Number of Words: 1,928
L E S S O N 2 5 T E A C H E R ’ S G U I D E
History of the Fur Tradeby Leo Frank
Fountas-Pinnell Level VNarrative NonfictionSelection SummaryBetween the 1500s and the 1800s beavers were trapped for their fur. The beaver trade helped settle the western United States.
Copyright © by Houghton Mifflin Harcourt Publishing Company
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Characteristics of the Text Genre • Narrative nonfi ction
Text Structure • Underlying structures—description, compare/contrast• Organized categorically
Content • Beaver fur is used for hats and other clothing items.• Lewis and Clark explore the west and fi nd new areas for beaver trapping.• Trapping beavers helps settle the west.
Themes and Ideas • Selling goods is important to governments.• Fashion or styles can help or hurt businesses.• Exploring new lands leads to many discoveries.
Language and Literary Features
• Long stretches of descriptive language• Setting distant in time and space from student experiences• Figurative language: like stepping into liquid ice
Sentence Complexity • Many complex sentences• Wide range of sentence types• Sentences with parenthetical material
Vocabulary • Technical vocabulary: trapper, beaver muskWords • Many multisyllable words: unforgiving, ecology, profi table, civilization
• Many technical words that are diffi cult to decodeIllustrations • Colorful photographs with captions
Book and Print Features • Easy-to-read chapter headings and illustrations on most pages• Table of contents• Tables, diagrams, and timeline, and sidebars
© 2006. Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H.
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Target Vocabulary
barrier – something that blocks movement, p. 8
despite – something that did or did not happen against what was expected, p. 7
edible – something safe to eat, p.12
expedition – a journey made by a group of people for a specifi c purpose, p. 9
fulfi lled – to achieve a goal, p.8range – a group of mountains, p.4resumed – to start something
again, p. 16
techniques – ways of doing tasks, p. 13
trek – a slow, hard journey, p. 7tributaries – smaller rivers that
fl ow into larger rivers, p. 5
History of the Fur Trade by Leo Frank
Build BackgroundHelp students use their knowledge of fur to visualize the selection. Build interest by asking questions such as the following: Have you ever seen a fur coat? What about a fur hat? What kinds of animals are used for their fur? Read the title and author and talk about the cover illustration. Tell students that this selection is an informational text, so it gives facts and examples about the history of the beaver fur trade.
Introduce the TextGuide students through the text, noting important ideas, and helping with unfamiliar language and vocabulary so they can read the text successfully. Here are some suggestions:
Page 2: Point out the table of contents. Suggested language: Turn to page 2 of this book. The table of contents lists the chapters and the page number where each chapter starts. Which chapter begins on page 7? What do you think this chapter is about?
Pages 3–4: Read the chapter title. Have students read the caption Ask: This section will describe the way what kind of animal was trapped?
Page 5: Have students read the chapter title and the sidebar text. Ask: What was beaver fur used for?
Page 7: Read the chapter title. Point out the map. Have students read the caption. Explain that during the 1800s beavers were in short supply in the eastern United States. Why do you think the Lewis and Clark expedition, or trek, was important to beaver traders?
Page 11: Have students read the subtitle and the caption. What kind of dangers do you think trappers faced?
Now turn back to the beginning of the selection and read to fi nd out about the history of the beaver fur trade.
2 Lesson 25: History of the Fur Trade Grade 5© Houghton Mifflin Harcourt Publishing Company
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ReadHave students read silently while you listen to individual students read aloud. Support their understanding of the text as needed.
Remind students to use the Monitor/Clarify Strategy to notice what isn’t making sense and fi nd ways to fi gure out the parts of the text that are confusing.
Discuss and Revisit the TextPersonal ResponseInvite students to share their personal responses to the selection. Suggested language: Do you think the beaver fur trade was important to the growth of America? Why or why not?
Ways of ThinkingAs you discuss the text, help students understand these points:
Thinking Within the Text Thinking Beyond the Text Thinking About the Text
• Beaver fur becomes popular and is used for hats and other clothing items.
