ARIZONA ACADEMIC STANDARDS

GRADE 1

State of Arizona
Arizona Department of Education

Updated 1.19.09
 ARIZONA ACADEMIC STANDARDS
GRADE 1

CONTENTS

The Arts Standard 2006 – Grade 1

Comprehensive Health Education/Physical Activity Standards 1997 –

Foundations (Grades 1-3)

Foreign and Native Language Standards 1997 – Foundations (Grades 1-3)

Reading Standard Articulated by Grade Level 2003 – Grade 1

Writing Standard Articulated by Grade Level 2004 – Grade 1

Language Arts Standards1996 – Foundations (Grades 1-3)

Standard 3: Listening and Speaking
Standard 4: Viewing and Presenting

Mathematics Standard Articulated by Grade Level 2008 – Grade 1

Science Standard Articulated by Grade Level 2004 – Grade 1

Social Studies Standard Articulated by Grade Level 2006 – Grade 1

Technology Standards 2000 – Foundations (Grades 1-3)

Workplace Skills Standards1997 – Foundations (Grades 1-3)

Additional information about the Arizona Academic Standards including glossaries of

terms may be found at [Link]
The Arts Standard 2006

Grade 1
 ARIZONA ACADEMIC STANDARDS IN THE ARTS
ARTICULATED FOR FIRST GRADE

Philosophy and Rationale for the Arts

The arts are essential in education for they provide students with the means to think, feel, and
understand the world around them in ways unique and distinct from other academic disciplines. These
skills have been recognized as essential to lifelong success both in and out of school by a variety of
education and civic leaders, including the National Association of State Boards of Education, the
Education Commission of the States, the Arts Education Partnership, and BusinessWeek.

Arts Education in Arizona

Arizona has recognized the importance of arts education for its students in a variety of ways, including:
• Requiring music and visual arts be taught in grades K-8
• Creating high quality certifications (endorsements) for teachers in the areas of dance, music,
theatre and visual arts
• Requiring a fine arts high school credit for admission to our state’s universities
• Adopting Academic Standards in the Arts, with rigorous, sequential guidelines for creating quality
arts education for Arizona’s students.

Arts Standards Articulation for First Grade

• The Arts Standards are divided into four discipline areas: dance, music, theatre and visual arts.
• The Music Standard is articulated for general music by grade level for Kindergarten – 8th grade.
• The remaining Standards (Dance, Theatre, Visual Arts) are articulated by skill level, reflecting the
variety of ways in which the arts are taught in Arizona schools. Included in this First Grade packet
are the Beginning Skill Level Performance Objectives for Dance, Theatre and Visual Arts. If your
students are more advanced, or if you would like to see how these skill articulated standards build
on one other, the Department encourages you to view the standards in their entirety at
[Link]
• All Four Arts Standards are organized under three strands: Create, Relate and Evaluate. Create
performance objectives refer to the creation and performance within the discipline. Relate
performance objectives refer to the social/historical/interdisciplinary nature of the discipline.
Evaluate performance objectives refer to the critique and criticism aspects of the discipline.

Additional Resources for Arts Education

Additional resources on arts education can be accessed at [Link] or by calling
the Department’s Arts Education Specialist at 602-364-1534.
 ARIZONA ACADEMIC STANDARDS IN THE ARTS
ARTICULATED FOR FIRST GRADE

BEGINNING DANCE

Strand 1 - Create
Concept 1: Body
Beginning Objectives
Healthy Practices PO 101
Identify and apply healthy and safe dance practices (e.g. alignment,
strength, endurance, proper nutrition, warming up the body, somatic
practices).
Anatomy PO 102
Perform isolated and coordinated dance movement for the head, neck,
joints, and body parts of the torso and limbs.
Dynamic Alignment PO 103
Identify and demonstrate the elements of dynamic alignment through
basic movement patterns.
Fundamental PO 104
Movement Patterns Identify and demonstrate basic fundamental movement patterns
including breath, head/tail, core/distal, body half, upper/lower,
front/back and cross/lateral
Body Skills PO 105
Identify and demonstrate basic body skills including balance, strength,
flexibility, coordination, endurance and agility.

Concept 2: Movement Skills

Beginning Objectives
Axial/Non- PO 101
locomotor Identify and perform basic axial /non-locomotor movements (e.g.
bending, twisting, reaching turning).
Locomotor PO 102
Identify and perform basic locomotor movements (e.g. walk, run, hop,
skip, jump, slide, gallop, leap, crawl, roll).
Axial and PO 103
locomotor Perform basic movement combinations that utilize both axial and
combinations locomotor movements.
Articulation of PO 104
movement skills Identify and use breath support, initiation of movement, connectivity,
and transition from one movement to another.

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Strand 1 – Create (continued)

Concept 3: Elements of Dance
Beginning Objectives
Time: Tempo PO 101
Demonstrate moving to a steady beat in different tempos.
See also “Relating
Dance and Music”
Time: Meter PO 102
Demonstrate the ability to organize beats into groups and move in time
with the beats. (e.g. duple and triple time).
Time: Rhythm PO 103
Demonstrate moving in relation to and coordination with changes in
rhythms and meters.
Space: Direction, PO 104
Facing, Pathway Identify and demonstrate movement in different directions (forward,
back side).
Space: Level PO 105
Identify and demonstrate shapes at low, middle and high level.

Space: Shapes PO 106

Demonstrate and create a variety of solo shapes exploring the
possibility of symmetrical, asymmetrical, twisted, curved, angular, flat
etc.
Space: Size and PO 107
Range Explore the possibilities of size and range in relation to shape and
movement.
Space: Focus and PO 108
Intent Discuss and identify various points of focus (e.g. inner/outer, near/far,
single/multi)
Energy: Movement PO 109
Qualities Use appropriate terminology to identify and demonstrate the 6 qualities
of movement (e.g. swing, suspend, sustained, percussive, collapse,
vibratory)
Energy: Effort PO 110
Use appropriate terminology to identify and demonstrate the Laban
effort principles (e.g. bound/free, sudden/sustained, direct/indirect,
strong/light

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Strand 1 – Create (continued)

Concept 4: Improvisation/Choreography
Beginning Objectives
Improvisational PO 101
Strategies Identify and apply improvisational strategies (e.g. leading/following,
shadowing/mirroring, verbal cues, emotional response).
Using the Elements PO 102
of Dance to Discuss and explore how the elements of dance can be used to
Communicate communicate meaning.
Ideas and Themes PO 103
Discuss and explore ideas and themes used to create dances (e.g.
literal/abstract, emotions, stories, social themes, nature, text).
Choreographic PO 104
Processes Identify the choreographic process used to create dances.
Choreographic PO 105
Forms Identify various choreographic forms (e.g. Narrative, ABA, Suite,
Recurring Theme, Abstract, Broken Form, Chance).
Choreographic PO 106
Principles Identify the choreographic principles used in dance (e.g. contrast, unity,
balance).
Technology PO 107
Discuss and identify the ways to document dance (e.g. photography,
video, writing, drawing, and computer programs).
PO 108
Use technology as a motivator for improvisation or choreography.

Concept 5: Performance Values

Beginning Objectives
Focus and PO 101
Concentration Identify and demonstrate concentration and focus in dance.
Kinesthetic and PO 102
Spatial Awareness Discuss and explore the concept of personal and general space.
Performance PO 103
Qualities Identify and perform dance with performance qualities of focus,
performance energy and facial expression.

Concept 6: Production Design

Beginning Objectives
Production terms, PO 101
crew, elements Define production terminology and appropriate performance etiquette.
Marketing and PO 102
budget Identify marketing tools and sequence for a dance production.
Technology PO 103
Identify the ways that technology can be used in production.

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Strand 2 - Relate
Concept 1: Dance Forms/History
Beginning Objectives
History and PO 101
Development of Identify the origins of various dance forms and the individuals who
Dance Forms helped develop them (e.g. ballet, modern, jazz, tap, hip-hop).
Technique and PO 102
Theory of Various Identify and discuss the theoretical and technical differences of the
Dance Forms various dance forms.
Technology PO 103
Identify and discuss the ways in which technology is used in dance.

Concept 2: Social and Cultural Influences

Beginning Objectives
Cultural Dances PO 101
Identify, practice, perform, and respond to dances from a variety of
cultures, heritages and environments.
Meaning of Cultural PO 102
Dances Identify the meaning, purpose and the roles people play in various
social/cultural and folk dances.
Contemporary PO 103
Cultural Dances Identify current dance styles in society and/or various cultures (see
social/cultural dances).

Concept 3: Dance and Literacy

Beginning Objectives
PO 101
Using text to create Use movement to express images, ideas, situations, and feelings from
movement text (e.g. books, poetry, original writing, articles).
Using text to PO 102
describe and Use words to express images, ideas and feelings that are danced.
understand
movement

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Strand 2 – Relate (continued)

Concept 4: Dance and other disciplines
Beginning Objectives
Using movement PO 101
with other Use movement to express ideas, concepts, feelings and images (e.g.
disciplines numbers, patterns, symbols, sounds, textures, animals) found in other
disciplines.
Integrating dance PO 102
and other art forms Respond to movement through a different art medium (e.g. draw a
picture, write a poem, sing a song).
Careers PO 103
Identify possible career opportunities in dance.

Concept 5: Dance and Music

Beginning Objectives
Elements of music PO 101
Identify and explore (e.g. discussion, body percussion, locomotors,
other body movements) the tempo and meter of various music
examples.
Rhythmic PO 102
Patterns/Variations Explore and respond physically to the ways in which movement can be
used to mirror and/or contrast sounds, rhythms, and tempos.
Technology PO 103
Explore the technology available for creating sound for dance.

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Strand 3 - Evaluate
Concept 1: Understanding Dance
Beginning Objectives
Dance Terminology PO 101
After observing a brief movement study, use dance terminology to
identify the movements and/or the elements of dance being used.
PO 102
Production Elements After observing a dance, identify the production elements being used
(e.g. lighting, sound, costumes, props, scenery).
Communicating PO 103
Meaning Discuss how movement can be used to communicate main ideas,
themes or feelings.
Evaluation Criteria PO 104
Identify the criteria used to evaluate dance performance and technique
(e.g. performance values, choreographic principles, elements of
movement).

Personal PO 105
Interpretation Identify your personal reaction to a dance through discussion, writing,
movement or art making.

Technology PO 106
Use technology to identify and discuss technical training and
performance aspects in dance.

Concept 2: Professionalism
Beginning Objectives
Classroom, PO 101
rehearsal and Identify and demonstrate appropriate classroom, rehearsal and
performance performance behaviors (e.g. be attentive and respond appropriately
behaviors to vocal, musical or observed cues, be on time, dress appropriately,
work cooperatively, be respectful to self and others).
Audience Etiquette PO 102
Identify and demonstrate appropriate audience behavior (e.g. watch
attentively, remain quiet, appropriate applause).
Portfolio collection PO 103
and maintenance At regular intervals, record and discuss movement skills acquired,
choreography and performances. Maintain records for future use.

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 ARIZONA ACADEMIC STANDARDS IN THE ARTS
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GRADE 1 MUSIC
Strand 1 – Create
Concept 1:
Singing, alone and with others, music from various genres and diverse cultures.
PO 1. Singing on pitch loud/soft, fast/slow, high/low.
PO 2. Following a steady beat while singing.
PO 3. Echo singing using syllable names.
PO 4. Responding properly to basic conducting cues. (e.g., start/stop).

Concept 2:
Playing instruments, alone and with others, music from various genres and diverse cultures.
PO 1. Maintaining a steady beat with a partner.
PO 2. Playing sounds that are loud/soft, fast/slow, high/low.
PO 4. Responding properly to basic conducting cues. (e.g., stop/start).

Concept 3:
Improvising rhythms, melodies, variations, and accompaniments
PO 1. Improvising an answer to a teacher-performed statement (to a steady beat)

Concept 4:
Composing and arranging music.
PO 1. Composing and notating short pieces using non-standard musical notation.

Concept 5:
Reading and notating music.
PO 1. Recognizing melodic movement as up and down.
PO 2. Identifying quarter and eighth notes and quarter rests (e.g., Ta, Ti Ti).
PO 4. Demonstrating melodic line and texture through non-standard musical notation

Strand 2 – Relate
Concept 1:
Understanding the relationships among music, the arts, and other disciplines outside the arts.
PO 1. Using body movement to show variations in rhythm, pitch or tempo.
PO 3. Recognizing composers’ motivations for creating music
PO 4. Exploring and analyzing the relationship of music to language arts, visual arts,
literature

Concept 2:
Understanding music in relation to history and culture.
PO 1. Recognizing various uses of music in daily experiences (e.g., game songs, marches,
dance music, work songs).

Concept 3:
Understanding music in relation to self and universal themes.
PO 1. Identifying a song or other piece of music that is important to their family.
PO 2. Explaining music preferences (I like it because…).

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Strand 3 – Evaluate
Concept 1:
Listening to, analyzing, and describing music.
PO 1. Identifying melodic shape/pitch direction.
PO 2. Identifying a variety of band, orchestra, and classroom instruments.
PO 4. Demonstrating various moods heard in music through facial expression, body posture
and/or movement.
PO 3. Recognizing patterns (e.g. rhythmic, melodic, dynamic, instrumental, tempo)

Concept 2:
Evaluating music and music performances.
PO 1. Expressing personal reactions to a music performance through words or drawings (I
like it because…).
PO 2. Listening attentively while others perform and showing appropriate audience behavior
for the context and style of the music performed.

BEGINNING THEATRE

Strand 1 – Create

Concept 1: Collaboration
Beginning Objectives
PO 101. Demonstrate respect for others’ opinions by respectfully listening while ideas are
articulated.
PO 102. Cooperate in the dramatic process.
PO 103. Demonstrate the ability to collaborate while coming to consensus in the dramatic
process.
PO 104. Follow established theatre safety rules.

Concept 2: Acting
Beginning Objectives
PO 101. Imagine and describe characters, their relationships, what they want and why (e.g.,
through variations of movement and gesture, vocal pitch, volume, and tempo).
PO 102. Sustain a scene using appropriate language or movement with the teacher role-
playing or giving clues (e.g., from literature or students’ personal experiences).
PO 104. Describe or illustrate recalled sensory experiences.
PO 105. Work cooperatively and follow established safety rules.

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Strand 1 – Create (continued)

Concept 3: Theatre Technology and Design
Beginning Objectives
PO 101. Describe and/or document the setting/environment of a story to be dramatized (e.g.,
through words, drawings, technical elements).
PO 102. Establish a playing space and an audience space.
PO 103. Illustrate the use of line, shape, texture, color, space, and balance to represent the
environment of a story.
PO 104. Select/document/arrange materials (e.g., props, furniture, costumes, sound) to
create the setting/environment of the story to be dramatized.
PO 108. Use available art materials, tools, and resources to convey the characters through
costumes, accessories, and make-up designs for a scene or production.

Concept 4: Playwriting
Beginning Objectives
PO 101. Identify various sources (e.g., books, family stories, nature, imagination, paintings,
poetry) for theatrical work.
PO 102. Retell a story including its theme, setting, storyline, plot, physical descriptions of the
characters, and theme.
PO 103. Improvise by imitating life experiences, knowledge of literature, social issues, and/or
historical situations, and create imaginary scenes that include characters, setting, and
storyline.
PO 104. Create original, brief stories through improvisation that include a storyline and
characters.
PO 105. Describe or illustrate recalled sensory experiences to create characters and plot.

Concept 5: Directing
Beginning Objectives
PO 101. Lead peers in warm-ups and theatre games.
PO 102. Demonstrate leadership skills in small group work.
PO 103. Lead small groups in planning a scene and rehearsing the scene for in-class
performance.
PO 106. Conduct exercises for actors in sensory recall.
PO 107. Develop an understanding and discuss the role of the director in the production
process.

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Strand 2 – Relate
Concept 1: Collaboration
Beginning Objectives
PO 101. Describe, illustrate and/or implement how the use of collaboration affects daily life and
different environments.

Concept 2: Acting
Beginning Objectives
PO 101. Describe how the characters in a situation might be similar to or different from a real
life experience.
PO 102. Describe how place and time affect characters and story in class improvisations,
scripts, and productions of theatre and/or other media.
PO 103. Identify current and historical periods and cultures (e.g., western/eastern traditions) in
dramatic scenes, scripts, and informal and formal productions.
PO 104. Demonstrate how interrelated conditions (time, place, other characters, and the
situation) influence the characters and stories in informal productions of theatre, film/video,
and electronic media.
PO 105. Infer a character’s motivations and emotions and predict future action.

Concept 3: Theatre Technology and Design

Beginning Objectives
PO 101. Compare and contrast the historic setting, culture, and geography of a story, and how
they influence and affect the visual/aural representation of it in a classroom, on stage, or in
media.
PO 102. Identify and explain the historical and cultural influences on the visual/aural elements
from a variety of works (e.g., fairy tales, books, plays) for dramatizations.

Concept 4: Playwriting
Beginning Objectives
PO 101. Read and analyze stories and short plays from a variety of cultures and historical
periods to identify their essential playwriting elements (e.g., storyline, conflict, characters,
theme).
PO 102. Determine how place, time, and social and cultural conditions affect characters and
the storyline in class improvisations, scripts, and productions of theatre and/or other media.
PO 103. Describe how a character’s motivation and emotions can predict future action or the
resolution to a conflict in the story.
PO 104. Discuss story themes, plot, characters, dialogue, and actions and how they
compare/contrast to real life situations.
PO 105. Identify current and historical periods and cultures (e.g. western/eastern traditions) in
dramatic scenes, scripts, and informal and formal productions.
PO 106. Describe how place and time affect characters and story in class improvisations,
scripts, and productions of theatre and/or other media.

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Strand 2 – Relate (continued)

Concept 5: Directing
Beginning Objectives
PO 101. Identify and explain the influence of time and place (history and environment) on the
characters and the story to be dramatized.
PO 102. Use a variety of sources (e.g., pictures, music, poetry, texts, library, artifacts) to
research the characters, story, and environment for a dramatization.
PO 103. Evaluate research materials for appropriateness and usefulness to support character,
story development, and design.
PO 104. Identify and explain the roles of the different artists in theatre (actor,
designer/technician, playwright, director).
PO 105. Identify current and historical periods and cultures (e.g., western/eastern traditions) in
dramatic scenes, scripts, and informal and formal productions.

Strand 3: Evaluate
Concept 1: Collaboration
Beginning Objectives
PO 101. Describe the ways in which the group participated in the collaborative process.

Concept 2: Acting
Beginning Objectives
PO 101. Demonstrate respectful audience behavior.
PO 102. Describe the believable actions and dialogue of improvised characters in classroom
scenes.
PO 103. Identify and describe the characters, environment, and story elements in a variety of
written and performed events.
PO 104. Justify the perception of a performance and critique its production elements.
PO 105. Evaluate and justify, with examples, the meanings constructed from a dramatic text or
performance relating to daily life.

Concept 3: Theatre Technology and Design

Beginning Objectives
PO 101. Evaluate the playing space and setting used for a variety of dramatic works,
classroom scenes, and informal or formal productions.
PO 103. Evaluate how line, shape, texture, color, space, balance, and/or pattern help illustrate
the environment of a story.
PO 104. Evaluate the environment, setting, lights, sound, costumes and props in a variety
of performed dramatic works to determine the mood and meaning of the story.
PO 105. Evaluate the environment for safety issues that may effect the production.

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Strand 3: Evaluate (continued)

Concept 4: Playwriting
Beginning Objectives
PO 101. Recall and evaluate the storyline of a class improvisation or performance.
PO 102. Recall and evaluate the character’s actions in a class improvisation or
performance.
PO 103. Describe how plot, character, and environment in plays, film/video, and electronic
media are related to personal life.
PO 104. Identify by genre a dramatic concept, script, classroom, or formal production.
PO 105. Identify and describe the characters, environment, and story elements in a variety of
written and performed events.

Concept 5: Directing
Beginning Objectives
PO 101. Explain and justify the basic elements of a dramatic text (e.g., problem/solution,
beginning, middle and end, characters, and environment) and performance essentials (e.g.,
visibility and audibility of actors, appropriateness of setting).
PO 102. Explain and justify personal preferences for specific elements and/or moments in
dramatizations.
PO 103. Identify and describe the characters, environment, and story elements in a variety of
written and performed events.

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BEGINNING VISUAL ARTS: Early Elementary Grades

Strand 1: Create

Concept 1:
Creative Process - The student will develop, revise, and reflect on ideas for expression
in his or her own artwork
Beginning Objectives for Early Elementary Grades
PO 001. Contribute to a discussion about ideas for his or her own artwork .

Concept 2:
Materials, Tools, and Techniques • The student will use materials, tools, and techniques
in his or her own artwork .
Beginning Objectives for Early Elementary Grades
PO 001. Identify and experiment with materials, tools, and techniques in his or her own artwork
.
PO 002. Use materials, tools, and techniques appropriately in his or her own artwork .

Concept 3:
Elements and Principles • The student will use elements of art and principles of design in
his or her own artwork
Beginning Objectives for Early Elementary Grades
PO 001. Identify and use elements in his or her own artwork.

Concept 4:
Meanings or Purposes • The student will express ideas to communicate meanings or
purposes in artwork.
Beginning Objectives for Early Elementary Grades
PO 001. Describe and explain his or her own artwork .

Concept 5:
Quality - The student will apply criteria to assess the quality of in-progress and finished
artwork.
Beginning Objectives for Early Elementary Grades
PO 001. Identify successful aspects of his or her own artwork and possible revisions.

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Strand 2 - Relate
Concept 1:
Artworlds - The student will describe the role that art plays in culture and how it reflects,
records, and interacts with history in various times, places, and traditions.
Beginning Objectives for Early Elementary Grades
PO 001. Contribute to a discussion about who artists are, what they do, and why they create
art.
PO 002. Discuss how an artwork is used to communicate stories, ideas, and emotions.

Concept 2:
Materials, Tools, and Techniques - The student will identify/analyze the use of materials,
tools, and techniques in artwork.
Beginning Objectives for Early Elementary Grades
PO 001. Identify the relationship between tools, materials, and/or techniques.

Concept 3:
Elements and Principles - The student will explore the artistic traditions and visual
conventions from diverse cultures, which often differ from the elements and principles
traditionally used in many Western cultures.
Beginning Objectives for Early Elementary Grades
PO 001. Identify visual/tactile characteristics of artworks from a diverse culture, different place,
or time.

Concept 4:
Meanings or Purposes – The student will interpret meanings or purposes of artwork
based on contextual information.
Beginning Objectives for Early Elementary Grades
PO 001. Interpret meanings and/or purposes of an artwork using subject matter and symbols.

Concept 5:
Quality - The student will investigate and /or speculate about what characteristics in
artworks are valued by various cultures.
Beginning Objectives for Early Elementary Grades

PO 001. Contribute to a discussion about why artworks have been valued within the context of
the culture in which they were made
PO 002. Demonstrate respect while responding to others’ artwork.

