Course Description: Third-grade students in music class explore their world by engaging in active learning processes to refine the skills, techniques, and processes of musicianship through such activities as improvisation and arranging. As they continue to develop their working music and cross-content vocabulary and become able to identify fundamental characteristics of musical structures, they demonstrate artistic growth through cognition and reflection and endeavor to use their own artistic voices to communicate ideas and inventions. They recognize the importance of cultural experiences in Next Generation Sunshine State Standards music throughout history and in emerging art forms. Music students Big Idea C: Critical Thinking and Reflection examine the positive impact of the arts in society and practice creative Big Idea S: Skills and Techniques risk-taking in preparation for contributive citizenship in the 21st Big Idea O: Organizational Structure century. Big Idea H: istorical and Global Connections Big Idea F: Innovation, Technology and the Future

PINELLAS COUNTY SCHOOLS KEY LEARNINGS FOR Grade 3 General Music Intermediate Music 1: 5013090

On successful completion of this course, all students can truthfully say:

1. I can identify, visually and aurally, families of instruments. (e.g., strings, woodwinds, brass and percussion).

2. I can sing unison songs using proper singing technique and maintaining a tonal center.

3. I can play melodic patterns and layered ostinati, using proper instrumental technique, on pitched and unpitched instruments.

4. I can read rhythmic/melodic phrases with , , , , and DRMSL.

5. I can identify the difference between simple 2/4 (duple) and simple 3/4 (triple) meter.

6. I can improvise rhythms or melodies over ostinati.

7. I can notate rhythmic/melodic patterns using , , , and DMSL in 4/4.

8. I can create a 2-4 measure rhythmic ostinato, to accompany songs or poems.

9. I can identify and explain the musical form of a song.

10. I can describe and compare, using correct music vocabulary, dynamics, tempo and tone color in musical works (e.g., genre, style, culture).

11. I can create, in collaboration with others, a musical interpretation of a poem or story using voices, sound sources and movement.

1 PINELLAS COUNTY SCHOOLS KEY LEARNINGS Course Description: Third-grade students in music class explore their world by engaging in active learning processes to refine the skills, techniques, and processes of musicianship through such activities as improvisation and arranging. As they Intermediate Music 1: 5013090 continue to develop their working music and cross-content vocabulary and become Grade 3 General Music able to identify fundamental characteristics of musical structures, they demonstrate Teacher Planning Tool artistic growth through cognition and reflection and endeavor to use their own artistic voices to communicate ideas and inventions. They recognize the importance of cultural experiences in music throughout history and in emerging art forms. Music Next Generation Sunshine State Standards students examine the positive impact of the arts in society and practice creative risk- Big Idea C: Critical Thinking and Reflection taking in preparation for contributive citizenship in the 21st century. Big Idea S: Skills and Techniques Big Idea O: Organizational Structure Big Idea H: Historical and Global Connections Big Idea F: Innovation, Technology and the Future *Indicates Florida Standards These Florida Standards are found throughout every lesson LAFS.3.SL.1.3; MAFS.K12.MP.6.1; PE.3.C.2.2

Key Learning NGSSS Recommended (FS)* Assessment 1 I can identify, visually and aurally, families of instruments (e.g., strings, woodwinds, brass and percussion). MU.3.C.1.3 R LAFS.3.SL.2.6 (SR) 2 I can sing unison songs using proper singing technique and maintaining a tonal center. MU.3.S.3.1 P MAFS.K12.MP.6.1 (PT) 3 I can play melodic patterns and layered ostinati, using proper instrumental technique, on pitched and unpitched MU.3.S.3.2 P MAFS.K12.MP.5.1 (BAC) instruments. MAFS.K12.MP.6.1 4 MU.3.S.3.2; R/P I can read rhythmic/melodic phrases with , , , , and DRMSL. MU.3.S.3.3 (SR) 5 I can identify the difference between simple 2/4 (duple) and simple 3/4 (triple) meter. MU.3.S.3.4 R MAFS.K12.MP.7.1 (SA) 6 I can improvise rhythms or melodies over ostinati. MU.3.S.1.1 C (BAC) 7 MU.3.S.3.5 R I can notate rhythmic/melodic patterns using , , , and DMSL in 4/4. (BAC) 8 I can create a 2-4 measure rhythmic ostinato, to accompany songs or poems. MU.3.S.1.2 C (BAC) 9 I can identify and explain the musical form of a song. MU.3.O.1.2 R DA.3.H.1.1 (SR) MAFS.K12.MP.7.1 PE.3.M.1.10 10 I can describe and compare, using correct music vocabulary, dynamics, tempo and tone color in musical works MU.3.H.1.3 R VA.3.H.1.3 (SR) (e.g., genre, style, culture). LAFS.3.SL.1.1 11 I can create, in collaboration with others, a musical interpretation of a poem or story using voices, sound sources MU.3.F.1.1; C MU.3.F.3.1 (BAC) and movement. LAFS.3.RI.1.1 LAFS.3.SL.1.2

