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4

D

Son
g 1
An
imals Soun
d An
d Home (Tun
e:
The Farmer In
The Dell)
The dogs bark in
the ken
n
el,
The dogs bark in
the ken
n
el,
He ho the merry o
The dogs bark in
the ken
n
el.
The hen
s cluck in
the coop,
The hen
s cluck in
the coop,
He ho the merry o
The hen
s cluck in
the coop.
The cows moo in
the pen
,
The cows moo in
the pen
,
He ho the merry o
The cows moo in
the pen
..
The birds
The birds
He ho the
The birds

chirp in
the cage,

chirp in
the cage,
merry o,
chirp in
the cage.

The frogs
The frogs
He ho the
The frogs

croak
croak
merry
croak

in
the pon
d,

in
the pon
d,
o,
in
the pon
d.

ACTIVITY 1
Listen
to the son
g an
d n
umber the an
imals heard in
the correct
order.
Match the soun
ds to the correct an
imals. Then
make the soun
ds
like the an
imals.

ACTIVITY 2
Sin
g the son
g an
d act
The teacher sets up the home of an
imals.
The teacher selects 10 studen
ts to wear the paper masks. The
other studen
ts sin
g.
The studen
ts who wear the masks run
to their home an
d make soun
d
when
ever the group men
tion
their n
ames in
the son
g.
Example of classroom settin
g

Son
g 2
Lets Travel ( Tun
e:
Happy Wan
derer)
I love to go a- travellin
g
Aroun
d the world an
d back,
I love to see beautiful sights,
The lan
d an
d their delights.
Chorus
On
a plan
e, on
a ship,
On
a train
, in
a bus an
d van
,
An
d ferry an
d a jeep,
It will be fun
an
d great.
Come lets go to Washin
gton
,
To Lon
don
an
d Paris,
To Sin
gapore an
d Tokyo
To Sydn
ey an
d Brisban
e.

Son
g 3

The Fruit Son
g ( tun
e:
Did you ever see

a lassie)

Have you ever had durian
s, rambutan
s, man
gosteen
s?

Have you ever had pin
eapples, lemon
s an
d starfruits?
An
d papayas an
d guavas,
An
d man
goes an
d jackfruits,
Have you ever had water melon
s an
d oran
ges?
They are sweet an
d juicy,
An
d fleshy an
d tasty,
An
d good for our body,
If we eat every day.

ACTIVITY 1
Role play:

In
struction
:

The teacher divides the class in
to groups of customers, an
d
waiter.
The customers sit at their desks, each with a men
u.
Each waiter approaches a customer an
d asks May I help you?
The customer respon
ds Yes, Id like some. (order somethin
g from
the men
u)
The waiter gives him or she the card an
d say Here you are.
The customer an
swers Than
k you an
d the waiter says Youre
welcome.
The teacher mon
itor that all the studen
ts use the lan
guage. If
they do n
ot, they will be elimin
ated .
Example:
To request for food
Studen
t A :
May I help you?
Studen
t B :
Yes, Id like some oran
ge juice.

Studen
t A :
Here you are.

Studen
t B :
Than
k you.
Studen
t A :
Youre welcome.

CARDS :
The waiter gives the card to the customer

Activity 2
Rearran
ge the letters to form the correct words.
aavsug
- ______________________
epn
iaeplp
- ______________________
eoen
gmsatn

- ______________________
rtsaufitr
- ______________________
fitajrkcu
- ______________________
ogn
am
- ______________________
eomln

- ______________________
emtrwln
aeo
- ______________________
n
uaird
- ______________________

Poem 3

birds tweet.
kitten
s meow.
ducks quack an
d
kids say Wow!
tigers roar.
puppies bark.
children
giggle
in
the park.

FUNNY ANIMALS (limerick)

There on
ce was a cat with n
in
e lives,
That lived with a litter of wives,
No kitten
as son
,
No mitten
s that run
,
Lon
e dad he be if he survives.
A dog sat by waggin
g his tail,
Loud blast an
d he started to wail,
Crawled un
der a chair,
Soun
ds followed him there,
With ear-plugs, he hid in
a pail.
A frog, a sweet prey it did spy,
It flicked out its ton
gue for a fly,
The food was divin
e,
Like hon
ey with win
e,
But eagles do watch in
the sky.
A horse it did gallop an
d n
eigh,
I got on
its back, it said n
ay,
From high, a great fall,
Not fun
n
y at all,
Walked crooked an
d dazed the whole day.
A bear held me tight in
its grip,
I bolted to give it the slip,
Was right behin
d me,
Played dead to get free,
Wish I had n
ot gon
e on
that trip.

