ALEX Resources

   View Standards     Standard(s): [PE] (0) 1 :

K-1.1) Attempt to hop, gallop, jog, run, slide, skip, jump, and leap while maintaining balance.

APE accommodation suggestions: Sliding, galloping, jogging, and running - Hand over hand to assist in increasing speed and balance, fast pace walking, shorten distance, peer assistance (sliding - step together step, side to side)

[PE] (0) 3 :

K-1.3) Perform jumping and landing actions.

APE accommodation suggestions: Hopping, jumping, and leaping - Hand over hand to assist with balance. Examples: mini trampoline, rope on floor, peer assistance

[PE] (0) 23 :

K-3.2) Participate in physical education class.

[PE] (0) 25 :

K-4.1) Follow directions, adhere to class procedures, use equipment properly, and accept responsibility for behavior, when prompted, to create a safe environment.

APE accommodation suggestions: Verbal prompting and redirecting, peer assistance to model proper personal and social behaviors

[PE] (1) 1 :

1-1.1) Demonstrate correct form for hopping, galloping, and sliding.

APE accommodation suggestions: Sliding, galloping, jogging, and running - Hand over hand to assist in increasing speed and balance, fast pace walking, shorten distance, peer assistance (sliding - step together step, side to side)

[PE] (1) 3 :

1-1.3) Perform jumping and landing actions with balance.

APE accommodation suggestions: Hopping, jumping, and leaping - Hand over hand to assist with balance. Examples: mini trampoline, rope on floor, peer assistance

[PE] (1) 25 :

1-4.1) Acknowledge personal responsibility by using equipment and space safely and appropriately while following the rules and boundaries of the learning environment.

APE accommodation suggestions: Verbal prompting and redirecting, peer assistance to model proper personal and social behaviors

[PE] (2) 1 :

2-1.1) Demonstrate correct form for skipping.

APE accommodation suggestions: Sliding, galloping, jogging, and running - Hand over hand to assist in increasing speed and balance, fast pace walking, shorten distance, peer assistance (sliding - step together step, side to side)

[PE] (2) 2 :

2-1.2) Demonstrate correct form for jogging and running.

APE accommodation suggestions: Sliding, galloping, jogging, and running - Hand over hand to assist in increasing speed and balance, fast pace walking, shorten distance, peer assistance (sliding - step together step, side to side)

[PE] (2) 3 :

2-1.3) Use a variety of one-and two-footed take-offs and landings.

APE accommodation suggestions: Hopping, jumping, and leaping - Hand over hand to assist with balance. Examples: mini trampoline, rope on floor, peer assistance

[PE] (2) 25 :

2-4.1) Practice skills with minimal teacher prompting and accept responsibility for behavior and performance actions to ensure a safe environment.

APE accommodation suggestions: Verbal prompting and redirecting, peer assistance to model proper personal and social behaviors

This activity can be used as a warm-up activity or it can be used to practice locomotor skills and space awareness. This is also a great activity to use at the beginning of the school year because it helps students understand class rules and expectations. A video is included in this resource. 

   View Standards     Standard(s): [PE] (0) 25 :

K-4.1) Follow directions, adhere to class procedures, use equipment properly, and accept responsibility for behavior, when prompted, to create a safe environment.

APE accommodation suggestions: Verbal prompting and redirecting, peer assistance to model proper personal and social behaviors

[PE] (1) 25 :

1-4.1) Acknowledge personal responsibility by using equipment and space safely and appropriately while following the rules and boundaries of the learning environment.

APE accommodation suggestions: Verbal prompting and redirecting, peer assistance to model proper personal and social behaviors

[PE] (2) 25 :

2-4.1) Practice skills with minimal teacher prompting and accept responsibility for behavior and performance actions to ensure a safe environment.

APE accommodation suggestions: Verbal prompting and redirecting, peer assistance to model proper personal and social behaviors

[PE] (3) 25 :

3-4.1) Display ability to work safely and independently for extended periods of time.

APE accommodation suggestions: Verbal prompting and redirecting, peer assistance to model proper personal and social behaviors

[PE] (4) 25 :

4-4.1) Exhibit safe and responsible behavior in partner and small group situations.

APE accommodation suggestions: Verbal prompting and redirecting, peer assistance to model proper personal and social behaviors

[PE] (5) 25 :

5-4.1) Exhibit safe and responsible behavior in a variety of physical activity contexts, environments, and facilities.

