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NORTHWEST NATIVE AMERICANS Level 4Highline School District - Project G.L.A.D.

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I. UNIT THEME Students will learn about the culture of the Northwest Native Americans prior to the first explorers and how their lives were impacted as a result of the United States government and the westward movement.

II. FOCUS/MOTIVATION Anthropologist Awards Teacher made big book – Coastal Indians Cognitive Content dictionary with Signal Word Read Alouds Observation Charts Inquiry Chart Realia – Native American Kits from HSD Poetry/Songs/Chants Video Clips

III. CLOSURE Process all charts and learnings. Poetry/Chants Role Play Situations Personal exploration – free choice writing Potlatch/Pow Wow Evaluation of week – letter home to parents Review of home school connections

IV. STANDARDS – Washington State

HISTORY/SOCIAL STUDIES-GRADE 41.2.1 Understands that governments are organized into local, state, tribal, and national levels.2.1.1 Understands and analyzes the costs and benefits of people’s decisions to move and relocate to

meet their needs and wants 3.1.1 Constructs maps to show information about people and places in Washington State. 3.2.2 Understands the cultural universals of food, clothing, shelter, and transportation.3.2.3 Understands that the geographic features of Washington State have influenced the movement of

people.4.1.1 Understands and creates timelines to show how historical events are organized into time periods

and eras.4.1.2 Understands how the following themes and developments help to define eras in Washington

State history from time immemorial to 1889:o Growth of northwest coastal and plateau tribes prior to treaties (Time Immemorial to

1854)o Maritime and overland exploration, encounter, and trade (1774-1849)o Immigration and settlement (1811-1889)o Territory and treaty-making (1854-1889)

NW Native Americans Level 4 WA 1Rachel Hoff, Kim Hoff - Project G.L.A.D (12/08)

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4.2.2 Analyzes how people from various cultural groups have shaped the history of Washington State.4.3.1 Understands that there are multiple perspectives regarding the interpretation of historical events

and creates an historical account using multiple sources.4.3.2 Analyzes the multiple causes of change and conflict in Washington State history.4.4.1 Understands that significant historical events in Washington State have implications for current

decisions.5.1.2 Evaluates the accuracy of one’s understanding of concepts used in documents and sources from

Washington State.5.2.1 Revises a research question to refine research on social studies issues and historical events.5.2.2 Understands the main ideas from an artifact, primary source, or secondary source in order to

gather accurate information on an issue or historical event.5.4.1 Draws clear, well-reasoned conclusions and provides explanations that are supported by artifacts

and/or primary sources in a paper or presentation.

Reading—Grade 4

In fourth grade, students read skillfully with meaning and purpose using appropriate comprehension and vocabulary strategies. Students read, discuss, reflect, and respond, using evidence from text, to a wide variety of literary genres and informational text. Students read for pleasure and continue to choose books based on personal preference, topic, theme, or author.

EALR 1: The student understands and uses different skills and strategies to read.

Component 1.1 Use word recognition skills and strategies to read and comprehend text.

1.1.4 Apply understanding of phonics. Use multi-syllabic decoding when reading words in all texts.

Component 1.2 Use vocabulary (word meaning) strategies to comprehend text.

1.2.1 Apply reference skills to define, clarify, and refine word meanings. Use dictionaries, thesauruses, and glossaries to find or confirm word meanings, pronunciations, syllabication, synonyms,

antonyms, and parts of speech of words.

1.2.2 Apply vocabulary strategies in grade-level text. Use word origins to determine the meaning of unknown words. Use the meanings of prefixes, suffixes, and abbreviated words to determine the meaning of unknown words in grade-level text. Explain how to derive word meaning from knowledge of affixes and roots (e.g., port: transportation, porter, import, report). Use prior knowledge, the text, context clues, and graphic features of text to predict, clarify, and/or expand word meanings and

concepts.

Component 1.3 Build vocabulary through wide reading.1.3.1 Understand and apply new vocabulary. Use new vocabulary from informational/expository text and literary/narrative text, including text from a variety of cultures and

communities, in oral and written communication.

1.3.2 Understand and apply content/academic vocabulary critical to the meaning of the text. W Define words and concepts necessary for understanding math, science, social studies, literature, and other content area text. Explain that some words have a different meaning in different content areas (e.g., concept of shade in science and art). Select, from multiple choices, the meaning of words necessary to understand. Use new vocabulary in oral and written communication and content/academic text.


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Component 1.4 Apply word recognition skills and strategies to read fluently.

1.4.2 Apply fluency to enhance comprehension. Read aloud grade-level informational/expository text and literary/narrative text accurately, using appropriate pacing, phrasing,

and expression. Read aloud unpracticed grade-level text at a fluency rate of 115–125 words correct per minute.

1.4.3 Apply different reading rates to match text. Adjust reading rate to match difficulty and type of text and the purposes for reading (e.g., skimming for facts, scanning for key

words, and close/careful reading for understanding new or complex ideas).

EALR 2: The student understands the meaning of what is read.Component 2.1 Demonstrate evidence of reading comprehension.

2.1.3 Apply comprehension monitoring strategies during and after reading: determine importance using theme, main ideas, and supporting details in grade-level informational/expository text and/or literary/narrative text. W State the main idea of an informational/expository text passage and provide three or more text-based details that support it. State the main idea of a literary/narrative text passage and support with three details from the story. Select, from multiple choices, the main/major idea of a passage, poem, or selection. State the theme/message in culturally relevant literary/narrative text and support with text-based evidence. Organize main ideas and supporting details in a teacher-selected graphic organizer to enhance comprehension of text.

2.1.4 Apply comprehension monitoring strategies before, during, and after reading: use prior knowledge/schema. Explain connections between self and characters, events, and information occurring within a text or among multiple texts. Activate prior knowledge about a topic and organize information into a graphic organizer to aid in comprehension of text

2.1.5 Apply comprehension monitoring strategies before, during, and after reading: predict and infer from grade-level informational/expository text and/or literary/narrative text. W Predict text content using prior knowledge and text features. Use text and prior knowledge to make, confirm, or revise inferences and predictions. Select, from multiple choices, a prediction, or inference from literary/narrative text (e.g., how a poet or author feels, how a

character feels, what a character will do, what is likely to happen next or at the end of the story or poem). Select, from multiple choices, a prediction or inference from informational/expository text (e.g., what is likely to happen, or what

will happen next). Organize information that supports a prediction or inference in a graphic organizer to enhance comprehension of text.

2.1.6 Apply comprehension monitoring strategies before, during, and after reading: monitor for meaning, create mental images, and generate and answer questions in grade-level informational/expository text and/or literary/narrative text. Monitor for meaning by identifying where and why comprehension was lost and use comprehension-repair strategies to regain

meaning. Generate and answer questions before, during, and after reading. Draw, write about, or verbally describe the mental imagery that occurs while reading. Organize information to monitor for meaning; generate and answer questions in a teacher-selected graphic organizer to enhance

comprehension.

2.1.7 Apply comprehension strategies during and after reading: summarize grade-level informational/expository text and literary/narrative text. W Summarize the events, information, or ideas in an informational/expository text (e.g., causes of an event like a war or a tornado,

steps in building a snow cave). Summarize culturally relevant literary/narrative text. Select, from multiple choices, a sentence that best summarizes the story or informational selection. Organize summary information in a teacher-selected graphic organizer to enhance comprehension.


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Component 2.2 Understand and apply knowledge of text components to comprehend text.2.2.1 Understand sequence in informational/expository text and literary/narrative text. W Explain ideas or events in sequential order. (Note: Differences in story telling order exist between cultures. For example, in some

cultures the end of the story is told first.) Recognize and explain literary/narrative text written out of sequence (e.g., flashbacks, tales from other cultures). Explain steps in a process (e.g., problem solving in mathematics, life cycle of a salmon). Select, from multiple choices, the order of ideas, facts or events (e.g., what happened first, next, last; the order in which ideas or

facts were introduced).

2.2.2 Apply features of printed and electronic text to locate and comprehend text. W Identify and use grade-level appropriate text features. Explain how certain text features help you understand the selection. Interpret information from graphic features. Identify, from multiple choices, where certain information/ideas might be found in the text. Use icons, pull-down menus, key word searches on an electronic device.

2.2.3 Understand and analyze story elements. W Use knowledge of situation and characters’ actions, motivations, feelings, and physical attributes to determine characters’ traits. Identify the main events in a plot, including the cause and effect relationship in problem solving. Describe the components of setting and explain how and why setting is important to the story. Differentiate between first and third person point of view in a selection and explain the difference. Select, from multiple choices, the best description of a character or setting in a story or poem (e.g., character traits, feelings,

character’s problem, or importance of character).

2.2.4 Apply understanding of text organizational structures. Recognize and use previously learned text organizational structures (simple listing, sequential order, description, compare and

contrast) to aid comprehension. Identify and use text written in the text organizational structure of chronological order to find and organize information and

comprehend text.

Component 2.3 Expand comprehension by analyzing, interpreting, and synthesizing information and ideas in literary and informational text.2.3.1 Understand and analyze the relationship between and among informational/expository text and literary/narrative text. W Compare and contrast plots, characters, and settings in multiple texts. Compare and contrast information (e.g., similar topics written in different genres such as a short story and a poem or magazine

article and encyclopedia). Select, from multiple choices, a sentence that describes how specific literary/narrative elements are alike or different in a poem or

story (e.g., two characters and/or their feelings, a character and the author, two events, two selections). Select, from multiple choices, a sentence that describes how information is alike or different (e.g., information from two

selections). Recognize and explain cause and effect relationships in informational/expository text and literary/narrative text, using evidence

from the text. Select, from multiple choices, a sentence that explains the cause of events or the effects of actions.

2.3.2 Apply understanding of systems for organizing information and analyze appropriate sources. Use multiple organizational systems to locate information from reference and content area materials. Select appropriate resources for locating information (e.g., thesaurus, website, directory) on a specific topic or for a specific

purpose.

2.3.3 Understand literary/narrative devices. W Explain the meaning of simile, personification, metaphor, idiom, and humor in literary/narrative passages.


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Component 2.4 Think critically and analyze author’s use of language, style, purpose, and perspective in literary and informational text.2.4.1 Apply the skills of drawing conclusions, providing a response, and expressing insights to informational/expository text and literary/narrative text. W Give a personal response that demonstrates insight about text, using a teacher-generated prompt (e.g., what would be the

best/worst part of an event or situation). Draw conclusions from text, citing text-based information to support the conclusion (e.g., how the story or information might be

useful; to whom a story or information might be useful).

2.4.2 Analyze the author’s purpose for and style of writing in both informational/expository text and literary/narrative text. W Determine the author’s purpose and support decision with evidence/details from text. Identify and explain how the author’s use of word choice, sentence structure and length, and/or literary/narrative devices affects

the reader, using a variety of texts.

2.4.3 Understand the difference between fact and opinion. W Identify facts and opinions; provide evidence from the text to support your answer. Select, from multiple choices, a statement that is a fact or an opinion.

2.4.4 Evaluate author’s effectiveness for a chosen audience. W Read an article and decide if a chosen audience (e.g., teachers, parents, classmates) would agree or disagree with what the author

says.

2.4.5 Understand how to generalize from text. W Generalize about a topic after reading more than one text (e.g., make generalizations about life on the prairie after reading several

informational/expository and literary/narrative accounts of the migration west). Generalize about characters and characteristics in similar stories from different cultures (e.g., the “trickster” type tales such as

Coyote in Native American literature; animals in African folk tales like Ananzi (the spider); and Br’er Rabbit stories of the Deep South).

EALR 3: The student reads different materials for a variety of purposes.Component 3.1 Read to learn new information. 3.1.1 Understand how to select and use appropriate resources. Collect and use information from a variety of resources to solve a problem or answer a question.

Component 3.2 Read to perform a task.3.2.1 Understand information gained from reading to perform a specific task. Interpret information from common environmental print to solve a problem or perform a task (e.g., use a catalog to choose items

within a budget).

3.2.2 Understand a variety of functional documents. Explain the information in functional documents related to hobbies or interests (e.g., skate boarding magazines, books about

animals, e-mail, and letters from friends).

Component 3.4 Read for literary experience in a variety of genres. 3.4.2 Understand contemporary and traditional literature written in a variety of genres. Explain the characteristics of a variety of genres. Respond to literature from a variety of genres using teacher or self-generated prompts appropriate to the text and content.


