With guidance, using voices, instruments or movement, explore and demonstrate awareness of musical contrasts in a variety of music selected for performance. Music contrasts for KK include high/low, fast/slow, loud/soft, same/different, upward/downward, jerky/smooth, and heavy/light. Explore playing sounds non-rhythmically on unpitched instruments with stories and poems including contrasts such as loud/soft, long/short, and fast/slow sounds. played in the highest or lowest register of the piano and assess using teacher-created or . Observe as students use a variety of high and low speaking voices to create inflection and effect. Assess using a teacher-created or Explore long/short, fast/slow, loud/soft patterns Observe and assess student performance using unpitched percussion using a or . “If Things Grew Down” SOM K “Spinning Song” SOM K “Tame Bear” (Movement) SOM K "Low or High" 85 EMA “Two Little Puppets” Pitch Exploration Stories (Feierabend) “Monkey, Monkey” (Conducting Game) SOM K they occur in song texts using vocalizations and movement (e.g., high, low, up, down, above, below, around, over, under, through). K.FL.VA.7biv- Distinguish shades of meaning among verbs describing the same general action. K.FL.VA.7a Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on Kindergarten conversations, reading, and content. P1.C Musical Context Perform steady beat motions (silent) with music at varied tempi. Assess students' overall steady beat "Put Your Finger in the Air" SOM K Include some steady beat motions that move from left to right created
With guidance, using voices, instruments or movement, demonstrate an awareness of expressive qualities (such as voice quality, dynamics or tempo). competence using a teacher-created or Use "Spider Fingers" (fingertips on knees) to pat the steady beat of "Spider songs in a variety of tempos: "Spiders (Unison)" SOM 3 "The Itsy Bitsy Spider (Listening)" SBMM K "Eensy Weensy Spider" SBMM K "Spider Song” STM 2 "One Finger, One Thumb” SOM K in the students' perspective to reinforce reading fluency. K.FL.F.5 Read with sufficient accuracy and fluency to support comprehension. K.FL.PC.1a- Follow words from left to right/top to bottom/page by page. P2.A Apply Feedback With guidance, apply feedback to refine performances. Listen to feedback from a teacher and restate it. Assess as students restate (and apply) appropriate feedback using teacher-created or K.FL.VA.7c- Use words and phrases acquired through conversations, reading and being read to, and responding to texts. K.W.PDW.5 With guidance and support from adults, respond to questions and suggestions from others and add details
to strengthen writing as needed. P2.B Rehearse and Refine With guidance, use suggested strategies in rehearsal to improve the expressive qualities of music (such as voice quality, dynamics, or tempo). Rehearse and refine songs and poems to improve voice quality, expression and technique in students' four voices. Technique for KK includes voice quality, pitch matching and enunciation. Observe as students use a variety of high and low voices to create inflection and effect. Assess using a teacher-created or . Assess student's vocal technique using a teacher-created or . "Neat Feet" (Poem) SOM K "A Hippo in the House" (Poem) SOM K "My Thumbs are Starting to Wiggle" SOM K "Toodala” SOM K “Old Mister Woodpecker” SOM K “Head and Shoulders” SOM K “Teddy Bear” STM K “Hello, There” SBMM K “Juba” SBMM K Distinguish between singing, speaking, calling and whispering. K.FL.VA.7biv- Distinguish shades of meaning among verbs by acting out the meanings. P3.A Singing With guidance, sing alone and with others, with expression. Sing simple songs with narrow range, practicing good vocal tone with expression. Pre-Assessment: Observe as students individually echo a Sol-Mi pattern (e.g. “Hello, Teddy Bear.”) and assess using a teacher-created or . “Old Mister Woodpecker” SOM K “Head and Shoulders” SOM K “Teddy Bear” STM K “Hello, There” SBMM K “Juba” SBMM K Comprehension: Story Sequencing In songs such as Teddy Bear and Juba, students may be asked to recall the plot of the song using musical and movement clues. Students may be asked to create additional
verses to change the story. K.RL.KID.1 – With prompting and support, ask and answer questions about key details in a text. K.RL.KID.3-With prompting and support, orally identify characters, settings, and major events in a story. P3.B Instruments and Body Percussion With guidance, using body percussion and/or instruments, perform, alone and with others, with expression. Explore playing unpitched percussion using proper technique Assess students' proper use of unpitched percussion using a or "Off to the River" IAKWKMM "If all of the Raindrops" IAKWKMM K.FL.VA.7biii- Make real-life connections between words and their use. P3.C Performance Etiquette Display grade-level appropriate applications of performance etiquette Observe student performance etiquette assess using or K.FL.VA.7biii- Make real-life connections between words and their use.
Perform appropriately for the audience; demonstrate appropriate posture, and evaluate performance etiquette. skills including watching the conductor, responding to non-verbal cues, maintaining appropriate posture, remaining on-task, refraining from distracting others, and properly acknowledging the audience. Demonstrate a moment of stillness before and after performing a song/poem or performing movement to a listening example K.FL.VA.7c - Use words and phrases acquired through conversations, reading and being read to, and responding to texts. P3.D Audience Etiquette Demonstrate appropriate audience behavior, and evaluate Discuss audience behaviors that are appropriate during different types of performances Students list audience behaviors appropriate to different performance settings. (Pre-assessment) Comprehension: Reinforce audience etiquette when students are listening to stories and song tales in the music room to develop real
student behavior during a performance. Observe student behavior during performances and assess using a or world contexts and connections. K.FL.VA.7c - Use words and phrases acquired through conversations, reading and being read to, and responding to texts. K.FL.VA.7biii- Make real-life connections between words and their use. DOMAIN: CREATE Foundations Cr1: Generate and conceptualize artistic ideas and work. Cr2: Organize and develop artistic ideas and work. Cr3: Refine and complete artistic work. KK Q1 CREATE DOMAIN RESOURCE LIST Book of Pitch Exploration = BPE Spotlight on Music = SOM QUARTER 1 KNOWLEDGE & SKILLS ACTIVITIES/OUTCOMES ASSESSMENTS RESOURCES CORRELATIONS Cr1. A Musical Concepts Vocally improvise melodic sounds. Observe as students improvise vocal "Find Your Family" BPE K.FL.SC.6g- Produce and expand complete sentences in shared language activities.
