the fairy tale chronicle mr. wolf on trial! show …...grandmother, the three little pigs, and the...

Mr. Wolfon trial!

The Fairy Tale Chronicle

Was he born a

criminal, or made

one?

A courtroom has never been more lively and fun than in The Big Bad Musical! The notorious Big Bad Wolf is being slapped with a class-action lawsuit by storybooks of quirky characters who want to get even: Little Red Riding Hood, her Grand-mother, the Three Little Pigs and the Shepherd in charge of the Boy Who Cried Wolf. With Sydney Grimm as the commen-tator on live Court TV, the two greatest legal minds in the En-chanted Forest, the Evil Step-mother and the Enchanted Forest, the Evil Stepmother and the Fairy Godmother, clash in a trial that will be remembered forever after. As our wronged fairy tale characters testify, the wolf seems deserving of all thats coming. Yet, even though

By Sydney Grimm

the Fairy Godmother, clash in a trial that will be remem-bered forever after. As our wronged fairy tale characters testify, the wolf seems deserv-ing of all thats coming. Yet, even though the infamous Evil Stepmother resents doing pro-bono work on such an ob-

The audience is the jury, and you must decide the outcome of the biggest trial ever in the fairy-tale world! The notori-ous Big Bad Wolf is being slapped with a class-action lawsuit by storybooks of quirky characters who want to get even: Little Red Riding

SHOW STUDY GUIDEPRESENTED BY

About Casa Mañana • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • 3

Audience Etiquette & Activity • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • 4

Show Synopsis • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • 5

Activity #1- “…so help you, Hans Christian Andersen” • • • • • • • • • • • 6

Activity #2- Figuring Out Fairytales • • • • • • • • • • • • • • • • • • • • • • • • • • • • 8

Activity #3- The Three Little Pigs…and Then Some • • • • • • • • • • • • • • • 9

Activity #4- I’ll Huff and I’ll Puff! • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • 11

Activity #5- Become a News Anchor! • • • • • • • • • • • • • • • • • • • • • • • • 13

Activity #6- Double Trouble! • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • 15

Activity #7- Strut Your Stuff! • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • 17

Activity #8- Verdict Vocabulary • • • • • • • • • • • • • • • • • • • • • • • • • • • • • 18

Thank you! • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • 22

TEKS • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • 23

•••••••••••••• WHAT’S INSIDE? ••••••••••••••

I didn’tdo it!

•••••••••••••••••••••••••••••••••••About Casa MañanaYOU are visiting Fort Worth’s oldest, most famous live theater! Casa Mañana began bringing

live Broadway musicals to the area in 1936, but it looked a lot different from today. The original building was open-air, had a revolving stage surrounded by a moat and fountains, and seated 4,000 guests!

This incredible building was unfortunately torn down, and the current geodesic dome was built in 1958. Casa Mañana was one of the country’s first theatres to produce theatre for young audiences through its Children’s Playhouse. It was also a pioneer in the field of theatre education and continues to be a well-respected theatre school.

Casa Mañana has brought in many famous performers and tours of popular musical theatre productions. Today, the organization produces its own shows, which means it uses its own creative team to create the look and feel of a show.

The theater holds over 1,000 people and is a thrust stage, which means that the audience can sit on three sides of the stage. At one time, the stage was in the round, which meant that people could sit on all sides of the stage to watch the show!

What do we do when we arrive? Students will line up in the lobby near a colorful sign with your group’s name on it. Your field trip coordinator should check in and pay any remaining balances at the concessions stand. An usher will escort you to assigned seating starting about 30 minutes before the show begins.

What do we do afterwards? Make sure to get your bus driver’s contact information! They will be waiting for you outside in front of the building, and busses will load in the order that they are lined up.

Does Casa Mañana sell concessions or merchandise? Not during our school shows. Come to a weekend performance to purchase souvenirs!

Can we take pictures? Pictures may be taken outside or in the lobby, but not during the show!

••••••••••••••••••••••••••••••••••••••••••• Frequently Asked Questions

3

T E A C H E R S :Explain to students that at Casa Mañana, we need their help to make the musical production an enjoyable experience for everyone.

To do this, students must behave the way all audience members behave in any theater.

TELL STUDENTS THAT THERE ARE DO’S AND DON’TS IN THE THEATER

1. Share with students the DO’s of theatre audience etiquette.

2. Share with students the DON’Ts of audience etiquette.

3. Have your students act out the DO’s of audience etiquette.

4. Have your students decide what the opposite of each DO and DON’T might be and act out that opposite.

5. Have students (alone or in groups) act out each DO and DON’T and have the rest of the class guess the behavior and tell whether it is a DO or a DON’T.

••••••••STUDENT AUDIENCE ETIQUETTE ••••••••

THE OPPOSITE GAME

THE BIG BAD MUSICAL | STUDY GUIDE | TEACHER PAGE

4

B E S T I L L — B E Q U I E T

S T A Y I N Y O U R S E A T

KEEP YOUR HANDS TO YOURSELF

WATCH THE PERFORMANCE CLOSELY

LISTEN TO WHAT THE CHARACTERS SAY

HELP THE CHARACTERS IF THEY ASK YOU TO DO SOMETHING

CLAP AFTER SONGS AND AFTER THE SHOW IF YOU ENJOYED YOURSELF

M A K E N O I S E S

T O U C H T H E A C T O R S

U S E E L E C T R O N I C D E V I C E S

PLAY WITH ANYTHING IN THE THEATER

TALK TO YOUR FRIENDS DURING THE PLAY

TOUCH THE PERSON IN FRONT OR BEHIND YOU

TOUCH THE PERSON NEXT TO YOU

C H E W G U M I N T H E T H E A T E R

DO DON’T

A courtroom has never been livelier than in the smart and wickedly funny The Big Bad Musical! The audience is the

jury, and you must decide the outcome of the biggest trial ever in the fairy-tale world! The notorious Big Bad Wolf is being slapped with a class-action lawsuit by storybooks of quirky characters who want to get even: Little Red Riding Hood, her Grandmother, the Three Little Pigs, and the Shepherd in charge of the Boy Who Cried Wolf. With Sydney Grimm as thecommentator on live Court TV, the two greatest legal minds in the Enchanted Forest — the Evil Stepmother and the FairyGodmother — clash in a trial that will be remembered forever after.

SHOW SYNOPSIS ••••••••••••••••••••••

5

THE BIG BAD MUSICAL | STUDY GUIDE

1. Print out and distribute the following page to your students. Introduce to them the quote that they will here in the show that is at the top of their page:

“Do you swear to tell the truth, the whole truth,so help you, Hans Christian Anderson?”

2. Allow them to do some research to figure out what question is actually asked in the courtroom, then discuss the difference.

3. Individually or in groups, ask them to dive a little deeper into their research by figuring out what books the author Hans Christian Anderson has written. When they are done, have them present their discoveries to the class. Students can either present multiple titles, or present one title and provide a synopsis of the fairy tale.

O B J E C T I V E S :I n t h i s a c t i v i t y, s t u den t s w i l l e xpe r i e n c e t h e p r o c e s s o f i n v e s t i ga t i v e r e s ea r c h and ga i n u nde r s t a nd i ng o f t h e bac kg r ound o f t h e mu s i c a l , a s we l l a s b e come f am i l i a r w i t h c l a s s i c f a i r y t a l e s .

•••••••••••••••••••• ACTIVITY #1 ••••••••••••••••••

"...SO HELP YOU, HANS CHRISTIAN ANDERSEN!"

M AT E R I A L S :• Handout from the next page• Scratch paper or materials for

any degree of presentation style you will allow

• Internet access

CURRICULUM CONNECTIONS:• ELA - Researching• Wri t ing• Non-Fic t ion Wri t ing• Reading


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The Fairy Tale Chronicle

Guilty or Not Guilty

?A courtroom has never been more lively and fun than in The Big Bad Musical! The noto- r ious Big Bad Wolf is being slapped with a class-ac-tion lawsuit by storybooks of quirky characters who want to get even: Little Red Riding Hood, her Grandmother, the Three Little Pigs and the Shep-herd in charge of the Boy Who Cried Wolf. With Sydney Grimm as the commentator on live Court TV, the two greatest legal minds in the Enchanted Forest, the Evil Stepmother and the Enchanted Forest, the Evil Stepmother and the Fairy God-

the Fairy Godmoth-er, clash in a trial that will be remembered forever after. As our wronged fairy tale charac-

ters testify, the wolf seems deserving of all thats coming. Yet, even though the infamous Evil Step-

mother resents doing pro-bono work on such an obviously futile defense,

Mr. Wolf makes a good case for himself. Was he born a criminal, or made one? A courtroom has never been livelier than in the smart and wickedly funny The Big Bad Musical! The audience is the jury, and you must decide the outcome of the biggest trial ever in the fairy-tale world! The notorious Big Bad Wolf is

The audience is the jury, and you must decide the outcome of the biggest trial ever in the fairy-tale world! The notori-ous Big Bad Wolf is being slapped with a class-action lawsuit by storybooks of quirky characters who want to get even: Little Red Riding Hood, her Grandmother, the Three Little Pigs and the Shepherd in charge of the Boy Who Cried Wolf. With Sydney Grimm as the com-mentator on live Court TV, the two greatest legal minds in the Enchanted Forest — the Evil Stepmother and the Fairy Godmother — clash in a trial that will be remembered for-ever after.the Evil Stepmother . The audience is the jury, and

In the show, you will hear the judge ask this question to every witness called to the stand. However, in an actual courtroom, the question is slightly different.

Can you figure out the real question asked when a witness is called to the stand? Fill out the difference below:

Hans Christian Anderson is an author of many fairy tales. Find out some of his most popular titles and write them below:

“Do you swear to te l l the t ru th, the whole t ru th, so he lp you, Hans Christian Anderson?”

“Do you swear to tell the truth, the whole truth, so help you,

-----------------------------------------------------------------?”

W H O I SH A N S C H R I S T I A N A N D E R S O N ?

•••••••••••••••••••• ACTIVITY #1 ••••••••••••••••••

"...SO HELP YOU, HANS CHRISTIAN ANDERSON!"

THE BIG BAD MUSICAL | STUDY GUIDE | ACTIVITY PAGE

7

1. Have your students come up with names of fairytales that are familiar to the classroom.

2. Write the titles on slips of paper and put them in a cup or hat.

3. Have the class divide into small groups, then have one person from each group pick a fairytale from the hat.

4. Explain to the class that they will be PANTOMIMING their fairytales for the class. Emphasize that pantomime means to act without talking.

5. Give the groups some time to talk about their fairytale and plan how to recreate the story for the class. They should perform the story from beginning to end.

6. When the groups are ready, start the performances for the class. Don’t tell the class what fairytale each group will be performing.

