Kindergarten Curriculum Overview7.12

8/12/2019 Kindergarten Curriculum Overview7.12

1/12

Canyon View Manzanita

Sunrise Drive Ventana Vista

CATALINA FOOTHILLS SCHOOL DISTRICT

Program of StudyCFSD Standards for 21

stCentury Learning

KindergartenThis program of study provides general information about what is taught at kindergarten in the CatalinaFoothills School District. It lists the essential knowledge and skills for kindergartners. It does not reflect

the extensions and/or interventions that teachers may implement to meet the wide range of studentcapabilities. 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.


2/12

KINDERGARTEN PROGRAM OF STUDY

CFSD; 7/12 Grade K 1

What will my child learn in kindergarten?

This program of study is organized by subject areas and

describes what students should know and be able to do

by the end of kindergarten. It includes the new Common

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

Each curricular area includes a critical learning

composite that defines the essential knowledge and

skills for kindergarten students. This composite defines

learning at two levels: measurement topics and

benchmarks or standards (the CCSS use the term

standards). Both levels are used to assess learning and

ascertain progress. Measurement topics are categories

of related content and skills.Benchmarks/standardsare

grade level specific performance expectations for CFSD

students, grouped by measurement topic. The

benchmarks/standards define what students shouldknow and be able to do and are articulated from

kindergarten through grade twelve. The grade level

benchmarks / standards form the learning pathway for

students as they progress through our schools.

A comprehensive 21st century education that prepares

students to meet the challenges and address the changes

of the 21st century is a top priority in CFSD. Our

students will need to develop a broader set of skills to

thrive in a rapidly evolving, technology-saturated world.

To this end, CFSD has formally integrated seven (7) 21st

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, including

projects, essays, quizzes/tests, investigations, research,

and other purposeful activities/tasks to measure studentlearning. They select the form of assessment that will

most appropriately measure how well a student has

learned the benchmarks / standards and 21st century

skills. Curricular scales / rubrics are used to describe

and measure the learning expectations within eachmeasurement topic. Each grade level has its own set of

curriculum scales / rubrics. They were designed using a

4-point scale and are used to guide the development ofclassroom-based and common assessments. Students

and their parents will receive specific feedback about

performance each trimester on a report card designed for

this purpose.

ENGLISH LANGUAGE ARTS

LITERATURE

Key Ideas and Details

K.RL.1 With prompting and support, ask and answerquestions about key details in text.

K.RL.2With prompting and support, retell familiar

stories, including key details.K.RL.3With prompting and support, describe

characters, settings, and major events in a story.

Craft and Structure

K.RL.4 Ask and answer questions about unknown

words in a text.

K.RL.5 Recognize common types of texts (e.g.,

storybooks, poems).

K.RL.6 With prompting and support, name the authorand illustrator in a story, and define the role of each in

telling the story

Integration of Knowledge and Ideas

K.RL.7 With prompting and support, describe the

relationship between illustrations and the story in

which they appear (e.g., what moment in a story an

illustration depicts).

K.RL.8 Not applicable to literature.

K.RL.9 With prompting and support, compare and

contrast the events and characters response to events

in familiar stories.

Range of Reading and Level of Text Complexity

K.RL.10 Actively engage in group reading activities

with purpose and understanding.

INFORMATIONAL TEXT

Key Ideas and Details

K.RL.1 With prompting and support, ask and answer

questions about key details in text.

K.RL.2 With prompting and support, identify the main

topic and retell key details of a text.

K.RL.3 With prompting and support, describe the

connection between two individuals, events, ideas, or

pieces of information in a text.


3/12



English Language Arts(continued)

Crafts and Structure

K.RI.4 With prompting and support ask and answer

questions about unknown words in a text.

K.RI.5 Identify the front cover, back cover, and titlepage of a book.

K.RI.6 Name the author and illustrator of a text and

define the role of each in presenting the ideas or

information in a text.

Integration of Knowledge and Ideas

K.RI.7 With prompting and support, describe the

relationship between illustrations and the text in

which they appear (e.g., what person, place, thing, or

idea in the text an illustration depicts).

CFSD.K.RI.7 With prompting and support, use

illustrations and symbols to support the reading and

understanding of informational text.K.RI.8 With prompting and support, identify the

reasons an author gives to support points in a text.

CFSD.K.RI.8 With prompting and support, identify

details that support and build understanding about a

topic in text.