With guidance, explore and experience music concepts such as pitch, short rhythms, different vocal timbres, movement, musical contrasts, textures, sequence, and ways to define music. Improvise rhythmic sounds (e.g. Short/Long, Fast/Slow, or Sound/Silence) using body percussion or unpitched percussion. sounds; assess using a teacher-created or Observe as students improvise rhythmic sounds to accompany a story or song and assess using a or "Bounce, Aim, Shoot" BPE "Parachute Game" BPE "Flashlight" BPE "Pipe Cleaners" BPE "Mr. Wiggle and Mr. Waggle" BPE "A House for Hermit Crab” by Eric Carle (Students improvise BP/ unpitched sound colors to represent each of Hermit Crab's decorations) "The Napping House" by Audrey and Don Wood (Use BP/ Unpitched percussion sound colors to represent the elements in the story) K.SL.PKI.6 With guidance and support, express thoughts, feelings, and ideas through speaking. K.SL.PKI.6 With guidance and support, express thoughts, feelings, and ideas through speaking. Cr1.B Varied Timbres Create actions/motions for descriptive high and Observe and assess as students respond to high and low in poems “Wee Willie Winkie” SOM K Writing: Categorization and/or Comparison and Contrast
With guidance, using voices, body percussion, instruments, and movement, improvise musical ideas (rhythmically and non-rhythmically) to accompany songs, poems, stories, or listening examples. low words and sounds in poems and songs and songs with a variety of musical elements including movement, instrumental timbres and speech/vocalizations. Use a teacher-created rubric or one or more of the following district-provided rubrics. “Andrew Got a Pogo Stick” Pitch Exploration Stories (Feierabend) Pitch Exploration Pathways (Feierabend) "Counting Song” SOM K Students create vocalizations and actions to describe characters and plot points in a story. K.RL.KID.1 – With prompting and support, ask and answer questions about key details in a text. K.RL.KID.3 With prompting and support, orally identify characters, settings, and major events in a story. K.SL.PKI.6 With guidance and support, express thoughts, feelings, and ideas through speaking. Cr2.A Selecting Musical Ideas With guidance, using ideas from songs, poems, or stories for Discuss/ demonstrate "favorite parts" (sounds, timbres, choices) of Listen to students explain their musical (compositional or improvisational) preferences and assess "Find Your Family" BPE "Bounce, Aim, Shoot" BPE "Parachute Game" BPE "Flashlight" BPE K.FL.VA.7biii Make real-life connections between words and their use. K.FL.VA.7c Use words and phrases acquired through conversations,
"Counting Song” SOM K Cr2.B Notating Ideas With guidance, using digital media or pictures to notate a short musical idea, organize personal musical ideas using iconic notation and/or recording technology. Use manipulatives, pictures, and/or icons to represent melodic and rhythmic ideas. Assess students' ability to represent and explain their musical ideas using a or . Melodic ideas: "Pipe Cleaners" BPE "Floor Yarn" BPE Allow students to use yarn, ribbon, pipe cleaners, crayons on paper, and other materials to represent high and low, ascending and descending melodies. Ask students to describe and perform their ideas. Rhythmic ideas: Allow students to use tokens, Legos, small stones and bottle caps to represent long and short sounds, fast and slow sounds, and sound and silence. Ask students to describe K.FL.PC.1c Understand that words are separated by spaces in print; demonstrate correspondence between voice and print. K.W.TTP.2 With prompting and support, use a combination of drawing, dictating, and/or writing to compose informative/explanatory texts.
and perform their rhythmic ideas. Cr3.A Refining Musical Ideas With guidance, using teacher-given vocabulary, apply feedback to refine personal musical ideas. Receive and restate teacher feedback about compositions and improvisations using the teacher's exact words. Assess as students receive and restate feedback about their composition or improvisation using a teacher-created or Previously student compositions from "Pipe Cleaners" BPE, "Floor Yarn" BPE, or similar activities. K.FL.VA.7biii Make real-life connections between words and their use. K.FL.VA.7c Use words and phrases acquired through conversations, reading and being read to, and responding to texts K.W.PDW.5 With guidance and support from adults, respond to questions and suggestions from others and add details to strengthen writing as needed. Cr3.B Demonstrate Musical Ideas With guidance, using created vocal, instrumental, or movement pieces, After applying feedback and refining the work, present a final performance of a student composition. Assess students' ability to apply feedback to refine a composition using a teacher-created or Melodic ideas: "Pipe Cleaners" BPE "Floor Yarn" BPE Allow students to use yarn, ribbon, pipe cleaners, crayons on paper, and other K.FL.VA.7biii Make real-life connections between words and their use. K.FL.VA.7c Use words and phrases acquired through conversations, reading and being read
QUARTER 1 KNOWLEDGE & SKILLS ACTIVITIES/OUTCOMES ASSESSMENTS RESOURCES CORRELATIONS R1.A Musical Preferences With guidance, list personal interests and experiences, explaining musical preference. As a class, with the teacher's guidance, select three favorite songs, fingerplays/ rhymes, or dances that represent what you have learned in music this month [quarter, etc.] Observe as students participate in a group discussion and assess using a teacher-created or K.FL.VA.7biii Make real-life connections between words and their use. K.FL.VA.7c Use words and phrases acquired through conversations, reading and being read to, and responding to texts K.SL.CC.1 Participate with varied peers and adults in collaborative conversations in small or large groups about appropriate Kindergarten topics. R2.A Musical Concepts and Effect With guidance, demonstrate awareness of music concepts (such as same/different Practice starting and stopping with locomotor and movement Follow the leader into room using Locomotor (L) – walking the beat; Observe as students perform steady beat movements while “Stop and Go” STM Gr. 1 Students move while T plays steady beat on UPP or plays a listening selection. When the music stops, students freeze in the shape of the statue displayed. K.FL.VA.7bii Demonstrate understanding of verbs and adjectives by relating them to their opposites. Writing/Vocabulary: Synonyms and Antonyms
sections of music, musical sounds, or simple musical characteristics in a listening selection. non-locomotor (NL) – rocking the beat Explore various NL movements with no beat (bend, twist, rock, shake, nod, etc.) Move (walk vs. run/jog) through shared space, internal tempo as a single student, small group, entire group Explore use of speaking, singing, whispering, and calling voices listening to a variety of recorded music (see Appendix p. 21) and assess them using a teacher-created or . Match recorded vocal timbre samples to picture representations. [See “Sing, Talk, Whisper, Yell” Noreen Cannedy] (Interactive assessment available for free download at Text can be customized to read “call”) “Follow Me” SOM K “Gonna Shake Out My Hands” (See Appendix) “Singing Time” SOM K “Time to Sing” SOM K “Stamping Land” SOM K “Merrily We Roll Along” SOM K “Sing a Song of Sixpence” SOM K Whisper Voice: “Peanut Butter” STM Gr. K “” Eric Carle (School library) Speaking Voice: “” (See Appendix) “Johnny Caught a Flea” SBMM Gr. 1 “Mayflies” SOM K Singing Voice: “Mama Buy Me a China Doll” SBMM K “Five Little Mice” MFLP Briefly brainstorm a list of opposites before teaching “start and stop”. Extend: Help students categorize the list into musical opposites (loud/soft, high/low, etc.) and non-musical opposites (hot/cold, left/right, etc.). Comprehension: Fluency Perform steady beat to recorded songs following teacher’s model. Teacher may choose to model some of the SB motions as moving from left to right in the students’ perspective to reinforce visual tracking used in both music and text reading.
