Instruction STARS®

series C
S trategies
To
A chieve
R eading
S uccess
ACKNOWLEDGMENTS
Product Development
Developers and Authors: Deborah Adcock, Joan Krensky
Contributing Writers: Patricia Delanie, Barbara Fierman

Editorial Project Managers

Deborah Adcock, Pamela Seastrand

Design
Cover Designer: Matt Pollock
Book Designer: Pat Lucas

Illustration/Photography Credits
Jamie Ruh/pages 6, 10, 12, 18, 21, 23, 26, 28, 31, 40, 42, 45, 67, 68, 74
©2010 JupiterImages Corporation/pages 16, 17, 23, 81, 86, 94, 104, 120
Library of Congress, Prints and Photographs Division, LC-USZ62-119882/page 33
Susan Hawk/pages 50, 52, 65, 76, 79, 84, 99, 129, 130, 135, 140, 143
Courtesy of Children’s Defense Fund, Washington, D.C./page 102
Gary Torrisi/pages 113, 115
Courtesy of Federation Internationale de Football Association, Zurich, Switzerland/page 123

ISBN 978-0-7609-6365-4
©2010, 2006, 2000—Curriculum Associates, LLC
North Billerica, MA 01862
No part of this book may be reproduced by any means
without written permission from the publisher.
All Rights Reserved. Printed in USA.
15 14 13 12 11 10 9 8 7 6 5 4
TABLE OF CONTENTS
Lesson 1 Finding Main Idea . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

Lesson 2 Recalling Facts and Details . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14

Lesson 3 Understanding Sequence . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24

Lessons 1 – 3 REVIEW . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34

Lesson 4 Recognizing Cause and Effect . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38

Lesson 6 Making Predictions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58

Lessons 4 – 6 REVIEW . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68

Lesson 7 Finding Word Meaning in Context . . . . . . . . . . . . . . . . . . . . . . . . . 72

Lesson 8 Drawing Conclusions and Making Inferences . . . . . . . . . . . . . . . . 82

Lesson 9 Distinguishing Between Fact and Opinion . . . . . . . . . . . . . . . . . . 92

Lessons 7 – 9 REVIEW . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 102

Lesson 10 Identifying Author’s Purpose . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 106

Lesson 11 Interpreting Figurative Language . . . . . . . . . . . . . . . . . . . . . . . . . 116

Lesson 12 Distinguishing Between Real and Make-believe . . . . . . . . . . . . . 126

Lessons 10 – 12 REVIEW . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 136

Lessons 1 – 12 FINAL REVIEW . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 140

 Lesson FINDING MAIN IDEA
1
PART ONE: Think About the Strategy

What Is Main Idea?

Stories, poems, and articles all have a main idea. A movie or television show
also has a main idea. The main idea tells what something is mostly about.

1 Write the name of a book you have read in school or at home.

2 Write some of the things that happen in the book.

3 Tell what the book is mostly about.

Work with a Partner

• Tell your partner about a movie you have seen or a TV show
you have watched.
• Then take turns telling the main idea of the movie or TV show.
• Try to tell your main idea in one sentence.

4 Finding Main Idea

How Do You Find the Main Idea?
You can find the main idea of most reading passages in the first sentence or
in the last sentence of the passage.

Read this passage about beavers. Think about the most important idea
in the passage.

Beavers have special body parts that help them when they
work underwater. Their ears and nose close to keep water
out. Their webbed toes help them to swim. And their eyes
have clear lids that allow them to see underwater.

1. Let’s look at the chart below.

The sentences in the top three boxes tell about the main idea of
the passage. But they do not tell the most important idea.
2. Look again at the passage. The first sentence in the passage does tell the
most important idea. This sentence tells what the passage is mostly about.
3. Write this main idea in the empty box below.

Their ears and nose Their webbed toes Their eyes have clear
close to keep help them to swim. lids that allow them
water out. to see underwater.

Finding Main Idea 5

PART TWO: Learn About the Strategy
The most important idea in a paragraph is called the main idea.
The main idea tells what a paragraph is mostly or mainly about.
• The main idea is sometimes found in the first sentence
WHAT of a paragraph.
TO • The main idea is sometimes found in the last sentence
KNOW of a paragraph.
• The main idea is sometimes not found in the paragraph.
You can figure out the main idea by thinking about
the most important idea in the paragraph.

Read what Louis wrote about frogs. As you read, think about
the most important idea in the paragraph.

Frogs change as they grow. Frogs begin as eggs. A frog egg

looks like a tiny black dot in jelly. In time, a frog egg changes
into a tadpole. A tadpole has a tail. It breathes underwater and
has gills like a fish. Later, the tadpole develops legs, and its tail
gets shorter. It grows lungs to replace its gills. The tadpole is
now a frog that can live on land.

egg tadpole frog

The first sentence of the paragraph states the most important idea:
Frogs change as they grow.

6 Finding Main Idea

Read this paragraph about Ben. As you read, think about the main idea
of the paragraph. Then answer the questions.

Sick Day
Ben picked up a book and started to read. After a few minutes,
he closed the book with a sigh. Then he turned on the television.
Ben flipped through a dozen channels, but he couldn’t find anything
he wanted to watch. His lunch sat on the table by his bed. He wasn’t
even hungry. Ben had to admit that staying home sick can be boring.

1. What is the main idea of the paragraph? 2. Where or how did you find the
 Ben doesn’t feel like eating. main idea?
 Ben likes to read when he is sick.  in the first sentence of the paragraph
 Staying home sick can be boring.  in the last sentence of the paragraph
 There is nothing on television  in the middle of the paragraph
during the day.  by thinking about the most
important idea in the paragraph

Work with a Partner

• Talk about your answers to the questions.
• Tell why you chose your answers.
• Then talk about what you have learned so far about finding main idea.

Finding Main Idea 7

PART THREE: Check Your Understanding
The main idea tells what a paragraph is mostly or mainly about.
• Read the first sentence of the paragraph.
The main idea is sometimes found here.

REVIEW
• Read the last sentence of the paragraph.
The main idea is sometimes found here.
• Sometimes, the main idea is not found in a sentence
from the paragraph. You can figure out the main idea by
thinking about the most important idea in the paragraph.

Read this article about celebrations. As you read, ask yourself,

“What is the article mostly about?” Then answer the questions.

When do you celebrate the new year? In the United States, Europe,
and Japan, most people celebrate the new year on January 1. In China,
the new year begins sometime between the middle of February and the
middle of March. Jewish people celebrate the Jewish new year in the fall.
In Iran, the new year begins on the first day of spring.

3. What is the article mostly about? 4. Where or how did you find
 countries that celebrate the the main idea?
new year on January 1  in the first sentence of the paragraph
 why the new year begins on  in the last sentence of the paragraph
a different day each year  in the middle of the paragraph
 different times when the new year  by thinking about the most
is celebrated important idea in the paragraph
 people who begin the new year
in the fall

8 Finding Main Idea

Which Answer Is Correct and Why?
Look at the answer choices for each question.
Read why each answer choice is correct or not correct.

3. What is the article mostly about? 4. Where or how did you find
 countries that celebrate the the main idea?
new year on January 1  in the first sentence of the
This answer is not correct because paragraph
the article tells about many countries This answer is not correct because
that celebrate the new year on the first sentence is “When do you
different days. celebrate the new year?” This is
not the most important idea
 why the new year begins on in the article.
a different day each year
This answer is not correct because  in the last sentence of the
the new year is not on a different day paragraph
each year. Different people celebrate This answer is not correct because
the new year on different days. the last sentence is “In Iran, the
new year begins on the first day
● different times when the new year of spring.” This is not the most
is celebrated important idea in the article.
This answer is correct because it
is the most important idea. It tells  in the middle of the paragraph
what the article is mostly about. This answer is not correct because
the middle of the paragraph tells
 people who begin the new year about when people in China
in the fall celebrate the new year. Also, the
This answer is not correct because main idea is more often found in the
it is not the most important idea of first or last sentence of a paragraph,
the article. This answer does not tell not in the middle of a paragraph.
what the article is mostly about.
● by thinking about the most
important idea in the paragraph
This answer is correct because
the main idea is not found in the
first sentence, the last sentence, or
in the middle of the paragraph.
The main idea is found by thinking
about all the ideas in the article to
figure out the most important idea.

Finding Main Idea 9

PART FOUR: Build on What You Have Learned
• Each paragraph in a reading passage has one main idea.
The whole reading passage also has one main idea.
MORE The main idea of a whole reading passage is often found
TO in the first or last paragraph.
KNOW
• The title of a reading passage tells something about
the main idea.

Read this article about birds. Then answer the questions.

Outside and Inside

Birds have two kinds of feathers. The outside
feathers help keep the bird dry. These feathers
cover each other. They form a kind of raincoat for
the bird. These outside feathers are flat and smooth.
Under these outside feathers is a different kind
of feather. These feathers are called “down.” Down
feathers are soft and fluffy. Down feathers are right
next to the bird’s skin. The down keeps the bird
warm. Baby birds have only down feathers. As they
get bigger, their outer feathers grow in.

5. What is the main idea of 7. What is the article mostly about?

the first paragraph?  As birds get bigger, their outer
 Outside feathers are flat and smooth. feathers grow in.
 Outside feathers help keep birds dry.  Birds have two kinds of feathers.
 Feathers keep a bird dry.  All birds have feathers.
 Birds have feathers.  Feathers are called “down.”
6. What is the main idea of 8. What is another good title
the last paragraph? for this article?
 Down feathers keep birds warm.  “Baby Birds”
 Down feathers are fluffy.  “Where to Find Birds”
 Feathers keep birds warm.  “How Birds Fly”
 Baby birds have only down feathers.  “All About Feathers”

10 Finding Main Idea

Read this story about Tyna. Then answer the questions.

Tyna rushed into the house and called for her mother. She couldn’t
wait to describe her first day at camp.
“Camp was great,” said Tyna. “I met a lot of kids, and we had fun
together swimming, playing basketball, and painting.
“I met one boy who’s from California. He’s here visiting his grandmother.
His mother is a doctor. He’s an only child, so he gets lonely sometimes.
He’s going into third grade, like me. We have lots in common, too. He likes
tennis and lizards, and he collects stamps.”
“And what’s this boy’s name?” asked Mother.
“How would I know?” said Tyna, surprised by her mother’s question.
“Kids don’t talk about personal stuff, Mom.”
Tyna’s mom chuckled as Tyna went outside to play with her friends in
the neighborhood.

9. What is the main idea of 11. The story is mostly about

paragraph 2?  how to make new friends.
 Tyna did not want to go to camp.  playing sports.
 Tyna had fun swimming at camp.  a girl’s first day at camp.
 Tyna had a good day at camp.  things people do at camp.
 Tyna looked for her mother.
12. What is a good title for this story?
10. What is the main idea of  “Trouble at Camp”
paragraph 3?  “A Boy from California”
 Tyna met a new friend.  “Fun at Camp”
 Tyna had fun swimming.  “Tyna’s Best Friend”
 Tyna enjoyed her day.
 Tyna had trouble making
new friends.

Finding Main Idea 11

PART FIVE: Prepare for a Test
• A test question about the main idea may ask you
what a reading passage is mostly or mainly about.
TEST • A test question about the main idea may ask you
TIPS to choose the best title for a reading passage.
A good title tells something about the main idea
of the whole reading passage.

Read this article about a famous house. Then answer questions

about the article. Choose the best answer for Numbers 13 and 14.

The White House is the most famous home in the United States
of America. It is where the president and his family live.
The president’s home was not always called the White House.
At different times, it was called the President’s Mansion,
the President’s Palace, and the President’s House.
The President’s House was burned by the British in 1812.
Workers painted it bright white
to cover the black walls.
Soon, people began to call
the building the White House.
The name stuck. In time,
the name was officially
changed to the White House.

13. The article is mostly about 14. What is the best title for the article?
 where the president lives.  “Famous Homes”
 how the White House got  “The President’s Mansion”
its name.  “One Famous House,
 when the White House Many Names”
was burned.  “Mansions and Palaces
 who painted the White House. Around the World”

12 Finding Main Idea

Read this fable about an ant and a grasshopper. Then answer questions
about the fable. Choose the best answer for Numbers 15 and 16.

The Ant and the Grasshopper

One summer day, Grasshopper hopped about, chirping and
singing to his heart’s content. Ant passed by, carrying a kernel
of corn he was taking to his nest.
“Why do you work so hard?” asked Grasshopper. “Come and
chat with me.”
“I am storing food for the winter,” said Ant. “You should do
the same.”
“Why bother about winter?” said Grasshopper. “We have plenty
of food right now.” But Ant went on his way and continued his work.
Grasshopper continued being lazy. When the winter came,
he had no food. He saw the ants sharing corn and grain every day
from the food they had collected in the summer. Then Grasshopper
knew: Prepare today for the things you need tomorrow.

15. The fable is mostly about 16. Another good title for the fable is
 busy ants.  “Plan for Tomorrow.”
 a hungry grasshopper.  “Take Time to Chirp and Sing.”
 planning for the winter.  “Hard Work Can Be Fun.”
 sharing with others.  “Helpful Neighbors.”

Finding Main Idea 13

 Lesson RECALLING
2 FACTS AND DETAILS
PART ONE: Think About the Strategy

What Are Facts and Details?

Everything you read has facts and details. Shows you watch on TV or movies
you see at the theater also have facts and details. Facts and details tell more
about the main idea.

1 Write the main idea of a TV show you watched in the past few days.

2 Write three important things that happened in the TV show.

Each one should tell more about the main idea.

Work with a Partner

• Tell your partner about a story you read or your favorite movie.
• Take turns telling about the main character in the story or movie.
Tell all the facts and details that describe this character.
• When you are done, choose one word that best describes the character.

14 Recalling Facts and Details

How Do You Find Facts and Details?
You can find the facts and details in a reading passage by thinking about
the main idea. Once you know the main idea, you can find the details
that tell more about the main idea.

Read this passage about pioneers. Think about what the passage
is mostly about.

Early pioneers had to build their own homes. They had

to catch or grow all of their food. They often became ill with
deadly diseases. Early pioneers had difficult lives.

1. First, let’s find the main idea of the passage. The main idea is found
in the last sentence. It is underlined for you.
2. Next, find the details that tell more about the main idea.
Look at the chart below. The box at the top tells the main idea.
The boxes along the bottom tell more about the main idea.
They show the facts and details that help explain the main idea.
3. Fill in the detail that is missing from the last box below.

Early pioneers had

difficult lives.

Early pioneers had They had to catch or

to build their own grow all of their food.
homes.

Recalling Facts and Details 15

PART TWO: Learn About the Strategy
Sentences that tell more about the main idea are called
WHAT facts and details. Facts and details help explain the main idea.
TO • Facts and details tell more about the main idea.
KNOW • Facts and details often tell about the who, what, where,
when, and why of the main idea.

Read this paragraph about animals. The main idea is found

in the first sentence. It is underlined for you. As you read,
think about the sentences that tell more about the main idea.

Many different kinds of animals

live on mountains. Snow leopards
and yaks live in the Himalayas of
Asia. Llamas and alpacas are herded
by mountain people in the Andes
of South America. Mountain lions
and grizzly bears roam in the
North American Rockies.

llama

The sentences that tell more about the main idea are:
Snow leopards and yaks live in the Himalayas of Asia.
Llamas and alpacas are herded by mountain people in the Andes
of South America.
Mountain lions and grizzly bears roam in the North American Rockies.

16 Recalling Facts and Details

Read this story about Tia. The main idea is found in the last sentence.
It is underlined for you. As you read, think about the facts and details
that tell more about the main idea. Then answer the questions.

Tia lives in California. Her mother is going out

of town. Tia will visit her cousin Tomás in New York
while her mother is away. Tia has never been to
New York. She has never even been on an airplane.
Tia is excited about her trip to New York.

1. Who lives in New York? 2. Which detail tells why Tia is going
 Tia to New York?
 Tia’s grandfather  She has never even been on
 Tia’s cousin an airplane.
 Tia’s mother  Her mother is going out of town.
 Tia has never been to New York.
 Tia lives in California.

Work with a Partner

• Talk about your answers to the questions.
• Tell why you chose your answers.
• Then talk about what you have learned so far about
recalling facts and details.

Recalling Facts and Details 17

PART THREE: Check Your Understanding
Facts and details explain the main idea.

REVIEW • Look for sentences that tell more about the main idea.
• Look for sentences that tell about the who, what, where,
when, and why of the main idea.

Read this part of the story that tells more about Tia. As you read,
ask yourself, “What is the main idea? What information tells more
about the main idea?” Then answer the questions.

Tia is packing for her trip. She is

leaving for New York in four hours.
So far, Tia has packed her stuffed
animals, her favorite books, and
her new toys. Tia has also packed
her rock collection and dolls.
Her suitcase is almost full.
“All of your clothes are still
on your bed,” says Tia’s mother.
“There’s no room in your suitcase
for them.”
“That’s okay,” says Tia. “I have
all the things I really need.”

3. When is Tia leaving for New York? 4. Which detail tells about something
 in four days Tia is packing for her trip?
 in one week  Her suitcase is almost full.
 in the morning  Tia is packing for her trip.
 in four hours  Tia has also packed her rock
collection and dolls.
 “All of your clothes are still on
your bed,” says Tia’s mother.

18 Recalling Facts and Details

Which Answer Is Correct and Why?
Look at the answer choices for each question.
Read why each answer choice is correct or not correct.

3. When is Tia leaving for New York? 4. Which detail tells about something
 in four days Tia is packing for her trip?
This answer is not correct because  Her suitcase is almost full.
the second sentence tells you that This answer is not correct because
Tia is leaving in four hours, not it does not tell about something
four days. that Tia is packing in her suitcase.

 in one week  Tia is packing for her trip.

This answer is not correct because This answer is not correct because
the second sentence tells you that it tells that Tia is packing, but it
Tia is leaving in four hours. does not tell about what she is
packing.
 in the morning
This answer is not correct because ● Tia has also packed her rock
there is nothing in this part of the collection and dolls.
story that tells about something This answer is correct because it
happening in the morning. tells about two things that Tia has
packed in her suitcase for her trip.
● in four hours
This answer is correct because the  “All of your clothes are still on
second sentence is “She is leaving your bed,” says Tia’s mother.
for New York in four hours.” This answer is not correct because
it tells about something that is not
in Tia’s suitcase.

Recalling Facts and Details 19

PART FOUR: Build on What You Have Learned
Facts and details help writers tell a story. Facts and details
make a story more interesting. When you read, look for
MORE sentences that
TO
KNOW
• describe a person, place, or thing.
• tell the order in which things happen.
• explain how to do something.
Read this article about metals. Then answer the questions.

Metals
There are many different kinds of metals. Most metals are bright
and shiny. Iron is a metal used to make steel. Steel is important because
it is needed to build cars, buildings, and bridges.
Gold and silver are also metals. They have been used to make jewelry
and coins for thousands of years.
Most metals change when they are heated. When they are heated, they
can be stretched or pressed. Wire is made by stretching and pulling metal.
Aluminum foil is made by pressing metal into a thin sheet. Gold can also be
made into a foil. But don’t wrap your sandwich in it! Gold foil is expensive.

5. Steel is important because it is used 7. Most metals are

to make  bright and shiny.
 jewelry.  rough and dull.
 wire.  long and thin.
 bridges.  hard and thick.
 gold foil.
8. How is aluminum foil made?
6. Which detail tells more about the  by stretching metal
main idea of the last paragraph?  by pressing metal
 Gold and silver are also metals.  by pulling metal
 When they are heated, metals  by tearing metal
can be stretched or pressed.
 Gold foil is expensive.
 There are many different kinds
of metals.

20 Recalling Facts and Details

Read this journal entry written by Mae. Then answer the questions.

Saturday, May 5
Today, Hal and I went to the school fair. There were lots of
rides and games. There was also lots of food—hot dogs, popcorn,
and fried dough. Hal and I had fun. He spent all of his money
on food. I spent most of my money on games.
FAIR
My favorite game was Dunk the Teacher. Ms. Ortiz, TODAY
CRAFTS COOKIES

my favorite teacher, sat in a booth. Below her was

BOOKS HOLIDAY

Saturday 10am - 2pm

a tank of water. I had three chances to hit a target.

Any ball that hit the target would send Ms. Ortiz
into the water. I couldn’t help smiling as I threw
each ball. Each one I threw hit the target!
I hope Ms. Ortiz still likes me on Monday.

9. Which detail tells about Hal? 11. Ms. Ortiz is

 There were lots of rides and games.  Hal’s teacher.
 I hope Ms. Ortiz still likes me  the school principal.
on Monday.  Mae’s favorite teacher.
 I spent most of my money  Mae’s neighbor.
on games.
 He spent all of his money 12. Which of these is a fact from
on food. the journal entry?
 Mae spent most of her money
10. What is a detail that tells about on games.
the main idea of the last paragraph?  Mae missed her target three times.
 Each one I threw hit the target!  Hal is Mae’s brother.
 There was also lots of food—hot  Hal’s favorite game was Dunk
dogs, popcorn, and fried dough. the Teacher.
 I spent most of my money
on games.
 Today, Hal and I went to
the school fair.

Recalling Facts and Details 21

PART FIVE: Prepare for a Test
• A test question about facts and details may ask you about
TEST something that happened in a reading passage.
TIPS • A test question about facts and details may ask you about
the who, what, where, when, and why of the main idea.

Read this story about Hector. Then answer questions about the story.
Choose the best answer for Numbers 13 and 14.

“I’m going outside to play,” Hector called to his father on Saturday morning.
“Now?” asked Father. “Don’t you want to wait?”
“Wait for what?” Hector asked as he ran out the door. Hector didn’t hear
his father laughing as the door slammed shut.
When Hector got outside, he looked around. First, he looked into the
neighbor’s yard to see if Alex was out. The yard was empty. Then he looked
up the street to see if anyone was in the park. All he saw there was a bird
pecking the ground for worms.
“What happened to everyone?” Hector wondered.
Finally, Hector looked at his watch. “I guess 7:30 is a little early to go out
and play,” he said to himself as he walked back to his house.

