Missouri Learning Standards 2017 — Grade 1


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1.DS.A.1

Collect, organize and represent data with up to three categories.

1.DS.A.2

Draw conclusions from object graphs, picture graphs, T-charts and tallies.

1.E4.A.a

Describe examples of scarcity within your school and community.

1.E4.A.b

Describe examples of goods and services within your school and community.

1.E4.A.c

Describe consumers and producers and the relationship to goods and services within your school and community.

1.EG5.A.a

Identify globes as representations of real places.

1.EG5.A.b

With assistance, read, construct, and use maps which have a title and key.

1.EG5.A.c

Describe how maps are created for different purposes such as a school fire drill, a trip to the zoo etc.

1.EG5.A.d

Use a compass rose to identify cardinal directions on a map.

1.EG5.B.a

Locate a place by pointing it out on a map and by describing its relative location.

1.EG5.C.a

Identify physical characteristics of your community

1.EG5.C.b

Describe human characteristics of your community

1.ESS1.A.1

Describe the presence of the Sun, Moon, and stars in the sky over time.

1.ESS1.A.2

Use observations of the sun, moon, and stars to describe patterns that can be predicted. [Clarification Statement: Examples of patterns could include that the sun and moon appear to rise in one part of the sky, move across the sky, and set; and stars other than our sun are visible at night but not during the day.]

1.ESS2.D.1

Identify patterns indicating relationships between observed weather data and weather phenomena (e.g., temperature and types of precipitation, clouds and amounts of precipitation).

1.ETS1.A.1

Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool.

1.ETS1.B.1

Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem.

1.ETS1.C.1

Analyze data from tests of two objects designed to solve the same problem to compare the strength and weaknesses of how each performs.

1.GM.A.1

Distinguish between defining attributes versus non-defining attributes; build and draw shapes that possess defining attributes.

1.GM.A.2

Compose and decompose two- and three-dimensional shapes to build an understanding of part-whole relationships and the properties of the original and composite shapes.

1.GM.A.3

Recognize two- and three-dimensional shapes from different perspectives and orientations.

1.GM.A.4

Partition circles and rectangles into two or four equal shares, and describe the shares and the wholes verbally.

1.GM.B.5

Order three or more objects by length.

1.GM.B.6

Compare the lengths of two objects indirectly by using a third object.

1.GM.B.7

Demonstrate the ability to measure length or distance using objects.

1.GM.C.8

Tell and write time in hours and half-hours using analog and digital clocks.

1.GM.C.9

Know the value of a penny, nickel, dime and quarter.

1.GS2.C.a

Recognize and explain the significance of symbols of your local community.

1.GS2.D.a

Describe how authoritative decisions are made, enforced and interpreted within schools and local communities.

1.H3.B.a

Describe roles and responsibilities of people in government, such as a judge, mayor, police, city council member, in a community.

1.H3.B.b

Compare and contrast our community in the past and the present.

1.L.1.A.a

In speech and written form, apply standard English grammar to: use nouns and action verbs that designate past, present, and future in sentences

1.L.1.A.b

In speech and written form, apply standard English grammar to: use adjectives/adverbs in sentences

1.L.1.A.c

In speech and written form, apply standard English grammar to: use the conjunctions and,but, andsoin sentences

1.L.1.A.d

In speech and written form, apply standard English grammar to: use the articles a,an, andthein sentences

1.L.1.A.e

In speech and written form, apply standard English grammar to: use common prepositions

1.L.1.A.f

In speech and written form, apply standard English grammar to: use common pronouns

1.L.1.A.g

In speech and written form, apply standard English grammar to: produce complete simple and compound sentences

1.L.1.B.a

In written text: print legibly, using correct spacing between words and sentences

1.L.1.B.b

In written text: use ending punctuation

1.L.1.B.c

In written text: capitalize the first letter of others first and last names

1.L.1.B.d

In written text: use commas to separate single words in a series

1.L.1.B.e

In written text: spell words using regular spelling patterns

1.L.1.B.f

In written text: spell words phonetically using phonemic awareness and spelling knowledge

1.L.1.B.g

In written text: arrange words in alphabetical order to the first letter

1.LS1.A.1

Use materials to design a solution to a human problem by mimicking how plants and/or animals use their external parts to help them survive, grow, and meet their needs. [Clarification Statement: Examples of human problems that can be solved by mimicking plant or animal solutions could include designing clothing or equipment to protect bicyclists by mimicking turtle shells, acorn shells, and animal scales; stabilizing structures by mimicking animal tails and roots on plants; keeping out intruders by mimicking thorns on branches and animal quills; and, detecting intruders by mimicking eyes and ears.]

