level s/44 conquering mount everest · assessment handbook (grade 5) • ongoing assessments #9 and...

B e n c h m a r k e d u c a t i o n c o m p a n y

Conquering Mount EverestNavigators Teaching Guides provide flexible options to meet a variety of instructional needs…

Level S/44

Social Studies

Skills & Strategies

Anchor Comprehension Strategies

• Draw conclusions

Comprehension • Stop/think/write

• Evaluateauthor'spurpose

• Usegraphicfeaturestointerpretinformation

Word Study/Vocabulary • Identifysynonyms,antonymsand

homophones

Social Studies Big Idea • Citizensmakecontributionstotheworld

thatserveaslinksbetweenthepresentandthepast.

TeACher’S Guide

©2011 Benchmark Education Company, LLC

skiLLs and strateGies

Comprehension Strategy Posters (for Assessed Skills/Strategies)

• Drawing Conclusions

• Identifying Synonyms, Antonyms, and Homophones

Thematic Poetry Connections (in Reading & Writing Poetic Forms)

• “We drink with palms cupped…” (Ki Tsurayuki)

Comprehension Strategy Assessment handbook (Grade 5)• Ongoing Assessments #9 and #10

notable Trade Books for Read Aloud• Kramer, Stephen. Avalanche.

Carolrhoda Books, 1992.

• Jenkins, Steve. The Top of the World: Climbing Mount Everest. Houghton Mifflin, 1999.

• Wilderness Challenge. National Geographic Society, 1980.

Web Site for Content Information• National Geographic

www.nationalgeographic.com/ books/9710/index/html

Log on to this Web site to see some spectacular photographs of Mount Everest.

reLated resources

Science Physical Science: a, b Life Science: a, c Earth Science: a

Social Studies Culture: a, b, c, d Time, Continuity, &

Change: c People, Places, &

Environments: a, e, h, I

This lesson teaches and/or reinforces the following skills and strategies:

Draw Conclusions (pp. 3–9)

• Identify Synonyms, Antonyms, Homophones (p. 6)

• Activate Prior Knowledge (p. 4)

• Use Graphic Features to Interpret Information (pp. 4–5)

• Use Context Clues to Determine Word Meaning (pp. 4–5)

• Evaluate Author’s Purpose (p. 5)

• Use Text Features to Locate Information (p. 6)

theme connectionsMountain Formation

Challenging the Human Spirit

Earth’s Frontier

Before Reading. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

Chapters 1 & 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

Chapters 3 & 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

Chapters 5 & 6 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

After Reading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

Writing Workshop and Writing Model . . . . . . . . . . . . . . . . . 8, 9

Reproducible Graphic Organizer . . . . . . . . . . . . . . . . . . . . . . . 10

Content-Area Extension Activities (BLMs). . . . . . . . . . . . . . . . 11

Answer Key . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15

tabLe of contents

Conquering Mount Everest

This skill/strategy is the focus of the Ongoing Assessments for

this title.

OvERvIEW

nationaL content standards

BEFORE REAdInG

introduce the bookDraw students’ attention to the front cover of the book. Read the title together. Turn to the back of the book and read the blurb and author information. Examine the table of contents. Page through the book looking at the photographs and captions. While previewing, pose the following questions to encourage students to think about the text before reading.

• Based on your preview, what do you predict this book is about? What do you think the author will talk about?

• Do you think the book is fiction or nonfiction? Why? What is your proof?

• What kinds of features would you expect to find in a nonfiction book? Do you see those features?

• What do you know about mountains? Can you name a specific moun-tain? What would the weather be like on a mountain? How would the weather on a mountain make mountain climbing dangerous?

• What would you like to learn while reading this book? Why?

• What kinds of special vocabulary words do you think you’ll encounter in this book?

set a purpose for readinGThis text provides an excellent opportunity for students to focus on the strategy of drawing conclusions. Explain that the author is going to pres-ent detailed information about different aspects of Mount Everest that will help students make conclusions that are not stated in the book. Read page 6 from the text. Say: As you read, think about what the author is saying that she is not telling you. What does she want you to think about climbing Mount Everest? After reading, point out the clues that should help students realize that climbing Mount Everest requires great strength. Also explain to students that pictures give clues, as seen on page 7. Ask: How does the photograph on page 7 help you draw a conclu-sion about mountain climbing?

introduce the Graphic orGanizerProvide each student with a copy of the drawing Conclusions About Climbing Mount Everest graphic organizer. Explain that as they read, each student will be looking for data to fill in this chart. You might sug-gest that students place sticky notes in the margins of pages where they see points to prove the stated conclusions. Point out that the proof enables students to be confident in drawing their own conclusions.

