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

BLM 1Name: Date:

BLM 2Name: Date:

3 42

• Summarizing:Askchildrentoretellandsummarizewhattheyhaveread.Ask,What were the main ideas in the text?

• Askinferentialquestionssuchas: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 readingFocus on developing reading strategies that support childrenin gaining meaning. Return to passages of text that childrenfound difficult. Discuss and model specific reading strategies,such as visualizing, making connections, clarifying, questioning,summarizing, and inferring. Talk about how developing andusing strategies help readers to form understandings. Choosefromthefollowingactivities.

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

• Comparing and contrasting:Ask,What were the main features of each group of instruments?Haveasheetofpaperforeachcategory.Asagroup,recordinformationandtypesofinstrumentsforeachcategory.Ask,How are these instruments the same/different?HavechildrencompleteBLM 1(page3),comparingandcontrastingmusicalinstruments.

• Recall:Havechildrenrecallthenamesoftheinstrumentsandwriteeachonacard.Shufflethecardsandshare.Havechildrenrecallandsharefactsabouttheirinstruments.HavechildrencompleteBLM 2(page4),matchingdefinitionswithnamesofinstruments.

Graphophonics CCSS RI.4, RF.3, L.2

• Havechildrenidentifythebaseword‘hit’in‘hitting’.Talkabouthowthelastconsonant—‘t’—isdoubledbeforethesuffix‘ing’isadded.Brainstormandrecordotherwordsthatfollowthispattern,suchas‘running’.

Extending vocabulary (individual words) CCSS RI.4, L.4

• Identifyanddiscussinterestingorchallengingvocabularyinthetext.Encouragechildrentoworkoutmeaningsbyusingthesentencecontentandtouseadictionarytofindthemeaningofunknownwords.Askquestionsthatencouragechildrentoexploreandexplainthewordmeanings.

• Discusshow‘high’referstosomethingthatisup.Encouragechildrentomakeahighsound.Askchildrentopointuphigh.

• Discusshow‘hollow’referstosomethingthatisempty.Askwhyatubewouldbehollow.

• Talkabouthow‘kindsof’means‘typesof’.Encouragechildrentoshowtheirunderstandingofthewordsbysaying,Tell me different kinds of wind instruments.

• Discusshow‘invented’referstothefirsttimesomethingwasmade.

• Talkabouthow‘louder’referstoasoundgettingbigger.Havechildrenmakeanoise,thensay,Make a louder noise.

• Discusshow‘low’referstosomethingthatisdown.Encouragechildrentomakealowsound.Askchildrentopointdownlow.

• Identify‘placing’andtalkabouthowitmeansputtingsomethingdown.Say,Place a pencil on the table.

• Talkaboutthemeaningof‘press’and‘pressed’.Ask,What are you doing if you are pressing something down?

• Discusshow‘sliding’meanssomethingmovingalongsomethingelse.Havechildrenslideapencilalongthetable.Discussslidingdoorsandplaygroundslides.

• Talkabouthow‘stretched’meanssomethingispulledwide.Havechildrenstretchouttheirarms.

• Identify‘usually’anddiscusshowitreferstosomethinghappeningmostofthetime.

Combining vocabulary for better understanding CCSS RI.4, L.4, L.5

• Identifyanddiscussinterestingphrasesinthetext.Talkabouthowsometimesreadersneedtounderstandthemeaningofindividualwordsandthenconnectthemwithotherwords/phrases.

• Talkabout‘electricpower’.Discusshowtheelectricguitargetspowerfromelectricitytomakeitwork.Ask,What other things need electricity to work?

• Identifythesentence‘Whenyoupressthekeys,littlehammershitthestrings,andmakemusicalsounds’.Talkabouteachofthephrasestoensurechildrenunderstandtheirmeaning.Ask,What do you do to the keys? What do the hammers hit?Talkabouthowthemusicalsoundismadewhenthehammerhitsthestring.

Text conventions CCSS RI.5

• Features of the front cover:Lookatthefrontcoverofthetext,andaskchildrentoidentifythetitleandauthor.

• Text type—report:Talkabouthowthisisanonfictionreport.Ask,What is the subject of this report?