K.RI.9 With prompting and support, identify

similarities in, and differences between, two texts on

the same topic (e.g., in illustrations, descriptions, or

procedures).and distinguishes between the two in a

variety of texts.

Range of Reading and Level of Text ComplexityK.RI.10 Actively engage in group (shared) reading

activities with purpose and understanding.

AZ.K.RI.10 Actively engage in group (shared) reading

of informational and functional texts, including

history/social studies, science, and technical texts, with

purpose and understanding.

FOUNDATIONAL SKILLS

Print Concepts

K.RF.1 Demonstrate understanding of the

organization and basic features of print.

Phonological Awareness

K.RF.2Demonstrate understanding of spoken words,

syllables, and sounds (phonemes).

a. Recognize and produce rhyming words.

b.

Count, pronounce, blend, and segment syllables

in spoken words, with prompting and support.

c. Blend and segment onsets and rimes of single-

syllable words, with prompting and support.

d. Isolate and pronounce the initial, medial vowel,

and final sounds (phonemes) in three-phoneme

(consonant-vowel-consonant, or CVC) words.

e.

Add or substitute individual sounds (phonemes)in simple, one-syllable words to make new

words.

K.RF.3Know and apply, grade-level phonics and

word analysis skills in decoding words.

a. Demonstrate basic knowledge of one-to-one

letter-sound correspondences by producing

the primary or many of the most frequent

sounds for each consonant.

b. Associate the long and short sounds with

common spellings (graphemes) for the five

major vowels.

c.

Read common high-frequency words by sight(e.g., the, of, to, you, she, my, is, are, do,

does).

d.

Distinguish between similarly spelled words

by identifying the sounds of the letters that

differ.

CFSD.K.RF.3 Read common sight words in

isolation/lists and in context with automaticity (i.e., 1-

20 on the Fry Word List).

Fluency

K.RF.4Read emergent-reader texts with purpose and

understanding.

WRITING

Text Types and Purposes

K.W.1 Use a combination of drawing, dictating, and

writing to compose opinion pieces in which they tell a

reader the topic or the name of the book they are

writing about and state an opinion or preference about

the topic or book (e.g., My favorite book is ...).K.W.2 Use a combination of drawing, dictating, and

writing to compose informative/explanatory texts in

which they name what they are writing about and

supply some information about the topic.


4/12




K.W.3 Use a combination of drawing, dictating, and

writing to narrate a single event or several loosely

linked events, tell about the events in the order in

which they occurred, and proved a reaction to whathappened.

Production and Distribution of Writing

AZ.K.W.4With guidance and support from adults,

produce writing in which the development and

organization are appropriate to task and purpose.

(Grade-specific expectations for writing types are

defined in standards 1-3 above.)

a.

With guidance and support from adults, produce

functional writing (e.g., classroom rules,

experiments, notes/messages, friendly letters,

labels, graphs/tables) in which the development

and organization are appropriate to task andpurpose.

K.W.5With guidance and support from adults, respond

to questions and suggestions from peers and add details

to strengthen writing as needed.

K.W.6With guidance and support from adults, explore

a variety of digital tools to produce and publish

writing, including in collaboration with peers.

Research to Build and Present Knowledge

K.W.7 Participate in shared research and writing

projects (e.g., explore a number of books by a favorite

author and express opinions about them).K.W.8 With guidance and support from adults, recall

information from experiences or gather information

from provided sources to answer a question.

SPEAKING AND LISTENING

Comprehension and Collaboration

K.SL.1Participate in collaborative conversations with

diverse partners about kindergarten topics and texts

with peers and adults in small and larger groups.

a.

Follow agreed-upon rules for discussion (e.g.,

listening to others and taking turns speaking

about the topics and texts under discussion).

b. Continue a conversation through multiple

exchanges.

K.SL.2 Confirm understanding of text read aloud or

information presented orally or through other media by

asking and answering questions about key details and

requesting clarification if something is not understood.

K.SL.3 Ask and answer questions in order to seek

help, get information, or clarify something that is not

understood.

Presentation and Knowledge of Ideas

K.SL.4Describe familiar people, places, things, andevents and, with prompting and support, provide

additional detail.

K.SL.5 Add drawings or other visual displays to

descriptions as desired to provide additional detail.

CFSD.K.SL.5 Use a variety of formats to enhance a

presentation (i.e., visual arts, drama, or digital tools).

