This text is older and still uses some of the words that we consider to be insensitive today (Indians, tribes). I think its important for students to hear these words with an explanation of why we have changed the terms to something more sensitive to today's population. (Native Americans, group)
Underlined words below are lesson vocabulary words that are emphasized and written on sentence strips for my Reading & Writing word wall. I pull off the words off the wall for each lesson, helping students understand this key 'reading and writing' vocabulary can be generalized across texts and topics. The focus on acquiring and using these words is part of a shift in the Common Core Standards towards building students’ academic vocabulary. My words are color coded ‘pink’ for literature/’blue’ for reading strategies/’orange’ for informational text/'yellow' for writing/’green’ for all other words)
Bring students to a common learning point
I chose to watch a Native American video to bring in students' background knowledge. The music and images are very powerful on this video and give students a feeling for the time in history. There is some academic vocabulary introduced on this video that I'll use in the lesson, as well. The students always enjoy watching a video to get them to the same starting place in learning.
Show the Powerpoint (slides 1-7):
Read Aloud: Before Reading
Read Aloud: During Reading
Read Aloud: After Reading
There is a shift in ELA Common Core Standards toward the student's use of images to contribute and clarify text and to support understanding. (RI.2.7) They should be able to integrate and evaluate content presented visually and add the information gained to their learning. The use of informational text, as in the Native American focus of this lesson, also allows for students to acquire and utilize academic vocabulary and build a foundation of knowledge to be better readers in all content areas.
Explain the task
I will be focusing on these informational text features throughout the year. Students are expected to know and use these features (captions, bold print, glossaries, indexes, etc) to locate key facts or information in text efficiently. (RI.2.5) By analyzing the structure of texts, including how the features relate to each one rand the whole, I am encouraging students to draw on their own abilities to discover answers for themselves instead of relying on the teacher to supply the facts.
If you have a class set of history books or are using social studies text, then have the students use their own highlighter tape, although I prefer to do this as a class so we get really good examples, I can demonstrate how to ‘think aloud’ about the process, and I make sure the illustrations really do support the text.
Share the ideas
Scaffolding and Special Education: This lesson could be easily scaffolded up or down, depending on student ability.
For students with limited academic ability, they may need support with identifying text to highlight and with illustrating. I prompted them with a suggestion when they came up (“It says that ‘they lived in long houses made of poles..’ Is there a picture of the those houses here?”)
For students with greater academic ability, I would challenge them with one or two more difficult text examples to other ideas that they heard. Possibly reread a page with more difficult text and have them write their own ideas.