This research-to-resource article proposes and supports the application of sound-to-symbol approaches within the 5E instructional model to teach musical concepts experientially in beginning band settings. Drawing upon insights from music education scholars and pedagogues advocating for a shift toward sound-first approaches, the article explores how the 5E model can foster active learning and engagement in beginning band instruction. Historical and contemporary perspectives on sound-to-symbol instruction are examined, highlighting its alignment with natural language learning processes and its potential to enhance music literacy skills. Each stage of the 5E model--engage, explore, explain, elaborate, and evaluate--is described in detail, with examples provided for teaching musical concepts such as dynamics, intonation, and compound meter. The article concludes by outlining implications for improving method book selection and usage, thereby promoting more meaningful learning experiences and tapping into the benefits of constructivism in beginning band.