K.FL.F.5 Read with sufficient accuracy and fluency to support comprehension. R3.A Evaluating Artistic Work With guidance, apply personal preferences in the evaluation of music, and discuss a musical performance. With guidance, using vocabulary from a word wall (with images), verbally describe likes and dislikes about a performance, citing reasons. Assess student understanding as they evaluate a musical performance using a teacher-created or Word Wall Whisper Voice: “Peanut Butter” STM Gr. K “” Eric Carle (School library) Speaking Voice: “” (See Appendix) “Johnny Caught a Flea” SBMM Gr. 1 “Mayflies” SOM K Singing Voice: “Mama Buy Me a China Doll” SBMM K “Five Little Mice” MFLP “The Old Gray Cat” SOM K Calling Voice: “Ballad of Cowboy Joe” Music for Little People “The Airplane Ride” Pitch Exploration Stories K.FL.VA.7biii Make real-life connections between words and their use. K.FL.VA.7c Use words and phrases acquired through conversations, reading and being read to, and responding to texts K.FL.SC.6g-Produce and expand complete sentences in shared language activities K.FL.SC.6c Use frequently occurring nouns and verbs when speaking and in shared language activities.
Cn2.A Society, Culture and History Demonstrate an understanding of relationships between music and the other arts, other disciplines, varied contexts, and/or daily life (such as exploring the connection between poems and songs through rhyme). Perform short poems/songs, nursery rhymes, and fingerplays with motions to reinforce words. Discuss ways in which poems and movement can be related to music (e.g. dynamics, phrasing, tempo, etc.) Observe as students demonstrate the connection between music and rhymes and assess using a or . “Something About Me” SOM K “What the Animals Do” and “Five Little Mice” Music For Little People “” (See Appendix) “” (See Appendix) Phonics: Rhyming words Students identify and predict rhyme pairs. K.FL.PA.2a Recognize and begin to produce rhyming words. Phonics: Reinforce sight words using text visuals. K.FL.PWR.3c Read common words by sight. Comprehension: Sequencing, fluency Teacher and students speak poems with a cadence appropriate to the meter, natural rhythm of the words. K.FL.F.5 Read with sufficient accuracy and fluency to support comprehension. frequency
DOMAIN: PERFORM Foundations P1: Select, analyze and interpret artistic work for performance. P2: Develop and refine artistic techniques and work for performance. P3: Convey and express meaning through the presentation of artistic work. KK Q2 PERFORM DOMAIN RESOURCE LIST Book of Pitch Exploration = BPE Share the Music = STM Silver Burdett Making Music = SBMM Songs and Rhymes with Beat Motions = SRBM Spotlight on Music = SOM QUARTER 2 KNOWLEDGE & SKILLS ACTIVITIES/OUTCOMES ASSESSMENTS RESOURCES CORRELATIONS P1.A Musical Concepts With guidance, explore and experience music concepts such as pitch, rhythms, vocal timbres, movement, musical contrasts, textures, sequence and ways to define music. Demonstrate and identify whispering, speaking, shouting, and singing voices Ask students (individual or small group) to recite a simple phrase given by the teacher in a voice type chosen by the teacher or another classmate. Assess students’ ability to use, identify and select from four voices using a teacher-created or . “A Circle of Friends” STM K “Look Who’s Here” SOM K “Voice Choice” SOM K Have children create a vocal "howling wind" sound and perform this as an introduction to "North Winds Blow." SOM K Vocabulary: Using a labeled emoticon chart such as the one found on to help develop vocabulary, encourage students to perform familiar songs or poems in varied vocal timbres as if they were feeling hopeful, afraid, curious, excited, etc. K.SL.PKI.6 With guidance and support,
“Enrichment: Vocal Development” STM K T58 express thoughts, feelings, and ideas through speaking. P1.B Musical Contrasts With guidance, using voices, instruments, or movement, explore and demonstrate awareness of music contrasts in a variety of music selected for performance. Music contrasts for KK include high/low, fast/slow, loud/soft, same/different, upward/downward, jerky/smooth, and heavy/light. Copy teacher-led high/low movement, including statues/body shape Perform poems with high and low speaking voices Imitate slide whistle patterns with voice. Using proper vocal technique, explore ascending and Observe as students respond using body shape and/or movement to a familiar melody played on different registers of the piano (e.g. “The Old Gray Cat” -- tiptoe like mice for high register, crawl like cat for low register.) Assess student understanding using a teacher-created or . Observe as students sing ascending and descending melodic fragments using a teacher-created or . “Good Day Song” SOM K “Grandma’s Glasses” Music for Little People “Faeries and Giants” SOM K T52 Creative Movement “Ice Cream Sundae” Music for Little People “Big Pig” Book of Pitch Exploration by John Feierabend Feierabend Pitch Exploration Cards "The Snowman” SOM K Writing/Vocabulary: Synonyms and Antonyms Briefly brainstorm a list of opposites before exploring “high and low”. Extend: have students categorize them into musical opposites and opposites. K.RI.CS.4 With prompting and support, determine the meaning of words and phrases in a text relevant to a Kindergarten topic or subject area.
descending vocal sounds using iconic notation explore singing ascending/descending melodic patterns. "Trepak" from Nutcracker (KCLKCM) P1.C Musical Context With guidance, using voices, instruments, or movement, demonstrate awareness of expressive qualities (such as voice quality, dynamics, or tempo). Use movement to demonstrate awareness of steady beat in varied tempi. Demonstrate awareness of vocal timbres. Assess as students keep steady beat using a teacher-created or Assess as students differentiate between their four voices using a teacher-created or Use varied levels of body percussion (see cards for more ideas) to keep steady beat. Keeping the Beat CDs: "The Comedians: Epilogue" "Rodeo: Hoe-Down" "Prokofiev: Symphony #1 In D, Op. 25, "Classical" - 3. Gavotta: Non Troppo Allegro" "Poison Timbre Game" Students echo teacher's phrases unless s/he uses the identified "poison" K.RI.CS.4 With prompting and support, determine the meaning of words and phrases in a text relevant to a Kindergarten topic or subject area.
voice. If a student echoes the poison voice, they go to the doctor for a few rounds. P2.A Apply Feedback With guidance, apply feedback to refine performances. Listen to feedback from a teacher or peer and restate it. Assess as students restate and apply appropriate feedback using teacher-created or K.SL.CC.1 Participate with varied peers and adults in collaborative conversations in small or large groups about appropriate Kindergarten topics. When listening to feedback, apply ELA standard K.SL.CC.3 Ask and answer questions in order to seek help, get information, or clarify something that is not understood. P2.B Rehearse and Refine With guidance, use suggested strategies in rehearsal to improve Rehearse and perform steady beat to accompany a song, poem, or listening example using body Assess steady beat competency using a teacher-created or "Here Comes Missus Macaroni" SRBM "Little Johnny Brown" SRBM "Listen, Listen" SRBM K.SL.CC.3 Ask and answer questions in order to seek help, get information, or clarify something that is not understood.