• Trappers hunt and kill almost all of the beavers in the eastern United States.
• Lewis and Clark explore the west and fi nd new areas for beaver trapping, and beaver trappers help settle the American west.
• Selling and trading goods is important to the economy of governments.
• Fashion can help or hurt the success of businesses.
• Exploring new lands leads to many new discoveries.
• The chapter heads help the reader understand what the chapter is about.
• The map, timeline, sidebars, and photographs help readers understand the information.
• The table of contents helps the reader quickly fi nd information.
© 2006. Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H.
Choices for Further Support• Fluency Invite students to choral read a passage from the text and demonstrate
pausing and phrasing during reading. Remind students to pause after punctuation by taking short breaths after commas and stopping after periods and question marks.
• Comprehension Based on your observations of the students’ reading and discussion, revisit parts of the text to clarify or extend comprehension. Remind students to go back to the text to support their ideas.
• Phonics/Word Work Provide practice as needed with words and word parts, using examples from the text. Remind students that they can use their knowledge of prefi xes to determine the meaning of an unfamiliar word. For example the word resumed on page 16 has the prefi x re-. The prefi x re- means “go back” or “do over.” The word resumed means “to go back to doing something that you had stopped doing.”
3 Lesson 25: History of the Fur Trade Grade 5© Houghton Mifflin Harcourt Publishing Company
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Writing about ReadingCritical ThinkingHave students complete the Critical Thinking questions on BLM 25.8.
RespondingHave students complete the activities at the back of the book, using their Reader’s Notebook. Use the instruction below as needed to reinforce or extend understanding of the comprehension skill.
Target Comprehension SkillUnderstanding Author’s Purpose
Target Comprehension Skill Remind students that authors write for
different reasons. Explain that it is important to identify the author’s purpose in order to understand the author’s viewpoint. Model how to add details to the Graphic Organizer using a “Think Aloud” like the one below:
Think Aloud
The author’s purpose for writing this selection is to inform and to describe an important part of America’s westward expansion. The author includes details that show the reasons for the expansion. One detail is the demand for beaver hats in Europe. Another detail is that the beaver hunters explored new lands.
Practice the SkillHave students share an example of another selection where the author’s purpose was to describe or inform.
Writing Prompt: Thinking Beyond the TextHave students write a response to the prompt on page 6. Remind them that when they think beyond the text, they use their personal knowledge to reach new understandings.
Assessment Prompts• The last paragraph on page 9 is mainly about
________________________________________________________________.
• On page 5, how is the sidebar text important to understanding the importance of fashion and the beaver trade?
• On page 11, the author describes the dangers mountain men faced to help the reader understand
________________________________________________________________.
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DetailFur trappers led risk-fi lled lives. They faced dangers from wild animals, illness, and extreme weather.
Detail?
Purposeto inform readers by describing an important part of America’s westward expansion
Detail?
Responding TARGET SKILL Author’s Purpose How does
the author inform readers about the fur trade?
How does he describe the life of a fur trapper?
Copy and complete the chart below.
Write About It
Text to World Think about the people, events, and
things you read about in History of the Fur Trade.
Choose one topic that interests you. Then write an
outline for a research paper that you might write
about that topic.
19
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Critical ThinkingRead and answer the questions.
1. Think within the text Of what value were beaver pelts to
Europeans and to Native Americans?
2. Think within the text How did the mountain men get food?
3. Think beyond the text What was the author’s purpose in
describing the many bad things that could happen to mountain men
in the wilderness?
4. Think about the text What purpose do the headings serve in this
nonfi ction text?
Making Connections Mountain men had to rely on their own survival skills, and they often had to navigate unexplored lands. How might these same skills be useful for a modern-day hiking or camping trip?
Write your answer in your Reader’s Notebook.
10
History of the Fur TradeCritical Thinking
Critical Thinking© Houghton Mifflin Harcourt Publishing Company. All rights reserved.
