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2)�Student�Book� •��Table�of�Contents� •��Sample�Lesson

For a Complete Sample Book Call 800-225-0248

New�2010�Copyright!

This is a sampler book which includes:

1) Teacher Guide • Table of Contents • Correlations Chart • Sample Lesson

2) Student Book • Table of Contents • Sample Lesson

Call 800-225-0248 for a complete Sample Book.

Teacher Guide

Overview Florida SunShine State StandardS Correlation....................... .4

uSing the CARS® and STARS® SeRieS........................................................... .8

the CurriCulum aSSoCiateS ClaSSroom reading SyStem............. .14

FeatureS oF a STARS® leSSon......................................................................... .16

reSearCh Summary...................................................................................... .28

Lesson PlansLesson 1. Finding Main idea..................................................................... .32

Lesson 2. Recalling Facts and details................................................... .38

Lesson 3. UndeRstanding seqUence.................................................... .44

Lessons 1–3. ReVieW............................................................................................ .49

Lesson 4. Recognizing caUse and eFFect................................................. .50

Lesson 5. coMpaRing and contRasting................................................. .56

Lesson 6. MaKing pRedictions.................................................................. .62

Lessons 4–6. ReVieW............................................................................................ .67

Lesson 7. Finding WoRd Meaning.in context.................................. .68

Lesson 8. dRaWing conclUsions and MaKing inFeRences......... .74

Lesson 9. distingUishing BetWeen Fact and opinion................... .80

Lessons 7–9. ReVieW............................................................................................ .85

Lesson 10. identiFying aUthoR’s pURpose................................................ .86

Lesson 11. inteRpReting FigURatiVe langUage................................... .92

Lesson 12. distingUishing BetWeen Real and MaKe-BelieVe......... .98

Lessons 10–12. ReVieW.......................................................................................... .103

Lessons 1–12. Final ReVieW............................................................................... .104

Answer Form (Reproducible) .............................................................. .106

Completed Answer Form............................................... .108

Table of Contents

STARS C TGpg1_31_FL.indd 3 1/28/10 3:11 PM

4

Help your students become successful readers—and meet Sunshine State Standards—with the STARS® Series. Designed to align to every Reading Comprehension benchmark in Florida’s Sunshine State Standards, the STARS® Series will help you teach students the most effective reading comprehension strategies to improve their reading skills. Use the chart to easily locate lessons in the Teacher Guide (TG) and plan instruction according to each benchmark of the Florida Reading Comprehension Standard.

Reading Process

Standard 7: Reading ComprehensionThe student uses a variety of strategies to comprehend grade level text.

Grade 3 Benchmarks

STARS® Series

Book C Lessons TG

LA.3.1.7.1 The student will identify a text’s features (e.g., title, subheadings, captions, illustrations), use them to make and confirm predictions, and establish a purpose for reading.

Making Predictions

Drawing Conclusions and Making Inferences

Identifying Author’s Purpose

58-67

74–79

86–91

LA.3.1.7.2 The student will identify the author’s purpose (e.g., to inform, entertain, or explain) in text and how an author’s perspective influences text.

Identifying Author’s Purpose 86–91

LA.3.1.7.3 The student will determine explicit ideas and information in grade-level text, including but not limited to main idea, relevant supporting details, strongly implied message and inference, and chronological order of events.

Finding Main Idea

Recalling Facts and Details


Understanding Sequence

32–37

38–43

74–79

44–49

LA.3.1.7.4 The student will identify cause-and-effect relationships in text.

Recognizing Cause and Effect 50–55

LA.3.1.7.5 The student will identify the text structure an author uses (e.g., comparison/contrast, cause/effect, and sequence of events) and explain how it impacts meaning in text.

Comparing and Contrasting

Recognizing Cause and Effect

Understanding Sequence

56–61

50–55

44–49

LA.3.1.7.6 The student will identify themes or topics across a variety of fiction and nonfiction selections.

Finding Main Idea


32–37

86–91

LA.3.1.7.7 The student will compare and contrast elements, settings, characters, and problems in two texts.

Comparing and Contrasting 56–61

LA.3.1.7.8 The student will use strategies to repair comprehension of grade-appropriate text when self-monitoring indicates confusion, including but not limited to rereading, checking context clues, predicting, summarizing, questioning, and clarifying by checking other sources.

All lessons provide instruction and support for meeting this benchmark, including:

Finding Word Meaning in Context

Making Predictions

68–73

62–67

Florida Sunshine State Standards

Florida Sunshine State Standards Correlation


5

Reading Process

Standard 6: Vocabulary DevelopmentThe student uses multiple strategies to develop grade appropriate vocabulary.

Grade 3 Benchmarks

STARS® Series

Book C Lessons TG

LA.3.1.6.2 The student will listen to, read, and discuss familiar and conceptually challenging text.

All lessons provide instruction and support for meeting this benchmark.

LA.3.1.6.3 The student will use context clues to determine meanings of unfamiliar words.


Interpreting Figurative Language

68–73

92–97

LA.3.1.6.8 The student will use knowledge of antonyms, synonyms, homophones, and homographs to determine meanings of words.



68–73

92–97

LA.3.1.6.9 The student will determine the correct meaning of words with multiple meanings in context.


68–73

Maximize your lesson planning and make your instructional time more efficient. The STARS® Series not only aligns to all benchmarks of Florida’s Sunshine State Standard for Reading Comprehension, it also meets many of the benchmarks in Vocabulary Development, Literary Analysis, and Information and Media Literacy. Use the following charts to quickly and easily identify the other benchmarks the STARS® Series meets.

