4th grade Inferencing

That was not a difficult project. I thought it was a piece of cake.

What does the author mean by “piece of cake”?

• A. It was a complex project.

• B. The project was easy to complete.

• C. There were many things to learn in the project.

• D. She was certain that it would be easy.

Tags

TEKS.ELA.6.8C

TEKS.MATH.7.8C

TEKS.MATH.8.8C

TEKS.ELA.E1.11H

TEKS.ELA.E3.11H

She worked all night on the piece of cake and turned it into a work of art.

What does the author mean by “work of art”?

• A. She carefully designed the piece of cake.

• B. She worked all night to become an artist.

• C. She was worried the cake wouldn’t taste delicious.

• D. She was certain that it would be easy.

Tags

CCSS.RL.4.4

CCSS.RI.4.4

CCSS.RL.5.4

CCSS.RI.5.4

CCSS.RI.3.4

As Jane carried the cake to her car, she tripped and dropped the cake. She was frozen to her core.

Why did the author include sensory language?

• A. to show that Jane is too excited to speak

• B. to suggest Jane is proud of her cake

• C. to show that Jane is devastated

• D. to suggest Jane is too cold to move

Tags

CCSS.RL.4.1

CCSS.W.4.3D

Jane took her time and stacked one piece of cake onto another like an Egyptian pyramid. It was amazing! She knew everyone would love it.

Which phrase helps the reader visualize what the cake looked like?

• A. Jane took her time

• B. like an Egyptian pyramid

• C. It was amazing

• D. everyone would love it

Tags

CCSS.RI.4.5

CCSS.RI.5.5

CCSS.RI.6.5

CCSS.RI.7.5

CCSS.RI.8.5

When she was finished, the cake stood as tall as her refrigerator. It smelled like sweet vanilla. The bride was going to love this cake. Now she had to put it in her car.

Which phrase helps the reader visualize what the cake looked like?

• A. as tall as her refrigerator

• B. smelled like sweet vanilla

• C. bride was going to love this cake

• D. she had to put it in her car

Tags

CCSS.RI.4.4

CCSS.RL.4.4

CCSS.RI.5.4

CCSS.RI.3.4

CCSS.RL.3.4

Josh despised math class. Just as his teacher handed out the work, the bell rang to go home. “Phew, I’m saved by the bell.”

What does Josh mean when he is “saved by the bell”?

• A. Josh can leave an unpleasant situation behind.

• B. Josh can finally go to his favorite class of the day.

• C. Josh is stressed with the math test.

• D. Josh is running late for school.

Tags

CCSS.RL.4.4

CCSS.RI.4.4

CCSS.RI.5.4

CCSS.RL.5.4

CCSS.RL.5.1

Josh was folding a paper airplane when his teacher said, “Josh, what are you doing?” Josh’s heart froze suddenly.

Why did the author include sensory language?

• A. to show Josh was startled by the teacher

• B. to suggest Josh is good at creating airplanes

• C. to show Josh was excited

• D. to suggest Josh wasn’t prepared for the test

Tags

CCSS.RI.4.4

CCSS.RL.4.4

CCSS.RI.5.4

CCSS.RL.5.4

CCSS.RL.3.4

The fire alarm went off, and the teacher told the class, “This is literally what it means to be saved by the bell.”

What does the teacher mean by “saved by the bell”?

• A. She can go home early.

• B. She is reminding students the fire alarm is for their safety.

• C. She is tired of the loud sound of the alarm.

• D. She is certain the bell can stop any fire that accidentally starts.

Tags

CCSS.RI.4.4

CCSS.RL.4.4

CCSS.RL.5.1

CCSS.RL.3.4

CCSS.RI.3.4

The students were all ears when the teacher told the scary story.

What does the narrator mean by “all ears”?

• A. The teacher wanted students listening but not watching.

• B. The students needed to listen closely to pass the test.

• C. There were many sounds to listen to.

• D. The story grabbed the students’ attention.

Tags

CCSS.RI.4.4

CCSS.RL.4.4

CCSS.RI.5.4

CCSS.RI.3.4

CCSS.RL.5.4

The teacher reminded the class to do their best, “Your actions speak louder than words.”

What does the teacher mean by “actions speak”?

• A. The students were talking too much in class.

• B. The teacher wants the students to speak quietly.

• C. The class was noisy when they were moving around the room.

• D. Doing something is more important than talking about it.

Tags

CCSS.RL.2.6

CCSS.RL.8.3