Westward to Oregon - Rigby

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WARMING UP Refer to Day 1. WARMING UP Refer to Day 1. Day 3 continued WHOLE-GROUP INSTRUCTION Forming and supporting opinions 2. Help children focus on the character of Mama by prompting them with questions. What did you think of Mama at the beginning of the story? What words would you have used to describe her? What happened in the story that made you feel this way? How did your opinion of Mama change as you read the story? How did she show that she truly loved her family? Do you think her choice to stay behind showed she was brave or foolish? Why? 3. Have children choose two characters from the story and write a sentence or two stating their opinion of each character and why they feel this way. Day 4 WHOLE-GROUP INSTRUCTION Inflected endings 1. Use small self-stick notes to cover most of the inflected endings on pages 4 and 5 in the Big Book Westward to Oregon. Read aloud these pages.When you come to a word whose inflected ending is covered,say the root part of the word and have children say the ending. Stop periodically,and ask children how they knew which ending to use. Lead children to understand that the ending -ed means the action happened in the past and that the ending -ing means the action continued for some time. 2. Organize children into small groups. Distribute to each group four index cards, two marked ed and two marked ing. Children can take turns selecting a card and saying a word with that ending. Children can identify the root word and then use the word with the ending in a sentence. ✓ • Rhyme Chart 10: Time in a Garden • Teaching Card 10B: Action Word Endings es, ing, s • Rhyme Chart 11: Joan’s Boat • Teaching Card 11B: Action Word Ending ed SMALL-GROUP/ INDEPENDENT WORK Refer to Day 1. SMALL-GROUP/ INDEPENDENT WORK Introduce the Word Zone today. Review the other center activities. SHARING TIME Refer to Day 1. SHARING TIME Refer to Day 1. ✓ ESL • ELL Be aware that some children may need extra practice distinguishing the spoken root words (for example, chuckle) from the spoken words with the -ed ending (chuckled). ✓Assessment Observe children as they make words with inflected endings. Think about and note, mentally or in writing, the following: • Which children can correctly add endings to root words? • Which children can use words with the endings -ed and -ing in sentences? Westward to Oregon 53
Related Trade Book Titles The following trade books are excellent examples of historical fiction. When Jessie Came Across the Sea, Amy Hest, Candlewick Press, 1997. This Time Tempe Wick, Patricia Lee Gauch, Coward, McCann & Geoghegan, Inc., 1974. Coaching Point You may want to provide other types of fiction, including traditional tales or science fiction so that children can compare and contrast the different genres. 54 Shared Reading WARMING UP Refer to Day 1. WARMING UP Refer to Day 1. Day 5 WHOLE-GROUP INSTRUCTION Type of genre: historical fiction 1. Tell children that Westward to Oregon is about made-up events,but it tells about a specific time period in history. In addition, the story details and the problems the characters face are ones that really occurred at that time in our country’s history.This kind of book is called historical fiction. 2. Write on the board the column headings Characters,Plot,Setting,and Time. Have children provide information for each of these categories.You may want to page through the Big Book Westward to Oregon to spark ideas. 3. Read each column aloud. Which of these things tell you that the story happened during a specific time period? Explain your answer. Day 6 WHOLE-GROUP INSTRUCTION Type of genre: historical fiction 1. Encourage children to discuss how a story like this teaches us about life in the past. Share with them some background information about the Oregon Trail.You might explain that the Oregon Trail was about 2,000 miles long and took about 6 months to travel.There were no roads.The pioneers had to cross prairies,deserts,and mountains to get to Oregon.They had to cross rivers without bridges.They needed to travel close to rivers in order to have water. They usually did not have a doctor traveling with them to care for the people who got sick or hurt. 2. As you discuss what life was like for the people traveling the Oregon Trail,invite children to compare life back then with life today. Draw a simple chart on the board or chart paper comparing such topics as travel, food,communication,and emergency care. Invite children to list their ideas about each topic for then and now.The completed chart might look something like the following: 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 and 2: Westward to Oregon Written by Patri
Page 3: ✓ ✓Assessment Observe children
Page 7 and 8: Coaching Point You may want to exte

Westward to Oregon - Rigby

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