Week 25
Shared
Reading
Making the Leaves Talk
Title
Vocabulary
Making the Leaves Talk
Use prefixes
About the Text
Fluency
Ahyoka, Sequoya’s daughter,
assists her father in convincing the
chiefs in the national council house
of the importance of a written
Cherokee language.
Choral read a text in a whole
group
Genre
Narrative
Running Words
4071
Research and Inquiry
Identify a research purpose
Consult print/electronic sources to
find information
Record information in charts and
diagrams with visual aids
Visual Literacy
Create dioramas
Content Words
Cherokee, language, village,
basket(s), spells, spirit, memory,
important
Oral Language
Phonics
Technology
Break apart a compound word
Related
AWARD
Materials
Related
Materials
­Texts
• Making the Leaves Talk
• The AWARD Collection, The Song of Hiawatha, page 4
CD-ROMs
Writing
Generate ideas for explanations
Use prewriting strategies: role play
Use reference material
Check facts in reference sources
Proofread for grammar
Illustrate or add visuals to a
finished piece of work
Comprehension
• Making the Leaves Talk
Recognize story structure in
narrative text
Audio CDs
• The AWARD Collection, The Song of Hiawatha, track 1
AWARD Assessment Reading Inventory
Line Masters 1–3, pages 465–467
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Work with others cooperatively to
complete a group task
Create documents/projects
Compose and respond to email
CD-ROM Activities
Snappy Slide Show
Read and Record
Shared Learning
Read Making the Leaves Talk
read a narrative text
Activate Background
•
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•
Ask students what they know about Sequoya and the Cherokee nation.
Have you ever heard of Sequoya?
What do you know about him?
What do you know about the Cherokee nation?
What have you learned about Native North Americans and their ways of life?
Are you familiar with the missionaries who visited Native North Americans?
What do you know about them?
Look at the front cover of Making the Leaves Talk and read the title. Explain that
leaves has more than one meaning. Ask students for possible meanings (departs,
more than one leaf) and decide which meaning would make sense here.
– When is the story set? How can you tell?
– What do you predict the title Making the Leaves Talk means?
Read Text
• Have students read Chapter 1 together using the CD-ROM displayed on a screen, whiteboard or computer to learn
what villagers think of Ahyoka’s father.
• Discuss the key ideas.
– What do people think of Ahyoka’s father, Sequoya?
– How did the cabin fire start?
– Why did the villagers start the fire?
– What does Kamama’s father think of Sequoya?
• Read Chapter 2 together. Pause at appropriate points to discuss Ahyoka’s struggles with English and her father’s
commitment to creating a written language. Ask
– Why does Ahyoka have trouble reading English? (Letters make different sounds at different times.)
– Contrast the way Ahyoka feels English sounds to the way she thinks Cherokee sounds. (She thinks that
English sounds cold and hard, while Cherokee sounds warm and welcoming.)
– Have you ever had difficulties learning something? How did it make you feel?
– What does Ahyoka mean when she says, “I can read!”? (She can read Cherokee.)
– What does Kamama think Ahyoka should do? (learn to read English)
– Why does Ahyoka want to read and write Cherokee? (to write down her ideas and Cherokee stories)
– Why does Sequoya call books talking leaves? (The pages rustle like leaves in the wind.)
– Does Ahyoka’s situation remind you of anything you have experienced, heard about, or read about?
• Have students make predictions about what they think will happen in the next chapters. Use the chapter headings as clues.
– The chapter ends with Kamama’s father telling Kamama to stay away from Sequoya and Ahyoka. What do
you predict will happen next?
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Class or Group
Phonics Read Compound Words
break apart a compound word into its parts and blend the parts together to read
the word
TEACH
• Go to page 4 using the CD-ROM. Ask students to scan the text for compound words (cornfield, fireplace).
Put a sticky label over one part of cornfield and ask students to read the other part. Then do the same for
the other part.
– Do you know this word?
