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
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
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.
Retelling stories through informal Drawing and then describing pictures.
b) Begin to ask for clarification and Responding to peer questions with
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
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.
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:
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.
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.
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
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
of the sentence when reading. of texts (e.g., predictable,
g) Read and spell simple two-syllable
Using clues of punctuation, decodable, and
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
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
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-
selected and teacher-selected
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
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
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
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
what is read.
Practicing reading in text on their 1.12 The student will print legibly. To be
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:
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
Using previous experiences to value.
Using the editing and proofreading
generate ideas. * Count by rote from 0 to 100, using the
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)
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
* 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
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
equal parts and identify one-third ( ), two 1.6 The student will create and solve one- *Now part of SOL
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
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
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.
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,
collection of pennies whose total value is today, yesterday, next week, last week).
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.
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
* 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
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,
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,
* 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,
bags, cubes). square, and circle) and explain the
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
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.
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
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
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
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-
activities involving locomotor skills, non-
1.14 Identify American cultural symbols and locomotor skills, and the manipulation of
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
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.
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
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
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
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
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