1.LS3.A.1

Make observations to construct an evidence based account that young plants and animals are like, but not exactly like, their parents. [Clarification Statement: Examples of patterns could include features plants or animals share. Examples of observations could include leaves from the same kind of plant are the same shape but can differ in size; and, a particular breed of dog looks like its parents but is not exactly the same.]

1.NBT.A.1

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

1.NBT.A.2

Understand two-digit numbers are composed of ten (s) and ones (s).

1.NBT.A.3

Compare two two-digit numbers using the symbols >, = or <.

1.NBT.A.4

Count by 10s to 120 starting at any number.

1.NBT.B.6

Calculate 10 more or 10 less than a given number mentally without having to count.

1.NBT.B.7

Add or subtract a multiple of 10 from another two-digit number, and justify the solution.

1.NS.A.1

Count to 120, starting at any number less than 120.

1.NS.A.2

Read and write numerals and represent a number of objects with a written numeral.

1.NS.A.3

Count backward from a given number between 20 and 1.

1.NS.A.4

Count by 5s to 100 starting at any multiple of five.

1.PC1.B.a

Identify and explain why cities make laws.

1.PC1.C.a

Discuss how individual rights are protected.

1.PC1.Ea

Give examples of being an active and informed citizen in your classroom or community.

1.PC1.F.a

Describe the character traits of role models within your community.

1.PC1.F.b

Recognize and explain the significance of the Statue of Liberty, U.S. Capitol, Bald Eagle and the Liberty Bell.

1.PS3.A.1

Identify the source of energy that causes an increase in the temperature of an object (e.g., Sun, stove, flame, light bulb).

1.PS4.A.1

Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. [Clarification Statement: Examples of vibrating materials that make sound could include tuning forks and plucking a stretched string. Examples of how sound can make matter vibrate could include holding a piece of paper near a speaker making sound and holding an object near a vibrating tuning fork.]

1.PS4.C.1

Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. [Clarification Statement: Examples of devices could include a light source to send signals, paper cup and string telephones, and a pattern of drum beats.]

1.R.1.A.a

Develop and demonstrate reading skills in response to reading text and read-alouds by: predicting what will happen next using prior knowledge

1.R.1.A.b

Develop and demonstrate reading skills in response to reading text and read-alouds by: asking and responding to relevant questions

1.R.1.A.c

Develop and demonstrate reading skills in response to reading text and read-alouds by: seeking clarification and locating facts and details about stories and other texts

1.R.1.A.d

Develop and demonstrate reading skills in response to reading text and read-alouds by: retelling main ideas in sequence including key details

1.R.1.A.e

Develop and demonstrate reading skills in response to reading text and read-alouds by: recognizing beginning, middle, and end

1.R.1.A.f

Develop and demonstrate reading skills in response to reading text and read-alouds by: monitoring comprehension and making corrections and adjustments when that understanding breaks down

1.R.1.B.a

Develop an understanding of vocabulary by: using common affixes to figure out the meaning of a word

1.R.1.B.b

Develop an understanding of vocabulary by: identifying common root words and their inflectional endings

1.R.1.B.c

Develop an understanding of vocabulary by: identifying words that name actions and words that name persons, places, or things

1.R.1.B.d

Develop an understanding of vocabulary by: recognizing that compound words are made up of shorter words

1.R.1.B.e

Develop an understanding of vocabulary by: determining what words mean from how they are used in context of a sentence either heard or read

1.R.1.B.f

Develop an understanding of vocabulary by: sorting words into conceptual categories

1.R.1.B.g

Develop an understanding of vocabulary by: distinguishing shades of meaning among verbs and adjectives

1.R.1.B.h

Develop an understanding of vocabulary by: locating words in a dictionary

1.R.1.B.i

Develop an understanding of vocabulary by: using words and phrases acquired through conversations, reading and being read to, and responding to texts

1.R.1.C.a

Determine the connection between: text to text (text ideas, including similarities and differences in fiction and nonfiction)

1.R.1.D.a

Read independently for multiple purposes over sustained periods of time by: engaging with and reading text that is developmentally appropriate