• Have students combine the two parts to read the whole word.
– How can knowing part of the word help you to read the whole word?
• Discuss how the meaning of the word can be derived from the two parts.
– What is corn? What is field? What is cornfield?
• Repeat the process using the word fireplace.
– What are other compound words you know that have fire in them? (e.g. firecracker, firefighter,
firefly, firehose)
• Draw a flame on chart paper. Ask students to brainstorm other compounds that contain the word fire.
• As students supply words, write them on the flame.
Group Work
Discuss the Research Focus
identify a research purpose, question, topic, or focus
• Use a KWL chart to generate discussion about the Cherokee. Record students’ responses to the
following questions.
– What do you know about the Cherokee?
– What do you know about the Cherokee’s homes, clothing, or way of life?
– What do you want to learn about the Cherokee?
• Tell students they will use bookmarks that you have identified to access web pages dealing
with the Cherokee. Tell them to use the websites to collect information and study images.
• Tell students they are going to present their findings about the Cherokee at the end of the week.
• Have students work in groups to take notes and record facts.
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Independent and Small Group
Independent and Small Group Tasks
Use the Reading Inventory for Step Up to
the Plate to assess each student’s reading
of an unseen text. The three templates
include:
– comprehension of a passage read aloud;
– comprehension of a passage read silently;
– vocabulary knowledge using the sounds
of words to read them precisely.
Assessment in the first two weeks provides
the baseline for comparison of future
progress.
– Complete the CD-ROM assessment for He
Ran Because He Loved to Run.
– Continue collecting information for
individual portfolios of learning, including
children’s digital portfolios.
Illustrate the Problem
express ideas through art: illustrate
Read Compound Words
break apart a compound word
into its parts and blend the parts
together to read the word
Students scan texts of their choice to find
and record additional compound words.
They work with a partner to break apart and
blend the words they locate, then they write
the compound words and use different
colored highlighters to identify each part.
Students create an illustration that depicts
the problem Ahyoka faces in the story and
the way they predict it will be solved.
Read Independently
engage in independent reading
Students reread Making the Leaves Talk or
Tididi. They continue to read subsequent
chapters. Students can also browse
through books in the Book Corner. Include
books about Native American cultures.
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Snappy Slide Show
create visual presentations
Students use Snappy Slide Show to
create a presentation about Cherokee
writing. Students work on the CD-ROM
over the week in Independent and Small
Group time.
Class or Group
Writing Workshop Write an Explanatory Text
TEACH
APPLY
generate ideas for explanations
use prewriting strategies to get writing ideas and/or contribute ideas: role play
• Read both a procedural text and an explanatory text to students and discuss the differences and
similarities between them.
Similarities and differences include:
– both have a sequence of events
– procedures usually don’t state reasons for events
– explanations involve the stating of reasons for an activity or process
– explanations usually answer questions beginning with how or why
– explanations use cause and effect words like because, so, consequently
• Have students read the following excerpts from The AWARD Collections, and decide which genre
they are—procedural or explanatory.
“How to Survive if You’re Lost” page 26 (Dark Green). This excerpt has some explanations, but is mostly
procedural text; “Teach Your Dog to Sit” page 10 (Silver); “How to Give Diving Signals” page 16 (Silver);
“Rules for Handling Toothpicks and Chopsticks” page 22 (Silver)
• Ask students to role-play a procedure, e.g. how to shoot/dribble a basketball. Then ask them to compare
this with an explanation given perhaps by a role-play in pairs, e.g. playing baseball in the backyard when
the ball breaks the neighbor’s window. Students should explain to each other how this happened from
both the batter’s and catcher’s point of view.
• Model recording one of the explanations, checking to see if cause-and-effect words are used, and if the
explanation is in a logical sequence. A diagram or illustration can be added to aid the explanation.
Students could think of a question they would like explained.
– How does an earthquake occur?
– How did Goldilocks make the three bears angry?
