|WL.K12.NH.1.1:|| Demonstrate understanding of familiar topics and frequently used expressions supported by a variety of actions. |
|WL.K12.NH.1.4:|| Demonstrate understanding of key points on familiar topics presented through a variety of media. |
|WL.K12.NH.1.5:|| Demonstrate understanding of simple stories or narratives. |
|WL.K12.NH.2.1:|| Determine main idea from simple texts that contain familiar vocabulary used in context. |
|WL.K12.NH.2.2:|| Identify the elements of story such as setting, theme and characters. |
|WL.K12.NH.5.6:|| Prepare a draft of an itinerary for a personal experience or event (such as for a trip to a country where the target language is spoken). |
|WL.K12.NH.5.7:|| Pre-write by generating ideas from multiple sources based upon teacher- directed topics. |
|WL.K12.NH.6.1:|| Use information acquired through the study of the practices and perspectives of the target culture(s) to identify some of their characteristics and compare them to own culture. |
|WL.K12.NH.6.2:|| Identify examples of common beliefs and attitudes and their relationship to practices in the cultures studied. |
|WL.K12.NH.6.3:|| Recognize different contributions from countries where the target language is spoken and how these contributions impact our global society (e.g., food, music, art, sports, recreation, famous international figures, movies, etc.) |
|WL.K12.NH.6.4:|| Identify cultural artifacts, symbols, and images of the target culture(s). |
|WL.K12.NH.7.1:|| Use vocabulary acquired in the target language to access new knowledge from other disciplines. |
|WL.K12.NH.7.2:|| Use maps, graphs, and other graphic organizers to facilitate comprehension and expression of key vocabulary in the target language to reinforce existing content area knowledge. |
|WL.K12.NH.8.1:|| Distinguish similarities and differences among the patterns of behavior of the target language by comparing information acquired in the target language to further knowledge of own language and culture. |
|WL.K12.NH.8.2:|| Compare basic sound patterns and grammatical structures between the target language and own language. |
|WL.K12.NH.8.3:|| Compare and contrast specific cultural traits of the target culture and compare to own culture (typical dances, food, celebrations, etc.) |
|WL.K12.NH.9.1:|| Use key target language vocabulary to communicate with others within and beyond the school setting. |
|WL.K12.NH.9.2:|| Use communication tools to establish a connection with a peer from a country where the target language is spoken. |
|WL.K12.NM.1.1:|| Demonstrate understanding of basic words, phrases, and questions about self and personal experiences, through gestures, drawings, pictures, and actions. |
|WL.K12.NM.1.4:|| Demonstrate understanding of simple information supported by visuals through a variety of media. |
|WL.K12.NM.1.5:|| Demonstrate understanding of simple rhymes, songs, poems, and read aloud stories. |
|WL.K12.NM.1.6:|| Follow short, simple directions. |
|WL.K12.NM.2.1:|| Demonstrate understanding of written familiar words, phrases, and simple sentences supported by visuals. |
|WL.K12.NM.2.2:|| Demonstrate understanding of short, simple literary stories. |
|WL.K12.NM.2.4:|| Recognize words and phrases when used in context on familiar topics. |
|WL.K12.NM.3.1:|| Introduce self and others using basic, culturally-appropriate greetings. |
|WL.K12.NM.3.5:|| Understand and use in context common concepts (such as numbers, days of the week, etc.) in simple situations. |
|WL.K12.NM.3.7:|| Understand and respond appropriately to simple directions. |
|WL.K12.NM.4.5:|| Role-play skits, songs, or poetry in the target language that deal with familiar topics. |
|WL.K12.NM.4.6:|| Present simple information about a familiar topic using visuals. |
|WL.K12.NM.5.1:|| Provide basic information in writing using familiar topics, often using previously learned expressions and phrases. |
|WL.K12.NM.5.2:|| Fill out a simple form with basic information. |
|WL.K12.NM.5.3:|| Write simple sentences about self and/or others. |
|WL.K12.NM.5.4:|| Write simple sentences that help in day-to-day life communication. |
|WL.K12.NM.5.5:|| Write about previously acquired knowledge and experiences. |
|WL.K12.NM.5.6:|| Pre-write by drawing pictures to support ideas related to a task. |
|WL.K12.NM.5.7:|| Draw pictures in sequence to demonstrate a story plot. |
|WL.K12.NM.6.1:|| Recognize basic practices and perspectives of cultures where the target language is spoken (such as greetings, holiday celebrations, etc.) |
