Global connections through project based learning inspire students to dive into the material and share what they've learned!
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"With PenPal Schools, my students practice vital reading skills such as finding the main idea of a text and elaborating on his or her thoughts on the topic with evidence."
Aprilanne Lynch Chicago, USA |
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With the teacher dashboard, educators can assess their students' work and provide feedback to help them improve a variety of skills:
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PenPal Schools learning objectives are aligned to a variety of academic standards, including Common Core State Standards, Texas Essential Knowledge and Skills, International Baccalaureate Organization Standards (IB), and the College, Careers, and Civic Life (C3) Framework. Read on to see how you can use PenPal Schools learning objectives to assess and improve students' abilities relative to the standards that interest you.
Don't see the standards you're looking for? Contact us to request documentation of how PenPal Schools learning objectives align to the standards that your school uses!
Don't see the standards you're looking for? Contact us to request documentation of how PenPal Schools learning objectives align to the standards that your school uses!
Supports Claims
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PenPal Schools Learning Objective: Supports Claims
Student uses evidence from the lesson to support claims |
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CCSS Anchor Standard: CCSS.ELA-LITERACY.CCRA.R.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.
CCSS Grade Level Standards: CCSS.ELA-LITERACY.RL.3.1 CCSS.ELA-LITERACY.RL.4.1 CCSS.ELA-LITERACY.RL.5.1 CCSS.ELA-LITERACY.RL.6.1 CCSS.ELA-LITERACY.RL.7.1 CCSS.ELA-LITERACY.RL.8.1 CCSS.ELA-LITERACY.RL.9-10.1 CCSS.ELA-LITERACY.RL.11-12.1 |
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§110.2-7. English Language Arts and Reading, Elementary School
(5) Comprehension skills: listening, speaking, reading, writing, and thinking using multiple texts. The student uses meta-cognitive skills to both develop and deepen comprehension of increasingly complex texts. The student is expected to: (F) make inferences and use evidence to support understanding with adult assistance; (6) Response skills: listening, speaking, reading, writing, and thinking using multiple texts. The student responds to an increasingly challenging variety of sources that are read, heard, or viewed. The student is expected to: (C) use text evidence to support an appropriate response; (7) Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--literary elements. The student recognizes and analyzes literary elements within and across increasingly complex traditional, contemporary, classical, and diverse literary texts. The student is expected to: (A) discuss topics and determine the basic theme using text evidence with adult assistance; (8) Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student recognizes and analyzes genre-specific characteristics, structures, and purposes within and across increasingly complex traditional, contemporary, classical, and diverse texts. The student is expected to: (i) the central idea and supporting evidence with adult assistance; §110.22-24. English Language Arts and Reading, Middle School (5) Comprehension skills: listening, speaking, reading, writing, and thinking using multiple texts. The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts. The student is expected to: (F) make inferences and use evidence to support understanding; (6) Response skills: listening, speaking, reading, writing, and thinking using multiple texts. The student responds to an increasingly challenging variety of sources that are read, heard, or viewed. The student is expected to: (C) use text evidence to support an appropriate response; (I) reflect on and adjust responses as new evidence is presented. §110.31-34. English Language Arts and Reading, High School (2) Reading/Comprehension of Literary Text/Theme and Genre. Students analyze, make inferences and draw conclusions about theme and genre in different cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. (3) Reading/Comprehension of Literary Text/Poetry. Students understand, make inferences and draw conclusions about the structure and elements of poetry