Connections

Michigan Merit Curriculum Standards

Examples of some standards that are frequently met by study of a Dance unit in Aesthetic Education

Visual & Performing Arts

3. Analyze, describe, and evaluate works of art.

4. Understand, analyze, and describe the arts in their historical, social, and cultural contexts.

5. Recognize, analyze, and describe connections among the arts; between the arts and other disciplines; between the arts and everyday life.

Physical Education

1. Demonstrates competency in a variety of motor skills and movement patterns.

2. Applies knowledge of concepts, principles, strategies and tactics related to movement and performance.

4. Exhibits responsible personal and social behavior that respects self and others.

Dance - MMC

2nd Grade

Perform

ART.D.I.2.1 Demonstrate the following skills: run, hop (one foot to the same foot), skip, leap (one foot to the other), jump (from two feet to one or two feet), and gallop in place and in straight, curved, and zigzag pathways.
ART.D.I.2.2 Demonstrate accurately non-locomotor movement within personal space using large muscle groups of the torso and legs.
ART.D.I.2.3 Explore shapes at low, middle, and high levels using non-locomotor/axial movements.
ART.D.I.2.4 Explore personal space by standing, sitting, kneeling, lying prone, and supine.
ART.D.I.2.5 Demonstrate the ability to execute movement at a moderate tempo and a fast tempo in general space.
ART.D.I.2.6 Discover range of movement of identified body parts.
ART.D.I.2.7 Demonstrate the ability to use locomotor movements with a partner while holding one hand.
ART.D.I.2.8 Working in pairs, follow a leader. Change so that the leader becomes the follower.

Create

ART.D.II.2.1 Use locomotor movements and pathways to create a sequence with a beginning, middle, and an end.
ART.D.II.2.2 Explore movement by responding to occurrences in nature, such as a storm or a flower blooming.
ART.D.II.2.3 Explore timing, such as fast/slow, strong/light within personal and general space to discover and invent movement.
ART.D.II.2.4 Demonstrate the ability to make a simple movement sequence using the elements, force, and level.
ART.D.II.2.5 Examine a video camera.

Analyze

ART.D.III.2.1 Demonstrate the ability to perform basic locomotor movements and locomotor combinations, and to vary locomotor movements by changing space, and timing by stepping, hopping, and skipping.
ART.D.III.2.2 Change a gesture such as a greeting or farewell into a dance-like movement.
ART.D.III.2.3 Students experience a dance or dance concert appropriate for children and discuss the experience.
ART.D.III.2.4 Demonstrate the ability to perform a learned sequence.
ART.D.III.2.5 Teacher assists students in discovering several solutions to a problem using elements of dance.
ART.D.III.2.6 Students learn two singing dances and discuss the similarities and differences in terms of the elements of danc

Analyze in Context

ART.D.IV.2.1 Students explore a variety of movement experiences using props.
ART.D.IV.2.2 Learn and perform simple dances from two cultures.

Analyze and Make Connections

ART.D.V.2.1 Identify three personal dance goals with the assistance of the teacher.
ART.D.V.2.2 With teacher assistance, create a chart of good health habits for their room.
ART.D.V.2.3 Demonstrate the ability to draw numbers in the air using parts of the body.
ART.D.V.2.4 View a dance film and with teacher assistance, relate it to literature.

3rd Grade

Perform

ART.D.I.3.1 Demonstrate basic locomotor skills through moving forward, backward, and sideways in both straight and curved lines.
ART.D.I.3.2 Explore non-locomotor/axial movements (in personal space) using different parts of the body. Use directional changes.
ART.D.I.3.3 Explore making shapes at low, middle, and high levels by moving from one place to another.
ART.D.I.3.4 Explore personal space along the body planes: forward, behind, sideward, upward. Change the base of support; change the size of the base of support.
ART.D.I.3.5 Respond to drum beat at a moderate, slow, and fast tempo while moving in general space.
ART.D.I.3.6 Continue discovering range of movement of selected body parts. Introduce isolation of body parts. Introduce single focus.
ART.D.I.3.7 Explore locomotor movements one can execute while holding one hand; two hands with a partner. Explore axial movements relating to partner.
ART.D.I.3.8 Copy movements of a leader in pairs and small groups.

Create

ART.D.II.3.1 Demonstrate the ability to make a dance sentence within personal space using music with a beginning, middle, and end.
ART.D.II.3.2 Create a dance study by improvising movement using props, music, and poetry.
ART.D.II.3.3 Use improvisation to explore time, force, and space using axial movements.
ART.D.II.3.4 Demonstrate the ability to make a movement sequence using the elements, time, space, and force.
ART.D.II.3.5 Identify and use those parts of the video camera to be used to record movement.

Analyze

ART.D.III.3.1 Demonstrate the ability to describe the action of basic locomotor movements, varying them by changing time space and force.
ART.D.III.3.2 Select a human movement associated with a favorite sport or familiar work, execute the movement, and then change the movement so that it becomes dance-like.
ART.VA.III.3.3 Students attend a dance concert and discuss the experience.
ART.D.III.3.4 Demonstrate the ability to create a dance study for presentation to peers.
ART.D.III.3.5 Demonstrate the ability to vary non-locomotor movements in a number of ways. Give reasons for choices made.
ART.D.III.3.6 Students are shown two diverse music films and discuss the similarities and differences in terms of one of the elements of dance.

Analyze in Context

ART.D.IV.3.1 Students explore movements of a selected sport and abstract the inherent movement(s). Discuss the differences in human movement and the selected sport.
ART.D.IV.3.2 Students learn and perform dances from two countries. Selections should not involve dancing with a partner.
ART.D.IV.3.3 Ask parents or some other adult about dances done in their community. Ask if the person will teach you the dance and tell you about it. Share the information with classmates.
ART.D.IV.3.4 Students research information on a folk dance.

Analyze and Make Connections

ART.D.V.3.1 Students identify three personal goals such as executing turns, performing dance steps correctly, and the self confidence to create simple dances.
ART.D.V.3.2 Identify safe/unsafe conditions, good health practices for the classroom, the school. Discuss how the findings affect their ability to create a dance.
ART.D.V.3.3 Demonstrate the ability to create a dance based on a favorite piece of music.
ART.D.V.3.4 Respond to a dance film by demonstrating the ability to create in another art form, and explain the connections between the dance and their response to it.

4th Grade

Perform

ART.D.I.4.1 Demonstrate basic locomotor skills through moving forward, backward, and sideways in both straight and curved lines to varied tempos.
ART.D.I.4.2 Explore using different parts of the body to execute the same non-locomotor/axial movements in personal space. Use directional changes: forward, backward, sideward, downward.
ART.D.I.4.3 Demonstrate the ability to make shapes at low, middle, and high levels using selected locomotor and non-locomotor/axial movements.
ART.D.I.4.4 Define and demonstrate an understanding of general space.
ART.D.I.4.5 Respond in general space to tempo changes as dictated by a drum beat, changing direction as the tempo changes.
ART.D.I.4.6 Isolate body parts. Continue working with single focus. Introduce multi-focus.
ART.D.I.4.7 Using locomotor movements, demonstrate change of direction working with a partner holding one hand; two hands when the movement allows. Students demonstrate the ability to work alone.
ART.D.I.4.8 Mirror movement of a partner.

Create

ART.D.II.4.1 With musical accompaniment, demonstrate the ability to make a dance sentence that has beginning, middle, and end in personal and general spaces using axial and locomotor movements.
ART.D.II.4.2 Identify a movement concept and create a dance study.
ART.D.II.4.3 Explore, improvise, discover, and invent movement to solve movement problems.
ART.D.II.4.4 Demonstrate the ability to design a movement sequence using factors of the elements of time, space, and force.
ART.D.II.4.5 Students will be introduced to the use of a camera to record movement and given an explanation of the use of tracking.

