Native Americans

Tell It Again!™ Read-Aloud Anthology

KINDERGARTEN Core Knowledge Language Arts® • New York Edition • Listening & Learning™ Strand

Native Americans

Tell It Again!™ Read-Aloud Anthology

Listening & Learning™ Strand

KINDERGARTEN

Core Knowledge Language Arts®

New York Edition

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Table of Contents

Native Americans

Tell It Again!™ Read-Aloud Anthology

Alignment Chart for Native Americans. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .v

Introduction to Native Americans. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1

Lesson 1: Introduction to Native Americans . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9

Lesson 2: The Lakota Sioux and the Bu alo . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21

Lesson 3: Where’s Winona?. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30

Lesson 4: Little Bear Goes Hunting . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41

Pausing Point . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52

Lesson 5: Bear, Gull, and Crow . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55

Lesson 6: The Lenape, The People of the Seasons . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66

Lesson 7: A Native American Alphabet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 76

Lesson 8: Native Americans Today. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 91

Domain Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 100

Domain Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 103

Culminating Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 106

Appendix . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 109

Native Americans | Alignment Chart v

Alignment Chart for Native Americans

The following chart contains core content objectives addressed in

this domain. It also demonstrates alignment between the Common

Core State Standards and corresponding Core Knowledge

Language Arts (CKLA) goals.

Alignment Chart for Native Americans

Lesson

12345678

Core Content Objectives

Recall that Native Americans were the first-known

inhabitants of North America



Explain that there are many tribes of Native Americans



Explain that although there are many diverse tribes of

Native Americans, they all needed food, clothing, and

shelter to survive



Explain the importance of the buffalo to the Lakota Sioux



Describe the nomadic lifestyle of the Lakota Sioux



Describe the food, clothing, and shelter of the Lakota

Sioux, the Wampanoag, and the Lenape



Describe the environment in which the Lakota Sioux, the

Wampanoag, and the Lenape lived



Describe aspects of the Lakota Sioux, Wampanoag, and

Lenape culture



Identify the Wampanoag and Lenape as tribes that settled

in a particular area rather than ones that moved from

place to place



Explain that Native Americans still live in the United

States today



Explain how some Native Americans today keep alive

some of the traditions and practices of their ancestors



Reading Standards for Literature: Kindergarten

Key Ideas and Details

STD RL.K.3 With prompting and support, identify characters, settings, and major events in a story.

CKLA

Goal(s)

With prompting and support, use

narrative language to describe

characters, setting, things, events,

actions, a scene, or facts from a fiction

read-aloud



vi Native Americans | Alignment Chart

Alignment Chart for Native Americans

Lesson

12345678

Craft and Structure

STD RL.K.5 Recognize common types of texts (e.g., storybooks, poems).

CKLA

Goal(s)

Listen to, understand, and recognize

a variety of texts, including fictional

stories, fairy tales, fables, nursery

rhymes, and poems



Reading Standards for Informational Text: Kindergarten

Key Ideas and Details

STD RI.K.1 With prompting and support, ask and answer questions about key details in a text.

CKLA

Goal(s)

With prompting and support, ask and

answer questions (e.g., who, what,

where, when) requiring literal recall and

understanding of the details and/or facts

of a nonfiction/informational read-aloud



Answer questions that require making

interpretations, judgments, or giving

opinions about what is heard in a

nonfiction/informational read-aloud,

including answering why questions

that require recognizing cause/effect

relationships



STD RI.K.3

With prompting and support, describe the connection between two individuals, events, ideas, or pieces of

information in a text.

CKLA

Goal(s)

With prompting and support, describe

the connection between two individuals,

events, ideas, or pieces of information in

a nonfiction/informational read-aloud



Craft and Structure

STD RI.K.4 With prompting and support, ask and answer questions about unknown words in a text.

CKLA

Goal(s)

With prompting and support, ask and

answer questions about unknown words

in nonfiction/informational read-alouds

and discussions



Integration of Knowledge and Ideas

STD RI.K.7

With prompting and support, describe the relationship between illustrations and the text in which they appear

(e.g., what person, place, thing, or idea in the text an illustration depicts).

CKLA

Goal(s)

With prompting and support, describe

illustrations from a nonfiction/

informational read-aloud, using the

illustrations to check and support

comprehension of the read-aloud

  

Native Americans | Alignment Chart vii

Alignment Chart for Native Americans

Lesson

12345678

STD RI.K.9

With prompting and support, identify basic similarities in and differences between two texts on the same topic

(e.g., in illustrations, descriptions, or procedures).

CKLA

Goal(s)

With prompting and support, compare

and contrast similarities and differences

within a single nonfiction/informational

read-aloud or between two or more

nonfiction/informational read-alouds



Range of Reading and Level of Text Complexity

STD RI.K.10 Actively engage in group reading activities with purpose and understanding.

CKLA

Goal(s)

Actively engage in nonfiction/

informational read-alouds



Writing Standards: Kindergarten

Text Types and Purposes

STD W.K.2

Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they

name what they are writing about and supply some information about the topic.

CKLA

Goal(s)

Use a combination of drawing, dictating,

and writing to present information from

a nonfiction/informational read-aloud,

naming the topic and supplying some

details



STD W.K.8

With guidance and support from adults, recall information from experiences or gather information from

provided sources to answer a question.

CKLA

Goal(s)

With assistance, categorize and organize

facts and information within a given

domain to answer questions

 

Speaking and Listening Standards: Kindergarten

Comprehension and Collaboration

STD SL.K.1

Participate in collaborative conversations with diverse partners about Kindergarten topics and texts with peers

and adults in small and large groups

STD SL.K.1a

Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics

and texts under discussion).

CKLA

Goal(s)

Use agreed-upon rules for group

discussions, e.g., look at and listen to

the speaker, raise hand to speak, take

turns, say “excuse me” or “please,” etc.



viii Native Americans | Alignment Chart

Alignment Chart for Native Americans

Lesson

12345678

STD SL.K.1b Continue a conversation through multiple exchanges.

CKLA

Goal(s)

Carry on and participate in a

conversation over four to five turns,

staying on topic, initiating comments or

responding to a partner’s comments,

with either an adult or another child of

the same age



STD SL.K.2

Confirm understanding of a text read aloud or information presented orally or through other media by asking

and answering questions about key details and requesting clarification if something is not understood.

CKLA

Goal(s)

Ask and answer questions to clarify

information in a fiction or nonfiction/

informational read-aloud



Presentation of Knowledge and Ideas

STD SL.K.5 Add drawings or other visual displays to descriptions as desired to provide additional detail.

CKLA

Goal(s)

Add drawings or other visual displays

to descriptions as desired to provide

additional detail

 

STD SL.K.6 Speak audibly and express thoughts, feelings, and ideas clearly.

CKLA

Goal(s)

Speak audibly and express thoughts,

feelings, and ideas clearly



Language Standards: Kindergarten

Conventions of Standard English

STD L.K.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

STD L.K.1b Use frequently occurring nouns and verbs.

CKLA

Goal(s)

Use frequently occurring nouns and

verbs in oral language



STD L.K.1d Understand and use question words (interrogatives) (e.g., who, what, where, when, why, how).

CKLA

Goal(s)

Ask questions beginning with who, what,

where, when, why, or how



STD L.K.1f Produce and expand complete sentences in shared language.

CKLA

Goal(s)

Answer questions orally in complete

sentences



Produce and expand complete

sentences in shared language



Native Americans | Alignment Chart ix

Alignment Chart for Native Americans

Lesson

12345678

Vocabulary Acquisition and Use

STD L.K.4

Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on Kindergarten

reading and content.

STD L.K.4a

Identify new meanings for familiar words and apply them accurately (e.g., knowing duck is a bird and learning

the verb to duck).

CKLA

Goal(s)

Identify new meanings for familiar words

and apply them accurately (e.g., knowing

duck is a bird and learning the verb to

duck)



STD L.K.5c Identify real-life connections between words and their use (e.g., note places at school that are colorful).

CKLA

Goal(s)

Identify real-life connections between

words and their use (e.g., note places at

school that are colorful)



STD L.K.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts.

CKLA

Goal(s)

Use words and phrases acquired

through conversations, being read to,

and responding to texts



Learn the meaning of common sayings

and phrases



Additional CKLA Goals

Listen to a variety of texts, including informational text



Distinguish read-alouds that describe events

that happened long ago from those that describe

contemporary or current events



Prior to listening to a read-aloud, identify orally what they

know and have learned that may be related to the specific

story or topic to be read aloud



Distinguish fantasy from realistic text



Evaluate and select read-alouds, books, or poems on the

basis of personal choice for rereading





These goals are addressed in all lessons in this domain. Rather than repeat these goals as lesson

objectives throughout the domain, they are designated here as frequently occurring goals.

x Native Americans | Alignment Chart

Native Americans | Introduction 1

This introduction includes the necessary background information

to be used in teaching the Native Americans domain. The Tell It

Again! Read-Aloud Anthology for Native Americans contains eight

daily lessons, each of which is composed of two distinct parts,

so that the lesson may be divided into smaller chunks of time and

presented at different intervals during the day. Each entire lesson

will require a total of  fty minutes.

This domain includes a Pausing Point following Lesson4. At the

end of the domain, a Domain Review, a Domain Assessment,

and Culminating Activities are included to allow time to review,

reinforce, assess, and remediate content knowledge. You should

spend no more than twelve days total on this domain.

Week One

Day 1 #

Day 2  Day 3 

Day 4

Day 5 #

Lesson 1A: “Introduction

to Native Americans”

(35min.)

Lesson 2A: “The Lakota

Sioux and the Buffalo”

(35min.)

Lesson 3A: “Where’s

Winona?” (35min.)

Lesson 4A: “Little Bear

Goes Hunting” (35min.)

Pausing Point

Lesson 1B: Extensions

(15min.)

Lesson 2B: Extensions

(15min.)

Lesson 3B: Extensions

(15min.)

Lesson 4B: Extensions

(15min.)

(50min.) (50min.) (50min.) (50min.) (50min.)

Week Two

Day 6 Day 7 # Day 8 Day 9 Day 10 #

Lesson 5A: “Bear, Gull,

and Crow” (35min.)

Lesson 6A: “The Lenape,

The People of the

Seasons

(35min.)

Lesson 7A: “A Native

American Alphabet”

(35min.)

Lesson 8A: “Native

Americans Today”

(35min.)

Domain Review

Lesson 5B: Extensions

(15min.)

Lesson 6B: Extensions

(15min.)

Lesson 7B: Extensions

(15min.)

Lesson 8B: Extensions

(15min.)

(50min.) (50min.) (50min.) (50min.) (50min.)

Week Two

Day 11 

Day 12 #

Domain Assessment Culminating Activities

(50min.) (50min.)

Lessons include Student Performance Task Assessments

# Lessons require advance preparation and/or additional materials; please plan ahead

Introduction to Native Americans

2 Native Americans | Introduction

Domain Components

Along with this anthology, you will need:

• Tell It Again! Media Disk or the Tell It Again! Flip Book for Native

Americans

• Tell It Again! Image Cards for Native Americans

• Tell It Again! Supplemental Guide for Native Americans

• Tell It Again! Multiple Meaning Word Posters for Native

Americans

Recommended Resource:

Core Knowledge Kindergarten Teacher Handbook, edited by E.D.

Hirsch, Jr. and Souzanne A. Wright (Core Knowledge Foundation,

2004) ISBN: 978-1890517694

Why Native Americans Are Important

The Native Americans domain introduces students to the broad

concept that indigenous people lived on the continents of North

and South America long before European explorers visited and

settled in this area. Students will learn that there were many, many

different tribes of Native Americans, and that each tribe had its

own way of eating, dressing, and living, depending on where they

lived. Students will learn about three tribes in particular: the Lakota

Sioux of the Great Plains region, and the Wampanoag and the

Lenape, both of the Eastern Woodlands region. They will begin to

understand how different geographical regions in uenced different

lifestyles. Students will learn that each Native American group has

its own distinctive culture. The last read-aloud focuses on Native

Americans today.

Native Americans | Introduction 3

Core Vocabulary for Native Americans

The following list contains all of the core vocabulary words in Native

Americans in the forms in which they appear in the domain. These

words appear in the read-alouds or, in some instances, in the

“Introducing the Read-Aloud” section at the beginning of the lesson.

Boldfaced words in the list have an associated Word Work activity.

The inclusion of the words on this list does not mean that students

are immediately expected to be able to use all of these words on their

own. However, through repeated exposure throughout all lessons,

they should acquire a good understanding of most of these words

and begin to use some of them in conversation.

Lesson 1

borrow

coast

deserts

roamed

shelter

tribes

Lesson 2

agile

galloping

sacred

warriors

Lesson 3

chief

mischief

par eche

travois

Lesson 4

 nally

horizon

hunting party

succulent

Lesson 5

bay

feast

rockweed

wading

Lesson 6

burrows

harvested

trekked

wigwam

Lesson 7

canoes

moccasins

tipis

totem poles

Lesson 8

harmony

powwows

traditions

4 Native Americans | Introduction

Student Performance Task Assessments

In the Tell It Again! Read-Aloud Anthology for Native Americans,

there are numerous opportunities to assess students’ learning.

These assessment opportunities range from informal observations,

such as Think Pair Share and some Extension activities, to more

formal written assessments. These Student Performance Task

Assessments (SPTA) are identi ed in the Tell It Again! Read-Aloud

Anthology with this icon:



. There is also an end-of-domain

summative assessment. Use the Tens Conversion Chart located

in the Appendix to convert a raw score on each SPTA into a Tens

score. On the same page, you will also  nd the rubric for recording

observational Tens scores.

Above and Beyond

In the Tell It Again! Read-Aloud Anthology for Native Americans,

there are numerous opportunities in the lessons and the Pausing

Point to challenge students who are ready to attempt activities

that are above grade-level. These activities are labeled “Above and

Beyond” and are identi ed with this icon:

➶

Supplemental Guide

Accompanying the Tell It Again! Read-Aloud Anthology is a

Supplemental Guide designed to assist education professionals

who serve students with limited English language skills or students

with limited home literacy experience, which may include English

Language Learners (ELLs) and children with special needs.

Teach e rs whos e st ude n ts woul d be ne t from enhanced oral

language practice may opt to use the Supplemental Guide as their

primary guide in the Listening & Learning strand. Teachers may

also choose to begin a domain by using the Supplemental Guide

as their primary guide before transitioning to the Tell It Again!

Read-Aloud Anthology, or may choose individual activities from

the Supplemental Guide to augment the content covered in the Tell

It Again! Read-Aloud Anthology.

The Supplemental Guide activities that may be particularly relevant

to any classroom are the Multiple Meaning Word Activities and

accompanying Multiple Meaning Word Posters, which help

Native Americans | Introduction 5

students determine and clarify different meanings of words;

Syntactic Awareness Activities, which call students’ attention to

sentence structure, word order, and grammar; and Vocabulary

Instructional Activities, which place importance on building

students’ general academic, or Tier 2, vocabulary. These activities

afford all students additional opportunities to acquire a richer

understanding of the English language. Several of these activities

have been included as Extensions in the Tell It Again! Read-Aloud

Anthology. In addition, several words in the Tell It Again! Read-

Aloud Anthology are underlined, indicating that they are multiple-

meaning words. The accompanying sidebars explain some of the

more common alternate meanings of these words. Supplemental

Guide activities included in the Tell It Again! Read-Aloud Anthology

are identi ed with this icon:



Recommended Trade Books for Native Americans

Trade Book List

The Tell It Again! Read-Aloud Anthology includes a number of

opportunities in Extensions, the Pausing Point, and the and

Culminating Activities for teachers to select trade books from this

list to reinforce domain concepts through the use of authentic

literature. In addition, teachers should consider other times

throughout the day when they might infuse authentic domain-

related literature. If you recommend that families read aloud with

their child each night, you may wish to suggest that they choose

titles from this trade book list to reinforce the domain concepts.

You might also consider creating a classroom lending library,

allowing students to borrow domain-related books to read at home

with their families.

General

1. D is for Drum: A Native American Alphabet, by Michael and

Debbie Shoulders and illustrated by Irving Toddy (Sleeping

Bear Press, 2011) ISBN 978-1585362745

2. Many Nations: An Alphabet of Native America, by

Joseph Bruchac and illustrated by Robert F. Goetzl (Troll

Communications, 1998) ISBN 978-0816744602

6 Native Americans | Introduction

3. Native Americans, edited by E. D. Hirsch, Jr. (Pearson

Learning, 2002) ISBN 978-0769050010

4. The Story of Jumping Mouse: A Native American Legend, by

John Steptoe (HarperTrophy, 1989) ISBN 978-0688087401

Tribes Discussed in the Domain

5. Clambake: A Wampanoag Tradition, by Russell M. Peters and

photographs by John Madama (Lerner Publications Company,

1992) ISBN 978-0822596219

6. If You Lived with the Sioux Indians, by Ann McGovern

and illustrated by Jean Drew (Scholastic, Inc., 1992) ISBN

978-0590451628

7. The Legend of the Indian Paintbrush, by Tomie dePaola

(Puf n, 1996) ISBN 978-0698113602

8. The Sioux, by Alice Osinski (Children’s Press, 1984) ISBN

978-0516019291*

9. Squanto and the First Thanksgiving, by Eric Metaxas and

illustrated by Michael Donato (Rabbit Ears Books, 2012) ISBN

978-1575055855

10. Tapenum’s Day: A Wampanoag Indian Boy in Pilgrim Times,

by Kate Waters and photographs by Russ Kendall (Scholastic,

Inc., 1996) ISBN 978-0590202374

11. The Wampanoags, by Alice K. Flanagan (Children’s Press,

1998) ISBN 978-0516263885

12. When the Shadbush Blooms, by Carla Messinger and Susan

Katz and illustrated by David Kanietakeron Fadden (Tricycle

Press, 2007) ISBN 978-1582461922

Supplementary Reading, Tribes Not Discussed in the Domain

13. Buffalo Bird Girl: A Hidatsa Story, by S.D. Nelson (Abrams

Books for Young Readers, 2012) ISBN 978-1419703553

14. Coyote: A Trickster Tale from the American Southwest, retold

and illustrated by Gerald McDermott (Voyager, 1999) ISBN

978-0152019587

Native Americans | Introduction 7

15. How the Stars Fell into the Sky: A Navajo Legend, by Jerrie

Oughton and illustrated by Lisa Desimini (Sandpiper, 1996)

ISBN 978-0395779385

16. If You Lived with the Hopi, by Anne Kamma and illustrated by

Linda Gardner (Scholastic, Inc., 1999) ISBN 978-0590397261

17. If You Lived with the Indians of the Northwest Coast, by Anne

Kamma and illustrated by Pamela Johnson (Scholastic Inc.,

2002) ISBN 978-0439260770

18. If You Lived with the Iroquois, by Ellen Levine and illustrated

by Shelly Hehenberger (Scholastic, Inc., 1998) ISBN

978-0590674454

19. The Legend of the Bluebonnet, by Tomie dePaola

(Penguin Putnam Books for Young Readers, 1996) ISBN

978-0698113596

20. Raven: A Trickster Tale from the Paciﬁ c Northwest, by Gerald

McDermott (Harcourt, 1993) ISBN 978-0152656614

21. Totem Tale: A Tall Stor y from Alaska, by Deb Vanasse and

illustrated by Erik Brooks (Sasquatch Books, 2006) ISBN

978-1570614392

Native Americans Today

22. Children of Native America Today, by Yvonne Wakim Dennis

and Arlene B. Hirschfelder (Charlesbridge, 2003) ISBN

978-1570914997

23. Jingle Dancer, by Cynthia Leitich Smith and illustrated by

Cornelius Van Wright and Ying-Hwa Hu (Morrow Junior Books,

2000) ISBN 978-0688162412

24. Meet Lydia: A Native Girl from Southeast Alaska (My World:

Young Native Americans Today), by Miranda Belarde-Lewis

and photographs by John Harrington (Council Oak Books,

2004) ISBN 978-1571781475

25. Meet Mindy: A Native Girl from the Southwest (My World:

Young Native Americans Today), by Susan Secakuku and

photographs by John Harrington (Council Oak Books, 2006)

ISBN 978-1571781482

8 Native Americans | Introduction

26. Meet Naiche: A Native Boy from the Chesapeake Bay Region

(My World: Young Native Americans Today), by Gabrielle Tayac

and photographs by John Harrington (Council Oak Books,

2007) ISBN 978-1571781468*

27. Songs from the Loom: A Navajo Girl Learns to Weave (We Are

Still Here: Native Americans Today), by Monty Roessel (Lerner

Publishing Group, 1995) ISBN 978-0822597124

*Note: These books contain a great deal of pertinent information

but may be above grade-level. Feel free to read sections of these

books as you see  t.

Websites and Other Resources

Student Resources

1. National Museum of the American Indian

http://nmai.si.edu/visit/newyork/

2. Native American Homes

http://www.native-languages.org/houses.htm

Teacher Resources

3. Map of Native American Tribes

http://images.wikia.com/oraltradition/images/d/dc/Native_American_

Tribes_Map_2.jpg

4. Native American Environment

http://cpluhna.nau.edu/Research/native_americans1.htm

5. Pictures of Native Americans

http://kids.nationalgeographic.com/kids/photos/native-americans/#/100

3043_14107_600x450.jpg

6. Wampanoag Tribe

http://www.indians.org/articles/wampanoag-indians.html

Native Americans 1 | Introduction to Native Americans 9

 Lesson Objectives

Core Content Objectives

Students will:

 Recall that Native Americans were the  rst-known inhabitants of

North America

 Explain that although there are many diverse tribes of Native

Americans, they all needed food, clothing, and shelter to survive

Language Arts Objectives

The following language arts objectives are addressed in this

lesson. Objectives aligning with the Common Core State

Standards are noted with the corresponding standard in

parentheses. Refer to the Alignment Chart for additional standards

addressed in all lessons in this domain.

