3-5, Differentiation, Elementary Music, Lessons

Elementary Music Lesson: Treble Clef Dice

Are you looking for a new way to practice the treble clef? I was too. I am always looking for new ways to practice, preferably with little to no set up. This treble clef dice activity checked all of those boxes, and the students loved it.

If you have been reading my blog, then you may have noticed that I am getting more and more into differentiation. Music teachers differentiate all of the time (read about that here), but I am trying to do even better. This was one of the EASIEST ways to differentiate. Ever. Like, so easy.

I have seen a ton of classroom activities where students could roll a die to practice a skill, and I really wanted to do one as well. So I downloaded some dice clip art and made a few different worksheets so that it can be differentiated.

So, you can go download some clipart, or you can purchase my product off of TPT here.

In my product, there are 6 pages. One is just lines. One is just spaces. One has lines and spaces. One has words that students can spell (like ace, bag, etc). One allows students to make their own words with the letters from A-G. The last one is blank.

You can get some cheap dice at the Dollar Tree, or on Amazon like these.

Also read: DIY Music Manipulative: Treble Clef Battleship

Treble Clef Dice Activity + free treble clef quiz. Looking for a fun way to practice the treble clef in you elementary music room? This dice activity is engaging, fun, and differentiated, plus students get to practice the treble clef. Becca's Music Room

Treble Clef Dice Activity

For this lesson, I gave a really quick pretest the week before. This allowed me to separate students into groups. You can get a FREE treble clef quiz in my free resource library. If you have not signed up for access to the library, then you can sign up here.

Once I had graded the quizzes, I split the class into categories. I do this very simply. Just put an X, a -, and a check mark. I usually just do this on a scrap of paper or an extra long sticky note like these.

Split the number of questions into the number of groups you are making. For this lesson I did students who got all 10 correct, 6-9 correct, and 1-5 correct. Yes, I know this isn’t even, but I wanted to give something different to kids who had 100%.

It seems like a lot of work, but once the pretest is graded it only takes a few seconds to split them up.

Treble Clef Dice Activity + free treble clef quiz. Looking for a fun way to practice the treble clef in you elementary music room? This dice activity is engaging, fun, and differentiated, plus students get to practice the treble clef. Becca's Music Room
Here is an example of how I do student groups. If I am actually putting them into groups, then I will still make this chart first, then separate them.

 

Then we did our dice activity. In these activities, the students roll a die. Each number coordinates with a letter on their recording sheet. On the sheet, they will record answers. They write the letter on the line and then put a whole note or solid dot on the treble clef.

I used three different recording sheets to differentiate. You could just use two, but I went with three. What did they get?

  • X got the sheet with both lines and spaces but only one letter.
  • — got the sheet with words for them to find on the treble clef. They had to practice putting the notes in the right order, which was a bit of a struggle for some of them.
  • Students who got 100% on the pretest got a worksheet where they had to come up with words using the letters A-G and then put notes on the treble clef to correspond with them.

Once they were finished, students turned in the sheets and went to get their recorder.

Also read: Assessment without “Assessment”

Treble Clef Dice Activity + free treble clef quiz. Looking for a fun way to practice the treble clef in you elementary music room? This dice activity is engaging, fun, and differentiated, plus students get to practice the treble clef. Becca's Music Room

 

So that’s it! It is really not complicated when you try to explain it. I hope that you found the piece on differentiation helpful. I feel like it is one of those things that sounds intimidating, but it’s really not– it’s all about giving kids what they need to succeed.

To help you, you can get a FREE treble clef quiz in my free resource library. If you have not signed up for access to the free resource library, then you Sign up here.

You’ll get the password to the resource library, plus I will send updates once every other week.

Get my version of the treble clef dice activity here.

And let us know in the comments what your favorite treble clef activity is!

Happy teaching!

 

Treble Clef Dice Activity + free treble clef quiz. Looking for a fun way to practice the treble clef in you elementary music room? This dice activity is engaging, fun, and differentiated, plus students get to practice the treble clef. Becca's Music Room

 

FREE treble clef quiz for elementary music, beginning band, choir, or music theory class. Just sign up for the free resource library! Becca's Music Room

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Differentiation, Elementary Music, Management

Setting up Centers: The First Day

Hey everyone! As the school year just started (or is about to start), every teacher in the world is working on rules, routines, and procedures. For a lot of that, rules, routines, and procedures include centers. But what do you actually do on your first day of centers?
Let’s talk.
I came up with this post because I overheard some second grade teachers discussing centers with the assistant principal at school yesterday. The AP was describing how she used to set up her centers for math.
And you know what? It is the same thing that I do.
Well, it is the same thing that I do after that first terrible centers experience that I had, which I outline in my post about centers with “bad classes”.
The first thing that I will say is that your first round of centers does not have to be magical. It does not have to be the absolute best lesson you have ever done ever. There is time for that later.

