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S 44 14 No fi cción narrativa Los oneidas
8
HOUGHTON MIFFLIN por Audrey Stansbury Los oneidas Number of Words: 1234 LESSON 14 TEACHER’S GUIDE Los oneidas by Audrey Stansbury Fountas-Pinnell Level T Narrative Nonfiction Selection Summary The Oneidas were one of five Indian nations called the People of the Long House. When the other nations sided with the British in the Revolutionary War, the Oneidas supported the Patriots’ struggle for independence. Betrayed after the war with land loss and relocation, today’s Oneidas are regaining their heritage. Copyright © by Houghton Mifflin Harcourt Publishing Company All rights reserved. No part of this work may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying or recording, or by any information storage or retrieval system, without the prior written permission of the copyright owner unless such copying is expressly permitted by federal copyright law. Permission is hereby granted to individual teachers using the corresponding (discipline) Leveled Readers to photocopy student worksheets from this publication in classroom quantities for instructional use and not for resale. Requests for information on other matters regarding duplication of this work should be addressed to Houghton Mifflin Harcourt Publishing Company, Attn: Contracts, Copyrights, and Licensing, 9400 SouthPark Center Loop, Orlando, Florida 32819. Printed in the U.S.A. 978-0-547-32615-3 1 2 3 4 5 6 7 8 9 10 0940 15 14 13 12 11 10 09 If you have received these materials as examination copies free of charge, Houghton Mifflin Harcourt Publishing Company retains title to the materials and they may not be resold. Resale of examination copies is strictly prohibited. Possession of this publication in print format does not entitle users to convert this publication, or any portion of it, into electronic format. Characteristics of the Text Genre • Narrative nonfiction Text Structure • Time/Order: chronological sequencing of events • Introduction or exposition defines purpose of narrative • Third-person narrator Content • Facts about the Oneida Indians and other Iroquois nations • Description of battles in which the Oneidas took part • Description of Oneida alliance with American patriots Themes and Ideas • Honor promises and commitments. • Helping those in need • Betrayal Language and Literary Features • Quoted statements made to and by the Oneidas reflect Native American culture • Language descriptive of warfare Sentence Complexity • Simple and complex sentences • Commas set off appositives, such as Fuerte Ticonderoga, una base patriota Vocabulary • Names of people and tribes, such as Onondaga, Cayuga, and Skenandoah, may present pronunciation difficulties. • Many words understood in context, such as vital, tratados and neutral Words • Compound words, such as estadounidenses • Regular adverbs: oficialmente, originalmente, aproximadamente, mutuamente Illustrations • Pictures and maps reveal information about the Oneida Indians. • Photos of modern-day monument reflect changed attitude toward Oneidas. Book and Print Features • Twelve pages of text as well as a table of contents • Section headings correspond to table of contents and help readers sequence events • Em dashes and parentheses set off clarifying information © 2006. Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H.
Transcript of S 44 14 No fi cción narrativa Los oneidas
HOUGHTON MIFFLIN
1034833
ISBN-13:978-0-547-04539-9ISBN-10:0-547-04539-5
5.3.4
por Audrey Stansbury
LosoneidasNivel: S
EDL: 44
Género:No fi cción narrativa
Estrategia:Resumir
Destreza:Secuencia de sucesos
Número de palabras: 1,576
HOUGHTON MIFFLIN
Libritos niveladosen línea
5_045399_LR3_4BL_ONEIDAS_CVR.ind1 1 4/4/08 1:16:47 PMNumber of Words: 1234
L E S S O N 1 4 T E A C H E R ’ S G U I D E
Los oneidasby Audrey Stansbury
Fountas-Pinnell Level TNarrative NonfictionSelection SummaryThe Oneidas were one of fi ve Indian nations called the People of the Long House. When the other nations sided with the British in the Revolutionary War, the Oneidas supported the Patriots’ struggle for independence. Betrayed after the war with land loss and relocation, today’s Oneidas are regaining their heritage.
