COURSE OF STUDY UNIT PLANNING GUIDE GENERAL MUSIC GRADE LEVEL: K-2 PREPARED BY: PHIL CHESTER AND JOE MALENO

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1 COURSE OF STUDY UNIT PLANNING GUIDE FOR: GENERAL MUSIC GRADE LEVEL: K-2 PREPARED BY: PHIL CHESTER AND JOE MALENO JACQUELINE BELLO, VICE PRINCIPAL SUPERVISOR OF MUSIC AND ART JULY, 2018 DUMONT, NEW JERSEY BORN DATE: AUGUST 20, 2015 ALIGNED TO THE NJSLS AND B.O.E. ADOPTED AUGUST 23, 2018

2 Course Name General Music K-2 Course Descrpition General music education in Grades K-2 teaches the basic musical concepts of steady beat, rhythm, melody, harmony, form, texture, and tonality. Cultivation of pleasant vocal production through singing is also a central goal. Music activities provide many opportunities for students to sing, play instruments, move to music, listen and analyze music, learn musical notation, create, and perform. The ground work for future music performance experiences in grades 3, 4, and 5 and beyond is laid here as students cultivate skills that will be showcased in choral and instrumental concerts. Grade Distribution Students in kindergarten are not assigned a formal grade. either S (Satisfactory) or N (Needs Improvement). Students in grades 1 and 2 are assigned a grade of Course Philosophy For General Music K-2 Philosophy. Music has played a central role in human life since the dawn of time and continues to do so to the present day. Therefore, we believe that music education is essential to a well-rounded educational program. In addition, we believe that elementary music edcucation in Dumont Public Schools enables students to become intelligent, well-informed consumers of music by providing them knowledge and tools with which to understand and appreciate the world around them.

3 UNIT 1 CHAPTERS/TOPIC COVERED : and development. UNIT LENGTH : 9 weeks UNIT TITLE : Steady Beat Ear training, Elements of music, Families of instruments, Science of sound (acoustics), Language usage Performance Indicators (Standards and Objectives)/ Benchmarks NJSLS: By the end of grade 2, all students progress toward basic literacy in the following content knowledge and skills in (1.) MUSIC (1.1, 1.3; B) and in the following content knowledge and skills in (2.) DANCE, MUSIC, THEATER, and VISUAL ART (1.2, 1.4;A). 1.1 The Creative Process All students will demonstrate an understanding of the elements and principles that govern the creation of works of art in dance, music, theater, and visual art. Content: Ear training and listening skills are prerequisite for musical literacy B.1 Explore the elements of music through verbal and written responses to diverse aural prompts and printed scores. Content: The elements of music are foundational to basic music literacy B.2 Identify musical elements in response to diverse aural prompts, such as rhythm, timbre, dynamics, form, and melody. Content: Music is often defined as organized sound that is dependent on predictable properties of tone and pitch. Musical notation captures tonality, dynamic range, and rhythm B.3 Identify and categorize sound sources by common traits (e.g., scales, rhythmic patterns, and/or other musical elements), and identify rhythmic notation up to eighth notes and rests. Content: Musical instruments have unique qualities of tonality and resonance. Conventional instruments are divided into musical families according to shared properties B.4 Categorize families of instruments and identify their associated musical properties. Use this link to access the NJ Student Learning Standards for the Creative and Performing Arts: Career Ready Practices CRP 1- Act as a responsible and contributing citizen and employee. CRP2- Apply appropriate academic and technical skills. CRP 6- Demonstrate creativity and innovation. CRP 9- Model integrity, ethical leadership and effective management. CRP 11- Use technology to enhance productivity. CRP 12- Work productively in teams while using cultural global competence.

4 Essential Questions Interdisciplinary Connections Technology Standards (8.1 & 8.2) /21st Century Standards What is steady beat and why is it important in music? What everyday objects have a steady beat? (clocks, turning signals in Dad s car, dripping water). In what ways can the human voice be used? What is the difference between speaking and singing? What is a steady beat? What is rhythm? What is the difference between beat and rhythm? What is dynamics and in what ways can it be changed? What is pitch? What is melody? In what ways can melodies move? What is a scale? How is sound organized to make music? What is form in music? What is style in music? What is tone color or timbre? How do various instruments make their distinctive sounds? What is the relationship between an instrument s size and the sound it produces? How do various instruments sounds differ from one another? How do vocal, choral, and instrumental music differ? What are the various kinds of vocal, choral, and instrumental music and how can they differ? What is an orchestra? What is a sound effect? What does pop mean in music? Social Studies- Students learn to respond to music with empathy, understand that music reflects historical and cultural perspectives. Art- Students will understand aesthetic perspectives of music and draw similarities within and across the arts disciplines. Science- Students will learn music s connections to science through acoustics Math- Students will explore mathematical concepts through rhythm and its subdivisions. Literacy- Students will understand concepts of reading and writing through musical composition A.1 Identify the basic features of a digital device and explain its purpose E.1 Use digital tools and online resources to explore a problem or issue.