2

PINELLAS COUNTY SCHOOLS PERFORMING ARTS TEACHER KEY LEARNINGS (KL) AND NEW GENERATION SUNSHINE STATE STANDARD (NGSSS) CORRELATIONS WITH RECOMMENDED ASSESSMENT CODES

Intermediate Music 1: 5013090 Grade 3 General Music Key Learning NGSSS Rec. Assess.*

1 I can identify, visually and aurally, families of instruments (e.g., strings, woodwinds, brass and MU.3.C.1.3: Identify families of orchestral and band instruments. R

percussion). (SR) 2 I can sing unison songs using proper singing technique and maintaining a tonal center. MU.3.S.3.1: Sing rounds, canons, or ostinati in an appropriate range, P using head voice and maintaining pitch. (PT)

3 I can play melodic patterns and layered ostinati, using proper instrumental technique, on pitched and MU.3.S.3.2: Play melodies and layered ostinati, using proper P instrumental technique, on pitched and unpitched instruments. (BAC) unpitched instruments. 4 MU.3.S.3.2: Play melodies and layered ostinati, using proper R/P I can read rhythmic/melodic phrases with , , , , and DRMSL. instrumental technique, on pitched and unpitched instruments. (SR) MU.3.S.3.3: Sing simple la-sol-mi-re-do patterns at sight. 5 I can identify the difference between simple 2/4 (duple) and simple 3/4 (triple) meter. MU.3.S.3.4: Match simple aural rhythm patterns in duple and triple R meter with written patterns. (SA)

6 I can improvise rhythms or melodies over ostinati. MU.3.S.1.1: Improvise rhythms or melodies over ostinati. C (BAC) 7 MU.3.S.3.5: Notate simple rhythmic and melodic patterns using R I can notate rhythmic/melodic patterns using , , , and DMSL in 4/4. traditional notation. (BAC)

8 I can create a 2-4 measure rhythmic ostinato, to accompany songs or poems. MU.3.S.1.2: Create an alternate ending to a familiar song. C (BAC) 9 I can identify and explain the musical form of a song. MU.3.O.1.2: Identify and describe the musical form of a familiar R song. (SR) 10 I can describe and compare, using correct music vocabulary, dynamics, tempo and tone color in MU.3.H.1.3: Identify timbre(s) in music from a variety of cultures. R

musical works (e.g., genre, style, culture). (SR) 11 I can create, in collaboration with others, a musical interpretation of a poem or story using voices, MU.3.F.1.1: Enhance the meaning of a story or poem by creating a C musical interpretation using voices, instruments, movement, and/or (BAC) sound sources and movement. found sounds. MU.3.F.3.1: Collaborate with others to create a musical presentation and acknowledge individual contributions as an integral part of the whole.

*Response Mode Key: P = Performing; R = Responding; C = Creating; BAC = Best Assessed in Class Item Type Key: SR = Selected Response (multiple choice); SA = Short Answer; ER = Extended Response (Essay); PT = Performance Task 3

