TEKS Correlation – Third Grade

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StatementExpectationBreakoutCitation TypeScreen IDSpecific Location
(1) Foundations: music literacy. The student describes and analyzes musical sound. The student is expected to:(A) categorize and explain a variety of musical sounds, including those of children and adult voices(i) categorize a variety of musical sounds, including those of children voicesInstruction3LP04-04Teacher Notes, Screen Activity
   Review3LP04-09Teacher Notes, Screen Review
   Activity3LP04-11Teacher Notes, Screen Review
(1) Foundations: music literacy. The student describes and analyzes musical sound. The student is expected to:(A) categorize and explain a variety of musical sounds, including those of children and adult voices(ii) categorize a variety of musical sounds, including those of adult voicesInstruction3LP04-06Teacher Notes, Screen Activity
   Activity3LP04-07Teacher Notes, Screen Activity
   Review3LP04-09Teacher Notes, Screen Review
(1) Foundations: music literacy. The student describes and analyzes musical sound. The student is expected to:(B) categorize and explain a variety of musical sounds, including those of woodwind, brass, string, percussion; and instruments from various cultures(i) categorize a variety of musical sounds, including those of woodwind [instruments]Instruction3LP19-06Teacher Notes, Screen Activity
   Activity3LP19-07Teacher Notes, Screen Activity
   Review3LP19-08Teacher Notes, Screen Review
(1) Foundations: music literacy. The student describes and analyzes musical sound. The student is expected to:(B) categorize and explain a variety of musical sounds, including those of woodwind, brass, string, percussion; and instruments from various cultures(ii) categorize a variety of musical sounds, including those of brass [instruments] Instruction3LP28-06Teacher Notes, Screen Activity
   Activity3LP28-07Teacher Notes, Screen Activity
   Review3LP28-08Teacher Notes, Screen Review
(1) Foundations: music literacy. The student describes and analyzes musical sound. The student is expected to:(B) categorize and explain a variety of musical sounds, including those of woodwind, brass, string, percussion; and instruments from various cultures(iii) categorize a variety of musical sounds, including those of string [instruments]Instruction3LP11-07Teacher Notes, Screen Activity
   Activity3LP11-08Teacher Notes, Screen Activity
   Review3LP11-09Teacher Notes, Screen Review
(1) Foundations: music literacy. The student describes and analyzes musical sound. The student is expected to:(B) categorize and explain a variety of musical sounds, including those of woodwind, brass, string, percussion; and instruments from various cultures(iv) categorize a variety of musical sounds, including those of percussion [instruments]Instruction3LP02-05Teacher Notes, Screen Activity
   Activity3LP02-06Teacher Notes, Screen Activity
   Review3LP02-08Teacher Notes, Screen Review
(1) Foundations: music literacy. The student describes and analyzes musical sound. The student is expected to:(B) categorize and explain a variety of musical sounds, including those of woodwind, brass, string, percussion; and instruments from various cultures(v) categorize a variety of musical sounds, including those of instruments from various culturesInstruction3LP08-08Teacher Notes, Screen Activity
   Activity3LP08-09Teacher Notes, Screen Activity
   Review3LP08-10Teacher Notes, Screen Activity (Review)
(1) Foundations: music literacy. The student describes and analyzes musical sound. The student is expected to:(B) categorize and explain a variety of musical sounds, including those of woodwind, brass, string, percussion; and instruments from various cultures(vi) explain a variety of musical sounds, including those of woodwind [instruments] Instruction3LP19-06Teacher Notes, Screen Activity
   Activity3LP19-07Teacher Notes, Screen Activity
   Review3LP19-08Teacher Notes, Screen Review
(1) Foundations: music literacy. The student describes and analyzes musical sound. The student is expected to:(B) categorize and explain a variety of musical sounds, including those of woodwind, brass, string, percussion; and instruments from various cultures(vii) explain a variety of musical sounds, including those of brass [instruments] Instruction3LP28-06Teacher Notes, Screen Activity
   Activity3LP28-07Teacher Notes, Screen Activity
   Review3LP28-08Teacher Notes, Screen Review
(1) Foundations: music literacy. The student describes and analyzes musical sound. The student is expected to:(B) categorize and explain a variety of musical sounds, including those of woodwind, brass, string, percussion; and instruments from various cultures(viii) explain a variety of musical sounds, including those of string [instruments] Instruction3LP11-07Teacher Notes, Screen Activity
   Activity3LP11-08Teacher Notes, Screen Activity
   Review3LP11-09Teacher Notes, Screen Review
(1) Foundations: music literacy. The student describes and analyzes musical sound. The student is expected to:(B) categorize and explain a variety of musical sounds, including those of woodwind, brass, string, percussion; and instruments from various cultures(ix) explain a variety of musical sounds, including those of percussion [instruments] Instruction3LP02-05Teacher Notes, Screen Activity
   Activity3LP02-06Teacher Notes, Screen Activity
   Review3LP02-08Teacher Notes, Screen Review
(1) Foundations: music literacy. The student describes and analyzes musical sound. The student is expected to:(B) categorize and explain a variety of musical sounds, including those of woodwind, brass, string, percussion; and instruments from various cultures(x) explain a variety of musical sounds, including those of instruments from various culturesInstruction3LP08-08Teacher Notes, Screen Activity
   Activity3LP08-09Teacher Notes, Screen Activity
   Review3LP08-10Teacher Notes, Screen Activity (Review)
(1) Foundations: music literacy. The student describes and analyzes musical sound. The student is expected to:(C) use known music symbols and terminology referring to rhythm, melody, timbre, form, tempo, dynamics, including mezzo piano and mezzo forte, to identify musical sounds presented aurally(i) use known music symbols referring to rhythm to identify musical sounds presented aurallyInstruction3LP15-07Teacher Notes, Screen Activity
   Review3LP15-08Teacher Notes, Screen Review
(1) Foundations: music literacy. The student describes and analyzes musical sound. The student is expected to:(C) use known music symbols and terminology referring to rhythm, melody, timbre, form, tempo, dynamics, including mezzo piano and mezzo forte, to identify musical sounds presented aurally(ii) use known music symbols referring to melody to identify musical sounds presented aurallyInstruction3LP24-03Teacher Notes, Screen Activity
   Activity3LP24-05Teacher Notes, Screen Activity
   Activity3LP24-06Teacher Notes, Screen Activity
   Review3LP24-07Teacher Notes, Screen Review
(1) Foundations: music literacy. The student describes and analyzes musical sound. The student is expected to:(C) use known music symbols and terminology referring to rhythm, melody, timbre, form, tempo, dynamics, including mezzo piano and mezzo forte, to identify musical sounds presented aurally(iii) use known music symbols referring to timbre to identify musical sounds presented aurallyInstruction3LP21-05Teacher Notes, Screen Activity
   Review3LP21-09Teacher Notes, Screen Activity
(Variation Review, from screen 05)
(1) Foundations: music literacy. The student describes and analyzes musical sound. The student is expected to:(C) use known music symbols and terminology referring to rhythm, melody, timbre, form, tempo, dynamics, including mezzo piano and mezzo forte, to identify musical sounds presented aurally(iv) use known music symbols referring to form to identify musical sounds presented aurallyInstruction3LP32-06Teacher Notes, Screen Activity
