Level V/60 Geography of Canada - Amazon S3 · 2012-12-21 · this book, use the inside front cover of the book. Informal AssessmentT ips 1. Assess students’ ability to skim for

B E N C H M A R K E D U C A T I O N C O M P A N Y

Theme: World Geography• Geography of Canada• Geography of Mexico• Geography of South America

Social Studies

• Ask Questions (page 4)

• Identify Cause and Effect (page 5)

• Use Graphic Features to Interpret Information: Charts (page 6)

• Use Context Clues to Determine Word Meaning: Descriptions (pages 8 and 10)

National Content Standards

Social Studies • People, Places, and Environments: b, e, f

• Time, Continuity, and Change: b, d

• Culture: d, e

• Individuals, Groups, and Institutions: d, e

• Power, Authority, and Governance: g

• Science, Technology, and Society: b

Related Resources

Comprehension Strategy Posters

• Identify Cause and Effect (Grade 6)

Comprehension Strategy Assessment Handbook (Grade 6)

• Ongoing Assessments #17 and #18

Comprehension Through Deductive Reasoning Questions★Geography of Canada card

Skills & Strategies

Geography of CanadaLevel V/60

TEACHER’S GUIDE

Page 11: Synthesize Information • Administer Ongoing Comprehension Assessment

• Research and Draw Conclusions

D a y

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A c t i v i t i e s

Using Navigators Chapter Books

Explicit Strategy InstructionUse the complete guide to model, guide, and support students as they apply comprehension and word-study strategies. Use portions of the guide to scaffold reading instruction for students who do not need modeled instruction.

Small-Group DiscussionsIntroduce the book and model strategies. Have the group set a purpose for reading based on the introduction. Students read the book, or parts of the book, independently. Then have them use the Small-Group Discussion Guide as they discuss the book together.

Independent ReadingHave students select titles at their independent reading levels. After reading, have students respond to the text in reader response journals or notebooks.

Core Lesson Planning Guide

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Pages 4–6: Model Strategies: Introduction–Chapter 1• Monitor-Reading Strategy: Ask Questions

• Comprehension Strategy: Identify Cause and Effect

• Use Graphic Features to Interpret Information: Charts

Page 3: Prepare to Read• Build Content Background

• Introduce the Book

Pages 7–8: Guide Strategies: Chapter 2• Monitor-Reading Strategy: Ask Questions


• Use Context Clues to Determine Word Meaning: Descriptions

Pages 9–10: Apply Strategies: Chapter 3–Conclusion• Monitor-Reading Strategy: Ask Questions


• Use Context Clues to Determine Word Meaning: Descriptions

This five-day lesson plan shows one way to use the chapter book for explicit strategy instruction.

Copyright © 2011 Benchmark Education Company, LLC. All rights reserved. Teachers may photocopy the reproducible pages for classroom use. No other part of the guide may be repro-duced or transmitted in whole or in part in any form or by any means, electronic or mechanical, including photocopy, recording, or any information storage or retrieval system, without permission in writing from the publisher.

ISBN: 978-1-4108-6310-2

Build Content Background • Tell students that Canada, America’s neighbor to the north, is

the largest country in North America and the second-largest country in the world. Ask them to think about what they know about Canada.

• Make a three-column chart. Leave the headings blank. Ask students to offer their ideas about Canada. If necessary, prompt with questions such as these: What kind of climate does Canada have? What kinds of jobs do Canadians do? Write responses that are related to Canada’s land and climate in the first column, those related to its people in the second column, and those related to its economy and resources in the third column.

• Have students look at the entries in each column of the chart. Ask: What do the ideas in the first column have in common? (They tell about the kinds of land and climate Canada has.)

Help students identify the ideas in the other two columns as ideas about Canada’s people and ideas about its economy and resources.

• Ask students to think of headings for the three columns. (Land and Climate, People, Resources and Economy)

Introduce the Book • Give students a copy of the book.• Have them read the title and skim the table of contents. Ask: What do you think is the difference between physical

geography and human geography? (Physical geography is about the land, while human geography is about the people.)