5 8.2.2.A.1 Define products produced as a result of technology or of nature. Personal Finance Standards Activities (Approximate Time Frame) A.2 Identify potential sources of income G.1 Describe how valuable items might be damaged or lost and ways to protect them. Students learn to work together as a class to play simple music games, echo the teacher, sing on pitch and discover beat and rhtyhm. Echo chanting and singing. Memorizing lyrics. Rhythmic chanting. Singing. Using solfège syllables and Kodály hand signs for melodic instruction. Rhythmic performance through body percussion: clapping, patting, stomping, walking, marching, dancing and other movement activities. Performance on non-pitched percussion instruments. Performance on pitched percussion. Note reading and rote playing. Aural identification of instruments and instrument families. Performance practices reinforced through participation in various musical events throughout the school year. Time frame: September-November Strategies/ Methods/ Vocabulary Students will gain experience through games and activites involving keeping steady beats and playing rhythms on various percussion instruments such as drums, rhythm sticks, claves, tambourines, and singing and playing of melodies with voices using sofeggio syllables and through performance on xylophones. Steady beat, rhythm, pitch (high/low), dynamics (loud/soft), tempo (fast/slow). Teacher demonstrations. Question and answer, verbal and written. Discussions. Using work sheets, flash cards, and other visual aids. Games. Vocabulary: Speaking voice, Singing voice, Solo, Choir, Vocal, Choral, Instrumental, Orchestra, Beat, Rhythm, Fast/slow High/Low, Melody, Pitch, Step/skip/leap, Octave, Sound wave, Vibration, Echo, Tempo, Piano, Keyboard, Quarter note, Staff, Treble clef, Bass clef, Solfège syllables, Major/minor.

6 Flute, piccolo, clarinet, saxophone, trumpet, trombone, tuba, guitar, electric guitar, violin, viola, cello, bass, bow, bass drum, snare drum, hi-hat, timpani, bongos, conga, woodblock, tambourine, maracas, castanets, guiro, triangle xylophone, marimba, mallet, reed, bow, string, woodwind, brass, strings, percussion. Speaker, Amplifier, Microphone, Round, Canon, Composer, Conductor, Baton, Improvisation. Resources (Including Digital Tools) Differentiation/ Accommodations/ Modifications Classrooms instruments, (Drums, bongos, woodblocks, tambourines, maracas, castanets, guiros, triangles.) Piano, Guitar, Melodica. Smartboard Notebook Sibelius Notation Program YouTube videos Share The Music, K,1, 1995 MacMillan/McGraw Hill Publishing Co. World Of Music 2,3, 1991 Silver, Burdett, & Ginn. Orff-Schulwerke, 1,2,3 1983, Schott Music Corp. Sequential Classroom Music Curriculum, 1998, Lois Fiftal. Making Music, 2008, Silver/Burdett. Xylophones. Melodic and rhythmic flash cards. Posters of instruments. Videos/film clips of vocal, choral and instrumental performances Teacher selected/created supplemental materials Gifted and Talented: Provide opportunities to be group leaders. Perform more complex parts and solos. Provide the opportunity to develop advanced levels of lyrical skills via scaffolding process. English Language Learners: Consultation with ESL staff Vocabulary support Lyric Study International Phonetic Alphabet Diction Increased time for modeling and demonstration, or use of visuals Speak directions/state tasks at a slower speed