   Review3LP32-07Teacher Notes, Screem Review
(1) Foundations: music literacy. The student describes and analyzes musical sound. The student is expected to:(C) use known music symbols and terminology referring to rhythm, melody, timbre, form, tempo, dynamics, including mezzo piano and mezzo forte, to identify musical sounds presented aurally(v) use known music symbols referring to tempo to identify musical sounds presented aurallyInstruction3LP26-04Teacher Notes, Screen Activity
   Review3LP26-07Teacher Notes, Screen Review
(1) Foundations: music literacy. The student describes and analyzes musical sound. The student is expected to:(C) use known music symbols and terminology referring to rhythm, melody, timbre, form, tempo, dynamics, including mezzo piano and mezzo forte, to identify musical sounds presented aurally(vi) use known music symbols referring to dynamics, including mezzo piano, to identify musical sounds presented aurallyInstruction3LP18-05Teacher Notes, Screen Activity
   Review3LP18-07Teacher Notes, Screen Review
(1) Foundations: music literacy. The student describes and analyzes musical sound. The student is expected to:(C) use known music symbols and terminology referring to rhythm, melody, timbre, form, tempo, dynamics, including mezzo piano and mezzo forte, to identify musical sounds presented aurally(vii) use known music symbols referring to dynamics, including mezzo forte, to identify musical sounds presented aurallyInstruction3LP18-05Teacher Notes, Screen Activity
   Review3LP18-07Teacher Notes, Screen Review
   Assessment3LP18-08Teacher Notes, Screen Assessment
(1) Foundations: music literacy. The student describes and analyzes musical sound. The student is expected to:(C) use known music symbols and terminology referring to rhythm, melody, timbre, form, tempo, dynamics, including mezzo piano and mezzo forte, to identify musical sounds presented aurally(viii) use known music terminology referring to rhythm to identify musical sounds presented aurallyInstruction3LP15-07Teacher Notes, Screen Activity
   Review3LP15-08Teacher Notes, Screen Review
(1) Foundations: music literacy. The student describes and analyzes musical sound. The student is expected to:(C) use known music symbols and terminology referring to rhythm, melody, timbre, form, tempo, dynamics, including mezzo piano and mezzo forte, to identify musical sounds presented aurally(ix) use known music terminology referring to melody to identify musical sounds presented aurallyInstruction3LP24-03Teacher Notes, Screen Activity
   Activity3LP24-05Teacher Notes, Screen Activity
   Activity3LP24-06Teacher Notes, Screen Activity
   Review3LP24-07Teacher Notes, Screen Review
(1) Foundations: music literacy. The student describes and analyzes musical sound. The student is expected to:(C) use known music symbols and terminology referring to rhythm, melody, timbre, form, tempo, dynamics, including mezzo piano and mezzo forte, to identify musical sounds presented aurally(x) use known music terminology referring to timbre to identify musical sounds presented aurallyInstruction3LP21-05Teacher Notes, Screen Activity
   Review3LP21-09Teacher Notes, Screen Activity
(Variation Review, from screen 05)
(1) Foundations: music literacy. The student describes and analyzes musical sound. The student is expected to:(C) use known music symbols and terminology referring to rhythm, melody, timbre, form, tempo, dynamics, including mezzo piano and mezzo forte, to identify musical sounds presented aurally(xi) use known music terminology referring to form to identify musical sounds presented aurallyInstruction3LP32-06Teacher Notes, Screen Activity
   Review3LP32-07Teacher Notes, Screem Review
(1) Foundations: music literacy. The student describes and analyzes musical sound. The student is expected to:(C) use known music symbols and terminology referring to rhythm, melody, timbre, form, tempo, dynamics, including mezzo piano and mezzo forte, to identify musical sounds presented aurally(xii) use known music terminology referring to tempo to identify musical sounds presented aurally Instruction3LP26-04Teacher Notes, Screen Activity
   Review3LP26-07Teacher Notes, Screen Review
   Assessment3LP26-09Teacher Notes, Screen Assessment Activity
(1) Foundations: music literacy. The student describes and analyzes musical sound. The student is expected to:(C) use known music symbols and terminology referring to rhythm, melody, timbre, form, tempo, dynamics, including mezzo piano and mezzo forte, to identify musical sounds presented aurally(xiii) use known music terminology referring to dynamics, including mezzo piano, to identify musical sounds presented aurallyInstruction3LP18-05Teacher Notes, Screen Activity
   Review3LP18-07Teacher Notes, Screen Review
   Assessment3LP18-08Teacher Notes, Screen Assessment
(1) Foundations: music literacy. The student describes and analyzes musical sound. The student is expected to:(C) use known music symbols and terminology referring to rhythm, melody, timbre, form, tempo, dynamics, including mezzo piano and mezzo forte, to identify musical sounds presented aurally(xiv) use known music terminology referring to dynamics, including mezzo forte, to identify musical sounds presented aurallyInstruction3LP18-05Teacher Notes, Screen Activity
   Review3LP18-07Teacher Notes, Screen Review
   Assessment3LP18-08Teacher Notes, Screen Assessment
(1) Foundations: music literacy. The student describes and analyzes musical sound. The student is expected to:(D) identify and label small and large musical forms such as abac, AB, and ABA, presented aurally in simple songs and larger works (i) identify small musical forms presented aurally in simple songs Instruction3LP31-14Teacher Notes, Screen Activity
   Activity3LP31-15Teacher Notes, Screen Activity
(1) Foundations: music literacy. The student describes and analyzes musical sound. The student is expected to:(D) identify and label small and large musical forms such as abac, AB, and ABA, presented aurally in simple songs and larger works (ii) identify small musical forms presented aurally in larger works Instruction3LP31-14Teacher Notes, Screen Activity
   Activity3LP31-16Teacher Notes, Screen Activity
(1) Foundations: music literacy. The student describes and analyzes musical sound. The student is expected to:(D) identify and label small and large musical forms such as abac, AB, and ABA, presented aurally in simple songs and larger works (iii) identify large musical forms presented aurally in simple songsInstruction3LP31-03Teacher Notes, Screen Activity
   Activity3LP32-02Teacher Notes, Screen Activity
   Activity3LP32-05Teacher Notes, Screen Activity
   Review3LP32-07Teacher Notes, Screen Review
(1) Foundations: music literacy. The student describes and analyzes musical sound. The student is expected to:(D) identify and label small and large musical forms such as abac, AB, and ABA, presented aurally in simple songs and larger works (iv) identify large musical forms presented aurally in larger worksInstruction3LP31-03Teacher Notes, Screen Activity
   Activity3LP32-11Teacher Notes, Screen Activity
   Review3LP33-06Teacher Notes, Screen Review
(1) Foundations: music literacy. The student describes and analyzes musical sound. The student is expected to:(D) identify and label small and large musical forms such as abac, AB, and ABA, presented aurally in simple songs and larger works (v) label small musical forms presented aurally in simple songs Instruction3LP31-14Teacher Notes, Screen Activity
   Activity3LP31-15Teacher Notes, Screen Activity
(1) Foundations: music literacy. The student describes and analyzes musical sound. The student is expected to:(D) identify and label small and large musical forms such as abac, AB, and ABA, presented aurally in simple songs and larger works (vi) label small musical forms presented aurally in larger works Instruction3LP31-14Teacher Notes, Screen Activity