Literary Analysis

Standard 1: FictionThe student identifies, analyzes, and applies knowledge of the elements of a variety of fiction and literary texts to develop a thoughtful response to a literary selection.

Grade 3 Benchmarks

STARS® Series

Book C Lessons TG

LA.3.2.1.1 The student will understand the distinguishing features among the common forms of literature (e.g., poetry, prose, fiction, drama).

The Genre Focus feature at the beginning of each lesson in the Teacher Guide provides support for meeting this benchmark.

LA.3.2.1.3 The student will identify and explain how language choice helps to develop mood and meaning in poetry (e.g., sensory and concrete words as well as figurative language).


92–97



6

Literary Analysis

Standard 1: Fiction (continued)The student identifies, analyzes, and applies knowledge of the elements of a variety of fiction and literary texts to develop a thoughtful response to a literary selection.

Grade 3 Benchmarks

Literary Analysis

Standard 2: NonfictionThe student identifies, analyzes, and applies knowledge of the elements of a variety of nonfiction, informational, and expository texts to demonstrate an understanding of the information presented.

Grade 3 Benchmarks

STARS® Series

Book C Lessons TG

STARS® Series

Book C Lessons TG

LA.3.2.1.4 The student will identify an author’s theme, and use details from the text to explain how the author developed that theme.

Finding Main Idea


32–37

38–43

LA.3.2.1.5 The student will respond to, discuss, and reflect on various literary selections (e.g., poetry, prose, fiction, nonfiction), connecting text to self (personal connection), text to world (social connection), text to text (comparison among multiple texts).

All lessons provide instruction and support for meeting this benchmark.

LA.3.2.1.7 The student will identify and explain an author’s use of descriptive, idiomatic, and figurative language (e.g., personification, similes, metaphors, symbolism), and examine how it is used to describe people, feelings, and objects.



92–97

86–91

LA.3.2.1.8 The student will select a balance of age- and ability-appropriate fiction materials to read (e.g., chapter books, fairy tales, mythology, poetry), based on interest and teacher recommendations, to continue building a core foundation of knowledge.

The Connecting with Literature feature in each lesson of the Teacher Guide provides support for meeting this benchmark.

LA.3.2.2.2 The student will use information from the text to answer questions related to explicitly-stated main ideas or relevant details.

Finding Main Idea


32–37

38–43

LA.3.2.2.3 The student will organize information to show an understanding of main ideas within a text through charting, mapping, or summarizing.

Finding Main Idea


32–37

38–43



7

Literary Analysis

Standard 2: Nonfiction (continued)The student identifies, analyzes, and applies knowledge of the elements of a variety of nonfiction, informational, and expository texts to demonstrate an understanding of the information presented.

Grade 3 Benchmarks

STARS® Series

Book C Lessons TG

LA.3.2.2.4 The student will identify the characteristics of a variety of types of text (e.g., reference, children’s newspapers, practical/functional texts).

The Genre Focus feature at the beginning of each lesson in the Teacher Guide provides support for meeting this benchmark.

LA.3.2.2.5 The student will select a balance of age- and ability-appropriate nonfiction materials to read (e.g., biographies and topical areas, such as animals, science, history), based on interest and teacher recommendations, to continue building a core foundation of knowledge.

The Connecting with Literature feature in each lesson of the Teacher Guide provides support for meeting this benchmark.

Information and Media Literacy

Standard 3: Media Literacy The student develops and demonstrates an understanding of media literacy as a life skill that is integral to informed decision making.

Grade 3 Benchmarks

STARS® Series

Book C Lessons TG

LA.3.6.3.1 The student will determine main content and supporting details, including distinguishing fact from opinion, in a print media message.

Distinguishing Between Fact and Opinion

Finding Main Idea


80–85

32–37

38–43



74 Drawing Conclusions and Making Inferences

DRAWING CONCLUSIONS AND MAKING INFERENCESLesson 8

Genre Focus

FolktaleTell students that on page 91, they will read a folktale. Define this genre for students. Explain that a folktale is a fiction story that comes from a specific country or culture and usually reflects the customs or beliefs of the people. The story has often been told and retold before being written down. The characters in folktales may be people or animals. Human characters may be ordinary people or may have superhuman qualities. Animal characters may have human traits (snakes and frogs that speak, for example). A folktale may contain a lesson or explain something in the natural world. Have students share folktales they have read or heard.

ELL Support

Past Tense of Regular VerbsExplain to students that verbs are action words. The past tense of a verb tells that the action has already happened. The past tense of a regular verb ends in ed.

Work with students to identify and form the past tense of regular verbs. Write this sentence on the board: It rained. Work with students to identify the verb (rain) and the verb’s ending (ed). Then write the verbs bake, study, and spot on the board. Work together to form the past tense of each verb and to tell how it is formed (bake: add d; study: change y to i and add ed; spot: add ted). Explain that there are several ways to form the past tense of verbs.

Point out the regular past tense verb spotted on student book page 84.

FLORIDA

The focus of this lesson is to help your students:

• Determine strongly implied message and inference in grade-level text. (LA.3.1.7.3)

This lesson also helps your students:

• Identify a text’s features and use them to make and confirm predictions. (LA.3.1.7.1)

GettinGStarted

Introduce the StrategyTell students that today they will learn how to draw conclusions and make inferences when they read.

