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B e n c h m a r k e d u c a t i o n c o m p a n y Themes • Music as a Reflection of Culture • Changes in Music Through Technology Social Studies Skills & Strategies Music Counts Level O/34 Anchor Comprehension Strategies • Identify main idea and supporting details Comprehension • Ask questions • Use graphic features to interpret information Word Study/Vocabulary • Use context clues to determine word meaning Social Studies Big Idea • Sound energy has the ability to do work and cause change. TEACHER’S GUIDE

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Page 1: Anchor Comprehension Strategies - Cloud Object Storage€¦ · Skills & Strategies Music Counts Level O/34 ... a band play together? How do musicians ... have them write in their

B e n c h m a r k e d u c a t i o n c o m p a n y

Themes• Music as a Reflection of Culture• Changes in Music Through

Technology

Social Studies

Skills & Strategies

Music CountsLevel O/34

Anchor Comprehension Strategies

• Identify main idea and supporting details

Comprehension • Askquestions

• Usegraphicfeaturestointerpretinformation

Word Study/Vocabulary • Usecontextcluestodetermine

wordmeaning

Social Studies Big Idea • Soundenergyhastheabilitytodowork

andcausechange.

TeACher’S Guide

Page 2: Anchor Comprehension Strategies - Cloud Object Storage€¦ · Skills & Strategies Music Counts Level O/34 ... a band play together? How do musicians ... have them write in their

Model metacognitive strategy: ask questions

Model comprehension strategy: identify main idea and supporting details

Use context clues to determine word meaning: multiple-meaning words

Apply metacognitive strategy: ask questions

Guide comprehension strategy: identify main idea and supporting details

Use graphic features to inter-pret information: charts

Apply metacognitive strategy: ask questions

Apply comprehension strategy: identify main idea and supporting details

Use context clues to determine word meaning: multiple-meaning words

Complete KWHL chart

D a y

1

2

3

4

5

A c t i v i t i e s

A dd i t i o n a l R e l a t e d R e s o u r c e s

Notable Trade Books for Read-Aloud• Ardley, Neil, and Ruders, Paul.

A Young Person’s Guide to Music. Book and CD edition, Dorling Kindersley, 1995.

• Ganeri, Anita. The Young Person’s Guide to the Orchestra. Book and CD edition, Harcourt,1996.

• Garland, Trudi Hammel. Math and Music: Harmonious Connections. Daly Seymour Publications, 1995.

Web Site for Content Information• The New York Philharmonic Kidzone

http://www.nyphilkids.org/ main.phtml?

The New York Philharmonic Kidzone provides students with opportunities to create their own instruments and music, learn about all types of instruments, and meet conductors, musicians, and soloists.

S a m p l e L e s s o n P l a n n i n g G u i d e

Copyright © 2011 Benchmark Education Company, LLC. All rights reserved. Teachers may photocopy the reproducible pages for classroom use. No other part of the guide may be reproduced or transmitted in whole or in part in any form or by any means, electronic or mechanical, including photocopy, recording, or any information storage or retrieval system, without permission in writing from the publisher.

ISBN: 978-1-4108-1099-12

Lesson at a GlanceBefore Reading (page 3)• Build Background• Introduce the Book• Administer Preassessment

During Reading (pages 4–10)Chapter 1 (pages 4–6)• Model Metacognitive Strategy:

Ask Questions • Set a Purpose for Reading• Discuss the Reading• Model Comprehension Strategy: Identify

Main Idea and Supporting Details• Use Context Clues to Determine Word

Meaning: Multiple-Meaning Words

Chapter 2 (pages 7–8)• Apply Metacognitive Strategy:

Ask Questions• Set a Purpose for Reading• Discuss the Reading• Guide Comprehension Strategy: Identify

Main Idea and Supporting Details• Use Graphic Features to Interpret

Information: Charts

Chapter 3 (pages 9–10)• Apply Metacognitive Strategy:

Ask Questions• Set a Purpose for Reading• Discuss the Reading• Apply Comprehension Strategy: Identify

Main Idea and Supporting Details• Use Context Clues to Determine Word

Meaning: Multiple-Meaning words

After Reading (page 11)• Administer Posttest• Synthesize Information: Complete

KWHL Chart

Writing Workshop (pages 12–13)• Model the Writing Process: Write a

Paragraph Including Main Idea and Supporting Details

Identify Main Idea and Supporting Details (page 14)

Use Context Clues to Determine Word Meaning: Multiple-Meaning Words (page 15)

Main Idea and Details (page 16)

Build background knowledge: KWHL chart

Introduce/ preview book: choose chapter, identify bold-print words, use glossary

Navigators Lesson Guides provide flexible options to meet a variety of instructional needs. Here is one way to structure this lesson.

