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Colorado Academic Standard
- Any -
Comprehensive Health and Physical Education
Preschool
Travel in a variety of directions using basic locomotor skills, and demonstrate understanding of personal and general space
Demonstrate balance
Recognize the positive feelings experienced during and after physical activity
Develop self-management skills and personal hygiene skills to promote healthy habits
Apply safe practices, rules, and procedures
Identify ways to be safe while at play
Kindergarten
Demonstrate body and spatial awareness through movement
Locate the major parts of the body
Understand that physical activity increases the heart rate, making the heart stronger
Identify the major food groups and the benefits of eating a variety of foods
Explain how personal hygiene and cleanliness affect wellness
Exhibit understanding that one's actions impact others
Demonstrate respect for self, others, and equipment
Demonstrate the ability to follow directions
Identify the importance of respecting the personal space and boundaries of self and others
Explain safe behavior as a pedestrian and with motor vehicles
Effective communication skills in unsafe situations
First Grade
Demonstrate basic locomotor and nonlocomotor skills, and rhythmic and cross-lateral movements
Demonstrate fundamental manipulative skills
Establish a beginning movement vocabulary
Identify the body's normal reactions to moderate and vigorous physical activity
Eating a variety of foods from the different food groups is vital to promote good health
Demonstrate health enhancing behaviors to prevent unintentional injury or illness
Demonstrate how to express emotions in healthy ways
Identify parents, guardians, and other trusted adults as resources for information about health
Work independently and with others to complete work
Follow the rules of an activity
Develop movement control for safe participation in games and sports
Demonstrate strategies to avoid hazards in the home and community
Second Grade
Demonstrate the elements of movement in combination with a variety of locomotor skills
Demonstrate control and balance in traveling and weight-bearing activities using a variety of body parts and implements
Use feedback to improve performance
Identify good brain health habits
Recognize the importance of making the choice to participate in a wide variety of activities that involve locomotion, nonlocomotion, and manipulation of objects outside of physical education class
Identify eating and drinking behaviors that contribute to maintaining good health
Recognize basic childhood chronic diseases
Demonstrate positive and helpful behavior and words toward other students
Identify the dangers of using tobacco products and being exposed to second-hand smoke
Identify safe and proper use of household products
Explain why bullying is harmful and how to respond appropriately
Apply rules, procedures ,and safe practices to create a safe school environment with little or no reinforcement
Demonstrate interpersonal communication skills to prevent injury or to ask for help in an emergency or unsafe situation
Third Grade
Demonstrate a variety of motor patterns in simple combinations while participating in activities, games, and sports
Perform movements that engage the brain to facilitate learning
Identify the benefits of sustained physical activity that causes increased heart rate and heavy breathing
Understand that the body is composed of water, muscle, bones, organs, fat, and other tissues
Demonstrate the ability to make and communicate appropriate food choices
Utilize knowledge and skills to treat self and others with care and respect
Demonstrate interpersonal communication skills to support positive interactions with families, peers, and others
Demonstrate positive social behaviors during class
Examine the dangers of using tobacco products or being exposed to second-hand smoke
Describe pro-social behaviors that enhance healthy interactions with others
Identify ways to prevent injuries at home, in school, and in the community
Fourth Grade
Identify the major characteristics of mature locomotor, nonlocomotor , manipulative, and rhythmic skills
Provide and receive feedback to and from peers using the major characteristics of mature locomotor and manipulative skills
Explain how the health-related components of fitness affect performance when participating in physical activity
Recognize the relationship between healthy nutrition and exercise
Recognize the benefits derived from regular, moderate, and vigorous physical activity
Demonstrate the ability to set a goal in order to enhance personal nutrition status
Examine the connection between food intake and physical health
Explain that the dimensions of wellness are interrelated and impact personal health
Identify positive behaviors that support healthy relationships
Comprehend concepts related to stress and stress management
Identify positive and negative uses for medicines
Demonstrate the ability to use interpersonal communication skills to avoid using tobacco
Demonstrate skills necessary to prevent a conflict from escalating to violence
Identify and describe the benefits, risks, and safety factors associated with regular participation in physical activity
Fifth Grade
Demonstrate mature form for all basic locomotor, nonlocomotor , manipulative, and rhythmic skills
Demonstrate understanding of how to combine and apply movement concepts and principles to learn and develop motor skills
Connect the health-related fitness components to the body systems
Understand and apply basic principles of training to improving physical fitness
Demonstrate understanding of skill-related components of fitness and how they affect physical performance
Demonstrate the ability to engage in healthy eating behaviors
Explain the structure, function, and major parts of the human reproductive system
Describe the physical, social, and emotional changes that occur at puberty
Demonstrate interpersonal communication skills needed to discuss personal health problems to establish and maintain personal health and wellness
Comprehend concepts, and identify strategies to prevent the transmission of disease
Analyze internal and external factors that influence mental and emotional health
Assess and take responsibility for personal behavior and stress management
Choose to participate cooperatively and productively in group and individual physical activities
Identify personal activity interests and abilities
Access valid information about the effects of tobacco use and exposure to second-hand smoke, prescription, and over-the-counter drugs
Demonstrate pro-social behaviors that reduce the likelihood of physical fighting, violence, and bullying
Understand and utilize safe and appropriate warm-up, pacing, and cool-down techniques for injury prevention and safe participation
Demonstrate basic first aid and safety procedures
Sixth Grade
Demonstrate beginning strategies for a variety of games and sports
Participate in activities that require problem-solving, cooperation, skill assessment, and teambuilding
Use information from a variety of resources to improve performance
Set personal goals for improving health-related fitness
Demonstrate the ability to perform self-paced cardiovascular endurance activities
Identify opportunities in school and in the community for regular participation in physical activity to enhance physical fitness
Access valid and reliable information, products, and services to enhance healthy eating behaviors
Access valid and reliable information regarding qualities of healthy family and peer relationships
Comprehend the relationship between feelings and actions
Analyze how positive health behaviors can benefit people throughout their life span
Understand how to be mentally and emotionally healthy
Recognize diverse skill performance in others and how that diversity affects game, activity, and sport participation
Work cooperatively and productively in a group
Analyze the factors that influence a person's decision to use or not to use alcohol and tobacco
Demonstrate the ability to avoid alcohol, tobacco, and other drugs
Demonstrate self-management skills to reduce violence and actively participate in violence prevention
Demonstrate knowledge of safe practices in a physical activity setting
Demonstrate ways to advocate for safety, and prevent unintentional injuries
Seventh Grade
Combine the critical elements of movement and skills concepts
Analyze factors that influence healthy eating behaviors
Demonstrate the ability to make healthy food choices in a variety of settings
Compare and contrast healthy and unhealthy relationships (family, peer, and dating)
Analyze the internal and external factors that influence sexual decision-making and activity
Define sexually transmitted diseases (STDs), including human immunodeficiency virus (HIV) and acquired immune deficiency syndrome (AIDS)
Demonstrate effective communication skills to express feelings appropriately
Develop self-management skills to prevent and manage stress
Develop strategies to communicate ideas and feelings
Demonstrate inclusiveness in and out of classroom settings
Analyze the consequences of using alcohol, tobacco, and other drugs
Implement safety procedures in the utilization of space and equipment
Demonstrate safety procedures for a variety of situations
Eighth Grade
Demonstrate knowledge of principles and concepts for effective rhythmic motor development
Understand and apply game strategies to physical activities and sports
Identify the personal, physiological, and fitness benefits of participating in a variety of physical activities
Identify preferences for lifetime physical activity
Determine one's responsibility for developing skills, acquiring knowledge, and achieving fitness
Describe the physical, emotional, mental, and social benefits of sexual abstinence, and develop strategies to resist pressures to become sexually active
Analyze how certain behaviors place one at greater risk for HIV/AIDS, sexually transmitted diseases (STDs), and unintended pregnancy
Describe the signs and symptoms of HIV/AIDS and other sexually transmitted diseases (STDs)
Promote and enhance health through disease prevention
Access valid school and community resources to help with mental and emotional health concerns
Internal and external factors influence mental and emotional health
Analyze influences that impact individuals' use or nonuse of alcohol, tobacco, and other drugs
Access valid sources of information about alcohol, tobacco, and other drugs
Demonstrate decision-making skills to be alcohol, tobacco and drug-free
Analyze the factors that influence violent and nonviolent behavior
Demonstrate ways to advocate for a positive, respectful school and community environment that supports pro-social behavior
High School
Participate at a competent level in a variety of lifelong physical activities.