7. When each group is finished performing, ask the class to guess what fairytale they just watched.

O B J E C T I V E S :I n t h i s a c t i v i t y, s t u den t s w i l l wo r k a s a g r o up t o d emon s t r a t e p l o t po i n t s o f f am i l i a r f a i r y t a l e s .

•••••••••••••••••••• ACTIVITY #2 ••••••••••••••••••

FIGURING OUT FAIRYTALES

M AT E R I A L S :• Scratch Paper

CURRICULUM CONNECTIONS:• ELA - P lot

Character

• Theatre - Movement Ensemble Work


8

The Story of the Three Little PigsBy Joseph Jacobs, 1890

O B J E C T I V E S :In this activity, students will read and compare and contrast three different books with the same idea.

•••••••••••••••••••• ACTIVITY #3 •••••••••••••••••••

THE THREE L ITTLE PIGS…AND THEN SOME!

M AT E R I A L S :• Venn diagram handout

CURRICULUM CONNECTIONS:• ELA - Reading

Compare and Contrast Theme

There are so many different versions of The Three Little Pigs. How many have your read?

Read these three versions with your class. Talk about the similarities and differences and write them out on the venn diagram on the next page!

The True Story of the 3 Little Pigs!By Jon Scieska, 1989

The Three Little Wolves and the Big Bad PigBy Eugene Trivizas, 1993

PREVIEW


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•••••••••••••••••••• ACTIVITY #3 •••••••••••••••••••

THE THREE L ITTLE PIGS…AND THEN SOME!


10

The Big Bad Wolf blew down two of the three Little Pigs’ houses! One was made out of straw and one was made out of sticks. The only house that survived was made out of bricks.

What other materials would be blown away by the Big Bad Wolf, and what other materials would survive?

1. Pick three objects of different weight. (Ex. napkin, pencil, playdough, etc.)

2. Pick two different forms of wind. (Ex. your own breath, a blow dryer, etc.)

3. Make your predictions on what will happen to each item with the two different wind forms. Will they fly away? How far will they move?

4. Create a starting line to set the items on the same starting point.

5. Test each item with the first wind form. Record your observations.

6. Test each item with the second wind form. Record your observations.

7. Discuss and reflect with the class as you share your observations.

•••••••••••••••••••• ACTIVITY #4 ••••••••••••••••••

I’LL HUFF AND I’LL PUFF!

O B J E C T I V E S :

In this activity, students will conduct a scientific experiment as they predict and observe different materials and their reactions to wind forms.

M AT E R I A L S :

• Three objects of different weight• Two types of wind form• Tape to create a start line• Ruler or tape measure• Observation sheet (on next page

in the study guide)

CURRICULUM CONNECTIONS:

• Science - Investigation & Reasoning Force, Matter, Motion, & Energy

• Math - Measurement Data Analysis


11

MATERIALS:(Draw a picture and label each one)

•••••••••••••••••••• ACTIVITY #4 ••••••••••••••••••

I’LL HUFF AND I’LL PUFF! - OBSERVATION SHEET

OBSERVATIONS:PREDICTIONS:


12

STEP 1:Print out and distribute the following page

to your students. Talk about what a news an-

chor does and all of the different stories they

report to their TV audience.

STEP 2:Individually or in groups, help students come

up with different topics for reports they will

create and present to the class.

STEP 3:Once they have completed and practiced

their reports, have each group perform for

the class, using a makeshift microphone.

Make sure they are projecting just like a

news anchor would!

•••••••••••••••••••• ACTIVITY #5 ••••••••••••••••••

BECOME A NEWS ANCHOR!

O B J E C T I V E S :

In this activity, the students will work individually or work as a group to write a news report to present to the class.

M AT E R I A L S :

• Handout on the next page• Microphone/makeshift micro-

phone

CURRICULUM CONNECTIONS:• ELA - Wri t ing• Theatre - Per formance


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Today’s Report

1. Pick what you want to talk about.

2. Brainstorm your report.

3. Plan what you are going to say and write it below.

4. Practice your report.

5. Present to the class, using your big News Anchor voice!

Sydney Grimm is the news anchor for Enchanted Forest News. Throughout the show, she keeps the audience informed about the Big Bad Wolf’s court case.

If you were a news anchor, what would you inform your TV audience about?(Ex. Your school lunch report, today’s homework assignment, the dog that ate your homework, etc.)

•••••••••••••••••••• ACTIVITY #5 ••••••••••••••••••

BECOME A NEWS ANCHOR!


14

1. Hand out 1 game board to each student.

2. Have students count the images at the bottom of the page and write the number next to each group.

3. In each box, students should randomly write the numbers from their answers.

4. Tell students to count how many objects they see in each box and fill in the answer on the blank in each box.

5. Player one rolls the die, and all players must figure out the resulting number’s double Players put an X in one of the squares on their grid that includes that number.

•••••••••••••••••••• ACTIVITY #6 ••••••••••••••••••

DOUBLE TROUBLE!

O B J E C T I V E S :In this activity, the students will work on doubling numbers and matching pictures to corresponding numbers. They will then look for patterns to win the game!

M AT E R I A L S :

• 1 die• Game Board (On the following

page of the study guide)

CURRICULUM CONNECTIONS:• Math - Number & Operations

Pat terns

The game continues unti l the f irs t player completes a row, horizontal ly, ver t ical ly, or diagonally and cal ls out,

“DOUBLE TROUBLE!“


15

COUNT THE ITEMS BELOW AND FILL IN THE ANSWERS IN RANDOM ORDER IN THE GAME BOARD ABOVE:

••••••• DOUBLE TROUBLE GAME ••••••


16

1. Prepare the students for a dance-off pageant and set up a “runway” in the classroom.2. Pick music to play as the students walk down the “runway”. 3. Round One: Have students walk down the “runway” one by one and show their best

dance move. 4. Round Two: Have students walk down the “runway” with a partner who is now their

“mirror”. Make sure they are following what their partner is doing.5. Round Three: Change mirror leader. The other partner is now the mirror.6. Discuss what it felt like to work together as a team. What was helpful when you

were the mirror?

•••••••••••••••••••• ACTIVITY #7 ••••••••••••••••••

STRUT YOUR STUFF!

O B J E C T I V E S :In this activity, the students will be-come aware of their movement and observation skills.

M AT E R I A L S :

• A speaker or device to play music

CURRICULUM CONNECTIONS:• Theatre - Movement

Observation Cooperation• Music - Rhythm

Bill Woodcutter participates in the Mr. World Lumberjack Pageant.He won Best in Flannel and Most Ruggedly Handsome.

IT’S TIME FOR A CLASSROOM PAGEANT!


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1. Review the vocabulary words on the following page with your students. Use these words to start a conversation about a trial is run.

2. Individually or in groups, have your students work on matching the vocabulary words to their definitions on the second handout.

•••••••••••••••••••• ACTIVITY #8 ••••••••••••••••••

VERDICT VOCABULARY

O B J E C T I V E S :In this activity, students will learn new vocabulary and begin to understand the judicial system.

M AT E R I A L S :

• Vocabulary handouts (next two pages in study guide)

CURRICULUM CONNECTIONS:• ELA - Vocabular y• Social Studies - Judicial System

The following three pages are all handouts that can be copied and distributed to your class.


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•••••••••••••••••••• ACTIVITY #8 ••••••••••••••••••

VERDICT VOCABULARYYou’re about to witness the court case of the Big Bad Wolf. Is he innocent? Is he guilty?

The legal counsel will use the words below to talk about everything the Big Bad Wolf did. Get to know these words so you can follow along and test yourself on the next page!

ACCUSED - a person or group of people who are on trial for a crime

ATTORNEY – another word for lawyer; someone who will stand up for the person being charged with a crime

COUNSEL - the lawyer or lawyers (or attorneys) conducting a case

COURTROOM - the place, or room, in which a court of law meets

CRIMINAL - a person who has committed a crime

DEFENDANT - an individual, company, or institution accused in a court of law.

INFRINGEMENT – breaking a law or agreement; a violation

JURY - a body of people (usually 12) chosen to give a verdict in a legal case based on the evidence presented in court

JUSTICE - being fair and reasonable; The administration of the law or authority in maintaining this

LAWYER - a person who practices or studies law; an attorney or a counselor

PLAINTIFF - a person who brings a case against another in a court of law

PROBONO – working without charging a fee, especially legal work for a client with a low income.

TRIAL - a formal examination of evidence before a judge, and sometimes a jury, to decide whether a defendant is innocent or guilty

VERDICT - a decision on a disputed issue in a civil or criminal case


19

•••••••••••••••••••• ACTIVITY #8 ••••••••••••••••••

VERDICT VOCABULARY

Draw an arrow from the word to the matching definition.

A. ACCUSED another word for lawyer; someone who will stand up for the person being charged with a crime

B. ATTORNEY a person who brings a case against another in a court of law

C. COUNSEL the place, or room, in which a court of law meets

D. COURTROOM an individual, company, or institution accused in a court of law

E. CRIMINAL a body of people (usually 12) chosen to give a verdict in a legal case based on the evidence presented in court

F. DEFENDANT the lawyer or lawyers (or attorneys) conducting a case

G. INFRINGEMENT breaking a law or agreement; a violation

H. JURY a decision on a disputed issue in a civil or criminal case

I. JUSTICE a person who practices or studies law; an attorney or a counselor

J. LAWYER working without charging a fee, especially legal work for a client with a low income.

K. PLAINTIFF being fair and reasonable; The administration of the law or

L. PROBONO a formal examination of evidence before a judge, and sometimes

M. TRIAL a person or group of people who are on trial for a crime

N. VERDICT a person who has committed a crime


20

ACCUSEDATTORNEYCOUNSEL

COURTROOMCRIMINAL

DEFENDANTINFRINGEMENT

JURYJUSTICELAWYER

•••••••••••••••••••• ACTIVITY #8 ••••••••••••••••••

A BIG BAD WORD SEARCH

T F L B R B E O G M A G A C OX N M E V S N W O T Z U K R ZV O E C S O C O E A D V B I GE F K M B N R T G O E A L M XQ X M O E T U V E Q S J Q I PF O R D R G U O Y P U I F N TI P A U C N N J C S C Y F A XD N O T X T V I T D C Q F L PC C T V T E R I R K A X I D XJ A N Y C O C I Y F B O T Y LP L A W Y E R C A Z N K N R JD E F E N D A N T L Y I I J OP T C I D R E V E S V M A U GV M O X C A J R T Y Q Z L R PR T Z S H J G U N N L P P Y L

PLAINTIFFPROBONO

TRIALVERDICT


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•••••••••••••••••••A NOTE FROM •••••••••••••••••

THANK YOU SO MUCH FOR CHOOSING

AS YOUR FIELD TRIP DESTINATION!We strive to offer the best theatre for young audiences and the highest quality theatre education, and we value your input. Please feel free to contact us with any questions or suggestions you may have.