Writing CCSS W. 2, W.9, W.10

• Havechildrenwriteareportabouttheirfavoriteinstrument.Ask,Which instrument did you like the most in the text? What instruments have you seen or heard before? Havechildrenwriteparagraphsaboutwhattheirfavoriteinstrumentslooklike,thesoundtheymake,howpeopleplaythem,andwheretheyoriginated.Askchildrentodrawandlabelapictureoftheirinstruments.

English Language Learners CCSS L.5

• Talkabouttheinstrumentsinthetext.Writetheseheadingsonseparatesheetsofpaper:‘Drums’,‘Windinstruments’,‘Keyboardinstruments’,‘Xylophones’,‘Stringinstruments’.Havechildrendrawinstrumentsforeachcategory.Talkaboutwhytheinstrumentsarepartoftheirgroup.HavechildrencompleteBLM 3(page5),sortingandclassifyinginstruments.

Assessment CCSS RI.4, L.4, L.5, RF.4

• BLMs1,2,and3completed• Notethechild’sresponses,attempts,andreadingbehaviorsbefore,during,andafterreading

• Collectworksamples,e.g.BLM1couldbekeptinthechild’sportfolio

• CompleteOralReadingRecord(page6)

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.

Main teaching focusComprehension: Comparingandcontrastinginformationinatext.

Other teaching focusComprehension:Recallinginformationfromatext.

Teacher’s noteChildrencompareandcontrastthemusicalinstruments.Thentheyrecordhowtheinstrumentsarethesameandhowtheyaredifferentinthetable.

Compare and contrast• Look at the pair of instruments.

• Write how they are similar and how they are different.

How are they the same? How are they different?

How are they the same? How are they different?

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.

Main teaching focusComprehension:Understandingandusingwordmeanings.

Other teaching focusComprehension: Recallinginformationfromatext.

Teacher’s noteOnasheetofpaper,childrenwritetheinstrumentnamesandpastethematchingdefinitionsbesidethem.Thentheydrawapictureofeachinstrument.

Musical instrument definitionsYou 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.

Instruments shofar oud violin didgeridoopiano trumpet marimba djembe

An instrument made from the horn of a ram. It is used to call people together.

An instrument with a body that looks like a watermelon cut in half. It has eleven strings and a short neck.

An African drum made of wood and animal skin. It is usually played with the hands.

An instrument that comes from Australia. It is made from a hollow tree or branch.

An instrument with four strings, which are made of steel or nylon. A bow moves across the strings to make music.

An instrument made of brass. It has buttons (valves) that are pressed to make the sound go up or down.

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 made of wooden bars of different sizes. A different sound is made as you hit each bar with a mallet.

✁

L 22 Musical Instruments.indd 2-4 28/11/12 11:15 AM

BLM 1Name: Date:

BLM 2Name: Date:

3 42

• Summarizing:Askchildrentoretellandsummarizewhattheyhaveread.Ask,What were the main ideas in the text?

• Askinferentialquestionssuchas: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 readingFocus on developing reading strategies that support childrenin gaining meaning. Return to passages of text that childrenfound difficult. Discuss and model specific reading strategies,such as visualizing, making connections, clarifying, questioning,summarizing, and inferring. Talk about how developing andusing strategies help readers to form understandings. Choosefromthefollowingactivities.

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

• Comparing and contrasting:Ask,What were the main features of each group of instruments?Haveasheetofpaperforeachcategory.Asagroup,recordinformationandtypesofinstrumentsforeachcategory.Ask,How are these instruments the same/different?HavechildrencompleteBLM 1(page3),comparingandcontrastingmusicalinstruments.

• Recall:Havechildrenrecallthenamesoftheinstrumentsandwriteeachonacard.Shufflethecardsandshare.Havechildrenrecallandsharefactsabouttheirinstruments.HavechildrencompleteBLM 2(page4),matchingdefinitionswithnamesofinstruments.

Graphophonics CCSS RI.4, RF.3, L.2

• Havechildrenidentifythebaseword‘hit’in‘hitting’.Talkabouthowthelastconsonant—‘t’—isdoubledbeforethesuffix‘ing’isadded.Brainstormandrecordotherwordsthatfollowthispattern,suchas‘running’.

