Math | Science | Language Arts | Social Studies | Fine Arts
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(1.1) Number, operation, and quantitative reasoning. The student uses whole numbers to describe and compare quantities. |
The student is expected to: |
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Interactive Student (B)
Rm. 108 Don't Wet the Bear |
Interactive Teacher (B)
(B)
Counting to 100 (using
10s and 1s) |
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(1.2) Number, operation, and quantitative reasoning. The student uses pairs of whole numbers to describe fractional parts of whole objects or sets of objects. |
The student is expected to: |
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Interactive Student |
Interactive Teacher |
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(1.3) Number, operation, and quantitative reasoning. The student recognizes and solves problems in addition and subtraction situations. |
The student is expected to: |
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Interactive Student |
Interactive Teacher |
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(1.4) Patterns, relationships, and algebraic thinking. The student uses patterns to make predictions. |
The student is expected to: |
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Interactive Student (A)
(B) Skip Counting |
Interactive Teacher |
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(1.5) Patterns, relationships, and algebraic thinking. The student recognizes patterns in numbers and operations. |
The student is expected to: |
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Interactive Student |
Interactive Teacher |
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(1.6) Geometry and spatial reasoning. The student uses attributes to identify, compare, and contrast shapes and solids. |
The student is expected to: |
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Interactive Student |
Interactive Teacher |
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(1.7)Measurement. The student uses nonstandard units to describe length, weight, and capacity. |
The student is expected to: |
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Interactive Student |
Interactive Teacher |
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(1.8)Measurement. The student understands that time and temperature can be measured. |
(A) recognize
temperatures such as a hot day or a cold day; |
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Interactive Student |
Interactive Teacher |
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(1.9) Probability and statistics. The student displays data in an organized form. |
The student is expected to: |
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Interactive Student |
Interactive Teacher |
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(1.10) Probability and statistics. The student uses information from organized data. |
The student is expected to: |
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Interactive Student |
Interactive Teacher |
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(1.11) Underlying processes and mathematical tools. The student applies Grade 1 mathematics to solve problems connected to everyday experiences and activities in and outside of school. |
The student is expected to: |
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Interactive Student |
Interactive Teacher |
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(1.12) Underlying processes and mathematical tools. The student communicates about Grade 1 mathematics using informal language. |
The student is expected to: |
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Interactive Student |
Interactive Teacher |
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(1.13) Underlying processes and mathematical tools. The student uses logical reasoning to make sense of his or her world. |
The student is expected to reason and support his or her thinking using objects, words, pictures, numbers, and technology. |
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(1.1) Scientific processes. The student conducts classroom and field investigations following home and school safety procedures. |
The student is expected to: |
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Interactive Student |
Interactive Teacher |
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(1.2) Scientific processes. The student develops abilities necessary to do scientific inquiry in the field and the classroom. |
The student is expected to: |
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Interactive Student |
Interactive Teacher |
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(1.3) Scientific processes. The student knows that information and critical thinking are used in making decisions. |
The student is expected to: |
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Interactive Student |
Interactive Teacher |
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(1.4) Scientific processes. The student uses age-appropriate tools and models to verify that organisms and objects and parts of organisms and objects can be observed, described, and measured. |
The student is expected to: |
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Interactive Student |
Interactive Teacher |
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(1.5) Science concepts. The student knows that organisms, objects, and events have properties and patterns. |
The student is expected to: |
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Interactive Student |
Interactive Teacher |
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(1.6) Science concepts. The student knows that systems have parts and are composed of organisms and objects. |
The student is expected to: |
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Interactive Student |
Interactive Teacher
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(1.7) Science concepts. The student knows that many types of change occur. |
The student is expected to: |
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Interactive Student |
Interactive Teacher |
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(1.8)Science concepts. The student distinguishes between living organisms and nonliving objects. |
The student is expected to: |
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Interactive Student |
Interactive Teacher |
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(1.9)Science concepts. The student knows that living organisms have basic needs. |
The student is expected to: |
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Interactive Student |
Interactive Teacher |
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(1.10) Science concepts. The student knows that the natural world includes rocks, soil, and water. |
The student is expected to: |
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Interactive Student |
Interactive Teacher |
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(1.1) Listening/speaking/purposes. The student listens attentively and engages actively in a variety of oral language experiences. |
(A)
determine the purpose(s) for listening such as to get information, to
solve problems, and to enjoy and appreciate (K-3); |
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Interactive
Student |
Interactive Teacher |
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(1.2) Listening/speaking/culture. The student listens and speaks to gain knowledge of his/her own culture, the culture of others, and the common elements of cultures. |
The student is expected to:
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Interactive Student |
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(1.3) Listening/speaking/audiences/oral grammar. The student speaks appropriately to different audiences for different purposes and occasions. |
The student is expected to:
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Interactive
Student |
Interactive Teacher |
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(1.4) Listening/speaking/communication. The student communicates clearly by putting thoughts and feelings into spoken words. |
The student is expected to:
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Interactive Student |
Interactive Teacher |
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(1.5) Reading/print awareness. The student demonstrates knowledge of concepts of print. |
The student is expected to:
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Interactive Student
