In this article, the authors describe how integrating music with reading and writing practices stimulated transmediation to (1) honor musical students' identities, (2) deepen readers' meaning making with literature, and (3) invite writers' memories to generate emotional grist for composing poetry. The authors share examples to inspire teachers to explore music's potential for invigorating the English language arts (ELA) curriculum, elaborating on each example with additional possibilities for music integration through "classroom extensions," and conclude by offering recommendations and rationales for music-integrated practices.