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Refine gross and fine locomotor skills through repetition.
Access Point #: DA.K.S.3.In.0
Access Point Standards

Visit the specific benchmark webpage to find related instructional resources.

  • DA.K.S.3.1: Refine gross- and fine-locomotor skills through repetition.
  • DA.K.S.3.2: Imitate simple exercises for strengthening and stretching the body.
  • DA.K.S.3.3: Develop kinesthetic awareness by maintaining personal space and moving in pathways through space.
Access Point Information
Number:
DA.K.S.3.In.0
Category:
Independent
Date Adopted or Revised:
12/10
Enduring Understanding:
Through purposeful practice, artists learn to manage, master, and refine simple, then complex, skills and techniques.
Access Point Courses
  • Music: K-5 (#7713010): Music K – 5 is an access course which is intended only for students with significant cognitive disabilities. Access courses are designed to provide tiered access to the general curriculum through three levels of access points (participatory, supported, and independent), which reflect increasing levels of complexity and depth of knowledge aligned with grade-level expectations. The access points included in access courses are intentionally designed to foster high expectations for students with significant cognitive disabilities.

    The purpose of this course is to enable students with disabilities to develop an awareness and appreciation for music. Music allows students to explore their world through listening, singing, moving and playing instruments. This stimulates the imagination and leads to innovation and creative risk-taking. As they develop basic skills, techniques and processes in music, they strengthen music vocabulary and music literacy, as well as their ability to remember, focus on, process and sequence information. As students sing, play, move and create together, they develop the foundation for important skills such as teamwork, acceptance, respect and responsibility.

  • Dance - Grade Kindergarten (#5003010): Kindergarten students in dance class explore their world through a variety of creative dance concepts, learning strategies, rhythms, stories, songs, manipulatives, images, and creative play to help them express control and imagination, advance motor skills, increase kinesthetic awareness and coordination, and develop social skills. Instruction facilitates their acquisition of knowledge and skills required to self-express, communicate, create with imagination and artistic intent, and infuse concepts from various academic content areas and cultural origins.
  • Music - Grade Kindergarten (#5013060): Kindergarten students in music class explore their environment and music world through a variety of experiences. Singing, listening, and movement activities will form the foundation for musical development, along with thinking, self-expression, and communication skills will be developed through singing, movement, creative musical play, creating, listening, and understanding activities. A variety of carefully chosen music will allow students to gain knowledge of one's self and build understanding, acceptance, and enrichment throughout their lives. By fostering creativity throughout the curriculum, the seeds of innovation will begin to bloom even in these novice learners.
  • Access Music Grade Kindergarten (#7713020): Access Courses: Access courses are intended only for students with a significant cognitive disability. Access courses are designed to provide students with access to the general curriculum. Access points reflect increasing levels of complexity and depth of knowledge aligned with grade-level expectations. The access points included in access courses are intentionally designed to foster high expectations for students with significant cognitive disabilities.

    Access points in the subject areas of science, social studies, art, dance, physical education, theatre, and health provide tiered access to the general curriculum through three levels of access points (Participatory, Supported, and Independent). Access points in English language arts and mathematics do not contain these tiers, but contain Essential Understandings (or EUs). EUs consist of skills at varying levels of complexity and are a resource when planning for instruction.

    The purpose of this course is to enable students with disabilities to develop awareness and appreciation of the visual and performing arts. Art instruction includes experimenting with a variety of concepts and ideas in art while using materials correctly and safely to convey personal interests. Students learn to use accurate art vocabulary during the creative process to describe and talk about their work. Observation skills, prior knowledge and art criticism skills are employed to reflect on and interpret works of art. During the creative process, students use accurate art terms and procedures, as well as time-management and collaborative skills.

    English Language Development ELD Standards Special Notes Section:

    Teachers are required to provide listening, speaking, reading and writing instruction that allows English language learners (ELL) to communicate information, ideas and concepts for academic success in the content area of Language Arts. For the given level of English language proficiency and with visual, graphic, or interactive support, students will interact with grade level words, expressions, sentences and discourse to process or produce language necessary for academic success. The ELD standard should specify a relevant content area concept or topic of study chosen by curriculum developers and teachers which maximizes an ELL’s need for communication and social skills. To access an ELL supporting document which delineates performance definitions and descriptors, please click on the following link: .

    For additional information on the development and implementation of the ELD standards, please contact the Bureau of Student Achievement through Language Acquisition at sala@fldoe.org.