4th Grade- RL.4.

inferences &
Details in a Text

Created by Jessica Tobin

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 Page
Activity
Numbers

5-34 4 Mini Lessons

35-44 Printables

45-73 Passages

74-83 Interactive Pieces

84-87 Task Cards

88-94 Assessment
 mini

©Tobin, Mar. 2017

 Details and Standard:
CCSS.ELA-Literacy.RL.4.1
Inferences Refer to details and examples in a text
Mini when explaining what the text says
explicitly and when drawing inferences
Lesson 1 from the text.

I Can Statement:
I can refer to details and examples in a text when
explaining what the text says and when drawing
inferences from the text.
I can draw inferences from the text.

Procedures: Materials:
Step 1- Create and display anchor
chart to introduce observations. -Observations
*Discuss how text clues and
schema (connections, experiences,
anchor chart
etc.) sometimes lead us to
questions. -Fiction read aloud
Step 2- Read aloud a fiction story. You can use any of your
favorites that lend to
*Think aloud: making observations: inferring. (I like to use The
What clues do they read in the Stranger by Chris Van
story? Do they have connections Allsburg)
or already know something about
this situation or topic? -Observations &
Record in graphic organizer: whole questions graphic
group organizer
*Discuss what question this leads *Run front/back or multi-
page depending on the
you to ask: length of your story.
Step 3- Independent practice:
continue reading the story, or
have students finish reading the
story. Students complete
observations & questions graphic
organizer independently or with
partner.

©Tobin, Mar. 2017

 Step 1-
[Inferences] Lesson Plan Introduce and
discuss
observations
with anchor
chart. Create or
project.

Step 2-
Read aloud a fiction
story. Discuss
observations (text
clues and schema).
*Develop a few
questions with the
class.

Step 3-
Finish reading
story. Students
develop questions
based on
observations.

©Tobin, Mar. 2017

 Observations
Text Clues Schema
What I directly read in Connections I have to
the text. the story

When we read a story, sometimes our

observations lead us to a
©Tobin, Mar. 2017
.
 Name: _______________________________

Observations & Questions

Book Title: _______________ Author:______________
Observations
Text Clues: Schema/Connections:

What question does this lead you to ask?

Observations
Text Clues: Schema/Connections:

What question does this lead you to ask?

Observations
Text Clues: Schema/Connections:

What question does this lead you to ask?

©Tobin, Mar. 2017

 Answer Key: This is just a sampling of responses for this book.
Name: _______________________________

Observations & Questions

The Stranger
Book Title: _______________ Chris Van Allsburg
Author:______________
Observations
Text Clues: “It was the time of Schema/Connections: I love
year Farmer Bailey liked best, fall. The weather gets cooler and
when Summer turned to Fall.” the leaves start to change color.
What question does this lead you to ask?
I wonder what it looks like on Farmer Bailey’s farm in the fall.

Observations
Text Clues: “Farmer Bailey couldn’t Schema/Connections: I know
help noticing....it still felt like summer…and.. Farmer Bailey’s farm should’ve cooled
the leaves were still green…” down and leaves changed color by now.

What question does this lead you to ask?

Why aren’t the seasons changing?

Observations
Text Clues: The Stranger is odd, doesn’t Schema/Connections: I know that
seem to know how to talk or do ordinary things. season’s aren’t changing, that a draft is like the
He doesn’t tire or sweat. He blew on the soup wind, and that the Stranger seems lost or
Mrs. Bailey “shivered.” “There’s a draft in here.” displaced.

What question does this lead you to ask?

Who is the stranger?
©Tobin, Mar. 2017
 Details and Standard:
CCSS.ELA-Literacy.RL.4.1
Inferences Refer to details and examples in a text
Mini when explaining what the text says
explicitly and when drawing inferences
Lesson 2 from the text.

I Can Statement:
I can refer to details and examples in a text when
explaining what the text says and when drawing
inferences from the text.
I can draw inferences from the text.

Procedures: Materials:
Step 1- Create and display anchor
chart to introduce drawing -Inferences anchor
inferences in stories.
*Students can use fill in the
chart
blanks version
-Fill in the blank
Step 2- Discuss observations, anchor chart
questions and inferences by
displaying the story cards. *Ask -Story cards
students to make observations
of the photo: What clues do they
see? Do they have
-Inferences: story
connections/already know card graphic
something about this situation or organizer
topic?
Students complete activity with
partner using the remaining
story cards.

Step 3- Independent practice:

Students will record observations
and inferences for each story
card.

©Tobin, Mar. 2017

[Inferences] Lesson Plan Step 1-
Introduce and
discuss
observations with
anchor chart.
*Create or
project.*

Step 2-
Display story card
#1. Discuss
observations (text
clues and schema)
*Develop a question
*Draw an inference
Repeat with story
card #2.

Step 3-
Students record
observations and
inferences about
each photo.

©Tobin, Mar. 2017

 Inferences
Sometimes, authors of stories don’t tell you everything that
they want you to understand. They give you clues, so that
you can read between the lines and figure it out. This is
called drawing an inference!

1 Evidence 2 Schema 3 Inference

What I Connections to What I figure
directly read the story, what out about the
in the story I already know story
Observations ©Tobin, Mar. 2017
 Anchor Chart pieces

Sometimes, authors of stories don’t tell you

everything that they want you to know. They
give you clues, so that you can read between
the lines and figure it out. This is called
drawing an inference!
 Anchor Chart pieces

1 Evidence 2 Schema 3 Inference

What I Connections to What I figure
the story, what I out about the
directly read in
already know
the story story

Observations
 Inferences
Sometimes, _______ of stories don’t tell you _________ that
they want you to _________. They give you _________, so
that you can read between the lines and figure it out. This is
called _________ ____ ___________ !

1 Evidence 2 Schema 3 Inference

Observations
©Tobin, Mar. 2017
Story Card # 1
There was a colorful rainbow on the
wall of the room. Markers and paint
lay on floor next to the artwork.
Mom’s face looked very upset. My
little brother, Owen, was nowhere in
sight. I knew exactly what was going
to happen next.

Story Card # 2
Yes! Today is the day! As we walked
into the building, I could barely contain
my excitement! My dad handed me the
form and I confidently filled out each
line. I studied hard for this and
practiced parallel parking for an extra
30 minutes last night with my dad.
“Hannah, are you ready for your
exam?”
©Tobin, Mar. 2017
Story Card # 3
Grace snapped her helmet into place.
She was not going to give up. Although
she had some scrapes and bruises, she
was determined to land this trick. She
grabbed her board and took a deep
breath… You can do this, she thought.