Casa Mañana Studios offers students, ages 3-18, the highest level of performing arts education. Our process-oriented training program is designed to foster successful young artists, actors, and people. If you have students interested in getting involved, direct them to casamanana.org/classes or call (817) 321-5040.

Thank you for partnering with us to raise up the next generation of theatre audiences!

Give us a call for more information about theatre education classes, camps, and programs.

CASA MAÑANA THEATRE3101 W LANCASTER AVE. • FORT WORTH, TX • 76107

(817) 321-5040 • [email protected]

Visit us on the web at www.casamanana.org/education

•••••••••••••••••••• CONTACT US •••••••••••••••••••

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BIG BAD STUDY GUIDE TEKS - KINDERGARTEN

§110.11. ENGLISH LANGUAGE ARTS AND READING, KINDERGARTEN, BEGINNING WITH SCHOOL YEAR 2009-2010. (1) READING/BEGINNING READING SKILLS/PRINT AWARENESS. STUDENTS UNDERSTAND HOW ENGLISH IS WRITTEN AND PRINTED. STUDENTS ARE EXPECTED TO:

(A) RECOGNIZE THAT SPOKEN WORDS CAN BE REPRESENTED BY PRINT FOR COMMUNICATION;(C) DEMONSTRATE THE ONE-TO-ONE CORRESPONDENCE BETWEEN A SPOKEN WORD AND A PRINTED WORD IN TEXT

(4) READING/BEGINNING READING/STRATEGIES. STUDENTS COMPREHEND A VARIETY OF TEXTS DRAWING ON USEFUL STRATEGIES AS NEEDED. STUDENTS ARE EXPECTED TO:

(A) PREDICT WHAT MIGHT HAPPEN NEXT IN TEXT BASED ON THE COVER, TITLE, AND ILLUSTRATIONS; AND (B) ASK AND RESPOND TO QUESTIONS ABOUT TEXTS READ ALOUD.

(5) READING/VOCABULARY DEVELOPMENT. STUDENTS UNDERSTAND NEW VOCABULARY AND USE IT CORRECTLY WHEN READING AND WRITING. STUDENTS ARE EXPECTED TO:

(A) IDENTIFY AND USE WORDS THAT NAME ACTIONS, DIRECTIONS, POSITIONS, SEQUENCES, AND LOCATIONS(6) READING/COMPREHENSION OF LITERARY TEXT/THEME AND GENRE. STUDENTS ANALYZE, MAKE INFERENCES AND DRAW CONCLUSIONS ABOUT THEME AND GENRE IN DIFFERENT CULTURAL, HISTORICAL, AND CONTEMPORARY CONTEXTS AND PROVIDE EVIDENCE FROM THE TEXT TO SUPPORT THEIR UNDERSTANDING. STUDENTS ARE EXPECTED TO:

(A) IDENTIFY ELEMENTS OF A STORY INCLUDING SETTING, CHARACTER, AND KEY EVENTS(D) RECOGNIZE RECURRING PHRASES AND CHARACTERS IN TRADITIONAL FAIRY TALES, LULLABIES, AND FOLKTALES FROM VARIOUS CULTURES

(8) READING/COMPREHENSION OF LITERARY TEXT/FICTION. STUDENTS UNDERSTAND, MAKE INFERENCES AND DRAW CONCLUSIONS ABOUT THE STRUCTURE AND ELEMENTS OF FICTION AND PROVIDE EVIDENCE FROM TEXT TO SUPPORT THEIR UNDERSTANDING. STUDENTS ARE EXPECTED TO:

(A) RETELL A MAIN EVENT FROM A STORY READ ALOUD; AND (B) DESCRIBE CHARACTERS IN A STORY AND THE REASONS FOR THEIR ACTIONS.

(10) READING/COMPREHENSION OF INFORMATIONAL TEXT/EXPOSITORY TEXT. STUDENTS ANALYZE, MAKE INFERENCES AND DRAW CONCLUSIONS ABOUT EXPOSITORY TEXT, AND PROVIDE EVIDENCE FROM TEXT TO SUPPORT THEIR UNDERSTANDING. STUDENTS ARE EXPECTED TO:

(B) RETELL IMPORTANT FACTS IN A TEXT, HEARD OR READ(13) WRITING/WRITING PROCESS. STUDENTS USE ELEMENTS OF THE WRITING PROCESS (PLANNING, DRAFTING, REVISING, EDITING, AND PUBLISHING) TO COMPOSE TEXT. STUDENTS (WITH ADULT ASSISTANCE) ARE EXPECTED TO:

(A) PLAN A FIRST DRAFT BY GENERATING IDEAS FOR WRITING THROUGH CLASS DISCUSSION; (B) DEVELOP DRAFTS BY SEQUENCING THE ACTION OR DETAILS IN THE STORY; (C) REVISE DRAFTS BY ADDING DETAILS OR SENTENCES; (D) EDIT DRAFTS BY LEAVING SPACES BETWEEN LETTERS AND WORDS; AND (E) SHARE WRITING WITH OTHERS.

(14) WRITING/LITERARY TEXTS. STUDENTS WRITE LITERARY TEXTS TO EXPRESS THEIR IDEAS AND FEELINGS ABOUT REAL OR IMAGINED PEOPLE, EVENTS, AND IDEAS. STUDENTS ARE EXPECTED TO:

(A) DICTATE OR WRITE SENTENCES TO TELL A STORY AND PUT THE SENTENCES IN CHRONOLOGICAL SEQUENCE(16) ORAL AND WRITTEN CONVENTIONS/CONVENTIONS. STUDENTS UNDERSTAND THE FUNCTION OF AND USE THE CONVENTIONS OF ACADEMIC LANGUAGE WHEN SPEAKING AND WRITING. STUDENTS CONTINUE TO APPLY EARLIER STANDARDS WITH GREATER COMPLEXITY. STUDENTS ARE EXPECTED TO: (B) SPEAK IN COMPLETE SENTENCES TO COMMUNICATE(20) RESEARCH/GATHERING SOURCES. STUDENTS DETERMINE, LOCATE, AND EXPLORE THE FULL RANGE OF RELEVANT SOURCES ADDRESSING A RESEARCH QUESTION AND SYSTEMATICALLY RECORD THE INFORMATION THEY GATHER. STUDENTS (WITH ADULT ASSISTANCE) ARE EXPECTED TO:

(A) GATHER EVIDENCE FROM PROVIDED TEXT SOURCES (21) LISTENING AND SPEAKING/LISTENING. STUDENTS USE COMPREHENSION SKILLS TO LISTEN ATTENTIVELY TO OTHERS IN FORMAL AND INFORMAL SETTINGS. STUDENTS CONTINUE TO APPLY EARLIER STANDARDS WITH GREATER COMPLEXITY. STUDENTS ARE EXPECTED TO:

(B) FOLLOW ORAL DIRECTIONS THAT INVOLVE A SHORT RELATED SEQUENCE OF ACTIONS. (22) LISTENING AND SPEAKING/SPEAKING. STUDENTS SPEAK CLEARLY AND TO THE POINT, USING THE CONVENTIONS OF LANGUAGE. STUDENTS CONTINUE TO APPLY EARLIER STANDARDS WITH GREATER COMPLEXITY. STUDENTS ARE EXPECTED TO SHARE INFORMATION AND IDEAS BY SPEAKING AUDIBLY AND CLEARLY USING THE CONVENTIONS OF LANGUAGE. (23) LISTENING AND SPEAKING/TEAMWORK. STUDENTS WORK PRODUCTIVELY WITH OTHERS IN TEAMS. STUDENTS CONTINUE TO APPLY EARLIER STANDARDS WITH GREATER COMPLEXITY. STUDENTS ARE EXPECTED TO FOLLOW AGREED-UPON RULES FOR DISCUSSION, INCLUDING TAKING TURNS AND SPEAKING ONE AT A TIME. READING AND COMPREHENSION SKILLS—KINDERGARTENREADING/COMPREHENSION SKILLS. STUDENTS USE A FLEXIBLE RANGE OF METACOGNITIVE READING SKILLS IN BOTH ASSIGNED AND INDEPENDENT READING TO UNDERSTAND AN AUTHOR’S MESSAGE. STUDENTS WILL CONTINUE TO APPLY EARLIER STANDARDS WITH GREATER DEPTH IN INCREASINGLY MORE COMPLEX TEXTS AS THEY BECOME SELF-DIRECTED, CRITICAL READERS. THE STUDENT IS EXPECTED TO:

(A) DISCUSS THE PURPOSES FOR READING AND LISTENING TO VARIOUS TEXTS (E.G., TO BECOME INVOLVED IN REAL AND IMAGINED EVENTS, SETTINGS, ACTIONS, AND TO ENJOY LANGUAGE); (B) ASK AND RESPOND TO QUESTIONS ABOUT TEXT; (C) MONITOR AND ADJUST COMPREHENSION (E.G., USING BACKGROUND KNOWLEDGE, CREATING SENSORY IMAGES, REREADING A PORTION ALOUD); (E) RETELL OR ACT OUT IMPORTANT EVENTS IN STORIES

§111.2. MATHEMATICS, KINDERGARTEN, ADOPTED 2012. (1) MATHEMATICAL PROCESS STANDARDS. THE STUDENT USES MATHEMATICAL PROCESSES TO ACQUIRE AND DEMONSTRATE MATHEMATICAL UNDERSTANDING. THE STUDENT IS EXPECTED TO:

(C) SELECT TOOLS, INCLUDING REAL OBJECTS, MANIPULATIVES, PAPER AND PENCIL, AND TECHNOLOGY AS APPROPRIATE, AND TECHNIQUES, INCLUDING MENTAL MATH, ESTIMATION, AND NUMBER SENSE AS APPROPRIATE, TO SOLVE PROBLEMS; (D) COMMUNICATE MATHEMATICAL IDEAS, REASONING, AND THEIR IMPLICATIONS USING MULTIPLE REPRESENTATIONS, INCLUDING SYMBOLS, DIAGRAMS, GRAPHS, AND LANGUAGE AS APPROPRIATE; (E) CREATE AND USE REPRESENTATIONS TO ORGANIZE, RECORD, AND COMMUNICATE MATHEMATICAL IDEAS;

(3) NUMBER AND OPERATIONS. THE STUDENT APPLIES MATHEMATICAL PROCESS STANDARDS TO DEVELOP AN UNDERSTANDING OF ADDITION AND SUBTRACTION SITUATIONS IN ORDER TO SOLVE PROBLEMS. THE STUDENT IS EXPECTED TO:

(C) EXPLAIN THE STRATEGIES USED TO SOLVE PROBLEMS INVOLVING ADDING AND SUBTRACTING WITHIN 10 USING SPOKEN WORDS, CONCRETE AND PICTORIAL MODELS, AND NUMBER SENTENCES

