Maine
|Child Care Provider: |ELA Content Standards |Demonstration of Proficiency (Possible |Maine Learning Results- |
|Duties, Skills, and Tasks |And |Evidence, Project, Performance Assessment, |Guiding Principles, |
| |ELA Practices (CCSS) |Certification etc.) |and |
| | | |Career and Education Development |
|1. Promoting Child Development and Learning |
|Identifies the developmental characteristics and|RST.2.11-12 Determine the central ideas or |Planning and teaching lessons connected to |A A clear and effective communicator |
|needs of young children, from birth through age |conclusions of a text; summarize complex concepts, |areas of development |who |
|8. |processes, or information presented in a text by | |2. Uses evidence and logic appropriately|
| |paraphrasing them in simpler but still accurate terms.| |in communication |
| | | |4. Uses a variety of modes of expression|
| |RST.3.11-12 Follow precisely a complex multistep | |(spoken, written and visual and |
| |procedure when carrying out experiments, taking | |performing including the use of |
| |measurements, or performing technical tasks; analyze | |technology to create and share the |
| |the specific results based on explanations in the | |expressions) |
| |text. | | |
| | | | |
| |RST.4.11-12 Determine the meaning of symbols, key | | |
| |terms, and other domain-specific words and phrases as | | |
| |they are used in a specific scientific or technical | | |
| |context relevant to grades 11–12 texts and topics. | | |
| | | | |
| |RST.10.11-12 By the end of grade 12, read and | | |
| |comprehend science/ technical texts in the grades | | |
| |11–12 text complexity band independently and | | |
| |proficiently. | | |
| | | | |
| |SL.6.11-12 Adapt speech to a variety of contexts and | | |
| |tasks, demonstrating command of formal English when | | |
| |indicated or appropriate. | | |
| | | | |
| |WHST.4.11-12 Produce clear and coherent writing in | | |
| |which the development, organization, and style are | | |
| |appropriate to task, purpose, and audience. | | |
|Describes the multiple influences on development|RST.2.11-12 Determine the central ideas or conclusions|Theorist paper/Venn diagram |A. A clear and effective communicator |
|and learning. |of a text; summarize complex concepts, processes, or | | |
| |information presented in a text by paraphrasing them | |B. A self-directed and lifelong learner |
| |in simpler but still accurate terms. | | |
| | | |E. An integrative and informed thinker |
| |RST.4.11-12 Determine the meaning of symbols, key | | |
| |terms, and other domain-specific words and phrases as | | |
| |they are used in a specific scientific or technical | | |
| |context relevant to grades 11–12 texts and topics. | | |
| |RST.9.11-12 Synthesize information from a range of | | |
| |sources (e.g., texts, experiments, simulations) into a| | |
| |coherent understanding of a process, phenomenon, or | | |
| |concept, resolving conflicting information when | | |
| |possible. | | |
| | | | |
| |RST.10.11-12 By the end of grade 12, read and | | |
| |comprehend science/ technical texts in the grades | | |
| |11–12 text complexity band independently and | | |
| |proficiently. | | |
| | | | |
| |SL.6.11-12 Adapt speech to a variety of contexts and | | |
| |tasks, demonstrating command of formal English when | | |
| |indicated or appropriate. | | |
| | | | |
| |WHST.4.11-12 Produce clear and coherent writing in | | |
| |which the development, organization, and style are | | |
| |appropriate to task, purpose, and audience. | | |
| | | | |
| |WHST.5.11-12 Develop and strengthen writing as | | |
| |needed by planning, revising, editing, rewriting, or | | |
| |trying a new approach, focusing on addressing what is | | |
| |most significant for a specific purpose and audience. | | |
| | | | |
| |WHST.9.11-12 Draw evidence from informational texts | | |
| |to support analysis, reflection, and research. | | |
|Uses developmental knowledge to create healthy, |RST.3.11-12 Follow precisely a complex multistep |Nutrition lesson plan, Health and Safety |A. A clear and effective communicator |
|respectful, supportive, and challenging learning|procedure when carrying out experiments, taking |checklist, classroom or floor plan and |who: |
|environ-ments for young children. |measurements, or performing technical tasks; analyze |arrangement |2. Uses evidence and logic appropriately|
| |the specific results based on explanations in the | |in communication |
| |text. | |4. Uses a variety of modes of expression|
| |RST.4.11-12 Determine the meaning of symbols, key | |(spoken, written and visual and |
| |terms, and other domain-specific words and phrases as | |performing including the use of |
| |they are used in a specific scientific or technical | |technology to create and share the |
| |context relevant to grades 11–12 texts and topics. | |expressions) |
| |SL.6.11-12 Adapt speech to a variety of contexts and| |B. A self-directed and lifelong learner |
| |tasks, demonstrating command of formal English when | | |
| |indicated or appropriate. | |C. A creative and practical problem |
| | | |solver |
| |WHST.4.11-12 Produce clear and coherent writing in | | |
| |which the development, organization, and style are | |E. An integrative and informed thinker |
| |appropriate to task, purpose, and audience. | | |
|2. Building Family and Community Relationships |
|Explains diverse family and community |RST.2.11-12 Determine the central ideas or |Parent newsletter, reflection about parent |A. A clear and effective communicator |
|characteristics. |conclusions of a text; summarize complex concepts, |involvement, cultural essay, modified lesson |who: |
| |processes, or information presented in a text by |plan |Demonstrates organized and purposeful |
| |paraphrasing them in simpler but still accurate terms.| |communication in English and at least |
| | | |one other language |
| |RST.3.11-12 Follow precisely a complex multistep | |Uses evidence and logic appropriately in|