Grade 3 Formative Assessments

KL Beginning of Year Middle of Year End of Year 1 Identify visually/aurally brass and Identify visually/aurally strings and Identify visually/aurally brass, percussion, percussion woodwinds strings, and woodwinds 2 Sing unison song with Sing unison songs with and without Maintain tonal center while singing the song accompaniment accompaniment without accompaniment 3 Perform rhythmic accompaniments Perform rhythmic accompaniments (2- Perform rhythmic accompaniments (3-part) (2-part) on unpitched instruments part) on unpitched/pitched instruments on unpitched/pitched instruments 4 Read , , , Perform/Read , , , , Perform/Read , , , , Read DMSL in 4/4 Perform/Read DRMSL in 4/4 Perform/Read DRMSL in 2/4 and 4/4 5 Show through group movement Show through group movement simple Differentiate through independent movement simple duple meter triple meter simple duple and simple triple meter 6 Improvise speech patterns/body Improvise rhythmic patterns on Improvise melodies on pitched instruments percussion over ostinati unpitched instruments over ostinati over ostinati 7 Notate , , Notate , , , Notate , , , Notate MSL Notate DMSL Notate DMSL 8 Create a 2 measure ostinato with a Create a 2-4 measure ostinato with a Create a 2-4 measure ostinato alone to group of 4 to accompany a song or partner to accompany a song or poem accompany a song or poem poem 9 Identify and explain Verse/Refrain Identify and explain Call/Response Differentiate between Verse/Refrain and Call/Response 10 Compare dynamics through varied Compare tempo through varied response Compare tone color through varied response response (e.g., Venn Diagrams, (e.g., Venn Diagrams, same/different, (e.g., Venn Diagrams, same/different, same/different, movement) movement) movement) 11 Actively contribute to the class’ Actively contribute to a small group’s Actively contribute to a small group’s musical interpretation of a poem or musical interpretation of a poem or story musical interpretation of a poem or story story using voices. using voices and movement. using voices, sound sources, and movement.

4

Grade 3 Recommended Best Practices for Key Learnings

Song: “L’il Liza Jane”

Key Learnings Recommended Best Practices Identify, visually and aurally, families of instruments (i.e., strings, woodwinds, Listen to the recording. Identify the family of instruments as the string family. brass and percussion).

Sing unison songs using proper singing technique and maintaining a tonal Sing song in unison, using proper vocal technique. Sing the song a cappella to center. develop a sense of tonal center.

Play melodic patterns and layered ostinati, using proper instrumental technique, Perform the following ostinato on pitched/unpitched instruments while singing on pitched and unpitched instruments. song. 4/4 / 4/4 /

Read and sing the verse of the song using solfege. Read rhythmic/melodic phrases with , , , , and DRMSL. Identify the difference between simple 2/4 (duple) and simple 3/4 (triple) Show simple duple meter of song through movement. meter.

Improvise rhythms or melodies over ostinati. Improvise an entire melody, using the rhythm of the song, over teacher- composed ostinato. Notate the teacher-composed ostinato. Notate rhythmic/melodic patterns using , , , and DMSL in 4/4. Create a 2-4 measure rhythmic ostinato, to accompany songs or poems. Create an ostinato, in collaboration with others, to accompany the song.

Identify and explain the musical form of a song. Identify/discuss the song as verse/refrain. Describe and compare, using correct music vocabulary, dynamics, tempo and Listen to a different version of the song on iTunes or YouTube (i.e., Nina tone color in musical works (e.g., genre, style, culture). Simone, Mitch Woods) and compare stylistic differences between the two examples. Create, in collaboration with others, a musical interpretation of a poem or story Create a musical interpretation of the song using the text as inspiration (i.e., using voices, sound sources and movement. lyrics, found sounds, dance).

5

FS Correlations for Grade 3 Language Arts and Mathematics

Language Arts FS Code LA Standard Correlation Strategy Author’s Comments Related Key Learning KL 1 LAFS.3.SL.2.6 Speak in complete The students can classify the LAFS.3.SL.2.6 can be used I can identify, visually and sentences when instrument family and provide as a strategy in ALL Key aurally, families of appropriate to task answer using a complete Learnings. instruments. (i.e., strings, and situation in order sentence (i.e, “The family of woodwinds, brass and to provide requested instruments shown in the percussion). detail or clarification picture is the string family because the instruments all have strings.”). KL 4 LAFS.3.RF.4.4 Read with sufficient The students practice LAFS.3.RF.4.4 can be I can read rhythmic/melodic accuracy and fluency conventional literacy correlated to any music phrases with , , , , to support strategies when reading reading that requires and DRMSL. comprehension rhythms for fluency (i.e., repetition. reading left to right, going back and re-reading, chunking) KL 10 LAFS.3.L.3.6 3.6 Acquire and use The students can discuss, I can describe and compare, accurately using music-specific using correct music conversational, generic vocabulary, what they hear. vocabulary, dynamics, academic, and domain tempo and tone color in specific words and phrases found in grade musical works (i.e., genre, appropriate texts style, culture).