(7) GEOMETRY AND MEASUREMENT. THE STUDENT APPLIES MATHEMATICAL PROCESS STANDARDS TO DIRECTLY COMPARE MEASURABLE ATTRIBUTES. THE STUDENT IS EXPECTED TO:

(A) GIVE AN EXAMPLE OF A MEASURABLE ATTRIBUTE OF A GIVEN OBJECT, INCLUDING LENGTH, CAPACITY, AND WEIGHT

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§112.11. SCIENCE, KINDERGARTEN, BEGINNING WITH SCHOOL YEAR 2010-2011. (2) SCIENTIFIC INVESTIGATION AND REASONING. THE STUDENT DEVELOPS ABILITIES TO ASK QUESTIONS AND SEEK ANSWERS IN CLASSROOM AND OUTDOOR INVESTIGATIONS. THE STUDENT IS EXPECTED TO:

(A) ASK QUESTIONS ABOUT ORGANISMS, OBJECTS, AND EVENTS OBSERVED IN THE NATURAL WORLD; (B) PLAN AND CONDUCT SIMPLE DESCRIPTIVE INVESTIGATIONS SUCH AS WAYS OBJECTS MOVE; (C) COLLECT DATA AND MAKE OBSERVATIONS USING SIMPLE EQUIPMENT SUCH AS HAND LENSES, PRIMARY BALANCES, AND NON-STANDARD MEASUREMENT TOOLS; (D) RECORD AND ORGANIZE DATA AND OBSERVATIONS USING PICTURES, NUMBERS, AND WORDS; AND (E) COMMUNICATE OBSERVATIONS WITH OTHERS ABOUT SIMPLE DESCRIPTIVE INVESTIGATIONS.

(5) MATTER AND ENERGY. THE STUDENT KNOWS THAT OBJECTS HAVE PROPERTIES AND PATTERNS. THE STUDENT IS EXPECTED TO: (A) OBSERVE AND RECORD PROPERTIES OF OBJECTS, INCLUDING RELATIVE SIZE AND MASS, SUCH AS BIGGER OR SMALLER AND HEAVIER OR LIGHTER, SHAPE, COLOR, AND TEXTURE

(6) FORCE, MOTION, AND ENERGY. THE STUDENT KNOWS THAT ENERGY, FORCE, AND MOTION ARE RELATED AND ARE A PART OF THEIR EVERYDAY LIFE. THE STUDENT IS EXPECTED TO:

(D) OBSERVE AND DESCRIBE THE WAYS THAT OBJECTS CAN MOVE SUCH AS IN A STRAIGHT LINE, ZIGZAG, UP AND DOWN, BACK AND FORTH, ROUND AND ROUND, AND FAST AND SLOW.

§113.11. SOCIAL STUDIES, KINDERGARTEN, BEGINNING WITH SCHOOL YEAR 2011-2012. (8) GOVERNMENT. THE STUDENT UNDERSTANDS THE PURPOSE OF RULES. THE STUDENT IS EXPECTED TO:

(A) IDENTIFY PURPOSES FOR HAVING RULES; AND (B) IDENTIFY RULES THAT PROVIDE ORDER, SECURITY, AND SAFETY IN THE HOME AND SCHOOL.

(9) GOVERNMENT. THE STUDENT UNDERSTANDS THE ROLE OF AUTHORITY FIGURES. THE STUDENT IS EXPECTED TO: (B) EXPLAIN HOW AUTHORITY FIGURES MAKE AND ENFORCE RULES.

(14) SOCIAL STUDIES SKILLS. THE STUDENT APPLIES CRITICAL-THINKING SKILLS TO ORGANIZE AND USE INFORMATION ACQUIRED FROM A VARIETY OF VALID SOURCES, INCLUDING ELECTRONIC TECHNOLOGY. THE STUDENT IS EXPECTED TO:

(B) OBTAIN INFORMATION ABOUT A TOPIC USING A VARIETY OF VALID VISUAL SOURCES SUCH AS PICTURES, SYMBOLS, ELECTRONIC MEDIA, PRINT MATERIAL, AND ARTIFACTS

(15) SOCIAL STUDIES SKILLS. THE STUDENT COMMUNICATES IN ORAL AND VISUAL FORMS. THE STUDENT IS EXPECTED TO: (A) EXPRESS IDEAS ORALLY BASED ON KNOWLEDGE AND EXPERIENCES; AND (B) CREATE AND INTERPRET VISUALS, INCLUDING PICTURES AND MAPS.

(16) SOCIAL STUDIES SKILLS. THE STUDENT USES PROBLEM-SOLVING AND DECISION-MAKING SKILLS, WORKING INDEPENDENTLY AND WITH OTHERS, IN A VARIETY OF SETTINGS. THE STUDENT IS EXPECTED TO:

(B) USE A DECISION-MAKING PROCESS TO IDENTIFY A SITUATION THAT REQUIRES A DECISION, GATHER INFORMATION, GENERATE OPTIONS, PREDICT OUTCOMES, TAKE ACTION TO IMPLEMENT A DECISION, AND REFLECT ON THE EFFECTIVENESS OF THE DECISION.

§116.2. PHYSICAL EDUCATION, KINDERGARTEN. (3) PHYSICAL ACTIVITY AND HEALTH. THE STUDENT EXHIBITS A HEALTH ENHANCING, PHYSICALLY-ACTIVE LIFESTYLE THAT IMPROVES HEALTH AND PROVIDES OPPORTUNITIES FOR ENJOYMENT AND CHALLENGE. THE STUDENT IS EXPECTED TO:

(A) DESCRIBE AND SELECT PHYSICAL ACTIVITIES THAT PROVIDE OPPORTUNITIES FOR ENJOYMENT AND CHALLENGE (6) SOCIAL DEVELOPMENT. THE STUDENT UNDERSTANDS BASIC COMPONENTS SUCH AS STRATEGIES AND RULES OF STRUCTURED PHYSICAL ACTIVITIES INCLUDING, BUT NOT LIMITED TO, GAMES, SPORTS, DANCE, AND GYMNASTICS. THE STUDENT IS EXPECTED TO:

(A) RESPOND APPROPRIATELY TO STARTING AND STOPPING SIGNALS; AND (B) DEMONSTRATE THE ABILITY TO PLAY WITHIN BOUNDARIES DURING GAMES AND ACTIVITIES

(7) SOCIAL DEVELOPMENT. THE STUDENT DEVELOPS POSITIVE SELF-MANAGEMENT AND SOCIAL SKILLS NEEDED TO WORK INDEPENDENTLY AND WITH OTHERS IN PHYSICAL ACTIVITY SETTINGS. THE STUDENT IS EXPECTED TO:

(A) FOLLOW RULES, PROCEDURES, AND SAFE PRACTICES; (B) WORK IN A GROUP SETTING IN COOPERATION WITH OTHERS; AND (C) SHARE SPACE AND EQUIPMENT WITH OTHERS.

§117.103. MUSIC, KINDERGARTEN, ADOPTED 2013.(2) CREATIVE EXPRESSION. THE STUDENT PERFORMS A VARIED REPERTOIRE OF DEVELOPMENTALLY APPROPRIATE MUSIC IN INFORMAL OR FORMAL SETTINGS. THE STUDENT IS EXPECTED TO:

(C) MOVE ALONE OR WITH OTHERS TO A VARIED REPERTOIRE OF MUSIC USING GROSS AND FINE LOCOMOTOR AND NON-LOCOMOTOR MOVEMENT(4) CRITICAL EVALUATION AND RESPONSE. THE STUDENT LISTENS TO, RESPONDS TO, AND EVALUATES MUSIC AND MUSICAL PERFORMANCES. THE STUDENT IS EXPECTED TO:

(A) IDENTIFY AND DEMONSTRATE APPROPRIATE AUDIENCE BEHAVIOR DURING LIVE OR RECORDED PERFORMANCES§117.104. THEATRE, KINDERGARTEN, ADOPTED 2013. (1) FOUNDATIONS: INQUIRY AND UNDERSTANDING. THE STUDENT DEVELOPS CONCEPTS ABOUT SELF, HUMAN RELATIONSHIPS, AND THE ENVIRONMENT USING ELEMENTS OF DRAMA AND CONVENTIONS OF THEATRE. THE STUDENT IS EXPECTED TO:

(A) DEVELOP SELF-AWARENESS THROUGH DRAMATIC PLAY; (B) EXPLORE SPACE USING EXPRESSIVE MOVEMENT

(2) CREATIVE EXPRESSION: PERFORMANCE. THE STUDENT INTERPRETS CHARACTERS USING THE VOICE AND BODY EXPRESSIVELY AND CREATES DRAMATIZATIONS. THE STUDENT IS EXPECTED TO:

(A) DEMONSTRATE SAFE USE OF MOVEMENT AND VOICE; (B) ASSUME ROLES THROUGH IMITATION AND RECREATION; (C) IDENTIFY THE CHARACTERISTICS OF DRAMATIC PLAY; AND (D) PARTICIPATE IN DRAMATIC PLAY.

(3) CREATIVE EXPRESSION: PRODUCTION. THE STUDENT APPLIES DESIGN, DIRECTING, AND THEATRE PRODUCTION CONCEPTS AND SKILLS. THE STUDENT IS EXPECTED TO:

(C) REHEARSE DRAMATIC PLAY; AND (D) COOPERATE WITH OTHERS IN DRAMATIC PLAY

(5) CRITICAL EVALUATION AND RESPONSE. THE STUDENT RESPONDS TO AND EVALUATES THEATRE AND THEATRICAL PERFORMANCES. THE STUDENT IS EXPECTED TO: (A) DISCUSS, PRACTICE, AND DISPLAY APPROPRIATE AUDIENCE BEHAVIOR; AND (B) RESPOND TO DRAMATIC ACTIVITIES THROUGH DISCUSSION.

