Prologue | 2 | Module 2
The American West
How has life in the American West changed over time?
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Prologue Module Overview
Prologue to L5
• Learning Goal | Use a timeline and direct quotations to discuss Buffalo Bird Woman’s life.
• Language Progress | Expand sentences by using question words.
Prologue to L6
• Learning Goal | Examine Buffalo Bird Woman’s life as a young girl and as an older woman.
• Language Progress | Listen closely to what others say.
Arc B | Where the Buffalo Roam
Arc A | Buffalo Bird Girl
Prologue to L3
• Learning Goal | Describe the work that the Hidatsa women do in Like-a-Fishhook Village.
• Language Progress | Expand sentences by using question words.
Prologue to L4
• Learning Goal | Identify parts of the buffalo.
• Language Progress | Expand sentences by using question words.
14
20
Prologue to L9
• Learning Goal | Build vocabulary related to bison.
• Language Progress | Take turns with others when speaking.
Prologue to L10
• Learning Goal | Identify the structure of an informative paragraph.
• Language Progress | Take turns with others when speaking.
Prologue to L11
• Learning Goal | Identify key details about the topic of bison and people.
• Language Progress | Take turns with others when speaking.
26
32
38
44
50
Prologue to L12
• Learning Goal | Describe where bison live.
• Language Progress | Expand sentences by using question words.
Arc C | “Life in a Soddy”
Prologue to L16
• Learning Goal | Ask and answer questions about “Life in a Soddy.”
• Language Progress | Expand sentences by using question words.
Prologue to L17
• Learning Goal | Identify nouns as singular or plural.
• Language Progress | Use nouns correctly.
Prologue to L18
• Learning Goal | Explain why living in a sod house was a challenge.
• Language Progress | Expand sentences by using question words.
Prologue to L20
• Learning Goal | Examine verbs in a sentence about “Life in a Soddy.”
• Language Progress | Use past tense verbs correctly.
56
Arc D | The Buffalo Are Back
Prologue to L23
• Learning Goal | Describe important events in The Buffalo Are Back.
• Language Progress | Expand sentences by using question words.
Prologue to L24
62
68
74
80
• Learning Goal | Describe different types of interdependent relationships.
• Language Progress | Expand sentences by using question words.
Prologue to L25
• Learning Goal | Discuss what the prairie looked like before and after the settlers arrived.
• Language Progress | Take turns with others when speaking.
Arc E | Powwow Day
Prologue to L28
• Learning Goal | Describe a powwow.
• Language Progress | Expand sentences by using question words.
Prologue to L29
• Learning Goal | Discuss River’s problem in Powwow Day
• Language Progress | Expand sentences by using question words.
Prologue to L30
• Learning Goal | Describe how River’s community helps her at the powwow in Powwow Day.
• Language Progress | Take turns with others when speaking.
86
92
98
104
108
114
Appendices
Prologue Vocabulary
Prologue Reference Charts
Prologue Student Resources
Acknowledgments
ESSENTIAL QUESTION
How has life in the American West changed over time?
PROLOGUE MODULE FOCUS
In module 2, Arts & Letters Prologue™ lessons focus on helping students deepen their understanding of how life for the people, animals, and plants in the American West changed over time.
• Prologue lessons support reading development by helping students identify key details in each text. Students identify key details about Buffalo Bird Woman’s life in Buffalo Bird Girl. They learn and identify details about bison in The Buffalo Are Back and Where the Buffalo Roam. Students learn about life in the American West as they read and discuss “Life in a Soddy.” They learn about Native American heritage and celebrations in Powwow Day and “Celebrating Powwows.”
• Prologue lessons support writing development by helping students understand the informative paragraph structure. This support prepares students to write informative paragraphs for the module tasks.
• Prologue lessons support speaking and listening development by providing more instruction and practice for the module’s speaking and listening goals: Take turns with others when speaking, and listen closely to what others say. Use the Module 2 Speaking and Listening Goal Tracker to track progress toward these goals.
• Prologue lessons support language development by helping students use content vocabulary in context. Students also practice expanding sentences by using question words. Additionally, students learn about parts of speech, including singular and plural nouns and past tense verbs.
PROLOGUE TEXTS
Books
Literary
• Powwow Day, Traci Sorell and Madelyn Goodnight
Literary Nonfiction
• The Buffalo Are Back, Jean Craighead George and Wendell Minor
• Buffalo Bird Girl: A Hidatsa Story, S. D. Nelson
Informational
• Where the Buffalo Roam: Bison in America, Kate Waters
Art
• Buffalo Bull, Grazing on the Prairie, George Catlin
Articles
• “Celebrating Powwows,” Shawn Termin
• “Life in a Soddy,” Marcia Amidon Lusted
Video
• “Buffalo Video,” Getty Images
KNOWLEDGE THREADS
• Before settlers arrived in the American West, Native American tribes who lived there depended on the land and animals to survive.
• Many Native American communities continue traditions to preserve their culture.
• Settlers moved west to make a new life.
• Preservation efforts have partially restored the grasslands and buffalo of the Great Plains.
PROLOGUE MATERIALS AND PREPARATION
Prepare the following materials for use throughout the module.
• Determine how to access the module texts.
• Determine how to display Prologue reference charts, Prologue student resources, and select Learn book pages. These are listed in the Materials section of each lesson.
• Print or copy student resources from the Prologue Student Resources appendix. These are listed in the Materials section of each lesson.
• Make one set of story stones by cutting out the story element images from the page in the Prologue Reference Charts appendix. Alternatively, cut out the images and paste them onto real stones. Save all story stones for future use.
• Determine how to access the Module 2 Speaking and Listening Goal Tracker from the Great Minds® Digital Platform.
• Ensure access to the module 2 Knowledge Cards.
• Ensure students have paper for short responses. They can use their journals or other paper.
• For a comprehensive list of all the materials used in the module, see the digital platform.
PROLOGUE ENGLISH LANGUAGE DEVELOPMENT STANDARDS
Arts & Letters Prologue lessons for module 2 provide additional language support to develop the following English Language Development (ELD) standards. Educators should consult their state’s ELD standards and proficiency descriptors to identify the best ways to help multilingual learners reach the module’s learning goals. See the Great Minds® Digital Platform for a lesson-by-lesson breakdown of ELD standards.
WIDA Standards
ELD-SI.K-3.Narrate: Multilingual learners will
• Share ideas about one’s own and others’ lived experiences and previous learning
• Connect stories with images and representations to add meaning
• Recount and restate ideas
ELD-SI.K-3.Inform: Multilingual learners will
• Define and classify objects or concepts
• Describe characteristics, patterns, or behavior
• Describe parts and wholes
• Sort, clarify, and summarize ideas
• Summarize information from interaction with others and from learning experiences
ELD-SI.K-3.Explain: Multilingual learners will
• Share initial thinking with others
• Follow and describe cycles in diagrams, steps in procedures, or causes and effects
• Compare and contrast objects or concepts
• Offer ideas and suggestions
ELD-LA.2-3.Narrate.Interpretive: Multilingual learners will interpret language arts narratives by
• Identifying a central message from key details
• Identifying how character attributes and actions contribute to event sequences
• Determining the meaning of words and phrases as they are used in texts, distinguishing literal from nonliteral language
ELD-LA.2-3.Inform.Interpretive: Multilingual learners will interpret informational texts in language arts by
• Identifying the main idea and key details
• Referring explicitly to descriptions for themes and relationships among meanings
• Describing relationship between a series of events, ideas or concepts, or procedural steps
ELD-LA.2-3.Inform.Expressive: Multilingual learners will construct informational texts in language arts that
• Introduce and define topic and/or entity for audience
• Add details to define, describe, compare, and classify topic and/or entity
• Develop coherence and cohesion throughout text
ELP Standards
Standard 1: An ELL can construct meaning from oral presentations and literary and informational text through grade-appropriate listening, reading, and viewing.
Standard 2: An ELL can participate in grade-appropriate oral and written exchanges of information, ideas, and analyses, responding to peer, audience, or reader comments and questions.
Standard 3: An ELL can speak and write about grade-appropriate complex literary and informational texts and topics.
Standard 7: An ELL can adapt language choices to purpose, task, and audience when speaking and writing.
Standard 8: An ELL can determine the meaning of words and phrases in oral presentations and literary and informational text.
Standard 9: An ELL can create clear and coherent grade-appropriate speech and text.
Standard 10: An ELL can make accurate use of standard English to communicate in grade-appropriate speech and writing.
PROLOGUE LANGUAGE CONNECTIONS
Students’ home languages and cultures are assets that everyone in the school setting should value and celebrate. Teachers can support the strategic use of home languages to facilitate activating background knowledge, acquiring ELA knowledge and world knowledge, and engaging with grade-level content. This can happen individually or in groups. Teachers should encourage students to draw explicit metalinguistic connections between English and their home language through cognates and morphological awareness.
Multilingual learners in the United States speak a variety of languages at home, but an increasing majority speak Spanish at home. In 2019, more than 75 percent of students who were identified as “English learners” spoke Spanish as a home language (National Center for Education Statistics). For this reason, we offer a number of supports for Spanish speakers.
Contrastive Analysis
This module focuses on helping students expand sentences by prompting each other with question words (who, what, when, where, why, how). Prologue lessons help students understand how to correctly use nouns, verbs, and personal pronouns in sentences. For students who also speak other language(s), the grammatical rules of English may be confusing. Here are some grammatical differences for which students may need extra explanation and modeling of this structure. In addition to Spanish, we compare English to Arabic and Mandarin Chinese, the second and third most common languages spoken among multilingual learners in the United States (National Center for Education Statistics).
Language Similarity Difference
Spanish Spanish also uses personal pronouns to replace nouns.
Spanish also requires agreement between nouns and verbs.
Arabic Arabic also uses personal pronouns to replace nouns.
Arabic also requires agreement between nouns and verbs.
Mandarin Chinese Mandarin Chinese also uses personal pronouns to replace nouns.
In Spanish, the subject of the sentence can be omitted entirely, or personal pronouns can be used in addition to the subject.
In Spanish, the suffix -s is added to conjugate second-person verbs, not third-person verbs.
In Arabic, personal pronouns always reflect gender and number. Arabic speakers often mistake he and she because he sounds similar to the Arabic word for she.
In Arabic, the verbs must also reflect the gender of the subject.
In Mandarin, personal pronouns do not reflect gender. Mandarin also uses the same pronouns for objects and subjects, so there is no difference between the Mandarin words for he and him.
In Mandarin, there is no subject-verb agreement.
Spanish Cognates
Here are Spanish cognates for terms taught in module 2 Prologue lessons. Teacher notes in the lessons draw attention to Spanish cognates. Use an online Spanish dictionary for pronunciation guidance or to play a recording of the Spanish cognate for students.
Term Cognate
ability (n.) habilidad (s.)
adapt (v.) adaptar (v.)
appendix (n.) apéndice (s.)
camouflage (n.) camuflaje (s.)
classify (v.) clasificar (v.)
curious (adj.) curioso (adj.)
discover (v.) descubrir (v.)
evidence (n.) evidencia (s.)
experiment (n.) experimento (s.)
observe (v.) observar (v.)
problem (n.) problema (s.)
pronoun (n.) pronombre (s.)
Term Cognate
scientist (n.)
similar (adj.)
study (v.)
survive (v.)
unique (adj.)
verb (n.)
científico (s.)
similar (adj.)
estudiar (v.)
sobrevivir (v.)
único (adj.)
verbo (s.)
MODULE PLAN
Essential Question | How has life in the American West changed over time?
Arc A | Buffalo Bird Girl
Lesson 1
Opening Bookend
Lesson 2
Wonder
Buffalo Bird Girl
Buffalo Bull, Grazing on the Prairie
Buffalo Hunter
Lesson 3
Organize
Buffalo Bird Girl
Buffalo Bull, Grazing on the Prairie
Buffalo Hunter
Arc B | Where the Buffalo Roam
Lesson 8
Wonder Where the Buffalo Roam
Among the Sierra Nevada, California
Lesson 9
Organize Where the Buffalo Roam
Among the Sierra Nevada, California
Lesson 10
Organize Where the Buffalo Roam
Lesson 4
Reveal
Buffalo Bird Girl
Buffalo Bull, Grazing on the Prairie
Buffalo Hunter
Lesson 5
Reveal
Buffalo Bird Girl
Buffalo Bull, Grazing on the Prairie
Buffalo Hunter
Lesson 6
Distill
Buffalo Bird Girl
Buffalo Bull, Grazing on the Prairie
Buffalo Hunter
= assessment = Prologue lesson
Lesson 11
Reveal Where the Buffalo Roam
Lesson 12
Know Where the Buffalo Roam
“Demystified: How Are Buffalo and Bison Different?”
Module Task 1 completed
Lesson 13
Listening Comprehension
Assessment 1
Lesson 7
Know
Buffalo Bird Girl
Among the Sierra Nevada, California
Lesson 14
Responsive Teaching
Arc C | “Life in a Soddy”
Lesson 15
Wonder “Life in a Soddy”
Lesson 16
Organize “Life in a Soddy”
Lesson 17
Organize “Life in a Soddy”
Lesson 18
Reveal “Life in a Soddy”
Lesson 19
Know “Life in a Soddy” “Little Dugout on the Prairie”
Lesson 20
Organize excerpt from “What About the Native Americans?”
Module Task 2 completed
Lesson 21
Know excerpt from “What About the Native Americans?”
Buffalo Bird Girl
Arc
D | The Buffalo Are Back
Lesson 22
Wonder The Buffalo Are Back
Lesson 23
Organize The Buffalo Are Back
Lesson 24
Reveal The Buffalo Are Back
Lesson 25
Distill The Buffalo Are Back
Lesson 26
Know The Buffalo Are Back
Buffalo Bird Girl Where the Buffalo Roam
Module Task 3 completed
Lesson 27
Wonder Powwow Day
Lesson 28
Organize Powwow Day
“Celebrating Powwows”
Lesson 29
Reveal Powwow Day
Lesson 30
Distill Powwow Day
Lesson 31
Know Powwow Day
Module Task 4 completed
Module Finale
Lesson 34
Know module texts
Lesson 35 Know module texts
Lesson 36 Know module texts
Lesson 37 Know module texts
End-of-Module Task completed
Lesson 38
Closing Bookend
Lesson 32
Listening Comprehension Assessment 2
Lesson 33
Responsive Teaching
Prologue to Lesson 3
Essential Question | How has life in the American West changed over time?