the expressive qualities of music (such as voice quality, dynamics, or tempo). percussion or unpitched percussion. Use strategies to improve singing technique and expression. Assess singing using a teacher-created or "March form Nutcracker" STM 2 "Ifetayo" SOM K K.SL.PKI.6 With guidance and support, express thoughts, feelings, and ideas through speaking. P3.A Singing With guidance, sing alone and with others, with expression. Specified Kindergarten skills: Echo songs, pitch-exploration games, sol-mi and patterns on neutral syllables, simple songs with limited pitches, pentatonic/diatonic melodies, questions/answers, in circle formation. Sing simple songs with narrow range, practicing good vocal tone Sing with others a simple song on pitch. Assess vocal pitch matching using a teacher-created or . Individually echo teacher patterns and/or sing responses, “Seesaw, Margery Daw” SOM K “Allison’s Camel” SOM K “My Pony Macaroni” SBMM Grade 1 “Bounce High, Bounce Low” SBMM Grade 1 “Charlie Over the Water” SBMM 1 (Can be played as a circle game like “Duck Duck Goose” once song is learned.) “Cobbler, Cobbler, Mend My Shoe” SOM K “Gogo” SOM K “Hop, Hop, Hop” SOM K Phonics: Reinforce rhyming words through student identification of rhyming pairs, prediction of future words, and pausing during teacher singing to allow students to fill in the missing word(s). K.FL.PA.2a Recognize and begin to produce rhyming words. Phonics: Once students are familiar with echo responses, challenge students to sing responses that Sol-
P3.B Instruments and Body Percussion With guidance, using body percussion and/or instruments, perform, alone and with others, with expression. Specified Kindergarten skills: Exploring steady beat, iconic notation, chord bordun, with a Imitate teacher performing beat using isolated body parts (non-locomotor) while listening to new musical examples Perform steady beat following iconic notation Continue to explore steady beat using and locomotor movements (walk vs. run/jog) to internal tempo as a single student, small group, entire group Play unpitched instruments as sound color or steady beat Observe as students keep steady beat in a variety of locomotor and non-locomotor ways including body percussion, steady beat movement, walking and running. Assess their beat competence using a teacher-created or . "The Snowman" SOM K "Hanukkah is Here" SOM K "O Tannenbaum" SOM K "March of the Toys from Babes in Toyland (Herbert)" SOM K "Tree of Peace" SOM K "Noble Duke of York” SOM K "I Know an Old Lady" SOM K "Nochebuena" SOM K "Kwanzaa Time” SOM K Acquiring the vocabulary to perform locomotor movements: K.FL.VA.7biv. Distinguish shades of meaning among verbs describing the same general action. Steady beat with iconic notation: K.FL.PC.1 Demonstrate understanding of the organization and basic features of print. a. Follow words from left to right, top to bottom, and page-by-page.
Perform proper technique with pitched and unpitched percussion instruments Observe students' percussion technique and assess using a teacher-created or district provided rubric for or instruments. P3.C Performance Etiquette Perform appropriately for the audience; demonstrate appropriate posture, and evaluate performance etiquette. Display grade-level appropriate applications of performance etiquette skills including watching the conductor, responding to non-verbal cues, maintaining appropriate posture, remaining on-task, refraining from distracting others, and properly acknowledging the audience. Observe student performance etiquette assess using or K.SL.CC.1 Participate with varied peers and adults in collaborative conversations in small or large groups about appropriate Kindergarten topics. K.SL.CC.3 Ask and answer questions in order to seek help, get information, or clarify something that is not understood. P3.D Audience Etiquette Demonstrate appropriate audience Discuss appropriate audience behaviors during a performance. Watch and listen quietly while others are performing. Applaud as appropriate when the Comprehension: Reinforce audience etiquette when students are listening to stories and song
strengthen writing as needed. Cr1.B Varied Timbres With guidance, using voices, body percussion, instruments, and movement, improvise musical ideas (rhythmically and non-rhythmically) to accompany songs, poems, stories, or listening examples. Continue to create actions for descriptive high/low words and sounds in poems and songs Informal Assessment: “Creative Movement” SOM K T293 Assess students’ understanding of using movement to show high and low using a or . “If Things Grew Down” SOM K “Star and Starfish” STM K “The Star Story” STM K "Soundcheck: Higher and Lower Sounds" SOM K K.RL.RRTC.10 – With prompting and support, read stories and poems of appropriate complexity for Kindergarten. Cr2.A Selecting Musical Ideas With guidance, using ideas from songs, poems, or stories for Discuss personal favorite musical ideas (elements, dynamics, timbres, rhythms, etc.) in student improvisation and compositions. Listen to students discuss their favorite musical elements in a given song or piece and assess their participation in the group discussion “The Princess Story” Bob deFrece K.SL.PKI.6 With guidance and support, express thoughts, feelings, and ideas through speaking.
performance, demonstrate, choose, and justify favorite musical ideas. using a or Cr2.B Notating Ideas With guidance, using digital media or pictures to notate a short musical idea, organize personal musical ideas using iconic notation and/or recording technology. Use pictures (line drawings or icons) to represent high and low / ascending and descending sounds in a student-created melody. Assess student's ability to represent and explain their musical ideas using a teacher-created or . "North Winds Blow" (SOM K) After vocally experimenting with howling wind sounds, have students use string or markers (etc.) to notate their chosen melody. K.W.TTP.2 With prompting and support, use a combination of drawing, dictating, and/or writing to compose informative/explanatory texts. Cr3.A Refining Musical Ideas With guidance, using teacher-given vocabulary, apply feedback to refine personal musical ideas. Use teacher's feedback to refine compositions and improvisations. Assess as students receive and apply feedback about their composition or improvisation using a teacher-created or "North Winds Blow" (SOM K) K.W.PDW.5 With guidance and support from adults, respond to questions and suggestions from others and add details to strengthen writing as needed.
Cr3.B Demonstrate Musical Ideas With guidance, using created vocal, instrumental, or movement pieces, demonstrate a final version of musical ideas. After applying feedback and refining the work, present a final performance of a student composition. "North Winds Blow" (SOM K) K.W.PDW.5 With guidance and support from adults, respond to questions and suggestions from others and add details to strengthen writing as needed. DOMAIN: RESPOND Foundations R1: Perceive and analyze artistic work. R2: Interpret intent and meaning in artistic work. R3: Apply criteria to evaluate artistic work. KK Q2 RESPOND DOMAIN RESOURCE LIST Share the Music = STM Silver Burdett Making Music = SBMM Spotlight on Music = SOM QUARTER 2 KNOWLEDGE & SKILLS ACTIVITIES/OUTCOMES ASSESSMENTS RESOURCES CORRELATIONS R1.A Musical Preferences With guidance, list personal interest and experiences explaining musical preference. Share with others personal favorite holiday or other cultural songs, explaining reasons for your preference. Observe as students participate in a group discussion and assess using a teacher-created or "The Snowman" SOM K "Hanukkah is Here" SOM K "O Tannenbaum" SOM K K.SL.PKI.6 With guidance and support, express thoughts, feelings, and ideas through speaking.
