Elementary School (1st-4th Grade)

By the end of First Grade, students should be able to: 

Writing:  

Students should be able to write a paragraph with a clear structure.  

Students should be able to write a narrative with a beginning, middle, and end.  

Reading:  

 Students should be able to read fluently, with an accurate rate and expression . Read at grade level.

Speaking Listening: 

Students should actively participate in a discussion and express themselves effectively. They learn to follow agreed-upon rules, ask relevant questions, and draw conclusions from discussion.

By the end of Second Grade, students should be able to: 

Writing:  

Students should be able to write a paragraph with a clear structure.  

Students should be able to write a narrative with a beginning, middle, and end.  

Reading:  

 Students should be able to read fluently, with an accurate rate and expression . Read at grade level (Guided reading E-N DRA level 14-28/Lexile 420- 620) 

Speaking Listening: 

Students should actively participate in a discussion and express themselves effectively. They learn to follow agreed-upon rules, ask relevant questions, and draw conclusions from discussion.

By the end of 3rd Grade, students will be able to: 

Listening and Viewing Comprehension 

 All Students: 

• Understand the topic and extract specific information from short spoken or multimedia texts when familiar language is used and pauses or visual support are provided. 

• Respond to spoken language with appropriate actions (e.g., follow directions, respond to questions). 

• Use visual elements, context, and listening strategies to support comprehension. 

A2-B1 Students: 

• Independently formulate hypotheses about the content of texts. 

• Distinguish emotional tone in spoken language and respond appropriately. 

A1-A2 Students: 

• Use guided listening strategies and context clues to understand short, familiar texts. 

• Build expectations before listening using visuals, titles, and known vocabulary. 

• Reading and Media Literacy 

All Students: 

• Read and understand short, simple texts on familiar topics using sentence-level comprehension. 

• Identify explicitly stated information in a text and recognize key ideas. 

• Use headings, titles, and images to build reading expectations and aid comprehension. 

• Name and describe characters and places using evidence from the text. 

A2-B1 Students: 

• Summarize text content using guiding questions. 

• Differentiate and describe features of various functional texts (e.g., schedules, instructions, articles). 

A1-A2 Students: 

• Read sentence-by-sentence to derive meaning with support. 

• Use visual aids and familiar vocabulary to extract main ideas and selected information. 

Writing  

All Students: 

• Write short, guided texts (e.g., simple narratives, letters, descriptions) on familiar topics using common language structures. 

• Prepare written work by collecting ideas and vocabulary with support (e.g., mind maps, word banks). 

• Use basic punctuation and capitalization rules with increasing accuracy. 

A2-B1 Students: 

• Apply revision strategies using given criteria (clarity, spelling, grammar). 

• Write cohesive, creative, or informative texts with a clear beginning, middle, and end. 

A1-A2 Students: 

• Formulate short sentences using familiar vocabulary and sentence patterns. 

• Rephrase short sentences or complete guided writing tasks with scaffolds. 

Speaking – Dialogic and Monologic  

All Students: 

• Use familiar expressions and sentence patterns to ask questions, express ideas, and respond to others in conversations. 

• Engage in short, structured dialogues on classroom or daily topics. 

• Use visual prompts to support speech production. 

A2-B1 Students: 

• Express opinions, present basic arguments, and respond to others respectfully in discussions. 

• Develop and give structured oral presentations using appropriate vocabulary. 

A1-A2 Students: 

• Express themselves in familiar situations using memorized or rehearsed phrases. 

• Begin to construct more spontaneous speech using practiced structures and cues. 

Intercultural Competence 

All Students: 

• Recognize and describe cultural elements and differences in behavior or communication. 

• Show openness toward unfamiliar customs and practices. 

• Discuss shared and differing experiences in home and school cultures. 

Language Awareness and Learning Strategies 

 All Students: 

• Use reading and listening strategies to support comprehension and language use. 

• Begin to identify language patterns and apply simple grammatical rules consciously. 

• Use personal learning strategies (e.g., vocabulary notebooks, games) and evaluate their effectiveness. 

Media Competence  

All Students: 

• Identify the purpose and structure of different media formats (e.g., charts, websites, stories). 

• Use digital and print media for reading, writing, or presenting simple information. 

• Reflect on their own media habits and preferences. 

By the End of 1st Grade, Students Will Be Able To... 

Reading Literature & Informational Text 

• Ask and answer questions about key details in a story or nonfiction text. 