Analyze

ART.D.III.4.1 Demonstrate the ability to design a movement study of basic locomotor movements, and combinations of locomotor movements using movement elements.
ART.D.III.4.2 Select a human movement associated with a favorite sport or familiar work, execute the movement, and then change the movement so that it becomes dance-like.
ART.D.III.4.3 Students attend a dance concert or are participants in a children’s concert. Discuss the experience.
ART.D.III.4.4 Demonstrate the ability to create a dance study to present to peers, then analyze and discuss the process used.
ART.D.III.4.5 Demonstrate the ability to create a movement sentence and change same using selected elements of dance. Give reasons for choices made.
ART.D.III.4.6 Students learn two social dances, such as the twist and the waltz, and discuss the similarities and differences in terms of one of the elements of dance.

Analyze in Context

ART.D.IV.4.1 Students observe dance movie to discover movements used in sports. Students will demonstrate sport movements and abstract the inherent movement. Are able to discuss differences.
ART.D.IV.4.2 Students learn and perform dances from two countries.
ART.D.IV.4.3 Ask parents or some other adult about dances done in their community when they were younger. Ask if the person will teach you the dance and tell you about it. Share your findings with your classmates.
ART.D.IV.4.4 Students research information on a social dance of choice.

Analyze and Make Connections

ART.D.V.4.1 Students define and discuss the importance of habits, identify good health and safety practices, and discuss how they affect the ability to dance well.
ART.D.V.4.2 Investigate and identify careers related to advertising.
ART.D.V.4.3 Demonstrate the ability to create a dance based on the life cycle of a plant or animal.
ART.D.V.4.4 Respond to a dance film by demonstrating the ability to create using another art form, and explain the connections between the dance and their response to it.

5th Grade

Perform

ART.D.I.5.1 Accurately demonstrate basic locomotor skills through straight and curved pathways including several directions.
ART.D.I.5.2 Accurately demonstrate non-locomotor/axial movements such as bending, twisting, stretching, and swinging.
ART.D.I.5.3 Demonstrate shapes at low, middle, and high levels.
ART.D.I.5.4 Demonstrate the ability to define and maintain personal space.
ART.D.I.5.5 Demonstrate moving to a musical beat and responding to changes in tempo.
ART.D.I.5.6 Demonstrate kinesthetic awareness, concentration, and focus in performing movement skills.
ART.D.I.5.7 Demonstrate the ability to work effectively alone and with a partner.
ART.D.I.5.8 Demonstrate the following partner skills: leading, following, and mirroring.

Create

ART.D.II.5.1 Create a sequence with a beginning, middle, and end, both with and without a rhythmic accompaniment. Identify each of these parts of the sequence.
ART.D.II.5.2 Improvise, create, and perform dances based on their own ideas and concepts from other sources.
ART.D.II.5.3 Use improvisation to discover, invent, and solve movement problems.
ART.D.II.5.4 Create a dance phrase, accurately repeat it, and then vary it by making changes in the elements of dance: time, space, force, and energy.
ART.D.II.5.5 Begin to develop tracking skills with video.

Analyze

ART.D.III.5.1 Observe and describe actions such as skipping and galloping; and movement elements of time, space, force, and energy in a brief movement study.
ART.D.III.5.2 Observe and discuss how dance is different from other forms of human movement, such as sports and everyday gestures.
ART.D.III.5.3 Take an active role in a class discussion about interpretations of and reactions to a dance.
ART.D.III.5.4 Present their own dances to peers and discuss their meaning with competence and confidence.
ART.D.III.5.5 Explore multiple solutions to a given movement problem; choose a favorite solution and discuss the reasons for that choice.
ART.D.III.5.6 Observe two dances and discuss how they are similar and different in terms of one of the elements of dance by observing body shapes, levels, and pathways.

Analyze in Context

ART.D.IV.5.1 Observe and discuss how dance is different from other forms of human movement, such as sports and everyday gestures.
ART.D.IV.5.2 Perform dances from various cultures with competence and confidence.
ART.D.IV.5.3 Learn and effectively share a dance from a resource in one’s own community; describe the cultural and/or historical context.
ART.D.IV.5.4 Students accurately answer questions about the role of dance in a specific culture and time period including why and in what setting people dance, and what the dances look look like.

Analyze and Make Connections

ART.D.V.5.1 Explain how healthy practices such as nutrition and safety enhance the ability to dance, and cite multiple examples.
ART.D.V.5.2 Identify various careers in the visual arts.
ART.D.V.5.3 Create a dance that reveals understanding of a concept or idea from another discipline, such as patterns in dance and science with the use of technology.
ART.D.V.5.4 Respond to a dance using another art form; explain the connections between the dance and their response to it.

6th Grade

Perform

ART.D.I.6.1 Exposure to the concepts of alignment, balance, initiation of movement, articulation of isolated body parts, weight shifts, elevation and landing, and fall and recovery.
ART.D.I.6.2 Explore and demonstrate basic dance steps and position from two different styles or traditions.
ART.D.I.6.3 Introduce and explore the concept of visual and spatial patterns.
ART.D.I.6.4 Introduce and explore the concept of rhythmic patterns.
ART.D.I.6.5 Introduce and explore the concept of dynamic movement qualities.
ART.D.I.6.6 Introduce and explore the concepts of kinesthetic awareness, concentration, and focus in performing movement skills.
ART.D.I.6.7 Introduce and explore the concept of memorizing and reproducing a movement sequence.
ART.D.I.6.8 Introduce and explore the concepts of contrast and transitions.
ART.D.I.6.9 Introduce the concepts of reordering and chance process.

Create

ART.D.II.6.1 Introduce and explore creating contrasting and complimentary shapes, and taking and supporting weight with a partner.
ART.D.II.6.2 Introduce and explore creating movement that communicates a topic of personal significance.
ART.D.II.6.3 Introduce using a video camera to record dance movement.

Analyze

ART.D.III.6.1 Introduce the concept of dance analysis and the appropriate dance/movement vocabulary.
ART.D.III.6.2 Introduce and be able to identify different accompaniment that could have an affect on the meaning of dances.
ART.D.III.6.3 Introduce and explore the concept of using different lighting and costumes to contribute to the meaning of a dance.
ART.D.III.6.4 Introduce manipulation of movement and the concepts related to movement selection.
ART.D.III.6.5 Demonstrate appropriate audience behavior while watching live dance, including how to appropriately express their opinions during and after the performance.
ART.D.III.6.6 Identify and demonstrate understanding of dance elements, space, time, and force when looking at a dance.
ART.D.III.6.7 Explore individual components used in determining aesthetic criteria such as skills of performers, originality, visual and/or emotional impact, variety, and contrast when evaluating a dance.
ART.D.III.6.8 Observe a variety of live and video recorded dances for aesthetic impact.

Analyze in Context

ART.D.IV.6.1 Introduce and explore folk and/or classical dances from other cultures.
ART.D.IV.6.2 Introduce, research, and explore folk, social, or theatrical dance forms learned from resources in their own community, of different cultures, time periods, or from a broad spectrum of twentieth-century America. Describe the cultural/historical context of that dance, effectively sharing its context with peers.
ART.D.IV.6.3 Introduce, research, and explore the role of dance in a culture or time period.

Analyze and Make Connections

ART.D.V.6.1 Introduce the concept of personal goals and how it relates to dance.
ART.D.V.6.2 Introduce concept of dance injury prevention.
ART.D.V.6.3 Introduce and explore the concept of warm-ups for mind and body.
ART.D.V.6.4 Introduce, research, and explore similarities and differences of other art disciplines.

7th Grade

Perform

ART.D.I.7.1 Identify and manipulate the concepts of alignment, balance, initiation of movement, articulation of isolated body parts, weight shifts, elevation and landing, and fall and recovery.
ART.D.I.7.2 Identify and demonstrate basic dance steps, positions, and patterns for dance from two different styles or traditions.
ART.D.I.7.3 Understand and translate patterns from visual to kinesthetic.
ART.D.I.7.4 Understand and translate rhythmic patterns from aural to kinesthetic.
ART.D.I.7.5 Understand and demonstrate a range of dynamic movement qualities.
ART.D.I.7.6 Demonstrate understanding and identify the concepts of kinesthetic awareness, concentration, and focus in performing movement skills.
ART.D.I.7.7 Demonstrate understanding of memorizing and reproducing a movement sequence.
ART.D.I.7.8 Demonstrate movement patterns that contain contrast and transitions.
ART.D.I.7.9 Demonstrate understanding and identify the processes of reordering and chance.
ART.D.I.7.10 Identify and demonstrate an understanding of various choreographic forms.
ART.D.I.7.11 Explore and utilize the choreographic process in small group setting.
ART.D.I.7.12 Identify and demonstrate understanding of contrasting and complimentary shapes, and taking and supporting weight with a partner.
ART.D.I.7.13 Identify and demonstrate understanding of pantomiming and abstracting a gesture.

