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COLLEGE AND CAREER READINESSSTANDARDS AND SOFT

SKILLS CURRICULUM FRAMEWORK

Office of Adult Education

Technical College System of Georgia

Introduction to the FrameworkWelcome to the Technical College System of Georgia Office of Adult Education CCRS and Soft Skills Curriculum Framework. The purpose of this resource is to provide you with a planning document that outlines the discrete skills from the CCRS that students will be learning and practicing at each level while in your center.Each content area from the CCRS English/Language Arts—Reading, Writing, Language, Speaking/Listening—is outlined with the overarching anchor standard at the top of each chart, followed by what the learner should know (indicators) and what the learner should be able to do (benchmarks). Since the standards scaffold, each level-specific criteria lists new skills that students will master in that level with the implication that they will have also mastered the skills from previous levels.In the CCRS mathematics framework, content is sorted first by level. Each level then outlines the different domains under which each standard fits , followed by what the learner should know (indicators) and what the learner should be able to do (benchmarks). More specific information on the mathematics framework is in the Mathematics Key preceding the framework.In the OCTAE Employability Skills framework, the framework is divided into three domains—Applied Knowledge, Effective Relationships, and Workplace Skills—with the discrete skills for each. Also included is what the learner should know (indicators) and what the learner should be able to do (benchmarks).Empty columns are on each table to allow the user to fill in sample activities, assessments, and resources that reach the indicators and benchmarks of the level.Along the way, you will want to reference the full CCRS documents, found here.

READING CURRICULUM FRAMEWORK

Office of Adult EducationTechnical College System of Georgia

Key Ideas and DetailsCCR Anchor 1: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. (Apply this standard to texts of appropriate complexity as outlined by Standard 10.)Level-Specific Standard

Indicators: Knowledge Benchmarks: Application Sample Activity Sample Assessment Resources

The learner should know… The learner will be able to…Level A:

Key ideas and details in a Ask and answer questions text. using textual evidence.Level

B:Key ideas and details in a Ask and answer who, what,text. where, when,

why and how questions using Level

C:How to infer and quote Infer meaning and use from a text. direct quotations using

textual evidence.Level D:

How to cite evidence. Point to specific evidence in resources to support analysis.Level

E:How to cite evidence. Point to specific evidence

in resources and its precisedetails to support analysis.

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CCR Anchor 2: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details andideas. (Apply this standard to texts of appropriate complexity as outlined by Standard 10.)Level-Specific Standard



How to find the main idea. Locate the main idea and key details using textual evidence.Level

B:How to identify key Explain how details support details. the main idea.Level

C:How to summarize. Use main

idea and supporting details to determine theme and summarize a text using textual Level

D:How to summarize. Objectively

summarize a text.Level

E:How a text develops. Paraphrase and

summarize a text’s idea development.


CCR Anchor 3: Analyze how and why individuals, events, and ideas develop and interact over the course of a text. (Apply this standard to texts of appropriate complexity as outlined by Standard 10.)Level-Specific Standard



How to connect ideas in a Make connectionstext. between different ideas

and concepts using Level B:

How to identify cause and Identify cause and effect effect. among ideas and events in

a text.Level C:

How to explain causes and Use textual evidence to effects. explain why something

occurred.Level D:

How to connect key ideas. Carefully examine connections between ideas and events in a process or event using textual evidence.Level

E:How to analyze a Study textual evidence to sequence. determine details’ effects

on a long-term basis.


Craft and StructureCCR Anchor 4: Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. (Apply this standard to texts of appropriate complexity as outlined by Standard 10.)Level-Specific Standard



Strategies for decoding Ask and answer clarifying words. questions about new

vocabulary.Level B:

How to define unknown Use level-appropriate words. strategies to determine

meaning.Level C:

How to recognize Determine meaning of common phrases. given similes and

metaphors.Level D:

How word choice affects Interpret figurative and tone. connotative language and

its tonal implications.Level E:

How the use of tone Discuss the impact of word affects a message. choice on meaning and

tone.


CCR Anchor 5: Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole. (Apply this standard to texts of appropriate complexity as outlined by Standard 10.)

Level-Specific Standard



How to use text features Use headings, icons, etc., to to find information. find key facts and

information.Level B:

How to use electronic Use keyword searches and search tools. other electronic page

elements to locate Level

C:How to identify text Identify compare/contrast, structures. chronological, cause/effect,

and problem/solution text structures.Level

D:How to analyze textual Analyze how individual elements. components (sentences,

paragraphs) develop overall textual ideas.Level

E:How to identify key Point out and discuss key textual elements. textual elements that

support an author’sargument.


Integration of Knowledge and IdeasCCR Anchor 6: Assess how point of view or purpose shapes the content and style of a text. (Apply this standard to texts of appropriate complexity as outlined by Standard 10.)




None NoneLevel

B:How to identify point of Differentiate betweenview. his/her own

viewpoint from the author’s.Level

C:How to compare different Compare different points of view. accounts of the same

occurrence, identifying corresponding Level

D:How to infer point of Cite evidence for an view. author’s response to

opposing evidence and viewpoints.Level

E:How rhetoric contributes Identify and interpretto an author’s purpose. satire,

sarcasm, irony as a means of reinforcing


CCR Anchor 7: Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as inwords. (Apply this standard to texts of appropriate complexity as outline by Standard 10.)Level-Specific Standard



How to interpret Use maps, charts, and illustrations. photographs to reinforce a

text’s main ideas.Level B:

How to interpret Explain how illustrative illustrations. integration contributes to

the understanding of a text.Level C:

How to interpret visual, Explain how visual, oral, oral, and quantitative and quantitative information. information helps explain

the text’s ideas.Level D:

How to integrate visual Use and interpret visual information. information to develop a

coherent understanding of a Level

E:How to translate Express textual information information into a visual in a visual format (i.e., chart format. or table).


CCR Anchor 8: Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as therelevance and sufficiency of the evidence. (Apply this standard to texts of appropriate complexity as outlined by Standard 10.)Level-Specific Standard



How to identify argument. Explain the reasons an author uses to support his/her argument.Level

B:Why reasons support an Explain how given reasons argument. support an author’s main

point.Level C:

How to draw connections Use specific textual between different ideas. evidence to support points

in a text.Level D:

How to determine validity Evaluate an argument’s of an argument. evidential basis.Level

E:How to identify false Evaluate an argument’s claims. claims to look for false

reasoning.