KL 10 LAFS.3.SL.1.1 1.1 Engage effectively in a range of collaborative discussions with diverse partners. 6 KL 11 LAFS.3.RI.1.1 Ask and answer The students create a musical Can also correlate I can create, in collaboration questions to interpretation of a story, LAFS.3.SL.3.6 with others, a musical demonstrate referring to explicit details interpretation of a poem or understanding of a and characters within the text story using voices, sound text, referring when discussing their choices sources and movement. explicitly to the text (i.e., students use a bass as the basis for xylophone to represent a answers. giant, because the giant is big and loud like the bass xylophone). LAFS.3.RL.1.3 Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events

Mathematics FS Code MA Standard Correlation Strategy Author’s Comments Related Key Learning KL 2 MAFS.K12.MP.6.1 Attend to precision. The students can sing the song MAFS.K12.MP.6.1 can be I can sing unison songs on pitch with proper technique used as a correlation in using proper singing (i.e., head voice, proper breath ALL Key Learnings for 3rd technique and support) grade. maintaining a tonal center. KL 4 MAFS.K12.MP.5.1 Use appropriate tools The students can hold (mallets) MAFS.K12.MP.5.1 can be I can play melodic strategically. and use instruments with correct correlated to any lessons patterns and layered technique. that include instruments. ostinati, using proper instrumental technique, on pitched and unpitched instruments. 7 KL 5 MAFS.3.OA.1.3 Use multiplication The students can identify the Can also be correlated with I can identify the and division within number of beats per measure in division by determining difference between 100 to solve word a song, and use that to determine how many measures are in simple 2/4 (duple) and problems in situations how many beats are in a specific a section, counting the beats simple 3/4 (triple) involving equal section (i.e., phrase, A section) and then dividing by the meter. groups meter. KL 9 MAFS.K12.MP.7.1 Look for and make The students can identify I can identify and use of structure patterns in a piece of music and explain the musical how the patterns relate to the form of a song. whole piece (i.e., identify that there are three sections within a patterned dance, and then describe how those fit together to create the overall form)