1.R.1.D.b

Read independently for multiple purposes over sustained periods of time by: producing evidence of reading

1.R.2.A.a

Read, infer, analyze, and draw conclusions to: describe characters, setting, problem, solution, and events in logical sequences

1.R.2.A.b

Read, infer, analyze, and draw conclusions to: describe the main idea of a story

1.R.2.A.c

Read, infer, analyze, and draw conclusions to: describe sensory details

1.R.2.A.d

Read, infer, analyze, and draw conclusions to: explain recurring phrases and why they are used

1.R.2.A.e

Read, infer, analyze, and draw conclusions to: explain the actions of the main character and the reasons for those actions

1.R.2.A.f

Read, infer, analyze, and draw conclusions to: identify who is telling the story

1.R.2.A.g

Read, infer, analyze, and draw conclusions to: compare and contrast adventures and experiences of characters in stories

1.R.2.B.a

Read, infer, and draw conclusions to: use rhythm, rhyme, and alliteration through identifying a regular beat and similarities in word sounds

1.R.2.C.a

Read, infer, and draw conclusions to: identify characters and dialogue in plays or performances by actors

1.R.2.C.b

Read, infer, and draw conclusions to: recognize sensory details in literary texts

1.R.3.A.a

Read, infer, and draw conclusions to: use text features to restate the main idea

1.R.3.A.b

Read, infer, and draw conclusions to: explain facts or details using text features and distinguish between which facts were provided by pictures and which facts were conveyed via words

1.R.3.A.c

Read, infer, and draw conclusions to: use text features to locate specific information in text

1.R.3.A.d

Read, infer, and draw conclusions to: follow written multi-step directions with picture cues to assist with understanding

1.R.3.B.a

Read, infer, and draw conclusions to: distinguish between fiction and nonfiction

1.R.3.B.b

Read, infer, and draw conclusions to: identify examples of sensory details

1.R.3.C.a

Read, infer, and draw conclusions to: ask and answer questions to clarify meaning

1.R.3.C.b

Read, infer, and draw conclusions to: identify main ideas and provide supporting details

1.R.3.C.c

Read, infer, and draw conclusions to: describe the connection between two individuals, events, ideas, or pieces of information in a text

1.R.3.C.d

Read, infer, and draw conclusions to: identify reasons an author gives to support points in a text

1.R.3.C.e

Read, infer, and draw conclusions to: identify similarities and differences between texts on the same topic

1.R.4.A.a

With assistance, develop an awareness of media literacy by: distinguishing purposes of media

1.R.4.A.b

With assistance, develop an awareness of media literacy by: explaining techniques used in media

1.RA.A.1

Use addition and subtraction within 20 to solve problems.

1.RA.A.2

Solve problems that call for addition of three whole numbers whose sum is within 20.

1.RA.A.3

Develop the meaning of the equal sign and determine if equations involving addition and subtraction are true or false.

1.RA.A.4

Determine the unknown whole number in an addition or subtraction equation relating three whole numbers.

1.RA.B.5

Use properties as strategies to add and subtract.

1.RA.B.6

Demonstrate that subtraction can be solved as an unknown-addend problem.

1.RA.C.7

Add and subtract within 20.

1.RA.C.8

Demonstrate fluency with addition and subtraction within 10.

1.RF.1.A.a

Develop print awareness in the reading process by: recognizing that sentences are comprised of words separated by spaces

1.RF.1.A.b

Develop print awareness in the reading process by: recognizing the distinguishing features of a sentence

1.RF.2.A.a

Develop phonemic awareness in the reading process by: producing and identifying sounds and syllables in spoken words

1.RF.2.A.b

Develop phonemic awareness in the reading process by: distinguishing between long and short vowel sounds

1.RF.2.A.c

Develop phonemic awareness in the reading process by: recognizing the change in a spoken word when a specific phoneme is added, changed, or removed

1.RF.2.A.d

Develop phonemic awareness in the reading process by: blending spoken phonemes to form one- or two-syllable words including consonant blends

1.RF.2.A.e

Develop phonemic awareness in the reading process by: segmenting spoken words of three to five phonemes into individual phonemes

1.RF.3.A.a

Develop phonics in the reading process by: decoding words in context by using letter-sound knowledge

1.RF.3.A.b

Develop phonics in the reading process by: identifying letters for the spelling of short and long vowels