| |procedure when carrying out experiments, taking | |communication |
| |measurements, or performing technical tasks; analyze | |Adjusts communication based on the |
| |the specific results based on explanations in the | |audience |
| |text. | |Uses a variety of modes of expression |
| |RST.4.11-12 Determine the meaning of symbols, key | |(spoken, written and visual and |
| |terms, and other domain-specific words and phrases as | |performing including the use of |
| |they are used in a specific scientific or technical | |technology to create and share the |
| |context relevant to grades 11–12 texts and topics. | |expressions) |
| | | |C. A creative and practical problem |
| |RST.7.11-12 Integrate and evaluate multiple sources | |solver who: |
| |of information presented in diverse formats and media | |4. Generates a variety of solutions, |
| |(e.g., quantitative data, video, multimedia) in order | |builds a case for a best response and |
| |to address a question or solve a problem. | |critically evaluates the effectiveness |
| | | |of the response |
| |RST.10.11-12 By the end of grade 12, read and | | |
| |comprehend science/technical texts in the grades 11–12| |D. A responsible and involved citizen |
| |text complexity band independently and proficiently. | | |
| | | |E. An integrative and informed thinker |
| |SL.6.11-12 Adapt speech to a variety of contexts and | | |
| |tasks, demonstrating command of formal English when | | |
| |indicated or appropriate. | | |
| | | | |
| |WHST.4.11-12 Produce clear and coherent writing in | | |
| |which the development, organization, and style are | | |
| |appropriate to task, purpose, and audience. | | |
| | | | |
| |WHST.5.11-12 Develop and strengthen writing as | | |
| |needed by planning, revising, editing, rewriting, or | | |
| |trying a new approach, focusing on addressing what is | | |
| |most significant for a specific purpose and audience. | | |
|Constructs respectful, reciprocal relationships |RST.4.11-12 Determine the meaning of symbols, key |Parent newsletter, reflection about parent |A. A clear and effective communicator |
|with families and communities. |terms, and other domain-specific words and phrases as |involvement |who: |
| |they are used in a specific scientific or technical | |2. Uses evidence and logic appropriately|
| |context relevant to grades 11–12 texts and topics. | |in communication |
| |RST.7.11-12 Integrate and evaluate multiple sources | |3. Adjusts communication based on the |
| |of information presented in diverse formats and media | |audience |
| |(e.g., quantitative data, video, multimedia) in order | |C. A creative and practical problem |
| |to address a question or solve a problem. | |solver |
| | | | |
| |SL.6.11-12 Adapt speech to a variety of contexts and| |D. A responsible and involved citizen |
| |tasks, demonstrating command of formal English when | | |
| |indicated or appropriate. | |E. An integrative and informed thinker |
| | | | |
| |WHST.4.11-12 Produce clear and coherent writing in | | |
| |which the development, organization, and style are | | |
| |appropriate to task, purpose, and audience. | | |
| | | | |
| |WHST.5.11-12 Develop and strengthen writing as | | |
| |needed by planning, revising, editing, rewriting, or | | |
| |trying a new approach, focusing on addressing what is | | |
| |most significant for a specific purpose and audience. | | |
|Implements family and community involvement in |RST.4.11-12 Determine the meaning of symbols, key |Parent newsletter, reflection about parent |A. A clear and effective communicator |
|their children’s development and learning. |terms, and other domain-specific words and phrases as |involvement |who: |
| |they are used in a specific scientific or technical | |2. Uses evidence and logic appropriately|
| |context relevant to grades 11–12 texts and topics. | |in communication |
| |RST.7.11-12 Integrate and evaluate multiple sources | |3. Adjusts communication based on the |
| |of information presented in diverse formats and media | |audience |
| |(e.g., quantitative data, video, multimedia) in order | | |
| |to address a question or solve a problem. | |C. A creative and practical problem |
| | | |solver |
| |SL.6.11-12 Adapt speech to a variety of contexts and| | |
| |tasks, demonstrating command of formal English when | |D. A responsible and involved citizen |
| |indicated or appropriate. | | |
| | | |E. An integrative and informed thinker |
| |WHST.4.11-12 Produce clear and coherent writing in | | |
| |which the development, organization, and style are | | |
| |appropriate to task, purpose, and audience. | | |
| | | | |
| |WHST.5.11-12 Develop and strengthen writing as needed| | |
| |by planning, revising, editing, rewriting, or trying a| | |
| |new approach, focusing on addressing what is most | | |
| |significant for a specific purpose and audience. | | |
|3. Observing, Documenting and Assessing to Support Young Children and Families |
|Lists the goals, benefits, and uses of |RST.2.11-12 Determine the central ideas or |Observation tool, Compare 2 Assessment Tools |A. A clear and effective communicator |
|assessment, including its use in development of |conclusions of a text; summarize complex concepts, | |who: |
|appropriate goals, curriculum, and teaching |processes, or information presented in a text by | |4. Uses a variety of modes of expression|
|strategies for young children. |paraphrasing them in simpler but still accurate terms.| |(spoken, written and visual and |
| | | |performing including the use of |
| |RST.4.11-12 Determine the meaning of symbols, key | |technology to create and share the |
| |terms, and other domain-specific words and phrases as | |expressions) |
| |they are used in a specific scientific or technical | |C. A creative and practical problem |
| |context relevant to grades 11–12 texts and topics. | |solver |
| | | | |
| |RST.10.11-12 By the end of grade 12, read and | |D. A responsible and involved citizen |
