5th Grade General Music - SLO– Final Assessment 1 (Teacher Guide)
Student Learning Objectives Test I
5th Grade
Lee Eaton Elementary
Standards:
5 CE - Identify elements of music including tonality, dynamics, tempo and meter, using music
vocabulary.
(13-20)
1 PR - Sing a varied repertoire with accurate rhythm and pitch, appropriate expressive qualities,
good posture and breath control (Singing Performance)
4 PR - Read, write and perform rhythm patterns (e.g., 2/4, 3/4 and 4/4 meter) using sixteenth
through whole notes including dotted half-note and syncopated rhythms.
(Numbers: 1-4, 16-18, and Rhythm Sight Reading)
5 PR - Read, write and perform diatonic melodies and the major scale on the treble staff.
(Numbers: 5-12 and Vocal Scales)
*Standards are marked after each section.
Student Name ________________________________________ HR___________________ Date______
Final Score
Written
Performance
_____/20 X 2 = _____/40
_____/40
Total
_____/ 80 = _____%
1
5th Grade General Music - SLO– Final Assessment 1 (Teacher Guide)
SECTION 1: Rhythm Reading – Standard 4PR
Student Directions: Write the letter of the rhythm you are hearing. You can use any letter
more than once.
Teacher Directions: Teacher claps/plays each rhythm 2 times. Students clap the rhythm back.
Teacher plays/claps the rhythm one more time. Students clap it back. Students identify the
correct rhythm.
1. _________
2. _________
3. _________
4. _________
2
5th Grade General Music - SLO– Final Assessment 1 (Teacher Guide)
SECTION 2: Melodic Identification – Standard 5PR
3
5th Grade General Music - SLO– Final Assessment 1 (Teacher Guide)
Student Directions: Write the letter of the melody you are hearing. You can use any letter
more than once.
Teacher Directions: Teacher sings each melody (using solfege names) 2 times. Students sing the
melody back. Teacher sings the melody one more time. Students sing it back. Students identify
the correct melody.
5. _________
6. _________
7. _________
8. _________
4
5th Grade General Music - SLO– Final Assessment 1 (Teacher Guide)
Student Directions: Write the letter of the melody you are hearing. You can use any letter
more than once.
Teacher Directions: Teacher sings each melody (using the word “loo”) 2 times. Students sing the
melody back using the word “loo”. Teacher sings the melody one more time. Students sing it
back. Students identify the correct melody.
9. _________
10. _________
11. _________
12. _________
5
5th Grade General Music - SLO– Final Assessment 1 (Teacher Guide)
SECTION 3: Time Signature Identification, Rhythm Writing, and Dynamics - Standard
5CE (numbers 13-20); 4 PR (numbers 16-18).
13-15. Student Directions: Read the directions next to the chart. Identify the time
signature for numbers 15-17.
16-18. Use any of the notes below to place the correct amount of beats in every measure. You
can use any note more than once.
6
5th Grade General Music - SLO– Final Assessment 1 (Teacher Guide)
19-20. Student Directions: Circle what you are hearing. You should be listening for
VOLUME/DYNAMICS NOT PITCH:
Teacher Directions: Teacher plays a major scale on the xylophone, applying the correct dynamic
marking. Each scale is played 3 times. Students identify the dynamic.
19.
A.
All Piano (p)
B.
Crescendo
C.
All Forte (f)
D.
Decrescendo
A.
All Piano (p)
B.
Crescendo
C.
All Forte (f)
D.
Decrescendo
20.
7
5th Grade General Music - SLO– Final Assessment 1 (Teacher Guide)
Section 4:Performance Based Assessments
RHYTHMIC SIGHT READING (4PR):
Teacher Directions: Students will choose one of the following three rhythms to read from sight. He or she
will read the rhythm twice. The first time the student will say the pneumonic name for the rhythms. The
second time they will clap the rhythm while saying the pneumonic name. The teacher will assess the
second reading using the rubric below.
Student Directions:
1) Read the following rhythm using your rhythm nick-names (ta, ti-ti, etc.).
2) Clap the rhythm while you read it using you rhythm nick-names (ta, ti-ti, etc).
Rhythm Reading Rubric
Rhythm
Accuracy
Rhythm
Names
4-Excellent
3-Proficient
2-Developing
1-Limited or
Emerging
Rhythms and tempo are
accurate throughout the
selection.
Rhythms are mostly
accurate with 1-2
errors OR rhythms are
accurate, but tempo
too fast or slow
Rhythms are
performed with 2-4
errors.
Rhythms are mostly
inaccurate (more than
4 errors).
