Intro to PE 1 Page - PBworks



Supported Independence

#9: Complete General Education Core Curriculum –

modified for students with cognitive impairments

Clarification:

Performance Expectations (PE 1-8) for the Supported Independence Curriculum are aligned with the Michigan Curriculum Frameworks. To facilitate students achieving their greatest potential within the General Education Core Curriculum, section #9 was added. Through instruction directed at particular student’s learning style, students with moderate cognitive impairment may achieve greater success in reading for information and pleasure, communicating through handwriting and technology, and becoming more proficient in math skills. Also, the students may become more literate concerning their world as they are taught science and social studies concepts.

This #9 section is aligned with the Michigan Curriculum Framework standards and benchmarks. It includes mathematics, language arts, technology, science, and social studies content. It is recognized that all performance expectations for this population are best learned when applied in real life contexts! The content is listed in this separate section for convenience in finding it in one place. Because this is a large content area, an indexed outline of this section is on the next page.

#9: General Education Core Curriculum –

modified for students with moderate cognitive impairments

Content Area Sections Page

I. Develops Mathematic Skills

A. Patterns Relationships and Functions………………………… 3

B. Basic Math Skills………………………………………………… 3

C. Functional Math, Geometry and Measurement………………. 8

D. Data and Probability………………………………………………14

II. Develops Language Arts Skills

A. Listening/Communication Skills………………………………… 15

B. Reading/Functional Reading Skills…………………………….. 19

C. Functional Writing, Spelling & Grammar Skills……………….. 25

III. Uses Technology as a Learning Tool

A. Computer Literacy………………………………………………. 30

B. Electronic Toys………………………………………………….. 31

C. Modern Technology……………………………………………... 32

IV. Develops an Awareness of Science Concepts

A. Life Science Concepts…………………………………………. 34

B. Physical Science Concepts……………………………………. 36

C. Earth and Space Science Concepts………………………….. 39

D. Constructs New Scientific Knowledge………………………… 42

E. Reflects on Scientific Knowledge……………………………… 43

V. Develops an Awareness of Social Studies Concepts

A. Historical Perspective………………………………………….. 44

B. Geographic Perspective……………………………………….. 45

C. Civic Perspective……………………………………………….. 45

D. Citizen Responsibility…………………………………………… 46

E. Economic Perspective…………………………………………. 47

F. Inquiry Skills…………………………………………………….. 47

G. Public Discourse………………………………………………… 48

* Related goals may be found in other performance expectations within the curriculum, as shown in the columns to the right.

