Celebration

elebration Press Reading DRA2 Level 40

DRA2 Level 40 • African American Cowboys: True Heroes

of the Old West • Determine Main Idea and Details
Name Date Guided Reading Level P
Genre: Nonfiction—Expository
Reading Skill: Determine Main Idea and Details
Write the main idea of the chapter and the supporting details.

Options for Further Instruction Word Study Mini-lesson Chapter Title:

African American Cowboys:
Borrowed Words Main Idea
Digging Deeper • Explain that the English language contains
many borrowed words. Borrowed words
True Heroes of the Old West
Literary Device: Author’s Viewpoint are words from other languages, such as
By Jeffrey B. Fuerst
Explain that the author’s viewpoint is what the French, German, and Spanish. Point out
author thinks of the subject he or she is writing that this book includes two words that are This book celebrates the cowboys that didn’t appear in
about. Explain that the author’s viewpoint borrowed from Spanish: vaqueros (p. 8) the old Western movies—African American cowboys. The
determines what information is included in a and rodeo (p. 21). Vaqueros are Mexican book profiles these heroes of the Old West and describes
piece of writing and the way it is presented. cowboys. A rodeo means “a going
Detail Detail life on the cattle trails and the development of rodeos.
Therefore, it is important for readers to try to around.” Have students use these words in
understand the author’s viewpoint in order to sentences about African American Cowboys:
judge the validity of the information and True Heroes of the Old West.
identify any possible bias. • Invite students to suggest other words they
Features of This Text
Have students think about the author’s viewpoint know that are borrowed from Spanish. Challenging Features
in African American Cowboys: True Heroes of the They will probably mention familiar food
Old West. Ask: How do you think Jeffrey B. Fuerst words, such as chili, taco, tortilla, and salsa. • Multiple nonfiction features: contents, photographs
feels about the topic? Have students answer the They may also mention coyote, sombrero, and captions, map, glossary
question and explain their reasoning. burro, fiesta, armadillo, siesta, mesa, and
• Specialized vocabulary that often is not defined in
pueblo. Challenge students to use these
context
words in sentences that reveal what they
mean. Then have listeners use the sentence
context to tell what the word means.