K.SL.6 Speak audibly and express thoughts, feelings,

and ideas clearly.

LANGUAGE

Conventions of Standard EnglishK.L.1 Demonstrate command of the conventions of

standard English grammar and usage when writing or

speaking.

a.

Print many upper- and lowercase letters.

b. Use frequently occurring nouns and verbs.

c. Form regular plural nouns orally by adding /s/

or /es/ (e.g., dog, dogs; wish, wishes).

d.

Understand and use question words

(interrogatives) (e.g., who, what, where, when,

why, how).

e. Use the most frequently occurring prepositions

(e.g., to, from, in, out, on, off, for, of, by,

with).

f. Produce and expand complete sentences in

shared language activities.

K.L.2 Demonstrate command of the conventions of

standard English capitalization, punctuation, and

spelling when writing.

a. Capitalize the first word in a sentence and the

pronoun I

b.

Recognize and name end punctuation

c. Write a letter or letters for most consonant andshort-vowel sounds (phonemes)

d. Spell simple words phonetically, drawing on

knowledge of sound-letter relationships

K.L.3 No K.L.3 in Kindergarten


5/12




Vocabulary Acquisition and Use

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

and multiple meaning words and phrases based on

kindergarten reading and content.a. Identify new meanings for familiar words and

apply them accurately (e.g., knowing duckis a

bird and learning the verb to duck).

b.

Use the most frequently occurring inflections

and affixes (e.g., -ed, -s, re-, un-,

pre-, -ful, -less) as a clue to the meaning of an

unknown word.

K.L.5 With guidance and support from adults, explore

word relationships and nuances in word meanings.

a.

Sort common objects into categories (e.g.,

shapes, foods) to gain a sense of the concepts

the categories represent.b.

Demonstrate understanding of frequently

occurring verbs and adjectives by relating

them to their opposites (antonyms).

c. Identify real-life connections between words

and their use (e.g., note places at school that

are colorful).

d. Distinguish shades of meaning among verbs

describing the same general action (e.g., walk,

march, strut, prance)by acting out the

meanings.

K.L.6 Use words and phrases acquired through

conversations, reading and being read to, andresponding to text.

MATHEMATICS

Counting and Cardinality

K.CC.1Count to 100 by ones and by tens.K.CC.2Count forward beginning from a givennumber within the known sequence (instead of

having to begin at 1).K.CC.3Write numbers from 0 to 20. Represent anumber of objects with a written numeral 020 (with

0 representing a count of no objects).K.CC.4Understand the relationship between numbersand quantities; connect counting to cardinality.

a. When counting objects, say the number names

in the standard order, pairing each object with

one and only one number name and each

number name with one and only one object.

b. Understand that the last number name said

tells the number of objects counted. The

number of objects is the same regardless of

their arrangement or the order in which they

were counted.

c.

Understand that each successive number namerefers to a quantity that is one larger.

K.CC.5Count to answer how many? questionsabout as many as 20 things arranged in a line, a

rectangular array, or a circle, or as many as 10 things

in a scattered configuration; given a number from 1

20, count out that many objects.K.CC.6Identify whether the number of objects in onegroup is greater than, less than, or equal to the number

of objects in another group, e.g., by using matching

and counting strategies. (Include groups with up to ten

objects)

K.CC.7Compare two numbers between 1 and 10presented as written numerals.

Operations and Algebraic Thinking (OA)

K.OA.1Represent addition and subtraction withobjects, fingers, mental images, drawings, sounds

(e.g., claps), acting out situations, verbal explanations,

expressions, or equations. (Drawings need not show

details, but should show the mathematics in the

problems. This applies wherever drawings are

mentioned in the Standards.)K.OA.2Solve addition and subtraction word

problems, and add and subtract within 10, e.g., byusing objects or drawings to represent the problem.K.OA.3Decompose numbers less than or equal to 10into pairs in more than one way, e.g., by using objects

or drawings, and record each decomposition by a

drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1).

K.OA.4For any number from 1 to 9, find the numberthat makes 10 when added to the given number, e.g.,

by using objects or drawings, and record the answer

with a drawing or equation.K.OA.5Fluently add and subtract within 5.

Number and Operations in Base Ten

KNBT.1Compose and decompose numbers from 11to 19 into ten ones and some further ones, e.g., by

using objects or drawings, and record each

composition or decomposition by a drawing or

equation (e.g., 18 = 10 + 8); understand that these

numbers are composed of ten ones and one, two, three,

four, five, six, seven, eight, or nine ones.


