12 TEACHER’S GUIDE Bongos, Maracas, and Xylophones · PDF fileLESSON 12 TEACHER’S...

Number of Words: 210

L E S S O N 1 2 T E A C H E R ’ S G U I D E

Bongos, Maracas, and Xylophonesby Lisa Benjamin

Fountas-Pinnell Level INonfictionSelection SummaryPeople make music all over the world with instruments such as bongos, maracas, and xylophones. Bongos are made with two small drums. Maracas look like rattles and are shaken. The xylophone is made of bars of graduated sizes. These instruments make great music, whether played alone or together.

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Characteristics of the Text Genre • Nonfi ction

Text Structure • Three to six lines of text in the same position on each page • Four sections with headers

Content • Pleasure of music• Bongos, maracas, and xylophones: how they are made and how they sound

Themes and Ideas • The language of music is universal.• Different instruments are made differently and make different sounds.• People enjoy playing music.

Language and Literary Features

• Writer talks directly to reader (second person)

Sentence Complexity • Many short sentences, with some two-line sentences• Sentences with nouns in series: You can make music with bongos, maracas, and a

xylophone.• Some exclamations and questions: Some people can play music for hours!

Vocabulary • Many words relating to music and sound: bongos, maracas, xylophone, banged, shake, rattles

Words • Some multisyllable words: maracas, xylophone, radio, museum• Sounds written as words: Pop pop da pop! Chuck-a chuck-a chuck-a! Ting ting a-ling!

Illustrations • Color photographs support the text.Book and Print Features • Nine pages of text, photographs on every page.

• Four section headings© 2006. Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H.

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Target Vocabulary

alone– by yourself, p. 10hours – units of time equal to 60

minutes, p. 10museum – a building in which

people can see important objects related to art, science, or history, p. 2

nursery – a baby’s or a young child’s bedroom, p. 2

real – something that exists and is true, p. 6

shake – to quickly move something back and forth, or up and down, p. 6

smooth – calm, gentle, or even, p. 4

whenever – any time or every time that something happens, p. 7

Bongos, Maracas, and Xylophones by Lisa Benjamin

Build BackgroundHelp children use their knowledge of sounds and music to visualize the text. Build interest by asking a question such as the following: What kind of musical instrument would you like to play? Read the title and author and talk about the cover photos. Tell children that they will learn about three ways to make music in this book.

Introduce the TextGuide children through the text, noting important ideas and nonfi ction features. Help with unfamiliar language so they can read the text successfully. Give special attention to target vocabulary. Here are some suggestions:

: Explain that this book tells about music and three ways to make musical sounds. Have the children fi nd the highlighted words, museum and nursery. Suggested language: Turn to page 2. Listen to the fi rst sentence: You can hear music in many places. The book says two places you can hear music are at a museum and in a toy in a baby’s nursery. Where have you heard music?

Page 4: Have the children read the section heading. Look at the word at the top of the page. It says: Bongos. This heading tells you what this section will be about. What can you tell about bongos from the photos?

Page 6: Have children fi nd the highlighted word, shake. You can see a girl shaking the maracas in the photo. How do you think maracas make music?

Page 8: Have children read the header. Help them with the pronunciation as necessary. What do you think this section will be about? Have you every played or heard a xylophone? What sound does it make?

Page 10: Draw attention to the photo. People can make music alone or with other people, sometimes for hours at a time. What do you see in this picture? Would you prefer to play or to listen?

Now turn back to the beginning of the book and read to learn about bongos, maracas, and xylophones.

2 Lesson 12: Bongos, Maracas, and XylophonesGrade 2© Houghton Mifflin Harcourt Publishing Company

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ReadAs the children read, observe them carefully. Guide them as needed, using language that supports their problem-solving ability.

Remind children to use the Question Strategy and to ask questions about what they are reading.

Discuss and Revisit the TextPersonal ResponseInvite children to share their personal responses to the text.Suggested language: Which instrument do you think it would be fun to play? Why?

Ways of ThinkingAs you discuss the text, help children understand these points:

Thinking Within the Text Thinking Beyond the Text Thinking About the Text

• Bongos are two small drums put together and played with hands.

• Maracas look like rattles, are fi lled with beads or seeds, and make sounds when shaken.

• A xylophone is made of bars of different sizes, which make sounds when hit with sticks.

• Music is a universal language.

• Different instruments are made differently and make different sounds.

• People enjoy playing music.

• The photos contain visual information and back up the content of the text.

• Section headings tell what each section is about.

• The construction and sound of each of the three instruments is clearly described.

• The author’s attitude is that people of all ages can make and enjoy music.

© 2006. Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H.

Choices for Further Support• Fluency Invite children to choose a passage from the text to read aloud. Remind

them to read with expression, especially when mimicking the sounds each instrument makes.

• Comprehension Based on your observations of the children’s reading and discussion, revisit parts of the text to clarify or extend comprehension. Remind children to go back to the text to support their ideas.

• Phonics/Word Work Provide practice as needed with words and word parts, using examples from the text. Remind children how to read words that begin with consonant cluster blends, such as drums (dr) and play (pl). Help children make a list of words that begin with consonant cluster blends.



Writing about ReadingVocabulary PracticeHave children complete the Vocabulary questions on BLM 12.1.

