LESSON 21 TEACHER’S GUIDE
Ned Rides for the Pony Express
by Ian Ward
Fountas-Pinnell Level T
Historical Fiction
Selection Summary
Ned is tired of panning for gold, and he misses being around horses.
When Ned convinces his uncle to let him apply as a rider on the Pony
Express, he gets the chance to prove himself a capable rider.
Number of Words: 2,910
Characteristics of the Text
Genre
Text Structure
Content
Themes and Ideas
Language and
Literary Features
Sentence Complexity
Vocabulary
Words
Illustrations
Book and Print Features
• Historical fiction
• Third-person continuous narrative, episodes described in sequence
• Gold mining in California
• Responsibilities and challenges of Pony Express riders
• If you believe you’d be good at something, don’t let others convince you otherwise.
• Work to prove that you’re worthy of a responsibility.
• Honesty and courage are important values.
• Language specific to 1800s California setting: sluice box, gold fields
• Figurative language: nuggets as big as cherries; clouds sweeping in; waving branches
• Mostly simple sentences
• Some incomplete sentences: Dig.; Shovel.; Eight years?, And food in your belly.
• Italics
• Mining words and phrases some of which might not be familiar to English language
learners, such as sluice box, prospectors, nuggets, ore.
• Terms associated with riding horses such as saddle sores, bandits, spurs.
• Multisyllable words, some of them challenging, such as undoubtedly, furiously
• Illustrations with captions reflect time period, setting
• Seventeen pages of text, with illustrations on many pages
• Map of Pony Express Route
© 2006. Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H.
Copyright © by Houghton Mifflin Harcourt Publishing Company
All rights reserved. No part of this work may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying
or recording, or by any information storage or retrieval system, without the prior written permission of the copyright owner unless such copying is expressly
permitted by federal copyright law.
Permission is hereby granted to individual teachers using the corresponding (discipline) Leveled Readers to photocopy student worksheets from this publication
in classroom quantities for instructional use and not for resale. Requests for information on other matters regarding duplication of this work should be
addressed to Houghton Mifflin Harcourt Publishing Company, Attn: Contracts, Copyrights, and Licensing, 9400 SouthPark Center Loop, Orlando, Florida 32819.
Printed in the U.S.A.
978-0-547-31020-6
1 2 3 4 5 6 7 8 9 10 0940 15 14 13 12 11 10 09
If you have received these materials as examination copies free of charge, Houghton Mifflin Harcourt Publishing Company retains title to the materials and
they may not be resold. Resale of examination copies is strictly prohibited.
Possession of this publication in print format does not entitle users to convert this publication, or any portion of it, into electronic format.
5_310206_ELL_LRTG_L21_ponyexpress.indd 1
11/4/09 10:03:39 AM
Ned Rides for the Pony Express
by Ian Ward
Build Background
Have students use their knowledge of the American West to visualize the story. Build
interest by asking a question such as the following: How do you think mail was delivered
over distances long ago? What do you know about the Pony Express? Read the title and
author and talk about the cover illustration. Tell students that this story is historical fiction,
which means that the characters and events are set in a real period of history.
Frontload Vocabulary
Some everyday words may be unfamiliar to English learners. Before reading, check
understanding of the following words: station, snowdrifts, mule, creek, pouch.
Introduce the Text
Guide 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 important labels. Here are some suggestions:
Page 2: Read the caption for the illustration. Explain that Ned is helping his uncle
search for gold. Suggested language: Ned is pouring water into a sluice box. What
might be the purpose of the sluice box?
Page 5: Explain what the Pony Express was to students who are not familiar with
the term. Read aloud the sentences in the middle paragraph with the highlighted
words: They want boys with stunted growth like me. Being small is a factor in my
favor. Ask: Why might being small be a good thing for a Pony Express rider?
Page 6: Read the caption for the illustration. Explain that it is evident that Luke,
the rider who was hurt, could not continue riding. What opportunity might this
create for Ned?
Page 9: Have students locate the word pace in the second paragraph and read the
sentence aloud. Ask: What does Ned mean when he says “at this pace”?
Now turn back to the beginning and read to find out what challenges Ned faces as
a young Pony Express rider.
Expand Your Vocabulary
evident – very easy to see or
perceive, p. 6
factor – something that brings
about a result, p. 5
mirage – an image in the distance
that appears to be real, but is
not, p. 15
is done, p. 9
salvation – something or someone
that saves or rescues p. 5
seep – pass slowly through small
openings, p. 12
shuffled – walked without lifting
your feet area, p. 10
stunted – having had its growth
stopped or slowed, p. 5
undoubtedly – not questioned,
p. 3
vain – having no chance of
success, p. 16
pace – rate at which something
Grade 5
2
Lesson 21: Ned Rides for the Pony Express
© Houghton Mifflin Harcourt Publishing Company
5_310206_ELL_LRTG_L21_ponyexpress.indd 2
7/29/09 8:58:56 AM
Read
Have students read silently while you listen to individual students read aloud. Support their
understanding of the text as needed.
