to strengthen writing as needed. "Neat Feet" (Poem) Observe as students P2.B Rehearse and refine Distinguish between SOM K use a variety of high Rehearse and Refine songs and poems to singing, speaking, "A Hippo in the and low voices to With guidance, use improve voice quality, calling and House" (Poem) SOM K create inflection and suggested strategies in expression and whispering. "My Thumbs are effect. Assess using a rehearsal to improve technique in students' K.FL.VA.7biv- Starting to Wiggle" teacher-created or . the expressive four voices. Technique Distinguish shades of SOM K Assess student's vocal qualities of music for KK includes voice meaning among verbs "Toodala” SOM K technique using a (such as voice quality, quality, pitch matching by acting out the “Old Mister teacher-created or . dynamics, or tempo). and enunciation. Woodpecker” SOM K meanings. “Head and Shoulders” SOM K “Teddy Bear” STM K “Hello, There” SBMM K “Juba” SBMM K Sing simple songs with Pre-Assessment: “Old Mister Comprehension: Story P3.A narrow range, Observe as students Woodpecker” SOM K Sequencing Singing practicing good vocal individually echo a “Head and Shoulders” In songs such as Teddy With guidance, sing tone with expression. Sol-Mi pattern (e.g. SOM K Bear and Juba, alone and with others, “Hello, Teddy Bear.”) “Teddy Bear” STM K students may be asked with expression. and assess using a “Hello, There” SBMM K to recall the plot of the “Juba” SBMM K teacher-created or . song using musical and movement clues. Students may be asked to create additional
to strengthen writing as needed. P2.B Rehearse and Refine With guidance, use suggested strategies in rehearsal to improve the expressive qualities of music (such as voice quality, dynamics, or tempo). Rehearse and refine songs and poems to improve voice quality, expression and technique in students' four voices. Technique for KK includes voice quality, pitch matching and enunciation. Observe as students use a variety of high and low voices to create inflection and effect. Assess using a teacher-created or . Assess student's vocal technique using a teacher-created or . "Neat Feet" (Poem) SOM K "A Hippo in the House" (Poem) SOM K "My Thumbs are Starting to Wiggle" SOM K "Toodala” SOM K “Old Mister Woodpecker” SOM K “Head and Shoulders” SOM K “Teddy Bear” STM K “Hello, There” SBMM K “Juba” SBMM K Distinguish between singing, speaking, calling and whispering. K.FL.VA.7biv- Distinguish shades of meaning among verbs by acting out the meanings. P3.A Singing With guidance, sing alone and with others, with expression. Sing simple songs with narrow range, practicing good vocal tone with expression. Pre-Assessment: Observe as students individually echo a Sol-Mi pattern (e.g. “Hello, Teddy Bear.”) and assess using a teacher-created or . “Old Mister Woodpecker” SOM K “Head and Shoulders” SOM K “Teddy Bear” STM K “Hello, There” SBMM K “Juba” SBMM K Comprehension: Story Sequencing In songs such as Teddy Bear and Juba, students may be asked to recall the plot of the song using musical and movement clues. Students may be asked to create additional