| |comprehend science/ technical texts in the grades | | |
| |11–12 text complexity band independently and | |E. An integrative and informed thinker |
| |proficiently. | | |
| | | | |
| |SL.6.11-12 Adapt speech to a variety of contexts and | | |
| |tasks, demonstrating command of formal English when | | |
| |indicated or appropriate. | | |
| |WHST.4.11-12 Produce clear and coherent writing in | | |
| |which the development, organization, and style are | | |
| |appropriate to task, purpose, and audience. | | |
|Uses assessment partnerships with families and |RST.4.11-12 Determine the meaning of symbols, key |Observation tool, Compare 2 Assessment Tools |A. A clear and effective communicator |
|with professional colleagues to build effective |terms, and other domain-specific words and phrases as | |who: |
|learning environments. |they are used in a specific scientific or technical | |4. Uses a variety of modes of expression|
| |context relevant to grades 11–12 texts and topics. | |(spoken, written and visual and |
| | | |performing including the use of |
| |RST.10.11-12 By the end of grade 12, read and | |technology to create and share the |
| |comprehend science/ technical texts in the grades | |expressions) |
| |11–12 text complexity band independently and | | |
| |proficiently. | |C. A creative and practical problem |
| | | |solver |
| |SL.6.11-12 Adapt speech to a variety of contexts and | | |
| |tasks, demonstrating command of formal English when | |D. A responsible and involved citizen |
| |indicated or appropriate. | | |
| | | |E. An integrative and informed thinker |
| |WHST.4.11-12 Produce clear and coherent writing in | | |
| |which the development, organization, and style are | | |
| |appropriate to task, purpose, and audience. | | |
| | | | |
|Defines the uses of observation, documentation, |RST.2.11-12 Determine the central ideas or |Observation tool, Compare 2 Assessment Tools |A. A clear and effective communicator |
|and other appropriate assessment tools and |conclusions of a text; summarize complex concepts, | |who: |
|approaches, including the use of technology in |processes, or information presented in a text by | |4. Uses a variety of modes of expression|
|documentation, assessment and data collection. |paraphrasing them in simpler but still accurate terms.| |(spoken, written and visual and |
| | | |performing including the use of |
| |RST.4.11-12 Determine the meaning of symbols, key | |technology to create and share the |
| |terms, and other domain-specific words and phrases as | |expressions) |
| |they are used in a specific scientific or technical | | |
| |context relevant to grades 11–12 texts and topics. | |C. A creative and practical problem |
| | | |solver |
| |RST.10.11-12 By the end of grade 12, read and | | |
| |comprehend science/technical texts in the grades 11–12| |D. A responsible and involved citizen |
| |text complexity band independently and proficiently. | | |
| | | |E. An integrative and informed thinker |
| |SL.6.11-12 Adapt speech to a variety of contexts and| | |
| |tasks, demonstrating command of formal English when | | |
| |indicated or appropriate. | | |
| | | | |
| |WHST.4.11-12 Produce clear and coherent writing in | | |
| |which the development, organization, and style are | | |
| |appropriate to task, purpose, and audience. | | |
| | | | |
|Employs responsible assessment to promote |RST.2.11-12 Determine the central ideas or |Observation tool, Compare 2 Assessment Tools |A. A clear and effective communicator |
|positive outcomes for each child, including the |conclusions of a text; summarize complex concepts, | |who: |
|use of assistive technology for children with |processes, or information presented in a text by | |4. Uses a variety of modes of expression|
|disabilities. |paraphrasing them in simpler but still accurate terms.| |(spoken, written and visual and |
| | | |performing including the use of |
| |RST.4.11-12 Determine the meaning of symbols, key | |technology to create and share the |
| |terms, and other domain-specific words and phrases as | |expressions) |
| |they are used in a specific scientific or technical | | |
| |context relevant to grades 11–12 texts and topics. | |C. A creative and practical problem |
| | | |solver |
| |RST.10.11-12 By the end of grade 12, read and | | |
| |comprehend science/technical texts in the grades 11–12| |D. A responsible and involved citizen |
| |text complexity band independently and proficiently. | | |
| | | |E. An integrative and informed thinker |
| |SL.6.11-12 Adapt speech to a variety of contexts and | | |
| |tasks, demonstrating command of formal English when | | |
| |indicated or appropriate. | | |
| | | | |
| |WHST.4.11-12 Produce clear and coherent writing in | | |
| |which the development, organization, and style are | | |
| |appropriate to task, purpose, and audience. | | |
| | | | |
|4. Using Developmentally Effective Approaches |
|Identifies positive relationships and supportive|RST.2.11-12 Determine the central ideas or |Lesson plan incorporating two or more areas of|A. A clear and effective communicator |
|interactions as the foundation of working with |conclusions of a text; summarize complex concepts, |development, DAP Handout |who: |
|young children. |processes, or information presented in a text by | |2. Uses evidence and logic appropriately|
| |paraphrasing them in simpler but still accurate terms.| |in communication |
| | | | |
| |RST.3.11-12 Follow precisely a complex multistep | |4. Uses a variety of modes of expression|
| |procedure when carrying out experiments, taking | |(spoken, written and visual and |
| |measurements, or performing technical tasks; analyze | |performing including the use of |
| |the specific results based on explanations in the | |technology to create and share the |
| |text. | |expressions) |
| |RST.4.11-12 Determine the meaning of symbols, key | | |
| |terms, and other domain-specific words and phrases as | |B. A self-directed and lifelong learner |
