TEKS Correlation – Fourth 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's voices and soprano and alto adult voices(i) categorize a variety of musical sounds, including those of children's voicesInstruction4LP06-03Teacher Notes, Screen Activity
   Review4LP06-07Screen Review
   Activity4LP08-09Teacher Notes, Screen Activity
(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's voices and soprano and alto adult voices(ii) categorize a variety of musical sounds, including those of soprano adult voicesInstruction4LP06-05Teacher Notes, Screen Activity
   Review4LP06-07Screen Review
   Activity4LP06-13Teacher Notes, Screen Activity
(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's voices and soprano and alto adult voices(iii) categorize a variety of musical sounds, including those of alto adult voicesInstruction4LP06-05Teacher Notes, Screen Activity
   Review4LP06-07Screen Review
   Activity4LP06-13Teacher Notes, Screen Activity
(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's voices and soprano and alto adult voices(iv) explain a variety of musical sounds, including those of children's voicesInstruction4LP06-03Teacher Notes, Screen Activity
   Review4LP06-07Screen Review
   Activity4LP08-09Teacher Notes, Screen Activity
(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's voices and soprano and alto adult voices(v) explain a variety of musical sounds, including those of soprano adult voicesInstruction4LP06-05Teacher Notes, Screen Activity
   Review4LP06-07Screen Review
   Activity4LP06-13Teacher Notes, Screen Activity
(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's voices and soprano and alto adult voices(vi) explain a variety of musical sounds, including those of alto adult voicesInstruction4LP06-05Teacher Notes, Screen Activity
   Review4LP06-07Screen Review
   Activity4LP06-13Teacher Notes, Screen Activity
(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, keyboard, electronic instruments, and instruments of various cultures(i) categorize a variety of musical sounds, including those of woodwind [instruments]Instruction4LP18-11Teacher Notes, Screen Activity
   Instruction4LP19-02Teacher Notes, Screen Activity
   Activity4LP19-03Teacher Notes, Screen Activity
   Activity4LP19-04Teacher Notes, Screen Activity
(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, keyboard, electronic instruments, and instruments of various cultures(ii) categorize a variety of musical sounds, including those of brass [instruments]Instruction4LP18-11Teacher Notes, Screen Activity
   Instruction4LP19-02Teacher Notes, Screen Activity
   Activity4LP19-03Teacher Notes, Screen Activity
   Activity4LP19-04Teacher Notes, Screen Activity
   Activity4LP19-11Teacher Notes, Screen Activity
(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, keyboard, electronic instruments, and instruments of various cultures(iii) categorize a variety of musical sounds, including those of string [instruments]Instruction4LP18-11Teacher Notes, Screen Activity
   Instruction4LP19-02Teacher Notes, Screen Activity
   Activity4LP19-03Teacher Notes, Screen Activity
   Activity4LP19-04Teacher Notes, Screen Activity
(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, keyboard, electronic instruments, and instruments of various cultures(iv) categorize a variety of musical sounds, including those of percussion [instruments]Instruction4LP18-11Teacher Notes, Screen Activity
   Instruction4LP19-02Teacher Notes, Screen Activity
   Activity4LP19-03Teacher Notes, Screen Activity
   Activity4LP19-04Teacher Notes, Screen Activity
(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, keyboard, electronic instruments, and instruments of various cultures(v) categorize a variety of musical sounds, including those of keyboard [instruments]Instruction4LP01-02Teacher Notes, Screen Activity
   Instruction4LP09-15Teacher Notes, Screen Activity
   Activity4LP19-03Teacher Notes, Screen Activity
   Activity4LP26-04Teacher Notes, Screen Activity
(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, keyboard, electronic instruments, and instruments of various cultures(vi) categorize a variety of musical sounds, including those of electronic instrumentsInstruction4LP20-03Teacher Notes, Screen Activity
Instruction4LP23-02Teacher Notes, Screen Activity
   Review4LP20-06Screen Review
   Review4LP23-06Screen 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, keyboard, electronic instruments, and instruments of various cultures(vii) categorize a variety of musical sounds, including those of instruments of various culturesInstruction4LP03-06Teacher Notes, Screen Activity
Instruction4LP09-05Teacher Notes, Screen Activity
   Activity4LP03-09Teacher Notes, Screen Activity
   Review4LP09-06Screen Review
   Review4LP24-09Teacher Notes, Screen Activity
(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, keyboard, electronic instruments, and instruments of various cultures(viii) explain a variety of musical sounds, including those of woodwind [instruments]Instruction4LP18-11Teacher Notes, Screen Activity
   Instruction4LP19-02Teacher Notes, Screen Activity
   Activity4LP19-03Teacher Notes, Screen Activity
   Activity4LP19-04Teacher Notes, Screen Activity
(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, keyboard, electronic instruments, and instruments of various cultures(ix) explain a variety of musical sounds, including those of brass [instruments]Instruction4LP18-11Teacher Notes, Screen Activity
   Instruction4LP19-02Teacher Notes, Screen Activity
   Activity4LP19-03Teacher Notes, Screen Activity
   Activity4LP19-04Teacher Notes, Screen Activity
(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, keyboard, electronic instruments, and instruments of various cultures(x) explain a variety of musical sounds, including those of string [instruments]Instruction4LP18-11Teacher Notes, Screen Activity
   Instruction4LP19-02Teacher Notes, Screen Activity
   Activity4LP19-03Teacher Notes, Screen Activity
   Activity4LP19-04Teacher Notes, Screen Activity
(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, keyboard, electronic instruments, and instruments of various cultures(xi) explain a variety of musical sounds, including those of percussion [instruments]Instruction4LP18-11Teacher Notes, Screen Activity
   Instruction4LP19-02Teacher Notes, Screen Activity
   Activity4LP19-03Teacher Notes, Screen Activity
   Activity4LP19-04Teacher Notes, Screen Activity
(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, keyboard, electronic instruments, and instruments of various cultures(xii) explain a variety of musical sounds, including those of keyboard instrumentsInstruction4LP01-02Teacher Notes, Screen Activity
   Instruction4LP09-15Teacher Notes, Screen Activity
   Activity4LP19-03Teacher Notes, Screen Activity
   Activity4LP26-04Teacher Notes, Screen Activity
(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, keyboard, electronic instruments, and instruments of various cultures(xiii) explain a variety of musical sounds, including those of electronic instrumentsInstruction4LP20-03Teacher Notes, Screen Activity
Instruction4LP23-02Teacher Notes, Screen Activity
   Review4LP20-06Screen Review
   Review4LP23-06Screen 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, keyboard, electronic instruments, and instruments of various cultures(xiv) explain a variety of musical sounds, including those of instruments of various culturesInstruction4LP03-06Teacher Notes, Screen Activity
Instruction4LP09-05Teacher Notes, Screen Activity
   Activity4LP03-09Teacher Notes, Screen Activity
   Review4LP09-06Screen Review