CCR Anchor 9: Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approachesthe authors take. (Apply this standard to texts of appropriate complexity as outlined by Standard 10.)Level-Specific Standard



How to find similarities Compare two texts on the and differences. same topic.Level

B:How to find similarities Compare the mostand differences in key important ideas in two details. texts on the same topic.Level

C:How to find similarities Use information from and differences in key several sources on the details. same topic as research.Level

D:How to identify conflicting Point out different viewpoints. viewpoints on the same

topic in a variety of Level

E:Themes of various U.S. Analyze U.S. historical historical documents. documents’ thematic basis.


WRITING CURRICULUM FRAMEWORK


CCR Anchor 1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant andsufficient evidence.Level-Specific Standard



None NoneLevel

B:The elements of opinion Introduce,

organize, and writing. conclude opinion writing with text-based

reasons.Level C:

How to clearly write Logically organize support opinion pieces. for an opinion based on

facts and details.Level D:

How to make and support Recognize and respond to claims. alternate claims using a

formal writing style and text-based Level

E:How to make and support Develop claims and claims. counterclaims using

evidence and objectivity;consider the audience

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CCR Anchor 2: Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately throughthe effective selection, organization, and analysis of content.Level-Specific Standard



How to write Name a topic and some informative/explanatory supporting facts; provide a texts. closing statement.Level

B:How to convey Introduce and develop a ideas/information clearly. topic with appropriate

details and illustrations;Level

C:How to convey Introduce

information in ideas/information clearly. sections; use quotations; link ideas; provide

a clearconclusion.Level

D:How to convey Use comparison, ideas/concepts/information cause/effect, transitions, clearly. and multimedia tools to

write in a formal style.Level E:

How to accurately and Discuss complex ideas with effectively examine and well-chosen, relevant facts convey ideas. appropriate for the

audience.


CCR Anchor 3: Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details and well- structured event sequences.




How to write narratives. Write about 2+ events in appropriate order to describe what happened.Level

B:How to write narratives. Write about a

series of events by describing actions, thoughts, and feelings.Level

C:None None

Level D:

None NoneLevel

E:None None


CCR Anchor 4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.




None NoneLevel

B:How to write. Write in an

organized fashion with a clear purpose.Level

C:How to write clearly. Write in an

organized fashion, keeping audience in mind.Level

D:How to write clearly. Write in an

organized fashion using appropriate style.Level

E:How the write clearly. Write in an

organized fashion using appropriate style.


CCR Anchor 5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.




How to answer questions Answer questions from about their writing. peers to improve writing.Level

B:How to apply guidance to Listen to peers and others to improve writing. plan, revise, and edit writing

using level-appropriate Level

C:How to re-write based on Apply feedback from peers feedback. and others to rewrite and/or

try a new approach using level-appropriate language Level

D:How to analyze Use some peer guidance to effectiveness of writing. plan, revise, and edit writing

based on how well purpose and audience have been considered using level- Level

E:How to analyze his/her Plan, revise, and edit writing own writing. based on how well purpose

and audience have been considered using level- appropriate


CCR Anchor 6: Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.




How to use technology for With guidance, work with writing. others to use digital writing

tools.Level B:

How to use technology for With guidance, use writing. keyboarding skills to

publish writing with others.Level C:

How to publish writing on Type at least one page in a the Internet. single setting to publish

writing on the Internet.Level D:

How to link to/cite Publish writing that sources. includes links to sources

used.Level E:

How to update individual Make changes in aand shared writing collaboratively-published projects. piece of writing.


CCR Anchor 7: Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding ofthe subject under investigation.Level-Specific Standard



How to work Work with others using collaboratively to research texts/sources on a topic of a topic. study.Level

B:How to conduct a short Find out more about a research project. topic of study.Level

C:How to research with Research a topic using multiple sources. several resources.Level

D:How to ask questions to Find out more about a drive research. topic of study by asking

pertinent questions for further Level

E:How to complete a Ask and answer a question lengthy research project. or solve a problem using

multiple sources forappropriate


Anchor 8: Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, andintegrate the information while avoiding plagiarism.Level-Specific Standard



How to answer a posed Use guidance and support question. to recall or gather

information to answer a question.Level

B:How to take notes to Use note-taking strategies remember information. to remember information

presented in print/digital sources and sort information into categories.Level

C:How to Use relevant information summarize/paraphrase to write ainformation.

sLevel D:

How to identify credible Gather information from sources. credible sources and

provide citation of sources.Level E:

How to integrate Use advanced search information into a piece of techniques to integrate writing. information from

authoritative sources to answer a


CCR Anchor 9: Draw evidence from literary or informational texts to support analysis, reflection, and research. (Apply this standard totexts of appropriate complexity as outlined by Standard 10.)Level-Specific Standard



None NoneLevel

B:None None

Level C:

How to identify author Refer to textual details to reasoning. explain author reasoning.Level

D:How to analyze textual Analyze how a text make connections. connections/distinctions

between events and ideas.Level E:

How to integrate and Analyze a technical text to analyze ideas. support research.


LANGUAGE CURRICULUM FRAMEWORK


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CCR Anchor 1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.


Indicators: Knowledge

The learner should

Benchmarks: Application

The learner will be

Sample Activity

Sample Assessment

Resources

Level A:

How to write and speak

a. Print all upper- andappropriately lowercase letters.

b. Use common, proper,and possessive nouns.c. Use singular and pluralnouns with matching verbsin basic sentences (e.g., Hehops; We hop).d. Use personal,possessive, and indefinitepronouns (e.g., I, me, my;they, them, their; anyone,everything).e. Use verbs to convey asense of past, present, andfuture (e.g., Yesterday Iwalked home; Today I walkhome; Tomorrow I willwalk home).f. Use frequently-occurringadjectives.g. Use frequently-occurringnouns and verbs.h. Use frequently-occurringconjunctions (e.g., and,but, or, so, because).i. Use determiners (e.g.,articles, demonstratives).


j. Use frequently occurringprepositions (e.g., during, beyond, toward).k. Understand and use question words (interrogatives) (e.g., who, what, where, when, why, how).l. Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts. (L.K.1 and 1.1 merge)

Level B: How to write and speak a. Use collective nounsappropriately (e.g., group).

b. Explain the function ofnouns, pronouns, verbs,adjectives, and adverbs ingeneral and their functionsin particular sentences.c. Form and use regularand irregular plural nouns.d. Use reflexive pronouns(e.g., myself, ourselves).e. Form and use the pasttense of frequently-occurring irregular verbs(e.g., sat, hid, told).f. Use abstract nouns (e.g.,childhood).g. Form and use regularand irregular verbs.h. Form and use the simple(e.g., I walked; I walk; I willwalk) verb tenses.


