Our Coventry Grammar School Curriculum Guides provide an overview of our comprehensive academic program for our students in Kindergarten, Grade 1 and Grade 2. Our curriculum is standards based, aligning with the Connecticut Core Standards which indicate what a student should know and be able to do at each grade level, and state and national standards in the content area. Taken together, the standards, our high quality curriculum, and outstanding instruction will prepare every student for life, learning, and work in the 21st century and allow us to develop empowered learners who have the knowledge, skills, and habits of mind to thrive as members of a complex society.
- Language Arts
- Social Studies
- Computer Science
- Art Program
- Music Program
- Physical Education Program
- Health Program
- Library Media Center Program
- Social Emotional Learning
Kindergartners will engage in a variety of learning opportunities to promote their foundational skills as well as their reading, writing, speaking, and listening skills. In Grade K students begin to engage with a broad range of high-quality literary and informational texts through read-alouds and small group instruction, including texts in social studies, science, and other disciplines. Teachers use a variety of research based instructional strategies to promote student practice and mastery of skills embedded in the curriculum.
- Demonstrate understanding of the organization and basic features of print:
- Follow words from left to right, top to bottom, and page by page.
- Recognize that spoken words are represented in written language by specific sequences of letters.
- Understand that words are separated by spaces in print.
- Recognize and name all upper and lowercase letters of the alphabet.
- Demonstrate understanding of spoken words, syllables, and sounds (phonemes):
- Recognize and produce rhyming words.
- Count, pronounce, blend, and segment syllables in spoken words.
- Blend and segment onsets and rimes of single-syllable spoken words.
- Isolate and pronounce the initial, media vowel, and final sounds (phonemes) in three-phoneme words (CVC).
- Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words.
Phonics & Word Recognition Skills:
- Know and apply grade level phonics and word analysis skills in decoding words:
- Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary sound or many of the most frequent sounds for each consonant.
- Associate the long and short vowel sounds with the common spellings (graphemes) for the five major vowels.
- Read common high-frequency words by sight. (e.g. the, of, to, you, she, my, is, are, do, does).
- Distinguish between similarly spelled words by identifying the sounds of the letters that differ.
- Read emergent-reader texts with purpose and understanding.
Key Ideas & Details:
- With prompting and support, ask and answer questions about key details in a text.
- With prompting and support, retell familiar stories, including key details.
- With prompting and support, identify characters, setting, and major events in a story.
- With prompting and support, identify the main topic and retell key details in an informational text.
- With prompting and support, describe the connections between two individuals, events, ideas, or pieces of information in a text.
Craft & Structure:
- Ask and answer questions about unknown words in a text.
- Recognize common types of texts (e.g. storybooks, poems).
- Identify the front cover, back cover, and the title page of a book.
- With prompting and support, name the author and illustrator of a story and define the role of each in telling the story.
Integration Of Knowledge & Ideas:
- With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g. what person, place, thing, or idea in the text an illustration depicts).
- With prompting and support, identify the reasons an author gives to support points in a text.
- With prompting and support, identify the basic similarities in and differences between two texts on the same topic (e.g. in illustrations, descriptions, or procedures).
- With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories.
Range Of Reading & Level Of Text Complexity:
- Actively engage in group reading activities with purpose and understanding.
Conventions of Standard English:
- Demonstrate command of conventions of standard English grammar and usage when writing and speaking:
- Print many upper and lowercase letters.
- Use frequently occurring nouns and verbs.
- Form regular plural nouns by orally adding /s/ or /es/ (e.g. dog, dogs: wish, wishes).
- Understand and use question words (interrogatives) (e.g. who, what where, when, why, how).
- Use the most frequently occurring prepositions (e.g. to, from, in, out, off, for, of, by, with).
- Produce and expand complete sentences in shared language activities.
- Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing:
- Capitalize the first word in a sentence and the pronoun I.
- Recognize and name end punctuation.
- Write a letter or letters for most consonant and short-vowel sounds (phonemes).
- Spell simple words phonetically, drawing on knowledge of sound-letter relationships.