Extending vocabulary (individual words) CCSS RI.4, L.4

• Identifyanddiscussinterestingorchallengingvocabularyinthetext.Encouragechildrentoworkoutmeaningsbyusingthesentencecontentandtouseadictionarytofindthemeaningofunknownwords.Askquestionsthatencouragechildrentoexploreandexplainthewordmeanings.

• Discusshow‘high’referstosomethingthatisup.Encouragechildrentomakeahighsound.Askchildrentopointuphigh.

• Discusshow‘hollow’referstosomethingthatisempty.Askwhyatubewouldbehollow.

• Talkabouthow‘kindsof’means‘typesof’.Encouragechildrentoshowtheirunderstandingofthewordsbysaying,Tell me different kinds of wind instruments.

• Discusshow‘invented’referstothefirsttimesomethingwasmade.

• Talkabouthow‘louder’referstoasoundgettingbigger.Havechildrenmakeanoise,thensay,Make a louder noise.

• Discusshow‘low’referstosomethingthatisdown.Encouragechildrentomakealowsound.Askchildrentopointdownlow.

• Identify‘placing’andtalkabouthowitmeansputtingsomethingdown.Say,Place a pencil on the table.

• Talkaboutthemeaningof‘press’and‘pressed’.Ask,What are you doing if you are pressing something down?

• Discusshow‘sliding’meanssomethingmovingalongsomethingelse.Havechildrenslideapencilalongthetable.Discussslidingdoorsandplaygroundslides.

• Talkabouthow‘stretched’meanssomethingispulledwide.Havechildrenstretchouttheirarms.

• Identify‘usually’anddiscusshowitreferstosomethinghappeningmostofthetime.

Combining vocabulary for better understanding CCSS RI.4, L.4, L.5

• Identifyanddiscussinterestingphrasesinthetext.Talkabouthowsometimesreadersneedtounderstandthemeaningofindividualwordsandthenconnectthemwithotherwords/phrases.

• Talkabout‘electricpower’.Discusshowtheelectricguitargetspowerfromelectricitytomakeitwork.Ask,What other things need electricity to work?

• Identifythesentence‘Whenyoupressthekeys,littlehammershitthestrings,andmakemusicalsounds’.Talkabouteachofthephrasestoensurechildrenunderstandtheirmeaning.Ask,What do you do to the keys? What do the hammers hit?Talkabouthowthemusicalsoundismadewhenthehammerhitsthestring.

Text conventions CCSS RI.5

• Features of the front cover:Lookatthefrontcoverofthetext,andaskchildrentoidentifythetitleandauthor.

• Text type—report:Talkabouthowthisisanonfictionreport.Ask,What is the subject of this report?

Writing CCSS W. 2, W.9, W.10

• Havechildrenwriteareportabouttheirfavoriteinstrument.Ask,Which instrument did you like the most in the text? What instruments have you seen or heard before? Havechildrenwriteparagraphsaboutwhattheirfavoriteinstrumentslooklike,thesoundtheymake,howpeopleplaythem,andwheretheyoriginated.Askchildrentodrawandlabelapictureoftheirinstruments.

English Language Learners CCSS L.5

• Talkabouttheinstrumentsinthetext.Writetheseheadingsonseparatesheetsofpaper:‘Drums’,‘Windinstruments’,‘Keyboardinstruments’,‘Xylophones’,‘Stringinstruments’.Havechildrendrawinstrumentsforeachcategory.Talkaboutwhytheinstrumentsarepartoftheirgroup.HavechildrencompleteBLM 3(page5),sortingandclassifyinginstruments.

Assessment CCSS RI.4, L.4, L.5, RF.4

• BLMs1,2,and3completed• Notethechild’sresponses,attempts,andreadingbehaviorsbefore,during,andafterreading

• Collectworksamples,e.g.BLM1couldbekeptinthechild’sportfolio

• CompleteOralReadingRecord(page6)

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.

Main teaching focusComprehension: Comparingandcontrastinginformationinatext.

Other teaching focusComprehension:Recallinginformationfromatext.