   Activity3LP31-16Teacher Notes, Screen Activity
(1) Foundations: music literacy. The student describes and analyzes musical sound. The student is expected to:(D) identify and label small and large musical forms such as abac, AB, and ABA, presented aurally in simple songs and larger works (vii) label large musical forms presented aurally in simple songs Instruction3LP31-03 Teacher Notes, Screen Activity
   Activity3LP32-02Teacher Notes, Screen Activity
   Activity3LP32-05Teacher Notes, Screen Activity
   Review3LP32-07Teacher Notes, Screen Review
(1) Foundations: music literacy. The student describes and analyzes musical sound. The student is expected to:(D) identify and label small and large musical forms such as abac, AB, and ABA, presented aurally in simple songs and larger works (viii) label large musical forms presented aurally in larger worksInstruction3LP31-03Teacher Notes, Screen Activity
   Activity3LP32-11Teacher Notes, Screen Activity
   Review3LP33-06Teacher Notes, Screen Review
(2) Foundations: music literacy. The student reads, writes, and reproduces music notation using a system. Technology and other tools may be used to read, write, and reproduce musical examples. The student is expected to:(A) read, write, and reproduce rhythmic patterns using standard notation, including four sixteenth notes, whole notes, whole rests, and previously learned note values in 2/4 and 4/4 meters as appropriate(i) read rhythmic patterns using standard notation, including four sixteenth notes in 2/4 meter as appropriateInstruction3LP13-04Teacher Notes, Screen Activity
   Review3LP13-05Teacher Notes, Screen Review
   Assessment3LP15-09Teacher Notes, Screen Notes and Rests Assessment
(2) Foundations: music literacy. The student reads, writes, and reproduces music notation using a system. Technology and other tools may be used to read, write, and reproduce musical examples. The student is expected to:(A) read, write, and reproduce rhythmic patterns using standard notation, including four sixteenth notes, whole notes, whole rests, and previously learned note values in 2/4 and 4/4 meters as appropriate(ii) read rhythmic patterns using standard notation, including four sixteenth notes in 4/4 meter as appropriateInstruction3LP13-03Teacher Notes, Screen Activity
   Review3LP13-05Teacher Notes, Screen Review
   Assessment3LP15-09Teacher Notes, Screen Notes and Rests Assessment
(2) Foundations: music literacy. The student reads, writes, and reproduces music notation using a system. Technology and other tools may be used to read, write, and reproduce musical examples. The student is expected to:(A) read, write, and reproduce rhythmic patterns using standard notation, including four sixteenth notes, whole notes, whole rests, and previously learned note values in 2/4 and 4/4 meters as appropriate(iii) read rhythmic patterns using standard notation, including whole notes, in 2/4 meter as appropriateInstruction3LP13-04Teacher Notes, Screen Activity
   Review3LP13-05Teacher Notes, Screen Review
   Assessment3LP15-09Teacher Notes, Screen Notes and Rests Assessment
(2) Foundations: music literacy. The student reads, writes, and reproduces music notation using a system. Technology and other tools may be used to read, write, and reproduce musical examples. The student is expected to:(A) read, write, and reproduce rhythmic patterns using standard notation, including four sixteenth notes, whole notes, whole rests, and previously learned note values in 2/4 and 4/4 meters as appropriate(iv) read rhythmic patterns using standard notation, including whole notes in 4/4 meter as appropriateInstruction3LP13-03Teacher Notes, Screen Activity
   Review3LP13-05Teacher Notes, Screen Review
   Assessment3LP15-09Teacher Notes, Screen Notes and Rests Assessment
(2) Foundations: music literacy. The student reads, writes, and reproduces music notation using a system. Technology and other tools may be used to read, write, and reproduce musical examples. The student is expected to:(A) read, write, and reproduce rhythmic patterns using standard notation, including four sixteenth notes, whole notes, whole rests, and previously learned note values in 2/4 and 4/4 meters as appropriate(v) read rhythmic patterns using standard notation, including whole rests in 2/4 meter as appropriateInstruction3LP13-04Teacher Notes, Screen Activity
   Review3LP13-05Teacher Notes, Screen Review
   Assessment3LP15-09Teacher Notes, Screen Notes and Rests Assessment
(2) Foundations: music literacy. The student reads, writes, and reproduces music notation using a system. Technology and other tools may be used to read, write, and reproduce musical examples. The student is expected to:(A) read, write, and reproduce rhythmic patterns using standard notation, including four sixteenth notes, whole notes, whole rests, and previously learned note values in 2/4 and 4/4 meters as appropriate(vi) read rhythmic patterns using standard notation, including whole rests in 4/4 meter as appropriateInstruction3LP13-03Teacher Notes, Screen Activity
   Review3LP13-05Teacher Notes, Screen Review
   Assessment3LP15-09Teacher Notes, Screen Notes and Rests Assessment
(2) Foundations: music literacy. The student reads, writes, and reproduces music notation using a system. Technology and other tools may be used to read, write, and reproduce musical examples. The student is expected to:(A) read, write, and reproduce rhythmic patterns using standard notation, including four sixteenth notes, whole notes, whole rests, and previously learned note values in 2/4 and 4/4 meters as appropriate(vii) read rhythmic patterns using standard notation, including previously learned note values in 2/4 meter as appropriateInstruction3LP13-04Teacher Notes, Screen Activity
   Review3LP13-05Teacher Notes, Screen Review
   Assessment3LP15-09Teacher Notes, Screen Notes and Rests Assessment
(2) Foundations: music literacy. The student reads, writes, and reproduces music notation using a system. Technology and other tools may be used to read, write, and reproduce musical examples. The student is expected to:(A) read, write, and reproduce rhythmic patterns using standard notation, including four sixteenth notes, whole notes, whole rests, and previously learned note values in 2/4 and 4/4 meters as appropriate(viii) read rhythmic patterns using standard notation, including previously learned note values in 4/4 meter as appropriateInstruction3LP13-03Teacher Notes, Screen Activity
   Review3LP13-05Teacher Notes, Screen Review
(2) Foundations: music literacy. The student reads, writes, and reproduces music notation using a system. Technology and other tools may be used to read, write, and reproduce musical examples. The student is expected to:(A) read, write, and reproduce rhythmic patterns using standard notation, including four sixteenth notes, whole notes, whole rests, and previously learned note values in 2/4 and 4/4 meters as appropriate(ix) write rhythmic patterns using standard notation, including four sixteenth notes in 2/4 meter as appropriateInstruction3LP13-04Teacher Notes, Screen Activity
   Review3LP13-05Teacher Notes, Screen Review
   Assessment3LP15-09Teacher Notes, Screen Notes and Rests Assessment
(2) Foundations: music literacy. The student reads, writes, and reproduces music notation using a system. Technology and other tools may be used to read, write, and reproduce musical examples. The student is expected to:(A) read, write, and reproduce rhythmic patterns using standard notation, including four sixteenth notes, whole notes, whole rests, and previously learned note values in 2/4 and 4/4 meters as appropriate(x) write rhythmic patterns using standard notation, including four sixteenth notes in 4/4 meter as appropriateInstruction3LP13-03Teacher Notes, Screen Activity
   Review3LP13-05Teacher Notes, Screen Review
   Assessment3LP15-09Teacher Notes, Screen Notes and Rests Assessment
