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- - - - 5 Students with Strong musical back ground
        
        This group will have recital on their favorite instrument.
        (Formative Assessment)
        
        I will observe them based on the following bullet points. 1. How deep do they know the music that they are playing? 2. How confident they are when the perform 3. How accurate is there note reading?
        
        After the Recital, based on their strength, this group will be challenged to learn and play well written musical pieces.
        
        What is their strengths?
        
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      - 12 Students who have some musical knowledge
        
        This group is usually the majority group. They will also get worksheet based formative assessment on their general music understanding.
        
        The teacher will use this assessment to group students.
        
        Students that answers question one are students with good knowledge of rhythm
        
        They will continue working with the rhythm but additional activities will be given to help them grow in other aspects of music.
        
        Students that answered question two are students with good knowledge of pitch
        
        They will continue working with the pitch but additional activities will be given to help them grow in other aspects of music.
        
        Students that answered question three and four have good knowledge on music theory.
        
        They will continue working with the music theory but additional activities will be given to help them grow in other aspects of music.
      - Student don't have any previous knowledge
        
        3 ELL students struggling with language
        
        Since students in this group are ELL students, I will give the lesson on a color coded flashcard. The pitch color on a xylophone and the pitch on the card matches.
        
        Students will be regrouped based on their strength
        
        2 Students with little or no comprehension
        
        I usually pair students with little or no English comprehension with other students that speak their home language.
        
        Allow more wait time. English language learners can join discussions. Students need time to translate English to their primary language, formulate an answer, and translate it to English.
        
        If I don't have any students that speak their language, I will use google translation app for these kids to listen and understand in their own language. Above all I will notify the ELL department. In my school, students in this group will get extra help from expertise.
        
        I will talk less and give short, concise directions with my hands and use lots of visual cues (e.g. indicate “high Pitch” "low Pitch" "Fast rhythm" "Slow rhythm"
        
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