SAY: Good readers draw conclusions and make inferences by using what they read, along with their own background knowledge, to figure out something that is hinted at but is not directly stated in a reading passage. You already know how to draw conclusions and make inferences because you often figure things out on your own in your daily life.

Model the StrategyIntroduce the strategy by describing a situation and asking students to think about what is happening.

SAY: Suppose you turn a switch on a lamp in your home, and the light doesn’t come on. You notice that other lights in the same room are working. What do you think is wrong with the lamp?

Point out to students that they can conclude that the light bulb is probably burnt out. Since other lights in the same room are working, they can assume that the electricity is working and that there is likely a problem with the lamp’s bulb. Explain that this is an example of drawing conclusions and making inferences.

STARS C TG.indd 74 1/11/10 5:27 PM

75Drawing Conclusions and Making Inferences

Modeled Instruction


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

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

Mrs. Anderson’s dog barks every night, all night long. The dog is very large and very loud. Mrs. Anderson’s neighbors cannot sleep.

1. Let’s draw a conclusion. Think about what the author tells you.Also think about what the author just hints at.

2. Look at the chart below.The first box lists three details that the author gives in the story.

3. The second box tells what is just hinted at in the story. The author leaves this information out.

4. What can you figure out on your own? Fill in the missing information in the last box.

What details are given? What information does the author leave out?

What can you figure out on your own?

Mrs. Anderson’s dog barks every night.

The dog is very large and very loud.

Mrs. Anderson’s neighbors cannot sleep.

The author does not tell why Mrs. Anderson’s neighbors cannot sleep.

Mrs. Anderson’s neighbors cannot sleep because

.

her dog barks loudly

when they try to sleep

at night.

At A GlAnce

Students activate their background knowledge about drawing conclusions and making inferences and then learn how to apply this strategy to a short reading passage.

Step by Step

Page 82• Tell students that today they will practice

drawing conclusions and making inferences. • Read aloud the information at the top of the page.• Direct students to respond to items 1 and 2. • Discuss student responses as a class.

Work with a Partner• Organize students to work in pairs to complete

the Work with a Partner activity. • Encourage volunteers to share their questions

and answers with the class.

Tip: If students give wild guesses instead of probable conclusions, tell them to think about what makes sense. If the sun is out, for example, is it daytime or nighttime?

Page 83• Read aloud the information that precedes the

reading passage. • Direct students to read the passage in the box. • Tell students that after they read the passage,

they will use a graphic organizer to help them draw a conclusion using details from the story.

• Guide students through steps 1–4 for completing the graphic organizer by having them follow along as you read the steps aloud.

• Direct students to complete the information in the last box of the graphic organizer.

• Discuss student responses. • Be sure students have a clear understanding of how

the passage details and their background knowledge helped them figure out information that was hinted at but not directly stated in the passage.

Tip: If students have trouble completing the last box, remind them to use what they already know from their own experiences about barking dogs. Ask, “How would you describe a dog’s bark? Would it possibly keep you awake at night?”

PART ONE: Think About the Strategy


DRAWING CONCLUSIONS AND MAKING INFERENCES

Lesson

8

Work with a Partner

•Taketurnsaskingeachother“Whatcanyoufigureout?”questions.

•Askquestionssuchas,“Whattimeofdayisitiftherearestarsinthesky?”

What Are Conclusions and Inferences?Therearemanytimeseachdaywhenyoufigureoutsomethingonyourownwithoutbeingtoldwhatishappening.Ifyouseesomeonecrying,youknowthatthepersonissad.Ifyouhearsomeonelaughing,youknowthatthepersonjustheardsomethingfunny.

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

2 Write the clues that helped you figure this out.

Sample response: I can figure out that it’s raining.

Sample response: People walk under umbrellas outside

when they don’t want to get wet from the rain.

• Determinestronglyimpliedmessageandinferenceingrade-leveltext.(LA.3.1.7.3)

• Identifyatext’sfeaturesandusethemtomakeandconfirmpredictions.(LA.3.1.7.1)

C_STARS SB.indd 82 1/4/10 9:44 AM


76

Guided Instruction



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

1. From the sign, you can tell that� children will not be welcome.� children will be able to plant seeds.� all plants can be used for food.� all farmers will be selling bread.

2. Which detail from the sign helps you answer question 1?� Swap recipes at the Cook’s Table.� Bring the family!� Children will learn about the parts

of plants they can eat.� Have children bring a small

container and soil.

Work with a Partner

• Talk about your answers to the questions.

• Tell why you chose your answers.

• Then talk about what you have learned so far about drawing conclusionsand making inferences.

Farmer’s MarketEvery Saturday

on the Town Common8:00 A.M. to 3:00 P.M.

Shop for fresh fruits and vegetablesat over 25 booths from local farms.Swap recipes at the Cook’s Table.

Buy fresh breads, cakes, and cookies.Bring the family!

Farmers will show children how to plant and care for a garden.Children will learn about the parts of plants they can eat.

Have children bring a small container and soil.Children will be given vegetable seeds.

WHAT TO

KNOW

Information is not always clearly stated in a reading passage. You must figure out some information on your own. Whenever you figure out something the author doesn’t tell you in a reading passage, you are drawing a conclusion or making an inference.

• Pay attention to the details in a reading passage. You can use these details to figure out information that is not clearly stated.

• Use the details from the reading passage and what you knowfrom your own life to draw a conclusion or to make an inference.

84

PART TWO: Learn About the Strategy


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

This story does not tell you why the crowd was cheering. It does, however, give you details to help you figure out why this happened.

