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Teacher’s Guide for
Geography
Fluent Plus Social Studies
Includes:
• Lesson Plans
• Learning Masters
• Pre- and Post-Test Assessments
• Take-Home Book Masters
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Page ii
Copyright ©2008 The Hampton-Brown Company, Inc., a wholly owned subsidiary of
The National Geographic Society, publishing under the imprints National Geographic
School Publishing and Hampton-Brown.
All rights reserved. No part of this book may be reproduced or transmitted in any form
or by any means, electronic or mechanical, including photocopying, recording, or by an
information storage and retrieval system, without permission in writing from the Publisher.
National Geographic and the Yellow Border are registered trademarks of the National
Geographic Society.
National Geographic School Publishing
Hampton-Brown
P.O. Box 223220
Carmel, California 93922
www.NGSP.com
Printed in the United States of America.
ISBN 978-07362-57442
08 09 10 11 12 13 14 15 16 17
10 9 8 7 6 5 4 3 2 1
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Program Overview
About the Program . . . . . . . . . . . 2
Accessible Academic Content . . . 4
Flexible Use . . . . . . . . . . . . . . . . 6
Geography Lessons
Lesson
Lesson
Lesson
Lesson
Lesson
Lesson
Overview . . . . . . . . . . . . . 8
1 . . . . . . . . . . . . . . . . . 10
2 . . . . . . . . . . . . . . . . . 12
3 . . . . . . . . . . . . . . . . . 14
4 . . . . . . . . . . . . . . . . . 16
5 . . . . . . . . . . . . . . . . . 18
Page 1
Learning Masters
What I Learned . . . . . . . . . . . .
How I Learned . . . . . . . . . . . . .
Vocabulary Log . . . . . . . . . . . .
Theme Cheer . . . . . . . . . . . . . .
Learning Masters . . . . . . . . . . .
Graphic Organizer . . . . . . . . . .
Family Focus . . . . . . . . . . . . . .
22
23
24
25
26
30
31
Pre- and Post-Test
Assessments
Instructions . . . . . . . . . . . . . . .
Answer Key . . . . . . . . . . . . . . .
Student Profile . . . . . . . . . . . . .
Class Profile . . . . . . . . . . . . . .
Pre-Test . . . . . . . . . . . . . . . . . .
Post-Test . . . . . . . . . . . . . . . . .
34
35
36
37
38
41
Take-Home Book Masters
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PROGRAM OVERVIEW
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About the Program
Content and Literacy Development
for Diverse Language Learners
National Geographic’s Windows on Literacy: Language, Literacy & Vocabulary
program is designed for today’s classroom—diverse, challenging, and complex.
Many children come to school without the basic background knowledge and
oral language development needed for academic success. Language, Literacy
& Vocabulary provides the extra support young learners need to experience
success from the start.
National Geographic’s Language, Literacy & Vocabulary program offers rich
opportunities for beginning learners to build background knowledge, develop
vocabulary and oral language, and learn grade-level content. Throughout
the nation, teachers told us they needed materials that scaffolded the learning
so that children from diverse language backgrounds, at-risk readers, and
children with learning challenges would have opportunities to achieve their
full potential. The Language, Literacy & Vocabulary program meets this
need through:
2
•
Thematic units built around essential key concepts in science, social studies,
and math
•
Academic vocabulary development
•
Age-appropriate and engaging nonfiction texts
•
Considerate text with strong picture-text match
•
Scaffolded, multilevel instruction for students at different levels
of language proficiency
•
Springboards to related reading and writing
•
Customized instruction for English language learners (ELLs)
•
Research-based instructional strategies
•
Rich and varied teacher support and tools
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Page 3
Consulting Author: Linda Hoyt
Linda Hoyt is an educational consultant who strives
to help teachers and school districts implement best
practices in literacy instruction. She has had a rich
array of experiences in education, ranging from
classroom teaching to working as a reading specialist,
curriculum developer, Title 1 teacher, staff developer,
and Title 1 District Coordinator. She is the author
of numerous books, articles, and videos and conducts
presentations and workshops on literacy throughout
the country.
About the Program
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Program Advisor: Mary Hawley
Mary Hawley is an educational consultant who has worked with teachers,
educators, and publishers to implement best practices for teaching students with
diverse language backgrounds. She has taught English as a Second Language
in Mexico, worked with migrant and refugee children in Indiana, and studied
in Latin America. In recent years, she has been instrumental in developing
Spanish reading programs and products for English language learners.
Program Reviewers
Susan Brandt, Director of Staff Development and Support Programs,
Arlington Heights School District 25, Arlington Heights, Illinois
Theresa Castelan, English Language Development Resource Teacher,
Clovis Unified School District, Clovis, California
Dr. Beverly Ann Chin, Professor of English, University of Montana
Danielle Clayton, Director of English Learners, Kings Canyon Unified
School District, Reedley, California
Paula Olson, retired teacher, Fairfax County Public Schools, Fairfax, Virginia
Sheryl Powell, Pre-Kindergarten Teacher, Wells Branch Elementary School,
Austin, Texas
3
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Accessible Academic Content
Success From the Start!
Achieving academic success is essential for children to make adequate yearly
progress and for continued academic growth. Conclusive data and research
show that children who fall behind on their acquisition of academic content
and vocabulary during the K–2 years will fall further behind as they advance
through the grade levels. To help children achieve success from the start and
prevent them from falling behind, Windows on Literacy: Language, Literacy
& Vocabulary gives children access to the core grade-level content they need
for standards-based academic success through these features:
4
•
Explicit instruction in core academic content and vocabulary to build
a foundation for future success
•
Focused, targeted, standards-based content
•
Alignment with TESOL standards
•
Multiple exposures to and applications of academic vocabulary
•
Carefully leveled developmental texts
•
Picture glossaries of key content vocabulary
•
Simple, engaging, and visually striking student book pages
•
Strong picture-text match
•
Familiar language and simple sentence structures
•
Multiple opportunities for oral language development
•
Theme Builders for building background and developing oral language
•
Opportunities for writing and related reading
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One Program for Your Diverse Classroom
Windows on Literacy: Language, Literacy & Vocabulary recognizes that every
classroom includes diverse language learners as well as children whose
background knowledge and oral language require development. Teachers
told us they wanted one program that they could use with English language
learners, children with reading and vocabulary challenges, and children with
learning issues that affect their ability to acquire and process language. With
appropriate modifications for different needs, Language, Literacy & Vocabulary
gives teachers a sound, research-based instructional plan to meet the common
needs among diverse language learners.
Accessible Academic Content
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Flexible Use
Windows on Literacy: Language, Literacy & Vocabulary is designed to be used
in a variety of classroom situations. This flexibility allows you to custom fit
the program to match your scheduling and program needs.
Regular Classrooms
The chart below shows the suggested pacing for use in the regular classroom.
