2 let’s make music!

Number of Words: 185

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

Let’s Make Music!by Mary Reid

Fountas-Pinnell Level IInformational TextSelection SummaryThe author describes various musical instruments (clarinet, fl ute, violin, double bass, guitar, piano, and drums), tells how they are played, and invites the reader to play them. She ends by encouraging readers to spend time making music—perhaps with friends.

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Characteristics of the Text Genre • Informational text

Text Structure • Topic (musical instruments) is written in second person, addressing the reader.• First seven pages are organized by instrument with a repeated pattern: You can play

(instrument). It (description). You (how you play it).Content • Some familiar instruments (e.g. drums) and some unfamiliar ones (e.g., double bass)

Themes and Ideas • Making music is an entertaining and worthwhile activity.• There are many different ways for adults and children to make music.

Language and Literary Features

• Conversational tone directly addresses the reader.• The repeated pattern of the fi rst seven pages recycles key words (play, keys, strings, blow,

music).Sentence Complexity • Mostly short, simple sentence, with a few more involved sentences with compound verbs

(pp. 2, 3, 9) and some with embedded clauses/phrases (pp. 2, 4–8)• Sentence types include statements, a question (p. 2), and two exclamations (pp. 7, 10).• Only one comma (setting off too, p. 3) and only one apostrophe (in the title)

Vocabulary • Many musical terms: a variety of instruments, music, (metal/piano) keys, strings• The words keys, strings, and sticks used with less common, music-related meanings• Possibly unfamiliar words include: instruments (presented in context), metal, porch.

Words • Mostly one- and two-syllable words; three three-syllable words (clarinet, violin, piano)• Several –s plurals (e.g., drums) and one word with infl ected ending (making)• Some decoding challenges: clarinet, violin, bass (long a), guitar, fi ngers, piano, friends

Illustrations • Photographs are integral to text, showing instrument and how it is played.Book and Print Features • 9-pages, all half-text/half-photograph

• First seven photographs have labels identifying the instrument shown.© 2006. Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H.

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Target Vocabulary

cousin – the son or daughter of your aunt or uncle

crown – a head covering often made of gold and jewels

piano – a large musical instrument that you play by pressing keys, p. 7

porch – a room or area attached to the outside of a house, p. 9

remembered – have thought about things in the past

spend – to use time or energy to do something, p. 10

stuck – attached to something else

visit – go to see a person or a place, p. 9

Let’s Make Music! by Mary Reid

Build BackgroundDraw on children’s musical knowledge to build interest. Use questions such as the following: What kind of music do you like? What kind of instruments do you like? Why? Read the title and author and talk about the cover. Tell children that this book gives facts about several musical instruments and how to play them.

Introduce the TextGuide children through the text, noting important ideas, and helping with unfamiliar language and vocabulary so they can read the text successfully. Here are some suggestions:

: Explain that the pictures in the book have labels to name the instruments.Suggested language: What instrument is the boy in the picture playing? The label says: A clarinet. How is the boy playing the clarinet?

Page 3: Point to the photo and ask: What is this instrument? Is it played like the clarinet? How can you tell?

Pages 4–5: Read the names of these instruments. How do these instruments look alike? How are they different?

Page 7: Point out that the piano has both keys and strings. Have you ever heard someone play the piano? Depending on how hard a musician presses down on the keys, the sound can be quite different!

Page 10: Look at this picture. These children spend a lot of time practicing these instruments so they can play them well. Would you like to spend time learning how to play an instrument? Why or why not?

Now turn back to the beginning of the book and read to fi nd out how to play some musical instruments.

2 Lesson 2: Let’s Make Music!Grade 2© Houghton Mifflin Harcourt Publishing Company

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

Remind children to use the Question Strategy , and to think of questions as they read.

Discuss and Revisit the TextPersonal ResponseInvite children to share their personal responses to the book. Suggested language: Which musical instrument would you like 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

• Each of these instruments looks different and has certain parts that may include keys or strings.

• Each of these instruments is played in a different way.

• You can play musical instruments by yourself or with others.

• There are many ways to make music.

• Making music is a great thing for a child or adult to do — alone or with others.

• The author’s purpose is to inform readers about musical instruments and playing them.

• On the fi rst seven pages, there is one instrument per text page.

• At the bottom of the pages, a photograph shows someone playing the instrument and includes a label.

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

Choices for Further Support• Fluency Have children choose a sentence from the book to practice their phrased

reading. Remind them that when they read a long sentence, they should look for ways to group words together, as in: You blow / into the end / and move / the keys.