DOMAIN: ACADEMICS (I – V) | | | | | | | | | | |Performance Expectation: Complete General Education Core Curriculum – modified for students with cognitive impairments. |PE 1 |PE 2 |PE 3 |PE 4 |PE 5 |PE 6 |PE 7 |PE 8 |9 | |I. DEVELOPS MATHEMATIC SKILLS. |PC |Dom |Work |Com |Grp |PoH |UnT |FPD |Ac | | A. Patterns, Relationships and Functions |II B | |II A | | | | | |I B1-2 I C5 II B1 II B4-5 IV A1-3 | |Identifies the “same”/ “different” objects, given 2 identical items and 1 vastly different object. (e.g., 2 shoes & 1 banana; or 2 mittens & 1 block). | | | | | | | | | | |Identifies the “same” and “different” in pictures. | | | | | | | | | | |Identifies the “same” and “different” in patterns. | | | | | | | | | | |Recognizes a repeating pattern with 2 items (red, blue, red, blue or circle, square, circle, square). | | | | | | | | | | |Replicates, identifies and extends numerical and pictorial patterns. | | | | | | | | | | | | | | | | | | | | | | B. Increases Basic Math Skills. |PC |Dom |Work |Com |Grp |PoH |UnT |FPD |Ac | |B1 Number Sense and Numeration (Pre-counting) | |I B |II A | | | | | |1 B2 I B6 | |Demonstrates understanding of just one. | | | | | | | | | | |Demonstrates understanding of one-to-one correspondence (with equal/unequal amounts). | | | | | | | | | | |Constructs corresponding sets (e.g., one spoon in each bowl). | | | | | | | | | | |Demonstrates 1:1 placement with disappearing indicators. ( ex.: Place item on an indicator (x) smaller than item). | | | | | | | | | | |Duplicates a concrete model with ___ objects. (3, 5, 7). | | | | | | | | | | |Checks and completes 1:1 correspondence tasks. | | | | | | | | | | |Demonstrates set exclusion. (ex.: Makes sets per sample, even though other items are available. Sample set: fork, knife, & napkin. Student does not add a spoon to the set.). | | | | | | | | | | |Demonstrates 1:1 alignment. (ex.: Demonstrates 1:1 correspondence by placing same number of items under sample row, creating evenly spaced rows/columns, such as cookies on a cookie sheet.). | | | | | | | | | | |After observing a model, consisting of 2-4 different objects, duplicates the model with materials placed in another part of the room (perceptual memory skill). | | | | | | | | | | |Divides objects into 2 equal groups. | | | | | | | | | | |Demonstrates quantity concepts (one, all, many). | | | | | | | | | | |Identifies the set with “more”. | | | | | | | | | | |Identifies a set with more/less/equal using 1-to-1 correspondence. | | | | | | | | | | |Recognizes/identifies quantitative concepts (more, less, many, few, etc.) | | | | | | | | | | | | | | | | | | | | | | |PC |Dom |Work |Com |Grp |PoH |UnT |FPD |Ac | |B2 Number Sense and Numeration (Counting) |III D |II B |II A |II B | | | | |I A 1 B1 I B6 1 C3 | |Rote counts to _____ (5, 12, 20, 30, 50, 100). | | | | | | | | | | |Counts up to _____ objects in a row to get a total. | | | | | | | | | | |Counts objects using a consistent strategy, (points, touch and moves, # line, etc.). | | | | | | | | | | |Counts out requested number of objects using a number line. | | | | | | | | | | |Counts out requested number of objects using a jig. | | | | | | | | | | |Counts out requested number of objects. | | | | | | | | | | |Remembers and obtains requested amount from nearby place. | | | | | | | | | | |Counts disappearing objects (ex. items going into a container, objects that appear then fade out on computer screen, etc.) | | | | | | | | | | |Counts repeated actions of others or self (ex. claps, jumps, sit ups, etc.). | | | | | | | | | | |Classifies objects and counts totals. (ex. 3 fruits, 4 toys, 5 vehicles.) | | | | | | | | | | |Gets specified amounts using a list or flip chart identifying how many of each pictured item. | | | | | | | | | | |Uses the word zero accurately. | | | | | | | | | | |Identifies a quantity (up to 6) without counting (ex. the number of dots on one die, snack items, etc.) | | | | | | | | | | |Counts forward to 20 starting with any number other than 1. | | | | | | | | | | |Obtains amount designated by written numeral. | | | | | | | | | | |Counts by multiples (e.g., 10’s, 5’s, 25’s, 100’s, etc.) | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | |PC |Dom |Work |Com |Grp |PoH |UnT |FPD |Ac | |B3 Number Sense and Numeration (Recognition of Numerals). |II A-B |II B |II A |II A-E |I A II E | | | |1 B4 I B6 I C1-4 | |Matches numbers to . (5, 12, 20, 30, 50, 100, 3-digit, 4-digit). | | | | | | | | | | |Identifies/reads numerals to . (5, 12, 20, 30, 50, 100, 3-digit, 4-digit). | | | | | | | | | | |Identifies/reads numerals in random order. (to 5, 12, 20, 30, 50, 100, 3-digit, 4-digit,). | | | | | | | | | | |Identifies/reads numerals in real life situations (bus #, phone #, house #, room #, clock, price tags, recipes, etc.). | | | | | | | | | | |Identifies/reads number words (zero – nine; ten – twenty; For 2-digit numerals). | | | | | | | | | | |Identifies/reads decimals/prices. | | | | | | | | | | |Identifies/reads fractions. | | | | | | | | | | |Identifies/reads ordinal numbers (1st, 2nd, 3rd, to 12th) | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | |PC |Dom |Work |Com |Grp |PoH |UnT |FPD |Ac | |B4 Number Sense and Numeration (Writing Numerals) | | |IV B | |II E | | | |I B3 I B6 I C2 | |Traces numerals 0-9. | | | | | | | | | | |Copies numerals.0-9. | | | | | | | | | | |Writes numerals from memory (given randomly) to ______. (5, 12, 20, 30, 50, 100, 3 digit, 4 digit, prices). | | | | | | | | | | |Writes numerals in sequence from 1 to . (5, 12, 20, 30, 50, 100). | | | | | | | | | | |Writes numerals in sequence from to , (not starting at one). | | | | | | | | | | |Writes personally significant numbers (age, birthday, phone number, bus number, etc.). | | | | | | | | | | |Writes number words (zero – nine; ten – twenty; for 2 digit numerals). | | | | | | | | | | |Writes numerals in real life situations, (in checkbook, bank deposits/withdrawals, taking phone messages, application forms, appointment date/times, etc.). | | | | | | | | | | |Writes commonly used fractions, such as ½, 1/3 and ¼. | | | | | | | | | | | | | | | | | | | | | | |PC |Dom |Work |Com |Grp |PoH |UnT |FPD |Ac | | B5 Number Sense and Numeration (Ordering & Comparing Numbers). |II A | |II A | | | | | |I B2 -3 I B6 I C1-2 I C4 II B4 | |Demonstrates receptive understanding of the first one. | | | | | | | | | | |Understands ordering concepts of (first, middle, last). | | | | | | | | | | |Understands/uses ordinal numbers – identifies objects by place (first, second, third…tenth). | | | | | | | | | | |Sequences numbers (and objects with numbers) to _____. | | | | | | | | | | |Identifies numbers one more and one less than a named number (1-20). | | | | | | | | | | |Identifies larger number, given 2 numbers between (1-20). | | | | | | | | | | |Identifies missing numerals in an ordered set or on a number line. (e.g., 1, 2, __, 4, 5, __, 7). | | | | | | | | | | |Uses sequence of numbers to find specific numbers (e.g., pages in a book). | | | | | | | | | | | | | | | | | | | | | | |PC |Dom |Work |Com |Grp |PoH |UnT |FPD |Ac | |B6 Numerical and Algebraic Operations | | | |II A-E | | | | |I B1-5 | |Combines two sets of same objects. (in real life situations and story problems). | | | | | | | | | | |Combines 2 sets of objects to obtain a total (up to ______). | | | | | | | | | | |Combines two groups by counting on from the highest number. | | | | | | | | | | |States total number of 2 groups whose sums total ______. | | | | | | | | | | |Determines how many more are needed for totals to (given real life situations). | | | | | | | | | | |Demonstrates subtraction in real life/story problem “take away” situations. | | | | | | | | | | |Identifies/uses math operation vocabulary (number, take away, plus, difference, between, sum, equal, etc.). | | | | | | | | | | |Identifies/uses symbols in number comparison (e.g., +, -, =, ). | | | | | | | | | | |Solves addition problems using (#line, abacus, Touch Math). | | | | | | | | | | |Solves subtraction problems using (#line, abacus, Touch Math). | | | | | | | | | | |Solves addition problems without regrouping (1 digit, 2 digits, 3 digits). | | | | | | | | | | |Solves addition problems with regrouping (2 digits, 3 digits). | | | | | | | | | | |Solves subtraction problems without regrouping (1 digit, 2 digits, 3 digits) | | | | | | | | | | |Solves subtraction problems with regrouping (2 digits, 3 digits). | | | | | | | | | | |Solves word problems with manipulatives. | | | | | | | | | | |Solves story problems in picture format. | | | | | | | | | | |Performs operations with decimals/money prices. | | | | | | | | | | |Performs operations using calculator. | | | | | | | | | | |Recalls basic facts (addition, subtraction) to _______. | | | | | | | | | | |Balances checkbook. | | | | | | | | | | |Calculates costs of purchases/activities, restaurant orders, etc. | | | | | | | | | | |Identifies/uses operations to solve real-life mathematical situations or story problems. | | | | | | | | | | |Selects appropriate numbers (or number of objects) in order to solve problems and performs necessary calculations. | | | | | | | | | | |Identifies the unknown component and quantity in an applied problem. | | | | | | | | | | | | | | | | | | | | | | C. Increases Functional Math Skills, Geometry and Measurement. |PC |Dom |Work |Com |Grp |PoH |UnT |FPD |Ac | |C1 – Calendar. |I I3 II A-B III D |I C |II D IV B |II A II E | | |II A |I B-C |I B3 I B5 II B6 IV C4 V A | |Identifies picture/activities on a picture calendar. | | | | | | | | | | |Recognizes a calendar. | | | | | | | | | | |Understands that a week is made up of seven days. | | | | | | | | | | |Names days of the week. | | | | | | | | | | |Names/orders the days of the week in sequence. | | | | | | | | | | |Identifies words/symbols for days of week. | | | | | | | | | | |Names today’s day. | | | | | | | | | | |Names day related to today, tomorrow, yesterday, the day before yesterday, and the day after tomorrow). | | | | | | | | | | |Understands that a year is made up of twelve months. | | | | | | | | | | |Names months of year. | | | | | | | | | | |Names current month. | | | | | | | | | | |Names/orders months in sequence. | | | | | | | | | | |Names birthday month. | | | | | | | | | | |Names current year. | | | | | | | | | | |Names last year and next year. | | | | | | | | | | |Names past events that occurred (yesterday, last week, last month, last year, etc.) | | | | | | | | | | |Names future events to occur (tomorrow, next week, next month, next year, etc.) | | | | | | | | | | |Names seasons. | | | | | | | | | | |Tells characteristics of each season. | | | | | | | | | | |Puts seasonal pictures in sequence. | | | | | | | | | | |Matches holidays to month in which they occur. | | | | | | | | | | |Uses calendar to find (months, current month, birthday month, holidays, current day/date, last/this/next week, dates for special events, appointments, etc.) | | | | | | | | | | |Maintains an appointment/activity calendar/schedule. | | | | | | | | | | | | | | | | | | | | | | |PC |Dom |Work |Com |Grp |PoH |UnT |FPD |Ac | |C2 – Time. | |I C |II D IV B |I A II A-E | | |II A |I B-C |1 B3-5 | |Responds promptly to the time concept: “now”. | | | | | | | | | | |Identifies picture/activities on a picture schedule for the day. | | | | | | | | | | |Identifies next activity for the school day according to a picture/written schedule. | | | | | | | | | | |Demonstrates awareness of schedule of school day by going to the next routine location. | | | | | | | | | | |Recognizes and uses time related words (now. later, today, day, night. morning, afternoon, evening, next, after, tomorrow, yesterday, etc.) | | | | | | | | | | |Associates time with clock, looks at clock when asked the time (does not tell time yet.) | | | | | | | | | | |Tells what is happening now. | | | | | | | | | | |Tells about an experience immediately after it occurs. | | | | | | | | | | |Tells about an activity that comes after/before a given activity. | | | | | | | | | | |Sequences activities/events. | | | | | | | | | | |Identifies/names the parts of a day (morning, afternoon, evening). | | | | | | | | | | |Names three common activities for morning, afternoon and evening. | | | | | | | | | | |Tells general time of specified routines. (morning, noon, after lunch, afternoon, evening, etc.) | | | | | | | | | | |Identifies/names time vocabulary (e.g., clock, minute, hour, face, hands, digital clock, timer, alarm, etc.) | | | | | | | | | | |Identifies numbers/hands on a clock/watch. | | | | | | | | | | |Tells time for analog clocks/watches (i.e., on the hour, half hour, 15 min. increments, to the minute.) | | | | | | | | | | |Tells time using digital clock/watch. | | | | | | | | | | |Matches analog time to digital time. | | | | | | | | | | |Tells specific times for specified activities. | | | | | | | | | | |Tells how much time before/after (the hour, the half hour, specific events). | | | | | | | | | | |Sets clock to correct time/designated time. | | | | | | | | | | |Sets alarm to ring for specified time. | | | | | | | | | | |Sets timer to ring for specified time. | | | | | | | | | | |Plans time needed for specific situations. | | | | | | | | | | |Writes time to the nearest ____. | | | | | | | | | | |Maintains daily schedule showing times of day. | | | | | | | | | | |Uses stop watch. | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | |PC |Dom |Work |Com |Grp |PoH |UnT |FPD |Ac | |C3 – Money. | | |II D III B |I A II A-E |II E | |II A |I B I C |I B2-3 I B5-6 V E | |Exchanges a picture for an object. | | | | | | | | | | |Participates in token economies. | | | | | | | | | | |Distinguishes between real and play money. | | | | | | | | | | |Through pretend play, demonstrates that people purchase things with money. | | | | | | | | | | |Matches coins and bills. | | | | | | | | | | |Sorts coins and bills. | | | | | | | | | | |Counts out requested number of dollar bills, or coins. | | | | | | | | | | |Receptively/expressively recognizes coins (penny, nickel, dime, quarter, half dollar, silver dollar, one dollar coin). | | | | | | | | | | |Receptively/expressively recognizes bills (one, five, ten and twenty). | | | | | | | | | | |Receptively/expressively recognizes value of coins (penny, nickel, dime, quarter, half dollar, dollar coins). | | | | | | | | | | |Reads price amounts in exact dollars (e.g., $3) or less than a dollar (e.g., 25 cents) | | | | | | | | | | |Uses one dollar bill method (a.k.a. “one dollar over) to pay for purchases. | | | | | | | | | | |Receptively/expressively recognizes value of bills (one, five, ten, twenty). | | | | | | | | | | |Reads prices that have both dollars and cents. | | | | | | | | | | |Skip counts multiple coins/bills of the same denomination, (by 10’s for dimes/$10 bills; by 5’s for nickels/$5 bills; by 25’s for quarters). | | | | | | | | | | |Pays for purchases with various assortments of 1, 5, and 10 dollar bills. | | | | | | | | | | |Uses money to pay for self service purchases (vending machines, self service checkouts, pay phone, laundry machines, etc.). | | | | | | | | | | |Identifies approximate value of commonly bought items. | | | | | | | | | | |

