Westward to Oregon - Rigby

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Day 1 2 3 4 5 6 7 8 9 10 11 WARMING UP Begin the lesson by rereading a familiar Big Book or poetry chart.You may wish to ask a volunteer to pick a favorite. SETTING THE SCENE • Tap into children’s prior knowledge. Have you ever moved or taken a long trip with your family? What was it like? How did you feel? What do you think a long trip in a covered wagon would be like? • Introduce the book and provide children with an overview. • Make predictions about the book. Invite children to look at the cover. Tell me about what you see on the cover. Have you ever seen wagons like these? When did you see them? What might Lizzie’s family see on their journey? READING THE TEXT 1. Read the title page. Prompt children to predict what will happen in this book. Tell your neighbor what kind of trouble you think the people in a wagon train might encounter on a long journey like this. 2. Use a pointer as you read the Big Book.You may also want to read the words of the different characters in different voices. Allow children ample time to view the illustrations without interrupting the flow of the story. 3. Before turning to page 12,ask: What do you think Mama will do if Papa is not back by morning? How do you think Lizzie feels? How can you tell how she feels? How would you feel? Allow children opportunities to express their opinions and experience the suspense of the story as you read the rest of the book. RETURNING TO THE TEXT 1. Discuss the story. Use open-ended questions. Why do you think Mama treated Lizzie differently than Papa did? Why do you think Mama decided to stay behind when the wagon train left in the morning? Were you surprised? What would you have done? 2. Reread sections of the book. Invite children to read some of the dialogues. Remember,the reading should be focused on enjoyment. SMALL-GROUP/INDEPENDENT WORK Introduce children to various center activities that will accompany your class study of this book. (You may wish to delay the introduction of the Word Zone until you have introduced inflected endings on Day 4.) Each child may then choose his or her own activity,or you may wish to assign activities to each group. Use this time to meet with guided reading groups. SHARING TIME Set aside a brief amount of sharing time,five to ten minutes,at the end of the session. Invite volunteers to share with the class what they learned while participating in Small-Group/Independent Work. Invite children to tell their classmates something they had difficulty with and what they did to problem solve. ✓ ✓ Coaching Point Display a map of North America and invite volunteers to locate Oregon and where you are. Then explain that most wagon trains traveling the Oregon Trail started their journey in Missouri. Use the map’s scale to point out the distance between the two states. Coaching Point Children may have difficulty understanding who is speaking, because some of the quotations do not have dialogue tags. Point out that the author begins a new paragraph each time a different character speaks. ✓Assessment These questions may be used on any day during sharing time to gather information about children’s learning and interests during center time. • Describe the wagon you made in the Artist’s Studio. • Tell me about the books you read in the Book Nook. Were there any books similar to Westward to Oregon? • Did you write in your journal? If so, what descriptive phrases with sensory details did you include? • Which words with -ed did you make in the Word Zone? With -ing? What are their root words? Westward to Oregon 51
✓ ✓Assessment Observe children as they read and form opinions on Day 2. Think about and note, mentally or in writing, the following: • Are children able to give examples from the book to support their opinions? • Can children identify the ways in which characters are different? • Do children relate personal experience to support their opinions? 52 Shared Reading WARMING UP Refer to Day 1. WARMING UP Refer to Day 1. Day 2 WHOLE-GROUP INSTRUCTION Forming and supporting opinions 1. Reread pages 2–7 of the Big Book Westward to Oregon. Introduce the comprehension strategy of forming and supporting opinions. As you read,model how the text and illustrations of the story help you to form opinions about the characters and events. For example,after reading pages 4 and 5,you might say: Model As I was reading this part of the story, I thought about how Mama and Papa treated Lizzie. The pictures on pages 2–7 and Papa’s words, "You’re as good at driving the team as I am," tell me that Papa lets Lizzie do things that girls don’t usually get to do. I think if I were Lizzie I would like that. I don’t think Mama feels the same as Papa though. What words or pictures in the book would support that opinion? 2. Continue to read pages 8–15 with children. As you read,encourage children to tell their opinions about what is happening,as well as about how characters feel. During the discussion,invite children to relate relevant personal experiences to support their opinions. 3. Following the reading,list on chart paper children’s opinions and the part of the story that they feel supports their opinion. ✓ Day 3 WHOLE-GROUP INSTRUCTION Forming and supporting opinions 1. Read pages 16–24 of the Big Book Westward to Oregon. As you read,invite children to form opinions about the events and characters and to add these to the chart started on Day 2. Often when we read, we form opinions about the characters, and we decide whether we like each character or not. We form an opinion about each character by what the character says or does. As we read more, we may change our opinion. What additional information do we learn about the characters in this part of the book? How does this new information change your opinion of the characters? SMALL-GROUP/ INDEPENDENT WORK Refer to Day 1. SMALL-GROUP/ INDEPENDENT WORK Refer to Day 1. SHARING TIME Refer to Day 1. SHARING TIME Refer to Day 1.
Page 1: Westward to Oregon Written by Patri
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Westward to Oregon - Rigby

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