6/12



Mathematics(continued)

Measurement and Data

K.MD.1Describe measurable attributes of objects,such as length or weight. Describe several measurable

attributes of a single object.K.MD.2Directly compare two objects with ameasurable attribute in common, to see which object

has more of/less of the attribute, and describe the

difference.For example, directly compare the heights

of two children and describe one child as

taller/shorter.K.MD.3Classify objects into given categories; countthe numbers of objects in each category and sort the

categories by count.(Limit category counts to be less

than or equal to 10).CFSD.K.MD.4 Use common attributes of coins

(required: quarter, dime, nickel, penny)to identify

the name and value.

Geometry

K.G.1Describe objects in the environment usingnames of shapes, and describe the relative positions

of these objects using terms such as above, below,

beside, in front of, behind, and next to.K.G.2Correctly name shapes regardless of theirorientations or overall size.K.G.3Identify shapes as two-dimensional (lying in aplane, flat) or three-dimensional (solid).K.G.4Analyze and compare two- and three-

dimensional shapes, in different sizes andorientations, using informal language to describe their

similarities, differences, parts (e.g., number of sides

and vertices/corners) and other attributes (e.g.,

having sides of equal length).K.G.5Model shapes in the world by building shapesfrom components (e.g., sticks and clay balls) and

drawing shapes.K.G.6Compose simple shapes to form larger shapes.For example, "Can you join these two triangles with

full sides touching to make a rectangle?

Standards for Mathematical PracticeK.MP.1Make sense of problems and persevere insolving them.K.MP.2Reason abstractly and quantitatively.K.MP.3Construct viable arguments and critique thereasoning of others.K.MP.4Model with mathematics.K.MP.5Use appropriate tools strategically.K.MP.6Attend to precision.

K.MP.7Look for and make use of structure.K.MP.8Look for and express regularity in repeatedreasoning.

SCIENCE

Scientific Inquiry

Generating Scientific Questions

SC0.1a.1 Generates an I wonder question through

interactions with materials or people.

Predicting and Hypothesizing

SC0.1b.1 Makes a wide-variety of predictions,

probable or improbable, at different points during a

guided investigation.

Designing Investigations

SC0.1c.1 Explains the process of an investigation, andsequences the major steps(before, during, and after a

guided experiment; for example: gather materials, set

up the experiment, collect data, record the results).

Observation and Data Collection

SC0.1d.1 Classifies objects using observable and

measurable properties (for example: shape, length,

weight) and justifies groupings.

SC0.1d.2 Represents data through scientific

drawings, symbols, and/or words (for example: adds

essential information to a diagram provided by the

teacher).SC0.1d.3 Demonstrates safe behavior and appropriate

procedures (for example: use of instrument, materials,

and organisms).

Analysis and Conclusion

SC0.1e.1 Describes relevant observations using

pictures, models, and/or words.

SC0.1e.2 Explains the results of an investigation to

others (for example: peers, teacher).

Interaction of Science & Society

SC0.2.1 Describes how different people (for example:

weather reporters, cooks, gardeners, healthcareworkers) use science in daily life.


7/12



Science(continued)

SC0.2.2 Describes how diverse people and/or

cultures, past and present, have made important

contributions to scientific discovery (for example:

Jane Goodall, Louis Braille).SC0.2.3 Describes how simple tools, including

technology (scissors, pencils, computer, paperclips,

hammers),can make tasks easier.

Systems Thinking

SC0.3a.1 Describes how parts work together to make

a whole (required: parts of a plant, body parts). [Big

Picture]

SC0.3b.1 Describes change as a series of predictable

observations that are connected in time to produce a

pattern (required: seasons). [Change Over Time]

Characteristics of Living Things (Life Science)SC0.4.1 Distinguishes between living and non-living

things based on observable characteristics (required:

takes in energy and water; has a life cycle--grows

and dies).

SC0.4.2 Compares human body parts (for example:

shoulder, elbow, hip, thigh)and their functions (for

example: movement--legs, wings; protection--skin,

shell)to similar parts on other animals.SC0.4.3 Describes a variety of plants and animals that

exist in local environments according to their visible

characteristics (for example: desert Saguaro cactus,

Javelina, Cactus Wren, Palo Verde tree).

