Core Vocabulary for Colonial Towns and Townspeople The following list contains all of the core vocabulary in Colonial Towns and Townspeople in the forms in which they appear in the domain. These words may appear in the read-alouds or, in some instances, in the “Introducing the section at the beginning of the lesson. Boldfaced words in the list have an associated Word Work activity. The inclusion of the words on this list does not mean that students are immediately expected to be able to use all of these words on their own. However, through repeated exposure throughout all lessons, they should acquire a good understanding of most of these words and begin to use some of them in conversation. Lesson 1 apprentice churn country trade tradesperson weave Lesson 2 bartered blacksmith cobbler everyday rare tailor Lesson 3 customers grindstones kneaded miller yeast Lesson 4 garments loom spindles spinners weavers Lesson 5 breeches fabric fastened measure patterns Lesson 6 attractive elves poor rich thrilled Lesson 7 chisel mason mortar patiently trowel Lesson 8 essential forge horseshoes metal Lesson 9 coal downcast haste merry miner Lesson 10 grocer peered spirits sympathy
At a Glance Exercise Materials Minutes Introducing the Read-Aloud Domain Introduction 10 Essential Background Information or Terms index cards; yarn Purpose for Listening Presenting the Read-Aloud The Country Family 10 Discussing the Read-Aloud Comprehension Questions 10 Word Work: Country 5 � Complete Remainder of the Lesson in the Day Extensions Venn Diagram chart paper, chalkboard, or whiteboard 15 Take-Home Material Family Letter Instructional Masters 1B-1 and 1B-2 * Colonial Towns and Townspeople 1 | The Country Family 11
At a Glance Exercise Materials Minutes Introducing the Essential Background Information or Terms Image Cards 15–18, 20, 21 10 Purpose for Listening Presenting the Read-Aloud A Trip to Town 10 Discussing the Read-Aloud Comprehension Questions 10 Word Work: Everyday and Rare 5 � Complete Remainder of the Lesson in the Day Extensions Multiple Meaning Word Activity: Trade Poster 2M: Trade 15 Domain-Related Book trade book 24 Colonial Towns and Townspeople 2 | A Trip to Town
./ Describe familiar things, such as clothing and, with prompting and support, provide additional detail (SL.K.4) ./ Distinguish the “The Cloth Makers: Spinners and Weavers,” which describes events that happened long ago, from one that describes contemporary or current events Core Vocabulary garments, n. Pieces or articles of clothing Example: I was cold because I was wearing light garments: shorts and a T-shirt. Variation(s): garment loom, n. A machine for weaving yarn or thread into cloth Example: The weaver used a loom to weave yarn of every color into a blanket. Variation(s): looms spindles, n. Small wooden tools used for spinning !bers into thread Example: Spindles help twist cotton into thread more quickly than a person could twist by hand. Variation(s): spindle spinners, n. Tradespeople who twist cotton, #ax, and wool into thread and yarn using a spinning wheel Example: The spinners worked tirelessly at the spinning wheel to make yarn. Variation(s): spinner weavers, n. Tradespeople who make cloth from thread or yarn by weaving the strands together on a loom Example: The weavers had many colors of yarn from which to choose. Variation(s): weaver At a Glance Exercise Materials Minutes Introducing the Read-Aloud Know-Wonder-Learn Chart chart paper, chalkboard, or whiteboard; samples of cloth and clothing 10 Purpose for Listening Presenting the Read-Aloud The Makers: Spinners and Weavers 10 Discussing the Read-Aloud Comprehension Questions 10 Word Work: Garments 5 � Complete Remainder of the Lesson in the Day Extensions Nursery Rhymes Read-Aloud 15
At a Glance Exercise Materials Minutes Introducing the Read-Aloud What Have We Already Learned? “Now and Then” Venn diagram 10 What Do We Know? Purpose for Listening Presenting the Read-Aloud Dressmakers, Tailors, Hatters, and Cobblers sewing pattern 10 Discussing the Comprehension Questions 10 Word Work: Measure 5 � Complete Remainder of the Lesson Later in the Day Extensions Know-Wonder-Learn Chart Know-Wonder-Learn Chart 15 On Stage Colonial Towns and Townspeople 5 | Dressmakers, Tailors, Hatters and Cobblersers 59
At a Glance Exercise Materials Minutes Introducing the Read-Aloud What Do We Know? Image Card 20; large stone; brick; block of wood 10 Purpose for Listening Presenting the Read-Aloud The House Builders: Bricklayers, Masons, and Carpenters 10 Discussing the Comprehension Questions 10 Word Work: Patiently 5 � Complete Remainder of the Lesson in the Day Extensions Sayings and Phrases: Better Safe Than Sorry 15 On Stage large stone; brick; block of wood Take-Home Material Family Letter Instructional Master 7B-1 Colonial Towns and Townspeople 7 | The House Builders: Bricklayers, Masons, and
discuss the question. Finally, I will call on several of you to share what you discussed with your partner. Evaluative Think Pair Share: The read-aloud said that the blacksmith was one of the most important tradespeople in town because he made tools for everyone else. Which tradesperson do you think is most important? Why? (Answers may vary.) After hearing today’s read-aloud and questions and answers, do you have any remaining questions? [If time permits, you may wish to allow for individual, group, or class research of the text and/or other resources to answer these remaining questions.] Word Work: Essential 5 minutes In the read-aloud you heard, “Tongs were an essential tool for the blacksmith—almost like a second pair of hands.” Say the word essential with me. Essential means necessary (or needed) and important. Practice is essential if you want to get better at a task, such as reading or playing soccer. Tell me about something that is essential to you. Try to use the word essential when you tell about it. [Ask two or three students. If necessary, guide and/or rephrase students’ responses: “ is essential to me because . . .”] What is the word we’ve been talking about? Use a Making Choices activity for follow-up. Directions: I am going to name some objects. If you think the object is essential to a blacksmith’s work, say, “That is essential.” If you don’t think the object is essential to a blacksmith, say, “That is not essential.” forge (That is essential.) (That is essential.) horses (That is not essential.) cotton (That is not essential.) anvil (That is essential.) �Complete Remainder of the Lesson Later in the Day
