Make Inferences Name Date

“Why Not?”
Read the biographical sketch.
Then follow the directions in the Text Marking box.

Lonnie Johnson always loved taking

things apart. Sometimes he put them back
together. Other times, he combined odd
parts to make new things. He learned how to
use tools from his dad.
At 13, Lonnie put an old engine on
a homemade go-cart. He loved zooming
around in it. He dreamed of being an
inventor.
By high school, Lonnie built a remote-
Dr. Lonnie Johnson in his lab
control robot from junk. This won him first
prize at the Alabama State Science Fair.
His friends called him “The Professor.” Text Marking
In college, Lonnie was an honor student.
Make an inference: What helped
Later, he became an Air Force officer, rocket Dr. Lonnie Johnson reach his dream?
scientist, and business leader. But he never
________ Underline text clues.
stopped inventing.
Think about what you
You may have played with his most
already know.
famous invention—the Super Soaker ®.
Lonnie got the idea for this power-squirt toy
while working on another invention. When he tested a homemade part in his
bathroom, it shot water across the room.
Today, Dr. Lonnie Johnson has more than 100 successful inventions.
He remains curious and keeps trying new things.
Informational Passages for Text Marking & Close Reading: Grade 3
© 2015 by Scholastic Teaching Resources
1
 Do More Name Date

“Why Not?”
,, Answer each question. Give evidence from the biographical sketch.

1 Make an inference. Why do you think Lonnie Johnson’s high school friends called
him “The Professor”?

tt¶ A. They thought he was brave. tt¶ C. They thought he was very smart.
tt¶ B. They thought he loved college. tt¶ D. They thought he acted older than they did.
What in the text helped you answer? _______________________________________

___________________________________________________________________________

___________________________________________________________________________

2 Based on the piece, Lonnie Johnson invented the Super Soaker ®_________.

tt¶ A. by accident tt¶ C. for a science fair

tt¶ B. for his children tt¶ D. to produce clean energy
What in the text helped you answer? _______________________________________

___________________________________________________________________________

___________________________________________________________________________

3 Reread the title. When someone told Lonnie Johnson that an idea would never work,
he gave those two words as his answer. What does this tell you about him?

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

4 Look back at your text markings. Think about what you already know. How did
Dr. Johnson reach his dream? Use another sheet of paper if you need more space.

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________
Informational Passages for Text Marking & Close Reading: Grade 3
© 2015 by Scholastic Teaching Resources
2
Teaching Routine for Close Reading and Purposeful
Text Marking
Any text can become more accessible to readers who have learned to bring various
strategies, such as purposeful text marking, to the reading process. Here is one suggested
routine that may be effective in your classroom.
Preview

44 Engage prior knowledge of the topic of the piece and its genre. Help students link it
to similar topics or examples of the genre they may have read.
44 for which students will be marking the text. Distribute the
Identify the reading skill
Comprehension Skill Summary Card that applies to the passage. Go over its key ideas.
Model (for the first passage, to familiarize students with the process)

44 Display the passage, using an interactive whiteboard, document camera, or other

resource, and provide students with their own copy. Preview the text with students by
having them read the title and look at any photographs, illustrations, or other graphics.
44 Draw attention to the markings students will use to enhance their understanding of
the piece. Link the text marking box to the Comprehension Skill Summary Card
for clarification.
44 Read aloud the passage as students follow along. Guide students to think about the
skill and to note any questions they may have on sticky-notes.
44 Mark the text together.Begin by numbering the paragraphs. Then discuss the choices
you make when marking the text, demonstrating and explaining how the various text
elements support the skill. Check that students understand how to mark the text using
the various icons and graphics shown in the text marking box.
Read

44 Have students do a quick-read of the passage independently for the gist. Then they
should read it a second time, marking the text as they go.
44 Encourage students to make additional markings of their own. These might include
noting unfamiliar vocabulary, an idiom or phrase they may not understand, or an
especially interesting, unusual, or important detail they want to remember. Invite them
to use sticky-notes, colored pencils, highlighters, question marks, or check marks.
Respond

44 Have students read the passage a third time. This reading should prepare them to
discuss the piece and offer their views about it.
44 Have students answer the questions on the companion Do More page. Encourage
them to look back at their text markings and other text evidence. This will help
students provide complete and supported responses.

