Fountas-Pinnell Level T Historical Fiction

Transcription

1 LESSON 7 TEACHER S GUIDE by Holly Melton Fountas-Pinnell Level T Historical Fiction Selection Summary After the Civil War, there was a shortage of beef in the United States. Many cowboys were hired by cattle ranchers to herd cattle from Texas to markets in the north. In this story, James joins a cattle drive and embarks on an adventure where he learns about himself. Number of Words: 2,463 Characteristics of the Text Genre Historical Fiction Text Structure Third-person narrative organized in fi ve sections Story is told in sequential order Content Goodnight-Loving Trail; 1860s Cattle drives Life as a wrangler Themes and Ideas It takes teamwork to accomplish important tasks. Overcoming challenges Proving oneself Language and Conversational language Literary Features Sequential words Sentence Complexity A mix of short and complex sentences Exclamations and questions Items in a series Vocabulary Many cattle-ranching terms, some of which might not be familiar to English language learners, such as cowboys, rattlesnakes, cattle, herds, stampedes, wranglers, and trail. Cultural references such as Civil War (p. 2). Words Multisyllable words: rattlesnakes, provisions, and bluebonnets Illustrations Lively drawings with captions on most pages Map Book and Print Features Seventeen pages of text, including a foreword Section heads Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H. Copyright by Houghton Mifflin Harcourt Publishing Company All rights reserved. No part of this work may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying or recording, or by any information storage or retrieval system, without the prior written permission of the copyright owner unless such copying is expressly permitted by federal copyright law. Permission is hereby granted to individual teachers using the corresponding (discipline) Leveled Readers to photocopy student worksheets from this publication in classroom quantities for instructional use and not for resale. Requests for information on other matters regarding duplication of this work should be addressed to Houghton Mifflin Harcourt Publishing Company, Attn: Contracts, Copyrights, and Licensing, 9400 SouthPark Center Loop, Orlando, Florida Printed in the U.S.A If you have received these materials as examination copies free of charge, Houghton Mifflin Harcourt Publishing Company retains title to the materials and they may not be resold. Resale of examination copies is strictly prohibited. Possession of this publication in print format does not entitle users to convert this publication, or any portion of it, into electronic format.

2 by Holly Melton Build Background Help students use their knowledge of cowboys and the American West to visualize the story. Build interest by asking questions such as the following: What do cowboys do and how do they live when they herd cattle? How dangerous do you think the job is? Read the title and author and talk about the cover illustration. Tell students that this story is historical fiction, so the places and dates are real, but the characters are not. Frontload Vocabulary Some everyday words may be unfamiliar to English learners. Before reading, check understanding of the following words: bandana, journey, chuck wagon, rattlesnake, campfire. Introduce the Text Guide students through the text, reading the captions, noting important ideas, and helping with unfamiliar language and vocabulary so they can read the text successfully. Call their attention to any important labels. Here are some suggestions: Page 3: Explain that this is a story about a young boy in the late 1860s who goes on his fi rst cattle drive. Explain to students that James is about to go on journey. Ask: What is a journey? Are journeys long or short? Pages 4 5: Suggested Language: The text on these pages explains how each person on the cattle drive works together to accomplish the task of moving the cattle from one place to another. Everyone on a cattle drive had a dangerous job. What dangers to you see in the illustration on these pages? Page 6: Read the sentence: He was picturing himself riding horses with them. Ask: What does it mean to picture yourself doing something? Now turn back to the beginning of the story and read to fi nd out what kinds of adventures James has on the cattle drive. Target Vocabulary bounding leaping at a fast pace, p. 16 checking limiting or controlling, p. 7 frantic wild with excitement or worry, p. 7 lunging making a sudden forward movement, p. 15 picturing forming a mental image of something, p. 6 romp energetic playing, p. 4 shouldered placed a weight on one s shoulders, p. 8 strained worked as hard as possible, p. 12 stride length of one s steps, p. 9 wheeled moved something on wheels, p. 7 2 Lesson 7:

3 Read Have students read silently while you listen to individual students read aloud. Support their understanding of the text as needed. Remind students to use the Visualize strategy and to pay attention to how the details can be used to form pictures in their mind of what they are reading. Discuss and Revisit the Text Personal Response Invite students to share their personal responses to the story. Suggested language: What did you learn about how a cattle drive works? What types of unexpected situations can happen on a cattle drive? Ways of Thinking As you discuss the text, help students understand these points: Thinking Within the Text Thinking Beyond the Text Thinking About the Text The cowboys had to work together to accomplish tasks. James used his inner strength to overcome certain challenges. James was able to prove himself to the other cowboys by rescuing Ben. People must work together to accomplish important tasks. There are many challenges that one must overcome in life. Proving yourself to others is sometimes the best way to show that you belong Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H. The dates and places in the story help it seem more realistic. The terminology used in the text helps readers experience language used during the time period. The author uses suspense to make the story more exciting. Choices for Further Support Fluency Invite students to work in partners and to choose a passage from the text to read aloud. Remind them to pay attention to punctuation, and to stress certain words to sound as if the cowboys are actually speaking to one another. Comprehension Based on your observations of the students reading and discussion, revisit parts of the text to clarify or extend comprehension. Remind students to go back to the text to support their ideas. Phonics/Word Work Provide practice as needed with words and word parts, using examples from the text. Remind students that longer words are often formed from shorter, familiar words. For example, the word cowboy on page 4 is a compound word combining the words cow and boy. Shorter words can sometimes help with the meaning of longer words. Have students look through the text and fi nd other examples of compound words. 3 Lesson 7:

4 Writing about Reading Have students complete the questions on BLM Responding Have students complete the activities at the back of the book, using their Reader s Notebook. Use the instruction below as needed to reinforce or extend understanding of the comprehension skill. Target Comprehension on Skill Understanding Characters Remind students that details in the text can help them understand why characters act, speak, and think as they do. Model how to add details to the Graphic Organizer, using a Think Aloud like the one below: Think Aloud You can understand James s character by his thoughts, actions, and words. He wants to be accepted as a wrangler. When he finds the dead rattlesnake in his boot he says Thank you for this nice gift, Ben to show he is tough. But he also says he misses his mother. You can add these details to the Words column on the chart. Practice the Skill Have students share an example of another story where characters worked together to overcome challenges. Writing Prompt: Thinking About the Text Have students write a response to the prompt on page 6. Remind them that when they think about the text, they reflect back on the text. They should notice and evaluate language, genre, literary devices, and how the text is organized. Assessment Prompts The author uses common language of the time period in order to. The main problem in the story is that. Complete this sentence in your own words: The next time James participates in a cattle drive, he will. 4 Lesson 7:

5 English Language Development Reading Support Give English learners a preview of the text by holding a brief small-group discussion with them before reading the text with the entire group. Idioms The story includes many idioms that might be unfamiliar. Explain the meaning of expressions such as cloud of dust (p. 7) and shook the ground (p. 14). Oral Language Development Check student comprehension, using a dialogue that best matches your students English proficiency. Speaker 1 is the teacher, Speaker 2 is the student. Beginning/Early Intermediate Intermediate Early Advanced/ Advanced Speaker 1: Who is the main character in the story? Speaker 2: James Speaker 1: What does James want to be? Speaker 2: a wrangler Speaker 1: What scares James s horse? Speaker 2: a rattlesnake Speaker 1: What does James do when the cattle get caught in the river? Speaker 2: He saves himself. He doesn t go back to help the others. Speaker 1: How does James help Ben at the end of the story? Speaker 2: James saves Ben from a tree during a stampede. Speaker 1: How does James change the way Ben feels about him? Speaker 2: The cattle become scared of the storm. A stampede begins and Ben is knocked off of his horse. Ben manages to climb into a tree. James jumps on his horse and makes his way through the stampeding cattle to rescue Ben from the tree. Name Date Lesson 7 BLACKLINE MASTER 7.10 Responding Read and answer the questions. Possible responses shown. TARGET SKILL Understanding Characters What is James like? Add his thoughts, actions, and words to the chart to understand his character. 1. Think within the text Who takes part in a cattle drive? trail boss, cook, point man, swing man, flanker, drag rider, wrangler 2. Think within the text What does James s father hope the cattle drive will do for James? keep him busy Thoughts Actions Words wants to be friends with the wranglers?? 3. Think beyond the text Why is the cook important to a cattle drive? The cook keeps track of the supplies and makes sure everyone has enough to eat. 4. Think about the text Why is Ben s character important to the plot of the story? The conflict between Ben and James is a major part of the plot. It gives James an opportunity to grow and change. Write About It Text to Self Ben is surprised when James thanks him for putting a dead rattlesnake in his boot. Write a few paragraphs about a time when you surprised someone by how you reacted to a situation. Making Connections What is a courageous thing you ve done or witnessed? Describe the event and its outcomes. Write your answer in your Reader s Notebook. 19. All rights reserved. 12, Unit 2: Wild Encounters 5 Lesson 7:

6 Name Date Thinking About the Text Think about the questions below. Then write your answer in one or two paragraphs. Remember that when you think about the text, you reflect back on the text. You notice and evaluate language, genre, literary devices, and how the text is organized. Think about how the text features in this selection help you better understand the book. How did the information in the foreword on page 2 prepare you to read and understand the story? How did the language and imagery on page 6 help you to picture James s situation? 6 Lesson 7:

7 Name Date Lesson 7 BLACKLINE MASTER 7.10 Read and answer the questions. 1. Think within the text Who takes part in a cattle drive? 2. Think within the text What does James s father hope the cattle drive will do for James? 3. Think beyond the text Why is the cook important to a cattle drive? 4. Think about the text Why is Ben s character important to the plot of the story? Making Connections What is a courageous thing you ve done or witnessed? Describe the event and its outcomes. Write your answer in your Reader s Notebook. 7 Lesson 7:

8 Student Date Lesson 7 BLACKLINE MASTER 7.14 LEVEL T Running Record Form page Selection Text Errors Self-Corrections 3 It was a beautiful spring morning in Texas. James Warner pulled on the new bandana around his neck. He was nervous. The long cattle drive was beginning. James wasn t sure he belonged on the drive. He was only 11 years old. But James s father said that the journey would be good for him. The drive will keep you busy, his father said. Your ma s death makes our home a sad place now. I must stay home to run the ranch. But you need to get away. James had always wanted to go on a drive someday. But he wondered if he was still too young. Comments: Accuracy Rate (# words read correctly/ ) % Total Self- Corrections Behavior Code Error Read word correctly cat 0 Repeated word, sentence, or phrase Omission cat 0 cat 1 Behavior Code Error Substitution cut cat 1 Self-corrects cut sc cat Insertion the ˆcat 1 Word told T 1 cat Lesson 7: