Benchmarks for 21st Century Standards K-12

L1. Inquire, think critically, and gain knowledge.
L 1.S Skills
Grade Span Benchmarks (K-2)
Grade Span Benchmarks (3-5)
Grade Span Benchmarks (6-8)
Grade Span Benchmarks (9-10)
Grade Span Benchmarks (11-12)
L1.S.1 Follows an inquiry-based process in seeking knowledge in curricular subjects, and make the real-world connection for using this process in own life.
a. Form simple questions and begin to explore ways to answer them.
a. Generate questions and practice different ways to locate and evaluate sources that provide needed information.
a. Use a critical-thinking process that involves asking questions, investigating the answers, and developing new understandings for personal or academic independent-learning activities.
a. With guidance use an inquiry-based process for expanding content knowledge, connecting academic learning with the real world and pursuing personal interests.
a. Independently and systematically use an inquiry-based process to deepen content knowledge, connect academic learning with the real world, pursue personal interests, and investigate opportunities for personal growth.
L1.S.2 Use prior knowledge as context for new learning.
a. Connect ideas to own interests.
b. Identify one or two key words about a topic, problem or question.
c. Share what is known about a topic, problem, or question.

a. Connect ideas or topics to their own interests.
b. Articulate what is known about a topic, problem or question.
c. With guidance generate a list of key words for an inquiry-based project.
d. Identify and use sources to acquire background information.
e. Predict answers to inquiry questions based on background knowledge and beginning observations or experiences.

a. State and support what is known about a topic, problem, or question, and make connections to prior knowledge.
b. Observe and analyze an experience, demonstration, or source that introduces a topic, problem, or question to gather background information.

a. Read background information to discover the key components of the problem or question.
b. Identify keywords or synonyms to use in further research.
c. Develop a schema or mind map to express the big idea and the relationships among supporting ideas and topics of interest.

a. Explore general information sources to increase familiarity with the topic or question.



L1. Inquire, think critically, and gain knowledge.
L 1.S Skills
Grade Span Benchmarks (K-2)
Grade Span Benchmarks (3-5)
Grade Span Benchmarks (6-8)
Grade Span Benchmarks (9-10)
Grade Span Benchmarks (11-12)
L1.S.3 Develop and refine a range of questions to frame the search for new understanding.
a. Formulate questions related to listening activities.
b. Ask “I wonder” questions about the topic, question, or problem.

a. With guidance formulate questions about the topic.
b. Assess questions to determine which can be answered by simple facts, which cannot be answered, and which would lead to an interesting inquiry.
c. Revise the question or problem as needed to arrive at a manageable topic.

a. Write questions independently based on key ideas or areas of focus.
b. Determine what information is needed to support the investigation and answer the questions.
c. Analyze what is already known, or what is observed or experienced, to predict answers to inquiry questions.
d. Refine questions depending on the type of information needed (for example, overview, big idea, specific detail, cause and effect, comparison).

a. Generate specific questions to focus the purpose of the research.
b. Develop and refine the topic, problem, or question independently to arrive at a worthy and manageable topic.
c. Formulate questions to collect the needed information to validate or contest a thesis statement.
d. Design questions that systematically test a hypothesis or validate a thesis statement.
e. Refine questions to provide a framework for the inquiry and to fulfill the purpose of the research.

a. Recognize that the purpose of the inquiry determines the type of questions and the type of thinking required (for example, an historical purpose may require taking a position and defending it).
b. Explore problems or questions for which there are multiple answers of no “best” answer.
c. Review the initial information need to clarify, revise, or refine the questions.




L1. Inquire, think critically, and gain knowledge.
L 1.S Skills
Grade Span Benchmarks (K-2)
Grade Span Benchmarks (3-5)
Grade Span Benchmarks (6-8)
Grade Span Benchmarks (9-10)
Grade Span Benchmarks (11-12)
L1.S.4 Find, evaluate, and select appropriate sources to answer questions.
a. Understand the basic organizational structure of books.
b. Distinguish between fiction and nonfiction books.
c. Understand that the library has an organizational scheme.
d. Select and use appropriate sources, including picture dictionaries, beginning encyclopedias, magazines, maps, and globes, to answer questions.

a. Understand the library’s organizational scheme and what main topics are included in each section.
b. Select and use appropriate sources, including specialized reference sources and databases, to answer questions.
c. Use multiple resources, including print, electronic, and human, to locate information.
d. Use the organizational structure of a book (for example, table of contents, index, chapter headings)to locate information to answer questions.
e. Use text features and illustrations to decide which resources are best to use and why.

a. Recognize the organization and use of special sections in the library (for example, reference, reserve books, paperbacks).
b. Locate appropriate nonfiction resources by using the library’s classification scheme.
c. Evaluate sources based on criteria such as copyright date, authority of author or publisher, comprehensiveness, readability, and alignment with research needs.
d. Select a variety of credible sources in different formats relevant to research needs.

a. Identify and prioritize possible sources of information based on specific information needs and strengths of different information formats.
b. Use specialized reference materials to find specific and in-depth information.
c. Use both primary and secondary sources.
d. Evaluate sources based on criteria such as copyright date, authority of author or publisher, depth of coverage, and relevance to research questions.

a. Identify the value of and differences among potential resources in a variety of formats.
b. Use various search systems to retrieve information in a variety of formations.
c. Seek and use a variety of specialized resources available from libraries, the Web, and the community.
d. Describe criteria used to make resource decisions and choices.




L1. Inquire, think critically, and gain knowledge.
L 1.S Skills
Grade Span Benchmarks (K-2)
Grade Span Benchmarks (3-5)
Grade Span Benchmarks (6-8)
Grade Span Benchmarks (9-10)
Grade Span Benchmarks (11-12)
L1.S.5 Evaluate information found in selected sources on the basis of accuracy, validity, appropriateness for needs, importance, and social and cultural context.
a. Recognize and use facts that answer specific questions.
b. Interpret information presented in pictures, illustrations, and simple charts.

a. Skim/scan to locate information that is appropriate to age and ability level.
b. Identify facts and details that support main ideas.
c. Evaluate facts for accuracy.
d. Distinguish between fact and opinion.
e. Interpret information taken from maps, graphs, charts, and other visuals.
f. Select information to answer questions or solve a problem.

a. Recognize that information has a social or cultural context based in currency, accuracy, authority, and point of view.
b. Evaluate and select information based on usefulness, currency, accuracy, authority, and point of view.

a. Recognize that knowledge can be organized into disciplines that influence the way information is presented and use this understanding to effectively access information.
b. Evaluate information from a variety of social or cultural contexts, based on currency, accuracy, authority, and point of view.

a. Evaluate historical information for validity of interpretation, and scientific information for accuracy and reliability of data.
b. Recognized the social, cultural, or other context within which the information was created and explain the impact of context on interpreting the information.
c. Use consciously selected criteria to determine whether the information contradicts or verifies information from other sources.

