Reading Performance Task
Teacher Instructions
Climbing the Mountain
Instructions for the Teacher
The “Climbing the Mountain” performance task is based on a narrative that describes a
boy’s experiences overcoming his fear and hiking a mountain trail at summer camp.
Students read the text, respond to questions to demonstrate their understanding of the
text, and write a response that requires applying their comprehension of the theme and
setting of the story to a comparison with another narrative of their choice.
Read the student performance task and familiarize yourself with the text and the
individual tasks the student will be asked to complete. Provide students with the student
performance task and a means (paper or electronic) to write their responses. The
recommended time for completing the task is one hour. Students complete the task
individually. Assess student performance based on the accompanying rubric.
Performance Task Skills
•
Describe the setting and analyze how it contributes to the story
•
Cite textual details and examples to support inferences and explanations about a
literary text’s meaning
•
Use details from a story, drama, or poem to determine its theme
•
Compare and contrast how stories, myths, and other traditional literature from
various cultures approach similar themes and ideas and how different stories may
employ archetypal patterns (e.g., discuss variations on the quest)
•
Explain the meanings of simple similes and metaphors (e.g., as bright as the sun)
in grade-appropriate texts
Task
Evidence
Rating/Points
1. Why does Grant want to
earn the Fitness Badge? Use
details from the story to give
reasons for your answer.
• Student explains why Grant wants to
earn the Fitness Badge, indicating
ability to develop explanations about a
literary text’s meaning.
4 points
• Student provides details from the story
to support the explanation, indicating
the student’s ability to cite textual
details and examples to support
explanations about a literary text’s
meaning.
2. Where does the story take
place? What are these settings
like? What events happen in
each setting? What ideas are
• Student identifies three settings from
the story, indicating ability to identify
the setting.
• Student describes each of the three
• 1 point for the
explanation
• 1 point for each
supporting detail
(3 possible)
12 points
• 1 point for each
setting
identification (3
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presented or talked about in
settings, indicating ability to describe
each setting? In the chart,
the setting and analyze how it
write three settings and
contributes to the story.
describe each one. Then, find
• Student includes details from the story
details from the story that
that show what each setting is like,
show what each setting is like.
indicating ability to cite textual details
Finally, include an event or idea
and examples to support inferences
from the story that goes with
and explanations about a literary text’s
each setting.
meaning.
• Student explains events and ideas
associated with each setting, indicating
ability to cite textual details and
examples to support inferences and
explanations about a literary text’s
meaning and use details from a story
to determine its theme.
3. What examples of similes
and metaphors can you find in
the story? What does each
example mean? Write three
similes or metaphors from the
story in the chart below. Think
about what each simile or
metaphor adds to the story.
Then, write the meaning.
4. Why is Grant proud of
himself at the end of the story?
Use details from the story to
give reasons for your answer.
• Student identifies three similes or
metaphors, indicating ability to
recognize simple similes and
metaphors.
• Student explains the meaning of three
similes or metaphors, indicating the
student’s ability to explain the
meanings of simple similes and
metaphors and the ability to cite
textual details and examples to support
inferences and explanations about a
literary text’s meaning.
• Student correctly explains the reasons
for Grant’s pride at the end of the
story, indicating to explain a literary
text’s meaning and determine the
theme of a story.
• Student provides textual evidence to
support the explanation, indicating
ability to cite textual details and
examples to support inferences and
explanations about a literary text’s
meaning.
possible)
• 1 point for each
setting description
(3 possible)
• 1 point for textual
evidence for each
setting (3 possible)
• 1 point for each
description of
events or ideas
associated with
each setting (3
possible)
6 points
• 1 point for each
simile or metaphor
(3 possible)
• 1 point for each
accurate
explanation of
meaning (3
possible)
4 points
• 2 points for an
accurate
explanation
• 1 point for each
piece of textual
support (2
possible)
5. Part 1: Which statements
describe the themes in this
story? Select all that apply.
• Student selects a, c, and d as themes
in the story, indicating ability to use
details from a story to determine its
theme
3 points
5. Part 2: Look back at the
setting chart in question #2.
Explain how the settings
support the themes you
selected above.
• Student explains the connections
between themes a, c, and d and the
settings in the story, indicating ability
to use details from a story to determine
its theme, to cite textual details and
examples to support inferences and
explanations about a literary text’s
meaning, and to describe the setting
3 points
• 1 point for each
theme (3 possible)
• 1 point for each
explanation of the
association
between setting
and theme (3
possible)
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and analyze how it contributes to the
story.
5. Part 3: Choose one of the
themes you selected above.
What details in the story help
show this theme?
