Common Planner
K–12 Standards

PK-2

Other New York Empire State Information Fluency Continuum sets

Inquiry and Design Thinking: Use Inquiry and Design Thinking to Build Understanding and Create New Knowledge1

  • 1

    Information-fluent learners use an inquiry process to connect to prior experience and background knowledge, wonder and ask questions, investigate, construct new understanding, express learning, and reflect on the process and product of learning.1.1

    1.  

      CONNECT

      1. 1

        Interest and Prior Knowledge1.1.1

        1. a

          Expresses curiosity about topics of personal interest or curricular focus1.1.1.a

        2. b

          Connects ideas to own interests1.1.1.b

        3. c

          Shares what is known about the general topic to elicit and make connections to prior knowledge1.1.1.c

      2. 2

        Background and Key Words1.1.2

        1. a

          Responds to background information (delivered through videos, stories, texts, discussions) by restating/retelling main ideas and details about the topic1.1.2.a

    2.  

      WONDER

      1. 3

        Questions and Predicted Answers1.1.3

        1. a

          Asks questions in response to listening to a variety of texts1.1.3.a

        2. b

          With help, begins to develop questions to be answered in shared research1.1.3.b

        3. c

          Develops “I wonder” questions with the class while reading or listening to texts about the research topic1.1.3.c

        4. d

          Develops “I wonder” questions independently while reading or listening to texts about the research topic1.1.3.d

    3.  

      INVESTIGATE

      1. 4

        Organization1.1.4

        1. a

          Recognizes the library has many different kinds of materials and locates the picture book section1.1.4.a

        2. b

          With help, begins to use library labels and ABC arrangement of picture books to locate materials1.1.4.b

        3. c

          Identifies facts about a topic, idea, or problem1.1.4.c

        4. d

          Recognizes the systematic way the library organizes fiction and picture books and that fiction books of interest can be located by using that organization1.1.4.d

      2. 5

        Sources1.1.5

        1. a

          Recognizes that sources can be located in the online catalog by looking up the author, title, or key words1.1.5.a

        2. b

          Identifies the author or creator of a website1.1.5.b

      3. 6

        Evidence1.1.6

        1. a

          Identifies facts about a topic, idea, or problem1.1.6.a

        2. b

          Distinguishes between fact and opinion1.1.6.b

        3. c

          Identifies main ideas and key details in a text1.1.6.c

        4. d

          Begins to recognize different points of view of characters in a story1.1.6.d

      4. 7

        Making Sense of Information and Notetaking1.1.7

        1. a

          With help, finds facts and briefly summarizes them via writing, drawing, or verbalization to answer basic research questions1.1.7.a

        2. b

          Interprets information represented in pictures, illustrations and simple charts and verbalizes the main idea1.1.7.b

    4.  

      CONSTRUCT

      1. 8

        Organization of Gathered Information1.1.8

        1. a

          With help, sorts and categorizes “like” and “different” objects1.1.8.a

        2. b

          Verbally and physically demonstrates simple organizational skills such as sorting and categorizing objects and information1.1.8.b

        3. c

          Sorts books by fiction vs. nonfiction1.1.8.c

      2. 9

        Interpretations and Conclusions1.1.9

        1. a

          Participates in discussions to draw conclusions about a topic or story1.1.9.a

        2. b

          Develops own opinion about a topic with evidence to support the opinion1.1.9.b

    5.  

      EXPRESS

      1. 10

        Organization for Expression1.1.10

        1. a

          Organizes information by main ideas and important details1.1.10.a

      2. 11

        Product and Presentation1.1.11

        1. a

          Draws a picture to illustrate a response to a story1.1.11.a

        2. b

          Uses emergent writing and drawing to express facts and simple answers to questions1.1.11.b

        3. c

          Uses writing process, emergent writing, and drawing to develop expression of new understandings1.1.11.c

        4. d

          Presents researched information in a variety of ways (e.g., art, music, poetry, movement, verbally, and /or written language)1.1.11.d

        5. e

          Recognizes the difference between own drawing or creation and someone else’s drawing or creation1.1.11.e

        6. f

          Recognizes the difference between own ideas and ideas of others1.1.11.f

        7. g

          Makes a list of the source(s) used with title and author1.1.11.g

    6.  

      REFLECT

      1. 12

        Assessment of Learning Experience1.1.12

        1. a

          Asks, “What do I wonder about now?”1.1.12.a

      2. 13

        Assessment of Personal Strengths1.1.13

        1. a

          Identifies own strengths in listening, reading, and learning1.1.13.a

        2. b

          Identifies own strengths and sets a goal for improvement1.1.13.b

  • 2

    Information-fluent learners experience, experiment, and use a design process to discover creative solutions to authentic problems, form personal understandings, and propose original ideas.1.2

Design Thinking1.2.1

  • a

    Uses resources and active-learning activities provided by the teacher for learning-driven play1.2.1.a

  • b

    Uses resources and active-learning activities provided by the teacher to investigate new ideas or solve problems1.2.1.b

  • c

    through play1.2.1.c

  • d

    Engages actively with a small group in trying out a solution, looking at the results, and making changes to improve the results1.2.1.d

  • e

    Engages actively in a design process to use tools and materials to try out a new idea or solution to a problem, assess the results, and try a different solution when necessary1.2.1.e