Level C: How to write and speak appropriately

i. Ensure subject-verb and pronoun-antecedent agreement.j. Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified. k. Use coordinating and subordinating conjunctions.l. Produce simple, compound, and complex sentences.m. Produce, expand, and rearrange complete simple and compound sentences (e.g., The boy watched the movie; The little boy watched the movie; The action movie was watched by the little boy). (L.2.1 and3.1 merge)a. Explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences.b. Use relative pronouns (who,


whose, whom, which, that) and relative ad

verbs (where, when, why).c. Form and use the progressive (e.g., I was


walking; I am walking; I willbe walking) verb tenses. d. Use modal auxiliaries (e.g., can, may, must) to convey various conditions. e. Form and use the perfect (e.g., I had walked; I have walked; I will have walked) verb tenses.f. Use verb tense to convey various times, sequences, states, and conditions.g. Recognize and correct inappropriate shifts in verb tense.h. Order adjectives within sentences according to conventional patterns (e.g., “a small red bag” rather than “a red small bag”).i. Form and use prepositional phrases. j. Use correlative conjunctions (e.g.,either/or, neither/nor). k. Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons.l. Correctly use frequently- confused words (e.g., to, too, two; there, their) (L.4.1 and 5.1 merge).

Level D: How to write and speak appropriately a. Ensure that pronouns are in the proper case (subjective, objective, possessive).


b. Use intensive pronouns. c. Recognize and correct inappropriate shifts in pronoun number and person.d. Recognize and correct vague or unclear pronouns. e. Recognize variationsfrom standard English in their own and others’ writing and speaking, and identify and use strategies to improve expression in conventional language.f. Explain the function of verbals (gerunds, participles, infinitives) in general and their function in particular sentences.g. Form and use verbs in the active and passive voice.h. Form and use verbs in the indicative, imperative, interrogative, conditional, and subjunctive mood.i. Recognize and correctinappropriate shifts in verb voice and mood.j. Explain the function of phrases


and clauses in general and their function in specific sentences.k. Choose among simple, compound, complex, and compound-complex sentences to signal


Level E: How to write and speak appropriately

differing relationships among ideas.l. Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers. (L.6.1 through8.1 merge)a. Use parallel structure. b. Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations. (L.9-10.1)


CCR Anchor 2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.


Indicators: Knowledge

The learner should

Benchmarks: Application

The learner will be

Sample Activity

Sample Assessment

Resources

Level A:

How to use appropriate

a. Capitalize the first wordcapitalization, in a sentence as well as thepunctuation, spelling,

andpronoun “I.”

conventions when writing

b. Capitalize dates andor speaking names of people.

c. Recognize and name endpunctuation.d. Use end punctuation forsentences.e. Use commas in dates andto separate single words ina series.f. Write a letter or lettersfor most consonant andshort vowel sounds(phonemes).g. Spell simple wordsphonetically, drawing onknowledge of sound-letterrelationships.h. Use conventional spellingfor words with commonspelling patterns and forfrequently-occurringirregular words.i. Spell untaught wordsphonetically, drawing onphonemic awareness andspelling conventions. (L.K.2and 1.2 merge)

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Level B: How to use appropriate capitalization, punctuation, spelling, and conventions when writing or speaking

a. Capitalize holidays, product names, and geographic names.b. Capitalize appropriate words in titles.c. Use commas in greetings and closings of letters.d. Use commas in addresses.e. Use commas and quotation marks in dialogue.f. Use an apostrophe to form contractions and frequently-occurring possessives.g. Form and usepossessives.h. Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness).i. Generalize learned spelling patterns when writing words (e.g., cage → badge; boy → boil).


j. Use spelling patterns and generalizati

ons (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words.k. Consult referencematerials, including beginning dictionaries, as


Level C: How to use appropriate capitalization, punctuation, spelling, and conventions when writing or speaking

Level D: How to use appropriate capitalization, punctuation, spelling, and


needed to check and corre

ct spellings. (L.2.2 and3.2 merge)a. Use correct capitalization.b. Use commas and quotation marks to mark direct speech and quotations from a text.c. Use punctuation to separate items in a series.d. Use a comma to separate an introductory element from the rest of the sentence.e. Use a comma to set off the words “yes” and “no” (e.g., Yes, thank you), to set off a tag question from the rest of the sentence (e.g., It’s true, isn’t it?), and to indicate direct address(e.g., Is that you, Steve?). f. Use underlining, quotation marks, or italics to indicate titles of works. g. Use a comma before acoordinating conjunction in


a compound sentence.h. Spell grade-appropriate words correct

ly, consulting references as needed. (L.4.2 and 5.2 merge)a. Use punctuation (commas, parentheses, ellipses, dashes) to set off


conventions when writing or speaking

Level E: How to use appropriate capitalization, punctuation, spelling, and conventions when writing or speaking

nonrestrictive/parenthetical elements.b. Use a comma to separate coordinate adjectives (e.g., “It was a fascinating, enjoyable movie” but notHe wore an old[,] greenshirt).c. Use an ellipsis to indicate an omission.d. Spell correctly. (L.6.2 through 8.2 merge)a. Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely-related independent clauses.b. Use a colon to introducea list or quotation.c. Spell correctly. (L.9-10.2)

CCR Anchor 3: Apply knowledge of language to understand how language functions in different contexts, to make effective choices formeaning or style, and to comprehend more fully when reading or listening.Level-Specific Standard