1. Determines affordability of a single item when paying for an item with dollar bills. | | | | | | | | | | |Determines how many more dollars are needed to complete a transaction. | | | | | | | | | | |Exchanges coins for a coin of equivalent value. | | | | | | | | | | |Makes change for up to (1 dollar, 2 dollars, 5 dollars, 10 dollars). | | | | | | | | | | |Demonstrates concept of monetary value of check and treats check as real money. | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | |PC |Dom |Work |Com |Grp |PoH |UnT |FPD |Ac | |C4 – Measurement. |II A |II A-B |II A |II B | | | | |I B3 I B5 | |Given 2 objects differing vastly only in size, weight or volume, identifies big/little, heavy/light, and more/less. | | | | | | | | | | |Identifies the difference between full/whole and half. | | | | | | | | | | |Uses nonstandard units to measure objects (interlocking blocks, links). | | | | | | | | | | |Orders 3-5 objects by length. | | | | | | | | | | |Compares 3-5 like containers that hold the same/more/less. | | | | | | | | | | |Identifies/demonstrates the function of various measuring tools (ruler, yardstick, tape measure, scale, thermometer). | | | | | | | | | | |Uses ruler to measure items. | | | | | | | | | | |Uses yardstick to measure items. | | | | | | | | | | |Uses tape measure to measure items or self. | | | | | | | | | | |Uses scale to measure items or self. | | | | | | | | | | |Knows own clothing size. | | | | | | | | | | |Knows own shoe size. | | | | | | | | | | |Reads/states amounts from basic gauges (thermometer, speedometer, oven, etc.) | | | | | | | | | | |Identifies common units of measurement related to foods (gallon, half-gallon, cup, measuring spoon). | | | | | | | | | | |Differentiates/estimates different units of length (an inch, a foot, a yard, a mile, etc.). | | | | | | | | | | |Measures/differentiates/estimates different units of measurement related to foods (1 cup, 1 Tbs. 1 tsp. 1 gallon, etc.). | | | | | | | | | | |Compares approximate temperatures in order to solve problems. | | | | | | | | | | |. | | | | | | | | | | | | | | | | | | | | | | |PC |Dom |Work |Com |Grp |PoH |UnT |FPD |Ac | |C5 – Geometry Concepts. | | |II A | | | | | |I A II B1 | |Places basic geometric shapes in a form board. | | | | | | | | | | |Matches and identifies shapes. | | | | | | | | | | |Matches object to outline. | | | | | | | | | | |Identifies shapes and their characteristics (number of sides and corners). | | | | | | | | | | |Locates objects that match geometric solids (cylinder, box, cone, pyramid, and sphere). | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | |PC |Dom |Work |Com |Grp |PoH |UnT |FPD |Ac | | C6 – Location and Spatial Relationships. | | | | | | | | |I C7 II A2 II A4 | |Identifies the positions of objects in space using terms describing relative position. | | | | | | | | | | |Identifies the positions of self in space using terms describing relative position. | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | |PC |Dom |Work |Com |Grp |PoH |UnT |FPD |Ac | |C7 – Transformation and Symmetry. | | | |I A | | | | |I C6 II A2 II A4 | |Demonstrates knowledge of routes involved in moving around the school. | | | | | | | | | | |Uses maps to find locations. | | | | | | | | | | |Understands and uses directions such as north, south, east, west, left, right, forward and back. | | | | | | | | | | | | | | | | | | | | | | |PC |Dom |Work |Com |Grp |PoH |UnT |FPD |Ac | | D. Increases Data and Probability Skills. | | |II A | | | | | |I A, B2 II A4 II B1 II B4 IV D, E | |Gathers and/or organizes data using pictures or concrete objects that can be collected and sorted. | | | | | | | | | | |Reads and interprets pictographs. | | | | | | | | | | |Solves problems using pictographs. | | | | | | | | | | |Identifies what type or quantity of data is needed to answer a question, solve a problem or complete a chart, pictograph, bar or circle graph. | | | | | | | | | | |Explains chart, pictograph, or graph used to summarize data. | | | | | | | | | | | | | | | | | | | | | |

II. DEVELOPS LANGUAGE ARTS SKILLS |PC |Dom |Work |Com |Grp |PoH |UnT |FPD |Ac | | A. Increases Listening/Communication Skills. | | |I A IV B |I D |I B II A-C II E | | | |II A2 IV B3 IV C2 | | A1 – Listens Actively. | | | | | | | | | | |Shows awareness of speaker. | | | | | | | | | | |Attends without interrupting (to speaker, musical event, activity, radio, CD/tapes, etc.). | | | | | | | | | | |Makes eye contact. | | | | | | | | | | |Nods head when appropriate. | | | | | | | | | | |Demonstrates turn-taking behaviors during communication/interactions. | | | | | | | | | | |Asks relevant questions. | | | | | | | | | | |Asks for clarification/repetition. | | | | | | | | | | |Responds to language cues (tone of voice, gestures, inflection, body language, physical movement, facial expression, etc.). | | | | | | | | | | |Follows written text during oral reading. | | | | | | | | | | | | | | | | | | | | | | |PC |Dom |Work |Com |Grp |PoH |UnT |FPD |Ac | | A2 –Follows Directions. | | |I A II C IV B |I D |II D |II B | | |II A1 | |Follows directions. (oral, signs, pictures, gestures, etc.). | | | | | | | | | | |Responds to basic requests (sit down, stand up, come here, give me, etc.) | | | | | | | | | | |Follows routine directions given by primary caregiver/ person in authority. | | | | | | | | | | |Follows specific step-by-step directions to complete tasks. | | | | | | | | | | |Follows directions for spatial terms (up/down, on/off, under/over, in/out, in front/behind, together/apart, between/through/around, toward/away, top/bottom, here there, etc.) | | | | | | | | | | |Follows directions to place self in position in relation to others (in front of, in back of/behind, next to, beside, between, etc.). | | | | | | | | | | |Follows directions to move self directionally (forward/backward, sideways, left/right, toward/away from, etc.). | | | | | | | | | | |Follows directions with modifiers (e.g., Give me the red book.). | | | | | | | | | | |Follows multi-step directions (Pick up the trash and throw it away). | | | | | | | | | | | | | | | | | | | | | | |PC |Dom |Work |Com |Grp |PoH |UnT |FPD |Ac | | A3 – Demonstrates Appropriate Language Skills. | | |I A IV B |I D |II A-E |I A-B | |II B |II A1 II A4 -5 | |Shows respect for speaker’s point of view and feelings. (refrains from “put downs”) | | | | | | | | | | |Shows respect to other listeners/communicators (friendly, takes turn communicating, listens etc.) | | | | | | | | | | |Limits remarks to topic. | | | | | | | | | | |Communicates in ways that are appropriate to context (tone, volume, body language, language appropriate for location, situation, etc.) | | | | | | | | | | |Uses appropriate means of expression, not aggression to convey feelings. | | | | | | | | | | |Communicates in an appropriate manner when upset or under stress. | | | | | | | | | | |Refrains from using inappropriate language (swearing, inappropriate jokes, sexual inferences, etc.) | | | | | | | | | | |Recognizes/describes how language differs between locations and contexts as a function of linguistic and/or cultural group membership. | | | | | | | | | | | | | | | | | | | | | |

|PC |Dom |Work |Com |Grp |PoH |UnT |FPD |Ac | | A4 – Increases Vocabulary & Uses Language Effectively. |I A I C -E I G-I |I B-D II A-C III A IV AB |I A IV B |I D |II A-C II E |I A-B | | |I A, D II A3 II A5 II B1-2 III B IV A-C IV D-E V A-G | |Uses body language to communicate with others. | | | | | | | | | | |Vocalizes to familiar person who is engaging him/her. | | | | | | | | | | |Takes turns in vocalizing. | | | | | | | | | | |Uses gestures/points to communicate with others. | | | | | | | | | | |Uses pictures to communicate with others. | | | | | | | | | | |Uses a yes/no response. | | | | | | | | | | |Imitates familiar sounds/syllables. | | | | | | | | | | |Imitates some real words. | | | | | | | | | | |Uses words and phrases to communicate with others for a variety of purposes. | | | | | | | | | | |Identifies familiar items (colors, shapes, sizes, animals, body parts, toys, food, clothing, transportation, classroom items, household items, hygiene items, plants, etc.). | | | | | | | | | | |Identifies sensory experiences (visual, tactile, olfactory, gustatory, auditory). | | | | | | | | | | |Names items in category. (colors, shapes, sizes, animals, body parts, toys, food, clothing, transportation, classroom/ household/hygiene items, plants, visual, tactile, olfactory, gustatory, auditory, common characteristics, etc.). | | | | | | | | | | |Names category title when given a list of items. | | | | | | | | | | |Learns nouns as appropriate to (home, school, community). | | | | | | | | | | |Uses augmentative communication to communicate with others. | | | | | | | | | | |Responds to social questions (e.g., “How are you?”). | | | | | | | | | | |Answers simple questions (e.g., “What did you have for lunch?”). | | | | | | | | | | |Answers questions routinely asked of student. | | | | | | | | | | |Understands and responds to “wh” questions (who, what, where, when, why). | | | | | | | | | | |Answers questions about self/others (I, me, him, her, you). | | | | | | | | | | |Identifies and uses pronouns with appropriate sex identification in conversation (he/she, his/her, him/her). | | | | | | | | | | |Answers questions & uses personal pronouns in conversation (I, Me, you, him, her, it, he, she, us, they, their, your). | | | | | | | | | | |Answers questions using possessive pronouns (his, her, my, mine, yours, ours, theirs). | | | | | | | | | | |Answers questions about groups using plural pronouns (we, they, our, their). | | | | | | | | | | |Labels simple actions (jumping, working, running, etc.). | | | | | | | | | | |Expresses action (verbs) when communicating. | | | | | | | | | | |Describes items (adjectives)/actions (adverbs). | | | | | | | | | | |Expresses descriptors (modifiers) when communicating. | | | | | | | | | | |Increases sentences length. | | | | | | | | | | |Improves sentence structure with model. | | | | | | | | | | |Forms appropriate “wh” questions (who, what, where, when, why). | | | | | | | | | | |Asks questions using appropriate syntax and inflection. | | | | | | | | | | |Asks relevant questions. | | | | | | | | | | |Uses appropriate standard English grammar and sentence structure (singular/plural nouns, appropriate pronouns, simple conjunctions, subject/verb agreement, verb tenses, inflected endings). | | | | | | | | | | |Speaks with appropriate expression and volume. | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | |

|PC |Dom |Work |Com |Grp |PoH |UnT |FPD |Ac | | A5 – Interacts and Participates in a Variety of

Communication* Situations.

