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Reading Development and Music

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Cindy Baez

on 11 March 2014

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Transcript of Reading Development and Music

Patrick Ware

Brief Biography:
Certified (Level III) Orff-Schulwerk Workshop Instructor
Active clinician and choral conductor
Has lots of experience with special education students
Teaches in Fairfax County, Virginia
Teaches K-3 movement
Teaches 4-6 General Music and Choruses
What they are learning...
Reading Development and
How it Relates to Music Skills

Cindy Baez
Nena Kunnateerachadalai
"Reading development has an impact on music, just the same way as how music has an impact on reading development. They are interchangeable."
- Patrick Ware
NYC Learning Standards
Standard 1:
Students will read, write, listen, and speak
for information and understanding
As listeners and readers, students will collect data, facts, and ideas, discover relationships, concepts, and generalizations; and use knowledge generated from oral, written, and electronically produced texts. As speakers and writers, they will use oral and written language to acquire, interpret, apply, and transmit information.
Standard 2:
Students will read, write, listen, and speak
for literary response and expression
Students will read and listen to oral, written and electronically produced texts and performances, relate texts and performances to their own lives, and develop an understanding of the diverse social, historical, and cultural dimensions the texts and performances represent. As speakers and writers, students will use oral and written language for self-expression and artistic creation.
Standard 3:
Students will read, write, listen, and speak
for critical analysis and evaluation
As listeners and readers, students will analyze experiences, ideas, information, and issues presented by others using a variety of established criteria. As speakers and writers, they will present, in oral and written language and from a variety of perspectives, their opinions and judgments on experiences, ideas, information and issues.
Standard 4:
Students will read, write, listen, and speak
for social interaction
Students will use oral and written language for effective social communication with a wide variety of people. As readers and listeners, they will use the social communications of others to enrich their understanding of people and their views.
ELA Learning Standards
How is Reading and Music Related?
Identifying word and visual patterns.
Identifying and understanding key details.
Recognizing forms.
Describing overall structures.
Recounting through repetition.
Making connections between self, the text and the world.
Responding to literature through other formats.

National Standards for Music Education

1. Singing, alone and with others, a varied repertoire of music.

2. Performing on instruments, alone and with others, a varied repertoire of music.

3. Improvising melodies, variations, and accompaniments.

4. Composing and arranging music within specified guidelines.

5. Reading and notating music.

6. Listening to, analyzing, and describing music.

7. Evaluating music and music performances.

8. Understanding relationships between music, the other arts, and disciplines outside the arts.

9. Understanding music in relation to history and culture.

Left-to-Right and Bottom-to-top reading direction.
Difference between print and pictures.
how to recognize different sounds that make up words.
Letters of the alphabet.
Identify Phoneme sounds.
Recognizing and matching names with people and objects
How to recognize spoken word to print as well as their names.
Identifying Rhyming words.
Letter sound correspondence.
Difference between consonants and vowels.
Reading out loud with expression and fluency.
Dramatize or retell stories.
Grade 1
Blend spoken sounds to form words.
Identify number of syllables in a word.
Sight-read grade level words
Sight-read a range of 300-500 words
Draw conclusions from a story
Dramatize using props
Interpret text in imaginative way.
Grade 2
Identify multi-syllabic grade-level words
Read and understand written directions
Relate data and facts to previous experience or information
Compare and contrast information
Make and identify charts
Work with peers to understand text
Evaluate content through identification of key details
Formulate questions
Present and back up their own point of view
Grade 3
Grade 4
Grade 5
How to incorporate reading in
your music classes
*Poems/Nursery Rhymes
*Book Readings
*Music note reading
*Word readings

Activity Time!
Book Readings
Rap A Tap Tap
By Leo & Diane Dillon

*Knock knock jokes
Applying Reading to Music
For more info:


Peter Ware Workshop (can be provided by Nena)
*Borrow section(s) from a reading source or lyrics from pre-existing music, or create your own to start making music or musical phrases
- May include: Words, Sentences, or Paragraphs
- Introduce all ideas in small chunks
- Periods exist between sentences because they
complete a thought (similar to idea of phrase lengths)
The Very Beginning
When reading a passage to the students,
try these things:
Give shape or form to the words
Incorporate more ups and downs in tone of voice
Add some rhythm in the readings
Have the students repeat it back
Most importantly, the goal is to:
Engaged or Not?
Engaged or Not?
Apply Words to Body Percussion and/or
Body Movements
Body percussion and body movements gives the students the opportunity to
Explore different rhythms and forms
Create body movements that depict what is being said
Collaborate with others
Understand the words or phrases better
Remember what comes next
*This is to be included ONLY when the students are mostly fluent and comfortable with the song, words, or activity utilized.
Orff Instruments are very common instruments utilized in elementary music classrooms.
Melodies, rhythms, and harmonies can be created through some orchestration.
Certain words can also be depicted or represented by the sound of an instrument.
*Decoding by analogy using syllable patterns to read unfamiliar words.
*Decoding of words using word structure. (e.g., roots, prefixes..)
*Read and understand written directions.
*Recognize differences in genres and forms.
*Decoding strategies through knowledge of patterns and structures.
*Identify unfamiliar words using semantic (meaning) cues
*Identify missing information.
*Make predictions, draw conclusions and make inferences.
*Identify cultural influences.
* Identify purpose
* Identify signal words that provides clues
*Word recognition
*Read aloud using inflection and intonation.
*Identify purpose
*Observe rules of punctuation.
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