Connections

Perform

• ART.T.I.K.1 Imitate and recreate the sounds of objects, animals, and people. 

• ART.T.I.K.2 Recognize a variety of real and non-real characters through guided dramatization. 

Create

• ART.T.II.K.1 Recognize characters, environments, and situations that support the creation of a classroom dramatization. 

• ART.T.II.K.2 Differentiate between dramatic play and creative drama. 

• ART.T.II.K.4 Recognize simple scenery, costumes, sound, and props in the dramatic process. 

Analyze

• ART.T.III.K.1 Use the vocabulary of theatre to identify theatrical experiences. 

• ART.T.III.K.2 Repeat sequence of events through guided practice. 

• ART.T.III.K.3 Reference story details to formulate personal preferences. 

• ART.T.III.K.4 Respond to teacher questions regarding personal opinions about character, place, and plot. 

• ART.T.III.K.5 Receive teacher comments and direction regarding classroom dramatizations. 

• ART.T.III.K.6 Recognize the character’s wants and needs. 

• ART.T.III.K.7 Communicate likes and dislikes prompted by performances. 

Analyze in Context

• ART.T.IV.K.1 Become aware that art forms come from all cultures. 

• ART.T.IV.K.2 Identify that stories come in a variety of forms. 

Analyze and Make Connections

• ART.T.IV.K.1 Become aware that art forms come from all cultures. 

• ART.T.IV.K.2 Identify that stories come in a variety of forms. 

Perform

• ART.T.I.1.1 Imitate and recreate the sounds of objects, animals, and people. 

• ART.T.I.1.2 Role-play a variety of real and non-real characters through guided dramatization 

Create

• ART.T.II.1.1 Identify characters, environments, and situations that support the creation of a classroom dramatization. 

• ART.T.II.1.2 Paraphrase dialogue from a story. 

• ART.T.II.1.3 Recognize simple scenery, costumes, sound, and props in the dramatic process. 

Analyze

• ART.T.III.1.1 Recognize the characters and setting in stories. 

• ART.T.III.1.2 Recognize sequence of events. 

• ART.T.III.1.3 Recognize likes and dislikes regarding music, sound, movement, dance, and design in classroom dramatizations. 

• ART.T.III.1.4 List character choices, story settings, and plot lines. 

• ART.T.III.1.5 Listen and respond to teacher and peer comments. 

• ART.T.III.1.6 Reinforce the recognition of the character’s wants and needs. 

• ART.T.III.1.7 Describe emotions and thoughts evoked by performances. 

Analyze in Context

• ART.T.IV.1.1 Recognize and discuss cultural traditions in stories. 

• ART.T.IV.1.2 List the variety of forms of live and recorded theatrical events. 

Analyze and Make Connections

• ART.T.V.1.1 Name various types of multimedia forms used to share performances in everyday life. 

• ART.T.V.1.2 Identify artists in the community 

Perform

• ART.T.I.2.1 Identify and describe different characters though vocal expression. 

• ART.T.I.2.2 Dramatize real and non-real characters with prompting and side-coaching. 

Create

• ART.T.II.2.1 Describe characters, environments, and situations that support the creation of a classroom dramatization. 

• ART.T.II.2.2 Paraphrase dialogue from a story to show different interpretations. 

• ART.T.II.2.3 Manipulate simple scenery, costumes, sound, and props in the dramatic process. 

Analyze

• ART.T.III.2.1 Describe the characters and setting in stories. 

• ART.T.III.2.2 Convey elements of character, setting, and events after reading a story or script (The Five Ws). 

• ART.T.III.2.3 Reflect upon personal preferences of music, sound, movement, dance, and design in the classroom dramatizations. 

• ART.T.III.2.4 Make predictions about characters, setting, and events based on story content. 

• ART.T.III.2.5 Reflect upon the role of constructive criticism for building classroom dramatizations. 

• ART.T.III.2.6 Describe the character’s wants and needs. 

• ART.T.III.2.7 Give examples of emotions and thoughts evoked by performances. 

Analyze in Context

• ART.T.IV.2.1 Observe that different art forms reflect upon the diversity of society. 

• ART.T.IV.2.2 Describe the variety of forms of live and recorded theatrical events. 

Analyze and Make Connections

• ART.T.V.2.1 Describe various types of multimedia forms used to share performances in everyday life. 

• ART.T.V.2.2 Express various ideas and emotions through a variety of dramatic art forms reflecting life situations. 

Perform

• ART.T.I.3.1 Identify and describe different characters though vocal expression. 

• ART.T.I.3.2 Dramatize real and non-real characters with prompting and side-coaching. 

Create

• ART.T.II.3.1 Illustrate characters, environments, and situations that support the creation of a classroom dramatization. 

• ART.T.II.3.2 Paraphrase dialogue from a story to show different interpretations. 

• ART.T.II.3.3 Manipulate simple scenery, costumes, sound, and props in the dramatic process. 

Analyze

• ART.T.III.3.1 Infer from a text, characters and setting in stories. 

• ART.T.III.3.2 Analyze elements of dramatic structure for successful classroom dramatization. 