None NoneLevel

B:How to choose words Choose words

for effects, and recognize differences in language Level

C:How to use words and a. Choose words and punctuation effectively phrases to convey ideas

precisely.b. Choose punctuation for effect.c. Differentiate betweencontexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small group discussion).d. Expand, combine, and reduce sentences for meaning, reader/listener interest, and style.e. Compare and contrast the varieties Level

D:How to use and maintain Utilize tone and varying a consistent tone sentence patterns to

convey meaning11 | C C R S L a n g u a g e C u r r i c u l u m F r a m e w o r k

Level E: None None


CCR Anchor 4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzingmeaningful word parts, and consulting general and specialized reference materials, as appropriate.Level-Specific Standard



How to clarify meaning a. Use sentence-level context as a clue to the meaning of a word or phrase.b. Use frequently-occurring affixes as a clue to the meaning of a word.c. Identify frequently- occurring root words (e.g., look) and their inflectional forms (e.g., Level

B:How to clarify meaning a. Use

sentence-level context as a clue to the meaning of a word or phrase.b. Determine the meaning of the new word formed when a known prefix is added to a known word (e.g., happy/unhappy, tell/retell).c. Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., addition, additional).d. Use knowledge of the



meaning of compoundwords (e.g., birdhouse, lighthouse, housefly; bookshelf, notebook, bookmark).e. Use glossaries and beginning dictionaries, both print and digital, to determine or clarify Level

C:How to clarify meaning

a. Use context (e.g.,definitions, examples,restatements, cause/effectrelationships andcomparisons in text) as aclue to the meaning of aword or phrase.b. Use common, grade-appropriate Greek andLatin affixes and roots asclues to the meaning of aword (e.g., telegraph,autograph, photograph,photosynthesis).c. Consult referencematerials (e.g.,dictionaries, glossaries,thesauruses), both printand digital, to find thepronunciation and todetermine or clarify theprecise meaning of keywords and phrases. (L.4.4and 5.4 merge)

Level D:

How to clarify meaning

a. Use context (e.g., theoverall meaning of a


sentence or paragraph; aword’s position or function in a sentence) as a clue to the meaning of a word or phrase.b. Use common, grade- appropriate Greek or Latin affixes and roots as clues to the meaning of a word(e.g., audience, auditory, audible).c. Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find thepronunciation of a word orto determine or clarify its precise meaning or its part of speech.d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by Level

E:How to clarify meaning

a. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.b. Identify and correctly use patterns of word


different meanings or parts of speech (e.g., conceive, conception, conceivable).c. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find thepronunciation of a word or to determine or clarify its precise meaning, its part of speech, its etymology or its standard usage.d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary). (L.11-12.4)

CCR Anchor 5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.




How to evaluate word Sort and define words, relationships with identifying their real-life assistance use; distinguish among

shades of meaning.Level B:

How to identify nuance Identify literal and non- literal words and phrases in context.

Level C:

How to identify figurative Apply understanding of language similes, metaphors, idioms,

adages, and proverbs;identify synonyms and antonyms.Level

D:None None

Level E:

None None


CCR Anchor 6: Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading,writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering a word or phrase Level-Specific Standard



How to use Properly use words and words/phrases effectively phrases from reading and

conversation, including Level

B:How to use Properly use words and words/phrases effectively phrases from reading and

conversation, including adjectives Level

C:How to use Use words to signal action, words/phrases effectively outline a topic, and provide

contrast or relationship.Level D:

How to use Gather vocabulary words/phrases effectively knowledge for

comprehension.Level E:

How to use Gather vocabulary words/phrases effectively knowledge for

comprehension.


SPEAKING AND LISTENING CURRICULUMFRAMEWORK


CCR Anchor 1: Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building onothers’ ideas and expressing their own clearly and persuasively.Level-Specific Standard



How to participate in Follow rules, respond to conversations. classmates, and ask

questions as needed.Level B:

How to express ideas Prepare for respectful clearly in group discussion. communication.

Level C:

How to carry out assigned Review ideas to draw roles. conclusions; follow

guidelines for roles.Level D:

How to appropriately Connect ideas of multiple evaluate presented speakers and answer information. questions about the

presentations.Level E:

How to initiate Work with peers to set collaborative discussion. rules and goals for

communication.

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CCR Anchor 2: Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.




How to ask and answer Ask and answer questions questions. about a presentation to

clarify understanding.Level B:

How to determine the Find and discuss the main main idea of an orally- idea of a text read aloud. delivered text.

Level C:

How to orally summarize Summarize and paraphrase and paraphrase. a text or information read

aloud or presented visually.Level D:

How to determine the Evaluate the goal/purpose purpose of information. of visual/oral information.Level

E:How to integrate multiple Use multiple sources to sources. make an informed

decision/solve a problem.


CCR Anchor 3: Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.




How to ask and answer Ask and answer questions questions. about a presentation to

clarify understanding.Level B:

How to elaborate on a Ask and answer detailed posed question. questions.Level

C:How to summarize a Summarize claims made by speaker’s main points. a speaker using evidence

from the presentation.Level D:

How to identify an Evaluate the soundness of argument. reasoning and evidence in

a speech/presentation.Level E:

How to analyze a Evaluate a speaker’s use of speaker’s discrete evidence, word choice, and speaking skills. tone as

effective/ineffective


CCR Anchor 4: Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and theorganization, development, and style are appropriate to task, purpose, and audience.Level-Specific Standard



How to discuss Describe people, places, information clearly. things, and events with

appropriate clarity.Level B:

How to report on a topic. Use details to report or retell a story accurately and clearly.Level

C:How to sequence ideas Make and support claims in logically. a sequenced manner using

appropriate details and facts.Level

D:How to display Present on a topic using appropriate body appropriate eye contact, language. adequate volume, and

clear pronunciation.Level E:

How to present Identify audience and appropriately for the ensure appropriateness of given audience. presentation for the

audience.


