Common Core
New Jersey Instruction
5
Teacher Resource Book
Reading
Table of Contents
Ready™ Common Core Program Overview
A6
Supporting the Implementation of the Common Core
A7
A8
A9
Answering the Demands of the Common Core with Ready
The Common Core State Standards’ Approach to Text Complexity
Using Ready Common Core
Teaching with Ready Common Core Instruction
Connecting with the Ready Teacher Toolbox
Using i-Ready™ Diagnostic with Ready Common Core
Features of Ready Common Core Instruction
Supporting Research
A10
A12
A14
A16
A18
A27
Correlation Charts
Common Core State Standards Coverage by Ready Common Core Instruction
Interim Assessment Answer Keys and Correlations
A31
A34
Lesson Plans (with Answers)
Unit 1: Key Ideas and Details in Informational Text
Lesson 1: Finding Main Ideas and Details
1
CCSS Focus - RI.5.2 Additional Standards - RI.5.1, 3, 4, 5, 8, 9; W.5.2, 3, 4, 7; SL.5.1, 4; L.5.1, 2.a, 4.a, 4.b
Lesson 2: Summarizing Informational Texts
10
CCSS Focus - RI.5.2 Additional Standards - RI.5.1, 3, 4, 6, 7, 9; W.5.4, 7; SL.5.1, 2, 4; L.5.1, 2.d, 4.a, 5.b, 5.c
Lesson 3: Using Details to Support Inferences
19
CCSS Focus - RI.5.1 Additional Standards - RI.5.1, 2, 3, 4, 6; W.5.3, 7, 9.b; SL.5.1, 4, 5; L.5.1.a, 3.a, 4.a, 5.b
Lesson 4: Exploring Relationships in Texts
28
CCSS Focus - RI.5.3 Additional Standards - RI.5.1, 2, 4, 8; W.5.2, 3, 4, 7; SL.5.1, 2, 4; L.5.1, 4.a, 4.b, 5
Unit 1 Interim Assessment
37
Unit 2: Key Ideas and Details in Literature
Lesson 5: Comparing and Contrasting Characters in Drama
40
CCSS Focus - RL.5.3 Additional Standards - RL.5.1, 2, 4, 6, 7; W.5.2, 3, 5, 7; SL.5.1, 2, 4; L.5.1.b, 4.a, 4.b, 5.c
Lesson 6: Comparing and Contrasting Settings and Events
49
CCSS Focus - RL.5.3 Additional Standards - RL.5.1, 2, 4, 6, 7; W.5.1, 3, 4, 7; SL.5.1, 2, 4; L.5.2, 4.a, 4.b, 4.c, 5.a
Lesson 7: Finding the Theme of a Story or Drama
58
CCSS Focus - RL.5.2 Additional Standards - RL.5.1, 2, 3, 4, 6, 7, 9; W.5.3, 7; SL.5.1, 4, 6; L.5.1, 2.b, 4.a, 5.c
Lesson 8: Finding the Theme of a Poem
CCSS Focus - RL.5.2 Additional Standards - RL.5.1, 4, 5, 7, 9; W.5.1, 7; SL.5.1, 4; L.5.1, 5.a, 5.c
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67
Lesson 9: Summarizing Literary Texts
76
CCSS Focus - RL.5.2 Additional Standards - RL.5.1, 3, 4, 5, 6; W.5.3.b, 7, 8; SL.5.1, 2, 4, 5; L.5.1, 2.a, 4.a, 4.b, 5.a
Lesson 10: Using Details to Support Inferences in Literary Texts
85
CCSS Focus - RL.5.1 Additional Standards - RL.5.2, 3, 4, 6, 7; W.5.2, 3, 4, 5, 7; SL.5.1, 4; L.5.1.a, 1.c, 4.a
Unit 2 Interim Assessment
94
Unit 3: Craft and Structure in Informational Text
Lesson 11: Unfamiliar Words
97
CCSS Focus - RI.5.4 Additional Standards - RI.5.1, 2, 3, 5, 8; W.5.1, 3, 7; SL.5.1, 2, 3, 5; L.5.1.a, 3, 3.a, 4, 4.b
Lesson 12: Comparing Text Structures, Part 1: Chronology, Problem/Solution
106
CCSS Focus - RI.5.5 Additional Standards - RI.5.1, 2, 3, 4; W.5.3, 7; SL.5.1, 2, 4; L.5.2, 2.a, 4, 4.a, 4.b
Lesson 13: Comparing Text Structures, Part 2: Cause/Effect, Compare/Contrast
117
CCSS Focus - RI.5.5 Additional Standards - RI.5.1, 2, 3, 4, 6, 8, 9; W.5.1, 7; SL.5.1, 4; L.5.1, 1.c, 2.b, 4, 4.b
Lesson 14: Analyzing Accounts of the Same Topic
128
CCSS Focus - RI.5.6 Additional Standards - RI.5.1, 2, 3, 4, 9; W.5.3, 8; SL.5.1.b, 1.c, 2, 4, 5; L.5.1, 1.c, 4.a, 4.b, 4.c, 5.a
Unit 3 Interim Assessment
139
Unit 4: Craft and Structure in Literature
Lesson 15: Language and Meaning
142
CCSS Focus - RL.5.4 Additional Standards - RL.5.1, 2, 3, 5, 6, 7; W.5.2, 7, 10, 11; SL.5.1, 4, 5; L.5.1, 1.b, 4, 5.b
Lesson 16: Understanding Literary Structure
151
CCSS Focus - RL.5.5 Additional Standards - RL.5.1, 2, 3, 4, 6; W.5.7, 8, 9.a; SL.5.1, 1.a, 1.c, 4, 5; L.5.1, 1.a, 2, 4
Lesson 17: Point of View
160
CCSS Focus - RL.5.6 Additional Standards - RL.5.2, 4, 5, 6; W.5.3, 4, 7, 8, 10; SL.5.1.a, 1.c, 4, 5; L.5.2.b, 4, 5, 5.a
Unit 4 Interim Assessment
169
Unit 5: Integration of Knowledge and Ideas in Informational Text