Each theme can be completed in five days.
Pacing Guide:
One Week for One Theme
6
Day 1 • Lesson 1
Administer Pre-Test
Read Concept Book
Introduce Concepts and Vocabulary
Model the Reading
Day 2 • Lesson 2
Reread Concept Book
Develop Concepts and Vocabulary
Introduce Comprehension Strategy
Small Group Reading
Modeled Writing
Day 3 • Lesson 3
Read First Related Nonfiction Book
Develop Concepts and Vocabulary
Small Group Reading
Practice Comprehension Strategy
Shared Writing
Day 4 • Lesson 4
Read Second Related Nonfiction Book
Review Concepts and Vocabulary
Small Group Reading
Apply Comprehension Strategy
Guided Writing
Day 5 • Lesson 5
Rereading and Assessment
Guided Writing
Optional Reading
Home Connection
Administer Post-Test
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After-School Programs
Language, Literacy & Vocabulary works within a variety of after-school programs.
Whether your after-school program meets every day or only three days a week,
the program can easily be adjusted to meet your scheduling needs.
•
For programs that meet every day, one theme can be completed each week of the program.
Use the Pacing Guide on page 6.
•
For programs that meet three times per week, one theme can be completed every two
weeks. Use the suggested plan shown below.
Flexible Use
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Pacing Guide:
Two Weeks for One Theme
Week 1 • Day 1 • Lesson 1
Week 2 • Day 1 • Lesson 4
Pre-Test
Read Concept Book
Introduce Concepts and Vocabulary
Model the Reading
Read Second Related Nonfiction Book
Review Concepts and Vocabulary
Small Group Reading
Apply Comprehension Strategy
Week 1 • Day 2 • Lesson 2
Week 2 • Day 2 • Begin Lesson 5
Reread Concept Book
Develop Concepts and Vocabulary
Introduce Comprehension Strategy
Small Group Reading
Modeled Writing
Assess and Extend
Rereading and Assessment
Begin Guided Writing
Week 1 • Day 3 • Lesson 3
Week 2 • Day 3 • Complete Lesson 5
Read First Related Nonfiction Book
Develop Concepts and Vocabulary
Small Group Reading
Practice Comprehension Strategy
Shared Writing
Complete Guided Writing
Optional Reading
Home Connection
Post-Test
Summer School Programs
Language, Literacy & Vocabulary is the perfect fit for your summer school program.
When time is short and results matter, your class time must be productive. The five-day
lesson plan allows you to complete one theme during each week of your summer
school program. Whether your summer school plan includes a four-, five-, or sixweek program, you can select developmentally appropriate themes that focus on the
content areas of math, science, and social studies while developing strong literacy skills.
Four-Week Program
Choose four themes.
Five-Week Program
Choose five themes.
Six-Week Program
Choose six themes.
7
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Overview
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Page 8
Geography
<None>
STANDARDS
ACADEMIC LANGUAGE/ELD
• Use academic vocabulary related to
Theme Materials
Concept Book
Nonfiction Books
the study of geography
• Use appropriate language forms to ask
informational questions and to
determine importance
• Develop fluency in reading, writing,
listening to, and speaking English
SOCIAL STUDIES
• Describe Earth’s diverse landforms,
bodies of water, and climates
• Understand how Earth’s geography
affects the way people live
• Discuss how people change the
physical environment
Level 21
Level 22
Theme Builder
Learning Masters
READING/LANGUAGE ARTS
• Learn and apply the comprehension
strategy: Determining Importance
• Use the text features:
Maps and Captions
• Write about geography
• Learn and use vocabulary related
to geography
Take-Home Book Masters
Audiolesson on CD
Geography
Before Theme Assessment
by
To compare progress before and after
teaching this theme, use the Pre-Test and
Post-Test Assessments, pages 33–43.
✁
Optional Reading
Windows on Literacy
Content-Based Fiction
Windows on Literacy
Nonfiction
Finding Aunt Maria Level 21
All Kinds of Maps Level 15
The Flying Doctor Level 22
Seven Continents Level 15
See the USA Level 19
Traveling Across Australia
Level 23
8
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Instructional Highlights
Key Concepts
Key Concept Words
• Earth has diverse landforms,
bodies of water, and climates.
body of water
geography
climate
landform
• Earth’s geography affects how
people live.
continent
natural resource
• People change the physical
environment.
Text Features
Comprehension Strategy
Captions
Maps
Determining Importance
Theme Planner
Lesson
1*
Lesson
2
Lesson
3
Lesson
4
Lesson
5
Teacher’s Guide
pp. 10–11
Teacher’s Guide
pp. 12–13
Teacher’s Guide
pp. 14–15
Teacher’s Guide
pp. 16–17
Teacher’s Guide
pp. 18–19
Read
Geography
Reread
Geography
Read
Down the Nile
Assess
and Extend
• Administer Pre-Test,
• Develop Concepts
• Develop Concepts
Read
Grand Canyon
Adventure
and Vocabulary
and Vocabulary
p. 38
• Introduce Concepts
and Vocabulary
• Model the Reading
• Introduce the
Comprehension Strategy:
Determining Importance
• Small Group Reading
• Modeled Writing
• Small Group Reading
• Practice the
Comprehension Strategy:
Determining Importance
• Shared Writing
• Review Concepts
and Vocabulary
• Small Group Reading
• Apply the
Comprehension Strategy:
Determining Importance
• Guided Writing
• Administer Post-Test,
p. 41
• Rereading
• Guided Writing
• Assessment Tools
• Optional Reading
• Home Connection
9
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Lesson 1
OBJECTIVES
• Understand that Earth has diverse
landforms, bodies of water,
and climates
• Learn and use vocabulary related
to geography
• Use photos to predict vocabulary
• Use text features, such as maps, to
learn new words
Materials
Realia: baking dishes with high sides,
brown clay, sand, water
Theme Builder
Geography
Learning Masters page 25
Audiolesson 7
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Page 10
Read Geography
Introduce Concepts and Vocabulary
Introduce Theme Question
Ask students: What does the land look
like where you live? Are there places that
look different? How? Explain that
they will learn about geography.
They will also learn the language
to use when discussing Earth’s
geography and how it affects
people’s lives.
Turn and Talk Have learning
partners list other types of land
and water features they have seen.
Partners should talk about how
these features are similar to and
different from those mentioned in
the class discussion.
Develop Oral Language
Theme Builder (Cheer)
Shape some clay into a mountain.
This looks like a mountain. It is tall and
jagged. How could you make a valley?
A desert?
Then ask students to tell how to
make a model of a water feature.
Some places on Earth have water. What
do they look like? What does the land
look like near the water?
Theme Builder (Scene)
Tell students that Earth is made
up of many different kinds of land
and bodies of water. Explain that
these different kinds of places
affect how people live.