| |they are used in a specific scientific or technical | | |
| |context relevant to grades 11–12 texts and topics. | |C. A creative and practical problem |
| | | |solver |
| |RST.9.11-12 Synthesize information from a range of | | |
| |sources (e.g., texts, experiments, simulations) into a| |D. A responsible and involved citizen |
| |coherent understanding of a process, phenomenon, or | | |
| |concept, resolving conflicting information when | |E. An integrative and informed thinker |
| |possible. | | |
| | | | |
| |RST.10.11-12 By the end of grade 12, read and | | |
| |comprehend science/ technical texts in the grades | | |
| |11–12 text complexity band independently and | | |
| |proficiently. | | |
| | | | |
| |SL.6.11-12 Adapt speech to a variety of contexts and| | |
| |tasks, demonstrating command of formal English when | | |
| |indicated or appropriate. | | |
| | | | |
| |WHST.4.11-12 Produce clear and coherent writing in | | |
| |which the development, organization, and style are | | |
| |appropriate to task, purpose, and audience. | | |
|Uses effective strategies and tools for early |RST.2.11-12 Determine the central ideas or |Lesson plan incorporating two or more areas of|A B C D E |
|education, including appropriate uses of |conclusions of a text; summarize complex concepts, |development, DAP Handout |A2, A4 A. A clear and effective |
|technology. |processes, or information presented in a text by | |communicator who: |
| |paraphrasing them in simpler but still accurate terms.| |2. Uses evidence and logic appropriately|
| | | |in communication |
| |RST.3.11-12 Follow precisely a complex multistep | | |
| |procedure when carrying out experiments, taking | |4. Uses a variety of modes of expression|
| |measurements, or performing technical tasks; analyze | |(spoken, written and visual and |
| |the specific results based on explanations in the | |performing including the use of |
| |text. | |technology to create and share the |
| |RST.4.11-12 Determine the meaning of symbols, key | |expressions) |
| |terms, and other domain-specific words and phrases as | | |
| |they are used in a specific scientific or technical | |B. A self-directed and lifelong learner |
| |context relevant to grades 11–12 texts and topics. | | |
| | | |C. A creative and practical problem |
| |RST.9.11-12 Synthesize information from a range of | |solver |
| |sources (e.g., texts, experiments, simulations) into a| | |
| |coherent understanding of a process, phenomenon, or | |D. A responsible and involved citizen |
| |concept, resolving conflicting information when | | |
| |possible. | |E. An integrative and informed thinker |
| | | | |
| |RST.10.11-12 By the end of grade 12, read and | | |
| |comprehend science/ technical texts in the grades | | |
| |11–12 text complexity band independently and | | |
| |proficiently. | | |
| | | | |
| |SL.6.11-12 Adapt speech to a variety of contexts and | | |
| |tasks, demonstrating command of formal English when | | |
| |indicated or appropriate. | | |
| | | | |
| |WHST.4.11-12 Produce clear and coherent writing in | | |
| |which the development, organization, and style are | | |
| |appropriate to task, purpose, and audience. | | |
|Employs a broad repertoire of developmentally |RST.2.11-12 Determine the central ideas or |Lesson plan incorporating two or more areas of|A. A clear and effective communicator |
|appropriate teaching/learning approaches. |conclusions of a text; summarize complex concepts, |development, DAP Handout |who: |
| |processes, or information presented in a text by | |2. Uses evidence and logic appropriately|
| |paraphrasing them in simpler but still accurate terms.| |in communication |
| | | | |
| |RST.3.11-12 Follow precisely a complex multistep | |4. Uses a variety of modes of expression|
| |procedure when carrying out experiments, taking | |(spoken, written and visual and |
| |measurements, or performing technical tasks; analyze | |performing including the use of |
| |the specific results based on explanations in the | |technology to create and share the |
| |text. | |expressions) |
| |RST.4.11-12 Determine the meaning of symbols, key | | |
| |terms, and other domain-specific words and phrases as | |B. A self-directed and lifelong learner |
| |they are used in a specific scientific or technical | | |
| |context relevant to grades 11–12 texts and topics. | |C. A creative and practical problem |
| | | |solver |
| |RST.9.11-12 Synthesize information from a range of | | |
| |sources (e.g., texts, experiments, simulations) into a| |D. A responsible and involved citizen |
| |coherent understanding of a process, phenomenon, or | | |
| |concept, resolving conflicting information when | |E. An integrative and informed thinker |
| |possible. | | |
| | | | |
| |RST.10.11-12 By the end of grade 12, read and | | |
| |comprehend science/ technical texts in the grades | | |
| |11–12 text complexity band independently and | | |
| |proficiently. | | |
| | | | |
| |SL.6.11-12 Adapt speech to a variety of contexts and | | |
| |tasks, demonstrating command of formal English when | | |
| |indicated or appropriate. | | |
| | | | |
| |WHST.4.11-12 Produce clear and coherent writing in | | |
| |which the development, organization, and style are | | |
| |appropriate to task, purpose, and audience. | | |
|Implements reflective practice to promote |RST.3.11-12 Follow precisely a complex multistep |Lesson plan incorporating two or more areas of|A. A clear and effective communicator |
|positive outcomes for each child. |procedure when carrying out experiments, taking |development, DAP Handout |who: |
| |measurements, or performing technical tasks; analyze | |2. Uses evidence and logic appropriately|
| |the specific results based on explanations in the | |in communication |
| |text. | | |
| |RST.4.11-12 Determine the meaning of symbols, key | |4. Uses a variety of modes of expression|
| |terms, and other domain-specific words and phrases as | |(spoken, written and visual and |
