LESSON 16 TEACHER’S GUIDE A Dangerous...

Number of Words: 1,359

L E S S O N 1 6 T E A C H E R ’ S G U I D E

A Dangerous Tripby Barbara Roenz

Fountas-Pinnell Level SHistorical FictionSelection SummaryIn the 1800s, the young Ambrose family is moving west from Missouri to Oregon. Eager yet fearful of the dangers that may lie ahead, they haul their belongings in a covered wagon pulled by oxen. During a dangerous river crossing, the family’s oldest child, William, keeps calm, saving the family from disaster.

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Characteristics of the Text Genre • Historical fi ction

Text Structure • Third-person narrative organized in six short chapters• Each chapter heading describes a stage in the characters’ journey.

Content • Westward migration in the 1800s• The Ambrose family’s preparations for the trip to Oregon• The perils they face at the beginning of the journey

Themes and Ideas • Families in the 1800s faced dangers that we no longer face today.• Sometimes it is necessary to take risks in order to achieve a better life.• It is important to not give up when facing diffi culties.

Language and Literary Features

• A mix of descriptive and expository language• Dialogue reminiscent of the way people might speak in the 1800s

Sentence Complexity • A mix of short and complex sentences• Transitions indicate sequencing and cause-and-effect

Vocabulary • Many words relating to wagons and to nineteenth century travel, some of which might not be familiar to English language learners, such as oxen, yoke, and reins; Cultural references such as prairie schooner (p. 6).

Words • Multisyllable target vocabulary: reputation, satisfi ed, situationIllustrations • Realistic illustrations, some including captions and labels, support the text.

Book and Print Features • Thirteen pages of text© 2006. Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H.

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Target Vocabulary

churning – stirred up and moving with great force, p. 12

defended – protected something from physical or verbal attack, p. 12

deserve – have a right to something or to have earned it, p. 3

escorted – went with someone as a guide or protector, p. 10

relied – depended on someone to do something for you, p. 3

reputation – the general public’s opinions of a person, p. 3

satisfi ed – when a person is happy with things that have happened or the work he or she has done, p. 10

situation – what is happening at a specifi c time or place, p. 14

swelled – grew larger than usual, p. 5

worthy – having value, p. 11

A Dangerous Trip by Barbara Roenz

Build BackgroundBuild interest by asking a question such as the following: What do you think it would be like to travel to Oregon in a covered wagon? Read the title and author and talk about the cover illustration. Tell students that this story is historical fi ction in which the author has set the characters and events in the 1800s. Explain that real people once took dangerous trips along the Oregon Trail, just as the family in the story does.

Frontload VocabularySome everyday words may be unfamiliar to English learners. Before reading, check understanding of the following words: Oregon, announced, campfi res, pair, hunting.

Introduce the TextGuide students through the text, reading the captions, noting important ideas, and helping with unfamiliar language and vocabulary so they can read the text successfully. Call their attention to any important labels. Here are some suggestions:

: Read the caption under the illustration. Suggested language: The Ambrose family is setting out on a long journey.

Page 6: Read the caption and direct students to the illustration. Cultural Support: Explain that a prairie schooner was another name for the covered wagons used by travelers heading west in the 1800s. Read the labels on the illustration with students.

Page 11: Read the caption and fi rst paragraph to students. Ask: What is William learning how to do? Do you think he will be worthy of his father’s trust? Why or why not?

Pages 12–13: Point out that the characters in the story are facing danger. Have students fi nd the word churning. Ask: Why would a river be more dangerous to cross when the water is churning, or spinning?

Now go back to the beginning of the story and read to fi nd out what happens to the Ambrose family.

2 Lesson 16: A Dangerous TripGrade 4© Houghton Mifflin Harcourt Publishing Company

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ReadHave students read silently while you listen to individual students read aloud. Support their understanding of the text as needed.