13. Hector told his father that he 14. What did Hector see in the park?
was going  a puppy
 outside to play.  a friend
 to the park.  a bird
 to Alex’s house.  a nest
 back to bed.

22 Recalling Facts and Details

Read this article about the human body. Then answer questions
about the article. Choose the best answer for Numbers 15 and 16.

A Different Kind of Machine

The human body is like a machine that runs all the time. Every minute,
your heart is beating. It pumps blood through your body with each beat.
Your heart is always at work, even when you sleep.
Your brain is also always busy. It sends thousands of messages to all
parts of your body. These messages travel at more than 100 miles an hour.
Your brain communicates with your ears about sounds. It also communicates
with your eyes about the things you see.

human heart human brain

15. Which detail tells more about 16. Messages from your brain travel at
the human heart?  more than 1,000 miles an hour.
 Your brain is also always busy.  less than 10 miles an hour.
 It pumps blood through your  more than 100 miles an hour.
body with each beat.  less than 1 mile an hour.
 It sends thousands of messages
to all parts of your body.
 The human body is like a machine
that runs all the time.

Recalling Facts and Details 23

 Lesson UNDERSTANDING
3 SEQUENCE
PART ONE: Think About the Strategy

What Is Sequence?
Many stories you read or movies you watch tell things in order.
The stories have a beginning, a middle, and an ending.
Sequence is the order in which things happen.

1 Write three things you do every day.

2 List these things in the order in which you usually do them.

Number each line.

Work with a Partner

• Tell your partner about one of your favorite stories.
• Take turns telling about what happens in the story.
Tell about the beginning, the middle, and the ending.
• Try to tell about each thing in only one sentence.

24 Understanding Sequence
How Do You Find Sequence?
You can find the order in which things happen in a story by thinking about
the beginning, the middle, and the ending. You can also look for clue words
that tell about sequence. Some of these clue words are first, next, and then.

Read this passage about a fire drill. Pay attention to the order of events.

Yesterday, Marc had a fire drill at school. First the bell rang,
and all of the students jumped out of their seats. Next, their
teacher told them to form a line. Then they all walked outside.

1. Let’s think about the order in which things happen in the story.
2. Look at the chart below.
It shows the order of events in the story.
3. Fill in the missing event in the third box.

The bell rang.

➡

All of the students jumped out of

their seats.
➡
➡

They all walked outside.

Understanding Sequence 25
PART TWO: Learn About the Strategy
The order in which things happen in a reading passage
is called sequence. Sequence tells what happens first,
what happens second, and so on.

WHAT
• Clue words such as first, next, then, last, finally, before,
and after often tell the order in which things happen.
TO
KNOW • Clues such as times of day, days of the week, months,
and years tell when things happen.
• Sometimes, there are no clue words. Thinking about the
beginning, the middle, and the ending of a reading passage
will help you understand the order in which things happen.

Read this story about Aimee. As you read, think about the order
in which things happen in the story.

Aimee’s Big Idea

Aimee needed money to buy her
father a birthday present. She had an
idea. First, Aimee got out some paper
Lemonade
cups. Next, she made a big pitcher of 50¢
lemonade. Last, she made a sign that
read “Lemonade 50¢.”

The order in which things happen in the story is:

First, Aimee got out some paper cups.

Next, she made a big pitcher of lemonade.

Last, she made a sign that read “Lemonade 50¢.”

26 Understanding Sequence
Read this article about how a snake sheds its skin. As you read,
think about what a snake does first, second, and so on. Then
answer the questions.

How a Snake Sheds Its Skin

As a snake grows, its skin becomes too tight for its body. When
this happens, the snake grows a new skin underneath the old one.
When the new skin is ready, the snake sheds its old skin.
A snake follows several steps to shed its skin. First, the snake rubs
against rough objects to rip its skin. Next, it crawls against the ground
or through narrow places to strip off the skin. Finally, the outside layer
of scaly skin comes off. This old skin looks like an empty snake!

1. What does a snake do first to shed 2. In the article, which clue word
its skin? tells what the snake does last?
 It crawls against the ground.  first
 It rubs against rough objects.  last
 It goes off to a quiet place.  finally
 It crawls through narrow places.  next

Work with a Partner

• Talk about your answers to the questions.
• Tell why you chose your answers.
• Then talk about what you have learned so far about
understanding sequence.

Understanding Sequence 27
PART THREE: Check Your Understanding
Sequence tells the order in which things happen.
• Look for clue words such as first, next, then, last, finally,
before, and after. These clue words often tell the order
in which things happen.
REVIEW • Look for clues that tell about times of day, days of the week,
months, and years.
• When there are no clue words, think about the beginning,
the middle, and the ending of the reading passage. This
will help you understand the order in which things happen.

Read this story about Kate and her brother. As you read, ask yourself,
“What happens first? What happens next?” Then answer the questions.

Today is Saturday. Kate is baby-sitting for her

little brother, Max. Max is two years old and very
active. Kate has planned a busy day.
First, Kate is going to take Max to the library.
Next, Kate will help him find books about dinosaurs.
Max won’t look at any books that don’t have
dinosaurs in them!
After they go to the library, Kate and Max will
walk to the ice-cream store. Then they can eat their
ice-cream cones and watch the ducks. Last, they
will walk home. Kate and Max will cuddle up on
the couch, and Kate will read to her little brother.

3. Right after they go to the library, 4. Which clue word in the story tells
Kate and Max will what Kate and Max will do second?
 go home.  first
 read a book.  next
 watch the ducks.  after
 walk to the ice-cream store.  last

28 Understanding Sequence
Which Answer Is Correct and Why?
Look at the answer choices for each question.
Read why each answer choice is correct or not correct.

3. Right after they go to the library, 4. Which clue word in the story tells
Kate and Max will what Kate and Max will do second?
 go home.  first
This answer is not correct because This answer is not correct because
this is what Kate and Max will do this clue word tells about what
after they get their ice-cream cones Kate and Max will do first—
and after they watch the ducks. go to the library.

 read a book. ● next

This answer is not correct because This answer is correct because
this is what Kate and Max will do this clue word tells about what
after they walk home. Kate and Max will do second.
Paragraph 2 states, “First, Kate
 watch the ducks. is going to take Max to the library.
This answer is not correct because Next, Kate will help him find books
paragraph 3 states, “After they go to about dinosaurs.”
the library, Kate and Max will walk
to the ice-cream store. Then they can  after
eat their ice-cream cones and watch This answer is not correct because
the ducks.” this clue word tells about what
Kate and Max will do third—
● walk to the ice-cream store. walk to the ice-cream store.
This answer is correct because
paragraph 3 states, “After they go  last
to the library, Kate and Max will This answer is not correct because
walk to the ice-cream store.” this clue word tells about the fifth
thing that Kate and Max will do—
walk home.

Understanding Sequence 29
PART FOUR: Build on What You Have Learned
Many reading passages tell details and events in the order
MORE in which they happened. Look for sequence in these kinds
TO of reading passages:
KNOW • stories, fables, and folktales • directions
• articles • journal entries

Read this article about a steamboat. Then answer the questions.

The Steamboat Virginia

Long ago, steamboats traveled up and down the big rivers of America.
One of the most beautiful steamboats was the Virginia. The Virginia traveled
along the Ohio River.
The weather turned rainy on one trip down the river in 1909. It rained and
rained and rained. The Ohio River soon began to flood. The fields on both sides
of the river filled with water.
The rushing Ohio River carried the steamboat Virginia over its banks.
The Virginia floated into a flooded cornfield. The bottom of the steamboat
hit the ground. The steamboat was stuck!
Then the sun came out and the water soon went down. But the lovely
Virginia was far from the river. The steamboat sat in the middle of the cornfield.
A crew of men came to dig the Virginia out. Finally, they were able to drag the
steamboat to the river. The Virginia was home at last—in the Ohio River.

5. Which of these happened first? 7. What did the men do after they dug
 The steamboat was stuck. the steamboat out of the cornfield?
 The weather turned rainy.  They took a trip down the river
 The Virginia floated into in the steamboat.
a flooded cornfield.  They were able to drag the
 The Virginia was home at last. steamboat to the river.
 They waited for the rains to come.
6. Soon after it began to rain,  They left the steamboat in the field.
 the river began to flood.
 the water went down. 8. The clue word in the article that tells
you what happened last is
 the sun came out.
 then.  after.
 the steamboat went faster.
 next.  finally.

30 Understanding Sequence
Read this story about a family vacation. Then answer the questions.

The Chans went on a short vacation

to the shore. They planned to go to the
beach for swimming, boating, and fishing.
On Friday, they wanted to go boating,
but it was too windy. On Saturday, they
wanted to go fishing, but it was too rainy.
On Sunday, they wanted to go swimming,
but it was too cold. The Chans stayed
indoors for three days. Before they go
away again, they will be sure to find out
about the weather!

9. In the story, clues that tell about 11. What did the Chans want to do
the order of events are on Sunday?
 days of the week.  stay indoors
 times of day.  go boating
 years.  go fishing
 months.  go swimming
10. What happened on Friday? 12. Before the Chans go away again,
 It was rainy. they will
 It was windy.  plan to stay away for
 It was cloudy. more than three days.
 It was cold.  find a different place to go.
 find out about the weather.
 find a place where they can
stay indoors.

Understanding Sequence 31
PART FIVE: Prepare for a Test
• A test question about sequence may ask you when certain
things happen in a reading passage.
TEST • A test question about sequence may ask you to put events
TIPS from a reading passage in order.
• A test question about sequence may contain words
such as first, second, last, before, or after.

Read this review of a new mystery book. Then answer questions about
the book review. Choose the best answer for Numbers 13 and 14.

Night Sounds is Mary Reed’s latest Things soon begin to disappear,

mystery book. The setting is an eerie and the sounds get louder. When the
mansion near the Maine shore. Gayle children talk to Uncle Evan, he begins
and Vic Brown are staying with their to act strangely. The children decide
uncle, who lives in the mansion. The to solve the mystery on their own.
plot is about the strange sounds that the The things they discover will send
children begin to hear. They seem to be chills up your spine!
coming from inside the walls and are If you like a good mystery story,
heard only at night. The children tell read Night Sounds. But don’t read it
Uncle Evan about the sounds. But he if you’re home alone on a dark and
doesn’t seem to be worried. stormy night!

13. What happens first in Night Sounds? 14. After things begin to disappear,
 The children begin to hear the children
strange sounds.  no longer hear the noises.
 Things begin to disappear.  see their uncle acting strangely.
 The children decide to solve  solve the mystery.
the mystery.  run from the mansion.
 Uncle Evan doesn’t seem
to be worried.

32 Understanding Sequence
Read this article about a famous baseball player. Then answer questions
about the article. Choose the best answer for Numbers 15 and 16.

Jackie Robinson was born in 1919. As a child,

Jackie learned that not all people were treated
the same. Because he was an African American,
Jackie was not allowed to swim in public pools.
He also could sit only in certain places in movie
theaters. Still, Jackie knew that he was as good
as any other person.
Jackie joined the Brooklyn Dodgers in 1947.
He became the first African American to play
major-league baseball. Life was not easy for
Jackie. Players on his own team called him
names. Many times, he wanted to quit the team.
But Jackie didn’t quit. He stayed and helped his
team win many games.
Jackie left baseball in 1957. He was entered
into the Baseball Hall of Fame in 1962. He died
in 1972. Jackie Robinson helped show that all
people should be treated the same.

15. Which of these happened first? 16. The boxes show some things that
 Jackie became the first African happened in the article.
American to play major-league Jackie Jackie
baseball. left died.
 Jackie was not allowed to swim baseball.
in public pools. What belongs in the empty box?
 Players on his own team called  Jackie learned that not all people
him names. were treated the same.
 Jackie was entered into the  Jackie was born.
Baseball Hall of Fame.
 Jackie was entered into the
Baseball Hall of Fame.
 Jackie joined the Dodgers.

Understanding Sequence 33
 Lessons REVIEW
1-3
PART ONE: Read a Letter

Read this letter written by Gordon. Then answer questions about

the letter. Choose the best answer for Numbers 1 through 6.

February 12, 2010

Dear Uncle Nate,
I wanted to thank you for coming to my school play, Life on the Farm.
You may not know this, but this was the first time I’ve ever performed
on stage. Boy, was I nervous. When the play started, I could feel my
hands sweating and my heart racing.
I don’t know if you noticed, but I forgot my lines several times.
I don’t think anyone heard my teacher whispering them to me across
the stage. Did you like the way I tried to act natural when I tripped
over the cows? I think everyone thought I was supposed to do that.
The best part was at the end of the play when we took a bow and
everyone clapped.
Thank you again for coming to my play. I’ll let you know when I’m in
another one!
Your nephew,
Gordon

34 Lessons 1–3 REVIEW

 Finding Recalling Understanding
Main Idea Facts and Details Sequence

Finding Main Idea Recalling Facts and Details

1. The main idea of the first paragraph 4. Who helped Gordon when he forgot
is found his lines?
 in the first sentence.  his uncle
 in the last sentence.  his teacher
 in the middle of the paragraph.  his mother
 by thinking about the most  his friend
important idea in the paragraph.

Finding Main Idea Understanding Sequence

2. What is the letter mainly about? 5. Which of these happened last?
 a helpful teacher  The curtain rose.
 a favorite uncle  Everyone clapped.
 a school play  Gordon’s heart raced.
 a silly mistake  Gordon tripped.

Recalling Facts and Details Understanding Sequence

3. Which detail tells that Gordon 6. You can tell the order of events
was nervous? described in the letter by
 I could feel my hands sweating  thinking about the beginning,
and my heart racing. the middle, and the ending.
 The best part was at the end  looking for clue words.
when we took a bow.  thinking about the main idea.
 This was the first time I’ve ever  finding the facts and details.
performed in a play.
 Thank you for coming to
my play.

Lessons 1–3 REVIEW 35

PART TWO: Read a Story

Read this story about a girl named Molly. Then answer questions
about the story. Choose the best answer for Numbers 7 through 12.

Molly had always wanted a puppy. Stuffed dogs, pictures of dogs, and
books about dogs filled her bedroom. But, she didn’t have a dog of her own.
Her mother said Molly would have to wait until she was eight years old.
Finally Molly’s eighth birthday arrived. The next day, she and her mother
went to an animal shelter to pick out a puppy. Choosing wasn’t easy.
The puppies were all so cute. Molly wanted to take them all home. After
a long time, she chose a black and white puppy with blue eyes. She took
him home and named him Zack. That night, and every one that followed,
Zack slept next to Molly when she went to bed.
Molly knew all about how to care for her new puppy. She’d been reading
books for months. She knew that puppies need special food for their
growing bodies and a fresh supply of water all the time. Molly also knew
not to feed Zack the kinds of food people eat.
Zack was a border collie. Border collies need lots of exercise. They are
bred to herd sheep on farms. More than anything, border collies like to run!
Molly took Zack for lots of walks. Sometimes she got tired before Zack did.
Molly brushed Zack’s coat every day. Zack loved having Molly run a
brush through his thick fur. Molly also kept his coat clean. She used a
special dog shampoo to give Zack a bath.
Molly’s biggest job was to house-train Zack. Each morning she took
him outside after he ate. She took him out again after school. She made
sure that his last meal of the day was early in the evening. This gave Molly
time to take Zack outside again before she went to bed.
As Zack grew bigger, Molly began to train
him in other ways. When Zack did something
he should not do, she would say in a firm
voice, “No!” When he stopped doing what
was wrong, she would pat him and say,
“Good dog!”
Try as she may, Molly could hardly
remember what life was like before Zack
joined the family.

36 Lessons 1–3 REVIEW

Finding Main Idea Recalling Facts and Details
7. The story is mostly about 10. What do border collies like to do most?
 a puppy that finds a new home.  nap
 a birthday present.  run
 a girl who cares for a new puppy.  eat
 a puppy that needs to be walked  train
a lot.

Finding Main Idea Understanding Sequence

8. What is a good title for this story? 11. Which of these happened first?
 “A New Member of the Family”  Molly went to an animal shelter.
 “Zack’s New Home”  Molly wanted to take all the
 “How to Train a Puppy” puppies home.
 “Molly Learns a Lesson”  Molly chose a puppy.
 Molly’s eighth birthday arrived.

Recalling Facts and Details Understanding Sequence

9. One thing you should never give 12. The boxes show some things
your puppy is that happened in the story.
 lots of exercise.
Molly Zack
 foods that people eat. brought slept on
 fresh water all the time. her Molly’s
puppy bed.
 a walk early in the evening. home.

What belongs in the empty box?

 Molly read books about puppies.
 Molly gave Zack a bath.
 Molly patted Zack and said,
“Good dog!”
 Molly named her puppy.

Lessons 1–3 REVIEW 37

 Lesson RECOGNIZING
4 CAUSE AND EFFECT
PART ONE: Think About the Strategy

What Is Cause and Effect?

There is a reason for everything that happens. What happens is called the effect.
Why it happens is called the cause.

1 Write what happens when you pour too much water into a glass.

2 Write why this happens.

Work with a Partner

• Take turns giving each other examples of cause and effect.
You might say, “I got wet in the rain because I forgot my umbrella.”
• In each example, tell which part is the cause and which part is
the effect.

38 Recognizing Cause and Effect

How Do You Find Cause and Effect?
Many reading passages include examples of cause and effect. You can find
causes and effects by thinking about what happens in a passage and why.

Read this passage about a great white shark. Think about the things
that happen and why they happen.

A great white shark was trapped in a small bay off Cape Cod.
The shark had been looking for food and got lost. Scientists helped
the shark get back to the open ocean.

1. Let’s find an example of cause and effect in the passage.

2. Look at the two boxes below.
The first box tells what happened. This is the effect.
The second box tells why it happened. This is the cause.

What happened? Why did it happen?

(effect) (cause)
A great white shark was It had been looking for food
trapped in a small bay. and got lost.

3. Let’s find another example of cause and effect in the passage.

Look at the two boxes below.
The first box tells the cause for why something happened.
4. Fill in the effect in the second box. Tell what happened because
scientists helped the shark.

Cause Effect

Scientists helped the shark. The shark

Recognizing Cause and Effect 39

PART TWO: Learn About the Strategy
What happens and why is called cause and effect.
Why something happens is the cause.
WHAT What happens because of the cause is the effect.
TO • A cause is the reason that something happens.
KNOW • An effect is what happens as a result of the cause.
• Clue words such as so, so that, since, because, and if often signal
cause and effect. Other clue words are reason and as a result.

Read this story about Daniel. As you read, think about one thing
that happened to Daniel and why.

Daniel dressed quickly. He didn’t want to miss the

school bus. He grabbed his jacket, shoved his feet
into his shoes, and raced out the front door. Oops!
Daniel didn’t remember to tie his shoes! As a result,
Daniel tripped over his shoelaces and fell to the ground.
Poor Daniel! At least he didn’t miss the bus!

One thing that happened to Daniel and why is:

What happened: He tripped over his shoelaces and fell to the ground.
Why it happened: He didn’t remember to tie his shoes.

40 Recognizing Cause and Effect

Read this journal entry written by a boy who lives on a farm.
As you read, look for clue words to help you understand
what happens and why it happens. Then answer the questions.

January 28
I woke up this morning to two feet of snow. After
breakfast, Father and I went out to feed the hungry animals.
Since the snow was so deep, we had trouble getting to the
barn. The animals must have been thirsty. Their drinking water
had frozen into a solid block because it was so cold. We’ll all be
glad when spring comes!

1. The animals’ drinking water had 2. Which clue word or words in the story
frozen because signal the reason that the boy and his
 it was so cold. father had trouble getting to the barn?
 the snow was so deep.  because
 the animals were thirsty.  as a result
 the animals were hungry.  so
 since

Work with a Partner

• Talk about your answers to the questions.
• Tell why you chose your answers.
• Then talk about what you have learned so far about recognizing
cause and effect.

Recognizing Cause and Effect 41

PART THREE: Check Your Understanding
What happens and why is called cause and effect.
• To find a cause, look for a reason that something happened.
Ask yourself, “Why did it happen?”
REVIEW • To find an effect, look for a result, or something that happened.
Ask yourself, “What happened?”
• Look for clue words that signal cause and effect, such as
so, so that, since, because, if, reason, and as a result.

Read this article about the annual rings on trees. As you read,
ask yourself, “What are some things that happen to trees?
Why do these things happen?” Then answer the questions.

Annual Rings
Have you ever seen a tree that has been cut down? If you have, you have
probably seen the circles inside the trunk of the tree. These circles are called
annual rings. You can tell how old a tree is by counting the rings.
Trees have rings because they grow a new layer of wood each year.
This new layer grows beneath the bark. In a year with lots
of rain and sunlight, the tree grows faster. So the annual
ring that year will be thick. If there is little rain or sunlight,
the tree grows slower. So the annual ring that year will
be thin.

3. Why do trees have rings? 4. If there is little rain or sunlight,

 because they grow fast a tree
 because they are often cut down  grows faster.
 because they get lots of rain  grows slower.
and sunlight  has no annual ring.
 because they grow a new layer  grows a thick annual ring.
of wood each year

42 Recognizing Cause and Effect

Which Answer Is Correct and Why?
Look at the answer choices for each question.
Read why each answer choice is correct or not correct.

3. Why do trees have rings? 4. If there is little rain or sunlight,

 because they grow fast a tree
This answer is not correct because  grows faster.
trees grow fast when there is lots This answer is not correct because
of rain and sunlight. This answer a tree grows faster when there is
does not tell about the cause of lots of rain and sunlight.
the rings.
● grows slower.
 because they are often cut down This answer is correct because
This answer is not correct because the second-to-last sentence explains
this does not tell about the cause what happens when there is little
of the rings. Cutting down trees rain or sunlight—a tree grows
does not cause rings. slower. The clue word if signals
this cause-and-effect relationship.
 because they get lots of rain
and sunlight  has no annual ring.
This answer is not correct because This answer is not correct because
trees have rings no matter how annual rings grow each year no
much rain and sunlight they get. matter what the weather is. The
The amount of rain and sunlight ring may be thick or thin, though,
makes the rings either thick or depending on the year’s weather.
thin, but does not cause the rings.
 grows a thick annual ring.
● because they grow a new layer This answer is not correct because
of wood each year a tree grows a thick annual ring in
This answer is correct because it a year with lots of rain and sunlight.
tells the cause of the rings. The last
paragraph states, “Trees have rings
because they grow a new layer of
wood each year.” The clue word
because helps you recognize a cause
and its effect.