(2) Foundations: music literacy. The student reads, writes, and reproduces music notation using a system. Technology and other tools may be used to read, write, and reproduce musical examples. The student is expected to:(A) read, write, and reproduce rhythmic patterns using standard notation, including four sixteenth notes, whole notes, whole rests, and previously learned note values in 2/4 and 4/4 meters as appropriate(xi) write rhythmic patterns using standard notation, including whole notes in 2/4 meter as appropriateInstruction3LP13-04Teacher Notes, Screen Activity
   Review3LP13-05Teacher Notes, Screen Review
   Assessment3LP15-09Teacher Notes, Screen Notes and Rests Assessment
(2) Foundations: music literacy. The student reads, writes, and reproduces music notation using a system. Technology and other tools may be used to read, write, and reproduce musical examples. The student is expected to:(A) read, write, and reproduce rhythmic patterns using standard notation, including four sixteenth notes, whole notes, whole rests, and previously learned note values in 2/4 and 4/4 meters as appropriate(xii) write rhythmic patterns using standard notation, including whole notes in 4/4 meter as appropriateInstruction3LP13-03Teacher Notes, Screen Activity
   Review3LP13-05Teacher Notes, Screen Review
   Assessment3LP15-09Teacher Notes, Screen Notes and Rests Assessment
(2) Foundations: music literacy. The student reads, writes, and reproduces music notation using a system. Technology and other tools may be used to read, write, and reproduce musical examples. The student is expected to:(A) read, write, and reproduce rhythmic patterns using standard notation, including four sixteenth notes, whole notes, whole rests, and previously learned note values in 2/4 and 4/4 meters as appropriate(xiii) write rhythmic patterns using standard notation, including whole rests in 2/4 meter as appropriateInstruction3LP13-04Teacher Notes, Screen Activity
   Review3LP13-05Teacher Notes, Screen Review
   Assessment3LP15-09Teacher Notes, Screen Notes and Rests Assessment
(2) Foundations: music literacy. The student reads, writes, and reproduces music notation using a system. Technology and other tools may be used to read, write, and reproduce musical examples. The student is expected to:(A) read, write, and reproduce rhythmic patterns using standard notation, including four sixteenth notes, whole notes, whole rests, and previously learned note values in 2/4 and 4/4 meters as appropriate(xiv) write rhythmic patterns using standard notation, including whole rests in 4/4 meter as appropriateInstruction3LP13-03Teacher Notes, Screen Activity
   Review3LP13-05Teacher Notes, Screen Review
   Assessment3LP15-09Teacher Notes, Screen Notes and Rests Assessment
(2) Foundations: music literacy. The student reads, writes, and reproduces music notation using a system. Technology and other tools may be used to read, write, and reproduce musical examples. The student is expected to:(A) read, write, and reproduce rhythmic patterns using standard notation, including four sixteenth notes, whole notes, whole rests, and previously learned note values in 2/4 and 4/4 meters as appropriate(xv) write rhythmic patterns using standard notation, including previously learned note values in 2/4 meter as appropriateInstruction3LP13-04Teacher Notes, Screen Activity
   Review3LP13-05Teacher Notes, Screen Review
(2) Foundations: music literacy. The student reads, writes, and reproduces music notation using a system. Technology and other tools may be used to read, write, and reproduce musical examples. The student is expected to:(A) read, write, and reproduce rhythmic patterns using standard notation, including four sixteenth notes, whole notes, whole rests, and previously learned note values in 2/4 and 4/4 meters as appropriate(xvi) write rhythmic patterns using standard notation including, previously learned note values in 4/4 meter as appropriateInstruction3LP13-03Teacher Notes, Screen Activity
   Review3LP13-05Teacher Notes, Screen Review
(2) Foundations: music literacy. The student reads, writes, and reproduces music notation using a system. Technology and other tools may be used to read, write, and reproduce musical examples. The student is expected to:(A) read, write, and reproduce rhythmic patterns using standard notation, including four sixteenth notes, whole notes, whole rests, and previously learned note values in 2/4 and 4/4 meters as appropriate(xvii) reproduce rhythmic patterns using standard notation, including four sixteenth notes in 2/4 meter as appropriateInstruction3LP13-04Teacher Notes, Screen Activity
   Review3LP13-05Teacher Notes, Screen Review
(2) Foundations: music literacy. The student reads, writes, and reproduces music notation using a system. Technology and other tools may be used to read, write, and reproduce musical examples. The student is expected to:(A) read, write, and reproduce rhythmic patterns using standard notation, including four sixteenth notes, whole notes, whole rests, and previously learned note values in 2/4 and 4/4 meters as appropriate(xviii) reproduce rhythmic patterns using standard notation, including four sixteenth notes in 4/4 meter as appropriateInstruction3LP13-03Teacher Notes, Screen Activity
   Review3LP13-05Teacher Notes, Screen Review
(2) Foundations: music literacy. The student reads, writes, and reproduces music notation using a system. Technology and other tools may be used to read, write, and reproduce musical examples. The student is expected to:(A) read, write, and reproduce rhythmic patterns using standard notation, including four sixteenth notes, whole notes, whole rests, and previously learned note values in 2/4 and 4/4 meters as appropriate(xix) reproduce rhythmic patterns using standard notation, including whole notes in 2/4 meter as appropriateInstruction3LP13-04Teacher Notes, Screen Activity
   Review3LP13-05Teacher Notes, Screen Review
(2) Foundations: music literacy. The student reads, writes, and reproduces music notation using a system. Technology and other tools may be used to read, write, and reproduce musical examples. The student is expected to:(A) read, write, and reproduce rhythmic patterns using standard notation, including four sixteenth notes, whole notes, whole rests, and previously learned note values in 2/4 and 4/4 meters as appropriate(xx) reproduce rhythmic patterns using standard notation, including whole notes in 4/4 meter as appropriateInstruction3LP13-03Teacher Notes, Screen Activity
   Review3LP13-05Teacher Notes, Screen Review
(2) Foundations: music literacy. The student reads, writes, and reproduces music notation using a system. Technology and other tools may be used to read, write, and reproduce musical examples. The student is expected to:(A) read, write, and reproduce rhythmic patterns using standard notation, including four sixteenth notes, whole notes, whole rests, and previously learned note values in 2/4 and 4/4 meters as appropriate(xxi) reproduce rhythmic patterns using standard notation, including whole rests in 2/4 meter as appropriateInstruction3LP13-04Teacher Notes, Screen Activity
   Review3LP13-05Teacher Notes, Screen Review
(2) Foundations: music literacy. The student reads, writes, and reproduces music notation using a system. Technology and other tools may be used to read, write, and reproduce musical examples. The student is expected to:(A) read, write, and reproduce rhythmic patterns using standard notation, including four sixteenth notes, whole notes, whole rests, and previously learned note values in 2/4 and 4/4 meters as appropriate(xxii) reproduce rhythmic patterns using standard notation, including whole rests in 4/4 meter as appropriateInstruction3LP13-03Teacher Notes, Screen Activity
   Review3LP13-05Teacher Notes, Screen Review