**maintains accurate tempo
and rhythms throughout
**tempo was slightly
slower or faster, but
the rhythms were
accurate
**tempo was accurate
with one or more
rhythm errors
**tempo was too fast
or too slow with
rhythm errors
Rhythm names are all
accurate
Rhythm names contain
1-2 errors
Rhythm names contain
2-4 errors
Rhythms names are
mostly inaccurate
(more than 4 errors)
Total
Score
/8
8
5th Grade General Music - SLO– Final Assessment 1 (Teacher Guide)
VOCAL SCALES (5PR):
Teacher Directions: Teacher will sing an ascending and descending D major scale to students using scaledegree numbers. Students will be asked to repeat the scale. From this, teacher can use the rubric to
assess pitch, tone, breath control, and posture. Teacher will ask then students to sing the same scale
using solfege names starting on “do”). The teacher will then assess the solfege names. See rubric below.
Vocal Scales Rubric
Pitch
4-Excellent
3-Proficient
2-Developing
1-Limited or
Emerging
Sings entire selection
starting and ending on
the correct pitch with
outstanding intonation
between all intervals.
Sings the majority of
the selection with
accurate pitches
with one interval
slightly out of tune.
Sings with accurate
melodic contour,
but higher or lower
in pitch.
Sings with an
inaccurate melody
** Pitch is very accurate
throughout.
** Pitch has an
isolated interval
that is out of tune
but the rest is
entirely accurate.
Sings mostly
accurate solfege
names with 1-2
errors.
** Pitch was
generally too high or
too low, but the
melodic contour was
basically correct.
** Pitch was very
inaccurate such that
it did not have the
same melodic
contour
Sings some accurate
solfege names with
3-4 errors names.
Solfege names with
more than 4 errors.
Some light,
resonant, clear tone
quality mixed with
either shout-singing
or singing that is too
soft.
Shout-singing or
singing that is
much too soft
Solfege Name
Sings accurate solfege
names through the scale.
Tone/Breath
Control
Light, resonant, clear
tone quality throughout
the selection
Mostly light,
resonant, clear tone
quality
Low, supported breath
throughout the selection
Mostly low,
supported breath
Posture
-Sitting/standing straight
& tall.
-Spine/legs straight
-Feet flat on floor/risers
-Shoulders relaxed.
-Missing one
comment to the left.
TOTAL
Mostly lacks of
breath
control/support.
-Missing two or
three components
to the left.
Score
Lack of breath
control/support
-Missing all
components to the
left.
/16
9
5th Grade General Music - SLO– Final Assessment 1 (Teacher Guide)
SINGING PERFORMANCE (1PR):
Teacher Directions: While each student sings, the teacher will use the rubric below to evaluate the
performance.
Students Directions: Sing the song Frere Jacque with accurate pitch and rhythm as well as appropriate
tone, breath control, and posture/technique.
Song Title: Frere Jacque
Singing Performance Rubric
Pitch
Tone/Breath
Control
4-Excellent
3-Proficient
2-Developing
1-Limited or
Emerging
Sings entire selection
starting and ending on the
correct pitch with
outstanding intonation
between all intervals.
Sings the majority of
the selection with
accurate pitches with
one interval slightly
out of tune.
Sings with accurate
melodic contour, but
higher or lower in
pitch.
Sings with an
inaccurate melody
** Pitch is very accurate
throughout.
** Pitch has an
isolated interval that is
out of tune but the rest
is entirely accurate.
** Pitch was generally
too high or too low,
but the melodic
contour was basically
correct.
** Pitch was very
inaccurate such that it
did not have the same
melodic contour
Light, resonant, clear tone
quality throughout the
selection
Mostly light, resonant,
clear tone quality
Some light, resonant,
clear tone quality
mixed with either
shout-singing or
singing that is too soft.
Shout-singing or
singing that is
much too soft
Low, supported breath
throughout the selection
Mostly low, supported
breath
Score
Lack of breath
control/support
Mostly lacks of breath
control/support.
Rhythm
Posture
Rhythms and tempo are
accurate throughout the
selection.
Rhythms are mostly
accurate with one or
two errors OR rhythms
are accurate, but
tempo too fast or slow
Rhythms are
performed with two to
four errors.
Rhythms are mostly
inaccurate (more than
four errors).
**maintains accurate tempo
and rhythms throughout
**tempo was slightly
slower or faster, but
the rhythms were
accurate
-Missing one comment
to the left.
**tempo was accurate
with one or more
rhythm errors
**tempo was too fast
or too slow with
rhythm errors
-Missing two or three
components to the
left.
-Missing all
components to the
left.
-Sitting/standing straight &
tall.
-Spine/legs straight
-Feet flat on floor/risers
-Shoulders relaxed.
TOTAL
/16
10