Unit 1 Summary: Movement Skills and Concepts focuses on the three main categories of movement: locomotor, non-locomotor, and manipulative skills, as well as concepts such as spatial awareness, body awareness, and movement qualities.  Gaining an understanding of the fundamental concepts related to movement will provide the foundation necessary for students to participate in sports, games, dance, and recreational activities.

Enduring Understandings:

• Improving physical fitness starts with setting goals, tracking progress, starting small, including at least 30 minutes of cardio daily, and finding little ways to move more.

• The components of physical fitness include body composition, endurance, flexibility, strength, and speed.
• Constructive feedback from others impacts improvement, effectiveness and participation in movement skills, concepts, sportsmanship and safety.
• The movements and skills performed during physical activities, free movement, games, aerobics, dance, sports and recreational activities reinforces and enhances gross, fine motor and manipulative skills.
• Teams apply offensive, defensive, and cooperative strategies in most games, sports and physical activities.

Essential Questions:

• How can you improve physical fitness?

• What are the components of fitness?
• How does feedback improve your skills?
• What are some fundamental concepts that improve your level of play in games and sports?
• How does effective and appropriate movement affect wellness?
• How can we move effectively and efficiently?
• How do we appropriately interact with others during physical activity?
• Why is constructive feedback important?
• What can we learn from team sports?  

New Jersey Student Learning Standards 2.2.2. MSC.1

Core Ideas

Performance Expectations

• Competent and confident age appropriate performances of gross, fine motor and manipulative skills, with execution of movement skills and concepts individually and in groups enhance (intensifies) physical activities. free movement, games, aerobics, dance, sports, and recreational activities.  

2.2.5.MSC.1: Demonstrate body management skills and control when moving in relation to others, objects, and boundaries in personal and general space (e.g., coordination, balance, flexibility, agility).  

• 2.2.5.MSC.2: Explain and demonstrate movement sequences, individually and with others, in response to various tempos, rhythms, and musical styles.  

• 2.2.5.MSC.3: Demonstrate and perform movement skills with developmentally appropriate control in isolated settings (e.g., skill practice) and applied settings (e.g., games, sports, dance, recreational activities).  

• 2.2.5.MSC.4: Develop the necessary body control to improve stability and balance during movement and physical activity.  

Core Ideas

Performance Expectations

• Constructive feedback from others impacts improvement, effectiveness and participation in movement skills, concepts, sportsmanship, and safety.

2.2.5.MSC.5: Correct movement skills and analyze concepts in response to external feedback and self-evaluation with understanding and demonstrating how the change improves performance. .

Core Ideas

Performance Expectations

• Teams apply offensive, defensive, and cooperative strategies in most games, sports, and physical activities.  

• 2.2.5.MSC.6: Execute appropriate behaviors and etiquette while participating as a player and viewing as an observer during physical activity, games, and other events, contributes to a safe environment.  

• 2.2.5.MSC.7: Apply specific rules, strategies, and procedures for specific physical activity, games, and sports in a safe active environment.  

Interdisciplinary Connections

Other Cross-Curricular Opportunities

Opportunities for SEL 

ELA:

• SL.PE.3.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly.
• SL.AS.3.6. Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification.

Arts / Music / Visual and Performing Arts:

• 1.1.5.Cr1a Use a variety of stimuli (e.g., music, sound, text, objects, images, notation, experiences, observed dance, literary forms, natural phenomena, current news) to build dance content.
• 1.1.5.Pr5e Apply action vocabulary and execute specific codified movements from various styles/genres. Demonstrate, through focused practice and repetition, body part initiations and articulation of limbs and joints.
• 1.1.5.Pr5d Demonstrate increased flexibility, strength and endurance using a variety of bases of support (e.g., body shapes, levels, core).

Mathematics:

• 3.OA.C.7: Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 × 5 = 40, one knows 40 ÷ 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of two one-digit numbers.