Interdependence of Living Things and Their

Environment (Life Science)

SC0.5.1 Describes how the interdependence of the

five senses helps an individual interact with its

environment (for example: a person can smell, see,

and feel the heat of a fire and react accordingly).

SC0.5.2 Explains why plants and animals need food,

water, air, space, and sunlight to grow and survive.

SC0.5.3 Describes changes in a biological system (for

example: birds nesting in plants, insects eating

plants, a decaying pumpkin).

Interactions of Matter (Physical Science)

SC0.7.1 Predicts which materials will be attracted to

magnets and classifies them according to whether

they are magnetic or not.

SC0.7.2 Describes important applications of

magnets in everyday life (for example: door latches,

toys, refrigerator magnets; required: proper and

improper use).

SC0.7.3 Describes how forces (push and pull) cause

objects to move in a variety of ways (for example:

zig-zag, back-and-forth, up and down, around, fast,

slow).

SC0.7.4 Explains that forces can make objects move

without contact (required: magnets pull on iron;

static electricity picks up small bits of paper; gravity

pulls objects down).

Structure and Processes of the Earth (Earth and

Space Science)

SC0.9.1 Classifies objects as being naturally

occurring or man-made.SC0.9.2 Describes ways natural or man-made

materials can be reused or recycled.

SC0.9.3 Describes seasonal weather patterns and their

effects on plants and animals (for example: how trees

change through the seasons, how animals respond tochanges in the seasons).

SOCIAL STUDIES

Cultural Diversity and InteractionsSS0.1.1 Describes multiple elements(for example:

food, clothing, housing, recreation, holidays)of

diverse cultures, including those in the immediate

community.

SS0.1.2 Explains that people in the United States (for

example: students in classroom/school)have different

backgrounds, but share common principles and

customs/traditions.

Spatial Thinking and Use of Charts, Maps, and

Graphs

SS0.2.1 Describes characteristics of maps and globes

(required: symbols, map key/legend).

SS0.2.2 Compares similarities and differences

between maps and globes (for example: similar -

show a view from above, show things/objects as they

are, only smaller; show position/location of

things/objects; different - round model versus flat

drawing).


8/12



Social Studies(continued)

Reciprocal Impact of Geography on People and

Events

SS0.3.1 Describes through images how people live

differently in other places and times.SS0.3.2 Describes geographic concepts (for example:

What is the impact of drought on the desert? What is

the impact of litter on the playground?)related to

historical and current events/issues.

Economic Decision-Making and Personal Finance

SS0.5.1 Explains differences between needs (things

people need to live; for example: food, clothing,

shelter)and wants (things people would like to have;

for example: birthday presents).

SS0.5.2 Describes how people earn a living in the

community and the places they work.Rights, Responsibilities, and Participation in the

Political Process

SS0.6.1 Explains that individuals (for example: Martin

Luther King, Jr.) have supported the rights and

freedoms of others (for example: choosing a job).

SS0.6.2 Describes examples of responsible citizenship

in the school setting and in stories about the past and

present (for example: respecting what belongs to

others, taking turns, being honest).

Government Symbols, Structures, Laws, and

DocumentsSS0.7.1 Describes national symbols and monuments

that represent American democracy and values (for

example: American flag, White House, Bald Eagle,

Statue of Liberty).

SS0.7.2 Explains the significance of the Pledge of

Allegiance and the National Anthem.

SS0.7.3 Names American Presidents (required:

George Washington, Abraham Lincoln, current

President)as leaders of our country.

Individuals, Groups, and Events That Shaped

HistorySS0.8.1 Explains why explorers (for example: Lief

Ericson, Columbus, Magellan, Marco Polo, JohnGlenn, Neil Armstrong, Sally Ride)travel to new

places (for example: discover new land/space

exploration, find resources, curiosity).

Patterns of Change Over Time

SS0.9.1 Describes how exploration results in the

exchange of new ideas, culture, and goods (for

example: foods, animals, plants, artifacts, stories).

Current Events and the Modern WorldSS0.10.1 Shares current events from various sources.

Critical and Creative Thinking

SS0.11.1 Classifies ideas and events (required: needs

and wants, cultural elements, maps and globes)into

meaningful and definable categories on the basis of

their attributes.

Research Skills for History

SS0.12.1 Uses primary source materials to study

people and events from the past (for example: letters,

photos, artifacts).