APE accommodation suggestions: Verbal prompting and redirecting, peer assistance to model proper personal and social behaviors

This resource is a collection of ideas for student self-assessment. 

   View Standards     Standard(s): [PE] (0) 25 :

K-4.1) Follow directions, adhere to class procedures, use equipment properly, and accept responsibility for behavior, when prompted, to create a safe environment.

APE accommodation suggestions: Verbal prompting and redirecting, peer assistance to model proper personal and social behaviors

[PE] (1) 25 :

1-4.1) Acknowledge personal responsibility by using equipment and space safely and appropriately while following the rules and boundaries of the learning environment.

APE accommodation suggestions: Verbal prompting and redirecting, peer assistance to model proper personal and social behaviors

[PE] (2) 25 :

2-4.1) Practice skills with minimal teacher prompting and accept responsibility for behavior and performance actions to ensure a safe environment.

APE accommodation suggestions: Verbal prompting and redirecting, peer assistance to model proper personal and social behaviors

The goal of this self-assessment is similar to Hellison’s Model for Teaching Personal and Social Responsibility. We want kids to take responsibility for what they say and do in our classes. The easiest way to check and make sure kids understand where they stand is to have them do a self-assessment.

It’s also a great tool for teachers to recognize when a student might have a lower self-perception than they should – this is a great opportunity for the teacher to have a conversation and encourage them.

   View Standards     Standard(s): [PE] (0) 25 :

K-4.1) Follow directions, adhere to class procedures, use equipment properly, and accept responsibility for behavior, when prompted, to create a safe environment.

APE accommodation suggestions: Verbal prompting and redirecting, peer assistance to model proper personal and social behaviors

[PE] (1) 25 :

1-4.1) Acknowledge personal responsibility by using equipment and space safely and appropriately while following the rules and boundaries of the learning environment.

APE accommodation suggestions: Verbal prompting and redirecting, peer assistance to model proper personal and social behaviors

[PE] (2) 25 :

2-4.1) Practice skills with minimal teacher prompting and accept responsibility for behavior and performance actions to ensure a safe environment.

APE accommodation suggestions: Verbal prompting and redirecting, peer assistance to model proper personal and social behaviors

This resource includes ideas for student self-assessment. Students simply tap their self-assessment as they leave the gym giving teachers valuable formative feedback on the efficacy of the lesson.

This alignment results from the ALEX Health/PE COS Resource Alignment Summit.

   View Standards     Standard(s): [PE] (2) 23 :

2-3.2) Actively engage in physical education class in response to instruction and practice.

[PE] (2) 25 :

2-4.1) Practice skills with minimal teacher prompting and accept responsibility for behavior and performance actions to ensure a safe environment.

APE accommodation suggestions: Verbal prompting and redirecting, peer assistance to model proper personal and social behaviors

[PE] (2) 26 :

2-4.2) Appropriately respond to and implement specific feedback from the teacher.

APE accommodation suggestions: Verbal prompting and redirecting, peer assistance to model proper personal and social behaviors

[PE] (2) 27 :

2-4.3) Work in a variety of class environments with minimum supervision.

Examples: partner, small group, large group, whole class

APE accommodation suggestions: Verbal prompting and redirecting, peer assistance to model proper personal and social behaviors

[PE] (4) 25 :

4-4.1) Exhibit safe and responsible behavior in partner and small group situations.

APE accommodation suggestions: Verbal prompting and redirecting, peer assistance to model proper personal and social behaviors

[PE] (5) 1 :

5-1.1) Demonstrate correct form of locomotor skills in a variety of individual, partner, and small group activities and dance/ rhythm.

APE accommodation suggestions: Sliding, galloping, jogging, and running - Hand over hand to assist in increasing speed and balance, fast pace walking, shorten distance, peer assistance (sliding - step together step, side to side)

In this exciting video for grades 2 through 5, students get to unite cognitive and psychomotor skills. Students pick a card with an exercise written on it such as 20 crunches. They then decide whether to take the deal by showing a thumbs-up or to decline the deal by showing a thumbs-down. Students may pass once and then must perform the exercise on the second card they select.

This alignment results from the ALEX Health/PE COS Resource Alignment Summit.