Create

ART.D.II.7.1 Demonstrate understanding of creating contrasting and complimentary shapes, and taking and supporting weight with a partner.
ART.D.II.7.2 Demonstrate the ability to create movement sequences that communicates a topic of personal significance.
ART.D.II.7.3 Demonstrate ability and utilize a video camera to record dance movement.

Analyze

ART.D.III.7.1 Identify and demonstrate understanding of dance movements utilizing the appropriate dance/movement vocabulary.
ART.D.III.7.2 Explore the use of different accompaniment to affect the meaning of a dance.
ART.D.III. 7.3 Manipulate costuming and lighting to contribute to the meaning of a dance.
ART.D.III. 7.4 Introduce manipulation of movement to solve a specific movement problem and be able to discuss their outcome.
ART.D.III.7.5 Demonstrate appropriate audience behavior while watching live dance, including how to appropriately express their opinions to performers in a supportive way.
ART.D.III.7.6 Compare and contrast elements of dance when looking at a dance composition.
ART.D.III.7.7 Demonstrate understanding of aesthetic criteria when evaluating a dance.
ART.D.III.7.8 Identify and demonstrate understanding of contrast of aesthetic impact between a live and recorded performance.

Analyze in Context

ART.D.IV.7.1 Identify and demonstrate understanding by performing folk and/or classical dances from other cultures; describe similarities and differences in steps and movement styles.
ART.D.IV.7.2 Identify and demonstrate understanding of folk, social, or theatrical dance forms learned from resources in their own community, of different cultures, time periods, or from a broad spectrum of twentieth-century America. Understand, analyze, and describe the cultural/historical context of that dance, effectively sharing its context with peers.
ART.D.IV.7.3 Identify and demonstrate understanding of the role of dance in a culture or time period.

Analyze and Make Connections

ART.D.V.7.1 Demonstrate understanding of setting personal goals to improve as a dancer.
ART.D.V.7.2 Demonstrate understanding of dance injury prevention.
ART.D.V.7.3 Utilize and demonstrate understanding a warm-up.
ART.D.V.7.4 Demonstrate understanding of other art disciplines by identifying similarities and differences.

8th Grade

Perform

ART.D.I.8.1 Demonstrate the following movement skills: alignment, balance, initiation of movement, articulation of isolated body parts, weight shift, elevation and landing, and fall and recovery.
ART.D.I.8.2 Accurately identify and demonstrate basic dance steps, positions, and patterns for dance from two different styles or traditions.
ART.D.I.8.3 Accurately transfer a spatial pattern from the visual to the kinesthetic. ART.D.I.8.4 Accurately transfer a rhythmic pattern from the aural to the kinesthetic.
ART.D.I.8.5 Identify and clearly demonstrate a range of dynamics and movement qualities.
ART.D.I.8.6 Demonstrate increasing kinesthetic awareness, concentration, and focus in performing movement skills.
ART.D.I.8.7 Demonstrate accurate memorization and reproduction of movement sequences.
ART.D.I.8.8 Clearly demonstrate the principles of contrast and transition.
ART.D.I.8.9 Effectively demonstrate the processes of reordering and chance.
ART.D.I.8.10 Successfully demonstrate the structures or forms of AB, ABA, canon, call and response, and narrative.
ART.D.I.8.11 Demonstrate the ability to work cooperatively in a small group during the choreographic process.
ART.D.I.8.12 Demonstrate the following partner skills in a visually interesting way: creating contrasting and complementary shapes, taking and supporting weight.

Create

ART.D.II.8.1 Demonstrate the following partner skills in a visually interesting way: creating contrasting and complementary shapes, taking and supporting weight.
ART.D.II.8.2 Create a dance that successfully communicates a topic of personal significance.
ART.D.II.8.3 Learn to artistically and aesthetically keep movement of a single dance in frame with video camera.

Analyze

ART.D.III.8.1 Describe the action and movement elements observed in a dance using appropriate movement/dance vocabulary.
ART.D.III. 8.2 Observe and explain how different accompaniment such as sound, music, and spoken text can affect the meaning of a dance.
ART.D.III. 8.3 Demonstrate and/or explain how lighting and costuming can contribute to the meaning of a dance.
ART.D.III. 8.4 Explore a movement problem and create multiple solutions; choose the most interesting solution and discuss the reasons for that choice.
ART.D.III.8.5 Demonstrate appropriate audience behavior in watching dance performances; discuss their opinions about the dances with their peers in a supportive and constructive way.
ART.D.III.8.6 Compare and contrast two dance compositions in terms of space, as in shape and pathways; time, such as rhythm and tempo; and force and energy, or movement qualities.
ART.D.III.8.7 Identify possible aesthetic criteria for evaluating dance such as skills of performers, visual and/or emotional impact, variety, and contrast.
ART.D.III.8.8 Observe the same dance both live and recorded on video; compare and contrast the aesthetic impact of the two observations.

Analyze in Context

ART.D.IV.8.1 Competently perform folk and/or classical dances from other cultures; describe similarities and differences in steps and movement styles.
ART.D.IV.8.2 Competently perform folk, social, or theatrical dance forms learned from resources in their own community, of different cultures, time periods, or from a broad spectrum of twentieth-century America. Understand, analyze, and describe the cultural/historical context of that dance, effectively sharing its context with peers.
ART.D.IV.8.3 Accurately describe the role of dance in at least two different cultures or time periods.

Analyze and Make Connections

ART.D.V.8.1 Identify at least three personal goals to improve as dancers and steps they are taking to reach those goals.
ART.D.V.8.2 Explain strategies to prevent dance injuries. ART.D.V.8.3 Explain how warm-up prepares the body and mind for expressive purposes.
ART.D.V.8.4 Develop a project that reveals similarities and differences between the arts. ART.D.V.8.5 Cite examples of concepts used in dance and another discipline outside the arts, such as balance, shape, and pattern.

High School

Perform

ART.D.I.HS.1 Demonstrate appropriate skeletal alignment, body-part articulation, strength, flexibility, agility, and coordination in locomotor and non-locomotor/axial movements. (21st Century Skills: I.3, I.4, I.6, II.4, II.5, II.6, II.7, III.10)
ART.D.1.HS.2 Identify and demonstrate longer and more complex steps and patterns from two different dance styles/traditions. (21st Century Skills: I.3, I.4, I.6, II.4, II.5, II.6, II.7, III.2, III.7, III.10)
ART.D.1.HS.3 Demonstrate rhythmic acuity. (21st Century Skills: I.3, I.4, I.6, II.4, II.5, II.7)
ART.D.1.HS.4 Demonstrate projection while performing dance skills. (21st Century Skills: I.1, I.2, I.3, I.4, I.6, II.6, II.7, III.5)
ART.D.1.HS.5 Demonstrate the ability to remember and perform extended movement sequences. (21st Century Skills: I.3, I.4, II.5, II.6, II.7, III.6)