Story Card # 4
Daniel’s mom loved how dedicated her
son was, but she covered her ears as
he and his friend Nathan practiced.
They had an upcoming event and
wanted everything to be perfect. “One,
two, three, four…” Daniel shouted as he
hit his sticks together.

©Tobin, Mar. 2017

Story Card # 5
His team was down 1 point. 30 seconds
were left in the game. Andrew stepped
up to the line. If he makes both shots,
his team will win. Can he pull this off?
He would find out very soon…

Story Card # 6
“Madison…I told you that I better not
catch you doing this again!” Madison
sunk down into her chair because she
knew she was caught. Her older sister,
Sydney, must’ve noticed her closet
door open again. Quick, I better
change!

©Tobin, Mar. 2017

 Name: _______________________________

Inferences: Story Cards

Read each story card. 1: Record your observations about the story (text clues and schema)
2: Write a question that the story leaves you asking, and 3: Draw an inference.

Story Card # 1 Story Card # 2

O: O:
Q: Q:
I: I:

Story Card # 3 Story Card # 4

O: O:
Q: Q:
I: I:
Story Card # 5 Story Card # 6
O: O:
Q: Q:
I: I:
©Tobin, Mar. 2017
 Answer Key
Name: _______________________________

Inferences: Story Cards

Read each story card. 1: Record your observations about the story (text clues and schema)
2: Write a question that the story leaves you asking, and 3: Draw an inference.
All answers will vary.
Story Card # 1 Story Card # 2
Drawings on the wall. Owen is hiding. Excited girl. Has practiced parallel
O: I’ve been in this situation.
O: parking and studied for the exam.

Q: What is going to happen next? Q: What is she about to take a test on?
Owen is going to be in trouble. Mom’s
I: face was upset. I: Hannah is getting her driver’s license.

Story Card # 3 Story Card # 4

Puts on helmet. Scrapes and bruises. Daniel and friend practicing
O: She won’t give up. O: something. Mom covers ears.
What is Grace determined to
Q: accomplish? Q: What are they practicing?

Grace wants to master a trick on her They are playing instruments because Daniel
I: skateboard. I: counted, “1, 2, 3, 4,” and hit sticks, like drumsticks.

Story Card # 5 Story Card # 6

1 point score difference. At the line. I
O: know foul shots are 2 free throws. O: Madie’s sister is mad when she finds
her closet door open.

Q: Can Andrew win the game? Q: What did Madie do?

Andrew can win the basketball game Madie wore her sister’s clothes again
I: if he makes both shots.
I: because she thought I’d better change.
©Tobin, Mar. 2017
 Details and Standard:
CCSS.ELA-Literacy.RL.4.1
Inferences Refer to details and examples in a text
Mini when explaining what the text says
explicitly and when drawing inferences
Lesson 3 from the text.

I Can Statement:
I can refer to details and examples in a text when
explaining what the text says and when drawing
inferences from the text.
I can draw inferences from the text.

Procedures: Materials:
Step 1- *Discuss previous
lesson* -OQI anchor chart
Create OQI anchor chart and pieces
discuss observations, questions,
and inferences.
-OQI graphic
organizer, cut and
Step 2- Read “Skipping
Breakfast” and begin the OQI paste activity
cut and paste activity. Have
students complete with a -Skipping Breakfast
partner, identifying which passage and OQI
statements are observations, chart
questions and inferences.

Step 3- Independent practice:

Students will complete OQI
with a fiction text.
*This is where you can include
your Scholastic Scope/Story
Works narrative stories,
fiction texts, or even required
program readings*
©Tobin, Mar. 2017
 Step 1-
[Inferences] Lesson Plan Introduce and
discuss OQI:
observations,
questions,
inferences.
Students follow
along.

Step 2-
Read “Skipping
Breakfast”
OQI cut and paste
partner activity.

Step 3-
Students read a
fiction text.
Record
observations,
questions,
inferences

©Tobin, Mar. 2017

 Observations
OQI Anchor Chart Pieces

Questions

Inferences
 The story says...
The illustration
shows…
OQI Anchor Chart Pieces

The character does...

I know that…

I learned that…

I found that…

I can see…

I read…
 I wonder why…

How does…
OQI Anchor Chart Pieces

If…

Is…

Who...

When…
 I think…

I can infer that…

OQI Anchor Chart Pieces

Maybe…

I can conclude…
The evidence
proves…
This means…
 Name: _______________________________

Inferences
Observations Questions Inferences

©Tobin, Mar. 2017

Cut and paste the statement starters into the correct parts of the graphic organizer.

The story says… How does… I can infer that… The illustration shows…

Maybe… I can conclude… If… Is…

I can see… I’ve figured out… I read… Who…
When… I wonder why… I think… The evidence proves…
The character does… This means… I know that… I learned that…
 Answer Key
Name: _______________________________

Inferences
Observations Questions Inferences
The story says… How does… I can infer that…
The illustration shows… If… Maybe…
I can see… Is… I can conclude…
I read… Who… I’ve figured out…
The character does… When… The evidence proves…
I know that… I wonder why… This means…
I learned that…

©Tobin, Mar. 2017

The story says… How does… I can infer that… The illustration shows…

Maybe… I can conclude… If… Is…

I can see… I’ve figured out… I read… Who…
When… I wonder why… I think… The evidence proves…
The character does… This means… I know that… I learned that…
 Skipping Breakfast
“Rrrrrrr.” Charlie couldn’t concentrate on a single math problem.
“Rrrrrrrr.” Her stomach growled again. Oh no! Not now.
Charlie thought in dismay₁.
It was Show What You Know Friday at Carver Elementary
School and Charlie Hobbs was being faced with a strong
opponent: her Chapter 8 Fractions Assessment. An hour and a
half earlier, Charlie had resisted her mother’s suggestion to turn
off the television and join the family at the breakfast table. She
was too entranced₂ with the latest episode of her favorite show,
“Toby’s Treasure.”
Charlie picked up her pencil and tried
to remember what she and her classmates
had been learning all week but she
couldn’t seem to keep her mind focused
on the problems. “10 minutes remaining,”
her teacher announced. Charlie knew that
she just had to try her best, so she began
solving the problems. Hmmm… I think that’s
correct. I don’t know. Maybe it’s not. Charlie
was not confident in any of her answers as Mrs.
₁dismay: a sudden loss of courage because of fear or worry.
₂ entrance: to hold the entire attention of
©Tobin, Mar. 2017
 Luttmer called “Times up.” She put her pencil down and
hung her head.
The rest of Charlie’s morning was the same. Charlie was
tired and unfocused. Her writing teacher, Mr. Johnson,
noticed her unusual behavior and asked, “Charlie, is everything
alright?” Charlie told Mr. Johnson that she had skipped
breakfast and was now worried about her performance on
the math test.
“Breakfast is very important, Charlie. It is what fuels
your body so that you can tackle the day. I understand why
you aren’t feeling your best.” The bell rang for lunch and Mr.
Johnson called out, “Keep your chin up, kiddo. And don’t
forget that breakfast tomorrow!”
Don’t worry, she thought.
I definitely won’t skip breakfast
ever again.

