objectives grade 1 2012

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					                                                                    English, history and social                     Chesapeake Objective(s)
                                                                    sciences, science, and                          The student will demonstrate the ability
                 First Grade                                        mathematics.                                    to use vocabulary across content areas
                    ENGLISH                                                                                         by:
                                                                   Listening and responding to
                                                                                                                        Using vocabulary across content
                                                                    stories and poems on tape and
Reading is the priority in first grade. The student                                                                      areas.
will be immersed in a print-rich environment to                     experiencing other audiovisual
develop oral language skills, phonetic skills,                      materials in the context of           1.3 The student will adapt or change oral
vocabulary, comprehension, and an awareness of                      curricular goals and objectives.          language to fit the situation. To be
print materials as sources of information and                      Listening to stories and poems            successful students must:
enjoyment. The student will use listening and                       read aloud daily.
speaking skills to participate in classroom                                                                   a) Initiate conversations with peers and
                                                                   Participating in discussions about            adults.
discussion. The student will use a variety of
strategies to read new words and will read familiar                 stories and poems.                            Chesapeake Objective(s)
selections with fluency and expression. The                        Giving reactions to stories and               The student will demonstrate the ability
student will continue to develop an understanding                   poems.                                        to initiate conversations in a variety of
of character, setting, main idea, and story                        Responding to questions about                 school settings by:
sequence in a variety of texts. The student will                    stories and poems.                                 Initiating conversation in a variety
increase     vocabulary      and     comprehension                                                                      of school settings.
                                                          d)   Participate in creative dramatics.
strategies by reading age-appropriate materials                                                                        Asking appropriate questions to
that reflect the Standards of Learning in                      Chesapeake Objective(s)
                                                               The student will demonstrate the ability                 peers.
mathematics, science, and history and social
studies.    The student will also demonstrate                  to participate in dramatics by:                         Responding to peer questions with
comprehension of fiction and nonfiction selections                 Participating in dramatics                          appropriate answers.
through classroom discussion and will begin to            e)   Express ideas orally in complete               b) Follow rules for conversation using
communicate ideas in writing. The student will                 sentences.                                         appropriate voice level in small-group
become an independent reader by the end of first               Chesapeake Objective(s)                            settings.
grade.                                                         The student will demonstrate the ability           Chesapeake Objective(s)
                                                               to express ideas orally in complete                The student will demonstrate the ability
Oral Language                                                  sentences by:                                      to follow rules for conversation by:
                                                                   Expressing ideas or thoughts in                    Following rules for conversation
1.1 The student will continue to demonstrate                        complete sentences                                  including listening and taking
    growth in the use of oral language. To be                      Responding to questions in                          turns.
    successful, students must:                                      complete sentences                                 Staying on topic.
    a) Listen and respond to a variety of
                                                                                                                       Looking at the person talking.
        electronic media and other age-               1.2 The student will expand understanding
        appropriate materials.                                                                                         Waiting for a turn to talk.
                                                          and use of word meanings. To be
        Chesapeake Objective(s)                                                                                        Using a good, clear speaking
                                                          successful students must:
        The student will demonstrate the ability                                                                        voice.
                                                          a) Increase listening and speaking
        to listen and respond to a variety of                                                                          Using voice level and intonation
                                                              vocabularies.
        electronic media and other age-                                                                                 appropriate for the setting.
        appropriate materials by:                             Chesapeake Objective(s)
                                                              The student will demonstrate the ability                 Using appropriate phrasing in
              Listening and responding to a
                                                              to increase oral descriptive vocabulary                   conversation.
               variety of electronic media and
                                                              by:                                             c) Ask and respond to questions.
               other age-appropriate materials.                    Learning and using new words                  Chesapeake Objective(s)
    b) Tell and retell stories and events in                        encountered in discussions and                The student will demonstrate the ability
        logical order.                                              books that are read aloud.                    to ask and respond to questions in
        Chesapeake Objective(s)                                                                                   small-group settings by:
                                                                   Using words to orally describe
        The student will demonstrate the ability                                                                       Asking and responding to relevant
        to tell and retell stories and events in                    actions, people, places, things,
                                                                                                                        questions in group settings.
        logical order by:                                           and ideas.
                                                                                                                       Asking appropriate questions to
              Retelling stories orally.                           Describing illustrations in books.
                                                                                                                        peers.
              Retelling stories through informal             Drawing and then describing pictures.
                                                          b) Begin to ask for clarification and                        Responding to peer questions with
               drama.
                                                              explanation of words and ideas.                           appropriate answers.
              Dictating the retelling of stories
                                                                                                              d) Follow simple two-step oral directions.
              Creating their own stories, poems,                                                                 Chesapeake Objective(s)
                                                          c)   Use common singular and plural nouns.
               plays, and songs.                                                                                  The student will demonstrate the ability
                                                               Chesapeake Objective(s)
              Indicating first, next, and last                The student will demonstrate the ability           to follow simple two-step directions by:
               events in a story.                              to use singular and plural nouns by:                    Following simple two-step
    c) Participate in a variety of oral language                   Using singular and plural nouns                     directions
        activities, including choral speaking and                   appropriately.                            e) Give simple two-step oral directions.
        reciting short poems, rhymes, songs,                       Using singular and plural nouns               Chesapeake Objective(s)
        and stories with repeated patterns.                         correctly when describing a                   The student will demonstrate the ability
        Chesapeake Objective(s)                                                                                   to give simple two-step oral directions
                                                                    number of objects.
        The student will demonstrate the ability                                                                  by:
                                                                   Using common irregular plural                      Using words of time and position
        to listen and respond to a variety of
                                                                    forms such as man/men,                              including first, second, next, on,
        media, including books, audiotapes,
        videos, and other age-appropriate                           child/children, and mouse/mice.                     under, beside, and over, to give
        materials by:                                              Using common pronouns                               directions orally.
              Listening to and discussing fiction                  appropriately.                                     Using action words (verbs),
               and nonfiction print materials                      Using articles correctly.                           including, but not limited to, mark,
               which reflect the Standards of             d)   Use vocabulary from other content                        circle, color, and draw, to give
               Learning in                                     areas.                                                   directions orally.

                                                                             1
                                                                   Identifying the onset and rime of            Chesapeake Objective(s)
1.4 The student will orally identify, produce,                      words.                                       The student will demonstrate the ability
    and manipulate various units of speech                                                                       to use beginning and ending
    sounds within words. To be successful            Reading                                                     consonants to decode and spell single-
                                                                                                                 syllable words by:
    students must:
                                                     1.5 The student will apply knowledge of how                      Recognizing beginning and ending
    a) Create rhyming words.
                                                         print is organized and read. To be                            consonant sounds.
        Chesapeake Objective(s)
        The student will demonstrate the ability         successful students must:                                    Using beginning and ending
        to create rhyming words by:                      a) Read from left to right and from top to                    consonants to decode single
             Generating words that rhyme with                bottom.                                                  syllable words.
              a teacher-given word.                           Chesapeake Objective(s)                                 Separating the sounds in a word.
             Using rimes such as: -an,-et,-in,               The student will demonstrate the ability                Blending separately spoken
              -op, -un, and -ake to create                    to read from left to right and from top to               phonemes to make a word.
              rhyming pairs of words.                         bottom by:                                              Using consonant sounds to match
                                                                   Tracking print from left to right and
    b) Count phonemes (sounds) in one-                                                                                 letters.
                                                                    top to bottom.
        syllable words.                                                                                               Spelling words.
                                                                   Following print from one line to the
        Chesapeake Objective(s)                                                                                       Demonstrating decoding-strategy
        The student will demonstrate the ability                    next line (return sweep).
                                                                                                                       skills in daily reading.
        to count phonemes (sounds) in one-                         Holding printed materials in the
                                                                                                            b)   Use two-letter consonant blends to
        syllable words by:                                          correct position.