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Strand 3 – Evaluate
Concept 1:
Art Issues and Values - The student will justify general
conclusions about the nature and value of art.
Beginning Objectives for Early Elementary Grades
PO 001. Form and support opinions about art (e.g., what art is and why it is important).
PO 002. Distinguish art from other objects.
PO 003. Discuss reasons why people value art (e.g., sentimental, financial, religious, political,
and historical).

Concept 2:
Materials, Tools, and Techniques - The student will reflect on, and determine how
materials, tools, and techniques affect meanings, purposes, and value in artworks.
Beginning Objectives for Early Elementary Grades
PO 001. Describe the visual effects created by an artist’s use of tools, materials, and
techniques in an artwork.

Concept 3:
Elements and Principles - The student will judge the effectiveness of the artist’s use of
elements of art and principles of design in communicating meanings and/or purposes, in
artworks.
Beginning Objectives for Early Elementary Grades
PO 001. Identify an element in an artwork that supports its meaning and/or purpose.

Concept 4:
Meanings or Purposes - The student will judge an artist’s success in communicating
meaning or purpose in their artwork.
Beginning Objectives for Early Elementary Grades
PO 001. Discuss how an artist communicates meaning and/or purpose in an artwork.

Concept 5:
Quality - The student will apply criteria for judging the quality of specific artwork.
Beginning Objectives for Early Elementary Grades
PO 001. Compare an original artwork with a reproduction (e.g., make a museum/artist’s studio
visit to compare details, size, luminosity, three dimensionality, surface texture).

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Comprehensive Health Education/
Physical Activity Standards 1997

Foundations (Grades 1-3)

 Comprehensive Health Rationale
Parents and Guardians

It is understood that parents and guardians are the primary educators in their children’s
health; therefore, it is important to include the applicable statutes and state Board of
Education rule in the comprehensive health education standards. Parents and
guardians must be provided opportunities to preview school district policies, curriculum
and take-home materials.

The ultimate goal of comprehensive health education is to help young people in Arizona
achieve their fullest potential by attaining their highest level of health and wellness as
students and adults. Basic to health education is the knowledge about the importance
of the interrelationships of physical, behavioral, and social well-being and the prevention
of diseases and other health problems. Students should learn to accept responsibility
for personal health decisions and practices, work with others to maintain a healthy
environment, as well as become informed consumers.

Rationale for Standard 1: Students comprehend concepts related to health promotion

and disease prevention.

Comprehension of health promotion strategies and disease prevention concepts

enables students to become health literate, self-directed learners, which establishes a
foundation for leading healthy and productive lives.

Rationale for Standard 2: Students demonstrate the ability to access accurate health
information.

Accessing valid health information and health promoting products and services is
important in the prevention, early detection and treatment of most health problems.
Applying skills of information analysis, organization, comparison, synthesis and
evaluation to health issues provides a foundation for individuals to move toward
becoming health literate and responsible, productive citizens.

Rationale for Standard 3: Students demonstrate the ability to practice health-

enhancing behaviors and reduce health risks.

Research confirms that many diseases and injuries can be prevented by reducing
harmful and risk-taking behaviors. Accepting responsibility and practicing health-
enhancing behaviors can contribute to a positive quality of life.

Rationale for Standard 4: Students analyze the influence of culture, media,

technology and other factors on health.

Health is influenced by a variety of factors that coexist within society. The ability to
analyze, evaluate and interpret the influence of culture, media and technology on health
is important in a rapidly changing world. The health literate, responsible and productive
citizen draws upon the contributions of these factors to strengthen individual, family and
community health.

Rationale for Standard 5: Students demonstrate the ability to use interpersonal skills
to enhance health.

Personal, family and community health are enhanced through effective communication.
The ability to organize and to convey information, beliefs, opinions, and feelings (both
verbal and nonverbal) are skills that strengthen interactions and can reduce or avoid
conflict. When communicating, individuals who are health literate demonstrate care,
consideration, and respect for self and others.

Rationale for Standard 6: Students demonstrate the ability to use goal setting and
decision-making skills to enhance health.

Decision-making and goal setting are essential lifelong skills needed to implement and
sustain health-enhancing behaviors. These skills make it possible for individuals to
transfer health knowledge into healthy lifestyles, thus improving the quality of life.

Rationale for Standard 7: Students demonstrate the ability to advocate for personal,
family and community health.

Quality of life is dependent on an environment that protects and promotes the health of
individuals, families and communities. Responsible citizens who are health literate
communicate and advocate for positive health in their communities.

§ 15-102. Parental involvement in the school; definition

A. The governing board, in consultation with parents, teachers and administrators, shall
develop and adopt a policy to promote the involvement of parents and guardians of
children enrolled in the schools within the school district, including:
1. A plan for parent participation in the schools which is designed to improve parent
and teacher cooperation in such areas as homework, attendance and discipline.
2. Procedures by which parents may learn about the course of study for their
children and review learning materials.
3. Procedures by which parents who object to any learning material or activity on
the basis that it is harmful may withdraw their children from the activity or from
the class or program in which the material is used. Objection to a learning
material or activity on the basis that it is harmful includes objection to a material
or activity because it questions beliefs or practices in sex, morality or religion.
B. The policy adopted by the governing board pursuant to this section may also include
the following components:
1. A plan by which parents will be made aware of the district’s parental
involvement policy and the provisions of this section, including:
(a) Rights under the family educational rights and privacy act of 1974 relating to
access to children’s official records.
 (b) The parent’s right to inspect the school district policies and curriculum.
2. Efforts to encourage the development of parenting skills.
3. The communication to parents of techniques designed to assist the child’s
learning experience in the home.
4. Efforts to encourage access to community and support services for children and
families.
5. The promotion of communication between the school and parents concerning
school programs and the academic progress of the parents’ children.
6. Identifying opportunities for parents to participate in and support classroom
instruction at the school.
7. Efforts to, with appropriate training, support parents as shared decision makers
and to encourage membership on school councils.
8. The recognition of the diversity of parents and the development of guidelines that
promote widespread parental participation and involvement in the school at
various levels.
9. The development of preparation programs and specialized courses for
certificated employees and administrators that promote parental involvement.
10. The development of strategies and programmatic structures at schools to
encourage and enable parents to participate actively in their children’s education.
C. For the purposes of this section, “parent” means the parent or person who has
custody of the child.

R7-2-303. Sex Education

A. Instruction in sex education in the public schools of Arizona shall be offered only in
conformity with the following requirements.
1. Common schools: Nature of instruction; approval; format.
a. Supplemental/elective nature of instruction. The common schools of Arizona
may provide a specific elective lesson or lessons concerning sex education as a
supplement to the health course study.
i. This supplement may only be taken by the student at the written request of
the student’s parent or guardian.
ii. Alternative elective lessons from the state-adopted optional subjects shall
be provided for students who do not enroll in elective sex education.
iii. Elective sex education lessons shall not exceed the equivalent of one class
period per day for one-eighth of the school year for grades K-4.
iv. Elective sex education lessons shall not exceed the equivalent of one
class period per day for one-quarter of the school year for grades 5-8.
b. Local governing board approval. All elective sex education lessons to be
offered shall first be approved by the local governing board.
i. Each local governing board contemplating the offering of elective sex
education shall establish an advisory committee with membership
representative of district size and the racial and ethnic composition of the
community to assist in the development of lessons and advise the local
governing board on an ongoing basis.
ii. The local governing board shall review the total instruction materials for
lessons presented for approval.
 iii. The local governing board shall publicize and hold at least two public
hearings for the purpose of receiving public input at least one week prior to
the local governing board meeting at which the elective sex education lessons
will be considered for approval.
iv. The local governing board shall maintain for viewing by the public the total
instructional materials to be used in approved elective sex education lessons
within the district.
c. Format of instruction.
i. Lessons shall be taught to boys and girls separately.
ii. Lessons shall be ungraded, require no homework, and any evaluation
administered for the purpose of self-analysis shall not be retained or recorded
by the school or the teacher in any form.
iii. Lessons shall not include tests, psychological inventories, surveys, or
examinations containing any questions about the student’s or his parents’
personal beliefs or practices in sex, family life, morality, values or religion.
2. High Schools: Course offering; approval; format.
a. A course in sex education may be provided in the high schools of Arizona.
b. The local governing board shall review the total instructional materials and
approve all lessons in the course of study to be offered in sex education.
c. Lessons shall not include tests, psychological inventories, surveys, or
examinations containing any questions about the student’s or his parents’
personal beliefs or practices in sex, family life, morality, values or religion.
d. Local governing boards shall maintain for viewing by the public the total
instructional materials to be used in all sex education courses to be offered in
high schools within the district.
3. Content of instruction: Common schools and high schools.
a. All sex education materials and instruction shall be age appropriate,
recognize the needs of exceptional students, meet the needs of the district,
recognize local community standards and sensitivities, shall not include the
teaching of abnormal, deviate, or unusual sexual acts and practices, and shall
include the following:
i. Emphasis upon the power of individuals to control their own personal
behavior. Pupils shall be encouraged to base their actions on reasoning, self-
discipline, sense of responsibility, self-control and ethical considerations such
as respect for self and others; and
ii. Instruction on how to say “no” to unwanted sexual advances and to resist
negative peer pressure. Pupils shall be taught that it is wrong to take
advantage of, or to exploit, another person.
b. All sex education materials and instruction which discuss sexual intercourse
shall:
i. Stress that pupils should abstain from sexual intercourse until they are
mature adults;
ii. Emphasize that abstinence from sexual intercourse is the only method for
avoiding pregnancy that is 100 percent effective;
iii. Stress that sexually transmitted diseases have severe consequences and
constitute a serious and widespread public health problem;
 iv. Include a discussion of the possible emotional and psychological
consequences of preadolescent and adolescent sexual intercourse and the
consequences of preadolescent and adolescent pregnancy;
v. Promote honor and respect for monogamous heterosexual marriage; and
vi. Advise pupils of Arizona law pertaining to the financial responsibilities of
parenting, and legal liabilities related to sexual intercourse with a minor.
B. Certification of compliance. All districts offering a local governing board-approved
sex education course of lesson shall certify, under the notarized signature of both
the president of the local governing board and the chief administrator of the school
district, compliance with this rule except as specified in paragraph (C).
Acknowledgment of receipt of the compliance certification from the state Board of
Education is required as a prerequisite to the initiation of instruction. Certification of
compliance shall be in a format and with such particulars as shall be specified by the
Department of Education.
C. All districts offering state Board approved sex education lessons or courses prior to
the effective date of this rule shall comply with this rule on or before June 30, 1990.

§ 15-716. Instruction on acquired immune deficiency syndrome; department

assistance
A. Each common, high and unified school district may provide instruction to
kindergarten programs through the twelfth grade on acquired immune deficiency
syndrome and the human immunodeficiency virus.
B. Each district is free to develop its own course of study for each grade. At a
minimum, instruction shall:
1. Be appropriate to the grade level in which it is offered.
2. Be medically accurate.
3. Promote abstinence.
4. Discourage drug abuse.
5. Dispel myths regarding transmission of the human immunodeficiency virus.
C. No district shall include in its course of study instruction which:
1. Promotes a homosexual life-style.
2. Portrays homosexuality as a positive alternative life-style.
3. Suggests that some methods of sex are safe methods of homosexual sex.
D. At the request of a school district, the department of health services or the
department of education shall review instruction materials to determine their medical
accuracy.
E. At the request of a school district, the department of education shall provide the
following assistance:
1. A suggested course of study.
2. Teacher training
3. A list of available films and other teaching aids.
F. At the request of a parent, a pupil shall be excused from instruction on the acquired
immune deficiency syndrome and the human immunodeficiency virus as provided in
subsection A of this section. The school district shall notify all parents of their ability
to withdraw their child from the instruction.
 ADDENDUM
A Brief Description of Ten Major Content Areas in
Comprehensive School Health Education

1. Community Health includes topics such as individual responsibility; healthful school, home
and community environments; community health resources and facilities; official and
nonofficial health agencies; health service careers; pollution control; community
involvement; current issues; and trends in medical care.

2. Consumer Health addresses health care resources i.e., knowing what is available and how
to be an educated consumer.

3. Environmental Health addresses individual and community responsibility, pollution, effects

of environment on health, environmental protection agencies, population density, world
health, waste disposal, sanitation, laws and career choices.

4. Family Life Education covers information about family dynamics, building relationships,
child abuse, choices about relationships, family planning, parenting skills, sex education,
and sexually transmitted diseases such as HIV infection and AIDS.

5. Injury Prevention and Safety includes learning about first aid and emergency health care
and addresses the prevention of unintentional injuries. (Many schools include violence
prevention and homicide as health issues within this content area.)

6. Mental and Emotional Health includes building self-esteem, effectively coping with stress,
and communication skills, among others.

7. Nutrition addresses a balanced diet, food preparation, reading and understanding food
labels, differences in nutritional needs for pregnant women, and more.

8. Personal Health includes physical fitness and lifetime activities, cardiovascular health,
sleep, rest, relaxation, recreation, growth and development, oral health, vision and hearing,
body systems and their functions, aging, personal wellness plans, and positive health habits
and choices.

9. Prevention and Control of Disease addresses heart disease, stroke, diabetes, cancer,
HIV/AIDS and others.

10. Substance Use and Abuse refers to the use and misuse of tobacco, alcohol, and other
drugs and often includes topics such as positive decision-making, individual responsibility,
substances beneficial to humankind, the classification of substances and their effects on the
body, and the formation of habits and their influence.

The ten major content areas in this addendum are provided to assist local school districts in
developing sequential curricula. It will be left to the discretion of the local district to determine
the emphasis of each of the content areas. The Comprehensive Health Education and Physical
Activity Standards are the required competency indicators, while the addendum is a tool to be
used by school districts as a cross-reference.
 COMPREHENSIVE HEALTH STANDARDS
FOUNDATIONS (GRADES 1-3)

STANDARD 1
Students comprehend concepts related to health promotion and disease prevention.

• 1CH-F1. Describe relationships between personal health behavior (e.g., sleep,

diet, fitness and personal hygiene) and individual well-being

PO 1. Explain positive effects of a balanced, healthy lifestyle (e.g., being alert,

rested, energetic, healthy)
PO 2. Explain importance of personal health-promoting behaviors (e.g., covering
sneezes and coughs, proper hand washing, adequate sleep, healthy diet, physical
activity)

• 1CH-F2. Identify indicators of mental, emotional, social and physical health

during childhood

PO 1. Describe how feelings affect behavior (e.g., anger, fear, pride, happiness,
sadness, frustration)
PO 2. Recognize the importance of developing friendships
PO 3. Describe at least three ways to prevent the spread of germs

• 1CH-F3. Describe the basic structure and functions of the human body
systems

PO 1. Identify the parts of the digestive and circulatory system

PO 2. Describe the functions of the digestive and circulatory systems

• 1CH-F4. Describe how heredity, family life and individual lifestyle affect
personal health

PO 1. Explain how hereditary traits are passed on from parents to children (e.g.,
high blood pressure, diabetes, poor eyesight)
PO 2. Explain how eating/activity habits effect lifestyle

• 1CH-F5. Describe how environmental health and personal health are related

PO 1. Show relationships of behavior to environment (e.g., weather and appropriate

dress, pollen and allergies/asthma, pollution and respiration, pollution and skin)
 COMPREHENSIVE HEALTH STANDARDS
FOUNDATIONS (GRADES 1-3)

• 1CH-F6. Identify health problems that should be detected and treated early
and the reasons why

PO 1. Describe health problems and early detection

PO 2. Describe the benefits of early treatment

• 1CH-F7. Identify the characteristics, causes, prevention and treatment of

common childhood injuries and illnesses

PO 1. List common childhood illnesses, their causes and prevention

PO 2. List common childhood injuries, their causes, prevention and treatment
PO 3. Illustrate ways to keep germs from spreading
PO 4. Illustrate ways to prevent injuries

STANDARD 2
Students demonstrate the ability to access accurate health information.

• 2CH-F1. Identify characteristics of accurate health information (e.g., research-

based, current) and health promoting products (e.g., weight scales,
thermometers, eye glasses) and services (e.g., school meal program, school
nurse, after school activities)

PO 1. List sources of accurate/reliable health information

PO 2. List health promoting products
PO 3. Name health promoting services that contribute to health

• 2CH-F2. Demonstrate the ability to locate resources from home, school and
community that provide accurate health information

PO 1. Describe health/emergency agencies that provide services (e.g., community

health agencies, schools, poison control centers, Web sites)

• 2CH-F3. Explain how media influences the selection and use of health
information, products and services

PO 1. Describe how advertisement affects choices

PO 2. Identify ways media (movies) influence health decisions

• 2CH-F4. Demonstrate the ability to locate home and school health helpers

PO 1. Convey how to access appropriate health/emergency services

 COMPREHENSIVE HEALTH STANDARDS
FOUNDATIONS (GRADES 1-3)

• 2CH-F5. Locate and describe the roles of resources (health workers and
organizations) from the school and community

PO 1. State appropriate agencies to contact

PO 2. Identify resources (e.g., parents, health department, fire department)

• 2CH-F6. Describe the consequences of appropriate and inappropriate use of

drugs and medicine

PO 1. Identify safe practices of taking medicine and storing it properly

PO 2. Identify the harmful effects of inappropriate use of drugs and medicine

• 2CH-F7. Identify when and how to seek emergency medical assistance and
shelter

PO 1. Demonstrate how to contact parents and/or emergency services in

emergency situations
PO 2. Recall emergency numbers

STANDARD 3
Students demonstrate the ability to practice health-enhancing behaviors and reduce
health risks.

• 3CH-F1. Identify responsible health behaviors and compare them to

risky/harmful behaviors (e.g., responsible: tooth brushing, exercise, sleep,
nutrition; risky: the use of tobacco, alcohol and other drugs)

PO 1. Discuss responsible health behavior vs. risky or harmful behaviors

• 3CH-F2. Identify personal health needs and strategies to maintain or improve

one's well-being

PO 1. Discuss good health habits

PO 2. Discuss ways to promote and maintain good health habits
PO 3. Establish a plan for personal health standards

• 3CH-F3. Identify hazards found in the home, school and community and
demonstrate ways to avoid or reduce the threats

PO 1. List hazards found in the home, school, and community

PO 2. Discuss ways to avoid and/or reduce the threats
 COMPREHENSIVE HEALTH STANDARDS
FOUNDATIONS (GRADES 1-3)

• 3CH-F4. Apply skills to manage stress

PO 1. Identify causes of stress

PO 2. Describe ways to reduce stress

• 3CH-F5. Demonstrate first aid procedures and appropriate responses to

common emergencies in the home, school and community

PO 1. Describe a minimum of three first aid procedures

PO 2. Determine correct response in case of accident or sudden illness

STANDARD 4
Students analyze the influence of culture, media, technology and other factors on
health.

• 4CH-F1. Describe personal health behaviors (e.g., nutrition, exercise) in a

variety of cultures

PO 1. Demonstrate awareness of individual and ethnic variation of food choices and

exercise

• 4CH-F2. Explain how the media influence health behaviors

PO 1. Describe how advertising influences health behavior

PO 2. Describe how movies and cartoons influence health behavior

• 4CH-F3. Describe ways technology can influence personal health

PO 1. Explain how technology has influenced personal health (e.g., 911 system, X-
rays, blood pressure cuffs, thermometers)

• 4CH-F4. Explain how information from school and family influences health

PO 1. Same as concept

STANDARD 5
Students demonstrate the ability to use interpersonal skills to enhance health.

• 5CH-F1. Distinguish between verbal and nonverbal communication

PO 1. Describe differences between nonverbal and verbal communication

 COMPREHENSIVE HEALTH STANDARDS
FOUNDATIONS (GRADES 1-3)

• 5CH-F2. Describe characteristics needed to be a responsible friend and family

member

PO 1. Explain what it means to care and be a friend

PO 2. List characteristics needed to be responsible

• 5CH-F3. Describe ways to communicate care, consideration, and respect of

self and others

PO 1. Explain how one communicates feelings (nonverbal and verbal)

PO 2. Show use of effective "I" messages

• 5CH-F4. Demonstrate healthy ways to express needs, wants and feelings, and
identify a variety of ways to deal with them constructively and appropriately

PO 1. Resolve conflict in socially acceptable ways

PO 2. Formulate self-esteem building skills

• 5CH-F5. Demonstrate attentive listening skills to build and maintain healthy

relationships

PO 1. Explain characteristics of attentive listening

PO 2. Illustrate effective listening skills

• 5CH-F6. Describe refusal skills to enhance mental, emotional and physical

health

PO 1. Explain how refusal skills enhance mental, emotional and physical health
PO 2. Practice positive behavior towards others

• 5CH-F7. Identify negative and positive behaviors exhibited in conflict

situations and strategies for mediating and resolving the conflict

PO 1. List negative and positive behaviors exhibited in conflict situations and

strategies for mediating and resolving the conflict
PO 2. Explain the difference between negative and positive behaviors exhibited in
conflict situations and strategies for mediating and resolving the conflict

STANDARD 6
Students demonstrate the ability to use goal setting and decision-making skills to
enhance health.

• 6CH-F1. Apply a sound decision-making process to resolve health issues and

problems
 COMPREHENSIVE HEALTH STANDARDS
FOUNDATIONS (GRADES 1-3)

PO 1. Explain positive strategies to resolve problems

PO 2. Describe positive strategies to resolve health issues
PO 3. Demonstrate positive decision-making to resolve a health issue or problem

• 6CH-F2. Explain the effects of personal health care choices

PO 1. Identify the effects of personal health choices (positive and negative)

• 6CH-F3. Set a personal health goal and track progress toward its achievement

PO 1. List a personal health goal

PO 2. Chart progress toward achievement

STANDARD 7
Students demonstrate the ability to advocate for personal, family and community health.

• 7CH-F1. Describe a variety of methods to convey accurate health information

and ideas

PO 1. Same as concept

• 7CH-F2. Collect information about health issues

PO 1. State health issues (safety, personal care, disease prevention, substance

abuse prevention, nutrition, emotional and family life)

• 7CH-F3. List a variety of ways to support others in making positive health

choices (e.g., exercising, making healthy food choices, hand washing)

PO 1. Same as concept
 Physical Activity Standards Rationale
A wealth of information has been accumulated to point to the importance of physical
activity in promoting health and wellness. Evidence also indicates that habits (lifestyles)
established in youth are likely to influence adult lifestyles and associated health and
wellness. Physical activity, a primary risk factor for many chronic health conditions, is
an integral part of comprehensive school health education but also must be promoted
as an important educational goal. Meeting physical activity standards includes both
promotion of physical activity among youth and promotion of lifelong physical activity
that will enhance workplace skills, fitness and wellness associated with quality of life.
Achieving lifetime physical activity standards results in learning real life skills. Higher
order skills include decision-making and problem solving required to become informed,
lifetime physical activity consumers.

Rationale for Standard 1: Students demonstrate proficiency and the achievement of

higher order cognitive skills necessary to enhance motor skills.