• Retell stories using important details and include beginning, middle, and end. 

• Describe characters, settings, and major events in a story using key details. 

• Identify the main topic of a nonfiction text and retell key facts. 

• Explain how people, events, or ideas are connected in a nonfiction text. 

• Use what they already know to make predictions and confirm what happens next in a story. 

Foundational Skills (Print, Phonics, and Word Recognition) 

• Understand how print works, including recognizing capital letters, punctuation, and that sentences start with a capital letter and end with punctuation. 

• Distinguish between long and short vowel sounds in spoken one-syllable words. 

• Blend sounds to say new one-syllable words, including words with consonant blends. 

• Identify and say the beginning, middle (vowel), and end sounds in spoken one-syllable words. 

• Break one-syllable spoken words into their individual sounds (segmenting). 

• Decode words using knowledge of phonics, including digraphs (e.g., ch, sh) and final -e or vowel team patterns. 

• Break two-syllable words into parts and read them. 

• Recognize and read irregularly spelled grade-level words (e.g., said, come). 

• Read words with common endings like -ed, -ing, or -s. 

Speaking & Listening 

• Ask and answer questions to better understand what a speaker says. 

• Clearly describe people, places, events, or things with relevant details. 

• Use complete sentences when speaking, based on the task and situation. 

By the End of 2nd Grade, Students Will Be Able To...

Reading Literature & Informational Text

• Ask and answer who, what, where, when, why, and how questions to show understanding of fiction and nonfiction texts.

• Recount stories, including fables and folktales, and explain their central message or moral.

• Describe how characters respond to major events and challenges in a story.

• Identify the main topic of a paragraph or text and explain how key details support it.

• Understand and describe the connection between a series of events, ideas, or steps in a process.

• Use text features (like headings, bold words, captions) to locate key information quickly.

• Compare and contrast the most important points presented by two texts on the same topic.

Foundational Reading Skills

• Demonstrate understanding of the structure and basic features of print.

• Distinguish between long and short vowels and read regularly spelled one- and two-syllable words.

• Read words with common prefixes and suffixes (e.g., un-, re-, -ful, -less).

• Recognize and read high-frequency irregular words (e.g., enough, friend, laugh).

• Read grade-level text orally with accuracy, expression, and appropriate speed.

• Use context clues, phonics, and structural analysis to self-correct and understand unfamiliar words.

Writing

• Write opinion pieces with clear reasons and supporting details.

• Write informative/explanatory texts that include facts and a clear topic.

• Write narratives that include well-ordered events and details about actions, thoughts, and feelings.

• Revise and edit their writing with guidance and support.

• Use digital tools to produce and publish writing.

Speaking & Listening

• Participate in collaborative conversations, taking turns and staying on topic.

• Recount or describe key ideas and details from a text read aloud or information presented orally.

• Ask and answer questions about what a speaker says to clarify understanding.

• Tell a story or give a detailed description using complete sentences.

By the End of 3rd Grade, Students Will Be Able To…

Reading Literature & Informational Text

• Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for answers.

• Recount stories, including fables, folktales, and myths from diverse cultures, and explain the central message, lesson, or moral.

• Describe characters in a story and explain how their actions contribute to the events.

• Determine the main idea of a text, recount key details, and explain how they support the main idea.

• Use text features (like glossaries, indexes, and headings) to locate and understand information quickly.

• Compare and contrast key points in two texts on the same topic.

Foundational Reading Skills

• Read with sufficient accuracy and fluency to support comprehension.

• Use decoding strategies to read multisyllabic words in and out of context.

• Read grade-level texts with purpose and understanding, adjusting pace and expression.

• Self-correct errors by rereading and applying context clues.

Writing

• Write opinion pieces with clear reasons and supporting evidence.

• Write informative texts that include a strong topic sentence, facts, and linking words (e.g., also, because, for example).

• Write narratives with a clear sequence of events, dialogue, and descriptive details.

• Develop and strengthen writing as needed by planning, revising, and editing.

• Use digital tools to produce, publish, and collaborate on writing projects.

• Conduct short research projects using multiple sources to build knowledge about a topic.

Speaking & Listening

• Engage in collaborative discussions, building on others’ ideas and expressing their own clearly.

• Determine the main ideas and supporting details of information presented in various formats.

• Ask and answer questions about a speaker’s presentation to clarify, elaborate, or deepen understanding.

