te4_wg_u5w2 2.0

TCA

Lexile

740 1010800

TextEvaluator™

23 5143

Text Complexity Range

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GenreTell students that the selection is a tall tale and remind students to connect pictures to the text.

• Tall tales are a type of folk tale that feature a larger-than-life hero. Tall tales also include exaggerated details.

What makes this text complex? Genre Purpose Specific Vocabulary Connection of Ideas Prior Knowledge

This selection is suggested for use as an Extended Complex Text. See pages T356-T361.

Close Reading Routine

Read DOK 1–2

• Identify key ideas and details about why people move.

• Take notes and summarize.

• Use TCA prompts as needed.

Reread DOK 2–3

• Analyze text, craft, and structure.

• Use the Close Reading Companion

Integrate DOK 4

• Integrate knowledge and ideas.

• Make text-to-text connections.

• Use the integrate lesson.

Literature Anthology

Apples to Oregon

Access ccess Complex omplex Textext

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• Why do you think the author lists the children last? (The author wants the readers to think that the father might care more about his fruit trees than his children.)

• Point out the heading under the selection title. Why does the author say that the narrative is “slightly true”? (The author wants the reader to know that the events in the selection are beyond believable and exaggerated.)

Tell students they will be reading about a family’s journey west. Ask students to predict how the selection will help them answer the Essential Question.

Note Taking: Use the Graphic OrganizerAs students read the selection, ask them to take notes by filling in the graphic organizer on Your Turn Practice Book page 212 to record the causes and effects.

Text Features: IllustrationsLook at the illustration on pages 384 and 385. Based on the title of the selection, why do you think the oxen are pulling a wagon full of fruit trees? Turn to a partner and discuss.

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LITERATURE ANTHOLOGY, pp. 384–385

LITERATURE ANTHOLOGY T89B

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PurposeTell students that the purpose of this text is to entertain readers with exaggeration while telling what happens when a family decides to move west.

• What about the illustration tells you that the events in the story are exaggerated? (The illustration is of a large wagon with hundreds of trees followed by the small wagon full of children.

The exaggeration is that Daddy loves his trees more than his children.)

• Reread the sentence ”Oh, and by the way, he took us along too.” What do you think the narrator means? (Daddy’s fruit trees are very important to him, and might mean more to him than his family. This is probably an exaggeration too.)

Skill: Cause and EffectOn page 386, when Daddy decides to leave Iowa for Oregon, what can he not bear to leave behind? What happens as a result? (Daddy cannot bear to leave his fruit trees behind so he packs hundreds of them on a wagon.) Add the cause and effect to your chart.

Cause EffectDaddy cannot bear to leave his fruit

trees behind.

Daddy packs hundreds of fruit trees on a wagon.

Build Vocabulary on page 386

sturdy: strong; solid

daring: bold, brave

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• Help students find context clues to figure out the meaning of pull up roots. (leave Iowa for Oregon) Where do the characters in this story go when they pull up roots? (Oregon)

• What does pull up roots mean? (to move from one place to another)

Point out the idiom pull up roots on page 386.

• Repeat after me: pull up roots.

• Have students raise their hands if they have ever had to pack all their belongings and move to a new place. Help students respond in short words or sentences.


Author’s Craft: Regional LanguageAuthors of tall tales use regional language to help readers understand the characters and setting in a story. For example, on page 386 the narrator says: “My daddy loved growin’ apples.” Reread pages 386 and 387. What other examples of regional language did you read on these pages? How do these examples help you to understand the characters and setting? (The narrator’s use of slang tells me that the characters are not very formal. It also fits with the idea of daring adventures and going off to new places with a wagon full of trees.)

Reread Close Reading Companion

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LITERATURE ANTHOLOGY T89D

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Specific VocabularyPoint to the idiom get up the nerve on page 388. Have students look at surrounding words and phrases to determine its meaning.

