Read a Book, Sing a Song

Pairing Songs and Books can Increase Literacy. Here are five ways songs can enhance reading time in your classroom.

Boost Literacy with singing and reading!

Pairing Songs and Books to Increase Literacy

Last Tuesday we celebrated Read Across America Day, and March is Reading Month! As we celebrate the power of literacy this month, let’s include the power of music to enhance literacy and promote reading.

We know that music can enhance the building blocks for language and literacy development (see Liz Buchanan’s post, Making Musical Links with Literacy and my earlier post, Music and Literacy: Connecting Music to the “Big Five” Reading Skills. Music both prepares children for learning to read, and supports them as they continue their reading journey.

Pairing your reading time with a well placed song, can truly enhance your reading time with your children. Here are some thoughts and tips for pairing songs with your favorite books:

1. Use songs as a transition for reading time.

A well placed song can help transition children from one activity to another. This can especially be helpful when setting up routines for reading time. Transitioning between activities is often a time when children act out which in turn impact the flow for other students creating a cascade of increasing chaos and eventually cutting into precious instructional time. Using music can set a rhythm and direct movement so that children can navigate the shift efficiently. Here is a great list of suggestions for a “transition to reading” song.

2. Music and movement can help get the wiggles out.

Music and movement can be an excellent tool for allowing children to get their wiggles out before sitting and concentrating on a book. This can be especially helpful for young learners who have trouble focusing for longer periods of time. Movements that cross the midline also can serve as a brain-readiness tool, preparing the student for learning. Here some great movement songs and also here form preschool classrooms!

3. Use songs to reinforce key academic vocabulary

Academic vocabulary is key when introducing new books and concepts. Songs containing important vocabulary words can be an excellent and creative way to present new words to your students. For example, if your plan is to read My Father’s Dragon, a wonderful story of young Elmer who sets off to on an adventure in order to free a dragon, playing the song No Fire Dragon by Liz Buchanan would be a good pairing. Searching lyrics for key vocabulary words or even sight words can be a powerful way to reinforce learning.

4. Songs can help create context and add to comprehension.

Selecting songs related to a theme can also be a great way to set context and add to comprehension of the book. For example, since My Father’s Dragon is a book about an adventure where Elmer meets other wild animals, Jungle Safari by Music, Movement & Magination or the classic, Bear Hunt are two great choices to sing before reading a book about an adventure. You can play the song, then start a discussion about what one might need for the journey.

5. A carefully selected song can deepen learning.

Pairing a song for your extension activities can be a great way to deepen the learning. Using the same example, your class can sing the song Going On An Adventure by Two of a Kind and then begin crafting their own stories. Or select the books referenced in the song for their free reading time.

Books and music can go hand in hand in your classroom to creatively engage and enhance reading time and build literacy! Have fun pairing songs to your books and if you get stuck we often provide suggestions!

Making Musical Links with Literacy

This is a cross-post from  Liz Buchanan‘s blog Antelope Dance Music & Literacy originally published on 8/8/17

Liz Buchanan

I once taught at a preschool where the director told me: “Just have fun singing with the kids,” implying that they’d pick up the literacy learning elsewhere in their day. I understand what she meant, but she missed the point. Childhood music and early literacy are so intertwined that it’s hard to make music with young children without touching upon key literacy skills.

Consider the topic of rhythm. Rhythm is a part of language, just as it’s part of music. Many music teachers incorporate syllable segmentation into their lessons by having students clap their names or tap words on a drum. Musical rhythm becomes interchangeable with language rhythm. Just as they segment musical phrases, children hear and understand multi-syllable words in chunks that can be sounded out and broken into smaller elements.

Or consider another activity we often do with young children: saying a familiar rhyme and letting the child fill in a rhyming end word. For example: Patty cake, patty cake, baker’s man. Bake me a cake as fast as you ___ (the child fills in can). Songs and nursery rhymes are a natural vehicle for children to hear, express and initiate rhyming words, thus distinguishing vowel sounds and building phonological awareness.

On any given day, my music lesson includes songs that perfectly complement the other literacy activities during the child’s day at school. Here are some of those elements:

A finger play song such as “Tommy Thumb is Up” incorporates sequencing and characters, building children’s insight into the elements of stories. I use a glove puppet and give each character distinct personality traits, including the contrary “Ruby Ring.”

Finger plays also build manual dexterity as children work toward handwriting skills. Here’s a link to a recording of this song, although you should note that I usually sing about all the fingers in this song: Tommy Thumb, Penny Pointer, Toby Tall, Ruby Ring and Pinky Finger.

My version of “The Muffin Man” engages children with starting letter sounds in verses about “Muffin Man,” the “Lemonade Lady,” the “Cookie Cat” and the “Donut Dog,” to name a few. I add visuals by using a sign with key words and a picture for each verse.

“Icky Sticky and Ooey Gooey” gives students a chance to hear and guess rhymes by connecting a word to a rhyming body part (sand-hand, tree-knee, hoe-toe, track-back).   I use spoon puppets to engage children visually and create a sense of fun.

Movement activities, always part of my music lessons, have many literacy links. When children imitate caterpillars and butterflies on my song “If I Were a Butterfly,” they build their understanding of a sequenced nonfiction narrative.

If they act out my musical version of “The Tortoise and the Hare” to learn about tempo, they’re getting a taste of the fable genre and building understanding that all stories have a beginning, middle and end. They might develop a similar understanding by acting out my “Three Little Pigs” song, described in another post on this blog.

I love language, stories and poems, so to me, the literacy element has special appeal in music lesson planning. Musical concepts on their own, even for young children, can be somewhat abstract. Literacy content grounds the music lesson in the familiar world. At a workshop with Andy Davis of New England Dancing Masters, he talked about telling stories to introduce new songs to young children. He understands the connection that children naturally make with a good storyteller or a book, which often can lead into a song.

The reverse is also true. A song can get children’s attention on a literacy topic. A teacher can begin a lesson on rhyming words having the children join in singing a rhyming song. My songs on word families, sound segmentation and syllable clapping are a natural lead-in to spoken lessons on those topics, especially once the kids know the songs and can sing along and even help compose their own verses. You can find most of the literacy songs I’ve mentioned on my download album, Songs for Rhyming and Reading.

My first love in teaching is music, but I firmly believe in all the connections that music can make to everything else in a child’s world. The connection with emergent reading is a total natural!