Recognizing Cause and Effect 43

PART FOUR: Build on What You Have Learned
Sometimes, there are no clue words to show cause and effect in a
reading passage. When there are no clue words, do the following:
MORE • To find an effect, think about what happened.
TO
KNOW
• To find a cause, think about how or why it happened.
• Think about what you already know about how one thing
might cause another thing to happen.

Read this fable by Aesop. Then answer the questions.

The Boy Who Cried Wolf

There once was a boy who lived in a small village. Each day, he took his
sheep to a high meadow to graze on the grass. One day, the boy was bored with
his work, so he decided to play a trick. “Wolf! Wolf!” he cried. “A wolf is here!”
The people in the village rushed to the meadow to rescue the boy and his
sheep, but they found the boy perfectly safe. “I was only kidding,” he laughed.
“You are very naughty,” the people said, frowning.
The next day, the boy played the same trick, and, once again, the people
rushed to the meadow only to find the boy laughing.
A few days passed. The boy was watching the sheep in the meadow, when
he spotted a real wolf. “Wolf! Wolf!” he cried. “A wolf is after the sheep.”
The people in the village heard the boy’s cries, but this time they did not rush
to help him. They weren’t going to be tricked again.

5. The boy took the sheep to the meadow 7. The people did not come the last time
so that they could the boy cried, “Wolf!” because they
 graze on the grass.  were too busy working.
 run in the meadow.  thought it was another trick.
 sleep in the grass.  did not hear the boy.
 play in the meadow.  were afraid of the wolf.
6. Why did the boy cry, “Wolf!” 8. Why did the people say that the boy
the first time? was naughty?
 He saw a wolf.  They didn’t like to laugh.
 He was doing his job.  They didn’t like funny jokes.
 He needed help.  They didn’t like his trick.
 He was bored.  They didn’t like the boy.

44 Recognizing Cause and Effect

Read this article about two kinds of simple machines.
Then answer the questions.

The Wheel and the Axle

Simple machines are useful because they help people do things that they could not
do on their own. The wheel and the axle are two simple machines.
In a car, four wheels help move the car forward and
backward. The steering wheel inside the car turns the
two front wheels. When a driver turns the steering wheel
to the right, the front wheels of the car turn to the right.
When the driver turns the steering wheel to the left,
the front wheels of the car turn to the left.
Many wheels, like the four wheels of a car, have a bar
that is attached to the
center of the wheels. This bar is called an axle.
The axle causes the wheels to spin. Skateboards
have axles. So do roller skates and bicycles.
Look around you. Think about the simple
machines that help you do things that you could
not do on your own.

9. What causes the front wheels 11. What happens when a driver turns
of a car to turn? the steering wheel to the left?
 the engine  The tires spin.
 the steering wheel  The front wheels turn
 the axle to the right.
 a bar  The car moves backward.
 The front wheels turn to the left.
10. Simple machines are useful
because they 12. The part of a car that causes
 cause people to do things they the wheels to spin is called the
would not usually do.  axle.
 move the front wheels of a car.  front wheel.
 help people do things they  steering wheel.
could not do on their own.  driver.
 are very simple to make.

Recognizing Cause and Effect 45

PART FIVE: Prepare for a Test
• A test question about cause and effect may ask you
what happened in a reading passage (the effect).
TEST • A test question about cause and effect may ask you
TIPS why something happened (the cause).
• A test question about cause and effect often contains words
such as because, why, reason, or what happened.

Read this letter written by Juan. Then answer questions about

the letter. Choose the best answer for Numbers 13 and 14.

 September 29, 2009

Dear Ms. Hawk,
I have made an important decision. I have decided to quit third grade
and return to your class.
It’s not that I don’t like third grade. The kids are friendly, and my new
teacher, Mr. Lee, is nice. He lets us do experiments in class and tells funny
jokes. He also lets us have a snake for a class pet.
My problem is that third grade is not as much fun as second grade.
The work is harder, and we have homework every night. We have a math
test every Friday, and we have to write a book report every other month.
Besides, I miss my two best friends from last year. We were all together
in your class. We are now in different classrooms. I miss second grade.
So, I’ll see you back in your classroom on Monday morning.
Your student from last year,
Juan

13. One reason that Juan wants to quit 14. What happened to Juan’s two best
third grade is that friends?
 he misses Ms. Hawk.  They each went to Mr. Lee’s
 the work is harder than second grade. classroom.
 the kids aren’t friendly.  They each went to a different school.
 he doesn’t like doing experiments.  They each went to a different
classroom.
 They each moved to another city.

46 Recognizing Cause and Effect

Read this article about travel in a land full of snow and ice.
Then answer questions about the article. Choose the best answer
for Numbers 15 and 16.

Winters are long in the Arctic. People who live there cannot grow crops
on the frozen earth. They must find animals and fish to eat. Arctic hunters
and fishers must travel across snow and ice.
Long ago, Arctic people learned how to build
sleds. They built sleds with runners. Runners are
blades on the bottom of a sled. The runners
moved easily over the hard-packed snow. The
runners were usually made out of wood. But few
trees grow in the Arctic. Strips of animal bones
and horns were added to make the wooden
runners stronger. The Arctic people trained dogs
to pull the sleds.
Today, people of the Arctic still hunt and fish.
But snowmobiles have become more popular
than sleds. Snowmobiles can go faster than sleds
pulled by animals. And snowmobiles don‘t get
tired or need to rest!

15. Bones and horns were added 16. Why are snowmobiles more popular
to runners because they than sleds?
 made it easier for dogs to pull  There are few trees to build sleds.
the sleds.  Snowmobiles go faster than sleds.
 helped the runners move more  There are no animals to pull
smoothly across the snow. the sleds.
 caused the sled to go faster.  Snowmobiles hold more people
 made the runners stronger. than sleds.

Recognizing Cause and Effect 47

 Lesson MAKING
6 PREDICTIONS
PART ONE: Think About the Strategy

What Is a Prediction?
A prediction is a good guess about something that will happen at a later time.
A prediction is often based on information you already know or have read about.

1 Write one thing you guessed would happen yesterday or the day before.

2 Write the clues that made you guess this would happen.

3 Was your guess correct? Why do you think this was so?

Work with a Partner

• Tell each other something you thought would happen that actually
did happen. For example, you might tell about a movie you enjoyed
seeing that you had guessed you would like.
• Take turns explaining why you thought your predictions would happen.

58 Making Predictions
How Do You Make a Prediction?
You can make a prediction about a reading passage before you begin reading.
Sometimes the title gives you a clue about what you will be reading.

Read the title of this passage.

Make one or two guesses about what you will find out as you read.
Then read the passage.

The Birthday Puppy

Ty has always wanted a puppy. His mother told him that he
had to wait until he was twelve years old. Then he could get
a puppy of his own. Ty is eleven. His birthday is in two days.

1. Let’s think about what the title tells you about the passage.
2. Look at the magnifying glass below. It shows the title of the passage.

Predictions:
The 1. A puppy might
Birthday Puppy have a birthday.
2. Someone gets a
puppy as a present.

3. Now look at the box next to the magnifying glass. The box shows
two good guesses, or predictions, about what the passage is about.
4. Think again about the title and the information in the passage.
5. Write the prediction from the box that is correct.

Making Predictions 59
PART TWO: Learn About the Strategy
When you think about what might happen next in a reading passage,
you are making a prediction. You are using clues from a reading
passage, as well as things you already know, to make a good guess
about what might happen next.
WHAT • Clues are often in the title of a reading passage. Read the title,
TO and then make a prediction about what you will be reading.
KNOW • Clues are often in the details of a reading passage. Details
about the things characters do and say often help you make a
prediction about what they might do or say later in the story.
• Clues are often in the pictures included with a passage. Pictures
often show something that is happening or will happen soon.

Read the first part of this story about a girl named Jami.
As you read, think about what might happen next in the story.

Parade Day Blues

Jami jumped out of bed. She was so excited. Today was the Flag Day
parade. Jami had never been in a parade before. But this year she was going
to march with her third-grade class. As Jami got dressed, her older brother
called out to her. “Before you get dressed, you might want to look outside.”
Jami looked out the window of her room. The sky was dark and gray.

Think about what you read and what you already know about parades.
Make a good guess about what might happen next. Then continue
reading to see how close your guess is to what actually happens.

“It’s raining!” shouted Jami, as raindrops began falling.

“That’s not the worst part,” said her brother.
“It’s supposed to rain for three days without stopping.”
Jami knew there was no chance that the parade would
still happen. Then she got the phone call from her teacher.
The parade was cancelled.

What happened next in the story was:

It started to rain, and the parade was cancelled.

60 Making Predictions
Read this story about a new library book. As you read, ask yourself,
“What does the title tell me about what I will be reading? Which details
will help me predict what will happen next?” Then answer the questions.

Story Hour
It was Leo’s turn to take his little cousin, Billy, to the library. Miss Dee,
the storyteller at the library, was just getting ready to read a new book.
She asked the children to sit on the floor around her storytelling chair.
“Does anyone here have a pet?” Miss Dee asked the children.
Billy raised his hand and told everyone about his cat, Snowball. Marta
told a story about her dog, Rover. Liz talked about her goldfish, Bubbles.
Miss Dee then asked the children if they knew anyone who had a
pet dinosaur.
“No one could have a pet dinosaur!” Marta said with a laugh.
“Well, let’s see,” said Miss Dee as she took a large picture book out
of the bag next to her chair.

1. Which of these is most likely the name 2. Where did you find clues to help you
of the book that Miss Dee will read? make your prediction?
 Trains and Planes  in the title of the story
 Princess Polly Goes to Paris  in the things Miss Dee asked
 Taking T. Rex for a Walk  in the details about the pets of
 Pioneer Family the children
 in the details about what Miss Dee
took out of her bag

Work with a Partner

• Talk about your answers to the questions.
• Tell why you chose your answers.
• Then talk about what you have learned so far about making predictions.

Making Predictions 61
PART THREE: Check Your Understanding
 aking a prediction is a way of using clues from a reading
M
passage, as well as things you already know, to make a
good guess about what might happen next.
REVIEW • Look for clues in the details of a reading passage to help you
make a good guess about what might happen next. Clues are
often in the title, in the details, and in any pictures.
• Ask yourself, “What do I already know about the things
I am reading about?”

Read this article about a popular author. As you read, think about
the kind of books the author liked to write. Then answer the questions.

Have you ever met Brave Irene, Dr. DeSoto, or Sylvester the donkey?
If you have, then you have probably read the books of William Steig.
William Steig began his career as a cartoonist. When Steig was 22,
his father told him the family needed money. Steig thought drawing
cartoons would be an easy way to earn some money. He was right. He soon
sold a cartoon to the New Yorker magazine. Steig had a cartoon in the
New Yorker almost every week for 60 years! That’s close to 3,000 cartoons.
Steig wrote his first children’s book in 1969. He wrote many more books
for children after that. The heroes of Steig’s books are brave, clever, and full
of hope. They are also very amusing. Ask your school librarian for books by
William Steig. You’ll be glad you did!

3. Suppose someone wants to write 4. Which detail from the article helped
a book about the kind of heroes you make your prediction?
William Steig wrote about. The  The heroes of Steig’s books are
book would most likely tell about brave, clever, and full of hope.
characters who are  Ask your school librarian
 silly and stupid. for books by William Steig.
 tired and grumpy.  William Steig began his career
 lazy and foolish. as a cartoonist.
 smart and funny.  He wrote many more books for
children after that.

62 Making Predictions
Which Answer Is Correct and Why?
Look at the answer choices for each question.
Read why each answer choice is correct or not correct.

3. Suppose someone wants to write 4. Which detail from the article helped
a book about the kind of heroes you make your prediction?
William Steig wrote about. The ● The heroes of Steig’s books are
book would most likely tell about brave, clever, and full of hope.
characters who are
This answer is correct because this
 silly and stupid. detail helps you predict what kind
This answer is not correct because of characters someone might write
the last paragraph tells you that about in future books.
the heroes in Steig’s book are
brave, clever, and full of hope.  Ask your school librarian
for books by William Steig.
 tired and grumpy. This answer is not correct because
This answer is not correct because this detail does not give any clues
the last paragraph tells about the about the kinds of characters Steig
kind of heroes in Steig’s books. writes about.
A hero probably would not be
tired and grumpy.  William Steig began his career
as a cartoonist.
 lazy and foolish. This answer is not correct because
This answer is not correct because this detail gives a clue only about
the last paragraph tells that the one of Steig’s other talents.
heroes in Steig’s book are brave,
clever, and full of hope. A hero  He wrote many more books
would probably not be lazy and for children after that.
foolish. This answer is not correct because
this detail gives a clue only about
● smart and funny. the number of books Steig wrote.
This answer is correct because
the last paragraph tells about the
kind of heroes in Steig’s books.
Details state that some of his
heroes are clever and amusing.
So a hero who was smart and
funny probably would be talked
about in the book of someone
who wanted to write about the
kind of heroes Steig wrote about.

Making Predictions 63
PART FOUR: Build on What You Have Learned
• Think about what you already know about the things
described in a reading passage. If you are reading about
MORE weather, think about what you already know about
TO weather. If you are reading about a pet, think about
KNOW what you already know about pets.
• Connect what you already know with the clues you find
in the reading passage to make a good prediction.

Read this story about two brothers fishing on a lake.

Then answer the questions.

“Look at the sky,” Manny said as he cast his fishing line from the
front seat of the canoe.
His brother, David, glanced upward. The bright sunlight of the morning
sky was gone. In its place were dark clouds, moving swiftly across the
blue sky. “Where did all of those clouds come from?”
Manny shrugged. “I don’t know, but they sure moved in quickly.”
Manny looked over his shoulder. The clouds were turning darker.
“It looks like the weather is going to change.”
“I agree,” David said. A strong, cool breeze blew across his face.
He tightened the cap on his head. “I wonder how long we should stay
out on the lake.”
As David spoke, they saw a flash of light in the distance. “I don’t know
about you,” Manny replied, “but I think we should head home now!”

5. Predict what kind of weather will most 7. Predict what would happen if the boys
likely occur next in the story. stayed out on the lake.
 The sky will become sunny again.  They would catch many fish.
 Snow will fall on the lake.  They would fall out of the canoe.
 A tornado will form over the water.  They would be in danger.
 Rain will fall from the dark clouds.  The weather would not change.
6. What will the boys most likely do next? 8. If the weather had not changed,
 stay on the lake the boys would probably have
 paddle to shore  gone swimming.
 talk more about what to do  returned home.
 fish closer to the shore  continued fishing.
 gotten into an argument.
64 Making Predictions
Read this article about a different kind of pet. Then answer the questions.

House Rabbits
A house rabbit is just that—a rabbit that lives in your house instead of
outside or in a barn. You can even have an apartment rabbit. Rabbits are
great pets because they like to be around people. They are very friendly
and affectionate.
A rabbit that lives inside needs its own hutch. A hutch is a small
rabbit house made of wire and wood.
Rabbits are very smart and very clean. Like a cat, a rabbit can learn
to use a litter box. Put a litter box inside the rabbit’s hutch. In just a few
weeks, the rabbit will figure out how to use it.
Rabbits are very curious, and they love to
chew. They will chew anything! Before you
let your rabbit loose in your house, give it
a safe toy to chew.

9. Predict what would happen if you 11. Predict what would most likely happen
placed a toy rabbit outside the hutch if you did not provide safe toys for
near your pet rabbit. your pet rabbit to chew.
 The rabbit would ignore it.  The rabbit would run away.
 The rabbit would sleep near it.  The rabbit would find something
 The rabbit would show interest in it. else to chew.
 The rabbit would be afraid of it.  The rabbit would lose its teeth
in time.
10. If you were going to buy a pet rabbit,  The rabbit would soon stop eating.
which book would probably be most
useful? 12. Who would most likely buy a
 All About Wild Rabbits house rabbit?
 Caring for Pet Rabbits  Someone who doesn’t like cats.
 Floppy Bunny Goes to School  Someone who has a big yard.
 How to Train Your Pet Cat  Someone who lives on a farm.
 Someone who wants a loving pet.

Making Predictions 65
PART FIVE: Prepare for a Test
• A test question about making a prediction may ask you
to make a good guess about what will happen next in
TEST a reading passage. Or it may ask you about what might
TIPS happen in the future.
• A test question about making a prediction usually contains
the words predict, probably, or most likely.

Read this article about birds. Then answer questions about the article.
Choose the best answer for Numbers 13 and 14.

Be Kind to Your Feathered Friends

Many birds in the wild depend on the kindness of people for their food.
This is especially true in places where there are many homes and roads.
When land is cleared to build new neighborhoods, many plants are destroyed.
This makes it harder for birds to find food. If people don’t provide food,
the birds must find a new place to live.
There are several ways to feed birds. One way is to put out a feeder filled
with sunflower seeds or mixed seeds. Cardinals like to eat from a feeder. Other
birds, like sparrows, prefer to eat seeds that have been scattered on the ground.
In the winter months, birds need fat to help them survive the cold. To help them,
take a large pinecone, spread peanut butter all over it, and then roll the cone in
mixed seeds. Add a string hanger, and place it on a tree branch.
Try one of these ideas, or try them all. But don’t be surprised if it takes a while
for the birds to find the food. Once they do, they’ll keep coming back for more.

13. Predict what will probably happen the 14. What would most likely happen
day after you hang a new bird feeder. if people stopped providing food
 The seeds will sprout new plants. for wild birds?
 Few, if any, birds will eat from it.  The birds would have to find
 Sparrows will scatter the seeds different foods to eat.
to the ground.  The birds would die.
 Birds will enjoy the food within  The birds would move to
minutes of hanging the feeder. another area.
 The birds would begin to eat
other animals.
66 Making Predictions
Read this story about two cousins in an unusual situation.
Then answer questions about the story. Choose the best answer
for Numbers 15 and 16.

Lin felt uneasy as she stood on the pitcher’s

mound. She could scarcely look at the batter, her
cousin David. They had played baseball together
many times before at the park. But Lin had never
before pitched to David in a real game. At the park,
David usually swung and missed whenever Lin
pitched to him.
“Should I pitch easier to David than I have to
the other players?” Lin wondered. “After all, he is
my cousin. I would feel terrible if I struck him out,
especially in front of all his friends.”
Lin took a deep breath. Perhaps the idea of throwing
easy pitches was not so good. “David and I have played
baseball so often,” Lin said to herself, “he’ll know if I
don’t pitch my best. He would be upset if he thought
I was taking it easy on him. Besides, he got two hits
against the other pitcher. Maybe he can do the same
against me.” Lin knew what she had to do.

15. Predict what Lin will do next. 16. What will most likely happen
 She will throw the ball harder if Lin pitches to David the way
than she ever has. she usually does?
 She will ask her coach to get  David will hit a home run.
another pitcher.  David will strike out.
 She will pitch easily to her cousin.  David will swing only at
 She will pitch to her cousin as she the slow pitches.
would to any other batter.  David will hit the ball farther
than he ever has.

Making Predictions 67
 Lessons REVIEW
4-6 PART ONE: Read an Article

Read this article about a special kind of school. Then answer questions
about the article. Choose the best answer for Numbers 1 through 6.

Long ago, there were few schools in the United States. Most children
learned to read and write at home. As towns and villages got bigger,
people began to build schoolhouses.
Many early schoolhouses had only one room. So students of all ages
were in the same class. Students who were six years old studied next to
students who were twelve or thirteen years old.
A one-room schoolhouse had only one teacher. Most teachers were
just a few years older than some of their students. The teacher sat at a
high desk in the front of the class. This way, the teacher could see over
the entire room.
A wood stove in the middle of the room provided heat. Students
would bring in wood from home. The walls of the classroom were
black and sooty because of the smoke from the stove.
One hundred years ago, there
were about 200,000 one-room
schoolhouses. Today, there are
only about 800. They are found
in parts of the country where
few people live. Alaska and
parts of California are home
to many of today’s one-room
schoolhouses.

68 Lessons 4–6 REVIEW

 Recognizing Comparing Making
Cause and Effect and Contrasting Predictions

Recognizing Cause and Effect Comparing and Contrasting

1. Teachers in a one-room schoolhouse 4. How are one-room schoolhouses
sat at a high desk because like most large schools today?
 most of them were small children.  Both are heated with wood stoves.
 they wanted to be able to see  Both are places for teaching
the entire room. and learning.
 they wanted to be treated like  Both have children of all ages
kings and queens. in one classroom.
 they wanted parents to be able  Both have only one classroom.
to find them.

Recognizing Cause and Effect Making Predictions

2. Which clue word in the article signals 5. Where would you most likely find
the reason that the walls of a one-room a one-room schoolhouse today?
schoolhouse were black?  in the city
 so  in a small town
 since  near an amusement park
 reason  close to busy shopping areas
 because

Comparing and Contrasting Making Predictions

3. Teachers in one-room schoolhouses 6. Imagine that an old one-room
of the past were different from teachers schoolhouse has been turned into
today because they a museum. Predict what you would
 sat at a desk at the front of most likely find in the museum.
the room.  a book about computers
 taught students in heated rooms.  a model of a spaceship
 lived and worked at the school.  a teacher’s desk low to the floor
 taught students of all ages  a box filled with chopped wood
in the same room.

Lessons 4–6 REVIEW 69

PART TWO: Read a Folktale

Read this folktale from China. Then answer questions about the folktale.
Choose the best answer for Numbers 7 through 12.

