4th Grade Reading Earthlets

8/10/2019 4th Grade Reading Earthlets

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READING

INFERENCEVS. OBSERVATION

4THGRADE

EARTHLETS

Description of Classroom:This is a 4thgrade classroom of 30 students. Six have IEPs that require them to be pulled for resource

during this lesson. e have an extremel! diverse class in the "a! of learning strengths and areas of

needs for "or#.

Background:e touched on the general ideas of the difference in observation and inference last "ee#. This "ee#"e "ill delve more deepl! into these areas.

Content Objective(s):Students "ill ma#e inferences based in observations based on their sensor! input and priorexperiences.

Language Objective(s):Students can name observations and express inferences based on these observations.

Nevada Standards:$I.4.% $efer to the details and examples in a text "hen explaining "hat the text sa!s explicitl! and

"hen one is dra"ing inferences from the text.

e! "ocabular!:

&bservation ' using one or more of the senses to find out about ob(ects or events

Inference ) logical reasoning*dra"ing a conclusion using prior #no"ledge to explain ourobservations

+onclusion ' using prior #no"ledge to explain our observations

Best #ractices: (put an X next to those that you address in your lesson)#reparation Scaffolding $rouping Options

,daptation of content -odeling hole +lass

in#s to bac#ground /uided practice Small groups

in#s to past learning Independent practice Partners

Strategies incorporated erbal scaffolds IndependentProcedural scaffolds

%ntegration of #rocesses &pplication &ssessment

istening 1ands'on Individual

Spea#ing ,uthentic 2-eaningful /roup

$eading in#ed to ob(ectives ritten


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riting Promotes engagement &ral

'eacing Strategies:

-odeling

irect Instruction

/uided reading +ooperative earning

arm *p &ctivit!:

+,plore 2%5 minSmall envelopes are distributed to on each table

%. Teacher to students6 78ou are scientists from r. 9argle:s planet and that he has as#ed for their help in

identif!ing certain samples that have been collected from Earth. The problem is; !ou cannot loo#directl! at the samples to ma#e observations.

The samples must be #ept in these small containers because r. 9argle believes the! could containradiation or harmful microorganisms.& circumstances ma! !ou remove the items from the containers. 8ou must evaluate the items

through sound; mass; shape; etc.

?. ,s# students to ma#e observations of the sounds the samples ma#e. al# around and chec# their

descriptions. ,re the! ma#ing observations or inferences@ The! ma! find it difficult to ma#e an

observation of sound "ithout inferring based on past experience.

,ccept observations such as 7s"ish!;< but do not accept inferences such as 7It is "ater< at this point.

Students should be using their sense of sound to describe "hat the! hear "ithout ma#ing inferences as to

the identities of the samples.

3. 1ave students ma#e an inference about the contents of their canisters. 7I thin# the m!ster! sample is

AAAAAAAAAAAAAAAA because AAAAAAAAAAAAAAAAAAAAAAAAAAAAAA.BE$E>+ES.8our senses gave !ou observations and !our schema gives !ou information on items !ou:ve experienced

that ma! help !ou infer the identit! of these items.


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1ave team captains stand them stand; holding their containers. Teams b! team; captains present their

team:s inferences then open the envelope to reveal the item.

+laborate2%5 minutes

$ead ,loud

Seven Clind -ice7hat do !ou thin# this boo# might be about@

2$ead boo# and do not sho" pictures of elephant ) onl! pillar; spear; etc.,fter reading as# 7hat "as the 7something< the blind mice observed@

,fter students have made their inferences; sho" the parts of the elephant.7hat did the first mouse observe@< 2foot

hat did he infer from his observation@ 21e thought it "as a pillar

hat did the seventh mouse do before and inference@ 2$an from one end of the elephant to the other andmade observations of each part

h! is it a good idea to ma#e multiple observations before ma#ing an inference@

+valuate2%0 min

1ave students practice ma#ing observations and inferences using the &bservation and Inference

Practice. +hec# for understanding b! having students explain their thin#ing.

&ccommodations:

Teacher "ill pace the lesson to scaffold student understanding and "ill observe individual

teamsDstudents in order to help "here needed.

Supplementar! .aterials:

Earthlets ord Sort +ards

Inference Bra!er -odel

Earthlets as Explained b! Professor 9argle b! eanne illis

Documents

4th Grade Reading Earthlets