LESSON 12 TEACHER’S GUIDE
Bongos, Maracas, and
Xylophones
by Lisa Benjamin
Fountas-Pinnell Level I
Nonfiction
Selection Summary
People 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.
Number of Words: 210
Characteristics of the Text
Genre
Text Structure
Content
Themes and Ideas
Language and
Literary Features
Sentence Complexity
Vocabulary
Words
Illustrations
Book and Print Features
• Nonfiction
• Three to six lines of text in the same position on each page
• Four sections with headers
• Pleasure of music
• Bongos, maracas, and xylophones: how they are made and how they sound
• The language of music is universal.
• Different instruments are made differently and make different sounds.
• People enjoy playing music.
• Writer talks directly to reader (second person)
• 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!
• Many words relating to music and sound: bongos, maracas, xylophone, banged, shake,
rattles
• 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!
• Color photographs support the text.
• 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.
Copyright © by Houghton Mifflin Harcourt Publishing Company
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Bongos, Maracas, and Xylophones
by Lisa Benjamin
Build Background
Help 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 Text
Guide children through the text, noting important ideas and nonfiction features. Help with
unfamiliar language so they can read the text successfully. Give special attention to target
vocabulary. Here are some suggestions:
Page 2: Explain that this book tells about music and three ways to make musical
sounds. Have the children find the highlighted words, museum and nursery.
Suggested language: Turn to page 2. Listen to the first 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 find 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.
Target Vocabulary
alone– by yourself, p. 10
hours – units of time equal to 60
minutes, p. 10
museum – a building in which
people can see important
objects related to art, science,
or history, p. 2
Grade 2
nursery – a baby’s or a young
child’s bedroom, p. 2
smooth – calm, gentle, or even,
p. 4
real – something that exists and
is true, p. 6
whenever – any time or every
time that something happens,
p. 7
shake – to quickly move
something back and forth, or
up and down, p. 6
2
Lesson 12: Bongos, Maracas, and Xylophones
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Read
As 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
about what they are reading.
and to ask questions
Discuss and Revisit the Text
Personal Response
Invite 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 Thinking
As 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.
• Music is a universal language.
• The photos contain visual
information and back up the
content of the text.
• Maracas look like rattles, are
filled 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.
• Different instruments are made
differently and make different
sounds.
• People enjoy playing music.
• 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.
Grade 2
3
Lesson 12: Bongos, Maracas, and Xylophones
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Writing about Reading
Vocabulary Practice
Have children complete the Vocabulary questions on BLM 12.1.
Responding
Have children complete the vocabulary activities on page 11. Remind them to answer the
Word Teaser on p. 12. (Answer: whenever)
Reading Nonfiction
Nonfiction Features: Section Headings and Photos Remind children that nonfiction
has many features to help readers find 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 nonfiction 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 Text
Have 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.
Grade 2
4
Lesson 12: Bongos, Maracas, and Xylophones
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English Language Development
Reading Support Check regularly on children’s oral reading to determine accuracy,
fluency, 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 Development
Check children’s comprehension, using a dialogue that best matches their
English proficiency 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 1: Where do people make
music?
Speaker 1: What is a xylophone
made of and how do you play it?
Speaker 2: smooth tops
Speaker 2: People make music all
around the world.
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.
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: What are maracas filled
with?
Speaker 2: They are filled with beans or
beads.
Lesson 12
Name
BLACKLINE MASTER 12.1
Date
Target Vocabulary
Bongos, Maracas, and
Xylophones
Target Vocabulary
Fill in each blank with the Target Vocabulary word that
Vocabulary
best completes each sentence.
alone
hours
museum
nursery
real
shake
smooth
whenever
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.
Read directions to children.
Target Vocabulary
3
Grade 2, Unit 3: Tell Me About It
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5
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Lesson 12: Bongos, Maracas, and Xylophones
© Houghton Mifflin Harcourt Publishing Company
First Pass
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Name
Date
Bongos, Maracas, and Xylophones
Thinking 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.
Grade 2
6
Lesson 12: Bongos, Maracas, and Xylophones
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Lesson 12
Name
BLACKLINE MASTER 12.1
Date
Target Vocabulary
Bongos, Maracas, and
Xylophones
Target Vocabulary
Fill in each blank with the Target Vocabulary word that
Vocabulary
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
alone
hours
museum
nursery
real
shake
smooth
whenever
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.
Grade 2
7
Lesson 12: Bongos, Maracas, and Xylophones
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Student
Lesson 12
Date
BLackline master 12.23
Bongos, Maracas, and Xylophones
• level i
page
Selection Text
Bongos, Maracas, and
Xylophones
Running Record Form
Errors
Self-Corrections
Accuracy Rate
Self-Correction
Rate
Music
2
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.
3
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
4
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.
5
Have you ever banged bongos? They make a sound like this.
Pop pop da pop!
Comments:
(# words read
correctly/102 × 100)
(# errors + #
Self-Corrections/
Self-Correction)
%
1:
Read word correctly
Code
✓
cat
Repeated word,
sentence, or phrase
®
Omission
—
cat
cat
Grade 2
Behavior
Error
0
0
1
8
Substitution
Code
cut
cat
1
Self-corrects
cat
cut sc
0
Insertion
the
1
Word told
T
cat
cat
ˆ
Error
1413857
Behavior
1
Lesson 12: Bongos, Maracas, and Xylophones
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