RespondingHave children complete the vocabulary activities on page 11. Remind them to answer the Word Teaser on p. 12. (Answer: whenever)

Reading Nonfi ctionNonfiction Features: Section Headings and Photos Remind children that nonfi ction has many features to help readers fi nd and understand important information. Section headings and photos are two of these features. Explain that section headings, such as Music and Bongos in this book, tell the reader what a section will be about. Reading the section headings in a nonfi ction book is a good way to preview the book before reading the main text.

Photos are another important source of information. They often add information that is not in the text. Have children look again at the photo on page 5. Ask what information they can learn from the photo. (You can play the bongos sitting down with the drums between your knees.) Then have children choose a photo in the book and tell what information they get from the photo.

Writing Prompt: Thinking Beyond the TextHave children write a response to the prompt on page 6.

Assessment Prompts• Which words on page 6 help readers understand how maracas are made?

• What does the word whenever mean in this sentence? Whenever you shake them, they sound like this.



Read directions to children.

Target VocabularyFill in each blank with the Target Vocabulary word that best completes each sentence.

1. We would rather be with a group of people than be

alone .

2. We slept for only two hours

at the slumber party.

3. We go to the art museum every

year.

4. The dog barked whenever the

doorbell rang.

5. The baby’s nursery is the

quietest room in the house.

6. My favorite stuffed bear looks almost like a

real one!

7. Maracas make noise when we

shake them.

8. I like the smooth sound of a

trumpet more than the pounding sound of drums.

alonehoursmuseumnurseryrealshakesmoothwhenever

Vocabulary

Name Date

Grade 2, Unit 3: Tell Me About It 3

Lesson 12B L A C K L I N E M A S T E R 1 2 . 1

Bongos, Maracas, and Xylophones

Target Vocabulary

Target Vocabulary© Houghton Mifflin Harcourt Publishing Company. All rights reserved.

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First Pass

English Language DevelopmentReading Support Check regularly on children’s oral reading to determine accuracy, fl uency, and comprehension. Provide more support for children by clarifying tricky vocabulary, such as xylophone, maracas, and bongos.

Cultural Support The musical instruments described in this book come from all around the world. Ask children to describe musical instruments they are most familiar with. Point out the similarities between English and Spanish in the words museum/museo and hours/horas.

Oral Language DevelopmentCheck children’s comprehension, using a dialogue that best matches their English profi ciency level. Speaker 1 is the teacher, Speaker 2 is the child.

Beginning/Early Intermediate Intermediate Early Advanced/ Advanced

Speaker 1: What kind of tops do bongos have?

Speaker 2: smooth tops

Speaker 1: What do maracas look like?

Speaker 2: rattles

Speaker 1: What does a xylophone sound like?

Speaker 2: ting ting a-ling!

Speaker 1: Where do people make music?

Speaker 2: People make music all around the world.

Speaker 1: What are maracas fi lled with?

Speaker 2: They are fi lled with beans or beads.

Speaker 1: What is a xylophone made of and how do you play it?

Speaker 2: It’s made of bars of different sizes. Some are big and some are small. You hit the bars with sticks to make music.



Name Date

Bongos, Maracas, and XylophonesThinking Beyond the Text

Read the paragraph. Then write your letter below.

Imagine that your school is putting on a music festival! Your class is making music with bongos, maracas, and xylophones. Write a letter inviting parents to the show. Tell how your class is making music. Use details from the book in your letter.


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Target VocabularyFill in each blank with the Target Vocabulary word that best completes each sentence.

1. We would rather be with a group of people than be

.

2. We slept for only two

at the slumber party.

3. We go to the art every

year.

4. The dog barked the

doorbell rang.

5. The baby’s is the

quietest room in the house.

6. My favorite stuffed bear looks almost like a

one!

7. Maracas make noise when we

them.

8. I like the sound of a

trumpet more than the pounding sound of drums.

alonehoursmuseumnurseryrealshakesmoothwhenever

Vocabulary

Name Date Lesson 12

B L A C K L I N E M A S T E R 1 2 . 1


Target Vocabulary



1413857

Student Date Lesson 12

B L a c k L i n e m a s t e r 1 2 . 2 3


Running Record Form

Bongos, Maracas, and Xylophones • level i

Behavior Code Error

Read word correctly ✓ cat 0

Repeated word, sentence, or phrase

® cat

0

Omission — cat 1

Behavior Code Error

Substitution cut cat 1

Self-corrects cut sc cat 0

Insertion the

ˆcat 1

Word told T cat 1

page Selection Text Errors Self-Corrections

2

3

4

5

Music

You can hear music in many places. You can hear it on the

radio. You can hear it at a museum. You can hear it inside a

baby’s toy in a nursery.

Everyone likes music! There are many ways to make music.

You can make music with bongos, maracas, and a xylophone.

People play them all over the world!

Bongos

The bongos are two drums that are put together. The drums

are small. They have smooth tops. You hit them with your

hands to make music.

Have you ever banged bongos? They make a sound like this.

Pop pop da pop!

Comments: Accuracy Rate (# words read

correctly/102 × 100)

%

Self-Correction Rate

(# errors + # Self-Corrections/ Self-Correction)

1:



12 TEACHER’S GUIDE Bongos, Maracas, and Xylophones · PDF fileLESSON 12 TEACHER’S...

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