Vocabulary Acquisition & Use:
- Determine and clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content:
- Identify new meanings for familiar words and apply them accurately (e.g. knowing duck is a bird and learning the verb to duck).
- Use the most frequently occurring inflections and affixes (e.g. -ed, -s, re-, un-, pre-, -ful, -less) as a clue to the meaning of an unknown word.
- With guidance and support from adults, explore word relationships and nuances in word meanings.
Text Types and Purposes:
- Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or name of the book they are writing about and state an opinion or preference about the topic or book.
- Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic.
- Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened.
Production and Distribution of Writing:
- With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed.
- With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including collaboration with peers.
Research to Build and Present Knowledge:
- Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them).
- With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.
Comprehension and Collaboration:
- Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups:
- Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion).
- Continue a conversation through multiple exchanges.
- Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood.
- Ask and answer questions in order to seek, help, get information, or clarify something that is not understood.
Presentation of Knowledge and Ideas:
- Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.
- Add drawings or other visual displays to descriptions as desired to provide additional detail.
- Speak audibly and express thoughts, feelings, and ideas clearly.
In Kindergarten, instructional time should focus on two critical areas: (1) representing and comparing whole numbers, initially with sets of objects; (2) describing shapes and space. More learning time in Kindergarten should be devoted to numbers than to other topics.
STANDARDS FOR MATHEMATICAL PRACTICE
The Standards for Mathematical Practice describe ways in which developing student practitioners of the discipline of mathematics increasingly ought to engage with the subject matter as they grow in mathematical maturity and expertise. Teachers attend to the need to connect the eight mathematical practices to mathematical content in mathematics instruction.
- Make sense of problems and persevere in solving them.
- Reason abstractly and quantitatively.
- Construct viable arguments and critique the reasoning of others.
- Model with mathematics.
- Use appropriate tools strategically.
- Attend to precision.
- Look for and make use of structure.
- Look for and express regularity in repeated reasoning.
- Counting and Cardinality
- Operations and Algebraic Thinking
- Numbers and Operations Base Ten
- Measurement and Data
Know number names and the count sequence:
- Count to 100 by ones and by tens.
- Count forward beginning from a given number within the known sequence (instead of having to begin at 1).
- Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects).
Count to tell the number of objects:
- Understand the relationship between numbers and quantities; connect counting to cardinality:
- When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object.
- Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted.
- Understand that each successive number name refers to a quantity that is one larger.
- Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects.
- Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. (Include groups with up to 10 objects).
- Compare two numbers between 1 and 10 presented as written numerals.
Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from:
- Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations.
- Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem.
- Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1).
- For any number from 1 to 9, find the number that makes 10 when added to the given number, e.g., by using objects or drawings, and record the answer with a drawing or equation.
- Fluently add and subtract within 5.
Work with numbers 11-19 to gain foundations for place value:
- Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (such as 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones.
Describe and compare measurable attributes:
- Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object.
- Directly compare two objects with a measurable attribute in common, to see which object has "more of"/"less of" the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller/shorter.
Classify objects and count the number of objects in each category:
- Classify objects into given categories; count the numbers of objects in each category and sort the categories by count.
Identify and describe shapes:
- 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.
- Correctly name shapes regardless of their orientations or overall size.
- Identify shapes as two-dimensional (lying in a plane, "flat") or three-dimensional ("solid").
Analyze, compare, create, and compose shapes:
- Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/"corners") and other attributes (e.g., having sides of equal length.
- Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes.
- Compose simple shapes to form larger shapes. For example, "Can you join these two triangles with full sides touching to make a rectangle?"
In Kindergarten, science programming focuses on three standards, the three dimensions of science: science and engineering practices, cross cutting concepts, and disciplinary core ideas. Each dimension works with the other two to help students build a cohesive understanding of science over time. Science and Engineering Practices describe what scientists do to investigate the natural world and what engineers do to design and build systems. These practices better explain and extend what is meant by “inquiry” in science. Crosscutting Concepts help students explore connections across the topics in science. When these concepts, such as “cause and effect”, are made explicit for students, they can help students develop a coherent and scientifically-based view of the world around them. Disciplinary Core Ideas are the key ideas in science which build on each other as students progress through grade levels and are grouped into the following four domains: Physical Science, Life Science, Earth and Space Science, and Engineering
Asking and Answering Questions:
- Asking questions and defining problems in K–2 builds on prior experiences and progresses to simple descriptive questions that can be tested.