• What context clues can help you figure out the meaning of get up the nerve? (made my insides shrivel; trying)

• Direct students’ attention to the illustration. Point to the man standing in the water. How does the illustration help you understand what get up the nerve means? (The illustration shows a worried man with his hand on his head looking at the river. He is the only person in the water. It looks like he is trying to decide what to do.)

Literary Elements: HyperboleAuthors use hyperbole to enhance the text in a selection. Hyperbole is using exaggeration that readers are not expected to believe. Reread this sentence: “It was wider than Texas, thicker than Momma’s muskrat stew, and muddier than a cowboy’s toenails.” Do you believe that the river is as wide, as thick, and as muddy as the narrator describes? (No) Why did the author include these exaggerations in the story? (to make it funny and entertaining; to help the reader understand why it is difficult to cross the river) Paraphrase the narrator’s description of the river without using hyperbole. Then turn to a partner and discuss which description fits best with the style of the rest of the story, and why.

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• What is the nursery wagon carrying? (apple trees and other fruit trees and plants)

• Why did the people burst out laughing? (They think the trees will die before they get to the plains, or the wagon will sink.)

Use gestures and the illustrations to help students understand the meanings of these difficult words and phrases: riverbank, folks, prairie schooners, trees fluttering, burst out laughing, and nursery wagon.


Skill: Cause and EffectWhat is the first problem that the family encounters on their journey? (They are stopped by the Platte River and have to figure out how to cross.) What happens when the other travelers see what is in the family’s wagon? (They laugh and make fun of the family.) Add the causes and effects to your chart.

Cause EffectThe narrator’s family arrives at the Platte

River.

They have to figure out how

to cross the river.

The narrator’s family arrives with

a wagon full of trees.

People make fun of the narrator’s

family.

Strategy: RereadWhy do the people make fun of the wagon full of trees? (They do not think the trees will survive. They think the trees will dry out before the plains or sink in the river.)


fluttering: moving quickly back and forth

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LITERATURE ANTHOLOGY T89F

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Connection of IdeasTell students that when they read complex text, they may need to use descriptions and context to figure out what is happening.

• When the narrator says “that muddy drink started to pull us down,” what is happening? How do you know? (The raft is sinking. The characters

say the trees are going down, and the narrator says they are too heavy.)

• The narrator doesn’t explicitly say there is a storm. How do you know there is one? (The narrator says there are angry-looking clouds, the wind is throwing things around, and there is hail.)

Skill: Cause and EffectWhy does the narrator’s family build a raft? What happens as they cross the river? What happens when they arrive at the other shore? Add these causes and effects to your chart.

Cause EffectThe narrator’s family needs to cross the river.

They build a raft.

The narrator’s family starts

crossing the river on the raft.

The raft starts sinking, and the

fruit trees start to fall in.

Everyone kicks in the water to make the raft go faster.

They get to the other shore.

A storm starts, the wind throws

everything around and hailstones

come down from the sky.

Everyone uses their clothes and hats to protect the fruit

trees.

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• Provide support for the dialect: square in the eye (look directly); muddy drink (river); belly-up (ruined, destroyed); young ‘uns (young ones, children); spied (notice, catch sight of); foul-looking (dangerous); fit to be tied (angered).

Reread page 390, restating the events and pointing to the illustrations: Daddy builds a raft for the children and trees. They are too heavy. The children take off their shoes and kick to get across the river. Have students repeat. Then restate the events on page 391.

Author’s Craft: DescriptionReread page 391. How does the author show what is important to Delicious and her family? (The author’s description of what happens during a big storm shows that Delicious and her siblings love their father and will do anything to help him save his fruit. For example, in the last paragraph, they tear off their clothes to hold over “Daddy’s darlings” to+ protect the fruit from hail.)

STOP AND CHECK

Visualize Which words on page 391 help you visualize the action during the storm? (“wind began to throw around everything that wasn’t lashed down,” “hailstones as big as plums came hurtling out of the sky,”

Teacher Think Aloud I can use details and descriptive language from the story to visualize what is happening during the storm. Words and phrases such as “a foul-looking bunch of clouds stomping around the sun,” “hailstones as big as plums came hurtling out of the sky,” and “Daddy howled” help me create a vivid mental picture of the storm.