Students will:

 With prompting and support, describe the connection among

the cultures of various Native American tribes

(RI.K.3)

 With prompting and support, describe an illustration of Native

American dress and use pictures accompanying “Introduction to

Native Americans” to check and support understanding of the

read-aloud

(RI.K.7)

 With prompting and support, compare and contrast the cultures

of various Native American tribes

(RI.K.9)

 With assistance, categorize information about Native American

environment, clothing, food, and shelter

(W.K.8)

 Prior to listening to “Introduction to Native Americans,” identify

orally what they have learned about Native American tribes

Introduction to

Native Americans

10 Native Americans: 1 | Introduction to Native Americans

 Distinguish “Introduction to Native Americans” as a read-aloud

that describes events that happened long ago from those that

describe contemporary or current events

Core Vocabulary

borrow, v. To take or use something for a while and then return it

Example: Ann wants to borrow a box of crayons from Bill.

Variation(s): borrows, borrowed, borrowing

coast, n. The land next to the sea or ocean; the shore

Example: As their boat got closer to land, they could see many trees

along the coast.

Variation(s): coasts

deserts, n. Large, dry areas with little rain

Example: There are some very hot and sandy deserts in California.

Variation(s): desert

roamed, v. Wandered; moved around

Example: The herd roamed the countryside looking for food.

Variation(s): roam, roams, roaming

shelter, n. A place that gives protection from the weather and/or danger

Example: The boathouse was a wonderful shelter during the storm.

Variation(s): shelters

tribes, n. Groups of similar people who share common ancestors,

customs, and laws

Example: There are many tribes of Native Americans living across the

country.

Variation(s): tribe

At a Glance

Exercise Materials Minutes

Introducing the Read-Aloud

Domain Introduction

Purpose for Listening

Presenting the Read-Aloud

Introduction to Native Americans

twelve-inch ruler 10

Discussing the Read-Aloud

Comprehension Questions

Word Work: Shelter



Complete Remainder of the Lesson Later in the Day

Extensions

Native American Chart

chart paper;

pictures of your students’

environment, clothing, food,

and shelter

[This exercise requires

advance preparation.]

Take-Home Material

Family Letter

Instructional Masters 1B-1

and 1B-2

Native Americans 1A | Introduction to Native Americans 11

Introducing the Read-Aloud 10 minutes

Domain Introduction

Tell students that for the next several days they will be learning

about Native Americans. Explain that Native Americans were the

 rst-known people to live on the continents of North and South

America.

Tell s tud ents tha t a n oth er t erm for Native American is American

Indian. Explain to students that although we use the terms Native

American or American Indian when we talk about them, there are

many, many different groups of Native Americans. These groups

are called tribes. Explain to students that each group, or tribe, has

its own way of eating, dressing, and living, depending on where

they live in North or South America. Tell students that today they

are going to hear about many Native American tribes, but that over

the next several days they will hear about three in particular: the

Lakota Sioux (la-

KO-tuh SOO) the Wampanoag (WAHMP-ann-oh-ag),

and the Lenape (lun-

NAH-pay).

Purpose for Listening

Tell s tud ents to lis t en to  nd out what the different tribes of Native

Americans wore, what they ate, and what kinds of houses they

lived in.

Introduction to

Native Americans

12 Native Americans: 1A | Introduction to Native Americans

Presenting the Read-Aloud 10 minutes

Introduction to Native Americans

Long, long ago—long before you and I can remember—long

before your grandparents and their grandparents and their

grandparents can remember, there were no people living on the

land where we live today.

 Show image 1A-1: Woods and plains

There were woods and plains, but no people.

 Show image 1A-2: Rivers and lakes

There were rivers and lakes, but no people.

 Show image 1A-3: Deserts and mountains

There were deserts and mountains, but no people.

 Show image 1A-4: Birds and ﬁ sh

There were plenty of birds and  sh,

 Show image 1A-5: Animals and insects

and animals and insects . . . but there were no people.

But that was thousands of years ago, much earlier than any of

us can remember.

 Show image 1A-6: Desert and ocean

The  rst-known people who lived in America, called Native

Americans or American Indians, lived in all parts of the continent.

Some lived in the desert. Others lived in the mountains. Some

lived in the woods. And others lived on the coast, near the

ocean.

People of the desert lived very differently from coastal people.

Can you guess why that would be?

You are going to learn about

1 A desert is a large, dry area of land

that gets very little rain.

2 The coast is the land next to the

ocean or sea.

3 [Pause for responses.]

Native Americans 1A | Introduction to Native Americans 13

some of the different ways America’s  rst-known people, or Native

Americans, lived.

The Native Americans of long ago all needed the same things

we need today. They needed food and water to stay alive. They

needed shelter— places to protect themselves from the weather

and wild animals— and they needed clothing to keep themselves

warm and dry.

But the food the desert people ate was not the same kind of

food the coastal people ate. And the houses that protected people

in the woods did not look the same as the houses of those who

lived in the desert.

 Show image 1A-7: Tipi

Some lived in tipis.

 Show image 1A-8: Wetu

Some lived in wetus (WEE-toos).

 Show image 1A-9: Hogan

Some lived in hogans.

 Show image 1A-10: Pueblo

Some lived in pueblos.

 Show image 1A-11: Longhouses

And others lived in longhouses.

Native Americans of long ago had to rely on their knowledge of

nature—of the earth, the plants, and the animals that surrounded

them. And everywhere they roamed,

these Native Americans

found ways to borrow, or use, from the earth all that they needed

to live.

 Show image 1A-12: Vegetables and fruits

Some Native Americans grew their own vegetables and fruit.

4 So, what did the Native Americans

need to live?

5 or wandered

6 To borrow means to take or use

something for a while and then

return it.

14 Native Americans: 1A | Introduction to Native Americans

 Show image 1A-13: Buffalo

Others hunted buffalo.

 Show image 1A-14: Woodland animals

Some Native Americans hunted woodland animals.

 Show image 1A-15: Fish

Others caught  sh from rivers, lakes, and oceans.

 Show image 1A-16: Native American ﬁ re

Some Native Americans cooked their food over an open  re.

 Show image 1A-17: Hopi oven

Others baked food in specially made ovens.

The Native Americans also needed water. But there were

no sinks with running water inside their homes. So, where do

you think the Native Americans found water long ago?

Native

Americans collected rainwater. They also got their water from

lakes, rivers, and streams.

Native Americans of long ago did not have cars and trucks.

There were no buses, or trains, or planes. So do you remember

how they got around?

 Show image 1A-18: Iroquois Trail

Long ago, Native Americans traveled by foot.

There were no

paved roads. Native American paths were made by the pounding

of their own footsteps and the hooves of animal herds.

7 So, what were the di erent ways

the Native Americans of long ago

got their food?

8 [Pause for responses.]

9 [Pause for responses.]

10 Here the word foot is being used to

describe the part of your body that is

at the end of your leg. Another type

of foot is a measurement. Twelve

inches is also called a foot. [You

might want to demonstrate this

with a twelve-inch ruler.]

Native Americans 1A | Introduction to Native Americans 15

 Show image 1A-19: Sioux on horseback with travois

After Native Americans were here for many years, they started

riding horses. After that, some traveled on horseback.

 Show image 1A-20: Native American canoe

And others traveled in canoes.

Those who lived in the woods used their feet to make their way

through thick forests of trees. After many years, those who lived

on open plains welcomed the speed of horses to carry them long

distances. And those who lived near lakes and rivers relied upon

canoes to carry them across the waters.

 Show image 1A-21: Native Americans in regional traditional dress

No matter where they lived, Native Americans made all of their

own clothes. Some Native American women and girls wore skirts

and dresses. Men and boys often wore breechcloths and leggings.

They used materials from their surroundings to make their clothes.

 Show image 1A-22: Native American clothing made of animal skins

Some Native Americans wore clothing made of animal skins—

elk, deer, buffalo, and rabbit. They often decorated their clothing

with beads, porcupine quills, and fringe.

During the cold winter months, they wore coats of animal fur to

stay warm. Others wore clothes made from the soft, inner bark of

the cedar tree, sometimes decorated with seashells.

 Show image 1A-23: Native American clothing made from plants

Still others wore clothing made of  bers from different plants—

cotton and yucca—and trimmed them with animal bones. In

winter, they covered themselves with cloaks made from sheep’s

wool to stay warm.

11 What do you see in this picture?

12 What do you see in this picture?

13 What do you see in this picture?

16 Native Americans: 1A | Introduction to Native Americans

 Show image 1A-24: Moccasins

Many men, women, boys, and girls in each of the Native American

tribes across the land—from the oceans to the plains to the woods—

wore moccasins on their feet.

Some, however, preferred bare feet.

 Show image 1A-25: Collage of Native Americans in different dress

And so, you see, the people who  rst came to live on this rich

and varied land that we now call the United States of America

were just as rich and varied as the land itself. They were alike

in some ways and different in other ways, just as the people of

America are today.

Discussing the Read-Aloud 15 minutes

Comprehension Questions 10 minutes

If students have dif culty responding to questions, reread pertinent

lines of the read-aloud and/or refer to speci c images. If students

give one-word answers and/or fail to use read-aloud or domain

vocabulary in their responses, acknowledge correct responses by

expanding the students’ responses using richer and more complex

language. Ask students to answer in complete sentences by

having them restate the question in their responses.

Literal Who did you hear about in this read-aloud? (Native

Americans of long ago)

2. Literal What three things do all people, including the Native

Americans, need to live?

(food, clothing, and shelter)

3. Inferential Did all Native Americans of long ago live in the

same place?

(no) Where did the Native Americans live? (coast,

plains, desert)

4. Inferential Did all of the Native Americans of long ago  nd

food in the same way?

(no) Did they live in the same kinds of

houses?

(no)

14 Tribes are groups of similar people

who speak the same language,

have the same laws, and have the

same customs or traditions. They

also have the same ancestors, such

as great-great-grandparents.

Native Americans 1A | Introduction to Native Americans 17

5. Inferential How did Native Americans of long ago get their

food?

(farmed, hunted, and  shed)

6. Inferential How did Native Americans of long ago get water?

(streams, lakes, rivers, and rainwater)

7. Inferential What kinds of things did the Native Americans

of long ago use to make clothes?

(animal skins, trees, and

plants)

8. Evaluative Describe one type of Native American clothing that

you would want to wear if you were living among the Native

Americans long ago.

(Answers may vary.)

 Show images 1A-7 through 1A-11

[Please continue to model the Think Pair Share process for

students, as necessary, and scaffold students in their use of the

process.]

I am going to ask a question. I will give you a minute to think about

the question, and then I will ask you to turn to your neighbor and

discuss the question. Finally, I will call on several of you to share

what you discussed with your partner.

Evaluative Think Pair Share: Which of the different types of

Native American houses would you want to live in if you lived

among the Native Americans long ago? Why?

(Answers may

vary.)

10. After hearing today’s read-aloud and questions and answers,

do you have any remaining questions? [If time permits, you may

wish to allow for individual, group, or class research of the text

and/or other resources to answer these remaining questions.]

Word Work: Shelter 5 minutes

1. In the read-aloud you heard, “[Native Americans] needed

shelter—places to protect them from the weather and wild

animals—and they needed clothing to keep themselves warm

and dry.”

2. Say the word shelter with me.

3. A shelter is something that protects you from the weather or

from danger.

18 Native Americans: 1A | Introduction to Native Americans

4. The two friends used the tree as a shelter when it began to

rain.

5. What other kinds of things could you use as a shelter? Try to

use the word shelter when you talk about it. [Ask two or three

students. If necessary, guide and/or rephrase the students’

responses: “A could be used as a shelter.”]

6. What’s the word we’ve been talking about?

Use a Making Choices activity for follow-up. Directions: I am

going to show you some pictures from the read-aloud. You should

decide if what is pictured could be a shelter or not. If you think it

could be a shelter, say, “That’s a shelter.” If you don’t think it could

be a shelter, say, “That’s not a shelter.”

 Show image 1A-13: Buffalo

1. (That’s not a shelter.)

 Show image 1A-7: Tipi

2. (That’s a shelter.)

 Show image 1A-8: Wetu

3. (That’s a shelter.)

 Show image 1A-24: Moccasins

4. (That’s not a shelter.)

 Show image 1A-10: Pueblo

5. (That’s a shelter.)

Complete Remainder of the Lesson Later in the Day

Native Americans 1B | Introduction to Native Americans 19

Extensions 15 minutes

Native American Chart

Environment Clothing Food Shelter

Students Today

Lakota Sioux

Wampanoag

Lenape

Tell students that today you will begin a chart that will be used

throughout the rest of the domain. On a piece of chart paper,

recreate the chart shown above. Its visual representation should

provide students with an easy way to compare and contrast some

characteristics of their lives with those of some Native American

tribes of long ago (speci cally, the Lakota Sioux, the Wampanoag,

and the Lenape).

Note: You will be modeling the completion of the  rst row of the

chart today with information about your students. Tell students

that they will be more involved in completing the remaining rows in

later lessons, as they learn more about the three Native American

tribes listed.

The headers across the top of the chart should have four labels:

Environment, Clothing, Food, and Shelter. The four rows should be

labeled Students Today, Lakota Sioux, Wampanoag, and Lenape.

Remind students that, at the beginning of this lesson, they learned

that all people need food, clothing, and a place to live, but that

the types of food, clothes, and shelters look different, depending

on where people live. Tell students that this chart will help them

Introduction to

Native Americans

20 Native Americans: 1B | Introduction to Native Americans

organize the information they learn about the three tribes, to help

them better remember what food, clothing, and shelter each tribe

had.

Tell s tud ents tha t t h e  rst column, Environment, refers to the

way the area in which they live looks. For example, someone’s

environment could be in the mountains, or it could be on the

coast near the ocean, or it can be in a city. The environment

could also refer to how warm or cold an area is, whether it is

usually hot and sunny, or whether it gets lots of snow and rain.

Ask students to describe the environment in which they live.

Draw a picture or paste a photograph of your area landscape

(mountains, beach, skyscrapers, etc.) in the Students Today row

under the Environment header. Discuss with students the types

of clothing, food, and shelters used today. Remind them that a

shelter is any type of structure in which someone lives. Explain

that shelters today generally look very different from the types of

shelters in which Native American people lived long ago. Discuss

with students the types of clothing, food, and shelters with which

they are familiar today. Draw a simple representation or paste

a photograph of the clothing, food, and shelter familiar to your

students in each box across the top row.

Explain to students that over the next several days, they will be

learning about three very different Native American groups, or

tribes. As a class, they will add information to the chart to remind

them that all people need clothing, food, and shelter to live, but

that the clothes, food, and shelters of the various tribes were often

different from one another. Display the chart in the classroom for

completion during the following lessons.

Take-Home Material

Family Letter

Send home Instructional Masters 1B-1 and 1B-2.

Native Americans 2 | The Lakota Sioux and the Buffalo 21

 Lesson Objectives

Core Content Objectives

 Explain the importance of the buffalo to the Lakota Sioux

 Describe the food of the Lakota Sioux

 Describe the environment in which the Lakota Sioux lived

 Describe aspects of the Lakota Sioux culture

Language Arts Objectives

The following language arts objectives are addressed in this

lesson. Objectives aligning with the Common Core State

Standards are noted with the corresponding standard in

parentheses. Refer to the Alignment Chart for additional standards

addressed in all lessons in this domain.

Students will:

 With prompting and support, describe an illustration of a Native

American training a horse and use pictures accompanying

“The Lakota Sioux and the Buffalo” to check and support

understanding of the read-aloud

(RI.K.7)

 With assistance, categorize and organize information about the

environment, clothing, food, and shelter of the Lakota Sioux

(W.K.8)

 Provide additional detail to descriptions of the environment and

food of the Lakota Sioux by adding images to the description

(SL.K.5)

The Lakota Sioux

and the Buffalo

22 Native Americans: 2 | The Lakota Sioux and the Buffalo

Core Vocabulary

agile, adj. Able to move quickly and easily without stumbling

Example: Lakota Sioux boys played games that prepared them to be

agile hunters.

Variation(s): none

galloping, v. Moving at a fast pace

Example: All the horses were galloping toward the buffalo herd.

Variation(s): gallop, gallops, galloped

sacred, adj. Treated with respect

Example: The Lakota Sioux Indians considered the buffalo to be sacred

animals.

Variation(s): none

warriors, n. Those who are engaged in or experienced in battle

Example: The brave warriors drew their swords and rode into battle.

Variation(s): warrior

At a Glance

Exercise Materials Minutes

Introducing the Read-Aloud

Where Are We?

Essential Background Information

or Terms

Purpose for Listening

Presenting the Read-Aloud

The Lakota Sioux and the Bu alo

Discussing the Read-Aloud

Comprehension Questions

Word Work: Agile



Complete Remainder of the Lesson Later in the Day

Extensions

Native American Chart

Native American Chart;

Image Cards 1 and 2

Made from a Bu alo

Instructional Master 2B-1

Native Americans 2A | The Lakota Sioux and the Buffalo 23

Introducing the Read-Aloud 10 minutes

Where Are We?

 Show image 2A-1: Map of the Great Plains of the U.S.

Show students the area of the United States known as the Great

Plains. Tell them that a plain is a large area of fairly  at land

with lots of grass but few trees. Tell students that many Native

American tribes lived in the Great Plains long ago. One group of

tribes was known as the Sioux. Sioux tribes included Lakota Sioux

(la-

KO-tuh SOO), Dakota Sioux, and Standing Rock Sioux, among

others. Tell students that today’s read-aloud is about the Lakota

Sioux people of the Great Plains.

Essential Background Information or Terms

 Show image 2A-2: Buffalo

Tell students the name of the animal in the picture. If they are not

familiar with the buffalo, tell them that buffalo are wild animals,

both larger and stronger than most horses. Long ago, many

buffalo roamed the Great Plains. The buffalo were important to the

Lakota Sioux for many reasons.

Purpose for Listening

Tell s tud ents to lis t en to  nd out why the buffalo were so important

to the Lakota Sioux.

The Lakota Sioux

and the Buffalo

24 Native Americans: 2A | The Lakota Sioux and the Buffalo

Presenting the Read-Aloud 10 minutes

The Lakota Sioux and the Bu alo

It feels like an earthquake! A herd of buffalo thunders by,

hooves crashing. The earth trembles. With heads down, horns

thrust forward, and eyes glaring, these beasts are frightened and

dangerous!

 Show image 2A-3: Sioux hunting buffalo

Into their midst charges a group of brave Lakota Sioux warriors

on horseback.

Each man has his spear or arrow ready. He will

shoot as soon as he gets a bow’s length away—almost close

enough to reach out and touch the animal! Both of the hunter’s

hands are busy with his weapons, and he clings to the galloping

horse by the strength of his leg muscles alone.

Lakota Sioux hunters shot and killed only as many buffalo

as they needed for food, clothing, shelter, and tools. Sharing

with others was very important to the Lakota Sioux. The buffalo

killed during the hunt were divided among everyone in the tribe,

including people too old or too sick to hunt for themselves.

To have a successful buffalo hunt, both men and horses had to

be well-trained. It took months of hard work to get a horse ready.

The horse needed courage and speed to run through a rushing

herd of buffalo, coming face-to-face with a stomping, steam-

breathing, hairy beast. Horses were trained to stop immediately at

the nudge of a rider’s knees. Not every horse was brave and fast

enough to be chosen for the hunt.

 Show image 2A-4: Sioux boys playing and riding

Not every boy was brave and fast enough to be chosen for the

hunt, either. Boys began training for buffalo hunts at a young age.

They learned to ride horses well by the time they were  ve years old.

They held riding contests to see who could ride the fastest, jump

the highest, and shoot the straightest. The winners were allowed to

ride with the scouts who searched for buffalo herds before the hunt.

1 What feels like an earthquake?

Why?

2 Warriors are people who are good

at  ghting the enemy and have

been in many battles.

4 What do you see in this picture?

3 Galloping means that the horse

was running very, very fast.

Native Americans 2A | The Lakota Sioux and the Buffalo 25

Boys needed lots of practice shooting at moving targets. They

learned to be quick and agile

by playing games with hoops and

poles. Round hoops, made from bent branches, were rolled along

the ground. As the hoops spun down the hillside with buffalo

speed, boys aimed their poles through the center of the hoops.

Something called rawhide was wrapped around the hoops

that

the boys used for target practice. Rawhide is the tough, hard

leather made from a buffalo’s hide, or skin. Rawhide was used by

the Lakota Sioux for many things.

 Show image 2A-5: Drum made of rawhide

The Lakota Sioux made drums, rattles, buckets, and ropes from

rawhide. Boiled rawhide was even used to make a special glue.

The buffalo gave the Lakota Sioux almost everything they

needed for life on the Great Plains. Rawhide was pretty tough, but

the Lakota Sioux discovered ways to soften hides, turning them

into soft leather with many more uses.

 Show image 2A-6: Items made of soft leather

From this soft leather, the Lakota Sioux women made

moccasins, cradles, winter robes, bedding, shirts and dresses,

pouches, and dolls.

 Show image 2A-7: Tipi with painted images

The Lakota Sioux often painted beautiful designs or pictures on

the buffalo skin they used to make their homes. This illustration

shows a tipi on which the Lakota Sioux painted horses and buffalo.

 Show image 2A-8: Tools made from bone and horn

The bones of the buffalo were made into knives, arrowheads,

shovels, scrapers, awls (a type of needle), and paintbrush handles.

The horns were used for cups, spoons, ladles, and toys.

A part of the buffalo’s muscle, called sinew, was used as thread

for stringing bows and arrows. The hair was used for headdresses,

pillows, ropes, and ornaments.

5 or able to move quickly and easily.

6 [Point to the hoops in the image.]