Movement competence implies the development of sufficient ability to enjoy

participation in physical activities and re-establish a foundation to facilitate continued
motor skill acquisition and increased ability to engage in developmentally appropriate
daily physical activities. In addition to achieving competence in a few movement forms,
which increases the likelihood of lifetime activity participation, the students apply
concepts from exercise science disciplines that will help them achieve independence in
developing movement competence in new movement forms. The focus is on movement
forms appropriate for lifetime activity involvement and the establishment of personal
competence.

Rationale for Standard 2: Students comprehend basic physical activity principles and
concepts that enable them to make decisions, solve problems and become self-directed
lifelong learners who are informed physical activity consumers.

Accessing accurate physical activity information, products and services is important to

become informed, responsible physical activity consumers.

Rationale for Standard 3: Students exhibit a physically active lifestyle.

The intent of this standard is to establish patterns of regular participation in meaningful

physical activity. This standard connects what is taught in school with students’ choices
for physical activity outside of school. Students are more likely to participate in physical
activities if they have had opportunities to develop interests that are personally
meaningful to them.
Rationale for Standard 4: Students achieve and maintain a health-enhancing level of
physical fitness.

The intent of this standard is for the student to achieve a health-enhancing level of
physical fitness. Students should be encouraged to develop personal fitness levels
above those necessary for health-enhancement, based on unique personal needs and
interests and necessary for many work situations and active leisure participation.
Health-related fitness components include cardiorespiratory endurance, muscular
strength and endurance, flexibility, and body composition. Expectations for students’
fitness levels should be established on a personal basis, taking into account variation in
entry levels, rather than setting a single standard for all children at a given grade level.

Rationale for Standard 5: Students develop self-initiated behaviors that promote

effective personal and social interactions in physical activity settings.

The intent of this standard is achievement of self-initiated behaviors that promote

personal and group success in activity settings. Behaviors such as safe practices,
adherence to rules and procedures, etiquette, cooperation and teamwork, ethical
behavior in sports, and positive social interaction are necessary for all students to
develop effective communication skills.

Rationale for Standard 6: Students demonstrate understanding and respect for

differences among people in physical activity settings.

The intent of this standard is to develop respect for similarities and differences through
positive interaction among participants in physical activity. Similarities and differences
include characteristics of culture, ethnicity, motor performance, disabilities, physical
characteristics (e.g., strength, size, shape), gender, race and socioeconomic status.

Rationale for Standard 7: Students develop behavioral skills (self-management skills)

essential to maintaining a physically active lifestyle.

The intent of this standard is for students to develop an awareness of the intrinsic
benefits of participation in lifelong physical activity. Physical activity can provide
opportunities for enjoyment, physical fitness and personal challenge.
 PHYSICAL ACTIVITY STANDARDS
FOUNDATIONS (GRADES 1-3)

STANDARD 1
Students demonstrate proficiency and the achievement of higher order cognitive skills
necessary to enhance motor skills.

• 1PA-F1. Demonstrate mature form in all locomotor patterns and selected

manipulative and nonlocomotor skills

PO 1. Perform all eight locomotor skills with mature form (walk, run, hop, jump, skip,
slide, gallop and leap)
PO 2. Perform four manipulative skills with mature form
PO 3. Perform four nonlocomotor skills with mature form
PO 4. Perform movement skills to a rhythm

• 1PA-F2. Adapt a skill area (e.g., dribbling, passing, dance sequence) to the
demands of a game-like situation

PO 1. Demonstrate the ability to adapt movement skills to changing environmental

conditions and expectations (e.g., partner needs for force production, tossing a ball a
moving partner, rising and sinking while twisting, using different rhythms)
PO 2. Combine a variety of physical activities (e.g., various travel patterns in
relation to music, locomotor and nonlocomotor combinations)

• 1PA-F3. Demonstrate beginning skills of a few specialized movement forms

PO 1. Dribble and pass a variety of objects to self and around stationary objects
(hands, feet and equipment)
PO 2. Throw and kick using mature form
PO 3. Strike a ball repeatedly with hand or object
PO 4. Toss and catch a ball alone or with a partner

• 1PA-F4. Combine movement skills in applied settings

PO 1. Demonstrate control in traveling activities, weight bearing, and balancd

activities on a variety of body parts
PO 2. Demonstrate skills of chasing, fleeing, dodging to avoid others
 PHYSICAL ACTIVITY STANDARDS
FOUNDATIONS (GRADES 1-3)

• 1PA-F5. Apply critical elements to improve personal performance in

fundamental and
selected specialized movement skills

PO 1. Demonstrate critical elements of a fundamental skill (e.g., throwing, kicking,

striking)
PO 2. Use concepts of space, effort, and relationships that vary the quality of
movement

• 1PA-F6. Use critical elements of fundamental and specialized movement skills

to provide feedback to others

PO 1. Use feedback to improve personal performance

PO 2. Recognize the critical elements of a fundamental movement or skill
performed by a fellow student and provide feedback to that student

• 1PA-F7. Apply concepts that impact the quality of increasingly complex

movement performance (e.g., maintaining a wide base of support in a balance
activity)

PO 1. Understand that appropriate practice improves performance (e.g., a ball must

be passed in front of a moving player; the lower the center of gravity, the more
stable an object).

STANDARD 2
Students comprehend basic physical activity principles and concepts that enable them
to make decisions, solve problems and to become self-directed lifelong learners who
are informed physical activity consumers.

• 2PA-F1. Identify several activities related to each component of health-related

physical fitness

PO 1. Identify the components of health-related physical fitness (i.e.,

cardiorespiratory endurance, muscular strength, muscular endurance, flexibility,
body composition)
PO 2. Identify and demonstrate several activities related to each component of
physical fitness

• 2PA-F2. Explain that muscles produce movement and begin to identify

muscles

PO 1. Name and locate large muscle groups

PO 2. Demonstrate activities that utilize specific muscle groups
 PHYSICAL ACTIVITY STANDARDS
FOUNDATIONS (GRADES 1-3)

• 2PA-F3. Demonstrate how to perform physical fitness tests

PO 1. Demonstrate correct form when performing physical fitness activities

STANDARD 3
Students exhibit a physically active lifestyle.

• 3PA-F1. Select and participate regularly in physical activities for the purpose
of improving skill and health

PO 1. Participate regularly in physical activity for the purpose of improving skill

performance
PO 2. Participate regularly in physical activity for the purpose of developing a
healthy lifestyle

• 3PA-F2. Identify the benefits derived from regular physical activity

PO 1. Describe health benefits that result from regular and appropriate participation
in physical activity
PO 2. Identify benefits of at least one activity they regularly participate in

• 3PA-F3. Identify several moderate to vigorous physical activities that provide

personal pleasure

PO 1. Same as concept

STANDARD 4
Students achieve and maintain a health-enhancing level of physical fitness.

• 4PA-F1. Accomplish the health-related fitness standards as defined by

Fitnessgram

PO 1. Identify the components of health-related physical fitness, (i.e.,

cardiorespiratory endurance, muscular strength, muscular endurance, flexibility,
body composition)
PO 2. Identify and demonstrate several activities related to each component of
physical fitness

• 4PA-F2. Participate regularly in physical activity for the purpose of improving

physical fitness (goal setting)

PO 1. Engage in appropriate physical activity that results in the improvement of

health-related physical fitness
 PHYSICAL ACTIVITY STANDARDS
FOUNDATIONS (GRADES 1-3)

STANDARD 5
Students develop self-initiated behaviors that promote effective personal and social
interactions in physical activity settings.

• 5PA-F1. Follow, with few reminders, activity-specific rules, procedures and

etiquette

PO 1. Respond positively to an occasional reminder about a rule/infraction

PO 2. Use expected behaviors in physical activity settings

• 5PA-F2. Utilize safety principles in activity situations

PO 1. Stop activity immediately at the signal to do so

PO 2. Demonstrate and use equipment safely and responsibly
PO 3. Use the rules of physical education on the playground

• 5PA-F3. Work cooperatively and productively with a partner or small group

PO 1. Use respect during all physical activity

PO 2. Work cooperatively with another to complete an assigned task

• 5PA-F4. Work independently and on-task for short periods of time

PO 1. Demonstrate specific teacher-directed skills until a signal is given to end task

PO 2. Demonstrate the ability to share equipment with other students before
repeating a turn

• 5PA-F5. Interact with peers while participating in group activities

PO 1. Treat others with respect during physical activity

PO 2. Resolve conflicts in socially acceptable ways

STANDARD 6
Students demonstrate understanding and respect for differences among people in
physical activity settings.

• 6PA-F1. Participate in multicultural physical activities

PO 1. Identify one’s own cultural/ethnic roots

PO 2. Apply variations in activities and games enjoyed in classmates’ homes and
neighborhoods
 PHYSICAL ACTIVITY STANDARDS
FOUNDATIONS (GRADES 1-3)

• 6PA-F2. Explain the attributes that individuals with differences can bring to
group activities

PO 1. Display consideration of others’ abilities in physical activity settings

• 6PA-F3. Describe differences and similarities among the activities of a variety

of national, cultural and ethnic backgrounds

PO 1. Share with peers an activity, dance or game in which he/she has participated
with family or friends

STANDARD 7
Students develop behavioral skills (self-management skills) essential to maintaining a
physically active lifestyle.

• 7PA-F1. Practice activities to increase skill and fitness competence (goal

setting)

PO 1. Select activities that are personally challenging and rewarding

PO 2. Explain how repeated practice will lead to skill and fitness success
PO 3. Explain how gained competence provides increased enjoyment in movement
and fitness activities

• 7PA-F2. Associate results of fitness testing to personal health status and

ability to perform various activities

PO 1. Same as concept
 Foreign and Native
Language Standards 1997

Foundations (Grades 1-3)

 Foreign and Native Language* Standards Rationale

Today’s students prepare for the tomorrow in which they will need to function in varied
contexts. The constant shrinking of the globe will expand their experience beyond that
of previous generations to include contacts with other languages and cultures, both in
their private lives and in their work. Languages are increasingly demanded in a wide
range of professions. To succeed, students will need new tools, many of which are
available primarily, if not solely, through the study of other languages. They include:

• the ability to communicate well for varied purposes. In other languages, as well
as in English, effective communication requires an understanding of both the target
language and culture under study and one’s own, which implies the ability to interact
confidently within many arenas, including the workplace and communities where the
language is spoken.

• a solid foundation in basic subject matter and skills. All core subjects must
contribute to this end, in an integrated fashion, to aid students in realizing the
connections among the parts of their education. Basic subject matter includes the
development of verbal reasoning, and listening skills and knowledge of the great
achievements of human cultures, e.g., artistic, literary, scientific. The study of
another language has been shown to enhance student performance in other
academic fields. Learnings from other fields can also be reinforced in the foreign
language classroom.

• an understanding and appreciation of the diversity of languages and cultures,

including one’s own. These tools aid students to function as responsible,
informed, and confident citizens and enhance their personal development. They
allow the finding of one’s own place in the wider world.

Introduction to the Foreign Language Standards

The foreign language standards state what students need to know about languages and
cultures, including their own; what students need to be able to do; and how this
knowledge and these abilities relate to the subject matter of other core areas. The
standards are stated clearly and in measurable terms:

• what students need to know in order to function successfully as they enter a new
millennium that promises major changes in communications and contacts with other
languages and cultures;

• what students need to be able to do. Knowing about a language and its culture(s),
while essential, is not sufficient; students will develop skills for functioning effectively
in varied contexts; and
 the integration of foreign languages into the rest of the curriculum so that the
connections are clear and so that learning in all areas is facilitated, including the
development of a deeper understanding of one’s own language and culture. The
five strands under which the standards are organized–Communication, Culture,
Connections, Comparisons and Communities–are meant to be interwoven among
themselves as well, rather than taught as separate entities. Meeting the standards
for each one will contribute to reaching the standards of the others.

These standards for foreign language study are highly challenging for all students.
They assume an extended sequence of learning throughout the students’ school career,
thus reflecting the likely nature of schools in the future. Meeting these standards will
require the study of grammar–the forms and structures of the language–as well as
effective learning strategies. Students will also need to use technologies that will bring
the language and the culture to them in new ways and enhance their opportunities to
learn.

In these standards we refer to “the target language,” which may stand for “world
language,” “foreign language,” “second language,” or “heritage language” (i.e., the
language that is the predominant language in the home).

Descriptions of Language Abilities for Each Level

Readiness

Students use basic vocabulary related to people, places, things and actions close to
their own lives. They express themselves in phrases, short sentences and memorized
material. Their language is characterized by an emerging control of the most common
basic grammatical forms and structures. Because comprehension of oral and written
language normally exceeds production, students are able to comprehend simple
descriptions, narratives, and authentic materials such as advertisements, on topics
studied in class. Pronunciation and fluency are such that students often might not be
understood by native speakers. They are able to write accurately what they can say.

Foundations

Students speak and write extemporaneously using short sentences and sentence
strings in present tense on topics within their experience with the language. They can
describe, ask and answer questions; engage in simple conversations; and carry out
simple realistic functions such as ordering a meal, buying something, or introducing
themselves or others to a group. Since their knowledge of the forms and structures of
the language has grown rapidly but their practice has been limited, their speech is likely
to contain numerous linguistic errors. Students are comprehensible to sympathetic
listeners who have experience with non-native speakers of their language. Their written
language still mirrors their oral language, although they may be able to express more
ideas more accurately in writing, given time to reflect, review and revise.
Essentials

Students speak with somewhat longer utterances and begin to display an ability to
connect phrases and sentences to show relations between ideas expressed. Although
patterns of errors are still common, students now speak and write extemporaneously in
past, present and future time, using vocabulary related to their own lives and interests.
Accent and intonation are generally accurate, although pauses and false starts may be
common, as students give simple instructions and directions, make comparisons, solve
problems together, and engage in conversations on a range of topics including leisure
activities, professions and current events.
In written work, students’ spelling and punctuation are mostly accurate; and they
organize their ideas well.

Proficiency

Students use paragraph-length connected discourse to narrate, describe, and discuss

ideas and opinions. On topics of interest to them and within their experience, they show
few patterns of linguistic errors, they are generally comprehensible to native speakers of
the language, and their vocabulary is sufficient to avoid awkward pauses. They are
able to circumvent linguistic gaps or lapses by “finding another way to say it.” Given
time to reflect and revise, they are able to express their ideas completely and
interestingly in writing, with generally accurate grammar, vocabulary, spelling, accents
and punctuation. They comprehend most authentic expository and fictional material
produced for contemporary native speakers.

Distinction

Students show almost no patterns of linguistic errors and are able to carry out almost
any task that they can execute in English, albeit with less fluency and control or breadth
of vocabulary and grammar. They can argue a point effectively and extemporaneously,
explaining their point of view in detail. In writing, their ideas are well organized and
clearly, completely, and interestingly presented, with accurate use of the language’s
writing system. They can comprehend any non-technical material produced for the
general public of native speakers in
the standard language.
 FOREIGN AND NATIVE LANGUAGE STANDARDS
FOUNDATIONS (GRADES 1-3)

STANDARD 1: COMMUNICATION
Students understand and interpret written and spoken communication on a variety of
topics in the target language.

• 1FL-F1. Comprehend and interpret a brief narrative or poem

• 1FL-F2. Comprehend brief written messages and short personal notes

• 1FL-F3. Comprehend simple recorded material

• 1FL-F4. Follow simple written instructions

• 1FL-F5. Identify parts of a short story, e.g., climax, main idea, conflict

• 1FL-F6. Comprehend the main ideas or themes and identify and describe the
main characters in selected literary texts

STANDARD 2: COMMUNICATION
Students engage in oral and written exchanges which include providing and obtaining
information, expressing feelings and preferences, and exchanging ideas and opinions in
the target language.

• 2FL-F1. Express feelings

• 2FL-F2. Give and follow directions to carry out a specific task and ask
questions for clarification

• 2FL-F3. Exchange information about personal events and memorable

experiences

• 2FL-F4. State opinions about objects, people and events present in their
everyday lives

• 2FL-F5. Acquire goods or information through interaction

 FOREIGN AND NATIVE LANGUAGE STANDARDS
FOUNDATIONS (GRADES 1-3)

STANDARD 3: COMMUNICATION
Students present information and ideas in the target language on a variety of topics to
listeners and readers.

• 3FL-F1. Perform short plays, poems and songs

• 3FL-F2. Write or orally present brief messages that provide information

• 3FL-F3. Present basic (biographical) information about self or others in front

of a group

• 3FL-F4. Read and recite short poems with appropriate expression and rhythm

• 3FL-F5. Share their interpretations, reactions and feelings about a piece of

literature

STANDARD 4: CULTURE
Students know “what to do when” and “what to say while doing it” in the culture and use
this knowledge to interact appropriately. They also understand the relationships
between cultural perspectives, products and practices within cultures.

• 4FL-F1. Identify and discuss (in English, if necessary) typical behaviors from
the target culture in a variety of specific settings

• 4FL-F2. Identify on a map the countries where the target language is spoken
and the major cities and geographical features

• 4FL-F3. Use culturally appropriate language and behaviors in basic school

and social situations

• 4FL-F4. Interpret cultural messages expressed in signs, symbols,

advertisements, etc., in the target language

STANDARD 5: CONNECTIONS
Students use the target language and authentic sources to reinforce and/or learn other
content from the other subject areas.

• 5FL-F1. Discuss topics in other school subjects in the target language

including geographical terms, historical facts, mathematical terms and
problems, and scientific information

• 5FL-F2. Comprehend articles or short videos in the target language on topics

being studied in other classes
 FOREIGN AND NATIVE LANGUAGE STANDARDS
FOUNDATIONS (GRADES 1-3)

STANDARD 6: COMPARISONS
Students develop insights into their own language and their own culture through the
study of the target language.

• 6FL-F1. Identify and compare (in English, if necessary) cultural perspectives

of people in both their own culture and the culture being studied relating to
family, school, work and play

• 6FL-F2. Recognize (in English, if necessary) the process of word/idea

borrowing from one language by another

• 6FL-F3. Distinguish between the sound system and the writing system of the
target language and the same elements in their own language

• 6FL-F4. Compare appropriate gestures in the target language and culture

studied to their own

STANDARD 7: COMMUNITIES
Students use the target language within and beyond the school setting.

• 7FL-F1. Use the library to select books, magazines, CDs, etc., in the target
language; share their content with others

• 7FL-F2. Identify people in the community who use the target language in their
work; invite them to share information with the class and ask the questions

• 7FL-F3. Create original materials (e.g., short stories, poems, crafts) to

exchange with classes in other communities or countries

• 7FL-F4. Present information to others (in English, if necessary) about the

target language and culture
Reading Standard Articulated
by Grade Level 2003

Grade 1
 Reading Standard Articulated by Grade Level
INTRODUCTION

Reading is a complex skill that involves learning language and using it effectively in the
active process of constructing meaning embedded in text. It requires students to fluently
decode the words on a page, understand the vocabulary of the writer, and use
strategies to build comprehension of the text. It is a vital form of communication in the
21st century and a critical skill for students of this “information age” as they learn to
synthesize a vast array of texts.

The Reading Standard Articulated by Grade Level will provide a clear delineation of
what students need to know and be able to do at each grade level. This allows teachers
to better plan instructional goals for students at any grade.

BACKGROUND

The state Board of Education adopted the Arizona Academic Standards in 1996 to
define what Arizona’s students need to know and be able to do by the end of twelfth
grade. Developed by committees comprised of educators, parents, students, and
business and community leaders, these standards were written in grade-level clusters
with benchmarks at grades 3, 5, 8, and high school.

RATIONALE

Requirements in the No Child Left Behind Act of 2001 (NCLB) and the standard practice
of conducting periodic review of the state academic standards prompted the decision by
the Arizona Department of Education to refine and articulate the academic standards for
mathematics and reading by grade level. This refinement and articulation project was
started in July 2002, and was completed in March 2003.

METHODOLOGY

Work teams for reading consisted of a representative sample of educators from around
the state designed to include large and small schools, rural and urban schools, and
ethnic diversity. National reading consultants, university professors, and test company
consultants advised the teams. The goal was to articulate, or align, the current
academic standards by grade level (K-12).

The Reading Articulation Teams utilized information from the National Council of
Teachers of English and the findings of the National Reading Panel, which promote
quality instruction, based on current, pedagogical, and researched practices.

The articulation process included a restructuring of the Arizona Academic Content

Standards to better facilitate the alignment of performance objectives by grade level,
while maintaining the content integrity of the existing standards. Over a period of
months, the articulation team and smaller sub-committees of the teams refined the
documents. Reasonableness, usefulness, and appropriateness were the guidelines for
the articulation process.

External reviews by nationally recognized consultants brought a broad perspective to

the articulation process. Internal reviews by university and local experts provided
additional validation.

Another important step in the project was the request for public comment. In December
2002, drafts of the Standards Articulated by Grade Level, along with a survey to gather
feedback, were posted on the Arizona Department of Education website. This provided
the public with easy access to the documents, and the survey allowed reviewers a
means for submitting comments. The public and all educators had the opportunity to
submit comments and suggestions, either electronically or in writing, until the survey
closing date of January 31, 2003. In January, six public hearings were held throughout
the state, offering further opportunities for public input.

After all the public comments were collected and organized by topic, the articulated
teams met one last time to determine what modifications to the standards documents
would be appropriate, based on this information. All public comments were given equal
consideration.

The completion of the standards articulation process was followed by the development
of rationales, glossaries, and crosswalks. These additional documents were designed to
assist educators with the transition from the 1996 standards to the Reading Standard
Articulated by Grade Level.
 READING STANDARD ARTICULATED BY GRADE LEVEL
GRADE 1

Strand 1: Reading Process

Reading Process consists of the five critical components of reading, which are Phonemic Awareness, Phonics,
Fluency, Vocabulary and Comprehension of connected text. These elements support each other and are woven
together to build a solid foundation of linguistic understanding for the reader.
Concept 1: Print Concepts
Demonstrate understanding of print concepts.

PO 1. Alphabetize a series of words to the first letter.

PO 2. Distinguish between uppercase and lowercase letters.

PO 3. Recognize the distinguishing features of a sentence (e.g., capitalization, ending punctuation).

PO 4. Identify the title, author, and table of contents of a book

Concept 2: Phonemic Awareness

Identify and manipulate the sounds of speech.

PO 1. Generate a series of rhyming words, including consonant blends.

PO 2. Orally segment a multi-syllable word into its syllables.

PO3. Recognize the new spoken word when a specified phoneme is added, changed or removed (e.g.,
change cow to how, pan to an).

PO 4. Distinguish between initial, medial, and final sounds in single-syllable words.

PO 5. Distinguish between long and short vowel sounds in orally stated single-syllable words (bit/bite).

PO 6. Generate sounds from letters and letter patterns, including consonant blends and long- and short-
vowel patterns (phonograms), to combine those sounds into recognizable words.

PO 7. Blend spoken phonemes with more than three sounds into one-syllable words, including
consonant blends and digraphs (e.g., /f/i/n/d/ = find; /fl/a/t/ = flat).

