|PE.K.C.2.1:|| Recognize locomotor skills.|
Some examples of locomotor skills are walking, running, skipping, leaping, hopping, jumping and galloping.
|PE.K.C.2.2:|| Recognize physical activities have safety rules and procedures.|
An example would be to put equipment away when not in use in order to keep the physical activity area safe.
|PE.K.C.2.3:|| Recognize technology can be utilized during physical activity.|
Some examples of developmentally-appropriate technology for students to recognize are stop watches, pedometers and scales.
|PE.K.C.2.4:|| Recognize there are deep and shallow areas of a pool, and identify the dangers of entering a body of water without supervision.|
An example of a danger is entering the water when there is not an adult present.
|PE.K.C.2.5:|| Recognize the concept of a dominant hand/foot for throwing/striking/kicking patterns.|
A dominant hand/foot is the one selected by the student that feels most natural for throwing/striking/kicking.
|PE.K.C.2.6:|| Recite cues for a variety of movement patterns and skills.|
Some examples of movement patterns and skills are locomotor, non-locomotor, throwing and catching.
|PE.K.C.2.7:|| Identify personal and general space. |
|PE.K.C.2.8:|| Recognize movement concepts.|
Some examples of movement concepts are directions, pathways and levels.
|PE.K.L.3.1:|| Identify a moderate physical activity. |
|PE.K.L.3.2:|| Identify a vigorous physical activity. |
|PE.K.L.3.3:|| Identify opportunities for involvement in physical activities during the school day. |
|PE.K.L.3.4:|| Identify opportunities for involvement in physical activities after the school day. |
|PE.K.L.3.5:|| Describe physical-activity goal-setting. |
|PE.K.L.3.6:|| Identify the benefits of participating in physical activity. |
|PE.K.L.3.7:|| Verbally state the search used before crossing a roadway. |
|PE.K.L.4.1:|| Identify the location of muscles that help the body perform specific physical activities. |
|PE.K.L.4.2:|| Identify that the heart beats faster during more intense physical activity.|
|PE.K.L.4.3:|| Identify activities that increase breathing and heart rate. |
|PE.K.L.4.4:|| Identify a physiological sign of participating in physical activity. |
|PE.K.L.4.5:|| Identify a benefit of flexibility. |
|PE.K.L.4.6:|| Differentiate between healthy and unhealthy food choices. |
|PE.K.M.1.1:|| Use a variety of locomotor skills to travel in personal and general space.|
Some examples of locomotor skills are running, galloping and skipping.
|PE.K.M.1.2:|| Strike objects using body parts forcefully.|
An example is kicking a soccer ball with your foot.
|PE.K.M.1.3:|| Balance a lightweight object on a paddle/racket while moving. |
|PE.K.M.1.4:|| Strike an object forcefully using a modified, long-handled implement of various sizes, weights and compositions.|
Some examples of modified, developmentally- appropriate long-handled implements are bats, hockey sticks and golf clubs.
|PE.K.M.1.5:|| Use two hands to bounce and catch a large playground ball. |
|PE.K.M.1.6:|| Participate in a variety of introductory water skills.|
Some examples of introductory water skills are water entry, putting face in water and supported with feet off the bottom.
|PE.K.M.1.7:|| Catch a variety of self-tossed objects. |
|PE.K.M.1.8:|| Roll and throw a variety of objects using an underhand motion. |
|PE.K.M.1.9:|| Throw a variety of objects forcefully using an overhand motion. |
|PE.K.M.1.10:|| Perform a creative-movement sequence with a clear beginning balance, at least one movement and a clear ending shape. |
|PE.K.M.1.11:|| Balance on a variety of body parts. |
|PE.K.M.1.12:|| Perform a variety of rolling actions.|
Some examples of rolling actions are pencil roll and forward roll.
|PE.K.M.1.13:|| Move in a variety of ways in relation to others.|
Some examples of this are chasing, fleeing and dodging.
|PE.K.R.5.1:|| Identify ways to cooperate with a partner during physical activity. |
|PE.K.R.5.2:|| Use equipment safely and properly. |
|PE.K.R.5.3:|| Identify ways to treat others with respect during physical activity. |
|PE.K.R.6.1:|| Identify physical activities that are enjoyable. |
|PE.K.R.6.2:|| Identify a benefit of willingly trying new movements and motor skills. |
|PE.K.R.6.3:|| Identify the benefits of continuing to participate when not successful on the first try. |
|HE.K.B.5.1:|| Name situations when a health-related decision can be made individually or when assistance is needed.|
Recreational water activities. Some examples of individual decisions may be participating safely in aquatic activities, following school rules, getting dressed, choosing appropriate clothes, and practicing good hygiene.
|HE.K.C.1.2:|| Recognize the physical dimensions of health.|
Hygiene, exercise, eating habits, and cooperation.
|HE.K.P.7.1:|| Identify healthy practices and behaviors to maintain or improve personal health.|
Seek a safe environment, seek help, and practice universal precautions.
|ELD.K12.ELL.SI.1:|| English language learners communicate for social and instructional purposes within the school setting. |
|LAFS.K12.L.3.4 (Archived Standard):|| Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate. |
|MAFS.K.G.1.1 (Archived Standard):|| Describe objects in the environment using names of shapes, and
describe the relative positions of these objects using terms such as
above, below, beside, in front of, behind, and next to. |
Access Courses: Access courses are intended only for students with a significant cognitive disability. Access courses are designed to provide students with access to the general curriculum. Access points reflect increasing levels of complexity and depth of knowledge aligned with grade-level expectations. The access points included in access courses are intentionally designed to foster high expectations for students with significant cognitive disabilities.
Access points in the subject areas of science, social studies, art, dance, physical education, theatre, and health provide tiered access to the general curriculum through three levels of access points (Participatory, Supported, and Independent). Access points in English language arts and mathematics do not contain these tiers, but contain Essential Understandings (or EUs). EUs consist of skills at varying levels of complexity and are a resource when planning for instruction.
The purpose of this course is to enable students with disabilities to develop awareness and appreciation of the visual and performing arts. Art instruction includes experimenting with a variety of concepts and ideas in art while using materials correctly and safely to convey personal interests. Students learn to use accurate art vocabulary during the creative process to describe and talk about their work. Observation skills, prior knowledge and art criticism skills are employed to reflect on and interpret works of art. During the creative process, students use accurate art terms and procedures, as well as time-management and collaborative skills.
English Language Development ELD Standards Special Notes Section:
Teachers are required to provide listening, speaking, reading and writing instruction that allows English language learners (ELL) to communicate information, ideas and concepts for academic success in the content area of Language Arts. For the given level of English language proficiency and with visual, graphic, or interactive support, students will interact with grade level words, expressions, sentences and discourse to process or produce language necessary for academic success. The ELD standard should specify a relevant content area concept or topic of study chosen by curriculum developers and teachers which maximizes an ELL’s need for communication and social skills. To access an ELL supporting document which delineates performance definitions and descriptors, please click on the following link: .
For additional information on the development and implementation of the ELD standards, please contact the Bureau of Student Achievement through Language Acquisition at firstname.lastname@example.org.