The Painter and the Judge

Long ago, there was a judge who was very dishonest. He wouldn’t even
listen to what people had to say to the court unless they paid him a handsome
sum. Even then, there was no guarantee that the judge would help. Sometimes
he just took the money and did not give a fair hearing at court. Most people
knew that the judge thought only of himself. He thought nothing of taking
people’s money.
A painter came to live in the same village as the judge. He had heard stories
about how the judge cheated the townspeople. The judge had heard stories
about the painter as well. He heard that the painter could paint pictures more
beautiful than anyone had ever seen. The judge got a roll of white paper and
went to look for the painter. He finally found him in the village square.
“You will paint me a beautiful picture,” said the judge to the painter.
The painter did not want to do the work. He knew the judge would
probably not pay him.
“I wish I had the time, sir,” said the painter, “but I am very busy
now. Perhaps another time.”
But the judge would not hear of it. He begged the painter to paint a
picture. Finally, he told the painter that he would hang the picture in the
town square for all the important people to see. The painter decided that
he would do the work after all.
A day later, the painter went to see the judge.
“I have finished your picture,” he said, handing the judge the roll of paper.
The judge was overjoyed that the painter had done the work so quickly.
He smiled with delight as he unrolled the paper, but his smile turned to a
frown when he found no picture on the paper. All he saw were a few words
that read, “Cows on Grass.”
“Where is the grass?” asked the judge.
“The cows have eaten it,” said the painter.
“Then where are the cows?” asked the judge.
“After they ate all the grass,” said the painter, “there was nothing for
them to do. So, they left.”

70 Lessons 4–6 REVIEW

Recognizing Cause and Effect Comparing and Contrasting
7. The painter did not want to paint 10. How is the painting that the painter
a picture for the judge because gave the judge different from most
 he didn’t have money for paint. paintings?
 he couldn’t think of anything  It has no pictures on it.
to paint a picture of.  It has real grass on it.
 he thought the judge might  It shows cows eating grass.
not pay him.  It tells a story with pictures.
 he was too busy doing work
for someone else.

Recognizing Cause and Effect Making Predictions

8. Why did the painter finally agree 11. What would someone most likely
to paint the picture? do if he wanted the judge to listen
 because the judge promised to him?
to hang the picture where  paint the judge a picture
important people would see it  offer the judge lots of money
 because the judge paid the  write the judge a letter
painter a handsome sum  cheat the judge out of money
 because the painter was afraid
of the judge
 because the painter decided
he had the time after all

Comparing and Contrasting Making Predictions

9. How is the judge in the folktale 12. Predict what would probably happen
different from most judges? the next time that the judge wants
 He listens to people. a picture.
 He is fair.  He will try to paint the picture
 He makes important decisions. himself.
 He cheats people.  He will ask the same painter
to do the work.
 He will ask a different painter
to do the work.
 He will pay a painter first.

Lessons 4–6 REVIEW 71

 Lesson FINDING WORD MEANING
7 IN CONTEXT
PART ONE: Think About the Strategy

What Is Word Meaning in Context?

Sometimes when you speak with someone, they use a word you’ve never
heard before. Many times you can figure out the meaning of the word
by how the person uses it.

1 Write what you think the word emerge means. It’s okay if you don’t know
the real meaning. Just make a good guess.

2 Someone says to you: “The cat likes to hide but will emerge for dinner.”
Write what you think the word emerge means now.

3 Write the clues in the underlined sentence that helped you figure out
what the word emerge means.

Work with a Partner

• Talk about some of the new words you have learned lately.
• Take turns using each new word in a sentence. Make sure your
sentence gives a good hint about the meaning of the word.
• Have your partner guess what the new word means.

72 Finding Word Meaning in Context

How Do You Find Word Meaning in Context?
When you come to a new word in a reading passage, you can find word
meaning in context. You can look for clues to help you figure out what
the new word means. Clues may be in the sentence where the word is found.
Clues may also be in the sentence just before or just after the one in which
the word is found.

Read this passage about animals that sleep during the day.
See if you can figure out what the meaning of the word behave is.

Owls are best known for sleeping during the day and coming
out at night to look for food. Raccoons also behave in this way.
They sleep during the day and search for food at night. Can you
think of any other animals that sleep during the day?

1. Let’s narrow down the clues to figure out the meaning of behave.
Look at the chart below.
It shows three sentences: the one that comes before the word behave,
the one that contains the word behave, and the one that comes after
the word behave.
Look carefully at the sentences that come before and after the word behave.

Owls are best known for Raccoons also behave They sleep during the
sleeping during the day in this way. day and search for food
and coming out at night at night.
to look for food.
Before After

2. Now think about what the clues in the sentences tell you:
Owls sleep during the day and come out at night to look for food.
Raccoons behave like owls.
If raccoons behave like owls, they must also sleep during the day
and come out at night to look for food.

3. So the word behave must mean .

Finding Word Meaning in Context 73

PART TWO: Learn About the Strategy
When you use clues in a reading passage to figure out the meaning
of a new word, you are finding word meaning in context.
The words and phrases around a new word often provide clues
to the word’s meaning. These clues are called context clues.
WHAT
TO • Context clues are often in the sentence where the new word appears.
They can also be in the sentences before and after the new word.
KNOW
• Clues about the meaning of a new word are often found by
thinking about how the word is used in the sentence.
• Clues about the meaning of a new word can be found by thinking
about the details in the paragraph where the new word is found.

Read this story about Paul and his grandfather. As you read,
think about the meaning of the word launch in the last sentence.

Paul and his grandfather build rockets

together. Today they are going to try out
the new rocket they made. Paul placed
the rocket in the middle of the yard.
Grandfather handed Paul the controls
to the rocket.
“When you’re ready to send the rocket
into space, push the red button,” said
Grandfather. Paul smiled as he got ready
to launch the rocket.

You can figure out the meaning of the word launch by looking at the
words and phrases around it. The phrase to send the rocket into space
is a clue to the meaning of the word launch.
The meaning of the word launch is “to send into space.”

74 Finding Word Meaning in Context

Read this poem about a butterfly. As you read, ask yourself,
“What clues will I use to figure out the meaning of the
word hovering?” Then answer the questions.

Butterfly Dance
Butterfly, butterfly,
hovering nearby.
Butterfly, butterfly,
floating in the sky.
Come rest on the flowers
that smell so sweet.
While you sip their nectar
and rest your feet.

1. The word hovering probably means 2. Which phrase in the poem gives a clue
 “smelling the flowers.” to the meaning of the word hovering?
 “flying quickly through the air.”  butterfly, butterfly
 “looking for flowers.”  flowers that smell so sweet
 “moving but going nowhere.”  floating in the sky
 sip their nectar

Work with a Partner

• Talk about your answers to the questions.
• Tell why you chose your answers.
• Then talk about what you have learned so far about finding
word meaning in context.

Finding Word Meaning in Context 75

PART THREE: Check Your Understanding
The words and phrases around a new word often give clues
about the word’s meaning.
• Look for context clues in the sentence where the word appears.
Look also in sentences before and after the new word.
REVIEW
• Look for clues about the meaning of a new word by
thinking about how the word is used in the sentence.
• Look for clues about the meaning of a new word by thinking
about the details in the paragraph where the new word is found.

Read this modern fairy tale. As you read, think about how you will
figure out the meaning of any new words. Then answer the questions.

The New Princess

Once upon a time, there was a king and a queen. They were excited
about the birth of their daughter. Fairies flew in from all directions to see
the new princess.
The fairies looked in on the sleeping baby. Then they began to bestow
beauty, charm, and grace upon her. They said, “Our gifts will help the
princess become beautiful, charming, and graceful.”
“Wait a minute!” announced the queen. “Of course,
I want my daughter to be beautiful, charming, and
graceful. But most of all, I want her to be herself.
If she wants to be charming, let her practice her
manners. If she wants to be smart, she can study.
If she wants to be musical, let her take music lessons.”
And so, the princess grew into a lovely young lady.
She had needed no help, but from herself.

3. In paragraph 2, the word bestow 4. What is the best meaning of the word
probably means charming in the story?
 “look for.”  “most beautiful of all”
 “cover with.”  “protected from harm”
 “take away.”  “pleasing and polite to others”
 “give as a gift.”  “acting rudely and meanly”

76 Finding Word Meaning in Context

Which Answer Is Correct and Why?
Look at the answer choices for each question.
Read why each answer choice is correct or not correct.

3. In paragraph 2, the word bestow 4. What is the best meaning of the word
probably means charming in the story?
 “look for.”  “most beautiful of all”
This answer is not correct because This answer is not correct because
the fairies did not come to the the words and phrases around the
castle to look for beauty, charm, word charming tell that in order
and grace. They came to look for to be charming one would have to
the baby princess. practice manners. Being the most
beautiful of all has nothing to do
 “cover with.” with manners.
This answer is not correct because
the words and phrases around the  “protected from harm”
word bestow do not give any clues This answer is not correct because
about the baby’s being covered the words and phrases around the
with anything. word charming do not describe
anything that would protect the
 “take away.” baby from harm.
This answer is not correct because
there are no clues that say that fairies ● “pleasing and polite to others”
took something from the baby. This answer is correct because
the phrase “let her practice
● “give as a gift.” her manners” is near the word
This answer is correct because the charming. The phrase gives a clue
words and phrases before and after about the word’s meaning. So you
the word bestow tell about the can figure out that someone who
fairies coming to the castle to bring has good manners is probably
gifts. So you can figure out that pleasing and polite to others.
the word bestow probably means,
“give as a gift.”  “acting rudely and meanly”
This answer is not correct because
the words and phrases around the
word charming do not describe
ways of acting rudely or meanly.

Finding Word Meaning in Context 77

PART FOUR: Build on What You Have Learned
• Look for a synonym, or a word with a similar meaning,
near a new word in a reading passage.
MORE • Look for an antonym, or a word with an opposite meaning,
TO near a new word in a reading passage.
KNOW • Once you think you know the meaning of a new word, read
the sentence where the word appears and use the new meaning.
Does the sentence still make sense in the story? If so, you’ve
probably figured out the meaning of the new word.

Read this article about swans. Then answer the questions.

Imagine a peaceful pair of snow-white swans gliding across a still pond.

Serene and beautiful are two words that come to mind.
“Absolutely wrong!” say some scientists. According to these experts, some
swans are mean and nasty, especially mute swans. Mute swans are large birds.
When they move into an area, they drive away smaller birds. They sometimes
attack animals and people. Mute swans are also destructive. They cause damage
to many kinds of plants. Mute swans eat four to eight pounds of plants a day.
They even eat the roots. Many plants die and never grow back.
The number of mute swans in parts of the United States is exploding! In
Massachusetts alone, there are twice as many now as there were ten years ago.
This would be okay if the birds that looked so delightful weren’t so unpleasant.
Officials in Rhode Island are desperate for help. Scientists there shake the
nests of mute swans. This keeps the eggs from hatching. But they’d better
watch out! Mute swans with eggs are even meaner!

5. In the first paragraph, which clue word 7. In paragraph 2, which word gives
is a synonym of serene? a clue to the meaning of destructive?
 beautiful  pond  damage  drive
 peaceful  snow-white  people  roots
6. The word unpleasant is in paragraph 3. 8. The best meaning of desperate in the
Which clue word is an antonym of last paragraph is
unpleasant?  “full of hope.”
 exploding  mute  “in great need.”
 looked  delightful  “dangerous or serious.”
 “willing to give up.”
78 Finding Word Meaning in Context
Read this story about two friends who find an unexpected surprise
while walking. Then answer the questions.

A Cry in the Woods

Ada stopped along the side of the wooded path. “Did you hear that?”
she asked her friend Hasan. “I think I heard something. I think it might
have been a voice.”
Hasan strained his ears. A faint cry of “help”
seemed to echo in the woods. “I heard it, too!”
he exclaimed.
“Follow me!” Ada said as she burst down the
path. “There’s a clearing up ahead. We’ll be able
to see what’s going on from there.” Hasan hurried
to stay close behind.
Together, the two friends followed the sound.
When they arrived at the field, their eyes grew
large and their tired legs came to a sudden stop.
There, in the clearing, were three small children, whimpering. They
seemed tired and afraid. “We’d better help them,” Ada said as she marched
across the clearing. “They look as if they’ve been lost for hours.”

9. In paragraph 2, you can tell that 11. Which clue word is a synonym
faint means of clearing?
 “fearful.”  “easy to find.”  path  sound
 “loud.”  “hard to hear.”  field  cry
10. In paragraph 3, which word gives 12. In the last paragraph, the best meaning
a clue to the meaning of burst? of the word whimpering is
 path  hurried  “yelling loudly.”
 follow  see  “shaking with fear.”
 “crying softly.”
 “jumping happily.”

Finding Word Meaning in Context 79

PART FIVE: Prepare for a Test
• A test question about finding meaning in context asks
you about the meaning of a word as it is used in a reading
passage. Some words have more than one meaning.
Be sure you choose the correct meaning for the way
TEST
the word is used in the passage.
TIPS
• A test question about finding meaning in context usually
has several answer choices. Try each answer choice in the
sentence in which the word appears. Decide which answer
choice makes the most sense in the reading passage.

Read this song written by a cowboy. Then answer questions

about the song. Choose the best answer for Numbers 13 and 14.

Red River Valley

From this valley they say you are going;
We will miss your bright eyes and sweet smile,
For they say you are taking the sunshine
That has brightened our pathway awhile.
Come and sit by my side if you love me.
adieu: a French
Do not hasten to tell me adieu, word meaning
But remember the Red River Valley “good-bye”
And the cowboy that loves you so true.
Won’t you think of this valley you’re leaving?
Oh, how lonely, how sad it will be.
Oh, think of the fond heart you’re breaking
And the grief you are causing me.

13. In the song, the word hasten means 14. In the last line, what is the best
 “come back again.” meaning of grief ?
 “stop suddenly.”  “love”
 “act quickly.”  “sadness”
 “whisper.”  “peace”
 “happiness”

80 Finding Word Meaning in Context

Read this article written by a student for a school newspaper.
Then answer questions about the article. Choose the best answer
for Numbers 15 and 16.

Students Need More Recess So what can students do about this?

by Carla Gonzalez Talk to your parents. Explain to them
How many of you noticed that how important it is for us to have a
recess was cut by ten minutes this year? longer recess. Students need to talk,
Last year, recess was twenty minutes. run, and have fun. Recess helps us
But this year, recess is only half that time. stay fit. Recess also helps us pay better
Why the change? Well, I posed the attention during class. Ask them to help
question to our principal, Ms. Bates, schools solve the time problem. Maybe
last week. then, we can get the twenty minutes of
“A new law was passed over the recess we need!
summer,” explained Ms. Bates. “The
law states that students need to spend
more time learning in the classroom.
As a result, the amount of time for daily
recess had to be decreased.”

15. In paragraph 2, posed means 16. The best meaning of the word
 “requested.” decreased is
 “explained.”  “made less or smaller.”
 “asked.”  “done away with or removed.”
 “answered.”  “changed again.”
 “found inside.”

Finding Word Meaning in Context 81

 Lesson DRAWING CONCLUSIONS
8 AND MAKING INFERENCES
PART ONE: Think About the Strategy

What Are Conclusions and Inferences?

There are many times each day when you figure out something on your own
without being told what is happening. If you see someone crying, you know
that the person is sad. If you hear someone laughing, you know that the person
just heard something funny.

1 Write what you can figure out about the weather if you see people
outside walking under umbrellas.

2 Write the clues that helped you figure this out.

Work with a Partner

• Take turns asking each other “What can you figure out?” questions.
• Ask questions such as, “What time of day is it if there are stars in the sky?”

82 Drawing Conclusions and Making Inferences

How Do You Draw Conclusions and Make Inferences?
There are many times when you read that you draw conclusions and make
inferences. Sometimes the author does not give you all the details. You need
to figure out some things by yourself. An author might write about a sunset.
The author does not need to tell you what time of day it is. You can figure out
on your own that it’s evening.

Read this passage about Mrs. Anderson’s dog. See what you can figure out
on your own.

Mrs. Anderson’s dog barks every night, all night long.

The dog is very large and very loud. Mrs. Anderson’s
neighbors cannot sleep.

1. Let’s draw a conclusion. Think about what the author tells you.
Also think about what the author just hints at.
2. Look at the chart below.
The first box lists three details that the author gives in the story.
3. The second box tells what is just hinted at in the story.
The author leaves this information out.
4. What can you figure out on your own?
Fill in the missing information in the last box.

What information does What can you figure out

What details are given?
the author leave out? on your own?
Mrs. Anderson’s dog The author does not tell Mrs. Anderson’s neighbors
barks every night. why Mrs. Anderson’s cannot sleep because
neighbors cannot sleep.
The dog is very large
and very loud.

Mrs. Anderson’s neighbors

cannot sleep. .

Drawing Conclusions and Making Inferences 83

PART TWO: Learn About the Strategy
Information is not always clearly stated in a reading passage.
You must figure out some information on your own. Whenever
you figure out something the author doesn’t tell you in a reading
WHAT passage, you are drawing a conclusion or making an inference.
TO
KNOW • Pay attention to the details in a reading passage. You can use
these details to figure out information that is not clearly stated.
• Use the details from the reading passage and what you know
from your own life to draw a conclusion or to make an inference.

Read this story about a girl named Ana. As you read, try to figure out
why the crowd is cheering at the end of the story.

Today was the day of the big gymnastics meet.

It was Ana’s turn on the balance beam. For months,
Ana had been practicing her routine. But practice was
one thing. Now there were hundreds of people here
at the meet! Ana spotted her family sitting in the stands.
They gave her an encouraging wave.
Ana got on the balance beam. Everything was going
so well—her split, her forward roll, and her cartwheel.
Now for the back flip! Ana could hear the crowd cheer.
The hours of practice had been worth it.

This story does not tell you why the crowd was cheering. It does, however,
give you details to help you figure out why this happened.
Everything was going so well.
The hours of practice had been worth it.
These details help you figure out that Ana’s back flip was successful.
You probably know from your own experiences that by practicing something,
you learn to do it better. You probably also know that people cheer when
something good happens.

84 Drawing Conclusions and Making Inferences

Read this sign about a town event. As you read, look for details that
help you figure out some of the things people can do at the event.
Then answer the questions.

Farmer’s Market
Every Saturday
on the Town Common
8:00 a.m. to 3:00 p.m.
Shop for fresh fruits and vegetables
at over 25 booths from local farms.
Swap recipes at the Cook’s Table.
Buy fresh breads, cakes, and cookies.
Bring the family!
Farmers will show children how to plant and care for a garden.
Children will learn about the parts of plants they can eat.
Have children bring a small container and soil.
Children will be given vegetable seeds.

1. From the sign, you can tell that 2. Which detail from the sign helps you
 children will not be welcome. answer question 1?
 children will be able to plant seeds.  Swap recipes at the Cook’s Table.
 all plants can be used for food.  Bring the family!
 all farmers will be selling bread.  Children will learn about the parts
of plants they can eat.
 Have children bring a small
container and soil.

Work with a Partner

• Talk about your answers to the questions.
• Tell why you chose your answers.
• Then talk about what you have learned so far about drawing conclusions
and making inferences.

Drawing Conclusions and Making Inferences 85

PART THREE: Check Your Understanding
Drawing a conclusion or making an inference is a way of figuring
out information that is not clearly stated in a reading passage.
• Think about the details that are stated in a reading passage.
REVIEW Use these details to help you figure out information that
is not explained.
• Use the details from the reading passage and what you know from
your own life to draw a conclusion or to make an inference.

Read this fable about an old lion and a fox. As you read,
ask yourself, “What information can I figure out on my own?”
Then answer the questions.

Lion pretended that he was sick and lay down in his cave.
He sent for all the animals in his kingdom, saying that he
wanted to bid them farewell. Goat was the first one to enter
the cave. Sheep was the next to arrive. He listened for a
moment but didn’t hear any voices. He went into the cave
anyway. Even before Sheep came out, Calf entered the cave.
They all wanted to hear the last words of the King of the Beasts.
Then, surprisingly, Lion seemed to get better. He came to
the opening of the cave. There he saw Fox.
“Fox, why did you not come to say good-bye to me?” asked Lion.
“I beg your pardon, your Highness,” said Fox. “But I noticed the path
of the animals that have already come to see you. And while I see many
footprints going in, I see none coming out. Until the animals that entered
your cave come out again, I find it wiser to remain out here.”

3. Lion invited the animals into the cave 4. You can figure out that
so that he could  Lion ate Goat, Sheep,
 say good-bye to them. and Calf.
B trick them. B Lion was so sick that
C eat dinner with them. he was about to die.
D have a party for Fox. C Fox told the other animals
not to go into the cave.
D Fox was the last animal
to go into the cave.
86 Drawing Conclusions and Making Inferences
Which Answer Is Correct and Why?
Look at the answer choices for each question.
Read why each answer choice is correct or not correct.

3. Lion invited the animals into the cave 4. You can figure out that
so that he could ● Lion ate Goat, Sheep, and Calf.
 say good-bye to them. This answer is correct because
This answer is not correct because the details show that these animals
the details in the fable tell that went into the cave but never came
Lion only said that he wanted to out again. You can use these details
bid the animals farewell, or say along with what you know about
good-bye. But no voices were ever lions to figure out that Lion ate
heard from inside the cave. the animals.

● trick them. B Lion was so sick that

This answer is correct because the he was about to die.
details explain that the lion only This answer is not correct because
pretended to be sick. You can the details tell that Lion only
figure out that this was a trick to pretended to be sick. The details
get the animals to come into the also explain that Lion got better
cave so Lion could eat them. and came out to talk to Fox.

 eat dinner with them.  Fox told the other animals

This answer is not correct because not to go into the cave.
there are no details that tell about This answer is not correct because
the lion eating dinner with the the details explain that Fox arrived
animals that visited him. after all the other animals. So he
could not have told them not to
 have a party for Fox. go into the cave.
This answer is not correct because
there are no details about a party. D Fox was the last animal
Also, the details explain that Fox to go into the cave.
never went into the cave. This answer is not correct because
the details explain that Fox figured
out that Lion had tricked the
animals. Fox noticed footprints
going in, but none coming out, so
he never went into the cave. Fox
learned from the others’ bad luck.