(2) Foundations: music literacy. The student reads, writes, and reproduces music notation using a system. Technology and other tools may be used to read, write, and reproduce musical examples. The student is expected to:(A) read, write, and reproduce rhythmic patterns using standard notation, including four sixteenth notes, whole notes, whole rests, and previously learned note values in 2/4 and 4/4 meters as appropriate(xxiii) reproduce rhythmic patterns using standard notation, including previously learned note values in 2/4 meter as appropriateInstruction3LP13-04Teacher Notes, Screen Activity
   Review3LP13-05Teacher Notes, Screen Review
(2) Foundations: music literacy. The student reads, writes, and reproduces music notation using a system. Technology and other tools may be used to read, write, and reproduce musical examples. The student is expected to:(A) read, write, and reproduce rhythmic patterns using standard notation, including four sixteenth notes, whole notes, whole rests, and previously learned note values in 2/4 and 4/4 meters as appropriate(xxiv) reproduce rhythmic patterns using standard notation, including previously learned note values in 4/4 meter as appropriateInstruction3LP13-03Teacher Notes, Screen Activity
   Review3LP13-05Teacher Notes, Screen Review
(2) Foundations: music literacy. The student reads, writes, and reproduces music notation using a system. Technology and other tools may be used to read, write, and reproduce musical examples. The student is expected to:(B) read, write, and reproduce extended pentatonic melodic patterns using standard staff notation(i) read extended pentatonic melodic patterns using standard staff notationInstruction3LP09-04Teacher Notes, Screen Activity
   Activity3LP09-06Teacher Notes, Screen Activity
   Review3LP09-07Teacher Notes, Screen Review
(2) Foundations: music literacy. The student reads, writes, and reproduces music notation using a system. Technology and other tools may be used to read, write, and reproduce musical examples. The student is expected to:(B) read, write, and reproduce extended pentatonic melodic patterns using standard staff notation(ii) write extended pentatonic melodic patterns using standard staff notationInstruction3LP09-04Teacher Notes, Screen Activity
   Review3LP09-07Teacher Notes, Screen Review
   Activity3LP09-13Teacher Notes, Screen Review
(2) Foundations: music literacy. The student reads, writes, and reproduces music notation using a system. Technology and other tools may be used to read, write, and reproduce musical examples. The student is expected to:(B) read, write, and reproduce extended pentatonic melodic patterns using standard staff notation(iii) reproduce extended pentatonic melodic patterns using standard staff notationInstruction3LP09-04Teacher Notes, Screen Activity
   Activity3LP09-06Teacher Notes, Screen Activity
   Review3LP09-07Teacher Notes, Screen Review
(2) Foundations: music literacy. The student reads, writes, and reproduces music notation using a system. Technology and other tools may be used to read, write, and reproduce musical examples. The student is expected to:(C) identify new and previously learned music symbols and terms referring to tempo, and dynamics, including mezzo piano and mezzo forte (i) identify new music symbols referring to tempoInstruction3LP26-04Teacher Notes, Screen Activity
   Review3LP26-07Teacher Notes, Screen Review
(2) Foundations: music literacy. The student reads, writes, and reproduces music notation using a system. Technology and other tools may be used to read, write, and reproduce musical examples. The student is expected to:(C) identify new and previously learned music symbols and terms referring to tempo, and dynamics, including mezzo piano and mezzo forte (ii) identify new music symbols referring to dynamics, including mezzo pianoInstruction3LP16-02Teacher Notes, Screen Activity
   Activity3LP16-03Teacher Notes, Screen Activity
   Activity3LP16-05Teacher Notes, Screen Activity
   Review3LP16-07Teacher Notes, Screen Review
(2) Foundations: music literacy. The student reads, writes, and reproduces music notation using a system. Technology and other tools may be used to read, write, and reproduce musical examples. The student is expected to:(C) identify new and previously learned music symbols and terms referring to tempo, and dynamics, including mezzo piano and mezzo forte (iii) identify new music symbols referring to dynamics, including mezzo forteInstruction3LP16-02Teacher Notes, Screen Activity
   Activity3LP16-03Teacher Notes, Screen Activity
   Activity3LP16-05Teacher Notes, Screen Activity
   Review3LP16-07Teacher Notes, Screen Review
(2) Foundations: music literacy. The student reads, writes, and reproduces music notation using a system. Technology and other tools may be used to read, write, and reproduce musical examples. The student is expected to:(C) identify new and previously learned music symbols and terms referring to tempo, and dynamics, including mezzo piano and mezzo forte (iv) identify previously learned music symbols referring to tempoInstruction3LP26-04Teacher Notes, Screen Activity
   Review3LP26-07Teacher Notes, Screen Review
(2) Foundations: music literacy. The student reads, writes, and reproduces music notation using a system. Technology and other tools may be used to read, write, and reproduce musical examples. The student is expected to:(C) identify new and previously learned music symbols and terms referring to tempo, and dynamics, including mezzo piano and mezzo forte (v) identify previously learned music symbols referring to dynamics, including mezzo pianoInstruction3LP16-02Teacher Notes, Screen Activity
   Activity3LP16-03Teacher Notes, Screen Activity
   Activity3LP16-05Teacher Notes, Screen Activity
   Review3LP16-07Teacher Notes, Screen Review
(2) Foundations: music literacy. The student reads, writes, and reproduces music notation using a system. Technology and other tools may be used to read, write, and reproduce musical examples. The student is expected to:(C) identify new and previously learned music symbols and terms referring to tempo, and dynamics, including mezzo piano and mezzo forte (vi) identify previously learned music symbols referring to dynamics, including mezzo forteInstruction3LP16-02Teacher Notes, Screen Activity
   Activity3LP16-03Teacher Notes, Screen Activity
   Activity3LP16-05Teacher Notes, Screen Activity
   Review3LP16-07Teacher Notes, Screen Review
(2) Foundations: music literacy. The student reads, writes, and reproduces music notation using a system. Technology and other tools may be used to read, write, and reproduce musical examples. The student is expected to:(C) identify new and previously learned music symbols and terms referring to tempo, and dynamics, including mezzo piano and mezzo forte (vii) identify new music terms referring to tempoInstruction3LP26-04Teacher Notes, Screen Activity
   Review3LP26-07Teacher Notes, Screen Review
(2) Foundations: music literacy. The student reads, writes, and reproduces music notation using a system. Technology and other tools may be used to read, write, and reproduce musical examples. The student is expected to:(C) identify new and previously learned music symbols and terms referring to tempo, and dynamics, including mezzo piano and mezzo forte (viii) identify new music terms referring to dynamics, including mezzo pianoInstruction3LP16-02Teacher Notes, Screen Activity
   Activity3LP16-03Teacher Notes, Screen Activity
   Activity3LP16-05Teacher Notes, Screen Activity
   Review3LP16-07Teacher Notes, Screen Review
(2) Foundations: music literacy. The student reads, writes, and reproduces music notation using a system. Technology and other tools may be used to read, write, and reproduce musical examples. The student is expected to:(C) identify new and previously learned music symbols and terms referring to tempo, and dynamics, including mezzo piano and mezzo forte (ix) identify new music terms referring to dynamics, including mezzo forteInstruction3LP16-02Teacher Notes, Screen Activity
   Activity3LP16-03Teacher Notes, Screen Activity