Everything was going so well.

The hours of practice had been worth it.

These details help you figure out that Ana’s back flip was successful. You probably know from your own experiences that by practicing something, you learn to do it better. You probably also know that people cheer when something good happens.

Today was the day of the big gymnastics meet. It was Ana’s turn on the balance beam. For months, Ana had been practicing her routine. But practice was one thing. Now there were hundreds of people here at the meet! Ana spotted her family sitting in the stands. They gave her an encouraging wave.

Ana got on the balance beam. Everything was going so well—her split, her forward roll, and her cartwheel. Now for the back � ip! Ana could hear the crowd cheer. The hours of practice had been worth it.

At A GlAnce

Students learn how to draw conclusions and make inferences when they read. Students then practice the strategy by using text clues to answer questions about a passage.

Step by Step

Page 84 • Introduce the lesson by reading aloud the

information in the What to Know box.• Tell students that together you will read a passage

and talk about how good readers can figure out information that is not clearly stated in the text.

• Have a volunteer read aloud the story. • Direct students to follow along as you read

the information under the story. • Direct students to underline the two details in

the story that were used to draw the conclusion. • Conclude the lesson by reviewing the concepts

in the What to Know box.

Page 85• Direct students to read the passage and answer

the questions. Guide students as needed. • Organize students to work in pairs to complete

the Work with a Partner activity.• When students have finished working in pairs,

discuss the answers as a class.

Tip: Have students underline the details in the passage that they used as clues to answer questions 1 and 2.

(�Farmers�will�show�children�how�to�plant�and�care��for�a�garden.�

��Have�children�bring�a�small�container�and�soil.�

�Children�will�be�given�vegetable�seeds.)

Tip: Point out to students that question 1 does not use the phrases draw�a�conclusion or make�an�inference, but the words you�can�tell signal that readers need to figure out something that is not clearly stated in the passage.



Modeled Practice

87

Which Answer Is Correct and Why?

Look at the answer choices for each question. Read why each answer choice is correct or not correct.


3. Lion invited the animals into the cave so that he could� say good-bye to them.

This answer is not correct because the details in the fable tell that Lion only said that he wanted to bid the animals farewell, or say good-bye. But no voices were ever heard from inside the cave.

� trick them. This answer is correct because the details explain that the lion only pretended to be sick. You can figure out that this was a trick to get the animals to come into the cave so Lion could eat them.

� eat dinner with them.This answer is not correct because there are no details that tell about the lion eating dinner with the animals that visited him.

� have a party for Fox.This answer is not correct because there are no details about a party. Also, the details explain that Fox never went into the cave.

4. You can figure out that � Lion ate Goat, Sheep, and Calf.

This answer is correct because the details show that these animals went into the cave but never came out again. You can use these details along with what you know about lions to figure out that Lion ate the animals.

� Lion was so sick that he was about to die.This answer is not correct because the details tell that Lion only pretended to be sick. The details also explain that Lion got better and came out to talk to Fox.

� Fox told the other animals not to go into the cave.This answer is not correct because the details explain that Fox arrived after all the other animals. So he could not have told them not to go into the cave.

� Fox was the last animal to go into the cave.This answer is not correct because the details explain that Fox figured out that Lion had tricked the animals. Fox noticed footprints going in, but none coming out, so he never went into the cave. Fox learned from the others’ bad luck.

86

PART THREE: Check Your Understanding


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

3. Lion invited the animals into the cave so that he could� say good-bye to them.� trick them. � eat dinner with them.� have a party for Fox.

4. You can figure out that � Lion ate Goat, Sheep,

and Calf. � Lion was so sick that

he was about to die.� Fox told the other animals

not to go into the cave. � Fox was the last animal

to go into the cave.

REVIEW

Drawing a conclusion or making an inference is a way of figuring out information that is not clearly stated in a reading passage.

• Think about the details that are stated in a reading passage. Use these details to help you figure out information that is not explained.

• Use the details from the reading passage and what you know from your own life to draw a conclusion or to make an inference.

Lion pretended that he was sick and lay down in his cave. He sent for all the animals in his kingdom, saying that he wanted to bid them farewell. Goat was the � rst one to enter the cave. Sheep was the next to arrive. He listened for a moment but didn’t hear any voices. He went into the cave anyway. Even before Sheep came out, Calf entered the cave. They all wanted to hear the last words of the King of the Beasts.

Then, surprisingly, Lion seemed to get better. He came to the opening of the cave. There he saw Fox.

“Fox, why did you not come to say good-bye to me?” asked Lion.“I beg your pardon, your Highness,” said Fox. “But I noticed the path

of the animals that have already come to see you. And while I see many footprints going in, I see none coming out. Until the animals that entered your cave come out again, I � nd it wiser to remain out here.”

At A GlAnce

Students reinforce their understanding of strategy concepts through reading a passage, answering questions, and discussing why answers are correct or not correct.

SteP by SteP

Page 86 • Read aloud the information in the Review box. • Direct students to read the passage and answer

the questions on the page. • Remind students to use the information in the

Review box to help them.

Page 87• Tell students that this page models how to find the

correct answers and explains why each one is correct.• Share the correct answers.• Then read aloud the explanations for all the answer

choices for questions 3 and 4. Solicit questions and comments from the class.

Tip: Explain that the words figure out in question 4 are a clue that the question is asking students to draw a conclusion and make an inference.

Readers may get confused about the difference between the strategy of drawing conclusions and making inferences and the strategy of making predictions.