| |they are used in a specific scientific or technical | |performing including the use of |
| |context relevant to grades 11–12 texts and topics. | |technology to create and share the |
| | | |expressions) |
| |RST.9.11-12 Synthesize information from a range of | | |
| |sources (e.g., texts, experiments, simulations) into a| |B. A self-directed and lifelong learner |
| |coherent understanding of a process, phenomenon, or | | |
| |concept, resolving conflicting information when | |C. A creative and practical problem |
| |possible. | |solver |
| | | | |
| |SL.6.11-12 Adapt speech to a variety of contexts and | |D. A responsible and involved citizen |
| |tasks, demonstrating command of formal English when | | |
| |indicated or appropriate. | |E. An integrative and informed thinker |
| | | | |
| |WHST.4.11-12 Produce clear and coherent writing in | | |
| |which the development, organization, and style are | | |
| |appropriate to task, purpose, and audience. | | |
|5. Using Content Knowledge to Build Meaningful Curriculum |
|Demonstrates an under-standing of content |RST.2.11-12 Determine the central ideas or |MELDS, Lesson plan with each content area |A. A clear and effective communicator |
|knowledge and resources in academic disciplines:|conclusions of a text; summarize complex concepts, | |who: |
|language and literacy; the arts – music, |processes, or information presented in a text by | |2. Uses evidence and logic appropriately|
|creative movement, dance, drama, visual arts; |paraphrasing them in simpler but still accurate terms.| |in communication |
|mathematics; science; physical activity, | | | |
|physical education; health and safety; and |RST.3.11-12 Follow precisely a complex multistep | |4. Uses a variety of modes of expression|
|social studies. |procedure when carrying out experiments, taking | |(spoken, written and visual and |
| |measurements, or performing technical tasks; analyze | |performing including the use of |
| |the specific results based on explanations in the | |technology to create and share the |
| |text. | |expressions) |
| |RST.4.11-12 Determine the meaning of symbols, key | | |
| |terms, and other domain-specific words and phrases as | |C. A creative and practical problem |
| |they are used in a specific scientific or technical | |solver |
| |context relevant to grades 11–12 texts and topics. | | |
| | | |D. A responsible and involved citizen |
| |RST.10.11-12 By the end of grade 12, read and | | |
| |comprehend science/ technical texts in the grades | |E. An integrative and informed thinker |
| |11–12 text complexity band independently and | | |
| |proficiently. | | |
| | | | |
| |SL.6.11-12 Adapt speech to a variety of contexts and | | |
| |tasks, demonstrating command of formal English when | | |
| |indicated or appropriate. | | |
| | | | |
| |WHST.4.11-12 Produce clear and coherent writing in | | |
| |which the development, organization, and style are | | |
| |appropriate to task, purpose, and audience. | | |
|Uses central concepts, inquiry tools, and |RST.2.11-12 Determine the central ideas or |MELDS, Lesson plan with each content area |A. A clear and effective communicator |
|structures of content areas or academic |conclusions of a text; summarize complex concepts, | |who: |
|disciplines. |processes, or information presented in a text by | |2. Uses evidence and logic appropriately|
| |paraphrasing them in simpler but still accurate terms.| |in communication |
| | | | |
| |RST.3.11-12 Follow precisely a complex multistep | |4. Uses a variety of modes of expression|
| |procedure when carrying out experiments, taking | |(spoken, written and visual and |
| |measurements, or performing technical tasks; analyze | |performing including the use of |
| |the specific results based on explanations in the | |technology to create and share the |
| |text. | |expressions) |
| | | | |
| |RST.4.11-12 Determine the meaning of symbols, key | |C. A creative and practical problem |
| |terms, and other domain-specific words and phrases as | |solver |
| |they are used in a specific scientific or technical | | |
| |context relevant to grades 11–12 texts and topics. | |D. A responsible and involved citizen |
| | | | |
| |RST.10.11-12 By the end of grade 12, read and | |E. An integrative and informed thinker |
| |comprehend science/ technical texts in the grades | | |
| |11–12 text complexity band independently and | | |
| |proficiently. | | |
| | | | |
| |WHST.4.11-12 Produce clear and coherent writing in | | |
| |which the development, organization, and style are | | |
| |appropriate to task, purpose, and audience. | | |
| | | | |
|Integrates own knowledge, appropriate early |RST.3.11-12 Follow precisely a complex multistep |MELDS, Lesson plan with each content area, |A. A clear and effective communicator |
|learning standards, and other resources to |procedure when carrying out experiments, taking |Guidance plan critique, Behavior plan |who: |
|design, implement, and evaluate developmentally |measurements, or performing technical tasks; analyze | |2. Uses evidence and logic appropriately|
|meaningful, challenging curricula for each |the specific results based on explanations in the | |in communication |
|child. |text. | | |
| |RST.4.11-12 Determine the meaning of symbols, key | |3. Adjusts communication based on the |
| |terms, and other domain-specific words and phrases as | |audience |
| |they are used in a specific scientific or technical | | |
| |context relevant to grades 11–12 texts and topics. | |4. Uses a variety of modes of expression|
| | | |(spoken, written and visual and |
| |SL.6.11-12 Adapt speech to a variety of contexts and| |performing including the use of |
| |tasks, demonstrating command of formal English when | |technology to create and share the |
| |indicated or appropriate. | |expressions) |
| | | | |
| |WHST.4.11-12 Produce clear and coherent writing in | |C. A creative and practical problem |
| |which the development, organization, and style are | |solver |
| |appropriate to task, purpose, and audience. | | |