1.RF.3.A.c

Develop phonics in the reading process by: producing consonant blends

1.RF.3.A.d

Develop phonics in the reading process by: producing consonant digraphs

1.RF.3.A.e

Develop phonics in the reading process by: combining sounds from letters and common spelling patterns to create and decode recognizable words

1.RF.3.A.f

Develop phonics in the reading process by: using syllabication patterns to decode words

1.RF.3.A.g

Develop phonics in the reading process by: reading irregularly spelled words

1.RF.3.A.i

Develop phonics in the reading process by: reading contractions and compound words

1.RF.3.A.j

Develop phonics in the reading process by: reading high-frequency words

1.RF.3.A.k

Develop phonics in the reading process by: demonstrating decoding skills when reading

1.RF.4.A.a

Read appropriate texts with fluency (rate, accuracy, expression, appropriate phrasing), with purpose, and for comprehension use context to confirm or self-correct word recognition and understanding, rereading as necessary

1.RI6.A.a

Describe cultural characteristics of your school and community

1.RI6.B.a

Propose peaceful resolutions of disputes in the classroom and on the playground.

1.RI6.C.a

Recount stories about locations, people, and cultural events in your community.

1.RI6.D.a

Describe how your community commemorates its cultural heritage.

1.SL.1.A.a

Develop and apply effective listening skills and strategies in formal and informal settings by: following classroom listening rules

1.SL.1.A.b

Develop and apply effective listening skills and strategies in formal and informal settings by: building on others talk in conversations by responding to the comments of others

1.SL.1.A.c

Develop and apply effective listening skills and strategies in formal and informal settings by: following two-step instructions, according to classroom expectations

1.SL.2.A.a

Develop and apply effective listening skills and strategies in formal and informal settings by: demonstrating active listening, according to classroom expectations

1.SL.3.A.a

Speak clearly and to the point, using conventions of language when presenting individually or with a group by: taking turns speaking, according to classroom expectations

1.SL.3.A.b

Speak clearly and to the point, using conventions of language when presenting individually or with a group by: building on others talk in conversations by responding to comments of others

1.SL.3.A.c

Speak clearly and to the point, using conventions of language when presenting individually or with a group by: confirming comprehension of read-alouds and other media by retelling and asking appropriate questions

1.SL.4.A.a

Speak clearly, audibly, and to the point, using conventions of language when presenting individually or with a group by: explaining a topic (student-chosen) using a prop, picture, or other visual aid with assistance to show understanding

1.SL.4.A.b

Speak clearly, audibly, and to the point, using conventions of language when presenting individually or with a group by: reciting poetry with a group or individually

1.SL.4.A.c

Speak clearly, audibly, and to the point, using conventions of language when presenting individually or with a group by: using complete sentences and adjusting volume, as needed

1.TS7.A.a

Identify and analyze primary and secondary social studies sources in classroom discussion with guidance and support from an adult.

1.TS7.A.b

Identify and use artifacts to share information on social studies topics.

1.TS7.B.a

Create visual tools to communicate information.

1.TS7.D.a

Share findings about a social studies topic.

1.TS7.E.a

Ask supporting questions and find answers about social studies topics, with assistance.

1.W.1.A.a

Follow a writing process to plan a first draft by: brainstorming and recording key ideas

1.W.1.B.a

Appropriate to genre type, develop a draft from prewriting by: sequencing ideas into sentences and staying on topic throughout the text

1.W.1.B.b

Appropriate to genre type, develop a draft from prewriting by: generating evidence of a simple opening and simple closing

1.W.1.C.a

Reread, revise, and edit drafts with assistance from adults/peers to: respond to questions and suggestions, clarifying meaning by adding details to sentence construction and strengthening writing

1.W.1.C.b

Reread, revise, and edit drafts with assistance from adults/peers to: edit by leaving spaces between words in sentences

1.W.1.C.c

Reread, revise, and edit drafts with assistance from adults/peers to: edit for language conventions

1.W.1.D.a

With assistance from adults/peers: use a variety of conventional/digital tools to produce and publish writing

1.W.2.A.a

Write opinion texts that: introduce a topic or text being studied

1.W.2.A.b

Write opinion texts that: state an opinion about the topic or text and provide a reason for the opinion

1.W.2.A.c

Write opinion texts that: use some specific words that are related to the topic

1.W.2.A.d

Write opinion texts that: follow a sense of order in writing

1.W.2.A.e

Write opinion texts that: provide some sense of closure

1.W.2.B.a

Write informative/ explanatory texts that: introduce a topic or text being studied and supply facts