Turn and Talk Ask partners to think
of ways the different kinds of land
would change the way people live.
Introduce Theme Cheer
Display the Theme Cheer on the
Theme Builder. Explain that a
cheer is a brief, excited saying or
verse, such as a school cheer. Point
out the exclamation mark in the
10
cheer. Have students say the cheer
in unison. Have learning partners
use Learning Masters page 25 to
practice reading the cheer.
Introduce Key Vocabulary
Use the Think and Discuss scene
to teach Key Concept Words and
model language forms.
A beach is the sandy area where the
ocean meets the land.
A desert has a hot, dry climate.
Continue to model sentences using
the words listed below to help
identify landforms and bodies of
water in the scene. As you
introduce words, jot them down on
chart paper. Display this Word
Bank throughout the theme.
Turn and Talk Have partners
practice using the words from the
theme in questions and answers.
For example: What does a
look like? A
looks like
.
body of water
geography
climate
landform
continent
natural resource
Build Background
Display the Think and Discuss
scene on the Theme Builder again.
Ask students to tell how each
picture relates to geography.
Turn and Talk Have partners use the
pictures to describe where they
might find each of these places.
For example: The (city) could be
(New York City). It has a (park).
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Model the Reading
Distribute copies of Geography.
Read aloud the title and the
author’s name. As you page
through the book, point out:
• Most of the pictures have
captions to explain what the
pictures show.
• The highlighted words are
vocabulary words.
• A map shows the places
on Earth.
Predict Vocabulary
Encourage students to use pictures
to predict vocabulary: Which words
do you expect to see in this book?
Display pages 6–7 and cover the
words: Which words do you expect to
see on these pages?
Students may mention the
continents and oceans shown on
the map. Students would likely also
mention geography because it is in
the heading. Add these words to
the Word Bank. Have students talk
with partners and use continent,
ocean, and geography to describe the
landforms and bodies of water.
Continue the activity with other
pages as time allows.
Model the Reading
Invite students to follow along as
you read aloud pages 4–7 in
Geography. Read fluently, modeling
smooth, accurate reading with
appropriate expression. After
reading each pair of pages, pause
to think aloud. Also, encourage
students to ask questions and make
observations.
Name
Theme Cheer
Mountains, valleys,
High and low.
Around the Earth,
Off we go!
Pages 4–5
Think Aloud This page shows land and
water like the Think and Discuss scene
on the Theme Builder. The labels tell
names of different kinds of places. Each
place is very different from the others.
Pages 6–7
Think Aloud Page 6 tells me what
geography is. The map shows me Earth’s
continents and oceans.
© 2006 National Geographic Society
Preview the Book
Learning Masters/page 25
Share the Reading
Now have partners complete the
reading. Ask students to pause
after reading one or two pages and
discuss what they have read. Ask
them to share different types of
landforms and bodies of water that
they have seen or visited.
Reread for Fluency
To have students practice fluent
reading, read aloud page 8 of
Geography with an appropriate
volume. Have the whole group
read the sentences aloud with
appropriate volume. Then have
students reread the entire book
independently to build fluency.
See Customize the Reading.
Customize Instruction for ELLs
Newcomers/Beginning During reading, have students point to the pictures
as you or a reading partner describe each type of landform. Use prompts
such as, “Point to the photos of mountains.”
Developing Partners may point to pictures on a pair of pages and ask,
Customize the Reading
Students reread and talk about
Geography on their own to
build fluency.
• Students who are not yet able to
read the book can look at the
photos and find images of similar
landforms and bodies of water.
• Students who need extra support
can reread the book while
listening to the audiolesson.
• Students who can read the book
might read independently or aloud
with partners.
“What does each picture show?” Students may be prompted with phrases
such as: “A mountain
,” “A valley
,” or “A lake is
.”
Expanding/Bridging Have students look at the pages in Geography and
tell how certain landforms or bodies of water are similar.
11
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Lesson 2
OBJECTIVES
• Understand that Earth’s geography
affects how people live
• Use vocabulary to talk about
geographical features
• Learn the comprehension strategy:
Determining Importance
• Read to gain fluency in oral and
silent reading
• Write to compare living in
different places
Materials
Photos: people living in different
geographic locations
Theme Builder
Geography
Learning Masters pages 24, 26, 27
Audiolesson 7
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3:21 PM
Page 12
Reread Geography
Develop Concepts and Vocabulary
Develop Oral Language
Build Background
To start the discussion, ask students:
What would it be like living in the
mountains? Write their responses on
the board. Then have students
brainstorm ways that living in the
mountains would be different from
living someplace else.
Display the graphic organizer on
the Theme Builder. Ask students to
read aloud the labels for the
landforms. Ask them what they
know about these landforms or if
they have ever visited one.
Continue with the bodies of water.
Turn and Talk Have students look
at photos of people living in
different geographical areas. Ask
students to name benefits and
problems of living there.
Turn and Talk Encourage partners to
talk about the kinds of landforms
that can be found where they live.
Revisit the Theme Cheer Display
the Theme Cheer on the Theme
Builder. Say the cheer again. This
time, let students suggest other
words for the cheer, with other
land and water features, such as
marshes, plains.
Begin Vocabulary Log As students
read, encourage them to use sticky
notes to tag words that they would
like to save. After reading, students
can record the words and their
notes about them.
Use Learning Masters page 24.
Theme Builder (Graphic Organizer)
Introduce the Comprehension Strategy
Introduce Determining
Importance
the language forms for
determining importance.
When students determine
importance, they sort interesting
details from stated and unstated
main ideas in text to identify the
most important information.
Think Aloud When I read this page, I
noticed that the phrase bodies of water
is boldfaced.
Think Aloud When I read a book, I know
that some of the information is really
important. Some of the information is
very interesting, but it is not as
important as the big ideas. When I look
for the important ideas, that’s called
determining importance.
The pictures show an ocean, river,
marsh, and lake. One picture also shows
an island, but I don’t think that is the
most important idea.
Model Determining
Importance
For additional practice in
Determining Importance, have
partners work on Learning
Masters page 26.
Turn to pages 10–11 and model
the comprehension strategy and
12
The text is about oceans, rivers, lakes,
and marshes.
The important idea must be that
oceans, rivers, marshes, and lakes are
bodies of water.
3:21 PM
Page 13
Small Group Reading
Pages 8–11
Check Understanding How are plains
and valleys different? (Valleys are
lowlands between mountains. A valley
may not be flat. Plains are large and
are flat.) How are lakes and marshes
different? (Marshes are low, wet
ground. Lakes are deeper bodies
of water.)
Pages 12–13
Support Comprehension Explain that
climate describes the pattern of
weather over a long time.
