Monday, November 4, 2024, 10:25 PM
Site: Learnbps
Course: BPSS (AVI) AVID Standards (S-AVI)
Glossary: 6th Grade AVID
AVI-06.APNarrativeStudents have the academic skills and can successfully complete rigorous college and career preparatory curriculum and experiences.Standards
Calculation Method for DomainsFrameworks are larger groups of related student standards. So the Framework Score is a calculation of all the related student competencies. So click on the student standards identifiers name below each Framework to access the learning targets and proficiency scales for each standard. | ||
AVI-06.AP.01AVI-06.AP.01: Writing is a learning tool, a personal and public communication tool, and serves as a record of thinking. Students who write consider audience and purpose, engage in various writing processes to address specific situations, support their thinking, and demonstrate understanding.Sub-Standards:(a) Develop writing skills related to argumentative and narrative modes of writing
(b) Plan and structure writing based on the mode (descriptive, narrative, expository, argumentative) (c) Draft initial writing (d) Analyze a writing task by identifying key vocabulary and audience (e) Gather and analyze feedback from peers and instructors (f) Edit drafts for grammar, mechanics, and spelling (g) Analyze the organizational structure of writing
(h) Publish writing to a small group audience within the classroom, such as a formal written paper (i) Take notes with an emphasis on identifying and recording the note-taking objective and/or Essential Question (j) Take notes with an emphasis on setting up notes, including all required components (k) Summarize by pulling together the most important information related to the objective and/or Essential Question Students who write can:
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AVI-06.AP.01.aAVI-06.AP.01.a: Develop writing skills related to argumentative and narrative modes of writing.Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Proficiency ScaleThe Student Will ...1 Beginning... with help, demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).Start 2 Developing... demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).Simple 3 Proficient“The Standard.”... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations. Target 4 Advanced... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.Complex ResourcesVocabulary
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AVI-06.AP.01.iAVI-06.AP.01.i: Take notes with an emphasis on identifying and recording the note-taking objective and/or Essential Question.Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Proficiency ScaleThe Student Will ...1 Beginning... with help, demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).Start 2 Developing... demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).Simple 3 Proficient“The Standard.”... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations. Target 4 Advanced... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.Complex ResourcesVocabulary
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AVI-06.AP.01.jAVI-06.AP.01.j: Take notes with an emphasis on setting up notes, including all required components.Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Proficiency ScaleThe Student Will ...1 Beginning... with help, demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).Start 2 Developing... demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).Simple 3 Proficient“The Standard.”... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations. Target 4 Advanced... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.Complex ResourcesVocabulary
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AVI-06.AP.01.kAVI-06.AP.01.k: Summarize by pulling together the most important information related to the objective and/or Essential Question.Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Proficiency ScaleThe Student Will ...1 Beginning... with help, demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).Start 2 Developing... demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).Simple 3 Proficient“The Standard.”... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations. Target 4 Advanced... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.Complex ResourcesVocabulary
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AVI-06.AP.02AVI-06.AP.02: Inquiry is uncovering one's understanding, asking critical questions, engaging in thinking, learning and discussion. Students who inquire analyze and synthesize materials or ideas, clarify their own thinking, probe others' thinking, and work through ambiguity.
Sub-Standards:(a) Create questions based on Costa’s Levels of Thinking
(b) Identify misunderstood concepts or problems (c) Determine the steps/process that led to a solution (d) Reflect on learning to make connections between new learning and previous learning (e) Reflect on learning strategies that were employed and whether those strategies were effective (f) Identify processes that are used (g) Reflect on a process that was used and whether that process was effective (h) Analyze a research prompt
(i) Locate sources that are relevant to the topic and support the purpose of the research assignment (j) Distinguish between primary and secondary sources (k) Plan and structure the writing based on the research prompt (l) Integrate quotations and references to texts, using proper citations (m) Publish research to a small group audience within the classroom, such as a formal written Students who inquire can:
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AVI-06.AP.02.aAVI-06.AP.02.a: Create questions based on Costa’s Levels of Thinking.Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Proficiency ScaleThe Student Will ...1 Beginning... with help, demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).Start 2 Developing... demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).Simple 3 Proficient“The Standard.”... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations. Target 4 Advanced... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.Complex ResourcesVocabulary
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AVI-06.AP.02.hAVI-06.AP.02.h: Analyze a research prompt.Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Proficiency ScaleThe Student Will ...1 Beginning... with help, demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).Start 2 Developing... demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).Simple 3 Proficient“The Standard.”... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations. Target 4 Advanced... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.Complex ResourcesVocabulary
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AVI-06.AP.02.mAVI-06.AP.02.m: Publish research to a small group audience within the classroom, such as a formal written paper.Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Proficiency ScaleThe Student Will ...1 Beginning... with help, demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).Start 2 Developing... demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).Simple 3 Proficient“The Standard.”... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations. Target 4 Advanced... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.Complex ResourcesVocabulary
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AVI-06.AP.03AVI-06.AP.03: Collaboration is teamwork with shared responsibility, sharing of ideas, information and opinions, and formal and informal discussion. Students who collaborate work together toward a common goal, develop positive interdependence, work in focused study groups, and support the learning of others through inquiry.