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Interactive Teacher |
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(1.6) Reading/phonological awareness. The student orally demonstrates phonological awareness (an understanding that spoken language is composed of sequences of sounds). |
The student is expected to:
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Interactive
Student (D)
Sassy
Seals |
(D,E,F)
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(1.7) Reading/letter-sound relationships. The student uses letter-sound knowledge to decode written language. |
The student is expected to:
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Interactive Student
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(D) Read
the Poem - oa |
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(1.8) Reading/word identification. The student uses a variety of word identification strategies. |
The student is expected to:
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Interactive Student
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(1.9) Reading/fluency. The student reads with fluency and understanding in texts at appropriate difficulty levels. |
The student is expected to:
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Interactive Student |
Interactive Teacher |
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(1.10) Reading/variety of texts. The student reads widely for different purposes in varied sources. |
The student is expected to:
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Interactive Student |
Interactive Teacher |
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(1.11) Reading/vocabulary development. The student develops an extensive vocabulary. |
The student is expected to:
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Interactive Student |
Interactive Teacher |
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(1.12) Reading/comprehension. The student uses a variety of strategies to comprehend selections read aloud and selections read independently. |
The student is expected to:
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Interactive Student
(A) |
Interactive Teacher |
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(1.13) Reading/literary response. The student responds to various texts. |
The student is expected to:
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Interactive Student
(A,B, E)
Emily
Elizabeth Goes to School |
Interactive Teacher |
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(1.14) Reading/text structures/literary concepts. The student recognizes characteristics of various types of texts. |
The student is expected to:
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Interactive Student
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(1.15) Reading/inquiry/research. The student generates questions and conducts research about topics using information from a variety of sources, including selections read aloud. |
The student is expected to:
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(D)
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(1.16) Reading/culture. The student reads or listens to increase knowledge of his/her own culture, the culture of others, and the common elements of cultures. |
The student is expected to:
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Interactive Student |
Interactive Teacher |
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(1.17) Writing/penmanship/capitalization/ punctuation. The student develops the foundations of writing. |
The student is expected to:
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Interactive Student |
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(1.18) Writing/purposes. The student writes for a variety of audiences and purposes and in a variety of forms. |
The student is expected to:
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Interactive Student
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(1.19) Writing/writing processes. The student selects and uses writing processes to compose original text. |
The student is expected to:
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Interactive Student
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(1.20) Writing/spelling. The student spells proficiently. |
The student is expected to:
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Interactive Student
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Interactive Teacher
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(1.21) Writing/grammar/usage. The student composes meaningful texts by applying knowledge of grammar and usage. |
The student is expected to:
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Interactive Student |
Interactive Teacher |
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(1.22) Writing/evaluation. The student evaluates his/her own writing and the writing of others. |
The student is expected to:
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Interactive Student |
Interactive Teacher |
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(1.23) Writing/inquiry/research. The student uses writing as a tool for learning and research. |
The student is expected to:
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Interactive Student |
Interactive Teacher |
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(1.1) History. The student understands how historical figures helped to shape our community, state, and nation. |
(A) identify contributions
of historical figures such as Sam Houston and Abraham Lincoln who have
influenced the community, state, and nation; |
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Interactive Student |
Interactive Teacher |
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(1.2) History. The student understands the origins of customs, holidays, and celebrations. |
(A) describe the origins
of selected customs, holidays, and celebrations of the community, state,
and nation such as Martin Luther King, Jr. Day, Independence Day, and
Veterans' Day; |
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Interactive Student |
Interactive Teacher |
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(1.3) History. The student understands the concepts of time and chronology. |
(A) distinguish among
past, present, and future; |
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Interactive Student |
Interactive Teacher |
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(1.4) Geography. The student understands the relative location of places. |
(A) locate places using
the four cardinal directions; and |
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Interactive Student |
Interactive Teacher |
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(1.5) Geography. The student understands the purpose of maps and globes. |
(A) create and use simple
maps to identify the location of places in the classroom, school,
community, and beyond; and |
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Interactive Student |
Interactive Teacher |
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(1.6) Geography. The student understands various physical and human characteristics of the environment. |
(A) identify and describe
the physical characteristics of places such as landforms, bodies of water,
natural resources, and weather; |
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Interactive Student |
Interactive Teacher |
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(1.7) Economics. The student understands the concepts of goods and services. |
(A) identify examples of
goods and services in the home, school, and community; |
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Interactive Student |
Interactive Teacher |
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(1.8) Economics. The student understands the condition of not being able to have all the goods and services one wants. |
(A) identify examples of
people wanting more than they can have; |
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Interactive Student |
Interactive Teacher |
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(1.9) Economics. The student understands the value of work. |
(A) describe the
requirements of various jobs and the characteristics of a job
well-performed; and |
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Interactive Student |
Interactive Teacher |
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(1.10) Government. The student understands the purpose of rules and laws. |
(A) explain the need for
rules and laws in the home, school, and community; and |