7 Students with Disabilities/ 504: Consultation with Special Education staff Offer Extra-Help Scaffold instruction Modifications as necessary for specific special needs Highlighted/Simplified parts Extra time for students/repeated instructions Students at Risk of School Failure: Consult with classroom teachers, child study team members, and administration. Offer extra help. Give reminders Communicate with parents Give positive reinforcement Assessments Formative: Listen and give feedback, self assess, assess others. Summative: Use of video and audio recordings, rubrics. Alternative: Performances UNIT 2 UNIT TITLE : Rhythm CHAPTERS/TOPIC COVERED : Styles/genres, Composers, Artists, Musical and historical eras, Music and story telling, Music and group identity, Functional vs. aesthetic music, Music s use in other creative disciplines, Music and culture, Advancements in technology. UNIT LENGTH : 9 weeks Performance Indicators (Standards and Objectives)/Benchmarks NJSLS: By the end of grade 2, all students progress toward basic literacy in the following content knowledge and skills in (1.) MUSIC (1.1, 1.3; B) and in the following content knowledge and skills in (2.) DANCE, MUSIC, THEATER, and VISUAL ART (1.2, 1.4;A). 1.2 History of the Arts and Culture All students will understand the role, development, and influence of the arts throughout history and across cultures. Content: Dance, music, theater, and visual artwork from diverse cultures and historical eras have distinct characteristics and common themes that are revealed by contextual clues within the works of art A.1 Identify characteristic theme-based works of dance, music, theater, and visual art, such as artworks based on the themes of family and community, from various historical periods and world cultures.

8 Content: The function and purpose of art making across cultures is a reflection of societal values and beliefs A.2 Identify how artists and specific works of dance, music, theater, and visual art reflect, and are affected by, past and present cultures Use this link to access the NJ Student Learning Standards for the Creative and Performing Arts: Career Ready Practices Essential Questions CRP 1- Act as a responsible and contributing citizen and employee. CRP2- Apply appropriate academic and technical skills. CRP 6- Demonstrate creativity and innovation. CRP 9- Model integrity, ethical leadership and effective management. CRP 11- Use technology to enhance productivity. CRP 12- Work productively in teams while using cultural global competence. What is the difference between beat and rhythm and how can you tell them apart? How are beat and rhythm related to each other? What inspires people to create a piece of music? What societal functions does music serve historically and culturally? In what ways have people used music to express their feelings and values and describe their experiences? In what ways have people used music to describe their experiences? What style elements of a musical work express context of time period or culture? Have musical styles tended to change sympathetically with other art forms historically and culturally? How did technological advancements affect the evolution of various instruments? How has the orchestra evolved through the various style periods? Interdisciplinary Connections Social Studies- Students learn to respond to music with empathy, understand that music reflects historical and cultural perspectives. Art- Students will understand aesthetic perspectives of music and draw similarities within and across the arts disciplines. Science- Students will learn music s connections to science through acoustics Math- Students will explore mathematical concepts through rhythm and its subdivisions. Literacy- Students will understand concepts of reading and writing through musical composition.

9 Personal Finance Standards Technology Standards (8.1 & 8.2) /21st Century Standards Activities (Approximate Time Frame) A.2 Identify potential sources of income G.1 Describe how valuable items might be damaged or lost and ways to protect them A.1 Identify the basic features of a digital device and explain its purpose E.1 Use digital tools and online resources to explore a problem or issue A.1 Define products produced as a result of technology or of nature. Students learn to perform beats, rhythms and melodies by clapping, patting, stomping, and with intruments at an age-appropriate levels. Guided listening activities. Use of listening charts. Examination of correlative works of works of visual art. Examination of seminal works of music. Examination of lives and compositions of seminal composers and musicians. Time Frame: November-January Strategies/ Methods/ Vocabulary Students gain experience through games and activites involving keeping steady beats and playing rhythms on various percussion instruments such as drums, rhythm sticks, claves, tambourines, and singing and playing of melodies with voices using sofeggio syllables and through performance on xylophones. Steady beat, rhythm, pitch (high/low), dynamics (loud/soft), tempo (fast/slow). Use of maps and photos of cultural locations. Vocabulary: Style, Culture, Classical, Orchestra, Ragtime, Jazz, Pop/Rock, African music, Latin American music, Concerto, Sonata, Musical theater, Broadway musical, Opera, Big Band/Swing, Ballet, Cha-cha, salsa, jig, tarantella, Boogie-woogie, Blues, Spirituals, Gospel, New Orleans, Mardi gras, Digereedoo. Resources (Including Digital Tools) Classrooms instruments (Drums, bongos, woodblocks, tambourines, maracas, castanets, guiros, triangles.) Piano, Guitar, Melodcia. Smartboard, Notebook YouTube videos, Garage Band CD s, M-pegs, DVD s, Selected books. Composer biographies and posters. Sibelius music notation software. Differentiation/ Accommodations/ Gifted and Talented:

10 Modifications Provide opportunities to be group leaders. Perform more complex parts and solos. Provide the opportunity to develop advanced levels of lyrical skills via scaffolding process. English Language Learners: Consultation with ESL staff Vocabulary support Lyric Study International Phonetic Alphabet Diction Increased time for modeling and demonstration, or use of visuals Speak directions/state tasks at a slower speed Students with Disabilities/ 504: Consultation with Special Education staff Offer Extra-Help Scaffold instruction Modifications as necessary for specific special needs Highlighted/Simplified parts Extra time for students/repeated instructions Students at Risk of School Failure: Consult with classroom teachers, child study team members, and administration. Offer extra help. Give reminders Communicate with parents Give positive reinforcement Assessments Formative: Listen and give feedback, self assess, assess others. Summative: Use of video and audio recordings, rubrics. Alternative: Performances UNIT 3 UNIT TITLE : Melody CHAPTERS/TOPIC COVERED : Self-expression, Pitch-matching, Part-singing, Performance of a steady beat in various media, Performance of rhythmic patterns in various media to a steady beat, Performance on pitched and non-pitched instruments in

11 non-reading and reading situations, Reading notation, Improvising and composing, Orff/Kadály/Dalcroze. UNIT LENGTH : 9 weeks Performance Indicators (Standards and Objectives)/Benchmarks NJSLS: By the end of grade 2, all students progress toward basic literacy in the following content knowledge and skills in (1.) MUSIC (1.1, 1.3; B) and in the following content knowledge and skills in (2.) DANCE, MUSIC, THEATER, and VISUAL ART (1.2, 1.4;A). 1.3 Performance All students will synthesize those skills, media, methods, and technologies appropriate to creating performing, and/or presenting works of art in dance, music, theater, and visual art. Content: The ability to read music notation correlates with musical fluency and literacy. Notation systems are complex symbolic languages that indicate pitch, rhythm, dynamics and tempo B.1 Clap, sing, or play on pitch from basic notation in the treble clef, with consideration of pitch, rhythm, dynamics and tempo. Content: Proper vocal production/ vocal placement requires and understanding of basic anatomy and the physical properties of sound B.2 Demonstrate developmentally appropriate vocal production/vocal placement and breathing technique. Content: Playing techniques for Orff instruments develop foundational skills used for hand percussion and melodic percussion instruments B.3 Demonstrate correct playing technique for Orff instruments or equivalent homemade instruments. Content: Proper breathing technique and correct posture improve the timbre of the voice and protect the voice when singing B.4 Vocalize the home tone of familiar and unfamiliar songs, and demonstrate appropriate posture and breathing technique while performing songs, rounds, or canons in unison and with a partner. Content: Improvisation is a foundational skill for music composition B.5 Improvise short tonal and rhythmic patterns using selected notes and/or scales to create expressive ideas. Content: Prescribed forms and rules govern music composition, rhythmic accompaniment, and harmonizing of parts B.6 Sing or play simple melodies or rhythmic accompaniments in AB and ABA forms independently and in groups, and sight-read rhythmic and music notation up to and including eighths notes and rests in a major scale. Content: Basic conducting patterns and gestures provide cues about how and when to execute changes in dynamics, timbre, and timing.

12 1.3.2.B.7 Blend unison and harmonic parts and vocal or instrumental timbres while matching dynamic levels in response to a conductor s cues. Use this link to access the NJ Student Learning Standards for the Creative and Performing Arts: Career Ready Practices Essential Questions Interdisciplinary Connections Technology Standards CRP 1- Act as a responsible and contributing citizen and employee. CRP2- Apply appropriate academic and technical skills. CRP 6- Demonstrate creativity and innovation. CRP 9- Model integrity, ethical leadership and effective management. CRP 11- Use technology to enhance productivity. CRP 12- Work productively in teams while using cultural global competence. How do you change your voice for different purposes? What makes a song different from noise? What can I do to sing to the best of my ability? What is a round? How is an ensemble like a team? What style of music did Louis Armstrong perform? What is music notation and why is it important? How is music notation used to represent the essential elements of music such as rhythm, melody, harmony, tempo, form, and instrumentation? What is the role of the staff in music notation and how does it represent the various ways melodies can move? What is the relationship between a pitch s sound and its position on the staff? What is a composer? What is a conductor and why is he/she important to a musical performance? Social Studies- Students learn to respond to music with empathy, understand that music reflects historical and cultural perspectives. Art- Students will understand aesthetic perspectives of music and draw similarities within and across the arts disciplines. Science- Students will learn music s connections to science through acoustics Math- Students will explore mathematical concepts through rhythm and its subdivisions. Literacy- Students will understand concepts of reading and writing through musical composition A.1 Identify the basic features of a digital device and explain its purpose.

