Teaching Music in Elementary Grades: Guided Music Reading – Rhythm
Teaching music in elementary grades requires a systematic guided music reading approach. These tips help busy teachers never miss a step.
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What does guided MUSIC reading look like in the elementary music classroom?
You may have heard the term “guided reading” used in the elementary homeroom classroom. In that setting, guided reading usually happens in small groups, with the teacher giving instruction and support throughout the lesson.
Small group instruction is usually not practical in the music classroom. But you can use a similar approach with your whole class.
Here’s what a guided rhythm reading lesson might look like in your elementary music classroom.
Preparation for Guided Music Reading
For successful guided music reading lessons, activities must be carefully sequenced. Students should encounter only one new element at a time and students must be “prepared” and ready before that element is formally introduced.
The Kodály method provides a sound structure with three essential phases.
- Prepare.
- Present.
- Practice.
Prepare Phase: Students learn repertoire and are first introduced AURALLY to the targeted musical concept. Songs, chants, movement, games, and listening activities all help prepare students for each new element.
Present Phase: This is when the musical element is named and/or introduced visually. Students hear and use the element first, then see the written symbol after they understand it aurally. This phase is very short.
Practice Phase: Everything that happens after the element is presented is practice. The practice phase is the longest phase, giving students many opportunities to use the new element in different ways.
Example: Start With Iconic Guided Music Reading
Note: This example assumes that students already know quarter note/rest.
This activity may be used to present or practice eighth notes.
Once students have a strong foundation in steady beat and quarter note/rest patterns, they are ready to begin the aural preparation phase for eighth notes.
As a simplified example, I will use the chant Pease Porridge Hot.
Before students begin the music reading activities, they should already know the chant well. Students should be able to chant it independently while keeping a steady beat. A simple steady beat hand-clapping activity works well with this chant.
Guide students to hear and identify:
- One sound on a beat.
- Two sounds on a beat.
- Silent beats or rests.
Echo the rhythm patterns from the chant using your preferred rhythm syllables, such as Kodály, Gordon, Takadimi, or French Time. (Young children are not yet ready to use numerical counting systems.)
After students can identify one sound and two sounds on a beat, iconic music reading is the next step.
In the iconic notation below, each box represents one beat. Students can easily identify one sound, two sounds, or a silent beat, then connect the pictures to the rhythm syllables they have learned.
Important Notes:
- Rests are silent. Please do not teach students to say “sh” on rests.
- If students tend to skip over rests, have them point to every box as they read.
- Or, guide students to make a silent movement (like putting a finger to their lips or hands on shoulders) during each rest.
Reading Standard Rhythmic Notation
Once students are successful with iconic reading, they are ready to transition to standard notation.
Begin by reading the iconic notation and then immediately read the same rhythm in standard notation. Most students will quickly make the connection between the two.
If needed, work one line at a time:
- Read the iconic notation.
- Read the matching standard notation.
When students have been properly prepared through the Prepare-Present-Practice process, this transition is usually smooth and straightforward.
Introduce Elements “Just in Time”
To help students focus, only show the information they need for the task at hand.
For example:
- If students are reading the rhythm, do not display the lyrics.
- If students are learning verse 1, only display verse 1.
- When students are ready for verse 2, display verse 2 “just in time” to sing or play it.
Just-in-time design keeps students focused on the specific skill you are teaching.
It also helps prevent common problems:
- Students focusing on the words instead of reading the notes.
- Students looking ahead before they are ready.
- Students feeling lost and overwhelmed by too much information at once.
This guided music reading technique is especially helpful for young musicians. Color-coding verses can also help beginning music readers follow the music more easily.
Provide Student Support During Guided Music Reading
Every classroom is made up of students of many different abilities. With careful scaffolding, all students can be successful with teacher and peer support. The tips below describe how you can provide support for students with a wide range of abilities.