Page 3: Anchor Comprehension Strategies - Cloud Object Storage€¦ · Skills & Strategies Music Counts Level O/34 ... a band play together? How do musicians ... have them write in their

Before ReadingBuild Background • Tell students they will read about music and learn about musical

instruments, musical groups, and writing and performing music. Talk to students about what music means to them. Encourage discussion and sharing.

• Say: Think about what you already know about music. What kind of music do you like to listen to? What musical instruments can you name? What is your favorite musical instrument? Does anyone in the class sing or play a musical instrument? Has anyone been part of a musical group?

• Draw a four-column chart as shown. Write the heading on the first column. As students name some things they already know about music, write their responses in the first column. Then write the heading for the second column. Ask students to provide ques-tions about what they’d like to learn about music. Write their questions in the second column. Write the heading for the third column. Then have students think about how they can learn more about music. Write their suggestions in the third column. Tell stu-dents they will complete the fourth column after they finish reading the book.

Introduce the Book • Give students a copy of the book. Have them read the title and

discuss what it means. If students need help, point out that the word counts has more than one meaning, and have them discuss the different meanings. (possible meanings: 1. matters; 2. counting the beats in music)

• Have students turn to the table of contents. Point out that the book has three chapters, an answer key, a glossary, and an index. Ask them to choose one chapter and turn to that chapter.

• Ask students to skim the chapter, looking at charts, pictures, diagrams, and boldfaced words. Encourage them to ask questions about anything they see in the chapter they have chosen.

• Say: The words in boldface are difficult words about music. Notice that they are followed by a pronunciation key that shows how to say the word. A definition for the word can also be found in the glossary. Have students choose several boldfaced words and look them up in the book’s glossary.

Administer Preassessment• Have students take Ongoing Assessment #19 on page 74 in the

Comprehension Strategy Assessment Handbook (Grade 3).

• Score assessments and use the results to determine instruction.

• Keep group assessments in a small-group reading folder. For in-depth analysis, discuss responses with individual students.

What do I already know about music?

Music is sound with rhythm.

I like certain kinds of music.

Music is made with musical instruments

or the voice.Some instruments are: guitar, piano,

horn, drum.

What do I want to know about music?

How does an instrument make a

sound?How do people in

a band play together?

How do musicians read music?

How can I learn more about music?

Read more books about music.Take music

lessons.Go to a concert.Talk to experts.

What did I learn about music?

There are 3 main

groups of instruments.

The bigger the horn, the greater

its range.A piano is a percussion instrument.

Today’s music is often recorded

one instrument at a time.

Informal Assessment Tips

1. Assess students’ ability to locate chapters, glossary, and index using the table of contents.

2. Document informal observations in a folder or notebook.

3. Keep the folder or notebook at the small-group reading table for handy reference.

4. For struggling students, place a ruler beneath the glossary in the table of contents. Have students say the corresponding page number out loud. Then have students find the page numbers located in the outer corners of each page in the book, and have them locate the glossary using the page numbers.

© 2011 Benchmark Education Company, LLC 3

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Model Metacognitive Strategy: Ask Questions

• Use a real-life example of asking questions. Say: When I come to a word I don’t know, I might ask: What word parts do I recognize? Does the word have a suffix or a prefix? How many syllables does it have? Do the words around it give any clues to its meaning? By asking these kinds of questions, I can usually figure out what an unknown word means. You can ask these same ques-tions when you come to a word you don’t know.

Let’s look at the second paragraph on page 2. The first sentence is: All music begins by making air vibrate, or move back and forth. What if I don’t know the word vibrate? I see that it has two sylla-bles. I can sound it out. I see that the words that follow it tell what vibrate means. Vibrate means to move back and forth. I know the meaning because of the comma and the word or. Because I wasn’t sure about vibrate, I’ll write it on a self-stick note and place it on the page.

