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August St Cornelius


									      St. Cornelius School

Grade Level Learner Expectations
           Grade PK

Archdiocesan Report Card (ARC)
    A Standards-Based Report Card

           August 2011
                               Grade Level Learner Expectations


The Archdiocesan Report Card (ARC) is a standards-based report card that is aligned with the
Archdiocese of Chicago elementary school curricula and the current Illinois Learning Standards. A
standards-based report card communicates what students know, understand, and can do with far more
detail than traditional letter grade report cards (e.g., A-B-C grading). Instead of providing one overall
letter grade for each academic area (e.g., reading, math, science), the ARC reports on student
achievement by learning area and expectation statements. This document has been developed to help
parents better understand their child’s report card and grade level learning expectations. Parents will
have a good idea of the learning being assessed in each portion of the report card when reviewed along
with the child’s textbooks and other materials sent home. Every child is an individual who grows and
develops at his/her own rate. Students in the same grade level may differ widely from others in the class.
The learning expectations identified here apply to all students by the end of the PK4 year.

Learning areas in the ARC are important subsections of each academic area (e.g., Vocabulary in Reading).
Learning Area Codes range from 1 (Demonstrates independently and consistently) to 5 (Yet to understand) -
refer to the Learning Area Code Rubric found on the next page for further information about each of the levels.
Learning areas may have one or more learner standard indicators describing specific learning behaviors or
measures. Expectation Codes are used to communicate how well students have done with regard to specific
expectation statements (e.g., Uses knowledge of words to understand text). The Expectations Codes are:

         +   =    Exceeds Expectations
         /   =    Meets Expectations
         -   =    Below Expectations
      n/a    =    Not applicable

The Expectations Codes reflect student achievement based on the professional judgment of your child’s
teacher, following specific performance criteria (e.g., rubrics). Every learner standard indicator may not be
assessed or evaluated for every report card period. In such cases, teachers may assign “n/a” to indicate
that the learning expectation was not a focus of classroom instruction during the report card period.

Although the Learning Area Code and Expectations Code are related to one another, it is not possible to
calculate the Learning Area Code from the Expectations Code. Attempts to average Expectation Codes
to determine a corresponding Learning Area Code will be inaccurate. Similarly, attempts to average
Learning Area Codes to arrive at an overall grade for a content area (e.g., Math) also will be erroneous.

The ARC has five forms: Pre-kindergarten (PK), Kindergarten (K), Primary Grades (1-2), Intermediate
Grades (3, 4, and 5), and Upper Grades (6, 7, and 8). At first glance, it may appear that learner expectation
statements are the same for different grade levels in a particular report card form. The rigor and the
evidence needed to meet learner expectations increase students progress from grade to grade. Learner
expectations documents have been developed for each grade level to further describe what students are
expected to know, understand, and are able to do.

Learner expectations appearing in this document are by no means an exhaustive or exclusive
listing. Teachers often supplement these topics with other activities throughout the year. The “pacing” of
the class throughout these topics is also flexible. As teachers assess student performance on a given
topic, they may find it necessary to spend more time to ensure solid understandings.

The ARC and this Grade Level Learner Expectations document provide students and parents with
feedback about what students are expected to know, understand, and are able to do. This feedback is
important in establishing next steps and immediate learning goals. You are encouraged to speak with
your child’s teacher if you have any questions about any code appearing on the report card.