Climbing any mountain is hard work, but Mount Everest is an adventure for only the few who are strong of mind and body. Author Jackie Glassman introduces readers to the high-est point on Earth by taking them on a written trip there. This trip includes geography and people of the himalayas, the craft of mountain climbing and its history regarding Mount Everest, and finally one climbing excursion no one will soon forget.

Book Summary

3© 2011 Benchmark Education Company, LLC Conquering Mount Everest

drawing Conclusions About Climbing Mount Everest

Conclusions Proof

Climbing Mount Everest is a very dangerous hobby.

Mount Everest is considered to be holy.

no one can predict what might happen on the mountain.

4

ChAPTERS 1 & 2

use Context CluesHave students look at the word range (page 4). Ask: Have you ever seen this word before? Does the definition you know make sense in this context? Invite students to use what they know about the word to figure out what it means in the context of this sentence. Create a word web like the one below and have the group complete it.

TEACHING TIPSMeaningful Activities for Rapid Readers• Try the “GET IN GEAR” activity on

page 8.

• British climber George Mallory answered the question about why people want to climb Mount Everest by saying, “Because it’s there.” In your own words, explain what you think this means.

Prompts to help Readers Monitor Comprehension• Ask yourself this question at the

end of every page: “Did I under-stand what I just read? Do I need to reread parts or all of the page?”

read the text pages 2–9Use the following prompt to set a purpose for the reading: As you read, think about what you already know about mountain climbing, Mount Everest, and dreaming of adventure. How can you use prior knowledge to help you read and understand new information?

Ask students to read the chapters independently. Invite them to use sticky notes to jot down personal connections they make as they read. Also, ask them to mark any information they can use to complete the graphic organizer. Finally, ask them to flag unfamiliar words they encounter. When the group has finished, use the activities below to focus on skills, strategies, and text and graphic features of the book.

focus on comprehensiondiscuss using Prior knowledgeInvite students to share personal connections they made to the text. Ask: What information was already familiar to you? What information was entirely new? Did you know where Mount Everest is located? What was something you learned that you did not know before? Did having prior knowledge about this topic make reading more interesting? Why or why not?

Begin the Graphic Organizer: drawing Conclusions Ask students to reread or skim and scan the text to locate information for the graphic organizer. Encourage them to think about how they will prove the conclusion in the box. Say: Remember, anything put in the proof box must be proof of the conclusion. Explain that they do not need to write everything that they read. They should restate their proofs in as few words as possible.

use Graphic Features to Interpret InformationPoint out the photograph on page 5. Ask students why Mount Everest is pictured. They should notice that the photograph:• helps the reader see how high Mount Everest really is. • shows the mountain’s size compared to the Empire State Building

and the height at which a jet plane travels.• shows an example of how authors prove the facts they state in the text. Challenge students to research the height of another comparable object—the Statue of Liberty, for example—and see how many statues it would take to reach to the top of Mount Everest. Ask: How does the information in this graphic feature help you read?

Then tell students to apply this and other strategies to unfamiliar words they flagged. These might include:

trekking, p. 6camp, p. 6avalanches, p. 6lamp, p. 7spikes, p. 8

range

definition a series or chain of connected mountains

what it could mean heresomething to do with one end of mountains to the other

definitions I know oven top; the limits of possible variation; wide open areas of land

Conquering Mount Everest © 2011 Benchmark Education Company, LLC

5

read the text pages 10–15Use the following prompt to set a purpose for the reading: As you read, think about the information the author is presenting. What does the author want you to know? What is the author’s purpose for writing this chapter?

Ask students to read the chapters independently. Invite them to use sticky notes to flag sections of the text that support their ideas about the author’s purpose. Also ask them to flag any ideas to use in the graphic organizer, as well as any unfamiliar words they encounter. When the group has finished, use the activities below to focus on skills, strategies, and text and graphic features of the book.

focus on comprehensiondiscuss the Author’s PurposeInvite students to share their ideas about the author’s purpose. Encourage them to point out examples from the text that helped them figure it out. If students have difficulty, use a think aloud to model how a good reader thinks through an author’s purpose. The first two sentences on page 10 and the chapter title made me think that the author was going to inform me about the people who live around Mount Everest and what they think about the mountain. In the rest of the chapter, the author talks about the Sherpa lifestyle, including how they interact with the mountain on a regular basis today.

