weekly literature - ellis family - homeellis2020.org/treasures/tg-treasures/unit3_week4_1.pdf ·...
TRANSCRIPT
by Peter Lightfoot
by André Melillo
Weekly Literature
Week At A Glance
Tested Skills for the Week
Read-Aloud AnthologyListening Comprehension
Readers’ Theater
•
•
Vocabulary/Comprehension
Weekly Theme: Great Plains Indians
Whole Group
VOCABULARY
sores, loosened, mysterious,
amazement, midst,
responsibility, patchwork
Using a Dictionary/
Homophones
COMPREHENSION
Strategy: Summarize
Skill: Sequence
WRITING
Fictional Narrative
Social Studies LinkHistory
Small Group Options
Differentiated Instructionfor
Tested Skills
Vocabulary/Comprehension
Social Studies Link Genre Online Article
Main Selection Genre Legend
342A
A
UDIO CD
ThreeLegends
by Yoko Mia Hiranoillustrated by Arvis Stewart
Folk Tale
ThreeLegends
by Yoko Mia Hiranoillustrated by Arvis Stewart
Folk Tale
ThreeLegends
by Yoko Mia Hiranoillustrated by Arvis Stewart
Folk Tale
ThreeLegends
by Yoko Mia Hiranoillustrated by Arvis Stewart
Folk Tale
ThreeLegends
by Yoko Mia Hiranoillustrated by Arvis Stewart
Folk Tale
ThreeLegends
by Yoko Mia Hiranoillustrated by Arvis Stewart
Folk Tale
Resources for Differentiated Instruction
Leveled ReadersLeveled Readers
• Same Theme• Same Vocabulary• Same Comprehension Skills
LEVELED PRACTICE
CLASSROOM LIBRARY
Approaching On Level Beyond
On-Level Reader
sheltered for English
Language Learner
ELL Teacher’s Guide
also available
Beyond LevelApproaching Level
English Language Leveled Reader
On Level
ELL
ONLINEINSTRUCTION
www.macmillanmh.com
AUDIO CD
Listening
Library
Fluency
Solutions
•
•
CD ROM
Vocabulary
PuzzleMaker
•
A
UDIO CD CD ROM
Also AvailableLEVELED READER PROGRAM
Genre Folk Tale
Genre Folk TaleGR Levels O–T
O Q T
Phonics and Decoding
Comprehension
Vocabulary
Also available Reading Triumphs,
Intervention Program
•
•
•
INTERVENTION ANTHOLOGY
Approaching On Level Beyond
Trade books to apply Comprehension Skills
HOME-SCHOOL CONNECTION
Family letters in
English and Spanish
Take-Home Stories
•
•
Mystic Horse 342B
ThreeLegends
by Yoko Mia Hiranoillustrated by Arvis Stewart
Folk Tale
Mystic Horse,346–365
ORAL LANGUAGE• Listening
• Speaking
• Viewing
Listening/Speaking/Viewing
Focus Question What are the people doing on pp. 342–343? How do you think they dress every day?
Build Background, 342
Read Aloud: “Old Crow Warriors,” 343
Listening/Speaking
Focus Question What gift does the mystic horse give to the boy and his tribe?
WORD STUDY• Vocabulary
• Phonics/Decoding
Vocabulary
sores, loosened, mysterious, amazement, midst, responsibility, patchwork, 344
Practice Book A-O-B, 96
Strategy: Using a Dictionary/Homophones, 345
Vocabulary
Review Vocabulary, 346
Phonics
Decode Plural Words, 373E
Practice Book A-O-B, 102
READING• Develop
Comprehension
• Fluency
“History at Your Feet,” 344–345
Comprehension, 345A–345B
Strategy: Summarize
Skill: Sequence
Practice Book A-O-B, 97
Model Fluency, 343
Partner Reading, 342I
Mystic Horse, 346–365
Comprehension, 346–365
Strategy: Summarize
Skill: Sequence
Practice Book A-O-B, 98
Repeated Reading, 364
Partner Reading, 342I
LANGUAGE ARTS• Writing
• Grammar
• Spelling
Writing
Daily Writing Prompt: Pretend that you are a Pawnee boy who lived long ago. Write a paragraph about a day in your life.