Setting up Centers: The first day. How do you get started on the first day of centers or workstations in the music room? Here are some ideas to destress you centers time and help your students understand the routine. Becca's Music Room.

 

In your first day of centers, go for simple

You may love having four or five or seven centers (although I seriously advise against that!), but don’t. On the first day of centers, start with two.
If you did centers last year, then you can go ahead and do three or four. But if you have new kids, have never done centers, or have students (like mine!) who forget ALL procedures over the summer, then just do two.
One group works independently, and one works with you.
If you are adventurous, maybe go for three groups. Two independent and one with you.
That leads me to my second point…



Have a group work with you

I know they may not have to, but try it anyway. This does not necessarily mean that you are teaching the same lesson to each kid 50 thousand times. It just means you are doing an activity with them. Now, for the first day of centers, it can be something they can do by themselves, and you supervise and are available for questions. But this is the time to work with one of the groups. You can assess or extend depending on the group you’ve got.
There is a reason that the classroom teachers do this—because it works.
It’s extra fun to have your group work with instruments. Because they are with you, you can supervise their playing better. But if that is too much for your first day of centers, don’t bother.

Also read: Tips for Incorporating Social Studies in the Elementary Music Class

Have the independent group do something they already know how to do

This is THE BEST classroom management technique I could give you for centers.
Have you ever had a group that sat down to do centers and just sat there and did nothing?
Or they play with other kids the whole time?
Or they throw things and knock things over and run around the room?
Because no matter how much you talk about what they are doing, how many directions you write on the board, or how many times you explained it, they still don’t get it.
I do not understand why, but it is a thing. Maybe your school doesn’t have this problem, but my school does.
Literally. They would sit at the center and do nothing.
Because no matter how many times I explained it, they did not hear me.
So this is the antidote to that.
Take an activity that the students already know how to do. Use a game you did in class as whole group. I sometimes have them practice something the class before. For example, when I introduced Kaboom!, we played it the day before. I had four sets, and it was in groups, but everyone did the same thing.
Then when we played it in centers, they already had the procedures down.
Then you can take that same thing and make it harder—like they could add melody to the rhythms, they could put rhythms together for a quick composition, they could do different body percussions for the rhythms, etc.
But independent work should be something they can do easily.

Like my students know how to do this rhythm bingo, so it works well as a group activity.



Really emphasize the procedures

In my class, we earn class points. On my first day of centers, I tell them all of their points are connected to centers procedures—keeping voices down, transitioning, being kind to each other, etc.
Seriously, it is more important for the students to understand the routines than for them to learn music today.
I know, you hate me now. Let me be clear, the FIRST day of centers is for procedures. The rest of the days of centers are for music learning.
It’s like the first day of school. But in small groups.

You can read more about my classroom management ideas here.

Focus on being kind

The thing about centers is that you cannot watch all of the kids all of the time. Yes, sit so that you can see them. Occasionally circle while your group is busy. But you cannot necesarily hear everything.
So preface this with a pep talk on being kind.
I tell them that they are a team (that’s why they earn class points as a team). You have to work with people on your team, even if they aren’t your favorite. We go through what to do when people are annoying you, we talk about keeping our personal space, etc.
And then I tell them that if they cannot handle centers, we won’t do them anymore.
And they usually like centers because I usually have lots of games for them to play.



Then what?

Now that procedures are down, you can experiment more! I would suggest having only three centers, but like I said in this article, break the groups down further. So I have six groups, but they only do three things.
Now you have to decide how many centers to have. This will vary greatly based on time and space, but give the kids enough time to enjoy a concept. They need at least 5-10 minutes to actually do something productive.
Use your centers to differentiate (I hope you didn’t gag when you heard that word) to help students understand concepts more fully.

Also read: DIY Music Manipulative: Battleship

If you have any tips of questions, put them in the comments. We would love to hear anything that works in your classrooms! Good luck in these first couple weeks!
Happy teaching!






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Differentiation, Elementary Music

Easy-Peasy Differentiation in the Music Room

Differentiation. Woo that is a scary word… especially if you teach elementary music. We tend to sit through lectures and professional developments about differentiation and shudder in despair.

I can’t do that, we think. This doesn’t apply to me.

Well…. Yes and no.

Now, some lessons really don’t lend themselves to differentiation. Some do. And when you think about it, you already do differentiation. Even when you don’t realize it.

