Drawing conclusions activity
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When drawing conclusions, you combine what you already know with clues from the text. The document provides examples of conclusions drawn from short passages: a baby is identified from clues about cribs, bottles, and abilities; shoes are chosen as the item worn in rain since they keep feet dry; a stamp is selected as the item pasted on an envelope for mailing; milk is determined from being white and drinkable, making a moustache; a doll is concluded as the toy that can be named and played with like a baby; and corn is decided as the item that grows on an ear and can be cooked or microwaved until puffed up.
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Drawing Conclusions
The document provides examples to demonstrate how to draw conclusions by using contextual clues and prior knowledge. It presents scenarios and asks the reader to determine the answer based on clues in the text and what they already know. Each scenario provides hints and contextual clues, then asks the reader to draw a conclusion about what is being described based on combining the information given with their own existing knowledge.
Drawing conclusions ppt
When drawing a conclusion, you use what you already know and what is stated in the text. The conclusion is the decision you come to by combining these two sources of information. Some examples provided draw conclusions about a baby, socks, shoes, stamps, milk, dolls, and popcorn based on stated clues and prior knowledge.
Drawing conclusions
This document discusses how to draw conclusions from clues and context when reading. It provides several short scenarios and asks questions to encourage drawing conclusions. Some key conclusions are that the pizza was bad so people threw it out, the boy got sunburned, someone is feeling sick with fever, it is someone's birthday based on the celebrations, and Mia doesn't like loud singing. Making conclusions involves using evidence from the text and one's own background knowledge and experiences.
Drawing conclusions
The document provides examples to demonstrate how to draw conclusions by using contextual clues and prior knowledge. It presents scenarios and asks the reader to determine the answer based on contextual hints within each scenario and what they already know. Each scenario is followed by an explanation of the conclusion drawn and the contextual clues and prior knowledge used to arrive at the answer. The overall document aims to teach readers how to draw conclusions, which is an important comprehension skill.
Drawing conclusions
The document provides examples to demonstrate how to draw conclusions by using contextual clues and prior knowledge. It presents scenarios and asks the reader to determine the answer based on contextual hints within each scenario and what they already know. Each scenario is followed by an explanation of the conclusion drawn and the contextual clues and prior knowledge used to arrive at the answer. The overall document aims to teach readers how to draw conclusions, which is an important comprehension skill.
Drawing conclusions
When drawing conclusions, you use what you know from your own experiences and knowledge combined with information directly stated or implied in the text. Some examples provided show conclusions being drawn about a baby based on contextual clues, determining that shoes but not socks would be worn in the rain, identifying a postage stamp from its described purpose and location, concluding that milk is being referred to based on provided attributes, deciding a doll is the subject based on traits mentioned, and recognizing that popcorn is being referred to based on how it grows and is sometimes prepared.
Tom's TEFL: Who Am I?
See my TEFL webpage at http://www.globalcitizen.co.uk
Download to enjoy the full audio/animation.
This selection of my favourite English lesson resources is adapted specifically for other Hong Kong primary children. All have an informal, fun-based approach and are original designs courtesy of yours truly.
Some Powerpoints cover several lessons and include accompanying printable worksheets and games - most can be adapted for older or younger pupils.
Please contact regarding any errors or copyright claims.
Assessment
This document appears to be from an English language learning assessment class. It contains a series of lessons, vocabulary words, reading passages and questions about topics like weather, food, colors, seasons and activities. The lessons are divided into different levels and units covering basic greetings, feelings, descriptions, sizes, locations and possessions.
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Drawing Conclusions
The document provides examples to demonstrate how to draw conclusions by using contextual clues and prior knowledge. It presents scenarios and asks the reader to determine the answer based on clues in the text and what they already know. Each scenario provides hints and contextual clues, then asks the reader to draw a conclusion about what is being described based on combining the information given with their own existing knowledge.
Drawing conclusions ppt
When drawing a conclusion, you use what you already know and what is stated in the text. The conclusion is the decision you come to by combining these two sources of information. Some examples provided draw conclusions about a baby, socks, shoes, stamps, milk, dolls, and popcorn based on stated clues and prior knowledge.