Understand the cognitive impact of movement.
Apply rules, principles, problem-solving skills and concepts to traditional and nontraditional movement settings.
Establish goals based on fitness assessment data, and develop, implement, achieve, and monitor an individual health and fitness plan.
Identify community resources to maintain lifelong physical activity
Participate regularly in health-enhancing and personally rewarding physical activity outside of physical education
Analyze the benefits of a healthy diet and the consequences of an unhealthy diet
Analyze how family, peers, media, culture, and technology influence healthy eating choices
Demonstrate ways to take responsibility for healthy eating
Use a decision-making process to make healthy decisions about relationships and sexual health
Support others in making positive and healthful choices about sexual activity
Develop and maintain the ongoing evaluation of factors that impact health, and modify lifestyle accordingly
Analyze the interrelationship of physical, mental, emotional, and social health
Set goals, and monitor progress on attaining goals for future success
Advocate to improve or maintain positive mental and emotional health for self and others
Demonstrate respect for individual differences in physical activity settings.
Demonstrate collaboration, cooperation, and leadership skills
Demonstrate responsible behavior in group settings
The impact of individuals' use or nonuse of alcohol or other drugs
Analyze the factors that influence a person's decision to use or not to use alcohol, tobacco, and other drugs
Develop interpersonal communication skills to refuse or avoid alcohol, tobacco, or other drugs
Develop self-management skills to improving health by staying tobacco, alcohol, and drug-free
Analyze the factors that influence community and societal beliefs that underlie violence, and describe relationships, attitudes, behavior, and vulnerability to violence
Analyze the underlying causes of self-harming behavior and harming others, and identify steps involved in seeking help
Identify the emotional and physical consequences of violence, and find strategies to deal with, prevent, and report them
Access valid information and resources that provide information about sexual assault and violence
Demonstrate verbal and nonverbal communication skills and strategies to prevent violence
Understand the risks and safety factors that may affect participation in physical activity
Demonstrate knowledge of safety and emergency response procedures
Advocate for changes in the home, school, or community that would increase safety
Dance
Preschool
Demonstrate simple phrases of movement in time and space
Translate simple ideas and stories into movement
Recognize dances from around the world
Attentively observe a dance performance
Observe and identify different dance genres
Kindergarten
Demonstrate simple phrases of movement in time and space
Move with intent to music and other stimuli
Improvise movement to music and other stimuli
Translate simple ideas and stories into movement phrases alone and with a partner
Perform simple social dances that communicate an idea
Observe different dance styles, and describe one movement you remember
Demonstrate appropriate etiquette at a dance performance
First Grade
Perform movement phrases alone and with others
Demonstrate the elements of dance (space, time, and energy) in movement phrases
Use the dance elements to create a simple movement phrase based on personal ideas and concepts from other sources
Create a solo dance with changes in space or timing to reflect different feelings
All cultures around the world have unique dances
Perform simple dances from various cultures
Respond to different dance styles using basic stylistic vocabulary
Display, discuss, and demonstrate appropriate etiquette at a dance performance
Second Grade
Perform simple dance studies
Explore moods and feelings in performance
Create a dance work alone and with others, and incorporate a movement motif
Create expressive movement to music and other stimuli
Dance is part of every society and community
Social dances rely on unique costumes and music to express intent
Compare and contrast different dance styles and world dance forms
Describe the feeling that is communicated through various dances
Third Grade
Perform dance studies with accuracy
Move with intent while developing technique
Design a group dance study using the elements of dance (space, time, and energy)
Create a short dance using compositional principles (form/structure and design)
Recognize styles in major dance works
Understand dance as a means of communication
Research the life and work of a well-known choreographer
Describe the use of dance elements in choreography
Fourth Grade
Perform dance phrases using dance elements and movement skills
Perform dances from at least two different styles or genres
Create simple group dances
Create a short dance using compositional elements
Recognize ideas and styles in major dance works
Dances communicate cultural norms
Compare and contrast the work of well-known choreographers
Evaluate the functions of dance training and rehearsal as they contribute to a performance
Fifth Grade
Perform basic dance movements/technique
Perform a movement phrase, or dance with a variety of intent
Create group dances
Create a dance incorporating compositional elements
Observe dances from different historical periods
Dances from different cultures have similarities and differences
Analyze and evaluate dance works
Use basic dance vocabulary to analyze dance works
Sixth Grade
Demonstrate movement originating from a strong center
Demonstrate skills in foundational dance forms (ballet, modern, tap, jazz)
Perform a basic dance warm-up
Perform basic movement phrases containing choreographic intent
Make appropriate nutritional choices for dance performance
Articulate creative choices required to develop choreographic intent
Demonstrate basic composition skills
Movement phrases are developed based on both existing knowledge and new discoveries
Culture and geography are reflected in the traditional dance heritage
Critical analysis of dance works requires specific criteria and documentation
Seventh Grade
Demonstrate alignment control during warm-up and movement sequences
Demonstrate performance skills
Demonstrate foundational dance forms (ballet, modern, tap, jazz)
Demonstrate value of sequence in a warm-up
Identify and demonstrate appropriate posture
Choreographic intent involves making intentional movement choices
Effective and appropriate use of dance elements (space, time, and energy) in the creative process
Group dynamics have distinctive choreographic characteristics
The values of a culture are reflected in their dances
Dance represents the culture of a society
Formal analysis and critique protocols
Eighth Grade
Various foundational dance styles (ballet, modern, jazz, tap)
Articulate correlations among anatomy, kinesiology, and dance movement
Develop a proper nutrition regimen for dance
Correlation between choreographic intent and choreographic product
Create abstract movement using imagery
Historical dance figures represent the era and society in which they lived and worked
Observe and participate in a variety of dance forms from around the world
Formal critiques and analysis demonstrate an understanding of dance-making
Communicate choreography through written, oral, and practical applications
High School Fundamental
Demonstrate dance movement skills with technical proficiency and kinesthetic body awareness
Perform with expression and artistry
Anatomical awareness heightens movement potential
Understand the components of the performance process
Utilize the principles and practices of choreography to create dance works
Use meaning, intent, and stimuli to create and develop dance works
Apply the creative process to dance-making
Understand form in choreography
Use knowledge of cultural and historical dance forms to translate into performance
Cultural and historical dance forms and traditions are influenced by the values of the society they represent
Respond to, reflect upon, and analyze new dance works, reconstructions, and masterpieces
Articulate connections in dance
High School Extended
Display dance movement skills, synthesizing technical proficiency, kinesthetic body awareness, and artistic interpretation
Perform advanced movement with expression and artistry
Produce a multi-faceted dance performance
Refine the creative process in dance-making
Utilize choreographic components when creating dance works
Compose dance works that convey meaning and intent
Investigate two or more cultural and historical dance forms or traditions
Utilize technical skills and knowledge of historical and cultural dance in performance situations
Apply critical analysis to new dance works, reconstructions, and masterpieces
Articulate connections to dance
Drama
Preschool
Demonstrate emotions and feelings in dramatic play
Use dramatic play to imitate characters
Respond to stories and plays
Kindergarten
Demonstrate characters through dramatic play
Express a feeling or emotion through dramatic play or creative drama
Dramatize ideas and events through dramatic play
Identify elements of theatre in everyday life
First Grade
Create characters and environments through dramatic play
Retell a short story or scene through dramatic play
Identify key aspects of theatre
Second Grade
Create new dramatic elements from existing works
Use voice and movement in character development
Dramatize short stories
Demonstrate movement based on stage directions
Identify basic structures and relationships in a scene
Identify dramatic elements in dramatizations and stories
Third Grade
Create an improvised scene
Create stage environments to establish locale and mood
Create characters
Perform a scripted scene
Work effectively alone and cooperatively with a partner or in an ensemble
Examine the dynamic relationship among community, culture, and theatre
Demonstrate appropriate audience etiquette
Use selected criteria to critique what is seen, heard, and understood
Fourth Grade
Create and write simple dramas and scenes
Create characters from scripts or improvisation using voice, gestures, and facial expressions
Design a scene through an inventive process, and perform the scene
Demonstrate safe use of voice and body to communicate characters
Define stage direction and body positions
Participate collaboratively with partners and groups
