conquering mount everest conquering mount everest
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CONQUERING MOUNT EVEREST CHAPTERS 1 & 2 Vocabulary • Use context clues to determine meaning: What is the meaning of the word crevasses in this book? Let’s find clues for the meaning of this word on page 6. (deep in the ice; open and close all the time; dangerous)
Find It! Level 1 Comprehension • Identify facts and details: The first people reached the top of Mount Everest in… (1953, p. 3) • Identify facts and details: Mount Everest was first called… (Peak 15, p. 4)
LEVEL 44/S
Look Closer! Level 2 Comprehension • Identify cause and effect: According to the information in Chapter 1, the Himalayas were formed when… (India crashed into Asia 40 million years ago, p. 4) • Compare and contrast: Compared to the Empire State Building, Mount Everest is… (24 times as tall, p. 5)
M
deep crevasses
blowing snow
Prove It! Level 3 Comprehension
M
M
powerful winds
Dangers
M
frostbite
M M
lack of oxygen
avalanches
• Summarize: How can the second paragraph on page 4 be summarized? (Answer: The Himalayas were formed when two continents crashed into each other. Clues/Evidence: Long ago there were no Himalayas, there was an ocean. Then India and Asia crashed and pushed up a mountain.) • Identify main idea: The main idea of Chapter 2 is… (Use a semantic web for help in answering this question.) (Answer: Climbing Mount Everest is dangerous. Clues/Evidence: Deep crevasses open and close, blowing snow that makes it hard to see; powerful winds, avalanches, lack of oxygen, frostbite, pp. 6–8) • Make inferences: Based on the information about the effects on humans of lack of oxygen, one can tell that... (Answer: you must get used to it slowly. Clues/Evidence: Climbers have to stop and stay at camp to adjust to a lack of oxygen as they climb. p. 6)
Take It Apart! Level 4 Comprehension • Evaluate author’s purpose: The author probably included the pictures to match with the descriptions on page 8 to… (Answer: illustrate the type of gear required to survive the extreme conditions of climbing Mount Everest, and to make the readers think about why each would be important; Clues/Evidence: Even the unfamiliar items are easy to match with their description—an ice ax is used to cut footholds in the ice, and the headlamp is worn for trekking at night.)
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CHAPTERS 3 & 4 Vocabulary • Use context clues to determine the meaning of figurative language: What is the meaning of the expression roof of the world in this book? Let’s look for the clues for the meaning of this expression on page 14. (A roof is the very top of a structure, its highest point. Since Mount Everest is the highest point in the world, the author refers to it as the “roof of the world.” To stand there is to stand on the “roof of the world.”)
Find It! Level 1 Comprehension • Identify facts and details: The Sherpas call Mount Everest… (Chomolungma, p. 10) • Identify facts and details: Mani Rimdu is… (a masked dance ceremony in which the monks ask the gods for protection during a climb, p. 11) 1921
Look Closer! Level 2 Comprehension • Identify cause and effect: Sherpas did not climb Mount Everest before the 1900s because (they thought its peaks were holy and that it was the home of the gods, p. 10)
1922 Both
illness bad weather exhaustion
did not reach the summit
set off an avalanche that killed seven Sherpas
discovered route to the summit
• Compare and contrast: According to the information in Chapter 4, how was George Mallory’s first climb like his second? Use a Venn diagram for help in answering the question. (He did not reach the top on either trip. p. 12) believed in gods
Prove It! Level 3 Comprehension
• Draw conclusions: Information in Chapter 4 suggests that the most important thing that Hillary and Norgay did to reach the top was… (Answers: They continued to cut steps in the ice of the vertical snow cliff. They refused to give up. Clues/Evidence: They used every ounce of energy to work their way up; hour after hour they cut steps into the ice. p. 14)
Take It Apart! Level 4 Comprehension • Analyze text structure and organization: The organizational strategy used in Chapter 4 can best be described as… (chronological order)
M
• Make inferences: Information about Mallory’s behavior on page 12 suggests that he... (Answer: would not give up; Clues/Evidence: He was overcome by illness, exhaustion, and bad weather on his first climb; he tried again and failed; seven of his team were killed; he made a third attempt and died.)
