Create through exploration, improvisation, and composition, an accompaniment for a selection with pitched and non-pitched classroom instruments and voices.

Create through exploration, improvisation, and composition, an answer to a rhythmic question.

Create vocal and rhythmic embellishments for a song or rhyme.

Create a song about community.

Explore basic locomotor movements moving in a straight line; e.g., walk, run, gallop, slide, jump, step hop, skip.

Explore non-locomotor/axial movement within personal space.

Explore shapes at low, middle, and high levels.

Explore personal space while standing, sitting.

Reproduce two simple movements at moderate tempo such as clapping and stepping at a moderate tempo.

Identify and name parts of the body as they are touched: head, neck, shoulders, hips, arms, legs and knees.

Demonstrate movement by the ability to walk with a partner.

Follow the lead of the teacher's movements.

Participate in singing games.

Follow teacher-directed movement responses involving props; e.g., scarves, bean bags, parachute.

Explore within personal space contrasting concepts, such as small to large, or low to high.

Teacher directs students in a simple pattern using the elements, force, and level.

Observe use of video cameral and become comfortable with the equipment and process.

Identify basic locomotor movements and combinations of basic locomotor movements.

Explore tossing and catching an object on different levels.

Experience an age-appropriate dance or dance concert, and discuss the experience.

Learn some singing dances.

Use sentence-level context as a clue to the meaning of a word or phrase.

Use frequently occurring affixes as a clue to the meaning of a word.

Identify frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked, looking).

I can sort words into categories. I can define words by categories using common traits. I can connect words I [...]

Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent.

Define words by category and by one or more key attributes (e.g., a duck is a bird that swims; a [...]

Identify real-life connections between words and their use (e.g., note places at home that are cozy).

Distinguish shades of meaning among verbs differing in manner (e.g., look, peek, glance, stare, glare, scowl) and adjectives differing in [...]

I can discover new words and phrases through reading, listening, and conversation. I can use my new words when speaking [...]

I can add drawings or visual displays to clarify my ideas, thoughts, or feelings.

I can recognize a complete sentence. I can use complete sentences when needed.

Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

Print all upper- and lowercase letters.

Use common, proper, and possessive nouns.

Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops; We hop).

Use personal, possessive, and indefinite pronouns (e.g., I, me, my; they, them, their, anyone, everything).

Use verbs to convey a sense of past, present, and future (e.g., Yesterday I walked home; Today I walk home; [...]

Use frequently occurring adjectives.

Use frequently occurring conjunctions (e.g., and, but, or, so, because).

Use determiners (e.g., articles, demonstratives).

Use frequently occurring prepositions (e.g., during, beyond, toward).

Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts.

Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

Capitalize dates and names of people.

Use end punctuation for sentences.

Use commas in dates and to separate single words in a series.

I can use spelling patterns to write words. I can write first grade sight words.

I can use sounds and words I know to write unknown words.

I can determine the meaning of unknown and multiple meaning words using context clues.