CHAMELEON
SCHOOL
STANDARDS
NUMBER OF INDICATORS
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These indicators are based o the AASL Standards Framework for Learners. The indicators are consistent with what will take place throughout the entire dictionary-skills unit.
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INQUIRE/THNK
I.A. Learners display curiosity and initiative by:
1. Formulating questions about a personal interest or a curricular topic.
2. Recalling prior and background knowledge as context for new meaning.
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INQUIRE/CREATE
I.B. Learners engage with new knowledge by following a process that includes:
3. Generating products that illustrate learning
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INQUIRE/GROW
I.D. Learners participate in an ongoing inquiry-based process by:
1. Continually seeking knowledge.
2. Engaging in sustained inquiry.
3. Enacting new understanding through real-world connections.
INCLUDE/SHARE
II.C. Learners exhibit empathy with and tolerance for diverse ideas by:
1. Engaging in informed conversation and active debate.
COLLABORATE/THINK
III.A. Learners identify collaborative opportunities by:
1. Demonstrating their desire to broaden and deepen understandings.
2. Developing new understandings through engagement in a learning group.
3. Deciding to solve problems informed by group interaction.
COLLABORATE/CREATE
III.B. Learners participate in personal, social, and intellectual networks by:
1. Using a variety of communication tools and resources.
2. Establishing connections with other learners to build on their own prior knowledge and create new knowledge
COLLABORATE/GROW
III.D. Learners actively participate with others in learning situations by:
-
Actively contributing to group discussions.
CURATE/THINK
IV.A. Learners act on an information need by:
1. Determining the need to gather information.
CURATE/CREATE
IV.B. Learners gather information appropriate to the task by:
3. Systematically questioning and assessing the validity and accuracy of information.
4. Organizing information by priority, topic, or other systematic schemes.
EXPLORE/CREATE
V.B. Learners construct new knowledge by:
1. Problem-solving through cycles of design, implementation, and reflection.
2. Persisting through self-directed pursuits by tinkering and making
EXPLORE/SHARE
V.C. Learners engage with the learning community by:
1. Expressing curiosity about a topic of personal interest or curricular relevance
EXPLORE/GROW
V.D. Learners develop through experience and reflection by:
1. Iteratively responding to challenges.
2. Recognizing capabilities and skills that can be developed, improved, and expanded.
3. Open-mindedly accepting feedback for positive and constructive growth.
ENGAGE/THINK
VI.A. Learners follow ethical and legal guidelines for gathering and using information by:
1. Responsibly applying information, technology, and media to learning.
STANDARDS
NUMBER OF INDICATORS
​
These indicators are based o the AASL Standards Framework for Learners. The indicators are consistent with what will take place throughout the entire dictionary-skills unit.
​
INQUIRE/THNK
I.A. Learners display curiosity and initiative by:
1. Formulating questions about a personal interest or a curricular topic.
2. Recalling prior and background knowledge as context for new meaning.
​
INQUIRE/CREATE
I.B. Learners engage with new knowledge by following a process that includes:
3. Generating products that illustrate learning
​
INQUIRE/GROW
I.D. Learners participate in an ongoing inquiry-based process by:
1. Continually seeking knowledge.
2. Engaging in sustained inquiry.
3. Enacting new understanding through real-world connections.
INCLUDE/SHARE
II.C. Learners exhibit empathy with and tolerance for diverse ideas by:
1. Engaging in informed conversation and active debate.
COLLABORATE/THINK
III.A. Learners identify collaborative opportunities by:
1. Demonstrating their desire to broaden and deepen understandings.
2. Developing new understandings through engagement in a learning group.
3. Deciding to solve problems informed by group interaction.
COLLABORATE/CREATE
III.B. Learners participate in personal, social, and intellectual networks by:
1. Using a variety of communication tools and resources.
2. Establishing connections with other learners to build on their own prior knowledge and create new knowledge
COLLABORATE/GROW
III.D. Learners actively participate with others in learning situations by:
-
Actively contributing to group discussions.
CURATE/THINK
IV.A. Learners act on an information need by:
1. Determining the need to gather information.
CURATE/CREATE
IV.B. Learners gather information appropriate to the task by:
3. Systematically questioning and assessing the validity and accuracy of information.
4. Organizing information by priority, topic, or other systematic schemes.
EXPLORE/CREATE
V.B. Learners construct new knowledge by:
1. Problem-solving through cycles of design, implementation, and reflection.
2. Persisting through self-directed pursuits by tinkering and making
EXPLORE/SHARE
V.C. Learners engage with the learning community by:
1. Expressing curiosity about a topic of personal interest or curricular relevance
EXPLORE/GROW
V.D. Learners develop through experience and reflection by:
1. Iteratively responding to challenges.
2. Recognizing capabilities and skills that can be developed, improved, and expanded.
3. Open-mindedly accepting feedback for positive and constructive growth.
ENGAGE/THINK
VI.A. Learners follow ethical and legal guidelines for gathering and using information by:
1. Responsibly applying information, technology, and media to learning.
RELATIONSHIP TO LESSON OBJECTIVES
The lesson objectives for this lesson and the overall dictionary skills unit, cover each of these AASL standards by creating a learning environment that allows the students to think, create, share and grow. The students will be able to demonstrate and communicate what they know, create a Pioneer Dictionary based on their knowledge of dictionaries and share their final product. Using the skills that they learn and put into practice for this unit, the students will be able to apply their knowledge to new situations and grow in their experiences.
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GRADE LEVEL APPROPRIATENESS
ABC Order seems like such a basic skill to most people. However, we must take into consideration that these students are not like most children. These children have a need from their educators to provide them with opportunities that will bring them up to speed with dignity. Many lesson plans are geared for teaching ABC's at a Kindergarten level or even lower. For our 5th grade students, we must make the lesson appropriate, timely, and interesting. To do this, we create higher level thinking activities that has content that interests them and has a purpose.
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