K 1st 2nd 3rd 4th 5th

8 1. I can identify various 1. I can classify instruments 1. I can classify instrument 1. I can identify, visually and 1. I can identify, aurally and 1. I can identify aurally selected classroom instruments. as pitched or unpitched. into metals, woods and aurally, families of instruments. visually, selected instruments instruments of the orchestra, band and MU.K.C.1.3 MU.1.C.1.3 membranes. MU.2.C.1.3 (e.g., strings, woodwinds, brass on the orchestra. MU.4.C.1.3 other ensembles. MU.5.C.1.3 SC.K.P.10.1 and percussion) MU.3.C.1.3 (See Recommended List of (See Recommended List of Instruments) LAFS.3.SL.2.6 Instruments) C 1. I can identify and use 2. I can play loud/soft, 2. I can identify and whispering, speaking, singing fast/slow and high/low on demonstrate when the music 2. I can describe, using music 2. I can listen critically and develop and calling voices. classroom instruments in is getting louder/softer, vocabulary, what I hear in a suggestions to improve performances of MU.K.C.1.4 response to the music. faster/slower, and is moving specific musical work. (e.g., myself and others. MU.5.C.2.1; MU.1.C.1.1; MU.1.O.3.1 upward/downward. genre, style, cultures) MU.5.C.2.2 MU.2.C.1.2; MU.2.O.1.1 MU.4.C.1.2; MU.4.C.2.2 LAFS.5.L.2.3 3. I can identify the LAFS.4.SL.1.1 LAFS.5.SL.1.1 similarities and differences LAFS.5.SL.1.3 between two performances of 3. I can describe and a familiar song. MU.1.C.2.1 demonstrate appropriate 3. I can compare and/or contrast works TH.1.S.1.3 audience behavior in various within genres, styles and cultures. LAFS.1.SL.1.1 settings. MU.4.C.1.1 MU.5.C.3.1 LAFS.5.L.2.3 3. I can sing simple songs, in 4. I can sing simple songs, in 3. I can sing simple songs, 2. I can sing unison songs using 4. I can sing rounds and 4. I can sing simple songs in major and a group, with age-appropriate a group and by myself, using using my head voice and proper singing technique and ostinati with and without minor modes. MU.5.S.1.4; MU.5.S.3.3 vocal tone. MU.K.S.3.1 age-appropriate vocal tone. maintaining pitch. maintaining a tonal center. accompaniment using TH.5.H.1.2 LAFS.K.SL.1.2 MU.1.S.3.1 MU.2.S.3.1 MU.3.S.3.1 proper singing technique MAFS.K12.MP.6.1 and maintaining a tonal 5. I can sing a major scale with proper 5. I can sing and play songs, 4. I can sing and play songs, center. MU.4.S.3.1 singing technique using solfege, while 4. I can echo which may include changes which may include changes 3. I can play melodic patterns maintaining a tonal center. MU.5.S.3.1 rhythmic/melodic patterns in verses or repeats, from in dynamics, lyrics, and and layered ostinati, using 5. I can sing melodic MAFS.K12.MP.7.1 performed by my teacher. memory. MU.1.S.2.1; form, from memory. proper instrumental technique, patterns on pitch containing 1 MU.K.S.3.4; MU.K.O.1.1 MU.1.S.3.2 MU.2.S.2.1 on pitched and unpitched S1L1DRMFSLTD using 6. I can play 2-4 measure MAFS.K12.MP.5.1 MAFS.K12.MP.5.1 instruments. MU.3.S.3.2 solfege. MU.4.S.3.3 rhythmic/melodic ostinati within an 5. I can play simple MAFS.K12.MP.7.1 MAFS.K12.MP.7.1 MAFS.K12.MP.5.1 ensemble, maintaining my part. accompaniments on MAFS.K12.MP.6.1 6. I can play rounds and MU.5.S.3.2 S classroom instruments. 6. I can read rhythmic 5. I can read rhythmic ostinati, by ear, on MAFS.K12.MP.5.1 MU.K.S.3.2 4. I can read rhythmic/melodic classroom instruments, MAFS.K12.MP.7.1 MAFS.K12.MP.5.1 patterns with , , patterns with , , , using proper instrumental MU.1.S.3.2 while maintaining a steady phrases with , , , , technique. MU.4.S.3.2; 7. I can sing and play simple major and 6. I can improvise a response MAFS.1.OA.1 beat. MU.2.S.3.2 and DRMSL. MU.3.S.3.2; MU.4.S.3.4 minor melodies and accompaniments by to a musical question. MU.3.S.3.3 MAFS.K12.MP.5.1 ear. MU.5.S.1.4; MU.5.S.3.4 MU.K.S.1.1 7. I can read melodic patterns 6. I can read DRMSL LAFS.3.RF.4.4 MAFS.K12.MP.5.1 MAFS.K12.MP.7.1 with MSL. MU.1.S.3.3 patterns using my head voice. 7. I can read MU.2.S.3.3 5. I can identify the difference rhythmic/melodic phrases 8. I can perform in an ensemble using 8. I can improvise a four-beat between simple 2/4 (duple) and appropriate expression and technique, and response to a musical 7. I can compare aural simple 3/4 (triple) meter. with , , , , their following the cues of the conductor. question. MU.1.S.1.1 melodic patterns with written MU.3.S.3.4 corresponding rests, and MU.5.S.2.1 MAFS.K12.MP.7.1 patterns to determine whether MAFS.K12.MP.7.1 DRMSL in 2/4, 3/4 and 4/4. TH.5.H.1.2 they are the same or MU.4.S.3.3 MAFS.K12.MP.5.1 9. I can use visual different. MU.2.S.3.4 6. I can improvise rhythms or MAFS.K12.MP.7.1 representation of MSL to melodies over ostinati. 9. I can read rhythmic/melodic phrases show what I hear. 8. I can improvise short MU.3.S.1.1 8. I can improvise 4- MU.1.S.3.5 phrases in response to a measure answers to 4- with , , , , , . , and musical question. MU.2.S.1.1 7. I can notate rhythmic/melodic measure questions. DRMSLD1 in 2/4, 3/4, and 4/4. MU.4.S.1.1 MU.5.S.3.3 patterns using , , , and MAFS.K12.MP.7.1 MAFS.K12.MP.7.1 DMSL in 4/4. MU.3.S.3.5

