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Table of Contents
Gourmet
Learning
®
6th Grade Reading Sample Packet
Sample #
Description
1
Suggested Timeline
2
Appetizers
3
Main Dishes Table of Contents
4
Sixth Grade Reading Test Analysis
5
Literature Connection
6
Main Dishes Objective Make Inferences
7
Initial Lesson
8
Lesson 2 Hands-on
9
Lesson 3 Cooperative Learning
10
Assessment Test 2 Benchmark Test
11
Reteach
Gourmet
Learning
®
Appetizers
TM
TM
Gourmet Learning’s menu for reading, math and science goes beyond the regular educational
“menu” and serves smooth, rich differentiated instruction that actively engages students in
their learning. The end result is students taking responsibility for their learning and ultimately
achieving significantly higher test scores! The Gourmet Lesson design provides teachers with all
the tools to learn how to teach more effectively and thus increasing their teaching success with
significantly data measurable outcomes.
Appetizers are short, daily warm-ups that provide daily reading comprehension skills review. The
content for each grade level Appetizer has been carefully selected to include across-the-curriculum,
high interest content that incorporates high interest content that incorporates dual coded reading
skills with a variety of literary and informational texts. These teacher-modeled activities provide
informal assessments of students reading, problem-solving and critical thinking development.
More specifically Appetizers:
•
provide high interest content, relating students’ experiences to the objective of the lesson
and putting the students in a receptive frame of mind for learning;
•
focus students’ attention on the lesson objective; create a framework for students to
organize and metacognitively interact with text;
•
extend students’ understanding and application of skills to real-world text;
•
review reading and writing skills in a short comprehensive format;
•
empower teachers with thousands of opportunities to emphasize test-taking strategies;
•
provide models that incorporate critical thinking strategies for responses by providing
evidence from the text that supports and justifies students’ understanding.
•
written specifically to the New Texas TEKS/STAAR standards with over 75% dual coded questions
There you have it, fully aligned to the Texas TEKS/STAAR, the “full meal deal” utilizing
a fun, different approach to learning. All materials are available in print or online. For
additional teaching ideas and suggestion for using Appetizers as part of your daily reading,
please refer to page iv. Additional information about other Gourmet products can be found
at www.gourmetlearning.com. There are no “left-overs” in the Gourmet Learning meals!
You will have an extraordinary successful year using the Gourmet Menu of products.
Jan Garber
President and Publisher
Gourmet Learning
Gourmet Curriculum Press, Inc.©
iii
Appetizers
TM
TM
Using Reading Appetizers:
Model the following procedure and expectations with your entire class for several
weeks until students are comfortable with them.
Procedure and Expectations:
Step 1: Read aloud the definition(s) of the skill(s) presented on each recipe card. The
answer keys have the definition of each skill. It is very important that the same
definition be restated so students hear the same terminology and vocabulary
each time the skill is presented.
Step 2: Read each card’s passage from the transparency or Media Presentation.
Step 3: Next, read and discuss the question. Read each of the possible multiplechoice answers, and discuss whether that choice is a reasonable answer. If
it is a possibility, put a question mark next to the letter. If it is a choice that
can be eliminated, draw a ! or an X through the letter.
Step 4: As students eliminate possible answer choices, ask them to use information
from the passage to justify their reasoning. This is a critical test-taking skill
that Appetizers help reinforce.
Step 5: Continue this process until one or two answers remain. Use direct
questioning to prompt students to redirect or fine tune their search for
accurate justifications from the text that clarify why an answer is correct or
incorrect.
Step 6: Once a final answer is selected, ask students for verbal justification, specific
with information from the text, why this is the best possible answer.
iv
After students are comfortable with these expectations, have students complete the
recipe cards and record their answers. Using spiral notebooks for this activity allows
students to accumulate their daily responses efficiently and simplifies your grading
and long-term assessment of their progress.
Procedural Example:
Sept. 5 page 14
Card 1 B
Card 2 H
Card 3 A
Gourmet Curriculum Press, Inc.©
Serves: 6th grade
Gourmet Curriculum Press, Inc.©
You’re in this dream of cotton plants.
You raise a hoe, swing, and the first weeds
Fall with a sigh. you take another step,
Chop, and the sign comes again,
Until you yourself are breathing that way
With each step, a sigh that will follow you into town.
That’s hours later. The sun is a red blister
Coming up in your palm. Your back is strong,
Young, not yet the broken chair
In an abandoned school of dry spiders.
Dust settles on your forehead, dirt
Smiles under each fingernail.
You chop, step, and by the end of the first row,
You can buy one splendid fish for wife
And three sons. Another row, another fish,
Until you have enough and move on to milk,
Bread, meat. Ten hours and the cupboards creak.
You can rest in the back yard under a tree.
Your hands twitch on your lap,
Not unlike the fish on a pier or the bottom
Of a boat. You drink iced tea. The minutes jerk.
Like flies.
Appetizers
It’s dusk, now night
And the lights in your home are on.
That costs money, yellow light
In the kitchen. That’s thirty steps,
You say to your hands,
Now shaped into binoculars.
You could raise them to your eyes:
You were a fool in school, now look at you.
You’re a giant among cotton plants.
Now you see your oldest boy, also running.
Papa, he says, it’s time to come in.
You pull him into your lap
And ask, What’s forty times nine?He knows as well as
you, and you smile.
The wind makes peace with the trees,
The stars strike themselves in the dark.
You get up and walk with the sigh of cotton plants.
You go to sleep with a red sun on your palm,
The sore light you see when you first stir in bed.
Soto, Gary. “A Red Palm.”Pomehunter. Web. <http://www.
poemhunter.com/poem/a-red-palm/> Retrieved 12/19/2012
Poetry 4(A)
Inferences Fig 19(D)
How does the author’s metaphor, “The sun is a red blister coming up in
your palm,” add meaning to the poem?
A
B
C
D
The metaphor shows how hot it is in the field.
The metaphor shows that the author is unsure of himself.
The metaphor shows the hard work of the farmer.
The metaphor shows the love the worker has for his family.
Poetry 4(A)
Inferences Fig 19(D)
An example of personification that shows that the evening is
becoming calm is –
A
B
C
D
You’re a giant among cotton plants.
The wind makes peace with the trees . . .
The stars strike themselves in the dark.
The sore light you see when you first stir in bed.
58
Ingredients For Success
Poetry 4(A)
Students understand, make inferences and draw conclusions about the structure
and elements of poetry and provide evidence from text to support their
understanding. Students are expected to describe the characteristics of various
forms of poetry and how they create imagery (e.g., narrative poetry, lyrical
poetry, humorous poetry, free verse)..
Inferences Fig 19(D)
Making an inference requires reading information, combining it with what you
already know, and making a final decision about what has happened.
58 A
C
The metaphor shows the hard work of the farmer.
B
The wind makes peace with the trees . . .
Gourmet Curriculum Press, Inc.©
Serves: 6th grade
Appetizers
Sentence 3: Did you know that agriculture provides one out of every 12
jobs in the U.S.?
Sentence 4: You can understand why when you learn that the average
farmer produces enough food to feed about 155 people each year.
Add last sentence: We are also the leading producer of at least 50
different foods that are important to the diets of people around the world.
Gourmet Curriculum Press, Inc.©
Crops Grown in US
Stated Main Idea 10(A); Fig 19(D)
Look at the outline of details from the passage below. Fill in the main
idea from the passage that all these details fit under.
I.
A. Majority of U.S. food is produced in our country
B. One-sixth of jobs in U.S. are in agriculture
C. U.S. is the world’s largest exporter of agriculture
Procedural Texts 12(B)
Inferences Fig 19(D)
Based on the information in the chart we can infer that –
A
B
C
D
Growing sorghum is becoming more popular in the U.S.
Growing wheat is more profitable than growing rice
Farmers are experimenting with growing a variety of new crops
Lots of consumers in the U.S. still need cotton.
63
Ingredients For Success
Stated Main Idea 10(A); Fig 19(D)
The main idea of a paragraph or text is the theme or topic which all other paragraphs,
sentences, and details directly support.
Agriculture is an important part of the U.S. economy.
Procedural Texts 12(B)
Students understand how to glean and use information in procedural texts and
documents.
B
Growing wheat is more profitable than growing rice
Gourmet Curriculum Press, Inc.©
63 A
Gourmet
Learning
®
Main Dishes
TM
TM
Gourmet Learning materials are organized by reading objective. Each objective is
organized in a logical taxonomy; however, the materials are designed to be flexible. They
are structured independently of each other to enable flexible lesson planning based on
students’ differentiated needs. The Main Dish Volumes are a Teacher-Student Resource;
thus, every page is available as a blackline master. To make student instruction pages
immediately accessible, these pages are provided as teaching pages and noted with
a (T) next to the page number.
Main Dishes are comprehensive books designed to be indispensable guides that
enable you to introduce, practice, and test reading objectives. Each objective is presented
with an introductory lesson (explicit instruction) that guides you step-by-step through a
formatted presentation. This is followed by a guided practice activity (Checking for
Understanding), then a game that requires students to apply their learned skill, followed
by a formative assessment test.
The modular design of each objective, plus the spiraling design of the overall
curriculum, provides multiple opportunities for differentiated instruction and flexible
grouping. Upon learning each student’s outcome on a practice formative assessment,
you can determine the appropriate follow-up activity. You can work closely with those
students who have not mastered the skill on the practice assessment in a reteach
activity, while those students achieving mastery will work on a challenging enrichment
activity. For an even greater group option, see the model for differentiated instruction
and flexible grouping on cover page viii. These exercises may be used separately or in
tandem with our other curriculum Appetizers and Desserts books.
Word analysis/word study is a crucial component of building fluency and
comprehension. A word wall, therefore, becomes a valuable tool in today’s classroom
with many uses. A word wall helps reinforce and expand students’ knowledge of our
complex language. Suggestions for creating and implementing word walls in your
classroom can be found in the Main Dish Context Clues objective.
It is our hope that our publication will facilitate the best teaching of reading skills
that are necessary to generate competent readers.
Gourmet Curriculum Press, Inc.©
iii
Table of Contents
Volume I
CATEGORY 1
I.
Vocabulary/Context Clues - (2)(A)(B)(C)(E)
A.
B.
C.
D.
E.
F.
G.
H.
Introductory/Lesson 1
Lesson 2/Test 1 (Practice Test - Expository
795 Word Count
Lesson 3/Test 2 (Benchmark Test - Triplet Selection)
885 Word Count
Enrichment
Reteach
Final Test (Paired Selection) 866 Word Count
Answer Key
Endnotes
/Grade Level
Pages
890/5-6
1-41
42-56
1020/6-8
57-67
1010/6-7
68
69-72
73-76
77-80
81-82
CATEGORY 3
II.
Facts/Details - 12(B); 13(A); Fig 19(E)
A.
B.
C.
D.
E.
F.
G.
Introductory/Lesson 1
Lesson 2/Test 1 (Practice Test - Paired Selection)
1050 Word Count
Lesson 3/Test 2 (Benchmark Test - Expository)
557 Word Count
Enrichment
Reteach
Final Test (Expository) 721 Word Count
Answer Key
930/5-6
1-23
24-35
1030/6-7
36-41
1040/6-7
42-43
44-48
49-52
53-55
CATEGORY 2
III.
Stated Main Idea - 3(A)(C); 10(A); 12(B); Fig 19(F)
A.
B.
C.
D.
E.
F.
G.
Introductory/Lesson 1
Lesson 2/Test 1 (Practice Test - Paired Selection)
936 Word Count
Lesson 3/Test 2 (Benchmark Test - Paired Selection)
787 Word Count
Enrichment
Reteach
Final Test (Paired Selection) 986 Word Count
Answer Key
Gourmet Curriculum Press, Inc.©
1020/6-8
1-15
16-30
1050/7-8
31-38
1000/6-8
39-40
41-43
44-50
51-54
ix
Table of Contents
Volume I
CATEGORY 2 & 3
IV.
Implied Main Idea -
/Grade Level
3(A); 10(A); 12(B); 13(A); 14(B)
A. Introductory/Lesson 1
B.
Lesson 2/Test 1 (Practice Test - Narrative)
880/5-6
824 Word Count
C.
Lesson 3/Test 2 (Benchmark Test- Mixed Selection) 800/5-6
941 Word Count
D. Enrichment
E.
Reteach
F.
Final Test (Expository) 653 Word Count
990/6-7
G. Answer Key
H. Endnotes
Pages
1-15
16-27
28-36
37-39
40-44
45-48
49-50
51
CATEGORY 2 & 3
V.
Summarization - 10(A); Fig 19(E)
A.
B.
C.
D.
E.
F.
G.
H.
Introductory/Lesson 1
Lesson 2/Test 1 (Practice Test - Narrative)
578 Word Count
Lesson 3/Test 2 (Benchmark Test - Narrative)
686 Word Count
Enrichment
Reteach
Final Test (Expository) 602 Word Count
Answer Key
Endnotes
920/5-6
1-31
32-44
850/5-6
45-52
1050/7-9
53-55
56-58
59-62
63-64
65
CATEGORY 2 & 3
VI.
Story Elements - 3(A); 6(A)(B); 15; 26(C)
A.
B.
C.
D.
E.
F.
G.
H.
x
Introductory/Lesson 1
Lesson 2/Test 1 (Practice Test - Narrative)
1002 Word Count
Lesson 3/Test 2 (Benchmark Test - Expository)
934 Word Count
Enrichment
Reteach
Final Test (Narrative) 983 Word Count
Answer Key
Endnotes
Gourmet Curriculum Press, Inc.©
860/5-6
1-53
54-68
1040/6-8
69-77
850/5-6
78-79
80-84
85-89
91-99
100-102
Table of Contents
Volume II
CATEGORY 2 & 3
I.
Literary Devices - 4(A); 8(A); Fig 19(D)
A.
B.
C.
D.
E.
F.
G.
H.
Introductory/Lesson 1
Lesson 2/Test 1 (Practice Test - Paired Selection)
766 Word Count
Lesson 3/Test 2 (Benchmark Test - Expository)
1005 Word Count
Enrichment
Reteach
Final Test (Narrative) 1044 Word Count
Answer Key
Endnotes
/Grade Level
Pages
1000/6-7
1-30
31-42
990/6-7
43-52
1020/6-7
53-54
55-60
61-65
67-68
69-70
CATEGORY 2 & 3
II.
Fiction Literary Forms and Genres 3(A)(B)(C); 4(A); 5; 6(A)(B)(C); 14(B); 27; Fig 19(D)(E)
A. Introductory/Lesson 1
B.
Lesson 2/Test 1 (Practice Test - Mixed Selection)
760/4-5
1036 Word Count
C.
Lesson 3/Test 2 (Benchmark Test - Paired Selection) 1060/5-8
648 Word Count
D. Enrichment
E.
Reteach
F.
Final Test (Mixed Selection) 840 Word Count
760/4-5
G. Answer Key
H. Endnotes
1-45
46-55
56-62
63-65
66-68
69-73
75-77
78
CATEGORY 1, 2 & 3
III.
Nonfiction Literary Forms and Genres 6(C); 7(A); 9(A); 10(A)(B)(C)(D); 12(B); 13(A); 23; 27
A. Introductory/Lesson 1
B.
Lesson 2/Test 1 (Practice Test - Narrative)
1040/8-9
608 Word Count
C.
Lesson 3/Test 2 (Benchmark Test - Paired Selection) 1170/8-9
744 Word Count
D. Enrichment
E.
Reteach
F.
Final Test (Paired Selection) 833 Word Count
920/5-6
G. Answer Key
H. Endnotes
Gourmet Curriculum Press, Inc.©
1-37
38-46
47-58
59-60
61-63
64-68
69-70
71
vii
Table of Contents
Volume II
CATEGORY 2 & 3
IV.
Sequential Order -
/Grade Level
6(A); 10(C); 12(A)(B); 17; 22; 23; 24; 25; Fig 19(D)(E)
A. Introductory/Lesson 1
B.
Lesson 2/Test 1 (Practice Test - Expository)
602 Word Count
C.
Lesson 3/Test 2 (Benchmark Test - Expository)
563 Word Count
D. Enrichment
E.
Reteach
F.
Final Test (Expository) 645 Word Count
G. Answer Key
H. Endnotes
Pages
930/5-6
1-21
22-28
930/5-6
29-34
900/5-6
35-37
38
39-42
43-47
48
CATEGORY 2 & 3
V.
Cause/Effect - 6(A); 10(C); 12(B); 14(B); 26(A)
A.
B.
C.
D.
E.
F.
G.
H.
Introductory/Lesson 1
Lesson 2/Test 1 (Practice Test - Expository)
599 Word Count
Lesson 3/Test 2 (Benchmark Test - Narrative)
1117 Word Count
Enrichment
Reteach
Final Test (Expository) 728 Word Count
Answer Key
Endnotes
1020/6-7
1-18
19-28
1000/6-7
29-38
1060/7-8
39-42
43-45
46-50
51-53
54
CATEGORY 3
VI.
Complex Directions - 12(A)(B)
A.
B.
C.
D.
E.
F.
G.
H.
viii
Introductory/Lesson 1
Lesson 2/Test 1 (Practice Test - Expository)
728 Word Count
Lesson 3/Test 2 (Benchmark Test - Paired Selection)
597 Word Count
Enrichment
Reteach
Final Test (Expository) 215 Word Count
Answer Key
Endnotes
Gourmet Curriculum Press, Inc.©
770/4-5
1-16
17-26
940/5-6
27-32
570/3
33-35
36-39
40-43
45-48
49
Table of Contents
Volume II
CATEGORY 1 & 3
VII. Compare/Contrast -
3(C); 10(A)(B)(C)(D); 11(A)(B)(D); 12(B);
23; 24; 25(A)(B)(C); 27
A. Introductory/Lesson 1
B. Lesson 2/Test 1 (Practice Test- Paired Selection)
669 Word Count
C. Lesson 3/Test 2 (Benchmark Test - Expository)
795 Word Count
D. Enrichment
E. Reteach
F.
Final Test (Expository) 1115 Word Count
G. Answer Key
/Grade Level
Pages
1050/6-7
1-23
24-34
940/5-6
35-42
940/5-6
43
44
45-49
51-54
CATEGORY 3
VIII. Graphic Organizers - 10(D); 12(B); 13(A)(B); 17(A); 23; 25; 27
A.
B.
C.
D.
E.
F.
G.
H.
IX.
Introductory/Lesson 1
Lesson 2/Test 1 (Practice Test - Expository)
991 Word Count
Lesson 3/Test 2 (Benchmark Test - Mixed Selection)
1146 Word Count
Enrichment
Reteach
Final Test (Expository) 1107 Word Count
Answer Key
Endnotes
1130/9-10
1-33
34-45
1160/10
46-55
1030/6-7
56-58
59-61
62-68
69-74
75
Author’s Purpose - 6(C); 9; 14(A); 15(A)(i)
A.
B.
C.
D.
E.
F.
G.
H.
Introductory/Lesson 1
Lesson 2/Test 1 (Practice Test - Paired Selection)
820 Word Count
Lesson 3/Test 2 (Benchmark Test - Expository)
627 Word Count
Enrichment
Reteach
Final Test (Mixed Selection) 677 Word Count
Answer Key
Endnotes
Gourmet Curriculum Press, Inc.©
1080/8
1-12
13-26
1020/6-7
27-32
1000/6-7
33
34-40
41-44
45-46
47
ix
Table of Contents
Volume III
CATEGORY 2 & 3
I.
Make Inferences - 6; 7; Fig 19(D)
A.
B.
C.
D.
E.
F.
G.
H.
/Grade Level
Introductory/Lesson 1
Lesson 2/Test 1 (Practice Test - Narrative)
930/5-6
999 Word Count
Lesson 3/Test 2 (Benchmark Test - Paired Selection) 920/5-6
994 Word Count
Enrichment
Reteach
Final Test (Paired Selection) 959 Word Count
720/5-6
Answer Key
Endnotes
Pages
1-22
23-32
33-44
45-46
47-50
51-55
57-58
59
CATEGORY 2 & 3
II.
Make Generalizations - 6; 7; 10; 11; 15; Fig 19(D)
A.
B.
C.
D.
E.
F.
G.
Introductory/Lesson 1
Lesson 2/Test 1 (Practice Test - Paired Selection)
819 Word Count
Lesson 3/Test 2 (Benchmark Test - Narrative)
1012 Word Count
Enrichment
Reteach
Final Test (Expository) 750 Word Count
Answer Key
1030/6-7
1-15
16-24
860/5-6
25-32
1070/7-8
33-34
35-37
38-41
43-44
CATEGORY 2 & 3
III.
Make Predictions - 6; 7; 10(D); 11
A.
B.
C.
D.
E.
F.
G.
H.
Introductory/Lesson 1
Lesson 2/Test 1 (Practice Test - Paired Selection)
926 Word Count
Lesson 3/Test 2 (Benchmark Test - Expository)
640 Word Count
Enrichment
Reteach
Final Test (Mixed Selection) 978 Word Count
Answer Key
Endnotes
Gourmet Curriculum Press, Inc.©
1010/6-8
1-20
21-32
1000/6-8
33-40
900/5-6
41-48
49-50
51-55
57-58
59
vii
Table of Contents
Volume III
CATEGORY 2 & 3
IV.
Fact/Opinion -
/Grade Level
10(A)(B); 13(A)(B); 23; 24; 25; Fig 19(D)
A. Introductory/Lesson 1
B. Lesson 2/Test 1 (Practice Test - Expository)
836 Word Count
C. Lesson 3/Test 2 (Benchmark Test - Expository)
644 Word Count
D. Enrichment
E. Reteach
F.
Final Test (Expository) 634 Word Count
G. Answer Key
H. Endnotes
Pages
1190/10
1-13
14-29
950/6-7
30-35
960/6-7
36-37
38-44
45-48
49-51
52
CATEGORY 1
V.
Persuasive Devices 6(C); 10(B); 11(B); 12(A); 13(A)(C); 18; Fig 19(F)
A. Introductory/Lesson 1
B. Lesson 2/Test 1 (Practice Test - Narrative)
868 Word Count
C. Lesson 3/Test 2 (Benchmark Test - Expository)
681 Word Count
D. Enrichment
E. Reteach
F.
Final Test (Mixed Selection) 973 Word Count
G. Answer Key
H. Endnotes
700/4-5
1-19
20-30
1100/8-9
31-37
860/5-6
38-39
40-41
42-45
47-48
49
CATEGORY 1, 2 & 3
VI.
Evaluate/Make Judgments 6; 10(C)(D); 12(B); 13(A)(B); 14(C); Fig 19 (D)(F)
A. Introductory/Lesson 1
B. Lesson 2/Test 1 (Practice Test - Mixed Selection)
1131 Word Count
C. Lesson 3/Test 2 (Benchmark Test - Expository)
649 Word Count
D. Enrichment
E. Reteach
F.
Final Test (Paired Selection) 714 Word Count
G. Answer Key
H. Endnotes
viii
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1000/6-8
1-32
33-45
1090/8
46-53
880/5-6
54-56
57-60
61-65
67-70
71
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xi
Final
Test/
990
Test 1/
890
Test 2/
1020
Final
Test/
1010
Test 1/
930
Test 2/
1030
Final
Test/
1040
Test 1/
1020
Test 2/
1050
Final
Test/
1000
Test 1/
880
Test 2/
800
Conservation
Paired
Social Studies
Biography
Narrative
Mixed
Expository
Biography
Biographies
Paired
Paired
Social Studies,
Culture
Science & Literature
Science
Expository
Paired
Social Studies
Expository
Literature
Disease
Triplet
Paired
Science,
Conservation
General Subject
Expository
Type of Reading
Selection
Walt Disney
Mary Kingsley: Female Explorer
Knights
Female Explorers
The Giant Squid
Bedouins & The Masai
Octopus
Voting
Roman Mythology & History
Saving a Lighthouse
Malaria
Mali Elephants
Test Topic
Dialogue &
Note Cards
Journal Entries
Expository
Articles
Letters to the
Editor
Special Format
(if any)
The Lexile Framework® for Reading is a scientific approach to reading and text measurement. It includes the Lexile®
measure and the Lexile scale. The Lexile scale is a developmental scale for reading ranging from below 200L for beginningreader material to above 1700L for advanced text. All Lexile Framework products, tools and services rely on the Lexile measure
and scale to match reader and text.
Implied
Main Idea
Stated
Main Idea
Facts/
Details
Context
Clues
Objective
Test/
6th Grade Reading Test Analysis - Gourmet Learning
xii
Gourmet Curriculum Press, Inc.©
Literary
Devices
Story
Elements
Summarization
Test 1/
920
Test 2/
850
Final
Test/
1050
Test 1/
860
Test 2/
1040
Final
Test/
850
Test 1/
1000
Test 2/
990
Final
Test/
1020
Biography
Expository
Science
Biography
Culture
Expository
Narrative
Entertainment
Narrative
Paired
Social Studies,
Conservation
Expository
Social Studies
Entertainment
Narrative
Narrative
Culture
General Subject
Narrative
Type of Reading
Selection
A Man Rides His Horses Home,
Across Continents
Roald Dahl
The White Giraffe & Snow Leopard
Restricting TV Time
Climbing Mt Everest;
Preserving the Landmark
Queen Elizabeth
Bill Gates
A Trip to Animal Kingdom
Quinceañera
Test Topic
Dialogue
Narrative &
Expository
Dialogue & Chart
2 Sections
3 Letters
Dialogue & Map
Newspaper
Article
Special Format
(if any)
The Lexile Framework® for Reading is a scientific approach to reading and text measurement. It includes the Lexile®
measure and the Lexile scale. The Lexile scale is a developmental scale for reading ranging from below 200L for beginningreader material to above 1700L for advanced text. All Lexile Framework products, tools and services rely on the Lexile measure
and scale to match reader and text.
Objective
Test/
6th Grade Reading Test Analysis - Gourmet Learning
Gourmet Curriculum Press, Inc.©
xiii
Social Studies
Social Studies
Social Studies
Expository
Expository
Expository
Health
Mixed
Hoover Dam
Lewis and Clark Expedition
Revolutionary War
Junk Food vs. Nutritional Eating
Water Pollution
Humane Society
Excerpts from students’ stories
Fictional Characters
Salem, MA, 1692
Test Topic
Informative Report,
Recipe, Narrative
News Article
Informative Report
Letter and
Interview
Free Verse Poem,
Narrative
Poem - limerick
play dialogue
Special Format
(if any)
The Lexile Framework® for Reading is a scientific approach to reading and text measurement. It includes the Lexile®
measure and the Lexile scale. The Lexile scale is a developmental scale for reading ranging from below 200L for beginningreader material to above 1700L for advanced text. All Lexile Framework products, tools and services rely on the Lexile measure
and scale to match reader and text.
Sequential
Order
Environment
Community Service
Mixed
Paired
Science Fiction,
Historical Fiction
Paired
Test 2/
1150
Final
Test/
930
Test 1/
930
Test 2/
930
Final
Test/
900
Science Fiction
Narrative
Test 2/
900
Final
Test/
780
Test 1/
Nonfiction
Literary Forms 1130
& Genres
Historical Fiction
General Subject
Narrative
Type of Reading
Selection
Test 1/
Fiction
Literary Forms
730
& Genres
Objective
Test/
6th Grade Reading Test Analysis - Gourmet Learning
xiv
Gourmet Curriculum Press, Inc.©
Test 1/
1050
Test 2/
940
Final
Test/
940
Test 1/
1130
Test 2/
1160
Final
Test/
1030
Test 1/
1020
Test 2/
1000
Final
Test/
1060
Test 1/
770
Test 2/
940
Final
Test/
570
Science
Expository
Science
Social Studies
Mixed
Expository
Science
Expository
Preservation
Science
Expository
Expository
Biographies
Directions
Expository
Paired
Art
Paired
Cooking
Social Studies
Narrative
Expository
Social Studies
General Subject
Expository
Type of Reading
Selection
Ireland
NASA & Space Travel
Protecting the Environment
Oceans
Relationships in Nature
Amelia Earhart & Sally Ride
Programming an
Answering Machine
Creative Projects
Making A Pizza
Tasmanian Tiger
Start of the
American Revolution
The Titanic
Test Topic
Chart & Timeline
Chart
Owner’s Manual,
Directions, &
Diagram
Directions
Recipe
Letters
Special Format
(if any)
The Lexile Framework® for Reading is a scientific approach to reading and text measurement. It includes the Lexile®
measure and the Lexile scale. The Lexile scale is a developmental scale for reading ranging from below 200L for beginningreader material to above 1700L for advanced text. All Lexile Framework products, tools and services rely on the Lexile measure
and scale to match reader and text.
Graphic
Organizers
Compare/
Contrast
Complex
Directions
Cause/
Effect
Objective
Test/
6th Grade Reading Test Analysis - Gourmet Learning
Gourmet Curriculum Press, Inc.©
xv
Final
Test/
900
Test 1/
1010
Test 2/
1000
Science
Conservation
Expository
Mixed
Social Studies
Paired
Social Studies
Expository
Science/Medicine
Paired
Culture
Social Studies
Paired
Narrative
Social Studies
Narrative
Test 2/
860
Final
Test/
1070
Biography
Mixed
Health
Social Studies
Expository
Paired
Sports
Paired
General Subject
Test 1/
1030
Test 1/
1080
Test 2/
1020
Final
Test/
1000
Test 1/
930
Test 2/
920
Final
Test/
720
Type of Reading
Selection
Surviving a Storm & Water Quality
Energy Conservation—Wind Farms
Blackbeard the Pirate
Communication & Technology
Truffle Hunting
Nutrition
Corrective Eye Surgery
Benjamin Franklin & John Adams
Civil War
Beverly Cleary
Sports Stars—
Michele Wie & LeBron James
Gladiators
Test Topic
Bulletin
Dialogue
Brochure &
Diagram
Narrative
Dialogue &
Expository
Brochure
Narrative
Interviews
Letter
Literary Excerpt &
Advertisement
Special Format
(if any)
The Lexile Framework® for Reading is a scientific approach to reading and text measurement. It includes the Lexile®
measure and the Lexile scale. The Lexile scale is a developmental scale for reading ranging from below 200L for beginningreader material to above 1700L for advanced text. All Lexile Framework products, tools and services rely on the Lexile measure
and scale to match reader and text.
Make
Predictions
Make
Generalizations
Make
Inferences
Author’s
Purpose
Objective
Test/
6th Grade Reading Test Analysis - Gourmet Learning
xvi
Gourmet Curriculum Press, Inc.©
Science
Expository
Test 2/
1090
Final
Test/
880
Social Studies
Community
Paired
Science
Health,
Social Studies
Social Studies
Expository
Mixed
Mixed
Final
Test/
860
Test 1/
1000
Expository
School
Science
Expository
Narrative
Entertainment
General Subject
Expository
Test 2/
1100
Test 1/
1190
Test 2/
950
Final
Test/
960
Test 1/
700
Type of Reading
Selection
City News
Civil War
Measurement Systems
Recognizing and Handling
Peer Pressure
Responsibility to Vote
Student Elections
Horned Toads
Wolves in Yellowstone
State and National Parks
Test Topic
Letters to the
Editor
Pen Pal Letters,
Diagrams, Recipe
Narrative
Dialogue/
Thoughts &
Expository Article
Dialogue &
Campaign Posters
Special Format
(if any)
The Lexile Framework® for Reading is a scientific approach to reading and text measurement. It includes the Lexile®
measure and the Lexile scale. The Lexile scale is a developmental scale for reading ranging from below 200L for beginningreader material to above 1700L for advanced text. All Lexile Framework products, tools and services rely on the Lexile measure
and scale to match reader and text.
Evaluate/
Make
Judgments
Persuasive
Devices
Fact/
Opinion
Objective
Test/
6th Grade Reading Test Analysis - Gourmet Learning
Literature Connection
Sixth Grade
Activity
Title
Focus
Airborn
Initial
Airborn
Instruction
Why Don’t You Get a
Implied Main
Checking
Horse, Sam Adams?
Idea
Initial
The Valiant Women of the
Summarization
Instruction Vietnam War
Our Journey West: The
Oregon Trail Adventures
of Sarah Marshall
Creeps from the Deep
Initial
Milkweed
Story Elements
Instruction
Checking Milkweed
Lesson 2
The Shakespeare Stealer
Enrichment The Shakespeare Stealer
Initial
The Truth About Sparrows
Literary Devices
Instruction
Summer of the Monkeys
Initial
Tending to Grace
Sequential Order
Instruction
The Voice that Challenged
Initial
a Nation: Marion
Cause/Effect
Instruction Anderson and the Struggle
for Equal Rights
The Skin I’m In
Complex
Reteach
Joey Green’s Magic Brands
Directions
Compare/
Enrichment The Three Little Javelinas
Contrast
Armadilly Chili
Objective
Context Clues
Jackalope
Graphic
Organizers
Author’s
Purpose
Gator Gumbo
Initial
The Truth About
Instruction Sparrows
The Truth About
Reteach
Sparrows
any Sherlock Holmes
Closure
mystery
Flush
Hoot
any Harry Potter
Reteach
Visions
Final Test Ramona Quimby, Age 8
Initial
The Skin I’m In
Make Inferences
Instruction
Lesson 3
Author
Kenneth Oppel
(S)uggested
(N)eeded
Approximate
Grade
(E)xcerpt
(R)eference Lexile Score Equivalent
E
760
3rd-5th
Kenneth Oppel
E
760
3rd-5th
Jean Fritz
E
800
4th-6th
Karen Zeinert
E
*
Gary Thompson
E
630
Leighton
E
*
Jerry Spinelli
E
570
2nd-3rd
Jerry Spinelli
Gary Blackwood
Gary Blackwood
E
E
R
570
840
840
2nd-3rd
4th-6th
4th-6th
Marian Hale
E
820
4th-6th
Wilson Rawls
Kimberly Newton
Fusco
E
810
4th-6th
E
760
3rd-5th
Russell Freedman
E
1180
8th and up
Sharon Flake
E
670
3rd-4th
Joey Green
E
*
Susan Lowell
N
740
3rd-5th
Helen Ketteman
Janet Stevens and
Susan Stevens
Crummel
Candace Fleming
S
AD660
3rd-4th
S
AD360
1st-2nd
S
AD800
4th-6th
Marian Hale
E
820
4th-6th
Marian Hale
E
820
4th-6th
S
*
S
S
S
830
760
880-1030
4th-6th
3rd-5th
4th and up
E
930
5th-8th
E
860
4th-6th
E
670
3rd-4th
E
810
4th-6th
E
1040
6th and up
E
E
860
840
4th-6th
4th-6th
Arthur Conan
Doyle
Carl Hiaasen
Carl Hiaasen
J.K. Rowling
Ed. Donald R.
Gallo
Beverly Cleary
Sharon Flake
Katherine
Paterson
Marlene Fanta
Welcome Home, Jellybean
Shyer
Theodore Taylor
The Cay
Gary Blackwood
The Shakespeare Stealer
Bridge to Terabithia
Gourmet Curriculum Press, Inc.©
3rd-4th
xxxvii
Literature Connection
Reteach
501 Horrible But True
Things You’d Rather Not
Know!
Mistakes That Worked
Make
Generalizations
Make Predictions
Nature Got There First
Enrichment Charlotte’s Web
A Series of Unfortunate
Events
The Outsiders
Roll of Thunder, Hear My
Cry
Out of the Dust
Faith and the Electric
Dogs
Initial
Kira-Kira
Instruction
The City of Ember
Kira-Kira
Fever 1793
Reteach
Fact/Opinion
Persuasive
Devices
Evaluate/Make
Judgments
xxxviii
Surviving the
Applewhites
A Swiftly Tilting Planet
The Land
Riding the Tiger
The Great Kapok Tree
The Whale’s Song
The Harmonica
Initial
Kira-Kira
Instruction
Initial
The Outsiders
Instruction
Flush
Initial
Uncle Tom’s Cabin
Instruction
Enrichment “The Lady or the Tiger”
Rumpelstiltskin’s
Daughter
The Rainbow Fish
Where the Wild Things
Are
Alexander and the Terrible,
Horrible, No Good, Very
Bad Day
Helena Ramsey
and Sandy
Ransford
Charles Fotz
Jones
Phil Gates
E.B. White
R
R
R
S, R
680
3rd-4th
Lemony Snicket
S
1010
6th and up
S. E. Hinton
S
750
3rd-5th
Mildred D. Taylor
S
920
5th-8th
Karen Hesse
S
NP
Patrick Jennings
S
710
3rd-5th
Cynthia Kadohata
E
740
3rd-5th
Jeanne DuPrau
Cynthia Kadohata
Laurie Halse
Anderson
R
R
680
740
3rd-4th
3rd-5th
R
580
2nd-3rd
Stephanie S. Tolan
R
820
4th-6th
Madeleine L’Engle
Mildred D. Taylor
Eve Bunting
Lynne Cherry
Dyan Sheldon
Tony Johnston
R
R
S
S
S
S
850
760
*
670
*
AD620
4th-6th
3rd-5th
3rd-4th
Cynthia Kadohata
E
740
3rd-5th
S.E. Hinton
E
750
3rd-5th
Carl Hiaasen
Harriet Beecher
Stowe
Frank R. Stockton
E
830
4th-6th
R
1050
6th and up
R
1260
10th-12th
Diane Stanley
N
AD570
2nd-3rd
Marcus Pfister
N
AD410
2nd
Maurice Sendak
N
AD740
3rd-5th
Judith Viorst
N
970
5th-8th
Gourmet Curriculum Press, Inc.©
3rd-4th
Sample Section
of
Reading Main Dishes
Objective:
Make Inferences
6; 7; 10; 11; Fig 19(D)
Lesson 1 – Initial Lesson
Lesson 2 – Hands On
Lesson 3 – Cooperative Learning
Benchmark Test
Reteach
Introductory Lesson
Make Inferences
Sample Explicit Instruction - 6th grade
Focus:
Show students teaching page 2.
Say: Let’s examine the images on this page.
Ask: What conclusion, or inference, can we make
based on the pictures here? (A girl studied hard for her
math class and made a good grade on her report card.)
Say: List the clues that led you to this inference. (a girl
studying, fractions, the report card, prior knowledge)
Say: Today we will practice drawing conclusions, or
making inferences, based on clues within passages
and our own prior knowledge. This will help us to
better understand passages we read in both textbooks
and novels.
Statement of Importance:
Make inferences is an important reading skill that requires readers to use
known facts, provided information, and previous experiences to draw a
conclusion about a given topic or situation.
Across the Curriculum Goals:
Math – Develop problem-solving skills; make inferences to help solve logic
problems
Science – Develop a hypothesis for a science experiment; analyze results of
experiments
Social Studies – Understand and interpret information about historical events;
use information from one situation to infer what could happen in similar
historical events
Language Arts – Use inferencing techniques to understand characters and
situations in fictional passages
Objective:
By the end of this lesson, students will understand
how to make and use inferences from prior facts and
experiences. Students will also infer relationships
between texts, interpret implied meanings in text,
and draw logical conclusions or make reasonable
predictions.
Gourmet Curriculum Press, Inc.©
1(T)
Lesson 1
Make Inferences
Objective: Students will make an inference
427 x 6403 = ?
503 x 6824 = ? 4 x 625 = ?
353 x 8400 = ?
E = MC2
2/3
1/2
3/4
R e po r t
Ca rd
A B C
Math
English
Ar t
Science
2(T)
Gourmet Curriculum Press, Inc.©
Lesson 1
Make Inferences
Sample Explicit Instruction - 6th grade
Definition:
Making an inference requires
reading information, combining
it with what you already know,
and making a final decision about
what has happened.
Steps for Making Inferences
1
Read the
question first
to determine
what is being
asked.
2
Carefully read
the text and
locate facts
that support the
question being
asked.
3
Ask yourself,
“What do I
already know
about this
topic?”
Gourmet Curriculum Press, Inc.©
4
Combine
the new
information
with what is
already known,
and make a
reasonable
inference about
what has
happened.
3(T)
Lesson 1
Make Inferences
Objective: Students will make an inference based on text evidence and prior knowledge
Categories 2 & 3 Fig 19(D)
Explicit Instruction—Part I
Teacher note: In making inferences, it is important that students practice drawing a
logical conclusion based on their own prior knowledge from similar situations and text
evidence. This information can come from a variety of sources or from a single source.
Students will also practice and learn to differentiate between information which supports
a conclusion and that information which does not.
Group size: whole class
Materials: Direct Questioning, below and page 5; paper copies and passages, teaching
page 6; graphic organizer, teaching page 7
Before class: Make copies of the passages, page 6, for each student. Gather necessary
materials.
Directions:
• Display the passages. Show only the first passage. Keep all answer choices covered.
• Use the Direct Questioning, below and on page 5, to guide students through this
section.
Questioning Technique
Direct Questioning
Say: Let’s read the first passage. Remember, we are trying to make an inference, or
conclusion, about what has happened in the passage. Therefore, we will need to look
for evidence that can help us answer the question that follows. (Read the passage with
students. Show the question, but do not show the answer choices.) Distribute copies of
the passage to students, and display the graphic organizer, page 7.
Say: We will now use a graphic organizer to help us make an inference about this
passage. (Write the question listed below the passage in the space labeled Question.)
Ask: What are our answer choices and where on the graphic organizer should we write
them? (Have students list the answer choices. Write each one in a box under Possible
Inferences.)
Say: In order to determine what has happened, we need to identify evidence in the
passage. First, let’s list what we know about the passage. We will write this information in
the column labeled What I know . . . (Answers will vary. Remind students that information
placed in a graphic organizer may be in note form rather than complete sentences. Possible
answers include: Jon took science test, nervous, studied but unsure of his answers, etc.)
Ask: What facts from the passage support the first answer choice? (The teacher placed the
test face-down. Students might consider this a clue that the teacher was disappointed.)
Say: Describe any facts which support answer choice B. (Jon studied, he smiled at the
grade, and he would show his mom and dad.)
4
Gourmet Curriculum Press, Inc.©
Lesson 1
Make Inferences
Objective: Students will make an inference based on text evidence and prior knowledge
Explicit Instruction—Part I
Passages
Jon sat in his desk waiting anxiously. His teacher was passing back
the science test they had taken on Friday. Jon had studied hard for the test
all week, but when he started answering questions, he was unsure of his
answers. Finally, the teacher placed it face-down on his desk. Hesitating,
he cautiously turned over his test and looked at the grade. Jon smiled. He
would have to show his mom and dad this afternoon.
From the information in this passage, we can conclude that—
A
Jon’s teacher was disappointed with his test grade
B
Jon did well on his science test
C
Jon did not do as well as he’d hoped on the test
D
Jon knew all along he would do well on the test
The school fall festival was in full swing. Kara and her friend Misha
were having a great time running their booth. Already today younger kids
had been able to “fish” for prizes, try to win a cake in the cake walk, and
win prizes by bursting balloons with darts. But, Kara and Misha thought
their booth was the most fun. Fortunately, it was still warm in Florida.
Misha was soaking wet, but having a great time. Each time a new player
picked up the softball, she prepared herself for the big splash. It was the
most awesome fall festival ever!
From the information in the passage, we can infer that Kara and Misha are
running—
6(T)
A
a human tic-tac-toe board
B
a booth where kids try to knock over empty milk jugs with a softball
C
a dunking booth
D
a bean bag toss
Gourmet Curriculum Press, Inc.©
Make Inferences
Lesson 1
Objective: Students will make an inference based on text evidence in matching clues
Checking for Understanding
Review by having the students tell you the steps for making an
inference.
1. Read the question first to determine what is being asked.
2. Carefully read the text and locate facts that support the
question being asked.
3. Ask yourself, “What do I already know about this topic?”
4. Combine the new information with what is already
known, and make a reasonable inference about what has
happened.
“Puzzling Inferences Game”
Teacher note: In this activity, students will complete puzzles by matching together clues
and the correct inference for those clues. This activity uses Levels 2 and 3 of Bloom’s
Taxonomy, Comprehension and Application.
Group size: whole group
Materials: puzzle pieces, pages 16-21, six puzzles for the first round (guided) and six for
the second round (independent)
Before class: Copy and cut out all twelve puzzles, pages 16-21, keeping them in two
groups of six scenarios each. (Set A and Set B)
Directions:
• Distribute a puzzle piece to each student for the first six scenarios. (Set A)
• One student will read his/her puzzle piece aloud. Students who think they have a clue
or inference for the same scenario will stand and read the sentence on their piece.
• When three clues and the correct inference for one scenario are matched, pieces are
put together to form a square.
• Play continues until all six scenarios are completed.
• The teacher then distributes pieces for six more scenarios. (Set B)
• Each student reads his/her own piece silently and then must find the other pieces that
match his/her clue or inference without talking to other students.
• Each group of four students then puts the evidence and inference together to form a
square.
• When all groups are finished, each group will read its evidence from each scenario
and inference to the class to check answers.
Gourmet Curriculum Press, Inc.©
15
Lesson 1
Make Inferences
Objective: Students will make an inference based on text evidence in matching clues
“Puzzling Inferences Game” Puzzle Pieces
Clara’s mother frequently
receives boxes of glass jars
packed in styrofoam peanuts.
Clara vacuumed the
carpet last night.
Set A Set A
Set A Set A
This afternoon, Clara
found styrofoam peanuts
on the carpet.
Inference: Mom received a
shipment of glass jars.
The object appears to
be metal, is long and
thin, and one end is
wider than the other.
Jenna is allowed to feel but
not look at the object in the
mystery box.
Set A Set A
Set A Set A
Jenna squeezes the
object, compressing the
wide end, and hears a
clicking noise.
16
Inference: There is a stapler
in the box.
Gourmet Curriculum Press, Inc.©
Lesson 2
Make Inferences
Objective: Students will make an inference based on text evidence
“Wheel of Inferences”
Teacher note: In this activity, students will take turns identifying the correct inference
for a given scenario. This game uses Levels 2 and 3 of Bloom’s Taxonomy, Comprehension
and Application.
Group size: pairs
Materials: cover wheel, page 24; scenario wheels, pages 25–26; scissors; 2 brads per group;
card stock, optional
Before class: Make one copy of each scenario wheel and two copies of the cover wheel for
each pair. Cut wheels out and use a brad to attach the scenario wheels to the cover wheels.
Each pair will get one of each of the inference wheels. (Use of card stock is recommended
for the inference wheels.)
Directions:
• Students work in pairs, and each player has one inference wheel.
• Using his/her inference wheel, Player #1 reads a scenario and the three inference
choices to Player #2.
• Player #2 chooses an inference that he/she believes is correct (answers are marked
with a star). If Player #2 is correct, he/she gets a point. If Player #2 is incorrect, Player
#1 gets a point.
• Now, Player #2 reads a scenario from his/her wheel and the three possible inferences
to Player #1. Player #1 chooses an inference and points are awarded as specified
before.
• Play continues until all 12 inferences have been read. The player with the most points
is the winner.
Extension: Have students create short scenarios and three possible inferences for each
to make additional games. These scenarios can be references to materials students
currently are reading or an extension activity using science or social studies content.
Practice extension:
Students will read “Picnic with History,” Test 1, and complete the questions over
making inferences. Teachers may use this as a teaching reinforcement of test-taking
skills, or grades may be taken for evaluation purposes.
Gourmet Curriculum Press, Inc.©
23
Lesson 2
Make Inferences
Objective: Students will make an inference based on text evidence
Leslie will join the girls’ track
team.
The other boys will not let
Leslie race at school.
*Leslie can run faster than all
the boys.
1.
2.
3.
Jess has trained all summer to run
faster than any boy in the school. On
the first day of school, a girl named
Leslie joins in the boys’ races. Leslie
runs faster than Jess when they race
each other.
“Wheel of Inferences” Scenario Wheel #1
1.
Anne will escape from the boat and
swim to shore.
*Anne will climb onto the bridge,
and the boat will sink.
s
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t a fa s
bu my her’ s
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etr Jer ea ss
y t mi
po r.
e
et r l so
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er
st i t ea i s p o e a
H
ot h
er e i s
h
.
an
int te h ing set
a
e
r
es
ill
him
rit rrit du t h
w
o
i
e
e
t
y w to ag on t.
ely
giv
k
em es kst es t ac
ill .
e
t li
s
w
y
Jer nag bac rash firs
for
er e t r
mo
be
m a e e p d c t he
c h po
er
l
a
h
e
e
lay
t
c
t
as y a n s i n
i
a
r
e
ep
t
y’s w
pla cue
th
is .
h
e m to
e
of
h is
Jer nce
nd nc
et
e
a
a
r
e
es
ch
1.
my nf
th
er e c o
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Gourmet Curriculum Press, Inc.©
25
Lesson 3
Make Inferences
Objective: Students will create inference questions and possible answers based on a fictional
excerpt; students will answer multiple-choice inference questions
“The Inference Is . . .”
Category 2 Fig 19(D)
Teacher note: In the following activity, students will work in groups to read an excerpt
from one of the following novels: Bridge to Terabithia by K. Paterson, Welcome Home,
Jellybean by M. Shyer, The Cay by T. Taylor, and The Shakespeare Stealer by G. Blackwood
and create four multiple-choice inference questions based on the passage. Next,
students will create four possible answer options for each question. Questions and
answer options will be written on a graphic organizer. Finally, groups will exchange
organizers and answer the questions created by others. This activity uses Levels 5 and
6 of Bloom’s Taxonomy, Synthesis and Evaluation.
Group size: three to four students
Materials: excerpts, pages 34-37; graphic organizer, page 38; rubric, page 39; pens or
pencils; notebook paper
Before class: Make a copy of the organizer and rubric for each group. Copy the
excerpts so that each group receives one; some groups will have the same excerpt.
Gather necessary materials.
Directions:
• Distribute an excerpt, graphic organizer, and rubric to each group. Assign each
group a letter.
• Groups will first write their assigned letter at the top of their organizer and their
excerpt number in the box in the center of the organizer.
• Each group will read its excerpt and will then create four multiple-choice inference
questions based on the passage. Students can use the questions from Test 1 as
examples, if necessary.
• Each question will be written in an Inference oval on the graphic organizer.
• For each question it creates, a group will need to create four answer options. These
will be written in the circles by each Inference oval marked A, B, C, and D.
• Finally, each group will attach, with a staple or paper clip, the excerpt and
organizer.
• Groups now will exchange work with another group. (Groups with the same excerpt
may not exchange organizers.) Upon reading the new excerpt, groups will answer the
four inference questions and record their answers on notebook paper beside the
letter of that group.
• Groups may continue exchanging organizers and excerpts until every group has
evaluated all other passages.
• When all groups have completed the activity, each group can present its group
letter, excerpt, and multiple-choice questions and provide answers for the rest of
the class.
Gourmet Curriculum Press, Inc.©
33
Lesson 3
Make Inferences
Objective: Students will create inference questions and possible answers based on a fictional
excerpt; students will answer multiple-choice inference questions
“The Inference Is . . .” Excerpts
Category 2 Fig 19(D)
Excerpt #1
Ba-room, ba-room, ba-room, baripity, baripity, baripity, baripity—Good.
His dad had the pickup going. He could get up now. Jess slid out of bed and
into his overalls. He didn’t worry about a shirt because once he began running
he would be hot as popping grease even if the morning air was chill, or shoes
because the bottoms of his feet were by now as tough as his worn-out sneakers.
“Where are you going, Jess?” May Belle lifted herself up sleepily from the
double bed where she and Joyce Ann slept.
“Sh.” He warned. The walls were thin. Momma would be mad as flies in
a fruit jar if they woke her up this time of day.
He patted May Belle’s hair and yanked the twisted sheet up to her small
chin. “Just over the cow field,” he whispered. May Belle smiled and snuggled
down under the sheet.
“Gonna run?”
“Maybe.”
Of course he was going to run. He had gotten up early every day all summer
to run. He figured if he worked at it—and . . . he had worked—he could be the
fastest runner in the fifth grade when school opened up. He had to be the
fastest—not one of the fastest or next to the fastest, but the fastest. The very
best.
He tiptoed out of the house. The place was so rattly that it screeched
whenever you put your foot down, but Jess had found that if you tiptoed, it gave
only a low moan, and he could usually get outdoors without waking Momma or
Ellie or Brenda or Joyce Ann. May Belle was another matter. She was going
on seven, and she worshiped him, which was OK sometimes. When you were
the only boy smashed between four sisters, and the older two had despised you
ever since you stopped letting them dress you up and wheel you around in their
rusty old doll carriage and the littlest one cried if you looked at her cross-eyed,
it was nice to have somebody who worshiped you. 5
34
Gourmet Curriculum Press, Inc.©
Test 2
Make Inferences
After reading the following selections, you will be asked a series of questions. These questions
will be based on the material in the selections.
Interview with Benjamin Franklin
The following interviews might have taken place today with
Benjamin Franklin and John Adams. John Adams wanted to name
the eagle as the national emblem, and Benjamin Franklin wrote a
letter to his daughter that said he thought the turkey would have
been a better choice. These interviews show how these two men
might view what has happened since that time in history.
1
Orlando: Mr. Franklin, thank you so much for meeting
with us. Our purpose today is to discuss with you some
comments you made regarding the eagle as our national
symbol. Can you summarize, briefly, what you stated in
your letter to your daughter?
2
Mr. Franklin: It is interesting to me, that with so much
going on in our young world, people are concerned with
my strange and often sarcastic thoughts. I was merely
making a joke to my daughter in that letter. I simply
thought that since the original drawing of the eagle
looked more like a turkey, I would elaborate upon the
virtues of that noble, if sometimes silly, bird.
3
Orlando: So, what are your feelings about the turkey?
Do you actually think it would have been a better emblem
for our nation than the eagle?
4
Mr. Franklin: The turkey is a bird native to America,
Orlando. It has been here far longer than we. It has
proven itself capable of surviving, much like the American
people. I suppose, based on the interest in my letters,
that whether I actually wanted it to be the emblem of our
country will continue to be a topic of great discussion.
5
Orlando: You said in your letter that the eagle was
like a robber and doesn’t make an honest living. Can you
explain what you meant?
6
Mr. Franklin: Just exactly what I said. The eagle will
wait for another bird to capture a fish, or a mouse and
will then take the food from that bird for itself. It will
not hunt for its own food unless it’s absolutely necessary.
That’s what I meant about the bird being a robber and
making a dishonest living. It steals from other birds—
there’s no glory in that!
7
Orlando: Can I give you a few interesting facts which
may change your mind about the eagle?
40
Gourmet Curriculum Press, Inc.©
Notes
Test 2
Make Inferences
Questions #1-#6 are based on the passage
“Interview with Benjamin Franklin.”
1
In paragraph #2, Franklin says he will
elaborate upon the virtues of the turkey.
Virtues are most likely—
4
Which of the following inferences can
be made about Ben Franklin from the
information in paragraphs #5 and #6?
A He enjoys watching eagles hunt for food.
B He understands the eagle’s hunting methods.
A good qualities
C He values honesty and living an honest life.
B interesting opinions
C typical characteristics and behavior
D He knows what it is like to have to rob
someone for food.
D humorous tales
5
2
Which of the following can the reader
infer from the information in paragraphs
#2-#4?
A Benjamin Franklin is angered over the
use of the eagle instead of the turkey as a
symbol of America.
B Benjamin Franklin has a strong sense
of humor and enjoys debating this
interesting topic.
C Benjamin Franklin is a lover of turkeys and
has always fought for the turkey’s rightful
place in our country.
D Benjamin Franklin does not like to talk
about his interest in the turkey.
3
Examine the information in paragraph #9.
The information here helps the reader to
infer that the eagle—
A has long been seen as a nuisance by
other nations
B is considered cowardly by others, not just by
Ben Franklin
C has long been seen as a symbol of strength
and freedom
D is thought of as dishonest by most
government officials
6
After reading paragraph #11, the reader
can make what conclusion about the eagle
in America?
The word emblem in paragraph #3 most
likely means—
A a needlework design made on fabric
B a visible sign for a company, nation, etc.
C a person of highest rank or position
D a large store with a wide variety of things
to sell
Gourmet Curriculum Press, Inc.©
43
Reteach
Make Inferences
Objective: Students will practice making inferences
“Interesting Inferences”
Teacher note: Use the following articles to assist students in directly identifying
inferences and details that support an inference. This activity uses Levels 2 and 3 of
Bloom’s Taxonomy, Comprehension and Application.
Group size: small group
Materials: teaching pages of Articles 1 and 2, page 48; paper copies of Article 3, page 49;
graphic organizer, teaching page 50; answer key, page 58
Before class: Gather teaching pages 48 and 50. Run copies of Article 3, page 49, and
graphic organizer, page 50, for each group.
Directions:
Article 1
• Students and teacher will read the article and the stated inference.
• Students then will locate and write the details that directly support this inference.
Article 2
• Students and teacher will read the article and the details given and write an inference.
• Students will attempt to create more than one inference, if possible.
Article 3
• Students will read the article either independently or as a group.
• Students will use the graphic organizer on page 50 to complete the inference and the
supporting details.
Gourmet Curriculum Press, Inc.©
47
Reteach
Make Inferences
Objective: Students will practice making inferences
“Interesting Inferences”
Article 1
In 1596, Dutch explorer William Barents set off to find a northeast passage
from Europe to Asia. He narrowly escaped a savage attack by a polar bear in an
area of land that he promptly named Bear Island.
Dr. David Livingstone, a famous explorer of Africa, narrowly escaped death
when his boat was capsized by a hippopotamus.
In the 1920s, in Africa, lions killed and devoured 28 workers who were
building a railroad between Mombasa and Victoria.
(Ramsey, Helena, and Sandy Ransford. 501 Horrible But True Things You’d Rather Not Know!
New York: Barnes & Noble Books, 1996. pp. 28, 35.)
Inference: In man’s attempt to conquer new territory, he has had to deal with
many life-threatening attacks in order to blaze new trails.
Detail:
Detail:
Detail:
Article 2
In the 1950s, researchers at the 3M plant were working with fluorochemicals.
Their mission was to create a rubber material for aircrafts that could not be
broken down by jet fuels. While working with the chemicals, one researcher
spilled them on her tennis shoe. She tried unsuccessfully to remove it. Patsy
Sherman, a scientist with 3M, was amazed at the power of this chemical. She
noticed that months later the assistant’s tennis shoes were quite dirty except for
the spot where the fluorochemicals spilled.
Today, Scotchguard is a well-known brand name for a fabric protector. It
prevents dirt from sticking to carpet and fabrics.
(Jones, Charlotte Fotz. Mistakes That Worked. New York: Bantam Doubleday Dell Publishing
Group, Inc., 1991. p. 55.)
Detail: Researchers worked with fluorochemicals, attempting to make rubber
for aircrafts.
Detail: Chemicals spilled on researcher’s tennis shoes.
Detail: After months of wearing the shoes, the part covered with the chemical
remained clean, while the rest was dirty.
Inference:
48 ( T )
Gourmet Curriculum Press, Inc.©
Reteach
Make Inferences
Objective: Students will practice making inferences
“Interesting Inferences”
Graphic Organizer
Detail
Detail
Detail
Detail
Inference
50 ( T )
Gourmet Curriculum Press, Inc.©