Project GLAD



Project GLAD

(Guided Language Acquisition Design)

Willamette ESD Consortium

McMinnville, Amity, Dayton, Oregon School For the Deaf

Doug Miller

Cheryl Graham

Taffy Carlisle-Turner

Cori Chambers

Donna Bauer

Native Americans and Regions of Oregon

4th Grade

IDEA PAGES

I. UNIT THEME – There is a relationship between man and the physical environment.

• There are specific climatic conditions, physical features and landform characteristics that divide Oregon into regions

• Natural environments support and constrain human activities.

• All cultures have stories and legends that explain natural phenomenon; therefore cultures are impacted by regional characteristics.

II. FOCUS AND MOTIVATION

• Pretest

• Observation Charts

• Inquiry Charts

• Realia: cedar bark, clams and mussel shells, moss, digging sticks

• Big Book

III. CLOSURE Assessment of Learning Logs

• Unit Post Test

• Student made big books

• Expository report writing

• Found Poetry

• Personal Action Plans

IV. CONCEPTS

Social Science – Oregon Standards – Grade 4

• Identify and describe historic Indian groups that lived in the region that became Oregon at the time of early European exploration and settlement in the 17th century.

• Identify Native-American groups in Oregon and the Western Hemisphere before European exploration; describe the regions in which they lived; compare their way of life.

• Identify the early land and sea routes to, and European settlements in, Oregon with a focus on the exploration of the North Pacific, noting the importance of mountains, deserts, ocean currents, and wind patterns.

• Identify and compare the major early cultures that existed in the region that became Oregon prior to contact with Europeans.

• Identify and understand the groups living in the Western Hemisphere before European exploration, their ways of life, and the empires they developed.

Social Science – Standards – Grade 4 (continued)

• Understand the prehistoric migrations from Asia to North America, migrations from Europe and Africa to colonies in North America, westward migration to Oregon in the 19th century.

• Name and locate these features of Oregon: the Coast Range, the Cascade Range, Siskiyous, Wallowa and Blue Mountains, Columbia River, Snake River, Willamette River, Deschutes River, Rogue River, Willamette Valley, Columbia River Basin, Great Basin (high desert country).

• Explain the essential facts of earth/sun relationships and be able to relate these to the climate of Oregon.

• Understand ways the physical environment supports and constrains human activities throughout the world.

• Describe regions in the Western Hemisphere that resulted from human and physical influences; compare regions with other U.S. and world regions.

V. Vocabulary

anthropologist artifact support barter

climate constrain subsistence sustenance

lodges environment temperate weather

camas root cedar tree roots berries

sagebrush fish hunter/gatherer harvest

hazelnut meat migration seasonal

tribe nomadic whale antelope

antler beaver clam coyote

salmon crab deer elk

rabbit kangaroo rat muskrat mussel

rattlesnake porcupine quill raccoon

basin Cascade Range Deschutes River coast line

Pacific Ocean Coast Range Columbia River Basin

Columbia River Crater Lake Willamette River Snake River

Siskiyou Mts. Wallowa Mts. Blue Mts. Steen Mts.

Willamette Valley Rogue River Great Basin desert

regions forest glacier land form

plateau marsh mountains seashore

summit terrain valley volcano

Chinook Kalapuya Klamath Nez Perce

Tillamook Tualatin Cayuse Paiute

Umatilla Yamel adorn baskets

beadwork ceremonial cedar bark cloth headdress

leggings totem tradition tunic

woven mat hypothesis

VI. English Language Arts - Oregon Standards - Grade 4

Reading/Listening

• Listen to, read, and understand a wide variety of informational and narrative text, including classic and contemporary literature, poetry, magazines, newspapers, reference materials, and online information.

• Listen to, read, and understand a wide variety of informational and narrative text across the subject areas at school and on own, applying comprehension strategies as needed.

• Demonstrate listening comprehension of more complex text through class and/or small group interpretive discussions across the subject areas.

• Identify and/or summarize sequence of events, main ideas, and supporting details in literary selections.

• Distinguish and interpret words with multiple meanings (i.e., quarter) by using context clues.

• Determine meanings of words using contextual and structural clues.

• Ask thoughtful questions and respond orally to questions with appropriate discussion.

Writing/Speaking

• Use simple sentences and compound sentences in writing.

• Write responses to literature: Demonstrate an understanding of the literary work and support interpretations through references to both the text and prior knowledge.

• Correctly use: regular verbs (live/lived, shout/shouted), irregular verbs (swim,/swam, ride/rode, hit/hit), adverbs (slowly, quickly, fast), prepositions (over, under, through, between), and coordinating conjunctions (and, or, but) in writing.

• Write personal narratives: include ideas, observations, or memories of an event or experience; provide a context to allow the reader to imagine the world of the vent or experience; use concrete sensory details; provide insight into why the selected event or experience is memorable.

• Use words that describe, explain, or provide additional details and connections.

• Use details, examples, anecdotes (stories of a specific event), or experiences to clarify information.

Oregon ELP Standards Grade 4

Decoding and Word Recognition

1. CCG (K-12): Analyze words, recognize words, and learn to read grade-level text fluently across the subject areas (similar to 1996 “Recognize, pronounce…words in text by using phonics”).

|Beginning |Early Intermediate |Intermediate |Early Advanced |Advanced |Proficient |

| Reads familiar English |Reads words in familiar |Reads familiar and |Reads aloud narrative |Reads aloud narrative text|Read aloud grade-level |

|phonemes and simple words |texts aloud with |unfamiliar text aloud |texts (near grade-level) |with effective pacing, |narrative text and |

|with graphic support. |intonation and expression.|using acceptable pacing, |with appropriate pacing, |intonation and expression.|informational text |

| | |intonation and expression.|intonation and expression.| |fluently and accurately |

| | | | | |with effective pacing, |

| | | | | |intonation, and |

| | | | | |expression; by the end of |

| | | | | |fourth grade, read aloud |

| | | | | |unpracticed grade-level |

| | | | | |text at a rate of 115-140 |

| | | | | |wcpm (words correct per |

| | | | | |minute). |

|Reads basic familiar words|Reads complete sentences |Demonstrates progress |Demonstrates progress |Demonstrates progress |Read or demonstrate |

|in text. |in basic unfamiliar text. |toward reading more |toward reading at an |toward reading at an |progress toward reading at|

| | |complex or longer |instructional reading |independent reading level |an independent and |

| | |passages. |level near grade-level. |near grade-level. |instructional reading |

| | | | | |level appropriate to grade|

| | | | | |level. |

LISTEN TO AND READ INFORMATIONAL AND NARRATIVE TEXT

2. CCG (K-12): Listen to, read, and understand a wide variety of informational and narrative text across the subject areas at school and on own,* applying comprehension strategies as needed.

|Beginning |Early Intermediate |Intermediate |Early Advanced |Advanced |Proficient |

|Listens to simple stories.|Listens to, reads and |Listens to, reads and |Listens to, reads and |Listens to, reads, and |Listen to, read, and |

| |retells simple stories. |retells simple stories |understands a variety of |understands text from a |understand a wide variety |

| |Demonstrates comprehension|from a variety of |informational and |wide variety of |of informational and |

| |by using drawings, words, |informational and |narrative text, including |informational and |narrative text, including |

| |or phrases. |narrative text. |literature, poetry, |narrative text, including |classic and contemporary |

| | | |magazines, newspapers, |classic and contemporary |literature, poetry, |

| | | |reference materials, and |literature, poetry, |magazines, newspapers, |

| | | |online information with |magazines, newspapers, |reference materials, and |

| | | |teacher support. |reference materials, and |online information. |

| | | | |online information with | |

| | | | |teacher support. | |

|Listens to familiar text |Listens to and reads text |Makes personal connections|Applies knowledge of |Makes connections to text,|Make connections to text, |

|and makes personal |and makes personal |to text and compares to |essential concepts to make|within text, and among |within text, and among |

|connections. |connections. |other texts. |connections to text, and |texts across the subject |texts across the subject |

| | | |among texts across subject|areas with teacher |areas. |

| | | |areas. |support. | |

|None available |Demonstrates listening |Demonstrates listening |Demonstrates listening |Demonstrates listening |Demonstrate listening |

| |comprehension of some |comprehension of simple |comprehension of near |comprehension of near |comprehension of more |

| |familiar text across the |text through class and/or |grade-level through |grade-level through class |complex text through class|

| |subject areas. |small group discussions |teacher led small group |and/or small group |and/or small group |

| | |across the subject areas. |interpretive discussions |interpretive discussions |interpretive discussions |

| | | |across the subject areas. |across the subject areas. |across the subject areas. |

|None available |Matches reading for |Matches reading for full |Matches reading to locate |Matches reading to |Match reading to |

| |personal enjoyment (e.g., |comprehension (e.g., |information (e.g., preview|purpose—location of |purpose—location of |

| |preview title, pictures, |preview heading, locates |table of content/index, |information, full |information, full |

| |predict makes connections)|relevant information) with|skim, look for bold print)|comprehension, and |comprehension, and |

| |with teacher support. |teacher support. |with teacher support. |personal enjoyment. |personal enjoyment. |

|Understands and draws upon|Understands and draws upon|Understands and draws upon|Understands and draws upon|Understands and draws upon|Understand and draw upon a|

|a variety of comprehension|a variety of comprehension|a variety of comprehension|a variety of comprehension|a variety of comprehension|variety of comprehension |

|strategies as |strategies as needed— |strategies as needed— |strategies as |strategies as |strategies as |

|needed—responding to |responding to questions. |self-correcting, |needed—re-reading, |needed—re-reading, |needed—re-reading, |

|simple questions, using | |summarizing, class |self-correcting, |self-correcting, |self-correcting, |

|drawings, words, or | |discussions, responding to|summarizing, class |summarizing, class and |summarizing, class and |

|phrases. | |questions, making logical |discussions, responding to|group guided discussions, |group discussions, |

| | |predictions with teacher |essential questions, |responding to essential |generating and responding |

| | |support. |making predictions, and |questions, making |to essential questions, |

| | | |comparing information |predictions, and comparing|making predictions, and |

| | | |provided by teacher. |information from several |comparing information from|

| | | | |sources with teacher |several sources. |

| | | | |support. | |

|Matches difficult words to|Identifies difficult words|Identifies different words|Identifies difficult words|Identifies difficult words|Clearly identify specific |

|visuals with teacher |or phrases. |or phrases and asks for |or phrases and uses |or phrases and uses |words or wordings that are|

|support. | |assistance. |external sources to |strategies to demonstrate |causing comprehension |

| | | |demonstrate comprehension |comprehension with teacher|difficulties and use |

| | | |(e.g., using a dictionary |support. |strategies to correct. |

| | | |or thesaurus). | | |

VOCABULARY

3. CCG (K-12): Increase word knowledge through systematic vocabulary development; determine the meaning of new words by applying knowledge of word origins, word relationships, and context clues; verify the meaning of new words; and use those new words accurately across the subject areas (similar to 1996 “…know the meaning of words in text by using...language structure, contextual clues, and visual clues”).