1.W.2.B.b

Write informative/ explanatory texts that: use some specific words that are related to the topic

1.W.2.B.c

Write informative/ explanatory texts that: follow a sense of order in writing

1.W.2.B.d

Write informative/ explanatory texts that: create some sense of closure

1.W.2.C.a

Write fiction or non-fiction narratives and poems that: narrate a story or experience

1.W.2.C.b

Write fiction or non-fiction narratives and poems that: use details to describe the story or experience

1.W.2.C.c

Write fiction or non-fiction narratives and poems that: place events in the order they occurred

1.W.2.C.d

Write fiction or non-fiction narratives and poems that: use linking words to indicate beginning/middle/ end

1.W.2.C.e

Write fiction or non-fiction narratives and poems that: use words that are related to the topic

1.W.2.C.f

Write fiction or non-fiction narratives and poems that: provide a reaction to what happened in the events

1.W.3.A.a

With assistance, apply research process to: generate a list of open-ended questions about topics of interest

1.W.3.A.b

With assistance, apply research process to: decide what sources of information might be relevant to answer these questions

1.W.3.A.c

With assistance, apply research process to: gather personal and natural evidence from available sources as well as from interviews with local experts

1.W.3.A.d

With assistance, apply research process to: organize information found during group or individual research, using graphic organizers or other aids

1.W.3.A.e

With assistance, apply research process to: make informal presentations of information gathered

1.W.3.A.f

With assistance, apply research process to: self-evaluate using previously established teacher/student criteria

1H3.C.a

Describe the contributions of people typically studied in K-5 programs associated with national holidays.

Health-1.FS.1.A.

Illustrate the functions of the five senses (e.g., eyes to see)

Health-1.FS.1.B.

Identify a muscle in each region of the body (e.g., arms, torso, legs)

Health-1.FS.1.C.

Identify a bone in each region of the body (i.e., head, arms, torso, and legs)

Health-1.FS.1.E.

Predict what happens to your heart rate during physical activity

Health-1.FS.1.F.

Identify the basic components of the respiratory system (e.g., nose, mouth, lungs)

Health-1.FS.2.A.

Identify responsibilities within a family and describe characteristics needed to be a responsible family member

Health-1.FS.2.B.

Recognize how each person has a unique contribution (e.g., physical, mental, cultural, ethnicity) to their community (e.g., classroom, school, neighborhood)

Health-1.FS.2.C.

Identify a variety of feelings and situations that may require adult assistance

Health-1.HM.1.A.

Show the cause and effect of healthy behaviors (e.g., physical activity, sleep, good nutrition, clothing, hygiene

Health-1.HM.1.B.

Identify preventive health care (e.g., immunizations, regular health and dental check-ups)

Health-1.HM.1.D.

Recognize that physical activity increases heart and respiratory rate

Health-1.HM.2.A.

Recognize that foods come from plant and animal sources and provide the body with fuel (energy)

Health-1.HM.2.C.

Recognize that packaged food products contain labels

Health-1.HM.2.D.

Illustrate proper food safety procedures (e.g., washing hands, not touching others food, double dipping)

Health-1.HM.2.E.

Recognize that food provides the body with fuel (energy) (e.g., importance of eating breakfast)

Health-1.HM.3.C.

Describe the responsibilities of various community helpers

Health-1.HM.4.A.

Recognize that decisions have consequences

Health-1.HM.4.B.

Describe what causes disagreements/fights and how to avoid them

Health-1.HM.4.C.

demonstrate how goal-setting can help a person make a difference in their health or fitness

Health-1.HM.4.D.

Recognize what stress is and how it affects the body

Health-1.RA.1.A.

Identify signs of illness and list ways to help you recover

Health-1.RA.1.B.

Identify behaviors that prevent and reduce chances of illness (e.g., drinking plenty of water, immunizations, sleep, eating healthy foods)

Health-1.RA.1.E.

Recognize that bodily fluids can carry harmful diseases and that some diseases are easily transmitted while others are not

Health-1.RA.2.A.

Identify ways to stay safe in bad weather (e.g., tornado, electric storms)

Health-1.RA.2.B.

Identify individuals who can properly assist with first aid procedures (e.g., school nurse, lifeguard, teacher, parent, babysitter)

Health-1.RA.2.C.