Drawing conclusions
This document discusses how to draw conclusions from clues and context when reading. It provides several short scenarios and asks questions to encourage drawing conclusions. Some key conclusions are that the pizza was bad so people threw it out, the boy got sunburned, someone is feeling sick with fever, it is someone's birthday based on the celebrations, and Mia doesn't like loud singing. Making conclusions involves using evidence from the text and one's own background knowledge and experiences.
Drawing conclusions
The document provides examples to demonstrate how to draw conclusions by using contextual clues and prior knowledge. It presents scenarios and asks the reader to determine the answer based on contextual hints within each scenario and what they already know. Each scenario is followed by an explanation of the conclusion drawn and the contextual clues and prior knowledge used to arrive at the answer. The overall document aims to teach readers how to draw conclusions, which is an important comprehension skill.
Drawing conclusions
The document provides examples to demonstrate how to draw conclusions by using contextual clues and prior knowledge. It presents scenarios and asks the reader to determine the answer based on contextual hints within each scenario and what they already know. Each scenario is followed by an explanation of the conclusion drawn and the contextual clues and prior knowledge used to arrive at the answer. The overall document aims to teach readers how to draw conclusions, which is an important comprehension skill.
Drawing conclusions
When drawing conclusions, you use what you know from your own experiences and knowledge combined with information directly stated or implied in the text. Some examples provided show conclusions being drawn about a baby based on contextual clues, determining that shoes but not socks would be worn in the rain, identifying a postage stamp from its described purpose and location, concluding that milk is being referred to based on provided attributes, deciding a doll is the subject based on traits mentioned, and recognizing that popcorn is being referred to based on how it grows and is sometimes prepared.
Tom's TEFL: Who Am I?
See my TEFL webpage at http://www.globalcitizen.co.uk
Download to enjoy the full audio/animation.
This selection of my favourite English lesson resources is adapted specifically for other Hong Kong primary children. All have an informal, fun-based approach and are original designs courtesy of yours truly.
Some Powerpoints cover several lessons and include accompanying printable worksheets and games - most can be adapted for older or younger pupils.
Please contact regarding any errors or copyright claims.
Assessment
This document appears to be from an English language learning assessment class. It contains a series of lessons, vocabulary words, reading passages and questions about topics like weather, food, colors, seasons and activities. The lessons are divided into different levels and units covering basic greetings, feelings, descriptions, sizes, locations and possessions.
Drawing conclusions ppt_2
The document discusses drawing conclusions from passages. It defines a conclusion as a sensible decision reached based on facts or details. When drawing a conclusion, you use what you already know combined with details from the story. Reading comprehension involves understanding details, making connections between details, and drawing conclusions. Two short passages are presented as examples, with questions prompting the reader to use clues and prior knowledge to draw conclusions about where Sarah is and why Laura and Mary are excited.
Drawing conclusions powerpoint
The document discusses how to draw conclusions by using information that is already known combined with details learned from a story or situation. It provides examples of short passages and asks the reader to draw a conclusion based on contextual clues. In the examples, conclusions are correctly drawn that a hairy four-legged creature that likes walks is a dog, a round food covered in sauce and topped with meats is pizza, and a beach setting with people, seagulls, waves and smells of salt and food implies the location is a beach.
Theme, main idea and drawing conclusion
The document provides information about key reading comprehension skills including theme, main idea vs. supporting details, drawing conclusions/inferring, author purpose, and vocabulary. It discusses how themes are central ideas or lessons conveyed in stories, and how themes can be revealed through characters' actions or conflicts in the story. It also differentiates between central ideas and supporting details in passages, and provides examples of identifying central ideas and distinguishing them from details.
Inference and drawing conclusions
The document discusses drawing conclusions and making inferences from facts. To draw a conclusion, the conclusion must logically follow from the facts presented and not contradict the available information. Making an inference uses the known facts to determine potential additional facts. Drawing proper conclusions and inferences involves identifying relevant facts and determining what other facts might be true based on the initial facts.