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LITERATURE ANTHOLOGY T89H

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Prior KnowledgeTell students that sometimes authors use phrases or references that may be unfamiliar. Point out the phrase “redder than the poison apple the old witch give to Snow White.” Explain that this is a reference to a fairy tale and it is used to exaggerate how red the children’s feet were.

• Why did the children’s feet turn red? (They lost their boots and wagon during the storm and they have to walk barefoot across a sandy desert. The sand they are walking across is probably very hot, which would turn their feet red.)

Skill: Cause and EffectAccording to Daddy, finding water will be a challenge. Why? (they are in a desert) What happens when they do not find water? (The fruit trees begin to droop and get crispy.) When the trees begin to die, what does Delicious do? (She goes looking for water.) Why does she do this? (She doesn’t want her Daddy to be unhappy.) Add these details to your chart.

Cause EffectDelicious’s family is crossing a desert.

Water will be hard to find.

Daddy cannot find water for his fruit

trees.

The fruit trees are starting to droop

and get crispy. The trees might die.

Delicious wants Daddy to be happy

again.

She looks for water to save the trees.


brow: forehead

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Vocabulary: HomographsRemember that homographs are words that are spelled the same but have different meanings and origins. What is the meaning of the homograph bear in the second paragraph on page 393? (to put up with; to stand) What context clue in the surrounding sentence and paragraph can help you identify the meaning of bear? (suffer) What is another definition for the homograph bear? (a large, strong animal; to support the weight of something; to produce flowers or offspring)

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Specific VocabularyHave students use context clues or a dictionary to define unfamiliar words and phrases.

• Identify the context clues that help you understand the phrase tuckered out. (“early the next morning”; “searched and searched”; “after a while”; “plopped down under an old sagebrush.” Tuckered out means to be tired or weary.)

Read aloud the sentences where the words droop, itty-bitty and crispy appear. Use gestures and give examples to demonstrate the meaning of each adjective.

• What is something that is droopy?

• Point to something in the classroom that is itty-bitty.

• Is an apple crispy?

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Author’s PurposeReread page 393. What is Delicious’s response to her father’s suffering? What does it reveal about her character? (Delicious says she “couldn’t bear to see my daddy suffer” which shows how much she cares about him. She bravely decides to keep searching for water to save his trees.

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LITERATURE ANTHOLOGY T89J

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Specific VocabularyPoint out the word whooped and the phrase keeled over on page 394.

• Explain that whooped means someone gave a loud, strong shout or cheer. What context clues can help you figure out the meaning of whooped? ( joy; My very own boot!)

• Ask students to suggest other words or phrases that could be used in place of whooped. (Possible answers: yelled, hollered)

• Tell students that when something keels over, it collapses or falls over. Ask: What might cause something to keel over? (being tired, sick, or hot)

Skill: Problem and SolutionWhat does Delicious find in the desert? (her boot and Momma’s pots and pans) How does her discovery help solve a problem? (The trees need water and the family can’t find a water hole. The boot and pots and pans still have water in them from the melted hailstones. The water keeps the trees alive until the family finds the next water hole.)

Ask and Answer QuestionsGenerate a question of your own about the text and share it with a partner. To find the answer, try rereading the text. For example, you might ask, “Why is Delicious so happy when she finds water in her boot and her momma’s pots and pans?” To find the answer you can reread the text on page 394. (Delicious is happy because she knows how much Daddy has been trying to find water for his precious plants.)

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Use gestures to demonstrate the phrase keeled over. Have students repeat the gestures and say the phrase keeled over.

• Have students use the phrase to complete the sentence frame: It was so hot that I almost .

Author’s Craft: RepetitionReread the last paragraph on page 395. What words does Delicious say over and over? (“rock” and “rocks.”) How does the repetition of this word affect the story? (It reinforces the idea that they are on a long hard journey full of rocks. The rocks are obstacles on the trail. The repetition also makes it seem as though the journey is a long one`.)