Scene from a Play, 372–373B
Grammar Daily Language Activities, 373I
Linking Verbs, 373I
Grammar Practice Book, 83
Spelling Pretest Words with Plural Endings, 373G
Spelling Practice Book, 83–84
Writing
Daily Writing Prompt: Write a dialogue between two animals that you think might have something interesting to say if they could talk.
Scene from a Play, 372–373B
Grammar Daily Language Activities, 373I
Linking Verbs, 373I
Grammar Practice Book, 84
Spelling Word Sorts, 373G
Spelling Practice Book, 85
ASSESSMENT• Informal/Formal Vocabulary, 344
Comprehension, 345B
Comprehension, 357, 365
Phonics, 373E
Leveled Readers
Student Book
by André Melillo
Student Book
Differentiated Instruction 373M-373VDifferentiated Instruction 373M-373VTurn the Page for
Small Group Lesson Plan
Suggested Lesson Plan Instructional NavigatorInteractive Lesson Planner
342C342C
Vocabulary
Vocabulary Words
Using a Dictionary/Homophones
Comprehension
Strategy: Summarize
Skill: Sequence
Writing
Fictional Narrative
Listening/Speaking
Focus Question What did you learn from Mystic Horse that you did not learn from “History at Your Feet”?
Summarize, 367
Listening/Speaking/Viewing
Focus Question Compare this article and Mystic Horse. What are some things that the native people of the Plains still value?
Expand Vocabulary: Native Americans, 373F
Listening/Speaking/Viewing
Focus Question What would be the first thing you did if you went to a powwow or visited a museum about Native Americans?
Speaking and Listening Strategies, 373A
Vocabulary
Review Words in Context, 373C
Strategy: Dictionary/Homophones, 373D
Practice Book A-O-B, 101
Phonics
Decode Multisyllabic Words, 373E
Vocabulary
Content Vocabulary: powwow, sacred traditions, 368
Homophones, 373FApply Vocabulary to Writing, 373F
Vocabulary
Spiral Review: Vocabulary Game, 373F
Mystic Horse, 346–365
Comprehension
Comprehension Check, 367
Maintain Skill: Author’s Purpose, 367B
Repeated Reading, 367A
Partner Reading, 342I
Practice Book A-O-B, 99
“The Black Hills Powwow,” 368–371
Comprehension
Social Studies
Links, 368
Practice Book A-O-B, 100
Partner Reading, 342I
Self-Selected Reading, 342I
Comprehension
Connect and Compare, 371
Practice, 367A
Partner Reading, 342I
Writing
Daily Writing Prompt: Write a paragraph that tells what you know about horses and their use in the past.
Writer’s Craft: Dialogue, 373A
Scene from a Play, 372–373B
Grammar Daily Language Activities, 373I
Mechanics and Usage, 373J
Grammar Practice Book, 85
Spelling Word Meanings, 373H
Spelling Practice Book, 86
Writing
Daily Writing Prompt: Write five questions that you would like to ask someone who attended a Black Hills Powwow. If you have ever attended a powwow, write about your experience.
Writing Trait: Word Choice, 373B
Scene from a Play, 372–373B
Grammar Daily Language Activities, 373I
Linking Verbs, 373J
Grammar Practice Book, 86
Spelling Review and Proofread, 373H
Spelling Practice Book, 87
Writing
Daily Writing Prompt: What event in your life do you think might make an interesting scene in a play? Describe that event.
Scene from a Play, 372–373B
Grammar Daily Language Activities, 373I
Linking Verbs, 373J
Grammar Practice Book, 87–88
Spelling Posttest, 373H
Spelling Practice Book, 88
Fluency, 367A Vocabulary, 373D
Student Book
by Peter Lightfoot
Student Book Student Book
Differentiated Instruction 373M-373V Differentiated Instruction 373M-373VDifferentiated Instruction 373M-373V
Weekly Assessment, 173–180
Mystic Horse 342D
Suggested Lesson Plan
For intensive intervention see TriumphsR E A D I N G
Focus on Skills
Differentiated Instruction
What do I do in small groups?