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3.4.3 Analyze a variety of literature representing different cultures and traditions. Compare and contrast cultures and traditions from a variety of literature. Generalize about traditions after reading literature from various cultures (e.g., customs, ceremonies, celebrations).

EALR 4: The student sets goals and evaluates progress to improve reading.Component 4.1 Assess reading strengths and need for improvement.4.1.1 Apply strategies to monitor reading progress. Identify reading strengths and weaknesses and select targets on which to work. Track progress in reading achievement with graphs, charts, and checklists.

4.1.2 Apply strategies for setting grade-level appropriate reading goals. Set reading goals, create a plan to meet those goals, and monitor progress toward implementing the plan with teacher assistance.

Component 4.2 Develop interests and share reading experiences.

4.2.1 Evaluate authors, books, and genres to select favorites. Discuss and share favorite authors, books, and genres with others. Explain reason for choices.


WASHINGTON STATE ELD STANDARDS LISTENING AND SPEAKING EALR 1: The student uses listening and observation skills to gain understanding.Component 1.1 – The student will focus attention.

Component 1.2 – The student will listen and observe to gain and interpret information.ProficiencyLevel

GLE 3-5

Beginning(EALR 1Comp. 1.2)

1.2 Use physical actions and/or words to respond to simple directions and questions.

Advanced Beginning

1.2

1.2

Respond to directions and questions.

Use phrases to identify main points of simple conversations and stories.

Intermediate 1.2 Respond to directions, questions, and some idiomatic expressions. Use simple sentences to retell or state main point and details of conversations and stories. Recognize inappropriate use of register. Recognize that words may have different meanings in different contexts.

Advanced 1.2 Respond to multi-step directions and to questions. Use descriptive sentences to retell stories in detail including characters, setting, and plot. Independently recognize inappropriate use of register. Use context to determine appropriate meaning of multiple meaning words.

Transitional 1.2 Respond to multi-step directions and to questions. Use descriptive sentences to retell or state main point and supporting details of conversations, oral presentations and familiar literature

and subject area content. Recognize inappropriate use of register and suggest alternatives. Use context to determine appropriate meaning of multiple meaning words.

Component 1.3 – The student will check for understanding by asking questions and paraphrasing.

ProficiencyLevels

GLE 3-5


Notes about 1.1 – Focus attention - Physical behaviors may look different from culture to culture. Focus for the teacher should be on student’s recall and comprehension of information.


1.3 Use classroom norms to signal to ask a question. Use single word/gestures to ask for repetition in order to clarify.

Advanced Beginning

1.3 Use words and/or phrases, intonation to ask simple questions. Use words/phrases in a frame to paraphrase.

Intermediate 1.3 Use simple forms* to ask questions about content. Use simple sentences to paraphrase.

Advanced 1.3 Use simple forms* to probe for details about content. Use descriptive sentences with some content vocabulary to paraphrase.

Transitional 1.31.3

Use more extensive supporting details and content area vocabulary to ask questions in a variety of contexts and situations. Use descriptive sentences with content vocabulary to paraphrase.

*Simple forms are defined as Who, What, Where, When questions as well as subject/verb inversions e.g. “Is the dog big?” which would elicit Yes/No answer


EALR 2: The student communicates ideas clearly and effectively.Component 2.1 – The student will communicate clearly to a range of audiences for different purposes.

ProficiencyLevel

GLE 3-5


2.1 Use words to participate in social conversations using informal language. Use, through repetition, common social greetings, simple repetitive phrases, and state basic needs using informal language. Use gestures and/or words to participate in group discussion or activity which involve concrete objects. Use words to tell a story from a familiar picture book. Use gestures and/or words to role-play an action or event. Repeat words which are part of the frozen register (i.e. Pledge of Allegiance).

Advanced Beginning

2.1 Use phrases and/or simple sentences to participate in social conversations with peers using informal language. Independently use common social greetings, simple repetitive phrases, and state basic needs using informal language. Use words and/or phrases to role-play an action or event. Use words and/or phrases to tell a familiar story, or recount scenes from a film, video or drama. Use words and/or phrases to inform, and entertain. Use words and/or phrases to participate in group discussion or activity which involves concrete objects. Repeat phrases which are part of the frozen register (i.e. Pledge of Allegiance, poems, favorite stories).

Intermediate 2.1 Use simple sentences to participate in social conversations on familiar topic with peers and adults. Use simple sentences to tell a story, inform, explain and entertain. Begin to use appropriate language registers for speaking to different audiences with teacher support. Give instructions for a familiar process; process may be out of sequence and/or steps may be skipped. Repeat sentences which are part of the frozen register (i.e. Pledge of Allegiance, poems, favorite stories).

Advanced(EALR 2Comp. 2.1)

2.1 Use descriptive sentences to participate in social conversations with peers and adults. Use descriptive sentences to tell a story, inform, explain, entertain, and persuade. Begin to use appropriate language registers, with occasional lapses. Give instructions for a familiar process in an understandable manner. Use appropriate body language and eye contact when delivering oral presentations, with occasional lapses. Independently recite language used in frozen register i.e. Pledge of Allegiance, poems, favorite stories).


Transitional 2.1 Independently participate in social conversations with peers and adults. Apply communication skills to narrate, inform, explain, entertain, and persuade in a variety of contexts. Use different language registers in situations as appropriate. Give instructions in a precise and understandable manner. Use appropriate body language and eye contact when delivering oral presentations.

EALR 2: The student communicates ideas clearly and effectively.Component 2.2 – The student will develop content and ideas. Develop a topic or theme; organize thoughts around a clear beginning, middle, and end; use transitional sentences and phrases to connect related ideas; and speak coherently and compellingly.

ProficiencyLevel

GLE 3-5


Advanced Beginning

2.2

2.2

Connect words and phases using the conjunction and. Begin to sequence words and/or phrases related to familiar topic using a picture prompt.

Intermediate 2.2 Connect sentences using the words and, and then, after and but. Organize a simple oral presentation in a logical order with a clear beginning, middle and end, with teacher support. Select and narrow a topic from a teacher-provided list, with teacher support. Choose examples to support ideas from list, with teacher support.

Advanced 2.2 Connect sentences using the words and, and then, after, if and but. Organize an oral presentation in a logical order, ie. beginning, middle and end, with minimal teacher support. Select and narrow a topic from a teacher-provided list, with minimal teacher support. Use examples and details to support ideas with teacher support.

Transitional 2.2 Connect sentences using the words and, and then, after, if and but to sustain a topic. Organize an oral presentation in a logical order, ie. beginning, middle and end. Select and narrow a topic from a teacher-provided list Use examples and descriptive details to support ideas.

EALR 2: The student communicates ideas clearly and effectively.


Component 2.3 – The student will use effective delivery. Adjust speaking strategies for a variety of audiences and purposes by varying intonation, pitch, and pace of speech to create effect and aid communication.Component 2.4 – The student will use effective language and style. Use language that is grammatically correct, precise, engaging and well-suited to topic,

audience, and purpose.Proficiency Level

GLE Grades 3-5

Beginning(EALR 2Comp. 2.3, 2.4)

2.32.4

Use gestures and/or words to participate in group discussion or activity. Use gestures and/or words to communicate needs and role-play an action or event.

Advanced Beginning

2.32.4

Use words and/or phrases to participate in group discussion or activity while beginning to use appropriate eye contact and volume. Use words and/or phrases to tell a story, inform, and entertain.

Intermediate 2.32.32.4

Distinguish between appropriate ways of speaking to different audiences (register). Use simple sentences to share information with class, using appropriate volume. Use simple sentences with inconsistent use of syntax, tense, plurals, and subject/verb agreement.

Advanced 2.32.32.4

Use appropriate ways of speaking that vary based on audience and subject matter. Use descriptive sentences to share information with class, while beginning to use appropriate volume, intonation, and expression. Use descriptive sentences with common grammatical forms, with some errors.

Transitional 2.32.32.4

Use appropriate ways of speaking that vary based on audience and subject matter. Make oral presentation to class, using appropriate volume, intonation, eye contact, and expression. Speak clearly and comprehensibly using academic English with occasional errors.

EALR 3: The student uses communication strategies and skills to work effectively with others.Component 3.1 – The student will use language to interact effectively and responsibly with others.Component 3.2 – The student will work cooperatively as a member of a group.Component 3.3 – The student will seek agreement and solutions through discussion.


Communication is a cultural process. In order to work together effectively and be culturally responsive, teachers and students in all classrooms need to be able to:

Recognize and adjust behavior appropriately to nonverbal communication Recognize body language norms among various cultures represented in the classroom Determine the culturally appropriate distance to maintain while communicating with someone Recognize and appropriately use formal and informal gestures and body language Identify nonverbal cues that cause misunderstanding

Proficiency Level

GLE 3-5

Beginning(EALR 3Comp. 3.1, 3.2, 3.3)

3.13.23.3

Independently use common social greetings, simple repetitive phrases, and state basic needs Use words or gestures to contribute to group discussions, including personal experiences.

Advanced Beginning

3.13.13.23.3

Use words and/or phrases to actively participate in social and academic conversations on familiar topics. Demonstrate turn-taking in a conversation and a group discussion. Use words and/or phrases to contribute to group discussions, including personal experiences. Use words and/or phrases to suggest a solution to a problem.

Intermediate 3.13.13.2

Use simple sentences to actively participate in social and academic conversations on familiar topics. Demonstrate turn-taking in a conversation and a group discussion, responding appropriately to nonverbal cues. Use simple sentences to explain ideas clearly in group discussions, including personal experiences.

3.23.3

Begin to use established group rules and assume various assigned roles to further progress of group. Use simple sentences to brainstorm solutions to problems

Advanced 3.13.13.23.23.23.3

Initiate and actively participate in social and academic conversations on unfamiliar topics. Demonstrate turn-taking in a conversation and a group discussion, responding appropriately to nonverbal cues. Use descriptive sentences to explain ideas clearly in group discussions, helping group move toward consensus. Use descriptive sentences to offer personal opinion based on what has already been said. Articulate and use established group rules and assume various assigned roles to further progress of a group. Use descriptive sentences to contribute and prioritize possible solutions to a problem.

Transitional 3.13.23.23.2

Respond actively and appropriately both in group work and in informal interactions. Explain ideas clearly in group discussions and elaborate on the contributions of other group members. Contribute to group with examples and suggestions and assume various assigned roles to further the progress of the group. Contribute and prioritize multiple solutions to problems.

EALR 4: The student analyzes and evaluates the effectiveness of formal and informal communication.Component 4.1 – The student will assess strengths and needs for improvement. Assess own and others’ communication strengths and needs and set goals for

improvement.Component 4.2 – The student will seek and offer feedback. Seek and use feedback to improve communication; offer suggestions and comments to others.

Proficiency Level

GLE 3-5


Beginning(EALR 4,Comp. 4.1, 4.2)

4.14.2

Attend to speakers in informal conversations and formal presentations.

Advanced Beginning

4.14.2

Use words and phrases to respond to speakers in informal conversations and formal presentations.

Intermediate 4.14.2

Use simple sentences to offer feedback in response to speakers in conversations and formal presentations.

Advanced 4.14.24.2

Use a rubric of effective traits to evaluate and to improve one’s own presentations and conversations. Use a rubric to offer specific feedback on presentations with regard to delivery skills, conventions and cultural norms. Seek, accept and apply feedback about presentations.

Transitional 4.14.24.2

Use criteria to evaluate and improve one’s own and others’ presentations. Seek, accept and apply feedback. Use a rubric to offer specific feedback on presentations with regard to delivery skills, word choice and grammar.

WASHINGTON STATE ELD READING STANDARDSEALR 1: The student understands and uses different skills and strategies to read.Component 1.1: Use word recognitions skills and strategies to read and comprehend text.

Proficiency Level GLE 3-5Beginning(EALR 1 Comp. 1.1)

1.1.1

1.1.21.1.21.1.21.1.3

Recognize and use English concepts of print (e.g., alphabet, upper/lower case, directionality, words v. sentence, punctuation, parts of book).

Recognize and produce English phonemes. Recognize, respond to, and produce rhyming words ending with phonemes the student already hears and produces. Produce known words that begin with phonemes student already hears and produces. Use gestures and single word responses to participate in a discussion of a story read aloud.


