Reading
Writing
Students at this level use general skills and strategies of the reading process to understand and interpret a variety of literary texts
Students at this level use the skills and strategies of the writing process while incorporating aspects and conventions of writing.
Students will be able to: •Use basic elements of phonetic analysis to decode unknown words, including: letters of the alphabet, common letter/sound relationships to decode unknown words, and beginning consonants. •Develop reading comprehension strategies, including: meaning clues, using pictures, making predictions, and self to text connections •Use reading skills and strategies to understand a variety of familiar literary passages and texts, including nursery rhymes, predictable books, signs, non-‐fiction, •Understands level-‐appropriate sight words and vocabulary •Uses self-‐correction strategies and asks for help with reading •Knows elements of the story, including: setting, main characters, main events, sequence, and problems
Students will be able to: Uses the skills and strategies of the writing process to: •Draws pictures to generate ideas •Incorporates illustrations to match print •Add details to pictures •Demonstrate ability to do simple editing •Demonstrate some proper use of conventions including, writing from left to right and top to bottom, use of letter-‐sound relationships and short vowel patterns to spell words, and capitalization of first and last names and first word of sentence. •Form letters in print using upper and lowercase letters, proper spacing
Speaking & Listening
Students at this level use listening and speaking strategies for different purposes.
Students will be able to: •Make contributions in class and group discussions •Initiates conversations •Connect experiences with those of others •Make contributions in class discussions •Recite and respond to familiar stories, poems, and rhymes with patterns •Know and use a variety of descriptive words
Process PROBLEM SOLVING
REASONING AND PROOF
Students will be able to:
Students will be able to:
• Identify questions to be answered when solving a problem. • Identify what is known and unknown in a problem and recognize when information is missing. • Choose from a variety of problem-‐solving strategies such as drawing pictures, manipulating objects, using numbers, or acting out the situation.
COMMUNICATION
AND REPRESENTATION
Students will be able to:
Content CONNECTIONS
Students will be able to:
• Use inquiry • Draw logical techniques to • conclusions solve about math mathematical problems problems • Use physical • Discuss the materials, steps used to models, solve a math pictures, or problem writing to represent and communicate • Justify and mathematical explain the ideas solutions using • Identify and physical translate key models words and • phrases that imply mathematical operations • Explain what they did to solve a problem.
Apply math thinking and modeling to solve problems that arise in other disciplines, such as rhythm in music and motion in science Identify math used in everyday life
COUNTING AND CARDINALITY
NUMBERS and OPERATIONS in BASE TEN
Students will be able to: Students
MEASUREMENT AND DATA
• 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. • Understand that each successive number name refers to quantity that is one larger. • Count to answer “how many?”
• Identify whether one group of objects is greater than, less than, or equal to the number of objects in another group.
• Compare two numbers
between 1 and 10 presented as written numerals.
GEOMETRY
Students will be
• When counting objects, say the will be able able to: number names in order, pairing to: each object with one and only ▪ Describe one number name and each measurable • M ake o r number name with one and only attributes of break a part one object.
numbers from 11 to 19 into ten ones and some more ones. Use objects or drawings, and record each with an equation (e.g., 18 = 10 + 8).
OPERATIONS AND ALGEBRAIC THINKING
objects, such as length or weight.
Students will be able to: • Represent addition and subtraction in many ways. • Solve addition and subtraction word problems within 10.
Students will be able to: • Describe objects in the environment using names of shapes, and tell positions of these objects using terms such as above, below, beside, in front of, behind, and next to • Correctly name shapes
▪ Compare two regardless of their size or • Break apart objects with a orientation. numbers into pairs common in more than one measurable • Identify shapes as two-‐ way (e.g., 5 = 2 + 3, dimensional (lying in a attribute to see 5 = 4 + 1, and 5 = 5 plane, “flat”) or three-‐ which object has + 0). dimensional (“solid”). “more of”/“less of” the attribute. • Find the number that makes 10 when • Compare two-‐ and three-‐ For example, dimensional shapes added to a given directly compare describing their similarities, number. (e.g., If you the heights of differences, parts (e.g., have 6, what two children and number of sides and number is needed describe one child to make 10?) vertices/“corners”) as taller/shorter. objects into • Fluently add and • Model shapes in the world categories; count by building and drawing subtract within 5. shapes. the numbers of objects in each • Put together simple shapes category. to form larger shapes.