Both strategies involve inferential thinking. The main difference between them, however, is in the time frame: conclusions and inferences relate to things that have happened already but weren’t directly stated; predictions relate to things that haven’t happened yet but will probably happen in the future.

Teacher’s Corner


78

Guided Practice



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

9. From the article, you can tell that Japan has� few cities.� few farms. � few people.� few islands.

10. Details in the article suggest that Japan is� larger than the United States.� made up of many plains.� surrounded by water. � home to the largest plain

in the world.

11. What can you conclude about Mt. Fuji from the article?� It is located in Tokyo.� It is an active volcano.� It is the highest mountain

in the world.� It is not an active volcano.

12. Which of these would you probably not find in Japan?� large numbers of people� tall buildings� large areas of flat land� busy ocean cities

Japan is an island country in Asia. Japan is made up of four large islands and more than 3,000 smaller ones. The main islands are Hokkaido, Honshu, Shikoku, and Kyushu.

Japan is a small country. But it has a large population. Mountains cover much of Japan. This land cannot be used for homes. It is also not good for farming. Most people live close together in cities near the ocean. This makes some areas of Japan very crowded.

Japan has many interesting and unique features. Mount Fuji is the highest point in Japan. It is a volcano that has not erupted in 250 years. The Kanto Plain is the largest area of flat land in Japan. This plain is home to Japan’s capital city, Tokyo.

The first people settled in Japan more than 8,000 years ago. Over time, they came to call their country Nippon. This name means “Land of the Rising Sun.” Nippon is the name that is still used in Japan today.

Hokkaido

TOKYO •

Shikoku

JAPANKyushu

Honshu

MORETO

KNOW

• Look for details in a reading passage that tell about the way a person or character looks, acts, thinks, feels, and speaks. Then think about how people with similar qualities act.

• Think about where something happens or when it happens in a reading passage. If something happens near the Statue of Liberty, you can figure out that the setting is New York. If something happens as the sun is rising, you can figure out that it is morning.

88

PART FOUR: Build on What You Have Learned


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

5. You can tell from the article that Yatish� does not care about what he eats.� eats only certain foods.� eats whatever foods he wants.� does not enjoy eating sweets.

6. A good meal to serve Yatish would be� hamburgers and fries.� spaghetti and meatballs.� steak and mashed potatoes.� chicken and rice.

7. From the article, you can tell that Shalini� grew up in India.� is the same age as her cousin.� wishes she lived in India all year.� enjoys spending time with her

grandparents.

8. There is enough information in the article to show that � Shalini’s family does not eat chicken.� there is no meat available in India.� Yatish had never met Shalini before.� Shalini likes to eat lots of fish.

Shalini was born in India. She grew up in America with her mother and father. Her family moved to New York when her father got a new job. They left India for their new home in America when Shalini was four years old.

Most of Shalini’s family still lives in India. She has not seen her grandparents, aunts, uncles, or cousins for a long time. Shalini just returned from a visit to India. She met her cousin Yatish for the first time.

“Yatish and his family are like me and my family,” says Shalini. “They do not eat most meat or any fish. But they do eat chicken, eggs, and cheese.”

Shalini will return to India next summer. She will stay with her grandparents and spend eight weeks with them. “I can’t wait,” says Shalini. “I love living in America, but India is also my home.”

At A GlAnce

Students are introduced to additional information about drawing conclusions and making inferences, and then they answer questions about two passages.

SteP by SteP

Pages 88– 89• Read aloud the information in the More to Know box. • As needed, guide students as they complete both pages. • Discuss the correct responses as a class.

Tip: Ask students to identify sentences or information in the passages that helped them answer each question:

5: “ ‘Yatish and his family are like me and my family,’ says Shalini. ‘They do not eat most meat or any fish. But they do eat chicken, eggs, and cheese.’”

6: same details as question 5

7: “She will stay with her grandparents and spend eight weeks with them. ‘I can’t wait,’ says Shalini.”

8: “She met her cousin Yatish for the first time.”

9: “Mountains cover much of Japan. This land . . . is also not good for farming.”

10: all the details in paragraph 1, as well as the map

11: “It is a volcano that has not erupted in 250 years.”

12: “Mountains cover much of Japan.”

Reteaching

Use a graphic organizer to verify the correct answer to question 9. Draw the graphic organizer below, leaving the boxes blank. Work with students to fill in the boxes, using information from the passage. Sample responses are provided.

What details are given?

What information does the author leave out?


Mountains cover much of Japan.

The land is not good for farming.

The author does not say whether Japan has many farms or few farms.

Japan must have few farms because the land in Japan is not good for farming.


79

Independent Practice



Read this folktale from Africa. Then answer questions about the folktale. Choose the best answer for Numbers 15 and 16.

15. From the folktale, you can tell that� Snake Baby will eat Frog Baby.� Snake Baby will never hiss, coil,

or squeeze again.� Frog Baby will still play safely

with Snake Baby.� Frog Baby will be in danger if

he plays with Snake Baby again.

16. The folktale suggests that� frogs are smarter than snakes.� frogs are a danger to snakes.� snakes are supposed to eat frogs. � snakes are afraid of frogs.

Some time ago, a baby snake set out to play. As he slithered away, his mother spoke this rhyme: “Watch out, young son, for things with claws, for things with a beak, for things with strong jaws.”

