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Literacy Project

Rose Dominguez

Educ. 343

Content Area Literacy: Middle School

Dr. Cozens

July 15, 2013

Alternative Text Set

Laura Ingalls Wilder

GLE: SS3aB4 – Identify and describe the significance of the individuals from Missouri who have made contributions to our state and national heritage; examples include Lewis and Clark, Mary Easton Sibley, John Berry Meacham, George Washington Carver, Laura Ingalls Wilder, Mark Twain, Harry S Truman and Thomas Hart Benton. (SS 3a/B, NCSS 3 1.10, 1.6, DOK 1)

Non-White

Thurman, J. (2009, August 10). Wilder women the mother and daughter behind the little house stories. The New Yorker, Retrieved from http://www.newyorker.com/arts/critics/atlarge/2009/08/10/090810crat_atlarge_thurman

This article contains information of both Laura and her daughter, Rose’s life. It starts from Laura’s early pioneer days and continues with her and Rose’s writings of the past.

Woman

Fellman, A. C. (2008). Little house, long shadow: Laura ingalls wilder's impact on American culture. Columbia, MO: University of Missouri Press. Retrieved from http://www.goodreads.com/book/show/2900995-little-house-long-shadow

This book creates an interpretation of the Little House books that examines how the beloved children’s literature of Laura Ingalls Wilder found its way into many facets of our culture and consciousness. Wilder’s writing even influenced the responsiveness of Americans to particular political views.

Magazine

Laura Ingalls Wilder pioneer days described in 'little house' books. (1996, March/April). Deadwood Magazine, Retrieved from http://www.deadwoodmagazine.com/archivedsite/Archives/Laura.htm

This article touched on Laura’s days as a school teacher and facts about her and life. This article also discussed the many writers within the Ingalls family.

Flint, S. (2002, April). A little drive on the prairie. Travel Leisure, Retrieved from http://www.travelandleisure.com/articles/a-little-drive-on-the-prairie

This article describes the writer, Sunshine Flint and her mother’s journey on the Laura Ingalls Wilder road trip. A five-day, 800-mile trip from Missouri to South Dakota, pilgrimage to the

http://www.travelandleisure.com/articles/a-little-drive-on-the-prairie

http://www.deadwoodmagazine.com/archivedsite/Archives/Laura.htm

http://www.goodreads.com/book/show/2900995-little-house-long-shadow

http://www.newyorker.com/arts/critics/atlarge/2009/08/10/090810crat_atlarge_thurman

places Wilder wrote about in her nine books. This article contains facts about the places and Wilder’s life.

Karatha, H. O. (2012). Laura ingalls wilder Teen Ink, Retrieved from http://teenink.com/nonfiction/heroes/article/457266/Laura-Ingalls-Wilder/

This article is a reflection on Laura Ingalls Wilder and how she was a great inspiration to Helena when she was growing up.

Newspaper

Stefanoni, A. B. (2011, February 26). Prairie home companions: Women keep love of author alive. The Joplin Globe. Retrieved from

http://www.joplinglobe.com/lifestyles/x72345802/Prairie-home-companions-Women-keep-love-of-author-alive

This article shows the love and legacy of Laura Ingalls Wilder by two women, Judy Wampler and Mary Lee Elliott, keeping her pioneer days alive. These two women are traveling in the four-state area performing presentations and activities involving Wilder’s life, books, and games.

'little house' illness, explained: Laura ingalls wilder's sister mary went blind from brain disease, not scarlet fever, new research reveals read more. (2013, February 4). NY Daily News. Retrieved from

http://www.nydailynews.com/life-style/health/house-mary-ingalls-didn-blind-scarlet-fever-study-article-1.1254777

This article explains the discovery that Laura’s sister, Mary, did not become blind from scarlet fever, but probably suffered from meningoencephalitis.