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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.
Writing complex sentences
This document discusses the four types of sentences: simple, compound, complex, and compound-complex. It defines each type and provides examples. A simple sentence contains one subject and one verb. A compound sentence contains two or more independent clauses joined with a comma and FANBOYS conjunction. A complex sentence contains one independent clause and one dependent clause. A compound-complex sentence contains at least one dependent clause and two or more independent clauses.
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This document provides instructions for writing a news article. It recommends choosing an interesting topic that affects the world and researching it by answering who, what, when, where, why questions. The lead paragraph should hook the reader using a question or interesting fact. Sources should be cited and both sides of the story presented without bias using quotes. A picture should be included to keep readers engaged along with a headline, columns, and standard font.
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Geared toward 6th-9th grader students who must write a persuasive or argumentative essay for the new Common Core State Standards. Rigor incorporated. This is a nice overview of how to write and argumentative essay. It is ready to use in the classroom and has an academic vocabulary companion powerpoint. Find the full curriculum here: http://www.amazon.com/ARGUMENTATIVE-ESSAY-INSTRUCTIONAL-CURRICULUM-SIMULTANEOUSLY-ebook/dp/B00FKOTHWS/ref=sr_1_2?ie=UTF8&qid=1382463755&sr=8-2&keywords=argumentative+essay+curriculum
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This document provides guidance on argumentative writing. It outlines the key steps which include reading the question carefully, planning by listing main points and sequencing ideas, using techniques like PEE (Point, Evidence, Explanation) and PAF (Purpose, Audience, Form), and structuring paragraphs with an introduction, alternative view, criticism of the alternative view, the writer's own view, and conclusion. It also provides examples of argumentative techniques to use like facts, opinions, rhetorical questions, expert statements, statistics, and triples. The document advises on targeting different grades, using connectives, and examples of exam style questions.
Reading comprehension
1. Reading comprehension and skills are increasingly important for academic and career success, but many people do not spend significant free time reading.
2. Comprehension involves understanding both the literal and implied meanings of text at different levels, from simple facts to complex analysis and application.
3. Key comprehension skills include identifying main ideas, details, patterns of organization, and interpreting different text types like graphs; comprehension levels range from literal to interpretive to applied.
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This document defines and provides examples of simple, compound, and complex sentences. A simple sentence contains one subject and one predicate. A compound sentence contains two or more simple sentences joined by a conjunction like "and" or "but." A complex sentence contains one simple sentence and one or more dependent clauses.
How to write a good newspaper article
The document provides guidance for writing good newspaper articles. It instructs writers to begin with a strong lead paragraph that summarizes the who, what, when, where, how and why of the article. It also advises using an inverted pyramid structure, where the most important facts are at the top. Writers should attribute all facts and claims to reliable sources to avoid publishing erroneous information. The conclusion should restate key points and provide next steps or contact information. Journalists must understand libel laws to avoid damaging claims that could harm individuals' reputations.
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The document discusses the four types of sentences: declarative, exclamatory, interrogative, and imperative. A declarative sentence makes a statement, an exclamatory sentence expresses strong emotions and ends with an exclamation point, an interrogative sentence asks a question and ends with a question mark, and an imperative sentence gives a command. It provides examples of each sentence type and has the reader identify the type of four example sentences. In conclusion, it reviews the four sentence types and explains the difference between a sentence and a fragment.
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There are four main types of sentences: simple sentences contain one independent clause; compound sentences contain two independent clauses joined by a conjunction; complex sentences contain one independent and one dependent clause; and compound-complex sentences contain two independent clauses and one dependent clause. Each sentence type has specific grammatical structures and punctuation rules that are outlined in the document.
Drawing conclusions
When drawing conclusions, you use what you know from your own experiences and knowledge combined with information directly stated or implied in the text. Some examples provided show conclusions being drawn about a baby based on contextual clues, determining that shoes but not socks would be worn in the rain, identifying a postage stamp from its described purpose and location, concluding that milk is being referred to based on provided attributes, deciding a doll is the subject based on traits mentioned, and recognizing that popcorn is being referred to based on how it grows and is sometimes prepared.