Which chapter would you turn to if you wanted to know about Canada’s mining industry? Why? (Chapter 3; an industry is part of a country’s economy.)

• Have students choose a chapter. Ask them to look at the pic-tures in the chapter, choose a picture they think is interest-ing, and explain to the group why they think that.

• To introduce key words and text/graphic features found in this book, use the inside front cover of the book.

Informal Assessment Tips

1. Assess students’ ability to skim for interesting pictures and to offer reasonable explanations for their choices.

2. Document your observations in a folder or notebook.

3. Keep the folder or notebook at the small-group reading table for handy reference.

© 2011 Benchmark Education Company, LLC 3

Meeting Individual Needs

For students who struggle with skimming for pictures, model the process, using the first chapter. Comment on each picture, tell which one you choose, and explain why you chose that one over the others.

Display a world map, and have students point to Canada. Ask volunteers to find the names of the provinces, the oceans off both coasts, the large bay in the middle, and the countries to the south and northeast. Invite students to say any of these names in their native languages.

As places are named in the text, have students write the names on self-stick notes and attach the notes to appropriate places on a large map of Canada.

This five-day lesson plan shows one way to use the chapter book for explicit strategy instruction.

Prepare to Readnglish anguage earnersE L L

originalLand and Climate

ocean coastsforestsprairiesice and snow

People

fishermenfarmersranchersactors

Resources and Economy

fishingtourismoilcattle

Before ReadingMonitor-Reading Strategy: Ask Questions

• Say: Good readers ask questions as they read. Asking questions keeps their minds focused on their reading and helps them under-stand and remember what they read. One thing they ask questions about is unfamiliar words.

• Use a real-life example of asking questions while you read.

Say: When I come across a word I do not know, I stop and ask myself what the word means. Sometimes an unfamiliar word is boldfaced—shown in dark print. Sometimes the author defines the word, but other times I must look for clues that can help me figure out the meaning of the unfamiliar word.

• Say: Yesterday we previewed the book Geography of Canada. Today we are going to ask questions about unfamiliar words in the Introduction and Chapter 1.

• Read pages 2–3 aloud while students follow along.

Say: The boldfaced word on page 2 is defined in the text, but I see other unfamiliar words that are not defined. The text says that Canada’s landscape has many features, including rugged coastlines, tall mountains, and open plains. The word landscape is not defined, but from the context, I can tell that landscape is the way a piece of land looks. What other unfamiliar words are on these pages?

• Have students provide examples of any other unfamiliar words they found in the Introduction. Tell them to write the words on self-stick notes and put the notes in their book.

During Reading Set a Purpose for Reading

• Ask students to read pages 4–11 silently. Have them ask questions about the unfamiliar words they find and write their questions on self-stick notes or in their journals. Remind them to look for context clues to help them understand the meaning of each unfamiliar word.

4 © 2011 Benchmark Education Company, LLC

ABOUT THE STRATEGY Ask Questions

What? Good readers ask questions about unfamiliar words, why something happens, how it happened, and what might happen next. Some questions have answers stated in the text, some answers are implied in the text, and some answers need further research. Still other questions have no answers.

Why? Asking questions keeps read-ers involved with the text and helps them understand and remember what they read.

When? Good readers ask questions before reading to help set a purpose. They ask questions during reading to monitor and clarify their understanding. They ask questions after reading to help them analyze and synthesize what they have read.

How? Good readers pause and won-der about the text. They keep track of their questions in a journal or on self-stick notes. They try to answer ques-tions during and after reading.

Model Strategies: Introduction–Chapter 1

After Reading Discuss the Reading

• Ask students to share their unfamiliar words from the Introduction and Chapter 1. Remind them that some unfamiliar words may have definitions right in the text, while the meanings of other words can be figured out using context clues.

Say: The word province in the first paragraph on page 4 is an unfamiliar word. However, the meaning of province is given in the next sentence: a province is similar to a state in the United States.