PO 8. Segment spoken phonemes contained in one-syllable words of two to five phoneme sounds into
individual phoneme sounds (e.g., splat = /s/p/l/a/t/ using manipulatives to mark each phoneme).

Approved 8.12.03
 READING STANDARD ARTICULATED BY GRADE LEVEL
GRADE 1

Concept 3: Phonics
Decode words, using knowledge of phonics, syllabication, and word parts.

PO 1. Decode regularly spelled two syllable words fluently by applying the most common letter-sound
correspondences, including the sounds represented by:
• Single letters (consonants and vowels),
• Consonant blends (e.g., bl, st, tr),
• Consonant digraphs (e.g., th, sh, ck), and
• Vowel digraphs and diphthongs (e.g., ea, ie, ee).

PO 2. Use knowledge of inflectional endings (e.g., -s, -ed, -ing) to identify base words.

PO 3. Use knowledge of base words to identify compound words.

PO 4. Read words with common spelling patterns (e.g., -ite, -ill, -ate).

PO 5. Recognize high frequency words and irregular sight words.

PO 6. Read common contractions fluently (e.g., I’m, I’ll, can’t).

PO 7. Use knowledge of word order (syntax) and context to confirm decoding.

Concept 4: Vocabulary
Acquire and use new vocabulary in relevant contexts.

PO 1. Recognize base words and their inflections (e.g., look, looks, looked, looking).

PO 2. Classify common words into conceptual categories (e.g., animals, foods, toys).

PO 3. Identify the words that comprise contractions (e.g., can’t=can not, it’s=it is, aren’t=are not).

PO 4. Recognize that two words can make a compound word (e.g., sailboat, football, popcorn).

Concept 5: Fluency
Read fluently.

PO 1. Consistently read grade-level text with at least 90 percent accuracy.

PO 2. Read aloud with fluency in a manner that sounds like natural speech.

Concept 6: Comprehension Strategies

Employ strategies to comprehend text.

PO 1. Predict what might happen next in a reading selection.

PO2. Relate information and events in a reading selection to life experiences and life experiences to the
text.

Approved 8.12.03
 READING STANDARD ARTICULATED BY GRADE LEVEL
GRADE 1

Strand 2: Comprehending Literary Text

Comprehending Literary Text identifies the comprehension strategies that are specific in the study of a variety of
literature.
Concept 1: Elements of Literature
Identify, analyze, and apply knowledge of the structures and elements of literature.

PO 1. Identify the plot of a literary selection, heard or read.

PO 2. Describe characters (e.g., traits, roles, similarities) within a literary selection, heard or read.

PO 3. Sequence a series of events in a literary selection, heard or read.

PO 4. Determine whether a literary selection, heard or read, is realistic or fantasy.

PO 5. Participate (e.g., clapping, chanting, choral reading) in the reading of poetry by responding to the
rhyme and rhythm.

Concept 2: Historical and Cultural Aspects of Literature

Recognize and apply knowledge of the historical and cultural aspects of American, British, and world
literature.

PO 1. Compare events, characters and conflicts in literary selections from a variety of cultures to their
experiences.

Approved 8.12.03
 READING STANDARD ARTICULATED BY GRADE LEVEL
GRADE 1

Strand 3: Comprehending Informational Text

Comprehending Informational Text delineates specific and unique skills that are required to understand the wide
array of informational text that is a part of our day-to-day experiences.

Concept 1: Expository Text

Identify, analyze, and apply knowledge of the purpose, structures, and elements of expository text.

PO 1. Identify the topic of expository text, heard or read.

PO 2. Answer questions (e.g., who, what, where, when, why, how) about expository text, heard or read.

PO 3. Identify organizational features (e.g., title, table of contents, heading, bold print) of expository text.

Concept 2: Functional Text

Identify, analyze, and apply knowledge of the purpose, structures, clarity, and relevancy of functional text.

PO 1. Follow a set of written multi-step directions with picture cues to assist.

PO 2. Determine whether a specific task is completed, by checking to make sure all the steps were
followed in the right order, with picture cues to assist.

PO 3. State the meaning of specific signs (e.g., traffic, safety, warning signs).

Concept 3: Persuasive Text

Explain basic elements of argument in text and their relationship to the author’s purpose and use of
persuasive strategies.

(Grades 3-12)

Approved 8.12.03
Writing Standard Articulated
by Grade Level 2004

Grade 1
 Writing Standard Articulated by Grade Level
INTRODUCTION

The purpose of the Writing Standard Articulated by Grade Level is to equip students
with the skills and knowledge needed to participate in society as literate citizens. The
ability to communicate effectively in writing will be essential to their success in their
communities and careers. Students may realize personal fulfillment and enjoyment as
they learn to become proficient writers and continue as writers throughout their lives.

Writing is a complex skill that involves learning language and using it effectively to
convey meaning through text. This standard recognizes that students’ abilities in writing
develop from their earliest stages with phonetic spelling; to limited understanding of a
certain genre; to the ability to produce conventional, coherent, unified documents. Their
ideas are expressed in various forms, such as notes, lists, letters, journal writing,
stories, web postings, instant messaging, essays, and reports. Effective writing may be
evaluated by examining the use of ideas, organization, voice, word choice, sentence
fluency, and conventions.

The Writing Standard Articulated by Grade Level will provide a clear delineation of what
students need to know and be able to do at each grade level. This allows teachers to
better plan instructional goals for students at any grade.

BACKGROUND

The state Board of Education adopted the Arizona Academic Standards in 1996 to
define what Arizona’s students need to know and be able to do by the end of twelfth
grade. Developed
by committees comprised of educators, parents, students, and business and community
leaders, these standards were written in grade-level clusters with benchmarks at grades
3, 5, 8, and high school.

RATIONALE

Requirements in the No Child Left Behind Act of 2001 (NCLB) and the standard practice
of conducting periodic review of the state academic standards prompted the decision by
the Arizona Department of Education to refine and articulate the academic standards for
mathematics, reading, writing, and science by grade level. This refinement and
articulation project was started in December 2003, and was completed in June 2004.
METHODOLOGY

Writing Standard refinement began in January 2004, expanding the standard to include
performance objectives for all grade levels, kindergarten through twelfth grade. The
writing articulation teams consisted of educators from around the state, representing
large and small schools, rural and urban schools, and ethnic diversity. National
consultants, university professors, and Arizona Department of Education staff advised
the teams. The goal was to articulate and align the current academic standards by
grade level (K-12).

The Writing Articulation Committee utilized resources and information from current,
effective classroom practices, from other states’ standards, and from the National
Council of Teachers of English, which promotes quality literacy instruction.

The articulation process included a restructuring of the Arizona Academic Content

Writing Standards to better facilitate the alignment of performance objectives by grade
level, while maintaining the content integrity.

Over a period of months, the articulation team and smaller subcommittees of the teams
refined the documents. Reasonableness, usefulness, and appropriateness were the
guidelines for the articulation process.

External reviews by nationally recognized consultants brought a broad perspective to

the articulation process. Internal reviews by university and local experts provided
additional validation.

Another important step in the project was the request for public comment. In May 2004,
a draft of the Writing Standard Articulated by Grade Level, along with a survey to gather
feedback, was posted on the Arizona Department of Education website. This provided
the public with easy access to the documents, and the survey allowed reviewers a
means for submitting comments. The public and all educators had the opportunity to
submit comments and suggestions, either electronically or in writing, until the public
review closing date of May 27, 2004. In May, three public hearings were held
throughout the state, offering further opportunities for public input.

Based on public comment and online survey results, the articulation team met to
determine necessary modifications to the standard. All public comments were given
equal consideration.

Included in the standard articulation process the development of a rationale, glossary,

and a crosswalk (correlation between the 1996 Writing Standard and revised,
articulated standard). These additional documents were designed to assist educators
with the transition from the 1996 Writing Standards to the 2004 Writing Standard
Articulated by Grade Level.
 WRITING STANDARD ARTICULATED BY GRADE LEVEL
GRADE 1

Strand 1: Writing Process

Research has established the major steps of the writing process. These steps are identified in the five
concepts of this strand, each supported with specific performance objectives. While all steps are
needed and used by effective writers as they compose text, different skills may be emphasized in
individual assignments. These steps may be used recursively as a piece moves toward completion.
Throughout the process, students should reflect on their own writing skills, set goals, and evaluate
their own progress.

Concept 1: Prewriting
Prewriting includes using strategies to generate, plan, and organize ideas for specific
purposes.
PO 1. Generate ideas through prewriting activities (e.g., brainstorming, webbing, drawing, writer’s
notebook, group discussion).

PO 2. Draw a picture or storyboard about ideas generated.

PO 3. Organize ideas using simple webs, maps, or lists.

PO 4. Discuss the purpose for a writing piece.

PO 5. Discuss who the intended audience of a writing piece will be.

Concept 2: Drafting
Drafting incorporates prewriting activities to create a first draft containing necessary
elements for a specific purpose.
PO 1. Write a draft (e.g., story, caption, letter, observations, message).

Concept 3: Revising
Revising includes evaluating and refining the rough draft for clarity and effectiveness.
(Ask: Does this draft say what you want it to say?)
PO 1. Reread original draft for clarity.
PO 2. Add additional details with prompting.

Concept 4: Editing
Editing includes proofreading and correcting the draft for conventions.
PO 1. Review the draft for errors in conventions, with prompting. (See Strand 2)

Concept 5: Publishing
Publishing includes formatting and presenting a final product for the intended audience.
PO 1. Rewrite and illustrate selected pieces of writing for sharing with intended audience.
PO 2. Write legibly.

Italics denotes a repetition of a performance objective (learned in an earlier grade) that is to be applied to more complex
writing.
The bulleted (lettered) items within a performance objective indicate specific content to be taught.
Words shown in bold print are referenced in the glossary.
Approved 6.28.04
 WRITING STANDARD ARTICULATED BY GRADE LEVEL
GRADE 1

Strand 2: Writing Components

This strand focuses on the elements of effective writing. Good writing instruction incorporates
multiple performance objectives into an integrated experience of learning for the student. Throughout
the process, students should reflect on their own writing skills, set goals, and evaluate their own
progress. The order of the concepts and performance objectives is not intended to indicate a
progression or hierarchy for writing instruction. Instructional activities may focus on just one concept
or many.
Concept 1: Ideas and Content
Writing is clear and focused, holding the reader’s attention throughout. Main ideas stand
out and are developed by strong support and rich details. Purpose is accomplished.
PO 1. Write stand-alone text that expresses a clear message.

PO 2. Incorporate details in pictures and text.

Concept 2: Organization
Organization addresses the structure of the writing and integrates the central meaning
and patterns that hold the piece together.
PO 1. Demonstrate sequencing or patterning in written text or storyboards.

PO 2. Show a sense of beginning (e.g., This is a story of…, One day…, My favorite food…).

PO 3. Write multiple sentences in an order that supports a main idea or story.

Concept 3: Voice
Voice will vary according to the type of writing, but should be appropriately formal or
casual, distant or personal, depending on the audience and purpose.
PO 1. Create pictures and text that is expressive, individualistic, engaging, and lively.

Concept 4: Word Choice

Word choice reflects the writer’s use of specific words and phrases to convey the
intended message and employs a variety of words that are functional and appropriate to
the audience and purpose.
PO 1. Select words that convey a clear, general meaning.

PO 2. Use a variety of words, even if not spelled correctly, to convey the intended message.

PO 3. Use expressive or descriptive phrases and short sentences, beyond one- or two-word labels.

Italics denotes a repetition of a performance objective (learned in an earlier grade) that is to be applied to more complex
writing.
The bulleted (lettered) items within a performance objective indicate specific content to be taught.
Words shown in bold print are referenced in the glossary.
Approved 6.28.04
 WRITING STANDARD ARTICULATED BY GRADE LEVEL
GRADE 1

Concept 5: Sentence Fluency

Fluency addresses the rhythm and flow of language. Sentences are strong and varied
in structure and length.
PO 1. Write simple sentences.

Concept 6: Conventions
Conventions addresses the mechanics of writing, including capitalization, punctuation,
spelling, grammar and usage, and paragraph breaks.
PO 1. Incorporate conventions into own text, including:
a. spacing between words
b. spacing between lines
c. consistent left-right and up-down orientation
d. placement of title

PO 2. Use capital letters correctly for:

a. the pronoun I
b. the beginning of a sentence
c. names

PO 3. Punctuate endings of sentences using:

a. periods
b. question marks
c. exclamation points

PO 4. Spell high frequency words correctly.

PO 5. Use common spelling patterns (i.e., onset and rimes, word families, and simple CVC words) to
spell words correctly.

PO 6. Use basic phonetic spelling of unfamiliar words to create readable text.

PO 7. Use resources (e.g., environmental print, word walls, dictionaries) to spell correctly.

PO 8. Use subject /verb agreement in simple sentences.

PO 9. Use the following parts of speech correctly in simple sentences:

a. nouns
b. action verbs

PO 10. Write own name on personal work.

Italics denotes a repetition of a performance objective (learned in an earlier grade) that is to be applied to more complex
writing.
The bulleted (lettered) items within a performance objective indicate specific content to be taught.
Words shown in bold print are referenced in the glossary.
Approved 6.28.04
 WRITING STANDARD ARTICULATED BY GRADE LEVEL
GRADE 1

Strand 3: Writing Applications

Writing skills particular to the modes listed here may be taught across the curriculum, although some
modes may lend themselves more readily to specific content areas. It is imperative that students write
in all content areas in order to increase their communication skills, and ultimately to improve their
understanding of content area concepts. When appropriate, other content standards are referenced to
show interdisciplinary connections.

Concept 1: Expressive
Expressive writing includes personal narratives, stories, poetry, songs, and dramatic
pieces. Writing may be based on real or imagined events.
PO 1. Write a narrative that includes:
a. a main idea based on real or imagined events
b. character(s)
c. a sequence of events

PO 2. Participate in writing simple poetry, rhymes, songs, or chants.

Concept 2: Expository
Expository writing includes non-fiction writing that describes, explains, informs, or
summarizes ideas and content. The writing supports a thesis based on research,
observation, and/or experience.
PO 1. Create expository texts (e.g., labels, lists, observations, journals) through drawing and/or writing.

PO 2. Participate in creating simple summaries from informational texts, graphs, tables, or maps.
(See M01-S2C1)

Concept 3: Functional
Functional writing includes letters, memos, schedules, directories, signs, manuals, forms, and
recipes. This writing provides specific directions or information related to real-world tasks.
PO 1. Write a variety of functional text (e.g., classroom rules, letters, experiments, recipes,
notes/messages, labels, directions, posters, graphs/tables).
(See R01-S3C2; M01-S2C1)

PO 2. Participate in writing communications, with teacher as scribe, including:

a. friendly letters
b. thank-you notes

Italics denotes a repetition of a performance objective (learned in an earlier grade) that is to be applied to more complex
writing.
The bulleted (lettered) items within a performance objective indicate specific content to be taught.
Words shown in bold print are referenced in the glossary.
Approved 6.28.04
 WRITING STANDARD ARTICULATED BY GRADE LEVEL
GRADE 1

Concept 4: Persuasive
Persuasive writing is used for the purpose of influencing the reader. The author
presents an issue and expresses an opinion in order to convince an audience to agree
with the opinion or to take a particular action.
(Grades 3-HS)

Concept 5: Literary Response

Literary response is the writer’s reaction to a literary selection. The response includes
the writer’s interpretation, analysis, opinion, and/or feelings about the piece of literature
and selected elements within it.
PO 1. Write a response to a literature selection identifies the:
a. character(s)
b. setting
c. sequence of events
d. main idea
(See R01-S2C1)

PO 2. Participate in a group response to a given piece of literature that connects:

a. text to self (personal connection)
b. text to world (social connection)
c. text to text (compare within multiple texts)
(See R01-S2C1)

Concept 6: Research
Research writing is a process in which the writer identifies a topic or question to be
answered. The writer locates and evaluates information about the topic or question, and
then organizes, summarizes, and synthesizes the information into a finished product.
PO 1. Write a simple report with a title and three facts, using informational sources.

Italics denotes a repetition of a performance objective (learned in an earlier grade) that is to be applied to more complex
writing.
The bulleted (lettered) items within a performance objective indicate specific content to be taught.
Words shown in bold print are referenced in the glossary.
Approved 6.28.04
 Language Arts Standards 1996

Standard 3: Listening and Speaking

Standard 4: Viewing and Presenting

Foundations (Grades 1-3)

 Language Arts Standards Rationale
A Vision for Arizona’s Students

Arizona’s students must be able to communicate effectively in their schools and communities.
The communication skills of reading, writing, listening, speaking, viewing and presenting form
the core of language and literacy. The ultimate purpose of the following language arts
standards is to ensure that all students be offered the opportunities, the encouragement and
the vision to develop the language skills they need to pursue lifelong goals, including finding
personal enrichment and participating as informed members of society. The language art
standards presented in this document are organized into four areas:
• Reading
• Writing
• Listening and Speaking
• Viewing and Presenting

Reading, writing, listening and speaking are commonly recognized as language skills. Visual
communication skills have long been applied in language arts classrooms through the use of
media and visual resources. However, with the increase in the availability and variety of
media, students are faced with numerous demands for interpreting and creating visual
messages. In this document, viewing (interpreting visual messages) and presenting (creating
visual messages) are the two aspects of visual communication. Resources available for
teaching visual communication range from charts, graphs and photographs to the most
sophisticated electronic media.

The interdependency of reading, writing, listening, speaking, viewing and presenting requires
that language arts skills be integrated in two ways:

• Within language art

• Across other content areas

Students use language skills to understand academic subject matter and to enrich their lives.
They develop literacy at different rates and in a variety of ways. Consequently, interdependent
language arts skills and processes should be taught in a variety of learning situations.

Assessment of language arts skills and processes should be comprehensive, authentic and
performance based. Multiple assessment methods should be used to evaluate a student’s
knowledge base and the application of reading, writing, listening, speaking, viewing and
presenting. Assessment tasks should reflect those experiences encountered in the home,
community and workplace. Issues concerning assessment of specific populations pose
complex questions with no simple solutions. As programs and assessments are developed,
these issues must be resolved to enable all students to meet the standards.

In conclusion, the standards in the language arts framework form the core of every student’s
ability to function effectively in society. Students will need a wide repertoire of communication
strategies and skills to succeed as learners, citizens, workers and fulfilled individuals in the 21st
century.
 LANGUAGE ARTS STANDARD
STRAND 3 – LISTENING AND SPEAKING AND
STRAND 4 – VIEWING AND PRESENTING
FOUNDATIONS (GRADES 1-3)
STANDARD 3: LISTENING AND SPEAKING
Students effectively listen and speak in situations that serve different purposes and involve a
variety of audiences.

• LS-F1. Use effective vocabulary and logical organization to relate or summarize

ideas, events and other information

• LS-F2. Give and follow multiple-step directions

• LS-F3. Prepare and deliver information by generating topics; identifying the

audience; and organizing ideas, facts or opinions for a variety of speaking purposes
such as giving directions, relating personal experiences, telling a story or presenting
a report

STANDARD 4: VIEWING AND PRESENTING

Students use a variety of visual media and resources to gather, evaluate and synthesize
information and to communicate with others.

• VP-F1. Recognize different types of visual media

• VP-F2. Plan and present a report, using two or more visual media

• VP-F3. Access, view and respond to visual forms such as computer programs,
videos, artifacts, drawings, pictures and collages

• VP-F4. Interpret visual clues in cartoons, graphs, tables and charts that enhance the
comprehension of text
Mathematics Standard Articulated
by Grade Level 2008

Grade 1
 Mathematics Standard Articulated by Grade Level
The Arizona Mathematics Standard Articulated by Grade Level describes a connected body of
mathematical understandings and competencies that provide a foundation for all students. This
standard is coherent, focused on important mathematics, and well articulated across the grades.
Concepts and skills that are critical to the understanding of important processes and relationships
are emphasized.

The need to understand and use a variety of mathematical strategies in multiple contextual
situations has never been greater. Utilization of mathematics continues to increase in all aspects of
everyday life, as a part of cultural heritage, in the workplace, and in scientific and technical
communities. Today’s changing world will offer enhanced opportunities and options for those who
thoroughly understand mathematics.

Communication, problem solving, reasoning and proof, connections, and representation are the
process standards as described in the Principles and Standards for School Mathematics from the
National Council of Teachers of Mathematics (NCTM). These process standards are interwoven
within each of the content strands of the Arizona Mathematics Standard and are explicitly
connected to the teaching of specific performance objectives in the grade level documents. The
process standards emphasize ways to acquire and apply the content knowledge.
Mathematics education should enable students to fulfill personal ambitions and career goals in an
informational age. In the NCTM Principles and Standards document it asks us to “Imagine a
classroom, a school, or a school district where all students have access to high-quality, engaging
mathematics instruction. There are ambitious expectations for all, with accommodations for those
who need it”.1 The Arizona Mathematics Standard Articulated by Grade Level is intended to
facilitate this vision.

BACKGROUND

The State Board of Education adopted the Mathematics Standard Articulated by Grade Level in
2003 to define what Arizona students need to know and be able to do at each grade level through
the end of tenth grade. Developed by a committee comprised of a diverse group of educators, this
standard was written in response to the requirements of No Child Left Behind Act of 2001 (NCLB).

RATIONALE

In 2007 the State Board of Education began the process for increasing the high school graduation
requirement in mathematics from two to four years. This requirement was approved in December
2007 effective with the graduating class of 2013. This increase, along with the need to complete a
periodic review of the standard, prompted the Arizona Department of Education to initiate the
process of refining and rearticulating the Mathematics Standard. This refinement and articulation
project began in June 2007 and was completed in June 2008.

1 NationalCouncil of Teachers of Mathematics, Principles and Standards for School Mathematics, NCTM
Publications, Reston, VA, 2000, p. 3.
METHODOLOGY

Work teams representing populations from around the state were formed. These groupings were
comprised of large and small schools, rural and urban schools, and were ethnically diverse.
Included were classroom teachers, curriculum directors, mathematics teacher leaders, Career and
Technical Education teachers, second-career teachers, and university/community college faculty.
The goal was to revise and articulate the Mathematics Standard K-12 to align with the increased
state requirement of four years of high school mathematics.

The mathematics revision teams utilized the National Council of Teachers of Mathematics
Principles and Standards as a reference in the development of the revised Mathematics Standard.
Additionally, the findings and recommendations from the National Mathematics

Advisory Panel, the American Diploma Project Benchmarks, the National Assessment of
Educational Progress Framework, the Curriculum Focal Points, the Framework for 21st Century
Skills, and other states’ frameworks were used as guiding documents.

The revision grade level teams created draft documents with performance objectives articulated to
the appropriate grade levels. Over a period of months, these teams and smaller sub-committees of
teams refined the draft documents based on clarity, cohesiveness, and comprehensiveness.
Reasonableness, usefulness, and appropriateness were key guidelines for the articulation process.
The measurability of each performance objective was also a consideration.