Match safety equipment to the activity or sport

Health-1.RA.2.D.

Demonstrate specific safe practices and procedures in and around water (e.g., life jackets, buddy system, inclement weather)

Health-1.RA.3.A.

Identify alcohol, tobacco, and medicines as drugs

Health-1.RA.3.B.

Distinguish between over-the-counter and prescription drugs

Health-1.RA.4.A.

Identify substances that pollute the air and harm your lungs

Music-1.AP.1.A.a

Distinguish between music opposites: same/different, high/low, fast/slow, long/short, smooth/separated, soft/loud, up/down

Music-1.AP.1.B.a

Demonstrate through movement musical opposites: high/low, fast/slow, long/short, smooth/separated, soft/loud, same/different, up/down, beat/no beat

Music-1.AP.1.B.b

Differentiate between male, female, and childrens voices

Music-1.AP.1.B.c

Differentiate between accompanied and unaccompanied

Music-1.AP.2.B.a

Use prerequisite appropriate music terms to describe their personal responses to a musical example (images/stories)

Music-1.EP.1.A.a

Read simple rhythm patterns (using iconic or standard notation) consisting of: quarter note/rest, eighth-note pairs

Music-1.EP.1.B.a

Identify icons for high and low sounds

Music-1.EP.1.C.a

Recognize fast and slow tempi

Music-1.HC.1.A.a

Identify characteristics of teacher-selected genres or styles: western and non-western, music, circle games, call and response, recognize music of now and long ago

Music-1.HC.1.B.a

Describe how elements of music are used in teacher-selected examples: western and non-western music, circle games, call and response

Music-1.HC.1.C.a

Describe the function of music in various settings and cultural events: western and non-western music, circle games, call and response

Music-1.HC.1.C.b

Discuss and demonstrate appropriate listening behavior for various types of performances

Music-1.HC.1.D.a

Identify responsibilities of a music leader and group participants in a classroom setting or performance ensemble setting

Music-1.IC.1.A.a

Name words and ideas that are used to describe works of music, art, dance, or theatre, such as happy and sad, light and dark, or same and different

Music-1.IC.1.A.b

Identify ways ideas are used differently in music, art, dance, or theatre (e.g., how music heard or sung in class makes you feel, and do the same after viewing a painting, or play, or ballet

Music-1.IC.1.B.a

Identify ways in which the principles and subject matter of other disciplines are interrelated with those of music

Music-1.IC.1.B.b

List common themes found in all subject areas (e.g., repetition)

Music-1.PP.1.A.a

Reproduce/echo melodies in limited range [sol-mi, la-sol-mi]

Music-1.PP.1.A.b

Use a singing voice with a head tone

Music-1.PP.1.B.a

Demonstrate fast and slow *tempo

Music-1.PP.1.E.a

Perform in groups using a steady beat following the cues of the conductor

Music-1.PP.2.A.b

Echo simple rhythmic patterns

Music-1.PP.2.B.a

Demonstrate fast and slow tempi

Music-1.PP.2.E.a

Perform in groups using a steady beat following the cues of the conductor

Music-1.PP.3.A.a

*Improviseshort rhythmic patterns

Music-1.PP.4.A.a

Create a single tone or non-pitched accompaniment for songs and stories

PE-1.MP.1.A.a

Demonstrate all locomotor skills (walk, run, leap, jump, hop, slide, gallop, skip)

PE-1.MP.1.B.a

Demonstrate non-locomotor skills in a variety of activities

PE-1.MP.1.C.a

Demonstrate a variety of manipulative skills while stationary and moving

PE-1.MP.1.C.b

Demonstrate fine motor skills while manipulating small objects (e.g., juggling scarves, small bean bags)

PE-1.MP.1.D.a

Demonstrate static and dynamic balance activities (e.g., stork stand, lame dog)

PE-1.MP.1.D.b

Demonstrate introductory stunts and tumbling skills (e.g., log, forward, egg rolls)

PE-1.MP.1.E.a

Demonstrate a variety of pathways, speeds, directions and levels using locomotor movements

PE-1.MP.1.E.b

Identify and demonstrate a variety of relationships (over, under, through) with objects (e.g., wands, hula hoops)

PE-1.MP.1.F.a

Demonstrate motor skills while participating in low organized games

PE-1.MP.3.A.a

Demonstrate basic cues to music (e.g., hokey pokey)