Remind students to use the Visualize Strategy
characters, places, and events in their minds as they read.
and to try to picture
Discuss and Revisit the Text
Personal Response
Invite students to share their personal responses to the story.
Suggested language: What part of the story did you enjoy most? Why?
Ways of Thinking
As you discuss the text, help students understand these points:
Thinking Within the Text
Thinking Beyond the Text
Thinking About the Text
• Ned Benson loves horses and
wants to ride for the Pony
Express.
• Believing in yourself, it will help
you to succeed.
• Details help the reader picture
the characters, setting, and
events in the story.
• Ned persuades his uncle to let
him apply for the job, and when
another rider is hurt, Ned gets
his chance.
• Ned braves stormy weather and
dodges bandits to deliver the
mail on time.
• You shouldn’t let the doubts
of others get in the way of
following your dreams.
• People and animals can form a
successful team.
• The dialogue and illustration
reflect the time period of the
story.
• The author includes real details
about the Pony Express to make
the story more interesting and
realistic.
© 2006. Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H.
Choices for Further Support
• Fluency Invite students to choose a passage from the story for a readers’ theater in
which they demonstrate phrased fluent reading. Remind them to use punctuation,
including dashes and ellipses, to guide phrasing.
• 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. Explain to students that adverbs are words that can describe
a verb. For example, on page 5, the adverb furiously describes how Uncle Charlie dug
for gold. Have students look through the book, find other examples of adverbs that
describe verbs, and identify what verb each describes.
Grade 5
3
Lesson 21: Ned Rides for the Pony Express
© Houghton Mifflin Harcourt Publishing Company
5_310206_ELL_LRTG_L21_ponyexpress.indd 3
11/4/09 10:03:49 AM
Writing about Reading
Critical Thinking
Have students complete the Critical Thinking questions on BLM 21.10.
Responding
Have 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 Skill
Sequence of Events
Remind students that they can use signal words,
dates, and times to help them identify and follow the sequence of events. Model how to
add details to the Graphic Organizer, using a “Think Aloud” like the one below:
Think Aloud
On the top of page 15, that text reads, “By late afternoon, Ned had made
three of his five stops. He was glad to be past Folsom…the hardest and
steepest part of the trip.” At the bottom of the page, you read that “Then,
Ned saw…some movement in the trees.” Add these details to the chart.
They show the sequence in which events in the story happened.
Practice the Skill
Have students share an example of another story in which identifying the sequence of
events helped them understand the plot. Ask them to describe the events in order.
Writing Prompt: Thinking Beyond the Text
Have 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
• What is an important message in this story?
• What is the meaning of shuffled on page 10?
• Uncle Charlie gives Ned some Dr. Smith’s Miracle Saddle Sore Cream to show that
________________________________________________________________.
Grade 5
4
Lesson 21: Ned Rides for the Pony Express
© Houghton Mifflin Harcourt Publishing Company
5_310206_ELL_LRTG_L21_ponyexpress.indd 4
11/4/09 10:03:59 AM
English Language Development
Reading Support Give English learners a “preview” of the test by holding a brief
small-group discussion with them before reading the text with the entire group.
Vocabulary Students are likely to be unfamiliar with the word bandit. Explain that a
bandit is a person who steals from other people, usually at gunpoint. Discuss other words
for bandit, such as outlaw, crook, robber, and thief.
Oral Language Development
Check student comprehension, using a dialogue that best matches your students’
English proficiency. Speaker 1 is the teacher, Speaker 2 is the student.
Beginning/Early Intermediate
Intermediate
Early Advanced/ Advanced
Speaker 1: Who is the story about?
Speaker 1: Why does Ned get the
chance to a Pony Express rider?
Speaker 1: Why does Ned want to
see Uncle Charlie at the end of
the story?
Speaker 2: Ned Benson
Speaker 1: What type of animal does
Ned especially like?
Speaker 2: horses
Speaker 1: What do Pony Express
riders carry?
Speaker 2: the mail
Speaker 2: Another rider is shot by
bandits and can’t ride.
Speaker 1: What are some challenges
Ned faces as he rides?
Speaker 2: Some challenges are stormy
weather, muddy trails, and bandits.
Speaker 2: He wants to tell him
about his adventure riding from
Placerville to Sacramento. He
wants Uncle Charlie to know that
he can do the job and that he
likes it.
