Considerations for implementing any rhythm or tonal activity also apply to rhythm and tonal activities with syllables. Each rhythm or tonal activity with syllables begins with a rhythm or tonal prep—in syllables. The rhythm prep with syllables is the same prep used without syllables, only with syllables.  The tonal prep with syllables is the same sequence of tones used for tonal activities, only with syllables. An activity can begin with the prep without syllables, followed by the prep with syllables, and then the activity itself. [Rhythm and Tonal Preps]

Immersion with syllables in various meters and tonalities develops the readiness for interactivity with syllables in the various meters and tonalities. Children can echo more difficult patterns in immersion than they should be expected to deliver individually in interactivity.  Syllables are presented in rhythm before they are presented in tonal. Rhythm syllables are immediately accessible in rhythm and pave the way for the more difficult tonal dimension.

Rhythm content with rhythm syllables is presented in the same sequence of patterns as without syllables, so Duple meter precedes Triple meter, which precedes unusual meters—all with syllables.  Patterns with macro and micro beats precede those with divisions, which precede those with more difficult rhythm patterns. Rhythm Dialogue begins with macro/micro beat patterns with syllables, securing macro/micro beats with syllables before moving to more difficult patterns.  Macro/Micro Beat Activities with syllables can serve as immersion as much as interaction. 

Tonal activities with syllables, just like those without syllables, are presented in the beginning singing range, with rhythm, in the same kind of melodies that include characteristic tones, spin around tonic and dominant, with many diatonic passages, with the line primarily above the tonic rather than below. Tonalities with syllables are presented in the same order as without syllables, alternating those with a minor third and major third, and introducing several tonalities prior to introducing major.

Music babble with rhythm or tonal syllables, is part of the process of acquiring rhythm or tonal syllables. Allowing and encouraging babble with syllables—both rhythm and tonal, will speed the process of developing precision with syllables.

Experience with syllables in Duple and Triple meters facilitates and strengthens the learning of syllables in more difficult meters. The musical mind begins to understand that macro and micro beats function the same in each of the different meters, and begins to generalize across meters. Securing rhythm syllables with macro and micro beats with children who have the readiness for rhythm syllables, assures that rhythm syllables will begin to fall in place in division patterns in each of the different meters.  Once division patterns fall in place with syllables, children are equipped not only for more difficult rhythm patterns, but also to be introduced to music reading. 

Experience with syllables in a couple of tonalities facilitates and strengthens the learning of syllables in all tonalities. The musical mind of children who have the readiness for tonal syllables begins to understand that pitch placement functions the same in each of the different tonalities, and begins to generalize across tonalities.  Interaction with Resting Tone Activities in one tonality, for example, leads children to immediately deliver the resting tone with appropriate syllable in each of the tonalities.  Children readily apprehend the tonic-dominant relationship in syllables across tonalities.