First Grade Curriculum Overview7.12

8/12/2019 First Grade Curriculum Overview7.12

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Canyon View Manzanita

Sunrise Drive Ventana Vista

CATALINA FOOTHILLS SCHOOL DISTRICT

Program of StudyCFSD Standards for 21

stCentury Learning

Grade 1This program of study provides general information about what is taught at first grade in the

Catalina Foothills School District. It lists the essential knowledge and skills for first graders. It does

not reflect the extensions and/or interventions that teachers may implement to meet the wide range of

student capabilities. Although the program of study is reflected as separate subjects, it is often

integrated across disciplines. In this way, students are able to explore and understand the

connections/relationships that exist among the concepts, ideas, people, and issues beyond the

boundaries of individual subject areas.


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FIRST GRADE PROGRAM OF STUDY

CFSD; 7/12 Grade 1 1

What will my child learn in first grade?

This program of study is organized by subject areas anddescribes what students should know and be able to do

by the end of first grade. It includes the new Common

Core State Standards (CCSS) for English language artsand mathematics.

Each curricular area includes a critical learningcomposite that defines the essential knowledge andskills for first grade students. This composite defineslearning at two levels: measurement topics andbenchmarks or standards (the CCSS use the termstandard). Both levels are used to assess learning andascertain progress.Measurement topicsare categories ofrelated content and skills. Benchmarks/standards aregrade level specific performance expectations for CFSDstudents, grouped by measurement topic. The

benchmarks/standards define what students shouldknow and be able to do and are articulated fromkindergarten through grade twelve. The grade levelbenchmarks / standards form the learning pathway forstudents as they progress through our schools.

A comprehensive 21st century education that prepares

students to meet the challenges and address the changesof the 21

st century is a top priority in CFSD. Our

students will need to develop a broader set of skills tothrive in a rapidly evolving, technology-saturated world.To this end, CFSD has formally integrated seven (7) 21

st

century skills (critical and creative thinking,

communication, self-direction, cultural competence,teamwork, leadership, and systems thinking) within the

program of study, where appropriate.

Assessment and Reporting

Teachers use a variety of assessments, includingprojects, essays, quizzes/tests, investigations, research,and other purposeful activities/tasks to measure studentlearning. They select the form of assessment that willmost appropriately measure how well a student haslearned the benchmarks / standards and 21

st century

skills. Curricular scales / rubrics are used to describe

and measure the learning expectations within eachmeasurement topic. Each grade level has its own set ofcurriculum scales / rubrics. They were designed using a4-point scale and are used to guide the development ofclassroom-based and common assessments. Studentsand their parents will receive specific feedback about

performance each trimester on a report card designed forthis purpose.

ENGLISH LANGUAGE ARTS

READING STANDARDS FOR LITERATURE

Key Ideas and Details

1.RL.1 Ask and answer questions about key details ina text.1.RL.2 Retell stories, including key details anddemonstrates understanding of their central messageor lesson.

1.RL.3 Describes characters, setting, and major eventsin a story using key details.

Craft and Structure

1.RL.4Identify words and phrases in stories or poemsthat suggest feelings or appeal to senses.1.RL.5 Identify major differences between books thattell stories and books that give information, drawingon a wide reading of a range of text types.1.RL.6 Identify who is telling the story at variouspoints in the text.

Integration of Knowledge and Ideas

1.RL.7Use illustrations and (text) details in a story todescribe its characters, setting or events.1.RL.8 No Standard #8 it is not applicable toliterature.1.RL.9 Compare and contrast the events andcharacters response to events in familiar stories.

Range of Reading and Level of Text Complexity1.RL.10 With prompting and support, read prose andpoetry of appropriate complexity of grade 1.CFSD.1.RL.10 Read and respond to a variety of textsread with a group as shared reading.

READING STANDARDS FOR

INFORMATIONAL TEXT

Key Ideas and Details

1.RI.1 With prompting and support, ask and answerquestions about key details in a text.1.RI.2 Identify the main topic and retell key details oftext.


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English Language Arts(continued)

b.

Reread and self-correct using cueing systems:semantic/meaning, graphophonic/letters andsounds, syntactic/grammar.

WRITING STANDARDS

Text Types and Purposes

1.W.1Write opinion pieces in which they introducethe topic or name the book they are writing about,state an opinion, supply a reason for the opinion, andprovide some sense of closure1.W.2 Write informative/explanatory texts in whichthey name a topic, supply some facts about a topic,and provide some sense of closure.1.W.3 Write narratives in which they recount two ormore appropriately sequenced events, include some

details regarding what happened, use temporal wordsto signal event order, and provide some sense ofclosure.