Writing Detail Detail

Write a Persuasive Paragraph

Make the point that, although Jeffrey B. Fuerst
Focus for Instruction
never says it in so many words, it can certainly
Support
be inferred that he thinks that movies and The topic of this book may be challenging to Reading Skill: Determine Main Idea and Use this book to inform instruction
books about the Old West should include some or all of the students because it is both Details in the following areas:
African American cowboys. Ask students to unfamiliar and historical. Explain that many Word Study Mini-lesson: Borrowed Words • Model and support how to distinguish
adopt that position and write a persuasive shows about the Old West appeared on between more important and less
paragraph to convince others to agree with television in the 1950s and 1960s. There were Vocabulary important ideas and facts
their way of thinking. Students should support also many movies called Westerns about blazed (p. 11) feats (p. 24) • Teach student how to use and construct
their position with facts from the book. Remind cowboys and life in the Old West. Point out consequences (p. 17) frontier (p. 9) graphic organizers to keep track of key
students that a persuasive paragraph should some of the words in the book that relate to contributions (p. 3) heroic (p. 23) ideas and facts
present details that support a main idea. Share the Old West and what they mean. For development (p. 3) pioneering (p. 11)
an example of a supportive detail, such as one example, a deputy marshal (p. 4) was like a Shared Reading Connections:
equality (p. 19) prejudices (p. 19)
out of six cowboys was African American. police officer; an outlaw (p. 4) was a criminal; • Unit 5, Week 1 (pp. 212–221)
exaggerated (p. 24) roamed (p. 8)
Additionally, share an example that is not a and a train depot (p. 22) was a train station.
expansion (p. 7) territories (p. 4) • Unit 6, Week 2 (pp. 278–287)
supportive detail, such as cowboys ate bacon Have students practice pronouncing the words Celebration Press Reading: Good Habits, Great Readers™ ISBN: 1-4284-0306-X
Copyright © 2007 by Pearson Education, Inc., publishing as Celebration Press, an imprint of Pearson Learning Group,
for breakfast. and giving their meanings. 299 Jefferson Road, Parsippany, NJ 07054. All rights reserved. No part of this book may be reproduced or transmitted in any
Additional Activities
form or by any means, electronic or mechanical, including photocopying, recording, or by any information storage and
retrieval system, without permission in writing from the publisher, except for the Back Cover Reproducible, which may be
1-800-321-3106
reproduced for classroom use only. For information regarding permission(s), write to Rights and Permissions Department. www.pearsonlearning.com • Literary Device: Author’s Viewpoint
Pearson® is a registered trademark of Pearson PLC.
• Writing: Write a Persuasive Paragraph
Celebration Press® is a registered trademark of Addison-Wesley Educational Publishers, Inc.
Developmental Reading Assessment® and the DRA logo are registered trademarks and DRA™ is a trademark of Pearson
Education, Inc. Words Their Way™ is a trademark of Pearson Education, Inc.
Printed in the United States of America
1 2 3 4 5 6 7 8 9 10 10 09 08 07 06 DRA2 Level 40 • Teaching Plan 1
Guiding the Reading
South Dakota became states. At this time, these these pages, I think I’ll learn details about these learn earlier in this book about the Goodnight-Loving • Ask students to preview the next three chapters. last three chapters they read. Guide students, as
Day 1 (pp. 3–11) areas were called territories. Elicit that territories
means “parts of the United States not included in
cowboys that support the main idea of the chapter. I’ll
focus on important details that support the main idea.
Trail? (Bose Ikard helped establish the Goodnight-Loving
Trail.) Then ask students to describe what they learn by
Have them read the chapter titles, look at the
photographs, and read the captions. As they
needed, reviewing the difference between main
idea and details.
In This Section The reader learns that one out of the states.” Point out the example on page 4 of For example, let’s find out about Bose Ikard. [Read the studying the map. Guide the discussion to focus on read the chapters, have students continue to use
Colorado as a territory and explain that it became paragraph about Bose Ikard on page 4.] Now I know information such as the names and locations of trails sticky notes to mark the main idea and some Distribute the reproducible on the back cover. Have
every six cowboys in the Old West was African
a state in 1876. Ask students to use the word that Bose Ikard was an African American cowboy who and railroads and how those locations relate to the important details of each chapter. students use the reproducible to record the main
American. The section explains the rise of the cattle
territories in sentences that show its meaning. helped blaze an important cattle drive trail. As I locations of the cities in the states and territories. idea and important details in one of these chapters:
drive in relation to the end of the Civil War and
“Life on the Trail” or “Back at the Ranch.” When
describes and shows the cattle trail routes. continue reading the chapter, I’ll find other important
Recognize Author’s Purpose Recall with students Vocabulary students have finished, have partners share and
Other Words to Know details that support the main idea that African
that authors write books to inform, to persuade, to • Introduce the word exaggerated (p. 24) by compare their entries.
• contributions (p. 3): “actions that help bring a American cowboys made important contributions to
entertain, or to share feelings. Explain that an author explaining that when you exaggerate something,
Before Reading result” the development of the Old West.
may have more than one reason for writing a book. you make it seem bigger or better (or sometimes Discuss the Text
• development (p. 3): “progress” As students read, have them use sticky notes to mark Invite students to talk about why Jeffrey B. Fuerst worse) than it really is. Give an example of
Compare and Contrast Remind students that
Focus Attention • expansion (p. 7): “the process of growing larger” the main idea of each chapter and two or three wrote African American Cowboys. exaggerating by making a statement exaggerating
the facts about something in the group’s shared the trail boss and the cook earned much more
• Invite students to tell what they know about important details that support each main idea.
• frontier (p. 9): “the far edge of a country, where Ask and Answer Questions Point out money than the other cowboys. Have students
cowboys and the work they did in the Old West. experience. Then invite students to make up their
fewer people live” that African American Cowboys provides lots own examples of exaggerated statements. refer to the text on pages 13–14 to compare and
Encourage students to name any famous cowboys of ideas for topics that students might want contrast the trail boss and cook’s responsibilities
they have heard about. Then ask them to tell how
• pioneering (p. 11): “exploring new territory”
