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First Grade Music

Curriculum Guide

Iredell-Statesville Schools

2014-2015

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Table of Contents

Purpose and Use of Documents….……………………………………………………………………………………………………………………3

College and Career Readiness Anchor Standards for Reading………………………………………………………………………….4-5

College and Career Readiness Anchor Standards for Writing……………………………………………………………………………6-7

Year at a Glance……………………………………………………………………………………………………………………………………………….8

Music Literacy ……………………………………………………………………………………………………………………………………………….9-17

Music Response……………………………………………………………………………………………………………………………………………..18-20

Contextual Relevancy …………………………………………………………………………………………………………………………………….21-22

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Purpose and Use of the Documents The Curriculum Guide represents an articulation of what students should know and be able to do. The Curriculum Guide supports teachers in knowing how to help students achieve the goals of the new standards and understanding each standard conceptually. It should be used as a tool to assist teachers in planning and implementing a high quality instructional program.

The “At-a-Glance” provides a snapshot of the recommended pacing of instruction across a semester or year.

Learning targets (“I can” statements) and Criteria for Success (“I will” statements) have been created by ISS teachers and are embedded in the Curriculum Guide to break down each standard and describe what a student should know and be able to do to reach the goal of that standard.

The academic vocabulary or content language is listed under each standard. There are 30-40 words in bold in each subject area that should be taught to mastery.

The unpacking section of the Curriculum Guide contains rich information and examples of what the standard means; this section is an essential component to help both teachers and students understand the standards.

Teachers will be asked to give feedback throughout the year to continually improve their Curriculum Guides.

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College and Career Readiness Anchor Standards for Reading The K-12 standards on the following pages define what students should understand and be able to do by the end of each grade. They correspond to the College and Career Readiness (CCR) anchor standards below by number. The CCR and grade-specific standards are necessary complements – the former providing broad standards, the latter providing additional specificity – that together define the skills and understandings that all students must demonstrate.

Key ideas and Details

1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting

details and ideas. 3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

Craft and Structure 4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and

figurative meanings, and analyze how specific word choices shape meaning or tone.

5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g. a section, chapter, scene, or stanza) relate to each other and the whole.

6. Assess how point of view or purpose shapes the content and style of a text.

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Integration of Knowledge and Ideas

7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.*

8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well

as the relevance and sufficiency of the evidence.

9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

Range of Reading and Level of Text Complexity 10. Read and comprehend complex literary and informational texts independently and proficiently. * Please see “Research to Build and Present Knowledge” in writing and “Comprehension and Collaboration” in Speaking and Listening for additional standards relevant to gathering, assessing, and applying information from print and digital sources.

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College and Career Readiness Anchor Standards for Writing The K-12 standards on the following pages define what students should understand and be able to do by the end of each grade. They correspond to the College and Career Readiness (CCR) anchor standards below by number. The CCR and grade-specific standards are necessary complements – the former providing broad standards, the latter providing additional specificity – that together define the skills and understandings that all students must demonstrate. Text Types and Purposes*

1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and

accurately through the effective selection, organization, and analysis of content.

3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

Production and Distribution of Writing

4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

6. Use technology, including the internet, to produce and publish writing and to interact and collaborate with

others.

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Research to Build and Present Knowledge

7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.

8. Gaither relevant information from multiple print and digital sources, assess the credibility and accuracy of each

source, and integrate the information while avoiding plagiarism. 9. Draw evidence from literacy or informational texts to support analysis, reflection, and research

Range of Writing

10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

* These broad types of writing include many subgenres. See Appendix A for definitions of key writing types.’ Taken from Common Core Standards (www.corestandards.org)

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Iredell-Statesville Schools Elementary Music

1st Grade Essentials Alignment 2014-2015

1st Quarter 2nd Quarter 3rd Quarter 4th Quarter

Grade Level

Essentials Musical Literacy

Illustrate Interpret


Execute


Musical Response Create


Musical Response Synthesize

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Grade

ML1.1 Use proper technique when singing and playing a variety of music. ML1.2 Use accurate pitch to imitate three-pitch melodic patterns. ML 2.1 Interpret rhythm patterns that use iconic or standard notation for quarter notes, quarter rests and beamed eighth notes. ML2.3 Use iconic symbols to notate quarter notes and quarter rests ML3.3 Use iconic notation to compose simple rhythm patterns consisting of quarter notes, beamed eighth notes, and quarter rest durations.