Social Studies:

• 6.1.5.CivicsPR.1: Compare procedures for making decisions in a variety of settings including classroom, school, government, and /or society.
• 6.1.5.CivicsPR.3: Evaluate school and community rules, laws and/or policies and determine if they meet their intended purpose.
• 6.1.5.CivicsHR.4: Identify actions that are unfair or discriminatory, such as bullying, and propose solutions to address such actions.
• 6.1.5.CivicsCM.3: Identify the types of behaviors that promote collaboration and problem solving with others who have different perspectives.

Health:

• 2.1.5.PGD.1: Identify effective personal health strategies and behaviors that reduce illness, prevent injuries, and maintain or enhance one’s wellness (e.g., adequate sleep, balanced nutrition, ergonomics, regular physical activity).
• 2.1.5.EH.2: Explain how to cope with rejection, loss, difficult learning situations and/or separation from family or others.  
• 2.1.5.EH.3: Identify different feelings and emotions that people may experience and how they might express these emotions (e.g., anger, fear, happiness, sadness, hopelessness, anxiety).  
• 2.1.5.EH.4: Identify behaviors that help to deal with difficult situations that can occur at home, in school, and/or in the community and where to go for assistance.  
• 2.1.5.CHSS.3: Describe strategies that are useful for individuals who are feeling sadness, anger, anxiety, or stress.  
•  2.2.5.N.1: Explain how healthy eating provides energy, helps to maintain healthy weight, lowers risk of disease, and keeps body systems functioning effectively.  

SEL:

• Self Awareness: Recognize one’s feelings and thoughts; Recognize the impact of one’s feelings and thoughts on one’s own behavior
• Self Management: Understand and practice strategies for managing one’s own emotions, thoughts, and behaviors
• Relationship Skills: Establish and maintain healthy relationships; Utilize positive communication and social skills to interact effectively with others
• Social Awareness: Demonstrate an awareness of the differences among individuals, groups, and others’ cultural backgrounds; Demonstrate an understanding of the need for mutual respect when viewpoints differ
• Responsible Decision Making: Develop, implement, and model effective problem-solving and critical thinking skills

Career Readiness, Life Literacies & Key Skills

• 9.1.5.CR.1: Compare various ways to give back and relate them to your strengths, interests, and other personal factors.
• 9.2.5.CAP.1: Evaluate personal likes and dislikes and identify careers that might be suited to personal likes.
• 9.2.5.CAP.2: Identify how you might like to earn an income
• 9.2.5.CAP.8: Identify risks that individuals and households face
• 9.4.5.CT.1: Identify and gather relevant data that will aid in the problem-solving process

Unit 1 Student Learning Objectives

Students will know:

• Students will be able to:

• How to move safely, effectively, and with confidence individually and as a group member to strengthen physical activities, free movement, games, aerobics, dance, sports, and recreational activities
• How to regularly engage in physical activities that enhance cardiorespiratory endurance, flexibility, muscle endurance, and muscle strength
• Stretching is a form of physical activity that can help keep the body healthy

• Execute movement skills with developmentally appropriate control in isolated settings during games, sports, and dance.
• Keep personal and general space.
• Move and travel through space.
• Demonstrate the ability to maintain spatial awareness and body positioning (location, directions, and pathways).
• Perform locomotor movements.
• Utilize manipulatives, ie: throw, catch, bounce, roll, and kick objects. throwing, catching, bouncing, rolling, and kicking objects.
• Move and Travel (walking, jogging,

running, chasing and fleeing).

• Describe the benefits of stretching.
• Perform various stretching regimens that enhance flexibility and prevent injury.

• How to apply constructive feedback as a tool for the improvement and effectiveness  of movement skills, concepts, sportsmanship, and safety

• Evaluate the critical elements of a

movement skill or skill combination

and provide feedback.

• Correct movement in response to

feedback from self and others.

• Explain how practice, regular participation and appropriate feedback improve performance.

  ●    How to execute proper offensive and  defensive techniques and strategies while  participating in various cooperative games,  sports, and activities to maintain a safe environment

• Effectively communicate and respect classmates by working as a team.
• Execute proper offense and defense

techniques and strategies while participating in various sports/activities.

