California native americans

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Project GLAD

Hemet Unified School District


(Level 4)


  1. UNIT THEME: Native Americans of California had a diversity of culture based on: region and natural resources. This in turn affected the social, political, and economic lives they led.


    • observation charts

    • inquiry charts

    • Big Books

    • Poetry chants

    • Awards

    • Research center


    • assessment of learning logs

    • process charts

    • conference – portfolios

    • Expository writing – compare/contrast with a teacher made rubric

    • Teacher/student made quizzes


The diverse lives of the early Californian Native Americans were shaped by their location and natural resources that were available.



    1. Word Analysis, Fluency and Systematic Vocabulary Development

Word Recognition

Page 2

    1. Read narrative and expository text aloud with grade-appropriate fluency and accuracy and with appropriate spacing, intonation, and expression.

Vocabulary and Concept Development

    1. Apply knowledge of word origins, derivations, synonyms, antonyms, and idioms to determine the meaning of words and phrases.

    2. Use knowledge of root words to determine the meaning of unknown words within a passage.

    3. Know common roots and affixes derived from Greek and Latin and use this knowledge to analyze the meaning of complex words.

  1. Students read and understand grade-level

Appropriate material. They draw upon a variety of comprehension strategies as needed. Structural Features of Informational Materials

2.1 Identify structural patterns found in informational


Comprehension and Analysis of Grade-Level

Appropriate Text

2.2 Use appropriate strategies when reading for

different purposes

2.3 Make and confirm predictions about text itself

by using prior knowledge and ideas presented in the

text itself, including illustrations, titles, topic

sentences, important words, and foreshadowing clues.

2.4 Evaluate new information and hypotheses by testing

them against known information and ideas.

2.5 Compare and contrast information on the same topic

after reading several passages or articles.

3.0 Literary Responses and Analysis:

Narrative Analysis of Grade-level Appropriate


3.2 Identify the main events of the plot, their causes,

and the influence of each event on future actions.


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3.3 Use knowledge of the situation and setting and of a

character’s traits and motivations to determine the

causes for the character’s actions.

3.5 Define figurative language and identify its use in

literary works.


1.0 Writing Strategies

Organization and Focus

1.2 Create multiple-paragraph compositions

1.3 Use traditional structures for conveying information

Research and Technology

1.5 Quote or paraphrase information sources, citing

them appropriately.

1.6 Locate information in reference texts by using

organizational features

1.7 Use various reference materials as an aid to writing.

1.8 Understand the organization of almanacs, newspaper,

and periodicals and how to use those printed


Evaluation and Revision

1.10 Edit and revise selected drafts to improve

coherence and progression by adding, deleting,

consolidating, and rearranging text.

2.0 Writing Applications (Genres and Their


2.1 Write narratives.

2.3 Write information reports

2.4 Write summaries that contain the main ideas of

the reading selection and the most significant



Page 4
Written and Oral English Language Conventions:

1.0 Written and Oral English Language Conventions

Sentence Structure

1.1 Use simple and compound sentences in writing and


1.2 Combine short, related sentences with appositives,

participial phrases, adjectives, adverbs, and

prepositional phrases.


1.3 Identify and use regular and irregular verbs,

adverbs, prepositions, and coordinating

conjunctions in writing and speaking.


1.4 Use of parentheses, commas in direct quotations, and

and apostrophes in the possessive case of nouns and

in contractions.

1.5 Use underlining, quotation marks, or italics to

identify titles of documents.


1.6 Capitalize names of magazines, newspapers, works

of art, musical compositions, organizations, and

the first word in quotations when appropriate.


1.7 Spell correctly roots, inflections, suffixes and

prefixes, and syllable constructions.
Listening and Speaking:

1.0 Listening and Speaking Strategies


1.1 Ask thoughtful questions and respond to relevant

questions with appropriate elaboration in oral setting.

1.2 Summarize major ideas and supporting evidence

presented in spoken messages and formal


1.3 Identify how language usage reflect regions

and culture.


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1.4 Give precise directions and instructions.

Organization and Delivery of Oral Communication

1.6 Use traditional structures to convey information.

1.7 Emphasize points in a way that help the listener

or viewer to follow important ideas and concepts.

1.8 Use details, examples, anecdotes, or experiences

to explain or clarify information.

1,9 Use volume, pitch, phrasing, pace, modulation, and

gestures appropriately to enhance meaning.