L1.S.6 Read, view, and listen for information presented in any format (e.g., textual, visual, media, digital) in order to make inferences and gather meaning.
a. Use simple note-taking strategies as demonstrated by SLMS.
b. Write, draw or verbalize the main idea and supporting details

a. Use various note-taking strategies (for example, outlining, questioning the text, highlighting, graphic organizers).
b. Paraphrase or summarize information in various formats.
c. Draw conclusions based on facts and premises.

a. Evaluate, paraphrase, and summarize information in various formats.
b. Use both facts and opinions responsibly by identifying and verifying them.

a. Take notes using one or more note-taking strategies, including reflecting on the information (for example, graphic organizers, two-column notes).
b. Categorize information; add new categories as necessary.
c. Interpret information presented in various formats.

a. Restate concepts in their own words and select appropriate data accurately.
b. Integrate new information presented in various formats with previous information or knowledge.
c. Analyze initial synthesis of findings and construct new hypotheses or generalizations if warranted.
d. Challenge ideas represented and make notes of questions to pursue in additional sources.

L1. Inquire, think critically, and gain knowledge.
L 1.S Skills
Grade Span Benchmarks (K-2)
Grade Span Benchmarks (3-5)
Grade Span Benchmarks (6-8)
Grade Span Benchmarks (9-10)
Grade Span Benchmarks (11-12)
L1.S.7 Make sense of information gathered from diverse sources by identifying misconceptions, main and supporting ideas, conflicting information, and point of view of bias.
a. Summarize or retell key points.
a. Recognize when facts from two different sources conflict and seek additional sources to verify accuracy.
b. Recognize their own misconceptions when new information conflicts with previously help opinions.

a. Seek more than one point of view by using diverse sources.
b. Explain the effect of different perspectives (points of view) on the information.

a. Identify presence of bias and explain the effect on the information presented.
b. Counter the effect of bias on the accuracy and reliability of information by actively pursuing a balances perspective.

a. Create a system to organize the information.
b. Analyze the structure and logic of supporting arguments or methods.
c. Analyze information for prejudice, deception, or manipulation.
d. Investigate different viewpoints encountered, and determine whether and how to incorporate or reject these viewpoints.
e. Compensate for the effect of point of view and bias by seeking alternative perspectives.

L1.S.8 Demonstrate mastery of technology tools for accessing information and pursuing inquiry.
a. Recognize the purpose of the online catalog to locate materials
b. Use online encyclopedias and magazine databases with guidance.

a. Search an online catalog to locate materials.
b. Use selected websites and periodical databases to find appropriate information.
c. Use selected search engines to find appropriate information.
d. Use software or online tools to record and organize information.

a. Use technology resources such as online encyclopedias, online databases, and Web subject directories, to locate information.
b. Implement keyword search strategies.
c. Select and use grade-level-appropriate electronic reference materials and teacher-selected websites to answer questions.
d. Use a variety of search engines to do advanced searching.

a. Use a range of electronic resources efficiently, effectively, and safely by applying a variety of search and evaluation strategies.
b. Use social tools to demonstrate and share learning.

a. Select the most appropriate technologies to access and retrieve the needed information.
b. Use various technologies to organize and manage the information selected.
c. Create their own electronic learning spaces by collecting and organizing links to information resources, working collaboratively, and sharing new ideas and understandings with others.





L1. Inquire, think critically, and gain knowledge.
L 1.S Skills
Grade Span Benchmarks (K-2)
Grade Span Benchmarks (3-5)
Grade Span Benchmarks (6-8)
Grade Span Benchmarks (9-10)
Grade Span Benchmarks (11-12)
L1.S.9 Collaborate with others to broaden and deepen understanding.
a. Listen to others with respect.
b. Share knowledge and ideas with others by discussion and listening.

a. Work in teams to produce original works or solve problems.
b. Respect others’ opinions through active listening and questioning.

a. Work in self-managed teams to understand concepts and to solve problems.
b. Offer information and opinions at appropriate times in group discussions.
c. Encourage team members to share ideas and opinions.

a. Seek ideas and opinions from others.
b. Respect and help groups find and incorporate diverse ideas.
c. Describe ideas of others accurately.
d. Help to organize and integrate contributions of all group members into products.

a. Model social skills and character traits that advance a team’s ability to identify issues and problems, and to work together on solutions and products.
b. Design and implement projects that include participation from diverse groups.






L1. Inquire, think critically, and gain knowledge.
L1.D Dispositions
Stage 1
Stage 2
Stage 3
L1.D.1 Display initiative and engagement by posing questions and investigating the answers beyond the collection of superficial facts.
Pose questions but largely at the factual level.
Pose questions at both the factual and higher levels of thinking with considerable guidance from the teacher.
Pose questions at both the factual and higher levels of thinking with minimal assistance from the teacher.
L1.D.2 Demonstrate confidence and self-direction by making independent choices in the selection of resources and information.
Seek continual assistance from teacher, SLMS, and peers in selecting resources and information.
Use strategies and criteria provided by the teacher or SLMS to select appropriate resources.
Work independently in evaluating resources and information and in revising search strategies as needed.
L1.D.3 Demonstrate creativity by using multiple resources and formats.
Use the same types of resources and formats for all information needs.
Use an expanding range or resources and formats that have been suggested by the teacher or SLMS.
Use a range or resources and formats, and try different ways to appropriately present information.
L1.D.4 Maintain a critical stance by questioning the validity an accuracy of all information.
Tend to accept all information at face value.
Examine the soundness and relevance of information with considerable teacher or SLMS guidance and prompting.
Critically examine the soundness and relevance of information as an integral aspect of any learning process with little prompting form teacher or SLMS.
L1.D.5 Demonstrate adaptability by changing the inquiry focus, questions, resources, or strategies when necessary to achieve success.
Tend to stick with original focuses and questions, even when information gathered indicates a need for adjustments.
Make changes to the original focuses and questions based on data collected, but need considerable help in identifying new resources and adapting strategies to move ahead.
Require limited assistance to modify research focuses, questions, and search strategies; independently select additional resources as needed.
L1.D.6 Display emotional resilience by persisting in information searching despite challenges.
Need continual encouragement when first attempts to find information are not successful.
With occasional help and emotional support from the teacher or SLMS identify alternative strategies to find needed information.
Reflect on why original search strategies did not work; independently determine additional possibilities.
L1.D.7 Display persistence by continuing to pursue information to gain a broad perspective.
Limit information pursuits to the requirements of assignments.
Generate additional questions and use additional resources that demonstrate more depth than required by the original assignments.
Show evidence of pursuing questions even after the original assignments have been completed.