• Demonstrate the use of force and motion to impact the quality of movement.
• Adhere to rules implemented by the teacher that address rules, expectations, and appropriate conduct in the physical education setting.

Student Learning

Core Instructional Materials and Resources

Supplemental Instructional Materials

and Resources

● Flaghouse.com

● PECentral.com

● PhysEdGames.com

● GoNoodle.com

● BrainPopJr.com

● Kidshealth.org

● Necessary Equipment

• Peer collaboration
• Professional Development Sessions
• PE/Health Teacher Social Media Groups
• Dynamic PE ASAP

Accommodations and Modifications for Various Student Populations

Assessment Evidence

Click for specific Formative Assessments, Benchmark Assessments, Alternative Assessments, and Summative Assessments.

Unit 2 Summary: Physical Fitness is based on utilizing the ability to move and perform daily tasks and routine physical activities to contribute to health and well-being. Performing fitness activities at low, moderate, or high levels impacts how effectively the body functions. Practicing safe and task-appropriate behaviors while participating in and viewing games, sports, and other competitive events contributes to the enjoyment of the event.  

Enduring Understandings:

• Manipulation and the utilization of proper technique is essential when performing specific skills within different fitness activities.
• Participation in physical activity develops and maintains a healthy, active lifestyle.
• An individual can evaluate their personal health by developing a short-term and/or a long-term health-related fitness goal.
• Factors, such as heredity, physical activity, nutrition, sleep,and technology, impact personal fitness and other healthy lifestyle choices.
• It is important to show acceptance and respect for others of all skill levels and abilities.  

Essential Questions:

• What is the minimum amount of exercise I can do to stay physically fit?
• Why is physical fitness so important when participating in any sport?
• What are some different ways to become physically active and fit?
• How can being physically fit benefit you for the rest of life?
• How do I develop short- and/or long term fitness goals?
• What factors impact personal fitness and healthy lifestyle choices?

• How do you show acceptance and respect for others as you participate in physical fitness activities?

New Jersey Student Learning Standards

Core Ideas

Performance Expectations

• The components of fitness contribute to enhanced personal health as well as motor skill performance (e.g., speed, agility, endurance, strength, balance).  

2.2.5.PF.1: Identify the physical, social, emotional, and intellectual benefits of regular physical activity that affect personal health.

• 2.2.5.PF.2: Accept and respect others of all skill levels and abilities during participation.

• 2.2.5.PF.3: Participate in moderate to vigorous age-appropriate physical fitness activities and build the skills that address each component of health-related fitness (e.g., endurance, strength, speed, agility, flexibility, balance).

• 2.2.5.PF.4: Develop a short term and/or a long-term health-related fitness goal (e.g., cardiorespiratory endurance 'heart & lungs', muscular strength, muscular endurance, flexibility, body composition, nutrition) to evaluate personal health.

• 2.2.5.PF.5: Determine how different factors influence personal fitness and other healthy lifestyle choices (e.g., heredity, physical activity, nutrition, sleep, technology).

Interdisciplinary Connections

Other Cross-Curricular Opportunities

Opportunities for SEL 

ELA:

• SL.PE.3.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly.
• SL.AS.3.6. Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification.

Arts / Music / Visual and Performing Arts:

• 1.1.5.Cr1a Use a variety of stimuli (e.g., music, sound, text, objects, images, notation, experiences, observed dance, literary forms, natural phenomena, current news) to build dance content.
• 1.1.5.Pr5e Apply action vocabulary and execute specific codified movements from various styles/genres. Demonstrate, through focused practice and repetition, body part initiations and articulation of limbs and joints.
• 1.1.5.Pr5d Demonstrate increased flexibility, strength and endurance using a variety of bases of support (e.g., body shapes, levels, core).

Mathematics:

• 3.OA.C.7: Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 × 5 = 40, one knows 40 ÷ 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of two one-digit numbers.

Science:

• 5-PS1-1 Develop a model to describe that matter is made of particles too small to be seen.

