Kindergarten
| |Kindergarten |First Grade |Second Grade |
|Music Literacy. The student describes |K.1(A) identify the differences between |1.1(A) identify the known five voices and |2.1(A) identify choral voices, including |
|and analyzes musical sound and reads, |the five voices, including singing, |adult/children singing voices; |unison versus ensemble; |
|writes, |speaking, inner, whispering, and calling |1.1(B) identify visually and aurally the |2.1(B) identify instruments visually and |
|and reproduces music notation. The |voices; |instrument families; |aurally; |
|student is expected to: |K.1(B) identify the timbre of adult and |1.1(C) use basic music terminology in |2.1(C) use known music terminology to |
| |child singing voices; |describing changes in tempo, including |explain musical examples of tempo, |
| |K.1(C) identify the timbre of instrument |allegro/largo, and dynamics, including |including presto, moderato, and andante, |
| |families; |forte/piano; and |and dynamics, including fortissimo and |
| |K.1(D) identify same/different in |1.1(D) identify and label repetition and |pianissimo; and |
| |beat/rhythm, higher/lower, louder/softer,|contrast in simple songs such as ab, aaba,|2.1(D) identify and label simple small |
| |faster/slower, and |or abac patterns. |forms such as aaba and abac. |
| |simple patterns in musical performances; | | |
| |and | | |
| |K.1(E) identify beat, rhythm, and simple | | |
| |two-tone or three-tone melodies using | | |
| |iconic representation. | | |
|Music Literacy. The student reads, | |1.2(A) read, write, and reproduce rhythmic|2.2(A) read, write, and reproduce |
|writes, and reproduces music notation.| |patterns, including quarter note/paired |rhythmic patterns using standard notation|
|Technology and other tools may be used| |eighth notes and quarter rest; and |in 2/4 meter, including half note/half |
|to read, write, and reproduce musical | |1.2(B) read, write, and reproduce melodic |rest; |
|examples. The student is expected to: | |patterns, including three tones from the |2.2(B) read, write, and reproduce |
| | |pentatonic scale. |pentatonic melodic patterns using |
| | | |standard staff notation; and |
| | | |2.2(C) read, write, and reproduce basic |
| | | |music terminology, including |
| | | |allegro/largo and forte/piano. |
|Creative Expression. The student |K.2(A) sing or play classroom instruments|1.3(A) sing tunefully or play classroom |2.3(A) sing tunefully or play classroom |
|performs a varied repertoire of |independently or in groups; |instruments, including rhythmic and |instruments, including rhythmic and |
|developmentally appropriate music in |K.2(B) sing songs or play classroom |melodic patterns, independently or in |melodic patterns, independently or in |
|informal or formal settings. The |instruments from diverse cultures and |groups; |groups; |
|student is expected to: |styles independently |1.3(B) sing songs or play classroom |2.3(B) sing songs or play classroom |
| |or in groups; |instruments from diverse cultures and |instruments from diverse cultures and |
| |K.2(C) move alone or with others to a |styles, independently or in groups; |styles, independently or in groups; |
| |varied repertoire of music using gross |1.3(C) move alone or with others to a |2.3(C) move alone or with others to a |
| |and fine locomotor and non-locomotor |varied repertoire of music using gross and|varied repertoire of music using gross |
| |movement; |fine locomotor and non-locomotor movement;|and fine locomotor and non-locomotor |
| |K.2(D) perform simple partwork, including|1.3(D) perform simple part work, including|movement; |
| |beat versus rhythm; and |beat versus rhythm, rhythmic ostinato, and|2.3(D) perform simple part work, |
| |K.2(E) perform music using louder/softer |vocal exploration; and |including rhythmic ostinato, and vocal |
| |and faster/slower |1.3(E) perform music using tempo, |exploration such as singing, speaking, |
| | |including allegro/largo, and dynamics, |and chanting; and |
| | |including forte/piano. |2.3(E) perform music using tempo, |
| | | |including presto, moderato, and andante, |
| | | |and dynamics, including fortissimo and |
| | | |pianissimo.. |