Sub-Standards:(a) Establish norms and expectations around shared responsibility among group members
(b) Establish norms and expectations around appreciating diversity among group members (c) Develop a foundational familiarity and comfort with classmates (d) Identify respectful and disrespectful actions of self and others (e) Check group members’ level of understanding (f) Utilize technology to collaborate with classmates (g) Apply basic understanding of effective public speaking
(h) Incorporate visual aids and/or technology when appropriate (i) Describe the characteristics of effective listening, such as eye contact and mirroring (j) Monitor word choice when speaking (k) Identify formal and informal language registers Students who collaborate can:
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AVI-06.AP.03.cAVI-06.AP.03.c: Develop a foundational familiarity and comfort with classmates.Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Proficiency ScaleThe Student Will ...1 Beginning... with help, demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).Start 2 Developing... demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).Simple 3 Proficient“The Standard.”... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations. Target 4 Advanced... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.Complex ResourcesVocabulary
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AVI-06.AP.03.gAVI-06.AP.03.g: Apply basic understanding of effective public speaking.Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Proficiency ScaleThe Student Will ...1 Beginning... with help, demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).Start 2 Developing... demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).Simple 3 Proficient“The Standard.”... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations. Target 4 Advanced... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.Complex ResourcesVocabulary
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AVI-06.AP.03.hAVI-06.AP.03.h: Incorporate visual aids and/or technology when appropriate.Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Proficiency ScaleThe Student Will ...1 Beginning... with help, demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).Start 2 Developing... demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).Simple 3 Proficient“The Standard.”... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations. Target 4 Advanced... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.Complex ResourcesVocabulary
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AVI-06.AP.04AVI-06.AP.04: Organization means students develop and use processes procedures, and tools to study effectively while managing their time through prioritizing and goal setting.
Sub-Standards:(a) Begin implementing organizational tools that support academic success
(b) Create an activity log or tracking system for community extracurricular activities and hours (c) Explore a variety of organizational formats for calendaring/planning (d) Determine how to use time effectively (e) Assess complex assignments and break them into smaller tasks
(f) Set personal, academic, and career goals (g) Monitor progress toward goals (h) Utilize visual frameworks to organize information Students who organize can:
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AVI-06.AP.04.aAVI-06.AP.04.a: Begin implementing organizational tools that support academic success.Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Proficiency ScaleThe Student Will ...1 Beginning... with help, demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).Start 2 Developing... demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).Simple 3 Proficient“The Standard.”... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations. Target 4 Advanced... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.Complex ResourcesVocabulary
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AVI-06.AP.04.cAVI-06.AP.04.c: Explore a variety of organizational formats for calendaring/planning.Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Proficiency ScaleThe Student Will ...1 Beginning... with help, demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).Start 2 Developing... demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).Simple 3 Proficient“The Standard.”... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations. Target 4 Advanced... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.Complex ResourcesVocabulary
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AVI-06.AP.04.fAVI-06.AP.04.f: Set personal, academic, and career goals.Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Proficiency ScaleThe Student Will ...1 Beginning... with help, demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).Start 2 Developing... demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).Simple 3 Proficient“The Standard.”... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations. Target 4 Advanced... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.Complex ResourcesVocabulary
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AVI-06.AP.05AVI-06.AP.05: Reading is strategically gaining meaning, understanding and knowledge from print and other media, purpose-driven, and interactive. Students who read understand text structures, apply prior knowledge and make connections to other text, self and world, made predictions and ask questions, and create visual images as they read.
Sub-Standards:(a) Determine the characteristics of a high-quality text in relation to the reading purpose
(b) Preview text features (c) Identify prior knowledge that may be relevant to the reading (d) Assess knowledge of academic and content-specific vocabulary words (e) Mark the text to accomplish the reading purpose
(f) Identify the key components of a text related to the reading purpose (g) Extend beyond the text by applying key learning Students who read can:
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AVI-06.AP.05.eAVI-06.AP.05.e: Mark the text to accomplish the reading purpose.Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Proficiency ScaleThe Student Will ...1 Beginning... with help, demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).Start 2 Developing... demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).Simple 3 Proficient“The Standard.”... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations. Target 4 Advanced... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.Complex ResourcesVocabulary
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AVI-06.AP.05.gAVI-06.AP.05.g: Extend beyond the text by applying key learning.Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Proficiency ScaleThe Student Will ...1 Beginning... with help, demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).Start 2 Developing... demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).Simple 3 Proficient“The Standard.”... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations. Target 4 Advanced... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.Complex ResourcesVocabulary
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