Religious
M
• Draw conclusions: What information in Chapter 3 supports the conclusion that Sherpas are very religious people? Use a graphic organizer for help in answering this question. (Answers: They believed the gods lived in the peaks, p. 10; they were Buddhists who moved from Tibet to be near the holy mountain, p. 10; they have written Buddhist prayers on stones along the trail to remind climbers the mountain is holy, p. 10; Clues/Evidence: There is a monastery that is an important religious center in Sherpa culture, p. 11; monks perform a masked dance ceremony in which they ask the gods for protection during a climb, p. 11)
moved to be near holy mountain
M
wrote prayers on stone
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CHAPTERS 5 & 6 Vocabulary • Use context clues to determine meaning: What is the meaning of the word blizzard in this book? Let’s look for clues for the meaning of this word on page 25. (seventy-mile-per-hour bitter-cold winds; falling snow made it impossible to see more than a few feet ahead)
Find It! Level 1 Comprehension • Identify facts and details: The Hillary Step is… (forty vertical feet of ice and rock; one of the most difficult parts of the climb, p. 20) • Identify facts and details: The blizzard was ultimately responsible for the deaths of… (eight climbers, including two of the world’s top climbing-team leaders, p. 26)
Look Closer! Level 2 Comprehension • Identify cause and effect: The tragedy of 1996 was caused by… (too many climbers on the mountain during a severe blizzard, p. 16) • Identify cause and effect: Climbers began their trek at midnight because… (they hoped to reach the summit by noon and get down by nightfall, p. 18) did not feel excited M
Prove It! Level 3 Comprehension • Draw conclusions: What details in Chapter 5 support the conclusion that John Krakauer was worried about getting down? Use a semantic web for help in answering this question. (Instead of excitement, he felt cold, tired, and very nervous about the long and dangerous trek back down, p. 20; he spent less than five minutes on the peak, p. 21)
KRAKAUER WORRIED
M
spent little time on peak
M
felt nervous
• Make inferences: Information on page 25 suggests that Doug Hansen’s collapse was a result of… (Answer: hypoxia: shortage of oxygen at high altitudes; Clues/Evidence: Hall radioed that they needed oxygen. “It’s a Fact!” defines hypoxia as a shortage of oxygen at high altitudes and identifies it as one of the biggest dangers the climbers face.) • Make inferences: From Chapter 6 one can infer that Tenzing Norgay did not want his son to climb Mount Everest because… (Answer: he knew how dangerous it was from his own experience; Clues/Evidence: Since he was a young man, he had wanted to make the climb, but his father had said no. One in every 30 people dies on the mountain, p. 28.)
Take It Apart! Level 4 Comprehension • Analyze text structure and organization: The organizational strategy the author uses to tell the story of the disastrous l996 climb is... (chronological order, order of events)
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TIPS FOR ANSWERING TEXT-DEPENDENT QUESTIONS
Vocabulary
Reread and look for clues to help you define the unfamiliar word. Can you find a synonym, a definition, text clues, or picture clues?
Find It! Level 1 Comprehension
The answers are right in the text. Reread to locate facts and details to answer the questions.
Look Closer! Level 2 Comprehension
The answers are in the text, but you may need to look in more than one place to find them.
Prove It! Level 3 Comprehension
You’ll have to be a detective. You won’t find the exact answers to these questions, but you will find clues and evidence to support your inferences and conclusions.
Take It Apart! Level 4 Comprehension
As you reread, ask yourself, “How did the author organize the information? Why did she/he write the book?”
Navigators Grade 5 Set A Copyright © 2011 Benchmark Education Company, LLC. All rights reserved. This card may be photocopied for classroom use only. Based on the Comprehension Through Deductive Reasoning Model developed by Margaret Kilgo.
