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Reading TrendsComprehension Skills and Strategies

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Reading Trends LE

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www.AbramsLearningTrends.com

Smart People, Clever Animals

Making Inferences ................................................................................................................... 5

Reading Between the Lines ..................................................................................................... 6

How to Make an Inference ...................................................................................................... 7

Lesson 1 When Coyote Stole Fire Fiction ................................................................... 9

Lesson 2 Desert Monsters nonFiction ...............................................................................17

Lesson 3 Winter Wonders nonFiction ................................................................................ 25

Unit Review............................................................................................................................... 33

Raccoon Wins Again Fiction ........................................................................................ 33

A Wise Animal? nonFiction ................................................................................................ 34

UNIT 1 Making Inferences

Animals and People Helping One Another

Finding the Main Idea ........................................................................................................... 35

What’s the Big Idea? ............................................................................................................ 36

How to Find the Main Idea ................................................................................................. 37

Lesson 4 Penguin Parade nonFiction .................................................................................. 39

Lesson 5 Rover to the Rescue! nonFiction ....................................................................... 47

Lesson 6 Just as Good Fiction ........................................................................................55

Unit Review............................................................................................................................... 63

The Apple Treat Fiction ............................................................................................... 63

A Fifth Avenue Couple nonFiction .................................................................................... 64

UNIT 2 Finding the Main Idea

Cumulative Review 1 ............................................................................................................ 65

A Fat Gray Cat Fiction ................................................................................................. 65

An Ancient Mystery nonFiction ......................................................................................... 67

Contents

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what’s in a name?

Comparing and Contrasting .............................................................................................. 69

What’s the Same and What’s Different? ............................................................................. 70

How to Compare and Contrast ........................................................................................... 71

Lesson 7 How the Years Got Their Names Fiction ................................................ 73

Lesson 8 Name That Hurricane! nonFiction ......................................................................81

Lesson 9 Does That Name Bug You? nonFiction ............................................................ 89

Unit Review............................................................................................................................... 97

Climb Aboard Fiction .................................................................................................. 97

An Invisible Insect? nonFiction ......................................................................................... 98

The Need for Seeds

Cause and Effect .................................................................................................................... 99

What Happened and Why ................................................................................................. 100

How to Identify Cause and Effect ......................................................................................101

Lesson 10 How the Corn Seeds Were Saved Fiction .............................................103

Lesson 11 Beaks, Cheeks, and Paws nonFiction .............................................................111

Lesson 12 Johnny Appleseed nonFiction .............................................................................119

Unit Review............................................................................................................................. 127

The Emperor and the Seeds Fiction .......................................................................... 127

UNIT 3 Comparing and Contrasting

UNIT 4 Cause and Effect

Cumulative Review 2 .......................................................................................................... 129

The Rainy Season Fiction .......................................................................................... 129

Kids Can Help nonFiction ................................................................................................131

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Acknowledgments

Publisher: Leslie FordExecutive Editor: Cheryl ChristianSenior Editor: Meredith Paterson

Editorial Development: Frishco, Ltd.Design and Production: Pearl Production, LLC

Illustration: cover1r, pp. 1d, 137–140, 142–143, Laura Bardwell Goodwin; cover2r; pp. 73–76, 78–79, 129, Nancy Wood; cover3r, pp. 1f, 3a, 103–106, 108–109, Ron Becker; cover4r, pp. 1b, 2a, 3b, 9–12, 14–15, 20, 33, 63, 163, Robert Sorensen; pp. 55–58, 60–61, Carol Newsom/ The Neis Group; pp. 65, Monica Santa Loomis; p. 97, Claudia Wolf; pp. 119–120, 122, 124–125, Mike Eagle; p. 127, Miné Okubo