Poem 1:

The holidays are here again
,
Take a bus, ferry or train
,
Lets go to the beach
Or a moun
tain
top reach,
We can
hike, ride or fly,
Its so much fun
if you try,
The air is fresh an
d clean
,
The exercise will make you lean
,
There is so much fun
an
d joy,

Travellin
g, trekkin
g an
d climbin
g,

why play with a toy?

Poem 2:
Rhythm Of The Sea

The seashore is a home for man
y creatures,
Variety of them an
d n
ot on
ly fishes.
The jelly fish bobbin
g in
the sea,
It can
stin
g, don
t you try an
d see.
Big shells, small shells,
Con
e shells, flat shells,
There are plen
ty at the seaside,
Washed in
by the tide.
The starfish is a fun
n
y creature,
Its n
ot a fish by an
y n
ature,
It has n
o fin
s an
d gills to swim,
With five lon
g arms, it be a star.
Come
What
Its
Its

see the corals,

a pretty, colourful an
d bright,
home for shrimps an
d crabs,
every divers delight!

POEM 1

ACTIVITY 1
Match the words that

rhyme.

ACTIVITY 2
Complete the poem below with the words that rhyme:

/
The holidays are here again
,
Take a bus, ferry or ________________ ,
Lets go to the beach
Or a moun
tain
top _________________.
We can
hike, ride or fly,
Its so much fun
if you ______________ .
The air is fresh an
d clean
,
The exercise will make you __________ .
There is so much fun
an
d joy,
Travellin
g, trekkin
g an
d climbin
g,
why play with a ___________________ ?
POEM 2
ACTIVITY 1

Jellyfish writes a paragraph about herself, but she is poor in

pun
ctuation
.

Rewrite the paragraph for her by puttin
g in
capital letters,

commas an
d full stops.

my n
ame is jellyfish i live in
lan
gkawi islan
d i am n
in
e

years old i go to coral school i like swimmin
g watchin
g
television
an
d skatin
g i don
t like fishin
g my father is a diver
my mother is a housewife i have two best frien
ds they are
starfish an
d crab.
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_______
ACTIVITY 2
Read the poem. Draw an
d colour a picture of sea creatures.

Types of Poetry
HYPERLINK "http:
//www2.n
kfust.edu.tw/
%7Eemchen
/CLit/poetry_types.htm" \l "a" \t "_self" Part A.
Narrative Poetry HYPERLINK "http:
//www2.n
kfust.edu.tw/
%7Eemchen
/CLit/poetry_types.htm" \l "soun
d" Part B. Lyric Poetry
Part A. Narrative Poetry
Narrative poems tell stories in
verse. A n
umber of them are very
old an
d were origin
ally in
ten
ded to be recited to audien
ces, such
as Homer's "The Iliad" an
d "The Odyssey".
For children
, perhaps the most accessible n
arrative poems are
ballads. Tradition
ally, a ballad con
tain
s four lin
es, each with

eight syllables an
d with the secon
d an
d fourth lin
es rhymin
g.
Not all ballads follow this scheme, but all in
clude a settin
g,
character, an
d even
ts with a climax. The stories are often
tragic
an
d plain
tive.
Examples:
" HYPERLINK "http:
//www2.n
kfust.edu.tw/
%7Eemchen
/CLit/Broken
-legged_Man
.htm" \t "_blan
k" The Broken
legg'd Man
" by John
Mackey Shaw,
" HYPERLINK
"http:
//www.ellisparkerbutler.in
fo/epb/biblio.asp?id=2222" \t
"_blan
k" The Ballad of a Bachelor" by Ellis Parker Butler
Part B.
Lyric poetry
Lyric poetry typically describes the poet's in
n
ermost feelin
gs or
can
did observation
s an
d evokes a musical quality in
its soun
ds
an
d rhythms.
Lyric poems exhibit an
en
dless variety of forms. Below are some
popular lyric forms.
Haiku:
a lyric, un
rhymed poem of Japan
ese origin
with seven
teen

syllables divided in
to three lin
es. It is usually on
the subject
of n
ature an
d human
s' relation
ship to n
ature. Successful haiku
uses metaphor to give us a fresh an
d imagin
ative look at
somethin
g we may view as quite ordin
ary.
The moon
is a week old A dan
delion
to blow
Scatterin
g star seed.
(Ruby Lytle)
Cin
quain
:
a five-lin
e stan
za apparen
tly of medieval origin
, often

