This is the second post in my series exploring how to use the strategies outlined in The Core Six by Silver, Dewing, and Perini in the music room. This lesson is on the strategy Reading for Meaning. Click here for the first post in the series, which includes a summary of Reading for Meaning.
Common Core Standards:
RL.1.1 Ask and answer questions about key details of a text.
RL.1.2 Retell stories.
Core Music Standards K-8 Strand:
MU:Re7.2.1a How specific music concepts are used in various styles of music.
(Form- Call and Response)
MU:Pr4.2.1a Demonstrate knowledge of music concepts.
Students will be able to:
- Identify key details of the song lyrics as evidence.
- With guidance, use evidence to support that a statement is true or false.
- Describe the form of “My Aunt Came Back.”
- Retell the story using movement or acting.
- Support statements with evidence from the text.
- Have fun!
- Map or Globe that students can touch.
- Knowledge of the song.
- As much of the following realia as you can find: wooden shoe, folding fan, shears, hula hoop, rocking chair.My Aunt Came Back adapted by John Feierabend (optional)
What to say to your administrator:
Students in today’s lesson will develop reading comprehension skills through reading for meaning, a research based common core strategy. Students will make predictions, gather evidence, and support a claim about the lyrics of our song. Students will be able to retell the story to you!
- Choose a short song.
- My Aunt Came Back
- Create statements about the text to focus student attention.
- My aunt likes to travel to other countries
Begin with an introduction of the song title and brainstorming places my aunt could be coming back from. Focus in on the key vocabulary word “country” while using a map as a visual aid. This is an excellent opportunity to have students engage prior knowledge and share the countries their parents are from. I made sure to share where the country Algeria is and let the students touch Algeria on the map, as that country’s capital Algiers is in the song.
After the hook, preview the statement from step two. This process is simplified for first graders. Review your signal for true and false, I use thumbs up and thumbs down. Have students predict if they think the song will prove the statement true or false.
Explain how we are going to listen to the lyrics of the song to decide if the statement is true or false. I didn’t use the word evidence, I just said that listening to the story of the song will help us decide. The following table is based on one in The Core Six. I added the thumbs up and down icons for my emerging readers.
Sing the song in call and response style using your realia. Sing again and stop after each new verse and help students fill in the table using lyrics as evidence. Let students know that we are going to sing the song all the way through and that they should think if there is any part of the story that we left out or that doesn’t fit. Sing through the song again with additive movements as follows. Wooden shoe: tap foot, waving fan: fan face, pair of shears: scissor motion, hula hoop: sway hips, rocking chair: rock back and forth!
To wrap up “Reading for Meaning,” have students in pairs share how they would finish the following sentence. “My aunt likes to travel out of the country” is a true statement because…
To continue the music lesson, explore the call and response form of the piece by diving the class in half and having one half call and the other half answer; choosing a solo, duet, or trio to call with the rest of the class answering; or divide the class in half and place the call on drums and responses on triangles to transfer to unpitched percussion.
Finally, add some extension activities such singing the song while looking at the book adapted by Feierabend and linked above, creating a play and acting out the story, or exploring music from one of the countries in the song.
What I Learned:
It is essential that the teacher created statements are targeted towards learning goals because they guide student thinking and the evidence collection process. I’m not yet convinced the statement I created above is the best one. Another statement idea I thought of for this song is, “My aunt likes to save money,” which would be false of course! What other statements could we use?
As with any strategy, the more we (teachers and students) practice it, the better we’ll get. Today was the first time we did this, and it went pretty well. But what if we did “Reading for Meaning” with all of the books in Feierabend’s series? I’m sure the students and I would get better at it together!
Thumbs up and thumbs down icons are from openclipart.org.