OVERVIEW Preview
Students describe the work of the Hidatsa women. As they discuss these details, they ask and answer what questions about life in Like-a-Fishhook Village. This work prepares students to discuss the Hidatsa way of life in lesson 3.
Learning Goal
Describe the work that the Hidatsa women do in Like-a-Fishhook Village.
LEARNING TASK: Describe one detail about the work that the Hidatsa women do in the morning.
Language Progress
In this lesson, students work on this module language goal: Expand sentences by using question words.
To support students with beginning English proficiency, determine how to ask what questions in their home language to help them make a linguistic connection. Display transferable what questions, such as What is this?, to help them participate. To support students with intermediate English proficiency, prompt them to use specific text details in their questions.
Vocabulary village (n.)
Materials
TEACHER
• Buffalo Bird Girl
• class Question Word Cards (Prologue Reference Charts appendix)
STUDENTS
• Fluency Practice for Buffalo Bird Girl (Learn book, lesson 2)
• highlighter
Preparation
• Determine how to display the class Question Word Cards. See the Learn section for details.
LAUNCH
5 minutes
Practice Vocabulary
1. Display Buffalo Bird Girl. Ask this question:
What is this book about?
Teacher Note
If possible, invite multilingual learners to discuss this question with a partner who speaks the same home language.
2. Reinforce the correct response: The text describes the life of Buffalo Bird Girl. Direct attention to the illustration of Buffalo Bird Girl to support comprehension.
3. Direct attention to the illustration on pages 4–5. Ask this question:
What is this?
4. Reinforce the correct response: This illustration shows Like-a-Fishhook Village, where Buffalo Bird Girl lives.
5. Introduce the vocabulary term village by displaying the term. Engage students in Vocabulary Exploration.
6. Tell students that they will practice asking and answering questions about what life is like in Buffalo Bird Girl’s village.
Definition village (n.): a small town
LEARN 20 minutes
Describe Life in the Village
1. Tell students that they can learn important details about a topic by asking and answering questions. Explain that students will focus on what questions. Display the class Question Word Cards and direct attention to the What icon.
2. Explain that questions beginning with what ask for information about something.
Language Support
For students with beginning English proficiency, model asking what questions about familiar concrete objects (e.g., What is this? What is for lunch today? What is on your shirt?).
3. Direct attention to pages 8–9. Instruct students to look closely at the images on both pages. Think aloud to model how to ask a what question.
4. Instruct students to work with a partner to ask each other what questions about the illustration on pages 8–9.
5. Remind students that the people in Like-a-Fishhook Village are Hidatsa. Tell students that they will read a passage from page 8 to learn what the Hidatsa women did in Like-a-Fishhook Village.
6. Direct students to Fluency Practice for Buffalo Bird Girl, located in the Learn book. Tell them to follow along and listen for what the Hidatsa women did in the morning. Read aloud the portion of page 8 from “Work began early” to “awake, preparing breakfast.”
7. Ask this question:
What do the grandmothers and aunts do in the morning?
Sample Think Aloud
I am going to ask a question about something I am wondering about when I look at page 9. I see lots of corn in this picture, so this is my question: What do they make with the corn?
8. Reinforce the correct response: prepare breakfast. Distribute highlighters and instruct students to highlight the words preparing breakfast in the fluency passage.
9. Instruct students to work with a partner to ask each other what questions about the first three sentences of the fluency passage.
10. Tell students to follow along and listen for more information about breakfast. Read aloud the rest of the passage, starting with “I learned by.” Ask these questions:
What do the women cook?
What is in the corn porridge?
11. Reinforce the correct responses:
• The women cook corn porridge.
• The porridge is made of cornmeal, boiled dried squash, beans, river water, and roasted buffalo fat.
12. Instruct students to highlight the answers in their fluency passage.
Language Support
For students with beginning English proficiency, reread the portion of the passage from “A favorite breakfast” to “hot corn porridge” for the first question and the portion of the passage from “To make it” to “pot of vegetables” for the second question.
Language Expansion
For students with intermediate English proficiency, encourage them to respond in a complete sentence that includes a past tense verb (e.g., The women cooked corn porridge).
13. Instruct students to work with a partner to ask each other what questions about the second part of the fluency passage.
14. Instruct students to write or draw on a piece of paper to answer the following question: What do the Hidatsa women do in the morning?
15. Look for students to determine the correct response: cook corn porridge for breakfast.
LAND 5 minutes
Demonstrate Learning
1. Introduce the learning task. Instruct students to share with a partner one detail about what the Hidatsa women do in the morning in Like-a-Fishhook Village.
Analyze Student Progress
Monitor: Do students share one detail from the fluency passage to describe what the Hidatsa women do in Like-a-Fishhook Village?
Offer Immediate Support: If students need additional support recalling what the Hidatsa women do, direct attention to highlighted details in the fluency passage and ask specific questions such as this one: What do the grandmothers and aunts do in the morning?
2. Invite a few students to share their responses.
3. Summarize that readers can ask what questions to learn important details about a topic.
Prologue to Lesson 4
Essential Question | How has life in the American West changed over time?
OVERVIEW
Preview
Students label parts of a buffalo. As they discuss the buffalo’s parts, they practice asking and answering what questions. This work prepares students to describe how the Hidatsa made use of the buffalo in lesson 4.
Learning Goal
Identify parts of the buffalo.
LEARNING TASK: Ask and answer what questions about buffalo parts.
Language Progress
In this lesson, students work on this language goal: Expand sentences by using question words.
To support students with beginning English proficiency, review body parts on people or animals by asking what questions. To support students with intermediate English proficiency, prompt them to ask and answer this question: How did the Hidatsa use this body part?
Vocabulary
hide (n.)
Materials
TEACHER
• Buffalo Bull, Grazing on the Prairie (digital platform)
• Buffalo Bird Girl
• class Buffalo Diagram for Buffalo Bird Girl (Prologue Student Resources appendix)
STUDENTS
• Buffalo Diagram for Buffalo Bird Girl (Prologue Student Resources appendix)
Preparation
• Prepare a duplicate of the Buffalo Diagram for Buffalo Bird Girl from the Prologue Student Resources appendix. During instruction, display this class diagram to add responses to it. See the Learn section for details.
• Determine how to display this question: What part of the buffalo is this? See the Learn section for details.
LAUNCH
5 minutes
Discuss Prior Knowledge
1. Display Buffalo Bull, Grazing on the Prairie. Ask this question:
What animal is this?
Teacher Note
The term buffalo has a Spanish cognate: búfalo. Share this language connection with students whose home language is Spanish.
2. Reinforce the correct response: buffalo.
3. Display Buffalo Bird Girl. Direct attention to pages 10–11. Instruct students to discuss this question with a partner:
What is happening in this picture?
Key Ideas
• The women are planting.
• The women are gardening.
4. Direct attention to the image on page 10. Explain that the Hidatsa woman is using a buffalo bone to work in the garden. Tell students that the Hidatsa used many parts of the buffalo in their everyday life.
5. Tell students that they will learn about and label parts of the buffalo.
LEARN
20 minutes
Label Parts of a Buffalo
1. Display the class Buffalo Diagram for Buffalo Bird Girl and distribute copies to students.
2. Explain that the bone in the photograph on page 10 is a buffalo’s shoulder blade. Invite students to touch their shoulder. Tell students that the shoulder blade is the bone in the shoulder.
3. Label the shoulder blade on the class diagram and instruct students to do the same on their copy. Echo Read the term shoulder blade.
4. Direct attention to the hides in the illustration on page 15.
5. Introduce the vocabulary term hide by displaying the term. Engage students in Vocabulary Exploration.
6. Label the hide and skin on the class diagram and instruct students to do the same on their copy. Echo Read the terms hide and skin.
Language Support
For students with beginning English proficiency, continue to make connections between animal body parts and human body parts like skin.
Definition hide (n.): the skin of a usually large animal
7. Ask this question:
What are the Hidatsa doing with the buffalo hides in this illustration?
Key Ideas
• cleaning them
• making boats and tipis out of them
Language Expansion
For students with intermediate English proficiency, reread portions of the text on page 14 and prompt students to use textual evidence to answer the question.
8. Direct attention to the illustration on page 18. Ask this question:
What are the Hidatsa doing with the buffalo hides in this illustration?
9. Reinforce the correct response: playing hide-toss.
10. Direct attention to page 8. Ask this question:
What is the Hidatsa woman doing in this photograph?
11. Reinforce the correct response: making cornmeal. Remind students that the cornmeal eaten for breakfast includes roasted buffalo fat. Label the meat/fat on the class diagram, and instruct students to do the same on their copy. Echo Read the terms.
12. Guide students to label the remaining buffalo parts—horn, hoof, leg, and tail—on their copy of the diagram.
13. Tell students that they will practice asking what questions to review the buffalo parts. Display the following question: What part of the buffalo is this? Model asking this question while you point to one part, and invite a student to respond.
LAND 5 minutes
Demonstrate Learning
1. Introduce the learning task. Instruct students to work with a partner to take turns asking and answering this question:
What part of the buffalo is this?
Analyze Student Progress
Monitor: Do students use terms that identify buffalo parts?
Offer Immediate Support: If students need additional support identifying the parts of the buffalo, Echo Read the names for the buffalo parts.
2. Invite a pair of students to model the task.
3. Summarize that students can ask and answer questions to learn more details about a topic.
Prologue to Lesson 5
Essential Question | How has life in the American West changed over time?
OVERVIEW
Preview
Students learn about Buffalo Bird Woman through a timeline and her words. As they discuss Buffalo Bird Woman’s life, they practice asking and answering questions with who, what, and when. This work prepares students to examine the meaning of Buffalo Bird Woman’s quotations in lesson 5.
Learning Goal
Use a timeline and direct quotations to discuss Buffalo Bird Woman’s life.
LEARNING TASK: Use a timeline to answer questions about Buffalo Bird Woman’s life.
Language Progress
In this lesson, students work on this module language goal: Expand sentences by using question words.
To support students with beginning English proficiency, practice asking and answering
questions by using the question words who, what, and when to reinforce each of their meanings. To support students with intermediate English proficiency, prompt them to also answer why questions, such as the following one: Why do you think Buffalo Bird Woman’s girlhood was the happiest time of her life?
Vocabulary
quotation (n.)
Materials
TEACHER
• Buffalo Bird Girl
• class Sample Timeline
• Buffalo Bird Woman Timeline
• Buffalo Bird Woman events
• class Question Word Cards (Prologue Reference Charts appendix)
STUDENTS
• none
Preparation
• Make a class Sample Timeline that includes events that are relevant to a student’s life (e.g., the teacher’s birthday, the first day of school, graduation day). See the Launch section for details.
• Make a blank timeline of Buffalo Bird Woman’s life. See the Learn section for details.
• Write these events on three separate pieces of paper to add to the timeline throughout the lesson:
• Buffalo Bird Girl is born.
• Buffalo Bird Girl has a happy childhood.
• Buffalo Bird Woman remembers the old ways.
See the Learn section for details.
• Determine how to display the class Question Word Cards. See the Learn section for details.
LAUNCH
5 minutes
Build Knowledge About Timelines
1. Display the class Sample Timeline, and read aloud the captions. Tell students that this is called a timeline.
2. Ask this question: What do you notice and wonder about this timeline?
3. Reinforce that a timeline shows the order in which events take place. Direct attention to the two parts of the word: time and line. Explain how these parts make sense because a timeline shows the time, or order, of events on a line.
4. Tell students that they will create a timeline of some events that take place in Buffalo Bird Woman’s life.
LEARN 20 minutes
Examine Quotations
1. Direct attention to and read aloud the quotation on page 2 of Buffalo Bird Girl.
2. Ask this question: Who says these words?
Language Support
For students with beginning English proficiency, display the class Question Word Cards and remind students that who questions are for asking about a person.
3. Reinforce the correct response: Buffalo Bird Woman. Remind students that Buffalo Bird Girl and Buffalo Bird Woman are the same person. People call her Buffalo Bird Girl when she is young and Buffalo Bird Woman when she is an adult.
4. Direct attention to the use of I in the quotation. Explain that one way the author retells Buffalo Bird Woman’s story is by including her quotations, or words.
5. Introduce the vocabulary term quotation by displaying the term. Engage students in Vocabulary Exploration.
6. Read aloud the quotation on page 2 again. Instruct students to Think–Pair–Share to answer this question: What is Buffalo Bird Woman telling us about in this quotation?
7. Reinforce the correct response: when she was born.
8. Display the class Buffalo Bird Woman Timeline. Ask this question: When did this happen in Buffalo Bird Woman’s life?
9. Reinforce the correct response: in the beginning. Add the following event to the beginning of the timeline: Buffalo Bird Girl is born.
Language Support
For students with beginning English proficiency, add images to the timeline to reinforce comprehension of events.
Definition
quotation (n.): the exact words someone said or wrote
Buffalo Bird Woman Timeline
10. Direct attention to and read aloud the quotation from page 19. Instruct students to Think–Pair–Share to answer this question:
What is Buffalo Bird Woman telling us about in this quotation?
Key Ideas
• her girlhood, or childhood
• her happiest time
Language Expansion
For students with intermediate English proficiency, prompt them to speak in complete sentences by using the following sentence frame: Buffalo Bird Woman is telling us about
11. Direct attention to the class Buffalo Bird Woman Timeline. Ask this question:
When did this happen in Buffalo Bird Woman’s life?
12. Reinforce the correct response: after she was born. Add the following event to the timeline: Buffalo Bird Girl has a happy childhood.
13. Direct attention to and read aloud the quotation from page 40 of Buffalo Bird Girl.
14. Instruct students to Think–Pair–Share to answer this question:
What is Buffalo Bird Woman telling us about in this quotation?
Key Ideas
• the old ways
• the lodges in her village
15. Direct attention to the class Buffalo Bird Woman Timeline. Ask this question:
When does this happen in Buffalo Bird Woman’s life?
