drawing conclusion questions

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Praxis Core Reading

Course: praxis core reading > unit 1.

Main idea | Quick guide
Supporting ideas | Quick guide
Meanings of words | Quick guide
Organization | Quick guide
Inferences | Quick guide
Evaluation of evidence | Quick guide
Purpose of component | Quick guide
Relationship of ideas | Quick guide
Fact or opinion | Quick guide
Author's attitude | Quick guide
Recognize similar situations | Quick guide

Draw conclusions | Quick guide

What else is likely to be true.

"Which of the following statements about ___ is best supported by the information provided?"
"The author of the passage would most likely draw which conclusion about ___?"
Put it in your own words: Often you will be asked to draw a conclusion from a specific idea contained in the passage. It can be helpful to sum up the idea in your own words before considering the choices.
Use process of elimination to get rid of conclusions that can’t be supported, until you find one that is.

Common Wrong Choice Types

Too strong or extreme: Some incorrect choices will sound like a reasonable conclusion, but take it further than can be supported by the passage. Be wary of “extreme,” all-encompassing words like always, all, every or never .
Out of Scope: Some choices may include a reasonable conclusion only tangentially related to the idea in the passage. Remember the conclusion you're drawing must be supported by information in the text .
(Choice A) Not all rock glaciers originate in the same way. A Not all rock glaciers originate in the same way.
(Choice B) Landslides initiate the formation of rock glaciers, then surface-creep movement follows. B Landslides initiate the formation of rock glaciers, then surface-creep movement follows.
(Choice C) Neither landslides nor surface-creep movement account for the formation of rock glaciers. C Neither landslides nor surface-creep movement account for the formation of rock glaciers.
(Choice D) While the definition and depth of rupture can be measured at rock glacier sites, the rate of movement cannot. D While the definition and depth of rupture can be measured at rock glacier sites, the rate of movement cannot.
(Choice E) Further study is required to determine the origins of rock glaciers. E Further study is required to determine the origins of rock glaciers.

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Reading Worksheets, Spelling, Grammar, Comprehension, Lesson Plans

Drawing Conclusions Worksheets

These drawing conclusion worksheets ask the student to evaluate details and make a judgment. Learning to draw conclusions as they read is an important tool for students, as it aids in comprehending text. Click on the worksheet title to view the details and download a free, printable worksheet activity. Be sure to check out all of our reading worksheets .

Drawing a Conclusion

Your student will draw a conclusion based on clues in the text.

This worksheet on drawing conclusions will take your student into the realm of fantasy.

Drawing Conclusions from Pictures

Help your student understand inference with this visual worksheet.

What Conclusion Can You Make?

These sentences will help your student learn to draw conclusions.

What Is It?

Clues and conclusions are the focus of this worksheet.

Draw a Conclusion: Visual Details

Your student will use visual clues to make inferences about a group of pictures in this worksheet.

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Comprehension

Making Inferences and Drawing Conclusions

Inferences are what we figure out based on an experience. Helping your child understand when information is implied (or not directly stated) will improve her skill in drawing conclusions and making inferences. These skills will be needed for all sorts of school assignments, including reading, science and social studies.

Observations occur when we can see something happening. In contrast, inferences are what we figure out based on an experience. Helping your child understand when information is implied, or not directly stated, will improve her skill in drawing conclusions and making inferences. These skills will be needed for all sorts of school assignments, including reading, science and social studies. Inferential thinking is a complex skill that will develop over time and with experience.

Practicing inferential thinking

Families can create opportunities to practice inferential thinking. Below are a few ways to help familiarize your child with this way of thinking and learning:

Explain to your child that we make conclusions about things and draw inferences all the time.

Draw a conclusion together and then talk about what clues were used to come to that conclusion. For example, Erin played outside today. How can we tell? Muddy shoes, jump rope on front porch, water bottle out. Dad seems tired tonight. How can we tell? He’s rubbing his eyes, he’s on the couch, he was yawning at the dinner table.

Paper bag mystery person

Put a few items into a brown paper bag. Tell your child the bag belongs to a certain type of person. Their job is to tell you something about the person. Then, take out each item one by one and talk about it.

Example #1: goggles, a swim cap, a swim ribbon, a stop watch
Example #2: a bookmark, a library card, a stuffed animal, a book

Wordless picture books provide your child with practice using clues to create meaning.

There are no wrong stories with wordless picture books, only variations based on what the “reader” sees and puts together. Rosie’s Walk , Good Dog, Carl , and Beaver Is Lost are all interesting and fun wordless picture books to explore.

Play twenty questions!

This familiar word game helps build inference skills. As your child develops skill with the game, encourage him to avoid asking direct questions like, “Is it a dog?” Rather, encourage him to ask broader questions, “Does it walk on four feet?” Then, when your child figures it out, ask him to tell you the clues that lead to the right answer.

Create scenarios in which your child must use what they already know to predict an outcome.

For example, growing seeds. Present your child with various scenarios (a seed will be given water and sunlight, a seed will get no water, a seed will be in a dark room). Ask your child to predict whether the seed will grow. Help your child become aware that she used information she knew about growing seeds, combined with new information, to fill in information about the seeds.

Learning to draw conclusions and inferences is a skill that develops over time. The skill requires children to put together various pieces of information, and relies on good word knowledge. Help your child develop skill by providing experience with inferential information, making implied information more clear, and helping your child draw conclusions based on the evidence.

Recommended children’s books

Archaeologists on a dig work very much like detectives at a crime scene. Every chipped rock, charred seed, or fossilized bone could be a clue to how people lived in the past. In this information-packed Let’s-Read-and-Find-Out Science book, Kate Duke explains what scientists are looking for, how they find it, and what their finds reveal.

Archaeologists Dig for Clues

A beaver’s adventure begins on a log that floats away from his home and into the city. Before finding his way back, the beaver has many plausible adventures. The action is depicted in well-placed, realistic illustrations in a nearly wordless book.

Beaver Is Lost

The essence of animals is evoked in rich language and the short form of haiku poems in this engaging book. Coupled with breathtaking and well composed illustrations, the poems are dramatically placed on double page spreads.

If Not for the Cat

This wordless picture book with Baker’s characteristically beautifully detailed collage illustrations conveys a subtle message about how we can bring positive change to our communities. Every double-page spread is a view through the same window, a view that changes over a generation. Children can share what they think is happening to the neighborhood based on the illustrations.

Clear, textured illustrations of animals and their special parts (e.g., tail, nose) focus readers on the special function of each. Not only is it likely to generate a description of the appendage but its function (what it does), and of the animal and its environment. Other books by Steve Jenkins, such as Biggest, Strongest, Fastest (opens in a new window) , may also generate rich descriptive language.

What Do You Do with a Tail Like This?

Rosie, a hen, takes a walk — oblivious to the fox that is following her. Rosie unwittingly leads the hungry fox from one disaster to the next until she returns safely home. The simple text notes only Rosie’s trip around the farm, making the strong line and bright colors of the illustration all the more striking and very funny.

Rosie’s Walk

A lovable Rottweiler named Carl has everthing under control while Mom steps out on an errand. Or does he?

Good Dog Carl

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Printable drawing conclusions worksheets, click the buttons to print each worksheet and answer key..

What Will Happen?

Read each passage below. What is about to happen? Write it on the line and explain your answer.

Jenna in the Cafeteria

Read the story. Then answer the questions. The questions will have you sum up your thoughts on where this is all going.

Report Card Day

Carl had struggled in gym all semester. It wasn't his fault. He just wasn’t athletic, was all. He didn't see what was so great about sports anyway.

Think about the assigned reading. Draw three conclusions from the reading. The conclusions could have to do with what happens to the people in the passage, what will happen next, or what the topic means for your or the rest of the world. For each conclusion, cite evidence from the text to support your answer.

Question It!

Read each set of statements. Draw a conclusion about what is happening in the story that is being presented to you.

Where Does It Take Place?

Where is the passage taking place? Write it on the line and explain your answer. This is a fun worksheet that is not as obvious as you would think.

Where Am I?

Read each riddle. Match it to the place it describes.

Fruits and Veggies

Read each paragraph article. Answer the questions. The answers require a bit of thought.