Here are some easy-peasy differentiation ideas. Some of them are things you already do, just need to be more aware of them. When you are aware of them, you can make sure to point them out (to the kids and administrators!). Others will take more effort, but none of these ideas are difficult or time consuming.

Also read: Music Centers Classroom Management for “Bad Classes”

Easy-Peasy Differentiation in the Music Room: Think you can't differentiate because you teach music? Think differentiation is only ok in centers? Think again! Here are some RIDICULOUSLY easy ideas to differentiate in your class-- that you may already be doing! Becca's Music Room



Dances

This is an example of differentiation that you already do. If you use any kind of dances or movement activities, you use differentiation.

Naturally, when preforming dances, students who are struggling will do less and students who are doing a good job will start to add more to their moves. Think about it—if the child is struggling to do movements while walking in a circle, they are naturally going to just walk instead. That is automatic differentiation.

Now that you know that is differentiation, you can use it consciously!

When I teach students a new dance, I tell them ways they can make it easier or harder. Like if we are walking in a circle doing a dance, then I’ll tell them to make sure to do the walking and not worry about the rest.

If students are doing a good job, I’ll ask them to push it harder—how can you make this movement look like the music? What could you add to make it better?

Easy-peasy.

You can also observe them throughout the class and put them into teired groups either for part of the class or for the next class. You can give them different ways to do the dance, and they can perform it for the other groups. Have each group add extra movements, but change the difficulty of each of the dances. This way they will each look different– without them knowing that some groups are more advanced than others.

Also read: Boomwhackers and Science Lesson



 

Instruments

There are two different types of instrument lessons. There are instruments to accompany songs or books. Then there is recorder karate or rainbow ukulele.

As for the first type of lesson, there are ways to make it different. If a student is struggling with a rhythm, you can have them just play the downbeat, or you can put them onto a different instrument that may be easier.

You don’t even have to sort them– you can just say, “OK guys, if that’s too hard, then try playing the steady beat on mi and sol. If you think this is too easy, then try playing this rhythm on different notes.”

To tier it up, you can have them sing the song while playing the instrument. You could have them make up their own accompaniment. If you want everyone to play the c-e-g-c on the quarter notes, you could have more advanced students play different rhythms one the same notes.

Recorder karate is literally made for differentiation– students who understand more quickly move quickly.


Easy-Peasy Differentiation in the Music Room: Think you can't differentiate because you teach music? Think differentiation is only ok in centers? Think again! Here are some RIDICULOUSLY easy ideas to differentiate in your class-- that you may already be doing! Becca's Music Room

Singing

Singing may seem like it is hard to differentiate, but it is not.

How do I tier a song down to make it easier? Easy. When teaching, you can break it down with solfege and rhythmic notation. When singing, you can have students sing on “loo” instead of with the words. This is helpful, especially if the song is in another language. (These are all things you can do in your whole group lessons!)

To make songs harder, you can add dynamics or phrasing. Ask students to make up movements to go along with the song. You can do the song as a round, and allow students who are excelling fend for themselves while aiding the other group.

Also read: Blue Skies Jazz  Lesson

 

Centers

Now this is a form of differentiation that you have heard of before.

But good news—you can use this is the music room.

Here are two easy ways to differentiate with centers:

  1. Flashcards: There are lots of centers activities including flashcards—singing the solfege on them, reading rhythms, performing rhythms, etc. You can use two sets of them—or three or four. You could have students play rhythms on one note of an instrument, and to tier up you could play the same rhythm on different notes. (Check out some rhythm flashcards here)
  2. Working with students: When I do centers (and how they advise to do them in professional development meetings), I always have one center that is an activity with me. Sometimes we practice writing rhythms or melodies, identifying notes on the staff, composing rhythms, etc. Sometimes the students really don’t need me, but I station myself there anyway. These are ridiculously easy to differentiate, and allows you to see more easily who understands the concepts.



Easy-peasy, right?

How many are you already doing?

Probably all of them.

Anyway, those are some really easy ways to differentiate. Most of them are already being done, but when you realize that, you can point them out to students and write it into your lesson plans to help emphasize that you are doing those things.

This year, I plan to dive deeper into differentiation (which, of course, also includes better assessment… yuck…), so look subscribe for more posts about differentiation and other music teaching stuff. You can also subscribe to my email list here. You will get two emails a month with updates about my blog, YouTube, and TPT shop. You will also get a FREE music interest survey for signing up!

 

How do you differentiate in your music class? Do you find it easy or difficult? Let me know in the comments!

Happy teaching!



Easy-Peasy Differentiation in the Music Room: Think you can't differentiate because you teach music? Think differentiation is only ok in centers? Think again! Here are some RIDICULOUSLY easy ideas to differentiate in your class-- that you may already be doing! Becca's Music Room



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