ML1.3 Execute rhythmic patterns using body, instruments, or voice ML3.1 Use improvisation to create two-phrase melodies using three pitches.

ML2.2 Execute three-pitch songs with voice and/or instruments ML3.2 Select a variety of traditional and non-traditional sound sources to accompany readings, stories, or dramatizations MR1.4 Classify timbre by pitched or unpitched instruments and sounds.

ML1.4 Apply changes in dynamics and tempo when singing and playing music. MR1.1 Use corresponding movements or actions to respond to prominent music characteristics (such as patterns in rhythm, melodic contour, dynamics, and form) while listening to and/or singing music. MR 1.2 Recognize melodic patterns, rhythmic patterns, dynamics, and forms when presented aurally.

Ongoing all quarters: CR1.1 Recognize how music is used in customs and traditions of various cultures. CR1.2 Understand the relationships between music and concepts from other areas. MR1.3 Compare appropriate behaviors for different types of music performances (such as outdoor concerts, concerts with audience participation, vocal concerts, etc.).

Iredell Statesville Schools – 1st Grade Music 2014-2015

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Musical Literacy Essential Standard: 1.ML.1 Apply the elements of music and musical techniques in order to sing and play music with accuracy and expression. Q1 Q2 Q3 Q4 Clarifying Objectives:

X ML 1.1 Use proper technique when singing and playing a variety of music.

X ML 1.2 Use accurate pitch to imitate three-pitch melodic patterns.

X X X X ML 1.3 Execute rhythmic patterns using body, instruments, or voice.

X ML 1.4 Apply changes in dynamics and tempo when singing and playing music.

Learning Targets: “I Can”

1.ML.1.1 I can use correct position and technique to sing and play instruments.

1.ML.1.2 I can match 2-3 pitch melodies.

1.ML.1.3 I can imitate what the teacher sings or plays.

1.ML.1.4 I can apply changes in music (soft-loud, fast-slow).

Criteria For Success: “I Will”

Interpreting/Knowledge Target Creating/Reasoning Target

Responding/Performing Target

Connecting/Product Target

1.1 Define proper technique identify high/low/same pitches identify melodic direction 1.2 Define pitch ,match, imitate,echo

1.1

Understand problem solving strategies and proper musical technique used in singing and playing instruments

1.2 Determine

1.1

Perform singing or playing instruments modeling proper musical technique

1.2 Sing a 2-3 pitch

1.1

Critique performance of singing or playing using problem solving skills

1.2

Assess/ Critique the performance of


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Sol, mi, la, melody 1.3 Define rhythm, patterns, body

percussion, steady beat

1.4 Demonstrate (soft-loud, fast-slow).

necessary skills to match a 3 pitch melody

Understand sol,la,mi pitches

Determine how to use hand signs for sol, la, mi

1.3 Understand how to

imitate rhythms with body, instruments, or voice

1.4

Understand changes in dynamics and tempo.

melody pattern, matching pitches Sol ,La, Mi

use hand signs for sol, la, mi

1.3 Perform rhythms

using body, instruments, or voice

1.4

Demonstrate (soft-loud, fast-slow) singing and playing

singing and matching a 2-3 pitch melody pattern

1.3

Assess/ Critique the performance of rhythms using body, instruments, or voice

1.4

Assess/Critique the Demonstration of (soft-loud, fast-slow) during student performance while singing and playing.

Key Academic Vocabulary (Elements) Pitch/Melody –High/Low, Rhythm-long/short, sound/no sound, Dynamics-loud/soft, Tempo-Fast/Slow, Same/Different, Notation- Quarter Notes & Rests, Beamed Eighth notes, imitate ,match, echo Timbre, Sol, Mi, La

Instructional Learning Resources and Activities (Differentiation) 1.1 “Let the music begin” TE p.2 MM 1.2 “Charlie Over the Water”

Integration with Other Curriculum Areas (Differentiation) 1.1 CCS Math Practices: Use tools strategically Attend to precision 21CS:

Assessment (Differentiation) Evaluation/assessment is an integral part of instruction. A combination of teacher, peer, and self -assessment should be employed. The method of assessment used will depend on the purpose of the assessment. Appropriate assessment must be authentic and linked


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TE p. 66-69 MM 1.3 “Windshield Wipers” TE p.11, E/Big Book p. 4 MM Movement “Noah’s Shanty” TE, p. 344. E/Big Book p. 100-102 1.4 Dynamics

“Peer Gynt Suite –Morning” MMTE pg. 349

“A Different Beat” MMTE pg. 6 Tempo

“Freight Train” MMTE pg. 46

“Wild Horseman” MMTE pg. 158

“Windshield Wipers” MMTE pg. 11

Critical Thinking and Problem Solving

Creativity 1.2 CCS Math Practices: Attend to precision 21CS: Critical Thinking and

Problem Solving; Collaboration; Creativity 1.3 CCS Math Practices: Use tools strategically Attend to precision 21CS: Critical Thinking and Problem Solving 1.4 CCR Anchor Standards for Reading: 1, 2, 3 CCS Math Practices: Look for and make use of structure 21CS: Critical Thinking and Problem Solving

to learning targets that are identified in the North Carolina Standard course of Study. The assessment process in as ongoing part of the teaching and learning cycle, and should be used to diagnose, monitor, and summarize student learning.

Observation

Questioning

Discussion

Rubrics

Checklists

Written Products

Performance task

Portfolio Assessment


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Musical Literacy Essential Standard: 1.ML.2 Interpret the sound and symbol systems of music.

Q1 Q2 Q3 Q4 Clarifying Objectives:

X ML 2.1 Interpret rhythm patterns that use iconic or standard notation for quarter notes, quarter rests and beamed eighth notes.

X ML 2.2 Execute three-pitch songs with voice and/or instruments.

X ML 2.3 Use iconic symbols to notate quarter notes and quarter rests.


1.ML.2.1 I can interpret rhythm patterns using standard notation for quarter notes, quarter rests, and beamed eighth notes.

1.ML.2.2 I can interpret three-pitch songs that use traditional music notation with voice and/or by playing pitched instruments.

1.ML. 2.3 I can use iconic symbols to notate quarter notes, quarter rests, and beamed eighth notes.





2.1 Define rhythm, patterns, iconic, standard,

notation, quarter note/rest, beamed 8th notes

2.2 Define three pitch songs, voice,

instruments 2.3 Define rhythm, iconic, standard, notation,

quarter note/rest, beamed 8th notes

2.1 Determine

necessary skills needed to play rhythm

2.2 Determine skills needed to play or sing a three pitch patterns. 2.3 determine

necessary skills to match note durations to musical

2.1 play with rhythmic

accuracy model correct

playing 2.2 Play or sing a three pitch pattern 2.3 Read music note/quarter rest durations correctly

2.1 Assess or Self-evaluation of performance 2.1 Assess/ critique student performance 2.3 Evaluate and analyze note/quarter rest

durations


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symbols

Key Academic Vocabulary rhythm, patterns, iconic, standard, notation, quarter note/rest, beamed 8th notes, basic classroom instruments: xylophone, metallophone, glockenspiel, hand drum, maracas, tambourine, guiro, woodblock, sand blocks, triangle, finger cymbals

Instructional Learning Resources and Activities (Differentiation) 2.1 “Down by the Bay” TE p. 18 Map “Bee Bee Bumblebee” TE p. 50-51 Iconic notation 2.2 “Round and Round” TE p. 148-149 Sol, Mi, La 2.3

Iconic notation “Charlie Over Water” MMTE pg. 68 “Rain Rain”

Integration with Other Curriculum Areas (Differentiation) 2.1 CCR Anchor Standards for Reading: 1 CCS Reading Foundational Skills: Print Concepts and

Phonological Awareness Phonics and Word

Recognition CCS Math Practices: Attend to precision Look for and make use of

structure 21CS: Critical Thinking and Problem Solving 2.2 CCR Anchor Standards for Reading: 1 CCS Reading Foundational Skills: Print Concepts and

Phonological Awareness Phonics and Word

Recognition CCS Math Practices: Attend to precision

Assessment (Differentiation) 2.1 Written Products as well as audio and/or Video Portfolio

Self-Assessment

Formative Assessment

Benchmark

Summative Assessment (See Assessment file on the wiki http://isselementarymusic.pbworks.com Evaluation/assessment is an integral part of instruction. A combination of teacher, peer, and self -assessment should be employed. The method of assessment used will depend on the purpose of the assessment. Appropriate assessment must be authentic and linked to learning targets that are identified in the North Carolina Standard course of Study. The assessment process in as ongoing part of the teaching and learning cycle, and should be used to diagnose, monitor, and summarize student learning.