Archdiocese of Chicago                               2                     Grade PK Learner Expectations (v 1.01)
                                                  Learning Area Code Rubric
Code                    Descriptor                                   Characteristics/Examples
                                          Student independently and consistently demonstrates high accuracy, fluency, and precision.
                                           • Produces or creates new uses or applications of concepts
         Demonstrates independently and    • Applies concepts, understandings and insights to new situations
 1       consistently                      • Asks higher level questions to extend understanding
                                           • Uses organization to extend understanding
                                           • Uses prior knowledge to extend understanding
                                          Student rarely needs assistance to perform with moderate to high accuracy, fluency or precision.
                                           • Produces work that demonstrates an accurate understanding of concepts
                                           • Applies concepts to produce work or solve problems
 2       Demonstrates independently        • Asks some higher level content questions
                                           • Summarizes relevant information clearly and accurately
                                           • Organizes ideas effectively
                                           • Connects related topics and concepts – uses prior knowledge to improve understanding
                                          Student performs well with frequent teacher support but performance reflects moderate accuracy,
                                          fluency or precision without assistance.
                                           • Produces work demonstrating moderate understanding of concepts
 3       Demonstrates with assistance      • Understands important concepts when assistance is provided
                                           • Asks questions to further understanding when prompted
                                           • Summarizes information clearly and accurately when guided
                                           • Organizes ideas when assistance is provided
                                          Student is only beginning to grasp concepts, with frequent teacher support, to produce some correct
                                           • Produces work exhibiting limited understanding of fundamental concepts
 4       Beginning to understand           • Understands basic concepts with frequent assistance
                                           • Summarizes information incorrectly and incompletely
                                           • Organizes ideas when highly structured support is provided
                                           • Asks questions to clarify literal understanding of concepts
                                          Student is still learning pre-requisite skills and requires intervention
                                           • Demonstrates limited readiness skills
 5       Yet to understand                 • Asks questions that demonstrate limited understanding
                                           • Organizes ideas at the beginning stages
                                           • Comprehends basic concepts with significant intervention
                                          Student is not assessed in the report card
N/A      Not Applicable
                                           • The expectation statement was not a focus during the marking period

      Archdiocese of Chicago                                          3                                        Grade PK Learner Expectations (v 1.01)
Successful Leaner Traits

Many attitudes and behaviors mark the progress of successful learners. We have attempted to identify
some of these important aspects in the section of the report card titled “Successful Learner Traits. ” The
general categories on this document list behaviors teachers frequently observe in their classrooms.

Two of the three Expectations Codes are also used to communicate how a student does on the
Successful Learner Traits listed in the report card:

         + = Exceeds Expectations
         - = Below Expectations
Successful Learner Traits are marked only when a teacher wishes to highlight any of your child’s
accomplishments, growth, changes, or challenges. This approach makes it easier to identify areas
meriting attention. Teacher comments may offer further explanation of any codes appearing in this
section of the report card.

While all students can exhibit these behaviors most of the time, we know that none will do so consistently
every day. The mark is based on many observations and is never given based on a single infraction or
event. Teachers will have accumulated a sufficient amount of evidence over a period of time before
marking a code on a Successful Learner Trait.

In the event your child receives a “+” or Exceeds Expectations, it is very important to affirm your child’s
accomplishment. Positive attention is as important, if not more important, than addressing problems or
concerns. Parent and teacher recognition on Successful Learner Traits can have an important and
positive impact on student behavior, motivation to learn and his/her sense of self-esteem.

You can also be quite sure that before an “-” is placed in one of these areas, you will have had a number
of communications from the teacher seeking your help in addressing a specific concern. Discuss it with
your child and develop a plan for him/her to improve. Follow-up and regular communication with your
child and child’s teacher are important towards improvement.

Archdiocese of Chicago                                4                          Grade PK Learner Expectations (v 1.01)
Catholic Faith
         The entries below reflect the progression of how the student understands the Catholic Faith as
         developed in the Religion Curriculum of the Archdiocese of Chicago. In the curriculum there are ten
         catechetical goals that create the framework for the curriculum. This report card distills the goals
         into five categories with basic descriptors for each category. The teacher assesses the progress the
         student makes based on assessments designed by the teacher and shared with students and

         The entries under each of the five categories assist you in understanding what the student is
         learning about the Catholic Faith and how that is applied in the setting of the Catholic school
         community. As you read the indicators and talk to your child about his/her faith development, you
         can actively support a growing understanding of his/her life in God. With the school and church
         communities, you help your child to grow in faith through your example, family conversations about
         God, family celebration and prayer, participation in the life of the Church and stewardship of
                                                         Archdiocese of Chicago, Office of Catholic Schools

  Demonstrates knowledge of God as loving Creator
    • Naming God
    • Identifying God as Maker of sky and earth, animals and plants, human beings
    • Stating that God created me
    • Expressing how God loves creation
    • Expressing how God loves me
    • Naming God as Father