Continue the Graphic Organizer: drawing ConclusionsAsk students to reread or skim and scan the text to locate information for the graphic organizer. Remind students that the three statements they put in each right-hand box must prove the corresponding conclusion statement in each left-hand box, and that pictures and captions may also prove the conclusion.

use Graphic Features to Interpret InformationPoint out the photograph on page 12. Ask students what information they can get from it. They should notice that the photograph:• is in black and white, and its age is not very clear. • shows all the men looking weary and dressed in rugged clothes. • shows no women. Challenge students to examine the photographs on pages 14 and 15. Ask them to write as many thoughts as they can on sticky notes about one or both of the photographs. Ask: How do the pictures help you better understand the chapter? Invite students to skim and scan the book to find other graphic features that help with meaning or are important in understanding the text.

Then tell students to apply this and other strategies to unfamiliar words they flagged. These might include:

expeditions, p. 10Buddhist, p. 10monastery, p. 11conquer, p. 12ascent, p. 14vertical, p. 14

use Context CluesHave students find the word altitudes (page 10). Explain that authors often help readers with the definitions of unknown words by providing hints about the word. Use the web below as an example.

ChAPTERS 3 & 4

TEACHING TIPSMeaningful Activities for Rapid Readers• Read the “IT’S A FACT!” box on

page 13. Why do you think expedi-tions today begin on the south side of the mountain? What do you think might have happened to George Mallory in 1924?

Prompts to help Readers Monitor Comprehension

• If you lose the meaning, go back and visualize the text.

• Look for descriptions in the text to help you gain meaning.

altitudes

hint Sherpas are skilled climbers

definitionhow high in the air above sea level an object is

hint the Sherpas are famous for physical strength when they are up high

hint the mountain is home of the gods, with holy peaks

© 2011 Benchmark Education Company, LLC Conquering Mount Everest

6

focus on comprehensiondiscuss drawing ConclusionsInvite students to share the conclusions they’ve drawn about mountain climbing in general and climbing Mount Everest specifically. Explain that when readers draw conclusions, they use information from the text and from prior knowledge to make a judgment about information in the text. Ask: How do the characteristics of mountain climbers make you feel about the possibility of taking up this activity as a hobby?

Complete the Graphic Organizer: drawing Conclusions Ask students to reread or skim and scan the text to locate information to complete the graphic organizer.

use Text Features to Locate InformationPoint out the caption on page 26. Ask students how the information is important to the text. They should notice that a caption:• describes the accompanying photograph.• provides additional information that supplements the text.• explains visuals that enhance the text.

ChAPTERS 5 & 6

Identify homophonesHave students look at the words to and two (page 17). Ask: What do you know about these words? What kind of words are they? What other words sound like them? Elicit other homo-phones from students, such as their, there, and they’re; not and knot; pare, pair, and pear; etc.

read the text pages 16–29Use the following prompt to set a purpose for the reading: As you reach the end of the book, draw conclusions about why mountain climbing is so dangerous.

Ask students to read the chapters independently. Invite them to use sticky notes to flag sections of the text that helped them draw conclu-sions. Also ask them to flag any ideas to use in the graphic organizer, as well as any unfamiliar words they encounter. When the group has finished, use the activities below to focus on skills, strategies, and text and graphic features of the book.

TEACHING TIPSMeaningful Activities for Rapid Readers• Look at the map on pages 18 and

19. How many feet did the climbers cover as they went from one camp to the next up to the summit?

• Complete the activity in the “THINK IT OvER!” box on page 20.

Prompts to help Readers Monitor Comprehension• Look for definitions next to

unknown words to determine their meanings.


AFTER REAdInG

7

sYnthesize and assessRetell and Summarize As a group, generate an oral or written retelling of the book. Select the key points to create a summary.

Respond Ask students what they found most interesting about the book. What they did not like and why. What questions they still have. What additional infor-mation they might have included if they had been the author.

use Graphic Features Challenge students to discuss ways in which graphic features such as maps, tables, and charts helped them under-stand the information presented in the text.

draw Conclusions Ask students to formulate conclusion statements based on their reading and the information they charted. Record these ideas.

The completed graphic organizer below can serve as a model for assessing students’ ability to draw conclusions.


