Aligned Standards By Sections/Components/Grade Level: |
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| Scoring Guide: 4 - Advanced Progress: Exceeds the standards for the identified grade level. 3 - Average Progress: Meets the standards for the identified grade level. 2 - Partial Progress: Demonstrates some progress toward mastery of these standards. 1 - Limited Progress: Demonstrates little or no progress towards mastery of the standards. |
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| Kindergarten English-language Arts Content Standards |
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Reading: 1.0 Word Analysis, Fluency, and Systematic Vocabulary Development Content consisting of letters, tier one and tier two words, composed in the music, give students an opportunity to practice their listening, speaking, reading, and writing skills. Concepts About Print The above standards apply to the music content. All materials have the above mentioned concepts regarding print. Phonemic Awareness Decoding and Word Recognition Students repeat back in choral and individually what has been heard, sound by sound, syllable by syllable, word by word. Students view and sing an animated musical video with scrolled syllablized lyrics that can be stopped to discuss letters, blends, and word sounds. Vocabulary and Concept Development Extension activity. The content of the music can be sorted and categorized specifically with numbers, words, vowels, foods, etc. 2.0 Reading Comprehension Student generated discussions regarding content and understanding thereof. Structural Features of Informational Materials Has identifiable structures to be pointed out and discussed. Comprehension and Analysis of Grade-Level-Appropriate Text The animated music videos are graphic materials that both engage and inform. The selected videos can be paused at any point to engage students in discussions, retelling, predicting, making connections of outcomes and consequences. Students listen and respond to the content of the music and animated music videos. Narrative Analysis of Grade-Level-Appropriate Text The basic nature of the music and videos are expository in nature, although they can be extended to other situations e.g. “What if ...?” Writing: Written and Oral English Language Conventions 1.0 Written and Oral English Language Conventions Sentence Structure Students are asked in-text and inferential queries regarding the content of the music and animations, predicting outcomes, summing up, comparing & contrasting. Listening and Speaking: 1.0. Listening and Speaking Strategies Students sing along with the song/video. Comprehension Students follow all directions contained in each application. 1.2 Share information and ideas, speaking audibly in complete, coherent sentences. Extension - Students discuss content of the music, their independent writings, and song/videos. 2.0. Speaking Applications (Genres and Their Characteristics) Extension - Students learn and sing along with the song/video. Students discuss, summarize information found in the content of the dictation. |
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| Grade One English-language Arts Content Standards |
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| Reading: 1.0 Word Analysis, Fluency, and Systematic Vocabulary Development Students understand the basic features of reading. They select letter patterns and know how to translate them into spoken language by using phonics, syllabication, and word parts. They apply this knowledge to achieve fluent oral and silent reading. Content consisting of letters, tier one and tier two words, in the music, give students an opportunity to practice their listening, speaking, reading, and writing skills. Concepts About Print 1.1 Match oral words to printed words. 1.2 Identify the title and author of a reading selection. 1.3 Identify letters, words, and sentences. The above standards apply to the content of the music. All materials have the above mentioned concepts regarding print. Phonemic Awareness 1.4 Distinguish initial, medial, and final sounds in single-syllable words. 1.5 Distinguish long-and short-vowel sounds in orally stated single-syllable words (e.g., bit/bite). 1.6 Create and state a series of rhyming words, including consonant blends. 1.7 Add, delete, or change target sounds to change words (e.g., change cow to how; pan to an). 1.8 Blend two to four phonemes into recognizable words (e.g., /c/ a/ t/ = cat; /f/ l/ a/ t/ = flat). 1.9 Segment single syllable words into their components (e.g., /c/ a/ t/ = cat; /s/ p/ l/ a/ t/ = splat; /r/ i/ ch/ = rich). Decoding and Word Recognition 1.10 Generate the sounds from all the letters and letter patterns, including consonant blends and long-and short-vowel patterns (i.e., phonograms), and blend those sounds into recognizable words. 1.11 Read common, irregular sight words (e.g., the, have, said, come, give, of). 1.12 Use knowledge of vowel digraphs and r- controlled letter-sound associations to read words. 1.13 Read compound words and contractions. 1.14 Read inflectional forms (e.g., -s, -ed, -ing) and root words (e.g., look, looked, looking). 1.15 Read common word families (e.g., -ite, -ate). 