Copyright © by Houghton Mifflin Harcourt Publishing Company
All rights reserved. No part of this work may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying or recording, or by any information storage or retrieval system, without the prior written permission of the copyright owner unless such copying is expressly permitted by federal copyright law. Permission is hereby granted to individual teachers using the corresponding (discipline) Leveled Readers to photocopy student worksheets from this publication in classroom quantities for instructional use and not for resale. Requests for information on other matters regarding duplication of this work should be addressed to Houghton Miffl in Harcourt Publishing Company, Attn: Contracts, Copyrights, and Licensing, 9400 SouthPark Center Loop, Orlando, Florida 32819. Printed in the U.S.A. 978-0-547-32615-3 1 2 3 4 5 6 7 8 9 10 0940 15 14 13 12 11 10 09
If you have received these materials as examination copies free of charge, Houghton Miffl in Harcourt Publishing Company retains title to the materials and they may not be resold. Resale of examination copies is strictly prohibited.
Possession of this publication in print format does not entitle users to convert this publication, or any portion of it, into electronic format.
Characteristics of the Text Genre • Narrative nonfi ction
Text Structure • Time/Order: chronological sequencing of events• Introduction or exposition defi nes purpose of narrative • Third-person narrator
Content • Facts about the Oneida Indians and other Iroquois nations• Description of battles in which the Oneidas took part• Description of Oneida alliance with American patriots
Themes and Ideas • Honor promises and commitments.• Helping those in need• Betrayal
Language and Literary Features
• Quoted statements made to and by the Oneidas refl ect Native American culture• Language descriptive of warfare
Sentence Complexity • Simple and complex sentences• Commas set off appositives, such as Fuerte Ticonderoga, una base patriota
Vocabulary • Names of people and tribes, such as Onondaga, Cayuga, and Skenandoah, may present pronunciation diffi culties.
• Many words understood in context, such as vital, tratados and neutralWords • Compound words, such as estadounidenses
• Regular adverbs: ofi cialmente, originalmente, aproximadamente, mutuamente Illustrations • Pictures and maps reveal information about the Oneida Indians.
• Photos of modern-day monument refl ect changed attitude toward Oneidas.Book and Print Features • Twelve pages of text as well as a table of contents
• Section headings correspond to table of contents and help readers sequence events• Em dashes and parentheses set off clarifying information
© 2006. Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H.
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Target Vocabulary
aprendiz – alguien que aprende un arte u ofi cio
aspecto – parte de un todo, p. 11autoridad – personas que están
a cargocontribución – lo que se da en
pos de un fi n, p. 4
destreza – fl exibilidad y habilidad en los movimientos, p. 10
esclavizado – obligado a trabajar contra su voluntad
infl uyente – que puede afectar a la gente, cosas o eventos, p. 8
persuadir – convencer a una persona de hacer o de creer en algo, p. 8
provisión – comida y objetos necesarios, p. 7
provisional – que no es defi nitivo
Los oneidas by Audrey Stansbury
Build BackgroundHelp students use their experience with needing and offering help to visualize the selection. Build interest by asking questions such as the following: ¿Alguna vez le han pedido a alguien ayuda con algo importante? ¿Cuál fue la respuesta que recibieron? Read the title and author, and talk about the cover illustration. Tell students that this book is narrative nonfi ction, and ask them what they can expect to fi nd in this type of text.
Introduce the TextGuide students through the text, noting important ideas and helping with unfamiliar language and vocabulary so they can read the text successfully. Here are some suggestions:
Page 4: Tell students that the Oneidas helped American colonists defeat the British in the Revolutionary War. Their bravery helped win many important battles. Suggested language: Lean la oración fi nal de la página 4: Ésta es la historia de los oneidas, los héroes olvidados de la Guerra de Independencia. Ask: ¿Cómo se puede olvidar a los héroes?
Page 5: Explain that the Oneida Indians hunted, fi shed, and grew vegetables for food, which they shared with their whole community. They were divided into three groups, or clans—oso, tortuga y lobo. Point out the feature at the bottom of the page. Ask: ¿Qué aspectos de estos animales piensan que los oneidas admiraban?
Page 6: Explain that the Oneidas and four other Indian nations made up the People of the Long House, which was known to European settlers as the Iroquois League.
Page 11: Draw students’ attention to the section title “Saratoga: una victoria decisiva” Think about victories in warfare. Ask: ¿Qué clase de victoria sería una victoria decisiva?
Ahora, vuelvan al comienzo y lean para descubrir cuál fue el rol de los oneidas durante la Guerra de la Independencia.
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ReadHave students read silently while you listen to individual students read aloud. Support their problem solving and fl uency as needed.
Remind students to use the Summarize Strategy , and to look for important details about the setting, characters, and plot to tell in their own words.
