Group Size: Any

Time Required: 60 - 90 minutes

Learning Objectives: Students will be able to...

Make inferences about the text with the aid of a graphic organizer
Explain why it is important to us as readers to be able to make inferences
Post-it notes for coding the text 


Student Worksheet (attached)
Exit slips (attached) 
Overhead transparency of graphic organizer (attached) 

Do Now: (Add a Do Now to the Student Notes so that students have something to complete upon entering the room. I like to use this opportunity to spiral skills from prior lessons or to ask students to journal about a life experience that might help them to make a connection with today's lesson.)

Connection:  Yesterday we talked about making inferences, the key reading strategy for meaning-making and for making reading meaningful. Today we're going to continue practicing making inferences with our graphic organizers so that we can achieve our goal of locating those bigger ideas in what we read and understanding what the author is really trying to tell us.

Direct Instruction/Guided Practice:(T will briefly review graphic organizer on overhead.  For a review of step-by-step instructions on using the graphic organizer, please reference Lesson 6.)

Our first excerpt for today is from What do Fish Have to do with Anything? by Avi. In this passage you'll be reading about a man. I want you to focus your thinking on the man and his identity. What can you infer, as we read, about the man? Who would be willing to read for us? (T will accept a volunteer, who will read the passage aloud.)

Again, I want you to think about the man in the passage. What do we learn about the man? (T will accept reasonable responses from students and record responses on the overhead transparency of the graphic organizer. S will record these responses on their notes as well.)

What prior knowledge do we have that might be helpful to us in understanding this man's situation? (Accept reasonable responses, ie: poverty, homelessness as world problems that often cause displacement of this type. T will record these responses on the overhead transparency as S record them in their notes.)

And what can we infer? (T will accept reasonable responses, ie: The man may be impoverished or homeless. T will record this on the overhead transparency as S record inferences in their notes.)

Nice work.

Try the next excerpt with your table partner.  You will notice that your goal is to make an inference about the setting of the next passage. (T should allow adequate time for completion of the class, then facilitate a whole-class share out.  T should record acceptable responses on the overhead transparency and encourage S to add to their notes if applicable.  Keep in mind, if students lack adequate prior knowledge about World War II, they may struggle with this passage.  If this passage is too challenging, consider substituting another passage that connects with what students are learning in Social Studies class.)

Link: Now it's your turn. As you read today, what will you be doing? (Have students read through the directions in the "Link" section of the notes. If your students also complete an assignment for their literature circles during this time--such as a role sheet--you should add this task to the "Link" section as well.)

Independent Practice: (S will read silently, code the text with post-it notes, and complete their graphic organizers. Since all S should have selected literature circle novels and scheduled meetings with their literature circle groups for this week, small groups of S may be meeting at this time. T should be free to hold Reader's Workshop conferences with individual students and/or pull small groups guided reading or other interventions.)

Share: Our time for today is up. Before you share, however, please take a moment to complete this exit slip. (T should distribute exit slips and allow students adequate time to complete them.  T should then facilitate collection of the exit slips.  T should check exit slips for misconceptions this evening so that he/she is prepared to offer support to struggling learners during tomorrow's lesson.)

Please feel free to turn to your partner or move to meet with your literature circle so that you can share your work for today. Go over the inferences you made as you read, and critique each others' thinking. (T will allow time for sharing and circulate to check for understanding.)

Closing: I hope that today's review of inferences was helpful to you. Remember, when you infer, you take what you read, combine it with what you know, and come to your own conclusion about what the author wants you to understand or what the text really means.

It's time for million dollar question!

1. What does it mean to "infer"? (Accept reasonable responses.)

2. When do we ask questions? (Before, during and after reading.)

3. Note to the Instructor: Insert your own question here based upon objectives your students have mastered up until this point in the year.

4. Why do we make inferences? (We come to grips with the "bigger ideas" in what we read, we get a better understanding of what the author is really trying to say, etc.)

Differentiation: Novels are differentiated by reading level and by choice. Active reading strategy: coding the text. Graphic organizer. Pair/Share during Direct Instruction/Guided Practice. Reader's Workshop conferences with students to encourage individualized goal-setting.  Exit slip will be used to identify struggling learners so that they can receive additional support tomorrow.









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