ALEX Resources

   View Standards     Standard(s): [PE] (1) 4 :

1-1.4) Combine locomotor, non-locomotor, and manipulative skills in rhythmic activities.

Examples: use rhythm sticks, scarves, ribbons while dancing or marching

APE accommodation suggestions: Slower music, poly spots and/or arrows on floor for direction, break the dance steps/movements down into small parts for additional review/practice, peer assistance.

[PE] (0) 4 :

K-1.4) Apply rhythmic expression in response to music.

APE accommodation suggestions: Slower music, poly spots and/or arrows on floor for direction, break the dance steps/movements down into small parts for additional review/practice, peer assistance

[ELA2021] (0) 9 :

9. Demonstrate early phonological awareness to basic phonemic awareness skills in spoken words.

a. Count the number of words in a spoken sentence.

b. Recognize alliterative spoken words.

c. Recognize and produce pairs of rhyming words and distinguish them from non-rhyming pairs using pictures and/or spoken words.

d. Count, blend, and segment syllables in spoken words, including compound words.

e. Blend and segment onsets and rimes of single-syllable spoken words.

f. Identify the initial, final, and medial sounds of spoken words.

g. Blend and segment phonemes in single-syllable spoken words made up of three to four phonemes.

h. Distinguish between commonly confused cognate consonant sounds, using knowledge of voiced and unvoiced sounds and manner of articulation.

Examples: /t/ and /d/, /p/ and /b/, /ch/ and /j/, /s/ and /z/, /f/ and /v/, /k/ and /g/, /sh/ and /zh/, /th/ (voiced and unvoiced)

Note: Standard 9 is important as a foundational phonemic awareness skill for all learners.

[ELA2021] (1) 6 :

6. Demonstrate basic to advanced phonological and phonemic awareness skills in spoken words.

a. Count, blend, segment, and delete syllables in spoken words, including polysyllabic words.

Examples: par-ti-cu-lar, cer-ti-fi-cate

b. Recognize and produce groups of rhyming words and distinguish them from non-rhyming groups of spoken words.

c. Produce alliterative words.

d. Blend and segment phonemes in single-syllable spoken words made up of three to five phonemes, including words with consonant blends.

e. Add, delete, and substitute phonemes at the beginning or end of spoken words made up of three to five phonemes, and produce the resulting word.

Examples: pan to pant; flight to light; cat to cap

f. Distinguish long from short vowel sounds in spoken, single-syllable words.

g. Distinguish between commonly-confused vowel sounds and commonly-confused cognate consonant sounds, using knowledge of mouth position, voiced and unvoiced sounds, and manner of articulation.

Examples: /f/ and /v/, /p/ and /b/, /t/ and /d/, /k/ and /g/, /m/ and /n/, /ng/ and /n/, /s/ and /z/, unvoiced /th/ and voiced /th/, /ch/ and /sh/, /ĕ/ and /ā/, /ĕ/ and /ă/

Note: This is extremely important as a foundational phonemic awareness skill for all learners.

h. Identify the sound substitution in words with five to six phonemes.

Example: strips/straps, square/squire

This learning activity may be used during or after a lesson to teach or check for understanding of multi-syllable words. This lesson applies word analysis skills in decoding words and counting syllables in multisyllabic words. Students may dance, sing, clap and/or count syllables along with the video in order to incorporate rhythmic movement skills. 

This activity is a result of the ALEX Resource Development Summit.

   View Standards     Standard(s): [PE] (0) 4 :

K-1.4) Apply rhythmic expression in response to music.

APE accommodation suggestions: Slower music, poly spots and/or arrows on floor for direction, break the dance steps/movements down into small parts for additional review/practice, peer assistance

[PE] (0) 23 :

K-3.2) Participate in physical education class.

[PE] (0) 31 :

K-5.3) Name physical activities that are enjoyable.

APE accommodation suggestions: peer assistance and modeling

[PE] (1) 23 :

1-3.2) Actively engage in physical education class.

This Sesame Street produced video stars Melissa McCarthy discussing the word of the day, "choreographer." After this discussion, Elmo and Melissa lead a dance. 

   View Standards     Standard(s): [PE] (0) 4 :

K-1.4) Apply rhythmic expression in response to music.