Yardley, J. (2007, November 8). Laura ingalls wilder's well-insulated 'little house. The

Washington Post. Retrieved from

http://www.washingtonpost.com/wpdyn/content/article/2007/11/07/AR2007110702595.html

This article examines Wilder’s books. Yardley suggests that even though the books might not be 100% historically accurate, that Wilder’s novels bring love and loyalty, learning how to cope with whatever life brings you, treating animals kindly, passing from innocence toward maturity. Yardley touches on point from each story and Wilder’s life.







http://teenink.com/nonfiction/heroes/article/457266/Laura-Ingalls-Wilder/

Non-Fiction

Miller, J. E. (1998). Becoming laura ingalls wilder: The woman behind the legend. Columbia, MO: University of Missouri Press. Retrieved from http://www.goodreads.com/book/show/1075370.Becoming_Laura_Ingalls_Wilder

This book focuses on Wilder’s years in Missouri from 1894 to 1957. John E. Miller applies her unpublished autobiography, letters, newspaper stories, and other documentary evidence to fill in the gaps in Wilder’s autobiographical novels and describes her sixty-three years of living in Mansfield, Missouri.

Anderson, W. (1971). The story of the ingalls. Anderson, SC: Anderson Publications. Retrieved from http://www.amazon.com/dp/0961008806

This book explains the story of the Ingalls family from the Little House on the Prairie series.

Anderson, W. (2007). Laura ingalls wilder: A biography (little house). New York, NY: HarperCollins. Retrieved from http://www.goodreads.com/book/show/8202.Laura_Ingalls_Wilder

This book goes behind-the-scenes of the real events in Laura's life that inspired her to write her stories. It also describes Wilder’s life after the last Little House book ends.

Novels

MacBride, R. L. (1994). Little farm in the ozarks. New York, NY: HarperCollins.

This book is about Laura and Almanzo Wilder’s daughter, Rose, her first year on Rocky Ridge Farm and their new life in the Missouri Ozarks.

Wilkes, M. D. (1996). Little house in brookfield. New York, NY: HarperTrophy.

This book is about Caroline Quiner. This little girl grows up to become Laura Ingalls Wilder's mother.

Wiley, M. (2007). Little house by boston bay. New York, NY: HarperCollins. Retrieved from http://www.amazon.com/Little-House-Boston-Melissa-Wiley/dp/0061148288

This story is about Laura Ingalls Wilder’s grandmother, Charlotte. In the book, it’s 1814 and Charlotte is a young girl living just outside the city of Boston. Also, Charlotte is a brand-new

http://www.amazon.com/Little-House-Boston-Melissa-Wiley/dp/0061148288

http://www.goodreads.com/book/show/8202.Laura_Ingalls_Wilder

http://www.amazon.com/dp/0961008806

http://www.goodreads.com/book/show/1075370.Becoming_Laura_Ingalls_Wilder

American girl, born just one generation after the United States of America was formed, but still participates in Scottish adventures.

Wilder, L. I. (2008). Little house in the big woods. New York, NY: HarperCollins.

This book is the first story in The Little House series. Laura Ingalls's story begins in 1871 in a little log cabin on the edge of the Big Woods of Wisconsin. This book explains the hardships of pioneering, but it also shows the Ingalls celebration of Christmas with homemade toys and treats, the spring planting, bring in the harvest, them making their first trip into town.

Wilder, L. I. (2008). Little house on the prairie. New York, NY: HarperCollins.

The adventures continue in this story of Laura Ingalls and her family. In this book, they leave their little house in the Big Woods of Wisconsin and set out for Kansas in a covered wagon.

Wilder, L. I. (2008). Little town on the prairie. New York, NY: HarperCollins.

In this story, it’s 1880-1881. Laura is 15 years old and just received her teaching certificate, she attends her first evening social, is allowed to spend time with Almanzo Wilder. Ma and Pa are having some hardships with sending Mary to college, but Laura finds a way.

Wilder, L. I. (2008). These happy golden years. New York, NY: HarperCollins.

Fifteen-year-old Laura is living apart from her family for the first time, teaching school twelve miles from home to help pay for Mary's tuition at the college for the blind. During school vacations Laura has fun with her singing lessons, going on sleigh rides, spending time with Almanzo Wilder. Laura and Almanzo’s friendship soon turns into love in the romantic conclusion of this Little House book.

Wilder, L. I. (2008). These first four years. New York, NY: HarperCollins.