and provide evidence from text to support their understanding. (4) Reading/Comprehension of Literary Text/Drama. Students understand, make inferences and draw conclusions about the structure and elements of drama and provide evidence from text to support their understanding. (5) Reading/Comprehension of Literary Text/Fiction. Students understand, make inferences and draw conclusions about the structure and elements of fiction and provide evidence from text to support their understanding. (6) Reading/Comprehension of Literary Text/Literary Nonfiction. Students understand, make inferences and draw conclusions about the varied structural patterns and features of literary nonfiction and provide evidence from text to support their understanding. (7) Reading/Comprehension of Literary Text/Sensory Language. Students understand, make inferences and draw conclusions about how an author's sensory language creates imagery in literary text and provide evidence from text to support their understanding. (8) Reading/Comprehension of Informational Text/Culture and History. Students analyze, make inferences and draw conclusions about the author's purpose in cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Criterion A: Analysing
Students use the text to support their own responses and reflect on different perspectives and interpretations. Anchor Standard: Developing Claims and Using Evidence: D3.3.6-8. Identify evidence that draws information from multiple sources to support claims, noting evidentiary limitations
Grade Level Standards: D3.3.3-5. D3.4.3-5. D3.3.6-8. D3.4.6-8. D3.3.9-12. D3.4.9-12. |
Summarization
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PenPal Schools Learning Objective: Summarization
Student summarizes key details and ideas |
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CCSS Anchor Standard: CCSS.ELA-LITERACY.CCRA.R.2: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
CCSS Grade Level Standards: CCSS.ELA-LITERACY.RL.3.2 CCSS.ELA-LITERACY.RL.4.2 CCSS.ELA-LITERACY.RL.5.2 CCSS.ELA-LITERACY.RL.6.2 CCSS.ELA-LITERACY.RL.7.2 CCSS.ELA-LITERACY.RL.8.2 CCSS.ELA-LITERACY.RL.9-10.2 CCSS.ELA-LITERACY.RL.11-12.2 |
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§110.6-7. English Language Arts and Reading, Elementary School
(7) Response skills: listening, speaking, reading, writing, and thinking using multiple texts. The student responds to an increasingly challenging variety of sources that are read, heard, or viewed. The student is expected to: (D) retell, paraphrase, or summarize texts in ways that maintain meaning and logical order; §110.22-25. English Language Arts and Reading, Middle School (6) Response skills: listening, speaking, reading, writing, and thinking using multiple texts. The student responds to an increasingly challenging variety of sources that are read, heard, or viewed. The student is expected to: (D) paraphrase and summarize texts in ways that maintain meaning and logical order; §110.31-34. English Language Arts and Reading, High School (9) Reading/Comprehension of Informational Text/Expository Text. Students analyze, make inferences and draw conclusions about expository text and provide evidence from text to support their understanding. Students are expected to: (A) summarize text and distinguish between a summary that captures the main ideas and elements of a text and a critique that takes a position and expresses an opinion; Criterion B: Organizing
Students understand and organize their ideas and opinions using a range of appropriate conventions for different forms and purposes of communication. Students recognize the importance of maintaining academic honesty, respecting intellectual property rights and referencing all sources accurately. Anchor Standard: Communicating and Critiquing Solutions: D4.3.3-5. Present a summary of arguments and explanations to others outside the classroom using print and oral technologies (e.g., posters, essays, letters, debates, speeches, and reports) and digital technologies (e.g.,Internet, social media, and digital documentary).
Grade Level Standards: D4.3.K-2. D4.3.3-5. D4.3.6-8. D4.3.9-12. |
Vocabulary
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PenPal Schools Learning Objective: Vocabulary
Student uses lesson vocabulary correctly |
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CCSS Anchor Standard: CCSS.ELA-LITERACY.CCRA.R.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.
