| Name |
Description |
| MU.2.C.1.1: | Identify appropriate listening skills for learning about musical examples selected by the teacher.Clarifications:
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.Clarifications:
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.Clarifications:
e.g., tempo, rhythm, dynamics, instrumentation |
|
| MU.2.F.1.1: | Create a musical performance that brings a story or poem to life.Clarifications:
e.g., sound carpets, original stories and poems, literary works |
|
| MU.2.F.2.1: | Describe how people participate in music.Clarifications:
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.Clarifications:
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.Clarifications:
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.Clarifications:
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.Clarifications:
e.g., melody, rhythm, pitch, form |
|
| MU.2.O.1.2: | Identify the form of a simple piece of music.Clarifications:
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.Clarifications:
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.Clarifications:
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.Clarifications:
e.g., draw, body/hand signs, manipulatives, la-sol-mi |
|
| LAFS.2.RI.1.1: | 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.1.1: | Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.
- Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).
- Build on others’ talk in conversations by linking their comments to the remarks of others.
- Ask for clarification and further explanation as needed about the topics and texts under discussion.
Standard Relation to Course: Supporting |
| LAFS.2.SL.1.2: | 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: | 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. |
| PE.2.C.2.2: | Identify safety rules and procedures for selected physical activities.Clarifications:
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.Clarifications:
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. |
| 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.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.Clarifications:
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. |