Remind students to use the Monitor/Clarify Strategy . Students should remember to notice confusing details as they read and fi nd ways to understand those details.

Discuss and Revisit the TextPersonal ResponseInvite students to share their personal responses to the story.Suggested language: Have you ever had to face a scary situation? How do you think William felt when he had to steer the wagon across the river?

Ways of ThinkingAs you discuss the text, help students understand these points:

Thinking Within the Text Thinking Beyond the Text Thinking About the Text

• The Ambrose family sets out for Oregon to start a new life.

• The journey is long, and the family walks alongside a wagon loaded with their supplies.

• Ten-year-old William Ambrose saves the family in a moment of danger.

• Sometimes you must take chances to achieve a better life.

• Moving was much harder in the 1800s, before there were cars and trucks, than it is today.

• If you must face a scary and dangerous situation, you can be strong and stay safe.

• The author tells about what William and his parents are thinking and feeling.

• The story includes lots of details that tell what life was like during the Ambrose family’s time.

• The pictures show what the Ambrose family sees on their journey.

© 2006. Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H.

Choices for Further Support• Fluency Invite students to participate in choral reading. Have students pay careful

attention to punctuation as an indicator of when to pause. Remind students that a comma requires a brief pause, while periods, question marks, and exclamations require a full stop.

• Comprehension Based on your observations of the students’ reading and discussion, revisit parts of the text to clarify or extend comprehension. Remind students to go back to the text to support their ideas.

• Phonics/Word Work Provide practice as needed with words and word parts, using examples from the text. Remind students that suffi xes such as –ed and –ing change verbs and nouns for different functions. Churning takes the verb churn and makes it an adverb. Relied is the past tense form of rely.


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Writing about ReadingCritical ThinkingHave students complete the Critical Thinking questions on BLM 16.10.

RespondingHave students complete the activities at the back of the book, using their Reader’s Notebook. Use the instruction below as needed to reinforce or extend understanding of the comprehension skill.

Target Comprehension SkillCompare and Contrast

Target Comprehension Skill Remind students that they can compare characters

by looking for parts of the story in which the characters act the same. They can contrast characters by looking for parts where the characters respond to a situation differently. Model how to add details to the Graphic Organizer, using a “Think Aloud” like the one below:

Think Aloud

William has sisters named Becky and Sarah and a brother named Micah. They are all heading to Oregon with their parents. That’s something they all have in common. Put it in the middle of the chart. William is the oldest, and he does help his parents. Put those details in the right oval. In this way we have compared and contrasted William to the other children.

Practice the SkillEncourage students to share their examples of another story in which one character is like another character in some ways and different in other ways.

Writing Prompt: Thinking Beyond the TextHave students write a response to the prompt on page 6. Remind them that when they think beyond the text, they use their personal knowledge to reach new understandings.

Assessment Prompts• One idea present in this selection is that

________________________________________________________________.

• Which words on page 11 help the reader understand how William feels about learning to drive the wagon?

• The main purpose of this story is to

________________________________________________________________.


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Critical ThinkingRead and answer the questions.

1. Think within the text Why does the Ambrose family go on

such a long, dangerous journey to Oregon?

2. Think within the text What does William’s father say about

the difference between oxen and horses?

3. Think beyond the text William helps his family in many ways.

How do you think William’s responsibilities compare with the

responsibilities of children today?

4. Think about the text Why do you think the author titled the

subhead “Oh, No” on page 13 of the story? What about the

subhead “Help Is Here” on page 14?

Making Connections Have you or someone in your family ever had to give up something you valued in order to get something else you needed more? Describe what happened.

Write your answer in your Reader’s Notebook.

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A Dangerous TripCritical Thinking

Critical Thinking© Houghton Mifflin Harcourt Publishing Company. All rights reserved.

Lesson 16B L A C K L I N E M A S T E R 1 6 . 1 0

Grade 4, Unit 4: Never Give Up!