External reviews by nationally recognized consultants brought a broader perspective to the

refinement process. Another important step in the process was the gathering of public comment. In
March 2008, drafts of the Revised Mathematics Standard Articulated by Grade Level, along with a
survey to gather feedback, were posted on the Arizona Department of Education website. This
provided the public with easy access to the documents, and a survey allowed reviewers a means
for submitting comments. Also, crosswalks were created from the Draft 2008 Mathematics
Standard to the 2003 Mathematics Standard and were posted on the website. The public had the
opportunity to submit comments and suggestions, either electronically or in writing, until the survey
closing date of March 28, 2008. Additionally, five public hearings were held in March throughout
the state offering further opportunities for public feedback.

After all the public comments were collected, organized, and categorized by grade level and
topic, the revision teams met to determine what modifications to the standard document would
be appropriate. Upon completion of the revision work, crosswalks were created to assist
educators with the transition from the 2003 Arizona Mathematics Standard Articulated by
Grade Level to the revised 2008 Mathematics Standard.

ORGANIZATION OF THE MATHEMATICS STANDARD

The Mathematics Standard Articulated by Grade Level is divided into five main strands:
Number and Operations
Data Analysis, Probability, and Discrete Mathematics
Patterns, Algebra, and Functions
Geometry and Measurement
Structure and Logic.
Each strand is divided into concepts that broadly define the skills and knowledge that students are
expected to know and be able to do. Under each concept are performance objectives (POs) that
more specifically delineate the ideas to be taught and learned.

The comprehensive document (K-12) is designed so that teachers can read the performance
objectives across grade levels to incorporate learning from previous, current, and future grade
levels. The standard is separated into two separate documents due to the addition of College Work
Readiness (grades 11-12). The first document spans grade levels K through 6, and the second
document covers grades 7 through College Work Readiness. Viewing the Mathematics Standard
document from left to right helps the teacher to see the mathematics continuum across the grade
levels. There is a purposeful clustering of performance objectives in order to emphasize certain key
understandings. Every effort was made to eliminate repetitions. The intent was to build on the
learning in previous grade levels, connect important ideas, and highlight new content each year.
This coherency supports students in developing new understandings and skills. Looking down
each individual column enables a teacher to see the performance objectives that students are
expected to know and be able to do at any grade level.

This organization does not imply that the teaching and learning of mathematics should be
fragmented or compartmentalized. Mathematics is a highly interconnected discipline; important
mathematical ideas from all five mathematics strands need to be continuously integrated as
needed to make meaning and connections to other concepts and performance objectives. In each
grade level document, these connections are highlighted.

The order of the strands, concepts, and performance objectives (POs) in the Mathematics
Standard document are not intended to be a checklist for mathematics instruction. Mathematical
concepts develop with a spiraling of ideas/skills that are interconnected and dependent on each
other, and this is reflected in the standard document. Effective instruction often incorporates
several performance objectives into an integrated experience of learning for the student.
The content in College Work Readiness (grades 11-12) is a new addition to the Mathematics
Standard. This content is separated into the five main strands. Performance objectives highlighted
in italics in the document have been identified as core to an Algebra II course. As districts/schools
create additional high school mathematics courses, they may select from the comprehensive set of
performance objectives contained within the five strands.

New to the 2008 Mathematics Standard is the development of more comprehensive grade level
documents. The format of these documents will support the implementation of the revised
standard. After each concept statement, there are summary expectations appropriate for that
specific grade level. These statements provide a roadmap for instruction. Teachers will notice that
there are now three columns of information. The first column lists the performance objectives with
accompanying strand/concept and content area connections. The middle column highlights explicit
connections to Strand 5, Concept 2 performance objectives. These performance objectives are
grounded in the core processes of logic, reasoning, problem-solving and proof. The third column
provides instructional support to teachers in the form of explanation and examples.
 ARIZONA MATHEMATICS STANDARD ARTICULATED BY GRADE LEVEL
GRADE 1
Every student should understand and use all concepts and skills from the previous grade levels. The standard is designed so that new
learning builds on preceding skills. Communication, Problem-solving, Reasoning & Proof, Connections, and Representation are the process
standards that are embedded throughout the teaching and learning of all mathematical strands.

Strand 1: Number and Operations

Number sense is the understanding of numbers and how they relate to each other and how they are used in specific context or real-world
application. It includes an awareness of the different ways in which numbers are used, such as counting, measuring, labeling, and locating. It
includes an awareness of the different types of numbers such as, whole numbers, integers, fractions, and decimals and the relationships
between them and when each is most useful. Number sense includes an understanding of the size of numbers, so that students should be
able to recognize that the volume of their room is closer to 1,000 than 10,000 cubic feet. Students develop a sense of what numbers are,
i.e., to use numbers and number relationships to acquire basic facts, to solve a wide variety of real-world problems, and to estimate to
determine the reasonableness of results.

Concept 1: Number Sense

Understand and apply numbers, ways of representing numbers, and the relationships among numbers and different number systems.

In Grade 1, students continue to work with whole numbers to quantify objects. They consider how numbers relate to one another. As they
expand the set of numbers they work with, students start to develop critical concepts of ones and tens that introduce them to place value in
our base ten system. An understanding of how ones and tens relate to each other allows students to begin adding and subtracting two-digit
numbers.

Performance Objectives Process Integration Explanations and Examples

Students are expected to:

PO 1. Express whole numbers 0 to 100, M01-S5C2-04. Represent a problem There is a strong connection between this performance
in groups of tens and ones using and situation using any combination of words, objective and recording equivalent forms of whole numbers
connecting multiple representations. numbers, pictures, physical objects, or (M01-S3C3-01).Teaching these ideas concurrently is critical.
symbols.
Connections: M01-S1C1-02, M01-S1C1- Use models, pictures, number lines, spoken and written
04, M01-S1C2-02, M01-S1C3-01, M01- words, and expanded form.
S2C1-01, M01-S2C1-02, M01-S2C3-01,
M01-S3C1-02, M01-S3C3-01, M01-S4C4- Continued on next page
01, M01-S4C4-02

The bulleted items within a performance objective indicate the specific content to be taught.
Explanations and Examples Updated 1.19.09 Grade 1
Arizona Department of Education: Standards and Assessment Division Approved 6.24.08
 ARIZONA MATHEMATICS STANDARD ARTICULATED BY GRADE LEVEL
GRADE 1
Performance Objectives Process Integration Explanations and Examples

Students are expected to:

Example:
• Twenty-seven objects can be grouped as 2 tens and 7
ones, regrouped as 1 ten and 17 ones, and regrouped
again as 27 ones. The total (27) remains constant.
This type of grouping lays a foundation for future work
with addition and subtraction of two-digit numbers,
where renaming 27 as 10 + 17 may be necessary.

27 = 10 + 10 + 7 27 = 10 + 17 27

Students should apply their number sense when graphing,

patterning, sorting, and measuring.
PO 2. Count forward to 100 and M01-S5C2-04. Represent a problem Objects, number lines, and hundred charts are examples of
backward from 100 by 1s and 10s using situation using any combination of words, models which can be used to illustrate skip counting.
different starting points, and count forward numbers, pictures, physical objects, or
to 100 by 2s and 5s. symbols. Examples:
• “Start at 93. Count backward. I’ll tell you when to
Connections: M01-S1C1-01, M01-S1C2- stop.” [Stop when the student has counted backward
02, M01-S1C3-01, M01-S2C1-01, M01- ten numbers.]
S2C1-02, M01-S3C1-02, M01-S4C4-01 • “Start at 24. Count up by 10s. I’ll tell you when to
stop.” [Stop when the student has counted to 94 by
10s.]
PO 3. Identify numbers which are 10 M01-S5C2-05. Explain and clarify Examples:
more or less than a given number to 90. mathematical thinking. • 10 more than 43 is 53 (one more 10)
• 10 less than 43 is 33 (one less 10)
Connections: M01-S1C2-02, M01-S3C1-
02

The bulleted items within a performance objective indicate the specific content to be taught.
Explanations and Examples Updated 1.19.09 Grade 1
Arizona Department of Education: Standards and Assessment Division Approved 6.24.08
 ARIZONA MATHEMATICS STANDARD ARTICULATED BY GRADE LEVEL
GRADE 1
Performance Objectives Process Integration Explanations and Examples

Students are expected to:

PO 4. Compare and order whole M01-S5C2-05. Explain and clarify There is a strong connection between this performance
numbers through 100 by applying the mathematical thinking. objective and representing numbers (M01-S3C3-02).
concepts of place value. Teaching these ideas concurrently is critical.

Connections: M01-S1C1-01, M01-S1C3- Comparative language includes but is not limited to more than,
01, M01-S2C1-02, M01-S3C3-02 less than, greater than, most, greatest, least, same as, equal
to. The symbols include = and ≠.

To compare two-digit numbers, students first attend to the

number of tens, then, if necessary, to the number of ones.
Students use models, pictures, number lines, and spoken or
written words to compare or order numbers.

PO 5. Recognize and compare ordinal M01-S5C2-04. Represent a problem

numbers, first through tenth. situation using any combination of words,
numbers, pictures, physical objects, or
Connections: M01-S4C4-03 symbols.

The bulleted items within a performance objective indicate the specific content to be taught.
Explanations and Examples Updated 1.19.09 Grade 1
Arizona Department of Education: Standards and Assessment Division Approved 6.24.08
 ARIZONA MATHEMATICS STANDARD ARTICULATED BY GRADE LEVEL
GRADE 1
Strand 1: Number and Operations
Concept 2: Numerical Operations

Understand and apply numerical operations and their relationship to one another.

In Grade 1, students learn how to add and subtract using multiple strategies. They learn when to add and subtract and how addition and
subtraction relate to each other. Understanding the relationship between addition and subtraction is an important part of learning these
operations efficiently and accurately.

Performance Objectives Process Integration Explanations and Examples

Students are expected to:

PO 1. Solve contextual problems using M01-S5C2-01. Identify the question(s) There is a strong connection between this performance
multiple representations for addition and asked and any other questions that need objective and representing word problems requiring addition or
subtraction facts. to be answered in order to find a solution. subtraction facts in an equation (M01-S3C3-03). Teaching
these ideas concurrently is critical.
Connections: M01-S1C2-02, M01-S1C2- M01-S5C2-02. Identify the given
03, M01-S1C2-04, M01-S1C2-05, M01- information that can be used to find a Contextual problems that are closely connected to students’
S2C1-02, M01-S3C1-02, M01-S3C3-03 solution. lives should be used often to develop fluency with addition
facts through 10 + 10 and the related subtraction facts.
M01-S5C2-03. Select from a variety of
problem-solving strategies and use one or Examples:
more strategies to arrive at a solution. Note that in contextual problems subtraction as “take-away” is
less complex for students than subtraction as “comparison.”
M01-S5C2-05. Explain and clarify • Take-away example: Abel has 9 balls. He gave 3 to
mathematical thinking. Susan. How many balls does Abel have now?
• Comparison example: Abel has 9 balls. Susan has 3
M01-S5C2-06. Determine whether a balls. How many more balls does Abel have than
solution is reasonable. Susan?

The bulleted items within a performance objective indicate the specific content to be taught.
Explanations and Examples Updated 1.19.09 Grade 1
Arizona Department of Education: Standards and Assessment Division Approved 6.24.08
 ARIZONA MATHEMATICS STANDARD ARTICULATED BY GRADE LEVEL
GRADE 1
Performance Objectives Process Integration Explanations and Examples

Students are expected to:

PO 2. Demonstrate addition and M01-S5C2-04. Represent a problem To develop grouping concepts, students need many
subtraction of numbers that total less than situation using any combination of words, opportunities to add groups of 10s to any 2 digit number, add
100 by using various representations that numbers, pictures, physical objects, or numbers that make groups of 10, and subtract groups of 10
connect to place value concepts. symbols. from a 2 digit number.

Connections: M01-S1C1-01, M01-S1C1- Examples:

02, M01-S1C1-03, M01-S1C2-01, M01- • 23 + 40, count up by 10s, to get 33, 43, 53, 63
S1C2-05, M01-S2C1-02, M01-S3C3-01, • 24 + 6, 4 + 6 =10 so now there are 3 tens or 30
M01-S3C3-02, M01-S3C3-03 • 57 – 30, 5 tens take-away 3 tens leaves 2 tens so
the answer is 2 tens and 7 or 27
Students use objects, pictures and explore several strategies
to solve problems such as 32 + 45 and 23 + 38.

Note: The intent of this performance objective is not to

introduce traditional algorithms or rules.
PO 3. Develop and use multiple M01-S5C2-03. Select from a variety of Students use the following strategies to understand addition
strategies for addition facts to 10+10 and problem-solving strategies and use one or and subtraction facts:
their related subtraction facts. more strategies to arrive at a solution. • Acting out the problem
• Using objects
Connections: M01-S1C2-01, M01-S1C2- • Drawing pictures
04, M01-S1C2-05, M01-S2C1-02, M01- • Using 5 and 10 frames
S3C1-02, M01-S3C3-01, M01-S3C3-02, • Using number lines
M01-S3C3-03 • Using 100 charts

Continued on next page

The bulleted items within a performance objective indicate the specific content to be taught.
Explanations and Examples Updated 1.19.09 Grade 1
Arizona Department of Education: Standards and Assessment Division Approved 6.24.08
 ARIZONA MATHEMATICS STANDARD ARTICULATED BY GRADE LEVEL
GRADE 1
Performance Objectives Process Integration Explanations and Examples

Students are expected to:

The following Grade 1 strategies will prepare students to
develop quick recall of addition and subtraction facts in
Grade 2:
• 0, 1 or 2 more/less than
• Counting on
• Counting back
• Making tens
• Adding nine using “plus 10, minus 1”
• Using doubles
• Using near doubles (Ex: 5 + 6 is 5 + 5 plus 1 more)
• Subtracting by counting up (Ex: 8 – 3. count up from
3, that is, 4, 5, 6, 7, 8)
PO 4. Create word problems based on M01-S5C2-01. Identify the question(s) There is a strong connection between this performance
addition and subtraction facts. asked and any other questions that need objective and representing word problems requiring addition or
to be answered in order to find a solution. subtraction facts in an equation (M01-S3C3-03).Teaching
Connections: M01-S1C2-01, M01-S1C2- these ideas concurrently is critical.
03, M01-S1C3-01, M01-S2C1-02, M01- M01-S5C2-02. Identify the given
S3C3-03 information that can be used to find a Students use addition facts up to 10 + 10 and the related
solution. subtraction facts to create their word problems.
Example:
• For the equation 7 + ? = 10, a possible story is:
Jeff had 7 marbles in his pocket and some marbles in
his drawer. He had 10 marbles altogether. How many
marbles did he have in his drawer? Show your answer
in pictures or words or using objects.
PO 5. Apply properties to solve M01-S5C2-05. Explain and clarify Students should understand the important ideas of these
addition/subtraction problems mathematical thinking. properties.
• identity property of
addition/subtraction and 12 = 12 + 0
• commutative property of addition. 16 – 0 = 16
3+4=4+3
Connections: M01-S1C2-01, M01-S1C2-
02, M01-S1C2-03, M01-S3C3-01, M01 Understanding the meaning of the equal sign as “the same
S3C3-03 quantity as” is foundational to these concepts
The bulleted items within a performance objective indicate the specific content to be taught.
Explanations and Examples Updated 1.19.09 Grade 1
Arizona Department of Education: Standards and Assessment Division Approved 6.24.08
 ARIZONA MATHEMATICS STANDARD ARTICULATED BY GRADE LEVEL
GRADE 1
Strand 1: Number and Operations
Concept 3: Estimation

Use estimation strategies reasonably and fluently while integrating content from each of the other strands.

In Grade 1, students use five, ten, and twenty as benchmark numbers to develop their sense of quantity as well as to compare numbers.

Performance Objectives Process Integration Explanations and Examples

Students are expected to:

PO 1. Use estimation to determine if M01-S5C2-03. Select from a variety of Estimating quantities helps students further develop their
sums are more or less than 5, more or problem-solving strategies and use one or sense of number as well as their ability to compare and order
less than 10, or more or less than 20. more strategies to arrive at a solution. numbers. Experiences of estimating sums without computing
are important because it requires students to examine the
Connections: M01-S1C1-01, M01-S1C1- M01-S5C2-06. Determine whether a relationships between the numbers.
02, M01-S1C1-04, M01-S1C2-04 solution is reasonable.
Examples:
• 6 + 6 is more than 10 because 5 + 5 is 10
• 13 + 16 is more than 20 because there are more than
2 tens (extension: there are almost 3 tens)

The bulleted items within a performance objective indicate the specific content to be taught.
Explanations and Examples Updated 1.19.09 Grade 1
Arizona Department of Education: Standards and Assessment Division Approved 6.24.08
 ARIZONA MATHEMATICS STANDARD ARTICULATED BY GRADE LEVEL
GRADE 1
Strand 2: Data Analysis, Probability, and Discrete Mathematics
This strand requires students to use data collection, data analysis, statistics, probability, systematic listing and counting, and the study of
graphs. This prepares students for the study of discrete functions as well as to make valid inferences, decisions, and arguments. Discrete
mathematics is a branch of mathematics that is widely used in business and industry. Combinatorics is the mathematics of systematic
counting. Vertex-edge graphs are used to model and solve problems involving paths, networks, and relationships among a finite number of
objects.

Concept 1: Data Analysis (Statistics)

Understand and apply data collection, organization, and representation to analyze and sort data.

In Grade 1, students are introduced to basic ideas of data analysis by collecting and visually representing data. These ideas reinforce their
understanding of whole numbers and addition and subtraction as students ask and answer questions about the data. As they move through
the grades, students continue to apply what they learn about data, making mathematics relevant and connecting numbers to applied
situations.

Performance Objectives Process Integration Explanations and Examples

Students are expected to:

PO 1. Collect, record, organize, and M01-S5C2-04. Represent a problem Students work with pictographs that have pictures
display data using tally charts or situation using any combination of words, representing a quantity of one.
pictographs. numbers, pictures, physical objects, or
symbols.
Connections: M01-S1C1-01, M01-S1C1-
02, M01-S2C1-02, SC01-S1C2-04, SC01-
S1C4-01
PO 2. Ask and answer questions by M01-S5C2-01. Identify the question(s) The graphical representations include those listed in M01-
interpreting simple displays of data, asked and any other questions that need S2C1-01 and all other applicable representations taught in
including tally charts or pictographs. to be answered in order to find a solution. previous grade levels. The data chosen or questions asked
give students opportunities to reinforce many performance
M01-S5C2-02. Identify the given objectives such as addition and subtraction facts, counting by
Connections: M01-S1C1-01, M01-S1C1-
information that can be used to find a fives and tens, identifying ten more and ten less, and using
02, M01-S1C1-04, M01-S1C2-01, M01-
solution. comparative language.
S1C2-02, M01-S1C2-03, M01-S1C2-04,
M01-S2C1-01, SC01-S1C4-01
Students answer questions as well as compose their own
questions based on the data, charts, or graphs.
The bulleted items within a performance objective indicate the specific content to be taught.
Explanations and Examples Updated 1.19.09 Grade 1
Arizona Department of Education: Standards and Assessment Division Approved 6.24.08
 ARIZONA MATHEMATICS STANDARD ARTICULATED BY GRADE LEVEL
GRADE 1
Strand 2: Data Analysis, Probability, and Discrete Mathematics
Concept 2: Probability

Understand and apply the basic concepts of probability.

In Grade 1, there are no performance objectives in this concept. Performance objectives begin in Grade 4.

Strand 2: Data Analysis, Probability, and Discrete Mathematics

Concept 3: Systematic Listing and Counting

Understand and demonstrate the systematic listing and counting of possible outcomes.

In Grade 1, students sort objects using a Venn diagram and describe how they sorted them.

Performance Objectives Process Integration Explanations and Examples

Students are expected to:

PO 1. Use Venn diagrams to sort, M01-S5C2-05. Explain and clarify Initially, first graders are introduced to Venn diagrams through
classify, and count objects and justify the mathematical thinking. sorting objects into disjoint sets (i.e., non-intersecting Venn
sorting rule. diagrams). After completing their sort, they explain their
sorting rule, draw a circle around each group, and label each
Connections: M01-S1C1-01, M01-S4C1- group with a word that describes what the objects have in
02, SC01-S1C3-01, SC01-S5C1-01, common. They also talk about what attributes are “different”
SC01-S5C1-02 and if any objects possess both attributes (in the disjoint case,
no objects will have possess both attributes).
Children should also be given a Venn diagram of two non-
intersecting groups that are labeled (for example, BIG and
YELLOW) where they need to draw examples of objects that
can go inside the circles and outside the circles. Perhaps they
might draw a house inside the circle labeled BIG, a banana
inside the circle labeled YELLOW, and a cucumber outside of
the circles because it is both NOT BIG and NOT YELLOW.
Continued on next page
The bulleted items within a performance objective indicate the specific content to be taught.
Explanations and Examples Updated 1.19.09 Grade 1
Arizona Department of Education: Standards and Assessment Division Approved 6.24.08
 ARIZONA MATHEMATICS STANDARD ARTICULATED BY GRADE LEVEL
GRADE 1
Performance Objectives Process Integration Explanations and Examples

Students are expected to:

By the end of the school year, students are introduced to the
idea that some objects may share both attributes and explore
sorting situations in Venn diagrams with one intersecting
region.

Extending the BIG and YELLOW example, students might

draw a school bus inside the region to represent an object that
is both BIG and YELLOW. They should use words to describe
the objects found in all four regions: 1) BIG, 2) YELLOW, 3)
BIG and YELLOW, and 4) NOT BIG and NOT YELLOW.

Big Yellow

Dinosaur Banana

Bus
Building Pencil

Lemon

Ladybug Dime

Strand 2: Data Analysis, Probability, and Discrete Mathematics

Concept 4: Vertex-Edge Graphs

Understand and apply vertex-edge graphs.

In Grade 1, there are no performance objectives in this concept. Performance objectives begin in Grade 2.
The bulleted items within a performance objective indicate the specific content to be taught.
Explanations and Examples Updated 1.19.09 Grade 1
Arizona Department of Education: Standards and Assessment Division Approved 6.24.08
 ARIZONA MATHEMATICS STANDARD ARTICULATED BY GRADE LEVEL
GRADE 1
Strand 3: Patterns, Algebra, and Functions
Patterns occur everywhere in nature. Algebraic methods are used to explore, model and describe patterns, relationships, and functions
involving numbers, shapes, iteration, recursion, and graphs within a variety of real-world problem solving situations. Iteration and recursion
are used to model sequential, step-by-step change. Algebra emphasizes relationships among quantities, including functions, ways of
representing mathematical relationships, and the analysis of change.

Concept 1: Patterns
Identify patterns and apply pattern recognition to reason mathematically while integrating content from each of the other strands.

In Grade 1, students will continue to develop their understanding of repeating and growing patterns. Repeating patterns will be more
sophisticated than in kindergarten. Students will notice that growing patterns involve addition and subtraction, and they will work with other
types of patterns as they learn to make generalizations about what they observe.

