Students can learn more about
Lewis and Clark's expedition by searching the Internet. Have them use a student-friendly search engine and the keywords Lewis and Clark expedition. Be sure to follow classroom rules for Internet use.
Build Background Use ELL Poster 2 to build background and vocabulary for the lesson concept of land and people in the Midwest.
ELL Poster 2
WORDS TO KNOW
docks platforms built on
the shore or out from the shore; wharves; piers
migrating going from one
region to another with the change in seasons
scan to glance at; look
over hastily
scent a smell
wharf platform built on
the shore or out from the shore beside which ships can load or unload
yearned felt a longing
or desire
MORE WORDS TO KNOW
consult to seek information or advice from
leisurely without hurry; taking plenty of time
mutual done, said, or felt by each toward the other
BEGIN A KWL CHART about Lewis and Clark and westward exploration.
Give students a few minutes to write down whatever they know about the
explorers Lewis and Clark and their expedition across the Midwest and
West. Prompt them with categories from their Exploration and Discovery
Concept Web from p. 40l. List their responses in the first column of a
KWL chart.
Give students two minutes to write three questions about what they would
like to find out about Lewis and Clark's expedition. Record their questions in
the second column of the chart. Add a question of your own.
Tell students that, as they read, they should look for answers to their
questions and note any new information to add to the chart.
BACKGROUND BUILDING AUDIO This week's audio explores Lewis and Clark
and their expedition. After students listen, discuss what they found out and
how this information increased their understanding of the expedition.
Background Building Audio
Introduce Vocabulary
CATEGORY CLUES
Give oral clues that help students think about the categories in which lesson
vocabulary words belong.
Display the lesson vocabulary words. Have students identify words they know.
Have them check their glossary for the meanings of any unfamiliar words.
Then read aloud each set of three words listed below. Ask students for ideas
about how the words in each group are related. Activate Prior Knowledge
search, peek, scan (All are ways of looking.)
traveling, migrating, wandering (All are ways of moving from one place to
another.)
yearned, wished, hoped (All are ways someone wanted something.)
odor, perfume, scent (All are synonyms for a type of smell.)
pier, dock, wharf (All have to do with where boats are kept.)
Point out the word scent. Ask students how scent, sent, and cent are alike
and different. Explain that homophones are words that sound alike but
are spelled differently and have different meanings. Readers and writers
use context clues to decide on the meaning and spelling of a homophone.
Homophones
Ask students if they know other words that sound the same but are spelled
differently. (Possible response: allowed, aloud)
By the end of the week students should know the lesson vocabluary words.
Have them demonstrate their knowledge by using the words in sentences.
Have them identify any homophones.
ELL Poster 2 
docks platforms built on
Background Building Audio 