Read the Prereading information on page 841, the author biographies on page 848, and examine the map on page 842. Note that the Emigrants’ Guide was published in 1845. Because of the date of the material, the word choice and syntax is different from modern writing. Copy into your notebook the Words for Everyday Use and the footnoted words. Record their definitions. Then, in a small group, quiz one another on the words.
1. Follow along in the text as your teacher reads “A Description of the Different Routes” aloud. Jot down difficult words as your teacher reads. When your teacher has finished reading, discuss words or language you found difficult. Work as a class to define difficult words using context clues and word parts. If necessary, consult a dictionary to unlock word meanings. When you have finished defining difficult words, write a brief summary of the first section.
2. Read the remainder of the text with a small group. When you encounter a difficult word or sentence, discuss the difficulty with your group. Work together to decipher meanings of the words and sentences. Be sure to record difficult vocabulary and their definitions into your notebooks. When you finish reading the second section, summarize the information contained in it.
If you have difficulty identifying word meanings, try rereading the section to find context clues. When you encounter an unfamiliar word, continue reading the sentence or paragraph to see if it contains context clues. If you don’t identify context clues on the first reading, try rereading the section with the purpose of identifying clues. Look for restatement, apposition, and definition. Also, draw parallels between sentence parts to find clues. Continue applying this strategy throughout the text.
Review your list of difficult vocabulary from the text. Then, write a short story about traveling west during the 1800s. Be sure to use at least five of your new vocabulary words in the story. When finished, share your story with your group.