|Beginning |Early Intermediate |Intermediate |Early Advanced |Advanced |Proficient |

|Repeats new vocabulary |Understands pre-taught |Understands and uses |Understands and uses |Understands, learns and |Understand, learn, and use|

|from simple text and |vocabulary from simple |pre-taught vocabulary from|pre-taught vocabulary |uses new vocabulary from |new vocabulary that is |

|graphics. |literary text. |simple literary and |through literary and |informational text, |introduced and taught |

| | |content-related text. |informational text. |literary text and |directly through |

| | | | |instruction across the |informational text, |

| | | | |subject areas with teacher|literary text, and |

| | | | |support. |instruction across the |

| | | | | |subject areas. |

|Develops survival |Develops simple vocabulary|Develops vocabulary by |Develops vocabulary by |Develops vocabulary by |Develop vocabulary by |

|vocabulary. |by listening to familiar |listening to familiar and |listening and discussing |listening and discussing |listening to and |

| |selections read aloud with|conceptually simple |both familiar and |both familiar and |discussing both familiar |

| |significant graphic |selections read aloud |conceptually simple |conceptually challenging |and conceptually |

| |support. |across the subject areas. |selections read aloud |selections read aloud |challenging selections |

| | | |across subject areas. |across the subject areas, |read aloud across the |

| | | | |with teacher and graphic |subject areas. |

| | | | |support. | |

|Determines meaning of |Determines meaning of |Determines meaning of |Determines meaning of |Determines meaning of |Determine meanings of |

|words by using graphic |words from familiar |familiar words using |words using simple |words using contextual and|words using contextual and|

|clues. |situations read aloud from|simple contextual and |contextual clues. |structural clues, with |structural clues. |

| |simple sentences and |graphic clues. | |graphic and/or teacher | |

| |graphic clues. | | |support. | |

|None available |Demonstrates meaning of |Compares multiple meanings|Interprets words with |Distinguishes and |Distinguish and interpret |

| |multiple meanings of |of words in simple text by|multiple meanings in |interprets words with |words with multiple |

| |familiar words using |using context clues with |literature and text across|multiple meanings (i.e., |meanings (i.e., quarter) |

| |gestures and graphics. |teacher support. |subject areas with teacher|watch, mean, plant) by |by using context clues. |

| | | |support. |using context clues with | |

| | | | |teacher support. | |

|Recognizes basic antonyms.|Recognizes familiar |Recognizes words that have|Recognizes words that have|Understands and explains |Apply knowledge of |

| |synonyms and antonyms. |synonyms, antonyms, and |synonyms, antonyms, and |frequently used synonyms, |synonyms, antonyms, |

| | |homographs. |homographs in literature |antonyms, and homographs |homographs, and idioms to |

| | | |texts and content areas. |in literature texts and |determine the meaning of |

| | | | |content areas. |words and phrases. |

|Identifies root words used|Uses knowledge of root |Recognizes and uses root |Recognizes and uses root |Uses root words to |Use knowledge of root |

|in various nouns and verbs|words to change common |words of familiar common |words of common words to |determine meaning of |words to determine the |

|(i.e. walk, walking, girl,|words (i.e. happy to |words to determine meaning|determine meaning with |unknown words with teacher|meaning of unknown words |

|girls). |unhappy, happier). |with teacher support. |teacher support. |support. |within a passage (nation, |

| | | | | |national, nationality). |

VOCABULARY (cont.)

|Beginning |Early Intermediate |Intermediate |Early Advanced |Advanced |Proficient |

|None available |None available |None available |None available |Uses common roots and word|Use common roots (meter = |

| | | | |parts derived from Greek |measure) and word parts |

| | | | |and Latin to analyze the |(therm = heat) derived |

| | | | |meanings of complex words |from Greek and Latin, and |

| | | | |with teacher support. |use this knowledge to |

| | | | | |analyze the meaning of |

| | | | | |complex words |

| | | | | |(thermometer). |

READ TO PERFORM A TASK

4. CCG (K-12): Find, understand, and use specific information in a variety of texts across the subject areas to perform a task (similar to 1996 “Locate information”).

|Reads simple text |Reads text supported by |Reads textbooks, |Reads textbooks, |Reads textbooks, |Read textbooks, |

|supported by pictures, |pictures, photographs, and|biographical sketches, |biographical sketches, |biographical sketches, |biographical sketches, |

|photographs, and |illustrations with teacher|letters, diaries, |letters, diaries, |letters, diaries, |letters, diaries, |

|illustrations with teacher|support. |directions, procedures, |directions, procedures, |directions, procedures, |directions, procedures, |

|support. | |and magazines with teacher|and magazines with teacher|catalogs, magazines, and |catalogs, magazines, and |

| | |support. |support. |informational books with |informational books. |

| | | | |teacher support. | |

|Reads and identifies text |Reads and identifies basic|Reads and locates text |Identifies the function of|Locates information in |Locate information in |

|features such as title, |text features such as |features with teacher |text features with teacher|titles, tables of |titles, tables of |

|table of contents, and |title, table of contents, |support, such as titles, |support, such as titles, |contents, chapter |contents, chapter |

|chapter headings with |and chapter headings to |table of contents, chapter|table of contents, |headings, illustrations, |headings, illustrations, |

|teacher support. |find information without |headings, illustrations, |illustrations, indexes, |captions, glossaries, |captions, glossaries, |

| |teacher support. |captions, glossaries, |and glossaries to find |indexes, graphs, charts, |indexes, graphs, charts, |

| | |indexes, graphs, charts, |information and aid |diagrams, and tables to |diagrams, and tables to |

| | |diagrams, and tables to |understanding of more |aid understanding of |aid understanding of |

| | |aid understanding of |complex text. |grade-level text with |grade-level text. |

| | |simple texts. | |teacher support. | |

|Identifies the factual |Reads simple reference |Identifies the differences|Finds specific content |Finds information in |Find information in |

|components of simple |materials with teacher |among some reference |related information about |specialized materials |specialized materials |

|informational materials |support. |materials with teacher |content-related in |(e.g., atlas, magazines, |(e.g., atlas, magazine, |

|using nonverbal | |support. |atlases, magazines, and |catalogs) with teacher |catalog). |

|communication (pointing, | | |catalogs with teacher |support. | |

|drawing, labeling). | | |support. | | |

|Observes pictures and | | | | | |

|features in reference | | | | | |

|materials. | | | | | |

|Categorizes words or |Categorizes simple |Identifies structural |Selects and organizes |Uses structural features |Use structural features |

|pictures and name |sentences under correct |features found in |structural features, |found in informational |found in informational |

|categories. |headings. |informational text. |provided by teacher, in a |text to strengthen |text (e.g., headings and |

| | | |given informational text. |comprehension with teacher|subheadings,) to |

| | | | |support. |strengthen comprehension. |

INFORMATIONAL TEXT: DEMONSTRATE GENERAL UNDERSTANDING

5. CCG (K-12): Demonstrate general understanding of grade-level informational text across the subject areas (similar to 1996 “Demonstrate literal comprehension”).

|Beginning |Early Intermediate |Intermediate |Early Advanced |Advanced |Proficient |

|Sequences a story using |Summarizes the main ideas |Describes the sequence of |Summarizes sequence of |Identifies and/or |Identify and/or summarize |

|pictures and key words. |of informational text. |events and main ideas of |events, main ideas, |summarizes sequence of |sequence of events, main |

| | |informational text. |supporting details, and |events, main ideas, facts,|ideas, facts, supporting |

| | | |facts of informational |supporting details, and |details, and opinions in |

| | | |text with teacher support.|opinions of informational |informational and |

| | | | |and practical selections |practical selections. |

| | | | |with teacher support. | |

|Identifies two key facts |Identifies two or more key|Identifies key facts and |Identifies key facts and |Identifies key facts and |Identify key facts and |

|of a simple story on |facts of a simple story on|information of two simple |information after reading |information after reading |information after reading |

|familiar topics read aloud|familiar topics using |stories or articles on |two passages or articles |two passages or articles |two passages or articles |

|using pictures, graphs, |pictures, and/or tables. |topics using graphs, |on the same topic |on the same topic with |on the same topic. |

|charts, and/or key words. | |pictures, charts and |containing tables, charts |teacher support. | |

| | |tables. |and graphs. | | |

INFORMATIONAL TEXT: DEVELOP AN INTERPRETATION

6. CCG (K-12): Develop an interpretation of grade-level informational text across the subject areas (similar to 1996 “Demonstrate inferential comprehension”).

|Beginning |Early Intermediate |Intermediate |Early Advanced |Advanced |Proficient |

|Makes predictions about |Makes predictions about |Makes predictions about |Makes and confirms |Makes and confirms |Make and confirm |

|familiar or simple |familiar informational |familiar informational |predictions about |predictions about text by |predictions about text by |

|informational text |text including titles and |text including titles, |informational text |using prior knowledge and |using prior knowledge and |

|including graphics. |illustrations. |topic sentences and |including illustrations, |ideas presented in the |ideas presented in the |

| | |important words. |titles, topic sentences |text itself, including |text itself, including |

| | | |and important words. |illustrations, titles, |illustrations, titles, |

| | | | |topic sentences, and |topic sentences, and |

| | | | |important words with |important words. |

| | | | |teacher support. | |

|Identifies facts in |Identifies facts in |Differentiates fact and |Locates facts to support |Draws inferences or |Draw inferences or |

|familiar text, Reads to |familiar simple text. |opinion in familiar text. |them from the text, given |conclusions about an |conclusions about an |

|them using key words and | | |simple inferences or |author’s meaning supported|author’s meaning supported|

|graphics. | | |conclusions. |by facts and events from |by facts and events from |

| | | | |the text with teacher |the text. |

| | | | |support. | |

|Predicts the main idea |Identifies headings and |Identifies topic sentences|Identifies facts in a text|Identifies the main idea |Identify the main idea of |

|from title words and |key words in simple text. |in paragraphs. |and establishes their |of a passage when it is |a passage when it is not |

|graphics. | | |importance with teacher |not explicitly stated with|explicitly stated. |

| | | |support. |teacher support. | |

INFORMATIONAL TEXT: EXAMINE CONTENT AND STRUCTURE

7. CCG (K-12): Examine content and structure of grade-level informational text across the subject areas (similar to 1996 “Demonstrate evaluative comprehension”).

|Beginning |Early Intermediate |Intermediate |Early Advanced |Advanced |Proficient |

|None available |Gives opinions about |Gives opinions about |Determines the author’s |Determines the author’s |Determine the author’s |

| |author’s purpose in |author’s purpose in |purpose with teacher |purpose, and relates it to|purpose, and relate it to |

| |writing texts with teacher|writing text. |support. |details in the text with |details in the text. |

| |support. | | |teacher support. | |

|Identifies facts in simple|Distinguishes between fact|Determines the cause with |Distinguishes between |Distinguishes between |Distinguish between |

|familiar text. |and opinion in familiar |teacher support, given the|cause and effect and fact |cause and effect and |cause-and-effect and between|

| |text. |effect in simple text. |and opinion in a simple |between fact and opinion |fact and opinion in |

| | | |expository text with |in expository text with |expository text. |

| | | |teacher support. |teacher support. | |

|None available |None available |Describes features of |Describes features of |Recognizes text that is |Recognize text that is |

| | |informational text. |persuasive and |written primarily to |written primarily to |

| | | |informational text with |persuade, and |persuade, and distinguish |

| | | |teacher support. |distinguishes between |between informational and |

| | | | |informational and |persuasive text. |

| | | | |persuasive text with | |

| | | | |teacher support. | |

|Organizes pictures from a |Reads simple texts which |Identifies features of |Identifies text that uses |Identifies and analyzes |Identify and analyze text |

|story in sequence. |use sequential or |text that uses sequential |sequential or |text that uses sequential |that uses sequential or |

| |chronological order. |or chronological order |chronological order. |or chronological order |chronological order. |

| | |with teacher support. | |with teacher support. | |

|None available |Reads simple biographies |Distinguishes features of |Identifies biographical |Distinguishes text that is|Distinguish text that is |

| |and autobiographies. |biographical and |and autobiographical |biographical and |biographical and |

| | |autobiographical texts. |texts. |autobiographical with |autobiographical. |

| | | | |teacher support. | |

LISTENING

1. CCG (K-12): Listen critically and respond appropriately across the subject areas.

|Beginning |Early Intermediate |Intermediate |Early Advanced |Advanced |Proficient |

|Listens attentively to |Listens attentively to |Listens attentively to |Asks simple inferential |Asks complex questions and|Ask thoughtful questions |

|familiar pictorial stories|familiar |unfamiliar stories/ |questions and responds |responds orally to a |and respond orally to |

|and responds to literal |stories/information and |information and |orally to key detail |general discussion with |questions with appropriate|

|questions in nonverbal |responds to literal |asks/responds to key |questions. |adequate guidance. |discussion |

|ways. |questions using simple |detail questions in simple| | | |

| |phrases and sentences. |sentences. | | | |

|Identifies the topic in a |Repeats main ideas in |Retells main major ideas |Summarizes main ideas and |Summarizes major |Summarize major ideas and |

|spoken message using a one|spoken messages about |presented in spoken |one or two details in |supporting evidence |supporting evidence |

|or two word response. |familiar topics. |messages using more |spoken messages. |presented in spoken |presented in spoken |

| | |complex speech. | |messages. |messages and formal |

| | | | | |presentations. |

|Listens to and follows |Listens to and follows |Follows simple directions |Follows directions and |Follows detailed |Follow detailed directions|

|one-step directions with |simple multi-step |and instructions. |instructions with some |directions and |and instructions. |

|visual clues. |directions with visual | |guidance. |instructions with | |

| |clues. | | |guidance. | |

2. CCG (K-12): Evaluate the significance and accuracy of information and ideas presented in oral, visual, and multi-media communications across the subject areas (1996 Analysis).