APE accommodation suggestions: Slower music, poly spots and/or arrows on floor for direction, break the dance steps/movements down into small parts for additional review/practice, peer assistance

[PE] (2) 4 :

2-1.4) Demonstrate directionality in simple folk, line, partner, and circle dances and rhythmic routines.

APE accommodation suggestions: Slower music, poly spots and/or arrows on floor for direction, break the dance steps/movements down into small parts for additional review/practice, peer assistance.

[PE] (3) 4 :

3-1.4) Perform teacher- selected and developmentally appropriate dance steps, movement patterns, and rhythmic activities.

APE accommodation suggestions: Slower music, poly spots and/or arrows on floor for direction, break the dance steps/movements down into small parts for additional review/practice, peer assistance.

This YouTube playlist includes 10 elementary level dances. These dances can be projected for students to follow along or teachers can use these videos to learn these dances to teach to their students.

   View Standards     Standard(s): [ARTS] MUS (0) 1 :

1) Explore and experience music concepts.

Example: Explore musical sources freely, using found sounds, electronic sounds, or sounds from voice or instruments found in classroom, remembering to use both sound and silence.

[ARTS] MUS (0) 9 :

9) Demonstrate awareness of expressive qualities that support the creators' expressive intent.

Example: Interpret a story through vocal exploration, dynamics, and tempo.

[ARTS] MUS (0) 15 :

15) Demonstrate how a specific music concept is used in music.

Example: Respond with purposeful movement to the steady beat of a piece of music.

[ARTS] MUS (1) 8 :

8) Demonstrate knowledge of music concepts in music from a variety of cultures selected for performance.

Example: Respond with purposeful movement to reflect the melodic contour of a piece of music.

[ARTS] MUS (1) 10 :

10) Demonstrate and describe music's expressive qualities.

Example: Identify the tempo of a piece of music in a listening example.

[ARTS] MUS (2) 10 :

10) Demonstrate understanding of expressive qualities (such as dynamics and tempo) and how creators use them to convey expressive intent.

Example: Identify dynamic changes in Haydn's Symphony No.
94, "Surprise," through movement.

[PE] (0) 1 :

K-1.1) Attempt to hop, gallop, jog, run, slide, skip, jump, and leap while maintaining balance.

APE accommodation suggestions: Sliding, galloping, jogging, and running - Hand over hand to assist in increasing speed and balance, fast pace walking, shorten distance, peer assistance (sliding - step together step, side to side)

[PE] (0) 4 :

K-1.4) Apply rhythmic expression in response to music.

APE accommodation suggestions: Slower music, poly spots and/or arrows on floor for direction, break the dance steps/movements down into small parts for additional review/practice, peer assistance

[PE] (1) 1 :

1-1.1) Demonstrate correct form for hopping, galloping, and sliding.

APE accommodation suggestions: Sliding, galloping, jogging, and running - Hand over hand to assist in increasing speed and balance, fast pace walking, shorten distance, peer assistance (sliding - step together step, side to side)

[PE] (2) 1 :

2-1.1) Demonstrate correct form for skipping.

APE accommodation suggestions: Sliding, galloping, jogging, and running - Hand over hand to assist in increasing speed and balance, fast pace walking, shorten distance, peer assistance (sliding - step together step, side to side)

[PE] (2) 2 :

2-1.2) Demonstrate correct form for jogging and running.

APE accommodation suggestions: Sliding, galloping, jogging, and running - Hand over hand to assist in increasing speed and balance, fast pace walking, shorten distance, peer assistance (sliding - step together step, side to side)

Students will demonstrate eight locomotor skills - walking, running, jumping, hopping, skipping, galloping, side sliding, and leaping. They will identify and move to show three different tempos - fast (presto), medium (moderato), and slow (adagio).

   View Standards     Standard(s): [PE] (0) 4 :

K-1.4) Apply rhythmic expression in response to music.

APE accommodation suggestions: Slower music, poly spots and/or arrows on floor for direction, break the dance steps/movements down into small parts for additional review/practice, peer assistance

[PE] (1) 4 :

1-1.4) Combine locomotor, non-locomotor, and manipulative skills in rhythmic activities.

Examples: use rhythm sticks, scarves, ribbons while dancing or marching

APE accommodation suggestions: Slower music, poly spots and/or arrows on floor for direction, break the dance steps/movements down into small parts for additional review/practice, peer assistance.