Three Words

On the lines, write three words or phrases that you used as clues to arrive at your answer.

Ma, I've Enlisted

Read the passage. Then draw conclusions to choose the best answer for each question. You will need to explain your answer on the worksheet.

Drawing Conclusions about People

What age is the speaker? What are some of the speaker's personality traits?

A Tale of Two Cities

Excerpted from A Tale of Two Cities by Charles Dickens. This is a reading passage that is followed by a series of questions.

Write down what conclusions you can draw about the story it is introducing. Then underline the words in the paragraph that support your answer.

About Characters

Choose a character that interests you from a book you have recently read.

Dialogue Tags

Rewrite the sentences below as dialogue. Use the verb from each sentence as the dialogue tag.

How to Draw a Conclusion From What You Read?

There are many different ways to interpret the information you take in, but it is crucial to always draw a conclusion based on what you have learned. This will help you remember the information better and make more informed decisions in the future.

Have you ever not minded your business and took a detailed look at strangers or listened into a conversation that others were having? From those visual clues and words that were said you might have been able to determine what was going on with those people. We do this by gathering and analyzing logical evidence to draw our conclusions of what the situation is. The same goes on when we are reading. If a particular passage gives use enough information, we can infer meaning out of where it is going. Writers often will leave a breadcrumb trail of information that we can follow and will lead us to infer meaning of where the story is heading.

Why Is It Important?

When reading something, take the time to think about what it means. What are the implications of what yit says? What could be the consequences of not understanding it correctly? It is important to always draw a conclusion based on what you have read to make more informed decisions in the future.

This is especially important when you are looking at something controversial or that has the potential to impact your life in a significant way. If you do not take the time to understand what you are reading, you could make a decision that you later regret.

Drawing a conclusion based on what you have read can be difficult, but it is worth taking the time to do it correctly. Otherwise, you could make a decision that has serious consequences. So, when you are reading, think about what it means and draw a conclusion based on your understanding.

Tips to Draw Conclusions

When you read something, it's essential to be able to have an idea of where the narrative may be headed. This is especially true when you're doing school work or an assignment. Summarizing and synthesizing information is a valuable skill that can help you in all aspects of your life.

Here are some tips on how to draw a conclusion:

Pay Attention to the Main Idea of the Text

As you read, try to identify the author's main point. What is the author trying to communicate? Keep this in mind as you progress; it will be easier to conclude when you're finished.

Make Sure You Understand the Details

To draw a valid conclusion, you need to make sure you know all the information in the text. If there are parts you're unsure about, go back and reread them or look up the information elsewhere.

Consider the Context

Sometimes, the author's purpose for writing is more important than the actual information in the text. For example, if you're reading a history textbook, the author's purpose is to provide accurate information about past events.

However, if you're taking in a work of fiction, the author's goal may be to entertain or make a point about something. Keeping the context in mind will help you draw the appropriate conclusion.

Ask Yourself Questions

As you're reading, ask yourself questions about the text. What are the implications of where I think this headed? What could this information be used for? Answering these questions will help you draw a meaningful and useful conclusion.

Practice Drawing Conclusions

The more you practice summarizing and synthesizing information, the easier it will be to do. When you're finished reading a text, summarize what you understood. Then, try to identify the main idea and draw a conclusion based on that. With practice, you'll get better at concluding what you read.

Wrapping Up

Concluding is understanding what you have read and figuring out how it applies to you. It can be helpful to think about what you already know and find ways to connect that information with what you just read. This allows you to create your understanding of the material and apply it in your life.

Drawing Conclusions

Drawing conclusions is an essential skill for comprehending fiction and informational texts. Passages with text-dependent questions, response activities, worksheets, and test prep pages provide practice through a variety of literary, science, and social studies topics at every grade level.

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Conclusions and Inferences Worksheets

Drawing conclusions and making inferences.

When reading actively, we are constantly making inferences and drawing conclusions about what we read. These worksheets encourage students to think about what they are reading!

Choose your grade / topic:

Grade 1 - Drawing conclusions worksheets

Choose the conclusion that "makes the most sense" based on the short text.

Grade 2 - Conclusions & inferences worksheets

Use what the story says and what you already know to pick the best answer to each question.

Grade 4 - Drawing conclusions and making inferences worksheets

Make inferences regarding various details and draw conclusions about the text as a whole.

Grade 5 - Conclusions & Inferences Worksheets

Make inferences and draw conclusions from longer texts.

Sample Conclusions & Inferences Worksheet

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GRE Verbal : Drawing Conclusions and Making Inferences in Multiple-Answer Questions

Study concepts, example questions & explanations for gre verbal, all gre verbal resources, example questions, example question #7 : reading comprehension.

Passage adapted from H.G Wells' Anticipations (1901)

Democracy of the modern type—manhood suffrage and so forth—became a conspicuous phenomenon in the world only in the closing decades of the eighteenth century. Its genesis is so intimately connected with the first expansion of the productive element in the State, through mechanism and a co-operative organization, as to point at once to a causative connection. The more closely one looks into the social and political life of the eighteenth century the more plausible becomes this view. New and potentially influential social factors had begun to appear—the organizing manufacturer, the intelligent worker, the skilled tenant, and the urban abyss, and the traditions of the old land-owning non-progressive aristocratic monarchy that prevailed in Christendom, rendered it incapable—without some destructive shock or convulsion—of any re-organization to incorporate or control these new factors. In the case of the British Empire an additional stress was created by the incapacity of the formal government to assimilate the developing civilization of the American colonies. Everywhere there were new elements, not as yet clearly analyzed or defined, arising as mechanism arose; everywhere the old traditional government and social system, defined and analyzed all too well, appeared increasingly obstructive, irrational, and feeble in its attempts to include and direct these new powers.

But now comes a point to which I am inclined to attach very great importance. The new powers were as yet shapeless. It was not the conflict of a new organization with the old. It was the preliminary dwarfing and deliquescence of the mature old beside the embryonic mass of the new. It was impossible then—it is, I believe, only beginning to be possible now—to estimate the proportions, possibilities, and inter-relations of the new social orders out of which a social organization has still to be built in the coming years. No formula of definite reconstruction had been evolved, or has even been evolved yet, after a hundred years. And these swelling inchoate new powers, whose very birth condition was the crippling, modification, or destruction of the old order, were almost forced to formulate their proceedings for a time, therefore, in general affirmative propositions that were really in effect not affirmative propositions at all, but propositions of repudiation and denial. "These kings and nobles and people privileged in relation to obsolescent functions cannot manage our affairs"—that was evident enough, that was the really essential question at that time, and since no other effectual substitute appeared ready made, the working doctrine of the infallible judgment of humanity in the gross, as distinguished from the quite indisputable incapacity of sample individuals, became, in spite of its inherent absurdity, a convenient and acceptable working hypothesis.

Which of the following is a likely conclusion that could be drawn from Wells' remarks?

A. The newly emerging society eventually would look quite like mob rule.

B. The new forms of government would collapse under their absurd forms.

C. There would likely be widespread repudiation of the new forms of government.

A, B, and C

The point of Wells' last sentence is that most of the new forms of government did not have a centrally intelligible organizational structure or ideal. Their governing democratic ideal presupposed that mankind, taken as a whole, was able to judge correctly, even if some individuals did not. This type of governmental organization could well lead to mob rule by the largest group of people agreeing. Thus, option A is acceptable. We can really infer nothing of its potential collapse (B) or its potential wholesale repudiation (C). B is likely most tempting, given Wells' negative assessment of this presupposition—its "inherent absurdity". As a general rule, do not go beyond what you can most directly say about a passage.

Example Question #3 : Multiple Answer Questions

Passage adapted from John Dewey's "The Need for a Recovery of Philosophy" (1915)

Intellectual advance occurs in two ways. At times increase of knowledge is organized about old conceptions, while these are expanded, elaborated and refined, but not seriously revised, much less abandoned. At other times, the increase of knowledge demands qualitative rather than quantitative change; alteration, not addition. Men's minds grow cold to their former intellectual concerns; ideas that were burning fade; interests that were urgent seem remote. Men face in another direction; their older perplexities are unreal; considerations passed over as negligible loom up. Former problems may not have been solved, but they no longer press for solutions.

