LESSON 20 TEACHER’S GUIDE Laura Ingalls Wilderforms.hmhco.com/assets/pdf/journeys/.../L20_laura_ingalls_wilder_R.pdf · LESSON 20 TEACHER’S GUIDE Laura Ingalls Wilder ... two

Number of Words: 1,478

L E S S O N 2 0 T E A C H E R ’ S G U I D E

Laura Ingalls Wilderby Joanne Mattern

Fountas-Pinnell Level RBiographySelection SummaryLaura Ingalls Wilder, born in 1867, wrote 9 books about her life on the frontier. The books follow her family through Wisconsin, Kansas, Minnesota, and the Dakota territory. Laura eventually settled with her husband in Missouri and she wrote the books that give a true picture of frontier life.

Copyright © by Houghton Mifflin Harcourt Publishing Company

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Characteristics of the Text Genre • Biography

Text Structure • Third-person narrative nonfi ction organized in 5 short sections• Four of the sections use the titles of Ingalls’ books in chronological order

Content • The life of Laura Ingalls Wilder and her family• Life on the frontier• Detailed episodes describe each place the Ingalls lived

Themes and Ideas • Living on the frontier involved many hardships• Persistence and fl exibility are required to survive in challenging situations

Language and Literary Features

• Long passages of description help students understand character and setting• Includes numerous distinct episodes, set chronologically throughout Ingalls life• Setting and geography may be unfamiliar to some ELL students

Sentence Complexity • A variety of sentence length with long and complex sentencesVocabulary • Many terms about early American life, some of which might not be familiar to English

language learners, such as log cabin, covered wagon, United States Army corps, sod house. Cultural references such as territory (p. 10).

Words • Multisyllable target vocabulary: accompany, interpreter, territoryIllustrations • Photographs and illustrations, most with captions; some with labels

Book and Print Features • Thirteen pages of text • Map showing various places the Ingalls family lived• Timeline of publication of Laura’s books

© 2006. Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H.

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Target Vocabulary

accompany – to go with someone, p. 6

clumsy – sloppy or awkward, p. 4corps – a group that works

together, p. 5duty – a responsibility, p. 14

interpreter – someone who translates from one language to another, p. 5

landmark – an important place that people visit, p. 10

proposed – asked or suggested, p. 12

route – a road or path between two places, p. 10

supplies – important items needed to live, p. 4

territory – an area of land, p. 10

Laura Ingalls Wilder by Joanne Mattern

Build BackgroundHelp students use their knowledge of moving to a new home to visualize the biography. Build interest by asking a question such as the following: What would it have taken to move to the wilderness in the 1800s? Read the title and author and talk about the cover photograph. Tell students this is a biography, which is an account of a person’s life written by another person.

Frontload VocabularySome everyday words may be unfamiliar to English learners. Before reading, check understanding of the following words: cabin, plow, government, interpreter, railway, covered wagon, magazines, popular.

Introduce the TextGuide students through the text, reading the captions, noting important ideas, and helping with unfamiliar language and vocabulary so they can read the text successfully. Call their attention to any important labels. Here are some suggestions:

Page 2: Explain that this book is about Laura Ingalls Wilder the author. She grew up in the late 1800s on the western frontier. Suggested language: Look at the photograph. Do you think Laura was happy to be an author?

Pages 4–5: Tell students that farming on the western frontier was hard. Laura’s father used a plow to break up the soil. Read the sentence: This was a clumsy way to farm. Ask: What do you think clumsy means?

Page 7: Read the caption. Explain that when the Ingalls family moved to Minnesota, they lived in a sod house made of dirt. Some of the house was under the ground. Ask: What would you say if someone proposed that you live in a sod house?

Page 10: Tell students that the Ingalls family then traveled to the territory that is now South Dakota. Cultural Support: Explain the term territory. Ask: What would it have been like to make a home in the wilderness? Would it be diffi cult to get supplies in the wilderness? Why or why not?

Now turn back to the beginning of the biography to learn about Laura’s adventures on the frontier.

2 Lesson 20: Laura Ingalls WilderGrade 4© Houghton Mifflin Harcourt Publishing Company


ReadHave students read silently while you listen to individual students read aloud. Support their understanding of the biography as needed.

Remind students to use the Visualize Strategy and to use text details to form pictures of what they are reading.

Discuss and Revisit the TextPersonal ResponseInvite students to share their personal responses to the text.Suggested language: The Ingalls family faced many hardships, but they kept trying. How do you think they found the courage to keep trying?

Ways of ThinkingAs you discuss the text, help students understand these points:

Thinking Within the Text Thinking Beyond the Text Thinking About the Text

• Laura is born in Wisconsin and her family moves to various places on the western frontier.

• Laura becomes a very famous writer and wins awards for her books that give a true picture of frontier life.

• Life on the American frontier was full of hardships.

• The simple things in life make life worthwhile, especially in the face of hardship.

• The section heads help the reader connect the events of Laura’s life to her writing.

• The author includes details to demonstrate how diffi cult the Ingalls family’s life was on the frontier.

© 2006. Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H.

Choices for Further Support• Fluency Invite students to choose a passage from the text to use for readers’ theater.

Remind them to pay attention to punctuation, and to stress certain words to sound as if Laura Ingalls Wilder is actually speaking. Have students alter their tone of voice to interpret the mood of what they are reading (i.e., is it happy, sad?).

• 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. Explain that a suffi x is a word part added to the end of a word to create a new word. Adding the suffi x –ed forms the past tense of a verb. Point out the words returned (p. 6), moved (p. 7), and survived (p. 11), and discuss how they are used in the selection.



Writing about ReadingCritical ThinkingHave students complete the Critical Thinking questions on BLM 20.10.