1.16 Read aloud with fluency in a manner that sounds like natural speech. Students repeat back in choral and individually what has been heard, sound by sound, syllable by syllable, word by word. Students view and sing an animated musical video with scrolled syllablized lyrics that can be stopped to discuss letter, blends, and word sounds. Finally, students read back what they have written in choral and individuated opportunities. Listening and Speaking: 1.0 Listening and Speaking Strategies Students listen critically and respond appropriately to oral communication. They speak in a manner that guides the listener to understand important ideas by using proper phrasing, pitch, and modulation. Comprehension 1.1 Listen attentively. 1.2 Ask questions for clarification and understanding. 1.3 Give, restate, and follow simple two-step directions. 2.0 Speaking Applications (Genres and Their Characteristics) Students deliver brief recitations and oral presentations about familiar experiences or interests that are organized around a coherent thesis statement. Student speaking demonstrates a command of standard American English and the organizational and delivery strategies outlined in Listening and Speaking Standard 1.0. Using the speaking strategies of grade one outlined in Listening and Speaking Standard 1.0, students: 2.1 Recite poems, rhymes, songs, and stories. 2.2 Retell stories using basic story grammar and relating the sequence of story events by answering who, what, when, where, why, and how questions. 2.3 Relate an important life event or personal experience in a simple sequence. 2.4 Provide descriptions with careful attention to sensory detail. Students learn and sing the mussic and animated captioned content songs. Students repeat and read the lyrics and captioned songs. Students are assessed by observation as a group or individually, and/or students respond when asked in-text or inferential queries. Extension - Students learn and sing along with the song/video. Students discuss, “Think-Pair Share,” whole group, summarizing information found in the content of the music. |
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| Grade Two English-language Arts Content Standards |
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| Reading: 1.0 Word Analysis, Fluency, and Systematic Vocabulary Development Students understand the basic features of reading. They select letter patterns and know how to translate them into spoken language by using phonics, syllabication, and word parts. They apply this knowledge to achieve fluent oral and silent reading. Content consisting of letters, tier one and tier two words, composed in simple sentences and letters found in the lyrics of the songs, give students an opportunity to practice their listening, speaking, reading, and writing skills. Decoding and Word Recognition 1.1 Recognize and use knowledge of spelling patterns (e.g., diphthongs, special vowel spellings) when reading. 1.2 Apply knowledge of basic syllabication rules when reading (e.g., vowel-consonant-vowel = su/ per; vowel-consonant/consonant-vowel = sup/ per). 1.3 Decode two-syllable nonsense words and regular multisyllable words. 1.4 Recognize common abbreviations (e.g., Jan., Sun., Mr., St.). 1.5 Identify and correctly use regular plurals (e.g., -s, -es, -ies) and irregular plurals (e.g., fly/ flies, wife/ wives). 1.6 Read aloud fluently and accurately and with appropriate intonation and expression. Students repeat back in choral and individually what has been heard, sound by sound, syllable by syllable, word by word. Students view and sing an animated musical video with scrolled syllablized lyrics that can be stopped to discuss letter, blends, and word sounds. Finally, students read back what they have written in choral and individuated opportunities. Listening and Speaking: 1.0 Listening and Speaking Strategies Students listen critically and respond appropriately to oral communication. They speak in a manner that guides the listener to understand important ideas by using proper phrasing, pitch, and modulation. Comprehension 1.1 Determine the purpose or purposes of listening (e.g., to obtain information, to solve problems, for enjoyment). 1.2 Ask for clarification and explanation of stories and ideas. 1.3 Paraphrase information that has been shared orally by others. 1.4 Give and follow three-and four-step oral directions. Organization and Delivery of Oral Communication 1.5 Organize presentations to maintain a clear focus. 1.6 Speak clearly and at an appropriate pace for the type of communication (e.g., informal discussion, report to class). 1.7 Recount experiences in a logical sequence. 1.8 Retell stories, including characters, setting, and plot. 1.9 Report on a topic with supportive facts and details. 2.0 Speaking Applications (Genres and Their Characteristics) Students deliver brief recitations and oral presentations about familiar experiences or interests that are organized around a coherent thesis statement. Student speaking demonstrates a command of standard American English and the organizational and delivery strategies outlined in Listening and Speaking Standard 1.0. Using the speaking strategies of grade two outlined in Listening and Speaking Standard 1.0, students: 2.1 Recount experiences or present stories: a. Move through a logical sequence of events. b. Describe story elements (e.g., characters, plot, setting). 2.2 Report on a topic with facts and details, drawing from several sources of information. Students learn and sing the music and animated captioned content songs. Students repeat and read the lyrics and captioned songs. Students are assessed by observation as a group or individually, and/or students respond when asked in-text or inferential queries. Extension - Students learn and sing along with the song/video. Students discuss, “Think-Pair Share,” whole group, summarizing information found in the content of the music. |