SS0.12.2 Sequences recounts of historical and currentevents using the concepts of before and after.

SPANISH

Person-to-Person Communication

WLK.1.1 Exchange greetings and leave takings

(required: hello - hola; goodbye - adios).WLK.1.2 Answer simple questions (for example:

What is your name? How old are you?) on familiar

topics with single-word descriptions, including yes/no,

either/or (required: name; age;body part; day of the

week; color; shape; size;numbers; favorite, such as

pet, color, shape, dayof week).

WLK.1.3 Express the appropriate reaction (for

example: positive; negative; sympathetic; agreement)

to astatement using gestures (required: positive,

negative gestures).

Listening and Reading for Understanding

WLK.2.1Interpret commonly used words (in

isolation) and memorized expressions, including

cognates when supported by context, visuals and

gestures provided to the class (required: name; age;

daysof the week; weather; colors; numbers; bodyparts; common pets; family).

WLK.2.2 Follow high frequency one-step teacher

commands and directions when supported with

visual/auditory cues and gestures (for example:raise

your hand teacher raises hand; required:stand up;

sit down; raise your hand; walk; come

Here; form a line).


9/12



Spanish(continued)

Oral and Written Presentation

WLK.3.1Present chants, rhymes, or songs using

appropriate body movements (for example:

songs/chants/rhymes about counting; Happy Birthday;songs/chants/rhymes that relate to theme, contain

much repetition, and can be understood through the

use of visuals and gestures; required: Manzanita del

Per; Dale, Dale, Dale; La Raspa; Pin Uno; 123

Chocolate; Number Song; Color Song).

WLK.3.2 Present simple information about self and

immediate surroundings (required: colors; family

members; body parts; shapes; sizes; pets).

Cultural Competence

WLK.4.1Compare tangible and intangible products of

own and target culture (required: Mexico flag,emblem, legend, piata; party foods, traditional foods

of Mexico, e.g., tortilla).

WLK.4.2 Compare practices of own and target culture

(required: Mexico El Grito, La Raspa, piata,Dale,

Dale, Dale, Manzanita del Per, 123 Chocolate,

holiday traditions).

WLK.4.3 Imitate culturally appropriate gestures and/or

behaviors (for example: greetings, titles, mucho gusto,

salud).

Making Connections Through Language

WLK.5.1 Perform level-appropriate mathematics tasks

in context (required: counting forward to 20; usingunits of time to state days of week; sortingobjects

according to attributes color, shape,size) using

information acquired in the target culture.

WLK.5.2 Use calendar features and concepts in target

culture resources (required: print calendar;naming

today, yesterday, tomorrow) to find information (for

example: day of the week).

Communication Across Communities

WLK.6.1 Communicate with Spanish-speaking peers

(for example: school and classroom community sister

school program; (required: introduces self tomembers of another school community class, such as

a First Grade class, by playing Manzanita del Per).

WLK.6.2 Attend, participate in, or view target

language culture events and shares with others (for

example: rhymes; chants; celebrations;games)

(required: performs La Raspa incelebration of El

Grito; participates in/playsManzanita del Per, Pin

Uno, 123 Chocolate,and Dale, Dale, Dale).

HEALTH

Healthy Lifestyle and Healthy Choices

H1.0.1 Recognizes safe and healthy eating habits.

H1.0.2 Identifies health behaviors important to

personal well-being (e.g., sleep, physical activity, and

personal hygiene: tooth brushing, flossing).

H1.0.3 Identifies basic emotions (e.g., love, fear,

anger).

H1.0.4 Understands TV images can be unrealistic.

H1.0.5 Knows that "touches" can be safe and unsafe.

Disease Prevention and Health Risk Reduction

H2.0.1 Understands germs can be spread between

people.

H2.0.2 Identifies common injuries and their causes.

H2.0.3 Identifies poisons and hazardous substances.

H2.0.4 Knows who can help provide health and

emergency information from home and school,

including use of 911.H2.0.5 Demonstrates peaceful methods for resolving

disagreement.

Human Growth and Development and Respect for

Individual Differences

H3.0.1 Identifies human body parts and how they

work.

H3.0.2 Understands that people have different body

shapes, colors, and sizes.

PHYSICAL EDUCATION

Movement and Development of Motor Skills

P1.0.1 Identifies fundamental movement patterns (e.g.,

manipulative, locomotor, and non-locomotor skills).