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When drawing conclusions, you use both information you already know and details from the text. A conclusion is the decision you reach by combining these two types of information. The document provides examples of using context clues and prior knowledge to infer the answers to riddles.
4 aeso writing_show_dont_tell
The document provides a lesson on showing rather than telling in writing. It explains that showing uses specific details and actions to help readers visualize a scene, while telling states something without examples. An example is given of telling by saying "My mornings are crazy" versus showing through a detailed passage of a morning routine. The strategies for showing include describing actions, using action verbs, similes, metaphors, dialogue, and sensory details. The lesson emphasizes using showing to improve creative writing.
Drawing conclusions2
The document provides examples of drawing conclusions from clues. It presents several brief riddles and walks through the process of using contextual clues and prior knowledge to reason towards the answers. For each riddle, it lists what is known from the clues and questions, then draws a conclusion about the answer based on combining this information. The document demonstrates how drawing conclusions involves integrating what is explicitly stated with what is already known.
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Drawing conclusions ppt_2
The document discusses drawing conclusions from passages. It defines a conclusion as a sensible decision reached based on facts or details. When drawing a conclusion, you use what you already know combined with details from the story. Reading comprehension involves understanding details, making connections between details, and drawing conclusions. Two short passages are presented as examples, with questions prompting the reader to use clues and prior knowledge to draw conclusions about where Sarah is and why Laura and Mary are excited.
Drawing conclusions powerpoint
The document discusses how to draw conclusions by using information that is already known combined with details learned from a story or situation. It provides examples of short passages and asks the reader to draw a conclusion based on contextual clues. In the examples, conclusions are correctly drawn that a hairy four-legged creature that likes walks is a dog, a round food covered in sauce and topped with meats is pizza, and a beach setting with people, seagulls, waves and smells of salt and food implies the location is a beach.
Theme, main idea and drawing conclusion
The document provides information about key reading comprehension skills including theme, main idea vs. supporting details, drawing conclusions/inferring, author purpose, and vocabulary. It discusses how themes are central ideas or lessons conveyed in stories, and how themes can be revealed through characters' actions or conflicts in the story. It also differentiates between central ideas and supporting details in passages, and provides examples of identifying central ideas and distinguishing them from details.
Inference and drawing conclusions
The document discusses drawing conclusions and making inferences from facts. To draw a conclusion, the conclusion must logically follow from the facts presented and not contradict the available information. Making an inference uses the known facts to determine potential additional facts. Drawing proper conclusions and inferences involves identifying relevant facts and determining what other facts might be true based on the initial facts.
3 - drawing conclusions & making inferences
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.
Writing complex sentences
This document discusses the four types of sentences: simple, compound, complex, and compound-complex. It defines each type and provides examples. A simple sentence contains one subject and one verb. A compound sentence contains two or more independent clauses joined with a comma and FANBOYS conjunction. A complex sentence contains one independent clause and one dependent clause. A compound-complex sentence contains at least one dependent clause and two or more independent clauses.
How to write a Newspaper Article
This document provides instructions for writing a news article. It recommends choosing an interesting topic that affects the world and researching it by answering who, what, when, where, why questions. The lead paragraph should hook the reader using a question or interesting fact. Sources should be cited and both sides of the story presented without bias using quotes. A picture should be included to keep readers engaged along with a headline, columns, and standard font.
Easy Article Writing – 4 Steps To Write Your Article
The document outlines a 4-step process for writing articles: 1) Choose and research a topic that is familiar; 2) Write an outline including an introduction, 3 paragraphs for the main body, and a conclusion; 3) Use Microsoft Word for its spelling and grammar checking; 4) Start writing based on the outline and don't stop, then review the draft for mistakes.
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This document provides guidance on writing a short article about a place visited. It recommends including a title, sub-headings to divide the article into paragraphs, interesting vocabulary, and linking words to connect ideas. The document also emphasizes answering the specific question, checking for errors, and planning before writing.