Multiple Literacies: Use Multiple Literacies to Explore, Learn, and Express Ideas2

  • 1

    Information-fluent learners use multimedia literacy skills and knowledge to deconstruct and learn from texts in multiple formats through comprehension, analysis, interpretation, and evaluation. 2.1

  • 2

    Information-fluent learners present their learning and ideas by constructing messages using multiple, authentic formats appropriate for the purpose and audience.2.2

Response to Literature2.1.1

  • a

    Participates in discussions about stories and other texts that have been read aloud2.1.1.a

  • b

    Retells a story with the correct sequence of events using words and pictures2.1.1.b

  • c

    Draws and shares conclusions about main idea of a story2.1.1.c

  • d

    Compares characters in two different stories, or plots in two stories by same author2.1.1.d

Visual Literacy2.1.2

  • a

    Gathers information from illustrations and text features2.1.2.a

Media Literacy2.1.3

  • a

    Identifies main ideas, facts, details, and opinions expressed through media other than print2.1.3.a

Social and Civic Responsibility: Demonstrate Civic Responsibility, Respect for Diverse Perspectives, Collaboration, and Digital Citizenship3

  • 1

    Information-fluent learners recognize the importance of accurate information to a democratic society and actively seek, evaluate, learn from, and use credible information from diverse community and global perspectives. 3.1

  • 2

    Information-fluent learners demonstrate effective collaboration in the exchange of information, in both the face-to-face and digital environment.3.2

  • 3

    Information-fluent learners demonstrate digital citizenship by maintaining ethical decision making and behavior and avoiding the spread of misinformation in the exchange and use of information.3.3

Learning from Diverse and Credible Points of View3.1.1

  • a

    Listens and responds to multicultural texts from various genres3.1.1.a

  • b

    Compares folktales or stories from different cultures3.1.1.b

Civic Reasoning3.1.2

  • a

    Respects the rights of others to express ideas, use the library, and have equitable access to the resources by listening respectfully, following the rules and procedures of the library, and returning all resources on time3.1.2.a

Collaboration3.2.1

  • a

    Participates in collaborative conversations with peers and adults to share ideas and information3.2.1.a

  • b

    Works collaboratively with a small group using technology for research to meet information needs3.2.1.b

  • c

    Respects the ideas of others by listening carefully to them and responding to their ideas3.2.1.c

  • d

    Contributes to group media project to communicate ideas to classmates, families, and others3.2.1.d

  • e

    Participates in shared research and exploration about a topic3.2.1.e

  • f

    Acknowledges the ideas of others and connects them to own ideas when participating in discussions and group learning opportunities3.2.1.f

Intellectual Property Rights3.3.1

  • a

    Credits authors and resources for information that was used or shared3.3.1.a

  • b

    Takes notes to answer research questions by writing down word and phrases and drawing pictures from sources, but not copying whole sentences3.3.1.b

Safe and Ethical Use of Technology3.3.2

  • a

    Creates and uses effective username that protects private information3.3.2.a

  • b

    Understands acceptable and unacceptable computer usage according to the Acceptable Use Policy related to the use of technology3.3.2.b

  • c

    Identifies behaviors that are examples of cyberbullying and demonstrates effective responses3.3.2.c

Personal Growth and Agency: Engage in Personal Exploration, Social and Emotional Growth, Independent Reading and Learning, and Personal Agency4

  • 1

    Information-fluent learners use information and ideas presented in any format to reflect on and pursue personal interests, develop strengths, and engage in personalized and independent learning.4.1

  • 2

    Information-fluent learners develop agency (personal identity and confidence) to express their ideas, raise awareness, advocate for change, and/or take social action.4.2

Personal Exploration and Independent Reading and Learning4.1.1

  • a

    Develops and pursues personal curiosity4.1.1.a

  • b

    Requests/chooses materials related to personal interests4.1.1.b

  • c

    Engages in simple and independent inquiry to find answers to questions4.1.1.c

  • d

    Selects fiction and nonfiction books or media to read and enjoy on own4.1.1.d

Social and Emotional Growth4.1.2

  • a

    Respects personal space and the boundaries of others [social awareness]4.1.2.a

  • b

    Displays compassion and acceptance for others in class conversations and responses to diverse texts [relationship skills]4.1.2.b

  • c

    Develops and displays empathy for others by recognizing why they are behaving and speaking in a certain way [social awareness]4.1.2.c

  • d

    Displays resiliency by responding to feedback or failure and revising own work [self-awareness]4.1.2.d

Self-Identity and Confidence4.2.1

  • a

    Reflects on own feelings and behaviors to figure out personal strengths and preferences4.2.1.a

  • b

    Expresses own ideas and feelings to others in a respectful and appropriate way4.2.1.b

  • c

    Actively engages in conversations with others by contributing own ideas and displaying confidence in own reasoning and opinions4.2.1.c

  • d

    Asks others for clarification of their ideas and offers own ideas during conversations and discussions4.2.1.d

Frequently asked questions

What grade levels do these standards cover?
PRE-K, Kindergarten, Grade 1, and Grade 2

Keep exploring

Keep exploring Empire State Information Fluency Continuum standards

Sibling grade bands, other subjects in this jurisdiction, and the same subject across other states.

More New York Empire State Information Fluency Continuum sets

Empire State Information Fluency Continuum