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.