|WL.K12.NM.6.3:|| Participate in age-appropriate and culturally authentic activities such as celebrations, songs, games, and dances. |
|WL.K12.NM.6.4:|| Recognize products of culture (e.g., food, shelter, clothing, transportation, toys). |
|WL.K12.NM.7.1:|| Identify key words and phrases in the target language that are based on previous knowledge acquired in subject area classes. |
|WL.K12.NM.7.2:|| Identify (within a familiar context and supported by visuals), basic information common to the world language classroom and other disciplines. |
|WL.K12.NM.8.1:|| Demonstrate basic knowledge acquired in the target language in order to compare words that are similar to those in his/her own language. |
|WL.K12.NM.8.2:|| Recognize true and false cognates in the target language and compare them to own language. |
|WL.K12.NM.8.3:|| Identify celebrations typical of the target culture and one’s own. |
|WL.K12.NM.9.1:|| Use key words and phrases in the target language to participate in different activities in the school and community settings. |
|WL.K12.NM.9.2:|| Participate in simple presentations, activities, and cultural events in local, global, and/or online communities. |
|MA.K12.MTR.1.1:|| Actively participate in effortful learning both individually and collectively. |
Mathematicians who participate in effortful learning both individually and with others:
- Analyze the problem in a way that makes sense given the task.
- Ask questions that will help with solving the task.
- Build perseverance by modifying methods as needed while solving a challenging task.
- Stay engaged and maintain a positive mindset when working to solve tasks.
- Help and support each other when attempting a new method or approach.
Teachers who encourage students to participate actively in effortful learning both individually and with others:
- Cultivate a community of growth mindset learners.
- Foster perseverance in students by choosing tasks that are challenging.
- Develop students’ ability to analyze and problem solve.
- Recognize students’ effort when solving challenging problems.
|MA.K12.MTR.2.1:|| Demonstrate understanding by representing problems in multiple ways. |
Mathematicians who demonstrate understanding by representing problems in multiple ways:
- Build understanding through modeling and using manipulatives.
- Represent solutions to problems in multiple ways using objects, drawings, tables, graphs and equations.
- Progress from modeling problems with objects and drawings to using algorithms and equations.
- Express connections between concepts and representations.
- Choose a representation based on the given context or purpose.
Teachers who encourage students to demonstrate understanding by representing problems in multiple ways:
- Help students make connections between concepts and representations.
- Provide opportunities for students to use manipulatives when investigating concepts.
- Guide students from concrete to pictorial to abstract representations as understanding progresses.
- Show students that various representations can have different purposes and can be useful in different situations.
|MA.K12.MTR.3.1:|| Complete tasks with mathematical fluency. |
Mathematicians who complete tasks with mathematical fluency:
- Select efficient and appropriate methods for solving problems within the given context.
- Maintain flexibility and accuracy while performing procedures and mental calculations.
- Complete tasks accurately and with confidence.
- Adapt procedures to apply them to a new context.
- Use feedback to improve efficiency when performing calculations.
Teachers who encourage students to complete tasks with mathematical fluency:
- Provide students with the flexibility to solve problems by selecting a procedure that allows them to solve efficiently and accurately.
- Offer multiple opportunities for students to practice efficient and generalizable methods.
- Provide opportunities for students to reflect on the method they used and determine if a more efficient method could have been used.
|MA.K12.MTR.4.1:|| Engage in discussions that reflect on the mathematical thinking of self and others. |
Mathematicians who engage in discussions that reflect on the mathematical thinking of self and others:
- Communicate mathematical ideas, vocabulary and methods effectively.
- Analyze the mathematical thinking of others.