Drawing Conclusions and Making Inferences 87

PART FOUR: Build on What You Have Learned
• Look for details in a reading passage that tell about the way
a person or character looks, acts, thinks, feels, and speaks.
Then think about how people with similar qualities act.
MORE
TO • Think about where something happens or when it happens
KNOW in a reading passage. If something happens near the Statue
of Liberty, you can figure out that the setting is New York.
If something happens as the sun is rising, you can figure out
that it is morning.

Read this article about a girl who visits her family in India.
Then answer the questions.

Shalini was born in India. She grew up in America with her mother and
father. Her family moved to New York when her father got a new job. They
left India for their new home in America when Shalini was four years old.
Most of Shalini’s family still lives in India. She has not seen her grandparents,
aunts, uncles, or cousins for a long time. Shalini just returned from a visit to
India. She met her cousin Yatish for the first time.
“Yatish and his family are like me and my family,” says Shalini. “They do not
eat most meat or any fish. But they do eat chicken, eggs, and cheese.”
Shalini will return to India next summer. She will stay with her grandparents
and spend eight weeks with them. “I can’t wait,” says Shalini. “I love living in
America, but India is also my home.”

5. You can tell from the article that Yatish 7. From the article, you can tell that Shalini
 does not care about what he eats.  grew up in India.
 eats only certain foods.  is the same age as her cousin.
 eats whatever foods he wants.  wishes she lived in India all year.
 does not enjoy eating sweets.  enjoys spending time with her
grandparents.
6. A good meal to serve Yatish would be
 hamburgers and fries. 8. There is enough information in the
 spaghetti and meatballs. article to show that
 steak and mashed potatoes.  Shalini’s family does not eat chicken.
 chicken and rice.  there is no meat available in India.
 Yatish had never met Shalini before.
 Shalini likes to eat lots of fish.

88 Drawing Conclusions and Making Inferences

Read this article about the country of Japan.
Then answer the questions.

Japan is an island country in Asia. Japan is made up of four large islands

and more than 3,000 smaller ones. The main islands are Hokkaido, Honshu,
Shikoku, and Kyushu.
Japan is a small country. But it has a large population.
Mountains cover much of Japan. This land cannot be Hokkaido
used for homes. It is also not good for farming. Most
people live close together in cities near the ocean. This
makes some areas of Japan very crowded.
Japan has many interesting and unique features.
Mount Fuji is the highest point in Japan. It is a volcano Honshu

that has not erupted in 250 years. The Kanto Plain is

TOKYO •
the largest area of flat land in Japan. This plain is
home to Japan’s capital city, Tokyo.
The first people settled in Japan more than Shikoku
Kyushu
8,000 years ago. Over time, they came to call their JAPAN
country Nippon. This name means “Land of the Rising
Sun.” Nippon is the name that is still used in Japan today.

9. From the article, you can tell that 11. What can you conclude about
Japan has Mt. Fuji from the article?
 few cities.  It is located in Tokyo.
 few farms.  It is an active volcano.
 few people.  It is the highest mountain
 few islands. in the world.
 It is not an active volcano.
10. Details in the article suggest that
Japan is 12. Which of these would you probably
 larger than the United States. not find in Japan?
 made up of many plains.  large numbers of people
 surrounded by water.  tall buildings
 home to the largest plain  large areas of flat land
in the world.  busy ocean cities

Drawing Conclusions and Making Inferences 89

PART FIVE: Prepare for a Test
• A test question about drawing conclusions and making
inferences asks you to figure out something that is not
TEST stated in a reading passage.
TIPS • A test question about drawing conclusions and making
inferences often contains the words you can tell,
determine, or conclude.

Read this story about an unusual event. Then answer questions

about the story. Choose the best answer for Numbers 13 and 14.

“I’d be careful if I were you,” a soft voice called as Sara prepared

to open the closet door.
Sara turned around, but no one else was in the room. There was OPEN
CAREFULLY
only a tall grandfather clock, a few pieces of furniture, and a large
window that filled the room with a hint of moonlight. “Who said that?”
Sara asked, confused.
“I did,” said the clock.
Sara’s eyes widened. She approached the clock and said,
“You? You spoke to me?”
“I think I must tell you about the door you almost opened. See that
sign on the door that says OPEN CAREFULLY? There is a reason for that
sign. That door is no ordinary door. If you open it, your life will be changed
forever. So remember—open it carefully.”
“Thanks for the warning,” Sara said as she placed her hand on the
doorknob. She paused for a moment and then removed her hand.
After a few minutes, she reached for the doorknob again. Slowly, Sara
opened the door. Almost immediately, a brilliant light poured into the room.
Within seconds, Sara arrived in a strange and mysterious world.

13. You can tell that the story takes place 14. You can figure out that Sara
 long ago.  was afraid of the talking clock.
 at night.  wished she had not opened
 in a castle. the door.
 at dawn.  almost changed her mind about
opening the door.
 did not see the sign on the door.
90 Drawing Conclusions and Making Inferences
Read this folktale from Africa. Then answer questions about
the folktale. Choose the best answer for Numbers 15 and 16.

Some time ago, a baby snake set out to play. As he slithered away,
his mother spoke this rhyme: “Watch out, young son, for things with claws,
for things with a beak, for things with strong jaws.”
“Claws, beak, jaws. Claws, beak, jaws,” Snake Baby repeated.
At the same time, a baby frog set out to play. As he hopped away,
his mother spoke this rhyme: “Watch out for the hiss, watch out for
the coil, watch out for the squeeze, they will cause turmoil.”
“Hiss, coil, squeeze. Hiss, coil, squeeze,” Frog Baby repeated.
Snake Baby and Frog Baby met in the rain forest and played games
all day. First, they played leap frog. Then they played hide and hug.
That night, Frog Baby told his mother about the games he played.
“No, no, Frog Baby! Hide and hug is not a game for you. It is the game
of the hiss, coil, and squeeze. Promise you will never play with him again.”
Snake Baby also told his mother about the games he played.
“No, no, Snake Baby! Hide and hug is not a game for you. Hide and
hug is what you must do. This is the way you get your meals! Promise me
you will hiss, coil, and squeeze.”

15. From the folktale, you can tell that 16. The folktale suggests that
 Snake Baby will eat Frog Baby.  frogs are smarter than snakes.
 Snake Baby will never hiss, coil,  frogs are a danger to snakes.
or squeeze again.  snakes are supposed to eat frogs.
 Frog Baby will still play safely  snakes are afraid of frogs.
with Snake Baby.
 Frog Baby will be in danger if
he plays with Snake Baby again.

Drawing Conclusions and Making Inferences 91

 Lesson DISTINGUISHING BETWEEN
9 FACT AND OPINION
PART ONE: Think About the Strategy

What Is a Fact?
Have you ever told someone what you learned at school or what you had for
dinner? If so, you were telling facts. A fact is something that can be proved.
If you say, “Our teacher taught us about Johnny Appleseed today,” you are
telling a fact. It can be proved.

1 Write one fact about your school.

What Is an Opinion?
Have you ever told someone about things you like? If so, these were opinions.
An opinion is what you think or feel. An opinion cannot be proved.
If you say, “Everyone should read the book about Arthur and his friends,”
you are telling an opinion. Not everyone might agree with you.

2 Write one opinion about your school.

3 Write how your fact is different from your opinion.

Work with a Partner

• Take turns telling a fact about something, such as the planets or the weather.
• Then tell an opinion about the same thing.

92 Distinguishing Between Fact and Opinion

How Do You Find Facts and Opinions?
Some reading passages have details that are facts. Some passages have
details that are opinions. Many passages have both facts and opinions.
You can tell the difference between a fact and an opinion by asking
yourself one question: “Does this detail tell about something that
can be proved?” If your answer is “yes,” then the detail is a fact.
If your answer is “no,” then the detail is an opinion.

Read this passage about winning a contest. See if you can tell the facts
from the opinions.

Today was the best day ever! I won a writing contest

at school. I have never won anything before. I will always
remember this day.

1. Let’s think about which details in the passage are facts and which details
are opinions.
2. Look at the chart below.
Read each detail.
If the detail can be proved, place a check mark next to “Fact.”
If the detail cannot be proved, place a check mark next to “Opinion.”

Detail Fact or Opinion

Today was the best Yes, it can be proved. Fact

day ever! No, it cannot be proved. ✓ Opinion

I won a writing contest Yes, it can be proved. ✓ Fact

at school. No, it cannot be proved. Opinion

I have never won Yes, it can be proved. Fact

anything before. No, it cannot be proved. Opinion

I will always remember Yes, it can be proved. Fact

this day. No, it cannot be proved. Opinion

Distinguishing Between Fact and Opinion 93

PART TWO: Learn About the Strategy
If a statement can be proved, it is a fact. If a statement
tells what someone thinks or feels about something,
it is an opinion. Facts can be proved. Opinions cannot.
When you figure out if a statement is a fact or an opinion,
WHAT you are distinguishing between fact and opinion.
TO • Facts are statements that can be checked or proved.
KNOW • Opinions are statements that cannot be proved.
They tell what someone thinks or feels.
• Opinions often contain such clue words as think, feel,
believe, and seem. Other common clue words are always,
never, all, none, most, least, greatest, best, and worst.

Read this paragraph about San Francisco. As you read,

look for statements that can be proved. Also look for
statements that tell what someone thinks or feels.

San Francisco is located in California. I believe this city

is the most beautiful city in the United States. The blue
waters of the Pacific Ocean lie to the west. San Francisco
Bay is to the east. The Golden Gate Bridge connects the
city to northern California. San Francisco is the perfect
spot for your next vacation!

The statements that can be proved are:

San Francisco is located in California.
The blue waters of the Pacific Ocean lie to the west.
San Francisco Bay is to the east.
The Golden Gate Bridge connects the city to northern California.

The statements that tell what someone thinks or feels are:

I believe this city is the most beautiful city in the United States.
San Francisco is the perfect spot for your next vacation!

94 Distinguishing Between Fact and Opinion

Read this movie review written by a ten-year-old boy. As you read,
ask yourself, “Which statements can be proved? Which statements
cannot be proved?” Then answer the questions.

Badzilla named Dr. Norma Tate. One day, Badzilla

If you like scary movies, I think you escapes from the lab where he was
will love the new movie Badzilla. If built. Dr. Tate sets off on a trip across
you don’t like scary movies, stay home. the country to save her creation.
Badzilla is not the movie for you. No Badzilla is now showing at Global
movie ever made is scarier than Badzilla. Theater. It is also showing at Reed’s
Badzilla is the name of the monster Cinema downtown. If you can, see the
in the movie. Badzilla is half-robot and movie at Global Theater. It’s the best
half-human. He was made by a scientist theater in town.

1. Which of these is a fact? 2. Which clue word in the article signals

 Badzilla is not the movie for you. an opinion about Global Theater?
 Badzilla is now showing at  greatest
Global Theater.  think
 No movie ever made is scarier  never
than Badzilla.  best
 If you like scary movies, I think you
will love the new movie Badzilla.

Work with a Partner

• Talk about your answers to the questions.
• Tell why you chose your answers.
• Then talk about what you have learned so far about distinguishing
between fact and opinion.

Distinguishing Between Fact and Opinion 95

PART THREE: Check Your Understanding
Facts can be proved, but opinions cannot be proved.
• To find out if a statement is a fact, ask yourself,
“Can this statement be proved?”
REVIEW • To find out if a statement is an opinion, ask yourself,
“Does this statement tell what someone thinks or feels?”
• Look for clue words that signal an opinion, such as
think, feel, believe, seem, always, never, all, none, most,
least, greatest, best, and worst.

Read this story about a boy who lives in Ghana. As you read,
think about which statements are facts and which are opinions.
Then answer the questions.

My name is Asare, and I am from Ghana. I believe you do not know

very much about Ghana, so I will tell you a little bit.
Ghana is a country on the west coast of Africa. My father is a fisherman
here. He says that fishing has changed a lot in the past years. When my
great-grandfather was a fisherman, he carved his own boat out of wood.
He sailed out to sea with many other men, each in his own canoe. Today,
my father still fishes from a canoe. But his canoe has a motor. It is much
better to have a boat with a motor.
In Ghana, many people fish in Lake Volta. Lake Volta is a very
large lake in the eastern part of Ghana. But my father fishes in the
Atlantic Ocean. When he catches tuna, I am the happiest boy in Ghana.
Tuna is the most delicious fish!

3. Which of these statements tells 4. Which of these statements

what someone thinks or feels? can be proved?
 My name is Asare, and I am  I am the happiest boy in Ghana.
from Ghana.  It is much better to have a boat
 In Ghana, many people fish with a motor.
in Lake Volta.  Lake Volta is a very large lake
 Today, my father still fishes in the eastern part of Ghana.
from a canoe.  I believe you do not know
 Tuna is the most delicious fish! very much about Ghana.

96 Distinguishing Between Fact and Opinion

Which Answer Is Correct and Why?
Look at the answer choices for each question.
Read why each answer choice is correct or not correct.

3. Which of these statements tells 4. Which of these statements

what someone thinks or feels? can be proved?
 My name is Asare, and I am  I am the happiest boy in Ghana.
from Ghana. This answer is not correct because it
This answer is not correct because cannot be proved that Asare is the
this statement is a fact. It can be happiest boy in Ghana. Most likely,
proved that this is the boy’s name other boys are as happy, or happier,
and country. than Asare at certain times.

 In Ghana, many people fish  It is much better to have a boat

in Lake Volta. with a motor.
This answer is not correct because This answer is not correct because it
this statement is a fact. It can be cannot be proved. This statement
proved that many people fish tells how Asare feels about which
in Lake Volta, by watching or kind of boat is better. Most likely,
observing the lake. other people have different ideas
about which kind of boat is better.
 Today, my father still fishes The clue word better signals that this
from a canoe. statement is an opinion, not a fact.
This answer is not correct because
this statement is a fact. It can be ● Lake Volta is a very large lake
proved that Asare’s father fishes in the eastern part of Ghana.
from a canoe, by watching or This answer is correct because it can
observing him. be proved. You can find facts about
Lake Volta in an encyclopedia, an
● Tuna is the most delicious fish! atlas, or on the Internet.
This answer is correct because it
tells how Asare feels about the  I believe you do not know
taste of tuna. This statement very much about Ghana.
cannot be proved. It is an opinion. This answer is not correct because
it cannot be proved. Asare has
no idea how much the readers of
his story know about Ghana. The
clue word believe signals that this
statement is an opinion, not a fact.

Distinguishing Between Fact and Opinion 97

PART FOUR: Build on What You Have Learned
• Facts can be checked or tested.
You can prove that a fact is correct or true.
MORE
TO • Opinions express someone’s thoughts, feelings, or beliefs.
An opinion can be about an event, an idea, a person,
KNOW
or an object. Even if a person agrees or disagrees with
an opinion, it still cannot be proved.

Read this article written about wind. Then answer the questions.

Wind is the most amazing force. Wind is something that you can’t see,
but you know when it is there. You can feel it. It is the greatest feeling when
the wind blows through your hair.
Wind is air that is moving. Sometimes, the air moves slowly, and there is
a gentle breeze. Wind can also move quickly, causing strong winds. A strong
wind can knock down a tree or a power line. The best wind is a gentle wind.
Besides speed, wind has direction. Winds are described by the direction
from which they come. A north wind blows from the north to the south.
A south wind blows from the south to the north.
Though you can’t see wind, you can see what it does. Trees sway, windows
rattle, and leaves are blown from their branches. There is nothing more fun
than watching fall leaves whirling around like a tornado.

5. Which of these is a fact from the article? 7. Which of these clue words in the article
 Wind is air that is moving. signals an opinion about a gentle wind?
 The best wind is a gentle wind.  most
 Wind is the most amazing force.  best
 It is the greatest feeling when the  always
wind blows through your hair.  feel
6. Which of these tells what someone 8. Which of these can be proved?
thinks or feels?  It is the greatest feeling when the
 A strong wind can knock down wind blows through your hair.
a tree or a power line.  The best wind is a gentle wind.
 Besides speed, wind has direction.  Wind is something that you
 Wind is the most amazing force. can’t see.
 A south wind blows from the south  There is nothing more fun than
to the north. watching fall leaves whirling
around like a tornado.
98 Distinguishing Between Fact and Opinion
Read this report written by a student. Then answer the questions.

I Want to Be a Veterinarian
I want to be a veterinarian when I grow up. Vets have the most
interesting jobs. I think I would make a good vet. I love animals,
and animals seem to love me. I feel I am good at math and science.
These skills will help me become the best vet ever.
Vets are like doctors. The only difference is that vets treat animals,
not people. Vets do the same things that other doctors
do. They treat illnesses, give medicine, and perform
operations.
Most people think of a vet as a pet doctor who
treats sick dogs and cats. Vets do more than help
pets that are sick. Farmers depend on vets to keep
their animals free of disease. A disease that spreads
among farm animals can put a farmer out of business.
Vets also help keep zoo animals healthy. Some vets
help protect endangered animals. Other vets do research.
There are many different types of work that a vet can do.

9. Which of these statements from 11. Which statement is an opinion?

the report can be proved?  Farmers depend on vets to keep
 I think I would make a good vet. their animals free of disease.
 Most people think of a vet as  Vets also help keep zoo animals
a pet doctor who treats sick healthy.
dogs and cats.  Other vets do research.
 Vets do more than help pets  I think I would make a good vet.
that are sick.
 I love animals, and animals seem 12. Which of these tells what someone
to love me. thinks or feels about vets?
 Vets treat animals, not people.
10. Which of these is a fact from the report?  Vets have the most interesting jobs.
 Vets have the most interesting jobs.  Vets treat illnesses, perform
 Vets are like doctors. operations, and give medicine.
 I feel I am good at math and science.  Vets do more than help pets
 These skills will help me become that are sick.
the best vet ever.

Distinguishing Between Fact and Opinion 99

PART FIVE: Prepare for a Test
• A test question about fact and opinion may ask you to
identify which of four statements is a fact or an opinion.
• To recognize a fact, read each answer and ask yourself,
TEST “Can this statement be proved?” If it can, then it is a fact.
TIPS • To recognize an opinion, read each answer and ask yourself,
“Does this statement tell what someone thinks or feels?”
If it does, then it is an opinion. You can also look in the
answer choices for clue words that signal an opinion.

Read this article about a popular kind of puzzle. Then answer questions
about the article. Choose the best answer for Numbers 13 and 14.

People young and old never get tired of doing jigsaw puzzles. These puzzles
have been around for hundreds of years. They get their name from the special saw
that is used to cut their shapes. It is called a jig saw.
Jigsaw puzzles were first made in England. They were used to teach students
about geography. They were made by first drawing a map on a sheet of wood. The
wood was then cut with a jig saw into different shapes. Later, different kinds of
pictures were made into puzzles. These pictures taught about history, the alphabet,
plants, and animals. In time, the puzzles became more of a game than a learning tool.
Jigsaw puzzles became popular in the United States during the early 1930s. This
was a time when people did not have much money. Jigsaw puzzles were a fun gift
that didn’t cost a lot. Today, putting these puzzles together is still the best way to
pass the time without spending lots of money. Jigsaw puzzles will always be popular.

13. Which of these is an opinion from 14. Which of these is a fact about
the article? jigsaw puzzles?
 Jigsaw puzzles were first made  Jigsaw puzzles will always be popular.
in England.  Jigsaw puzzles were used to teach
 These puzzles have been around students about geography.
for hundreds of years.  Today, putting these puzzles
 People young and old never get together is still the best way
tired of doing jigsaw puzzles. to pass the time without
 They get their name from the special spending lots of money.
saw that is used to cut their shapes.  People young and old never get
tired of doing jigsaw puzzles.
100 Distinguishing Between Fact and Opinion
Read this editorial that appeared in a student newspaper.
Then answer questions about the article. Choose the best answer
for Numbers 15 and 16.

Students Need
time to be free from our studies.
Lunchtime Recess We do have a ten-minute recess in
Something must be done about the the morning. But this is not enough.
school lunchroom. For weeks, many Everyone agrees that students
students have been misbehaving at should not misbehave at lunch. But
lunch. As a result, all students have lost punishing all students is not the answer.
their lunchtime recess. This is not fair. The students who are causing the
Students who behave well should not problem should be punished separately.
get punished. Students need recess. We If not, they will never stop. Students
are in our classrooms most of the day. and teachers must work together to
We need to go outside and have some solve this problem.

15. Which of these is a fact from 16. Which of these tells what someone
the article? thinks or feels?
 Students need recess.  For weeks, many students have
 Punishing all students is not been misbehaving at lunch.
the answer.  The students who are causing
 All students have lost their the problem should be punished
lunchtime recess. separately.
 Something must be done  We are in our classrooms most
about the school lunchroom. of the day.
 We do have a ten-minute recess
in the morning.

Distinguishing Between Fact and Opinion 101

 Lessons REVIEW
7-9
PART ONE: Read a Biography

Read this short biography. Then answer questions about the biography.
Choose the best answer for Numbers 1 through 6.

Marian Wright was born in South Carolina

in 1939. She was the youngest of five children.
Marian’s parents believed that their children
should always work hard. The children did
chores around the house. They had to spend
one hour each night reading. They also helped
people in their community.
As a child, Marian saw many examples of
prejudice. Black children could not go to school
with white children. Black children and white
children could not play in the same playgrounds.
Black people could not go to the best hospitals.
Marian did not feel that this was fair or right.
Marian studied hard and went to college. After college, she went to
law school and became a lawyer. In 1968, she married Peter Edelman.
As a lawyer, Marian worked to improve children’s lives. Helping other
people, especially children, is important work. Marian started the Children’s
Defense Fund. The Children’s Defense Fund works to give all children in the
United States the things they need to do well. Everyone should support the
work of the Children’s Defense Fund.
Marian Wright Edelman does not just look at a problem. She always works
hard to find a solution. This remarkable woman is someone to be admired.