(* speech, augmentative communication, or sign language may be used) | | |I A IV B |I D |II A-C II E |I A-B | |I C |II A1-4 | |Uses listening and language skills in familiar/unfamiliar environments (classroom, school setting, community). | | | | | | | | | | |Uses listening and language skills with familiar/unfamiliar people (one-on-one, peers, adults, groups). | | | | | | | | | | |Participates in greeting situations. | | | | | | | | | | |Participates in Circle time activities. | | | | | | | | | | |Participates in peer/adult interactions. | | | | | | | | | | |Participates in conversations (with class, small groups, peers, adults). | | | | | | | | | | |Engages in group discussions (small, large groups). | | | | | | | | | | |Engages in public speaking opportunities within/outside classroom. | | | | | | | | | | |Identifies/explains simple techniques used by speakers to present information (eg. Persuasive, informative, functional). | | | | | | | | | | |Participates in/assists/conducts classroom/school tours. | | | | | | | | | | | | | | | | | | | | | | B. Increases Reading/Functional Reading Skills. |PC |Dom |Work |Com |Grp |PoH |UnT |FPD |Ac | |B1 - Visual Discrimination. | | |II A | | | | | |I A I C5, D II B2 | |Visually discriminates colors (matches, identifies, names, sorts). | | | | | | | | | | |Visually discriminates shapes (matches, identifies, names, sorts). | | | | | | | | | | |Visually discriminates and orders by size (by sorting and matching objects (big, bigger, biggest; small smaller, smallest; small, medium, large). | | | | | | | | | | |Describes and compares objects/pictures by one or two attributes. | | | | | | | | | | |Identifies missing parts of objects/pictures. | | | | | | | | | | |Identifies missing items/quantity from a familiar set. (i.e., table setting, work materials). | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | |PC |Dom |Work |Com |Grp |PoH |UnT |FPD |Ac | |B2- Reading (Early behaviors and strategies). | | | | |I B | |I B II B | |I A1 II B1 II B3-6 | |Identifies self/peers/family members in photographs. | | | | | | | | | | |Identifies objects/pictures. | | | | | | | | | | |Attends to story read by others. | | | | | | | | | | |Holds/looks at books appropriately (carefully, correct position, etc.) | | | | | | | | | | |Looks at pictures in a story book. | | | | | | | | | | |Identifies/recognizes pictures in a book or magazine. | | | | | | | | | | |Looks at pictures from left to right with model. | | | | | | | | | | |Uses concepts about print (title, beginning of text, left page before right, return sweep; 1:1 word-by-word matching; beginning of word, end of word, spaces between words, punctuation clues, difference between words and letters). | | | | | | | | | | |Uses audio books (follows along as book is read on a tape/CD). | | | | | | | | | | |Recognizes own name in writing. | | | | | | | | | | |Recognizes names of family/familiar persons. | | | | | | | | | | |Matches/Recognizes/Reads letters. (upper case, lower case, printed, cursive). | | | | | | | | | | |Recognizes letter to sound/sound to letter. | | | | | | | | | | |Uses phonemic awareness (repeating rhyme or songs, rhyming words, hearing syllable, segmenting, blending). | | | | | | | | | | |Uses decoding strategies (chunking, affixes, vocabulary development, word families/patterns, context clues, picture clues). | | | | | | | | | | |Reads text/picture supported text, pausing and emphasizing for meaning using punctuation cues. | | | | | | | | | | | | | | | | | | | | | | |PC |Dom |Work |Com |Grp |PoH |UnT |FPD |Ac | | B3 - Reading (Reader across Content Areas). | | | | |I B | |I B II B | |II A4 II B2 II B4-6 IV D, E V F | |Looks at books independently. | | | | | | | | | | |Listens to a book read (one-on-one, to small group, to the class). | | | | | | | | | | |Matches picture with object. | | | | | | | | | | |Pretends to read independently (looks at print/pictures). | | | | | | | | | | |Predicts/confirms content in a book. | | | | | | | | | | |Identifies objects associated with the content of a book. | | | | | | | | | | |Looks at/reads books for enjoyment. | | | | | | | | | | |Looks at/reads books for information. | | | | | | | | | | |Reads books (one-on-one, independently, with a small group, with a buddy, with class). | | | | | | | | | | |Uses self-monitoring comprehension strategies to clarify text (asks questions, re-tells, re-reads). | | | | | | | | | | |Links prior knowledge to text. | | | | | | | | | | |Dramatizes text of a book. | | | | | | | | | | |Knows the meaning of frequently encountered content area words paired with pictures and/or objects (for science, math, social studies, electives). | | | | | | | | | | |Asks questions about content area text (e.g., science, social studies). | | | | | | | | | | |Applies information from content area texts to other situations (drawings, presentations, summaries, reports). | | | | | | | | | | |Selects a variety of age appropriate texts for reading, listening, viewing enjoyment. | | | | | | | | | | | | | | | | | | | | | | |PC |Dom |Work |Com |Grp |PoH |UnT |FPD |Ac | | B4 - Reading (Comprehension) | | | | |I B | |I B II B | |I B5, D II A4 II B2-3 II B5-6 IV D. E V F | |Manipulates props associated with stories. | | | | | | | | | | |Expands reading vocabulary. | | | | | | | | | | |Predicts topic of book from cover. | | | | | | | | | | |Uses cause and effect. | | | | | | | | | | |Makes predictions about text prior, during and after reading. | | | | | | | | | | |Identifies purpose for reading. | | | | | | | | | | |Identifies/discusses text/story elements (e.g., setting, characters, character motivations/roles, conflict/problem, central purpose, gist, main idea, theme, detail, story sequence). | | | | | | | | | | |Sequences pictures/story events left to right (first, second, third, etc.). | | | | | | | | | | |Retells important events from story/text or summarizes text (using picture prompts/words, story props). | | | | | | | | | | |Uses pictures/drawings, headings/subheadings as context clues. | | | | | | | | | | |Identifies similar characteristics between texts (character attributes, universal themes, perspective). | | | | | | | | | | |Uses processes to construct and/or convey meaning, (e.g., creates lists, patterns, graphic organizers – story map, web, Venn-diagram). | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | |PC |Dom |Work |Com |Grp |PoH |UnT |FPD |Ac | | B5 - Reading (Text Structure) | | | | |I B | | | |II A1 II B2-4 II B6 II C5 IV D. E V A V F | |Explores board books. | | | | | | | | | | |Explores adapted books. | | | | | | | | | | |Explores flash cards. | | | | | | | | | | |Explores pictures and text in environment. | | | | | | | | | | |Listens to simplified stories, rhymes, nursery rhymes, finger plays, etc. | | | | | | | | | | |Reads pictures/word labels in environment and obtains information. | | | | | | | | | | |Reads classroom charts/notes and obtains information. | | | | | | | | | | |Explores informational text. | | | | | | | | | | |Reads/listens to a variety of narrative text (fiction, poetry, folktales, fairy tales, fantasy, etc.). | | | | | | | | | | |Obtains information from nonfiction text and biographies. | | | | | | | | | | |Identifies shared human experiences depicted in classic and contemporary literature from around the world. | | | | | | | | | | |Identifies/describes/compares narrative text genre (e.g., stories, poetry, songs). | | | | | | | | | | |Identifies story events as fact or fiction and explains how it relates to author’s purpose (entertain/inform). | | | | | | | | | | |Identifies a variety of informational/functional texts, (e.g., books, magazines, newspapers, cookbooks, calendars, picture dictionaries, phone books, coupons, manual, textbooks, websites). | | | | | | | | | | |Identifies/discusses informational/functional text patterns (e.g., sequencing, compare/contrast, problem/solution, cause/effect). | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | |PC |Dom |Work |Com |Grp |PoH |UnT |FPD |Ac | | B6 - Reading (Functional Reading) | |II B |IV A IV B |I A-B II B-C |I B | |II A | |1 C1 II B2-5 IV C2 V F | |Matches/recognizes/reads survival words/icons. | | | | | | | | | | |Matches/recognizes/reads common signs (home, school community). | | | | | | | | | | |Matches/recognizes/reads written personal information (name, address, phone, birthdate, etc.) | | | | | | | | | | |Matches/recognizes/reads color and number words. | | | | | | | | | | |Matches/recognizes/reads calendar words. | | | | | | | | | | |Matches/recognizes/reads menu words. | | | | | | | | | | |Matches/recognizes/reads grocery