“Claws, beak, jaws. Claws, beak, jaws,” Snake Baby repeated.At the same time, a baby frog set out to play. As he hopped away,

his mother spoke this rhyme: “Watch out for the hiss, watch out for the coil, watch out for the squeeze, they will cause turmoil.”

“Hiss, coil, squeeze. Hiss, coil, squeeze,” Frog Baby repeated.Snake Baby and Frog Baby met in the rain forest and played games

all day. First, they played leap frog. Then they played hide and hug.That night, Frog Baby told his mother about the games he played.“No, no, Frog Baby! Hide and hug is not a game for you. It is the game

of the hiss, coil, and squeeze. Promise you will never play with him again.”Snake Baby also told his mother about the games he played.“No, no, Snake Baby! Hide and hug is not a game for you. Hide and

hug is what you must do. This is the way you get your meals! Promise me you will hiss, coil, and squeeze.”

TESTTIPS

• A test question about drawing conclusions and making inferences asks you to figure out something that is not stated in a reading passage.

• A test question about drawing conclusions and making inferences often contains the words you can tell, determine, or conclude.

90

PART FIVE: Prepare for a Test


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

13. You can tell that the story takes place� long ago.� at night.� in a castle.� at dawn.

14. You can figure out that Sara � was afraid of the talking clock.� wished she had not opened

the door.� almost changed her mind about

opening the door.� did not see the sign on the door.

“I’d be careful if I were you,” a soft voice called as Sara prepared to open the closet door.

Sara turned around, but no one else was in the room. There was only a tall grandfather clock, a few pieces of furniture, and a large window that � lled the room with a hint of moonlight. “Who said that?” Sara asked, confused.

“I did,” said the clock.Sara’s eyes widened. She approached the clock and said,

“You? You spoke to me?”“I think I must tell you about the door you almost opened. See that

sign on the door that says OPEN CAREFULLY? There is a reason for that sign. That door is no ordinary door. If you open it, your life will be changed forever. So remember—open it carefully.”

“Thanks for the warning,” Sara said as she placed her hand on the doorknob. She paused for a moment and then removed her hand. After a few minutes, she reached for the doorknob again. Slowly, Sara opened the door. Almost immediately, a brilliant light poured into the room. Within seconds, Sara arrived in a strange and mysterious world.

OPENCAREFULLY

At A GlAnce

Students practice answering questions about drawing conclusions and making inferences that might appear on a reading test.

SteP by SteP

Pages 90 – 91• Point out the Test Tips to students and explain that

these tips will help them answer test questions.• Tell students to read and complete pages 90 and 91.• Discuss the correct responses as a class.

As students read books they self-select from the classroom or school library, encourage them to draw conclusions and make inferences about the information the author hints at but does not directly state. Invite them to choose a favorite book and present a brief Book Share. Have students read a page or a selection from the book and tell how they used details in the text and their own experiences to figure something out. Ask them about specific inferences. Did they infer the setting or a character’s feelings? How?

Connecting with Literature


Student Book

Lesson 1 Finding Main Idea . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

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

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

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

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

Lesson 5 Comparing and Contrasting . . . . . . . . . . . . . . . . . . . . . . . . . . 48

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

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

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

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

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

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

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

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

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

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

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

TABLE OF CONTENTS

STARS C SB.indd 3 1/27/10 9:47 AM

PART ONE: Think About the Strategy


DRAWING CONCLUSIONS AND MAKING INFERENCES

Lesson

8

Work with a Partner

•Taketurnsaskingeachother“Whatcanyoufigureout?”questions.

•Askquestionssuchas,“Whattimeofdayisitiftherearestarsinthesky?”

What Are Conclusions and Inferences?Therearemanytimeseachdaywhenyoufigureoutsomethingonyourownwithoutbeingtoldwhatishappening.Ifyouseesomeonecrying,youknowthatthepersonissad.Ifyouhearsomeonelaughing,youknowthatthepersonjustheardsomethingfunny.

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

2 Write the clues that helped you figure this out.

• Determinestronglyimpliedmessageandinferenceingrade-leveltext.(LA.3.1.7.3)

• Identifyatext’sfeaturesandusethemtomakeandconfirmpredictions.(LA.3.1.7.1)

C_STARS SB.indd 82 1/11/10 5:12 PM


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

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

Mrs. Anderson’s dog barks every night, all night long. The dog is very large and very loud. Mrs. Anderson’s neighbors cannot sleep.

1. Let’s draw a conclusion. Think about what the author tells you.Also think about what the author just hints at.

2. Look at the chart below.The first box lists three details that the author gives in the story.

3. The second box tells what is just hinted at in the story. The author leaves this information out.

4. What can you figure out on your own? Fill in the missing information in the last box.

What details are given? What information does the author leave out?


Mrs. Anderson’s dog barks every night.

The dog is very large and very loud.

Mrs. Anderson’s neighbors cannot sleep.

The author does not tell why Mrs. Anderson’s neighbors cannot sleep.

Mrs. Anderson’s neighbors cannot sleep because

.

WHAT TO

KNOW

Information is not always clearly stated in a reading passage. You must figure out some information on your own. Whenever you figure out something the author doesn’t tell you in a reading passage, you are drawing a conclusion or making an inference.

• Pay attention to the details in a reading passage. You can use these details to figure out information that is not clearly stated.


84

PART TWO: Learn About the Strategy


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

This story does not tell you why the crowd was cheering. It does, however, give you details to help you figure out why this happened.

Everything was going so well.

The hours of practice had been worth it.