16. Explain that Buffalo Bird Woman says the words as an older woman thinking back on her life. Add the following event to the class timeline: Buffalo Bird Woman remembers the old ways.
17. Tell students that they will practice answering questions about events on the class Buffalo Bird Woman Timeline.
18. Remind students that they have been using question words to provide more details about a topic. Tell students that they can use question words, such as who, what, and when, to determine more details about events on a timeline. Display the class Question Word Cards and remind students that who questions ask about people, what questions ask for more information about something, and when questions ask about time.
19. Think aloud to model how to ask questions to provide more details about a topic.
Sample Think Aloud I’m going to ask questions to provide more details. I want to know more about the timeline, so I will ask these questions: Who is this timeline about? When is Buffalo Bird Woman happiest?
LAND 5 minutes
Demonstrate Learning
1. Introduce the learning task. Instruct students to refer to the timeline and answer this question with a partner:
What does Buffalo Bird Woman remember about her life?
Analyze Student Progress
Monitor: Do students use information from the quotations to answer the question?
Offer Immediate Support: If students need additional support recalling what Buffalo Bird Woman remembers about her life, direct their attention to the quotation and instruct students to recall how Buffalo Bird Woman described her girlhood.
2. Invite a few students to share their responses.
Key Ideas
• She remembers that her girlhood was her happiest time.
• She remembers the old ways in her village.
3. Summarize that readers can learn more about a character through the character’s own words.
Prologue to Lesson 6
Essential Question | How has life in the American West changed over time?
OVERVIEW
Preview
Students examine the life of Buffalo Bird Woman as a young girl and as an older woman. As they discuss the details, they practice listening closely to what others say. This work prepares students to identify what is most important to Buffalo Bird Woman in lesson 6.
Learning Goal
Examine Buffalo Bird Woman’s life as a young girl and as an older woman.
LEARNING TASK: Compare Buffalo Bird Woman’s life as a young girl to her life as an older woman.
Language Progress
In this lesson, students work on this module speaking and listening goal: Listen closely to what others say.
To support students with beginning English proficiency, focus on comparing two key images in the text (e.g., the images on pages 9 and 38). To support students with intermediate English proficiency, encourage them to use two details when sharing key ideas.
Vocabulary
reservation (n.)
Materials
TEACHER
• Buffalo Bird Girl
• Students Not Listening Closely photograph (digital platform)
• class Buffalo Bird Woman Chart
STUDENTS
• Buffalo Bird Girl
Preparation
• Make a class Buffalo Bird Woman Chart. See the Learn section for details.
LAUNCH
5 minutes
Discuss Prior Knowledge
1. Display the Students Not Listening Closely photograph. Ask this question:
What do you notice about the students in this photograph?
2. Use responses to reinforce that the students are not listening closely, or paying attention, to their teacher. Ask this question:
Why is it important to listen closely?
Key Ideas
• hear directions
• learn more
• be respectful
3. Invite a student to share something they like about school. Model listening closely by looking directly at the student and giving a nonverbal signal (e.g., a nod or a thumbs-up). Invite students to take turns sharing with a partner something they like about school while the other student practices listening closely.
4. Tell students that they will practice listening closely to what others say while examining Buffalo Bird Woman as a young girl and as an older woman.
LEARN 20
minutes
Examine Buffalo Bird Woman’s Life
1. Display the class Buffalo Bird Woman Chart. Tell students that they will compare Buffalo Bird Woman’s life as a young girl to her life as an older woman.
2. Instruct students to look through the text with a partner to answer this question:
What is Buffalo Bird Girl’s life like as a young girl?
Language Support
For students with beginning English proficiency, direct them to a specific page (e.g., page 11) and ask them to describe what Buffalo Bird Girl is doing.
Key Ideas
• She helps with gardening, cooking, and other chores.
• She plays with the other kids.
• She celebrates special occasions.
3. Invite several students to share examples from the text. Add their responses to the class chart. Remind students to listen closely to what others say.
4. Instruct students to fold a sheet of paper in half and label one side Young Girl and the other side Older Woman.
5. Instruct students to draw and write details about what Buffalo Bird Girl’s life is like on the Young Girl side of their paper.
Language Expansion
For students with intermediate English proficiency, encourage them to write part or all of their response.
Young Girl Older Woman
Buffalo Bird Woman
6. Direct students to page 38 of Buffalo Bird Girl. Tell students that they will now discuss Buffalo Bird Woman’s life as an older woman. Remind students that Buffalo Bird Woman has to leave Like-a-Fishhook Village and move to the Fort Berthold Indian Reservation when she is older.
7. Review the vocabulary term reservation by displaying the term. Engage students in Vocabulary Exploration.
Language Support
The term reservation has a Spanish cognate: reserva. Share this language connection with students whose home language is Spanish.
8. Read aloud pages 38–39, starting with “I am an.” Instruct students to Think–Pair–Share to discuss this question:
What is Buffalo Bird Woman’s life like as an older woman?
Key Ideas
• She moves to a reservation.
• The buffalo are gone.
• The Hidatsa ways mostly disappear.
Teacher Note
The text uses the terms American Indian and Indian. Arts & Letters™ materials use the term Native American when a specific tribal nation name is unavailable.
9. Add responses to the class chart. Remind students to listen closely to what others say.
10. Instruct students to draw and write details about what Buffalo Bird Woman’s life was like on the Older Woman side of their papers.
Definition reservation (n.): an area of land in the United States that is kept separate as a place for Native Americans to live
11. Explain that students can use these details to compare Buffalo Bird Woman’s life as a young girl to her life as an older woman.
Language Support
For students with beginning English proficiency, display and model how to use these sentence frames:
• As a young girl, Buffalo Bird Girl .
• As an older woman, Buffalo Bird Woman
LAND
5 minutes
Demonstrate Learning
1. Introduce the learning task. Instruct students to use their drawings and notes to discuss this question with a partner:
What is Buffalo Bird Woman’s life like as a young girl and as an older woman?
Remind students to listen closely to others while sharing.
Analyze Student Progress
Monitor: Do students demonstrate understanding of both stages of Buffalo Bird Woman’s life?
Offer Immediate Support: If students need additional support describing Buffalo Bird Woman’s life at each stage, direct attention to two specific items in the class chart and prompt them to compare Buffalo Bird Woman’s experiences.
2. Invite a few students to share their responses.
3. Summarize that readers can learn about characters by noticing how they change over time.
Prologue to Lesson 9
Essential Question | How has life in the American West changed over time?
OVERVIEW
Preview
Students use context clues to learn bisonrelated terms. As they discuss the terms, students practice taking turns with others when speaking. This work prepares students to use precise terms when identifying the main topic in lesson 9.
Learning Goal
Build vocabulary related to bison.
LEARNING TASK: Explain the selection of terms used to complete sentences about bison.
Language Progress
In this lesson, students work on this module speaking and listening goal: Take turns with others when speaking.
To support students with beginning English proficiency, use a physical item to represent whose turn it is to speak. Model and practice phrases such as your turn and my turn. To support students with intermediate English proficiency, encourage them to offer their partner feedback such as “Good idea!” or “Let’s try again.”
Vocabulary
bison (n.)
herd (n.)
hide (n.)
predator (n.)
roam (v.)
Materials
TEACHER
• Where the Buffalo Roam
• “Buffalo Video” (digital platform)
• Knowledge Card: bison
• Bison Picture Glossary (Prologue Reference Charts appendix)
STUDENTS
• Sentence Completion for Where the Buffalo Roam (Prologue Student Resources appendix)
Preparation
• Determine how to display the Bison Picture Glossary. See the Learn section for details.
LAUNCH
5 minutes
Practice Vocabulary
1. Play “Buffalo Video.” Ask this question: What do you notice in the video?
2. Use responses to reinforce that the animal is a bison. Remind students that many people call this animal a buffalo, but the scientific name for the animal is bison.
Language Support
The terms bison and buffalo have Spanish cognates: bisonte and búfalo. Share these language connections with students whose home language is Spanish.
Teacher Note
Arts & Letters materials use the term bison in arc B to align with the animal’s reference in Where the Buffalo Roam. Other arcs refer to the animal as buffalo to align with the terminology used in those texts.
The scientific name for the animal is bison, but the term buffalo is deeply woven into the history of the American West. Students may use the terms interchangeably.
3. Review the vocabulary term bison by displaying the Knowledge Card. Engage students in Vocabulary Exploration.
4. Tell students that they will learn terms related to bison.
Definition
bison (n.): a large, hairy wild animal that has a big head and short horns
LEARN 20 minutes
Learn Words Related to Bison
1. Display the Bison Picture Glossary. Echo Read each of the four bison-related terms: herd, hide, predator, and roam.
2. Direct attention to the term hide and its related image. Engage students in Vocabulary Exploration.
3. Ask this question: How did the Hidatsa use the bison, or buffalo, hide?
Key Ideas
• to make clothes
• to make boats and tipis
• to play hide-toss
4. Direct attention to the term roam and its related image. Engage students in Vocabulary Exploration. Remind students that roam is in the title of the text Where the Buffalo Roam. Ask this question:
What do you think it means to roam?
Teacher Note
If possible, invite multilingual learners to discuss this question with a partner who speaks the same home language.
5. Use responses to reinforce the correct definition of roam. Instruct students to roam around the classroom.
hide (n.): the skin of a usually large animal
Definition
roam (v.): to go to different places
Bison
6. Direct attention to the image for predator. Engage students in Vocabulary Exploration.
7. Instruct students to Think–Pair–Share to answer this question:
What do you think a predator is?
8. Use responses to reinforce the correct definition of predator.
Teacher Note
The term predator has a Spanish cognate: predador. Share this language connection with students whose home language is Spanish.
9. Direct attention to the image for herd. Say the term aloud, and instruct students to repeat it.
10. Instruct students to Think–Pair–Share to answer this question:
What do you think a herd is?
Teacher Note
If possible, invite multilingual learners to discuss possible meanings with a partner who speaks the same home language.
11. Use responses to reinforce the correct definition of herd. Instruct students to move around the classroom in a herd.
12. Distribute copies of Sentence Completion for Where the Buffalo Roam. Tell students that they will use the pictured terms to complete sentences about bison.
13. Read aloud the first incomplete sentence. Think aloud to model how to choose predator as the best term to complete the sentence. Instruct students to write predator in the blank for the first sentence.
Definition predator (n.): an animal that hunts other animals
Definition herd (n.): a group of animals that live together
Sample Think Aloud
The sentence tells me that a grizzly bear hunts bison, so I need to find a word about hunting. The word predator means “an animal that hunts other animals,” so I think that is the word that goes in the blank. I’ll reread my sentence, including the word predator, and see if that makes sense.
14. Echo Read the remaining sentences. Instruct students to work with a partner to complete the sentences by using the pictured terms.
Language Support
For students with beginning English proficiency, Echo Read the sentences one at a time.
Language Expansion
For students with intermediate English proficiency, encourage them to circle words in the sentences that helped them determine the missing term.
15. Look for students to determine the correct responses:
• sentence 2—roam
• sentence 3 hide
• sentence 4 herd
LAND
5 minutes
Demonstrate Learning
1. Introduce the learning task. Instruct students to Mix and Mingle to share the completed sentences and explain why they chose each term. Prompt students to take turns with others when speaking.
Analyze Student Progress
Monitor: Do students demonstrate understanding of the meaning of the terms roam, hide, and herd?
Offer Immediate Support: If students need additional support using the terms, prompt them to explain how the picture of the term connects to the sentence.
2. Summarize that readers can use context clues to understand new vocabulary when learning about a topic.
Prologue to Lesson 10
Essential Question | How has life in the American West changed over time?
OVERVIEW
Preview
Students identify each part of an informative paragraph. As they discuss the structure, students practice taking turns with others when speaking. This work prepares students to label the model informative paragraph in lesson 10.
Learning Goal
Identify the structure of an informative paragraph.
LEARNING TASK: Explain the purpose of the focus of an informative paragraph.
Language Progress
In this lesson, students work on this module speaking and listening goal: Take turns with others when speaking.
To support students with beginning English proficiency, guide the partner activity by modeling the actions of asking a volunteer a question and taking turns. To support students with intermediate English proficiency, encourage them to use terms such as topic, purpose, and information when discussing the informative paragraph.
Vocabulary
informative paragraph
Materials TEACHER
• Sandwich image (digital platform)
• Informative Paragraph Sandwich (Prologue Reference Charts appendix)
STUDENTS
• scissors
• glue
• Informative Paragraph Sandwich Parts (one per pair) (Prologue Student Resources appendix)
Preparation
• Determine how to display the writing model. See the Learn section for details.
• Determine how to display the Informative Paragraph Sandwich next to the writing model. See the Learn section for details.
LAUNCH
5 minutes
Build Knowledge About an Informative Paragraph
1. Display the Sandwich image. Review the terms seeds, bun, meat, and cheese.
2. Display the Informative Paragraph Sandwich. Ask this question: What do you notice about this image?
3. Use responses to reinforce the idea that the image shows a sandwich.
4. Explain that a sandwich is made in a certain way, and an informative paragraph is also made in a certain way. Tell students that thinking about the parts of a sandwich can help them remember the parts of a paragraph.
5. Introduce the vocabulary term informative paragraph by displaying the term. Engage students in Vocabulary Exploration.
Language Support
The term informative paragraph has a Spanish cognate: párrafo informativo. Share this language connection with students whose home language is Spanish.
6. Echo Read the parts of the Informative Paragraph Sandwich: Introduction, Focus, Evidence, and Conclusion.
7. Tell students that they will learn about the parts of an informative paragraph.
Definition
informative paragraph: writing that gives information about one topic
LEARN 20 minutes
Discuss the Structure of an Informative Paragraph
1. Tell students that they will read an example of an informative paragraph. Display and read aloud the writing model.
Writing Model
There are four different seasons. Some trees change through the seasons. In fall, the leaves change colors and fall off. In spring, the leaves grow back. In summer, the leaves are very green. Trees look different in each season.
Language Support
For students with beginning English proficiency, consider writing a model about an even more familiar topic or writing a model in the students’ home language to help build understanding of the structure of an informative paragraph.