|Creative expression. The student | |1.4(A) create short, rhythmic patterns |2.4(A) create rhythmic phrases using |
|creates and explores new musical | |using known rhythms; |known rhythms; |
|ideas. The student is expected to: | |1.4(B) create short, melodic patterns |2.4(B) create melodic phrases using known|
| | |using known pitches; and |pitches; and |
| | |1.4(C) explore new musical ideas using |2.4(C) explore new musical ideas in |
| | |singing voice and classroom instruments. |phrases using singing voice and classroom|
| | | |instruments. |
|Historical and cultural relevance. The|K.3(A) sing songs and play musical games,|1.5(A) sing songs and play musical games, |2.5(A) sing songs and play musical games,|
|student examines music in relation to |including rhymes, folk music, and |including rhymes, patriotic events, folk |including patriotic, folk, and seasonal |
|history and cultures. The student is |seasonal music; and |music, and seasonal music; |music; |
|expected to: |K.3(B) identify simple interdisciplinary |1.5(B) identify steady beat in short |2.5(B) examine short musical excerpts |
| |concepts related to music. |musical excerpts from various periods or |from various periods or times in history |
| | |times in history and diverse cultures; and|and diverse and local cultures; and |
| | | |2.5(C) identify simple interdisciplinary |
| | |1.5(C) identify simple interdisciplinary |concepts relating to music. |
| | |concepts relating to music. | |
|Critical evaluation and response. The |K.4(A) identify and demonstrate |1.6(A) identify and demonstrate |2.6(A) begin to practice appropriate |
|student listens to, responds to, and |appropriate audience behavior during live|appropriate audience behavior during live |audience behavior during live or recorded|
|evaluates music and |or recorded |or recorded performances; |performances; |
|musical performances. The student is |performances; |1.6(B) recognize known rhythmic and |2.6(B) recognize known rhythmic and |
|expected to: |K.4(B) identify steady beat in musical |melodic elements in simple aural examples |melodic elements in simple aural examples|
| |performances; and |using known terminology; |using known terminology; |
| |K.4(C) compare same/different in |1.6(C) distinguish same/different between |2.6(C) distinguish between rhythms, |
| |beat/rhythm, higher/lower, louder/softer,|beat/rhythm, higher/lower, louder/softer, |higher/lower pitches, louder/softer |
| |faster/slower, and |faster/slower, and simple patterns in |dynamics, faster/slower tempos, and |
| |simple patterns in musical performances. |musical performances; and |simple patterns in musical |
| | |1.6(D) respond verbally or through |performances; and |
| | |movement to short musical examples. |2.6(D) respond verbally or through |
| | | |movement to short musical examples. |
|Third Grade |Fourth Grade |Fifth Grade |
|3.1(A) categorize and explain a variety of musical |4.1(A) categorize and explain a variety of musical |5.1(A) distinguish among a variety of musical |
|sounds, including those of children and adult voices;|sounds, including those of children's voices and |timbres, including those of children's voices and |
| |soprano and alto adult voices; |soprano, alto, tenor, and bass adult voices; |
|3.1(B) categorize and explain a variety of musical |4.1(B) categorize and explain a variety of musical |5.1(B) distinguish among a variety of musical |
|sounds, including those of woodwind, brass, string, |sounds, including those of woodwind, brass, string, |timbres, including those of woodwind, brass, string, |
|percussion, and instruments from various cultures; |percussion, keyboard, electronic instruments, and |percussion, keyboard, electronic instruments, and |
|3.1(C) use known music symbols and terminology |instruments of various cultures; |instruments of various cultures; |
|referring to rhythm; melody; timbre; form; tempo; and|4.1(C) use known music symbols and terminology |5.1(C) use known music symbols and terminology |
|dynamics, including mezzo piano and mezzo forte, to |referring to rhythm; melody; timbre; form; tempo; |referring to rhythm; melody; timbre; form; tempo, |
|identify musical sounds presented aurally; and |dynamics, including crescendo and decrescendo; and |including accelerando and ritardando; dynamics; |
