Primary Source Fluency Activities: Expanding & Preserving the UnionFeaturing letters, speeches, songs and poems including Waiting for the Pony Express and Grant's Memoirs, this book provides primary sources and activities to help teach important fluency strategies. While discovering historical people and events during the period of America's expansion, students make content-area connections, develop fluent and meaningful oral reading, and develop vocabulary and word decoding skills. Included with each text is a history connection, a vocabulary connection, and extension ideas. 192pp. |
From inside the book
Results 1-5 of 35
Page 9
... ideas. If the idea suggested for a certain piece will not work for your classroom situation, flip through the book and look for other suggestions that might be suitable. The key is that you have the students practice reading the pieces ...
... ideas. If the idea suggested for a certain piece will not work for your classroom situation, flip through the book and look for other suggestions that might be suitable. The key is that you have the students practice reading the pieces ...
Page 11
... ideas are given for each lesson. 0 Tell students that there are many versions to this sort . are students look at the earliest ' ol the song on the activity “Dixie” by Do men (page 84). Then. have them ' T h ' d l I f h l I ' d “rottw ...
... ideas are given for each lesson. 0 Tell students that there are many versions to this sort . are students look at the earliest ' ol the song on the activity “Dixie” by Do men (page 84). Then. have them ' T h ' d l I f h l I ' d “rottw ...
Page 16
... Idea. ' Have students interview people in their neighborhoods and in the school to gather public sentiment about which song makes a better national anthem: “America the Beautiful” or “The Star Spangled Banner.” They should have copies of ...
... Idea. ' Have students interview people in their neighborhoods and in the school to gather public sentiment about which song makes a better national anthem: “America the Beautiful” or “The Star Spangled Banner.” They should have copies of ...
Page 20
... Ideas ' Samuel Francis Smith wrote an additional verse that referred to Great Britain. He later took out the verse. Have students conduct research to find that missing verse and then analyze why Smith decided to take it out of the song ...
... Ideas ' Samuel Francis Smith wrote an additional verse that referred to Great Britain. He later took out the verse. Have students conduct research to find that missing verse and then analyze why Smith decided to take it out of the song ...
Page 24
... Ideas. ' Have students practice singing all the verses of “The Star Spangled Banner.” If time allows, arrange for students to visit other classes and teach the other stanzas of the song. J. ' Encourage students to analyze the other ...
... Ideas. ' Have students practice singing all the verses of “The Star Spangled Banner.” If time allows, arrange for students to visit other classes and teach the other stanzas of the song. J. ' Encourage students to analyze the other ...
Contents
5 | |
9 | |
13 | |
23 | |
32 | |
Slavery in America | 45 |
Civil War Is Coming | 72 |
Civil War Leaders | 85 |
Battles of the Civil | 95 |
James Madison | 115 |
Laura Ingalls Wilder | 126 |
Harriet Tubman | 134 |
Abraham Lincoln | 155 |
Robert E | 169 |
Ulysses S Grant | 180 |
Other editions - View all
Primary Source Fluency Activities: Expanding & Preserving the Union ... Wendy Conklin Limited preview - 2005 |
Primary Source Fluency Activities: Expanding & Preserving the Union Wendy Conklin Limited preview - 2005 |
Primary Source Fluency Activities: Expanding & Preserving the Union Wendy Conklin Limited preview - 2005 |
Common terms and phrases
activity Allow aloud America arms army audience battle beautiful beginning Betsy Captain changes Chief Choral Reading comes copy dead difficult Discuss Distribute Divide Dixie echos Explain expression feel fight flag Fluency fluency activity Fluency Suggestions four freedom give Glory hands hear heart help students analyze historical context History History Connection Hurrah Idea identifying Indians Introduce John land lines live look marching through Georgia means modeling Moses Name never Objective overhead pairs passage peace perform Pike poem practice Preparation present read the piece reader’s theater Repeat Chorus Response Singing Sitting slaves soldiers song speech stand starting this fluency students read Suggestions and Activities Sweet teachers Tell thee tone transparency understanding verse vocabulary Voice want to complete write