Proficiency Level GLE 3-5Advanced Beginning 1.1.2

1.1.21.1.21.1.21.1.21.1.21.1.31.1.41.1.4

Orally manipulate and segment simple known words by onset and rime. Use onset and rime in word families to decode known words. Segment and blend words containing 2-3 phonemes. Identify syllables in known words. Identify common consonant and vowel sounds in known words. Add, delete, and/or substitute one phoneme for another in initial and final positions to make a new word. Use words and/or phrases to participate in a discussion of a story listened to or read. Use knowledge of phonics associated with known sounds to read familiar words. Decode known words following common vowel patterns.

Intermediate 1.1.21.1.21.1.21.1.31.1.41.1.4

Orally segment and blend known multi-syllabic words. Add, delete, and/or substitute one phoneme for another in initial, medial, and final positions to make a new word. Identify shared consonant and vowel sounds in known words. Use simple sentences to participate in a discussion of a story listened to or read aloud. Decode words following patterns, word families, etc. Identify same sounds represented by different single letters or combinations of letters (e.g., fish, rough).

Advanced 1.1.31.1.41.1.41.1.4

Participate in a discussion of a story listened to or read aloud. Read words in context containing complex letter pattern/word families. Apply multi-syllabic decoding when reading words. Recognize that sounds are represented by different single letters and combinations of letters.

Transitional 1.1.21.1.31.1.4

NO DESCRIPTORS AT THIS LEVEL

WASHINGTON STATE ELD READING STANDARDSEALR 1: The student understands and uses different skills and strategies to read.Component 1.2: Use vocabulary (word meaning) strategies to comprehend text.Component 1.3: Build vocabulary through wide reading. Component 1.4: Apply word recognition skills and strategies to read fluently.

Proficiency Level

GLE 3-5

Beginning(EALR 1,Comp. 1.2,

1.2.11.2.21.2.2

Use picture dictionary to find or confirm word meanings. Given pictures and illustrations, indicate word meaning. Identify pictures from written labels or identify text words or phrases from pictures.


Proficiency Level

GLE 3-5

1.3, 1.4) 1.3.11.3.21.3.21.4.1

Produce simple vocabulary in response to a read-aloud, including texts from a variety of cultures and communities. Produce one-word responses to simple questions or a prompt. W Use a word or gesture to participate in a discussion or activity around content area concepts and vocabulary. W Recognize sight words.

Advanced Beginning

1.2.11.2.21.2.21.3.1

1.3.11.3.21.4.11.4.1

Use glossary and picture dictionary to find or confirm word meaning. Demonstrate understanding of affixes and roots in familiar words. Apply word-meaning strategies in text (e.g., word structure, phonics, abbreviations, illustrations, prior knowledge and

context). Use new vocabulary in simple sentences to discuss, prior knowledge, illustrations to predict and confirm word meaning

and concepts from literary and informational texts. Use simple sentences to answer and ask questions and show understanding of new words. Use words and/or phrases to participate in discussions of short, illustrated stories and show understanding of vocabulary.

W Read introduced sight words. Use simple sentences with introduced sight words.

Intermediate 1.2.11.2.21.3.11.3.21.3.21.4.11.4.21.4.3

Use dictionary and glossary to find or confirm word meanings and parts of speech. Re-read, read on, and ask for help to gain meaning of unknown words. Include new vocabulary from text in descriptive sentences orally and in writing. Use descriptive sentences to discuss words and concepts across content areas. W Identify familiar words with multiple meanings. Read introduced sight words. Read unpracticed text aloud at a target rate of 70-90 words correct per minute with comprehension. Adjust reading rate to match purpose.

Advanced 1.2.11.2.21.2.2

1.3.11.3.21.3.21.4.11.4.2

1.4.3

Use dictionary, glossary, and thesaurus to find or confirm word meanings, parts of speech, synonyms and antonyms. Use word meaning strategies and affixes and roots to determine meaning of unknown words. Use descriptive sentences to discuss prior knowledge, pictures, illustrations, context, and diagrams to clarify word

meanings and concepts. Use new vocabulary in own oral and written communication. Identify and define words and concepts across content areas. W Identify words with different meanings in different content areas. W Use and read an increased number of sight words. Read unpracticed text aloud at a target rate of 70-90 words correct per minute with comprehension. Adjust reading rate to match difficulty of text such as content area reading and for different purposes.

Transitional 1.2.1 Discuss use of dictionaries, glossaries and thesauruses to find or confirm word meanings, pronunciations, syllabication, synonyms, antonyms, and parts of speech of words.


Proficiency Level

GLE 3-5

1.2.21.3.11.3.21.4.21.4.3

Explain how to derive word meanings from knowledge of affixes and roots. Integrate new vocabulary from text into written and oral communication across content areas. Explain how some words have different meanings in different content areas (e.g., area in math and geography). W Read unpracticed text aloud at a target rate of 80-110 words correct per minute with comprehension. Adjust reading rate to match difficulty of text and the purposes for reading (e.g., skimming for facts and scanning for key

words).

WASHINGTON STATE ELD READING STANDARDSEALR 2: The student understands the meaning of what is read.Component 2.1: Demonstrate evidence of reading comprehension.Component 2.2: Understand and apply knowledge of text components to comprehend text.Proficiency Levels

GLE 3-5


2.1.1, 2.1.6

2.1.1, 2.1.62.1.1, 2.1.6

2.1.22.1.32.1.4

2.1.52.2.1, 2.2.32.2.2

Use one or two words, to participate in a discussion of meaning, answer questions, and complete a graphic organizer in response to story read aloud.

Use gestures or one-word responses to answer literal comprehension questions before, during, and after simple text read aloud.

Answer literal comprehension questions about short simple text sentences (i.e., active, positive, present tense, statements with regular plurals).

Draw pictures to represent images from story read aloud. Use one or two words to state main idea of text read aloud. W Use gesture or words to participate in a discussion connecting self with characters, events and information from text read

aloud. (also 2.1.3) W Use gestures, pictures or one-word responses to predict what will happen based on pictures in text read aloud. W Draw pictures to represent the sequence and story elements of simple literary text. W Point to title, page numbers, table of contents and other text features. W


Proficiency Levels

GLE 3-5

AdvancedBeginning

2.1.1, 2.1.62.1.12.1.22.1.32.1.32.1.4

2.1.5

2.1.52.1.5

2.2.1, 2.2.32.2.1, 2.2.3

2.2.2

Use words and/or phrases to discuss meaning while reading using context, looking back and reading ahead. Use words and/or phrases to answer questions before, during and after text read aloud. Use words and/or phrases to describe the mental images that occur from text read aloud. Identify phrases and simple sentences that describe a picture or select a picture described by a phrase or simple sentences.

W Use phrases to state main idea and discuss theme/message in text read aloud. W Use words and/or phrases to participate in a discussion connecting self to characters, events, and information from text read

aloud. (also 2.1.3) W Answer literal comprehension questions about simple text sentences including negatives, yes/no questions, simple past and

future tenses, etc. Use words and/or phrases to predict what will happen based on literary or informational text read aloud. W Indicate what will happen next in text composed of simple sentences including negatives, yes/no questions, simple past and

future tenses, etc. W Use words and/or phrases to retell the sequence and identify story elements of simple literary text. W Indicate the correct sequence in text composed of simple sentences including negatives, yes/no questions, simple past and

future tenses, etc. Identify locations of title, page numbers, table of contents and other text features. W


Proficiency Levels

GLE 3-5

Intermediate(EALR 2 Comp. 2.1, 2.2)

2.1.12.1.22.1.32.1.4

2.1.5

2.1.52.1.52.1.62.1.7

2.2.1

2.2.12.2.2, 2.2.3

2.2.4

Use simple sentences to ask and answer questions about text. Use simple sentences to describe images from story in literary text. Identify the main idea and details in text. W Use simple sentences in discussion or on a graphic organizer to connect prior experience and knowledge to characters,

events, and information within a text. W Answer both literal and inferential comprehension questions about text composed with irregular plurals, modals, common

irregular verbs, prepositional phrases, etc. W Use simple sentences to predict and infer using prior knowledge and information drawn from text. W Infer an idea supported by text details. W Begin to use basic monitoring strategies to increase comprehension of text including picture cues and known words. Use simple sentences to summarize and/or state the main idea with supporting details and to discuss theme/message of a

literary or informational text. (also 2.1.3) W Identify the correct sequence and predict what will happen next in text composed of sentences with modals, common

irregular verbs, prepositional phrases, etc. (also 2.1.5) W Use simple sentences to retell story in sequence and to identify story elements. (also 2.1.5) W Use simple sentences to explain organizational features (e.g., glossaries, tables of content, map keys, captions in text or

electronic media). W Identify text written in simple listing and sequential order.

Advanced 2.1.12.1.22.1.22.1.32.1.32.1.4

2.1.52.1.5

2.1.52.1.62.1.72.2.2, 2.2.32.2.2

2.2.3

Use descriptive sentences to ask and answer questions based on literary and informational text. Draw and use descriptive sentences to depict mental images that occur while reading. Respond to questions about mental images that occur while reading text. Identify the main idea and predict an idea or theme supported by text details. W Use descriptive sentences to state the theme/message in a text. W Use descriptive sentences to connect current issues, prior knowledge and experience to characters, events, and information

within a text. W Use descriptive sentences to predict and infer using prior knowledge and information drawn from text. W Answer literal and inferential comprehension questions about text composed of complex sentences. Text may contain perfect

tense, compounds, clauses or passive voice. W Identify the correct sequence and predict what will happen next in complex text. W Use basic monitoring strategies to increase comprehension of text (e.g., picture cues, known words and note-taking). Use descriptive sentences to complete teacher generated graphic organizer to organize information taken from text. W Identify information from charts and graphs. W Use descriptive sentences to explain use of organizational features such as glossaries, tables of content, map keys, and

captions in text or electronic media. W Use descriptive sentences to independently retell story in sequence and to identify the story elements. W


Proficiency Levels

GLE 3-5

2.2.4 Identify text written in simple listing, sequential order, description, and compare and contrast text structures.Transitional(EALR 2 Comp. 2.1, 2.2)

2.1.5

2.1.6

2.1.7

2.2.12.2.2, 2.2.4

2.2.3

2.2.4

Use descriptive sentences and specialized vocabulary to independently predict and infer using prior knowledge and information drawn from text. W

Use descriptive sentences to identify and explain where and why comprehension was lost and use a comprehension repair strategy to regain meaning of text.

Use descriptive sentences and specialized vocabulary to summarize, state the theme/message, and identify the main idea and several supporting details in a text. (also 2.1.3) W

Identify the correct sequence and predict what will happen next in grade level text. Use descriptive sentences to apply understanding of organizational features (e.g., glossaries, table of content, map keys,

captions in text or electronic media). W Use descriptive sentences with specialized vocabulary to independently retell story in sequence and to identify the story

elements. W Identify text written in simple listing, sequential order, description, and compare and contrast text structures.

WASHINGTON STATE ELD READING STANDARDSEALR 2: The student understands the meaning of what is read.Component 2.3: Expand comprehension by analyzing, interpreting, and synthesizing information and ideas in literary and informational text.Component 2.4: Think critically and analyze author’s use of language, style, purpose, and perspective in informational and literary text.

Proficiency Level

GLE 3-5


2.3.1

2.3.22.3.3

Use gestures to indicate and draw pictures to represent cause and effect relationships and compare and contrast in simple short texts read aloud. W

Use a word, gesture, or drawing to group objects with common attributes. Match groups of familiar objects with common attributes. W

AdvancedBeginning

2.3.1

2.3.22.3.2

2.3.32.3.42.4.12.4.22.4.3

Use words and/or phrases to describe: familiar concepts, cause and effect relationships, and compare and contrast within and/or between texts read aloud. W

Use words or phrases to categorize elements in literary and informational text. Use words or phrases to discuss information found in general reference materials (e.g., picture dictionary, dictionary,

thesaurus). W Use words or phrases to identify the simplest forms of literary devices (e.g., simile, metaphors, and alliteration). W Use simple note-taking skills to begin to synthesize information from a variety of sources. Use words and phrases to make generalizations and draw supported conclusions from text. W Use words or phrases to identify the author’s use of word choice. W Distinguish between fantasy/ reality and fact/opinion in text composed of phrases or simple sentences. (also 2.3.1) W


Proficiency Level

GLE 3-5

Intermediate 2.3.12.3.1

2.3.22.3.22.3.22.3.22.3.32.3.32.4.12.4.22.4.3

Answer cause/effect and comparison/contrast questions about written paragraph of text. W Use simple sentences with text-based evidence to:o describe cause and effect o compare and contrast in text read aloud or independently W

Categorize objects according to common attributes. Distinguish between fantasy/reality and fact/opinion in short text. W (also 2.2.4) Locate information in adapted general reference materials (e.g., picture dictionaries, dictionary, thesaurus). Use simple sentences to discuss information found in general reference materials (e.g., dictionary, encyclopedia, thesaurus). Indicate understanding of common idioms (e.g., catch the bus, keep up, drop in). W Use simple sentences to identify literary devices within a text (e.g., dialogue and alliteration). W Use simple sentences to make generalizations and draw supported conclusions from text. W Use simple sentences to identify facts that support the author’s word choice, purpose, tone, and use of persuasive devices.

