|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
|MA.K12.MTR.1.1:|| Actively participate in effortful learning both individually and collectively. |
Mathematicians who participate in effortful learning both individually and with others:
- Analyze the problem in a way that makes sense given the task.
- Ask questions that will help with solving the task.
- Build perseverance by modifying methods as needed while solving a challenging task.
- Stay engaged and maintain a positive mindset when working to solve tasks.
- Help and support each other when attempting a new method or approach.
Teachers who encourage students to participate actively in effortful learning both individually and with others:
- Cultivate a community of growth mindset learners.
- Foster perseverance in students by choosing tasks that are challenging.
- Develop students’ ability to analyze and problem solve.
- Recognize students’ effort when solving challenging problems.
|MA.K12.MTR.2.1:|| Demonstrate understanding by representing problems in multiple ways. |
Mathematicians who demonstrate understanding by representing problems in multiple ways:
- Build understanding through modeling and using manipulatives.
- Represent solutions to problems in multiple ways using objects, drawings, tables, graphs and equations.
- Progress from modeling problems with objects and drawings to using algorithms and equations.
- Express connections between concepts and representations.
- Choose a representation based on the given context or purpose.
Teachers who encourage students to demonstrate understanding by representing problems in multiple ways:
- Help students make connections between concepts and representations.
- Provide opportunities for students to use manipulatives when investigating concepts.
- Guide students from concrete to pictorial to abstract representations as understanding progresses.
- Show students that various representations can have different purposes and can be useful in different situations.
|MA.K12.MTR.3.1:|| Complete tasks with mathematical fluency. |
Mathematicians who complete tasks with mathematical fluency:
- Select efficient and appropriate methods for solving problems within the given context.
- Maintain flexibility and accuracy while performing procedures and mental calculations.
- Complete tasks accurately and with confidence.
- Adapt procedures to apply them to a new context.
- Use feedback to improve efficiency when performing calculations.
Teachers who encourage students to complete tasks with mathematical fluency:
- Provide students with the flexibility to solve problems by selecting a procedure that allows them to solve efficiently and accurately.
- Offer multiple opportunities for students to practice efficient and generalizable methods.
- Provide opportunities for students to reflect on the method they used and determine if a more efficient method could have been used.
|MA.K12.MTR.4.1:|| Engage in discussions that reflect on the mathematical thinking of self and others. |
Mathematicians who engage in discussions that reflect on the mathematical thinking of self and others:
- Communicate mathematical ideas, vocabulary and methods effectively.
- Analyze the mathematical thinking of others.
- Compare the efficiency of a method to those expressed by others.
- Recognize errors and suggest how to correctly solve the task.
- Justify results by explaining methods and processes.
- Construct possible arguments based on evidence.
Teachers who encourage students to engage in discussions that reflect on the mathematical thinking of self and others:
- Establish a culture in which students ask questions of the teacher and their peers, and error is an opportunity for learning.
- Create opportunities for students to discuss their thinking with peers.
- Select, sequence and present student work to advance and deepen understanding of correct and increasingly efficient methods.
- Develop students’ ability to justify methods and compare their responses to the responses of their peers.
|MA.K12.MTR.5.1:|| Use patterns and structure to help understand and connect mathematical concepts. |
Mathematicians who use patterns and structure to help understand and connect mathematical concepts:
- Focus on relevant details within a problem.
- Create plans and procedures to logically order events, steps or ideas to solve problems.
- Decompose a complex problem into manageable parts.
- Relate previously learned concepts to new concepts.
- Look for similarities among problems.
- Connect solutions of problems to more complicated large-scale situations.
Teachers who encourage students to use patterns and structure to help understand and connect mathematical concepts:
- Help students recognize the patterns in the world around them and connect these patterns to mathematical concepts.
- Support students to develop generalizations based on the similarities found among problems.
- Provide opportunities for students to create plans and procedures to solve problems.
- Develop students’ ability to construct relationships between their current understanding and more sophisticated ways of thinking.
|MA.K12.MTR.6.1:|| Assess the reasonableness of solutions. |
Mathematicians who assess the reasonableness of solutions:
- Estimate to discover possible solutions.
- Use benchmark quantities to determine if a solution makes sense.
- Check calculations when solving problems.
- Verify possible solutions by explaining the methods used.
- Evaluate results based on the given context.
Teachers who encourage students to assess the reasonableness of solutions:
- Have students estimate or predict solutions prior to solving.
- Prompt students to continually ask, “Does this solution make sense? How do you know?”
- Reinforce that students check their work as they progress within and after a task.
- Strengthen students’ ability to verify solutions through justifications.
|MA.K12.MTR.7.1:|| Apply mathematics to real-world contexts. |
Mathematicians who apply mathematics to real-world contexts:
- Connect mathematical concepts to everyday experiences.
- Use models and methods to understand, represent and solve problems.
- Perform investigations to gather data or determine if a method is appropriate.
• Redesign models and methods to improve accuracy or efficiency.
Teachers who encourage students to apply mathematics to real-world contexts:
- Provide opportunities for students to create models, both concrete and abstract, and perform investigations.
- Challenge students to question the accuracy of their models and methods.
- Support students as they validate conclusions by comparing them to the given situation.
- Indicate how various concepts can be applied to other disciplines.
|ELA.K12.EE.1.1:|| Cite evidence to explain and justify reasoning.|
K-1 Students include textual evidence in their oral communication with guidance and support from adults. The evidence can consist of details from the text without naming the text. During 1st grade, students learn how to incorporate the evidence in their writing.
2-3 Students include relevant textual evidence in their written and oral communication. Students should name the text when they refer to it. In 3rd grade, students should use a combination of direct and indirect citations.
4-5 Students continue with previous skills and reference comments made by speakers and peers. Students cite texts that they’ve directly quoted, paraphrased, or used for information. When writing, students will use the form of citation dictated by the instructor or the style guide referenced by the instructor.
6-8 Students continue with previous skills and use a style guide to create a proper citation.
9-12 Students continue with previous skills and should be aware of existing style guides and the ways in which they differ.
|ELA.K12.EE.2.1:|| Read and comprehend grade-level complex texts proficiently.|
See Text Complexity for grade-level complexity bands and a text complexity rubric.
|ELA.K12.EE.3.1:|| Make inferences to support comprehension.|
Students will make inferences before the words infer or inference are introduced. Kindergarten students will answer questions like “Why is the girl smiling?” or make predictions about what will happen based on the title page.
Students will use the terms and apply them in 2nd grade and beyond.
|ELA.K12.EE.4.1:|| Use appropriate collaborative techniques and active listening skills when engaging in discussions in a variety of situations.|
In kindergarten, students learn to listen to one another respectfully.
In grades 1-2, students build upon these skills by justifying what they are thinking. For example: “I think ________ because _______.” The collaborative conversations are becoming academic conversations.
In grades 3-12, students engage in academic conversations discussing claims and justifying their reasoning, refining and applying skills. Students build on ideas, propel the conversation, and support claims and counterclaims with evidence.
|ELA.K12.EE.5.1:|| Use the accepted rules governing a specific format to create quality work.|
Students will incorporate skills learned into work products to produce quality work. For students to incorporate these skills appropriately, they must receive instruction. A 3rd grade student creating a poster board display must have instruction in how to effectively present information to do quality work.
|ELA.K12.EE.6.1:|| Use appropriate voice and tone when speaking or writing.|
In kindergarten and 1st grade, students learn the difference between formal and informal language. For example, the way we talk to our friends differs from the way we speak to adults. In 2nd grade and beyond, students practice appropriate social and academic language to discuss texts.
|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. |