“Ifetayo” SOM K "Must Be Santa" SOM K "March of the Toys from Babes in Toyland (Herbert)" SOM K "Tree of Peace" SOM K K.SL.CC.1 Participate with varied peers and adults in collaborative conversations in small or large groups about appropriate Kindergarten topics. R2.A Musical Concepts and Effect With guidance, demonstrate awareness of music concepts (such as same/different sections of music, musical sounds, or simple musical characteristics in a listening selection. Demonstrate the ability to move in response to auditory cue with locomotor and non-locomotor movement (e.g. start and stop, freeze and walk, etc.) Start and stop in response to auditory cues (e.g. beginning and ending of poem or song, teacher starting and stopping playing an instrument) or visual cues. As students perform this task, assess their focus, attention to the conductor, posture and other performance skills using a or . “Gonna Shake Out My Hands” (See Appendix) “What Will You Be on Halloween?” SBMM K (Stand still and sing during vocal sections, walk to steady beat as favorite character or costume on instrumental sections.) Lay a short length of knitting yarn on the ground. Provide small unpitched percussion for students to play as Vocabulary/Phonics: Show students a visual of multiple traffic signs, such as the one found at . Encourage students to identify and read the ones they recognize by sight and use context clues and phonics skills to decipher the ones they do not. Discuss what “auditory” means, and what cues a conductor might use to tell musicians to start and stop. K.RL.IKI.7 -With prompting and support, describe the
Demonstrate awareness of unpitched percussion timbres. Demonstrate awareness of changing tempo in speech/song Identify the sound of a triangle, wood block, and hand drum by holding up the correct shape visual of the instrument: triangle, rectangle, or circle. Assess student mastery of instrument identification using a teacher-created or . Use fast or slow movements to identify the fast or slow changes in a song. Assess student mastery of responding to tempo changes using a one child walks along the yarn. When the child reaches the end and steps off, students stop playing. Repeat the game with new players. “Instrument Game” SOM K “Walk to School” SOM K “I Know an Old Lady” SOM K “See the Pony Galloping” STM Gr. K relationship between illustrations and the story in which they appear (e.g., what moment in a story an illustration depicts). Comprehension: Select timbres that appropriately reflect the characters, plot or setting of a story or song. K.RL.KID.3-With prompting and support, orally identify characters, settings, and major events in a story. Comprehension: After learning the original song “I Know an Old Lady,” do a picture walk through of any of the “Old Lady” series
R3.A Evaluating Artistic Work With guidance, apply personal preferences in the evaluation of music, and discuss a musical performance. With guidance, using vocabulary from a word wall (with images), verbally describe likes and dislikes about a performance, citing reasons. Assess student understanding as they evaluate a musical performance using a teacher-created or Word Wall Any previously-learned repertoire including: "The Snowman" SOM K "Hanukkah is Here" SOM K "O Tannenbaum" SOM K “Ifetayo” SOM K "Must Be Santa" SOM K "March of the Toys from Babes in Toyland (Herbert)" SOM K "Tree of Peace" SOM K K.SL.CC.1 Participate with varied peers and adults in collaborative conversations in small or large groups about appropriate Kindergarten topics. DOMAIN: CONNECT Foundations Cn1: Synthesize and relate knowledge and personal experiences to artistic endeavors. Cn2: Relate artistic ideas and works with societal, cultural, and historical context. KK Q2 CONNECT DOMAIN RESOURCE LIST Silver Burdett Making Music = SBMM Spotlight on Music = SOM
QUARTER 2 KNOWLEDGE & SKILLS ACTIVITIES/OUTCOMES ASSESSMENTS RESOURCES CORRELATIONS Cn1.A Music and Personal Experiences Demonstrate how interests, knowledge, and skills relate to personal choices and intent when creating performing, and responding to music (such as expressing personal preferences in music or how music is used in daily life). Discuss how music is used to celebrate various fall/winter holidays. Observe as students participate in a group discussion and assess using a teacher-created or “What Will You Be on Halloween?” SBMM K "The Snowman" SOM K "Hanukkah is Here" SOM K "O Tannenbaum" SOM K “Ifetayo” SOM K "Must Be Santa" SOM K "March of the Toys from Babes in Toyland (Herbert)" SOM K "Tree of Peace" SOM K "Kwanzaa Time” SOM K "Must Be Santa" SOM K "Ifetayo" SOM K K.SL.CC.1 Participate with varied peers and adults in collaborative conversations in small or large groups about appropriate Kindergarten topics. Cn2.A Society, Culture and History Demonstrate understanding of relationships between music and the other arts, other disciplines, Continue to perform short poems, nursery rhymes and fingerplays with motions to reinforce words. Discuss ways that poems and movement can relate to musical elements. (e.g. Observe as students demonstrate the connection between music and rhymes and assess using a or . “Grandma’s Glasses” Music for Little People Phonics: Rhyming words (Students identify and predict rhyme pairs) Comprehension: Sequencing, fluency (Speak poems with a cadence appropriate to
QUARTER 3 KNOWLEDGE & SKILLS ACTIVITIES/OUTCOMES ASSESSMENTS RESOURCES CORRELATIONS P1.A Musical Concepts With guidance, explore and experience music concepts such as pitch, rhythms, vocal timbres, movement, musical contrasts, textures, sequence and ways to define music. Explore ascending and descending melodies in a song. Assess as students explore ascending and descending melodies using a teacher-created or "Martin Luther King" SOM K "Kum Ba Yah" SOM K "The Farmer in the Dell" SOM K "New Shoes" OS2 "Old King Glory" MFLP "Alley-Alley-O" MFLP K.FL.VA.7b With guidance and support from adults, explore word relationships and nuances in word meanings. i. Sort common objects into categories to gain a sense of the concepts the categories represent. Ii. Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites. Iii. Make real life connections between words and their use. Iv. Distinguish shades of meaning among verbs describing the same general action
P1.B Musical Contrasts With guidance, using voices, instruments, or movement, explore and demonstrate awareness of music contrasts in a variety of music selected for performance. Music contrasts for KK include high/low, fast/slow, loud/soft, same/different, upward/downward, jerky/smooth, and heavy/light. Perform rhymes/short poems naturally spoken in simple (2/4) and compound (6/8) duple meter Perform rhymes/short poems using high/low, soft/loud voices. Demonstrate contrasting movement upward/downward, jerky/smooth, heavy /light. Listen to students perform rhymes and short poems in 2/4 and 6/8. Assess using a teacher-created or . 2/4: “Deedle Deedle Dumpling” SOM K “Wee Willie Winkie” SOM K “Pat a Cake” “Hey Diddle Diddle” 6/8: “Ring Around the Rosy” SOM K “Little Miss Muffet” “Humpty Dumpty” “Jack be Nimble” "All in One" Music for Creative Dance “Jeremiah Blow the Fire” (Traditional Rhyme) Comprehension: Fluency Have ½ of the students maintain a steady beat on body percussion or instruments to encourage fluency while the other ½ performs the rhyme. Vocabulary: Sight Words Use a nursery rhyme visual such as the one found at to allow students to circle sight words, OR this interactive visual to allow students to complete the phrases. K.FL.PWR.3 Know and apply grade level phonics and word analysis skills when decoding isolated words and in connected text.