Examine character dynamics and relations
Develop selected criteria to critique what is seen, heard, and understood
Fifth Grade
Contribute ideas in improvisation and play building
Develop a variety of visual configurations of the acting space
Communicate characters through physical movement, gesture, sound and speech, and facial expressions
In rehearsal and performance, work as a productive and responsible member of an acting ensemble using scripted or improvisational scene work
Identify at least one role of a theatre practitioner
Demonstrate understanding of historical and cultural context of scripts, scenes, and performances
Analyze dramatic text in scenes and script
Give, accept, and integrate constructive and supportive feedback from self and others
Sixth Grade
Design and technical elements of theatre in improvised and scripted works
Creation of a scene or play from an original idea, story, or other form of literature
Characterization throughout a scripted or improvised scene
Confidence in characterization skills
Recognition of responsibilities of various technical personnel in performance
Discuss the influence of cultural and historical themes in theatrical works
Articulate the value of each practitioner’s role in a drama and/or theatrical performance
Recognize and identify the criteria for a quality performance
Seventh Grade
Contributions in improvisation and play building
Technical and design elements in improvised and scripted works
Characterization in a scripted or improvised scene
Acting techniques in performance
Apply aspects of technology within a production
Influence of contemporary and historical elements in theatrical works
Individual and collaborative contributions
Critical evaluation in discussing theatrical works
Eighth Grade
Participation in improvisation and play building
Construction of technical and design elements
Creating and sustaining a believable character
Characterization in performance
Technology reinforces, enhances, and/or alters a theatrical performance
Recognition and evaluation of contemporary and historical contexts of theatre history
Respect the value of the collaborative nature of drama and theatre works
Use critical thinking skills in character analysis and performance
High School Fundamental
Technical elements of theatre in improvised and scripted works
Expression, imagination, and appreciation in group dynamics
Interpretation of drama using scripted material
Creative process in character development and script improvisation
Communicate meaning to engage an audience
Technology reinforces, enhances, and/or alters a theatrical performance
Directing as an art form
Analysis and evaluation of theatrical works
Respect for theatre, its practitioners, and conventions
Evaluation of elements of drama, dramatic techniques, and theatrical conventions
High School Extended
Technical design and application of technical elements
Ideas and creative concepts in improvisation and play building
Creation, appreciation, and interpretation of scripted works
Character development in improvised and scripted works
Drama and theatre techniques, dramatic forms, performance styles, and theatrical conventions that engage audiences
Technology reinforces, enhances, and/or alters a theatrical performance
Direction or design of a theatrical performance for an intended audience
Contemporary and historical context of drama
Respect for theatre professions, cultural relationships, and legal responsibilities
Elements of drama, dramatic forms, performance styles, and dramatic techniques and conventions
Math
Preschool
Quantities can be represented and counted
Shapes can be observed in the world and described in relation to one another
Kindergarten
Whole numbers can be used to name, count, represent, and order quantity
Measurement is used to compare and order objects
Composing and decomposing quantity forms the foundation for addition and subtraction
Shapes can be described by characteristics and position and created by composing and decomposing
First Grade
The whole number system describes place value relationships within and beyond 100 and forms the foundation for efficient algorithms
Measurement is used to compare and order objects and events
Visual displays of information can used to answer questions
Number relationships can be used to solve addition and subtraction problems
Shapes can be described by defining attributes and created by composing and decomposing
Second Grade
The whole number system describes place value relationships through 1,000 and forms the foundation for efficient algorithms
Some attributes of objects are measurable and can be quantified using different tools
Formulate, represent, and use strategies to add and subtract within 100 with flexibility, accuracy, and efficiency
Visual displays of data can be constructed in a variety of formats to solve problems
Shapes can be described by their attributes and used to represent part/whole relationships
Third Grade
The whole number system describes place value relationships and forms the foundation for efficient algorithms
Linear and area measurement are fundamentally different and require different units of measure
Time and attributes of objects can be measured with appropriate tools
Multiplication and division are inverse operations and can be modeled in a variety of ways
Visual displays are used to describe data
Parts of a whole can be modeled and represented in different ways
Geometric figures are described by their attributes
Fourth Grade
The decimal number system to the hundredths place describes place value patterns and relationships that are repeated in large and small numbers and forms the foundation for efficient algorithms
Appropriate measurement tools, units, and systems are used to measure different attributes of objects and time
Formulate, represent, and use algorithms to compute with flexibility, accuracy, and efficiency
Visual displays are used to represent data
Different models and representations can be used to compare fractional parts
Number patterns and relationships can be represented by symbols
Geometric figures in the plane and in space are described and analyzed by their attributes
Fifth Grade
The decimal number system describes place value patterns and relationships that are repeated in large and small numbers and forms the foundation for efficient algorithms
The concepts of multiplication and division can be applied to multiply and divide fractions
Properties of multiplication and addition provide the foundation for volume an attribute of solids.
Formulate, represent, and use algorithms with multi-digit whole numbers and decimals with flexibility, accuracy, and efficiency
Formulate, represent, and use algorithms to add and subtract fractions with flexibility, accuracy, and efficiency
Visual displays are used to interpret data
Number patterns are based on operations and relationships
Geometric figures can be described by their attributes and specific locations in the plane
Sixth Grade
In the real number system, rational numbers have a unique location on the number line and in space
Formulate, represent, and use algorithms with positive rational numbers with flexibility, accuracy, and efficiency
Quantities can be expressed and compared using ratios and rates
Visual displays and summary statistics of one-variable data condense the information in data sets into usable knowledge
Algebraic expressions can be used to generalize properties of arithmetic
Variables are used to represent unknown quantities within equations and inequalities
Objects in space and their parts and attributes can be measured and analyzed
Seventh Grade
Linear measure, angle measure, area, and volume are fundamentally different and require different units of measure
Formulate, represent, and use algorithms with rational numbers flexibly, accurately, and efficiently
Proportional reasoning involves comparisons and multiplicative relationships among ratios
Mathematical models are used to determine probability
Properties of arithmetic can be used to generate equivalent expressions
Modeling geometric figures and relationships leads to informal spatial reasoning and proof
Equations and expressions model quantitative relationships and phenomena
Statistics can be used to gain information about populations by examining samples
Eighth Grade
In the real number system, rational and irrational numbers are in one to one correspondence to points on the number line
Linear functions model situations with a constant rate of change and can be represented numerically, algebraically, and graphically
Properties of algebra and equality are used to solve linear equations and systems of equations
Visual displays and summary statistics of two-variable data condense the information in data sets into usable knowledge
Transformations of objects can be used to define the concepts of congruence and similarity
Graphs, tables and equations can be used to distinguish between linear and nonlinear functions
Direct and indirect measurement can be used to describe and make comparisons
High School
The complex number system includes real numbers and imaginary numbers
Quantitative reasoning is used to make sense of quantities and their relationships in problem situations
Solutions to equations, inequalities and systems of equations are found using a variety of tools
Probability models outcomes for situations in which there is inherent randomness
Visual displays and summary statistics condense the information in data sets into usable knowledge
Expressions can be represented in multiple, equivalent forms
Linear functions model situations with a constant rate of change and can be represented numerically, algebraically, and graphically
Functions model situations where one quantity determines another and can be represented algebraically, graphically, and using tables
Objects in the plane can be transformed, and those transformations can be described and analyzed mathematically
Objects in the plane can be described and analyzed algebraically
Attributes of two- and three-dimensional objects are measurable and can be quantified
Quantitative relationships in the real world can be modeled and solved using functions
Statistical methods take variability into account supporting informed decisions making through quantitative studies designed to answer specific questions
Concepts of similarity are foundational to geometry and its applications