26 Native Americans: 2A | The Lakota Sioux and the Buffalo

 Show image 2A-9: Food from the buffalo

The Lakota Sioux certainly knew how to make or get the things

they needed. Think of all those ways they used every part of the

buffalo. Nothing was wasted. Even the buffalo meat lasted long

after the hunt. The Lakota Sioux often made stew with the fresh

meat. They also dried buffalo meat to eat in the winter months

when food was harder to  nd. The Lakota Sioux pounded this dry

meat and mixed it with buffalo fat to make a tasty snack called

pemmican (PEM-i-can).

For the Lakota Sioux, the buffalo were sacred.

The Lakota

Sioux said special prayers to the animals before hunting and

killing them. Every year they performed a special ceremony, the

Buffalo Dance, at the start of the summer buffalo-hunting season.

The Buffalo Dance ceremony is something the Lakota Sioux still

perform today.

Discussing the Read-Aloud 15 minutes

Comprehension Questions 10 minutes

If students have dif culty responding to questions, reread pertinent

lines of the read-aloud and/or refer to speci c images. If students

give one-word answers and/or fail to use read-aloud or domain

vocabulary in their responses, acknowledge correct responses by

expanding the students’ responses using richer and more complex

language. Ask students to answer in complete sentences by

having them restate the question in their responses.

Literal How did the Lakota Sioux  nd food? (hunted buffalo on

horses with spears and arrows)

2. Inferential What are some other reasons the buffalo were

important to the Lakota Sioux?

(Answers may vary, but

should include the fact that they were used for food, to make

clothing, to make shelter, and many other things.)

3. Inferential Did all members of the tribe hunt the buffalo? (No,

boys were trained from childhood, learning the special skills

required, and then only older boys and men hunted.)

7 When something is sacred, that

means it is treated with respect.

Often people do special things

to honor what they believe to be

sacred.

Native Americans 2A | The Lakota Sioux and the Buffalo 27

4. Inferential Describe how boys trained to hunt the buffalo.

[Show image 2A-4 if students have trouble remembering.]

(horse races, hoop-and-pole game)

5. Evaluative If boys and men were trained to hunt the buffalo,

what do you think the girls and women were trained to do?

(Answers may vary.)

6. Evaluative What was the land like where the Sioux lived? ( at

plains with few trees)

So, what do you think the plains buffalo

ate?

(Answers may vary.)

[Please continue to model the Think Pair Share process for students,

as necessary, and scaffold students in their use of the process.]

I am going to ask a question. I will give you a minute to think about

the question, and then I will ask you to turn to your neighbor and

discuss the question. Finally, I will call on several of you to share

what you discussed with your partner.

Evaluative Think Pair Share: Do you think the Lakota Sioux

could have survived without the buffalo? Why or why not?

(Answers may vary.)

8. After hearing today’s read-aloud and questions and answers,

do you have any remaining questions? [If time permits, you

may wish to allow for individual, group, or class research of

the text and/or other resources to answer these remaining

questions.]

Word Work: Agile 5 minutes

1. In the read-aloud you heard, “[Boys] learned to be quick and

agile by playing games with hoops and poles.”

2. Say the word agile with me.

3. Agile means able to move quickly and lightly without bumping

into or knocking over other things.

4. The agile cat leapt across the stream from one rock to another.

5. Can you think of a time that you were agile or when you did

something in an agile way? Try to use the word agile when you

talk about it. [Ask two or three students. If necessary, guide and/

or rephrase the students’ responses: “I was agile when . . .”]

28 Native Americans: 2A | The Lakota Sioux and the Buffalo

6. What’s the word we’ve been talking about?

Use a Making Choices activity for follow-up. Divide the room into

three areas, designating one as the “agile” area, another as the

“not agile” area, and a third as the “not sure” area. Have students

begin by standing in the “not sure” area.

Directions: I am going to read some sentences. If what I read is

an example of being agile, you will quietly and carefully walk to

the “agile” area. If what I read is not an example of being agile,

you will stomp your feet over to the “not agile” area. If you cannot

decide, you will remain at your starting place in the “not sure” area.

[After students have moved to show their choices, have them also

verbalize their choices. For example, the group will say, “Walking on

tiptoes is agile.” You may want to ask students to return to the “not

sure” area between sentences, so they are always starting from a

“neutral” spot.]

1. walking on tiptoes

(Walking on tiptoes is agile.)

2. running into a tree (Running into a tree is not agile.)

3. running quickly and quietly through the woods (Running

quickly and quietly through the woods is agile.)

4. jumping from one stone to another to cross the stream

(Jumping from one stone to another to cross the stream is

agile.)

5. tripping over a branch (Tripping over a branch is not agile.)

Note: If students have already completed the Nursery Rhymes and

Fables domain, remind them of “Jack Be Nimble.” Explain to the

students that the word nimble means the same thing as the word

agile.

Complete Remainder of the Lesson Later in the Day

Native Americans 2B | The Lakota Sioux and the Buffalo 29

Extensions 15 minutes

Native American Chart

Review with students the terms in the header of the Native

American Chart. Using the  rst row of the Chart, depicting the

present-day lives of your students, review the description of the

environment in which your students live, what they wear, what they

eat, and what their homes look like.

Have students tell you the name of the tribe they learned about

in the read-aloud today. Ask them to describe the environment

in which the Lakota Sioux lived. If they have dif culty doing this,

show Image Card 1 (Great Plains Landscape), and review the

landscape. Place the Great Plains card in the Lakota Sioux row in

the Environment column.

Review each category on the chart with students: clothing, food,

and shelter. Tell students that they will learn more about the

clothing and the homes of the Lakota Sioux in the next read-aloud,

so you are going to wait to  ll in those categories. Ask students

what they think belongs in the food category. If they have dif culty

doing this, show image 2A-2 and have them name the animal.

Place Image Card 2 (Buffalo) in the Lakota Sioux row in the Food

column.



Made from a Bu alo (Instructional Master 2B-1)

Have students circle the items that might have been made from

parts of the buffalo. Follow up with a discussion of what other

things they learned about that are not included on this sheet.

The Lakota Sioux

and the Buffalo

30 Native Americans: 3 | Where’s Winona?

 Lesson Objectives

Core Content Objectives

Students will:

 Describe the nomadic lifestyle of the Lakota Sioux

 Describe the clothing and shelter of the Lakota Sioux

Language Arts Objectives

The following language arts objectives are addressed in this

lesson. Objectives aligning with the Common Core State

Standards are noted with the corresponding standard in

parentheses. Refer to the Alignment Chart for additional standards

addressed in all lessons in this domain.

Students will:

 With prompting and support, describe the connection between

the buffalo and the nomadic lifestyle of the Lakota Sioux

(RI.K.3)

 With prompting and support, describe an illustration of a

traveling Lakota Sioux family and use pictures accompanying

“Where’s Winona?” to check and support understanding of the

read-aloud

(RI.K.7)

 Use a combination of drawing, dictating, and writing to present

information about the Lakota Sioux culture

(W.K.2)

 With assistance, categorize and organize information about the

environment, clothing, food, and shelter of the Lakota Sioux

(W.K.8)

 Provide additional detail to descriptions of the clothing and

shelter of the Lakota Sioux by adding images to the description

(SL.K.5)

 Explain the meaning of “practice makes perfect” and use in

appropriate contexts

(L.K.6)

Where’s Winona?

Native Americans 3 | Where’s Winona? 31

 Prior to listening to “Where’s Winona?” identify orally what they

know and have learned about the Lakota Sioux

Core Vocabulary

chief, n. The head or ruler of a tribe or clan

Example: The chief was shown much respect in Native American tribes.

Variation(s): chiefs

mischief, n. Behavior that can be annoying or against the rules

Example: Tashna was always getting into mischief by playing jokes on

her friends.

Variation(s): none

parﬂ eche, n. (

PAR- esh) A bag made from untanned and hairless animal

hides

Example: The women each made a par eche to hold their belongings

on the trip north.

Variation(s): none

travois, n. (truh-

VOY) A type of sled consisting of a frame slung between

two poles and pulled by a dog or horse

Example: The Lakota Sioux family piled all their belongings onto the

travois when they moved to the summer camp.

Variation(s): travois (truh-

VOIZ)

At a Glance

Exercise Materials Minutes

Introducing the Read-Aloud

What Have We Already Learned?

Native American Chart

Purpose for Listening

Presenting the Read-Aloud

Where’s Winona?

Discussing the Read-Aloud

Comprehension Questions

Word Work: Mischief



Complete Remainder of the Lesson Later in the Day

Extensions

Native American Chart

Native American Chart; Image

Cards 3–5

15The Lakota Sioux Culture

Sayings and Phrases: Practice

Makes Perfect

Instructional Master 3B-1;

drawing tools

32 Native Americans: 3A | Where’s Winona?

Introducing the Read-Aloud 10 minutes

What Have We Already Learned?

Display the Native American Chart, reminding students that in the

last read-aloud they learned about a Native American tribe called

the Lakota Sioux. Ask, “Where did the Lakota Sioux live?” (Great

Plains) “How did the Lakota Sioux get their food?” (hunting) “What

did they eat?” (buffalo) Tell students that today they will learn more

about the clothing and the houses of the Lakota Sioux.

Purpose for Listening

Tell students today’s story is about a Lakota Sioux girl named

Mapiya (mah-

PEE-yah). Tell them to listen carefully to  nd the

answers to two questions: What kind of clothes do Mapiya and her

family wear? What type of house do they live in?

Where’s Winona?

Native Americans 3A | Where’s Winona? 33

Presenting the Read-Aloud 10 minutes

Where’s Winona?

 Show image 3A-1: Mapiya

This is Mapiya, a Lakota Sioux girl. Why do you think she looks

so happy?

Every year Mapiya looks forward to moving with her

family to their summer camp. After several days of traveling from

their winter camp, they have  nally arrived at Mapiya’s favorite

place. They have moved here to hunt buffalo. While the men hunt

for buffalo, Mapiya and her family will live in this special spot with

other Lakota Sioux families until the days shorten, signaling fall.

 Show image 3A-2: Mapiya’s family

This is Mapiya’s family: her mother; her father; her grandmother;

her little sister, Tashna (TASH-nah); and her baby brother, Chetan

(sh-THAN). Do you see anything in the picture that is made from

buffalo skins? Yes, their clothes and moccasins are made of

buffalo skins. And their tipis, or houses, are made from the buffalo,

too.

Think how easy it would be to carry your house with you

if you lived in a tipi. Tipis are easily taken apart and put back

together again.

Look closely at the picture. Do you see the two poles near

the horse’s head? A frame is connected to the poles behind the

horse, forming a travois (truh-

VOY),

a type of sled used to pull the

family’s tipi and other belongings.

 Show image 3A-3: Mapiya’s family traveling

Mapiya’s mother is the one who always packs and unpacks

the tipi and belongings. Before leaving the winter camp, Mapiya’s

mother piled their clothing, blankets, and rugs onto the backs

of horses. Many things were loaded onto a travois. Even

Grandmother and Tashna rode on a travois!

Chetan traveled in a

cradleboard on Mother’s back.

1 [Pause for responses.]

2 [Point to the tipis in the picture. ]

4 What do you see in this picture?

Mapiya and her family never stay

in one place for long. Lakota Sioux

families moved frequently, following

the bu alo across the plains.

5 A cradleboard is a board that many

Native American tribes used to

carry babies around. [Point to the

cradleboard on the back of the

woman on the right side of the

image.]

3 [Point to the travois in the picture.]

34 Native Americans: 3A | Where’s Winona?

 Show image 3A-4: Mapiya packing her doll

Mapiya packed her toys into a parﬂ eche (PAR- esh), a small bag

made of buffalo hide.

She took special care with her doll, Winona,

wrapping her up in a little fur blanket before putting her into the

par eche. Mother made Winona for Mapiya. Mother also helped

Mapiya sew clothes and little beaded moccasins for the doll.

Mapiya loves Winona very much.

 Show image 3A-5: Sioux camp

The Lakota Sioux are busy setting up their new summer camp.

Their tipis form a circle with all the doorways facing in the same

direction—east, away from the strong winds that blow across

the plains from the west. They are set up in order of the family’s

importance. Since the chief is the person in charge of the tribe,

his tipi is the most important. Mapiya’s father is a respected hunter

and warrior, or  ghter, so his family’s tipi is placed near the chief’s.

 Show image 3A-6: Mapiya’s mother leaning a cradleboard against the tree

Mapiya’s family will raise its tipi beside some cottonwood trees.

Mother leans Chetan’s cradleboard against a tree trunk in the

shade. He is fast asleep. Mapiya usually has to watch over little

Tashna, but today Grandmother will look after her. She will take

her over to visit Mapiya’s aunt because her tipi has been raised

already. Mapiya is glad to be given a break. Tashna is always

getting into mischief!

 Show image 3A-7: Mapiya’s mother erecting the tipi

Mother starts raising the tipi’s frame with its long, thin, wooden

poles. To build the tipi, Mother ties three poles together. Using a

long rope, she pulls them upright to form the shape of a triangle.

This makes a strong base. Then she adds more poles to the frame,

leaning them against the notch formed by the three poles at the

top.

6 [Point to the par eche in the

picture.]

7 What are moccasins?

8 Getting into mischief means

getting into trouble by doing

something naughty.

9 What do you think is happening in

this picture? Describe what kinds of

things Mapiya and her mother are

wearing.

Native Americans 3A | Where’s Winona? 35

The tipi cover is attached to the last pole. Lifting that pole up

at the back of the tipi, Mother leans it onto the other poles. Then

Mapiya helps her pull the cover around the poles, making the walls

of the tipi. They join the two sides of the cover with pegs, leaving

an opening for the doorway under the last peg. During the hot

summer months, they will roll the tipi cover up from the bottom to

let in air. The smoke hole at the top of the tipi can be opened and

closed too, allowing smoke to escape or air to  ow in.

 Show image 3A-8: Mapiya looking for her doll

At last the tipi is completed. Mapiya thinks about her own toy

tipi. She wants to set it up for her doll, Winona. Mapiya took the

toy tipi apart before packing it and will put it together again just as

her mother did with the family’s tipi. By copying her mother in her

play, Mapiya learns how to do things she will have to do when she

is a grown-up.

Mapiya  nds the par eche in which she packed her toys lying

open on the ground. She reaches inside and pulls out the soft

deerskin tipi cover and little wooden poles. Winona’s little fur

blanket is there too. But Winona is not inside the blanket. Mapiya

pulls everything out of the bag. No Winona!

Worried, Mapiya searches through the other bags. But her doll

is not inside any of them. Did Winona fall out of the bag while the

family was traveling here? Is the little doll lost in the long grass

that covers the plains? So much grass! Such a long trip! If Winona

fell out along the way, how will Mapiya  nd her?

 Show image 3A-9: Mapiya talking to her father about her lost doll

Mapiya’s father  nds her searching for Winona in the long grass.

“Have you seen my doll?” Mapiya asks him.

“No,” he answers.

“I found my par eche open. Maybe Winona fell out along the

way!”

10 What do you think happened to

Mapiya’s doll, Winona?

36 Native Americans: 3A | Where’s Winona?

“Don’t worry,” Father says. “I was the one who took all the

par eche off the horses when we got here. None of them were

open. Your doll could not have fallen out along the way.”

 Show image 3A-10: Family scene; Mapiya’s mother cooking

Mapiya joins her mother, who has made a  re and is starting to

cook. Father tightens his bow as Chetan continues to sleep.

“Mother, have you seen Winona?” asks Mapiya.

“No,” says mother. “I haven’t seen your doll.”

 Show image 3A-11: Mapiya cheering up Chetan

Just then Chetan wakes up and starts to cry. Of all the family,

Mapiya is the best at getting Chetan to stop crying. She goes over

to the tree, makes a silly face, and sticks out her tongue. Chetan

stops crying. He laughs and laughs.

And that’s when Mapiya sees them!

Two little beaded

moccasins poking upside down from the cradleboard! She tugs

hard. Out come the legs, then the dress, then the arms and head

of Winona! Mapiya gives Winona a big hug.

Mapiya asks, “How did you get in there, silly girl?”

 Show image 3A-12: Tashna taking Mapiya’s doll out of her hands and back

to Chetan

At that moment, Tashna toddles over from Auntie’s tipi, with

Grandmother trying her best to keep up. Tashna sees the doll.

“Nona!” she exclaims. She pulls Winona out of Mapiya’s hand and

sticks the doll back inside Chetan’s cradleboard.

“Now I know who did it!” says Mapiya. “It was Little Sister!”

“You are right, Mapiya!” says Mother. “I suppose tomorrow I will

have to make Tashna a doll of her own.”

11 Where do you think Winona is?

12 Do you see what Mapiya sees?

13 So, who do you think put Winona

inside Chetan’s cradleboard?

Native Americans 3A | Where’s Winona? 37

Discussing the Read-Aloud 15 minutes

Comprehension Questions 10 minutes

If students have dif culty responding to questions, reread pertinent

lines of the read-aloud and/or refer to speci c images. If students

give one-word answers and/or fail to use read-aloud or domain

vocabulary in their responses, acknowledge correct responses by

expanding the students’ responses using richer and more complex

language. Ask students to answer in complete sentences by

having them restate the question in their responses.

Literal In what kind of house did Mapiya and her family live? (tipi)

2. Inferential Describe the clothes that Mapiya and her family wore.

(dresses, long pants, and moccasins made of buffalo skins)

3. Literal Did Mapiya and her family live in one place all the time?

How often and why did her family move?

(No, they moved to

hunt buffalo. Mapiya and her family moved between a winter

camp and a summer camp twice a year.)

4. Inferential Describe how you would set up a tipi. (tying three

poles together as a frame, adding more poles, attaching the

tipi cover)

5. Literal How did Mapiya learn to set up a tipi? (by helping her

mother and setting up her doll’s tipi)

6. Evaluative The title of today’s read-aloud is “Where’s

Winona?” Who was Winona?

(Mapiya’s doll) Why do you think

this is the title of the read-aloud?

(Mapiya couldn’t  nd her

when they  rst arrived at their new location.)

[Please continue to model the Think Pair Share process for students,

as necessary, and scaffold students in their use of the process.]

I am going to ask a question. I will give you a minute to think about

the question, and then I will ask you to turn to your neighbor and

discuss the question. Finally, I will call on several of you to share

what you discussed with your partner.

Evaluative Think Pair Share: Would you have wanted to

live with Mapiya’s family and the Sioux? Why or why not?

(Answers may vary.)

38 Native Americans: 3A | Where’s Winona?

8. After hearing today’s read-aloud and questions and answers,

do you have any remaining questions? [If time permits, you may

wish to allow for individual, group, or class research of the text

and/or other resources to answer these remaining questions.]

Word Work: Mischief 5 minutes

1. In the read-aloud you heard, “Tashna is always getting into

mischief.”

2. Say the word mischief with me.

3. Getting into mischief is being naughty, or getting into harmless

trouble.

4. When Raj’s grandmother saw him digging up her plants, she

told him to stop getting into mischief.

5. Have you ever gotten into mischief? Try to use the word mischief

when you talk about it. [Ask two or three students. If necessary,

guide and/or rephrase the students’ responses: “One time I got

into mischief when . . .”]

6. What’s the word we’ve been talking about?

Use a Making Choices activity for follow-up. Directions: I am going

to describe some things that may or may not describe getting into

mischief. If you think what I describe is an example of getting into

mischief, say, “That is getting into mischief.” If you do not think so,

say, “That is not getting into mischief.”

1. Carl put a  y in his sister’s water glass.

(That is getting into

mischief.)

2. Tanya opened the door for her mother. (That is not getting into

mischief.)

3. Derek carefully put his toys back in their correct places. (That

is not getting into mischief.)

4. Maya pulled the blankets off the bed that her mother had just

made.

(That is getting into mischief.)

5. Angelou poked his sister’s back. (That is getting into mischief.)

Complete Remainder of the Lesson Later in the Day

Native Americans 3B | Where’s Winona? 39

Extensions 15 minutes

Native American Chart

Review the Native American Chart from Lessons 1 and 2. Remind

students that the Lakota Sioux lived on the Great Plains and ate

buffalo. Tell students that they should now be able to complete the

chart with the clothing and shelter categories for the Lakota Sioux.

Ask students to describe the clothing worn by Lakota Sioux

women and girls. Then, show students Image Card 3 (Lakota

Sioux Women’s Clothing). Ask them to describe the clothing worn

by Lakota Sioux men and boys. Show students Image Card 4

(Lakota Sioux Men’s Clothing). Place these cards in the Lakota

Sioux row in the Clothing column.

Ask students what type of house Mapiya and her family had. Show

students Image Card 5 (Tipi), and place it in the Lakota Sioux row

in the Shelter column.



The Lakota Sioux Culture (Instructional Master 3B-1)

Refer to Instructional Master 3B-1 for the full directions. Circulate

among students as they work on drawings about the Lakota Sioux,

asking them questions and encouraging them to use the domain

vocabulary. You may wish to have students reference the Native

American Chart as they work on this exercise.

Sayings and Phrases: Practice Makes Perfect

Ask students if they have ever heard the phrase “practice makes

perfect.” Ask them when they have heard it and what it may mean.

Explain to students that “practice makes perfect” means that one

can get better and better at doing something by practicing a lot,

doing it over and over and over again.

Where’s Winona?

40 Native Americans: 3B | Where’s Winona?

Have students think about the read-alouds they have heard about

the Lakota Sioux. What kinds of things did the Sioux practice over

and over again to become good at? Did Mapiya do anything over

and over again so that she would eventually become good at it?

What did the young boys practice to “perfection”? Have students

describe ways in which they have improved their own performance

through practice.

Native Americans 4 | Little Bear Goes Hunting 41

 Lesson Objectives

Core Content Objectives

Students will:

 Describe the nomadic lifestyle of the Lakota Sioux

 Describe the food and shelter of the Lakota Sioux

 Describe the environment in which the Lakota Sioux lived

 Describe aspects of the Lakota Sioux culture

Language Arts Objectives

The following language arts objectives are addressed in this

lesson. Objectives aligning with the Common Core State

Standards are noted with the corresponding standard in

parentheses. Refer to the Alignment Chart for additional standards

addressed in all lessons in this domain.

