ENGLISH V: Practicing Inference
Read the story below.
Vocabulary:
creak empty grip knuckles hesitate glance unfamiliar
scrape shuffle hunched tremble mumble encourage
straightened fiery darting prompt beyond flushed
miniature confidence applause genuine embarrassment
_____1. The sound of people clapping their hands to show approval or
enjoyment.
_____2. To shake slightly, usually because of fear, cold, or nervousness.
_____3. Something that is very small compared to its usual size.
_____4. A long, high-pitched sound made when something moves slowly,
like an old door or floorboard.
_____5. A feeling of self-consciousness, shame, or awkwardness.
_____6. Not known or recognized; strange or new.
_____7. To give someone support, confidence, or hope.
_____8. Burning strongly, or showing strong and intense emotion.
_____9. To cause someone to take action, or to remind them to do
something.
_____10. To say something quietly and unclearly so that it is hard to
understand.
_____11. To take a quick look at something or someone.
_____12. Made one’s body or position upright after being bent or hunched.
_____13. At or to the farther side of something; past a limit.
_____14. A firm hold on something.
_____15. The joints of the fingers, especially when the fist is closed.
_____16. Having red cheeks or skin, often because of embarrassment,
heat, or excitement.
_____17. To walk slowly without lifting your feet properly, often dragging
them on the ground.
_____18. A feeling or belief that you can rely on yourself or succeed in
something.
_____19. To pause before doing something, often because of uncertainty
or nervousness.
_____20. Real, true, or sincere.
_____21. Moving quickly and suddenly in a particular direction.
_____22. Bent forward, with shoulders raised and back curved.
_____23. A harsh sound made when something rough is rubbed against a
surface.
A New Student's Day
The classroom door creaked open,
and a boy with a large backpack
slowly stepped inside. He kept his
head down.
He quickly made his way to an
empty desk in the back row,
pulling out his project-a shoebox
wrapped in a sheet. He sat down
and gripped the edges of the box
tightly, his knuckles turning white.
"Good morning, class," Ms. Reyes said warmly, her eyes twinkling. "We have a new student with us today. This is Leo. Why don't you show us your project first, Leo?"
Leo's head snapped up. He hesitated, glancing at the unfamiliar faces of his classmates. He stood up, his chair scraping loudly on the floor, and began to shuffle toward the front. His shoulders were hunched, and his eyes stayed fixed on the floor.
As he reached the teacher's desk, he unwrapped the paper. His hands trembled slightly as he placed the shoebox on the table.
"Tell us about it, Leo," Ms. Reyes prompted gently.
Leo cleared his throat. "It's… it's a volcano," he mumbled, his voice so soft that no one beyond the first row could hear him.
A girl in the third row, Maya, cupped her hand to her ear and leaned forward. "What did he say?" she whispered loudly.
Leo's face flushed red. He gripped the shoebox even tighter, his eyes darting around the room before returning to the floor. He swallowed hard, and for a moment, it seemed like he wouldn't be able to speak.
Ms. Reyes smiled and put a hand on his shoulder. "It's okay, Leo. Just take a deep breath. We're all here to listen."
From her desk, Maya gave him a small, encouraging smile and a thumbs-up.
Leo closed his eyes, took a deep breath, and opened them again. He straightened his back and began to speak, his voice a little shaky at first, but growing stronger with each word. He pulled out a clay model of a volcano, painted in shades of fiery orange and dark brown.
He explained how he had mixed the clay and created the miniature trees around the base. As he described his work, his voice became clearer and his hands moved with more confidence, pointing to the different parts of the model.
When he finished, the class broke into applause. He looked up at them, a small, genuine smile finally reaching his lips. The blush on his face was still there, but it wasn't from embarrassment anymore.
Inferring Character Feelings
1. How do you think Leo felt when he first walked into the classroom?
What clues from the story helped you figure that out?
Your Response: _______________________________
Clues from the text: ____________________________
2. How did Leo's feelings change throughout his presentation? What
was the turning point?
Your Response: _______________________________
Clues from the text: ____________________________
3. How did Leo feel at the very end of his presentation?
How do you know?
Your Response: _______________________________
Clues from the text: ____________________________
Inferring Character Traits
1. What can you infer about Leo's personality? Is he lazy or
hardworking? Creative or uncreative? Give reasons for your
answer.
Your Response: _______________________________
Clues from the text: ____________________________
2. What can you infer about Ms. Reyes? What kind of teacher is she?
Your Response: _______________________________
Clues from the text: ____________________________
3. What can you infer about Maya? Is she a good person to have
as a classmate?
Your Response: _______________________________
Clues from the text: ____________________________
The Lost Recipe
Lana loved visiting her grandmother’s
house. The air always smelled of
sweet lavender and freshly baked
bread. On the old wooden table sat
an ancient, thick cookbook, its
cover faded and pages yellowed.
"This has all of our family's secrets,"
her grandmother, Lola Corazon,
would say with a knowing wink.