2. Display the Informative Paragraph Sandwich next to the writing model. Explain that each sentence in the writing model matches a sentence in the sandwich.
3. Direct attention to the first sentence in the writing model and the seeds on top of the Informative Paragraph Sandwich. Explain that the first sentence of a paragraph is called the introduction. Tell students that the purpose of the introduction is to introduce the topic.
4. Read aloud the first sentence of the model. Ask this question: What topic does the introduction tell us the paragraph is about?
5. Reinforce the correct response: the seasons.
6. Direct attention to the second sentence in the writing model and the top bun of the Informative Paragraph Sandwich. Explain that the next sentence of a paragraph is called the focus. Tell students that the purpose of the focus is to be more specific about the topic.
7. Read aloud the second sentence of the model. Ask this question:
What will the paragraph tell us about seasons?
Language Expansion
For students with intermediate English proficiency, prompt them to Choral Read the sentence.
8. Reinforce the correct response: Some trees change through the seasons.
9. Direct attention to the third, fourth, and fifth sentences in the writing model and the meat and cheese of the Informative Paragraph Sandwich. Explain that these sentences are called evidence sentences. Tell students that these sentences use evidence or details from the text to give information about the focus sentence.
10. Read aloud the evidence sentences. Instruct students to Think–Pair–Share to discuss this question:
What do these sentences tell us about how trees change through the seasons?
11. Reinforce the correct response: The trees change in fall, spring, and summer.
12. Direct attention to the last sentence in the writing model and the bottom bun of the Informative Paragraph Sandwich. Explain that the last sentence of a paragraph is called the conclusion. Tell students that the purpose of the conclusion is to restate the focus so the reader remembers the most important idea of the paragraph.
13. Read aloud the conclusion of the writing model. Ask this question:
How is the conclusion similar to the focus?
14. Reinforce the correct response: They both say that trees change in different seasons.
15. Distribute the Informative Paragraph Sandwich Parts, scissors, and glue to pairs.
16. Explain that students will work with a partner to cut out the sentences and glue them to the correct parts of the Informative Paragraph Sandwich. Instruct them to share why they think a sentence belongs in that place. Remind students to take turns with others when speaking.
LAND
5 minutes
Demonstrate Learning
1. Introduce the learning task. Instruct students to explain the purpose of the focus sentence to a partner.
Analyze Student Progress
Monitor: Do students explain that the purpose of the focus sentence is to tell the focus of the paragraph?
Offer Immediate Support: If students need additional support explaining the purpose of the focus sentence, direct attention to the focus sentence of the model and ask this question: What does the focus sentence tell us?
2. Invite a few students to share their responses.
3. Summarize that knowing the structure of a paragraph helps students organize their ideas.
Prologue to Lesson 11
Essential Question | How has life in the American West changed over time?
OVERVIEW Preview
Students identify key details about bison and people. As they discuss the details, students practice taking turns with others when speaking. This work prepares students to discuss how the treatment of bison changed over time in lesson 11.
Learning Goal
Identify key details about the topic of bison and people.
LEARNING TASK: Share two key details about the topic of bison and people.
Language Progress
In this lesson, students work on this module speaking and listening goal: Take turns with others when speaking.
To support students with beginning English proficiency, teach turn-taking language such as “my turn” and “your turn.” To support students with intermediate English proficiency, encourage them to give their partner feedback on their response before sharing another idea.
Vocabulary
key detail
Materials
TEACHER
• Where the Buffalo Roam
• Key Details About Bison and People (Prologue Reference Charts appendix)
STUDENTS
• none
Preparation
• none
LAUNCH
5 minutes
Discuss Prior Knowledge
1. Display an image of a bison from Where the Buffalo Roam. Instruct students to Mix and Mingle to answer this question: What do you know about bison?
2. Invite a few students to share their responses. Explain that students just shared important information, or key details, about the topic of bison.
3. Review the vocabulary term key detail by displaying the term and definition. Engage students in Vocabulary Exploration.
4. Tell students that they will discuss and share key details about a new topic.
LEARN 20 minutes
Identify Key Details
1. Display the table of contents for Where the Buffalo Roam. Facilitate a brief discussion about this question: What information does the table of contents provide?
Key Ideas
• The table of contents shows the heading of each section in the text.
• It tells the page numbers of the sections.
• It tells the order of the content in the text.
Definition key detail: a piece of important information
2. Explain that the heading of each section tells the topic. Direct attention to the heading “Bison and People.” Explain that students will find key details about the topic of bison and people. Model how to locate “Bison and People” on page 24.
3. Display Key Details About Bison and People. Tell students that they will listen for details about bison and people from each page to share with a partner.
4. Direct attention to page 24. Echo Read the heading “Bison and People.”
5. Read aloud page 24. Facilitate a brief discussion of this question:
What does this page teach about bison and people?
Language Support
For students with beginning English proficiency, prompt them to speak in a complete sentence by using this sentence frame: Bison and people .
Key Ideas
• Bison and Native Americans roamed the land together.
• Bison were important to the Native Americans.
Teacher Note
The text uses the terms American Indian and Indian Arts & Letters materials use the term Native American when a specific tribal nation name is unavailable.
6. Add a few responses to the chart.
7. Read aloud page 25. Instruct students to Think–Pair–Share to answer this question:
What does this page teach about bison and people?
Remind students to take turns sharing.
Key Ideas
• Native Americans hunted bison.
• Native Americans used bison horns and skin.
• Native Americans honored the bison.
8. Add a few responses to the chart.
9. Read aloud pages 26–27. Instruct students to Think–Pair–Share to answer this question:
What do these pages teach about bison and people?
Remind students to take turns sharing.
Key Ideas
• White settlers killed bison for food and sport.
• White settlers used bison hides.
• The government killed many bison.
Language Expansion
For students with intermediate English proficiency, encourage them to share two key details about bison and people.
10. Add a few responses to the chart. Read aloud the key details on the list, and ask this question:
What are the details about?
11. Reinforce the correct response: They are about bison and people.
12. Ask this question:
What do the details tell you about bison and people?
13. Reinforce that the details describe how Native Americans and White settlers treated the bison differently.
LAND 5 minutes
Demonstrate Learning
1. Introduce the learning task. Instruct students to discuss with a partner two key details they learned about the topic of bison and people. Remind them to take turns when speaking.
Analyze Student Progress
Monitor: Do students use the chart to share two details about the relationship between Native Americans and bison?
Offer Immediate Support: If students need additional support identifying key details, reread one page from “Bison and People” and ask this question: What did Native Americans do with the bison?
2. Invite a few students to share their responses.
Key Ideas
• Bison were very important to Native Americans.
• Native Americans honored bison, but White settlers killed many bison.
• Bison were the center of a whole way of life.
3. Summarize that students can identify key details to help learn more about a topic.
Prologue to Lesson 12
Essential Question | How has life in the American West changed over time?
OVERVIEW
Preview
Students describe the various places where bison live. As they discuss these locations, students expand sentences about where bison live. This work prepares students to form knowledge statements about bison in lesson 12.
Learning Goal
Describe where bison live.
LEARNING TASK: Expand a sentence to include one place where bison live.
Language Progress
In this lesson, students work on this module language goal: Expand sentences by using question words.
To support students with beginning English proficiency, research how where questions are asked in the students’ home language and invite them to make a linguistic connection. To support students with intermediate English proficiency, encourage them to draw one place where bison live and then include a corresponding phrase that names the location.
Vocabulary
none
Materials
TEACHER
• Where the Buffalo Roam
• two Complete Sentences Charts
• stuffed animal
• box
STUDENTS
• Where the Buffalo Roam
Preparation
• Determine how to display a sample sentence and a sentence frame. See the Launch and Land sections for details.
• Make two Complete Sentences Charts. See the Launch and Learn sections for details.
• Locate a stuffed animal and a box to provide visual cues for words such as in, on, near, and by. See the Learn section for details.
LAUNCH
5 minutes
Discuss Prior Knowledge
1. Display the Complete Sentences Chart along with this sample sentence: Students play. Ask these questions:
Who is this sentence about?
What are they doing?
2. Reinforce the correct responses: students playing. Add students to the Who column of the chart and play to the What Are They Doing column.
3. Explain that students can add details to the sample sentence by using the question word where. Direct attention to the Where column on the class chart. Ask this question:
Where do students play?
4. Use responses to orally form complete sentences describing where students play.
5. Tell students that they will expand sentences about bison by adding details that answer the where question.
LEARN 20 minutes
Expand Sentences About Bison
1. Direct attention to the stuffed animal and the box. Explain that students will form sentences telling where the stuffed animal is located.
2. Add The stuffed animal to the Who column and is to the What Are They Doing column of the chart.
3. Place the stuffed animal in the box. Ask this question: Where is the stuffed animal?
4. Reinforce the correct response: in the box. Add in the box to the Where column.
5. Model how to form a complete sentence that includes the location of the stuffed animal. Instruct students to repeat this sentence: The stuffed animal is in the box.
6. Repeat this line of questioning for next to, on, and under by moving the stuffed animal and prompting students to identify its location. Add each word and location to the appropriate column on the class chart.
7. Echo Read each of the newly formed sentences:
• The stuffed animal is next to the box.
• The stuffed animal is on the box.
• The stuffed animal is under the box.
8. Display a blank Complete Sentences Chart. Tell students that they will now practice forming complete sentences about bison. Add bison to the Who column and live to the What Are They Doing column.
9. Explain that to protect bison, the government moved them. Tell students that they will form sentences about where bison now live.
10. Add at, in, and on to the Where column of the chart. Pair students and instruct them to search for these words on pages 28–29 of Where the Buffalo Roam.
11. Instruct students to listen for details that describe where bison live. Read aloud page 28, starting with “In 1891, the.” Ask this question:
Where did bison live in 1891?
Key Ideas
• in Washington, DC
• at the zoo
12. Add responses to the chart. Model how to form a complete sentence using the information added to the chart. Instruct pairs to take turns sharing a complete sentence about where bison live.
13. Read aloud page 29, starting with “Conservationists gathered other.” Ask this question:
Where do bison live today?
Language Support
For students with beginning English proficiency, instruct them to take turns asking and answering the following question: Where do bison live? Repeat this step to reinforce this concept.
Key Ideas
• in parks
• in zoos
• on ranches
• on tribal land
Language Expansion
For students with intermediate English proficiency, prompt them to use two phrases when describing where bison live by providing this sentence frame: “Bison live and .”
14. Add responses to the chart.
LAND 5
minutes
Demonstrate Learning
1. Display this sentence frame: Bison live .
2. Introduce the learning task. Instruct pairs to expand the sentence frame by answering this question:
Where do bison live?
Analyze Student Progress
Monitor: Do students include in, on, or at along with a detail from the class chart about where bison live?
Offer Immediate Support: If students need additional support completing the sentence frame, reread one of the sentences that mentions where bison live.
3. Invite a few students to share their responses.
4. Summarize that students can use question words, such as where, to add details to sentences.
Prologue to Lesson 16
Essential Question | How has life in the American West changed over time?
OVERVIEW
Preview
Students discuss details in “Life in a Soddy.” As they discuss the details, students ask and answer questions about the text. This work prepares students to identify key details in “Life in a Soddy” in lesson 16.
Learning Goal
Ask and answer questions about “Life in a Soddy.”
LEARNING TASK: Write one sentence about the photographs and captions on pages 2 and 6 of “Life in a Soddy.”
Language Progress
In this lesson, students work on this module language goal: Expand sentences by using question words.
To support students with beginning English proficiency, practice using the question words who, what, where, and when by asking them questions about themselves (e.g., “Who is your best friend? Where do you go to school?”). To support students with intermediate English proficiency, encourage them to ask questions about the photographs by using the question word how or why (e.g., “How did they build the roof?”).
Vocabulary
settler (n.)
sod (n.)
soddy (n.)
Materials
TEACHER
• “Life in a Soddy” (digital platform)
• class Question Word Cards (Prologue Reference Charts appendix)
• Knowledge Card: settler
STUDENTS
• “Life in a Soddy” (Learn book)
Preparation
• Find an image of children playing at recess and determine how to display it. See the Launch section for details.
LAUNCH
5 minutes
Build Knowledge About Question Words
1. Display the class Question Word Cards. Echo Read these question words: who, what, when, and where. Tell students that they can use these words to ask questions and learn more about an image.
Teacher Note
Invite multilingual learners to practice reading the question words with a partner and to make connections to question words in their home languages.
2. Display an image of children playing at recess. Think aloud to model how to ask a question using one of the question words.
3. Instruct students to Think–Pair–Share to discuss other questions about the image.
4. Explain that students can also use question words to ask questions about a text and about images in a text.
5. Tell students that they will ask and answer questions about “Life in a Soddy.”
LEARN 20 minutes
Ask and Answer Questions About Sod Houses
1. Direct students to “Life in a Soddy,” located in the Learn book. Direct attention to the photograph on page 2. Ask this question: What questions do you have about this photograph?
2. Emphasize this question: Who is in the picture?
Sample Think Aloud
In the image, I see children playing. I want to know more about where they are. I can use the question word where to ask a question. This is my question: Where are the children playing?
3. Remind students that “Life in a Soddy” is a nonfiction text with captions about the photographs. Tell students that they can read the caption on page 2 to answer this question: Who is in the photograph?
4. Read aloud the caption. Ask this question: Who is in the photograph?
5. Reinforce the correct response: the Shores family.
6. Direct attention to the Where Question Word Card. Invite a student to form a question about the photograph using the question word where.
7. Ask this question: Where is the Shores family?
8. Reinforce the correct response: Nebraska.
9. Explain that the Shores family were settlers. Introduce the vocabulary term settler by displaying the Knowledge Card. Engage students in Vocabulary Exploration.
10. Direct attention to the photograph on page 6. Instruct students to work with a partner to take turns asking questions about the photograph.
Language Support
For students with beginning English proficiency, direct them to a specific question word to begin their questions.
11. Invite a few students to share their questions. Emphasize these questions:
• Who built this house?
• What did they use to build the house?