Instructional Navigator Interactive Lesson Planner
Approaching Level
• Additional Instruction/Practice
• Tier 2 Instruction
Fluency, 373N
Vocabulary, 373N
Comprehension, 373OELL Draw, 373O
Phonics, 373M
Vocabulary, 373O
Leveled Reader Lesson, 373P
• Vocabulary
• ComprehensionOn Level
• Practice Vocabulary, 373Q
Leveled Reader Lesson, 373R
• ComprehensionELL Leveled Reader,
373U–373V
Leveled Reader Lesson, 373R
• Comprehension
• Vocabulary
Beyond Level
• Extend Vocabulary, 373S
Leveled Reader Lesson, 373T
• Comprehension
Leveled Reader Lesson, 373T
• Comprehension
• Vocabulary
Use your observations to guide additional instruction and practice.
Vocabulary
Words: patchwork, mysterious,
responsibility, midst, loosened,
amazement, sores
Strategy: Dictionary/Homophones
Comprehension
Strategy: Summarize
Skill: Sequence
Fluency
Phonics
Decode Plural Words
342E
Day 5
Focus on Leveled Readers
Leveled Reader DatabaseGo to www.macmillanmh.com
Search by
• Comprehension Skill
• Content Area
• Genre
• Text Feature
• Guided Reading Level
• Reading Recovery Level
• Lexile Score
• Benchmark Level
BeyondApproaching
ELL
Apply skills and strategies while reading
appropriate leveled books.
ThreeLegends
by Yoko Mia Hiranoillustrated by Arvis Stewart
Folk Tale
O Q T
On LevelSubscription also available.
Levels O-T
Small Group Options
Additional Leveled Reader Resources
Phonics, 373M
Fluency, 373N
Vocabulary, 373O
Leveled Reader Lesson, 373P
• Comprehension
Phonics, 373M
Leveled Reader Lesson, 373P
• Comprehension
Fluency, 373N
Leveled Reader Lesson, 373P
• Make Connections Across
Texts
Fluency, 373Q
Vocabulary, 373Q
Leveled Reader Lesson, 373R
• Comprehension
Text Feature, 373Q
Leveled Reader Lesson, 373R
• Comprehension
Fluency, 373Q
Leveled Reader Lesson, 373R
• Make Connections Across
Texts
Fluency, 373S
Vocabulary, 373S
Leveled Reader Lesson, 373T
• Comprehension
Text Feature, 373S
Leveled Reader Lesson, 373T
• ComprehensionELL Summarize, 373S
Fluency, 373S
Self-Selected Reading, 373T
Mystic Horse 342F
Teacher-Led Small Groups
Indepen
de
nt
Ac
tiv
itie
sLite
rac
yW
orkstations
© M
acmillan/M
cGraw
-Hill
✔ Put a check next to the activities you complete.
Name Date
My To-Do ListMy To-Do List
Reading
Practice fluency
Read a legend
Writing
Write a play
Write a descriptive paragraph
Social Studies
Research Native American tribes and celebrations
Use a Venn Diagram
Technology
Vocabulary Puzzlemaker
Fluency Solutions
Listening Library
www.macmillanmh.com
Word Study
Look up and illustrate homophones
Work with plural words
Science
Study types of chili peppers
Create a recipe card
Leveled Readers
Write About It!
Content Connection
Independent Practice
Practice Book, 96–102
Grammar Practice Book, 83–88
Spelling Practice Book, 83–88
16 Unit 3 • Mystic Horse Contracts
Isabella
Vincent
Jack Eliza
Dean
Maria
Green
Literacy Workstations
Independent Activities
Teacher-LedSmall Groups
Red
Blue
Orange
Green
What do I do with the rest of my class?
Managing the Class
Class Management Tools
Includes:
• How-To Guides • Rotation Chart • Weekly Contracts
Layered Book Foldable Pyramid Foldable
Hands-on activities for reinforcing weekly skills.
342G
A
UDIO CD
ThreeLegends
by Yoko Mia Hiranoillustrated by Arvis Stewart
Folk Tale
Favorite SceneWhich event or scene in this book did you
like best? With a partner, draw a picture of
the scene. Below your picture, write two or
three sentences describing what happened
and why you liked it best.
Create Feature MapsThis book names different oceans, rivers, and
mountains. Choose one type of land feature.
With a partner, find examples of it in the
United States. Draw a map of the United States
and label some examples of your feature. Write
a description of the feature on an index card.