  Identifies Jesus as God’s Son
     • Naming Jesus as God’s Son
     • Naming Mary as the Mother of Jesus

  Explains how we are meant to be happy with God
    • Sharing meaning of happiness
    • Describing how God wants me to be happy
    • Describing how I want to be happy with God

Sacred Scripture

  Identifies the Bible as a book that tells us about God
     • Recognizing the Bible in the classroom setting
     • Stating that the Bible tells us about God
     • Respecting the Bible as special

  Recounts the stories of God as Creator
    • Identifying God as Creator in the biblical stories of creation
    • Recounting the creation stories

  Recounts events and characters of the Old Testament
    • Telling the story of Adam and Eve
    • Telling the story of Noah, the Flood and God’s Promise

Archdiocese of Chicago                               5                        Grade PK Learner Expectations (v 1.01)
  Describes stories of Jesus from the New Testament
    • Stating how we learn about Jesus in the Bible
    • Recounting stories about Jesus’ birth
    • Recounting stories about Jesus’ death
    • Recounting stories about Jesus’ rising from the dead

  Recognizes Jesus as a teacher and a healer
    • Recounting stories of Jesus teaching others
    • Recounting stories of Jesus healing others
    • Recounting stories of how Jesus loved children


  Describes prayer as talking and listening to God
    • Defining prayer
    • Demonstrating awareness of prayer as talking and listening to God

  Describes God’s presence within and around us
    • Stating that God is within me
    • Stating that God is around me
    • Describing God as loving and good to me

  Engages in prayers of thanks, praise, asking and sorrow
    • Identifying and engaging in prayer of gratitude
    • Identifying and engaging in prayer of praise
    • Identifying and engaging in prayer of asking
    • Identifying and engaging in prayer of sorrow for hurting others

  Recites prayers and participates in rituals
    • Making the Sign of the Cross using ritual actions and words
    • Reciting simple prayers of faith, hope and love
    • Reciting meal prayers
    • Using holy water in ritual
    • Participating in blessing rituals
    • Engaging in ritual actions while sitting, standing, kneeling
    • Genuflecting before the Blessed Sacrament
    • Celebrating Advent/Christmas season
    • Celebrating Lent/Easter season
    • Participating in songs for ritual and prayer
    • Praying the Our Father with others
    • Learning seasonal songs to celebrate in liturgy and prayer
    • Participating in Eucharistic liturgy in church
    • Participating in group prayer activities

Catholic Church/Parish Life

  Identifies the church as a special place of prayer
     • Identifying the church building as a special place of prayer
     • Using holy water in church
     • Recognizing that we gather together to pray in God’s presence
     • Identifying some of the symbols used in church: crucifix, altar, baptismal font, Easter candle, etc.

Archdiocese of Chicago                               6                         Grade PK Learner Expectations (v 1.01)
  States that we belong to the church through baptism
     • Identifying the church as a community praying together
     • Describing baptism as a special way that we belong to the church
     • Identifying the priest as someone who teaches and prays like Jesus

Christian Living/Mission/Dialogue

  Expresses how God and others love us
    • Describing ways that God loves us
    • Describing ways that others love us

  Demonstrates respect for others
    • Respecting others in the class
    • Recognizing how to help others when needed

  Interprets actions based on respect and love
     • Showing empathy for others
     • Exhibiting willingness to share
     • Interacting with others respectfully
     • Exhibiting care for the environment in the classroom, school and outdoors
     • Willing to solve problems

  Participates in mission activities for people in need
    • Participating in service actions for others in need
    • Explaining why we give and not ask for something in return
    • Explaining how giving make us happy

English Language Arts

         English language arts include reading, writing, speaking, listening and the study of literature. In
         addition, students must be able to study, retain and use information from many sources. Through
         the study of the English language arts, students should be able to read fluently, understanding a
         broad range of written materials. They must be able to communicate well and listen carefully and
         effectively. They should develop a command of the language and demonstrate their knowledge
         through speaking and writing for a variety of audiences and purposes. As students progress, a
         structured study of literature will allow them to recognize universal themes and to compare styles
         and ideas across authors and eras.
                                                                                   IL State Board of Education
Reading Comprehension

  Actively engages in group reading activities with purpose and understanding.
     • Show interest in listening to and discussing storybooks.
     • Respond to simple questions about reading material.