[PE] (3) 4 :

3-1.4) Perform teacher- selected and developmentally appropriate dance steps, movement patterns, and rhythmic activities.

APE accommodation suggestions: Slower music, poly spots and/or arrows on floor for direction, break the dance steps/movements down into small parts for additional review/practice, peer assistance.

This is a video featuring a cardio drum dance to the song “Colorful” from the band Jukebox the Ghost. Teachers can display this video and have students follow along or teachers can learn this dance and then have students follow along. 

   View Standards     Standard(s): [PE] (0) 4 :

K-1.4) Apply rhythmic expression in response to music.

APE accommodation suggestions: Slower music, poly spots and/or arrows on floor for direction, break the dance steps/movements down into small parts for additional review/practice, peer assistance

[PE] (1) 4 :

1-1.4) Combine locomotor, non-locomotor, and manipulative skills in rhythmic activities.

Examples: use rhythm sticks, scarves, ribbons while dancing or marching

APE accommodation suggestions: Slower music, poly spots and/or arrows on floor for direction, break the dance steps/movements down into small parts for additional review/practice, peer assistance.

[PE] (2) 4 :

2-1.4) Demonstrate directionality in simple folk, line, partner, and circle dances and rhythmic routines.

APE accommodation suggestions: Slower music, poly spots and/or arrows on floor for direction, break the dance steps/movements down into small parts for additional review/practice, peer assistance.

The purpose of this activity is to teach a simple line-dance to students. This activity could also provide students an opportunity to choreograph dance steps during a section of the song.

   View Standards     Standard(s): [PE] (0) 4 :

K-1.4) Apply rhythmic expression in response to music.

APE accommodation suggestions: Slower music, poly spots and/or arrows on floor for direction, break the dance steps/movements down into small parts for additional review/practice, peer assistance

[PE] (1) 4 :

1-1.4) Combine locomotor, non-locomotor, and manipulative skills in rhythmic activities.

Examples: use rhythm sticks, scarves, ribbons while dancing or marching

APE accommodation suggestions: Slower music, poly spots and/or arrows on floor for direction, break the dance steps/movements down into small parts for additional review/practice, peer assistance.

[PE] (2) 4 :

2-1.4) Demonstrate directionality in simple folk, line, partner, and circle dances and rhythmic routines.

APE accommodation suggestions: Slower music, poly spots and/or arrows on floor for direction, break the dance steps/movements down into small parts for additional review/practice, peer assistance.

[PE] (3) 4 :

3-1.4) Perform teacher- selected and developmentally appropriate dance steps, movement patterns, and rhythmic activities.

APE accommodation suggestions: Slower music, poly spots and/or arrows on floor for direction, break the dance steps/movements down into small parts for additional review/practice, peer assistance.

The purpose of this activity is for students to work on rhythm while maintaining a steady beat. This basic routine will prepare students for more challenging ones in the future.

   View Standards     Standard(s): [PE] (0) 4 :

K-1.4) Apply rhythmic expression in response to music.

APE accommodation suggestions: Slower music, poly spots and/or arrows on floor for direction, break the dance steps/movements down into small parts for additional review/practice, peer assistance

[PE] (1) 4 :

1-1.4) Combine locomotor, non-locomotor, and manipulative skills in rhythmic activities.

Examples: use rhythm sticks, scarves, ribbons while dancing or marching

APE accommodation suggestions: Slower music, poly spots and/or arrows on floor for direction, break the dance steps/movements down into small parts for additional review/practice, peer assistance.

[PE] (2) 4 :

2-1.4) Demonstrate directionality in simple folk, line, partner, and circle dances and rhythmic routines.

APE accommodation suggestions: Slower music, poly spots and/or arrows on floor for direction, break the dance steps/movements down into small parts for additional review/practice, peer assistance.

[PE] (3) 4 :

3-1.4) Perform teacher- selected and developmentally appropriate dance steps, movement patterns, and rhythmic activities.

APE accommodation suggestions: Slower music, poly spots and/or arrows on floor for direction, break the dance steps/movements down into small parts for additional review/practice, peer assistance.

The early grades are an ideal time to introduce children to different styles of dance. At this age, children are eager to explore all the ways their bodies can move and are open to taking risks and following cues. They enjoy moving to music and interacting with their peers on the dance floor.

These easy social dances are a great place to start. And in case you need a cheat sheet for leading the dancing, these dances are easily printable!