teaching resource

Lewis and Clark Close Read Comprehension Pack

Updated: 10 May 2023

Enhance your students' comprehension, vocabulary, and writing skills with a close reading passage and activity pack about the Lewis and Clark Expedition.

Editable: Google Slides
Non-Editable: PDF
Pages: 11 Pages
Grades: 3 - 5

Curriculum

CCSS.ELA-LITERACY.RI.3.2

Determine the main idea of a text; recount the key details and explain how they support the main idea.
CCSS.ELA-LITERACY.RI.3.3

Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.
CCSS.ELA-LITERACY.RI.3.8

Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence).
CCSS.ELA-LITERACY.RF.3.4

Read with sufficient accuracy and fluency to support comprehension.
CCSS.ELA-LITERACY.W.3.2

Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
CCSS.ELA-LITERACY.W.3.5

With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 3 here.)
CCSS.ELA-LITERACY.L.3.4

Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies.
CCSS.ELA-LITERACY.RI.4.1

Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
CCSS.ELA-LITERACY.RI.4.2

Determine the main idea of a text and explain how it is supported by key details; summarize the text.
CCSS.ELA-LITERACY.RI.4.5

Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text.
CCSS.ELA-LITERACY.RI.4.8

Explain how an author uses reasons and evidence to support particular points in a text.
CCSS.ELA-LITERACY.W.4.2

Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
CCSS.ELA-LITERACY.W.4.4

Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.)
CCSS.ELA-LITERACY.RI.5.8

Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s).
CCSS.ELA-LITERACY.RI.5.9

Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.
CCSS.ELA-LITERACY.CCRA.R.1

Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
1. Anchor Standards
2. College and Career Readiness Anchor Standards for Reading
CCSS.ELA-LITERACY.RI.5.5 CCSS.ELA-LITERACY.RI.5.2
1. Common Core Standards In America

ELAR 3.6(F)

Make inferences and use evidence to support understanding;
ELAR 3.6(G)

Evaluate details read to determine key ideas;
ELAR 3.6(I)

Monitor comprehension and make adjustments such as re-reading, using background knowledge, asking questions, and annotating when understanding breaks down.
ELAR 3.9(D)

Recognize characteristics and structures of informational text, including:
ELAR 3.9(D)(i)

The central idea with supporting evidence;
ELAR 3.9(D)(iii)

Organizational patterns such as cause and effect and problem and solution;
ELAR 3.11(B)(ii)

Developing an engaging idea with relevant details;
ELAR 4.6

Comprehension skills: listening, speaking, reading, writing, and thinking using multiple texts. The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts. The student is expected to: (1) es...
1. TEKS ELAR
2. TEKS ELAR 4
ELAR 4.6(I)

Monitor comprehension and make adjustments such as re-reading, using background knowledge, asking questions, and annotating when understanding breaks down.
ELAR 4.7(B)

Write responses that demonstrate understanding of texts, including comparing and contrasting ideas across a variety of sources;
ELAR 4.9(D)

Recognize characteristics and structures of informational text, including:
ELAR 4.11

Composition: listening, speaking, reading, writing, and thinking using multiple texts--writing process. The student uses the writing process recursively to compose multiple texts that are legible and uses appropriate conventions. The student...
1. TEKS ELAR
2. TEKS ELAR 4
ELAR 5.3

Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--vocabulary. The student uses newly acquired vocabulary expressively. The student is expected to: (1) use print or digital resources...
1. TEKS ELAR
2. TEKS ELAR 5
ELAR 5.6

Comprehension skills: listening, speaking, reading, writing, and thinking using multiple texts. The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts. The student is expected to: (1) es...
1. TEKS ELAR
2. TEKS ELAR 5
ELAR 5.7(C)

Use text evidence to support an appropriate response;
ELAR 5.9(D)

Recognize characteristics and structures of informational text, including:
ELAR 5.11

Composition: listening, speaking, reading, writing, and thinking using multiple texts--writing process. The student uses the writing process recursively to compose multiple texts that are legible and uses appropriate conventions. The student...
1. TEKS ELAR
2. TEKS ELAR 5
ELAR.6(H)
1. Teks
ELAR 3.7(E) ELAR 3.7(F)
1. Teks

teaching resource

Lewis and Clark Close Read Comprehension Pack

Updated: 10 May 2023

Enhance your students' comprehension, vocabulary, and writing skills with a close reading passage and activity pack about the Lewis and Clark Expedition.

Editable: Google Slides
Non-Editable: PDF
Pages: 11 Pages
Grades: 3 - 5

Enhance your students' comprehension, vocabulary, and writing skills with a close reading passage and activity pack about the Lewis and Clark Expedition.

Lewis & Clark Reading Activities for Social Studies Integration

Are you struggling with integrating your social studies content into other subject areas? We’ve got the perfect resource to blend your history content with reading and writing. Check out this Lewis and Clark Close Reading and Writing Pack!

This close reading and writing pack is an engaging way for students to learn about the Lewis and Clark expedition into the American West during the era of Westward Expansion. Students will read about the journey, answer comprehension questions, sort facts, and details, and then utilize information from the passage to write an informative essay.

Through this resource, students can answer the following essential questions.

What was the purpose of the Lewis and Clark expedition?
When was the Lewis and Clark expedition completed?
Why was the Lewis and Clark expedition important to America?
What was the Corps of Discovery?

