| Health | K | Essential Health Concepts | | Safety/Injury Prevention | The student will identify and describe key health and safety concepts. |
| Health | K | Essential Health Concepts | K.1.l | Safety/Injury Prevention | Describe emergency and nonemergency situations. |
| Health | K | Healthy Decisions | K.2.k | Safety/Injury Prevention | Describe how safety choices can prevent injuries . . . |
| Health | K | Healthy Decisions | K.2.j | Safety/Injury Prevention | Identify people who can help in an emergency and in non-emergency situations. |
| Health | K | Advocacy and Health Promotion | | | The student will describe and demonstrate behaviors that . . . prevent injury. |
| Health | K | Advocacy and Health Promotion | K.3.k | Safety/Injury Prevention | Describe common safety rules and practices at home, at school, and in communities. |
| Health | K | Advocacy and Health Promotion | K.3.l | Safety/Injury Prevention | Describe why it is important to ask adults for help in an emergency, how to ask for help, and how to call 911. |
| Health | 1 | Essential Health Concepts | | | The student will identify. . . the importance of safe practices. |
| Health | 1 | Essential Health Concepts | 1.1.i | | Compare and contrast personal safety behaviors at home, at school, and in the community. |
| Health | 1 | Healthy Decisions | 1.2.h | Safety/Injury Prevention | Explain why it is important to follow safety rules and guidelines for personal safety. |
| Health | 1 | Healthy Decisions | 1.2.i | Safety/Injury Prevention | Describe how to report a dangerous situation. |
| Health | 1 | Advocacy and Health Promotion | 1.3.h | Safety/Injury Prevention | Promote positive behaviors for personal safety . . .. |
| Health | 1 | Advocacy and Health Promotion | 1.3.i | Safety/Injury Prevention | Practice fire safety and emergency/disaster procedures. |
| Health | 2 | Healthy Decisions | 2.2.h | Safety/Injury Prevention | Identify ways that students can take responsibility for personal safety at home, at school, and in the community. |
| ELA | K | Reading Informational Text | K.RI | | The student will use textual evidence to demonstrate comprehension and build knowledge from a variety of informational texts heard. |
| ELA | K | Reading Informational Text | K.RI.1A | Key Ideas and Confirming Details | With prompting and support, ask and answer literal (who, what, when, where) or inferential (why, how) questions about what is read. |
| ELA | 1 | Reading Informational Text | 1.RI | | The student will use textual evidence to demonstrate comprehension and build knowledge from a variety of informational texts heard or read. |
| ELA | 1 | Reading Informational Text | 1.RI.1A | Key Ideas and Confirming Details | Ask and answer literal (who, what, when, where) and inferential (why, how) questions about what is read, including demonstrating an understanding of the main topics. |
| ELA | 1 | Reading Informational Text | 1.RI.2B | Craft and Style | Distinguish between information provided by pictures or other illustrations and information provided by the words in a text. |
| ELA | 1 | Reading Informational Text | 1.RI.3B | Integration of Concepts | Describe the connection between two individuals, events, ideas, or pieces of information in a text. |
| ELA | 2 | Reading Informational Text | 2.RI | | The student will use textual evidence to demonstrate and build knowledge from a variety of grade level complex informational texts heard or read. |
| ELA | 2 | Reading Informational Text | 2.RI.1A | Key Ideas and Confirming Details | Ask and answer literal and inferential questions (who, what, where, when, how, and why) about key details in a text. |