Pages 14–17
Check Understanding What are
important things that people use Earth
for? (growing food, transportation,
natural resources) What are natural
resources? (things from the Earth that
people use, like water, soil, forests, ores,
and fish and other animals)
Invite students to share what they
learned. Ask students to tell
something about their own
climate, and local landforms and
bodies of water. Encourage them
to use the words in the Word
Bank to discuss ideas. Remind
students to add words to their
Vocabulary Logs.
Name
Vocabulary Log
Notes or Drawings
Determining Importance
Read pages 16–19 in Geography.
List three ideas from these pages.
1.
2.
3.
What It Means
Discuss the Book
Name
Circle the most important idea on your list. Explain why you chose it.
This idea is important because
Word
Pages 4–7
Support Comprehension Guide
students to point to each landform
or body of water mentioned on the
pages and in the captions.
Learning Masters/pages 24, 26
List words you want to remember. Tell what each word means.
Add notes or drawings about the word.
As students read, invite them to
share what they notice. Use some
of the suggestions below to
encourage observations and talk
about the book.
Pages 20–21
Check Understanding Have students
use the Word Bank to help name
geographic features and describe
how these features affect people.
© 2006 National Geographic Society
4/4/08
Students can complete Learning
Masters page 27.
Reread for Fluency
Customize the Reading
Have students follow along as you
read page 14 all in one breath.
Then ask students to tell how you
might improve your reading. (Slow
down and pause between sentences.)
Remind students that punctuation
marks tell where to pause when
reading. Have partners reread
pages 16–17. Ask them to focus
on using punctuation marks to
help decide where to pause.
For other suggestions, see
Customize the Reading.
Students reread and talk about
Geography using one of the
following options:
• Look through the pages, pointing
to the photos of geographic
features while naming them.
• Reread the book while following
along with the audiolesson.
• Read independently or read aloud
with a partner.
Learning Masters/page 27
Modeled Writing
Name
Geography
Complete the following sentences. Use words from the Word Bank.
Think Aloud I want to compare living in
the mountains to living on a plain. My
audience is the students in this group.
Living in the mountains is very
different than living on a plain.
Think Aloud I need to provide details to
support the main idea.
Word Bank
It is hard to grow food in the
mountains. Plains are very good
for farming.
continent
geography
landform
1. Landforms, bodies of water, and climate are important parts
of
.
2. A lake and river are both
Think Aloud Words that compare often
end with –er or –est.
The climate in the mountains can
be very cold. It is much warmer on
the plains.
bodies of water
.
3. North America is a
4. Mount Everest is a
.
.
Describe a landform or a body of water.
© 2006 National Geographic Society
Use the graphic organizer on the
Theme Builder to review some Key
Concepts of the theme. Prepare to
model writing with appropriate
language to compare and contrast.
13
© 2006 National Geographic Society
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Lesson 3
OBJECTIVES
• Read to gain fluency in oral and
silent reading
• Practice the comprehension strategy:
Determining Importance
• Understand that Earth has
diverse landforms, bodies of water,
and climates
• Use a map to comprehend text
• Use headings to predict
Materials
Realia: large topographical map of
Africa, globe
Theme Builder
Down the Nile
Learning Masters page 28
Audiolesson 7
4/4/08
3:21 PM
Page 14
Read Down the Nile
Develop Concepts and Vocabulary
Display a topographical map of
Africa. Model the Key Concept
Words continent and geography.
For example:
Revisit the Theme Cheer Display the
cheer on the Theme Builder. This
time, have students suggest words
that relate to African geography,
such as river, desert.
Africa is a continent.
Build Background
The geography of Africa includes deserts,
mountains, lakes, and rivers.
Distribute copies of Down the Nile.
Let students examine a globe.
Have students locate Africa and
describe where it is in relation to
North America. Have students
then locate the Nile on the
continent of Africa. Ask students
to tell what the Nile is. (a river)
Develop Oral Language
Turn and Talk Have learning
partners share with each other
what they notice on the map,
especially landforms and bodies
of water.
Small Group Reading
Get Ready to Read
Preview the Book Read aloud the
title, the author’s name, and the
Think and Discuss question on the
back cover: What is the Great
Sphinx?
Page through the book and do
the following:
• Point out that headings tell what
each section is about.
• Point out that the map of Africa
will give extra information.
• Ask students to predict what they
will learn.
Predict Vocabulary Encourage
students to use photos to predict
vocabulary: Which words do you
expect to see in this book?
Display a page and cover the
words: Which words do you expect to
see on this page?
14
List the words students mention.
Add Key Concept Words in the
book that students do not mention.
Text Feature: Maps
Introduce Point out the map on
page 3. This map shows the continent
of Africa.
Model Point to the lines shown on
the map. The Nile River is marked in a
dark blue line. It is a geographic feature.
The dark gray lines show the borders
between African countries. I can match
the diamond symbol on the map to a
photo with the same symbol. The
photo shows what it looks like where
the river ends.
Practice Have partners connect the
other symbols on the map with the
photos and describe what each
photo shows.
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Page 15
Read the Book
Pages 16–17
As students read, invite them to
share what they notice. Use some
of the suggestions below to
encourage observations and talk
about the book.
Practice the Comprehension Strategy
Pages 2–3
Support Comprehension Have
students review the Contents page.
Have them describe the sections of
the book and what they expect to
see there.
Pages 4–5
Support Comprehension Refer to
a world map or the globe to show
students the location of Lake
Victoria. Show students that the
heading tells that the author is
writing about traveling to the
north in Africa.
The main heading for this section is
“North Across Africa.”
Pages 8–11
Check Understanding Where is
Khartoum? (where the Blue Nile and
White Nile meet) How must people live
in the Sahara? (They have to move
around to find food and water.)
Encourage students to Determine
Importance to help them better
understand pages 16–17.
When you read this page, what did you
notice about the word tombs? What
heading do you see on page 16? What
might the important idea be?
Name
Down the Nile
Look at the Contents page.
Answer the following questions.
1. On what page would you find the
definition of the word sudd?
Contents
The Longest River
From Egypt to the Sea
2. On what page would you find the
3
North Across Africa
4
12
Glossary
23
Index
24
length of the Nile River?
Pages 18–22
Support Comprehension Explain to
students that Cairo is a city, part of
modern civilization. The Pyramids
of Giza are the remains of an
ancient civilization.
3. Under which heading would you find information about
ancient Egypt?
4. Where would you look to find the page number for information
about Lake Victoria?
5. On what page is the section, North Across Africa?
6. On what page is the Index?
Discuss the Book
Invite students to use the Word
Bank to tell about the book. Ask
students to use these words to tell
what they learned about geography
in Down the Nile and Geography.
Remind students to add words to
their Vocabulary Logs.
Use Learning Masters page 28.
Reread for Fluency
Have students reread the entire
book independently to build
fluency. See Customize the Reading.
