Running head: NATIVE AMERICAN TEXT SET 1

Native American Text Set:

Fourth Grade

Alison Roberts

READ 520

Longwood University
NATIVE AMERICAN TEXT SET 2

Native American Text Set: Fourth Grade

Campbell, N. L. (2005). Shi-shi-etko. Berkeley, CA: Publishers Group West.

SOL Support

Reading Level: 860L

In this story, Shi-shi-etko is about to be sent away to an Indian Residential

School. Before she goes away, her family takes her out to the land around her to

show her things they want to make sure she remembers. This book could be used

to talk about how we can keep old memories alive and still make new ones.

Classes could talk about how scary it must be to go to a new place where you are

only supposed to make new memories. This could be used to support SOL VS.2e,

which discusses how Native Americans related to their environment. It would also

be a useful story for teaching about setting. There are a lot of rich details in this

book that make this an excellent choice for describing setting.

dePaola, T. (1988). The legend of the Indian paintbrush. New York, NY: G. P. Putnam’s Sons.

SOL Support

Reading Level: 840L, Guided Reading O

In this story, a young Native American boy is too small and does not fit in with

the other boys; he wonders how he will be remembered and what kind of man he

will be. After having a vision, he knows he will be a painter. He uses what he

finds in nature to paint what he sees around him and Visions. When he has trouble

with painting the sunset, the Gods answer his prayers. This story is based on a

Native American legend. The familiarity students may have with the story will

build scaffolding for the English words. This could be used to support SOL
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VS.2e, which discusses how Native Americans related to their environment. For

example, the boy uses animal hair for brushes and flowers for paint. It could also

be a useful book for learning about sequencing, because the sequence of the main

events are very clear.

Martin, R. (1992). The rough-face girl. New York, NY: G. P. Putnam’s Sons.

Read Aloud

Reading Level: 540L, Guided Reading S

This story is the Algonquian Indian Cinderella. The girls in the village want to

marry the Invisible Being but must be able to see him. A poor family has three

daughters. The two older ones treat the young girl poorly and fail to see the

Invisible Being. The youngest daughter, the Rough-Face Girl, goes to try to prove

that see can see the Invisible Being. This would be good for an EL student

because it might be a tale they have heard in their native language before, which

will help scaffold the English version. This book would make an excellent read

aloud. It could be used to look at how traditional stories appear in many cultures.

The class could look at how the Cinderella legend appears in this book versus the

Disney version and explore the tale in other cultures as well. The class can look at

how culture shapes our writing.

Reyhner, J. (Eds.). (1992). Teaching American Indians students. Norman, OK: University of

Oklahoma Press.

Professional Development

This book is designed for teachers of Native American students. It includes a

history of Native American education, to help educators better understand the

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views students may have toward education. It talks about language acquisition

and how incorporating Native American languages and culture in reading and

writing can improve students’ skills. It also includes a section of useful books and

resources. While this is an older text, the history in it will still help educators have

a better understanding of their students’ culture and history.

Seale, D., & Slapin, B. (Eds.). (2003). Through Indian eyes: The native experience in books for

children. Los Angeles, CA: American Indian Studies Center.

Professional Development

This is a collection of ideas about how Native Americans are portrayed in

children’s literature. It starts off with a series of articles about how history

portrays Native Americans and how this affects the self-image of children. It then

moves to a series of poems about Native Americans, followed by more articles.

There is then a review of children’s books, and how well they portray Native

Americans. There is also a guide to look at children’s book with to see how well

the book represented Native Americans. This would be a valuable book for

educators who want to read about how literature can impact self-image and how

educators can be more aware and make book choices to represent Native

American culture.

Smith, C. L. (2000). Jingle dancer. New York, NY: Morrow Junior Books.

Leveled Student Text

Reading Level: 710L, Guided Reading M

In this book, a young girl, Jenna, wants to be a jingle dancer at the next powwow,

like her Grandmother. However, there is not enough time to order the material to
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make the jingles. Jenna goes to four people who cannot dance at the powwow and

asks to borrow a row of jingles from their dresses. This book combines Native

American culture with a modern setting. This book would be a good choice for an

EL student because of its predictable and repetitive nature. The same sequence

happens each time that Jenna goes to get a new row of jingles, so, even though the

details are different, the repetition will provide support. This would also be a great

book to teach onomatopoeia. There are a lot of sounds, such as bells and drums,

that enhance the message of the story.

Steptoe, J. (1984). The story of Jumping Mouse. New York, NY: Lothrop, Lee & Shepard Books.

Leveled Student Text

Reading Level: 610L, Guided Reading P

This is the story of a small mouse who wants to go to the far-off land. Magic Frog

gives him jumping legs to help him cross the river. As he travels, he encounters

other animals and decides to help them. This is a retelling of a Native American

legend. This book will appeal to EL students because of its message of survival,

community, and hope. The pictures of the animals help tell the story, and it has

repetitive base. This would be a good story for learning about animals and nature.

This would also be a good book to have students find the moral of, because it is

very clear at the end of the story.