Production and Distribution of Writing

AZ.1.W.4 With guidance and support from adults,produce writing in which the development andorganization are appropriate to task and purpose.

a. With guidance and support from adults, producefunctional writing (e.g., classroom rules,experiments, notes/messages, friendly letters,labels, graphs/tables, directions, posters) in

which the development and organization areappropriate to task and purpose.

1.W.5 With guidance and support from adults, focuson a topic, respond to questions and suggestions frompeers and add details to strengthen writing as needed.1.W.6 With guidance and support from adults, use avariety of digital tools to produce and publish writing,including collaboration with peers.

Research to Build and Present Knowledge

1.W.7 Participate in shared research and writingprojects (e.g., explore a number of how-to books on

a given topic and use them to write a sequence ofinstructions).1.W.8 With guidance and support from adults, recallinformation from experiences or gather informationfrom provided sources to answer a question.

SPEAKING AND LISTENING STANDARDS

Comprehension and Collaboration

1.SL.1Participate in collaborative conversations withdiverse partners about grade 1 topics and texts with

peers and adults in small and larger groups.a. Follow agreed-upon rules for discussions (e.g.,

listening to others with care, speaking one at atime about the topics and texts underdiscussion).

b.

Build on others talk in conversations byresponding to the comments of others throughmultiple exchanges.

c. Ask questions to clear up any confusion aboutthe topics and texts under discussion.

1.SL.2 Ask and answer questions about key details ina text read aloud or information presented orally or

through other media.1.SL.3 Ask and answer questions about what aspeaker says in order to gather additional informationor clarify something that is not understood.

Presentation of Knowledge and Ideas

1.SL.4Describe people, places, things, and eventswith relevant details, expressing ideas and feelingsclearly.1.SL.5 Add drawings or other visual displays todescriptions when appropriate to clarify ideas,thoughts, and feelings.CFSD.1.SL.5 Use a variety of formats to enhance apresentation (i.e., visual arts, drama, or digital tools).1.SL.6 Produce complete sentences when appropriateto task and situation. (See grade 1 LanguageStandards 1 and 3 on page 26 for specificexpectations).CFSD.1.SL.6 Use appropriate volume and languageto express thoughts, feelings, or opinions about atopic or event.

LANGUAGE STANDARDS

Conventions of Standard English

1.L.1 Demonstrate command of the conventions ofstandard English grammar and usage when writing orspeaking.

a. Print all upper- and lower case letters.b. Use common, proper, and possessive nouns.c. Use singular and plural nouns with matching

verbs (subject/verb agreement) in basicsentences (e.g., He hops; We hop).


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English Language Arts (continued)

d.Use personal, possessive, and indefinitepronouns (e.g., I, me, my; they, them, their,anyone, everything).

e.

Use verbs to convey a sense of past, presents,and future (e.g., Yesterday I walked home;Today I walk home; Tomorrow I will walkhome.)

AZ1.L.1 Write multiple sentences in an order thatsupports the main idea.1.L.2 Demonstrate command of the conventions ofstandard English capitalization, punctuation, andspelling when writing.

a. Capitalize dates and names of people.b. Use end punctuation for sentences (e.g.,

declarative, interrogative, exclamatory).

c.

Use commas in dates, and to separate singlewords in a series.

d. Use conventional spelling for words withcommon spelling patterns and for frequentlyoccurring irregular words.

e. $%&'' ()*!(+,* -./01 %,.)&*23!''45 0/!-2)+

.) %,.)&623 !-!/&)&11 !)0 1%&''2)+

3.)7&)*2.)1"1.L.3 No I.L.3 at Grade 1.

Vocabulary Acquisition and Use

I.L.4 Determine or clarify the meaning of unknown

and multiple-meaning words and phrases based ongrade 1 reading and content, choosing flexibly froman array of strategies.a. Use sentence-level context as a clue to the

meaning of a word or phrase.b. Use frequently occurring affixes as a clue to the

meaning of a word.c. Identify frequently occurring root words (e.g.

look) and their inflectional forms (e.g. looks,looked, looking).

CFSD d. Alphabetize a series of words to the firstletter.I.L.5 With guidance and support from adults,demonstrate understanding of word relationships andnuances in word meanings.a. Sort words into categories (e.g., colors, clothing)

to gain a sense of the concepts the categoriesrepresent.

b.