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| Grade Three English-language Arts Content Standards |
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| Reading: 1.0 Word Analysis, Fluency, and Systematic Vocabulary Development Students understand the basic features of reading. They select letter patterns and know how to translate them into spoken language by using phonics, syllabication, and word parts. They apply this knowledge to achieve fluent oral and silent reading. Content consisting of letters, tier one and tier two words, composed in simple dictated sentences and letters, give students an opportunity to practice their listening, speaking, reading, and writing skills. Decoding and Word Recognition 1.1 Know and use complex word families when reading (e.g., -ight) to decode unfamiliar words. 1.2 Decode regular multisyllabic words. 1.3 Read aloud narrative and expository text fluently and accurately and with appropriate pacing, intonation, and expression. Students repeat back in choral and individually what has been heard, sound by sound, syllable by syllable, word by word. Students view and sing an animated musical video with scrolled syllablized lyrics that can be stopped to discuss letter, blends, and word sounds. Finally, students read back what they have written in choral and individuated opportunities. Listening and Speaking: 1.0 Listening and Speaking Strategies Students listen critically and respond appropriately to oral communication. They speak in a manner that guides the listener to understand important ideas by using proper phrasing, pitch, and modulation. Comprehension 1.1 Retell, paraphrase, and explain what has been said by a speaker. 1.2 Connect and relate prior experiences, insights, and ideas to those of a speaker. 1.3 Respond to questions with appropriate elaboration. 1.4 Identify the musical elements of literary language (e.g., rhymes, repeated sounds, instances of onomatopoeia). Organization and Delivery of Oral Communication 1.5 Organize ideas chronologically or around major points of information. 1.6 Provide a beginning, a middle, and an end, including concrete details that develop a central idea. 1.7 Use clear and specific vocabulary to communicate ideas and establish the tone. 1.8 Clarify and enhance oral presentations through the use of appropriate props (e.g., objects, pictures, charts). 1.9 Read prose and poetry aloud with fluency, rhythm, and pace, using appropriate intonation and vocal patterns to emphasize important passages of the text being read. Analysis and Evaluation of Oral and Media Communications 1.10 Compare ideas and points of view expressed in broadcast and print media. 1.11 Distinguish between the speaker's opinions and verifiable facts. 2.0 Speaking Applications (Genres and Their Characteristics) Students deliver brief recitations and oral presentations about familiar experiences or interests that are organized around a coherent thesis statement. Student speaking demonstrates a command of standard American English and the organizational and delivery strategies outlined in Listening and Speaking Standard 1.0. Using the speaking strategies of grade three outlined in Listening and Speaking Standard 1.0, students: 2.1 Make brief narrative presentations: a. Provide a context for an incident that is the subject of the presentation. b. Provide insight into why the selected incident is memorable. c. Include well-chosen details to develop character, setting, and plot. 2.2 Plan and present dramatic interpretations of experiences, stories, poems, or plays with clear diction, pitch, tempo, and tone. 2.3 Make descriptive presentations that use concrete sensory details to set forth and support unified impressions of people, places, things, or experiences. Students learn and sing the music and animated captioned content songs. Students repeat and read the dictation and captioned songs. Students are assessed by observation as a group or individually, and/or students respond when asked in-text or inferential queries. Extension - Students learn and sing along with the song/video. Students discuss, “Think-Pair Share,” whole group, summarizing information found in the content of the music. |
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| Grade Four English-language Arts Content Standards |
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| Reading: 1.0 Word Analysis, Fluency, and Systematic Vocabulary Development Students understand the basic features of reading. They select letter patterns and know how to translate them into spoken language by using phonics, syllabication, and word parts. They apply this knowledge to achieve fluent oral and silent reading. Contentfrom the music consisting of letters, tier one and tier two words, composed in simple dictated sentences and letters, give students an opportunity to practice their listening, speaking, reading, and writing skills. Listening and Speaking: 1.0 Listening and Speaking Strategies Students listen critically and respond appropriately to oral communication. They speak in a manner that guides the listener to understand important ideas by using proper phrasing, pitch, and modulation. Comprehension 1.1 Ask thoughtful questions and respond to relevant questions with appropriate elaboration in oral settings. 