Students will:

 With prompting and support, describe Little Bear as the main

character in “Little Bear Goes Hunting”

(RL.K.3)

 With prompting and support, describe the connection between

the buffalo and the nomadic lifestyle of the Lakota Sioux

(RI.K.3)

 Ask questions beginning with who, what, where, when, and why

(L.K.1d)

 Identify new meanings for the word plain and apply them

accurately

(L.K.4a)

 Prior to listening to “Little Bear Goes Hunting,” identify orally

what they know and have learned about Lakota Sioux culture

Little Bear Goes Hunting

42 Native Americans: 4 | Little Bear Goes Hunting

Core Vocabulary

ﬁ nally, adv. After everything else; at the end of a process

Example: First Juan washed his hands, then he peeled the banana, and

 nally he ate his snack.

Variation(s): none

horizon, n. The place off in the distance where the land appears to meet

the sky

Example: When the captain looked at the horizon, he saw the sails of a

tall ship appear.

Variation(s): horizons

hunting party, n. A group of people who gather speci cally to  nd and kill

animals for food or sport

Example: The hunting party set off in the early morning hours to  nd the

herd of buffalo.

Variation(s): hunting parties

succulent, adj. Full of juice

Example: The tomatoes we picked off the vine in August were succulent

and tasty.

Variation(s): none

At a Glance

Exercise Materials Minutes

Introducing the Read-Aloud

What Have We Already Learned?

“Native American” chart

Essential Background Information

or Terms

Purpose for Listening

Presenting the Read-Aloud

Little Bear Goes Hunting

Discussing the Read-Aloud

Comprehension Questions

Word Work: Succulent



Complete Remainder of the Lesson Later in the Day

Extensions

Multiple Meaning Word Activity:

Plain

Poster 2M: Plain

Syntactic Awareness Activity:

Asking Questions

Vocabulary Instructional Activity:

Finally

Take Home Material

Family Letter

Instructional Master 4B-1 *

Native Americans 4A | Little Bear Goes Hunting 43

Introducing the Read-Aloud 10 minutes

What Have We Already Learned?

Display the “Native American” chart, reminding students that the

last few read-alouds have been about the same Native American

tribe. Ask students if they remember the name of that tribe.

(Lakota Sioux) Review information about the Lakota Sioux by

asking the following questions:

• Where did the Lakota Sioux live? (The Great Plains)

• How did they get their food? (hunting)

• What was one of the main foods they ate? (buffalo meat)

• What was the name given to the houses in which the Lakota

Sioux lived? (tipis)

Essential Background Information or Terms

 Show image 4A-2: Herd of buffalo

Ask students what animal they see in this image. (buffalo) Explain

to students that buffalo traveled across the Great Plains in herds,

or groups. Ask students, “What is this herd of buffalo doing in this

image?” (moving; traveling) Explain to students that the buffalo

had to move across the Plains in search of their food supply—

grass. As the buffalo traveled to  nd their food supply, the Native

American tribes who hunted the buffalo followed them.

Purpose for Listening

Tell students that today they will hear more about the Lakota Sioux

and about a young Lakota Sioux boy named Little Bear. Tell them

to listen carefully to  nd out more about the Lakota Sioux people

and about buffalo hunting.

Little Bear Goes Hunting

44 Native Americans: 4A | Little Bear Goes Hunting

Presenting the Read-Aloud 10 minutes

Little Bear Goes Hunting

 Show image 4A-1: Little Bear waking before sunrise

Little Bear woke up before the sun did. Today was a very

important day. Now that Little Bear was ten years old, he would be

allowed to hunt the buffalo. Little Bear was not frightened. He was

excited, even though a buffalo can weigh as much as ten grown

men.

Little Bear was a Lakota Sioux Indian. He lived on the Great Plains

with his family. This area, called a plain, was fairly  at and was  lled

with grass and buffalo.

His home was wherever his family and

their group of relatives placed their tipis, and that depended on the

buffalo.

 Show image 4A-2: Herd of buffalo

The buffalo lived on the Great Plains, too. However, large herds

of buffalo moved from place to place. They moved as they grazed

on the wild grasses that grow across this wide stretch of land.

Because the buffalo was their main food supply, the Lakota Sioux

moved with the herds.

The buffalo provided Little Bear’s people

with fresh meat. The meat could also be dried and turned into

pemmican. Pemmican could be stored for later use, especially in

the cold winter months.

In fact, almost every part of the buffalo had a special use for

Little Bear’s people. The buffalo provided them with warm fur. Its

hair was used to make rope. Buffalo bones were used to make

knives, axes, and hammers. Even toys were made from the bones

of a buffalo.

 Show image 4A-3: Lakota Sioux women making clothes and moccasins

Buffalo skin was also used to make tipis, clothes, bedding, and

moccasins. Making these things was a job for women and girls.

When he was younger, Little Bear had watched his grandmother,

mother, and sisters while they worked.

1 [Point to the tipi in the

foreground.] Who remembers

what this Lakota Sioux home is

called?

2 Here the word plain describes a

part of the United States where the

land is  at and has lots of grass but

very few trees. The word plain can

also mean simple and not fancy.

3 So where Little Bear and his family

lived depended on the bu alo.

What does that mean?

4 During what season did the Lakota

Sioux hunt bu alo? (summer)

5 You heard in “Where’s Winona?”

that Lakota Sioux women

performed another job. Do you

remember what that was? (setting

up the tipi in a new camp)

Native Americans 4A | Little Bear Goes Hunting 45

In using the hide of the buffalo to make clothing, it  rst had to

be stretched and scraped. Then it was soaked and dried several

times. After that, it was pulled and stretched to make it soft.

Finally,

it was ready to be cut and sewn into the things Little

Bear’s people needed. Little Bear’s sister had made him his  rst

pair of moccasins, which were made more beautiful with the

addition of attractive beading art.

 Show image 4A-4: Little Bear and his brother’s horse

Little Bear dressed quickly and then stepped outside of his

family tipi. The rising sun was now just a faint glimmer on the

horizon.

Even without the sun, it was already warm. Little Bear

looked around. No one else had woken up yet. He was the only

one, and this made the day seem even more important. Little Bear

sniffed the air the way his grandfather did. He could not smell rain.

He could smell the remains of the  res that had burned the night

before. Buffalo meat had been cooked on those  res. Little Bear

could still taste the succulent meat.

Little Bear made his way to where the horses that chased the

buffalo grazed. Today he would ride his brother’s horse when he

went hunting. He would also carry a bow and arrow. His father had

crafted his bow and arrow for him, though Little Bear had helped

to shape the arrow tip.

Hunting the buffalo was not easy. These animals could run like

the wind. It often took several men to take down one buffalo. Little

Bear hoped that he would be brave. He wanted his father to be

proud of him, the way he was proud of Little Bear’s older brother.

Little Bear stroked his brother’s horse and whispered to him. He

asked the horse to help him catch the buffalo. The horse nuzzled

Little Bear as he spoke to him. Little Bear laughed as the horse’s

mane tickled his nose.

6 [Point to the stretched hide in the

image.]

7 or lastly

8 The horizon is the place o in the

distance where the land seems to

meet the sky.

9 Succulent means very juicy and

tasty.

46 Native Americans: 4A | Little Bear Goes Hunting

 Show image 4A-5: Little Bear and his mother

Before long, the sun began to rise. Little Bear noticed that other

people had woken up and were emerging from their tipis. He saw

his mother begin to breathe life back into their  re. She, along with

his sisters, would prepare food for the hunting party.

Then it

would be time to go.

Little Bear made his way back to his tipi. He sat on the ground

beside his mother. His mother smiled at him and tousled his hair.

“You will be a brave buffalo hunter just like your brother,” Little

Bear’s mother said to him.

Little Bear smiled at his mother. He knew she was wise and

kind. He loved her very much.

Before long, Little Bear was joined by his grandfather, father,

and brother. When all the men were gathered around the  re, Little

Bear’s mother and sisters served them buffalo stew. It tasted good.

 Show image 4A-6: Little Bear setting off with the hunting party

Then it was time to go. The men and boys, including Little Bear,

mounted their horses. As they rode out of their village, Little Bear

looked back at his mother. She was still standing by the  re. She

smiled at him, and then she put her hand on her heart.

“She is telling me I will be a brave hunter,” said Little Bear to

himself. With that thought in mind, Little Bear smiled at his mother

and then galloped off to hunt the buffalo for the very  rst time.

10 A hunting party is a group of

people who go out together to

hunt. This type of party is not a

celebration like a birthday party.

Native Americans 4A | Little Bear Goes Hunting 47

Discussing the Read-Aloud 15 minutes

Comprehension Questions 10 minutes

If students have dif culty responding to questions, reread pertinent

lines of the read-aloud and/or refer to speci c images. If students

give one-word answers and/or fail to use read-aloud or domain

vocabulary in their responses, acknowledge correct responses by

expanding the students’ responses using richer and more complex

language. Ask students to answer in complete sentences by

having them restate the question in their responses.

Literal Who is the main character in this story? (a young

Lakota Sioux boy named Little Bear)

2. Literal What is the name of the Native American tribe that

Little Bear belongs to?

(Lakota Sioux)

3. Inferential Describe the land where Little Bear and his family

live.

(the Great Plains; the land is mostly  at and contains wild

grasses and very few trees)

4. Inferential What is the name of the type of house in which Little

Bear and his family live?

(tipi) Do Little Bear and his family keep

their tipi in the same place all the time or do they pack it up

and move it around from place to place?

(They move their tipi

around from place to place.)

Why do the Lakota Sioux move

from place to place rather than stay in one area?

(They move to

follow the buffalo herd.)

5. Literal What is the main source of food for the Lakota Sioux?

(buffalo) What is Little Bear preparing to do for the  rst time in

this story?

(go on a buffalo hunt) Who else went on the buffalo

hunt?

(men and older boys)

6. Literal The Lakota Sioux women did not go on the buffalo

hunt, but what did they make for the family?

(clothing and

moccasins)

Where did they get the material to make the

clothing and the moccasins?

(from the buffalo skin)

[Please continue to model the Think Pair Share process for students,

as necessary, and scaffold students in their use of the process.]

I am going to ask a question. I will give you a minute to think about

the question, and then I will ask you to turn to your neighbor and

48 Native Americans: 4A | Little Bear Goes Hunting

discuss the question. Finally, I will call on several of you to share

what you discussed with your partner.

Evaluative Think Pair Share: [Show image 4A-6.] At the end

of this story, Little Bear was going with the hunting party on

his  rst buffalo hunt. How do you think he felt when he was

leaving the camp to go on the hunt?

(Answers may vary.)

8. After hearing today’s read-aloud and questions and answers,

do you have any remaining questions? [If time permits, you

may wish to allow for individual, group, or class research of

the text and/or other resources to answer these questions.]

Word Work: Succulent 5 minutes

1. In the read-aloud you heard, “Little Bear could still taste the

succulent [buffalo] meat.”

2. Say the word succulent with me.

3. If something is succulent, it is juicy, and if it is food, it usually

tastes very good.

4. I love to eat grapes right off the vine because they are so

succulent.

5. Have you ever tasted something that was succulent? What was

it? Try to use the word succulent when you describe what you ate.

[Ask two or three students. If necessary, guide and/or rephrase the

students’ responses: “I once ate and it was succulent.”]

6. What’s the word we’ve been talking about?

Use a Making Choices activity for follow-up. Directions: I am going

to say several types of food. If what I say could be described as

succulent, say, “That is succulent.” If what I say would not be

succulent, say, “That is not succulent.”

1. a plump, red tomato

(That is succulent.)

2. a dried piece of toast (That is not succulent.)

3. freshly picked strawberries (That is succulent.)

4. a moldy piece of cheese (That is not succulent.)

5. a stale hamburger bun (That is not succulent.)

Complete Remainder of the Lesson Later in the Day

Native Americans 4B | Little Bear Goes Hunting 49

Extensions 15 minutes



Multiple Meaning Word Activity

Sentence in Context: Plain

1. [Show Poster 2M: Plain.] In the read-aloud you heard, “Little

Bear was a Lakota Sioux Indian. He lived on the Great Plains

with his family. This area, called a plain, was fairly  at and was

 lled with grass and buffalo.” In this sentence, plain means a

large,  at open land. [Have a student point to the picture on

the poster of a plain.]

2. Plain also means something else. Plain is used to describe

something that is not decorated and looks simple. [Have a

student point to the part of the poster that shows this.]

3. Now with your neighbor, make a sentence for each meaning of

plain. Try to use complete sentences. I will call on a few of you

to share your sentences. [Ask two or three students to share

their sentences.]



Syntactic Awareness Activity

Asking Questions

 Show image 4A-4: Little Bear and his brother’s horse.

Directions: Look at the picture. You and your neighbor will be

asking and answering questions based on what you heard in the

read-aloud and what you see in the picture. When you ask the

question, pretend you are asking Little Bear that question. When

you answer the question, pretend you are Little Bear answering

the question.

[Note that there may be variations in the different questions

and answers created by students. Allow for these variations

and restate students’ questions and answers so that they are

grammatically correct.]

Little Bear Goes Hunting

50 Native Americans: 4B | Little Bear Goes Hunting

1. First, one of you should make up a question to ask Little Bear

using the word who. Then your partner should answer that

question as Little Bear would answer it.

2. Next, one of you should make up a question to ask Little Bear

using the word what. Then your partner should answer that

question as Little Bear would answer it.

3. Next, one of you should make up a question to ask Little Bear

using the word when. Then your partner should answer that

question as Little Bear would answer it.

4. Next, one of you should make up a question to ask Little Bear

using the word where. Then your partner should answer that

question as Little Bear would answer it.

5. Finally, one of you should make up a question to ask Little

Bear using the word why. Then your partner should answer

that question as Little Bear would answer it.

Variation: Do this activity as a class with one group asking

questions and the other group answering.



Vocabulary Instructional Activity

Word Work: Finally

1. In the read-aloud you heard, “In using the hide of the buffalo

to make clothing, it  rst had to be stretched and scraped.

Then it was soaked and dried several times. After that, it was

pulled and stretched to make it soft. Finally, it was ready to be

cut and sewn into the things Little Bear’s people needed.”

2. Say the word ﬁ nally with me.

3. Finally is a word you use to mean “at last” or “at the end.”

4. After baking the cupcakes for twenty- ve minutes, Aunt Rose

 nally pulled them out of the oven.

5. Have you ever heard someone tell you how to do something?

People often use the word ﬁ nally to describe the last step. Tell

your neighbor how to do something. Use ﬁ nally to describe

the last step. [Ask two or three students. If necessary, guide

and/or rephrase the students’ responses for complete

sentences using the word ﬁ nally.]

Native Americans 4B | Little Bear Goes Hunting 51

6. What’s the word we’ve been talking about?

Use a Sharing activity for follow-up. Directions: You are giving

someone instructions when you tell him or her how to do

something. When you tell your partner how to do this activity, be

sure to use ﬁ rst, second, etc., in your instructions. Use the word

ﬁ nally to describe what you do last.

[Prior to students verbalizing the steps involved in washing one’s

hands, you may wish to pantomime the activity and invite students

to join you in the pantomime.]

• Washing your hands

Take-Home Material

Family Letter

Send Home Instructional Master 4B-1

52 Native Americans | Pausing Point

Note to Teacher

You should pause here and spend one day reviewing, reinforcing,

or extending the material taught thus far.

You may have students do any combination of the activities listed

below, but it is highly recommended you use the Mid-Domain

Student Performance Task Assessment to assess students’

knowledge of Native Americans. The other activities may be done

in any order. You may also choose to do an activity with the whole

class or with a small group of students who would bene t from the

particular activity.

Core Content Objectives Up to This Pausing Point

Students will:

• Recall that Native Americans were the  rst-known inhabitants of

North America

• Explain that there are many tribes of Native Americans

• Explain that although there are many diverse tribes of Native

Americans, they all needed food, clothing, and shelter to survive

• Explain the importance of the buffalo to the Lakota Sioux

• Describe the nomadic lifestyle of the Lakota Sioux

• Describe the food, clothing, and shelter of the Lakota Sioux

• Describe the environment in which the Lakota Sioux lived

• Describe aspects of the Lakota Sioux culture

Pausing Point

Native Americans | Pausing Point 53

Student Performance Task Assessment



The Great Plains (Instructional Master PP-1)

One blank sheet of paper per student; scissors; glue or tape

Instructional Master PP-1 contains six images, four of which

represent things associated with either the Great Plains or

elements of Lakota Sioux culture, and two of which do not. Have

students cut out the four images that relate to the Lakota Sioux

and glue or tape them on the blank sheet of paper.

Activities

Image Review

You may show the images from any read-aloud again and have

students retell the read-aloud using the images.

Riddles for Core Content

Ask students riddles such as the following to review core content:

• I am made from buffalo hide, and I keep out the cold wind that

blows across the plains. I am a home for people. What am I?

(tipi)

• I am made from buffalo hide, and I am worn on the feet of men

and boys, women and girls. What am I?

(a pair of moccasins)

• I am an animal that was very important to the Lakota Sioux

people. What animal am I?

(buffalo)

• I am grassy,  at land where buffalo roam. What am I? (The Great

Plains or plains)

Class Book: An Alphabet of the Lakota Sioux

Materials: Drawing paper, drawing tools, chart paper

Tell students that they are going to make an alphabet book to help

them remember what they have learned thus far in this domain.

Have students brainstorm important information about the Lakota

Sioux. Write their words on chart paper, underlining the beginning

letters of each word. If some words begin with the same letter,

54 Native Americans | Pausing Point

decide which word would be easiest to illustrate. Have each

student choose one word to illustrate and then write a caption for

the picture. Tell students that they do not have to use all twenty-

six letters of the alphabet right now because they will be adding

more pages upon completion of the entire domain.

Domain-Related Trade Book or Student Choice

Materials: Trade book

You may choose to read a trade book to reinforce the core

content addressed so far; refer to the trade books listed in the

Introduction. You may also have students select a read-aloud to

be heard again.

Key Vocabulary Brainstorming

Materials: Chart paper, chalkboard, or whiteboard

Give students a key vocabulary word such as warriors. Have them

brainstorm everything that comes to mind when they hear the

word, such as “Native Americans who fought in battle, brave men,

men only, etc.” Record their responses on a piece of chart paper, a

chalkboard, or a whiteboard for reference.

You Were There: Bu alo Hunt

Have students pretend that they are on a buffalo hunt and act

out the hunt with you. You may wish to create a classroom tipi

using a blanket and desks and/or chairs. Ask students to describe

what they see and hear, and how they feel. For example, they

may describe the dif culty of holding onto the horse, of throwing

a spear, or of shooting an arrow. They may describe the noise of

the hooves and the panting of the animals. When they return from

the “hunt,” they may wish to create decorations for the tipi that

describe their adventures.

Native Americans 5 | Bear, Gull, and Crow 55

 Lesson Objectives

Core Content Objectives

Students will:

 Describe the food, clothing, and shelter of the Wampanoag

 Describe the environment in which the Wampanoag lived

 Describe aspects of Wampanoag culture

 Identify the Wampanoag as a tribe that settled in a particular

area rather than one that moved from place to place

Language Arts Objectives

The following language arts objectives are addressed in this

lesson. Objectives aligning with the Common Core State

Standards are noted with the corresponding standard in

parentheses. Refer to the Alignment Chart for additional standards

addressed in all lessons in this domain.

Students will:

 With prompting and support, describe the characters in “Bear,

Gull, and Crow”

(RL.K.3)

 Listen to, understand, and recognize “Bear, Gull, and Crow” as a

 ctional story

(RL.K.5)

 With prompting and support, describe the connection between

the Wampanoag’s environment and their non-nomadic lifestyle

(RI.K.3)

 With prompting and support, describe an illustration of a bear, gull,

and crow and use pictures accompanying “Bear, Gull, and Crow” to

check and support understanding of the read-aloud

(RI.K.7)

 With prompting and support, compare and contrast the nomadic

Lakota Sioux with the non-nomadic Wampanoag

(RI.K.9)

Bear, Gull, and Crow

56 Native Americans: 5 | Bear, Gull, and Crow

 With assistance, categorize and organize information about the

environment, clothing, food, and shelter of the Wampanoag

(W.K.8)

 Provide additional detail to descriptions of the environment,

clothing, food, and shelter of the Wampanoag by adding images to

the descriptions

(SL.K.5)

 Distinguish “Bear, Gull, and Crow” as a text based on fantasy

rather than a realistic text

Core Vocabulary

bay, n. An area of the sea that is enclosed by a deep curve in the coastline

Example: The Wampanoag often went out to the bay to collect clams.

Variation(s): bays

feast, v. To partake of a large meal; to eat heartily

Example: Every Thanksgiving my family likes to feast on turkey, mashed

potatoes, stuf ng, green beans, cranberries, and pumpkin pie.

Variation(s): feasts, feasted, feasting

rockweed, n. Greenish-brown rubbery seaweed that grows on rocks in

coastal areas

Example: The Wampanoag placed rockweed beneath the clams to

protect them from being scorched by the hot  re rocks at the clambake.

Variation(s): none

wading, v. Walking through shallow water

Example: Jim and his father went wading in the river to look for

craw sh.

Variation(s): wade, wades, waded

At a Glance

Exercise Materials Minutes

Introducing the Read-Aloud

Essential Background Information

or Terms

Where Are We?