They make a chart showing what they already know about the topic, what they want to know, and
where to find the information. Then they write a plan for documenting the explanation.
Celebrate Literacy Learning
Encourage students to share and celebrate their learning each day with the
whole class. They could
– share their illustrations;
– share their work on Snappy Slide Show;
– share their compound words.
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Shared Learning
Read Making the Leaves Talk
read a narrative text
• Recall the first two chapters of Making the Leaves Talk. Have several students summarize the important
events in these chapters.
• Read Chapters 3 and 4 together. After each chapter, ask students to discuss what is happening
to Sequoya’s family because of his commitment to creating a written language.
– What do the women do?
– What do the men do?
– Why do they react in this way?
• Remind students that narrative texts contain a problem and a solution. Ask them to identify the problem
in the story. (Sequoya wants to create a language, but others disapprove.)
• Recall that Chapter 4 concludes with Chief Path Killer saying that the talking leaves are a trick. Invite
students to predict what might happen next.
– What did the chief say? Why did he think that?
– What might happen next?
• Make the meaning of words clear for students. Involve them in the process of “making sense” of the text.
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Class or Group
Comprehension Discuss Story Structure
recognize story structure in narrative text
TEACH
• Explain to students that, in fiction, stories contain rising action. The reader gets to know the characters,
recognizes the problem, and observes what happens as characters try to solve it. Events continue to rise
until they reach a climax—the most important or exciting part of the story. Then the action falls, as the
story winds down.
• Review with students the series of events in the story and how the events build.
• Turn to page 15 and ask students to read it with you. Ask
– Does this take place at the beginning, middle, or end of the story?
– What does Ahyoka want to do?
– How do you think that will affect what happens later in the story?
– In plot structure, is this part of the rising action, the climax, or the falling action? (rising action)
• Tell students that, as they continue to read to the end of the story, they should be on the lookout for
the climax and the falling action.
Group Work
Research the Cherokee
consult print/electronic sources to find information
• Students continue to gather and record information about the Cherokee.
• Assist students to organize the information they find about the Cherokee people.
They answer questions such as:
– Where did the Cherokee mostly live?
– Why do you think Cherokee have a different alphabet?
– How do you say the word “Cherokee” in the Cherokee language?
• They find one story, tale, or poem about the Cherokee and prepare it for reading, or telling it to
the class.
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Independent and Small Group
Independent and Small Group Tasks
Students take home Making the Leaves
Talk or Tididi to finish the text and share
it with their family or caregivers.
Read Independently
Explore Story Structure
engage in independent reading
conduct a conversation on a topic
Students reread Making the Leaves Talk or
Tididi. They continue to read subsequent
chapters. Students can also browse
through books in the Book Corner. Include
books about Native American cultures.
Students talk to a partner about the
story structure of Making the Leaves
Talk, identifying the rising and falling
action. They can also identify the rising
and falling action in other texts.
Make Picture/Word Cards
Write About an Achievement
represent known phonemes/
sounds
create documents/projects
Students help Ahyoka learn more about
the sounds of the English language by
creating picture/word cards to teach
target sounds (e.g. c sound in corn;
c sound in mice).
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Students use a word-processing
program to write about something
they have learned to do and add a
graphic to their completed work.
They print the finished product.
Class or Group
Writing Workshop Write a First Draft
use reference material
TEACH
• Students reread an explanatory text from Day 1. They review the features of explanatory
texts and discuss the significance of the role play.
– How did it help you learn about explanations?
• Students use their charts about explanatory text to guide them in finding reference material
to help explain the answer to their question.
• Provide time for students to read the information.
Celebrate Literacy Learning
Students could
– share and display their picture/word cards;
– share their writing and graphic;
– share what they discovered about rising and falling action in other texts;
– share their feelings about the story so far.
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Shared Learning
Read Making the Leaves Talk
read a narrative text
• Recall the first four chapters of Making the Leaves Talk. Have students write about the
important events in Chapters 3 and 4. Ask several students to summarize these events.