Observation

Questioning

Discussion

Rubrics

Checklists

http://isselementarymusic.pbworks.com/


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Look for and make use of structure

21CS: Critical Thinking and Problem Solving 2.3 CCR Anchor Standards for Reading: 1 CCS Math Practices: Attend to precision Look for and make use of

structure 21CS: Critical Thinking and Problem Solving

Written Products

Performance task



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Musical Literacy Essential Standard: 1.ML.3 Create music using a variety of sound and notational sources. Q1 Q2 Q3 Q4 Clarifying Objectives:

X ML 3.1 Use improvisation to create two-phrase melodies using three pitches.

X X X X ML 3.2 Select a variety of traditional and non-traditional sound sources to accompany readings, stories, or dramatizations.

X ML 3.3 Use iconic notation to compose simple rhythm patterns consisting of quarter notes, beamed eighth notes, and quarter rest durations.


1.ML.3.1 I can use improvisation to create two-phrase melodies using three pitches.

1.ML.3.2 I can select a variety of traditional and non-traditional sound sources to accompany readings, stories, or dramatizations.

1.ML.3.3 I can create rhythm patterns using iconic notation for quarter notes, quarter rests, and beamed eighth notes.





3.1 Define improvise, melody, pitch, so, la, mi’

phrase 3.2 Define traditional, non-traditional,

accompany 3.3

3.1 Decide how to use

pitch to improvise a two phrase pattern

3.2 Decide what

traditional or non-traditional sound needed to enhance a reading, story, or dramatizations

3.3

3.1 Perform a

improvised two phrase pattern

3.2 Accompany a

reading, stories, or dramatization using traditional

3.3

3.1 Assess/critique student created

performance 3.2 Student created accompaniment to a

reading, stories, or dramatization using traditional

Assess/Critique student accompaniment 3.3


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Define iconic, notation, quarter note/rest, beamed 8th note, duration

Understand how to notate simple rhythm patterns

Notate simple rhythm patterns

Assess/Critique students notation of simple rhythm patterns

Key Academic Vocabulary 3.1: improvise, melody, pitch, phrase, pattern 3.2: traditional, non-traditional, accompany, drama 3.3: iconic, rhythm, quarter note, quarter rest, beamed eighth notes

Instructional Learning Resources and Activities (Differentiation) 3.1

“Alle Meine Entchen” MMTE pg. 98

“Firefly” MMTE pg. 338

“How to Be a Friend” MMTE pg 316

“Over in the Meadow” MMTE pg. 332 3.2 3.3

“Cha Yang Wu” (Rice Planting Song) MMTE pg. 90 Big Book pg. 28-29

“Viva El Futbol!” (I Love Soccor) MMTE pg. 96 Big Book pg. 30-31

“Naughty Kitty” MMTE pg. 130 (Art Collelation) Big Book pg. 40-41

Integration with Other Curriculum Areas (Differentiation) 3.1 CCS Math Practices: Attend to precision Look for and make use of

structure 21CS: Critical Thinking and

Problem Solving Creativity Innovation 3.2 CCR Anchor Standards for Writing: 3, 4, 5, 6 CCR Anchor Standards for Reading: 1, 2, 3 CCS Math Practices: Attend to precision Look for and make use of


Assessment (Differentiation) Evaluation/assessment is an integral part of instruction. A combination of teacher, peer, and self -assessment should be employed. The method of assessment used will depend on the purpose of the assessment. Appropriate assessment must be authentic and linked to learning targets that are identified in the North Carolina Standard course of Study. The assessment process in as ongoing part of the teaching and learning cycle, and should be used to diagnose, monitor, and summarize student learning.