During Reading to explore on their own. For the section of the book • Write the word heroic (p. 23). Point out that the with the responsibilities of the other cowboys. Ask:
they learned about cowboys. • roamed (p. 8): “moved about; wandered” base word of heroic is hero. Ask students to tell
they have read so far, have students write a list of Why did the trail boss and cook deserve to be paid so
• Explain that a cowboy’s main responsibility was to questions related to topics they would like to learn what they think heroic means. Guide them to much more?
Prompt for understanding, as appropriate. Possible
take care of the cattle that roamed the wide-open Determine Main Idea and Details prompts include the following: more about and then tell where they might look to understand that heroic means “very brave,
courageous, or daring.” Encourage students to tell Understand Cause and Effect By the 1890s,
lands from Texas to Montana. Display a large map Explain that a book title often gives clues about the find information to answer those questions.
• Look at the subheads in red. How do they help you about deeds and actions that they consider heroic. there were no more long cattle drives. Have
of the United States and have students locate the main idea of the book. Remind students that the identify important details in this chapter? students explain the cause and effects of the end of
following states: Colorado, Montana, Kansas, main idea of a book is what the whole book is about. Assessment Checkpoint
Missouri, Nebraska, New Mexico, North Dakota, • How does the map help you understand the text? Other Words to Know long cattle drives.
The main idea of this book is that African American
What information does the map give you that the • Can the student distinguish between important • consequences (p. 17): “results of an action or
South Dakota, Oklahoma, Texas, and Wyoming. cowboys played a significant role in the development Monitor Comprehension Point out the word
text doesn’t? and unimportant information? inaction”
Explain that most cowboys lived and worked in of the Old West and so were true heroes of the Old equality in the first paragraph on page 19. Have
these places and that some of these places were West. Point out that just as a book has a main idea, • Can the student identify the main idea and some • equality (p. 19): “the same rights and students find clues in the text that can help them
not yet states when these cowboys lived. so do the individual chapters. Often the chapter title important details of a chapter? treatment for everyone” determine the meaning of this word. Students
• Have students preview the book, reading the helps the reader figure out the main idea of the After Reading • feats (p. 24): “achievements” might suggest the words equal and shared. Then
chapter titles on the contents page and looking chapter. The details that support, or tell more about, have partners use context clues to determine the
• prejudices (p. 19): “opinions formed without
through the book. Have them pay particular the main idea are found within the chapter. Model Determine Main Idea and Details meaning of the word swollen on page 16.
attention to the photographs and the map. Point
out that the events described in the book
your thinking about the main idea and details of the
first chapter:
Ask students to share the main idea and important
details that they found for each chapter. Guide them,
Day 2 (pp. 12–24)
knowing the facts”
Ask and Answer Questions Have
students write two or more questions that
happened in the late 1800s and that the as needed, to understand what both a main idea and
photographs were taken during that time, when
The title of this chapter, “Real Cowboys,” makes me
think that this chapter might tell how real cowboys are an important detail are to be sure students understand
In This Section Students explore the role African
American cowboys played in a typical cattle drive.
During Reading can be answered based on information in
this part of the book. For example: What was a
photography was still new. Discuss what students the difference. Then focus on the chapter “Up From This section also describes how cowboys spent their
different from what we think of as cowboys—the Wild West show? Have partners exchange
noticed during their preview. Slavery” for more practice identifying main idea and time when the drive was over, and examines how the Prompt for understanding, as appropriate. Possible
cowboys we know from old movies and TV shows. Let’s questions, answer them, and check to make sure
see what the first paragraph of the chapter says. [Read important details. Help students identify the main idea cowboys’ pastimes became the competition we know prompts include the following: they both agree on the answers.
Vocabulary page 3 aloud.] This page says that old movies and of the chapter. (Getting Texas cattle to market created as the rodeo. • Think about what you just read. What context clues
cowboy songs give the impression that there were no jobs for African Americans.) Then guide students to help you understand the meaning of this word?
• Talk about the word blazed (p. 11). Remind
identify a few details. (The cattle had to be herded
Assessment Checkpoint
students that the most common meaning of African American cowboys, but that is wrong because • Think about the description you read. What pictures
blazed is “burned fiercely.” Invite them to explain there were many African American cowboys. After across the prairie. Many former African American slaves
in Texas had learned ranching skills from Mexican
Before Reading came to mind as you read it?
• Can the student identify the main idea and
some important details of a chapter?
what they think “blazed a trail” means. Explain or reading this paragraph, I think this may be the main
cowboys.) Talk about how this chapter gives students • Can the student identify context clues to help
clarify, as needed, that this phrase means “started idea of the chapter: There were many African American
a better grasp of the main idea of the book.
Focus Attention
cowboys. They made important contributions to the understand the meanings of words?
a new trail.”
development of the Old West.
• Have students use the first three chapter titles in After Reading
• Write the word territories (p. 4) and read it aloud. the table of contents to summarize what they
Explain that the book is about a time in American
Discuss the Text
Now I see that the next two pages name several
Use Maps Have students locate the Goodnight-
have learned about African American cowboys. Determine Main Idea and Details
history before some places such as Montana, New African American cowboys and give some information
Mexico, Oklahoma, Wyoming, and North and Loving Trail on the map on page 10. Ask: What did you Ask students to share the main idea and some
about who they were and what they did. As I read important details that they found in each of the
Guiding the Reading
South Dakota became states. At this time, these these pages, I think I’ll learn details about these learn earlier in this book about the Goodnight-Loving • Ask students to preview the next three chapters. last three chapters they read. Guide students, as