Purpose for Listening

Presenting the Read-Aloud

Bear, Gull, and Crow

Discussing the Read-Aloud

Comprehension Questions

Word Work: Feast

drawing paper, drawing tools 5



Complete Remainder of the Lesson Later in the Day

Extensions

Native American Chart

Native American Chart;

Image Cards 6-9

Native Americans 5A | Bear, Gull, and Crow 57

Introducing the Read-Aloud 10 minutes

Essential Background Information or Terms

 Show image 5A-1: Clams

Ask students if they know what type of food is shown in

this picture. Explain to students that these are clams, a type of

shell sh that lives in the ocean. Ask students if they have ever

eaten clams.

Where Are We?

 Show image 5A-2: U.S. Map, highlighting Rhode Island and Massachusetts

Tell students that the story they will hear is set in an area that

today is where the states of Rhode Island and Massachusetts are

located, in the northeastern part of the United States. Explain that

this area borders the Atlantic Ocean and has many waterways, but

it also has forests a little farther inland. Explain to students that the

tribe they will hear about today, the Wampanoag (

WAHMP-ann-oh-

ag), lived in this area.

Purpose for Listening

Tell students to listen to the story about three characters named

Gull, Bear, and Crow who lived near the Wampanoag tribe.

Tell t hem to list en c arefull y t o  nd out about a type of food the

Wampanoag liked to eat.

Bear, Gull, and Crow

58 Native Americans: 5A | Bear, Gull, and Crow

Presenting the Read-Aloud 10 minutes

Bear, Gull, and Crow

 Show image 5A-3: Bear, Gull, and Crow

Long ago there were three animal friends who lived in a land of

wild forest, green  elds, and shining waters. Gull made her home

in the marsh grass near the bay.

Bear lived in a cave deep in the

woods. And Crow had a nest in an old oak tree at the edge of a

garden.

Bear, Gull, and Crow often got together to visit and chat. One

of the things they talked about was the Upright Walker beings who

lived nearby.

These beings called themselves the Wampanoags,

but the animals called them Upright Walkers because they walked

upright on two legs all the time and never  ew.

 Show image 5A-4: Upright Walkers

The Upright Walkers lived in houses that they called wetu, built

from bent saplings and tree bark. They could make  re, just as

lightning did when it struck a tree. They grew corn from kernels

planted in small earth hills. These kernels were sweet, crunchy

nuggets that Crow loved to steal! They  shed in the bay using

nets, spears, hooks, and lines. The Upright Walkers also hunted in

the forest with bows and arrows. So Bear was always very careful

to keep his distance.

 Show image 5A-5: Man and boy in the bay

One day Gull said to Bear and Crow, “Today I saw some Upright

Walkers wading in the bay.

There was a man and a boy. They

lifted many smooth rocks from the water and carried them into the

forest. They said the rocks were for the appanaug (APP-uh-nawg). I

wonder what an appanaug is.”

Crow thought hard for a minute. “An appanaug must be an

animal,” he said, “an animal that eats rocks!”

“Can there be an animal bigger than I am?” said Bear. “I want to

see this animal. Tomorrow I will go and spy on the appanaug.”

1 What do you see in this picture?

[Point out each animal for students

before you start the story.]

2 [Point to the bay in the picture.] A

gull is a type of bird.

5 The Upright Walkers were walking

through water. In this sentence, the

word saw means that Gull used his

eyes and his sense of vision. The word

saw can also mean a tool with a very

sharp blade that can cut through

things such as wood or metal.

6 What do you think it is?

7 Do you think Crow and Bear are

right? Is an appanaug an animal?

Listen to  nd out.

3 What do you think an “Upright

Walker” is? An Upright Walker is a

human, like you and me.

4 The Wampanoag are another

Native American tribe.

Native Americans 5A | Bear, Gull, and Crow 59

 Show image 5A-6: Bear spying

The next day, Bear found the pile of stones. He hid behind the

trees and waited. Before long the Upright Walkers came. They

dug a very shallow hole in the ground. Then they carefully laid

the rocks into it and went away. Bear waited and waited, but the

appanaug did not come to eat the rocks.

Tired of waiting, Bear went to tell Gull and Crow what had

happened.

“The Upright Walkers dug a hole and  lled it with rocks. But the

appanaug did not come.”

“Leave it to me,” said Crow. “Tomorrow I will  gure out what is

going on.”

 Show image 5A-7: Crow spying

The next day, Crow perched in a tree near the rock pit. Soon

the Upright Walkers returned. They collected lots of dry wood and

piled it next to the pit.

Crow  ew hurriedly to  nd Bear and Gull.

“The Upright Walkers collected wood. They are going to build a

wetu for the appanaug!” said Crow. “The appanaug will live in our

forest in its own wooden house!”

He thought for a moment. “But what if it is not a friendly appanaug?”

Bear and Gull looked worried.

 Show image 5A-8: Gull spying

The next morning at sunrise, as Gull was winging over the bay,

she saw the Upright Walker man and boy on the beach. There was

a girl with them, too. Low tide had uncovered some wet sand that

had been underwater at high tide.

The Upright Walkers were looking for little holes in the wet sand.

From time to time water shot up from these holes. They were the

breathing holes of soft-shelled clams that lived under the sand. Gull

watched as the Upright Walkers dug the clams out with long sticks.

Some clams spit water even after they were dug up. Soon the Upright

8 Do you think Crow is right? Are they

building a wetu?

9 [Point to the sticks in the picture.]

60 Native Americans: 5A | Bear, Gull, and Crow

Walkers had  lled a large basket with the clams. They waded into the

shallow water and  lled another basket with larger clams.

Later on, Gull told Bear excitedly, “The Upright Walkers

collected many clams. They said they were glad to have found so

many clams for their appanaug. I hope the appanaug does not eat

up all the clams and  sh in the bay!”

Gull went on, “Next those Upright Walkers gathered the

rockweed that grows on the rocks in shallow water.”

“That appanaug is going to eat the rockweed, too,” said Bear.

“What will it decide to eat next?”

 Show image 5A-9: Bear and Gull talking

Bear looked around. “Where is Crow? Wasn’t he supposed to

meet us here? Do you think appanaugs eat crows?” No sooner

had Bear spoken than he saw Crow  ying toward them.

 Show image 5A-10: Wampanoag in the cornﬁ eld

“I saw the Upright Walkers in the corn eld!” exclaimed

Crow. “They picked baskets full of corn. They said it was for the

appanaug, today! The appanaug is coming today!”

Bear, Crow, and Gull looked at one another.

 Show image 5A-11: Starting the ﬁ re

“Let’s go!” said Bear, and lickety-split, off they set for the rock

pit. There they hid among the trees. Before long, some Upright

Walkers started to gather. Then more and more came. There were

men, women, and children—big and small, old and young.

The Upright Walkers took the dry wood from its pile and laid

it over the stones. One man started the wood burning. Others

stayed by the  re and kept it going. They raked the burning wood

so that hot ashes fell into the cracks between the rocks. Soon,

ashes covered the rocks, heating them up.

10 Rockweed in a type of rubbery

seaweed.

Native Americans 5A | Bear, Gull, and Crow 61

 Show image 5A-12: Clambake feast

The Upright Walkers laid rockweed over the ashes. Steam

rising from the damp rockweed gave off a sharp smell of salt. The

Upright Walkers placed heaps of clams on top of the rockweed,

together with lobsters, corn, and potatoes. When all the food was

loaded on, they covered it with more rockweed. Bear, Crow, and

Gull sniffed the mouthwatering aromas of the food cooking.

Now everyone fell silent as a very old Upright Walker stepped

forward and said a prayer to the Great Spirit. He thanked the Great

Spirit for the animals, plants, rocks, and trees. The other Upright

Walkers joined hands in a circle and stood in silence. Then as a

 ute and drum sounded, the Upright Walkers began to dance.

 Show image 5A-13: Wampanoag dancing

When the dancing had ended, the old Upright Walker spoke

again. “This is a  ne day for our appanaug. The appanaug is a

celebration, a time for our people to come together, to give thanks

to the Great Spirit and to feast on delicious food.

“So let the feasting begin!” The rockweed covering was lifted off

and the Upright Walkers began to load their bowls with food.

Bear, Gull, and Crow looked at one another. An appanaug

was not a huge, rock-eating animal with big teeth, after all! An

appanaug was a celebration, where the Upright Walkers had a

clambake feast—a mouthwatering, nose-tickling feast! How they

wished they could leap out from their hiding place and join in. But

what would the Upright Walkers think of having uninvited guests?

 Show image 5A-14: Wampanoag girl offering food to Bear, Gull, and Crow

Just then a girl walked toward their hiding place carrying a bowl

piled high with food. It was the girl that Gull had seen digging in the

sand for clams. The girl laid the bowl on the ground. Before running

back to join the other Upright Walkers she called out, “To the birds

and animals who share the forest and the bay with us Wampanoags:

May you enjoy sharing our appanaug—our clambake feast!”

And that is just what Bear, Gull, and Crow did.

11 To feast means to take part in a

big meal. Can you guess what the

appanaug is yet? Is it an animal?

62 Native Americans: 5A | Bear, Gull, and Crow

Discussing the Read-Aloud 15 minutes

Comprehension Questions 10 minutes

1. Literal This story tells about a clambake feast. A clambake is

only held in special settings, or places. What is the setting of

this story? Where does it take place?

(by the sea)

2. Literal Who are the characters in this story? (Bear, Gull, Crow,

the Upright Walkers)

3. Literal Who were the Upright Walkers? (humans) What is the

name of the Native American tribe that the animals called

Upright Walkers?

(Wampanoag)

4. Literal What do Bear, Gull, and Crow think an appanaug is

when they  rst hear the word?

(a beast or animal) What is an

appanaug?

(a clambake feast)

5. Literal When Crow saw the Upright Walkers collecting wood,

he thought they were going to build a wetu for the appanaug.

What is a wetu?

(a house)

6. Inferential Based on what you saw in the pictures, how would

you describe the clothing worn by the Wampanoag?

(Answers

may vary.)

7. Inferential Describe how the Upright Walkers, or Wampanoag,

prepare for the appanaug, or clambake.

(dig a hole, gather

 rewood, gather rockweed and clams, etc.)

8. Inferentia Describe what the Upright Walkers, or Wampanoag, do

at the appanaug.

(eat clams, dance, thank the Great Spirit, etc.)

9. Evaluative Do you think that this story is realistic, or could really

have happened?

(Although parts of it could, the story as a whole

could not.)

How do you know? (Animals can’t really talk.)

 Show images 3A-7 (tipi) and 5A-4 (wetu)

[Please continue to model the Think Pair Share process for students,

as necessary, and scaffold students in their use of the process.]

Native Americans 5A | Bear, Gull, and Crow 63

I am going to ask a question. I will give you a minute to think about

the question, and then I will ask you to turn to your neighbor and

discuss the question. Finally, I will call on several of you to share

what you discussed with your partner.

10.

Evaluative Think Pair Share: Would you rather live in a tipi like

the Lakota Sioux or in a wetu like the Wampanoag? Explain

why.

(Answers may vary.)

11. After hearing today’s read-aloud and questions and answers,

do you have any remaining questions? [If time permits, you

may wish to allow for individual, group, or class research of

the text and/or other resources to answer these questions.]

Word Work: Feast 5 minutes

1. In the read-aloud you heard, “The appanaug is a celebration,

a time for people to come together, to give thanks to the Great

Spirit and to feast on delicious food.”

2. Say the word feast with me.

3. The word feast is similar to the word eat, but when you feast

you eat a lot of food.

4. Sveta’s family will feast on turkey, rice, potatoes, beans,

carrots, bread, and pie!

5. What kinds of things would you like to feast on? Try to use the

word feast when you talk about it. [Ask two or three students.

If necessary, guide and/or rephrase the students’ responses:

“I would like to feast on . . .”]

6. What’s the word we’ve been talking about?

Use a Drawing activity for follow-up. Directions: Draw a favorite food

that you would like to feast on. [You may wish to make a collage of

all the foods on a large sheet of paper, and write a group sentence

to accompany the collective drawings: “We feast on . . .”]

Complete Remainder of the Lesson Later in the Day

64 Native Americans: 5B | Bear, Gull, and Crow

Extensions 15 minutes

Native American Chart

Review the Native American Chart used in earlier lessons. Ask

students to use the chart to answer the following questions about

the Lakota Sioux people:

• Where did the Lakota Sioux live? (The Great Plains)

• What did the Lakota Sioux eat? (buffalo meat)

• What type of clothing did the Lakota Sioux wear? (clothing

made from the hides of buffalo)

• What type of house did the Lakota Sioux live in? (tipis that were

made of buffalo hides and were able to be moved from place to

place)

Tell students that they will now complete the row of the chart

for the Wampanoag. Tell students that although the story did

not tell speci cally where the Wampanoag lived, it described

their environment. Ask students, “What did it look like where the

Wampanoag lived?” (forests, green  elds, lots of water because

it was near the coast) Place Image Card 6 (Coastal Area) in the

Wampanoag row in the Environment column.

Ask students to describe the type of food the Wampanoag ate.

Place Image Card 7 (Clams) in the Wampanoag row in the Food

column.

Tell students that the read-aloud also did not describe the type

of clothing worn by the Wampanoag, but they saw pictures of

the clothing. Ask students to describe the clothing worn by the

Wampanoag. Place Image Card 8 (Clothing) in the Wampanoag

row in the Clothing column.

Bear, Gull, and Crow

Native Americans 5B | Bear, Gull, and Crow 65

Remind students that the houses of the Wampanoag tribe look

different from the houses of the Sioux tribe they heard about earlier.

Remind them that the Sioux moved twice a year, so the tipi was a

perfect home for them because they could carry it with them. Ask,

“Why do you think the Wampanoag did not move around from place

to place?” (Their environment provided for their needs all the time.)

Ask students to describe and name the type of shelter in which the

Wampanoag lived. Place Image Card 9 (Wetu) in the Wampanoag

row in the Shelter column.

Compare and contrast the three cultures depicted on the chart

(the students’, the Lakota Sioux, and the Wampanoag) by asking

the following questions:

• How are your foods, clothing, and shelter similar to that of the

Lakota Sioux? The Wampanoag?

• How are your foods, clothing, and shelter different from that of

the Lakota Sioux? The Wampanoag?

• How are the Lakota Sioux and Wampanoag food, clothing, and

shelter similar to each other?

• How are the Lakota Sioux and Wampanoag food, clothing, and

shelter different from each other?

66 Native Americans: 6 | The Lenape: The People of the Seasons

 Lesson Objectives

Core Content Objectives

Students will:

 Describe the food, clothing, and shelter of the Lenape

 Describe the environment in which the Lenape lived

 Describe aspects of the Lenape culture

 Identify the Lenape as a tribe that settled in a particular area

rather than one that moved from place to place

Language Arts Objectives

The following language arts objectives are addressed in this

lesson. Objectives aligning with the Common Core State

Standards are noted with the corresponding standard in

parentheses. Refer to the Alignment Chart for additional standards

addressed in all lessons in this domain.

Students will:

 With prompting and support, compare and contrast the Lenape

environment, clothing, food, and shelter with that of the Lakota

Sioux and the Wampanoag

(RI.K.9)

 Use a combination of drawing, dictating, and writing to present

information about the crops harvested by the Lenape

(W.K.2)

 With assistance, categorize and organize information about the

environment, clothing, food, and shelter of the Lenape

(W.K.8)

 Provide additional detail to descriptions of crops harvested by

the Lenape by adding drawings to the descriptions

(SL.K.5)

 Prior to listening to “The Lenape, The People of the Seasons,”

identify orally what they know and have learned about other

Native American tribes

The Lenape: The People

of the Seasons

Native Americans 6 | The Lenape: The People of the Seasons 67

Core Vocabulary

burrows, n. Holes or tunnels used by animals as homes or hiding places

Example: While Julian was hiking, he came across several animal

burrows and even saw a rabbit jump into one!

Variation(s): burrow

harvested, v. Gathered crops when they were ripe

Example: The farmer harvested the wheat crop at the end of the

summer.

Variation(s): harvest, harvests, harvesting

trekked, v. Traveled slowly, with dif culty

Example: The mountain climbers trekked up the mountain in the middle

of a blizzard.

Variation(s): trek, treks, trekking

wigwam, n. A dome-shaped dwelling used by Native American tribes of

northeastern North America

Example: The Lenape made sure their wigwam was built well enough to

withstand the cold winter wind.

Variation(s): wigwams

At a Glance

Exercise Materials Minutes

Introducing the Read-Aloud

What Have We Already Learned?

Purpose for Listening

Presenting the Read-Aloud

The Lenape, The People of the

Seasons

U.S. map 10

Discussing the Read-Aloud

Comprehension Questions

Word Work: Harvested

drawing paper, drawing tools 5



Complete Remainder of the Lesson Later in the Day

Extensions

Native American Chart

Image Cards 10–13 15

68 Native Americans: 6A | The Lenape: The People of the Seasons

Introducing the Read-Aloud 10 minutes

What Have We Already Learned?

Remind students of the previous read-aloud about Bear, Gull, and

Crow. Tell them that the Upright Walkers in that story were Native

Americans from the Wampanoag tribe. Ask students to recall some

of the things that they have already learned about the Wampanoag

from that read-aloud. You may prompt them with questions such

as, “What kinds of houses did they live in? (dome-shaped huts

called wetus) What did they eat?” (clams,  sh, corn, potatoes,

etc.) Tell students that today they will hear about another Native

American tribe—the Lenape (lun-

NAH-pay).

Purpose for Listening

Tell students to listen carefully to hear about the Lenape and how

they lived.

The Lenape: The People

of the Seasons

Native Americans 6A | The Lenape: The People of the Seasons 69

Presenting the Read-Aloud 10 minutes

The Lenape, The People of the Seasons

 Show image 6A-1: Four seasons of the Eastern Woodlands

The Lenape people have lived in the Eastern Woodlands of

North America for thousands of years.

For most of that time, they

lived on the land. They hunted and gathered and, later, farmed.

Their daily lives were guided by the seasons, and each season

brought with it certain changes.

Springtime meant that the days were warmer and brighter.

Springtime also meant that new life was appearing everywhere.

One of the  rst signs of springtime was the appearance of

some  owering plants and trees. This included the black cherry

blossoms.

The sight of the beautiful white blossoms made the

Lenape people smile. The blossoms were usually a sign that the

last snow had fallen, and that animals would soon shed their

winter coats.

 Show image 6A-2: The Lenape in the spring

As the spring sunshine warmed the earth, the Lenape people

set to work. They planted their spring crops. The Lenape men and

boys prepared the  elds for planting. When the  elds were ready,

the women and girls planted corn, squash, and beans. They also

planted herbs, tobacco, and sun owers.

As the Lenape people worked in the  elds, the creatures of

the land and sky set to work, too. Some animals woke up from

their winter sleep. Others dug burrows, and birds built nests in

preparation for their young.

The Lenape and the animals and

birds worked side by side.

With the ice and snow gone, Lenape men and older boys were

able to go on longer hunting trips. Usually they hunted on foot.

Sometimes they traveled far from their villages in their dugout

canoes. Their canoes glided smoothly and silently along the rivers

1 [Show a map of the United States

today and point to the states

of New York, Pennsylvania, and

Delaware.] This is the general area

in which the Lenape lived.

2 You learned the word blossom

when we studied plants. What is

a blossom? ( owers on a plant or

tree)

3 A burrow is a hole or tunnel used

by animals as a home or a hiding

place.

70 Native Americans: 6A | The Lenape: The People of the Seasons

of the mid-Atlantic.

When they returned from their hunting trips,

they brought back meat and animal furs with them. The Lenape

hunted animals such as bear, deer, elk, and raccoon. They hunted

and trapped birds, too.

 Show image 6A-3: The Lenape in the summer

Spring slowly turned into summer. The heat from the sun

became even stronger. During this time, the Lenape people  shed

for salmon, herring, and shad. They guarded their ripening crops

from the greedy birds. Lenape children gathered berries, collected

 rewood, and played in the sparkling rivers. As they played, they

searched for turtles basking in the sunshine.

In the summer, the Lenape people harvested their corn, beans,

and squash.

Corn was one of their most important food crops. It

was ground to make cornmeal. It was used to make bread. It was

roasted in the  re. Often, the kernels were stored for use during

the cold days of winter when nothing could grow in the frozen

earth.

 Show image 6A-4: The Lenape in the fall

In the autumn, the Lenape harvested their gourds and

pumpkins.

They gathered nuts, roots, and berries such as

huckleberries, raspberries, and strawberries. They made beautiful

baskets to store their winter food in. They strengthened their

wigwams and longhouses in preparation for the winter winds and

snow that would surely come.

In late autumn, the golden, red,

and orange leaves fell from the trees. The Lenape children rushed

to catch them, or jump in the gathering piles. Gradually the leaves

blew away, carried by the chilly winds. The days darkened and

winter arrived.

4 [Point to the rivers of this region on

the U.S. map.]

5 Harvested means gathered crops

when they were ripe enough.

6 What does harvested mean?

7 Wigwam is the name given to one

type of Lenape home. [Point to the

wigwam in the image.]

Native Americans 6A | The Lenape: The People of the Seasons 71

 Show image 6A-5: The Lenape in the winter

During the wintertime, the Lenape people spent more time in

their warm homes called wigwams. Their wigwams, made from

saplings, rushes, bark, and fur, were warm and cozy. Inside the

wigwams, the elders told stories of long ago. They told stories

about the history of their people. They told stories about the

creation of the earth and the Great Spirit. Women and girls stayed

busy making clothes and moccasins from animal skins and turkey

feathers. The women and girls made pottery jars for cooking and

storage, too. Men and boys made spears, bows, and arrows.

When snow fell from the dark wintery sky, the Lenape children,

just like children everywhere, rushed outside to play in it. Even in

winter, the men and older boys went off to hunt. They trekked

through the deep snow on snowshoes. They followed animal

tracks in the snow. If they returned with meat, the women and girls

prepared a warm stew or soup.

 Show image 6A-6: Lenape foods

One season followed another, as it has always done. The

Lenape lived their lives according to the seasons—spring, summer,

autumn, and winter.