• 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 that some words end with two consonant sounds. Display the word end (p. 2). Have children identify the two consonants. Say end slowly with children, emphasizing the n and d sounds. Display these words from the text: and, hand, stand, spend and follow the same procedure. Help children think of other -nd words that rhyme with and and end—such as land, sand, band; bend, blend, send.



Writing about ReadingCritical ThinkingHave children complete the Critical Thinking questions on BLM 2.7.

RespondingHave children complete the activities at the back of the book. Use the instruction below as needed to reinforce or extend understanding of the comprehension skill.

Target Comprehension SkillCompare and Contrast

Target Comprehension Skill Remind children that one way to think about

information in a book is to think about how two things in the book are alike and how they are different. Model the skill, using a “Think Aloud” like the one below:

Think Aloud

I think I’ll understand some musical instruments better if I think about how they are alike and different. I can compare the clarinet and the fl ute. One way they are alike is that they both have metal keys that you move with your fi ngers. Also you blow into both of them. One way they are different is that you blow into a hole at the end of the clarinet. On the fl ute, the hole you blow into is on the side.

Practice the SkillInvite children to tell one way the violin and the double bass are alike. Then have them tell one way the two are different.

Writing Prompt: Thinking Beyond the TextHave children respond to the prompt on page 6. Remind them that when they think beyond the text, they use what they know and their own experience to think about the information in the book.

Assessment Prompts• Which words on page 7 help readers understand the word piano?

• What did you learn about playing the drums?



Read directions to children.

Think About It Read and answer the questions.

1. What instruments in the book have strings?

2. Which of these instruments have you heard?

What did it sound like?

3. Choose two of the instruments in the book. How are

they alike? How are they different?

Making Connections Think about all the instruments you saw in the book. What other instruments do you know about? Which instruments would you like to play?

Write your answer in your Reader’s Notebook.

Name Date

Grade 2, Unit 1: Neighborhood Visit

Let’s Make Music!Think About It

Think About It

Lesson 2B L A C K L I N E M A S T E R 2 . 7

English Language DevelopmentReading Support Help children understand how the text is organized on most pages. First, it tells the name of a musical instrument. Then it tells what the instrument looks like. Then it tells how you play it. Then there is a photograph of someone playing it.

Idioms Most of the English names for the instruments in the book are similar or basically identical to their Spanish names: clarinet/clarinete, fl ute/fl auta, violin/violín, guitar/guitarra, piano/piano.

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 is this book about?

Speaker 2: musical instruments

Speaker 1: What is one instrument in the book?

Speaker 2: a clarinet

Speaker 1: How do you make music with drums?

Speaker 2: You use sticks or your hands.

Speaker 1: Which sentence tells how a clarinet is like a fl ute: Both have strings. Both have metal keys. Both have fl at keys.

Speaker 2: Both have metal keys.

Speaker 1: How do you make music with a clarinet?

Speaker 2: You blow into the end and move the keys.

Speaker 1: How do you make music with a guitar?

Speaker 2: You pull the strings with your fi ngers.



Name Date

Let’s Make Music!Thinking Beyond the Text

Read the paragraph below. Then write your letter in one or two paragraphs.

Imagine you are at a summer music camp. Write a letter to a friend. Tell what you have learned about the different instruments. Tell which instrument you would like to learn to play and why. Use details from the book in your letter.



Think About It Read and answer the questions.

1. What instruments in the book have strings?

2. Which of these instruments have you heard?

What did it sound like?

3. Choose two of the instruments in the book. How are

they alike? How are they different?

Making Connections Think about all the instruments you saw in the book. What other instruments do you know about? Which instruments would you like to play?

Write your answer in your Reader’s Notebook.

Name Date

Let’s Make Music!Think About It

Lesson 2B L A C K L I N E M A S T E R 2 . 7



Student Date

Let’s Make MusicRunning Record Form

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

Let’s Make Music • LEVEL I

Behavior Code Error

Read word correctly ✓cat 0

Repeated word, sentence, or phrase

®cat

0

Omission —cat 1

Behavior Code Error

Substitution cutcat 1

Self-corrects cut sccat 0

Insertion the

cat 1

Word told Tcat 1

page Selection Text Errors Self-Corrections

2

3

4

Do you want to make music?

You can play a clarinet.

It has metal keys on it.

You blow into the end and

move the keys.

You can play the flute.

It has metal keys, too.

You blow across a hole

and move the keys.

You can play the violin.

It is small.

It has four strings.

You hold it under your chin.

Comments: Accuracy Rate (# words read

correctly/63 × 100)

%

Self-Correction Rate

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

1:


1413529


2 let’s make music!

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