   Activity3LP16-05Teacher Notes, Screen Activity
   Review3LP16-07Teacher Notes, Screen Review
(2) Foundations: music literacy. The student reads, writes, and reproduces music notation using a system. Technology and other tools may be used to read, write, and reproduce musical examples. The student is expected to:(C) identify new and previously learned music symbols and terms referring to tempo, and dynamics, including mezzo piano and mezzo forte (x) identify previously learned music terms referring to tempoInstruction3LP26-04Teacher Notes, Screen Activity
   Review3LP26-07Teacher Notes, Screen Review
(2) Foundations: music literacy. The student reads, writes, and reproduces music notation using a system. Technology and other tools may be used to read, write, and reproduce musical examples. The student is expected to:(C) identify new and previously learned music symbols and terms referring to tempo, and dynamics, including mezzo piano and mezzo forte (xi) identify previously learned music terms referring to dynamics, including mezzo pianoInstruction3LP16-02Teacher Notes, Screen Activity
   Activity3LP16-03Teacher Notes, Screen Activity
   Activity3LP16-05Teacher Notes, Screen Activity
   Review3LP16-07Teacher Notes, Screen Review
(2) Foundations: music literacy. The student reads, writes, and reproduces music notation using a system. Technology and other tools may be used to read, write, and reproduce musical examples. The student is expected to:(C) identify new and previously learned music symbols and terms referring to tempo, and dynamics, including mezzo piano and mezzo forte (xii) identify previously learned music terms referring to dynamics, including mezzo forteInstruction3LP16-02Teacher Notes, Screen Activity
   Activity3LP16-03Teacher Notes, Screen Activity
   Activity3LP16-05Teacher Notes, Screen Activity
   Review3LP16-07Teacher Notes, Screen Review
(3) Creative expression. The student performs a varied repertoire of developmentally appropriate music in informal or formal settings. The student is expected to:(A) sing or play classroom instruments with accurate intonation and rhythm independently or in groups(i) sing or play classroom instruments with accurate intonation independently or in groupsInstruction3LP25-02Teacher Notes, Screen Activity
   Review3LP25-06Teacher Notes, Screen Review
   Activity3LP25-08Teacher Notes, Screen Review
(3) Creative expression. The student performs a varied repertoire of developmentally appropriate music in informal or formal settings. The student is expected to:(A) sing or play classroom instruments with accurate intonation and rhythm independently or in groups(ii) sing or play classroom instruments with accurate rhythm independently or in groupsInstruction3LP03-04Taeacher Notes, Screen Activity
   Review3LP03-07Teacher Notes, Screen Review
   Activity3LP03-09Taeacher Notes, Screen Activity
(3) Creative expression. The student performs a varied repertoire of developmentally appropriate music in informal or formal settings. The student is expected to:(B) sing or play a varied repertoire of music such as American folk songs and folk songs representative of local cultures independently or in groups(i) sing or play a varied repertoire of music independently or in groupsInstruction3LP08-08Teacher Notes, Screen Activity
   Activity3LP17-03Teacher Notes, Screen Activity
   Activity3LP33-02Teacher Notes, Screen Activity
(3) Creative expression. The student performs a varied repertoire of developmentally appropriate music in informal or formal settings. The student is expected to:(C) move alone or with others to a varied repertoire of music using gross motor, fine motor, locomotor, and non-locomotor skills and integrated movement such as hands and feet moving together(i) move alone or with others to a varied repertoire of music using gross motor skills Instruction3LP35-02Teacher Notes, Screen Lesson
Objectives
   Activity3LP35-04Screens 4-17, Teacher Notes, Screen Activity
(3) Creative expression. The student performs a varied repertoire of developmentally appropriate music in informal or formal settings. The student is expected to:(C) move alone or with others to a varied repertoire of music using gross motor, fine motor, locomotor, and non-locomotor skills and integrated movement such as hands and feet moving together(ii) move alone or with others to a varied repertoire of music using fine motor skills Instruction3LP35-02Teacher Notes, Screen Lesson
Objectives
   Activity3LP35-04Screens 4-17, Teacher Notes, Screen Activity
(3) Creative expression. The student performs a varied repertoire of developmentally appropriate music in informal or formal settings. The student is expected to:(C) move alone or with others to a varied repertoire of music using gross motor, fine motor, locomotor, and non-locomotor skills and integrated movement such as hands and feet moving together(iii) move alone or with others to a varied repertoire of music using locomotor skillsInstruction3LP35-02Teacher Notes, Screen Lesson
Objectives
   Activity3LP35-04Screens 4-17, Teacher Notes, Screen Activity
(3) Creative expression. The student performs a varied repertoire of developmentally appropriate music in informal or formal settings. The student is expected to:(C) move alone or with others to a varied repertoire of music using gross motor, fine motor, locomotor, and non-locomotor skills and integrated movement such as hands and feet moving together(iv) move alone or with others to a varied repertoire of music using non-locomotor skills Instruction3LP35-02Teacher Notes, Screen Lesson
Objectives
   Activity3LP35-04Screens 4-17, Teacher Notes, Screen Activity
(3) Creative expression. The student performs a varied repertoire of developmentally appropriate music in informal or formal settings. The student is expected to:(C) move alone or with others to a varied repertoire of music using gross motor, fine motor, locomotor, and non-locomotor skills and integrated movement such as hands and feet moving together(v) move alone or with others to a varied repertoire of music using integrated movement Instruction3LP35-02Teacher Notes, Screen Lesson
Objectives
   Activity3LP35-04Screens 4-17, Teacher Notes, Screen Activity
(3) Creative expression. The student performs a varied repertoire of developmentally appropriate music in informal or formal settings. The student is expected to:(D) perform simple part work, including rhythmic and melodic ostinati, derived from known repertoire(i) perform simple part work including rhythmic ostinati derived from known repertoireInstruction3LP03-04Teacher Notes, Screen Activity
   Activity3LP03-05Teacher Notes, Screen Activity
   Review3LP03-07Teacher Notes, Screen Review
(3) Creative expression. The student performs a varied repertoire of developmentally appropriate music in informal or formal settings. The student is expected to:(D) perform simple part work, including rhythmic and melodic ostinati, derived from known repertoire(ii) perform simple part work including melodic ostinati derived from known repertoireInstruction3LP09-05Teacher Notes, Screen Activity
   Review3LP09-07Teacher Notes, Screen Review
   Activity3LP09-10Teacher Notes, Screen Activity
(3) Creative expression. The student performs a varied repertoire of developmentally appropriate music in informal or formal settings. The student is expected to:(E) interpret through performance new and previously learned music symbols and terms referring to tempo and dynamics, including mezzo piano and mezzo forte(i) interpret through performance new music symbols referring to tempoInstruction3LP26-04Teacher Notes, Screen Activity
   Review3LP26-07Teacher Notes, Screen Review
(3) Creative expression. The student performs a varied repertoire of developmentally appropriate music in informal or formal settings. The student is expected to:(E) interpret through performance new and previously learned music symbols and terms referring to tempo and dynamics, including mezzo piano and mezzo forte(ii) interpret through performance new music symbols referring to dynamics, including mezzo pianoInstruction3LP16-02Teacher Notes, Screen Activity
