Exploring Colonial America

Rai, V. (2007). Pennsylvania: Colonial America.Independence, KY: National Geographic. Lexile level:710. (Nonfiction).Rai, V. (2007). South Carolina: Colonial America.Independence, KY: National Geographic. Lexile level:410. (Nonfiction).Sonneborn, L. (2006). A primary source history of thecolony of Georgia. New York, NY: Rosen. Lexile level:1130. (Nonfiction).Stein, R.C. (1995). The Pilgrims. Chicago, IL: Children’sPress. Lexile level: 950. (Nonfiction).Independent (or Whole-Class) ReadingCollier, J.L., & Collier, C. (2007). My brother Sam isdead. New York, NY: Scholastic. Lexile level: 770.(Historical fiction).Hermes, P. (2000). Our strange new land: Elizabeth’sJamestown Colony diary. New York, NY: Scholastic.Lexile level: 350. (Historical fiction).Rinaldi, A. (2000). The story of Jasper Jonathan Pierce:A Pilgrim boy. New York, NY: Scholastic. Lexile level:680. (Historical fiction).Whole-Class ReadingRosen, D. (2004). Jamestown and the Virginia Colony.Independence, KY: National Geographic. Lexile level:570. (Nonfiction).Supplemental TextsThe following list provides alternatives for the requiredtexts in the unit. The authors provide this list as a toolfor teacher adaptations to the curriculum.Anderson, L.H. (2008). Chains. New York, NY:Scholastic. Lexile level: 780. (Historical fiction).Bruchac, J. (2003). Pocahontas. New York, NY: Scholastic.Lexile level: 970. (Historical fiction).Burt, B. (2002). Colonial life: The adventures of BenjaminWilcox. Independence, KY: National Geographic.Lexile level: 580. (Nonfiction).Fritz, J. (1975). Where was Patrick Henry on the 29th ofMay? New York, NY: Scholastic. Lexile level: 1000(Historical fiction).Hermes, P. (2002). Season of promise: Elizabeth’sJamestown Colony diary. New York, NY: Scholastic.Lexile level: 430. (Historical fiction).Mack, S., & Champlin, S. (2009). Road to revolution.New York, NY: Scholastic. Lexile level: 430. (Graphicnovel).Studelska, J.V. (2007). We the people: Women of ColonialAmerica. Minneapolis, MN: Compass Point. Lexilelevel: 890. (Nonfiction).Waters, K. (1993). Samuel Eaton’s day: A day in the life ofa Pilgrim boy. New York, NY: Scholastic. Lexile level:590. (Picture book).Yolen, J., & Stemple, H. (2003). Roanoke: The lost colony.New York, NY: Scholastic. Lexile level: 850. (Picturebook).Teaching and Learning ActivitiesWeek 1: Establishing ColoniesEssential Questions W hy did Europeans establish colonies in NorthAmerica? H ow did climate, geographic features, and other available resources distinguish the three regions from eachother? H ow did people use the natural resources of their region to earn a living? What are the benefits of specialization and trade? H ow did political and social life evolve in each of theregions?Group DescriptionThese lessons are designed for individual, paired, smallgroup, and whole-class instruction.4July 2014 Exploring Colonial America Materials GAUGE poster and bookmarks Sticky notes Pictures of a tepee and a colonial house Jamestown by D. Rosen T he Story of Jasper Jonathan Pierce: A Pilgrim Boy byA. Rinaldi A Primary Source History of the Lost Colony of Roanokeby B. Belval A Primary Source History of the Colony of Massachusettsby J. Freedman A Primary Source History of the Colony of SouthCarolina by H. Hasan A Primary Source History of the Colony of Pennsylvaniaby G.S. Prentzas A Primary Source History of the Colony of Georgia byL. SonnebornDOI:10.1598/bridges.7011 2014 International Reading Association