                                                                                                                 decode and spell single-syllable words.
             Segmenting words by saying each                      Turning pages in sequence.                   Chesapeake Objective(s)
              sound.                                     b) Match spoken words with print.                       The student will demonstrate the ability
             Counting phonemes in words with                 Chesapeake objective(s)                            to use two-letter consonant blends to
              a maximum of three syllables.                   The student will demonstrate the ability           decode and spell single-syllable words
             Saying the words slowly, clapping               to match spoken words with print by:               by:
              out the syllables, and listening for                 Matching spoken words to printed                  Hearing and recognizing blends.
              the number of sounds.                                 words in isolation and in content.                Separating the sounds in a word.
    c) Blend sounds to make one-syllable                           Reading with a one to one                         Blending sounds to make a word.
        words.                                                      correspondence of spoken words                    Using onsets and rimes to create,
        Chesapeake Objective(s)                                     and written words.                                 read, and spell new words that
        The student will demonstrate the ability                   Turning pages in sequence.                         include blends such as the l and r
        to blend sounds to make one-syllable             c) Identify letters, words, sentences, and                    blends.
        words by:                                             ending punctuation.                                     Spelling words.
             Blending separately spoken                      Chesapeake Objective(s)                                 Demonstrating decoding-strategy
              phonemes to make word parts and                 The student will demonstrate the ability
                                                                                                                       skills in daily reading.
              words with one to three syllables.              to identify letters, words, sentence, and
                                                                                                            c)   Use beginning consonant digraphs to
             Identifying whether the middle                  ending punctuation by:
                                                                   Differentiating between letters and          decode and spell single-syllable words.
              vowel sound is the same or
                                                                    words.                                       Chesapeake Objective(s)
              different in one-syllable words.
                                                                                                                 The student will demonstrate the ability
             Sorting picture cards by beginning                   Naming the upper and lower case
                                                                                                                 to decode and spell single-syllable
              and ending phonemes.                                  letters.                                     words by:
    d) Segment one-syllable words into                             Locating and framing words in                     Hearing and identifying digraphs.
        individual speech sounds (phonemes)                         sentences.                                        Separating the sounds in a word.
        Chesapeake Objective(s)                                    Reading words.                                    Blending sounds to make a word.
        The student will demonstrate the ability                   Recognizing spaces between                        Using onsets and rimes to create,
        to segment one-syllable words into                          words in sentences.                                read, and spell new words that
        individual speech sounds (phonemes)                        Locating capital letters in                        include digraphs such as ch, sh,
        words by:                                                   sentences.                                         th, and wh.
             Isolating and manipulating                           Locating periods, question marks,                 Spelling words.
              phonemes.                                             exclamation points, speech                        Demonstrating decoding-strategy
             Identifying the onset and rime of                     bubbles, and quotations marks.                     skills in daily reading.
              words.                                               Recognizing that a sentence starts      d)   Use short vowel sounds to decode and
             Blending separately spoken                            with a capital letter and ends with          spell single-syllable words.
              phonemes to make word parts and                       a period, question mark, or                  Chesapeake Objective(s)
              words with one to three syllables                     exclamation point.                           The student will demonstrate the ability
             Sorting picture cards by beginning                   Reading a whole thought (a                   to use short vowel sounds to decode
              and ending phonemes                                   sentence).                                   and spell single=syllable words by:
                                                         d) Read his/her own writing.                                 Recognizing vowel sounds.
    e) Add or delete phonemes (sounds) to
        make new words.                                       Chesapeake Objective(s)                                 Separating the sounds in a word.
        Chesapeake Objective(s)                               The student will demonstrate the ability                Blending sounds to make a word.
        The student will demonstrate he ability               to read his/her own writing by:                         Recognizing word patterns CVC,
        to add or delete phonemes (sounds)                         Reading his/her own writing.                       VC, CVCC, and CVCE.
        orally to change syllables or words by:                                                                       Using vowel patterns CVC, VC,
                                                     1.6 The student will apply phonetic principles
             Adding, deleting, or changing                                                                            CVCC, and CCVCE in decoding
                                                         to read and spell. To be successful                           and spelling single-syllable words.
              phonemes orally to change
                                                         students must:                                               Using some CVVC vowel patterns
              syllables or words.
                                                         a) Use beginning and ending consonants
             Isolating and manipulating                                                                               in decoding and spelling single-
                                                              to decode and spell single-syllable
              phonemes.                                                                                               syllable words.
                                                              words.
                                                                                                                      Spelling words.
                                                                              2
              Demonstrating decoding-strategy                      Using words, phrases, and                          Noticing when words or sentences
               skills in daily reading.                              sentences.                                          do not make sense in context.
    e)   Blend beginning, middle, and ending              b)   Use titles and pictures.                                 Discuss meanings of words in
         sounds to recognize and read words.                   Chesapeake Objective(s)                                   context.
         Chesapeake Objective(s)                               The student will demonstrate the ability        b)   Develop vocabulary by listening to and
         The student will demonstrate the ability              to use titles and pictures by:                       reading a variety of texts.
         to blend beginning, middle, and ending                     Using prior knowledge to interpret             (Chesapeake Objective(s)
         sounds to recognize and read words                          pictures.                                      The student will demonstrate the ability
         by:                                                        Using titles and pictures to make              to develop vocabulary by listening to
              Hearing and recognizing vowel                         predictions about text.                        and reading a variety of texts by:
               sounds.                                              Using pictures to confirm                          Engaging in read-aloud activities
              Blending separately spoken                            vocabulary choice                                   voluntarily.
               phonemes to make a word.                             Describing a person, place, thing,                 Reading a wide variety of self-
              Decoding accurately unknown,                          or event from a picture.                            selected and teacher-selected
               orthographically regular, one-             c)   Use information in the story to read                      stories, poems, and informational
               syllable words and nonsense                     words.                                                    texts aloud.
               words, (e.g., sit zot), using print-            Chesapeake Objective(s)                                  Developing vocabulary by listening
               sound mappings to sound them                    The student will demonstrate the ability                  to and reading a variety of texts.
               out.                                            to use information in the story to read         c)   Ask for the meaning of unknown words
              Demonstrating decoding-strategy                 words by:                                            and make connections to familiar
               skills in daily reading.                             Using knowledge of the story or                words.
    f)   Use word patterns to decode unfamiliar                      topic to make predictions about                Chesapeake Objective(s)
         words.                                                      vocabulary and text.                           The student will demonstrate the ability
         Chesapeake Objective(s)                                    Noticing when words or sentences               to ask for the meaning of unknown
         The student will demonstrate the ability                    do not make sense in context.                  words and make connections to familiar
         to use word patterns to decode                             Applying background knowledge.                 words by:
         unfamiliar words by:                                                                                           Asking for the meaning of
                                                                    Using pictures for understanding
              Recognizing word patterns.                                                                                unknown words and making
                                                                     the story and decoding words.
              Using onsets and rimes to decode           d)   Use knowledge of sentence structure.
                                                                                                                         connections to familiar words.
               new words.                                                                                      d)   Use text clues such as words or
                                                               Chesapeake Objective(s)
              Using vowel patterns CVC, VC,                   The student will demonstrate the ability             pictures to discern meanings of
               CVCC, and CVCE               to                 to use knowledge of sentence                         unknown words.
               decode unfamiliar words.                        structures by:                                       Chesapeake Objective(s)
              Using some CVVC vowel patterns                       Recognizing complete sentences                 The student will demonstrate the ability
                                                                     when reading.                                  to use text clues by:
               to decode unfamiliar words.
                                                                                                                       Developing their vocabulary
              Recognizing contractions and                          Using intonation, pauses, and
                                                                     emphasis that signal the structure                  listening to and reading a variety
               possessives.