W Use simple sentences to distinguish between:o fantasy and reality in literary text o fact and opinion (also 2.3.1) W

Advanced

Advanced(EALR 2 Comp. 2.3, 2.4)

2.3.12.3.1

2.3.22.3.32.3.3

2.4.12.4.22.4.32.4.3

Answer cause/effect and comparison/contrast questions about extended written text. W Use descriptive sentences and information texts to describe cause and effect and compare and contrast in literary and

informational texts. W Locate information on a topic in the appropriate resource/s for a specific purpose. Demonstrate understanding of literary idioms used in extended text. W Use descriptive sentences to identify literary devices (e.g., personification, imagery, dialogue, and alliteration) within a text.

W Use descriptive sentences to draw conclusions, and explain how to solve problems using information from a text. W Use descriptive sentences to identify and explain the author’s use of word choice, sentence structure and length, and tone.

W Identify the author’s purpose and answer fantasy/reality and fact/opinion questions about extended text. W (also 2.3.1) Use descriptive sentences to explain use of persuasive devices, propaganda techniques, and point of view. W

Transitional 2.3.12.3.1

2.3.2

2.3.32.3.32.4.12.4.1, 2.4.3,

Answer compare/contrast and cause/effect questions citing evidence from grade-level text. W Use specialized vocabulary and evidence from literary and informational text to describe similarities and differences and

explain cause and effect relationships. W Use specialized vocabulary across content areas to explain how to locate information on a specific topic in the appropriate

resource/s and how the information fits the topic. Identify literary devices in grade level text. W Use specialized vocabulary to explain use of literary devices (e.g., metaphor, simile, humor, exaggeration and idioms). W Identify facts/opinions, draw conclusions, make generalizations and inferences from grade-level text. W Use specialized vocabulary to:


Proficiency Level

GLE 3-5

2.4.5

2.4.22.4.2, 2.4.4,2.4.7

2.4.3

o identify facts and opinions,o draw conclusionso make generalizationso explain how to solve problems using information from texts W

Identify effect of author’s word choice, syntax, and tone. W Use specialized vocabulary to identify, explain, and cite examples of the author’s use of:o word choice o sentence structure and lengtho toneo persuasive deviceso propaganda techniques o point of viewo beliefs and assumptions W

Explain difference between facts and opinions. W

WASHINGTON STATE ELD READING STANDARDSEALR 3: The student reads materials for a variety of purposes.Component 3.1: Read to learn new information.Component 3.2: Read to perform a task.Component 3.3: Read for career applications.

Proficiency Level

GLE 3-5

Beginning(EALR 3,Comp. 3.1, 3.2, 3.3)

3.1.13.2.13.2.1

Follow simple text directions composed of pictures, single words, or phrases to perform a task. Match printed word with common school item. Use word, gesture, or drawing to demonstrate comprehension of environmental print (e.g., school signs and labels in

classroom).

Advanced Beginning

3.1.13.2.13.2.2

Follow simple written directions to perform a task. Match simple sentences to demonstrate comprehension of environmental print (e.g., school signs, labels in classroom). Use words and/or phrases to identify functional documents (e.g., letters, forms, and menus).


Proficiency Level

GLE 3-5

Intermediate 3.1.13.2.13.2.2

Follow multi-step directions composed of simple sentences to perform a task. Use simple sentences to demonstrate comprehension of environmental print (e.g., school signs, labels, street signs). Use simple entences to discuss the use of functional documents that are used in a school setting (e.g., bus schedules, lunch

menus).Advanced 3.1.1

3.2.13.3.1

Use descriptive sentences to retell multi-step directions from text or oral prompt. Use descriptive sentences to demonstrate comprehension of environmental print (e.g., school signs and labels in classroom). Read and use functional documents that are used in a school setting.


Use specialized vocabulary to locate and use functional grade-level documents related to hobbies and interests. Follow multi-step directions from grade-level text to perform a task at school and home. Use specialized vocabulary to explain multi-step directions to perform a task at school and home.

WASHINGTON STATE ELD READING STANDARDSEALR 3: The student reads materials for a variety of purposes.Component 3.4: Read for literary/narrative experience in a variety of genres.

Proficiency Level GLE 3-5


3.4.2 Use drawings, word, or gesture to respond to or distinguish between two genres (e.g., fiction and non-fiction).

Advanced Beginning

3.4.2 Use words or phrases to distinguish between two genres (e.g., simple narrative and fairy tale).

Intermediate 3.4.13.4.2

Use simple sentences to identify and discuss the culture and/or traditions described in a piece of literature. Use simple sentences to respond to and distinguish among a variety of genres.

Advanced 3.4.13.4.23.4.2

Use descriptive sentences to identify and discuss the culture and/or traditions described in a piece of literature. Use descriptive sentences to discuss literature written in a variety of genres. Use descriptive sentences to compare/contrast the culture and/or traditions described in a piece of literature with that of the reader.


Identify and discuss the culture and/or traditions described in a piece of literature. Use specialized vocabulary to examine and explain the characteristics of genres. Use specialized vocabulary to compare and contrast cultures and traditions from a variety of literature.


WASHINGTON STATE ELD READING STANDARDSEALR 4: The student sets goals and evaluates progress to improve reading.Component 4.1: Assess reading strengths and need for improvement.Component 4.2: Develop interests and share reading experiences.

Proficiency Level

GLE 3-5

Beginning(EALR 4,Comp. 4.1, 4.2)

4.2.1 Use word, phrase or gesture to indicate preference for certain books read aloud.

Advanced Beginning

4.1.14.1.24.2.1

Use words and/or phrases to explain what good readers do. Set instructional level reading goals with teacher. Use words and/or phrases to discuss favorite authors and texts read aloud.

Intermediate 4.1.14.1.24.2.1

Use simple sentences to explain what good readers do. Set goals to learn basic English phonemes, rules, and sight words and track progress through use of word banks, charts, and logs. Use simple sentences to indicate preference and recommend books to other students.

Advanced 4.1.14.1.24.2.14.2.14.2.1

Use descriptive sentences to explain what good readers do. Use descriptive sentences to set reading goals and track progress through use of charts, rubrics, and reading logs. Use descriptive sentences to discuss and share favorite authors, texts, genres, and common reading experiences. Develop a list of favorite authors and books. Use descriptive sentences to participate in guided book talks.


Set reading goals, create a plan, and record progress on a chart or graphic organizer. Use specialized vocabulary to discuss and share favorite authors, texts, genres, and common reading experiences. Use specialized vocabulary to participate in book talks.

WASHINGTON STATE ELD WRITING STANDARDS EALR 1: The student writes clearly and effectivelyComponent 1.1– The student will develop concept and design


Proficiency Level

Grades 3-5

Beginning Draw, label and sequence pictures to tell a story Use labeled drawings or graphic organizers to convey main ideas with supporting details Write familiar words or sight words

Advanced Beginning

Write unfamiliar words and phrases about familiar topics

Write simple sentences using a model or frame

Intermediate Choose and maintain focus on topic Use simple sentences to write:

a narrative with a beginning, middle, and endan expository paragraph about one topic

Use basic transitions

Advanced Use descriptive sentences to write:a narrative with a beginning, middle, and endexpository paragraphs about one topic with supporting details

Use transitions

Transitional Use specialized vocabulary in several paragraphs to write in more than one genre across content areas (e.g., narrative, expository) Use transitions to link paragraphs

EALR 1: The student writes clearly and effectivelyComponent 1.2– The student will use style appropriate to the audience and purpose.Proficiency Level

Grades 3-5

Beginning Copy and follow patterns to write word and phrases

Advanced Beginning

Use words and phrases to write about own experiences and follow pattern to create a story

Intermediate Use simple sentences to write paragraphs for different purposes Begin to choose appropriate words to convey meaning and express voice to different audiences Begin to use simple figurative language and idiomatic language

Advanced Use descriptive sentences to write simple paragraphs for different purposes using vocabulary found in literary and informational text Choose appropriate words to convey meaning and express voice to different audiences


Use simple figurative and idiomatic expressions

Transitional Write paragraphs for different audiences and purposes using some specialized vocabulary across content areas Begin to choose words that are precise, engaging, and well-suited to topic and audience Use figurative and idiomatic expressions appropriately

EALR 1: The student writes clearly and effectively.Component 1.3 – The student will apply writing conventions.Proficiency Level

Grades 3-5

Beginning Write top to bottom, left to right when copying Begin to use invented spelling to write familiar words and phrases Capitalize own name and some proper nouns Begin to write sight words

Advanced Beginning

Use invented spelling to write familiar words and phrases Begin to write words and phrases with inconsistent use of capitalization Write sight words

Intermediate Write simple sentences with inconsistent word order and subject/verb agreement Begin to edit writing for punctuation, capitalization, and spelling

Advanced Write complex sentences with inconsistent word order and subject/verb agreement Edit writing for punctuation, capitalization, and spelling

Transitional Use conventional grammar, ending punctuation, capital letters, and spelling independently; some rules may not be in evidence

EALR 2: The student writes in a variety of forms for different audiences and purposesComponent 2.1 The student will write for different audiences.Component 2.2 The student will write for different purposes.Proficiency Level

Grades 3-5

Beginning Draw pictures, write words or phrases to name or describe something, and to express self Draw a picture or write for self, teacher, or other known person


Advanced Beginning

Write phrases to respond to prompts, describe, and express self Write for self, teacher, or other known person.

Intermediate Write simple sentences to tell a story, inform, entertain, reflect, question, and record information Distinguish among appropriate ways of writing to different audiences

Advanced Apply skills to narrate, inform, explain, entertain, persuade, and to question Determine appropriate purpose and audience for writing

Transitional Apply skills using specialized vocabulary to narrate, to inform, to entertain, to persuade, and to explain across content areas

EALR 2: The student writes in a variety of forms for different audiences and purposesComponent 2.3 The student will write for different audiences.Component 2.4 The student will write for different purposes.Proficiency Level Grades 3-5Beginning Use words to complete lists, personal journal entries, songs and poems based on a model

Advanced Beginning

Use words and phrases to write in a variety of forms based on a model (e.g., journal entries, songs, poems)

Intermediate Use simple sentences to write in a variety of forms (essays, narratives, journals, poems, reports, explanations, memos, experiments)

Advanced Use descriptive sentences to write in a variety of forms (e.g., essays, narratives, reports, explanations, dialogues, memos, directions, experiments)

Transitional Use specialized vocabulary to write independently in a variety of forms (e.g., extended essays, narratives, reports, explanations, dialogues, brochures, tables, graphs, experiments)

EALR 3: The student understands and uses the steps of the writing process. Component 3.1 – The student will pre-write—generate ideas and gather information.

Proficiency Level

Grades 3-5

Beginning Draw pictures and use words from shared reading and own experience

Advanced Beginning

Use phrases to participate in group brainstorming and writing

Intermediate Use pictures and modeled graphic organizers to generate ideas for simple stories


Advanced Use brainstorming techniques to generate and organize ideas (e.g., graphic organizers, pictures and lists)

Transitional Use brainstorming techniques to organize and begin to plan writing

EALR 3: The student understands and uses the steps of the writing process. Component 3.2 – The student will revise – elaborate on a topic and supporting ideasProficiency Level

Grades 3-5

Beginning Use gestures and words to participate in group writing

Advanced Beginning

Create rough drafts which include words and phrases

Intermediate Create rough drafts which include simple and descriptive sentences

Advanced Create rough drafts which include complex sentences

Transitional Create rough drafts which include complex sentences across content areas

EALR 3: The student understands and uses the steps of the writing process. Component 3.3 – The student will revise –collect input and enhance text and style.