   Review3LP16-07Teacher Notes, Screen Review
(3) Creative expression. The student performs a varied repertoire of developmentally appropriate music in informal or formal settings. The student is expected to:(E) interpret through performance new and previously learned music symbols and terms referring to tempo and dynamics, including mezzo piano and mezzo forte(iii) interpret through performance new music symbols referring to tempo, including mezzo forteInstruction3LP26-04Teacher Notes, Screen Activity
   Review3LP26-07Teacher Notes, Screen Review
(3) Creative expression. The student performs a varied repertoire of developmentally appropriate music in informal or formal settings. The student is expected to:(E) interpret through performance new and previously learned music symbols and terms referring to tempo and dynamics, including mezzo piano and mezzo forte(iv) interpret through performance new music terms referring to tempo Instruction3LP26-04Teacher Notes, Screen Activity
   Review3LP26-07Teacher Notes, Screen Review
(3) Creative expression. The student performs a varied repertoire of developmentally appropriate music in informal or formal settings. The student is expected to:(E) interpret through performance new and previously learned music symbols and terms referring to tempo and dynamics, including mezzo piano and mezzo forte(v) interpret through performance new music terms referring to dynamics, including mezzo piano Instruction3LP16-02Teacher Notes, Screen Activity
   Review3LP16-07Teacher Notes, Screen Review
(3) Creative expression. The student performs a varied repertoire of developmentally appropriate music in informal or formal settings. The student is expected to:(E) interpret through performance new and previously learned music symbols and terms referring to tempo and dynamics, including mezzo piano and mezzo forte(vi) interpret through performance new music terms referring to dynamics, including mezzo forteInstruction3LP16-02Teacher Notes, Screen Activity
   Review3LP16-07Teacher Notes, Screen Review
(3) Creative expression. The student performs a varied repertoire of developmentally appropriate music in informal or formal settings. The student is expected to:(E) interpret through performance new and previously learned music symbols and terms referring to tempo and dynamics, including mezzo piano and mezzo forte(vii) interpret through performance previously learned music symbols referring to tempoInstruction3LP26-04Teacher Notes, Screen Activity
   Review3LP26-07Teacher Notes, Screen Review
(3) Creative expression. The student performs a varied repertoire of developmentally appropriate music in informal or formal settings. The student is expected to:(E) interpret through performance new and previously learned music symbols and terms referring to tempo and dynamics, including mezzo piano and mezzo forte(viii) interpret through performance previously learned music symbols referring to dynamics, including mezzo piano Instruction3LP16-02Teacher Notes, Screen Activity
   Review3LP16-07Teacher Notes, Screen Review
(3) Creative expression. The student performs a varied repertoire of developmentally appropriate music in informal or formal settings. The student is expected to:(E) interpret through performance new and previously learned music symbols and terms referring to tempo and dynamics, including mezzo piano and mezzo forte(ix) interpret through performance previously learned music symbols referring to dynamics, including mezzo forteInstruction3LP16-02Teacher Notes, Screen Activity
   Review3LP16-07Teacher Notes, Screen Review
(3) Creative expression. The student performs a varied repertoire of developmentally appropriate music in informal or formal settings. The student is expected to:(E) interpret through performance new and previously learned music symbols and terms referring to tempo and dynamics, including mezzo piano and mezzo forte(x) interpret through performance previously learned music terms referring to tempoInstruction3LP26-04Teacher Notes, Screen Activity
   Review3LP26-07Teacher Notes, Screen Review
(3) Creative expression. The student performs a varied repertoire of developmentally appropriate music in informal or formal settings. The student is expected to:(E) interpret through performance new and previously learned music symbols and terms referring to tempo and dynamics, including mezzo piano and mezzo forte(xi) interpret through performance previously learned music terms referring to dynamics, including mezzo pianoInstruction3LP16-02Teacher Notes, Screen Activity
   Review3LP16-07Teacher Notes, Screen Review
(3) Creative expression. The student performs a varied repertoire of developmentally appropriate music in informal or formal settings. The student is expected to:(E) interpret through performance new and previously learned music symbols and terms referring to tempo and dynamics, including mezzo piano and mezzo forte(xii) interpret through performance previously learned music terms referring to dynamics, including mezzo forteInstruction3LP16-02Teacher Notes, Screen Activity
   Review3LP16-07Teacher Notes, Screen Review
(4) Creative expression. The student creates and explores new musical ideas within specified guidelines. The student is expected to:(A) create rhythmic phrases through improvisation or composition(i) create rhythmic phrases through improvisation or compositionInstruction3LP03-05Teacher Notes, Screen Activity
   Review3LP03-07Teacher Notes, Screen Review
   Activity3LP03-09Teacher Notes, Screen Activity
(4) Creative expression. The student creates and explores new musical ideas within specified guidelines. The student is expected to:(B) create melodic phrases through improvisation or composition(i) create melodic phrases through improvisation or compositionInstruction3LP09-06Teacher Notes, Screen Activity
   Review3LP09-07Teacher Notes, Screen Review
   Activity3LP07-11Teacher Notes, Screen Activity (Composition)
(4) Creative expression. The student creates and explores new musical ideas within specified guidelines. The student is expected to:(C) create simple accompaniments through improvisation or composition(i) create simple accompaniments through improvisation or compositionInstruction3LP33-05Teacher Notes, Screen Activity
   Review3LP33-06Teacher Notes, Screen Review
   Activity3LP31-07Teacher Notes, Screen Activity
(5) Historical and cultural relevance. The student examines music in relation to history and cultures. The student is expected to:(A) perform a varied repertoire of songs, movement, and musical games representative of American and local cultures(i) perform a varied repertoire of songs representative of American cultureInstruction3LP03-02Teacher Notes, Screen Activity
   Activity3LP08-04Teacher Notes, Screen Activity
   Activity3LP09-11Teacher Notes, Screen Activity
   Activity3LP31-13Teacher Notes, Screen Activity
(5) Historical and cultural relevance. The student examines music in relation to history and cultures. The student is expected to:(A) perform a varied repertoire of songs, movement, and musical games representative of American and local cultures(ii) perform a varied repertoire of songs representative of local cultureInstruction3LP01-11Teacher Notes, Screen Activity
   Activity3LP08-08Teacher Notes, Screen Activity
   Activity3LP33-02Teacher Notes, Screen Activity
(5) Historical and cultural relevance. The student examines music in relation to history and cultures. The student is expected to:(A) perform a varied repertoire of songs, movement, and musical games representative of American and local cultures(iii) perform a varied repertoire of movement representative of American cultureInstruction3LP03-02Teacher Notes, Screen Activity
   Activity3LP08-04Teacher Notes, Screen Activity
