record thinking and reflection processes | • Identify strengths and areas for improvement • Act on reflections to make improvements | • Identify strengths and areas for improvement • Independently act on reflections in a iterative process to make improvements | ||||||||||||||||||
36 | Metacognition | Metacognition | • Explain why something they did or worked on was successful, or not • Identify when help is needed | • Question understanding and learning • Acknowledge that there are different ways to learn and think | • Identify the different processes for learning • Recognize that there are different ways to learn and think • Reflect on understanding and processes for learning | • Determine your best processes for learning. • Practice different ways to learn and think. • Question understanding and processes for learning | • Master your best processes for learning. • Evaulate different ways to learn and think. • Question your understanding and processes for your learning | ||||||||||||||||||
37 | EY Standards | EY Descriptors | 1-2 Descriptors | 3-5 Descriptors | 6-8 Descriptors | 9-12 Descriptors | |||||||||||||||||||
38 | SKILL | Communication | |||||||||||||||||||||||
39 | Strand | Exchanging Information | ML = Multiple Languages | ||||||||||||||||||||||
40 | Listening | Listening | • Listen to information • Listen actively and respectfully • Ask for clarification | • Listen to directions and instructions • Listen to information • (ML) Identify the context in which to ask for clarification in another language if more information is required. • (ML) Identify the demands of the communicational context and switch languages if necessary or useful | • Listen to directions and instructions, asking clarifying questions when necessary • Listen actively and respectfully to other perspectives and ideas • (ML) Identify the context in which to ask for clarification in another language if more information is required. • (ML) Identify the demands of the communicational context and switch languages if necessary or useful | • Listen to directions and instructions, asking clarifying questions when necessary • Listen actively and respectfully to other perspectives and ideas • (ML) Identify the context in which to ask for clarification in another language if more information is required. • (ML) Identify the demands of the communicational context and switch languages if necessary or useful | • Listen to directions and instructions, asking clarifying questions when necessary • Listen actively and respectfully to other perspectives and ideas • (ML) Identify the context in which to ask for clarification in another language if more information is required. • (ML) Identify the demands of the communicational context and switch languages if necessary or useful | ||||||||||||||||||
41 | Interpreting | Interpreting | • Make use of visual, audio, oral communication to make meaning • Use symbols, signs and sounds to express ideas | • Recognize, create using symbols • Aware of body language and facial expression • Body language means different things in different culture. • (ML) Analyze and evaluate understanding of sources and when is appropriate to switch to sources in another language. • (ML) Add cultural awareness across langguages, identifying specific characteristics of one specific language and the culture(s) it is linked to | • Recognize, create and make meaning using symbols, signs and sounds • Decipher visual, audio and oral communication • Be aware of cultural differences when providing and interpreting communication • (ML) Analyze and evaluate understanding of sources and when is appropriate to switch to sources in another language. • (ML) Add cultural awareness across langguages, identifying specific characteristics of one specific language and the culture(s) it is linked to | • Recognize, create and make meaning using symbols, signs and sounds • Analyze visual, audio and oral communication • Be aware of cultural differences when providing and interpreting communication • (ML) Analyze and evaluate understanding of sources and when is appropriate to switch to sources in another language. • (ML) Add cultural awareness across langguages, identifying specific characteristics of one specific language and the culture(s) it is linked to | • Recognize, create and make meaning using symbols, signs and sounds • Analyze and evaluate visual, audio and oral communication • Be aware of cultural differences when providing and interpreting communication • (ML) Analyze and evaluate understanding of sources and when is appropriate to switch to sources in another language. • (ML) Add cultural awareness across langguages, identifying specific characteristics of one specific language and the culture(s) it is linked to | ||||||||||||||||||
42 | Speaking | Speaking | • Express oneself using words and sentences • Participate in conversations • Brainstorm ideas with teachers and peers | • Speak clearly • Sharing others' ideas in small and large group • (ML) Analyze the conversational context and decide when it is appropriate to speak English, when it is appropriate to speak my mother tongue (if different) and when it is appropriate to speak another language • (ML) Assist other language users in expressing themselves in any language | • Speak and express ideas clearly and logically in small and large groups • Give and receive meaningful feedback and feedforward • State opinions clearly, logically and respectfully • Communicate with peers, experts and members of the learning community using a variety of digital environments and media • (ML) Analyze the conversational context and decide when it is appropriate to speak English, when it is appropriate to speak my mother tongue (if different) and