• Read Chapters 5 and 6 together. After each chapter ask students to discuss the ways in which
Ahyoka helped her father succeed in presenting his case before the chiefs.
– What did Ahyoka suggest?
• Ask students to share their opinions of Ahyoka’s actions, Sequoya’s commitment to his cause, and the
chiefs’ change of viewpoint.
– What can you say about Ahyoka’s character?
– What changed the chiefs’ minds?
– Do you think Sequoya would ever have given up?
• Have students identify the climax (Ahyoka’s reading to the chiefs) and the falling action (the chiefs
making plans for a Cherokee newspaper and Cherokee Constitution) in the story.
• Type the word fire into the search field on the CD-ROM and discuss with students the multiple
meanings of the word fire (page 40). Check to see which meaning makes sense in the context.
– Does it mean a flame, to shoot a gun, or to dismiss someone?
• Look for words with suffixes to add to the chart created in the genre lesson.
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Class or Group
Vocabulary Look at Prefix unuse prefixes
TEACH
• Write the following sentences on the board:
– Mama followed them, looking unhappy.
– Ahyoka stood uncomfortably in the large council house, listening to the chiefs argue.
Read them aloud for students and ask them to chorally read them with you. Ask
– What is a prefix that’s the same in two of these words? (un-)
• Tell students that prefixes are word parts that are added to the beginning of words to change their
meanings.
– What words has un- been added to? (happy, comfortably)
• Explain that the prefix un- means the opposite of or not. Ask students to use the meaning of the
prefix to figure out the meanings of the words.
– What does unhappy mean?
– What does uncomfortably mean?
Group Work
Record Findings
record information in charts and diagrams
• When groups have completed their research, invite them to share what they have learned, as you
record their findings on a KWL chart.
• Then invite students to share opinions about the various web pages they visited.
– Were they helpful? Why or why not?
– Were they easy or hard to navigate? Why?
– How did the images you located help you learn about the Cherokee?
• Students could select images from a website and print them out, copy them into a word-processing
application, or save them for the slide show presentation.
• Students continue their search for a story, tale or poem.
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Independent and Small Group
Independent and Small Group Tasks
Look at unuse prefixes
Students work with partners to list
other words with the prefix un-. They
could look through other texts to find
words with the prefix un– and write
sentences using the words they find.
Make a Character Web
use graphic organizers to
communicate information: webs
Students create a web that describes a
character from Making the Leaves Talk
or Tididi.
Read a Seen Text
Read Independently
engage in independent reading
Students reread Making the Leaves Talk or
Tididi. They continue to read subsequent
chapters. Students can also browse
through books in the Book Corner.
Include books about Native American
cultures.
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reread for fluency
Students work on their own using the
CD-ROM task Read and Record to see
how fluently they can read a passage
from the text Making the Leaves
Talk. When they are happy with their
reading, they write down the number
of words per minute to place in their
work portfolio.
Class or Group
Writing Workshop Revise to Verify Information
check facts in reference sources
TEACH
• Have students check any facts in their explanatory text that they aren’t sure of. They check they have a
logical sequence in their explanatory text, and have used cause-and-effect sentences. They finish adding
diagrams, illustrations, and charts to improve their explanation.
• Have students work with a partner to check each other’s explanation for the above points. They make
suggestions for improvements which their partner can include if they wish.
APPLY
Students could
– read their explanation to a partner and have the partner visualize what is happening. Together they
discuss any missing or confusing steps;
– revise their explanation based on their partner’s feedback and discussion.
Celebrate Literacy Learning
Students could
– share their character webs;
– tell about using Read and Record;
– share their list of un- words;
– share a part of the CD-ROM that they particularly like;
– share how they set personal goals and how they achieve them.
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Shared Learning
Read Making the Leaves Talk
read a narrative text
• Recall the story and retell the main events together. Read the author’s note and the pages
about the Cherokee syllabary together.