Genre: Tall TaleTall tales often include descriptions that are highly exaggerated. Reread the third paragraph on page 395. What does Delicious say happened to the missing boot? (The wind blew it to the other side of the moon.) Is this likely? (No) Delicious asks the reader for a favor. What part of her request is exaggerated? (Delicious asks the reader to send her the boot if it drops out of the sky and lands on the reader’s head someday. It isn’t very likely that the boot would actually fall out of the sky or hit someone in the head.)

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CONNECT TO CONTENTLANDMARKS AND THE JOURNEY WEST

Landmarks played an important role for pioneers heading west. Rock formations, rivers, and other markers helped pioneers track their progress along the trail. Courthouse Rock, Chimney Rock, and Independence Rock are all major landforms pioneers looked for along the Oregon Trail. Pioneers often considered Independence Rock to be the halfway point of the Oregon Trail.

SOCI

AL STUDIES

Reread

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Genre Tell students that the author uses literary devices, such as personification, in the selection. Frost is personified and given human characteristics, such as the ability to fight another character.

• What human traits is frost given? (It has a name, sneaks around, and has a tongue.)

• Do you believe that Jack Frost and Delicious were really fighting? Why? Why not? (No. Frost is cold air and cold air cannot really fight.)

Skill: Cause and EffectWho does Delicious see sneaking around the campsite? (Jack Frost) What does Delicious do about it? (She makes a big fire and waits for him.) When Jack Frost appears, what does Delicious do? (She gets ready to fight.) Paraphrase what happens in the battle that occurs between Delicious and Jack Frost. (Jack Frost turns the ground cold and makes her toes numb. Delicious throws a burning stick at him, and he runs away.)

Genre: Tall TaleWhat features of a tall tale have you found on pages 396 and 397? (a larger than life hero and exaggerated details) Identify the specific features of the story that tell you it is a tall tale. (Delicious has a fight with Jack Frost and she drives him away with a flaming stick.)


slinking: sneaking

numb: frozen

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Help students understand the phrase ornery varmint on page 396.

• Explain that a varmint is an animal or pest that is considered a problem and the word ornery means “difficult to deal with or control.”

• Guide students on a picture walk of a farm that has been attacked by pests, such as bugs.

Point out that bugs are an example of an ornery varmint.

• What does Delicious call an ornery varmint? (Jack Frost) Can frost harm the little trees? (yes)

STOP AND CHECK

Visualize Which words on page 396 help you visualize the showdown between Delicious and Jack Frost? (“turning the ground so cold my toes went numb”; “grabbed a flaming stick”)

Teacher Think Aloud Authors use descriptive words to help their readers visualize what is happening in the story.

Prompt students to apply the strategy in a Think Aloud by asking them to visualize the showdown between Delicious and Jack Frost .

Student Think Aloud Words like “turning the ground so cold my toes went numb,” “grabbed a flaming stick,” and “that low-down scoundrel was hightailing it out of there” help me picture the fight between Jack Frost and Delicious.

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LITERATURE ANTHOLOGY T89N

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Connection of Ideas Tell students that when they read complex text they should try to connect new information to information they have already learned.

• Reread this sentence: Daddy never forgot my brave deeds on the trail.

• How did Delicious show bravery on the trail to Oregon? (She tells everyone to take off their shoes

and kick so they won’t sink in the Platte River. She discovers water for Daddy’s plants from melted hailstones. She protects Daddy’s fruit trees from Jack Frost.)

Strategy: VisualizeReread the first two paragraphs on page 398. With a partner choose descriptive phrases that help you visualize the events.

Student Think Aloud The phrases “We floated them on boats down the mighty Columbia” and “we planted them in that sweet Oregon dirt” help me picture the events in the first paragraphs.

STOP AND CHECK

Reread How did Daddy reward Delicious for her brave deeds? (He bought her a pair of new boots.)


swanky: expensive; fancy

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• Help students complete the sentence frame: is the apple of my eye.