§126.6. TECHNOLOGY APPLICATIONS, KINDERGARTEN-GRADE 2(1) CREATIVITY AND INNOVATION. THE STUDENT USES CREATIVE THINKING AND INNOVATIVE PROCESSES TO CONSTRUCT KNOWLEDGE AND DEVELOP DIGITAL

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PRODUCTS. THE STUDENT IS EXPECTED TO: (A) APPLY PRIOR KNOWLEDGE TO DEVELOP NEW IDEAS, PRODUCTS, AND PROCESSES; (B) CREATE ORIGINAL PRODUCTS USING A VARIETY OF RESOURCES; (D) CREATE AND EXECUTE STEPS TO ACCOMPLISH A TASK

(2) COMMUNICATION AND COLLABORATION. THE STUDENT COLLABORATES AND COMMUNICATES BOTH LOCALLY AND GLOBALLY USING DIGITAL TOOLS AND RESOURCES TO REINFORCE AND PROMOTE LEARNING. THE STUDENT IS EXPECTED TO:

(A) USE COMMUNICATION TOOLS THAT ALLOW FOR ANYTIME, ANYWHERE ACCESS TO INTERACT, COLLABORATE, OR PUBLISH WITH PEERS LOCALLY AND GLOBALLY

(3) RESEARCH AND INFORMATION FLUENCY. THE STUDENT ACQUIRES AND EVALUATES DIGITAL CONTENT. THE STUDENT IS EXPECTED TO: (A) USE SEARCH STRATEGIES TO ACCESS INFORMATION TO GUIDE INQUIRY; (B) USE RESEARCH SKILLS TO BUILD A KNOWLEDGE BASE REGARDING A TOPIC, TASK, OR ASSIGNMENT; AND (C) EVALUATE THE USEFULNESS OF ACQUIRED DIGITAL CONTENT.

FIRST GRADE

§110.12. ENGLISH LANGUAGE ARTS AND READING, GRADE 1, BEGINNING WITH SCHOOL YEAR 2009-2010. (1) READING/BEGINNING READING SKILLS/PRINT AWARENESS. STUDENTS UNDERSTAND HOW ENGLISH IS WRITTEN AND PRINTED. STUDENTS ARE EXPECTED TO:

(A) RECOGNIZE THAT SPOKEN WORDS ARE REPRESENTED IN WRITTEN ENGLISH BY SPECIFIC SEQUENCES OF LETTERS (4) READING/BEGINNING READING/STRATEGIES. STUDENTS COMPREHEND A VARIETY OF TEXTS DRAWING ON USEFUL STRATEGIES AS NEEDED. STUDENTS ARE EXPECTED TO:

(B) ASK RELEVANT QUESTIONS, SEEK CLARIFICATION, AND LOCATE FACTS AND DETAILS ABOUT STORIES AND OTHER TEXTS(5) READING/FLUENCY. STUDENTS READ GRADE-LEVEL TEXT WITH FLUENCY AND COMPREHENSION. STUDENTS ARE EXPECTED TO READ ALOUD GRADE-LEVEL APPROPRIATE TEXT WITH FLUENCY (RATE, ACCURACY, EXPRESSION, APPROPRIATE PHRASING) AND COMPREHENSION. (6) READING/VOCABULARY DEVELOPMENT. STUDENTS UNDERSTAND NEW VOCABULARY AND USE IT WHEN READING AND WRITING. STUDENTS ARE EXPECTED TO:

(B) DETERMINE THE MEANING OF COMPOUND WORDS USING KNOWLEDGE OF THE MEANING OF THEIR INDIVIDUAL COMPONENT WORDS (E.G., LUNCHTIME); (C) DETERMINE WHAT WORDS MEAN FROM HOW THEY ARE USED IN A SENTENCE, EITHER HEARD OR READ

(7) READING/COMPREHENSION OF LITERARY TEXT/THEME AND GENRE. STUDENTS ANALYZE, MAKE INFERENCES AND DRAW CONCLUSIONS ABOUT THEME AND GENRE IN DIFFERENT CULTURAL, HISTORICAL, AND CONTEMPORARY CONTEXTS AND PROVIDE EVIDENCE FROM THE TEXT TO SUPPORT THEIR UNDERSTANDING. STUDENTS ARE EXPECTED TO:

(B) EXPLAIN THE FUNCTION OF RECURRING PHRASES (E.G., «ONCE UPON A TIME» OR «THEY LIVED HAPPILY EVER AFTER») IN TRADITIONAL FOLK- AND FAIRY TALES

(9) READING/COMPREHENSION OF LITERARY TEXT/FICTION. STUDENTS UNDERSTAND, MAKE INFERENCES AND DRAW CONCLUSIONS ABOUT THE STRUCTURE AND ELEMENTS OF FICTION AND PROVIDE EVIDENCE FROM TEXT TO SUPPORT THEIR UNDERSTANDING. STUDENTS ARE EXPECTED TO:

(A) DESCRIBE THE PLOT (PROBLEM AND SOLUTION) AND RETELL A STORY›S BEGINNING, MIDDLE, AND END WITH ATTENTION TO THE SEQUENCE OF EVENTS; AND (B) DESCRIBE CHARACTERS IN A STORY AND THE REASONS FOR THEIR ACTIONS AND FEELINGS.

(12) READING/COMPREHENSION OF TEXT/INDEPENDENT READING. STUDENTS READ INDEPENDENTLY FOR SUSTAINED PERIODS OF TIME AND PRODUCE EVIDENCE OF THEIR READING. STUDENTS ARE EXPECTED TO READ INDEPENDENTLY FOR A SUSTAINED PERIOD OF TIME. (14) READING/COMPREHENSION OF INFORMATIONAL TEXT/EXPOSITORY TEXT. STUDENTS ANALYZE, MAKE INFERENCES AND DRAW CONCLUSIONS ABOUT EXPOSITORY TEXT AND PROVIDE EVIDENCE FROM TEXT TO SUPPORT THEIR UNDERSTANDING. STUDENTS ARE EXPECTED TO:

(A) RESTATE THE MAIN IDEA, HEARD OR READ; (B) IDENTIFY IMPORTANT FACTS OR DETAILS IN TEXT, HEARD OR READ; (C) RETELL THE ORDER OF EVENTS IN A TEXT BY REFERRING TO THE WORDS AND/OR ILLUSTRATIONS

(17) WRITING/WRITING PROCESS. STUDENTS USE ELEMENTS OF THE WRITING PROCESS (PLANNING, DRAFTING, REVISING, EDITING, AND PUBLISHING) TO COMPOSE TEXT. STUDENTS ARE EXPECTED TO:

(A) PLAN A FIRST DRAFT BY GENERATING IDEAS FOR WRITING (E.G., DRAWING, SHARING IDEAS, LISTING KEY IDEAS); (B) DEVELOP DRAFTS BY SEQUENCING IDEAS THROUGH WRITING SENTENCES; (C) REVISE DRAFTS BY ADDING OR DELETING A WORD, PHRASE, OR SENTENCE; (D) EDIT DRAFTS FOR GRAMMAR, PUNCTUATION, AND SPELLING USING A TEACHER-DEVELOPED RUBRIC; AND (E) PUBLISH AND SHARE WRITING WITH OTHERS.

(19) WRITING/EXPOSITORY AND PROCEDURAL TEXTS. STUDENTS WRITE EXPOSITORY AND PROCEDURAL OR WORK-RELATED TEXTS TO COMMUNICATE IDEAS AND INFORMATION TO SPECIFIC AUDIENCES FOR SPECIFIC PURPOSES. STUDENTS ARE EXPECTED TO:

(C) WRITE BRIEF COMMENTS ON LITERARY OR INFORMATIONAL TEXTS. (24) RESEARCH/GATHERING SOURCES. STUDENTS DETERMINE, LOCATE, AND EXPLORE THE FULL RANGE OF RELEVANT SOURCES ADDRESSING A RESEARCH QUESTION AND SYSTEMATICALLY RECORD THE INFORMATION THEY GATHER. STUDENTS (WITH ADULT ASSISTANCE) ARE EXPECTED TO:

(A) GATHER EVIDENCE FROM AVAILABLE SOURCES (NATURAL AND PERSONAL) AS WELL AS FROM INTERVIEWS WITH LOCAL EXPERTS; (B) USE TEXT FEATURES (E.G., TABLE OF CONTENTS, ALPHABETIZED INDEX) IN AGE-APPROPRIATE REFERENCE WORKS (E.G., PICTURE DICTIONARIES) TO LOCATE INFORMATION; AND (C) RECORD BASIC INFORMATION IN SIMPLE VISUAL FORMATS (E.G., NOTES, CHARTS, PICTURE GRAPHS, DIAGRAMS)

(25) RESEARCH/SYNTHESIZING INFORMATION. STUDENTS CLARIFY RESEARCH QUESTIONS AND EVALUATE AND SYNTHESIZE COLLECTED INFORMATION. STUDENTS (WITH ADULT ASSISTANCE) ARE EXPECTED TO REVISE THE TOPIC AS A RESULT OF ANSWERS TO INITIAL RESEARCH QUESTIONS. (26) RESEARCH/ORGANIZING AND PRESENTING IDEAS. STUDENTS ORGANIZE AND PRESENT THEIR IDEAS AND INFORMATION ACCORDING TO THE PURPOSE OF THE RESEARCH AND THEIR AUDIENCE. STUDENTS (WITH ADULT ASSISTANCE) ARE EXPECTED TO CREATE A VISUAL DISPLAY OR DRAMATIZATION TO CONVEY THE RESULTS OF THE RESEARCH. (27) LISTENING AND SPEAKING/LISTENING. STUDENTS USE COMPREHENSION SKILLS TO LISTEN ATTENTIVELY TO OTHERS IN FORMAL AND INFORMAL SETTINGS. STUDENTS CONTINUE TO APPLY EARLIER STANDARDS WITH GREATER COMPLEXITY. STUDENTS ARE EXPECTED TO:

(A) LISTEN ATTENTIVELY TO SPEAKERS AND ASK RELEVANT QUESTIONS TO CLARIFY INFORMATION; AND (B) FOLLOW, RESTATE, AND GIVE ORAL INSTRUCTIONS THAT INVOLVE A SHORT RELATED SEQUENCE OF ACTIONS

(28) LISTENING AND SPEAKING/SPEAKING. STUDENTS SPEAK CLEARLY AND TO THE POINT, USING THE CONVENTIONS OF LANGUAGE. STUDENTS CONTINUE TO APPLY EARLIER STANDARDS WITH GREATER COMPLEXITY. STUDENTS ARE EXPECTED TO SHARE INFORMATION AND IDEAS ABOUT THE TOPIC UNDER DISCUSSION, SPEAKING CLEARLY AT AN APPROPRIATE PACE, USING THE CONVENTIONS OF LANGUAGE. (29) LISTENING AND SPEAKING/TEAMWORK. STUDENTS WORK PRODUCTIVELY WITH OTHERS IN TEAMS. STUDENTS CONTINUE TO APPLY EARLIER STANDARDS

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WITH GREATER COMPLEXITY. STUDENTS ARE EXPECTED TO FOLLOW AGREED-UPON RULES FOR DISCUSSION, INCLUDING LISTENING TO OTHERS, SPEAKING WHEN RECOGNIZED, AND MAKING APPROPRIATE CONTRIBUTIONS.