CCR Anchor 5: Make strategic use of digital media and visual displays of data to express information and enhance understanding ofpresentations.Level-Specific Standard



None NoneLevel

B:None None

Level C:

How to include media in a Utilize multimedia presentation. effectively in a

presentation.Level D:

How to integrate media in Utilize multimedia to clarify a presentation. and strengthen claims and

to add interest.Level E:

How to integrate digital Enhance a presentation media. with textual, graphical,

audio, visual, and interactive


CCR Anchor 6: Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicatedor appropriate.Level-Specific Standard



How to speak clearly. Use complete sentences to speak clearly.Level

B:How to respond to Use appropriate details to clarifying questions. answer clarifying

questions.Level C:

How to differentiate Choose and utilize formal between formal and and informal English in informal English. appropriate situations.Level

D:How to adapt speech Demonstrate command of patterns to multiple basic English when contexts. speaking.Level

E:How to adapt speech Demonstrate command of patterns to multiple basic English when contexts. speaking.


MATHEMATICS CURRICULUM FRAMEWORK


Mathematics KeyThe mathematics curriculum map is intended to be used in conjunction with the College and Career Readiness Content Progressions forMathematics, which highlights the most important CCR standards in each level on instruction.The charts are divided by level (A-E), then by the domains in which the standards fall—Number, Geometry, Operations and Algebra, Statistics and Probability. All standards from the Content Progressions have been sorted into the appropriate Major Work of the Level domain in each level. Standard abbreviations listed in italics are considered supporting standards in the level.College and Career Readiness Level-Specific Standard Key:

Standards for Mathematical Practice

NBT: Number Base TenOA: Operations and Algebraic ThinkingG: GeometryNF: Number and Operations—FractionsRP: Ratios and ProportionsMD: Measurement and DataSP: Statistics and Probability

1. Make sense of problems and persevere in solving them.2. Reason abstractly and quantitatively.3. Construct viable arguments and critique the reasoning of others.4. Model with mathematics.5. Use appropriate tools strategically.6. Attend to precision.

N.RN: The Real Number System 7. Look for and make use of structure.N.Q: Number and Quantity 8. Look for and express regularity in repeated reasoning.A.APR: Algebra: Arithmetic with Polynomials and Rational ExpressionsA.CED: Algebra: Creating EquationsA.REI: Algebra: Reasoning with Equations and InequalitiesF.IF: Functions: Interpreting FunctionsF.BF: Functions: Building FunctionsF.LE: Functions: Linear, Quadratic, and Exponential ModelsG.CO: Geometry: CongruenceG.SRT: Geometry: Similarity, Right Triangles, and TrigonometryG.GMD: Geometry: Geometric Measurement and DimensionG.MG: Geometry: Modeling with GeometryS.ID: Statistics and Probability: Interpreting Categorical and Quantitative Data

1 | C C R S M a t h e m a t i c s C u r r i c u l u m F r a m e w o r k

Level AMajor Work

of theL

evel

College and Career Indicators: Knowledge Benchmarks: Readiness Level- The learner should Application

Specific Standard(s) know… The

Sample Activity Sample Assessment Resources

Number: Developing understanding of whole number place values for tens

1.NBT.2 How to identify Bundle and describe numbers in ones and two-digit numbers in tens place values. groups of ten (10, 20,

etc.).Number: Developing understanding of addition and subtraction and the properties of these operations

1.NBT.3, 1.NBT.4, How to identify Fluently identify and1.NBT.5, 1.NBT.6, numbers as >, =, and < calculate numbers in1.OA.2, 1.OA.3, How to add within bundles of 10 up to1.OA.4, 1.OA.5, 100. 100.1.OA.6, 1.OA.7, How to identify1.OA.8 numbers

10 more or less than a given number.Geometry:

Describing and reasoning about shapes and

K.G.4, 1.G.2 How to compare, Name, compare, and identify, and compose draw 2D and 3D2D/3D shapes. shapes.

Geometry: Describing understanding of linear measurement

1.MD.2, 1.MD.4 How to express Measure an object measurement in units. using a given unit.


Level BMajor Work

of theL

evel




Number: Extending understanding of base-10 notation

2.NBT.1, 2.NBT.2, Numbers within Count, read, and write2.NBT.3 1,000. 3-digit numbers up to

1,000.Number: Adding and subtracting to1,000; fluency and application to 100

2.NBT.4, 2.NBT.6, How to compare, add, Compare (<, =, >) and2.NBT.7, 2.NBT.8, and subtract up to add/subtract three-2.NBT.9, 2.OA.1, 1,000. digit numbers; fluently2.OA.2, applyNumber:

Understanding multiplication and division of whole numbers to 100

3.NBT.3, 3.OA.1, How to multiply 1- Use place value3.OA.2, 3.OA.3, digit numbers by strategies and3.OA.4, 3.OA.5, multiples of 10. appropriate operations3.OA.6, 3.OA.7, to multiply 1-digit3.OA.8, 3.OA.9 numbers by Number:

Developing understanding of fractions, especially unit fractions

3.NF.1, 3.NF.2, How to identify, Identify and represent3.NF.2a, 3.NF.2b, represent, and fractions appropriately3.NF.3a-d compare fractions. on a number

line, including Geometry: Using standard units of measure for length, time,

2.MD.3, 3.MD.2, How to measure time, Recognize attributes of2.MD.2, 2.MD.10, length, volume, and standard units of3.MD.3, 3.MD.4 mass. measure.


Geometry: Developing understanding of area and its relationship to addition and multiplication Geometry: Analyzing and partitioning 2- dimensional shapes

3.MD.5, 3.MD.6,3.MD.7a-d, 3.MD.8

2.G.1, 2.G.3, 3.G.1,3.G.2

How to multiply and add to find total area.

How to draw and equally divide shapes.

Find areas of straight- sided shapes using given units.

Construct and divide shapes into equal parts


Level CMajor Work

of theL

evel




Number: Extending the number system to positive rational numbers

4.NBT.1, 4.NBT.2, Basic place value Read, write, and round4.NBT.3, 4.NBT.4, applications. multi-digit whole4.NBT.6, 5.NBT.1 numbers.

Number: Extending place value understanding for decimals to thousandths

5.NBT.2, 5.NBT.3, How to read, write, Demonstrate5.NBT.3a-b and compare decimals

understanding of to thousandths. decimals to the

thousandths place.