• Why does Daddy say, “Delicious, you’ll always be the apple of my eye.” (to show how much he cares about her)

LITERATURE ANTHOLOGY, pp. 398-399


Illustrator’s CraftAt the beginning of the story, Delicious does not explain why her family decides to move from Iowa to Oregon. How does the illustration help you understand why the family moved to Oregon? (The illustration shows Delicious and her father looking at a huge orchard and leaning on shovels. I think the family moved to Oregon to find a better life and more land.)

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A uthor’s Craft: Word ChoiceThroughout the story, the author uses phrases and descriptions connected to fruit, such as “hailstones as big as plums” and “our feet were redder than the poison apple the old witch gave Snow White.” What other examples can you find on page 398? (“sweet as a peach,” “ripe old age,” “apple of my eye”)

Return to Predictions Review students’ predictions and purposes for reading. Ask them to answer the Essential Question. (Some people, like Delicious and her family, moved west because they wanted to have a better life. Others moved west to seek their fortune during the Gold Rush.)

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Help students understand the idiom apple of my eye.

• Repeat after me: apple of my eye.

• Have students tell the name of a person they care about. Explain that we use the expression apple of my eye to refer to someone we love and care about greatly.

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LITERATURE ANTHOLOGY T89P

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About the AuthorDeborah Hopkinson and Nancy CarpenterHave students read the biographies of the author and illustrator. Ask:

• How might Deborah Hopkinson have used her love of historical fiction to write this story about a family’s journey west?

• How do the illustrations add to your understanding of the text?

Author’s PurposeTo Entertain: Remind students that authors who write to entertain create stories for readers to enjoy. Students may say that Delicious gives vivid descriptions of her father’s love for his fruit trees and what she had to do to save them. Students may also say that Delicious’s descriptions are exaggerated and entertaining.

Author’s Craft: Point of ViewThe author tells the story with a first-person narrator. What effect does this have on the story? (It allows the reader to see the events in the story through Delicious’s eyes and to hear her thoughts. For example, on page 386 she says “My daddy loved growin’ apples.”)

What effect does Delicious’s point of view have on the overall mood of the story? (Possible response: Delicious contributes to the humorous mood of the story. On page 394, she says that the first sip of water was good “even if I did have to wait my turn behind some Baldwin apples.”)

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Integrate

Make ConnectionsEssential Question Answer: Delicious and her family hoped to build a better life. Evidence: On page 398, Delicious describes how good her family’s life is in Oregon. The long journey west was worth the difficulties.

Text to World Answers: Possible Answer: People are willing to face challenges when they want a better life. Evidence: I read on page 398 that people moved to Oregon to find gold. Delicious’s family found land and good soil.

Analyze the TextAfter students summarize the selection, have them reread Apples to Oregon to

develop a deeper understanding of the text by answering the questions on pages 140-142 of the Close Reading Companion. For students who need support in finding text evidence, use the scaffolded instruction from the Reread prompts on pages T89D–T89P.

Write About the TextReview the writing prompt with students. Remind them to use their responses from the Close Reading Companion cite text evidence to support their answers.

Answer: The author describes the farm using descriptive language to show that the trip was successful. Evidence: On page 391, Delicious and her siblings bravely protect their father’s trees during a strong storm. On page 398, the author uses several fruit-related words, as she does throughout the text, that show how important the trees are in the story. Page 398, Delicous says they already had their fortune.)

Reread

SummarizeTell students that they will use the details from their Cause and Effect Charts to summarize. As I read Apples to Oregon, I kept track of how the main characters’ traits and actions helped them in their journey west. To summarize, I will retell these important details.

LITERATURE ANTHOLOGY T89R

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TCA

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Text Complexity Range

Literature Anthology

PurposeTell students that the purpose of the text is to inform readers about the reasons people moved west.

• Why did people think that moving west would give them a better life? (People believed the West offered more opportunities. The East Coast was crowded, and work was hard to find. Out West, people could own land.)