                                                                     of the sentence when reading.                       of texts (e.g., predictable,
    g)   Read and spell simple two-syllable
                                                                    Using clues of punctuation,                         decodable, and
         compound words.
                                                                                                                         narrative/expository texts written in
         Chesapeake Objectives(s)                                    including periods, question marks,
                                                                                                                         the original, natural language of
         The student will demonstrate the ability                    exclamation pints, commas, and
         to read and spell simple two-syllable                                                                           the authors).
                                                                     quotation marks, to guide their
         compound words by:                                          reading.                                           Using words, pictures and other
              Recognizing and using simple                         Rereading and self-correcting.                      clues from text to confirm or self-
               compound words.                                                                                           correct.
                                                          e)   Use knowledge of story structure.
              Reading compound words in daily                 Chesapeake Objective(s)                                  Applying background knowledge.
               reading.                                        The student will demonstrate the ability        e)   Use vocabulary from other content
              Using specific words to form a                  to use knowledge of story structure by:              areas.
               compound word.                                       Using knowledge of story structure             Chesapeake Objective(s)
    h)   Read and spell commonly used sight                          (i.e., characters, setting,                    The student will demonstrate the ability
         words.                                                      problem/solution) to guide                     to use vocabulary from other content
                                                                                                                    areas by:
         Chesapeake Objective(s)                                     comprehension.
                                                                                                                        Using titles and pictures to make
         The student will demonstrate the ability         f)   Reread and self-correct.
         to read and spell commonly used sight                 Chesapeake Objective(s)                                   predictions about text.
         words by:                                             The student will demonstrate the ability                 Using pictures to confirm
              Reading high-frequency sight                    to reread and self-correct by:                            vocabulary choice.
               words.                                               Monitoring own reading.
              Spelling common high-frequency                       Rereading to confirm vocabulary
                                                                                                          1.9 The student will read and demonstrate
               sight words.                                                                                   comprehension of a variety of fictional
                                                                     choice
                                                                                                              texts. To be successful students must:
                                                                    Rereading and self-correcting
1.7 The student will use semantic clues and                                                                   a) Preview the selection.
                                                                     when text does not make sense
    syntax to expand vocabulary when                                                                               Chesapeake Objective(s)
    reading. To be successful students                                                                             The student will demonstrate the ability
                                                      1.8 The student will expand vocabulary. To                   to read and demonstrate
    must:                                                 be successful students must:                             comprehension of a variety of fiction
    a) Use words, phrases, and sentences.                 a) Discuss meanings of words in context.                 and non-fiction by:
        Chesapeake Objective(s)                               Chesapeake Objective(s)                                  Engaging in read-aloud activities
        The student will demonstrate the ability              The student will demonstrate the ability                  voluntarily.
        to use words, phrases, and sentences                  to discuss meanings of words in context
        by:                                                                                                            Reading a wide variety of self-
                                                              by:
                                                                                                                        selected and teacher-selected

                                                                             3
           stories, poems, and informational                   Using text to ask and answer                c)   Set a purpose for reading.
           texts aloud.                                         questions.                                  d)   Identify text features such as pictures,
          Using expression and intonation to                  Identifying cause and effect.                    heading, charts, and captions.
           convey meaning when reading                         Making inferences.                          e)   Make and confirm predictions.
           aloud.                                              Drawing conclusions.                        f)   Ask and answer who, what when,
          Practicing reading in text on their       f)   Identify characters, setting, and                      where, why, and how questions about
           independent reading level to                   important events.                                      what is read.
           develop accuracy, fluency, and                 Chesapeake Objective(s)                           g)   Identify the main idea.
           expression.                                    The student will demonstrate the ability               Chesapeake Objective(s)
          Reading aloud a selected passage               to identify characters, setting, and                   The student will demonstrate the ability
                                                          important events by:                                   to identify the main idea by:
           from a book or poem.
                                                               Identifying characters, setting, and                  Identifying the topic or main idea
b)   Set a purpose for reading.
                                                                important events.                                      of a short fiction or nonfiction
     Chesapeake Objective(s)
     The student will demonstrate the ability                  Naming and describing the                              selection.
     to set a purpose for reading by:                           characters.                                           Summarizing the main idea.
          Choosing a purpose for reading by                   Naming and describing the setting.          h)   Read and reread familiar passages with
           looking at the illustrations,                       Naming and describing important                  fluency, accuracy, and meaningful
           determining prior knowledge, and                     events.                                          expression.
           predicting outcome of the                           Classifying.                                     Chesapeake Objective(s)
                                                                                                                 The student will demonstrate the ability
           selection.                                          Utilizing graphic organizers.
                                                                                                                 to read and reread unfamiliar stories,
          Reading various nonfiction forms                    Comparing and contrasting                        poems, and passages with fluency,
           including letters, lists, recipes,                   characters, settings, and important              accuracy, and meaningful expression
           newspapers, and magazines.                           events.                                          by:
          Formulating questions before              g)   Retell stories and events, using                            Using expression and intonation to
           reading.                                       beginning, middle, and end.                                  convey meaning when reading
          Completing a graphic organizer.                Chesapeake Objective(s)                                      aloud.
c)   Relate previous experiences to what is               The student will demonstrate the ability                    Practicing reading in text on their
     read.                                                to retell stories and event, using                           independent reading level to
     Chesapeake Objective(s)                              beginning, middle, and end by:
                                                                                                                       develop accuracy, fluency, and
     The student will demonstrate the ability                  Retelling the story by sequencing
                                                                                                                       expression.
     to relate previous experiences to what                     the important events.
                                                                                                                      Reading aloud a selected passage
     is read by:                                               Creating artwork or a written
                                                                                                                       from a book or poem.
          Drawing on prior knowledge to                        response that shows
           make predictions before and                          comprehension of a selection.          1.11 The student will use simple reference
           during reading.                                     Extending the story orally with             materials. To be successful students
          Using knowledge from their own                       drawings.                                   must:
           experience to make sense of and           h)   Identify the main idea or theme.                  a) Use simple reference materials.
           talk about a text before, during,              Chesapeake Objective(s)                               Chesapeake Objective(s)
           and after reading.                             The student will demonstrate the ability              The student will demonstrate the ability
d)   Make and confirm predictions.                        to identify the main idea or theme by:                to use simple reference materials by:
     Chesapeake Objective(s)                                   Identifying the topic or main idea                  Using simple reference materials.
     The student will demonstrate the ability                   of a short fiction or nonfiction                    Alphabetizing a list of five to eight
     to make predictions about the content                      selection.                                           words according to the first letter.
     by:                                                       Summarizing the main idea.
          Making and confirming predictions                                                                        Making a personal dictionary or
                                                     i)   Read and reread familiar stories,                          word list to use in writing.
           based on illustrations or portions             poems, and passages with fluency,
           of the selections.                                                                               b) Use a picture dictionary to find
                                                          accuracy, and meaningful expression.                  meanings of unfamiliar words.
          Using prior knowledge to predict.              Chesapeake Objective(s)                               Chesapeake Objective(s)
          Realizing a prediction is an idea              The student will demonstrate the ability              The student will demonstrate the ability
           about what will happen and may                 to read and reread unfamiliar stories,                to use a dictionary to find meanings of
           or may not be correct.                         poems, and passages with fluency,                     unfamiliar words by:
                                                         accuracy, and meaningful expression
           Revising predictions based on                                                                            Using a picture dictionary to locate
                                                          by:
           content.                                                                                                  unfamiliar words.
                                                               Using expression and intonation to
e)   Ask and answer who, what, when,
                                                                convey meaning when reading
     where, why, and how questions about                                                               Writing
                                                                aloud.
     what is read.