L1. Inquire, think critically, and gain knowledge.
L1.R Responsibilities
Stage 1
Stage 2
Stage 3
L1.R.1 Respect copyright/intellectual property rights of creators and producers.
Acknowledge work of others by citing sources.
Provide reference citations for all direct quotations as well as cite sources.
Put information into their own words and provide credit, citations, and bibliography for all quoted and references information.
L1.R.2 Seek divergent perspectives during information gathering and assessment.
Find information to support one point of view, but acknowledge that another point of view exists.
Find information to represent two points of view about a research topic.
Find information that credibly represents all relevant perspectives on a research topic.
L1.R.3 Follow ethical and legal guidelines in gathering and using information.
Follow legal guidelines in using information using only excerpts and crediting the author or creator.
Follow copyright guidelines by using only excerpts and crediting the source o all text, visuals, and music, and follow ethical guidelines by presenting only accurate and valid information.
Gather and present information ethically by communicating an accurate, full, and unbiased picture of the topic and by clearly distinguishing between cited and original thinking.
L1.R.4 Contribute to the exchange of ideas within the learning community.
Occasionally offer opinions and information to group discussions.
Whenever appropriate offer opinions with supporting evidence to group discussions.
Listen to opinions and evidence of others, and respond to them while offering their own opinion and evidence to group discussions.
L1.R.5 Use information technology responsibly.
Use only digital tools and websites that have been pre-approved by teacher and SLMS.
Select and use appropriately digital tools and websites from choices presented by teacher or SLMS.
Use appropriate digital tools and websites independently in a safe and ethical manner (for example, appropriate to age and grade level, related to topic under consideration, authoritative information).




L2. Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge.
L 2.S Skills
Grade Span Benchmarks (K-2)
Grade Span Benchmarks (3-5)
Grade Span Benchmarks (6-8)
Grade Span Benchmarks (9-10)
Grade Span Benchmarks (11-12)
L2.S.1 Continue an inquiry-based research process by applying critical-thinking skills (analysis, synthesis, evaluation, organization) to information and knowledge in order to construct new understandings, draw conclusions, and create new knowledge.
a. Answer the question, “What is this mostly about?”
b. Find facts to answer questions in more than one source.
c. Note similarities and differences in information from different sources.
d. Identify supporting details.

a. Use different clues (placement in text, signal words, focal point of illustration) to determine important ideas in illustrations and text.
b. Identify f acts and details that support main ideas.
c. Restate and respond with detailed answers to factual questions.
d. Find similar big ideas in more than one source.

a. Assess the importance of ideas by comparing their treatment across texts.
b. Identify main ideas and find supporting examples, definitions, and details.
c. Analyze different points of view discovered in different sources.
d. Determine patterns and discrepancies by comparing and combining information available in different sources.
e. Interpret information and ideas by defining, classifying, and inferring from information in text.

a. Identify main, supporting, and conflicting information using multiple sources to support interpretation or point of view.
b. Make and explain inferences about main ideas.
c. Critically examine and analyze relevant information from a variety of sources to discover relationships and patterns among ideas.
d. If discrepancy in points of view is discovered, continue research until the discrepancy is resolved.

a. Build a conceptual framework by synthesizing ideas gathered from multiple texts.
b. Resolve conflicting evidence of clarify reasons for differing interpretations of information and ideas.

L2.S.2 Organize knowledge so that it is useful.
a. Demonstrate simple organizational skills such as sorting and categorizing.
b. Organize information into different forms (charts, drawings).

a. Organize notes and ideas to form responses to questions.
b. Organize the information in a way that is appropriate for the assignment or question.
c. Use common organizational patterns (chronological order, main idea with supporting ideas) to make sense of information.

a. Combine and categorize information by using an outline or semantic web to show connections among ideas.
b. Use common organizational patterns (chronological order, cause and effect, compare/contrast) to organize information and draw conclusions.

a. Use appropriate organizational patterns (cause and effect, chronological order, compare/contrast) to capture point of view and draw conclusions.
b. Experiment with devising their own organizational structures.

a. Organize information independently, deciding the structure based on the relationships among ideas and general patterns discovered.



L2. Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge.
L 2.S Skills
Grade Span Benchmarks (K-2)
Grade Span Benchmarks (3-5)
Grade Span Benchmarks (6-8)
Grade Span Benchmarks (9-10)
Grade Span Benchmarks (11-12)
L2.S.3 Use strategies to draw conclusions from information and apply knowledge to curricular areas, real-world situations, and further investigations.
a. Complete a graphic organizer using concepts that were learned during the inquiry experience.
b. Compare new ideas with what was known at the beginning of the inquiry.
c. With guidance make inferences regarding the topic at the conclusion of a theme or research project.
d. With guidance, draw a conclusion about the main idea.

a. Review ideas held at the beginning of inquiry and reflections captured during note taking.
b. Match information found with questions and predictions.
c. Make inferences about the topic at the conclusion of a research project.
d. Draw a conclusion about the main idea.
e. Identify connections to the curriculum and real world.

a. Review prior knowledge and reflect on how ideas changed with more information.
b. Compare information found to tentative thesis or hypothesis; revisit or review hypothesis as appropriate.
c. Draw conclusions based on explicit and implied information.
d. Form opinions and judgments backed up by supporting evidence.

a. Draw clear and appropriate conclusions supported by evidence and examples.
b. Combine ideas and information to develop and demonstrate new understandings.
c. Recognize multiple causes for same issues or events.
d. Apply strategies for making personal and real world connections with information.

a. Combine information and inferences to draw conclusions and create meaning.
b. Develop their own point of view and support with evidence.
c. Present different perspectives with evidence for each.
d. Apply new knowledge to real-world issues and problems.

L2.S.4 Use technology and other information tools to analyze and organize information.
a. Use word processing and drawing tools to create written product.
a. Use word processing, drawing, presentation, graphing, and other productivity tools to illustrate concepts and convey ideas.
a. Identify and apply common productivity tools and features such as menus and toolbars to plan, create, and edit word processing documents, spreadsheets, and presentations.
b. Use interactive tools to participate as a group in analyzing and organizing information.

a. Use web-based and other technology tools to show connections and patterns in the ideas and information collected.
b. Identify and apply common utilities (for example, spellchecker and thesaurus for word processing; formulas and charts in spreadsheets; and pictures, movies, sound, and charts in presentation tools) to enhance communication to an audience, promote productivity and support creativity.

a. Display important connections among ideas by using common productivity tools to categorize and analyze information.
b. Use locally available and web-based interactive presentation and production tools to enhance creativity in effectively organizing and communicating information.