- Ask questions based on observations to find more information about the natural and/or designed world(s).
- Ask and/or identify questions that can be answered by an investigation.
- Define a simple problem that can be solved through the development of a new or improved object or tool.
Developing and Using Models:
- Modeling in K–2 builds on prior experiences and progresses to include using and developing models (i.e., diagram, drawing, physical replica, diorama, dramatization, or storyboard) that represent concrete events or design solutions.
- Distinguish between a model and the actual object, process, and/or events the model represents.
- Compare models to identify common features and differences.
- Develop and/or use a model to represent amounts, relationships, relative scales (bigger, smaller), and/or patterns in the natural and designed world(s).
- Develop a simple model based on evidence to represent a proposed object or tool.
Planning and Carrying Out Investigations:
- Planning and carrying out investigations to answer questions or test solutions to problems in K–2 builds on prior experiences and progresses to simple investigations, based on fair tests, which provide data to support explanations or design solutions.
- With guidance, plan and conduct an investigation in collaboration with peers (for K).
- Plan and conduct an investigation collaboratively to produce data to serve as the basis for evidence to answer a question.
- Evaluate different ways of observing and/or measuring a phenomenon to determine which way can answer a question.
- Make observations (firsthand or from media) and/or measurements to collect data that can be used to make comparisons.
- Make observations (firsthand or from media) and/or measurements of a proposed object or tool or solution to determine if it solves a problem or meets a goal.
- Make predictions based on prior experiences.
Analyzing and Interpreting Data:
- Analyzing data in K–2 builds on prior experiences and progresses to collecting, recording, and sharing observations.
- Record information (observations, thoughts, and ideas).
- Use and share pictures, drawings, and/or writings of observations.
- Use observations (firsthand or from media) to describe patterns and/or relationships in the natural and designed world(s) in order to answer scientific questions and solve problems.
- Compare predictions (based on prior experiences) to what occurred (observable events).
- Analyze data from tests of an object or tool to determine if it works as intended.
Using Mathematics and Computational Thinking:
- Mathematical and computational thinking in K–2 builds on prior experience and progresses to recognizing that mathematics can be used to describe the natural and designed world(s).
- Decide when to use qualitative vs. quantitative data.
- Use counting and numbers to identify and describe patterns in the natural and designed world(s).
- Describe, measure, and/or compare quantitative attributes of different objects and display the data using simple graphs.
- Use quantitative data to compare two alternative solutions to a problem.
Construction Explanations and Designing Solutions:
- Constructing explanations and designing solutions in K–2 builds on prior experiences and progresses to the use of evidence and ideas in constructing evidence based accounts of natural phenomena and designing solutions.
- Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena.
- Use tools and/or materials to design and/or build a device that solves a specific problem or a solution to a specific problem.
- Generate and/or compare multiple solutions to a problem.
Engaging in Argument from Evidence:
- Engaging in argument from evidence in K–2 builds on prior experiences and progresses to comparing ideas and representations about the natural and designed world(s).
- Identify arguments that are supported by evidence.
- Distinguish between explanations that account for all gathered evidence and those that do not.
- Analyze why some evidence is relevant to a scientific question and some is not.
- Distinguish between opinions and evidence in one’s own explanations.
- Listen actively to arguments to indicate agreement or disagreement based on evidence, and/or to retell the main points of the argument.
- Construct an argument with evidence to support a claim.
- Make a claim about the effectiveness of an object, tool, or solution that is supported by relevant evidence.
Obtaining, Evaluating, and Communicating Information:
- Obtaining, evaluating, and communicating information in K–2 builds on prior experiences and uses observations and texts to communicate new information.
- Read grade-appropriate texts and/or use media to obtain scientific and/or technical information to determine patterns in and/or evidence about the natural and designed world(s).