| | | |D. A responsible and involved citizen |
| |WHST.5.11-12 Develop and strengthen writing as | | |
| |needed by planning, revising, editing, rewriting, or | |E. An integrative and informed thinker |
| |trying a new approach, focusing on addressing what is | | |
| |most significant for a specific purpose and audience. | | |
|6. Becoming a Professional |
|Demonstrates a strong identification and |RST.2.11-12 Determine the central ideas or |Philosophy paper, NAEYC confidentiality code |A. A clear and effective communicator |
|involvement with the early childhood field. |conclusions of a text; summarize complex concepts, |of ethics rational |who: |
| |processes, or information presented in a text by | |1. Demonstrates organized and purposeful|
| |paraphrasing them in simpler but still accurate terms.| |communication in English and at least |
| | | |one other language |
| |RST.4.11-12 Determine the meaning of symbols, key | |3. Adjusts communication based on the |
| |terms, and other domain-specific words and phrases as | |audience |
| |they are used in a specific scientific or technical | |B. A self-directed and lifelong learner |
| |context relevant to grades 11–12 texts and topics. | |D. A responsible and involved citizen |
| | | |E. An integrative and informed thinker |
| |RST.9.11-12 Synthesize information from a range of | | |
| |sources (e.g., texts, experiments, simulations) into a| | |
| |coherent understanding of a process, phenomenon, or | | |
| |concept, resolving conflicting information when | | |
| |possible. | | |
| | | | |
| | | | |
| |RST.7.11-12 Integrate and evaluate multiple sources | | |
| |of information presented in diverse formats and media | | |
| |(e.g., quantitative data, video, multimedia) in order | | |
| |to address a question or solve a problem. | | |
| | | | |
| |RST.10.11-12 By the end of grade 12, read and | | |
| |comprehend science/ technical texts in the grades | | |
| |11–12 text complexity band independently and | | |
| |proficiently. | | |
| | | | |
| |SL.6.11-12 Adapt speech to a variety of contexts and| | |
| |tasks, demonstrating command of formal English when | | |
| |indicated or appropriate. | | |
| | | | |
| |WHST.4.11-12 Produce clear and coherent writing in | | |
| |which the development, organization, and style are | | |
| |appropriate to task, purpose, and audience. | | |
| | | | |
| |WHST.5.11-12 Develop and strengthen writing as needed | | |
| |by planning, revising, editing, rewriting, or trying a| | |
| |new approach, focusing on addressing what is most | | |
| |significant for a specific purpose and audience. | | |
| | | | |
| |WHST.9.11-12 Draw evidence from informational texts | | |
| |to support analysis, reflection, and research. | | |
|Practices ethical standards and other |RST.2.11-12 Determine the central ideas or |Philosophy paper, NAEYC confidentiality code |A. A clear and effective communicator |
|professional guidelines. |conclusions of a text; summarize complex concepts, |of ethics rational |who: |
| |processes, or information presented in a text by | |1. Demonstrates organized and purposeful|
| |paraphrasing them in simpler but still accurate terms.| |communication in English and at least |
| | | |one other language |
| |RST.4.11-12 Determine the meaning of symbols, key | |3. Adjusts communication based on the |
| |terms, and other domain-specific words and phrases as | |audience |
| |they are used in a specific scientific or technical | |B. A self-directed and lifelong learner |
| |context relevant to grades 11–12 texts and topics. | |D. A responsible and involved citizen |
| | | |E. An integrative and informed thinker |
| |RST.9.11-12 Synthesize information from a range of | | |
| |sources (e.g., texts, experiments, simulations) into a| | |
| |coherent understanding of a process, phenomenon, or | | |
| |concept, resolving conflicting information when | | |
| |possible. | | |
| | | | |
| |RST.10.11-12 By the end of grade 12, read and | | |
| |comprehend science/ technical texts in the grades | | |
| |11–12 text complexity band independently and | | |
| |proficiently. | | |
| | | | |
| |SL.6.11-12 Adapt speech to a variety of contexts and| | |
| |tasks, demonstrating command of formal English when | | |
| |indicated or appropriate. | | |
| | | | |
| |WHST.4.11-12 Produce clear and coherent writing in | | |
| |which the development, organization, and style are | | |
| |appropriate to task, purpose, and audience. | | |
| | | | |
| |WHST.5.11-12 Develop and strengthen writing as | | |
| |needed by planning, revising, editing, rewriting, or | | |
| |trying a new approach, focusing on addressing what is | | |
| |most significant for a specific purpose and audience. | | |
| | | | |
| |WHST.9.11-12 Draw evidence from informational texts | | |
| |to support analysis, reflection, and research. | | |
|Carries out continuous, collaborative learning |RST.2.11-12 Determine the central ideas or |Philosophy paper, NAEYC confidentiality code |A. A clear and effective communicator |
|to inform practice; using technology effectively|conclusions of a text; summarize complex concepts, |of ethics rational |who: |
|with young children, with peers, and as a |processes, or information presented in a text by | |1. Demonstrates organized and purposeful|
|professional resource. |paraphrasing them in simpler but still accurate terms.| |communication in English and at least |
| | | |one other language |
| |RST.4.11-12 Determine the meaning of symbols, key | |3. Adjusts communication based on the |
| |terms, and other domain-specific words and phrases as | |audience |
| |they are used in a specific scientific or technical | |B. A self-directed and lifelong learner |
| |context relevant to grades 11–12 texts and topics. | |D. A responsible and involved citizen |
| | | |E. An integrative and informed thinker |
| |RST.9.11-12 Synthesize information from a range of | | |
| |sources (e.g., texts, experiments, simulations) into a| | |