Lesson 18: Finding Information from Multiple Sources
172
CCSS Focus - RI.5.7 Additional Standards - RI.5.1, 2, 3, 4, 9; W.5.3, 4, 7, 8; SL.5.1, 2, 4, 5; L.5.1, 1.a, 3.a, 4, 4.a, 5.c
Lesson 19: Understanding Supporting Evidence
183
CCSS Focus - RI.5.8 Additional Standards - RI.5.1, 2, 3, 4, 9; W.5.1, 4, 8; SL.5.1, 2, 4, 5; L.5.1.b, 2.e, 4, 4.a, 4.b, 5.b
Lesson 20: Using Multiple Sources for Writing and Speaking
192
CCSS Focus - RI.5.9 Additional Standards - RI.5.1, 2, 3, 4, 5, 7, 9; W.5.2, 7, 8; SL.5.1, 3, 4, 5; L.5.1.a, 4.b, 4.c, 5.b, 5.c
Unit 5 Interim Assessment
203
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Unit 6: Integration of Knowledge and Ideas in Literature
Lesson 21: Analyzing Visual Elements in Literary Texts
206
CCSS Focus - RL.5.7 Additional Standards - RL.5.1, 2, 3, 5, 6, 7; W.5.3.b, 5, 7; SL.5.2, 4, 5; L.5.2.c, 4, 4.a, 5.a
Lesson 22: Comparing and Contrasting Stories in the Same Genre
215
CCSS Focus - RL.5.9 Additional Standards - RL.5.1, 3, 6; W.5.3.a, 7; SL.5.1.a, 2, 4, 5; L.5.1.b, 4, 4.a, 5.a, 5.b, 5.c
Unit 6 Interim Assessment
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226
Lesson 3
(Student Book pages 19–26)
Using Details to Support Inferences
Theme: Adventures and Discovery
Lesson Objectives
Tap Students’ Prior Knowledge
•Use details from a text along with personal
knowledge to make inferences about the text.
•Tell students that they will be working on a lesson
about making informed guesses. Remind them that
“informed guesses” are often called inferences.
•Quote accurately from a text when drawing
inferences about the text.
The Learning Progression
•Grade 4: CCSS RI.4.1 requires students to “refer
to details and examples” in the text to support
their inferences.
•Grade 5: CCSS RI.5.1 builds on the Grade 4
standard by requiring students to not only refer
to the text but also to “quote accurately” from it
when making inferences. This helps to prepare
students for the analysis required at Grade 6.
•Grade 6: CCSS RI.6.1 requires citing textual
evidence to support analysis of a text, not just
inferences.
Prerequisite Skills
•Identify main idea.
•Identify supporting details.
•Understand that some information in a text is
not directly stated.
•Use supporting details and examples to make
inferences.
•Refer to details and examples from a text when
making inferences.
•First, ask students what they would think if they
walked into a kitchen and smelled something sweet.
(Someone was baking cookies or a cake.) Point out that
no one told them that someone was baking. They
used clues and their own experience to figure it out.
•Next, ask students what they can do when they need
to figure out something in a text the author does not
state directly. (Use clues and what you already know.)
•Ask students if they know what it means to quote
from a text. (Copy a part of the text exactly and put
quotation marks around it.) Quote a text by writing a
sentence from a text students have recently read and
then placing quotation marks around it.
•Point out that quoting directly from a text is a
powerful way to offer evidence when supporting
an inference.
Teacher Toolbox
Teacher-Toolbox.com
Prerequisite
Skills
Ready Lessons
✓
Tools for Instruction
RI.5.1
✓
✓✓
Interactive Tutorials
CCSS Coverage
RI.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
Additional support: RI.5.1; RI.5.2; RI.5.3; RI.5.4; RI.5.6; W.5.3; W.5.7; W.5.9.b; SL.5.1; SL.5.4; SL.5.5; L.5.1.a; L.5.3.a; L.5.4.a; L.5.5.b
(See page A37 for full text.)
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19
Part 1: Introduction
Lesson 3
At a Glance
Through an anecdote and a humorous cartoon, students
are introduced to the idea of making inferences in
everyday life. They will learn this is a strategy they can
use when reading.
Step By Step
•Read the first paragraph, which includes an anecdote
about a two-year-old as well as the definition of an
inference.