₁dismay: a sudden loss of courage because of fear or worry.

₂ entrance: to hold the entire attention of
©Tobin, Mar. 2017
 Name: _______________________________

Inferences
Observations Questions Inferences

©Tobin, Mar. 2017

 Cut and paste the statement starters into the correct parts
of the graphic organizer. Two pages for copying
purposes.

I can infer that Charlie

Will Charlie learn her How does breakfast help
will listen to her mom
lesson? you in math?
next time.

Charlie didn’t eat Maybe breakfast gives She watched TV instead

breakfast. you energy. of eating breakfast.

Charlie didn’t listen to her Will she eat breakfast I can conclude that Charlie
mom. tomorrow? will not skip breakfast again.
The text says, “Charlie I’ve learned that moms and I’ve skipped breakfast
couldn’t concentrate on a dads are usually right when before. I felt tired all
single math problem.” they are giving advice. morning.

I can infer that Charlie

Will Charlie learn her How does breakfast help
will listen to her mom
lesson? you in math?
next time.

Charlie didn’t eat Maybe breakfast gives She watched TV instead

breakfast. you energy. of eating breakfast.

Charlie didn’t listen to her Will she eat breakfast I can conclude that Charlie
mom. tomorrow? will not skip breakfast again.
The text says, “Charlie I’ve learned that moms and I’ve skipped breakfast
couldn’t concentrate on a dads are usually right when before. I felt tired all
single math problem.” they are giving advice. morning.
 Answer Key
Name: _______________________________

Inferences
Cut & Paste the Example OQI Statements into the correct column.

Observations Questions Inferences

Charlie didn’t eat
breakfast.

The text says, “Charlie How does breakfast help Maybe breakfast gives you
couldn’t concentrate on a you in math? energy.
single math problem.”
Will Charlie learn her I can infer that Charlie will
I’ve skipped breakfast before. lesson? listen to her mom next
I felt tired all morning.
time.
Will she eat breakfast
tomorrow? I can conclude that Charlie
Charlie didn’t listen to her will not skip breakfast
mom. again.
She watched TV instead of
eating breakfast.
I’ve learned that moms
and dads are usually right
when they are giving
advice.

©Tobin, Mar. 2017

 no-prep

©Tobin, Mar. 2017

 Name: _______________________________

Inferences: OQI
Read a fiction story. 1: Record your observations about the story (text clues and schema) 2:
Write a question that the story leaves you asking, and 3: Draw an inference
Text Title: ________________________ Author:______________
Inference #1 Inference # 2
O: O:
Q: Q:
I: I:

Inference # 3 Inference # 4
O: O:
Q: Q:
I: I:
Inference # 5 Inference # 6
O: O:
Q: Q:
I: I:
©Tobin, Mar. 2017
 Name: _______________________________
Fill out the information on the chart about the story you read.

Observations & Questions

Text Title: _______________ Author:______________
Observations
Text Clues: Schema/Connections:

What question does this lead you to ask?

Observations
Text Clues: Schema/Connections:

What question does this lead you to ask?

Observations
Text Clues: Schema/Connections:

What question does this lead you to ask?

©Tobin, Mar. 2017

 Name: _______________________________
Fill out the information on the chart about the story you read.

Inferences
Text Title: _______________ Author:______________
Observations
Text Clues: Schema/Connections:

Questions

Inference

Observations
Text Clues: Schema/Connections:

Questions

Inference

©Tobin, Mar. 2017

 Name: _______________________________

Inferences
Text Title: _____________________ Author: _________________

Observations Questions Inferences

©Tobin, Mar. 2017

 Name: _______________________________
Answer the questions about the story you read.

Inferences
Text Title: _____________________________ Author: ___________
What does the story say? What connections do you have?
Observations

What question do you have about the story or topic?

Question

What did you figure out about the story or topic?

Inference

©Tobin, Mar. 2017

 Name: _______________________________
Fill out the information on the chart about the story you read.

Inferences
Text title: _______________
Author: ________________
When I read…..
_________________
_________________
_________________ I think….
_________________
_________________
_________________
_________________
_________________
_________________

Because….
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________

©Tobin, Mar. 2017

 Name: _______________________________
Fill out the information on the chart about the story you read.

Inferences
TextWhatevidence:
I read….
________________
________________
________________
________________
________________
________________
________________

Inference:
What I figured out….

©Tobin, Mar. 2017

 Name: _______________________________
Fill out the information on the chart about the story you read.

Inferences
Text Title: _____________________________ Author: ___________
What does the story say EXPLICITLY?
Text Evidence

What do you already know about this?

Schema

What did you figure out about the text?

Inference

©Tobin, Mar. 2017

 Name: _______________________________
Fill out the information on the chart about the story you read.

Inferences
Text Title: _____________________ Author: ________________

Text Evidence Schema Inference

©Tobin, Mar. 2017

 reading

©Tobin, Mar. 2017

 Name: ________________________________

New to School
Ava sat quietly in the corner of the
classroom, reading a book. It was her
first day at Coley Elementary School. She
didn’t want to draw too much attention to
herself. She was already nervous to stand
out because she was different than the
other students at her new school.
Ava’s parents worked for a big
company in America. The biggest problem with this job,
though, is that Ava had to move all the time. She struggled
to make friends because she normally only stayed at
schools for a year at a time. Not to mention she knew that
she looked different from many other classmates. That
made her filled with worry, too. Ava’s mom and dad
promised that this was their last move for the next three
years. Ava was happy to stay in one place, but still worried
about finding new friends and fitting in.
So, Ava continue to read in her brand new classroom.
She read alone for several minutes when she heard a voice
say, “Hello” three or four times. She finally looked up from
her book.
©Tobin, Mar. 2017
 “Good morning,” one of her new classmates called out.
“My name is Abby. What is your name?” She told Abby her
name and continued to look down at the pages of her book,
anxiously. “Your headscarf is beautiful,” Abby continued.
“Green is my favorite color. Can you show me where the
pencils are? It’s my first day here.”
Ava looked up for the first time. “Really?” she replied.
“It’s my first day too.” Abby grabbed Ava’s hand
cheerfully and pulled her up from the floor. “Awesome! We
will figure this place out together.”
The two girls spent their first day in their new school
experiencing all of the “new” things with each other. Ava
thought that having someone by her side made her much
less nervous and Abby thought it made this day much more
exciting! She also remembered
that her parents told
her she’d get to stay
at this school for a few
years. Ava knew that
she was lucky to find
such a good friend at a
brand new school.
Name: _______________________________

New to School Questions

1. Ava and Abby have are both: 2. What does Abby comment on?
a) outgoing a) Ava’s headscarf
b) shy b) Ava’s name
c) new c) Her old school
d) nervous d) Being nervous

3. Use evidence and your schema to describe how you know that Ava is
uncomfortable at her new school. *Underline the details from the text that
support your inference in blue*
_____________________________________
_____________________________________
_____________________________________
4. Explain how Ava and Abby differ using details from the passage.
*Underline the details from the text that support your inference in green*
_____________________________________
_____________________________________
_____________________________________
5. When did Ava’s attitude about her first day change?
_____________________________________
_____________________________________
_____________________________________

©Tobin, Mar. 2017

 Answer Key: Answers will vary
Name: _______________________________

New to School Questions

1. Ava and Abby have are both: 2. What does Abby comment on?
a) outgoing a) Ava’s headscarf
b) shy b) Ava’s name
c) new c) Her old school
d) nervous d) Being nervous

3. Use evidence and your schema to describe how you know that Ava is
uncomfortable at her new school. *Underline the details from the text that support
your inference in blue*
I know that Ava is uncomfortable in her new school because she is sitting
alone reading a book. In the text is says that she “looked down at the
pages anxiously.”
4. Explain how Ava and Abby differ using details from the passage. *Underline
the details from the text that support your inference in green*
Ava and Abby are different. Ava is more shy and nervous. In the text, it
states that Ava “didn’t want to draw attention to herself.” It describes
her being nervous because she was different. Abby was more outgoing. In
the text, she smiles at Ava and talks to her with ease. In the story, “
Abby grabbed Ava’s hand cheerfully…” and got Ava to join her in figuring
out their new school.
5. When did Ava’s attitude about her first day change?
Ava’s attitude changed about the first day of school after Abby came to
her and told her she liked her head scarf and that she was also brand
new to the school.
©Tobin, Mar. 2017
 Name: ________________________________

Compromise
I want my own room,
I said to my Dad.

We don’t have more space

So, you’ll share with Brad.

I keep my things neat.

He’s always a mess.

His clothes are on the floor,

the bed, and the chest.
She isn’t so great,
Brad said to our Mom

I have to listen to her

on the phone all night long.

Everything’s pink
and it smells like flowers

I want my own room,

I don’t want one that’s “ours”.
©Tobin, Mar. 2017
 Jane had a complaint,
and Brad had one, too.

So, out came the plans,

to split one room in two.

Jane wrote at the top,

“No phone after six”

Brad scribbled, as well,

I’ll pick up my “sticks”.

Clothesline down the middle,

Draped with a sheet

A compromise for these two

Would make this room complete.

©Tobin, Mar. 2017

Name: _______________________________

Compromise Questions
1. Why are Jane and Brad complaining to their parents? *Underline the details from
the poem that support your inference in blue*
_____________________________________
_____________________________________
2. . How did Brad and Jane make two rooms out of one?
_____________________________________
_____________________________________
_____________________________________
3. *Underline the details from the poem that support your inference in red*
Record the evidence and your schema that helped you draw the previous inference.
_____________________________________
_____________________________________
_____________________________________
4. Explain the meaning of the word “compromise” using evidence from the text
and your schema. *Underline the details from the poem that support your
inference in green*
_____________________________________
_____________________________________
_____________________________________
_____________________________________
_____________________________________
_____________________________________
©Tobin, Mar. 2017
 Answer Key: Answers will vary
Name: _______________________________

Compromise Questions
1. Why are Jane and Brad complaining to their parents? *Underline the details from
the poem that support your inference in blue*
Jane and Brad are complaining to their parents because they both
have things that they dislike about sharing a room with their sibling.
2. . How did Brad and Jane make two rooms out of one?
Brad and Jane strung a clothesline across the room. They hung a
sheet from the line to create a divider for the two halves.
3. *Underline the details from the poem that support your inference in red*
Record the evidence and your schema that helped you draw the previous inference.

The poem says, “Clothesline down the middle, Draped with a sheet.” I
know a clothesline is a string that you can hang things from and drape
means hang. So, that means the sheet was hung over the line.

4. Explain the meaning of the word “compromise” using evidence from the text
and your schema. *Underline the details from the poem that support your
inference in green*
The word compromise means to settle or make an agreement to “come
together.” In the text, the brother and sister both have issues with
sharing a room. Brad doesn’t like Jane talking “on the phone all night long”
and Jane doesn’t like that Brad is messy, leaving his things “on the floor,
the bed, and the chest.” So, they “compromise” and both agree to do
something for the other person.
©Tobin, Mar. 2017
 Name: ________________________________

Lieutenant Wu
Jen shot up in her bed. She had been awoken by a
screeching, deafening sound. This sound was not good. She tried
to remember everything she learned at the fire safety
presentation at school. Get low to the ground, she thought.
Crawling toward her door, she tried to cover her mouth and
nose with the sleeve of her sweater on her way out of the
house.
As soon as Jen got out of her house, she headed toward
her family’s designated meeting spot, the Reilly’s mailbox. Luckily,
her mom and sister were already there and Mr. and Mrs. Reilly
were on the phone with the fire department.
For the few minutes that it took for the fire truck to
arrive, Jen and her family huddled together anxiously.
Sirens could be heard from miles away and the red,
flashing lights swung around the corner and onto
their street!
Firefighters bounded hastily out of the truck,
completing the tasks they had been assigned. These
heroes were unraveling hoses, attaching lines,
inspecting the exterior of the house, and more! They
worked together like a well-oiled machine, each part
helping the whole engine!
©Tobin, Mar. 2017
 One firefighter approached Jen’s family. Jen read the
name that was stitched on his jacket as he introduced
himself. “Hello, I am Lieutenant Wu.”. His hand was
outstretched and Jen’s mother shook it firmly. They
discussed what each of us had witnessed, where the alarm
sounded from, if anyone was left in the house, and other
details that she couldn’t seem to concentrate on. Jen’s
mind was too preoccupied with what had happened. Will the
entire house burn down? What about my things? Jen
thought.
Almost like she were reading Jen’s mind, her mom took
Jen’s face in her hands and said, “We’re all safe. That’s all
that matters.” Lieutenant Wu told us in a soothing voice
that his crew was the best and that they were
going to work very hard to save the house.
His calm appearance and confident
explanation did ease Jen’s
worry. Jen could
understand why, with all of
the tasks that the firefighters were doing,
that Lieutenant Wu’s first job is to talk with
the family.
©Tobin, Mar. 2017
 Name: _______________________________