They listened to the earth’s rhythm of life.

The world in which they lived provided them with everything they

needed. They were guided by the earth’s turning and the changing

seasons. Such was the way of the Lenape.

8 or traveled slowly, with di culty

9 What is another name for autumn?

72 Native Americans: 6A | The Lenape: The People of the Seasons

Discussing the Read-Aloud 15 minutes

Comprehension Questions 10 minutes

1. Literal What is the name of the Native American tribe

described in this read-aloud?

(Lenape)

2. Literal What types of food did the Lenape eat? (animals such as

deer and elk; crops such as corn, gourds, and pumpkins; and  sh)

3. Inferential What did the Lenape do during the springtime?

(planted crops; went on hunting trips)

4. Inferential What did they do during the summer? ( shed;

collected berries and  rewood; harvested the crops at the end

of the summer)

Inferential What did they do during the autumn, or fall? (stored

their summer harvests; prepared their wigwams for the winter

winds)

Inferential What did they do during the winter? (spent time in

their cozy wigwams; told stories; made clothes; hunted)

[Please continue to model the Think Pair Share process for

students, as necessary, and scaffold students in their use of the

process.]

I am going to ask a question. I will give you a minute to think about

the question, and then I will ask you to turn to your neighbor and

discuss the question. Finally, I will call on several of you to share

what you discussed with your partner.

Evaluative Think Pair Share: If you were a Lenape child, which

season would you like best? Why?

(Answers may vary.)

8. After hearing today’s read-aloud and questions and answers,

do you have any remaining questions? [If time permits, you may

wish to allow for individual, group, or class research of the text

and/or other resources to answer these remaining questions.]

Native Americans 6A | The Lenape: The People of the Seasons 73

Word Work: Harvested 5 minutes

1. In the read-aloud you heard, “In the summer, the Lenape

harvested their corn, beans, and squash.”

2. Say the word harvested with me.

3. Harvested means gathered crops when they were ready to be

picked.

4. The farmer harvested the wheat crop at the end of the

summer.

5. What types of crops were harvested by the Lenape? Try to use

the word harvested when you describe the crops harvested

by the Lenape. [Ask two or three students. If necessary,

guide and/or rephrase the students’ responses: “The Lenape

harvested . . .”]

6. What’s the word we’ve been talking about?

Use a Drawing activity for follow-up. Directions: Draw a picture of

one of the crops the Lenape people harvested.

➶

Above and Beyond: For those students able to do so, have them

label their drawings with a word or simple sentence.

Complete Remainder of the Lesson Later in the Day

74 Native Americans: 6B | The Lenape: The People of the Seasons

Extensions 15 minutes

Native American Chart

Display the Native American Chart, showing the environment,

clothing, food, and shelters of your students, and that of the

Lakota Sioux and Wampanoag tribes. Tell students that they are

going to complete the chart today. Ask them to tell you the name

of the tribe they learned about in the read-aloud today.

Ask students if they remember where the Lenape lived.

Acknowledge that they lived in the Northeastern part of North

America. Then, ask students to describe the environment of the

Lenape, or the area in which the Lenape lived. (experienced all

four seasons; near water; near forests; land cleared for farming;

etc.) Show students Image Card10 (Deciduous Forest), and

tell them that you are going to use it to represent the Eastern

Woodlands where the Lenape lived. Place the Eastern Woodlands

card in the Lenape row in the Environment column.

Discuss the clothing the Lenape wore (women and girls/men and

boys). Tell students that the Lenape often used animal furs to keep

warm during the cold winter months as well. Then, show students

Image Card 11 (Lenape Clothing). Place these cards on the chart

in the Lenape row in the Clothing column.

Ask students what the Lenape ate. Show students Image Card 12

(Lenape Food) and remind students that, because the Lenape did

not move from place to place, they planted vegetables to eat, and

they hunted and  shed in the area in which they lived. Place this

card in the Lenape row in the Food column.

Ask students, “What is the name of the type of house in which the

Lenape lived? (wigwam or longhouse)

Did the Lenape keep their

wigwam in the same place all the time, or did they pack it up and

move it around from place to place? (They kept their wigwam in

The Lenape: The People

of the Seasons

Native Americans 6B | The Lenape: The People of the Seasons 75

the same place all the time.) Why did the Lenape not move from

place to place as the Lakota Sioux did? (They were able to get

everything they needed from the area in which they settled.) Show

students Image Card 13 (Wigwam). Place the card in the Lenape

row in the Shelter column.

Tell students that you have now completed the chart and that you

will review the information in the chart with them to help them

remember what they have learned.

Compare and contrast the four cultures depicted on the chart (the

students’, the Lakota Sioux, the Wampanoag, and the Lenape) by

asking the following questions:

How are your foods, clothing, and shelter similar to that of the

Lakota Sioux? The Wampanoag? The Lenape?

How are your foods, clothing, and shelter different from that of the

Lakota Sioux? The Wampanoag? The Lenape?

How are the Lakota Sioux, the Wampanoag, and the Lenape food,

clothing, and shelter similar to each other?

How are the Lakota Sioux, the Wampanoag, and the Lenape food,

clothing, and shelter different from each other?

76 Native Americans: 7 | A Native American Alphabet

 Lesson Objectives

Core Content Objectives

Students will:

 Recall that Native Americans were the  rst-known inhabitants of

North America

 Explain that there are many tribes of Native Americans

Language Arts Objectives

The following language arts objectives are addressed in this

lesson. Objectives aligning with the Common Core State

Standards are noted with the corresponding standard in

parentheses. Refer to the Alignment Chart for additional standards

addressed in all lessons in this domain.

Students will:

 With prompting and support, describe the connection between

types of Native American dwellings

(RI.K.3)

 With prompting and support, describe an illustration of a

Navajo hogan house and use pictures accompanying “A Native

American Alphabet” to check and support understanding of the

read-aloud

(RI.K.7)

 With prompting and support, compare and contrast  ve types of

homes in which Native Americans lived

(RI.K.9)

 Present information about Native American culture by drawing

pictures of items described in the read-aloud

(W.K.2)

 Provide additional detail to descriptions of Native American

culture by adding drawings to descriptions

(SL.K.5)

A Native American

Alphabet

Native Americans 7 | A Native American Alphabet 77

Core Vocabulary

canoes, n. Light, narrow boats made from long, hollowed-out logs

Example: The Cherokee moved silently down the river in their canoes.

Variation(s): canoe

moccasins, n. Soft shoes made of leather, sometimes decorated with

beads and feathers

Example: The Sioux used buffalo hides to make moccasins.

Variation(s): moccasin

tipis, n. Cone-shaped tents made from long poles and covered with

animal skins

Example: The Plains Indians built tipis for their homes.

Variation(s): tipi

totem poles, n. Wooden logs that are carved, painted, and planted

vertically in the ground

Example: Native American tribes of the Paci c Northwest made many

totem poles.

Variation(s): totem pole

At a Glance

Exercise Materials Minutes

Introducing the Read-Aloud

Essential Background Information

or Terms

Alphabet books

[This exercise requires

advance preparation.]

Where Are We?

map of North and South

America

Purpose for Listening

Presenting the Read-Aloud

A Native American Alphabet

U.S. map 10

Discussing the Read-Aloud

Comprehension Questions

Word Work: Moccasins

drawing paper, drawing tools 5



Complete Remainder of the Lesson Later in the Day

Extensions

Drawing the Read-Aloud

drawing paper, drawing tools 15

78 Native Americans: 7A | A Native American Alphabet

Introducing the Read-Aloud 10 minutes

NOTE: This read-aloud is presented in an alphabetical format.

Prior to presenting this read-aloud to students, you may wish to

obtain other examples of this method of presenting information

to students. The following are several suggested trade books that

may be read to students if time permits, or simply used to illustrate

this method of presenting information:

1. Many Nations: An Alphabet of Native America, by

Joseph Bruchac and illustrated by Robert F. Goetzl (Troll

Communications, 1998) ISBN 978-0439635905 [This trade

book is included in the Trade Book List in the Introduction

to Native Americans and is relevant to the content in this

domain.]

2. The Underwater Alphabet Book, by Jerry Pallotta and

illustrated by Edgar Stewart (Charlesbridge Pub. Inc., 1991)

ISBN 978-0881064551 [There are several ABC books written

by this author on various topics ranging from dinosaurs to

butter ies; choose one of interest to your students.]

3. The ABC Book of American Homes, by Michael Shoulders

and illustrated by Sarah S. Brannen (Charlesbridge Pub. Inc.,

2008) ISBN 978-1570915659

4. Creature ABC, by Andrew Zuckerman (Chronicle Books, 2009)

ISBN 978-0811869782 [This book has less text than the other

recommended selections, so it can be read to students in a

shorter period of time.]

This read-aloud will be read to students twice: the  rst time it

will be read without stopping for any Guided Listening Support

(as with any other alphabetical story), and the second time with

Guided Listening Support and discussion. The expectation is not

that students will become pro cient in memorizing and using all

the information contained in this read-aloud. Rather, this lesson is

A Native American

Alphabet

Native Americans 7A | A Native American Alphabet 79

intended to provide students with a summary of Native American

culture they began to explore in this domain. If students have

dif culty answering the Comprehension Questions that follow this

read-aloud, reread pertinent parts of the text and/or show relevant

images.

Essential Background Information or Terms

Review with students the names of the three tribes they have

learned about in this domain: the Lakota Sioux, the Wampanoag,

and the Lenape. Tell them that they will hear the names of several

other tribes in today’s read-aloud, such as Pueblo, Hopi, Iroquois,

Navajo, and Zuni Pueblo.

Where Are We?

Use a map to show students the location of North and South

America. Identify speci c regions of the United States (Northeast,

Southeast, Southwest, Paci c Northwest, etc.) where different

Native American tribes have lived. Point to your particular region

on the map.

Review with students the regions in which the Lakota Sioux lived

(Great Plains), the Wampanoag lived (current-day Massachusetts

area), and the Lenape lived (region including current-day states

of New York, Pennsylvania, and Delaware). Tell students that the

Iroquois tribes lived in what are now the states of Pennsylvania

and New York, and point to this area on the map. Tell students that

the other four tribes they will hear about today—the Pueblo, Hopi,

Navajo, and Zuni Pueblo—lived in the western part of the United

States in what are now the states of Utah, Colorado, Arizona, and

New Mexico; point to those states on the map.

Purpose for Listening

Tell students to listen for the names of different Native American

tribes.

80 Native Americans: 7A | A Native American Alphabet

Presenting the Read-Aloud 10 minutes

A Native American Alphabet

 Show image 7A-1: Several Native Americans from different tribes

Long before you or me

Native Americans were running free

Many tribes with many names

Shared this land for all to see

 Show image 7A-2: Pueblo house

A is for Adobe bricks made Pueblo houses

 Show image 7A-3: Buffalo running

B is for Buffalo that galloped across the plains

 Show image 7A-4: Canoes ﬂ oating on a river

C is for Canoes that drifted on silent rivers

 Show image 7A-5: Native Americans playing drums

D is for Drum songs sung long ago

 Show image 7A-6: Elders gathered in prayer

E is for Elders who led their tribe in prayer

 Show image 7A-7: Coastal Indians feasting on clams

F is for Feasts made up of clams and corn

 Show image 7A-8: Paciﬁ c Northwest totem poles

G is for Great tales told with totem poles

1 [As you read each statement, point

to and name the letters on each

image.]

Native Americans 7A | A Native American Alphabet 81

 Show image 7A-9: Hopi ovens

H is for Hopi ovens that baked warm bread

 Show image 7A-10: Iroquois runner

I is for an Iroquois runner on the trail

 Show image 7A-11: Juniper berries

J is for Juniper berries used to dye tan blankets

 Show image 7A-12: Kachina dancers

K is for Kachina dancers who hoped for rain

 Show image 7A-13: Longhouses

L is for Longhouses built of logs and bark

 Show image 7A-14: Beaded leather moccasins

M is for Moccasins made of leather and beads

 Show image 7A-15: Navajo herding sheep

N is for Navajo who herded  ocks of sheep

 Show image 7A-16: Clothing adorned with beads

O is for Ornaments which made clothing more beautiful

 Show image 7A-17: Native American powwows

P is for Powwows held now and then

 Show image 7A-18: Quilled tribal ornaments

Q is for Quills from porcupines used for weaving

82 Native Americans: 7A | A Native American Alphabet

 Show image 7A-19: Navajo weaving rugs

R is for Rugs woven on a loom

 Show image 7A-20: Cooking salmon

S is for Salmon cooked in a woven basket

 Show image 7A-21: Buffalo hide tipis

T is for Tipis made with buffalo hides

 Show image 7A-22: Navajo hogan houses

U is for Under. The Navajo slept under hogan roofs.

 Show image 7A-23: Iroquois cooking over campﬁ re

V is for Venison stew made for Iroquois travelers

 Show image 7A-24: Wampanoag wetus

W is for Wampanoag wetus (WEE-toos) set near the coast

 Show image 7A-25: Man in speciﬁ c tribal dress

X is for Xs which decorated tribal dress

 Show image 7A-26: Gathering of young/old Native Americans around

campﬁ re

Y is for Young children who listened to stories

 Show image 7A-27: Zuni Pueblo water jar

Z is for Zuni Pueblo who crafted water jars

2 [After the  rst read-through,

summarize this read-aloud for

students by stating that there were

several di erent Native American

tribes mentioned. Rename these

tribes for students and include the

three tribes studied throughout

the domain: Pueblo, Hopi, Iroquois,

Navajo, Zuni Pueblo, Lakota Sioux,

Wampanoag, and Lenape.]

Native Americans 7A | A Native American Alphabet 83

Read It Again

Reread with the Guided Listening Support.

Purpose for Listening: Listen for (1) the names of the different

types of homes the different tribes lived in, and (2) the different

kinds of food Native Americans ate.

 Show image 7A-1: Several Native Americans from different tribes

Long before you or me

Native Americans were running free

Many tribes with many names

Shared this land for all to see

 Show image 7A-2: Pueblo house

A is for Adobe bricks made Pueblo houses

 Show image 7A-3: Buffalo running

B is for Buffalo that galloped across the plains

 Show image 7A-4: Canoes ﬂ oating on a river

C is for Canoes that drifted on silent rivers

3 [As you read each statement, point

to and name the letters on each

image.]

4 Remember, a tribe is a group of

similar people who share common

ancestors, customs, and laws.

5 What tribe did I just name here?

The Pueblo are a Native American

tribe that lived in these houses

made of stone and sun-dried bricks

called adobe.

6 Long ago, many bu alo roamed

the Great Plains and were hunted

for food and other things by

di erent Native American tribes

living in this vast grassy area of our

country. [You may wish to show

the Great Plains, extending from

North Dakota south to Texas, on a

U.S. map.]

7 How did Native Americans travel on

the water? They used a canoe— a

long, narrow boat made from long,

hollowed-out logs or the bark of

trees.

84 Native Americans: 7A | A Native American Alphabet

 Show image 7A-5: Native Americans playing drums

D is for Drum songs sung long ago

 Show image 7A-6: Elders gathered in prayer

E is for Elders who led their tribe in prayer

 Show image 7A-7: Coastal Indians feasting on clams

F is for Feasts made up of clams and corn

 Show image 7A-8: Paciﬁ c Northwest totem poles

G is for Great tales told with totem poles

 Show image 7A-9: Hopi ovens

H is for Hopi ovens that baked warm bread

 Show image 7A-10: Iroquois runner

I is for an Iroquois runner on the trail

8 An elder is an older person who is

a leader.

9 Clams are a type of seafood.

Where do you think these Native

Americans lived if they were having

clams? [Explain that some clams

live in the ocean and that there are

also freshwater clams.]

10 Totem poles were carved from logs

by certain tribes to tell a story—

like sculptures.

11 What tribe did I just name here?

Some Native American tribes

cooked their food on an open  re

like we saw earlier with the clams

and corn. The Hopi tribe baked

their bread in this kind of oven.

12 What tribe did I just name here?

Native Americans traveled on foot,

on horseback, or in canoes. This

runner from the Iroquois tribe is

very fast.

Native Americans 7A | A Native American Alphabet 85

 Show image 7A-11: Juniper berries

J is for Juniper berries used to dye tan blankets

 Show image 7A-12: Kachina dancers

K is for Kachina dancers who hoped for rain

 Show image 7A-13: Longhouses

L is for Longhouses built of logs and bark

 Show image 7A-14: Beaded leather moccasins

M is for Moccasins made of leather and beads

 Show image 7A-15: Navajo herding sheep

N is for Navajo who herded  ocks of sheep

 Show image 7A-16: Clothing adorned with beads

O is for Ornaments which made clothing more beautiful

13 Juniper berries grow on trees and

were used to color blankets.

14 Di erent tribes performed di erent

dances and ceremonies to ask their

gods to make things happen or to

thank their gods.

15 Several Iroquois Native American

families could live in each

longhouse, which had little

apartments in it and was about the

size of  ve classrooms.

16 Moccasins are shoes worn by many

Native American tribes. Some of

them were decorated with beads to

make them more colorful.

17 What tribe did I just name here?

18 Native American tribes often

decorated their clothing with

beads.

86 Native Americans: 7A | A Native American Alphabet

 Show image 7A-17: Native American powwows

P is for Powwows held now and then

 Show image 7A-18: Quilled tribal ornaments

Q is for Quills from porcupines used for weaving

 Show image 7A-19: Navajo weaving rugs

R is for Rugs woven on a loom

 Show image 7A-20: Cooking salmon

S is for Salmon cooked in a woven basket

 Show image 7A-21: Buffalo hide tipis

T is for Tipis made with buffalo hides

 Show image 7A-22: Navajo hogan houses

U is for Under. The Navajo slept under hogan roofs.

19 In the past, when a group of Native

Americans gathered for a meeting,

it was called a powwow. Today,

when Native Americans meet to

dance, sing, and honor Native

American culture, it may also be

called a powwow.

20 A loom is the wooden frame, and

the rugs would be woven on them

with thick strings, such as wool.

21 If these baskets were put directly

over the  re they would burn.

Instead, Native Americans dropped

hot stones into a basket of water

to make it boil and then put their

food in the basket to cook.

22 The hides are the skins of the

animal. Like pueblo houses and

longhouses, tipis were homes for

some Native Americans.

23 What do you think this is in the

picture?

24 What tribe did I just name here?

Native Americans 7A | A Native American Alphabet 87

 Show image 7A-23: Iroquois cooking over campﬁ re

V is for Venison stew made for Iroquois travelers

 Show image 7A-24: Wampanoag wetus

W is for Wampanoag wetus (WEE-toos) set near the coast

 Show image 7A-25: Man in speciﬁ c tribal dress

X is for Xs which decorated tribal dress

 Show image 7A-26: Gathering of young/old Native Americans around

campﬁ re

Y is for Young children who listened to stories

 Show image 7A-27: Zuni Pueblo water jar

Z is for Zuni Pueblo who crafted water jars

25 This man from the Iroquois tribe is

eating venison— or deer meat—

stew from his bowl.

26 What tribe did I just name here?

What is the name of the boats you

see in this picture?

27 What tribe did I just name here?

88 Native Americans: 7A | A Native American Alphabet

Discussing the Read-Aloud 15 minutes

Comprehension Questions 10 minutes

If students have dif culty responding to questions, reread pertinent

lines of the read-aloud and/or refer to speci c images. If students

give one-word answers and/or fail to use read-aloud or domain

vocabulary in their responses, acknowledge correct responses by

expanding the students’ responses using richer and more complex

language. Ask students to answer in complete sentences by having

them restate the question in their responses.

 Show image 7A-28: Tipi, longhouse, pueblo, hogan, and wetu

1. Inferential [Prior to asking students these questions, brie y

review image 7A-28 by reminding students of the names

of the shelters and the tribe associated with each shelter.]

What are some things Native Americans used to make these

homes?

(buffalo hides, logs and bark, adobe bricks)

2. Evaluative How are the homes the same? How are they

different?

(Answers may vary.)

3. Literal [Show images 7A-7, 7A-9, 7A-20, and 7A-23.] Name

some of the different foods eaten by Native Americans that

you heard about in this read-aloud.

(bread, clams, corn,

salmon, venison stew)

4. Inferential [Show images 7A-4, 7A-10, and 7A-15.] What

are different ways Native Americans traveled long ago?

(in

canoes, by foot, on horseback)

5. Inferential [Show images 7A-3, 7A-5, 7A-6, 7A-8, 7A-11, 7A-

12, 7A-14, 7A-16, 7A-17, 7A-18, 7A-19, 7A-25, 7A-26, and

7A-27.] What are some things that Native Americans did that

you heard about in this read-aloud?

(had powwows; listened

to stories; hoped for rain; hunted buffalo; cooked food; played

drums; built homes; made clothing, baskets, water jars, rugs,

and blankets; herded sheep; etc.)

6. Evaluative Why are there so many different types of homes,

food eaten, and ways of traveling?

(There are many different

Native American tribes.)

Native Americans 7A | A Native American Alphabet 89

[Please continue to model the Think Pair Share process for students,

as necessary, and scaffold students in their use of the process.]

I am going to ask a question. I will give you a minute to think about

the question, and then I will ask you to turn to your neighbor and

discuss the question. Finally, I will call on several of you to share

what you discussed with your partner.

Evaluative Think Pair Share: Do the Native American tribes

described in the read-aloud all seem the same to you, or do

you notice any differences among them? What were some

things that were the same for Native Americans? What were

some things that were different?

(Answers may vary.)

8. After hearing today’s read-aloud and questions and answers,

do you have any remaining questions? [If time permits, you

may wish to allow for individual, group, or class research of

the text and/or other resources to answer these questions.]

Word Work: Moccasins 5 minutes

1. In the read-aloud you heard, “M is for Moccasins made of

leather and beads.”

2. Say the word moccasins with me.

3. Moccasins are soft shoes made of leather, often decorated

with beads and feathers.

