|MU.1.C.1.1:|| Respond to specific, teacher-selected musical characteristics in a song or instrumental piece.|
e.g., beat, rhythm, phrasing, dynamics, tempo
|MU.1.C.1.2:|| Respond to music from various sound sources to show awareness of differences in musical ideas.|
e.g., moods, images
|MU.1.C.1.3:|| Classify instruments into pitched and unpitched percussion families. |
e.g., xylophone, glockenspiel, woodblock, tambourine
|MU.1.C.1.4:|| Differentiate between music performed by one singer and music performed by a group of singers. |
|MU.1.C.2.1:|| Identify the similarities and differences between two performances of a familiar song.|
e.g., tempo, lyrics/no lyrics, style
|MU.1.C.3.1:|| Share different thoughts or feelings people have about selected pieces of music. |
|MU.1.F.1.1:|| Create sounds or movement freely with props, instruments, and/or found sounds in response to various music styles and/or elements. |
e.g., staccato/legato, phrasing, melodic direction, steady beat, rhythm; props: use scarves, ribbon sticks, fabric shapes
|MU.1.F.2.1:|| Describe how he or she likes to participate in music.|
e.g., sing with a family member or friend, make up songs, tap rhythms, play a musical instrument
|MU.1.F.3.1:|| Demonstrate appropriate manners and teamwork necessary for success in a music classroom.|
e.g., take turns, share, be a good listener, be respectful, display good manners
|MU.1.H.1.1:|| Perform simple songs, dances, and musical games from a variety of cultures.|
e.g., nursery rhymes, singing games, play parties, folk dances
|MU.1.H.1.2:|| Explain the work of a composer. |
|MU.1.H.2.1:|| Identify and perform folk music used to remember and honor America and its cultural heritage.|
e.g., "This Land is Your Land," "Short'nin' Bread," "America"
|MU.1.H.3.1:|| Explore the use of instruments and vocal sounds to replace or enhance specified words or phrases in children's songs, choral readings of poems and stories, and/or chants.|
e.g., rhyming words, vowel sounds, characters, setting, mood
|MU.1.O.1.1:|| Respond to contrasts in music as a foundation for understanding structure.|
e.g., high/low, fast/slow, long/short, phrases
|MU.1.O.1.2:|| Identify patterns of a simple, four-measure song or speech piece. |
e.g., AABA, ABCA, ABAC
|MU.1.O.3.1:|| Respond to changes in tempo and/or dynamics within musical examples. |
|MU.1.S.1.1:|| Improvise a four-beat response to a musical question sung or played by someone else.|
e.g., melodic, rhythmic
|MU.1.S.1.2:|| Create short melodic and rhythmic patterns based on teacher-established guidelines. |
|MU.1.S.2.1:|| Sing or play songs, which may include changes in verses or repeats, from memory. |
|MU.1.S.3.1:|| Sing simple songs in a group, using head voice and maintaining pitch.|
e.g., folk songs, finger-plays, call-and-response, echo songs
|MU.1.S.3.2:|| Play three- to five-note melodies and/or accompaniments on classroom instruments. |
|MU.1.S.3.3:|| Sing simple la-sol-mi patterns at sight.|
e.g., reading from hand signs or iconic representations
|MU.1.S.3.4:|| Match simple aural rhythm patterns in duple meter with written patterns.|
e.g., quarter note/rest, beamed eighth notes
|MU.1.S.3.5:|| Show visual representation of simple melodic patterns performed by the teacher or a peer.|
e.g., draw, body/hand signs, manipulatives, la-sol-mi
|LAFS.1.RL.2.4 (Archived Standard):|| Identify words and phrases in stories or poems that suggest feelings or appeal to the senses. |
|LAFS.1.SL.1.2 (Archived Standard):|| Ask and answer questions about key details in a text read aloud or information presented orally or through other media. |
|LAFS.1.SL.1.3 (Archived Standard):|| Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. |
|DA.1.O.3.1:|| Create movement phrases to express a feeling, idea, or story. |
|DA.1.S.3.4:|| Demonstrate acuity in transferring given rhythmic patterns from the aural to the kinesthetic.|
e.g., verbalized rhythm transferred to the feet
|PE.1.C.2.1:|| Identify the critical elements of locomotor skills.|
Some examples of critical elements of locomotor skills are step-hop for skipping and use of one foot for hopping.
|PE.1.C.2.2:|| Identify safety rules and procedures for teacher-selected physical activities.|
An example of a safety procedure is having students stand a safe distance away from a student swinging a bat during striking activities.
|ELD.K12.ELL.SI.1:|| English language learners communicate for social and instructional purposes within the school setting. |
|HE.1.B.5.3:|| Explain the consequences of not following rules/practices when making healthy and safe decisions.|
Tooth decay and environmental damage.
|TH.1.S.1.3:|| Explain personal preferences related to a performance. |
Access Courses: Access courses are intended only for students with a significant cognitive disability. Access courses are designed to provide students with access to the general curriculum. Access points reflect increasing levels of complexity and depth of knowledge aligned with grade-level expectations. The access points included in access courses are intentionally designed to foster high expectations for students with significant cognitive disabilities.
Access points in the subject areas of science, social studies, art, dance, physical education, theatre, and health provide tiered access to the general curriculum through three levels of access points (Participatory, Supported, and Independent). Access points in English language arts and mathematics do not contain these tiers, but contain Essential Understandings (or EUs). EUs consist of skills at varying levels of complexity and are a resource when planning for instruction.
The purpose of this course is to enable students with disabilities to develop awareness and appreciation of the visual and performing arts. Art instruction includes experimenting with a variety of concepts and ideas in art while using materials correctly and safely to convey personal interests. Students learn to use accurate art vocabulary during the creative process to describe and talk about their work. Observation skills, prior knowledge and art criticism skills are employed to reflect on and interpret works of art. During the creative process, students use accurate art terms and procedures, as well as time-management and collaborative skills.
English Language Development ELD Standards Special Notes Section:
Teachers are required to provide listening, speaking, reading and writing instruction that allows English language learners (ELL) to communicate information, ideas and concepts for academic success in the content area of Language Arts. For the given level of English language proficiency and with visual, graphic, or interactive support, students will interact with grade level words, expressions, sentences and discourse to process or produce language necessary for academic success. The ELD standard should specify a relevant content area concept or topic of study chosen by curriculum developers and teachers which maximizes an ELL’s need for communication and social skills. To access an ELL supporting document which delineates performance definitions and descriptors, please click on the following link: .
For additional information on the development and implementation of the ELD standards, please contact the Bureau of Student Achievement through Language Acquisition at email@example.com.