Number: Attaining fluency with operations, using multi-digit whole numbers and decimals

4.NBT.5, 5.NBT.4, How to multiply whole Fluently multiply whole5.NBT.5, 5.NBT.7, numbers and numbers and decimals.6.NS.2, 6.NS.3 decimals.

Number: Understanding fraction equivalence and comparison

4.NF.1, 4.NF.2, How to identify and Use models to compare5.NF.1 compare fractions. fractions with <, =, and

>.Number: Developing fluency with sums and differences of fractions

4.NF.3a-b, 4.NF.3c- How to add and Fluently add andd, 4.NF.3d, 5.NF.1, subtract fractions. subtract fractions and5.NF.2, mixed numbers.


Number:Connecting ratio and rate to whole number multiplication and division

4.NF.4, 4.NF.4b, How to connect Solve word problems4.NF.4c, 5.NF.3, fraction/decimal that compare5.NF.4, 5.NF.5, concepts to ratios. fraction/decimal5.NF.6, 5.NF.7, models with5.NF.7a-b, 5.NF.7c, introduction to ratio6.NS.1, 6.RP.1, and rate concepts.Algebra:

Writing, evaluating,and interpreting expressions and equations

4.OA.1, 4.OA.2, How to read, write, Apply understanding of4.OA.3, 4.OA.4, and solve simple equation operations to4.OA.5, 5.OA.1, expressions and solve simple5.OA.2, 6.EE.1, equations. expressions and6.EE.2a-c, 6.EE.3, equations.6.EE.4, 6.EE.5,Geometry:

Developing understanding of the coordinate plane

5.G.1, 5.G.2, 6.G.3 How to describe the Draw shapes on the coordinate plane. coordinate plane.

Geometry: Classifying geometric 2- dimensional figures based onproperties

4.G.1, 5.G.3, How to classify Apply understanding of4.MD.2, 4.MD.3, shapes. geometric shape4.MD.5, 4.MD.6, attributes to classify,4.MD.7, 5.MD.1 measure, and Geometry:

Developing an understanding and solving problems involving volume and surface area

6.G.4, 5.MD.3, How to find surface Apply geometric5.MD.4, 5.MD.5, area and volume. principles to measure5.MD.5a-c, 3-D shapes

Statistics and Probability: Developing understanding of

5.MD.2,6.SP.1, How to describe basic Use data and plots to6.SP.2, 6.SP.3, elements of statistical analyze statistical6.SP.4 mathematics. variation.


statistical variability


Level DMajor Work

of theL

evel




Number:Extending number sense and fluency with operations to all rational numbers

6.NS.5, 6.NS.6a-c, How to apply Fluently apply concepts6.NS.7, 6.NS.7a-d, properties of of rational and signed6.NS.8, 7.NS.1, operations to rational numbers to interpret7.NS.1b, 7.NS.1c, numbers. inequalities Number:

Understanding ratio and rate andusing them to solve problems

6.RP.3a-d, 7.RP.1, How to compute unit Recognize proportional7.RP.2a-d, 7.RP.3 rates.

relationships and compute unit rates.Algebra:

Applying proportional relationships

8.EE.5 How to compute Apply proportional proportional relationship relationships. understanding to solve

proportion Algebra: Working with expressions and linear equations

7.EE.1, 7.EE.2, How to apply Compute and expand7.EE.3, 8.EE.1, understanding of linear equations.8.EE.2, 8.EE.3, expressions and linearAlgebra: Solving

linear equations and systems of linear equations

7.EE.4, 7.EE.4a-b, How to use basic Construct and solve8.EE.4, 8.EE.8, elements of linear systems of linear8.EE.8a-c equations. equations.

Algebra: Developing the concept of function

8.F.1, 8.F.3 How to identify and Describe elements of interpret functions. functions and interpret

them.Algebra: 8.F.4, 8.F.5 How to graph Use basic functions. understanding of


Graphing functionsin the coordinate plane and analyzing their graphs

functions to graph

them.

Geometry: Solving problems involving scale drawings

7.G.1 How to create and Reproduce and analyze compute scale scale drawings in drawings. multiple scales.

Geometry: Solving problems involving 2- and 3- dimensional figures: area, surface area, and volume

7.G.4, 7.G.5, 7.G.6 How to solve Find area, surface area, problems using basic and volume of 2D and area, surface area, 3D shapes.and volume formulas.

Geometry: Analyzing 2- and 3- dimensional shapes using side length and angle measurements, similarity, and congruence

8.G.2, 8.G.4, 8.G.5, The characteristics of Identify similar and similar and congruent congruent shapes. shapes.

Geometry: Applying the Pythagorean theorem

8.G.7, 8.G.8 How to solve the Apply the Pythagorean Pythagorean Theorem to solve a Theorem. variety of problems.

Statistics and Probability: Understanding patterns of association for bivariate data and describing them with a linear

8.SP.2, 8.SP.3, How to describe Use bivariate8.SP.4 patterns using data.

measurement data to describe patterns.


equation, whenappropriateStatistics and Probability: Summarizing and interpreting data and data distributions

6.SP.5, 7.SP.3, How to summarize Observe given sets of7.SP.4, 8.SP.1 numerical sets. data to

describe patterns and summarize trends.Statistics and

Probability: Understanding and applyingprobability concepts

7.SP.5, 7.SP.6, How to calculate Apply problem-solving8.SP.4 probability. concepts to

determining and calculating probability.

Statistics and Probability: Drawing inferences about populations based on random samples (probability distributions)

7.SP.1, 7.SP.2, How to use data from Make inferences about7.SP.6, 7.SP.7a-b, random sampling. a population based on7.SP.8a-b random samples

from the population.


Level EMajor Work

of theL

evel

College and Career Indicators: Knowledge Benchmarks: Application Sample Activity Sample Assessment ResourcesReadiness Level- The learner should The learner will be able

Specific Standard(s) know… to…Number: Extending understanding of number systems to the set of real numbers

N.Q.1 How to use units Interpret and apply consistently. understanding of units

to solve multi-step problems and data displays.Number:

Writing equivalent expressions involving radicals and rational exponents

N.RN.2 How to solve Use properties of expressions. exponents and roots.