Laura and Almanzo are married and beginning their new life together in South Dakota. As they start to feel settled, Laura and Almanzo are challenged by storms, sickness, and providing for their new baby, Rose. Their pioneer lives have trained them well and they’re determined to succeed.

Poem and Music

Atkins, J. (2010). Borrowed names: Poems about laura ingalls wilder, madam c.j. walker, marie curie, and their daughters. New York, NY: Henry Holt and Company. Retrieved from http://www.amazon.com/Borrowed-Names-Ingalls-Wilder-Daughters/dp/0805089349

This book includes poems of Laura Ingalls Wilder, Sara Breedlove, Marie Curie, and their daughters. Laura Ingalls Wilder’s life story of travels, inspired her daughter Rose into the idea of making her mother’s life into wonderful books. These poems explore these women creating The Little House series.

Wilder, L. I. (1998). Laura ingalls wilder's fairy poems. New York, NY: Doubleday Books for Young Readers. Retrieved from http://www.goodreads.com/book/show/8246.Laura_Ingalls_Wilder_s_Fairy_Poems

Laura Ingalls Wilder shares her vision of the imaginary, ethereal, and mischievous world of the "Little People" in this first-ever collection of fairy poems she wrote in 1915. This book is accompanied by whimsical illustrations, which both readers young and old will cherish.

Comic book, Cartoon, Graphic novel, or Visual related

Claxton, W. F. (Director) (1974). Little house on the prairie [Television series episode]. In Friendly, E. (Executive Producer), Little house on the prairie. New York, NY: National Broadcasting Company. Retrieved from http://en.wikipedia.org/wiki/Little_House_on_the_Prairie_(TV_series)

This T.V. show is based on the popular "Little House" book series by Laura Ingalls-Wilder. This hour long dramatic series explains the life and adventures of the Ingalls family in the 19th century American West.

Anderson, W. (1998). Laura's album: A remembrance scrapbook of laura ingalls wilder (little house). New York, NY: HarperCollins. Retrieved from http://www.goodreads.com/book/show/8196.Laura_s_Album

This book contains saved mementos of Laura Ingalls Wilder’s past, including early writings, letters, drawings, and photographs, which have been preserved in private and public collections across the country.

Children’s Picture Book

Anderson, W. (2000). Pioneer girl: The story of laura ingalls wilder. New York, NY: HarperCollins. Retrieved from http://childrensbooks.about.com/od/authorsillustrato/tp/wilderbios.htm

http://childrensbooks.about.com/od/authorsillustrato/tp/wilderbios.htm

http://www.goodreads.com/book/show/8196.Laura_s_Album

http://en.wikipedia.org/wiki/Little_House_on_the_Prairie_(TV_series)

http://www.goodreads.com/book/show/8246.Laura_Ingalls_Wilder_s_Fairy_Poems

http://www.amazon.com/Borrowed-Names-Ingalls-Wilder-Daughters/dp/0805089349

This book is a picture book biography by historian William Anderson. This story provides an overview of Laura's life, rather than providing a great many details.

Wilder, L. I. (1995). Winter days in the big woods. New York, NY: HarperCollins.

This book explains the story of Laura helping her Ma and Pa prepare their cabin for the snowy days to come.

Wallner, A. (1997). Laura ingalls wilder. New York, NY: Holiday House. Retrieved from https://www.kirkusreviews.com/book-reviews/alexandra-wallner/laura-ingalls-wilder-2/

This picture-book biography is in the format of Wallner's Beatrix Potter (1995), and includes scenes of the pioneer girl, Laura Ingalls Wilders.

Websites

SHSMO. (n.d.). Laura ingalls wilder. Retrieved from http://shs.umsystem.edu/historicmissourians/name/w/wilder/

This website provides an overview of Wilder’s life, her pioneer days, and how she became a writer. It continues to give information on The Little House series, her legacy, and provides references and resources.

Brammer, R. (2008, May 19). Laura ingalls wilder: Frontier girl. Retrieved from http://www.liwfrontiergirl.com/

This website contains tons of information including a summary of Wilder’s life, her family, friends, books, etc. It displays areas for blogs, message boards, and links of interest.