•Then encourage students to study the cartoon and
look for clues in the picture that help them answer the
question that the cartoon character asks. Tell students
to draw arrows pointing to those clues in the cartoon.
•Explain that the chart shows the process, or strategy,
of making an inference. Read the first column, and ask
students to compare the clues listed there to the items
they drew arrows to. Then read the second column
and discuss how their own knowledge of dogs helps
them answer the question. Finally, review the entire
strategy and discuss why the inference is correct.
•Ask students to share other real-life situations when
they have made inferences to figure something out.
Lesson 3
Part 1: introduction
ccss
using details to support inferences
ri.5.1: Quote accurately from a text when
explaining what the text says explicitly and
when drawing inferences from the text.
Adventures and Discovery
Suppose your 2-year-old cousin comes for a visit. You find colorful marks all over the wall
and marker stains on your cousin’s hands. You know toddlers get into things and make
big messes. Although you didn’t see your cousin draw on the walls, you can make an
inference that he did. An inference is a decision made by combining what you already
know with evidence, such as clues and facts. Look at the illustration below and make an
inference about what just happened.
Where did
my steak go?
draw arrows pointing to the clues or facts that help you decide what happened
to the steak.
Read the chart below to see how you can make an inference.
clues or Facts
•
•
•
•
+
missing steak
sleeping dog
drooling, full belly.
bone next to dog.
what you already know
• Dogs like meat.
• Some dogs try to take
their owner’s food.
=
inference
The dog ate the steak.
Reading can be like solving small mysteries like these. Readers must make inferences as
they read because the author usually does not state everything directly. Good readers
look for plenty of clues or facts in the text to confirm that their inferences make sense.
L3: Using Details to Support Inferences
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19
•Reinforce how making inferences is a valuable
reading strategy by sharing an inference you made in
a book you are reading. Explain how the inference
helped you to better understand the book.
Genre Focus
Informational Texts: Biography
Tell students that in this lesson they will read
informational texts. One type of informational text is
a biography, which tells the story of a person’s life.
Biographies usually answer the following questions:
•When and where was the person born?
•Why is the person important?
•What special events happened during the lifetime
of the person?
Based on these characteristics, ask students to name
biographies they have read. Ask: Who have they read
about? What did they like about the biographies?
20
Students may be familiar with biographies about
Helen Keller, Abraham Lincoln, or other famous
people from the past.
Explain that the article “Zheng He” is a biography
about an important Chinese explorer. It tells who he
was, describes some important events of his life, and
explains his importance to Chinese and world history.
Tell students that they will also read two other
passages that are not biographies, but rather historical
passages that tell about different people from history.
“Firsts in Flight” focuses on developments in flight
technology and tells about important historical figures
in the quest for flight. “Treasures of the Tomb” focuses
on the discovery of King Tut’s tomb in Egypt.
L3: Using Details to Support Inferences
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Lesson 3
Part 2: Modeled Instruction
At a Glance
Students make an inference about a biography and quote
from the text to support the inference.
Part 2: Modeled instruction
read the first two paragraphs of a biography about the chinese explorer Zheng he.
then read and answer the question that follows.
Genre: Biography
Step By Step
Zheng He
Zheng He, also known as Cheng Ho, was born in 1371 into a family of poor peasants. He was
captured by the Chinese army as a boy. He later joined the court of the Ming Dynasty. There, his
leadership skills grew. It became clear that he would play an important part in helping China
explore the world.
•Tell students that in this lesson they will learn how
to make inferences when they read.
•Then read the question: “How does the author most
likely feel about Zheng He?”
(continued)
(continued)
how does the author most likely feel about Zheng he?
The author does not directly state his feelings about Zheng He. You need to make an inference
about the author’s feelings based on details in the article.
Look for clues in the passage that tell how the author feels about Zheng he. one clue is shown
in the chart below. write another clue on the lines. Put quotation marks around text taken from
the passage.
•Now, tell students you will perform a Think Aloud
to demonstrate a way of answering the question.
Think Aloud: The passage doesn’t say directly how the
author feels about the explorer. But there are clues to
help me figure this out, or make an inference. In the
first sentence, the author says that Zheng He was the
“greatest explorer in Chinese history.” The word
“greatest” gives me a clue to the author’s opinion.
•Direct students to the chart and ask where they’ve
seen it before. Remind them that it shows the process
of making an inference, and point out the first clue.
Think Aloud: In the last sentence, I read that Zheng He
“would play an important part” in China’s exploration.
The word “important” tells me that this is another clue.
•Tell students to add the second clue to the chart.
Remind them to quote the text accurately by placing
quotation marks around words that are directly from
the text and including ellipses to show that some
words were not included. Inform students that directly
quoting the text provides more support for their
inference than simply referring to details or examples.
by Marcus Lim
Zheng He was the greatest explorer in Chinese history. He traveled widely through
Asia and Africa. Some historians even allege that he made contact with the Americas before
Christopher Columbus.
•Remind students they just made an inference about
a cartoon based on clues and their own knowledge.
•Read aloud the passage about Zheng He.
(pronounced “Jung Ha”)
Lesson 3
clues or Facts
+
“. . . he would play an
important part in helping
=
what you already know
“Zheng He was the greatest
explorer . . . ”
Words such as “greatest” and
“important” often express a
positive opinion.
inference
The author has a
positive
opinion of Zheng He.
china explore the world.”