Writing an argumentative essay
Geared toward 6th-9th grader students who must write a persuasive or argumentative essay for the new Common Core State Standards. Rigor incorporated. This is a nice overview of how to write and argumentative essay. It is ready to use in the classroom and has an academic vocabulary companion powerpoint. Find the full curriculum here: http://www.amazon.com/ARGUMENTATIVE-ESSAY-INSTRUCTIONAL-CURRICULUM-SIMULTANEOUSLY-ebook/dp/B00FKOTHWS/ref=sr_1_2?ie=UTF8&qid=1382463755&sr=8-2&keywords=argumentative+essay+curriculum
Argumentative writing Guide
This document provides guidance on argumentative writing. It outlines the key steps which include reading the question carefully, planning by listing main points and sequencing ideas, using techniques like PEE (Point, Evidence, Explanation) and PAF (Purpose, Audience, Form), and structuring paragraphs with an introduction, alternative view, criticism of the alternative view, the writer's own view, and conclusion. It also provides examples of argumentative techniques to use like facts, opinions, rhetorical questions, expert statements, statistics, and triples. The document advises on targeting different grades, using connectives, and examples of exam style questions.
Reading comprehension
1. Reading comprehension and skills are increasingly important for academic and career success, but many people do not spend significant free time reading.
2. Comprehension involves understanding both the literal and implied meanings of text at different levels, from simple facts to complex analysis and application.
3. Key comprehension skills include identifying main ideas, details, patterns of organization, and interpreting different text types like graphs; comprehension levels range from literal to interpretive to applied.
Simplecompoundcomplexcompound complexsentences-091117154353-phpapp02
This document defines and provides examples of different types of sentences: simple sentences containing a subject and predicate, compound sentences joined by coordinating conjunctions, complex sentences containing an independent clause and dependent/subordinate clause, and compound-complex sentences containing two independent clauses and one dependent clause. It instructs the reader to identify subjects, predicates, conjunctions, and dependent clauses in example sentences of each type.
Simple, Compound, Complex Sentences
This document defines and provides examples of simple, compound, and complex sentences. A simple sentence contains one subject and one predicate. A compound sentence contains two or more simple sentences joined by a conjunction like "and" or "but." A complex sentence contains one simple sentence and one or more dependent clauses.
How to write a good newspaper article
The document provides guidance for writing good newspaper articles. It instructs writers to begin with a strong lead paragraph that summarizes the who, what, when, where, how and why of the article. It also advises using an inverted pyramid structure, where the most important facts are at the top. Writers should attribute all facts and claims to reliable sources to avoid publishing erroneous information. The conclusion should restate key points and provide next steps or contact information. Journalists must understand libel laws to avoid damaging claims that could harm individuals' reputations.
How to write an informal article
This document provides guidance on writing an informal article. It explains that an informal article should attract and retain readers' attention through amusing stories, reported speech, and descriptions. It should be written in an interesting or entertaining manner while also giving opinions, thoughts, and facts. The document outlines the key components of an informal article, including an introduction, main body with 2-5 paragraphs developing the topic in detail, and a conclusion. It also provides useful phrases for introducing points and opinions in an informal article. Finally, it includes a sample informal article on why some people are always late.
Types Of Sentences
The document discusses the four types of sentences: declarative, exclamatory, interrogative, and imperative. A declarative sentence makes a statement, an exclamatory sentence expresses strong emotions and ends with an exclamation point, an interrogative sentence asks a question and ends with a question mark, and an imperative sentence gives a command. It provides examples of each sentence type and has the reader identify the type of four example sentences. In conclusion, it reviews the four sentence types and explains the difference between a sentence and a fragment.
Simple, Compound, Complex, Compound Complex Sentences
There are four main types of sentences: simple sentences contain one independent clause; compound sentences contain two independent clauses joined by a conjunction; complex sentences contain one independent and one dependent clause; and compound-complex sentences contain two independent clauses and one dependent clause. Each sentence type has specific grammatical structures and punctuation rules that are outlined in the document.