Lieutenant Wu Questions
1. Why did Jen cover her mouth and 2. Where was the family’s designated
nose? meeting spot?
a) It smelled bad a) The front yard
b) To keep the smoke out b) The neighbor’s house
c) Her face was hot c) The Reilly’s mailbox
d) She was scared d) The fire truck
3. Explain how you know that smoke rises using evidence from the text.
_____________________________________
_____________________________________
_____________________________________
4. Explain what it means when the text says, “They worked together like a
well-oiled machine, each part helping the whole engine!”
_____________________________________
_____________________________________
5. Describe what made Lieutenant Wu so important to Jen.
_____________________________________
_____________________________________
_____________________________________
6. *Underline the details from the text that support your inference in red*
Record the evidence and your schema that helped you draw the previous inference.
_____________________________________
_____________________________________
_____________________________________
©Tobin, Mar. 2017
 Answer Key: Answers will vary
Name: _______________________________

Lieutenant Wu Questions
1. Why did Jen cover her mouth and 2. Where was the family’s designated
nose? meeting spot?
a) It smelled bad a) The front yard
b) To keep the smoke out b) The neighbor’s house
c) Her face was hot c) The Reilly’s mailbox
d) She was scared d) The fire truck
3. Explain how you know that smoke rises using evidence from the text.
I know that smoke rises because in the text says “Get low to the
ground…she crawled toward her door.” It would make sense that smoke
rises if she wants to be low to the ground to avoid the smoke.
4. Explain what it means when the text says, “They worked together like a
well-oiled machine, each part helping the whole engine!”
Saying that the firefighters were “like a well-oiled machine” means
that each of the firefighters had an important job and they did their
jobs well. It made the whole team or “machine” work smoothly.
5. Describe what made Lieutenant Wu so important to Jen.
Lieutenant Wu was important to Jen because he calmed her down.
Lieutenant Wu eased the family’s worries.
6. *Underline the details from the text that support your inference in red*
Record the evidence and your schema that helped you draw the previous inference.
In the text, it states that Lieutenant Wu was calm and had a soothing
voice that reminded them that everything was going to be okay.

©Tobin, Mar. 2017

 Name: ________________________________

Collin’s Birthday
Yay! Collin thought, as he sat up in bed. It’s my birthday
today! Collin knew it was going to be an amazing day. He
got dressed in his favorite shirt and his brand-new basketball
shoes. He was eager to get to school and have fun with his
friends.
He could barely contain his excitement as he chattered to
his dad on the way to school. Dad had given Collin permission to
invite his friends over and he was already planning all of the
fun activities that they would do.
However, when Collin approached his best friends, Dustin
and Ayden, they didn’t seem to remember that it was his
birthday. Dustin and Ayden nervously hushed their conversation.
Hmm… That’s strange. Collin noted. He was still excited to invite
them over to his house, so he immediately asked, even
though they were running late to class. “Want to
come over after school today? We could play
my new video game or shoot baskets!” The
boys both stammered some excuse for why they
couldn’t come, avoided eye contact with Collin,
and rushed into their homeroom classes. This
wasn’t turning out to be such a great
birthday after all.
©Tobin, Mar. 2017
 Later, Collin thought he caught a glimpse of Ayden secretly
handing something to their friends at lunch table 8, their usual
lunch table. Collin felt upset and even a bit embarrassed. How
could his friends have forgotten all about his birthday? Why
were they acting so unusual today?
The rest of Collin’s day was disappointing. He went to math
and gym class, paying no attention at all. He was just “going
through the motions.” Even art, his favorite class, didn’t leave him
feeling any better.
The final bell rang and Collin rushed out the door, slamming
into his seat in the back of Dad’s car. “How was your day?” Dad
asked. “It was terrible,” Collin replied. “Not a single person
remembered that it was my birthday.”
They drove home and Collin stared out the window, wishing
he could go back to this morning when he first woke up. He was
thinking about how he wanted to start this day over, as they
pulled into the driveway.
Slinging his backpack over one shoulder, Collin trudged up
the stairs to his front door. He turned the knob and walked in. As
he switched on the light, the room filled with the merry voices
of Collin’s family and friends. “SURPRISE!”
they shouted. Surrounded by his favorite
people, Collin realized that this ended
up being the best day ever!

©Tobin, Mar. 2017

Name: _______________________________

Collin’s Birthday Questions

1. What was Collin looking forward to at the end of his day?
*Underline the details from the text that support your inference in blue*
_____________________________________
_____________________________________
2. . Describe what made Collin wish that he could start his day over.
_____________________________________
_____________________________________
_____________________________________
3. *Underline the details from the text that support your inference in red*
Record the evidence and your schema that helped you draw the previous inference.
_____________________________________
_____________________________________
_____________________________________
4. Collin’s friends were planning a surprise party for him. Explain how the text
gave clues about this, using evidence from the text and your schema. *Underline
the details from the text that support your inference in green*
_____________________________________
_____________________________________
_____________________________________
_____________________________________
_____________________________________
_____________________________________
©Tobin, Mar. 2017
 Answer Key: Answers will vary
Name: _______________________________

Collin’s Birthday Questions

1. What was Collin looking forward to at the end of his day?
*Underline the details from the text that support your inference in blue*
Collin was looking forward to inviting his friends over, “..he was
already planning all of the fun activities they would do.”
2. . Describe what made Collin wish that he could start his day over.
Collin wished that he could start his day over because he was upset
that nobody remembered his birthday. He thought that it was going to
be “an amazing day,” but it wasn’t (at first).
3. *Underline the details from the text that support your inference in red*
Record the evidence and your schema that helped you draw the previous inference.
In the text Collin says that his day was “terrible…nobody remembered
my birthday.” The text also says, “This wasn’t turning out to be a
great birthday after all.”
4. Collin’s friends were planning a surprise party for him. Explain how the text
gave clues about this, using evidence from the text and your schema. *Underline
the details from the text that support your inference in green*
Collin’s friends were planning a surprise party for him. The text gave
clues about this when his friends were “avoiding eye contact” and
when they “hushed their conversation.” The text describes Collin
seeing his friends handing things out and making “excuses” for not
being able to come over after school. These are all things that people
do when they are trying to plan something that is a secret.
©Tobin, Mar. 2017
 Name: ________________________________

Our Road Trip

Sunglasses? Check!
Snacks? Check!
Map? Check!
Alright! Let’s go!