Objects in the real world can be modeled using geometric concepts
Music
Preschool
Perform expressively
Respond to rhythmic patterns and elements of music using expressive movement
Improvise movement and sound responses to music
Describe and respond to musical elements
Recognition of a wide variety of sounds and sound sources
Express feeling responses to music
Demonstrate respect for music contributions
Recognition of music in daily life
Kindergarten
Perform independently
Respond to music with movement
Create music through a variety of experiences
Identify simple musical patterns
Comprehension of musical opposites
Comprehension of basic elements of musical form
Identify different vocal and instrumental tone colors
Identify simple rhythmic patterns
Demonstrate respect for the contributions of others in a musical setting
Respond to musical performance at a basic level
Recognize and discuss music and celebrations in daily life
First Grade
Expressively perform using simple techniques in groups and independently
Perform basic rhythmic and melodic patterns
Demonstrate creation of short, independent musical phrases and sounds alone and with others
Identify musical patterns
Comprehension of gradual changes in dynamics and tempo
Comprehension of basic vocal and instrumental tone colors
Comprehension of basic rhythmic and melodic patterns
Aurally identify simple components of musical form
Comprehension of the basic components of music and musical performances at a beginning level
Identify music as an integral part of everyday life
Demonstrate respect for the contributions of self and others in a musical setting
Second Grade
Expressively perform simple songs in small groups or independently
Perform simple rhythmic, melodic, and harmonic patterns
Create musical phrases in the form of simple question-and-answer alone and in small groups
Identify rhythmic and melodic notation patterns
Comprehension and use of appropriate music vocabulary for dynamics, tempo, meter and articulation
Comprehend beginning notational elements and form in music
Comprehension of beginning melodic and rhythmic patterns
Comprehension of vocal and instrumental tone colors
Demonstrate respect for individual, group, and self-contributions in a musical setting
Articulate reactions to the elements and aesthetic qualities of musical performance using musical terminology and movement
Demonstrate increased awareness of music in daily life or special events
Third Grade
Perform from memory and use simple traditional notation
Perform extended rhythmic, melodic, and harmonic patterns
Create short musical phrases and patterns
Notate music using basic notation structure
Create short musical phrases & patterns
Apply and demonstrate use of basic dynamics, tempo, meter, and articulation using appropriate music vocabulary
Analyze simple notational elements and form in music
Identify vocal and instrumental tone colors
Identify and aurally recognize simple melodic, rhythmic, and harmonic patterns
Identify personal preferences for specific music
Respond to and make informed judgments about music through participation, performance, and the creative process
Articulate music’s significance within an individual musical experience
Fourth Grade
Perform using accurate production techniques
Perform extended melodies from the treble staff using traditional notation
Perform a variety of rhythmic, melodic, and harmonic patterns
Notate simple musical selections
Improvise simple musical phrases
Application and demonstration of the use of more advanced dynamics, tempo, meter and articulation using appropriate music vocabulary
Analyze vocal and instrumental examples
Identify and aurally recognize melodic, rhythmic, and harmonic patterns
Identification of aural and visual notations of basic musical forms
Explain personal preferences for specific music
Comprehend and respect the musical values of others considering cultural context as an element of musical evaluation and meaning
Fifth Grade
Perform using enhanced musical techniques
Perform melodies using traditional notation
Perform more complex rhythmic, melodic, and harmonic patterns
Notate simple compositions
Improvise question and answer and basic musical phrases
Analyze and apply dynamics, tempo, meter, and articulation using appropriate music vocabulary
Analyze more complex instrumental and vocal examples
Analyze, aurally and visually, notation and form in music
Comprehension and application of melodic, rhythmic, and harmonic patterns
Explain and defend personal preferences for specific music
Articulate the meaning in music according to elements, aesthetic qualities, and human responses
Sixth Grade
Perform music in unison and two parts accurately and expressively at the minimal level of 1 on the difficulty rating scale
Demonstrate understanding of major and minor scales
Perform music accurately and expressively at the minimal level of 0.5 on the difficulty rating scale at the first reading
Create melodic and rhythmic patterns
Improvise call-and-response patterns
Identification of rhythmic and melodic patterns in musical examples
Notation of level .5 compositions using appropriate clef for instrument and/or voice
Analysis of a beginning level composition or performance using musical elements
Determination of strengths and weaknesses in musical performances according to specific criteria
Description of music’s role in the human experience and ways music is used and enjoyed in society
Seventh Grade
Perform music in three or more parts accurately and expressively at the minimal level of 1 to 2 on the difficulty rating scale
Demonstrate understanding of modalities
Perform music accurately and expressively at the minimal difficulty level of 1 on the difficulty rating scale at the first reading individually and as an ensemble member
Create four to eight measures of music melodically and rhythmically
Improvise short melodic phrases over accompaniment
Notatation of level 1 compositions using the appropriate clef for instrument and/or voice
Analysis of musical elements of a simple level 1 composition or performance
Identification and rhythmic demonstration of multiple, changing meter signatures in music
Analysis, through compare and contrast, of music performances and compositions according to detailed criteria, utilizing an informed music vocabulary
Articulation and analysis of individual experiences in music
Eighth Grade
Perform music in four or more parts accurately and expressively at the minimal level of 2 to 3 on the difficulty rating scale
Demonstrate contrasting modalities through performance
Perform music accurately and expressively at the minimal level of 1 to 2 on the difficulty rating scale at the first reading
Create music using melodic and harmonic sequences
Arrange a simple existing composition
Improvise over simple harmonic progressions
Transcription, and rhythmic demonstration of multiple, changing meter signatures
Identification of musical elements in a level 2 (difficulty rating scale)composition or performance
Notation of level 2 compositions
Evaluation of musical performances and compositions using advanced criteria
Articulation of music’s role and cultural tradition in American history and society
High School Generalist
Present music expressively using appropriate technology
Demonstrate informed participation in music-making activities
Create original music, or arrange the music of others, using appropriate technology
Extended improvisation over varied harmonic progressions
Classification by genre, style, historical period or culture
Discernment of musical elements
Knowledge of available musical opportunities for continued musical growth and professional development
Development of criteria-based aesthetic judgment of the artistic process and products in music
Informed judgments through participation, performance, and the creative process
Practice of appropriate behavior during cultural activities
High School Performance
Perform music accurately and expressively demonstrating self-evaluation and personal interpretation at the minimal level of 3 on the difficulty rating scale
Perform accurately and expressively at the first reading at the minimal level of 2 on the difficulty rating scale
Participate appropriately as an ensemble member while performing music at the minimal level of 3 on the difficulty rating scale
Demonstrate requisite performance skill sets appropriate for postsecondary pursuits
Compose complex music in several distinct styles
Arrange selections for voices or instruments other than those for which they were written in ways that preserve and enhance the expressive effect of the music
Improvise a stylistically appropriate vocal or instrumental solo over a given pattern of harmonic progressions
Classification by genre, style, historical period, or culture
Evaluation of music using critical, informed analysis
Interpretation of notated of musical elements and ideas
Evaluation of the quality and effectiveness of musical performances
Development of criteria-based aesthetic judgment of the artistic process and products in music
Practice of appropriate behavior in cultural activities
Knowledge of available musical opportunities for continued musical growth and professional development
Reading, Writing, and Communicating
Preschool
Conceptual understanding conveyed through vocabulary words can occur using a variety of modalities
Listening and comprehension skills are required to be clearly understood
Early knowledge of phonemic awareness is the building block of understanding language
Print conveys meaning
Symbol, object, and letter recognition is a fundamental of reading and requires accuracy and speed
Letters are formed with accuracy
Pictures express ideas
Relevant information is different from non-relevant information
Problems can be identified and possible solutions can be created
Kindergarten
Oral communication skills are built within a language-rich environment
Communication relies on effective verbal and nonverbal skills
Vocal sounds produce words and meaning to create early knowledge of phonemic awareness
A concept of print to read and a solid comprehension of literary texts are the building blocks for reading
A concept of print to read and a solid comprehension of informational text are the building blocks for reading
Decoding words in print requires alphabet recognition and knowledge of letter sounds
Text types and purposes, labels, and familiar words are used to communicate information and ideas
