Music in Language Arts!

Kindergarten/First Grade Reading Connections

  • Letter songs, visual (upper case and lower case) and aural recognition of letters.
  • Calendar songs.
  • Sight words/word wall/flip book practice (grade level specific) aligned with tone-matching goals.
  • Story books with instruments to create sound stories (e.g. Jump Frog Jump, Old lady Who Was Not Afraid of Anything, John Feierabend books, Wheels on the Bus) – with document camera use for S. reading/singing along. Option: S. can “trace” words as class follows.
  • Phonemic awareness = rhythm of the words (rhythm = the way the words go).  S. will aurally identify and clap the rhythm/segmented syllables.
  • Listening skills for echo-clapping, echo-singing.
  • Comprehension of song text, S. “fill-in-the-blanks” for learning of new songs.
  • Class written response to listening lesson.

 

Second Grade/Third Grade Reading Connections

  • On-going components from K/Gr.1
  • Stories for sound story compositions (e.g. Clancy to the Rescue, Sound Stories by C. Miller/pub. Hal Leonard)
  • Category sorting (e.g. instruments), charts/graphs (e.g. reading rhythmic scores), meter/beat/rhythm/note groupings.
  • Reading/sight-reading of the musical language
  • Fluency through singing
  • Class/Individual written response to a listening lesson.

 

Fourth Grade/Fifth Grade Reading Connections

  • On-going components from K-Gr. 3
  • Incorporation of prefix/suffix use within music vocab (e.g. refrain/repeat/recurrence)
  • Vocabulary acquisition and use: Incorporation of cross-curricular vocab (e.g. pentatonic, system)
  • Incorporation of timelines, cause-effect, main idea/detail,

Sixth Grade Reading Connections

  • On-going components from K-Gr. 5
  • Incorporation of a new language (and new instruments) through multi-cultural music
  • Incorporation of historical text/scientific text
  • Class/Individual written response/critical analysis/critique/drawing conclusions based on inferences as related to listening lesson.
  • Active participation in music-making, music-discussion, performances (to include multi-cultural music)
  • Incorporation of summarizing, story-line analysis, identification of main idea/topic, character analysis.

 

How reading skills compare with music skills:

Reading Skills Music Skills
Letter Recognition Note Recognition
Sound/Symbol Association Sound/Symbol Association
Syllabication Performing Rhythm Patterns
Vocabulary Vocabulary
Rhyming Rhyming Lyrics
Parts of Speech Elements of Music
Sentence Structure Phrase Structure
Punctuation Articulation
Story Writing Composition
Comprehension Aural Analysis
Silent Reading Audiation
Fluency Fluency


Click here for a PDF file on books that are perfect for inclusion in Music Education.  MusicBookResource

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