- Describe how specific images (e.g., a diagram showing how a machine works) support a scientific or engineering idea.
- Obtain information using various texts, text features (e.g., headings, tables of contents, glossaries, electronic menus, icons), and other media that will be useful in answering a scientific question and/or supporting a scientific claim.
- Communicate information or design ideas and/or solutions with others in oral and/or written forms using models, drawings, writing, or numbers that provide detail about scientific ideas, practices, and/or design ideas.
- Children recognize that patterns in the natural and human designed world can be observed, used to describe phenomena, and used as evidence.
Cause and Effect:
- Students learn that events have causes that generate observable patterns.
- They design simple tests to gather evidence to support or refute their own ideas about causes.
Scale Proportion and Quantity:
- Students use relative scales (e.g., bigger and smaller; hotter and colder; faster and slower) to describe objects.
- They use standard units to measure length.
System and System Models:
- Students understand objects and organisms can be described in terms of their parts; and systems in the natural and designed world have parts that work together.
Energy and Matter:
- Students observe objects may break into smaller pieces, be put together into larger pieces, or change shapes.
Structure and Function:
- Students observe the shape and stability of structures of natural and designed objects are related to their function(s).
Stability and Change:
- Students observe some things stay the same while other things change, and things may change slowly or rapidly.
Disciplinary Core Ideas:
- The performance expectations in kindergarten help students formulate answers to questions such as:
- What happens if you push or pull an object harder?
- Where do animals live and why do they live there?
- What is the weather like today and how is it different from yesterday?
In Kindergarten, students engage in the study of themselves, their families, and their communities and learn how to participate and use effective citizenship skills. They will explore their classrooms, schools, neighborhoods, and home communities through an interdisciplinary approach including history, civics, economics, and geography. The study of themselves, their families, and their communities requires that students generate and research compelling questions such as:
- What is my role in my community?
- What is “history” and how is the past different from the present?
- How are we connected to the past?
- Compare life in the past to life today.
- Generate questions about individuals and groups who have shaped a significant historical change.
- Compare perspectives of people in the past to those in the present.
- Identify different kinds of historical sources.
- Explain how historical sources can be used to study the past.
- Identify the maker, date, and place of origin for a historical source from information within the source itself.
- Generate questions about a particular historical source as it relates to a particular historical event or development.
- Generate possible reasons for an event or development in the past.
- Describe roles and responsibilities of people in authority (local/state/national e.g., judge, mayor, governor, police).
- Explain how all people, not just official leaders, play an important role in a community.
- Describe how communities work to accomplish common tasks, establish responsibilities, and fulfill roles of authority.
- Apply civic virtues when participating in school settings.
- Follow agreed upon rules for discussions while responding attentively to others when addressing ideas and making decisions as a group.
- Explain the need for and purposes of rules in various settings inside and outside of school.
- Explain how people can work together to make decisions in the classroom.
- Identify and explain how rules function in public.
- Describe how people have tried to improve their communities over time.
- Construct maps, graphs and other representations of familiar places.
- Use maps, graphs, photographs and other representations to describe places and the relationships and interactions that shape them.
- Use maps, globes, and other simple geographic models to identify cultural and environmental characteristics of places.
- Explain how weather, climate, and other environmental characteristics affect people’s lives in places or regions.
In Kindergarten all students engage in a unit to begin to learn the concepts and practices of computer science. Students will develop a foundation of computer science knowledge and learn new approaches to problem solving that harness the power of computational thinking to become both users and creators of computing technology. Computer science is key to developing and integrating Coventry Public Schools Portrait of the Graduate Competencies such as critical thinking, engaged collaborating, effective communication, and authentic innovating.
- Model the way programs store and manipulate data by using numbers or other symbols to represent information.
- Develop programs with sequences and simple loops, to express ideas or address a problem.
- Decompose (break down) the steps needed to solve a problem into a precise sequence of instructions.
- Develop plans that describe a program’s sequence of events, goals, and expected outcomes.
- Debug (identify and fix) errors in an algorithm or program that includes sequences and simple loops.