One afternoon, Lana was helping
Lola Corazon bake their favorite
chocolate cookies. Lola Corazon
went to get more sugar, leaving
Lana alone with the cookbook.
Suddenly, a gust of wind from the open window blew through the kitchen, and a single, worn piece of paper fluttered out of the book. It landed on the floor, facedown.
Lana picked it up. It was a recipe written in her Lola's shaky handwriting, but it was for a dish she had never heard of: "Sopa de la Luna." The note was torn, and some of the ingredients were missing.
When Lola Corazon returned, Lana showed her the paper. Lola Corazon's eyes grew wide, and her lips pressed into a thin line. "Where did you find this?" she asked, her voice tight. She snatched the paper from Lana's hand and placed it back inside the book, closing it with a final-sounding thud. She didn't say another word about the recipe and seemed distant for the rest of the day.
That evening, as Lana was getting ready for bed, she heard muffled sounds coming from the kitchen. She crept down the stairs and peeked around the corner. Lola Corazon was at the table, the old recipe laid out before her. She was wiping a tear from her eye, her shoulders shaking with quiet sobs.
The next morning, Lola Corazon found Lana in the kitchen. She smiled, but it was a little sad. She handed Lana the recipe. "This recipe was a favorite of my late husband," she said softly. "It makes me miss him." Lana hugged her Lola tightly, and together they made the soup.
Inferring Character Feelings
1. How did Lola Corazon feel when she first saw the recipe for "Sopa de
la Luna"? Why did she feel that way?
Your Response: _______________________________
Clues from the text: ____________________________
2. How did Lola Corazon feel later that evening in the kitchen?
How do you know?
Your Response: _______________________________
Clues from the text: ____________________________
3. How did Lola Corazon feel the next morning when she talked to Lana?
How do you know her feelings were a bit different than the night \
before?
Your Response: _______________________________
Clues from the text: ____________________________
Inferring Character Traits
1. What can you infer about Lola Corazon? Is she an uncaring person?
A person who keeps secrets? Give reasons for your answer.
Your Response: _______________________________
Clues from the text: ____________________________
2. What can you infer about Lana? Is she a rude or insensitive
granddaughter? What makes you think that?
Your Response: _______________________________
Clues from the text: ____________________________
3. What can you infer about Lola Corazon's late husband?
Your Response: _______________________________
Clues from the text: ____________________________
Vocabulary:
lavender cookbook yellowed facedown
gust recipe distant muffled peeked late
_____1. A strong but gentle wind.
_____2. Positioned with the front or top turned toward the floor or ground.
_____3. Having become discolored or aged, often turning a brownish or
faded color over time.
_____4. A collection of instructions for preparing food, usually written in a
bound volume.
_____5. A set of ingredients and steps for preparing a particular dish.
_____6. To look quickly or secretly, often from a hidden or small opening.
_____7. Having a faraway or withdrawn manner, not fully engaged or
attentive.
_____8. A fragrant purple flower, often used for its soothing scent and in
oils or soaps.
_____9. A sound that is quiet and not clear, as if softened or covered.
_____10. No longer alive; deceased.
English V : Making predictions:
Character's possible decision/action
The Mysterious Package
On a sunny Saturday afternoon,
10-year-old Marco was helping
his mother clean the attic.
Piles of old boxes and dusty
furniture filled the room.
Marco stumbled over a small,
wooden box hidden under a
pile of old blankets. It wasn't
just any box; it was intricately
carved with pictures of waves
and stars.
"What is this, Mom?" Marco asked, holding up the box.
His mother looked surprised. "I haven't seen that in years! It belonged to your grandfather, a seafarer. He told me it contained a family treasure, but it has no lock and it wouldn't open."
Marco's eyes widened. He immediately tried to open it, but the lid was sealed tight. He shook it, and he heard a faint rattling sound from inside.
That night, Marco couldn't stop thinking about the box. He took it to his room and placed it on his desk. He stared at the carvings and ran his fingers over the smooth wood. The sun went down, and the moon's light filled his room.
Marco noticed something he hadn't seen before: the carved stars on the lid glowed faintly under the moonlight. The glowing stars formed a pattern, like a small constellation.
He remembered a story his grandfather used to tell him about a sailor who followed the stars to find a hidden bay. A strange idea came to Marco. What if the stars were a clue? He took the box, stepped out onto his balcony, and held it up to the moon.
As the moonlight bathed the box, the stars on the lid began to glow even brighter. Marco felt a small click. He looked down and saw that one of the stars had moved slightly. The lock was no longer hidden but revealed itself as a small, rotating disk that followed the constellation pattern on the lid.
He returned to his room, his heart pounding. He had the secret to opening the box, but he also remembered what his mother had said: "It contained a family treasure." He thought of all the things it could be: gold, jewels, or some other valuable object.
But then he remembered his grandfather's stories and the adventures he used to share. He knew his grandfather valued memories and experience more than money. He held the key to the mystery, and the night was young.