Teacher’s noteChildrencompareandcontrastthemusicalinstruments.Thentheyrecordhowtheinstrumentsarethesameandhowtheyaredifferentinthetable.

Compare and contrast• Look at the pair of instruments.

• Write how they are similar and how they are different.

How are they the same? How are they different?

How are they the same? How are they different?

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.

Main teaching focusComprehension:Understandingandusingwordmeanings.

Other teaching focusComprehension: Recallinginformationfromatext.

Teacher’s noteOnasheetofpaper,childrenwritetheinstrumentnamesandpastethematchingdefinitionsbesidethem.Thentheydrawapictureofeachinstrument.

Musical instrument definitionsYou 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.

Instruments shofar oud violin didgeridoopiano trumpet marimba djembe

An instrument made from the horn of a ram. It is used to call people together.

An instrument with a body that looks like a watermelon cut in half. It has eleven strings and a short neck.

An African drum made of wood and animal skin. It is usually played with the hands.

An instrument that comes from Australia. It is made from a hollow tree or branch.

An instrument with four strings, which are made of steel or nylon. A bow moves across the strings to make music.

An instrument made of brass. It has buttons (valves) that are pressed to make the sound go up or down.

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 made of wooden bars of different sizes. A different sound is made as you hit each bar with a mallet.

✁

L 22 Musical Instruments.indd 2-4 28/11/12 11:15 AM

BLM 1Name: Date:

BLM 2Name: Date:

3 42

• Summarizing:Askchildrentoretellandsummarizewhattheyhaveread.Ask,What were the main ideas in the text?

• Askinferentialquestionssuchas: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 readingFocus on developing reading strategies that support childrenin gaining meaning. Return to passages of text that childrenfound difficult. Discuss and model specific reading strategies,such as visualizing, making connections, clarifying, questioning,summarizing, and inferring. Talk about how developing andusing strategies help readers to form understandings. Choosefromthefollowingactivities.

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

• Comparing and contrasting:Ask,What were the main features of each group of instruments?Haveasheetofpaperforeachcategory.Asagroup,recordinformationandtypesofinstrumentsforeachcategory.Ask,How are these instruments the same/different?HavechildrencompleteBLM 1(page3),comparingandcontrastingmusicalinstruments.

• Recall:Havechildrenrecallthenamesoftheinstrumentsandwriteeachonacard.Shufflethecardsandshare.Havechildrenrecallandsharefactsabouttheirinstruments.HavechildrencompleteBLM 2(page4),matchingdefinitionswithnamesofinstruments.

Graphophonics CCSS RI.4, RF.3, L.2

• Havechildrenidentifythebaseword‘hit’in‘hitting’.Talkabouthowthelastconsonant—‘t’—isdoubledbeforethesuffix‘ing’isadded.Brainstormandrecordotherwordsthatfollowthispattern,suchas‘running’.

Extending vocabulary (individual words) CCSS RI.4, L.4

• Identifyanddiscussinterestingorchallengingvocabularyinthetext.Encouragechildrentoworkoutmeaningsbyusingthesentencecontentandtouseadictionarytofindthemeaningofunknownwords.Askquestionsthatencouragechildrentoexploreandexplainthewordmeanings.

• Discusshow‘high’referstosomethingthatisup.Encouragechildrentomakeahighsound.Askchildrentopointuphigh.

• Discusshow‘hollow’referstosomethingthatisempty.Askwhyatubewouldbehollow.

• Talkabouthow‘kindsof’means‘typesof’.Encouragechildrentoshowtheirunderstandingofthewordsbysaying,Tell me different kinds of wind instruments.

• Discusshow‘invented’referstothefirsttimesomethingwasmade.

• Talkabouthow‘louder’referstoasoundgettingbigger.Havechildrenmakeanoise,thensay,Make a louder noise.

• Discusshow‘low’referstosomethingthatisdown.Encouragechildrentomakealowsound.Askchildrentopointdownlow.

• Identify‘placing’andtalkabouthowitmeansputtingsomethingdown.Say,Place a pencil on the table.

• Talkaboutthemeaningof‘press’and‘pressed’.Ask,What are you doing if you are pressing something down?

