Michigan Arts Education Instructional and Assessment Program

Michigan Assessment Consortium

MUSIC Assessment
Performance Event M.E207
Rhythm Reading

Grades 3, 4, and 5

Teacher Booklet
Teacher Directions
Student Directions
Assessment Questions
Classroom Score Summary
 ©2018. Please reference the Licensing Statement on this page.

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 ACKNOWLEDGEMENTS

USING THIS MAEIA ASSESSMENT TO DEMONSTRATE EDUCATOR EFFECTIVENESS (METHOD 1)

This assessment can be used to demonstrate arts educator effectiveness by changing the
prompt (such as musical selection, play, work of art) used, if any, and repeating the item
one or more times either in the current school year or the next one. Sufficient instructional
time on the underlying concepts assessed (not the assessment item itself) should occur so
that change in student performance is possible. This is especially suitable for assessments
(e.g., MAEIA events) that require less time and effort to administer.

1
 Michigan Student Learning Standards Assessed
M.EL.P.1–Sing and play alone and with others a diverse
repertoire of songs in both one and two parts with
MAEIA Performance expression and accuracy
Standard(s)
M.EL.P.2–Students can perform multiple levels of beat in
several meters.
M.I.3.9–Use a system to read quarter notes and rests,
eighth notes, half notes, and whole notes.
Michigan Content M.I.4.9–Use a system to read quarter notes and rests,
Benchmark(s) and eighth notes and rests, half notes and rests, and whole
GLCE(s) notes and rests.
M.I.5.9–Use a system to read rhythmic notation in various
meters.
Intended Students Third-, fourth-, and fifth-grade music students
Alignment to National Core Arts Standards
MU:Pr4–Select, analyze, and interpret artistic work for
Anchor Standard
presentation.

OVERVIEW AND OUTLINE OF THE PERFORMANCE EVENT

Two versions of this assessment are provided to check students’ music reading skills.
Teachers may choose to use one or both of these versions.

Version 1 is a sight-reading assessment. Students will read rhythm patterns that the
teacher shows them on flashcards. This assessment can take place at the beginning of each
class period over several days. Each day, the teacher will listen to three or four students.
Alternatively, the teacher can administer the assessment to individual students in a single
class period, while the rest of the class is engaged in other music activities.

Version 2 of the assessment is a listening assessment. Students will listen to the teacher
perform a rhythmic pattern on an instrument (recorder or keyboard). Then they will select
the rhythmic notation that correctly matches the performed rhythm in their Student
Booklets. The score for this assessment is number of questions correct.

SUGGESTED TOTAL TIME

As described above, there are two versions of this assessment. In Version 1, the assessment
can take place over multiple class periods, with the teacher assessing three or four students
at the start of each class, or one class period can be used to individually assess all students.

Version 2 of the assessment can be given to the whole class at the same time and will take a
total of 30 minutes to complete.

The Student Booklets contain the instructions for both versions. The teacher should
indicate to students which version. will be used. This choice is to be made by the teacher,
depending upon the length of the class period and individual teaching preferences.
2
LIST OF REQUIRED MATERIALS
The materials required for this assessment are:

o Student Booklets
o Pens or pencils
o Rhythm flash cards, which can be made by enlarging the patterns found on pages 7-12
of the Teacher Booklet. Alternately, the teacher may choose to project the patterns on a
white board or screen.
o One recorder or keyboard for the teacher to use to perform the rhythms

ASSESSMENT SETUP
The teacher should make sure that students are familiar with the grade-appropriate
rhythmic patterns before beginning the assessment.

INDIVIDUAL RHYTHM READING AND CHANTING ASSESSMENT SETUP

Students should be familiar with all rhythm patterns and with an appropriate rhythm
reading system.

The teacher should have at least nine flashcards of rhythm patterns prepared for the
students to read. These patterns should be chosen by the teacher from the patterns
provided in the Teacher Booklet according to grade level for Version 2 of this assessment. If
the teacher prefers, he or she can create his or her own rhythm patterns to use in the
assessment. The cards should be turned over, and the teacher should select the cards to be
sight-read randomly. Each student should read three cards. Alternatively, the teacher could
have the patterns ready to project for the students to read.