(change from running/jogging to galloping) “Humpty Dumpty” (the king’s horsemen gallop across the castle bridge) “The Magical Musical Bridge” STM Gr. K “The Kangaroo” SOM K “Hop, Hop, Hop” SOM K “Y Ahora Vamos a Cantar” SOM K “Popcorn” RM 7 (teacher-led movement) varied ways to the steady beat as they listen to recorded music. K.FL.VA.7c Use words and phrases acquired through conversations, reading and being read to, and responding to texts P2.A Apply Feedback With guidance, apply feedback to refine performances. Listen to feedback from a teacher or peer and restate it in your own words. Assess as students restate and apply appropriate feedback using teacher-created or K. SL.CC.1 Participate with varied peers and adults in collaborative conversations in small or large groups about appropriate Kindergarten topics
P2.B Rehearse and Refine With guidance, use suggested strategies in rehearsal to improve the expressive qualities of music (such as voice quality, dynamics, or tempo). Rehearse and perform steady beat to accompany a song, poem, or listening example using body percussion or unpitched percussion. Refine vocal performances of echo songs. Assess students' steady beat competency using a teacher-created or . Assess students' vocal competency using a teacher-created or "Don't Get Around Much Anymore" SBMM 1 "A-tisket, A-tasket (listening)" STM 1 "Sliding" RM1 "Pata Pata" RM6 "Come Along" BES "Candy Man" BES “Hoo, Hoo” SOM 1 "Down by the Bay" SBMM 1 K. SL.CC.2 Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. P3.A Singing With guidance, sing alone and with others, with expression. Specified Kindergarten skills: Echo songs, pitch-exploration games, sol-mi and patterns on neutral syllables, simple songs with Use good vocal tone while performing pentatonic and diatonic songs and singing games Echo songs using and la-sol-mi patterns. Sing songs using pentatonic/diatonic melodies. Sing phrases of “One, Two Tie My Shoe”. Teacher assesses individual students using a teacher-created or . “The Muffin Man” SOM K “I Got Shoes” SOM K “One, Two Tie My Shoe” SOM K “Going on a Picnic” SBMM Gr. K “Did You Feed My Cow?” Music For Little People “The Bus” SOM K “The Bear Went Over the Mountain” SOM K Vocabulary: Sight Words Use visuals to allow students to identify and circle sight words. K. FL.PWR.3 Know and apply grade level phonics and word analysis skills when decoding isolated words and in connected text. c. Read common high
limited pitches, pentatonic/diatonic melodies, questions/answers, in circle formation. “Tengo, Tengo, Tengo” SOM K “Hokey Pokey” SOM K “This Is What I Can Do” SOM K The Book of Beginning Circle Games frequency words by sight d. Decode regularly spelled CVC words. e. Distinguish between similarly spelled words by identifying the letters that differ Comprehension: Fluency Use storybook versions of familiar songs such as “Wheels on the Bus” to reinforce lyrics and motions with images and text. Try versions by Paul Zelinsky or James Dean or any version available in your school library. K. SL.PKI.4 Describe familiar people, places, things, and events, and, with prompting and
support, provide additional detail. P3.B Instruments and Body Percussion With guidance, using body percussion and/or instruments, perform, alone and with others, with expression. Specified Kindergarten skills: Exploring steady beat, iconic notation, chord bordun, with a Perform chord bordun (steady beat) accompaniment for a pentatonic song using appropriate mallet technique Perform proper technique with pitched and unpitched percussion instruments Dramatize nursery rhymes using speaking/singing voices, movement, and unpitched instruments Observe as students play a steady beat chord bordun to accompany a pentatonic song. Assess their technique using a teacher-created or . Observe students' percussion technique and assess using a teacher-created or district provided rubric for or instruments. Observe as individual or small groups of students play long/short and or fast/slow sounds appropriate for a song, story, poem or recorded selection. “Bickle Bockle” (Game) SOM K “Ring Around the Rosy” Tyme for a Rhyme "Starlight" OS1 "We are Playing in the Forest" SOM K "Bell Horses" SOM K "Engine, Engine" OS1 "Allison's Camel" SBMM K "Two Little Sausages" STM 2 “Little Ducky Duddle” SOM K Phonics/Letter Recognition “Bickle Bockle”: During the singing of the song, some students play bordun while others sit in the circle. One child (“it”) stands in the center and points to students on steady beat, until the word “me”. That student calls out a letter of the alphabet and each student going around the circle must name a word that begins with that letter. The first person who cannot think of a word is the new “it”. K.FL.PWR.3 Know and apply grade
Assess using a or . Use the perform rubric for this domain/skill. level phonics and word analysis skills when decoding isolated words and in connected text. a. Demonstrate knowledge of one to one letter sound correspondence by producing the most frequent sound for each consonant. P3.C Performance Etiquette Perform appropriately for the audience; demonstrate appropriate posture, and evaluate performance etiquette. Display grade-level appropriate applications of performance etiquette skills including watching the conductor, responding to non-verbal cues, maintaining appropriate posture, remaining on-task, refraining from distracting others, and properly Observe student performance etiquette assess using or K. FL.VA.7b With guidance and support from adults, explore word relationships and nuances in word meanings.
acknowledging the audience. P3.D Audience Etiquette Demonstrate appropriate audience behavior, and evaluate student behavior during a performance. Discuss appropriate audience behaviors during a performance and how they affect performers and the performance. Watch and listen quietly while others are performing. Applaud as appropriate when the performance is over. Observe student behavior during performances and assess using a teacher-created or Comprehension: Reinforce audience etiquette when students are listening to stories and song tales in the music room to develop real world contexts and connections. K. FL.VA.7c. Make real life connections between words and their use. d. Distinguish shades of meaning among verbs describing the same general action. DOMAIN: CREATE Foundations Cr1: Generate and conceptualize artistic ideas and work. Cr2: Organize and develop artistic ideas and work. Cr3: Refine and complete artistic work. KK Q3 CREATE DOMAIN RESOURCE LIST Orff Source = OS Silver Burdett Making Music = SBMM Spotlight on Music = SOM
Use tokens, stickers, pictures, Legos, etc. to notate steady beat, short and long sounds, fast and slow sounds. Cr3.A Refining Musical Ideas With guidance, using teacher-given vocabulary, apply feedback to refine personal musical ideas. Use teacher's feedback to refine and improve compositions and improvisations. Assess as students receive and apply feedback about their composition or improvisation using a teacher-created or "Choo Choo Train” OS 2 "Starlight" OS 1 [student-created B sections] K.SL.CC.1 Participate with varied peers and adults in collaborative conversations in small or large groups about appropriate Kindergarten topics . Cr3.B Demonstrate Musical Ideas With guidance, using vocal, instrumental, or movement pieces, demonstrate a final After applying feedback and refining the work, present a final performance of a student composition. Assess as students apply feedback about their composition or improvisation using a teacher-created or "Choo Choo Train” OS 2 "Starlight" OS 1 “Hickory Dickory Dock” SOM K “Humpty Dumpty” SOM K “Little Miss Muffet” SOM K K.SL.PKI.4 Describe familiar people, places, things, and events, and, with prompting and support, provide additional detail.
version of musical ideas. "Wee Willie Winkie” SOM K [student-created B sections] DOMAIN: RESPOND Foundations R1: Perceive and analyze artistic work. R2: Interpret intent and meaning in artistic work. R3: Apply criteria to evaluate artistic work. KK Q3 RESPOND DOMAIN RESOURCE LIST Kids Can Listen, Kids Can Move = KCLKCM Share the Music = STM Silver Burdett Making Music – SBMM Spotlight on Music = SOM QUARTER 3 KNOWLEDGE & SKILLS ACTIVITIES/OUTCOMES ASSESSMENTS RESOURCES CORRELATIONS R1.A Musical Preferences With guidance, list personal interest and experiences explaining musical preference. As a class, with the teacher's guidance, select three favorite songs, fingerplays/ rhymes, or dances that represent what you have learned in music this month [quarter, etc.] Observe as students participate in a group discussion and assess using a or K. SL.PKI.4 Describe familiar people, places, things, and events, and, with prompting and support, provide additional detail.
to the sections represented visually with icons. Listen to and describe music with loud and soft dynamic levels Identify vocal vs. instrumental music in a recording (letters or shapes) as they perform and assess using a or . Or Observe as students use movement and/or body percussion to identify same and different sections and assess their understanding using a teacher-created or Observe as student use movement to identify the loud and soft sections while listening to a piece of music and assess their understanding using a teacher-created or Observe as students stand in place during sections that have Beat Activity (not dance) “Yankee Doodle” RM2 “March” KCLKCM “Nampaya Omame” SOM K “Little Train of the Caipira” SOM K "Fall (Allegro) from The Four Seasons (Concerto No. 3 in F Major) (excerpt) (Vivaldi)" SOM K “Butterfly” STM Gr. 1 in scattered arrangement. During the A section, students walk to the steady beat. During the contrasting sections, students freeze and point to the card that shows the appropriate day of the week. K.RL.IKI.9 With prompting and support, orally compare and contrast the adventures and experiences of characters in familiar stories. Phonics/Letter recognition While students walk during instrumental sections of “Butterfly”, have them flutter and fly like butterflies and “land on” (pause near)
responding to music (such as expressing personal preferences in music or how music is used in daily life). performing, and responding to music K.FL.VA.7c Use words and phrases acquired through conversations, reading and being read to, and responding to texts. K.SL.CC.1 Participate with varied peers and adults in collaborative conversations in small or large groups about appropriate Kindergarten topics. Cn2.A Society, Culture and History Demonstrate understanding of relationships between music and the other arts, other disciplines, varied contexts, and/or daily life (such as exploring the connection between Explore emotions and imagery through body shapes and movement, (e.g. jump like a frog, move as if sleepy) Dramatize nursery rhymes using speaking/singing voices, movement, and unpitched instruments. Assess as students use movement to dramatize literary and musical concepts using a teacher-created or Observe as students demonstrate the connection between “Forgotten Dreams” Kids Can Listen, Kids Can Move / paired with “The Snowy Day” Ezra Jack Keats Mother Goose Nursery Rhymes: "Baa, Baa, Black Sheep" "Old King Cole" Comprehension: Sequencing Use “Re-telling Sticks” to help students plan their own performance and dramatization of these stories. This resource is a free download at the following link: K.RL.RRTC.10 With prompting and support,
QUARTER 4 KNOWLEDGE & SKILLS ACTIVITIES/OUTCOMES ASSESSMENTS RESOURCES CORRELATIONS P1.A Musical Concepts With guidance, explore and experience music concepts such as pitch, rhythms, vocal timbres, movement, musical contrasts, textures, sequence and ways to define music. Perform poems/songs in AA' form, where A' is the rhythm of the words using body percussion and unpitched percussion. Assess students' ability to perform and label sections that are similar using a or "Bickle Bockle" SOM K "Bye Baby Bunting" TRTC "See-saw Sacaradown" TRTC Mother Goose Nursery Rhymes K.FL.VA.7b With guidance and support from adults, explore word relationships and nuances in word meanings. i. Sort common objects into categories to gain a sense of the concepts the categories represent. Ii. Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites. Iii. Make real life connections between words and their use. Iv. Distinguish shades of meaning among verbs describing the same general action
P1.B Musical Contrasts With guidance, using voices, instruments, or movement, explore and demonstrate awareness of music contrasts in a variety of music selected for performance. Musical contrasts for KK include high/low, fast/slow, loud/soft, same/different, upward/downward, jerky/smooth, and heavy/light. Perform music and movement in AB and ABA form that demonstrates contrasts including high/low, fast/slow, loud/soft, same/different, upward/downward, jerky/smooth, and heavy/light. Assess students' ability to perform an label sections that are the same and different using a teacher-created or "Yankee Doodle" RM 2 (Jump in place on A and skip on B) "Tick Tock" OS 2 (Slow and Fast; metered and unmetered) "Parade From Divertissement From Un Chapeau De Paille D'italie (Ibert)" SOM K (move to show loud and soft) "A Tisket, A Tasket" STM 1 (not listening selection) "Sally Go Round the Sun" IAKOWKMM "Diddley Diddley Dumpty" TRTC K.FL.PWR.3 Know and apply grade level phonics and word analysis skills when decoding isolated words and in connected text. a. Demonstrate knowledge of one to one letter sound correspondence by producing the most frequent sound for each consonant b. Associate the long and short phonemes with common spellings for the five major vowels c. Read common high frequency words by sight. K. RL.IKI.9 With prompting and support, orally compare and contrast the adventures and
With guidance, apply feedback to refine performances. restate it in your own words and apply the feedback to improve your next performance. appropriate feedback using teacher-created or peers and adults in collaborative conversations in small or large groups about appropriate Kindergarten topics P2.B Rehearse and Refine With guidance, use suggested strategies in rehearsal to improve the expressive qualities of music (such as voice quality, dynamics, or tempo). Rehearse and refine a chord bordun accompaniment to a song, or poem. Refine vocal performances of simple songs with narrow range. Assess students' performance of bordun accompaniments using a teacher-created or Observe as students sing alone and with others and assess using a teacher-created or . "Merlin" SIR "The Queen of Hearts" SRA "Pease Porridge Hot" OS "Bluebells" OS "One Potato" OS "Aiken Drum" SRBM "All Around the Brickyard" SRBM K. SL.CC.2 Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. P3.A Singing With guidance, sing alone and with others, with expression. Specified Kindergarten skills: Echo songs, During singing games, use good vocal tone while performing simple pentatonic and diatonic songs with narrow range Observe as students sing alone and with others and assess using a teacher-created or . “Old MacDonald” SOM K “London Bridge” SOM K “The Farmer in the Dell” SOM K “Cake! Cake! Cake!” SBMM K Vocabulary: Sight Words Prepare a set of cards with animal names and a corresponding set with animal sounds. Allow volunteers to choose the next verse
pitch-exploration games, sol-mi and patterns on neutral syllables, simple songs with limited pitches, pentatonic/diatonic melodies, questions/answers, in circle formation. "Who has the Penny?" SBMM K "Doggie, Doggie" OS of Old MacDonald by correctly matching an animal name to its sound, or play a silly version in which animals make sounds that don’t match. K. FL.PWR.3 Know and apply grade level phonics and word analysis skills when decoding isolated words and in connected text. c. Read common high frequency words by sight d. Decode regularly spelled CVC words. e. Distinguish between similarly spelled words by identifying the letters that differ P3.B Instruments and Body Percussion Continue to perform rhymes and fingerplays in simple (2/4) and compound (6/8) duple meter with motions or Observe as students perform rhymes and fingerplays in simple (2/4) and compound (6/8) duple meter with “School Is Over” SOM K “Toaster Time” SBMM K Phonics: Identify and predict rhyming words
With guidance, using body percussion and/or instruments, perform, alone and with others, with expression. Specified Kindergarten skills: Exploring steady beat, iconic notation, chord bordun, with a body percussion to reinforce words ("Special words") Perform proper technique with pitched and unpitched percussion instruments Continue to perform chord bordun accompaniment for a pentatonic song using appropriate mallet technique motions or body percussion to reinforce words and assess using a teacher-created or Observe students' percussion technique and assess using a teacher-created or district provided rubric for or instruments. “Music Skills 2b” SOM K T184 Observe as students play a chord bordun accompaniment and assess their mastery using a teacher-created or . "Mr. Lynn" FAS "Two Little Houses" FAS "One, Two, Buckle My Shoe" TFAR " I See the Moon" OS “Hop, Hop, Hop” SOM K Phonics: Reinforce sight words using text visuals. Fluency: Teacher and students speak poems with a cadence appropriate to the meter, natural rhythm of the words. K.FL.PWR.3 Know and apply grade level phonics and word analysis skills when decoding isolated words and in connected text. a. Demonstrate knowledge of one to one letter sound correspondence by producing the most frequent sound for each consonant. b. Associate the
K.W.PDW.4 With guidance and support, produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade specific expectations for writing types are defined in standards above.) P3.C Performance Etiquette Perform appropriately for the audience; demonstrate appropriate posture, and evaluate performance etiquette. Display grade-level appropriate applications of performance etiquette skills including watching the conductor, responding to non-verbal cues, maintaining appropriate posture, remaining on-task, refraining from distracting others, and Observe student performance etiquette assess using or
opposites. c. Make real life connections between words and their use. d. Distinguish shades of meaning among verbs describing the same general action. DOMAIN: CREATE Foundations Cr1: Generate and conceptualize artistic ideas and work. Cr2: Organize and develop artistic ideas and work. Cr3: Refine and complete artistic work. KK Q4 CREATE DOMAIN RESOURCE LIST Fingerplays and Action Songs = FAS First Steps in Music = FSIM QUARTER 4 KNOWLEDGE & SKILLS ACTIVITIES/OUTCOMES ASSESSMENTS RESOURCES CORRELATIONS Cr1. A Musical Concepts With guidance, explore and experience music concepts such as pitch, short rhythms, different vocal timbres, movement, musical contrasts, Echo, explore, and create improvised rhythms in 2/4 and 6/8 meter. Assess as students create simple rhythms using a or Create a B section for a poem using rhythmic improvisation. "Ten Little Soldiers" FAS (2/4) "Whisky Frisky" FAS (6/8) "Mouse Mousie" OS K.SL.PKI.6 With guidance and support, express thoughts, feelings, and ideas through speaking. K.SL.PKI.5
iconic notation and/or recording technology. Use tokens, stickers, pictures, Legos, etc. to notate steady beat, short and long sounds, fast and slow sounds. "I Had a Little Rooster" FSIM "There Was a Man and He Was Mad" FSIM "The Tailor and the Mouse" FSIM "Momma, Buy Me A China Doll" FSIM "The Frog and the Mouse” FSIM Cr3.A Refining Musical Ideas With guidance, using teacher-given vocabulary, apply feedback to refine personal musical ideas. Use teacher or peer's feedback to refine and improve compositions and improvisations. Assess as students receive and apply feedback about their composition or improvisation using a teacher-created or Refer to the portions of the following songs and activities: "Ten Little Soldiers" FAS "Whisky Frisky" FAS "I Had a Little Rooster" FSIM "There Was a Man and He Was Mad" FSIM "The Tailor and the Mouse" FSIM "Momma, Buy Me A China Doll" FSIM K.SL.CC.1 Participate with varied peers and adults in collaborative conversations in small or large groups about appropriate Kindergarten topics created
R2: Interpret intent and meaning in artistic work. R3: Apply criteria to evaluate artistic work. Silver Burdett Making Music = SBMM Spotlight on Music = SOM QUARTER 4 KNOWLEDGE & SKILLS ACTIVITIES/OUTCOMES ASSESSMENTS RESOURCES CORRELATIONS R1.A Musical Preferences With guidance, list personal interest and experiences explaining musical preference. As a class, with the teacher's guidance, select three favorite songs, fingerplays/ rhymes, or dances that represent what you have learned in music this month [quarter, etc.] Observe as students participate in a group discussion and assess using a teacher-created or K.SL.CC.1 Participate with varied peers and adults in collaborative conversations in small or large groups about appropriate Kindergarten topics. R2.A Musical Concepts and Effect With guidance, demonstrate awareness of music concepts (such as same/different sections of music, musical sounds, or simple musical Continue to perform pieces with same and different sections (AB, ABA form) using songs/poems, movement, body percussion, instruments or sections represented visually with icons to demonstrate awareness of same/different sections in a musical Observe as students individually describe what makes the sections of music with AB or ABA form same and different (loud/soft, fast/slow, vocal/instrumental, speech/song) using speech, song, movement. Ask them to show the form using icons or point to teacher-created icons “Simi Yadech” SOM K “Git on Board” SOM K “Lady Lady” SOM K “Jack Be Nimble” SOM K “Waltzing Cat” (Listening) SOM K “Radetzky March” SOM K “Hunt the Cows” STM Gr. 1 “Run, Run!” Kids Can Listen, Kids Can Move Comprehension: Story sequencing Read the story given for “Run, Run” in Kids Can Listen Kids Can Move, then do the movement activity. While helping students recall the story sequence, note the musical form on the whiteboard or using
characteristics in a listening selection. selection. (AB and ABA) Demonstrate awareness of like and different sections of music in a simple rondo. (Rondo) Respond to show awareness of loud and soft using speech (letters or shapes) as they perform and assess using a or . Observe as students show same and different sections in a musical selection using contrasting movement and assess their understanding using a teacher-created or . “Walking the Dog” SOM1 “Eine Kleine Nachtmusik” SOM K “Colonel Bogey March” Kids Can Listen, Kids Can Move “Lieutenant Kije” Kids Can Listen, Kids Can Move (ABACABA) "All in One" Music for Creative Dance “Radetzky March” SOM K foam shapes to create a listening map. Comprehension: Story Sequencing, Writing Access the listening map for “Walking the Dog” at the following link: (scroll to the bottom). Then ask students to create a story for the pictured scenario. K. SL.PKI.4 Describe familiar people, places, things, and events, and, with prompting and support, provide additional detail. Vocabulary: Sight Words Create a print-rich classroom environment by labeling manipulatives
word relationships and nuances in word meanings. ii. Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their Opposites. iv. Distinguish shades of meaning among verbs describing the same general action R3.A Evaluating Artistic Work With guidance, apply personal preferences in the evaluation of music, and discuss a musical performance. With guidance, using vocabulary from a word wall (with images), verbally describe likes and dislikes about a performance, citing reasons. Assess student understanding as they evaluate a musical performance using a teacher-created or Word Wall Any previously-learned repertoire including: "Momma, Buy Me A China Doll" FSIM "The Frog and the Mouse” FSIM "Mouse Mousie" OS K.FL.VA.7b With guidance and support from adults, explore word relationships and nuances in word meanings. i. Sort common objects into categories to gain a sense of the concepts the categories represent. ii. Demonstrate understanding of