• Speak in complete sentences when appropriate to the task and situation.

By the end of 1st grade, students will be able to:

• count, read, and write numbers up to 20 and recognize patterns in the number sequence. 

• compare and order numbers by size and use terms like "greater than", “equal to”  and "less than." 

• compose and decompose numbers using different number bonds (e.g., 5 = 2 + 3). 

• solve simple addition and subtraction problems within 20 using real-life contexts. 

• use concrete materials (e.g., blocks, beads) to visualize operations and number relationships. 

• recognize coins and bills, identify their value, and solve simple purchasing problems. 

• describe and recreate basic geometric shapes (triangle, square, circle). 

• measure length using nonstandard units (e.g., hands, blocks) and compare objects by size. 

• read simple calendars and describe the passage of time (day, week, month). 

• tell and write time to the hour using both digital and analog clocks.  

• predict the likelihood of everyday events using words like "always," "sometimes," and "never."

By the end of 2nd grade, students will be able to:

• read, write, and represent numbers up to 1000 and group them using place value. 

• add and subtract numbers up to 100 using mental and written strategies. 

• solve basic multiplication and division problems using real-world examples. 

• use number lines, tables, and hundreds charts to illustrate operations and patterns. 

• estimate quantities and round numbers to the nearest ten. 

• calculate totals and change in money problems involving euros and cents. 

• identify properties of 2D shapes and compare their sides and corners. 

• describe 3D shapes (e.g., cube, sphere, cylinder) and match them to real objects. 

• measure length, mass, and volume using standard metric units (cm, g, l). 

• tell time to the hour and half-hour and relate daily activities to time periods. 

• collect simple data (e.g., favorite fruits) and display it in tally charts or bar graphs. 

By the end of 3rd grade students will be able to: 

• read, write, and order numbers up to 1000 and explain the value of each digit. 

• perform all basic operations (add, subtract, multiply, divide) with two-digit numbers. 

• apply multiplication tables (1 to 10) and solve word problems involving multiple steps. 

• use place value to estimate and check the reasonableness of results. 

• describe number patterns and extend them logically. 

• calculate prices, compare amounts, and solve multi-step money problems. 

• analyze 2D and 3D shapes for lines of symmetry and surface characteristics. 

• use rulers and other tools to measure length accurately in centimeters and meters. 

• tell time to the nearest 5 minutes and calculate durations. 

• read and interpret bar graphs, tables, and simple pictographs. 

• solve practical problems involving perimeter and area using square units. 

By the end of the 1st  grade students will be able to: 

• develop and apply basic class rules and use kind language to strengthen the class community. 

• describe farm animals and plants, and categorize them based on characteristics observed during the farm visit. 

• identify and explain the structure and care of human teeth and reflect on healthy habits. 

• differentiate months and seasons, and document changes throughout the year using a calendar. 

• Observe, identify and record characteristics of early bloomers in nature and sketch their basic parts. 

• investigate their five senses through hands-on exploration and explain the function of each. 

• recognize and compare major cultural festivals, and present their meaning through creative products or discussions. 

• conduct simple experiments with air (e.g., blowing, floating) and document outcomes using drawings or short sentences. 

• identify natural inspirations for technology and transfer observations from plants and animals into basic bionic designs. 

• explain how a lever works using real-world examples and build simple models to demonstrate understanding. 

By the end of the 2nd  grade, students will be able to: 

• create classroom agreements and use respectful language like “please” and “thank you” in daily interactions. 

• demonstrate proper use of school tools and apply giraffe language strategies during conflict resolution. 

• identify traffic signs, practice safe behavior in street roleplays, and plan a safe route to school. 

• observe fruit development, describe ripeness, and classify types of fruit. 

• describe the body structure and needs of different animals and reflect on responsible pet care. 

• record daily weather data in a journal and build a simple wind-powered object like a pinwheel. 

• distinguish between wants and needs, discuss money-saving strategies, and reflect on advertising's influence. 

• describe features of a hedgehog and construct autumn-themed animals using leaves and other natural materials. 

• explore traditions related to light and darkness and experiment with shadows using flashlights. 

• compare winter survival strategies of animals and conduct experiments on warmth and insulation. 

• explain traditions of Advent and Christmas and create a Lapbook to share cultural similarities and differences. 

• use a calendar to organize time and create personal timelines or birthday charts. 

• describe the meaning of Carnival and create themed crafts like masks to celebrate it. 