Observation

Questioning

Discussion

Rubrics

Checklists

Written Products

Performance task



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Problem Solving Creativity Innovation 3.3 CCS Reading Foundational Skills: Print Concepts and

Phonological Awareness CCS Math Practices: Attend to precision Look for and make use of


Problem Solving Creativity Innovation


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Musical Response Essential Standard: 1.MR.1 Understand the interacting elements to respond to music and music performances.

Q1 Q2 Q3 Q4 Clarifying Objectives:

X MR.1.1 Use corresponding movements or actions to respond to prominent music characteristics (such as patterns in rhythm, melodic contour, dynamics, and form) while listening to and/or singing music.

X MR 1.2 Recognize melodic patterns, rhythmic patterns, dynamics, and forms when presented aurally.

X X X X MR 1.3 Compare appropriate behaviors for different types of music performances (such as outdoor concerts, concerts with audience participation, vocal concerts, etc.).

X MR 1.4 Classify timbre by pitched or unpitched instruments and sounds.

Learning Targets: “I Can” 1.MR.1.1 I can use singing, playing, and /or moving to respond to a variety of musical ideas, prominent musical characteristics or specific musical events.

1.MR.1.2 I can recognize melodic patterns, rhythmic patterns, dynamics, and forms when presented aurally.

1.MR.1.3 I can illustrate audience and participant behavior appropriate for the purpose and setting that music in performed.

1.MR.1.4 I can differentiate various vocal timbres and instruments based on how their sounds are produced.





1.1 Define movement, action, pattern,

rhythm, melodic contour, dynamics, form, high/low, fast/slow, same/different

1.1 Understand using

movement to show characteristics in a piece of music that is being listened to or sung

1.1 Perform movement

to show characteristics in a piece of music that is being listened to or sung

1.1 Assess/critique movement used to show

characteristics in a piece of music that is being listened to or sung


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1.2 Define melodic pattern, rhythmic pattern,

dynamics, form 1.3

Recognizing the different settings for music performances

Behavior for performer and observer 1.4

Define timbre, pitched, unpitched, instruments,

1.2 Understand and

recognize how rhythmic and melodic patterns are formed

dynamics Form of a song 1.3 Understand

appropriate behavior for music performances

1.4 Understand the

difference in pitched and unpitched instruments

Recognize the instruments and the sounds they make

1.2 Notate or show

rhythmic or melodic patterns

Dynamics Form of a song 1.3 Identify appropriate

behavior for music performances

1.4 Identify the

instruments by their sound

1.2 Assess/Critique students ability to Notate or show rhythmic or melodic

patterns Dynamics Form of a song 1.3 Show/illustrate appropriate behavior for

music performances 1.4 Assess the student ability to identify

different pitched and unpitched instruments by their sounds

Key Academic Vocabulary Movement, action, rhythm, melodic contour, dynamics, form Pattern, melodic, rhythmic, dynamics Settings, performer, audience, vocal, instrumental Strike, Shake, Scrape, Hand Drum, triangle, woodblock, tambourine, glockenspiel, metallophone, xylophone,

Instructional Learning Resources and Activities (Differentiation)

Integration with Other Curriculum Areas (Differentiation)

Assessment (Differentiation) Evaluation/assessment is an integral part of


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1.1 Locomotor

“Choo, Choo, Boogaloo” MMTE pg. 124

“Chag purim” MMTE pg. 418

“Hey, Hey Look at Me” MMTE pg. 70

“Shortn’in Bread” MMTE pg. 58 Non-Locomotor

“Hands”(poem) MMTE pg.201

“Head, Shoulders, Baby” MMTE pg. 83

“Shine, Shine, Shine” MMTE pg. 42

“The Wind Blew East” MMTE pg. 28 1.2 Melodic Patterns

“Goodbye, Julie” MMTE pg. 320

“Los Dias De La Semana” MMTE pg.264

“The Wind Blew East” MMTE pg. 28 Rhythmic Patterns

“Scrub a Dub” MMTE pg. 292 Form

“Shanghai Chicken” MMTE pg. 140 (AB)

“B A Bay” MMTE pg. 218 (ABA)