- Using correct terminology, describe steps taken and choices made during the iterative process of program development.
In Kindergarten, using a variety of media, students will work individually and collaboratively to conceive and develop new artistic ideas and work. They will continue to learn how the arts convey meaning and will relate knowledge and personal experiences to make art.
Students will understand, select and apply media, techniques, and processes:
- differentiate between a variety of media, techniques and processes.
- describe how different media, techniques and processes cause different effects and personal responses.
- use different media, techniques and processes to communicate ideas, feelings, experiences and stories.
- use art media and tools in a safe and responsible manner.
Students will understand and apply elements and organizational principles of art:
- identify the different ways visual characteristics are used to convey ideas.
- describe how different expressive features, and ways of organizing them, cause different responses.
- use the elements of art and principles of design to communicate ideas.
Students will understand the visual arts in relation to history and cultures:
- recognize that the visual arts have a history and a variety of cultural purposes and meanings.
- create art work that demonstrates understanding of how history or culture can influence visual art.
Students will reflect upon, describe, analyze, interpret and evaluate their own and others' work:
- Identify various purposes for creating works of art.
Students will make connections between the visual arts, other disciplines and daily life:
- identify connections between the visual arts and other disciplines in the curriculum.
- describe how the visual arts are combined with other arts in multimedia work.
- demonstrate understanding of how the visual arts are used in the world around us.
- recognize that works of visual art are produced by artisans and artists working in different cultures, times and places.
Students in Grade K will create music, communicate effectively by performing diverse works of quality music, critically think and respond with social and emotional awareness to diverse musical genres and connect their learning and personal experience to music. Students will use mallet instruments, world percussion, and other learning tools to reach the Coventry Public Schools Music Department Program Goals.
Generate musical ideas for various purposes and contexts:
- With guidance, explore and experience music concepts (such as beat and melodic contour).
- With guidance, generate musical ideas (such as movements or motives).
Select and develop musical ideas for defined purposes and contexts:
- With guidance, demonstrate and choose favorite musical ideas.
- With guidance, organize personal musical ideas using iconic notation and/or recording technology.
Evaluate and refine selected musical ideas to create musical work(s) that meet appropriate criteria:
- With guidance, apply personal, peer, and teacher feedback in refining personal musical ideas.
Share creative musical work that conveys intent, demonstrates craftsmanship, and exhibits originality:
- With guidance, demonstrate a final version of personal musical ideas to peers.
Select varied musical works to present based on interest, knowledge, technical skill, and context:
- With guidance, demonstrate and state personal interest in varied musical selections.
Analyze the structure and context of varied musical works and their implications for performance:
- With guidance, explore and demonstrate awareness of music contrasts (such as high/low, loud/soft, same/different) in a variety of music selected for performance.
Develop personal interpretations that consider creators’ intent:
- With guidance, demonstrate awareness of expressive qualities (such as voice quality, dynamics, and tempo) that support the creators’ expressive intent.
Evaluate and refine personal and ensemble performances, individually or in collaboration with others:
- With guidance, apply personal, teacher, and peer feedback to refine performances.
- With guidance, use suggested strategies in rehearsal to improve the expressive qualities of music.
Perform expressively, with appropriate interpretation and technical accuracy, and in a manner appropriate to the audience and context:
- With guidance, perform music with expression.
- Perform appropriately for the audience.
Choose music appropriate for a specific purpose or context:
- With guidance, list personal interests and experiences and demonstrate why they prefer some music selections over others.
Analyze how the structure and context of varied musical works inform the response:
- With guidance, demonstrate how a specific music concept (such as beat or melodic direction) is used in music.
Support interpretations of musical works that reflect creators’/performers’ expressive intent:
- With guidance, demonstrate awareness of expressive qualities (such as dynamics and tempo) that reflect creators’/performers' expressive intent.
Support evaluations of musical works and performances based on analysis, interpretation, and established criteria:
- With guidance, apply personal and expressive preferences in the evaluation of music.