• Have students explain how they determined the meanings of other unfamiliar words.

Ask: Who wrote a question about the word sediment in the first paragraph on page 8? How did you find the meaning of that word? (The text says prairie soil comes from sediment. Soil is dirt, so sediment must be part of what makes up dirt.)

• Tell students to look for unfamiliar words as they read each chapter. Remind them to write their questions on self-stick notes or in their journals.

• Have students read the checkpoint on page 3. Explain that talking about a topic is one way to better understand it. Discuss partners’ questions and answers later.

• For text-dependent comprehension practice, ask the questions for the Introduction and Chapter 1 found on the Comprehension Through Deductive Reasoning Card for this chapter book.

Comprehension Strategy: Identify Cause and Effect• Say: One way authors explain information is to tell about cause-

and-effect relationships. When you read about the climate of a place and the effects the climate causes, you are reading about a cause-and-effect relationship. As I read this chapter, I paid atten-tion to what the climate and geography are like in different regions of Canada and how those causes—climate and geography—affect the way people live in those regions. Identifying causes and effects helped me understand the information in this chapter.

• Pass out the graphic organizer “Identify Cause and Effect” (blackline master, page 14). You may want to make a chart-sized copy of the graphic organizer or use a transparency.

• Explain that as students read, they will complete the first six rows together. They will complete the last two rows in pairs or independently.


1. Watch students as they write ques-tions on self-stick notes or in their journals.

2. In a folder or notebook, jot down what you see each student doing.

3. Students should be asking questions about unfamiliar words as they read. Document students who are and who are not using this monitor- reading strategy.



For students who struggle with this activity, model the strategy again and remind them that asking questions about unfamiliar words as they read will help them better understand the text.

Rapid readers can use context clues, the glossary, or a dictionary to find the meanings of words they don’t know. Have them write the words and their definitions in their journals.

original

Introduction–Chapter 1 (continued)


Comprehension Strategy: Identify Cause and Effect (continued)

• Have students follow along as you show them how to find cause-and-effect relationships in Chapter 1. Write the information on the graphic organizer as you find it.

• Say: Sometimes authors provide clue words such as because or as a result to help readers recognize cause-and-effect relationships. Other times, readers must recognize causes and effects without the help of clue words. On page 3, the author tells an effect: Canada is the second largest country in the world but thirty-fifth in population. Why do few people live in such a big country? The cause is given later in the same paragraph: The landscape and climate make it hard to live in some areas of Canada.

• Write the cause and effect in the first row of the graphic organizer.

• Say: In the last paragraph on page 9, I see the word effect. This signals that the author is telling about causes and effects. A rain shadow effect is caused by mountains that block ocean moisture so that one side of the mountains gets much less rain than the other. In western Canada, the Coast Range causes the coast to get much more rain than the valleys on the other side.

• Write this cause and effect in the second row of the graphic organizer. Tell students they will look for causes and effects as they continue reading the book.

Use Graphic Features to Interpret Information: Charts

• Have students turn to the chart on page 10. Explain that a chart is a good way to organize a lot of information in an efficient way. This chart gives information about some towns in the northern climates of Canada.

• Demonstrate how to locate information on the chart. Point to the first column.

Say: This column names three towns in northern Canada.

Point to the second column.

Say: This column tells the elevation of each town. If I want to know the elevation of Yellowknife, in the Northwest Territory, I go to Yellowknife in the first column and then move across to the number in the second column. The elevation of Yellowknife is 670 feet or 204 meters.

• Ask students questions about the three towns that they can answer using the information on the chart, such as these: What is the average July temperature of Iqaluit? (15.9ºF or 8.9ºC) What is the latitude of Whitehorse? (60ºN) Which place is the coldest in January? (Yellowknife)

Landscape and climate make it hard to live in some areas of Canada.

Canada is second-largest country in world but thirty-fifth in population.

Page Cause Effect

Coast Range blocks Pacific Ocean moisture.

Coast of western Canada gets much more rain than valleys on other side.