These details help you figure out that Ana’s back flip was successful. You probably know from your own experiences that by practicing something, you learn to do it better. You probably also know that people cheer when something good happens.

Today was the day of the big gymnastics meet. It was Ana’s turn on the balance beam. For months, Ana had been practicing her routine. But practice was one thing. Now there were hundreds of people here at the meet! Ana spotted her family sitting in the stands. They gave her an encouraging wave.

Ana got on the balance beam. Everything was going so well—her split, her forward roll, and her cartwheel. Now for the back flip! Ana could hear the crowd cheer. The hours of practice had been worth it.



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

1.From the sign, you can tell that children will not be welcome. children will be able to plant seeds. all plants can be used for food. all farmers will be selling bread.

2.Which detail from the sign helps you answer question 1? Swap recipes at the Cook’s Table. Bring the family! Children will learn about the parts

of plants they can eat. Have children bring a small

container and soil.

Work with a Partner

• Talk about your answers to the questions.

• Tell why you chose your answers.

• Then talk about what you have learned so far about drawing conclusions and making inferences.

Farmer’s MarketEvery Saturday

on the Town Common8:00 a.m. to 3:00 p.m.

Shop for fresh fruits and vegetablesat over 25 booths from local farms.Swap recipes at the Cook’s Table.

Buy fresh breads, cakes, and cookies.Bring the family!

Farmers will show children how to plant and care for a garden.Children will learn about the parts of plants they can eat.

Have children bring a small container and soil.Children will be given vegetable seeds.

86

PART THREE: Check Your Understanding


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

3.Lion invited the animals into the cave so that he could say good-bye to them.B trick them. C eat dinner with them.D have a party for Fox.

4.You can figure out that Lion ate Goat, Sheep,

and Calf. B Lion was so sick that

he was about to die.C Fox told the other animals

not to go into the cave. D Fox was the last animal

to go into the cave.

REVIEW

Drawing a conclusion or making an inference is a way of figuring out information that is not clearly stated in a reading passage.

• Think about the details that are stated in a reading passage. Use these details to help you figure out information that is not explained.


Lion pretended that he was sick and lay down in his cave. He sent for all the animals in his kingdom, saying that he wanted to bid them farewell. Goat was the first one to enter the cave. Sheep was the next to arrive. He listened for a moment but didn’t hear any voices. He went into the cave anyway. Even before Sheep came out, Calf entered the cave. They all wanted to hear the last words of the King of the Beasts.

Then, surprisingly, Lion seemed to get better. He came to the opening of the cave. There he saw Fox.

“Fox, why did you not come to say good-bye to me?” asked Lion.“I beg your pardon, your Highness,” said Fox. “But I noticed the path

of the animals that have already come to see you. And while I see many footprints going in, I see none coming out. Until the animals that entered your cave come out again, I find it wiser to remain out here.”


87

Which Answer Is Correct and Why?

Look at the answer choices for each question. Read why each answer choice is correct or not correct.


3.Lioninvitedtheanimalsintothecavesothathecould saygood-byetothem.

This answer is not correct because the details in the fable tell that Lion only said that he wanted to bid the animals farewell, or say good-bye. But no voices were ever heard from inside the cave.

<● trickthem.This answer is correct because the details explain that the lion only pretended to be sick. You can figure out that this was a trick to get the animals to come into the cave so Lion could eat them.

eatdinnerwiththem.This answer is not correct because there are no details that tell about the lion eating dinner with the animals that visited him.

haveapartyforFox.This answer is not correct because there are no details about a party. Also, the details explain that Fox never went into the cave.

4.Youcanfigureoutthat● LionateGoat,Sheep,andCalf.

This answer is correct because the details show that these animals went into the cave but never came out again. You can use these details along with what you know about lions to figure out that Lion ate the animals.

B Lionwassosickthathewasabouttodie.This answer is not correct because the details tell that Lion only pretended to be sick. The details also explain that Lion got better and came out to talk to Fox.

Foxtoldtheotheranimalsnottogointothecave.This answer is not correct because the details explain that Fox arrived after all the other animals. So he could not have told them not to go into the cave.

Foxwasthelastanimaltogointothecave.This answer is not correct because the details explain that Fox figured out that Lion had tricked the animals. Fox noticed footprints going in, but none coming out, so he never went into the cave. Fox learned from the others’ bad luck.

MORE TO

KNOW

•Lookfordetailsinareadingpassagethattellaboutthewayapersonorcharacterlooks,acts,thinks,feels,andspeaks.Thenthinkabouthowpeoplewithsimilarqualitiesact.

•Thinkaboutwheresomethinghappensorwhenithappensinareadingpassage.IfsomethinghappensneartheStatueofLiberty,youcanfigureoutthatthesettingisNewYork.Ifsomethinghappensasthesunisrising,youcanfigureoutthatitismorning.

88

PART FOUR: Build on What You Have Learned


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

5.YoucantellfromthearticlethatYatish doesnotcareaboutwhatheeats. eatsonlycertainfoods. eatswhateverfoodshewants. doesnotenjoyeatingsweets.

6.AgoodmealtoserveYatishwouldbe hamburgersandfries. spaghettiandmeatballs. steakandmashedpotatoes. chickenandrice.

7.Fromthearticle,youcantellthatShalini grewupinIndia. isthesameageashercousin. wishesshelivedinIndiaallyear. enjoysspendingtimewithher

grandparents.

8.Thereisenoughinformationinthearticletoshowthat Shalini’sfamilydoesnoteatchicken. thereisnomeatavailableinIndia. YatishhadnevermetShalinibefore. Shalinilikestoeatlotsoffish.

