ALEX Classroom Resource

  

Reading "Feivel's Flying Horse"

  Classroom Resource Information  

Title:

 Reading "Feivel's Flying Horse"

URL:

 https://amhistory.si.edu/ourstory/pdf/immigration/immigration_reading.pdf

Content Source:

 Smithsonian
Type: Lesson/Unit Plan

Overview:

This is a reading guide/lesson plan with step-by-step instructions to accompany the book Feivel's Flying Horses by Heidi Smith Hyde and illustrated by Johanna Van Der Sterre. Feivel's Flying Horses tells the story of a Jewish woodcarver who moved from the Old Country and carved carousel horses to earn money to bring his family from Europe to America. The story is a historical fiction story of immigrants coming to America. The reading guide is recommended for kindergarten through 4th grade.  

Content Standard(s):
Social Studies
SS2010 (2010)
Grade: 2
Living and Working Together in State and Nation
9 ) Describe how and why people from various cultures immigrate to the United States.

Examples: how—ships, planes, automobiles

why—improved quality of life, family connections, disasters

•  Describing the importance of cultural unity and diversity within and across groups
Unpacked Content
Strand: Economics, Geography, History, Civics and Government
Course Title: Living and Working Together in State and Nation
Evidence Of Student Attainment:
Students:
  • Identify the reasons people immigrate to the United States.
  • Identify the modes of transportation people use when immigrating to the United States.
  • Describe the ways immigrants become integrated into the American culture, including the importance of both cultural unity and diversity.
Teacher Vocabulary:
  • describe how
  • describe why
  • various cultures
  • immigrate
  • describe the importance
  • cultural unity
  • diversity
Knowledge:
Students know:
  • Definition of immigration.
  • Reasons for immigration into the United States modes of transportation used by immigrants from a variety of locations.
  • Reasons for and importance of cultural unity within immigrant communities.
  • Methods of cultural integration and its importance to the American culture.
  • Vocabulary: immigration, cultures, cultural unity, diversity
Skills:
Students are able to:
  • Identify examples of immigration and the reasons people immigrate to the United States.
  • Describe methods of transportation that people use to immigrate to the United States.
  • Describe the ways immigrants integrate into the culture of the United States and the importance of creating cultural unity while celebrating diversity.
Understanding:
Students understand that:
  • People immigrate to the United States in a variety of ways for a variety of reasons and may develop a sense of cultural unity while also maintaining their cultural diversity.
Alabama Alternate Achievement Standards
AAS Standard:
SS.AAS.2.9- Describe how and why people from various cultures immigrate to the United States; recognize that people sometimes move from one place to another, how they move, and reasons why they move.
English Language Arts
ELA2021 (2021)
Grade: 2
R3. Expand background knowledge and build vocabulary through discussion, reading, and writing.
Unpacked Content
Teacher Vocabulary:
R3.
  • Background knowledge
  • Vocabulary
  • Discussion
Knowledge:
R3. Students know:
  • Relating experiences through discussions, writing, and reading will help build background knowledge and improve vocabulary.
Skills:
R3. Students are able to:
  • Connect new concepts to prior experiences to increase background knowledge through discussions, reading, and writing.
  • Construct the meaning of words through discussions, reading, and writing.
Understanding:
R3. Students understand that:
  • Background knowledge can increase by relating experiences to new ideas, topics, and words while participating in discussions, reading, and writing.
  • Vocabulary will increase by constructing the meaning of words while participating in discussions, reading, and writing.
English Language Arts
ELA2021 (2021)
Grade: 2
4. Orally answer who, what, when, where, why, and how questions about a text or conversation, using complete sentences to provide key ideas and details.
Unpacked Content
Teacher Vocabulary:
4.
  • Orally
  • Who, what, when where, why, and how questions
  • Complete sentences
  • Key ideas
  • Key details
Knowledge:
4. Students know:
  • Key ideas and details should be included when answering questions.
  • Complete sentences, which contain a subject and a predicate, should be used when answering questions.