Customize the Reading
Students reread and talk about
Down the Nile using one of the
following options:
• Look through the pages, naming
the different landforms and bodies
of water they see.
• Reread the book while following
Shared Writing
Review the paragraph you modeled
in Lesson 2. Ask volunteers to
assist you as you write a second
paragraph. For example, students
might choose to give details about
what life would be like in the
Learning Masters/page 28
© 2006 National Geographic Society
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along with the audiolesson.
mountains. Ask questions, such as,
“What would people see outside
their windows in this place?”
“What would they notice about the
land or water?”
• Read independently or aloud with
a partner.
Customize Instruction for ELLs
Newcomers/Beginning Have students look at pictures of the geographic
location they will help you write about. Students can list words to describe
this landform in the shared writing.
Developing Provide students with sentence frames such as: Living here would
be good because
. Living here would be difficult because
.
Expanding/Bridging Have students suggest descriptive words to help the
reader visualize life in the mountains or on a plain.
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Read Grand Canyon Adventure
OBJECTIVES
Review Concepts and Vocabulary
• Read to gain fluency in oral and
silent reading
• Apply the comprehension strategy:
Determining Importance
• Develop an understanding that Earth
has diverse landforms, bodies of water,
and climates
• Use captions to comprehend text
• Make comparisons among
different places
Materials
Realia: map of Arizona
Theme Builder
Grand Canyon Adventure
Learning Masters pages 29, 30
Take-Home Book Masters: Geography
Audiolesson 7
Develop Oral Language
Model the Key Concept Word
climate. Encourage students to use
the word to describe the weather
where they live. What pattern of
weather do we see where we live? What
are winters, springs, summers, and
autumns usually like?
Turn and Talk Have learning
partners take turns asking and
answering questions about the
climate. For example:
Is it dry and only chilly at night?
Small Group Reading
Page through the book and do
the following:
• Point out the captions.
• Talk about the photos, both old
and new, and illustrations.
• Ask students to predict what they
will learn.
by
✁
Predict Vocabulary Encourage
students to use photos to predict
vocabulary: Which words do you
expect to see in this book?
Display a page and cover the
words: Which words do you expect
to see on this page?
16
Distribute copies of Grand Canyon
Adventure. Let students view maps
of Arizona. Point out the location
of the Grand Canyon. Ask them to
describe or speculate about what
the Grand Canyon looks like.
Is it usually cold and snowy?
Preview the Book Read aloud the
title, the author’s name, and the
Think and Discuss question on the
back cover: What did John Wesley
Powell do at the Grand Canyon?
Geography
Build Background
What is our weather like in the winter?
Get Ready to Read
Take-Home Book Masters
Revisit the Theme Cheer Display the
cheer on the Theme Builder. This
time, have students suggest words
that describe the Grand Canyon’s
geography, such as canyon, river.
List the words students mention.
Add Key Concept Words in the
book that students do not mention.
Text Feature: Captions
Introduce Display pages 4–5. Point
out the caption. This is a caption. It
gives information about the photo. The
little arrow points to the photo.
Model This caption lets me know that
the Grand Canyon is a natural wonder. It
lets me know that many people think
that the canyon is very beautiful. The
drawing above the caption on page 4
does not have a caption with it.
Practice Have partners find other
captions in the book and read the
information that the captions
provide.
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Read the Book
As students read, invite them to
share what they notice. Use some
of the suggestions below to
encourage observations and talk
about the book.
Pages 2–5
Support Comprehension Guide
students to read the map on
page 4. Have them locate Arizona
on the U.S. map. Point out the
symbol for the Colorado River and
have them trace its path through
the Grand Canyon.
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Page 17
Pages 10–13
Support Comprehension Explain to
students that if the canyon had not
been made a national park, people
might have built on, developed, or
mined the land, changing the
beautiful landscape.
Learning Masters/page 29
Name
Grand Canyon Adventure
Complete the list and the activity below.
Based on my reading, here are three things I need to remember
about the Grand Canyon.
1.
Pages 18–22
Check Understanding What does the
caption on page 20 say? Why would so
many animals be able to live in the
Inner Canyon? (There are water and
plants to provide nourishment and
protection.)
2.
3.
The Grand Canyon has three different
. Each one has a
Pages 6–7
Check Understanding How was the
Grand Canyon formed? (The Colorado
River slowly wore away rock and soil
to form the canyon.)
Pages 8–9
Apply the Comprehension Strategy
Guide students to Determine
Importance on page 8. What is the
important idea about people who
lived here?
The important idea is
.
This idea is important because
.
Discuss the Book
Invite students to use the Word
Bank to discuss the book and share
what they learned. Ask them to
describe what they liked most
about the Grand Canyon. Ask
students to compare the geography
of the Grand Canyon to the
geography of the Nile. Have
students add words to their
Vocabulary Logs.
Use Learning Masters page 29.
© 2006 National Geographic Society
different
. The floor of
Word Bank
climate
rapids
habitats
the canyon has a river. Some parts of the river
have
.
Customize the Reading
Students reread and talk about
Grand Canyon Adventure using one
of the following options:
• Look through the pages, pointing
to each geographic feature.
Reread for Fluency
• Reread the book while following
Have students reread the entire
book independently to build
fluency. See Customize the Reading.
• Read independently or aloud with
along with the audiolesson.
a partner.
Guided Writing
• Recall details about the types of
geographic places shown.
• Describe the geography of the
areas, stating benefits and
problems of life there for people.
• Share writing ideas for each pair
of pages.
Record students’ writing ideas for
the pages of their books on chart
paper. Have them suggest captions
for the photos.
Have partners work together to
plan what to write. Have each
student use the graphic organizer
to list the landforms and the body
of water shown in their Take-Home
Books. Have them write details
and words they would like to
include in their writing for
each picture.
Learning Masters/page 30
Name
Graphic Organizer
Use this graphic organizer to plan what you will write in your
Take-Home Book on geography.
landform
Display the Word Bank and
remind students to check their
Vocabulary Logs as they begin
to write.
climate
Geography
© 2006 National Geographic Society
Distribute copies of the Take-Home
Book Masters. Read the title and
page through the book. Explain
that students will write books
about geographic features and
climate. Work with students to:
Use Learning Masters page 30.
landform
body of water
17
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Page 18
Assess and Extend
OBJECTIVES
Rereading and Assessments
• Use Key Concepts and Key Concept
Words in writing
• Demonstrate oral language proficiency
• Demonstrate comprehension of
theme selections
• Read related titles to reinforce Key
Concepts and vocabulary
Materials
Take-Home Book Masters: Geography
Learning Masters pages 22–23, 31–32
Take-Home Book Masters
Geography
Allow time for children to
independently reread the theme
selections. Display the Word Bank
for children’s reference as they read.
Guided Writing
Students continue writing the
Take-Home Books they began in
Lesson 4. Review the group list
of writing ideas. Display the
Word Bank.
