| Big Ideas |
Technologies are tools that extend human capabilities. |
Applied Design, Skills, and Technologies 1 |
No CCG |
|
| Curricular Competency |
Develop their skills and add new ones through play and collaborative work |
Applied Design, Skills, and Technologies 1 |
Applied Skills |
|
| Curricular Competency |
Use foundational concepts of print, oral, and visual texts |
English Language Arts 1 |
Comprehend and connect (reading, listening, viewing) |
| Keyword: foundational concepts of print, oral, and visual texts |
Elaboration: concepts include directionality of print, difference between letter and word, difference between writing and drawing, spacing, letter-sound relationship, understanding that pictures convey meaning, taking turns, expressing ideas and needs, role-playing, and phonological awareness |
|
| Curricular Competency |
Create stories and other texts to deepen awareness of self, family, and community |
English Language Arts 1 |
Create and communicate (writing, speaking, representing) |
| Keyword: stories |
Elaboration: narrative texts, whether real or imagined, that teach us about human nature, motivation, and experience, and often reflect a personal journey or strengthen a sense of identity. They may also be considered the embodiment of collective wisdom. Stories can be oral, written, or visual, and used to instruct, inspire, and entertain listeners and readers |
| Keyword: texts |
Elaboration: Text and texts are generic terms referring all forms of oral, written, visual, and digital communication:Oral texts include speeches, poems, plays, and oral stories.Written texts include novels, articles, and short stories.Visual texts include posters, photographs, and other images.Digital texts include electronic forms of all the above.Oral, written, and visual elements can be combined (e.g., in dramatic presentations, graphic novels, films, web pages, advertisements). |
|
| Curricular Competency |
Identify, organize, and present ideas in a variety of forms |
English Language Arts 1 |
Create and communicate (writing, speaking, representing) |
|
| Curricular Competency |
Exchange ideas and perspectives to build shared understanding |
English Language Arts 1 |
Create and communicate (writing, speaking, representing) |
| Keyword: Exchange ideas and perspectives |
Elaboration: involves taking turns in offering ideas related to the topic at hand, focusing on the speaker without interrupting, and generally contributing to the discussion |
|
| Curricular Competency |
Show awareness of how story in First Peoples cultures connects people to family and community |
English Language Arts 1 |
Comprehend and connect (reading, listening, viewing) |
| Keyword: story in First Peoples cultures |
Elaboration: Traditional and contemporary First Peoples stories take many forms (e.g., prose, song, dance, poetry, theatre, carvings, pictures) and are told for several purposes:teaching (e.g., life lessons, community responsibilities, rites of passage)sharing creation storiesrecording personal, family, and community histories“mapping” the geography and resources of an areaensuring cultural continuity (e.g., knowledge of ancestors, language)healingentertainment(from In Our Own Words: Bringing Authentic First Peoples Content to the K–3 Classroom, FNESC/FNSA, 2012) |
|
| Curricular Competency |
Recognize the structure and elements of story |
English Language Arts 1 |
Comprehend and connect (reading, listening, viewing) |
| Keyword: structure and elements of story |
Elaboration: Students can use the vocabulary needed to talk about a story, such as beginning, middle, end, and main character; and can follow events in sequence. |
|
| Curricular Competency |
Use personal experience and knowledge to connect to stories and other texts to make meaning |
English Language Arts 1 |
Comprehend and connect (reading, listening, viewing) |
| Keyword: stories |
Elaboration: narrative texts, whether real or imagined, that teach us about human nature, motivation, and experience, and often reflect a personal journey or strengthen a sense of identity. They may also be considered the embodiment of collective wisdom. Stories can be oral, written, or visual, and used to instruct, inspire, and entertain listeners and readers |
| Keyword: texts |
Elaboration: Text and texts are generic terms referring all forms of oral, written, visual, and digital communication:Oral texts include speeches, poems, plays, and oral stories.Written texts include novels, articles, and short stories.Visual texts include posters, photographs, and other images.Digital texts include electronic forms of all the above.Oral, written, and visual elements can be combined (e.g., in dramatic presentations, graphic novels, films, web pages, advertisements). |
|
| Curricular Competency |
Read fluently at grade level |
English Language Arts 1 |
Comprehend and connect (reading, listening, viewing) |
| Keyword: Read fluently at grade level |
Elaboration: reading with comprehension, phrasing, and attention to punctuation |
|
| Big Ideas |
Playing with language helps us discover how language works. |
English Language Arts 1 |
No CCG |
|
| Curricular Competency |
Use sources of information and prior knowledge to make meaning |
English Language Arts 1 |
Comprehend and connect (reading, listening, viewing) |
| Keyword: prior knowledge |
Elaboration: personal stories and experiences |
|
| Curricular Competency |
Recognize the importance of story in personal, family, and community identity |
English Language Arts 1 |
Comprehend and connect (reading, listening, viewing) |
| Keyword: story |
Elaboration: narrative texts, whether real or imagined, that teach us about human nature, motivation, and experience, and often reflect a personal journey or strengthen a sense of identity. They may also be considered the embodiment of collective wisdom. Stories can be oral, written, or visual, and used to instruct, inspire, and entertain listeners and readers |
|
| Curricular Competency |
Use developmentally appropriate reading, listening, and viewing strategies to make meaning |
English Language Arts 1 |
Comprehend and connect (reading, listening, viewing) |
| Keyword: reading, listening, and viewing strategies |
Elaboration: examples include making predictions, making connections, making simple inferences, asking questions, engaging in conversation with peers and adults, showing respect for the contribution of others |
|
| Curricular Competency |
Engage actively as listeners, viewers, and readers, as appropriate, to develop understanding of self, identity, and community |
English Language Arts 1 |
Comprehend and connect (reading, listening, viewing) |
| Keyword: Engage actively as listeners, viewers, and readers |
Elaboration: connecting to personal knowledge, experiences, and traditions; participating in community and cultural traditions and practices; asking questions related to the topic at hand |
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