Conclusions Proof




1. Deep crevasses in the ice open and close all of the time, and avalanches can occur unexpectedly.

2. At the top of Mount Everest, there is only one-third as much oxygen as at sea level.

3. Climbers can get frostbite.

1. The Sherpas believe it is the home of the gods.

2. Stones with Buddhist prayers written on them line the trails of the mountain.

3. The Tengboche Monastery is a religious center on the mountain.

1. Brutal blizzards can form at the base of the mountain.

2. The climb can take longer than planned.3. People have disappeared while climbing

Mount Everest.


8

mini-Lesson Writing Focus: drawing ConclusionsRemind students that throughout the book Conquering Mount Everest, they drew conclusions about the mountain and mountain climbing based on information the author provided.

Ask students to review their drawing Conclusions About Climbing Mount Everest graphic organizer to look for an example of a conclusion statement and the proof statements that support it.

On chart paper or the board, create a chart like the one below showing a conclusion and its proof.

Use the reproducible Writing Model to demonstrate how information from the chart can be used to write a paragraph presenting a conclu-sion and the proof for it. Remind students that using descriptive words and phrases can help provide good details for their proof statements.

WRITInG WORkShOP

Write a paragraph that focuses on another con-clusion and supporting proof statements about climbing Mount Everest.

wrITING ASSIgNmeNt

COnCLuSIOn


PROOF

• Deep crevasses in the ice open and close all the time, and avalanches can occur unexpectedly.

• Only one-third as much oxygen is available at the top.

• Climbers can get frostbite.


TEACHING TIPSProcess wrItINg Steps

1. Have students brainstorm another example of an opinion with its supporting facts from their graphic organizer and then create a chart.

2. Using notes from their charts, have students independently write a first draft using a fact-and-opinion structure.

3. After students complete their first draft, they should revise and edit it.

4. Conference with each student following the first revision and editing.

5. Have students make any additional changes and create a final copy of their paragraph.

6. Finally, invite students to share their paragraph with a group of other students.

danger up high

Imagine a place where deep crevasses in the ice open and

close all the time and avalanches can occur unexpectedly at

any time. That’s Mount Everest. Climbing Mount Everest is a

very dangerous hobby. Climbers can easily get frostbite, and

only one-third the amount of oxygen at sea level is available at

the top of the mountain.

Writing Model: drawing Conclusions

wrITING TIP

A conclusion can be anywhere in the paragraph

as long as it has proof statements.

proof statements

conclusion



Conclusions Proof

Name: ________________________________________ Date: _________________





Name: ________________________________________ Date: _________________

diary of a ClimberImagine you are a mountain climber preparing to make the journey to the top of Mount Everest. You’ve decided to keep a journal to record the highlights for two days before the climb and two days during the climb. (Note: You will have to write the final two journal entries when you return to base camp, because you cannot stop to write as you climb up the mountain.)

For each day below, describe your preparations and adventures. Include times of the day if you choose.

day 1 _______________________________________ ____________________________________________ ____________________________________________ ____________________________________________

day 2 _______________________________________ ____________________________________________ ____________________________________________ ____________________________________________

day 3 _______________________________________ ____________________________________________ ____________________________________________ ____________________________________________

day 4 _______________________________________ ____________________________________________ ____________________________________________ ____________________________________________


Name: ________________________________________ Date: _________________

George EverestSir George Everest was the first person to record the location and height of Mount Everest. The mountain was later renamed in his honor. Research Sir George Everest in an encyclopedia or other resource book. Use the following format to document the information.

List three to five questions that you have regarding Sir George Everest.

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

Now answer the questions above.

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

In one sentence, sum up the accomplishments of Sir George Everest.

______________________________________________________________

______________________________________________________________


shovel

climbing suit

Name: ________________________________________ Date: _________________

Get in GearMountain climbers need multiple items to make a journey. Nine important items are shown below. On the lines below each item, briefly explain why it is important. Then circle the one item you think you could do without if you were climbing Mount Everest. Be sure you can support your choice.

backpack

crampon

headlamp

ice ax

oxygen tank

ropes

trekking pole


It’s Just A Big Ice CubeUse Internet resources or a reference book from the library to find out about glaciers. In the space below, write down at least five facts you find.

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

Name: ________________________________________ Date: _________________


A n S W E R k E y

day 1 _______________________________________ ____________________________________________ ____________________________________________ ____________________________________________

day 2 _______________________________________ ____________________________________________ ____________________________________________ ____________________________________________

day 3 _______________________________________ ____________________________________________ ____________________________________________ ____________________________________________

day 4 _______________________________________ ____________________________________________ ____________________________________________ ____________________________________________

Students’ answers will vary. Check that students use complete sentences and appropriate grammar and writing conventions.