Proficiency Level

Grades 3-5

Beginning Use words and phrases to participate orally in revision of group writing

Advanced Beginning Revise own writing for clarity

Intermediate Revise own writing for appropriate audience Offer feedback on other’s writing

Advanced Incorporate input from others into own writing

Transitional Apply knowledge of text features and specialized vocabulary to enhance text

EALR 3: The student understands and uses the steps of the writing process.


Component 3.4 – The student will edit –use resources to correct spelling, punctuation, grammar and usage.Component 3.5 – The student will publish –select a publishing form and produce a completed writing project to share with chosen audience.

Proficiency Level

Grades 3-5

Beginning Use gestures and words to participate in editing of group writing. Use a model to publish selected writing in appropriate format.

Advanced Beginning Participate in group editing for capitalization

Intermediate Use picture dictionary to correct spelling Publish selected writing in appropriate format.

Advanced Use dictionary to correct spelling Correct errors independently

Transitional Correct some errors independently. Use reference tools to correct spelling, punctuation, and capitalization Publish in appropriate format


IDEA PAGES 29

V. VOCABULARYanthropologistartifactarrowheadbarterBella CoolabeadworkBentwood boxcamascanoescedarceremonychiefChinookclimatecoastcrestcradleboardculturedipnetsDuwamishenvironmentexpeditionextinctfeathers

fishingfurHaidaharpoonharvesthypothesisKlallamleatherlegendlonghouseMakahmaskmerchantmoccasinsnationsnativeNative AmericansNeah BaynomadicNorthwestpit houseplank houseplateaupotlatchPuget SoundPuyallup-Nisqually

regionravenreservationsalmonSamishshamanshellsshelterspiritstemperateterraintipitoolstotem poletradertraditiontravoistreatytribetulevalleyvillageweavingweirwhalingwoven mat


IDEA PAGES 30

VI. RESOURCES AND MATERIALS

Literature

Arts and Crafts of the Native AmericansBy Morris, Ting. Describes the culture of early Native Americans, and features step-by-step instructions for making traditional Native American crafts, including a kachina doll, feather headdress, totem pole, and false-face mask.AR: 6.2 2007RL:7.1 $18.96

Building from scratchPresents a reader's theater script in which elementary school students learn about the size, structure, and functions of Native American homes, especially plank houses, as well as native peoples' respect for the natural resources used to build them; includes a nonfiction book containing facts on plank houses; and provides brief notes for teachers.2005 RL:4.5 $34.95

Changes for Kaya : a story of courageBy Shaw, Janet Beeler.Kaya is overjoyed that her sister, Speaking Rain, has returned; however, she is still saddened that she will never see her beloved horse, Steps High.AR: 5.3 2001RL:5.3 $10.96

Chief JosephBy Koestler-Grack, Rachel A.A biography of Chief Joseph, leader of the Nez Perce people in the late 1800s, including his childhood, the battles his tribe fought in hopes of remaining on their land, and their eventual removal to reservations.AR: 3.9 2004RL:3.9 $18.75

Chief JosephBy McLeese, Don. A brief biography of the famous Nez Perce leader who led his people against the United States Army and lost, but won the respect of his own people as well as white generals by standing up for his beliefs.AR: 5.4 2004 RL:5.6 $19.95

Chief Joseph, 1840-1904By Englar, Mary. A biography of the peace chief who ended the Nez Perce War by surrendering to United States soldiers in 1877, believing that he would be permitted lead his people back to their ancestral lands in Idaho. Includes a recipe for berry fritters and directions for "the stick game."AR: 4.9 2004RL:4.6 $17.95

Children of the WindBy Devine, Jerry.1974 $6.50

The earth under Sky Bear's feet : Native American poems of the landBy Bruchac, Joseph.A collection of tales about the Big Dipper from various North American Indian cultures.1995 RL:3.9 $11.56

Frog girlBy Lewis, Paul Owen. A Native American girl helps save her village from being destroyed by a volcano when she rescues the frogs that have been stolen from the lake and returns them to their grandmother.AR: 2.9 1997 RL:3.5 $12.70

Houses of wood : native dwellings : the Northwest CoastBy Shemie, Bonnie.Describes how the three major types of houses found from Oregon up the Canadian coast to southeastern Alaska were constructed.AR: 6.4 1992 RL:6.1 $11.86

The Indian wars Kaya and Lone Dog : a friendship story


By Stefoff, Rebecca.Discusses the conflicts between the Indian residents of what became the United States and the European and American settlers who wanted the land, starting with the Jamestown Settlement in Virginia in the 1620s and ending with the Battle of Wounded Knee in South Dakota in 1890.AR: 8.1 2003RL:6.3 $23.94

By Shaw, Janet Beeler.Still grieving over the death of her friend, and missing her stolen horse and kidnapped younger sister, Kaya tries to earn the trust of a lone and starving dog who is about to have puppies. Includes historical notes on Nez Perce children.AR: 4.8 2002RL:5.7 $10.96

Kaya's escape! : a survival storyBy Shaw, Janet Beeler. In the winter of 1764, after Kaya and her sister are kidnapped from their Nez Perce village by enemy horse raiders, she tries to find a way to escape back home. Includes historical notes on education and learning among the Nez Perce Indians.AR: 4.7 2002 RL:5.8 $10.96

Kaya's hero : a story of givingBy Shaw, Janet Beeler. In 1764, Kaya greatly admires a courageous and kind young woman in her Nez Perce village and wants to be worthy of her respect. Includes historical notes on the winter activities of the Nez Perce Indians, including ceremonies and crafts.AR: 4.9 2002RL:5.7 $10.96

Kaya shows the way : a sister storyBy Shaw, Janet Beeler.When Kaya and her family join with other Nez Perce and Salish Indians to fish for the red salmon, she and her older sister hope to be reunited with their younger sister, who had been kidnapped some time before. Includes historical notes on the summer activities of the Nez Perce Indians.AR: 4.62002RL:5.6 $10.96

Meet Kaya : an American girlBy Shaw, Janet Beeler.In 1764, when Kaya and her family reunite with other Nez Perce Indians to fish for the red salmon, she learns that bragging, even about her swift horse, can lead to trouble. Includes historical notes on the Nez Perce Indians.AR: 4.2 2002 RL:6 $10.96

The Nez PerceBy Press, Petra. Presents an illustrated introduction to the culture and history of the Nez Perce people, a Native American group that originated in the northwestern United States.AR: 4.4 2002RL:4 $16.95

Nez PerceBy Stout, Mary.A discussion of the history, culture, and contemporary life of the Nez Perce Indians.AR: 7.2 2003 RL:6.3 $18.95

Nez PerceA photo-illustrated overview of the Nez Perce tribe of the American Northwest, describing their history, daily life, and customs, and providing a glossary and further-reading list.AR: 6.1 2002RL:6.1 $18.96

Northwest Coast IndiansBy Ansary, Mir Tamim. Introduces the history, dwellings, artwork, religious beliefs, clothing, food, and other elements of life of the Native American tribes of the Pacific Northwest.AR: 4.1 2000RL:4 $18.75

The Northwest Indians : daily life in the 1700sBy Monroe, Judy. Presents a children's book for early readers that describes the social structure and traditions of the Indians of the Northwest during the 1700s including their homes, clothing, food, and more.AR: 3.9 2006

Once upon a totem poleBy Sargent, Dave.Nahele, a nine-year-old member of the Haida tribe, is honored when his father asks him to help carve a totem pole for a wealthy woman in their village. Includes facts about the Haida.


RL:3 $15.95 AR: 3.5 2004 RL:3.9 $12.66

Plank houseBy Dyer, Dolores A. Describes the construction of and culture behind the Pacific Northwest Native Americans' plank houses, and includes instructions for making a model plank house.AR: 4.9 2001 RL:5 $7.95

Plateau IndiansBy Ansary, Mir Tamim. An introduction to the history, dwellings, artwork, religious beliefs, clothing, and food of the various Native American tribes of the Plateau Region between the Cascades and the Rocky Mountains.AR: 4.4 2000 RL:4.3 $18.75

Potlatch : a Tsimshian celebrationBy Hoyt-Goldsmith, Diane. Describes the traditions of the Tsimshian Indians living in Metlakatla, Alaska, and, in particular, those connected with a potlatch they hold to celebrate their heritage.1997RL:4.8 $16.10

Raven : a trickster tale from the Pacific NorthwestBy McDermott, Gerald. Raven, a Pacific Coast Indian trickster, sets out to find the sun.AR: 2.5 1993 RL:2.8 $13.60

SacagaweaBy McLeese, Don. A biography of Sacagawea, the Shoshoni Indian woman who played an important role in guiding the Lewis and Clark expedition through the Northwest Territory of the United States in 1805-1806.AR: 4.82004 RL:5.5 $19.95

Sacagawea : meet an American legendBy Ford, Carin T.A biography of the Shoshoni woman who helped to guide the Lewis and Clark Expedition through the Northwest Territory of the United States in the early nineteenth century.AR: 3.9 2003 RL:4.2 $16.95

Sacagawea : Native American interpreterBy Alter, Judy.A biography of the Shoshoni Indian woman who played an important role in guiding the Lewis and Clark expedition through the Northwest Territory of the United States in 1805-1806.AR: 5.1 2003RL:5.6 $18.95

Sea and cedar : how the Northwest Coast Indians livedBy McConkey, Lois. Discusses the North American Indians who inhabited the Pacific coast from the Columbia River to Alaska, emphasizing those Indians who lived on the Canadian shore.1995 RL:6.3 $11.96

The silent stranger : a Kaya mysteryBy Shaw, Janet Beeler, 1937- Dewey: -Fic-The arrival of an injured stranger from another tribe, traveling alone and apparently unable to speak, arouses suspicion in Kaya's Nez Perce village.AR: 5.5 2005 RL:6 $10.96

Storm boyBy Lewis, Paul Owen. Dewey: -Fic-Thrown from his canoe during an ocean storm, a young Native American boy is washed ashore under a strange sky near a village inhabited by very large people who make him very welcome.AR: 3.8 1997 RL:4.2 $8.46

Tongass : the last American rainforestBy Gill, Shelley.A Native-American girl named Lily has an adventure in Tongass, an Alaskan rain forest, where she sees what the forest looked like before modern man intruded. Presents facts about temperate rain

The wave of the Sea-WolfBy Wisniewski, David. Kchokeen, a Tlingit princess, is rescued from drowning by a guardian spirit that later enables Kchokeen to summon a great wave and save her people from hostile strangers.


forest ecology, the animals, plants, and people that inhabit Tongass, as well as the ways modern society has affected the delicate ecosystem.AR: 5.3 1997RL:5.2 $7.75

AR: 4.71994 RL:5.6 $10.36

Welcome to Kaya's world, 1764 : growing up in a Native American homelandBy Raymer, Dottie. A detailed, photo-illustrated overview of the Nez Perce Native Americans' history and culture, focusing on what life was like for children and young adults. Covers longhouses and tepees, toys and games, food, clothing, courting, and other aspects, and includes tribal myths and legends.AR: 6.72003RL:6 $14.40

District Resources:Adopted Social Studies Text, Grade 4, “Discovering Washington”Highline School District Native American Program Kits

Internet Resources/Websites:

Children of the Sun: A History of the Spokane Indianspublished by David C. Wynecoop, Wellpinit, Washington © 1969: http://www.wellpinit.wednet.edu/sal-cos/cos_ch01.php

Edward S. Curtis’s The North American Indian, Northwestern University, Digital Library Collection: http://curtis.library.northwestern.edu/curtis/toc.cgi

A Critical Bibliography on North American Indians for K-12, Anthropology Outreach Office, Smithsonian Institution: http://anthropology.si.edu/outreach/Indbibl/bibintro.html

Washington State History Museum: http://washingtonhistoryonline.org/treatytrail/index.htm

www.historyplace.com

Yale-New Haven Teachers Institute Totem Poles of the North American Northwest Coast Indians, Maryanne Kathleen Basti: http://www.yale.edu/ynhti/curriculum/units/1985/6/85.06.01.x.html

www.nativeamericans.com

University of Washington Libraries Digital Collections: http://content.lib.washington.edu/index.html