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Interactive Student |
Interactive Teacher |
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(1.11) Government. The student understands the role of authority figures and public officials. |
(A) identify leaders in
the community, state, and nation; |
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Interactive Student |
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(1.12) Citizenship. The student understands characteristics of good citizenship as exemplified by historic figures and ordinary people. |
(A) identify
characteristics of good citizenship such as a belief in justice, truth,
equality, and responsibility for the common good; |
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Interactive Student |
Interactive Teacher |
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(1.13) Citizenship. The student understands important customs, symbols, and celebrations that represent American beliefs and principles and contribute to our national identity. |
(A) explain selected
national and state patriotic symbols such as the U.S. and Texas flags, the
Liberty Bell, and the Alamo; |
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Interactive Student |
Interactive Teacher |
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(1.14) Culture. The student understands how families meet basic human needs. |
(A) describe ways that
families meet basic human needs; and |
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Interactive Student |
Interactive Teacher |
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(1.15) Culture. The student understands the importance of family beliefs, customs, language, and traditions. |
(A) describe various
beliefs, customs, and traditions of families and explain their importance;
and |
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Interactive Student |
Interactive Teacher |
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(1.16) Science, technology, and society. The student understands how technology has affected daily life, past and present. |
(A) describe how household
tools and appliances have changed the ways families live; |
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Interactive Student |
Interactive Teacher |
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(1.17) Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of sources including electronic technology. |
(A) obtain information
about a topic using a variety of oral sources such as conversations,
interviews, and music; |
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Interactive Student |
Interactive Teacher |
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(1.18) Social studies skills. The student communicates in written, oral, and visual forms. |
(A) express ideas orally
based on knowledge and experiences; and |
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Interactive Student |
Interactive Teacher |
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(1.19) Social studies skills. The student uses problem-solving and decision-making skills, working independently and with others, in a variety of settings. |
(A) use a
problem-solving process to identify a problem, gather information, list
and consider options, consider advantages and disadvantages, choose and
implement a solution, and evaluate the effectiveness of the solution; and
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Interactive Student |
Interactive Teacher |
Fine Arts
Art | Music
| Theatre
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(1) Perception. The student develops and organizes ideas from the environment. The student is expected to: |
(A) identify similarities, differences, and variations
among subjects, using the senses; and |
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(B)
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(B) Art Games |
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(2) Creative expression/performance. The student expresses ideas through original artworks, using a variety of media with appropriate skill. The student is expected to: |
(A) invent images that combine a variety of colors,
forms, and lines; |
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(A)
Paint
Splat |
(A, B, C) Art Games |
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(3) Historical/cultural heritage. The student demonstrates an understanding of art history and culture as records of human achievement. The student is expected to: |
(A) identify simple ideas expressed in artworks through
different media; |
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Interactive Student |
Interactive Teacher |
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(4) Response/evaluation. The student makes informed judgments about personal artworks and the works of others. The student is expected to: |
(A) express ideas about personal artworks;
and |
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Interactive Student |
Interactive Teacher |
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(1) Perception. The student describes and analyzes musical sound and demonstrates musical artistry. The student is expected to: |
(A) identify voices and selected instruments from
various musical families; |
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Interactive Student |
Interactive Teacher |
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(2) Creative expression/performance. The student performs a varied repertoire of music. The student is expected to: |
(A) sing or play a classroom instrument independently or
in groups; and |
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Interactive Student |
Interactive Teacher |
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(3) Creative expression/performance. The student reads and writes music notation. The student is expected to: |
(A) read simple examples of music notation;
and |
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Interactive Student |
Interactive Teacher |
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(4) Creative expression/performance. The student creates and arranges music within specified guidelines. The student is expected to: |
(A) create short rhythmic patterns;
and |
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Interactive Student |
Interactive Teacher |
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(5) Historical/cultural heritage. The student relates music to history, to society, and to culture. The student is expected to: |
(A) sing songs and play musical games from diverse
cultures; and |
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Interactive Student |
Interactive Teacher |
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(6) Response/evaluation. The student responds to and evaluates music and musical performance. The student is expected to: |
(A) distinguish between beat/rhythm, higher/lower,
louder/softer, faster/slower, and same/different in musical performances;
and |
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Interactive Student |
Interactive Teacher |
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(1) Perception. 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; |
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Interactive Student |
Interactive Teacher |
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(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; |
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Interactive Student |
Interactive Teacher |
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(3) Creative expression/performance. The student applies design, directing, and theatre production concepts and skills. The student is expected to: |
(A) select aspects of the environment for use in
dramatic play; |
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(4) Historical/cultural heritage. The student relates theatre to history, society, and culture. The student is expected to: |
(A) imitate life experiences from various historical
periods in dramatic play; and |
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Interactive Student |
Interactive Teacher |
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(5) Response/evaluation. The student responds to and evaluates theatre and theatrical performances. The student is expected to: |
(A) identify appropriate audience
behavior; |
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Interactive Student |
Interactive Teacher |
Please report any dead links or other problems to sailon@pasadenaisd.org
updated 07/17/2008