Curriculum Resource Portfolio for First Grade <K . . . 2nd >

Other 1st Grade Standards:
Language Arts
* Math * Science * Social Studies * PhyEd/Dance * Art

Big Ideas: Matching Pitch

Essential Questions:
- How can we use our voices?
- What are the steps needed to match pitch?
- Why is it important to sing in tune?

Statement of Teaching Philosophy and Reflective Practice

It is important to inspire first grade students to realize their musical potential with a wide variety of culturally significant music through a research based curriculum aligned with Sleepy Eye Public School's local, state, and national standards, so they can acquire the reading, writing, and improvisational skills needed to enjoy and participate in a musical world.

Curriculum Goals


Expand song repertoire to add to students' knowledge of children's songs, games, folk music, art music, and contemporary music.


1.Perform all songs with accurate intonation, clear diction, clear head tone, musical phrasing/breathing, appropriate dynamics, and tempo.
2.Be familiar with a repertoire of thirty folk songs and singing games, classical music and recently composed music.
3.Know by memory ten to fifteen songs.
4.Perform in school plays or programs.

1.Sing songs antiphonally.
2.Practice intervals
3.Accompany a song with a rhythmic ostinato using quarter and eighth notes and quarter note rests.
4.Accompany a song with a melodic ostinato using la, so, or mi.
5.Sing simple rhythmic or melodic cannons derived from familiar songs.
6.Perform two-part rhythmic exercises based on rhythmic motifs from known songs.

1.Perform acting-out games with chase element
2.Perform winding games
3.Perform simple line games
4.Perform circle games
5.Improvise words and movement to known songs

1.Students demonstrate first grade melodic and rhythmic concepts on classroom instruments.
2.Students accompany classroom singing on classroom instruments.
3.Students conduct in duple meter.

Critical Thinking, Problem Solving, and Music Literacy

Rhythmic Elements
1.Know names and written symbols for quarter, eighth notes, and quarter note rest, accent beat, bar lines. Conduct in 2/4 meter.
2.Perform ostinati using quarter and eighth notes consciously.
3.Perform two-part rhythmic exercises and cannons.
4.Improvise short motives with quarter, eighth notes, and quarter note rest.
5.Recognize tunes from clapped rhythm patterns.
6.Identify a skipping song and a marching song.

Melodic Elements
1.Be able to perform solfa and hand movements for child chant patterns (pentatonic bi chords and tri chords):
so, mi, la, and intervals formed by themselves
(so-mi, mi-so, so-la, la-so, mi-la, la-mi)
2.Learn to read melodic patterns that use the notes so, mi, and la from rhythmic and staff notation.
3.Understand the steps to singing on pitch: listening, matching, and assessing.

Reading and Writing
1.Read or write well-known rhythmic or melodic patterns found in students' repertoire, from hand movements, traditional rhythmic notation, and staff notation.
2.Write rhythmic patterns from memory or when dictated by the teacher.
3.Write melodic patterns found in focus songs from memory or when dictated by the teacher using stick or staff notation.

Inner Hearing
1.Silently sing known songs with melodic syllables
2.Silently read either full or partial rhythms or melodies written in stick or staff notation.
3.Sing back short melodic or partial rhythmic motives from memory using text, rhythm syllables, or solfege syllables.

1.Recognize same, similar, or different phrases in a song either aurally or through music reading.
2.Use letters to describe form: AABA
3.Use repeat signs correctly in reading and writing.

Musical Memory
1.Echo four- and eight-beat rhythm patterns clapped by the instructor.
2.Memorize phrases of four or eight beats from known songs using stick or staff notation.
3.Echo rhythm patterns clapped by the teacher saying out correct rhythm syllables.
4.Memorize rhythm patterns read from stick notation.


1.Improvise rhythm patterns of four or eight beats using rhythm instruments.
2.Improvise rhythm patterns of four or eight beats by clapping and saying rhythm syllables.
3.Improvise short musical motives (la-so-mi) using hand staff or body signs.
4.Improvise pentatonic bi or tri chord (la-so-mi) melodies to simple four- to eight-beat rhythms using the voice or a barred instrument.
5.Improvise a new rhythm and melody to one measure or more of a well-known song.
6.Improvise question and answer motives using known rhythm or melodic patterns.


1.Recognize melodic and rhythmic features in classroom song repertoire, folk music, and masterworks.
2.Develop awareness of expressive controls: dynamics, tempo, timbre, and their distinctive characteristics in masterworks of various historical periods.
3.Recognize phrase forms (same/different) in classroom song repertoire, folk music, and masterworks.