Synthesize and relate knowledge and personal experiences to make music:
- Demonstrate how interests, knowledge, and skills relate to personal choices and intent when creating, performing, and responding to music.
Our Physical Education Program helps our children obtain the knowledge and skills they need to become physically educated. Our Kindergarten programming focuses on motor skills, concepts and strategies related to physical activity, physical fitness, respectful social behavior during physical activity, and promoting the understanding of the benefits of physical activity.
Motor Skill Performance:
- Students will demonstrate competency in motor skills and movement patterns needed to perform a variety of physical activities.
- Demonstrate the ability to stop and start on a signal; combine sequences of several motor skills in an organized way; and move through an environment with body control.
Applying Concepts and Strategies:
- Demonstrate an understanding of body awareness concepts by identifying large and small body parts; show understanding of quality of movement concepts and apply them to psychomotor skills (e.g., demonstrating momentary stillness in balance activities, distinguishing when to kick a ball softly or with force); and show understanding of space concepts by identifying and demonstrating personal and general space.
- Follow safety and age-appropriate classroom and playground rules and procedures.
Engaging in Physical Activity:
- Engage in physical activities when presented with opportunities and with teacher encouragement. Engage in a wide variety of gross-motor activities that are child-selected and teacher-initiated.
- Participate in healthy physical activity, and demonstrate understanding that physical activity is beneficial to good health.
- Demonstrate understanding that different movements are performed by different body parts, singly and in combination (e.g., kicking with foot, throwing with hand).
- Demonstrate understanding that different physical activities have different effects on the body (e.g., running, walking and sitting cause heartbeat and breathing to be faster, not as fast, and slow, respectively).
- Demonstrate safe behavior for self and toward others by following established class rules, procedures and safe practices with teacher guidance and reinforcement.
- Interact appropriately with peers and familiar adults (e.g., sharing, taking turns, following rules) with teacher guidance and reinforcement; stay on task for short periods with teacher supervision; listen quietly without interruption for short periods with teacher reinforcement; and exhibit self-control in group situations.
- Demonstrate willingness to play with any child in the class; and recognize similarities and appreciate differences in people.
Benefits of Physical Activity:
- Participate in creative movement and dance; identify several activities that are personally enjoyable; and use a variety of means for self-expression.
- Demonstrate recognition that physical activity is beneficial to good health.
Our Health Program prepares students by providing them with learning experiences to support their abilities to access health information and services to maintain or improve their own health and the health of others; in addition students will acquire skills and knowledge that encourage lifetime healthy behaviors.
Alcohol, Nicotine, and Other Drugs:
- Identify dangerous household products that are harmful if intentionally, swallowed, inhaled or absorbed.
- Explain that medicines are drugs that are helpful when needed and used correctly.
- Identify family and school rules about medicine use.
- Identify that using medicines requires adult supervision and identifying those adults (e.g. parents, school nurse, doctor, etc.).
- Physical avoidance and reporting of dangerous drugs and paraphernalia (e.g. needles, candy like substances, vape pens, etc.).
- Describe different types of families (e.g., nuclear, single parent, blended, intergenerational, adoptive, foster, same-gender, mixed-race).
- Identify the benefits of healthy family and peer relationships.
- Identify qualities that make a good friend.
- Demonstrate ways to treat all people with dignity and respect (e.g., race, ethnicity, socio-economic status, differing abilities, immigration status, family configuration) HR 1.5.2 Define consent (e.g. personal space and boundaries).
- Describe the difference between bullying, teasing, and mean spirited behavior.
- Explain why it is wrong to tease or bully others.
- Explain what to do if someone is being bullied.
Healthy Eating and Physical Activity:
- Explain the importance of trying new foods.
- Explain the importance of choosing healthy foods and beverages and daily physical activity.
- Identify a variety of healthy snacks.
- Describe body signals that tell a person when they are hungry and when they are full.
- Identify healthy eating patterns that provide energy and help the body grow and develop.
- Identify and describe functions of body parts (e.g. stomach, feet, hands, ears, eyes, mouth).
- Identify those parts of the body that are considered private by using medically accurate names.