• Lead a discussion about the text using questions such as the following:
– What is a silversmith?
– Why was the writing called Talking Leaves?
– Are you surprised that Sequoya and Ahyoka were real people? Why or why not?
– What can you say about Sequoya’s character?
– How long did it take to complete the Cherokee language?
– What does the author of the text want us to know?
– What sort of genre does this text belong to?
– Is there anything you needed to know to help you understand the text?
• Students could practice saying the Cherokee words for hello and thank you and try writing another word
using the Cherokee syllabary.
– Was there anything else you wanted to know that the author did not include?
• Talk about students’ ideas on this.
– What was missing? (Or was everything needed included?)
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Class or Group
Fluency Practice Reading With Appropriate Tone
choral-read in a whole group
TEACH
• Look at page 37 of Making the Leaves Talk and ask students to identify the three speakers of
the dialogue (Chief Path Killer, Chief John Jolly, Ahyoka). Explain that, in this passage, Ahyoka is trying to
stand her ground and read the message to the chiefs.
– What would Ahyoka do with her voice to show respect for the chiefs, while at the same time
standing her ground?
– What words or phrases would she emphasize?
– How would Chief Path Killer show his doubt and suspicion?
• Practice reading the dialogue aloud. Model varying your rate, pitch, and volume to convey emphasis and
meaning.
– Which words did I emphasize?
– How did I read the sentences that get cut off?
– When did I speak more loudly or with a different rate or pitch?
• Have students chorally read the page with you. Remind them to vary their voices to reflect the questions
and statements the characters use.
Group Work
Prepare a Presentation
record information in presentations with visual aids
• Students prepare to present their findings about the Cherokee. They could use the Snappy Slide
Show to organize their research results. They recount the investigation process used and explain
what was learned.
• They polish the telling of their story, tale, or poem.
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Independent and Small Group
Independent and Small Group Tasks
Students look at a map of the United States
of America with family or caregivers and
find where the Cherokee nation is based.
(Oklahoma and North Carolina)
Consider Title Meaning
identify meanings for multiplemeaning words
Students write about the meaning of
the word leaves, considering more than
one meaning of the word. They create
illustrations to depict each meaning of
the word. They can do the same for
other multiple-meaning words, e.g. ear,
draw, bark.
Practice Choral Reading
choral-read a text
In small groups, students practice
chorally reading one chapter of the text
using the correct intonation.
Read Independently
engage in independent reading
Students reread Making the Leaves Talk or
Tididi. They continue to read subsequent
chapters. Students can also browse
through books in the Book Corner. Include
books about Native American cultures.
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Email a Classmate
compose and respond to email
Students email a classmate to tell him
or her about a real-world person they
would like to learn more about.
Class or Group
Writing Workshop Edit for Cause-and-Effect Words
proofread for grammar
TEACH
• Explain to students that special words called conjunctions are used to join parts of sentences to show
cause and effect.
• Write the following sentence on the board and ask students to provide the missing word:
I missed the ball _____ the sun was in my eyes.
• Change the sentence organization then discuss the missing word again:
The sun was in my eyes _____ I missed the ball.
• Discuss the relationship between the two sentences and the purpose of the conjunction. Ask students to
give other examples of because sentences and turn them around to see if the word so could be used.
• Give the following sentences and discuss the missing word (until).
I will do chores _____ I can pay for the window.
• Have students give other examples of until sentences. Write because, so, and until on word cards and post
them so students can refer to them when writing their explanations.
• Post word cards with conjunctions that can help join ideas when adding information (and, but, or) or that
show sequence (after, since, as). Ask students to write a cloze sentence, leaving out the conjunction. They
trade sentences with a partner and try to fill in the missing conjunction.
APPLY
Students could
– read their partner’s writing to find conjunctions;
– suggest where conjunctions could be used to help make the explanation easier to follow;
– revise their writing to include conjunctions.