Performance Objectives Process Integration Explanations and Examples

Students are expected to:

PO 1. Recognize, describe, extend, M01-S5C2-04. Represent a problem Repeating patterns repeat the same series over and over
create, and record repeating patterns. situation using any combination of words, again. Oral or physical patterns as well as patterns produced
numbers, pictures, physical objects, or with objects or symbols can be used.
Connections: M01-S4C1-01 symbols.
Example:
• The following pattern repeats ABCB over and over
again: ABCB, ABCB, ABCB, ABCB, ABCB, …
PO 2. Recognize, describe, extend, M01-S5C2-03. Select from a variety of Growing patterns repeat the same process over and over
create, and record growing patterns. problem-solving strategies and use one or again. Students use objects, pictures or numbers. Students
more strategies to arrive at a solution. look for growing patterns in a hundreds chart. Growing
patterns can be used to reinforce addition and subtraction
Connections: M01-S1C1-01, M01-S1C1-
M01-S5C2-04. Represent a problem facts.
02, M01-S1C1-03, M01-S1C2-01, M01-
situation using any combination of words,
S1C2-03 Example:
numbers, pictures, physical objects, or
symbols. • Adding 5 over and over again results in a number
pattern of 5, 10, 15, 20, 25, 30, 35, 40, …
Adding 5 over and over can also be seen when
counting the points on multiple stars or fingers on
multiple hands.

Continued on next page

The bulleted items within a performance objective indicate the specific content to be taught.
Explanations and Examples Updated 1.19.09 Grade 1
Arizona Department of Education: Standards and Assessment Division Approved 6.24.08
 ARIZONA MATHEMATICS STANDARD ARTICULATED BY GRADE LEVEL
GRADE 1
Performance Objectives Process Integration Explanations and Examples

Students are expected to:

Students recognize when patterns are the same even though
the terms in the sequences may be different.

Example:
• Red, blue; red, blue, blue; red, blue, blue, blue; …
and AB, ABB, ABBB, … have the same pattern even
though the terms are different.

Strand 3: Patterns, Algebra, and Functions

Concept 2: Functions and Relationships

Describe and model functions and their relationships.

In Grade 1, there are no performance objectives in this concept. Performance objectives begin in Grade 2.

The bulleted items within a performance objective indicate the specific content to be taught.
Explanations and Examples Updated 1.19.09 Grade 1
Arizona Department of Education: Standards and Assessment Division Approved 6.24.08
 ARIZONA MATHEMATICS STANDARD ARTICULATED BY GRADE LEVEL
GRADE 1
Strand 3: Patterns, Algebra, and Functions
Concept 3: Algebraic Representations

Represent and analyze mathematical situations and structures using algebraic representations.

In Grade 1, students work with and create number sentences in contextual situations as they construct equivalent forms of whole numbers
and explore equations in their many forms.
Performance Objectives Process Integration Explanations and Examples

Students are expected to:

PO 1. Record equivalent forms of whole M01-S5C2-04. Represent a problem There is a strong connection to representing numbers (M01-
numbers to 100 by constructing models situation using any combination of words, S1C1-01). Teaching these ideas concurrently is critical.
and using numbers. numbers, pictures, physical objects, or
symbols. Example:
Connections: M01-S1C1-01, M01-S1C2- • Students can be asked to make 45 in as many ways
02, M01-S1C2-03, M01-S1C2-05, M01- as possible. Some possibilities are:
S3C3-02 o 4 tens and a 5, recording the expression, 10 + 10
+ 10 + 10 + 5
o 2 groups of 20 and a 5, recording the expression,
20 + 20 + 5
o Counting by 5s
PO 2. Compare expressions using M01-S5C2-05. Explain and clarify There is a strong connection to comparing and ordering
spoken words and the symbols = and ≠. mathematical thinking. numbers (M01-S1C1-04). Teaching these ideas concurrently
is critical.
Connections: M01-S1C1-04, M01-S1C2- Interchanging the language of “equal to” and “the same as” as
02, M01-S1C2-03, M01-S3C3-01 well as “not equal to” and “not the same as” will help students
grasp the meaning of these symbols. Students need to
understand that equality means the same quantity as. This
idea is critical if students are to avoid common pitfalls in later
work with numbers and operations, where they may otherwise
fall into habits of thinking that the answer follows the equal
sign.
Examples:
• 7 = 8 – 1; 5 + 3 is the same amount as 10 – 2.
• Two expressions, 3 + 4 and 5 – 2 can be compared
resulting in “3 + 4 is not equal to 5 – 2”.
The bulleted items within a performance objective indicate the specific content to be taught.
Explanations and Examples Updated 1.19.09 Grade 1
Arizona Department of Education: Standards and Assessment Division Approved 6.24.08
 ARIZONA MATHEMATICS STANDARD ARTICULATED BY GRADE LEVEL
GRADE 1
Performance Objectives Process Integration Explanations and Examples

Students are expected to:

PO 3. Represent a word problem M01-S5C2-04. Represent a problem There is a strong connection to solving and creating
requiring addition or subtraction facts situation using any combination of words, contextual problems (M01-S1C2-01 and M01-S1C2-05).
using an equation. numbers, pictures, physical objects, or Teaching these ideas concurrently is critical.
symbols.
Connections: M01-S1C2-01, M01-S1C2- Equation forms include:
02, M01-S1C2-03, M01-S1C2-04, M01- • a+b=
S1C2-05 • c–a=
• c=a+
• c– =b

Example:
• Write a word problem that matches the equation:
8 + = 10 (a + = c). Sample answer: Tom has 8
cars. His brother gave him some more. He now has 10
cars. How many cars did his brother give him?

Strand 3: Patterns, Algebra, and Functions

Concept 4: Analysis of Change

Analyze how changing the values of one quantity corresponds to change in the values of another quantity.

In Grade 1, there are no performance objectives in this concept. Performance objectives begin in Grade 4.

The bulleted items within a performance objective indicate the specific content to be taught.
Explanations and Examples Updated 1.19.09 Grade 1
Arizona Department of Education: Standards and Assessment Division Approved 6.24.08
 ARIZONA MATHEMATICS STANDARD ARTICULATED BY GRADE LEVEL
GRADE 1
Strand 4: Geometry and Measurement
Geometry is a natural place for the development of students' reasoning, higher thinking, and justification skills culminating in work with
proofs. Geometric modeling and spatial reasoning offer ways to interpret and describe physical environments and can be important tools in
problem solving. Students use geometric methods, properties and relationships, transformations, and coordinate geometry as a means to
recognize, draw, describe, connect, analyze, and measure shapes and representations in the physical world. Measurement is the
assignment of a numerical value to an attribute of an object, such as the length of a pencil. At more sophisticated levels, measurement
involves assigning a number to a characteristic of a situation, as is done by the consumer price index. A major emphasis in this strand is
becoming familiar with the units and processes that are used in measuring attributes.

Concept 1: Geometric Properties

Analyze the attributes and properties of 2- and 3- dimensional figures and develop mathematical arguments about their relationships.

In Grade 1, students expand their knowledge of two-dimensional geometric figures by sorting, comparing, and contrasting them according to
their characteristics. They learn important mathematical vocabulary used to name the figures. Students work with composite shapes made
out of basic two-dimensional figures as they continue to develop their spatial sense of shapes, objects, and the world around them.

Performance Objectives Process Integration Explanations and Examples

Students are expected to:

PO 1. Identify and draw 2-dimensional M01-S5C2-02. Identify the given Students identify, describe, and draw figures based on given
geometric figures based on given information that can be used to find a attributes such as number of sides, number of vertices, etc.
attributes regardless of size or orientation. solution. Figures include circles, triangles, and rectangles (including
squares). Figures should also include other quadrilaterals, but
Connections: M01-S3C1-01 students do not necessarily need to name them.

By definition, a square is a special kind of rectangle. Although

most first graders do not yet understand the hierarchy of
shapes, it is good to teach with this idea in mind. In addition, a
square turned on a vertex is still a square (not a diamond).

Triangles should appear in many positions and orientations

and should not all be equilateral or isosceles.

The bulleted items within a performance objective indicate the specific content to be taught.
Explanations and Examples Updated 1.19.09 Grade 1
Arizona Department of Education: Standards and Assessment Division Approved 6.24.08
 ARIZONA MATHEMATICS STANDARD ARTICULATED BY GRADE LEVEL
GRADE 1
Performance Objectives Process Integration Explanations and Examples

Students are expected to:

PO 2. Compare and sort basic 2- M01-S5C2-05. Explain and clarify Students may sort a collection of two-dimensional figures into
dimensional figures (including irregular mathematical thinking. those that have straight sides and those that do not. This type
figures) using attributes and explain the of sorting differs from the color, size, and texture sorting
reasoning for the sorting. commonly done in kindergarten.

Connections: M01-S2C3-01

PO 3. Describe the results of composing M01-S5C2-05. Explain and clarify Students use pattern blocks or plastic shapes to make new
and decomposing 2-dimensional figures. mathematical thinking. shapes. The teacher can give students cutouts of shapes and
ask students to combine them to make a particular shape.

Example:
• What shapes can be made from four squares?

• Students may also be asked to trace objects or use a

drawing program to show different ways that a figure
can be divided into different shapes.

The bulleted items within a performance objective indicate the specific content to be taught.
Explanations and Examples Updated 1.19.09 Grade 1
Arizona Department of Education: Standards and Assessment Division Approved 6.24.08
 ARIZONA MATHEMATICS STANDARD ARTICULATED BY GRADE LEVEL
GRADE 1
Strand 4: Geometry and Measurement
Concept 2: Transformation of Shapes

Apply spatial reasoning to create transformations and use symmetry to analyze mathematical situations.

In Grade 1, there are no performance objectives in this concept. Performance objectives begin in Grade 2.

Strand 4: Geometry and Measurement

Concept 3: Coordinate Geometry

Specify and describe spatial relationships using rectangular and other coordinate systems while integrating content from each of the other
strands.

In Grade 1, there are no performance objectives in this concept. Performance objectives begin in Grade 4.

The bulleted items within a performance objective indicate the specific content to be taught.
Explanations and Examples Updated 1.19.09 Grade 1
Arizona Department of Education: Standards and Assessment Division Approved 6.24.08
 ARIZONA MATHEMATICS STANDARD ARTICULATED BY GRADE LEVEL
GRADE 1
Strand 4: Geometry and Measurement
Concept 4: Measurement

Understand and apply appropriate units of measure, measurement techniques, and formulas to determine measurements.

In Grade 1, students begin to understand what it means to measure, and they develop their measuring skills using everyday objects. As they
practice using measurement tools to measure objects, they reinforce their sense of number and continue to develop their sense of space
and shapes.

Performance Objectives Process Integration Explanations and Examples

Students are expected to:

PO 1. Compare and order objects M01-S5C2-05. Explain and clarify Students can make direct comparison or measure using non-
according to length, capacity, and weight. mathematical thinking. standard units (using multiple units or using one unit multiple
times). Suitable non-standard measuring units for young
Connections: M01-S1C1-01, M01-S1C1- children include marbles or cubes for weight; paper clips, craft
02, SC01-S1C1-01, SC01-S1C3-01, sticks, toothpicks, coffee stirrers, etc. for length; and filled
SC01-S5C1-01 paper cups to measure capacity.

Students describe the relationship between the size of the

measurement unit and the number of units needed to measure
something. For example, it takes more toothpicks than craft
sticks to measure the width of my desk. The longer the unit
the fewer I need.

The idea of transitivity should also be included. For example, if

Jon is taller than Jacob, and Jacob is taller than Luisa, then
Jon is taller than Luisa.

The bulleted items within a performance objective indicate the specific content to be taught.
Explanations and Examples Updated 1.19.09 Grade 1
Arizona Department of Education: Standards and Assessment Division Approved 6.24.08
 ARIZONA MATHEMATICS STANDARD ARTICULATED BY GRADE LEVEL
GRADE 1
Performance Objectives Process Integration Explanations and Examples

Students are expected to:

PO 2. Measure and compare the length M01-S5C2-06. Determine whether a Students use “one-inch rulers”, such as one-inch paper strips
of objects using the benchmark of one solution is reasonable. or one-inch cubes, to measure the length of objects. Then
inch. they use rulers marked in one-inch increments.

Connections: M01-S1C1-01, SC01-

S1C2-03

PO 3. Sequence the days of the week

and the months of the year.

Connections: M01-S1C1-05

Strand 5: Structure and Logic

This strand emphasizes the core processes of problem solving. Students draw from the content of the other four strands to devise
algorithms and analyze algorithmic thinking. Strand One and Strand Three provide the conceptual and computational basis for these
algorithms. Logical reasoning and proof draws its substance from the study of geometry, patterns, and analysis to connect remaining
strands. Students use algorithms, algorithmic thinking, and logical reasoning (both inductive and deductive) as they make conjectures and
test the validity of arguments and proofs. Concept two develops the core processes as students evaluate situations, select problem solving
strategies, draw logical conclusions, develop and describe solutions, and recognize their applications.

Concept 1: Algorithms and Algorithmic Thinking

Use reasoning to solve mathematical problems.

In Grade 1, there are no performance objectives in this concept. Performance objectives begin in Grade 4.

The bulleted items within a performance objective indicate the specific content to be taught.
Explanations and Examples Updated 1.19.09 Grade 1
Arizona Department of Education: Standards and Assessment Division Approved 6.24.08
 ARIZONA MATHEMATICS STANDARD ARTICULATED BY GRADE LEVEL
GRADE 1
Strand 5: Structure and Logic
Concept 2: Logic, Reasoning, Problem Solving, and Proof

Evaluate situations, select problem-solving strategies, draw logical conclusions, develop and describe solutions, and recognize their
applications.

In Grade 1, students further develop the concept that doing mathematics involves solving problems and discussing what they did to solve
them. Students continue to develop their mathematical communication skills as they participate in mathematical discussions involving
questions like “How did you get that?”; “Why did you do that?”; and “How do you know that?” Students begin to build their mathematical
vocabulary as they use correct mathematical language appropriate to grade 1.

Performance Objectives Process Integration Explanations and Examples

Students are expected to: Some of the Strand 5 Concept 2

performance objectives are listed
throughout the grade level document in
the Process Integration Column (2nd
column). Since these performance
objectives are connected to the other
content strands, the process integration
column is not used in this section next to
those performance objectives.
PO 1. Identify the question(s) asked and
any other questions that need to be
answered in order to find a solution.
PO 2. Identify the given information that
can be used to find a solution.
PO 3. Select from a variety of problem- Problem solving strategies may include drawing pictures,
solving strategies and use one or more using objects, acting out, making a chart or list, etc.
strategies to arrive at a solution.
PO 4. Represent a problem situation Students need opportunities to connect the different
using any combination of words, representations and explain the connections. Representations
numbers, pictures, physical objects, or should include numbers, words (including mathematical
symbols. language), pictures, and/or physical objects. Students should
be able to use all of these representations as needed.

The bulleted items within a performance objective indicate the specific content to be taught.
Explanations and Examples Updated 1.19.09 Grade 1
Arizona Department of Education: Standards and Assessment Division Approved 6.24.08
 ARIZONA MATHEMATICS STANDARD ARTICULATED BY GRADE LEVEL
GRADE 1
Performance Objectives Process Integration Explanations and Examples

Students are expected to: Some of the Strand 5 Concept 2

performance objectives are listed
throughout the grade level document in
the Process Integration Column (2nd
column). Since these performance
objectives are connected to the other
content strands, the process integration
column is not used in this section next to
those performance objectives.
PO 5. Explain and clarify mathematical Students will often need to use objects and pictures to explain
thinking. their thinking. Modeling different explanations to guide
students is helpful.
PO 6. Determine whether a solution is
reasonable.

The bulleted items within a performance objective indicate the specific content to be taught.
Explanations and Examples Updated 1.19.09 Grade 1
Arizona Department of Education: Standards and Assessment Division Approved 6.24.08
Science Standard Articulated
by Grade Level 2004

Grade 1
 Science Standard Articulated by Grade Level
INTRODUCTION

Students are naturally curious about the world and their place in it. Sustaining this
curiosity and giving it a scientific foundation must be a high priority in Arizona schools.
Application of scientific thinking enables Arizona students to strengthen skills that
people use every day: solving problems creatively, thinking critically, working
cooperatively in teams, using technology effectively, and valuing lifelong learning.

Science education is much more than merely learning content. It is the active process of
investigation and the critical review of evidence related to the world around us, both
visible and invisible. Science is a dynamic process of gathering and evaluating
information, looking for patterns, and then devising and testing possible explanations.
Active engagement in scientific investigation leads students to think critically and to
develop reasoning skills that allow them to become independent, lifelong learners.
Science methods and thought processes have application well beyond the bounds of
science and support learning goals in all subject areas.

The Arizona Science Standard Articulated by Grade Level has been written for ALL
students. The science standard is set with the expectation that science instruction
occurs at all grade levels – beginning in early grades with simple exploration,
progressing to increasingly organized and sophisticated science investigations in higher
grades.

Underlying all of the science standard strands are the five unifying concepts as
identified in the National Science Education Standards (1995):
• Systems, Order, and Organization
• Evidence, Models, and Explanation
• Constancy, Change, and Measurement
• Evolution and Equilibrium
• Form and Function

This conceptual framework provides students with productive and insightful ways of
considering and integrating a range of basic ideas that explain the natural world.
Because the understanding and abilities associated with major conceptual and
procedural schemes need to be developed over an entire education, the unifying
concepts and processes transcend disciplinary boundaries.

These unifying concepts can be introduced in early grades and developed appropriately
through the elementary grades and high school. Students should be explicitly shown
how each of these unifying concepts apply to and connect life, physical, and Earth and
space sciences. These science content areas can be taught in conjunction with each
other, as well as with other subject areas in an interdisciplinary approach. The unifying
concepts in science education help focus instruction and provide a link to other
disciplines.
BACKGROUND

The state Board of Education adopted the Arizona Academic Standards in 1998 to
define what Arizona’s students need to know and be able to do by the end of twelfth
grade. Developed by committees comprised of educators, parents, students, and
business and community leaders, these standards were written in grade-level clusters
with benchmarks at 3, 5, 8, and high school.

RATIONALE

Requirements in the No Child Left Behind Act of 2001 (NCLB) and the need for periodic
review of the state academic standards prompted the decision by the Arizona
Department of Education (ADE) to refine and articulate the academic standard for
science by grade level. This refinement and articulation project was started in April
2003, and was completed in May 2004.

METHODOLOGY

The Science Standard Revision Committee was composed of a statewide

representation of scientists and science educators to reflect school districts large and
small, rural and urban, as well as the ethnic diversity of Arizona. National science
consultants, university professors, and community members advised the committee and
provided valuable reviews of the work in progress. The goal was to articulate, or align,
the current academic standards by grade level (K-8) and in high school with the state
requirement of two years of high school science.

The committee utilized several nationally recognized publications to establish content

guidelines during the development of the draft:
• National Research Council (NRC)
o National Science Education Standards
o Inquiry and the National Science Education Standards
o Designing Mathematics or Science Curriculum Programs
• The American Association for the Advancement of Science
o Atlas of Science Literacy
o Benchmarks for Science Literacy
o Design for Science Literacy
o Science for All Americans
• Science Framework for the 1996 and 2000 National Assessment of Educational
Progress (NAEP)

The committee created draft documents by first reviewing the existing standards. The
performance objectives were articulated, or aligned, to the appropriate grade levels.
Over a period of months, subcommittees, composed of representatives of the full
committee, met to refine the documents. A guiding principle in the articulation process
was whether a performance objective was reasonable, useful, and appropriate. The
measurability of each performance objective was also considered.

External reviews by nationally recognized consultants and reviews by university and

local experts provided additional guidance and perspective to the committees.

Public review of the Science Standard Articulated by Grade Level occurred during the
month of February 2004. A draft of the standard was placed on the ADE website with
the option for individuals to make comments online. Six public hearings occurred
throughout the state to collect additional comments. After all public comments were
collected and organized, the committee met to review them and to recommend
appropriate modifications to the standard. This final draft was presented to the state
Board of Education in May 2004 for adoption as the Arizona Science Standard
Articulated by Grade Level.
 SCIENCE STANDARD ARTICULATED BY GRADE LEVEL
GRADE 1

The goal in the development of the standard was to assure that the six strands and five unifying
concepts are interwoven into a fabric of science that represents the true nature of science.
Students have the opportunity to develop both the skills and content knowledge necessary to be
scientifically literate members of the community.

Strands 1, 2, and 3 are designed to be explicitly taught and embedded within each of the
content Strands 4, 5, and 6, and are not intended to be taught in isolation. The processes, skills,
and content of the first three strands are designed to “umbrella” and complement the content of
Life Science, Physical Science, and Earth and Space Science.

Strand 1: Inquiry Process

Inquiry Process establishes the basis for students’ learning in science. Students use
scientific processes: questioning, planning and conducting investigations, using
appropriate tools and techniques to gather data, thinking critically and logically about
relationships between evidence and explanations, and communicating results.

Concept 1: Observations, Questions, and Hypotheses

Observe, ask questions, and make predictions.
PO 1. Compare common objects using multiple senses.

PO 2. Ask questions based on experiences with objects, organisms, and events in the environment.
(See M01-S2C1-01)

PO 3. Predict results of an investigation based on life, physical, and Earth and space sciences (e.g.,
animal life cycles, physical properties, Earth materials).

Concept 2: Scientific Testing (Investigating and Modeling)

Participate in planning and conducting investigations, and recording data.
PO 1. Demonstrate safe behavior and appropriate procedures (e.g., use of instruments, materials,
organisms) in all science inquiry.

PO 2. Participate in guided investigations in life, physical, and Earth and space sciences.

PO 3. Use simple tools such as rulers, thermometers, magnifiers, and balances to collect data (U.S.
customary units). (See M01-S4C4-07)

PO 4. Record data from guided investigations in an organized and appropriate format (e.g., lab book, log,
notebook, chart paper). (See W01-S3C2-01 and W01-S3C3-01)

Italics denote a repetition of a performance objective (learned in an earlier grade) that is to be applied to grade level
content or at a higher level of complexity.
The bulleted items within a performance objective indicate specific content to be taught
Approved 5.24.04 Updated 3.10.05
 SCIENCE STANDARD ARTICULATED BY GRADE LEVEL
GRADE 1

Concept 3: Analysis and Conclusions

Organize and analyze data; compare to predictions.
PO 1. Organize (e.g., compare, classify, and sequence) objects, organisms, and events according to
various characteristics. (See M01-S4C4-01)

PO 2. Compare the results of the investigation to predictions made prior to the investigation.

Concept 4: Communication
Communicate results of investigations.
PO 1. Communicate the results of an investigation using pictures, graphs, models, and/or words.
(See M01-S2C1-02 and W01-S3C3-02)

PO 2. Communicate with other groups to describe the results of an investigation.

(See LS-F1)

Strand 2: History and Nature of Science

Scientific investigation grows from the contributions of many people. History and Nature
of Science emphasizes the importance of the inclusion of historical perspectives and the
advances that each new development brings to technology and human knowledge.
This strand focuses on the human aspects of science and the role that scientists play in
the development of various cultures.