Day 1 (pp. 3–11) areas were called territories. Elicit that territories
means “parts of the United States not included in
cowboys that support the main idea of the chapter. I’ll
focus on important details that support the main idea.
Trail? (Bose Ikard helped establish the Goodnight-Loving
Trail.) Then ask students to describe what they learn by
Have them read the chapter titles, look at the
photographs, and read the captions. As they
needed, reviewing the difference between main
idea and details.
In This Section The reader learns that one out of the states.” Point out the example on page 4 of For example, let’s find out about Bose Ikard. [Read the studying the map. Guide the discussion to focus on read the chapters, have students continue to use
Colorado as a territory and explain that it became paragraph about Bose Ikard on page 4.] Now I know information such as the names and locations of trails sticky notes to mark the main idea and some Distribute the reproducible on the back cover. Have
every six cowboys in the Old West was African
a state in 1876. Ask students to use the word that Bose Ikard was an African American cowboy who and railroads and how those locations relate to the important details of each chapter. students use the reproducible to record the main
American. The section explains the rise of the cattle
territories in sentences that show its meaning. helped blaze an important cattle drive trail. As I locations of the cities in the states and territories. idea and important details in one of these chapters:
drive in relation to the end of the Civil War and
“Life on the Trail” or “Back at the Ranch.” When
describes and shows the cattle trail routes. continue reading the chapter, I’ll find other important
Recognize Author’s Purpose Recall with students Vocabulary students have finished, have partners share and
Other Words to Know details that support the main idea that African
that authors write books to inform, to persuade, to • Introduce the word exaggerated (p. 24) by compare their entries.
• contributions (p. 3): “actions that help bring a American cowboys made important contributions to
entertain, or to share feelings. Explain that an author explaining that when you exaggerate something,
Before Reading result” the development of the Old West.
may have more than one reason for writing a book. you make it seem bigger or better (or sometimes Discuss the Text
• development (p. 3): “progress” As students read, have them use sticky notes to mark Invite students to talk about why Jeffrey B. Fuerst worse) than it really is. Give an example of
Compare and Contrast Remind students that
Focus Attention • expansion (p. 7): “the process of growing larger” the main idea of each chapter and two or three wrote African American Cowboys. exaggerating by making a statement exaggerating
the facts about something in the group’s shared the trail boss and the cook earned much more
• Invite students to tell what they know about important details that support each main idea.
• frontier (p. 9): “the far edge of a country, where Ask and Answer Questions Point out money than the other cowboys. Have students
cowboys and the work they did in the Old West. experience. Then invite students to make up their
fewer people live” that African American Cowboys provides lots own examples of exaggerated statements. refer to the text on pages 13–14 to compare and
Encourage students to name any famous cowboys of ideas for topics that students might want contrast the trail boss and cook’s responsibilities
they have heard about. Then ask them to tell how
• pioneering (p. 11): “exploring new territory”
During Reading to explore on their own. For the section of the book • Write the word heroic (p. 23). Point out that the with the responsibilities of the other cowboys. Ask:
they learned about cowboys. • roamed (p. 8): “moved about; wandered” base word of heroic is hero. Ask students to tell
they have read so far, have students write a list of Why did the trail boss and cook deserve to be paid so
• Explain that a cowboy’s main responsibility was to questions related to topics they would like to learn what they think heroic means. Guide them to much more?
Prompt for understanding, as appropriate. Possible
take care of the cattle that roamed the wide-open Determine Main Idea and Details prompts include the following: more about and then tell where they might look to understand that heroic means “very brave,
courageous, or daring.” Encourage students to tell Understand Cause and Effect By the 1890s,
lands from Texas to Montana. Display a large map Explain that a book title often gives clues about the find information to answer those questions.
• Look at the subheads in red. How do they help you about deeds and actions that they consider heroic. there were no more long cattle drives. Have
of the United States and have students locate the main idea of the book. Remind students that the identify important details in this chapter? students explain the cause and effects of the end of
following states: Colorado, Montana, Kansas, main idea of a book is what the whole book is about. Assessment Checkpoint
Missouri, Nebraska, New Mexico, North Dakota, • How does the map help you understand the text? Other Words to Know long cattle drives.
The main idea of this book is that African American
What information does the map give you that the • Can the student distinguish between important • consequences (p. 17): “results of an action or
South Dakota, Oklahoma, Texas, and Wyoming. cowboys played a significant role in the development Monitor Comprehension Point out the word
text doesn’t? and unimportant information? inaction”
Explain that most cowboys lived and worked in of the Old West and so were true heroes of the Old equality in the first paragraph on page 19. Have
these places and that some of these places were West. Point out that just as a book has a main idea, • Can the student identify the main idea and some • equality (p. 19): “the same rights and students find clues in the text that can help them
not yet states when these cowboys lived. so do the individual chapters. Often the chapter title important details of a chapter? treatment for everyone” determine the meaning of this word. Students
• Have students preview the book, reading the helps the reader figure out the main idea of the After Reading • feats (p. 24): “achievements” might suggest the words equal and shared. Then
chapter titles on the contents page and looking chapter. The details that support, or tell more about, have partners use context clues to determine the
• prejudices (p. 19): “opinions formed without
through the book. Have them pay particular the main idea are found within the chapter. Model Determine Main Idea and Details meaning of the word swollen on page 16.
attention to the photographs and the map. Point
out that the events described in the book
your thinking about the main idea and details of the
first chapter:
Ask students to share the main idea and important
details that they found for each chapter. Guide them,
Day 2 (pp. 12–24)
knowing the facts”
Ask and Answer Questions Have
students write two or more questions that
happened in the late 1800s and that the as needed, to understand what both a main idea and
photographs were taken during that time, when
The title of this chapter, “Real Cowboys,” makes me
think that this chapter might tell how real cowboys are an important detail are to be sure students understand
In This Section Students explore the role African
American cowboys played in a typical cattle drive.
During Reading can be answered based on information in
this part of the book. For example: What was a
photography was still new. Discuss what students the difference. Then focus on the chapter “Up From This section also describes how cowboys spent their
different from what we think of as cowboys—the Wild West show? Have partners exchange
noticed during their preview. Slavery” for more practice identifying main idea and time when the drive was over, and examines how the Prompt for understanding, as appropriate. Possible
cowboys we know from old movies and TV shows. Let’s questions, answer them, and check to make sure
see what the first paragraph of the chapter says. [Read important details. Help students identify the main idea cowboys’ pastimes became the competition we know prompts include the following: they both agree on the answers.
Vocabulary page 3 aloud.] This page says that old movies and of the chapter. (Getting Texas cattle to market created as the rodeo. • Think about what you just read. What context clues
cowboy songs give the impression that there were no jobs for African Americans.) Then guide students to help you understand the meaning of this word?
• Talk about the word blazed (p. 11). Remind
identify a few details. (The cattle had to be herded
Assessment Checkpoint
students that the most common meaning of African American cowboys, but that is wrong because • Think about the description you read. What pictures
blazed is “burned fiercely.” Invite them to explain there were many African American cowboys. After across the prairie. Many former African American slaves
in Texas had learned ranching skills from Mexican
Before Reading came to mind as you read it?
• Can the student identify the main idea and
some important details of a chapter?
what they think “blazed a trail” means. Explain or reading this paragraph, I think this may be the main
cowboys.) Talk about how this chapter gives students • Can the student identify context clues to help
clarify, as needed, that this phrase means “started idea of the chapter: There were many African American
a better grasp of the main idea of the book.
Focus Attention
cowboys. They made important contributions to the understand the meanings of words?
a new trail.”
development of the Old West.
• Have students use the first three chapter titles in After Reading
• Write the word territories (p. 4) and read it aloud. the table of contents to summarize what they
Explain that the book is about a time in American
Discuss the Text
Now I see that the next two pages name several
Use Maps Have students locate the Goodnight-
have learned about African American cowboys. Determine Main Idea and Details
history before some places such as Montana, New African American cowboys and give some information
Mexico, Oklahoma, Wyoming, and North and Loving Trail on the map on page 10. Ask: What did you Ask students to share the main idea and some
about who they were and what they did. As I read important details that they found in each of the
Guiding the Reading
South Dakota became states. At this time, these these pages, I think I’ll learn details about these learn earlier in this book about the Goodnight-Loving • Ask students to preview the next three chapters. last three chapters they read. Guide students, as
Day 1 (pp. 3–11) areas were called territories. Elicit that territories
means “parts of the United States not included in
cowboys that support the main idea of the chapter. I’ll
focus on important details that support the main idea.
Trail? (Bose Ikard helped establish the Goodnight-Loving
Trail.) Then ask students to describe what they learn by
Have them read the chapter titles, look at the
photographs, and read the captions. As they
needed, reviewing the difference between main
idea and details.
In This Section The reader learns that one out of the states.” Point out the example on page 4 of For example, let’s find out about Bose Ikard. [Read the studying the map. Guide the discussion to focus on read the chapters, have students continue to use
Colorado as a territory and explain that it became paragraph about Bose Ikard on page 4.] Now I know information such as the names and locations of trails sticky notes to mark the main idea and some Distribute the reproducible on the back cover. Have
every six cowboys in the Old West was African
a state in 1876. Ask students to use the word that Bose Ikard was an African American cowboy who and railroads and how those locations relate to the important details of each chapter. students use the reproducible to record the main
American. The section explains the rise of the cattle
territories in sentences that show its meaning. helped blaze an important cattle drive trail. As I locations of the cities in the states and territories. idea and important details in one of these chapters:
drive in relation to the end of the Civil War and
“Life on the Trail” or “Back at the Ranch.” When
describes and shows the cattle trail routes. continue reading the chapter, I’ll find other important
Recognize Author’s Purpose Recall with students Vocabulary students have finished, have partners share and
Other Words to Know details that support the main idea that African
that authors write books to inform, to persuade, to • Introduce the word exaggerated (p. 24) by compare their entries.
• contributions (p. 3): “actions that help bring a American cowboys made important contributions to
entertain, or to share feelings. Explain that an author explaining that when you exaggerate something,
Before Reading result” the development of the Old West.
may have more than one reason for writing a book. you make it seem bigger or better (or sometimes Discuss the Text
• development (p. 3): “progress” As students read, have them use sticky notes to mark Invite students to talk about why Jeffrey B. Fuerst worse) than it really is. Give an example of
Compare and Contrast Remind students that
Focus Attention • expansion (p. 7): “the process of growing larger” the main idea of each chapter and two or three wrote African American Cowboys. exaggerating by making a statement exaggerating
the facts about something in the group’s shared the trail boss and the cook earned much more
• Invite students to tell what they know about important details that support each main idea.
• frontier (p. 9): “the far edge of a country, where Ask and Answer Questions Point out money than the other cowboys. Have students
cowboys and the work they did in the Old West. experience. Then invite students to make up their
fewer people live” that African American Cowboys provides lots own examples of exaggerated statements. refer to the text on pages 13–14 to compare and