Photography: cover1l, p. 25, NPS Photo by Jim Peaco; cover2l, pp. 1a, 35, © Fenghui/dreamstime.com; cover3l, pp. 1e, 53, © iStockphoto.com/ PK-Photos; cover 4l, pp. 1c, 7, 26b, 40a, 47, 86, 91–92, 94–95, 111, 113b, 114, 135, 146a, 147–148, 150, 153, 156, 158, Images used under license from Shutterstock.com; cover 5l, pp. 1g, 18b, © iStockphoto.com/ImagineGolf; pp. 2b, 49, 52, © iStockphoto.com/66blacktiger; pp. 3a, 89, 161, © John Foxx; pp. 4, 145, 146b, © Protea/dreamstime.com; pp. 5, 31, © Outdoorsman/dreamstime.com; p. 8, © iStockphoto.com/John Pitcher; p. 17, © iStockphoto.com/lanny19; p. 18a © iStockphoto.com/Kaligraf; p. 19, © iStockphoto.com/zorani; p. 22, © iStockphoto.com/tnotn; p. 23, © iStockphoto.com/sprokop; pp. 26, 101, Photo Disc™/Getty Images; p. 27 © iStockphoto.com/rpbirdman; p. 28, NPS Photo by George Marler; p. 30, © iStockphoto.com/johnsfon; pp. 34, 133, © Corbis; p. 38, © iStockphoto.com/iemily; p. 39, © Konrad Wothe/Minden Pictures; pp. 40b, 44–45, courtesy Phillip Island Nature Parks/penguins.org.au; p. 41, © David Courtenay/Getty Images; p. 42, © Fred Bavendam/Minden Pictures; p. 48, © Gambarini Mauricio/dpa/Corbis; p. 50, © iStockphoto.com/s5iztok; p. 64, © Lincoln Karim; p. 67, © Corel; p. 69, © iStockphoto.com/JodiJacobson; p. 71, © Moustyk/dreamstime.com; p. 72 © Jakeblaster/dreamstime.com; pp. 81, 83, ©JupiterImages; p. 82, Collection of Wayne and Nancy Weikel, National Oceanic & Atmospheric Administration (NOAA); p. 84, Courtesy NASA; p. 87, © Michael Halminski/SuperStock; p. 90, © Arpeggioangel/dreamstime.com; p. 98, © Rkhalil/dreamstime.com; p. 99, © Tim Pannell/Corbis/Punchstock; p. 102, © iStockphoto.com/krechet; p. 112, © iStockphoto.com/iculizard; p. 113a, © iStockphoto.com/Hanis; p. 113c, © iStockphoto.com/GlobalP; p. 113d, © iStockphoto.com/Jamesmcq24; p. 116, © iStockphoto.com/ckron; p. 117, © iStockphoto.com/JLFCapture; p. 131, © Brand X Pictures; p. 136, © iStockphoto.com/bucky_za; p. 151, © Forgiss/dreamstime.com; p. 159, © Gary Vestal/Getty Images; p. 166, © Michael S. Yamashita/Corbis

Staying Alive

Fact and Opinion .................................................................................................................. 133

Is that a Fact? ...................................................................................................................... 134

How to Identify Facts and Opinions ................................................................................. 135

Lesson 13 The Name of the Tree Fiction .................................................................... 137

Lesson 14 How Animals Get Dinner nonFiction ...............................................................145

Lesson 15 How Smart Is a Tortoise? nonFiction .............................................................153

Unit Review..............................................................................................................................161

A Dangerous Ride nonFiction ..........................................................................................161

UNIT 5 Fact and Opinion

Final Review.............................................................................................................................163

The Naming Time Fiction ..........................................................................................163

Shhh! Animals in Training nonFiction .......................................................................... 166

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5

Making Inferences

UNIT 1

Smart People, Clever AnimalsPeople are very smart. Animals are very smart, too. Which animal do you think is the smartest? Why do you think so? Animals must be smart to survive. People must be smart to survive, too. People and animals have many things in common!

Work with a partner. Choose one of the titles. Read the question and discuss your answers.

Making Inferences 6

Fiction When Coyote Stole Fire 9 How can Coyote help the people?

nonFiction Desert Monsters 17 What do desert monsters look like?

nonFiction Winter Wonders 25 How do animals get through the winter?

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6 Unit 1: Making Inferences

Complete the diagram. Then, on your own paper, draw an inference diagram. What do you want your partner to infer about a friend? Write three clues. Ask your partner to complete the What I Know box and make an inference. Did your partner make the same inference?

Making InferencesReading Between the Lines

Sometimes writers do not tell you everything when they write. Instead, you have to read between the lines. You make an inference, a kind of guess. You figure things out. You look at the clues in the writing and think about what you know. You can make an inference about how a character feels or why something happens. Think of yourself as a detective. Here is an example.

