Play a steady beat.

Replicate short rhythmic and melodic patterns.

Play a steady beat in a group while other students sing a song.

Use a system to read quarter notes and quarter rests.

Use a system to read two or more pitches. (sol, mi)

Recognize contrasting expressions of music.

Create through exploration, improvisation, and composition, an accompaniment for a selection with non-pitched percussion classroom instruments.

Create through exploration, improvisation, and composition, an answer to a melodic question.

Create vocal embellishments for a song or rhyme.

Create a song about self and family.

Explore basic locomotor movements; e.g., walk, run, gallop, slide, and jump moving in a straight pathway.

Introduce and explore non-locomotor/axial movements in personal space by bending, stretching, reaching and twisting.

Explore low, middle, and high levels.

Explore personal space while standing, sitting.

Move at moderate tempo while in personal space, with the teacher and without the teacher.

Identify body parts by touching: head, neck, arms, legs, feet, shoulders, and knees.

Demonstrate the ability to walk with a partner.

Follow the movement of the teacher.

Participate in singing games.

Follow teacher-direct movement responses involving props; e.g., scarves, bean bags, parachute.

Explore contrasting concepts such as high and low, big and small.

Follow teacher-direct simple movement patterns using the element of force.

Become familiar with video tape equipment and process.

Identify basic locomotor movements by name.

Explore tossing and catching an object on different levels.

Experience an age-appropriate dance or dance concert, and discuss the experience.

Learn some singing dances.

Identify new meanings for familiar words and apply them accurately (e.g., knowing duck is a bird and learning the verb [...]

Use the most frequently occurring inflections and affixes (e.g., -ed, -s, re-, un-, pre-, -ful, -less) as a clue to [...]

I can sort objects into categories. I can identify real-life connections for words and their use.

Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent.

Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms).

Identify real-life connections between words and their use (e.g., note places at school that are colorful).

Distinguish shades of meaning among verbs describing the same general action (e.g., walk, march, strut, prance) by acting out the [...]

I can use words I learned in a story.

Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion).

Continue a conversation through multiple exchanges.

I can ask and answer questions about a text read aloud.

I can ask and answer questions to seek help or get information.

I can describe people, places, things and events and add detail with help.

I can add drawings to show my ideas, thoughts, or feelings.

I can speak clearly to share my thoughts and feelings.

I can print uppercase and lowercase letters.

Print many upper- and lowercase letters.

Use frequently occurring nouns and verbs.

Form regular plural nouns orally by adding /s/ or /es/ (e.g., dog, dogs; wish, wishes).

Understand and use question words (interrogatives) (e.g., who, what, where, when, why, how).

Use the most frequently occurring prepositions (e.g., to, from, in, out, on, off, for, of, by, with).

Produce and expand complete sentences in shared language activities.

I can capitalize the first word in a sentence and the pronoun I. I can recognize and name end punctuation. [...]