                                                               Practicing reading in text on their    1.12 The student will print legibly. To be
     Chesapeake Objective(s)
                                                                independent reading level to                successful students must:
     The student will demonstrate the ability
     to ask and answer who, what, when,                         develop accuracy, fluency, and              a) Form letters accurately.
     where, why, and how questions about                        expression.                                     Chesapeake Objective(s)
     what is read by:                                          Reading aloud a selected passage                The student will demonstrate the ability
          Asking and answering simple who,                     from a book or poem.                            to form letters by:
           what, when, where, why, and how                                                                           Using appropriate pencil grip.
           questions about a selection.          1.10 The student will read and demonstrate                          Using standard letter formation.
          Utilizing titles, pictures, or             comprehension of a variety of nonfiction                       Using standard number formation.
           headings to ask and answer                 texts. To be successful students must:                b) Space words within sentences.
           questions.                                 a) Preview the selection.                                 Chesapeake Objective(s)
          Answering questions orally and in          b) Use prior and background knowledge                     The student will demonstrate the ability
                                                           as context for new learning.                         to space words within sentences by:
           written responses.

                                                                        4
              Spacing words within sentences.                    Using the editing and proofreading      the concepts, skills, symbols, and vocabulary
              Spacing sentences in writing.                       process.                                identified in the following set of standards.
    c)   Use the alphabetic code to write                f)   Use correct spelling for commonly used
                                                                                                           Problem solving has been integrated throughout
         unknown words phonetically.                          sight words and phonetically regular
                                                                                                           the six content strands. The development of
         Chesapeake Objective(s)                              words in final copies.                       problem-solving skills should be a major goal of
         The student will demonstrate the ability             Chesapeake Objective(s)                      the mathematics program at every grade level.
         to use the alphabetic code to write                  The student will demonstrate the ability     Instruction in the process of problem solving will
         unknown words phonetically participate               to use correct spelling for commonly         need to be integrated early and continuously into
         in dramatics by:                                     used sight words and phonetically            each student’s mathematics education. Students
              Using the alphabetic code to write             regular words in final copies by:            must be helped to develop a wide range of skills
               unknown words phonetically.                        Spelling high-frequency sight           and strategies for solving a variety of problem
                                                                   words and phonetically regular          types.
1.13 The student will write to communicate                         words correctly in final copies.
     ideas for a variety of purposes. To be                       Sounding out words in order to          1.1 The student will
     successful students must:                                                                                 a) count from 0 to 100 and write the
                                                                   spell them phonetically.
                                                                                                                     corresponding numerals and;
     a) Generate ideas.                                           Using print resources in the                b) group a collection of up to 100
         Chesapeake Objective(s)                                   classroom in order to spell words.                objects into tens and ones and write
         The student will demonstrate the ability                 Distinguishing draft writing from                 the corresponding numeral to
         to generate ideas by:                                                                                       develop an understanding of place
                                                                   final-product writing.
              Using previous experiences to                                                                         value.
                                                                  Using the editing and proofreading
               generate ideas.                                                                                 * Count by rote from 0 to 100, using the
                                                                   process.
              Participating in teacher-directed                                                                  correct names for each numeral.
               brainstorming activities.                                                                       * Use the correct counting sequence to tell
                                                         g)   Share final copies with others.                     how many objects are in a set.
              Participating in teacher-directed              Chesapeake Objective(s)                          * Write numerals correctly.
               prewriting strategies, such as                 The student will demonstrate the ability         * Write each numeral from 0 to 100.
               webbing, clustering, and semantic              to share writing with others by:                 * Read two-digit numbers when shown a
               mapping to organize ideas.                         Reading their writing to an                    numeral, a Base-10 model of the number,
              Using familiar writing forms,                       audience.                                      or a pictorial representation of the number.
               including lists, letters, stories,                                                              * Identify the place value (ones, tens) of
               reports, messages, and poems.        1.14 The student will use available technology                each digit in a two-digit numeral (e.g., The
                                                         for reading and writing.                                 place value of the 2 in the number 23 is
     b) Focus on one topic.                                                                                       tens. The value of the 2 in the number 23
         Chesapeake Objective(s)                         Chesapeake Objective(s)
                                                                                                                  is 20).
         The student will demonstrate the ability        The student will demonstrate the ability to
                                                                                                               * Group a collection of objects into sets of
         to focus on the topic by:                       use available technology for reading and                 tens and ones. Write the numeral that
              Participating in teacher-directed         writing by:
                                                                                                                  corresponds to the total number of objects
               charting activities to organize           a) Using a word processor to publish                     in a given collection of objects that have
               activities.                                     writing.                                           been grouped into sets of tens and ones.
              Writing a sentence or sentences           b) Asking and responding to questions                 Chesapeake Objective:
               that focus on one topic.                        about material presented through                   Compare and order numbers to 100 using
                                                               various media formats.                             words (greater than, less than, or equal
     c) Revise by adding descriptive words                                                                       to).
         when writing about people, places,              c) Using digital tools to produce and
                                                                                                                  *Orally identify and write numerals for
         things, and events.                                   publish writing
                                                                                                                  numbers 0-100 given both in and out of
         Chesapeake Objective(s)                         d) Using electronic templates (e.g.,                     sequence. Identify and write numeral for a
         The student will demonstrate the ability              graphic organizers) to organize                    number before and/or after a given
         to use descriptive words when writing                 information.                                       number.
         about people, places, things, and                                                                                                 *Now part of SOL
         events by:                                                      MATH
              Beginning to elaborate ideas by                                                             1.2 The student will count forward by ones,
               using descriptive words                                                                         twos, fives, and tens to 100 and backward
               (adjectives) when writing about      The first grade standards introduce the idea of            by ones from 30.
                                                    fractions and continue the development of sorting          * Count by ones, twos, fives, and tens to
               people, places, things, and events
                                                    and patterning skills. In first grade students will          100, using concrete objects, such as
               (nouns).                                                                                          counters, connecting cubes, pennies,
                                                    learn the basic addition facts, sums to eighteen or
              Using vivid verbs in writing.                                                                     nickels, and dimes.
                                                    less, and the corresponding subtraction facts.
     d) Use complete sentences in final copies.     Students also will draw and describe certain two-          * Demonstrate a one-to-one
         Chesapeake Objective(s)                    dimensional figures and use nonstandard units to             correspondence when counting by ones
         The student will demonstrate the ability   measure length and weight.          While learning           with concrete objects or representations.
         to participate in dramatics by:            mathematics, students will be actively engaged,            * Skip count orally by twos, fives and tens to
              Participating in dramatics.          using concrete materials and appropriate                     100 starting at various multiples of 2, 5, or
     e) Begin each sentence with a capital          technologies such as calculators and computers.              10.
                                                    However, facility in the use of technology shall not       * Count backward by ones from 30.
         letter and use ending punctuation in                                                                  Chesapeake Objective:
         final copies.                              be regarded as a substitute for a student’s under-
                                                    standing of quantitative concepts and relation-              *Skip count orally by twos to 100 using
         Chesapeake Objective(s)                                                                                  concrete objects.      *Now part of SOL
                                                    ships or for proficiency in basic computations.
         The student will demonstrate the ability
         to use complete sentences in final
         copies by:                                                                                        1. 3 The student will identify the parts of a set
                                                    Mathematics has its own language, and the
              Writing simple, complete                                                                         and/or region that represent fractions for
                                                    acquisition of specialized vocabulary and
               sentences.                           language patterns is crucial to a student’s                 halves, thirds, and fourths, and write the
              Distinguishing draft writing from    understanding and appreciation of the subject.              fraction.
               final-product writing.               Students should be encouraged to use correctly


                                                                             5
     * Represent a whole to show it having two              * Recall and write the basic addition facts            Chesapeake Objectives:
                                           1                  for sums to 18 or less and the corres-                *Estimate and measure length using
       equal parts and identify one-half ( ), and             ponding subtraction facts, when addition              standard and nonstandard units of
                                           2
                                                              or subtraction problems are presented in              measure.
