| Name |
Description |
| MU.K.C.1.1: | Respond to music from various sound sources to show awareness of steady beat. Clarifications:
e.g., steady beat, pulse |
|
| MU.K.C.1.2: | Identify various sounds in a piece of music.Clarifications:
e.g., vocal/instrumental timbres, environmental sounds |
|
| MU.K.C.1.3: | Identify, visually and aurally, pitched and unpitched classroom instruments.Clarifications:
e.g., rhythm sticks, woodblock, xylophone, metallophone, autoharp |
|
| MU.K.C.1.4: | Identify singing, speaking, and whispering voices. |
| MU.K.C.2.1: | Identify similarities and/or differences in a performance. |
| MU.K.C.3.1: | Share opinions about selected pieces of music. |
| MU.K.F.1.1: | Respond to and explore music through creative play and found sounds in the music classroom.Clarifications:
e.g., creative play, drama/acting, kinesthetic response, vocalizations, sound carpets |
|
| MU.K.F.3.1: | Exhibit age-appropriate music and life skills that will add to the success in the music classroom.Clarifications:
e.g., take turns, share, be a good listener, be respectful, display good manners |
|
| MU.K.H.1.1: | Respond to music from diverse cultures through singing and movement.Clarifications:
e.g., nursery rhymes, singing games, folk dances |
|
| MU.K.H.2.1: | Respond to and/or perform folk music of American cultural sub-groups.Clarifications:
e.g., African American, Anglo-American, Latin American, Native American |
|
| MU.K.H.3.1: | Perform simple songs, finger plays, and rhymes to experience connections among music, language, and numbers.Clarifications:
e.g., decoding simple words, phonemes, rhyming words, vocabulary, making predictions, cardinal numbers, sequencing |
|
| MU.K.O.1.1: | Respond to beat, rhythm, and melodic line through imitation.Clarifications:
e.g., locomotor and non-locomotor movement, body levels |
|
| MU.K.O.1.2: | Identify similarities and differences in melodic phrases and/or rhythm patterns.Clarifications:
e.g., visually, aurally |
|
| MU.K.O.3.1: | Respond to music to demonstrate how it makes one feel.Clarifications:
e.g., movement, drawings |
|
| MU.K.S.1.1: | Improvise a response to a musical question sung or played by someone else.Clarifications:
e.g., melodic, rhythmic |
|
| MU.K.S.2.1: | Sing or play songs from memory.Clarifications:
e.g., rhymes, chants, poems |
|
| MU.K.S.3.1: | Sing songs of limited range appropriate to the young child and use the head voice. |
| MU.K.S.3.2: | Perform simple songs and accompaniments.Clarifications:
e.g., singing, using body percussion or classroom instruments |
|
| MU.K.S.3.3: | Match pitches in a song or musical phrase in one or more keys.Clarifications:
e.g., la, sol, mi |
|
| MU.K.S.3.4: | Imitate simple rhythm patterns played by the teacher or a peer.Clarifications:
e.g., quarter note, quarter rest, beamed eighth notes |
|
| LAFS.K.RL.1.2: | With prompting and support, retell familiar stories, including key details. |
| LAFS.K.RL.4.10: | Actively engage in group reading activities with purpose and understanding. |
| LAFS.K.SL.1.1: | Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups.
- Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion).
- Continue a conversation through multiple exchanges.
Standard Relation to Course: Supporting |
| LAFS.K.SL.1.2: | 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. |
| LAFS.K.SL.1.3: | Ask and answer questions in order to seek help, get information, or clarify something that is not understood. |
| PE.K.C.2.1: | Recognize locomotor skills.Clarifications:
Some examples of locomotor skills are walking, running, skipping, leaping, hopping, jumping and galloping. |
|
| PE.K.C.2.2: | Recognize physical activities have safety rules and procedures.Clarifications:
An example would be to put equipment away when not in use in order to keep the physical activity area safe. |
|
| PE.K.R.6.2: | Identify a benefit of willingly trying new movements and motor skills. |
| PE.K.R.6.3: | Identify the benefits of continuing to participate when not successful on the first try. |
| MAFS.K12.MP.5.1: | Use appropriate tools strategically.
Mathematically proficient students consider the available tools when solving a mathematical problem. These tools might include pencil and paper, concrete models, a ruler, a protractor, a calculator, a spreadsheet, a computer algebra system, a statistical package, or dynamic geometry software. Proficient students are sufficiently familiar with tools appropriate for their grade or course to make sound decisions about when each of these tools might be helpful, recognizing both the insight to be gained and their limitations. For example, mathematically proficient high school students analyze graphs of functions and solutions generated using a graphing calculator. They detect possible errors by strategically using estimation and other mathematical knowledge. When making mathematical models, they know that technology can enable them to visualize the results of varying assumptions, explore consequences, and compare predictions with data. Mathematically proficient students at various grade levels are able to identify relevant external mathematical resources, such as digital content located on a website, and use them to pose or solve problems. They are able to use technological tools to explore and deepen their understanding of concepts.
Standard Relation to Course: Supporting |
| MAFS.K12.MP.6.1: | Attend to precision.
Mathematically proficient students try to communicate precisely to others. They try to use clear definitions in discussion with others and in their own reasoning. They state the meaning of the symbols they choose, including using the equal sign consistently and appropriately. They are careful about specifying units of measure, and labeling axes to clarify the correspondence with quantities in a problem. They calculate accurately and efficiently, express numerical answers with a degree of precision appropriate for the problem context. In the elementary grades, students give carefully formulated explanations to each other. By the time they reach high school they have learned to examine claims and make explicit use of definitions. Standard Relation to Course: Supporting |
| MAFS.K12.MP.7.1: | Look for and make use of structure.
Mathematically proficient students look closely to discern a pattern or structure. Young students, for example, might notice that three and seven more is the same amount as seven and three more, or they may sort a collection of shapes according to how many sides the shapes have. Later, students will see 7 × 8 equals the well remembered 7 × 5 + 7 × 3, in preparation for learning about the distributive property. In the expression x² + 9x + 14, older students can see the 14 as 2 × 7 and the 9 as 2 + 7. They recognize the significance of an existing line in a geometric figure and can use the strategy of drawing an auxiliary line for solving problems. They also can step back for an overview and shift perspective. They can see complicated things, such as some algebraic expressions, as single objects or as being composed of several objects. For example, they can see 5 – 3(x – y)² as 5 minus a positive number times a square and use that to realize that its value cannot be more than 5 for any real numbers x and y. Standard Relation to Course: Supporting |
| DA.K.O.3.1: | Use movement to express a feeling, idea, or story. |
| DA.K.S.3.3: | Develop kinesthetic awareness by maintaining personal space and moving in pathways through space. |
| ELD.K12.ELL.SI.1: | English language learners communicate for social and instructional purposes within the school setting. |
| HE.K.B.5.3: | Recognize the consequences of not following rules/practices when making healthy and safe decisions.Clarifications:
Injury to self and/or others. |
|
| SC.K.P.10.1: | Observe that things that make sound vibrate. |
| TH.K.S.1.3: | Describe personal preferences related to a performance. |