• ART.T.III.3.3 Respond to and build upon ideas of others’ personal preferences for stage design. 

• ART.T.III.3.4 Collaborate to extend and add on to improvised stories. 

• ART.T.III.3.5 Listen to constructive criticism and respond in a positive manner. 

• ART.T.III.3.6 Further describe the character’s wants and needs. 

• ART.T.III.3.7 Compare and contrast emotions and thoughts evoked by performances. 

Analyze in Context

• ART.T.IV.3.1 Infer lessons from multicultural stories, fairy tales, tall tales, fables, and legends. 

• ART.T.IV.3.2 Identify the similarities and differences between live and recorded theatrical events. 

Analyze and Make Connections

• Share how varied multimedia forms illustrate performances in one family’s life. 

• ART.T.V.3.2 Recognize that the arts are an expression and record of human life. 

Language Standards

Conventions of Standard English

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

b. Use frequently occurring nouns and verbs. 

c. Form regular plural nouns orally by adding /s/ or /es/ (e.g., dog, dogs; wish, wishes). 

d. Understand and use question words (interrogatives) (e.g., who, what, where, when, why, how). 

e. Use the most frequently occurring prepositions (e.g., to, from, in, out, on, off, for, of, by, with). 

f. Produce and expand complete sentences in shared language activities. 

Vocabulary Acquisition and Use

4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content. 

a. Identify new meanings for familiar words and apply them accurately (e.g., knowing duck is a bird and learning the verb to duck). 

b. 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. 

5. With guidance and support from adults, explore word relationships and nuances in word meanings. 

a. Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent. 

b. Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms). 

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

d. Distinguish shades of meaning among verbs describing the same general action (e.g., walk, march, strut, prance) by acting out the meanings. 

6. Use words and phrases acquired through conversations, reading and being read to, and responding to texts. 

Language Standards

Conventions of Standard English

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

b. Use common, proper, and possessive nouns. 

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

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

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

f. Use frequently occurring adjectives. 

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

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

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

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

Vocabulary Acquisition and Use

4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 1 reading and content, choosing flexibly from an array of strategies. 

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

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

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

5. With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings. 

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

b. Define words by category and by one or more key attributes (e.g., a duck is a bird that swims; a tiger is a large cat with stripes). 

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

d. Distinguish shades of meaning among verbs differing in manner (e.g., look, peek, glance, stare, glare, scowl) and adjectives differing in intensity (e.g., large, gigantic) by defining or choosing them or by acting out the meanings 

6. Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships (e.g., because). 

Language Standards

Conventions of Standard English

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

a. Use collective nouns (e.g., group). 

b. Form and use frequently occurring irregular plural nouns (e.g., feet, children, teeth, mice, fish). 

c. Use reflexive pronouns (e.g., myself, ourselves). 

d. Form and use the past tense of frequently occurring irregular verbs (e.g., sat, hid, told). 

e. Use adjectives and adverbs, and choose between them depending on what is to be modified. f. Produce, expand, and rearrange complete simple and compound sentences (e.g., The boy watched the movie; The little boy watched the movie; The action movie was watched by the little boy). 

3. Use knowledge of language and its conventions when writing, speaking, reading, or listening. 

a. Compare formal and informal uses of English. 

Vocabulary Acquisition and Use

4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies. 

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

b. Determine the meaning of the new word formed when a known prefix is added to a known word (e.g., happy/unhappy, tell/retell). 

c. Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., addition, additional). 

d. Use knowledge of the meaning of individual words to predict the meaning of compound words (e.g., birdhouse, lighthouse, housefly; bookshelf, notebook, bookmark).  

5. Demonstrate understanding of word relationships and nuances in word meanings. 

a. Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy). 

b. Distinguish shades of meaning among closely related verbs (e.g., toss, throw, hurl) and closely related adjectives (e.g., thin, slender, skinny, scrawny). 

6. Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy). 

Language Standards

Conventions of Standard English

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

b. Form and use regular and irregular plural nouns. 

c. Use abstract nouns (e.g., childhood). 

d. Form and use regular and irregular verbs. 

e. Form and use the simple (e.g., I walked; I walk; I will walk) verb tenses.

f. Ensure subject-verb and pronoun-antecedent agreement.*

g. Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified. 

h. Use coordinating and subordinating conjunctions. 

i. Produce simple, compound, and complex sentences. 

Knowledge of Language

3. Use knowledge of language and its conventions when writing, speaking, reading, or listening. 

a. Choose words and phrases for effect.* 

b. Recognize and observe differences between the conventions of spoken and written standard English. 

Vocabulary Acquisition and Use

4. Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies. 

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

b. Determine the meaning of the new word formed when a known affix is added to a known word (e.g., agreeable/disagreeable, comfortable/uncomfortable, care/careless, heat/preheat). 

c. Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., company, companion). 

5. Demonstrate understanding of word relationships and nuances in word meanings. 

a. Distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps). 

b. Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful). 

c. Distinguish shades of meaning among related words that describe states of mind or degrees of certainty (e.g., knew, believed, suspected, heard, wondered). 

6. Acquire and use accurately grade-appropriate conversational, general academic, and domainspecific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them).