The teacher should establish meter before the student reads and chants the patterns. Also,
the teacher should have the Classroom Score Summary sheet on page 19 of the Teacher
Booklet prepared with student names. The teacher can use this sheet to record how many
of three patterns each student was able to perform correctly.

If the teacher chooses to give this assessment in a single class period, the teacher should
identify groups of three or four students to call on for testing. Whether the assessment is
given in one class period or over several days, the rest of the class, while waiting for their
turn, could be engaged in any of the following activities: musical centers, practicing writing
or copying their rhythm patterns on a handout, reading appropriate music books, or any
other engaging musical activity that does not make sound. These activities would need to
be prepared and set up in advance of the assessment.

READING AND LISTENING TONAL PATTERN ASSESSMENT SETUP

Students should be familiar with all rhythm patterns and with an appropriate rhythm
reading system. Students will need their Student Booklets and pencils. They also will need
hard writing surfaces.

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DETAILED SCRIPT WITH TEACHER AND STUDENT DIRECTIONS
Directions for teachers are in regular text. Directions to be read to students are in bold.

Each student needs a Student Booklet and a pen or pencil. When ready, say:

You should have a Student Booklet and a pen or pencil. Begin by filling in the
information requested on the front cover.

Pause while students complete the requested information. Then say:

Now turn to page 2 in your Booklet and follow along as I read the directions aloud.

Pause while students turn to page 2. Then say:

This assessment has two versions to it:

o Version 1–Individual Rhythm Reading and Chanting

o Version 2–Reading and Listening to a Rhythm Pattern

Your teacher will tell you which version(s) will be used in your class. The directions
for each version are given in the Student Booklet.

VERSION 1–INDIVIDUAL RHYTHM READING AND CHANTING

The teacher should have the Classroom Score Summary sheet on page 19 of the Teacher
Booklet prepared with student names on it. Read the following directions to students who
are performing rhythm patterns individually from notation. When ready to being, say:

Today, you will be assessed on your ability to chant rhythm patterns from notation.

For Version 1 of the assessment, you each will perform three rhythm patterns. The
teacher will establish meter before you read your three patterns. The teacher will
choose three rhythm patterns, and you will sing the chant the patterns with the
reading system (neutral syllable/rhythm syllables) that you have learned in music
class.

For example, the teacher will show you a pattern like this one.

Show students the following pattern on a flashcard or by projecting it.

The teacher will establish the meter. Then you will chant the pattern. For example,

Establish meter for the class in the way that you typically do it when asking students to
read from notation. Then gesture in rhythm and meter to the students to chant the pattern
in unison. Then say:

4
In the assessment, you will be chanting the patterns one at time rather than as a
group. The Teacher Scoring Rubric that will be used to evaluate your response is
shown on page 2 in your Student Booklet. Review Level 4, the highest level of
performance.

TEACHER SCORING RUBRIC

Dimension 1 2 3 4
Chant the Pattern Student does not Student chants Student chants Student chants
chant any of the pattern with two pattern with a pattern
patterns or more errors. single error. accurately.
accurately.

Pause while students review the rubric. Then say:

Do you have any questions?

Allow time for answering student questions. Then say:

While you are waiting your turn, you should remain quiet. Do not talk or sing during
this time.

The teacher has the choice of assessing several students at the beginning of several class
periods or completing this assessment in a single class period. If the teacher chooses to
complete this assessment in a single class period, the teacher should call groups of three or
four students at a time to an area designated for testing while the remainder of the
students are working independently on another music project or activity that is quiet and
not distracting to those who are being assessed. After each group is assessed, the teacher
should call another group of three or four until every student has read three patterns.

As the students perform, the teacher should mark the number of patterns that each student
performs correctly on the Classroom Score Summary sheet on page 19 of the Teacher
Booklet.