Native Peoples of North America: History and Culture by Chuck Smith, Instructor, Anthropology Department, Cabrillo College: http://www.cabrillo.edu/~crsmith/noamer.html

www.u-s-history.comNW Native Americans Level 4 WA 33Rachel Hoff, Kim Hoff - Project G.L.A.D (12/08)

http://www.u-s-history.com/

http://www.cabrillo.edu/~crsmith/noamer.html

http://www.cabrillo.edu/

http://www.cabrillo.edu/academics/anthropology/

http://www.cabrillo.edu/academics/anthropology/

http://www.cabrillo.edu/~crsmith/index.html

http://content.lib.washington.edu/index.html

http://www.nativeamericans.com/

http://www.yale.edu/ynhti/curriculum/units/1985/6/85.06.01.x.html

http://www.historyplace.com/

http://washingtonhistoryonline.org/treatytrail/index.htm

http://anthropology.si.edu/outreach/Indbibl/bibintro.html

http://curtis.library.northwestern.edu/curtis/toc.cgi

http://www.wellpinit.wednet.edu/sal-cos/cos_ch01.php

http://www.wellpinit.wednet.edu/sal-cos/cos_ch01.php

PLANNING PAGES

I. FOCUS/MOTIVATION Cooperative Groups by tribe Cognitive Content Dictionary with Signal Word Anthropologist Awards Inquiry Chart – processed daily Observation charts with pictures and realia Big Book- Coastal Tribes Read Alouds – various sources Poetry and Chanting Realia – Native American kits from HSD

II. INPUT Graphic Organizer – World Map Graphic Organizer – Regions of Native Americans Comparative – Plateau and Coastal Tribes Narrative Input – “The Raven” Primary language preview/review Read Alouds Poetry/Chants 10/2 lecture with primary language

III. GUIDED ORAL PRACTICE Mind Map Farmer in the Dell/Sentence patterning chart Poetry and Chants T-Graph for social skills/Team points - cooperation Personal Interactions Numbered heads together Expert Groups- plateau and coastal tribes Picture file card activities-observe, classify, categorize Exploration report Process Grid

IV. READING/WRITING ACTIVITIES A. Whole Class

Cooperative Strip Paragraph Story Map with narrative input Primary language group frame Found Poetry Poetry Frames DRTA Read Alouds, Shared Reading, Independent Reading


PLANNING PAGES 2

B. Flexible Groups – Small Group Practice Team Tasks – Anything modeled whole class Expert Groups Small group shared reading Group frame – compare/contrast Flexible group leveled reading – ELD, Struggling/Emergent, Clunkers & Links Ear to Ear Reading

C. Individual Choices (Anything practiced in teams) Poetry booklet Independent Reading Independent Research Projects Strip book Journals Learning Logs Individual tasks

D. Writer’s Workshop Mini lesson Write Author’s chair Conference Publish

V. EXTENSION ACTIVITIES FOR INTEGRATION Cloth dying from natural ingredients Basket weaving with pine needles Pottery Weaving Bent Wood boxes for Potlatch Making Fry Bread Family Shield Totem Poles Northwest Relief Map showing geographical locations of tribes Individual Home Projects Unitedstreaming video clips Online activities

VI. CLOSURE/EVALUATION Process all charts and information Team Presentation – your favorite task and why Evaluate unit– what helped you learn? Big book Potlatch/Pow Wow


PLANNING PAGES 3

Mural (Create a mural of a Northwest village) Web Site (visit Northwest Native American Web sites) Letter to parents Letter to Chief Writing Assessment Prompt Math Assessment


SAMPLE DAILY LESSON PLANS

DAY 1:

FOCUS/MOTIVATION Standards – Anthropologist Awards Cognitive Content Dictionary with Signal Word Observation Charts Inquiry Chart Big Book – Shared Reading

GUIDED ORAL PRACTICE Chants

INPUT Graphic Organizer – Regional Map Graphic Organizer – Timeline 10/2 Lecture with primary language ELD Review

GUIDED ORAL PRACTICE T-Graph for Social skills (Cooperation), Team points Picture File Cards – sort, organize, classify Exploration Report

INPUT Comparative Input – Plateau & Coastal Tribes Learning Log & ELD Review

WRITER’S WORKSHOP Mini Lesson Plan/Write Author’s Chair

CLOSURE Home/School Connection Interactive Journal

DAY 2:FOCUS/MOTIVATION

Standards/Awards Cognitive Content Dictionary with Signal Word Process Home/School Connection Review input with word cards

- Graphic Organizer – Regional Map-Graphic Organizer – Timeline-Comparative Input Chart

Review chants – highlight, sketch, add picture file cards



INPUT Narrative – The Raven

GUIDED ORAL PRACTCE/READING/WRITING Expert groups with mind maps Team Tasks

READING/WRITING Interactive Journals Writer’s Workshop

CLOSURE Home/School Connection


Standards/Awards Cognitive Content Dictionary with self-selected vocabulary Process Home/School Connection Review Narrative Input with word cards & conversation bubbles

GUIDED ORAL PRACTICE Chants – highlight, sketch, add picture file cards Sentence Patterning Chart – Reading Game, Trading Game Mind Map Process Grid Expert Groups/Team Tasks

READING/WRITING Cooperative Strip Paragraph

-Read-Respond-Revise-Edit

Writer’s Workshop

CLOSURE Interactive Journal Read Aloud Process Charts Home/School Connection




Standards/Awards Cognitive Content Dictionary with Stumper Word

READING/WRITING Flexible Reading Groups (ELD, “Clunkers & Links” – at or above grade level) Team Tasks with Team Self-Evaluation Found Poetry Poetry Frame DRTA Writer’s Workshop

-Mini Lesson-Write-Author’s Chair-Conferencing-Publishing

CLOSURE Interactive Journal Process Charts


Standards/Awards Cognitive Content Dictionary with Self-Selected Vocabulary

READING/WRITING Flexible Groups (“Clunkers & Links” – struggling/emergent readers Team Tasks Listen & Sketch Ear to Ear Reading Focused Reading with Cognitive Content Dictionary

CLOSURE Process Inquiry Chart Evaluate Week Team Feud Game Team Big Book Student-made test



Spokane Garry

Washington State Historical Society. Retrieved 3/15/08 fromhttp://washingtonhistoryonline.org/treatytrail/context/biographies.html

Chief of the Spokane Indians1811 - 1892

Spokane Garry worked for peace with the whites while trying to protect his tribe’s land from being taken. In 1887, while Garry and his family were away fishing, white settlers took possession of his farm. He still refused to resort to violence and died homeless and penniless after fighting for his home for 5 years.

Isaac Ingalls Stevens


First governor of Washington Territory. He forced the Indians of the area to hand over most of their lands and rights to his government. He reportedly told one chief that if the Indians refused to make a treaty with him, giving up their land, soldiers would be sent into their country to wipe them off the face of the earth.

Peopeomoxmox (Yellow Bird)


Head Chief of the Walla Wallas1800 – 1855

“Speak straight. I have ears to hear you, and here is my heart.”

–Peopeomoxmox to Governor Stephens in a speech during the Walla Walla Treaty Council of 1855

Kamiakin


Head Chief of the Yakamas1800 – 1878

“See, I am a poor man, but too rich to receive anything from the United States.”

-- Kamiakin, refusing blankets from a white Indian agent.

http://washingtonhistoryonline.org/treatytrail/context/biographies.html




Date_____________


Today, all Americans live on what was once Indian land. Treaties transferred that land from Indian to United States control.

Photograph by Asahel Curtis and Walter Miller, 1914; Washington State Historical Society Collection.

Shown here are the "Treaty Trees" at the site of the signing of the Medicine Creek Treaty on December 26, 1854.










http://washingtonhistoryonline.org/treatytrail/treaties/timeline/treaty_1.htm




The Important Book about Northwest Native American TribesAdapted by Rachel Hoff and Carla Holmes

The important thing about the Northwest Native American Tribes is that they helped shape the culture and history of the Pacific Northwest.

The Makah were the only true whale hunters of the Northwest Coast. They would go out in 10 canoes to hunt. The village would use the whale meat and oil.

In 1855, the Treaty of Neah Bay kept their right to whale and fish. Today, based on the Boldt Decision of 1974, the tribes of Washington State are equal partners with the State of Washington in both harvest and management of the fishing resource.

But the important thing about the Coastal Native American tribes is that they helped shape the culture and history of the Pacific Northwest.

The Haida fished for salmon and halibut and wore clothes made out of cedar bark. Their clothes were more for shielding water than for warmth.

In 1774, the Spanish explored the Queen Charlotte Islands (now a part of British Columbia). The Haida traded sea otter skins, hats, blankets, and other items for metal goods such as copper and iron blades. Although the Native Americans welcomed the trading, explorers brought small pox which killed many Haida.


The Quileute lived in “big houses” made from red cedar trees. They were 20-60 feet wide and 50-150 feet long. Totem poles decorated the outside of their houses and were used to tell stories; they had no written language.

The Quileute signed a treaty in 1855, but they didn’t want to leave their land. Because their land was so remote, the first treaty was not enforced, but a reservation was finally established in 1889.


The Spokane Tribe lived in movable teepees covered with mats made of tule. In the winter, they made more permanent homes, digging a pit a few feet into the ground, constructing a framework of poles over it and then covering it with tule mats.

In 1855, Chief Garry met with Washington State Governor Isaac Stephens who wanted him to sign a treaty giving up much of their land. Other


tribes agreed, but Chief Garry decided against it and left without signing a treaty for the Spokane tribe.

But the important thing about the Plateau Native American tribes is that they helped shape the culture and history of the Pacific Northwest.

The Walla Walla tribe traveled from season to season to fish for salmon in the rivers, hunt for deer and elk at the edges of the forest, and gather berries such as blackberries and huckleberries.

In 1806, Lewis and Clark came to their tribe on their way back from the Pacific Ocean. The Walla Walla tribe welcomed them with gifts of a white horse, firewood and roasted fish. In exchange Clark gave the Walla Walla chief his sword, 100 rounds of ammunition and some trade items.


The Nez Perce acquired horses some time in the late 1600’s or early 1700’s, and took great care of their herds. They bred Appaloosas, and used horses to travel across the Rocky Mountains to meet, trade and fight with the Northern Plain Indians.

They signed a treaty in 1855 giving up their land, but later when gold was found, the United States government wanted more land. Some Nez Perce, including Chief Joseph, refused to leave their land. In 1877, his son, Young Chief Joseph, tried to remain on some of their tribal land, but they were forced to flee and fight US troops and eventually ended up back at the Colville Reservation.


The End


Timeline Events for NW American Native GLAD unit:Green= events to include on timeline, black is background information

10,000 BCE (Natives already living here – varying theories – 10,000 years ago across Bering Strait; some natives believe they’ve always lived here – “time immemorial”)

1 CE (common era) Gregorian Calendar – used nearly everywhere in the world – first proposed by doctor Aloysius Lilius, and was decreed by Pope Gregory XIII, for whom it was named in 1582.

