LESSON 25 TEACHER’S GUIDE
Friends Along the Way
by Alice Collins
Fountas-Pinnell Level W
Narrative Nonfiction
Selection Summary
Carrying peace medals as tokens of goodwill, Lewis and Clark and
the Corps of Discovery trekked across unknown territory to the
Pacific 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.
Number of Words: 1,501
Characteristics of the Text
Genre
Text Structure
Content
Themes and Ideas
Language and
Literary Features
Sentence Complexity
Vocabulary
Words
Illustrations
Book and Print Features
• Narrative nonfiction
• Narrative divided into seven sections with underlying compare/constrast structure
• Organized categorically as well as in chronological order
• The Corps of Discovery, Lewis and Clark, Sacagawea, Thomas Jefferson
• Native American tribes: Mandan, Hidatsa, Shoshone, Nez Perce, Chinook, Clatsop, Walla
Walla
• 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.
• Polished narrative language
• Anecdote (Sacagawea’s reunion with her brother)
• A mix of simple, compound, and complex sentences
• Appositional words and phrases
• Many Native American names and terms
• Some challenging vocabulary that depends on use of context clues.
• Many multisyllable words, some of them challenging, such as intently, reunion,
destination, profusely, identified
• Colorful, realistic drawings support the text.
• 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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Friends Along the Way
by Alice Collins
Build Background
Help 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 first 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 nonfiction, so it tells a true account
of how Lewis and Clark led an expedition westward in the early 1800s.
Introduce the Text
Guide 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 Pacific 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 find out how friends met
along their journey helped Lewis and Clark complete a historic expedition.
Expand Your Vocabulary
accustomed — frequently
practiced, used, or
experienced, p. 13
hospitable — disposed to treat
guests with warmth and
generosity, p. 14
asset — a useful or valuable
quality, person, or thing, p. 7
terrain — an area of land,
ground, p. 9
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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 Monitor/Clarify Strategy
to figure out the parts of the text that are confusing.
and to find ways
Discuss and Revisit the Text
Personal Response
Invite students to share their personal responses to the selection.
Suggested language: What did you find most surprising about the text?
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
• President Jefferson asks Lewis
and Clark to explore the territory
between the Mississippi River
and the Pacific Ocean.
• Respect and learn from other
peoples and cultures.
• The section heads help the
reader quickly identify Native
American groups that helped
Lewis and Clark.
• Sacagawea, with her family,
joins the group and helps
them communicate with Native
American groups along the way.
• Offer help to those in need.
• People can be very different from
each other and still be friends.
• Several groups of Native
Americans welcome and help the
explorers so they can complete
their journey.
• 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 fluency.
• 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.
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Writing about Reading
Critical Thinking
Have students complete the Critical Thinking questions on BLM 25.9.
Responding
Have 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 Skill
Author’s Purpose
Remind students that they can use text details to
figure 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 defining the country’s boundaries,
creating some of the first 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 Skill
Have 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 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 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?
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English Language Development
Reading 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 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: Who asked Lewis and Clark
to journey westward?
Speaker 1: Why was Sacagawea living
with another Native American group?
Speaker 2: President Thomas Jefferson
Speaker 2: They had kidnapped her.
Speaker 1: Why did Lewis and
Clark regard Sacagawea as
helpful to their mission?
Speaker 1: What Native American
woman traveled with the Corps?
Speaker 1: Why was Sacagawea
surprised when she met the Shoshone
chief?
Speaker 2: Sacagawea
Speaker 2: She realized that the
Shoshone chief was her brother.
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.
Lesson 25
Name
BLACKLINE MASTER 25.9
Date
Critical Thinking
Responding
Friends Along the Way
Critical Thinking
Read and answer the questions. Possible responses shown.
1. Think within the text How did the Mandan help the Corps of
Discovery?
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.
TARGET SKILL
They traded their food with them in return for goods.
2. Think within the text What were Lewis and Clark hoping to find that
would speed their journey through the Northwest? Did they find it?
Detail
The Hidatsa
showed Lewis
and Clark
a route to
the Rocky
Mountains.
Detail
The Shoshone
offered Lewis
and Clark’s
expedition food
and shelter.
Detail
?
They were hoping to find a waterway. They did find one, the
Columbia River, after they had crossed the Rocky Mountains.
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?
The author feels that the Native Americans’ help was invaluable
to the expedition. He provides a very positive picture of the
Purpose
?
relationship between the various Native American groups and the
explorers.
4. Think about the text What purpose do the headings serve in this
book?
Write About It
They tell, in chronological order, the different Native American
groups encountered by the expedition, and the help each
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.
provided.
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.
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Critical Thinking
Grade 5, Unit 5: Under Western Skies
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5
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Lesson 25: Friends Along the Way
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First Pass
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Name
Date
Friends Along the Way
Thinking 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.
Grade 5
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Lesson 25
Name
BLACKLINE MASTER 25.9
Date
Critical Thinking
Friends Along the Way
Critical Thinking
Read 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 find that
would speed their journey through the Northwest? Did they find 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.
Grade 5
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Student
Lesson 25
Date
BLACKLINE MASTER 25.13
Friends Along the Way • LEVEL W
page
3
Selection Text
Friends Along the Way
Running Record Form
Errors
Self-Corrections
Accuracy Rate
Total SelfCorrections
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:
(# words read
correctly/103 × 100)
%
Read word correctly
Code
✓
cat
Repeated word,
sentence, or phrase
®
Omission
—
cat
cat
Grade 5
Behavior
Error
0
0
1
8
Substitution
Code
cut
cat
1
Self-corrects
cut sc
cat
0
Insertion
the
1
Word told
T
cat
cat

Error
1414090
Behavior
1
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