READING AND COMPREHENSION SKILLS—FIRST GRADEREADING/COMPREHENSION SKILLS. STUDENTS USE A FLEXIBLE RANGE OF METACOGNITIVE READING SKILLS IN BOTH ASSIGNED AND INDEPENDENT READING TO UNDERSTAND AN AUTHOR’S MESSAGE. STUDENTS WILL CONTINUE TO APPLY EARLIER STANDARDS WITH GREATER DEPTH IN INCREASINGLY MORE COMPLEX TEXTS AS THEY BECOME SELF-DIRECTED, CRITICAL READERS. THE STUDENT IS EXPECTED TO:

(A) ESTABLISH PURPOSES FOR READING SELECTED TEXTS BASED UPON DESIRED OUTCOME TO ENHANCE COMPREHENSION; (B) ASK LITERAL QUESTIONS OF TEXT; (C) MONITOR AND ADJUST COMPREHENSION (E.G., USING BACKGROUND KNOWLEDGE, CREATING SENSORY IMAGES, RE-READING A PORTION ALOUD); (E) RETELL OR ACT OUT IMPORTANT EVENTS IN STORIES IN LOGICAL ORDER; AND

§111.3. MATHEMATICS, GRADE 1, ADOPTED 2012. (1) MATHEMATICAL PROCESS STANDARDS. THE STUDENT USES MATHEMATICAL PROCESSES TO ACQUIRE AND DEMONSTRATE MATHEMATICAL UNDERSTANDING. THE STUDENT IS EXPECTED TO:

(C) SELECT TOOLS, INCLUDING REAL OBJECTS, MANIPULATIVES, PAPER AND PENCIL, AND TECHNOLOGY AS APPROPRIATE, AND TECHNIQUES, INCLUDING MENTAL MATH, ESTIMATION, AND NUMBER SENSE AS APPROPRIATE, TO SOLVE PROBLEMS; (D) COMMUNICATE MATHEMATICAL IDEAS, REASONING, AND THEIR IMPLICATIONS USING MULTIPLE REPRESENTATIONS, INCLUDING SYMBOLS, DIAGRAMS, GRAPHS, AND LANGUAGE AS APPROPRIATE; (E) CREATE AND USE REPRESENTATIONS TO ORGANIZE, RECORD, AND COMMUNICATE MATHEMATICAL IDEAS

(2) NUMBER AND OPERATIONS. THE STUDENT APPLIES MATHEMATICAL PROCESS STANDARDS TO REPRESENT AND COMPARE WHOLE NUMBERS, THE RELATIVE POSITION AND MAGNITUDE OF WHOLE NUMBERS, AND RELATIONSHIPS WITHIN THE NUMERATION SYSTEM RELATED TO PLACE VALUE. THE STUDENT IS EXPECTED TO:

(C) USE OBJECTS, PICTURES, AND EXPANDED AND STANDARD FORMS TO REPRESENT NUMBERS UP TO 120 (7) GEOMETRY AND MEASUREMENT. THE STUDENT APPLIES MATHEMATICAL PROCESS STANDARDS TO SELECT AND USE UNITS TO DESCRIBE LENGTH AND TIME. THE STUDENT IS EXPECTED TO:

(A) USE MEASURING TOOLS TO MEASURE THE LENGTH OF OBJECTS TO REINFORCE THE CONTINUOUS NATURE OF LINEAR MEASUREMENT§112.12. SCIENCE, GRADE 1, BEGINNING WITH SCHOOL YEAR 2010-2011. (2) SCIENTIFIC INVESTIGATION AND REASONING. THE STUDENT DEVELOPS ABILITIES TO ASK QUESTIONS AND SEEK ANSWERS IN CLASSROOM AND OUTDOOR INVESTIGATIONS. THE STUDENT IS EXPECTED TO:

(A) ASK QUESTIONS ABOUT ORGANISMS, OBJECTS, AND EVENTS OBSERVED IN THE NATURAL WORLD; (B) PLAN AND CONDUCT SIMPLE DESCRIPTIVE INVESTIGATIONS SUCH AS WAYS OBJECTS MOVE; (C) COLLECT DATA AND MAKE OBSERVATIONS USING SIMPLE EQUIPMENT SUCH AS HAND LENSES, PRIMARY BALANCES, AND NON-STANDARD MEASUREMENT TOOLS; (D) RECORD AND ORGANIZE DATA USING PICTURES, NUMBERS, AND WORDS; AND (E) COMMUNICATE OBSERVATIONS AND PROVIDE REASONS FOR EXPLANATIONS USING STUDENT-GENERATED DATA FROM SIMPLE DESCRIPTIVE INVESTIGATIONS.

(5) MATTER AND ENERGY. THE STUDENT KNOWS THAT OBJECTS HAVE PROPERTIES AND PATTERNS. THE STUDENT IS EXPECTED TO(A) CLASSIFY OBJECTS BY OBSERVABLE PROPERTIES OF THE MATERIALS FROM WHICH THEY ARE MADE SUCH AS LARGER AND SMALLER, HEAVIER AND LIGHTER, SHAPE, COLOR, AND TEXTURE

(6) FORCE, MOTION, AND ENERGY. THE STUDENT KNOWS THAT FORCE, MOTION, AND ENERGY ARE RELATED AND ARE A PART OF EVERYDAY LIFE. THE STUDENT IS EXPECTED TO:

(C) DESCRIBE THE CHANGE IN THE LOCATION OF AN OBJECT SUCH AS CLOSER TO, NEARER TO, AND FARTHER FROM; AND (D) DEMONSTRATE AND RECORD THE WAYS THAT OBJECTS CAN MOVE SUCH AS IN A STRAIGHT LINE, ZIG ZAG, UP AND DOWN, BACK AND FORTH, ROUND AND ROUND, AND FAST AND SLOW.

§113.12. SOCIAL STUDIES, GRADE 1, BEGINNING WITH SCHOOL YEAR 2011-2012. (11) GOVERNMENT. THE STUDENT UNDERSTANDS THE PURPOSE OF RULES AND LAWS. THE STUDENT IS EXPECTED TO:

(A) EXPLAIN THE PURPOSE FOR RULES AND LAWS IN THE HOME, SCHOOL, AND COMMUNITY(12) GOVERNMENT. THE STUDENT UNDERSTANDS THE ROLE OF AUTHORITY FIGURES, PUBLIC OFFICIALS, AND CITIZENS. THE STUDENT IS EXPECTED TO:

(A) IDENTIFY THE RESPONSIBILITIES OF AUTHORITY FIGURES IN THE HOME, SCHOOL, AND COMMUNITY (17) SOCIAL STUDIES SKILLS. THE STUDENT APPLIES CRITICAL-THINKING SKILLS TO ORGANIZE AND USE INFORMATION ACQUIRED FROM A VARIETY OF VALID SOURCES, INCLUDING ELECTRONIC TECHNOLOGY. THE STUDENT IS EXPECTED TO:

(A) OBTAIN INFORMATION ABOUT A TOPIC USING A VARIETY OF VALID ORAL SOURCES SUCH AS CONVERSATIONS, INTERVIEWS, AND MUSIC; (B) OBTAIN INFORMATION ABOUT A TOPIC USING A VARIETY OF VALID VISUAL SOURCES SUCH AS PICTURES, SYMBOLS, ELECTRONIC MEDIA, MAPS,

LITERATURE, AND ARTIFACTS; AND (C) SEQUENCE AND CATEGORIZE INFORMATION.

(18) SOCIAL STUDIES SKILLS. THE STUDENT COMMUNICATES IN ORAL, VISUAL, AND WRITTEN FORMS. THE STUDENT IS EXPECTED TO:(A) EXPRESS IDEAS ORALLY BASED ON KNOWLEDGE AND EXPERIENCES; AND (B) CREATE AND INTERPRET VISUAL AND WRITTEN MATERIAL.

(19) SOCIAL STUDIES SKILLS. THE STUDENT USES PROBLEM-SOLVING AND DECISION-MAKING SKILLS, WORKING INDEPENDENTLY AND WITH OTHERS, IN A VARIETY OF SETTINGS. THE STUDENT IS EXPECTED TO:

(B) USE A DECISION-MAKING PROCESS TO IDENTIFY A SITUATION THAT REQUIRES A DECISION, GATHER INFORMATION, GENERATE OPTIONS, PREDICT OUTCOMES, TAKE ACTION TO IMPLEMENT A DECISION, AND REFLECT ON THE EFFECTIVENESS OF THAT DECISION.

§116.3. PHYSICAL EDUCATION, GRADE 1. (1) MOVEMENT. THE STUDENT DEMONSTRATES COMPETENCY IN FUNDAMENTAL MOVEMENT PATTERNS AND PROFICIENCY IN A FEW SPECIALIZED MOVEMENT FORMS. THE STUDENT IS EXPECTED TO:

(A) DEMONSTRATE AN AWARENESS OF PERSONAL AND GENERAL SPACE WHILE MOVING AT DIFFERENT DIRECTIONS AND LEVELS SUCH AS HIGH, MEDIUM, AND LOW(D) DEMONSTRATE THE ABILITY TO WORK WITH A PARTNER SUCH AS LEADING AND FOLLOWING; (F) CREATE AND IMITATE MOVEMENT IN RESPONSE TO SELECTED RHYTHMS

(6) SOCIAL DEVELOPMENT. THE STUDENT UNDERSTANDS BASIC COMPONENTS SUCH AS STRATEGIES AND RULES OF STRUCTURED PHYSICAL ACTIVITIES INCLUDING, BUT NOT LIMITED TO, GAMES, SPORTS, DANCE, AND GYMNASTICS. THE STUDENT IS EXPECTED TO:

(A) DEMONSTRATE STARTING AND STOPPING SIGNALS; AND (B) EXPLAIN BOUNDARIES AND RULES FOR SIMPLE GAMES.

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(A) FOLLOW DIRECTIONS AND APPLY SAFE MOVEMENT PRACTICES; (B) INTERACT, COOPERATE, AND RESPECT OTHERS; AND (C) RESOLVE CONFLICTS IN SOCIALLY ACCEPTABLE WAYS SUCH AS TALKING AND ASKING THE TEACHER FOR HELP.