VERSION 2–READING AND LISTENING TO A RHYTHM PATTERN

This assessment includes different lines of music for third, fourth, and fifth graders. The
teacher will need to direct students to the grade-appropriate pages in their Student
Booklets. Thus, insert the appropriate page numbers in the text below. In addition, the
teacher will need to perform the grade-appropriate rhythmic lines of music. When ready to
begin, say:

This assessment is a listening activity with 10 questions. You will be listening while
your teacher performs a rhythm. Then you will look at two different rhythm
notations and circle the notation that correctly matches what was played.

Your teacher will repeat each rhythm three times. Then you will move on to the next
question. Make sure that you have circled the correct answer before your teacher
moves on to the next question.

5
Please look at the rhythm notations on page (insert page 4, 6, or 8). Begin with
Question 1.

Find the correct rhythm listed for Question 1 according to grade level and the Line of Music
& Answer Key:

Line of Music & Answer Key

Question Number Grade 3 Grade 4 Grade 5
1 1 1 2
2 1 2 1
3 2 1 1
4 1 1 2
5 1 1 2
6 1 2 1
7 2 2 2
8 2 1 2
9 2 2 1
10 1 2 1

Prepare the students for listening by giving them a tempo context, such as “One, two, ready,
listen . . .” Then, in the same meter and tempo, perform the line of music (either Line 1 or
Line 2) for each assessment question as shown in the table above.

Pause briefly while the students begin to look at the notation.

Then give the tempo context and perform the same rhythm again. Pause.

Then give the tempo context and perform the same rhythm a third time. Pause again
briefly. Then say:

Make sure you have circled the correct answer for Question 1 in your Student
Booklet.

Here is Question 2.

Continue in the same manner for all 10 questions, singing each line of music three times.
When all 10 questions have been performed, say:

The assessment is finished. Be sure that your name is written on your Student
Booklet and turn it in.

6
[These pages are on pages 4-5 of the Student Booklets.]
ASSESSMENT QUESTIONS–GRADE 3

Question
1

Question
2

Question
3

Question
4

Question
5

7
ASSESSMENT QUESTIONS–GRADE 3 (CONTINUED)

Question
6

Question
7

Question
8

Question
9

Question
10

8
[These pages are on pages 6-7 of the Student Booklet.]
ASSESSMENT QUESTIONS–GRADE 4

Question
1

Question
2

Question
3

Question
4

Question
5

9
ASSESSMENT QUESTIONS–GRADE 4 (CONTINUED)

Question
6

Question
7

Question
8

Question
9

Question
10

10
[These pages are on pages 8-9 of the Student Booklet.]
ASSESSMENT QUESTIONS–GRADE 5

Question
1

Question
2

Question
3

Question
4

Question
5

11
ASSESSMENT QUESTIONS–GRADE 5 (CONTINUED)

Question
6

Question
7

Question
8

Question
9

Question
10

12
SUGGESTED ALTERNATIVE PROMPTS FOR THIS ITEM
Suggestions for alternative prompt material for this item are provided below. Educators
can use these suggestions in order to use the same items more than once to
demonstrate changes in student achievement. For more information on using MAEIA items
for demonstrating teacher effectiveness, see Using MAEIA Assessments to Demonstrate
Educator Effectiveness, available on the MAEIA website.

The following sets of notation can be used by a teacher who wants to re-administer the
item for the purposes of demonstrating changes in student achievement, using a second set
of equivalent prompts.

GRADE 3

Question 1

Question 2

Question 3

Question 4

13
Question 5

Question 6

Question 7

Question 8

Question 9

Question 10

14
GRADE 4

Question 1

Question 2

Question 3

Question 4

Question 5

Question 6

15
Question 7

Question 8

Question 9

Question 10

GRADE 5

Question 1

Question 2

16
Question 3

Question 4

Question 5

Question 6

Question 7

Question 8

Question 9

17
Question 10

18
MAEIA CLASSROOM SCORE SUMMARY
The MAEIA Classroom Score Summary is to be used to record each student’s score on each
dimension of the Teacher Scoring Rubric. The teacher should be familiar with the rubric so
that the chart can be filled out accordingly.
M.E207_ Teacher ______________________________________________ Class ___________________________

VERSION 1 VERSION 2 – NUMBER

STUDENT NAME RHYTHM 1 RHYTHM 2 RHYTHM 3 CORRECT

19