Journal Articles

(1969). Women in missouri history: Laura ingalls wilder.63(3), 131-132. Retrieved from

http://statehistoricalsocietyofmissouri.org/cdm/compoundobject/collection/mhr/id/32327/show/32325

This article describes how Laura Ingalls Wilder reached international fame as an author from 1932 to 1943.



http://www.liwfrontiergirl.com/

http://shs.umsystem.edu/historicmissourians/name/w/wilder/

https://www.kirkusreviews.com/book-reviews/alexandra-wallner/laura-ingalls-wilder-2/

Word Sort

Winter Days in the Big Woods


Grade level: 4th

Content area: Social Studies

Content GLE: SS3aB4

Identify and describe the significance of the individuals from Missouri who have made contributions to our state and national heritage; examples include Lewis and Clark, Mary Easton Sibley, John Berry Meacham, George Washington Carver, Laura Ingalls Wilder, Mark Twain, Harry S Truman and Thomas Hart Benton. (SS 3a/B, NCSS 3 1.10, 1.6, DOK 1)

CCSS:

CCSS.ELA-Literacy.RI.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

CCSS.ELA-Literacy.RI.4.3 Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.

Directions:

Each group will review the categories provided and into which you will sort the vocabulary terms/concepts. (For an Open Word Sort, instruct the student teams to suggest categories for organizing the words.) You will have about 10 minutes to assign the words to the appropriate categories. We will have a class discussion with each group presenting your word list for one of the categories. You will be asked to defend your sorting of terms by sharing the common features of the categories and how each specific term/concept meets the criteria.

During the 1870’s Present Day Both time periodsLog Cabins

Preparations for winter season

Mending

Churning

Paper dolls

Brick Houses

Stone Houses

Siding Houses

Toy baby dolls

Bulldogs

Hunting

Gardening

Chores

Washing clothes and dishes

Fur caps

Baking

Ironing

Cleaning

Creating patterns in frost

Coats

Mittens

Fiddle

Story time

This word sort could be given prior to students reading Winter Days in the Big Woods. This would be a way to assess how much the students already know about Laura Ingalls Wilder’s pioneer time period compared to our own. Then after the students have read the story, they could fill out this word sort again as a checking for understanding assignment.

Vocabulary Self-Awareness Chart

Little House in the Big Woods


Grade level: 4th


Content GLE: SS3aB4


CCSS:



Student Directions:

1. Examine the list of words you have written in the first column

2. Put a “+” next to each word you know well, and give an accurate example and definition of the word. Your definition and example must relate to the unit of study.

3. Place a “√” next to any words for which you can write only a definition or an example, but not both.

4. Place a “-” next to words that are new to you.

5. Add any additional words you feel are important to know or are unfamiliar to you.

Word + √ - Example DefinitionOtter + The otter

carried the branches back to his dam.

A fish-eating mammal that builds and lives in dams.

Trundle bed √ “Laura snuggled under the covers of her trundle bed.”

Venison -WisconsinCrooked rail fenceMuskratsMinkLeather hingesHickory chipsButcherHeadcheeseHandkerchief

I will model the process of using this chart for students prior to the reading. After modeling, have the students fill out the chart. Students should continue to fill out the chart and revise their responses while they read the book and again after. This will allow students to monitor their knowledge of the terms/concepts throughout the study and increase their vocabulary by seeing the visual of the chart and reading the terms in the text. The chart lets the students see what they know and what they think they know. This can be used for familiar and unfamiliar words that will reoccur in later books or subjects. The classroom teacher can also monitor student responses throughout the study by viewing their chart.

Question Answer Relationship (QAR)

Grade level: 4th


APA Reference

(1969). Women in missouri history: Laura Ingalls Wilder.63(3), 131-132. Retrieved from


Content GLE/s: SS3aB4


CCSS



Student directions:

Read through the text before attempting to answer the questions. Think about the type of question you are being asked and then answer the question accordingly. Make sure your answers are thorough and use examples.

IN THE TEXT Question AnswerRight There questions (2)(think who is, where is, list, when is, how many, when did, name, what kind of-Remember that the answer will be in one location in the text)

1. When did Laura Ingalls Wilder win international fame as an author?

From 1932 to 1943.