Encourage students to name any famous cowboys of ideas for topics that students might want contrast the trail boss and cook’s responsibilities
they have heard about. Then ask them to tell how
• pioneering (p. 11): “exploring new territory”
During Reading to explore on their own. For the section of the book • Write the word heroic (p. 23). Point out that the with the responsibilities of the other cowboys. Ask:
they learned about cowboys. • roamed (p. 8): “moved about; wandered” base word of heroic is hero. Ask students to tell
they have read so far, have students write a list of Why did the trail boss and cook deserve to be paid so
• Explain that a cowboy’s main responsibility was to questions related to topics they would like to learn what they think heroic means. Guide them to much more?
Prompt for understanding, as appropriate. Possible
take care of the cattle that roamed the wide-open Determine Main Idea and Details prompts include the following: more about and then tell where they might look to understand that heroic means “very brave,
courageous, or daring.” Encourage students to tell Understand Cause and Effect By the 1890s,
lands from Texas to Montana. Display a large map Explain that a book title often gives clues about the find information to answer those questions.
• Look at the subheads in red. How do they help you about deeds and actions that they consider heroic. there were no more long cattle drives. Have
of the United States and have students locate the main idea of the book. Remind students that the identify important details in this chapter? students explain the cause and effects of the end of
following states: Colorado, Montana, Kansas, main idea of a book is what the whole book is about. Assessment Checkpoint
Missouri, Nebraska, New Mexico, North Dakota, • How does the map help you understand the text? Other Words to Know long cattle drives.
The main idea of this book is that African American
What information does the map give you that the • Can the student distinguish between important • consequences (p. 17): “results of an action or
South Dakota, Oklahoma, Texas, and Wyoming. cowboys played a significant role in the development Monitor Comprehension Point out the word
text doesn’t? and unimportant information? inaction”
Explain that most cowboys lived and worked in of the Old West and so were true heroes of the Old equality in the first paragraph on page 19. Have
these places and that some of these places were West. Point out that just as a book has a main idea, • Can the student identify the main idea and some • equality (p. 19): “the same rights and students find clues in the text that can help them
not yet states when these cowboys lived. so do the individual chapters. Often the chapter title important details of a chapter? treatment for everyone” determine the meaning of this word. Students
• Have students preview the book, reading the helps the reader figure out the main idea of the After Reading • feats (p. 24): “achievements” might suggest the words equal and shared. Then
chapter titles on the contents page and looking chapter. The details that support, or tell more about, have partners use context clues to determine the
• prejudices (p. 19): “opinions formed without
through the book. Have them pay particular the main idea are found within the chapter. Model Determine Main Idea and Details meaning of the word swollen on page 16.
attention to the photographs and the map. Point
out that the events described in the book
your thinking about the main idea and details of the
first chapter:
Ask students to share the main idea and important
details that they found for each chapter. Guide them,
Day 2 (pp. 12–24)
knowing the facts”
Ask and Answer Questions Have
students write two or more questions that
happened in the late 1800s and that the as needed, to understand what both a main idea and
photographs were taken during that time, when
The title of this chapter, “Real Cowboys,” makes me
think that this chapter might tell how real cowboys are an important detail are to be sure students understand
In This Section Students explore the role African
American cowboys played in a typical cattle drive.
During Reading can be answered based on information in
this part of the book. For example: What was a
photography was still new. Discuss what students the difference. Then focus on the chapter “Up From This section also describes how cowboys spent their
different from what we think of as cowboys—the Wild West show? Have partners exchange
noticed during their preview. Slavery” for more practice identifying main idea and time when the drive was over, and examines how the Prompt for understanding, as appropriate. Possible
cowboys we know from old movies and TV shows. Let’s questions, answer them, and check to make sure
see what the first paragraph of the chapter says. [Read important details. Help students identify the main idea cowboys’ pastimes became the competition we know prompts include the following: they both agree on the answers.
Vocabulary page 3 aloud.] This page says that old movies and of the chapter. (Getting Texas cattle to market created as the rodeo. • Think about what you just read. What context clues
cowboy songs give the impression that there were no jobs for African Americans.) Then guide students to help you understand the meaning of this word?
• Talk about the word blazed (p. 11). Remind
identify a few details. (The cattle had to be herded
Assessment Checkpoint
students that the most common meaning of African American cowboys, but that is wrong because • Think about the description you read. What pictures
blazed is “burned fiercely.” Invite them to explain there were many African American cowboys. After across the prairie. Many former African American slaves
in Texas had learned ranching skills from Mexican
Before Reading came to mind as you read it?
• Can the student identify the main idea and
some important details of a chapter?
what they think “blazed a trail” means. Explain or reading this paragraph, I think this may be the main
cowboys.) Talk about how this chapter gives students • Can the student identify context clues to help
clarify, as needed, that this phrase means “started idea of the chapter: There were many African American
a better grasp of the main idea of the book.
Focus Attention
cowboys. They made important contributions to the understand the meanings of words?
a new trail.”
development of the Old West.
• Have students use the first three chapter titles in After Reading
• Write the word territories (p. 4) and read it aloud. the table of contents to summarize what they
Explain that the book is about a time in American
Discuss the Text
Now I see that the next two pages name several
Use Maps Have students locate the Goodnight-
have learned about African American cowboys. Determine Main Idea and Details
history before some places such as Montana, New African American cowboys and give some information
Mexico, Oklahoma, Wyoming, and North and Loving Trail on the map on page 10. Ask: What did you Ask students to share the main idea and some
about who they were and what they did. As I read important details that they found in each of the
 Celebration
elebration Press Reading DRA2 Level 40