Appropriate mechanics and conventions are used to create simple texts
Quality of thinking depends on the quality of questions
A variety of locations must be explored to find information that answers questions of interest
Identify purpose, information and question an issue
First Grade
Verbal and nonverbal language is used to express and receive information
Multiple strategies develop and expand oral vocabulary
Identifying and manipulating phonemes in spoken words allow people to understand the meaning of speech
Decoding words require the application of alphabetic principles, letter sounds, and letter combinations
Understanding word structure, word relationships, and word families needs to be demonstrated to begin to read
Comprehending and fluently reading a variety of literary texts are the beginning traits of readers
Comprehending and fluently reading a variety of informational texts are the beginning traits of readers
Appropriate spelling, conventions, and grammar are applied when writing
Implement the writing process successfully to plan, revise, and edit written work
Purpose, information, and questions about an issue are essential steps in early research
A variety of resources leads to locating information and answering questions of interest
Second Grade
Discussions contribute and expand on the ideas of self and others
New information can be learned and better dialogue created by listening actively
Decoding words with accuracy depends on knowledge of complex spelling patterns and morphology
Fluent reading depends on specific skills and approaches to understanding strategies when reading literary text
Fluent reading depends on specific skills and approaches to understanding strategies when reading informational text
Appropriate spelling, capitalization, grammar, and punctuation are used and applied when writing
Exploring the writing process helps to plan and draft a variety of literary genres
Exploring the writing process helps to plan and draft a variety of simple informational texts
Questions are essential to analyze and evaluate the quality of thinking
Reference materials help us locate information and answer questions
Third Grade
Successful group activities need the cooperation of everyone
Oral communication is used both informally and formally
Increasing word understanding, word use, and word relationships increases vocabulary
Strategies are needed to make meaning of various types of literary genres
Comprehension strategies are necessary when reading informational or persuasive text
Correct grammar, capitalization, punctuation, and spelling are used when writing
A writing process is used to plan, draft, and write a variety of literary genres
A writing process is used to plan, draft, and write a variety of informational texts
Researching a topic and sharing findings are often done with others
Inferences and points of view exist
Fourth Grade
A clear communication plan is necessary to effectively deliver and receive information
Knowledge of complex orthography (spelling patterns), morphology (word meanings), and word relationships to decode (read) multisyllabic words contributes to better reading skills
Comprehension and fluency matter when reading literary texts in a fluent way
Comprehension and fluency matter when reading informational and persuasive texts in a fluent way
Correct sentence formation, grammar, punctuation, capitalization, and spelling are applied to make the meaning clear to the reader
The recursive writing process is used to create a variety of literary genres for an intended audience
Informational and persuasive texts use the recursive writing process
Identifying implications, concepts, and ideas enriches reasoning skills
Comprehending new information for research is a process undertaken with discipline both alone and within groups
Fifth Grade
Listening strategies are techniques that contribute to understanding different situations and serving different purposes
Effective communication requires speakers to express an opinion, provide information, describe a process, and persuade an audience
Knowledge of morphology and word relationships matters when reading
Literary texts are understood and interpreted using a range of strategies
Ideas found in a variety of informational texts need to be compared and understood
Conventions apply consistently when evaluating written texts
The recursive writing process contributes to the creative and unique literary genres for a variety of audiences and purposes
The recursive writing process creates stronger informational and persuasive texts for a variety of audiences and purposes
Quality reasoning requires asking questions and analyzing and evaluating viewpoints
Identifying and evaluating concepts and ideas have implications and consequences
High-quality research requires information that is organized and presented with documentation
Sixth Grade
Successful group discussions require planning and participation by all
Word meanings are determined by how they are designed and how they are used in context
Understanding the meaning within different types of literature depends on properly analyzing literary components
Organizing structure to understand and analyze factual information
Writing literary genres for intended audiences and purposes requires ideas, organization, and voice
Writing informational and persuasive genres for intended audiences and purposes require ideas, organization, and voice develop
Specific editing for grammar, usage, mechanics, and clarity gives writing its precision and legitimacy
Monitoring the thinking of self and others is a disciplined way to maintain awareness
Individual and group research projects require obtaining information on a topic from a variety of sources and organizing it for presentation
Assumptions can be concealed, and require identification and evaluation
Seventh Grade
Small and large group discussions rely on active listening and the effective contributions of all participants
Formal presentations require preparation and effective delivery
Purpose, tone, and meaning in word choices influence literary, persuasive, and informational texts
Literary elements, characteristics, and ideas are interrelated and guide the comprehension of literary and fictional texts
Informational and persuasive texts are summarized and evaluated
Organization is used when composing informational and persuasive texts
Composing literary and narrative texts that incorporate a range of stylistic devices demonstrates knowledge of genre features
Editing writing for proper grammar, usage, mechanics, and clarity improves written work
Answering a research question logically begins with obtaining and analyzing information from a variety of sources
Reasoned material is evaluated for its quality using both its logic and its use of a medium
Logical information requires documented sources
Eighth Grade
Communication skills and interviewing techniques are required to gather information and to develop and deliver oral presentations
A variety of response strategies clarifies meaning or messages
Context, grammar, and word choice influence the understanding of literary, persuasive, and informational texts
Quality comprehension and interpretation of literary texts demand self-monitoring and self-assessment
Quality comprehension and interpretation of informational and persuasive texts demand monitoring and self-assessment
Ideas and supporting details in informational and persuasive texts are organized for a variety of audiences and purposes and evaluated for quality
Stylistic devices and descriptive details in literary and narrative texts are organized for a variety of audiences and purposes and evaluated for quality
Editing writing for grammar, usage, mechanics, and clarity is an essential trait of a well-written document
Common fallacies and errors occur in reasoning
Quality reasoning relies on supporting evidence in media
Individual research projects begin with information obtained from a variety of sources, and is organized, documented, and presented using logical procedures
Ninth Grade
Oral presentations require effective preparation strategies
Listening critically to comprehend a speaker’s message requires mental and physical strategies to direct and maintain attention
Increasingly complex informational texts require mature interpretation and study
Increasingly complex literary elements in traditional and contemporary works of literature require scrutiny and comparison
Writing for grammar, usage, mechanics, and clarity requires ongoing refinements and revisions
Literary and narrative texts develop a controlling idea or theme with descriptive and expressive language
Informational and persuasive texts develop a topic and establish a controlling idea or thesis with relevant support
Informational materials, including electronic sources, need to be collected, evaluated, and analyzed for accuracy, relevance, and effectiveness for answering research questions
Effective problem-solving strategies require high-quality reasoning
Tenth Grade
Content that is gathered carefully and organized well successfully influences an audience
Effectively operating in small and large groups to accomplish a goal requires active listening
Context, parts of speech, grammar, and word choice influence the understanding of literary, persuasive, and informational texts
Literary and historical influences determine the meaning of traditional and contemporary literary texts
The development of new ideas and concepts within informational and persuasive manuscripts
Literary or narrative genres feature a variety of stylistic devices to engage or entertain an audience
Grammar, language usage, mechanics, and clarity are the basis of ongoing refinements and revisions within the writing process
Organizational writing patterns inform or persuade an audience
Collect, analyze, and evaluate information obtained from multiple sources to answer a question, propose solutions, or share findings and conclusions
An author’s reasoning is the essence of legitimate writing and requires evaluating text for validity and accuracy
Eleventh Grade
Verbal and nonverbal cues impact the intent of communication
Validity of a message is determined by its accuracy and relevance
Knowledge of language, including syntax and grammar, influence the understanding of literary, persuasive, and informational texts
Ideas synthesized from informational texts serve a specific purpose
