25 TEACHER’S GUIDE Friends Along the Way - …forms.hmhco.com/assets/pdf/journeys/grade/L25_friends_along_the...LESSON 25 TEACHER’S GUIDE Friends Along the Way by Alice Collins

Number of Words: 1,501

L E S S O N 2 5 T E A C H E R ’ S G U I D E

Friends Along the Wayby Alice Collins

Fountas-Pinnell Level WNarrative NonfictionSelection SummaryCarrying peace medals as tokens of goodwill, Lewis and Clark and the Corps of Discovery trekked across unknown territory to the Pacifi c Ocean. The expedition, including Sacagawea and her family, was welcomed and aided by numerous Native American groups along the way. Without these new friends, the history-making journey on behalf of President Thomas Jefferson might not have been possible.

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Characteristics of the Text Genre • Narrative nonfi ction

Text Structure • Narrative divided into seven sections with underlying compare/constrast structure • Organized categorically as well as in chronological order

Content • The Corps of Discovery, Lewis and Clark, Sacagawea, Thomas Jefferson• Native American tribes: Mandan, Hidatsa, Shoshone, Nez Perce, Chinook, Clatsop, Walla

WallaThemes and Ideas • Graciously accept and offer help when needed.

• Respect and enjoy people, customs, and knowledge from other cultures.• People can be different from each other and still be friends.

Language and Literary Features

• Polished narrative language • Anecdote (Sacagawea’s reunion with her brother)

Sentence Complexity • A mix of simple, compound, and complex sentences• Appositional words and phrases

Vocabulary • Many Native American names and terms• Some challenging vocabulary that depends on use of context clues.

Words • Many multisyllable words, some of them challenging, such as intently, reunion, destination, profusely, identifi ed

Illustrations • Colorful, realistic drawings support the text.Book and Print Features • Fourteen pages of text with bold section headings

• Illustrations on all pages, map, chart© 2006. Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H.

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accustomed — frequently practiced, used, or experienced, p. 13

asset — a useful or valuable quality, person, or thing, p. 7

hospitable — disposed to treat guests with warmth and generosity, p. 14

terrain — an area of land, ground, p. 9

Friends Along the Way by Alice Collins

Build BackgroundHelp students use their knowledge of Western exploration to visualize the selection. Build interest by asking questions such as the following: How do you feel when you explore new places for the fi rst time? How do you think this compares to the way new settlers in the West felt when they explored new places? Read the title and author and talk about the cover illustration. Note the names of Native American groups as chapter headings. Tell students that this selection is narrative nonfi ction, so it tells a true account of how Lewis and Clark led an expedition westward in the early 1800s.

Introduce the TextGuide students through the text, noting important ideas, and helping with unfamiliar language and vocabulary so they can read the text successfully. Here are some suggestions:

Page 3: Point out the illustration. Suggested language: Read sentence 3 on this page: At that time, little was known about the land that lay between the Mississippi River and the Pacifi c Ocean. The Lewis and Clark expedition was requested by President Thomas Jefferson. Why do you think exploring the West was so important to Americans?

Pages 4–5: Point out the illustration. Explain that the Mandan and Hidatsa groups lived in what is now North Dakota. Ask: What do you think of the way this Native American tribe lives in such a close-knit group?

Pages 6–7: Look at the pictures on these pages. The Native Americans worked with the members of the expedition. Read the sentence on page 7: Since she was a Shoshone, Lewis and Clark knew Sacagawea could be a real asset to the expedition. Ask: How would it be an asset to have the Shoshone woman with them?

Now return to the beginning of the book and read to fi nd out how friends met along their journey helped Lewis and Clark complete a historic expedition.

Expand Your Vocabulary

2 Lesson 25: Friends Along the Way© Houghton Mifflin Harcourt Publishing Company

Grade 5


ReadHave students read silently while you listen to individual students read aloud. Support their understanding of the text as needed.

Remind students to use the Monitor/Clarify Strategy and to fi nd ways to fi gure out the parts of the text that are confusing.

Discuss and Revisit the TextPersonal ResponseInvite students to share their personal responses to the selection. Suggested language: What did you fi nd most surprising about the text?