with two, four, six, eight, an
d two syllables respectively in
the
five lin
es.
Listen
...
With fain
t dry soun
d,
Like steps of passin
g ghosts,
The leaves, frost-crisp'd, break from the trees
An
d fall.
(Adelaide Crapsey's
"November Night")
Son
n
et:
a very old form of poetry, havin
g gain
ed promin
en
ce
durin
g the Ren
aissan
ce, but n
ot foun
d much in
poetry for
children
. It con
tain
s fourteen
lin
es, each lin
e with five iambic
feet (or ten
syllables).
Example:
" HYPERLINK
"http:
//www.theotherpages.org/poems/robin
04
.html" \t "_blan
k" The
Children
of the Night " by Edwin
Arlin
gton
Robin
son

Limerick:
a five-lin
e humorous poem, the first, secon
d, an
d fifth
lin
es rhymin
g an
d the third an
d fourth lin
es rhymin
g. It is on
e
of the most popular poetic forms amon
g children
, The fun
of the
limerick lies in
its rollickin
g rhythm an
d its broad humor.
Imagin
e a skun
k who proposes,
To his true love, surroun
ded by roses.
It may turn
out just fin
e,
When
she falls for his lin
e,
But I won
der if flowers have n
oses?
( HYPERLINK
"http:
//theblarn
eywell.com/silly_limericks.htm" \t "_blan
k" Sarah
Fan
n
y)
Free Verse:
adherin
g to n
o predetermin
ed rules, but usually with

its own
in
tricate pattern
s of rhyme an
d rhythm. It requires the

same thoughtful choice of words an
d rhythmical pattern
s as the
more rigid stan
za forms.
Example:
" HYPERLINK
"http:
//www.ln
star.com/mall/literature/rls/MyShadow.htm" \t
"_blan
k" My Shadow" from Robert Louis Steven
son
's HYPERLINK
"http:
//www.ln
star.com/mall/literature/rls/childs-garden
-ofverses.htm" \t "_blan
k" A Child's Garden
of Verses
" HYPERLINK
"http:
//www.rajeun
.n
et/in
dex5.html" \t "_blan
k" Homework! Oh,
Homework!" by Jack Prelutsky
Con
crete Poetry:
The words of a poem are arran
ged to form a
pictorial represen
tation
of the poem's subject.
Example:
" HYPERLINK
"http:
//www.ccel.org/h/herbert/temple/Easterwin
gs.html" \t
"_blan
k" Easter Win
gs " by George Herbert (1633), design
ed to
suggest an
gel win
gs.
" HYPERLINK "http:
//bootless.n
et/mouse.html" \t "_blan
k" The
Mouse's Tale" by Lewis Carroll (1865), from Alice's Adven
tures in

Won
derlan
d
HYPERLINK
"http:
//www.liswa.wa.gov.au/liskidz/allsorts/con
crete/" \t
"_blan
k" On
lin
e examples of con
crete poetry.
/
Lan
guage of Poetry
HYPERLINK "http:
//www2.n
kfust.edu.tw/
%7Eemchen
/CLit/poetry_lan
guage.htm" \l "a" \t "_self" Part A.
Imagery:
HYPERLINK "http:
//www2.n
kfust.edu.tw/
%7Eemchen
/CLit/poetry_lan
guage.htm" \l "literal" Literal images &
HYPERLINK "http:
//www2.n
kfust.edu.tw/
%7Eemchen
/CLit/poetry_lan
guage.htm" \l "figurative" Figurative
images
HYPERLINK "http:
//www2.n
kfust.edu.tw/
%7Eemchen
/CLit/poetry_lan
guage.htm" \l "soun
d" Part B. Soun
d
Pattern
s:
HYPERLINK "http:
//www2.n
kfust.edu.tw/
%7Eemchen
/CLit/poetry_lan
guage.htm" \l "rhythm" Rhythm &
HYPERLINK "http:
//www2.n
kfust.edu.tw/
%7Eemchen
/CLit/poetry_lan
guage.htm" \l "rhyme" Rhyme
Part A. Imagery
Imagery refers to men
tal pictures created by words.
Literal Images:
the words are used to describe somethin
g directly
by appealin
g to on
e or more of our sen
sory faculties.
Visual images:
they con
sist of thin
gs we can
see.
The sun
was shin
in
g on
the sea,
Shin
in
g with all his might:

He did his very best to make
The billows smooth an
d bright An
d this was odd, because it was
The middle of the n
ight.
(Lewis Carroll)
Tactile images:
they appeal to our sen
se of touch.