P1.0.2 Applies appropriate concepts to performance

(e.g., change direction while running, levels).

P1.0.3 Participates in basic rhythmic activities.


10/12



Physical Education(continued

P1.0.4 Establishes a beginning

movement vocabulary (e.g.,

personal space, high/low levels, fast/slow

speeds, light/heavy weights, balance, twist).Responsible Personal and Social Behaviors in

Physical Activities

P2.0.1 Understands the elements of cooperation in

physical activity settings.

Participating in Physical Activities and

Maintaining an Active Lifestyle

P3.0.1 Identifies the physiological signs of moderate

physical activity (e.g., fast heart rate, heavy

breathing).

P3.0.2 Engages in moderate to vigorous physical

activity.P3.0.3 Identifies physical activities that are enjoyable.

P3.0.4 Understands that physical activity is necessary

to build good physical fitness.

VISUAL ARTS

Art Concepts, Processes and Techniques

VA1.0.1 Knows the elements of art.

VA1.0.2 Uses art materials and tools in a safe and

responsible manner.

VA1.0.3 Understands the concepts of

memory/experience, imagination, and observation.

Personal Involvement and Communication

Through Original/Interpretive Work

VA2.0.1 Knows how different media, techniques, and

processes are used to communicate original ideas,

experiences, and stories.

VA2.0.2 Uses problem-solving techniques.

VA2.0.3 Knows how to generate prospective ideas

for original works of art.

Universal Concepts/Themes and Connections to

Culture and HistoryVA3.0.1 Knows that there are universal concepts and

themes within various works of art.VA3.0.2 Knows that the visual arts both have a

history and specific relationships to various cultures.

VA3.0.3 Knows that peoples' experiences can

influence the creation of specific artworks.

Assessment of Characteristics/Merits of Own and

Others Work

VA4.0.1 Understands that specific artworks can elicit

different responses.

VA4.0.2 Knows specific criteria for evaluating works

of art.

MUSIC

Music Concepts, Processes, and Techniques

M1.0.1 Sings/plays expressively and in tune a varied

repertoire of music (e.g., explore the uses of the voice

and a variety of classroom instruments).

M1.0.2 Recognizes (aurally and visually) and applies

simple melodic and rhythmic patterns (e.g., echo and

improvise; maintain a steady beat).

M1.0.3 Recognizes and applies the elements of music

(e.g., variation in tempo, dynamics, and timbre).M1.0.4 Recognizes that music can be represented by

pictures and/or standard symbols.

M1.0.5 Recognizes and applies standard music

notation (e.g., whole notes and rests, half notes and

rests, quarter notes and rests, paired eighths; simple

rhythmic and melodic patterns).

M1.0.6 Recognizes basic properties of sound.

Personal Involvement and Communication

Through Original/Interpretive Work

M2.0.1 Expresses meaning, images, mood, and

feelings conveyed by a variety of musical experiences.

M2.0.2 Demonstrates creative musical expression.

M2.0.3 Understands that participation in music can

bring personal satisfaction.

Universal Concepts/Themes and Connections to

Culture and History

M3.0.1 Demonstrates an understanding of music

traditions and styles from a variety of times, places,

and cultures.

M3.0.2 Demonstrates an understanding of the

relationship of music to the other arts.

Assessment of Characteristics/Merits of Own andOthers Work

M4.0.1 Shows respect for personal work and the workof others.

M4.0.2 Evaluates personal work relative to the specific

criteria.

M4.0.3 Demonstrates appropriate audience behavior

for the context and style of music performed.


11/12



EDUCATIONAL TECHNOLOGY

Creativity and Innovation

ET0.1.1Explores and identifies models and

simulations.ET0.1.2Observes and extends patterns.ET0.1.3Uses digital creativity tools to develop ideas

and create a project.

Communication and Collaboration

ET0.2.1Communicates with others as a whole class

using digital tools.

ET0.2.2Participates in a classroom-learning projectusing digital collaborative resources.

ET0.2.3Explores other cultures through digital

resources.

Research and Informational Literacy

ET0.3.1Generates key words for a search from a

teacher-posed question or topic.

ET0.3.2Explores a variety of information sources.

ET0.3.3Conducts a search using a key word.

ET0.3.4 Uses preselected sources.

ET0.3.5 Demonstrates knowledge of real versus

make-believe.ET0.3.6 Sorts information into major topics

ET0.3.7 Identifies and follow rules regarding the use of

information resources.