   Activity3LP09-11Teacher Notes, Screen Activity
   Activity3LP31-13Teacher Notes, Screen Activity
(5) Historical and cultural relevance. The student examines music in relation to history and cultures. The student is expected to:(A) perform a varied repertoire of songs, movement, and musical games representative of American and local cultures(iv) perform a varied repertoire of movement representative of local culturesInstruction3LP01-11Teacher Notes, Screen Activity
   Activity3LP08-08Teacher Notes, Screen Activity
   Activity3LP33-02Teacher Notes, Screen Activity
(5) Historical and cultural relevance. The student examines music in relation to history and cultures. The student is expected to:(A) perform a varied repertoire of songs, movement, and musical games representative of American and local cultures(v) perform a varied repertoire of musical games representative of American cultureInstruction3LP01-10Teacher Notes, Screen Activity
   Activity3LP14-02Teacher Notes, Screen Activity
   Activity3LP33-02Teacher Notes, Screen Activity
(5) Historical and cultural relevance. The student examines music in relation to history and cultures. The student is expected to:(A) perform a varied repertoire of songs, movement, and musical games representative of American and local cultures(vi) perform a varied repertoire of musical games representative of local cultureInstruction3LP01-11Teacher Notes, Screen Activity
   Activity3LP08-08Teacher Notes, Screen Activity
   Activity3LP33-02Teacher Notes, Screen Activity
(5) Historical and cultural relevance. The student examines music in relation to history and cultures. The student is expected to:(B) identify music from diverse genres, styles, periods, and cultures(i) identify music from diverse genresInstruction3LP06-04Teacher Notes, Screen Activity
   Activity3LP08-04Teacher Notes, Screen Activity
   Activity3LP14-03Teacher Notes, Screen Activity
   Activity3LP26-06Teacher Notes, Screen Activity
(5) Historical and cultural relevance. The student examines music in relation to history and cultures. The student is expected to:(B) identify music from diverse genres, styles, periods, and cultures(ii) identify music from diverse stylesInstruction3LP03-02Teacher Notes, Screen Activity
   Activity3LP17-03Teacher Notes, Screen Activity
   Activity3LP22-07Teacher Notes, Screen Activity
   Activity3LP28-07Teacher Notes, Screen Activity
(5) Historical and cultural relevance. The student examines music in relation to history and cultures. The student is expected to:(B) identify music from diverse genres, styles, periods, and cultures(iii) identify music from diverse periodsInstruction3LP01-05Teacher Notes, Screen Activity
   Activity3LP10-04Teacher Notes, Screen Activity
   Activity3LP12-05Teacher Notes, Screen Activity
   Activity3LP31-05Teacher Notes, Screen Activity
(5) Historical and cultural relevance. The student examines music in relation to history and cultures. The student is expected to:(B) identify music from diverse genres, styles, periods, and cultures(iv) identify music from diverse culturesInstruction3LP04-04Teacher Notes, Screen Activity
   Activity3LP04-05Teacher Notes, Screen Activity
   Activity3LP08-08Teacher Notes, Screen Activity
(5) Historical and cultural relevance. The student examines music in relation to history and cultures. The student is expected to:(C) identify the relationships between music and interdisciplinary concepts (i) identify the relationships between music and interdisciplinary concepts Instruction3LP02-03Teacher Notes, Screen Activity
   Activity3LP02-05Teacher Notes, Screen Activity
   Activity3LP06-08Teacher Notes, Screen Activity
   Activity3LP33-08Teacher Notes, Screen Activity
(6) Critical evaluation and response. The student listens to, responds to, and evaluates music and musical performances. The student is expected to:(A) exhibit audience etiquette during live and recorded performances(i) exhibit audience etiquette during live performancesInstruction3LP01-04Teacher Notes, Screen Activity
   Activity3LP01-05Teacher Notes, Screen Activity
   Review3LP01-07Teacher Notes, Screen Review
(6) Critical evaluation and response. The student listens to, responds to, and evaluates music and musical performances. The student is expected to:(A) exhibit audience etiquette during live and recorded performances(ii) exhibit audience etiquette during recorded performancesInstruction3LP01-04Teacher Notes, Screen Activity
   Activity3LP01-05Teacher Notes, Screen Activity
   Review3LP01-07Teacher Notes, Screen Review
(6) Critical evaluation and response. The student listens to, responds to, and evaluates music and musical performances. The student is expected to:(B) recognize known rhythmic and melodic elements in aural examples using appropriate vocabulary(i) recognize known rhythmic elements in aural examples using appropriate vocabularyInstruction3LP02-04Teacher Notes, Screen Activity
   Activity3LP14-02Teacher Notes, Screen Activity
   Activity3LP15-07Teacher Notes, Screen Activity
(6) Critical evaluation and response. The student listens to, responds to, and evaluates music and musical performances. The student is expected to:(B) recognize known rhythmic and melodic elements in aural examples using appropriate vocabulary(ii) recognize known melodic elements in aural examples using appropriate vocabularyInstruction3LP08-03Teacher Notes, Screen Activity
   Activity3LP08-05Teacher Notes, Screen Activity
   Activity3LP08-08Teacher Notes, Screen Activity
(6) Critical evaluation and response. The student listens to, responds to, and evaluates music and musical performances. The student is expected to:(C) identify specific musical events in aural examples such as changes in timbre, form, tempo, or dynamics using appropriate vocabulary(i) identify specific musical events in aural examples using appropriate vocabularyInstruction3LP18-05Teacher Notes, Screen Activity
   Activity3LP26-02Teacher Notes, Screen Activity
   Assessment3LP26-09Teacher Notes, Screen Assessment
   Activity3lP32-03Teacher Notes, Screen Activity
(6) Critical evaluation and response. The student listens to, responds to, and evaluates music and musical performances. The student is expected to:(D) respond verbally and through movement to short musical examples(i) respond verbally to short musical examplesInstruction3LP02-05Teacher Notes, Screen Activity
   Activity3LP12-10Teacher Notes, Screen Activity
   Activity3LP18-10Teacher Notes, Screen Activity
   Activity3LP31-05Teacher Notes, Screen Activity
(6) Critical evaluation and response. The student listens to, responds to, and evaluates music and musical performances. The student is expected to:(D) respond verbally and through movement to short musical examples(ii) respond through movement to short musical examplesInstruction3LP10-07Teacher Notes, Screen Activity
   Activity3LP18-10Teacher Notes, Screen Activity
   Activity3LP32-10Teacher Notes, Screen Activity
(6) Critical evaluation and response. The student listens to, responds to, and evaluates music and musical performances. The student is expected to:(E) describe a variety of compositions and formal or informal musical performances using specific music vocabulary(i) describe a variety of compositions using specific music vocabularyInstruction3LP07-11Teacher Notes, Screen Activity
   Activity3LP10-07Teacher Notes, Screen Activity
   Activity3LP10-09Teacher Notes, Screen Activity
(6) Critical evaluation and response. The student listens to, responds to, and evaluates music and musical performances. The student is expected to:(E) describe a variety of compositions and formal or informal musical performances using specific music vocabulary(ii) describe a variety of formal or informal musical performances using specific music vocabularyInstruction3LP20-11Teacher Notes, Screen Activity
   Activity3LP20-12Teacher Notes, Screen Activity
   Activity3LP24-09Teacher Notes, Screen Activity