|3.1(D) identify and label small and large musical |articulation, including staccato and legato, to explain|articulation; and meter, including simple and |
|forms such as abac, AB, and ABA presented aurally |musical sounds presented aurally; and |compound, to explain musical sounds presented |
|in simple songs and larger works. |4.1(D) identify and label small and large musical forms|aurally; and |
| |such as, abac, AB, ABA, and rondo presented aurally in |5.1(D) identify and label small and large musical |
| |simple songs and larger works. |forms such as abac, AB, and ABA; rondo; and theme and|
| | |variations presented aurally in simple songs and |
| | |larger works. |
|3.2(A) read, write, and reproduce rhythmic patterns |4.2(A) read, write, and reproduce rhythmic patterns |5.2(A) read, write, and reproduce rhythmic patterns |
|using standard notation, including four sixteenth |using standard notation, including separated eighth |using standard notation, including syncopated |
|notes, whole notes, whole rests, and previously |notes, eighth- and sixteenth-note combinations, dotted |patterns, and previously learned note values in 2/4, |
|learned note values in 2/4 and 4/4 meters as |half note, and previously learned note values in 2/4, |3/4, or 4/4 meters as appropriate; |
|appropriate; |4/4, and 3/4 meters as appropriate; |5.2(B) read, write, and reproduce extended pentatonic|
|3.2(B) read, write, and reproduce extended pentatonic|4.2(B) read, write, and reproduce extended pentatonic |and diatonic melodic patterns using standard staff |
|melodic patterns using standard staff notation; and |melodic patterns using standard staff notation; and |notation; and |
|3.2(C) identify new and previously learned music |4.2(C) identify new and previously learned music |5.2(C) identify and interpret new and previously |
|symbols and terms referring to tempo and dynamics, |symbols and terms referring to tempo; dynamics, |learned music symbols and terms referring to tempo, |
|including mezzo piano and mezzo forte. |including crescendo and decrescendo; and articulation, |including accelerando and ritardando; dynamics; |
| |including staccato and legato. |articulation; and meter, including simple and |
| | |compound. |
|3.3(A) sing or play classroom instruments with |4.3(A) sing and play classroom instruments with |5.3(A) sing and play classroom instruments |
|accurate intonation and rhythm independently or in |accurate intonation and rhythm, independently or in |independently or in groups with accurate intonation |
|groups; |groups; |and rhythm; |
|3.3(B) sing or play a varied repertoire of music such|4.3(B) sing or play a varied repertoire of music such |5.3(B) sing or play a varied repertoire of music such|
|as American folk songs and folk songs representative |as American and Texan folk songs and folk songs |as American folk songs, patriotic music, and folk |
|of local cultures independently or in groups; |representative of local cultures, independently or in |songs representative of local and world cultures |
|3.3(C) move alone or with others to a varied |groups; |independently or in groups; |
|repertoire of music using gross motor, fine motor, |4.3(C) move alone and with others to a varied |5.3(C) move alone and with others to a varied |
|locomotor, and non-locomotor skills and integrated |repertoire of music using gross motor, fine motor, |repertoire of music using gross motor, fine motor, |
|movement such as hands and feet moving together; |locomotor, and non-locomotor skills and integrated |locomotor, and non-locomotor skills and integrated |
|3.3(D) perform simple part work, including rhythmic |movement such as hands and feet moving together; |movement such as hands and feet moving together; |
|and melodic ostinati, derived from known repertoire; |4.3(D) perform various folk dances and play parties; |5.3(D) perform various folk dances and play parties; |
|and |4.3(E) perform simple part work, including rhythmic and|5.3(E) perform simple two-part music, including |
|3.3(E) interpret through performance new and |melodic ostinati, derived from known repertoire; and |rhythmic and melodic ostinati, rounds, partner songs,|
