in the same style as given “question phrases”
Music Reading
•
Read and write notes and rests in 2/4, 3/4,
and 4/4 meter signatures (quarter note/rest, half
note/rest, whole note/rest, eighth, and paired
eighth notes)
•
Identify and write traditional terms (such as
crescendo, diminuendo, DC al Fine, meter),
symbols (such as <, >), notes and musical
structures (such as bar, lines, and measures) and
interprets correctly when reading music
•
Read and write the names of notes (one
octave), bass and treble clefs, with appropriate
technical accuracy
•
Compare and contrast different time
signatures and rests in musical pieces through
verbal and written response
•
Sight read rhythm patterns
Song Singing
•
Demonstrate the ability to sing songs of
increasing difficulty alone and with others
(e.g., rounds, partner songs and large groups) in
rhythm and on pitch
•
Sing, with stylistic accuracy, a diverse repertoire
representing various cultures, historical periods,
and genres
•
Sing with expression and style appropriate to
the music performed including dynamics,
phrasing, and interpretation
•
Respond to the cues of the conductor with
accuracy
Technology and Instruments
•
Perform, independently or with others, simple
rhythmic and melodic patterns on basic
instruments (e.g., recorder, xylophone, rhythm
sticks)
•
Participate and perform on pitched and non-
pitched instruments, with stylistic accuracy
including rhythm, dynamics, and a steady tempo
•
Participate and perform a diverse repertoire of
music representing various cultures, time
periods, styles, and genres
•
Perform with expression and style appropriate
to the selection
•
Echo short rhythms and patterns
•
Improvise simple rhythmic and melodic
patterns to answer or accompany a given style
or to embellish a familiar melody
Movement to Music
•
Participate in various forms of dance, (folk,
square, and line) with increased confidence
and accuracy
•
Respond to musical characteristics through
movement such as tempo, meter, and dynamic
changes
Performance Etiquette
•
Perform with expression and style appropriate
to the piece
•
Demonstrate the ability to follow stage
direction
•
Demonstrate the ability to participate in
performances with increasing self-esteem and
self-confidence
•
Demonstrate the ability to perform a
memorized piece with dramatic interpretation
•
Demonstrate appropriate audience behavior
during performances/events
Music Appreciation and Connections
•
Express opinions on various musical pieces
and begin to understand how personal views
are different from critical judgment through
group discussions
•
Use appropriate musical terminology and
criteria to make judgments about the quality of
a musical piece
•
Listen to, identify, and discuss songs which
represent specific genres, styles, and composers
from various periods, events, and cultures
through verbal response
•
Identify and describe the role of musicians
throughout history and in today’s society
•
Understand relationships between music and
other disciplines such as the use of line in music,
art, and math or the mathematical basis of the
value of notes in music
51
Third Grade
SPANISH
Oral Language
•
Participate in discussions (e.g., school activities
and subjects, information about friends and
family)
•
Use correct Spanish vocabulary to greet and
introduce peers and adults
•
Use appropriate expressions when addressing
peers and adults
•
Communicate feelings through appropriate
Spanish vocabulary
•
Use listening skills to follow oral instructions
and hear oral stories
•
Use Spanish vocabulary to give oral directions
such as ordering food in a restaurant
•
Correctly identify objects such as home
entertainment items, toys, animals, means of
transportation, places, people
•
Ask questions to clarify or gain more
information
•
Use appropriate Spanish vocabulary to
describe quantity (such as full, empty, many,
few) and physical characteristics (such as color
and size)
•
Name and use numbers from 1 to 100
Reading
•
Read a variety of printed material including
literature, poetry, current events, and/or
advertisements
•
Retell, summarize, and respond to grade
appropriate literary materials (e.g., uses
sequencing skills to demonstrate
comprehension of written or oral material such
as a story, song, or poem or tells a story from
the point of view of one of the characters)
Writing
•
Write for a variety of purposes including
information, explanation, description, narration
(e.g., demonstrates comprehension of and
writes a brief response to a note, an invitation,
or a thank you note)
•
Write and perform a dialogue that
demonstrates effective use of Spanish
vocabulary, language use, and structure
Connections
•
Reinforce and further a knowledge of other
disciplines through the Spanish language (e.g.,
classify animal habitats using Spanish; use
charts and graphs from Spanish resources;
locate capitals on a Spanish map, complete
number sentences in Spanish)
•
Acquire information and viewpoints through
Spanish resources (e.g., follow a simple recipe
from a Spanish cookbook; compare the Spanish
translation of an American children’s story to the
original; observe heroes and heroines in age-
appropriate stories; use Spanish resource
books, such as a dictionary)
Language Use and Structure
•
Use the form and function of words in phrases
and in simple sentences to communicate
effectively (use appropriate tenses,
orthography, and agreement; e.g., make
adjectives agree with nouns in number and
gender, use prepositions and prepositional
pronouns)
•
Use the Spanish language to communicate
feelings and ideas through appropriate word
usage
•
Select and use appropriate Spanish words,
word order, and punctuation to communicate
through sentences, interrogatives, exclamations,
and commands
•
Discuss the uses of the verb “to be” (“ser”
and “estar”) in Spanish and English
•
Determine and apply the correct usage of
“ser” and “estar”
•
Determine and apply the correct usage
of “tu”
•
Discuss the uses of double negative
in Spanish
•
Demonstrate an awareness that the concept of
long and short vowels does not exist in Spanish
language
•
Compare ways to express ownership in both
languages
52
Nobel Learning Curriculum Reference Guide