Clues What I Know Inference

Rover is going to the vet.

Rover is shaking, and his legs are weak.

+Sometimes I am shaky or weak when I am nervous.

= Rover feels nervous.

Try It Out

Now, you try. First, look at the clues. Then, think about what you know. Write that information in the What I Know box. How does what you know go together with the clues? Make an inference about Leslie. Write your inference in the box.

Clues What I Know Inference

Leslie fixes bikes.

Leslie can build a computer.

+

People who can fix bikes are smart.

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How to Make an Inference

Some ideas in a story or an article may not be directly stated. You will need to make an inference. Use details from the text as clues. Use what you already know about the topic. Put the two together.

1. First, read the article carefully. Look at the details. Is there something you need to figure out? Is there something that the writer isn’t telling you?

2. Now, think about what you already know about the topic. Use that information and the details in the text to make an inference.

It’s Up to You

Read the following paragraph about tricksters. The writer tells about the kinds of things tricksters like to do. As you read, underline three things that tricksters do.

Watch Out! Many stories tell about animals that play tricks or jokes. These animals are called tricksters. Stories about tricksters are fun to read. They make us laugh. Some stories tell about coyotes. Others tell about monkeys or spiders. Tricksters may hide from people. They may say one thing and do something else. They may take things away from people. This monkey took a cell phone. Watch out! A trickster may play a joke on you!

Underline important details. Next to each detail, write something you know about that topic.

Use your own paper to make an inference diagram about “Watch Out!” Write the things tricksters do in the Clues box. Then, write what you know about tricksters in the What I Know box. Think about what it feels like when someone plays a trick on you. Then, make an inference about tricksters. What are tricksters like? Are they kind or friendly? Share your diagram and the inference you made with your partner. Discuss what you both know about tricksters.

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There are fewer animals

to hunt.

8 Unit 1: Making Inferences

Your Turn

Try a longer article. Read the article below. While you read, think about what the writer might want you to figure out on your own. Underline clues and details. Think about what you know. Make inferences as you read.

On the Hunt Have you seen a coyote? They live in deserts. They live in mountains. They have been spotted in parks and fields. They can make their dens in caves or logs. Coyotes hunt for food at night. Often they hunt alone. They eat birds and small animals. Sometimes coyotes hunt for food in packs. They hunt together to find large animals like deer. In winter they have to eat berries and fruits. Some areas are very dry. Coyotes look for water everywhere. They eat cactuses. Cactuses have water inside. Coyotes drink water wherever they find it. They may drink from a dog’s dish. They may drink from a birdbath.

With a partner, make an inference diagram for “On The Hunt.” What can you infer about how smart coyotes are? Find three clues. Use what you already know. Make an inference.

Why do coyotes have to eat fruits and berries in winter?

Why do you think coyotes hunt large animals in packs?

Underline two details that show that some coyotes live close to humans.

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Lesson 1 9

beFore you read

Look Ahead

Look at the illustration on this page and the illustrations on pages 10–12. Write two things about the setting. The setting is where and when a story takes place.

Connect

What do you know about coyotes or Native Americans? Think about stories you have heard, books you have read, or films you have seen.

Predict

What do you think this story will be about? Share your ideas with a partner.

Lesson 1

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reading and thinking

10 Unit 1: Making Inferences

Long ago, people had no fire. They had only the sun to light their way. Only the sun kept them warm. The summer sun made people happy. It was bright and hot. The days were long. But too soon, the days grew short. The winter sun hid behind tall mountains. The people were cold. They were afraid. “What will we do?” they asked.

Why were the people afraid?

Circle one detail to support your inference.