   Activity4LP24-09Teacher Notes, Screen 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 crescendo and decrescendo; and articulation, including staccato and legato, to explain musical sounds presented aurally(i) use known music symbols referring to rhythm to explain musical sounds presented aurallyInstruction4LP15-03Teacher Notes, Screen Activity
   Review4LP15-04Screen 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 crescendo and decrescendo; and articulation, including staccato and legato, to explain musical sounds presented aurally(ii) use known music symbols referring to melody to explain musical sounds presented aurallyInstruction4LP01-01Teacher Notes, Screen Activity
   Activity4LP02-01Teacher Notes, Screen 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 crescendo and decrescendo; and articulation, including staccato and legato, to explain musical sounds presented aurally(iii) use known music symbols referring to timbre to explain musical sounds presented aurallyInstruction4LP03-01Teacher Notes, Screen Activity
   Activity4LP04-01Teacher Notes, Screen 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 crescendo and decrescendo; and articulation, including staccato and legato, to explain musical sounds presented aurally(iv) use known music symbols referring to form to explain musical sounds presented aurallyInstruction4LP05-01Teacher Notes, Screen Activity
   Activity4LP06-01Teacher Notes, Screen 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 crescendo and decrescendo; and articulation, including staccato and legato, to explain musical sounds presented aurally(v) use known music symbols referring to tempo to explain musical sounds presented aurallyInstruction4LP07-01Teacher Notes, Screen Activity
   Activity4LP08-01Teacher Notes, Screen 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 crescendo and decrescendo; and articulation, including staccato and legato, to explain musical sounds presented aurally(vi) use known music symbols referring to dynamics, including crescendo, to explain musical sounds presented aurallyInstruction4LP26-05Teacher Notes, Screen Activity
   Activity4LP27-07Teacher Notes, Screen 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 crescendo and decrescendo; and articulation, including staccato and legato, to explain musical sounds presented aurally(vii) use known music symbols referring to dynamics, including decrescendo, to explain musical sounds presented aurallyInstruction4LP26-03Teacher Notes, Screen Activity
   Activity4LP26-13Teacher Notes, Screen 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 crescendo and decrescendo; and articulation, including staccato and legato, to explain musical sounds presented aurally(viii) use known music symbols referring to articulation, including staccato, to explain musical sounds presented aurally Instruction4LP13-01Teacher Notes, Screen Activity
   Activity4LP16-01Teacher Notes, Screen 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 crescendo and decrescendo; and articulation, including staccato and legato, to explain musical sounds presented aurally(ix) use known music symbols referring to articulation, including legato, to explain musical sounds presented aurally Instruction4LP13-01Teacher Notes, Screen Activity
   Activity4LP16-01Teacher Notes, Screen 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 crescendo and decrescendo; and articulation, including staccato and legato, to explain musical sounds presented aurally(x) use known music terminology referring to rhythm to explain musical sounds presented aurally Instruction4LP15-03Teacher Notes, Screen Activity
   Activity4LP15-04Screen 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 crescendo and decrescendo; and articulation, including staccato and legato, to explain musical sounds presented aurally(xi) use known music terminology referring to melody to explain musical sounds presented aurally Instruction4LP20-01Teacher Notes, Screen Activity
   Activity4LP21-01Teacher Notes, Screen 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 crescendo and decrescendo; and articulation, including staccato and legato, to explain musical sounds presented aurally(xii) use known music terminology referring to timbre to explain musical sounds presented aurallyInstruction4LP22-01Teacher Notes, Screen Activity
   Activity4LP23-01Teacher Notes, Screen 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 crescendo and decrescendo; and articulation, including staccato and legato, to explain musical sounds presented aurally(xiii) use known music terminology referring to form to explain musical sounds presented aurallyInstruction4LP24-01Teacher Notes, Screen Activity
   Activity4LP25-01Teacher Notes, Screen 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 crescendo and decrescendo; and articulation, including staccato and legato, to explain musical sounds presented aurally(xiv) use known music terminology referring to tempo to explain musical sounds presented aurally Instruction4LP26-01Teacher Notes, Screen Activity
   Activity4LP27-01Teacher Notes, Screen 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 crescendo and decrescendo; and articulation, including staccato and legato, to explain musical sounds presented aurally(xv) use known music terminology referring to dynamics, including crescendo, to explain musical sounds presented aurally Instruction4LP26-05Teacher Notes, Screen Activity
   Activity4LP27-07Teacher Notes, Screen 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 crescendo and decrescendo; and articulation, including staccato and legato, to explain musical sounds presented aurally(xvi) use known music terminology referring to dynamics, including decrescendo, to explain musical sounds presented aurally Instruction4LP26-03Teacher Notes, Screen Activity
   Activity4LP26-13Teacher Notes, Screen 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 crescendo and decrescendo; and articulation, including staccato and legato, to explain musical sounds presented aurally(xvii) use known music terminology referring to articulation, including staccato, to explain musical sounds presented aurally Instruction4LP13-01Teacher Notes, Screen Activity
   Activity4LP16-01Teacher Notes, Screen Activity
   Activity4LP17-09Teacher Notes, Screen 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 crescendo and decrescendo; and articulation, including staccato and legato, to explain musical sounds presented aurally(xviii) use known music terminology referring to articulation, including legato, to explain musical sounds presented aurally Instruction4LP17-09Teacher Notes, Screen Activity
   Activity4LP20-11Teacher 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, ABA, and rondo presented aurally in simple songs and larger works(i) identify small musical forms in simple songsInstruction4LP14-13Teacher Notes, Screen Activity
   Activity4LP14-14Teacher 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, ABA, and rondo presented aurally in simple songs and larger works(ii) identify small musical forms in larger worksInstruction4LP14-13Teacher Notes, Screen Activity
   Activity4LP26-14Teacher 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, ABA, and rondo presented aurally in simple songs and larger works(iii) identify large musical forms in simple songsInstruction4LP29-04Teacher Notes, Screen Activity
   Activity4LP29-12Teacher 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, ABA, and rondo presented aurally in simple songs and larger works(iv) identify large musical forms in larger worksInstruction4LP29-04Teacher Notes, Screen Activity
   Activity4LP29-13Teacher 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, ABA, and rondo presented aurally in simple songs and larger works(v) label small musical forms in simple songsInstruction4LP14-13Teacher Notes, Screen Activity