Through the green
twilight of a hedge,

I peered with cheek on
the cool leaves pressed
(Walter de la Mare)
Auditory images:
they suggest the soun
ds of thin
gs, usually
resultin
g in
an
effect HYPERLINK
"http:
//en
.wikipedia.org/wiki/On
omatopoeia" \t "_blan
k"
on
omatopoeia (Words that imitate soun
ds or soun
ds that are lin
ked
with objects).
Bow-wow, says the dog,
Mew, mew says the cat,
Grun
t, grun
t, goes the hog,
An
d squeak goes the rat.
Tu, whu, says the owl,
Quack, quack, says the duck,
An
d what the cuckoo says you kn
ow.
(Mother Goose)
Olfactory images:
they suggest the smells of thin
gs.
As Mommy washed up
an
d the children
played,
smell of warm butter filled the air.
(An
on
ymous)
Kin
esthetic images:
they refer to action
s or motion
s.
A poem on
ce stopped me on
the street.
I've got a poem stuck on
my feet.
A poem attacked me in
the shower.
I fin
d a poem most every hour!
(Mark Stan
sell)
Gustatory images:
they suggest the tastes of thin
gs.
A mouse foun
d a beautiful piece of plum cake,
The richest an
d sweetest that mortal could make:

'Twas heavy with citron
an
d fragran
t with spice,
An
d covered with sugar all sparklin
g as ice.
(Ion
a an
d Peter Opie)
Figurative images:
the words are used to describe on
e thin
g by
comparin
g it to somethin
g else with which we are more familiar.
The poet uses figurative lan
guage to brin
g us n
ew experien
ces,
n
ew vision
s, n
ew ways of lookin
g at the world.
Simile:
a stated comparison
, employin
g a con
n
ective such as
"like" or "as". "My love is like a red, red rose"
(Robert Burn
) Metaphor:
an
implied comparison
, n
ot directly
stated with words such as "like" an
d "as". In
the morn
in
g the
city
Spreads its win
gs
Makin
g a son
g
In
ston
e that sin
gs.
(Lan
gston
Hughes)
Person
ification
:
human
qualities are given
to an
in
an
imate
object, an
abstract idea, or a force of n
ature.
"The Night was creepin
g on
the groun
d!
She crept an
d did n
ot make a soun
d"
(James Stephen
s) Part B.
Soun
d Pattern
s

Most poems are written
to be read aloud, an
d how they soun
d is as
importan
t as what they mean
. Soun
d pattern
s con
sist of two
elemen
ts:
rhythm an
d rhyme.
Rhythm:
the pattern
of stressed an
d un
stressed syllables in

lan
guage.
Rhythmical pattern
in
poetry is called meter. The smallest un
it
of rhythmical pattern
is called a foot. Much poetry combin
es more
than
on
e rhythmical pattern
to achieve a particular effect.
Nursery rhymes ten
d to have very predictable rhythms. For
example, "Mary had a little lamb", "Twin
kle, twin
kle, little
star" (regular trochees; i.e., two syllables with the emphasis on

the first)
When
readin
g poetry to children
, we n
eed to be aware of the
rhythm pattern
(s) a poem con
tain
s so that we can
gain
good effect
from our readin
g.
Rhyme:
the repetition
of similar soun
ds in
the two or more words.
En
d rhyme:
the repetition
of the en
din
g soun
ds in
two or more
lin
es. On
e, two,
buckle my shoe;
Three, four,
shut the door;
Five, six,
pick up sticks;
Seven
, eight,
lay them straight;
Nin
e, ten
,
a big, fat hen
. Alliteration
:
the repetition
of in
itial soun
ds
in
two or more words. Peter Piper picked a peck of pickled
peppers.
A peck of pickled peppers Peter Piper picked.
If Peter Piper picked a peck of pickled peppers,
How man
y pickled peppers did Peter Piper pick?
Asson
an
ce:
the repetition
of vowel soun
ds within
words.
Hickory Dickory Dock,
The mouse ran
up the clock,
The clock struck on
e,
The mouse ran
down
,
Hickory Dickory Dock!
Con
son
an
ce:
the repetition
of con
son
an
t soun
ds within
words,
often
with a variation
in
adjoin
in
g vowels. A flea an
d a fly
Flew up in
a flue.
Said the flea, "Let us fly!"
Said the fly, "Let us flee!"
So they flew through a flap in
the flue.
/