Concept 1: History of Science as a Human Endeavor

Identify individual and cultural contributions to scientific knowledge.
PO 1. Give examples of how diverse people (e.g., children, parents, weather reporters, cooks, healthcare
workers, gardeners) use science in daily life.

PO 2. Identify how diverse people and/or cultures, past and present, have made important contributions
to scientific innovations (e.g., Sally Ride [scientist], supports Strand 6; Neil Armstrong [astronaut,
engineer], supports Strand 6).

Concept 2: Nature of Scientific Knowledge

Understand how science is a process for generating knowledge.
No performance objectives at this grade level

Italics denote a repetition of a performance objective (learned in an earlier grade) that is to be applied to grade level
content or at a higher level of complexity.
The bulleted items within a performance objective indicate specific content to be taught
Approved 5.24.04 Updated 3.10.05
 SCIENCE STANDARD ARTICULATED BY GRADE LEVEL
GRADE 1

Strand 3: Science in Personal and Social Perspectives

Science in Personal and Social Perspectives emphasizes developing the ability to

design a solution to a problem, to understand the relationship between science and
technology, and the ways people are involved in both. Students understand the impact
of science and technology on human activity and the environment. This strand affords
students the opportunity to understand their place in the world – as living creatures,
consumers, decision makers, problem solvers, managers, and planners.

Concept 1: Changes in Environments

Describe the interactions between human populations, natural hazards, and the
environment.
No performance objectives at this grade level

Concept 2: Science and Technology in Society

Understand the impact of technology.
PO 1. Identify various technologies (e.g., automobiles, radios, refrigerators) that people use.

PO 2. Describe how suitable tools (e.g., magnifiers, thermometers) help make better observations and
measurements.

Strand 4: Life Science

Life Science expands students’ biological understanding of life by focusing on the

characteristics of living things, the diversity of life, and how organisms and populations
change over time in terms of biological adaptation and genetics. This understanding
includes the relationship of structures to their functions and life cycles, interrelationships
of matter and energy in living organisms, and the interactions of living organisms with
their environment.
Concept 1: Characteristics of Organisms
Understand that basic structures in plants and animals serve a function.
PO 1. Identify the following as characteristics of living things:
• growth and development
• reproduction
• response to stimulus

PO 2. Compare the following observable features of living things:

• movement – legs, wings
• protection – skin, feathers, tree bark
• respiration – lungs, gills
• support – plant stems, tree trunks

PO 3. Identify observable similarities and differences (e.g., number of legs, body coverings, size)
between/among different groups of animals.

Italics denote a repetition of a performance objective (learned in an earlier grade) that is to be applied to grade level
content or at a higher level of complexity.
The bulleted items within a performance objective indicate specific content to be taught
Approved 5.24.04 Updated 3.10.05
 SCIENCE STANDARD ARTICULATED BY GRADE LEVEL
GRADE 1

Concept 2: Life Cycles

Understand the life cycles of plants and animals.
PO 1. Identify stages of human life (e.g., infancy, adolescence, adulthood).

PO 2. Identify similarities and differences between animals and their parents.

(See 1CH-F4)

Concept 3: Organisms and Environments

Understand the relationships among various organisms and their environment.
PO 1. Identify some plants and animals that exist in the local environment.

PO 2. Compare the habitats (e.g., desert, forest, prairie, water, underground) in which plants and animals
live.

PO 3. Describe how plants and animals within a habitat are dependent on each other.

Concept 4: Diversity, Adaptation, and Behavior

Identify plant and animal adaptations.
No performance objectives at this grade level

Strand 5: Physical Science

Physical Science affords students the opportunity to increase their understanding of the
characteristics of objects and materials they encounter daily. Students gain an
understanding of the nature of matter and energy, including their forms, the changes
they undergo, and their interactions. By studying objects and the forces that act upon
them, students develop an understanding of the fundamental laws of motion, knowledge
of the various ways energy is stored in a system, and the processes by which energy is
transferred between systems and surroundings.

Concept 1: Properties of Objects and Materials

Classify objects and materials by their observable properties.
PO 1. Classify objects by the following observable properties:
• shape
• texture
• size
• color
• weight

PO 2. Classify materials as solids or liquids.

Italics denote a repetition of a performance objective (learned in an earlier grade) that is to be applied to grade level
content or at a higher level of complexity.
The bulleted items within a performance objective indicate specific content to be taught
Approved 5.24.04 Updated 3.10.05
 SCIENCE STANDARD ARTICULATED BY GRADE LEVEL
GRADE 1

Concept 2: Position and Motion of Objects

Understand spatial relationships and the way objects move.
PO 1. Demonstrate the various ways that objects can move (e.g., straight line, zigzag, back-and-forth,
round-and-round, fast, slow).

Concept 3: Energy and Magnetism

Investigate different forms of energy.
No performance objectives at this grade level

Strand 6: Earth and Space Science

Earth and Space Science provides the foundation for students to develop an
understanding of the Earth, its history, composition, and formative processes, and an
understanding of the solar system and the universe. Students study the regularities of
the interrelated systems of the natural world. In doing so, they develop understandings
of the basic laws, theories, and models that explain the world (NSES, 1995). By
studying the Earth from both a historical and current time frame, students can make
informed decisions about issues affecting the planet on which they live.

Concept 1: Properties of Earth Materials

Identify the basic properties of Earth materials.
PO 1. Describe the following basic Earth materials:
• rocks
• soil
• water

PO 2. Compare the following physical properties of basic Earth materials:

• color
• texture
• capacity to retain water

PO 3. Identify common uses (e.g., construction, decoration) of basic Earth materials (i.e., rocks, water,
soil).

PO 4. Identify the following as being natural resources:

• air
• water
• soil
• trees
• wildlife

PO 5. Identify ways to conserve natural resources (e.g., reduce, reuse, recycle, find alternatives).

Italics denote a repetition of a performance objective (learned in an earlier grade) that is to be applied to grade level
content or at a higher level of complexity.
The bulleted items within a performance objective indicate specific content to be taught
Approved 5.24.04 Updated 3.10.05
 SCIENCE STANDARD ARTICULATED BY GRADE LEVEL
GRADE 1

Concept 2: Objects in the Sky

Identify objects in the sky.
PO 1. Identify evidence that the Sun is the natural source of heat and light on the Earth (e.g., warm
surfaces, shadows, shade).

PO 2. Compare celestial objects (e.g., Sun, Moon, stars) and transient objects in the sky (e.g., clouds,
birds, airplanes, contrails).

PO 3. Describe observable changes that occur in the sky, (e.g., clouds forming and moving, the position
of the Moon).

Concept 3: Changes in the Earth and Sky

Understand characteristics of weather conditions and climate.
PO 1. Identify the following characteristics of seasonal weather patterns:
• temperature
• type of precipitation
• wind

PO 2. Analyze how the weather affects daily activities.

Italics denote a repetition of a performance objective (learned in an earlier grade) that is to be applied to grade level
content or at a higher level of complexity.
The bulleted items within a performance objective indicate specific content to be taught
Approved 5.24.04 Updated 3.10.05
Social Studies Standard Articulated
by Grade Level 2006

Grade 1
 Social Studies Standard Articulated by Grade Level
INTRODUCTION

To maintain the Union that supports our freedoms, we must rely on the knowledge,
skills, and character of its citizens and those they elect to public office. Critical to the
preservation and improvement of America’s republican form of government is the study
of our founding principles, namely those detailed in the United States Constitution, the
Declaration of Independence, and The Federalist Papers. The standard includes the
study of rich and diverse contributions that people of many backgrounds have made to
American life and institutions while emphasizing our shared heritage. Well-informed
citizens understand our political, cultural and economic interaction with the rest of the
world. Geographic knowledge expands the understanding of our development and
identity in the world. The standard requires that students attain knowledge of essential
facts, concepts, people, and events as well as a firm grasp of reasoning, inquiry, and
research skills. Students must learn how to frame and test hypotheses, distinguish
logical from illogical reasoning, develop informed opinions based on different points of
view, and employ reflective thinking and evaluation. In this way students will be
prepared to fulfill their responsibilities as citizens of our democratic republic. The
standard presents academic content and skills in the four interrelated disciplines of
history, geography, civics/government, and economics that are essential to an
understanding of our human experience, past and present.

BACKGROUND

The state Board of Education began the development process for the Arizona academic
standards in 1996 to define what Arizona students need to know and be able to do by
the end of twelfth grade. The Social Studies Standards were adopted in 2000 and
partially revised in 2003. Developed by committees comprised of educators, subject
matter experts, and business and community leaders, the Social Studies Standard was
fully revised and written in articulated grade-specific performance objectives in 2004 -
2005.

RATIONALE

Requirements in the No Child Left Behind Act of 2001 (NCLB) and the practice of
periodic review of the state academic standards prompted the decision by the Arizona
Department of Education to refine and articulate the academic standards for
mathematics, reading, writing, and science by grade level. An articulation of the social
studies standard was included in the process in order to provide consistency across
content areas. The skills and content of social studies are not only a critical component
of a comprehensive curriculum they also support student success in other areas.
METHODOLOGY

A committee to articulate the social studies standard was formed consisting of a

representative sample of educators from around the state. It represented large and
small schools, rural and urban districts, and ethnic diversity. Subject matter experts,
university professors, and community members advised the committees. The goal was
to articulate, or align, the current academic standards by grade level (K-12).

The Social Studies Articulation Committee utilized information from the National Council
for the Social Studies, the National Council for Geographic Education, the Arizona
Council on Economics Education, the Arizona Geographic Alliance, the Bill of Rights
Institute, and other sources to promote quality instruction based on current,
pedagogical, and research-based practices.

The articulation process included a restructuring of the Arizona Academic Content

Standards to better facilitate the alignment of performance objectives by grade level,
while maintaining the content integrity of the existing standards. Over a period of
months, the articulation committees and smaller sub-committees refined the documents.
Reasonableness, usefulness, and appropriateness were the guidelines for the
articulation process.

External reviews by nationally recognized consultants and reviews by university and

local experts provided additional guidance and perspective to the committee.
 SOCIAL STUDIES STANDARD ARTICULATED BY GRADE LEVEL
GRADE 1

First Grade History Strands introduce the concept that settlement enabled cultures and
civilizations to develop in different places around the world, advancing their own and
later civilizations. North America and Egypt are introduced as examples. Exploration is
revisited by introducing the impact of interaction between Native Americans and
Europeans during the period of colonization.

Strand 1: American History

A study of American History is integral for students to analyze our national experience through time, to
recognize the relationships of events and people, and to interpret significant patterns, themes, ideas,
beliefs, and turning points in Arizona and American history. Students will be able to apply the lessons of
American History to their lives as citizens of the United States.

Concept 1: Research Skills for History

Historical research is a process in which students examine topics or questions related to historical studies
and/or current issues. By using primary and secondary sources effectively students obtain accurate and
relevant information. An understanding of chronological order is applied to the analysis of the
interrelatedness of events. These performance objectives also appear in Strand 2: World History. They
are intended to be taught in conjunction with appropriate American or World History content, when
applicable.
PO 1. Place important life events in chronological order on a timeline.

PO 2. Retell stories to describe past events, people, and places.

PO 3. Use primary source materials (e.g., photos, artifacts, maps) to study people and events from the
past.

Concept 2: Early Civilizations Pre 1500

The geographic, political, economic and cultural characteristics of early civilizations made significant
contributions to the later development of the United States.
PO 1. Recognize that the development of farming allowed groups of people to settle in one place and
develop into cultures/civilizations (e.g., Ancestral Puebloans (Anasazi), Hohokam,
Moundbuilders, Aztec, Mayan) Connect with: Strand 2 Concept 2

PO 2. Recognize that settlement led to developments in farming techniques (e.g., irrigation),

government, art, architecture, and communication in North America.

i.e. - (abbreviation for that is) precedes a specific list of items in which all of the items should be used; i.e. examples will be used
in a testing situation
e.g. - (abbreviation for for example) precedes a list of examples provided as options; other examples may be
appropriate but not included; e.g. examples may be used in a testing situation
italicized performance objectives - a performance objective repeated verbatim from year to year; it is understood that the depth,
complexity, and difficulty level developmentally match the grade level expectations
Approved 9.26.05 Updated 5.22.06
 SOCIAL STUDIES STANDARD ARTICULATED BY GRADE LEVEL
GRADE 1

Concept 3: Exploration and Colonization 1500s – 1700s

The varied causes and effects of exploration, settlement, and colonization shaped regional and national
development of the U.S.
PO 1. Describe the interaction of Native Americans with the Spanish (e.g., arrival of Columbus,
settlement of St. Augustine, exploration of the Southwest, exchange of ideas, culture and goods).

PO 2. Describe the interaction of Native Americans with the Pilgrims (e.g., arrival of the Mayflower,
Squanto, the Wampanoag, the First Thanksgiving).

PO 3. Describe the exchange of ideas, culture and goods between the Native Americans and the
Pilgrims.

PO 4. Recognize that the United States began as the Thirteen Colonies ruled by England.

PO 5. Compare the way people lived in Colonial times with how people live today (e.g., housing, food
transportation, school).

Concept 4: Revolution and New Nation 1700s – 1820

The development of American constitutional democracy grew from political, cultural, and economic
issues, ideas, and events.
No performance objectives at this grade.

Concept 5: Westward Expansion 1800 – 1860

Westward expansion, influenced by political, cultural, and economic factors, led to the growth and
development of the U.S.
No performance objectives at this grade.

Concept 6: Civil War and Reconstruction 1850 – 1877

Regional conflicts led to the Civil War and resulted in significant changes to American social, economic,
and political structures.
No performance objectives at this grade.

Concept 7: Emergence of the Modern United States 1875 – 1929

Economic, social, and cultural changes transformed the U.S. into a world power.
No performance objectives at this grade.

Concept 8: Great Depression and World War II 1929 – 1945

Domestic and world events, economic issues, and political conflicts redefined the role of government in
the lives of U.S. citizens.
No performance objectives at this grade.

Concept 9: Postwar United States 1945 – 1970s

Postwar tensions led to social change in the U.S. and to a heightened focus on foreign policy.
PO 1. Recognize that Rosa Parks, Martin Luther King Jr., and César Chavez worked for and supported
the rights and freedoms of others.

i.e. - (abbreviation for that is) precedes a specific list of items in which all of the items should be used; i.e. examples will be used
in a testing situation
e.g. - (abbreviation for for example) precedes a list of examples provided as options; other examples may be
appropriate but not included; e.g. examples may be used in a testing situation
italicized performance objectives - a performance objective repeated verbatim from year to year; it is understood that the depth,
complexity, and difficulty level developmentally match the grade level expectations
Approved 9.26.05 Updated 5.22.06
 SOCIAL STUDIES STANDARD ARTICULATED BY GRADE LEVEL
GRADE 1

Concept 10: Contemporary United States 1970s – Present

Current events and issues continue to shape our nation and our involvement in the global community.
PO 1. Use information from written documents, oral presentations, and the media to discuss current local
and state events.

Strand 2: World History

A study of World History is integral for students to analyze the human experience through time, to
recognize the relationships of events and people, and to interpret significant patterns, themes, ideas,
beliefs, and turning points in American and world history. Students should be able to apply the lessons of
World History to their lives as citizens of the United States and members of the world community.

Concept 1: Research Skills for History

Historical research is a process in which students examine topics or questions related to historical studies
and/or current issues. By using primary and secondary sources effectively students obtain accurate and
relevant information. An understanding of chronological order is applied to the analysis of the
interrelatedness of events. These performance objectives also appear in Strand 1: American History.
They are intended to be taught in conjunction with appropriate American or World History content, when
applicable.
PO 1. Place important life events in chronological order on a timeline.

PO 2. Retell stories to describe past events, people, and places.

PO 3. Use primary source materials (e.g., photos, artifacts, maps) to study people and events from the
past.

Concept 2: Early Civilizations

The geographic, political, economic and cultural characteristics of early civilizations significantly
influenced the development of later civilizations.
(Note: Advancements in early civilizations were introduced in Kindergarten.)

PO 1. Recognize that the development of farming allowed groups of people to settle in one place and
develop into civilizations (e.g., Egypt).

PO 2. Recognize that settlement led to the development of farming techniques (e.g., Nile River flooding),
government (e.g., pharaohs), art/ architecture (e.g., pyramids), and writing (e.g., hieroglyphics)
which contributed to the advancement of the Ancient Egyptian civilization.

PO 3. Recognize that civilizations in the Americas had similar characteristics to the Egyptians. Connect
with: Strand 1 Concept 2

Concept 3: World in Transition

People of different regions developed unique civilizations and cultural identities characterized by
increased interaction, societal complexity and competition.
No performance objectives at this grade.

i.e. - (abbreviation for that is) precedes a specific list of items in which all of the items should be used; i.e. examples will be used
in a testing situation
e.g. - (abbreviation for for example) precedes a list of examples provided as options; other examples may be
appropriate but not included; e.g. examples may be used in a testing situation
italicized performance objectives - a performance objective repeated verbatim from year to year; it is understood that the depth,
complexity, and difficulty level developmentally match the grade level expectations
Approved 9.26.05 Updated 5.22.06
 SOCIAL STUDIES STANDARD ARTICULATED BY GRADE LEVEL
GRADE 1

Concept 4: Renaissance and Reformation

The rise of individualism challenged traditional western authority and belief systems resulting in a variety
of new institutions, philosophical and religious ideas, and cultural and social achievements.
No performance objectives at this grade.

Concept 5: Encounters and Exchange

Innovations, discoveries, exploration, and colonization accelerated contact, conflict, and interconnection
among societies world wide, transforming and creating nations.
PO 1. Recognize why England and Spain wanted to rule other areas of the world.
Connect with: Strand 1 Concept 3

Concept 6: Age of Revolution

Intensified internal conflicts led to the radical overthrow of traditional governments and created new
political and economic systems.
No performance objectives at this grade.

Concept 7: Age of Imperialism

Industrialized nations exerted political, economic, and social control over less developed areas of the
world.
No performance objectives at this grade.

Concept 8: World at War

Global events, economic issues and political ideologies ignited tensions leading to worldwide military
conflagrations and diplomatic confrontations in a context of development and change.
No performance objectives at this grade.

Concept 9: Contemporary World

The nations of the contemporary world are shaped by their cultural and political past. Current events,
developments and issues continue to shape the global community.
PO 1. Use information from written documents, oral presentations, and the media to discuss current
events.

i.e. - (abbreviation for that is) precedes a specific list of items in which all of the items should be used; i.e. examples will be used
in a testing situation
e.g. - (abbreviation for for example) precedes a list of examples provided as options; other examples may be
appropriate but not included; e.g. examples may be used in a testing situation
italicized performance objectives - a performance objective repeated verbatim from year to year; it is understood that the depth,
complexity, and difficulty level developmentally match the grade level expectations
Approved 9.26.05 Updated 5.22.06
 SOCIAL STUDIES STANDARD ARTICULATED BY GRADE LEVEL
GRADE 1
Strand 3: Civics/Government
The goal of the civics strand is to develop the requisite knowledge and skills for informed, responsible
participation in public life; to ensure, through instruction, that students understand the essentials, source,
and history of the constitutions of the United States and Arizona, American institutions and ideals (ARS
15-710). Students will understand the foundations, principles, and institutional practices of the United
States as a representative democracy and constitutional republic. They will understand the importance of
each person as an individual with human and civil rights and our shared heritage in the United States.
Students will understand politics, government, and the responsibilities of good citizenship. Citizenship
skills include the capacity to influence policies and decisions by clearly communicating interests and the
ability to build coalitions through negotiation, compromise, and consensus. In addition, students will learn
that the United States influences and is influenced by global interaction.

Concept 1: Foundations of Government

The United States democracy is based on principles and ideals that are embodied by symbols, people
and documents.
PO 1. Identify national symbols and monuments that represent American democracy and values:
a) American flag
b) Bald Eagle
c) Statue of Liberty
d) White House
e) Washington Monument

PO 2. Recognize the Pledge of Allegiance and the National Anthem.

PO 3. Practice examples of democracy in action (e.g., voting, making classroom rules).

PO 4. Recognize how students work together to achieve common goals.

PO 5. Discuss the significance of national holidays:

a) Thanksgiving
b) Presidents’ Day
c) Martin Luther King Jr. Day
d) Fourth of July
e) Constitution Day

PO 6. Recognize state symbols of Arizona (e.g., bird, flower, tree, flag).

PO 7. Recognize that people in Arizona and the United States have varied backgrounds, but may share
principles, goals, customs, and traditions.

Concept 2: Structure of Government

The United States structure of government is characterized by the separation and balance of powers.
PO 1. Identify the current President of the United States and Governor of Arizona.

Concept 3: Functions of Government

Laws and policies are developed to govern, protect, and promote the well-being of the people.
No performance objectives at this grade.

i.e. - (abbreviation for that is) precedes a specific list of items in which all of the items should be used; i.e. examples will be used
in a testing situation
e.g. - (abbreviation for for example) precedes a list of examples provided as options; other examples may be
appropriate but not included; e.g. examples may be used in a testing situation
italicized performance objectives - a performance objective repeated verbatim from year to year; it is understood that the depth,
complexity, and difficulty level developmentally match the grade level expectations
Approved 9.26.05 Updated 5.22.06
 SOCIAL STUDIES STANDARD ARTICULATED BY GRADE LEVEL
GRADE 1

Concept 4: Rights, Responsibilities, and Roles of Citizenship

The rights, responsibilities and practices of United States citizenship are founded in the Constitution and
the nation’s history.
PO 1. Identify examples of responsible citizenship in the school setting and in stories about the past and
present.

PO 2. Describe the rights and responsibilities of citizenship:

a) elements of fair play, good sportsmanship, and the idea of treating others the way you want to be
treated
b) importance of participation and cooperation in a classroom and community
c) why there are rules and the consequences for violating them
d) responsibility of voting (every vote counts)

PO 3. Discuss the importance of students contributing to a community (e.g., helping others, working
together, cleaning up the playground.)

Concept 5: Government Systems of the World

Different governmental systems exist throughout the world. The United States influences and is
influenced by global interactions.
No performance objectives at this grade.

i.e. - (abbreviation for that is) precedes a specific list of items in which all of the items should be used; i.e. examples will be used
in a testing situation
e.g. - (abbreviation for for example) precedes a list of examples provided as options; other examples may be
appropriate but not included; e.g. examples may be used in a testing situation
italicized performance objectives - a performance objective repeated verbatim from year to year; it is understood that the depth,
complexity, and difficulty level developmentally match the grade level expectations
Approved 9.26.05 Updated 5.22.06
 SOCIAL STUDIES STANDARD ARTICULATED BY GRADE LEVEL
GRADE 1

Strand 4: Geography
The goal of the geography strand is to provide an understanding of the human and physical
characteristics of the Earth’s places and regions and how people of different cultural backgrounds interact
with their environment. Geographic reasoning is a way of studying human and natural features within a
spatial perspective. Through the study of geography, students will be able to understand local, national,
regional, and global issues. Students will interpret the arrangement and interactions of human and
physical systems on the surface of the Earth. As these patterns have changed over time and are
important to governments and economies, geographic reasoning will enhance students’ understanding of
history, civics, and economics.