when it is appropriate to speak another language • (ML) Assist other language users in expressing themselves in any language | • Speak and express ideas clearly and logically in small and large groups • Give and receive meaningful feedback and feedforward • State opinions clearly, logically and respectfully • Communicate with peers, experts and members of the learning community using a variety of digital environments and media • (ML) Analyze the conversational context and decide when it is appropriate to speak English, when it is appropriate to speak my mother tongue (if different) and when it is appropriate to speak another language • (ML) Assist other language users in expressing themselves in any language | • Speak and express ideas clearly and logically in small and large groups • Give and receive meaningful feedback and feedforward • State opinions clearly, logically and respectfully • Communicate with peers, experts and members of the learning community using a variety of digital environments and media • (ML) Analyze the conversational context and decide when it is appropriate to speak English, when it is appropriate to speak my mother tongue (if different) and when it is appropriate to speak another language • (ML) Assist other language users in expressing themselves in any language | ||||||||||||||||||
43 | EY Standards | EY Descriptors | 1-2 Descriptors | 3-5 Descriptors | 6-8 Descriptors | 9-12 Descriptors | |||||||||||||||||||
44 | Strand | Literacy | |||||||||||||||||||||||
45 | Reading | Symbolic Exploration and Expression (Reading, Writing, Mathematics) | • Use mark making or concepts of print to convey meaning • Document observations and information in a variety of ways • Communicate using a range of technologoes and materials • Demonstrate early reading bahaviors - handling bookscarefully and corectly, using pictures to "read" books, make connections (text to self, text to text and text to world) | • Read sources for information and pleasure • Read and comprehend texts • Draw conclusions about a text • Make connections and interpret symbols | • Read a variety of sources for information and for pleasure • Read critically and for comprehension • Make inferences and draw conclusions • Use and interpret a range of terms and symbols | • Read a variety of sources for information and for pleasure • Read critically and for comprehension • Make inferences and draw conclusions • Use and interpret a range of terms and symbols | • Read and analyze a variety of sources for information and for pleasure • Read critically and for comprehension • Make inferences and draw conclusions • Use and interpret a range of terms and symbols | ||||||||||||||||||
46 | Writing | • Use appropriate forms of writing for different purposes • Use upper case letters and end marks • Write for a variety of purposes in a variety of ways. | • Use appropriate forms of writing for different purposes and audiences • Use discipline-specific notation and other symbols • Responsibly participate in, and contribute to, digital social media networks | • Use appropriate forms of writing for different purposes and audiences • Use discipline-specific notation and other symbols • Responsibly participate in, and contribute to, digital social media networks | • Use appropriate forms of writing for different purposes and audiences • Use discipline-specific notation, vocabulary and other symbols • Responsibly participate in, and contribute to, digital social media networks | ||||||||||||||||||||
47 | EY Standards | EY Descriptors | 1-2 Descriptors | 3-5 Descriptors | 6-8 Descriptors | 9-12 Descriptors | |||||||||||||||||||
48 | Strand | Information Communication Technology | |||||||||||||||||||||||
49 | Media Representation | • Determine the accuracy of media representations • Evaluate the impact of media representations and modes of presentation | • Determine the accuracy of media representations • Evaluate the impact of media representations and modes of presentation | • Locate, organize, analyse, evaluate, synthesize and ethically use information from a variety of sources and media • Evaluate the accuracy of media representations • Evaluate the impact of media representations and modes of presentation • Make informed choices about personal viewing experiences | • Locate, organize, analyse, evaluate, synthesize and ethically use information from a variety of sources and media • Compare, contrast and draw comparisons among media resources and representations • Evaluate the impact of media representations and modes of presentation • Make informed choices about personal viewing experiences | ||||||||||||||||||||
50 | Informed Choices | • Make informed choices about modes of communication based on audience • Make conscious choices about how to engage with others online • Communicate information and ideas effectively to multiple audiences using a variety of media and modalities | • Make informed choices about modes of communication based on audience • Make conscious choices about how to engage with others online • Communicate information and ideas effectively to multiple audiences using a variety of media and modalities | • Make informed choices about modes of communication based on audience • Make conscious choices about how to engage with others online • Communicate information and ideas effectively to multiple audiences using a variety of media and modalities | • Make informed choices about modes of communication based on audience • Make conscious choices about how to engage with others online • Communicate information and ideas effectively to multiple audiences using a variety of media and modalities | ||||||||||||||||||||
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