5th Grade General Music - SLO– Pre Assessment 1 (Teacher Guide)
Student Learning Objectives Pre-Assessment I
5th Grade
Lee Eaton Elementary
Standards:
5 CE - Identify elements of music including tonality, dynamics, tempo and meter, using music
vocabulary. (1-9)
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. (6-25 and Rhythm
Sight Reading)
5 PR - Read, write and perform diatonic melodies and the major scale on the treble staff. (26-40 and
Vocal Scales)
*Standards are marked after each section.
Student Name ________________________________________ HR___________________ Date______
Final Score
Written
Performance
_____/40
_____/40
Total
_____/ 80 = _____%
1
5th Grade General Music - SLO– Pre Assessment 1 (Teacher Guide)
DYNAMIC MARKING WORD BANK
Piano (p)
Forte (f)
Mezzo-piano (mp) Mezzo forte (mf)
Fortissimo (ff)
crescendo <
Pianissimo (pp)
Decrescendo >
Write the dynamic marking for each definition (5 CE):
1. ___________________ = Loud
2. ___________________ = Start loud and become gradually more quiet
3. ___________________ = Quiet
4. ___________________ = Start quiet and become gradually louder
5. Meter and/or time signatures tell you (5 CE):
A. How loud or soft to play music
B. How high or low to play music
C. How many notes are in a measure
D. How many beats are in a measure
6. What is the time signature for the following rhythm? (4PR; 5CE)
A.
B.
C.
D.
2/4
3/4
4/4
6/8
7. What is the time signature for the following rhythm? (4PR; 5CE)
A.
B.
C.
D.
2/4
3/4
4/4
6/8
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5th Grade General Music - SLO– Pre Assessment 1 (Teacher Guide)
8. How many beats are in the following rhythm? (4PR; 5CE)
A.
B.
C.
D.
4
8
12
16
9. How many beats are in the following rhythm? (4PR; 5CE)
A. 4
B. 6
C. 8
D. 10
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5th Grade General Music - SLO– Pre Assessment 1 (Teacher Guide)
10- 21. Fill in the chart with note picture, proper name, number of beats. (You can use the proper
same bank and note bank below). (4PR)
Note
Proper Name
Beats
½
1
1½
2
3
4
PROPER NAME WORD BANK:
Dotted Quarter, Dotted Half, Eighth, Half, Quarter , Whole
NOTE BANK:
4
5th Grade General Music - SLO– Pre Assessment 1 (Teacher Guide)
22-24 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.
22. Circle the rhythm you are hearing (4PR):
23. Circle the rhythm you are hearing (4PR):
5
5th Grade General Music - SLO– Pre Assessment 1 (Teacher Guide)
24. Circle the rhythm you are hearing (4PR):
6
5th Grade General Music - SLO– Pre Assessment 1 (Teacher Guide)
25. Circle the rhythm you are hearing (4PR):
7
5th Grade General Music - SLO– Pre Assessment 1 (Teacher Guide)
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26-32 Use solfege syllables (do, re, mi, fa, so, la, and ti) to label the following melody (5PR):
(0.5 pts each)
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5th Grade General Music - SLO– Pre Assessment 1 (Teacher Guide)
33-40. Write the melody you are hearing by placing circles on the correct line and/or space. The first
note is done for you. (5PR)
Teacher directions: Teacher sings melody using solfege names 2 times. Students sing back 1 time, and
start writing. Teacher sings one more time. Students sing back and finish writing.
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5th Grade General Music - SLO– Pre Assessment 1 (Teacher Guide)
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, ect).
2) Clap the rhythm while you read it using you rhythm nick-names (ta, ti-ti, ect).
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
10
5th Grade General Music - SLO– Pre 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
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5th Grade General Music - SLO– Pre 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 Ida Red with accurate pitch and rhythm as well as appropriate
tone, breath control, and posture/technique.
Song Title: Ida Red
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
Rhythm
Posture
Mostly low, supported
breath
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
**maintains accurate tempo
and rhythms throughout
**tempo was slightly
slower or faster, but
the rhythms were
accurate
-Missing one comment
to the left.
-Sitting/standing straight &
tall.
-Spine/legs straight
-Feet flat on floor/risers
-Shoulders relaxed.
TOTAL
Score
Lack of breath
control/support
Mostly lacks of breath
control/support.
Rhythms are
performed with two to
four errors.
Rhythms are mostly
inaccurate (more than
four errors).
**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.
/16
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