What do these clues suggest about the author’s feelings toward Zheng He? The phrases seem to
be positive. These details are clues that the author has a positive opinion of Zheng He.
Fill in the blanks below to write about the inference you just made.
The author most likely has a
greatest
20
and
positive
important
opinion of Zheng He. The phrases
are clues that show the author’s feelings.
L3: Using Details to Support Inferences
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Tier 2 Vocabulary: Allege
•Direct students to the word allege in the last
sentence of the first paragraph. Help them use
context to figure out its meaning.
•Ask what other words would make sense in its
place: claim, assert.
•On the board, write down related words: alleged,
allegation. Discuss with students some contexts in
which these words might appear. (RI.5.4; L.5.4.a)
Think Aloud: I know that words like “greatest” and
“important” suggest a positive opinion. Based on this
knowledge and the clues from the text, I can make an
inference about the author’s opinion.
•Ask students to suggest words to fill in the blank in
the third column (positive, good, admiring) and have
them complete the chart.
•Finally, have students answer the question at the
bottom of the page. Invite volunteers to share their
answers with the class.
L3: Using Details to Support Inferences
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Lesson 3
Part 3: Guided Instruction
At a Glance
Part 3: guided instruction
Students continue reading about the explorer Zheng He.
They answer a multiple-choice question and analyze the
details that helped them select the correct answer.
Step By Step
•Tell students that they will continue reading about
the explorer Zheng He.
•Point out the two features to the left of the passage.
Remind students that good readers pay close attention
to the important points in a text as they read. Close
Reading will help students identify and remember an
important detail in this passage. The Hint will help
them read the question and answer choices carefully
in order to select the best answer.
•Have students read the passage and underline
evidence of Zheng He’s leadership, as directed by
Close Reading.
•Ask volunteers to share the sentence they underlined.
Discuss why that sentence shows evidence of
leadership skills. If necessary, ask: What does it
mean to be a leader? What do leaders do?
Lesson 3
continue reading about Zheng he. use the close reading and the
hint to help you answer the question.
close reading
On page 20, the author
mentions Zheng He’s
leadership skills. Find
and underline the
sentence here that tells
about Zheng He’s
leadership skills.
hint
(continued from page 20)
Zheng He visited many countries of Asia and Africa,
including Java, Sri Lanka, India, Persia, Arabia, and Taiwan.
He sailed with huge fleets of up to 300 ships, with 30,000 men
under his charge. He also brought many priceless treasures back
to the Chinese court.
The great explorer died at sea in 1435, at the age of 60, as he
returned from an exploration of Africa. He was buried in a large
tomb outside Nanjing, which was rebuilt in tribute to the
explorer in 1985.
circle the correct answer.
Which choice includes
evidence that Zheng He
led people?
Which sentence from the article best shows that Zheng He was a
strong leader?
A “Zheng He visited many countries of Asia and Africa, including
Java, Sri Lanka, India, Persia, Arabia, and Taiwan.”
B “He sailed with huge fleets of up to 300 ships, with 30,000 men
under his charge.”
C “He also brought many priceless treasures back to the Chinese
court.”
D “He was buried in a large tomb outside Nanjing, which was rebuilt
in tribute to the explorer in 1985.”
show your thinking
Look at the answer that you chose above. Explain how the clues in the answer helped you infer
that Zheng He was a strong leader.
responses will vary.
Pick one fact from an answer you did not choose. Tell your partner why that fact would not
support the inference that Zheng He was a strong leader.
L3: Using Details to Support Inferences
•Have students circle the answer to the question,
using the Hint to help. Then have them respond to
the question in Show Your Thinking. Place students
into pairs to discuss the Pair Share question.
Answer Analysis
Choice A is incorrect. It lists the countries Zheng He
visited. This is evidence of being a great explorer, not
necessarily a great leader.
Choice B is correct. It describes how many ships and
men Zheng He commanded. Commanding a large fleet
and many men shows leadership.
Choice C is incorrect. Acquiring priceless treasures is
important, but that fact says nothing about Zheng He
leading or commanding others.
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21
ELL Support: Idioms
English learners may not understand the English
expression “under his charge.”
•Direct students to the second sentence of the first
paragraph and read it aloud. Ask them to imagine
a group of 300 ships with a crew of 30,000 men.
•Explain that Zheng He was the leader of all those
ships and men. He was in charge of them. Another
way to say this is that they were under his charge.
•Point out that they, as students in your class, are
under your charge. (RI.5.4; L.5.5.b)
Choice D is incorrect. It shows Zheng He was respected
and admired but says nothing about leadership.
ERROR ALERT: Students who did not choose B
might not have read the question carefully. Point out
that the question asks about Zheng He as a leader.
What does a leader do? While all of the choices are
direct quotes from the passage, only choice B tells
about Zheng He being a leader of others.
22
L3: Using Details to Support Inferences
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Lesson 3
Part 4: Guided Practice
At a Glance
Students read a passage twice about aviation history.
After the first reading, you will ask four questions to
check your students’ comprehension of the text.