Philosophy is no exception to the rule. But it is unusually conservative--not, necessarily, in proffering solutions, but in clinging to problems. It has been so allied with theology and theological morals as representatives of men's chief interests, that radical alteration has been shocking. Men's activities took a decidedly new turn, for example, in the seventeenth century, and it seems as if philosophy, under the lead of thinkers like Bacon and Descartes, was to execute an about-face. But, in spite of the ferment, it turned out that many of the older problems were but translated from Latin into the vernacular or into the new terminology furnished by science.

The association of philosophy with academic teaching has reinforced this intrinsic conservatism. Scholastic philosophy persisted in universities after men's thoughts outside of the walls of colleges had moved in other directions. In the last hundred years intellectual advances of science and politics have in like fashion been crystallized into material of instruction and now resist further change. I would not say that the spirit of teaching is hostile to that of liberal inquiry, but a philosophy which exists largely as something to be taught rather than wholly as something to be reflected upon is conducive to discussion of views held by others rather than to immediate response. Philosophy when taught inevitably magnifies the history of past thought, and leads professional philosophers to approach their subject-matter through its formulation in received systems. It tends, also, to emphasize points upon which men have divided into schools, for these lend themselves to retrospective definition and elaboration. Consequently, philosophical discussion is likely to be a dressing out of antithetical traditions, where criticism of one view is thought to afford proof of the truth of its opposite (as if formulation of views guaranteed logical exclusives). Direct preoccupation with contemporary difficulties is left to literature and politics.

Which of the following might Dewey recommend, based on the remarks in the selection above:

A. A repudiation of concern with philosophical questions.

B. The reorientation of philosophical questions asked by thinkers.

C. The end of the professional teaching of philosophy.

In the essay, Dewey does not seem to indicate that philosophy as such is a problem. Therefore, he is unlikely to call for a complete repudiation of philosophical questioning (A). He does, however think that the teaching of philosophy has distorted philosophical thinking. Therefore, it is not unlikely that he could call for the reorientation of philosophical questions, turning from the older and more "conservative" sorts of questions that are asked in scholastic / academic environments. Hence, B is one correct answer. It is possible, at least based upon this selection, to think that Dewey could call for the end of the professional teaching of philosophy. As he says, "The association of philosophy with academic teaching has reinforced this intrinsic conservatism." Thus, it is possible that he would wish—for the very sake of saving philosophy—to call for an end to all professional teaching of philosophy.

Example Question #9 : Reading Comprehension

If Dewey's remarks are correct, which of the following likely describes the situation at a University at his time?

A. Philosophy departments are stifling all questioning about new problems expressed on campus.

B. The most radical members of a campus are members of other departments, like sociology, anthropology, and literature.

C. There is little that is culturally beneficial coming out of the work of the philosophy departments.

The first answer can be immediately eliminated, as we do not know anything about how the philosophy faculties are treating other faculties on campuses. Therefore, we should not choose this (even if it does seem that they would be rather likely to do this, given Dewey's description of the current situation).

Answer choice C is most obviously correct. At the very end of the selection, Dewey says, "Direct preoccupation with contemporary difficulties is left to literature and politics." If "contemporary difficulties" are being dealt with outside of philosophy departments, it would seem that very little that is culturally beneficial is being done in those departments. By the same token, it is at least arguable that more radical members of a campus would be in departments like sociology, anthropology, and literature. Dewey implies this regarding literature in the same sentence. For our purposes, it is safe enough to think that departments like sociology and anthropology are also like this.

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Top 20 Drawing Conclusions Activities

March 24, 2023 // by Syed Moaz Hasan

Teaching children to draw conclusions is challenging and requires professional development, cooperative activities, and good teaching aids. Kids need innovative and fun activities to learn difficult skills and develop creativity. This article highlights one of the top aids in teaching drawing conclusions activities for students; emphasizing critical thinking and problem-solving. By using these techniques, teachers can enhance their student’s learning experiences and promote creativity. As a result, children’s critical thinking skills can be improved and creativity can be stimulated.

1. Mystery Objects

Students should draw objects from a bag, describe them, and then determine what they are based on their descriptions. Finally, with the help of their observations, students are required to conclude the data that they’ve obtained in this task.

Learn More: Education World

2. Drawing Conclusions Bingo

Craft a bingo board with pictures of fictional characters and instruct your learners to infer meaning from the photographs. These engaging activities encourage teamwork and social skills while helping players build their ability to conclude. In addition, it teaches pupils to weigh several viewpoints and use reason to choose the best one.

Learn More: Pinterest

3. The Story Bag

To prepare for this activity, items that depict or reflect a person, place, or thing should be added to a bag. Ask students to analyze the items and then express their insights. This practice fosters creativity, imagination, and storytelling skills. It also motivates kids to think critically and draw connections between facts and stories.

Learn More: Sweet Integrations

4. Who Am I?

Without giving it a name, describe a thing or an animal and then ask students to guess what it is. Using context cues, students are required to apply their inferential abilities to make deductions.

Learn More: Slide Share

5. Newspaper Headlines

Give students the headline of a newspaper article and ask them to infer key details about the story. This exercise teaches students to read a comprehension and think critically about the information being presented.

6. Picture This

Show students a picture and have them conclude what is happening in the image. This digital activity fosters creativity, imagination, and observational skills. In addition, it encourages students to use clues to draw additional conclusions.

7. The Case of the Missing Object

Place an object in a room and have students conclude where it could be. These hands-on activities promote deductive reasoning and encourage students to use inferential skills to draw conclusions based on evidence. It’s a great way to develop problem-solving and critical-thinking abilities.

8. Sequencing

Provide a set of events and ask children to draw a conclusion about the order that they occurred. This activity helps children develop their ability to understand cause-and-effect relationships, identify patterns, and make logical connections between events.

Learn More: Twinkl

9. Mind Maps

Students can make mind maps to arrive at conclusions about a subject. As part of this practice, encourage your learners to organize their ideas and thoughts visually.

Learn More: Mindomo

10. Real-Life Connections

Give pupils a real-world event and encourage them to infer what transpired. This practice teaches them to use deductive reasoning to make inferences based on facts.

11. Critical Thinking Puzzles

To correctly piece a puzzle together, deductive reasoning and visual-spatial skills must be employed. Provide your students with a puzzle and ask them to determine how to solve it.

Learn More: Teachers Pay Teachers

12. Science Experiments

Give kids a science experiment and ask them to interpret the findings. Students are encouraged to use their scientific knowledge to think up hypotheses and develop logical conclusions.

Learn More: Nagwa

13. Drawing Conclusions from Data

Another awesome activity that focuses on drawing conclusions! Give pupils a data set and ask them to make inferences about the data’s meaning.

Learn More: Future Learn

14. Role Play

Students should be given a situation to act out while making inferences about what’s happening. This practice encourages kids to think critically and fosters social and emotional growth.

Learn More: Study

15. Drawing Conclusions from Art

Children will learn to appreciate art and develop critical thinking skills during this project. Give each learner a piece of art and ask them to draw conclusions about the intended message.

Learn More: Slide Player

16. Story Starters

Give students a sentence or phrase and ask them to infer what will happen next. This exercise prompts them to consider narrative progression while fostering their creative writing abilities.

Learn More: Growing Book by Book

17. Collaborative Drawing

Collaborative drawing is when kids work together to create one drawing by taking turns adding to it. It helps them learn how to cooperate with each other and see how their ideas can come together to create something bigger. They can draw conclusions about what they created at the end.

18. Predictions

Provide students with a story and ask them to conclude what will happen next. This inference activity promotes reading comprehension and encourages students to make predictions based on evidence.

Learn More: The Secondary English Coffee Shop

19. Visual Thinking Strategies

Give your students a visual aid such as a painting or a photograph. Then, direct them through questions and conversations that focus on analysis; getting them to form conclusive thoughts about the visual they received.

Learn More: The Teacher Next Door

20. Problem-Solving

Give students a problem to solve and then ask them to conclude what they believe the best possible solution is. This project enables students to apply their critical thinking abilities to discover solutions while promoting problem-solving abilities.