1.2 Summarize major ideas and supporting evidence presented in spoken messages and formal presentations. 1.3 Identify how language usages (e.g., sayings, expressions) reflect regions and cultures. 1.4 Give precise directions and instructions. 2.0 Speaking Applications (Genres and Their Characteristics) Students deliver brief recitations and oral presentations about familiar experiences or interests that are organized around a coherent thesis statement. Student speaking demonstrates a command of standard American English and the organizational and delivery strategies outlined in Listening and Speaking Standard 1.0. Using the speaking strategies of grade four outlined in Listening and Speaking Standard 1.0, students: 2.1 Make narrative presentations: a. Relate ideas, observations, or recollections about an event or experience. b. Provide a context that enables the listener to imagine the circumstances of the event or experience. c. Provide insight into why the selected event or experience is memorable. 2.2 Make informational presentations: a. Frame a key question. b. Include facts and details that help listeners to focus. c. Incorporate more than one source of information (e.g., speakers, books, newspapers, television or radio reports). 2.3 Deliver oral summaries of articles and books that contain the main ideas of the event or article and the most significant details. 2.4 Recite brief poems (i.e., two or three stanzas), soliloquies, or dramatic dialogues, using clear diction, tempo, volume, and phrasing. Students learn and sing the music and animated captioned content songs. Students repeat and read the lyrics of the captioned songs. Students are assessed by observation as a group or individually, and/or students respond when asked in-text or inferential queries. Extension - Students learn and sing along with the song/video. Students discuss, “Think-Pair Share,” whole group, summarizing information found in the content of the music. |
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| Grade Five English-language Arts Content Standards |
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| Reading: 1.0 Word Analysis, Fluency, and Systematic Vocabulary Development Students use their knowledge of word origins and word relationships, as well as historical and literary context clues, to determine the meaning of specialized vocabulary and to understand the precise meaning of grade-level-appropriate words. Content from the music consisting of letters, tier one and tier two words, composed in simple dictated sentences and letters, give students an opportunity to practice their listening, speaking, reading, and writing skills. Also, students are made aware of and discuss strategies to establish word meaning, e.g., word structure, apposition, and contextual clues. Word Recognition 1.1 Read aloud narrative and expository text fluently and accurately and with appropriate pacing, intonation, and expression. Vocabulary and Concept Development 1.2 Use word origins to determine the meaning of unknown words. 1.3 Understand and explain frequently used synonyms, antonyms, and homographs. 1.4 Know abstract, derived roots and affixes from Greek and Latin and use this knowledge to analyze the meaning of complex words (e.g., controversial). 1.5 Understand and explain the figurative and metaphorical use of words in context. 2.0 Reading Comprehension (Focus on Informational Materials) Students read and understand grade-level-appropriate material. They describe and connect the essential ideas, arguments, and perspectives of the text by using their knowledge of text structure, organization, and purpose. The selections in Recommended Readings in Literature, Kindergarten Through Grade Eight illustrate the quality and complexity of the materials to be read by students. In addition, by grade eight, students read one million words annually on their own, including a good representation of grade-level-appropriate narrative and expository text (e.g., classic and contemporary literature, magazines, newspapers, online information). In grade five, students make progress toward this goal. Structural Features of Informational Materials 2.1 Understand how text features (e.g., format, graphics, sequence, diagrams, illustrations, charts, maps) make information accessible and usable. 2.2 Analyze text that is organized in sequential or chronological order. Comprehension and Analysis of Grade-Level-Appropriate Text 2.3 Discern main ideas and concepts presented in texts, identifying and assessing evidence that supports those ideas. 2.4 Draw inferences, conclusions, or generalizations about text and support them with textual evidence and prior knowledge. Expository Critique 2.5 Distinguish facts, supported inferences, and opinions in text. When students repeat the lyrics (say it, sing it, read it, and write it), They read back what they have written. Words from the lyrics can be taken out of context, formulating discussions on word families i.e., beginning and ending sounds, common spellings. Specific attention can be given to consonant and short vowel sounds, basic word formation, syllabication rules, and basic phonics aspects. Home | About | Presentation | Benefits | Links | Contact | Introduction | Content Standards | KLCS-LAUSD |
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