  Relates illustrations or other graphics to the words in a text as part of making meaning.
    • Predict what will happen next using pictures and content for guides.

  With support from teacher, retells story or important ideas from an informational text that was read aloud.
     • Retell information from a story.
     • Demonstrate understanding of literal meaning of stories by making comments.

  Independently interacts with books and other texts.
     • Show independent interest in reading-related activities.
     • Understand that different text forms, such as magazines, notes, lists, letters, and story books. Are
       used for different purposes.

Archdiocese of Chicago                                7                         Grade PK Learner Expectations (v 1.01)

  Participates in conversations with peers and adults about pre-kindergarten topics/texts studied.
    • Listen with understanding and respond to directions and conversations.
    • Asks and answers questions related to the topic or text.
    • Seeks answers to questions through active exploration.

  Understands and uses a variety of words, word parts, and language elements.
    • Use frequently occurring nouns, verbs, adjectives, prepositions and question words (who, what,
       where, why, how).
    • Use plural form of words (by adding –s or –es).
    • Use correct tense of words (by adding–ed; run/ran).

  Sorts common objects and words into categories.
    • Sort objects into like groups (e.g. pencil, crayon, chalk go together, flower does not)
    • Sort words into like groups (e.g. ball, puzzle, block are toys; stapler Is not).

  Listens to others and takes turns speaking.
     • Follow agreed-upon rules for discussions.
     • Communicate needs, ideas and thoughts.
     • Communicate information with others.

  Uses words and phrases learned through books and lesson in conversations and other daily classroom
     • Relate what is heard in books or classrooms discussions to personal experience.
     • Use new words or phrases heard in stories.

  Letter Knowledge
     • Recognizes and names 12-17 uppercase letters of the alphabet.
     • Recognizes and names 9-14 lowercase letters of the alphabet.
     • Writes 9-14 uppercase letters of the alphabet.
     • Writes 6-11 lowercase letters of the alphabet.

  Phonological Awareness
    • Identifies and manipulates syllables in spoken words.
    • Identify syllables in a word by clapping them out.
    • Count and pronounce syllables.

     • Orally blends and segments onsets (beginnings) and rimes (endings) of one-syllable spoken words.
             •    Can identify words by blending the initial consonant sound with the sound that follows (e.g. b-ag,
                  c-up, r-ed).

     • Recognizes and produces rhyming words.
             •    Begin to develop phonological awareness by participating in rhyming activities.
             •    Can recognize words that rhyme when presented orally by teacher.
             •    Can provide a rhyming word in response to an oral prompt.

Archdiocese of Chicago                                    8                            Grade PK Learner Expectations (v 1.01)
  Print Concepts
     • Demonstrates understanding of the basic features of print (e.g., left to right, top to bottom, page by
             •    Understand that pictures and symbols have meaning and that print carries a message.
             •    Understand that reading progresses from left to right and top to bottom.
             •    Recognize the front cover, back cover and title page of book.

     • Demonstrates understanding of concept of what a written word is.
             •    Distinguish letters from words.
             •    Identify some letters, including those in own name.
             •    Identify labels and signs in the environment.

  Phonics and Word Recognition
    • Produces primary sound for 4-8 consonants.
             •    Can generate the sound when given the consonant or letter name.

     • Writes appropriate letter or letters for several consonant sounds.
             •    Write the corresponding letter when given a consonant sound.

    • Uses drawing, letters, or words to compose something about a topic or event.
             •    Use scribbles, approximations of letters, or known letters to represent written language.
             •    Use drawing and writing skills to convey meaning and information.

     • Dictates meaningful description of object or event to the teacher.
             •    Narrate stories or personal experiences to adult.

     • Adds drawings or other visual displays to writing to give additional detail.
             •    Draws picture to enhance narrated story.

  Language Conventions
    • Recognizes and names some end punctuation.
             •    Name period, question mark, exclamation point.

