Navigator Phase - DLL 2
Learners at DLL 2 begin to reason about fairness and accuracy. They describe and compare data with simple words and begin questioning how choices and errors affect meaning. The ethical thread is integrity in representation and empathy for others' viewpoints.
Standards version 1.0 · Released 1/1/2025
Standards
DLL 2 Standards (10)
| Strand | Code | Standard Statement | Observable Evidence | DOK | Global Links |
|---|---|---|---|---|---|
Foundations F | NAV.F.2.1 | Learner identifies different chart types (bar, picture, line) and states what each shows. | Correctly names chart types in classroom materials or digital examples. | 1 | CCSS · 2.MD.D ISTE · 1a |
Foundations F | NAV.F.2.2 | Learner distinguishes between categories and quantities on a simple chart. | Points out that colors or labels show kinds while bar height shows how many. | 2 | CCSS · 2.MD.D.10 OECD_LC2030 · (Data structures) |
Reading & Interpreting R | NAV.R.2.1 | Learner compares values using number words ("two more," "one less"). | States "Apples have two more votes than bananas." | 2 | CCSS · 2.MD.D.10 NGSS · SEP Analyzing Data |
Reading & Interpreting R | NAV.R.2.2 | Learner describes patterns or changes between two simple data displays. | Notices that the "morning chart" differs from the "afternoon chart." | 2 | C3 · D2 (Evidence comparison) ISTE · 3a |
Creating & Communicating C | NAV.C.2.1 | Learner organizes information into a simple chart with teacher guidance. | Collects class data and fills correct counts in rows or columns. | 2 | CCSS · 2.MD.D ISTE · 6a |
Creating & Communicating C | NAV.C.2.2 | Learner labels chart parts clearly so peers understand them. | Adds titles or category labels that match collected data. | 2 | ISTE · 6b UNESCO_MIL · (Clarity of information) |
Critical & Ethical CR | NAV.CR.2.1 | Learner questions if data are complete or fairly collected. | Asks, "Did everyone get to choose?" or "Did we count everyone?" | 2 | ISTE · 2a UNESCO_MIL · Fairness 1.2 |
Critical & Ethical CR | NAV.CR.2.2 | Learner suggests a fair way to correct a counting or labeling error. | Recommends re-tallying or re-labeling after finding a mistake. | 3 | CASEL · Responsible Decision-Making NGSS · SEP Using Evidence |
Leadership & Application L | NAV.L.2.1 | Learner collaborates respectfully when building a shared chart. | Works in pairs/groups to record class votes accurately. | 2 | C3 · D2 (Collaboration) CASEL · Social Awareness |
Leadership & Application L | NAV.L.2.2 | Learner explains why fairness in counting matters to group decisions. | States that everyone's choice should count equally. | 3 | CASEL · Responsible Decision-Making UNESCO_SDG · 4.7 |
NAV.F.2.1
Foundations · F
Learner identifies different chart types (bar, picture, line) and states what each shows.
Evidence
Correctly names chart types in classroom materials or digital examples.
Global Links
NAV.F.2.2
Foundations · F
Learner distinguishes between categories and quantities on a simple chart.
Evidence
Points out that colors or labels show kinds while bar height shows how many.
Global Links
NAV.R.2.1
Reading & Interpreting · R
Learner compares values using number words ("two more," "one less").
Evidence
States "Apples have two more votes than bananas."
Global Links
NAV.R.2.2
Reading & Interpreting · R
Learner describes patterns or changes between two simple data displays.
Evidence
Notices that the "morning chart" differs from the "afternoon chart."
Global Links
NAV.C.2.1
Creating & Communicating · C
Learner organizes information into a simple chart with teacher guidance.
Evidence
Collects class data and fills correct counts in rows or columns.
Global Links
NAV.C.2.2
Creating & Communicating · C
Learner labels chart parts clearly so peers understand them.
Evidence
Adds titles or category labels that match collected data.
Global Links
NAV.CR.2.1
Critical & Ethical · CR
Learner questions if data are complete or fairly collected.
Evidence
Asks, "Did everyone get to choose?" or "Did we count everyone?"
Global Links
NAV.CR.2.2
Critical & Ethical · CR
Learner suggests a fair way to correct a counting or labeling error.
Evidence
Recommends re-tallying or re-labeling after finding a mistake.
Global Links
NAV.L.2.1
Leadership & Application · L
Learner collaborates respectfully when building a shared chart.
Evidence
Works in pairs/groups to record class votes accurately.
Global Links
NAV.L.2.2
Leadership & Application · L
Learner explains why fairness in counting matters to group decisions.
Evidence
States that everyone's choice should count equally.
Global Links
Level Summary
At DLL 2, learners begin to reason about fairness instead of merely noticing it. They compare, question, and collaborate—discovering that truth in data depends on inclusion and care in how information is gathered and shown.