words. | | | | | | | | | | |Reads/comprehends simple phrases, notes, greetings, stories. | | | | | | | | | | |Reads and follows simple directions. | | | | | | | | | | |Reads and follows recipes (picture recipes, written) | | | | | | | | | | |Identifies information from menus/reads menus. | | | | | | | | | | |Identifies information from newspapers/reads newspapers. | | | | | | | | | | |Responds appropriately to critical vocabularies (e.g., warning signs, medicine labels, traffic signs, etc.). | | | | | | | | | | |Recognizes words paired with pictures/and or objects associated with familiar tasks. (e.g., classroom jobs, hobbies, school work, vocations, hobbies, school). | | | | | | | | | | |Follows more complex directions in a basic how-to-book and/or set of instructions, (complete a project, gather info.) | | | | | | | | | | |Reads and follows a work/activity schedule. | | | | | | | | | | |Matches/recognizes/reads clothing labels (sizes, care instructions). | | | | | | | | | | |Use semantic and/or syntactic cues to recognize familiar words/phrases/sentences paired with pictures. | | | | | | | | | | |Recognizes frequently encountered and personally meaningful words paired with pictures and/or objects. | | | | | | | | | | |Explains meaning of frequently encountered and personally meaningful words paired with pictures and/or objects. | | | | | | | | | | | | | | | | | | | | | | |PC |Dom |Work |Com |Grp |PoH |UnT |FPD |Ac | | C. Increases Functional Writing, Spelling and Grammar Skills | | | | | | | | | | | C1 – Uses Writing Utensils/Prewriting | | | | | | | | |I C5 II C2-C6 | |Holds writing utensil, fisted grasp. | | | | | | | | | | |Makes a mark with finger/tool. | | | | | | | | | | |Holds writing utensil using tripod grasp. | | | | | | | | | | |Secures paper while writing. | | | | | | | | | | |Scribbles spontaneously. | | | | | | | | | | |Attempts to scribble in imitation. | | | | | | | | | | |Imitates simple lines or shapes. (vertical line, horizontal line, circle, diagonal line), | | | | | | | | | | |Uses a template to draw a shape. | | | | | | | | | | |Colors within lines (vertical, circular, horizontal, and diagonal strokes). | | | | | | | | | | |Draws circles/or marks on objects on papers. | | | | | | | | | | |Draws a circle within __ inch(es) on path (left to right). | | | | | | | | | | |Draws lines within inch(es) path (2 in., 1 in., ½ in., ¼ in. path, from left to right, top to bottom, zig-zag, etc.). | | | | | | | | | | |Traces a line left to right. | | | | | | | | | | |Imitates lines and shapes with a left to right progression. | | | | | | | | | | |Colors within lines and contours strokes to the outline of the object. | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | |PC |Dom |Work |Com |Grp |PoH |UnT |FPD |Ac | | C2 – Writing Skills | | |IV B |II A |II E | | | |II B6 II C1 II C3 III A2 | |Traces outlined letters of own name. | | | | | | | | | | |Copies own name between lines from model. | | | | | | | | | | |Writes own name when told letters. | | | | | | | | | | |Writes own name from memory. | | | | | | | | | | |Traces/copies/reproduces lower case manuscript letters. | | | | | | | | | | |Traces/copies/reproduces upper case manuscript letters. | | | | | | | | | | |Copies/writes individually selected words. | | | | | | | | | | |Copies/writes personal information and/or frequently encountered words (name, address, survival words, etc.). | | | | | | | | | | |Writes telephone numbers from dictation. | | | | | | | | | | |Writes name in cursive for signature. | | | | | | | | | | |Fills out application forms correctly. | | | | | | | | | | | | | | | | | | | | | | |PC |Dom |Work |Com |Grp |PoH |UnT |FPD |Ac | | C3 – Spelling and Grammar Skills | | |IV B |II A |II E | | | |II A4 II B6 II C1-2 III A2 | |Spells name (1st, last, middle). | | | | | | | | | | |Spells _____ individually selected words/personally meaningful words. | | | | | | | | | | |Spells words from word list (graded list, dolch list, Edmark, Survival Words, etc.). | | | | | | | | | | |Checks spelling and finds misspellings of words (in written documents, in own personal writings). | | | | | | | | | | |Corrects spelling of words (in written documents, in own personal writings). | | | | | | | | | | |Looks up the spelling of words (in a personal word list, in a dictionary). | | | | | | | | | | |Copies correct spelling of words (from a personal word list, from a dictionary). | | | | | | | | | | |Spells words accurately in personal writings. | | | | | | | | | | |Spells words accurately on application forms. | | | | | | | | | | |Uses correct grammar in writing noun/verb with words and/or pictures. | | | | | | | | | | |Uses correct grammar in descriptive writing (adjective/noun, adverb/verb) with words and/or pictures. | | | | | | | | | | |Uses correct grammar in writing using pronouns with words and/or pictures. | | | | | | | | | | |Uses correct grammar in writing sentences with appropriate punctuation and capitalization. | | | | | | | | | | |Uses correct grammar in writing using contractions. | | | | | | | | | | |Uses correct grammar in writing compound sentences with conjunctions. | | | | | | | | | | |Checks grammar and finds errors (in written documents, in own personal writings). | | | | | | | | | | |Corrects grammar (in written documents, in own personal writings.) | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | |PC |Dom |Work |Com |Grp |PoH |UnT |FPD |Ac | |C4 - Views Self as a Writer. | | | | |II E | | | |II A4 II B5-6 II C1-3 II C4-6 III A2 | |Uses stamps and stamp pad. | | | | | | | | | | |Places stickers on paper. | | | | | | | | | | |Uses stamps, stickers, etc. to convey an object or thought. | | | | | | | | | | |Pretends to draw or write, assigning meaning to picture or text. | | | | | | | | | | |Writes daily (dots, scribbles, letters, words, pictures). | | | | | | | | | | |Explores and uses simple sentences. | | | | | | | | | | |Begins to use standard writing conventions (Dear, from, etc.). | | | | | | | | | | |Composes a simple thank-you letter. | | | | | | | | | | |Requests help in writing a thought. | | | | | | | | | | |Copies/writes a note, message, greeting cards, etc. | | | | | | | | | | |Uses computer technology to express ideas. | | | | | | | | | | |Uses pix writer/other computer programs to convey a thought. | | | | | | | | | | |Contributes to a class writing project. | | | | | | | | | | |Participates in individual/partner writing project (e.g., reports, lists, summaries, etc.). | | | | | | | | | | |Exhibits enthusiasm about writing and learning how to write. | | | | | | | | | | | | | | | | | | | | | | |PC |Dom |Work |Com |Grp |PoH |UnT |FPD |Ac | |C5 – Writing Composition (Genre) | | | | | | | | |II B5 II C1-4 II C6 | |Writes and/or develops a personal narrative by drawing a picture, telling about self, and/or using word approximations in combination to create simple sentence structure. | | | | | | | | | | |Writes a personal narrative using symbols, pictures, and/or print to create simple sentences in logical sequence. | | | | | | | | | | |Identifies/writes rhyming words. | | | | | | | | | | |Rhymes with given words. | | | | | | | | | | |Uses poetic language to create simple couplets or descriptions. | | | | | | | | | | |Writes an informational piece/for functional purposes using symbols, pictures and/or print. | | | | | | | | | | |Contributes to a class list in preparation for a class research project. (e.g., brainstorms areas of interest, lists questions for inquiry). | | | | | | | | | | | | | | | | | | | | | | |PC |Dom |Work |Com |Grp |PoH |UnT |FPD |Ac | |C6 – Writing Process and Personal Style | | | | | | | | |II B4 II C1-5 | |Identifies an audience for a story and/or drawing. | | | | | | | | | | |Uses prewriting strategies to develop a personal or informational narrative, (story map, outline, word webs). | | | | | | | | | | |Writes personally meaningful words using semi-phonetic spelling to represent text. | | | | | | | | | | |Writes/scribes a sentence/complete sentence to express ideas. | | | | | | | | | | |Writes with words and/or pictures a rudimentary/simple/ compound sentence with appropriate grammar. | | | | | | | | | | |Makes edits to personal writing and/or pictures (adds detail, corrects errors, expands language). | | | | | | | | | | |Shows originality in oral written, and/or visual narrative messages, and informational text. (e.g., uses natural language, expresses sentiment, uses original ideas). | | | | | | | | | | |Assesses/describes personal work/work of others based on predetermined criteria (content, production, presentation). | | | | | | | | | | |