Definition settler (n.): a person who moves to a new country or area that is usually not occupied by other people
12. Tell students to listen for the answers to these questions as you read aloud the caption on page 6. Instruct pairs to take turns asking and answering these questions:
Who built this house?
What did they use to build the house?
13. Invite a few students to share their responses. Reinforce the correct responses:
• who—homesteaders or settlers
• what—sod
Language Expansion
For students with intermediate English proficiency, encourage them to use homesteaders as a synonym for settlers in their responses.
14. Introduce the vocabulary term sod by displaying the term and definition. Engage students in Vocabulary Exploration. Direct students to the photograph on page 6 to help them understand the term’s meaning.
15. Remind students that the type of house in the photograph is called a soddy. Introduce the vocabulary term soddy by displaying the term and definition. Engage students in Vocabulary Exploration.
16. Tell students that they will now create sentences about what they learned from the photographs and captions in the article.
17. Think aloud to model how to form a complete sentence by using information from the pictures and captions.
18. Instruct pairs to take turns sharing their sentence.
Definition sod (n.): the upper layer of soil that is made up of grass and plant roots
Definition soddy (n.): a house the settlers built and lived in
Sample Think Aloud
I know that the houses in the pictures are called soddies and they are built using sod. This is my sentence: Settlers built soddies using sod.
LAND 5 minutes
Demonstrate Learning
1. Introduce the learning task. Instruct students to write one sentence about the photographs and captions on pages 2 and 6 in “Life in a Soddy.”
Language Support
For students with beginning English proficiency, prompt them to say their sentence before writing it. Repeat the sentence back to the students as they write it.
Analyze Student Progress
Monitor: Do students write a sentence by using what they learned from asking and answering questions about the photographs?
Offer Immediate Support: If students need additional support writing a sentence, direct them to one of the photographs and repeat one of the questions asked in the lesson.
2. Invite a few students to share their sentences.
3. Summarize that readers can ask questions to learn more about a topic.
Prologue to Lesson 17
Essential Question | How has life in the American West changed over time?
OVERVIEW
Preview
Students identify and sort singular and plural nouns. As they discuss types of nouns, students practice using nouns correctly. This work prepares students to write about life in a sod house in lesson 17.
Learning Goal
Identify nouns as singular or plural.
LEARNING TASK: Form a sentence using a noun.
Language Progress
In this lesson, students work on this expectation for the End-of-Module Task: Use nouns correctly.
To support students with beginning English proficiency, show images of familiar nouns, such as a book, a toy, and a television, to activate prior knowledge of nouns. To support students with intermediate English proficiency, encourage identification of nouns from the images, such as sod, soddy, homesteaders, and earth.
Vocabulary
collective noun
Materials
TEACHER
• “Life in a Soddy” (digital platform)
• playground image (digital platform)
• sticky notes
• class Person, Place, or Thing Chart
• class Singular and Plural Nouns Chart
STUDENTS
• “Life in a Soddy” (Learn book)
Preparation
• Make a class Person, Place, or Thing Chart. See the Launch section for details.
• Make a class Singular and Plural Nouns Chart to categorize singular and plural nouns. See the Learn section for details.
LAUNCH
5 minutes
Discuss Prior Knowledge
1. Display the playground image. Ask this question: What objects do you notice in this image?
2. Add each response to a sticky note.
3. Tell students that each of the objects they noticed are nouns. Remind students that a noun is a person, place, or thing.
4. Display the class Person, Place, or Thing Chart. Explain that students will sort the nouns written on the sticky notes to determine whether each object is a person, place, or thing. Review the nouns that students identified in the playground image and place each sticky note in the correct column on the class chart.
Key Ideas
• person: boy, girl, children
• place: playground, park
• thing: kite, ball, grass
5. Tell students that they will discuss nouns in “Life in a Soddy.”
LEARN 20 minutes
Identify Nouns
1. Direct students to “Life in a Soddy,” located in the Learn book. Direct attention to the photograph on page 2. Ask this question: What nouns do you notice in the photograph?
Key Ideas
• a family
• horses • a house
2. Add each response to a sticky note.
Teacher Note
Add all reasonable responses to sticky notes. Students later discuss plural, singular, and collective nouns, and having various ideas would be beneficial.
3. Direct attention to the photograph on page 3. Instruct students to Think–Pair–Share to discuss the nouns that they notice.
Language Support
For students with beginning English proficiency, point to a noun in the photograph and ask questions to help them identify the noun.
Key Ideas
• horses
• men • sod
4. Invite a few students to share their observations. Add each response to a sticky note.
5. Explain that students will work with a partner to find as many nouns as possible in a new photograph. Assign pairs to identify the nouns in the photograph on page 5 or 6.
Key Ideas • soddies • trees • horses
Language Expansion
For students with intermediate English proficiency, instruct them to write some of the nouns on sticky notes during their discussion.
6. Invite a few students to share their observations. Add each response to a sticky note.
7. Display the class Singular and Plural Nouns Chart. Explain that students will sort the nouns written on sticky notes into two categories: singular and plural. Tell students that singular means “one of something” and plural means “more than one.”
8. Think aloud to model how to sort the word horses by using details in the photograph. Add horses to the Plural column of the class chart.
9. Ask this question: Is the noun horse singular or plural?
10. Reinforce the correct response: singular. Add horse to the Singular column of the class chart.
11. Ask this question:
What is added to horse to show that it is plural?
Sample Think Aloud
There are horses in the picture on page 2. When I look at the picture, I see more than one horse, so I know that the word horses is a plural noun.
Singular Plural
Singular and Plural Nouns
12. Reinforce the correct response: the suffix -s is added to a singular noun to form a plural noun. Explain how the suffix -s communicates more than one.
13. Display the word family. Direct attention to the photograph on page 2. Instruct students to Think–Pair–Share to answer this question: Is the noun family singular or plural?
14. Reinforce the correct response: singular because it refers to one family that is made up of more than one person. Clarify that this might be confusing because family is a special type of noun called a collective noun.
15. Introduce the term collective noun by displaying the term and definition. Engage students in Vocabulary Exploration.
16. Lead students in sorting the other nouns written on the sticky notes into singular or plural noun categories on the class chart.
17. Review the list of nouns. Explain that students will practice forming sentences using nouns from the chart. Think aloud to model how to form a sentence by using one of the nouns from the chart.
Definition
collective noun: a word that names a group of people, animals, or things
Sample Think Aloud I choose the noun families. I know that families built sod houses. I can say, “Families built sod houses.”
LAND 5 minutes
Demonstrate Learning
1. Introduce the learning task. Pair students with new partners, and instruct them to share sentences using one of the nouns from the chart.
Analyze Student Progress
Monitor: Do students use a noun from the chart to form a complete sentence?
Offer Immediate Support: If students need additional support forming complete sentences, instruct them to use one of the photographs on page 5 or 6 to choose a noun. Then ask this question: What do you know about this noun that can help you share a sentence?
2. Invite a few students to share their sentences.
3. Summarize that understanding different types of nouns can help writers and speakers create sentences.
Prologue to Lesson 18
Essential Question | How has life in the American West changed over time?
OVERVIEW Preview
Students describe the challenges of living in a sod house. As they discuss the challenges, they practice using the question word why. This work prepares students to describe the author’s purpose in lesson 18.
Learning Goal
Explain why living in a sod house was a challenge.
LEARNING TASK: Expand sentences about why life in a soddy was challenging.
Language Progress
In this lesson, students work on this module language goal: Expand sentences by using question words.
To support students with beginning English proficiency, ask them questions about themselves using why (e.g., “Why do you go to school?” or “Why do you like ?”). To support students with intermediate English proficiency, encourage them to use more than one textual detail when answering questions about the challenges of living in a soddy.
Vocabulary
challenge (n.)
Materials TEACHER
• “Life in a Soddy” (digital platform)
• rock-climbing image (digital platform)
• Knowledge Card: challenge
• class Life in a Soddy Challenges Chart
STUDENTS
• “Life in a Soddy” (Learn book)
Preparation
• Determine how to display the sentence frame. See the Learn section for details.
• Make a class Life in a Soddy Challenges Chart. See the Learn section for details.
LAUNCH
5 minutes
Preview Vocabulary
1. Display the rock-climbing image. Explain that the child in the picture is climbing the wall and trying to reach the top. Instruct students to Think–Pair–Share to answer this question:
Why might it be difficult for the child to reach the top of the wall?
2. Tell students that they identified some of the challenges of rock climbing.
3. Introduce the vocabulary term challenge by displaying the Knowledge Card. Engage students in Vocabulary Exploration. Highlight the terms difficult and hard in the definition. Explain that students can use these terms to describe challenges.
Teacher Note
Invite multilingual learners to share examples of challenges with a partner who speaks the same home language.
4. Tell students that they will discuss the challenges of living in a soddy.
LEARN 20 minutes
Expand Sentences
1. Remind students that they have been using question words to expand sentences. Ask this question:
What are examples of question words?
2. Display and direct attention to “Life in a Soddy,” located in the Learn book. Tell students that they will focus on what and why questions about the text. Read aloud the portion of paragraph 8 from “Sod houses were” to “to filter through.”
Definition challenge (n.): a difficult task or problem; something that is hard to do
3. Ask this question:
What was life like in a soddy?
4. Use responses to emphasize that there were both good and difficult aspects to living in a soddy. Explain that students will focus on the challenges.
5. Display the Life in a Soddy Challenges Chart. Read aloud this sentence: Life in a soddy was challenging.
6. Tell students that by answering the why? question, they can expand on the sentence. Ask this question:
Why was life in a soddy challenging?
7. Explain that the word because can be used to form a complete sentence that answers this question. Add because to the chart.
8. Display and Echo Read this sentence frame: Life in a soddy was challenging because .
9. Instruct students to listen for details about why life in a soddy was challenging. Read aloud the portion of paragraph 8 from “But what was” to “to filter through.”
10. Ask this question: What challenge does this part of the paragraph mention?
11. Reinforce the correct response: The roof often leaked.
12. Add the roof often leaked to the chart. Model how to form a sentence by using information from the chart. Instruct students to repeat this sentence: Life in a soddy was challenging because the roof often leaked.
13. Instruct students to listen for other reasons life in a soddy was challenging. Read aloud the portion of paragraph 8 from “Sod roofs also” to “might collapse inward.” Instruct students to Think–Pair–Share to answer this question:
What challenges does this part of the paragraph mention?
Language Support
For students with beginning English proficiency, define difficult terms in the text. Explain that leaked is a word that means “to let liquid through a hole.” Display a visual of a house to help illustrate the challenges.
Key Ideas
• The roof would drip for days.
• The roof might collapse.
Language Expansion
For students with intermediate English proficiency, prompt them to describe two challenges when sharing with the group.
14. Add responses to the chart. Instruct students to answer this question with a partner: Why was life in a soddy challenging?
15. Invite a few students to share their responses.
16. Read aloud paragraph 10. Instruct pairs to Think–Pair–Share to answer this question:
What challenges are mentioned in this paragraph?
Key Ideas
• It was hard to keep the soddy clean.
• Fleas, rats, mice, and snakes lived in the cracks.
• Everything had to be moved outside after a heavy rainstorm.
LAND 5 minutes
Demonstrate Learning
1. Introduce the learning task. Instruct students to answer this question with a partner by using an expanded sentence:
Why was life in a soddy challenging?
Analyze Student Progress
Monitor: Do students form expanded sentences that describe the challenges of living in a soddy?
Offer Immediate Support: If students need additional support expanding a sentence, direct attention to the sentence frame and Why? column on the chart. Tell them to read aloud one reason life in a soddy was challenging. Then Echo Read the sentence frame along with the reason.
2. Invite a few students to share their responses.
Key Ideas
• Life in a soddy was challenging because it was hard to keep the soddy clean.
• Life in a soddy was challenging because fleas, rats, mice, and snakes lived in the cracks.
• Life in a soddy was challenging because everything had to be moved outside after a heavy rainstorm.
3. Summarize that students can use question words to expand or add more detail.
Prologue to Lesson 20
Essential Question | How has life in the American West changed over time?
OVERVIEW
Preview
Students describe the life of a settler in the American West. As they discuss the details, they practice forming and using verbs in the past tense. This work prepares students to correctly edit regular past tense verbs in lesson 20.
Learning Goal
Examine verbs in a sentence about “Life in a Soddy.”
LEARNING TASK: Write a sentence about “Life in a Soddy” using a past tense verb.
Language Progress
In this lesson, students work on this expectation for the End-of-Module Task: Use past tense verbs correctly.
To support students with beginning English proficiency, ask questions that require them to speak about the past (e.g., “When did you arrive at school?”). To support students with intermediate English proficiency, encourage them to locate other past tense verbs in the text (e.g., placed, protected, settled).
Vocabulary
verb (n.)
Materials
TEACHER
• “Life in a Soddy” (digital platform)
• activities image (digital platform)
• Present and Past Chart
STUDENTS
• none
Preparation
• Determine how to display four sample sentences. See the Learn section for details.
• Create a Present and Past Chart by making a two-column chart. Label the column on the left Present and the column on the right Past. See the Learn section for details.
LAUNCH
5 minutes
Preview Vocabulary
1. Display the activities image. Direct attention to each child in the image, and ask this question:
What is this child doing in this image?
2. Use responses to highlight that students used verbs to describe what the children are doing.
3. Introduce the vocabulary term verb by displaying the term. Engage students in Vocabulary Exploration.
Language Support
The term verb has a Spanish cognate: verbo. Share this language connection with students whose home language is Spanish.
4. Direct attention to the activities image again, and instruct students to orally repeat and act out the verbs to describe each child’s activity.
5. Tell students that they will write sentences using verbs to describe life in a soddy.
LEARN 20 minutes
Examine Verbs
1. Remind students that they have been learning how some settlers moved to the American West and lived in soddy houses.
2. Remind students that the events in “Life in a Soddy” occurred in the past. Explain that the past refers to everything that has happened before right now, which is called the present.
3. Display and Echo Read this sentence: Some settlers live in a soddy. Ask this question:
What is the verb in this sentence?
Definition verb (n.): an action word
4. Reinforce the correct response: live. Invite a student to annotate the verb.
5. Display and Echo Read this sentence: Some settlers lived in a soddy. Ask this question: What is the verb in this sentence?