4. Many Native American people wore moccasins to protect their

feet as they walked throughout the Great Plains.

5. How are moccasins similar to the shoes you wear? How are

they different? Try to use the word moccasins when you tell

about it. [Ask two or three students. If necessary, guide and/or

rephrase the students’ responses: “Moccasins are similar to

the shoes I wear in that they . . .”]

6. What’s the word we’ve been talking about?

Use a Drawing activity for follow-up. Directions: Imagine you are

going to make and decorate moccasins to wear for a very special

occasion. What would they look like? Draw a picture of your

special pair of moccasins, remembering to decorate them with

beads and feathers.

Complete Remainder of the Lesson Later in the Day

90 Native Americans: 7B | A Native American Alphabet

Extensions 15 minutes

Drawing the Read-Aloud

Tell students that they have now heard about many Native

American tribes and items speci c to their ways of life. Ask

students to draw three things that they remember from the read-

aloud. Allow no more than six to eight minutes for the drawing.

Explain to students that the drawing does not have to recreate a

“scene” from the read-aloud or represent a coherent, integrated

drawing of the read-aloud. Tell students that they can draw items

as simple as a clam, a tipi, or a buffalo. As students draw, circulate

around the classroom and help any group or student who has

trouble remembering items from the read-aloud.

After students have  nished drawing, have them describe the

items they chose. As students share and talk about their drawings,

encourage them to use richer and more complex language,

including, if possible, any read-aloud vocabulary.

➶

Above and Beyond: For any students who are able to do so, have

them write a word or simple sentence describing their illustration.

A Native American

Alphabet

Native Americans 8 | Native Americans Today 91

 Lesson Objectives

Core Content Objectives

Students will:

 Explain that Native Americans still live in the United States today

 Explain how some Native Americans today keep alive some of

the traditions and practices of their ancestors

Language Arts Objectives

The following language arts objectives are addressed in this

lesson. Objectives aligning with the Common Core State

Standards are noted with the corresponding standard in

parentheses. Refer to the Alignment Chart for additional standards

addressed in all lessons in this domain.

Students will:

 With prompting and support, describe the connection between

the culture of Native American tribes from thousands of years

ago and Native Americans in the United States today

(RI.K.3)

 Identify new meanings for the word wear and apply them

accurately

(L.K.4a)

 Prior to listening to “Native Americans Today,” identify orally

what they know and have learned about Native American tribes

 Evaluate and select read-alouds on the basis of personal choice

for rereading

Native Americans Today

92 Native Americans: 8 | Native Americans Today

Core Vocabulary

harmony, n. Pleasing combination

Example: When voices sing in harmony, they produce a pleasant

combination of sounds.

Variation(s): harmonies

powwows, n. Gatherings of Native Americans, held to celebrate common

traditions

Example: Some Native Americans hold several powwows every year.

Variation(s): powwow

traditions, n. Repeated customs, often passed down from generation to

generation

Example: One of my family’s favorite traditions is to eat pancakes on

our birthdays.

Variation(s): tradition

At a Glance

Exercise Materials Minutes

Introducing the Read-Aloud

What Have We Already Learned?

Native American Chart

Purpose for Listening

Presenting the Read-Aloud

Native Americans Today

Discussing the Read-Aloud

Comprehension Questions

Word Work: Traditions

drawing paper, drawing tools 5



Complete Remainder of the Lesson Later in the Day

Extensions

Student Choice

Multiple Meaning Word Activity:

Wear

Poster 4M: Wear

Native Americans 8A | Native Americans Today 93

Introducing the Read-Aloud 10 minutes

What Have We Already Learned?

Review previous read-alouds with students, reminding them that

they have learned about three Native American tribes: the Lakota

Sioux, the Wampanoag, and the Lenape. Brie y discuss their

contrasting ways of life, reminding them that the stories they heard

were about the way Native Americans lived long ago. You may

wish to review the Native American Chart for these three tribes.

Remind students that there were many, many more tribes than

just the Lakota Sioux, the Wampanoag, and the Lenape. Ask them

what they think has happened to all of those tribes. Where are they

now? Are there any Native Americans living in the United States

today?

Explain to students that there are still Native Americans living in

the United States today, and that they will hear about some of

them today.

Purpose for Listening

Tell s tud ents to lis t en careful l y t o th e read- a lou d to  nd out about

Native Americans today.

Native Americans Today

94 Native Americans: 8A | Native Americans Today

Presenting the Read-Aloud 10 minutes

Native Americans Today

Anishinabe (ah-ni-shi-NO-bay), Mohawk, Goshute (GAH-shoot),

Cree, Dakota, Choctaw, Hopi, Wea (

WEE-uh), Iroquois, Micmac,

Crow, Wampanoag, Cheyenne, Blackfeet, Sioux. All these and

many other Native American tribes spread out across the North

American continent thousands of years ago. They are still here

today.

 Show image 8A-1: Native Americans of long ago

Long ago, these Native Americans hunted, farmed, and  shed

for their food, shelter, and clothing. Rabbits, turkeys, and squirrels

dotted the forests. Buffalo, elk, and deer roamed freely about

the land. Fish, clams, and whales  lled the oceans, rivers, and

streams. From the open plains to the forested woodlands to the

coastal waters, Native Americans taught themselves how to live

in harmony

with nature. They were hunters and farmers and

 shermen.

 Show image 8A-2: Urban scene with tall buildings

Today som e Na tive Am e ric an t ribe s s t ill hun t an d f a rm and  sh,

but the North American continent looks vastly different now, and

they no longer just live entirely off the land. Today many of the

forests have disappeared. Highways have replaced the buffalo

across the open plains. And many rivers and streams no longer

have great numbers of  sh swimming in them.

So, how do the Native Americans live today?

What do they eat?

Where do they sleep?

What do they wear?

What do you think?

1 or in agreement

Native Americans 8A | Native Americans Today 95

 Show image 8A-3: Native Americans shopping in supermarket

Native Americans today still eat corn, squash,  sh, and meat

just as they have always done. But they buy it in supermarkets.

Native Americans today may use pueblos, tipis, wetus, and

hogans some of the time, but most sleep in houses, apartments,

and mobile homes as their main homes.

Native Americans today no longer wear fringed leggings and

deerskin moccasins.

They wear jeans and sneakers and other

clothing worn by other Americans.

 Show image 8A-4: Native American drummers

But many Native Americans still remember their tribal

traditions o f l o n g a g o .

The Wampanoag have clambakes along

the coast of Massachusetts today, just like the appanaug Bear,

Gull, and Crow attended. The Lakota Sioux have elaborate

ceremonies with dancing, drumming, and singing on the plains of

North and South Dakota. The Lenape still pass down their stories

to their children and grandchildren and still hold their traditional

celebrations.

 Show image 8A-5: Native American powwow

Powwows, or gatherings of Native American tribes, are held

all across the United States today. At these powwows, the people

often dress in native clothes trimmed with beads, feathers, shells,

and bones. It is there that Native Americans honor the past and tell

family stories.

Penobscot, Navajo, Cherokee, Taos, Rappahannock, Tuscarora,

Shinnecock, Kaw, Walla Walla, Umpqua, Zuni, Ute. These are just

a few of the many, many Native American tribes living in the United

States today. They were the  rst-known people here, and for many

years they were the only people here. Today they share their land

with people from all over the world.

2 The word wear here means to be

dressed in something. Wear can

also mean damaged because of

being used for a long time.

3 Traditions are customs, or ways

of doing things, that are passed

down from grandparents, to

parents, to children.

96 Native Americans: 8A | Native Americans Today

Discussing the Read-Aloud 15 minutes

Comprehension Questions 10 minutes

1. Literal Are there still Native Americans living in the United

States today? (yes)

2. Inferential How do Native Americans live today? What do they

eat and wear? Where do they sleep? (Emphasize that they live

just as other Americans today.)

3. Inferential How do Native Americans keep their traditions alive

today? (They have powwows with singing and dancing; pass

down traditional stories; hold elaborate ceremonies.)

[Please continue to model the Think Pair Share process for

students, as necessary, and scaffold students in their use of the

process.]

I am going to ask a question. I will give you a minute to think about

the question, and then I will ask you to turn to your neighbor and

discuss the question. Finally, I will call on several of you to share

what you discussed with your partner.

Evaluative Think Pair Share: Do you think it is important for

Native Americans to keep their traditions alive today? Why or

why not?

(Answers may vary.)

5. After hearing today’s read-aloud and questions and answers,

do you have any remaining questions? [If time permits, you

may wish to allow for individual, group, or class research of

the text and/or other resources to answer these remaining

questions.]

Native Americans 8A | Native Americans Today 97

Word Work: Traditions 5 minutes

1. In the read-aloud you heard, “But many Native Americans still

remember their tribal traditions of long ago.”

2. Say the word traditions with me.

3. Traditions are customs that are often passed down from one

generation to another.

4. One of my family’s favorite traditions is watching  reworks on

every Fourth of July.

5. Think of traditions you or your family may have or know about.

Try to use the word traditions when you tell about it. [Ask two

or three students. If necessary, guide and/or rephrase the

students’ responses: “My family traditions include . . .”]

6. What’s the word we’ve been talking about?

Use a Drawing and Writing activity for follow-up. Directions: Draw

a picture of one of your favorite traditions.

➶

Above and Beyond: For those students who are able to do so,

have them label the picture with a simple sentence that includes

the word traditions.

Complete Remainder of the Lesson Later in the Day

98 Native Americans: 8B | Native Americans Today

Extensions 15 minutes

Student Choice

Ask students which read-aloud they have heard recently they

would like to hear again. If necessary, reread the titles of recent

read-alouds to refresh the students’ memories and/or show key

illustrations from several read-alouds. You may also want to

choose one yourself.

Reread the text that is selected. Feel free to pause at different

places and talk about vocabulary and information that you did not

discuss previously during the read-aloud.

After the read-aloud, ask students if they noticed anything new or

different during the second reading that they did not notice during

the  rst reading. Also, ask them to try to express why they like this

read-aloud. Remember to repeat and expand upon each response

using richer and more complex language, including, if possible,

any read-aloud vocabulary.



Multiple Meaning Word Activity

Multiple Choice: Wear

[Show poster 4M: Wear.] Label the pictures on the poster:

“A” for Native Americans wearing tribal clothing and items

“B” for shoes that are obviously worn out

“C” for children who are worn out

Students can refer to the letters in their answers, or they can walk

up to the poster and point to the picture of the meaning of the

word you are describing.

Native Americans Today

Native Americans 8B | Native Americans Today 99

1. In the read-aloud you heard, “Native Americans today no

longer wear fringed leggings and deerskin moccasins. They

wear jeans and sneakers, just as you and I do.”

2. Which picture shows Native Americans wearing tribal clothing?

(A)

3. Wear also means other things. You can say that something

might “wear you out” when it makes you very tired. Which

picture shows this? (C)

4. Wear can also be used in “wear out” or “worn out” to talk

about something that is used for a long time and is damaged

or may no longer be useful. Which picture shows this? (B)

5. Now that we have reviewed the different meanings for wear,

quiz your neighbor on these different meanings. Try to use

complete sentences. For example, you could say, “Running

around the backyard with her dog wears Samantha out.” And

your neighbor should respond, “That’s C.”

100 Native Americans | Domain Review

Note to Teacher

You should pause here and spend one day reviewing and

reinforcing the material taught in this domain. You may have

students do any combination of the activities provided, in either

whole-group or small-group settings.

Core Content Objectives Addressed in this Domain

Students will:

 Recall that Native Americans were the  rst-known inhabitants of

North America

 Explain that there are many tribes of Native Americans

 Explain that although there are many diverse tribes of Native

Americans, they all needed food, clothing, and shelter to survive

 Explain the importance of the buffalo to the Lakota Sioux

 Describe the nomadic lifestyle of the Lakota Sioux

 Describe the food, clothing, and shelter of the Lakota Sioux, the

Wampanoag, and the Lenape

 Describe the environment in which the Lakota Sioux, the

Wampanoag, and the Lenape lived

 Describe aspects of the Lakota Sioux, Wampanoag, and Lenape

culture

 Identify the Wampanoag and Lenape as tribes that settled in a

particular area rather than ones that moved from place to place

 Explain that Native Americans still live in the U.S. today

 Explain how some Native Americans today keep alive some of

the traditions and practices of their ancestors

Domain Review

Native Americans | Domain Review 101

Activities

Image Review

You may show the images from any read-aloud again and have

students retell the read-aloud using the images.

Native American Chart

Materials: Image Cards 1–13, Native American Chart

Review the images and information in the Native American Chart

created in this domain. Ask students to describe what they see in

each image

Riddles for Core Content

Ask students riddles such as the following to review the core

content:

• We are shell sh found in Massachusetts bays and eaten by

Wampanoag Native Americans for hundreds of years. What are

we?

(clams)

• I am a dome-shaped hut made from the bark of trees and used

as shelter by the Wampanoag Native Americans. What am I?

(wetu)

• I am a tall, four-legged, fast-running forest animal, hunted by the

Wampanoag for food and clothing. What am I?

(deer)

• I am another Native American tribe that was located in the

Eastern Woodlands of North America. Who am I?

(the Lenape)

• I am the type of shelter the Lenape lived in. What am I?

(wigwam)

• We dress and eat and play just as you do today, but many years

ago our people lived in wetus and tipis. Who are we?

(Native

Americans)

102 Native Americans | Domain Review

Domain-Related Trade Book or Student Choice

Materials: Trade book

You may choose to read a trade book to reinforce of ideas; refer to

the books listed in the domain Introduction. You may also choose

to have students select a read-aloud to be heard again.

Key Vocabulary Brainstorming

Materials: Chart paper, chalkboard, or whiteboard

Give students a key vocabulary word such as powwows. Have them

brainstorm everything that comes to mind when they hear the word,

such as, Native American celebrations, dancing, rodeos, food, etc.

Class Book: An Alphabet of the Lakota Sioux, Wampanoag,

and Lenape

Materials: Drawing paper, drawing tools

You may have already begun an alphabet book with students

earlier in the domain. If so, continue to work on the book.

Otherwise, tell the class or a group of students that they are going

to make an alphabet book to help them remember what they

have learned in this domain. Have students brainstorm important

information about the Wampanoag and Lenape. Write their words

on chart paper, underlining the beginning letters of each word. If

some words begin with the same letter, decide which word would

be easiest to illustrate. Then, have each student choose one word

to draw a picture of and then write a caption for the picture. Bind

the pages to make a book to put in the class library for students to

read again and again.

➶

The Eastern Woodlands and/or The Atlantic Coastal Area

Materials: Mural paper, craft materials

Have students create a mural of a woodland and/or a coastal

environment. Some students may draw the scenery, creating a

backdrop. Others may draw, cut, and paste wetus, people, woodland

animals,  sh, etc., onto the mural, portraying the way the Wampanoag

and Lenape lived long ago. Alternatively, you may wish to make this a

three-dimensional display using clay, twigs, sand, grasses, etc.

Native Americans | Domain Assessment 103

This domain assessment evaluates each student’s retention of

domain and academic vocabulary words and the core content

targeted in Native Americans. The results should guide review and

remediation the following day.

There are two parts to this assessment. You may choose to do the

parts in more than one sitting if you feel this is more appropriate

for your students. Part I (vocabulary assessment) is divided into

two sections: the  rst assesses domain-related vocabulary and the

second assesses academic vocabulary. Part II of the assessment

addresses the core content targeted in Native Americans.

Part I (Instructional Master DA-1)

Directions: I am going to say a sentence using a word you have

heard in the read-alouds and the domain. If I use the word

correctly in my sentence, circle the smiling face. If I do not use the

word correctly in my sentence, circle the frowning face. I will say

each sentence two times. Let’s do number one together.

1. Canoes: Native Americans used canoes to travel in rivers and

lakes.

(smiling face)

2. Moccasins: Native Americans used moccasins to keep their

hands warm.

(frowning face)

3. Shelter: The tent was a good shelter during the rainstorm.

(smiling face)

4. Warrior: The warrior was very brave during the battle.

(smiling

face)

5. Chief: The chief was the least important and powerful person

in the tribe.

(frowning face)

6. Powwows: Some Native American tribes still hold powwows

today to celebrate their traditions.

(smiling face)

7. Bay: A bay is a hot, dry area that gets very little rain. (frowning

face)

Domain Assessment

104 Native Americans | Domain Assessment

8. Tipis: Tipis were good shelters for tribes that moved around

because they were easy to set up and take down.

(smiling

face)

9. Harvested: The  sherman harvested the  sh. (frowning face)

10. Wigwam: A wigwam was a type of food eaten by Native

Americans.

(frowning face)

Directions: I am going to read more sentences using other words

you have heard in the read-alouds. If I use the word correctly in my

sentence, circle the smiling face. If I do not use the word correctly

in my sentence, circle the frowning face. I will say each sentence

two times.

11. Agile: The agile cat jumped from one chair to another without

falling.

(smiling face)

12. Mischief: Some children get into mischief by hiding their

friends’ favorite toys.

(smiling face)

13. Succulent: A piece of dry toast is succulent. (frowning face)

14. Feast: For Thanksgiving, some families feast on turkey,

mashed potatoes, corn, green beans, and pumpkin pie.

(smiling face)

15. Traditions: Many families have special traditions for holidays,

such as eating certain foods.

(smiling face)

Part II (Instructional Master DA-2)

Directions: I will read a sentence about Native Americans. If what

I say is correct, you will circle the smiling face. If what I say is not

correct, you will circle the frowning face.

1. Native Americans moved to America last year.

(frowning face)

2. The Lakota Sioux, the Wampanoag, and the Lenape are all

Native American tribes.

(smiling face)

3. Long ago all Native Americans lived in tipis. (frowning face)

4. The Wampanoag gathered clams from the ocean for food.

(smiling face)

5. The Lakota Sioux ate buffalo meat. (smiling face)

Native Americans | Culminating Activities 105

6. The Lenape harvested their crops at the end of the summer to

store and eat throughout the winter.

(smiling face)

7. All Native American tribes used canoes to travel. (frowning

face)

8. Long ago, Native Americans had no homes, so they slept

outside.

(frowning face)

9. The Lakota Sioux moved a lot to follow the migrating buffalo.

(smiling face)

10. Moccasins were worn by many different Native American

tribes.

(smiling face)

11. The Wampanoag traveled hundreds of miles on horseback,

looking for food.

(frowning face)

12. Long ago, the Wampanoag, Lenape, and Lakota Sioux made

their own clothing, using the skins of animals.

(smiling face)

13. Native Americans are still living in the United States today.

(smiling face)

14. Native Americans today still make all their own clothes.

(frowning face)

15. Some Native American children today go to powwows to learn

traditional songs and dances.

(smiling face)

106 Native Americans | Culminating Activities

Note to Teacher

Please use this  nal day to address class results of the Domain

Assessment. Based on the results of the Domain Assessment

and students’ Tens scores, you may wish to use this class time

to provide remediation opportunities that target speci c areas of

weakness for individual students, small groups, or the whole class.

Alternatively, you may also choose to use this class time to extend

or enrich students’ experience with domain knowledge. A number

of enrichment activities are provided below in order to provide

students with opportunities to enliven their experiences with

domain concepts.

Remediation

You may choose to regroup students according to particular area

of weakness, as indicated from Domain Assessment results and

students’ Tens scores.

Remediation opportunities include:

• targeting Review activities

• revisiting lesson Extensions

• rereading and discussing select read-alouds

• reading the corresponding lesson in the Supplemental Guide, if

available

Culminating Activities

Native Americans | Culminating Activities 107

Enrichment

Celebratory Feast and/or Powwow

Talk with students about the Wampanoag’s clambake feast and/or

present-day powwows. Have them brainstorm ideas for their own

feast and/or powwow. You may want to coordinate with music,

physical education, and drama teachers. Solicit help from parents

to create costumes and learn drumming and dancing. Invite others

to join you in the celebration.

Create a Totem Pole

Materials: drawing paper, drawing tools; various colors of

construction paper

Remind students that several Native American tribes, particularly

in the Northwest, created totem poles. [Show image 7A-8.] Native

Americans used, and still use, these totem poles to tell stories

about their culture and about their past.

Tell students that they will be creating their own totem poles to

tell a story. You may choose to have students tell a story about

themselves and their families, or have them retell a story they

have heard (perhaps from one of the trade books listed in the

Introduction to this domain).

After students complete their totem poles, have them share their

work with the class, using domain-speci c vocabulary when

possible.

Invite An Expert

If you have Native American students in your class and/or school,

invite his/her parents to share additional knowledge with your

class. If you know of anyone who gives school presentations on

Native Americans of your area, invite him/her to your class.

Native Americans of Your Local Area/State

Extend student learning by expanding this domain to include an

investigation of local Native American customs.

Native Americans 109

For Teacher Reference Only:

Copies of Tell It Again! Workbook

110 Native Americans

Native Americans 111

1B-1

Dear Family Member,

Over the next several days, your child will be learning about different Native American

tribes and the ways they lived long ago. S/he will learn that there were many, many tribes

in many different regions of the country. The focus of this domain will be upon three tribes:

the Lakota Sioux, the Wampanoag, and the Lenape. The Lakota Sioux settled in the Great

Plains region of the United States, while both the Wampanoag and the Lenape lived in the

Eastern Woodlands region. These tribes have been chosen to provide a clear comparison

of daily life among Native Americans, including:

• how they lived;

• what they wore and ate; and

• what their homes were like.

Below are some suggestions for activities that you may do at home to reinforce what

your child is learning about the Native Americans of long ago.

1. Where Are We?

Help your child locate the Great Plains (North and South Dakota, Nebraska, Wyoming,

Montana, Oklahoma, Texas, Colorado) and the Eastern Woodlands (particularly Rhode

Island, Massachusetts, and New York) on a U.S. map. Share any knowledge you have of

these areas. Point out on the map where you live.

