|MU.K.C.1.1:|| Respond to music from various sound sources to show awareness of steady beat. |
e.g., steady beat, pulse
|MU.K.C.1.2:|| Identify various sounds in a piece of music.|
e.g., vocal/instrumental timbres, environmental sounds
|MU.K.C.1.3:|| Identify, visually and aurally, pitched and unpitched classroom instruments.|
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.|
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.|
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.|
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.|
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.|
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.|
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.|
e.g., visually, aurally
|MU.K.O.3.1:|| Respond to music to demonstrate how it makes one feel.|
e.g., movement, drawings
|MU.K.S.1.1:|| Improvise a response to a musical question sung or played by someone else.|
e.g., melodic, rhythmic
|MU.K.S.2.1:|| Sing or play songs from memory.|
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.|
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.|
e.g., la, sol, mi
|MU.K.S.3.4:|| Imitate simple rhythm patterns played by the teacher or a peer.|
e.g., quarter note, quarter rest, beamed eighth notes
|LAFS.K.RL.1.2 (Archived Standard):|| With prompting and support, retell familiar stories, including key details. |
|LAFS.K.RL.4.10 (Archived Standard):|| Actively engage in group reading activities with purpose and understanding. |
|LAFS.K.SL.1.2 (Archived Standard):|| 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 (Archived Standard):|| 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.|
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.|
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. |
|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.|
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. |
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 firstname.lastname@example.org.