Conquering Mount Everest

Level S/44 Conquering Mount Everest Teacher s Guide Skills & Strategies Anchor Comprehension Strategies Draw conclusions Social Studies Comprehension Stop/think/write Evaluate author's purpose Use graphic features to interpret information Word Study/Vocabulary Identify synonyms, antonyms and homophones Social Studies Big Idea Citizens make contributions to the world that serve as links between the present and the past. 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

overview Conquering Mount Everest Related Resources 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. theme connections Mountain Formation Challenging the Human Spirit Earth s Frontier skills and strategies 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) This skill/strategy is the focus of the Ongoing Assessments for this title. National content standards Science Physical Science: a, b Life Science: a, c Earth Science: a table of contents Social Studies Culture: a, b, c, d Time, Continuity, & Change: c People, Places, & Environments: a, e, h, I 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 2011 Benchmark Education Company, LLC

Before Reading Book Summary 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 highest 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. Drawing Conclusions About Climbing Mount Everest Conclusions 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. Proof Introduce the Book Draw 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 mountain? 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 Reading This text provides an excellent opportunity for students to focus on the strategy of drawing conclusions. Explain that the author is going to present 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 conclusion about mountain climbing? Introduce the Graphic Organizer Provide 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 suggest 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. 2011 Benchmark Education Company, LLC Conquering Mount Everest 3

Chapters 1 & 2 Read the Text pages 2 9 Use 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. TEACHING TIPS Meaningful 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 understand what I just read? Do I need to reread parts or all of the page? Focus on comprehension Discuss Using Prior Knowledge Invite 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 Information Point 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? Use Context Clues Have 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. definitions I know oven top; the limits of possible variation; wide open areas of land what it could mean here something to do with one end of mountains to the other range definition a series or chain of connected mountains Then tell students to apply this and other strategies to unfamiliar words they flagged. These might include: trekking, p. 6 camp, p. 6 avalanches, p. 6 lamp, p. 7 spikes, p. 8 4 Conquering Mount Everest 2011 Benchmark Education Company, LLC

Chapters 3 & 4 Read the Text pages 10 15 Use 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. TEACHING TIPS Meaningful Activities for Rapid Readers Read the IT S A FACT! box on page 13. Why do you think expeditions 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. Focus on comprehension Discuss the Author s Purpose Invite 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. Use Context Clues Have 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. hint Sherpas are skilled climbers hint the mountain is home of the gods, with holy peaks Continue the Graphic Organizer: Drawing Conclusions Ask 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 Information Point 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. altitudes hint the Sherpas are famous for physical strength when they are up high definition how high in the air above sea level an object is Then tell students to apply this and other strategies to unfamiliar words they flagged. These might include: expeditions, p. 10 Buddhist, p. 10 monastery, p. 11 conquer, p. 12 ascent, p. 14 vertical, p. 14 2011 Benchmark Education Company, LLC Conquering Mount Everest 5

Chapters 5 & 6 Read the Text pages 16 29 Use 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 conclusions. 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. TEACH I N G T I P S Meaningful 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. Focus on comprehension Discuss Drawing Conclusions Invite 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? Identify Homophones Have 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 homophones from students, such as their, there, and they re; not and knot; pare, pair, and pear; etc. 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 Information Point 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. 6 Conquering Mount Everest 2011 Benchmark Education Company, LLC

AFTER READING SYNTHESIZE AND ASSESS Retell 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 information 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 understand 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. Drawing Conclusions About Climbing Mount Everest Conclusions 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. 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. 2011 Benchmark Education Company, LLC Conquering Mount Everest 7

writing workshop mini-lesson Writing Focus: Drawing Conclusions Remind 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. CONCLUSION Climbing Mount Everest is a very dangerous hobby. 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 TIPS Process 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. Use the reproducible Writing Model to demonstrate how information from the chart can be used to write a paragraph presenting a conclusion and the proof for it. Remind students that using descriptive words and phrases can help provide good details for their proof statements. writing ASSIgNmeNt Write a paragraph that focuses on another conclusion and supporting proof statements about climbing Mount Everest. 8 Conquering Mount Everest 2011 Benchmark Education Company, LLC