Independent Activities
Approaching On Level ELL Beyond
LEVELED PRACTICE
Approaching On Level ELLBeyond
ONLINE INSTRUCTION www.macmillanmh.com
Turn the page for Literacy Workstations.
VOCABULARY PUZZLEMAKER
Activities providing multiple exposures to vocabulary, spelling,and high-frequency words including crossword puzzles, word searches, and word jumbles
CD ROMCD ROM
For Repeated Readings and Literacy Activities
Leveled ReadersLeveled Readers
Skills: Vocabulary (p. 96), Comprehension: Sequence (p. 97), Graphic Organizer (p. 98), Fluency (p. 99),
Text Feature: Links (p. 100), Vocabulary Strategy: Dictionary (p. 101), Phonics (p. 102)
• Meet the Author/Illustrator
• Oral Language Activities
• Computer Literacy Lessons
• Vocabulary and Spelling Activities
• Research and Inquiry Activities
• Leveled Reader Database
LISTENING LIBRARY
Recordings of selections
• Main Selections
• Leveled Readers
• ELL Readers
• Intervention Anthology
FLUENCY
SOLUTIONS
Recorded passages for modeling and practicing fluency
Mystic Horse 342H
Reading20 MinutesFluency
• Select a paragraph from the Fluency passage on page 99 of your Practice Book.
• With a partner, take turns reading the sentences aloud. Vary the rise and fall of your voice.
Extension
• Read the paragraph three times, varying your pitch each time. Ask your partner how changing the pitch of your voice helped him or her understand the paragraph.
• Time Your Reading: Listen to the Audio CD.
Fluency SolutionsListening Library
Things you need:
• Practice Book
27
In
dep
en
de
nt
Ac
tiv
itie
s
Teacher-Led Small Groups
Lite
rac
yW
ork
statio
ns
342I
Objectives• Read fluently, varying your pitch.
• Time reading to practice fluency.
• Select print-based and electronic texts for
daily silent reading enjoyment.
Objectives• Use a dictionary to find the meaning of
words.
• Match the singular and plural forms of
words.
Literacy ActivitiesCollaborative Learning Activities
Managing the Class
Objectives• Write a dialogue based on a short play.
• Write to develop personal style.
• Use research to write a paragraph about
tipis.
Objectives• Research different types of chili peppers.
• Research types of Native American
celebrations.
Literacy Workstations
Mystic Horse 342J
342
Beginning Use Visuals Ask students to say what they can
about the picture. Build on what students say and introduce new
vocabulary. Have students repeat. Next, ask students to point and
identify items.
Intermediate Expanded Descriptions Have students
brainstorm words about the picture. Write the words on the board.
Model how to use the words in descriptive sentences: He is wearing
black and white feathers on his head and back. Have students
continue making sentences with the words.
Advanced Elaborate Do the Intermediate task. Ask, Why do you
think they are dressed in costumes? Say, Tell us more about that.
ORAL LANGUAGE• Build Background
• Read Aloud
• Expand Vocabulary
VOCABULARY• Teach Words in Context
• Homophones
COMPREHENSION• Strategy: Summarize
• Skill: Sequence
SMALL GROUP OPTIONS
• Differentiated Instruction, pp. 373M–373V
Oral LanguageBuild Background
ACCESS PRIOR KNOWLEDGE
Share the following information.
Many Great Plains Indians lived in
earth-covered lodges or in tipis.
TALK ABOUT THE GREAT PLAINS
INDIANS
Discuss the weekly theme.
■ Why were horses important to Great
Plains Indians?
■ What do you know about the Native
Americans from your area?
FOCUS QUESTION Ask a volunteer to
read “Talk About It” on Student Book
page 343 and describe the photo,
which shows a father teaching his
daughter about their culture.
■ What are these people wearing?
342
For an extended lesson plan and Web site activities for oral
language development, go to www.macmillanmh.com
Picture Prompt
Look at the picture. Write about what you see. You can write a poem,
a story, or a description, or use any other type of writing you like.
Talk About ItWhat are these people
doing? How do you think
they dress every day?
Find out more about
Great Plains Indians at
www.macmillanmh.com
343
Talk About It Student pages 342–343
Read AloudRead “Old Crow Warriors”
GENRE: Poetry
Remind students
that a poem often
uses descriptive
language that
appeals to the
senses.