III. USES TECHNOLOGY AS A LEARNING TOOL IN LANGUAGE ARTS, MATHEMATICS, SCIENCE AND SOCIAL STUDIES. |PC |Dom |Work |Com |Grp |PoH |UnT |FPD |Ac | | A. Increases Computer Literacy Skills. | | | | | | | | | | |A1 – Learns Pre-Requisite Skills for Responsible Computer Usage. | | |I B-D | |I B II D | | |I C |III A2 III B, C IV D, E | |Identifies computer. | | | | | | | | | | |Stays away from computer equipment until accompanied by adult. | | | | | | | | | | |Attends to computer game/activity. | | | | | | | | | | |Uses computer only with clean and dry hands/hands stay out of mouth. | | | | | | | | | | |Uses single switch to operate computer equipment. | | | | | | | | | | |Utilizes touch screen to access computer. | | | | | | | | | | |Utilizes adaptive keyboard/devices to access computer | | | | | | | | | | |Uses touch activated device to operate computer equipment. | | | | | | | | | | |Uses mouse to operate computer equipment. | | | | | | | | | | |Uses keyboard at the computer. | | | | | | | | | | |Identifies components of a computer workstation, (computer, monitor, printer, keyboard, mouse, touch screen, software, etc.). | | | | | | | | | | |Identifies and demonstrates function of (return key, space bar, delete key, directional keys, shift key, control key, letter and number keys). | | | | | | | | | | |Utilizes proper terminology when referring to components and their functions. | | | | | | | | | | |Stays in assigned seat/ attends to own computer when using the computer lab. | | | | | | | | | | |Uses computer software as intended, refraining from perseverative behaviors. | | | | | | | | | | |Works independently or cooperatively with peers to accomplish own or group task at the computer. | | | | | | | | | | |Requests assistance when needed in the computer lab, using the silent signal. | | | | | | | | | | |Uses care when utilizing hardware/software demonstrating that these items are expensive. | | | | | | | | | | |Demonstrates personal safety when utilizing the internet/chat rooms. | | | | | | | | | | | | | | | | | | | | | | |PC |Dom |Work |Com |Grp |PoH |UnT |FPD |Ac | |A2 - Utilizes the Computer. | | |I A-C | |I B | | II B |I A-B II A |II C2-4 III A1, C IV B4 IV D-E | |Turns computer on/boots up computer. | | | | | | | | | | |Inserts/removes disk/CD/DVD in/from drive. | | | | | | | | | | |Selects a favorite computer activity. | | | | | | | | | | |Utilizes game/learning disk. | | | | | | | | | | |Types name with computer. | | | | | | | | | | |Opens an application, using the operating system’s Launcher (i.e., AppleWorks, Kid Pix, etc.). | | | | | | | | | | |Copies/writes notes/messages/greeting cards using computer. | | | | | | | | | | |Sends email messages. | | | | | | | | | | |Accesses and utilizes internet. | | | | | | | | | | |Shuts down/turns computer off appropriately, with permission. | | | | | | | | | | | | | | | | | | | | | | |PC |Dom |Work |Com |Grp |PoH |UnT |FPD |Ac | | B. Uses Electronic Toys/Games. | | |I A-C |II D |I B | |II B | |II A4 III A1-2 III C IV B4 IV D, E | |Attends to toy being activated by switches/buttons. | | | | | | | | | | |Reaches for toy activated by switches/buttons. | | | | | | | | | | |Randomly activates electronic toys or switch toys. | | | | | | | | | | |Purposefully activates switches/buttons. | | | | | | | | | | |Sustains action necessary for activating switches/buttons for electronic toys/switch activated toys. | | | | | | | | | | |Appropriately explores electronic toys which teach a concept. | | | | | | | | | | |Answers questions posed by electronic toys/games. | | | | | | | | | | |Uses a variety of electronic toys/games to learn concepts. | | | | | | | | | | |Independently uses electronic toys/games with a desire to achieve “higher levels” or higher scores. | | | | | | | | | | |Plays electronic/video games with partner or group appropriately. | | | | | | | | | | |Plays electronic/video games in a video arcade appropriately. | | | | | | | | | | | | | | | | | | | | | | |PC |Dom |Work |Com |Grp |PoH |UnT |FPD |Ac | | C. Identifies/Uses Modern Technology. | | | | | | | | |II A4 III A1-2 IV B4 IV D, E | |Identifies familiar modern technology devices used for leisure (e.g., TV, iPod, DVD player, CD player, video game, computer, etc.). | | | | | | | | | | |Identifies familiar modern technology devices used for communication (e.g., cell phone, walkie talkie, computer, telephone, answering machine, AAC devices, etc.). | | | | | | | | | | |Identifies familiar modern technology devices used for food service tasks (e.g., microwave, toaster, electric skillet, electric can opener, electric blender, stove, oven, refrigerator, freezer, etc.). | | | | | | | | | | |Identifies familiar modern technology devices used for cleaning tasks (e.g., dishwasher, washer, dryer, vacuum, hand vac, etc.). | | | | | | | | | | |Identifies familiar modern technology devices used for personal care & comfort (e.g., curling iron, hair dryer, electric toothbrush, electric fan, electronic thermometer, electric shaver, heating pad, etc.). | | | | | | | | | | |Identifies familiar modern technology devices used for fitness (e.g., step counter, treadmill, exercise bike, exercise equipment, etc.). | | | | | | | | | | |Identifies familiar modern technology devices used for clerical tasks (e.g., shredder, copier, electric pencil sharpener, electric stapler, electric paper folder, electric sealer, etc.). | | | | | | | | | | |Identifies familiar modern technology devices used for mobility (e.g., electric wheelchair, lifts, etc.). | | | | | | | | | | |Demonstrates appropriate use of specified modern technology device (asks permission to use, gets out/put away device, turns on/off device, makes selections, uses device carefully/safely). | | | | | | | | | | |Composes/transmits a text message. | | | | | | | | | | |Identifies ways technology enables us to do things currently that we could not do in the past (e.g., send astronauts to the moon, send instant messages, etc.) | | | | | | | | | | |Compares technology of past to present (e.g., writing notes versus computer; hand sewing versus, sewing machine, encyclopedia versus search engines, cooking over fire versus microwave). | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | |

IV. develops an awareness of science concepts impacting his/Her world. |PC |Dom |Work |Com |Grp |PoH |UnT |FPD |Ac | | A. Develops Awareness of Life Science Concepts. | | |II A | | |II B | | |I A II A4 IV A3 IV D-E | | A1- Animals | | | | | | | | | | |Observes/identifies animals encountered often. | | | | | | | | | | |Identifies sounds of animals. | | | | | | | | | | |Identifies animals encountered through his/her environment, media, print. | | | | | | | | | | |Identifies characteristics of animals (fur, feathers, beaks, claws, wings, teeth, fins, etc.). | | | | | | | | | | |Identifies potential dangers of animals (dog: can bite, cat: can claw, snake: can be poisonous, bee: can sting). | | | | | | | | | | |Matches an animal to its home (bird: nest, bear: cave, fish: lake, bee: hive). | | | | | | | | | | |Categorizes animals (farm, pets, wild, birds, fish, insects, amphibians etc.). | | | | | | | | | | |States/Identifies/Sequences life cycle stages of animals (puppy/dog, tadpole/frog, caterpillar/pupa/butterfly, etc.). | | | | | | | | | | | | | | | | | | | | | | |PC |Dom |Work |Com |Grp |PoH |UnT |FPD |Ac | | A2 - Plants | |IV A |II A | | |II B | | |I A II A4 IV A3 IV D-E | |Observes/identifies plants encountered daily in environment (grass, trees, flowers, etc.). | | | | | | | | | | |Names/labels plants. | | | | | | | | | | |Identifies parts of plants (seeds, stem, leaves, roots). | | | | | | | | | | |Identifies plants/parts of plants that should/should not be eaten. | | | | | | | | | | |Identifies poisonous/dangerous plants (poison ivy, poison oak, poinsettia, cacti, etc.). | | | | | | | | | | |Categorizes plants (flowers, farm plants, trees, etc.). | | | | | | | | | | |Identifies life cycle stages of plants in sequence. | | | | | | | | | | | | | | | | | | | | | | |PC |Dom |Work |Com |Grp |PoH |UnT |FPD |Ac | | A3 - Living Organisms | | | | | | | | |I A II A4 IV A1 IV A2 IV A4 IV D-E | |Labels items as living and non-living things. | | | | | | | | | | |Identifies characteristics of living vs. non-living things. | | | | | | | | | | |Differentiates between plants and animals. | | | | | | | | | | |Matches mature and immature organisms (puppy/dog, kitten/cat, etc.) | | | | | | | | | | |Identifies/categorizes items within ecosystems created by people (farms, gardens, potted plants, aquarium, etc.). | | | | | | | | | | |Helps feed and water plants or animals on a scheduled basis. | | | | | | | | | | |Identifies characteristics passed on from parent to young (seedling looks like plants, puppy looks like dog, etc.). | | | | | | | | | | |Identifies life requirements of living organisms (air, food, water, sun, etc.). | | | | | | | | | | |Identifies characteristics that help living organisms survive (sharp teeth, migration, camouflage, wings, etc.). | | | | | | | | | | |Identifies/categorizes plants and animals found within natural ecosystems (sea life, ponds, forests, artic, etc.). | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | |PC |Dom |Work |Com |Grp |PoH |UnT |FPD |Ac | | A4 - Humans |I A-H II A-B I I3 III D | | | | | | | |I A II A4 IV A3 IV D-E | |Identifies body parts. | | | | | | | | | | |Observes/demonstrates ways body parts move (hand: clap, eyes: open and close). | | | | | | | | | | |Associates the 5 senses with the respective body part. | | | | | | | | | | |Names some common good foods. | | | | | | | | | | |Sorts several foods into two groups- nutritional food and non-nutritional food. | | | | | | | | | | |Identifies major body systems (respitory, digestive, circulatory, etc.). | | | | | | | | | | |Identifies major bones of the body. | | | | | | | | | | |Identifies heart, blood, and blood vessels. | | | | | | | | | | |Identifies parts of the respiratory system (mouth, nose, lungs, etc.) | | | | | | | | | | |Identifies parts of the digestive system (teeth, mouth, tongue, esophagus, stomach, intestines, etc.) | | | | | | | | | | |Identifies the effects of illness on the body and/or avoiding illness. | | | | | | | | | | | | | | | | | | | | | | |PC |Dom |Work |Com |Grp |PoH |UnT |FPD |Ac | | B. Develops Awareness of Physical Science Concepts. | | | | |I B | | | |II A4 IV D-E | |B1 - Magnets | | | | | | | | | | |Observes/explores magnets. | | | | | | | | | | |Identifies objects to which magnets stick. | | | | | | | | | | |Identifies how magnets attract or repel. | | | | | | | | | | |Identifies uses of magnets. | | | | | | | | | | | | | | | | | | | | | | |PC |Dom |Work |Com |Grp |PoH |UnT |FPD |Ac | |B2 - Light | | | | |I B | | | |II A4 IV C4-5 IV D-E | |Activates toys that create light. | | | | | | | | | | |Turns on a flashlight. | | | | | | | | | | |Looks at object with flashlight shining on it. | | | | | | | | | | |Identifies sources of light (sun, light bulb, stars, fire, flashlight, etc.). | | | | | | | | | | |Identifies a shadow and source of the reflection. | | | | | | | | | | |Using light and blockages, creates a shadow and changes its size. | | | | | | | | | | | | | | | | | | | | | | |PC |Dom |Work |Com |Grp |PoH |UnT |FPD |Ac | |B3 - Sound | | | | |I B | | | |II A1 II A4 IV D-E | |Identifies sources of sound (water running, fire siren, thunder, etc.). | | | | | | | | | | |Labels sounds as loud or soft. | | | | | | | | | | |Observes/creates sounds with objects in the environment. | | | | | | | | | | |Identifies pitch (high, low). | | | | | | | | | | |Identifies volume (loud, soft). | | | | | | | | | | |Identifies vibrations as source of sound. | | | | | | | | | | | | | | | | | | | | | | |PC |Dom |Work |Com |Grp |PoH |UnT |FPD |Ac | |B4 - Electricity | |II A | | |I B |II B | | |II A4 III A2 III B IV D-E | |Turns on/off lights using wall switch when asked. | | | | | | | | | | |Identifies some items that use electricity (lamps, TV, toaster, etc.). | | | | | | | | | | |Identifies some items that use batteries (toys flashlights, etc.) | | | | | | | | | | |Installs batteries. | | | | | | | | | | |Identifies safety rules with electricity. | | | | | | | | | | |Plugs in electrical appliances safely. | | | | | | | | | | |Labels items associated with electricity (outlet, cords, switches, etc.). | | | | | | | | | | |Uses electric appliance/electronic items safely and appropriately. | | | | | | | | | | |Explore scientific investigations with electrical and battery operated devices safely. | | | | | | | | | | | | | | | | | | | | | | |PC |Dom |Work |Com |Grp |PoH |UnT |FPD |Ac | | B5 - Motion |III C | | | |I B | | | |II A4 III B IV D-E | |Explore objects movement by pushing/pulling. | | | | | | | | | | |Explore objects movement by rolling/throwing. | | | | | | | | | | |Goes up and down stairs and slide. | | | | | | | | | | |Anticipates the impact of an object rolling toward his/her body. | | | | | | | | | | |Differentiates between speeds: fast and slow. | | | | | | | | | | |Differentiates between directions: up and down. | | | | | | | | | | |Differentiates between push and pull. | | | | | | | | | | |Identifies ways items move. | | | | | | | | | | |Gives examples of the effect of gravity. | | | | | | | | | | |States law of gravity. | | | | | | | | | | |Gives examples of the effects of friction. | | | | | | | | | | |Identifies the forces that speed up and slow down motion. | | | | | | | | | | |Identifies simple machines used to change effort. | | | | | | | | | | | |PC |Dom |Work |Com |Grp |PoH |UnT |FPD |Ac | | B6 - Matter | |II B | | |I B | | | |II A4 IV D-E | |Participates in cooking, craft, or sensory activities involving solids melting or liquids changing into solids. | | | | | | | | | | |Associates fire as hot and ice as cold. | | | | | | | | | | |Classifies matter as solid, liquid or gas. | | | | | | | | | | |Identifies melting and freezing. | | | | | | | | | | |Makes predictions for matter changing forms under given conditions (heat, cold, during food preparation, etc.). | | | | | | | | | | |Mixes solid with liquid to make a drink (choc mix and milk, etc.). | | | | | | | | | | |Identifies/describes attributes/properties of common objects. | | | | | | | | | | |Identifies/demonstrates function or use of items/materials. | | | | | | | | | | |Identifies when weight, length, and temperature are appropriate to describe an object. | | | | | | | | | | |Identifies materials (solids. liquids) or components of mixtures. | | | | | | | | | | | | | | | | | | | | | | |PC |Dom |Work |Com |Grp |PoH |UnT |FPD |Ac | | C. Develops Awareness of Earth and Space Science | | | | | | | | | | |C1 - Earth | | | |I A |I B | | | |II A4 IV D-E V B | |Explores and differentiates between sand and other items in a sandbox, or water and other items in a water table. | | | | | | | | | | |Identifies and/or describes types of earth materials (rocks, sand, soil, etc.). | | | | | | | | | | |Mixes clay, soil, and water to mold shapes. | | | | | | | | | | |Identifies sources of water and its uses. | | | | | | | | | | |Identifies examples of water flowing in his/her area: thru gutters, drains, streams, wetlands, rivers, etc. | | | | | | | | | | |Labels features of the earth in own environment (lake, river, etc.). | | | | | | | | | | |Labels/Identifies major features of the earth (lake, river, hill, mountain, waterfall, etc.). | | | | | | | | | | |Identifies continents. | | | | | | | | | | |Identifies geological events (earthquakes. Volcanoes). | | | | | | | | | | |Identifies surface features caused by geological events. | | | | | | | | | | |Identifies routines, materials and/or demonstrates everyday routines related to the conservation of natural resources. | | | | | | | | | | |Identifies safety precautions with liquid and solid forms of water on the earth’s surface. | | | | | | | | | | |Identifies safety precautions associated with water flowing downhill. | | | | | | | | | | |Identifies sources of safe vs. unsafe drinking water. | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | |PC |Dom |Work |Com |Grp |PoH |UnT |FPD |Ac | |C2 - Weather |I D1 | | | | |II B | | |II A1 II A4 II B6 IV C3 IV D -E V F | |Looks upward in response to “sky” as a prompt to observe weather. | | | | | | | | | | |Labels weather conditions (temperature, cloud cover, precipitation, wind, etc.). | | | | | | | | | | |Identifies clothing and accessories associated with different weather conditions. | | | | | | | | | | |Labels types of severe weather (tornadoes, blizzards, thunderstorms, lightening, hurricanes, high winds, droughts, etc.). | | | | | | | | | | |Identifies safety precautions during severe weather. | | | | | | | | | | |Listens to /looks at TV/radio, newspaper, internet for weather (current conditions, future outlook). | | | | | | | | | | |Identifies weather tools: thermometer, wind sock, weather vane, rain gauge, etc. | | | | | | | | | | |Uses weather tools to indicate status of current weather. | | | | | | | | | | |Sequences the water/rain cycle. | | | | | | | | | | |Charts weather conditions and relates weather to daily activities. | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | |PC |Dom |Work |Com |Grp |PoH |UnT |FPD |Ac | |C3 - Seasons |I D1 | | | | | | | |I C1 II A4 IV C2 IV D-E | |Names the four seasons. | | | | | | | | | | |Identifies the weather of the various seasons. | | | | | | | | | | |Identifies the activities associated with the various seasons. | | | | | | | | | | |Identifies clothing and accessories associated with different seasons. | | | | | | | | | | |Identifies the changes in temperature, precipitation, number of hours of sunlight for the seasons. | | | | | | | | | | |Identifies the effects of seasons on vegetation. | | | | | | | | | | |Identifies the cause of seasonal change (in terms of the relative orientation of the earth and sun). | | | | | | | | | | | | | | | | | | | | | | |PC |Dom |Work |Com |Grp |PoH |UnT |FPD |Ac | |C4 - Day/Night | | | | | | | | |I C1-2 II A4 IV C5 IV D-E | |Identifies activities he/she does during the day and night. | | | | | | | | | | |Identifies characteristics of day and night (Day – sun shines, Night- moon & starts in sky, etc.;) | | | | | | | | | | |Identifies differences between day and night. (light/dark, sun/moon & stars, temperature often cooler at night). | | | | | | | | | | |Identifies morning, afternoon, evening, and night. | | | | | | | | | | |Identifies clock time associated with day/night hours. | | | | | | | | | | |Demonstrates understanding of daylight savings time. (when occurs, need to change clocks/watches, etc.) | | | | | | | | | | |Identifies the cause of day/night (in terms of the relative orientation of the earth and the sun). | | | | | | | | | | | | | | | | | | | | | | |PC |Dom |Work |Com |Grp |PoH |UnT |FPD |Ac | |C5 - Solar System | | | | | | | | |II A4 IV C4 IV D-E | |Identifies the sun, stars, and moon. | | | | | | | | | | |Identifies earth as part of the solar system. | | | | | | | | | | |Labels earth, star, moon, sun. | | | | | | | | | | |Identifies planets. | | | | | | | | | | |States facts about the solar system. | | | | | | | | | | |Identifies conditions on the earth necessary to support life. | | | | | | | | | | |Compares the sun to other stars. | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | |PC |Dom |Work |Com |Grp |PoH |UnT |FPD |Ac | |D. Constructs New Scientific Knowledge | | | | | | | | |I D II A4 II B 3-5 III A-C IV all V F | |Identifies/knows the meaning of frequently encountered science words paired with pictures and/or objects. | | | | | | | | | | |Identifies and/or generates questions about the world based on observation. | | | | | | | | | | |Explores problems/scientific investigations through observations. | | | | | | | | | | |Identifies, selects, and/or uses appropriate simple devices during scientific investigations. | | | | | | | | | | |Reports observations made verbally or with pictures. | | | | | | | | | | |Identifies and/or uses books and other resources to answer a question related to a science topic. | | | | | | | | | | |Identifies and explores ways to display scientific information. | | | | | | | | | | |Reads and interprets scientific data/everyday information displayed in flow diagrams and sketches. | | | | | | | | | | |Explains flow diagrams, sketches, charts or graphs used to summarize data. | | | | | | | | | | | | | | | | | | | | | | |PC |Dom |Work |Com |Grp |PoH |UnT |FPD |Ac | |E. Reflects On Scientific Knowledge | | | | | |II A | |I A-C