Kindergarten ACS Athens Specialized Learning Expectations Science Students in kindergarten engage in interdisciplinary thematic units of study in both science and social studies. The focus of these units is on building understanding and vocabulary in the content area, and understanding the relationships and connections to everyday life and the world around us.
Wood and Paper (Physical Science) Students will be able to: •Experience a wide variety of woods and papers in a systematic way. •Observe the properties of these materials and discover what happens when they are subjective to a number of tests and interactions with other materials. •Develop a growing curiosity and interest in the physical world around them. •Observe and describe the properties of different kinds of wood and paper. •Compare different kinds of wood and paper to discover how they are alike and how they are different. •Observe interactions of wood and paper with water and other substances. •Become aware of natural resources in our world. •Communicate observations.
Trees (Life Science)
Students will be able to: •Develop an understanding of trees’ place at school and in the community •Observe and describe properties of trees and leaves observed on mini-‐field trips •Compare the shapes of leaves to geometric shapes •Compare the size and edges of leaves, using a reference card •Identify the basic needs of organisms such as trees need water, nutrients in the soil, light and air. •Describe how organisms have different structures that serve different functions in growth, survival and reproduction. •Observe trees throughout the school year for changes that come with the different seasons
Seasons (Earth Science)
Students will be able to: • Understand that living things are affected by seasonal changes. • Graph, compare and contrast different kinds of weather. • Identify types of clothing as they are needed during all four seasons in accordance with the weather. • Discuss what humans and animals do to adjust and adapt to their environments. • Identify animals which do and do not hibernate and why. • Demonstrate through pictures/photographs how weather has affected the lives of people around the world. • Identify the equator on a globe and discuss its significance. • Use a thermometer to measure hot, cold and room temperature. • Create and describe the use of a weather vane.
Kindergarten ACS Athens Specialized Learning Expectations Social Studies Students in kindergarten engage in Interdisciplinary thematic units of study in both science and social studies. The focus of these units is on building understanding and vocabulary in the content area, and understanding the relationships and connections to everyday life and the world around us.
Classroom Citizenship Throughout the school year, the following outcomes are supported: • Explain why rules are needed. • Create and follow classroom rules. • Explain how a class rule promotes fairness and resolves conflict. • Contribute to making and maintaining class community decisions. • Practice citizenship skills including courtesy, honesty and fairness in working with others. • Discuss the consequences of violating rules. • Recognize and give examples how one person may want to use another’s object and that this requires asking permission and sharing.
Community Helpers
All About Me
Students will be able to:
Students will be able to:
• Identify authority figures in the community at large. • Recognize the role of authority figures in providing for the safety and security of individuals. • Connect character traits with specific leadership roles. • Identify the community members who help fulfill basic needs and how each of these jobs help provide certain goods and services. • Give examples of ownership of different items.
• Demonstrate the importance of fair play, good sportsmanship, respect for rights and opinions of others and the idea of treating others the way you want to be treated. • Discuss the attributes and actions of a good citizen with emphasis on: respect, responsibility, honesty, fairness, compassion and self-‐ control. • Identify ways that individuals in the family, school and community are unique and ways that they are the same. • Recite home address.
Neighborhoods
Students will be able to: • Use blocks to build representations of neighborhoods. • Show and demonstrate the tools used in different jobs to get the job done – i.e. stethoscope, hammer, fire hose, helmet… • Discuss and identify how transportation has changed over time. • Research how the physical environment may dictate the use of local resources for shelter and transportation. • Identify components of a neighborhood – families, homes, stores, parks, schools, hospitals, transportation, roads… • Distinguish between a map and a globe as ways to show places people live. • Distinguish between land and water on maps and globes. • Describe the immediate surroundings of home: streets, buildings, fields, woods, plazas, lakes, seas. • Give examples of food, clothing and shelter and how they change in different environments.