| |coherent understanding of a process, phenomenon, or | | |
| |concept, resolving conflicting information when | | |
| |possible. | | |
| | | | |
| |RST10.11-12 By the end of grade 12, read and | | |
| |comprehend science/ technical texts in the grades | | |
| |11–12 text complexity band independently and | | |
| |proficiently. | | |
| | | | |
| |SL.6.11-12 Adapt speech to a variety of contexts and| | |
| |tasks, demonstrating command of formal English when | | |
| |indicated or appropriate. | | |
| | | | |
| |WHST.4.11-12 Produce clear and coherent writing in | | |
| |which the development, organization, and style are | | |
| |appropriate to task, purpose, and audience. | | |
| | | | |
| |WHST.5.11-12 Develop and strengthen writing as | | |
| |needed by planning, revising, editing, rewriting, or | | |
| |trying a new approach, focusing on addressing what is | | |
| |most significant for a specific purpose and audience. | | |
| | | | |
| |WHST.9.11-12 Draw evidence from informational texts | | |
| |to support analysis, reflection, and research. | | |
|Integrates knowledgeable, reflective, and |RST.4.11-12 Determine the meaning of symbols, key |Philosophy paper, NAEYC confidentiality code |A. A clear and effective communicator |
|critical perspectives on early education. |terms, and other domain-specific words and phrases as |of ethics rational |who: |
| |they are used in a specific scientific or technical | |1. Demonstrates organized and purposeful|
| |context relevant to grades 11–12 texts and topics. | |communication in English and at least |
| | | |one other language |
| |RST.9.11-12 Synthesize information from a range of | |3. Adjusts communication based on the |
| |sources (e.g., texts, experiments, simulations) into a| |audience |
| |coherent understanding of a process, phenomenon, or | |B. A self-directed and lifelong learner |
| |concept, resolving conflicting information when | |D. A responsible and involved citizen |
| |possible. | |E. An integrative and informed thinker |
| | | | |
| |SL.6.11-12 Adapt speech to a variety of contexts and| | |
| |tasks, demonstrating command of formal English when | | |
| |indicated or appropriate. | | |
| | | | |
| |WHST.4.11-12 Produce clear and coherent writing in | | |
| |which the development, organization, and style are | | |
| |appropriate to task, purpose, and audience. | | |
| | | | |
| |WHST.5.11-12 Develop and strengthen writing as | | |
| |needed by planning, revising, editing, rewriting, or | | |
| |trying a new approach, focusing on addressing what is | | |
| |most significant for a specific purpose and audience. | | |
| | | | |
| |WHST.9.11-12 Draw evidence from informational texts | | |
| |to support analysis, reflection, and research. | | |
|Engages in informed advocacy for children and |RST.4.11-12 Determine the meaning of symbols, key |Philosophy paper, NAEYC confidentiality code |A. A clear and effective communicator |
|the profession. |terms, and other domain-specific words and phrases as |of ethics rational |who: |
| |they are used in a specific scientific or technical | |1. Demonstrates organized and purposeful|
| |context relevant to grades 11–12 texts and topics. | |communication in English and at least |
| | | |one other language |
| |RST.9.11-12 Synthesize information from a range of | |3. Adjusts communication based on the |
| |sources (e.g., texts, experiments, simulations) into a| |audience |
| |coherent understanding of a process, phenomenon, or | |B. A self-directed and lifelong learner |
| |concept, resolving conflicting information when | |D. A responsible and involved citizen |
| |possible. | |E. An integrative and informed thinker |
| | | | |
| |SL.6.11-12 Adapt speech to a variety of contexts and| | |
| |tasks, demonstrating command of formal English when | | |
| |indicated or appropriate. | | |
| | | | |
| |WHST.4.11-12 Produce clear and coherent writing in | | |
| |which the development, organization, and style are | | |
| |appropriate to task, purpose, and audience. | | |
| | | | |
| |WHST.5.11-12 Develop and strengthen writing as | | |
| |needed by planning, revising, editing, rewriting, or | | |
| |trying a new approach, focusing on addressing what is | | |
| |most significant for a specific purpose and audience. | | |
| | | | |
| |WHST.9.11-12 Draw evidence from informational texts | | |
| |to support analysis, reflection, and research. | | |
|7. Early Childhood Field Experiences |
|Describes observations and practices in at least|RST.4.11-12 Determine the meaning of symbols, key |Documentation of Field Work |A. A clear and effective communicator |
|two of the three early childhood age groups: |terms, and other domain-specific words and phrases as |Observations |who: |
|birth - age 3; 3 - 5 years; and 5 - 8 years. |they are used in a specific scientific or technical | |3. Adjusts communication based on the |
| |context relevant to grades 11–12 texts and topics. | |audience |
| |SL.6.11-12 Adapt speech to a variety of contexts and | |4. Uses a variety of modes of expression|
| |tasks, demonstrating command of formal English when | |(spoken, written and visual and |
| |indicated or appropriate. | |performing including the use of |
| | | |technology to create and share the |
| |WHST.4.11-12 Produce clear and coherent writing in | |expressions) |
| |which the development, organization, and style are | |B. A self-directed and lifelong learner |
| |appropriate to task, purpose, and audience. | |who: |
| | | |1. Recognizes the need for information |
| | | |and locates and evaluates resources |
| | | |2. Applies knowledge to set goals and |
| | | |make informed decisions |
| | | |C. A creative and practical problem |
| | | |solver |
| | | |D. A responsible and involved citizen |
| | | |E. An integrative and informed thinker |
|Describes observations and practices in at least|RST.4.11-12 Determine the meaning of symbols, key |Documentation of Field Work |A. A clear and effective communicator |