|Beginning |Early Intermediate |Intermediate |Early Advanced |Advanced |Proficient |

|Listens to and repeats |Identifies familiar |Identifies unfamiliar |Identifies and discusses |Identifies and discusses |Identify and discuss the |

|examples of onomatopoeia. |repetitive patterns and |cadence, repetitive |the effect of repetitive |the effect of repetitive |use of cadence, repetitive|

| |onomatopoeia. |patterns and onomatopoeia.|patterns, onomatopoeia and|patterns, onomatopoeia and|patterns, and onomatopoeia|

| | | |cadence. |cadence. |for intent and effect. |

SPEAKING

1. CCG (K-12): Communicate supported ideas across the subject areas using oral, visual, and multi-media forms in ways appropriate to topic, context, audience, and purpose (1996 Ideas and Content); organize oral, visual, and multi-media presentations in clear sequence, making connections and transitions among ideas and elements (1996 Organization); use language appropriate to topic, context, audience, and purpose (1996 Language); and demonstrate control of eye contact, speaking rate, volume, enunciation, inflection, gestures, and other nonverbal techniques (1996 Delivery).

|Beginning |Early Intermediate |Intermediate |Early Advanced |Advanced |Proficient |

|None available |Presents ideas using |Presents ideas using |Presents ideas using a |Presents ideas using a |Present effective |

| |simple phrases or |simple and relevant |simple and relevant |well defined introduction.|introductions and |

| |sentences in small groups.|opening. |opening and closing. | |conclusions that guide and|

| | | | | |inform the listener’s |

| | | | | |understanding of important|

| | | | | |ideas and evidence. |

|Uses drawings and gestures|Points out main ideas |Separates main ideas using|Demonstrates understanding|Emphasizes points in ways |Emphasize points in ways |

|to express main ideas. |using basic vocabulary. |short phrases in speech |of important ideas with |that help the listener or |that help the listener or |

| | |vocabulary. |appropriate use of context|viewer to follow important|viewer to follow important|

| | | |vocabulary, to help the |ideas and concepts with |ideas and concepts. |

| | | |listener follow the |teacher support. | |

| | | |speech. | | |

|None available |Uses an example or detail |Uses several details to |Uses simple anecdotes to |Uses details, examples, |Use details, examples, |

| |to support main idea. |support the main idea. |personalize spoken |anecdotes (stories of a |anecdotes (stories of a |

| | | |information. |specific event) or |specific event), or |

| | | | |experiences to clarify |experiences to clarify |

| | | | |information with teacher |information. |

| | | | |support. | |

|None available |Uses nouns and verbs to |Uses basic adjectives to |Uses more complex |Uses a variety of |Use a variety of |

| |communicate a message in a|communicate a message. |descriptive words to help |descriptive words that |descriptive words that |

| |familiar situation. | |convey a message. |help to convey a clear |help to convey a clear |

| | | | |message with teacher |message. |

| | | | |support. | |

|Uses single words or |Uses sentences with simple|Uses sentences including |Uses sentences including |Uses correct grammar |Use correct grammar most |

|phrases to convey |subjects and predicate. |correct use of plural |correct word order and |including subject/verb |of the time. |

|messages. | |nouns and negatives. |correct use of pronouns. |agreement and verb tense. | |

|None available |Uses appropriate volume |Uses volume, gestures, and|Uses volume, phrasing, |Uses volume, pitch, |Use volume, pitch, |

| |when reading to an |modulation to express |modulation, and gestures |phrasing, pace, |phrasing, pace, |

| |audience. |meaning with visual or |appropriately to express |modulation, gestures, and |modulation, gestures, and |

| | |printed support. |meaning to audience with |eye contact appropriately |eye contact appropriately,|

| | | |teacher support. |to enhance meaning and to |to enhance meaning and to |

| | | | |engage the audience with |engage the audience. |

| | | | |teacher support. | |

WRITING - PLANNING, EVALUATION, AND REVISION

1. CCG (K-12): Pre-write, draft, revise, edit, and publish across the subject areas.

|Beginning |Early Intermediate |Intermediate |Early Advanced |Advanced |Proficient |

|Uses shared language |Uses simple graphic |Uses a variety of |Uses a variety of |Uses a variety of |Use a variety of |

|experiences to create |organizers to brainstorm |pre-writing strategies |strategies to prepare for |strategies to prepare for |strategies to prepare for |

|pictures or key words for |and make lists using |such as making lists, |writing such as |writing such as |writing, such as |

|graphic organizers. |simple phrases or |using graphic organizers, |brainstorming, making |brainstorming, making |brainstorming, making |

| |sentences. |brainstorming, and simple |lists, using graphic |lists, mapping, outlining,|lists, mapping, outlining,|

| | |mapping. |organizers, and taking |grouping related ideas, |grouping related ideas, |

| | | |notes with teacher |using graphic organizers |using graphic organizers, |

| | | |support. |and taking notes with |and taking notes. |

| | | | |teacher support. | |

|Participates in small |Gives and receives |Discusses ideas with |Discusses ideas in pairs |Discusses ideas for |Discuss ideas for writing |

|teacher-led discussion |feedback with others using|classmates in the process |to develop writing drafts |writing with classmates, |with classmates, teachers,|

|groups. |short phrases and |of developing writing |collaboratively. |teachers, and other |and other writers, and |

| |developing language with |drafts alone. | |writers, and develops |develop drafts alone and |

| |teacher support. | | |drafts alone and |collaboratively. |

| | | | |collaboratively with | |

| | | | |teacher support. | |

|Listens to a variety of |Listens to a variety of |Listens to a variety of |Identifies audience and |Identifies audience and |Identify audience and |

|writing forms using visual|simple passages and |simple passages and |purpose with some teacher |purpose. |purpose. |

|aides to increase |identifies author’s |identifies author’s |support. | | |

|familiarity with new |audience with teacher |audience and purpose with | | | |

|language. |support. |teacher support. | | | |

|Listens to and |Listens to and |Listens to and |Listens to and |Chooses the form of |Choose the form of writing|

|distinguishes between a |distinguishes between a |distinguishes between a |distinguishes between a |writing that best suits |that best suits the |

|poem and a narrative with |poem, narrative, and a |poem, a narrative, a |poem, a narrative, a |the intended |intended purpose—personal |

|teacher support. |personal letter. |personal letter, and a |personal letter, a letter |purpose—personal letter, |letter, letter to the |

| | |letter to the editor. |to the editor, and a |letter to the editor, |editor, review, poem, |

| | | |report. |review, poem, report or |report, or narrative. |

| | | | |narrative with teacher | |

| | | | |support. | |

|Uses pictures, key words |Uses graphic organizer for|Demonstrates use of the |Uses the writing process |Uses the writing process |Use the writing |

|and basic graphic |pre-writing and drafting |writing process with peer |and self-edit with teacher|to produce near grade |process—prewriting, |

|organizers for pre-writing|with simple phrases and |or teacher support with |support. |level text. |drafting, revising, |

|and drafting. |sentences. |revising and editing. | | |editing, and publishing |

| | | | | |successive versions. |

|Eliminates unrelated |Chooses the simple phrase |Chooses the simple phrase |Writes a paragraph |Focuses on a central idea,|Focus on a central idea, |

|pictures or words from a |or sentence that does not |or sentence that does not |excluding unrelated |excluding loosely related,|excluding loosely related,|

|list. |belong with teacher |belong given a central |information. |extraneous, and |extraneous, and |

| |support. |idea. | |repetitious information |repetitious information. |

| | | | |with teacher support. | |

WRITING - PLANNING, EVALUATION, AND REVISION (continued)

|None Available |Reads and discusses |Uses a scoring guide to |Uses a scoring guide to |Uses a scoring guide to |Use a scoring guide to |

| |purpose of scoring guide |score and revise sample |review and evaluate own |review, evaluate, and |review, evaluate, and |

| |with teacher support. |writing in small groups |writing for meaning and |revise own writing for |revise writing for meaning|

| | |with teacher support. |clarity with teacher |meaning and clarity with |and clarity. |

| | | |support. |teacher support. | |

|Observes modeling of the |Moves and combines words |Combines and moves simple |Revises increasingly |Revises drafts by |Revise drafts by combining|

|revising process. |in simple sentences to |paragraphs to improve |complex writing by |combining and moving |and moving sentences and |

| |form correct sentence |focus and progression of |combining and moving |sentences and paragraphs |paragraphs to improve the |

| |order. |ideas with teacher |sentences and paragraphs |to improve the focus and |focus and progression of |

| | |support. |with instructional |progression of ideas with |ideas. |

| | | |support. |teacher support. | |

|Observes modeling of |Edits for capital letters |Uses basic editing |Edits and proofreads own |Edits and proofreads own |Edit and proofread one’s |

|editing strategies. |and periods at the |checklist to correct |writing include spelling |writing using the writing |own writing, as well as |

| |beginning and end of |errors with teacher |and conventions with |conventions and, for |that of others, using the |

| |simple sentences in own |support. |teacher support. |example, an editing |writing conventions, and, |

| |writing. | | |checklist or list of rules|for example, an editing |

| | | | |with specific examples of |checklist or list of rules|

| | | | |corrections of specific |with specific examples of |

| | | | |errors. |corrections of specific |

| | | | | |errors. |

Writing

2. CCG (K-12): Communicate supported ideas across the subject areas, including relevant examples, facts, anecdotes, and details appropriate to audience and purpose that engage reader interest (1996 “Convey clear, focused main ideas…”); organize information in clear sequence, making connections and transitions among ideas, sentences, and paragraphs (1996 “Structure information in clear sequence…”); and use precise words and fluent sentence structures that support meaning (1996 “Sentence Structure”).

|Beginning |Early Intermediate |Intermediate |Early Advanced |Advanced |Proficient |

|Observes a variety of |Identifies point of view |Distinguishes point of |Selects a focus and a |Selects a focus and a |Select a focus and a point|

|writings using visual aids|in a variety of writings |view in a variety of |point of view based upon |point of view based upon |of view based upon purpose|

|to increase familiarity |using single words or |writings. |purpose and audience with |purpose and audience. |and audience. |

|with new language. |simple phrases. | |teacher support. | | |

|Uses pictures, gestures |Adds single words and |Writes a simple |Writes a multi-paragraph |Writes a multi-paragraph |Writes multi-paragraph |

|and basic graphic |simple sentences to |context-embedded paragraph|composition in a |composition that provides |compositions that: |

|organizers to relate a |pictures and graphic |with substantial teacher |context-embedded |inviting introductory |Provide an inviting |

|personal experience. |organizers to increase |support. |situation. Includes an |paragraph with minimal |introductory paragraph. |

|Increases familiarity with|detail. | |introductory paragraph |teacher assistance. | |

|new language through | | |with assistance. | | |

|shared language | | | | | |

|experiences. | | | | | |

|Uses pictures, gestures |Relates main idea of a |Creates a topic sentence |Establishes a main idea at|Establishes and supports a|Establish and support a |

|and basic graphic |shared group experience |that presents a central |or near beginning of |central idea with a topic |central idea with a topic |

|organizers to communicate |through simple words or |idea with teacher |writing with teacher |sentence at or near the |sentence at or near the |

|a central idea. Increases |phrases. |guidance. |support. |beginning of the first |beginning of the first |

|familiarity with new | | | |paragraph. |paragraph. |

|language through shared | | | | | |

|language experiences. | | | | | |

Writing (continued)

|Beginning |Early Intermediate |Intermediate |Early Advanced |Advanced |Proficient |

|Uses pictures or simple |Adds words and simple |Writes simple paragraphs, |Composes supporting |Includes supporting |Include supporting |

|graphic organizers to |sentences to pictures and |adding facts and details |paragraphs with teacher |paragraphs in writing |paragraphs with simple |

|communicate written |simple graphic organizers.|with teacher guidance. |guidance to add facts and |using simple facts, |facts, details, and |

|stories adding additional | | |explanations. |details, and explanations |explanations. |

|drawings for details. | | | |with periodic assistance. | |

|Increases familiarity with|Participates in a shared |Presents ideas in |Presents increasingly |Presents important ideas |Present important ideas or|

|new language through |whole group experience and|chronological order using |complex ideas or events in|or events in sequence or |events in sequence or |

|shared language |then sequences events in |short phrases or simple |sequence or chronological |chronological order. |chronological order. |

