Developed by teachers, with teachers, For 4 to 6-year-olds
Reading specialist teaching A Song a Day lesson to kindergartners
Description
A Song A Day includes 50 fun, short lessons that use singing and basic music skills to develop auditory processing, auditory memory, phonological awareness, and beat syncronization—all correlated with proficient reading.
No prior music background needed
Intro video
How to Use
*You will need the password: Sing
Go to the Lesson Resources page on this website
Type in the password: Sing
Prepare the Printables
Teach one lesson every day — start with lesson 1 and end with lesson 50
Q: What should I do when I have some students who come 5 days, some 3 days, and some 2 days?
A: Children love repeating the same lesson! For example, teach Lesson 1a two times - Mon and Tues, then Lesson 1b three times on Wed, Th, and Fri.
FAQ
What is special about A Song a Day?
It is the only curriculum that specifically sequences singing and practicing basic music skills with the goal of developing young brains for reading.
Is A Song a Day research-based?
Yes! Research has revealed that how brains process and remember sound is highly correlated with reading achievement, and singing and music skills develop it. See the Whitepaper below.
Is A Song a Day Evidence-based?
Yes! It was piloted by 18 PreK and 10 Kindergarten teachers and their 200 students, modified using their feedback, and tested for effectiveness. Both PreK & K children improved their music skills after practicing 15 minutes/day for 50 days. The results were statistically significant—meaning that the improvement was most likely due to the lessons. See graph.
What do teachers say?
I couldn’t sing
“I was always the student/teacher who thought I couldn't sing and was intimidated by the prospect of doing so. This program helped me grow in my own confidence and enjoyment of singing.”
Spontaneous singing
“There were so many times throughout the day that one student would be humming or singing one of the songs to themselves (during math, recess, lunch, transitions...) and the whole class would end up joining in singing.”
Love the songs
“I absolutely loved the songs in this program...a few months in I found myself singing them for transitions. Students starting asking if we could sing specific songs as well. I can happily say by the end of the school year I was singing throughout the day in my room.”
Highly engaged
“I have a student who was often resistant to lessons and knew that he was below grade level - so it was a negative spiral. The lessons felt like the opposite of that for both him and I! He was often the most engaged and able to recount the songs.”
Excited to participate
“One of my students…has severe Autism spectrum behaviors. Other times of the day he was often yelling or physically harming other children. During these lessons he was excited about participating and would be engaged rather distracting himself and others. He was really the most engaged of the group.”