Create

ART.D.II.HS.1 Create and perform combinations and variations in a broad dynamic range. (21st Century Skills: I.1, I.2, I.3, I.4, I.5, I.6, II.4, II.5, II.6, II.7, III.1, III.2, III.5, III.6, III.10)
ART.D.II.HS.2 Use improvisation to generate movement for choreography. (21st Century Skills: I.1, I.2, I.3, I.4, I.5, I.6, II.6, II.7, III.3, III.4, III.5, III.6)
ART.D.II.HS.3 Through brief dances, demonstrate understanding of structures or forms such as palindrome, theme and variation, rondo, round, as well as contemporary forms chosen by the student. (21st Century Skills: I.1, I.3, I.4, I.6, II.4, II.5, II.6, II.7)
ART.D.II.HS.4 Choreograph a duet demonstrating an understanding of choreographic principles, processes, and structures. (21st Century Skills: I.1, I.2, I.3, I.4, I.5, I.6, II.4, II.5, II.6, II.7, III.4, III.5, III.6)
ART.D.II.HS.5 Create a dance that effectively communicates a contemporary social theme. (21st Century Skills: I.1, I.2, I.3, I.4, I.5, I.6, II.4, II.5, II.6, II.7, III.4, III.5, III.6, III.7, III.9)
ART.D.II.HS.6 Create a dance and revise it over time using multi-media equipment, such as slides, camera, video, and computers to articulate the reasons for artistic decisions and what was lost and gained by those decisions. (21st Century Skills: I.1, I.2, I.3, I.4, I.5, I.6, II.2, II.3, II.4, II.5, II.6, II.7)

Analyze

ART.D.III.HS.1 Reflect on and describe how movement choices communicate abstract ideas in dance. (21st Century Skills: I.3, I.4, I.6)
ART.D.III.HS.2 Create a dance and revise it over time, articulating the reasons for artistic decisions, and what was lost and gained by those decisions. (21st Century Skills: I.1, I.2, II.4, II.5, II.6, II.7)
ART.D.III.HS.3 Establish a set of aesthetic criteria and apply it in evaluating their own work and that of others. (21st Century Skills: I.3, I.4, I.6, II.7, III.3, III.5)
ART.D.III.HS.4 Formulate and answer their own aesthetic questions; e.g., what is it that makes a particular dance that dance? How much can one change that dance before it becomes a different dance? (21st Century Skills: I.1, I.3, I.4, I.6, II.4, II.5, II.6, II.7)

Analyze in Context

ART.D.IV.HS.1 Explain how personal experience influences the interpretation of a dance. (21st Century skills: I.3, I.4, I.6, II.7, III.1)
ART.D.IV.HS.2 Perform and describe similarities and differences between two contemporary theatrical forms of dance. (21st Century Skills: I.3, I.4, I.6, III.7)
ART.D.IV.HS.3 Perform or discuss the traditions and techniques of a classical dance form. (21st Century Skills: I.3, I.4, I.6, III.7) ART.D.IV.HS.4 Analyze the role of dance and dancers prior to the twentieth century. (21st Century: I.3, I.4, II.1, III.1, III.2, III.7)
ART.D.IV.HS.5 Analyze how dance and dancers are portrayed in multi-media technology.

Analyze and Make Connections

ART.D.V.HS.1 Demonstrate understanding of how personal experience influences the interpretation of a dance.
ART.D.V.HS.2 Effectively communicate how lifestyle choices; e.g., exercise, diet, habits, affect the dancer. (21st Century Skills: I.3, I.6, III.10)
ART.D.V.HS.3 Create an inter-disciplinary project based on a theme identified by the student, including dance and two other disciplines, such as history, science, multi-media, etc. (21st Century Skills: I.1, I.2, I.3, I.4, I.6, II.4, II.5, II.6, II.7, III.3, III.5)
ART.D.V.HS.4 Clearly identify commonalities and differences between dance and other disciplines with regard to fundamental concepts, such as materials, elements, and ways to communicate meaning. (21st Century Skills: I.3. I.4, I.6, II.4, II.5)
ART.D.V.HS.5 Demonstrate and discuss how technology can be used to reinforce, enhance, or alter the dance idea in an inter-disciplinary project. (21st Century Skills: I.2, I.3, I.4, I.6, II.2, II.3, II.4, II.5)
ART.D.V.HS.6 Demonstrate reflection upon personal progress and growth during one’s own study in each of the arts disciplines. (21st Century Skills: I.3, I.6, II.6, II.7, III.3, III.4, III.5, III.6)
ART.D.V.HS.7 Continue development of portfolio for senior exit. (21st Century Skills: I.3, I.4, I.6, II.2, II.3, II.6, II.7, III.3, III.4, III.5, III.6)

Physical Education - MMC

2nd Grade

Standard 1: Demonstrates competency in a variety of motor skills and movement patterns.

Locomotor

1. Hopping, galloping, running, sliding, skipping, leaping: Skips using a mature pattern. (S1.1.2)
2. Jogging, running: a. Runs with a mature pattern. (S1.2.2a) b. Travels showing differentiation between jogging and sprinting. (S1.2.2b)
3. Jumping and landing, horizontal: Demonstrates 4 of the 5 critical elements for jumping and landing in a horizontal plane using a variety of 1- and 2-foot take-offs and landings. (S1.3.2)
4. Jumping and Landing, vertical: Demonstrates 4 of the 5 critical elements for jumping and landing in a vertical plane. (S1.4.2)
5. Dance: Performs a teacher and/or student-designed rhythmic activity with correct response to simple rhythms. (S1.5.2)

Nonlocomotor (stability)

7. Balance: a. Balances on different bases of support, combining levels and shapes. (S1.7.2a) b. Balances in an inverted position with stillness and supportive base. (S1.7.2b)
8. Weight Transfer: Transfers weight from feet to different body parts/bases of support for balance and/or travel. (S1.8.2)
9. Weight Transfer, rolling: Rolls in different directions with either a narrow or curled body shape. (S1.9.2)
10. Curling and Stretching; twisting and bending: Differentiates among twisting, curling, bending, and stretching actions. (S1.10.2)
11. Combinations: Combines balances and transfers into a 3- part sequence. (S1.11.2.)

Standard 2: Applies knowledge of concepts, principles, strategies and tactics related to movement and performance.

Movement concepts, principles and knowledge

1. Space: Combines locomotor skills in general space to a rhythm. (S2.1.2)
2. Pathways, shapes, levels: Combines shapes, levels, and pathways into simple travel, dance, and gymnastics sequences. (S2.2.2)
3. Speed, direction, force: Varies time and force with gradual increases and decreases. (S2.3.2)

Standard 3: Demonstrates the knowledge and skills to achieve and maintain a health-enhanced level of physical activity and fitness.

Engages in physical activity

Actively engages in physical education class in response to instruction and practice. (S3.2.2)

Fitness Knowledge

3. a. Recognizes the use of the body as resistance (e.g. holds body in plank position, animal walks) for developing strength. (S3.3.2a)

Standard 4: Exhibits responsible personal and social behavior that respects self and others.

Personal Responsibility

1. Practices skills with minimal teacher prompting. (S4.1.2)
2. Accepts responsibility for class protocols with behavior and performance actions. (S4.2.2)

Accepting Feedback

3. Accepts specific corrective feedback from the teacher. (S4.3.2)

Working with Others

4. Works independently with others in partner environments. (S4.4.2)

Rules and Etiquette

5. Recognizes the role of rules and etiquette in teacher-designed physical activities. (S4.5.2)

Safety

6. a. Works independently and safely in physical education. (S4.6.2a)

Standard 5: Recognizes the value of physical activity for health, enjoyment, challenge, self-expression and/or social interaction.

Challenge

2. Compares physical activities that bring confidence and challenge. (S5.2.2)

Self-Expression and Enjoyment

3. a. Identifies physical activities that are enjoyable. (S5.3.Ka)
b. Identifies physical activities that provide selfexpression (e.g. dance, gymnastics routines, practice task in game environments). (S5.3.2)

3rd Grade

Standard 1: Demonstrates competency in a variety of motor skills and movement patterns.