  • Who, when, and where questions will have a concrete, objective answer.
  • What, why, and how questions may have a more abstract, subjective answer.
Skills:
4. Students are able to:
  • Orally answer questions about a text or conversation using complete sentences that provide information about key ideas and details.
  • Orally answer who, what, when, where, why, and how questions about a text or conversation with appropriate key ideas and details.
Understanding:
4. Students understand that:
  • When answering who, what, when, where, why, and how questions they should provide key ideas and details from a text or conversation to demonstrate their comprehension.
  • Speaking in complete sentences helps them clearly communicate their message and their understanding.
English Language Arts
ELA2021 (2021)
Grade: 2
18. Use dictionary definitions and information found within the text to help determine meaning of unfamiliar or multi-meaning words.
Unpacked Content
Teacher Vocabulary:
18.
  • Dictionary definitions
  • Unfamiliar
  • Multi-meaning words
Knowledge:
18. Students know:
  • Words can have more than one meaning.
  • Dictionaries are reference books that can be used to find the meaning of unknown or multi-meaning words.
  • Context clues can help determine the meaning of unknown or multi-meaning words.
Skills:
18. Students are able to:
  • Use dictionaries (or glossaries in the back of their books) to locate the meanings of unfamiliar or multi-meaning words.
  • Use words within a text to help them determine the meaning of an unfamiliar or multi-meaning words.
Understanding:
18. Students understand that:
  • The text around a word can provide clues about the meaning of an unfamiliar or multi-meaning word.
  • They can use reference books, such as a dictionary, to help them determine the meaning of an unknown or multi-meaning word.
  • To comprehend a text, they must use strategies to understand the meaning of vocabulary words.
English Language Arts
ELA2021 (2021)
Grade: 2
19. Identify new vocabulary and the use of word meanings in text to establish real-life connections.
Unpacked Content
Teacher Vocabulary:
19.
  • Vocabulary
  • Establish
  • Real-life connections
Knowledge:
19. Students know:
  • New vocabulary they encounter in text can be used in their real life.
  • Real life means situations that they have experienced or will experience.
Skills:
19. Students are able to:
  • Identify vocabulary words learned through reading text and connect them to something they have personally experienced.
Understanding:
19. Students understand that:
  • Making real-life connections to new vocabulary words, helps them move the new words to their long-term memory, becoming part of their "ready to use" vocabulary.
English Language Arts
ELA2021 (2021)
Grade: 2
22. Use content knowledge built during read-alouds and independent reading of informational and literary texts by participating in content-specific discussions with peers and/or through writing.
Unpacked Content
Teacher Vocabulary:
22.
  • Content knowledge
  • Read-alouds
  • Independent reading
  • Informational text
  • Literary Text
  • Content-specific discussions
  • Writing
Knowledge:
22. Students know:
  • Content knowledge is information learned about a specific subject.
  • Content knowledge can be learned by listening to read-alouds or independently reading.
  • Informational text is nonfiction text, and literary text is fictional.
Skills:
22. Students are able to:
  • Build content knowledge from listening to text read aloud and from independently reading.
  • Use content knowledge learned from read-alouds and independent reading in content-specific discussions with peers.
  • Use content knowledge learned from read-alouds and independent reading in writing.
Understanding:
22. Students understand that:
  • Content-specific discussions with peers can demonstrate the content knowledge they learned through read-alouds or independent reading.
  • They can produce writings that demonstrate knowledge of content-specific information.
Tags: Feivels Flying Horses, Heidi Smith Hyde, immigrate, Johanna van der Sterre
License Type: Custom Permission Type
See Terms: https://www.si.edu/Termsofuse
For full descriptions of license types and a guide to usage, visit :
https://creativecommons.org/licenses
Accessibility
Comments
  This resource provided by:  
Author: Ginger Boyd
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