   Activity4LP14-14Teacher 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, ABA, and rondo presented aurally in simple songs and larger works(vi) label small musical forms in larger worksInstruction4LP14-13Teacher Notes, Screen Activity
   Activity4LP26-14Teacher 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, ABA, and rondo presented aurally in simple songs and larger works(vii) label large musical forms in simple songsInstruction4LP29-04Teacher Notes, Screen Activity
   Activity4LP29-12Teacher 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, ABA, and rondo presented aurally in simple songs and larger works(viii) label large musical forms in larger worksInstruction4LP29-04Teacher Notes, Screen Activity
   Activity4LP29-13Teacher Notes, Screen Activity
(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 separated eighth notes, eighth- and sixteenth-note combinations, dotted half note, and previously learned note values in 2/4, 4/4, and 3/4 meters as appropriate(i) read rhythmic patterns using standard notation, including separated eighth notes in 2/4 meter as appropriateInstruction4LP14-09Teacher Notes, Screen Activity
   Activity4LP14-12Teacher Notes, Screen Activity
(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 separated eighth notes, eighth- and sixteenth-note combinations, dotted half note, and previously learned note values in 2/4, 4/4, and 3/4 meters as appropriate(ii) read rhythmic patterns using standard notation, including separated eighth notes in 4/4 meter as appropriateInstruction4LP14-09Teacher Notes, Screen Activity
   Activity4LP14-12Teacher Notes, Screen Activity
(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 separated eighth notes, eighth- and sixteenth-note combinations, dotted half note, and previously learned note values in 2/4, 4/4, and 3/4 meters as appropriate(iii) read rhythmic patterns using standard notation, including separated eighth notes in 3/4 meter as appropriateInstruction4LP11-02Teacher Notes, Screen Activity
Instruction4LP11-03Teacher Notes, Screen Activity
   Activity4LP11-07Teacher Notes, Screen Activity
   Review4LP11-08Screen 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 separated eighth notes, eighth- and sixteenth-note combinations, dotted half note, and previously learned note values in 2/4, 4/4, and 3/4 meters as appropriate(iv) read rhythmic patterns using standard notation, including eighth- and sixteenth-note combinations in 2/4 meter as appropriateInstruction4LP14-09Teacher Notes, Screen Activity
   Activity4LP16-09Teacher Notes, Screen Activity
(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 separated eighth notes, eighth- and sixteenth-note combinations, dotted half note, and previously learned note values in 2/4, 4/4, and 3/4 meters as appropriate(v) read rhythmic patterns using standard notation, including eighth- and sixteenth-note combinations in 4/4 meter as appropriateInstruction4LP03-05Teacher Notes, Screen Activity
   Activity4LP03-06Teacher Notes, Screen Activity
   Review4LP03-07Screen 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 separated eighth notes, eighth- and sixteenth-note combinations, dotted half note, and previously learned note values in 2/4, 4/4, and 3/4 meters as appropriate(vi) read rhythmic patterns using standard notation, including eighth- and sixteenth-note combinations in 3/4 meter as appropriateInstruction4LP11-02Teacher Notes, Screen Activity
Instruction4LP11-03Teacher Notes, Screen Activity
   Activity4LP11-07Teacher Notes, Screen Activity
   Review4LP11-08Screen 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 separated eighth notes, eighth- and sixteenth-note combinations, dotted half note, and previously learned note values in 2/4, 4/4, and 3/4 meters as appropriate(viii) read rhythmic patterns using standard notation, including dotted half note in 4/4 meter as appropriateInstruction4LP13-04Teacher Notes, Screen Activity
   Activity4LP13-06Teacher Notes, Screen Activity
(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 separated eighth notes, eighth- and sixteenth-note combinations, dotted half note, and previously learned note values in 2/4, 4/4, and 3/4 meters as appropriate(ix) read rhythmic patterns using standard notation, including dotted half note in 3/4 meter as appropriateInstruction4LP11-02Teacher Notes, Screen Activity
Instruction4LP11-03Teacher Notes, Screen Activity
   Activity4LP11-07Teacher Notes, Screen Activity
   Review4LP11-08Screen Review
   Activity4LP11-12Teacher Notes, Screen Activity
(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 separated eighth notes, eighth- and sixteenth-note combinations, dotted half note, and previously learned note values in 2/4, 4/4, and 3/4 meters as appropriate(x) read rhythmic patterns using standard notation, including previously learned note values in 2/4 meter as appropriateInstruction4LP11-02Teacher Notes, Screen Activity
Instruction4LP11-03Teacher Notes, Screen Activity
   Review4LP11-08Screen 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 separated eighth notes, eighth- and sixteenth-note combinations, dotted half note, and previously learned note values in 2/4, 4/4, and 3/4 meters as appropriate(xi) read rhythmic patterns using standard notation, including previously learned note values in 4/4 meter as appropriateInstruction4LP10-04Teacher Notes, Screen Activity
   Activity4LP10-09Teacher Notes, Screen Activity
(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 separated eighth notes, eighth- and sixteenth-note combinations, dotted half note, and previously learned note values in 2/4, 4/4, and 3/4 meters as appropriate(xii) read rhythmic patterns using standard notation, including previously learned note values in 3/4 meter as appropriateInstruction4LP11-02Teacher Notes, Screen Activity
Instruction4LP11-03Teacher Notes, Screen Activity
   Review4LP11-07Teacher Notes, Screen Activity
(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 separated eighth notes, eighth- and sixteenth-note combinations, dotted half note, and previously learned note values in 2/4, 4/4, and 3/4 meters as appropriate(xiii) write rhythmic patterns using standard notation, including separated eighth notes in 2/4 meter as appropriateInstruction4LP15-04Teacher Notes, Screen Activity
   Review4LP15-05Screen 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 separated eighth notes, eighth- and sixteenth-note combinations, dotted half note, and previously learned note values in 2/4, 4/4, and 3/4 meters as appropriate(xiv) write rhythmic patterns using standard notation, including separated eighth notes in 4/4 meter as appropriateInstruction4LP14-12Teacher Notes, Screen Activity
Instruction4LP15-04Teacher Notes, Screen Activity
   Review4LP15-05Screen 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 separated eighth notes, eighth- and sixteenth-note combinations, dotted half note, and previously learned note values in 2/4, 4/4, and 3/4 meters as appropriate(xv) write rhythmic patterns using standard notation, including separated eighth notes in 3/4 meter as appropriateInstruction4LP15-04Teacher Notes, Screen Activity
   Review4LP15-05Screen 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 separated eighth notes, eighth- and sixteenth-note combinations, dotted half note, and previously learned note values in 2/4, 4/4, and 3/4 meters as appropriate(xvi) write rhythmic patterns using standard notation, including eighth- and sixteenth-note combinations in 2/4 meter as appropriateInstruction4LP15-04Teacher Notes, Screen Activity
   Review4LP15-05Screen 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 separated eighth notes, eighth- and sixteenth-note combinations, dotted half note, and previously learned note values in 2/4, 4/4, and 3/4 meters as appropriate(xvii) write rhythmic patterns using standard notation, including eighth- and sixteenth-note combinations in 4/4 meter as appropriateInstruction4LP14-12Teacher Notes, Screen Activity