Shalini was born in India. She grew up in America with her mother and father. Her family moved to New York when her father got a new job. They left India for their new home in America when Shalini was four years old.

Most of Shalini’s family still lives in India. She has not seen her grandparents, aunts, uncles, or cousins for a long time. Shalini just returned from a visit to India. She met her cousin Yatish for the first time.

“Yatish and his family are like me and my family,” says Shalini. “They do not eat most meat or any fish. But they do eat chicken, eggs, and cheese.”

Shalini will return to India next summer. She will stay with her grandparents and spend eight weeks with them. “I can’t wait,” says Shalini. “I love living in America, but India is also my home.”



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

9.From the article, you can tell that Japan has few cities. few farms. few people. few islands.

10.Details in the article suggest that Japan is larger than the United States. made up of many plains. surrounded by water. home to the largest plain

in the world.

11.What can you conclude about Mt. Fuji from the article? It is located in Tokyo. It is an active volcano. It is the highest mountain

in the world. It is not an active volcano.

12.Which of these would you probably not find in Japan? large numbers of people tall buildings large areas of flat land busy ocean cities

Japan is an island country in Asia. Japan is made up of four large islands and more than 3,000 smaller ones. The main islands are Hokkaido, Honshu, Shikoku, and Kyushu.

Japan is a small country. But it has a large population. Mountains cover much of Japan. This land cannot be used for homes. It is also not good for farming. Most people live close together in cities near the ocean. This makes some areas of Japan very crowded.

Japan has many interesting and unique features. Mount Fuji is the highest point in Japan. It is a volcano that has not erupted in 250 years. The Kanto Plain is the largest area of flat land in Japan. This plain is home to Japan’s capital city, Tokyo.

The first people settled in Japan more than 8,000 years ago. Over time, they came to call their country Nippon. This name means “Land of the Rising Sun.” Nippon is the name that is still used in Japan today.

Hokkaido

TOKYO •

Shikoku

JAPANKyushu

Honshu

TEST TIPS

•Atestquestionaboutdrawingconclusionsandmakinginferencesasksyoutofigureoutsomethingthatisnotstatedinareadingpassage.

•Atestquestionaboutdrawingconclusionsandmakinginferencesoftencontainsthewordsyou can tell, determine,orconclude.

90

PART FIVE: Prepare for a Test


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

13.Youcantellthatthestorytakesplace longago. atnight. inacastle. atdawn.

14.YoucanfigureoutthatSara wasafraidofthetalkingclock. wishedshehadnotopened

thedoor. almostchangedhermindabout

openingthedoor. didnotseethesignonthedoor.

“I’d be careful if I were you,” a soft voice called as Sara prepared to open the closet door.

Sara turned around, but no one else was in the room. There was only a tall grandfather clock, a few pieces of furniture, and a large window that filled the room with a hint of moonlight. “Who said that?” Sara asked, confused.

“I did,” said the clock.Sara’s eyes widened. She approached the clock and said,

“You? You spoke to me?”“I think I must tell you about the door you almost opened. See that

sign on the door that says OPEN CAREFULLY? There is a reason for that sign. That door is no ordinary door. If you open it, your life will be changed forever. So remember—open it carefully.”

“Thanks for the warning,” Sara said as she placed her hand on the doorknob. She paused for a moment and then removed her hand. After a few minutes, she reached for the doorknob again. Slowly, Sara opened the door. Almost immediately, a brilliant light poured into the room. Within seconds, Sara arrived in a strange and mysterious world.

OPENCAREFULLY



Read this folktale from Africa. Then answer questions about the folktale. Choose the best answer for Numbers 15 and 16.

15.From the folktale, you can tell that Snake Baby will eat Frog Baby. Snake Baby will never hiss, coil,

or squeeze again. Frog Baby will still play safely

with Snake Baby. Frog Baby will be in danger if

he plays with Snake Baby again.

16.The folktale suggests that frogs are smarter than snakes. frogs are a danger to snakes. snakes are supposed to eat frogs. snakes are afraid of frogs.

Some time ago, a baby snake set out to play. As he slithered away, his mother spoke this rhyme: “Watch out, young son, for things with claws, for things with a beak, for things with strong jaws.”

“Claws, beak, jaws. Claws, beak, jaws,” Snake Baby repeated.At the same time, a baby frog set out to play. As he hopped away,

his mother spoke this rhyme: “Watch out for the hiss, watch out for the coil, watch out for the squeeze, they will cause turmoil.”

“Hiss, coil, squeeze. Hiss, coil, squeeze,” Frog Baby repeated.Snake Baby and Frog Baby met in the rain forest and played games

all day. First, they played leap frog. Then they played hide and hug.That night, Frog Baby told his mother about the games he played.“No, no, Frog Baby! Hide and hug is not a game for you. It is the game

of the hiss, coil, and squeeze. Promise you will never play with him again.”Snake Baby also told his mother about the games he played.“No, no, Snake Baby! Hide and hug is not a game for you. Hide and

hug is what you must do. This is the way you get your meals! Promise me you will hiss, coil, and squeeze.”


CURRICULUM ASSOCIATES®, LLCNorth Billerica, MA 01862

Phone: 800 225-0248 (U.S. & Canada)Fax: 800 366-1158 (U.S. & Canada)

E-mail: [email protected]: www.CAinc.com

For more information or to place an order

call 800-225-0248 or visit CurriculumAssociates.com

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