DRA2 Level 40 • African American Cowboys: True Heroes

of the Old West • Determine Main Idea and Details
Name Date Guided Reading Level P
Genre: Nonfiction—Expository
Reading Skill: Determine Main Idea and Details
Write the main idea of the chapter and the supporting details.

Options for Further Instruction Word Study Mini-lesson Chapter Title:

African American Cowboys:
Borrowed Words Main Idea
Digging Deeper • Explain that the English language contains
many borrowed words. Borrowed words
True Heroes of the Old West
Literary Device: Author’s Viewpoint are words from other languages, such as
By Jeffrey B. Fuerst
Explain that the author’s viewpoint is what the French, German, and Spanish. Point out
author thinks of the subject he or she is writing that this book includes two words that are This book celebrates the cowboys that didn’t appear in
about. Explain that the author’s viewpoint borrowed from Spanish: vaqueros (p. 8) the old Western movies—African American cowboys. The
determines what information is included in a and rodeo (p. 21). Vaqueros are Mexican book profiles these heroes of the Old West and describes
piece of writing and the way it is presented. cowboys. A rodeo means “a going
Detail Detail life on the cattle trails and the development of rodeos.
Therefore, it is important for readers to try to around.” Have students use these words in
understand the author’s viewpoint in order to sentences about African American Cowboys:
judge the validity of the information and True Heroes of the Old West.
identify any possible bias. • Invite students to suggest other words they
Features of This Text
Have students think about the author’s viewpoint know that are borrowed from Spanish. Challenging Features
in African American Cowboys: True Heroes of the They will probably mention familiar food
Old West. Ask: How do you think Jeffrey B. Fuerst words, such as chili, taco, tortilla, and salsa. • Multiple nonfiction features: contents, photographs
feels about the topic? Have students answer the They may also mention coyote, sombrero, and captions, map, glossary
question and explain their reasoning. burro, fiesta, armadillo, siesta, mesa, and
• Specialized vocabulary that often is not defined in
pueblo. Challenge students to use these
context
words in sentences that reveal what they
mean. Then have listeners use the sentence
context to tell what the word means.

Writing Detail Detail

Write a Persuasive Paragraph

Make the point that, although Jeffrey B. Fuerst
Focus for Instruction
never says it in so many words, it can certainly
Support
be inferred that he thinks that movies and The topic of this book may be challenging to Reading Skill: Determine Main Idea and Use this book to inform instruction
books about the Old West should include some or all of the students because it is both Details in the following areas:
African American cowboys. Ask students to unfamiliar and historical. Explain that many Word Study Mini-lesson: Borrowed Words • Model and support how to distinguish
adopt that position and write a persuasive shows about the Old West appeared on between more important and less
paragraph to convince others to agree with television in the 1950s and 1960s. There were Vocabulary important ideas and facts
their way of thinking. Students should support also many movies called Westerns about blazed (p. 11) feats (p. 24) • Teach student how to use and construct
their position with facts from the book. Remind cowboys and life in the Old West. Point out consequences (p. 17) frontier (p. 9) graphic organizers to keep track of key
students that a persuasive paragraph should some of the words in the book that relate to contributions (p. 3) heroic (p. 23) ideas and facts
present details that support a main idea. Share the Old West and what they mean. For development (p. 3) pioneering (p. 11)
an example of a supportive detail, such as one example, a deputy marshal (p. 4) was like a Shared Reading Connections:
equality (p. 19) prejudices (p. 19)
out of six cowboys was African American. police officer; an outlaw (p. 4) was a criminal; • Unit 5, Week 1 (pp. 212–221)
exaggerated (p. 24) roamed (p. 8)
Additionally, share an example that is not a and a train depot (p. 22) was a train station.
expansion (p. 7) territories (p. 4) • Unit 6, Week 2 (pp. 278–287)
supportive detail, such as cowboys ate bacon Have students practice pronouncing the words Celebration Press Reading: Good Habits, Great Readers™ ISBN: 1-4284-0306-X
Copyright © 2007 by Pearson Education, Inc., publishing as Celebration Press, an imprint of Pearson Learning Group,
for breakfast. and giving their meanings. 299 Jefferson Road, Parsippany, NJ 07054. All rights reserved. No part of this book may be reproduced or transmitted in any
Additional Activities
form or by any means, electronic or mechanical, including photocopying, recording, or by any information storage and
retrieval system, without permission in writing from the publisher, except for the Back Cover Reproducible, which may be
1-800-321-3106
reproduced for classroom use only. For information regarding permission(s), write to Rights and Permissions Department. www.pearsonlearning.com • Literary Device: Author’s Viewpoint
Pearson® is a registered trademark of Pearson PLC.
• Writing: Write a Persuasive Paragraph
Celebration Press® is a registered trademark of Addison-Wesley Educational Publishers, Inc.
Developmental Reading Assessment® and the DRA logo are registered trademarks and DRA™ is a trademark of Pearson
Education, Inc. Words Their Way™ is a trademark of Pearson Education, Inc.
Printed in the United States of America
1 2 3 4 5 6 7 8 9 10 10 09 08 07 06 DRA2 Level 40 • Teaching Plan 1
 Celebration
elebration Press Reading DRA2 Level 40

DRA2 Level 40 • African American Cowboys: True Heroes

of the Old West • Determine Main Idea and Details
Name Date Guided Reading Level P
Genre: Nonfiction—Expository
Reading Skill: Determine Main Idea and Details
Write the main idea of the chapter and the supporting details.

Options for Further Instruction Word Study Mini-lesson Chapter Title:

African American Cowboys:
Borrowed Words Main Idea
Digging Deeper • Explain that the English language contains
many borrowed words. Borrowed words
True Heroes of the Old West
Literary Device: Author’s Viewpoint are words from other languages, such as
By Jeffrey B. Fuerst
Explain that the author’s viewpoint is what the French, German, and Spanish. Point out
author thinks of the subject he or she is writing that this book includes two words that are This book celebrates the cowboys that didn’t appear in
about. Explain that the author’s viewpoint borrowed from Spanish: vaqueros (p. 8) the old Western movies—African American cowboys. The
determines what information is included in a and rodeo (p. 21). Vaqueros are Mexican book profiles these heroes of the Old West and describes
piece of writing and the way it is presented. cowboys. A rodeo means “a going
Detail Detail life on the cattle trails and the development of rodeos.
Therefore, it is important for readers to try to around.” Have students use these words in
understand the author’s viewpoint in order to sentences about African American Cowboys:
judge the validity of the information and True Heroes of the Old West.
identify any possible bias. • Invite students to suggest other words they
Features of This Text
Have students think about the author’s viewpoint know that are borrowed from Spanish. Challenging Features
in African American Cowboys: True Heroes of the They will probably mention familiar food
Old West. Ask: How do you think Jeffrey B. Fuerst words, such as chili, taco, tortilla, and salsa. • Multiple nonfiction features: contents, photographs
feels about the topic? Have students answer the They may also mention coyote, sombrero, and captions, map, glossary
question and explain their reasoning. burro, fiesta, armadillo, siesta, mesa, and
• Specialized vocabulary that often is not defined in
pueblo. Challenge students to use these
context
words in sentences that reveal what they
mean. Then have listeners use the sentence
context to tell what the word means.

Writing Detail Detail

Write a Persuasive Paragraph

Make the point that, although Jeffrey B. Fuerst
Focus for Instruction
never says it in so many words, it can certainly
Support
be inferred that he thinks that movies and The topic of this book may be challenging to Reading Skill: Determine Main Idea and Use this book to inform instruction
books about the Old West should include some or all of the students because it is both Details in the following areas:
African American cowboys. Ask students to unfamiliar and historical. Explain that many Word Study Mini-lesson: Borrowed Words • Model and support how to distinguish
adopt that position and write a persuasive shows about the Old West appeared on between more important and less
paragraph to convince others to agree with television in the 1950s and 1960s. There were Vocabulary important ideas and facts
their way of thinking. Students should support also many movies called Westerns about blazed (p. 11) feats (p. 24) • Teach student how to use and construct
their position with facts from the book. Remind cowboys and life in the Old West. Point out consequences (p. 17) frontier (p. 9) graphic organizers to keep track of key
students that a persuasive paragraph should some of the words in the book that relate to contributions (p. 3) heroic (p. 23) ideas and facts
present details that support a main idea. Share the Old West and what they mean. For development (p. 3) pioneering (p. 11)
an example of a supportive detail, such as one example, a deputy marshal (p. 4) was like a Shared Reading Connections:
equality (p. 19) prejudices (p. 19)
out of six cowboys was African American. police officer; an outlaw (p. 4) was a criminal; • Unit 5, Week 1 (pp. 212–221)
exaggerated (p. 24) roamed (p. 8)
Additionally, share an example that is not a and a train depot (p. 22) was a train station.
expansion (p. 7) territories (p. 4) • Unit 6, Week 2 (pp. 278–287)
supportive detail, such as cowboys ate bacon Have students practice pronouncing the words Celebration Press Reading: Good Habits, Great Readers™ ISBN: 1-4284-0306-X
Copyright © 2007 by Pearson Education, Inc., publishing as Celebration Press, an imprint of Pearson Learning Group,
for breakfast. and giving their meanings. 299 Jefferson Road, Parsippany, NJ 07054. All rights reserved. No part of this book may be reproduced or transmitted in any
Additional Activities
form or by any means, electronic or mechanical, including photocopying, recording, or by any information storage and
retrieval system, without permission in writing from the publisher, except for the Back Cover Reproducible, which may be
1-800-321-3106
reproduced for classroom use only. For information regarding permission(s), write to Rights and Permissions Department. www.pearsonlearning.com • Literary Device: Author’s Viewpoint
Pearson® is a registered trademark of Pearson PLC.
• Writing: Write a Persuasive Paragraph
Celebration Press® is a registered trademark of Addison-Wesley Educational Publishers, Inc.
Developmental Reading Assessment® and the DRA logo are registered trademarks and DRA™ is a trademark of Pearson
Education, Inc. Words Their Way™ is a trademark of Pearson Education, Inc.
Printed in the United States of America
1 2 3 4 5 6 7 8 9 10 10 09 08 07 06 DRA2 Level 40 • Teaching Plan 1