EARLY EXPLORATION/BEGINNING OF TRADING:

1494 - Pope grants most of the New World to Spain in Treaty of Tordesillas

1542 - Bartolome Ferrello became the first explorer to see the coast of Oregon (p.54)

1670 - Treaty of Madrid: English and Spanish recognize each other’sclaims in the Americas

During next 100 years England and Spain send expeditions to explore in the northwest and there is some contact/trading with Native Americans (Russia also sends expeditions to NW area)

1730’s Spain brought horses to North America in 1500’s- arrived in Columbia Plateau around this time

1774 - Juan Perez sailed up the Pacific coast as far up as Alaska (p.54) NW Native Americans Level 4 WA 44Rachel Hoff, Kim Hoff - Project G.L.A.D (12/08)

Sent by Spain to claim land along the NW Coast of N. America – they don’t make landfall but do trade with Haida and Nuu-chah-nulth (sea otter skins, hats, blankets in exchange for metal goods in Perez’ boat)

1776 - Captain James Cook sailed up Northwest coast looking for a water route across N. America – didn’t find it but did learn and write about the Northwest’s natural resources (fish, forests, sea otter furs) (p.55-56)

1785 - First commercial fur traders arrive on the Northwest Coast. (Pacific NW Indians lived in hierarchical societies based on extended family groups, leading families sought to advance their social positions by accumulating and then distributing their material wealth – this worked well with the European traders who brought rare items that could be traded for furs (European traders also brought disease to the Indians – influenza and small pox reportedly wipe out at least 30% of the population by 1840)

For next five years (1789-1794) British and Spain disagree over who has claims to Northwest lands (Nootka Controversy)…

TRADING EXPANDS/SETTLEMENT BEGINS:1792 - American fur-trader Robert Gray and his crew become the first Euro-Americans to

sail up the Columbia River (p.56)

1792 - George Vancouver and Juan Francisco de la Bodega y Quadra meet at Nootka Sound to carry out terms of the Nootka Convention. They don’t reach diplomatic accord but do agree to explore the area and share info. Vancouver goes to Juan de Fuca and Puget Sound and Bodega sails around Vancouver Island. (p.56)

1803 - Americans purchase Louisiana Territory from the French. President Thomas Jefferson asks Lewis and Clark to explore land (from Mississippi to Rocky Mountains)


1804-06 - Lewis and Clark cross N. America by land, reaching the mouth of the Columbia River (p.57)

1807 - David Thompson – 1st white man to arrive in Spokane Country, fur trader for NW Company

1810 - Northwest Company starts Spokane House, the first permanent inland fur-trading post

1818-1819 – After a series of negotiations, Spain give up claims to all lands north of the California

border (42nd parallel). Britain and US agree to joint occupation of the Pacific Northwest

1830’s Hudson Bay Fur Trading Co. (Fort Vancouver) – John McLaughlin heads this, oversaw the fur traders activities (brigades) and treated Native Americans fairly

(p.67)

1840’s Settlers begin arriving in Pacific Northwest (p.72)- Up until this point, interactions with Indians and Europeans or Americans had generally been peaceful, but as settlers arrive this begins to change.

1839-1842 Missionaries arrive in the Northwest - some started mission farms and schools near Walla Walla and Spokane (p.75)

1845 Pioneers begin coming to Washington to settle (p.77-85)

1846 America and England sign an agreement over NW lands (N of 49 degrees latitude and Vancouver Island is England’s, US keeps land south)


1847 Whitman Massacre near Walla Walla – as more settlers came, Native Americans feared

their land would be taken – group of Native Americans attacked and killed Dr. Whitman and and his wife (missionaries) – this began further conflicts with settlers and Native Americans

1850 Donation Act passed by Congress – opens non-settled lands for white settlement

1853 Washington becomes a territory

(Most Native Americans had been friendly to fur traders – but pioneers were taking too much land, some decided to fight. p.86)

TREATIES/RESERVATIONS:1855-6 Treaties were signed by tribes with Isaac Stevens (Governor) ceding their land to

the US (they would live on reservations)June 9th, 1855 Treaty of Walla Walla (moved to Umatilla Reservation)June 11th, 1855 Treaty of Nez Perce*Jan. 31, 1855 Treaty of Makah (Neah Bay Treaty)1856 Quileute (signed treaty w/Quinault)(Spokane Tribe doesn’t sign treaty)- Spokane Garry continues to work w/governor

tomake a treaty.**

1855 Yakima Tribe at war w/US

1861 Homestead Act passed by Congress – white settlers encroach on Indian lands

1863 Nez Perce forced to relinquish lands – some (Chief Joseph) refuse to leaveNW Native Americans Level 4 WA 47Rachel Hoff, Kim Hoff - Project G.L.A.D (12/08)

1873 Makah Reservation established

1877 All Nez Perce forced to leave - *Nez Perce leader, Chief Joseph tried to fight and then escape to Canada- but they were attacked before they reached the border. Joseph surrendered and said “My heart is sick and sad. From where the sun now stands, I will fight no more forever.”

1881 **Spokane Reservation established (Lower Spokane tribe)

1887 Upper and Middle Spokane tribes move to Colville and Flathead Reservations

1889 Quileute Reservation established

1889 Washington becomes 42nd state

1893 Ozette Reservation established (part of Makah)

1912 Haida – did not sign a treaty; congressional action was taken (signed by President Taft) to establish the Hydaburg Reservation

1924 American Indians become US Citizens

1974 Boldt Decision (enforcing fishing rights of Native Americans) – affirming that when tribes released their interest in millions of acres of land in Washington (based on treaties in 1855) they reserved the right to cont. fishing

1990’s- See picture file card – “loss of traditional lands” showing the Native Americans’ loss of land over the past 150 years.


NARRATIVE INPUTThe Raven

All the world was in darkness.The sky was in darkness.The waters below were in darkness.Men and women lived in the dark and cold.Raven was sad for them.He said, “I will search for light.”

The Raven flew until he saw a bit of light far away.He few and few and came closer to the light.The light was at the edge of the water.The light came from the house of the Sky Chief, and it was shining. Raven perched high in a pine tree on the shore. Raven watched.

He saw a beautiful young girl emerge from the shining house and go to the edge of the water.She was the Sky Chief’s daughter.She knelt and drank some water from a woven basket.

Raven changed himself into a pine needle.He fell down from the tree and floated on the water.When the girl drank again, she swallowed the pine needle.

After a time, the girl gave birth to a child.The child was small and dark with shiny black hair and tiny black eyes.Who do you think the child was?

It was Raven.Raven had been reborn as a boy child.Everyone loved the Raven-child.He pretended to be playing.All the time, he was trying to find where the light was hidden. He saw a box in the corner of the lodge.

The box was large.It was carved and painted with many colors.The box was bright. It glowed.Raven-child said, “Ga! Ga!”NW Native Americans Level 4 WA 51Rachel Hoff, Kim Hoff - Project G.L.A.D (12/08)

“My grandchild wants the box,” said the Sky Chief.

The young woman placed the box in front of the Raven-child.She took the lid off the box. Inside was a smaller box.She took the lid off that box. Inside was a smaller box.His mother took the lid off that box, and lightpoured out of it. Light flooded the room.Inside the box was a shining ball, blazing with light.

What do you think the ball was?It was the sun.“Give him the ball,” said the Sky Chief.

His mother gave the Raven-child the ball and he changed into a bird.“Ha! Ha!” He became Raven once again. “Caw! Caw!” Raven picked up the ball of light in his beak and flew through the smoke hole in the lodge. He disappeared into the dark sky.

Raven threw the sun high in the sky, and it stayed there.This is how Raven stole the sun and gave it to all the people.

“The Raven” was adapted from the book, Raven by Gerald McDermott


Northwest Native Americans

Poetry Booklet

Name: _____________________


Anthropology BugalooBy Cheryl Graham

I’m an anthropologist and I’m here to say,I study native peoples every day. Sometimes I ask questions, or hear a shaman’s song,Researching culture all day long.

Language, traditions, environment too,Doing the Anthropology Bugaloo!

I study about people and what they used,For hunting, fishing and cooking food.I learn about shelter that people lived in,Made of cedar planks, or deer or bearskin.


I research special events of early lifeAlong with natural everyday strife.I study the tools natives created,For their survival technology aided.


I study each region, culture and tribeThe information collected, I will scribe.I carefully record native celebrations,Handed down through many generations.



Coastal Tribes? Yes, Ma’am!By Brooke Qunell

Is this the Makah Tribe? Yes, ma’am!Is this the Makah Tribe? Yes, ma’am!Well, how do you know? Live in Neah Bay!Well, how do you know? Hunted with seal skin floats.What else did they need? Canoes and paddles.Well, what did they want? Great gray whales.

Is this the Klallam Tribe? Yes, ma’am!Is this the Klallam Tribe? Yes, ma’am!Well, how do you know? They were great weavers. .Well, how do you know? Used wool from mountain goats.What else did they need? Spindles and looms.Well, what did they make? Blankets and robes.

Is this the Chinook Tribe? Yes, ma’am!Is this the Chinook Tribe? Yes, ma’am!

Well, how do you know? They were merchant lords.Well, how do you know? Lived on the Columbia.Well, who did they meet? Lewis and Clark.And how did they live? Fishing and trading.

Is this the Haida Tribe? Yes, ma’am!Is this the Haida Tribe? Yes, ma’am!Well, how do you know? Large war canoes.What was their size? Held 60 people!What else did they make? Crests and totem poles.What else did they make? Bentwood boxes and rattles.

Are these all Coastal Tribes? Yes, ma’am!Are these all Coastal Tribes? Yes, ma’am!Well, how do you know? Depended on forest and sea.Well, how do you know? Depended on forest and sea.


Washington Natives Sound OffAdapted by Rachel Hoff

I don’t know but I’ve been toldRegions of Washington their tribes did holdEach tribe lived a different wayMade Washington great to this very day.

Sound off NativesSound off of WashingtonSound off 1-2-3-4 History!

The Coastal tribes lived along the shore.The Pacific Ocean gave food galore.Salmon, seal and whale they ate.Their totem poles were really great.


The Plateau tribes they had it toughThe harsh climate made it really rough.They walked in search of roots and seedsAfter horses they moved with greater ease.



Plateau Tribes Everywhere!Adapted by Rachel Hoff 2008

Plateau tribes here, Plateau tribes there,Plateau tribes, Plateau tribes everywhere!

Artistic Plateau tribes carving,Strong Plateau tribes harpooning,Ingenious Plateau tribes constructing,Spiritual Plateau tribes chanting.

Plateau tribes dressed in deer skin,Plateau tribes inside the pit house,Plateau tribes next to the river,Plateau tribes digging for camas root.

Plateau tribes here, Plateau tribes there,Plateau tribes, Plateau tribes everywherePlateau tribes! Plateau tribes! Plateau tribes!


Student Name_____________________________________

Person you interviewed______________________________

Home/School Connection #1Northwest Native Americans

We are studying the Native Americans of Washington. The tribes settled in two basic regions of Washington and moved frequently to find food. Interview someone who lives with you and find out why your family lives where they do? Have you ever moved? Why? Write and/or sketch the information you learned.


Date_____________

Student Name____________________________________


Home/School Connection # 2Northwest Native Americans

We know the Native American tribes of the Northwest had different customs and traditions. Interview someone who lives with you and discuss the traditions and customs of your family. Write and/or sketch the information you learned.


Date_____________

Student Name____________________________________



We have learned that the Native American tribes of the Northwest hunted and gathered food that was in their area. Interview someone who lives with you and discuss how you get the food you eat. Where do you get it? Why do you get it there? How often do you get it? Write and/or sketch the information you learned.


Date_____________

Student Name____________________________________



The name a Nez Perce baby was given at birth was just one of the names received throughout his or her life. Interview someone who lives with you and discuss why your name was chosen for you. Has your name changed during your lifetime? Write and/or sketch the information you learned.


Fecha _____________

Nombre del estudiante ____________________________________

Persona que entrevistaste __________________________________

CONEXIÓN ENTRE LA ESCUELA Y EL HOGAR - #1Los Nativos Americanos (Indios) de Washington

1. Estamos estudiando acerca de los Nativos Americanos de Washington. Las tribus se establecieron en dos regiones de Washington y se movieron muchos para encontrar la comida. Entrevista a alguien de tu familia y pregúntale por que tu familia vive aquí. ¿Te has movido antes? ¿Por qué? Dibuja ó escribe lo que aprendiste.


Fecha _____________




2. Sabemos que las tribus de los Nativos Americanos tenían diferentes costumbres y tradiciones. Entrevista alguien que vive contigo y platica de las tradiciones y costumbres de tu familia. Escribe ó dibuja lo que aprendiste.





3. Hemos aprendido que los Nativos Americanos de Washington cazaban por su comida y recogían la comida que encontraban en su territorio. Entrevista a alguien de tu familia y pregúntales donde consiguen la comida y por que consiguen la comida allí. ¿Cada cuento tiempo compra la comida? Escribe ó dibuja lo que aprendiste.





4. El nombre de un bebe de Nez Perce que le dan al nacer es solamente uno de los nombres que recibirán durante toda su vida. Entrevista a alguien que vive contigo y pregúntales por que te escogieron tu nombre. ¿Te han cambiado tu nombre alguna vez? Escribe ó dibuja lo que aprendiste.


Expert Group #1Coastal Tribes – Quileute Indians

The Quileutes fished and hunted sea mammals such as seals and dolphins. They were known as the best fishermen of seals on the coast. They also fished for salmon and rock cod. They picked berries and ate roots.

The Quileutes used the hair of their special wooly dogs to make blankets. They wove rain proof skirts and capes from the soft inner bark of the cedar tree. Cone shaped rain hats provided protection from the rain. They also wove many types of baskets, some so fine and tight they could be used as pots for boiling water or soup.