Lesson 21
Name
BLACKLINE MASTER 21.10
Date
Critical Thinking
Ned Rides for the
Pony Express
Critical Thinking
Read and answer the questions. Possible responses shown.
1. Think within the text Where is Ned’s first stop on the Pony
Express journey? What are the next two places he goes after that?
His first stop is Sportsman’s Hall. Then he returns to Placerville,
where he is asked to go on to Sacramento.
2. Think within the text What supplies does Uncle Charlie give Ned
at the end of the story?
a hat and a bottle of saddle sore cream
3. Think beyond the text Why do you think Uncle Charlie does not
support Ned’s wish to be a Pony Express rider?
Uncle Charlie thinks it is better to have a job than to take a chance
on doing something that is risky but that might be more fun or
exciting.
4. Think about the text Why does the author end the story with the
scene with Uncle Charlie?
The scene shows that Uncle Charlie has changed his opinion and
is proud of Ned and wants him to continue being a Pony Express
rider.
Making Connections Ned gets his chance to ride for the Pony Express
because he’s lucky. Write about a time when you felt that luck helped you
accomplish something in your own life.
Write your answer in your Reader’s Notebook.
12
Critical Thinking
Grade 5, Unit 5: Under Western Skies
© Houghton Mifflin Harcourt Publishing Company. All rights reserved.
12_5_246253RTXEAN_L21.indd 12
Grade 5
5
11/26/09 8:22:40 AM
Lesson 21: Ned Rides for the Pony Express
© Houghton Mifflin Harcourt Publishing Company
First Pass
5_310206_ELL_LRTG_L21_ponyexpress.indd 5
1/6/10 10:28:45 PM
Name
Date
Ned Rides for the Pony Express
Thinking 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 17, the author writes that, when he left the horse that carried him
away from bandits, Ned “felt as if he were leaving a good friend.” What kind
of person is Ned? What kind of job do you think Ned might want to have if
he lived today? Explain your answer, giving examples from the story.
Grade 5
6
Lesson 21: Ned Rides for the Pony Express
© Houghton Mifflin Harcourt Publishing Company
5_310206_ELL_LRTG_L21_ponyexpress.indd 6
7/29/09 8:58:59 AM
Lesson 21
Name
BLACKLINE MASTER 21.10
Date
Critical Thinking
Ned Rides for the
Pony Express
Critical Thinking
Read and answer the questions.
1. Think within the text Where is Ned’s first stop on the Pony
Express journey? What are the next two places he goes after that?
2. Think within the text What supplies does Uncle Charlie give Ned
at the end of the story?
3. Think beyond the text Why do you think Uncle Charlie does not
support Ned’s wish to be a Pony Express rider?
4. Think about the text Why does the author end the story with the
scene with Uncle Charlie?
Making Connections Ned gets his chance to ride for the Pony Express
because he’s lucky. Write about a time when you felt that luck helped you
accomplish something in your own life.
Write your answer in your Reader’s Notebook.
Grade 5
7
Lesson 21: Ned Rides for the Pony Express
© Houghton Mifflin Harcourt Publishing Company
5_310206_ELL_LRTG_L21_ponyexpress.indd 7
1/6/10 10:29:03 PM
Student
Lesson 21
Date
BLACKLINE MASTER 21.14
Ned Rides for the Pony Express
Ned Rides for the Pony
Express
Running Record Form
LEVEL T
page
3
Selection Text
Errors
Self-Corrections
Accuracy Rate
Total SelfCorrections
Ned didn’t hate to work. He just didn’t like standing in water all
day long. He didn’t like pouring water through a sluice box for
hours. That’s what prospectors like Uncle Charlie did. The
work seemed endless and boring. Dig. Shovel. Wash the ore
with water to get rid of the lighter stuff. Look at the bottom of
the box for gold. Then do it all over again.
Most of the time, there was no gold. Every so often, there was
something shiny. That’s when Uncle Charlie would do a little
dance. “Gold!” he would yell. Looking for gold was his whole
life.
Comments:
(# words read
correctly/103 ×
100)
%
Read word correctly
Code
✓
cat
Repeated word,
sentence, or phrase
®
Omission
—
cat
cat
Grade 5
Behavior
Error
0
0
Substitution
Code
cut
cat
1
Self-corrects
cut sc
cat
0
Insertion
the
1
cat
Error
1414416
Behavior
ˆ
Word told
1
8
T
cat
1
Lesson 21: Ned Rides for the Pony Express
© Houghton Mifflin Harcourt Publishing Company
5_310206_ELL_LRTG_L21_ponyexpress.indd 8
7/29/09 8:59:00 AM