Part 4: guided Practice
read the passage. use the study buddy and the close reading to guide your reading.
Genre: Informational
Firsts in Flight
Step By Step
•Have students read the passage silently without
referring to the Study Buddy or Close Reading text.
Tip: The Study Buddy tells students to underline an
important detail. Learning to identify and mark
important details is a habit that will improve
students’ reading comprehension skills over time.
•Ask the following questions to ensure students’
comprehension of the text:
According to the author, for how long have people
dreamed of flying? (People have dreamed of flying since
the beginning of time.)
I know myths aren’t
real, so I’m going to
underline the sentence
that explains how the
author thinks real
flying began.
Why didn’t the
Montgolfiers’ balloon
completely fulfill the
human dream of flight?
underline a sentence
that shows what the
balloon could not do.
What was the biggest
difference between
Lilienthal’s glider and
the Wright Flyer?
underline the evidence
that shows a major
difference.
Why are the Wright brothers so important to the
history of flight? (The Wright brothers were the first to
fly a plane with a motor.)
•Then ask students to reread Paragraph 1 and look at
the Study Buddy think aloud. What does the Study
Buddy help them think about?
•Have students read the rest of the article. Tell them
to follow the directions in Close Reading.
Tip: Close Reading guides students to underline key
information in the text. This information will help
students answer the questions on the following page.
Encourage students to use this strategy of rereading
and underlining text when they encounter questions
in other contexts, such as on standardized tests or
for tests in other subjects.
•Finally, have students answer the questions on
page 23. Use the Answer Analysis to discuss correct
and incorrect responses.
22
by Edward Castillo
1
People have dreamed of flying since the beginning of time.
An ancient Greek myth tells of a boy and his father who flew
with wings made of wax and feathers. But the invention of the
kite marks the true beginning of flight history. Kites were first
flown in China around 400 B.C.E. Around that time, people
began to study the science of flight.
2
For centuries, inventors built mechanical wings, attaching
them to their arms. These efforts failed, but people still
searched for ways to fly. During the 1480s, Leonardo
da Vinci made more than 100 sketches of flying machines,
which would later influence other inventors.
3
In 1783, the Montgolfier brothers built the first hot-air
balloon. The balloon’s passengers were a sheep, a rooster, and
a duck. The brothers solved the problem of lift, but the balloon
did not allow riders to move forward or steer.
4
In the 1850s, George Cayley hoped to achieve controlled
flight. His glider designs shaped the work of Otto Lilienthal.
In 1891, Lilienthal became the first person to launch a manned
glider. He wrote a book about his experiments, which inspired
two brothers from Ohio, Orville and Wilbur Wright.
5
The Wright brothers tested many flight theories with balloons
and kites. Their 1902 Wright Glider could be controlled with a
movable tail. But their greatest accomplishment was adding an
engine to lift their glider into the air.
6
On December 17, 1903, at Kill Devil Hills in North Carolina,
the Wright Flyer first flew. Orville Wright was the first to
successfully pilot a motorized flight.
close reading
What did the Montgolfier brothers build? (The
Montgolfier brothers built the first hot-air balloon.)
What kind of flying machine did Otto Lilienthal
build? (Lilienthal built the first manned glider.)
Lesson 3
L3: Using Details to Support Inferences
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ELL Support: Possessives
Explain to students that possessives are words that
show who or what owns something. To make a
singular noun a possessive noun, add an apostrophe
and s. (duck’s) To make a plural noun a possessive
noun, add only an apostrophe. (ducks’)
•Work with students to make possessive nouns.
Write glider and inventors on the board. Identify
each noun as either singular or plural. As you
make each noun possessive, explain how it is
done. (glider’s: add apostrophe and s; inventors’:
add only apostrophe)
•Also tell students that the pronouns my, his, her,
their, and its show possession. Give examples to
students from the passage. (his glider, their arms)
(L.5.2)
L3: Using Details to Support Inferences
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Lesson 3
Part 4: Guided Practice
Step by step
Part 4: guided Practice
•Have students read questions 1–3, using the Hints to
help them answer those questions.
hints
use the hints on this page to help you answer the questions.
When did real flying
start? Look back at what
you underlined in
paragraph 1.
Tip: The first Hint reminds students to look back at
what they underlined in paragraph 1. Remind
students to also look back at the sentences they
underlined in the other paragraphs as they answer
the questions.
1 The correct choice is A. The Greek myth is
representative of a time when people could only dream
of flying. The attempt didn’t happen in real life. The
invention of the kite, however, took place in the real
world. Choices B, C, and D all describe attempts to fly,
but none of them supports the understanding that the
Greek myth does not tell of a real attempt to fly.
What did the Wright Flyer
have that Lilienthal’s
glider did not have?
The Montgolfiers’
balloon did not
allow people to
move forward or
steer the balloon
during flight.
The author does not
explicitly say whether a
balloon in which people
could not move forward
or steer would lead to
an unsafe flight.
24
If you imagine yourself in a
balloon, not being able to
move where you wanted
to go, you can figure out
that this could become an
unsafe flight. You could
crash into a tree or a
building!
b
“Kites were first flown in China around 400 B.C.E.”
c
“For centuries, inventors built mechanical wings, attaching
them to their arms.”