PE-1.MP.3.A.b

Demonstrate a simple dance step in keeping with a dance tempo

PE-1.MP.3.B.a

Create/interpret movements to a variety of music (e.g., locomotor/ nonlocomotor skills to beat/rhythm pattern)

PE-1.MP.3.C.a

Demonstrate rhythmic activities (e.g., lummi sticks, jump rope, parachute)

PE-1.MP.3.D.a

Demonstrate a simple dance

PE-1.MP.3.E.a

Demonstrate appropriate social skills (e.g., responding to a partner in a positive manner)

PE-1.PA.1.A.a

Name three ways to stay fit

PE-1.PA.1.B.a

Identify a variety of physical activities that promote wellness (e.g., walking, jogging)

PE-1.PA.1.C.a

Recognize signs associated with physical activity (e.g., fast heart rate, heavy breathing, perspiration)

PE-1.PA.1.D.a

Tell why muscles and bones are important to movement

PE-1.PA.3.A.a

Tell the difference between general space awareness and personal space awareness

Theater-1.AP.1.A.a

Discuss the effect a story has on its audience through the sharing of personal opinions

Theater-1.AP.1.B.a

Orally express impressions and observations related to dramatic activities and performances

Theater-1.EP.1.A.a

Identify character, problem, solution, and setting

Theater-1.EP.1.B.a

Show a variety of gestures (e.g., raise hand, shrug, nod head) and explain their meaning

Theater-1.EP.1.C.a

Define playing space and costumes

Theater-1.PP.1.A.a

Tell stories about a character with a beginning, middle, and end

Theater-1.PP.1.B.a

Express a feeling through gesture and voice (e.g., fear, surprise, joy)

Theater-1.PP.1.C.a

Adapt the environment using basic materials (e.g., draw scenery on board, turn on/off room lights, move furniture)

Theater-1.PP.1.E.a

Practice appropriate audience behavior

Theater-1.PP.1.F.a

Participate in a performance for a class or invited audience

Visual Arts-1.AP.1.A.a

Discuss a response (feeling or idea) to an artwork based upon the students life experience

Visual Arts-1.AP.2.A.a

Identify the following in artworks: lines, shapes, colors, patterns

Visual Arts-1.EP.1.A.a

Identify and use straight, curved, thick, and thin lines

Visual Arts-1.EP.1.B.a

Identify and use triangle, circle, square, rectangle and oval shapes

Visual Arts-1.EP.1.B.b

Categorize shapes as small, medium, and large

Visual Arts-1.EP.1.E.a

Identify and use primary colors

Visual Arts-1.EP.1.G.a

Identify and demonstrate the use of space

Visual Arts-1.EP.2.A.a

Identify and demonstrate the concept of middle or center

Visual Arts-1.EP.2.D.a

Identify and create an alternating pattern (abab)

Visual Arts-1.HC.1.A.a

Identify works of art from: United States, Europe(Cave), Asia

Visual Arts-1.HC.1.B.a

Compare and contrast two artworks on: Subject matter

Visual Arts-1.HC.1.B.b

Compare and contrast two artworks on: use of line color and shape

Visual Arts-1.IC.1.A.a

Relate costumes in theatre to clothing design

Visual Arts-1.IC.2.A.a

Explain how patterns in art are similar to patterns in math.

Visual Arts-1.PP.1.A.a

Fill an area with solid color/value using crayon, pencil, or marker

Visual Arts-1.PP.1.B.a

Apply paint with a dragging, not pushing motion

Visual Arts-1.PP.1.D.a

Demonstrate a monoprint process

Visual Arts-1.PP.2.A.b

Fold paper and identify folded edge

Visual Arts-1.PP.2.A.c

Modeling with clay or a similar material: Pinch, pull, and roll material

Visual Arts-1.PP.3.A.a

Portrait: Create an original artwork showing family members

Visual Arts-1.PP.3.A.b

Still Life: Create a still life with one object (e.g., toy, food, game, sports equipment, backpack, lunchbox)

Visual Arts-1.PP.3.B.a

Design wearable art (e.g., masks, jewelry, paper hats, decorating tee shirts, costumes, face painting)

Visual Arts-1.PP.3.C.a

Create original artwork that communicates ideas about the following themes: People (e.g., self, family, friends), Animals (e.g., pets, farm, zoo, wild), Things (e.g., toys, tools, food)