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Reader Response

Imagine you are moving to northern Canada. What do you think would be most challenging about living there? Write a response in your journal and share your thoughts with a group member.


• Have students look at their self-stick notes or journals to review questions they wrote yesterday. Ask them if the Introduction and Chapter 1 answered any of their questions about unfamiliar words, and discuss their responses. Remind students that asking questions is what good readers do to understand and remember what they have read.

• Say: Today we are going to ask the questions who, what, why, and how.

Read pages 12–13 while students follow along. Ask the following questions as you read:

Why do most Canadians live in the south? What happened to Canada’s fishing industry?

• Point out that the first question is answered on these pages while the second question is not.

Ask: How can I answer my second question? (Possible answers: Continue to read the book. Ask an expert. Research using reference books or the Internet.)

• Have students write who, what, why, and how questions on self-stick notes or in their journals as they read pages 14–15. Check to see that they are writing appropriate questions.

During Reading Set a Purpose for Reading • Have students finish reading Chapter 2. As they read, they

should continue to ask who, what, why, and how questions. For example, they might ask what brought different groups of settlers to Canada.

After Reading Discuss the Reading • Have students share their questions and talk about why they

asked particular questions. Help them identify questions that are answered in the text and questions that need additional research. Spend a few minutes on questions that are not answered in the text.

• Ask: What have you learned about how natural features affect where and how people live in Canada?

• For text-dependent comprehension practice, ask the ques-tions for Chapter 2 found on the Comprehension Through Deductive Reasoning Card for this chapter book.


Carefully watch ELL students as they complete the assignment. If they are not writing questions, it may be because they do not under-stand the text. If they are writing questions, make sure the questions apply to the text.


For students who struggle with this strategy, model it again. Have them read one page at a time and ask one question per page. Ask them if the question is answered in the text or not. If not, ask them where they might find the answer to the question.

Rapid readers can review their ques-tions and identify which are answered in the text and which are not. Challenge students to place an S next to questions with stated answers, and an I next to questions with implied answers. Have students place an R next to questions that require further research to answer. If time allows, have students research unanswered questions.

Guide Strategies: Chapter 2

nglish anguage earnersE L L

Chapter 2 (continued)

Reader Response

How is life in Canada today different from life in Canada long ago? What caused some of these differences? Write a response in your journal and share your thoughts with a group member.


Comprehension Strategy: Identify Cause and Effect

• Review the first two rows of the “Identify Cause and Effect” graphic organizer. Remind students that to identify causes and effects, they can look for words such as because, so, and if, as well as other clues in the text.

• Have students find a cause-and-effect relationship on page 12.

Ask: Why is travel difficult in much of inland Canada? (The area is covered by mountains and forests.)

Where do you write this information? (in the Cause box)

What goes in the Effect box? (Travel in this region is difficult.)

• Work with students to identify the causes of the following events: Some harbors stay ice-free all winter (page 13). More than sixty percent of Canadians live in Central Canada (page 14). The Northern Lights appear (page 18). Use the information on the graphic organizer on this page.

Use Context Clues to Determine Word Meaning: Descriptions

• Tell students that it is often possible to figure out what a word means from the words and sentences around it. This is called the word’s context. Have students find the term natural resources on page 15. Point out that the author does not define this term but does give some examples of natural resources.

• Say: The first sentence in the second paragraph says that natural resources affected settlement in Canada. The next two sentences names some of those natural resources—gold, iron, copper, lead, and diamonds. These descriptions help me define the term: natural resources are materials supplied by nature and used by people.

• Read aloud the third paragraph on page 17. Have students find the word gateway in this paragraph. Ask them to identify the descriptions that help define the word gateway. Point out that here a gateway is a trade center where products are imported and exported.

• Tell students they will practice this strategy again later.

Much of inland Canada is covered by mountains and forests.

Travel in this region is difficult.

Page Cause Effect

Salty ocean water doesn’t freeze as quickly as fresh water,

Early settlers traveled up St. Lawrence, established cit-ies along it.

Particles from sun get caught in Earth’s magnetic field.