L2. Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge.
L2.S Skills
Grade Span Benchmarks (K-2)
Grade Span Benchmarks (3-5)
Grade Span Benchmarks (6-8)
Grade Span Benchmarks (9-10)
Grade Span Benchmarks (11-12)
L2.S.5 Collaborate with others to exchange ideas, develop new understanding, make decisions, and solve problems.
a. Share information and ideas with others by discussion and listening.
b. Work in groups to create, share and evaluate simple information products (poster, diorama).

a. Express their own ideas appropriately and effectively while working in groups to identify and resolve information problems.
b. Work in groups to create and evaluate pictures, images, and charts for word processed reports and electronic presentations.

a. Participate in problem-solving process with group.
b. Work collaboratively in using technology to meet information needs.
c. Pay attention to copyright provisions, work in groups to import and manipulate pictures, images, and charts in documents, spreadsheets, presentations, webpages, and other creative products and presentations that effectively communicate new knowledge.
d. Work in groups to evaluate products and presentations.

a. Participate in discussions to analyze information problems to suggest solutions.
b. Work with others to select, organize, and integrate information and ideas from a variety of sources and formats.
c. Use online environments or other collaborative tools to facilitate design and development of materials, models, publications, and presentations.
d. Apply utilities to edit pictures, images, and charts while complying with all copyright provisions.

a. Collaborate locally and remotely with peers, experts, and others to collect, produce, and share information.
b. Work with others to solve problems and make decisions on issues, topics, and themes being investigated.





L2. Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge.
L2.S Skills
Grade Span Benchmarks (K-2)
Grade Span Benchmarks (3-5)
Grade Span Benchmarks (6-8)
Grade Span Benchmarks (9-10)
Grade Span Benchmarks (11-12)
L2.S.6 Use the writing process, media and visual literacy, and technology skills to create products that express new understandings.
a. Create a product with a beginning, middle, and end.
b. Use basic grammar conventions.
c. Incorporate writing and oral skills to develop a product of performance.
d. Use pictures to communicate new information and idea.
e. Revise work with peer or teacher guidance.

a. Follow steps of the writing/creation process: prewriting, drafting, revising, editing, and publishing.
b. Identify the audience and purpose before selecting a format for the product.
c. Experiment with text and visual media to create products.
d. Edit drafts based on feedback.
e. Check for correctness, completeness, and citation of sources.

a. Use prewriting to discover alternate ways to present conclusions.
b. Select presentation form based on audience and purpose.
c. Draft the presentation/product following an outline of ideas and add supporting details.
d. Create products that incorporate writing, visuals, and other forms of media to convey message and main points.
e. Assess and edit for grammar, visual impact, and appropriate us of media.
f. Cite all sources using correct bibliographic format.

a. Select the presentation/product to effectively communicate and support a purpose, argument, point of view, or interpretations.
b. Express ideas through creative products in a variety of formats.
c. Revise work based on ongoing self-assessment and feedback from teachers and peers.
d. Edit for grammar, language conventions, and style.
e. Cite all sources and use specified citation formats.

a. Use the most appropriate format to clearly communicate ideas to targets audiences.
b. Assess how tone and choice of language impact content in a range of media.
c. Analyze how compositions and placement of visual images influence the message.
d. Apply various technological skills to create performances and products.
e. Cite ideas and direct quotes using official style formats.
f. Employ various strategies for revising and reviewing their own work.






L2. Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge.
L2.D Dispositions
Stage 1
Stage 2
Stage 3
L2.D.1 Demonstrate flexibility in the use of resources by adapting information strategies to each specific resource and by seeking additional resources when clear conclusions cannot by drawn.
Use the same strategies for searching regardless of the format or medium and the appropriateness and comprehensiveness of the information for drawing a conclusion.
Adjust search strategies depending on the format or medium being used, but tend not to resolve conflicting or unclear findings.
Detect conflicting information and retrieve data to resolve or clarify findings; independently adapt search techniques to locate necessary information in different formats.
L2.D.2 Use both divergent and convergent thinking to formulate alternative conclusions and test them against the evidence.
Identify one possible conclusion but require considerable guidance from the teacher or SLMS to come up with other possibilities.
Identify more than one possible conclusion but require considerable guidance from the teacher or SLMS while devising ways to determine which conclusions can actually be supported.
Identify a range of possible conclusions and determine techniques to test them against the evidence while requiring limited help form the teacher or SLMS.
L2.D.3 Employ a critical stance in drawing conclusions by demonstrating that the pattern of evidence leads to a decision or conclusion.
Draw questionable conclusions based on shallow or incomplete evidence.
Draw plausible conclusions but need help from the teacher or SLMS to articulate how the evidence supports those conclusions.
Draw conclusions or make decisions based on clearly documented evidence drawn from a range of appropriate resources.
L2.D.4 Demonstrate personal productivity by completing products to express learning.
With considerable help from the teacher or SLMS, develop a simple plan (goals, tasks, deadlines) for conducting research.
Develop a detailed plan (goals, tasks, criteria to assess work, deadlines) but need periodic reminders from the teacher or SLMS to complete the work in a timely manner.
Develop a detailed plan and self-monitor progress in completing high-quality work in a timely manner.




L2. Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge.
L2.R Responsibilities
Stage 1
Stage 2
Stage 3
L2.R.1 Connect understanding to the real world.
State in their own language what new understandings mean.
Apply knowledge to new situations.
Use what has been learned to make decisions or deal with situations in their personal lives.
L2.R.2 Consider diverse and global perspectives in drawing conclusions.
Consider the point of view of the first source found in drawing conclusions.
Seek alternative perspectives before attempting to make decisions or draw conclusions.
Validate the authority and authenticity of diverse viewpoints before using the evidence to draw conclusions.
L2.R.3 Use valid information and reasoned conclusions to make ethical decisions.
Use information to make decisions.
Evaluate information before using it to make decisions.
Consider all relevant and accurate information before using it to make decisions.





L3.S Skills

Grade Span Benchmarks (K-2)

Grade Span Benchmarks (3-5)

Grade Span Benchmarks (6-8)

Grade Span Benchmarks (9-10)

Grade Span Benchmarks (11-12)

L3.S.1 Conclude and inquiry-based research process by sharing new understandings and reflecting on the learning.
a. Present facts and simple answers to questions.
b. Use simple rubrics to assess work.
c. Reflect at the end of an inquiry experience about new ideas to wonder about and investigate.

a. Present information clearly so that main points are evident.
b. Use information appropriate to task and audience.
c. Identify and evaluate the important features for a good product.
d. Identify their own strengths and set goals for improvement.
e. Reflect at the end of an inquiry experience about what ideas would still be interesting to pursue.

a. Present conclusions and supporting facts in a variety of ways.
b. Present solutions to problems using modeled examples.
c. Identify, with guidance, skills that require practice and refinement.
d. Follow plan of work but seek feedback for improving the process.
e. Reflect at the end of an inquiry process to identify additional areas of personal interest for pursuit in the future.

a. Present and support conclusions to answer the question or problem.
b. Set high and clear standards for work and develop criteria for self-assessment or use established criteria (rubrics, checklists).
c. Assess their own work and establish revision strategies for themselves.
d. Follow their own research plans and evaluate effectiveness of their inquiry process.

a. Present complex ideas with clarity and authority.
b. Present original conclusions effectively.
c. Identify their own strengths, assess their own inquiry processes and products, and set goals for improvement.