Art
Music
Physical Education
Students will be able to: • Identify and explore the elements of art, including line, shape and form, color, value, and texture, Balance, Contrast, Movement, Emphasis, Pattern, Proportion, and Unity. •Understand that art can convey ideas and serve different functions. •Use art materials and tools in a safe and responsible manner. •Use different media, techniques, and processes to communicate ideas, experiences, and stories. •Use a variety of materials and media and demonstrate an understanding of how to produce various visual effects. •Use their senses to make observations about works of art. Describe what they see in a work of art •Classify artworks into general categories, such as painting, printmaking, collage, sculpture, pottery, textiles, architecture, photography and film •Use basic art concepts and vocabulary when making observations about art. •Identify the design elements in the work •Describe similarities and differences in works
Students will be able to: • Identify low and high pitch, Identify fast and slow tempo, • Follow/match tempo, • Sing from memory and variety of songs from different cultures, • Match dynamic levels, • Respond to cues from conductor, • Maintain a steady tempo, • Follow call and response, • Begin to control how sounds can be made louder, quieter, faster, and slower, • Identify different ways sounds can be made and changed, • Begin to develop an understanding and recognition of timbre, • Recognize and use changes in timbre, tempo, pitch, and dynamics, • Use tuned and untuned percussion instruments, • Develop and understanding of rhythms and polyrhythms, • Perform music with control of pulse and awareness of what others are playing. • Respond physically to music, • Use actions whilst singing, • Show a sense of the shape of the melody, • Sing and play with use of dynamics, musical phrasing and perform with intent. • Choose and order sounds to achieve an effect/image, • Recognize how musical elements can be used to compose descriptive music, • Compose and perform simple effects/melodies/rhythms. • Perform/compose music applying some
Students will be able to: • Perform loco-‐motor and non/loco-‐motor moves to verbal and non/verbal cues. • Move, stop and start on signal, change direction, level, speed and pathway. • Maintain balance in a variety of positions. • Skip. • Roll a ball underhand. • Throw a ball overhand and underhand. • Catch a bounced ball. • Kick a stationary ball. • Keep balloons in the air using different body parts. • Mirror movement of a leader or partner. • Move on, over, under and around equipment in a variety of ways. • Transfer weight by rocking and rolling on curved body surfaces. • Perform movements in flight: hop, jump and leap. • Jump over a self/ turned rope or a rope turned by others. • Move with self/ control, avoiding collisions. • Identify body parts. • State rules for safe use of equipment. • Use correct terms to describe equipment. • Demonstrate knowledge of movement vocabulary (i.e., roll, dodge). • Understand the meaning of the term “best effort”. • Participate in a variety of loco-‐motor and non/loco-‐motor activities during recess.
Technology At this level, students develop competencies in: • Mouse use • Keyboard use • Graphics • Word processing • Content area reinforcement (reading and writing) • Simulations Students will be able to: •Use simple drawing tools •Use simple text tools •Reinforcement of subject area content in science, math, and reading.
Foreign Language Students will be able to: • Be exposed to pre-‐writing and pre-‐reading skills in Greek • Comprehend common expressions and structures used in everyday situations as spoken by teachers and native speakers accustomed to dealing with language learners. • Participate in limited oral exchanges on familiar topics to develop proficiency in the target language.
•Use basic art concepts and vocabulary when communicating ideas and feelings about work. •Present personal responses to subject matter, materials, techniques and use of design elements in artworks •Using vocabulary learned in class, critique their own work •Identify connections between the visual arts and other disciplines. •Recognize that all cultures produce art and can identify specific works of art as belonging to particular cultures, times, and places. •Create art based on personal observation and experience.
culture and style-‐specific characteristics. • Read graphic notation, • Recognize rhythmic patterns • Follow pitch direction from traditional notation. • Talk about music (components of pitch, dynamics, tempo, rhythm, timbre, instrumentation, etc.) within an aural example and/or a class performance, using some music vocabulary. • Use brainstormed criteria and appropriate terminology to evaluate the quality of a composition or performance. • Perform music with awareness of the historical and cultural background of the piece/song under consideration. • Use culture specific language and attempt to reenact performance settings appropriate to the piece(s)/song(s) under consideration.
• Identify activities that are active and inactive. • Explore self and general space in a variety of ways. • Perform basic loco-‐motor skills without tiring quickly. • Participate in vigorous physical activity in physical education class. • Travel on, over, under apparatus with increasing control. • Work independently and safely in self and shared space. • Stop on the signal and keep equipment still. • Demonstrate cooperation with a partner. • Enjoy participating in physical activity. • Try new movement tasks (i.e., log roll). • Continue to participate when not successful on the first try. • Identify physical activities that they consider to be fun.