Weekly Literature - Ellis Family - Homeellis2020.org/treasures/TG-treasures/unit3_week4_1.pdf ·...

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


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


Folk Tale

ThreeLegends


Folk Tale

ThreeLegends


Folk Tale

ThreeLegends


Folk Tale

ThreeLegends


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

http://www.macmillanmh.com

ThreeLegends


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


READING• Develop

Comprehension

• Fluency

“History at Your Feet,” 344–345

Comprehension, 345A–345B

Strategy: Summarize

Skill: Sequence


Model Fluency, 343

Partner Reading, 342I

Mystic Horse, 346–365

Comprehension, 346–365

Strategy: Summarize

Skill: Sequence


Repeated Reading, 364


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.



Linking Verbs, 373I


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


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


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


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



“The Black Hills Powwow,” 368–371

Comprehension

Social Studies

Links, 368



Self-Selected Reading, 342I

Comprehension

Connect and Compare, 371

Practice, 367A


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



Mechanics and Usage, 373J


Spelling Word Meanings, 373H


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



Linking Verbs, 373J


Spelling Review and Proofread, 373H


Writing

Daily Writing Prompt: What event in your life do you think might make an interesting scene in a play? Describe that event.



Linking Verbs, 373J

Grammar Practice Book, 87–88

Spelling Posttest, 373H


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


• Comprehension

• Vocabulary

Beyond Level

• Extend Vocabulary, 373S

Leveled Reader Lesson, 373T

• Comprehension


• 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


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


• Comprehension

Phonics, 373M


• Comprehension

Fluency, 373N


• Make Connections Across

Texts

Fluency, 373Q

Vocabulary, 373Q


• Comprehension

Text Feature, 373Q


• Comprehension

Fluency, 373Q


• Make Connections Across

Texts

Fluency, 373S

Vocabulary, 373S


• Comprehension

Text Feature, 373S


• 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


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


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


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

Weekly Literature - Ellis Family - Homeellis2020.org/treasures/TG-treasures/unit3_week4_1.pdf ·...

Documents

Transcript of Weekly Literature - Ellis Family - Homeellis2020.org/treasures/TG-treasures/unit3_week4_1.pdf ·...