Massachusetts: Colonial America by V. Rai Pennsylvania: Colonial America by V. Rai South Carolina: Colonial America by V. Rai The Pilgrims by R.C. SteinObjectives Students will develop initial motivation to read aboutthe early colonies by developing self-efficacy for reading. S tudents will activate background knowledge aboutspecific topics (e.g., Jamestown, European Settlers,Pocahontas) and relate it to text content. S tudents will use text features while reading in orderto learn about the founding of the Jamestown colony. S tudents will use GAUGE to monitor their comprehension while reading about the colonies.Common Core State Standards and Learning GoalsAchievedReading Standards for Literacy in History/SocialStudies, Grade 6–8, Standard 2Reading Standards for Literacy in History/SocialStudies, Grade 6–8, Standard 4Reading Standards for Literacy in History/SocialStudies, Grade 6–8, Standard 7Writing Standards for Literacy in History/SocialStudies, Grade 6–8, Standard 2Writing Standards for Literacy in History/SocialStudies, Grade 6–8, Standard 2aProceduresLesson 1: Colonial America and Understanding What WeRead in HistoryWarm-Up (10 minutes)Encourage students to understand the relevance ofstudying Colonial America by asking, “What is yourheritage?” Remind students that most families came tothe United States from another country. Ask them whysomeone would want to leave their homeland to come tothe United States.Whole Class (25 minutes)Introduce students to comprehension monitoring.1. Review the essential questions for the unit and discusshow students will develop a deep understanding aboutcolonization by monitoring their comprehension.2. Discuss the meaning of the word monitor.5July 2014 Exploring Colonial America 3. Be sure the GAUGE poster is displayed in a visibleplace in the classroom. Show bookmarks to students(see Figure 1). Review the mnemonic, letter by letter.Then, model comprehension monitoring. (Remember,the goal of modeling is to show your thinking to students.Students should not participate in the modeling portionof the lesson.) Modeling consists of a (teacher) thinkaloud to demonstrate the use of the strategy and shouldnot last more than 15 minutes in any given lesson. Thegoal is to show your thinking while reading (i.e., the use ofthe strategy) in an explicit way. Students should have thetext in front of them to follow along as you read aloud.1. Conduct a think-aloud using GAUGE (refer to bookmark and poster) while reading the initial pages ofJamestown by D. Rosen. Be sure to use the languageand the questions on the GAUGE poster.a. Can I show what I read on this graphic organizer?b. Does this make sense?2. D emonstrate the use of sticky notes as a support forcomprehension monitoring.3. Project a web graphic organizer and add informationto it after the think-aloud.4. Ask students to tell you what they observed duringyour modeling.Collaborative Reading (35 minutes)Guided practice aims to provide time for students to applya strategy (or strategies) with support from the teacher.Provide students with a 10-minute time frame to readJamestown with a partner, and tell students to recordquestions, connections, or important information onsticky notes as they read. After students have had timeto read, project the Thinking About My Reading graphicorganizer (see Figure 2) on the board. As students shareimportant information, connections, and questions, facilitate a content-based discussion about the portion oftext they have just read. Then, repeat this process withanother chunk of the text.Closure (15 minutes)Use the Comprehension Monitoring Exit Slip (seeFigure 3) to assess students’ understanding of the strategy. After students have completed the exit slip, havethem share how they are learning new information byreferring to the essential questions.ScaffoldsVocabulary: Post the word monitor on the word walland discuss the meaning of the word with students. Ifnecessary, encourage students to record the word on aword map.DOI:10.1598/bridges.7011 2014 International Reading Association

FIGURE 1. GAUGE BookmarkGraphic organizers·  To show the important points ofwhat you read by asking, Can Ishow the important points of what Iread?·  To connect main ideas tosupporting details· To show meanings of new wordsAsk questions·  To help you understand what youread by asking, Does this makesense?·  To make you and others think moredeeplyGo back and reread· To help you find the main idea· To answer a question·  To help you when you lose track ofwhat you are readingExplain what you read· To someone else· In a poster or other projectAsk someone for help if you still don’tunderstand!Use text features and/or contextclues·  To activate your backgroundknowledge·  To help you understand newvocabularyEnglish Language for ELs: Repeat or elaborate onstudent responses to model English statements andquestions (e.g., use of question words, verb and nounagreement, use of content words in sentences).Strategy: Encourage students to refer to their GAUGEbookmark while reading with partners or in smallgroups.Motivation: Ask students why we activate our background knowledge. How does this help us to connect6July 2014 Exploring Colonial America more with the readings? Then, offer students specificpraise for their ability to correctly identify the level ofquestions; if necessary, clarify any misconceptions.Lesson 2: England Establishes Colonies in North AmericaWarm-Up (10 minutes)Project pictures of a tepee and a colonial house andlead a discussion about the difference in the types ofstructure, activating students’ prior knowledge (tepeesDOI:10.1598/bridges.7011 2014 International Reading Association

FIGURE 2. Thinking About My ReadingImportantInformationConnections:to self,to text,to worldMy QuestionsImportantInformationConnections:to self,to text,to worldMy QuestionsFIGURE 3. Comprehension Monitoring Exit SlipRead the following list and mark the comprehension monitoring strategies you use when you are reading a difficult or new text. Mark Y for “yes, I do this,”or N for “no, I don’t do this.”I stop and ask, “Does this make sense?”I ask, “Where did I lose track?”I reread.I visualize when I’m reading.I connect what I’m reading to what I have read previously in the text and to what I already know.I ask myself questions about what I’m reading.I use context clues to help figure out a word or series of words that I don’t understand.What else do you do when you monitor your understanding during reading? Think of at least one more strategy that you used while monitoring yourunderstanding of text and write that strategy here.How did monitoring your comprehension help you learn something new today? What did you learn?7July 2014 Exploring Colonial America DOI:10.1598/bridges.7011 2014 International Reading Association