CCSS Grade Level Standards: CCSS.ELA-LITERACY.RL.3.4 CCSS.ELA-LITERACY.RL.4.4 CCSS.ELA-LITERACY.RL.5.4 CCSS.ELA-LITERACY.RL.6.4 CCSS.ELA-LITERACY.RL.7.4 CCSS.ELA-LITERACY.RL.8.4 CCSS.ELA-LITERACY.RL.9-10.4 CCSS.ELA-LITERACY.RL.11-12.4 |
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§110.2-7. English Language Arts and Reading, Elementary School
(3) Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking --vocabulary. The student uses newly acquired vocabulary expressively. The student is expected to: (A) use a resource such as a picture dictionary or digital resource to find words; (B) use illustrations and texts the student is able to read or hear to learn or clarify word meanings; and (C) identify and use words that name actions; directions; positions; sequences; categories such as colors, shapes, and textures; and locations. (6) Response skills: listening, speaking, reading, writing, and thinking using multiple texts. The student responds to an increasingly challenging variety of sources that are read, heard, or viewed. The student is expected to: (F) respond using newly acquired vocabulary as appropriate. §110.22-25. English Language Arts and Reading, Middle School (2) Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--vocabulary. The student uses newly acquired vocabulary expressively. The student is expected to: (A) use print or digital resources to determine the meaning, syllabication, pronunciation, word origin, and part of speech; (B) use context such as definition, analogy, and examples to clarify the meaning of words; and (C) determine the meaning and usage of grade-level academic English words derived from Greek and Latin roots such as mis/mit, bene, man, vac, scrib/script, and jur/jus. (6) Response skills: listening, speaking, reading, writing, and thinking using multiple texts. The student responds to an increasingly challenging variety of sources that are read, heard, or viewed. The student is expected to: (F) respond using newly acquired vocabulary as appropriate; (H) respond orally or in writing with appropriate register, vocabulary, tone, and voice §110.31-34. English Language Arts and Reading, High School (b) Knowledge and skills. (1) Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing. Criterion D: Using Language
Students develop, organize and express themselves and communicate thoughts, ideas and information. They use accurate and varied language that is appropriate to the context and intention. |
Reflection
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PenPal Schools Learning Objective: Reflection
Student shares relevant information from personal experiences |
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CCSS Grade Level Standards: Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources.
CCSS.ELA-LITERACY.W.3.8 CCSS.ELA-LITERACY.W.4.8 CCSS.ELA-LITERACY.W.5.8 CCSS.ELA-LITERACY.W.6.8 CCSS.ELA-LITERACY.W.7.8 CCSS.ELA-LITERACY.W.8.8 |
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§110.2-7. English Language Arts and Reading, Elementary School
(5) Comprehension skills: listening, speaking, reading, writing, and thinking using multiple texts. The student uses meta-cognitive skills to both develop and deepen comprehension of increasingly complex texts. The student is expected to:(E) make connections to personal experiences, ideas in other texts, and society with adult assistance; (6) Response skills: listening, speaking, reading, writing, and thinking using multiple texts. The student responds to an increasingly challenging variety of sources that are read, heard, or viewed. The student is expected to: (A) describe personal connections to a variety of sources §110.22-25. English Language Arts and Reading, Middle School (5) Comprehension skills: listening, speaking, reading, writing, and thinking using multiple texts. The student uses meta-cognitive skills to both develop and deepen comprehension of increasingly complex texts. The student is expected to: (E) make connections to personal experiences, ideas in other texts, and society; (6) Response skills: listening, speaking, reading, writing, and thinking using multiple texts. The student responds to an increasingly challenging variety of sources that are read, heard, or viewed. The student is expected to: (A) describe personal connections to a variety of sources, including self-selected texts; (I) reflect on and adjust responses as new evidence is presented. |
Fact Check
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PenPal Schools Learning Objective: Fact Check
Student distinguishes between fact and opinion |
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CCSS Grade Level Standards: Distinguish among fact, opinion, and reasoned judgment in a text.
CCSS.ELA-LITERACY.RH.6-8.8 CCSS.ELA-LITERACY.RH.9-10.8 CCSS.ELA-LITERACY.RH.11-12.8 |
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§110.2-7. English Language Arts and Reading, Elementary School
(E) recognize characteristics of persuasive text, including: (ii) distinguishing facts from opinion §110.47. English Language Arts and Reading, High School (5) The student draws complex inferences and analyzes and evaluates information within and across texts (E) distinguish facts from simple assertions and opinions. Anchor Standard: Gathering and Evaluating Sources: D3.2.3-5. Use distinctions among fact and opinion to determine the credibility of multiple sources.
Grade Level Standards: D3.2.K-2. D3.2.3-5. D3.2.6-8. D3.2.9-12. |
Compare & Contrast
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PenPal Schools Learning Objective: Compare & Contrast
Student successfully compares multiple perspectives from the text |
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CCSS Grade Level Standards: Compare and contrast one author's presentation of events with that of another (e.g., a memoir written by and a biography on the same person).
CCSS.ELA-LITERACY.RI.6.9 CCSS.ELA-LITERACY.RI.7.9 CCSS.ELA-LITERACY.RI.8.9 |
