Grade 3 PE Alabama Standards

Anchor Standard 1: Motor Skills and Movement Patterns: _The physically literate individual demonstrates competency in a variety of motor skills and movement patterns._

Demonstrate correct form for leaping.

___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)

Dribble and travel continuously in general space at varying speeds, demonstrating control of ball and body.

___APE accommodation suggestions:___ Use large playground ball; drop and catch, alternating dribble with peer or tethered ball.

Dribble with alternating feet, demonstrating control of ball and body at varying speeds.

___APE accommodation suggestions:___ Use large playground ball; drop and catch, alternating dribble with peer or tethered ball.

Pass and receive a ball with a stationary partner, using the outsides and insides of the feet to and absorbing force on reception before returning the pass.

___APE accommodation suggestions:___ Use larger ball, larger targets

Demonstrate a continuous running approach to kick a ball along the ground and in the air.

___APE accommodation suggestions:___ Lightweight object could include larger and/or more colorful object/ball or object of contrasting colors: suspended tether ball

Demonstrate volleying a ball with an underhand and overhand technique with a partner.

___APE accommodation suggestions:___ Lightweight object could include larger and/or more colorful object/ball or object of contrasting colors: suspended tether ball

Demonstrate striking a lightweight object with a short-handled implement, sending it forward over a low net or to a wall while demonstrating correct form.

___APE accommodation suggestions:___ Use longer or shorter implements for student success in controlling the implement; hand over hand assistance

Strike a moving object with a long-handled implement, sending it forward, while using correct form.

___APE accommodation suggestions:___ Place rope on ground, step over self-turned rope, provide verbal prompting.

Jump rope using intermediate skills for both long and short ropes.

___APE accommodation suggestions:___ Place rope on ground, step over self-turned rope, provide verbal prompting.

Travel showing differentiation in pacing when 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)

Use correct form for jumping and landing.

___APE accommodation suggestions:__ Hopping, jumping, and leaping_ - Hand over hand to assist with balance. _Examples: mini trampoline, rope on floor, peer assistance_

Perform teacher-selected and developmentally appropriate dance steps, movement patterns, and rhythmic activities.

___APE accommodation suggestions:___ Slower music, poly spots and/or arrows on floor for direction, break the dance steps/movements down into small parts for additional review/practice, peer assistance

Balance on different bases of support, demonstrating muscular tension and extensions of body parts.

___APE accommodation suggestions:___ Hand over hand assistance, peer assistance, modeling, doing activities on the floor instead of on equipment

Move into and out of curling, twisting, and stretching positions.

___APE accommodation suggestions:___ Hand over hand assistance and modeling

Transfer weight from feet to hands for momentary weight support both individually and in various partner stunts and counter balance.

___APE accommodation suggestions:___ Rolling - hand over hand assistance; peer assistance and modeling

Throw underhand and overhand to a partner or target with accuracy.

___APE accommodation suggestions:___ Provide a variety of sizes, shapes, textures, and inflation levels of objects to make throwing more successful; use ball launchers

Catch a ball thrown by a partner, demonstrating correct form.

___APE accommodation suggestions:___ Decrease distance ball is tossed, rolled, or bounced; provide students the opportunity to catch an object using a bucket or basket. Good objects to use for catching: stuffed animal, beach ball, scarf, deflated ball, foam ball, fleece ball, balloon (be aware of latex allergies)

