Common Core State Standards: CCSS.ELA-Literacy.RL.3.1: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. CCSS.ELA-Literacy.RL.3.5: Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections. CCSS.ELA-Literacy.RL.3.10: By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2-3 text complexity band independently and proficiently. CCSS.ELA-Literacy.RF.3.4a: Read with sufficient accuracy and fluency to support comprehension.. Read on-level text with purpose and understanding. CCSS.ELA-Literacy.RF.3.4c: Read with sufficient accuracy and fluency to support comprehension. Use context to confirm or self-correct word recognition and understanding, rereading as necessary. CCSS.ELA-Literacy.SL.3.2:Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. CCSS.ELA-Literacy.L.3.4a: Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies. Use sentence-level context as a clue to the meaning of a word or phrase. CCSS.ELA-Literacy.L.3.5b: Demonstrate understanding of word relationships and nuances in word meanings. Identify real-life connections between words and their use. CCSS.ELA-Literacy.L.3.6: Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships.

1. Drawing Conclusions
Reading Comprehension:
Drawing Conclusions and Making
Inferences

2. Common Core State Standards (CCSS)
• CCSS.ELA-Literacy.RL.3.1: Ask and answer questions to demonstrate understanding of a text, referring explicitly
to the text as the basis for the answers.
• CCSS.ELA-Literacy.RL.3.5: Refer to parts of stories, dramas, and poems when writing or speaking about a text,
using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections.
• CCSS.ELA-Literacy.RL.3.10: By the end of the year, read and comprehend literature, including stories, dramas,
and poetry, at the high end of the grades 2-3 text complexity band independently and proficiently.
• CCSS.ELA-Literacy.RF.3.4a: Read with sufficient accuracy and fluency to support comprehension.. Read on-
level text with purpose and understanding.
• CCSS.ELA-Literacy.RF.3.4c: Read with sufficient accuracy and fluency to support comprehension. Use context
to confirm or self-correct word recognition and understanding, rereading as necessary.
• CCSS.ELA-Literacy.SL.3.2:Determine the main ideas and supporting details of a text read aloud or information
presented in diverse media and formats, including visually, quantitatively, and orally.
• CCSS.ELA-Literacy.L.3.4a: Determine or clarify the meaning of unknown and multiple-meaning word and
phrases based on grade 3 reading and content, choosing flexibly from a range of strategies. Use sentence-level
context as a clue to the meaning of a word or phrase.
• CCSS.ELA-Literacy.L.3.5b: Demonstrate understanding of word relationships and nuances in word meanings.
Identify real-life connections between words and their use.
• CCSS.ELA-Literacy.L.3.6: Acquire and use accurately grade-appropriate conversational, general academic, and
domain-specific words and phrases, including those that signal spatial and temporal relationships.

3. What Is “Drawing Conclusions?”
A reader’s conclusions make up an
overall sense of what a reading selection
means. After making some inferences,
readers look for connections among their
inferences and observations. The
connections lead to conclusions. It’s like
seeing the big picture after putting the puzzle
pieces together!

4. Let’s Practice Drawing Conclusions!
What might you conclude if you read a report:
Bald eagle is listed as an endangered animal in 43 states?
Conclusions might include
1) The bald eagle is considered worth protecting
2) The bald eagle is in danger of dying out.

5. More Practice
Read the stories and
answer the questions
by drawing
conclusions

6. Mary went downstairs.
There was an aroma in
the air. The table was set
with warm blueberry
muffins, freshly squeezed
orange juice, and brewed
coffee. A note was left on
the table. It said, "Dear
Mary, Have a great day.
Good Luck at your new
job. Love, Dan" Next to
the note there was a
wrapped present with a
bow on top.
• Who is Mary?
a) Wife
b) Student
c) Friend
d) The dog

7. Mary went downstairs.
There was an aroma in
the air. The table was set
with warm blueberry
muffins, freshly squeezed
orange juice, and brewed
coffee. A note was left on
the table. It said, "Dear
Mary, Have a great day.
Good Luck at your new
job. Love, Dan" Next to
the note there was a
wrapped present with a
bow on top.
• Who is Mary?
a)Wife

8. Mary went downstairs.
There was an aroma in
the air. The table was set
with warm blueberry
muffins, freshly squeezed
orange juice, and brewed
coffee. A note was left on
the table. It said, "Dear
Mary, Have a great day.
Good Luck at your new
job. Love, Dan" Next to
the note there was a
wrapped present with a
bow on top.
• What time of day is it?
a) Night
a)Afternoon
b)Morning
c)Noon

9. Mary went downstairs.
There was an aroma in
the air. The table was set
with warm blueberry
muffins, freshly
squeezed orange juice,
and brewed coffee. A
note was left on the table.
It said, "Dear Mary, Have
a great day. Good Luck at
your new job. Love, Dan"
Next to the note there was
a wrapped present with a
bow on top.
• What time of day is it?
c) Morning

10. Mary went downstairs.
There was an aroma in
the air. The table was set
with warm blueberry
muffins, freshly squeezed
orange juice, and brewed
coffee. A note was left on
the table. It said, "Dear
Mary, Have a great day.
Good Luck at your new
job. Love, Dan" Next to
the note there was a
wrapped present with a
bow on top.
Based on the information
in the passage, what
does aroma probably
mean?
a) a thought
b) a smell
c) a taste
d) a question

11. Mary went downstairs.
There was an aroma in
the air. The table was set
with warm blueberry
muffins, freshly squeezed
orange juice, and brewed
coffee. A note was left on
the table. It said, "Dear
Mary, Have a great day.
Good Luck at your new
job. Love, Dan" Next to
the note there was a
wrapped present with a
bow on top.
Based on the information
in the passage, what
does aroma probably
mean?
b) a smell

12. Mary went downstairs.
There was an aroma in
the air. The table was set
with warm blueberry
muffins, freshly squeezed
orange juice, and brewed
coffee. A note was left on
the table. It said, "Dear
Mary, Have a great day.
Good Luck at your new
job. Love, Dan" Next to
the note there was a
wrapped present with a
bow on top.
What does the word
brewed mean?
a) old
b) simple
c) made
d) complete

13. Mary went downstairs.
There was an aroma in
the air. The table was set
with warm blueberry
muffins, freshly squeezed
orange juice, and brewed
coffee. A note was left on
the table. It said, "Dear
Mary, Have a great day.
Good Luck at your new
job. Love, Dan" Next to
the note there was a
wrapped present with a
bow on top.
What does the word
brewed mean?
c) made

14. Mary went downstairs.
There was an aroma in
the air. The table was set
with warm blueberry
muffins, freshly squeezed
orange juice, and brewed
coffee. A note was left on
the table. It said, "Dear
Mary, Have a great day.
Good Luck at your new
job. Love, Dan" Next to
the note there was a
wrapped present with a
bow on top.
What was the purpose of
the note?
a) to inform
b) to congratulate
c) to entertain
d) to thank

15. Mary went downstairs.
There was an aroma in
the air. The table was set
with warm blueberry
muffins, freshly squeezed
orange juice, and brewed
coffee. A note was left
on the table. It said,
"Dear Mary, Have a
great day. Good Luck at
your new job. Love,
Dan" Next to the note
there was a wrapped
present with a bow on top.
What was the purpose of
the note?
b) to
congratulate

16. Mary went downstairs.
There was an aroma in
the air. The table was set
with warm blueberry
muffins, freshly squeezed
orange juice, and brewed
coffee. A note was left on
the table. It said, "Dear
Mary, Have a great day.
Good Luck at your new
job. Love, Dan" Next to
the note there was a
wrapped present with a
bow on top.
Who is Dan?
a) the brother
b) the husband
c) the nanny
d) the wife

17. Mary went downstairs.
There was an aroma in
the air. The table was set
with warm blueberry
muffins, freshly squeezed
orange juice, and brewed
coffee. A note was left on
the table. It said, "Dear
Mary, Have a great day.
Good Luck at your new
job. Love, Dan" Next to
the note there was a
wrapped present with a
bow on top.
Who is Dan?
b) the
husband

18. Mary went downstairs.
There was an aroma in
the air. The table was set
with warm blueberry
muffins, freshly squeezed
orange juice, and brewed
coffee. A note was left on
the table. It said, "Dear
Mary, Have a great day.
Good Luck at your new
job. Love, Dan" Next to
the note there was a
wrapped present with a
bow on top.
What is Mary’s new job?
a) a baker
b) a teacher
c) a pilot
d) none of the above

19. Mary went downstairs.
There was an aroma in
the air. The table was set
with warm blueberry
muffins, freshly squeezed
orange juice, and brewed
coffee. A note was left on
the table. It said, "Dear
Mary, Have a great day.
Good Luck at your new
job. Love, Dan" Next to
the note there was a
wrapped present with a
bow on top.
What is Mary’s new job?
d) none of the
above

20. Mary went downstairs.
There was an aroma in
the air. The table was set
with warm blueberry
muffins, freshly squeezed
orange juice, and brewed
coffee. A note was left on
the table. It said, "Dear
Mary, Have a great day.
Good Luck at your new
job. Love, Dan" Next to
the note there was a
wrapped present with a
bow on top.
Who probably made the
muffins, orange juice,
and coffee?
a) the dog
b) Mary
c) Dan
d) James

21. Mary went downstairs.
There was an aroma in
the air. The table was set
with warm blueberry
muffins, freshly squeezed
orange juice, and brewed
coffee. A note was left on
the table. It said, "Dear
Mary, Have a great day.
Good Luck at your new
job. Love, Dan" Next to
the note there was a
wrapped present with a
bow on top.
Who probably made the
muffins, orange juice,
and coffee?
c) Dan

22. Mary went downstairs.
There was an aroma in
the air. The table was set
with warm blueberry
muffins, freshly squeezed
orange juice, and brewed
coffee. A note was left on
the table. It said, "Dear
Mary, Have a great day.
Good Luck at your new
job. Love, Dan" Next to
the note there was a
wrapped present with a
bow on top.
Why was their a present
on the table?
a) to congratulate
b) to thank
c) to mock
d) to say sorry

23. Mary went downstairs.
There was an aroma in
the air. The table was set
with warm blueberry
muffins, freshly squeezed
orange juice, and brewed
coffee. A note was left on
the table. It said, "Dear
Mary, Have a great day.
Good Luck at your new
job. Love, Dan" Next to
the note there was a
wrapped present with a
bow on top.
Why was their a present
on the table?
a) to
congratulate

24. Alexander & the Terrible, No
Good, Very Bad Day
• https://www.youtube.c
om/watch?
v=iZxm2OwxkjU
• URL

25. The shelves were piled
high with boxes of every size and
shape. Each group had a
different picture and different
bright colors. There were so
many people – men and women,
mothers with little children,
teenagers putting more boxes on
the shelves. Some of the people
were talking together as they
chose the boxes and cans that
they wanted.
Jeff was having a hard
time remembering which one to
buy. He knew that Tooli wouldn’t
be happy if he brought home the
wrong brand! He also knew that
Tooli was probably getting very
hungry!
1)Where was Jeff?
a) at school in his
son’s classroom.
b) at the zoo watching
the animals eat their
lunch.
c) buying jewelry
d) at the grocery
store.

26. The shelves were piled
high with boxes of every size and
shape. Each group had a
different picture and different
bright colors. There were so
many people – men and women,
mothers with little children,
teenagers putting more boxes on
the shelves. Some of the people
were talking together as they
chose the boxes and cans that
they wanted.
Jeff was having a hard
time remembering which one to
buy. He knew that Tooli wouldn’t
be happy if he brought home the
wrong brand! He also knew that
Tooli was probably getting very
hungry!
1)Where was Jeff?
d) at the
grocery store.

27. The shelves were piled
high with boxes of every size and
shape. Each group had a
different picture and different
bright colors. There were so
many people – men and women,
mothers with little children,
teenagers putting more boxes on
the shelves. Some of the people
were talking together as they
chose the boxes and cans that
they wanted.
Jeff was having a hard
time remembering which one to
buy. He knew that Tooli wouldn’t
be happy if he brought home the
wrong brand! He also knew that
Tooli was probably getting very
hungry!
1)Where was Jeff?
d) at the
grocery store.
PROVE IT!!!

28. The shelves were piled
high with boxes of every size
and shape. Each group had a
different picture and different
bright colors. There were so
many people – men and women,
mothers with little children,
teenagers putting more boxes
on the shelves. Some of the
people were talking together as
they chose the boxes and cans
that they wanted.
Jeff was having a hard
time remembering which one to
buy. He knew that Tooli
wouldn’t be happy if he
brought home the wrong
brand! He also knew that Tooli
was probably getting very
hungry!
1)Where was Jeff?
d) at the
grocery store.
PROVE IT!!!

29. Jeff filled up a big bowl
with fresh, cold water and
set it on the floor. He
brought out a big
comforter and put it on
the floor next to the low
window. He opened a
package, took out a big
bone and placed it on the
floor next to the
comforter. Then he
opened the window so
that the gentle breeze
could blow into the room.
• What was Jeff doing?
a) Getting ready for a
camping trip
b) Cleaning the closet
c) Getting this ready
for his dog
d) Cooling off the
room

30. Jeff filled up a big bowl
with fresh, cold water and
set it on the floor. He
brought out a big
comforter and put it on
the floor next to the low
window. He opened a
package, took out a big
bone and placed it on the
floor next to the
comforter. Then he
opened the window so
that the gentle breeze
could blow into the room.
• What was Jeff doing?
c) Getting this ready
for his dog

31. Jeff filled up a big bowl
with fresh, cold water and
set it on the floor. He
brought out a big
comforter and put it on
the floor next to the low
window. He opened a
package, took out a big
bone and placed it on the
floor next to the
comforter. Then he
opened the window so
that the gentle breeze
could blow into the room.
• What was Jeff doing?
c) Getting this ready
for his dog
PROVE IT!!!

32. Jeff filled up a big bowl
with fresh, cold water and
set it on the floor. He
brought out a big
comforter and put it on
the floor next to the low
window. He opened a
package, took out a big
bone and placed it on the
floor next to the
comforter. Then he
opened the window so
that the gentle breeze
could blow into the room.
• What was Jeff doing?
c) Getting this ready
for his dog
PROVE IT!!!

33. Jeopardy
• Inferences Jeopardy
• Drawing Conclusions
& Making Inferences
Jeopardy
• Trapped Video

34. Maria opened her eyes and ran to the window. No, she thought, she hadn't
been dreaming. Everything in front of her eyes looked unfamiliar. Instead of
the bright warm sun, there were gray, cold-looking skies. There was harsh,
loud noise everywhere. And she could see no warm, blue-green sea off in
the distance. She thought to herself, "What is this strange new world I have
come to?
Suddenly, Maria heard her aunt's voice calling her. She rushed quickly to
the other room. She hoped that seeing her aunt would make her feel more
at home here in the United States.
"Well, Maria," her aunt asked, "how did you sleep your first night here?" She
spoke a little slowly so that Maria wouldn't have trouble understanding her.
Maria waited a moment to answer. She wanted to say everything correctly.
Soon she would be in school, where she could work on her English--she
wanted to be the best in her class, just as she had been back home! "Very
well," she said, smiling in surprise at how clear her words sounded.

35. 1.Where do you think Maria is?
A. in school
B. in her bedroom
C. at the beach
D. in a strange place

36. 2. What kind of place has she recently
come from?
A. one like the northern United States
B. a cold, snowy place
C. a hot place
D. a quiet place near the sea

37. How does Maria feel about speaking
English?
A. like she’ll never learn English
B. a little uncertain
C. very confident

38. What will Maria be doing while she’s
here?
A. planting flowers
B. swimming
C. participating in the Olympics
D. going to school

39. 5. Where could Maria be from?
A. New York
B. Alaska
C. France
D. New Mexico

40. Self-questioning helps
readers construct meaning,
and draw conclusions
Questioning and inferring
work in tandem to enhance
the understanding of text.
-Harvey and Goudvis
Strategies That Work

41. Sample Question Stems:
 What conclusions can be drawn about…?
Support your answer with information
and details from the passage.
 What conclusions can be drawn from the
fact that…?
 What examples can you find to support the
conclusion that…?
 What facts would you select to show
that…?
 What facts justify the conclusion that…?
Finish the sentence stems with statements that you could use with
topics or content that your students read in your subject.

42. Learn to Think…Think to Learn
Effective questioning
helps students…
1. make predictions,
2. give reasons,
3. distinguish fact from
opinion,
4. determine bias, &
5. check the validity of
evidence
Students remember
when asked to…
 brainstorm new
ideas,
 think up solutions to
problems,
 weigh pros &cons,
 make decisions, &
 debate evidence.
Teaching Students To Think Analytically!

43. Synthesizing Information,
Constructing Meaning, and
Drawing Conclusions
“Proficient readers use images to
draw conclusions, to create
distinct and unique interpretations
of the text, to recall details
significant to the text, and to
recall a text after it has been
read.”
~ Ellin Keene, Mosaic of Thought

44. • Rags to Riches: Drawing Conclusions and
Making Inferences