Writing Model: Drawing Conclusions Danger Up High Imagine a place where deep crevasses in the ice open and close all the time and avalanches can occur unexpectedly at proof statements 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. conclusion writing tip A conclusion can be anywhere in the paragraph as long as it has proof statements. 2011 Benchmark Education Company, LLC Conquering Mount Everest

Name: Date: 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. Conquering Mount Everest 2011 Benchmark Education Company, LLC

Name: Date: Diary of a Climber Imagine 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 2011 Benchmark Education Company, LLC Conquering Mount Everest

Name: Date: George Everest Sir 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. Conquering Mount Everest 2011 Benchmark Education Company, LLC

Name: Date: Get in Gear Mountain 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 climbing suit crampon headlamp ice ax oxygen tank ropes shovel trekking pole 2011 Benchmark Education Company, LLC Conquering Mount Everest

Name: Date: It s Just A Big Ice Cube Use 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. Conquering Mount Everest 2011 Benchmark Education Company, LLC

A n s w e r K e y Diary of a Climber George Everest Day 1 Students answers will vary. Check that students use complete sentences and appropriate grammar and writing conventions. Day 2 Students should mention obstacles they might have faced and problems they needed to overcome. Day 3 Day 4 List three to five questions that you have regarding Sir George Everest. Students answers will vary. Check that students use appropriate resources to answer questions they have. Now answer the questions above. In one sentence, sum up the accomplishments of Sir George Everest. Get in Gear It s Just a Big Ice Cube backpack carries food, equipment and clothes climbing suit keeps climbers warm crampon used to walk on ice headlamp used for trekking at night ice ax cuts footholds in ice oxygen tank used to breathe Sample answers: A glacier is one of the most powerful agents of erosion. A moving glacier can tear huge boulders from Earth. The Great Lakes were formed by glaciers. Icebergs form when parts of glaciers break off and drift ropes used for safety shovel used to dig out climbers trekking pole used for balance into the sea. Glaciers form in very cold areas, such as high in the mountains and in arctic regions. 2011 Benchmark Education Company, LLC Conquering Mount Everest

Conquering Mount Everest Navigators Teaching Guides provide flexible options to meet a variety of instructional needs Lesson-at-a-Glance Sample Lesson Planning Guides Before Reading (p. 3) Introduce the Book Set a Purpose for Reading Introduce the Graphic Organizer: Drawing Conclusions About Mount Everest* Day 5-Day Lesson for Assessed Skills & Strategies 5-Day Flexible Lesson Accelerated 3-Day Lesson During Reading (pp. 4 6) Read the Text: Introduction, Chapters 1 & 2 Focus 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 & 4 Focus 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 & 6 Focus on Comprehension Mini-Lessons: Discuss Drawing Conclusions* Complete the Graphic Organizer* Use Text Features to Locate Information Identify Homophones* 1 2 Introduce the Book Set a Purpose for Reading Introduce the Graphic Organizer Read the Text: Ch. 1 & 2 Focus on Comprehension: Begin the Graphic Organizer Read the Text: Ch. 3 & 4 Focus on Comprehension: Continue the Graphic Organizer Introduce the Book Read the Text: Ch. 1 & 2 Select or create mini-lessons by using the comprehension preassessments to determine student needs.* Read the Text: Ch. 3 & 4 Select or create mini-lessons.* Introduce the Book Read the Text: Ch. 1 & 2 Read the Text: Ch. 3 & 4 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 3 4 5 Read the Text: Ch. 5 & 6 Focus 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) Read the Text: Ch. 5 & 6 Select or create mini-lessons.* Writing Mini-Lesson Writing Assignment Writing Assignment Content-Area Extension Activities (BLMs) Read the Text: Ch. 5 & 6 Synthesize and Assess 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 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.