L3. Share knowledge and participate ethically and productively as members of our democratic society.
L3.S Skills
Grade Span Benchmarks (K-2)
Grade Span Benchmarks (3-5)
Grade Span Benchmarks (6-8)
Grade Span Benchmarks (9-10)
Grade Span Benchmarks (11-12)
L3.S.2 Participate and collaborate as member of a social and intellectual network of learners.
a. Participate in discussions and listen well.
b. Show respect for the ideas of others.
c. Give positive feedback.
d. Respect rules and procedures as responsible library users.
e. Share favorite literature, both fiction and nonfiction.
f. Begin to create collaborative products.
g. Share information and creative products with others, using diverse formats, both print and nonprint.

a. Show respect for and respond to ideas of others.
b. Accurately describe or restate ideas of others.
c. Acknowledge personal and group achievements.
d. Rely on feedback to improve product and process.
e. Respect the guidelines foe responsible and ethical use of information resources.
f. Share favorite literature.
g. Participate in discussions on fiction and nonfiction related to curriculum.
h. Develop a product with peers and share with others.
i. Develop projects with peers that can be shared electronically and can challenge other students to answer questions or give opinions adding to the context (for example, shared book reviews, shared slide presentations).

a. Offer information and opinions at appropriate times in group discussions.
b. Encourage team members to share ideas and opinions.
c. Ask questions of others in a group to elicit their information and opinions.
d. Accurately describe or summarize ideas of others.
e. Practice responsible and ethical use of information resources, both in their own library and in other institutions.
f. Share reading experiences and favorite literature to build a relationship with others.
g. Use interactive tools to exchange data collected, collaborate to design products or solve problems, and lean curricular.

a. Seek ideas and opinions from others.
b. Respect and help groups find and incorporate diverse ideas.
c. Accurately describe or summarize ideas of others and respond appropriately.
d. Respect guidelines and comply with policies for access in different information environments (public libraries, museums, cultural institutions, agencies).
e. Recognize that equitable access to information depends on student responsibility.
f. Use interactive tools and websites to collaboratively design products and solve problems with peers, experts, and other audiences.
g. Share research and creative products with others.

a. Offer and defend information brought to group.
b. Seek consensus from a group, when appropriate, to achieve a stronger products.
c. Help to organize and integrate contributions of all group members into products.
d. Use technology tools to collaborate, publish, and interact with peers, experts, and other real-world audiences.






L3. Share knowledge and participate ethically and productively as members of our democratic society.
L3.S Skills
Grade Span Benchmarks (K-2)
Grade Span Benchmarks (3-5)
Grade Span Benchmarks (6-8)
Grade Span Benchmarks (9-10)
Grade Span Benchmarks (11-12)
L3.S.3 Use writing and speaking skills to communicate new understandings effectively.
a. Choose and maintain a focus in a piece of writing.
b. Add details from personal experience and research to support ideas.
c. Use a variety of ways (through art, music, movement, and oral and written language) to present information and main ideas; use oral and written language in a variety of formats (for example, narrative text, poetry, podcasts).

a. Use significant details and relevant information to develop meaning.
b. Present information coherently in oral, written, and visual sequence.
c. Use clear and appropriate vocabulary to convey the intended message.
d. Speak clearly to convey meaning.

a. Present conclusions so that main ideas are clearly stated and supported by evidence.
b. Use relevant ideas and details to show insight into people, events, new knowledge, and personal background.
c. Use dramatic, audio, and video presentation as appropriate for subject and audience.
d. Adjust pacing, volume, and intonation appropriate to content and purpose.

a. Use an organizational structure that effectively connects ideas and creates the desired intent.
b. Use the most appropriate format, tone, and language to communicate ideas and points of view clearly to different audiences.

a. Employ organizational and presentation structures (for example, narrative essays, poems, debates) using various formats to achieve purpose and clarify meaning.
b. Use details and language that shows authority and knowledge of topic.
c. Deliver a presentation to support a position on a specified topic and respond to questions from the audience.
d. Present ideas and conclusions to audiences beyond the school.

L3.S.4 Use technology and other information tools to organize and display knowledge and understanding in ways that others can view, use, and assess.
a. Use word processing and drawing tools to organize and communicate ideas.
a. Use various technology tools to retrieve and organize information.
b. Use a variety of media and formats to create and edit products that communicate syntheses of information and ideas.

a. Use appropriate media and formats to design and develop products that clearly and coherently display new understanding.
a. Use a variety of media and formats to communicate information and ideas effectively to multiple audiences.
a. Prepare and deliver a “professional” presentation to audiences outside of school using technology as medium of presentation.




L3. Share knowledge and participate ethically and productively as members of our democratic society.
L3.S Skills
Grade Span Benchmarks (K-2)
Grade Span Benchmarks (3-5)
Grade Span Benchmarks (6-8)
Grade Span Benchmarks (9-10)
Grade Span Benchmarks (11-12)
L3.S.5 Connect learning to community issues.
a. Express personal connections to the topic or question/
b. Identify how the topic or question relates to a real-world need.

a. Gather ideas and information from different points of view.
b. Base opinions on information from multiple sources of authority.
c. Examine the concept of freedom of speech and explain why it is important.
d. Connect ideas and information to situations and people in the larger community.

a. Identify and address community and global issues.
b. Use real-world examples to establish authenticity.
c. Seek information from different sources to get balanced points of view.
d. Articulate the importance of intellectual freedom to a democratic society.

a. Use multiple resources to seek balanced perspectives.
b. Explain how the topic or question relates to issues in the real world.
c. Demonstrate understanding of intellectual freedom and First Amendment rights.

a. Investigate multiple sides of issues and evaluate them carefully, particularly on controversial or culturally based topics.
b. Connect learning to real-world issues.





