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.
- 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.
- PO2. Read aloud in a manner of speech that sounds like natural speech with appropriate intonation and vocal patterns.
- 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.
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-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.