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Create a story about an everyday event involving family members and/or pets using body movements, sounds, and imagination.
Cognition and reflection are required to...
Respond to a performance and share personal preferences about parts of the performance.
Assessing our own and others’ artistic work,...
Recognize that individuals may like different things about a selected story or play.
The processes of critiquing works of art...
Share reactions to a live theatre performance.
e.g., formal or informal in classroom
Pretend to be an animal by imitating its movements and sounds.
Creating, interpreting, and responding in...
e.g., walking, eating, hunting, growling, grunting, roaring
Exhibit age-appropriate dramatic play behaviors.
The 21st-century skills necessary for...
e.g., using imagination, leading and following, following directions
Identify how the elements of place and time can change a story.
The arts reflect and document cultural...
Describe feelings related to watching a play.
Connections among the arts and other...
e.g., happy, sad, surprised, scared
Share opinions about a story with classmates.
Understanding the organizational structure...
Draw a picture of a favorite scene from a play.
The structural rules and conventions of an...
e.g., character, costume, set piece
Compare a story that is read to one that is acted out.
Every art form uses its own unique language,...
Demonstrate appropriate audience behavior at a live performance.
The arts are inherently experiential and...
e.g., listen quietly, applaud
Describe play-acting, pretending, and real life.
Describe personal preferences related to a performance.
Pretend to be a character from a given story.
Development of skills, techniques, and...
Use imagination to show a person at work, using the body and voice to communicate ideas.
Through purposeful practice, artists learn...
Describe the concept of beginning, middle, and ending in stories using dramatic play.
Demonstrate use of the stage space using dramatic play.
New Course Descriptions: Public Opinion Surveys
Request ID: 582 | Abbreviated Title: ABC | Section: Grades Pre-K to 12 Education Course | Grade Group: Elementary
A new course must be created to adapt to the new second grade mathematics common core standards. Currently our courses are aligned with the Florida Standards. The common core standards introduces the incorporation of reading heavily into the mathematics curriculum and many of those standards are not addressed.
The following questionnaire outlines the Standards (a statement describing a specific behavior, action, or competency a student should be able to demonstrate) and Benchmarks (a clear, specific description of knowledge or skill that students should acquire in order to demonstrate achievement of the related standard) currently included in this framework. Please evaluate each Standard and Benchmark and, using the form below rate each one by selected the appropriate rating for the drop down box. Select “Keep” if you feel a line item is an appropriate skills needed to satisfy the justification for this course, “Update” if the item should be updated, “Delete if the item is no longer relevant to this framework.
MACC.K.CC.11: Count to 100 by ones and by tens.
MACC.K.CC.2.5: Count to answer “how many?”
Should a separate course be created to deal with the difference in 2nd grade math common core and state standards?
Suggest Additional Standards/ Benchmarks
Use the form below to suggest additional standards/ benchmarks to align to this course. Type in a standard/ benchmark/ access point ID to begin search then select the item you would like to include and click add.
Type Standard/ Benchmark/ Access Point ID to begin Search
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