• The music content includes a broad range of student curricular foci, which targets students from all levels of learning.
• The music integrates the English Language Development (ELD) learning standards—including reading, writing, listening, and speaking—with enjoyable, content–rich music. When the lyrics and animation content is discussed and written about, the ensuing activities create a link between the roles of reader-writer and listener-speaker. The experience is such that the students listen and sing the passages. Then they become readers, and then eventually writers.
• The music provides a spiraling experience rather than simply teaching a particular skill to mastery. A skill is introduced and then revisited, often at a higher level and at a later date.
• The music encourages cooperation and communication among teachers and students as it often utilizes content foci from other disciplines (math, social science, and science).
• Decoding and encoding skills are taught as they work through the process of reading and memorizing the lyrics.
• Several ELD and Content Standards are addressed within the content of the music.
• During Independent Work Time (IWT) activities, students are engaged in an enjoyable learning experience.
• The music content teaches both spelling and usage rules that are then applied to the student ’s own writing as they relate to the lyrics
• The music helps students improve their listening and aural memory skills.
• The music lends itself to a cooperative learning environment.
  
  

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