2.0 Speaking Applications (Genres and their


2.1 Make narrative presentations.

2.2 Make informational presentations.

2.4 Recite brief poems, soliloquies, or dramatic dialogues

using clear diction, tempo, volume, and phrasing.
Listening and Speaking (Grades 3-5 ELD California Standards)


B: Speak with few words/sentences

Answer simple questions with one/two word


Retell familiar stories/participates in short

conversations/using gestures

EI: Ask/answer questions using phrases

simple sentences

Restates/execute multi step oral


I: Ask/answer questions using support


Identify key details from stories and


EA: Identify main points/support details

from content areas

A: Identify main points/support details

from stories and subject areas

Respond to and use idiomatic expressions



Page 6
Comprehension, Organization, and Delivery of Oral


B: Uses common social greetings

EI: Identify main points of simple conversation/

stories (read aloud)

Communicates basic needs

Recites rhymes/songs/simple stories

I: Speak with Standard English grammatical


Participates in social conversations by asking

answering questions

Retells stories/share school activities using

vocabulary, descriptive words/paraphrasing

EA: Retells stories including characters, setting,

plot, summary, analysis

Use Standard English grammatical forms


Initiate social conversations by asking and

answering, questions/restates and soliciting


Appropriate speaking based on purpose,

audience, subject matter

Ask/answer instructional questions

Use figurative language and idiomatic


A: Question/restate/paraphrase in social


Speak/write based on purpose, audience, and

subject matter

Identify main idea, point of view, and fact

fiction in broadcast and print media

Use Standard English grammatical forms



Page 7
Reading – Word Analysis

Concepts about Print, Phonemic Awareness,

Decoding, and Word Recognition

B: Recognize familiar phonemes

Recognize sound/symbol relationship

in own writing

EI: Read orally recognizing/producing phonemes

not in primary language

Recognize morphemes in phrases/simple


I: Read aloud with correct pronunciation of

most phonemes

Use common morphemes in oral and

Silent reading

EA: Use knowledge of morphemes to derive

meaning from literature/texts in

content areas

A: Use root and affixes to derive meaning

Reading – Fluency and Systematic Vocabulary


Vocabulary and Concept Development

B: Read aloud simple words in stories/games

Respond to social and academic

interactions (simple questions/answers)

Demonstrate comprehension of simple

vocabulary with action

Retell simple stories with drawings,

words, phrases

Uses phrases/single word to communicate

basic needs

EI: Use content vocabulary in discussion/reading

Read simple vocabulary, phrases, and

sentences independently

Uses morphemes, phonics, syntax, to decode

and comprehend words

Recognize and correct grammar, usage, word

choice in speaking or reading aloud


Page 8
Read own narrative and expository text

aloud with pacing, intonation, expression

I: Create dictionary of frequently used words

Decode/comprehend meaning of unfamiliar

words in texts

Recognize and correct grammar, usage, word

choice in speaking or reading aloud

Read grade level narrative/expository text

aloud with pacing, intonation, expression

Use content vocabulary in discussions/


Recognize common roots and affixes

EA: Uses morphemes, phonics, syntax, to decode

and comprehend words

Recognize multiple meaning words in content

literature and texts

Use common roots and affixes

Use standard dictionary to find meaning

Recognize analogies and metaphors in

content literature and texts

Use skills/knowledge to achieve independent


Use idioms in discussion and reading

Read complex narrative and expository

texts aloud with pacing, intonation,


A: Apply common roots and affixes knowledge

to vocabulary

Recognize multiple meaning words

Apply academic and social vocabulary

to achieve independent reading

Use idioms analogies, and metaphors in

discussion and reading

Use standard dictionary to find meaning

Read complex narrative and expository

texts aloud with pacing, intonation,



Page 9

Reading Comprehension

B: Answer fact questions using one/two word


Connect simple text read aloud to personal


Understand and follow one-step directions

Sequence events from stories read aloud

using key words/phrases

Identify main idea using key words/phrases

Identify text features: title/table of

content/chapter heading

EI: Use simple sentences to give details from

simple stories

Connect text to personal experience

Follow simple two-step directions

Identify sequence of text using simple


Read and identify main ideas to draw


Identify text features: title/table of

content/chapter heading

Identify fact/opinion in grade level text

read aloud to students

I: Orally respond to comprehension questions

about written text

Read text features: titles, table of content,

headings, diagrams, charts, glossaries,


Identify main idea to make predictions and

support details

Orally describe connections between text

and personal experiences

Follow multi-step directions for classroom


Identify examples of fact/opinion and

cause/effect in literature/content texts


Page 10

EA: Give main idea with supporting detail from

grade level text

Generate and respond to text-related

comprehension questions

Describe relationship between text and

personal experience

Identify function of text features: format


Draw conclusions and make inferences

using text resources

Find examples of fact, opinion, inference,

and cause/effect in text

Identify organizational patterns in text:

sequence, chronology

A: Make inferences/generalizations, draw

Conculsions from grade level text resources

Describe main ideas with support detail

From text

Identify patterns in text: compare/contrast


Writing Strategies and Applications

Penmanship, Organization, and Focus

B: Write alphabet

Label key parts of common objects

Create simple sentences/phrases

Write brief narratives/stories using

Few standard grammatical forms

EI: Write narratives that include setting

and character

Respond to literature using simple

sentences, drawings, lists, charts

Write paragraphs of at least four


Write words/simple sentences in content


Write friendly letter

Produce independent writing


Page 11
I: Narrate sequence of events

Produce independent writing

Use variety of genres in writing

Create paragraph developing

central idea using grammatical


Use complex vocabulary and sentences

in all content areas

Write a letter with detailed sentences

EA: Write detailed summary of story

Arrange compositions with organizational


Independently write responses to


Use complex vocabulary and sentences

in all content areas

Write a persuasive letter with

relevant evidence

Write a multi-paragraph narrative and

expository for content areas

A: Write short narrative for all content areas

Write a persuasive composition

Write narratives that describe setting,

character, objects, events

Write a multi-paragraph narrative and

expository composition

Independently use all steps of writing


Writing Conventions

B: Begin own name and sentences with a

capital letter

EI: Begin proper nouns and sentences

with a capital letter

Use period at end of sentence/use

some commas

Edit for basic conventions


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I: Produce independent writing

Use standard word order

EA: Produce independent writing with correct

capitals, punctuation, spelling

Use standard word order

Edit for basic conventions

A: Use complete sentences and correct


Use correct parts of speech

Edit for punctuation, capitalization


Produce writing with command of

standard conventions

Reading Literary response and Analysis

Narative Analysis of Grade Level Appropriate Text

B: One/two word oral responses to factual

comprehension questions

Word/phrase oral response identifying

characters and setting

Distinguish between fiction/non-fiction

Identify fairy tales, folk tale, myth,

legend using lists, charts, tables

EI: Orally answer factual question using

simple sentences

Orally identify main event in plot

Recite simple poems

Orally describe setting of

literature piece

Orally distinguish among poetry, drama,

short story

Orally describe character of a selection

I: Paraphrase responses to text using

expanded vocabulary

Apply knowledge of language to derive

meaning from text


Page 13

EA: Describe figurative language (simile,

metaphor, personification)

Distinguish literary connotations

from culture to culture

Identify motives of characters

Describe themes stated directly

Identify speaker/narrator in text

Identify main problem of plot and how

it is resolved

Recognize first and third person in

literary text

A: Describe characteristics of poetry,

drama, fiction/non-fiction

Evaluate author’s use of techniques to

influence the reader

Describe directly stated and implied


Compare/contrast motives of characters

in work of fiction.


    1. Students demonstrate an understanding of the physical and human geographic features that define places and regions in California.

3. Identify the state capital and describe the various regions of California, including how their characteristics and physical environments (e.g. water, landforms, vegetation, climate) affect human activity.
5. Use maps, charts, and pictures to describe how communities in California vary in land use, vegetation, wildlife, climate, population density, architecture, services, and transportation.


Page 14

    1. Students describe the social, political, cultural, and

economic life and interactions among people of California

from the pre-Columbian societies to the Spanish mission

and Mexican rancho periods.

  1. Discuss the major nations of California Indians,

Including their geographic distribution, economic activities, legends, and religious beliefs: and describe how they depended on, adapted to, and modified the physical environment by cultivation of land and the use of sea resources.
Investigation and Experimentation

Scientific progress is made by asking meaningful questions and

conducting careful investigations. As a basis for understanding

this concept, and to address the content the other three

strands, students should develop their own questions and

perform investigations. Students will:

  1. Formulate and justify predictions based on cause-and-effect relationships


head dress pottery celebrations acorn

games trade dance trap

traditions rock painting net dye

hunting gathering tomol tools

deer skin salmon harvest tule

settlements religion basket Pomo

reservations shaman irrigation region

sweat house tattoo shelter

loyalty ceremonies cultures

asphalt ominous ancestors

artifacts archaeology resources

diversity loin cloth elevation

granaries physician Chumash

Cahuilla Yokutes Shasta


Page 15

* National Geographic

* May 2004, “Great Plains”

* September 2004, “American Indians”

* June 1994, “Pow Wow”

* July 1990, “Salmon”

* Open Court Reading, 2002

* Adventures in Time and Place, McGraw-Hill, 2000


* Girl Who Loved Wild Horses, Paul Goble

* Rainbow Bridge, Audrey Wood and Robert Florczak

* The Sugar Bear Story, Ernestine Ygnacio-Desoto/Mary Yee

* The Legend of the Indian Paintbrush, Tomie dePaola

* The Legend of the Bluebonnet, Tomie dePaola

* The Rough Face Girl, Rafe Martin


* The Chumash (New True Book), Jill Duvall

* California Indian Fact Cards, Toucan Valley Publication, 1996

* Tribes of Native America – Chumash, Marla Felkins Ryan

* Indians (New True Book), Children’s Press, 1982


* Google advanced search

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