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|
|Parts of Speech||Elements of Music|
|Sentence Structure||Phrase Structure|
Click here for a PDF file on books that are perfect for inclusion in Music Education. MusicBookResource