Instruction4LP15-04Teacher Notes, Screen Activity
   Review4LP15-05Screen 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 separated eighth notes, eighth- and sixteenth-note combinations, dotted half note, and previously learned note values in 2/4, 4/4, and 3/4 meters as appropriate(xviii) write rhythmic patterns using standard notation, including eighth- and sixteenth-note combinations in 3/4 meter as appropriateInstruction4LP15-04Teacher Notes, Screen Activity
   Review4LP15-05Screen 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 separated eighth notes, eighth- and sixteenth-note combinations, dotted half note, and previously learned note values in 2/4, 4/4, and 3/4 meters as appropriate(xx) write rhythmic patterns using standard notation, including dotted half note in 4/4 meter as appropriateInstruction4LP14-12Teacher Notes, Screen Activity
Instruction4LP15-04Teacher Notes, Screen Activity
   Review4LP15-05Screen 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 separated eighth notes, eighth- and sixteenth-note combinations, dotted half note, and previously learned note values in 2/4, 4/4, and 3/4 meters as appropriate(xxi) write rhythmic patterns using standard notation, including dotted half note in 3/4 meter as appropriateInstruction4LP15-04Teacher Notes, Screen Activity
   Review4LP15-05Screen 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 separated eighth notes, eighth- and sixteenth-note combinations, dotted half note, and previously learned note values in 2/4, 4/4, and 3/4 meters as appropriate(xxii) write rhythmic patterns using standard notation, including previously learned note values in 2/4 meter as appropriateInstruction4LP15-04Teacher Notes, Screen Activity
   Review4LP15-05Screen 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 separated eighth notes, eighth- and sixteenth-note combinations, dotted half note, and previously learned note values in 2/4, 4/4, and 3/4 meters as appropriate(xxiii) write rhythmic patterns using standard notation, including previously learned note values in 4/4 meter as appropriateInstruction4LP14-12Teacher Notes, Screen Activity
Instruction4LP15-04Teacher Notes, Screen Activity
   Review4LP15-05Screen 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 separated eighth notes, eighth- and sixteenth-note combinations, dotted half note, and previously learned note values in 2/4, 4/4, and 3/4 meters as appropriate(xxiv) write rhythmic patterns using standard notation, including previously learned note values in 3/4 meter as appropriateInstruction4LP15-04Teacher Notes, Screen Activity
   Review4LP15-05Screen 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 separated eighth notes, eighth- and sixteenth-note combinations, dotted half note, and previously learned note values in 2/4, 4/4, and 3/4 meters as appropriate(xxv) reproduce rhythmic patterns using standard notation, including separated eighth notes in 2/4 meter as appropriateInstruction4LP15-04Teacher Notes, Screen Activity
   Review4LP15-05Screen 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 separated eighth notes, eighth- and sixteenth-note combinations, dotted half note, and previously learned note values in 2/4, 4/4, and 3/4 meters as appropriate(xxvi) reproduce rhythmic patterns using standard notation, including separated eighth notes in 4/4 meter as appropriateInstruction4LP14-12Teacher Notes, Screen Activity
Instruction4LP15-04Teacher Notes, Screen Activity
   Review4LP15-05Screen 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 separated eighth notes, eighth- and sixteenth-note combinations, dotted half note, and previously learned note values in 2/4, 4/4, and 3/4 meters as appropriate(xxvii) reproduce rhythmic patterns using standard notation, including separated eighth notes in 3/4 meter as appropriateInstruction4LP15-04Teacher Notes, Screen Activity
   Review4LP15-05Screen 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 separated eighth notes, eighth- and sixteenth-note combinations, dotted half note, and previously learned note values in 2/4, 4/4, and 3/4 meters as appropriate(xxviii) reproduce rhythmic patterns using standard notation, including eighth- and sixteenth-note combinations in 2/4 meter as appropriateInstruction4LP15-04Teacher Notes, Screen Activity
   Review4LP15-05Screen 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 separated eighth notes, eighth- and sixteenth-note combinations, dotted half note, and previously learned note values in 2/4, 4/4, and 3/4 meters as appropriate(xxix) reproduce rhythmic patterns using standard notation, including eighth- and sixteenth-note combinations in 4/4 meter as appropriateInstruction4LP14-12Teacher Notes, Screen Activity
Instruction4LP15-04Teacher Notes, Screen Activity
   Review4LP15-05Screen 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 separated eighth notes, eighth- and sixteenth-note combinations, dotted half note, and previously learned note values in 2/4, 4/4, and 3/4 meters as appropriate(xxx) reproduce rhythmic patterns using standard notation, including eighth- and sixteenth-note combinations in 3/4 meter as appropriateInstruction4LP15-04Teacher Notes, Screen Activity
   Review4LP15-05Screen 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 separated eighth notes, eighth- and sixteenth-note combinations, dotted half note, and previously learned note values in 2/4, 4/4, and 3/4 meters as appropriate(xxxii) reproduce rhythmic patterns using standard notation, including dotted half note in 4/4 meter as appropriateInstruction4LP14-12Teacher Notes, Screen Activity
Instruction4LP15-04Teacher Notes, Screen Activity
   Review4LP15-05Screen 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 separated eighth notes, eighth- and sixteenth-note combinations, dotted half note, and previously learned note values in 2/4, 4/4, and 3/4 meters as appropriate(xxxiii) reproduce rhythmic patterns using standard notation, including dotted half note in 3/4 meter as appropriateInstruction4LP15-04Teacher Notes, Screen Activity
   Review4LP15-05Screen 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 separated eighth notes, eighth- and sixteenth-note combinations, dotted half note, and previously learned note values in 2/4, 4/4, and 3/4 meters as appropriate(xxxiv) reproduce rhythmic patterns using standard notation, including previously learned note values in 2/4 meter as appropriateInstruction4LP15-04Teacher Notes, Screen Activity
   Review4LP15-05Screen 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 separated eighth notes, eighth- and sixteenth-note combinations, dotted half note, and previously learned note values in 2/4, 4/4, and 3/4 meters as appropriate(xxxv) reproduce rhythmic patterns using standard notation, including previously learned note values in 4/4 meter as appropriateInstruction4LP14-12Teacher Notes, Screen Activity
Instruction4LP15-04Teacher Notes, Screen Activity
   Review4LP15-05Screen 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 separated eighth notes, eighth- and sixteenth-note combinations, dotted half note, and previously learned note values in 2/4, 4/4, and 3/4 meters as appropriate(xxxvi) reproduce rhythmic patterns using standard notation, including previously learned note values in 3/4 meter as appropriateInstruction4LP15-04Teacher Notes, Screen Activity
   Review4LP15-05Screen 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 notationInstruction4LP13-08Teacher Notes, Screen Activity
   Activity4LP24-02Teacher Notes, Screen Activity
(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 notation Instruction4LP13-12Teacher Notes, Screen Activity