13 (8.1 & 8.2) /21st Century Standards Personal Finance Standards Activities (Approximate Time Frame) E.1 Use digital tools and online resources to explore a problem or issue A.1 Define products produced as a result of technology or of nature A.2 Identify potential sources of income G.1 Describe how valuable items might be damaged or lost and ways to protect them. Students sing, play instruments, move to music, listen and analyze music, learn musical notation, create, and perform. Memorizing lyrics. Rhythmic chanting. Singing. Performance on non-pitched percussion instruments. Performance on pitched percussion instruments. Note reading and rote playing. Attending music specific field trips to hear live performances at venues in New Jersey and New York City. Performance practices reinforced through participation in various performances throughout the school year Time frame: January-April Strategies/ Methods/ Vocabulary Students will gain experience through games and activites involving keeping steady beats and playing rhythms on various percussion instruments such as drums, rhythm sticks, claves, tambourines, and singing and playing of melodies with voices using sofeggio syllables and through performance on xylophones. Steady beat, rhythm, pitch (high/low), dynamics (loud/soft), tempo (fast/slow). Rhythmic performance through body percussion: clapping, patting, stomping, walking, marching, dancing and other movement activities. Echo chanting and singing. Using solfège syllables and Kodály hand signs for melodic instruction. Vocabulary: Unison, Part singing, Harmony, Accompaniment, Head voice, Chest voice, Vocal range, Swing beat. Resources (Including Digital Tools) Classrooms instruments (Drums, bongos, woodblocks, tambourines, maracas, castanets, guiros, triangles.) Piano, Guitar, Melodcia. Smartboard, Notebook YouTube videos, Garage Band CD s, M-pegs, DVD s, Selected books.

14 Composer biographies and posters. Sibelius music notation software. Differentiation/ Accommodations/ Modifications Gifted and Talented: Provide opportunities to be group leaders. Perform more complex parts and solos. Provide the opportunity to develop advanced levels of lyrical skills via scaffolding process. English Language Learners: Consultation with ESL staff Vocabulary support Lyric Study International Phonetic Alphabet Diction Increased time for modeling and demonstration, or use of visuals Speak directions/state tasks at a slower speed Students with Disabilities/ 504: Consultation with Special Education staff Offer Extra-Help Scaffold instruction Modifications as necessary for specific special needs Highlighted/Simplified parts Extra time for students/repeated instructions Students at Risk of School Failure: Consult with classroom teachers, child study team members, and administration. Offer extra help. Give reminders Communicate with parents Give positive reinforcement Assessments Formative: Listen and give feedback, self assess, assess others. Summative: Use of video and audio recordings, rubrics. Alternative: Performances

15 UNIT 4 CHAPTERS/TOPIC COVERED : UNIT LENGTH : 9 weeks Performance Indicators (Standards and Objectives)/Benchmarks UNIT TITLE : Performance NJSLS: By the end of grade 2, all students progress toward basic literacy in the following content knowledge and skills in (1.) MUSIC (1.1, 1.3; B) and in the following content knowledge and skills in (2.) DANCE, MUSIC, THEATER, and VISUAL ART (1.2, 1.4;A). 1.4 Aesthetic Responses (A) and Critique Methodologies (B) All students will demonstrate and apply an understanding of arts philosophies, judgment, and analysis to works of art in dance, music, theater, and visual art. Aesthetic Responses (A) Content: Each arts discipline (dance, music, theater, and visual art) has distinct characteristics, as do the artists who create them A.1 Identify aesthetic qualities of exemplary works of art in dance, music, theater, and the visual arts, and identify characteristics of the artists who created them A.2 Compare and contrast culturally and historically diverse works of dance, music, theater, and visual art that evoke emotion and that communicate cultural meaning A.3 Use imagination to create a story based on an arts experience that communicated an emotion or feeling and tell the story through each of the four disciplines (dance, music, theater, and visual art) A.4 Distinguish patterns in nature found in works of dance, music, theater, and visual art. Critique Methodologies (B) Content (B1): Relative merits of works of art can be qualitatively and quantitatively assessed using observable criteria B.1 Observe the basic arts elements in performances and exhibitions and use them to formulate objective assessments of artworks in dance, music, theater, and visual art. Content (B2): Constructive criticism is an important evaluative tool that enables artists to communicate more effectively B.2 Apply the principles of positive critique in giving and receiving responses to performances. Use this link to access the NJ Standards for the Creative and Performing Arts: Career Ready Practices CRP 1- Act as a responsible and contributing citizen and employee. CRP2- Apply appropriate academic and technical skills. CRP 6- Demonstrate creativity and innovation.