• Student cites specific details from the
story to support the chosen theme,
indicating ability to use details from a
story to determine its theme and to cite
textual details and examples to support
inferences and explanations about a
literary text’s meaning.
3 points
6. Use your understanding of
setting and theme in “Climbing
the Mountain” to write this
essay. The essay should
explain one theme in the story,
as well as how the setting helps
create this theme. The essay
also should explain another
story that has the same theme.
The other story can be from a
book, a movie, or a play. You
will explain how the theme in
this story is similar to the
theme in “Climbing the
Mountain.” You should use
details from the story to give
reasons for your explanations.
• Student explains one theme in the
story, indicating ability to use details
from a story to determine its theme
and to cite textual details and examples
to support inferences and explanations
about a literary text’s meaning.
20 points
• Student explains how the setting
contributes to theme, indicating ability
to describe the setting and analyze how
it contributes to the story, ability to use
details from a story to determine its
theme, and the ability to cite textual
details and examples to support
inferences and explanations about a
literary text’s meaning.
• Student compares the theme of
“Climbing the Mountain” to the theme
in another story, indicating ability to
compare and contrast how stories
approach similar themes and ideas.
• 1 point for each
piece of textual
support (3
possible)
• 4 points for
effectively
explaining a theme
• 4 points for
effectively
explaining how
setting contributes
to theme
• 4 points for
selecting another
story with a similar
theme
• 4 points for
effectively
explaining how the
theme in the two
stories is similar
• 4 points for citing
textual evidence to
support
explanations
Sample Top-Score Response for Item #6
The theme of “Climbing the Mountain” is that sometimes you have to face your fears to
learn and grow. In the story, Grant is at camp. He wants to earn the Fitness Badge. He
has to climb a mountain to do it. He’s afraid of heights, though. Grant tries anyway.
During the hike, he gets scared. The counselor tells him they can go back. But Grant
decides he wants to keep going. When he gets to the top, he’s so happy. He can see
everything from the mountain. He feels proud because he kept going even though he was
scared. Sometimes you have to do that in order to learn new things. Grant was one step
closer to the Fitness Badge.
The setting helps create the theme. At first, the trail is enjoyable. Grant sees the leaves
sparkling “like diamonds.” The birds sing. Then, when Grant gets scared, the setting
changes. The trees are tall and scary. The birds are loud. Finally, at the top of the
mountain, Grant “beams like the sun.” The setting is perfect. Grant can’t believe the view.
He’s “in awe.” When Grant was scared, the setting was scary. But after he overcomes his
fear, the setting is beautiful.
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Another story like “Climbing the Mountain” is “The Legend of Coqui.” In “The Legend of
Coqui,” the coqui has to be brave and strong when he’s getting ready to race the other
animals. Even though he’s not sure he can do it at first, he keeps working hard and
believes in himself. The theme of that story is similar to “Climbing the Mountain” because
in both stories the main characters have to work hard and be brave.
Instructions for the Student
Read the story “Climbing the Mountain.” It is about a boy named Grant who spends the
summer at camp. As you read the story, think about where the story takes place and
what Grant learns. After reading it, you will answer questions about the story. Then, you
will use what you’ve learned to write an essay for a fellow student. This essay will help the
student better understand the story.
Climbing the Mountain
Grant was very excited about summer camp. It was so different from his home in New
York City. He was used to noisy, busy streets and lots of people. Grant liked the city, but
he liked Clearview Summer Camp
too. It was quiet and peaceful.
Grant couldn’t wait to relax by the
lake and listen to the birds.
Grant arrived at camp on a warm
day in June. All the campers
gathered in the cafeteria. The camp
counselors said they had an
announcement to make. The
campers buzzed like bees.
“This year, we are going to give out
badges to celebrate campers who
achieve excellence!” Counselor Kip
said. “There are many different
types of badges. There is an Art Badge, a Friendship Badge, a Nature Badge, and a
Fitness Badge. I will be passing out a paper that tells you what you need to do for each
badge. Think about which badge you want to earn!”
Grant’s eyes lit up like stars in the night. He already knew which badge he wanted: the
Fitness Badge. Grant loved sports. He was good at soccer and basketball. He thought
getting the badge would be easy.
The first task Grant had to do was to hike to Point Clearview. Two counselors, Evan and
Sasha, were going to lead a group of campers up the mountain trail. Grant didn’t like
heights. Living on the tenth floor of his building in New York didn’t bother him, but he felt
uneasy thinking about being on a mountaintop.
Evan noticed that Grant looked nervous. “Don’t worry, Grant,” he said. “The trail may look
steep, but it is very safe. Make sure you listen to Sasha and me. The views are worth the
climb.”