§117.106. MUSIC, GRADE 1, ADOPTED 2013. (3) CREATIVE EXPRESSION. THE STUDENT PERFORMS A VARIED REPERTOIRE OF DEVELOPMENTALLY APPROPRIATE MUSIC IN INFORMAL OR FORMAL SETTINGS. THE STUDENT IS EXPECTED TO:

(C) MOVE ALONE OR WITH OTHERS TO A VARIED REPERTOIRE OF MUSIC USING GROSS AND FINE LOCOMOTOR AND NON-LOCOMOTOR MOVEMENT(6) CRITICAL EVALUATION AND RESPONSE. THE STUDENT LISTENS TO, RESPONDS TO, AND EVALUATES MUSIC AND MUSICAL PERFORMANCES. THE STUDENT IS EXPECTED TO:

(A) IDENTIFY AND DEMONSTRATE APPROPRIATE AUDIENCE BEHAVIOR DURING LIVE OR RECORDED PERFORMANCES§117.107. THEATRE, GRADE 1, ADOPTED 2013. (1) FOUNDATIONS: INQUIRY AND UNDERSTANDING. THE STUDENT DEVELOPS CONCEPTS ABOUT SELF, HUMAN RELATIONSHIPS, AND THE ENVIRONMENT USING ELEMENTS OF DRAMA AND CONVENTIONS OF THEATRE. THE STUDENT IS EXPECTED TO:

(A) DEVELOP CONFIDENCE AND SELF-AWARENESS THROUGH DRAMATIC PLAY(B) DEVELOP SPATIAL AWARENESS IN DRAMATIC PLAY USING EXPRESSIVE AND RHYTHMIC MOVEMENT


(A) DEMONSTRATE SAFE USE OF MOVEMENT AND VOICE; (B) CREATE ROLES THROUGH IMITATION; (C) DRAMATIZE SIMPLE STORIES

(3) CREATIVE EXPRESSION: PRODUCTION. THE STUDENT APPLIES DESIGN, DIRECTING, AND THEATRE PRODUCTION CONCEPTS AND SKILLS. THE STUDENT IS EXPECTED TO:

(C) REHEARSE DRAMATIC PLAY; AND (D) COOPERATE WITH OTHERS IN DRAMATIC PLAY

(5) CRITICAL EVALUATION AND RESPONSE. THE STUDENT RESPONDS TO AND EVALUATES THEATRE AND THEATRICAL PERFORMANCES. THE STUDENT IS EXPECTED TO: (A) DISCUSS, PRACTICE, AND DISPLAY APPROPRIATE AUDIENCE BEHAVIOR; (B) DISCUSS DRAMATIC ACTIVITIES

(C) DISCUSS THE USE OF MUSIC, CREATIVE MOVEMENT, AND VISUAL COMPONENTS IN DRAMATIC PLAY.§126.6. TECHNOLOGY APPLICATIONS, KINDERGARTEN-GRADE 2(SEE END OF KINDERGARTEN FOR TECHNOLOGY TEKS)

SECOND GRADE

§110.13. ENGLISH LANGUAGE ARTS AND READING, GRADE 2, BEGINNING WITH SCHOOL YEAR 2009-2010. (1) READING/BEGINNING READING SKILLS/PRINT AWARENESS. STUDENTS UNDERSTAND HOW ENGLISH IS WRITTEN AND PRINTED. STUDENTS ARE EXPECTED TO DISTINGUISH FEATURES OF A SENTENCE (E.G., CAPITALIZATION OF FIRST WORD, ENDING PUNCTUATION, COMMAS, QUOTATION MARKS). (3) READING/BEGINNING READING/STRATEGIES. STUDENTS COMPREHEND A VARIETY OF TEXTS DRAWING ON USEFUL STRATEGIES AS NEEDED. STUDENTS ARE EXPECTED TO:

(B) ASK RELEVANT QUESTIONS, SEEK CLARIFICATION, AND LOCATE FACTS AND DETAILS ABOUT STORIES AND OTHER TEXTS AND SUPPORT ANSWERS WITH EVIDENCE FROM TEXT

(4) READING/FLUENCY. STUDENTS READ GRADE-LEVEL TEXT WITH FLUENCY AND COMPREHENSION. STUDENTS ARE EXPECTED TO READ ALOUD GRADE-LEVEL APPROPRIATE TEXT WITH FLUENCY (RATE, ACCURACY, EXPRESSION, APPROPRIATE PHRASING) AND COMPREHENSION. (5) READING/VOCABULARY DEVELOPMENT. STUDENTS UNDERSTAND NEW VOCABULARY AND USE IT WHEN READING AND WRITING. STUDENTS ARE EXPECTED TO:

(B) USE CONTEXT TO DETERMINE THE RELEVANT MEANING OF UNFAMILIAR WORDS OR MULTIPLE-MEANING WORDS (6) READING/COMPREHENSION OF LITERARY TEXT/THEME AND GENRE. STUDENTS ANALYZE, MAKE INFERENCES AND DRAW CONCLUSIONS ABOUT THEME AND GENRE IN DIFFERENT CULTURAL, HISTORICAL, AND CONTEMPORARY CONTEXTS AND PROVIDE EVIDENCE FROM THE TEXT TO SUPPORT THEIR UNDERSTANDING. STUDENTS ARE EXPECTED TO:

(B) COMPARE DIFFERENT VERSIONS OF THE SAME STORY IN TRADITIONAL AND CONTEMPORARY FOLKTALES WITH RESPECT TO THEIR CHARACTERS, SETTINGS, AND PLOT

(8) READING/COMPREHENSION OF LITERARY TEXT/DRAMA. STUDENTS UNDERSTAND, MAKE INFERENCES AND DRAW CONCLUSIONS ABOUT THE STRUCTURE AND ELEMENTS OF DRAMA AND PROVIDE EVIDENCE FROM TEXT TO SUPPORT THEIR UNDERSTANDING. STUDENTS ARE EXPECTED TO IDENTIFY THE ELEMENTS OF DIALOGUE AND USE THEM IN INFORMAL PLAYS. (9) READING/COMPREHENSION OF LITERARY TEXT/FICTION. STUDENTS UNDERSTAND, MAKE INFERENCES AND DRAW CONCLUSIONS ABOUT THE STRUCTURE AND ELEMENTS OF FICTION AND PROVIDE EVIDENCE FROM TEXT TO SUPPORT THEIR UNDERSTANDING. STUDENTS ARE EXPECTED TO:

(B) DESCRIBE MAIN CHARACTERS IN WORKS OF FICTION, INCLUDING THEIR TRAITS, MOTIVATIONS, AND FEELINGS(12) READING/COMPREHENSION OF TEXT/INDEPENDENT READING. STUDENTS READ INDEPENDENTLY FOR SUSTAINED PERIODS OF TIME AND PRODUCE EVIDENCE OF THEIR READING. STUDENTS ARE EXPECTED TO READ INDEPENDENTLY FOR A SUSTAINED PERIOD OF TIME AND PARAPHRASE WHAT THE READING WAS ABOUT, MAINTAINING MEANING (15) READING/COMPREHENSION OF INFORMATIONAL TEXT/PROCEDURAL TEXT. STUDENTS UNDERSTAND HOW TO GLEAN AND USE INFORMATION IN PROCEDURAL TEXTS AND DOCUMENTS. STUDENTS ARE EXPECTED TO:

(A) FOLLOW WRITTEN MULTI-STEP DIRECTIONS; AND (17) WRITING/WRITING PROCESS. STUDENTS USE ELEMENTS OF THE WRITING PROCESS (PLANNING, DRAFTING, REVISING, EDITING, AND PUBLISHING) TO COMPOSE TEXT. STUDENTS ARE EXPECTED TO:

(A) PLAN A FIRST DRAFT BY GENERATING IDEAS FOR WRITING (E.G., DRAWING, SHARING IDEAS, LISTING KEY IDEAS); (B) DEVELOP DRAFTS BY SEQUENCING IDEAS THROUGH WRITING SENTENCES; (C) REVISE DRAFTS BY ADDING OR DELETING WORDS, PHRASES, OR SENTENCES; (D) EDIT DRAFTS FOR GRAMMAR, PUNCTUATION, AND SPELLING USING A TEACHER-DEVELOPED RUBRIC; AND (E) PUBLISH AND SHARE WRITING WITH OTHERS.

(18) WRITING/LITERARY TEXTS. STUDENTS WRITE LITERARY TEXTS TO EXPRESS THEIR IDEAS AND FEELINGS ABOUT REAL OR IMAGINED PEOPLE, EVENTS, AND IDEAS.

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STUDENTS ARE EXPECTED TO: (A) WRITE BRIEF STORIES THAT INCLUDE A BEGINNING, MIDDLE, AND END

(19) WRITING/EXPOSITORY AND PROCEDURAL TEXTS. STUDENTS WRITE EXPOSITORY AND PROCEDURAL OR WORK-RELATED TEXTS TO COMMUNICATE IDEAS AND INFORMATION TO SPECIFIC AUDIENCES FOR SPECIFIC PURPOSES. STUDENTS ARE EXPECTED TO:

(C) WRITE BRIEF COMMENTS ON LITERARY OR INFORMATIONAL TEXTS. (24) RESEARCH/RESEARCH PLAN. STUDENTS ASK OPEN-ENDED RESEARCH QUESTIONS AND DEVELOP A PLAN FOR ANSWERING THEM. STUDENTS ARE EXPECTED TO:

(B) DECIDE WHAT SOURCES OF INFORMATION MIGHT BE RELEVANT TO ANSWER THESE QUESTIONS. (25) RESEARCH/GATHERING SOURCES. STUDENTS DETERMINE, LOCATE, AND EXPLORE THE FULL RANGE OF RELEVANT SOURCES ADDRESSING A RESEARCH QUESTION AND SYSTEMATICALLY RECORD THE INFORMATION THEY GATHER. STUDENTS ARE EXPECTED TO:

(A) GATHER EVIDENCE FROM AVAILABLE SOURCES (NATURAL AND PERSONAL) AS WELL AS FROM INTERVIEWS WITH LOCAL EXPERTS; (B) USE TEXT FEATURES (E.G., TABLE OF CONTENTS, ALPHABETIZED INDEX, HEADINGS) IN AGE-APPROPRIATE REFERENCE WORKS (E.G., PICTURE DICTIONARIES) TO LOCATE INFORMATION; AND (C) RECORD BASIC INFORMATION IN SIMPLE VISUAL FORMATS (E.G., NOTES, CHARTS, PICTURE GRAPHS, DIAGRAMS).

(27) RESEARCH/ORGANIZING AND PRESENTING IDEAS. STUDENTS ORGANIZE AND PRESENT THEIR IDEAS AND INFORMATION ACCORDING TO THE PURPOSE OF THE RESEARCH AND THEIR AUDIENCE. STUDENTS (WITH ADULT ASSISTANCE) ARE EXPECTED TO CREATE A VISUAL DISPLAY OR DRAMATIZATION TO CONVEY THE RESULTS OF THE RESEARCH. (28) LISTENING AND SPEAKING/LISTENING. STUDENTS USE COMPREHENSION SKILLS TO LISTEN ATTENTIVELY TO OTHERS IN FORMAL AND INFORMAL SETTINGS. STUDENTS CONTINUE TO APPLY EARLIER STANDARDS WITH GREATER COMPLEXITY. STUDENTS ARE EXPECTED TO:

(A) LISTEN ATTENTIVELY TO SPEAKERS AND ASK RELEVANT QUESTIONS TO CLARIFY INFORMATION; AND (B) FOLLOW, RESTATE, AND GIVE ORAL INSTRUCTIONS THAT INVOLVE A SHORT RELATED SEQUENCE OF ACTIONS.