Social Studies:

• 6.1.5.CivicsPR.1: Compare procedures for making decisions in a variety of settings including classroom, school, government, and /or society.
• 6.1.5.CivicsPR.3: Evaluate school and community rules, laws and/or policies and determine if they meet their intended purpose.
• 6.1.5.CivicsHR.4: Identify actions that are unfair or discriminatory, such as bullying, and propose solutions to address such actions.
• 6.1.5.CivicsCM.3: Identify the types of behaviors that promote collaboration and problem solving with others who have different perspectives.

Health:

• 2.1.5.PGD.1: Identify effective personal health strategies and behaviors that reduce illness, prevent injuries, and maintain or enhance one’s wellness (e.g., adequate sleep, balanced nutrition, ergonomics, regular physical activity).
• 2.1.5.EH.2: Explain how to cope with rejection, loss, difficult learning situations and/or separation from family or others.  
• 2.1.5.EH.3: Identify different feelings and emotions that people may experience and how they might express these emotions (e.g., anger, fear, happiness, sadness, hopelessness, anxiety).  
• 2.1.5.EH.4: Identify behaviors that help to deal with difficult situations that can occur at home, in school, and/or in the community and where to go for assistance.  
• 2.1.5.CHSS.3: Describe strategies that are useful for individuals who are feeling sadness, anger, anxiety, or stress.  
•  2.2.5.N.1: Explain how healthy eating provides energy, helps to maintain healthy weight, lowers risk of disease, and keeps body systems functioning effectively.  

SEL:

• Self Awareness: Recognize one’s feelings and thoughts; Recognize the impact of one’s feelings and thoughts on one’s own behavior
• Self Management: Understand and practice strategies for managing one’s own emotions, thoughts, and behaviors
• Relationship Skills: Establish and maintain healthy relationships; Utilize positive communication and social skills to interact effectively with others
• Social Awareness: Demonstrate an awareness of the differences among individuals, groups, and others’ cultural backgrounds; Demonstrate an understanding of the need for mutual respect when viewpoints differ
• Responsible Decision Making: Develop, implement, and model effective problem-solving and critical thinking skills

Career Readiness, Life Literacies & Key Skills

• 9.1.5.CR.1: Compare various ways to give back and relate them to your strengths, interests, and other personal factors.
• 9.2.5.CAP.1: Evaluate personal likes and dislikes and identify careers that might be suited to personal likes.
• 9.2.5.CAP.2: Identify how you might like to earn an income
• 9.2.5.CAP.8: Identify risks that individuals and households face
• 9.4.5.CT.1: Identify and gather relevant data that will aid in the problem-solving process

Unit 2 Student Learning Objectives

Students will know:

Students will be able to:

• How to enhance personal health by utilizing fitness components in conjunction with motor skill performance (e.g., speed, agility, endurance, strength, balance)
• Developing a short term and/or a long-term health-related fitness goal aids in the evaluation of personal health.  

• Explain the role of regular physical

activity in relation to the physical, social, emotional, and intellectual benefits that are instrumental in maintaining personal health.

• Engage in moderate to vigorous physical activities.
• Execute sports based activities that integrate fitness through game play.
• Demonstrate fitness activities utilizing proper technique while performing specific skills within different fitness activities.
• Employ acceptance and respect for others of all skill levels and abilities.
• Discuss and demonstrate ways to be physically active outside of school.
• Explain how various factors influence personal fitness and other healthy lifestyle choices.
• Explore the areas of cardiorespiratory endurance 'heart & lungs', muscular strength, muscular endurance, flexibility, and body composition to develop short- term and/or long-term health-related fitness goals.

Student Learning

Core Instructional Materials and Resources

Supplemental Instructional Materials

and Resources

● Flaghouse.com

● PECentral.com

● PhysEdGames.com

● GoNoodle.com

● BrainPopJr.com

● Kidshealth.org

● Necessary Equipment

• Peer collaboration
• Professional Development Sessions
• PE/Health Teacher Social Media Groups
• Dynamic PE ASAP

Accommodations and Modifications for Various Student Populations

Assessment Evidence

Click for specific Formative Assessments, Benchmark Assessments, Alternative Assessments, and Summative Assessments.