Define words by category and by one or morekey attributes (e.g., a duck is a bird that swims; atiger is a large cat with stripes).

c. Identify real-life connections between words andtheir use (e.g., note places at home that are cozy).

d. Distinguish shades of meaning among verbsdiffering in manner (e.g., look, peek, stare, glare,scowl) and adjectives differing in intensity (e.g.,

large, gigantic) by defining or choosing them orby acting out the meanings.

I.L.6 Use words and phrases acquired throughconversations, reading and being read to, andresponding to text, including using frequentlyoccurring conjunctions to signal simple relationships(e.g., because).

MATHEMATICS

Operations and Algebraic Thinking

1.OA.1Use addition and subtraction within 20 tosolve word problems involving situations of addingto, taking from, putting together, taking apart, andcomparing, with unknowns in all positions, e.g., byusing objects, drawings, and equations with a symbolfor the unknown number to represent the problem.1.OA.2Solve word problems that call for addition ofthree whole numbers whose sum is less than or equalto 20, e.g., by using objects, drawings, and equations

with a symbol for the unknown number to representthe problem.1.OA.3Apply properties of operations as strategies toadd and subtract.Examples: If 8 + 3 = 11 is known,then 3 + 8 = 11 is also known. (Commutative property

of addition.) To add 2 + 6 + 4, the second two

numbers can be added to make a ten, so 2 + 6 + 4 = 2

+ 10 = 12. (Associative property of addition.)

(Students need not use formal terms for theseproperties.)1.OA.3Apply properties of operations as strategies toadd and subtract.Examples: If 8 + 3 = 11 is known,then 3 + 8 = 11 is also known. (Commutative property

of addition.) To add 2 + 6 + 4, the second two

numbers can be added to make a ten, so 2 + 6 + 4 = 2

+ 10 = 12. (Associative property of addition.)

(Students need not use formal terms for theseproperties.)1.OA.4Understand subtraction as an unknown-addend problem.For example, subtract 10 8 byfinding the number that makes 10 when added to 8.


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Mathematics(continued)

1.OA.5Relate counting to addition and subtraction(e.g., by counting on 2 to add 2).1.OA.6Add and subtract within 20, demonstrating

fluency for addition and subtraction within 10. Usestrategies such as counting on; making ten (e.g., 8 +6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a numberleading to a ten (e.g., 13 4 = 13 3 1 = 10 1 =9); using the relationship between addition andsubtraction (e.g., knowing that 8 + 4 = 12, one knows12 8 = 4); and creating equivalent but easier orknown sums (e.g., adding 6 + 7 by creating theknown equivalent 6 + 6 + 1 = 12 + 1 = 13).1.OA.7Understand the meaning of the equal sign,and determine if equations involving addition andsubtraction are true or false.For example, which of

the following equations are true and which are false?6 = 6, 7 = 8 1, 5 + 2 = 2 + 5, 4 + 1 =5 + 2.1.OA.8Determine the unknown whole number in anaddition or subtraction equation relating three wholenumbers.For example, determine the unknownnumber that makes the equation true in each of the

equations: 8 + ? = 11, 5 = 3, 6 + 6 = .

Number and Operations in Base Ten1.NBT.1Count to 120, starting at any number lessthan 120. In this range, read and write numerals andrepresent a number of objects with a written numeral.

1.NBT.2Understand that the two digits of a two-digit number represent amounts of tens and ones.Understand the following as special cases:

a. 10 can be thought of as a bundle of ten ones called a ten.

b. The numbers from 11 to 19 are composed of aten and one, two, three, four, five, six, seven,eight, or nine ones.

c. The numbers from 11 to 19 are composed of aten and one, two, three, four, five, six, seven,eight, or nine ones.

d. The numbers from 11 to 19 are composed of aten and one, two, three, four, five, six, seven,eight, or nine ones.

e. The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90refer to one, two, three, four, five, six, seven,eight, or nine tens (and 0 ones).