Students should mention obstacles they might have faced and problems they needed to overcome.

diary of a Climber

Get in Gear It’s Just a Big Ice Cube

shovel used to dig outclimbers

climbing suit keeps climbers warm

backpack carries food, equipment and clothes

cramponused to walk on ice

headlamp used for trekkingat night

ice ax cuts footholds in ice

oxygen tankused to breathe

ropes used for safety

trekking poleused for balance

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

Sample answers:

• Aglacierisoneofthemostpowerfulagentsoferosion.

• AmovingglaciercantearhugebouldersfromEarth.

• TheGreatLakeswereformedbyglaciers.

• Icebergsformwhenpartsofglaciersbreakoffanddrift

into the sea.

• Glaciersforminverycoldareas,suchashighinthe

mountains and in arctic regions.


George Everest

List three to five questions that you have regarding Sir George Everest.

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

Now answer the questions above.

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

In one sentence, sum up the accomplishments of Sir George Everest.

______________________________________________________________

______________________________________________________________

Students’ answers will vary.

Check that students use appropriate resources to

answer questions they have.

Conquering Mount Everest

Introduce the Book Set a Purpose for Reading√ Introduce the

Graphic Organizer

Read the Text: Ch. 1 & 2Focus on Comprehension:√ Begin the Graphic Organizer

Read the Text: Ch. 3 & 4Focus on Comprehension:√ Continue the Graphic

Organizer

Read the Text: Ch. 5 & 6Focus on Comprehension:√ Discuss Drawing

Conclusions√ Complete the

Graphic Organizer√ Identify Homophones

Synthesize and Assess

Writing Mini-Lesson Writing Assignment

Writing Assignment

Content-Area Extension Activities (BLMs)

Introduce the Book

Read the Text: Ch. 1 & 2 Select or create mini-lessons by using the comprehension pre-assessments to deter-mine student needs.*

Read the Text: Ch. 3 & 4

Select or create mini-lessons.*

Read the Text: Ch. 5 & 6 Select or create mini-lessons.*

Writing Mini-Lesson Writing Assignment

Writing Assignment

Content-Area Extension Activities (BLMs)

BEFORE REAdInG (p. 3) Introduce the Book Set a Purpose for Reading√ Introduce the Graphic Organizer:

drawing Conclusions About Mount Everest*

duRInG REAdInG (pp. 4–6)Read the Text: Introduction, Chapters 1 & 2Focus on Comprehension Mini-Lessons: Discuss Using Prior Knowledge √ Begin the Graphic Organizer* Use Graphic Features to Interpret Information Use Context Clues*

Read the Text: Chapters 3 & 4Focus on Comprehension Mini-Lessons: Discuss the Author’s Purpose*√ Continue the Graphic Organizer* Use Graphic Features to Interpret Information Use Context Clues*

Read the Text: Chapters 5 & 6Focus on Comprehension Mini-Lessons:√ Discuss Drawing Conclusions*√ Complete the Graphic Organizer* Use Text Features to Locate Information√ Identify Homophones*

AFTER REAdInG (p. 7) Synthesize and Assess Activities: Retell and Summarize* Respond Use Graphic Features√ Draw Conclusions*

WRITInG WORkShOP (pp. 8–9)Mini-Lesson √ Assignment: drawing Conclusions*

COnTEnT-AREA ExTEnSIOn ACTIvITIES on Blackline Masters (pp. 11–14) diary of a Climber George Everest Get in Gear It’s Just a Big Ice Cube

Lesson-at-a-GLance

Navigators Teaching Guides provide flexible options to meet a variety of instructional needs…

√ Checkmarked skills may be assessed by using the tests provided in the Comprehension Strategy Assessment Handbook.

* Preassessments are available in the Comprehension Strategy Assessment Handbook.

1

2

3

4

5

sampLe Lesson pLanninG Guides

Accelerated 3-day Lesson

5-day Flexible Lesson

5-day Lesson for Assessed Skills & Strategies

Introduce the Book



Read the Text: Ch. 5 & 6 Synthesize and Assess

day

Copyright © a Benchmark Education Company, LLC. All rights reserved. Teachers may photocopy the reproducible pages for classroom use. No other part of this guide may be reproduced or transmitted in whole or in part in any form or by any means, electronic or mechanical, including photocopy, recording, or any information storage or retrieval system, without permission in writing from the publisher.ISBN: 978-1-59000-521-7

level s/44 conquering mount everest · assessment handbook (grade 5) • ongoing assessments #9 and...

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