LISTENING FOR A
PURPOSE
Ask students to listen for the
sequence of events as you read “Old
Crow Warriors” in the Read-Aloud
Anthology. Choose from among the
teaching suggestions.
Fluency Ask students to listen
carefully as you read aloud. Tell them
to listen to your phrasing, expression,
and tone of voice.
RESPOND TO THE POEM
Have students discuss how a change
in seasons makes them feel. Ask them
what three images they would put in a
poem of their own.
Expand VocabularyHave partners identify new words that
relate to the weekly theme of the Great
Plains Indians. Explain that students
will play a game. Ask partners to select
one of the new words. Have students
give each other one-word clues until
their partners can guess the new word.
Read Aloud pages 59–61
Mystic Horse 343
Define: If someone has sores on his
body, he has places on his skin that are
broken and painful.
Example: We cleaned the dog’s sores
and put bandages on them.
Ask: What types of things might cause
sores? PRIOR KNOWLEDGE
Vocabularysores midst
loosened responsibility
mysterious patchwork
amazement
DictionaryHomophones sound the
same but have different
spellings and meanings.
Sores and soars are
homophones.
by André Melillo
“Do I have to go?” Sam asked. “Look,
I’ve got sores on my feet from walking
so much.”
Sam, his sister Kim, and their family
were on their way to the Pawnee Indian
Village Museum.
Mom gave Sam some bandage strips
and said, “You’ll enjoy learning about the
people of the Pawnee nation.”
Letting out a big sigh, Sam loosened
his sandal straps and trudged out to the car.
Who Were the Pawnee?The origins of the Pawnee tribe are
mysterious. In the early 1800s, there
were 10,000–30,000 Pawnee living in four
separate bands.
“This museum is located where one
band of Pawnee settled back in 1820,”
explained Mom.
Anikarus Rushing of the Pawnee tribe
344
VocabularyTEACH WORDS IN CONTEXT
Use the following routine.
■ If you loosened something, you made
it less tight. Dad loosened his tie when
he left work. What kinds of things can
be loosened? EXAMPLE
■ If something is mysterious , it is hard
to understand or explain. The woods
seemed dark and mysterious in the
moonlight. What is an antonym for
mysterious? ANTONYM
■ When something creates amazement ,
it causes surprise and wonder. We
stared in amazement at the acrobats
far above us. Tell about a time when
something caused you amazement.
DESCRIPTION
■ If you are in the midst of something,
you are in the middle of it. In the midst
of our social studies lesson, the fire drill
began. What is a synonym for midst?
SYNONYM
■ Having a responsibility means having a
job or duty to perform. Clearing the table
after supper is my responsibility. How is
a responsibility similar to and different
from a job? COMPARE AND CONTRAST
■ Things that are made of patchwork
are made of small pieces of fabric. The
patchwork quilt was handed down
in Maya’s family. What other things
besides fabric could be used to make a
patchwork design? EXAMPLE
During Small Group Instruction
If No Approaching Level
Vocabulary, pp. 373N–373O
If Yes On Level Options,
pp. 373Q–373R
Beyond Level Options,
pp. 373S–373T
Do students understand
word meanings?
Demonstrate Meaning
Demonstrate the action
loosened. Have a student
tie his or her shoes snugly.
Say, the laces are too tight.
Loosen them. Afterward
say, he/she loosened
the shoelaces. They
are not tight anymore.
Ask students to try it
themselves.
Vocabulary/Comprehension Student page 344
344
Vocabulary and Comprehension
Reread for Comprehension
SummarizeSequence When you summarize a story, include the most important events in sequence. Sequence is the order in which events in a story take place.
A Sequence Chart can help you summarize a selection. Reread the selection to find the sequence of events. Then write a summary.
“We’re standing exactly where
the Pawnee lived!” exclaimed Kim
in amazement. “That’s right,” said Dad. “Here’s
part of the original fl oor,” he said,
pointing. “You can see some burned
timbers from the fi re that destroyed
the village.”
What Was Life Like?Sam had to admit that being in
the midst of all that history was
exciting. “What was it like to live
back then?” he wondered aloud.
A museum guide spoke
up. “It happens to be my
responsibility to tell you just
that. The Pawnee hunted mostly
buffalo and used every part of
the animals they killed for food
or clothing. They let nothing go
to waste.”