1.NBT.3Compare two two-digit numbers based onmeanings of the tens and ones digits, recording theresults of comparisons with the symbols >, =, and


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Mathematics(continued)

1.G.2Compose two-dimensional shapes (rectangles,squares, trapezoids, triangles, half-circles, andquarter-circles) or three-dimensional shapes (cubes,

right rectangular prisms, right circular cones, andright circular cylinders) to create a composite shape,and compose new shapes from the composite shape.(Students do not need to learn formal names such asright rectangular prism.)1.G.3Partition circles and rectangles into two andfour equal shares, describe the shares using the wordshalves,fourths, and quarters, and use the phraseshalf of,fourth of, and quarter of. Describe the wholeas two of, or four of the shares. Understand for theseexamples that decomposing into more equal sharescreates smaller shares.

Standards for Mathematical Practice1.MP.1Make sense of problems and persevere insolving them.1.MP.2Reason abstractly and quantitatively.1.MP.3Construct viable arguments and critique thereasoning of others.1.MP.4Model with mathematics.1.MP.5Use appropriate tools strategically.1.MP.6Attend to precision.1.MP.7Look for and make use of structure.1.MP.8Look for and express regularity in repeatedreasoning.

SCIENCE

Scientific Inquiry

Generating Scientific Questions

SC1.1a.1 Generates questions based on experienceswith objects, organisms, and events related to a topic(for example: what will happen if? or I wonder

what would happen if I change?).

Predicting and Hypothesizing

SC1.1b.1 Predicts possible results of aninvestigation (for example: animal life cycles,physical properties, earth materials).

Designing Investigations

SC1.1c. Explains the process of an investigation,and sequentially records the major steps after itsconclusion (for example: gather materials, set upthe experiment, collect data, record the results).

Observation and Data Collection

SC1.1d.1 Describes observation(s) using sensesrather than feelings (for example: The snail has ahard shell with wavy, brown lines, rather than the

snail is awesome).

SC1.1d.2 Records data (for example: table, labeleddrawing)generated from the use of standard andnonstandard measurement tools/equipment (forexample: rulers, thermometers, magnifiers, balances,

scales, and measuring cups).

Analysis and Conclusion

SC1.1e.1 Compares results of the investigation toprediction(s) and communicates the results (forexample: pictures, graphs, models, or words).

Interaction of Science & Society

SC1.2.1 Describes how different people (forexample: surveyors, beekeepers, miners)use sciencein daily life.SC1.2.2 Describes how diverse people and/orcultures, past and present, have made importantcontributions to scientific innovation (for example:Neil Armstrong, Sally Ride, Galileo, George

Washington Carver).

Systems ThinkingSC1.3a.1 Describes how parts work together to makea whole (required: sun is part of solar system; soil ismade up of rocks and decaying organic matter).[Big

Picture]SC1.3b.1 Describes elements of a system that changeover time to produce a particular pattern of behavior(required: moon phases, life cycles).[Change OverTime]

Characteristics of Living Things (Life Science)

SC1.4.1 Compares living and non-living things basedon various characteristics (required: response tostimuli).

SC1.4.2 Describes changes animals and plantsundergo during the lifecycle (for example: animals

changes in color, body covering, size; plants size,presence of leaves and branches, ability to produce

flowers).SC1.4.3 Compares the life cycle stages of variousorganisms (required: insects, mammals, plants).


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Science(continued)

Interdependence of Living Things and Their

Environment (Life Science)SC1.5.1 Describes how organisms are dependent on

the environment to live and grow (required: food,air, water, light, space).

Structure and Properties of Matter (Physical

Science)SC1.6.1 Compares physical properties (required:color, texture, capacity to retain water)of basic earthmaterials (required: rocks, soil, water).

Conservation and Transformation of Energy

(Physical Science)

SC1.8.1 Provides evidence that the sun is the naturalsource of energy (heat and light) on the Earth (for

example: warm surfaces, shadows, shade).

Structure and Processes of the Earth (Earth and

Space Science)

SC1.9.1 Describes common uses (for example:construction, decoration)of basic earth materials (forexample: rocks, water, soil).SC1.9.2 Describes natural resources (for example:air, water, soil, plants, animals).SC1.9.3 Compares ways to conserve naturalresources (for example: reduce, reuse, recycle, findalternative resources).

Structure and Processes of the Objects in Space

(Earth and Space Science)

SC1.10.1 Compares celestial objects (for example:size and position of sun, moon, stars)and transientobjects (for example: clouds, birds, airplanes)in thesky.SC1.10.2 Describes observable changes in celestialobjects (for example: position and phases of themoon).

SOCIAL STUDIES

Cultural Diversity and Interactions

SS1.1.1 Explains through examples that Arizona andthe United States include people of variedbackgrounds and customs.SS1.1.2 Describes elements of culture (for example:food, clothing, housing, customs, beliefs)in acommunity.