                     2                                        either horizontal or vertical written format.         *Estimate and measure weight (including
       two halves ( ).
                     2                                      Chesapeake Objective:                                    more/less).
     * Represent a whole to show it having three              Add three one-digit numbers to ten.                   *Choose the correct instrument of
                                            1                                                                        measurement.
       equal parts and identify one-third ( ), two    1.6 The student will create and solve one-                                        *Now part of SOL
                                            3
                                                          step story and picture problems using
                2                    3                    basic addition facts with sums to 18 or             1.10 The student will compare, using the
       thirds ( ) and three-thirds ( ).
                3                    3                    less and the corresponding subtraction                   concepts of more, less, and equivalent,
     * Represent a whole to show it having four           facts.                                                   a) the volumes of two given containers;
                                              1           * Interpret and solve oral or written story                 and
       equal parts and identify one-fourth ( ),             and picture problems involving one-step                b) the weight/mass of two objects, using
                                              4
                                                            solutions, using basic addition and                        a balance scale.
                     2                   3                  subtraction facts (sums to 18 or less and              * Compare the volumes of two containers
       two-fourths ( ), three-fourths ( ) and
                     4                   4                  the corresponding subtraction facts).                     to determine if the volume of one is
                      4                                   * Identify a correct number sentence to                     more, less, or equivalent to the other,
       four-fourths ( ).                                    solve an oral or written story and                        using nonstandard units of
                      4
                                                            picture problem, selecting from among                     measure (e.g., a spoonful or scoopful).
     * Identify and model halves, thirds, and
                                                            basic addition and subtraction facts.                  * Compare the volumes of two containers
       fourths of a whole, using the set model
                                                                                                                      to determine if the volume of one is
       (e.g., connecting cubes and counters), and
                                                      1.7 The student will                                            more, less, or equivalent to the other by
       region/area models (e.g., pie pieces,
                                                            a) identify the number of pennies                         pouring the contents of one container into
       pattern blocks, geoboards, paper-folding,
                                                            equivalent to a nickel, a dime, and a                     the other.
       and drawings).
                                                            quarter; and                                           * Compare the weight/mass of two objects,
     * Name and write fractions represented by
                                                            b) determine the value of a collection                    using the terms lighter, heavier, or the
       drawings or concrete materials for halves,
                                                            of pennies, nickels, and dimes whose                      same, using a balance scale. The pan
       thirds, and fourths.
                                                            total value is 100 cents or less.                         containing less weight/mass will rise and
     * Represent a given fraction using concrete
                                                          * Identify the value of a nickel, a dime, and               the pan containing more weight/mass will
       materials, pictures, and symbols for
                                                            a quarter in terms of pennies.                            fall.
       halves, thirds, and fourths. For example,
                                                          * Recognize the characteristics of pennies,
       write the symbol for one-fourth, and
                                                            nickels, and dimes (e.g., color, size).           1.11 The student will use calendar language
       represent it with concrete materials and
                                                          * Count by ones to determine the value of a              appropriately (e.g., names of the months,
       pictures.
                                                            collection of pennies whose total value is             today, yesterday, next week, last week).
     Chesapeake Objectives:
                                                            100 cents or less.                                     * Read a calendar to locate a given day or
       *Represent a whole to show it having
                                                          * Count by fives to determine the value of a               date.
       three equal parts. Identify and model
                                                            collection of nickels whose total value is             * Identify the months of the year.
       one-third.
                                                            100 cents or less.                                     * Identify the seven days in a week.
                                *Now part of SOL
                                                          * Count by tens to determine the value of a              * Determine the days/dates before and after
                                                            collection of dimes whose total value is                 a given day/date (e.g., yesterday, today,
1.4 The student, given a familiar problem
                                                            100 cents or less.                                       tomorrow).
    situation involving magnitude, will
                                                          * Count by ones, fives, and tens to                      * Determine the date that is a specific
    a) select a reasonable order of magnitude
                                                            determine the value of a collection of                   number of days or weeks in the past or in
       from three given quantities: a one-digit
                                                            pennies and nickels, pennies and dimes,                  the future from a given date, using a
       numeral, a two-digit numeral, and a
                                                            and nickels and dimes whose total value is               calendar.
       three-digit numeral (e.g., 5, 50, and
                                                            100 cents or less.                                     * Identify specific dates (e.g., the third
       500); and
                                                          * Count by ones, fives, and tens to                        Monday in a given month).
    b) explain the reasonableness of the
                                                            determine the value of a collection of                 Chesapeake Objective: * Read a
       choice.
                                                            pennies, nickels and dimes, whose total                  calendar/solve problems involving days,
    * Select a reasonable magnitude for a given
                                                            value is 100 cents or less.                              weeks, and months.
       set from three given quantities: a one-digit
                                                          Chesapeake Objective:                                                              *Now part of SOL
       numeral, a two-digit numeral, and a three-
                                                            Identify the value of a group of quarters up
       digit numeral, (e.g., 5, 50, and 500 jelly
                                                            to 100 cents.
       beans in jars) in a familiar problem
                                                                                                              1.12 The student will identify and trace,
       situation.
                                                      1.8    The student will tell time to the half-hour,          describe, and sort plane geometric
    * Given a familiar problem situation involv-
                                                             using analog and digital clocks.                      figures (triangle, square, rectangle, and
       ing magnitude, explain why a particular
                                                            * Tell time shown on an analog clock to the            circle) according to number of sides,
       estimate was chosen as the most
                                                              half-hour.                                           vertices, and right angles.
       reasonable from three given quantities:
                                                            * Tell time shown on a digital clock to the            * Describe a circle.
       a one-digit numeral, a two-digit numeral,
                                                              half-hour.                                           * Trace triangles, squares, rectangles, and
       and a three-digit numeral.
                                                            * Match a written time to the time shown on               circles.
                                                              a digital and analog clock to the half-hour.         * Describe triangles, squares, and
1.5 The student will recall basic addition
                                                                                                                      rectangles by the number of sides,
    facts with sums to 18 or less and the
                                                                                                                      vertices, and right angles.
    corresponding subtraction facts.
                                                      1.9 The student will use nonstandard units                   * Sort plane geometric figures into
    * Identify + as a symbol for addition, − as a
                                                          to measure length, weight/mass, and                         appropriate subsets (categories) based on
      symbol for subtraction, and = as a symbol
                                                          volume.                                                     characteristics (number of sides, vertices,
      for equality.
                                                          * Measure the length of objects, using                      angles, curved, etc.).
    * Recall and state orally the basic addition
                                                            nonstandard units (e.g., connecting
                                                            cubes, paper clips, erasers).


                                                                                                              1.13 The student will construct, model, and
       facts for sums with two addends to 18 or
                                                            * Measure the weight of objects, using                 describe objects in the environment as
       less and the corresponding subtraction
                                                              nonstandard units (e.g., paper clips, bean           geometric shapes (triangle, rectangle,
       facts.
                                                              bags, cubes).                                        square, and circle) and explain the
                                                                                6
     reasonableness of each choice.                         patterns 2, 3, 2, 4, 2, 5, 2, 6, 2….).                c) pushes or pulls can change the
     * Construct plane geometric figures.                                                                            movement of an object.
     * Identify models of representations of         1.18 The student will demonstrate an
       circles, squares, rectangles, and triangles        understanding of equality through the              Matter
       in the environment at school and home              use of the equal sign.
       and tell why they represent those                  * Identify the equality (=) symbol.                1.3 The student will investigate and under-
       figures.                                           * Recognize that the equations 4 + 2 = 2 + 4           stand how different common materials
     * Describe representations of circles,                 and 6 + 1 = 4 + 3 represent the                      interact with water. Key concepts include
       squares, rectangles, and triangles in                relationship between two expressions of              a) some liquids will separate when mixed
       the environment and explain the                      equal value.                                            with water, but others will not;
       reasonableness of the choice.                      * Model an equation that represents the                b) some solids will dissolve in
     Chesapeake Objective:                                  relationship of two expressions of equal                water, but others will not; and
       Explore shapes and symmetry in the                   value. Identify equivalent values                    c) some substances will dissolve more
       environment.                                         (e.g., 3 = 3, 4 + 3 = 8 − 1, 7 = 2 + 5, etc.).          readily in hot water than in cold water.