support a nomadic lifestyle; the house is a more permanent structure). Explain to students that when you setup something like a home or a village and intend for itto be permanent, you use the word establish to describewhat you did. So, you might say that the owner of thehouse established his home in Vermont because he cannot move the house and he probably built it to live in fora long time. Project the definition of the word establish.Connect the word to the text read during the previousday of instruction.Whole Class (30 minutes)Modeling or Guided Practice for ComprehensionMonitoring: Provide time for guided practice andconduct a think-aloud using Jamestown by D. Rosen.(Student performance from previous lesson shouldguide decision).Independent Reading: Provide time for students to independently apply GAUGE and discuss reading. Addinformation to the web graphic organizer from the previous day (see Lesson 1).Partner Reading (20 minutes)Select a student volunteer to model the use of thePartner Reading Directions (see Figure 4) while readingtwo pages from Jamestown by D. Rosen.Closure (15 minutes)Direct students to write a short essay or develop a visual representation (i.e., a timeline) explaining whyJamestown was settled, how colonists established it asa colony, and how political and social life evolved inJamestown. Remind students that they are Explainingwhat they read. Redirect students to whole-class discussion. Ask them to refer to the essential questionsand explain how they learned new information fromreading. Distribute the Comparing Colonies Chart (seeFigure 5) and have students add information about theJamestown colony. Explain that students will read witha partner about other colonies.FIGURE 4. Partner Reading DirectionsGetting Ready1. Sit next to the partner your teacher has assigned to you.2. Come prepared with your Partner Reading materials:a. bookb. pencilc. graphic organizerd. GAUGE bookmarkReading Text Together & Monitoring Comprehension1. D ecide who will read aloud each of the assigned pages, from to . Make sure you read to the end of a topic or paragraph and do not stop in themiddle of it. Be sure to use your GAUGE bookmark as you read. If there are some words you don’t know how to pronounce, ask your partner. If your partner doesn’t know, check the glossary. If the word is not in the glossary, raise your hand and ask your teacher. You may create a Word Map for any vocabulary that is unfamiliar to you.2. S ilently reread the pages that you will read aloud, thinking of good expression and pace. Be ready to Explain what the reading is about. Ask yourself, Can Ishow the important points of what I read on my graphic organizer? Record on a sticky note any questions you would like to Ask about the reading.3. If you are reading the first passage, read those pages aloud. If not, listen as your partner reads aloud.4. If you are the reader, Explain what the reading is about. Check to see if your partner agrees. Your partner should record this information on their Linking Main Idea and Supporting Details graphic organizer.Thinking and Talking About the Text1. Ask questions about the reading.2. Discuss how the reading relates to the essential questions for the day.8July 2014 Exploring Colonial America DOI:10.1598/bridges.7011 2014 International Reading Association

FIGURE 5. Comparing Colonies ChartColonyWhy Was It Settled?ClimateScaffoldsVocabulary: Post the word civilization on the word walland have students define it after reading Jamestown byD. Rosen.English Language for ELs: Provide examples ofDiscussion Prompts (see Figure 6) to students so theycan participate in content-driven interactions duringthe partner reading activity.Strategy: Remind students to refer to their GAUGEbookmark (Figure 1) during independent reading.Motivation: Offer students specific praise for their ability to connect new content to background knowledgeduring the warm-up activity. Provide specific praise forstudents’ use of GAUGE—for example, “I like how youasked questions about.”Lesson 3: Different Ways to Learn About Colonial AmericaWarm-Up (10 minutes)Remind students of the term establish and how theyused the word to describe the house in Vermont but not9July 2014 Exploring Colonial America Important PeoplePolitical Life/Social LifeResourcesFIGURE 6. Examples of Discussion PromptsTypes of DiscussionStemReceiving what the partner says Those are good ideas. That was interesting. Y ou helped me understand this in a newway.More elaboration and extension What does that mean?of the idea Can you think of another example? What you said reminds me of.Clarification Can you explain that a little more? I ’m not sure what you mean. Can you sayit in a different way? Where in the text did you find that idea?Making connections I made that connection with. I think this is like. I remember reading about. It reminds me of.Add a different perspective That’s interesting. I hadn’t thought of it in that way. I wasthinking something different.DOI:10.1598/bridges.7011 2014 International Reading Association