2 Which phrase best supports the inference that safe flight was not
really possible in the 1700s?
a
“people still searched for ways to fly”
b
“passengers were a sheep, a rooster, and a duck”
c
“the balloon did not allow riders to move forward or steer”
3 Explain how the Wright Flyer was different from Otto Lilienthal’s
glider. Include at least one direct quote from the passage to support
your explanation.
see sample response.
L3: Using Details to Support Inferences
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23
Integrating Standards
Use these questions to further students’
understanding of “Firsts in Flight.”
1 What are two main ideas of “Firsts in Flight”?
Provide one detail from the text that supports
each main idea. (RI.5.2)
What information
does the author What can you figure
leave out?
out on your own?
“But the invention of the kite marks the true beginning of
flight history.”
d “George Cayley hoped to achieve controlled flight”
Use a graphic organizer to verify the correct answer to
question 2. 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?
The author believes that the ancient Greek myth does not
describe real attempts to fly.
d “The Wright brothers tested many flight theories with balloons
and kites.”
Answer Analysis
Reteaching
in Flight.”
a
Which sentence
describes the problem
the Montgolfier
brothers had?
3 Sample response: Paragraph 5 states that the Wright
brothers added “an engine to lift their glider into
the air.” This is the main difference between
Lilienthal’s glider and the Wright Flyer: the Wright
Flyer was powered by an engine.
1 A student makes the following inference about the author of “Firsts
Which sentence from the passage best supports this inference?
•Discuss with students the Answer Analysis below.
2 The correct choice is C. Not being able to move
forward or steer while flying a balloon would involve
a very unsafe flight. Choice A is incorrect because it
describes the persistence people had for flight, not a
concern they had for safety. Choice B mentions
a detail that has nothing to do with safety. Choice D is incorrect because Cayley was involved with flight
improvements during the 1800s not the 1700s.
Lesson 3
One main idea is that achieving powered flight
required the efforts of many inventors. Descriptions
of the work of da Vinci, the Montgolfiers, and others
support this idea. Another main idea is that one
person’s idea can lead to another, better idea. From
the earliest successes with kites, people kept trying to
improve on the idea of flight.
2 How did George Cayley’s work influence the
work of Otto Lilienthal? (RI.5.3)
Cayley’s glider designs, produced in the 1850s,
influenced Lilienthal’s designs for manned gliders,
including the glider he launched in 1891.
L3: Using Details to Support Inferences
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Lesson 3
Part 5: Common Core Practice
Part 5: common core Practice
Part 5: common core Practice
Lesson 3
Read the article. Then answer the questions that follow.
Lesson 3
8
Today about 2.5 million people visit Egypt’s Cairo Museum
each year to see Tut’s treasures on display. The ancient Egyptians
believed that “to speak the name of the dead is to make them live
again.” If that is true, Tutankhamun certainly lives on.
from “Treasures of the Tomb”
by Sean Price, National Geographic Kids
Curse of the Mummy
Discovering King Tut’s Incredible Riches
1
It’s pitch black. His hands trembling, British archaeologist Howard Carter makes a small hole
in the tomb’s second door. He inserts a candle. Next to him, Lord Carnarvon blurts out, “Can you see
anything?” After a moment of stunned silence, Carter replies, “Yes, wonderful things.”
2
What Carter sees looks like the inside of a giant treasure chest. Gold gleams everywhere!
There are glittering statues, a throne, and fabulous golden beds with posts shaped like the heads of
wild animals. Precious items are heaped all over the room. A mound of chariot parts fills one corner.
3
It has taken five years of digging in Egypt’s Valley of the Kings—a graveyard for ancient
Egypt’s richest kings—and $500,000 (in today’s money) of British millionaire Lord Carnarvon’s cash,
but Carter has hit the jackpot. He has discovered the tomb of Tutankhamun (often called Tut for
short). Tut had become pharaoh at age nine and died just ten years later around 1323 b.c.
4
Carter, Lord Carnarvon, and two others enter the cluttered first room, which they call the
antechamber. Under a bed with posts in the shape of hippopotamus heads, Lord Carnarvon finds the
entrance to another room. Soon known as the annex, this tiny chamber holds more than 2,000 everyday
objects. They include boomerangs, shields, a box containing eye makeup, and 116 baskets of food. Some
of the piles reach nearly six feet high! When Carter clears the annex out later, his workers are suspended
by ropes at first to keep from stepping on things.
5
The disorder in the annex indicates ancient grave robbers had looted the tomb. They left
behind footprints and a bundle of Tut’s gold finger-rings hurriedly wrapped in cloth. Luckily, they’d
been caught and the tomb resealed. That was more than 3,000 years ago.
6
The explorers are fascinated by two tall statues in the antechamber showing Tut dressed in gold.
The figures seem to be guarding yet another room. Sweltering in the heat, the group crawls through a
hole created by the ancient robbers. Before them stands a huge wooden box, or shrine, that glitters with
a layer of gold. This room must be Tut’s burial chamber! At the very center of the shrine is a carved
sarcophagus, or stone coffin. Inside it are three nested coffins, each one more richly decorated than the
one before. Inside the last coffin, made of solid gold, lies the mummy of Tutankhamun. A 22-pound gold
mask covers its head and shoulders. A collar made from 171 separate gold pieces rests on the mummy’s
chest. It wears gold sandals on its feet.