• name body parts, demonstrate hygiene practices, and observe changes related to staying healthy. 

• conduct plant experiments and document the growth and needs of spring flowers. 

• compare Easter traditions across cultures and explain the symbolism behind common rituals. 

• apply traffic rules in classroom simulations and analyze safe vs. unsafe behaviors on the road. 

• observe insects like bees in their habitat and describe their contribution to the ecosystem. 

• reflect on personal environmental choices and design simple action plans to protect nature. 

• research different jobs, interview adults, and present career findings through visuals or short reports. 

• name farm animals and their young and match them in memory games or poster work. 

• compare city and country life using visual, auditory, and experiential contrasts. 

• collect ideas about summer dreams and design travel posters or summer wish books. 

By the end of the 3rd grade students will be able to: 

• Describe the water cycle and conduct experiments to explore the properties of water. 

• identify planets in the solar system and explain basic planetary characteristics. 

• explain the structure and function of the human skeleton and reflect on ways to stay healthy. 

• locate Germany and other European countries on a map and compare major geographic features. 

• design and build simple vehicles, explain how they work, and document the construction process. 

By the End of 1st Grade, Students Will Be Able To:

Movement Skills and Physical Literacy

• Perform basic locomotor movements (run, hop, jump, skip, gallop) in different directions and at varying speeds.

• Begin to use manipulative skills such as rolling, tossing, and catching balls with developing control.

• Demonstrate the ability to navigate space safely, avoiding others and obstacles during movement games.

• Participate in games that require simple rules and role changes (e.g., tag, follow-the-leader, relay games).

Understanding Games and Rules

• Follow basic rules and instructions during games and explain them in their own words.

• Take turns, share equipment, and understand simple team roles (e.g., offense and defense in tag-style games).

• Begin to accept the outcome of a game and display good sportsmanship when winning or losing.

Social Interaction and Emotional Learning

• Work cooperatively with a partner or in small groups, taking turns and encouraging one another.

• Identify and name basic emotions experienced during physical activity (e.g., excitement, frustration, joy).

• Express needs and feelings respectfully during group games and transitions.

Body Awareness and Health Concepts

• Identify major body parts used during movement and describe how physical activity feels (e.g., “My heart beats faster when I run”).

• Participate in warm-ups and cool-downs and begin to understand their purpose.

• Recognize that exercise supports health and energy and that it’s important to move every day.

By the End of 2nd Grade, Students Will Be Able To:

Movement Skills and Physical Literacy

• Refine locomotor skills with improved coordination and balance (e.g., skipping smoothly, changing direction quickly).

• Demonstrate increased control when throwing, catching, dribbling, and striking with hands or equipment.

• Move safely through general space while combining multiple movement patterns in a sequence.

• Participate confidently in structured games and modified sports that include clear roles and objectives.

Understanding Games and Rules

• Explain the purpose of game rules and apply them consistently during play.

• Recognize and play multiple positions or roles in group games and describe basic strategies.

• Show fairness and support for others, regardless of the game’s outcome, modeling respectful behavior.

Social Interaction and Emotional Learning

• Collaborate in group settings to solve movement challenges and complete team tasks.

• Reflect on emotions during physical activity and begin using simple strategies for self-regulation (e.g., deep breaths, asking for help).

• Demonstrate responsibility for equipment, personal space, and group norms during PE class.

Body Awareness and Health Concepts

• Name and describe the function of body parts used in specific movements and activities.

• Understand the connection between physical activity and overall well-being (e.g., energy, focus, strength).

• Independently follow routines for warm-up and cool-down with appropriate effort.

By the End of 3rd Grade, Students Will Be Able To: 

Movement Skills and Physical Literacy 

• Perform a variety of coordinated movement combinations (e.g., jumping rope, skipping with rhythm, dancing with patterns). 

• Apply ball-handling skills in small-sided games (e.g., dribbling, passing, throwing, and scoring) with developing control. 

• Adjust movement and posture in response to changing environments and tasks (e.g., obstacle courses, relays). 

• Demonstrate confidence and spatial awareness while using gymnastic equipment such as mats, benches, or low bars. 

Understanding Games and Rules 

• Follow increasingly complex game rules independently and demonstrate understanding through game play. 

• Take on different roles in team settings (e.g., attacker, defender, captain) and contribute to the group’s strategy. 

• Show fair play by applying rules consistently and demonstrating a positive attitude whether winning or losing. 