Locomotor

1. Hopping, galloping, running, sliding, skipping, leaping: Leaps using a mature pattern. (S1.1.3)
2. Jogging, running: Travels showing differentiation between sprinting and running. (S1.2.3)
3. Jumping and landing, horizontal: Jumps and lands in the horizontal plane using a mature pattern. (S1.3.3)
4. Jumping and Landing, vertical: Jumps and lands in the vertical plane using a mature pattern. (S1.4.3)
5. Dance: Performs teacher-selected and developmentally appropriate dance steps and movement patterns. (S1.5.3)
6. Combinations: Performs a sequence of locomotor skills, transitioning from one skill to another smoothly and without hesitation. (S1.6.3)

Nonlocomotor (stability)

7. Balance: Balances on different bases of support, demonstrating muscular tension and extensions of free body parts. (S1.7.3)
8. Weight Transfer: Transfers weight from feet to hands for momentary weight support. (S1.8.3)
9. Weight Transfer, rolling: Applies skill. (S1.9.3)
10. Curling and Stretching; Moves into and out of gymnastics balances with curling, twisting, and stretching actions. (S1.10.3)
11. Combinations: Combines locomotors skills and movement concepts (levels, shapes, extensions, pathways, force, time, flow) to create and perform a dance. (S1.11.3)
12. Balance and weight transfers: Combines balance and weight transfers with movement concepts to create and perform a dance. (S1.12.3)

Standard 2: Applies knowledge of concepts, principles, strategies and tactics related to movement and performance.

Movement concepts, principles and knowledge

1. Space: Recognizes the concept of open spaces in a movement context. (S2.1.3)
2. Pathways, shapes, levels: Recognizes locomotor skills specific to a wide variety of physical activities. (S2.2.3)
3. Speed, direction, force: Combines movement concepts (directions, levels, force, time) with skills as directed by the teacher. (S2.3.3)
4. Alignment and muscular tension: a. Employs the concept of alignment in gymnastics and dance. (S2.4.3a) b. Employs the concept of muscular tension with balance in gymnastics and dance. (S2.4.3b)

Standard 3: Demonstrates the knowledge and skills to achieve and maintain a health-enhanced level of physical activity and fitness.

Physical activity knowledge

1.a. Charts participation in physical activities outside physical education class. (S3.1.3a) b. Identifies physical activity benefits as a way to become healthier. (S3.1.3b)

Engages in Physical Activity

Engages in the activities of physical education class without teacher prompting. (S3.2.3)

Fitness Knowledge

4. Recognizes the importance of warm-up and cool-down relative to vigorous physical activity. (S3.4.3)

Standard 4: Exhibits responsible personal and social behavior that respects self and others.

Personal Responsibility

1. Exhibits personal responsibility in teacher directed activities. (S4.1.3)
2. Works independently for extended periods of time. (S4.2.3)

Accepting Feedback

3. Accepts and implements specific corrective feedback from the teacher. (S4.3.3)

Working with Others

4. a. Works cooperatively with others. (S4.4.3a) b. Praises others for their success in movement performance. (S4.4.3b)

Rules and Etiquette

5. Recognizes the role of rules and etiquette in physical activity with peers. (S4.5.3)

Safety

6.Works independently and safely in physical activity settings. (S4.6.3)

Standard 5: Recognizes the value of physical activity for health, enjoyment, challenge, self-expression and/or social interaction.

Challenge

2. Discusses the challenge that comes from learning a new physical activity. (S5.2.3)

Self-Expression and Enjoyment

3. Reflects on the reasons for enjoying selected physical activities. (S5.3.3)

Social interaction

4. Describes the positive social interactions that come when engaged with others in physical activity. (S5.4.3)

4th Grade

Standard 1: Demonstrates competency in a variety of motor skills and movement patterns.

Locomotor

1. Hopping, galloping, running, sliding, skipping, leaping: Uses various locomotor skills in a variety of small-sided practice tasks, dance, and educational gymnastics experiences. (S1.1.4)
3. Jumping and landing, horizontal: Uses spring-and-step takeoffs and landings specific to gymnastics. (S1.3.4)
4. Jumping and Landing, vertical: Uses spring-and-step takeoffs and landings specific to gymnastics. (S1.4.4)
5. Dance: Combines locomotor movement patterns and dance steps to create and perform an original dance. (S1.5.4)

Nonlocomotor (stability)

7. Balance: Balances on different bases of support on apparatus, demonstrating levels and shapes. (S1.7.4)
8. Weight Transfer: Transfers weight from feet to hands, varying speed and using large extensions (e.g. mule kick handstand, cartwheel). (S1.8.4)
9. Weight Transfer, rolling: Applies skill. (S1.9.4)
10. Curling and Stretching; twisting and bending: Moves into and out of balances with curling, twisting, and stretching actions. (S1.10.4)
11. Combinations: Combines locomotors skills and movement concepts (levels, shapes, extensions, pathways, force, time, flow) to create and perform a dance with a partner. (S1.11.4)

Standard 2: Applies knowledge of concepts, principles, strategies and tactics related to movement and performance.

Movement concepts, principles and knowledge

1. Space: b. Applies the concept of closing spaces in small-sided practice tasks. (S2.1.4b)
2. Pathways, shapes, levels: Combines movement concepts with skills in small-sided practice tasks, gymnastics, and dance environments. (S2.2.4)
4. Alignment and muscular tension: Applies skill. (S2.4.4)

Standard 3: Demonstrates the knowledge and skills to achieve and maintain a health-enhanced level of physical activity and fitness.

Engages in physical activity

Actively engages in the activities on physical education class, both teacher-directed and independent. (S3.2.4)

Fitness Knowledge

4. Demonstrates warm-up and cool-down relative to the cardiorespiratory fitness assessment. (S3.4.4)

Standard 4: Exhibits responsible personal and social behavior that respects self and others.

Personal Responsibility

1. Exhibits responsible behavior in independent group situations. (S4.1.4)
2. Reflects on personal social behavior in physical activity. (S4.2.4)

Accepting Feedback

3. Listens respectfully to corrective feedback from others (e.g. peers, adults). (S4.3.4)

Working with Others

4. a. Praises the movement performance of others both more- and less- skilled. (S4.4.4a) . b. Accepts players of all levels into the physical activity. (S4.4.4b)

Rules and Etiquette

5. Exhibits etiquette and adherence to rules in a variety of physical activities. (S4.5.4)

Safety

6. Works safely with peers and equipment in physical activity settings. (S4.6.4)

Standard 5: Recognizes the value of physical activity for health, enjoyment, challenge, self-expression and/or social interaction.

Challenge

2. Rates the enjoyment of participating in challenging and mastered physical activities. (S5.2.4)

Self-Expression and Enjoyment

3. Ranks the enjoyment of participating in different physical activities. (S5.3.4)

Social Interaction

4. Describes and compares the positive social interactions when engaged in partner, smallgroup and large-group physical activity. (S5.4.4)

5th Grade

Standard 1: Demonstrates competency in a variety of motor skills and movement patterns.

Locomotor

1. Hopping, galloping, running, sliding, skipping, leaping: a. Demonstrate mature patterns of locomotor skills in dynamic small-sided practice tasks, gymnastics, and dance. (S1.1.5a) b. Combines locomotor and manipulative skills in a variety of small-sided practice tasks in game environments. (S1.1.5b)
3. Jumping and landing, horizontal: Combines jumping and landing patterns with locomotor and manipulative skills in dance, gymnastics, and small-sided practice tasks in game environments. (S1.3.5)
4. Jumping and Landing, vertical: Combines jumping and landing patterns with locomotor and manipulative skills in dance, gymnastics, and small-sided practice tasks in game environments. (S1.4.5)
5. Dance: Combines locomotor skills in cultural as well as creative dances (self and group) with correct rhythm and pattern. (S1.5.5)
6. Combinations: Applies skill. (S1.6.5)

Nonlocomotor (stability)

7. Balance: Combines balance and transferring weight in a gymnastics sequence or dance with a partner. (S1.7.5)
8. Weight Transfer: Transfers weight in gymnastics and dance environments. (S1.8.5)
9. Weight Transfer, rolling: Applies skill. (S1.9.5)
10. Curling and Stretching; Performs curling, twisting, and stretching actions with correct application in dance, gymnastics and small-sided practice tasks in game environments. (S1.10.5)
11. Combinations: Combines locomotors skills and movement concepts (levels, shapes, extensions, pathways, force, time, flow) to create and perform a dance with a group. (S1.11.5)

Standard 2: Applies knowledge of concepts, principles, strategies and tactics related to movement and performance.