Concept 1: The World in Spatial Terms

The spatial perspective and associated geographic tools are used to organize and interpret
information about people, places and environments.
PO 1. Recognize different types of maps (e.g., political, physical) serve various purposes.

PO 2. Identify characteristics of maps and globes:

a) compass rose
b) symbols
c) key/legend

PO 3. Construct a map of a familiar place (e.g., classroom, bedroom, playground) that includes a
compass rose, symbols, and key/legend.

PO 4. Recognize characteristics of human and physical features:

a) physical (i.e., ocean continent, river, lake, mountains, islands)
b) human (i.e., equator, North and South Poles)

PO 5. Locate physical and human features using maps, illustrations, images, or globes:
a) physical (i.e., continent, ocean, river, lake, mountains, islands)
b) human (i.e., equator, North and South poles, country)

PO 6. Locate Arizona on a map of the United States.

Concept 2: Places and Regions

Places and regions have distinct physical and cultural characteristics.
PO 1. Discuss human features (e.g., cities, parks, railroad tracks, hospitals, shops, schools) in
the world.

PO 2. Discuss physical features (e.g., mountains, rivers, deserts) in the world.

PO 3. Recognize through images of content studied (e.g., Egypt, Arizona, local community) that
places have distinct characteristics.

PO 4. Discuss the ways places change over time.

i.e. - (abbreviation for that is) precedes a specific list of items in which all of the items should be used; i.e. examples will be used
in a testing situation
e.g. - (abbreviation for for example) precedes a list of examples provided as options; other examples may be
appropriate but not included; e.g. examples may be used in a testing situation
italicized performance objectives - a performance objective repeated verbatim from year to year; it is understood that the depth,
complexity, and difficulty level developmentally match the grade level expectations
Approved 9.26.05 Updated 5.22.06
 SOCIAL STUDIES STANDARD ARTICULATED BY GRADE LEVEL
GRADE 1

Concept 3: Physical Systems

Physical processes shape the Earth and interact with plant and animal life to create, sustain, and
modify ecosystems. These processes affect the distribution of resources and economic
development. Science Strands are summarized as they apply to Social Studies content in
Grades K-8. In High School, the Performance Objectives are a summary of skills and content for
grades 9 -12. These concepts are reinforced in Social Studies classes, but assessed through
Science.
(Science Strands are summarized below as they apply to Social Studies content in Grades
K-8. These concepts are reinforced in Social Studies classes, but assessed through
Science.)

Connect with:
Science Strand 4 Concept 3 Identify, compare, and describe plants and animals
in various habitats.
Science Strand 6 Concept 1 Identify the basic properties and uses of earth materials (rocks,
soil, water, conservation).
Science Strand 6 Concept 2 Identify objects in the sky (sun, moon, stars, clouds).
Science Strand 6 Concept 3 Understand characteristics of weather patterns and how they affect
daily activities.

Concept 4: Human Systems

Human cultures, their nature, and distribution affect societies and the Earth.
PO 1. Discuss elements of cultural (e.g., food, clothing, housing, sports, holidays) of a
community in areas studied (e.g., local community, Arizona, Egypt).
Connect with: Reading Strand 2 Concept 2

PO 2. Discuss how land in the students’ community is used for industry, housing, business,
agriculture, and recreation.

PO 3. Describe how people earn a living in the community and the places they work.

Concept 5: Environment and Society

Human and environmental interactions are interdependent upon one another. Humans interact
with the environment- they depend upon it, they modify it; and they adapt to it. The health and
well-being of all humans depends upon an understanding of the interconnections and
interdependence of human and physical systems.
PO 1. Identify ways (e.g., clothing, housing, crops) humans adapt to their environment.

PO 2. Identify resources that are renewable, recyclable, and non-renewable.

Concept 6: Geographic Applications

Geographic thinking (asking and answering geographic questions) is used to understand spatial
patterns of the past, the present, and to plan for the future.
PO 1. Use geography concepts and skills (e.g., recognizing patterns, mapping, graphing) to find
solutions for problems (e.g., trash, leaky faucets, bike paths, traffic patterns) in the local
environment.

PO 2. Discuss geographic concepts related to current events.

i.e. - (abbreviation for that is) precedes a specific list of items in which all of the items should be used; i.e. examples will be used
in a testing situation
e.g. - (abbreviation for for example) precedes a list of examples provided as options; other examples may be
appropriate but not included; e.g. examples may be used in a testing situation
italicized performance objectives - a performance objective repeated verbatim from year to year; it is understood that the depth,
complexity, and difficulty level developmentally match the grade level expectations
Approved 9.26.05 Updated 5.22.06
 SOCIAL STUDIES STANDARD ARTICULATED BY GRADE LEVEL
GRADE 1

Strand 5: Economics
The goal of the economics strand is to enable students to make reasoned judgments about both personal
economic questions and broader questions of economic policy. Students will develop an economic way
of thinking and problem solving to understand and apply basic economic principles to decisions they will
make as consumers, members of the workforce, citizens, voters, and participants in a global marketplace.
This will prepare students to weigh both short-term and long-term effects of decisions as well as possible
unintended consequences. The study of economics explains historical developments and patterns, the
results of trade, and the distribution of income and wealth in local, regional, national, and world
economies. Students will be able to analyze current issues and public policies and to understand the
complex relationships among economic, political, and cultural systems.

Concept 1: Foundations of Economics

The foundations of economics are the application of basic economic concepts and decision-making skills.
This includes scarcity and the different methods of allocation of goods and services.
PO 1. Discuss the difference between basic needs and wants.

PO 2. Recognize that people need to make choices because of limited resources.

PO 3. Recognize that some goods are made locally and some are made elsewhere.

PO 4. Recognize that people are buyers and sellers of goods and services.

PO 5. Recognize various forms of U.S. currency. Connect with: Math Strand 1 Concept 1

PO 6. Recognize that people save money for future goods and services.

Concept 2: Microeconomics
Microeconomics examines the costs and benefits of economic choices relating to individuals, markets
and industries, and governmental policies.
No performance objectives at this grade.

Concept 3: Macroeconomics
Macroeconomics examines the costs and benefits of economic choices made at a societal level and how
those choices affect overall economic well being.
No performance objectives at this grade.

Concept 4: Global Economics

Patterns of global interaction and economic development vary due to different economic systems and
institutions that exist throughout the world.
No performance objectives at this grade

Concept 5: Personal Finance

Decision-making skills foster a person’s individual standard of living. Using information wisely leads to
better informed decisions as consumers, workers, investors and effective participants in society.
PO 1. Discuss reasons for personal savings.

i.e. - (abbreviation for that is) precedes a specific list of items in which all of the items should be used; i.e. examples will be used
in a testing situation
e.g. - (abbreviation for for example) precedes a list of examples provided as options; other examples may be
appropriate but not included; e.g. examples may be used in a testing situation
italicized performance objectives - a performance objective repeated verbatim from year to year; it is understood that the depth,
complexity, and difficulty level developmentally match the grade level expectations
Approved 9.26.05 Updated 5.22.06
Technology Standards 2000

Foundations (Grades 1-3)

 Technology Education Standards Rationale

Technology encompasses the tools and strategies for solving problems, using
information, increasing productivity and enhancing personal growth. The word
technology summons an image of a variety of tools ranging from shovels to gene
splitters. When asked to develop the original Technology Standards, adopted in 1997,
the Committee did so without the benefit of seeing the integration of various
technologies into other curricular standards. Over the past four years, significant
advances in technology have occurred. These changes have caused many national
organizations to review what students need to know and be able to do in relation to
technology. Therefore, when asked to review the current standards, the Revision
Committee examined national standards (National Educational Technology Standards,
Information Power, Information Technology in Education and Technology for All
Americans), along with current Arizona standards. The Revision Committee also
analyzed current research on technology skills important to business and industry. The
Revision Committee reviewed technology that is currently integrated into other content
area standards with the vision that as other standards are revised, technology will be
seamlessly integrated.

The goal is to help students live, learn and work successfully and responsibly in an
increasingly complex, technology-driven society. These Technology Standards are
designed to provide foundational skills and processes that students need in order to
work productively and creatively in their studies, at work and at home. Research on the
transfer of learning strongly supports the position that instruction and educational
activities should closely parallel the final desired behavior. It is essential that
technology instruction be an integral part of a student’s educational experience.
Education’s role is to help students meet the challenge of the future. Arizona must
encourage, assist and provide all students with the required tools and instruction to
enable them to acquire knowledge, develop skills and apply these tools successfully in
our world.

The following definition of technology is supported in this document:

Technology is the application of tools to solve problems that extend

human potential for the benefit of society
 TECHNOLOGY EDUCATION STANDARDS
FOUNDATIONS (GRADES 1-3)

STANDARD 1: FUNDAMENTAL OPERATIONS AND CONCEPTS

Students understand the operations and function of technology systems and are
proficient in the use of technology.

• 1T-F1. Communicate about internal technology operations using

developmentally appropriate and accurate terminology
See: Language Arts (VP-F), Science (1SC-F4, PO1-2) and Workplace Skills
(1WP-F5)

PO 1. Apply basic vocabulary related to the internal operations of the technology

(e.g., disks, drives, RAM, ROM, CD-ROM port, CD-ROM and DVD)

• 1T-F2. Demonstrate functional operation of technology components

See: Comprehensive Health {Physical Activities} (1PA-F1) and Workplace Skills
(7WP-F2)

PO 1. Demonstrate correct ergonomic use of technology (e.g., correct posture,

position of hands and feet, proper height of keyboard, proper lifting and moving of
equipment)
PO 2. Use multimedia resources (e.g., interactive books, educational software,
elementary multimedia encyclopedias)
PO 3. Access information sources (e.g., CD-ROMs, encyclopedias, pre-
bookmarked Internet sites)
PO 4. Communicate electronically, under teacher supervision (e.g., video, audio, e-
mail) (For Internet safety protocols see Technology 2T-F2, PO1)

• 1T-F3. Use developmentally appropriate technology resources to access

information and communicate electronically
See: Language Arts (VP-F), Mathematics (1M-F7) and Workplace Skills (7WP-
F1)

PO 1. Operate keyboard and other common input and output devices (including
adaptive devices for special needs when necessary)
a) Use device in response to software (e.g., point and click, arrow and
enter/return keys)
b) Use keyboard effectively (e.g., knows locations and function of keys,
begins touch-typing strategies by grade three)
PO 2. Retrieve and save information (e.g., text documents, digital photos, music,
video)
PO 3. Print documents, text or image
 TECHNOLOGY EDUCATION STANDARDS
FOUNDATIONS (GRADES 1-3)

STANDARD 2: SOCIAL, ETHICAL AND HUMAN ISSUES

Students understand the social, ethical and human issues related to using technology in
their daily lives and demonstrate responsible use of technology systems, information
and software.

• 2T-F1. Demonstrate respect for other students while using technology

See: Social Studies (2SS-F3, PO1-3)

PO 1. Describe and practice respect for other students while using technology (e.g.,
do not duplicate software or documents without authorization; report behaviors that
threaten the ability of others to legitimately use resources; allow peers to work
uninterrupted; do not erase or damage files, documents or projects)

• 2T-F2. Practice responsible use of software

PO 1. Use equipment appropriately (e.g., use for assignments and school work
versus personal pleasure; do not send threats
PO 2. Describe and practice legal and ethical behaviors when using technology
(e.g., do not copy, alter, delete or move another person’s work
PO 3. Demonstrate and practice safe and correct security procedures (e.g., protect
password)

• 2T-F3. Discuss common uses of technology in daily life and the advantages
and disadvantages those uses provide
See: Comprehensive Health (4CH-F2), Science (3SC-F4), Social Studies (4SS-
F2, PO4)

PO 1. Describe three-to-five uses of technology in daily life

PO 2. Discuss the positive and negative impact of technologies such as television
and computers on daily life (e.g., negative health impact; safe Internet use, such
knowing what information is safe to share when using e-mail, “talking” to strangers)
 TECHNOLOGY EDUCATION STANDARDS
FOUNDATIONS (GRADES 1-3)

STANDARD 3: TECHNOLOGY PRODUCTIVITY TOOLS

Students use technology tools to enhance learning, to increase productivity and
creativity, and to construct technology-enhanced models, prepare publications and
produce other creative works.

• 3T-F1. Use prescribed technology writing or drawing tools for communicating

and illustrating
See: Language Arts (W-F1, PO5), Science (6SC-F7) and Social Studies (1SS-F1)

PO 1. Use word processing to create a document and, where developmentally

appropriate, use editing tools
PO 2. Insert a graphic into a word processing document

• 3T-F2. Use prescribed technology tools for data collection and basic analysis
See: Mathematics 2M-F1 and 2M-F2)

PO 1. Use a spreadsheet or database application to perform simple data analysis

(e.g., comparisons, collections, graphs and charts)

• 3T-F3. Use prescribed technology tools for publishing and presenting

information

PO 1. Use a pre-designed template or stationery to publish a document (e.g.,

newsletter, slide show, greeting card, certificate)
PO 2. Create a multimedia product with support from teachers, family or student
partners (e.g., slide show, hyperstack, video)

STANDARD 4: TECHNOLOGY COMMUNICATIONS TOOLS

Building on productivity tools, students will collaborate, publish, and interact with peers,
experts and other audiences using telecommunications and media.

• 4T-F1. Communicate with others using telecommunications, with support

from teachers, family members or student partners
See: Language Arts (W-F4)

PO 1. Communicate information electronically with support from teachers, family

members or student partners (e.g., e-mail, videoconferencing, Web page)
 TECHNOLOGY EDUCATION STANDARDS
FOUNDATIONS (GRADES 1-3)

• 4T-F2. Use technology tools for individual and collaborative communication

activities to share products with audiences inside and outside the classroom
See: Language Arts (W-F1)
PO 1. Plan, design, and present an academic product to classroom or community
(e.g., slide show, progressive story, drawings, story illustrations, video production,
Digital images)

STANDARD 5: TECHNOLOGY RESEARCH TOOLS

Students will utilize technology-based research tools to locate and collect information
pertinent to the task as well as evaluate and analyze information from a variety of
sources.

Note: The performance objectives described in Standard 5 rely upon the mastery of skills and
understanding of concepts from Standards 1-4 of this document

• 5T-F1. Recognize electronic information sources

See: Arts {Theatre} (2AT-F1), Language Arts (W-F5) and Workplace Skills (7WP-E2)

PO 1. Identify potential sources of information about a topic (e.g., video or cassette

tapes, Web pages, CD-ROMs)
PO 2. Locate information in a resource selected by the teacher (e.g., Web page,
CD-ROM)

STANDARD 6: TECHNOLOGY AS A TOOL FOR PROBLEM SOLVING AND

DECISION-MAKING
Students use technology to make and support decisions in the process of solving real-
world problems.

Note: Problem solving is inherent in all disciplines. Technology Standard 6 is designed to

provide a cumulative (capstone) experience
See: Science 3SC in its entirety and Workplace Skills 3WP in its entirety

• 6T-F1. Use technology resources for problem solving, self-directed learning

and extended learning activities

PO 1. Based on a class-defined problem, use technology to:

a) collect data
b) interpret data
c) express a solution to the problem
PO 2. Based on a problem selected by the student, use technology to:
a) collect data
b) interpret data
c) express a solution to the problem
Workplace Skills Standards 1997

Foundations (Grades 1-3)

 Workplace Skills Standards Rationale

Most students will spend more than a third of their lives in a diverse and constantly
changing workplace. Regardless of personal, career, or educational plans, students
must demonstrate proficiency both in academics and the following workplace standards.

The Workplace Skills Standards are designed to be integrated into the traditional
curriculum taught in schools at all levels and are most effectively learned in the context
of an integrated effort involving parents, educators, business partners and members of
the community. Student acquisition of critical workplace skills, with an emphasis on
application, is a developmental process which encompasses an individual’s entire
lifetime. The demonstration of these skills is essential for individuals and contributes to
the foundation of an educated citizenry.
 WORKPLACE SKILLS STANDARDS
FOUNDATIONS (GRADES 1-3)

STANDARD 1
Students use principles of effective oral, written and listening communication skills to
make decisions and solve workplace problems.

• 1WP-F1. Describe how the five senses are used in communications

PO 1. Identify the five senses

PO 2. Provide examples of each sense in action

• 1WP-F2. Respond to oral presentations by formulating relevant questions and

opinions and summarizing accurately

PO 1. Recognize the content of an oral presentation

PO 2. Ask questions relating to content
PO 3. State opinions relating to content
PO 4. Develop summary of relevant content

• 1WP-F3. Apply critical listening skills (e.g., listening for content, long-term
contexts, emotional meaning, following directions)

PO 1. Listen effectively
PO 2. Analyze/evaluate orally received information
PO 3. Respond appropriately

• 1WP-F4. Listen to an oral presentation, evaluate, and express an opinion

orally

PO 1. Recognize the content of an oral presentation

PO 2. Develop summary of relevant content

• 1WP-F5. Share ideas, opinions and information with a group, choosing

vocabulary that communicates messages clearly, precisely and effectively

PO 1. Participate in groups
PO 2. Speak to a group
PO 3. Share writing with a group

• 1WP-F6. Write communications that have a definite audience and clear

purpose, are well organized, and use appropriate conjunctions and transition
words to tie ideas together
 WORKPLACE SKILLS STANDARDS
FOUNDATIONS (GRADES 1-3)

• 1WP-F7. Determine the main idea or essential message of a text

PO 1. Identify the main idea and relevant facts in a reading selection

PO 2. Sequence a series of events from a reading selection
PO 3. Compare characters (e.g., traits, roles, similarities, differences) in a reading
selection
PO 4. Identify the author’s main purpose (e.g., to inform, to entertain, to persuade,
to describe) in a reading selection

STANDARD 2
Students apply computation skills and data analysis techniques to make decisions and
solve workplace problems.

Note: The Foundations Level is central to preparation for the workplace and is adequately covered
in the Mathematics Standards document. The Proficiency and Distinction Levels include
additional references to what students need to know and do as it relates to the workplace.

• 2M-F1. Collect and analyze data using the concepts of largest, smallest,
almost often, least often and middle
•
PO 1. Collect and record data from surveys (e.g., favorite color or food, height,
ages) or experiments
PO 2. Organize (e.g., sorting, sequencing, tallying) information from surveys or
experiments
PO 3. Identify largest, smallest, most often recorded (i.e., mode), least often and
middle (i.e., median) using sorted data
PO 4. Formulate questions from organized data
 WORKPLACE SKILLS STANDARDS
FOUNDATIONS (GRADES 1-3)

STANDARD 3
Students apply critical and creative thinking skills to make decisions and solve
workplace problems.

• 3WP-F1. Address a specific problem by specifying their goals, devising

alternative solutions, considering the risks of each and choosing the best
course of action

PO 1. Apply problem solving techniques to determine a solution

PO 2. Identify methods of initiating change
PO 3. Define a variety of creative thinking skills
PO 4. Practice a variety of creative thinking skills to identify potential solutions to
workplace issues
PO 5. Identify the need for data, obtaining it from existing sources such as the
library, online databases or field research
PO 6. Describe possible solutions to a variety of problems

• 3WP-F2. Identify methods for initiating change

PO 1. Give examples of methods to initiate change

• 3WP-F3. Define a variety of creative thinking skills

PO 1. Use creative thinking skills in a variety of situations

• 3WP-F4. Practice a variety of creative thinking skills to identify potential

solutions to workplace issues

PO 1. Identify ways of using creative thinking skills

PO 2. Apply creative thinking skills to solve workplace issues

• 3WP-F5. Identify the need for data, obtaining it from existing sources such as
the library, on-line databases or field research

PO 1. Define data, database, library and data sources, and field research
PO 2. Apply data from existing sources, such as the library, on-line database and
field research

• 3WP-F6. Describe possible solutions to a variety of problems

PO 1. Identify possible solutions to a variety of problems

PO 2. Apply problem solving techniques to determine a solution
 WORKPLACE SKILLS STANDARDS
FOUNDATIONS (GRADES 1-3)

STANDARD 4
Students work individually and collaboratively within team settings to accomplish
objectives.

• 4WP-F1. Understand and demonstrate the importance of dependability,

trustworthi- ness, productivity and initiative in all areas of life and when
interacting with others

PO 1. Demonstrate characteristics of positive behavior

PO 2. Identify roles of team members
PO 3. Interact collaboratively to obtain team results

• 4WP-F2. Identify the difference between decisions and accomplishments

made by
individuals and groups

PO 1. Compare individual versus group decisions

PO 2. Compare individual versus group accomplishments

• 4WP-F3. Demonstrate teamwork skills by contributing ideas, suggestions and

effort;
resolving conflicts; and handling peer pressure

PO 1. Demonstrate skills necessary for positive group dynamics

• 4WP-F4. Recognize and participate in leadership roles

PO 1. Describe leadership
PO 2. Give examples of leadership roles
PO 3. Practice leadership roles

STANDARD 5
Students will demonstrate a set of marketable skills that enhance career options.

• 5WP-F1. Explore areas of interests and possible work choices

PO 1. Define “areas of interest”

PO 2. Describe work choices
PO 3. Discuss how interests can relate to work choices
 WORKPLACE SKILLS STANDARDS
FOUNDATIONS (GRADES 1-3)

• 5WP-F2. Demonstrate ability to make decisions which contribute to a

productive school and work ethic

PO 1. Demonstrate being dependable, trustworthy, and productive while at school

PO 2. Practice decision-making process

• 5WP-F3. Demonstrate basic academic skills in reading, writing, listening,

speaking and mathematics

STANDARD 6
Students illustrate how social, organizational and technological systems function.

Definition: A system equals an organized framework made up of interrelated components acting together
as a whole, in which a change in one component may affect the entire operation. Examples of systems
are social (e.g., family, school) and technological (e.g., local area network, telephone).

• 6WP-F1. Identify the components and how they fit together in community and
social systems

PO 1. Discuss the relationship between systems in the community (e.g., family,

school, social, technological)

STANDARD 7
Students demonstrate technological literacy for productivity in the workplace.

• 7WP-F1. Identify the many uses of technology

PO 1. Give examples of the many uses of technology

• 7WP-F2. Use technology to access information, demonstrating basic

computer skills (e.g., pull-down menus, icons, passwords, key word searches)

PO 1. Define/discuss/give examples of technology

PO 2. Operate developmentally appropriate technologies to access information
 WORKPLACE SKILLS STANDARDS
FOUNDATIONS (GRADES 1-3)

STANDARD 8
Students apply principles of resource management and develop skills that promote
personal and professional well-being.

• 8WP-F1. Understand the relationship between the goal-setting process and

the allocation of time, money, material and human resources

PO 1. Define/discuss relationship between goal-setting and allocation of resources

• 8WP-F2. Plan class time to accomplish schoolwork goals

PO 1. Plan class time to accomplish schoolwork goals