6. Reinforce the correct response: lived. Invite a student to annotate the verb.
7. Display both sentences and ask this question: What do you notice about the verbs in each sentence?
8. Use responses to reinforce that the verbs are similar, but one ends in d. Explain that when something has occurred in the past, -ed is usually added to the end of the verb. Tell students that when we add -ed to live, we drop the final e. Tell students that this occurs with any verb that already ends in e.
Language Support
For students with beginning English proficiency, provide other examples of how to drop the final e when adding -ed to common verbs such as smile, race, bike, and tie.
Language Expansion
For students with intermediate English proficiency, clarify that some verbs that do not use the -ed suffix are irregular past tense forms (e.g., make and made). Explain that students will continue to learn more about verbs in upcoming lessons.
9. Display and Echo Read this sentence: The Shores family travel to Nebraska. Ask this question: What is the verb in this sentence?
10. Reinforce the correct response: travel. Invite a student to annotate the verb.
11. Remind students that the Shores family were settlers. Tell students that the verb in this sentence needs to show that their travel happened in the past. Instruct students to Think–Pair–Share to answer this question:
What verb shows that travel happened in the past?
12. Reinforce the correct response: traveled. Display and Choral Read this sentence: The Shores family traveled to Nebraska.
13. Tell students that they will now practice changing a verb and using it in a sentence.
14. Display and read aloud this verb: use. Ask this question:
What verb shows that use happened in the past?
15. Reinforce the correct response: used.
16. Think aloud to model how to form a complete sentence by using the verb used.
17. Invite a few students to share other sentences that include the verb used.
18. Display the Present and Past Chart. Add these verbs in the Present column: live, travel, use, and cook. Prompt students to identify the past tense verb for each word. Add the corresponding verb to the Past column.
19. Instruct students to Mix and Mingle to share sentences about the settlers by using the past tense verbs on the chart.
Sample Think Aloud I learned that settlers used horses when they were building soddies. This is my sentence: Settlers used horses to help build soddies.
LAND 5 minutes
Demonstrate Knowledge
1. Introduce the learning task. Instruct students to write a sentence about the settlers by using one of the past tense verbs on the chart.
Analyze Student Progress
Monitor: Do students form a sentence correctly by using a verb in the past tense?
Offer Immediate Support: If students need additional support writing a sentence, prompt them to choose a verb from the chart, and then provide the following sentence frame: The settlers
2. Invite a few students to share their responses. Remind students to check that their sentence begins with a capital letter and ends with a period.
3. Summarize that understanding different types of verbs helps readers understand when something happened.
Prologue to Lesson 23
Essential Question | How has life in the American West changed over time?
OVERVIEW
Preview
Students discuss important events in The Buffalo Are Back. As they discuss these events, students practice using question words to identify key details. This work prepares students to describe the main events in lesson 23.
Learning Goal
Describe important events in The Buffalo Are Back.
LEARNING TASK: Describe what happened to the buffalo.
Language Progress
In this lesson, students work on this module language goal: Expand sentences by using question words.
To support students with beginning English proficiency, provide them with an extra set of Question Word Cards so that they can write their responses on the backs of the cards. To support students with intermediate English proficiency, invite them to model how to ask questions while discussing what happened to the buffalo.
Vocabulary
prairie (n.)
Materials TEACHER
• The Buffalo Are Back
• Prairie photograph (digital platform)
• Knowledge Card: prairie
• class Question Word Cards (Prologue Reference Charts appendix)
STUDENTS
• The Buffalo Are Back
Preparation
• The Buffalo Are Back is an unpaginated text. Number your text; begin with the title page as page 1. Pages on the left will be even, and pages on the right will be odd.
• Determine how to display the questions about the text. See the Learn section for details.
LAUNCH 5
minutes
Preview Vocabulary
1. Display the Prairie photograph. Ask this question:
What do you notice?
Key Ideas
• a lot of grass
• no animals or people
• no trees
2. Tell students that what they observed is a prairie. Introduce the vocabulary term prairie by displaying the Knowledge Card. Engage students in Vocabulary Exploration.
Language Support
The term prairie has a Spanish cognate: pradera. Share this language connection with students whose home language is Spanish.
3. Explain that the events in The Buffalo Are Back happened on a prairie.
4. Tell students that they will ask questions to describe important events in The Buffalo Are Back.
Definition prairie (n.): a large, mostly flat area of grassland in North America with few trees
LEARN
20 minutes
Describe Events
1. Remind students that in previous lessons they asked and answered questions by using question words to learn important details about a topic. Display and Echo Read the class Question Word Cards.
2. Direct attention to page 9 of The Buffalo Are Back. Tell students to listen for details about when and where the events on this page took place. Direct attention to the When and Where Question Word Cards. Read aloud the portion of page 9 from “In the mid-1800s” to “east for profit.” Ask these questions:
When did this happen?
Where did this happen?
Language Support
For students with beginning English proficiency, direct attention to the question word in the sentence and the corresponding Question Word Card.
3. Reinforce the correct responses:
• when—in the mid-1800s
• where—on the plains
Explain that plains is a synonym for prairie.
4. Instruct students to Think–Pair–Share to discuss other questions that they have about this page.
5. Display and read aloud these questions: Who lived on the plains? What happened on the plains?
6. Instruct students to listen for details to answer the displayed questions. Read aloud the portion of page 9 from “But it was” to “black prairie land.” Instruct students to Think–Pair–Share to answer these questions:
Who lived on the plains?
What happened on the plains?
Key Ideas
• who: Native Americans and buffalo lived on the plains.
• what: Settlers and the government killed the buffalo.
• what: The government bought the land from the Native Americans.
Teacher Note
While the text uses the term Indian to describe people, Arts & Letters materials use the term Native American when a specific tribal nation name is unavailable.
7. Direct attention to pages 20–21. Tell students that they will identify details about a different event. Read aloud the first sentence on page 20, starting with “In the beginning.” Ask this question:
When did this happen?
8. Reinforce the correct response: in the beginning of the 1900s.
9. Tell students to listen for details about what happened in the 1900s. Read aloud the portion of page 20 from “Nature-loving President Theodore” to “for wild buffalo.” Instruct students to Think–Pair–Share to answer this question:
What happened in the 1900s?
10. Reinforce the correct responses:
• President Roosevelt wanted to save the buffalo.
• President Roosevelt sent scouts to look for the buffalo.
11. Tell students that they will listen for details about how President Roosevelt saved the buffalo. Read aloud the second paragraph on page 23 from “Roosevelt established the” to “beginning to grow.” Instruct students to Think–Pair–Share to answer this question:
How did President Roosevelt help save the buffalo?
12. Reinforce the correct responses:
• President Roosevelt established the National Bison Range.
• President Roosevelt made it illegal to shoot buffalo.
Language Support
For students with beginning English proficiency, explain that this how question is asking for steps that the president took. Restate the question as “What did President Roosevelt do to help save the buffalo?”
Language Expansion
For students with intermediate English proficiency, encourage them to include two details in their response by using this sentence frame: President Roosevelt and .
13. Explain that students have identified key details about important events involving the buffalo. Tell students that they will now work with a partner to explain what happened to the buffalo.
LAND 5 minutes
Demonstrate Learning
1. Introduce the learning task. Pair students. Instruct pairs to take turns describing what happened to the buffalo.
Analyze Student Progress
Monitor: Do students describe that the buffalo were being hunted and were eventually saved?
Offer Immediate Support: If students need additional support explaining what happened to the buffalo, direct attention to pages 8–9, 20–21, and 22–23. Tell students to recall what is happening on these pages.
2. Invite a few students to share their responses.
Key Ideas
• Settlers and the government killed almost all the buffalo.
• President Roosevelt, a member of the Crow tribe, and W. T. Hornaday saved the buffalo.
• President Roosevelt made it illegal to shoot the buffalo.
3. Summarize that readers can ask and answer questions to describe what is happening in a text.
Prologue to Lesson 24
Essential Question | How has life in the American West changed over time?
OVERVIEW
Preview
Students describe different types of interdependent relationships. As they discuss each example, students practice answering questions beginning with how and why. This work prepares students to examine the relationships among people, plants, and animals in The Buffalo Are Back in lesson 24.
Learning Goal
Describe different types of interdependent relationships.
LEARNING TASK: Describe an example of an interdependent relationship.
Language Progress
In this lesson, students work on this module language goal: Expand sentences by using question words.
To support students with beginning English proficiency, show additional images of interdependent relationships (e.g., a sports team, a food chain) and ask simple questions beginning with how and why. To support students with intermediate English proficiency, encourage them to provide two examples when answering questions about interdependent relationships.
Vocabulary interdependent (adj.) relationship (n.)
Materials
TEACHER
• Teacher and Students photograph (digital platform)
• Knowledge Card: interdependent
• Caregiver and Child photograph (digital platform)
• Dog and Owner photograph (digital platform)
• Gardening photograph (digital platform)
STUDENTS
• coloring utensils
Preparation
• none
LAUNCH
5 minutes
Discuss Prior Knowledge
1. Instruct students to think about someone that they help. Think aloud to model an example.
2. Instruct students to Think–Pair–Share to answer these questions:
How do you help someone? How do other people help you?
Language Support
If possible, pair students who speak the same home language, and instruct them to share about a time when they helped someone and when people helped them.
3. Introduce the vocabulary term relationship by displaying the term. Engage students in Vocabulary Exploration. Explain that helping someone is one way that people can have a relationship. Share other examples of relationships (e.g., family, friends, teammates).
Language Support
The term relationship has a Spanish cognate: relación. Share this language connection with students whose home language is Spanish.
4. Tell students that they will discuss a type of relationship.
LEARN
20 minutes
Describe Interdependent Relationships
1. Display the Teacher and Students photograph. Ask this question: What is happening in this photograph?
2. Reinforce the correct response: Students are working in a group with the teacher.
Sample Think Aloud I help my neighbor with the groceries. I help my neighbor by carrying the grocery bags if the bags are heavy.
Definition relationship (n.): the way in which two or more people, animals, or objects relate to or connect with one another
3. Facilitate a brief discussion about these questions:
How does the teacher help the students?
How do the students help the teacher?
How do the students help each other?
Key Ideas
• teacher: The teacher explains what the students should do.
• students: The students help the teacher understand what they know and need to know.
• each other: The students help each other complete the project.
4. Tell students that this is an example of an interdependent relationship. Introduce the vocabulary term interdependent by displaying the Knowledge Card. Engage students in Vocabulary Exploration. Explain that the prefix inter- means “between, among, or together.” Interdependent relationships involve two or more things.
Language Support
The term interdependent has a Spanish cognate: interdependiente. Share this language connection with students whose home language is Spanish.
Language Expansion
For students with intermediate English proficiency, display the term interact and invite students to use the meaning of the prefix inter- to determine the meaning of interact.
5. Display the Caregiver and Child photograph. Ask this question: What is happening in this photograph?
6. Reinforce the correct response: A child and a parent are playing with blocks.
Definition interdependent (adj.): related in such a way that each group depends on or needs the other
7. Tell students that the child and the parent have an interdependent relationship. Instruct students to Think–Pair–Share to answer this question:
How do the child and the parent depend on, or need, each other?
Key Ideas
• The child depends on the parent to take care of them.
• The child needs the parent to provide the blocks.
• The parent needs the child so they have someone to play with.
8. Display the Dog and Owner photograph. Ask this question:
Is this an interdependent relationship?
9. Reinforce the correct response: Yes.
10. Instruct students to Think–Pair–Share to answer this question:
Why is this an interdependent relationship?
Language Support
For students with beginning English proficiency, rephrase the question by asking students to explain how the dog and the owner need, or depend on, each other. Provide these sentence frames: The dog needs the owner to . The owner needs the dog to .
Key Ideas
• The dog needs the owner to provide food.
• The dog depends on the owner to take it for a walk.
• The owner depends on the dog to provide protection and friendship.
11. Display the Gardening photograph. Ask this question: Is this an interdependent relationship?
12. Reinforce the correct response: Yes.
13. Instruct students to Think–Pair–Share to answer this question: Why is this an interdependent relationship?
Key Ideas
• The plants depend on the people to put them in the soil.
• The plants need the people to water them.
• The people depend on the plants to provide food.
Language Expansion
For students with intermediate English proficiency, prompt them to expand their explanations by describing what would happen if the people did not garden.
14. Tell students that they will draw an example of an interdependent relationship. Distribute blank pieces of paper and coloring utensils for students to complete their drawings.
LAND 5 minutes
Demonstrate Learning
1. Introduce the learning task. Pair students, and instruct them to take turns describing the interdependent relationships in their drawings.
Analyze Student Progress
Monitor: Do students give one example of a relationship that demonstrates an understanding of what interdependent means?
Offer Immediate Support: If students need additional support explaining their interdependent relationship, ask these questions: Who is in your drawing? How do they depend on each other?
2. Invite a few students to share their responses.
3. Summarize that knowing what an interdependent relationship is will help students understand how the buffalo, Native Americans, and grass needed each other.
Prologue to Lesson 25
Essential Question | How has life in the American West changed over time?
OVERVIEW Preview
Students describe the prairie before and after the settlers arrived. As they discuss these details, students practice taking turns with others when speaking. This work prepares students to discuss the central idea in The Buffalo Are Back in lesson 25.
Learning Goal
Discuss what the prairie looked like before and after the settlers arrived.
LEARNING TASK: Describe the prairie before and after the settlers arrived.
Language Progress
In this lesson, students work on this module speaking and listening goal: Take turns with others when speaking.
To support students with beginning English proficiency, create a T-chart with one column labeled Before and the other labeled After, and use it to add key words from the discussion. To support students with intermediate English proficiency, encourage them to use module terms such as interdependent, preserve, and settler in their responses.
Vocabulary after (prep.) before (prep.)
Materials
TEACHER
• The Buffalo Are Back
• Family Dinner image (digital platform)
STUDENTS
• The Buffalo Are Back
Preparation
• The Buffalo Are Back is an unpaginated text. Number your text; begin with the title page as page 1. Pages on the left will be even, and pages on the right will be odd.
• Determine how to display the sentence frames. See the Learn section for details.