Ways of ThinkingAs you discuss the text, help students understand these points:

Thinking Within the Text Thinking Beyond the Text Thinking About the Text

• President Jefferson asks Lewis and Clark to explore the territory between the Mississippi River and the Pacifi c Ocean.

• Sacagawea, with her family, joins the group and helps them communicate with Native American groups along the way.

• Several groups of Native Americans welcome and help the explorers so they can complete their journey.

• Respect and learn from other peoples and cultures.

• Offer help to those in need.

• People can be very different from each other and still be friends.

• The section heads help the reader quickly identify Native American groups that helped Lewis and Clark.

• The illustrations help the reader picture different Native American groups and elements of their cultures.

• The chart at the end of the book compares the roles of each Native American group that was discussed.

© 2006. Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H.

Choices for Further Support• Fluency Invite students to choose a passage from the text to act out or use for

readers’ theater. Remind them to rehearse unfamiliar names before they read to increase fl uency.

• Comprehension Based on your observations of the students’ reading and discussion, revisit parts of the text to clarify or extend comprehension. Remind students to go back to the text to support their ideas.

• Phonics/Word Work Provide practice as needed with words and word parts, using examples from the text. Remind students that many English words come from the Latin language. For example, plaza (page 4), which is a public square in a city or town, comes from the Latin word platea, which is a courtyard or broad street. Point out that the Spanish word plaza, meaning “square or place,” also comes from this Latin word.


Grade 5


Writing about ReadingCritical ThinkingHave students complete the Critical Thinking questions on BLM 25.9.

RespondingHave students complete the activities at the back of the book, using their Reader’s Notebook. Use the instruction below as needed to reinforce or extend understanding of the comprehension skill.

Target Comprehension SkillAuthor’s Purpose

Target Comprehension Skill Remind students that they can use text details to

fi gure out the author’s viewpoint and reasons for writing. Model how to add details to the Graphic Organizer, using a “Think Aloud” like the one below:

Think Aloud

The author includes many details about the accomplishments of the Lewis and Clark journey, such as defi ning the country’s boundaries, creating some of the fi rst maps of the area, identifying plants and animals in this region, and describing different groups of peoples they met along the way. List these details as part of the author’s purpose to show the reader the importance of this journey.

Practice the SkillHave students share an example of another story in which they used details in the story to identify the author’s purpose.

Writing Prompt: Thinking Beyond the TextHave students write a response to the prompt on page 6. Remind them that when they think beyond the text, they use their personal knowledge to reach new understandings.

Assessment Prompts• What can the reader conclude about Sacagawea from her actions in this story?

• What is an important message in this story?

• Which illustration in the book shows that Sacagawea is remembered and honored today?


Grade 5


19

Responding

TARGET SKILL Author’s Purpose What is

Alice Collins’s purpose in writing Friends Along the

Way? Copy the chart below. Add details that the

author uses to support her purpose.

Write About It

Text to World Imagine that you are Meriwether

Lewis or William Clark. Think about the help you

received from friends along the way. Write a letter

describing your gratitude to the people who

helped you.

DetailThe Shoshone offered Lewis and Clark’s expedition food and shelter.

Detail?

Purpose?

DetailThe Hidatsa showed Lewis and Clark a route to the Rocky Mountains.

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Critical ThinkingRead and answer the questions.

1. Think within the text How did the Mandan help the Corps of

Discovery?

2. Think within the text What were Lewis and Clark hoping to fi nd that

would speed their journey through the Northwest? Did they fi nd it?

3. Think beyond the text How does the author feel about the role

the Native Americans played in the Lewis and Clark expedition? How

do you know?

4. Think about the text What purpose do the headings serve in this

book?

Making Connections Write a short travel diary describing an imaginary journey or a real trip you have taken. Include information about the help provided by others along the way.

Write your answer in your Reader’s Notebook.

11

Friends Along the WayCritical Thinking

Critical Thinking© Houghton Mifflin Harcourt Publishing Company. All rights reserved.

Lesson 25B L A C K L I N E M A S T E R 2 5 . 9

Grade 5, Unit 5: Under Western Skies

Name Date

They traded their food with them in return for goods.

They were hoping to fi nd a waterway. They did fi nd one, the

Columbia River, after they had crossed the Rocky Mountains.