“Clothing?” said Kim. “Buffalo
aren’t shaped like any clothing I’ve
ever seen.”
Everyone chuckled. “They’d
sew a patchwork of pieces into
warm winter robes and pants,”
explained the guide.
A battle between the Pawnees and the Konzas painted on a bison hide
345
Vocabulary/Comprehension Student page 345
VocabularySTRATEGYUSING A DICTIONARY
Homophones/Homonyms Explain
that sometimes two or more words
sound alike but are spelled differently
and have different meanings. These
words are called homophones. Remind
students to always use a dictionary
or other reference guide to check the
meanings of unfamiliar words.
Write soars and sores. Have students
use their dictionaries to find the
meaning of each word. Then have
students write a sentence using each
word correctly. Challenge students to
use both words in the same sentence
and to draw a picture to accompany
it. (Once we removed the sore on
its wing, the eagle was able to soar
high into the sky.) Brainstorm other
homophones, such as road and rode.
Read “History at Your Feet”
As you read “History at Your Feet”
with students, ask them to identify
clues that reveal the meanings of the
highlighted words. Tell students they
will read these words again in Mystic
Horse.patchwork mysterious responsibility midstloosened amazement sores
Choose the correct vocabulary word from the list to complete the sentence. Write the words on the lines.
David had a dog. He knew it was his 1. to take
care of Spot. Of course, they had fun together. They played and ran and
explored. Then one day, in the 2. of having fun,
Spot ran through some poison ivy. He soon was covered with painful
3. . David took his dog home and washed
Spot as best he could. To comfort Spot, David found an old
4. quilt. He wrapped Spot up in it and sat
with him on the porch. At first, Spot tried to scratch. Then a
5. thing began to happen. Spot stopped wriggling
and trying to scratch. David 6. the quilt and looked
at Spot’s legs in 7. .
They were still red and swollen. Somehow,
having his owner take care of him had
calmed him down.
Add a sentence to the passage.
8.
responsibility
midst
sores
patchwork
mysterious
loosened
amazement
Answers will vary. Possible
response: David was glad that
Spot felt better.
On Level Practice Book O, page 96
Approaching Practice Book A, page 96
Beyond Practice Book B, page 96 Mystic Horse 345
Vocabulary/Comprehension
Objectives• Summarize a text
• Identify the sequence of
events
• Use academic language:
summarize, sequence
Materials
• Comprehension
Transparencies 14a and 14b
• Graphic Organizer
Transparency 14
• Leveled Practice Books, p. 97
Reread for
ComprehensionSTRATEGYSUMMARIZE
Explain that summarizing a text as they read can help students
understand the information it contains. When summarizing, it is
important to identify the main ideas, supporting details, and the
order in which events take place or topics are introduced.
SKILLSEQUENCE
■ Tell students that the term sequence refers to the order in which
events take place in a story or the order in which information is
given in nonfiction.
■ Events in a story usually occur in time order. That is, you read
about the earliest events first and follow along until the last
events occur at the end. Sometimes, however, the events are told
out of order, but the author usually gives clues that help you
recognize the sequence.
Demonstrate
Summarizing Explain
that when you summarize
a selection, you tell the
most important events
in a few words. You don’t
retell all the details of the
whole story. Call attention
to the bold headings
above the paragraphs (e.g.,
Who Were The Pawnee?).
Use the graphic organizer
to demonstrate how to
summarize the important
content under each
heading.
Sequence
Introduce 345A–B
Practice /Apply
346–367; Leveled Practice, 97–98
Reteach / Review
373M–T, 485A–B, 486–503, 507M–T; Leveled Practice, 134–135
Assess Weekly Tests; Unit 3, 4 Tests; Benchmark Tests A, B
Maintain 463B
Student Book pages 344–345 available on Comprehension Transparencies 14a and 14b
Vocabulary and Comprehension
Reread for Comprehension
SummarizeSequence When you summarize a story, include the most important events in sequence. Sequence is the order in which events in a story take place.
A Sequence Chart can help you summarize a selection. Reread the selection to find the sequence of events. Then write a summary.
“We’re standing exactly where
the Pawnee lived!” exclaimed Kim
in amazement. “That’s right,” said Dad. “Here’s
part of the original fl oor,” he said,
pointing. “You can see some burned
timbers from the fi re that destroyed
the village.”