Yes I would, if I could, I surely would

I'd rather feel the earth ben
eath my feet
Yes I would, if I on
ly could, I surely would
Lyrics:

Miss Polly had a dolly who was sick, sick, sick.
So she called for the doctor to come quick, quick, quick.
The doctor came with his bag an
d his hat
An
d he kn
ocked on
the door with a rat-a-tat-tat.
He looked at the dolly an
d he shook his head
An
d he said Miss Polly, put her straight to bed!
He wrote on
a paper for some pills, pills, pills
Ill be back in
the morn
in
g with my bill, bill, bill.
Action
s:

Preten
d to be holdin
g a rockin
g a baby
Hold a phon
e to your ear an
d make the come here motion
with
either your fin
ger or your han
d.
Hold a bag an
d touch your han
d to your head to in
dicate a hat.
Make a kn
ockin
g motion
.
Shake your head.
Shake your fin
ger at Miss Polly as though
repriman
din
g her.
Write with an
imagin
ary pen
cil on
your palm.
Hold the same paper out on
the words bill, bill, bill.
Music an
d Learn
in
g...A Perfect Match!
Submitted by Ton
ya Wright
/What un
iversal lan
guage promotes readin
g, creativity, an
d
comprehen
sion
skills all at the same time? MUSIC!
Accordin
g to n
eurobiologist HYPERLINK
"http:
//www.psychologytoday.com/articles/200009/music-themin
d"Norman
M. Wein
berger, music exists in
every culture. Paren
ts
all over the world sin
g to their babies. Music provides us with a
n
atural an
d rhythmic way to learn
. Do you ever won
der why
children
learn
to sin
g their ABCs before they can
say them? Do
you n
otice that so man
y of our favorite children
s books have a
certain
rhyme or rhythmic pattern
? Man
y studies show that there
is a very stron
g con
n
ection
between
literacy an
d music. Through
music, children
learn
to:

Un
derstan
d lan
guage (we must comprehen
d lan
guage in

order to become true readers)


Experimen
t with rhythm, words, tempo, an
d melody (which
are importan
t skills in
readin
g aloud)

Thin
k creatively an
d holistically

Make the con
n
ection
between
prin
t an
d spoken
words

Practice motor developmen
t an
d motor coordin
ation
while

experimen
tin
g with various in
strumen
ts an
d dan
cin
g

LISTEN (we sometimes forget that listen
in
g is an

importan
t literacy skill)
Does this mean
that we pipe classical music in
to the backgroun
d
all day an
d expect preschoolers an
d kin
dergarten
children
to
miraculously begin
readin
g at a third grade readin
g level? Of
course n
ot! Here are some more reason
able an
d practical ways to
assimilate music in
to the lives of youn
g children
:

1.
Expose children
to a variety of music from a youn
g age.
Differen
t music has differen
t tempos an
d rhythms so exposure to
all gen
res of music, accordin
g to some experts, helps brain

developmen
t.
2.
Do n
ot use music as backgroun
d filler all the time. I
have been
in
classrooms where music is playin
g n
on
-stop.
Sometimes its ok to just let children
hear their own
chatter an
d
their own
thoughts! Besides, you don
t wan
t children
to become
immun
e to the music as backgroun
d n
oise. You wan
t music to
catch their atten
tion
rather than
just be part of the backgroun
d!
3.
Recogn
ize the effect music has on
children
s behavior.
Classical music or jazz played at the right time of day can
have
a calmin
g effect.
4
.
When
in
troducin
g a n
ew son
g or poem to children
, write
it down
on
chart paper. This helps children
make the con
n
ection

between
written
an
d spoken
lan
guage.
5.
Don
t rely on
ly on
recorded music. Sin
g to your
children
. Recite poems an
d fin
ger plays. These activities should
be a part of children
s daily routin
e.
6.
Provide children
with a variety of in
strumen
ts. While
children
should have time to experimen
t with in
strumen
ts on
their
own
, the teacher should also provide structured time where
children
learn
to play their in
strumen
ts to a certain
rhythm or
they can
echo a rhythm played by the teacher.
7.
When
listen
in
g to music, en
courage children
to listen

an
d try to iden
tify various in
strumen
ts that they hear.
8.
If you have paren
ts that play an
in
strumen
t, in
vite them
in
to your classroom to show the children
.
9.
Con
tact your local symphon
y to see if they have a free
or low-cost outreach programs. If n
ot, check with your local
college or high school! The members of the ban
d may be able to
visit your childcare cen
ter or school!
10.
Hum a son
g an
d let the children
guess what it is! This
seems like a simple activity but it really en
courages listen
in
g,
thin
kin
g, an
d problem solvin
g.
11.
DANCE! Some children
are kin
esthetic learn
ers an
d movemen
t
is importan
t to these studen
ts!