LAUNCH 5
minutes
Practice Vocabulary
1. Display the Family Dinner image. Ask this question: What are they doing?
2. Reinforce the correct response: eating dinner together.
3. Introduce the vocabulary term before by displaying the term. Engage students in Vocabulary Exploration.
4. Ask this question:
What do you think the family did before dinner?
Key Ideas
• set the table
• gather ingredients
• cook the food
5. Introduce the vocabulary term after by displaying the term. Engage students in Vocabulary Exploration.
Language Support
Invite multilingual learners to share terms for before and after in their home language(s).
Definition before (prep.): at a time preceding (something or someone)
Definition after (prep.): at a time following (something or someone)
6. Ask this question:
What do you think the family did after dinner?
Key Ideas
• clean the table
• wash the dishes
• play a game
7. Tell students that they will describe the prairie before and after the settlers arrived.
LEARN
20 minutes
Discuss Changes in the Prairie
1. Display pages 4–5 and 10–11 of The Buffalo Are Back side by side. Ask these questions:
Which illustration shows the prairie before the settlers arrived?
Which illustration shows the prairie after the settlers arrived?
2. Reinforce the correct responses:
• before—pages 4–5
• after—pages 10–11
3. Tell students that they will use details in the illustrations to describe the prairie either before or after the settlers arrived. Display and read aloud these sentence frames:
• Before the settlers arrived, .
• After the settlers arrived, .
4. Think aloud to model how to describe the details in the illustrations.
5. Form two small groups: a before group and an after group. Distribute The Buffalo Are Back to each group. Instruct the before group to use pages 4–9 to describe the prairie before the settlers arrived. Instruct the after group to use pages 10–17 to describe the prairie after the settlers arrived.
Language Support
For students with beginning English proficiency, instruct them to focus on describing the prairie before the settlers arrived.
6. Pair students from different groups. Instruct them to share details about the prairie before and after the settlers arrived.
Key Ideas
• Before the settlers arrived, the grass was tall and green-gold.
• Before the settlers arrived, there were many buffalo on the prairie.
• After the settlers arrived, the grass was brown.
Language Expansion
For students with intermediate English proficiency, instruct them to form sentences to compare the prairie before and after the settlers arrived.
7. Tell students that they will now listen for details from the text that describe the prairie before the settlers arrived. Read aloud the portion of page 5 from “In a time” to “be almost none.”
8. Ask this question:
What was the prairie like before the settlers arrived?
Key Ideas
• Before the settlers arrived, the prairie was full of six-foot-tall grass.
• Before the settlers arrived, the prairie was full of green-gold grasses.
• Before the settlers arrived, the prairie was filled with 75 million buffalo.
Sample Think Aloud
I know that pages 4–5 show the prairie before the settlers arrived. I see green grass and many buffalo, so I can say, “Before the settlers arrived, the prairie was full of green grass and buffalo.”
9. Direct attention to pages 6–7. Instruct students to listen for details that describe the prairie before the settlers arrived.
10. Read aloud the portion of page 6 from “By taking care” to “the prairie healthy.” Ask this question: What was the prairie like before the settlers arrived?
Key Ideas
• Before the settlers arrived, the Native Americans took care of the grass in the prairie.
• Before the settlers arrived, the buffalo’s hooves helped the rainwater reach the soil.
• Before the settlers arrived, the prairie was healthy.
11. Direct attention to pages 14–15. Tell students that they will now listen for details to describe the prairie after the settlers arrived. Read aloud from “Now not one” to “destroy the prairie.” Ask this question: What was the prairie like after the settlers arrived?
Key Ideas
• Grasshoppers attacked the plains.
• No crops grew after the grasshoppers chewed them.
• The settlers destroyed the prairie.
LAND 5 minutes
Demonstrate Learning
1. Introduce the learning task. Pair students and instruct them to take turns answering these questions:
What was the prairie like before the settlers arrived?
What was the prairie like after the settlers arrived?
Analyze Student Progress
Monitor: Do students describe a detail about the prairie before and after the settlers arrived?
Offer Immediate Support: If students need additional support describing the prairie before and after the settlers arrived, direct attention to pages 4–5 and 18–19. Instruct students to describe the differences in these illustrations.
2. Invite a few students to share their responses.
Key Ideas
• before: The buffalo roamed the prairie.
• before: The prairie was full of tall, green-gold grass.
• after: The prairie soil was destroyed.
• after: Nothing was able to grow in the prairie.
3. Summarize that readers can learn important details by comparing what happened before and after an event.
Prologue to Lesson 28
Essential Question | How has life in the American West changed over time?
OVERVIEW
Preview
Students describe what happens at a powwow. As they discuss the important details, students ask and answer questions about a powwow. This work prepares students to collect evidence for their paragraphs in lesson 28.
Learning Goal
Describe a powwow.
LEARNING TASK: Discuss details about a powwow.
Language Progress
In this lesson, students work on this module language goal: Expand sentences by using question words.
To support students with beginning English proficiency, direct them to the images in “Celebrating Powwows” to help them describe a detail about a powwow. To support students with intermediate English proficiency, encourage their use of the vocabulary terms culture and heritage by asking these questions about Native Americans: How do families show their heritage at the powwow? How do families show their culture at the powwow?
Vocabulary
culture (n.)
Materials TEACHER
• Powwow Day
• “Celebrating Powwows” (digital platform)
• class Question Word Cards (Prologue Reference Charts appendix)
STUDENTS
• Fluency Practice for “Celebrating Powwows” (Learn book, lesson 27)
Preparation
• none
LAUNCH
5 minutes
Preview Vocabulary
1. Display Powwow Day. Ask this question: What is happening in this text?
2. Reinforce the correct response: River is going to a powwow with her family. Tell students that a powwow is an important part of Native American culture.
3. Review the vocabulary term culture by displaying the term. Engage students in Vocabulary Exploration.
Language Support
The term culture has a Spanish cognate: cultura. Share this language connection with students whose home language is Spanish.
4. Tell students that culture can include traditions about how to celebrate special events, such as a powwow. Think aloud to model sharing an example of a special event.
5. Invite students to share examples of how they celebrate special events.
Language Support
If possible, pair students who speak the same home language, and instruct them to discuss this topic.
6. Tell students that they will learn more about what happens at a powwow.
LEARN 20 minutes
Describe a Powwow
1. Display the class Question Word Cards. Remind students that they have been asking and answering questions to learn important details about a topic. Tell students that they will ask and answer questions to find out more about powwows.
Definition culture (n.): the shared beliefs, traditions, language, and way of life of a particular group of people
Sample Think Aloud
My family celebrates the end of the year by making special food and having a big meal at midnight.
2. Display “Celebrating Powwows.” Read aloud the portion of the first paragraph from “Dancers swirl” to “at a powwow.”
3. Think aloud to model how to ask a question about this paragraph.
4. Pair students and instruct them to take turns asking and answering questions about the first paragraph.
5. Invite a few students to share their questions and responses. Direct attention to the photographs to clarify any potential misunderstandings.
6. Direct students to Fluency Practice for “Celebrating Powwows,” located in the Learn book. Instruct students to read the second paragraph of the passage with a partner.
Language Support
For students with beginning English proficiency, Echo Read the second paragraph.
7. Instruct pairs to take turns asking and answering questions about the second paragraph.
8. Facilitate a discussion of these questions:
Who goes to a powwow?
What do they do at a powwow?
What do they wear at a powwow?
Language Support
For students with beginning English proficiency, prompt them to annotate the details in the passage that answer the discussion questions.
9. Reinforce the correct responses:
• who—Families go to a powwow.
• do—They dance at a powwow.
• wear—They wear special dance outfits at a powwow.
Sample Think Aloud
The paragraph says, “Moccasins move up and down.” I want to know what moccasins are. I can use the question word what to ask the question “What are moccasins?” I see a dancer wearing special shoes in this picture. I think moccasins are shoes that move up and down.
10. Distribute blank paper. Instruct students to draw or write a detail about powwows.
Language Expansion
For students with intermediate English proficiency, prompt them to write two details in complete sentences.
LAND 5 minutes
Demonstrate Learning
1. Introduce the learning task. Instruct students to Mix and Mingle to discuss what they learned about powwows.
Analyze Student Progress
Monitor: Do students use textual evidence to describe a powwow?
Offer Immediate Support: If students need additional support describing a powwow, ask this question: What do the families do? Instruct students to annotate information in the text that answers the question.
2. Invite a few students to share their responses.
Key Ideas
• Families dance together.
• Parents help their children with their outfits.
• Families travel many miles to be together.
3. Summarize that readers can ask and answer questions to learn important details about a topic.
Prologue to Lesson 29
Essential Question | How has life in the American West changed over time?
OVERVIEW
Preview
Students describe River’s experience at the powwow in Powwow Day. As they discuss River’s problem, students practice expanding sentences by using question words. This work prepares students to examine the role of the drum in Powwow Day in lesson 29.
Learning Goal
Discuss River’s problem in Powwow Day.
LEARNING TASK: Describe how River feels in Powwow Day and why she feels this way.
Language Progress
In this lesson, students work on this module language goal: Expand sentences by using question words.
To support students with beginning English proficiency, provide sentence frames to encourage students to use academic language when discussing the text (e.g., The problem is ). To support students with intermediate English proficiency, prompt them to use River’s quotes as textual evidence when responding to questions (e.g., when describing what River is doing on page 7, students may refer to this quote: “I watch my friend Dawn get ready to dance”).
Vocabulary
problem (n.)
Materials
TEACHER
• Powwow Day
• character, setting, and problem story stones (Prologue Reference Charts appendix)
STUDENTS
• none
Preparation
• Powwow Day is an unpaginated text. Number your text; begin with the title page as page 1. Pages on the left will be even, and pages on the right will be odd.
• Make character, setting, and problem story stones by cutting out the story element images from the page in the Prologue Reference Charts appendix. Alternatively, cut out the images and paste them onto real stones.
LAUNCH
5 minutes
Build Knowledge About Characters and Setting
1. Display the character and setting story stones.
2. Remind students that a character is a person or creature in a story. Then remind students that the setting is when and where a story takes place.
3. Display Powwow Day. Ask these questions:
Who is the main character?
What is the setting?
4. Reinforce the correct responses:
• character—River
• setting—home, powwow grounds
5. Tell students that they will discuss what happens to River at the powwow.
LEARN 20 minutes
Discuss River’s Problem
1. Direct attention to pages 4–5. Read aloud page 5, starting with “Then I remember.” Ask these questions:
Who are the characters on this page?
What are the characters doing?
2. Reinforce the correct responses:
• who—Amber, River, and River’s mother
• what—getting ready for a powwow
3. Review the vocabulary term problem by displaying the term. Engage students in Vocabulary Exploration. Display the problem story stone to help students understand the term’s meaning.
Language Support
The term problem has a Spanish cognate: problema. Share this language connection with students whose home language is Spanish.
4. Tell students to listen for details about the problem. Read aloud the portion of page 5 from “But everyone wants” to “again, she responds.” Instruct students to Think–Pair–Share to answer this question:
What is River’s problem?
5. Reinforce the correct response: River wants to dance, but she is sick.
6. Read aloud page 7, starting with “Daddy arranges our.” Instruct students to Think–Pair–Share to answer these questions:
What is River doing?
How does River feel?
7. Reinforce the correct responses:
• River watches her friend Dawn get ready to dance.
• She does not feel OK.
8. Direct attention to the illustrations on pages 8–9. Read aloud the portion of page 8 from “My uncles strike” to “Bam. Bam. Bam.” Ask this question:
What is happening on these pages?
Definition problem (n.): something that causes trouble or worry; a challenge
9. Reinforce the correct response: River’s uncles start playing the large drum.
10. Direct attention to the illustrations on pages 12–13. Read aloud page 12, starting with “Dawn squeezes my.” Ask these questions:
What is happening to River?
How do you think River feels?
11. Reinforce the correct responses:
• River wants to dance, but she can’t feel the drum’s heartbeat.
• She feels sad, upset, disappointed, and frustrated.
Language Support
For students with beginning English proficiency, pat your chest and the table simultaneously, mimicking a drumbeat, to help students make the connection.
12. Direct attention to the illustration on pages 14–15. Read aloud page 14, starting with “Everyone dances in.”
13. Ask these questions:
What is River doing?
How do you think River feels?
14. Reinforce the correct responses:
• River is sitting down while others dance.
• She feels sad, upset, disappointed, and frustrated.
15. Read aloud the last sentence on page 14, and explain that River is crying.
Language Expansion
For students with intermediate English proficiency, ask them to infer what River means when she says she has wet eyes.
LAND 5 minutes
Demonstrate Learning
1. Introduce the learning task. Instruct students to Think–Pair–Share to discuss these questions:
What is River’s problem in this story?
How does this problem make her feel?
Analyze Student Progress
Monitor: Do students explain that River is upset about not being able to dance at the powwow?
Offer Immediate Support: If students need additional support describing how River feels, direct their attention to the illustrations on pages 14–15 and compare what River is doing to what the other girls are doing.
Key Ideas
• River feels sad because she can’t dance.
• River feels frustrated because she can’t participate in the powwow.
2. Summarize that readers can describe the problem to help them understand what happens in a text.
Prologue to Lesson 30
Essential Question | How has life in the American West changed over time?
OVERVIEW
Preview
Students describe examples of how River’s community in Powwow Day helps her. As they discuss the details, students practice taking turns with others when speaking. This work prepares students to discuss the central idea in Powwow Day in lesson 30.
Learning Goal
Describe how River’s community helps her at the powwow in Powwow Day.
LEARNING TASK: Explain why River’s community is important to her.
Language Progress
In this lesson, students work on this module speaking and listening goal: Take turns with others when speaking.
To support students with beginning English proficiency, model this phrase and tell students to practice it after a partner shares: Thank you for sharing. To support students with intermediate English proficiency, model this phrase and tell students to practice it to encourage active listening: What I hear you saying is .
Vocabulary
community (n.)
Materials TEACHER
• Powwow Day
• Community photographs (digital platform)
• Knowledge Card: community
STUDENTS
• Powwow Day
Preparation
• Powwow Day is an unpaginated text. Number your text; begin with the title page as page 1. Pages on the left will be even, and pages on the right will be odd.