• Discusshow‘sliding’meanssomethingmovingalongsomethingelse.Havechildrenslideapencilalongthetable.Discussslidingdoorsandplaygroundslides.

• Talkabouthow‘stretched’meanssomethingispulledwide.Havechildrenstretchouttheirarms.

• Identify‘usually’anddiscusshowitreferstosomethinghappeningmostofthetime.

Combining vocabulary for better understanding CCSS RI.4, L.4, L.5

• Identifyanddiscussinterestingphrasesinthetext.Talkabouthowsometimesreadersneedtounderstandthemeaningofindividualwordsandthenconnectthemwithotherwords/phrases.

• Talkabout‘electricpower’.Discusshowtheelectricguitargetspowerfromelectricitytomakeitwork.Ask,What other things need electricity to work?

• Identifythesentence‘Whenyoupressthekeys,littlehammershitthestrings,andmakemusicalsounds’.Talkabouteachofthephrasestoensurechildrenunderstandtheirmeaning.Ask,What do you do to the keys? What do the hammers hit?Talkabouthowthemusicalsoundismadewhenthehammerhitsthestring.

Text conventions CCSS RI.5

• Features of the front cover:Lookatthefrontcoverofthetext,andaskchildrentoidentifythetitleandauthor.

• Text type—report:Talkabouthowthisisanonfictionreport.Ask,What is the subject of this report?

Writing CCSS W. 2, W.9, W.10

• Havechildrenwriteareportabouttheirfavoriteinstrument.Ask,Which instrument did you like the most in the text? What instruments have you seen or heard before? Havechildrenwriteparagraphsaboutwhattheirfavoriteinstrumentslooklike,thesoundtheymake,howpeopleplaythem,andwheretheyoriginated.Askchildrentodrawandlabelapictureoftheirinstruments.

English Language Learners CCSS L.5

• Talkabouttheinstrumentsinthetext.Writetheseheadingsonseparatesheetsofpaper:‘Drums’,‘Windinstruments’,‘Keyboardinstruments’,‘Xylophones’,‘Stringinstruments’.Havechildrendrawinstrumentsforeachcategory.Talkaboutwhytheinstrumentsarepartoftheirgroup.HavechildrencompleteBLM 3(page5),sortingandclassifyinginstruments.

Assessment CCSS RI.4, L.4, L.5, RF.4

• BLMs1,2,and3completed• Notethechild’sresponses,attempts,andreadingbehaviorsbefore,during,andafterreading

• Collectworksamples,e.g.BLM1couldbekeptinthechild’sportfolio

• CompleteOralReadingRecord(page6)

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.

Main teaching focusComprehension: Comparingandcontrastinginformationinatext.

Other teaching focusComprehension:Recallinginformationfromatext.

Teacher’s noteChildrencompareandcontrastthemusicalinstruments.Thentheyrecordhowtheinstrumentsarethesameandhowtheyaredifferentinthetable.

Compare and contrast• Look at the pair of instruments.

• Write how they are similar and how they are different.

How are they the same? How are they different?

How are they the same? How are they different?

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.

Main teaching focusComprehension:Understandingandusingwordmeanings.

Other teaching focusComprehension: Recallinginformationfromatext.

Teacher’s noteOnasheetofpaper,childrenwritetheinstrumentnamesandpastethematchingdefinitionsbesidethem.Thentheydrawapictureofeachinstrument.

Musical instrument definitionsYou 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.

Instruments shofar oud violin didgeridoopiano trumpet marimba djembe

An instrument made from the horn of a ram. It is used to call people together.

An instrument with a body that looks like a watermelon cut in half. It has eleven strings and a short neck.

An African drum made of wood and animal skin. It is usually played with the hands.

An instrument that comes from Australia. It is made from a hollow tree or branch.

An instrument with four strings, which are made of steel or nylon. A bow moves across the strings to make music.

An instrument made of brass. It has buttons (valves) that are pressed to make the sound go up or down.

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 made of wooden bars of different sizes. A different sound is made as you hit each bar with a mallet.

✁

L 22 Musical Instruments.indd 2-4 28/11/12 11:15 AM

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