|experiences. Uses |chronological order using |sentences. |order. | | |

|pictures, gestures and |simple words or phrases. | | | | |

|basic graphic organizers | | | | | |

|to sequence pictures of | | | | | |

|events in chronological | | | | | |

|order. | | | | | |

|Increases familiarity with|Listens to and copies |Identifies details and |Identifies details and |Provides details and |Provide details and |

|new language through |paragraphs, identifying |common transition words |common transition words |transitions to link |transitions to link |

|shared language |details and transitions |that link paragraphs in |that link paragraphs in |paragraphs with continued |paragraphs. |

|experiences. Uses |which link them with |the writing of others with|own writing with teacher |teacher monitoring. | |

|pictures, gestures and |assistance. |assistance. |support. | | |

|basic graphic organizers | | | | | |

|to communicate a central | | | | | |

|idea. | | | | | |

|Uses pictures, gestures |Adds words and simple |Creates a conclusion using|Concludes with a simple |Concludes with a paragraph|Conclude with a paragraph |

|and basic graphic |sentences to pictures and |a few simple sentences and|paragraph that begins to |that summarizes the |that summarizes the |

|organizers to communicate |simple graphic organizers.|a graphic organizer. |summarize the points with |points. May need teacher |points. |

|a story with a conclusion.| | |teacher assistance. |assistance. | |

|Increases familiarity with| | | | | |

|new language through | | | | | |

|shared language | | | | | |

|experiences. | | | | | |

|Reproduces writing with |Recognizes writing with a |Adds correct indentation |Uses correct indentation |Uses correct indentation |Use correct indention. |

|correct indentation. |clear indentation. |in teacher-guided writing |in own writing with |in writing with infrequent| |

| | |experience. |teacher or peer |guidance. | |

| | | |assistance. | | |

|Increases familiarity with|Adds nouns, verbs and |Adds basic adjectives or |Provides additional detail|Enriches writing with |Use words that describe, |

|new language through |descriptors to drawings or|adverbs to simple |and elaboration to own |details that describe and/|explain, or provide |

|shared language |graphic organizers to |sentences. |writing with assistance. |or explain approaching |additional details and |

|experiences. Uses |enhance detail with | | |grade-level fluency. |connections. |

|pictures, gestures and |teacher support. | | | | |

|basic graphic organizers | | | | | |

|to relate a story. | | | | | |

|Observes and copies simple|Reproduces compound |Creates simple sentences |Combines simple sentences |Uses simple and compound |Use simple sentences and |

|sentences. |sentences by following |and combines them to form |in own writing when |sentences in writing with |compound sentences in |

| |teacher-guided process of |compound sentences with |appropriate. Teacher |little or no support. |writing. |

| |combining simple |teacher assistance. |assistance may be needed. | | |

| |sentences. | | | | |

Writing (continued)

|Observes and copies a |Reproduces simple |Creates a variety of |Creates a variety of |Creates interesting |Create interesting |

|variety of simple |sentences adding some |simple sentences. Basic |sentences with increasing |sentences using a variety |sentences using a variety |

|sentences. |additional detail stated |descriptors add additional|complexity. Selects basic |of sentence patterns by |of sentence patterns by |

| |in simple words or phrases|explanation and detail. |words to describe, explain|selecting words that |selecting words that |

| |in a teacher-guided | |or provide additional |describe, explain or |describe, explain, or |

| |process. | |detail and connections. |provide additional detail |provide additional detail |

| | | |Teacher guidance may be |and connections. |and connections. |

| | | |required. | | |

WRITING - CONVENTIONS

3. CCG (K-12): Demonstrate knowledge of spelling, grammar, punctuation, capitalization, and penmanship across the subject areas (similar to 1996 “Use correct spelling, grammar, punctuation, capitalization…”).

|Beginning |Early Intermediate |Intermediate |Early Advanced |Advanced |Proficient |

|Observes and copies root |Recognizes root words in |Spells common root words |Spells basic root words |Spells grade-level root |Spell correctly: roots |

|words as student begins to|high frequency vocabulary.|correctly. |and adds simple prefixes |words correctly most of |(bases of words, such as |

|make sense of new | | |and suffixes. |the time. |un necessary, cowardly) |

|language. | | | | | |

|Observes and copies |Identifies common |Identifies inflections of |Identifies and produces |Identifies and applies |Spell correctly: |

|inflections as student |inflections with teacher |increasing complexity with|inflections orally and in |rules that pertain to |inflections (words like |

|begins to make sense of |support. |teacher guidance. |writing with teacher |inflections in written and|care / careful / caring) |

|the new language. | | |assistance. |oral communication with | |

| | | | |infrequent errors. | |

|Observes and copies words |Identifies common suffixes|Changes simple words by |Uses words with either a |Uses prefixes and suffixes|Spell suffixes and |

|with suffixes and |and prefixes with teacher |adding common prefixes and|prefix or a suffix (i.e. |when writing with |prefixes (-ly, -ness, |

|prefixes. |support. |suffixes. |softness, unhappy). |assistance of classroom |mis-, un-) |

| | | | |resources, (unbelievable).| |

|Observes and copies words |Breaks simple words into |Identifies number of |Breaks words up to 3 |Divides words up to four |Spell syllables (word |

|divided into syllables |syllables with teacher |syllables in simple words.|syllables into syllables |syllables into syllables |parts each containing a |

| |support. | |orally and in writing with|both orally and in |vowel sound, such as |

| | | |teacher support. |writing. |sur-prise or e-col-o-gy |

|Matches simple homophones |Recognizes simple |Recognizes simple |Recognizes and correctly |Recognizes and correctly |Spell homophones (to, too,|

|to correct graphics. |homophones (i.e., see, |homophones (to, two, too).|writes common homophones |writes homophones with |two / hear, here / plain, |

| |sea). | |(their, they’re, there) |near grade-level |plane / aisle, isle, I’ll |

| | | |with teacher support. |proficiency with teacher |/ caught, cot) |

| | | | |support. | |

WRITING - Grammer

|Acts out simple present |Distinguishes between |Uses regular past tense |Uses regular past tense |Uses regular past tense |Correctly use: Regular |

|tense verbs. |present and past tense |verbs in writing short |verbs in writing with |verbs in writing with near|verbs (live/lived, |

| |verbs with teacher |phrases or simple |teacher support. |grade-level proficiency. |shout/shouted) |

| |support. |sentences. | | | |

|None available |Distinguishes between |Uses irregular verbs in |Uses common irregular |Uses irregular verbs in |Correctly use irregular |

| |irregular present and past|simple phrases and |verbs in written |oral and written |verbs (swim/swam, |

| |tense verbs. |sentences. |communication (i.e., run, |communication with near |ride/rode, hit/hit) |

| | | |ran, eat, ate). |grade-level proficiency. | |

WRITING - Grammer (continued)

|Uses adverbs in spoken |Identifies adverbs in |Uses adverbs in short |Uses adverbs in writing |Uses adverbs in writing |Correctly use adverbs |

|communication. |simple sentences. |phrases or simple |with teacher support. |with near grade-level |(slowly, quickly, fast) |

| | |sentences. | |proficiency. | |

|Uses prepositions in |Identifies prepositions in|Uses prepositions in short|Uses prepositions in |Uses prepositions in |Correctly use prepositions|

|spoken communication. |simple sentences. |phrases or simple |writing with teacher |writing with near grade- |(over, under, through, |

| | |sentences. |support. |level proficiency. |between) |

|Uses coordinating |Identifies conjunctions in|Uses conjunctions in short|Uses coordinating |Uses coordinating |Correctly use coordinating|

|conjunction in spoken |simple sentences. |phrases or simple |conjunctions in writing |conjunctions in writing |conjunctions (and, or, |

|communication. | |sentences. |with teacher support. |with near grade-level |but) in writing. |

| | | | |proficiency. | |

WRITING - PUNCTUATION

|Identifies “s” sound at |Identifies “s” in writing.|Uses possessives in short |Uses possessive in short |Uses apostrophes to show |Correctly use: apostrophes|

|end of words to show | |phrases with teacher |phrases with teacher |singular possession in |to show possession (Troy’s|

|possession. | |support. |support. |writing. |shoe, the cat’s food) |

|None available |Identifies two words that |Uses contractions in short|Uses contractions in |Uses contractions in |Correctly use apostrophes |

| |make up contractions in |phrases with teacher |writing with teacher |writing with teacher |in contractions (can’t, |

| |written text. |support. |support. |support. |didn’t won’t) |

|None available |Identifies quotation marks|Distinguishes exact words |Uses quotation marks |Uses quotation marks |Correctly use quotation |

| |in simple writing. |of speaker from the rest |around exact words of a |around exact words of a |marks around the exact |

| | |of the text. |speaker in own writing |speaker in own writing |words of a speaker and |

| | | |with teacher guidance. |with teacher support. |title of articles, poems, |

| | | | | |songs, short stories, and |

| | | | | |chapters in books. |

|None available |None available |Identifies title of |Uses underlining, |Identifies title of |Use underlining, quotation|

| | |document in writing. |quotation marks, or |document using correct |marks, or italics to |

| | | |italics to identify titles|technique: underlining, |identify titles of |

| | | |of documents. |italics, or quotation |documents. |

| | | | |marks. | |

|Observes and copies plural|Compares singular and |Uses plural possessives in|Writes plural possessive |Writes common, plural |Correctly write plural |

|nouns. |possessive plural nouns. |short phrases with teacher|nouns in own writing with |possessive nouns in own |possessive nouns (girls’ |

| | |support. |teacher guidance. |writing with teacher |hats). |

| | | | |support. | |

WRITING - CAPITALIZATION/HANDWRITING

|Observes and copies |Writes single words and |Determines important words|Capitalizes names of |Capitalizes names of |Capitalize names of books,|

|capital letters. |short sentences |in titles that need to be |books, magazines, |books, magazines, |magazines, newspapers, |

| |capitalizing the first |capitalized. |newspapers, and |newspapers, works-of-art, |works-of-art, musical |

| |letter of sentence, and | |organizations. |musical compositions, |compositions, |

| |familiar proper nouns. | | |organizations, and the |organizations, and the |

| | | | |first word in quotations |first word in quotations, |

| | | | |with teacher support. |when appropriate. |

|Writes smoothly and |Writes smoothly and |Writes smoothly and |Writes smoothly and |Writes smoothly and |Write smoothly and legibly|

|legibly lower case cursive|legibly lower case cursive|legibly lower case cursive|legibly in upper case |legibly in cursive or |in cursive or manuscript, |

|or manuscript. |or manuscript. |or manuscript. |cursive or manuscript. |manuscript, forming |forming letters and words |

| | | | |letters and words that can|that can be read by |

| | | | |be read by others. |others. |

|Reads simple words modeled|Reads simple words modeled|Reads name and other |Reads cursive. |Reads cursive. |Read cursive. |

|by teacher. |by teacher. |familiar words in cursive.| | | |

WRITING MODES

4. CCG (K-12): Write narrative, expository, and persuasive texts, using a variety of written forms-including journals, essays, short stories, poems, research reports, research papers, business and technical writing-to express ideas appropriate to audience and purpose across the subject areas (1996 Modes/Forms).

|Beginning |Early Intermediate |Intermediate |Early Advanced |Advanced |Proficient |

|Communicates a simple |Communicates personal |Writes simple personal |Composes increasingly |Composes a personal |Personal Narrative |

|personal narrative using |narrative with simple |narrative using simple |detailed personal |narrative with approximate| |

|pictures, gestures, and |words, phrases, or graphic|sentences or phrases. |narrative. Frequent |grade-level proficiency. | |

|simple graphic organizers.|organizers. |Meaning is not always |errors don’t interfere |Monitoring should | |

| | |clear. |with meaning. |continue. | |

|Communicates a simple |Communicates an |Writes a short imaginative|Composes increasingly |Composes a fictional |Fictional Narrative |

|imaginative story using |imaginative story with |story using simple |detailed imaginative |narrative that |(Imaginative) |

|pictures, gestures and/or |simple words, phrases or |sentences or phrases. |story. Frequent errors do|approximates grade-level | |

|simple graphic organizers.|graphic organizers. |Meaning is not always |not interfere with |fluency. Monitoring | |

| | |clear. |meaning. |should continue. | |

|Communicates simple, |Communicates expository |Writes a short expository |Composes increasingly |Composes an expository |Expository |

|familiar expository |information with simple |paper using simple |detailed expository paper.|paper that approximates | |

|information using |words, phrases or graphic |sentences or phrases. |Frequent errors do not |grade-level fluency. | |

|pictures, gestures and/or |organizers. |Meaning is not always |interfere with meaning. |Monitoring should | |

|simple graphic organizers.| |clear. | |continue. | |

WRITING APPLICATIONS

5. CCG (K-12): Write narrative, expository, and persuasive texts, using a variety of written forms-including journals, essays, short stories, poems, research reports, research papers, business and technical writing-to express ideas appropriate to audience and purpose across the subject areas (1996 Modes/Forms).