1.14 The student will investigate, identify,                                                                 Life Processes
     and describe various forms of data                                 SCIENCE
     collection (e.g., recording daily                                                                       1.4 The student will investigate and under-
     temperature, lunch count, attendance,           The first-grade standards continue to stress basic          stand that plants have basic life needs
     favorite ice cream), using tables, picture      science skills in understanding familiar objects            and functional parts and can be
     graphs, and object graphs.                      and events. Students are expected to begin                  classified according to certain
    * Investigate various forms of data              conducting     simple     experiments    and    be          characteristics. Key concepts include
      collection, including counting and tallying,   responsible for some of the planning. Students              a) plant needs nutrients, air, water, light,
      informal surveys, observations, and voting.    are introduced to the concept of classifying plants            and a place to grow;
    * Identify and describe various forms of data    and animals based on simple characteristics.                b) basic parts of a plant; and
      collection in practical situations (e.g.,      Emphasis is placed on the relationships among               c) plants can be classified based on a
      recording daily temperature, lunch count,      objects and their interactions with one another.               variety of characteristics.
      attendance, and favorite ice cream).           Students are expected to know the basic
    Chesapeake Objectives:                           relationships between the sun and Earth and             1.5 The student will investigate and
      Estimate and measure temperature.              between seasonal changes and plant and animal               understand that animals, including
                                                     activities. Students will also begin to develop an          humans, have basic needs and certain
1.15 The student will interpret information          understanding of moving objects, simple                     distinguishing characteristics.
      displayed in a picture or object graph,        solutions, and important natural resources.                 Key concepts include
      using the vocabulary more, less, fewer,                                                                    a) basic needs include adequate air, food,
      greater than, less than, and equal to.         Scientific Investigation, Reasoning, and Logic                 water, shelter and space (habitat);
     * Compare one category to another in a                                                                      b) animals, including humans, have many
       graph, indicating which has more or which     1.1 The student will demonstrate an under-                     physical characteristics; and
       has less, or which is equal to.                    standing of scientific reasoning, logic,               c) animals can be classified according to
     * Interpret information displayed in object          and the nature of science by planning                     a variety of characteristics.
       graphs and picture graphs, using the               and conducting investigations in which
       words more, less, fewer, greater than,            a) the senses are used to observe
       less than, and equal to.                             differences in physical properties;              Interrelationships in Earth/Space Systems
     * Find answers to questions using graphs,           b) observations are made from multiple
       (e.g., “Which category has more?”, “How               positions to achieve a variety of               1.6 The student will investigate and under-
       many more?”, and “How many in all?”).                 perspectives and are repeated to ensure             stand the basic relationships between the
     Chesapeake Objectives:*                                 accuracy;                                           sun and Earth. Key concepts include
       Solve problems by interpreting data               c) objects or events are classified and                 a) the sun is a source of energy and light
        from graph; more, less, fewer.                      arranged according to characteristics                   that warms the land, air, and water; and
                                *Now part of SOL            or properties;                                       b) the sun’s relative position in the
                                                         d) simple tools are used to enhance                        morning is east and in the late afternoon
1.16 The student will sort and classify                     observations;                                            is west.
     concrete objects according to one or                e) length, mass, volume, and temperature
     more attributes, including color, size,                are measured using nonstandard                   Earth Patterns, Cycles, and Change
     shape, and thickness.                                  units;
     * Sort and classify objects into appropriate        f) inferences are made and conclusions              1.7 The student will investigate and under-
       subsets (categories) based on one or                 are drawn about familiar objects and                 stand weather and seasonal changes.
       two attributes, such as size, shape, color,          events;                                              Key concepts include
       or thickness.                                     g) a question is developed from one or                  a) changes in temperature, light, and
                                                            more observations;                                      precipitation affect plants and animals,
1.17 The student will recognize, describe,               h) predictions are made based on patterns                  including humans;
     extend, and create a wide variety of                   of observation;                                      b) there are relationships between daily
     growing and repeating patterns.                     i) observations and data are recorded,                     and seasonal changes; and
    * Recognize the pattern in a given rhythmic,            analyzed, and communicated orally and                c) changes in temperature, light and
      color, geometric figure, or numerical                  with simple graphs, pictures, written                  precipitation can be observed and
      sequence.                                             statements, and numbers; and                            recorded over time.
    * Describe the pattern in a given rhythmic,          j) simple investigations and experiments
      color, geometric figure, or numerical                 are conducted to answer questions.               Resources
      sequence. In terms of the core (the part of
      the sequence that repeats).                    Force, Motion, and Energy                               1.8 The student will investigate and under-
                                                                                                                 stand that natural resources are limited.
*    Extend a pattern, using manipulatives,          1.2 The student will investigate and under-                 Key concepts include
       geometric figures, numbers, or calculators.       stand that moving objects exhibit                       a) identification of natural resources;
                                                         different kinds of motion. Key concepts                 b) factors that affect air and water quality;
     * Transfer a pattern from one form to               include                                                    and
       another.                                          a) objects may have straight, circular, and             c) recycling, reusing, and reducing
     * Create a repeating or growing pattern,               back-and-forth motions;                                 consumption of natural resources.
       using manipulatives, geometric figures,           b) objects may vibrate and produce
       numbers, or calculators (e.g., the growing           sound; and
                                                                              7
                                                                                                                   locomotor movements.
  HISTORY AND SOCIAL SCIENCE                          Civics                                                    4. Dramatize songs, stories, and poems.
 Introduction to History and the Social Sciences
                                                      1.10 The student will apply the traits of a good     Create
The standards for first grade students include an          citizen by:
introduction to the lives of American leaders and          a) focusing on fair play, exhibiting good       1.4 The student will employ creativity in a
their contributions to the United States. Students            sportsmanship, helping others, and               variety of music experiences.
should recognize basic map symbols and                        treating others with respect;                    1. Use classroom instruments, body
construct a simple map of a familiar area. The             b) recognizing the purpose of rules and                percussion, and movement.
students should study the economic concepts of                practicing self-control;                         2. Use the voice in speech and song.
goods and services, buyers and sellers, and                c) working hard in school;                          3. Dramatize songs, stories, and poems.
making economic choices. Students should learn             d) taking responsibility for one’s own              4. Create melodies to familiar nursery
to apply the traits of a good citizen and recognize           actions;                                            rhymes or chants.
that communities in Virginia include people who            e) valuing honesty and truthfulness in
have diverse ethnic origins, customs, and                     oneself and others.                          Investigate
traditions who make contributions to their                 f) participating in classroom decision-
communities and who are united as Americans by                making through voting.                       1.5 The student will distinguish between melodic
common principles.                                                                                             rhythm and steady beat by sight and sound.
                                                      1.11 The student will recognize the symbols
History                                                    and traditional practices that honor and        1.6 The student will recognize when music
                                                           foster patriotism in the United States by           changes from one section to a contrasting
1.1 The student will interpret information                 a) identifying the American flag, bald              section.
    presented in picture timelines to show                    eagle, Washington Monument, and
    sequence of events and will distinguish                   Statue of Liberty;                           1.7 The student will recognize and describe
    among past, present, and future.                       b) demonstrating respect for the                    sudden changes in expressive qualities of
                                                              American flag by learning about the              music.
