Elementary

• Think about different occupations and the tools people in the occupation use
• Help students identify their interests, strengths, traits and other characteristics
• Respectful of diversity and others’ interests
• Develop a positive self-concept
• Recognize that the classroom is a type of community
• Identify the characteristics and qualities to be a good member of the classroom community
• Develop and display effective group/teamwork skills and behavior
• Identify likes and dislikes at home and school
• Identify workers in the school and in families related to career clusters
• Recognize that all work is important
• Identify roles and responsibilities of family members in the world of work
• Identify the skills family members use in their work
• Identify personal and ethical skills needed to work cooperatively with others in a group at school
• Identify helper jobs that are available in the classroom

• Reflect on interests, skills, experiences, and qualities that make them unique
• Respectful of diversity and individuality
• Develop a positive self-concept
• Learn about various businesses and helpers in their communities
• Express aspects and features that make their community special
• Work collaborative
• Begin thinking about the link between skills and interests and occupations
• Identify strengths and interests at home and school
• Identify workers in the local community related to the career clusters
• Explain the importance of jobs in the family and school
• Identify and compare roles and responsibilities of workers within the school
• Identify the skills needed by workers in the school
• Identify and develop personal, ethical, and work habit skills needed for school success
• Understand how helper jobs are assigned in the classroom

• Think creatively
• Respectful for diversity
• Develop a positive self-concept
• Explore their community interests
• Ask questions about a community member’s job
• Identify jobs that interest them
• Identify new activities and interests to explore
• Identify the academic skills needed for workers in career clusters
• Explain the importance of jobs and workers int eh community
• Identify and compare roles and responsibilities of workers within the community
• Identify the skills needed by workers in the community
• Identify personal, ethical, and work habit skills needed for workers in the community
• Identify and apply the steps to obtain helper jobs within the classroom

• Parents and other volunteers visit the classroom for “career talks”
• Students participate in virtual field trips that include discussions of jobs
• Introduce career related vocabulary into lessons, such as “Word of the Month” or “Word of the Week”
• Host a Career Day, where students dress in their favorite career “uniform” and present the career with the class
• Incorporate a project-based unit/lesson where students learn to solve a problem by working together
• Develop a classroom activity where students develop a list of guiding work skills that also apply to the classroom that each student agrees to follow (attendance, respect, work ethic, time management, etc)
• Devise an activity that teaches students about digital citizenship and responsibility in the classroom and workplace
• Utilize Nepris and Big Universe for exploration and speakers

Future-readiness can begin as early as Kindergarten. In Xello K-2, students take an adventure around Career Town. They help Detective Jill find lost workers and thwart Ernestine McNohire's sneaky plans to build her own community on the moon! This adventure helps students understand the variety of workers in a community. As they find the missing people, they complete tasks in that worker's career. By the end of the game, students understand the importance of each worker to a community.

• Define interests and understand how the things they like can help define who you are
• Identify careers that use their favorite subject on the job
• Understand that being part of a community means respecting differences
• Compare and contrast careers to understand how some careers get grouped together in clusters or job families
• Understand how schools and communities depend on the interplay of various jobs
• Build a positive self-concept by exploring the qualities that they like about themselves
• Link behaviors, attitudes, and language with others’ perception of them
• Identify positive qualities that they want to demonstrate to others
• Identify and apply the steps to setting short-time and long-term personal and educational goals
• Compare and contrast the academic skills required of workers in the career paths
• Recognize the contributions made by all workers in the school and community
• Explain what workers do and need to know in various careers
• Gather information regarding training and education for a variety of careers
• Compare personal, ethical, and work habit skills needed for school success with those of workers in the community
• Identify and apply the steps to obtain helper jobs within the school

• Link skills to activities at home and in the community, and jobs
• Develop a growth mindset, understanding they have to work at skills to get stronger
• Reflect on one of their own goals and the challenges they may face in completing the goal
• Explore the skills and habits that can help them succeed at school
• Reflect on success tools they’ve used and connect how success tools they use at school can also help them do their best in other parts of their lives, and eventually at work
• Understands what sorts of behaviors and attitudes are expected of someone at work
• Link workplace behaviors and attitudes with what’s expected of them at school
• Compare interests and strengths with those of workers in the local community
• Identify school and community resources available for exploration of the career paths
• Recognize the contributions of all jobs to the community
• Relate current student learning to each of the career paths
• Outline the training and educational requirements of a variety of careers
• Demonstrate personal and ethical skills needed to work with diverse groups of people
• Identify the components of a portfolio

• Explore the value of lifelong learning by linking learning activities with their potential benefits
• Reflect on how what they’re learning now relates to a job they like
• Explore ways to demonstrate perseverance
• Identify types of job training and education pathways
• Understand the importance of achieving balance in their responsibilities and activities
• Understand the importance of thinking critically about online resources
• Identify and demonstrate behaviors that show integrity
• Explore ways to ask for help when they need it
• Compare interests and strengths with those of workers in the global community
• Describe occupational changes that have occurred over time within the career pathways
• Describe the contributions of a variety of jobs in the community
• Compare and contrast roles and responsibilities of workers within the career paths
• Compare and contrast the training and educational requirements of a variety of careers
• Apply personal, ethical, and work habit skills needed for success in any school or work environment
• Identify the skills needed to develop a portfolio

• LCs and other volunteers visit the classroom for “career talks”; teachers help the guest speaker show where their career fits in the Career Clusters model
• Students review materials in Xello that help them identify basic jobs
• Guest speakers who are entrepreneurs talk to students about starting and operating a business
• Teachers integrate at least one careers theme each year
• 5th grade students attend a small “post-secondary” fair
• Students attend a STEM career day where students learn about a variety of careers that utilize STEM concepts

With Xello 3-5, your child will develop a solid foundation for future success. They'll complete age-appropriate lessons and activities that help them build lifelong skills. They gain confidence for smoother transitions in school and life.