Unit 3 Summary: Lifelong Fitness emphasizes the significance of making fitness a part of a person’s daily life in order to create fitness habits that support individuals to plan and stay healthy throughout their lifetime. Additionally, Lifelong Fitness develops an understanding of the medical consequences of a sedentary lifestyle as opposed to the benefits of an active body and mind over time, which reduces pain, injuries and diseases.

Enduring Understandings:

• A combination of flexibility and proper physical activity are needed for optimal emotional and physical enjoyment.
• Performing movement skills in a technically correct manner improves overall performance and increases the likelihood of participation in lifelong physical activity.

• There are physical activity resources that are available outside of school and in the community.

Essential Questions:

• Why is physical fitness important to lead a healthy lifestyle?
• What different ways can the body move given a specific purpose?
• How will physical activity help us now and in the future?
• How can I become involved in and use physical activity resources that are available outside of school and in the community?

New Jersey Student Learning Standards

Core Ideas

Performance Expectations

• Wellness is maintained, and gains occur over time (dimensions and components of health) when participating and setting goals in a variety of moderate to vigorous age appropriate physical activities.  

• 2.2.5.LF.1: Explain the need to engage in physical activities on a voluntary basis for emotional and physical enjoyment.

• 2.2.5.LF.2: Develop a movement vocabulary that is flexible and adaptable for personal physical activity and wellness.

• 2.2.5.LF.3: Proactively engage in movement and physical activity for enjoyment individually or with others.

• 2.2.5.LF.4: Perform and increase the range of motion in dynamic stretching and breathing exercises (e.g., dynamic cardiovascular warm-up exercises, martial arts, aerobics, yoga).

Core Ideas

Performance Expectations

• Personal and community resources can support physical activity.

2.2.5.LF.5: Describe how community resources could be used to support participation in a variety of physical activities, sports and wellness.  

Interdisciplinary Connections

Other Cross-Curricular Opportunities

Opportunities for SEL 

ELA:

• SL.PE.3.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly.
• SL.AS.3.6. Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification.

Arts / Music / Visual and Performing Arts:

• 1.1.2.Cr1a Demonstrate movement in response to a variety of sensory stimuli (e.g., music, imagery, objects) and suggest additional sources for movement ideas.
• 1.1.2.Pr5e Explore locomotor action vocabulary (e.g., gallop, hop, slide, skip) and non-locomotor action vocabulary (e.g., bending, stretching, twisting) and execute codified movements from various styles/genres with genre specific alignment. Demonstrate, through focused practice and repetition (e.g., breath control, body part initiations, body sequencing).
• 1.1.2.Pr5d Explore a variety of body positions requiring a range of strength, flexibility and core support.

Mathematics:

• K.CC.A.1: Count to 100 by ones and by tens.
• K.CC.A.2: Count forward beginning from a given number within the known sequence (instead of having to begin at 1).
• K.CC.A.3: Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects).

 Science:

• K-PS2-1. Plan and conduct an investigation to compare the effects of different strengths or different directions of pushes and pulls on the motion of an object.
• K-PS2-2. Analyze data to determine if a design solution works as intended to change the speed or direction of an object with a push or a pull.

Social Studies:

• 6.1.2.CivicsPD.2: Establish a process for how individuals can effectively work together to make decisions.
• 6.1.2.CivicsPR.3: Analyze classroom rules and routines and describe how they are designed to benefit the common good.
• 6.1.2.CivicsCM.2: Use examples from a variety of sources to describe how certain characteristics can help individuals collaborate and solve problems (e.g., open-mindedness, compassion, civility, persistence).
• 6.1.2.CivicsCM.3: Explain how diversity, tolerance, fairness, and respect for others can contribute to individuals feeling accepted.  

