Guidelines

GUIDELINES
1.Pre-reading preparation
a)Words needing review or new words are shown and clapped, clicked and/or sung to the relevant tune egBingo etc.
b)The new or revised words are put into clear sentences,which are chanted.
c)Teacher says some of the words and students find them in the text.
d)Teacher claps the rhythm of the words and students recognise them
2.Reading to Music
a)The teacher reads a sentence or passage loudly to theflow of the soft music while the students read the material silently. (Tracks 10, 17 & 23)
b)The students repeat the text loudly, again to the flow ofthe soft music. "Words synchronised with music need little conscious effort to learn, possibly as they neatly unite the left-brain (words) and right-brain (music)activity. We also know that music has a powerful effecton the emotional centre of the limbic system which is agateway into long term memory."Colin Rose & M.Nicholl: Accelerated Learning for the 21st CenturyPiatkus, 1997, p. 183/4.
c)The teacher reads the same text very,very softly to loud music while the students relax and just listen(Tracks 11, 18, 24). "The aim here is to capitalise on the state of relaxed alertness, to float the language into the subconscious".C. Rose & M. Nicholl p. 184.
d)Students repeat very very softly under the music.Jensen: 1995:"The use of music as a partner . . . can be a powerful way to carry content . . .there's a greater likelihood that the brain will encode it in long-term memory".

3.Practice of spelling by use of well-known tunesWords selected from the reading texts.
a)3 syll or 3 letter words: Three Blind Mice
b)4 syll or 4 letter words: Frère Jacquesc)5 syll or 5 letter words: Bingo
d)6 syll or 6 letter words: Happy Birthday to You
e)7syll or 7 letter words: Twinkle, Twinkle Little Star(These tunes can also be used to learn dates, formulae,etc., etc.)
4.Sound Effects
Adding sound effectsto any text catches and holds attention and creates interest.(Tracks 12, 19 & 25).