Learn More: Edutopia

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Drawing Conclusions

Drawing conclusions worksheets, language arts categories, free weekly worksheets, worksheets by email, how to draw conclusions based on what you read.

Drawing conclusions based on reading is not always a walk in the park. You have to be vigilant and have your mind open to tracking the nitty-gritty that constructs a piece of writing. However, if you have been struggling to write conclusions, you may follow the tips below. Chances are, you might find the outcomes rejoicing. Notice the Detailing in the Writing - While you are reading, ensure you are not missing any details. In the case of a creative piece of literature, the author may have added some crucial details of a story in the depths of the book without keeping them apparent at all. However, as a reader and a writer, constructing a concluding piece, you may dig deep in the nitty-gritty of the book so that you don't miss anything. Write Pointers - Let's face it; you can't always remember the most crucial details. In case you are only memorizing them; you'll only struggle while you write the conclusion. So, ensure you are adding pointers as you read through the text so that you may have no chance of missing any details. All in all, the process of concluding might smoothen out to quite an extent.

What's Happening?

Read each passage below. What is about to happen? Write it on the line and explain your answer.

What Do You Think?

Read the story. Then answer the questions. Is Mrs. Keppler going to hire Molly?

Francine Makes a Plan

Does Francine have self-confidence? What do you think Francine is going to do?

What Evidence Do You Have

Draw three conclusions from the reading. The conclusions could have to do with what happens to the people in the passage or a prediction about what will happen next. Cite evidence from the text to support each conclusion.

Read the beginning of each story. Draw a conclusion about what is happening.

Where Is That?

Read each passage. Where is the passage taking place? Write it on the line and explain your answer.

Reading Into It

Millie goes out into her backyard to get into her swimming pool. She has just gotten into the water when she hears thunder in the distance. What is about to happen?

Time of Year

Read each passage and draw a conclusion about the season.

Three Phases

Read each paragraph, then answer the questions. On the lines, write three words or phrases that you used as clues to arrive at your answer.

Obvious Conclusions

Choose the answer that makes the most sense.

About People

Read each passage. What conclusions can you draw about the character? Write your answer on the line. Briefly explain your answer.

Past Participles

Writers don't always explicitly say everything that they want a reader to know. Sometimes they include details which allow the readers to draw their own conclusions about what is going on.

Using Supporting Details

List at least three details from the passage that support your answers.

Three Thoughts

Read the assigned text. Then draw three conclusions from what you have read. Cite evidence from the text to support your answer.

About Characters

Choose a character from a book you have recently read.

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Drawing Conclusions and Making Inference...

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Drawing Conclusions and Making Inferences

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Do writers always tell their readers exactly what they mean all the time, or do they allow their readers to draw conclusions and discover at least some of the meaning on their own?

They allow their readers to draw conclusions and discover at least some of the meaning on their own.

They tell their readers exactly what they mean all the time.

What is an inference?

Writers of fiction often show their characters in action and allow them to speak for themselves. Readers then have the job of deciding what those actions and words mean and what they reveal about the characters, the events of the story and the message the author intends to send. In other words, readers must draw inferences about what they read. An inference in fiction is a reasonable conclusion or judgment about some element of a story based on the information given in the story and the reader's personal knowledge of how the world works.

a reasonable conclusion or judgment about some element in a story based on information from the story

a reasonable conclusion or judgment about some element in a story

information contained in a story that leads a reader to the theme

information in the story to help a reader ask questions and make connections

How to Draw Inferences

1. You look for clues in the text, little pieces of information that seem to relate to the missing information or your question.

2. You think about what you already know from your own experience in the real world.

3. You put these two pieces of the puzzle together in a logical way to produce a reasonable conclusion that supplies the missing piece of information or the answer to your question.

Drawing an inference requires your background knowledge and information from the text?

Drawing an Inference

You've made many inferences in your life, but you might not even know it. For instance, your cat runs up to you the minute you step through the door. She meows, rubs your legs, runs into the kitchen and stares at the cupboard where you normally store the cat food. It doesn't take much effort to figure out that your cat wants food. You've just drawn an inference.

You draw many inferences in your everyday life?

Drawing Inferences

Let's go back to your cat and apply the process for making an inference. At first, you might wonder what your cat is doing. You look for clues in your cat's behavior and notice how she meows and rubs your legs to get your attention and how she stares at the food cupboard. You also think about what you already know from past experience; your cat has done this before, and you've responded by giving her food. So you put those two pieces together in a logical way and correctly infer that your cat wants food.

Drawing an inference from a book follows the same process of drawing inferences in your everyday life?

Which of the following statements is true?

Writers never leave out any information in their texts.

Writers always tell their readers everything that is going on.

Writers always make their meanings perfectly clear.

Writers sometimes seem to leave out pieces of information in their texts.

____ in fiction is a reasonable conclusion or judgment about some element of a story based on the information given in the story and the reader's personal knowledge of how the world works.

An inference

An implication

What is the first step readers must take to draw an inference?

Put the pieces together in a logical way to produce a reasonable conclusion

Think about what they already know from their own experience in the real world

Look for clues in the text

What is the second step readers must take to draw an inference?

What is the third step readers must take to draw an inference?

Sophie was very excited as she put away her toys. She would finally be able to get some fresh air and enjoy the sunshine.

Where is Sophie?

Shopping at the store.

Playing at recess.

Inside preparing to go outside.

Driving in the car.

Anna had everything she needed. She cracked the egg into the bowl and added the flour. She mixed them together until they made a sloppy dough. She took a spoon and put them on the pan. They are ready to bake in the oven now!

What is Anna doing?

Making dumplings.

Baking cookies.

Eating an egg.

Making slime.

What does it mean to draw a conclusion?

To take a random guess at something.

To draw a good guess based on evidence and detail from a source, as well as your own personal experience.

To draw a good guess based on the mood that you are in that day.

To base a good guess on your own personal experience.

Which sentence starter below is a great way to draw a conclusion?

I think that _________

I believe this to be true based on the fact that _________

Because ____________

After analyzing the ____, I can conclude that ___

Why is drawing conclusions an important skill to be good at?

In life you will need to put clues together to figure some things out that are not given to you.

Everybody should have some skills in drawing.

It's a good skill to know so that I can do well on drawing conclusions on the state test.

Drawing conclusions really isn't that important.

Multiple Choice Edit Please save your changes before editing any questions. 2 minutes 1 pt In the seventeenth century, the Incan people of South America had an empire that stretched more than 2,500 miles. They built highways throughout their empire. One of their tunnels extended 750 feet through a mountain cliff. One of their rope suspension bridges is still used today. From this article you cannot tell...... why the roads were important to the Inca. the size of the Inca Empire. if the Inca were skilled in engineering. in what period the Inca lived.
Multiple Choice Edit Please save your changes before editing any questions. 2 minutes 1 pt The Egyptian pyramids were built from stones weighing about 2 1/2 tons each. The structures are 40 stories high. The number of stones used in each pyramid could build a wall around France. Yet the Egyptians used no animals. The had no cranes at that time. The wheel wasn't even in use. You can tell from this story that..... the Egyptians built a wall around France. the pyramids were 2 1/2 stories high. the work must have been done by many people. each pyramid weighed about 2 1/2 tons.
Multiple Choice Edit Please save your changes before editing any questions. 2 minutes 1 pt The special material in our body that makes us who we are is called DNA. Except for identical twins, everybody has different DNA. Since DNA is everywhere in the body, DNA patterns are generally better than fingerprints for identifying people. Police sometimes use DNA patterns to identify suspects. From this article you can tell that..... some people have no DNA. fingerprints are the only way to identify people. DNA patterns can help solve crimes. DNA is not found in hair.
Multiple Choice Edit Please save your changes before editing any questions. 5 minutes 1 pt Water from California’s northern mountains is pumped south along a 400-mile canal through the farming communities of the Central Valley. Not only is this canal system a marvel of modern engineering, its water fuels the state’s economic engine. In 2006, these farms produced $31 billion-worth of food and fiber, more than any other state. By contrast, world-wide ticket sales of Hollywood movies, a more famous export of California, totaled $25 billion that year. What inference can the reader make from this paragraph? The author thinks it is more important to eat than go to movies. Water is a precious resource and shouldn't be wasted on making movies. The writer thinks moving water to the Central Valley is a good investment. The movie industry is more important to California than farming.