Grant gulped. Just how steep? he wondered.
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Grant and five other campers set out on the trail with Evan and Sasha. At first, it was
easy. The birds sang and the leaves on the trees sparkled like diamonds in the sunlight.
Grant smiled. Maybe this wouldn’t be so hard after all!
After a while, the climb started to get steeper. Grant felt his heart beat faster. He looked
around. All of the other campers seemed happy. They were telling jokes and laughing with
one another. How could they be so calm when they were getting higher and higher on the
mountain?
“You’re doing great, Grant!” Evan said encouragingly.
Grant nodded, but he was worried. All of a sudden, the trees looked tall and frightening.
The cries of the birds were as loud as alarms. The big rocks lining the trail stared at Grant
coldly. Grant stopped in his tracks. He wasn’t so sure about getting the Fitness Badge
anymore.
Evan came to talk to Grant. “It’s okay if you don’t want to keep going, Grant. We can go
back to camp. But, we only have a little farther to go until we reach Point Clearview. And I
think it’s a sight you don’t want to miss. I’ll walk right next to you if you want. I promise
it’s safe.”
Grant thought about it. He had already come so far that he didn’t want to turn back. He
wanted to prove to himself that he could do it, that he could overcome his fear. He was
still a little scared, but he knew he could count on Evan.
“Okay, let’s go to the top!” Grant said to Evan.
A few minutes later, Evan and Grant reached the top of the mountain. Grant beamed like
the sun as he took in the beautiful view. He could see the camp, the lake, and the clouds.
He could even see the city buildings in the distance.
“Wow,” Grant whispered in awe. “I think I might be able to see my apartment from here!”
“You live in the city?” Evan said.
Grant nodded.
“Well, that’s something I’m scared of!” Evan said. “There’re so many people! And I always
end up getting lost!”
Grant chuckled. “Maybe one day I can help you overcome your fear, just like you helped
me with my fear of heights.”
Grant took one last look at the view before the group headed back to camp. He was one
step closer to the Fitness Badge. Most importantly, Grant felt proud of himself for making
it to the top.
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1.
Why does Grant want to earn the Fitness Badge? Use details from the story to
give reasons for your answer.
2.
Where does the story take place? What are these settings like? What events
happen in each setting? What ideas are presented or talked about in each setting?
In the chart, write three settings and describe each one. Include details from the
story that show what each setting is like. Finally, include an event or idea from
the story that goes with each setting.
Setting and Details
Events and Ideas
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3.
Similes and metaphors are ways to describe things by comparing them to other
things. To write a simile or metaphor, an author finds a shared trait between the
two different things. A simile uses the words like or as. “The yellow shirt was as
bright as the sun” is an example of a simile. A metaphor does not use the words
like or as. “The blanket was a cloud” is an example of a metaphor.
What examples of similes and metaphors can you find in the story? What does
each example mean? Write three similes or metaphors from the story in the chart
below. Think about what each simile or metaphor adds to the story. Then, write
the meaning. One is already done for you.
Simile or Metaphor
The campers buzzed like bees.
Meaning
The campers were excited and noisy.
4.
Why is Grant proud of himself at the end of the story? Use details from the story
to give reasons for your answer.
5.
Part 1. The theme of a story is the main idea or lesson shown in the story. There
can be more than one theme in a story. Which statements describe the themes in
this story? Select all that apply.
a.
Reaching a goal takes hard work and determination.
b. It is important to be thankful for what you have rather than jealous of what
others have.
c.
Help from others is important when facing problems.
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d. Sometimes you have to face fears in order to learn and grow.
e.
You should always plan carefully before taking on a new challenge.
Part 2: Look back at the setting chart in question #2. Explain how the settings
support the themes you selected above.
Part 3: Choose one of the themes you selected above. What details in the story
help show this theme?
Use What You Have Learned!
Now it’s time to show what you have learned. You will write an essay about a setting and
a theme in the story “Climbing the Mountain.” In this essay, you also will write about
another story you have read or seen that has a theme similar to the one you chose in
“Climbing the Mountain.” You want this essay to help others better understand the setting
and theme of the story “Climbing the Mountain.”
6.
Use your understanding of setting and theme in “Climbing the Mountain” to write
this essay. The essay should explain one theme in the story, as well as how the
setting helps create this theme. The essay also should explain another story that
has the same theme. The other story can be from a book, a movie, or a play. You
will explain how the theme in this story is similar to the theme in “Climbing the
Mountain.” You should use details from the story to give reasons for your
explanations.
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