• Read pages 2–3 aloud while students follow along. Pose questions to yourself as you read. Some ideas for questions follow.

(after first paragraph) What exactly is rhythm?

(after third paragraph) Pitch has more than one meaning. Which meaning is used here?

(after finishing the two pages and examining illustrations and labels) How should I pronounce percussion and the names of these instruments?

• Say: Sometimes authors give us definitions in the text for words we don’t know. Other times we may have to look the words up. The words in boldface can all be found in the glossary at the end of the book.

Set a Purpose for Reading • Ask students to read pages 4–10 silently to learn more about musical

instruments. As they read, have them write in their journals or on self-stick notes at least one question they have about unknown words. Tell them they will share their questions after reading the chapter.

Good readers ask questions before, during, and after reading.

Asking questions while reading keeps the reader engaged with

the text and enhances understanding of what is read. Readers

ask questions about what unknown words mean, why some-

thing happened, how it happened, why a character behaved in

a certain way, and what might happen next. Good readers keep

track of their questions by using a journal or self-stick notes.

During Reading: Chapter 1

4 © 2011 Benchmark Education Company, LLC

Content InformationPeople who lived a long time ago had different musical instruments.

• Ancient Greek poets used a lyre, an instrument somewhat like a harp.

• Bards (poet-singers) from what is now Britain used harps called crwths (kroths).

• The lute was an Arabian stringed instrument like today’s guitar.

• The pipe was a tube made from wood or metal, somewhat like an oboe.

Minds-On/ Hands-On Activity

1. Have students use their hands on a tabletop to mimic a drum.

2. Have them purse their lips together to mimic the sound of a horn.

3. Students can stretch rubber bands across a cake pan, a box, or a book to mimic the sound of a guitar.

4. Challenge students to put all three sounds together to make music.

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Discuss the Reading • Ask students to share their questions; encourage other students

to come up with ideas about the answers. Remind students that they can look up the boldfaced words in the glossary.

• Have students highlight the questions in their reading journals that they were unable to answer when reading the chapter. Explain that you will come back to those questions after reading the whole book.

• Ask: What did you learn about musical instruments? What are the three kinds of instruments? How do they make their sounds? What new words did you learn?

Model Comprehension Strategy: Identify Main Idea and Supporting Details • Ensure that students know how to identify the main idea and

supporting details of a section of text. Say: When I read a section of a chapter, I can understand what it is about by looking for a main idea and supporting details. The main idea is the most important idea about the topic. It tells what the topic is all about. Supporting details are small pieces of information that provide more description of the main idea. Some details in a section support the main idea, and some do not.

• Pass out the graphic organizer Identify Main Idea and Supporting Details (blackline master, page 14 of this guide).

• Explain that as they read, the group will complete the first five sections (for chapters 1 and 2) together. The last two sections (for chapter 3) will be completed independently.

• Have students look at the book and follow along while you show them how to extract the main idea and supporting details from pages 4–5. Write the information on the graphic organizer as you find it. (You may want to make a chart-size copy of the graphic organizer or use a transparency.) Read pages 4–5 aloud and say: What is the topic of these two pages? The topic is wind instruments. To determine the main idea, I ask: What is the big idea or most important idea about wind instruments? The main idea is: Musicians blow through horns to get air to vibrate through wind instruments. Now I’ll write the main idea in the first row of the chart.

Informal Assessment Tips1. Watch students as they write

questions in their journals or notebooks.

2. In a folder or notebook, jot down what you see each student doing.

3. Students should be asking ques-tions about unknown words as they read. Document students who are and are not using this metacognitive strategy.

4. If students are not writing down questions, remind them that they probably don’t know the meaning of every word and they should identify at least one word that gave them a little trouble.

© 2011 Benchmark Education Company, LLC 5

4–5

6–7

8–9

11–13

14–15

16–17

18–21

Page Number Main Idea Supporting Details

Musicians blow through horns to get air to vibrate through wind instruments, thus making sound.

Identify Main Idea and Supporting Details

Some wind instruments have reeds, or thin pieces of wood or plastic. The longer a horn is, the grea ter its range of sound.