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Author's purpose, cause and effect, character study, compare and contrast, fact and opinion, figurative language, identifying genre, making inferences and drawing conclusions, making predictions, point of view, problem and solution, sequence of events, story elements, summarizing, supporting details, text elements.

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Third Grade (Grade 3) Making Inferences and Drawing Conclusions Questions

You can create printable tests and worksheets from these Grade 3 Making Inferences and Drawing Conclusions questions! Select one or more questions using the checkboxes above each question. Then click the add selected questions to a test button before moving to another page.

If you go to Costa Rica, it's a good idea to take a raincoat.
People in Costa Rica do not need to own snow boots.
People in Costa Rica often try to go skiing in the mountains.
Being a meteorologist in Costa Rica is easy because it never snows.
Few doctors are able to give their patients advice about nutrition.
Most adults try to eat at least five fruits or vegetables per day.
Fruit is a healthy alternative to vegetables.
Many doctors say that processed foods are best to eat.
He listened and studied.
He didn't come to school that day.
He didn't listen in class.
He copied off of his neighbor.
If you want to see a launch, make sure the mission hasn't been scrubbed before traveling to Cape Canaveral.
Many NASA missions that are scrubbed will never launch.
Most NASA missions that are scrubbed on the launch date are delayed due to bad weather.
NASA delays missions when they don't have enough money to launch.
7:00 in the morning
7:00 in the evening

This question is a part of a group with common instructions. View group »

She disappeared.
She became all black.
She made a new friend.
She fell asleep beside him.
Skunks are busy during the day.
Skunks sleep during the day.
Skunks are busy both day and night.
Skunks sleep all the time.
Furious is a fancier word than mad.
Lucy was really upset.
Lucy wasn't that mad after all.
Lucy was going home.
a zebra's coat.
the phases of the moon.
biting into an Oreo cookie.
shedding fur in the summer.
A long time
Sam and Tim have their own rooms
Tim leaves all of his clothes on the floor
Sam likes to make his bed every morning
Tim never makes his bed
Lambs like to eat lions.
Lambs are fast runners.
Lions like to eat lambs.
Lions are fast runners.
Her house was on fire and she was trying to go out.
There was a party in her house.
She was just trying to get my attention.
Her dog was out of the house.
Today is Saturday.
Today is a safe day for skating.
Today is a warm day.
Today is not a safe day for skating.
Leah got a good grade on a test.
It is Leah's mom's birthday.
It is Leah's birthday.
Leah's grandparents are visiting.
Josh failed the test.
Josh does not know his grade.
Josh did excellent on the test.
Josh skipped the test.
Once a week
Every two weeks
They must buy bicycles every week
Twice a week
They traveled very far.
They did not travel very fast.
They were cheap to make.
They worked really well as golf balls.
Keith is having a picnic.
Keith has fallen down.
It's time for P.E.
Keith is a messy boy.
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Drawing Conclusions Quiz

Students will answer questions about drawing conclusions. There are three reading passages in the quiz.

Practice 1: Good Enough for Grandma? Mom was busy in the kitchen when my brother Marco and I got home from school Friday. "Did you remember your grandmother's coming today?" she asked. "Sure, Mom," we laughed. "Didn't you notice we cleaned our rooms?" Mom smiled. "Thanks. I know I shouldn't be nervous, but my mother hasn't been here in almost six years! As I was growing up, her house always looked perfect. So I want everything to be . . . well . . ." "Perfect," I said with a smile. "What else can we do to help before she gets here?" Mom looked around, "You two could set the table. Use the good china . . . and be very careful with the glasses. . . . Grandma gave those to your dad and me before you were born!" As Mom prepared a sumptuous meal, Marco and I set the table. We carefully put a plate, glass, and silverware at each place. I taught Marco how to line up the forks on the left side of each plate and the knives and spoons on the right. In the center of the table, we placed a set of tall white candles. Then we stepped back and looked at our work. It seemed something was missing. "What's missing?" I asked Marco. "Napkins?" he asked. "And I don't think Mom would want us to use paper ones!" We both laughed. Marco opened a drawer and took out the nice cloth napkins Mom saved for special occasions. The soft white squares were folded in the middle, and we placed one on each plate. "Do you think that looks good enough?" I mumbled. "No," Marco whispered. "Let's make them look fancier. Remember that restaurant we went to last year? Their napkins were folded to look like crowns! Now that was elegant!" I nodded and unfolded the cloth napkin in front of me. "Look," I said, pointing to the creases in the cloth, "these lines make triangle shapes. That gives me a great idea! Let's do origami . . . that'll make the napkins unique!" Marco looked confused, so I explained, "Origami's a kind of folding art. People usually use paper, but you can use cloth. You make boats, birds, or flowers just by folding. No glue, tape, or staples are needed!" Mom overheard us. "I know how to make an origami bird and flower," she said. She quickly folded a napkin, then unfolded it to show us how the shapes fit together. Just then, Dad came home from work and showed us how to make a crown and a boat. "Okay," he said, "in 20 minutes your Grandma will walk through that door. Better get these napkins folded once and for all!" We did. We placed a different origami napkin on each plate. Now, the table looked elegant! And just in time. Grandma arrived by taxi and shared hugs all around. She gave us gifts from a bag labeled ORLY AIRPORT- PARIS. Then, as she walked into the dining room, she said, “Oh my, who fixed these fabulous folded napkins? I’ve never seen anything so perfect!” We all smiled . . . happy that Grandma thought Mom's home was perfect, too! _____________________________________________________________________________________________ QUESTION: You can draw a conclusion that Marco is younger than the narrator because

He wants to make the napkins look elegant.

The narrator and he come home from school together.

The narrator teaches him how to set a table and explains what origami is.

He opens the drawer to get out the napkins.

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Practice 1: Good Enough for Grandma? Mom was busy in the kitchen when my brother Marco and I got home from school Friday. "Did you remember your grandmother's coming today?" she asked. "Sure, Mom," we laughed. "Didn't you notice we cleaned our rooms?" Mom smiled. "Thanks. I know I shouldn't be nervous, but my mother hasn't been here in almost six years! As I was growing up, her house always looked perfect. So I want everything to be . . . well . . ." "Perfect," I said with a smile. "What else can we do to help before she gets here?" Mom looked around, "You two could set the table. Use the good china . . . and be very careful with the glasses. . . . Grandma gave those to your dad and me before you were born!" As Mom prepared a sumptuous meal, Marco and I set the table. We carefully put a plate, glass, and silverware at each place. I taught Marco how to line up the forks on the left side of each plate and the knives and spoons on the right. In the center of the table, we placed a set of tall white candles. Then we stepped back and looked at our work. It seemed something was missing. "What's missing?" I asked Marco. "Napkins?" he asked. "And I don't think Mom would want us to use paper ones!" We both laughed. Marco opened a drawer and took out the nice cloth napkins Mom saved for special occasions. The soft white squares were folded in the middle, and we placed one on each plate. "Do you think that looks good enough?" I mumbled. "No," Marco whispered. "Let's make them look fancier. Remember that restaurant we went to last year? Their napkins were folded to look like crowns! Now that was elegant!" I nodded and unfolded the cloth napkin in front of me. "Look," I said, pointing to the creases in the cloth, "these lines make triangle shapes. That gives me a great idea! Let's do origami . . . that'll make the napkins unique!" Marco looked confused, so I explained, "Origami's a kind of folding art. People usually use paper, but you can use cloth. You make boats, birds, or flowers just by folding. No glue, tape, or staples are needed!" Mom overheard us. "I know how to make an origami bird and flower," she said. She quickly folded a napkin, then unfolded it to show us how the shapes fit together. Just then, Dad came home from work and showed us how to make a crown and a boat. "Okay," he said, "in 20 minutes your Grandma will walk through that door. Better get these napkins folded once and for all!" We did. We placed a different origami napkin on each plate. Now, the table looked elegant! And just in time. Grandma arrived by taxi and shared hugs all around. She gave us gifts from a bag labeled ORLY AIRPORT- PARIS. Then, as she walked into the dining room, she said, “Oh my, who fixed these fabulous folded napkins? I’ve never seen anything so perfect!” We all smiled . . . happy that Grandma thought Mom's home was perfect, too! _____________________________________________________________________________________________ QUESTION: Why might you conclude that Grandma lives in France?