9
On April 5, 1923, Lord Carnarvon died suddenly in Egypt.
At that same moment, lights went out all over Cairo. In England,
Lord Carnarvon’s dog, Susie, howled and died.
10
Newspapers claimed that these events were caused by King
Tut’s “curse.” According to the newspapers, Tut’s burial chamber
contained a warning: “Death shall come on swift wings to him that
toucheth the tomb of the Pharaoh.”
11
It was a chilling story. But was it true? Actually, there was no warning in Tut’s tomb. The
papers made up that part. Skeptics1 say the events have other explanations. Lord Carnarvon had been
in poor health for years. Cairo’s feeble electric system caused lights to wink out all the time. And dogs
sometimes do die unexpectedly.
12
Only 6 of the 26 people who saw the opening of Tut’s burial chamber died within the next
ten years. Howard Carter, who should have been the most cursed of all, lived until 1939—17 years
after coming face-to-face with Tutankhamun’s mummy.
1
Skeptics: people who doubt and have disbelief
answer Form
1
Which sentence from the article best supports the
inference that King Tut’s curse was imagined, not
real, as newspapers had claimed?
1 A B C D
2 A B C D
3 A B C D
number
correct
3
A
“The disorder in the annex indicates ancient grave robbers had looted the tomb.”
B
“The shrine holds Tut’s liver, lungs, stomach, and intestines.”
C
“On April 5, 1923, Lord Carnarvon died suddenly in Egypt.”
D
“Lord Carnavon had been been in poor health for years.”
7
On one side of the burial chamber is an open doorway. It reveals the fourth room of the tomb,
this one so full of riches that Carter dubs it the treasury. Towering over the other objects is a goldcovered shrine protected by statues of goddesses. The shrine holds Tut’s liver, lungs, stomach, and
intestines. Each vital organ is preserved, wrapped in linen, and placed in its very own small coffin.
24
L3: Using Details to Support Inferences
L3: Using Details to Support Inferences
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25
At a Glance
Answer Analysis
Students independently read a longer article and answer
questions in a format that provides test practice.
1 The correct choice is D. This statement explains
that Lord Carnarvon had been ill for years, which
indicates that his death was likely caused by his
poor health rather than a curse. Choice A mentions
the grave robbers, but does not indicate that the
grave robbers fell victim to the curse, so this
statement does not support the idea that the curse
was real. Choice B provides a supporting detail, but
it does not relate to the curse. Choice C states the
fact that Lord Carnarvon died, but does not indicate
the circumstances surrounding his death.
Step By Step
•Tell students to use what they have learned about
reading closely and making inferences to read the
passage on pages 24 and 25.
•Remind students to underline or circle important
points as they read.
•Tell students to answer the questions on pages 25
and 26. For questions 1–3, they should fill in the
correct circle on the Answer Form.
•When students have finished, use the Answer Analysis
to discuss correct responses and the reasons for them.
Have students fill in the Number Correct on the
Answer Form.
Theme Connection
•How do all the passages in this lesson relate to the
theme of adventure and discovery?
•What’s one fact or idea you learned about adventure
and discovery from each passage in this lesson?
L3: Using Details to Support Inferences
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25
Lesson 3
Part 5: Common Core Practice
2 The correct choice is C. The fact that Tut’s tomb was
filled with thousands of everyday objects indicates
that the Egyptians wanted to make sure Tut had
everything he needed after death. Choice A is
incorrect. Nothing in the passage supports the idea
that the Egyptians never went hungry. Choice B is
incorrect because the objects in the treasury were said
to hold the most value. Choice D is factually incorrect.
The everyday objects were not placed in the coffin.
Part 5: common core Practice
2
Read these sentences from the
article.
Soon known as the annex, this
tiny chamber holds more than
2,000 everyday objects. They
include boomerangs, shields,
a box containing eye makeup,
and 116 baskets of food.
3 The correct choice is A. The author states that today
about 2.5 million people each year visit Tut’s
treasures on display, indicating that the treasures
have sparked great interest in learning about Tut.
Choice B is incorrect. The author gives no
indication that he considers Carter and Carnarvon
to be thieves. He tells about the care these men took
to protect the artifacts. Choice C is incorrect. The
author indicates that he believes the curse is not
real. Choice D is incorrect. Nothing in the passage
indicates that the discovery impacted robbers.
4
Lesson 3
3
Read these sentences from the
article.
The ancient Egyptians believed
that “to speak the name of the
dead is to make them live again.”
If that is true, Tutankhamun
certainly lives on.
Which of the following ideas do
these sentences best support?
Based on these sentences, with which
statement would the author of the
article most likely agree?
A
The pharaoh named
Tutankhamun and the people he
ruled never went hungry.
A
B
The objects in the annex were
worth as much money as the
objects in the treasury.
The discovery of King Tut’s tomb
was a benefit because it has
helped to get people interested
in Egypt.
B
C
Ancient Egyptians believed that
ordinary objects could be useful
even after death.
Howard Carter and Lord
Carnarvon stole King Tut’s
treasures, just as the ancient
tomb robbers had tried to do.