LAUNCH
5 minutes
Discuss Prior Knowledge
1. Display the photographs of communities. Instruct students to share what they notice and wonder about the photographs.
2. Explain that the photographs show different types of communities. Review the vocabulary term community by displaying the Knowledge Card. Engage students in Vocabulary Exploration.
Language Support
The term community has a Spanish cognate: comunidad. Share this language connection with students whose home language is Spanish.
3. Invite a few students to share examples of their community (e.g., their neighborhood, church, or school community).
4. Tell students that they will take turns describing the community in Powwow Day.
LEARN
20 minutes
Discuss the Community in Powwow Day
1. Display page 7 of Powwow Day. Ask this question: Who are the characters on this page?
2. Reinforce the correct responses: Dad, Mom, Amber, River, and Dawn. Tell students that the people in this book are part of River’s community.
3. Ask this question: What is happening on this page?
Definition
community (n.): a group of people who live in the same area or have something in common
4. Reinforce the correct responses:
• The family is at a powwow.
• River is watching Dawn get ready to dance.
5. Ask this question: What problem does River experience at the powwow?
6. Reinforce the correct response: River is sick and cannot dance.
7. Explain that the people in a community often help each other. Tell students that they will discuss how the people in River’s community help her when she has a problem.
8. Direct attention to the illustration on page 16. Remind students that the person in the illustration is an elder, which means that he is an older adult. Tell students that the elder is a member of River’s community.
9. Ask this question: How does the elder help River?
10. Think aloud to model how to answer this question.
11. Direct attention to page 4. Instruct students to Think–Pair–Share to answer this question: How do these members of River’s community help her?
Language Support
For students with beginning English proficiency, provide this sentence frame: Amber and Mom help River by
Key Ideas
• Amber and Mom help River by talking to her.
• Amber and Mom help River with her clothes and moccasins.
Sample Think Aloud
I see that the elder looks like he is praying. I remember that the text said that the elder prays for healing for those who need it. So I can say, “The elder helps River by praying for her health.”
12. Distribute Powwow Day. Instruct pairs to find additional examples of how River’s community helps her.
13. Facilitate a discussion about how River’s community helps her.
Key Ideas
• River’s mom helps River get dressed for the powwow.
• Dawn squeezes her hand.
• Amber asks River if she is OK.
• Dawn says she’ll dance for River.
• The girls dance for River’s health.
Language Expansion
For students with intermediate English proficiency, encourage a detailed response by prompting students to identify multiple ways that a member of River’s community helps her.
14. Explain that students will now think about the importance of River’s community.
LAND 5 minutes
Demonstrate Learning
1. Introduce the learning task. Instruct students to Think–Pair–Share to answer this question: Why is River’s community important to her?
Analyze Student Progress
Monitor: Do students explain how River’s community helps her feel better about not being able to dance at the powwow?
Offer Immediate Support: If students need additional support explaining the importance of River’s community, direct attention to the illustrations on pages 7 and 29 and ask these questions: How does River feel at the beginning of the powwow? How does she feel at the end of the powwow? What does her community do to help her feel that way?
Key Ideas
• River’s community helps her when she is sick.
• River’s community makes her believe she will dance again.
• River’s community helps her feel connected.
2. Summarize that a community helps its members in a variety of ways.
Prologue Vocabulary
after (prep.)
at a time following (something or someone) to lesson 25
community (n.)
a group of people who live in the same area or have something in common
to lesson 30 | lesson 28
before (prep.)
at a time preceding (something or someone) to lesson 25
bison (n.)
a large, hairy wild animal that has a big head and short horns to lesson 9 | lesson 8
challenge (n.)
a difficult task or problem; something that is hard to do to lesson 18 | lesson 18
culture (n.)
the shared beliefs, traditions, language, and way of life of a particular group of people to lesson 28 | lesson 27
interdependent (adj.)
related in such a way that each group depends on or needs the other
to lesson 24 | lesson 24
key detail
a piece of important information to lesson 11
collective noun
a word that names a group of people, animals, or things to lesson 17 | lesson 15
herd (n.)
a group of animals that live together to lesson 9
prairie (n.)
a large, mostly flat area of grassland in North America with few trees to lesson 23 | lesson 23
hide (n.)
the skin of a usually large animal to lessons 4, 9
informative paragraph
writing that gives information about one topic to lesson 10
predator (n.)
an animal that hunts other animals to lesson 9
problem (n.)
something that causes trouble or worry; a challenge to lesson 29
quotation (n.)
the exact words someone said or wrote to lesson 5
relationship (n.)
the way in which two or more people, animals, or objects relate to or connect with one another to lesson 24 | lesson 24
reservation (n.)
an area of land in the United States that is kept separate as a place for Native Americans to live to lesson 6 | lesson 5
roam (v.) to go to different places to lesson 9
settler (n.)
a person who moves to a new country or area that is usually not occupied by other people to lesson 16 | lesson 16
sod (n.)
the upper layer of soil that is made up of grass and plant roots to lesson 16
soddy (n.)
a house the settlers built and lived in to lesson 16
verb (n.)
an action word to lesson 20
village (n.)
a small town to lesson 3
Prologue Reference Charts
Question Word Cards
Six word cards labeled Who, Where, How, When, Why, and What.
Who Where
How
When
Why What
Bison Picture Glossary
herd (n.): a group of animals that live together
predator (n.): an animal that hunts other animals
hide (n.): the skin of a usually large animal
roam (v.): to go to different places
Informative Paragraph Sandwich
A paragraph sandwich that shows the important parts of a paragraph. the dots on top are labled Introduction. the top is labeled Focus. the two inside layers are labeled evidence. the bottom is labeled Conclusion.
Story Stones
Prologue Student Resources
L4 | Buffalo Diagram
Buffalo Bird Girl | Label the buffalo parts.
This page may be reproduced for classroom use
ArTs & LeTTers
Great Minds
L9 | Sentence Completion
Where the Buffalo Roam | Use the picture glossary to determine which word completes the sentence.
1. A grizzly bear is a that hunts bison.
2. Bison in search of food and water.
3. The of the bison is used for tipis and clothes.
4. Bison move together in a small to eat the grass on the prairie.
L10 | Informative Paragraph
Sandwich
Parts
Directions: Place each sentence in the correct location.
ArTs & LeTTers | © Great Minds PBC
There are four different seasons.
In fall, the leaves change colors and fall off.
In spring, the leaves grow back. In summer, the leaves are very green. Some trees change through the seasons. Trees look different in each season.
Works Cited
“Bison Walking.” Getty Images, 2009, https://app.boclips.com/videos/ 5c54b592d8eafeecae0f32f0?referer=ce123192-b7e1-4b69-827fb0c322ab0b17.
Craighead George, Jean. The Buffalo Are Back. Illustrated by Wendell Minor, Dutton Children’s Books, 2010.
Lusted, Marcia Amidon. “Life in a Soddy.” Cobblestone, vol. 40, no. 8, Oct. 2019, pp. 18–20, https://cricketmedia.widencollective.com/ dam/assetdetails/asset:25b581e1-a4ab-414c-8b6b-1d2f2561bcbe/ false?inav=false.
National Center for Education Statistics. “English Learners in Public Schools.” Condition of Education, US Department of Education, Institute of Education Sciences, 2022, https://nces.ed.gov/programs/ coe/indicator/cgf.
Nelson, S. D. Buffalo Bird Girl: A Hidatsa Story. Abrams Books for Young Readers, 2012.
Sorell, Traci. Powwow Day. Illustrated by Madelyn Goodnight, Charlesbridge, 2022.
Termin, Shawn. “Celebrating Powwows.” AppleSeeds, vol. 1, no. 2, Oct. 1998, pp. 4–9, https://cricketmedia.widencollective.com/dam/ assetdetails/asset:c7a6391d-3602-472f-8751-dfca80e8aa9e/ false?inav=false.
Waters, Kate. Where the Buffalo Roam: Bison in America. Penguin Young Readers, 2017.
WIDA. WIDA English Language Development Standards Framework 2020 Edition: Kindergarten–Grade 12. Board of Regents of the University of Wisconsin System, https://wida.wisc.edu/sites/default/files/resource/ WIDA-ELD-Standards-Framework-2020.pdf.
Credits
Great Minds® has made every effort to obtain permission for the reprinting of all copyrighted material. If any owner of copyrighted material is not acknowledged herein, please contact Great Minds for proper acknowledgment in all future editions and reprints of this module.
Cover: Among the Sierra Nevada, California, 1868, Albert Bierstadt (1830–1902), Oil on canvas, 183 × 305 cm, Bequest of Helen Huntington Hull, 1873 Courtesy of the Smithsonian American Art Museum (page 1); page 1, The Charles and Valerie Diker Collection of Native American Art, Gift of Valerie-Charles Diker Fund, 2017; page 2, Buffalo are Back book cover © Copyright 2010 Jean Craighead George and Wendell Minor, Julian Martinez, Buffalo Hunter, ca. 1920–1925, watercolor, ink, and pencil on paperboard, Smithsonian American Art Museum, Corbin-Henderson Collection, Gift of Alice H. Rossin, HannaTor/Shutterstock.com (pages 115 and 120), Tetra Images/
Acknowledgments
Karen Aleo, Trevor Barnes, Allie Beman, Madison Bonsignore, Kelsey Bordelon, Sarah Brenner, Mairin Broadwell, Beth Brown, Catherine Cafferty, Melissa Chung, Emily Climer, Ashley Cook, Julia Dantchev, Camille Daum, Laurie Delgatto-Whitten, Enaka Enyong, Jen Forbus, Pamela Frasier, Nina Goffi, Caroline Goyette, Lorraine Griffith, Emily Gula, Shelley Hampe, Nicole Harris, Elizabeth Haydel, Sara Headley, Robin Hegner, Sarah Henchey, Patricia Huerster, Sara Hunt, Holli Jessee, Stephanie Kane-Mainier, Lior Klirs, Liana Krissoff, Karen Latchana Kenney, Karen Leavitt, Farren Liben, Brittany Lowe, Whitney Lyle, Liz Manolis, Meredith McAndrew, Cathy McGath, Emily McKean, Maia Merin, Patricia Mickelberry, Julie Mickler, Andrea Minich, Lynne Munson, Katie Muson, Gabrielle Nebeker, Amy Ng, Vivian Nourse, Carol Paiva, Catherine Paladino, Michelle Palmieri, Aashish Parekh, Marya Parr, Elizabeth Patterson, Katie Pierson, Eden Plantz, Natalie Rebentisch, Rachel Rooney, Miguel Salcedo, Lori Sappington, Amy Schoon, Carolyn Scott, Nicole Shivers, Danae Smith, Rachel Stack, Susan Stark, Sarah Turnage-Deklewa, Kati Valle, Kara Waite, Keenan Walsh, Katie Waters, Sarah Webb, Erika Wentworth, Margaret Wilson, Eleanor Wolf
Alamy Stock Photo (pages 87 and 120); page 3, Nebraska State Historical Society (https://creativecommons.org/licenses/by/4.0/), Petr Podrouzek/Shutterstock. com, Darren Baker/Shutterstock.com (page 94 and 120); pages 14, 20, 26, 32, and 133, Smithsonian National Museum of the American Indian; pages 38, 44, 50, 56, and 134–135, The Charles and Valerie Diker Collection of Native American Art, Gift of Valerie-Charles Diker Fund, 2017; pages 39 and 120, O.S. Fisher/Shutterstock. com; pages 62, 68, 74, and 80, Courtesy of Minnesota Historical Society; pages 86, 92, and 98, © Dirk Bakker/Bridgeman Images; pages 104, 108, and 114, George Ostertag/Alamy Stock Photo; page 126, turtux/Shutterstock.com, MindStorm/ Shutterstock.com, Elana Erasmus/Shutterstock.com, ervin herman/Shutterstock. com; page 129, xpixel/Shutterstock.com.
All other images are the property of Great Minds.
Ana Alvarez, Lynne Askin-Roush, Stephanie Bandrowsky, Mariel Bard, Rebeca Barroso, Brianna Bemel, David Blair, Charles Blake, Lynn Brennan, Adam Cardais, Dawn Cavalieri, Tatyana Chapin, Christina Cooper, Gary Crespo, Lisa Crowe, David Cummings, Cherry dela Victoria, Sandy Engelman, Tamara Estrada Del Campo, Ubaldo Feliciano-Hernandez, Soudea Forbes, Diana Ghazzawi, Laurie Gonsoulin, Kristen Hayes, Marcela Hernandez, Sary Hernandez, Abbi Hoerst, Ashley Kelley, Lisa King, Sarah Kopec, Drew Krepp, Jennifer Loomis, Christina Martire, Siena Mazero, Alicia McCarthy, Thomas McNeely, Cindy Medici, Ivonne Mercado, Brian Methe, Sara Miller, Christine Myaskovsky, Mary-Lise Nazaire, Tara O’Hare, Tamara Otto, Christine Palmtag, Katie Prince, Jeff Robinson, Gilbert Rodriguez, Karen Rollhauser, Richesh Ruchir, Isabel Saraiva, Gina Schenck, Leigh Sterten, Mary Sudul, Deanna Thomann, Tracy Vigliotti, Bruce Vogel, Dave White, Charmaine Whitman, Nicole Williams, Glenda Wisenburn-Burke, Samantha Wofford, Howard Yaffe
MORE MEANINGFUL ENGLISH FOR ALL
Prologue lessons support students’ vocabulary acquisition, and oral language development. Through this research-based instructional approach, students—including multilingual learners and those with language-based disabilities—gain confidence and are better prepared to build enduring knowledge.
Prologue prepares every student to succeed.
ON THE COVER
Among the Sierra Nevada, California, 1868
Albert Bierstadt (1830–1902)
Oil on canvas, 183 × 305 cm
Bequest of Helen Huntington Hull, 1873
Courtesy of the Smithsonian American Art Museum
GRADE 2 MODULES
Module 1 | A Season of Change
Module 2 | The American West
Module 3 | Civil Rights Advocates
Module 4 | Good Eating
ISBN 979-8-88811-245-8