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Drawing conclusions
When drawing conclusions, you use what you know from your own experiences and knowledge combined with information directly stated or implied in the text. Some examples provided show conclusions being drawn about a baby based on contextual clues, determining that shoes but not socks would be worn in the rain, identifying a postage stamp from its described purpose and location, concluding that milk is being referred to based on provided attributes, deciding a doll is the subject based on traits mentioned, and recognizing that popcorn is being referred to based on how it grows and is sometimes prepared.
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Suzanne A Sign of Things to Come
I don’t know when I started doing it. I guess I’ve always hated school and I’ve always been really nervous about things. A lot of the time, even before college, I used to play with my hair a lot and pull on it; the more nervous I became, the tighter I pulled. But I didn’t think there was anything unusual about it. You know, everyone has nervous habits that they turn to when they get stressed out, right? My parents were . . . let’s say “difficult.” They were always making me feel like I didn’t do well enough. “Couldn’t you have gotten an A? Couldn’t you play basketball or soccer? Couldn’t you have won the game? What could you have done to prepare for the test better? What can we learn from this? Why don’t you have a boyfriend? Maybe if you dressed differently? You know, we just want you to be happy.”
Many loving parents are described as being “overconcerned” about their children, or “overcontrolling” or “overinvolved.” Where do such patterns of behavior come from? What can parents do to avoid crossing the line in their efforts to guide and protect their maturing children?
I guess this whole thing really started a long time ago. When I was in seventh grade, I used to pluck out my eyelashes. I can’t remember how it started, but I remember that it used to relax me when I was tense. I also got the idea in my head that my eyelashes and my eyes were really irritated. I thought that maybe I had some dirt caught in there, and it was stuck between my eyelashes. So I would loosen it and stop the irritation by pulling the eyelash out. I actually remember thinking that there were microscopic bacteria—like I had seen in a science film—living on the end of the eyelash, wiggling around under my skin, and the bad eyelashes needed to be pulled out. The little pain of pulling the lash out was something I actually looked forward to, like when you have a hanging fingernail that hurts and you need to pull it out: a second of pain and instant relief. Once I started noticing that I was doing it, I would be really nervous right before I would pull it, and I would think that maybe I shouldn’t pull this one. Then, when I was pulling it out, I imagined I could feel the irritating part coming out. After it was over, I felt relieved, all the nervousness gone. I would look at the lash I had pulled, almost trying to see the little bacteria wiggling like a worm on a fishhook. Soon, my eyelids were running out of hair, but no one seemed to notice, so I thought it wasn’t a big deal. Maybe I wasn’t really plucking them all out, I thought. Maybe I was just pluck.
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Chapter 2
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Drawing conclusions activity
- 3. When you draw a conclusion you use 2 things: What you know in your head. and What you’ve read in the story. A conclusion is the decision you come to when you put these two together.
- 4. I sleep in a crib. I drink from a bottle. I cannot walk or talk. Who am I? I know babies sleep in cribs. I know babies drink bottles. I know babies can’t do these things yet. Must be a baby!
- 5. Put me on your feet. I will keep you warm and dry. Wear me when it rains. I know you wear socks and shoes on your feet. Both of these keep you warm, but only shoes keep you dry. What do you wear, on your feet, when it rains?
- 6. You need me before you can mail a letter. Paste me on an envelope. What am I? What did you know in your head? You need a postman, an envelope, and a stamp to mail a letter! Only one of these would be pasted onto an envelope!
- 8. I am white. You need me every day. You drink me when you are thirsty. I can make a moustache. What am I? What did you know in your head? Lots of things are white! You need a lot of things. What is white and you drink? AND, It makes a moustache!
- 10. I look like a baby. You can give me a name. Children like to play with me. What am I? What did you know in your head? What looks like a baby? Dolls? Pictures? Hmm… You can name dolls, not pictures. Children play with dolls, not pictures.
- 12. I grow on an ear. Cook me in hot oil. I will puff up and taste good. Some people microwave me. What am I? What did you know in your head? What grows on an ear? Ear wax? Earrings? Corn?? You wouldn’t cook or taste ear wax or earrings. I know corn will puff up and it is sometimes cooked in the microwave.