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Use page 62 to administer the test. Explain Write each word below on the board. Read it aloud. Offer an explanation and a brief example for each word. Words About Sounds blurted v. said suddenly She blurted out the answer without raising her hand. harmony n. pleasant blending of sounds The band played in perfect harmony. intonation n. ability to get musical sounds right The choir’s intonation was perfect. muted adj. quieter The muted violin was diffi cult to hear. peal n. a loud sound Peals of laughter fi lled the room. sharp adj. high sounding The sharp notes stood out against the low ones. squalling v. yelling The squalling crowd grew quiet. tenor adj. a medium-high sounding instrument or voice She plays the tenor saxophone. Discuss Guide children to see the relationship between each word and the category. Prompt them as follows: Are the sounds you hear in the morning muted? Read Aloud Explain that you will read aloud a story about a school rock band. Then read aloud “A Rockin’ Talent Show.” Discuss the Comprehension questions. Categorize and Classify Reread and Explain Reread “A Rockin’ Talent Show.” 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. squalling peal sharp tenor harmony intonation Words About Sounds Words About Music 1. What word might you use to refer to speaking suddenly? (blurted) 2. If you say something softly, your voice is __________. (muted) Day 3 Day 4 Day 5 Unit 1, Lesson 1 t T3 15-20 Minute Lessons Introduce Meanings Explain Write each word below on the board. Read it aloud. Offer an explanation and a brief example for each word. More Words About Sounds clamor n. loud noise The clamor of the wind and thunder scared my cat. commotion n. noisy activity I couldn’t hear the teacher because of the commotion. crescendo n. sound that grows louder The whispering grew to a loud crescendo. echo v. sound repeated after bouncing off a surface My voice echoed in the empty room. pitch n. level of sound on a scale from low to high The whistle blew at a very high pitch. rustling n. a soft swishing and crackling sound I could hear a rustling of papers when it was time to start the test. tumult n. a loud sound made up of many noises happening at the same time The tumult of the crowd was created by many people speaking at once. Discuss Guide children to see the relationship between each word and the category. Ask questions such as this: Are the sounds in a classroom usually like a commotion or a rustling? Read Aloud Explain that you will read aloud a story about the sounds at a spelling bee. Then read aloud “The Spelling Bee.” Discuss the Comprehension questions. Categorize and Classify Reread and Explain Reread “The Spelling Bee.” 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 Sounds That a Crowd Might Make commotion rustling crescendo tumult clamor 1. One kind of repeated sound is an __________. (echo) 2. What word would you use to describe how high or low a sound is? (pitch) 3. What other words describe sounds a crowd might make? Add these to the graphic organizer as children suggest them. (Sample answers: cheering; yelling; clapping) Deepen Understanding Review Repeat explanations for all oral vocabulary words. Use the defi nitions and examples from Day 1 and Day 3. Guide Partner Activities Have partners work together to complete each of the activities below. Circulate and listen to partners as they work. Provide corrective feedback. Describe Describe a musical performance you have heard to your partner. Use these words: harmony, tenor, intonation, muted. Role-Play With your partner, make different sounds. Make sounds that are examples of low pitch and sharp pitch. Examples Tell when you have heard an echo. What does an echo sound like? Draw Draw a scene fi lled with commotion, such as a carnival or a crowded store. Write Now write some sentences to describe your scene. Use these words: rustling, clamor, tumult, crescendo, squalling, peal, blurted. Assess To assess what word meanings children have learned, copy and distribute the Pretest/ Posttest on pages 92–93. Use page 62 to administer the test. Compare scores with Day 1 assessment.