Discuss and Revisit the TextPersonal ResponseInvite students to share their personal responses to the selection.Suggested language: ¿Cuál piensan que hubiera sido para los colonos un modo correcto de premiar a los oneidas por su ayuda durante la Guerra de Independencia?
Ways of ThinkingAs you discuss the text, help students understand these points:
Thinking Within the Text Thinking Beyond the Text Thinking About the Text
• The Oneidas helped the colonists fi ght the American Revolution.
• Oneida villages were destroyed and families were scattered by the war.
• The colonists ignored the Oneidas’ need for help and cheated them out of their land.
• Honor the promises you make.
• Notice people who are in need and offer help.
• Show appreciation to people who help you.
• The introduction summarizes what will happen in the selection.
• Because the Oneida Indians are the subject of the selection, many Indian names are included.
• The author describes the lifestyle and actions of the Oneidas to show readers why they were heroes.
© 2006. Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H.
Choices for Further Support• Fluency Invite students to create a script for a readers’ theater based on the
description on page 13 of the ways in which the Oneidas were cheated after the Revolutionary War. Have students use the third paragraph on page 13 as the starting point from which they create dialogue between the Oneidas and offi cials of the federal government in which the Oneidas ask that their land be returned to them.
• Comprehension Based on your observations of the students’ reading and discussion, revisit parts of the text to clarify or extend comprehension. Remind students to go back to the text to support their ideas.
• Phonics/Word Work Provide practice as needed with words and word parts, using examples from the text. Remind students that syllables are formed by sound clusters which always include a vowel, while morphemes are the smallest units of meaning in a word. For example, the word contribuciones (page 4) has fi ve syllables (con-tri-bu-cio-nes) but only one morpheme contribuciones because no part of the word has meaning by itself.
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Writing about ReadingCritical ThinkingHave students complete the Razonamiento crítico questions on Hoja reproducible 14.6.
RespondingHave students complete the activities at the back of the book, using their Reader’s Notebook. Use the instruction below as needed to reinforce or extend understanding of the comprehension skill.
Target Comprehension SkillSequence of Events
Target Comprehension Skill Remind students that the sequence of events in
a book is the order in which things happen. Often, authors use chronological order, or the order in which events occur, to tell stories. Model how to add details to the Graphic Organizer, using a “Think Aloud” like the one below:
Think Aloud
El cuadro de arriba menciona la desolación que encontraron los oneidas cuando volvieron a sus hogares después de la guerra. Agreguen al cuadro del medio que los colonos comenzaron a robar las tierras de los oneidas después de la guerra y que el gobierno federal no los ayudó. Esto encaja con la secuencia y lleva al último suceso en la lista: que los oneidas fueron obligados a abandonar sus tierras y mudarse a Wisconsin y Canadá. Estos detalles muestran la secuencia de los sucesos.
Practice the SkillEncourage students to share an example of another text that uses chronological order to sequence events.
Writing Prompt: Thinking Beyond the TextHave students write a response to the writing prompt on page 6. Remind them that when they think beyond the text, they use their personal knowledge to reach new understandings.
Assessment Prompts• What can the reader conclude about the Oneidas from their efforts at Valley Forge?
• Which sentences from the selection show that people can be greedy?
• What is the important message in the selection?
4Grade 5© Houghton Mifflin Harcourt Publishing Company
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Razonamiento críticoLee y contesta las preguntas.
1. Piensa dentro del texto ¿Quiénes vivian en Norte América primero, los
oneidas o los pobladores europeos?
2. Piensa dentro del texto ¿Cómo ayudaron los oneidas en la Batalla
de Saratoga?
3. Piensa más allá del texto ¿Cómo hubiese terminado la guerra si los
oneidas hubiesen peleado a favor de Inglaterra?
4. Piensa acerca del texto ¿Cómo muestra el autor que los oneidas no
fueron tratados con justicia?
Hacer conexiones Los oneidas fueron traicionados por el gobierno estadounidense después de la guerra. ¿Qué pasa cuando una persona o un grupo traiciona a otro? Describe cómo crees que te sientes al ser traicionado.
Escribe tu respuesta en tu Cuaderno de lectura.
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Nombre Fecha
Razonamiento crítico © Houghton Mifflin Harcourt Publishing Company. All rights reserved.
Lección 14H O J A R E P R O D U C I B L E 1 4 . 6
Grado 5, Unidad 3: ¡Revolución!
Los oneidasRazonamiento crítico
los oneidas
Capturaron prisioneros, espiaron, atacaron a los aliados de los
británicos
Se muestran las respuestas posibles.