Celebrate Literacy Learning
Students could
– read aloud their emails;
– chorally read a passage with a partner;
– share their illustrations of the title’s meaning;
– share a piece of their own writing using the Author’s Chair model.
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Shared
Class orLearning
Group
Visual Literacy Paint or Sketch a Scene
express information through art: create dioramas
TEACH
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• Review with students the types of information they discovered about the Cherokee through visiting
websites. Ask
– What did you learn about where the Cherokee lived and what their homes were like?
– What did you learn about their way of life?
– Did you find information about the clothing they wore or the foods they ate?
• Invite students to create an illustration, or sketch (see the artwork in “The Song of Hiawatha”) to
share their findings. Challenge them to depict a scene that will show specific details about
the Cherokee.
– How can you let a viewer know that your scene takes place in the past?
– Will you include any labels or captions? What will they say?
– How can you arrange them?
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Oral Language Create Puppet Plays
work with others cooperatively to complete a group task
TEACH
• Allow students to work in their research groups to create a brief puppet play that dramatizes the life of
the Cherokee. Remind them that the author of Making the Leaves Talk blended real-world people and
events with fiction; encourage them to do the same in their plays.
• Discuss with students the ways that they might choose events to dramatize.
– What characters can you include in your plays?
– What will they be involved in?
– What scenery will you use to show where the Cherokee lived?
– How can you make puppets that show what the characters are like?
– How can you use your voice to bring the puppets to life for the audience?
– You might choose to create a narrator puppet. What could it look and sound like?
• Students work together cooperatively in groups to create puppets and rehearse their plays.
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Independent and Small Group
Independent and Small Group Tasks
Present Puppet Plays
work with others cooperatively to
complete a group task
Students hold a Day of Drama in which
groups share their performances. They may
choose to invite other classes to attend the
performances.
Present Sketches or Illustrations
create dioramas
Students share their sketches or illustrations
with the class and discuss the scenes
depicted. They arrange them to create a
Cherokee exhibit.
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Listen to individual students read aloud a text
of their choice. Observe
– how they read new or unknown words;
– how well they self-correct;
– if they reread, or read on, using context;
– how fluently they read.
• Ask questions about the meaning of words
and the passages read.
• Ask questions to find out what the students
want to learn more about in reading.
Discuss individual learning goals.
• Begin to collect items for a digital portfolio.
Video, emails, internet research, and digital
photographs can form a portfolio that is
a record of progress and provides new
information for parents.
Present a Slide Show
explain what was learned
• Students present a slide show of their
research on the Cherokee. They recount
the investigation process used and
explain what was learned.
• They read or tell their tale, story, or
poem.
Class or Group
Writing Include Visuals in the Writing
illustrate or add visuals to a finished piece of work
TEACH
• Have students read their explanation to a partner. Explain that the partner’s job is to listen carefully to
the explanation and to try and visualize what is happening. Afterwards, they discuss any parts of the
explanation that are a little more difficult to understand. Have students mark these parts with a symbol or
a sticky note.
• Discuss the role of visuals in explanatory text.
– How could you make certain parts of your explanation easier for the reader to understand?
– Could a visual help?
– What types of visuals could you use?
• Look through other explanatory texts to find visuals and list the different types on the board (e.g.
diagrams, charts, illustrations, photographs).
• Have students review the marked places in their explanation and
note the type of visual that might help the reader.
APPLY
Students could
– write or type a final copy of their explanations;
– add appropriate visuals to their finished work;
– display their explanations in the classroom.
Review and Reflect on Literacy Learning
• Ask students how the author used real people and events to tell the story.
• Ask students to discuss how they might use the author’s technique to create their own stories that
include people and events from real life.
• Invite students to discuss other works of fiction they have read that also included people
from real life.
• Ask students to explain how to visualize.
• Invite students to self-select a text to read aloud dramatically.
• Encourage students to share a new learning discovery.
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