SS1.1.3 Explains through images how culturaldevelopment is influenced by geography example:architecture, clothing, food, transportation, economy,

recreation).

Spatial Thinking and Use of Charts, Maps, andGraphs

SS1.2.1 Describes the purposes of different types ofmaps (for example: road maps-directions, physicalmaps-physical features, political maps-state and

national boundaries).SS1.2.2 Describes characteristics of maps and globes(required: compass rose, cardinal directions).SS1.2.3 Constructs maps of familiar places.SS1.2.4 Locates physical and human features of mapsand globes (required: a. physical: continent, ocean,river, lake, mountain, island; b. human: equator,

North & South poles, country, Arizona).

Reciprocal Impact of Geography on People and

Events

SS1.3.1 Describes how humans adapt to theirenvironment.SS1.3.2 Explains geographic concepts related tohistorical and current events/issues (for example:impact of locating a water source for a community).

Economic Philosophies and Systems

SS1.4.1 Compares buyers and sellers of goods andservices.

Economic Decision-Making and Personal Finance

SS1.5.1 Explains that people need to make choicesbecause of limited resources.SS1.5.2 Explains why people save money for futuregoals, goods, and services.

Rights, Responsibilities, and Participation in the

Political Process

SS1.6.1 Describes examples of responsiblecitizenship in the school setting and in stories aboutthe past and present.

SS1.6.2 Describes the rights and responsibilities ofcitizenship (required: elements of fair play, goodsportsmanship, and the idea of treating others the

way you want to be treated; importance of

participation and cooperation in a classroom and

community; why there are rules and consequences for

violating them; and responsibility of voting/every vote

counts).


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Social Studies(continued)

SS1.6.2 Describes the rights and responsibilities ofcitizenship (required: elements of fair play, goodsportsmanship, and the idea of treating others the

way you want to be treated; importance ofparticipation and cooperation in a classroom and

community; why there are rules and consequences

for violating them; and responsibility of voting/every

vote counts).

Government Symbols, Structures, Laws, and

Documents

SS1.7.1 Describes the significance of national holidays(required: Thanksgiving, Presidents Day, Civil Rights

Day, Fourth of July).

Individuals, Groups, and Events That Shaped

History

SS1.8.1 Explains how the development of farmingallowed groups of people to settle in one place anddevelop into cultures/civilizations (for example:farming communities of Anasazi, Hohokam, Mogollon,

Aztec, Maya, Inca, Egypt).SS1.8.2 Describes the interaction of Native Americanswith new settlers such as Pilgrims, Spanish, andcolonists (required: exchange of culture, ideas, andgoods).SS1.8.3 Explains why England and Spain wanted torule other areas of the world.

Patterns of Change Over Time

SS1.9.1 Explains that patterns of settlement around theworld are like the settlement of local areas.SS1.9.2 Describes ways that places change over timedue to settlement (for example: architecture, land use).

Current Events and the Modern World

SS1.10.1 Describes current events from varioussources.

Critical and Creative Thinking

SS1.11.1 Classifies ideas and events into meaningful

and definable categories on the basis of their attributes(required: physical and human features of maps,

buyers and sellers, rights and responsibilities).

Research Skills for History

SS1.12.1 Uses simple reference materials to answerquestions about a topic (for example: trade books,primary sources, encyclopedia, electronic text).

SS1.12.2 Places three or more important life eventson a timeline in chronological order.

SPANISH

Person-to-Person CommunicationWL1.1.1 Introduce self using culturally appropriategreetings(required: hello; good morning, afternoon,night; My name is ___; Nice to meet you mucho

gusto).WL1.1.2 Express preferences (for example:likes/dislikes) on familiar topics (for example: favoritefruit) (required: I like/do not like ___; My favorite

____is ___).WL1.1.3 Ask and answer formulaic questions onfamiliar topics with simple descriptions (for example:How are you? What is your name? It is sunny. Today

is Monday) (required: name; age; day of the week;month; weather; numbers; classroom objects; fruits

and vegetables).

Listening and Reading for Understanding

WL1.2.1Connect sounds to the letters of the writingsystem in the target language(for example: points tothe letter when hears the sound)(required: Spanish

alphabet).