She came in a taxi.

She had a bag labeled PARIS.

She had not visited in six years.

She liked to hug people.

Practice 1: Good Enough for Grandma? Mom was busy in the kitchen when my brother Marco and I got home from school Friday. "Did you remember your grandmother's coming today?" she asked. "Sure, Mom," we laughed. "Didn't you notice we cleaned our rooms?" Mom smiled. "Thanks. I know I shouldn't be nervous, but my mother hasn't been here in almost six years! As I was growing up, her house always looked perfect. So I want everything to be . . . well . . ." "Perfect," I said with a smile. "What else can we do to help before she gets here?" Mom looked around, "You two could set the table. Use the good china . . . and be very careful with the glasses. . . . Grandma gave those to your dad and me before you were born!" As Mom prepared a sumptuous meal, Marco and I set the table. We carefully put a plate, glass, and silverware at each place. I taught Marco how to line up the forks on the left side of each plate and the knives and spoons on the right. In the center of the table, we placed a set of tall white candles. Then we stepped back and looked at our work. It seemed something was missing. "What's missing?" I asked Marco. "Napkins?" he asked. "And I don't think Mom would want us to use paper ones!" We both laughed. Marco opened a drawer and took out the nice cloth napkins Mom saved for special occasions. The soft white squares were folded in the middle, and we placed one on each plate. "Do you think that looks good enough?" I mumbled. "No," Marco whispered. "Let's make them look fancier. Remember that restaurant we went to last year? Their napkins were folded to look like crowns! Now that was elegant!" I nodded and unfolded the cloth napkin in front of me. "Look," I said, pointing to the creases in the cloth, "these lines make triangle shapes. That gives me a great idea! Let's do origami . . . that'll make the napkins unique!" Marco looked confused, so I explained, "Origami's a kind of folding art. People usually use paper, but you can use cloth. You make boats, birds, or flowers just by folding. No glue, tape, or staples are needed!" Mom overheard us. "I know how to make an origami bird and flower," she said. She quickly folded a napkin, then unfolded it to show us how the shapes fit together. Just then, Dad came home from work and showed us how to make a crown and a boat. "Okay," he said, "in 20 minutes your Grandma will walk through that door. Better get these napkins folded once and for all!" We did. We placed a different origami napkin on each plate. Now, the table looked elegant! And just in time. Grandma arrived by taxi and shared hugs all around. She gave us gifts from a bag labeled ORLY AIRPORT- PARIS. Then, as she walked into the dining room, she said, “Oh my, who fixed these fabulous folded napkins? I’ve never seen anything so perfect!” We all smiled . . . happy that Grandma thought Mom's home was perfect, too! _____________________________________________________________________________________________ QUESTION: What conclusion can you draw about an everyday meal at Marco's house?

His dad never cooks.

The family never has time to eat together.

His mother is not a very good cook.

The family uses paper napkins.

Practice 1: Good Enough for Grandma? Mom was busy in the kitchen when my brother Marco and I got home from school Friday. "Did you remember your grandmother's coming today?" she asked. "Sure, Mom," we laughed. "Didn't you notice we cleaned our rooms?" Mom smiled. "Thanks. I know I shouldn't be nervous, but my mother hasn't been here in almost six years! As I was growing up, her house always looked perfect. So I want everything to be . . . well . . ." "Perfect," I said with a smile. "What else can we do to help before she gets here?" Mom looked around, "You two could set the table. Use the good china . . . and be very careful with the glasses. . . . Grandma gave those to your dad and me before you were born!" As Mom prepared a sumptuous meal, Marco and I set the table. We carefully put a plate, glass, and silverware at each place. I taught Marco how to line up the forks on the left side of each plate and the knives and spoons on the right. In the center of the table, we placed a set of tall white candles. Then we stepped back and looked at our work. It seemed something was missing. "What's missing?" I asked Marco. "Napkins?" he asked. "And I don't think Mom would want us to use paper ones!" We both laughed. Marco opened a drawer and took out the nice cloth napkins Mom saved for special occasions. The soft white squares were folded in the middle, and we placed one on each plate. "Do you think that looks good enough?" I mumbled. "No," Marco whispered. "Let's make them look fancier. Remember that restaurant we went to last year? Their napkins were folded to look like crowns! Now that was elegant!" I nodded and unfolded the cloth napkin in front of me. "Look," I said, pointing to the creases in the cloth, "these lines make triangle shapes. That gives me a great idea! Let's do origami . . . that'll make the napkins unique!" Marco looked confused, so I explained, "Origami's a kind of folding art. People usually use paper, but you can use cloth. You make boats, birds, or flowers just by folding. No glue, tape, or staples are needed!" Mom overheard us. "I know how to make an origami bird and flower," she said. She quickly folded a napkin, then unfolded it to show us how the shapes fit together. Just then, Dad came home from work and showed us how to make a crown and a boat. "Okay," he said, "in 20 minutes your Grandma will walk through that door. Better get these napkins folded once and for all!" We did. We placed a different origami napkin on each plate. Now, the table looked elegant! And just in time. Grandma arrived by taxi and shared hugs all around. She gave us gifts from a bag labeled ORLY AIRPORT- PARIS. Then, as she walked into the dining room, she said, “Oh my, who fixed these fabulous folded napkins? I’ve never seen anything so perfect!” We all smiled . . . happy that Grandma thought Mom's home was perfect, too! _____________________________________________________________________________________________ QUESTION: From the story, what can you conclude about the narrator and Marco?

They usually don't keep their rooms clean!

They very seldom go to bed on time!

Spaghetti is their favorite food.

They were named after their father's grandparents.

Practice 2: Time After Time Read the selection, and then answer the questions that follow How do we know what time it is? Earth is divided into 24 time zones, one for each hour in a day. All locations within one zone share the same time. MARKING MERIDIANS How do we know where one time zone starts and another ends? Picture the world as a large orange—not that color or fruitiness, just that shape. Well, time zones are divided by meridians—imaginary lines that run from the North Pole to the South Pole (the top of the orange to the bottom). The meridians split the world into sections, like equal slices of orange. The prime, or zero, meridian runs through Greenwich, England. By international agreement in 1884, that's been the starting point from which all time is calculated. TIME MARCHES ON Doesn't it appear that the sun moves from east to west? Well, it doesn't. Earth actually turns from west to east as it rotates on its axis. And like Earth, time moves from west to east. So from that prime meridian in Greenwich, you add one hour for each time zone as you move east. You subtract one hour for each zone as you move west. Let's say you're in London, England, and it's 3 P.M. on Monday. You want to know what time it is in Paris, France, to the east. Just add one hour for each time zone between the two cities and you'll discover it's 4 P.M. on Monday in Paris. If you want to know the time to the west, subtract an hour per zone. You discover that when it's 3 P.M. on Monday in London, it's 10 A.M. in New York, 9 A.M. in Chicago, 8 A.M. in Denver, and 7 A.M. in Los Angeles. Farther west, across the Pacific Ocean, time continues to change hour by hour. Finally, about halfway around the world from England, an imaginary zigzag line forms the International Dateline . . . and suddenly it's another day! If it weren't, you'd continue going west and get back to London before you left! But instead, if it's 3 P.M. on Monday in London, it's 7 P.M. on Tuesday in Hong Kong! QUESTION: If you lived in Chicago, what could you conclude about time in Denver?

It would be one hour later than in Chicago.

It would be the same time as in Chicago.

It would be one hour earlier than in Chicago.

It would be one day earlier than in Chicago.