• Check their spelling. Students
can compare their spelling with
the spelling in their Word Bank
and the glossaries in the theme
books.
Page through the theme books to
review the text features, including
maps and captions. Talk about text
features that students could add to
their Take-Home Books. For
example, they might add headings
on the writing pages to break the
book into important sections.
Have students complete the
Picture Glossary and About the
Author last.
Point out that good writers:
• Plan their writing. Have students
use their completed graphic
organizers to guide their writing.
by
✁
As children reread, meet with
individuals. Use the Post-Test on
pages 41–43 to evaluate children’s
progress and to update their
records.
• Use precise words. Students
should use Key Concept Words
as well as other words that help
describe the area.
As students write, circulate to
coach and support individuals. If
students need help, ask them if
they have written the most
important ideas and included
some interesting details.
Have partners exchange books
and discuss what they like in each
other’s book. For example, a partner
may point out a well-written
caption that the partner included.
Each writer decides what changes
to make and adds any final touches.
Customize Instruction for ELLs
Newcomers/Beginning Ask questions with “embedded” answers to help
students think of what they will write, such as, “Is the climate hot in this
kind of place?”
Developing Have students read a sentence and check for punctuation.
For example, did they use the correct end punctuation?
Expanding/Bridging Have students add more description and details to
their book. For example, students may want to describe what it would look
like to walk through an area. What would they see?
18
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Page 19
Assessment Tools
• What I Learned, page 22
• How I Learned, page 23
Reading
In addition to the Pre-Test and
Post-Test Assessments, the
following assessment tools,
available online, can help you
evaluate and record children’s
progress in reading.
• Retelling Guide and
Name
Content Assessment
List the three most important things you learned in this theme.
Tell why you listed each one.
Think about reading the books in this theme.
Draw an X next to the things you did as you read.
Name
What I Learned
How I Learned
1.
Have partners create a brochure
about the area they live in that
shows natural features and tells
about the climate. If possible,
have students include a map of
the area and photos or drawings.
Encourage students to add
captions to each image included
in the brochure. Have students
present their brochures to the
whole group.
I made connections.
I thought about what would happen next.
I asked questions before I read.
I asked questions while I read.
I made pictures in my mind.
2.
I picked out the most important ideas.
I figured things out without the author telling me.
Choose one thing from your list.
Tell how it helped you understand the text.
3.
© 2006 National Geographic Society
Allow children to reflect and assess
their own learning by completing
Learning Masters pages 22–23.
• Writing Rubric
• Developmental Checklist
© 2006 National Geographic Society
Self-Assessment
Learning Masters/pages 22–23
Vocabulary and Oral Language
Scoring Rubric
• Fluency Scoring Guide
• Oral Reading Record
Writing
Use the completed Take-Home
Books available online and the
following tools to assess children’s
development as writers.
Use the following resources,
available online, in addition to the
Think and Discuss scene on the
Theme Builder, to assess oral
language development.
Related Fiction Titles
• Content Vocabulary Checklist
• Oral Language Developmental
Checklist
Optional Reading
Reading related titles allows
students to explore concepts and
vocabulary at different levels. It
also allows them to use reading
strategies in different types of
texts. Encourage students to
compare the theme books to the
books in the next column.
Nonfiction Titles
Optional Titles
Finding Aunt Maria Level 21
These related Windows on Literacy
titles reinforce Key Concepts of
the Geography theme.
The Flying Doctor Level 22
All Kinds of Maps Level 15
Seven Continents Level 15
Learning Masters/pages 31–32
See the USA Level 19
Traveling Across Australia
Level 23
Name
Name
Fiction Titles
© 2006 National Geographic Society
In the Share and Learn activity,
family members talk about the
geography of places they know.
© 2006 National Geographic Society
Home Connection
The Family Focus letters on
Learning Masters pages 31–32
summarize key concepts about
geography.
Family Focus
Enfoque en la familia
Dear Family,
Words to Know
Your child has been reading the books Geography, Down the
Nile,
and Grand
Canyon Adventure in our unit of study on
Estimada
familia,
• geography
• body of Vocabulario
geography.
Use
pageleyendo
to talk los
about
what
your child(La
has
Su escolar
hathis
estado
libros
Geography
water
learned
in thisDown
theme.
geografía),
the Nile (Bajando el río Nilo) y Grand Canyon
• landform
• clima
• masa de
Adventure (Una aventura en el Gran Cañón) en nuestra unidad • climate
(climate)
agua (body
Your
hassobre
written
Take-Home
Book.
yourpágina
child to
• natural
dechild
estudio
la ageografía.
Favor
de Invite
usar esta
para
of water)
read
the book
you.loAlso,
share
yourha
child’s
Vocabulary
• continent
resource
hablar
juntoswith
sobre
que su
escolar
aprendido
acerca de
• continente
Logeste
for the
theme.
Use
these
questions
to
discuss
the
Taketema.
(continent)
• recurso
Home Book together:
natural
Su
escolar
ha
escrito
un
libro
para
llevar
a
la
casa.
Pídale
a
su
• What are three kinds of landforms?
• accidente
(natural
escolar
le lea kinds
el libro.
Tambiénofrevise
• What
areque
different
of bodies
water?el Diario de Share andgeográfico
Learn
resource)
Vocabulario
que ha creado para el tema. Use estas preguntas
• What
is climate?
(landform)
Talk about places
your family has visited or
para discutir el libro juntos.
the
place
where
you
live.
Have
your
child
Key
Concepts
• geografía
• ¿Cuáles
son tres tipos de accidentes geográficos?
describe the geography and the climate of
Your
child hasson
been
learningtipos
thesedeimportant
(geography)
• ¿Cuáles
diferentes
masas deideas:
agua?
the area. Share photos and pictures from
• Earth
has
landforms, bodies of water,
• ¿Qué
esdiverse
el clima?
books of the natural area so that your child
and climate.
can provide a detailed description of the
Ideasgeography
Clave affects how people live.
• Earth’s
geography and climate. Then have your
Su escolar
ha estado
aprendiendo
estas
Compartir y aprender
• People
change
the physical
environment.
child draw a picture that shows the
ideas importantes:
Platiquen
acerca
lugares que su familia ha
geography
of de
thelos
area.
• La Tierra tiene diversos accidentes
visitado o del lugar donde viven. Anime a su
geográficos, masas de agua y climas.
escolar a describir la geografía y el clima de la
• La geografía de la Tierra afecta las maneras
región. Comparten fotos o ilustraciones de libros
en que viven las personas.
de la región natural para que su escolar pueda
• Las personas cambian el ambiente físico.
dar una descripción detallada de la geografía y el
clima. Luego, anime a su escolar a hacer un
dibujo que representa la geografía de la región.