Health:

• 2.1.2.PGD.1: Explore how activity helps all human bodies stay healthy.
• 2.1.2.PGD.3: Explain what being “well” means and identify self-care practices that support wellness.
• 2.1.2.EH.3: Demonstrate self-control in a variety of settings (e.g., classrooms, playgrounds, special programs).  
• 2.1.2.EH.4: Demonstrate strategies for managing one's own emotions, thoughts and behaviors.  
• 2.1.2.EH.5: Explain healthy ways of coping with stressful situations.
• 2.1.2.CHSS.5: Identify situations that might result in individuals feeling sad, angry, frustrated, or scared.
• 2.3.2. PS.3: Recognize and demonstrate safety strategies to prevent injuries at home, school, in the community (e.g., traffic safety, bicycle/scooter safety, fire safety, poison safety, accident prevention).

SEL:

• Self Awareness: Recognize one’s feelings and thoughts; Recognize the impact of one’s feelings and thoughts on one’s own behavior
• Self Management: Understand and practice strategies for managing one’s own emotions, thoughts, and behaviors
• Relationship Skills: Establish and maintain healthy relationships; Utilize positive communication and social skills to interact effectively with others
• Social Awareness: Demonstrate an awareness of the differences among individuals, groups, and others’ cultural backgrounds; Demonstrate an understanding of the need for mutual respect when viewpoints differ
• Responsible Decision Making: Develop, implement, and model effective problem-solving and critical thinking skills

Career Readiness, Life Literacies & Key Skills

• 9.1.5.CR.1: Compare various ways to give back and relate them to your strengths, interests, and other personal factors.
• 9.2.5.CAP.1: Evaluate personal likes and dislikes and identify careers that might be suited to personal likes.
• 9.2.5.CAP.2: Identify how you might like to earn an income
•  9.2.5.CAP.8: Identify risks that individuals and households face
• 9.4.5.CT.1: Identify and gather relevant data that will aid in the problem-solving process

Unit 3 Student Learning Objectives

Students will know:

Students will be able to:

• Lifelong fitness includes a combination of movement skills and wellness components that must be maintained for visible gains to occur over time

• How participation in a wide range of developmentally appropriate games, sports and lifetime recreational activities will help students develop and maintain a healthy active lifestyle

• Discuss the importance of feelings related to movement and how to appropriately express emotions during physical activity and movement.
• Explore the factors that lifelong fitness emphasizes, such as self-evaluation, personal goal setting, social engagement, sportsmanship, enjoyment of movement, and leisure-time fitness activities.
• Perform movement skills in a correct manner.
• Execute basic movements relating to balance, agility and control.
• Complete activities on different surfaces such as a gym floor, exercise mats, grass fields.
• Demonstrate stretching, breathing, mindfulness
• and basic yoga movements.
• Use visual and verbal cues to improve

performance during a physical activity.

• Employ the principles of space, effort,

and relationships to modify movement.

• Apply a learned skill to another movement.
• Evaluate the critical elements of a movement skill or skill combination and provide appropriate feedback.
• Determine a health/ fitness goal and complete

steps to achieve it.

• How to recognize and utilize the physical activity resources that are available outside of school and in the community

• Identify examples of physical activity resources outside of the school community (YMCA, recreational programs, etc.

Student Learning

Core Instructional Materials and Resources

Supplemental Instructional Materials

and Resources

● Flaghouse.com

● PECentral.com

● PhysEdGames.com

● GoNoodle.com

● BrainPopJr.com

● Kidshealth.org

● Necessary Equipment

• Peer collaboration
• Professional Development Sessions
• PE/Health Teacher Social Media Groups
• Dynamic PE ASAP
• List of activities in the

community

Accommodations and Modifications for Various Student Populations

Assessment Evidence

Click for specific Formative Assessments, Benchmark Assessments, Alternative Assessments, and Summative Assessments.

Assessment Evidence

Formative Assessments

Benchmark Assessments

Exit ticket

Conferring

Informal observation of students

Whiteboards

Turn and talk

Q&A

Pre-assessment

Temperature checks

Performance Based Task

Fall and Spring IXL

NJSLA

*Benchmarks will be administered at a minimum of two times per year

Alternative Assessments

Summative Assessments

Dynamic Learning Map (DLM)

Performance Based Assessments

Student drawing or labeling of parts of a book and/or story elements.