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 SkillMain Ideas and Details

Target Comprehension Skill Remind students that when they determine main

ideas, they consider the key ideas and the supporting details. Model how to add details to the Graphic Organizer, using a “Think Aloud” like the one below:

Think Aloud

The author stresses the idea that the Ingalls family faced many problems and challenges. Details that support this main idea include when grasshoppers ate the family’s crops, when Laura’s sister became blind, when the family lost their farm in Kansas, and when Laura and Almanzo’s house burned down. Add these details to the chart to support the main idea.

Practice the SkillHave students share an example of another biography in which they identifi ed an author’s main idea and supporting details.

Writing Prompt: Thinking Beyond the TextHave students write a response to the prompt on page 6. Remind them that when they think beyond the text, they use their personal knowledge to reach new understandings.

Assessment Prompts• The author organizes the selection by

________________________________________________________________.

• What can readers tell about living on the frontier by reading this selection?

• On page 4, which words help the reader understand what the word prairie means?



Critical ThinkingRead and answer the questions.

1. Think within the text What is a prairie?

2. Think within the text Which book describes the Ingalls

family’s journey to the Dakota Territory?

3. Think beyond the text Laura Ingalls Wilder moved many

times in her life. What is one good thing about of moving so

often?

4. Think about the text What details show that the author

probably enjoys Laura’s books?

Making Connections If you wrote a book about your favorite childhood memories, what is one event that you would include?

Write your answer in your Reader’s Notebook.

12Critical Thinking© Houghton Mifflin Harcourt Publishing Company. All rights reserved.

Lesson 20B L A C K L I N E M A S T E R 2 0 . 1 0

Grade 4, Unit 4: Never Give Up!

Name Date

Laura Ingalls Wilder Critical Thinking

a � at land with tall grass

By the Shores of Silver Lake

You are probably a more interesting person because you get to learn about all of

the different places where you live. If you only live in one place, you know less

about other parts of the country or world.

The author says that � ve of Laura’s books won the Newbery Award and that her

books are loved by people all over the world. The author also says that her books

gave a true picture of what life was like in the West.

Possible responses shown.

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First Pass

English Language DevelopmentReading Support Give English learners a “preview” of the text by holding a brief small-group discussion with them before reading the text with the entire group.

Vocabulary The text includes some informal language that might affect comprehension for English language learners. Explain the meaning of phrases such as made up the character of Nellie Oleson (p. 8), lost her eyesight (p. 10), proposed marriage (p. 12), and true picture of what life was like in the west (p. 14).

Oral Language DevelopmentCheck student comprehension, using a dialogue that best matches your students’ English profi ciency level. Speaker 1 is the teacher, Speaker 2 is the student.

Beginning/Early Intermediate Intermediate Early Advanced/ Advanced

Speaker 1: Who was Laura Ingalls Wilder?

Speaker 2: an author

Speaker 1: What did she write about?

Speaker 2: the frontier

Speaker 1: Who was Almanzo Wilder?

Speaker 2: Laura’s husband

Speaker 1: Why did Laura write her stories with pencil and paper?

Speaker 2: There were no computers and Laura did not know how to type.

Speaker 1: Who typed Laura’s books?

Speaker 2: Her daughter, Rose, typed Laura’s books.

Speaker 1: Why did the Ingalls have to leave Kansas?

Speaker 2: They had to leave Kansas because the land they were living on belonged to Native Americans.



Name Date

Laura Ingalls WilderThinking Beyond the Text

Think about the questions below. Then write your answer in one or two paragraphs.

Remember that when you think beyond the text, you use your personal knowledge to reach new understandings.

On page 14, the author tells us that Laura wrote, “It is the simple things of life that make life worthwhile . . .” What do you think Laura meant by that? What are some of the simple things she may have been talking about? How does the author show that Laura used simple things to get through difficulty? Explain your answer, giving examples from the selection.


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Name Date

Laura Ingalls Wilder Critical Thinking

Lesson 20


Critical ThinkingRead and answer the questions.

1. Think within the text What is a prairie?

2. Think within the text Which book describes the Ingalls

family’s journey to the Dakota Territory?

3. Think beyond the text Laura Ingalls Wilder moved many

times in her life. What is one good thing about of moving so

often?

4. Think about the text What details show that the author

probably enjoys Laura’s books?

Making Connections If you wrote a book about your favorite childhood memories, what is one event that you would include?

Write your answer in your Reader’s Notebook.


1414

019

Student Date

Running Record Form


Laura Ingalls WilderLaura Ingalls Wilder • LEVEL R

Behavior Code Error

Read word correctly ✓cat 0

Repeated word, sentence, or phrase

®cat

0

Omission —cat 1

Behavior Code Error

Substitution cutcat 1

Self-corrects cut sccat 0

Insertion the

ˆcat 1

Word told Tcat 1

page Selection Text Errors Self-Corrections

6

7

Charles wanted to move again. Three years after they returned

to Wisconsin, the Ingalls family got back into the wagon. This

time they went to Minnesota.

The Ingalls family moved to an area called Plum Creek. They

built a sod house in which to live. A sod house is built from

blocks of dirt. These thick blocks keep heat and cold out of the

house.

The house Charles built was also a dugout. This means that

part of the house was under the ground and part was above

the ground. Charles covered the dirt walls inside the house

with white paint.

Comments: Accuracy Rate (# words read correctly/101 ×

100)

%

Total Self- Corrections


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LESSON 20 TEACHER’S GUIDE Laura Ingalls Wilderforms.hmhco.com/assets/pdf/journeys/.../L20_laura_ingalls_wilder_R.pdf · LESSON 20 TEACHER’S GUIDE Laura Ingalls Wilder ... two