102 Lessons 7–9 REVIEW

 Finding Word Meaning Drawing Conclusions Distinguishing Between
in Context and Making Inferences Fact and Opinion

Finding Word Meaning in Context Drawing Conclusions and

Making Inferences
1. In paragraph 2, the word prejudice
means 4. The biography suggests that
 “unfair treatment.” Marian Wright Edelman’s parents
 “kind actions.”  rarely spent time with their children.
 “curious behavior.”  believed that reading was important.
 “strange ideas.”  didn’t want Marian to attend
law school.
 thought that their daughter would
not do much with her life.

Finding Word Meaning in Context Distinguishing Between Fact and Opinion

2. In the last paragraph, which group 5. Which clue word in the biography
of words hints at the meaning signals an opinion of Marian’s about
of the word solution? what she saw as a child?
 She always works hard . . .  always
 . . . does not just look at a problem.  believe
 This remarkable woman . . .  all
 . . . is someone to be admired.  feel

Drawing Conclusions and Distinguishing Between Fact and Opinion

Making Inferences
6. Which of these is a fact?
3. From this biography, you can tell  Everyone should support the work
that Marian Wright Edelman is of the Children’s Defense Fund.
 troubled about world peace.  Marian started the Children’s
 interested mostly in herself. Defense Fund.
 concerned about people.  Helping other people, especially
 involved with her local library. children, is important work.
 This remarkable woman is
someone to be admired.

Lessons 7–9 REVIEW 103

PART TWO: Read a Folktale

Read this folktale from long ago. Then answer questions about
the folktale. Choose the best answer for Numbers 7 through 12.

Like Master, Like Servant

One day long ago, a master decided to go out for a walk. Now, this
master was the silliest man in the land. He was such a noodlehead that
when he put on his boots, he never noticed that they were two different
boots. One boot had a thick sole, and the other had a thin sole.
The master set off on his walk, with his servant following behind him.
But the master soon found it difficult to walk. One foot was always sinking
more deeply than the other.
A stranger passed by and saw what trouble the master was having.
“Excuse me,” the stranger said, smiling. “You are having trouble walking
because one of your boots has a thick sole and the other has a thin one.
Put on two boots with the same kinds of soles, and you will have no more
trouble walking.”
The master turned to his servant and said, “Return to the house and
bring me my other boots.”
The servant ran back to the house and quickly found the other boots.
He looked at them carefully. One boot had a thick sole, and the other had
a thin sole.
“These are no better than the boots my master has on now. There’s no
reason to bring these to him. They are as uneven as the boots he is wearing.”
So the servant ran back to his master, who had been waiting for him.
When the master saw his servant return empty-handed, he asked, “Where
are the boots I asked you for?”
“Master,” said the servant, “the boots at home also
had one thick sole and one thin sole. They are no better
than the ones you are wearing!”
What do you think the master said to his servant then?
“How fortunate I am to have such a wise servant.
Today, my walk must be a hard one.” And the two men
continued down the road.

104 Lessons 7–9 REVIEW

Finding Word Meaning in Context Drawing Conclusions and
Making Inferences
7. You can tell that a noodlehead
is someone who 10. Which detail from the folktale helped
 is silly. you answer question 9?
 likes macaroni.  “How fortunate I am to have such
 is intelligent. a wise servant.”
 lived long ago.  “They are no better than the ones
you are wearing!”
 “Return to the house and bring
me my other boots.”
 “You are having trouble walking
because one of your boots has
a thick sole and the other has
a thin one.”

Finding Word Meaning in Context Distinguishing Between Fact and Opinion

8. In the last paragraph, the word 11. Which of these is a fact?
fortunate means  The master was the best in the land.
 “unhappy.”  The master was the wisest of men.
 “foolish.”  The master sent his servant back
 “clever.” to the house.
 “lucky.”  The master was the silliest man
in the land.

Drawing Conclusions and Distinguishing Between Fact and Opinion

Making Inferences
12. Which of these tells an opinion?
9. The master wasn’t angry at his servant  “How fortunate I am to have
for not bringing back his boots because such a wise servant.”
the master  “You are having trouble walking
 saw that his servant was already because one of your boots has
upset. a thick sole and the other has
 was always patient with his servant. a thin one.”
 didn’t really want to change  “They are as uneven as the boots
his boots. he is wearing.”
 was as foolish as his servant.  “Return to the house and bring
me my other boots.”

Lessons 7–9 REVIEW 105

 Lesson IDENTIFYING
10 AUTHOR’S PURPOSE
PART ONE: Think About the Strategy

What Is Author’s Purpose?

Authors always write for a reason. Everything you read has a purpose.
An author’s purpose is either to describe, to entertain, to explain, or to persuade.
Write what you think the author’s purpose is for writing each of the following.
Tell if the author’s purpose is to describe, to entertain, to explain, or to persuade.

1 A newspaper article

The author’s purpose is to .

2 A comic book

The author’s purpose is to .

3 An advertisement

The author’s purpose is to .

4 A paragraph about what owls look like

The author’s purpose is to .

Work with a Partner

• Take turns talking about some of the different things you have read.
Think about things such as books, newspaper ads, movie reviews,
and poems.
• Together, see if you can identify the author’s purpose for what you read.

106 Identifying Author’s Purpose

How Do You Find Author’s Purpose?
Every reading passage is written for a reason. When you read, ask yourself,
“What does the author want me to know?” Your answer will help you
figure out the author’s purpose.

Read this passage about a hamster named Peaches. See if you can
figure out the author’s purpose for writing the passage.

I named my pet hamster Peaches because she is orange and white.

Peaches has black eyes that look like tiny beads. Sometimes she keeps
food in her cheeks. This makes her face puff out. Peaches looks funny
with her huge cheeks and small body.

1. Think about what the author wants you to know.

Let’s narrow down the choices by using the chart below.
2. Check “yes” or “no” for each choice. You can check “yes” only once
in this chart.

Yes No
Does the passage mostly give details
Describe
about a particular person, place, or thing?
Does the passage mostly try to make you
Entertain
laugh or teach an important lesson?
Does the passage mostly tell how to do
Explain
or make something?
Does the passage mostly try to get you
Persuade
to do or buy something?

3. Write the choice that has a check mark for “yes.”

Identifying Author’s Purpose 107

PART TWO: Learn About the Strategy
All authors write for a reason. The reason an author writes
something is called the author’s purpose. When you figure out
why a reading passage was written, you are identifying the
author’s purpose. Authors write for one of four reasons—
to describe, to entertain, to explain, or to persuade.
• Some reading passages mainly describe something, such as
a person, place, or thing. The author’s purpose is to describe.
WHAT
TO • Some reading passages mainly tell a personal story,
KNOW tell something funny, or use a story to teach a lesson.
The author’s purpose is to entertain.
• Some reading passages mainly tell how to do something
or contain lots of information about a person, place, or thing.
The author’s purpose is to explain.
• Some reading passages are mainly written to try to get readers
to do something, buy something, or believe something.
The author’s purpose is to persuade.

Read this poem about a dinner invitation. As you read, think about
why the author probably wrote the poem.

Would you like to come for dinner?

We’re having strawberry jelly and pork belly,

Cold potatoes and fried tomatoes,
Jars of jam and chops of lamb,
Legs of frogs and chili dogs.
For dessert we’ll have some custard.
I like mine with a dab of mustard.

Would you like to come for dinner?

The author probably wrote this poem to make you smile or laugh.
The author’s purpose is to entertain readers with a silly poem.

108 Identifying Author’s Purpose

Read this ad for a pizza shop. As you read, try to figure out
the author’s purpose for writing the ad. Then answer the questions.

LENA’S PIZZA
The Best Pizza You’ll Ever Eat!
People in Chicago say Chicago has the best pizza.
In Los Angeles, people say Los Angeles has the most
delicious pizza in the world. For New Yorkers, only
New York-style pizza will do. Others say that you have
to go to Italy to taste real pizza.
Now you don’t have to go to Chicago, Los Angeles, New York, or Italy to get
delicious pizza. You can get the world’s best pizza right here in Springfield at Lena’s.
Lena has just returned from a trip around
the world. She went in search of delicious pizza.
She tasted all the pizza she could find. She learned
the secrets of the world’s best pizza makers. Now Lena
has returned to Springfield. So come to Lena’s Pizza!
Let Lena make the world’s best pizza for you!
Lena’s Pizza • 1492 North Main Street • Springfield

1. The author wrote the ad mainly to 2. You know your answer to question 1
 explain the history of pizza. is correct because the ad mainly
 describe pizza to people  contains many details that
who have never seen it. describe something.
 entertain readers with a  provides facts or tells readers
funny story about pizza. how to do something.
 get readers to try Lena’s pizza.  tries to get readers to do something.
 tells an enjoyable story.

Work with a Partner

• Talk about your answers to the questions.
• Tell why you chose your answers.
• Then talk about what you have learned so far about identifying
author’s purpose.

Identifying Author’s Purpose 109

PART THREE: Check Your Understanding
Authors write to describe, to entertain, to explain, or to persuade.
• To figure out if the author’s purpose is to describe,
ask yourself, “Does the author provide lots of details
about a particular person, place, or thing?”
• To figure out if the author’s purpose is to entertain, ask
yourself, “Does the author tell a personal story or try to make
REVIEW me laugh? Does the author use a story to teach a lesson?”
• To figure out if the author’s purpose is to explain, ask yourself,
“Does the author tell me facts about a person, place, or thing?
Does the author tell me how to do or make something?”
• To figure out if the author’s purpose is to persuade, ask
yourself, “Does the author try to get me to do something,
buy something, or believe something?”

Read this passage about an unusual collection. As you read, ask yourself,
“Why did the author probably write this passage?” Then answer the questions.

Some kids collect coins. But I can’t have a quarter without spending it.
Some kids collect stuffed animals. But my room is the size of a closet.
Me, I collect something better than coins or stuffed animals.
I collect pencils. That’s right—pencils. Short ones, tall ones, red ones,
blue ones, and, of course, yellow ones. I have one shoebox full of just
different kinds of yellow pencils. So far, I have over 1,000 pencils.
You say that you don’t have a lot of money or a lot of space? Well, you
might want to start a pencil collection of your own. Pencils aren’t expensive.
They don’t take up a lot of room. And when someone in your class says,
“Hey, does anyone have an extra pencil?” you’ll know what to say!

3. The author wrote the passage mainly to 4. You know your answer to question 3
 entertain readers with a story is correct because the passage mainly
about a pencil collection.  contains mostly details that
 explain how to start a coin describe something.
collection.  provides facts or tells readers
 make readers believe that having a how to do something.
collection is the best hobby to have.  tries to convince readers of
 describe the kinds of collections something.
that people have.  tells an enjoyable story.

110 Identifying Author’s Purpose

Which Answer Is Correct and Why?
Look at the answer choices for each question.
Read why each answer choice is correct or not correct.

3. The author wrote the passage 4. You know your answer to question 3
mainly to is correct because the passage mainly
● entertain readers with a story  contains mostly details that
about a pencil collection. describe something.
This answer is correct because This answer is not correct because
the passage mainly tells a personal the passage does not contain mostly
story that is enjoyable to read. details that describe a particular
person, place, or thing. The passage
 explain how to start a coin does provide some descriptions
collection. about the pencils in the author’s
This answer is not correct because collection, but this is not the main
the passage does not contain purpose of the passage.
information that explains how to
start a coin collection. The author  provides facts or tells readers
mentions only that some people how to do something.
collect coins, not how to start a This answer is not correct because
coin collection. the passage does not mainly contain
facts or information that teaches
 make readers believe that having a or explains how to do something.
collection is the best hobby to have.
This answer is not correct because  tries to convince readers of
the passage does not compare having something.
a collection to any other hobbies. This answer is not correct because
the passage does not mainly contain
 describe the kinds of collections opinions that try to get readers to
that people have. do, buy, or believe something.
This answer is not correct because
the passage does not mainly ● tells an enjoyable story.
provide lots of details about the This answer is correct because
kinds of pencils the author collects. the passage tells a personal story
about something the author finds
fun to do.

Identifying Author’s Purpose 111

PART FOUR: Build on What You Have Learned
Different reading passages are written for different purposes.
Knowing the kind of passage you are reading often helps you
identify the author’s purpose.
MORE • Articles are usually written to describe or explain people,
TO places, or things.
KNOW • Directions are written to explain how to do something.
• Personal stories, riddles, and poetry are written to entertain.
• Ads and articles in which an opinion is stated are written
to persuade.

Read each passage. Then answer the questions.

The Bird House Easy Bird Feeder

28 Main St., Groton First, find a large pinecone. Then
We have the largest selection of fill all the open spaces with peanut
birdseed, birdbaths, and feeders in butter. Next, roll the pinecone in
town. We also have the lowest prices! birdseed. Add a string to hang your
Come see us today! bird feeder from a tree. Now sit back
and wait for the birds to arrive!
My Window The Cardinal
I have a bird feeder on the outside The cardinal is enjoyed by many
of my window. One day, a little bird bird-watchers. The cardinal is found
was trying to eat, but a bigger bird in the eastern United States. It is also
kept chasing him away. I was worried found in parts of California. The male
about the little bird. So I got an idea. is bright red with a black throat. The
I put a picture of my cat on the window. female is mostly brown, with red on
The next time the big bird came by, he its wings and tail. Both birds have a
flew away. And he’s never come back! red cluster of feathers on their head.

5. The author’s main purpose in 7. The author’s main purpose in

The Bird House is to Easy Bird Feeder is to
 describe.  entertain.  describe.  entertain.
 explain.  persuade.  explain.  persuade.
6. The author’s main purpose in 8. The author’s main purpose in
My Window is to The Cardinal is to
 describe.  entertain.  describe.  entertain.
 explain.  persuade.  explain.  persuade.
112 Identifying Author’s Purpose
Read this fable about two frogs. Then answer the questions.

The Frogs and the Well

There were once two frogs that lived together in a marsh.
The marsh was a wonderful place for frogs. Frogs like wet,
damp places. There were always lots of bugs to eat, and there
was always lots of water to drink.
One hot summer day, the marsh dried up. Now the marsh was
as dry as a desert. The two frogs decided to find a new place to live.
After a while, the two frogs came to a deep well. One of the frogs
looked down into the well and saw water. He said to his friend,
“This looks like a nice, cool place. Let us jump in
and settle here.”
The other frog had a much wiser head on
his shoulders. He replied, “Not so fast, my friend.
What if the well dries up one day? How could
we possibly get out of the well?”
The moral: Look before you leap!

9. The author wrote the first paragraph 11. The author wrote paragraph 3 mainly to
mainly to  describe the place where one frog
 explain why the frogs lived in wanted to settle.
a marsh.  explain why the frogs were looking
 try to get readers to learn about for a new home.
a marsh.  persuade readers to learn more
 describe the marsh where the about deep wells.
frogs lived.  entertain readers with a silly story
 entertain readers with a funny about two frogs.
joke about a marsh.
12. The fable was written mainly to
10. The author wrote paragraph 2  explain why frogs don’t live
mainly to in wells.
 entertain readers with a story  persuade readers to avoid wells.
about frogs.  entertain readers with a story
 explain why the frogs had to move. that teaches a lesson.
 describe how the marsh dried up.  describe what a well looks like.
 persuade readers to feel sorry for
the frogs.
Identifying Author’s Purpose 113
PART FIVE: Prepare for a Test
• A test question about identifying the author’s purpose
may ask you why an author probably wrote a particular
reading passage. This kind of question is asking about
TEST the purpose of the entire reading passage.
TIPS • A test question about identifying the author’s purpose may
ask you why a particular paragraph was written. This kind of
question is asking about only one part of the reading passage.

Read the instructions for making a potato maze. Then answer questions
about the instructions. Choose the best answer for Numbers 13 and 14.

What do plants need to grow? Besides water, they also need sunlight.
If you put a plant in a sunny spot, its stems and leaves will grow toward
the sunlight. You can do an experiment to see how plants grow toward light.

Materials: shoebox with a lid; scissors; an old potato with sprouts; a small
flowerpot; damp potting soil; tape or glue; empty spools, small boxes, or blocks

1. Cut a round hole in one of the short ends of the shoebox. The hole should
be about the size of a quarter.
2. Put the potato into the flowerpot, with most of the sprouts facing up. Cover
the potato with damp soil. Be sure the sprouts are sticking out of the soil.
Place the pot in the shoebox at the end that it is opposite the hole.
3. Arrange the spools, boxes, or blocks in the shoebox to form a maze.
Tape or glue the objects to the bottom of the box. Put the lid on the box
and place the box on a sunny windowsill.
4. Check the box every few days to observe what happens. After a while,
you will see that the sprouts grow around the objects as they grow
toward the sunlight. They may even grow out the hole!

13. The author wrote the first paragraph 14. The instructions were written mainly to
mainly to  explain how to do an experiment
A persuade readers to try an with a potato.
experiment. B describe what plants need to grow.
B explain how plants grow in sunlight. C encourage readers to try a plant
C describe the results of an experiment. experiment in their classroom.
D entertain readers with an D entertain readers with an article
amusing story. about potatoes with sprouts.

114 Identifying Author’s Purpose

Read this article about a unique invention. Then answer questions
about the article. Choose the best answer for Numbers 15 and 16.

In the early 1940s, James Wright created a new type of rubber.

He worked for a company named General Electric. His invention could
bounce higher than a rubber ball. It could also lift ink off a newspaper page.
However, General Electric did not have any real use for this new rubber.
The company mailed out samples of it to several people. They wanted to
see if anyone could find a good use for it.
Some time later, Paul Hodgson saw a group of adults playing with this
rubber. He was surprised at how much fun they were having. Paul worked
at a toy store, and he had an idea. He wrote to General Electric. He asked
if he could sell the rubber. In 1949, he began to sell the rubber in containers
shaped like eggs. Hodgson called it Silly Putty®. Silly Putty became a huge
success. At long last, a use for the new rubber had been found.

15. The author wrote the first paragraph 16. The article was written mainly to
mainly to  persuade readers to buy Silly Putty.
 describe a new kind of rubber  describe how Silly Putty works.
that was invented.  explain how a popular toy was
 explain how rubber is made. invented.
 try to get readers to try out  entertain readers with a story
their own inventions. about Silly Putty.
 entertain readers with a story
about silly inventions.

Identifying Author’s Purpose 115

 Lesson INTERPRETING
11 FIGURATIVE LANGUAGE
PART ONE: Think About the Strategy

What Is Figurative Language?

Has the cat ever got your tongue? If so, you were not very talkative.
What about getting up on the wrong side of the bed? If you did,
then you were in a bad mood. Figurative language is the use of
words in a way that is different from what the words usually mean.

1 Read this sentence.

I didn‘t mean to tell everyone about the surprise.

2 Now read this next sentence. It uses different words,

but it has the same meaning as the first sentence.

I didn’t mean to spill the beans about the surprise.

3 Write which sentence is more interesting, the first one or

the second one. Tell why you chose the sentence you did.

Work with a Partner

• Talk about some of the words you have used or heard that have
a meaning different from their usual meaning. You might have heard
someone say that he “feels like a million dollars” when he feels great.
• See how many examples of figurative language you can think of.

116 Interpreting Figurative Language

How Do You Understand Figurative Language?
Sometimes you can use word meaning in context to help you understand
figurative language. Look for clues in a reading passage to help you
figure out what new meaning the words could have. Clues might be in
the same sentence where the words are found. They may also be in the
sentence just before or just after the one in which the words are found.

Read this passage about Mrs. Gomez. See if you can figure out
what the phrase all thumbs means.

My neighbor, Mrs. Gomez, asked me to help her fix her bird feeder.
“It should be easy to fix with a nail or two. But I’m all thumbs with
a hammer,” she said. “I might hit my fingers by mistake.”

1. Let’s narrow down the clues to figure out what the phrase
all thumbs means.
Look at the chart below. It shows three sentences:
the one that comes before the phrase all thumbs,
the one that contains the phrase all thumbs,
and the one that comes after the phrase all thumbs.
Look carefully at the sentences that come before and after
the phrase all thumbs.

“It should be easy to fix “But I’m all thumbs with “I might hit my fingers
with a nail or two.” a hammer.” by mistake.”

Before After

2. Now think about what the clues in the sentences tell you:
The bird feeder should be easy to fix with some nails.
 But Mrs. Gomez thinks she might hit her fingers with the hammer by mistake.
This means Mrs. Gomez must not be very good at using a hammer.
3. So the phrase all thumbs must mean

Interpreting Figurative Language 117

PART TWO: Learn About the Strategy
Similes, metaphors, and idioms are types of figurative language.
Authors use figurative language to help readers create pictures
in their mind. When you understand the meaning of a simile, a
metaphor, or an idiom, you are interpreting figurative language.
WHAT
TO • Look for things that are compared in a reading passage.
Try to find examples of similes or metaphors.
KNOW
• Look for phrases whose words have a meaning different from
their usual meaning. Try to find examples of idioms.
• Figurative language usually brings a picture to a reader’s mind.
Use that picture to help you understand figurative language.

Read this sentence. As you read, think about the two things being compared.

The tornado was as fierce as a T. Rex.

The two things being compared are a tornado and a T. Rex.
The writer used a simile to help readers picture how terrible the tornado was.
A simile uses the word like or as to compare two different things.

Read this sentence. As you read, think about the two things being compared.

Ned’s legs were shaking leaves.

The two things being compared are Ned’s legs and shaking leaves.
The writer used a metaphor to help readers picture how nervous Ned was.
A metaphor compares two different things but does not use the word like or as.
A metaphor says that one thing is another thing.

Now read this sentence. As you read, think about the meaning
of the underlined words.

The dog turned up her nose at the food.

The underlined words mean that the dog did not care for the food.
The underlined words are an idiom.
An idiom is a group of words that have a meaning different from
their usual meaning.

118 Interpreting Figurative Language

Read this article about the athlete Mia Hamm. As you read, look for
things that are compared. Also look for words that have a meaning
different from their usual meaning. Then answer the questions.

Many soccer fans believe that Mia Hamm is the best female soccer
player in the world. She has the speed of a cheetah. She can also stop
and change direction as quick as a fox. These are important skills for
a soccer player.
Mia played on the United States Olympic soccer team
in 1996. The U.S. women’s team beat China. They took
home the gold medal. For Mia, it was a victory for all
female athletes.
What does a new sports star do after winning a
gold medal? Mia and her sister visited New York City
for a little fun. They said they were going to have a ball.