16 CRP 9- Model integrity, ethical leadership and effective management. CRP 11- Use technology to enhance productivity. CRP 12- Work productively in teams while using cultural global competence. Essential Questions Interdisciplinary Connections Technology Standards (8.1 & 8.2) /21st Century Standards Personal Finance Standards Activities (Approximate Time Frame) How do beat, rhythm, and melody combine to create a good performance? How do various styles of music differ from one another? What is the mood of a given musical style or selection? What is distinctive about a given musical style or selection? What musical elements are exhibited and to what effect in a given musical style or selection? How does the style of a piece of music affect the behavior of the audience? Why should one respect a musical selection even when one does not like the way it sounds? Social Studies- Students learn to respond to music with empathy, understand that music reflects historical and cultural perspectives. Art- Students will understand aesthetic perspectives of music and draw similarities within and across the arts disciplines. Science- Students will learn music s connections to science through acoustics Math- Students will explore mathematical concepts through rhythm and its subdivisions. Literacy- Students will understand concepts of reading and writing through musical composition A.1 Identify the basic features of a digital device and explain its purpose E.1 Use digital tools and online resources to explore a problem or issue A.1 Define products produced as a result of technology or of nature A.2 Identify potential sources of income G.1 Describe how valuable items might be damaged or lost and ways to protect them. Sing, play instruments, move to music, listen and analyze music, learn musical notation, create, and perform. Examination of correlative works of visual art. Use of maps and photos of cultural locations. Examination of seminal works of music. Attending music specific field trips to hear live performances at venues in New Jersey and New York City. Time frame: April-June

17 Strategies/ Methods/ Vocabulary Students gain experience through games and activites involving keeping steady beats and playing rhythms on various percussion instruments such as drums, rhythm sticks, claves, tambourines, and singing and playing of melodies with voices using sofeggio syllables and through performance on xylophones. Steady beat, rhythm, pitch (high/low), dynamics (loud/soft), tempo (fast/slow). Guided listening activities. Use of listening charts. Vocabulary: Emotional quality, Sadness, joy, anger, love, beauty, sentimental, vibrant, plaintive, exhilarating, stormy, lyrical, powerful, etc., Art music, Commercial music, Lasting value, Virtuoso, Amateur, Prodigy Refined/crude Simple/com-plex, In tune, Out-of-tune, Sharp/flat, In sync/out-of-sync. Resources (Including Digital Tools) Classrooms instruments (Drums, bongos, woodblocks, tambourines, maracas, castanets, guiros, triangles.) Piano, Guitar, Melodcia. Smartboard, Notebook YouTube videos, Garage Band CD s, M-pegs, DVD s, Selected books. Composer biographies and posters. Sibelius music notation software. Teacher selected/created supplemental materials Differentiation/ Accommodations/ Modifications Gifted and Talented: Provide opportunities to be group leaders. Perform more complex parts and solos. Provide the opportunity to develop advanced levels of lyrical skills via scaffolding process. English Language Learners: Consultation with ESL staff Vocabulary support Lyric Study International Phonetic Alphabet Diction Increased time for modeling and demonstration, or use of visuals Speak directions/state tasks at a slower speed Students with Disabilities/ 504: Consultation with Special Education staff

18 Offer Extra-Help Scaffold instruction Modifications as necessary for specific special needs Highlighted/Simplified parts Extra time for students/repeated instructions Students at Risk of School Failure: Consult with classroom teachers, child study team members, and administration. Offer extra help. Give reminders Communicate with parents Give positive reinforcement Assessments Formative: Listen and give feedback, self assess, assess others. Summative: Use of video and audio recordings, rubrics. Alternative: Performances