19
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Page 21
Learning Masters
Fluent Plus: Geography
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Page 22
Name
What I Learned
List the three most important things you learned in this theme.
Tell why you listed each one.
1.
2.
© 2006 National Geographic Society
3.
22
Geography | Learning Masters
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Page 23
Name
How I Learned
Think about reading the books in this theme.
Draw an X next to the things you did as you read.
I made connections.
I thought about what would happen next.
I asked questions before I read.
I asked questions while I read.
I made pictures in my mind.
I picked out the most important ideas.
I figured things out without the author telling me.
© 2006 National Geographic Society
Choose one thing from your list.
Tell how it helped you understand the text.
Learning Masters | Geography
23
24
What It Means
Notes or Drawings
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© 2006 National Geographic Society
Word
List words you want to remember. Tell what each word means.
Add notes or drawings about the word.
57442_WOL_LLV_FLPlus_GEO.qxd:Layout 1
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Name
Vocabulary Log
Geography | Learning Masters
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Page 25
Name
Theme Cheer
Mountains, valleys,
High and low.
Around the Earth,
© 2006 National Geographic Society
Off we go!
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Page 26
Name
Determining Importance
Read pages 16–19 in Geography.
List three ideas from these pages.
1.
2.
3.
Circle the most important idea on your list. Explain why you chose it.
© 2006 National Geographic Society
This idea is important because
26
Geography | Learning Masters
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Page 27
Name
Geography
Complete the following sentences. Use words from the Word Bank.
Word Bank
bodies of water
continent
geography
landform
1. Landforms, bodies of water, and climate are important parts
of
.
2. A lake and river are both
.
3. North America is a
4. Mount Everest is a
.
.
© 2006 National Geographic Society
Describe a landform or a body of water.
Learning Masters | Geography
27
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Page 28
Name
Down the Nile
Look at the Contents page.
Answer the following questions.
1. On what page would you find the
definition of the word sudd?
2. On what page would you find the
Contents
The Longest River
3
North Across Africa
4
From Egypt to the Sea
12
Glossary
23
Index
24
length of the Nile River?
3. Under which heading would you find information about
ancient Egypt?
4. Where would you look to find the page number for information
5. On what page is the section, North Across Africa?
6. On what page is the Index?
28
Geography | Learning Masters
© 2006 National Geographic Society
about Lake Victoria?
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Page 29
Name
Grand Canyon Adventure
Complete the list and the activity below.
Based on my reading, here are three things I need to remember
about the Grand Canyon.
1.
2.
3.
The Grand Canyon has three different
. Each one has a
© 2006 National Geographic Society
different
. The floor of
Word Bank
climate
rapids
habitats
the canyon has a river. Some parts of the river
have
Learning Masters | Geography
.
29
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Page 30
Name
Graphic Organizer
Use this graphic organizer to plan what you will write in your
Take-Home Book on geography.
landform
climate
© 2006 National Geographic Society
Geography
landform
30
body of water
Geography | Learning Masters
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Page 31
Name
Family Focus
Dear Family,
Your child has been reading the books Geography, Down the
Nile, and Grand Canyon Adventure in our unit of study on
geography. Use this page to talk about what your child has
learned in this theme.
Words to Know
• body of
water
• geography
• landform
• climate
© 2006 National Geographic Society
Your child has written a Take-Home Book. Invite your child to
• natural
read the book with you. Also, share your child’s Vocabulary
• continent
resource
Log for the theme. Use these questions to discuss the TakeHome Book together:
• What are three kinds of landforms?
• What are different kinds of bodies of water?
Share and Learn
• What is climate?
Talk about places your family has visited or
the place where you live. Have your child
Key Concepts
describe the geography and the climate of
Your child has been learning these important ideas:
the area. Share photos and pictures from
• Earth has diverse landforms, bodies of water,
books of the natural area so that your child
and climate.
can provide a detailed description of the
• Earth’s geography affects how people live.
geography and climate. Then have your
• People change the physical environment.
child draw a picture that shows the
geography of the area.
Learning Masters | Geography
31
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Page 32
Name
Enfoque en la familia
Estimada familia,
Su escolar ha estado leyendo los libros Geography (La
geografía), Down the Nile (Bajando el río Nilo) y Grand Canyon
Adventure (Una aventura en el Gran Cañón) en nuestra unidad
de estudio sobre la geografía. Favor de usar esta página para
hablar juntos sobre lo que su escolar ha aprendido acerca de
este tema.
• clima
(climate)
Su escolar ha escrito un libro para llevar a la casa. Pídale a su
escolar que le lea el libro. También revise el Diario de
Vocabulario que ha creado para el tema. Use estas preguntas
para discutir el libro juntos.
• accidente
geográfico
(landform)
• ¿Cuáles son tres tipos de accidentes geográficos?
• ¿Cuáles son diferentes tipos de masas de agua?
• ¿Qué es el clima?
• geografía
(geography)
Vocabulario
• continente
(continent)
• masa de
agua (body
of water)
• recurso
natural
(natural
resource)
Ideas Clave
Compartir y aprender
Platiquen acerca de los lugares que su familia ha
visitado o del lugar donde viven. Anime a su
escolar a describir la geografía y el clima de la
región. Comparten fotos o ilustraciones de libros
de la región natural para que su escolar pueda
dar una descripción detallada de la geografía y el
clima. Luego, anime a su escolar a hacer un
dibujo que representa la geografía de la región.
© 2006 National Geographic Society
Su escolar ha estado aprendiendo estas
ideas importantes:
• La Tierra tiene diversos accidentes
geográficos, masas de agua y climas.
• La geografía de la Tierra afecta las maneras
en que viven las personas.
• Las personas cambian el ambiente físico.
32
Geography | Learning Masters
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Page 33
Assessments
Fluent Plus: Geography
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Administering the Tests
About the Pre-Test and Post-Test
The Pre-Test and Post-Test measure students’ performance in four skill domains:
•
•
•
•
Concept Words
Key Concepts
Comprehension Strategies
Text Features
The Pre-Test gives information about each student’s baseline proficiency with
the theme of study. Analyzing student results will help you select appropriate
teaching strategies and target areas of need. The Post-Test, when compared
with the Pre-Test data, captures students’ gains and serves as a useful tool in
documenting student progress.
Administering the Test
Before distributing the test, be sure that students have their Concept and
Related Nonfiction books accessible These texts are often referred to in
both the Pre- and Post-Tests.
2
Distribute the test.
3
Look to make sure that each student is working on the correct page. Read
all directions and test items out loud to students. Have students work
individually on sections and allow a reasonable amount of time for them
to complete each item.
4
Collect all tests and score them using the Answer Key on page 35.
Copyright © 2008 NGSP & HB
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Answer Key
Scoring the Pre-Test and Post-Test
Items 1–12 and 15–18 are worth one point. Items 13–14 are worth 2 points. There are 20 points total.