   Activity4LP15-04Teacher Notes, Screen Activity
   Review4LP15-05Screen 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 notation Instruction4LP13-12Teacher Notes, Screen Activity
   Activity4LP15-04Teacher Notes, Screen Activity
   Review4LP15-05Screen 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; dynamics, including crescendo and decrescendo; and articulation, including staccato and legato(i) identify new music symbols referring to tempoInstruction4LP16-05Teacher Notes, Screen Activity
   Review4LP16-06Screen Review
   Activity4LP16-07Teacher Notes, Screen Activity
(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; dynamics, including crescendo and decrescendo; and articulation, including staccato and legato(ii) identify new music symbols referring to dynamics, including crescendoInstruction4LP31-03Teacher Notes, Screen Activity
   Activity4LP31-11Teacher Notes, Screen Activity
(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; dynamics, including crescendo and decrescendo; and articulation, including staccato and legato(iii) identify new music symbols referring to dynamics, including decrescendoInstruction4LP31-03Teacher Notes, Screen Activity
   Activity4LP31-11Teacher Notes, Screen Activity
(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; dynamics, including crescendo and decrescendo; and articulation, including staccato and legato(iv) identify new music symbols referring to articulation, including staccato Instruction4LP16-05Teacher Notes, Screen Activity
   Review4LP16-06Screen Review
   Activity4LP17-09Teacher Notes, Screen Activity
(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; dynamics, including crescendo and decrescendo; and articulation, including staccato and legato(v) identify new music symbols referring to articulation, including legatoInstruction4LP16-05Teacher Notes, Screen Activity
   Review4LP16-06Screen Review
   Activity4LP17-09Teacher Notes, Screen Activity
(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; dynamics, including crescendo and decrescendo; and articulation, including staccato and legato(vi) identify previously learned music symbols referring to tempoInstruction4LP17-03Teacher Notes, Screen Activity
   Activity4LP17-05Teacher Notes, Screen Activity
   Review4LP17-06Screen Review
   Activity4LP17-07Teacher Notes, Screen Activity
(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; dynamics, including crescendo and decrescendo; and articulation, including staccato and legato(vii) identify previously learned music symbols referring to dynamics, including crescendoInstruction4LP31-03Teacher Notes, Screen Activity
   Activity4LP31-11Teacher Notes, Screen Activity
(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; dynamics, including crescendo and decrescendo; and articulation, including staccato and legato(viii) identify previously learned music symbols referring to dynamics, including decrescendoInstruction4LP31-03Teacher Notes, Screen Activity
   Activity4LP31-11Teacher Notes, Screen Activity
(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; dynamics, including crescendo and decrescendo; and articulation, including staccato and legato(ix) identify previously learned music symbols referring to articulation, including staccato Instruction4LP16-05Teacher Notes, Screen Activity
   Review4LP16-06Screen Review
   Activity4LP17-09Teacher Notes, Screen Activity
(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; dynamics, including crescendo and decrescendo; and articulation, including staccato and legato(x) identify previously learned music symbols referring to articulation, including legatoInstruction4LP16-05Teacher Notes, Screen Activity
   Review4LP16-06Screen Review
   Activity4LP17-09Teacher Notes, Screen Activity
(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; dynamics, including crescendo and decrescendo; and articulation, including staccato and legato(xi) identify new music terms referring to tempoInstruction4LP16-05Teacher Notes, Screen Activity
   Review4LP16-06Screen Review
   Activity4LP16-07Teacher Notes, Screen Activity
(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; dynamics, including crescendo and decrescendo; and articulation, including staccato and legato(xii) identify new music terms referring to dynamics, including crescendoInstruction4LP31-03Teacher Notes, Screen Activity
   Activity4LP31-11Teacher Notes, Screen Activity
(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; dynamics, including crescendo and decrescendo; and articulation, including staccato and legato(xiii) identify new music terms referring to dynamics, including decrescendoInstruction4LP31-03Teacher Notes, Screen Activity
   Activity4LP31-11Teacher Notes, Screen Activity
(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; dynamics, including crescendo and decrescendo; and articulation, including staccato and legato(xiv) identify new music terms referring to articulation, including staccato Instruction4LP16-05Teacher Notes, Screen Activity
   Review4LP16-06Screen Review
   Activity4LP17-09Teacher Notes, Screen Activity
(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; dynamics, including crescendo and decrescendo; and articulation, including staccato and legato(xv) identify new music terms referring to articulation, including legatoInstruction4LP16-05Teacher Notes, Screen Activity
   Review4LP16-06Screen Review
   Activity4LP17-09Teacher Notes, Screen Activity
(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; dynamics, including crescendo and decrescendo; and articulation, including staccato and legato(xvi) identify previously learned music terms referring to tempoInstruction4LP16-05Teacher Notes, Screen Activity
   Review4LP16-06Screen Review
   Activity4LP17-07Teacher Notes, Screen Activity
   Activity4LP17-09Teacher Notes, Screen Activity
(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; dynamics, including crescendo and decrescendo; and articulation, including staccato and legato(xvii) identify previously learned music terms referring to dynamics, including crescendoInstruction4LP31-03Teacher Notes, Screen Activity
   Activity4LP31-11Teacher Notes, Screen Activity
(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; dynamics, including crescendo and decrescendo; and articulation, including staccato and legato(xviii) identify previously learned music terms referring to dynamics, including decrescendoInstruction4LP31-03Teacher Notes, Screen Activity
   Activity4LP31-11Teacher Notes, Screen Activity
(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; dynamics, including crescendo and decrescendo; and articulation, including staccato and legato(xix) identify previously learned music terms referring to articulation, including staccato Instruction4LP16-05Teacher Notes, Screen Activity
   Review4LP16-06Screen Review
   Activity4LP17-07Teacher Notes, Screen Activity
   Activity4LP17-09Teacher Notes, Screen Activity
(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; dynamics, including crescendo and decrescendo; and articulation, including staccato and legato(xx) identify previously learned music terms referring to articulation, including legatoInstruction4LP16-05Teacher Notes, Screen Activity
   Review4LP16-06Screen Review
   Activity4LP17-07Teacher Notes, Screen Activity
   Activity4LP17-09Teacher 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:(A) sing and play classroom instruments with accurate intonation and rhythm, independently or in groups(i) sing with accurate intonation independently or in groupsInstruction4LP02-05Teacher Notes, Screen Activity
   Activity4LP04-05Teacher Notes, Screen Activity
