Grade 4 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._

Apply 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)

Dribble continuously with both the preferred and the non-preferred hands, using correct form.

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

Dribble with the feet in general space with control of ball and body in a dynamic setting.

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

Pass and receive a ball with a moving partner, using both feet and demonstrating control of ball and body at varying speeds.

___APE accommodation suggestions:___ Use larger ball, larger targets

Demonstrate kicking skills using correct form with: - A ball at a target for accuracy from varying distances. - A dropped ball/ object, making contact with shoelaces.

___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 using a two-hand overhead and underhand technique, sending it upwards toward a target.

___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, alternating hits with a partner over a low net or against a wall.

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

Strike an object toward a target with accuracy at varying distances.

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

Create and perform a jump rope sequence combining a variety of skills, using either a short or long rope.

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

Demonstrate correct pacing for distance 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)

Combine jumping and landing patterns with locomotor and manipulative skills.

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

Combine locomotor movement patterns and dance steps to create and perform an original dance.

___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 in multiple levels and shapes while utilizing a variety of equipment.

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

Create sequences using curling, twisting, and stretching actions.

___APE accommodation suggestions:___ Hand over hand assistance and modeling

Combine traveling with balance and weight transfers to create a sequence with or without equipment.

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

Throw underhand and overhand to a partner or target for accuracy and distance.

___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 at varying levels and distances by a partner, with 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._

Understand the concepts of open and closed spaces in small group activities while moving or traveling.

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

Combine movement concepts of pathways, shapes, and levels with skills in small group activities.

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

Combine concepts of speed, direction, and force with skills in small group activities.

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

Demonstrate simple offensive and defensive strategies and tactics in a variety of game settings.

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._

Record participation in physical activities outside physical education class.

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

Actively engage in physical education class, both with teacher direction and independently.

Describe the difference between skill-related and health-related fitness.

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._

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

Give informative feedback respectfully to peers.

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

Invite players of all skill levels into the physical activity.

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

Apply conflict-resolution skills.

___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._

Compare and contrast an active lifestyle with a sedentary lifestyle.

___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.

Rate physical activities based on enjoyment.

___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.

Prioritize different physical activities based on enjoyment.

___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 social benefits gained from participating in physical activity at recess, in youth sports, or in other settings.

___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