Sticks and Tones


All Arizona Academic Standards listed here will be utilized in the program as needed depending upon the group’s grade level, reading level and the text selected.


STRAND ONE-Reading Process

Concept 1: Print Concepts
  • PO1. Recognize that print represents spoken language and conveys meaning.
  • PO2. Hold a book right side up and turn pages in the correct direction.
  • PO3. Start at the top left of the printed page, track words from left to right, using return sweep, and move from the top to the bottom of the page.
  • PO4. Identify different parts of a book (e.g. front cover, back cover, title page) and the information they provide.
  • PO8. Demonstrate the one-to-one correlation between a spoken word and a printed word.
Concept 4: Vocabulary
  • PO1. Determine what words mean from how they are used in a sentence, heard or read.
  • PO2. Use the context to identify the meaning of unfamiliar words.
Concept 5: Fluency
  • PO2. Read aloud in a manner of speech that sounds like natural speech with appropriate intonation and vocal patterns.
Concept 6: Comprehension
  • PO1. Predict what might happen next in a text.
  • PO2. Confirm predictions about text for accuracy.
  • PO3. Ask relevant questions in order to comprehend text.
  • PO4. Relate information and events in a reading selection to life experiences and life experiences to the text.
  • PO6. Use reading strategies (e.g. drawing conclusions, determining cause and effect, making inferences, sequencing) to comprehend text.
STRAND TWO-Comprehending Literary Text

Concept 1: Elements of Literature
  • PO1. Identify the components of a plot (e.g. main events, conflict, rising action, climax, falling action, resolution)
  • PO2. Identify elements of a story, including characters, setting and key events.
  • PO3. Retell or re-enact a story, placing the events in the correct sequence.
  • PO4. Determine whether a literary selection, that is heard, is realistic or fantasy.
  • PO5. Identify words that the author selects in a literary selection to create a graphic visual experience.
  • PO6. Identify words that the author selects to create a rich auditory experience (e.g. alliteration, onomatopoeia, assonance, consonance) in a literary selection.

  • PO2. Identify sounds as high and low.
  • PO1. Move to music.
  • PO2. Demonstrate a steady beat while music is playing.
  • PO1. Identify music as fast or slow (tempo).
  • PO2. Identify music as loud or soft (dynamics).
  • PO3. Perform music that is loud or soft, fast or slow.
  • PO1. Identify classroom instruments.
  • PO1. Listen attentively while others perform.
  • PO2. Acknowledge the efforts of self and others.
  • PO1. Explain a variety of conducting cues.
  • PO2. Respond to specific conducting cues.
  • PO4. Properly respond to conductor’s cues in performance.
  • PO3. Sing and/or play a simply rhythm pattern.
  • PO1. Listen and describe the elements of expressive music.
  • PO2. Perform a piece with expression.
  • PO3. Compare and contrast music performed with, and without, expression.
  • PO1. Perform instrumental part alone.
  • PO2. Perform instrumental part with contrasting parts of group.
1AM-F9 Create/arrange short instrumental pieces within specified guidelines, using a variety of sound sources (including, but not limited to, body percussion, found objects, non-pitched instruments, pitched instruments).

1AM-F10 Listen to musical examples with sustained attention and self-discipline.

1AM-E10 Use a variety of traditional (e.g. voices, instruments) and non-traditional (e.g. paper tearing, clapping, finger snapping, pencil tapping) sounds sources when composing and arranging.

  • PO2. Use classroom instruments to create moods through various tempos and dynamics.
  • PO2. Discuss appropriate audience behavior.
  • PO3. Demonstrate appropriate audience behavior.
  • PO1. Analyze how music is used to reflect particular moods and feelings.
  • PO1. Create a story utilizing the elements of music.