An answer key is included with your download to make grading fast and easy!

Tips for Differentiation + Scaffolding

In addition to independent student work time, use this worksheet as an activity for:

Guided reading groups
Lesson warm-up
Lesson wrap-up
Fast finishers
Homework assignment
Whole-class review (via smartboard)

For struggling readers, try the following:

Provide read-aloud accommodations.
Allow students to partner read the passage and complete the comprehension check together.
Pre-teach the vocabulary words related to the passage before reading.
Build background before completing by viewing videos and images or discussing prior knowledge on the topic.

For fast finishers, enhance their learning by trying the following:

Encourage students to read further and make a timeline of the significant events leading up to and during Lewis and Clark’s journey.
Have students read additional texts or watch videos about the Corps of Discovery.
Have students enhance their writing using text evidence or change their essay into a bulleted list of essential details about the journey.
Encourage students to continue their exploration of history with informative writing prompts for third grade and up.

Easily Download & Print

Use the dropdown icon on the Download button to download the PDF or Google Slides Version.

Because this resource includes an answer sheet, we recommend you print one copy of the entire file. Then, make photocopies of the blank worksheet for students to complete.

To save paper, we suggest printing the 2-page worksheets double-sided.

Additionally, project the worksheet onto a screen and work through it as a class by having students record their answers in their notebooks.

Get more American History worksheets to have handy!

Don’t stop there! We’ve got more resources to help you teach those historical figures:

[resource:4825286] [resource:4821002] [resource:4820530]

Curriculum

CCSS.ELA-LITERACY.RI.3.2

Determine the main idea of a text; recount the key details and explain how they support the main idea.
CCSS.ELA-LITERACY.RI.3.3

Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.
CCSS.ELA-LITERACY.RI.3.8

Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence).
CCSS.ELA-LITERACY.RF.3.4

Read with sufficient accuracy and fluency to support comprehension.
CCSS.ELA-LITERACY.W.3.2

Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
CCSS.ELA-LITERACY.W.3.5

With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 3 here.)
CCSS.ELA-LITERACY.L.3.4

Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies.
CCSS.ELA-LITERACY.RI.4.1

Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
CCSS.ELA-LITERACY.RI.4.2

Determine the main idea of a text and explain how it is supported by key details; summarize the text.
CCSS.ELA-LITERACY.RI.4.5

Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text.
CCSS.ELA-LITERACY.RI.4.8

Explain how an author uses reasons and evidence to support particular points in a text.
CCSS.ELA-LITERACY.W.4.2

Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
CCSS.ELA-LITERACY.W.4.4

Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.)
CCSS.ELA-LITERACY.RI.5.8

Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s).
CCSS.ELA-LITERACY.RI.5.9

Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.
CCSS.ELA-LITERACY.CCRA.R.1

Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
1. Anchor Standards
2. College and Career Readiness Anchor Standards for Reading
CCSS.ELA-LITERACY.RI.5.5 CCSS.ELA-LITERACY.RI.5.2
1. Common Core Standards In America

ELAR 3.6(F)

Make inferences and use evidence to support understanding;
ELAR 3.6(G)

Evaluate details read to determine key ideas;
ELAR 3.6(I)

Monitor comprehension and make adjustments such as re-reading, using background knowledge, asking questions, and annotating when understanding breaks down.
ELAR 3.9(D)

Recognize characteristics and structures of informational text, including:
ELAR 3.9(D)(i)

The central idea with supporting evidence;
ELAR 3.9(D)(iii)

Organizational patterns such as cause and effect and problem and solution;
ELAR 3.11(B)(ii)

Developing an engaging idea with relevant details;
ELAR 4.6

Comprehension skills: listening, speaking, reading, writing, and thinking using multiple texts. The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts. The student is expected to: (1) es...
1. TEKS ELAR
2. TEKS ELAR 4
ELAR 4.6(I)

Monitor comprehension and make adjustments such as re-reading, using background knowledge, asking questions, and annotating when understanding breaks down.
ELAR 4.7(B)

Write responses that demonstrate understanding of texts, including comparing and contrasting ideas across a variety of sources;
ELAR 4.9(D)

Recognize characteristics and structures of informational text, including:
ELAR 4.11

Composition: listening, speaking, reading, writing, and thinking using multiple texts--writing process. The student uses the writing process recursively to compose multiple texts that are legible and uses appropriate conventions. The student...
1. TEKS ELAR
2. TEKS ELAR 4
ELAR 5.3

Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--vocabulary. The student uses newly acquired vocabulary expressively. The student is expected to: (1) use print or digital resources...
1. TEKS ELAR
2. TEKS ELAR 5
ELAR 5.6

Comprehension skills: listening, speaking, reading, writing, and thinking using multiple texts. The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts. The student is expected to: (1) es...
1. TEKS ELAR
2. TEKS ELAR 5
ELAR 5.7(C)

Use text evidence to support an appropriate response;
ELAR 5.9(D)

Recognize characteristics and structures of informational text, including:
ELAR 5.11

Composition: listening, speaking, reading, writing, and thinking using multiple texts--writing process. The student uses the writing process recursively to compose multiple texts that are legible and uses appropriate conventions. The student...
1. TEKS ELAR
2. TEKS ELAR 5
ELAR.6(H)
1. Teks
ELAR 3.7(E) ELAR 3.7(F)
1. Teks

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