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Lesson 1 11

Coyote heard the people. He felt sorry for them. “We must help the people,” he said to his animal friends. “Let us get fire for them. We will go to the Fire Keepers.” “The Fire Keepers will never share their fire!” cried Deer. “They keep it all for themselves.” “Then we must take some fire from them,” said Coyote. “Who will help me?” Elk, Bighorn Sheep, and Deer stepped forward. “We will help,” they said. The Fire Keepers lived on top of a mesa. They sat around a big fire. They watched it day and night as they told story after story. Then, one night, the moon was dark. The Fire Keepers grew sleepy from all their stories. Coyote rushed to the fire. He grabbed a red hot branch. Then, he raced away. The Fire Keepers opened their sleepy eyes. They looked around. “There goes Coyote!” someone shouted. “He has stolen some fire!” And the Fire Keepers were on their feet. Coyote reached the bottom of the rock. He was panting hard. Elk was waiting for him. “Throw the fire to me!” she cried. “I will run with it.” Elk caught the burning branch. She raced away, just in time. The Fire Keepers were right behind her. “Give us our fire!” they yelled. But Elk just kept running. The faster she ran, the more the fire blazed. mesa – a high, flat rock with

steep sides

How do you know that Elk, Bighorn Sheep, and Deer are Coyote’s friends?

A writer has many ways to show what a character is like. What are the Fire Keepers like? How do you know?

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strategy

12 Unit 1: Making Inferences

Reread this paragraph. What do you think of the Fire Keepers? Discuss with a partner.

The Fire Keepers tried to grab her, but Elk was too quick. She threw the burning branch to Bighorn Sheep, who was waiting up ahead. Bighorn Sheep caught the fire. He ran for his life. The fire burned bright and hot. Bighorn Sheep saw a tall mountain ahead. I can climb that mountain, he thought. Surely the Fire Keepers cannot climb so high! But the Fire Keepers could climb high. They raced after Bighorn Sheep. Soon Bighorn Sheep could no longer run. He was so tired, he almost gave up. But Deer was waiting for him. She grabbed the fire and ran into the forest. The Fire Keepers followed. The trees saw that Deer was in trouble. “Quick!” they whispered. “Give us the fire. We will hide it in our wood.” Then, all at once, the fire was gone. “Ha!” cried the Fire Keepers. “You have lost the fire!” They ran out of the forest, laughing all the way. Soon Coyote appeared. And how he laughed! He knew that the fire was not lost. It was hidden in the wood of the trees. Coyote took two dry sticks. He rubbed them together again and again. Sparks came, and then the fire. Coyote showed the people how to use two sticks to make fire. And so it is still today.

Why are the trees important characters in the story?

Fluency With a partner, take turns reading aloud the paragraphs in “When Coyote Stole Fire.” Discuss how you will change your voice to read Coyote. How will you change your voice for each character?

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Lesson 1 13

resPonding to your reading

Read the clue from the story. Write another clue about Coyote. Write what you know about tricksters in the second box. Then, make an inference about Coyote. What is Coyote like?

Clues What I Know Inference about Coyote

Coyote tricks the Fire Keepers.

+

=

Share your diagram with a partner. Discuss your inferences. What clues did you use? What did you know?

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14 Unit 1: Making Inferences

Circle the correct answer.

1. Why do you think Coyote asked his friends for help?

A He wanted them to be blamed.

B He wanted them to do all of the work.

C He could not take the fire all by himself.

D He needed them to talk to the Fire Keepers.

2. What happened when Coyote gave the fire to the people?

A They were afraid to use the fire.

B They used it to stay warm.

C They gave it back to the Fire Keepers.

D They used it only in the summer.

Write a sentence that tells what Coyote did. Then, tell why he did it and who helped. Finally, write a sentence that tells what happened in the end.

What Coyote did:

Why he did it:

Who helped:

The end of the story:

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Lesson 1 15

Write your answers on the lines below.

1. Which character from the story would you like for a friend? Why?

2. Think of a TV show in which someone plays a trick. How is that character like Coyote in “When Coyote Stole Fire”?

3. Think about a time when you helped someone else. What did you do?

4. What else would you like to know about the people in the story? Fo

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16 Unit 1: Making Inferences

Write from the Start

Work with a partner to write an ending that continues the story “When Coyote Stole Fire.” First, plan your ending by answering the following questions:

1. What will the people say when Coyote gives them the fire?

2. What will the people do with the fire?

3. What will happen to the Fire Keepers?

Write Now

Now, on your own paper, use your answers to help you write a new ending.

All the Write Stuff

❏Write what Coyote and the people say.

❏Tell what the people do with the fire.

❏Tell what happens to the Fire Keepers.

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