C
D
Ancient Egyptians always placed
thousands of everyday objects in
the coffins of their dead.
King Tut’s tomb should have
remained sealed to keep people
from making up stories about
a curse.
D
The discovery of the treasure
was a benefit because it kept
grave robbers from looting other
ancient tombs.
Paragraph 1 of the article states that Lord Carnarvon asked Howard Carter what he
saw in the antechamber. Carter could only answer Lord Carnarvon’s question after a
moment of “stunned silence.” Explain why Carter was surprised and amazed by what
he saw. Quote at least one sentence from the passage to support your explanation.
see sample response.
4 Sample response: Carter was surprised and
amazed by the vast amount of artifacts that he
saw. The author describes, “What Carter sees
looks like the inside of a giant treasure chest.
Gold gleams everywhere!”
self check Go back and see what you can check off on the Self Check on page 1.
26
L3: Using Details to Support Inferences
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Integrating Standards
Use these questions and tasks as opportunities to
interact with the excerpt of “Treasures of the Tomb.”
1 What does the author mean by “. . . Carter has hit
the jackpot” in paragraph 3? How does this
expression show how the author feels about the
explorers’ discovery? (RI.5.4; L.5.5.b)
The author means that Carter has discovered
something highly valuable by discovering Tut’s
tomb. The author clearly values the discovery
because he describes the artifacts as “precious
items” and “treasures.”
2 Summarize: Write a brief summary of the passage,
including key details that support the main idea.
(RI.5.2; W.5.9.b)
26
Sample response: King Tut’s tomb was discovered by
Howard Carter and Lord Carnarvon. The tomb was
filled with gold, precious items, and the mummy of
King Tut himself. A legendary “curse” seemed to fall
over the people who discovered the tomb, but not
everyone believes the curse is real.
3 In paragraphs 10 and 11, there are different views
of Lord Carnavon’s death and King Tut’s “curse.”
Describe the differences between the newspaper
and the author’s point of view. (RI.5.6)
In paragraph 10, the newspapers reported that Lord
Carnarvon died because of King Tut’s curse. Yet, in
paragraph 11, the author points out that there are
reasonable explanations for his death.
4 Discuss in small groups: Why do you think so
many people travel each year to visit the Cairo
Museum to see Tut’s treasures? Why was the
discovery of the tomb so important to Egyptian
culture and history? (SL.5.1)
Discussions will vary. Encourage students to talk
about what the discovery has taught researchers
about ancient Egypt and why these lessons are
valuable to us today.
L3: Using Details to Support Inferences
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Lesson 3
Additional Activities
Writing Activities
Another Point of View (W.5.3)
•Challenge students to think about how Carter might have described his experiences when discovering and
exploring King Tut’s tomb. How did he feel when he first discovered the tomb? What amazed him most and
what did he learn?
•Have students write a narrative from Carter’s point of view. Encourage them to include historical details and
relevant facts. Allow time for students to share their stories with the class.
Compound Sentences (L.5.1.a; L.5.3.a)
•Have students reread the second sentence in paragraph 2 on page 22. Explain that compound sentences are
made up of two sentences joined by the conjunction and, but, or or. Ask students to identify the conjunction
in the sentence. (but) Point out that this conjunction shows a contrast between two ideas.
•Ask students to form a compound sentence using the conjunction that fits best: For centuries, inventors built
mechanical wings. They attached them to their arms. (and)
•Have students write a paragraph comparing and contrasting themselves to a friend or relative. Tell them to
include at least two compound sentences, using different conjunctions.
Listening Activity (SL.5.4)
Media Activity (RI.5.1; SL.5.5)
Listen Closely/Cumulative Retell
Be Creative/Create a Cartoon
•After reading “Treasures of the Tomb,” ask students
to each retell one small event in the order in which
the events happened.
•Have students review the cartoon on page 19.
Remind them that they had to make an inference
about the cartoon in order to “get” it.
•Each student must repeat what the previous
students have said, making each student have to
listen closely.
•Invite students to create cartoons of their own that
require the reader to make an inference.
Discussion Activity (SL.5.1)
Talk in a Group/Talk About Adventurers
•Ask students to recall the adventurous individuals
they read about in this lesson. Have them discuss
the characteristics of adventurous individuals.
•Have students form small groups to discuss other
individuals who have been adventurous. These
could be explorers, historical figures, or people
they know. Group members should list the
characteristics that make these people
adventurous. Then members can share their lists.
•Appoint one member of each group to take notes.
Allow 10–15 minutes for discussion. Then have
each group share its results with the class.
•Have students exchange cartoons and explain how
they inferred the meaning of their cartoons.
Presentation/Research and Speaking
Activity (W.5.7; SL.5.4)
Research and Present/Give a Presentation
•Ask students to use the information in “Firsts in
Flight” to plan an oral presentation on major
milestones in the history of flight.
•Students should produce a visual display, such as
an illustrated time line or diagram, to accompany
the presentation.
•Encourage students to research additional
information to include. Some students might wish
to focus on a later period in aviation history for
example, from the Wrights’ plane to the jumbo jet
or to the history of manned space flight.
L3: Using Details to Support Inferences
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27