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Creating
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Investigate, Plan, Make
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1) Engage in self-directed exploration and imaginative play with art materials. a. Use motor skills to create two-dimensional art. Examples: Finger painting, watercolors, paper collage, and rubbings. b. Use motor skills to create three-dimensional art. Examples: Rolling, folding, cutting, molding, pinching and pulling clay. |
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2) Explore collaboratively in creative art-making. Example: Work with a partner to create a project. |
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3) Build skills by following a sequence of steps to create art that expresses feeling and ideas. Examples: Explore the books Why is Blue Dog Blue? by G. Rodrigue and My Many Colored Days by Dr. Seuss to understand color meanings and moods. |
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4) Identify safe and non-toxic art materials, tools, and equipment while sharing. Example: Scissors, pencils, crayons, markers, glue, paints, paintbrushes, and clay. |
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Reflect, Refine, Continue
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31. Apply knowledge of grade-appropriate phoneme-grapheme correspondences and spelling rules (or generalizations) to encode words accurately. a. Encode vowel-consonant (VC) and consonant-vowel-consonant (CVC) words, while using some knowledge of basic position-based rules for spelling English words in closed syllables. Examples: /k/=k before i, e, or y as in kit; /k/= c before a, o, u, or any consonant as in cup, cat, cop; /k/= -ck after an accented short vowel as in duck, back, rock, pick, deck b. Encode consonant-vowel (CV) words using knowledge of open syllable patterns. Examples: he, me, she, go, no c. Encode words with two-consonant blends in beginning position, including blends that are commonly confused with other spellings, by distinguishing the placement and action of the lips, teeth, and tongue during articulation. Examples: cl, bl, sl, tr, cr, sk, st, sl, sm, sn, sp, sw, dr, br, bl Note: Many students spell the tr blend with digraph ch because of the confusion of the coarticulation of the /t/ and /r/ sounds. Many students spell the dr blend with the letter j because of the confusion of the coarticulation of the /d/ and /r/ sounds. d. Encode words with consonant digraphs using knowledge that one sound may be spelled with two letters. Examples: sh, th, ch, wh, ng, ck e. Encode words with vowel-consonant-e syllable patterns. Examples: hike, spike, joke, dime, make f. With prompting and support, encode words with the common vowel teams and diphthongs. Examples: ee, ea, oa, ai, a, au, aw, oi, oy, ou, ow, oo, igh g. With prompting and support, encode words with vowel-r combinations ar, or, er, ir, and ur. h. With prompting and support, encode words with final /ch/ sound spelled -ch and -tch. Examples: /ch/= ch after a consonant, vowel-r, or vowel team as in munch, bunch, porch, smooch
/ch/= tch after a short vowel sound as in hatch, crutch, ditch i. With prompting and support, encode words with final /f/, /l/, and /s/ sounds in one-syllable base words by doubling the final consonant when it follows a short vowel sound.
Examples: cliff, hill, pass j. Encode words with final /v/ sound, using knowledge that no English word ends with a v. Examples: have, give, save k. Encode grade-appropriate high frequency words that follow regular phoneme-grapheme correspondences. Examples: am, at, can, he, we, be, in, it, came, like l. Encode grade-appropriate high frequency words that follow regular phoneme-grapheme correspondences and patterns in all but one position, pointing out the part of the word that does not follow the regular pattern. Examples: said, are, to m. Encode words with suffixes -s, -es, -ing, -ed, -er, and -est. Examples: dogs, wishes, jumping, jumped, faster, fastest n. With prompting and support, encode words with common prefixes re-, un-, and mis-. o. With prompting and support, encode frequently confused homophones, using knowledge of English and meaning to facilitate learning. Examples: hear/here; for/four; to/too/two.
Note: To is a preposition which begins a prepositional phrase or an infinitive. Too is an adverb meaning "excessively" or "also." Two is a number. Many other words in English which reflect the number two are spelled with tw: twin, twice, between, tweezers. |
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6) Share and talk about the art they are creating. a. Use art vocabulary: line, shape, color, and pattern. Example: Use the book Lines that Wiggle by Candace Whitman. |
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Presenting
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Select, Analyze, Share
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7) Identify reasons for saving and displaying objects, artifacts, and artwork for personal portfolio and display. Example: Students talk about why their artwork has value and should be displayed. |
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8) Explain the purpose of a portfolio or collection, while identifying places where art may be displayed or preserved. Examples: Art publications and/or museums via the Internet. |
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9) Explain what an art museum is and distinguish how it is different from other public buildings. |
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Responding
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Perceive, Analyze, Interpret
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10) Recognize and identify uses of art within one's community and/or personal environment. Examples: Landscaping, architecture, and things people wear. |
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11) Distinguish between images and real objects
a. Describe what an image represents. Example: Compare a photograph or painting of a vase to a real vase. |
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12) Interpret art by identifying subject matter and describing relevant details. Example: Answer questions such as, "What do you see?" or "How does this art make you feel?" |
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13) Explain reasons for selecting a preferred artwork. Example: Explain why he/she likes or dislikes his/her artwork. |
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Connecting
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Interpret
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14) Create art that tells a story about a life experience. Example: Create an artwork showing a personal experience. |
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Synthesize
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15) Recognize that people make art and identify the purpose of an artwork. a. Distinguish among paintings, drawings, and sculptures. |
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