Vocabulary
attic stumbled intricately seafarer sealed
faint carvings constellation balcony bathed
revealed rotating valuabe mystery
____1. turning around a central point or axis
____2. very light, weak, or hard to see or hear
____3. a person who works or travels on the sea
____4. designs or figures cut into wood, stone, or other hard
material
____5. a space or room just below the roof of a house,
often for storage
____6. made something known or visible that was hidden before
____7. done in a very detailed and complex way
____8. tripped or lost balance while walking
____9. covered or surrounded completely by something
like light or water
____10. something difficult or impossible to understand or explain
____11. a platform enclosed by a railing extending from a
building above ground level
____12. closed tightly so that nothing can get in or out
____13. a group of stars forming a recognizable pattern in the sky
____14. something worth a lot of money or considered very important
Practicing Prediction
After reading the story, predict Marco's possible decision or action.
Explain why you came to your conclusions by pointing to specific sentences or actions in the text.
Making Predictions: Character's Decision/Action
Prompt: Based on what you know about Marco and his grandfather, what do you think Marco will do next? Will he open the box and search for riches, or will he do something else?
Possible Actions and Reasoning:
1. Action: Marco decides to wait and open the box with his mother.
Reasoning: Marco seems to be a thoughtful and caring person. The treasure belonged to his grandfather, and his mother has a connection to it. Because his grandfather valued family, Marco might want to share this discovery with his mom.
Textual Evidence: He immediately showed the box to his mother, and he remembers his grandfather's stories, which suggests he cares about his family's history.
2. Action: Marco decides to open the box on his own to see what's inside.
Reasoning: Marco is excited and curious. He has a secret to the box that no one else knows, and the temptation might be too strong for him to resist. The box's mystique and the thrill of discovery might lead him to open it alone.
Textual Evidence: He was fascinated by the box from the moment he found it, and his "heart was pounding" when he discovered the trick to opening it. He also thought about the possibility of finding "gold" and "jewels," showing his initial curiosity.
3. Action: Marco opens the box but doesn't find a material treasure. Instead, he finds something that reveals a greater family story.
Reasoning: His grandfather valued "memories and experience more than money." This suggests the treasure might not be gold but something with sentimental value, like old letters, maps, or a journal. Marco's curiosity about his grandfather's adventures would be satisfied by this kind of discovery.
Textual Evidence: The story mentions his grandfather was a "seafarer" who "valued memories and experience more than money." This is a strong clue that the treasure isn't ordinary. The carvings of "waves and stars" also hint at a connection to his grandfather's seafaring adventures.
Class Discussion:
Grade 5 English: Drawing Conclusions
The Broken Kite
The sky was a perfect, clear blue, and a
warm breeze blew through the park.
Marco and his sister, Lani, had been
waiting for a day like this. They had
just finished building a beautiful red
kite with a long, striped tail. Marco
held the string tight as Lani let the
kite go. It soared into the air,
dancing with the wind.
Suddenly, a dog barked loudly nearby.
The loud noise startled Marco,
and the string slipped from his
grasp. The kite began to tumble and
spin out of control. It crashed violently
into a tall, leafy mango tree.
Marco and Lani ran to the tree, their faces filled with worry. The kite was tangled high up in the branches, its long, striped tail hanging limply. They looked up at the broken frame and the torn paper flapping sadly in the wind.
Lani, with tears welling in her eyes, said, "It's all my fault for letting it go too fast."
Marco shook his head. "No, it was the dog. It made me drop the string." He felt a tightness in his chest and his lower lip started to tremble.
They both stood there, looking at their broken kite. Lani's shoulders slumped, and she hugged her knees. Marco, with his hands in his pockets, kicked at a stone on the ground. A silence hung between them.
Just then, their older brother, Ken, came jogging by. He saw them looking sadly at the tree. He came over, put a hand on each of their shoulders, and said, "It's just a kite. It can be fixed. We just need to work together."
He pointed to the torn paper and said, "With some glue and new string, we can make it better than before."
Marco and Lani looked at their brother. Lani wiped her eyes, and Marco stopped kicking the stone. A small spark of hope ignited in them. They looked at the tree, then at each other, and then back at their brother, a new determination in their eyes.
Practicing Drawing Conclusions
After reading the story, answer the following questions.
Explain why they came to their conclusions by pointing to specific sentences or actions in the text. Drawing a conclusion uses information from the text combined with what you already know.
Drawing Conclusions
1. Based on their actions, what can you conclude about how Marco and
Lani are feeling when they first see the broken kite?
Your Response: _______________________________
Clues from the text: ____________________________
2. Based on the last paragraph, what can you conclude about how Marco
and Lani will react to their brother's suggestion?
Your Response: _______________________________
Clues from the text: ____________________________
3. What can you conclude about the relationship between Marco, Lani,
and their older brother, Ken?
Your Response: _______________________________
Clues from the text: ____________________________
4. Based on the children's actions after Ken's suggestion, what can you
conclude about the importance of teamwork in their family?
Your Response: _______________________________
Clues from the text: ____________________________
Class Discussion:
For example, when a child cries and their lip trembles, we know from experience that they are sad or upset.