Tips for Successful Guided Music Reading
- Thoroughly prepare students aurally for the new element you present. Incorporate songs, games, movement, and other fun activities. Music learning should be FUN!
- Introduce only one new element at a time. Lessons should be carefully sequenced. Each lesson should reinforce or build upon the previous one.
- Do NOT move too quickly. Use several different songs to reinforce the same musical element. I recommend a minimum of 3 separate pieces to reinforce and practice each musical element.
- Display music where all students can see it clearly. An interactive whiteboard, projector, or large poster all work well.
- Point to every beat as students read. This helps students track the music and stay focused.
- Observe students closely during guided music reading activities. Maintain eye contact as much as possible so you can monitor understanding and identify students who need additional support.
- Informally assess students through guided music reading activities. Based on what you observe, you can repeat, modify, slow down, or accelerate instruction.
- Demonstrate for students but avoid reading or performing with them. Students need opportunities to become independent readers. Class leaders will naturally emerge, but they should not be the teacher. (I admit this has always been hard for me.)
- Assign peer partners. Pairing higher- and lower-ability students can benefit both learners. I often paired boys and girls because they frequently bring different strengths and learning styles to the activity.
- Occasionally assess students independently with a quick “point and read” paper activity. Some students become skilled at following a partner and may appear to be reading when they are not.
- Take Home Pages are an excellent visual assessment tool. They help identify students who are not yet reading independently while also giving students an opportunity to share their learning at home.
How to Use Take Home Pages as Assessments
Rhythm Reading Take Home Pages do not require any writing, unless you want students to write their names on the page.
Students simply point to each note as they read the rhythm together as a class. With practice, you can watch and assess a class of 25–30 students at the same time.
For best results:
- Have students sit on the floor facing the front of the room.
- Spread students out so you can see each paper clearly.
- Have students lay their papers flat on the floor.
- Ask students to point to each note or rest as they read.
- Watch carefully to make sure students do not skip over rests.
Take Home Pages can also be used as “homework.” Students read and perform the page for someone at home.
When parents, grandparents, classroom teachers, and administrators see clear evidence of developing music literacy skills, they often become stronger supporters of your program. That is a win for everyone!
For more about using Take Home Pages in elementary music, see:
You Can Develop Independent Music Readers
Guided music reading gives you a consistent way to teach music reading in the elementary music classroom.
With careful preparation, clear sequencing, and repeated practice, students can become confident and independent music readers.
Most importantly, this approach helps students move beyond echoing and copying. They begin to understand what they are reading and develop music literacy skills they can use again and again.
No-Prep Guided Music Reading Resources
Short on planning time?
If you need ready-to-use guided music reading resources, take a peek at the bundles below. Each bundle includes projectable lessons and printable pages to help students build music reading skills step by step.
If you only need to supplement a lesson or two, each song/activity is also available as an individual resource.
Digital Bonuses: Each activity also includes online activities that can be used to:
- Wrap up a lesson.
- Review a music reading skill.
- Check student understanding.
Enjoy!
Click to Preview the Time-Saving Bundles Below
More About Developing Elementary Music Literacy Skills
- Teaching High-Low Kindergarten Music Assessment Activities
- Instruments of the Orchestra and Band – A Virtual Field Trip to the Symphony
- Teaching Improvisation in the Elementary Music Classroom
- Elementary Music Rhythm Reading Standard Notation vs. Stick Notation
- Rhythmic and Melodic Dictation in Elementary Music Classes
Meet the Author
Terri Lloyd is an experienced music educator with over 25 years of teaching in elementary music classrooms. She holds a Master’s in Education, an Instructional Technology Certificate in Curriculum Design, and a Bachelor of Music. Her resources are designed to help music teachers develop students’ music literacy and performance skills while enjoying learning.
She presents music education workshops, develops curriculum, and writes for her blog. Terri is on the music staff at her church and leads a children’s program. She performs as an active community musician with a local Big Band, pit orchestras, and at various events.