FOCUS on Drawing Conclusions and Making Inferences

1 OnDRAWING CONCLUSIONSAND Making INFERENCESBA cknowledgmentsProduct Development Design and ProductionProject Developer and Editor: Dale Lyle Project Designer: Susan HawkWriter: Helen Byers Photo Credits: Page 12, Lisa Greenleaf, Reviewer: Mary McNary page 40 (left) Corbis, (center) Tigers/Corel, page 42, Courtesy of USGS, page 44, Courtesy of the Crazy Horse MemorialISBN 0-7609-3461-4 2006 Curriculum Associates, Billerica, MA 01862No part of this book may be reproduced by any meanswithout written permission from the Rights Reserved. Printed in 14 13 12 11 10 9 8 7 6 5 4 3 2 1In FOCUS on Drawing Conclusions and Making Inferences , Book B, you will read passages and answer questions.

2 You will practice using the reading strategy called Drawing Conclusions and Making Inferences . You will learn about the strategy on the Learn About pages. You will see a sample passage, sample questions, and sample answer choices on the Lesson Preview pages. Then you will practice using the strategy in twenty lessons. Each lesson has a passage and five questions. After you finish reading the passage, answer the five questions. For the first four questions, fill in the correct answers on the Answer Form on page 53. Or, you may fill in the correct answers directly on the page.

3 For the fifth question, write the answer on the lines provided on the page. Fill in the circle on the Answer Form to show that you have completed the fifth the Tracking Chart on page 47 to show when you have finished each lesson and to show the number of questions that you answered correctly. After each group of five lessons, you will complete a self-assessment to see how you are .. FOCUS and enjoy!To the StudentTable of ContentsLearn About Drawing Conclusions and Making Inferences .. 2 Lesson Preview .. 4 Lesson 1 You Are Invited .. 6 Lesson 2 The Helper.

4 8 Lesson 3 The Brown Lunch Bag .. 10 Lesson 4 Have a Heart! Save a Sato! .. 12 Lesson 5 How Fly Saved the River .. 14 Lesson 6 Take the Bus! .. 16 Lesson 7 Super Tuna Salad .. 18 Lesson 8 The Invisible Dog .. 20 Lesson 9 A Talk with a Snake Catcher .. 22 Lesson 10 Waiting for Dad .. 24 Lesson 11 State Name Game .. 26 Lesson 12 The Plant That Barely Grew .. 28 Lesson 13 Sports Fair .. 30 Lesson 14 The Gates .. 32 Lesson 15 The Deep, Dark Secret .. 34 Lesson 16 The Beat Goes On .. 36 Lesson 17 The Woman Who Loved Things .. 38 Lesson 18 Extra Eyes .. 40 Lesson 19 The Volcano in the Field.

5 42 Lesson 20 A Visit to Crazy Horse .. 44 Tracking Chart .. 47 Self-Assessment 1, Lessons 1 5 .. 48 Self-Assessment 2, Lessons 6 10 .. 49 Self-Assessment 3, Lessons 11 15 .. 50 Self-Assessment 4, Lessons 16 20 .. 51 Self-Assessment 5, Lessons 1 20 .. 52 Answer Form .. 53 Not all information is given in a reading passage. Some is justhinted at. But you can figure out this information that is notdirectly stated. To do this, use information that is given. Youalso use what you already know from your own life. Then youcan figure out information that is not out information that is not given is called Drawing Conclusions and Making this paragraph about Spark.

6 As you read, ask yourself, What information is given? What do I already know frommy own life? Spark sat in the window. She was staring at a small bird outside. The bird kept chirping and hopping around in the bushes. This hopping and chirping made the tip of Spark s tail twist and turn. The rest of her kept still. If the window had not been in the way, Spark would have jumped right out with the AboutDrawing Conclusions and Making InferencesThe paragraph tells about Spark. But one thing the paragraph does not tell you is the kind of animal that Spark is.

7 How can you figure that out? What are the hints?To figure out information that is not given, ask yourself, What information is given? Which details give hints? The paragraph tells you that Spark is sitting by a window watching a bird. It says that as she watches, the tip of her tail twists and turns. If the window were not in the way, Spark would jump right outside with the ask yourself, What do I already know? You probably know that cats like to sit in windows. Cats like to watch birds. Cats also have tails that can twist and turn. A cat would liketo jump out with a bird if it could.

8 Details in Passage What You Already Know Conclusion or InferenceFrom what the paragraph tells you and from what youalready know, you can figure out the kind of animal thatSpark is. She s a out information that is not directly stated is called Drawing Conclusions and Making :Spark is watching a bird from the window. Her tail twists and turns. She d jump out with the bird if she like to watch birds. Their tails can twist and turn. They like to jump out with birds if they is probably a cat.+=36 LessonRead this article about drums. As you read, think about the information that is given.

9 Also think about what you already know. This will help you figure out information that is not happens if you give a baby a spoon and a pot to pound on? You have a drum. Drums are among the earliest tools used by people. Drums have probably been around for at least 8,000 years. Drums come in all sizes and shapes. Some are beautiful instruments that take years to make. Others are hollow logs or garbage can lids. Ringo was the drummer of the music group the Beatles. He first beat on biscuit tins with sticks of wood!Different types of drums make different sounds.

10 A steel drum sounds unlike a drum made of wood, leather, or clay. A drum shaped like a barrel sounds different from a drum shaped like a box. How a drum is played also has to do with how it sounds. Talking drums are played to sound like voices. Some drums are struck with padded sticks or thin wooden sticks. Others are struck with the drummer s hands. With drums and drumming, the beat goes Beat Goes On371. Details in the article suggest that people may have used drums for fewer than 7,000 years. more than 8,000 years. more than 10,000 years. exactly 9,000 You can tell from the article that a hollow log can be used as a drum.