Most recent public comments by M Ceballos https://nowcomment.com/users/122907 https://nowcomment.com/documents/40909?scroll_to=2813489 https://nowcomment.com/documents/40909?scroll_to=2813489 Breaking down the comprehension of the passage helps me to anaylze where to focus on vocabulary. This article is really about drums which happens to be a percussion instrument which man has been playing since walking the earth. Just like students tapping on the desk top with its hollow insides. I am concerned that if I focus on many of the words in the first two paragraphs breaking down vocabulary for dwellers, percussion, culture, etc. that whole focus on drums is lost in all the muffle of words which could be easily explained through pictures and explaination such as written above. I think this article has many words that a third grade student may struggle with, but many do have apositives, or definitions. What the author is really explaining is the basic elements of drums including shapes, sounds, and how they work. If vocabulary is to lead to comprehension, then it is my opinion that we make sure to not detour from that. Tree maps would support vocabulary and comprehension of this passage. The bubble map would help students connect words describing drums. See my arts integration comments. If you had students bring something from home that could be a drum, you would be able to use the activity to help explain some of the words such as culture, types, hollow shell, etc. Words like pitch has multiple meanings which would be great for students to explore especiall ELs. Look at faint--some kids may think to pass out, but here it means soft quiet sound. It is also opposite to huge. Mon, 15 May 2023 23:46:28 -0400 https://nowcomment.com/documents/40909?scroll_to=2813478 https://nowcomment.com/documents/40909?scroll_to=2813478 Students can connect meanings of shallow, hollow shell, metal vs. wood by looking around the classroom for items that could be a drum such as the desk and metal hollow chair leg. Having students bring something from home that could be a drum and then decorate it at school could help them connect to "Every culture has developed its own type of drum." It would be interesting to see the similarities and differences in the "elements" of the items brought from home. Using hollow tube and stretching a balloon over one end could help students Understand "strtched tight over the drum shell" Vibration is an interesting word. If you have access to a tuning fork students can feel the vibration. I have a hypervolt that vibrates to help tight muscles. Google drum sounds to play different sounds drums make. Integrating the arts is another strategy to help students understand many of the tier 3 words, but also some of the tier 2 words. Mon, 02 May 2022 00:23:57 -0400 https://nowcomment.com/documents/40909?scroll_to=2813476 https://nowcomment.com/documents/40909?scroll_to=2813476 Adding in arts integration, students could bring something from home that could be a drum. Examples are empty boxes. They could decorate the box. Students could look around the room and find things that fit the definition of drum such as their desk which they like to tap on and also the metal hollow chair leg. Could discuss how the two have different sounds. Mon, 02 May 2022 00:11:45 -0400 https://nowcomment.com/documents/40909?scroll_to=2813475 https://nowcomment.com/documents/40909?scroll_to=2813475 Pictures was my first thought on paragraph one. Also, having a hand drum, cymbals, and xylophone. Mon, 02 May 2022 00:06:43 -0400