         Mathematics is much more than a collection of concepts and skills; it is a way of approaching new
         challenges through investigating, reasoning, visualizing and problem solving with the goal of
         communicating the relationships observed and problems solved to others. Students reaching
         these goals and standards will have an understanding of how numbers are used and represented.
         They will be able to use basic operations (addition, subtraction, multiplication, and division) to both
         solve everyday problems and confront more involved calculations in algebraic and statistical
         settings. They will be able to read, write, visualize and talk about ways in which mathematical
         problems can be solved in both theoretical and practical situations. They will be able to
         communicate relationships in geometric and statistical settings through drawings and graphs.
         These skills will provide students with a solid foundation for success in the workplace, a basis for
         continued learning about mathematics, and a foundation for confronting problem situations arising
         throughout their lives.
                                                                                    IL State Board of Education

Counting and Cardinality

  Count to 20 by ones.
    • Count correctly without skipping numbers.
    • Count forward from any number

Archdiocese of Chicago                                    9                            Grade PK Learner Expectations (v 1.01)
  Names/writes numbers from 1 to 5.
    • Identify numerals correctly and out of sequence.
    • Form numerals correctly and legibly.

  Counts sets of 1 to 10 objects.
    • Count objects correctly while pointing to each one.
    • Count with understanding and recognize “how many” in sets of objects.

  Understands the relationship between numbers and quantities; connects counting to cardinality.
    • Use concepts that include number recognition, counting and one-to-one correspondence.
    • Connect numbers to quantities they represent using physical models and representations.

  Compares two sets of objects to identify greater than, less than, or equal.
    • Makes comparisons of quantities.

Operations and Algebraic Thinking

  Solves simple addition and subtraction problems
     • Participate in situations that involve addition and subtraction using manipulatives.
     • Solve simple mathematical problems using objects or drawings.

Measurement and Data

  Describes measurable attributes of objects, such as length or weight.
    • Demonstrate a beginning understanding of measurement using non-standard units and
       measurement words.
    • Construct a sense of time through participation in daily activities.
    • Describe qualitative change, such as measuring to see who is growing taller.
    • Incorporate estimating and measuring activities in play.

  Compares objects and describes differences (e.g. biggest, smaller, tallest, more).
    • Show understanding of and use comparative words.
    • Begin to order objects in series or rows.
    • Gather data about themselves and their surroundings.
    • Make predictions about what will happen next.

  Classifies objects into categories.
     • Sort and classify objects by a variety of properties (color, size, function, etc.).
     • Recognize, duplicate and extend simple patterns, such as sequences of sounds, shapes and colors.
     • Represent data using concrete objects, pictures, and graphs.


  Names the shape of two- and three-dimensional objects (e.g. circle, sphere, triangle).
    • Recognize geometric shapes and structures in the environment.

  Describes the relative position of objects in the environment (e.g. above, below, beside, in front of,
  behind, and next to).
    • Find and name locations with simple words such as “near”.

  Uses informal language to compare shapes (e.g. number of sides, number of corners).
    • Describe the characteristics of shapes and how they compare to each other.

Archdiocese of Chicago                               10                         Grade PK Learner Expectations (v 1.01)
         The aim of science education is to develop in learners a rich and full understanding of the inquiry
         process; the key concepts and principles of life sciences, physical science, and earth and space
         sciences; and issues of science, technology, and society in historical and contemporary contexts.
         The learning standards for science are organized by goals that inform one another and depend
         upon one another for meaning. Expectations for learners related to the inquiry process are
         presented in standards addressing the doing of science and elements of technological design.
         Unifying concepts connect scientific understanding and process and are embedded in standards
         spanning life science, physical science, and earth and space science. The importance of this
         knowledge and its application is conveyed in standards describing the conventions and nature of
         the scientific enterprise and the interplay among science, technology and society in past, present
         and future contexts.
                                                                                  IL State Board of Education

Scientific Inquiry

  Uses the senses and tools to explore and observe materials and natural phenomena.
    •    Inspect an object and describe its features.
    •    Observe an event and describe what is happening.
    •    Use simple scientific tools such as balance scales, and magnifying glasses for investigation.


  Becomes familiar with the use of devices incorporating technology.
    •  Identify technology (e.g. computer, microwave, etc.)
    •  Use technology (e.g. classroom computer with appropriate programming) on a regular basis.

