LESSON 20 TEACHER’S GUIDE
Lewis and Clark’s Packing List
by Kate Johanns
Fountas-Pinnell Level Q
Nonfiction
Selection Summary
In the early 1800s, Lewis and Clark packed up to head west to
explore a wilderness few Americans had ever seen.
Number of Words: 936
Characteristics of the Text
Genre
Text Structure
Content
Themes and Ideas
Language and
Literary Features
Sentence Complexity
Vocabulary
Words
Illustrations
Book and Print Features
• Nonfiction
• Third-person narrator
• Introduction and eight short chapters
• Description of preparations made for the trip
• A categorized list of what Lewis and Clark packed for their trip
• Being prepared for a journey is important to making the trip successful.
• Taking chances to acquire new knowledge is worthwhile.
• Descriptive language and many details
• Some longer complex sentence structures
• Questions draw readers into the text
• Expedition-related terms, such as: Louisiana Territory, keelboat, pirogues, compasses
• Some multisyllable target vocabulary words that may be challenging: accompany,
interpreter, proposed, territory
• Photographs and illustrations with captions
• Map
• Map with labels, photographs, illustrations
• Thirteen pages of text with section headings
• Variety in print and background color
© 2006. Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H.
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Lewis and Clark’s Packing List
by Kate Johanns
Build Background
Help students use their knowledge of packing and of American history to visualize the
selection. Build interest by asking a question such as the following: What would you take
if you were going camping or on a long hike? Read the title and author and talk about the
cover illustration. Explain that Lewis and Clark made an important journey of discovery
more than 200 years ago.
Introduce the Text
Guide students through the text, noting important ideas and nonfiction features. Help with
unfamiliar language so they can read the text successfully. Give special attention to target
vocabulary. Here are some suggestions:
Pages 2–3: Read the caption on page 2. Explain that this book is about Lewis and
Clark and the Corps of Discovery. Explain that the p and s in Corps are silent, and
the word is pronounced core. Suggested language: Lewis and Clark explored the
wilderness that was part of the Louisiana territory and took a route that no one
had taken before. Ask: What kind of hardships do you think the group might have
faced?
Page 6: Lewis and Clark had to pack many types of supplies for their journey.
Ask: What are some of the things that Lewis and Clark might need to take?
Page 8: Direct students to the photograph. Point out that captions can give clues
about information in the text. Ask: Why do you think that Lewis and Clark packed
items to give to the Native Americans?
Page 10: Read the caption. Explain that Lewis provided a dog to accompany the
expedition. Ask: Can you guess why a dog would be useful on a trip like this?
Now, turn back to the beginning to find out more about how Lewis and Clark
packed for their journey.
Target Vocabulary
accompany – to go somewhere
with someone, p. 10
clumsy – awkward or done
without skill, p. 6
corps – a group of people who
work together, p. 3
interpreter – someone who
translates words from one
language to another, p. 14
proposed – suggested, p. 4
landmark – a familiar or easily
seen object that identifies a
place, p. 2
supplies – important items
needed for survival, p. 6
route – a road or path between
two places, p. 2
territory – an area of land, p. 3
duty – a job or responsibility,
p. 11
Grade 4
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Read
Have students read silently while you listen to individual students read aloud. Support their
understanding of the text as needed.
Remind students to use the Visualize Strategy
form pictures in their minds of what they are reading.
and to use text details to
Discuss and Revisit the Text
Personal Response
Invite students to share their personal responses to the text.
Suggested language: Did it surprise you that Lewis and Clark had to pack so many
things? Why or why not? Do you think Lewis and Clark were well prepared for their trip?
Why or why not?
Ways of Thinking
As you discuss the text, help students understand these points:
Thinking Within the Text
Thinking Beyond the Text
Thinking About the Text
• Lewis and Clark explored a route
that had never been explored, so
they had to be prepared.
• Survival in the time of Lewis
and Clark depended on careful
planning.
• They packed supplies for
themselves, as well as gifts for
the Native Americans who they
hoped would help them.
• Lewis and Clark relied on their
friendship with the Native
Americans to help them along
the way.
• The author uses a map,
illustrations, and photographs to
help explain the details of Lewis
and Clark’s trip.
• Their planning paid off when
they reached the Pacific Ocean.
• The author provides an actual
list of items that Lewis and Clark
took along which helps readers
understand the text.
© 2006. Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H.
Choices for Further Support
• Fluency Invite students to participate in choral reading. Remind them to demonstrate
the appropriate pausing and phrasing, intonation, stress on words, and use of
punctuation.
• 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 words have Greek or Latin roots.
Tell them that the root word uni- in the word uniforms on page 9 comes from the Latin
word unus, which means one. Other words that share this root include united and
unitary.
Grade 4
3
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Writing about Reading
Vocabulary Practice
Have students complete the Vocabulary questions on BLM 20.1.
Responding
Have students use their Reader’s Notebook to complete the vocabulary activities on
page 15. Remind them to answer the Word Teaser on page 16. (Answer: landmark)
Reading Nonfiction
Nonfiction Features: Maps and Captions Remind students that nonfiction has many
features to help readers find and understand important information. Maps and captions
are two of these features. Have students look at the map on page 5. Ask what information
they can learn from the map (where Lewis and Clark went and what route they took). Then
have students make a list of four places that Lewis and Clark encountered on the way.