   Activity4LP04-06Teacher 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:(A) sing and play classroom instruments with accurate intonation and rhythm, independently or in groups(ii) sing with accurate rhythm, independently or in groupsInstruction4LP02-05Teacher Notes, Screen Activity
   Activity4LP04-05Teacher Notes, Screen Activity
   Activity4LP04-06Teacher 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:(A) sing and play classroom instruments with accurate intonation and rhythm, independently or in groups(iii) play classroom instruments with accurate intonation, independently or in groupsInstruction4LP11-07Teacher Notes, Screen Activity
   Activity4LP12-05Teacher Notes, Screen Activity
   Review4LP12-07Screen 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 and play classroom instruments with accurate intonation and rhythm, independently or in groups(iv) play classroom instruments with accurate rhythm, independently or in groupsInstruction4LP11-07Teacher Notes, Screen Activity
   Activity4LP12-05Teacher Notes, Screen Activity
   Review4LP12-07Screen Review
(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 independently or in groups, such as American and Texan folk songs and folk songs representative of local cultures;(i) sing or play a varied repertoire of music independently or in groupsInstruction4LP03-05Teacher Notes, Screen Activity
Instruction4LP09-05Teacher Notes, Screen Activity
   Activity4LP13-06Teacher 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 and 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 to a varied repertoire of music using gross motor skills Instruction4LP01-02Teacher Notes, Screen Activity
   Activity4LP20-02Teacher 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 and 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 to a varied repertoire of music using fine motor skills Instruction4LP02-06Teacher Notes, Screen Activity
   Activity4LP05-13Teacher 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 and 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 to a varied repertoire of music using locomotor skillsInstruction4LP06-03Teacher Notes, Screen Activity
   Activity4LP10-04Teacher 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 and 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 to a varied repertoire of music using non-locomotor skills Instruction4LP23-02Teacher Notes, Screen Activity
   Activity4LP26-13Teacher 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 and 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 to a varied repertoire of music using integrated movement Instruction4LP16-02Teacher Notes, Screen Activity
Instruction4LP26-05Teacher Notes, Screen Activity
   Activity4LP31-05Teacher 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 and 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(vi) move with others to a varied repertoire of music using gross motor skills Instruction4LP01-02Teacher Notes, Screen Activity
   Activity4LP20-02Teacher 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 and 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(vii) move with others to a varied repertoire of music using fine motor skillsInstruction4LP02-06Teacher Notes, Screen Activity
   Activity4LP05-13Teacher 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 and 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(viii) move with others to a varied repertoire of music using locomotorInstruction4LP06-03Teacher Notes, Screen Activity
   Activity4LP10-04Teacher 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 and 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(ix) move with others to a varied repertoire of music using non-locomotor skills Instruction4LP23-02Teacher Notes, Screen Activity
   Activity4LP26-13Teacher 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 and 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(x) move with others to a varied repertoire of music using integrated movement Instruction4LP16-02Teacher Notes, Screen Activity
Instruction4LP26-05Teacher Notes, Screen Activity
   Activity4LP31-05Teacher 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 various folk dances and play parties(i) perform various folk dances Instruction4LP11-11Teacher Notes, Screen Activity
   Activity4LP12-12Teacher 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 various folk dances and play parties(ii) perform various play partiesInstruction4LP12-12Teacher Notes, Screen Activity
   Activity4LP15-10Teacher 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) perform simple part work, including rhythmic and melodic ostinati, derived from known repertoire(i) perform simple part work, including rhythmic ostinati, derived from known repertoireInstruction4LP09-03Teacher Notes, Screen Activity
   Activity4LP09-05Teacher Notes, Screen Activity
   Review4LP09-06Screen 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) perform simple part work, including rhythmic and melodic ostinati, derived from known repertoire(ii) perform simple part work, including melodic ostinati, derived from known repertoireInstruction4LP09-03Teacher Notes, Screen Activity
   Activity4LP09-05Teacher Notes, Screen Activity
   Review4LP09-06Screen Review
(3) Creative expression. The student performs a varied repertoire of developmentally appropriate music in informal or formal settings. The student is expected to:(F) interpret through performance new and previously learned music symbols and terms referring to tempo; dynamics, including crescendo and decrescendo; and articulation, including staccato and legato(i) interpret through performance new music symbols referring to tempoInstruction4LP17-04Teacher Notes, Screen Activity
   Activity4LP18-02Teacher 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:(F) interpret through performance new and previously learned music symbols and terms referring to tempo; dynamics, including crescendo and decrescendo; and articulation, including staccato and legato(ii) interpret through performance new music symbols referring to dynamics, including crescendo Instruction4LP11-07Teacher Notes, Screen Activity
   Activity4LP13-04Teacher 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:(F) interpret through performance new and previously learned music symbols and terms referring to tempo; dynamics, including crescendo and decrescendo; and articulation, including staccato and legato(iii) interpret through performance new music symbols referring to dynamics, including decrescendoInstruction4LP11-07Teacher Notes, Screen Activity
   Activity4LP13-04Teacher 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:(F) interpret through performance new and previously learned music symbols and terms referring to tempo; dynamics, including crescendo and decrescendo; and articulation, including staccato and legato(iv) interpret through performance new music symbols referring to articulation, including staccato Instruction4LP17-04Teacher Notes, Screen Activity
   Activity4LP18-02Teacher 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:(F) interpret through performance new and previously learned music symbols and terms referring to tempo; dynamics, including crescendo and decrescendo; and articulation, including staccato and legato(v) interpret through performance new music symbols referring to articulation, including legatoInstruction4LP17-04Teacher Notes, Screen Activity
   Activity4LP18-02Teacher 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:(F) interpret through performance new and previously learned music symbols and terms referring to tempo; dynamics, including crescendo and decrescendo; and articulation, including staccato and legato(vi) interpret through performance previously learned music symbols referring to tempoInstruction4LP17-04Teacher Notes, Screen Activity