L3. Share knowledge and participate ethically and productively as members of our democratic society.
L3.S Skills
Grade Span Benchmarks (K-2)
Grade Span Benchmarks (3-5)
Grade Span Benchmarks (6-8)
Grade Span Benchmarks (9-10)
Grade Span Benchmarks (11-12)
L3.S.6 Use information and technology ethically and responsibly.
a. Rephrase rather than copy whole sentences.
b. Credit sources by citing author and title.
c. Distinguish between acceptable and unacceptable computer use.
d. Follow school guidelines related to the acceptable use of technology.
e. Use technology in appropriate ways outside the school.

a. Demonstrate understanding of plagiarism by paraphrasing information or noting direct quotes.
b. Understand that authors and illustrators own their writings and art, and it is against the law to copy their work.
c. Credit all sources properly with title, author, and page number.
d. Observe Web safety procedures including safeguarding personal information.
e. Practice responsible use of technology and describe personal consequences of inappropriate use.
f. Respect privacy of others (e-mail, files, passwords, book checkout, etc.).

a. Avoid plagiarism by rephrasing information in their own words.
b. Document quotations and cite sources using correct bibliographic format.
c. Abide by Acceptable use Policy by accessing only appropriate information.
d. Use programs and websites responsibly and ethically.

a. Understand what constitutes plagiarism and refrain from representing others’ work as their own.
b. Demonstrate understanding of intellectual property rights by giving credit for all quotes, and citing them properly in notes and bibliography.
c. Abide by copyright guidelines for use of materials not in public domain.
d. Legally obtain, store, and disseminate text, data, images, or sounds.
e. Abide by the Acceptable use Policy in all respects and use Internet responsibly and safely.
f. Explain First Amendment rights and the process available to defend them.

a. Demonstrate understanding for the process of copyrighting their own work.
b. Analyze the consequences and costs of unethical use of information and communication technology (for example, hacking, spamming, consumer fraud, virus setting, intrusion); identify ways of addressing those risks.
c. Use programs and websites responsibly, efficiently, and ethically.
d. Serve as a mentor for others who want to use information technology.






L3. Share knowledge and participate ethically and productively as members of our democratic society.

L3.D Dispositions

Stage 1

Stage 2

Stage 3

L3.D.1 Demonstrate leadership and confidence by presenting ideas to others in both formal and informal situations.

Share ideas and opinions comfortably in informal settings.

Share ideas and opinions comfortably in both informal and formal settings.

Frequently facilitate exchange of ideas and opinions in informal settings; share ideas with poise and confidence in formal settings.

L3.D.2 Show social responsibility by participating actively with others in learning situations and by contributing questions and ideas during group discussions.

Listen respectfully but rarely contribute to the group discussions.

Listen respectfully and when appropriate, offer information and opinions in group discussions.

Listen respectfully, contribute and ask clarifying questions, and often take the lead in encouraging others to share their ideas and opinions.

L3.D.3 Demonstrate teamwork by working productively with others.

Seldom volunteer but will complete tasks assigned by the team.

Assume different roles in a team to complete tasks and achieve goals.

Frequently assume leadership in the team; seek consensus to achieve goals.





L3. Share knowledge and participate ethically and productively as members of our democratic society.

L3.R Responsibilities

Stage 1

Stage 2

Stage 3

L3.R.1 Solicit and respect diverse perspectives while searching for information, collaborating with others, and participating as a member of the community.

State their own opinions respectfully with evidence to back them up.

Listen to the opinions of others and modify their own opinions when appropriate.

Actively seek the opinions of others and create a group environment in which all participants’ ideas are shared and valued.

L3.R.2 Respect the differing interests and experiences of others, and seek a variety of viewpoints.

Recognize when people in a group have different opinions.

Track the changes of opinion that result from exposure to different ideas of others in the group.

Draw out and respond to the different interests and perspectives of members of a group.

L3.R.3 Use knowledge and information skills and dispositions to engage in public conversation and debate around issues of common concern.

Engage in conversations and debate by offering relevant information some of the time.

Engage in conversation and debate by offering relevant information often.

Engage in conversation and debate by offering relevant information most of the time.

L3.R.4 Create products that apply to authentic, real-world contexts.

Create products with real-world contexts that have been specified by the teacher or SLMS.

Create products that show the application of knowledge to real-world situations or issues.

Create products that have the quality and applicability to be used in the real world.

L3.R.5 Contribute to the exchange of ideas within and beyond the learning community.

Offer appropriate information to help groups deliberate and reach decisions together.

Question own and other’s ideas to ensure that shared ideas are investigated thoroughly from all sides.

Challenge the thinking of groups to move them toward better decision making.

L3.R.6 Use information and knowledge in the service of democratic values.

Encourage participation in sharing of information and decision-making by all members of school community.

Bring groups to consensus of opinion after all voices have been heard.

Apply group decision making to situations of larger democratic values, such as equity, freedom, and responsibility.

L3.R.7 Respect the principles of intellectual freedom.

Exercise the right to express ideas freely and responsibly.

Actively preserve the rights of others to express ideas freely.

Ensure that one person’s right to speak or write freely do not infringe on the rights of others.





L4. Pursue personal and aesthetic growth.

L4.S Skills

Grade Span Benchmarks (K-2)

Grade Span Benchmarks (3-5)

Grade Span Benchmarks (6-8)

Grade Span Benchmarks (9-10)

Grade Span Benchmarks (11-12)

L4.S.1 Read, view, and listen for pleasure and personal growth.
a. Distinguish between what is real and what is not real.
b. Request and choose materials related to personal interests.
c. Read, view, and listen to a variety of fiction and nonfiction for enjoyment and information.
d. Begin to recognize that different genres require different reading, listening, or viewing strategies.

a. Set reading goals.
b. Rea, listen to, and view a range of resources for a variety of purposes: to live the experiences of a character, to answer questions, to find out about something new, to explore personal interests.
c. Visit the public library to attend programs, seek help as needed, and check out materials to read.

a. Read, listen to , and view and increasingly wide range of genres and formats for recreation and information.
b. Independently locate and select information for personal, hobby, or vocational interests.
c. Pursue creative expressions of information in the community (public library, arts centers, museums).

a. Read, listen to, and view information in a variety of formats to explore new ideas, form opinions, and solve problems.
b. Seek and locate information about personal interests, applying the same criteria and strategies used for academic information seeking.

a. Read, view, and listen to learn, to solve problems, and to explore many different ideas.
b. Routinely read, view, and listen for personal enjoyment.
c. For personal growth and learning take advantage of opportunities available within the community, including classes, lectures, author presentations, museums, pubic library programming, and arts performances.







