P2.B Assess students' steady "Don't Get Around K. SL.CC.2 Confirm Rehearse and perform Rehearse and Refine beat competency using Much Anymore" SBMM understanding of a text steady beat to a teacher-created or . 1 read aloud or With guidance, use accompany a song, "A-tisket, A-tasket information presented suggested strategies in poem, or listening (listening)" STM 1 orally or through other rehearsal to improve example using body "Sliding" RM1 media by asking and the expressive qualities percussion or "Pata Pata" RM6 answering questions Assess students' vocal of music (such as voice unpitched percussion. about key details and competency using a quality, dynamics, or requesting clarification "Come Along" BES teacher-created or tempo). Refine vocal if something is not "Candy Man" BES performances of echo “Hoo, Hoo” SOM 1 understood. songs. "Down by the Bay" SBMM 1 Use good vocal tone Sing phrases of “One, “The Muffin Man” SOM Vocabulary: Sight P3.A while performing Two Tie My Shoe”. K Words Singing pentatonic and Teacher assesses “I Got Shoes” SOM K Use visuals to allow With guidance, sing diatonic songs and individual students “One, Two Tie My students to identify alone and with others, singing games using a teacher-created Shoe” SOM K and circle sight words. with expression. or . “Going on a Picnic” K. FL.PWR.3 Know Specified Kindergarten Echo songs using SBMM Gr. K and apply grade level and la-sol-mi skills: Echo songs, “Did You Feed My phonics and word patterns. pitch-exploration Cow?” Music For Little analysis skills when games, sol-mi and People decoding Sing songs using patterns on “The Bus” SOM K isolated words and in pentatonic/diatonic “The Bear Went Over neutral syllables, melodies. connected text. the Mountain” SOM K simple songs with c. Read common high
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 perform steady beat to accompany a song, poem, or listening example using body percussion or unpitched percussion. Refine vocal performances of echo songs. Assess students' steady beat competency using a teacher-created or . Assess students' vocal competency using a teacher-created or "Don't Get Around Much Anymore" SBMM 1 "A-tisket, A-tasket (listening)" STM 1 "Sliding" RM1 "Pata Pata" RM6 "Come Along" BES "Candy Man" BES “Hoo, Hoo” SOM 1 "Down by the Bay" SBMM 1 K. SL.CC.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. P3.A Singing With guidance, sing alone and with others, with expression. Specified Kindergarten skills: Echo songs, pitch-exploration games, sol-mi and patterns on neutral syllables, simple songs with Use good vocal tone while performing pentatonic and diatonic songs and singing games Echo songs using and la-sol-mi patterns. Sing songs using pentatonic/diatonic melodies. Sing phrases of “One, Two Tie My Shoe”. Teacher assesses individual students using a teacher-created or . “The Muffin Man” SOM K “I Got Shoes” SOM K “One, Two Tie My Shoe” SOM K “Going on a Picnic” SBMM Gr. K “Did You Feed My Cow?” Music For Little People “The Bus” SOM K “The Bear Went Over the Mountain” SOM K Vocabulary: Sight Words Use visuals to allow students to identify and circle sight words. K. FL.PWR.3 Know and apply grade level phonics and word analysis skills when decoding isolated words and in connected text. c. Read common high