“Willow Bee” MMTE pg. 220 (ABA) Verse & Refrain

“Shanghai Chicken” MMTE pg. 140 Call & Response

“Down By the Bay” MMTE pg. 18

“Great Big Stars” MMTE pg. 60 1.4

“Percussion Montage” TE p. 114 E/Big Book p. 36-37 MM

Classroom percussion instruments

“Put Your Hand in My Hand” MMTE pg. 318

“Race You Down the Mountain” MMTE pg. 127

“Shine, Shine, Shine” MMTE pg. 42

1.1 CCS Math Practices: Attend to precision Look for and make use of


Problem Solving Communication 1.2 CCR Anchor Standards for Writing: 2, 4 CCS Math Practices: Attend to precision Look for and make use of

structure 21CS: Critical Thinking and Problem solving 1.3 21CS: Social and Cross-Cultural

Skills Initiative and Self-direction 1.4 CCS Math Practices: Reason Abstractly and

quantitatively 21CS: Critical Thinking and Problem Solving

instruction. A combination of teacher, peer, and self -assessment should be employed. The method of assessment used will depend on the purpose of the assessment. Appropriate assessment must be authentic and linked to learning targets that are identified in the North Carolina Standard course of Study. The assessment process in as ongoing part of the teaching and learning cycle, and should be used to diagnose, monitor, and summarize student learning.

Observation

Questioning

Discussion

Rubrics

Checklists

Written Products

Performance task



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Contextual Relevancy Essential Standard: 1.CR.1 Understand global, inter-disciplinary, and 21st century connections with music. Q1 Q2 Q3 Q4 Clarifying Objectives:

X X X X CR 1.1 Exemplify music representing the heritage, customs, and traditions of various cultures.

X X X X CR 1.2 Understand the relationships between music and concepts from other areas.


1.CR.1.1 I can illustrate music representing the heritage, customs and traditions of various cultures.

1.CR.1.2 I can understand the relationships between music and concepts from other areas





1.1 Define heritage, customs, tradition,

culture 1.2

Understand differences in common vocabulary

1.1 compare and

contrast the heritage, customs and traditions from various cultures

1.2 compare and

contrast various common vocabulary between music and

reading, math, science, social studies, movement, technology

1.1 sing/play music

representing the heritage, customs and traditions from various cultures

1.2

demonstrate the connection between music and another subject

1.1 Demonstrate, alone or with a group,

music representing the heritage, customs and traditions from various cultures

1.2 Student created presentation


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and art strategies Key Academic Vocabulary 1.1: heritage, customs, tradition, culture 1.2

Instructional Learning Resources and Activities (Differentiation) 1.1

“Amefuri” MMTE pg. 144 (Japanese Rain Song)

“Bonjour, Mes Amis” MMTE pg. 306 (Chaun French Song)

“Chanukah, Chanukah” MMTE pg. 400 (Hebrew)

“Ujima” MMTE pg. 410 (Kwanzaa) 1.2 Science

“Children of the Sun” MMTE pg. 325

“Planets” Jupiter MMTE pg. 385 Math

“The Ants Go Marching” MMTE pg. 246

“Knock the Cymbals” MMTE pg. 174 Literature

“Amahl and the Night Vistors – This Is My Box” MMTE pg. 413

“I Know and Old Lady” MMTE pg. 68 Reading

“Noah’s Shanty” MMTE pg. 330

“Little Black Bug” MMTE pg. 212

Integration with Other Curriculum Areas (Differentiation) 1.1 CCS Math Practices: Reason Abstractly and

quantitatively 21CS: Social and Cross-Cultural Skills 1.2 CCS Math Practices: Reason Abstractly and

quantitatively 21CS: Collaboration; Communication

Assessment (Differentiation) Evaluation/assessment is an integral part of instruction. A combination of teacher, peer, and self -assessment should be employed. The method of assessment used will depend on the purpose of the assessment. Appropriate assessment must be authentic and linked to learning targets that are identified in the North Carolina Standard course of Study. The assessment process in as ongoing part of the teaching and learning cycle, and should be used to diagnose, monitor, and summarize student learning.

Observation

Questioning

Discussion

Rubrics

Checklists

Written Products

Performance task


The ISS Curriculum Guide is adapted from NC DPI http://www.ncpublicschools.org/acre/standards/new-standards/ .

http://www.ncpublicschools.org/acre/standards/new-standards/