Language Literacy

•  Knows basic sight vocabulary.
•  Uses phonics, grammar and meaning to read unknown words.
•  Reads with fluency.

•  Recalls facts and information.
•  Uses higher-level strategies: Predicting, Identifying Main Idea, Making Inferences and Drawing Conclusions.
•  Makes personal responses to books and stories.
•  Reads independently for pleasure and information.
•  Reads grade level text.

•  Uses steps of the writing process: Ideas, Organization and Conventions (Spelling, Capitalization and Punctuation).
•  Tries different forms of writing: Personal Narrative, Nonfiction and Opinion Writing.
•  Demonstrates growing independence and confidence as a writer.

•  Uses research skills to gather information and ideas.

•  The student will be able to identify a preselected topic for research.
•  The student will know we make connections (text to self, text to text and text to world).
•  The student will recognize realistic fiction, fairy tales and fantasies when a book in one of these genres is read to them.
•  Students will understand what a book spine is and why a shelf marker is necessary.
•  Students will use a shelf marker.
•  Students will follow the norms and procedures that are in place for the library, such as check in and check out.
•  Students will begin to sort and locate books to the first letter using the author’s last name.

•  Use various controlled brush techniques.

•  Identify both organic and geometric shapes.
•  Combine primary colors to create secondary colors.
•  Make colors darker and lighter.
•  Recognize and describe differences in textures that are touched and seen.
•  Recognize the differences between two-dimensional and three-dimensional works.
•  Recognize positive and negative shapes.
•  Use shapes to develop an overall pattern.
•  Differentiate between tint and shade.
•  Describe how color is affected by atmosphere.
•  Emphasize textures in various three-dimensional objects.

• Describe general subjects, categories and motifs found in works of art (e.g. landscape, still life, portraits, shelters and seasons).

• Identify and discuss visual images in society that are used as means of communication.
• Examine the visual qualities of constructed products.

• Describe and identify the effects works of art may have on people.
• Illustrate how responses to artworks can be both positive and negative.

• Safety at school, home and on the playground.

•     Hygiene.
•     Self care techniques.
•     Personal responsibility.

• Major organs.
• Five senses.

• Skeletal, muscular, circulatory and respiratory systems.

• Benefits of a balanced diet.
• Food plate.

• Locomotor, non-locomotor, manipulatives, body management, movement concepts and developmental games.

• Health and skill related fitness, wellness and fitness principles.

• Skill techniques, individual/dual/team sports, and specialized activities.

• Cooperation/Team building activities.

• Represent and solve problems involving addition and subtraction.
• Understand and apply properties of operations and the relationship between addition and subtraction.
• Add and subtract within 20.
• Work with addition and subtraction equations.

• Extend the counting sequence.
• Understand place value.
• Use place value understanding and properties of operations to add and subtract.

• Measure lengths indirectly and by iterating length units.
• Tell and write time.
• Represent and interpret data.
• Work with money.

• Reason with shapes and their attributes.

• Develop a curiosity and interest in the objects that make up their world.
• Investigate materials constructively during free exploration and in a guided discovery mode.
• Recognize differences between solids and liquids.
• Explore a number of liquids.
• Observe and describe the properties of solids and liquids.
• Sort materials according to properties.
• Combine and separate solids of different particle sizes.
• Observe and describe what happens when solids are mixed with water.
• Observe and describe what happens when other liquids are mixed with water.
• Use information gathered to conduct an investigation on an unknown material.
• Acquire the vocabulary associated with the properties of solids and liquids.
• Use written and oral language to describe observations.

• Develop an interest in air and weather.
• Experience air as a material that takes up space and can be compressed into a smaller space.
• Observe the force of air pressure pushing on objects and materials.
• Observe and describe changes that occur in weather over time.
• Become familiar with instruments used by meteorologists to monitor air and weather conditions.
• Compare monthly and seasonal weather conditions using bar graphs.
• Observe the location of the sun and the moon in the sky over a day and the change in the appearance of the moon over a month.
• Organize and communicate observations through drawing and writing.
• Acquire vocabulary associated with properties of air and weather conditions.
  

• Develop a curiosity and interest in insects and a respect for them as living things.
• Experience some of the great diversity of forms in the animal kingdom.
• Become familiar with some of the life sequences that different types of insects exhibit (simple and complete metamorphosis).
• Observe the behaviors of insects at different stages of their life cycle.
• Provide for the needs of insects (air, water, food and space).
• Acquire the vocabulary associated with insect life.

• Identify sources of conflict between and among people.
• Students can demonstrate an understanding of the various elements of a culture including: family, food, clothing, shelter, language, shelter, beliefs, art, music, traditions and recreation.
• Explore the various ways in which culture influences our lives.
• Identify traditions within our society and one’s own family.

• Begin to show an understanding of the reasons for studying history and traditions of cultures.
• Begin to identify our own personal history, the history of our family and the relationship between past and present.

• Identify reasons for the locations of places.
• Demonstrate awareness of movement from place to place of people, materials and ideas.

• Appreciate similarities and differences among cultures in our country and around the world.

• Demonstrate understanding of the importance of rules in a community.
• Demonstrate understanding of the various roles leaders have in a community.

• use input devices (e.g. mouse and keyboard) and output devices (e.g. monitor and printer) to successfully operate computers and other technologies.
• use a variety of media and technology resources for directed and independent learning activities.
• use developmentally appropriate multimedia resources (e.g. interactive books, educational software and elementary multimedia encyclopedias) to support learning.
• demonstrate positive social and ethical behaviors when using technology.
• practice responsible use and care of technology systems and software.
• create developmentally appropriate multimedia products with support from teachers, family members or student partners.
• use available technology for problem solving, communication and illustration of thoughts, ideas and stories.
• communicate about technology using developmentally appropriate and accurate terminology (e.g., login, shut down, files, etc.).

• respond to the question “What is your name?” by saying “My name is...”
• identify body parts by pointing.
• use color words to describe objects.
• respond to the question “How are you?” by verbalizing a feeling.
• identify the names of family members.
• differentiate between large, medium and small.
• identify and describe animals found in a zoo.
• identify and describe insects and the body parts that make them unique.
• use the calendar to say the date.
• identify and state preference for some foods.
• demonstrate knowledge of a Hispanic holiday.
• name at least five Spanish-speaking countries.

Music

• Perform and recognize upward and downward movement.
• High and low pitches in melodies.

• Recognize and perform quarter note/rest and eighth notes.
• Recognize and perform music in sets of two and three.

• Call and response songs.

• Students identify and demonstrate fast and slow.

• Perform spoken ostinato.