- Compare the efficiency of a method to those expressed by others.
- Recognize errors and suggest how to correctly solve the task.
- Justify results by explaining methods and processes.
- Construct possible arguments based on evidence.
Teachers who encourage students to engage in discussions that reflect on the mathematical thinking of self and others:
- Establish a culture in which students ask questions of the teacher and their peers, and error is an opportunity for learning.
- Create opportunities for students to discuss their thinking with peers.
- Select, sequence and present student work to advance and deepen understanding of correct and increasingly efficient methods.
- Develop students’ ability to justify methods and compare their responses to the responses of their peers.
|MA.K12.MTR.5.1:|| Use patterns and structure to help understand and connect mathematical concepts. |
Mathematicians who use patterns and structure to help understand and connect mathematical concepts:
- Focus on relevant details within a problem.
- Create plans and procedures to logically order events, steps or ideas to solve problems.
- Decompose a complex problem into manageable parts.
- Relate previously learned concepts to new concepts.
- Look for similarities among problems.
- Connect solutions of problems to more complicated large-scale situations.
Teachers who encourage students to use patterns and structure to help understand and connect mathematical concepts:
- Help students recognize the patterns in the world around them and connect these patterns to mathematical concepts.
- Support students to develop generalizations based on the similarities found among problems.
- Provide opportunities for students to create plans and procedures to solve problems.
- Develop students’ ability to construct relationships between their current understanding and more sophisticated ways of thinking.
|MA.K12.MTR.6.1:|| Assess the reasonableness of solutions. |
Mathematicians who assess the reasonableness of solutions:
- Estimate to discover possible solutions.
- Use benchmark quantities to determine if a solution makes sense.
- Check calculations when solving problems.
- Verify possible solutions by explaining the methods used.
- Evaluate results based on the given context.
Teachers who encourage students to assess the reasonableness of solutions:
- Have students estimate or predict solutions prior to solving.
- Prompt students to continually ask, “Does this solution make sense? How do you know?”
- Reinforce that students check their work as they progress within and after a task.
- Strengthen students’ ability to verify solutions through justifications.
|MA.K12.MTR.7.1:|| Apply mathematics to real-world contexts. |
Mathematicians who apply mathematics to real-world contexts:
- Connect mathematical concepts to everyday experiences.
- Use models and methods to understand, represent and solve problems.
- Perform investigations to gather data or determine if a method is appropriate.
• Redesign models and methods to improve accuracy or efficiency.
Teachers who encourage students to apply mathematics to real-world contexts:
- Provide opportunities for students to create models, both concrete and abstract, and perform investigations.
- Challenge students to question the accuracy of their models and methods.
- Support students as they validate conclusions by comparing them to the given situation.
- Indicate how various concepts can be applied to other disciplines.
|ELA.K12.EE.1.1:|| Cite evidence to explain and justify reasoning.|
K-1 Students include textual evidence in their oral communication with guidance and support from adults. The evidence can consist of details from the text without naming the text. During 1st grade, students learn how to incorporate the evidence in their writing.
2-3 Students include relevant textual evidence in their written and oral communication. Students should name the text when they refer to it. In 3rd grade, students should use a combination of direct and indirect citations.
4-5 Students continue with previous skills and reference comments made by speakers and peers. Students cite texts that they’ve directly quoted, paraphrased, or used for information. When writing, students will use the form of citation dictated by the instructor or the style guide referenced by the instructor.
6-8 Students continue with previous skills and use a style guide to create a proper citation.
9-12 Students continue with previous skills and should be aware of existing style guides and the ways in which they differ.
|ELA.K12.EE.2.1:|| Read and comprehend grade-level complex texts proficiently.|
See Text Complexity for grade-level complexity bands and a text complexity rubric.
|ELA.K12.EE.3.1:|| Make inferences to support comprehension.|
Students will make inferences before the words infer or inference are introduced. Kindergarten students will answer questions like “Why is the girl smiling?” or make predictions about what will happen based on the title page.