1.2 The student will describe the stories of                  Pledge of Allegiance.                              Demonstrate changes in dynamics and
    American leaders and their contributions                                                                     tempo vocally, instrumentally, and with
    to our country, with emphasis on George           1.12 The student will recognize that                       movement.
    Washington, Benjamin Franklin, Abraham                 communities in Virginia:
    Lincoln, George Washington Carver, and                 a) have local governments                       1.8 The student will identify high pitches and low
    Eleanor Roosevelt.                                     b) benefit from people who volunteer                pitches.
                                                              in their communities                             1. Demonstrate different pitches vocally,
1.3 The student will discuss the lives of                  c) include people who have diverse                     instrumentally, and with movement.
    people associated with Presidents’ Day,                   ethnic origins, customs, and                     2. Distinguish between extreme contrasts of
    Columbus Day, and the events of                           traditions who make contributions to                sound.
    Independence Day (Fourth of July).                        their communities, and who are united
                                                              as Americans by common principles.           1.9 The student will identify pitched and non-
                                                                                                               pitched classroom instruments by sight
Geography                                                                                                      and sound.

1.4 The student will develop map skills by:
                                                                           MUSIC                           1.10 The student will distinguish between
    a) recognizing basic map symbols,
       including references to land, water                                                                      accompanied and unaccompanied vocal
                                                      Music education in the Chesapeake Public                  music.
       cities and roads;
                                                      Schools is based upon a plan of sequential
    b) using cardinal directions on maps;
                                                      instruction. In the elementary grades, students      The student will identify a composer and a music
    c) identifying the shapes of the United
                                                      are offered multi-dimensional musical experi-        composition from each of four different music
        States and Virginia on maps
                                                      ences which have direction and connection with       historical periods.
       and globes;
                                                      other knowledge.        The following learning
    d) locating Washington, D.C., the capital
                                                      standards and supporting objectives outline          Connect
       of the United States, and Richmond,
                                                      activities which provide first grade students with
       the capital of Virginia, on a United
                                                      the opportunity to acquire a basic foundation in     1.11 The student will exhibit respect for the
       States map.
                                                      music and enable them to pursue life-long                 contributions of self and others in a music
                                                      involvement as educated consumers and                     setting.
1.5 The student will construct a simple map
                                                      participants.
    of a familiar area using basic map
    symbols in the map legend.                                                                                  1. Contribute to a group effort of making
1.6 The student will describe how the                 Perform                                                      music.
    location of his/her community, climate                                                                      2. Contribute to a group effort of listening to
    and physical surroundings affect the way          1.1 The student will sing songs and play                     music.
    people live, including their food, clothing,          instruments.                                          3. Participate in music activities that involve
    shelter, transportation, and recreation.              1. Sing songs that contain sol, mi, and la               sharing, taking turns, and other ways of
                                                             pitches.                                              demonstrating good citizenship.
                                                          2. Sing a variety of songs individually and in
Economics
                                                             groups.                                       1.12 The student will demonstrate an
                                                          3. Develop a repertoire of songs.                     understanding of the relationship
1.7 The student will explain the difference
                                                          4. Play pitched and non-pitched instruments.          between music and other disciplines.
    between goods and services and
    describe how people are consumers and
                                                      1.2 The student will perform rhythm patterns.        Research in music education includes several
    producers of goods and services.
                                                          1. Relate rhythm patterns to notation.           studies that document the positive influence of
                                                          2. Demonstrate melodic rhythm.                   music instruction on the academic achievement,
1.8 The student will explain that people make
    choices because they cannot have every-                                                                standardized test scores, and the overall success
                                                      1.3 The student will respond to music with           of American students. Those who participate in
    thing they want.
                                                          movement.                                        music activities also demonstrate an ability to
                                                          1. Perform line and circle dances.               work independently and with others. In addition,
1.9 The student will recognize that people
                                                          2. Perform dances and games from various         students employ critical thinking while developing
    save money for the future to purchase
                                                             cultures.                                     musicianship and life-long skills.
    goods and services.
                                                          3. Demonstrate locomotor and non-
                                                                               8
                                                                                                                 activities involving locomotor skills, non-
                                                      1.14 Identify American cultural symbols and                locomotor skills, and the manipulation of
                       ART
                                                           events depicted in art.                               various objects.
                                                                                                                Perform a variety of rolling movements from a
The Chesapeake art curriculum is established
                                                      Judgment and Criticism                                     tuck position.
upon the philosophy that art is an integral part of
                                                                                                                Transfer weight from feet to hands with hips
each student’s education. Its aims are as stated
                                                      The student will:                                          higher than head.
in the Visual Arts Standards of Learning for
                                                                                                                Perform basic jump rope skills.
Virginia Public Schools, Board of Education,
                                                      1.15 Discuss why viewers may have different               Create and perform simple rhythmical activities.
Commonwealth       of    Virginia,   April    2006.
                                                           responses to works of art .                          Demonstrate skill for chasing, fleeing, and
Elementary art lessons are designed to be
                                                                                                                dodging to avoid or catch others.
incorporated with other subjects in the curriculum.
                                                      1.16 View works of art and describe similarities          Catch and throw objects of different sizes and
The elementary art class correlates and supports
                                                           and differences between them.                         shapes.
math, science, history, and reading in visual form.
                                                                                                                Perform object control skills.
                                                      1.17 Describe and discuss the visual qualities and        Use hands or feet to continuously dribble a
The standards for grade one continue to
                                                           content of works of art, using an art                 ball without losing control.
emphasize that the visual arts are about ideas.
                                                           vocabulary.                                          Strike a ball repeatedly with a paddle.
Development continues in cognitive, sensory,
                                                                                                                Demonstrate the difference between an over-
affective and motor domains. The standards will
                                                                                                                 hand and underhand throw.
continue to emphasize the language of art. Art
                                                                                                                Hit a ball with a bat from a tee or cone.
production focuses on increased communication,        Aesthetics
                                                                                                                Catch a gently thrown ball.
self-expression, and the depiction of stories and
                                                                                                                Skip, hop, gallop, and slide using develop-
events. Students will learn that people have          The student will:
                                                                                                                 mentally appropriate motor patterns.
different responses to the visual arts.
                                                                                                                Jump and land using one and two-foot take
                                                      1.18 Discuss the reasons why works of art
                                                                                                                 offs.
Visual Communication and Production                        have value.
                                                                                                                Perform locomotor and non-locomotor skills
                                                                                                                 through a variety of activities.
The student will:                                     1.19 Express a point of view regarding
                                                           what art is and what purpose art serves.
                                                                                                               1.2 The student will demonstrate improve-
1.1 Recognize and discuss various solutions to                                                                       ment in locomotor, non-manipulative,
    a single art problem.                             1.20 Describe and discuss ideas and emotions
                                                                                                                     and manipulative skills while applying
                                                           communicated in works of art.
                                                                                                                     the movement concepts.
1.2 Use the senses of vision, touch, and hearing                                                               Chesapeake Objective(s):
    as inspirations for works of art.                                                                          The student will be able to demonstrate the
                                                               PHYSICAL EDUCATION                              application of the movement concepts of
1.3 Identify and use:                                                                                          direction, levels, pathways, force, and speed
    1. primary colors – red, blue, and yellow;                                                                 to the following:
    2. line and line variations – zigzag, dotted,     In Chesapeake Public Schools, physical
                                                      education is taught to students in grades 1-12. In       a. Locomotor skills
      wavy, and spiral;                                                                                              walking
    3. texture – visual and tactile;                  grades 1-5 students receive physical education
                                                      from a certified physical education teacher two                running
    4. shape – geometric and organic; and                                                                            hopping
    5. patterns – alternating and repeating.          times per week.        Physical education helps
                                                      students acquire the knowledge and skills                      skipping
                                                      necessary for performing a variety of physical                 galloping
1.4 Create works of art inspired by stories,                                                                         chasing / fleeing
    poems, and themes.                                activities and understand the benefits of achieving
                                                      and maintaining a physically active lifestyle. Our             dodging
                                                      elementary and intermediate program allows                     leaping
1.5 Create art from real and imaginary sources                                                                 b. Non-manipulative skills
    of inspiration.                                   students to explore, experiment, and experience a
                                                      wide range of physical activities without excessive            turning
                                                      peer pressure. We adhere to the SOLs set forth                 twisting
1.6 Use personal experiences and simulated                                                                           rolling
    situations as subject matter in works of art.     by the Virginia State Department of Education.