The Importan
ce of Movemen
t in
Learn
in
g

Submitted by Margie La Bella
/Whats the importan
ce of learn
in
g through movemen
t to music?
Does it really en
han
ce learn
in
g?
Children
are born
with a major thrust to grow brain
cell
con
n
ection
s. They seek in
volvemen
t, active en
gagemen
t, an
d han
dson
participation
in
their physical en
viron
men
t.
Babies an
d youn
g children
are like little physicists seekin
g out
all the sen
sory stimulation
an
d cause/effect experien
ce they can

wrap their little bodies aroun
d. They are scien
tists,
experimen
tin
g with everythin
g they can
get their han
ds (an
d
mouths) on
. Gravity, momen
tum, parabolic flight paths, an
d
stimulus-respon
se are amon
g the subjects they study.
We all kn
ow about the sen
ses of sight, soun
d, smell, taste an
d
touch. There are actually two other sen
ses that we depen
d upon
.
The proprioceptive sen
se is stimulated when
ever we use a muscle
or compress/use a join
t. The vestibular system respon
ds where,
or how, the head is position
ed in
space an
d to the speed of
bodily movemen
t. (Its how you kn
ow where differen
t body parts
are when
your eyes are closed.) It provides a referen
ce poin
t
for the other sen
ses in
processin
g their in
formation
.
Education
al research shows that multi-sen
sory teachin
g produces
the best learn
in
g. When
there is a difficulty learn
in
g through
on
e part of the brain
, the other sen
ses an
d learn
in
g modalities
can
compen
sate, complemen
t an
d en
han
ce each other.
Kids are hard-wired to seek sen
sory in
put through movemen
t -- an
d
movemen
t in
volves the visual, auditory, tactile, propriocepive
an
d vestibular sen
ses. Use of the correct music can
en
gage,
motivate, focus, reward an
d provide the maximum en
viron
men
t for
learn
in
g. Movin
g to the right music can
complimen
t an
d cemen
t in

the skill/lesson
/goal you are tryin
g to teach.
Usin
g Music to Teach Early Readin
g Skills
Submitted by Cathy Bollin
ger
/
Did you kn
ow that when
you are in
volved in
music, more
parts of your brain
are bein
g activated than
with almost an
ythin
g
else?
There is so much research out n
ow describin
g the man
y ways
music can
help children
learn
! Studies have shown
that usin
g
music to teach con
ten
t can
actually in
crease test scores.
Learn
in
g to read is en
han
ced through music because music is
motivatin
g an
d en
gagin
g.
Below is a brief description
of how son
gs can
help within

the five areas of readin
g in
struction
:
phon
emic awaren
ess,
phon
ics, fluen
cy, vocabulary, an
d comprehen
sion
:

Phon
emic Awaren
ess:
Man
y son
gs are packed with alliteration

an
d rhyme. As children
listen
to these son
gs they recogn
ize
in
dividual soun
ds within
a word an
d n
otice the same soun
ds in

differen
t words.
Phon
ics:
After children
have become familiar with a son
g,
put the lyrics in
fron
t of them. As they recogn
ize the first
letter in
key words, they start to "crack the code" of readin
g!
Fluen
cy:
Repetition
is key to fluen
cy, an
d music makes

repeated practice en
joyable! Children
are able to experimen
t

with grammatical rules an
d rhymin
g through son
g. Son
gs also
discourage speed readin
g.
Vocabulary/Comprehen
sion
:
Man
y son
gs provide lively oral
lan
guage experien
ce. Children
repeatedly hear higher-level
vocabulary laced within
simple melodies. Man
y of the same readin
g
strategies can
be practiced with son
gs such as re-tellin
g,
visualizin
g, an
d question
in
g.
For example, take a look at my lyrics for HYPERLINK
"http:
//www.son
gsforteachin
g.com/alphabetson
gs/alphabetjam/letter
bsoun
d.htm"Bumpbibble Bump. As you can
see, this son
g builds
phon
ological awaren
ess of the /b/ soun
d, an
d its association
with
the letter "B." Children
love to use han
d motion
s with son
gs,
further in
creasin
g their in
terest, in
volvemen
t an
d comprehen
sion
.
The Ben
efits of Usin
g Music with Youn
g Children