Movement concepts, principles and knowledge

1. Space: Combines spatial concepts with locomotor and nonlocomotor movements for small groups in gymnastics, dance, and games environments. (S2.1.5)
2. Pathways, shapes, levels: Combines movement concepts with skills in small-sided practice tasks in game environments, gymnastics, and dance with self-direction. (S2.2.5)
3. Speed, direction, force: a. Applies movement concepts to strategy in game situations. (S2.3.5a). c. Analyzes movement situations and applies movement concepts (e.g. force, direction, speed, pathways, extensions) in small-sided practice tasks in game environments, dance, and gymnastics. (S2.3.5c)
4. Alignment and muscular tension: Applies skill. (S2.4.5)

Standard 3: Demonstrates the knowledge and skills to achieve and maintain a health-enhanced level of physical activity and fitness.

Engages in Physical Activity

Actively engages in all the activities of physical education. (S3.2.5)

Fitness Knowledge

4. Identifies the need for warm-up and cooldown relative to various physical activities. (S3.4.5)

Standard 4: Exhibits responsible personal and social behavior that respects self and others.

Personal Responsibility

1. Engages in physical activity with responsible interpersonal behavior (e.g. peer-to-peer, student to teacher, student to referee). (S4.1.5)
2. a. Participates with responsible personal behavior in a variety of physical contexts, environments and facilities. (S4.2.5a) b. Exhibits respect for self with appropriate behavior while engaging in physical activity. (S4.2.5b)

Accepting Feedback

3. Gives corrective feedback respectfully to peers. (S4.3.5)

Working with Others

4. Accepts, recognizes, and actively involves others with both higher and lower skill abilities into physical activities and group projects. (S4.4.5) )

Rules and Etiquette

5. Critiques the etiquette involved in rules of various game activities. (S4.5.5)

Safety

6. Applies safety principals with age-appropriate physical activities. (S4.6.5)

Standard 5: Recognizes the value of physical activity for health, enjoyment, challenge, self-expression and/or social interaction.

Challenge

2. Expresses (via written essay, visual art, creative dance) the enjoyment and/or challenge of participating in a favorite physical activity. (S5.2.5)

Self-Expression and Enjoyment

3. Analyzes different physical activities for enjoyment, challenge, identifying reasons for a positive or negative response. (S5.3.5)

Social interaction

4. Describes the social benefits gained from participating in physical activity (e.g. recess, youth sport). (S5.4.5)

6th Grade

Standard 1: Demonstrates competency in a variety of motor skills and movement patterns.

Dance and Rhythms

1. Demonstrates correct rhythm and pattern for 1 of the following dance forms: folk, social, creative, line, or world dance. (S1.1.6)

Standard 2: Applies knowledge of concepts, principles, strategies and tactics related to movement and performance.

Games and Sports. Invasion Games

1. Creating space with movement: Creates open space by using locomotor movements (e.g. walking, running, jumping, and landing) in combination with movement (e.g. varying pathways; change of speed; direction or pace). (S2.1.6)

Individual-performance activities, dance and rhythms- Movement concepts:

12. Varies application of force during dance or gymnastic activities. (S2.12.6)

Standard 3: Demonstrates the knowledge and skills to achieve and maintain a health-enhanced level of physical activity and fitness.

Engages in physical activity

2. Participates in self-selected physical activity outside of physical education class. (S3.2.6)
3. Participates in a variety of aerobic-fitness activities such as cardio-kick, step aerobics, and aerobic dance. (S3.3.6)
4. Participates in a variety of aerobic-fitness activities using technology such as Dance Dance Revolution or Wii Fit. (S3.4.6)
5. Participates in a variety of lifetime recreational team sports, outdoor pursuits, or dance activities. (S3.5.6)

Fitness Knowledge

6. Participates in moderate to vigorous aerobic physical activity that includes intermittent or continuous aerobic physical activity of both moderate and vigorous intensity for at least 60 minutes per day. (S3.6.6)
8. Sets and monitors a self-selected physical activity goal for aerobic and/or muscle- and bone-strengthening activity based on current fitness level. (S3.8.6)
9. Employs correct techniques and methods of stretching. (S3.9.6)
10. Differentiates between aerobic and anaerobic capacity and between muscular strength and endurance. (S3.10.6)
12. Describes the role of warm-ups and cooldowns before and after physical activity. (S3.12.6)
14. Identifies major muscles used in selective physical activities. (S3.14.6)

Stress Management

18. Identifies positive and negative results of stress and appropriate ways of dealing with it. (S3.18.6)

Standard 4: Exhibits responsible personal and social behavior that respects self and others.

Personal Responsibility

1. Exhibits personal responsibility by using appropriate etiquette, demonstrating respect for facilities, and exhibiting safe behaviors. (S4.1.6)
2. Identifies and uses appropriate strategies to self-reinforce positive fitness behaviors, such as positive self-talk. (S4.2.6)

Accepting Feedback

3. Demonstrates self-responsibility by implementing specific corrective feedback to improve performance. (S4.3.6)

Working with Others

4. Accepts differences among classmates in physical development, maturation, and varying skills levels by providing encouragement and positive feedback. (S4.4.6)
5. Cooperates with a small group of classmates during adventure activities, game play, or team-building activities. (S4.5.6)

Rules and Etiquette

6. Identifies the rules and etiquette for physical activities, games and dance activities. (S4.6.6)

Safety

7. Uses physical activity and fitness equipment appropriately and safely, with the teacher’s guidance. (S4.7.6)

Standard 5: Recognizes the value of physical activity for health, enjoyment, challenge, self-expression and/or social interaction.

Health

2. Identifies components of physical activity that provide opportunities for reducing stress and for social interaction. (S5.2.6)

Challenge

3. Recognizes individual challenges and copes in a positive way, such as extending effort, asking for help or feedback, or modifying the tasks. (S5.3.6)

Self-Expression and Enjoyment

4. Describes how moving competently in a physical activity setting creates enjoyment. (S5.4.6)
5. Identifies how self-expression and physical activity are related. (S5.5.6)

Social Interaction

6. Demonstrates respect for self and others in activities and games by following the rules, encouraging others, and playing in the spirit of the game or activity. (S5.6.6)

7th Grade

Standard 1: Demonstrates competency in a variety of motor skills and movement patterns.
Dance and Rhythms
1. Demonstrate correct rhythm and pattern for a different dance form from among folk, social, creative, line, or world dance. (S1.1.7)

Standard 2: Applies knowledge of concepts, principles, strategies and tactics related to movement and performance.

Games and Sports. Invasion Games

1. Creating space with movement: Reduces open space by using locomotor movements (e.g. walking, running, jumping, and landing, changing size and shape of the body) in combination with movement concepts (e.g. reducing the angle in space, reducing distance between player and goal). (S2.1.7)

Individual-performance activities, dance and rhythms- Movement concepts:

12. Identifies and applies Newton’s law of motion to various dance or movement activities. (S2.12.7)

Standard 3: Demonstrates the knowledge and skills to achieve and maintain a health-enhanced level of physical activity and fitness.

Engages in physical activity

2. Participates in a physical activity twice a week outside of physical education class. (S3.2.7)
3. Participates in a variety of strength- and endurance-fitness activities such as Pilates, resistance training, body-weight training, and light free-weight training. (S3.3.7)
4. Participates in a variety of strength- and endurance-fitness activities such as weight or resistance training. (S3.4.7)

Fitness Knowledge

6. Participates in moderate to vigorous muscleand bone-strengthening physical activity at least 3 times per week. (S3.6.7)
8. Adjusts physical activity based on quantity of exercise needed for minimal health standards and/or optimal functioning based on current fitness level. (S3.8.7)
9. Describes and demonstrates the difference between dynamic and static stretches. (S3.9.7)
12. Designs a warm-up and cool-down regimen for a self-selected physical activity. (S3.12.7)
14. Describes how muscles pull on bones to create movement in pairs by relaxing and contracting. (S3.14.7)

Stress Management

18. Practices strategies for dealing with stress, such as deep breathing, guided visualization, and aerobic exercise. (S3.18.7)

Standard 4: Exhibits responsible personal and social behavior that respects self and others.