The author feels that the Native Americans’ help was invaluable

to the expedition. He provides a very positive picture of the

relationship between the various Native American groups and the

explorers.

Possible responses shown.

They tell, in chronological order, the different Native American

groups encountered by the expedition, and the help each

provided.

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First Pass

English Language DevelopmentReading Support Make sure the text matches the students’ reading level. Language and content should be accessible with regular teaching support.

Idioms The text includes some idioms that might be unfamiliar. Explain the meaning of expressions such as turn the Hidatsa against the explorers (page 5) and run them off (page 7).

Oral Language DevelopmentCheck student comprehension, using a dialogue that best matches your students’ English profi ciency level. Speaker 1 is the teacher, Speaker 2 is the student.

Beginning/Early Intermediate Intermediate Early Advanced/ Advanced

Speaker 1: Who asked Lewis and Clark to journey westward?

Speaker 2: President Thomas Jefferson

Speaker 1: What Native American woman traveled with the Corps?

Speaker 2: Sacagawea

Speaker 1: Why was Sacagawea living with another Native American group?

Speaker 2: They had kidnapped her.

Speaker 1: Why was Sacagawea surprised when she met the Shoshone chief?

Speaker 2: She realized that the Shoshone chief was her brother.

Speaker 1: Why did Lewis and Clark regard Sacagawea as helpful to their mission?

Speaker 2: She could speak Shoshone and Hidatsa. She also knew about crops and farming, an activity of many Native American groups. Also, Native American groups felt more welcoming to the explorers because she was with them.


Grade 5


Name Date

Friends Along the WayThinking Beyond the Text

Think about the questions below. Then write your answer in two or three paragraphs.

Remember that when you think beyond the text, you use your personal knowledge to reach new understandings.

On page 3, the narrator says that without the help of the Native Americans, the Lewis and Clark expedition would not have been as successful. What kinds of difficulties do you think Lewis and Clark might have faced without the help of Native Americans? How was the expedition able to avoid such difficulties? Use details from the text to support your response.

6 Lesson 25: Friends Along the WayGrade 5© Houghton Mifflin Harcourt Publishing Company


Critical ThinkingRead and answer the questions.

1. Think within the text How did the Mandan help the Corps of

Discovery?

2. Think within the text What were Lewis and Clark hoping to fi nd that

would speed their journey through the Northwest? Did they fi nd it?

3. Think beyond the text How does the author feel about the role

the Native Americans played in the Lewis and Clark expedition? How

do you know?

4. Think about the text What purpose do the headings serve in this

book?

Making Connections Write a short travel diary describing an imaginary journey or a real trip you have taken. Include information about the help provided by others along the way.

Write your answer in your Reader’s Notebook.

Friends Along the WayCritical Thinking

Lesson 25B L A C K L I N E M A S T E R 2 5 . 9

Name Date



1414090

Student Date Lesson 25

B L A C K L I N E M A S T E R 2 5 . 1 3

Friends Along the WayRunning Record Form

Friends Along the Way • LEVEL W


Behavior Code Error

Read word correctly ✓cat 0

Repeated word, sentence, or phrase

®cat

0

Omission —cat 1

Behavior Code Error

Substitution cutcat 1

Self-corrects cut sccat 0

Insertion the

cat 1

Word told Tcat 1

page Selection Text Errors Self-Corrections

3 It was well-known that several groups of Native Americans

occupied the land west of the Mississippi River and its

tributaries, and Jefferson knew that Lewis and Clark would

encounter them along the way. He also knew that it would be a

dangerous journey and wanted to keep the men out of peril.

Jefferson wanted the Native Americans to know that Lewis and

Clark’s mission was peaceful. To ensure this, he gave peace

medals to Lewis and Clark to present to each Native American

chief they encountered along the way.

On their journey, the Corps of Discovery did meet various

Native American tribes.

Comments: Accuracy Rate (# words read

correctly/103 × 100)

%

Total Self- Corrections


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25 TEACHER’S GUIDE Friends Along the Way - …forms.hmhco.com/assets/pdf/journeys/grade/L25_friends_along_the...LESSON 25 TEACHER’S GUIDE Friends Along the Way by Alice Collins