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Chapter 1 (continued)

• Now model how to identify supporting details. Point out that the first paragraph on page 4 is about the history of horns, and that these details do not support the main idea. Then read each of the next three paragraphs one at a time, answering the question: Which detail in this paragraph supports the main idea that musicians blow air through wind instruments to get air to vibrate through them? Make sure to mention other details than those listed in the chart answers, such as: Musicians must get their lips to vibrate, or buzz. Explain: Although there are more than two supporting details, for the chart I will only write two details. Write two of the details on the chart.

• Continue to model identifying main idea and supporting details as you work through pages 6–7 and pages 8–9. Write the main idea and two supporting details on the chart. Ask students to explain what they need to do to identify main ideas and supporting details.

• Tell students that you will continue to work on the chart the next time you meet.

Use Context Clues to Determine Word Meaning: Multiple-Meaning Words• Have students find the word pitch on page 2. Point out that the

word has more than one meaning. Ask students to tell what this word means when playing baseball. (to throw a ball so a batter can hit it) Explain that pitch has a different meaning in music. Direct students to look at the words that come before and after pitch for clues to its meaning. Say: Pitch means about the same as tone. This type of clue provides a synonym for pitch. In music, pitch and tone mean about the same thing.

• Point out the boldfaced words on page 3. Say: Both wind and string are multiple-meaning words. As students suggest different meanings for these words, write them on the board. Then ask: Which definition is used in music? (In music, winds and strings are different kinds of musical instruments.) If students need more help, remind them that authors often define words in the text. In this case, the author is naming the three different kinds of instruments.

• Turn to page 5. Ask students to think of synonyms or multiple meanings for the word range. Then ask: Which meaning fits in this context? (In music, range is the set of notes from highest to lowest that a voice or a musical instrument is capable of.)

• Tell students that they will practice this strategy again later in their reading.

4–5

6–7

8–9

11–13

14–15

16–17

18–21

Page Number Main Idea Supporting Details

Identify Main Idea and Supporting Details

Some wind instruments have reeds, or thin pieces of wood or plastic. The longer a horn is, the gre ater its range of sound.

Strings can be plucked, stru mmed, bowed, or even slapped. Musicians press a string with a finger to change the length of the string.

The blow makes the inst ru­ment vibrate, creating sound. Human hands, hollow logs, plastic, wood, animal skins

Musicians blow through horns to get air to vibrate through wind instruments, thus making sound.

Musicians produce sound on string instruments by making the strings vibrate.

Musicians produce sound on percussion instruments, which can be made of many mate ri­als, by hitting them.

6 © 2011 Benchmark Education Company, LLC

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Chapter 2

Apply Metacognitive Strategy: Ask Questions • Have students look at their journals to review questions they

wrote yesterday. Ask them if chapter 1 answered any of their questions about unknown words. Discuss responses. Remind students that asking questions is what good readers do to understand what they’ve read.

• Say: Today we are going to ask questions that ask how, why, or what. Read pages 11–13 aloud while students follow along. Pose questions as you read. Some ideas for questions follow. Remind students that good readers write their questions in their journals or on self-stick notes.

How do musicians play together?

How is rock ’n’ roll different from jazz?

What does a saxophone sound like?

Why were marching bands developed?

• Tell students that sometimes authors answer our questions in their books, and sometimes we have to look for the answers in another book or ask a friend or teacher. Sometimes, we never find the answer.

Set a Purpose for Reading • Have students finish reading chapter 2 to learn how members of

an orchestra play together. Remind them to use context clues to figure out difficult words. Tell them they are to write their why, what, or how questions on self-stick notes or in their journals or notebooks.

Discuss the Reading • Ask students to share their questions; encourage other students

to come up with ideas about the answers. Ask students why they chose the questions they did.

• Have students highlight in their journals the questions that they were unable to answer when reading the chapter. Explain that you will come back to those questions after reading the whole book. Remind them that not all questions can be answered.

• Ask students how the members of an orchestra stay together when they play.

Content InformationMany different kinds of musical groups are part of today’s pop music scene.

• During the 1950s, Elvis Presley combined the style of African American soul and gospel with country and western, becoming the father of rock ‘n’ roll music.

• In the 1960s, Bob Dylan combined his raspy-voiced antiwar poetry with folk guitar, influencing folk and rock, and creating new forms of music.