|Beginning |Early Intermediate |Intermediate |Early Advanced |Advanced |Proficient |

|Uses pictures, gestures or|Expresses key ideas and |Writes simple personal |Writes simple personal |Writes simple personal |Writes personal |

|simple graphic organizers |events of personal |narrative with increased |narrative with increased |narrative with increased |narratives: Include ideas,|

|to communicate familiar |narrative using simple |clarity of ideas, |clarity of ideas, |clarity of ideas, |observations, or memories |

|stories. Increases |graphic organizers, |observations, or memories |observations, or memories |observations, or memories |of an event or experience.|

|familiarity with new |pictures, and simple |of an event or experience.|of an event or experience.|of an event or experience.| |

|language through shared |phrases. |Meaning may be unclear. |Writing is clear with |Errors approximate those | |

|language experiences. | | |frequent errors. |of a native English | |

| | | | |speaker. | |

|Uses pictures, gestures or|Expresses the setting of a|Describes setting of a |Expresses time and place |Expresses setting of a |Provide a context to allow|

|simple graphic organizers |personal experience |personal experience with |of a personal story. |personal story with |the reader to imagine the |

|to show setting of a |through simple words or |increasing clarity. | |increasing richness. |world of the event or |

|familiar story. Increases |phrases. | | | |experience. |

|familiarity with new | | | | | |

|language through shared | | | | | |

|language experiences. | | | | | |

|Uses pictures, gestures or|Adds simple sensory |Writes simple personal |Composes personal |Uses concrete sensory |Use concrete sensory |

|simple graphic organizers |details to pictures and |narrative adding limited |narrative using concrete |details in personal |details. |

|to communicate familiar |graphics through simple |concrete sensory details |sensory details. Some |narratives. Monitoring is| |

|stories. Increases |words or phrases. |with teacher assistance. |teacher assistance still |still necessary. | |

|familiarity with new | | |needed. | | |

|language through shared | | | | | |

|language experiences. | | | | | |

WRITING APPLICATIONS (cont.)

|Beginning |Early Intermediate |Intermediate |Early Advanced |Advanced |Proficient |

|Uses pictures, gestures or|Relates orally a personal |Relates a personal story |Includes in writing |Provides insight into why |Provide insight into why |

|simple graphic organizers |story with simple words or|orally and in writing |insight into why the |the selected event or |the selected event or |

|to communicate familiar |phrases. |using simple sentences. |selected event or |experience is memorable. |experience is memorable. |

|stories. | |States importance of story|experience is memorable. | | |

|Increases familiarity with| |with teacher assistance. |May need teacher | | |

|new language through | | |assistance. | | |

|shared language | | | | | |

|experiences. | | | | | |

Expositiory Writing - Response to Literary Text

|Responds to literature |Responds to literature |Demonstrates an |Writes a response to |Writes a response to |Write responses to |

|presented orally using |with simple words and |understanding of literary |literature which |literature which |literature: Demonstrate an|

|pictures, gestures or |phrases. |work presented orally |demonstrates understanding|demonstrates an |understanding of the |

|simple graphic organizers | |using increasing detail in|of literary work. |understanding of the |literary work. |

|as student increases | |simple sentences and |Literature is presented in|literary work. Teacher | |

|familiarity with new | |graphic organizers. |context-embedded |monitoring still | |

|language. | | |environment with teacher |necessary. | |

| | | |assistance. | | |

|Responds to literature |Responds orally to yes/no |Responds orally to open |Forms an opinion in |Supports interpretations |Support interpretations |

|presented orally using |questions that explore |ended questions that |response to a literary |to a literary text with |through references to both|

|pictures, gestures or |literature responses with |explore literature |text with teacher |references to text and |the text and prior |

|simple graphic organizers |simple words or phrases. |responses with simple |guidance. Supports |prior knowledge. May |knowledge. |

|as student increases | |sentences. |interpretation through |require teacher support. | |

|familiarity with new | | |simple references to text | | |

|language. | | |and prior knowledge. | | |

Expository Writing: Research Reports/ Multi-media Presentations

|Beginning |Early Intermediate |Intermediate |Early Advanced |Advanced |Proficient |

|Increases familiarity with|Adds words and simple |Asks and addresses a |Writes an informational |Writes an informational |Writes informational |

|new language through |phrases to graphic |central question about an |report: Asks and then |report: Asks and then |reports: Ask and then |

|shared language |organizers and pictures to|issue or event using |addresses a central |addresses a central |address a central question|

|experiences. Uses |identify central question |simple sentences, and |question about an issue or|question about an issue or|about an issue or event. |

|pictures, gestures or |about an issue or event. |phrases. |event with teacher |event. Errors approximate| |

|simple graphic organizers | | |assistance. Frequent |those of native English | |

|to represent central issue| | |errors don’t interfere |speaker. | |

|or event of an oral | | |with meaning. | | |

|informational | | | | | |

|presentation. | | | | | |

|Increases familiarity with|Adds words and simple |Combines simple sentences |Writes text that includes |Includes facts and details|Include facts and details |

|new language through |phrases to graphic |that include some facts |facts and details with |for focus. Some support |for focus. |

|shared language |organizers and pictures to|and details. Focus may be |teacher guidance. |may be required. | |

|experiences. Uses |represent factual |unclear. |Frequent errors don’t | | |

|pictures, gestures or |information. | |interfere with meaning. | | |

|simple graphic organizers | | | | | |

|to represent factual | | | | | |

|information. | | | | | |

Expository Writing: Research Reports/ Multi-media Presentations (continued)

|Beginning |Early Intermediate |Intermediate |Early Advanced |Advanced |Proficient |

|Increases familiarity with|Identifies the topic of |Combines simple sentences |Develops topic with simple|Develops topic with simple|Develop the topic with |

|new language through |presented information, |to develop topic with |facts, details, examples, |facts, details, examples, |simple facts, details, |

|shared language |stating details and facts |simple facts, details, and|and explanations. Frequent|and explanations. Writing|examples, and |

|experiences. Uses |with simple words and |examples. Meaning isn’t |errors do not interfere |approximates that of |explanations. |

|pictures, gestures or |phrases. |always clear. |with meaning. |native speaker. | |

|simple graphic organizers | | | | | |

|to identify a topic. | | | | | |

|Increases familiarity with|Identifies more than one |Searches out new |Uses information gained |Uses more than one source |Use more than one source |

|new language through |source of informational |information in non-fiction|from more than one source |of information including |of information, including |

|repeated hands on and |text such as books, |text, other media sources,|in simple expository text |speakers, books, |speakers, books, |

|intentional exposure to a |newspapers and other media|and online. |with teacher guidance. |newspapers, other media |newspapers, other media |

|variety of non-fiction |sources. Uses computer | | |sources, and online |sources, and online |

|texts such as newspapers |with assistance. | | |information. |information. |

|and books. | | | | | |

Persuasive Writing

|Increases familiarity with|Expresses opinions using |Formulates position on a |Writes a persuasive |Writes a persuasive |Begin writing persuasive |

|new language through |simple words and sentences|familiar topic. Uses |composition with a clear |composition to convince |compositions to convince |

|shared language |and graphic organizers. |graphic organizers and |position and a few |the reader to take a |the reader to take a |

|experiences. Uses | |simple sentences to state |supporting sentences to |certain action or to avoid|certain action or to avoid|

|pictures, gestures or | |and support position. |convince a reader to take |a certain action with near|a certain action. |

|simple graphic organizers | | |a certain action or avoid |grade-level proficiency. | |

|to express an opinion. | | |a certain action. Frequent| | |

| | | |errors don’t interfere | | |

| | | |with meaning. | | |

RESEARCH REPORT WRITING

6. CCG (K-12): Investigate topics of interest and importance across the subject areas, selecting appropriate media sources, using effective research processes, and demonstrating ethical use of resources and materials. (see Writing Applications-Expository Writing: Research Reports).

|Beginning |Early Intermediate |Intermediate |Early Advanced |Advanced |Proficient |

|Uses picture dictionaries |Uses a picture dictionary |Uses dictionary and simple|Uses standard reference |Uses multiple standard |Use multiple reference |

|to reproduce basic words. |to aid in writing simple |reference materials as |materials with less |reference materials as |materials (e.g., |

| |sentences. |aids to writing. |support as aids to |aids to writing. |dictionary, encyclopedia, |

| | | |writing. |Assistance and monitoring |online information) as |

| | | | |are necessary. |aids to writing. |

|Reproduces graphic |Uses simple graphic |Uses a variety of note- |Uses note-taking skills in|Uses note-taking skills. |Use note-taking skills. |

|organizers or notes |organizer. Reproduces |taking strategies in |simple contextual |Some assistance still | |

|modeled by teacher. |notes modeled by teacher. |simple contextual |situations. May need |needed with key vs. | |

| | |situations. |guidance in distinguishing|extraneous information. | |

| | | |key information from | | |

| | | |extraneous information. | | |

RESEARCH REPORT WRITING (cont.)

|Beginning |Early Intermediate |Intermediate |Early Advanced |Advanced |Proficient |

|Gains familiarity with |Identifies organizational |Locates information in |Locates information in |Locates information in |Locate information in |

|location of information in|features of reference |simple reference texts. |reference texts by using |reference texts by using |reference texts by using |

|reference texts through |texts. | |organizational features |organizational features. |organizational features |

|repeated hands on and | | |with some instructional | |(e.g., prefaces, |

|intentional exposure. | | |support. | |appendixes). |

|Gains familiarity with |Distinguishes between |Identifies organizational |Uses organizational |Uses organizational |Understand the |

|location of information in|fiction and non-fiction |features of newspapers and|features of almanacs and |features of almanacs, |organization of almanacs, |

|reference texts through |text. |magazines. |newspapers to find |newspapers and |newspapers, and |

|repeated hands-on and | | |information. Support may |periodicals. Understands |periodicals and how to use|

|intentional exposure. | | |be needed. |how to use those |those print materials. |

| | | | |materials. | |

|Uses computer to reproduce|Uses computer to reproduce|Uses computer to draft, |Uses computer to draft, |Uses computer to draft, |Use a computer to draft, |

|text provided by teacher. |text and demonstrates |revise, and publish |revise, and publish |revise, and publish |revise, and publish |

|Demonstrates basic |basic keyboarding skills. |writing, demonstrating |writing, demonstrating |writing, demonstrating |writing, demonstrating |

|keyboarding skills. | |basic keyboarding skills. |basic keyboarding skills. |basic keyboarding skills. |basic keyboarding skills. |

VII. Science – Oregon Standards – Grade 4

• Explain the relationship between animal behavior and species survival.

• Recognize how all animals depend upon plants whether or not they eat the plants directly.

• Describe weather in measurable quantities including temperature, wind direction, wind speed, and precipitation.

• Interpret data over a period of time and use information to describe changes in weather from day to day, week to week, and season to season.

• Identify effects of rapid changes on Earth’s surface features including earthquakes and volcanoes.

• Identify effects of wind and water on Earth materials using appropriate models.