Sixty percent of Canadians live in central part of Canada.

Northern Lights appear.

Some harbors stay ice-free all winter.

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Apply Strategies: Chapter 3–Conclusion


• Remind students that they have practiced asking questions about unfamiliar words and about who, what, why, and how. Have them review the questions they have already asked and written on self-stick notes or in their journals. Tell them to continue to ask who, what, why, and how questions as they read.

• Read pages 20–21 aloud while students follow along.

Say: My question is, “How much lumber does Canada export every year?” This question is not answered in the text. What can I do?

Have students offer possible ways to answer the question.

During ReadingSet a Purpose for Reading • Have students read the rest of the book silently. Encourage

them to ask who, what, why, and how questions as they read. Have them write their questions on self-stick notes or in their journals.

After ReadingDiscuss Reading

• Have students share the questions they have asked while reading.

• Ask: Which questions were you able to answer from the book? Which questions need additional research? How can you find answers to these questions?

• Have students read the checkpoint on page 26. Explain that drawing a picture is another way to better understand the text. Have students share their pictures and captions with partners.

• For text-dependent comprehension practice, ask the questions for Chapter 3 and the Conclusion found on the Comprehension Through Deductive Reasoning Card for this chapter book.

Teaching Tips

After discussing the reading, have students remove the self-stick notes from their books and place the notes in their journals on a page titled “Ask Questions.” Use this page to review asking questions throughout the year.

Comprehension Strategy: Identify Cause and Effect• Review the graphic organizer students have been completing.

Explain that they will locate cause-and-effect relationships on pages 21 and 23, and write the causes and effects in the last two rows on the graphic organizer.

• Ask if students have any questions before they begin. Monitor their work and intervene if they are having difficulty. Discuss students’ responses together.

• For more practice with identifying cause and effect, have students complete the blackline master “Identify Cause and Effect” on page 15.

Use Context Clues to Determine Word Meaning: Descriptions• Remind students that they can use descriptions in the text to

figure out the meanings of unfamiliar words. Have them find the term hydroelectric power on page 20. Point out that although the term is boldfaced and therefore in the glossary, the author also describes it in several sentences.

• Say: The author says hydroelectric power is created by harnessing flowing rivers. Dams are built across the rivers. Water flows through turbines in the dams. Turbines generate electricity. Electricity is sent over power lines. By reading these descriptions, I find out more about hydroelectric power than the glossary definition, “power generated by rivers,” tells me.

Chapter 3–Conclusion (continued)



1. Watch students as they identify causes and effects. Ask yourself: How have students progressed with this strategy? What problems are they still having?

2. Watch students as they complete the graphic organizer. Ask yourself: Who is still struggling with this strategy? How can I help them?

3. Jot down your thoughts in your folder or notebook. For students who struggle with summarizing, review the strategy using the Comprehension Strategy Poster: Identify Cause and Effect.

Reader Response

How have Canadians tried to use their resources wisely? How have they adapt-ed to their climate and landscape? Write a response in your journal and share your thoughts with a group member.

original

Cause: Glaciers laid down sediment, and erosion moved some of it.

Effect: Niagara River and Niagara Falls were created.

Cause: There is an island in middle of the Niagara River.

Effect: Flow of water to American Falls is slower than flow of water to other falls.

Cause: Water drops and mist come from falls during a long, cold winter.

Effect: A long ice bridge forms.

Cause: Huge chunks of ice clogged the river in 1848.

Effect: No water flowed over Niagara Falls.

By 1993, there weren’t many cod left to catch.

The Canadian government stopped cod fishing.

Page Cause Effect

Locks raise and lower ships.

Ships can travel between large bodies of water and travel far inland.