What makes this text complex? Purpose Genre

Compare TextsAs students read and reread “Westward Bound,” encourage them to take notes and think about the Essential Question: What are some reasons people moved west? Tell students to think about how this text compares with Apples to Oregon.

Lexile

740 1010830

TextEvaluator™

23 5141

“ Westward Bound: Settling the American West”

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Point out the cognates immigrant (inmigrante) and migration (migración).

• Display a map of the United States and Canada. Explain that an immigrant moves from one country to another. Use the map to reinforce the concept.

• Point out that migration is the physical movement by people from one place to another. Have students say the words with you.

Author’s Craft: Make InferencesReread the third paragraph on page 403. What does the author mean by writing “Unfortunately, many prospectors learned the hard way that gold was not so easy to find.”? Use text evidence to support your answer. (Not everyone who went west found gold and many were disappointed.)

Skill: Cause and EffectRemember that a cause is why something happens and an effect is what happens. Why did many escaped slaves head west? (Slavery was still practiced in the United States.) How did they think moving west would help? (They hoped to be free if they migrated west.)

Strategy: Summarize What were the reasons people decided to move west? Discuss with a partner. Retell key details to summarize. (Some people wanted to escape crowded conditions and find land to farm. Others wanted freedom from slavery and freedom to practice their religion. Some were hoping to find gold and become rich.)

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LITERATURE ANTHOLOGY T89T

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Genre Remind students that in an expository text, authors use text features, such as maps, to help readers understand information.

• What does the map tell you about the routes pioneers took? (their locations and lengths)

• What trail was the most heavily-traveled route? (The Oregon Trail) Have students trace this trail

on the map. What other details does the author include about this trail in the text? (It was 2,000 miles long and took six months to complete.)

• Look at the map. What other routes did pioneers use to travel west? (The Santa Fe, California, and Mormon Trails.)

Use Text FeaturesWhat information does the map add to the text? Why did the author include it? (The text tells us how long each trail is but the map lets us see the distance. For example, the pioneers who traveled the Oregon Trail went halfway across the country. In relation to the Oregon Trail, the Santa Fe Trail looks much easier. The author included the map to emphasize how long the journeys were.)

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Author’s Craft: Text StructureReread page 404. How does the author organize the information to help you understand the westward migration? (The author organized the information by comparing the routes or trails that the pioneers traveled to go west. Pioneers used the Santa Fe Trail, the California Trail, the Mormon trail, and the Oregon Trail. The Oregon Trail was the most heavily traveled.)

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SummarizeGuide students to summarize the selection.

Reread

Analyze the TextAfter students summarize, have them reread to develop a deeper understanding

of the text by annotating and answering questions on pages 143-145 of the Close Reading Companion. For students who need support citing text evidence, us the scaffolded instruction from the Reread prompts on pages T89T-T89U.

Integrate

Make Connections Essential Question Answer: Pioneers made the journey west for many reasons, including better opportunities, freedom, and to find gold.

Evidence: On page 403, I read that it was difficult for people to find jobs and many felt they would have a better life in the West. Slaves who hoped to be free and religious people who hoped to freely practice their religion all headed west.

Text to Text Answer: In both selections, the people moving west overcame great obstacles to make the journey, hoping they would have a better life when they arrived.Evidence: On page 392, I read about Delicious’s family reaching the desert on their way to Oregon. Just like the pioneers in “Westward Bound,” they faced harsh weather conditions on their journey.

Read the sentences: There were other hardships on the trail, too. Pioneers dealt with illness, hunger, exhaustion, and natural dangers, such as snake bites. Say: A hardship is something that causes great suffering or pain. Briefly review each hardship.

• What hardships did the pioneers face? (illness, hunger, exhaustion, snake bites)

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LITERATURE ANTHOLOGY T89V

te4_wg_u5w2 2.0

Documents

hundreds of trees

text features

daddys fruit trees

text connections

extended complex text

help students

selection title

graphic organizeras