Rylie and Drew were finally ready for their road

trip. They had been anxiously awaiting this trip for the past
three weeks. The preparations had to be perfect. They
needed to make sure that they had the proper equipment and
supplies for a 14 day road trip across the country.
After they checked off everything on their list, they
carried their bags out to the car. “Come on, Dad! We need to
hit the road!” Rylie and Drew’s dad packed the car very
strategically. They had to fit all of the suitcases and gear for
their four-person family.
Three suitcases laid across the bottom of the trunk.
Each suitcase was filled with clothing items for a different
part of their trip. A duffle bag full of pails and shovels sat
next to the tote bag of sunscreen and towels, so the tent
barely fit. There were 3 pairs of skis and a snowboard
strapped to top of the car.
©Tobin, Mar. 2017
 “Wow! We’ll be lucky if we fit in the car!” Drew commented.
“Pile in, crew,” Mom called. “It’s time to go.”
Rylie and Drew scrambled into their seats, locking their
seatbelts into place. Mom pulled out the map as Dad backed
out of the driveway. “Wait! Did we
remember the tackle box?” Rylie
questioned. Dad put the car in
reverse and was back in a few
moments with the rods and
tackle box.
The kids played their favorite road trip games, like
License Plate States and the Alphabet Game, but after an
hour or so, they were ready for something a little more
exciting. “Are we there yet?”, asked Drew. “Yes, how much
longer will it be?”, Rylie added eagerly. These kids were
extremely excited about their 3 stop road trip and they
weren’t even halfway to their first stop.
“Be patient,” Mom replied. “We will be to our first stop
soon. Until then, maybe you could make a list of all of the fun
things you’d like to do on this trip.”
So, they did. Rylie and Drew made a list. They filled it
with the many adventurous activities they were going to do
on this fun, family road trip!

©Tobin, Mar. 2017

Name: _______________________________

Our Road Trip Questions

1. How many bags did the family pack for their road trip? *Underline the details
from the text that support your inference in blue*
_____________________________________
_____________________________________
2. . Describe how Rylie and Drew were feeling about this trip.
_____________________________________
_____________________________________
_____________________________________
3. *Underline the details from the text that support your inference in red*
Record the evidence and your schema that helped you draw the previous inference.
_____________________________________
_____________________________________
_____________________________________
4. Infer: What are the three places that the family is going to visit on their
road trip? Explain your answer using evidence from the text and your schema.
*Underline the details from the text that support your inference in green*
_____________________________________
_____________________________________
_____________________________________
_____________________________________
_____________________________________
_____________________________________
©Tobin, Mar. 2017
 Answer Key: Answers will vary
Name: _______________________________

Our Road Trip Questions

1. How many bags did the family pack for their road trip? *Underline the details
from the text that support your inference in blue*
The family packed 5 bags for their road trip. Three were suitcases,
one contained towels and sunscreen and one had pails and shovels.
2. . Describe how Rylie and Drew were feeling about this trip.
Rylie and Drew were feeling very excited about this trip. They
couldn’t wait to go, rushing their parents and hurrying into the car.
3. *Underline the details from the text that support your inference in red*
Record the evidence and your schema that helped you draw the previous inference.
The text describes Rylie and Drew as “eager” and “extremely excited.” That
means that they can’t wait. The text says, “Rylie and Drew scrambled into their
seats, locking their seatbelts into place.” and said “Come on, Dad! We need to hit
the road!”
4. Infer: What are the three places that the family is going to visit on their
road trip? Explain your answer using evidence from the text and your schema.
*Underline the details from the text that support your inference in green*
I can infer that the three places Rylie and Drew’s family are going to
visit on their road trip are: the beach, the mountains, and camping/fishing.
I think they are going to visit the beach because they packed sunscreen,
towels and pails and shovels. The skiis and snowboard made me infer that
they would need to be going to a snowy mountain. When I read that they
packed a tent and that “Dad came back with rods and the tackle box,” I
knew that they’d have to be camping and fishing somewhere.
©Tobin, Mar. 2017
 Name: ________________________________

J&J Bakery
Johnny and Julian had been baking for 5 years. On their
7th birthday, Johnny and Julian’s grandmother taught the
twins how to make her famous Double Chocolate Cake. Ever
since that day, the boys were hooked!
The boys were twelve-years old and wishing for new
bikes. The bikes cost $120 apiece, so they decided that they
wanted to start their own baking business. They could make
money doing what they love.
First, the boys created a menu by looking through all of
the recipes that they had used. Johnny wanted to add Red
Velvet, Cinnamon Bun, and Pink Poppy Seed to the list of
flavors on their menu. Julian quickly reminded him of the
catastrophe that occurred the last time they tried to make
the Pink Poppy Seed cupcakes.
After coming together and deciding on five flavors, the
boys started to create posters for advertisement.
They would post these fliers around their
school, at the grocery store, and even at
the gym where they took Tae-Kwon-Do
lessons.
Advertising was the easy part. Julian
and Johnny then enlisted the help of their
©Tobin, Mar. 2017
 handy dad. They would need his assistance with the power tools
because the next step was to build their “Bakery Booth.” They
designed the booth to be collapsible, so that they could easily set
it up and take it down. This made their business “portable” and
they could change locations whenever they pleased.
After the menu was created, the fliers were hung, and the
booth was built, it was finally time to bake! Johnny took on the
Red Velvet cupcakes while Julian tackled the cream cheese
frosting. Working as a team, the boys made a dozen of each
flavor.
At 2 o’clock, as the signs advertised, Johnny carefully hung
the “open” sign on the J&J Bakery Booth. Kids and parents from
around the neighborhood visited the boys’ business and
purchased the $2 cupcakes. By 4:30, they had sold their last
cupcake.
“Wow! We had a very successful first day,” Julian cheered.
“We may get our new bikes sooner than we thought,” Johnny
replied with delight!

©Tobin, Mar. 2017

 Name: _______________________________

J&J Bakery Questions

1. How many cupcakes did the boys bake? 2. Where did the boys advertise?
a) a dozen a) Grocery store
b) five b) School
c) sixty c) Gym
d) twelve d) All of the above
3. Why did the boys start a baking business?
_____________________________________
_____________________________________
_____________________________________
4. *Underline the details from the text that support your inference in blue*
Record the evidence and your schema that helped you draw the previous inference.
_____________________________________
_____________________________________
_____________________________________
5. Explain what it means when Johnny says, “We may get our new bikes sooner than
we thought.”
_____________________________________
_____________________________________
6. *Underline the details from the text that support your inference in red*
Record the evidence and your schema that helped you draw the previous inference.
_____________________________________
_____________________________________
____________________________________
©Tobin, Mar. 2017
 Answer Key: Answers will vary
Name: _______________________________

J&J Bakery Questions

1. How many cupcakes did the boys bake? 2. Where did the boys advertise?
a) a dozen a) Grocery store
b) five b) School
c) sixty c) Gym
d) twelve d) All of the above
3. Why did the boys start a baking business?
The boys started a baking business because they wanted to raise
money in order to purchase new bicycles. They also love baking, so
they thought it would be a good way to make money.
4. *Underline the details from the text that support your inference in blue*
Record the evidence and your schema that helped you draw the previous inference.