Complex literary texts require critical reading approaches to effectively interpret and evaluate meaning
Stylistic and thematic elements of literary or narrative texts can be refined to engage or entertain an audience
Elements of informational and persuasive texts can be refined to inform or influence an audience
Writing demands ongoing revisions and refinements for grammar, usage, mechanics, and clarity
Evaluating quality reasoning includes the value of intellectual character such as humility, empathy, and confidence
Self-designed research provides insightful information, conclusions, and possible solutions
Complex situations require critical thinking across multiple disciplines
Twelve Grade
Effective collaborative groups accomplish goals
Effective speaking in formal and informal settings requires appropriate use of methods and audience awareness
Literary criticism of complex texts requires the use of analysis, interpretive, and evaluative strategies
Interpreting and evaluating complex informational texts require the understanding of rhetoric, critical reading, and analysis skills
Style, detail, expressive language, and genre create a well-crafted statement directed at an intended audience and purpose
Ideas, evidence, structure, and style create persuasive, academic, and technical texts for particular audiences and specific purposes
Standard English conventions effectively communicate to targeted audiences and purposes
Logical arguments distinguish facts from opinions; and evidence defines reasoned judgment
Independent research designs articulate and defend information, conclusions, and solutions that address specific contexts and purposes
Science
Preschool
Objects have properties and characteristics
There are cause-and-effect relationships in everyday experiences
Living things have characteristics and basic needs
Living things develop in predictable patterns
Events such as night, day, the movement of objects in the sky, weather, and seasons have patterns
Earth’s materials have properties and characteristics that affect how we use those materials
Kindergarten
Objects can move in a variety of ways that can be described by speed and direction
Objects can be sorted by physical properties, which can be observed and measured
Organisms can be described and sorted by their physical characteristics
First Grade
Solids and liquids have unique properties that distinguish them
An organism is a living thing that has physical characteristics to help it survive
Offspring have characteristics that are similar to but not exactly like their parents’ characteristics
Earth’s materials can be compared and classified based on their properties
Second Grade
Changes in speed or direction of motion are caused by forces such as pushes and pulls
Each plant or animal has different structures or behaviors that serve different functions
Organisms depend on their habitat’s nonliving parts to satisfy their needs
Weather and the changing seasons impact the environment and organisms such as humans, plants, and other animals
Third Grade
Matter exists in different states and can change from one state to another by heating and cooling
The duration and timing of life cycle events such as reproduction and longevity vary across organisms and species
Earth’s materials can be broken down and/or combined into different materials such as rocks, minerals, rock cycle, formation of soil, and sand – of which are usable resources for human activity
Fourth Grade
Energy comes in many forms such as light, heat, sound, magnetic, chemical, and electrical
There is interaction and interdependence between and among living and nonliving components of ecosystems
All living things share similar characteristics, but they also have differences that can be described and classified
Comparing fossils to each other or to living organisms reveals features of prehistoric environments and provides information about organisms today
Earth is part of the solar system, which includes the sun, moon, and other bodies that orbit the sun in predictable patterns that lead to observable paths of objects in the sky as seen from Earth
Fifth Grade
Mixtures of matter can be separated regardless of how they were created; all weight and mass of the mixture are the same as the sum of weight and mass of its parts
Human body systems have basic structures, functions, and needs
All organisms have structures and systems with separate functions
Earth’s surface changes constantly through a variety of processes and forces
Weather conditions change because of the uneven heating of Earth’s surface by the Sun’s energy. Weather changes are measured by differences in temperature, air pressure, wind and water in the atmosphere and type of precipitation
Earth and Sun provide a diversity of renewable and nonrenewable resources
Sixth Grade
All matter is made from atoms, which are far too small to see directly through a light microscope. Elements have unique atoms and thus, unique properties. Atoms themselves are made from even smaller particles
Atoms may stick together in well-defined molecules or be packed together in large arrangements. Different arrangements of atoms into groups compose all substances
The physical characteristics and changes of solid, liquid, and gas states can be explained using the particulate model
Distinguish among, explain, and apply the relationships among mass, weight, volume, and density
Changes in environmental conditions can affect the survival of individual organisms, populations, and entire species
Organisms interact with each other and their environment in various ways that create a flow of energy and cycling of matter in an ecosystem
Complex interrelationships exist between Earth’s structure and natural processes that over time are both constructive and destructive
Water on Earth is distributed and circulated through oceans glaciers, rivers, ground water, and the atmosphere
Earth’s natural resources provide the foundation for human society’s physical needs. Many natural resources are non-renewable on human time scales, while others can be renewed or recycled.
Seventh Grade
Mixtures of substances can be separated based on their properties such as solubility, boiling points, magnetic properties, and densities
The human body is composed of atoms, molecules, cells, tissues, organs, and organ systems that have specific functions and interactions
Cells are the smallest unit of life that can function independently and perform all the necessary functions of life
Photosynthesis and cellular respiration are important processes by which energy is acquired and utilized by organisms
Individual organisms with certain traits are more likely than others to survive and have offspring in specific environments
Multiple lines of evidence show the evolution of organisms over geologic time
Major geologic events such as earthquakes, volcanic eruptions, mid-ocean ridges, and mountain formation are associated with plate boundaries and attributed to plate motions
Geologic time, history, and changing life forms are indicated by fossils and successive sedimentation, folding, faulting, and uplifting of layers of sedimentary rock
Eighth Grade
Identify and calculate the direction and magnitude of the forces that act on an object, and explain the results in the object’s change of motion
Distinguish between physical and chemical changes, noting that mass is conserved during any change
There are different forms of energy, and those forms of energy can be changed from one form to another – but total energy is conserved
Recognize that waves such as electromagnetic, sound, seismic, and water have common characteristics and unique properties
Human activities can deliberately or inadvertently alter ecosystems and their resiliency
Organisms reproduce and transmit genetic information (genes) to offspring, which influences individuals’ traits in the next generation
The solar system is comprised of various objects that orbit the Sun and are classified based on their characteristics
Weather is a result of complex interactions of Earth's atmosphere, land and water, that are driven by energy from the sun, and can be predicted and described through complex models
Earth has a variety of climates defined by average temperature, precipitation, humidity, air pressure, and wind that have changed over time in a particular location
The relative positions and motions of Earth, Moon, and Sun can be used to explain observable effects such as seasons, eclipses, and Moon phases
High School
Newton’s laws of motion and gravitation describe the relationships among forces acting on and between objects, their masses, and changes in their motion – but have limitations
Matter has definite structure that determines characteristic physical and chemical properties
Matter can change form through chemical or nuclear reactions abiding by the laws of conservation of mass and energy
Atoms bond in different ways to form molecules and compounds that have definite properties
Energy exists in many forms such as mechanical, chemical, electrical, radiant, thermal, and nuclear, that can be quantified and experimentally determined
When energy changes form, it is neither created not destroyed; however, because some is necessarily lost as heat, the amount of energy available to do work decreases
Cellular metabolic activities are carried out by biomolecules produced by organisms
Energy for life derives from interrelated processes of photosynthesis and cellular respiration. Photosynthesis transforms light energy to chemical energy of molecular bonds. Cellular resp. allows cells to utilize chemical energy when bonds are broken
Cells use the passive and active transport of substances across membranes to maintain relatively stable intracellular environments
Cells, tissues, organs, and organ systems maintain relatively stable internal environments, even in the face of changing external environments
Matter tends to be cycled within an ecosystem, while energy is transformed and eventually exits an ecosystem
The size and persistence of populations depend on their interactions with each other and on the abiotic factors in an ecosystem
Physical and behavioral characteristics of an organism are influenced to varying degrees by heritable genes, many of which encode instructions for the production of proteins
Multicellularity makes possible a division of labor at the cellular level through the expression of select genes, but not the entire genome.