Practice 2: Time After Time Read the selection, and then answer the questions that follow How do we know what time it is? Earth is divided into 24 time zones, one for each hour in a day. All locations within one zone share the same time. MARKING MERIDIANS How do we know where one time zone starts and another ends? Picture the world as a large orange—not that color or fruitiness, just that shape. Well, time zones are divided by meridians—imaginary lines that run from the North Pole to the South Pole (the top of the orange to the bottom). The meridians split the world into sections, like equal slices of orange. The prime, or zero, meridian runs through Greenwich, England. By international agreement in 1884, that's been the starting point from which all time is calculated. TIME MARCHES ON Doesn't it appear that the sun moves from east to west? Well, it doesn't. Earth actually turns from west to east as it rotates on its axis. And like Earth, time moves from west to east. So from that prime meridian in Greenwich, you add one hour for each time zone as you move east. You subtract one hour for each zone as you move west. Let's say you're in London, England, and it's 3 P.M. on Monday. You want to know what time it is in Paris, France, to the east. Just add one hour for each time zone between the two cities and you'll discover it's 4 P.M. on Monday in Paris. If you want to know the time to the west, subtract an hour per zone. You discover that when it's 3 P.M. on Monday in London, it's 10 A.M. in New York, 9 A.M. in Chicago, 8 A.M. in Denver, and 7 A.M. in Los Angeles. Farther west, across the Pacific Ocean, time continues to change hour by hour. Finally, about halfway around the world from England, an imaginary zigzag line forms the International Dateline . . . and suddenly it's another day! If it weren't, you'd continue going west and get back to London before you left! But instead, if it's 3 P.M. on Monday in London, it's 7 P.M. on Tuesday in Hong Kong! QUESTION: If it were noon in Chicago, what could you conclude?

It's one hour earlier in Denver.

It's one hour later in New York.

It's already the next day somewhere in the world.

All of the above

Practice 2: Time After Time Read the selection, and then answer the questions that follow How do we know what time it is? Earth is divided into 24 time zones, one for each hour in a day. All locations within one zone share the same time. MARKING MERIDIANS How do we know where one time zone starts and another ends? Picture the world as a large orange—not that color or fruitiness, just that shape. Well, time zones are divided by meridians—imaginary lines that run from the North Pole to the South Pole (the top of the orange to the bottom). The meridians split the world into sections, like equal slices of orange. The prime, or zero, meridian runs through Greenwich, England. By international agreement in 1884, that's been the starting point from which all time is calculated. TIME MARCHES ON Doesn't it appear that the sun moves from east to west? Well, it doesn't. Earth actually turns from west to east as it rotates on its axis. And like Earth, time moves from west to east. So from that prime meridian in Greenwich, you add one hour for each time zone as you move east. You subtract one hour for each zone as you move west. Let's say you're in London, England, and it's 3 P.M. on Monday. You want to know what time it is in Paris, France, to the east. Just add one hour for each time zone between the two cities and you'll discover it's 4 P.M. on Monday in Paris. If you want to know the time to the west, subtract an hour per zone. You discover that when it's 3 P.M. on Monday in London, it's 10 A.M. in New York, 9 A.M. in Chicago, 8 A.M. in Denver, and 7 A.M. in Los Angeles. Farther west, across the Pacific Ocean, time continues to change hour by hour. Finally, about halfway around the world from England, an imaginary zigzag line forms the International Dateline . . . and suddenly it's another day! If it weren't, you'd continue going west and get back to London before you left! But instead, if it's 3 P.M. on Monday in London, it's 7 P.M. on Tuesday in Hong Kong! QUESTION: What can you conclude from the words, By international agreement . . . in paragraph 2?

Some countries don't have any time zones.

Only the most important countries have time zones.

All the countries of the world use these time zones.

Some people in the world live in two time zones.

Practice 2: Time After Time Read the selection, and then answer the questions that follow How do we know what time it is? Earth is divided into 24 time zones, one for each hour in a day. All locations within one zone share the same time. MARKING MERIDIANS How do we know where one time zone starts and another ends? Picture the world as a large orange—not that color or fruitiness, just that shape. Well, time zones are divided by meridians—imaginary lines that run from the North Pole to the South Pole (the top of the orange to the bottom). The meridians split the world into sections, like equal slices of orange. The prime, or zero, meridian runs through Greenwich, England. By international agreement in 1884, that's been the starting point from which all time is calculated. TIME MARCHES ON Doesn't it appear that the sun moves from east to west? Well, it doesn't. Earth actually turns from west to east as it rotates on its axis. And like Earth, time moves from west to east. So from that prime meridian in Greenwich, you add one hour for each time zone as you move east. You subtract one hour for each zone as you move west. Let's say you're in London, England, and it's 3 P.M. on Monday. You want to know what time it is in Paris, France, to the east. Just add one hour for each time zone between the two cities and you'll discover it's 4 P.M. on Monday in Paris. If you want to know the time to the west, subtract an hour per zone. You discover that when it's 3 P.M. on Monday in London, it's 10 A.M. in New York, 9 A.M. in Chicago, 8 A.M. in Denver, and 7 A.M. in Los Angeles. Farther west, across the Pacific Ocean, time continues to change hour by hour. Finally, about halfway around the world from England, an imaginary zigzag line forms the International Dateline . . . and suddenly it's another day! If it weren't, you'd continue going west and get back to London before you left! But instead, if it's 3 P.M. on Monday in London, it's 7 P.M. on Tuesday in Hong Kong! QUESTION: After reading the article, the best conclusion I can draw is that...

If you know the time in one place, you can figure out the time in other places.

It's impossible to know what time it is halfway around the world.

You should use only shadows from the sun to figure out the exact time.

It should always be the same time everywhere!

Practice 3: Your Crowning Glory Human hair may be curly or straight, and either a blonde-haired person, red, brown, black, white, or a mixture thereof. But everyone's hair is relatively the same in the way it grows. Hair is a threadlike structure that grows from the skin. Below the scalp, at the bottom of each hair, is a tiny pit called a follicle. It leads down to the hair's root. Cells at the base of the root begin to move up. As they do, they harden and become a strand of hair. The hair on your head grows in stages. Follicles actively produce hair for three to six years, then rest for about three months. There's an average of 100,000 hairs on the human head, and about 10% are resting at any given time. We lose about 70–100 hairs every day from our resting follicles! Sometimes it seems your hair grows fast, but it normally grows less than inch (13 mm) a month. Children's hair grows faster than adults' hair, and everyone's hair grows faster in summer than winter! QUESTION: You can conclude that about 90% of the follicles on your head...

Are resting and not producing hair.

Are too small to hold the root of a hair.

Are producing hair at this time.

Have been closed and can't produce a hair.

Practice 3: Your Crowning Glory Human hair may be curly or straight, and either a blonde-haired person, red, brown, black, white, or a mixture thereof. But everyone's hair is relatively the same in the way it grows. Hair is a threadlike structure that grows from the skin. Below the scalp, at the bottom of each hair, is a tiny pit called a follicle. It leads down to the hair's root. Cells at the base of the root begin to move up. As they do, they harden and become a strand of hair. The hair on your head grows in stages. Follicles actively produce hair for three to six years, then rest for about three months. There's an average of 100,000 hairs on the human head, and about 10% are resting at any given time. We lose about 70–100 hairs every day from our resting follicles! Sometimes it seems your hair grows fast, but it normally grows less than inch (13 mm) a month. Children's hair grows faster than adults' hair, and everyone's hair grows faster in summer than winter! QUESTION: If it is winter, you can conclude that...

Your hair is growing slower than it did last summer.

Your hair is growing faster than it did last summer.

Your hair is growing the same as it did last summer.

You have fewer follicles than you had last summer

Practice 3: Your Crowning Glory Human hair may be curly or straight, and either a blonde-haired person, red, brown, black, white, or a mixture thereof. But everyone's hair is relatively the same in the way it grows. Hair is a threadlike structure that grows from the skin. Below the scalp, at the bottom of each hair, is a tiny pit called a follicle. It leads down to the hair's root. Cells at the base of the root begin to move up. As they do, they harden and become a strand of hair. The hair on your head grows in stages. Follicles actively produce hair for three to six years, then rest for about three months. There's an average of 100,000 hairs on the human head, and about 10% are resting at any given time. We lose about 70–100 hairs every day from our resting follicles! Sometimes it seems your hair grows fast, but it normally grows less than inch (13 mm) a month. Children's hair grows faster than adults' hair, and everyone's hair grows faster in summer than winter! QUESTION: What might you logically conclude about the growth of hair in summer?

More people get their hair cut in hot summer weather.

Cold weather makes plants and hair grow longer

Wearing a hat in winter stops hair growth.