2. When and where was Laura Ingalls Wilder born?

On February 7, 1867, near Pepin, Wisconsin.

Think and Search questions (2)(require students to "search" through the entire passage they read to find information)

1. Find two examples on how Laura Ingalls Wilder won international fame?

Two of these answers: She wrote eight "Little House"

books for children expressing the frontier family life.

In 1942 she received the Harry Harman Award from the Pacific Northwest Library Association.

In 1943 the New York Herald Spring Book Festival Award.

In 1955, she was the first recipient of the Laura Ingalls Wilder Award.

She had an award named in her honor.

2. Explain what event caused a delay with Laura and Almanzo buying land in Mansfield, Missouri?

Their $100 down payment money got stuck in the crack of their lap desk.

IN YOUR HEADAuthor and You questions (1)(require students to answer with information not in the text; however, students must read the text material to understand what the question is asking then use the information from the text and then explain what you know or have experienced)

1. Laura Ingalls Wilder was in her 60’s before she started writing her “Little House” series. It was her daughter, Rose, that encouraged her to write her pioneer childhood memories. Do you believe Rose was right for encouraging her mother to write about her past? List three reasons to support your decision.

See sample rubric below.Sample response:I believe that Rose was right to encourage Laura Ingalls Wilder for writing about her pioneer childhood. Even though Laura was in her 60’s, she was still able to recall enough events from her past to be able to create eight books in her “Little House” series. The “Little House” series, taught me about how pioneer families lived and survived their hardships. It let me feel a part of American history. Laura’s stories allowed her to receive the Harry Harman Award from the Pacific Northwest

Library Association in 1942 and the New York Herald Spring Book Festival Award in 1943. The Children's Services Division of the American Library Association even honored her with her own award. She was the first recipient of the Laura Ingalls Wilder award in 1955.The Laura Ingalls Wilder award is given every five years to an outstanding author of children's books. I have really enjoyed reading the “Little House” series and being able to play with the “Little House” paper dolls. If Rose had never encouraged her mother to write her stories, then I never would have had the chance to read the books, play with the paper dolls, or become a part of Laura’s life.

On Your Own questions (1)(can be answered with information from the students' background knowledge and do not require reading the text

1. Laura Ingalls Wilder gained international fame by being an author. If you could become famous, what would it be for and why?

Sample response-use rubric belowI would like to be famous for being a super model. I have always dreamed of becoming a model because they get to wear fancy clothes, have their hair and make-up done, and travel the world. As a model, I could have other girls look up to me. I would also enjoying being able to see pictures of me in top magazines. The money I would receive from my photo shoots and runway shows, I would use to buy things for my family.

Rubric for Author and Me (adjust your rubric to match your question)4 3 2 1

Student states whether or not Rose should have encouraged Laura Ingalls Wilder to write her book series. Three pieces of information from the text are used to support the answer. The student thoroughly explains background knowledge or experiences to further

Student states whether or not Rose should have encouraged Laura Ingalls Wilder to write her book series. At least one piece of information from the text is used to support the answer and the student uses some background

Student states whether or not Rose should have encouraged Laura Ingalls Wilder to write her book series and uses at least one piece of information from the text OR uses background knowledge/experiences to support and explain.

Student states whether or not Rose should have encouraged Laura Ingalls Wilder to write her book series but does not use information from the text or personal knowledge/experience to support or explain.

support their answer. knowledge or experience to further explain and support their answer.

Rubric for On My Own (adjust your rubric to match your question)4 3 2 1

Student stated what they would like to be famous for and explain why using three of their personal reasons/opinions.

The student what they would like to be famous for and explain why using two of their personal reasons/opinions.

Student stated what they would like to be famous for and explain why using only one personal reason/opinion.

Student stated what they would like to be famous for, but gave no explanation as to why. Or the student failed to clearly state what they would like to be famous for.

When and why I would use this strategy: This activity can be used after reading a passage to check for student comprehension. By using the QAR activity, students are required to find answers that are found directly in the text, but also to use the text and their prior knowledge/experiences to think more deeply about a topic. It’s a great tool to check the student’s comprehension and way to find out how they feel about certain topics.