WL1.2.2 Interpret highly contextualized words andphrases used in everyday and familiar situationsincluding cognates and words shared by languages(required: classroom objects; fruits and vegetables;

family; emotions; body parts; shapes and sizes;

numbers; school places; classroom objects).WL1.2.3 Follow two- and three-step oral directionsand commands when there is repetition and they areaccompanied by gestures (required:push in yourchair; write your name and class; take out your

classroom object; start when I say teacher signal).

Oral and Written PresentationWL1.3.1Produce and presents lists of familiar wordsand phrases about level-specific topics in authenticcontexts (required: colors; emotions; body parts;

family; patterns; fruits and vegetables; shapes andsizes; numbers; classroom objects; school places).


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Spanish (continued)

WL1.3.2 Role-play simple interactions(required:introductions name, age, How are you; How old

are you; leave-takings; activities and events at home

and school).

Oral and Written PresentationWL1.3.1Produce and presents lists of familiar wordsand phrases about level-specific topics in authenticcontexts (required: colors; emotions; body parts;family; patterns; fruits and vegetables; shapes and

sizes; numbers; classroom objects; school places).

WL1.3.2 Role-play simple interactions(required:introductions name, age, How are you; How old

are you; leave-takings; activities and events at home

and school).

Cultural CompetenceWL1.4.1 Compare tangible and intangible productsof own and target culture(required: Spain flag,anthem, music, poetry, Moorish tiles, Picassos

artwork).

WL1.4.2 Compare practices of own and targetculture (required: Spain Flamenco dancing, tunas,holiday traditions, school days, family life).

Making Connections through LanguageWL1.5.1 Perform level-appropriate science/healthtasks in context (for example: identifying and

classifying common animals, fruits, vegetables) usinginformation acquired from the target culture(required: classifying fruits and vegetables, for

example, using attributes of color to classify,

deciding which plants are called fruit and which arereferred to as vegetables; classifying common

animals by shared attributes, such as number of legs,

fur/no fur).WL1.5.2 Perform level-appropriate mathematicstasks in context using information acquired from thetarget culture (required: repeating patterns; countingforward to 30; addition math facts 0-9; counting by

2s, 5s, and 10s to 30; solving simple additionproblems using numbers 0-9; shapes and sizes).

Communication Across CommunitiesWL1.6.1Communicate with Spanish-speaking peers(for example: school and classroom community,

sister school program; required: visits and interacts

in target language with another class in the school

community).

WL1.6.2 Attend, participate in, or view targetlanguage culture events and shares with others (forexample: rhymes, chants, celebrations, games;

required: performs/participates in, with whole class,

regional dances of Spain such as flamenco style; plays

culturally appropriate game/sport; sings traditional

song from Spain).

HEALTH

Healthy Lifestyle and Healthy Choices

H1.1.1 Understands healthy eating habits and thebasic food groups.H1.1.2 Understands the body needs nutrients forenergy, growth, and body maintenance.

H1.1.3 Describes relationships between personalhealth behaviors (e.g., sleep, diet, fitness and personalhygiene)and individual well-being.H1.1.4 Describes strategies to manage emotions.H1.1.5 Describes how media influence healthbehaviors (e.g., violence, food choices).H1.2.6 Understands the difference between "safe"touches and "unsafe" touches.

Disease Prevention and Health Risk Reduction

H2.1.1 Recognizes basic symptoms of commonillness and prevention strategies.H2.1.2 Understands basic first aid (e.g., first response,

call for help).H2.1.3 Identifies hazards found in the home andschool, and describes ways to reduce the health-related threats.H2.1.4 Identifies elements of the environment (e.g.,air, water, ground, sun, pollutants) that affectpersonal health.H2.1.5 Understands appropriate and inappropriate useof medicine and other drugs.H2.1.6 Identifies when and how to seek emergencymedical assistance and shelter.H2.1.7 Demonstrates nonviolent strategies to resolve

conflict.

Human Growth and Development and Respect for

Individual Differences

H3.1.1 Describes basic structure and functions of thehuman body.H3.1.2 Understands that all people deserve respect.


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PHYSICAL EDUCATION

Movement and Development of Motor SkillsP1.1.1 Demonstrates locomotor patterns and selectedmanipulative and non-locomotor skills.P1.1.2 Applies basic rules, fundamental strategies,and safety procedures for simple games andactivities.P1.1.3 Participates in rhythmic movement patterns.

Responsible Personal and Social Behaviors in

Physical Activities

P2.1.1 Applies behaviors that are supportive andinclusive of all participants in physical activitysettings.P2.1.2 Recognizes the attributes that individuals withdifferences can bring to group activities.P2.1.3 Accepts responsibility for personal behavior.