In the text it says, “The bikes cost $120 apiece, so they decided that
they wanted to start their own baking business, so they could make
money doing what they love.”
5. Explain what it means when Johnny says, “We may get our new bikes sooner than
we thought.”

They sold all 60 of their cupcakes the first day, so they only needed to
sell 60 more in order to get their new bikes.
6. *Underline the details from the text that support your inference in red*
Record the evidence and your schema that helped you draw the previous inference.
The text says that they made a dozen of each of the 5 flavors. One dozen is 12,
times 5 equals 60. The text says, “Kids and parents from …visited the boys’
business to purchase the $2 cupcakes.” So, after one day, they raised $120, which
is enough for one of the bikes.
©Tobin, Mar. 2017
 Name: ________________________________

My New Dog
My hands trembled as I walked into the
front door of the Taylor County Animal
Shelter. I was not afraid. I was excited.
After months of pleading and proving my
responsibility by doing extra chores,
my dad had finally taken me to the
animal shelter so that I could
pick out a new puppy!
I walked by each cage slowly,
carefully considering every single dog. I wanted to make the
right choice! I knelt to talk to a scruffy black dog with
“Martin” inscribed in the blue bone tag that hung from his
collar. He was gentle and seemed like he would be an easy
dog to get along with.
The next cage contained a sleek, grey dog, that looked
like she had been very well trained. As I approached her
cage, she sat and put her paw out, as if to “shake” my hand.
Checking her name tag, I said, “Good girl, Maggie. You are a
very good girl.”
A sweet beagle that had an adorable howl, a happy
Labrador with a face that appeared to be smiling. Cage
©Tobin, Mar. 2017
 after cage; dog after dog. They all seemed wonderful. I
liked each and every dog that I interacted with. If only I
could bring them all home, I giggled to myself, but I knew
that it wasn’t a possibility!
I came to the end of the hall, and sat down next to an
empty cage to think. What am I going to do? How could I
possibly choose? After a few minutes of consideration, I
thought I felt someone looking at me. I looked to my left,
into the cage that I was sitting next to. Instead of an
empty cage, I saw two eyes and a nose peeking out from
a box! Woof. The quietest, sweetest growl came out. This
precious little puppy had been hiding in this box the entire
time! She must’ve been waiting for the right time to come
out.
“How did I miss you?” I asked the pup. Searching for a
name on her information sheet, I noticed that the line was
blank. “No name? Well, that just won’t do.”
My dad came strolling down the hall.
“Well, Jenna, have you chosen?”
Dad asked. “No, Dad. I didn’t
have to choose. Look here.
This is Roxy and she chose me!”

©Tobin, Mar. 2017

Name: _______________________________

My New Dog Questions

1. Why were Jenna’s hands trembling? *Underline the details from the text that
support your inference in blue*
_____________________________________
_____________________________________
2. . What does it mean when it says “carefully considering” in the text?
_____________________________________
_____________________________________
_____________________________________
3. *Underline the details from the text that support your inference in red*
Record the evidence and your schema that helped you draw the previous
inference.
_____________________________________
_____________________________________
_____________________________________
4. Infer: Why did Jenna decide to get the dog that she named Roxy? Explain
your answer using evidence from the text and your schema. *Underline the
details from the text that support your inference in green*
_____________________________________
_____________________________________
_____________________________________
_____________________________________
_____________________________________
©Tobin, Mar. 2017
 Answer Key: Answers will vary
Name: _______________________________

My New Dog Questions

1. Why were Jenna’s hands trembling? *Underline the details from the text that
support your inference in blue*
Jenna’s hands were trembling because she was anxious. She was
finally getting to pick out her new puppy!
2. . What does it mean when it says “carefully considering” in the text?
When it says, “carefully considering” in the text, it means that Jenna
was taking her time making a decision about which puppy to take
home.
3. *Underline the details from the text that support your inference in red*
Record the evidence and your schema that helped you draw the previous inference.
The text says, “I walked by each cage slowly, carefully considering every
single dog. I wanted to make the right choice!” When she is walking slowly by
each cage, this shows that she is taking her time, thinking about her decision.
4. Infer: Why did Jenna decide to get the dog that she named Roxy? Explain
your answer using evidence from the text and your schema. *Underline the
details from the text that support your inference in green*
Jenna decided to get the dog that she named Roxy because she felt like it
“chose” her. She interacted with all of the dogs, finding that she “liked
each and every dog.” While trying to make her decision, the unnamed dog,
came out of her box. The text says, “Searching for a name on her
information sheet, I noticed that the line was blank.” I can infer Jenna
felt like it was meant to be.
©Tobin, Mar. 2017
 interactive

©Tobin, Mar. 2017

 Read a fiction story. Lift the flap and write the answer.

What is your
story about?

What
inferences did
you make?

©Tobin, Mar. 2017

 Read a nonfiction text. Lift the flap and write the answer.
What observations
did you make while
reading?
*Remember, observations are what the text says
and what you already know about the topic.*

What inferences
did you make?

©Tobin, Mar. 2017

 Read a fiction story. Lift the flap and write the answer.
What is one question you
have about the story?

What can you infer is the

answer to this question?

What evidence helps you

answer the question?

©Tobin, Mar. 2017

 BEFORE READING:
AN INFERENCE STATEMENT (Inference + Evidence)
Based on clues, what can you infer
Read a fiction story. Lift the flaps and write

about this story?

DURING READING:
Based on clues, what can you infer
about this story?

AFTER READING:
Based on clues, what can you infer
about this story?

©Tobin, Mar. 2017

 Question
Read a fiction story. Lift the flaps and write your responses. What is a question you have about
the story?

Evidence
What text evidence helps you
answer the question?

Schema
Do you have any connections to this
story? What do you already know?

Inference
What can you infer? What do you
think is the answer?

©Tobin, Mar. 2017

 Read a fiction story. Lift the flaps and write your responses. What is the story about?

Do you have any connections to

this story?
What is a question you have
about the story?
What did you learn about the
character or events?
Do you still have a question
about this story?

How can you find the answer?

©Tobin, Mar. 2017

 Read a fiction story. Lift the flaps and write your responses. Who is a character in this story?

Do you have any connections to

this character?
What is a question you have
about the character?
What did you learn about the
character?
What text clues helped you
understand the character?

Do you still have any questions?

©Tobin, Mar. 2017

 Read a fiction story. Lift the flaps and write your responses. What is the setting in this story?

Do you have any connections to

this setting?
What is a question you have
about the setting?
What did you learn about the
setting?
What text clues helped you
understand the setting?