(30) LISTENING AND SPEAKING/TEAMWORK. STUDENTS WORK PRODUCTIVELY WITH OTHERS IN TEAMS. STUDENTS CONTINUE TO APPLY EARLIER STANDARDS WITH GREATER COMPLEXITY. STUDENTS ARE EXPECTED TO FOLLOW AGREED-UPON RULES FOR DISCUSSION, INCLUDING LISTENING TO OTHERS, SPEAKING WHEN RECOGNIZED, AND MAKING APPROPRIATE CONTRIBUTIONS

READING AND COMPREHENSION SKILLS—SECOND GRADE FIGURE: 19 TAC §110.10(B) READING/COMPREHENSION SKILLS. STUDENTS USE A FLEXIBLE RANGE OF METACOGNITIVE READING SKILLS IN BOTH ASSIGNED AND INDEPENDENT READING TO UNDERSTAND AN AUTHOR’S MESSAGE. STUDENTS WILL CONTINUE TO APPLY EARLIER STANDARDS WITH GREATER DEPTH IN INCREASINGLY MORE COMPLEX TEXTS AS THEY BECOME SELF-DIRECTED, CRITICAL READERS. THE STUDENT IS EXPECTED TO:

(A) ESTABLISH PURPOSES FOR READING SELECTED TEXTS BASED UPON CONTENT TO ENHANCE COMPREHENSION; (B) ASK LITERAL QUESTIONS OF TEXT; (C) MONITOR AND ADJUST COMPREHENSION (E.G., USING BACKGROUND KNOWLEDGE, CREATING SENSORY IMAGES, RE-READING A PORTION ALOUD, GENERATING QUESTIONS); (E) RETELL IMPORTANT EVENTS IN STORIES IN LOGICAL ORDER

§111.4. MATHEMATICS, GRADE 2, ADOPTED 2012. (1) MATHEMATICAL PROCESS STANDARDS. THE STUDENT USES MATHEMATICAL PROCESSES TO ACQUIRE AND DEMONSTRATE MATHEMATICAL UNDERSTANDING. THE STUDENT IS EXPECTED TO:

(C) SELECT TOOLS, INCLUDING REAL OBJECTS, MANIPULATIVES, PAPER AND PENCIL, AND TECHNOLOGY AS APPROPRIATE, AND TECHNIQUES, INCLUDING MENTAL MATH, ESTIMATION, AND NUMBER SENSE AS APPROPRIATE, TO SOLVE PROBLEMS; (D) COMMUNICATE MATHEMATICAL IDEAS, REASONING, AND THEIR IMPLICATIONS USING MULTIPLE REPRESENTATIONS, INCLUDING SYMBOLS, DIAGRAMS, GRAPHS, AND LANGUAGE AS APPROPRIATE; (E) CREATE AND USE REPRESENTATIONS TO ORGANIZE, RECORD, AND COMMUNICATE MATHEMATICAL IDEAS

(2) NUMBER AND OPERATIONS. THE STUDENT APPLIES MATHEMATICAL PROCESS STANDARDS TO UNDERSTAND HOW TO REPRESENT AND COMPARE WHOLE NUMBERS, THE RELATIVE POSITION AND MAGNITUDE OF WHOLE NUMBERS, AND RELATIONSHIPS WITHIN THE NUMERATION SYSTEM RELATED TO PLACE VALUE. THE STUDENT IS EXPECTED TO: (F) NAME THE WHOLE NUMBER THAT CORRESPONDS TO A SPECIFIC POINT ON A NUMBER LINE.(9) GEOMETRY AND MEASUREMENT. THE STUDENT APPLIES MATHEMATICAL PROCESS STANDARDS TO SELECT AND USE UNITS TO DESCRIBE LENGTH, AREA, AND TIME. THE STUDENT IS EXPECTED TO:

(D) DETERMINE THE LENGTH OF AN OBJECT TO THE NEAREST MARKED UNIT USING RULERS, YARDSTICKS, METER STICKS, OR MEASURING TAPES§112.13. SCIENCE, GRADE 2, BEGINNING WITH SCHOOL YEAR 2010-2011(2) SCIENTIFIC INVESTIGATION AND REASONING. THE STUDENT DEVELOPS ABILITIES NECESSARY TO DO SCIENTIFIC INQUIRY IN CLASSROOM AND OUTDOOR INVESTIGATIONS. THE STUDENT IS EXPECTED TO:

(A) ASK QUESTIONS ABOUT ORGANISMS, OBJECTS, AND EVENTS DURING OBSERVATIONS AND INVESTIGATIONS; (C) COLLECT DATA FROM OBSERVATIONS USING SIMPLE EQUIPMENT SUCH AS HAND LENSES, PRIMARY BALANCES, THERMOMETERS, AND NON-

STANDARD MEASUREMENT TOOLS; (D) RECORD AND ORGANIZE DATA USING PICTURES, NUMBERS, AND WORDS; (E) COMMUNICATE OBSERVATIONS AND JUSTIFY EXPLANATIONS USING STUDENT-GENERATED DATA FROM SIMPLE DESCRIPTIVE INVESTIGATIONS

(6) FORCE, MOTION, AND ENERGY. THE STUDENT KNOWS THAT FORCES CAUSE CHANGE AND ENERGY EXISTS IN MANY FORMS. THE STUDENT IS EXPECTED TO: (A) INVESTIGATE THE EFFECTS ON AN OBJECT BY INCREASING OR DECREASING AMOUNTS OF LIGHT, HEAT, AND SOUND ENERGY SUCH AS HOW THE COLOR OF AN OBJECT APPEARS DIFFERENT IN DIMMER LIGHT OR HOW HEAT MELTS BUTTER; (D) COMPARE PATTERNS OF MOVEMENT OF OBJECTS SUCH AS SLIDING, ROLLING, AND SPINNING.

§113.13. SOCIAL STUDIES, GRADE 2, BEGINNING WITH SCHOOL YEAR 2011-2012. (18) SOCIAL STUDIES SKILLS. THE STUDENT APPLIES CRITICAL-THINKING SKILLS TO ORGANIZE AND USE INFORMATION ACQUIRED FROM A VARIETY OF VALID SOURCES, INCLUDING ELECTRONIC TECHNOLOGY. THE STUDENT IS EXPECTED TO:

(B) OBTAIN INFORMATION ABOUT A TOPIC USING A VARIETY OF VALID VISUAL SOURCES SUCH AS PICTURES, MAPS, ELECTRONIC SOURCES, LITERATURE, REFERENCE SOURCES, AND ARTIFACTS; (C) USE VARIOUS PARTS OF A SOURCE, INCLUDING THE TABLE OF CONTENTS, GLOSSARY, AND INDEX, AS WELL AS KEYWORD INTERNET SEARCHES TO LOCATE INFORMATION; (D) SEQUENCE AND CATEGORIZE INFORMATION; AND (E) INTERPRET ORAL, VISUAL, AND PRINT MATERIAL BY IDENTIFYING THE MAIN IDEA, PREDICTING, AND COMPARING AND CONTRASTING.

(19) SOCIAL STUDIES SKILLS. THE STUDENT COMMUNICATES IN WRITTEN, ORAL, AND VISUAL FORMS. THE STUDENT IS EXPECTED TO: (A) EXPRESS IDEAS ORALLY BASED ON KNOWLEDGE AND EXPERIENCES; AND (B) CREATE WRITTEN AND VISUAL MATERIAL SUCH AS STORIES, POEMS, MAPS, AND GRAPHIC ORGANIZERS TO EXPRESS IDEAS

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§116.4. PHYSICAL EDUCATION, GRADE 2. (1) MOVEMENT. THE STUDENT DEMONSTRATES COMPETENCY IN FUNDAMENTAL MOVEMENT PATTERNS AND PROFICIENCY IN A FEW SPECIALIZED MOVEMENT FORMS. THE STUDENT IS EXPECTED TO:

(C) COMBINE SHAPES, LEVELS, AND PATHWAYS INTO SIMPLE SEQUENCES (J) DEMONSTRATE THE ABILITY TO MIRROR A PARTNER


(A) DISPLAY GOOD SPORTSMANSHIP; AND (B) TREAT OTHERS WITH RESPECT DURING PLAY.

§117.109. MUSIC, GRADE 2, ADOPTED 2013. (3) CREATIVE EXPRESSION. THE STUDENT PERFORMS A VARIED REPERTOIRE OF DEVELOPMENTALLY APPROPRIATE MUSIC IN INFORMAL OR FORMAL SETTINGS. THE STUDENT IS EXPECTED TO:

(C) MOVE ALONE OR WITH OTHERS TO A VARIED REPERTOIRE OF MUSIC USING GROSS AND FINE LOCOMOTOR AND NON-LOCOMOTOR MOVEMENT§117.110. THEATRE, GRADE 2, ADOPTED 2013.(1) FOUNDATIONS: INQUIRY AND UNDERSTANDING. THE STUDENT DEVELOPS CONCEPTS ABOUT SELF, HUMAN RELATIONSHIPS, AND THE ENVIRONMENT USING ELEMENTS OF DRAMA AND CONVENTIONS OF THEATRE. THE STUDENT IS EXPECTED TO:

(B) EXPAND SPATIAL AWARENESS IN DRAMATIC PLAY USING EXPRESSIVE AND RHYTHMIC MOVEMENT; (C) PARTICIPATE IN DRAMATIC PLAY USING ACTIONS, SOUNDS, AND DIALOGUE; AND (D) ROLE PLAY, IMITATE, AND RECREATE DIALOGUE.


(A) DEMONSTRATE SAFE USE OF MOVEMENT AND VOICE; (B) ROLE PLAY IN REAL LIFE AND IMAGINATIVE SITUATIONS THROUGH NARRATIVE PANTOMIME, DRAMATIC PLAY, AND STORY DRAMATIZATION; (C) CREATE DRAMATIZATIONS OF LIMITED-ACTION STORIES USING SIMPLE PANTOMIME OR PUPPETRY

(5) CRITICAL EVALUATION AND RESPONSE. THE STUDENT RESPONDS TO AND EVALUATES THEATRE AND THEATRICAL PERFORMANCES. THE STUDENT IS EXPECTED TO: (A) DISCUSS, PRACTICE, AND DISPLAY APPROPRIATE AUDIENCE BEHAVIOR; (B) REACT TO AND DISCUSS DRAMATIC ACTIVITIES; AND (C) INTEGRATE MUSIC, CREATIVE MOVEMENT, AND VISUAL COMPONENTS IN DRAMATIC PLAY.

§126.6. TECHNOLOGY APPLICATIONS, KINDERGARTEN-GRADE 2

(SEE END OF KINDERGARTEN FOR TECHNOLOGY TEKS)

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