Personal Responsibility

1. Exhibits responsible social behaviors by cooperating with classmates, demonstrating inclusive behaviors, and supporting classmates. (S4.1.7)
2. Demonstrates both intrinsic and extrinsic motivation by selecting opportunities to participate in physical activity outside of class. (S4.2.7)

Accepting Feedback

3. Provides corrective feedback to a peer using teacher-generated guidelines and incorporating appropriate tone and other communication skills. (S4.3.7)

Working with Others

4. Demonstrates cooperation skills by establishing rules and guidelines for resolving conflicts. (S4.4.7)
5. Problem solves with a small group of classmates during adventure activities, smallgroup initiatives, or game play. (S4.5.7)

Rules and Etiquette

6. Demonstrates knowledge of rules and etiquette by self-officiating modified physical activities and games or following parameters to create or modify a dance. (S4.6.7)

Safety

7. Independently uses physical activity and exercise equipment appropriately and safely. (S4.7.7)

Standard 5: Recognizes the value of physical activity for health, enjoyment, challenge, self-expression and/or social interaction.

Health

2. Identifies positive mental and emotional aspects of participating in a variety of physical activities. (S5.2.7)

Challenge

3. Generates positive strategies such as offering suggestions or assistance, leading or following others and providing possible solutions when faced with a group challenge. (S5.3.7)
4. Identifies why self-selected physical activities create enjoyment. (S5.4.7)

Self-Expression and Enjoyment

5. Explains the relationship between selfexpression and lifelong enjoyment through physical activity. (S5.5.7)

Social Interaction

6. Demonstrates the importance of social interaction by helping and encouraging others, avoiding trash talk, and providing support to classmates. (S5.6.7)

8th Grade

Standard 1: Demonstrates competency in a variety of motor skills and movement patterns.

Dance and Rhythms

1. Exhibits command of rhythm and timing by creating a movement sequence to music as an individual or in a group. (S1.1.8)

Standard 2: Applies knowledge of concepts, principles, strategies and tactics related to movement and performance.

Games and Sports. Invasion Games

1. Creating space with movement: Opens and closes space during small-sided game play by combining locomotor movements with movement concepts. (S2.1.8)

Individual-performance activities, dance and rhythms- Movement concepts:

12. Describes and applies mechanical advantage(s) for a variety of movement patterns. (S2.12.8)

Standard 3: Demonstrates the knowledge and skills to achieve and maintain a health-enhanced level of physical activity and fitness.

Engages in physical activity

2. Participates in a physical activity 3 times a week outside of physical education class. (S3.2.8)
3. Participates in a variety of self-selected aerobic-fitness activities outside of school such as walking, jogging, biking, skating, dancing, and swimming. (S3.3.8)
4. Plans and implements a program of crosstraining to include aerobic, strength and endurance, and flexibility training. (S3.4.8)
5. Participates in a self-selected lifetime sport, dance, aquatic, or outdoor activities outside of the school day. (S3.5.8)

Fitness Knowledge

6. Participates in moderate to vigorous aerobic and/or muscle- and bone-strengthening physical activity for at least 60 minutes per day at least 5 times per week. (S3.6.8)
8. Uses available technology to self-monitor quantity of exercise needed for a minimal health standard and/or optimal functioning based on current fitness level. (S3.8.8)
9. Employs a variety of appropriate staticstretching techniques for all major muscle groups. (S3.9.8)
10. Describe the role of flexibility in injury prevention. (S3.10.8)
12. Designs and implements a warm-up/cooldown regimen for a self-selected physical activity. (S3.12.8)
14. Explains how body systems interact with one another (e.g. blood transports nutrients from the digestive system, oxygen from the respiratory system) during physical activity. (S3.14.8)

Stress Management

18. Demonstrates basic movements used in other stress-reducing activities, such as yoga and tai chi. (S3.18.8)

Standard 4: Exhibits responsible personal and social behavior that respects self and others.

Personal Responsibility

1. Accepts responsibility for improving one’s own levels of physical activity and fitness. (S4.1.8)
2. Uses effective self-monitoring skills to incorporate opportunities for physical activity in and outside of school. (S4.2.8)

Accepting Feedback

3. Provides encouragement and feedback to peers without prompting from the teacher. (S4.3.8)

Working with Others

4. Responds appropriately to participants’ ethical and unethical behavior during physical activity by using rules and guidelines for resolving conflicts. (S4.4.8)
5. Cooperates with multiple classmates on problem-solving initiatives, including adventure activities, large-group initiatives, and game-play. (S4.5.8)

Rules and Etiquette

6. Applies rules and etiquette by acting as an official for modified physical activities and games and creating dance routines within a given set of parameters. (S4.6.8)

Safety

7. Independently uses physical activity and fitness equipment appropriately, and identifies specific safety concerns associated with the activity. (S4.7.8)

Standard 5: Recognizes the value of physical activity for health, enjoyment, challenge, self-expression and/or social interaction.

Health

2. Analyzes the empowering consequences of being physically active. (S5.2.8)

Challenge

3. Develops a plan of action and makes appropriate decisions based on that plan when faced with an individual challenge. (S5.3.8)

Self-Expression and Enjoyment

4. Discusses how enjoyment could be increased in self-selected physical activities. (S5.4.8)
5. Identifies and participates in an enjoyable activity that prompts individual selfexpression. (S5.5.8)

Social Interaction

6. Demonstrates respect for self by asking for help and helping others in various physical activities. (S5.6.8)

HS - Level 1

Standard 1: Demonstrates competency in a variety of motor skills and movement patterns.

Dance and Rhythms

1. Demonstrates competency in dance forms used in cultural and social occasions (e.g. weddings, parties) or demonstrates competency in 1 form of dance (e.g. ballet, modern, hip hop, tap). (S1.2.L1)

Standard 2: Applies knowledge of concepts, principles, strategies and tactics related to movement and performance.

Movement concepts, principles and knowledge:

1. Applies the terminology associated with exercise and participation in selected individual-performance activities, dance, net/wall games, target games, aquatics, and/or outdoor pursuits appropriately. (S2.1.L1)
2. Uses movement concepts and principles (e.g. force, motion, rotation) to analyze and improve performance of self and/or others in a selected skill. (S2.2.L1)
3. Creates a practice plan to improve performance for a self-selected skill. (S2.3.L1)
4. Identifies examples of social and technical dance forms. (S2.4.L1)

Standard 3: Demonstrates the knowledge and skills to achieve and maintain a health-enhanced level of physical activity and fitness.

Physical activity knowledge

1. Discusses the benefits of a physical activity active lifestyle as it relates to college or career productivity. (S3.1.L1)
4. Evaluates – according to their benefits, social support network, and participation requirements – activities that can be pursued in the local environment. (S3.4.L1)
5. Evaluates risks and safety factors that might affect physical activity preferences throughout the life cycle. (S3.5.L1)

Engages in physical activity

6. Participates several times a week in a self-selected lifetime activity, dance or fitness activity outside of the school day. (S3.6.L1)

Stress Management

14. Identifies stress-management strategies (e.g. mental imagery, relaxation techniques, deep breathing, aerobic exercise, and meditation) to reduce stress. (S3.14.L1)

Standard 4: Exhibits responsible personal and social behavior that respects self and others.

Personal Responsibility

1. Employs effective self-management skills to analyze barriers and modify physical activity patterns appropriately as needed. (S4.1.L1)

Rules and Etiquette

2. Exhibits proper etiquette, respect for others, and teamwork while engaging in physical activity and/or social dance. (S4.2.L1)

Working with Others

3. Uses communication skills and strategies that promote team or group dynamics. (S4.3.L1)
4. Solves problems and thinks critically in physical activity or dance settings, both as an individual and in groups. (S4.4.L1)

Safety

5. Applies best practices for participating safely in physical activity, exercise and dance (e.g. injury prevention, proper alignment, hydration, use of equipment, implementation of rules, sun protection). (S4.5.L1)

Standard 5: Recognizes the value of physical activity for health, enjoyment, challenge, self-expression and/or social interaction.

Self-Expression and Enjoyment

3. Selects and participates in physical activities or dance that meet the need for self-expression and enjoyment. (S5.3.L1)

Social Interaction

4. Identifies the opportunity for social support in a self-selected physical activity or dance. (S5.4.L1)

HS - Level 2

Standard 1: Demonstrates competency in a variety of motor skills and movement patterns.

