Scott Foresman Reading Street provides over 600 leveled readers that help children become better readers and build a lifelong love of reading. The Reading Street leveled readers are engaging texts that help children practice critical reading skills and strategies. They also provide opportunities to build vocabulary, understand concepts, and develop reading fluency. The leveled readers were developed to be ageappropriate and appealing to children at each grade level. The leveled readers consist of engaging texts in a variety of genres, including fantasy, folk tales, realistic fiction, historical fiction, and narrative and expository nonfiction. To better address reallife reading skills that children will encounter in testing situations and beyond, a higher percentage of nonfiction texts is provided at each grade.
Trang 1Roots of the Blues
SUMMARY This book traces the evolution of
blues music from its West African origins to
current-day rap music
LESSON VOCABULARY
appreciate barber
religious slavery
teenager
INTRODUCE THE BOOK
INTRODUCE THE TITLE AND AUTHOR Discuss with
students the title and the author of Roots of
the Blues Make sure students understand
that here the word roots means origins Have
students identify the instrument the man
on the cover is playing Then, based on the
title, ask: What do you think the book will be
about? How might it relate to a social studies
topic?
BUILD BACKGROUND If possible, play a selection
of blues music Then invite students to share
any knowledge of blues music, gospel music,
and West African music Also, ask students
to discuss what they know about the history
of slavery in the United States and the fact
that enslaved people introduced new forms of
music to American culture
PREVIEW/USE TEXT FEATURES Have students
look through the book Draw their attention
to the time line on pages 10–11 Point out
that there are a couple of dates in some of
the boxes Also note that the book has many
illustrations with captions that give important
information about the history of the blues
READ THE BOOK SET PURPOSE Have students set a purpose
for reading Roots of the Blues Students’ own
interests should guide this purpose Have students tell what they hope to learn from the book If they need prompts, ask: Do you want
to know how the blues got started or what famous musicians sang the blues?
STRATEGY SUPPORT: GRAPHIC ORGANIZERS
Discuss how different types of graphic organizers present information Focus on the kinds of organizers with which you know students are familiar Point out that the time line on pages 10–11 is one kind of graphic organizer that shows the order in which something happened Then, point out the graphic organizer on page 21 Tell students that they will be filling this in after they read the book
COMPREHENSION QUESTIONS
PAGES 6–7 What is the main idea of this
section? (Enslaved West Africans brought their musical culture to America.)
PAGE 11 According to the time line, when did different types of blues music begin to appear
in different areas? (1930s)
PAGES 16–17 What information is the author
giving on these pages? (information on some famous blues musicians)
PAGE 19 How is rap music like the blues?
(Possible response: It tells stories.)
5.3.4
MAIN IDEA AND DETAILS GRAPHIC ORGANIZERS
64 Roots of the Blues
Trang 2Skill Work
REVISIT THE BOOK
READER RESPONSE
1 Possible response: Main idea: Blues
music has its roots in African music, and
it has had much influence on American
popular music Details may include: West
African musical traditions, griots, plantation
call-and-response and field hollers, spirituals,
regional blues, jazz, rock and roll, rap
2 Call and response: Leader called to
listeners, who then responded Field hollers:
Workers called across fields to each other
Spirituals: Singers sang about feelings,
hopes, and religion
3 Possible response: freedom, captured
4 Responses will vary.
EXTEND UNDERSTANDING This book is full
of photos and illustrations Have students
discuss which images they found the most
interesting and why Ask students how seeing
pictures of West Africans, enslaved people,
and blues musicians helped them better
understand and relate to what they were
reading
RESPONSE OPTIONS
WRITING Allow students to listen to blues
music at listening centers, online, or at the
library Then have them each write a
paragraph describing the music, their
opinion of it, and how it made them feel
MUSIC CONNECTION
Invite students to find out more about the
people who make the music talked about in
Roots of the Blues Students can do research
on rap, jazz, gospel, or blues musicians
TEACH/REVIEW VOCABULARY
Create word cards Then have students sort words by parts of speech and use each word in a sentence
Help students understand that the
word released can have more than one
meaning In this book, it means “set free.”
The other meaning is “published or sold.”
TARGET SKILL AND STRATEGY
MAIN IDEA AND DETAILS Remind students
that the main idea is the most important idea about a topic Supporting details are
small pieces of information that tell more about the main idea Read the section on page 3 together and ask what the topic is
(West African music) Then have students give the main idea (Music is important to the cultures of West Africa.) Ask students to
give the details that support that idea
GRAPHIC ORGANIZERS Review that people
use graphic organizers to help organize,
understand, and remember information
Show students a Main Idea Chart (see TG page 143) Tell students that as they read
each section of Roots of the Blues, they
should record the main idea and supporting details of that section in the chart Point out that supporting details will be found not only in the text but also in the illustrations, captions, and time line
ADDITIONAL SKILL INSTRUCTION
AUTHOR’S PURPOSE Review that the term
author’s purpose means the reason or
reasons an author has for writing There are four common purposes—to persuade,
to inform, to entertain, and to express a feeling or emotion Ask: What do you think the author’s purpose is? As they read, suggest that students think about how the illustrations in the book help serve the author’s purpose For example, why did the author choose to include many pictures of people performing?
Roots of the Blues 65
Trang 3© Pearson Education 5
Name
Main Idea and Details
• The main idea is the most important idea about a paragraph, passage, or article.
• Supporting details are small pieces of information that tell more about the main idea.
Directions Read the following passage Complete the diagram by telling the main idea of the
passage Then list supporting details that tell more about the main idea
Main Idea
Supporting Details
Roots of the Blues
66
The earliest blues singers played
handmade musical instruments that made interesting and unusual sounds
Among these early instruments were
the banjo and the washboard and stick
Later on, blues musicians would play guitars, pianos, and harmonicas Blues musicians gained a reputation early on for experimenting with different sounds on their instruments
Trang 4© Pearson Education 5
Name
Vocabulary
Directions The base word of dancer is dance Write the base word for the words below.
1 released
2 slavery
Directions In each of the following sentences, the vocabulary words are in dark type
Put an X in front of the sentences that incorrectly use the vocabulary words.
3 Her help baking the cake was really appreciate.
4 The barber gave terrific haircuts to all the kids in the neighborhood.
5 The choir practiced singing every day from three to five o’clock.
6 The group was made up of people from all different religious.
7 The teenager boy loved listening to loud music.
Directions Use three of the vocabulary words in one sentence.
8.
67
Roots of the Blues
Check the Words You Know
appreciate religious
barber slavery
choir teenager
released