Do you still have any questions?

©Tobin, Mar. 2017

 Read a fiction story. Lift the flaps and write your responses. What is one event in this story?

Do you have any connections to

this event?
What is a question you have
about the event?
What did you learn about the
event?
What text clues helped you
understand the event?

Do you still have any questions?

©Tobin, Mar. 2017

 task

©Tobin, Mar. 2017

 Before
What is reading the
schema? story, ask
yourself one
question.

What is text Who or what

evidence? is the story
about?

©Tobin, Mar. 2017

 Do you have
any What is an
connections inference?
to this story?

What is a
question you What do you
have while think the
reading the answer is?
story?
©Tobin, Mar. 2017
 What text Find one piece of
evidence evidence about a
helped you character. What
answer the can you infer
about this
question? character?

After reading How can you

the story, find the
what is a answer to
question you
this question?
still have?
©Tobin, Mar. 2017
 summative

©Tobin, Mar. 2017

 Name: ________________________________ RL.4.1

Details and Inferences Assessment

1. What does text evidence mean?
a) Clues stated directly in the text
b) Background knowledge
c) Predictions about the text
d) Answers to the question

2. What two components make observations?

a) Schema and inferences
b) Text evidence and inferences
c) Text evidence and schema
d) All of the above

3. In your own words, describe what it means to draw an inference.

4. Explain why we use text evidence when describing our inferences.

©Tobin, Mar. 2017

Finishing the Race
The pavement in front of me seemed to stretch to the
end of the earth. My legs were aching, my heart was pounding,
and I was so thirsty that it made it hard to breath.
I was in the home-stretch, the last part of the 22.6
mile Delta Day bike race. Mom and Dad were in front of me and I
felt as though I couldn’t pedal any longer. “Push through it!” I
heard my dad call out from up ahead. I can’t! I thought. “Yes you
can!” My mom shouted, as if she read my mind. I wanted to give
up, but I had already come this far. So, I decided to take my
dad’s advice and “push through it.” I always want to make my
parents proud.
With each pump of my legs, I could feel the pride
building for what I was doing. The people who stood watching on
the sides of the road seemed to zoom by in a blur. “You can do it,
Griffin!” The crowd seemed to say with their cheers. I could see
the glaring, white streak of a finish line up ahead. Push, push, push.
I told myself with each turn of the wheel.
As I sped across the finish line, I broke through the
shiny, red ribbon that said “Griffin’s Goal.” I had done it!
I had accomplished a task that wasn’t easy, one
that I set my mind to. Although there wasn’t
actually a shiny red ribbon there waiting for me,
my parents’ open arms were. That was a prize
worth working for!

©Tobin, Mar. 2017

 5. Who won the race? 6. Which of the following is NOT something
a) Griffin Griffin felt when he was riding his bike?
b) His mom a) afraid
c) His dad b) proud
d) None of the above c) tired
d) thirsty
7. Explain how Griffin’s feelings changed throughout the story. Use
evidence from the text to support your answer.

8. What does Griffin mean when he says he “broke through the shiny,
red ribbon that said ‘Griffin’s Goal’”?

9. Explain what Griffin means when he says that his parents’ open arms
were a “prize worth working for.”

10. What supporting details/text evidence helped you draw the previous
inference?

©Tobin, Mar. 2017

 Answer Key
Name: ________________________________ RL.4.1

Details and Inferences Assessment

1. What does text evidence mean?
a) Clues stated directly in the text
b) Background knowledge
c) Predictions about the text
d) Answers to the question

2. What two components make observations?

a) Schema and inferences
b) Text evidence and inferences
c) Text evidence and schema
d) All of the above

Answers will vary.

3. In your own words, describe what it means to draw an inference.
Drawing an inference means to figure something out that the text
doesn’t say explicitly. You use the text evidence and your schema
(background knowledge) in order to better understand the text. You can
infer to answer questions that you develop or questions that are asked.

4. Explain why we use text-evidence when describing our inferences.

We use text evidence when describing our inferences because evidence
supports our answers. Text evidence can back up what we infer about
the text, making our answer more reliable.

©Tobin, Mar. 2017

Finishing the Race
The pavement in front of me seemed to stretch to the
end of the earth. My legs were aching, my heart was pounding
and I was so thirsty that it made it hard to breath.
I was in the home-stretch, the last part of the 22.6
mile Delta Day bike race. Mom and Dad were in front of me and I
felt as though I couldn’t pedal any longer. “Push through it!” I
heard my dad call out from up ahead. I can’t! I thought. “Yes you
can!” My mom shouted, as if she read my mind. I wanted to give
up, but I had already come this far. So, I decided to take my
dad’s advice and “push through it.” I always want to make my
parents proud.
With each pump of my legs, I could feel the pride
building for what I was doing. The people who stood watching on
the sides of the road seemed to zoom by in a blur. “You can do it,
Griffin!” The crowd seemed to say with their cheers. I could see
the glaring, white streak of a finish line up ahead. Push, push, push.
I told myself with each turn of the wheel.
As I sped across the finish line, I broke through the
shiny, red ribbon that said “Griffin’s Goal.” I had done it!
I had accomplished a task that wasn’t easy, one
that I set my mind to. Although there wasn’t
actually a shiny red ribbon there waiting for me,
my parents’ open arms were. That was a prize
worth working for!

©Tobin, Mar. 2017

 6. Which of the following is NOT something
5. Who won the race?
Griffin felt when he was riding his bike?
a) Griffin
a) afraid
b) His mom
b) proud
c) His dad
c) tired
d) None of the above
d) thirsty
Answers will vary.
7. Explain how Griffin’s feelings changed throughout the story. Use
evidence from the text to support your answer.
At the beginning of the story, Griffin was feeling defeated. “I wanted to
give up,” it says in the text. At the end of the story, Griffin felt proud of
himself for finishing the race. “I had done it!”

8. What does Griffin mean when he says he “broke through the shiny,
red ribbon that said ‘Griffin’s Goal’.”?
Griffin means that he accomplished a goal. Although there wasn’t an
actual ribbon at the finish line, he felt pride in accomplishing a goal.

9. Explain what Griffin means when he says that his parents open arms
were a “prize worth working for.”
Griffin’s parents open arms were a “prize worth working for” because
he felt like he made them proud. Them waiting for him at the finish line
made him feel like he won.
10. What supporting details/text evidence helped you draw the previous
inference?
In the text, Griffin was tired and wanted to give up, but his dad and mom
both cheered him on by saying “Push through it” and “Yes you can.” The
text says that Griffin “always wants to make his parents proud,” and
“although there wasn’t an actual…ribbon….” that his parents’ “open arms
was a prize worth working for.”
©Tobin, Mar. 2017
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