• Other styles soon developed, including heavy metal, rhythm and blues, dance (disco), rap, and hip-hop.

Minds-On/ Hands-On Activity

1. Explain that students can use their own bodies as instruments to make music.

2. Have them practice clapping, snapping fingers, and stamping feet to a beat.

3. Divide the class into three groups—clappers, snappers, stampers. Have each group compose a part to the same 3/4 or 4/4 beat.

4. Direct the “band,” helping the groups put a musical production together.

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© 2011 Benchmark Education Company, LLC 7

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Chapter 2 (continued)

Informal Assessment Tips1. Watch students as they help

complete the main idea and supporting details chart.

2. In your folder, jot down what you see the students doing as they complete the activity with you.

3. Ask yourself: Are students having problems with this strategy? If so, what are the problems? Are students mastering this strategy? If so, how do I know?

4. For struggling students, review the strategy using the compre-hension strategy poster. Use both sides of the poster if needed.

Guide Comprehension Strategy: Identify Main Idea and Supporting Details• Review the concept of a main idea and supporting details by

reviewing the graphic organizer. Explain that as a group you are going to revisit chapter 2 to identify main ideas and supporting details for two different sections.

• Ask students to skim pages 11–13 to look for a main idea. Ask: What is the topic? (musical groups) What is the most important idea about the topic? (Musicians play together in groups to produce great sound.) Say: Let’s write the main idea on the chart for pages 11–13. Then challenge students to look for supporting details, and add two of the details to the chart. Remind them that some details in the chapter support the main idea, and some do not.

• Follow the same procedure for pages 14–15.

Use Graphic Features to Interpret Information: Charts • Have students turn to the chart on page 12. Explain that a chart

is a way of organizing information to make it easier to read and understand. Point out the two columns, reading each heading. Then help students read across each row to find out what a musical group of two, three, etc., is called.

• Ask such questions as: What is a group of five musicians called? How many names of music groups does this chart provide? (quintet, nine)

8 © 2011 Benchmark Education Company, LLC

4–5

6–7

8–9

11–13

14–15

16–17

18–21

Page Number Main Idea Supporting Details

Musicians blow through horns to get air to vibrate through wind instruments thus making sound.

Musicians produce sound on string instru­ments by making the strings vibrate.

Musician produce sound on percussion instruments, which can be made of many mate­rials, by hitting them.

Musicians play together in groups to produce great sound.

Many people are needed to create an orchestra.

Identify Main Idea and Supporting Details

Some wind instruments have reeds, or thin pieces of wood or plastic. The longer a horn is, the greater its range of sound.

Strings can be plucked, strummed, bowed, or even slapped. Musicians press a string with a fin­ger to change the length of the string.The blow makes the instrument vibrate cre­ating sound. human hands, hollow logs, plas­tic, wood, animal skins.

Early jazz bands had drums, bass guitar, and lead guitar. Marching bands only include instru­ments that are easy to carry.

An orchestra is a group of musicians playing instru ments from all of the instru ment families. A conductor leads the orchestra.

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© 2011 Benchmark Education Company, LLC 9

Chapter 3

Apply Metacognitive Strategy: Ask Questions • Have students review the questions they wrote during the last

lesson. Ask if chapter 2 answered any of their why, how, and what questions. Discuss responses. Remind them that asking questions is what good readers do to be actively involved in their reading.

• Say: Today we are going to ask questions about what might happen next.

• Read pages 18–19 aloud while students follow along. Pose questions as you read. Some ideas for questions follow.

Did people find uses for the phonograph right away?

Will the invention of the phonograph change music?

How have recordings improved over time?

• Ask students what they are going to do as they read the next chapters.

• Remind students that asking questions about what will happen next is a good way to understand the text.

Set a Purpose for Reading • Have students read pages 16–17 silently. Explain that these two

pages will tell them how to read musical notation. Ask them to write at least one question about an unknown word and one question about why, how, and what. Then have them reread pages 18–19 and read pages 20–21. Ask them to write in their journals at least one question for pages 20–21 about what might happen next.

Discuss the Reading • Have students quickly review all of the questions they wrote in

their journals. Discuss how they might find answers to any unan-swered questions. Have students compare these questions to the ones they wrote on the KWHL chart on the first day.