Optimal Wellness and Disease Prevention:
- Identify different ways that disease-causing germs are transmitted (i.e. skin, mucus membranes, coughing, and contact with bodily fluids).
- Identify ways to prevent the spread of germs that cause common communicable diseases (e.g. cover wounds, cover mouth when sneezing/coughing, wash hands, and do not touch other bodily fluids).
Sexual Assault and Abuse Prevention:
- Identify “appropriate” and “inappropriate” or “safe” and “unsafe” touches.
- Explain why inappropriate touches should be reported to a trusted adult.
- Explain that a child is not at fault if someone touches him or her in an inappropriate way.
- Explain why everyone has the right to tell others not to touch his or her body.
- Explain the importance of respecting the personal space and boundaries of others.
Mental and Emotional Health
- Identify a variety of feelings that people experience.
- Explain the relationship between feelings and behavior.
- Explain the importance of talking with parents and other trusted adults about feeling.
Safety and Injury Prevention:
- State the benefits of riding in the back seat when a passenger in a motor vehicle.
- Describe the importance of using safety belts, child safety restraints, and motor vehicle booster seats.
- Identify safe behaviors when getting on and off and while riding on a bus.
- Identify safety rules for playing on a playground, swimming, and playing sports.
- Describe how injuries can be prevented.
- Identify safety rules for being around fire.
- Describe how to be a safe pedestrian.
- Identify safety hazards in the home.
- Identify how household products are harmful if ingested or inhaled.
- Identify safety hazards in the community.
- Identify people who can help when someone is injured or suddenly ill.
Once every three years we provide a presentation to Kindergarten-Grade 2 students on firearm safety. Parents may choose to exempt their students from these presentations. Using developmentally age-appropriate instructional materials, our presentation focuses on the following key points:
- If you see an unattended firearm, leave it alone, do not touch it, and get an adult to put it away.
- Treat every firearm as if it is loaded.
- Never point a firearm at another person
- Firearms are not toys-never play with a firearm.
- Some professions require having firearms; police carry firearms to protect us.
The CGS school library environment provides students access to information and technology, connecting learning to real-world events. In the library, learners engage with relevant information resources and digital learning opportunities. The Library Media Center promotes a culture of reading providing access to high-quality print and digital reading materials that encourage students to become lifelong learners and readers.
- Learners act on an information need by:
- Determining the need to gather information.
- Identifying possible sources of information.
- Learners develop and satisfy personal curiosity by:
- Reading widely and deeply in multiple formats and write and create for a variety of purposes.
- Learners follow ethical and legal guidelines for gathering and using information by:
- Responsibly applying information, technology, and media to learning.
- Understanding the ethical use of information, technology, and media.
- Learners responsibly, ethically, and legally share new information with a global community by:
- Disseminating new knowledge through means appropriate for the intended audience.
- With assistance, identify and begin using age-appropriate search engines and directories, students will
- Understand and demonstrate a command of information skills and strategies to locate and effectively use print, non-print resources to solve problems and conduct research.
- Use the online catalog (or card catalog) to identify materials by author, title or subject, including cross references and locate resources in appropriate areas of the library media center (e.g., easy section or reference).
- Locate and use table of contents and index in nonfiction materials.
- Identify print and non-print characteristics, organizing features (e.g., table of contents, index), and purposes.
Second Step is a universal, classroom-based, social-emotional learning curriculum for Kindergarten–Grade 5 that nurtures children’s social-emotional competence and foundational learning skills.
Skills for Learning
- Learning to Listen
- Focusing Attention
- Following Directions
- Self-Talk for Staying on Task
- Being Assertive
- More Feelings
- Identifying Anger
- Same or Different?
- Caring and Helping
- We Feel Feelings in Our Bodies
- Managing Frustration
- Calming Down Strong Feelings
- Handling Waiting
- Managing Anger
- Managing Disappointment
- Handling Being Knocked Down
- Solving Problems
- Inviting to Play
- Fair Ways to Play
- Having Fun with Friends
- Handling Having Things Taken Away
- Handling Name-Calling
- Reviewing Second Step Skills