| To increase understanding
of the process, continue with a known tune for the second and
third song, before reading an unknown selection.
Red =
known song (tune)
|
Grade |
Song
1 |
Song
2 |
Song
3 |
Song
4 |
Song
5 |
Song
6 |
|
K |
K |
K |
K |
K |
K |
K |
|
1 |
K |
K |
1 |
1 |
1 |
1 |
|
2 |
K |
1 |
2 |
2 |
2 |
2 |
|
3 |
K |
1 |
2 |
3 |
3 |
3 |
|
4 |
K |
1 |
2 |
3 |
4 |
4 |
|
5 |
1 |
2 |
3 |
4 |
5 |
5 |
With the introduction and
utilization of each format,
all grades will be on grade level in as little as six weeks.
When ever possible, we recommend using lower grade level
songs to introduce new concepts, making the reading secondary
to the concept. Transferring this to grade level selections
will challenge both the concept and reading abilities.
As always, you have complete
freedom to choose the selection you
feel works within your seasonal or curriculum objective.
As reading abilities improve, your song selection should
reflect the need to challenge each groups growth. Songs
can be chosen for their keyboard fingering or
related center enrichment; learning
to read a five finger keyboard
exercise makes learning to play easier! |