Evolution occurs as the heritable characteristics of populations change across generations and can lead populations to become better adapted to their environment
The history of the universe, solar system and Earth can be inferred from evidence left from past events
As part of the solar system, Earth interacts with extraterrestrial forces and energies such as gravity, solar phenomena, electromagnetic radiation, and impact events that influence the planet’s geosphere, atmosphere, and biosphere in a variety of ways
The theory of plate tectonics helps to explain geological, physical, and geographical features of Earth
Climate is the result of energy transfer among interactions of the atmosphere, hydrosphere, geosphere, and biosphere
The interaction of Earth's surface with water, air, gravity, and biological activity causes physical and chemical changes
Natural hazards have local, national and global impacts such as volcanoes, earthquakes, tsunamis, hurricanes, and thunderstorms
There are costs, benefits, and consequences of exploration, development, and consumption of renewable and nonrenewable resources
Social Studies
Preschool
Change and sequence over time
Develop spatial understanding, perspectives and connections to the world
People work to meet wants and needs
Recognize money and identify its purpose
Individuals have unique talents and work with others in groups
Rules and their purpose in allowing groups to work effectively
Kindergarten
Ask questions, share information and discuss ideas about the past
The first component in the concept of chronology it to place information in sequential order
People belong to different groups and live in different places around the world that can be found on a map or globe
Ownership as a component of economics
Discuss how purchases can be made to meet wants and needs
Participate in making decisions using democratic traditions
Civic participation takes place in multiple groups
First Grade
Describe patterns and chronological order of events of the recent past
Family and cultural traditions in the United States in the past
Geographic tools such as maps and globes represent places
People in different groups and communities interact with each other and with the environment
People work at different types of jobs and in different types of organization to produce goods and services and receive an income
Identify short-term financial goals
Effective groups have responsible leaders and team members
Notable people, places, holidays and patriotic symbols
Second Grade
Identify historical sources and utilize the tools of a historian
People have influenced the history of neighborhoods and communities
Geographic terms and tools are used to describe space and place
People in communities manage, modify and depend on their environment
The scarcity of resources affects the choices of individuals and communities
Apply decision-making processes to financial decisions
Responsible community members advocate for their ideas
People use multiple ways to resolve conflicts or differences
Third Grade
Use a variety of sources to distinguish historical fact from fiction
People in the past influence the development and interaction of different communities or regions
Use various types of geographic tools to develop spatial thinking
The concept of regions is developed through an understanding of similarities and differences in places
Describe producers and consumers and how goods and services are exchanged
Describe how to meet short term financial goals
Respecting the views and rights of others is a key components of a democratic society
The origins, structure, and functions of local government
Fourth Grade
Organize a sequence of events to understand the concepts of chronology and cause and effect in the history of Colorado
The historical eras, individuals, groups, ideas and themes in Colorado history and their relationships to key events in the United States
Use several types of geographic tools to answer questions about the geography of Colorado
Connections within and across human and physical systems are developed
People respond to positive and negative incentives
The relationship between choice and opportunity cost
Analyze and debate multiple perspectives on an issue
The origins, structure, and functions of the Colorado government
Fifth Grade
Analyze historical sources from multiple points of view to develop an understanding of historical context
The historical eras, individuals, groups, ideas and themes in North America from 1491 through the founding of the United States government
Use various geographic tools and sources to answer questions about the geography of the United States
Causes and consequences of movement
Government and market structures influence financial institutions
Use of financial institutions to manage personal finances
The foundations of citizenship in the United States
The origins, structure, and functions of the United States government
Sixth Grade
Analyze and interpret historical sources to ask and research historical questions
The historical eras, individuals, groups, ideas and themes in regions of the Western Hemisphere and their relationships with one another
Use geographic tools to solve problems
Human and physical systems vary and interact
Identify and analyze different economic systems
Saving and investing are key contributors to financial well-being
Analyze the interconnectedness of the United States and other nations
Compare multiple systems of government
Seventh Grade
Seek and evaluate multiple historical sources with different points of view to investigate a historical question and to formulate and defend a thesis with evidence
The historical eras, individuals, groups, ideas and themes within regions of the Eastern Hemisphere and their relationships with one another
Use geographic tools to gather data and make geographic inferences and predictions
Regions have different issues and perspectives
Supply and demand influence price and profit in a market economy
The distribution of resources influences economic production and individual choices
Compare how various nations define the rights, responsibilities, and roles of citizens
Different forms of government and international organizations and their influence in the world community
Eighth Grade
Formulate appropriate hypotheses about United States history based on a variety of historical sources and perspectives
The historical eras, individuals, groups, ideas and themes from the origins of the American Revolution through Reconstruction and their relationships to one another
Use geographic tools to analyze patterns in human and physical systems
Conflict and cooperation occur over space and resources
Economic freedom, including free trade, is important for economic growth
Manage personal credit and debt
Analyze elements of continuity and change in the United States government and the role of citizens over time
The place of law in a constitutional system
High School
Use the historical method of inquiry to ask questions, evaluate primary and secondary sources, critically analyze and interpret data, and develop interpretations defended by evidence from a variety of primary and secondary sources
The key concepts of continuity and change, cause and effect, complexity, unity and diversity over time
The significance of ideas as powerful forces throughout history
Use different types of maps and geographic tools to analyze features on Earth to investigate and solve geographic questions
Explain and interpret geographic variables that influence the interactions of people, places and environments
The interconnected nature of the world, its people and places
Productive resources-natural, human, capital-are scare; therefore, choices are made about how individuals, businesses, governments, and societies allocate these resources
Economic policies affect markets
Government and competition affect markets
Design, analyze, and apply a financial plan based on short- and long-term financial goals
Analyze strategic spending, saving, and investment options to achieve the objectives of diversification, liquidity, income, and growth
The components of personal credit to manage credit and debt
Identify, develop and evaluate risk-management strategies
Research, formulate positions, and engage in appropriate civic participation to address local, state, and national issues or policies
Purposes of and limitations on the foundations, structures, and functions of government
Analyze how public policy-domestic and foreign-is developed at the local, state, and national levels and compare how policy-making occurs in other forms of government
Visual Arts
Preschool
Artists and viewers identify art in daily life
Works of art can represent people, places, and things
Create works of art based on personal relevance
Artists have an important role in communities
Kindergarten
Personal feelings are described in and through works of art
Artists and viewers recognize characteristics and expressive features within works of art
Artists interpret connections to the stories told in and by works of art
Identify that art represents and tells the stories of people, places, or things
Create two- and three-dimensional works of art based on personal relevance
Artists and viewers contribute and connect to their communities
First Grade
Works of art express feelings
Art represents and renders the stories of people, places, or things
Visual arts provide opportunities to respond to personal works of art and the art of others
Create art to communicate ideas, feelings, or emotions
Visual arts relate experiences to self, family, and friends
Second Grade
Artists make choices that communicate ideas in works of art
Characteristics and expressive features of art and design are used to identify and discuss works of art
Visual arts use various literacies to convey intended meaning
Use familiar symbols to identify and demonstrate characteristics and expressive features of art and design
Visual arts respond to human experience by relating art to the community
Third Grade
The identification of characteristics and expressive features in works of art and design help to determine artistic intent
Art has intent and purpose
Artists, viewers, and patrons make connections among the characteristics, expressive features, and purposes of art and design
Artists, viewers, and patrons use the language of art to respond to their own art and the art of others
Use basic media to express ideas through the art-making process
Demonstrate basic studio skills
Historical and cultural ideas are evident in works of art
Works of art connect individual ideas to make meaning
Fourth Grade
Artists, viewers and patrons respond to works of art using inference and empathy
Works of art articulate and express different points of view
Artists and viewers determine artistic intent by comparing and contrasting the characteristics and expressive features of art and design
The critique process informs judgments about artistic and aesthetic merits in works of art
The processes and philosophies of art and design inform interpretations in works of art
Materials and processes can be used in traditional, unique, and inventive ways
Use media to express and communicate ideas about an issue of personal interest
Viewers and patrons make personal meaning and infer artistic intent
Historical time periods and cultural settings are interpreted in works of art
Fifth Grade
Visual arts connect multiple characteristics of art
Visual arts communicate the human experience
Visual arts learning involves analyzing the formal and sensory qualities of art
Evaluative criteria is used when responding to works of art
Specific methods of planning support the development of intended meaning
Create art using technological media
Apply an understanding of art processes and creative thinking to plan and create art
Use artistic media and expression to communicate personal and objective points of view
Artists, viewers, and patrons assign intended meaning to works of art
Artists, viewers, and patrons respond to art from familiar and unfamiliar cultures
Sixth Grade
Art created across time and cultures can exhibit stylistic differences and commonalities