|two for the three main types of early education |terms, and other domain-specific words and phrases as |Observations |who: |
|settings: early school grades; child care |they are used in a specific scientific or technical | |3. Adjusts communication based on the |
|centers and homes; Head Start programs. |context relevant to grades 11–12 texts and topics. | |audience |
| |SL.6.11-12 Adapt speech to a variety of contexts and | |4. Uses a variety of modes of expression|
| |tasks, demonstrating command of formal English when | |(spoken, written and visual and |
| |indicated or appropriate. | |performing including the use of |
| |WHST.4.11-12 Produce clear and coherent writing in | |technology to create and share the |
| |which the development, organization, and style are | |expressions) |
| |appropriate to task, purpose, and audience. | |B. A self-directed and lifelong learner |
| | | |who: |
| | | |1. Recognizes the need for information |
| | | |and locates and evaluates resources |
| | | |2. Applies knowledge to set goals and |
| | | |make informed decisions |
| | | |C. A creative and practical problem |
| | | |solver |
| | | |D. A responsible and involved citizen |
| | | |E. An integrative and informed thinker |
|8. First Aid |
|Describe how to recognize and respond to an |RST.4.11-12 Determine the meaning of symbols, key |Demonstration of skills/knowledge |A. A clear and effective communicator |
|emergency. |terms, and other domain-specific words and phrases as | |B. A self-directed and lifelong learner |
|Describe the purpose of the Good Samaritan Laws.|they are used in a specific scientific or technical |Written Test |who: |
| |context relevant to grades 11–12 texts and topics. | |1. Recognizes the need for information |
|Describe the difference between consent and | |Certification |and locates and evaluates resources |
|implied consent. |SL.6.11-12 Adapt speech to a variety of contexts and | |2. Applies knowledge to set goals and |
|Describe the three emergency action steps. |tasks, demonstrating command of formal English when | |make informed decisions |
|Identify when and how to call 9-1-1 or the local|indicated or appropriate. | |C. A creative and practical problem |
|emergency number. | | |solver |
|Explain when and how to move a person from a | | |D. A responsible and involved citizen |
|dangerous scene. | | |E. An integrative and informed thinker |
|Identify how to minimize the risk of disease | | | |
|transmission when giving care. | | | |
|Demonstrate how to minimize the risk of disease | | | |
|transmission when giving care. | | | |
|Demonstrate how to check an unconscious person | | | |
|for life-threatening and non-life-threatening | | | |
|conditions. | | | |
|Demonstrate how to check a conscious person for | | | |
|life-threatening and non-life-threatening | | | |
|conditions. | | | |
|Identify the signals of shock and describe how | | | |
|to minimize its effects. | | | |
|Describe how to prioritize care for injuries and| | | |
|sudden illnesses. | | | |
|Identify the signals of various soft tissue and | | | |
|musculoskeletal injuries. | | | |
|Identify the signs and symptoms of sudden | | | |
|illness, including stroke, diabetic emergency, | | | |
|poisoning and allergic reactions, and describe | | | |
|how to care for them. | | | |
|Identify the signs and symptoms of heat- and | | | |
|cold-related emergencies and describe how to | | | |
|care for them. | | | |
|Demonstrate how to control bleeding. | | | |
|Identify the signals of head, neck and back | | | |
|injuries and explain how to care for them. | | | |
|Demonstrate how to care for a muscle, bone or | | | |
|joint injury. | | | |
|9. CPR – Child and Infant |
|Describe how to recognize and respond to an |RST.4.11-12 Determine the meaning of symbols, key |Demonstration of skills/knowledge |A. A clear and effective communicator |
|emergency. |terms, and other domain-specific words and phrases as | |B. A self-directed and lifelong learner |
|Describe the purpose of the Good Samaritan Laws.|they are used in a specific scientific or technical |Written Test |who: |
| |context relevant to grades 11–12 texts and topics. | |1. Recognizes the need for information |
|Identify the difference between consent and |SL.6.11-12 Adapt speech to a variety of contexts and|Certification |and locates and evaluates resources |
|implied consent. |tasks, demonstrating command of formal English when | |2. Applies knowledge to set goals and |
|Describe the three emergency action steps. |indicated or appropriate. | |make informed decisions |
|Explain when and how to call 9-1-1 or the local | | |C. A creative and practical problem |
|emergency number. | | |solver |
|Explain when and how to move a child or infant | | |D. A responsible and involved citizen |
|from a dangerous scene. | | |E. An integrative and informed thinker |
|Identify how to minimize the risk of disease | | | |
|transmission when giving care. | | | |
|Demonstrate how to minimize the risk of disease | | | |
|transmission when giving care. | | | |
|Describe and demonstrate how to check an | | | |
|unconscious person for life-threatening and | | | |
|non-life-threatening conditions. | | | |
|Explain how to check a conscious child or infant| | | |
|for life-threatening and non-life-threatening | | | |
|conditions. | | | |
|Identify the signals of shock and describe how | | | |
|to minimize its effects. | | | |
|Describe how to prioritize care for injuries and| | | |
|sudden illnesses. | | | |
|Recognize the signals of a breathing emergency. | | | |
|Demonstrate how to care for a child or infant | | | |
|who is choking. | | | |
|Demonstrate how to recognize and care for a | | | |
|child or infant who is not breathing. | | | |
|Recognize the signals of a cardiac emergency. | | | |
|Identify the links in the Cardiac Chain of | | | |
|Survival. | | | |
|Demonstrate how to give cardiopulmonary | | | |
|resuscitation (CPR) to a child or infant. | | | |
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