1. In the article, Mia’s speed is compared 2. In the last paragraph, what does
to the speed of the phrase have a ball mean?
 a sports star.  “play soccer”
 a fox.  “enjoy themselves”
 a soccer player.  “take a tour”
 a cheetah.  “buy a soccer ball”

Work with a Partner

• Talk about your answers to the questions.
• Tell why you chose your answers.
• Then talk about what you have learned so far about interpreting
figurative language.

Interpreting Figurative Language 119

PART THREE: Check Your Understanding
Similes, metaphors, and idioms are types of figurative language.
Authors use figurative language to help readers create pictures
in their mind.

REVIEW • Look for things that are compared in a reading passage.

• Look for phrases whose words have a meaning different
from their usual meaning.
• Think about any pictures that come to mind as you read. Use
these pictures to help you understand what is being described.

Read this article about a famous painting. As you read, ask yourself,
“What pictures come to mind?” Then answer the questions.

Have you seen this painting before? This is a famous painting by the
artist Grant Wood. The painting is called American Gothic.
Grant Wood painted American Gothic in 1930. The painting was an
overnight success. Wood was glad that so many people liked it when they
saw it. He wanted everyday people, not just other artists, to enjoy his work.
Most people liked the way the man and woman looked.
They appeared to be serious and hardworking. Many people
thought they looked the way all Americans should look.
Others thought the couple looked as stiff as tree trunks.
Today, we see Wood’s painting often. It might be in a
cartoon or an ad. Sometimes, the faces of the man and the
woman are changed. They are replaced with the faces of
famous people, such as movie stars or people in the news.
Sometimes, the man and woman are put in a new setting.
Keep your eye out for these two. You never know where
they might turn up.

3. In paragraph 2, the phrase 4. The couple in the painting

overnight success means are compared to
 “liked by only a few people.”  a cartoon.
 “viewed at night.”  movie stars.
 “became popular right away.”  a painting.
 “took a long time to be known.”  tree trunks.

120 Interpreting Figurative Language

Which Answer Is Correct and Why?
Look at the answer choices for each question.
Read why each answer choice is correct or not correct.

3. In paragraph 2, the phrase 4. The couple in the painting

overnight success means is compared to
 “liked by only a few people.”  a cartoon.
This answer is not correct because This answer is not correct because
there are no details in the article to there is no comparison made
hint that only a few people liked the between the couple and a cartoon.
painting. In fact, the article states, In paragraph 4, the article states
“Most people liked the way the man that the couple sometimes appears
and woman in the painting looked.” in cartoons, but this is not a
comparison.
 “viewed at night.”
This answer is not correct because  movie stars.
there are no details in the article This answer is not correct because
to hint that the painting was seen there is no comparison made
at night. between the couple and movie
stars. In paragraph 4, the article
● “became popular right away.” states that the faces of the couple
This answer is correct because are sometimes replaced with the
details in the article hint that the faces of movie stars, but this is not
painting became liked by many a comparison.
people rather quickly. The article
states, “Wood was glad that so many  a painting.
people liked it when they saw it.” This answer is not correct because
there is no comparison made
 “took a long time to be known.” between the couple and a painting.
This answer is not correct because The article states that the couple
there are no details in the article appears in a famous painting, but
to hint that the painting took a this is not a comparison.
long time to be known by others.
Details indicate that the opposite ● tree trunks.
was true. This answer is correct because
in paragraph 3, the article states,
“Others thought the couple looked as
stiff as tree trunks.” The word as
signals that two things are being
compared in a simile.

Interpreting Figurative Language 121

PART FOUR: Build on What You Have Learned
• Think about what is being compared in a simile or a metaphor.
MORE Ask yourself, “What do the two things have in common?”
TO This will help you create pictures in your mind.
KNOW • Look at the sentences near an idiom. Look for context clues
to help you figure out its meaning.

Read this tall tale about Paul Bunyan. Then answer the questions.

Paul Bunyan is the hero of many tall tales. There are more stories
about Paul Bunyan than there are trees in a forest. Most of the stories
tell about the amazing things that Paul did.
No one seems to know exactly when Paul was born. Most folks
agree, however, that he was the biggest, strongest baby anyone had
ever seen. He was as large as a horse and just as hungry. Paul’s favorite
playmate was a big blue ox named Babe.
Paul grew up to be a lumberjack. He became famous for chopping
down the forests that once covered America. Working like busy beavers,
Paul and Babe cleared the land for farms and settlers. After one day of
very hard work, Paul and Babe were thirsty. So they dug themselves
the Great Lakes. Now they would always have plenty of water to drink.
Paul and Babe cleared enough land for the settlers’ farms. Then
they went to Canada. From there, they decided to head out for Alaska.
Just where they are today, no one is quite sure.

5. In paragraph 2, Paul’s size 7. The tall tale says that Paul and Babe
is compared to that of worked like busy beavers. This means
 an ox.  a horse. that they worked
 a tree.  a forest.  in ponds.  like farmers.
 slowly.  very hard.
6. The sentence There are more stories
about Paul than there are trees in 8. In the last paragraph, the phrase
a forest means that there are head out means
 few stories about Paul.  “live in.”
 a lot of stories about Paul.  “travel toward.”
 stories about Paul that are hard  “travel away from.”
to believe.  “plan a trip.”
 stories about Paul that always
take place in a forest.

122 Interpreting Figurative Language

Read this article about a World Cup soccer game.
Then answer the questions.

In July 1998, France and Brazil faced each other for

soccer’s highest honor, the World Cup. The World Cup
is to soccer what the World Series is to baseball.
Some people thought that the French team didn’t
stand a chance against Brazil. Brazil was the better team,
they said. Brazil had Ronaldo. Ronaldo has been called
the world’s best soccer player. Some have said that
Ronaldo was a tiger on the field.
But France had Zinedine Ziane, the French magician.
Ziane was an excellent player, but he did not often score
goals. In the game against Brazil, Ziane scored two goals.
“I was so hungry to score a World Cup goal that I made
it two,” he said. The final score was 3–0. France was the
World Cup
new world champion!

9. In the article, the World Cup 11. The phrase didn’t stand a chance
is compared to means that the French team
 a soccer game.  was expected to win easily.
 a high honor.  probably wouldn’t play well.
 France and Brazil.  didn’t have much hope of winning.
 the World Series.  had few players who could score.
10. Which two things are compared 12. Which of these is a metaphor?
in the last paragraph?  Ronaldo was a tiger on the field.
 a soccer game and a magic trick  Brazil was the better team.
 a champion and a country  Ziane scored two goals.
 a soccer player and a magician  The final score was 3–0.
 a soccer team and a goal

Interpreting Figurative Language 123

PART FIVE: Prepare for a Test
• A test question about interpreting figurative language
may ask you about the meaning of a simile, a metaphor,
TEST or an idiom.
TIPS • A test question about interpreting figurative language
may ask you about things that are compared in the
reading passage.

Read this story about a boy’s visit to a museum. Then answer questions
about the story. Choose the best answer for Numbers 13 and 14.

Roberto had just entered the museum with his parents. This was
his first trip to the museum, but he wasn’t very happy. His friends from
school had told him that a visit to the museum was about as much
fun as cleaning your room.
As Roberto walked into the museum, he saw old airplanes and
space rockets. He saw a huge skeleton of a brontosaurus towering
high above a group of children. Roberto even saw a woman showing
a group of children how a light bulb works. Roberto quickly became
excited. “My friends must be pulling my leg!” thought Roberto.
“Museums have all sorts of fun things.” Roberto knew that this trip
to the museum wouldn’t be his last.

13. In the story, a visit to the museum 14. The phrase pulling my leg means that
is compared to Roberto thinks his friends are
 going to school.  harming him.
 looking at old airplanes.  fooling him.
 cleaning your room.  helping him.
 flying a rocket.  pushing him.

124 Interpreting Figurative Language

Read this article about the first space-shuttle mission.
Then answer questions about the article. Choose the
best answer for Numbers 15 and 16.

On April 12, 1981, the space shuttle Columbia lifted off from
Cape Canaveral, Florida. Captain John Young and Commander
Robert Crippen had been chosen as the pilots. This would be the
first flight to space in a shuttle. The crew’s mission was to prove
that a shuttle could work in space. They also needed to show that
it could be used for more than one mission.
Scientists had never tested a shuttle in space before. They were
nervous during the launch. Scientists watched like hawks as the
Columbia left the earth.
Young and Crippen spent two days in space. In that time, they
were able to prove what scientists had hoped for. The shuttle had
worked! The mission was completed on April 14. Columbia landed
safely in California. Scientists were excited to find that their years
of hard work had paid off.

Space Shuttle Columbia

15. The phrase watched liked hawks 16. In the last sentence, the phrase
means that the scientists watched paid off means
 slowly.  “brought success.”
 happily.  “caused failure.”
 carefully.  “received money.”
 while flying.  “caused injury.”

Interpreting Figurative Language 125

 Lesson DISTINGUISHING BETWEEN
12 REAL AND MAKE-BELIEVE
PART ONE: Think About the Strategy

What Is Real and Make-believe?

Things that could happen in real life are real. Things that could not happen
in real life are make-believe. Lots of books and movies are filled with things
that could not happen in real life. Tiny people do not really live under stairs,
and pigs cannot really build houses of wood, straw, or brick.

1 Write the name of a TV show, book, or movie that tells

about things that could happen in real life.

2 What kinds of things could really happen?

3 Write the name of a TV show, book, or movie that tells

about things that could not happen in real life.

4 What kinds of things could not really happen?

Work with a Partner

• Talk about things that could or could not happen in real life.
• You can think about books you have read or movies you have seen.
Or you can use your imagination to think of your own ideas.

126 Distinguishing Between Real and Make-believe

How Do You Tell the Difference Between Real and Make-believe?
Sometimes you can tell if the things you are reading about are real or
make-believe by figuring out what you are reading. If you are reading a
newspaper article, you know the things that happened are real. If you are
reading a tall tale, you know that most things that happened are make-believe.

Read this passage about a wolf. See if you can figure out which things
could really happen and which things could not.

A wolf was walking through the woods. He stopped at a river

for a drink. He saw his face reflected in the water. “I have never
seen my own face,” said the wolf. “What a handsome fellow
I am.” And he skipped and danced all the way home.

1. Think about what you read. You read a story about a wolf.
2. Now, let’s figure out what could happen in real life and what could not.
Look at the chart below. It shows the things the wolf does in the story.
3. Read each thing the wolf does
Place a check mark next to “Real” if what the wolf does could happen
in real life.
Place a check mark next to “Make-believe” if what the wolf does
could not happen in real life.

Things the wolf does Could really happen Could not really happen
A wolf walks through
the woods. ✓ Real Make-believe

A wolf drinks out of

Real Make-believe
a river.
A wolf sees his own
Real Make-believe
reflection in the water.

A wolf talks. Real Make-believe

A wolf skips and dances. Real Make-believe

Distinguishing Between Real and Make-believe 127

PART TWO: Learn About the Strategy
Things you read that could happen in real life are real. Things
you read that could not happen in real life are make-believe.
When you figure out which parts of a reading passage are real
and which parts are make-believe, you are distinguishing
between real and make-believe.
WHAT
TO • Real stories are about events that could really happen.
KNOW • Make-believe stories are about events that could not really
happen. Clues that signal a story is make-believe include
unlikely or made-up events, imaginary places, talking animals,
and characters who do impossible things.
• Oftentimes in a story, some parts of the story are real,
and other parts are make-believe.

Read this story about a dog. As you read, think about the things
that could really happen and the things that could not.

Rusty had woken up when the first glimmer of sun appeared.

He spent the day exploring the countryside.
In the evening, Rusty was ready to go home. He ran up to
a yellow cab. The shaggy dog opened the door and jumped in.
Rusty told the driver to take him home.

The things that could really happen:

Rusty had woken up when the first glimmer of sun appeared.
He spent the day exploring the countryside.
In the evening, Rusty was ready to go home.
He ran up to a yellow cab.

The things that could not really happen:

The shaggy dog opened the door and jumped in.
Rusty told the driver to take him home.

128 Distinguishing Between Real and Make-believe

Read this story about a girl named Angela. As you read,
think about which things in the story could really happen
and which things could not. Then answer the questions.

Angela never has to be woken up on Saturdays.

On Saturday mornings, Angela jumps out of bed.
Saturday is ballet day. Angela can’t wait to get to class.
Right after breakfast, Angela gets ready to go to
the ballet studio. She pulls her hair back into a bun.
Then she stuffs her ballet shoes into her bag.
As her mother drives her to class, Angela begins to
daydream. She sees herself on the center of a stage.
She is wearing a glittering costume. On her feet are her
special dance shoes. Angela’s feet begin to move as
her shoes take over. She performs her routine beautifully.
The audience cheers as Angela takes a bow.

1. Which of these could not really 2. How do you know that this story
happen? is mostly real?
 Angela jumps out of bed on  Many dancers have ballet shoes
Saturday morning. that take over their feet.
 Angela gets ready for ballet class.  People can really take ballet
 Angela wears a glittering costume. lessons.
 Angela’s feet begin to move as  Daydreams always tell about
her shoes take over. things that are real.
 No one can dance without
a special pair of dance shoes.

Work with a Partner

• Talk about your answers to the questions.
• Tell why you chose your answers.
• Then talk about what you have learned so far about
distinguishing between real and make-believe.

Distinguishing Between Real and Make-believe 129

PART THREE: Check Your Understanding
Some things you read are real, and some things are make-believe.
• To figure out if what you are reading is mostly real,
ask yourself, “Could all of the events really happen?
REVIEW Do the characters act as they might in real life?”
• To figure out if what you are reading is mostly make-believe,
ask yourself, “Are any of the events unlikely or magical?
Do animals talk? Do characters do impossible things?”

Read this story about a boy who finds some new pets.
As you read, ask yourself, “Which parts of the story could
or could not really happen?” Then answer the questions.

Eddie’s New Pets

Eddie went exploring in his backyard. He was searching for crickets.
When he found two of them, he scooped them up and put them into a jar.
He added some dirt, some leaves, and a small stick.
He then put the lid on the jar and poked several holes
in the top. Eddie then placed his new pets on a
windowsill in his bedroom.
That night, as Eddie crawled into bed, he said
good night to his crickets. “Good night,” replied one of
the crickets. Eddie blinked his eyes and looked closer
into the jar. He saw a cricket knocking on the glass.
“Will you set us free tomorrow?” asked the cricket.
“Our parents are going to be worried about us.”

3. Which of these could really happen? 4. You know that this story is mostly
 Eddie’s crickets ask to be freed. make-believe because
 Eddie puts two crickets into  boys can’t go exploring
a jar. in their backyard.
 Eddie sees a cricket knock  no one places jars on a windowsill.
on the side of the jar.  people do not say good night
 Eddie’s cricket says, “Good night.” to their pets.
 pets cannot talk to their owners.

130 Distinguishing Between Real and Make-believe

Which Answer Is Correct and Why?
Look at the answer choices for each question.
Read why each answer choice is correct or not correct.

3. Which of these could really happen? 4. You know that this story is mostly
 Eddie’s crickets ask to be freed. make-believe because
This answer is not correct because  boys can’t go exploring
crickets cannot talk. This part of in their backyard.
the story is make-believe. It could This answer is not correct because
not really happen. boys could really go exploring in
their backyard.
● Eddie puts two crickets into
a jar.  no one places jars on a windowsill.
This answer is correct because a This answer is not correct because
boy could really put two crickets people could place jars on a
into a jar. This part of the story windowsill in real life.
is real. It could happen in real life.
 people do not say good night
 Eddie sees a cricket knock to their pets.
on the side of the jar. This answer is not correct because
This answer is not correct because people could really say good night
crickets cannot knock. This part of to their pets.
the story is make-believe. It could
not really happen. ● pets cannot talk to their owners.
This answer is correct because
 Eddie’s cricket says, “Good night.” pets cannot speak in sentences
This answer is not correct because to their owners as the crickets
crickets cannot talk. This part of do in the story.
the story is make-believe. It could
not happen in real life.

Distinguishing Between Real and Make-believe 131

PART FOUR: Build on What You Have Learned

MORE
• Real stories include biographies, news reports,
and informational articles.
TO
KNOW • Make-believe stories include fables, fairy tales, folktales,
myths, legends, tall tales, and science fiction.

Read this e-mail written by one friend to another.

Then answer the questions.

From: Noriko S. <nsoto@stars.xyz>To: Sarah J. <sjohnson@comp.xyz>

Subject: Miss you!

Hi, Sarah!
How is your new house? Many things have changed in the neighborhood
since you moved away.
My cat, Fluffy, hasn’t been acting like himself lately. I think he misses you.
I wish he could talk and tell me what’s wrong.
The family that moved into your house seems strange. They don’t come out
of the house very often, and when they do, they never say hello. Their curtains
are drawn all day. My brother says that maybe they’re from outer space.
Last week, I couldn’t even go to swim class because I was as sick as a dog!
I am in level four now. I hope I reach level five before the end of the summer.
When can you come and visit? Write soon, and let me know.
Noriko

5. Which of these could really happen? 7. Which of these could not really happen?
 Sarah comes to visit Noriko.  Noriko receives an e-mail from Sarah.
 The new neighbors come from Mars.  Noriko becomes friends with the
 Noriko blinks and Sarah appears. new neighbors.
 Noriko’s cat tells her what’s wrong.  Noriko is sick and turns into a dog.
 Noriko reaches level five in her
6. You can tell that the information swim class.
in the e-mail is real because
 no one has new neighbors. 8. Which of these could really happen?
 Noriko has a cat that talks.  A new family moves into Sarah’s
 the e-mail tells about things old house.
that could really happen.  Sarah’s old house disappears.
 people often act like dogs  Fluffy tells Sarah he misses her.
when they are sick.  Noriko’s swim teacher is really
a fairy princess.
132 Distinguishing Between Real and Make-believe
Read this journal entry. Then answer the questions.

April 3
Today our class took a field trip to the City Aquarium. There was
so much to see!
We watched penguins and seals. They like to swim and show off
for visitors. Then we went to see different kinds of reptiles, like snakes
and lizards. We also saw lots of frogs. Some of the frogs live in places
that are hot and wet. Their colors are very bright.
Next we went to the tide pool. We got to stick our hands in the
clear salt water and hold creatures like crabs, starfish, and sea
urchins. There was even a tiny horseshoe crab. These animals usually
live in the ocean. I wonder if they miss their home.
We ended our visit with the Sea Lion Show. We saw two sea lions
dancing across the stage waiting for a fish reward. Then they jumped
into the water and did lots of tricks. Some people got wet. Our teacher
got a sea lion kiss.
We sat outside and ate the lunches that we brought. Then it was
time to go back to school. While we were on the bus, our teacher asked
us what we liked best. We told her that it was too hard to choose.
We liked everything that we saw.

9. Which of these could really happen? 11. Which of these could really happen?
 Frogs live in places that are hot.  Sea lions do lots of tricks.
 Penguins take a field trip.  Penguins take a bus to the ocean.
 Sea lions go to a dance.  Starfish go to live in the sky.
 Crabs say they miss the ocean.  Sea lions talk to visitors.
10. Which of these could not really 12. Which of these could not really happen?
happen? A Children eat lunch outside.
 Sea lions eat fish. B Seals sing and dance on the stage.
B Sea lions kiss a teacher.  Seals show off for visitors.
C Children live in a tide pool.  Children get wet at the
 Frogs have bright colors. Sea Lion Show.

Distinguishing Between Real and Make-believe 133

PART FIVE: Prepare for a Test
• A test question about distinguishing between real and
make-believe may ask you to tell the difference between
things that could happen in real life and things that
TEST
could not.
TIPS
• A test question about distinguishing between real and
make-believe often contains the words could really happen
or could not really happen.

Read this fable written by Aesop. Then answer questions about

the fable. Choose the best answer for Numbers 13 and 14.

The Caged Bird and the Bat

A singing bird was confined in a cage, which hung outside a
window. The bird had a habit of singing at night when all other
birds were asleep. One night, a bat came and clung to the bars
of the cage. The bat asked the bird why she was silent all day
and sang only at night.
“I have a very good reason for doing so,” said the bird. “It was
once when I was singing in the daytime that a man was attracted
by my voice. So he set his nets for me and caught me. Since then,
I have never sung except by night.”
But the bat replied, “It is no use your doing that now when you
are a prisoner. If only you had done so before you were caught,
then you might still be free.”

13. Which of these could really happen? 14. Which of these could not really
 A man catches a bird. happen?
 A man turns into a bird.  A bird lives in a cage.
 A bird writes a song.  A bat talks to a bird.
 A bird teaches a bat to sing.  A bird stays silent all day.
 A bat clings to a birdcage.

134 Distinguishing Between Real and Make-believe

Read this fairy tale. Then answer questions about the fairy tale.
Choose the best answer for Numbers 15 and 16.

The Frog Prince

Of all the toys the princess had, she loved her golden ball
the most. One day, the ball bounced into a deep, dark well. The
princess began to cry until she heard a deep voice say, “If I get
your ball back, will you promise me something?” The princess
looked up to see a frog. The princess said she would promise him
anything if he got her ball back.
So the frog dove down and quickly came back up with the ball.
“What do you want me to promise?” asked the happy princess.
“That you will let me live with you and be your friend,” answered
the frog.
“I’ll have to think about that,” said the princess. The frog could
see that the princess didn’t want to be his friend. So, tearfully,
he said good-bye.
“Wait,” said the princess. “Don’t be sad.
I’ll be your friend.” She picked him up and
kissed him.
Suddenly, the frog was gone, and in his
place stood a fine prince, who said, “Only
the kiss of a kind-hearted princess could
remove the spell that was put on me.”
The prince and the princess became
good friends. One day, they decided to
marry. And they lived happily ever after.

15. Which of these could not really happen? 16. Which of these could really happen?
 A ball bounces into a well.  A frog talks to a princess.
 A frog dives into a well.  A frog does a favor for a princess.
 A frog says a tearful good-bye.  A prince turns into a frog.
 A princess becomes friends  A princess cries when she loses
with a prince. her toy.