Graphic Organizer

Little House on the Prairie

Wilder, L. I. (2008). Little house on the prairie. New York, NY: HarperCollins.

Grade level: 4th


Content GLE: SS3aB4


CCSS:



Student directions:

This is a brainstorming activity designed to activate your creative thinking. Think about the word or topic below and allow your imagination to flow. Work with your group to complete as many of the cells in the matrix as you can. Remember, in brainstorming no answer is wrong; editing can take place later.

Synectics Matrix on the concept of Pioneer

Similar Feels Like Opposite Similar RedefineLeader Bravery Follower Explorer Ventures into

unknownTraveler Creating Native Settler Opens up or

develops unclaimed

territory/landOpportunist Learning Conclude Initiator One who is first

When and Why I would use this strategy: I would use this strategy after reading a piece of text in preparation for a writing activity. This would be a good way for students to brainstorm and to really understand the concept of pioneering. It helps the students to look at the topic from a variety of viewpoints and improves their writing.

Notes Artifact

Prairie home companions: Women keep love of author alive

Stefanoni, A. B. (2011, February 26). Prairie home companions: Women keep love of author alive. The Joplin Globe. Retrieved from


Grade level: 4th


Content GLE: SS3aB4


CCSS:



Student directions:

Students are to create a Cornell notetaking method or split-page method to take notes while reading the newspaper article. The students will draw a vertical line down their paper, creating one section that’s one third of the page and another that’s two thirds. They also need to leave about two inches at the bottom of the page to allow them room to create a summary of their notes. They left side of the paper is for the students to write questions, key ideas, etc. The right side of the paper is for notes and information over their key ideas and questions.

Cornell notetaking method or split-page on Prairie home companions: Women keep love of author alive by Andra Bryan Stefanoni

Name: Miss Dominguez Date: 6-20-13 Class: Language Arts

Prairie home companions: Women keep love of author alive by Andra Bryan Stefanoni

Laura Ingalls Wilder

Judy Wampler

Mary Lee Elliott

Today, both ladies

She was born and died in February. She was a teacher and an author, who became famous

for her series of “Little House” books. She has no living descendants, but has strong ties to

Missouri and Kansas.

A former teacher at Avilla and Neosho and a fan of Laura Ingalls Wilder.

She began an after-school Little House Reading Club and directed students in making things representational of what the true-life characters in the book would have used or eaten.

She decided to take her collection and presentation on the road to schoolchildren throughout the Four States Area.

She also began presenting to organizations and workshops using pioneer artifacts, stories, and quilts based on the “Little House” series that are tied to today’s teaching standards.

She also a former teacher.

Started working and traveling with Judy Wampler.

She decided to put together her own program. Her program and presentation focuses on the fun and games from the books.

Presented programs at the North Dakota regional International Reading Association, the Southwest Center for Educational Excellence in Webb City, and pioneer days at elementary schools in Kansas and Missouri.

Summary:

This article shows the love and legacy of Laura Ingalls Wilder by two women, Judy Wampler and Mary Lee Elliott, keeping her pioneer days alive. These two women are traveling in the four-state area performing presentations and activities involving Wilder’s

life, books, and games.

When and why I would use this strategy: I would use this strategy during reading. Students can write down the key ideas, questions, notes, and feelings about the information they found while reading. Then later on, they can look back over their notes and remember the main ideas and how Laura Ingalls Wilder had an impacted on the lives of both, children and adults, when they read it. I think that this would be helpful in getting students to think and comprehend.

Shared Reading Artifact



Grade level: 4th


Content GLE: SS3aB4


CCSS:



Text Teacher Commentary During the Think Aloud

Strategies Modeled/Practiced


“As I look at the title of this book and see the cover, I wonder what will happen to this family in their little house in the big woods. It looks as if they live in a log cabin house. There’s a mom, dad, and three daughters. One daughter seems pretty important. She seems bigger, or closer up in the picture than the other characters. Maybe it meanings she’s the one telling the story? That the story is in her perceptive. She’s also holding a doll. Maybe the doll is an important item? Let’s read and find out.”