VIII. RESOURCES AND MATERIALS

Resources and Materials – Teacher

• Oregon! – Edwin Bingham, 1979

• Oregon, Adventures in time and place – MacMillan/McGraw Hill, 1998

• Get Oregonized – William R. Fielder, Director Get Oregonized Project, 1985

• Indians in Oregon Today – Floy Pepper, ODE 2004

Resources and Materials – Fiction

• Clamshell Boy, Terri Cowman

• Ka-ha-si, Terri Cowman

• Quillworker, Terri Cowman

• Rabbit and the moon, Douglas Wood

• Coyote and the fire stick, Barbara Daimond Goldin

• Frog Girl, Paul Owen Lewis

• The Legend of Windigo: a tale from native North America, Gayle Ross

• Owl: American Indian legends, retold by Vee Brown

• Snow Bird and the Water Tiger, and other American Indian tales, Margaret Compton

• The angry moon, retold by William Sleator

• How Two-feather Was Saved From Loneliness, C.J. Taylor

• Longhouse legends, Emerson N. Matson

• Once upon a totem, Christie Harris

• Raven-who-set-things-right: Indian tales of the Northwest coast, retold by Fran Martin

• The rough-face girl, Rafe Martin

• Sootface, Robert D. San Souci

• The talking totem pole; the tales it told to the Indian children of the Northwest, Lurline Bowles Mayol

• Indian legends of American scenes, Marion E. Gridley

• Coyote and the Firestick: a Pacific Northwest Indian Tale, by Golden

Resources and Materials – Non-fiction

• Nations of the Northwest Coast, Kathryn Smithyman & Bobbie Kalman

• Chief Joseph of the Nez Perce: a photo-illustrated biography, Lucile Davis

• The earliest Americans, Helen Roney Sattler

• Indians of the Northwest: traditions, history, legends, and life, Petra Press

• The Nez Perce tribe, Allison Lassieur

• Northwest coastal region : Coast Salish people, Mary Null Boulé

• Native America, Kids Discover

• B is for beaver an Oregon alphabet, Marie and Roland Smith

• Indian legends of the Pacific Northwest, illustrated by Robert Bruce Inverarity

• Indians of Oregon, Frank H. Gille

• Oregon Indians ; culture, history & current affairs, an atlas & introduction, Jeff Zucker

• The Chinook People, Pamela Ross

• Visions of the North : Native art of the Northwest Coast, Don and Debra McQuiston

• If You Lived with the Indians of the Northwest Coast, by Kamma

RESOURCES AND MATERIALS – Poetry

PEOPLE/COMMUNITY

• Grand Ronde Tribe

TECHNOLOGY

• Google Advanced Search

• Kids Culture, Portland, OR Pierian Spring Software 1996

• Confederated Tribe of the Umatilla,

• The Klamath Tribes,

Project GLAD

Willamette ESD Consortium

McMinnville, Amity, Dayton, School for the Deaf

Native Americans and Regions of Oregon

4th Grade

UNIT PLANNING PAGES

I. Focus and Motivation

• Awesome Anthropologist Awards

• Cognitive Content Dictionary with Signal word

• Observation Charts

• Inquiry Chart

• Big Book: Environment supports and constrains human activities

• Realia

• Picture file cards

II. Input

• Input Charts:

- Graphic Organizer: Oregon regions map with key physical features/Land bridge to Oregon

- Pictorial: Coastal/Upper Columbia Native way of life

- Narrative: Legend of Crater Lake

• Read Alouds

III. Guided Oral Practice

• Sentence Patterning Chart: Natives

• Chants and poems

• Process Grid

• Expert Groups: Native Americans by regions

• Team tasks

IV. Reading and Writing

A. Whole Group Activities

• Story Map

• Found Poetry

• Highlighting and sketching on chants

• Mind Map

• Cooperative strip paragraph

B. Flexible Group Activities

• Team Tasks

√Mind Map √Process Grid

√Picture File Exploration √Expository Paragraph

√Flip Chant √Narrative

√Strip Book √Poem

√Action plan

• Group frame: ELL

• Guided reading

• Literacy circles

B. Flexible Group Activities (continued)

• Flexible reading groups-leveled

• Ear-to-Ear Reading

• Labeling of charts

• Focused reading

• Big Books

• Expert Groups

C. Individual Activities

• Interactive journals

• Learning logs

• Cognitive Content Dictionaries

• Home-school connections

• Five paragraph expository essay

• Personal narrative

• Poetry writing

• All team tasks taken to individual tasks

D. Writers’ Workshop

• Mini Lesson

• Writing

• Revising

• Editing

• Conferences

• Authors’ Chair

• Publishing celebration

V. Extensions

• Guest Speaker- Anthropologist from one of the colleges

• Music of Native Americans

• Plays/dramatization of a legend

• Readers’ theater

• Technology

VI. Closure/Evaluation/Assessment

• Assessment of skills in Group Frames and Learning Logs

• Student Made Big Book

• Processing of Charts

• Team Chants

• Assessment of personal Process Grid

• Team Exploration

o Teacher/Student Rubric

• Personal Exploration

o Teacher/Student Rubric

• Team/class social Action Plan – Human use of resources and environment

• Teacher and student made quizzes – regions, landforms, key physical features

• Power Point Presentation

• Unit post test

Project GLAD

Willamette ESD Consortium

McMinnville, Amity, Dayton, School for the Deaf

Native Americans and Regions of Oregon

4th Grade

SAMPLE DAILY LESSON PLANS

DAY 1

FOCUS/MOTIVATION

• Awesome Anthropologist Awards: 3 standards; show respect, make good decisions, solve problems

• Cognitive Content Dictionary with Signal Word: environment

• Observation charts: 6, predictions, observations, questions

• Inquiry Chart: What do you know and want to learn about the Regions and Native Americans of Oregon?

• Big Book: The Environment Supports and Constrains Human Activity

INPUT

• Graphic Organizer: Map of Migrations and Oregon Regions

- 10/2 Discussion

- Learning Log: Regions and Native Americans; pick a region, sketch and or write how the natives would live there

- ELD Review

GUIDED ORAL PRACTICE

• Chant: Regions Sound Off

• T-graph and team points: Cooperation

• Picture file card activity; Coastal/ lower Columbia region

o Free Exploration

o Classify/categorize by food and building resources

o Exploration report

INPUT

• Pictorial Input: Coastal and Lower Columbia Natives and their Environment

- 10/2 Discussion

• Learning Log: Regions and Native Americans; pick a region, sketch and or write how the natives would live there

• ELD Review

GUIDED ORAL PRACTICE

• Chant: Here There

READING/WRITING

• Writers’ Workshop:

o Mini-lesson about prewriting by sketching

o free choice writing

- Author’s Chair

CLOSURE

• Interactive Journal

• Home – School Connection: Where did your family come from?

SAMPLE DAILY LESSON PLANS

Day 2

FOCUS/MOTIVATION

• Cognitive Content Dictionary with Signal word: constrain

• Process home-school connection, team points

• Anthropologist Awards

• Review Inputs with word cards and pictures

GUIDED ORAL PRACTICE

• Chant: Yes Ma’am

INPUT

• Narrative Input: The Legend of Crater Lake

- Learning Log: sketch or write what this story explains about where the Klamath people lived

- ELD review

READING/WRITING

• Poetry: highlighting, Regions Sound Off

• Flexible Group Reading

- Team Tasks

• Expert Groups 1 & 2: Native Americans of the Inland Valley Region and Plateau Region

• Chant: I Can Spell

READING/WRITING

• Interactive Journal

CLOSURE

• Process Inquiry Chart

• Home – School Connection: Family Celebrations and Traditions

SAMPLE DAILY LESSON PLANS

DAY 3

FOCUS/MOTIVATION

• Cognitive Content Dictionary with “Stumper” word

• Process home-school connection, team points

• Anthropologist Awards

• Review Narrative Input with picture cards and speech bubbles

• Mind Map of pictorial Input of Coastal and Lower Columbia Natives

• Poetry/Chants

GUIDED ORAL PRACTICE

• Sentence Patterning Chart: Natives

o Reading Game

o Trading Game

o Flip chant

READING/WRITING

• Flexible Group Reading

- Team Tasks

• Expert Groups 3 & 4: Native Americans of the Klamath Marsh Region and Great Basin Region

GUIDED ORAL PRACTICE

• Mind Map

• Process Grid

READING/WRITING

• Cooperative Strip Paragraph

o Respond

o Revise

o Edit

GUIDED ORAL LANGUAGE

• Oral team evaluation

READING/WRITING

• Interactive Journal

CLOSURE

• Home – School Connection: Reduce – Reuse - Recycle

SAMPLE DAILY LESSON PLANS

DAY 4

FOCUS/MOTIVATION

• Cognitive Content Dictionary with Signal Word chosen by students

• Process home-school connections

• Anthropologist Awards

• Poetry

INPUT

• Story Map of Narrative Input: The Legend of Crater Lake

READING/WRITING

• Flexible Group reading

o Team Tasks

o Team Presentations

• Leveled Reading Groups

o Clunkers and Links--at or above reading level

o Group Frame/ELD Story Retell (Narrative)

• Listen and Sketch

READING/WRITING

• Chants: highlight key words

• Writers’ Workshop

o Mini lesson

o Write

o Author’s Chair

CLOSURE

• Home – School Connection: How have things changed since you were born”

SAMPLE DAILY LESSON PLANS

DAY 5

FOCUS/MOTIVATION

• Cognitive Content Dictionary with Signal Word chosen again by students

• Process home-school connections

• Chants/poetry:

READING/WRITING

• Flexible Group reading

o Team Tasks

o Team Presentations

• Leveled Reading group

o Struggling readers with Coop Strip Paragraph

• Team Tasks: evaluation and presentations

• Ear – to – Ear reading with Poetry Booklet

• Found Poetry

• Writers’ workshop

o Mini lesson

o Write

o Author’s chair

CLOSURE

• Team Presentations

• Focused Reading with Personal Cognitive Content Dictionary

• Process Inquiry Chart

• Process Week – “What helped you learn?”

• Interactive Journal

Oregon

Native American

Indians:

But the most important thing is that many Native American tribes lived in Oregon’s 5 regions.

Map of Oregon Tribes

Each region had a different climate and terrain, which influenced every aspect of their daily lives. In those regions, Native Americans found materials for their food and shelter.

But the most important thing is that many Native American tribes lived in Oregon’s 5 regions.

Map of Oregon with Coastal and Lower Columbia tribes - purple

The Coastal and Lower Columbia region was important to many different tribes, including:

The Tillamook and the Chinook.

• These tribes lived in a very temperate zone where the temperature was cool and mild.

• They used cedar bark to make woven mats and wood to build long houses.

• From the Pacific Ocean and the Columbia River came much of their food such as salmon, clams, crab, and other shellfish.

But the most important thing is that many Native American tribes lived in Oregon’s 5 regions.

Map Oregon with Inland Valley tribes - green

The Inland Valley region was important to many different tribes, including:

The Kalapuyan, the Atfakati or Tualatin,

the Yamel or Yamhill.

• These tribes also lived in a very temperate zone where the summer and fall were dry and warm.

• They migrated around the Willamette Valley in the summer. During the winter they lived in permanent homes called cedar lodges

• They hunted for food of deer, elk, hazelnuts, camas root, and fish.

But the most important thing is that many Native American tribes lived in Oregon’s 5 regions.

Map of Oregon with the Klamath Lake tribes - red

The Klamath Marsh Region was important to many different tribes, including:

The Klamath and the Modoc

• The Klamath people lived in a dry, mild climate, which had many rivers and marshes.

• They lived along the rivers in permanent settlements

• Their primary foods were fish, pond lilies, deer, roots and small animals.

But the most important thing is that many Native American tribes lived in Oregon’s 5 regions.

Map of Oregon with the Great Basin tribes - orange

The Great Basin region was important to many different tribes including:

The Northern Paiute

• The Paiute lived in the southeastern region with dry cold winters and hot summers.

• They had to travel far in search of food, so their homes of mat and pole were easily moved.

• They were a semi-nomadic people, moving in search of food like seeds, berries, deer and rabbits.

But the most important thing is that many Native American tribes lived in Oregon’s 5 regions.

Map of Oregon with the Plateau tribes - brown

The Plateau Region was important to many different tribes, including:

The Nez Perce, the Umatilla, and the Cayuse

• They lived where the climate was very harsh with extremely hot summers and cold, windy, winters.

• Their long houses were made of poles covered with grass mats. Later, they made tepees.

• They ate fish from The Columbia River and traveled in search of berries, roots, deer, and elk.

But the most important thing is that many Native American tribes lived in Oregon’s 5 regions.

Each region had a different climate and terrain, which influenced every aspect of their lives. In those regions, Native Americans found materials for their food and shelter.

Those 5 regions of Oregon were:

• Coastal and Lower Columbia

• Inland Valley

• Klamath Marsh

• Great Basin

• Plateau

But the most important thing is that many Native American tribes lived in Oregon’s 5 regions.

GRAPHIC ORGANIZER INPUT - OREGON REGIONS

• Beginning: thousands and thousands of years ago the earth was in an ice age. This meant that there were miles and miles of the earth covered with a mile high sheet of ice. During the last ice age (about 20,000 years ago) there was a time when the oceans were about 400 feet lower than today. This meant that there was a lot more land above water than today. Drawing inset map of N. America and S. America. Label two continents.