11/23/10
2:47 PM
Page 17
CONQUERING MOUNT EVEREST CHAPTERS 1 & 2 Vocabulary • Use context clues to determine meaning: What is the meaning of the word crevasses in this book? Let’s find clues for the meaning of this word on page 6. (deep in the ice; open and close all the time; dangerous)
Find It! Level 1 Comprehension • Identify facts and details: The first people reached the top of Mount Everest in… (1953, p. 3) • Identify facts and details: Mount Everest was first called… (Peak 15, p. 4)
LEVEL 44/S
Look Closer! Level 2 Comprehension • Identify cause and effect: According to the information in Chapter 1, the Himalayas were formed when… (India crashed into Asia 40 million years ago, p. 4) • Compare and contrast: Compared to the Empire State Building, Mount Everest is… (24 times as tall, p. 5)
M
deep crevasses
blowing snow
Prove It! Level 3 Comprehension
M
M
powerful winds
Dangers
M
frostbite
M M
lack of oxygen
avalanches
• Summarize: How can the second paragraph on page 4 be summarized? (Answer: The Himalayas were formed when two continents crashed into each other. Clues/Evidence: Long ago there were no Himalayas, there was an ocean. Then India and Asia crashed and pushed up a mountain.) • Identify main idea: The main idea of Chapter 2 is… (Use a semantic web for help in answering this question.) (Answer: Climbing Mount Everest is dangerous. Clues/Evidence: Deep crevasses open and close, blowing snow that makes it hard to see; powerful winds, avalanches, lack of oxygen, frostbite, pp. 6–8) • Make inferences: Based on the information about the effects on humans of lack of oxygen, one can tell that... (Answer: you must get used to it slowly. Clues/Evidence: Climbers have to stop and stay at camp to adjust to a lack of oxygen as they climb. p. 6)
Take It Apart! Level 4 Comprehension • Evaluate author’s purpose: The author probably included the pictures to match with the descriptions on page 8 to… (Answer: illustrate the type of gear required to survive the extreme conditions of climbing Mount Everest, and to make the readers think about why each would be important; Clues/Evidence: Even the unfamiliar items are easy to match with their description—an ice ax is used to cut footholds in the ice, and the headlamp is worn for trekking at night.)
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CHAPTERS 3 & 4 Vocabulary • Use context clues to determine the meaning of figurative language: What is the meaning of the expression roof of the world in this book? Let’s look for the clues for the meaning of this expression on page 14. (A roof is the very top of a structure, its highest point. Since Mount Everest is the highest point in the world, the author refers to it as the “roof of the world.” To stand there is to stand on the “roof of the world.”)
Find It! Level 1 Comprehension • Identify facts and details: The Sherpas call Mount Everest… (Chomolungma, p. 10) • Identify facts and details: Mani Rimdu is… (a masked dance ceremony in which the monks ask the gods for protection during a climb, p. 11) 1921
Look Closer! Level 2 Comprehension • Identify cause and effect: Sherpas did not climb Mount Everest before the 1900s because (they thought its peaks were holy and that it was the home of the gods, p. 10)
1922 Both
illness bad weather exhaustion
did not reach the summit
set off an avalanche that killed seven Sherpas
discovered route to the summit
• Compare and contrast: According to the information in Chapter 4, how was George Mallory’s first climb like his second? Use a Venn diagram for help in answering the question. (He did not reach the top on either trip. p. 12) believed in gods
Prove It! Level 3 Comprehension
• Draw conclusions: Information in Chapter 4 suggests that the most important thing that Hillary and Norgay did to reach the top was… (Answers: They continued to cut steps in the ice of the vertical snow cliff. They refused to give up. Clues/Evidence: They used every ounce of energy to work their way up; hour after hour they cut steps into the ice. p. 14)
Take It Apart! Level 4 Comprehension • Analyze text structure and organization: The organizational strategy used in Chapter 4 can best be described as… (chronological order)
M
• Make inferences: Information about Mallory’s behavior on page 12 suggests that he... (Answer: would not give up; Clues/Evidence: He was overcome by illness, exhaustion, and bad weather on his first climb; he tried again and failed; seven of his team were killed; he made a third attempt and died.)