|previously learned music symbols and terms referring |4.3(F) interpret through performance new and previously|and counter melodies; and |
|to tempo and dynamics, including mezzo piano and |learned music symbols and terms referring to tempo; |5.3(F) interpret through performance new and |
|mezzo forte. |dynamics, including crescendo and decrescendo; and |previously learned music symbols and terms referring |
| |articulation, including staccato and legato. |to tempo, including accelarando and ritardando; |
| | |dynamics; articulation; and meter, including simple |
| | |and compound. |
|3.4(A) create rhythmic phrases through improvisation |4.4(A) create rhythmic phrases through improvisation or|5.4(A) create rhythmic phrases through improvisation |
|or composition; |composition; |and composition; |
|3.4(B) create melodic phrases through improvisation |4.4(B) create melodic phrases through improvisation or |5.4(B) create melodic phrases through improvisation |
|or composition; and |composition; and |and composition; and |
|3.4(C) create simple accompaniments through |4.4(C) create simple accompaniments through |5.4(C) create simple accompaniments through |
|improvisation or composition. |improvisation or composition. |improvisation and composition. |
|3.5(A) perform a varied repertoire of songs, |4.5(A) perform a varied repertoire of songs, movement, |5.5(A) perform a varied repertoire of songs, |
|movement, and musical games representative of |and musical games representative of diverse cultures |movement, and musical games representative of diverse|
|American and local cultures; |such as historical folk songs of Texas and Hispanic and|cultures such as historical folk songs of Texas and |
|3.5(B) identify music from diverse genres, styles, |American Indian cultures in Texas; |America and European and African cultures in America;|
|periods, and cultures; and |4.5(B) perform music representative of America and |5.5(B) perform music representative of Texas and |
|3.5(C) identify the relationships between music and |Texas, including "Texas, Our Texas"; |America, including "The Star Spangled Banner"; |
|interdisciplinary concepts. |4.5(C) identify and describe music from diverse genres,|5.5(C) identify and describe music from diverse |
| |styles, periods, and cultures; and |genres, styles, periods, and cultures; and |
| | |5.5(D) examine the relationships between music and |
| | |interdisciplinary concepts. |
|3.6(A) exhibit audience etiquette during live and |4.6(A) exhibit audience etiquette during live and |5.6(A) exhibit audience etiquette during live and |
|recorded performances; |recorded performances; |recorded performances; |
|3.6(B) recognize known rhythmic and melodic elements |4.6(B) recognize known rhythmic and melodic elements in|5.6(B) identify known rhythmic and melodic elements |
|in aural examples using appropriate vocabulary; |aural examples using appropriate vocabulary; |in aural examples using appropriate vocabulary; |
|3.6(C) identify specific musical events in aural |4.6(C) describe specific musical events in aural |5.6(C) describe specific musical events such as |
|examples such as changes in timbre, form, tempo, or |examples such as changes in timbre, form, tempo, |changes in timbre, form, tempo, dynamics, or |
|dynamics using appropriate vocabulary; |dynamics, or articulation using appropriate vocabulary;|articulation in aural examples using appropriate |
|3.6(D) respond verbally and through movement to short|4.6(D) respond verbally and through movement to short |vocabulary; |
|musical examples; and |musical examples; |5.6(D) respond verbally and through movement to short|
|3.6(E) describe a variety of compositions and formal |4.6(E) describe a variety of compositions and formal or|musical examples; |
|or informal musical performances using specific music|informal musical performances using specific music |5.6(E) evaluate a variety of compositions and formal |
|vocabulary. |vocabulary; and |or informal musical performances using specific |
| |4.6(F) justify personal preferences for specific music |criteria; and |
| |works and styles using music vocabulary. |5.6(F) justify personal preferences for specific |
| | |music works and styles using music vocabulary. |
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