9. I can notate 8. I can create a 2-4 measure 9. I can notate 2-4 measure 10. I can improvise rhythmic and melodic rhythmic/melodic patterns rhythmic ostinato, to rhythmic/melodic phrases phrases to create simple variations on 9 accompany songs or poems. familiar melodies. MU.5.S.1.1 with , , and DMSL. MU.3.S.1.2 using , , , , their MU.2.S.3.5 corresponding rests, and 11. I can notate 4-8 measure DRMSL in 2/4 and 4/4. MU.4.S.3.5 rhythmic/melodic phrases using , , MAFS.K12.MP.7.1 , , their corresponding rests, and DRMSLD1 in 2/4 and 4/4. MU.5.S.3.5 10. I can create a 2-4 MAFS.K12.MP.7.1 measure melodic ostinato, to accompany songs or poems. 12. I can compose an 8-measure melody MU.4.S.1.2 using traditional notation in 2/4 and 4/4. MAFS.K12.MP.7.1 MU.5.S.1.2 MAFS.K12.MP.7.1 7. I can respond to steady 10. I can perform a steady 10. I can identify the form of 9. I can identify and explain the 11. I can apply expressive 13. I can read the score of a simple song beat in music. MU.K.O.1.1 beat to various tempos. a simple piece of music. musical form of a song. elements to a piece of music and apply music symbols and terms. MU.1.O.3.1 MU.2.O.1.2 MU.3.O.1.2 and explain my choices. MU.5.O.3.2 MAFS.K12.MP.6.1 MAFS.K12.MP.7.1 DA.3.H.1.1 MU.4.O.3.2 MAFS.K12.MP.7.1 LAFS.4.SL.1.3 11. I can use piano and PE.3.M.1.10 O forte to describe when music 12. I can classify music in at 11. I can respond to changes is soft and loud. MU.2.O.3.1 least 3 genres and support my in tempo and dynamics answer. (e.g., orchestra, jazz, through movement. folk). MU.4.O.1.1 MU.1.O.3.1 LAFS.4.SL.1.3 PE.1.C.2.1 8. I can perform simple 12. I can perform songs, 12. I can perform and discuss 10. I can describe and compare, 13. I can identify connections 14. I can examine critical thinking songs, finger plays, and dances and musical games songs, musical games, dances using correct music vocabulary, between music and other processes in music and describe and how rhymes to experience from a variety of cultures. and simple accompaniments dynamics, tempo and tone color subjects. MU.4.H.3.1 they relate to other subjects. connections among music, MU.1.H.1.1 from a variety cultures. in musical works (e.g., genre, DA.4.H.3.3 MU.5.H.3.1 language, and numbers. DA.1.S.3.4 MU.2.H.1.1 style, culture). MU.3.H.1.3 SC.4.P .10.3 LAFS.5.L.2.3 H MU.K.H.3.1 PE.1.C.2.1 LAFS.2.RI.1.1 VA.3.H.1.3 PE.4.M.1.10 LAFS.K.RL.4.10 TH.2.C LAFS.3.SL.1.1 LAFS.K.RL.1.2. LAFS.2.SL.1.1 LAFS.3.L.3.6 LAFS.K.SL.1.1 PE.2.M.1.9 9. I can respond, through 13. I can create sounds or 13. I can create, in 11. I can create, in collaboration 14. I can create a musical 15. I can create music using a variety of creative play, to fast/slow, movement that brings a poem collaboration with others, a with others, a musical interpretation of a song by sound sources to express text, idea, or loud/soft, and high/low. or story to life. (e.g.., props, musical performance that interpretation of a poem or story varying dynamics, timbre feeling. MU.5.F.1.1 F MU.1.F.1.1 instruments, found sounds) brings a story or poem to life. using voices, sound sources and and/or tempo. MU.4.F.1.1 LAFS.5.L.2.3 DA.K.S.3.3 MU.1.F.1.1 MU.2.F.1.1; MU.2.F.3.1 movement. MU.3.F.1.1; LAFS.4.RL.1.3 LAFS.5.SL.1.1 DA.K.O.3.1 LAFS.1.RL.2.4 DA.2.O.3.1 MU.3.F.3.1 LAFS.4.SL.1.2 LAFS.5.SL.1.2 PE.K.C.2.1 DA.1.O.3.1 TH.2.C.1.1 LAFS.3.RI.3.1 PE.K.R.6.2 LAFS.1.SL.1.2 LAFS.2.SL.1.2 LAFS.3.RL.1.3 9 13 13 11 14 15

LAFS.K.SL1.3 LAFS.1.SL.1.3 LAFS.2.SL.1.3 LAFS.3.SL.1.3 MAFS.K12.MP.6.1 MAFS.K12.MP.6.1 HE.K.B.5.3 PE.1.C.2.2 MAFS.K12.MP.6.1 MAFS.K12.MP.6.1 PE.4.C.2.2 PE.K.C.2.2 MAFS.K12.MP.6.1 PE.2.C.2.2 PE.3.C.2.2 PE.K.C.6.3 PE.2.R.6.2 MAFS.K12.MP.6.1 PE.2.R.6.3 HE.2.B.5.3

10 Music Standards

11

12

13