The characteristics and expressive features of art and design are used in unique ways to respond to two- and three-dimensional art
Specific art vocabulary is used to describe, analyze, and interpret works of art
Visual symbols and metaphors can be used to create visual expression
Key concepts, issues, and themes connect the visual arts to other disciplines such as the humanities, sciences, mathematics, social studies, and technology
Plan the creation of a work of art
Explore various media, materials, and techniques used to create works of art
Utilize current, available technology to refine ideas in works of art
Critical thinking in the arts transfers to multiple lifelong endeavors
Visual arts impact community, cultural traditions, and events
Eco-art is a contemporary response to environmental issues
Seventh Grade
Understanding works of art involves knowledge of historical and cultural styles, genre, and artists over time
Knowledge of art vocabulary is important when critically analyzing works of arts
The characteristics and expressive features of art and design are used in analyzing and synthesizing the meaning in works of art
Visual literacy skills are used to create meaning from a variety of information
Concepts, issues, and themes in the visual arts can be used to communicate ideas in various other disciplines
Achieve the ability to plan, anticipate outcomes, and demonstrate craftsmanship in creating a work of art
Restructure and apply the technical skills and processes required to achieve desired results in producing works of art
Use various media, materials, and tools to express specific meaning in works of art
Utilize current, available technology as a primary medium to create original works of art
The visual arts community messages its cultural traditions and events
Art and design strategies can solve environmental problems
Critical thinking in the arts transfers to multiple uses in life
Eighth Grade
The history of art, world cultures, and artistic styles influence contemporary art concerns
Conceptual art theories explain how works of art are created
Art criticism strategies are used to analyze, interpret, and make informed judgments about works of art
Key concepts, issues, and themes in the visual arts can solve problems using real-world applications
Visual literacy skills help to establish personal meaning and artistic intent in works of art
Achieve artistic purpose to communicate intent
Demonstrate technical proficiency and craftsmanship when planning
Utilize current and available technology to refine an idea, and create original and imaginative works of art
Cultural traditions and events impact visual arts within a community
Visual arts are valuable for a variety of art and non-art related lifelong endeavors
Visual arts provide an opportunity to explore sustainable environments, design and architecture
High School
Art and design have purpose and function
Visual art has inherent characteristics and expressive features
Historical and cultural context are found in visual art
Interpretation is a means for understanding and evaluating works of art
Reflective strategies are used to understand the creative process
A personal philosophy of art is accomplished through use of sophisticated language and studio art processes
Demonstrate competency in traditional and new art media, and apply appropriate and available technology to express ideas
Assess and produce art with various materials and methods
Make judgments from visual messages
The work of art scholars impacts how art is viewed today
Communication through advanced visual methods is a necessary skill in everyday life
Art is a lifelong endeavor
World Languages
Novice-Low
Communicate about very familiar topics (written or oral) using isolated words and high-frequency phrases (interpersonal mode)
Comprehend isolated learned words and high-frequency phrases (written or oral) on very familiar topics (interpretive mode)
Present on very familiar topics (written or oral) using isolated words and high-frequency phrases (presentational mode
Identify common practices within the target cultures studied
Identify common products of the target cultures studied
Identify information that can be gathered from target language resources connected to other content areas
Use authentic resources to locate basic information
Identify similarities and differences of the most basic vocabulary through comparisons of the student’s own language and the language studied
Identify and recognize the nature of culture through comparisons of the target culture(s) and the student’s own culture
Novice-Mid
Participate in basic conversations (written or oral) on a variety of familiar and predictable topics using isolated words and learned phrases (interpersonal mode)
Comprehend short exchanges (written or oral) that use learned vocabulary and grammatical structures on familiar topics (interpretive mode)
Present using learned and simple phrases or expressions (written or oral) on very familiar topics (presentational mode)
Reproduce common practices of the cultures studied
Describe familiar products of the cultures studied
Summarize information gathered from target language resources connected to other content areas
Organize information acquired from authentic resources
Expand knowledge of similarities and differences of basic structural patterns of language through comparisons of the student’s own language and the language studied
Investigate the nature of culture through comparisons of the target culture(s) and the student’s own culture and how the two cultures interact
Novice-High
Participate in exchanges (written or oral) on a variety of familiar topics using familiar vocabulary and learned grammatical structures (interpersonal mode)
Comprehend exchanges (written or oral) on a variety of familiar topics using both high-frequency vocabulary, new vocabulary, and learned grammatical structures (interpretive mode)
Present (written or oral) on a variety of familiar topics using both high-frequency vocabulary, new vocabulary, and learned grammatical structures (presentational mode)
Examine common practices and perspectives within the cultures studied
Examine familiar products of the cultures studied
Examine information gathered from target language resources connected to other content areas
Relate information acquired from authentic resources to individual perspectives and experiences
Describe the similarities and differences between structural patterns of the target language through comparisons of the student’s own language and the language studied
Describe the nature of culture through comparisons of the target culture(s) and the student’s own culture and how the two cultures interact
Inter-Low
Initiate, sustain, and conclude conversations (written or oral) on a variety of familiar topics, using familiar vocabulary and learned grammatical structures (interpersonal mode)
Comprehend spoken or written language in a variety of situations based on familiar vocabulary and learned grammatical structures (interpretive mode)
Present (written or oral) on a variety of familiar topics, using familiar vocabulary and learned grammatical structures (presentational mode)
Examine how the perspectives of people who speak the target language are reflected in their products
Draw conclusions using a personal understanding of the perspectives and practices of the cultures studied
Assess the usefulness of information gathered from target language resources for application in other content areas
Examine information and viewpoints present in authentic resources
Recognize how the significance of the similarities and differences between the target language and the student’s own language provides insight into the structures of their own language
Compare the similarities and differences between the target culture(s) and the student’s own culture
Inter-Mid
Initiate, sustain, and conclude conversations (written or oral) in a variety of situations based on familiar and unfamiliar vocabulary and learned grammatical structures (interpersonal mode)
Comprehend spoken or written language in a variety of situations based on familiar and unfamiliar vocabulary and learned grammatical structures (interpretive mode)
Present (written or oral) in a variety of situations based on familiar and unfamiliar vocabulary and learned grammatical structures (presentational mode)
Analyze how the perspectives of people who speak the target language are reflected in their practices
Analyze how products reflect practices and perspectives of the cultures studied
Analyze information gathered from target language resources connected to other content areas
Evaluate information and viewpoints present in authentic resources
Analyze the significance of the similarities and differences between the target language and the student’s own language
Analyze the significance of the similarities and differences between the target culture(s) and the student’s own culture
Teacher Quality Standards
- Any -
Element A: Teachers demonstrate high standards for professional conduct.
Element A: Teachers demonstrate knowledge about the ways in which learning takes place, including the levels of intellectual, physical, social, and emotional development of their students.
Element A: Teachers foster a predictable learning environment characterized by acceptable student behavior and efficient use of time in which each student has a positive, nurturing relationship with caring adults and peers.
Element A: Teachers provide instruction that is aligned with the Colorado Academic Standards and their district’s organized plan of instruction.
Element B: Teachers demonstrate an awareness of, a commitment to, and a respect for multiple aspects of diversity, while working toward common goals as a community of learners.
Element B: Teachers develop and implement lessons that connect to a variety of content areas/disciplines and emphasize literacy and mathematical practices.
Element B: Teachers link professional growth to their professional goals.
Element B: Teachers use formal and informal methods to assess student learning, provide feedback, and use results to inform planning and instruction.
Element C: Teachers demonstrate knowledge of the content, central concepts, inquiry, appropriate evidence-based instructional practices, and specialized characteristics of the disciplines being taught.
Element C: Teachers engage students as individuals, including those with diverse needs and interests, across a range of ability levels by adapting their teaching for the benefit of all students.
Element C: Teachers integrate and utilize appropriate available technology to engage students in authentic learning experiences.
Element C: Teachers respond to a complex, dynamic environment.
Element D: Teachers demonstrate leadership in the school, the community, and the teaching profession.
Element D: Teachers establish and communicate high expectations and use processes to support the development of critical-thinking and problem-solving skills.
Element D: Teachers work collaboratively with the families and/or significant adults for the benefit of students.
Element E: Teachers provide students with opportunities to work in teams and develop leadership.
Element F: Teachers model and promote effective communication.
QS I: Teachers demonstrate mastery of and pedagogical expertise in the content they teach.
QS II: Teachers establish a safe, inclusive and respectful learning environment for a diverse population of students.
QS III: Teachers plan and deliver effective instruction and create an environment that facilitates learning for their students.
QS IV: Teachers demonstrate professionalism through ethical conduct, reflection, and leadership.
Grade Levels
PK - Grade 2
Grades 3- 5
Grades 6 - 8
Grades 9 -12
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Arts (Dance, Drama, Music, Visual)
Career & Technical
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Mathematics
Physical Education
Reading, Writing, and Communicating
Science
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STEM
Technology
World Languages
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