                                                                                                                     balancing
                                                      1.1 The student will demonstrate the correct                   transferring weight
1.7 Demonstrate the ability to recognize size                                                                        jumping and landing
    relationships in works of art.                         critical elements of locomotor, non-
                                                           manipulative and manipulative skills                      stretching
                                                           (isolated, small parts of the whole skill                 curling
1.8 Develop eye/hand coordination by drawing                                                                         bending
    and constructing.                                      movement).
                                                           a. Demonstrate critical elements used in all        c. Manipulative skills
                                                              locomotor skills.                                      throwing
1.9 Observe and depict plants, animals, and                                                                          catching
    people in a landscape work of art.                     b. Demonstrate critical elements used in
                                                              manipulative skills performed alone (toss              collecting
                                                              and catch, dribble with hand in general                kicking
1.10 Use motor skills to weave, tear and                                                                             dribbling
     otherwise manipulate art materials.                      space, dribble with foot, kick and strike
                                                              with hand or equipment, throw underhand                volleying
                                                              and overhand volley).                                  striking with rackets / paddles
Cultural Context and Art History                                                                                     striking with long handled implements
                                                           c. Demonstrate critical elements for
                                                              manipulative skills while moving.
The student will:                                                                                              1.3 The student will participate frequently
                                                           d. Demonstrate simple educational gymnas-
                                                              tic sequences that have a variety of                 and for short periods in sustained,
1.11 Describe and discuss similarities and                                                                         moderate-to-vigorous physical
                                                              balance, roll, transfer of weight, and flight.
     differences between various careers in the                                                                    activities that cause increased heart and
                                                           e. Demonstrate moving to a rhythm by keep-
     visual arts.                                                                                                  respiration rates.
                                                              ing time to a simple beat using a variety
                                                              of locomotor and non-locomotor skills.
1.12 Recognize and describe how art is an                                                                      1.4 The student will identify changes in the
                                                      Chesapeake Objective(s):
     integral part of one’s own culture.                                                                            body that occur during moderate to
                                                      The student will demonstrate the ability to:
                                                       Locate and identify selected body parts.                    vigorous physical activity.
1.13 Identify and describe works of art that                                                                   Chesapeake Objective(s):
                                                       Demonstrate contrasts in spatial relationships
     communicate feelings, ideas, and                                                                          The student will demonstrate the ability to:
                                                        and effort while traveling.
     information.                                                                                               Identify moderate physical activities.
                                                       Design, create, and participate in a variety of
                                                                                9
 Identify vigorous physical activities.              Credit also applies to the total number of units (22   Virginia Government, and two courses in either
 Experience the changes to heart rate and            or 26) required for graduation in grades 9 – 12.       world history or geography or both.
  respiration caused by sustained moderate
  or vigorous exercise.                               Twenty-Two Credit Diploma                              **** Three years of one language or two years
 Identify what happens to the body during                                                                   each of two languages.
  moderate and vigorous physical activities.          Subject Area     Credit(s) Needed for Graduation
 Explain why heart rate increases during             English                                         4      ***** Students must select from a list of courses
  moderate and vigorous activities.                   Mathematics                                    *3      approved for graduation requirements by the
 Explain why respiration rate increases              Laboratory Science                            **3      Board of Education. All credit-bearing courses in
  during moderate and vigorous activities.            History and Social Sciences                  ***3      music, art, or vocational education will satisfy this
                                                      Health and Physical Education                   2      requirement.
1.5 The student will apply, with little or no         Foreign Language, Fine Arts or Career &
     reinforcement, safe and cooperative                Technical Education                       ****2
     behaviors in physical activity setting.          Economics and Personal Finance                   1
     a. Work independently for short periods.         Electives                                  *****4
     b. Try new activities and skills.                              TOTAL UNITS                      22
Chesapeake Objective(s):
The student will demonstrate the ability to:          * Courses completed to satisfy this requirement
 Understand and demonstrate safe and                 shall include two different course selections from
  cooperative behavior.                               among the following:       Algebra 1, Geometry,
 Work independently for short periods.               Algebra Functions & Data Analysis, Algebra 2, or
 Develop skills for participate in new activities.   other mathematics courses above the level of
                                                      Algebra 2.
1.6 The student will participate regularly
     in physical activities that require              ** Courses completed to satisfy this requirement
     exertion and skill.                              shall include course selections from at least two
Chesapeake Objective(s):                              different science disciplines: earth science,
The student will demonstrate the ability to:          biology, chemistry and physics or completion of
 Identify physical activities that require           the sequence of science courses required for the
  exertion and skill.                                 International Baccalaureate Diploma.
 Participate in a variety of activities that
  require exertion and skill.                         *** Courses completed to satisfy this requirement
 Compare and contrast activities that                shall include U.S. and Virginia History, and U.S.
  require exertion and skill with those that do       and Virginia Government, and one course in
  not require exertion and skill.                     either world history or geography or both.

     Students are expected to follow the              **** Pursuant to Section 22.1-253.13:4, Code of
Chesapeake Public Schools Acceptable Use              Virginia, credits earned for this requirement shall
Policy (AUP) for any online activity related to       include one credit in fine or performing arts or
these instructional objectives.                       career and technical education.

The Virginia Standards of Learning Tests              ***** Courses to satisfy this requirement shall
                                                      include at least two sequential electives as
Students in grades three and five will take           required by the Standards of Quality.
cumulative assessments to measure their com-
petence on The Virginia Standards of Learning.
These tests will be given in English, Mathematics,    Twenty-Six Credit Diploma or Advanced
Social Studies, and Science. At grade five, a test    Studies Diploma
of the Technology Standards will also be given.
These cumulative assessments will be one of the       Subject Area     Credit(s) Needed for Graduation
pieces of information that will be used to consider   English                                         4
students for promotion and retention.                 Mathematics                                    *4
                                                      Laboratory Science                            **4
        Graduation Requirements                       History and Social Sciences                 ***4
          and Diploma Options                         Foreign Language                           ****3
                                                      Health and Physical Education                   2
                                                      Fine Arts or Career & Technical
Students shall earn the standards credits outlined    Economics and Personal Finance             *****1
below. Students completing the requirements for       Electives                                       3
the 22-credit diploma and graduate with an                            TOTAL UNITS                   26
average grade of “A” will receive a Board of
Education seal on the diploma. Students who           * Courses completed to satisfy this requirement
elect the 26-credit diploma, and graduate with an     shall include at least three different course
average of “B” or better and successfully             selections from among the following: Algebra 1,
complete course work that will earn the student at    Geometry, Algebra 2, or other mathematics
least nine transferrable college credits in           courses above the level of Algebra 2.
Advanced       Placement,     dual     enrollment,
International Baccalaureate, or Cambridge,            ** Courses completed to satisfy this requirement
courses will receive a Governor’s seal on the         shall include course selections from at least three
diploma.                                              different science disciplines from among the
                                                      following: earth science, biology, chemistry or
When students below the ninth grade successfully      physics or completion of the sequence of science
complete courses offered for credit in grades 9       courses     required    for    the    International
through 12, credit shall be counted for the           Baccalaureate Diploma.
specified courses required for graduation, pro-
vided the courses meet SOL requirements.              *** Courses completed to satisfy this requirement
                                                      shall include Virginia History, and U.S. and

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