Social Interaction and Emotional Learning 

• Cooperate with teammates and resolve minor conflicts during physical activity using respectful communication. 

• Recognize how different activities affect emotions and energy levels (e.g., "I feel calm after stretching," or "I’m excited after a game"). 

• Reflect on their own behavior and contributions to group success or challenges. 

Body Awareness and Health Concepts 

• Identify how physical activity affects different systems in the body (e.g., breathing, heart rate, muscles). 

• Participate in warm-up and cool-down routines with purpose, including stretching and breathing exercises. 

• Explain why regular movement, hydration, and rest are important for health and learning. 

By the end of 1st grade students will be able to: 

• sing a variety of age-appropriate songs from different styles and cultures from memory and with expression. 

• use their voice purposefully to imitate, vary, and improvise sounds and melodies. 

• maintain a steady beat and perform simple rhythmic and melodic patterns using instruments. 

• explore and describe sound characteristics and experiment with rhythm and pitch using body and everyday materials. 

• move freely or metrically to music and interpret basic musical elements through gestures. 

• recognize and name basic musical forms (e.g., repetition, contrast) and respond to changes in tempo, dynamics, and pitch. 

• create visual representations of sound (e.g., symbols, lines, drawings) and read simple rhythmic notation. 

• express personal responses to music and respect the music and contributions of peers and other cultures. 

By the end of 2nd grade students will be able to: 

• apply vocal techniques to improve tone quality, breathing, and posture. 

• perform simple rounds or partner songs and coordinate with others in group singing. 

• play classroom instruments (e.g., Orff, body percussion) and follow rhythmic cues. 

• improvise short musical phrases using learned rhythms and pitches. 

• represent rhythm and pitch visually using simple notation and create graphic scores. 

• compare musical examples based on tempo, dynamics, timbre, and structure. 

• discuss the cultural and functional background of selected musical pieces. 

• observe and evaluate their own performances and those of others with simple criteria. 

By the end of 3rd grade students will be able to: 

• sing and interpret more complex songs in canon or two parts, attending to intonation and expression. 

• demonstrate rhythmic and melodic accuracy when performing from visual prompts or notation. 

• arrange short instrumental accompaniments and collaborate on ensemble performances. 

• explore musical styles and describe features of different historical and cultural traditions. 

• use music vocabulary (e.g., tempo, dynamics, form) to analyze and describe music. 

• choreograph and perform dances or movements to structured musical forms. 

• notate melodies using traditional symbols within their vocal range and read simple scores. 

• evaluate musical works with increasing detail and express preferences with justification. 

By the end of 1st grade students will be able to: 

• observe and describe colors, lines, shapes, and surfaces in their environment and in works of art. 

• experiment with basic artistic tools and materials (e.g., brushes, crayons, clay) and apply them purposefully. 

• mix primary colors to create secondary colors and explain the effect of lightening or darkening. 

• create and recreate patterns and textures using simple graphic techniques. 

• cut, glue, fold, and assemble basic materials to explore space and form. 

• imitate, act out, and play simple scenes using objects, shadows, and costumes. 

• respond to visual stimuli with their own creations and share their thoughts with others. 

• collaborate with peers on joint art projects and show respect for materials and others' work. 

By the end of 2nd grade students will be able to:  

• analyze color combinations, identify warm and cool colors, and apply them expressively in their work. 

• use graphic elements like lines and shapes to structure images and express motion or emotion. 

• design and print simple forms using stamps or press techniques and explain the effects. 

• explore different textures and build 2D and 3D artworks using natural and man-made materials. 

• present their artwork to others and reflect on the process and choices made. 

• create art using letters and words and modify fonts to express meaning. 

• interpret and discuss works of art and compare them to their own experiences. 

• evaluate their artistic decisions and demonstrate care and perseverance during projects. 

By the end of 3rd grade students will be able to: 

• apply knowledge of color theory to create harmony, contrast, or symbolic meaning. 

• combine drawing, printing, and collage techniques to develop complex compositions. 

• invent new forms and symbols in drawing and experiment with contrast and structure. 

• plan and construct spatial artworks and solve basic problems of balance and stability. 

• explore the aesthetic qualities of written language and create decorative scripts. 

• collaborate in performing or staging short plays or visual stories with props and costumes. 

• recognize how artists use space, color, and symbolism to communicate meaning. 

• critique artworks using appropriate vocabulary and express their personal response.