Students will draw visualizations of poems they read or hear

Students will verbally describe idea/solution or target goal

Parts of a book assessment.

Completed Research Graphic Organizer.

Circulation records will indicate accurate self checkout operation.

Successful location and retrieval of Media Center materials.

Completed individualized computer program.

Artistic Output (Creating, Performing/Presenting/Producing in the Arts)

Traditional tests

Performance Tasks

Accommodations and Modifications for Various Student Populations

Special Education

504/ADA

Multilingual Learners

Gifted and Talented

Use an alternative instructional method to address individual learning style

Provide study guide for assessments

Provide additional time to complete assignments

Organize an activity to reinforce and review lesson content

Break instruction into smaller manageable units

Break task down and provide guidance through steps needed for task

Provide small group instruction

Provide written cues during lecture/discussion

Provide manipulative materials to reinforce concepts presented

Encourage student to highlight notes

Allow use of assistive technology

Allow use of word processor

Read test to student

Assist student with organization

Encourage participation and provide positive feedback

Prompt student to stay on task

Provide one-one instruction

Modify seating arrangement

Provide test with modifications

Provide written directions to reinforce oral directions

Clarify vocabulary or directions on a test

Provide a word bank for test

Allow use of mnemonic techniques during testing

Provide student with an alternate setting for test administration

Utilize an alternative assessment

Modify assignment; Modify length of assignment

Provide advance notice of upcoming test

Encourage student to utilize color cues

Check organization of notebook

Provide a copy of class notes

Provide extra time for test

Check for understanding of directions and/or concepts

Provide study guide for assessments

Provide additional time to complete assignments

Organize an activity to reinforce and review lesson content

Break instruction into smaller manageable units

Break task down and provide guidance through steps needed for task

Provide small group instruction

Provide written cues during lecture/discussion

Provide verbal embellishments during lecture to enhance understanding

Provide manipulative materials to reinforce concepts presented

Encourage student to highlight notes

Allow use of assistive technology

Allow use of word processor

Check content of notes for accuracy

Read test to student

Assist student with organization

Provide student with an alternate setting for test administration

Utilize an alternative assessment

Modify assignment; Modify length of assignment

Provide advance notice of upcoming test

Encourage student to utilize color cues

Check organization of notebook

Provide a copy of class notes

Provide extra time for test

Check for understanding of directions and/or concepts

Connections to prior knowledge/background

Connecting content to multilingual learners’ background knowledge

Teacher will model how to complete a task or assignment

Use of think-alouds to show progress thought the steps of the task

Use of adapted texts

Highlighting key vocabulary, main ideas, important explanations

Differentiated or simplified notes with main ideas highlighted

Illustrated word/phrase wall

Word banks

Native language support via translation tools

Modify vocabulary instruction using cognates, prefixes, suffixes, root words, context clues with imbedded definitions, visuals, vocabulary charts

Essay templates/scaffolded format

Checklists /guided reading questions for tasks

Close reading with word banks

Illustrations/visuals

Graphic organizers/story map

Cooperative learning groups/strategies

Use of sentence frames

Bilingual students as peer helpers

Modified quizzes, tests, assignments

Acceleration or compacting of content

Flexible pacing

Use of advanced or complex concepts and examples

Connections to other content areas

Provide higher-level thinking questions, open- ended questions

Encourage inquiry, active exploration, discovery

Activity, reading, and assessment selection based on student interest

Group interaction and simulations

Guided self-management

Demonstration of knowledge and skills in a wide variety of forms

Students at Risk of School Failure

Directions and/or instructions given in limited numbers; given verbally and in simple written format

Assign a peer buddy

Simply tasks

Reduce length of assignments

Allow for different modes of assessment

Repeated check-ins during class sessions

Prioritize tasks in checklist, note completion

Provide hands-on tasks and/or manipulatives

Use of kinesthetic learning

Break assessments into smaller chunks/sessions

Preferential seating

Unit

Weeks

1. Movement skills and concepts

Weeks 1-13

2. Physical Fitness

Weeks 14-26

3 Lifelong Fitness

Weeks 27-40