Life Science

  Shows an awareness of changes that occur in themselves and their environment.
    •   Observe changes over time (e.g. measure child’s height and compare it each quarter, track
         classmates who have lost teeth, etc.).
    •   Discuss changes in nature throughout the year.

  Describes and compares basic needs of living things.
    •    Care for and observe plants and/or animals in the classroom.
    •    Discuss what humans, plants, and animals need to survive.
    •    Sort a collection into two categories: living things and non-living things.

Physical Science

  Makes comparisons among objects that have been observed.
   •    Describe similarities and differences among objects.
   •    Record observations with simple tables or drawings.

Earth Science

  Uses common weather-related vocabulary (rainy, snowy, sunny, windy).
    •   Talk about the weather and describe daily weather conditions.

  Identifies basic concepts associated with night/day and seasons.
    •     Discuss the basic characteristics of night and day.

Archdiocese of Chicago                                11                         Grade PK Learner Expectations (v 1.01)
Social Studies

         The study of social science helps people develop the ability to make informed and reasoned
         decisions for the public good as citizens of a culturally diverse, democratic society in an
         interdependent world. Students who achieve the standards for social science will have a broad
         understanding of political and economic systems. They will better understand events, trends,
         personalities and movements in local, state, national and world history. They will know local, state,
         national and world geography. They also will grasp how the concepts of social science can help
         interpret human actions and prepare them for careers and lifelong learning.

                                                                                   IL State Board of Education

  Recognizes the reasons for rules.
    • Discuss the need for classroom and school rules.
    • Participate in the creation of classroom rules.
    • Participate in voting as a way of making choices.

  Develops an awareness of the roles of leaders in their environment.
    • Take responsibility for classroom jobs.
    • Identify leaders in their world (e.g. principal of the school, pastor of the parish, etc.)


  Identify community workers and the services they provide.
     • Discuss the work involved for a particular job (doctor, fireman, policeman)
     • Describe the work involved for classroom jobs (line leader, snack preparation, feeding plants or


  Recall information about the immediate past.
    • Discuss work or events of previous week or month.
    • Use photos to track growth or progress of classroom work or events from the beginning or middle
        of the school year.
    • Use family photos to observe and discuss growth of student from infancy, to toddler stage to


  Locates objects and places in familiar environments.
    • Express beginning geographic thinking (e.g. become familiar with school building; talk about
       neighborhood, city/town and identifiable “landmarks”).
    • Build neighborhoods and cities with blocks and accessories.
    • Identify a globe and map.


  Recognizes similarities and differences in people.
    • Discuss how people are the same (all humans who have essential needs) and different (looks-
       skin, hair, eye color).

  Understands that each of us belongs to a family and recognizes that families vary.
    • Discuss how families are the same or different because of language, traditions, dress and foods.
    • Share family photos.

Archdiocese of Chicago                                12                          Grade PK Learner Expectations (v 1.01)
World Language
         The benefits of effective foreign language study focus on the role of the individual in a multilingual,
         global society. No longer do Americans live in isolation; instead, there is an ever-changing,
         interdependent world in which diverse cultural and linguistic groups converge. "To study another
         language and culture gives one the powerful key to successful communication: knowing how,
         when, and why to say what to whom.” (National Standards for Foreign Language Learning)

                                                                                      IL State Board of Education

  Investigate languages or customs of other children in the classroom.
     • Share stories, family celebrations and customs of other children in classroom through photos, toys,
        language, artifacts and food.
     • Parents participate by visiting the classroom to share their family stories.

Fine Arts
         Young children "respond to gestures and movement before they react to the spoken word. They
         understand and explore sound before they learn to speak. They draw pictures before they form
         letters. They dance and act out stories before they learn to read" (Fowler, 1984). The fine arts—
         dance, drama, music, and visual arts—are fundamental ways of knowing and thinking. In addition
         to their intrinsic value, the arts contribute to children's development. Because the arts are both
         universal and culturally specific, they are a powerful means of increasing international and
         intercultural awareness. Through the arts, students gain a greater understanding of their own
         cultural heritage, as well as a sense of the larger world community.