Number: Reasoning quantitatively and the use of units and appropriate levelsof precision

N.Q.3 How to measure Fluently calculate accurately. measurements with

precision.

Algebra: Defining, evaluating, comparing, and modeling with linear, quadratic, and exponential functions and equations

A.SSE.3, A.SSE.3a, How to solve multiple Interpret and solve A.APR.6, F.IF.9, types of equations. various expressions and F.BF.1 equations.

Algebra: Building, interpreting, and

A.SSE.1, A.SSE.1a, How to interpret Apply multiple methods A.SSE.2, F.IF.1, functions in different to understanding and F.IF.2, F.IF.4, ways.


analyzing functionsusing different representations

F.IF.8b, F.BF.1,F.LE.1, F.LE.1b, F.LE.1c, F.LE.5

Algebra:Reasoning with and solving linear, quadratic, and exponential equations andlinear inequalities

A.CED.1, A.CED.2, How to solve linear Employ multiple A.CED.3, A.REI.1, equations and strategies to solve A.REI.2, A.REI.3, inequalities. equations and A.REI.4, A.REI.6, inequalities. A.REI.10

Algebra: Interpreting and using the structure of expressions to solve problems

A.SSE.1, A.SSE.1a, How to solve Analyze expressionA.SSE.2, A.SSE.3 expressions. structure to

choose the best method for solving it.Algebra:

Operating with algebraic expressions, including polynomials and rational expressions

A.APR.1, A.APR.6 How to interpret Fluently add, subtract, polynomials. and multiply

polynomials.

Geometry: Applying similarity and congruence concepts to geometric figures, including triangles

G.SRT.5 How to determine Identify and prove congruent and similar similarities/congruencies triangles. in triangles.

Geometry:Using geometric models and volume formulas to solve measurement problems

G.CO.1, G.GMD.3, How to solve shape Apply concepts ofG.MG.2 measurement

measurement and problems. formulas to determine

shape attributes.


Statistics and Probability: Summarizing, representing, and interpreting one- and two-variable data, including using frequency tables

S.ID.1, S.ID.3, S.ID.5, S.ID.7, S.ID.9

How to representdata in multiple ways.

Display trends in data on the number line, dot plots, histograms, and box plots; interpretslope and intercept.


OCTAE EMPLOYABILITY SKILLSCURRICULUM FRAMEWORK


Applied KnowledgeApplied Academic

SkillsOCTAE Discrete Skill Indicators: Knowledge Benchmarks: Application Sample Activity Sample Assessment Resources

The learner should know… The learner will be able to…Reading Skills Student applies/demonstrates reading skills by interpreting written instructions/project directions and constructing responses, using print and online materials as resources,

How to use basic reading Interpret variousskills. informational

texts, asking questions when necessary.

Writing SkillsStudent relies on writingskills to construct lab reports, posters, and presentation materials, take notes, and compose

How to use basic writing Employ writing skills to skills. create informative pieces.

Math Strategies/Procedures Student uses computational skills appropriately and makes logical choices when analyzing and differentiating among availableprocedures.

How to effectively utilize Logically analyze, interpret, basic mathematical skills. and use data.

1 | E m p l o y a b i l i t y S k i l l s C u r r i c u l u m F r a m e w o r k

Scientific Principles/Procedures Student follows procedures, experiment, infer, hypothesize (even as simple as "what if we do it this way"), and construct processes

How to apply the scientific Use the scientific methodmethod. to solve a

problem or complete a task.

Critical Thinking SkillsOCTAE Discrete Skill Indicators: Knowledge Benchmarks: Application Sample Activity

Sample Assessment ResourcesThe learner should know… The learner will be able to…Thinks Creatively

Student creates innovative and novel ideas/solutions and displays divergent thinking. This can be seen in oral presentations and creative writing

How to think differently to Think outside the box address a problem. when completing academic

work.

Thinks CriticallyStudent displays analytical and strategic thinking. This can be seen in debating an issue, converging on an understanding, assessing a

How to analyze and Examine a problem or issue strategize. from all sides.

Makes Sound Decisions Student differentiates between multiple approaches and assesses options (could be linked to

How to be confidently Apply different approaches decisive. to making a decision, such

as pros/cons list, reverse thinking, etc.

Solves ProblemsStudent assesses problems involving the use of available

How to choose the Apply different approaches situationally-appropriate to thinking about/solving a

pro2 | E m p l o y a b i l i t y S k i l l s C u r r i c u l u m F r a m e w o r k

(personnel and materials) and reviews multiple strategies for resolving problems (could

problem-solvingstrategies.

ReasonsStudent negotiatespros/cons of ideas, approaches, and solutions and analyzes options using "if-then"

How to apply inductive vs. Fluently utilize deductive reasoning. inductive/deductive

reasoning.

Plans/Organizes Student plans steps, procedures, and/or approaches for addressing tasks. This occurs naturally in most assignments, ranging from solving one

How to create a plan. Create and implement a plan to solve a problem or accomplish a task (i.e., state the problem, gather materials, apply reasoning, summarize).


Effective RelationshipsInterpersonal

SkillsOCTAE Discrete Skill Indicators: Knowledge Benchmarks: Application Sample Activity Sample Assessment Resources

The learner should know… The learner will be able to…Understands Teamwork andWorks with Others Student participates in cooperative groups or with a partner, contributes fairly

How teams work. Participate in a team by effective contribution, respecting others, giving/receiving feedback, and working toward a common

Responds to CustomerNeedsStudent helps fellow students understand tasks, finds resources, and fulfills assigned roles

How to identify and Assist peers in typical address the needs of classroom situations. others.

Exercises Leadership Student participates as team leader or effective team member in project assignments and

How to lead effectively. Lead classmates in working toward a common goal, using identified qualities of a leader.

Negotiates to ResolveConflictStudent keeps team members on track, suggests alternatives, and discusses options (can be as much

How to employ strategies Resolve conflicts effectively of conflict resolution. through a variety of

approaches (i.e., focus on the issue, attempt to reach win-win, etc.).

