Sarah Johnson, M.M. July 25, 2011

1. ELL(ESL) Strategiesfor K - 5 Novice Music Teachers Sarah Johnson, M.M. July 25, 2011

2. 4 Stages of ELL Language Acquisition • Preproduction: non-verbal response • Early Production: one-word response • Speech Emergent: phrases, short sentences • Intermediate Fluency: longer, more complex sentences • Advanced Fluency: speaks many sentences like English-dominant student

3. TIERED (not tired) MUSIC ACTIVITIESfor Preproduction Studentsusing different genres of music K – 5 Whole class Improvisation (Pentatonic Revolution) • Students improvise with pentatonic folk music using Orff mallet and unpitched instruments. Arrange in a circular fashion so students can rotate to next instrument. • Model names of instruments and how to play . Model wrong way to play instruments and show inside of circle where student will sit and lose a turn if it’s played incorrectly. • Choose a leader to move the class to the next instrument after teacher stops the music. Teacher plays 30 – 45 seconds of song, then uses ratchet or gong to signal putting all instruments down. • Reflect on dynamics , rhythm or melody patterns created during improv.

4. TIERED (not tired) MUSIC ACTIVITIESfor Early Production Studentsusing different genres of music K - 1: one word speaking part when playing instrument in a Sound Story in graded music books or Music Express magazine (by Christie Cary Miller) These stories use instruments to play when certain words are read. K - 5 students: • Call and response songs – whole class sings response • Sing short refrains in verse/refrain songs

5. TIERED (not tired) MUSIC ACTIVITIESfor K – 5 Speech Emergent Studentsusing different genres of music Read books aloud that have repeated phrases/use movement/words that suggest instruments: • Anansi folk stories – West Africa • Carnival of the animals – France/NYC • Old Lady who swallowed a fly/bell, etc. – American folk tale • She’ll be coming round the mountain – Appalachian folk song • If I only had a horn – Jazz, Louis Armstrong • Gr,. 3 – 4 . Avenues ELL book: story of deaf boy who goes with class to orchestra concert. (Ask ELL teacher when they will teach that story – could use for retelling by ELL students)

6. TIERED (not tired) MUSIC ACTIVITIESfor K – 5 Speech Emergent Studentsusing different genres of music • DESCRIBE MUSIC BUBBLE MAP: • Instruments, dynamics, tempo, feelings. • Divide into small group or PairShare setting. • Call on 2 – 3 groups to share with class. • Ask other students to stand if they had the same on their bubble map.

7. TIERED (not tired) MUSIC ACTIVITIESfor Intermediate Fluency Studentsusing different genres of music K- 5 questions after music listening or teaching a song: • When or Where would you listen to this music? • Why do you think the composer chose tempo/dynamics/texture/lyrics? • Why do you think the composer wrote this music/song? • What would happen if we changed the song by: time or key signature, maj/min key, tempo, add or delete instruments?

8. TIERED MUSIC ACTIVITIESfor Advanced Fluency Studentsusing different genres of music K-5 questions: • Use questions from last 2 slides but request moredetails in answer. • Describe what happened: in the lyrics with literary terms; introduction/coda with music terms. Did the melody paint a picture of the lyrics? • How can I show the elements of music: using an instrument or body percussion, hand symbols, composing, improvising or using a graphic organizer to write a 2 – 3 sentence paragraph? • How can I research to learn more about music history, composers, performers, instruments?

9. Assigned by Bill Jarrett for ELL professional development class 7/18 – 20/2011 Completed July 25, 2011 Resources: Classroom Instruction that works with English Language Learners, Participant’s Workbook by J.D. Hill and C. L. Bjork ASCD, McREL Music : Make a difference, Koibonori, Back of the bus, ABC – Jackson 5, Yankee Doodle, Follow the Drinking Gourd, Short life of trouble – Carolina Chocolate Drops