The Core Six by Silver, Dewing, and Perini is a thin little book that packs a big punch. It describes how to use six of the best research based learning strategies that align with the goals of the Common Core.
Since I know I’m that odd music teacher that loves figuring out how all this applies to the music class, I thought I’d share with you how I incorporate these strategies into my lessons without compromising music making time!
First up is “Reading for Meaning.” In today’s post I will summarize the strategy and brainstorm some ideas. Follow up posts will describe how I used the strategy in my classroom, how it went, and if I’d ever do it again. My favorite section is called “What to say to your administrator!” to assure them that you are implementing Common Core in the music room! Follow me on my journey and I’ll let you know how it goes.
The “Reading for Meaning” strategy encourages students to engage with text before they read by making predictions about teacher created statements. These statements allow the teacher to focus student thinking towards a learning objective. While students read, they collect evidence to support or refute their predictions. After reading, students reflect on how the evidence from the reading supported or refuted their claims. This strategy works because students who have invested something before reading, as in making a prediction, are more likely to engage with the reading.
But we don’t read in music.
Oh, but yes we do! Especially in general music class, this strategy is a perfect pair with song tales, as my first lesson in my next post will demonstrate. However, as I will delve into in my second lesson in this series, you can also use this strategy using a piece of music as your text!
Here’s the teacher’s guide to planning a “Reading for Meaning” lesson. This is described on page 9 in the book, but I’ll go over it briefly here.
- Choose a short text.
- Create statements about the text.
- To begin the lesson, introduce the topic and preview the statements you generated. Have students make predictions about the statements before reading.
- During reading, students collect evidence for or against the statements.
- In pairs or small groups, students discuss their evidence.
- The whole class discusses evidence with students sharing and justifying their position.
- After the lesson, evaluate how the process went.
Join me in my next post as I describe how I’ve adapted this for a first grade lesson on “My Aunt Came Back!”