SAMPLE STANDARDS COVERED BY JazzSLAM

LAFS.4.r.l.1.1. – Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

 LAFS.4.R.L.1.2 – Determine a theme of a story, drama, or poem from details in the text; summarize the text.

 LAFS.5.RL.2.6 – Describe how a narrators’ or speakers’ point of view influences how events are described.

 LAFS.5.W.3.9 – Draw evidence from literary or informational texts to support analysis, reflection and research.

 MAFS.4.OA.2.4 – Investigate factors and multiples.

 MAFS.4.N.F.1.1 – Explain why a fraction a/b is equivalent to a fractions (n x a)/n x b by using visual fraction models with attention to how the number and size of the parts differ even though the two fractions themselves are the same size. Use this principle to recognize and generate equivalent fractions.

 MAFS.5.NF.2.3 – Interpret a fraction as division of the numerator by the denominator (a/b = a ÷ b).

 SS.5.G.2.1 - Describe the push-pull factors (economy, natural hazards, tourism, climate, physical features) that in- fluence boundary changes within the United States.

COMMENTS FROM APPRECIATIVE BROWARD EDUCATORS

When teachers were asked, “What new information have you observed that your students are applying as a result of their JazzSLAM presentation? the following were some of their responses:

  • Ms. Devine, 4th Grade, Cypress: “The mind control” of themselves in stressful situations.”
  • Mr. Doganieri, 5th grade, Coconut Palm: It was great for them to see how lyrics relate to writing.”

When teachers were asked, “What new information did your students say they learned from the JazzSLAM program?” the following were some of their responses:

  • Ms. Nitowski, 4th grade, Quiet Waters: “The kids were very excited! When we did writing after the presentation, they are talking about how the presentation made it easier to remember writing an essay properly.”
  • Mrs. Degelsmith, 5th grade, Horizon: “The students talked about how fun math is in relation to music. They could not stop talking about the program.”
  • Ms. McGuire, 4th grade, Coconut Palm: “They are making the connection between history and how music gives a unique narrative to it.”

When teachers were asked for “Success Stories or Ideas you have about JazzSLAM,” some provided the following:

  • Ms. Imbert, 4th grade, Morrow: “The JazzSLAM presentation was much more than music. The students learn about Math, Social Studies, Writing, Reading and History.”
  • Ms. Melnyk, 4th grade, McNab: “I was very excited with the way you tied the music/lyrics in with their writing.”