Participating in Physical Activities and

Maintaining an Active LifestyleP3.1.1 Describes physiological indicators before,during, and after physical activity.P3.1.2 Applies proper warm-up and cool-downtechniques and understand reasons for using them.

P3.1.3 Identifies several moderate to vigorousphysical activities that provide enjoyment andimprove physical fitness.P3.1.4 Identifies the benefits derived from regularphysical activity.

VISUAL ARTS

Art Concepts, Processes, and TechniquesVA1.1.1 Knows the elements of art.VA1.1.2 Uses art materials and tools in a safe andresponsible manner.

VA1.1.3 Understands the concepts ofmemory/experience, imagination, and observation.

Personal Involvement and Communication

Through Original/Interpretive WorkVA2.1.1 Knows how different media, techniques,and processes are used to communicate originalideas, experiences, and stories.VA2.1.2 Uses problem-solving techniques.

VA2.1.3 Knows how to generate prospective ideas fororiginal works of art.

Universal Concepts/Themes and Connections to

Culture and History

VA3.1.1 Knows that there are universal concepts andthemes within various works of art.VA3.1.2 Knows that the visual arts both have ahistory and specific relationships to various cultures.VA3.1.3 Knows that peoples' experiences caninfluence the creation of specific artworks.

Assessment of Characteristics/Merits of Own and

Others WorkVA4.1.1 Understands that specific artworks can elicitdifferent responses.VA4.1.2 Knows specific criteria for evaluating works

of art.

MUSIC

Music Concepts, Processes, and TechniquesM1.1.1 Sings/plays expressively and in tune a variedrepertoire of music (e.g., explores the uses of the voiceand a variety of classroom instruments).M1.1.2 Recognizes (aurally and visually) and appliessimple melodic and rhythmic patterns (e.g., echo andimprovise; maintain a steady beat).M1.1.3 Recognizes and applies the elements of music(e.g., variation in tempo, dynamics, and timbre).

M1.1.4 Recognizes that music can be represented bypictures and/or standard symbols.M1.1.5 Recognizes and applies standard musicnotation (e.g., whole notes and rests, half notes andrests, quarter notes and rests, paired eighths; simple

rhythmic and melodic patterns).M1.1.6 Recognizes basic properties of sound.

Personal Involvement and Communication

Through Original/Interpretive WorkM2.1.1 Expresses meaning, images, mood, andfeelings conveyed by a variety of musical experiences.

M2.1.2 Demonstrates creative musical expression.M2.1.3 Understands that participation in music canbring personal satisfaction.

Universal Concepts/Themes and Connections to

Culture and HistoryM3.1.1 Demonstrates an understanding of musictraditions and styles from a variety of times, places,and cultures.


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Music (continued)

M3.1.2 Demonstrates an understanding of therelationship of music to the other arts.

Assessment of Characteristics/Merits of Own andOthers WorkM4.1.1 Shows respect for personal work and thework of others.M4.1.2 Evaluates personal work relative to thespecific criteria.M4.1.3 Demonstrates appropriate audience behaviorfor the context and style of music performed.

EDUCATIONAL

TECHNOLOGY

Creativity and InnovationET1.1.1 Evaluates information to generate ideas.ET1.1.2 Identifies elements of a digital model orsimulation.ET1.1.3 Explores and identifies models andsimulations.ET1.1.4 Identifies a system.ET1.1.5 Recognizes and creates patterns.ET1.1.6 Uses digital creativity tools to develop ideasand create a project

Communication and CollaborationET1.2.1 Communicates with others as a whole classusing digital tools.ET1.2.2 Identifies and demonstrate safe andappropriate behavior when using digitalenvironments.ET1.2.3 Participates in a classroom-learning projectusing digital collaborative resources.ET1.2.4 Participates in a class in communication at adistance.

Research and Information LiteracyET1.3.1 Generates key words and synonyms for asearch.

ET1.3.2 Explores information and online sources.ET1.3.3 Conducts a search using multiple keywords.ET1.3.4 Uses preselected sources.ET1.3.5 Differentiates between a fact, untruth, andan opinion.ET1.3.6 Sorts information into major topics.ET1.3.7 Identifies and follows ethical behaviorswhen using resources.