The Quileutes lived in huge cedar “big houses” decorated by totem poles. “House groups” lived together during the winter. Each house had a chief, nobility, and commoners. The house group may also have included a number of slaves, either captured or traded from neighboring tribes.

The red cedar canoes made by the Quileutes ranged in size from two person sport boats to 58-foot canoes that could carry 3 tons through the ocean. They would travel by canoe as far north as Alaska and as far south as California.

The first official contact with the white man occurred in 1855 when the Quileutes signed a treaty with the US government. The treaty would have made them move away to a reservation with other tribes but their land was so remote, it wasn’t enforced. In 1889 the Quileute reservation was created after it was clear they wouldn’t leave their homeland.


Expert Group #2Plateau Tribes – Nez Perce

The Nez Perce ate different things depending on the season. In the spring, the women dug for roots and collected fruit and berries. The men caught salmon in the rivers. In the summer, the men hunted big game such as deer, elk, moose, bear, mountain sheep and goats. In the winter, they would eat fish, roots and berries that had been dried. After the horse was introduced, they would travel to hunt buffalo with the Plains Indians.

Both men and women wore clothing woven from plants. Later, they wore clothing made of animal skins. They also wore hats woven with corn husks and decorated with feathers and tassels. They used blankets of fur when the weather turned cold.

The Nez Perce lived mainly in a tule mat covered long house that could be over 100 feet long. Sometimes, they dug rooms underneath the long house for the single men and women. After the horse was introduced and the Indians began to travel, they learned how to make tipis using wood poles covered by tule mats and later by animal skins.

The Nez Perce traveled in dugout canoes made from logs that they found along the riverbanks. During the winter, they moved across the snow using snowshoes made of sticks and elk hide. Before the horse, the Nez Perce used dogs as pack animals.

The Nez Perce first contact with non-native people was when they met and helped Lewis and Clark who were on their way to the Pacific Ocean. In 1855 they signed a treaty giving up most of their land. When gold was discovered, the US government wanted more of the Nez Perce land. The Nez Perce did not fight back until 1877, when the government attacked the village of Chief Joseph and they refused to go to the reservation. They tried to escape into Canada but were stopped and many were killed by the US Army.


Expert Group #3Coastal Tribes – Haida Indians

Haida Indians lived on a group of islands because the water beside them was full of seafood. They fished for salmon and halibut and hunted whale, seal, dolphins, sea lions, and sea otters. They also trapped oysters, clams, and crabs. They also hunted elk, deer, wolves, fox and bears though they liked the sea animals and fish best.

Haida wore clothes made of woven cedar bark. Women wore skirts and capes and men wore long capes. They also had large elk skin capes that were decorated with paint and fringes. The women wove hats from tree roots and the men painted them with pictures of animals using mostly red and black.

The Haida lived in very large longhouses along the beach. The homes were 30 feet wide and over 100 feet long and could hold several hundred people. They were made from cedar trees. Their homes had no windows but smoke holes in the roof. The boards on the roof could be moved to allow air and light inside.

The Haida had only two ways to travel –by foot or by canoe. The Haida made all different kinds of canoes that were painted differently depending on their use. Their canoes were large and could hold at least 30 people. These canoes were paddled by slaves to get to potlatches or for war. Smaller canoes were used to hunt and fish.

The Haida’s first contact with the white people was in 1774 when explorers from Spain arrived. In 1778, the first traders arrived bringing not only goods to trade like iron but diseases like smallpox which killed many Haida. The white government outlawed the Haida’s Potlatch ceremonies but they got away with it by calling them “parties.”


Expert Group #4Plateau Tribes – Walla Walla

There were no buffalo to hunt on the Walla Walla Indian’s land. Instead, they ate salmon, roots, berries, deer and elk. They traveled from season to season to fish for salmon and hunt for deer and elk. The women picked berries and dug roots. In the winter, they would stay in camp and live off the food they had dried and stored.

Most of the Plateau tribe’s clothing was made of deerskin. The men wore fringed shirts, pants, belts and moccasins. The women wore long deerskin dresses, cornhusk hats, and knee length moccasins. They were decorated with elk teeth and beads and colored vegetable dyes.

Because they had to travel from place to place to gather food, the Walla Walla people had to have houses that were easy to move. They made special kinds of tents called longhouses that could reach up to 80 feet long. They used long wooden poles covered by tule mats. When the family wanted to move, they took off the mats and traveled to their next camp. They left the poles behind for when they returned to that camp.

Beginning in the early 1700’s the Walla Walla people raised great herds of horses. Having horses made it possible for them to travel long distances to gather food. They also traveled across the Rocky Mountains to trade dried roots and salmon to Plains tribes who had buffalo meats and hides. After meeting the Plains tribes, they learned to use a travois to carry their things.

Lewis and Clark wrote about meeting the Walla Walla in 1806 on their way back from the Pacific Ocean. In 1855, the Walla Walla signed a treaty with the US government giving up more than 6.4 million acres of their land and the tribe was forced to move to a reservation.


Mind Map

Food

Contact with Non-Natives

Clothing

Transportation Shelter


Tribe

__________________

TRIBE FOOD CLOTHING SHELTER TRANSPORTATION CONTACT WITH NON-NATIVES


TRIBE FOOD CLOTHING SHELTER TRANSPORTATION CONTACT WITH NON-NATIVES

Makah (Coastal Tribe)

Whole Class Input – Comparative Input Chart

*ate mostly fish & other sea animals like whale

*halibut-dried or smoked to store for winter

*seals eaten fresh or smoked & skins used for whaling floats

*seal blubber made into oil & used like butter or salad oil

*wore very little clothing except when it was cold*most clothes made from woven cedar bark*women wore basket hats, rain capes & jackets made from cedar bark and some robes of animal skin*men wore basket or fur hats*otter skin used as soft lining under cedar clothing

*longhouses built of cedar also called plank houses*30 feet wide by 70 feet long*extended family shared one house*chopped down trees to make houses using beaver teeth and stone axes*boards not nailed together but built so walls and roof could be taken down for moving

*different types of canoes – all made from cedar trees*canoes for war, whaling, fishing, travel, and even small canoes for children*hollowed out cedar logs, poured boiling water over hot rocks to curve the sides

*sickness brought by white killed more than 2/3 or the Makah population*as population decreased, white settlement increased*pressured to sign treaties with US government giving over most of their land*retained small reservation*insisted on retaining rights to whale and fish – Treaty of Neah Bay (1855)

Quileute (Coastal Tribe)

Expert Group #1

*fished & hunted seam mammals like seals*known as best fisherman of seals on the coast*also fished for salmon & rock cod*picked berries & gathered roots

*made blankets w/hair of their special wooly dogs*rainproof skirts & capes from cedar bark*cone shaped hats protect from rain*wove baskets so tight could be used to boil water

*lived in “big houses” decorated by totem poles*house groups lived together during winter*each house group had a chief, nobility & Commoners*may have had slaves captured or traded from other tribes

*canoes made from red cedar*2-person sport boats*58-foot oceangoing canoes that could carry 3 tons*could travel from Alaska to California in canoes

*1855 sign first treaty asking them to move to Quinnault reservation with other tribes

*first treaty not enforced b/c their land was so remote

*b/c they wouldn’t leave their home, a reservation was established on their lands in 1889

Haida (Coastal Tribe)

Expert Group #3

*lived on a group of islands & lived off the seafood

*fished for salmon & halibut

*hunted whale, seal, sea lions & sea otters

*wore clothes of woven cedar bark*women wore skirts & capes & men wore long capes*also had large elkskin capes decorated with paint and fringe*women wore hats from tree roots & men painted them

*Lived in very large longhouses along the beach made from cedar trees*homes were 30 feet wide and over 100 feet long*could hold several hundred people*houses had no windows but smoke holes in the roof. Boards on the roof could be

*only two ways to travel – on foot and by canoe*made different kinds of canoes that were painted differently depending on what they were used for*some canoes were large & could hold at least 30 people. They were paddled by slaves to get to

*first contact with the white people made in 1774, when the Spanish explored the Queen Charlotte Islands

*1778 traders arrived

*wite people brought diseases like smallpox which killed many Haida


*also trapped oysters, clams & crabs

*hunted elk, deer, mountain goat, wolves, foxes & bears thought they liked the sea animals & fish the best

with pictures of animals using mostly red and black

moved to allow air and light inside.

potlatches or for war*smaller canoes were used to hunt & fish.

*one good thing that came with the trading was iron which Haida used to make their weapons and tools better

*white people not interested by the culture or ways of life of the Haida – wanted to make them more “civilized”

*white government forbid Potlatch ceremony – Haida got away with it by calling it a “party”

Spokane (Plateau)

Whole Class Input – Comparative Input Chart

*spring, summer & fall spent in small groups traveling their land to gather food, hunt & fish

*salmon caught from rivers with nets, spears or traps

*hunted for deer, elk & antelope

*all members of group formed huge circle and moved towards center with game trapped inside

*bow and arrow most important weapon prior to arrival of gun

*camas bulb, other roots, and berries were gathered

*clothing of buffalo, elk and deer hides used during winter*moccasins worn all year with fur inside during winter*short feathered “bonnet” during special ceremonies*clothing decorated by dying or painting and using porcupine quills and beads

*teepee covered with mats made of tule-used b/c mats were light and easily moved and poles could be found anywhere*winter-groups joined together at permanent camps*4-5 families lived together in lodge made of poles and covered with tule mats sewn together

*mend made dugout canoes from pine trees*2 feet wide and from 12-30 feet long*horse introduced in early 1800s

*1807-1st white man to enter Spokane Country was David Thompson, a NW Company trapper*1850-Donation Act-said any American citizen could claim up to 320 acres of land in “Oregon Territory” including Indian land*Disease such as small pox and influenza introduced*1881-Spokane reservation established and tribe members relocated

Nez Perce (Plateau Tribe)

*ate different things depending on the season*spring-dug roots & collected fruit and berries,

*men and women wore clothing woven from plants*later wore clothing from animal skins

*lived in tule mat covered long houses that could be over 100 feet long*sometimes would dig

*dugout canoes made from logs found along the riverbanks*during winter could move

*helped Lewis & Clark as 1st contact

*1855 treaty-gave up most NW Native Americans Level 4 WA 73Rachel Hoff, Kim Hoff - Project G.L.A.D (12/08)

Expert Group #2 fished for salmon*summer-hunted big game such as deer, elk, moose, bear, mountain sheep & goats*winter-ate dried fish, roots & berries*after horse was introduced, they would travel to hunt buffalo

*wore hats woven with corn husks & decorated with feathers and tassels*used blankets of fur when weather turned cold

rooms underneath for single men and women*after horse & they began to travel, would use tipis using wood poles covered by tule mats and later covered by animal skins

across snow using snowshoes made of sticks and elk hide*before horse, used dog as pack animals

of their land

*when gold was discovered US govt wanted more land. Some NezPerce signed another treaty in 1863 reducing lands even more (“Thief Treaty”). Still remained peaceful with their relations with whites until…

*1877-Nez Perce War – US attacked Chief Joseph’s village when they didn’t want to leave their lands to go to a reservations. Tried to escape into Canada but were stopped by the US army. Killed many tribe members and Chief Joseph surrendered

Walla Walla (Plateau Tribe)

Expert Group #4

*no buffalo on their land

*ate salmon, roots, berries, deer & elk meat

*traveled from season to season to fish for salmon and hunt for deer and elk

*women picked berries and dug roots

*in winter they would stay in camp & live off food they had dried and stored

*most clothing made of deerskin*men wore fringed shirts, pants, belts and moccasins*women wore long deerskin dresses, cornhusk hats, and knee length moccasins*decorated with elk teeth and beads and colored vegetable dyes

*because they traveled, they needed houses easy to move*made longhouses up to 80 feet long-wooden poles covered by tule mats*left poles behind when they moved so they could use again when they returned

*beginning in early 1700s, they raised great herds of horses*horses made easier to travel longer distances to gather food*could travel across Rocky Mountains to trade dried roots and salmon to Plains tribes who had buffalo*learned to use travois to carry things from Plains Indians

*Met Lewis & Clark in 1806 on their way back from the Pacific Ocean

*signed treaty in 1855 giving up more than 6.4 million acres of their land

*reservation established but tribes reserved the rights to fish, hunt and gather traditional foods and medicines on the lands they gave up


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