Respects IndividualDifferencesStudent listens to and

How to react Listen and respond appropriately to peers. respectfully in various class

settings.4 | E m p l o y a b i l i t y S k i l l s C u r r i c u l u m F r a m e w o r k

considers all team members' ideas, responds supportively to ideas given in class or in teams, and works well Personal

QualitiesOCTAE Discrete Skill Indicators: Knowledge Benchmarks: Application Sample Activity Sample Assessment Resources

The learner should know… The learner will be able to…Demonstrates Responsibility and Self-DisciplineStudent actively participates in class, asks questions, volunteersanswers, completes/submits assignments, and

How to identify Perform professionally in a appropriate variety of classroom classroom/workplace settings.behavior.

Adapts and Shows Flexibility Student adapts easily to different modes of instruction and different types of

How to adapt effectively. Be flexible in his approach to learning and demonstration of knowledge.

Works Independently Student commits to time- on-task during class and begins work

How to accomplish tasks Effectively complete tasks without prodding. alone.

Demonstrates a Willingness to LearnStudent is cooperative and noticeably engaged.

How to stay engaged. Take responsibility for her learning by utilizing multiple avenues (i.e., independent study, open computer lab, tutoring) when Demonstrates

Integrity Student treats work assignments with

The importance of good Describe and practice character. principled approaches to

work and peers.5 | E m p l o y a b i l i t y S k i l l s C u r r i c u l u m F r a m e w o r k

that work is either original or credited correctly.DemonstratesProfessionalismStudent treats others and work assignments with respect.Ensures all ideas and work are either original or

How to define Describe professional professionalism. behavior in himself/herself

and in others anddemonstrate professional behavior in various classroom settings.Takes Initiative

Student commits to time- on-task during class and begins workwithout fanfare. This is also

How to accomplish tasks Effectively complete tasks without prodding. alone and within a group,

taking responsibility for theassignment.

Displays a Positive Attitude and Sense of Self-Worth Student contributes

The elements of self- Contribute positivity in the worth. classroom through

confidence in himself/herself and Takes

Responsibility for Professional Growth Student is active listener, seeking clarification and

How to develop a growth Demonstrate appropriate mindset. growth as a student and

peer over the course of the class.


Workplace SkillsResource

ManagementOCTAE Discrete Skill Indicators: Knowledge Benchmarks: Application Sample Activity Sample Assessment Resources

The learner should know… The learner will be able to…Manages TimeStudent demonstrates time management when organizing andplanning project activities with a team or when organizing andmanaging themselves and individual class assignments andhomework. Time management is

How to manage time Identify and employ effectively. multiple approaches to

time management (i.e., effective scheduling, managed breaks, etc.).

Manages MoneyStudent manages money in group projects requiring allocation of limited finances and resources (i.e. designing/marketing

How to identify and apply Use scenarios and practice effective money to effectively manage a management strategies. budget.

Manages ResourcesStudent manages resources in projects requiring allocation oflimited finances, resources

How to identify and apply Demonstrate sensible effective resource resource allocation in the management strategies. classroom via time and

materials use.Manages Personnel Student gains experience managing personnel (i.e. each other) in group

How to lead a group Demonstrate and apply effectively. agreed-upon leadership

qualities to manage a project


of limited finances, resources (materials), and role assignments. Student also manages his/her Information

UseOCTAE Discrete Skill Indicators: Knowledge Benchmarks: Application Sample Activity Sample Assessment Resources

The learner should know… The learner will be able to…LocatesStudent uses analyticalstrategies to determine the best medium for finding

How to find information. Use appropriate strategies and media for finding information.

UsesStudent uses classification and analytic skills to determine thenecessary information (i.e., stay on target) to

How to use information Sort and classify effectively. information to complete a

task.

AnalyzesStudent assessesinformation to determine which is relevant (does not have to be a mathematical

How to analyze Analyze the information. validity/relevance of

information to solve or address a problem.

Communicates Student summarizes information to compose written or oral presentations, posters, reports, slides, etc. This can also be assimple as explaining a problem in front of the class.

How to summarize Review and summarize information. information for peers.

Communication Skills


OCTAE Discrete Skill Indicators: Knowledge Benchmarks: Application Sample Activity Sample Assessment Resources

The learner should know… The learner will be able to…Communicates Verbally Student provides oral responses. Evidence ranges from impromptu short answers during a lesson to

How to articulate verbal Use appropriate responses effectively. language/communicative

practices to respond verbally.

Listens Actively Student is noticeably engaged through notetaking, questioning, and

How to apply elements of Listen actively as evidenced active listening. by appropriate questioning

and response techniques.

Comprehends WrittenMaterialStudent uses/demonstratesreading skills by following written instructions/project directions, reviewing print and digitalresources,

How to apply reading Demonstrate appropriate skills to remember what responses to writtenthey have read. instructions

and resources; ask appropriate questions to increase understanding.

Conveys Information inWritingStudent relies on writing skills to organize lab reports, posters,presentation materials andto take notes and

How to write clearly. Utilize various forms of written communication (reports, posters, etc.) to answer questions.

Observes Carefully Student interprets verbal and nonverbal communication efforts of others.

How to pay attention to Describe and interpret others’ communication. verbal and nonverbal

communication (i.e., body

Systems Thinking9 | E m p l o y a b i l i t y S k i l l s C u r r i c u l u m F r a m e w o r k

OCTAE Discrete Skill Indicators: Knowledge Benchmarks: Application Sample Activity Sample Assessment Resources

The learner should know… The learner will be able to…Understands and UsesSystemsStudent understands theirroles and assignments when collaborating as a team (system) and contributes to the

How to identify system Describe structural structures. connections among

different parts.

Monitors SystemsStudent devises methods toassess team (system)

How to assess progress. Create and use tools for assessment of systematic effectiveness.

Improves Systems Student negotiates mid- course corrections, adaptations to team (system)

How to make Adapt a current method to improvements. better fit the need at hand.

Technology UseOCTAE Discrete Skill Indicators: Knowledge Benchmarks: Application Sample Activity

Sample Assessment ResourcesThe learner should know… The learner will be able to…Understands and

UsesTechnologyStudent often relies onvarious digital technologies for calculating, collecting and displaying data,

How to use appropriate Demonstrate proficiency in classroom technology. classroom technology (i.e.,

word processing, presentation software, e- mail).


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