CCSS RI. 2, RI.3, RI.4

L 22 Musical Instruments.indd 5-1 28/11/12 11:15 AM

2 Summarizing: Ask children to retell and summarize what they have read. Ask, What were the main ideas in the text? Ask inferential questions such as: Why do you think instruments from long ago were usually made from wood or animal parts? Why might wind instruments have been given that name? How would you make a drum sound softer? Why weren t electric guitars used many years ago? After reading Focus on developing reading strategies that support children in gaining meaning. Return to passages of text that children found difficult. Discuss and model specific reading strategies, such as visualizing, making connections, clarifying, questioning, summarizing, and inferring. Talk about how developing and using strategies help readers to form understandings. Choose from the following activities. Comprehension CCSS RI. 2, RI.3, RI.4 Comparing and contrasting: Ask, What were the main features of each group of instruments? Have a sheet of paper for each category. As a group, record information and types of instruments for each category. Ask, How are these instruments the same/different? Have children complete BLM 1 (page 3), comparing and contrasting musical instruments. Recall: Have children recall the names of the instruments and write each on a card. Shuffle the cards and share. Have children recall and share facts about their instruments. Have children complete BLM 2 (page 4), matching definitions with names of instruments. Graphophonics CCSS RI.4, RF.3, L.2 Have children identify the base word hit in hitting. Talk about how the last consonant t is doubled before the suffix ing is added. Brainstorm and record other words that follow this pattern, such as running. Extending vocabulary (individual words) CCSS RI.4, L.4 Identify and discuss interesting or challenging vocabulary in the text. Encourage children to work out meanings by using the sentence content and to use a dictionary to find the meaning of unknown words. Ask questions that encourage children to explore and explain the word meanings. Discuss how high refers to something that is up. Encourage children to make a high sound. Ask children to point up high. Discuss how hollow refers to something that is empty. Ask why a tube would be hollow. Talk about how kinds of means types of. Encourage children to show their understanding of the words by saying, Tell me different kinds of wind instruments. Discuss how invented refers to the first time something was made. Talk about how louder refers to a sound getting bigger. Have children make a noise, then say, Make a louder noise. Discuss how low refers to something that is down. Encourage children to make a low sound. Ask children to point down low. Identify placing and talk about how it means putting something down. Say, Place a pencil on the table. Talk about the meaning of press and pressed. Ask, What are you doing if you are pressing something down? Discuss how sliding means something moving along something else. Have children slide a pencil along the table. Discuss sliding doors and playground slides. Talk about how stretched means something is pulled wide. Have children stretch out their arms. Identify usually and discuss how it refers to something happening most of the time. Combining vocabulary for better understanding CCSS RI.4, L.4, L.5 Identify and discuss interesting phrases in the text. Talk about how sometimes readers need to understand the meaning of individual words and then connect them with other words/ phrases. Talk about electric power. Discuss how the electric guitar gets power from electricity to make it work. Ask, What other things need electricity to work? Identify the sentence When you press the keys, little hammers hit the strings, and make musical sounds. Talk about each of the phrases to ensure children understand their meaning. Ask, What do you do to the keys? What do the hammers hit? Talk about how the musical sound is made when the hammer hits the string. Text conventions CCSS RI.5 Features of the front cover: Look at the front cover of the text, and ask children to identify the title and author. Text type report: Talk about how this is a nonfiction report. Ask, What is the subject of this report? Writing CCSS W. 2, W.9, W.10 Have children write a report about their favorite instrument. Ask, Which instrument did you like the most in the text? What instruments have you seen or heard before? Have children write paragraphs about what their favorite instruments look like, the sound they make, how people play them, and where they originated. Ask children to draw and label a picture of their instruments. English Language Learners CCSS L.5 Talk about the instruments in the text. Write these headings on separate sheets of paper: Drums, Wind instruments, Keyboard instruments, Xylophones, String instruments. Have children draw instruments for each category. Talk about why the instruments are part of their group. Have children complete BLM 3 (page 5), sorting and classifying instruments. Assessment CCSS RI.4, L.4, L.5, RF.4 BLMs 1, 2, and 3 completed Note the child s responses, attempts, and reading behaviors before, during, and after reading Collect work samples, e.g. BLM 1 could be kept in the child s portfolio Complete Oral Reading Record (page 6)

Name: Compare and contrast Look at the pair of instruments. Write how they are similar and how they are different. Date: BLM 1 How are they the same? How are they different? How are they the same? How are they different? Main teaching focus Comprehension: Comparing and contrasting information in a text. Other teaching focus Comprehension: Recalling information from a text. Teacher s note Children compare and contrast the musical instruments. Then they record how the instruments are the same and how they are different in the table. Engage Literacy 2013 by Capstone Classroom, a division of Capstone Musical Instruments, Level 22 GRL: L. This page may be photocopied for educational use within the purchasing institution. 3

Name: Date: Musical instrument definitions You will need: scissors, glue, a sheet of paper, colored pencils or crayons Write the names of the instruments on a sheet of paper. Cut out and read the sentences. Paste them next to the correct name. Draw a picture to match the instrument. BLM 2 Instruments shofar oud violin didgeridoo piano trumpet marimba djembe An instrument made from the horn of a ram. It is used to call people together. An African drum made of wood and animal skin. It is usually played with the hands. An instrument with four strings, which are made of steel or nylon. A bow moves across the strings to make music. An instrument with black and white keys. There are lots of strings inside and when you press the keys, little hammers hit the strings and make musical sounds. An instrument with a body that looks like a watermelon cut in half. It has eleven strings and a short neck. An instrument that comes from Australia. It is made from a hollow tree or branch. An instrument made of brass. It has buttons (valves) that are pressed to make the sound go up or down. An instrument made of wooden bars of different sizes. A different sound is made as you hit each bar with a mallet. Main teaching focus Comprehension: Understanding and using word meanings. Other teaching focus Comprehension: Recalling information from a text. Teacher s note On a sheet of paper, children write the instrument names and paste the matching definitions beside them. Then they draw a picture of each instrument. Engage Literacy 2013 by Capstone Classroom, a division of Capstone Musical Instruments, Level 22 GRL: L. This page may be photocopied for educational use within the purchasing institution. 4

L 22 Musical Instruments.indd 5-1 28/11/12 11:15 AM

L 22 Musical Instruments.indd 5-1 28/11/12 11:15 AM