• Discuss the importance of an index in helping them find answers to specific questions. Have students use the index of Music Counts to try and answer any unanswered questions. Remind them that not all answers can be found in the text.

• Students will do research to answer questions on their KWHL charts; some of the questions in their journals may appear on the KWHL chart. For this reason, it is not necessary to have students research answers to their metacognitive skills questions.

• Ask What might happen next? questions for pages 20–21: How do you think technology will continue to change the way people write music? How will it change the way people listen to music? Discuss with students the opened-ended nature of the question, What will happen next? Make sure they understand that there are no right or wrong answers. Encourage students to use their imaginations.

Content InformationMany special symbols are used in written music.

• A scale consists of notes. The names of notes are A, B, C, D, E, F, and G.

• When a scale is played at a higher range, it is said to be in a higher octave.

• The time signature is a fraction. The top number tells how many beats to a measure. The bottom number tells what kind of note gets one beat. For example, 4/4 time means that there are 4 beats to a measure, and a quarter note gets one beat.

Minds-On/ Hands-On Activity

1. Have students say their names aloud syllable by syllable, listen-ing for accent and rhythm.

2. Direct students to clap the syllables in their names, demon-strating each unique rhythm.

3. Compare and contrast the differ-ent sounds and rhythms in the names Allen, Timothy, DeWanda, Kendra, Rashab.

4. Write some of the names on the board with musical notation to show the rhythms. Consider making a recording of your work together.

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Chapter 3 (continued)

Informal Assessment Tips 1. Watch students as they ask ques-

tions. Ask yourself: How have the students progressed with asking questions? What problems are they still having? What questions pop into my mind about what I see them doing?

2. Watch students as they com-plete the graphic organizer independently. Ask yourself: Who is still struggling with this strategy? What are they doing or not doing that makes me think they are struggling? How can I help them?

3. Jot down your thoughts in your folder or notebook.

Apply Comprehension Strategy:Identify Main Idea and Supporting Details• Review the graphic organizer with students and explain that they will

complete the main idea and details for chapter 3 independently.

• Ask if they have any questions about identifying the main idea and supporting details before they begin.

• Monitor their work and intervene if they are having difficulty.

• Discuss student responses together.

• For more practice, have students complete the blackline master Main Idea and Details on page 16 of this guide.

Use Context Clues to Determine Word Meaning: Multiple-Meaning Words• Remind students about the multiple-meaning words lesson.

• Have students find the word staff on page 16. Ask them what they could do if the word wasn’t in the glossary.

• Ask: What does the word staff mean in this sentence? (a group of five lines used for writing music) What other meanings might this word have? (a stick or pole used as an aid when walking, a group of people who work together) How did you know which meaning the word has in this sentence? (The first definition is the one used in music and the one that makes sense.)

• For more practice, have students complete the blackline master Use Context Clues to Determine Word Meaning: Multiple-Meaning Words on page 15 of this guide. Students can do this during small-group reading or at their desks.

4–5

6–7

8–9

11–13

14–15

16–17

18–21

Page Number Main Idea Supporting Details

Musicians blow through horns to get air to vibrate through wind instruments thus making sound.

Musicians produce sound on string instruments by making the strings vibrate.

Musician produce sound on percussion instruments, which can be made of many mate­rials, by hitting them

Musicians play together in groups to produce great sound.

Many people are needed to create an orchestra.

Composers write music on a form called a staff.

Technology has changed the way peo­ple create and enjoy music.

Identify Main Idea and Supporting Details

Some wind instruments have reeds, or thin pieces of wood or plastic. The longer a horn is, the greater its range of sound.

Strings can be plucked, strummed, bowed, or even slapped. Musicians press a string with a finger to change the length of the string.

The blow makes the instrument vibrate cre­ating sound. human hands, hollow logs, plas­tic, wood, animal skins

Early jazz bands had drums, bass guitar, and lead guitar. Marching bands only include instru­ments that are easy to carry.

An orchestra is a group of musicians playing instruments from all of the instrument families. A conductor leads the orchestra.

Notes on higher lines means higher notes. A clef tells the range of notes on the staff. The numbers set the rhythm of the music.