   Activity4LP18-02Teacher 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:(F) interpret through performance new and previously learned music symbols and terms referring to tempo; dynamics, including crescendo and decrescendo; and articulation, including staccato and legato(vii) interpret through performance previously learned music symbols referring to dynamics, including crescendo Instruction4LP11-07Teacher Notes, Screen Activity
   Activity4LP13-04Teacher 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:(F) interpret through performance new and previously learned music symbols and terms referring to tempo; dynamics, including crescendo and decrescendo; and articulation, including staccato and legato(viii) interpret through performance previously learned music symbols referring to dynamics, including decrescendoInstruction4LP03-12Teacher Notes, Screen Activity
   Activity4LP06-14Teacher Notes, Screen Activity
    4LP32-02Teacher 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:(F) interpret through performance new and previously learned music symbols and terms referring to tempo; dynamics, including crescendo and decrescendo; and articulation, including staccato and legato(ix) interpret through performance previously learned music symbols referring to articulation, including staccatoInstruction4LP17-04Teacher Notes, Screen Activity
   Activity4LP18-02Teacher 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:(F) interpret through performance new and previously learned music symbols and terms referring to tempo; dynamics, including crescendo and decrescendo; and articulation, including staccato and legato(x) interpret through performance previously learned music symbols referring to articulation, including legatoInstruction4LP17-04Teacher Notes, Screen Activity
   Activity4LP18-02Teacher 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:(F) interpret through performance new and previously learned music symbols and terms referring to tempo; dynamics, including crescendo and decrescendo; and articulation, including staccato and legato(xi) interpret through performance new music terms referring to tempoInstruction4LP13-04Teacher Notes, Screen Activity
   Activity4LP15-02Teacher 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:(F) interpret through performance new and previously learned music symbols and terms referring to tempo; dynamics, including crescendo and decrescendo; and articulation, including staccato and legato(xii) interpret through performance new music terms referring to dynamics, including crescendoInstruction4LP13-04Teacher Notes, Screen Activity
   Activity4LP15-02Teacher 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:(F) interpret through performance new and previously learned music symbols and terms referring to tempo; dynamics, including crescendo and decrescendo; and articulation, including staccato and legato(xiii) interpret through performance new music terms referring to dynamics, including decrescendoInstruction4LP03-12Teacher Notes, Screen Activity
   Activity4LP06-14Teacher Notes, Screen Activity
    4LP32-02Teacher 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:(F) interpret through performance new and previously learned music symbols and terms referring to tempo; dynamics, including crescendo and decrescendo; and articulation, including staccato and legato(xiv) interpret through performance new music terms referring to articulation, including staccatoInstruction4LP13-04Teacher Notes, Screen Activity
   Activity4LP15-02Teacher 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:(F) interpret through performance new and previously learned music symbols and terms referring to tempo; dynamics, including crescendo and decrescendo; and articulation, including staccato and legato(xv) interpret through performance new music terms referring to articulation, including legatoInstruction4LP13-04Teacher Notes, Screen Activity
   Activity4LP15-02Teacher 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:(F) interpret through performance new and previously learned music symbols and terms referring to tempo; dynamics, including crescendo and decrescendo; and articulation, including staccato and legato(xvi) interpret through performance previously learned music terms referring to tempoInstruction4LP23-05Teacher Notes, Screen Activity
   Activity4LP24-05Teacher Notes, Screen Activity
   Review4LP24-06Screen Review
(3) Creative expression. The student performs a varied repertoire of developmentally appropriate music in informal or formal settings. The student is expected to:(F) interpret through performance new and previously learned music symbols and terms referring to tempo; dynamics, including crescendo and decrescendo; and articulation, including staccato and legato(xvii) interpret through performance previously learned music terms referring to dynamics, including crescendo Instruction4LP23-05Teacher Notes, Screen Activity
   Activity4LP24-05Teacher Notes, Screen Activity
   Review4LP24-06Screen Review
(3) Creative expression. The student performs a varied repertoire of developmentally appropriate music in informal or formal settings. The student is expected to:(F) interpret through performance new and previously learned music symbols and terms referring to tempo; dynamics, including crescendo and decrescendo; and articulation, including staccato and legato(xviii) interpret through performance previously learned music terms referring to dynamics, including decrescendoInstruction4LP03-12Teacher Notes, Screen Activity
   Activity4LP06-14Teacher Notes, Screen Activity
   Review4LP32-02Screen Review
(3) Creative expression. The student performs a varied repertoire of developmentally appropriate music in informal or formal settings. The student is expected to:(F) interpret through performance new and previously learned music symbols and terms referring to tempo; dynamics, including crescendo and decrescendo; and articulation, including staccato and legato(xix) interpret through performance previously learned music terms referring to articulation, including staccato Instruction4LP23-05Teacher Notes, Screen Activity
   Activity4LP24-05Teacher Notes, Screen Activity
   Review4LP24-06Screen Review
(3) Creative expression. The student performs a varied repertoire of developmentally appropriate music in informal or formal settings. The student is expected to:(F) interpret through performance new and previously learned music symbols and terms referring to tempo; dynamics, including crescendo and decrescendo; and articulation, including staccato and legato(xx) interpret through performance previously learned music terms referring to articulation, including legatoInstruction4LP23-05Teacher Notes, Screen Activity
   Activity4LP24-05Teacher Notes, Screen Activity
   Review4LP24-06Screen 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 compositionInstruction4LP01-05Teacher Notes, Screen Activity
Instruction4LP28-04Teacher Notes, Screen Activity
   Activity4LP28-05Teacher Notes, Screen Activity
   Review4LP28-06Screen Review
(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 compositionInstruction4LP08-08Teacher Notes, Screen Activity
   Activity4LP09-12Teacher Notes, Screen Activity
(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 compositionInstruction4LP30-05Teacher Notes, Screen Activity
   Activity4LP30-06Teacher Notes, Screen Activity
   Review4LP30-07Screen Review
(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 diverse cultures such as historical folk songs of Texas and Hispanic and American Indian cultures in Texas(i) perform a varied repertoire of songs representative of diverse cultures Instruction4LP04-06Teacher Notes, Screen Activity