• Here are the ice sheets--label. See how there was a narrow valley between the two ice sheets in North America. It is through this narrow valley that some of the first people came to North America or South America. Scientists called anthropologists (say that with me, write it on the map anthro--pologist and derivation) think that there were two possible ways people first came to N. and S. America.

• One way that anthropologists think people may have first come to N. and S. America is by walking. Can you imagine walking through a valley hundreds of miles long with tall cliffs of ice on each side of the valley? Why would people want to make such a journey? They were hungry. People were the only ones migrating through this valley. There were also great herds of animals. Animals like the mammoth were migrating into N.America also. The people followed them because they hunted the mammoths. Many other animals also followed that valley into North America. The people that followed the migrating animals found themselves in a new land. South of the ice sheets the land and weather were less harsh. The new people spread throughout the new land as they followed and hunted herds of animals.

• Remember I said there were two ways that the scientists called anthropologist think people first came to N. and S. America. One way was by foot. Another way was by boat! Anthropologists think that about 20,000 years ago families and groups of families may have used boats to go from one place on the coast to another place on the coast. With the ocean level lower there would have been many islands and sheltered places to paddle or sail a small boat. These people migrated for the same reasons. They were hungry and they hunted for fish, sea mammals, crab, mussels and other sea life to eat. It is easier to move more quickly in a boat than on foot. It is for this reason that some scientists think boats are the way people first got to S. America.

• No scientist knows for sure whether by foot or by boat was the likely way to N. and S. America. But many scientists agree that in your lifetime the answer will probably be found.

• Let’s look at a special place in North America where the first peoples decided to stay and live. Right here on the map is a small rectangle. The rectangle is what we know today as the State of Oregon. Lets look at the regions in Oregon, the environment and some of the important landforms of the regions.

• First let’s look at the Lower Columbia/Coastal region. Draw Columbia River. The Columbia River is many hundreds of miles long. The people who lived here and the coast relied upon fish and seafood. Draw in purple the Lower Columbia/coast region. This region was wet and the temperatures were mild. Like the coast weather today. Not too hot and not too cold. It was so wet because of all of the rain. Draw Coast range. When the rain clouds from the Pacific came ashore, the Coast range helped to cause the rain to fall more along the coast. Along the whole Columbia River the land is know as the Columbia Basin. Label As the rain clouds continue toward the east we get to our next region, the Inland Valley Region.

• The Inland Valley Region is where we live-- Draw in green. We get some of the rain but not as much as on the Coast and Lower Columbia. There are many rivers in the Inland Valley region. Rainwater comes down from the Coast Range on the west and the Cascade Range on the East Draw in Cascades. One river in this region is the Willamette River Draw in blue., where we live in the Willamette Valley label. Another important river in this region is the Rogue River in the south. Both of these rivers provided important sources of food and places to live for the native peoples in this region. The weather here is temperate (say that with me) sometimes hot and sometimes cold but mostly in between. A place where many things grow easily.

• If we follow the clouds we move across the Cascade Range. By now most of the water has fallen. Our next three regions are much drier. In the south is the Klamath Marsh region. Draw in red. This area is dry by has many rivers and lakes. The water comes from snows in the Cascade Range and lower hills to the east. In this region, it was a little colder in the winter but hotter in the summer than the Inland Valleys. Because it was so dry, plants only grew well near sources of water.

• Further to the east is a very large area called the Great Basin Draw in orange. The Great Basin is a high desert. There is very little rain here. Only in the higher mountains, like the Steens Mountains label Steens is there snow and rain. There are smaller lakes and some rivers in the Great Basin but many fewer than the other three regions. This is a hard place to live because it is so dry. In the winter it gets very cold and in the summer it gets very cold.

• North of the Great Basin is our last region, the Plateau region. This region is also very dry, especially near the Cascade Range. But further in the east there are many mountains like the Blue Mountains and the Wallowa Mountains, label. These mountains often catch the clouds and there is more rain and snow in them than further south in the Great Basin. There are important rivers in the Plateau region. The Columbia is on the north, the Deschutes River flows into the Columbia. draw and label. On the east the Snake River gets its some of its water from the near by mountains and then flows into the Columbia River.

• You can see the regions of Oregon where some of the first people to migrate to North American decided to stay and live. This black line shows the modern day state boundary of the State of Oregon. You can see how the natural features such as rivers helped to define the boundary of our state.

PICTORIAL INPUT- COASTAL/ LOWER COLUMBIA GEOGRAPHIC REGION

AND NATIVES WHO LIVED THERE

1. Environment

Begin by emphasizing where the Coastal/Lower Columbia Region is located. Use one color to draw this part of the pictorial. Refer to the map of Oregon drawn earlier. Label the Pacific Ocean. Draw the coastline with a bay and rocky tide pools and sandy beaches filled with sea creatures. Draw the Columbia River flowing into the Ocean and the Coastal Range separating the region from the inland valleys.

Talk about the climate created by the onshore wind and the Coast Range. Emphasize the temperate quality of the weather, neither extremely cold nor hot. Also emphasize the rain, wet and moist quality of the environment.

Draw in the dense cedar forest that was supported by the environment

10/2 Tell your partner about the Coastal and Lower Columbia environment

2. Shelter,

Change color and draw the house shape for . Show some cedar bark and pictures of long houses, emphasizing how the soft characteristic of the wood made it accessible for the natives to harvest it and use it to create shelter. The natives would pound stone wedges into cedar logs until long planks of wood split off. Explain how several families lived in a long house together with smoke holes and fire pits for each family. Point out the sleeping mats along the walls also made out of woven cedar bark and roots. The wet climate provided the abundance of cedar trees that provided a material for a sturdy shelter while at the same time being a climate that required the natives to build shelter to protect themselves. The environment both supported and constrained their activities.

10/2 Tell your neighbor something you learned about the shelter used by the Coastal and Lower Columbia Region Natives.

3. Food

Change color. Draw the fish shape and add the names of the food caught, gathered or hunted by the natives. Show pictures after you write the word.

4. Tools and Technology

Change to another color and draw the canoe.

As you add each point, emphasize how the environment provided the resource and how it was used for survival. They cooked the shellfish by filling cedar wood bowls with water and dropping red hot stones to the water to cook the shellfish, not putting baskets on the fire to boil the water.

Tell about the salmon run during the spring time of the year. The natives would pack their cedar canoes with supplies and leave their cedar plank homes to camp on the rivers near the falls where the salmon were swimming up stream to lay eggs. They used nets attached to long poles, traps and spears.

5. Ceremonies and Beliefs- Change Color and draw the totem.

The first salmon caught was treated with honor and respect. This is to make sure the rest of the salmon follow him and that all the salmon return the following year. The first salmon is placed at the river’s edge with its head pointing upstream. In cutting the fish, an old stone or mussel shell knife must be used. All the cuts must be along the length of the salmon, never crosswise. It is cleaned with ferns. The bones are thrown back into the river to keep them from wild animals. The salmon is then divided among the members of the village and the fishing season begins. They believed salmon are both fish and human beings. When a salmon is caught it reappears as a woman or a man in the salmon-people’s village.

Totems represent spirit of ancestors and animals (remember they believed many animals were both animal and human.)

Legends that explain, teach and pass on traditions.

10/2 Turn to your partner and tell what the Coastal and Lower Columbia Region natives used from their environment

The Legend of Crater Lake

One winter day, a Klamath family sat around their warm fire while the women and girls made baskets and the men made tools they would need in the spring to harvest food from the marshes. A young boy asked his grandfather how a beautiful lake could be at the top of a mountain surrounded by the high ridges. His grandfather told him a story that he himself had heard as a small boy from his own grandfather who had also learned the legend from his grandfather. Here is that same legend that has been told to countless generations of Klamath children by their elders to explain how a beautiful came to be high at the top of a mountain surrounded by even higher peaks and ridges.

Many, many years ago, when the world was younger than it is now, the Chieftain of the Below World desired a companion to live with him. He was lonely in his home beneath the land and longed to marry a woman from the Klamath tribe. “Come live with me in my lodge inside the great mountain,” he pleaded as he promised her no more sickness or death.

Being a wise woman, she knew this promise would never bring her true happiness. “NO, NO, NO, Never!” she cried. “How could I ever live without feeling the warmth of sunshine on my face or the coolness of new grass under my feet? I could never live without seeing the beautiful marshes of Klamath Lake.” She loved the environment of her tribe and rejected his proposal firmly; not to have her mind changed by his begging and pleading.

The Chieftain of the Below World was used to getting his way. The rejection by the Klamath woman made him angrier than the most spoiled child who does not get his way. He stomped his feet; he yelled and screamed; he pulled his hair; but still his anger grew and grew inside him until with fire bursting from his throat, he ran through the passage leading from the Below World to the very top of the great mountain.

The flames of a terrible fire flowed out. The environment and all the natural resources of the Klamath peoples lay in the path of destruction. Flames flowed into the forests destroying all the trees in its path. They flowed into the valleys demolishing grasslands and plants like a fiery torch. All the animals of the land fled in fear. Deer and elk ran for their lives. Rabbits and squirrels scurried as fast as their short legs would carry them away from the inferno of the Chieftain’s anger.

The Klamath people also ran in fear, looking for a way of escape from the ravaging flames. They found shelter in Klamath Lake and rushed into its cool protective waters. There they desperately prayed to the Chieftain of the Above World for safety. “Oh, Great Chieftain, take this fire from us! It will surely destroy us all if you do not help us. Protect us from the wicked Chieftain of the Below World. Tell us what we must do to earn your protection.”

The Chieftain of the Above World listened to their cries for help and answered compassionately, “The Chieftain of the Below World is evil beyond understanding. There is only one act of extraordinary bravery that can overcome the terrible anger of the furious Below World Chieftain. Find someone who will perform this one act of bravery and I will save you.”

The Klamath people heard his answer and searched themselves for an act of bravery. Courageously, 2 elder chiefs stepped forward and volunteered. “It is our honor to offer ourselves to save our people.” Together they hiked the treacherous path of flames and destruction to the summit of the fiery peak. Once there, they bravely plunged into the inferno burning inside the mountain.

Upon seeing this sacrifice, the Chieftain of the Above World willingly answered the Klamath Peoples’ prayers. He immediately sent the Chieftain of the Below World back underground. He then sealed the Evil Chieftain in the underworld by bringing the great mountain crashing down on top of him. The passage was filled, closing off forever the Below World from the World Above. Never again would the Klamath People be troubled by the evil Chieftain.

All that is left of the great mountain that holds the remains of the angry Chieftain of the Below World is an enormous crater. Over the many, many years since, it has filled with water. Many Klamath people travel to the shores of this lake to receive power and healing from its waters.

Today, it is known as Crater Lake to both the Klamath people and the world. Every year, thousands of people flock to its shores to behold its beauty and wonder.

Poetry Booklet

Name____________________________________

Yes Ma’am

By Cheryl Graham

Are these Coastal Natives? Yes, Ma’am!

Are these Coastal Natives? Yes, Ma’am!

How did their environment support them? Provided salmon and shellfish.

How did their environment constrain them? Limited their food choices.

How did their environment support them? Provided cedar trees for shelter.

How did their environment constrain them? Forced them to use boats for transportation.

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Are these Inland Valley Natives? Yes, Ma’am!

Are these Inland Valley Natives? Yes, Ma’am!

How did their environment support them? Provided camas roots, elk and deer.

How did their environment constrain them? Limited the tools they could make.

How did their environment support them? Provided materials for long houses.

How did their environment constrain them? Forced them to migrate to gather food.

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Are these Klamath Natives? Yes, Ma’am!

Are these Klamath Natives? Yes, Ma’am!

How did their environment support them? Provided fish and pond lily sees.

How did their environment constrain them? Limited their choices of shelter.

How did their environment support them? Provided tulle grass for weaving.

How did their environment constrain them? Forced them to rely on the marshes for food.

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Are these Great Basin Natives? Yes, Ma’am!

Are these Great Basin Natives? Yes, Ma’am!

How did their environment support them? Provided rabbits and plants.

How did their environment constrain them? The climate made life rough.

How did their environment support them? Provided sagebrush.

How did their environment constrain them? Forced them to build wickiups out of many materials.

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Are these Plateau Natives? Yes, Ma’am!

Are these Plateau Natives? Yes, Ma’am!

How did their environment support them? Provided deer, fish, elk and plants.