L4. Pursue personal and aesthetic growth.
L4.S Skills
Grade Span Benchmarks (K-2)
Grade Span Benchmarks (3-5)
Grade Span Benchmarks (6-8)
Grade Span Benchmarks (9-10)
Grade Span Benchmarks (11-12)
L4.S.2 Read widely and fluently to make connections with self, the world, and previous reading.
a. Read widely from multicultural texts in various genres to find out about self and the surrounding world.
b. Predict what will happen next in a story.
c. Draw conclusions about main ideas of a story.
d. Identify author’s purpose and connect illustrations to a story.
e. Compare and contrast characters in two different stories or plots in two stories by the same author.
f. Retell as troy using their own words and pictures.

a. Use evidence from the text to discuss the author’s purpose.
b. Read widely to explore new ideas.
c. Predict and infer about events and characters.
d. Identify problems and solutions in a story.
e. Draw conclusions about the theme of a story.
f. Describe how an illustrator’s style and use of elements and media represent and extend the meaning of the story or the narrative text.
g. Connect story to previous reading.
h. Recognize features of various genres and use different reading strategies for understanding.
i. Demonstrate knowledge of favorite authors and genres.

a. Read books that connect to their own experiences.
b. Read with purpose to investigate new ideas beyond the required curriculum.
c. Read books from various genres.
d. Compare and contrast story elements in two literary works.
e. Demonstrate understanding that texts, both narrative and expository, are written by authors expressing their own ideas.
f. Recognize the author’s point of view; consider alternative perspectives.

a. Recognize and evaluate the author’s point of view and how it affects the text; consider and evaluate alternative perspectives.
b. Read books that connect to real-world issues.
c. Recognize similarities and differences among authors writing on the same theme.
d. Recognize how their own points of view influence perspectives on text.

a. Read, view, and use fiction and nonfiction to enrich understanding of real-world concepts.
b. Derive multiple perspectives on the same themes by comparing across different works.
c. Read widely to develop a global perspective and understand different cultural contexts.
d. Read to support and challenge their own points of view.





L4. Pursue personal and aesthetic growth.
L4.S Skills
Grade Span Benchmarks (K-2)
Grade Span Benchmarks (3-5)
Grade Span Benchmarks (6-8)
Grade Span Benchmarks (9-10)
Grade Span Benchmarks (11-12)
L4.S.3 Respond to literature and creative expressions of ideas in various formats and genres.
a. Express feelings about characters and events in a story.
b. Make connections between literature and their own experiences.
c. Write about or orally share reactions to imaginative stories and performances.
d. Retell stories using the correct sequence of events.
e. Identify plot, characters, times, and places in a story.
f. Discuss favorite books and authors.

a. Connect their own feelings to emotions, characters, and events.
b. Use personal experiences to stimulate responses to literature and art.
c. Restate and interpret ideas presented through creative formats.
d. Identify story elements in various fiction genres.
e. Use evidence from stories to discuss characters, setting, plot, time, and place.
f. Participate in book talks and book discussion groups.

a. Respond to the images and feelings evoked by a literary or artistic work. Connect text to personal experiences.
b. Use illustrations, context, graphics, and layout to extract meaning from different formats.
c. Interpret literary elements (plot, setting, characters, time) from evidence presented in the text.
d. Draw conclusions about the theme from evidence in the text.
e. Recognize how characters change.
f. Share reading, listening, and viewing experiences in a variety of ways and formats.

a. Assess the emotional impact of specific works on the reader or viewer.
b. Apply ideas gained from literacy and artistic works to their own lives.
c. Compare the theme and its treatment in different works of literature.
d. Evaluate the effectiveness of a creative work in terms of the creator’s use and interweaving of artistic elements.

a. Express new ideas gained through information presented in various formats and connect the ideas to the human experience.
b. Identify universal themes in literature and other creative forms of expression and analyze different cultural approaches to those themes.





L4. Pursue personal and aesthetic growth.
L4.S Skills
Grade Span Benchmarks (K-2)
Grade Span Benchmarks (3-5)
Grade Span Benchmarks (6-8)
Grade Span Benchmarks (9-10)
Grade Span Benchmarks (11-12)
L4.S.4 Seek information for personal learning in a variety of formats and genres.
a. Routinely select picture, fiction, and information books; try some books in other genres (poetry, fairy tales).
b. Select information in various formats and genres based on suggestions from teacher of SLMS and on personal interests.
c. Select some books at the appropriate reading level, other books to be read aloud, and other more challenging books of particular interest for browsing and enjoyment.
d. Explain personal criteria for selecting a particular resource.

a. Select books from favorite authors and genres; try new genres when suggested.
b. Select information in various formats based on theme, topic, and connection to classroom learning or personal interest.
c. Routinely select both “just right” books and challenging books.
d. Read the multiple works of a single author.
e. Explain why some authors and genres have become favorites.
f. Independently select appropriate print, nonprint, and electronic materials on an individual level.

a. Read a variety of genres, including short stories, novels, poems, plays, drama, myths, films, and electronic magazines and books.
b. Describe the characteristics of different genres.
c. Explore new genres that fulfill interests and reading level (graphic novels, magazines, online magazines, e-books).
d. Select resources for classroom learning and for personal exploration.
e. Select resources on topics of interest at both a comfortable reading level and at higher levels of comprehension.
f. Select print, nonprint, and electronic materials based on personal interests and knowledge of authors.
g. Maintain personal reading lists.

a. Select resources for academic, personal, and real-world purposes.
b. Select print, nonprint, and digital materials based on personal interests and knowledge of authors.
c. Select resources on topics of interest at both comfortable and challenging levels of comprehension.
d. Read a variety of fiction and nonfiction, including works of international authors and authors outside students’ own cultures.
e. Use print, nonprint, and electronic information resources for information about personal needs; actively seek answers to questions.
f. Set reading goals and maintain personal reading lists.

a. Explore real-world genres (movie reviews, editorials, consumer reports, game tips and strategies, career information).
b. Find information about personal interests independently, using the same criteria and strategies used to seek academic information.





L4. Pursue personal and aesthetic growth.
L4.S Skills
Grade Span Benchmarks (K-2)
Grade Span Benchmarks (3-5)
Grade Span Benchmarks (6-8)
Grade Span Benchmarks (9-10)
Grade Span Benchmarks (11-12)
L4.S.5 Connect ideas to own interests and previous knowledge and experience.
a. Prior to reading a book, gain background knowledge about the author or subject by discussing it with friend, teacher, or parent.
b. Demonstrate comprehension of stories read independently or shared aloud.
c. Develop criteria for deciding if a book matches interests and reading levels.
d. Find and read (or be read) books that match interests and comprehension levels.

a. Use prior knowledge to understand and compare literature.
b. Understand literal meaning and identify the main points reflected in a work.
c. Compare the ideas in various types of resources to experiences in real life.

a. Demonstrate understanding of literal and implied meanings by explaining how new meanings fit with what is already known.
b. Connect ideas reflected in various resources to life experiences at home, in school, and with peers.
c. Keep logs or records of new and up-to-date ideas by reading online information, magazines, and other current sources.
d. Check ideas for accuracy by analyzing the authority of the source and validating the information through multiple resources.

a. Explain text on both literal and abstract levels.
b. Use context and graphic clues to aid understanding.
c. Analyze alternative perspectives and evaluate differing points of view.
d. Compare new ideas to previous understandings and make changes to mental framework where appropriate.

a. Connect new ideas and understandings to future needs and interests that relate to college, careers, and personal lives.
b. Reflect on changes in personal goals, reading preferences, personal interests, and knowledge base throughout the high school experience.