Explain that captions can be short phrases or longer sentences, as in this book. Captions
tell what a photo or map or diagram is about. Go back and read the captions on pages 5–8
and tell how those captions summarize the ideas presented in the main text. Have students
choose a caption from the text and rewrite it in their own words.
Writing Prompt: Thinking Beyond the Text
Have 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 is the selection mainly about?
• What words on page 2 help readers understand what the word route means?
• What can readers learn about Lewis and Clark’s expedition from reading this
selection?
Grade 4
4
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English Language Development
Reading Support Pair advanced and intermediate readers to read the selection
softly, or have students listen to the audio or online recordings. Remind students that
this selection is about Lewis and Clark and what they brought with them on their journey.
Idioms The text includes some idioms and phrases that may be unfamiliar. Explain the
meaning of expressions such as Corps of Discovery (p. 3), football field (p. 3), thick paste
(p. 7), record-keeping instruments (p. 11), and mosquito curtains (p. 12).
Oral Language Development
Check student comprehension, using a dialogue that best matches your students’
English proficiency level. Speaker 1 is the teacher, Speaker 2 is the student.
Beginning/Early Intermediate
Intermediate
Early Advanced/ Advanced
Speaker 1: What is this selection
about?
Speaker 1: Why did President Jefferson
want Lewis and Clark to take their
journey?
Speaker 1: What area did Lewis
and Clark explore?
Speaker 2: Lewis and Clark’s packing
list
Speaker 1: Why did Lewis and Clark
need these supplies?
Speaker 2: because they were taking a
long journey
Speaker 2: They explored the
Louisiana Territory and found a
route to the Pacific Ocean.
Speaker 2: President Jefferson wanted
them to find a route to the Pacific
Ocean.
Speaker 1: Why did they pack gifts for
Native Americans?
Speaker 2: They packed gifts so Native
Americans would help them along the
way.
Lesson 20
Name
BLACKLINE MASTER 20.1
Date
Target Vocabulary
Lewis and Clark’s
Packing List
Target Vocabulary
Complete each sentence below with the correct Target
Vocabulary Word.
Vocabulary
territory
corps
interpreter
landmark
route
duty
accompany
proposed
supplies
clumsy
1. A highway is a type of route
people use for travel.
2. A person who is clumsy
might trip and fall down a lot.
3. An animal’s territory
4. A landmark
is where it lives.
, such as a building or a park, can help you
find your way around town.
5. When you perform a duty
, you are doing
something you should do.
6. Pencils and paper are two examples of supplies
you need for school.
7. When you accompany
someone, you go with them.
8. A (n) interpreter
can help you talk to people who
speak a different language.
9. A corps
is a group of people.
10. The person who proposed
you share a snack with
him or her was probably hungry.
Target Vocabulary
3
Grade 4, Unit 4: Never Give Up!
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First Pass
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Name
Date
Lewis and Clark’s Packing List
Thinking Beyond the Text
Think about the questions below. Then write your answer in one or two
paragraphs.
Remember that when you think beyond the text, you use your personal
knowledge to reach new understandings.
Lewis and Clark’s Packing List gives many details about what their
expedition was like. They tried to think of everything they would need.
Look again at the packing list on pages 12–13. Then look at the question
on page 2: What would you take on a two-day camping trip? The author
suggests a few things you should take. What else would you take? Make
a list and explain why you would take those things with you.
Grade 4
6
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Lesson 20
Name
BLACKLINE MASTER 20.1
Date
Target Vocabulary
Lewis and Clark’s
Packing List
Target Vocabulary
Complete each sentence below with the correct Target
Vocabulary Word.
Vocabulary
territory
corps
interpreter
landmark
route
duty
accompany
proposed
supplies
clumsy
1. A highway is a type of
people use for travel.
2. A person who is
might trip and fall down a lot.
3. An animal’s
is where it lives.
4. A
, such as a building or a park, can help you
find your way around town.
5. When you perform a
, you are doing
something you should do.
6. Pencils and paper are two examples of
you need for school.
7. When you
8. A (n)
someone, you go with them.
can help you talk to people who
speak a different language.
9. A
is a group of people.
10. The person who
you share a snack with
him or her was probably hungry.
Grade 4
7
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Student
Lesson 20
Date
BLACKLINE MASTER 20.24
Lewis and Clark’s Packing List
• LEVEL Q
page
Lewis and Clark’s
Packing List
Running Record Form
Selection Text
2
Errors
Self-Corrections
Accuracy Rate
Total SelfCorrections
What would you pack for a weekend camping trip? How
about food, clothing, and a small stove? Don’t forget your tent,
sleeping bag, and a map to help you identify important
landmarks such as lakes.
Two days of camping can take a lot of preparation. What
would you do if your trip were to last two years over a route
that had never been explored?
3
In the early 1800s, explorers Meriwether Lewis and
William Clark had to pack for the camping trip of their lives.
President Thomas Jefferson had asked them to explore the
land beyond the Mississippi River.
Comments:
(# words read
correctly/99 × 100)
%
Read word correctly
Code
✓
cat
Repeated word,
sentence, or phrase
®
Omission
—
cat
cat
Grade 4
Behavior
Error
0
0
Substitution
Code
cut
cat
1
Self-corrects
cut sc
cat
0
Insertion
the
1
cat
Error
1414225
Behavior
ˆ
Word told
1
8
T
cat
1
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