Teaching the world through song, one student at a time…
Kindergarten (General Basic Standards)
English-language Arts Content Standards

1.0 Word Analysis, Fluency, and Systematic Vocabulary Development Students know about letters, words, and sounds. They apply this knowledge to read simple sentences.
Content consisting of letters, tier one and tier two words, composed in the music, give students an opportunity to practice their listening, speaking, reading, and writing skills.
Concepts About Print
1.1 Identify the front cover, back cover, and title page of a book.
1.2 Follow words from left to right and from top to bottom on the printed page.
1.3 Understand that printed materials provide information.
1.4 Recognize that sentences in print are made up of separate words.
1.5 Distinguish letters from words.
1.6 Recognize and name all uppercase and lowercase letters of the alphabet.
The above standards apply to the music content. All materials have the above mentioned concepts regarding print.
Phonemic Awareness
1.7 Track (move sequentially from sound to sound) and represent the number, sameness/difference, and order of two and three isolated phonemes (e.g., /f, s, th/, /j, d, j/ ).
1.8 Track (move sequentially from sound to sound) and represent changes in simple syllables and words with two and three sounds as one sound is added, substituted, omitted, shifted, or repeated (e.g., vowel-consonant, consonant-vowel, or consonant-vowel-consonant).
1.9 Blend vowel-consonant sounds orally to make words or syllables.
1.10 Identify and produce rhyming words in response to an oral prompt.
1.11 Distinguish orally stated one-syllable words and separate into beginning or ending sounds.
1.12 Track auditorily each word in a sentence and each syllable in a word.
1.13 Count the number of sounds in syllables and syllables in words.
Decoding and Word Recognition 1.14 Match all consonant and short-vowel sounds to appropriate letters. 1.15 Read simple one-syllable and high-frequency words (i.e., sight words). 1.16 Understand that as letters of words change, so do the sounds (i.e., the alphabetic principle).
Students repeat back in choral and individually what has been heard, sound by sound, syllable by syllable, word by word. Students view and sing an animated musical video with scrolled syllablized lyrics that can be stopped to discuss letters, blends, and word sounds.
Vocabulary and Concept Development
1.17 Identify and sort common words in basic categories (e.g., colors, shapes, foods).
1.18 Describe common objects and events in both general and specific language.
Extension activity. The content of the music can be sorted and categorized specifically with numbers, words, vowels, foods, etc.

2.0 Reading Comprehension

Students identify the basic facts and ideas in what they have read, heard, or viewed. They use comprehension strategies (e.g., generating and responding to questions, comparing new information to what is already known). The selections in Recommended Readings in Literature, Kindergarten Through Grade Eight (California Department of Education, 1996) illustrate the quality and complexity of the materials to be read by students.
Student generated discussions regarding content and understanding thereof.
Structural Features of Informational Materials
2.1 Locate the title, table of contents, name of author, and name of illustrator.
Has identifiable structures to be pointed out and discussed.
Comprehension and Analysis of Grade-Level-Appropriate Text
2.2 Use pictures and context to make predictions about story content.
2.3 Connect to life experiences the information and events in texts.
2.4 Retell familiar stories.
2.5 Ask and answer questions about essential elements of a text.
The animated music videos are graphic materials that both engage and inform. The selected videos can be paused at any point to engage students in discussions, retelling, predicting, making connections of outcomes and consequences.

3.0 Literary Response and Analysis

Students listen and respond to stories based on well-known characters, themes, plots, and settings. The selections in Recommended Readings in Literature, Kindergarten Through Grade Eight illustrate the quality and complexity of the materials to be read by students.
Students listen and respond to the content of the music and animated music videos.
Narrative Analysis of Grade-Level-Appropriate Text
3.1 Distinguish fantasy from realistic text.
3.2 Identify types of everyday print materials (e.g., storybooks, poems, newspapers, signs, labels).
3.3 Identify characters, settings, and important events.
The basic nature of the music and videos are expository in nature, although they can be extended to other situations e.g. “What if ...?”


Written and Oral English Language Conventions
The standards for written and oral English language conventions have been placed between those for writing and for listening and speaking because these conventions are essential to both sets of skills.
1.0 Written and Oral English Language Conventions
Students write and speak with a command of standard English conventions.
Sentence Structure
1.1 Recognize and use complete, coherent sentences when speaking.
Students are asked in-text and inferential queries regarding the content of the music and animations, predicting outcomes, summing up, comparing & contrasting.

Listening and Speaking
1.0. Listening and Speaking Strategies Students listen and respond to oral communication. They speak in clear and coherent sentences.
Students sing along with the song/video.
Comprehension 1.1 Understand and follow one-and two-step oral directions.
Students follow all directions contained in each application.
1.2 Share information and ideas, speaking audibly in complete, coherent sentences.
Extension - Students discuss content of the music, their independent writings, and song/videos.
2.0. Speaking Applications (Genres and Their Characteristics)
Students deliver brief recitations and oral presentations about familiar experiences or interests, demonstrating command of the organization and delivery strategies outlined in Listening and Speaking Standard 1.0.
Using the listening and speaking strategies of kindergarten outlined in Listening and Speaking Standard 1.0, students:
2.1 Describe people, places, things (e.g., size, color, shape), locations, and actions.
2.2 Recite short poems, rhymes, and songs.
2.3 Relate an experience or creative story in a logical sequence.

Extension - Students learn and sing along with the song/video. Students discuss, summarize information found in the content of the dictation.