Predicting what the story will be about engages students and makes them curious. Using the title and cover picture helps students exercise their predicting skills.

“Once upon a time, sixty years ago, a little girl lived in

“From just reading the first paragraph, I can see that my

By affirming or correcting a prediction, students learn to

the Big Woods of Wisconsin, in a little gray house made of logs.” (pg. 1)

prediction about the girl who looks larger on the cover picture, is going to be the main character in this story. Also, I was correct in thinking that the family lived in a log cabin. Let’s continue reading to see if any of our other predictions about the story are true.”

follow through with their predictions

“Wolves lived in the Big Woods, and bears, and huge wilds cats. Muskrats and mink and otter lived by the streams. Foxes had dens in the hills and deer roamed everywhere.” (pg. 2)

“There seems to be a lot of different animals living in the Big Woods of Wisconsin. I know what bears, otters, and foxes are. I believe when they say wild cats, that they mean mountain lions. I’m not sure what muskrats and minks are. In the text, it says that those animals live near the stream, so I wonder if they are similar to otters. A muskrat could be a type of rat, since rat is part of the word. I have seen a mink coat and scarf, so I know the animal has fur.

Vocabulary - The students use context clues to figure out the meaning of an unfamiliar word. They also use a dictionary to check their conclusion.

Makes predictions and questioning the vocabulary words. It’s part of the progress of deciding the definition of the word.

Activating prior knowledge helps to tie the story into other things that the students have learned earlier in the unit.

When and why I would use this strategy:

I would use this strategy during reading. I would model the strategy and have student continue to use this while they independently reading. Through this shared reading activity, students learn to predict, confirm or modify predictions, use context clues, use a dictionary, and activate prior knowledge. These are all things that students can use when reading independently.

Modeled Writing Artifact



Grade level: 4th


Content GLE: SS3aB4


CCSS:



Student directions:

After students have read Winter Days in the Big Woods by Laura Ingalls Wilder, they are to create a story like the one in the book thinking about how Laura and her family spent the winter as pioneers. Below is an example of the teacher’s modeled writing artifact. Students will follow this example when writing their own artifact.


Laura woke up to a cold wintery morning

Jack Frost came that night

Laura and Mary drew pictures in the frost with Ma’s thimble

The rest of the morning was spent helping with dishes, making beds,

and the work that belonged to that day

When chores were done, the girls would play in the attic

Or Ma would cut out paper dolls

Their favorite time was at night when Pa returned

Sometimes he would play his fiddle and sing

Other times, he told stories and tickle their faces with his long whiskers



I would use this strategy after reading a book and to assess the student’s comprehension of the text. This is great tool to let the students interpret what this story means to them. This approach lets them tell the story from their point of view. This would also be a good way to encourage students to use imagery when they read. I enjoy this because it would be a fun activity that causes students to look deeper inside the text, them the writing process, and allows them to practice their poetic side.

Rubric:

Category 0 1 2Focus on Topic No attempt has been

made to relate the story into the assignment

Most of the story is related into the assignment. Some points wonder from the topic.

The entire story is related into the assignment. It allows the reader to understand more about the ideas from the original story.

Setting The reader has trouble figuring out when and where the story took place.

The reader can figure out when and where the story took place, but the author didn't supply much detail.

Used descriptive words to tell us when and where the story took place.

Facts/References to the original story

One fact/reference was presented and accurate. Or no facts were presented.

Two facts/references were presented and accurate.

Three facts/references were presented and accurate.

Creativity There is little evidence of creativity in the story. The author doesn’t seem to have used much imagination.

The story contains few creative details and/or descriptions that contribute to the reader’s enjoyment. The author has used their imagination.

The story contains many creative details and/or descriptions that contribute to the reader’s enjoyment. The author has really use their imagination.

Performance Task/Constructed Response



Grade level: 4th


Content GLE: SS3aB4


CCSS:



Student directions:

After reading Little House in the Big Woods, answer the following questions. Read each question thoroughly before writing a direct response. Points will be deducted for answers that are missing specific information. A rubric is enclosed to demonstrate the scoring for each question.

