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Use page 73 to administer the test. Explain Write each oral vocabulary word below on the board. Read it aloud. Offer an explanation and a brief example for each word. Words About Music auditioning v. trying out I am auditioning to play the fl ute in the school show. band n. a group of people who play music together The band played my favorite song. concert n. a musical program or show The concert is in the school auditorium. debut n. a fi rst show The singer’s debut was a huge success. orchestra n. a large group of people who play instruments together He plays the violin in the children’s orchestra. vocal adj. having to do with the voice She learned to sing by taking vocal lessons. Discuss Guide children to see the relationship between each word and the category. Ask questions such as these: What is your favorite band? What kind of music do they play? Do you think you would like to audition to be in a concert? Why or why not? Read Aloud Explain that you will read aloud a story about a very talented singer. Then read aloud “The Amazing Voice.” Discuss the Comprehension questions. Categorize and Classify Reread and Explain Reread “The Amazing Voice.” At the end of each sentence that includes an oral vocabulary word, stop and repeat the explanation of the word. Then reread the sentence. Use a Graphic Organizer Use the graphic organizer and the questions below to reinforce understanding of the relationship between each word and the category. Words About Shows with Music concert debut Words About People Who Play Music band orchestra 1. Do you think you would want to practice playing your instrument a lot before auditioning to be in an orchestra? (yes) 2. What type of lessons might a singer take? (vocal) Day 3 Day 4 Day 5 Unit 3, Lesson 12 t T25 15-20 Minute Lessons Introduce Meanings Explain Write each oral vocabulary word below on the board. Read it aloud. Offer an explanation and a brief example for each word. Words About Noises blare v. to make a loud, harsh sound I covered my ears when I heard the whistle blare. peaceful adj. calm When I’m tired, I like to listen to soft, peaceful music. racket n. a loud, unpleasant noise The dog’s barking made quite a racket. rumble n. a deep rolling sound I can hear the rumble of trains going down the track. thunderous adj. loud and deep The hall was fi lled with thunderous clapping at the end of the show. volume n. the loudness of a sound I could not hear the music because the volume was too low. Discuss Guide children to see the relationship between each word and the category. Ask questions such as these: What words would you use to talk about sounds that you like? What words would you use to talk about sounds that you do not like? Read Aloud Explain that you will read aloud a story about the noises that a group of animals make. Then read aloud “The Bremen Town Musicians.” Discuss the Comprehension questions. Categorize and Classify Reread and Explain Reread “The Bremen Town Musicians.” At the end of each sentence that includes an oral vocabulary word, stop and repeat the explanation of the word. Then reread the sentence. Use a Graphic Organizer Use the graphic organizer and the questions below to reinforce understanding of the relationship between each word and the category. Loud Noises Soft NoisesBoth peacefulvolumeblare racket thunderous 1. If you cannot hear the radio, you can turn up the __________. (volume) 2. What other words can you use to talk about soft noises? Add these to the graphic organizer as children suggest them. (Sample answers: quiet; low; hum) 3. What is a noise that sounds like a rumble? (Sample answers: thunder; a car’s engine) Deepen Understanding Review Repeat explanations for all oral vocabulary words. Use the defi nitions and examples from Day 1 and Day 3. Guide Partner Have partners work together to complete each of the activities below. Circulate and listen to partners as they work. Provide corrective feedback. Examples Talk to your partner. List some things that make a racket. Compare Talk to your partner. Compare a rumble of thunder with a sudden fl ash of lightning. Which bothers you more? Describe Talk to your partner. Describe how a musician might feel when auditioning to be in an orchestra. Then talk about how the musician might feel during his or her debut. Write Work with your partner. Imagine you saw your favorite band perform. Use these words to write about the show: concert, vocal, blare, thunderous, volume. Word Parts The suffi x -ful means “full of.” Peace means “when things are calm and there is nothing bothering you.” Something that is peaceful is calm and makes you feel full of peace. Use a dictionary or a glossary. Work with your partner to fi nd and list three other examples of words with -ful, meaning “full of.” Assess To assess what word meanings children have learned, copy and distribute the Pretest/ Posttest on pages 114–115. Use page 73 to administer the test. Compare scores with Day 1 assessment.