Scott Foresman Reading Street

SKILLS

STRATEGIES IN CONTEXT

Draw Conclusions Monitor/Fix Up

Test

Selection Test:
25–28, 29–32,
97–100; Benchmark Test: Units 2, 5

Reteach/
Review

TE: 4.2 153, 187b, 211b, TR13, TR14; 4.5 569, 591, 629b, TR16 PB: 56, 226, 236

TE: 169, 179, 181, 195, 203, 205, 615, 619 PB: 63, 67, 68, 73, 77, 78, 243, 247, 248

Practice

TE: 4.2 162–163, 188–189; 4.5
608–609

Introduce/
Teach

Draw Conclusions

	Use facts and details to draw conclusions.
	Use monitoring and fix-up strategies to clarify understanding of text and draw logical conclusions.

INTRODUCE

Ask students if they think space travel would be exciting. Ask them to explain their answer based on what they know about traveling in space. Tell them that when they say space travel would be or would not be exciting, they are drawing a conclusion, or forming an opinion, based on what they know.

Have students read the information on p. 608. Explain the following:

You use facts and personal experience to draw conclusions.
When you draw a conclusion as you read, look back over the text and reread slowly to find details to support your conclusion.

Use Skill Transparency 25 to teach draw conclusions and fix-up strategies.

TEACH

SKILL Use the text to model drawing a conclusion.

MODEL The sentence talks about a face on the moon, so at first it seems like fantasy. But then it says what the face is, not who it is, and that sounds like I'm going to learn facts about the moon. I think this text will be a science article.

STRATEGY Model how to monitor comprehension and use a fix-up strategy to address problems understanding the text.

MODEL As I read, I check to make sure I understand the text. If I wasn't sure whether this text was a science article, I could keep reading. The second sentence gives information about the craters, mountains, and other features on the moon, so now I know this text is a science article.

PRACTICE AND ASSESS

SKILL If I didn't know anything about the moon, I would think it had large bodies of water because some places are named mares, which means "seas."

STRATEGY Students' responses will vary according to their depth of understanding.

WRITE Have students complete

steps 1 and 2 of the Write activity. You might consider using this as a whole-class activity.

then… use Practice Book p. 243 to provide additional practice.

If… students are unable to complete Write on p. 608,

Draw Conclusions

Strategy
Monitor and
Fix Up

Skill
Draw Conclusions

When you put these facts and details together to form a logical, well thought-out opinion, you are drawing a conclusion. It is also called making an inference.

The small pieces of information in a piece of writing are called the facts and details.

Draw Conclusions

Conclusion

Facts and
Details

Good readers think about how they're doing as they read. Sometimes they realize they no longer understand what they are reading and can't draw logical conclusions. If you think you don't understand the text, it's a good idea to reread it slowly. You might also read on to look for an explanation.

Strategy: Monitor and Fix Up

Skill Draw a
conclusion from the
first sentence. Is this
piece going to be
science or fantasy?
(It's a little tricky!)

When we look up and see (with the help of our
imaginations) a face in the moon, the question is not
who we see, but what we see. For when we gaze
at the moon, we are seeing craters, mountains, deep
narrow valleys, and wide open plains.

Strategy How does
reading on to the next sentence help you to
keep or change your conclusion?

The moon is a dry and airless place made up of
rocks and dust. But when the telescope was first
invented—about 400 years ago—people had no way
of knowing that there was no water on the moon. So
when they looked through the telescope and saw the
open plains, they assumed they were looking at bodies
of water. They named these places mares (MAH-rees),
which is Latin for “seas.”

Skill If you read
these names without
your knowledge of
the moon, what
conclusion might
you draw?

Write a letter home from the
moon, telling what the moon
looks like up close.

Read "The Man in the Moon."
Make a graphic organizer like
the one above to draw a
conclusion about what it would
be like to be on the moon.

Will you travel to the moon someday? Maybe.
And maybe you’ll come back and say, “It’s a nice
place to visit, but I wouldn’t want to live there!”

Today, we know there is no water on the moon,
but the names have stuck. That is why these dry
and dusty places have such lovely names as Bay of
Rainbows, Lake of Dreams, and Sea of Tranquility.

Strategy Is there
anything about the
article you don't
understand? Rereading
those parts can help.



	Close
	Access Content Beginning/Intermediate For a Picture It! lesson on drawing conclusions, see the ELL Teaching Guide, pp. 169–170. Advanced Before reading "The Man in the Moon," have students share any folk tales or cultural traditions from their home countries that relate to the moon. Draw Conclusions Have students work in pairs to answer the skill and strategy questions on p. 609. Explain that after they draw conclusions, they can change them if they find new information to support or disprove their conclusions. Remind them conclusions are not facts, but are supported by them. Skill Transparency 25 Practice Book p.243 with \| without Answers