Los estadounidenses podrían haber perdido la Batalla de Saratoga,
lo cual fue crucial para ganar la guerra. Esto podría haber cambiado
el resultado: los estadounidenses podrían no haber conseguido su
independencia.
El autor explica que el gobierno estadounidense les robó sus tierras y
no se las quiso devolver.
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Responder Secuencia de sucesos
A principios del siglo XX, los oneidas habían perdido
casi la totalidad de sus tierras. ¿Cuál fue la secuencia
de sucesos que provocó la pérdida de sus tierras?
Copia y completa el siguiente diagrama.
¡A escribir!
El texto y el mundo El “pueblo de la casa grande”
resolvía las controversias internas a través del debate.
Piensa en reglas que conoces para resolver disputas.
Escribe un párrafo y explica esas reglas.
Suceso: Los oneidas regresaron a sus hogares una vez terminada la guerra y encontraron sus poblados destruidos.
Suceso: ?
Suceso: Los oneidas fueron obligados a establecerse en Wisconsin y Canadá.
15
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Nombre Fecha
Los oneidasPensar más allá del texto
Piensa en las siguientes preguntas. Después, escribe tu respuesta en uno o dos párrafos.
Recuerda que cuando piensas más allá del texto, usas tu conocimiento personal para comprender las cosas de un modo nuevo.
En 1777, el Congreso de los Estados Unidos prometió; “Mientras el sol y la luna continúen iluminando al mundo, los apreciaremos y respetaremos. Y como nuestros leales amigos, los protegeremos”. ¿Por qué crees que el Congreso ignoró su promesa hacia los oneidas? ¿Por qué crees que la amistad se está honrando hoy al fin?
6Grade 5© Houghton Mifflin Harcourt Publishing Company
Lesson 14: Los oneidas
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Razonamiento críticoLee y contesta las preguntas.
1. Piensa dentro del texto ¿Quiénes vivian en Norte América primero, los
oneidas o los pobladores europeos?
2. Piensa dentro del texto ¿Cómo ayudaron los oneidas en la Batalla
de Saratoga?
3. Piensa más allá del texto ¿Cómo hubiese terminado la guerra si los
oneidas hubiesen peleado a favor de Inglaterra?
4. Piensa acerca del texto ¿Cómo muestra el autor que los oneidas no
fueron tratados con justicia?
Hacer conexiones Los oneidas fueron traicionados por el gobierno estadounidense después de la guerra. ¿Qué pasa cuando una persona o un grupo traiciona a otro? Describe cómo crees que te sientes al ser traicionado.
Escribe tu respuesta en tu Cuaderno de lectura.
7© Houghton Mifflin Harcourt Publishing Company
Grade 5 Lesson 14: Los oneidas
Nombre Fecha Lección 14
H O J A R E P R O D U C I B L E 1 4 . 6
Los oneidasRazonamiento crítico
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1416
530
Estudiante Fecha
Los oneidasRegistro de lectura
Los oneidas • NIVEL T
Lección 14H O J A R E P R O D U C I B L E 1 4 . 9
Behavior Code Error
Read word correctly ✓lobo 0
Repeated word, sentence, or phrase
®lobo
0
Omission lobo 1
Behavior Code Error
Substitution lodolobo 1
Self-corrects lodo sclobo 0
Insertion el
lobo 1
Word told Tlobo 1
page Selection Text Errors Self-Corrections
13
Pero lo peor aún estaba por venir. Los oneidas eran pobres
y vulnerables y muchas personas deseaban sus valiosas
tierras. Muchos funcionarios deshonestos del gobierno estatal
engañaron y estafaron a los oneidas y los expulsaron de sus
tierras. Primero, los funcionarios les propusieron alquilar sus
tierras. Una vez que los oneidas habían aceptado, estos
funcionarios aseguraban que en realidad habían comprado
esas tierras.
Los oneidas pidieron ayuda al gobierno federal para
recuperar sus tierras robadas, pero sus demandas fueron
ignoradas. Poco a poco, los oneidas fueron obligados a
abandonar sus tierras. Muchos se establecieron en
Wisconsin y Canadá.
Comments: Accuracy Rate (# words read
correctly/98 × 100)
%
Total Self-Corrections
8© Houghton Mifflin Harcourt Publishing Company
Grade 5 Lesson 14: Los oneidas
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