Dance and Rhythms
1. Demonstrates competency in a form of dance by choreographing a dance or by giving a performance. (S1.2.L2)

Standard 2: Applies knowledge of concepts, principles, strategies and tactics related to movement and performance.

Movement concepts, principles and knowledge:

1. Identifies and discusses the historical and cultural roles of games, sports, and dance in a society. (S2.1.L2)
3. Identifies the stages of learning a motor skill. (S2.3.L2)
4. Compares similarities and difference in various dance forms. (S2.4.L2)

Standard 3: Demonstrates the knowledge and skills to achieve and maintain a health-enhanced level of physical activity and fitness.

Physical activity knowledge

3. Applies rates of perceived exertion and pacing. (S3.3.L2)
4. Evaluates – according to their benefits, social support network, and participation requirements – activities that can be pursued in the local environment. (S3.4.L2)
5. Analyzes the impact of life choices, economics, motivation, and accessibility on exercise adherence and participation in physical activity in college or career settings. (S3.5.L2)

Engages in physical activity

6. Creates a plan, trains for, and participates in a community event with a focus on physical activity (e.g. 5K, triathlon, tournament, dance performance, cycling event). (S3.6.L2)

Stress Management

14. Applies stress-management strategies (e.g. mental imagery, relaxation techniques, deep breathing, aerobic exercise, and meditation) to reduce stress. (S3.14.L2)

Standard 4: Exhibits responsible personal and social behavior that respects self and others.

Personal Responsibility

1. Accepts differences between personal characteristics and the idealized body images and elite performance levels portrayed in various media. (S4.1.L2)

Working with Others

3. Assumes a leadership role (e.g. task or group leader, referee, coach) in a physical activity setting. (S4.3.L2)
4. Accepts others’ ideas, cultural diversity, and body types by engaging in cooperative and collaborative movement projects. (S4.4.L2)

Safety

5. Applies best practices for participating safely in physical activity, exercise and dance (e.g. injury prevention, proper alignment, hydration, use of equipment, implementation of rules, sun protection). (S4.5.L2)

Standard 5: Recognizes the value of physical activity for health, enjoyment, challenge, self-expression and/or social interaction.

Challenge

2. Chooses an appropriate level of challenge to experience success and desire to participate in a self-selected physical activity. (S5.2.L2)

Self-Expression and Enjoyment

3. Identifies the uniqueness of creative dance as a means of selfexpression. (S5.3.L2)

Social Interaction

4. Evaluates the opportunity for social interaction and social support in a self-selected physical activity or dance. (S5.4.L2)

Common Core Standards

Examples of some standards that are frequently met by a unit in Aesthetic Education.

Language K-5

4. Determine or clarify the meaning of unknown and multiple-meaning words based on grade level content.

5.a Identify real-life connections between words and their uses.

6. Use words and phrases acquired through conversations and responding to texts

Speaking & Listening K-5

Participate in collaborative conversations with diverse partners about grade level topics and texts with peers and adults in small and larger groups.
Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.

4. Describe people, places, things and events with relevant details, expressing ideas and feelings clearly.

5. Add drawings or other visual displays to descriptions to clarify ideas, thoughts, and feelings.

CCSS by Grade

2nd Grade

Speaking and Listening Standards

Comprehension and Collaboration

1. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.

a. Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).

b. Build on others’ talk in conversations by linking their comments to the remarks of others.

c. Ask for clarification and further explanation as needed about the topics and texts under discussion.

2. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.

3. Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue.

Presentation of Knowledge and Ideas

4. Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences.

5. Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings.

6. Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification.

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).

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).

3rd Grade

Speaking and Listening Standards

Comprehension and Collaboration

1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly.

a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.

b. Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).

c. Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others.

d. Explain their own ideas and understanding in light of the discussion.

2. Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

3. Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.

Presentation of Knowledge and Ideas

4. Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace.

5. Create engaging audio recordings of stories or poems that demonstrate fluid reading at an understandable pace; add visual displays when appropriate to emphasize or enhance certain facts or details.

6. Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification.

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.

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).

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

4th Grade

Speaking and Listening Standards

Comprehension and Collaboration

1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacherled) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly.

a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.

b. Follow agreed-upon rules for discussions and carry out assigned roles.

c. Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others.

d. Review the key ideas expressed and explain their own ideas and understanding in light of the discussion

2. Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

3. Identify the reasons and evidence a speaker provides to support particular points.

Presentation of Knowledge and Ideas

4. Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.

5. Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes.

6. Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion); use formal English when appropriate to task and situation.

Language Standards

Conventions of Standard English

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

a. Use relative pronouns (who, whose, whom, which, that) and relative adverbs (where, when, why).

b. Form and use the progressive (e.g., I was walking; I am walking; I will be walking) verb tenses.

c. Use modal auxiliaries (e.g., can, may, must) to convey various conditions.

d. Order adjectives within sentences according to conventional patterns (e.g., a small red bag rather than a red small bag).

e. Form and use prepositional phrases.

f. Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons.*

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

a. Choose words and phrases to convey ideas precisely.*

c. Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion).

Vocabulary Acquisition and Use

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

a. Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase.

b. Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph).

5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

c. Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical meanings (synonyms).

6. Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation).

5th Grade

Speaking and Listening Standards

Comprehension and Collaboration

1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacherled) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly.

a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.

b. Follow agreed-upon rules for discussions and carry out assigned roles.

c. Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.

d. Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions

2. Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

3. Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence.

Presentation of Knowledge and Ideas

4. Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.

5. Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes.

6. Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation.

Language Standards

Conventions of Standard English

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

c. Use verb tense to convey various times, sequences, states, and conditions.

d. Recognize and correct inappropriate shifts in verb tense.*

e. Use correlative conjunctions (e.g., either/or, neither/nor).

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

a. Expand, combine, and reduce sentences for meaning, reader/listener interest, and style.

b. Compare and contrast the varieties of English (e.g., dialects, registers) used in stories, dramas, or poems.

Vocabulary Acquisition and Use

4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies.

a. Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase.

b. Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., photograph, photosynthesis).

5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

a. Interpret figurative language, including similes and metaphors, in context.

c. Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of the words.

6. Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition).

6th Grade

Speaking and Listening Standards

Comprehension and Collaboration

1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacherled) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly.

a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.

b. Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed.

c. Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion.

d. Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing.

2. Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study

3. Delineate a speaker’s argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not.

Presentation of Knowledge and Ideas

4. Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation.

5. Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information.

6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.

Language Standards

Conventions of Standard English

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

a. Ensure that pronouns are in the proper case (subjective, objective, possessive).

b. Use intensive pronouns (e.g., myself, ourselves).

c. Recognize and correct inappropriate shifts in pronoun number and person.*

d. Recognize and correct vague pronouns (i.e., ones with unclear or ambiguous antecedents).*

e. Recognize variations from standard English in their own and others’ writing and speaking, and identify and use strategies to improve expression in conventional language.*

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

a. Vary sentence patterns for meaning, reader/ listener interest, and style.*

b. Maintain consistency in style and tone.*

Vocabulary Acquisition and Use

4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content, choosing flexibly from a range of strategies.

a. Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.

b. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., audience, auditory, audible).

5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

b. Use the relationship between particular words (e.g., cause/effect, part/whole, item/category) to better understand each of the words.

6. Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.

7th Grade

Speaking and Listening Standards

Comprehension and Collaboration

a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.

b. Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).

c. Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others.

d. Explain their own ideas and understanding in light of the discussion.

2. Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

3. Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.

Presentation of Knowledge and Ideas

4. Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace.

6. Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification.

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.

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).

8th Grade

Speaking and Listening Standards

Comprehension and Collaboration

1. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.

a. Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).

b. Build on others’ talk in conversations by linking their comments to the remarks of others.

c. Ask for clarification and further explanation as needed about the topics and texts under discussion.

2. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.

3. Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue.

Presentation of Knowledge and Ideas

4. Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences.

5. Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings.

6. Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification.

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).

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).