In the early days, all musi­cians recorded at once. Today, they often record their parts one at a time. Electric power allows sounds to travel farther.

10 © 2011 Benchmark Education Company, LLC

Answer: That is why he is called the father of rock music.

Answer: There was nothing in Elvis Presley’s childhood to suggest that he would become famous.

Possible answers: He blended gospel and blues music with country and western.

The new style caught people’s attention. He became the first teen idol.

He became the first rock ’n’ roll star. He is called the King of Rock ’n’ Roll.

1. pop ____________________________________________________________________________

___________________________________________________________________________________

2. rock ___________________________________________________________________________

___________________________________________________________________________________

3. change _________________________________________________________________________

___________________________________________________________________________________

a. a short word used to describe popular songsb. a sudden, sharp, explosive sound

a. a large mass of stone and/or mineralsb. a shortened form for rock ’n’ roll music

a. small coinsb. to become different

1. Underline the sentence in paragraph one that contains the main idea.

2. Underline the sentence in paragraph two that contains the main idea.

3. List three details that support the article’s main idea:

______________________________________________________________________________________________

______________________________________________________________________________________________

______________________________________________________________________________________________

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After ReadingAdminister Posttest• Have students take Ongoing Assessment #20 on page 76 in the

Comprehension Strategy Assessment Handbook (Grade 3).

Synthesize Information: Complete KWHL Chart• Have students complete the L portion of their KWHL charts by

finding answers to the questions in their charts and writing those answers in the column titled What did I learn about music?

• Direct students to use their own suggestions from the H column, How I can learn more about music?, to find answers to questions that are not in the text. Suggest that students find partners who have asked the same questions and work together to find the answers to difficult questions.

• Remind students that there are various ways to do research. Have them brainstorm creative ways to find answers, such as calling a music store or speaking with the school’s music teacher.

• Students may need to consult different sources when doing research until they find an answer. Remind them to use the index of reference materials. Allow a student who finds an answer in research material to show the material directly to other students who asked the same question, but encourage students to use their own words when filling in the KWHL chart. If students have difficulty finding answers, you might want to suggest other sources or direct them to a librarian for help.

• When students have completed their KWHL charts, provide time for them to share their answers and experiences with the class. You might want to have them use their questions and answers to produce a bulletin board about music.

© 2011 Benchmark Education Company, LLC 11

Informal Assessment Tips

1. Score assessments and deter-mine if more instruction is needed for this strategy.

2. Keep group assessments in a small-group reading folder.

3. Look closely at students’ responses. Ask yourself: Why might this student have answered the question in this manner? For in-depth analysis, discuss responses with individual students.

4. Use posttests to document growth over time, for parent/teacher conferences, or for own records.

Detail­

brass are usually in the

back

Detail­

piano located in the back

Detail­ depends on the song the

orchestra is playing

Main Idea­ how musical

instruments are placed in an orchestra

depending on the song

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Model the Writing Process: Write a Paragraph Including Main Idea and Supporting Details• Remind students that throughout the book Music Counts, they

identified main ideas and supporting details. Have students turn to page 14. Remind them that the main idea of this page is found in the first sentence: An orchestra is a group of musicians playing instruments from all the instrument families.

• Direct students to study the diagram that shows where the musi-cians sit. Have them locate the strings, winds, and percussion.

• Explain that this arrangement is common in orchestras, but some-times musicians move to different locations. For example, if a piece of music requires a loud trumpet, trombone, or tuba solo, the conductor might move that section closer to the front.

• Redraw parts of the diagram on chart paper or the board.

• Ask: If I’m the conductor and I want my orchestra to play music that features the piano, where would I want the piano placed on the stage? (possible answers: in the front, to the side)

• On chart paper, create a cluster diagram like the one shown on page 11. Ask: What was our discussion and picture about? (that musicians may sit in different places depending on the song they are going to play) Write the main idea in the center circle. What details from the discussion and picture support the main idea? (brass can be moved to the front; piano can be moved to the front; it depends on the kind of music) Write three supporting details in the surrounding circles.

• Say: Now let’s take what we put on this diagram and turn it into a paragraph.

• Use the writing model to show how the main idea and support-ing details from the cluster diagram can be used to write a paragraph. Ask: What is this paragraph mostly about? Why do you think that? What details support your answer?