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1. brow Clues: high on hill overlooking the city Definition: edge of a steep place

2. ventures Clues: made money, sold land to companies, owned power plants Definition: business projects, often risky ones

3. exorbitant Clues: costs, even for Sir Henry, held an auction to raise money, did not pay all the bills, had to relinquish castle to city Definition: much too high

4. auction Clues: to raise money, furniture and other objects sold to highest bidders Definition: public sale in which things are sold to those who offer the most money for them

5. relinquish Clues: did not pay all the bills, had to give castle to the city of Toronto Definition: give up

6. repository Clues: war supplies for British stored in basement of castle during World War II Definition: place where things are stored

Administer Ongoing Comprehension Assessment• Have students take Ongoing Assessment #17 on pages 70–71 in

the Comprehension Strategy Assessment Handbook (Grade 6).

Research and Draw Conclusions• Have students research the link between resources and jobs

in Canada.

• Pair students and ask them to answer these questions:

What are the major exports of Canada? What kinds of mines can be found in Canada? How are materials in those mines gathered and used? How is hydroelectric power generated? What are some of the advantages and disadvantages of this source of power?

• Have students record their answers on a chart. When pairs have finished, encourage them to share their information.

• Have students use the information from their research charts to draw conclusions.

Say: We combine what we have read with what we already know to draw conclusions. Let’s think about the information about Canada in the book and the information we gathered in our research.

Ask: What conclusions can we draw about resources and jobs in Canada? (Possible answer: People’s jobs are related directly to the rich natural resources of the country. Hydroelectric power, for example, requires space and building materials for creating dams. The space and materials are available in Canada.)



1. Score assessments and determine if more instruction is needed for this strategy.

2. Keep group assessments in a small-group reading folder.

3. Look closely at students’ responses. Ask yourself: Why might this student have drawn this conclusion from the information given? For in-depth anal-ysis, discuss responses with individ-ual students.

4. If needed, reteach this strategy and administer Ongoing Assessment #18 on pages 72–73 in the Comprehension Strategy Assessment Handbook (Grade 6).

5. Use ongoing assessments to document growth over time, for parent/teacher conferences, or for your own records.

Pair students with more proficient English speakers. Have partners work together to investigate the resources of Canada, as suggested in Research and Draw Conclusions, or have them find more information about one particular resource and related job, such as minerals/mining, forests/logging, or fish/fishing. Suggest that students begin by recording the information in the book that answers the questions before looking for additional answers in an encyclopedia or other reference book or on the Internet. Then proceed with the drawing conclusions activity as a group.

Synthesize Information

nglish anguage earnersE L L

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Write a Personal ResponseInvite students to respond to the book in a way that is meaningful to them. The prompts below provide a variety of alternatives.

• Compare this book about Canada to other books, articles, or stories you have read about Canada. (text-to-text)

• How does immigration to Canada compare to what you know about immigration to other countries? (text-to-world)

• What did you think about while reading this book? (make connections)

• Did any part of this book confuse you? What was confusing? How could it have been clearer? (self-monitor)

• Do you think Canada would be an interesting place to visit? Why or why not? (personal response)

• Did you like the book? Would you recommend it to a friend? Why or why not? (evaluate)

• Imagine you are moving to Canada. In which region of Canada would you like to live? Why? (text-to-self)

• What main ideas about Canada were discussed in this book? (synthesize information)

Write to a Text PromptUse the prompt below as a timed writing activity. Students have a maximum of one hour to draft, revise, and edit a response. Use the rubric provided in the sidebar to score students’ writing.

Write to a Picture PromptUse the following picture prompt to develop students’ visual writing abilities.

Reading/Writing Connections

Teaching Tips

Transfer personal response prompts to a piece of large chart paper and hang it in the room. Students can refer to the list throughout the year.

The prompt is well developed. There is strong evidence of focus, organization, voice, and correct conventions.

The prompt is developed. There is adequate evidence of focus, organization, voice, and correct conventions.

The prompt is somewhat devel-oped. There is minimal evidence of focus, organization, voice, and correct conventions.

The prompt is weakly developed. There is little evidence of focus, organization, voice, and correct conventions.

Scoring Rubric

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The author says, “Canada is an interesting country with a unique landscape.” Do you agree with this statement? Use information from the book to support your answer.