Name Date

Oregon has lots of good farmland and is a chance for a better life.

Oxen are slower than horses, but they are better than horses at pulling wagons on

a long trip.

Kids today have to help watch their brothers and sisters, and do chores at home.

But we have to go to school instead of working at home as much as William does.

“Oh, No” describes how William must feel when his father is swept away by the

fast water. “Help Is Here” describes how William rescues his family.

Possible responses shown.

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English Language DevelopmentReading Support Pair English-speaking and English language learners so that they can check their understanding with each other.

Cultural Support This story is about a family moving west from the Missouri River Valley to Oregon. The Ambrose family is part of a wave of migration that swept American farmers west in the 1840s, 1850s, and 1860s. East of Missouri, land was growing scarce. Good farmland could be found in Oregon, and resources such as timber and minerals were available. Many thousands of families made the dangerous trip described in this story.

Oral Language DevelopmentCheck student comprehension, using a dialogue that best matches your students’ English profi ciency level. Speaker 1 is the teacher, Speaker 2 is the student.

Beginning/Early Intermediate Intermediate Early Advanced/ Advanced

Speaker 1: Who is William?

Speaker 2: a boy in the story

Speaker 1: Who are Mr. and Mrs. Ambrose?

Speaker 2: William’s parents

Speaker 1: Where are William and his parents going?

Speaker 2: to Oregon

Speaker 1: Why is the Ambrose family going to Oregon?

Speaker 2: They are going to Oregon to start a new and better life.

Speaker 1: What makes the trip to Oregon dangerous?

Speaker 2: It is a long way to Oregon by wagon. The family has to cross fast rivers.

Speaker 1: What does William learn on the trip to Oregon?

Speaker 2: William learns to drive the wagon. He learns that he can help keep his family safe in a dangerous situation.



Name Date

A Dangerous TripThinking Beyond the Text

Think about the questions below. Then write your answer in one or two paragraphs.

Remember that when you think beyond the text, you use your personal knowledge to reach new understandings.

On page 3, the author states that “Mrs. Ambrose knew the trip would be long and difficult.” Why then do you think Mrs. Ambrose wishes to make the trip? Do you think the family made the right decision? Why or why not? Explain your answer, giving examples from the story.



Critical ThinkingRead and answer the questions.

1. Think within the text Why does the Ambrose family go on

such a long, dangerous journey to Oregon?

2. Think within the text What does William’s father say about

the difference between oxen and horses?

3. Think beyond the text William helps his family in many ways.

How do you think William’s responsibilities compare with the

responsibilities of children today?

4. Think about the text Why do you think the author titled the

subhead “Oh, No” on page 13 of the story? What about the

subhead “Help Is Here” on page 14?

Making Connections Have you or someone in your family ever had to give up something you valued in order to get something else you needed more? Describe what happened.

Write your answer in your Reader’s Notebook.

A Dangerous TripCritical Thinking


Name Date



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Student Date

A Dangerous Trip

Running Record Form


A Dangerous Trip • LEVEL S

Behavior Code Error

Read word correctly ✓cat 0

Repeated word, sentence, or phrase

®cat

0

Omission —cat 1

Behavior Code Error

Substitution cutcat 1

Self-corrects cut sccat 0

Insertion the

ˆcat 1

Word told Tcat 1

page Selection Text Errors Self-Corrections

13

14

Their wagon slowly entered the river and moved along. It

stopped suddenly.

“William! Take the reins. One of the wheels is stuck.” Then

Mr. Ambrose slid into the fast-moving water.

William was glad when his father’s head came up out of the

water. But his breath stopped for a second when his father

went underwater again.

At last the wagon again moved forward. But William did not

see his father. Just then, he saw the water carry a man away

from the wagon and down the river. “Father!”

Father isn’t here. I must drive, William thought. He held the

reins tight.

Comments: Accuracy Rate (# words read correctly/101 ×

100)

%

Total Self- Corrections



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