Lesson 25B L A C K L I N E M A S T E R 2 5 . 8
Grade 5, Unit 5: Under Western Skies
Name Date
Europeans used them for making beaver hats, which were
fashionable in Europe. Native Americans used them to trade with
Europeans for things that they needed.
They hunted, � shed, and carried staples with them.
to help the reader visualize how dif� cult the life of a mountain
man was
They tell the main ideas of the book and also help to organize
related ideas into sections.
Possible responses shown.
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First Pass
English Language DevelopmentReading Support Pair advanced and intermediate readers to read the text softly, or have students listen to the audio or online recordings. Remind them that trappers changed the landscape and ecology of the western United States.
Idioms The text includes idioms that might be unfamiliar to students. Explain the meaning of phrases such as mountain men (page 10).
Oral Language DevelopmentCheck student comprehension, using a dialogue that best matches your students’ English profi ciency level. Speaker 1 is the teacher, Speaker 2 is the student.
Beginning/Early Intermediate Intermediate Early Advanced/ Advanced
Speaker 1: What was one thing beaver fur was used to make?
Speaker 2: hats
Speaker 1: Who founded the American Fur Company in 1809?
Speaker 2: John Jacob Astor
Speaker 1: Why were beaver trapped?
Speaker 2: They were trapped to make hats.
Speaker 1: Why did President Jefferson send Lewis and Clark to survey the land bought in the Louisiana Purchase?
Speaker 2: It was new and had not been explored.
Speaker 1: How did beaver trappers survive in the wilderness?
Speaker 2: The trappers learned techniques from Native Americans.
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Name Date
History of the Fur TradeThinking Beyond the Text
Think about the questions below. Then write your answer in two paragraphs.
Remember that when you think beyond the text, you use your personal knowledge to reach new understandings.
On page 10 it says that a few mountain men became legends of their time. How did mountain men’s role in America’s expansion west impact this region today? What did they do that helped settle the west?
6 Lesson 25: History of the Fur Trade Grade 5© Houghton Mifflin Harcourt Publishing Company
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Critical ThinkingRead and answer the questions.
1. Think within the text Of what value were beaver pelts to
Europeans and to Native Americans?
2. Think within the text How did the mountain men get food?
3. Think beyond the text What was the author’s purpose in
describing the many bad things that could happen to mountain men
in the wilderness?
4. Think about the text What purpose do the headings serve in this
nonfi ction text?
Making Connections Mountain men had to rely on their own survival skills, and they often had to navigate unexplored lands. How might these same skills be useful for a modern-day hiking or camping trip?
Write your answer in your Reader’s Notebook.
History of the Fur TradeCritical Thinking
Lesson 25B L A C K L I N E M A S T E R 2 5 . 8
Name Date
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1414
346
Student Date Lesson 25
B L A C K L I N E M A S T E R 2 5 . 1 2
History of the Fur TradeRunning Record Form
History of the Fur Trade • LEVEL V
8 Lesson 25: History of the Fur Trade Grade 5© Houghton Mifflin Harcourt Publishing Company
Behavior Code Error
Read word correctly ✓cat 0
Repeated word, sentence, or phrase
®cat
0
Omission —cat 1
Behavior Code Error
Substitution cutcat 1
Self-corrects cut sccat 0
Insertion the
ˆcat 1
Word told Tcat 1
page Selection Text Errors Self-Corrections
11
12
Mountain men took many risks. Life in the wilderness was full
of dangers. The trappers faced attacks from bears, mountain
lions, and human enemies. They risked infections from
untreated wounds, bites from poisonous animals and insects,
and accidental falls. In handmade canoes, they navigated
rough rivers and cascading waterfalls. They sometimes faced
extreme weather. It was easy to underestimate how quickly a
fierce storm could come up in the mountains. The mountain
men were also at risk for various fatal diseases, such as
smallpox, tetanus, and dysentery.
When the mountain men left civilization for the wilderness,
they brought only essential provisions.
Comments: Accuracy Rate (# words read correctly/101 ×
100)
%
Total Self- Corrections
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