She’s laughing because she knows who has the coal. Do you have any ideas? My little gray pony has lost a shoe!” After a while a very old woman came down the road, driving a #ock of geese to market, and when she came near the man, she stopped to ask him his trouble. He told her all about it, and when she had heard it all, she laughed till her geese joined in with a cackle; 17 and she said: “If you know where the coal is found, You must go to the miner, who works in the ground.” What is haste?  Show image 9A-8: Man talking to miner Then the man sprang to his feet, and, thanking the old woman, he ran to the miner. Now the miner had been working and looking for coal many a long day down in the mine, under the ground, where it was so dark that he had to wear a lamp on the front of his cap to light him at his work! He had plenty of black coal ready and gave great lumps of it to the man, who took them in haste to the blacksmith. 18  Show 9A-9: Man smiles as blacksmith hammers horseshoes The blacksmith lit his great red !re, and hammered out four, Remember, fastened to attach, so he put them on. !ne, new shoes with a cling! and a clang! and fastened 19 them on with a rap! and a tap! Then away rode the man on his little gray pony, clippety, clippety, clap! Discussing the Read-Aloud 15 minutes Comprehension Questions 10 minutes Inferential Why does the pony make a clippety, clippety, clap sound when it walks? (Its horseshoes are hitting against the surface of the road.) Inferential Where and why did the man go when he noticed his pony was missing a shoe? (to the blacksmith, because blacksmiths make horseshoes; horseshoes protect the pony’s hooves.) Literal Why couldn’t the blacksmith make the pony a new
What would happen if they put stones in a pot of hot water? Would it make soup? What would it taste like? Soup?” asked the girl. “But you can’t make soup from nothing but stones.” “Of course you can,” said Lucas. “Stone Soup is the best soup in the world, and the best part is that all we need to make it are three large stones and a large pot of water.” 8 “Here’s a said George. “And here’s another,” said Henry. “Perfect,” said Lucas. “Then if we could just !nd a large iron pot, we could make the soup ourselves, and we wouldn’t bother anyone.” “I know where we can get a pot,” said the girl. She ran to the blacksmith’s shop. But she didn’t even have to knock. The blacksmith had been listening through his door.  Show image 10A-5: Blacksmith giving the girl a pot Why did the blacksmith give the soldiers a pot when he said he wouldn’t help them before? How did the carpenter help the soldiers? “I am curious about this Stone Soup,” he said. “I’ll lend you a pot.” He and the girl carried it out to the town square. 9 “Excellent,” said “Now, we just need to !ll this pot with water, and we’ll start our Stone Soup cooking. We won’t have to bother anyone else.” Several people popped out of their houses and shops carrying buckets of water. They dumped the water into the pot. The carpenter popped out of his shop. “Do you need some !rewood?” he asked. He carried an armload of wood to the square and began building a !re. 10 George, Henry, and the girl each dropped a stone into the pot. Everyone stood watching Lucas stir the soup. Do you think it would taste delicious right now?  Show image 10A-6: Townspeople coming with ingredients to add to soup “Mmm,” said Lucas. “It already smells so delicious. And we really don’t need anything else. But . . .” 11 “But what?” asked the girl. “This Stone Soup looks a tad thin,” said Lucas. “Stone Soup is best when it has a bit of barley and some meat in it.”
or storekeeper who sells food Now do you think the soup would taste good? Why or why not? “I have some barley,” said the baker, popping out of his shop. He brought a bowl full of barley and tossed it into the soup. “I have a side of beef that I just chopped up,” said the butcher. He came out with a piled high with cubes of beef and dropped it into the pot. “Ah,” said Lucas, stirring and snif!ng. “The soup looks much better now. But, oh dear . . .” “What?” asked the townspeople. “This Stone Soup would be even better with a little onion and a bit of salt.” The grocer 12 brought onions and salt. Other townspeople turned up carrying a few items from their homes—potatoes, turnips, carrots, and celery. All of these were chopped up and tossed in the pot. 13 “Excellent,” said Lucas. He stirred, sniffed, and then took a little taste. He stood up straight. All the townspeople watched and waited. Finally, Lucas said, “It is perfect.” The townspeople sighed with pleasure. “Except,” said Lucas, “I forgot one very important thing.” “What? What? What?” the townspeople  Show image 10A-7: People eating soup “Stone Soup is best when it is shared.” 14 Why do you think the soldiers choose to share their soup? or looked or stared Was the girl right after all? Which ingredients made the pot of water into soup? The townspeople cheered. They brought out tables and chairs. They brought out bowls and cups and spoons. They brought out fresh apple cider, loaves of crusty bread, and !g pies. They talked and laughed with the soldiers and ate and ate and ate. They ate every last bit of Stone Soup . . . all except the three stones, which sat at the bottom of the pot. “Thank you for teaching us to make Stone Soup,” said the girl. She peered 15 into the pot. “But the stones are still there. Why didn’t they get cooked into the soup?” “That’s odd,” said Lucas. He winked at the girl and whispered, “Perhaps you were right in the !rst place. Perhaps you can’t make soup from stones after all.” 16