|MU.2.C.1.1:|| Identify appropriate listening skills for learning about musical examples selected by the teacher.|
e.g., listen for form, voices/instruments; organize thoughts using listening maps, active listening, checklists
|MU.2.C.1.2:|| Respond to a piece of music and discuss individual interpretations.|
e.g., move, write, draw, describe, gesture
|MU.2.C.1.3:|| Classify unpitched instruments into metals, membranes, shakers, and wooden categories. |
|MU.2.C.1.4:|| Identify child, adult male, and adult female voices by timbre. |
|MU.2.C.2.1:|| Identify strengths and needs in classroom performances of familiar songs. |
|MU.2.C.3.1:|| Discuss why musical characteristics are important when forming and discussing opinions about music.|
e.g., tempo, rhythm, dynamics, instrumentation
|MU.2.F.1.1:|| Create a musical performance that brings a story or poem to life.|
e.g., sound carpets, original stories and poems, literary works
|MU.2.F.2.1:|| Describe how people participate in music.|
e.g., singing with family or friends, school music classes, live concerts, parades, sound recordings, video games, movie soundtracks, television and radio commercials
|MU.2.F.3.1:|| Collaborate with others in a music presentation and discuss what was successful and what could be improved.|
e.g., take turns, share, be a good listener, be respectful, display good manners, work well in cooperative learning groups
|MU.2.H.1.1:|| Perform songs, musical games, dances, and simple instrumental accompaniments from a variety of cultures.|
e.g., multi-cultural and classroom pitched or non-pitched instruments; bordun, ostinato
|MU.2.H.1.2:|| Identify the primary differences between composed and folk music. |
|MU.2.H.2.1:|| Discuss how music is used for celebrations in American and other cultures.|
e.g., birthdays, New Year, national and religious holidays
|MU.2.H.3.1:|| Perform and compare patterns, aurally and visually, found in songs, finger plays, or rhymes to gain a foundation for exploring patterns in other contexts. |
|MU.2.O.1.1:|| Identify basic elements of music in a song or instrumental excerpt.|
e.g., melody, rhythm, pitch, form
|MU.2.O.1.2:|| Identify the form of a simple piece of music.|
e.g., AB, ABA, call-and-response
|MU.2.O.3.1:|| Describe changes in tempo and dynamics within a musical work. |
|MU.2.S.1.1:|| Improvise short phrases in response to a given musical question. |
|MU.2.S.1.2:|| Create simple ostinati to accompany songs or poems. |
|MU.2.S.2.1:|| Sing or play songs, which may include changes in dynamics, lyrics, and form, from memory. |
|MU.2.S.3.1:|| Sing songs in an appropriate range, using head voice and maintaining pitch. |
|MU.2.S.3.2:|| Play simple melodies and/or accompaniments on classroom instruments. |
|MU.2.S.3.3:|| Sing simple la-sol-mi-do patterns at sight.|
e.g., reading from hand signs and/or iconic or traditional representations
|MU.2.S.3.4:|| Compare aural melodic patterns with written patterns to determine whether they are the same or different.|
e.g., la-sol-mi-do; quarter note/rest, beamed eighth notes
|MU.2.S.3.5:|| Show visual, gestural, and traditional representation of simple melodic patterns performed by someone else.|
e.g., draw, body/hand signs, manipulatives, la-sol-mi
|PE.2.C.2.2:|| Identify safety rules and procedures for 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.
|PE.2.M.1.9:|| Perform one folk or line dance accurately.|
An example of a line dance is the Electric Slide.
|PE.2.R.6.2:|| Discuss the relationship between skill competence and enjoyment. |
|PE.2.R.6.3:|| Identify ways to contribute as a member of a cooperative group. |
|LAFS.2.RI.1.1 (Archived Standard):|| Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. |
|LAFS.2.SL.1.2 (Archived Standard):|| Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. |
|LAFS.2.SL.1.3 (Archived Standard):|| Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. |
|DA.2.O.3.1:|| Use movement to interpret feelings, stories, pictures, and songs. |
|ELD.K12.ELL.SI.1:|| English language learners communicate for social and instructional purposes within the school setting. |
|HE.2.B.5.3:|| Compare the consequences of not following rules/practices when making healthy and safe decisions.|
Negative emotions, accidents, injuries, and pollution.
|TH.2.C.1.1:|| Describe a character in a story and tell why the character is important to the story. |
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.