Build reading comprehension skills with a Westward Expansion reading passage and assessment.
What caused Westward Expansion?
Most kids know about the discovery of America in 1492 and the early settlers in Colonial America, but the story of our country drops off after we gained our independence in 1776. It’s a shame because we had just become a nation and there were a lot of exciting things happening as we formed our new nation and discovered the American west!
This worksheet integrates Social Studies and Reading concepts. This two-page resource consists of the following pieces of learning material.
Students will read a short passage about Westward Expansion, and the many reasons why American pioneers traveled the great distance to the frontier.
By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2-3 text complexity band independently and proficiently.
By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 4-5 text complexity band proficiently, with scaffolding as needed at the high end of the range.
Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts.
Developing and sustaining foundational language
skills: listening, speaking, reading, writing, and thinking--self-sustained
reading. The student reads grade-appropriate texts independently. The student
is expected to self-select text and rea...
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...
Response skills: listening, speaking, reading,
writing, and thinking using multiple
texts. The student responds to an increasingly challenging variety of sources
that are read, heard, or viewed. The student is expected to:
(1) describe pers...
Developing and sustaining foundational language
skills: listening, speaking, reading, writing, and thinking--fluency.
The student reads grade-level text with fluency and comprehension. The student
is expected to use appropriate fluency (rate...
Developing and sustaining foundational language
skills: listening, speaking, reading, writing, and thinking--self-sustained
reading. The student reads grade-appropriate texts independently. The student
is expected to self-select text and rea...
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...
Response skills: listening, speaking, reading,
writing, and thinking using multiple
texts. The student responds to an increasingly challenging variety of sources
that are read, heard, or viewed. The student is expected to:
(1) describe pers...
Author's purpose and craft: listening, speaking, reading, writing, and thinking using multiple texts. The student uses critical inquiry to analyze the authors'
choices and how they influence and communicate meaning within a variety of
texts. Th...
Describe how individuals, including Daniel Boone, Christopher Columbus, the Founding Fathers, and Juan de Oñate, have contributed to the expansion of existing communities or to the creation of new communities.
History. The student understands the importance of the Texas Revolution, the Republic of Texas, and the annexation of Texas to the United States. The student is expected to:
History. The student understands the political,
economic, and social changes in Texas during the last half of the 19th century.
The student is expected to:
(1) describe the impact of the Civil War and
Reconstruction on Texas;
(A) explain...
History. The student understands political, economic, and social changes that occurred in the United States during the 19th century. The student is expected to:
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