1.1 Locomotor Skills: _Hopping, galloping, jogging, running, sliding, skipping, jumping, leaping_

1.2 Locomotor Skills: _Jogging, running_

1.3 Locomotor Skills: _Jumping and landing_

1.4 Locomotor Skills: _Dance/ Rhythmic Activities_

1.5 Non-locomotor Skills* (stability): _Balance_

1.6 Non-locomotor Skills* (stability): _Curling and stretching; twisting and bending_

1.7 Non-locomotor Skills (stability): _Weight transfer, rolling_

1.8 Manipulative Skills: _Underhand and overhand throw_

1.9 Manipulative Skills: _Catching_

1.10 Manipulative Skills: _Dribbling and/or ball control with hands_

1.11 Manipulative Skills: _Dribbling/ ball control with feet_

1.12 Manipulative Skills: _Passing and receiving with feet_

1.13 Manipulative Skills: _Kicking, punting_

1.14 Manipulative Skills: _Volleying, overhead and underhand_

1.15 Manipulative Skills: _Striking, short implement_

1.16 Manipulative Skills: _Striking, long implement (hockey stick, putter, noodle, bat, badminton racquet, pillow polo stick, etc.)_

1.17 Manipulative Skills: _Jumping rope_

Anchor Standard 2: Movement and performance: _The physically literate individual applies knowledge of concepts, principles, strategies, and tactics related to movement and performance._

Demonstrate the concept of spatial awareness in a dynamic environment.

___APE accommodation suggestions:___ Verbal prompting, redirection and/or modeling; use directional poly spots.

Demonstrate shapes, levels, and pathways specific to a wide variety of physical activities.

___APE accommodation suggestions:___ Verbal prompting; use directional poly spots.

Demonstrate the concepts of speed, direction, and force with skills applicable to a wide variety of physical activities.

___APE accommodation suggestions:___ Verbal prompting; use directional poly spots.

Demonstrate simple strategies and tactics in chasing and fleeing activities.

2.1 Movement Concepts: _Space_

2.2 Movement Concepts: _Pathways, shapes, levels_

2.3 Movement Concepts: _Speed, direction, force_

2.4 Movement Concepts: _Strategies & tactics_

Anchor Standard 3: Physical Activity and Fitness: _The physically literate individual demonstrates the knowledge and skills to achieve and maintain a health-enhancing level of physical activity and fitness._

List physical activity opportunities outside physical education class.

___APE accommodation suggestions:___ Verbal prompting and peer assistance to model correct physical education participation.

Actively engage in physical education class with little or no teacher redirection.

Describe the components of health-related fitness (muscular strength, muscular endurance, flexibility and cardiovascular endurance).

3.1 Physical activity knowledge

3.2 Engagement in physical activity

3.3 Fitness knowledge

Anchor Standard 4: Personal and Social Behavior: _The physically literate individual exhibits responsible personal and social behavior that respects self and others._

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

Listen respectfully to receive feedback from peers and adults.

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

Acknowledge others' success in movement performance and praise their efforts.

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

Use a decision-making and problem-solving model.

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

4.1 Personal responsibility

4.2 Accepting and giving feedback

4.3 Working with others

4.4 Conflict Resolution

Anchor Standard 5: Values Physical Activity: _The physically literate individual recognizes the value of physical activity for health, enjoyment, challenge, self-expression, and/or social interaction._

Verbalize the value of being balanced in social, emotional, physical, mental, and environmental health.

___APE accommodation suggestions:___ Information in alternate formats (words or pictures); allow extra time to communicate and process information; provide short, precise and clear instructions; and use peer assistance and modeling.

Explain the challenge that comes from learning a new physical activity.

___APE accommodation suggestions:___ Information in alternate formats (words or pictures); allow extra time to communicate and process information; provide short, precise and clear instructions; and use peer assistance and modeling.

Share the reasons for enjoying various physical activities.

___APE accommodation suggestions:___ Information in alternate formats (words or pictures); allow extra time to communicate and process information; provide short, precise and clear instructions; and use peer assistance and modeling.

Identify and compare the positive social interactions when engaging in partner, small-group, and large-group physical activities.

___APE accommodation suggestions:___ Information in alternate formats (words or pictures); allow extra time to communicate and process information; provide short, precise and clear instructions; and use peer assistance and modeling.

5.1 Health

5.2 Challenge

5.3 Self-expression and enjoyment

5.4 Social interaction