Critical Thinking, Problem Solving and Decision

Making

ET0.4.1Collaborates as a class to select an essential

question* to research using digital resources.

(*Select essential questions, which are rich inquiry-

based questions that provide higher-order challenges

and creative problem-solving opportunities. This

could focus on a class investigation about a

community problem that is identified through various

digital resources and planning tools.)

ET0.4.2Participates in a group-learning project using

digital tools to answer a question.

ET0.4.3 Explores solutions or results as a class by

discussing data collected.

Digital Citizenship

ET0.5.1 Identifies use of personal devices (For

example: cell phones, laptop computers, gaming

systems) and when it is appropriate to use them.

ET0.5.2Identifies and articulate rules for the use of

digital tools as defined by school board policy andprocedures.

ET0.5.3Discusses why it may be dangerous to visit

certain Internet sites.ET0.5.4 Recognizes and discusses why there are rules

for using technology at home and at school.

ET0.5.5 Recognizes and discusses examples of

technology used in daily life.

Technology Operations and Concepts

ET0.6.1 Identifies basic technology terms (For

example: Keyboard, mouse, track pad, display).ET0.6.2 Identifies technology process terminology

(For example: Open, close, save, click).

ET0.6.3Identifies technology application for a given

activity/project.

ET0.6.4 Demonstrates knowledge of electrical safety

when using computers and other technology.

ET0.6.5 Uses the mouse/track pad to perform

computer functions such as accessing an application,

indicating a choice, or activating a link. Uses the

keyboard to type letters and numbers and know how to

use special key functions.

ET0.6.6 Uses technology to identify letters and

numbers and differentiate between them.

ET0.6.7 Uses an interactive presentation system as

part of classroom work.

ET0.6.8 Identifies and uses common navigational

elements of a web page.

ET0.6.9 Demonstrates appropriate use of login

procedures.

ET0.6.10 Devises a class plan on how to solve

different types of technology problems.

ET0.6.11 Transfers knowledge of technology used athome to technology that will be used at school.


12/12



CFSDs 21stCENTURY SKILLS

Communication

Communication is the generation of meaning through

exchanges 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 and

creative ways to express ideas.

Critical & Creative Thinking

Critical and creative thinking (higher order thinking)

refer to a set of cognitive skills or strategies that

increases the probability of a desired outcome. In an

information-rich society, the quality of ones thought

processes, particularly more complex thought, might

be among the most important things that an individualbrings to work and society. The skills for gathering,

analyzing, interpreting and evaluating evidence, and

expanding knowledge through investigation, problem

solving, invention, and experimentation have become

increasingly valued.

Cultural Competence

Students who are culturally and globally competent

value diversity, exhibit an informed sensitivity, and

actively engage with/in other cultures. Given the

realities of globalization in a flat world, our

students need to develop the ability to work

cooperatively with individuals from vastly different

backgrounds, communicate effectively in a variety of

cultures and languages, engage in solving critical

global and/or cultural issues, and view the world from

a perspective other than ones own.

Leadership

Leadership is the capacity of an individual or team to

guide, direct, or influence a group or institution in

ways that bring about change and achieve stated

purposes. Leaders in the 21st century must be

adaptable, possess wide intellectual curiosity, and be

lifelong learners. They must be willing to see value indifferent perspectives, be comfortable with

uncertainty, look globally for solutions and

challenges, and empower others to effect change.

Self-Direction

Self-direction is the ability to set goals related to

learning, plan for the achievement of those goals,

independently manage time and effort, and assess the

quality of learning and any products that result from

the learning experience. Self-directed, productivestudents who are able to learn independently and

adapt in a world of rapid change will thrive in the 21st

century.

Systems Thinking

Systems thinking is a vantage point from which one

sees a whole, a web of relationships, rather than

focusing only on the detail of any particular piece.

Events are seen in the larger context of a pattern that

is unfolding over time. Systems thinking provides

students with a more effective way of interpreting the

complexities of the world in which they liveaworld that is increasingly dynamic, global, and

complex.

Teamwork

Teamwork refers to the abilities to cooperate as a

member of a highly successful group, to interact

smoothly with others, and to work together with one

or more people to achieve a goal (e.g., solve

problems, create novel products, learn and master

content). The demands of 21st century working and

learning increasingly call for cooperative efforts.