Distinguishing Between Real and Make-believe 135

 Lessons REVIEW
10-12
PART ONE: Read a Notice

Read this notice about a contest. Then answer questions about

the notice. Choose the best answer for Numbers 1 through 6.

CALLING ALL YOUNG ARTISTS!

Do you like to draw or paint? Do you like animals? Would you like
to do something to help animals? Then hop like a bunny and pick up
a paintbrush. We need you to enter the Abram Wildlife Association’s
Calendar Contest.
Every year, the Abram Wildlife Association creates a calendar.
We want next year’s calendar to show your artwork. We will choose
12 winners from the drawings and paintings we receive. The winning
artwork will appear in next year’s calendar. It will be titled “Young
Artists Look at Animals.” Send us your artwork, based on one of
these themes:
• People Helping Animals
• Animal Babies
• Endangered Animals
• Troubled Habitats
• Wild Animals Are Not Pets
Your art could be the first step in saving
the life of an endangered animal. Don’t say
you’re too busy. Make time to help save the
world’s wild animals! Drop off your original
artwork at Holden Public Library by May 1.
Judging will take place on May 5. All winners
will be notified by mail.

136 Lessons 10–12 REVIEW

 Identifying Interpreting Distinguishing Between
Author’s Purpose Figurative Language Real and Make-believe

Identifying Author’s Purpose Interpreting Figurative Language

1. The author’s purpose in paragraph 2 4. Which of these is a simile?
is to  hop like a bunny
 explain how the contest works.  you like to draw
 entertain readers with a story  you like animals
about animals.  like to do something
 persuade readers to help animals.
 describe the work of the Abram
Wildlife Association.

Identifying Author’s Purpose Distinguishing Between

Real and Make-believe
2. What is the author’s purpose in
the last paragraph? 5. Which of these could really happen?
 to inform readers how to enter  A boy from the planet Venus
the contest wins the contest.
 to persuade readers to enter  A dog draws a poster and sends it
the contest to the contest.
 to describe a prize-winning  The Abram Wildlife Association
poster creates a calendar every year.
 to entertain readers with funny  One of the contest judges is a lion.
animal stories

Interpreting Figurative Language Distinguishing Between

Real and Make-believe
3. In the last paragraph, what does
the phrase make time mean? 6. Which of these could not really happen?
 “look at one’s watch  A tiger lives happily in an
to see what time it is” apartment.
 “draw a clock”  Children help save wild animals.
 “wait to do something”  Some wild animals are in danger.
 “do something even if  Wild animals live in the
one is busy” United States.

Lessons 10–12 REVIEW 137

PART TWO: Read an Article

Read this article about cats. Then answer questions about the article.
Choose the best answer for Numbers 7 through 12.

The Care and Feeding of Your Pet Cat

Cats can be lots of fun, but they do need care. You need to make sure
you will have enough time to feed, play with, and brush your cat every day.
You will also need to spend time cleaning its litter box. Cats depend on their
owners for everything. A cat owner is like a parent.
Some people think cats are unfriendly, but they are not. Cats don’t need
lots of attention. They may seem unfriendly sometimes, but more often they
are loving and cuddly. When a cat wants to be cuddled, it will jump into your
lap. If it wants to be patted, it will rub your hand. Cats have a way of showing
other feelings, too. If a cat’s tail is straight up, it is excited that you’re near.
If a cat hisses, leave it alone. Sometimes cats need a time out.
You can feed your cat wet food or dry food. You can also mix the foods
together. Just make sure the food is of good quality. Feed your cat two
times a day. If you give your cat canned food, throw out any food that hasn’t
been eaten after half an hour. Never give your cat dog food. Also, never feed
your cat chocolate, bones, or table scraps. Even milk products can make
your cat ill.
Don’t give your cat too many treats. Most treats
contain lots of sugar and fat. They can cause your
cat to really pack on the pounds. Older cats often
have trouble with their weight. You don’t want to
add to the problem.
Your cat should have fresh, clean water available at all times. Change
the bowl at least once a day. On hot days, you might even want to add
some ice to your cat’s water.
One of the most important things you can do to protect your cat is
make sure it wears a collar with a special tag. The tag should have your
cat’s name and your home phone number. If your cat is ever lost, anyone
who finds your cat can help it find its way home.
If you’re ready to bring a cat into your home, remember that there are
many of them ready to be adopted at animal shelters.

138 Lessons 10–12 REVIEW

Identifying Author’s Purpose Interpreting Figurative Language
7. The author wrote the article mainly to 10. The phrase pack on the pounds means
 entertain readers with a funny  “store things in large packages.”
animal story.  “eat lots of sugar.”
 explain how to care for  “gain weight.”
a pet cat.  “make something worse.”
 persuade readers to adopt
a cat.
 describe the different ways
cats behave.

Identifying Author’s Purpose Distinguishing Between

Real and Make-believe
8. You know your answer to question 7
is correct because the article mainly 11. Which of these could really happen?
 tells an enjoyable story.  A cat hisses at a stranger.
 gives readers facts about how  A cat calls you when it is lost.
to do something.  A cat uses a brush to groom itself.
 tries to convince readers to do  A cat cleans its own litter box.
something.
 contains mostly details that
describe animals

Interpreting Figurative Language Distinguishing Between

Real and Make-believe
9. In the first paragraph, cat owners
are compared to 12. Which of these could not really happen?
 cats.  A cat holds its tail straight up.
 parents.  A cat jumps into its owner’s lap.
 pets.  A cat makes a tag with its name
 children. and number on it.
 A cat likes both wet food and
dry food.

Lessons 10–12 REVIEW 139

 Lessons FINAL REVIEW
1-12
PART ONE: Read a Folktale

Read this Native-American folktale. Then answer questions about

the folktale. Choose the best answer for Numbers 1 through 12.

The First Medicine

Once upon a time, a very sick old man entered an Iroquois village.
Over each wigwam, there was a sign. The sign told which clan the owner
of that wigwam belonged to. A beaver skin meant that the owner was
part of the beaver clan. A deer skin meant that the owner was part of
the deer clan. The old man went to each wigwam asking for food and
a place to sleep. But each time, he was sent away.
Finally, he came to a wigwam with a bear skin. A kind woman lived
there. She let the man into her wigwam. The old man told the woman
to go out and search for certain herbs. She prepared these herbs,
following the old man’s directions. The old man took the medicine
and became better in no time.
A few days later, the old man came down with a fever.
This time, he told the woman to search for
different herbs. Again, this medicine healed him.
This was repeated many times. Each time the
old man became sick, the woman would gather
different herbs, make a new medicine, and
cure him.
At last, the old man told the woman that she
now knew all the secrets for curing diseases.
He told her to plant a hemlock tree in front
of her wigwam. The tree would grow high in
the air above all others. This would show that
the bear clan ranks higher than all other clans.

140 Lessons 1–12 FINAL REVIEW

Finding Main Idea Recognizing Cause and Effect
1. The folktale is mostly about 4. What happened each time the old man
 how a woman learned the secrets became sick?
of medicine.  The woman went out to search
 what the signs over Iroquois for bears.
wigwams meant.  The people of the village turned
 why there are so many him away.
hemlock trees.  He showed the woman how
 how medicine is made to make a new medicine.
from plants.  The woman planted a hemlock tree
in front of her wigwam.

Recalling Facts and Details Comparing and Contrasting

2. In the folktale, which of these 5. How was the woman of the bear clan
animal skins was not found different from the other people in
in the Iroquois village? the village?
 beaver  She did not turn the old man away.
 bear  She had more room in her wigwam.
 coyote  She had an animal skin over
 deer her wigwam.
 She had known that the old man
knew the secrets of medicine.

Understanding Sequence Making Predictions

3. Which of these happened last? 6. The next time a sick old man
 The old man went to each wigwam. enters the Iroquois village,
 A kind woman let the old man in. the people will probably
 The old man entered an Iroquois  run away from the village and hide.
village. B build a new wigwam for him.
 The old man came down with  send him away, as they did before.
a fever. D send him to the woman for a cure.

Lessons 1–12 FINAL REVIEW 141

 Finding Word Meaning in Context Identifying Author’s Purpose
7. The word ranks in the last paragraph 10. The folktale was written in order to
means  describe what an Iroquois village
 “sings or makes a noise.” looked like.
 “has a position in a group.”  get readers to learn more about
 “gives off a strong smell.” the Iroquois.
 “lives in a certain place.”  explain why women are kind to
old men who are sick.
 entertain readers with a tale that
tells about the first medicines.

Drawing Conclusions and Interpreting Figurative Language

Making Inferences
11. In paragraph 2, the words in no time
8. From the folktale, you can tell that mean
 the old man did not want to share  “quickly.”
his secrets with the woman.  “never.”
 wigwams were made from a variety  “slowly.”
of animal skins.  “quietly.”
 the old man shared his secrets with
the woman because she helped him.
 all diseases can be cured with herbs.

Distinguishing Between Fact and Opinion Distinguishing Between

Real and Make-believe
9. Which of these is a fact?
 The deer clan is better than 12. Which of these could not really happen?
the bear clan.  A sick old man enters
 The old man is very smart. an Iroquois village.
 Most people in the village  A bear gathers herbs to make
were selfish. medicine.
 The woman followed the  A kind woman lets an old man
old man’s directions. into her wigwam.
 A hemlock tree grows to be
very tall.

142 Lessons 1–12 FINAL REVIEW

PART TWO: Read an Article

Read this article about a national park. Then answer questions about
the article. Choose the best answer for Numbers 13 through 24.

Most people enjoy spending time at parks. But a national park

is something different. A national park is a special place in nature.
It is an area set aside for all people in our country to enjoy.
Yellowstone was the very first national park. It was created in 1872.
Right off the bat, people wanted to visit there. Still today, Yellowstone
is one of the most popular national parks. More than two million people
visit each year.
Why do so many people visit? For one thing, they want to see wild
animals. Huge animals called bison live in the park. Other animals include
moose, black bears, and grizzly bears. Long ago, wolves lived in the park.
But people hunted the wolves, and soon there weren’t many left. Now
the wolves are protected. So their numbers are growing.
Have you heard about the bubbling land in Yellowstone? Hot springs,
or pools of steaming hot water, are under the land. In some places, the
steaming water bursts into the air. These springs are called geysers.
Old Faithful is a famous geyser there. It spurts water and steam just
about every 75 minutes.
In the summer of 1988, a fire broke out in Yellowstone. Wild fires often
burn there, but this fire was unlike any other. Workers could not control it.
Strong winds spread the flames. Hot, dry weather kept the fire burning.
Many pine forests burned. Luckily, most of the
Montana
animals escaped from the smoke and flames. Wyoming

Scientists think that fire in the park is

YELLOWSTONE
a natural event. The ash from fires makes NATIONAL
PARK
the soil richer. After a fire, the heat makes
pinecones pop open and send out seeds. Idaho
Old
The seeds grow into new pine trees. Look for Faithful
Yellowstone
Lake
new pine trees if you ever visit Yellowstone!

Lessons 1–12 FINAL REVIEW 143

 Finding Main Idea Recognizing Cause and Effect
13. The best title for the article is 16. The wolves in Yellowstone almost
A “1872: An Important Year.” died out because
B “All About National Parks.” A there wasn’t enough food for them.
C “Saving the Park’s Wolves.” B people killed too many of them.
D “Yellowstone National Park.” C grizzly bears ate them.
D they couldn’t escape from the fires.

Recalling Facts and Details Comparing and Contrasting

14. Each year, Yellowstone gets more than 17. How was the fire of 1988 different
A two hundred visitors. from other fires in Yellowstone?
B two thousand visitors. A Lightning caused this fire to happen.
C one million visitors. B Many animals were killed
D two million visitors. in this fire.
C Workers could not control this fire.
D This fire caused new pine trees
to grow.

Understanding Sequence Making Predictions

15. These boxes show some things 18. If you were to visit Yellowstone,
that happened in the article. you would be likely to
In 1988, a Many pine
A watch seeds growing into
fire starts in trees burn new pine trees.
Yellowstone. in the fire. B see very few other people
visiting the park.
What belongs in the empty box?
C see water and steam shooting
A Pinecones produce seeds that up from Old Faithful.
grow into new pine trees. D see giraffes, elephants, and tigers
B Many wolves and other animals in the park.
are killed in the fire.
C Steaming water bursts into the air.
D Workers controlled the fire quickly.

144 Lessons 1–12 FINAL REVIEW

Finding Word Meaning in Context Identifying Author’s Purpose
19. In paragraph 4, the word spurts 22. The author’s purpose in paragraph 3
means is to
A is buried under. A describe the land and water
B bursts up. in Yellowstone.
C caves in. B get readers to feel badly about
D trickles out. the wolves.
C entertain readers with a tall tale
about a bear.
D explain about some of the animals
in Yellowstone.

Drawing Conclusions and Interpreting Figurative Language

Making Inferences
23. In paragraph 2, the phrase
20. From the article, you can figure right off the bat means
out that A “surprisingly.”
A good things can happen after fires B “carefully.”
burn parts of Yellowstone park. C “after a long while.”
B visitors stopped going to D “immediately.”
Yellowstone after the fire in 1988.
C people are allowed to hunt
animals in Yellowstone park.
D more visitors go to other national
parks than to Yellowstone.

Distinguishing Between Fact and Opinion Distinguishing Between

Real and Make-believe
21. Which of these is an opinion?
A Yellowstone was the first national 24. Which of these could not really happen?
park to be created. A People travel to visit national parks.
B In the summer of 1988, fires B Hot springs under the ground
burned in Yellowstone. shoot water into the air.
C Yellowstone is the most exciting C Herds of bison roam Yellowstone.
place to visit on vacation. D Animals in Yellowstone have
D Bison, moose, and bears live picnics with the visitors.
in Yellowstone.

Lessons 1–12 FINAL REVIEW 145

PART THREE: Read a Story

Read this story about a young boy named Nick. Then answer questions
about the story. Choose the best answer for Numbers 25 through 36.

And So Great-Grandfather Came

In school we learned about immigrants. Immigrants are people who leave
one country to live in another. A large number of immigrants came to live in
America during the early 1900s.
When I got home from school, I asked my mom if anyone from our family
was an immigrant. She reached up high on a bookshelf and took out a photo
album. It was filled with black-and-white pictures of people in her family. She
showed me a picture of her grandfather. She told me how her grandfather
had to escape from the country where he was born. A war was going on,
and there was a lot of fighting.
“Is he my great-grandfather?” I asked.
“Yes, he is,” Mom answered. I smiled.
My great-grandfather boarded a ship and
traveled across the Atlantic Ocean to America.
The ship landed at Ellis Island in New York.
Everyone got off the boat and waited inside
a big building. Doctors there made sure my
great-grandfather was healthy. If he wasn’t, he might have to go back to his
country. His name was written in a book that lists the name of each person
who passed through Ellis Island. The book also shows their answers to certain
questions. Two of these questions were “How much money do you have?” and
“Where are you going to live?”
My great-grandfather came here alone. He didn’t know one person. Other
people came as families. Some family members weren’t allowed to stay. They
were sick. The family had to decide then and there if they were going to split up
or go back to their homeland together.
My great-grandfather was given the okay to stay in the United States. He
stayed in New York City the rest of his life. He worked in a bakery for a while. Then
he married my great-grandmother. She worked in a factory. She was a seamstress
who made dresses. Later my great-grandfather became a police officer. He died
before I was born. I wish I had known my great-grandfather. He must have been
very brave. I would have enjoyed hearing him tell me about his life.

146 Lessons 1–12 FINAL REVIEW

Finding Main Idea Recognizing Cause and Effect
25. What is the story mostly about? 28. If doctors found people at Ellis Island
 a man who comes to the United to be sick, they might have to
States from another country  stay at Ellis Island.
 a boy who learns about his  return home.
great-grandfather  stay with their family.
 an island in New York called  go to the hospital.
Ellis Island
 the many people who came to
America in the early 1900s

Recalling Facts and Details Comparing and Contrasting

26. Nick’s great-grandfather came 29. A seamstress is most like a
to the United States because  baker.
A there was a war going on  factory worker.
in his country.  police officer.
B he had no money to take care  dressmaker.
of his family at home.
 he had no family.
 he needed a doctor.

Understanding Sequence Making Predictions

27. Which of these happened first 30. Which of these is Nick most likely
to Nick’s great-grandfather? to do next?
 He got married to Nick’s  Write a letter to his
great-grandmother. great-grandfather.
B He became a police officer.  Become a police officer.
C He arrived at Ellis Island.  Read a book about New York.
 He was checked by doctors  Find out more about other
at Ellis Island. immigrants in his family.

Lessons 1–12 FINAL REVIEW 147

 Finding Word Meaning in Context Identifying Author’s Purpose
31. You can tell that an immigrant is 34. The story was written in order to
someone who  entertain.
 lived in New York long ago.  persuade.
 travels from one country to live C explain.
in another. D describe.
 is a passenger on a ship.
 lived in America during the
early 1900s.

Drawing Conclusions and Interpreting Figurative Language

Making Inferences
35. In paragraph 6, the words
32. You can tell from the story that Nick then and there mean
 has never been to New York City.  “right away.”
 never got to meet his  “in front of others.”
great-grandfather.  “after a while.”
 works hard in school.  “over and over again.”
 enjoys learning about other
countries.

Distinguishing Between Fact and Opinion Distinguishing Between

Real and Make-believe
33. Which of these tells what someone
thinks or feels? 36. Which of these could not really happen?
 A war was going on, and there  A man travels alone.
was a lot of fighting.  A family comes to the
 He must have been very brave. United States.
 My great-grandfather came C A boy goes back in time to
here alone. visit his great-grandfather.
 In school we learned about D A doctor checks to see if
people who came to the someone is healthy.
United States long ago.

148 Lessons 1–12 FINAL REVIEW

PART FOUR: Read a Story

Read this story about a girl named Victoria. Then answer questions
about the story. Choose the best answer for Numbers 37 through 48.

Right-Handed or Left-Handed?
Victoria arrived in class panicked. She couldn’t find her report that she
had worked on so hard. And she was supposed to present her report to
the class today. A knot tightened in Victoria’s stomach. What could she do?
She had already searched her backpack three times. She walked nervously
over to her teacher. She hoped he wouldn’t be upset.
Victoria explained her problem to Mr. Forrest. “I must have left my report
on my desk at home,” she said. Mr. Forrest understood. He told Victoria that
she could present her report the next day. Victoria breathed a sigh of relief.
He wasn’t upset after all. Mr. Forrest then told Victoria that she would need
to at least talk to the class today about the subject of her report.
Victoria stood at the front of the class and began.
“I have always wondered why some people are
left-handed and others are right-handed. I think this
is the most fascinating subject to learn about. I am
left-handed. Only ten people out of one hundred are
left-handed like me. We live in a ‘right-handed’ world. Most tools are made
for right-handed people. I have learned that there are many reasons that
some people use their left hand and others use their right.
“The brain has two sides, the left side and the right side. The right side
of the brain helps the left side of the body. The left side of the brain helps
the right side of the body. For most people, the left side of the brain is the
strongest half. This is why the right side of the body is better able to do
things. Most people write, read, and speak using the left side of their brain.
This is different for people who are left-handed. The right side of their brain
is stronger. The left side of the body is better able to do things. That is why
they write using their left hand.”
Victoria ended her brief talk by asking the question, “How many of
you are left-handed, besides me?” There were twenty other students in
Victoria’s class. Only one raised a hand.

Lessons 1–12 FINAL REVIEW 149

 Finding Main Idea Recognizing Cause and Effect
37. The story mainly tells 40. Victoria breathed a sigh of relief
 why a girl forgot her homework. because
 how to become left-handed.  she was still going to get to speak
 why some people are left-handed. in front of the class.
 where a girl left her report.  the students enjoyed her report.
 her teacher was not upset.
 she found her report in her
backpack.

Recalling Facts and Details Comparing and Contrasting

38. Mr. Forrest can be described as 41. Victoria’s problem can be compared to a
 harsh.  result.
 understanding.  difficulty.
 thoughtful.  solution.
 uncaring.  disaster.

Understanding Sequence Making Predictions

39. The boxes show some things 42. Suppose you are in a room filled
that happened in the story. with forty people. Predict how
many people would be left-handed.
Victoria Victoria
explained breathed  4
her problem a sigh of  6
to her relief.
teacher.
 12
 14
What belongs in the empty box?
 Victoria asked how many of her
classmates were left-handed.
 Victoria explained that the brain
has two sides.
 Victoria stood in front of the class
and began her talk.
 Victoria felt a knot tighten
in her stomach.

150 Lessons 1–12 FINAL REVIEW

Finding Word Meaning in Context Identifying Author’s Purpose
43. In the story, panicked means 46. The story was written in order to
 “tired.”  describe how a girl felt about
 “surprised.” giving a report.
 “confused.”  explain facts about people who
 “nervous.” are left-handed.
 entertain readers with a
funny story.
 persuade readers to learn more
about why they are either
left-handed or right-handed.

Drawing Conclusions and Interpreting Figurative Language

Making Inferences
47. The story says that a knot tightened
44. There is enough information in the in Victoria’s stomach. This means
story to figure out that that Victoria was
 Victoria will not need to bring  “worried.”
her report into class after all.  “hungry.”
 most of the students in Victoria’s  “excited.”
class are right-handed.  “ill.”
 the left side of Victoria’s brain is
stronger than the right.
 Victoria will receive a high grade
on her report.

Distinguishing Between Fact and Opinion Distinguishing Between

Real and Make-believe
45. Which of these tells what someone
thinks or feels? 48. Which of these could really happen?
 “I am left-handed.”  A girl’s stomach ties itself into
 “I left my report on my desk a knot.
at home.”  A class of twenty students
 “The brain has two sides, the disappears before a teacher’s eyes.
left side and the right side.”  A report suddenly appears in
 “I think this is the most fascinating a girl’s backpack.
subject to learn about.”  A girl speaks in front of her class.

Lessons 1–12 FINAL REVIEW 151