                                                                                      IL State Board of Education

Dance/Drama/Music/Visual Arts

  Participates in creative arts activities.
    • Participate in group movement and music experiences.
    • Participate in pretend play.
    • Participate in visual arts activities.

  Uses creative arts as an avenue for self-expression.
    • Listen and move to different music.
    • Use musical instruments or common objects in the classroom to make a variety of sounds.
    • Use puppets, dress-up clothes, dramatic play materials.
    • Try a variety of expressive media (e.g. markers, brush and finger painting, printing, collage, play
       dough, and clay).

Archdiocese of Chicago                                  13                          Grade PK Learner Expectations (v 1.01)
Physical Development and Health
         Comprehensive physical development and health programs offer great potential for enhancing the
         capacity of students' minds and bodies. Extensive research connects the ability to learn to good
         health. Healthy minds and bodies are basic to academic success and, in later life, enhance the
         ability to contribute to a productive work environment. The benefits of comprehensive health and
         physical education include: promoting a healthy generation of students who are able to achieve
         their highest potential; reversing the trend of deteriorating health and physical fitness among
         youth; and helping to lower the cost of health care in the United States.

         The goals and standards for physical development and health foster workplace skills, including
         identifying short- and long-term goals, utilizing technology, following directions, and working
         cooperatively with others. Problem solving, communication, responsible decision making, and
         team-building skills are major emphases as well.
                                                                                    IL State Board of Education

Physical Competency

  Engages in active play using gross motor skills.
    • Uses large muscles of the body to walk, balance, run, hop, jump, catch, throw and bounce a ball.

  Engages in active play using fine motor skills.
    • Use small muscles of the body to build with blocks, scoop & pour sand/water, draw or paint on
       paper, cut with scissors, write or trace with a pencil, color with crayons or markers, string beads,
       put simple puzzles together, mold clay or play dough, and button.

  Uses writing and drawing tools with control.
    • Use a pencil to begin form letters, numbers or symbols.
    • Use paint or other media to create a picture.
    • Use scissors to cut paper.


  Follows simple safety rules and procedures when participating in activities.
     • Understand and practice safety rules for group activities.


  Participates in simple practices that promote healthy living and prevent illness.
    • Describe how germs can cause illness
    • Describe ways to prevent common illnesses (e.g. cover the mouth or nose when sneezing or
         coughing, washing hands).
    • Discuss how to call 911 in an emergency.
    • Participate in activities to learn to avoid dangerous situations.
    • Define ‘good touch’ and ‘bad touch’.

  Acts independently in caring for personal hygiene needs.
     • Use appropriate communication skills when expressing needs, wants and feelings.
     • Use bathroom independently.
     • Wash hands at appropriate times.
     • Clean up after one self.

Growth and Development
  Identifies body parts and their functions.
     • Discuss parts of the body and the need to care for them (e.g. daily bathing, brushing teeth, etc.).

Archdiocese of Chicago                               14                          Grade PK Learner Expectations (v 1.01)
Successful Learner Traits

         These standards describe the content and skills for students’ social and emotional learning.
         Following are the three important goals that address these standards:
         Goal 1: Develop self-awareness and self-management skills to achieve school and life success.
         Goal 2: Use social-awareness and interpersonal skills to establish and maintain positive
         Goal 3: Demonstrate decision-making skills and responsible behaviors in personal, school, and
         community contexts.
                                                                                 IL State Board of Education

Classroom routines
  Understands and follows classroom conventions for such things as changing from one activity to
  another, getting ready for or finishing up specific classroom activities, and following the classroom

Interactions with other children
  Participates cooperatively in structured activities, in learning centers, and in play with other children in
  the classroom.

  Participates in classroom activities and performs tasks with increasing independence.

Problem solving
  Uses various problem-solving strategies such as asking for help, seeking missing materials, or
  negotiating a compromise/agreement with another child.

  Persists at a task even if it is a little difficult, has a variety of interests, and shows enjoyment for most
  classroom activities.

Emotional regulation
  Manages feelings such as anger, sadness, frustration, pride enthusiasm, envy, or joy appropriately.

Archdiocese of Chicago                                 15                           Grade PK Learner Expectations (v 1.01)

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