2. Words to Use

Below is a list of some of the words that your child will use and learn about. Try to use

these words as they come up in everyday speech with your child.

• tribes—There are many different Native American tribes, each with their own culture

and traditions.

• shelter—The tent gave us shelter from the storm.

• agile—The agile gymnast performed on the balance beam.

• mischief—My little sister likes to get into mischief by hiding all my favorite books.

• succulent—The strawberries we picked off the vine were succulent.

112 Native Americans

3. If You Were There

With your child, imagine what it would have been like to live without any of our

modern conveniences, having to depend upon the environment for food, clothing, and

shelter. Talk about what you would have seen and heard and how you would have felt.

4. Read Aloud Each Day

It is very important that you read to your child each day. The local library has many

books on Native Americans and a list of books and other resources relevant to this topic

is attached to this letter.

Be sure to praise your child whenever s/he shares what has been learned at school.

Native Americans 113

1B-2

Recommended Trade Books for Native Americans

Trade Book List

General

1. D is for Drum: A Native American Alphabet, by Michael and

Debbie Shoulders and illustrated by Irving Toddy (Sleeping

Bear Press, 2011) ISBN 978-1585362745

2. Many Nations: An Alphabet of Native America, by

Joseph Bruchac and illustrated by Robert F. Goetzl (Troll

Communications, 1998) ISBN 978-0816744602

3. Native Americans, edited by E. D. Hirsch, Jr. (Pearson

Learning, 2002) ISBN 978-0769050010

4. The Story of Jumping Mouse: A Native American Legend, by

John Steptoe (HarperTrophy, 1989) ISBN 978-0688087401

Tribes Discussed in the Domain

5. Clambake: A Wampanoag Tradition, by Russell M. Peters and

photographs by John Madama (Lerner Publications Company,

1992) ISBN 978-0822596219

6. If You Lived with the Sioux Indians, by Ann McGovern

and illustrated by Jean Drew (Scholastic, Inc., 1992) ISBN

978-0590451628

7. The Legend of the Indian Paintbrush, by Tomie dePaola

(Puf n, 1996) ISBN 978-0698113602

8. The Sioux, by Alice Osinski (Children’s Press, 1984) ISBN

978-0516019291*

9. Squanto and the First Thanksgiving, by Eric Metaxas and

illustrated by Michael Donato (Rabbit Ears Books, 2012) ISBN

978-1575055855

10. Tapenum’s Day: A Wampanoag Indian Boy in Pilgrim Times,

by Kate Waters and photographs by Russ Kendall (Scholastic,

Inc., 1996) ISBN 978-0590202374

114 Native Americans

11. The Wampanoags, by Alice K. Flanagan (Children’s Press,

1998) ISBN 978-0516263885

12. When the Shadbush Blooms, by Carla Messinger and Susan

Katz and illustrated by David Kanietakeron Fadden (Tricycle

Press, 2007) ISBN 978-1582461922

Supplementary Reading, Tribes Not Discussed in the Domain

13. Buffalo Bird Girl: A Hidatsa Story, by S.D. Nelson (Abrams

Books for Young Readers, 2012) ISBN 978-1419703553

14. Coyote: A Trickster Tale from the American Southwest, retold

and illustrated by Gerald McDermott (Voyager, 1999) ISBN

978-0152019587

15. How the Stars Fell into the Sky: A Navajo Legend, by Jerrie

Oughton and illustrated by Lisa Desimini (Sandpiper, 1996)

ISBN 978-0395779385

16. If You Lived with the Hopi, by Anne Kamma and illustrated by

Linda Gardner (Scholastic, Inc., 1999) ISBN 978-0590397261

17. If You Lived with the Indians of the Northwest Coast, by Anne

Kamma and illustrated by Pamela Johnson (Scholastic Inc.,

2002) ISBN 978-0439260770

18. If You Lived with the Iroquois, by Ellen Levine and illustrated

by Shelly Hehenberger (Scholastic, Inc., 1998) ISBN

978-0590674454

19. The Legend of the Bluebonnet, by Tomie dePaola

(Penguin Putnam Books for Young Readers, 1996) ISBN

978-0698113596

20. Raven: A Trickster Tale from the Paciﬁ c Northwest, by Gerald

McDermott (Harcourt, 1993) ISBN 978-0152656614

21. Totem Tale: A Tall Stor y from Alaska, by Deb Vanasse and

illustrated by Erik Brooks (Sasquatch Books, 2006) ISBN

978-1570614392

Native Americans Today

22. Children of Native America Today, by Yvonne Wakim Dennis

and Arlene B. Hirschfelder (Charlesbridge, 2003) ISBN

978-1570914997

Native Americans 115

23. Jingle Dancer, by Cynthia Leitich Smith and illustrated by

Cornelius Van Wright and Ying-Hwa Hu (Morrow Junior Books,

2000) ISBN 978-0688162412

24. Meet Lydia: A Native Girl from Southeast Alaska (My World:

Young Native Americans Today), by Miranda Belarde-Lewis

and photographs by John Harrington (Council Oak Books,

2004) ISBN 978-1571781475

25. Meet Mindy: A Native Girl from the Southwest (My World:

Young Native Americans Today), by Susan Secakuku and

photographs by John Harrington (Council Oak Books, 2006)

ISBN 978-1571781482

26. Meet Naiche: A Native Boy from the Chesapeake Bay Region

(My World: Young Native Americans Today), by Gabrielle Tayac

and photographs by John Harrington (Council Oak Books,

2007) ISBN 978-1571781468*

27. Songs from the Loom: A Navajo Girl Learns to Weave (We Are

Still Here: Native Americans Today), by Monty Roessel (Lerner

Publishing Group, 1995) ISBN 978-0822597124

*Note: These books contain a great deal of pertinent information

but may be above grade level. Feel free to read sections of these

books as you see  t.

Websites and Other Resources

Student Resources

1. National Museum of the American Indian

http://nmai.si.edu/visit/newyork/

2. Native American Homes

http://www.native-languages.org/houses.htm

Family Resources

3. Map of Native American Tribes

http://images.wikia.com/oraltradition/images/d/dc/Native_American_

Tribes_Map_2.jpg

4. Native American Environment

http://cpluhna.nau.edu/Research/native_americans1.htm

116 Native Americans

5. Pictures of Native Americans

http://kids.nationalgeographic.com/kids/photos/native-americans/#/100

3043_14107_600x450.jpg

6. Wampanoag Tribe

http://www.indians.org/articles/wampanoag-indians.html

Name

Native Americans 117

2B-1

Directions: Circle the items that might have been made from parts of the buffalo.

118 Native Americans

Name

Native Americans 119

2B-1

Answer Key

Directions: Circle the items that might have been made from parts of the buffalo.

120 Native Americans

Name

Native Americans 121

Directions: 1. Draw a picture of the kind of house in which the Lakota Sioux lived. 2. Draw a picture of what the

Lakota Sioux ate. 3. Finish the picture of the Lakota Sioux Native American by “dressing” the ﬁ gure in typical Sioux

clothing. You may choose to make the ﬁ gure either a boy or a girl.

3B-1

122 Native Americans

Native Americans 123

4B-1

Dear Family Member,

I hope your child has enjoyed learning about the Lakota Sioux Native American tribe.

Over the next several days, your child will be learning about the Wampanoag and Lenape

tribes, as well as Native American tribes today. It is important for all of us to recognize the

past, but it is equally important to acknowledge the present.

Below are some suggestions for activities that you may do at home to reinforce the

fact that Native Americans are one of the many groups of people that contribute to

America’s diversity today.

1. Native American Neighbors

What Native American tribes are represented in your area today? Is there a way that

you can  nd out more about them? Do they hold powwows, host educational events, or

share knowledge with the larger community? Do some research with your child to  nd

out.

2. Words to Use

Below is a list of some of the words that your child will use and learn about. Try to use

these words as the come up in everyday speech with your child.

• feasts—At Thanksgiving, my family feasts on turkey, mashed potatoes, green

beans, corn, and pumpkin pie.

• harvested—The farmer harvested the wheat at the end of the summer.

• traditions—Native American tribes today celebrate many of the traditions of their

ancestors.

3. Read Aloud Each Day

Set aside time to read to your child each day. The local library has many non ction

books about Native Americans, as well as  ctional selections. Please refer to the list of

books and other resources sent home with the previous family letter, recommending

resources related to Native Americans.

4. Using Common Sayings in Everyday Speech

Your child learned the well-known saying “practice makes perfect.” The next time your

child practices something, you may want to say, “Practice makes perfect!”

Be sure to praise your child whenever s/he shares what has been learned at school.

124 Native Americans

Name

Native Americans 125

PP-1

Directions: Cut out the four images that are related to the Lakota Sioux people and tape or glue them on another

piece of paper.

126 Native Americans

Name

Native Americans 127

PP-1

Directions: Cut out the four images that are related to the Lakota Sioux people and tape or glue them on another

piece of paper.

Answer Key

128 Native Americans

Name

Native Americans 129

DA-1

Directions: Listen to your teacher’s instructions.



10.



130 Native Americans

11.



12.



13.

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14.



15.



Name

Native Americans 131

DA-1

Answer Key

Directions: Listen to your teacher’s instructions.



10.



132 Native Americans

11.



12.



13.

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14.



15.



Name

Native Americans 133

DA-2



10.



Directions: Listen to your teacher’s instructions.

134 Native Americans

11.



12.



13.



14.



15.



Name

Native Americans 135

DA-2

Answer Key



10.



Directions: Listen to your teacher’s instructions.

136 Native Americans

11.



12.



13.



14.

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15.

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Tens Recording Chart

Use this grid to record Tens scores. Refer to the Tens Conversion Chart that follows.

Name

Tens Conversion Chart

Number Correct

01234567891011121314151617181920

Number of Questions

1010

20 510

30 3 710

40 3 5 810

50 2 4 6 810

60 2 3 5 7 810

70 1 3 4 6 7 910

80 1 3 4 5 6 8 910

90 1 2 3 4 6 7 8 910

10 0 1 2 3 4 5 6 7 8 9 10

11 0 1 2 3 4 5 5 6 7 8 9 10

12 0 1 2 3 3 4 5 6 7 8 8 9 10

13 0 1 2 2 3 4 5 5 6 7 8 8 9 10

14 0 1 1 2 3 4 4 5 6 6 7 8 9 9 10

15 0 1 1 2 3 3 4 5 5 6 7 7 8 9 9 10

16 0 1 1 2 3 3 4 4 5 6 6 7 8 8 9 9 10

17 0 1 1 2 2 3 4 4 5 6 6 7 7 8 8 9 9 10

18 0 1 1 2 2 3 3 4 4 5 6 6 7 7 8 8 9 9 10

19 0 1 1 2 2 3 3 4 4 5 5 6 6 7 7 8 8 9 9 10

20 0 1 1 2 2 3 3 4 4 5 5 6 6 7 7 8 8 9 9 10 10

Simply  nd the number of correct answers the student produced along

the top of the chart and the number of total questions on the worksheet

or activity along the left side. Then  nd the cell where the column and

the row converge. This indicates the Tens score. By using the Tens

Conversion Chart, you can easily convert any raw score, from 0 to 20,

into a Tens score.

Please note that the Tens Conversion Chart was created to be used

with assessments that have a de ned number of items (such as written

assessments). However, teachers are encouraged to use the Tens system

to record informal observations as well. Observational Tens scores are

based on your observations during class. It is suggested that you use the

following basic rubric for recording observational Tens scores.

9–10 Student appears to have excellent understanding

7–8 Student appears to have good understanding

5–6 Student appears to have basic understanding

3–4 Student appears to be having dif culty understanding

1–2 Student appears to be having great dif culty understanding

0 Student appears to have no understanding/does not participate

Native Americans 139

CORE KNOWLEDGE LANGUAGE ARTS

SERIES EDITOR-IN-CHIEF

E. D. Hirsch, Jr.

PRESIDENT

Linda Bevilacqua

EDITORIAL STAFF

Carolyn Gosse, Senior Editor - Preschool

Khara Turnbull, Materials Development Manager

Michelle L. Warner, Senior Editor - Listening & Learning

Mick Anderson

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Erin Kist

Robin Luecke

Rosie McCormick

Cynthia Peng

Liz Pettit

Ellen Sadler

Deborah Samley

Diane Auger Smith

Sarah Zelinke

DESIGN AND GRAPHICS STAFF

Scott Ritchie, Creative Director

Kim Berrall

Michael Donegan

Liza Greene

Matt Leech

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Lauren Pack

CONSULTING PROJECT MANAGEMENT SERVICES

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ADDITIONAL CONSULTING SERVICES

Ang Blanchette

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Carolyn Pinkerton

ACKNOWLEDGMENTS

These materials are the result of the work, advice, and encouragement of numerous individuals over many years. Some of those singled out here already

know the depth of our gratitude; others may be surprised to  nd themselves thanked publicly for help they gave quietly and generously for the sake of

the enterprise alone. To helpers named and unnamed we are deeply grateful.

CONTRIBUTORS TO EARLIER VERSIONS OF THESE MATERIALS

Susan B. Albaugh, Kazuko Ashizawa, Nancy Braier, Kathryn M. Cummings, Michelle De Groot, Diana Espinal, Mary E. Forbes, Michael L. Ford,

TedHir sch, DanielleKne cht, James K. Lee, DianeHenryLe ipzi g, M ar th aG.Mac k, Liana M ahon ey, Isabel M cLean, Steve Mo rrison, Juliane K. Munson,

ElizabethB.Rasmussen, Laura Tortorelli, RachaelL.Shaw, SivanB.Sherman, Miriam E. Vidaver, Catherine S. Whittington, JeannetteA. Williams

We would like to extend special recognition to Program Directors Matthew Davis and Souzanne Wright who were instrumental to the early

development of this program.

SCHOOLS

We are truly grateful to the teachers, students, and administrators of the following schools for their willingness to  eld test these materials and for

their invaluable advice: Capitol View Elementary, Challenge Foundation Academy (IN), Community Academy Public Charter School, Lake Lure Classical

Academy, Lepanto Elementary School, New Holland Core Knowledge Academy, Paramount School of Excellence, Pioneer Challenge Foundation

Academy, New York City PS 26R (The Carteret School), PS 30X (Wilton School), PS 50X (Clara Barton School), PS 96Q, PS 102X (Joseph O. Loretan),

PS104Q (The Bays Water), PS 214K (Michael Friedsam), PS 223Q (Lyndon B. Johnson School), PS 308K (Clara Cardwell), PS 333Q (Goldie Maple Academy),

Sequoyah Elementary School, South Shore Charter Public School, Spartanburg Charter School, Steed Elementary School, Thomas Je erson Classical

Academy, Three Oaks Elementary, West Manor Elementary.

And a special thanks to the CKLA Pilot Coordinators Anita Henderson, Yasmin Lugo-Hernandez, and Susan Smith, whose suggestions and day-to-day

support to teachers using these materials in their classrooms was critical.

140 Native Americans

CREDITS

Every e ort has been taken to trace and acknowledge copyrights. The editors tender their apologies for any accidental infringement where

copyright has proved untraceable. They would be pleased to insert the appropriate acknowledgment in any subsequent edition of this

publication. Trademarks and trade names are shown in this publication for illustrative purposes only and are the property of their respective

owners. The references to trademarks and trade names given herein do not a ect their validity.

The Word Work exercises are based on the work of Beck, McKeown, and Kucan in Bringing Words to Life (The Guilford Press, 2002).

All photographs are used under license from Shutterstock, Inc. unless otherwise noted.

EXPERT REVIEWER

Je rey Hantman

WRITERS

Beth Engel, Rosie McCormick, Cate Whittington, Core Knowledge Sta

ILLUSTRATORS AND IMAGE SOURCES

Cover: Steve Morrison; Title Page: Steve Morrison; Domain Icon: Shutterstock; Take

Home Icon: Core Knowledge Staff; 1A-1 (forest): Shutterstock; 1A-1 (plains): Shutterstock;

1A-2 (stream): Shutterstock ; 1A-2 (lake): Shutterstock ; 1A-3: Shutterstock; 1A-4 (duck s):

Shutterstock; 1A-4 (fish): Shutterstock; 1A-5 (rabbit): Shutterstock; 1A-5 (ant): Shutterstock;

1A- 6 (desert): Shutterstock; 1A-6 (shore): Shutterstock; 1A-7: Shutterstock; 1A-8:

Shutterstock; 1A-9: Shutterstock; 1A-10: Shutterstock; 1A-11: Shutterstock; 1A-12: Sharae

Peterson; 1A-13: Sharae Peterson; 1A-14: Mary Parker; 1A-15: Carolyn Wouden; 1A-16:

Michael Parker; 1A-17: Shutterstock; 1A-18: Brooke Sadler; 1A-19: Shari Griffiths; 1A-20:

Library of Congress, Prints and Photographs, LC-USZ62-115473; 1A-21: Tyler Pack; 1A-22

(left): Carolyn Wouden; 1A-22 (right): Tyler Pack; 1A-23: Tyler Pack; 1A-24: Shutterstock;

1A-25 (left): Shutterstock; 1A-25 (middle): Shutterstock; 1A-25 (right): Shutterstock;

2A-1: Shutterstock; 2A-2: Shutterstock; 2A-3: Sharae Peterson; 2A-4: Shari Griffiths; 2A-5:

Shutterstock; 2A-6 (left): Shutterstock; 2A-6 (right): Shutterstock; 2A-7: Sharae Peterson;

2A-8 (left): Shutterstock; 2A-8 (right): Shutterstock; 2A-9: Shutterstock; 3A-1: Shari Griffiths;

3A-2: Shari Griffiths; 3A-3: Shari Griffiths; 3A-4: Shari Griffiths; 3A-5: Shari Griffiths; 3A-6: Shari

Griffiths; 3A-7: Shari Griffiths; 3A-8: Shari Griffiths; 3A-9: Shari Griffiths; 3A-10: Shari Griffiths;

3A-11: Shari Griffiths; 3A-12: Shari Griffiths; 4A-1: Sharae Peterson; 4A-2: Sharae Peterson;

4A-3: Sharae Peterson; 4A-4: Sharae Peterson; 4A-5: Sharae Peterson; 4A-6: Sharae Peterson;

5A-1: Shutterstock; 5A-2: Shutterstock; 5A-3: Apryl Stott; 5A-4: Apryl Stott; 5A-5: Apryl Stott;

5A-6: Apryl Stott; 5A-7: Apryl Stott; 5A-8: Apryl Stott; 5A-9: Apryl Stott; 5A-10: Apryl Stott;

5A-11: Apryl Stott; 5A-12: Apryl Stott; 5A-13: Apryl Stott; 5A-14: Apryl Stott; 6A-1: Bryan Beus;

6A-2: Bryan Beus; 6A-3: Bryan Beus; 6A-4: Bryan Beus; 6A-5: Bryan Beus; 6A-6: Bryan Beus;

7A-1 (left): Tyler Pack; 7A-1 (right): Tyler Pack; 7A-2: Kristin Kwan; 7A-3: Sharae Peterson; 7A-4:

Shutterstock; 7A-5: Shutterstock; 7A-6: Library of Congress, Prints & Photographs Division,

Edward S. Curtis Collection, LC-USZ62-97084; 7A-7: Apryl Stott; 7A-8: Shutterstock; 7A-9:

Shutterstock; 7A-10: Brooke Sadler; 7A-11: Shutterstock; 7A-12: Mary Parker; 7A-13: Carolyn

Wouden; 7A-14: Shutterstock; 7A-15: Kristin Kwan; 7A-16: Carolyn Wouden; 7A-17: Library of

Congress, Prints & Photographs Division, LC-DIG-ds-02766; 7A-18 (left): Carolyn Wouden; 7A-

18 (right): Shutterstock; 7A-19: Kristin Kwan; 7A-20: Michael Parker; 7A-21: Shari Griffiths; 7A-

22: Shutterstock; 7A-23: Brooke Sadler; 7A-24: Mary Parker; 7A-25: Library of Congress, Prints

& Photographs Division, LC-DIG-npcc-08645 ; 7A-26: Shari Griffiths; 7A-27: Shutterstock; 7A-

28 (top left): Shutterstock; 7A-28 (top middle): Shutterstock; 7A-28 (top right): Shutterstock;

7A-28 (bottom left): Shutterstock; 7A-28 (bottom right): Shutterstock; 8A-1: Tyler Pack; 8A-2:

Shutterstock; 8A-3: Shutterstock; 8A-4: Shutterstock; 8A-5: Shutterstock; 2B-1: Shutterstock;

2B-1 (costumes): Carolyn Wouden; 2B-1 (tepee): Sharae Peterson; 2B-1 (making fire): Apryl

Stott; 2B-1 Answer Key: Shutterstock; 2B-1 Answer Key (costume): Carolyn Wouden; 2B-1

Answer Key (tepee): Sharae Peterson; 2B-1 Answer Key (making fire): Apryl Stott; 3B-1: Steve

Morrison; PP1 : Shutterstock; PP1 (tepee): Sharae Peterson; PP1 (canoe): Library of Congress,

Prints and Photographs, LC-USZ62-115473; PP1 (pueblo): Kristin Kwan; PP1 (sewing): Sharae

Peterson; PP1 Answer Key: Shutterstock; PP1 Answer Key (tepee): Sharae Peterson; PP1

Answer Key (canoe): Library of Congress, Prints and Photographs, LC-USZ62-115473; PP1

Answer Key (pueblo): Kristin Kwan; PP1 Answer Key (sewing): Sharae Peterson

Regarding the Shutterstock items listed above, please note: “No person or entity shall

falsely represent, expressly or by way of reasonable implication, that the content herein

was created by that person or entity, or any person other than the copyright holder(s) of

that content.”

Native Americans

Tell It Again!™ Read-Aloud Anthology

Listening & Learning™ Strand

KINDERGARTEN

The Core Knowledge Foundation