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- These lessons were modified and modeled from ideas in Strategies that Work by Harvey and Goudvis and Reading With Meaning by Miller. I am currently wo rking on my Masters. One of my projects for a class was to create this HUGE unit using the Understanding By Design Backward Planning Model. I decided to create a unit ab out inferen cing because this is an area I struggled with last year and was not really pleased with how I pulled it all together. Well, this project b ecame a MONST ER. I had no idea how big the unit would become. So on that note, beware! This is a LOT of info! This unit is not just using inference; it is inferencing character, plot, theme, motive using inference to figure out context clues and answering infe rential que stions. Yikes! The unit is a good 30 days. Day Activity 1 Introduce the Concept of Inferencing Give a real life example (building picture- what do we know, what clues does the building site give us? On the umbrella poster / graphic organi zer write the def inition of Inferencing As a class decide on hand motions to match this chant: Inferencing is combining schema and background knowledge with clues provided in the text to form a new idea. In weekly parent newsletter, describe Inferencing unit in the ´Up and Comingµ previe w section. The newsletter will be updated wee kly of what students will learn next in the unit. Students will meet in Guided Reading Groups. We will discuss Inference in GR groups. 2 Model Inference using think aloud while reading Train to Somewhere by Eve Bunting Students will meet in Guided Reading Groups . We will discuss Inference in GR groups. 3 Model inferencing by finish reading the book Train to Somewhere. Use post it notes to mark areas that I inferred what was going on in the story. Have students brainstorm all of the things I inferred about (the character, the characters emotions, the problem why an event was happening, what was going on etc). Write al of these on the Anchor

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These lessons were modified and modeled from ideas in Strategies that Work by

Harvey and Goudvis and Reading With Meaning by Miller. I am currently working on my Masters. One of my projects for a class was

to create this HUGE unit using the Understanding By Design Backward Planning

Model. I decided to create a unit about inferencing because this is an area Istruggled with last year and was not really pleased with how I pulled it all together.

Well, this project became a MONSTER. I had no idea how big the unit would

become. So on that note, beware! This is a LOT of info! This unit is not just using

inference; it is inferencing character, plot, theme, motive using inference to figure

out context clues and answering inferential questions. Yikes! The unit is a good 30

days. 

Day Activity

1 Introduce the Concept of Inferencing

Give a real life example (building picture- what do we know, what clues

does the building site give us?

On the umbrella poster/ graphic organizer write the definition of

Inferencing

As a class decide on hand motions to match this chant:

Inferencing is combining schema and background knowledge with clues

provided in the text to form a new idea.

In weekly parent newsletter, describe Inferencing unit in the ´Up and

Comingµ preview section. The newsletter will be updated weekly of

what students will learn next in the unit.

Students will meet in Guided Reading Groups. We will discuss

Inference in GR groups.

2 Model Inference using think aloud while reading Train to Somewhere by

Eve Bunting

Students will meet in Guided Reading Groups. We will discussInference in GR groups.

3 Model inferencing by finish reading the book Train to Somewhere.

Use post it notes to mark areas that I inferred what was going on in

the story.

Have students brainstorm all of the things I inferred about (the

character, the characters emotions, the problem why an event was

happening, what was going on etc). Write al of these on the Anchor

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chart:

I infer to :

(this chart will be added every lesson as we realize things we infer

about)

Students will meet in Guided Reading Groups. We will discussInference in GR groups.

4 Read aloud the story Smoky Night by Eve Bunting. Model inferencing

using think alouds again. As students to raise their hands to share an

inference f they made one while I read aloud.

Stop before the end of the story. Ask the students to think-pair-

share with a neighbor something that they inferences while reading.

Ask students to share their inference or a neighbor·s inference.

Students will meet in Guided Reading Groups. We will discuss

Inference in GR groups.

5 Teacher will give each student two post it notes. As I finish readingSmoky Night, ask the students to jot down any inferences they have

made.

Students will meet in Guided Reading Groups. We will discuss

Inference in GR groups.

6 Teacher will read aloud the story The Blue and the Gray. Ask

students to jot down any inferences that they make during the story on

post it notes. Share post it notes at the end of class.

Students will meet in Guided Reading Groups. We will discuss

Inference in GR groups.7 Teacher will model how to complete both the story frame graphic

organizer and the T-chart graphic organizer using the post it notes

students wrote yesterday.

8 Students will watch the Reading Rainbow video on Fly Away Home by

Eve Bunting. As students watch the video they will complete the

inferencing graphic organizer. The teacher will pause the movie and

students will discuss what they have inferred so far. The class will

then share at end.

9 Introduce the idea of conclusions. Discuss how it is a multiple meaning

word (a final decision reached by reasoning or the last part of

something). Share with students that what we have been doing isdrawing conclusions. We have been reaching a final decision about a

story based on our reasoning.