For free response answers that require students to draw or write, answers need to show an understanding
of the key word or concept to receive the point. Do not penalize students for incorrect spelling or grammar.
Pre-Test
Concept Words Key Concepts
(1–6)
(7–12)
1 point each
1 point each
1. (c)
7. climate
2. (a)
8. oceans
3. (d)
9. water
4. (b)
10. stilts
5. (f)
11. land
6. (e)
12. map
Comprehension Strategy
(13 & 14)
2 points each
Points
Description
2 Response demonstrates a complete
understanding of the strategy.
1 Response demonstrates a partial
understanding of the strategy.
0 Response is totally incorrect or
irrelevant.
Text Features
(15–18)
1 point each
15. (c)
16. (a)
17. A plain is a large
area of flat country,
with few or no trees.
18. Some mountains
Note: Do not score written response are covered in snow all
for grammar, mechanics, or spelling. year.
Copyright © 2008 NGSP & HB
Post-Test
Concept Words Key Concepts
Comprehension Strategy
(1–6)
(7–12)
(13 & 14)
1 point each
1 point each
2 points each
1. (d)
7. Grand Canyon Points
Description
2. (f)
8. Mount Everest 2 Response demonstrates a complete
understanding of the strategy.
3. (e)
9. nomads
1 Response demonstrates a partial
understanding of the strategy.
0 Response is totally incorrect or
4. (b)
10. rivers
irrelevant.
5. (a)
11. National Parks
6. (c)
12. Canal
Note: Do not score written response
for grammar, mechanics, or spelling.
Assessments | Geography
Text Features
(15–18)
1 point each
15. Arizona
16. Colorado River
17. Different rock
layers can be clearly
seen.
18. The house was
built by Native Americans
hundreds of years ago.
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Student Profile for Pre-Test and Post-Test
Name
Test
& Date
Concept
Words
Key
Concepts
Compr.
Strategy
Text
Features
Point
Score
Percent
Score
Pre-Test
Date: ___
/6
/6
/4
/4
/20
%
/6
/6
/4
/4
/20
%
Post-Test
Copyright © 2008 NGSP & HB
Date: ___
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Class Profile
Teacher Name
Pre-Test
Student Name
Date:
Point
Score
Date:
Percent Point
Score
Score
%
/20
Percent
Score
%
Copyright © 2008 NGSP & HB
/20
Post-Test
Assessments | Geography
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Pre-Test
Name ___________________________________________________ Date ____________________
Concept Words
Draw a line from the word to what it means.
1. body of water
a. A long, narrow body of water that is
made by people.
2. canal
b. A very large piece of land.
3. climate
c. A large area of water such as an
ocean, lake, or river.
4. continent
d. What the weather is like over a long
period of time.
5. natural resource
e. The study of places on Earth.
6. geography
f. Something from the Earth that
Copyright © 2008 NGSP & HB
people use.
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Pre-Test
Name ___________________________________________________ Date ____________________
Key Concepts
Complete these sentences. Choose one of the words in parenthesis.
Circle the correct word. Follow the example.
Example: Tropical places are usually (warm, cold) all year long.
7. (Land forms, Climate) includes how much rain falls, and how
hot or cold a place is.
8. Earth has many bodies of water. (Lakes, Oceans) are the largest.
9. People use (water, climate) from rivers, oceans and lakes for a
variety of reasons.
10. Some people who live in wet places build houses
on (rocks, stilts).
11. When forests disappear, the (continent, land) and
Copyright © 2008 NGSP & HB
climate change.
12. Sometimes people change the (Earth, map) by digging land or
cutting down forests.
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Pre-Test
Name ___________________________________________________ Date ____________________
Comprehension Strategy
Read pages 12–13 in Geography.
13. The important ideas on these pages are
1.
2.
14. Circle the most important idea on your list. Explain why you chose it.
The idea is important because
Text Features
Turn to pages 6–7 in Geography. Answer the questions about the map.
15. North America touches:
a. Australia
b. Africa
c. South America
b. country borders
c. lakes and rivers
16. This map shows us:
a. continents and oceans
landforms? The caption explains
18. What does the caption on page 12 in Geography tell us about climate?
The caption explains
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Geography | Assessments
Copyright © 2008 NGSP & HB
17. What does the caption on page 8 in Geography tell us about
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Post-Test
Name ___________________________________________________ Date ____________________
Concept Words
Draw a line from the word to what it means.
1. landform
a. A very large piece of land.
2. geography
b. What the weather is like over a long
period of time.
3. body of water
c. Something from the Earth that
people use.
4. climate
d. The shape of the land.
5. continent
e. A large area of water such as an
ocean, lake, or river.
f. The study of places on Earth.
Copyright © 2008 NGSP & HB
6. natural resource
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Post-Test
Name ___________________________________________________ Date ____________________
Key Concepts
Look at the words in the Word Bank.
Choose the word that best completes
the sentence. Write the word on
the line.
Word Bank
Canal
National parks
Mount Everest
nomads
Grand Canyon
rivers
7. John Wesley Powell taught us a lot of what we know about
the
.
, in Nepal, is the highest
8.
mountain on Earth.
9. Some people who live in the Sahara desert move with their animals
to find food. They are called
10. Some
.
are used to move people and goods to
protect areas that have special
11.
scenic, historical, cultural, or scientific importance.
12. The Panama
connects the Atlantic and
Pacific oceans.
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Copyright © 2008 NGSP & HB
different places.
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Post-Test
Name ___________________________________________________ Date ____________________
Comprehension Strategy
Read pages 12–13 in Grand Canyon Adventure.
13. The important ideas on these pages are
1.
2.
14. Circle the most important idea on your list. Explain why you chose it.
The idea is important because
Text Features
Turn to page 4 in Grand Canyon Adventure. Answer the questions
about the map.
15. In what state is the Grand Canyon located?
16. What river runs through the Grand Canyon?
Copyright © 2008 NGSP & HB
17. What does the caption on page 6 in Grand Canyon Adventure tell
us about the canyon walls? The caption explains
18. What does the caption on page 9 in Grand Canyon Adventure tell
us about canyon history? The caption explains
Assessments | Geography
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Take-Home Book Masters
Fluent Plus: Geography
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Geography
by
✁
Climate
4
Prairie
6
Mountains
8
River
10
Picture Glossary
12
Geography
© 2006 National Geographic Society
Contents
3
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About the Author
2
✁
© 2006 National Geographic Society
Climate
4
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© 2006 National Geographic Society
✁
5
7
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Prairie
6
✁
© 2006 National Geographic Society
Mountains
8
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© 2006 National Geographic Society
✁
9
11
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River
10
✁
© 2006 National Geographic Society
Picture Glossary
12
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Fluent Plus
Themes
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