First graders at the end of the day are .... a handful. We have been learning the musical opposites of loud/quiet, high/low, fast/slow, and alone/together. In teaching these I give the "fancy music names" of presto for fast and largo for slow, piano for quiet and forte for loud. After being told it was fartay, and forgetay, I began solo and tutti for alone and together.
I have a student who has come from a Spanish speaking country and is in a monolingual English class rather than the dual language program. Whether this is the right placement has been a struggle for the teachers. There are arguments for all sides. As I start doing my solo vs. tutti bit with one finger for alone and all my fingers out for tutti a little voice starts reeling in Spanish. I understand bits and pieces. Suddenly, the student switches to English and starts all over.
They know solo.
Where they are from they were solo, they have no friends.
Here they are tutti.
They have friends.
Our classrooms create a place to belong. I am so glad my little lesson creates that belonging.
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