Critical Thinking, Problem Solving and Decision

MakingET1.4.1 Collaborates as a class or small group toselect an essential question* to research using digitalresources. (*Select essential questions which are rich

inquiry based questions that provide higher-orderchallenges and creative problem-solvingopportunities. This could focus on a classinvestigation about a community problem that isidentified through various digital resources andplanning tools.)ET1.4.2 Participates as group to manage a learningproject and identify sources.ET1.4.3 Proposes solutions by discussing datacollected to answer a question.

Digital Citizenship

ET1.5.1 Recognizes and discusses when it isappropriate to use a personal digital device.ET1.5.2 Defines cyber-bullying.ET1.5.3 Identifies and articulates rules for the use ofdigital tools as defined by school board policy andprocedures.ET1.5.4 Discusses why it may be dangerous to visitcertain Internet sites.ET1.5.5 Recognizes, discusses, and demonstratesappropriate behavior for technology use and showsrespect for technology equipment.ET1.5.6 Recognizes and discusses how students and

families use technology to make their lives better.

Technology Operations and Concepts

ET1.6.1 Defines basic technology terms.ET1.6.2 Identifies and defines technology processterminology (Required: open, close, save, save as,print, double click, and drag & drop).ET1.6.3 Identifies technology applications for a givenactivity/project.ET1.6.4 Demonstrates knowledge of ergonomics andelectrical safety when using computers.ET1.6.5 Understands keyboarding techniques whenusing the keyboard to type letters, numbers,and special key functions.ET1.6.6 Composes a document that applies basicformatting.ET1.6.7 Uses multimedia presentation programs tocreate simple class assignments.ET1.6.8 Identifies and uses common navigationalelements of a web page (For example: Forward/backarrows & hyperlinks).


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Technology(continued)

ET1.6.9 Demonstrates appropriate use of loginprocedures.ET1.6.10 Understands that there are different types

of problems with technology and identify the type ofproblem and the steps needed to solve.ET1.6.11 Transfers understanding of current symbolsand icons to learning new technologies.

CFSDs 21stCENTURY SKILLS

Communication

Communication is the generation of meaning throughexchanges using a range of contemporary tools,transmissions, and processes. In todays wired,networked society, it is critical that students learn to

communicate effectively using a range of media,technology, and environments, and find new andcreative ways to express ideas.

Critical & Creative Thinking

Critical and creative thinking (higher order thinking)refer to a set of cognitive skills or strategies thatincreases the probability of a desired outcome. In aninformation-rich society, the quality of ones thoughtprocesses, particularly more complex thought, mightbe among the most important things that anindividual brings to work and society. The skills for

gathering, analyzing, interpreting and evaluatingevidence, and expanding knowledge throughinvestigation, problem solving, invention, andexperimentation have become increasingly valued.

Cultural CompetenceStudents who are culturally and globally competentvalue diversity, exhibit an informed sensitivity, andactively engage with/in other cultures. Given therealities of globalization in a flat world, ourstudents need to develop the ability to workcooperatively with individuals from vastly different

backgrounds, communicate effectively in a variety ofcultures and languages, engage in solving criticalglobal and/or cultural issues, and view the worldfrom a perspective other than ones own.

Leadership

Leadership is the capacity of an individual or teamto guide, direct, or influence a group or institution inways that bring about change and achieve statedpurposes. Leaders in the 21st century must be

adaptable, possess wide intellectual curiosity, andbe lifelong learners. They must be willing to seevalue in different perspectives, be comfortable withuncertainty, look globally for solutions andchallenges, and empower others to effect change.

Self-Direction

Self-direction is the ability to set goals related tolearning, plan for the achievement of those goals,independently manage time and effort, and assessthe quality of learning and any products that resultfrom the learning experience. Self-directed,

productive students who are able to learnindependently and adapt in a world of rapid changewill thrive in the 21stcentury.

Systems Thinking

Systems thinking is a vantage point from which onesees a whole, a web of relationships, rather thanfocusing only on the detail of any particular piece.Events are seen in the larger context of a pattern thatis unfolding over time. Systems thinking providesstudents with a more effective way of interpretingthe complexities of the world in which they liveaworld that is increasingly dynamic, global, andcomplex.

Teamwork

Teamwork refers to the abilities to cooperate as amember of a highly successful group, to interactsmoothly with others, and to work together with oneor more people to achieve a goal (e.g., solveproblems, create novel products, learn and mastercontent). The demands of 21stcentury working andlearning increasingly call for cooperative efforts.