II A-B |I D II A4 II B 3-5 III A-C IV all V C, F | |Distinguishes between true and false. | | | | | | | | | | |Distinguishes between fact and opinion. | | | | | | | | | | |Identifies data or observations that support an explanation. | | | | | | | | | | |Recognizes limitations in personal knowledge/abilities. (when to ask for help, who to ask for help, where to get information). | | | | | | | | | | |Identifies/explores how science concepts can be illustrated through creative expression. (art, movement, music) | | | | | | | | | | |Identifies science concepts in common activities. | | | | | | | | | | |Identifies ways in which technology is used in everyday life. | | | | | | | | | | |Identifies the advantages and risks of everyday technology. | | | | | | | | | | |Develops an awareness of the natural world. | | | | | | | | | | |

V. develops an awareness of sOCIAL STUDIES CONCEPTS impacting his/Her world. |PC |Dom |Work |Com |Grp |PoH |UnT |FPD |Ac | | A. Develops Historical Perspective | | | | |II A |I A | | |I B5 I C1 II A4 | |Identifies pictures of self and members of family (Family history). | | | | | | | | | | |States his/her own age. | | | | | | | | | | |States when birthday occurs (month, day, year). | | | | | | | | | | |Identifies members of his/her family (Family history). | | | | | | | | | | |Identifies roles of family members. (Family History). | | | | | | | | | | |Shares personal or family events. | | | | | | | | | | |Sequences events of his/her life. | | | | | | | | | | |Sequences events of a story. | | | | | | | | | | |Sequences events first, middle, last. | | | | | | | | | | |Matches traditions and holidays. | | | | | | | | | | |Matches the holidays and their month. | | | | | | | | | | |Explores holidays celebrated by other cultures. | | | | | | | | | | |Identifies Thanksgiving as a time when Pilgrims and Native Americans gave thanks. | | | | | | | | | | |Identifies 4th of July as Independence Day, and the birth of our nation. | | | | | | | | | | |Listens to stories of famous Americans and historical events (e.g., Johnny Appleseed, Revolutionary War, etc.). | | | | | | | | | | |Identifies how individuals in history demonstrated good character and personal virtue (cooperation, respect, generosity, truthfulness, responsibility, honesty, etc.) | | | | | | | | | | |Recounts events from simple biographies of women and men from the past (Squanto, George Washington, Harriet Tubman, Abraham Lincoln, Martin Luther King Jr., Amelia Earhart, Rosa Parks, Helen Keller, Ruby Bridges, etc.). | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | |PC |Dom |Work |Com |Grp |PoH |UnT |FPD |Ac | | B. Develops Geographic Perspective | | |IV B |I A | | | | |II A4 II B6 IV C1 V C, F | |Identifies a picture of his/her home. | | | | | | | | | | |States parts of his/her address. | | | | | | | | | | |States his/her bus (school district). | | | | | | | | | | |States his/her address (number, street, city, state). | | | | | | | | | | |Identifies personally significant geographic places (own community, own state, own country). | | | | | | | | | | |Identifies people and places in the community and their importance. | | | | | | | | | | |Differentiates between the city (urban) and country (rural). | | | | | | | | | | |Recognizes that classmates and other people come from different places and backgrounds (diversity). | | | | | | | | | | |Recognizes that people in different places speak different languages. | | | | | | | | | | |Identifies how homes, food, and other aspects of living may be different from place to place. | | | | | | | | | | |Demonstrates use of a map or globe. | | | | | | | | | | |Locates places on a map or globe (United States, Michigan, own city, other cities, other states, other countries, other continents, etc.) | | | | | | | | | | |Describes the physical setting of a story (climate, plants, animals, bodies of water, land forms). | | | | | | | | | | | | | | | | | | | | | | |PC |Dom |Work |Com |Grp |PoH |UnT |FPD |Ac | | C. Develops Civic Perspective | | | | | | | | |II A4 V B | |Stands and faces the flag with his/her hand over heart for the Pledge. | | | | | | | | | | |States that we live in the United States of America. | | | | | | | | | | |Recites the Pledge of Allegiance with his/her class. | | | | | | | | | | |Tells what the “Pledge of Allegiance” means to him/her. | | | | | | | | | | |States that the flag is a symbol of our country. | | | | | | | | | | |States that Independence Day (July 4th) is our country’s birthday. | | | | | | | | | | |Identifies the National Anthem. | | | | | | | | | | |Sings patriotic songs (National Anthem, America, etc.). | | | | | | | | | | | | | | | | | | | | | | |PC |Dom |Work |Com |Grp |PoH |UnT |FPD |Ac | | D. Develops Citizen Responsibility | | |I D II A | |II D | | |II B |II A 4-5 II B 3-5 IV E | |Identifies classroom rules and follows them. | | | | | | | | | | |Understands and acts according to school rules. | | | | | | | | | | |Identifies consequences for not obeying rules. | | | | | | | | | | |Identifies major events of the day. | | | | | | | | | | |Identifies current events (school, community, state, national, world). | | | | | | | | | | |Discusses current events. (school, community, state, national, world). | | | | | | | | | | |Understands truth versus make believe. | | | | | | | | | | |Differentiates between truth and make believe. | | | | | | | | | | |Identifies examples of fairness in literature and his/her own life. | | | | | | | | | | |Identifies how individuals in literature, the school and classroom show concern for others (common good). | | | | | | | | | | |Identifies concepts of good character and personal virtue (truthfulness, respect, friendship, etc.) found in literature and relate them to personal experiences. | | | | | | | | | | |Identifies a situation in literature or his/her life that involved a decision and the consequences of the decision. | | | | | | | | | | |Identifies the recycling bin in the classroom and places designated items in the bin. | | | | | | | | | | |States one reason for participating in recycling. | | | | | | | | | | |Collects and sorts recycled items throughout the school. | | | | | | | | | | |Participates in school and community projects. | | | | | | | | | | |Works on projects designed to help others in their school or community. | | | | | | | | | | | | | | | | | | | | | | |PC |Dom |Work |Com |Grp |PoH |UnT |FPD |Ac | | E. Develops Economic Perspective | | | |I A II A-E | | | | |II A4 | |Identifies products and services consumed by the student. | | | | | | | | | | |Matches products made by people of various professions (Cook/food, painter/painting, etc.) | | | | | | | | | | |Matches services provided by service providers (fire, police, hospital, library, etc.) | | | | | | | | | | |Differentiates between needs and wants. | | | | | | | | | | |Identifies places where goods and services are exchanged. | | | | | | | | | | |Identifies resources needed to produce selected goods and services (wood to make paper, water to put out fires, etc.) | | | | | | | | | | |Identifies ways to avoid wasting classroom resources. | | | | | | | | | | | | | | | | | | | | | | |PC |Dom |Work |Com |Grp |PoH |UnT |FPD |Ac | | F. Develops Inquiry Skills. | | |I A IV A IV B |I D II A-E |II B-C |II B |II A |I B-C |II A4 II B3-6 IV D-E V B | |Looks at an item/person when asked. | | | | | | | | | | |Uses labeling to gather information in order to answer a question posed. | | | | | | | | | | |Asks questions to gather information. | | | | | | | | | | |Identifies sources of information (books, magazines, newspapers, signs, menus, labels, TV, videos, people, maps, charts, etc.). | | | | | | | | | | |Locates information from a variety of sources (books, magazines, newspapers, signs, menus, labels, TV, videos, people, maps, charts, etc.). | | | | | | | | | | |Comprehends information from a variety of sources (books, magazines, newspapers, signs, menus, labels, TV, videos, people, maps, charts, etc.). | | | | | | | | | | |Identifies/knows the meaning of frequently encountered social studies words paired with pictures and/or objects. | | | | | | | | | | | | | | | | | | | | | | |PC |Dom |Work |Com |Grp |PoH |UnT |FPD |Ac | | G. Develops Public Discourse Skills. | | |I A |I D |II B-C |I A-B | |II B |II A3-5 | |Identifies ways to solve conflicts in the classroom or work setting. | | | | | | | | | | |Interacts appropriately with others who have a different point of view. | | | | | | | | | | |Recognizes differing points of view. | | | | | | | | | | |Interacts appropriately with others who have a different point of view. | | | | | | | | | | | | | | | | | | | | | |

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