L4. Pursue personal and aesthetic growth.
L4.S Skills
Grade Span Benchmarks (K-2)
Grade Span Benchmarks (3-5)
Grade Span Benchmarks (6-8)
Grade Span Benchmarks (9-10)
Grade Span Benchmarks (11-12)
L4.S.6 Organize personal knowledge in a way that can be called upon easily.
a. Take notes using graphic organizer provided by teacher or SLMS.
b. Draw pictures of main ideas.

a. Use simple graphic organizers and technology tools to capture the main ideas and their relationships to each other.
b. Use two-column approach to note-taking to capture personal connections to information.

a. Develop visual pictures of the main ideas and design concept maps, webs, or graphics to capture the ideas.
b. Identify their own learning styles and organize ideas accordingly (for example, linear, graphic).
c. Use different forms of note-taking systems that incorporate personal reflections.

a. Use visualization to provide a clear picture of the major ideas.
b. Categorize new ideas with keywords and tagging.
c. Develop personal note-taking systems that incorporate personal reflections.

a. Connect new information to ideas previously learned by developing graphic organizers and taxonomies (hierarchical classifications) to link large concepts to related details.
b. Identify the main ideas by seeing the pattern they present (for example, cause and effect, growth or change over time).
c. Standardize personal note-taking systems so that main ideas and personal responses (emotional reactions, questions) are incorporated.





L4. Pursue personal and aesthetic growth.
L4.S Skills
Grade Span Benchmarks (K-2)
Grade Span Benchmarks (3-5)
Grade Span Benchmarks (6-8)
Grade Span Benchmarks (9-10)
Grade Span Benchmarks (11-12)
L4.S.7 Use social networks and information tools to gather and share information.
a. Locate information for personal interests and school assignments in print, nonprint, and electronic sources with guidance from the SLMS.
b. Experiment with online catalog and Web resources to locate information.

a. Use basic strategies (author, title, subject) to locate information using the library’s online catalog.
b. Use social networking tools to create and share information.

a. Use advanced strategies (Boolean searches) to locate information about personal-interest topics in the library’s online catalog.
b. Use a few technology tools and resources to collect, organize, and evaluate information that addresses issues or interests.
c. Apply technology productivity tools to meet personal needs.
d. Use social networking tools to responsibly and safely share information and ideas and to collaborate with others.

a. Expand use of technology tools and resources to collect, organize, and evaluate information that addresses issues or interests.
b. Use a range of search strategies to locate information about personal-interest topics in their own and other libraries.
c. Engage ins safe and ethical use of social networking applications to construct and share ideas and products.
d. Share reading, viewing, and listening experiences in a variety of ways and formats, including book clubs and interest groups.

a. Address real-world problems and issues by using information and communication technology tools to gather, evaluate, and sue information from different sources, analyze findings, draw conclusions, and create solutions.
b. Use telecommunication to search for and identify potential work, college, or other opportunities.
c. Apply production strategies and technology tools to design products to meet personal needs.
d. Participate in the social interchange of ideas through book discussions, interest groups, and online sharing.
e. Participate responsibly and safely in social networks using appropriate tools to collaborate, as well as to share ideas and knowledge.





L4. Pursue personal and aesthetic growth.
L4.S Skills
Grade Span Benchmarks (K-2)
Grade Span Benchmarks (3-5)
Grade Span Benchmarks (6-8)
Grade Span Benchmarks (9-10)
Grade Span Benchmarks (11-12)
L4.S.8 Use creative and artistic formats to express personal learning.
a. Express feelings about a story through pictures and words.
b. Use technology tools to create and present ideas.
c. Express their own ideas through simple products in different formats.

a. Present creative products in a variety of formats.
b. Use technology applications to create documents and visualizations of new learning.
c. Use multimedia authoring tools for independent and collaborative publishing activities.

a. Create original products based on responses to literature and other creative works of art.
b. Experiment with various types of multimedia applications for artistic and personal expression.

a. Express their own ideas through creative products in a variety of formats.
b. Choose format appropriate for audience and purpose.
c. Select and use various types of multimedia applications for artistic and personal expression.

a. Create original products to reflect personal interpretations of information and construction of new knowledge using multiple formats.
b. Use a range of technology tools to produce sophisticated and creative renditions of personal learning.





L4. Pursue personal and aesthetic growth.
L4.D Dispositions
Stage 1
Stage 2
Stage 3
L4.D.1 Display curiosity by pursuing interests through multiple resources.
Satisfy personal information needs using the same limited resources.
Satisfy personal information needs using new (to the students) as well as familiar resources in a range of formats.
Satisfy personal information needs using a range of information sources; demonstrate evidence of seeking different views and opinions on these topics.
L4.D.2 Demonstrate motivation by seeking information to answer personal questions and interests, trying a variety of formats and genres, and displaying a willingness to go beyond academic requirements.
Show limited interest in reading, viewing, or listening to meet personal needs.
Explore a range of resources to answer personal questions and pursue personal interests.
Explore various information formats and literary genres to meet personal needs; voluntarily pursue questions generated by class assignments.
L4.D.3 Maintain openness to new ideas by considering divergent opinions, changing opinions or conclusions when evidence supports the change, and seeking information about new ideas encountered through academic or personal experiences.
Acknowledge opinions of other people on a particular topic or issue.
Consider documented evidence and other people’s views on a particular topic or issue in developing personal opinions.
Develop personal views on a topic or issue by taking into account documented evidence and views expressed by others, and by pursuing additional and divergent information.
L4.D.4 Show an appreciation for literature by electing to read for pleasure and expressing an interest in various literary genres.
Read when required; tend to stick with a preferred genre.
Read voluntarily for pleasure; independently explore various genres.
Read voluntarily for pleasure in a range of genres; maintain personal reading logs.




L4. Pursue personal and aesthetic growth.
L4.R Responsibilities
Stage 1
Stage 2
Stage 3
L4.R.1 Participate in the social exchange of ideas, both electronically and in person.
Use social tools occasionally to share information and communicate with others.
Use social tools often to share information and communicate with others.
Use social tools to share information and communicate with others as a normal part of daily academic and personal life.
L4.R.2 Recognize that resources are created for a variety of purposes.

Routinely read or view one or two different genres for personal enjoyment.

Read or view several different genres on a regular basis for personal enjoyment.
Read or view different genres on a regular basis that are selected because they match the personal reason for reading or viewing with the creator’s purpose.
L4.R.3 Seek opportunities for pursuing personal and aesthetic growth.
Read occasionally for enjoyment and personal growth.
Read regularly for enjoyment and personal growth.
Read daily for enjoyment and personal growth.
L4.R.4 Practice safe and ethical behaviors in personal electronic communication and interaction.
Maintain safe behavior when accessing websites for personal reasons.
Maintain safe behavior when accessing websites and refrain from downloading copyrighted material if it has not been purchased.
When accessing websites maintain safe and ethical behavior by protecting personal safety, displaying ethical and respectful behavior toward others, and following legal guidelines in downloading and use of material.