Students will use the terms and apply them in 2nd grade and beyond.
|ELA.K12.EE.4.1:|| Use appropriate collaborative techniques and active listening skills when engaging in discussions in a variety of situations.|
In kindergarten, students learn to listen to one another respectfully.
In grades 1-2, students build upon these skills by justifying what they are thinking. For example: “I think ________ because _______.” The collaborative conversations are becoming academic conversations.
In grades 3-12, students engage in academic conversations discussing claims and justifying their reasoning, refining and applying skills. Students build on ideas, propel the conversation, and support claims and counterclaims with evidence.
|ELA.K12.EE.5.1:|| Use the accepted rules governing a specific format to create quality work.|
Students will incorporate skills learned into work products to produce quality work. For students to incorporate these skills appropriately, they must receive instruction. A 3rd grade student creating a poster board display must have instruction in how to effectively present information to do quality work.
|ELA.K12.EE.6.1:|| Use appropriate voice and tone when speaking or writing.|
In kindergarten and 1st grade, students learn the difference between formal and informal language. For example, the way we talk to our friends differs from the way we speak to adults. In 2nd grade and beyond, students practice appropriate social and academic language to discuss texts.
|ELD.K12.ELL.SI.1:|| English language learners communicate for social and instructional purposes within the school setting. |
Special Note. Pre-IB courses have been created by individual schools or school districts since before the MYP started. These courses mapped backwards the Diploma Programme (DP) to prepare students as early as age 14. The IB was never involved in creating or approving these courses. The IB acknowledges that it is important for students to receive preparation for taking part in the DP, and that preparation is the MYP. The IB designed the MYP to address the whole child, which, as a result, has a very different philosophical approach that aims at educating all students aged 11-16. Pre-IB courses usually deal with content, with less emphasis upon the needs of the whole child or the affective domain than the MYP. A school can have a course that it calls “pre-IB” as long as it makes it clear that the course and any supporting material have been developed independently of the IB. For this reason, the school must name the course along the lines of, for example, the “Any School pre-IB course”.
The IB does not recognize pre-IB courses or courses labeled IB by different school districts which are not an official part of the IBDP or IBCC curriculum. Typically, students enrolled in grade 9 or 10 are not in the IBDP or IBCC programmes.
. Florida’s Pre-IB courses should only be used in schools where MYP is not offered in order to prepare students to enter the IBDP. Teachers of Florida’s Pre-IB courses should have undergone IB training in order to ensure seamless articulation for students within the subject area.
Honors and Advanced Level Course Note: Advanced courses require a greater demand on students through increased academic rigor. Academic rigor is obtained through the application, analysis, evaluation, and creation of complex ideas that are often abstract and multi-faceted. Students are challenged to think and collaborate critically on the content they are learning. Honors level rigor will be achieved by increasing text complexity through text selection, focus on high-level qualitative measures, and complexity of task. Instruction will be structured to give students a deeper understanding of conceptual themes and organization within and across disciplines. Academic rigor is more than simply assigning to students a greater quantity of work.
Florida’s Benchmarks for Excellent Student Thinking (B.E.S.T.) Standards
This course includes Florida’s B.E.S.T. ELA Expectations (EE) and Mathematical Thinking and Reasoning Standards (MTRs) for students. Florida educators should intentionally embed these standards within the content and their instruction as applicable. For guidance on the implementation of the EEs and MTRs, please visit https://www.cpalms.org/Standards/BEST_Standards.aspx and select the appropriate B.E.S.T. Standards package.
English Language Development ELD Standards Special Notes Section:
Teachers are required to provide listening, speaking, reading and writing instruction that allows English language learners (ELL) to communicate for social and instructional purposes within the school setting. For the given level of English language proficiency and with visual, graphic, or interactive support, students will interact with grade level words, expressions, sentences and discourse to process or produce language necessary for academic success. The ELD standard should specify a relevant content area concept or topic of study chosen by curriculum developers and teachers which maximizes an ELL’s need for communication and social skills. To access an ELL supporting document which delineates performance definitions and descriptors, please click on the following link: https://cpalmsmediaprod.blob.core.windows.net/uploads/docs/standards/eld/si.pdf