Gari Stein

Excerpted, with permission
from Gari Stein
's
HYPERLINK "http:
//www.little-folksmusic.com/together.htm"The More We Get Together:
HYPERLINK
"http:
//www.little-folks-music.com/together.htm"Nurturin
g
Relation
ships Through Music, Play, Books an
d Art
Everythin
g about good music is positive, with the power to
affect our lives forever. In
our hurry-up dot-com world, musical
experien
ces provide a sen
se of commun
ity an
d belon
gin
g. A simple
son
g, readily available, can
help slow thin
gs down
.
Children
are born
musician
s, dan
cers, artists an
d
storytellers, an
d the opportun
ities for healthy developmen
t are
en
dless. We just have to provide the can
vas, the paper, the
pain
ts, the materials an
d the welcomin
g en
viron
men
t, settin
g the
stage for creativity, learn
in
g an
d fun
. Can
t we try to
deemphasize the ABCs an
d reemphasize what comes n
aturally to
youn
g children
? Not on
ly will the children
s en
viron
men
t
brighten
, but adults will fin
d the stress decreases an
d
productivity an
d efficien
cy in
crease. It really is so simple.
Studies suggest that music an
d movemen
t
Nourish the brain
while affectin
g all areas of developmen
t
Stren
gthen
listen
in
g, motor skills, lan
guage, problem
solvin
g, spatial-temporal
performan
ce an
d literacy
Help develop critical listen
in
g skills
Create space for emotion
al well-bein
g
Provide opportun
ities to practice social skills
Support phon
emic awaren
ess
In
still acts of kin
dn
ess an
d cooperation

Calm an
d focus the min
d
En
courage in
teraction
in
n
on
-threaten
in
g ways
Play has always been
the work of youn
g children
. But n
ow
play is in
dan
ger of becomin
g extin
ct. Play time is bein
g
replaced with structured activities, TV an
d computers. The push
to stan
dardize children
has pushed recess off the playgroun
d.
Children
are literally bein
g robbed of their childhood.

Verbal play is what helps children
develop their lan
guage,

through soun
ds, rhymes an
d melodies. When
children
learn
to
listen
carefully an
d atten
d while sin
gin
g an
d playin
g
in
strumen
ts, this will help in
their speech developmen
t.
Literally Speakin
g:
How Music Supports the Developmen
t of Readin
g
Skills
Children
with a stron
g sen
se of beat are more likely to
read well.
Music stimulates all the sen
ses, helpin
g children
learn
to
recogn
ize pattern
s an
d sequen
ce.
Early music exposure helps children
learn
by promotin
g
lan
guage, creativity, coordin
ation
, social
in
teraction
,
self-esteem an
d memory.
Sin
gin
g games support children
s n
eed to socialize an
d
play, in
stead of pre-academic skills.
Music helps wire the brain
, supportin
g a higher level of
thin
kin
g.
So sin
g, sin
g, sin
g to your baby. Recite n
ursery rhymes an
d
poetry while rockin
g, so body an
d ear can
work together. An
d
don
t forget that the chan
gin
g table is a great place for rhymes
an
d massage. Your babys memory an
d oral an
d written
lan
guage
will all ben
efit from the atten
tion
.
We may con
fuse art with "art projects, where the adults
pre-cut design
s an
d in
struct children
where or how to pain
t or
paste. By precuttin
g, were doin
g children
s work for them. In

the classroom, avoid paren
t pleasers:
projects where the
children
s work is lin
ed up, all lookin
g very similar in
con
ten
t.
Have pain
ts, crayon
s, paste, scissors, feathers, pipe clean
ers,
fabric, wallpaper, wood, leaves, sticks, clay spon
ges, brushes
etc. aroun
d for children
to do a little or a lot. Let children

mix pain
ts.

How to Teach En
glish Usin
g Son
gs

Teach En
glish with Music Even
If You're Not Musically In
clin
ed
Although we hear a lot about how son
gs can
help the En
glish as a
Foreign
Lan
guage (EFL) or En
glish as a Secon
d Lan
guage (ESL)
classroom, if you're n
ot musically in
clin
ed it can
be tough to
make it work. But n
o n
eed to worry, I'm goin
g to give you some
hin
ts an
d techn
iques that I've used to teach son
gs very
effectively from classes of two kids up to over a thousan
d. With
a bit of practice ESL son
gs will save you a whole lot of stress
an
d time!
Here are my top tips...
1. Pre teach the Vocab
If you're usin
g tradition
al son
gs, try an
d pre-teach as much of
the lan
guage in
previous lesson
s as you can
. Don
't teach it as a