• Have students work in teams to brainstorm topics on music for a main idea/supporting details paragraph. Discuss topics and help each student choose a topic.

• Help students complete a graphic organizer similar to the one used for this writing activity. Remind them that good writers organize their writing before they write.

• Have students write their paragraphs.

• Provide class time for students to share their paragraphs. Students can identify the main idea and supporting details in each other’s paragraphs.

Informal Assessment Tips

1. Observe students as they participate in the project. Identify those who might need additional assistance during the various stages of the writing process. Jot down notes in your journal.

2. During conferences, keep notes on each student’s writ-ing behaviors. Ask yourself: What evidence do I have to support the conclusion that this student is writing well or poorly? What can I do about it?

3. For struggling students, practice finding the main idea and supporting details in paragraphs; then move to larger bodies of texts.

12 © 2011 Benchmark Education Company, LLC

Writing Workshop

Teaching Tips: Process Writing Steps

1. Have students independently write a first draft using the main idea and supporting details structure.

2. After students complete their paragraphs, have them revise and edit with the help of a class-room buddy.

3. Conference with each student. Ask them to identify the main idea and supporting details of their paragraphs.

4. Have students make any addi-tional changes and create a final copy of their paragraphs.

5. Finally, invite students to share their paragraphs with a group of other students.

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Where Musicians Sit in an OrchestraMusicians might move around in an orchestra

depending on the piece of music the orchestra

will play. Since the brass instruments are loud,

they are usually placed in the back. If a piece

features brass instruments, however, they might

be moved closer to the front. A percussion

instrument such as the piano, which is usually

located in the back, might be moved to the front

if the piano is featured in the musical number.

Writing Model

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Name ________________________________________ Date __________________

4–5

6–7

8–9

11–13

14–15

16–17

18–21

Page Number Main Idea Supporting Details

Identify Main Idea and Supporting Details

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Use Context Clues to Determine Word Meaning: Multiple-Meaning Words

Directions: Read the passage. Complete the exercise at the bottom of the page.

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Bob Dylan

Bob Dylan is a pop musician who became popular in the 1960s. With a raspy voice and a guitar, this young musician sang about peace. His simple songs with a strong message found a wide audience.

One of his most popular songs was “Blowin’ in the Wind.” Dylan simply asks listeners how questions, such as, “How many times must the cannonballs fly before they’re forever banned?” and “How many deaths will it take ‘til they know that too many people have died?” These questions were meant to get listeners to think about the bad effects of war.

Bob Dylan still writes and performs his own music. In 1965, Dylan combined folk and rock music in his songs and invented a type of music called folk-rock. He has continued to bring new ideas to the music he writes. But he is best known for bringing change to pop music during the early days of his career.

Name ________________________________________ Date __________________

Find and underline in the passage each word that is listed below. Then circle the letter of the definition that fits in the sentence.

1. pop

2. rock

3. change

a. a short word used to describe popular songs

b. a sudden, sharp, explosive sound

a. a large mass of stone and/or minerals

b. a shortened form for rock ‘n’ roll music

a. small coins

b. to become different

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Name ________________________________________ Date __________________

Main Idea and DetailsDirections: Read the passage. Complete the exercise at the bottom of the page.

The King of Rock ’n’ Roll

Elvis Presley lived a long time ago. So why do we still hear his name so often today? Elvis Presley was the first person to blend gospel and blues with country and western music. This new form of music was called rock and roll. Without Presley, there would be no rock music today. That is why he is called the father of rock music.

There was nothing in Elvis Presley’s childhood to suggest that he would become famous. Elvis was born in 1935 in the South. His family was very poor. Elvis grew up in housing projects in Memphis. After high school, he got a job as a truck driver.

Young Elvis did have an interest in music, though. He often went places where he could hear blues music. He loved this form of music and learned to sing it himself.

Then Elvis joined a band called the Blue Moon Boys. His style caught the attention of listeners. They loved the new music. Elvis Presley became the first teen idol and the first rock star. He’s been known as the King of Rock and Roll ever since.

1. Underline the sentence in paragraph one that contains the main idea.

2. Underline the sentence in paragraph two that contains the main idea.

3. List three details that support the article’s main idea:

___________________________________________________________________________________

___________________________________________________________________________________

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