Inference and Evidence

Read the following novel excerpt and answer the question.

It was the sea eagle that called Emily down to the beach. It hovered above the waves, it's broad wings dusty where the land had left its mark, its small eyes that could follow the human speckled horizon bright and keen. She hadn't meant to come down onto the busy beach. She'd meant to sit at the top of the ramp till the other kids had left the crowded street, till she could walk home from her school in peace without any nosy bystanders staring at her, but somehow the bird seemed to urge her to come down.

What time of day do you think it is and why?

• morning because birds are out at that time

• lunch time because she wanted to feed the birds

• evening because there was no one on the street

• afternoon because she is coming home from school

Tags

CCSS.RL.4.1

Read the following novel excerpt and answer the question.

It was the sea eagle that called Emily down to the beach. It hovered above the waves, it's broad wings dusty where the land had left its mark, its small eyes that could follow the human speckled horizon bright and keen.

She hadn't meant to come down onto the busy beach. She'd meant to sit at the top of the ramp till the other kids had left the crowded street, till she could walk home from her school in peace without any nosy bystanders staring at her, but somehow the bird seemed to urge her to come down.

Which textual evidence best describes Emily's thoughts and feelings?

• "... sea eagle that called Emily..."

• "... till she could walk home from school in peace..."

• "... its broad wings dusty..."

• "... the bird seemed to urge her to come down."

Tags

CCSS.RL.4.1

CCSS.RL.4.3

Read the following novel excerpt and answer the question.

It was the sea eagle that called Emily down to the beach. It hovered above the waves, it's broad wings dusty where the land had left its mark, its small eyes that could follow the human speckled horizon bright and keen.

She hadn't meant to come down onto the busy beach. She'd meant to sit at the top of the ramp till the other kids had left the crowded street, till she could walk home from her school in peace without any nosy bystanders staring at her, but somehow the bird seemed to urge her to come down.

Based on the text, what can you infer about Emily?

• She is ready to party on the beach

• She is on vacation

• She wants to be left alone

• She wants to go swimming

Tags

CCSS.RL.4.1

CCSS.RL.4.3

Read the following novel excerpt and answer the question.

It was the sea eagle that called Emily down to the beach. It hovered above the waves, it's broad wings dusty where the land had left its mark, its small eyes that could follow the human speckled horizon bright and keen.

She hadn't meant to come down onto the busy beach. She'd meant to sit at the top of the ramp till the other kids had left the crowded street, till she could walk home from her school in peace without any nosy bystanders staring at her, but somehow the bird seemed to urge her to come down.

How do you think Emily feels?

• excited

• unhappy

• happy

• sympathetic

Tags

CCSS.RL.4.1

CCSS.RL.4.3

CCSS.W.4.9B

Sometimes we have to “read between the lines.” Authors don’t always tell us everything. We need to use textual evidence and prior knowledge to understand the text better. 

• True
• False

Tags

CCSS.RL.4.1

CCSS.RI.4.1

CCSS.RI.5.1

CCSS.RL.5.1

CCSS.RL.6.1

To make an inference, we use evidence from the text, and our prior knowledge. 

• True
• False

Tags

CCSS.RI.8.1

CCSS.RL.7.1

CCSS.RI.7.1

CCSS.RI.6.1

CCSS.RL.8.1

When reading literature, it is important to cite text evidence to support your analysis of the most important details and events of a story. In addition to citing text evidence to answer comprehension questions, you can also use text evidence to make inferences.

• True
• False

Tags

CCSS.RI.7.1

CCSS.RI.6.1

CCSS.RL.7.1

CCSS.RI.7.8

CCSS.RL.6.1

An inference is...

• Text evidence + what you know
• Retelling a text
• Making a guess without evidence
• Information written directly into the text.

Tags

CCSS.RL.5.1

CCSS.RI.5.1

CCSS.RL.6.1

CCSS.RI.6.1

CCSS.RL.4.1

When making an inference, the most important thing is...

• What you know about the topic
• The topic of the text
• The characters in the text
• Being able to prove your inference using evidence from the text.

Tags

CCSS.RL.5.1

CCSS.RI.5.1

CCSS.RI.4.1

CCSS.RL.4.1

CCSS.RL.6.1

Tiffany held her breath as her teacher returned the math test the class had taken last week.  Tiffany had not studied very hard or long for the test, and she was worried about her grade.  Her teacher handed Tiffany her test.  Tiffany groaned and put her head down on her desk.
It is likely that:

• Tiffany earned a bad grade on the test
• Tiffany received a good grade on the test
• Tiffany is tired
• Tiffany is angry at her teacher

Tags

CCSS.RL.3.3