Grade 2 Read-Aloud

120 Westward Expansion: Supplemental Guide PP | Pausing Point

“Talking Leaves”

Materials: crumpled brown paper bags; symbol-letter key

(optional)

 Show image 4A-4: Photo of Sequoyah’s symbols

Remind students that Sequoyah created these symbols for the

Cherokee language because he believed that having a written

language could make the Cherokee people even stronger. He

called the messages that the U.S. Army offi cers sent and received

“talking leaves,” and he saw how helpful these “talking leaves”

were to the soldiers. Challenge students to make their own written

language (or distribute a key with simple symbols representing

letters). Invite students to make their own “talking leaves” and

exchange their “leaves” with other students.

Song: “The Erie Canal” (Instructional Master 3B-1)

Materials: Recording of the song “The Erie Canal”

Have students listen to the recording of “The Erie Canal” again.

Students may talk about the content of the song or how the song

makes them feel. Encourage students to use domain vocabulary

they have learned thus far when sharing their ideas. Students may

also draw a pictorial representation of the song.

Pint-Size Pioneer Wagon Train

Materials: Pint-size milk cartons; white, brown, and black

construction paper; markers and/or paint; glue and/

or tape; modeling clay; scissors

Help students cut their milk cartons in half as shown by the dotted

lines. Tell students to keep the half with the top point, and paint it

brown.

Note: Adding a bit of glue will help the paint adhere to the milk

carton. Have students set their cartons aside to dry.