the tepee structure of the Sioux. Direct students to workwith a group to write their own definition of the word.One group member should record the definition on adry-erase board. Discuss student definitions.Whole Class (15 minutes)Distribute copies of The Story of Jasper Jonathan Pierce:A Pilgrim Boy by A. Rinaldi and have the students compare their social studies textbook to the narrative text.1. D raw a T-chart on the board and label one columnNarrative and the other Expository. Tell students theirnovel is an example of narrative text and the textbookis an example of expository text.2. C onduct a Think/Pair/Share by directing students tobrainstorm some differences between the two typesof texts.3. T ell students that it is normal to struggle with reading,whether the text is narrative or expository. You mayindicate, “Over the next few weeks, we are going toread a narrative text about Colonial America and expository texts about some of the colonies. [Show students the texts.] We are going to focus on being awareof when we understand our reading and when we donot understand our reading.”4. Review the GAUGE poster. Tell students that whenmonitoring their comprehension, they do not gothrough all these steps at once. Some can be used at acertain point, and others can be used later on.Model comprehension monitoring (see the WholeClass section in Lesson 1). After modeling, discuss howthis narrative text is different from the expository textJamestown by D. Rosen. Ask students which strategiesare more appropriate for the novel in comparison to theexpository text.Partner Reading (30 minutes)Assign students a partner and partner reading text (seePartner or Small-Group Reading List under Texts).Review the Partner Reading Directions (Figure 4) andDiscussion Prompts (Figure 6). Note: Different groups ofstudents can read about different colonies; for example,one pair may read about South Carolina while anotherreads about Pennsylvania.Then, select two or three pairs to work with duringthe reading time while the other small groups work onthe same activity. When meeting with a given group,provide any additional instructional support or scaffolds that students appear to need. Remember to encourage students to choose the strategy they are focusing on10July 2014 Exploring Colonial America during guided reading, but facilitate the use of two strategies with any given group.Whole Class (15 minutes)Have students share information about their colonyand add information to the Comparing Colonies Chart(Figure 5). Keep in mind that different groups of studentsshould have read about different colonies. Take time toanswer students’ questions and clarify misconceptions.Closure (15 minutes)Ask students to conduct a free write and reflect how thenovel connects to their partner reading texts about specific colonies.ScaffoldsVocabulary: Post the word establish on the word walland refer to it regularly during instruction. Ask students for examples of the use of the word and possiblesynonyms.English Language for ELs: Elaborate on or rephrasestudents’ responses.Strategy: Ask students why they should monitor theirreading during social studies. Ask them to show youhow they monitor and how it helped with understanding a section of text.Motivation: As students share, provide specific praisefor their ideas, such as, “That is an important differencebetween narrative and expository. I like how specificyou were in pointing that out that difference.”Lesson 4: The Colonies in North AmericaWarm-Up (10 minutes)Refer to the student definitions of establish and civilization and briefly review the meaning of each word. Tellstudents that the Jamestown settlers were at the start ofestablishing a civilization. Based on their definitions,ask students to brainstorm what that might mean. Aftera few minutes, project the “A Union in the Interest ofHumanity.” poster (see Figure 7). Tell the students thatthis is how the artist of the poster chose to depict civilization years later. Brainstorm what the poster means,and define any words that the students may not know.Ask the students if they think this is what the originalJamestown settlers envisioned for their future. Ask themif this changes their definition, and if so, how. Write onthe board or project the following dictionary definitionof civilization: “A society where a high level of culture,science, industry, and government has been reached.”Discuss how this differs from their definition. Tell students that as they are reading today, they should thinkDOI:10.1598/bridges.7011 2014 International Reading Association

FIGURE 7. A Union in the Interest of Humanity—Civilization—Freedom and Peace for All Timecolonies to contribute new information to the chart.Ask students how The Story of Jasper Jonathan Pierce:A Pilgrim Boy and their partner reading text is helping them understand what life was like during colonialtimes.ScaffoldsVocabulary: Encourage students to record definitionsof unfamiliar words in their notebook with examplesand non-examples of each word.English Language for ELs: Encourage students toincorporate words from the word wall when theyare speaking. For examples, if a student used theword made, remind them that it is synonymous withestablish.Strategy: Encourage students to ask questions abouttheir reading and recognize their questions duringwhole-class discussion.Motivation: Relevance: Encourage students to thinkabout how the nation’s history would be different if thecolonies were not established, and lead a discussionabout the topic.Lesson 5: Comparing Colonies in North AmericaWarm-Up (10 minutes)about the kind of civilization that the early colonistswere creating.Whole Class (15 minutes)Conduct a think-aloud of The Story of Jasper JonathanPierc

Massachusetts: Colonial America by V. Rai Pennsylvania: Colonial America by V. Rai South Carolina: Colonial America by V. Rai A Primary Source History of the Colony of Georgia by L. Sonneborn The Pilgrims by R.C. Stein 2 Individuals, pairs, small groups, whole class Students will improve organizational ability and comprehension and refine cognitive