prelude to a son
g, just let the a few of the words fall in

n
aturally durin
g the previous couple of lesson
s. ( This idea also
works well with drama plays or picture books). If you're teachin
g
a son
g specially written
for teachin
g ESL or EFL, you can

probably in
troduce all the lan
guage at the begin
n
in
g of today's
lesson
.
2. An
d Action
!
The main
reason
son
gs work so well is that man
y kids are what's
called "Musically In
telligen
t". It simply mean
s that n
ew phrases
stick in
their memory if it's accompan
ied by a melody. It's the
same thin
g that happen
s when
you hear the n
ew Madon
n
a son
g on
the
radio an
d can
't get it out of your head all day!
But although musical in
telligen
ce is very common
, some kids are
also in
telligen
t in
differen
t ways an
d we have to try an
d
in
corporate as man
y types as we can
in
to the class. So for kids
who are more physical we add in
gestures an
d action
s for each
lin
e of the son
g. The sillier the better. It's very often
a good
idea to let the kids choose the gesture, that way it becomes
their own
. As they own
it they remember it much more easily.
3. Picture Cards for Each Word or Phrase
Just as some kids are more physical, some learn
more visually.
More effective than
simply writin
g the lyrics on
the board, a
colourful picture card to illustrate each lyric is recommen
ded.
Now we have action
s, melody an
d pictures for each n
ew word or
phrase. Ideally we'd also have a smell for each on
e, but I thin
k
we'll leave that for n
ow, as we have most of the kids learn
in
g
styles covered!
4
. A Cappella - Without the Music
This is the key stage an
d the on
e that most teachers miss out.
Even
if the kids already kn
ow the En
glish, an
d have all the
gestures an
d can
see all the pictures, if you simply play the CD
an
d say "Hey, let's sin
g!" they're all goin
g to give you some
very stran
ge looks!
The key is to go through the son
g phrase by phrase without an
y
backin
g music. Do the action
s an
d poin
t to the picture cards an
d
make sure everyon
e can
get a basic grasp of the melody. Don
't
worry if you can
't sin
g well, in
most coun
tries it's the effort
that the kids see an
d appreciate! In
fact they'll often

appreciate bad sin
gin
g more than
good sin
gin
g. The side effect of
too much karaoke I feel.
If you have a particularly tricky son
g, start off slow an
d slowly
build up the speed. The poin
t here is that by the time you've
fin
ished you should be up to or just a little bit faster than
the
recordin
g on
the CD. You'll be astoun
ded at how fast the kids can

get with this method.

5. Big Fin
ish:
Kick in
the CD!

In
the a cappella section
you'll hear the kids gettin
g better at
the En
glish but also slopin
g off in
their con
cen
tration
. That's
when
you kick in
the music! Make sure the arran
gemen
t is ultra
gen
ki an
d en
ergetic an
d the kids will sprin
g to life with a
ven
gean
ce. Blast up the volume an
d they'll be sin
gin
g their
hearts out! Keep the gestures an
d action
s in
there an
d usually
after just on
e run
through the son
g they'll have all the n
ew
lan
guage perman
en
tly imprin
ted in
their brain
s! They'll probably
ask to sin
g it again
, which is fin
e, but n
o more than
twice, you
wan
t to keep them wan
tin
g more for n
ext time.
An
d that's all there is to it, it's reall quite simple. On
ce
you've don
e the son
g you'll be able to play it again
at the
begin
n
in
g of the n
ext class an
d they'll have remembered the
En
glish almost in
stan
tly. It's the best techn
ique I've foun
d for
curin
g the "we've forgotten
everythin
g" problem you have with
lon
g gaps between
classes.
Remember the "a cappella", make sure the music is loud an
d fun
ky
an
d you'll save more review time than
you every imagin
ed!
fun

joy
catch
day
fight
buy
n
ail
cry

tail
say
try
toy
might
match
fry
sun

toy
try
train

lean

reach
/
moo
/
/
/
/
chirp
croak
bark
cluck
cage
Mums caf men
u

coop
pen

pon
d
ken
n
el
/
/
/
/
/
/
/

/
/
starfruit juice
lemon

juice

watermelon

man
go

juice

juice

Pin
eapple cake
Durian
crepe
jackfruit
guavas
man
gosteen
s
/
/
/
/
/
/
/
/
/
jackfruit
guavas
man
gosteen
s
pin
eapple cake

man
go juice
durian
crepe
lemon
juice
watermelon
juice
starfruit juice
/

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