How did their environment constrain them? Forced them to migrate in search of food.

How did their environment support them? Provided grasses to make woven mats.

How did their environment constrain them? Forced them to use dogs to carry supplies.

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Anthropology Bugaloo

By 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.

Language, traditions, environment too,

Doing the Anthropology Bugaloo!

I research special events of early life

Along with natural everyday strife.

I study the tools natives created,

For their survival technology aided.

Language, traditions, environment too,

Doing the Anthropology Bugaloo!

I study about each region and culture

From the information that I gather.

I carefully record native celebrations,

Handed down through many generations.

Language, traditions, environment too,

Doing the Anthropology Bugaloo!

Native Americans Here, Native Americans There

By Taffy Carlise-Turner

Native Americans here, Native Americans there,

Native Americans everywhere!

Resourceful Native Americans hunting,

Hardworking Native Americans building,

Migrating Native Americans canoeing,

And happy Native Americans celebrating.

Salmon in the Columbia River,

Deer throughout the Willamette Valley

Tule reeds along the Klamath Marsh,

And plants around the Great Basin.

Native Americans here, Native Americans there,

Native Americans everywhere!

Native Americans! Native Americans! Native Americans!

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I Can Spell

By Cori Chambers and Cheryl Graham

I can spell native, n-a-t-i-v-e

I can spell people, p-e-o-p-l-e

I can spell tribe, t-r-i-b-e

But, I can’t spell environment!

I can spell plants p-l-a-n-t-s

I can spell berries, b-e-r-r-i-e-s

I can spell roots, r-o-o-t-s

But, I can’t spell environment!

I can spell animal, a-n-i-m-a-l

I can spell deer, d-e-e-r

I can spell salmon, s-a-l-m-o-n

But, I can’t spell environment!

I can spell hunt, h-u-n-t

I can spell carve, c-a-r-v-e

I can spell weave, w-e-a-v-e

But, I can’t spell environment!

Yes I can! Yes I can!

E-N-V-I-R-O-N-M-E-N-T Environment

Regions Soundoff

by Taffy Carlisle-Turner

Name_________________

Home – School Connection

Where did your family come from?

Talk to your family about how they came to live in Oregon. Did your family come from other countries or other states? Are there any differences between those other places and Oregon?

_________________ _________________

Student Signature Parent Signature

Nombre______________________

Conección entre la escuela y la familia

¿De dónde viene tu familia?

Platica con tu familia acerca de como llegaron a Oregon. ¿De dónde vino tu familia? ¿Vino de otros paises or estados? ¿Hay algunas diferencias entre esos lugures y Oregon?

___________________ ___________________

Firma de estudiante Firma de Padres

Name_____________________

Home – School Connection

Family Celebrations and Traditions

Celebrations are often a part of a people’s traditions – the way of doing things that are handed down from one generation to another.

Interview your family and sketch a tradition found in your family. It might be a special family dinner or making a special bread or cake at Christmas or Passover. Be ready to explain your sketch to others.

__________________ __________________

Student signature Parent signature

Nombre____________________

Conección entre las escuela y la familia

Las celebraciones, son frequentmente parte de las tradiciones de la gente, el modo de hacer cosas de una generación a la otra.

Entrevista a tu familia y haz un dibijo que sea parte de la tradicion de tu familia. Por ejemplo, puede ser una cena especial, un pan, pastel o comida que se prepara en ocassiones como en Navidad, Semana Santa or Ano Nuevo. Necesitas estar preparado para explicar tu dibujo a los alumnos en nuestro salón.

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Firma de estudiante Firma de Padres

Name___________________

Home – School connection

Reduce – Reuse – Recycle

Brainstorm with your family about ways to conserve energy in your home and ways to help the environment. List two ideas that will help your family save water, electricity or gasoline.

__________________ __________________

Student signature Parent signature

Nombre______________________

Conección entre las escuela y la familia

Platica con tu familia acerca de como pueden ustedes conserver energia y ayudar a proteger la naturaleza. Escribe dos ideas que pueden ayudar a tu famlia en conservar aqua, electricidad o gasolina.

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Firma de estudiante Firma de Padres

Name___________________

Home – School connection

How have things changed since you were born?

Discuss with your family about how their lives have changed in the last 10 years (since you were born)? Have buildings changed? Have computers/technology affected their lives? Is their behavior different? What adaptations has our family made because of these changes?

____________________ _________________

Student signature Parent signature

Nombre________________________

Conección entre las escuela y la familia

Platica con tu familia acerca de como han cambiado sus vidas en los últimos 10 años? ¿Que cambios han sucedido? ¿Han cambiado los edificios desde el día en que tu naciste? ¿Que sucesos han cambiado sus vidas, por ejemplo, las computadoras y la ciencia? ¿Cóho es su forma de ser diferente ahora? ¿Como ha cambiado tu familia para adaptarse a estos cambios?

_________________ ___________________

Firma de estudiante Firma de Padres

Expert Groups

The Inland Valley Tribes

Environment

The Inland Valley tribes lived in the Willamette Valley, bordered by the Coast Range on the east and the Cascade Mountains on the west. The Willamette Valley was temperate in climate. The summers weren’t too hot and the winters weren’t too cold. Many rivers such as the Willamette, providing a constant supply of water for themselves and the animals that sustained them.

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Food

Inland Valley tribes relied on hunting elk, deer and smaller animals for meat. They fished for salmon, steelhead, trout, and eels in the rivers. Camas root, berries, tarweed seeds, and hazelnuts were gathered at different times of the year.

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Shelter

Many tribes were semi-nomadic. Their winter lodges, called long houses, were made of cedar planks and could hold 20 – 30 people. Temporary shelters were made from wooden poles and animal skins or vegetation. They would migrate during the summer months, hunting and gathering food to sustain them over the winter months.

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Tools and Technology

They used tools such as bows and arrows and obsidian knives. Digging sticks were made of deer and elk antler to dig the camas root. The women would gather the camas root pods in woven grass baskets.

One of the ways they would ensure that they had animals to hunt and plants to gather was to slash burn to make open pastures for better habitat for the elk, deer, camas, tarweed and hazelnut.

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Ceremonies and Beliefs

A Shaman was a spiritual leader. He gave permission for a man to leave the village and go to the hills or lakes to seek out his own spirit power. A spirit power would be found in the environment and could be that of an animal or thing. During the Winter Dance they shared their songs. This gave the Shaman spiritual strength to sustain the tribe and himself throughout the cold, dark winter months.

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The Plateau Indians

Environment

The Plateau Indians lived in the area east of the Cascade Mountains and north of the Great Basin. Much of this environment was high flat land, but there were also mountains, canyons, and many rivers and valleys. The summers were extremely hot and the winters were long and very cold.

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Food

The Plateau Indians ate fish, elk and deer. The people of the Plateau moved from place to place throughout the year to gather food. They moved in cycles. In the spring and summer they fished on the Columbia River. In the spring they also camped in the mountains and hunted elk and deer. They also gathered nuts, edible roots and berries.

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Shelter

Their summer and spring homes were movable teepees made of poles covered with mats made of tule. In winter they made more permanent homes. They dug a pit a few feet into the ground and constructed a framework of poles. The framework was then covered with layers of tule mats. Earth was piled up around and partly over the structure to provide insulation. The large winter lodges were shared by several families.

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Tools/Technology

The Plateau Indians made woven bags out of grasses. The bags, which varied in shape and size, were used for carrying a harvest, transporting items, or for carrying personal belongings. They made spears and knives from rocks and bones.

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Ceremonies/Beliefs

During the winter, the Plateau Indians usually stayed in one place and ate stored food. They spent the winter months making and repairing tools and taking part in religious ceremonies. They told stories which taught their children their traditions and beliefs.

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The Klamath Marsh People

The Klamath Marsh Indians

Environment

The Klamath people lived in an area called the Klamath Marshes. The climate was mild with only a little rain. The Cascade Mountains were on the West. Lower hills that were to the south and east and high desert to the north surrounded their territory. The Klamath Marsh area was a land of many rivers that received water from the winter snows in the mountains and hills. The Klamath people relied upon the rivers and marshes for much of their subsistence.

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Food

Fish was their primary food. In the early spring fish runs came up the rivers. In summer and fall, roots, berries and pond lily seeds were gathered. Deer and other small animals were hunted through out the year.

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Shelter

Permanent winter settlements, lodges, were made of earth and woven mats. The lodges were located on banks of rivers. Temporary shelters from poles and mats were used during other times of the year. They returned to the same winter villages year after year.

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Tools and Technology

The animal skins were used in their clothing and weapons. Spears, bow and arrow and woven mats and baskets were used for hunting and collecting foods. Mats, baskets and housing materials came from the plants along the rivers and marshes.

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Ceremonies and Beliefs

Every Klamath looked for spiritual power in vision quests. Village shamans were people who had more spiritual power than others. Shamans’ were asked to cure disease and injury, foretell the future and control the weather. Stories were told to teach traditions and spiritual beliefs.

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The Great Basin Tribes

Environment

The Great Basin region is east of the Klamath Marsh and south of the Plateau region. It is surrounded on all sides by mountain ranges blocking moisture filled clouds. This is an arid desert covered with grasses and sagebrush. The summers are hot and dry while the winters are cold.

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Food

The Great Basin Indians were hunters and gatherers. Some of the year they ate antelope, rabbit, deer and fish. They moved from place to place by season to hunt or gather food. In the fall they gathered pinyon nuts, acorns, grass seeds and berries.

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Shelter

In the hot summers the Great Basin Tribes lived in lean-to shelters made of brush. During the cold winters they lived in small cone-shaped structures, called wickiups. They were covered with sod, bark, grass, animal skins, brush or reeds.

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Tools/Technology

The Great Basin Tribes had limited resources to make tools and clothing. Wood from trees was used to make hunting and gathering tools. Grasses were used to weave baskets. They needed little clothing in the hot summers but in the cold winters both men and women wore robes made of rabbit skin for warmth. Sometimes they made stiff sandals woven from sagebrush.

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Ceremonies/Beliefs

Like many other Native American tribes, the Great Basin Tribes respected nature and were spiritual. A shaman, or medicine man, was believed to have the power to heal the sick. He led the spiritual life of the tribe. Ceremonial dances were performed to ask the spirits for rain, blessings for successful hunts or other reasons.

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|Geographic |Environment |Food |Shelter |Tools/ |Ceremonies/ |

|Region | | | |Technology |Beliefs |

|Coastal and | | | | | |

|Lower Columbia | | | | | |

|Inland Valleys | | | | | |

|Klamath Lake | | | | | |

|Great Basin | | | | | |

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|Plateau | | | | | |

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-----------------------

[pic]

I don’t know, but I’ve been told

Regions of Oregon their tribes did hold.

In these regions tribes did live

Environments support, not give

Regions Oregon

Regions Oregon

1 – 2 – 3 – 4 OREGON!

The Coastal tribes lived along the shore

The Pacific Ocean gave food galore

The Lower Columbia River bands

Fished salmon and lived off the land.

Regions Oregon

Regions Oregon

1 – 2 – 3 – 4 OREGON!

The Willamette Valley tribes did hunt

And gathered in the summer months.

Their lodges were their winter homes

For food they sometimes had to roam.

Regions Oregon

Regions Oregon

1 – 2 – 3 – 4 OREGON!

Klamath Marsh tribes needed fish to live

By rivers and lakes this food to give.

Deer and berries they also ate

Their earthen lodges were really great.

Regions Oregon

Regions Oregon

1 – 2 – 3 – 4 - OREGON!

[pic]

[pic]

The Plateau tribes they had it tough

The harsh climate made it really rough

They walked in search of nuts and seeds

After horses they moved with greater ease.

Regions Oregon

Regions Oregon

1 – 2 – 3 – 4 - OREGON!

Great Basin tribes in the southeast

Are last in this song, but not the least

Deer and rabbit, food for their needs

They gathered plants to eat their seeds

Regions Oregon

Regions Oregon

1 – 2 – 3 – 4 - OREGON

Now I know ‘cuz I’ve been told

Regions of Oregon their tribes did hold.

Each tribe lived a different way

Made Oregon great to this very day.

Regions Oregon

Regions Oregon

1 – 2 – 3 – 4 - OREGON!

Geographic Region

Graphic Organizer Input -- Oregon Regions

Graphic Organizer Input -- Oregon Regions

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Pictorial Input -- Lower Columbia/Coast Native Peoples

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