Questions:

1. In Little House in the Big Woods, Laura and her family celebrates Christmas. Compare and contrast how you celebrate your holiday to how Laura celebrates hers’. Give at least three example in each provided space.

My holiday celebration Same Laura’s celebration

2. In chapter 8, Pa mentions sugar snow. What is sugar snow? Explain the process of making sugar snow. Use information from the text to support your answer.__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Please circle the correct response for questions 3 and 4.

3. What animal followed Laura’s grandpa through the woods and to his home?a. Mountain Lionb. Pantherc. Leopardd. Bobcat

4. Which one of Laura’s relatives got stung by a nest of yellow jackets?

a. Pab. Uncle Henryc. Cousin Charleyd. Aunt Polly

Now you will write a paper in response to a writing prompt.

First, read the prompt in the box below.

You will now have 45 minutes for your prewriting activities such as brainstorming, listing, outlining, and writing a rough draft. Use the pages labeled “prewriting” to record your ideas and your rough draft.

You will then have another 45 minutes in which to write your final paper. Use the pages labeled “final paper” to record your completed work.

Scoring Guide

Constructed Response item 1: GLE: SS3aB4, CCSS.ELA-Literacy.RI.4.1, CCSS.ELA-Literacy.RI.4.3

2pts: The response shows a comparison and contrast that includes three examples in each section of the Venn diagram.

Example:

In Little House in the Big Woods, Laura and her sister Mary, were extremely excited about going to town for the first time. They played going to town all day and the night before they bathed and put rags in their hair to curly it. When dressing that morning, they put on their best dresses and bonnets.

Write a story about a time you were excited about going somewhere new. Explain where it was, what you did, and why you were excited.


1pt: The response shows a comparison and contrast that includes less than three items in each section of the Venn diagram.

Example:


0pt: Other

Usually buy gifts

Take pictures

Go to the movies

Pies

Cookies

Family time

Snow & molasses candy

Usually make gifts

Hearing actual sleigh bells

Usually buy gifts

Go to the movies

Usually make gifts

Snow & molasses candy

Family

time

Constructed Response item 2: CCSS.ELA-Literacy.RI.4.1, CCSS.ELA-Literacy.RI.4.3

2pts: The response explains what sugar snow is and uses information from the text to explain the process of creating it.

Example:

Sugar snow is snow late in the winter season that allows people to continue to make sugar. Brown sugar is made by placing a through into a hole in a maple tree and setting a cedar bucket on the ground under the flat end. Sap then runs down the trough and into the bucket. Then you gather all the sap buckets and pour it into a big iron kettle. Have the kettle over a bonfire to allow the sap to boil. Every few minutes, skim the sap. Once the sap has boiled down enough, fill buckets with syrup. Continue boiling the sap until it grains when it cooks in a saucer them place it in milk pans. This will then turn the syrup into brown maple sugar.

1pt: The response states what sugar snow is and briefly explains the process of creating sugar snow. Uses some or no information from text.

Example:

Sugar snow is snow late in the winter season that allows people to continue to make sugar. Brown sugar is made by gathering sap from maple trees. You then boil the sap. You continue boiling the sap until it grains when it is cooking. Then place it into milk pans and that creates brown maple sugar.

0pt: Other

Constructed Response item 3: GLE: SS3aB4, CCSS.ELA-Literacy.RI.4.1

1pt: B

Constructed Response item 4: GLE: SS3aB4, CCSS.ELA-Literacy.RI.4.1, CCSS.ELA-Literacy.RI.4.3

1pt: C

Writing Prompt: GLE: SS3aB4, CCSS.ELA-Literacy.RI.4.1, CCSS.ELA-Literacy.RI.4.3

Use Smarter Balanced Assessment Rubric and Scoring guide for grade 3-5


I would use this strategy at the end of a unit and to prepare my students for similar questions on the MAP test. I could use this to ensure the students understand the meaning and purpose of the unit and the text included. It is important for students to learn to answer questions using critical thinking rather than just giving word for word answers from the text. Constructed response gives the student the responsibility to support answers from the text, but also the freedom to share their thoughts as well.

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