The plan
-The plan is to find a way to help students retain information from lessons taught through music and movements. Students will be taught 8 different songs and or movements relating to 1st grade lessons. Those songs will help students recognize sounds in words so they can read fluently on their DIBELS reading assessment. The songs will also help students spell tricky words, remember math strategies and write a complete sentence with the correct components. Giving students the tools they need to retain information taught, is crucial in learning.
The 8 songs that will be taught to students will focus around three subjects. Reading, Writing and Mathematics. The purpose of the songs are to help students remember what concepts were taught in those particular lessons. They will practice these songs on a weekly basis and as relating to 1st grade lessons.
5 songs are relating to reading:
The "ce, ci, cy" song- This song helps students remember that whenever they see the "ce, ci or cy" in words it makes the /S/ sound. Example words like: cent, city, cycle.
The "ge, gi, gy" song- This song helps students remember that whenever they see the "ge, gi or gy" in words it makes the /J/ sound. Example words like: germ, gigantic or gym.
The "ck" song- This song helps students remember that whenever they see the "ck" in words, there is always a short vowel in front. Example word: pack. The "a" in pack is a short vowel sound, not a long vowel sound.
The "because" song- This song helps students recognize this popular sight word when reading. The song also helps students spell the word correctly.
The "ed" song- This song helps students remember that there are 3 sounds the "ed" makes in words. The first sound is /t/ the second sound is /d/ and the final sound is /ed/.
2 songs relating to math:
The "line up" song- Counting by 3's- This song is not only a great management strategy, but it helps students learn to count by 3's.
The "horizontal, vertical" song- This song helps students learn what a vertical line is, and a horizontal line is by using the movement of their own bodies.
1 song relating to writing
Capital, Endmark song- This song helps students check their work to see if they have all the components to write a complete sentence. Capital, end mark and spaces.
Students will take multiple survey's relating to how helpful music and movements are to learning and how they feel about learning with musical influence and movements. The "yellow" survey is a survey measuring how helpful music and movements are. The "blue" survey measures how students feel about learning. Students will also be writing a "complete" sentence" demonstrating they understand the components of writing a complete sentence accompanied by our "Capital, Endmark" song. The last and final summative assessment is twelve questions and students will be measured on whether they retained the information from the lessons.
The 8 songs that will be taught to students will focus around three subjects. Reading, Writing and Mathematics. The purpose of the songs are to help students remember what concepts were taught in those particular lessons. They will practice these songs on a weekly basis and as relating to 1st grade lessons.
5 songs are relating to reading:
The "ce, ci, cy" song- This song helps students remember that whenever they see the "ce, ci or cy" in words it makes the /S/ sound. Example words like: cent, city, cycle.
The "ge, gi, gy" song- This song helps students remember that whenever they see the "ge, gi or gy" in words it makes the /J/ sound. Example words like: germ, gigantic or gym.
The "ck" song- This song helps students remember that whenever they see the "ck" in words, there is always a short vowel in front. Example word: pack. The "a" in pack is a short vowel sound, not a long vowel sound.
The "because" song- This song helps students recognize this popular sight word when reading. The song also helps students spell the word correctly.
The "ed" song- This song helps students remember that there are 3 sounds the "ed" makes in words. The first sound is /t/ the second sound is /d/ and the final sound is /ed/.
2 songs relating to math:
The "line up" song- Counting by 3's- This song is not only a great management strategy, but it helps students learn to count by 3's.
The "horizontal, vertical" song- This song helps students learn what a vertical line is, and a horizontal line is by using the movement of their own bodies.
1 song relating to writing
Capital, Endmark song- This song helps students check their work to see if they have all the components to write a complete sentence. Capital, end mark and spaces.
Students will take multiple survey's relating to how helpful music and movements are to learning and how they feel about learning with musical influence and movements. The "yellow" survey is a survey measuring how helpful music and movements are. The "blue" survey measures how students feel about learning. Students will also be writing a "complete" sentence" demonstrating they understand the components of writing a complete sentence accompanied by our "Capital, Endmark" song. The last and final summative assessment is twelve questions and students will be measured on whether they retained the information from the lessons.
Supporting standards:
The first standard that Music, Movement and The Brain supports is Standard 1. Teachers demonstrate mastery of and pedagogical expertise in the content they teach. The elementary teachers is an expert in literacy and mathematics and is knowledgeable in all other content that he or she teaches. My research supports teachers demonstrating knowledge of student literacy development in reading, writing, speaking and listening by the songs we come up with. Understanding sounds in words is tricky for primary brains, so taking the information and finding an innovative way to demonstrate what those sounds make in words. Teachers demonstrate knowledge of mathematics and understand how to promote student development in num- bers and operations, algebra, geometry and measurement and data analysis and probability. Our strategy song and counting by 3's song supports this element of standard 1. Teachers demonstrate knowledge of the content, central concepts, tools of inquiry, appropriate evidence-based instructional practices and specialized character of the disciplines being taught. Brain based learning strategies are used to align instruction with our state standards. Teachers make instruction and content relevant to students and take actions to connect students’ background and contextual knowledge with new information being taught. I accomplished this by taking the learning target and creating a way through music or movement for students to demonstrate their learning. New information being taught is sometimes hard to understand and retain, so creating a way students will enjoy and engage with, while learning, is how my research supports Standard 1.
The second standard that Music, Movement and The Brain supports is Standard III. Teachers plan and deliver effective instruction and create an environment that facilitates learning for their students. Engaging students in brain breaks and movement throughout the day is effective for learning to even take place. Students need to be happy when in the classroom so the chemistry in their brains can start the learning process. Teachers demonstrate a rich knowledge of current research on effective instructional practices to meet the developmental and academic needs of their students. The current research I used in my research is brain based teaching. Teaching students about their brains and how it works is the first step in students really understanding how to learn. Giving them the tools to re-wire their brains along with positive encouragement is a growing research topic. Teachers use appropriate methods to assess what each student has learned, including formal and informal assessments, and use results to plan further instruction. Who doesn't want to sing and move to learn? Students really love singing and moving their bodies to help them learn. Checking for understanding throughout the day through informal and formal assessments secures that musical influence and physical movements has a huge impact on student learning.
The second standard that Music, Movement and The Brain supports is Standard III. Teachers plan and deliver effective instruction and create an environment that facilitates learning for their students. Engaging students in brain breaks and movement throughout the day is effective for learning to even take place. Students need to be happy when in the classroom so the chemistry in their brains can start the learning process. Teachers demonstrate a rich knowledge of current research on effective instructional practices to meet the developmental and academic needs of their students. The current research I used in my research is brain based teaching. Teaching students about their brains and how it works is the first step in students really understanding how to learn. Giving them the tools to re-wire their brains along with positive encouragement is a growing research topic. Teachers use appropriate methods to assess what each student has learned, including formal and informal assessments, and use results to plan further instruction. Who doesn't want to sing and move to learn? Students really love singing and moving their bodies to help them learn. Checking for understanding throughout the day through informal and formal assessments secures that musical influence and physical movements has a huge impact on student learning.