What Was Life Like?Sam had to admit that being in
the midst of all that history was
exciting. “What was it like to live
back then?” he wondered aloud.
A museum guide spoke
up. “It happens to be my
responsibility to tell you just
that. The Pawnee hunted mostly
buffalo and used every part of
the animals they killed for food
or clothing. They let nothing go
to waste.”
“Clothing?” said Kim. “Buffalo
aren’t shaped like any clothing I’ve
ever seen.”
Everyone chuckled. “They’d
sew a patchwork of pieces into
warm winter robes and pants,”
explained the guide.
A battle between the Pawnees and the Konzas painted on a bison hide
345
Transparency 14b
Vocabularysores midst
loosened responsibility
mysterious patchwork
amazement
DictionaryHomophones sound the
same but have different
spellings and meanings.
Sores and soars are
homophones.
by André Melillo
“Do I have to go?” Sam asked. “Look,
I’ve got sores on my feet from walking
so much.”
Sam, his sister Kim, and their family
were on their way to the Pawnee Indian
Village Museum.
Mom gave Sam some bandage strips
and said, “You’ll enjoy learning about the
people of the Pawnee nation.”
Letting out a big sigh, Sam loosened
his sandal straps and trudged out to the car.
Who Were the Pawnee?The origins of the Pawnee tribe are
mysterious. In the early 1800s, there
were 10,000–30,000 Pawnee living in four
separate bands.
“This museum is located where one
band of Pawnee settled back in 1820,”
explained Mom.
Anikarus Rushing of the Pawnee tribe
344
Transparency 14a
345A
■ To identify sequence as they read, students should look for
signal words and phrases, such as first, next, then, last, and finally.
They can also use these words to summarize the sequence.
MODEL
Read the first four paragraphs of “History at Your Feet” on
Student Book page 344.
Think Aloud It seems as if Sam’s family has been sightseeing on
foot as the story begins, because Sam complains about having
walked too much. The first event is the family’s discussion
about going to their next destination: the Pawnee Indian
Village Museum. I can place that information in my Sequence
Chart.
GUIDED PRACTICE
■ Have students read the next section of the story, “Who Were
the Pawnee?” Ask them to identify where the family is. (at
the museum) Then have them identify the events in order.
(Mom explains where the museum is. Then Kim expresses her
excitement. Finally, Dad points out the original floor and the
burned timbers.)
■ Help students use their answers to add information to their
Sequence Charts.
APPLY
Have students reread the remainder of “History at Your Feet” and
complete the Sequence Chart. Ask them to explain how identifying
the sequence helped them understand the selection.
During Small Group Instruction
If No Approaching Level Comprehension, p. 373O
If Yes On Level Options, pp. 373Q–373R
Beyond Level Options, pp. 373S–373T
Can students identify the sequence of events?
Read the passage below. Then number the sentences below to show the sequence of events.
The Plains Indians lived in North America before the Europeans came.
Since they had no horses, the Plains Indians traveled on foot. To hunt
buffalo, they would surround a herd and shoot the buffalo with bows and
arrows.
This changed when Spanish explorers came to North America and
brought horses with them. Now the Plains Indians hunters were able to
ride horses and follow buffalo over long distances. They carried tipis with
them and set up camps. The hunters could kill buffalo and pull them back
to camp using their horses.
Later guns again changed the way that Plains Indians hunted.
1. Spanish explorers brought horses to North America.
2. The Plains Indians used horses and traveled long distances to hunt buffalo.
3. The Plains Indians hunted buffalo on foot before the Europeans came to North America.
4. The Plains Indians used guns to hunt buffalo.
Add an event to the paragraphs and tell where it belongs in the sequence of events.
Recognizing the sequence of events helps you understand the order in which things happen in a story.
2
3
1
4
Later, the Plains Indians had to settle and live in
reservations. This comes at the end.
Possible response:
On Level Practice Book O, page 97
Approaching Practice Book A, page 97
Beyond Practice Book B, page 97
Vocabulary/Comprehension
Transparency 14
Sequence Chart
Graphic Organizer Transparency 14
The family discusses their next destination.
At the museum, the family begins to learn.
Sam admits he is interested.
The museum guide explains about the Pawnee way of life.
Mystic Horse 345B