Look at the picture on pages 12–13. How is this community similar to and different from where you live? Use details from the picture to support your answer.


© 2011 Benchmark Education Company, LLC

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Directions: Use this sheet to talk about the book.

Word Study: Write words you did not know. Discuss the meanings with your group. Use the text to clarify the meanings.

Questions:Write two or three questions you had while reading this book. Discuss the questions and answers.

Make Connections:Write three connections you made with the text. Discuss them with your group.

Adapted from Literature Circles: Voice and Choice in the Student-Centered Classroom, Harvey Daniels (Portland, ME: Stenhouse Publishers, 1994).

Rules for a Good Discussion:

1. Be prepared.

2. Pay attention to the person who is talking and do not interrupt him or her.

3. Think about what others are saying so you can respond.

4. Use inside voices.

5. Let everyone in the group have a turn to speak.

6. Be respectful of everyone’s ideas.

Adapted from Guiding Readers and Writers (Grades 3–6): Teaching Comprehension, Genre, and Content Literacy, Irene C. Fountas and Gay Su Pinnell (Portsmouth, NH: Heinemann Publishing Co., 2001).

Ways to Make Connections

Text-to-Self: This reminds me of a time when I . . .

Text-to-World: What’s going on in this book is like what’s hap-pening right now in . . .

Text-to-Text: This book reminds me of another book I read called . . . . It was about . . .

Small-Group Discussion Guide


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Identify Cause and Effect

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Cause Effect


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Identify Cause and EffectDirections: Identify causes and effects in the passage. Complete the graphic organizer with four sets of causes and effects.

Niagara Falls

Niagara Falls, on the border between the United States and Canada,

was formed during the last ice age. Glaciers pressed down on the land

and laid down sediment. Then erosion moved some of the sediment to

create the Niagara River and the falls.

Niagara Falls is actually three groups of waterfalls—American Falls,

Bridal Veil Falls, and Canadian Falls. An island in the middle of the river

makes the flow of water to the American Falls slower than the water

flow in the other falls. The falls never freeze, even in winter. However,

water drops and mist can create formations called ice bridges. A long,

cold winter and plenty of mist can make an ice bridge that is several

miles long.

The winter of 1848 was especially cold. The falls didn’t freeze, but

huge chunks of ice blocked the river! This caused the water to stop

flowing over the falls, and people could walk out onto the riverbed.

Cause:

Effect:

Cause: Effect:

Cause: Effect:

Cause: Effect:

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Use Context Clues to Determine Word Meaning: Descriptions

Directions: Read the passage. Write the clues that tell you what each boldfaced word means. Then write a definition for each word. Use a dictionary if necessary.

Casa LomaHigh on the brow of a hill overlooking the city of Toronto is, of all

things, a castle. It was built by Sir Henry Mill Pellatt in 1914. He spent nearly five million dollars constructing and furnishing the castle. This was a huge sum in 1914, but Sir Henry had made money in two major ventures. He sold western land to companies building railroads, and he owned power plants in Toronto.

Staffing and maintaining Casa Loma proved to be exorbitant, even for Sir Henry. In 1924, he and his wife held an auction to raise money. Furniture and other objects in the castle were sold to the highest bidders, but that did not pay all the bills. Sir Henry had to relinquish the castle to the city of Toronto. Casa Loma was boarded up and left empty.

No one was quite sure what to do with a castle. In 1934, it was restored and opened for tours and events. During World War II, it was used as a secret repository. War supplies for the British were stored in the castle’s basement. Today tourists can take self-guided tours of Casa Loma, the Canadian castle.

1. brow Clues: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ Definition: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _2. ventures Clues: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ Definition: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _3. exorbitant Clues: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ Definition: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _4. auction Clues: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ Definition: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _5. relinquish Clues: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ Definition: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _6. repository Clues: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ Definition: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

Documents

Level V/60 Geography of Canada - Amazon S3 · 2012-12-21 · this book, use the inside front cover of the book. Informal AssessmentT ips 1. Assess students’ ability to skim for