Heat and sweat make hair grow faster

Congress Warned About Pfizer COVID-19 Vaccine

Posted: November 17, 2023 | Last updated: November 17, 2023

During a hearing in Washington, Dr. Robert Malone, a key figure in mRNA technology, expressed concerns about the Pfizer-BioNTech COVID-19 vaccine containing DNA fragments, potentially linked to unusual cancers and miscarriages.

The FDA has stated no safety concerns, but Dr. Malone called for rigorous testing.

Independent scientists detected the DNA fragments, prompting questions about vaccine safety and transparency. (Trending: Court Hands Down Crucial 2nd Amendment Ruling)

“That’s a proven genotoxicity risk,” Dr. Malone warned.

“I speculate that what we may find is that the cancer risk here may be partially attributed to these DNA contaminations; that would be consistent with the peer reviewed literature,” he continued.

Adding, “And by the way, these DNA fragments may also be shown to contribute to genetic anomalies in fetus[es], which is one of the most prominent causes of premature abortion.”

“The rules are that you don’t draw conclusions without data,” insisted the polarizing doctor.

“Normally, historically, one has to perform rigorous genotoxicity and insertional mutagenesis assays,” but he claims that this process is not being conducted by the FDA.

Lawmakers, including Rep. Marjorie Taylor Greene, voiced concerns about vaccine effects and the need for accountability.

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The post Congress Warned About Pfizer COVID-19 Vaccine appeared first on State of the Union .

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IMAGES

How To Make Your Drawing Conclusion Examples For Kids Look Like A
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How To Make Your Drawing Conclusion Examples For Kids Look Like A
Drawing Conclusions Anchor Chart
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VIDEO

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COMMENTS

Draw conclusions
Strategies. Put it in your own words: Often you will be asked to draw a conclusion from a specific idea contained in the passage. It can be helpful to sum up the idea in your own words before considering the choices. Use process of elimination to get rid of conclusions that can't be supported, until you find one that is.
Practice Making Inferences and Drawing Conclusions
Grade 1 conclusions worksheets. In grade 1 we introduce drawing conclusions. These worksheets start with sentences and move onto paragraphs from which students need to draw conclusions. Grade 2 conclusions and inferences practice. Grade 2 students also start to practice making inferences. We've created six worksheets for students to practice ...
Drawing Conclusions Worksheets
These drawing conclusion worksheets ask the student to evaluate details and make a judgment. Learning to draw conclusions as they read is an important tool for students, as it aids in comprehending text. Click on the worksheet title to view the details and download a free, printable worksheet activity. Be sure to check out all of our reading ...
Making Inferences and Drawing Conclusions
Play twenty questions! ... Learning to draw conclusions and inferences is a skill that develops over time. The skill requires children to put together various pieces of information, and relies on good word knowledge. Help your child develop skill by providing experience with inferential information, making implied information more clear, and ...
Drawing Conclusions Worksheets
Answering these questions will help you draw a meaningful and useful conclusion. Practice Drawing Conclusions. The more you practice summarizing and synthesizing information, the easier it will be to do. When you're finished reading a text, summarize what you understood. Then, try to identify the main idea and draw a conclusion based on that.
Drawing Conclusions
Drawing Conclusions. Drawing conclusions is an essential skill for comprehending fiction and informational texts. Passages with text-dependent questions, response activities, worksheets, and test prep pages provide practice through a variety of literary, science, and social studies topics at every grade level.
Browse Printable Worksheets
Our drawing conclusions worksheets give kids practice with asking questions and making inferences about text. The ability to draw conclusions is essential for developing reading comprehension skills. These worksheets are tailored to meet readers at their level. They include visual stories for emerging readers, visuals plus text for early ...
Reading for Comprehension: Drawing Conclusions
Experienced readers are able to draw conclusions based on hints, or evidence, found elsewhere in the book or passage. In this reading comprehension worksheet, children read six short passages and draw a conclusion about each one based on context clues. Designed for third and fourth graders, this worksheet offers valuable practice for students ...
Drawing Conclusions: Definition & Examples
The following questions could be asked to assist readers in drawing conclusions from the passage. Possible responses, or conclusions, are listed in parentheses.
Drawing Conclusions from a Reading Passage
Quiz & Worksheet Goals. This quiz and worksheet assesses what you know about: What it means to draw a conclusion from a passage. Using what you know to draw conclusions from examples. What it is ...
Conclusions & Inferences Worksheets
Grade 1 - Drawing conclusions worksheets. Choose the conclusion that "makes the most sense" based on the short text. Grade 2 - Conclusions & inferences worksheets. Use what the story says and what you already know to pick the best answer to each question. Grade 4 - Drawing conclusions and making inferences worksheets
Drawing Conclusions Quiz
Read the following passage and answer the questions. You will need to use the information given to draw conclusions based on what you know. Mary went downstairs. There was an aroma in the air. The table was set with warm blueberry muffins, freshly squeezed orange juice, and brewed coffee. A note was left on the table.
Drawing Conclusions and Making Inferences in Multiple-Answer Questions
He does, however think that the teaching of philosophy has distorted philosophical thinking. Therefore, it is not unlikely that he could call for the reorientation of philosophical questions, turning from the older and more "conservative" sorts of questions that are asked in scholastic / academic environments. Hence, B is one correct answer.
Making Inferences & Drawing Conclusions Chapter Exam
Question 1 1.. The opening paragraph of a book chapter describes a rolling prairie, log cabins, horse-drawn wagons, and a group of children walking up the steps into a one-room schoolhouse.
Drawing Conclusions
Drawing Conclusions quiz for 3rd grade students. Find other quizzes for English and more on Quizizz for free! ... Please save your changes before editing any questions. 5 minutes. 1 pt. The sun was shining on the flowers, and the grass was a pretty shade of green. There weren't any clouds in the sky, and the butterflies looked beautiful as ...
Top 20 Drawing Conclusions Activities
Teaching children to draw conclusions is challenging and requires professional development, cooperative activities, and good teaching aids. Kids need innovative and fun activities to learn difficult skills and develop creativity. This article highlights one of the top aids in teaching drawing conclusions activities for students; emphasizing critical thinking and problem-solving.
Drawing Conclusions Lesson Plan
Sharon has an Masters of Science in Mathematics and a Masters in Education. Cite this lesson. Teach your students about the importance of drawing conclusions in reading with this video lesson ...
What is drawing conclusions?
To draw a conclusion, however, demands that one has reached the end of a reasoned argument, ordinarily in response to a pre-determined question from an examiner of some kind.
Drawing Conclusions Worksheets
Drawing conclusions based on reading is not always a walk in the park. You have to be vigilant and have your mind open to tracking the nitty-gritty that constructs a piece of writing. ... Read each paragraph, then answer the questions. On the lines, write three words or phrases that you used as clues to arrive at your answer. View Worksheet ...
Drawing Conclusions and Making Inferences
An inference in fiction is a reasonable conclusion or judgment about some element of a story based on the information given in the story and the reader's personal knowledge of how the world works. 1. You look for clues in the text, little pieces of information that seem to relate to the missing information or your question. 2.
Third Grade (Grade 3) Making Inferences and Drawing Conclusions Questions
100 years. 1000 years. A long time. Grade 3 Making Inferences and Drawing Conclusions. Sam and his brother Tim each have their own rooms. Sam likes to make his bed every morning, but Tim never makes his bed. Sam folds all his clothes before putting them away, but Tim leaves all of his clothes on the floor.
Drawing Conclusions Quiz
This implies that heat and sweat have a stimulating effect on hair growth. Therefore, it can be logically concluded that heat and sweat make hair grow faster. Rate this question: 2 1. Students will answer questions about drawing conclusions. There are three reading passages in the quiz.
Congress Warned About Pfizer COVID-19 Vaccine
The post Congress Warned About Pfizer COVID-19 Vaccine appeared first on State of the Union. During a hearing in Washington, Dr. Robert Malone, a key figure in mRNA technology, expressed concerns ...
Drawing Conclusions from a Reading Selection
By asking this question, you're encouraging students to use what they know about animals' behavior and the clue about how the animals are behaving in the story to draw the conclusion that Snow ...