Informational Passages for Text Marking & Close Reading: Grade 3

© 2015 by Scholastic Teaching Resources
3
Comprehension Skill Summary Card

To help students review the reading-comprehension skills this lesson addresses and the
specific terms associated within, have them use the reproducible Comprehension Skill
Summary Card. The boldface terms on the card are the same ones students will identify
as they mark the text.
You might duplicate, and distribute the Comprehension Skill Summary Card before
assigning the passage. Discuss the elements of the skill together to ensure that students
fully grasp it.

Tips and Suggestions

44 The text-marking process is versatile and adaptable. Although numbering,

boxing, circling, and underlining are the most common methods, you can
personalize the strategy for your class if it helps augment the process. You
might have students use letters to mark text; they can, for example, write MI
to indicate a main idea, D to mark a detail, or F for fact and O for opinion.
Whichever technique you use, focus on the need for consistency of marking.
44 You may wish to extend the text-marking strategy by having students identify
other aspects of writing, such as figurative language or confusing words,
expressions, or idioms. Moreover, you can invite students to write their own
notes and questions in the margins.

Comprehension Skill

Make Inferences

Authors may hint at an idea without

stating it directly. You must use what
you already know about a topic to “read
between the lines” to figure out an
unstated idea.

44 Text clues are words or details that

help you figure out unstated ideas.

44 You make an inference by

combining text clues with your
background knowledge to come to
a logical conclusion, or “educated
guess.”

Informational Passages for Text Marking & Close Reading: Grade 3

© 2015 by Scholastic Teaching Resources
4
 . Sample Text Markings
Make Inferences Name Date

“Why Not?”
“Why Not?”
Read the biographical sketch.
Then follow the directions in the Text Marking box.
1. C; Sample answer: In paragraph 3, it says that
Lonnie Johnson always loved taking Lonnie won first prize at the Alabama State Science
things apart. Sometimes he put them back
Fair, which impressed his friends. They realized how very
together. Other times, he combined odd
parts to make new things. He learned how to
smart he was.
use tools from his dad.
At 13, Lonnie put an old engine on
2. A; Sample answer: In paragraph 4, it says that he
a homemade go-cart. He loved zooming didn’t start out with the idea for the Super Soaker.
around in it. He dreamed of being an He got the idea when he was working on a different
inventor.
invention. So it was by accident.
By high school, Lonnie built a remote-
Dr. Lonnie Johnson in his lab
control robot from junk. This won him first
3. Sample answer: I think it shows that Dr. Johnson
prize at the Alabama State Science Fair.
His friends called him “The Professor.” Text Marking
didn’t take no for an answer. He wanted to try his ideas
In college, Lonnie was an honor student. himself to see if they would work or not.
Make an inference: What helped
Later, he became an Air Force officer, rocket Dr. Lonnie Johnson reach his dream?
scientist, and business leader. But he never
________ Underline text clues.
4. Sample answer: I think Dr. Johnson reached his
stopped inventing. dream because he never stopped inventing. He spent his
Think about what you
You may have played with his most
already know. life inventing things and is still at it. I think he worked
famous invention—the Super Soaker ®.
Lonnie got the idea for this power-squirt toy
hard in his life and never took no for an answer.
while working on another invention. When he tested a homemade part in his
bathroom, it shot water across the room.
Today, Dr. Lonnie Johnson has more than 100 successful inventions.
He remains curious and keeps trying new things.
Informational Passages for Text Marking & Close Reading: Grade 3
© 2015 by Scholastic Teaching Resources

Informational Passages for Text Marking & Close Reading: Grade 3

© 2015 by Scholastic Teaching Resources
5