Instruction4LP08-09Teacher Notes, Screen Activity
   Activity4LP09-05Teacher Notes, Screen Activity
   Activity4LP14-09Teacher 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 diverse cultures such as historical folk songs of Texas and Hispanic and American Indian cultures in Texas(ii) perform a varied repertoire of movement representative of diverse cultures Instruction4LP04-06Teacher Notes, Screen Activity
   Activity4LP09-11Teacher Notes, Screen Activity
   Activity4LP30-10Teacher Notes
(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 diverse cultures such as historical folk songs of Texas and Hispanic and American Indian cultures in Texas(iii) perform a varied repertoire of musical games representative of diverse cultures Instruction4LP03-13Teacher Notes, Screen Activity
   Activity4LP09-14Teacher Notes, Screen Activity
(5) Historical and cultural relevance. The student examines music in relation to history and cultures. The student is expected to:(B) perform music representative of America and Texas, including "Texas, Our Texas(i) perform music representative of America Instruction4LP04-07Teacher Notes, Screen Activity
   Activity4LP07-05Teacher Notes, Screen Activity
(5) Historical and cultural relevance. The student examines music in relation to history and cultures. The student is expected to:(B) perform music representative of America and Texas, including "Texas, Our Texas(ii) perform music representative of Texas, including "Texas, Our TexasInstruction4LP04-06Teacher Notes, Screen Activity
   Activity4LP09-08Teacher Notes, Screen Activity
   Activity4LP04-09Teacher 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 and describe music from diverse genres, styles, periods, and cultures(i) identify music from diverse genresInstruction4LP04-12Teacher Notes, Screen Activity
Instruction4LP05-12Teacher Notes, Screen Activity
   Activity4LP21-05Teacher 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 and describe music from diverse genres, styles, periods, and cultures(ii) identify music from diverse stylesInstruction4LP04-12Teacher Notes, Screen Activity
Instruction4LP05-12Teacher Notes, Screen Activity
   Activity4LP21-05Teacher 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 and describe music from diverse genres, styles, periods, and cultures(iii) identify music from diverse periodsInstruction4LP25-04Teacher Notes, Screen Activity
Instruction4LP25-05Teacher Notes, Screen Activity
Instruction4LP25-06Teacher Notes, Screen Activity
Instruction4LP25-07Teacher Notes, Screen Activity
Instruction4LP25-08Teacher Notes, Screen Activity
   Activity4LP25-11Teacher 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 and describe music from diverse genres, styles, periods, and cultures(iv) identify music from diverse culturesInstruction4LP03-05Teacher Notes, Screen Activity
Instruction4LP09-05Teacher Notes, Screen Activity
   Activity4LP14-10Teacher 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 and describe music from diverse genres, styles, periods, and cultures(v) describe music from diverse genresInstruction4LP04-12Teacher Notes, Screen Activity
Instruction4LP05-12Teacher Notes, Screen Activity
   Activity4LP21-05Teacher 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 and describe music from diverse genres, styles, periods, and cultures(vi) describe music from diverse stylesInstruction4LP04-12Teacher Notes, Screen Activity
Instruction4LP05-12Teacher Notes, Screen Activity
   Activity4LP21-05Teacher 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 and describe music from diverse genres, styles, periods, and cultures(vii) describe music from diverse periodsInstruction4LP25-04Teacher Notes, Screen Activity
Instruction4LP25-05Teacher Notes, Screen Activity
Instruction4LP25-06Teacher Notes, Screen Activity
Instruction4LP25-07Teacher Notes, Screen Activity
Instruction4LP25-08Teacher Notes, Screen Activity
   Activity4LP25-11Teacher 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 and describe music from diverse genres, styles, periods, and cultures(viii) describe music from diverse culturesInstruction4LP03-05Teacher Notes, Screen Activity
Instruction4LP09-05Teacher Notes, Screen Activity
   Activity4LP14-10Teacher Notes, Screen Activity
(5) Historical and cultural relevance. The student examines music in relation to history and cultures. The student is expected to:(D) examine the relationships between music and interdisciplinary concepts(i) examine the relationships between music and interdisciplinary conceptsInstruction4LP01-10Teacher Notes, Screen Activity
   Activity4LP02-10Teacher Notes, Screen Activity
   Activity4LP25-04Screens 4-8, Teacher Notes, Screen Activity (2nd slide on each)
(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 performancesInstruction4LP01-03Teacher Notes, Screen Activity
   Activity4LP33-03Teacher 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:(A) exhibit audience etiquette during live and recorded performances(ii) exhibit audience etiquette during recorded performancesInstruction4LP01-03Teacher Notes, Screen Activity
   Activity4LP30-08Teacher 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:(B) recognize known rhythmic and melodic elements in aural examples using appropriate vocabulary(i) recognize known rhythmic elements in aural examples using appropriate vocabularyInstruction4LP03-04Teacher Notes, Screen Activity
   Activity4LP15-03Teacher 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:(B) recognize known rhythmic and melodic elements in aural examples using appropriate vocabulary(ii) recognize known melodic elements in aural examples using appropriate vocabularyInstruction4LP07-04Teacher Notes, Screen Activity
   Activity4LP07-09Teacher 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:(C) describe specific musical events in aural examples such as changes in timbre, form, tempo, dynamics, or articulation using appropriate vocabulary(i) describe specific musical events in aural examples using appropriate vocabularyInstruction4LP27-07Teacher Notes, Screen Activity
   Activity4LP27-10Teacher 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:(D) respond verbally and through movement to short musical examples(i) respond verbally to short musical examplesInstruction4LP18-09Teacher Notes, Screen Activity
Instruction4LP25-05Teacher Notes, Screen Activity
Instruction4LP25-06Teacher Notes, Screen Activity
Instruction4LP25-07Teacher Notes, Screen Activity
   Activity4LP25-11Teacher 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 examplesInstruction4LP18-09Teacher Notes, Screen Activity
Instruction4LP25-05Teacher Notes, Screen Activity
Instruction4LP25-06Teacher Notes, Screen Activity
Instruction4LP25-07Teacher Notes, Screen Activity
   Activity4LP25-11Teacher 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 vocabularyInstruction4LP32-05Teacher Notes, Screen Activity
   Activity4LP33-03Teacher Notes, Screen Activity
   Activity4LP33-06Teacher 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 vocabularyInstruction4LP32-05Teacher Notes, Screen Activity
   Activity4LP33-03Teacher Notes, Screen Activity
   Activity4LP33-06Teacher 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:(F) justify personal preferences for specific music works and styles using music vocabulary(i) justify personal preferences for specific music works using music vocabularyInstruction4LP20-10Teacher Notes, Screen Activity
   Review4LP35-18Teacher 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:(F) justify personal preferences for specific music works and styles using music vocabulary(ii) justify personal preferences for specific music styles using music vocabularyInstruction4LP20-10Teacher Notes, Screen Activity
   Activity4LP20-11Teacher Notes, Screen Activity