Add drawing conclusions to raindrop on the Inference Umbrella Visual

Aid.

Today we are going to play a game to continue practice drawing

conclusions.

Model how to play drawing conclusions board game. Class plays in small

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groups of 4-5 players per game.

Games will be available to play before school begins during morning work

and as an independent activity during guided reading.

10 Mini assessment on Drawing Conclusions from Scott Foresman reading

practice workbooks.

11 Students will complete the graphic organizer of choice after reading apicture book of their choice. This activity will be completed

independently over a period of several days (when students are not

meeting in guided reading groups).

12 Introduce the idea of interfering about a character. Sometimes the

writer will imply why a character feels a certain way or acts a certain

way, but does just say it.

Introduce the word motive and add to the word wall. Often readers

have to infer a character motive.

13 Read aloud the story Teammates by Paul Golenbock. Model activating

schema and review making connections (This unit will have been taught

previously). After reading the story, review how activating schema isimportant to inference.

14 Ask students what can we exactly infer about a character? Add these

to the anchor chart. Students should brainstorm things like what they

say, what they do, what they think. Add some of these things to the

raindrops under on the Inference Umbrella Visual Aid

Introduce to students a character graphic organizer. Point out that it

contains many of the ideas they just brainstormed.

Model how to complete the graphic organizer about Jackie Robinson

from Teammates.

(No guided reading groups)

15 Have students break into pairs. Students will complete the graphicorganizer about Pee Wee Reese from Teammates. Each student will

have a copy of the text and will be asked to write their own copy of the

graphic organizer.

16 Return to the inference graphic organizer. Is there anything we can

add about inferencing about a character? How does this help us as

readers?

Share what inferences we made about Pee Wee? What can we tell

about his motives?

Ask student to include any inferences that they are making while

reading in their journal response notebooks. I will read and respond to

these letters weekly.17 Mini assessment on understanding character (from Scott Foresman

reading practice workbook)

18 Ask students if anyone noticed what genre Teammates was? See if

students figure out it is written like a biography of Jackie Robinson.

Let students know today I will be reading aloud a (big book) biography

of Beatrix Potter, the author of Peter Rabbit.

While reading the book, model thinking about how to figure out words

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using context clues.

Atop half way through the book and ask students what they notice that

I did when I ran across words I did not know.

Create a list on a poster.

Tell students I was using context clues to figure out words.

19 Finish reading the biography of Beatirx Potter. Model the same lessonas above.

Add to the list. Make sure the list includes synonyms, reading around,

replacing the word, what makes sense, using your schema, using picture

clues, etc.

Add using context clues to a raindrop under the umbrella

Support this activity over the next several days in guided reading.

20 Read short story in the basal. Complete the reading practice workbook

pages from the Scott Foresman Test Link workbook using context

clues. Students may complete this in pairs to help support each other.

Check together at the end of class and make corrections.

21 Let students know that today in their independent reading I want themto write down any words they are not familiar with on a sticky note.

They will also need to write what they think the word means and which

context clues strategy they used to figure it out.

At the end of class meet back and share what strategies the kids used.

Add any interesting vocabulary words to the word wall.

22 Play the What Word Am I technology lesson plan.

23 Review strategies to figure out words using context clues.

Play Context Clues Board Game for more guided practice. Teacher will

mill around to check for understanding

24  Mini Assessment of Context Clues using Scott Foresman readingpractice workbook.

25 Ask students to think-pair-share and review with a neighbor what we

have learned about questioning. Ask students to share.

Ask students what they have learned about author and me questions.

See if any students can make the connection that this is inferencing.

Add to the Inferencing Umbrella poster/ visual aid.

26 Ask students to define the word evident. Add the word to our word

wall. Discuss how we need evidence in our reading to make inferences.

Lead students to realize the clues the text gives us could be calledevidence.

Review good test taking strategies. Model reading aloud a reading

passage with inferential/ author and me questions at the bottom (try to

find science/ NF connection) and think aloud how I will answer the

question. Puzzle over the part of the question that states, ´Use the

text to support your answer.µ See if any students can make the

connection that this is simply the evidence in the text. Model

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answering the questions.

Return to the Inferencing Anchor chart. Add Author and me questions

and how I answered the questions (reread, questioned myself and was

able to put into words the evidence to defend my inference)

27 Break students into groups of four. Pass out each member of the groupa reading passage with author and me questions on the bottom. Have

the groups read the passage and answer 1 assigned question on the

bottom. Come back together as a class and share our responses.

Discuss how we used the text to support our answers.

28 Ask students why is it important to answer author and me questions?

Let students know the reason we are practicing this, is many tests they

will come across for the next few YEARS will have questions like this!

However, in life we have to be able to state our beliefs, opinions and

conclusions and be able to support WHY we think this. This is a life

skill too!

Students will then independently complete a reading comprehensionworksheet. Check together as a class.

29 Inference Benchmark assessment