Religious
M
• Draw conclusions: What information in Chapter 3 supports the conclusion that Sherpas are very religious people? Use a graphic organizer for help in answering this question. (Answers: They believed the gods lived in the peaks, p. 10; they were Buddhists who moved from Tibet to be near the holy mountain, p. 10; they have written Buddhist prayers on stones along the trail to remind climbers the mountain is holy, p. 10; Clues/Evidence: There is a monastery that is an important religious center in Sherpa culture, p. 11; monks perform a masked dance ceremony in which they ask the gods for protection during a climb, p. 11)
moved to be near holy mountain
M
wrote prayers on stone
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CHAPTERS 5 & 6 Vocabulary • Use context clues to determine meaning: What is the meaning of the word blizzard in this book? Let’s look for clues for the meaning of this word on page 25. (seventy-mile-per-hour bitter-cold winds; falling snow made it impossible to see more than a few feet ahead)
Find It! Level 1 Comprehension • Identify facts and details: The Hillary Step is… (forty vertical feet of ice and rock; one of the most difficult parts of the climb, p. 20) • Identify facts and details: The blizzard was ultimately responsible for the deaths of… (eight climbers, including two of the world’s top climbing-team leaders, p. 26)
Look Closer! Level 2 Comprehension • Identify cause and effect: The tragedy of 1996 was caused by… (too many climbers on the mountain during a severe blizzard, p. 16) • Identify cause and effect: Climbers began their trek at midnight because… (they hoped to reach the summit by noon and get down by nightfall, p. 18) did not feel excited M
Prove It! Level 3 Comprehension • Draw conclusions: What details in Chapter 5 support the conclusion that John Krakauer was worried about getting down? Use a semantic web for help in answering this question. (Instead of excitement, he felt cold, tired, and very nervous about the long and dangerous trek back down, p. 20; he spent less than five minutes on the peak, p. 21)
KRAKAUER WORRIED
M
spent little time on peak
M
felt nervous
• Make inferences: Information on page 25 suggests that Doug Hansen’s collapse was a result of… (Answer: hypoxia: shortage of oxygen at high altitudes; Clues/Evidence: Hall radioed that they needed oxygen. “It’s a Fact!” defines hypoxia as a shortage of oxygen at high altitudes and identifies it as one of the biggest dangers the climbers face.) • Make inferences: From Chapter 6 one can infer that Tenzing Norgay did not want his son to climb Mount Everest because… (Answer: he knew how dangerous it was from his own experience; Clues/Evidence: Since he was a young man, he had wanted to make the climb, but his father had said no. One in every 30 people dies on the mountain, p. 28.)
Take It Apart! Level 4 Comprehension • Analyze text structure and organization: The organizational strategy the author uses to tell the story of the disastrous l996 climb is... (chronological order, order of events)
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TIPS FOR ANSWERING TEXT-DEPENDENT QUESTIONS
Vocabulary
Reread and look for clues to help you define the unfamiliar word. Can you find a synonym, a definition, text clues, or picture clues?
Find It! Level 1 Comprehension
The answers are right in the text. Reread to locate facts and details to answer the questions.
Look Closer! Level 2 Comprehension
The answers are in the text, but you may need to look in more than one place to find them.
Prove It! Level 3 Comprehension
You’ll have to be a detective. You won’t find the exact answers to these questions, but you will find clues and evidence to support your inferences and conclusions.
Take It Apart! Level 4 Comprehension
As you reread, ask yourself, “How did the author organize the information? Why did she/he write the book?”
Navigators Grade 5 Set A Copyright © 2011 Benchmark Education Company, LLC. All rights reserved. This card may be photocopied for classroom use only. Based on the Comprehension Through Deductive Reasoning Model developed by Margaret Kilgo.
