Interactive Book

Created by Kerri Jones

Assistive Technology
Fall 2016
Introduction:
In 5th Grade students begin to learn to play the Recorder. To prepare to learn
the instrument, the students must learn the basic skills of reading
music. Students are introduced to beginning skills in Kindergarten and
continue to increase their knowledge of music concepts each year.

When students learn to read music, it does not just involve singing lyrics.
Students must learn to analyze the notes they are reading, singing and
playing. This includes knowing and understanding the note values and the
name of the notes.

In this unit, we are learning how to read the notes on the staff. There are
tricks that are shared with the students to help them remember the note
names.

The lines on the staff are learned using the mnemonic Every Good Boy Does
Fine. The first letter of each word is the name of the note, and students
must remember to start from the bottom line of the staff. The spaces of the
staff are learned remembering the word FACE. Again starting at the bottom
space of the staff. (See next slide)
 Every Good Boy Does Fine

Remember: Always start from the

Bottom line or space to fine the note.
Student Demographics:
5th grade student, age 10, with an intellectual disability that includes a
communication disorder in both articulation and language.
This student currently reads at the 1st grade level/beginning 2 nd grade
level. He struggles with fluency, decoding, vocabulary and comprehension.
I want him to work on comprehension and skill development with this
book.

Music Theory:
This Interactive Book is designed to be used with our units on Music Theory.
In the fall semester, a unit on theory is introduced based on skills previous
learned throughout grades K-4. This is basically where we put the concepts
together to begin to read music on the staff while singing, playing or sight-
reading songs. This interactive book is concentrating only on the line notes
to help my student gain confidence on reading and identifying notes.

In the second semester, we revisit our theory unit at the end of January to
solidify our knowledge about reading notes. Students are engaged in oral
activities, and written activities to become confident in knowing the note
names. In the second week of February, we begin to learn how to play the
recorder. This unit extends the rest of third quarter.
Incorporation into Class:

I see this interactive book being used by my student to study, learn and
review the notes on the staff. He will be engaged in all in-class instruction and
and oral reviews.

As students move to work in their folders on written activities, my students will

begin his work on the interactive book. This activity will engage him in higher
level thinking as well. The intent of this book is to increase the students
knowledge and confidence in learning the names of the notes on the staff. This is
a tool that can be used on a daily basis in class.

This book is written at the reading level of my student, and is accompanied by

visuals to help him identify the notes. He struggles with all factors of reading, so
my hope is that by using his current reading level, and the visuals, he may be
able to transfer this knowledge to songs. This may help him recognize the notes
as we are singing or playing them.

I also believe that this book could be used by any student in the room, and I also
plan to use this in my Music Centers as well.
Which line note is an E?
Which line note is a G?
Which line note is an F?
Which line note is a B?
Which line note is a D?
Good Job!
Try Again!
Good Job!
Try Again!
Good Job!
Try Again!
Good Job!
Try Again!
Good Job!
Try Again!
Congratulations!
Play again

Exit